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THE METROPOLITAN SCHOOL DISTRICT OF
LAWRENCE TOWNSHIP
Lawrence North High School
Improvement Plan
2013-2016
School Address: 7802 Hague Road
Indianapolis, IN 46256
School Telephone Number: 317-964-7700
School Fax Number: 317-576-6406
School DOE Number: 5276
School Corporation Number: 5330
________________________________
Principal Signature
_______________________________
Superintendent Signature
_______________________________
President, School Board Signature
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TableofContents
Introduction and School Information………………………………………………………………. 2
Vision, Mission, and Purpose………………………………………………………………………. 4
Leadership and Governance………………………………………………………………………… 6
A. Chart of District & School Governance
B. Chart of School Leadership
Teaching and Learning……………………………………………………………………………... 8
A. Chart of Goals, Commitments, Methods & Strategies
B. Faculty Goals & Commitments
C. Student Achievement Goals
D. Instructional Strategies to achieve goals
E. Professional Development
F. Role of Professional Learning Communities
Documenting and Using Results……………………………………………………………………. 10
A. End-of-Course Assessments
B. Graduation Rate
C. Attendance Rate
D. SAT, ACT Data
E. Advanced Placement, International Baccalaureate, Advanced College Project Data
F. Discipline Data
Appendices………………………………………………………………………………………….. 16
• Appendix A: Demographic Data
• Appendix B: Indiana Department of Education and Student Achievement Results
• Appendix C: Technology as a Learning Tool
• Appendix D: Goal Action Plan for Reading and Writing
• Appendix E: Evaluation and approval of the Professional Development Plan and Form D
• Appendix F: Definitions
• Appendix G: Safe and Disciplined Learning Environment
• Appendix H: Lawrence Education Association Approval
• Appendix I: School Improvement Committee
School Improvement Committee…………………………………………………………............... 26
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Introduction and School Information
Introduction
The purpose of Lawrence North school improvement plan is to evaluate the effectiveness of our
initiatives, develop goals for the next three years, establish a priority for improvement, identify
strategies, and create action and professional development plans to support the strategies.
Description of Community, District and School
Lawrence North is one of two high schools within the Metropolitan School District of Lawrence
Township. By serving over 15,000 students, the MSDLT ranks among the 10 largest school
districts in the State of Indiana. The district draws from the northeast corner of Marion County
which is part of the urban/suburban sprawl of greater Indianapolis. Industries providing
employment include education, health & social services, manufacturing, retail trade, finance,
insurance and real estate. Several junior colleges and universities are in close proximity for
those wishing to further their education. In the northern portion of the district lies Geist
Reservoir with homes in the million-dollar range; in the center of the district is the City of
Lawrence and Fort Benjamin Harrison State Park; and, to the south are several apartment
complexes as well as housing additions for first-time homeowners. Political boundaries are
somewhat unique as the City of Lawrence functions independently within the boundaries of
Indianapolis. Thus, some LN families receive services from the City of Lawrence while their
neighbors across the street may receive them from the City of Indianapolis.
Lawrence North High School is a fully accredited school within the MSDLT. Opening in the fall
of 1976, LN operates on the block-eight schedule and serves approximately 2,300 students in
grades 9-12. Student demographics at LN are very diverse in terms of race, cultural background,
and socio-economic status. White students comprise slightly less than 50% of the student body
and black students account for approximately 40%. The remaining 10-12% of students are
mostly of Hispanic/Latino background or are multi-racial. About 12% of the student body
receives special education services and about 5% receive support through our English Language
Learner program. Nearly 47% of Lawrence North students receive free or reduced lunch
assistance.
Lawrence North is a proud member of the Metropolitan Interscholastic Conference whose
members include Ben Davis, Carmel, Center Grove, Lawrence Central, North Central, Pike, and
Warren Central. In addition to extra-curricular competition, the MIC provides opportunities for
curricular and co-curricular groups to meet for the purpose of learning from one another. Large
high schools have their own unique issues and the professional exchange among members of the
conference has been invaluable to all aspects of school life at Lawrence North.
Contact Information
Name of Principal: Mr. Brett Crousore, Principal
Principal’s e-mail address: [email protected]
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1. Vision and Purpose
Mission Statement of the MSD of Lawrence Township Schools:
The mission of the Metropolitan School District of Lawrence Township is to empower all
students with the knowledge, skills, compassion, and integrity needed to contribute and succeed
as self-directed, life-long learners in a competitive global community.
Vision Statement:
The vision of the Metropolitan School District of Lawrence Township is to embrace Integrity,
Achievement, and Service of ALL.
MSDLT Core Values
Core values are the organization’s fundamental convictions, values, and beliefs. The Belief
statements provide the bedrock values that move the organization to commit itself to a specific
mission, vision, and objective. It establishes moral and ethical priorities that serve the guide all
the organization’s activities.
We Believe that:
• People are responsible for their choices.
• An environment of high expectations results in higher achievement.
• Great communities are built on mutual respect and dignity for all people.
• Integrity is essential to creating and sustaining positive relationships.
• Embracing diversity contributes to the strength of a community.
• The pursuit of learning as a life-long endeavor is essential to individual and
organizational success.
• Cooperation, collaboration, and communication are essential to success.
MSDLT Goals
The following are the five MSDLT goal areas of
improvement:
• Academic Achievement
• Ensuring Equity
• Safe and Secure Schools
• Stakeholder Satisfaction
• Efficient and Effective Operations
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Lawrence North High School Purpose Statement:
To develop instructional practices that will prepare our students to successfully enter
either a post-secondary educational institution or a career path and be prepared.
Lawrence North High School Vision Statement:
Achieving Excellence, Building Character, Serving Others
Lawrence North High School Mission Statement:
The mission of Lawrence North High School is to provide and facilitate relevant educational
experiences. Through rigorous curricula within the school and through partnerships with families
and the business community, we will empower students with knowledge, skills and supportive
relationships to successfully pursue their career and life interests.
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2. Leadership and Governance
The following organizational chart reflects the connection between the MSDLT Board of
Education and Lawrence North High School.
Board of Education
Central Office Administration
Township LEA
Discussion
District Equity
Leadership Team
LT Curriculum, Technology, Instruction
School Improvement
Committee
LEA
Discussion
Building Equity Team
Social Committee
Student Manage-
ment
Curriculum, Technology, Instruction
LN Curriculum, Technology Instruction
Building
Administration
Student
Instructional Match
Department & PLC Leaders
Instruction Task
Professional
Learning Communities
Pt of Emphasis Engaged and Relevant
Student Learning based on Data
Pt of Emphasis Informed Instruction
and Policy Decisions based on
Data
Pt of Emphasis
Equitable Communication
Goal 1: All students will show growth as readers
using Lexile scores
Goal 2: All students will show growth at
writers in the content area
Goal 3: All students will earn 6 or more Core 40
mathematics credits.
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Leadership - Responsibilities of the Lawrence North Administrative Team
Principal Crousore
Lower House Upper House Athletic Director Nesbit
Assistant Principal Harsha
Associate Principal Means
Dean
DeLuna
Dean
Penrose
Assistant A.D.
Zeller
Support Staff
Head Secretary Receptionist
Treasurer
Frosh Secretary ECA Coordinator Attendance Ass't ISS Supervisor
AP's Secretary Auditorium Director
Registrar, Data Manager
Athletic
Secretary
Departments/ PLC's
Dept. Chairs, Algebra II,
English 10, Bio, Guidance,
Journalism, Employment, PA
English 9, Algebra I, Earth/Space
Science, Geography, ED, Immersion,
AVID
US History,
Government, Econ, Band, Special Ed, World Language
Physical Education
Committees/ Teams
Discussion, PFO PAC, SIPT,
Technology, RTI, Data Analysis,
Reading Instruction
Communications
Readers/Writers Workshop, 9/10 RTI, Marketing, Student
Management
Student Management, District Residency Safety & Security District & Building Equity,
Master Schedule
PRIDE Parents, Athletic
Boosters
Instructional
Professional Development, Professional
Learning Communities,
Internships, AP, IB, ACP
AVID, ECAs, Immersion, MAC,
Achieve 3000
Classroom
Management Master Schedule, Special
Curriculum, AP/IB/ACP Testing
Physical
Education/ NCAA
Clearinghouse
Non-Instructional
activities
Personnel,
Finances Top 30, Honors Night,
Graduation
8th to 9th
Transitions ISS, ECA Testing Universal
Screeners
Building Calendar
Buildings & Grounds Security, Residency,
Master Schedule
Athletics
Intramurals Student Activities
Student Discipline & Attendance
9/10 Attendance 9/10 Discipline
11/12 Attendance 11/12 Discipline
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3. Teaching and Learning
Goals and commitments of Lawrence North along with strategies and methods to accomplish
them.
Goals & Commitments for Continuous Improvement
Goal 1: All students will read at
grade level or above using Lexile scores
Goal 2: All students will grow as
writers in the content areas.
Goal 3: All students will earn 6 or
more Core 40 math credits.
Commitment: All students will pass the English 10 End-of-Course
Assessment
Commitment: All students will
pass the Algebra I End-of-Course Assessment
Commitment: All students will
pass the Biology I End-of-Course Assessment
Commitment: All students will
earn a diploma or certificate within 4
years.
Strategies & Methods
Overarching Point of Emphasis: Equity
Point of Emphasis:
Engaged and Relevant Student Learning
Point of Emphasis:
Informed Instruction and Policy Decisions
Point of Emphasis:
Equitable Communication
Inquiry/ Project Based
Learning
Readers/ Writers
Workshop
Progress Monitors & Common
Assessments
RTI: Response
to Intervention
Effective
Communication
with Families
Equity Team
6 + 1 Writing Rubric
Building Academic
Vocabulary
Read 180 Achieve
3000
Appropriate
Placement to Challenge as
well as Support
P.A.S.S. P.F.O.
Building & Sustaining
Relationships
Balanced Math
Instruction
Utilization of
Appropriate Technology
Equity: Collaborative
Action Research for
Equity.
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Professional Development Opportunities
• PLC Work on culturally responsive teaching lessons
• Equity training and book talks
• Close Reading strategies and reading comprehension
• Authentic Instruction
• Academic vocabulary acquisition
• 6 + 1 Traits and Writing
• School Safety and Security
• 5 Easy Steps to Balanced Math
• Readers/Writer’s Workshop
• Middle School/High School Vertical Articulation
Technology Professional Development for 2013-2014
• My Big Campus – LMS
• Social Media usage in the classroom
• Active Inspire
• Usage of the Promethean Board
• Clickers
• Excel and data management
• Discovery Education
• 1:1 Initiative with all students having a device in 2014-2015
The School Improvement Committee meets monthly with the Principal, Associate
Principal, and Freshman School Principal. The administrators over curriculum and
instruction also meet regularly with the Curriculum, Instruction, and Technology
Committee to discuss key improvement initiatives and professional development needed
to meet goals. Department chair meetings have a teaching and learning segment twice a
month so that they can better lead their departments in improvement initiatives. Teachers
also receive training in school initiatives during selected morning time (7:45 am – 8:30
am). Professional development is provided by Department Chairs, Technology Coaches,
Media Center Specialist, PLC Leaders, teacher leaders, as well as school and district
administration.
Lawrence North will utilize the following avenues for professional development in order
to meet both district and school-specific goals:
1. PLC curricular work by course-based learning communities to continue work on
identifying standards, scope and sequence, creating benchmarks, working on
common core standards and implementation, common assessments, and progress
monitors. All with the expectation that student learning is the cornerstone of this
work. Data are reviewed on a weekly basis to address question #3 of the PLC
process.
2. Professional development to continue in the areas of writing across the
curriculum, problem solving, 6+1 rubrics with writing, literacy initiatives,
reading comprehension, academic vocabulary, and Readers/Writers Workshop.
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Professional Learning Community Objectives for 2013-2014
Goals • Ensure that all students will increase their reading comprehension, application
of academic vocabulary and writing skills as measured by English, Math and Biology End of Course Assessments
• Develop reading comprehension and vocabulary based learning activities
• Ensure that all students will increase their level of engagement in authentic learning
• Ensure a culturally responsive curriculum that is directly aligned with Indiana State Standards
• Ensure continuous improvement of instruction in all core areas as measured by common formative and summative assessments
• Departments will collaborate to serve the instructional needs of students
• Ensure continued quality professional development in 6+1 Traits of Writing, cultural competency, differentiation of instruction and literacy, technology integration in the classroom, common assessment development, data collection, and scope and sequence of courses
• Develop a plan to address interventions for students who are not learning in the classroom setting.
4. Documenting and Using Results
Critical areas for improvement:
Lawrence North has improved ECA scores in math, English and biology. The achievement gap is decreasing, but more work needs to be done to improve overall standardized test scores. We have struggling readers and writers and students who do not pass Algebra I. The identified students with weaknesses include black, special education, Hispanic and free & reduced lunch students. Lawrence North SAT and ACT averages are below the state and national averages. Advanced Placement participation and score averages for Lawrence North students are above the state and national averages. Statistics show that the top ten percent of students are competitive locally and nationally on standardized tests
Documenting and Using Results
The Graduation Qualifying Exam was phased-out with the class of 2011 and, beginning with the
class of 2012, students were then required to pass end-of-course assessments in algebra I and
English 10. However, the feedback provided by these assessments with regard to student
strengths and weaknesses is not as in-depth as educators were accustomed to receiving from the
GQE. Therefore, teachers in mathematics and English have developed common assessments as
means for determining student progress in preparation for their respective ECA’s. The following
results are current through May 2013 ECA testing cycle. Furthermore, Lawrence Township
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schools offers Algebra I in both 7th
and 8th
Grade. We have maintained a pass rate of 97%
amongst our young people who take the course at Fall Creek Valley Middle School.
Course 2010-11 2011-12 2012-13
Algebra I 86% (245) 79% (312) 77% (307)
English 9 67% (522) 71% (543) 71% (515)
Biology I 47% (486) 44% (480) 48% (520)
**(Tested)
ALGEBRA I ECA GRADUATION EXAM
(Class of 2014 Cohort)
HAVE TAKEN EXAM
AND PASSED
All 91.5%
Black 82.0%
Asian 100%
Hispanic 78.0%
White 96.0%
Multiracial 94.0%
Special Ed 71.1%
Free/Reduced 81.6%
ENGLISH 10 ECA GRADUATION EXAM
(Class of 2014 Cohort)
HAVE TAKEN EXAM
AND PASSED
All Class of 2013 85.9%
Black 73.2%
Asian 100.0%
Hispanic 75.0%
White 94.6%
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Multiracial 88.9%
Special Ed 57.1%
Free/Reduced 73.0%
Graduation Rate
Graduation Rate
Year LNHS State
Average
2005-06 80.70% 76.50%
2006-07 78.30% 76.40%
2007-08 77.80% 79.70%
2008-09 85.30% 81.50%
2009-10 85.80% 84.50%
2010-11 85.20% 86.0%
2011-12 85.60% 88.60%
Commentary: The graduation rate for LN increased 8% from 07-08 to 12-13. In an effort to
improve the graduation rate, several alternatives opportunities have been utilized over the past
three years. Lawrence North also offers an extended school year for seniors who need to acquire
credits for graduation. As an incentive, we offer a second graduation ceremony in July.
Areas of Improvement: Graduation Rate
Target populations and areas for improving graduation have been males, free & reduced lunch,
special education and black students. Strategies for improving graduation rates have addressed
attendance, parent involvement, club involvement, alternative programming and other non-
instructional areas. A need to change is evident in how instruction is provided and learning takes
place in the classrooms at Lawrence North. Professional learning communities are developing
common assessments and intervention plans in an effort to identify struggling students and
determine a course of action to help those students succeed.
Based on research, the practice of identifying struggling students early is essential to helping
each be successful during instruction. We began in 2012 administering the Scholastic Reading
Inventory to all students in grades 9-11 to learn each student’s Lexile level.
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SAT
SAT scores have remained at or above the state average in the area of reading; however our
Math scores went up in 2011 and then declined in 2012. We have made a concerted effort to
improve these scores by incorporating more problem solving activities in all content areas. Also,
we had students in 2012-2013 use the PrepMe program on Naviance to help guide them on test
taking strategies surrounding the SAT.
AP Exams
STUDENTS TAKING AT LEAST ONE AP COURSE
(Class of 2013)
LNHS
All 68%
Black 51%
Asian 91%
Hispanic 59%
White 83%
Multiracial 72%
Free/Reduced 49%
Commentary: A greater percentage of LNHS seniors (Class of 2013) took at least one AP
course compared to the other schools in all demographic groups.
STUDENTS EARNING A 3 (OR HIGHER) ON AT LEAST ONE AP EXAM
(Class of 2013)
LNHS
All 14%
Black 7%
Asian 45%
Hispanic 3%
White 21%
Multiracial 12%
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Free/Reduced 6%
Commentary: A greater percentage of LNHS seniors (Class of 2013) took AP exams however
fewer are scoring a 3, 4, or 5 on the exam. We entered into the AP-TIP grant in April on 2013
and we set goals to improve the number of 3, 4, and 5 scores on the AP exams in the areas of
English, Math, and Science. This is a partnership with the University of Notre Dame. Our goal
for 2013-2014 is to have 296 3, 4, or 5 scores.
Furthermore, in the class of 2013, Lawrence North had 47 AP Scholars with an avg. score of
3.51.
International Baccalaureate
International Baccalaureate
2009 2010 2011 2012 2013
Number Registered for IB Courses 28 25 52 73 79
Number Seeking IB Diploma 17 13 9 21 18
Number Receiving IB Diploma 10 9 8 18 11
Commentary: The number of students pursuing an international baccalaureate diploma has
increased significantly over the last three years. However, the number actually earning the
diploma has not seen the same growth outside of the class of 2012. The IB Coordinator began
conducting monthly meetings with the IB staff in 2012-2013 and is expecting each to have
review sessions for students on a quarterly basis.
Discipline Data and Attendance
School Year 2008-2009 2009-2010 2010-11 2011-12 2012-13
Enrollment 2612 2485 2430 2349 2351
Fights 24 38 43 33 24
Referrals 5162 4568 4023 3828 1936
OSS 390 396 321 296 276
Expulsions 48 40 43 33 11
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Grade 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
Grade 9 95.00% 95.10% 95.40% 94.90% 95.80% 95.40%
Grade 10 93.80% 94.70% 94.20% 94.70% 95.30% 95.60%
Grade 11 93.20% 93.40% 93.80% 93.30% 94.20% 95.40%
Grade 12 93.80% 93.00% 92.90% 93.70% 94.60% 94.80%
All Grades 94.00% 94.00% 94.10% 94.20% 95.00% 95.30%
Commentary
We have made a concerted effort over the past three years to decrease the number of students
being referred to the office for disciplinary reasons by creating and sustaining positive
relationships with our students. Over this period, our referrals have dropped, out of school
suspensions have decreased, and we have offered more Form 16A opportunities for students who
we have expelled in the past. Although we have decreased the number of referrals and
suspensions, we are not satisfied. We are working during the 2013-2014 school year to decrease
our Out of School suspensions and provide alternatives to our students. We do not believe out of
school suspension is a productive means of discipline/teaching.
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Appendices
Appendix A: Demographic Data
Appendix B: Indiana Department of Education and Student Achievement Results
Appendix C: Technology as a Learning Tool
Appendix D: Goal Action Plan for Reading and Writing
Appendix E: Evaluation and approval of the Professional Development Plan and Form D
Appendix F: Definitions
Appendix G: Safe and Disciplined Learning Environment
Appendix H: Lawrence Education Association Approval
Appendix I: School Improvement Committee
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Appendix A
Lawrence North High School Demographic Data
Enrollment
Grade 2008-09 2009-10 2010-11 2011-12 2012-13 2013-2014
Grade 9 616 624 626 555 554 577
Grade 10 653 605 601 612 543 564
Grade 11 676 696 659 619 623 545
Grade 12 667 573 571 533 588 629
Total Enrollment 2,612 2,498 2,457 2,319 2,308 2315
Demographic Breakdown of Enrollment
Year Black Asian Latino White Multi-Racial
2008-09 38.7 1.5 6.7 47.8 5.2
2009-10 38.5 1.5 8.2 46 5.8
2010-11 38.3 1.3 9.1 45.5 5.7
2011-12 36.8 1.4 10.4 45.6 5.6
2012-13 37.9 1.6 12.7 41.8 5.9
2013-14 40.1 1.9 14.0 38.0 5.7
Free and Reduced Lunch
Year Paid Reduced Free
2008-09 67.4% 6.9% 25.7%
2009-10 61.7% 8.8% 29.5%
2010-11 58.8% 9.6% 31.6%
2011-12 56.6% 8.5% 34.9%
2012-13 52.1% 7.9% 40.0%
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Appendix B
2011-12 Indiana Department of Education Report Card
1. Letter Grade: B-3.40: This is the first year of formal calculation of school letter grades
in the state of Indiana.
2. Student Performance: ECA Algebra I 79.0% passed; ECA English 10 71.0% passed
3. College and Career Readiness: 50.5% of students were College and Career Ready
according to the state formula. This percentage includes AP, IB, ACP, Dual Credit and
industry certification. This is above the state percentage of 41.7%.
4. Graduation Rate: 2011-2012 - 85.6%. The state average was 86.2 and the state goal is
90%
5. ACT: In 2013, Lawrence North’s composite score was 21 with 44% of the class taking
the exam.
6. SAT: Final reports are not available for the Class of 2013. The Class of 2012 average
scores were: critical reading (486), math (481), and writing (472).
Appendix C
Technology as a Learning Tool
The focus of the technology plan at Lawrence North is to integrate technology
into the teaching and learning process within every classroom, to meet the needs of the
students as life-long learners, and to create real-life activities in support of educational
standards. Within the district a formal timeline Lawrence North High School is expected
to deploy our 1:1 initiative in 2014-2015 with every child having a device. For our
building, a review and alignment of needs was performed by our Curriculum, Instruction,
and Technology Committee. This team of teachers, administrators and support staff
analyzed current technology and made recommendations for additions and
improvements.
The technology plan and professional development plan both emphasize training
teachers to become more proficient in the actual use of technology as a teaching tool
rather than as merely a display tool within the classroom. In addition, the School
Improvement Committee has identified the need for technology to make information
available to teachers in timely and easily-accessed manner. Opportunities for teachers to
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learn how to use technology to inform and impact instruction have been included in the
professional development plan.
Technology Professional Development Calendar
August: New Teacher Orientation to Skyward, My Big Campus, Clickers, and
Promethean Board
September: Promethean Training, Clickers, Excel, My Big Campus
October: Discovery Learning, 1:1 Initiative and available resources, My Big
Campus and the data warehouse
November: Active Inspire software and data collection
January: 1:1 initiative with a department focus on needs for 2014-2015
February: 1:1 initiative with a department focus on needs for 2014-2015
March: 1:1 initiative with a department focus on needs for 2014-2015
April: Work with chosen device (Chrome Book, Ipad, or Laptap)
May: Work with chosen device (Chrome Book, Ipad, or Laptap)
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Appendix D
Reading and Writing Improvement (Goal Action Plan)
I. Vision
A. Teachers have an understanding of reading strategies in content areas.
B. Teachers share strategies during the Professional Learning Community process.
C. Students develop a passion for reading and writing through choice options across the
curriculum.
D. Students and teachers model reading and writing on a daily basis at Lawrence North High School
E. Staff members have a shared vision for the writing process and a shared method of evaluating
student work.
II. Skills
A. Faculty and Staff training in Readers/Writers workshop.
B. Faculty and Staff training in using Scholastic Reading Inventory Data.
C. Faculty and Staff training in reading comprehension.
D. Faculty and Staff training in using the 6+1 Writing Traits Rubric.
III. Incentives
A. Engagement for students who have lost a passion for reading and writing.
B. Methodology is being used in elementary and middle schools in MSDLT.
C. Potential to increase rigor in our classrooms.
IV. Resources
A. A district or building-level "expert" to help teachers use Readers/Writers workshop
B. Time and funding to train teachers.
C. A device for every child at Lawrence North High School.
V. Action Plan
A. 2013-2014 Goals
1. Increase the number of teachers trained in Readers/Writers workshop to 100%.
2. Administer the SRI test to all students in grades 9-11.
B.
3. Develop content area procedures for teaching reading.
4. Develop a plan for our 1:1 initiative and reading in the classroom.
5. Train all staff in using the 6+1 Writing Rubric
2014-2015
C.
1. Train all new staff in Readers/Writers workshop.
2. Increase resources available to staff and students through the 1:1 initiative.
3. Incorporate Common Core standards into all reading and writing activities
4. Administer the SRI test to all students at Lawrence North High School to evaluate the growth of our
students.
5. Train all staff in using the 6+1 Writing Rubric
2015-2016
1. Train all new staff in Readers/Writers workshop
2. Analyze the success/growth of the students reading and writing.
3. Evaluate the 1:1 initiative and the impact on reading and writing at LNHS.
3. Prepare for new state testing model.
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Appendix E
Indiana Department of Education
Professional Development Program
School Information
School Information: Lawrence North High School
County/Corp/School#: 5276
Address: 7802 Hague Road
Indianapolis, IN 46256
Phone: (317) 964-7700
Fax: (317) 576-6406
Name of Principal: Mr. Brett H. Crousore
Principal’s e-mail address: [email protected].
Grade levels included in school: 9-12
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Form E
EVALUATION
Please answer these questions for each school goal from your SIP that your Professional
Development Program is addressing. (The Professional Development Program should be limited
to addressing no more than three school goals from your SIP.)
1. What is your school’s vision toward which this Professional Development 1. What is your school’s vision toward which this Professional Development 1. What is your school’s vision toward which this Professional Development 1. What is your school’s vision toward which this Professional Development Program will lead? (The vision may be taken from your school improvement plProgram will lead? (The vision may be taken from your school improvement plProgram will lead? (The vision may be taken from your school improvement plProgram will lead? (The vision may be taken from your school improvement plan or an or an or an or created for this document.) created for this document.) created for this document.) created for this document.) We believe our professional development plan will lead to more effective instruction to address reading comprehension and writing. Nearly half of our freshmen read well below grade level according to our Scholastic Reading Inventory data. Improvement in the area of reading will lead to improvement in writing according to several research-based documents. In 2011-2012, we began Readers/Writers workshop in all of the Language Arts classes. The expansion of this method into all content areas will lead to even greater growth amongst our most struggling learners. Data trends show that reading has been an area of weakness for several years. With a long-term focus on improving reading instruction across all curricular areas and on training all staff members in the 6+1 Traits of writing, it is our hope that reading and writing achievement will improve dramatically in the next couple of years. 2. What is (are) the goal(s) of your Professional Development Program? 2. What is (are) the goal(s) of your Professional Development Program? 2. What is (are) the goal(s) of your Professional Development Program? 2. What is (are) the goal(s) of your Professional Development Program? 1. Reading, comprehension, and vocabulary acquisition
2. Improve writing across the curriculum
3. Review 6+1 Traits of Writing
4. Improve student engagement through improved instruction
5. Incorporate balanced math into all math courses
6. Incorporate the Equity process in all facets of learning and instruction 7. Ensure that all graduates from Lawrence North High School are college and/or career ready upon graduation. 3. How will all staff members be involved in continuous learning? How will continuous 3. How will all staff members be involved in continuous learning? How will continuous 3. How will all staff members be involved in continuous learning? How will continuous 3. How will all staff members be involved in continuous learning? How will continuous learning belearning belearning belearning be embedded in practice? embedded in practice? embedded in practice? embedded in practice? Governance and Leadership charts demonstrate a commitment to continuous learning. Teachers
will receive professional development through professional learning communities from 7:45-
8:30 three mornings a week. Teachers will create common assessments, collect student data,
analyze data, and use data results to drive instruction. Teacher collaboration in common subject
PLC’s provides opportunities for sharing best practices.
4. How will professional development increase cultural compet4. How will professional development increase cultural compet4. How will professional development increase cultural compet4. How will professional development increase cultural competency in the school’s ency in the school’s ency in the school’s ency in the school’s educational environment? educational environment? educational environment? educational environment? Much of our emphasis on instruction is about giving student choice as well as on making instruction relevant and engaging for all students. Our professional learning communities will be asked to assess curriculum and instruction in terms of cultural relevance. The Equity team will lead initiatives to reinforce cultural competency in the classroom and school. They will also continue to study different research-based methods to educating our
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students of color. We will build relationships with our stakeholders – students, parents, faculty, community, administration, and P.A.S.S. group.
Appendix F
Definitions • SRI Scholastic Reading Inventory • RTI Response to Intervention • SAT Scholastic Aptitude Test • ACT American College Test • PSAT Preliminary Scholastic Aptitude Test • ACP Advanced College Project • AP Advanced Placement • DC Dual Credit • P.A.S.S. Partner for Academically Successful Students • ECA End of Course Assessment (Algebra I, English 10, Biology) • PLC Professional Learning Community
Appendix G
Safe and Disciplined Learning Environment
Current Practices:
• Student Handbook is explained to the students via the student announcements and each
student receives a hard copy during the first week of school
• Student Management Committee advises the administration on matters pertaining to safety,
security and routine management of students, staff and visitors.
• Police support officers and security personnel both inside and outside the building until 6:00
pm.
• Registration of all cars with parking decals and identification numbers
• Request of ID for all visitors as well as expectation for visitors to wear badges in building
• Student photo ID’s utilized for media center, cafeteria, late arrival, and authorization to leave
a classroom.
• 50+ security cameras in and out of school
• Lockdown response reviewed with all staff members
• Safety and Security backpacks in all classrooms
• Regularly scheduled fire drills, tornado drills
• Name tags required of staff
• Crisis Handbook utilized during drills and actual emergency situations
• Buildings and Grounds supervisor is responsible for overseeing crisis management and for
training others in proper response techniques.
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Opportunities for Improvement:
• Review Student Handbook with the input of staff and students as we move into a more digital
age.
• Improve consistency of security.
• Place greater accountability on individuals responsible for making sure all school entrances
are secure.
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Appendix H Professional Development Program Approval
I, Kari Bordner as the exclusive representative, by signing this document,
demonstrate my support for the Professional Development Program submitted by
the above mentioned school.
Signature Date
Kari Bordner, LEA President or Designee
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Appendix I
School Improvement Committee responsible for this plan:
Committee Member Name Group Represented Signature Date
Atkinson, Brian Teacher
Cangany, Brad Counselor
Cash, Rebecca Teacher
Crousore, Brett Principal
Diercks, John Teacher
Fitzgerald, Tim Teacher
Frankum, Mark Teacher
Harsha, Andrew Assistant Principal
Lain, Don Teacher/Parent
Lauri, Liz Teacher
Means, Tracey Associate Principal
Moody, Cammie ESL Coordinator
Morton, David Teacher
Parks, Kris
Special Education
Department Chair
Ploch, Kelly Teacher
Romine, Jon Academic Dean
Schoff, Dianne Teacher
Schlotterbeck, Gina Teacher
Shetter, Eric Teacher/Parent
Shetter, Kim Teacher/Parent
White, Brian Teacher
Williams, Ayanna Teacher
Williams, Kyle Counselor