ANDERSON COUNTY SCHOOLS three year pla… · Web viewANDERSON COUNTY SCHOOLS. Administrative Goals 2012-2013. Value Statement 1 – Curriculum. Vision and Mission – Prepared/Responsible

ANDERSON COUNTY SCHOOLSAdministrative Goals 2012-2013

Value Statement 1 – CurriculumVision and Mission – Prepared/Responsible

(Align and teach Common Core Standards K-12; Offer career choices courses; STEM courses; CTE courses that prepare students for a career of their choice; Offer AP courses, dual-credit courses and advanced courses that prepare students for college work of their choice; Offer interview skills,

resume preparation, work skills and citizen responsibilities, guidance for students.)

Goals: To increase College/Career Readiness for all students by expanding curriculum/enrichment opportunities, implementing clear student-friendly learning targets with congruent tasks and matching formative assessments, utilizing effective intervention strategies, and providing skills/feedback to students for productive citizenship.

StrategiesAction Steps

What steps are required to reach our goal?

Evidence of Success How will we know that we are making process? What data

are we using to measure?

Progress Monitoring/Benchmark2012-2013 2013-2014 2014-2015

CURRICULUM DATA:Snapshots (website) -Monthly walkthroughsProgram review auditsMonthly administrative Snapwalk:

Posted clear, student-friendly learning targets

Congruent task Formative assessment Student technology use Active student

engagement High level thinking Real-world prep tasks

OPPORTUNITIES DATA:AP enrollment Dual credit enrollmentSTEM enrollmentArea Technical Center enrollmentWork-based learning enrollmentGT servicesTransition class



Congruent task Formative assessment Student technology use Active student engagement High level thinking Real-world prep tasks

OPPORTUNITIES DATA:AP enrollment Dual credit enrollmentOnline enrollmentSTEM enrollmentArea Technical Center enrollmentWork-based learning enrollmentGT servicesTransition class



Congruent task Formative assessment Student technology use Active student engagement High level thinking Real-world prep tasks

OPPORTUNITIES DATA:AP enrollment Dual credit enrollmentOnline enrollmentSTEM enrollmentArea Technical Center enrollmentWork-based learning enrollmentGT servicesTransition class

1. Departmental Curriculum checklists2. Snapshot/learning target posting monitoring3. Monthly administrative snapshot walk-through (snap-walks)4. Daily walk-throughs5. 3 internal program review audits6. annual SACs internal audit7. departmental data analysis of assessment8. Enrollment data for AP, dual credit, STEM, online classes, Area Technical Center, Work-Based learning9. opportunities for intervention/enrichment through GT services, transition classes, tutorial sessions, and ESS numbers

Tutorial sessionsPLANA. Curriculum and Instructional focus 1. CASL departmental facilitators will lead each department through completion of standards deconstruction (KCAS Math/English including Literacy Standards in Science, Social Studies, and Technical areas or 4.1 Core Content for those without new standards) to create/tweak clear, high-level, student-friendly learning targets with congruent rigorous/relevant tasks, and formative assessments connected to those targets.2. Each teacher will complete/tweak Standards Based Units for all core classes and elective classes, excluding Advanced Placement, which will submit College Board syllabus.3. Follow-up Professional Development through departmental Professional Learning Communities will be provided to complete process and move forward with CASL plans.4. Teachers will post student-friendly learning targets in a visible location in classroom and incorporate them daily into instruction with students, utilizing congruent tasks/activities and formative assessment.

B. Calendar Development1. Teachers refine and utilize trimester calendars for each class they teach, adjusting where necessary, by posting weekly snapshots on their websites, including learning targets, tasks/assignments, and formative assessments.

C. Common Planning and PLC’s1. Core departments will use common planning to share best practice instruction, create and score ACT/Quality Core-like multiple choice/constructed response items, analyze student assessment data, and create intervention and

Tutorial sessionsPLANA. Curriculum and Instructional focus 1. Complete the final section of CASL plan – communication how2. Review/tweak learning targets and Standards Based Units.3. Work with Science and Social Studies on new standards when released.4. Professional development for English, Social Studies, and Science staff for LDC materials, and MFAL PD for math department.5. Work on moving “needs improvement” areas in all program reviews to proficient. 6. Continue to utilize regular collaboration time dedicates to curriculum, instruction, and assessment.

Tutorial sessionsPLAN A. Curriculum and Instructional focus

1. Re-assess CASL plans and review/tweak learning targets and Standards Based Units, with rigorous congruent tasks and matching assessments—embedding best practice instructional strategies.2. Work on moving “proficient” areas in program reviews to distinguished.3. Continue to utilize regular collaboration with faculty dedicated to curriculum, instruction, and assessment.

enrichment activities to address student needs.2. Elective departments will use monthly meetings to assess and work on needs improvement areas of their program reviews.3. Create monthly faculty meetings and continue to utilize non-instructional work days for faculty collaboration.

DOA. HQPD, PLCs, and leadership teams1. Continue to provide teachers with opportunities (6 hours of HQPD) to grow professionally in content-specific areas and with best practice instructional practices.2. Continue to refine and improve upon the Professional Learning Communities process and expectations.3. Each faculty member will complete one collegial visit and participate in cross-curricular lesson-- to improve upon instructional process, 4. Utilize research-based instructional strategies, like pre/during/post reading strategies, CHAMPS classroom management, cooperative learning, formative assessments, differentiation, questioning techniques, graphic organizers, next generation learning, etc. Re-focus on CHAMPs and reading strategies this year.5. Offer opportunities for all teachers to lead and be a part of school improvement plans and reflection/assessment of our school.6. Perform annual self-assessments using SISI or SACS accreditation standards to initiate CSIP process for year, involving all stakeholders. 7. Complete 3 internal program review audits8. Implement a pilot program for teachers on student technology use for instructional purposes in collaboration with Central Office.

DOContinue first-year instructional plans, particularly focusing on Kagan and differentiation strategies.

DOContinue first-year instructional plans, particularly focusing on Learning-Centered Schools and questioning techniques.

CHECKA. Data Disaggregation1. Through advising, students will participate in Test Talks to discuss formative MAPs testing and summative EOC/EPAS testing and utilize ILP- increasing student accountability.2. Through testing fairs and parent/teacher conferences, parents will receive information on student achievement through assessment and receive individual testing conferences.3. Analyze student data based upon EPAS assessments and MAP testing to determine intervention needs and enrichment opportunities like AP.4. Design and utilize form to track student progress on assessments – not meeting benchmarks.5. Create and maintain data boards in data room to gauge progress: AP, EPAS, EOC, and on-demand.

B. Common Assessments: Formative/ Summative Assessments1. Assess and re-design common assessments, including formative and summative, to ensure they are measuring deconstructed learning targets and modeling ACT/QC-like format2. Design and utilize student self- monitoring tool to track student progress on assessments 3. Include constructed response scoring plan in the assessment process; provide Live Scoring, where possible.4. Create a summative assessment pep talk meeting schedule for every tested group by grade level, not by test12th grade – ASVAB, KOSSA, COMPASS11th grade – ACT, On-Demand, EOC, KOSSA 10th grade – PLAN, On-Demand, EOC, KOSSA 9th grade – MAP

CHECK1. Faculty training on progress monitoring, including student self-monitoring in the classroom2. Evaluate data boards from previous year and maintain summative boards and create formative boards through departments for analysis.3. Continue to analyze assessment results and determine curriculum/instruction needs and individual student needs.4. Continue tracking/self-monitoring.5. Analyze EOC results and assess classroom use of QC materials.

CHECK1. Analyze student self-monitoring results, EOC and EPAS growth.2. Maintain data boards, utilizing results to determine curriculum/instruction needs.3. Continue to analyze assessment results and determine curriculum/instruction needs and individual student needs.4. Continue tracking/self-monitoring.5. Continue to analyze EOC results and assess classroom use of QC materials.

5. Utilize MAP assessment as plan to monitor student progress and provide differentiation in the ninth grade and with all special education students; identify student intervention needs for 10th grade students6. Through department formative assessments/common assessments, target students who may need extra motivation and interventions; formulate individual student plans. 7. Embed ACT-like testing and the Quality Core curriculum in all core classrooms; in addition to state EOC Algebra II, Biology, English II, and US History, purchase Algebra I, Geometry, English I, and Chemistry8. Train faculty in all core areas with QC materials.

ACTA. Tutorial and Enrichment1. Each department/class will gather data and create plan for in-class re-teaching and tutorials.2. Continue Math and English tutorials during SSR time for ACT and individual course tutorials.3. Provide ESS Tutoring Center two days a week with a teacher and peer tutors.4. Continue to provide academic and social transition lessons for ninth graders through SSR by using PAWSS mentors

Response to InterventionA. LITERACY/READING:1. Provide classroom teachers with reading strategies to integrate into the core content classroom. 2. Continue to identify students needing intervention assistance using assessment data: MAP/EPAS3. Using data identify students for specific intervention programs:a. 9th grade Reading Class for struggling readers targeted by 8th grade MAPs and EXPLORE scores, focusing on content-specific reading, and embedding pre/during/post

ACT1. Continue to seek opportunities to re-teach, tutor, and intervene for students during the school day, while also offering after-school programs.2. Assess current programs for effectiveness; seek student input and parent input.3. Students will be provided with self-monitoring methods toward their progress by classroom teachers, after teacher training.

ACT1. Continue to seek opportunities to re-teach, tutor, and intervene for students during the school day, while also offering after-school programs.2. Assess current programs for effectiveness; seek stakeholder input.

reading strategiesb. Daytime ESS pull-out program, using Read Naturally and individual-specific reading strategies to increase individual student reading levelsc. Reading Support Classes for students with disabilities (Reading labs) d. Collaborative literature transition classes for freshman and senior years4. Continue School-wide reading period (SSR) & expand on literature circles and reading tutorials5. Continue summer reading program 9th – 12th grade, incorporating AP summer work and expanding on reading and accountability options.6. Provide systematic monitoring, maintenance plans, and support systems in place for struggling readers beyond ninth grade year.

B. MATHEMATICS:1. Provide classroom teachers in mathematics with context for all units of study for core content; create clear-learning targets and formative assessments connected to those targets, embed tutorials and re-teaching as needed throughout units and utilizing ACT Quality Core.2. Identify 9th grade mathematics placement criteria for successful math foundation/transition to high school: 250 MAP, 18 Explore and 9th grade test placement (2 out of 3)3. Determine criteria for student intervention in mathematics and find a realistic way to provide remediation for students who are not understanding core content; create an Algebra I lab for 3rd trimester for students who failed first two classes. 4. Implement a tutorial pullout program during SSR to assist struggling students that fall in the priority needs area(s).a. Group 1 – Juniors who need assistance in mathematics based on

Plan scores.b. Group 2 – Freshmen who need weekly help to prevent them falling behind in individual math classes5. Purchase computer software to be used in the classroom to assist students in the priority needs areas.6. Students who do not meet ACT college readiness benchmarks will complete an intervention through senior year coursework.

B. Maintenance- Departments will create a plan for maintenance using tactics such as bell ringers, exit slips, journal entries, word walls, and core content posters.

C. Monitoring1. Principals will monitor teacher classrooms through walk-through observations and webpage snapshots. Each member of the administration team will conduct at least one walk-through on a daily basis. 2. Teachers will adjust instruction based on regular formative assessment data to re-teach material and/or refer students for tutoring. 3. Parents will monitor student progress through the use of teacher websites for instructional snapshots, parent portal, and interval progress reports.

Value Statement 2 – InstructionVision and Mission – Prepared/Responsible

(Actively engage and motivate students to learn by using best teaching practices; provide intervention and enrichment opportunities for students; Teach interview, resume preparation, work skills and citizen responsibilities; Use cooperative learning, small group, effective strategies; Teach skills

building; Teach learning targets; Monitor curriculum map; Re-teach using data, Celebrate; and Partner with parents and community to prepare students for college and career readiness.)

Goal: To improve College/Career Readiness for all students by enhancing instructional practices through high quality professional development, technology integration, data analysis, progress monitoring, PLC Collaboration, student/staff recognition, and parent/community involvement.

Goal: To improve customer service by communicating and connecting with all stakeholders more effectively.Strategies

Action StepsWhat steps are required to reach our goal?




STAKEHOLDER INVOLVEMENT:PLC CollaborationTeacher collegial visitsHQPDAlumni AssociationSBDM electionsParent/teacher conferencesHome visitsTIPSNinth Grade Night OutsAdvising SessionsCommittees/Leadership teamsParent/Community SurveyParent Connection eventsCommunication: one-call/IC/websiteClub/Community ServiceBYOD registrationTeacher of the MonthStudent awardsTutorial sessions

A. PARENT CONNECTIONS:1. Provide multiple parent connection activities in one night as a menu of events: parent/teacher conferences, curriculum fairs, CCR advising, and workshops like mock interviews.2. Provide multiple means for parents to acquire information: parent portal, website, e-mail distributions, one call, teacher webpages, and newspaper articles.3. Revise website with more parent/stakeholder friendly accessible information and regular updates.

STAKEHOLDER INVOLVEMENT:PLC CollaborationTeacher collegial visitsHQPDAlumni AssociationSBDM electionsParent/teacher conferencesHome visitsTIPS Ninth Grade Night OutsAdvising SessionsCommittees/Leadership teamsParent/Community SurveyParent Connection eventsCommunication: one-call/IC/websiteClub/Community ServiceBYOD registrationTeacher of the MonthStudent awardsTutorial sessions

STAKEHOLDER CONNECTIONS:1. Utilize stakeholder survey to assess programs and create new opportunities and/or enhance current ones.2. Award first Alumni Association and Kentucky scholarships.3. Continue to build business relationships for student incentives through Kentucky and Advanced Kentucky Scholars.4. Award first Advanced Kentucky Scholars certificates.

STAKEHOLDER INVOLVEMENT:PLC CollaborationHQPDTeacher collegial visitsAlumni AssociationSBDM electionsParent/teacher conferencesHome visitsTIPSNinth Grade Night OutsAdvising SessionsCommittees/Leadership teamsParent/Community SurveyCommunication: one-call/IC/websiteParent Connection events/Community ServiceBYOD registrationTeacher of the MonthStudent awardsTutorial sessions

A. STAKEHOLDER CONNECTIONS:1. Utilize stakeholder survey to assess programs and create new opportunities and/or enhance current ones.2. Continue to utilize feedback to increase stakeholder involvement and communication effectiveness.3. Continue to include faculty departmental goals as part of plan and CSIP

BYOD registrationsParent/Teacher connections – conferences, phone contacts, e-mails.TIPS registrationStakeholder surveysWebsite hitsAlumni Association enrollmentStudent awards

4. Create Ninth Grade Night Out programming connected to athletics with student incentives.5. Continue transition programming early to integrate parents into high school culture and implement opportunities for improved communication: 8th grade parent night, TIPS.

B. COMMUNITY INVOLVEMENT:1. Continue Truancy Diversion Program, extending collaboration with multiple stakeholders to intervene early for students.2. Expand alumni association to encourage involvement, extend invitations, and provide social network.3. Encourage home visits as part of a mentoring program for at-risk students.4. Create a parent/community/student survey to solicit feedback from all stakeholders regarding vast school improvement and school initiatives and add community/parent members to advising.5. Expand on Kentucky Scholars Advising committee and award first Kentucky Scholars certificates.6. Increase student BYOD to 40%.7. Continue ACHS Impact- fall and spring.8. Pilot program for clubs/organizations to participate in community service.

C. FACULTY/STAFF:1. Departmental PLCsARTS & HUMANITIES:1. Teachers will consistently document and collect evidence for activities and add them to the shared drive as proof of meeting such requirements of the Program Review.2. Teachers will research potential sources for programmatic enhancement.3. Teachers will utilize departmental time for alignment and additional resources for program review.ENGLISH:1. Practice Quality Core multiple choice and constructed response released items. Provide feedback on the thought

5. Continue to include faculty departmental goals as part of plan and CSIP

processes of MC and model strategies for constructed response form.2. Implement ACT online and ACT practice material from books. Teachers follow plan. MATH:1. Implement Quality Core and ACT items into regular instruction.2. Find incentives for students who utilize the ACT online program, practice the ACT on their own, and who perform well on the ACT; math teachers will incorporate ACT questions regularly. 3. Pull students during SSR for ACT preparation and content remediation.PLV:1 Each CTE teacher is responsible for monitoring and advising students to stay on track to become completers and to take and pass KOSSA.2. All teachers will utilize best practice teaching methods and strategies to raise the levels of student achievements to meet department goals.3. All teachers will use common formative and summative assessment within each subgroup of the department and will analyze student results to aid in preparation for KOSSA exams.4. All teachers will participate in formulating PLCS program review. SCIENCE:1. Continue ACT weekly guided practice2. Embed ACT Quality Core curriculum into Standards Based Units and instructionSOCIAL STUDIES:1. Integrate ACT readings/questions and ACT Quality Core materials2. Change Open Responses to Constructed Responses like in ACT Quality Core. 3. EOC teachers provide specifics on skills needed to be successful4. Teach analytical skills5. Practice writing6. Seek increased motivation on tests7. Use formative assessment to guide interventions

2. Faculty meetings and team

involvement

3. Teachers will post grades weekly on IC and contact parents for students who are failing

3. STUDENTS1. Principal’s Advisory Council – student survey2. Student Council3. Mentoring program4. Morning announcements5. Incentives for performance

Value Statement 3 – AssessmentVision and Mission – Prepared/Responsible

(Perform in the top 10% to 20% of highest performing school districts on assessment; Increase the number of students each year meeting benchmarks to ensure all students are college and/or career ready.)

Goals: To increase overall College/Career Readiness average beyond 70% and into top 10% of the state, by improving scores in ACT, PLAN, COMPASS/KYOTE, ASVAB, and KOSSA and to increase End of Course Assessment and K-PREP On-Demand scores into top 10% of state.





Progress Monitoring/Benchmark 2012-2013 2013-2014 2014-2015

ASSESSMENTCCR- 65%College – 46%Career – 15%9th grade MAP –

ACT (12th grade) – 20.3ACT (11th grade)– 19.5English – 51.5%Math – 26.5%Reading 39%Science – 20%

PLAN – 17.7English – 70.5%Math – 31.9%Reading – 46%Science – 23.8%

EOC English II – 70%Algebra II- 62%US History- 40%Biology- 60%

AP Qualifying scores-60%COMPASSASVABKOSSAIndustry certificates

I. COLLEGE READINESS:A. ACT/PLAN/EOC Quality Core:1. Purchase Quality Core components (English I, Algebra I, Chemistry, and Geometry) and create four-week benchmark assessments for those classes and state-assessed classes (Biology, English II, Algebra II) to determine college readiness.2. Train one-third of all Math, Science, and English teachers in Laying the Foundation and/or Quality Core training. 3. Utilize Quality Core formative assessment pool items and benchmark assessments in core classes, as well as

ASSESSMENTCCR – 70%College – 50%Career- 20%9th grade MAP

ACT (12th grade) – 21ACT (11th grade)– 20.0English – 57.5%Math – 32.0%Reading 43%Science – 23%

PLAN – 18.0English – 73.5%Math – 35.0%Reading – 51%Science – 28.3%

EOC English II – 75%Algebra II- 65%US History- 45%Biology- 65%

AP Qualifying scores- 60%COMPASSASVABKOSSAIndustry certificates

I. COLLEGE READINESS

1. Re- purchase Quality Core components (English I, Algebra I, Chemistry, and Geometry) and create four-week benchmark assessments for those classes and state-assessed classes (Biology, English II, Algebra II) to determine college readiness.

2. Two-thirds of all Math, Science, and English teachers will have participated in Laying the Foundation and/or Quality

ASSESSMENTCCR- 75%College – 52%Career- 23%9th grade MAP

ACT (12th grade) – 21.6ACT (11th grade)– 20.6English – 65.5%Math – 38.7%Reading 48.6%Science – 26.1%

PLAN – 18.7English – 76.7%Math – 38%Reading – 57.2%Science – 33%

EOC English II – 80%Algebra II – 70%US History- 50%Biology- 70%

AP Qualifying scores-60%COMPASSASVABKOSSAIndustry certificates

I. COLLEGE READINESS

1. Re-purchase Quality Core components (English I, Algebra I, Chemistry, and Geometry) and create four-week benchmark assessments for those classes and state-assessed classes (Biology, English II, Algebra II) to determine college readiness.

2. All Math, Science, and English teachers will have participated in Laying the Foundation and/or Quality Core training.

3. Continue programming featuring ACT,

Annual summative assessment data: EPAS, AP, EOC, KPREP

Student tiered interventions with progress monitoring for EPAS in English/Reading/Math9th grade – EXPLORE

Reading/English- reading class, recovery pull-outs, Literature co-teaching collaboration, struggling reading literature circles, academic lab for special education students

Math – Algebra I – all-year, 3rd trimester recovery class, SSR tutoring

10th grade – MAP/EPAS benchmarks Reading/English – Reading recovery

pull-outs; academic labs Math – SSR tutoring, academic labs

11th grade – PLAN Reading/English – SSR tutoring pull-

outs Math – SSR tutoring pull-outs

12th grade – ACT Reading/English – Senior composition

placement; COMPASS testing Math – Intro to College Math, personal

finance; KYOTE/COMPASS testing

Formative assessment multiple choice and constructed response exams – scored, analyzed, and individual student monitoring/tutoring

Mock AP exam monitoring & study session involvement

Career major completors and KOSSA tests qualifying scores

COMPASS benchmarks met through dual-credit and after interventions throughout senior

embed ACT/QC-like questions into all assessments.4. Establish curriculum document with Common Core, Quality Core, and ACT College Readiness standards side by side with clear student-friendly learning targets for teacher use in Standards Based Units. 5. Use ACT Online Prep in classrooms, through workshops, and by students individually to improve ACT scores.6. Integrate reading and math interventions for seniors who do not reach benchmarks to pass COMPASS test and keep them out of remedial college classes.7. Continue 30 Point Club/recognition for ACT in all tested areas and composite8. Provide student incentives for ACT/PLAN/AP testing efforts9. Continue Kentucky Scholars and Advanced Kentucky Scholar diploma tracks, identifying student incentives and utilizing stakeholders in advising process.10. Maintain AP enrollment and above global score ranking.11. Continue to send all new AP teachers to AP summer institutes and current teachers to updates as needed.

B. COLLEGE COLLABORATION & PREPARATION:1. Increase communication and dual credit opportunities for students through BCTC and Online learning2. Continue to use college readiness benchmarks as criteria for admittance into Early College3. Offer more dual credit options on campus through trimester and prepare/recruit more ACHS teachers to instruct – offer scholarship to teacher going back to get Master’s in area and vetted to teach dual credit4. Educate students about taking and passing COMPASS/KYOTE, college entrance exams5. Train staff members to be proctors for college entrance exams6. Seek opportunities to maintain college coach position, targeting 1st generation

Core training.

3. Continue to train faculty with QC materials, utilize QC and ACT-like assessment questions, and analyze student performance formatively.

4. Continue programming featuring ACT, AP, dual-credit opportunities—holding students accountable at high levels and re-assessing annually.

Quality Core, AP, dual-credit opportunities—holding students accountable at high levels and re-assessing annually.

year

Industry certificates awarded through ATC and CTE programs

College readiness benchmark scores met:MAP, PLAN, ACT, COMPASS, and EOC

college students

II. CAREER READINESS:A. CAREER PREPARATION1. Continue to require incoming freshmen to choose career major in order to have more career major completers in areas that take KOSSA testing and/or provide articulation agreements for college credit.2. Follow career majors 9th and 10th grade year; at the end of 10th grade, students would have option to continue or drop the major for other coursework. 3. Attach ILP with career majors as 9th and 10th graders to individualize and maximize plans.4. Plan for work-based learning to career major in order for students to experience true career practicum experiences and maximize the course for seniors.5. Plan for students earn career major certificate upon completion of career major at awards ceremony, much like Kentucky Scholars certificate. (2014-15)

B. CAREER TESTING:1. Require all seniors to take ASVAB during the 1st trimester.2. Provide incentives for students taking KOSSA, ACT Workkeys, and ASVAB tests – final exam exemptions

ADVISING & AWARENESS:1. Implement Operation Preparation and community members into advising process.2. Continue advising process, allowing staff members to meet with students individually three times a year to discuss post-secondary plans, choose best course of study, monitor credits, challenge students, etc.2. Utilize career majors and course of study selection requirements in scheduling process to educate students on CCR, ACT college admission standards, scholarship standards3. Utilize KHEAA Bus and educate

CAREER READINESS:1. Continue to collaborate with CTE and ATC staff to assess our current career measures and opportunities for students, involving stakeholder input.

CAREER READINESS:1. Continue to collaborate with CTE

and ATC staff to assess our current career measures and opportunities for students, involving stakeholder input.

2. Attach work-based learning to career major in order for students to experience true career practicum experiences and maximize the course for seniors.

3. Plan for students earn career major certificate upon completion of career major at awards ceremony, much like Kentucky Scholars certificate. (2014-15)

students on “Go Higher” accounts made available to seniors for scholarship information.4. Create pilot program through drop-out prevention coordinator on expanding work-based learning opportunities for at-risk students.5. Collaborate with Harrodsburg Area Technical Center to educate advisors/students on non-four year degrees, vocational/technical centers, and other career opportunities6. Use ILP during the advising and scheduling process7. Provide College/Career fairs that include sessions on mock interviewing, career training/work etiquette, and resume writing 8. Utilize EPAS data to recruit more students to take AP classes for rigor and college experience

Value Statement 4 – SafetyVision and Mission – Safe

(Discipline policies and procedures are in place and consistently followed to address bullying and inappropriate behavior at each school and department-transportation, food service, extra-curricular activities; Safety plans are in place at each school. Staff can implement safety plans for

emergency situations; Alternative education plan an procedures are in place to address students who need additional support.Goals: Decrease behaviors that are barriers to the educational process, i.e., attendance, discipline, and drop-outs.



Evidence of Success How will we know that we are making progress? What data



TARGET BEHAVIORSTotal referrals- 2200Fights/Assaults - 9Drugs/Alcohol - 9Weapons - 1Bullying/threats - 9

Attendance - 94%Retention rate- 2%

TARGET BEHAVIORSTotal referrals- 2100Fights/Assaults - 8Drugs/Alcohol - 8Weapons - 1Bullying/threats - 8

Attendance – 95%Retention rate- 1.85%

TARGET BEHAVIORSTotal referrals- 2000 (12% reduction in 3 yrs.)Fights/Assaults - 7Drugs/Alcohol -7Weapons - 1Bullying/threats - 7

Attendance – 96%

Behavior- monthly reports on referral numbers, including top offenses, and communication of that number with staff.

Attendance- Weekly/Monthly grade level attendance.

Ninth Grade Center- Bi-weekly 9th grade team meetings to discuss attendance, behavior, and academic issues with 9th grade students.

Graduation rate – 88%Drop-out rate – 1.56%LOP 175 studentsTDP 20 phase II

NINTH GRADE CENTER9th grade referrals - 8509th grade retention – 10%9th grade retention w/ <10 abs – 4%9th grade attendance – 94.5%

STUDENT CONNECTIVITYClub participation- 45%Athletic participationService participation- 50% of clubsMentoring participation- 35 students

BEHAVIOR:1. Re-education of the entire staff on

CHAMPS classroom management.2. Review class meeting agenda to

emphasize key discipline issues.3. Student assemblies on key

behavioral and social issues.4. Utilize stakeholder feedback to

assess discipline program, alter areas needed.

5. Implement new district drug policy.

ATTENDANCE:1. Continue collaboration with Truancy Diversion Program and scheduled bi-weekly meetings with the CDW2. Send faculty updates on Loss of Privilege Policy and continue 2nd chance contract with seniors for graduation.3. Continue the use of One Calls and Infinite Campus for monitoring/warnings4. Provide monthly attendance incentives, including Chevy perfect attendance incentive for seniors5. Administration daily checks attendance reports for habitual absences

CONNECTIVITY:1. Continue to send “Top Ten” list of at-risk students shared with teachers to improve relationships and resources for those students

Graduation rate – 90%Drop-out rate – 1.46%LOP 150 studentsTDP 17 phase II

NINTH GRADE CENTER9th grade referrals - 8209th grade retention – 8.5%9th grade retention w/ <10 abs – 3%9th grade attendance – 95.5%


1. Continue to utilize stakeholder input and community collaboration to assess current programs to decrease barrier behaviors to student success.

2. Continue to recognize student successes and provide more incentives for students.

Retention rate – 1.5%Graduation rate – 92%Drop-out rate – 1.36%LOP 125 studentsTDP 14 phase II

NINTH GRADE CENTER9th grade referrals - 7909th grade retention- 7%9th grade retention w/ <10 abs-2%9th grade attendance – 96.5%


1. Continue to utilize stakeholder input and community collaboration to assess current programs to decrease barrier behaviors to student success.

2. Continue to recognize student successes and provide more incentives for students.

Connectivity- monthly club day attendance, trimester mentoring participation, trimester service participation.

Ninth Grade Night Outs –participation

2. Expand upon the student/faculty mentor program to make connections with at-risk students and their families with potential home visits.3. Schedule monthly club days during the school day for increased extra-curricular participation and continue to place non-instructional activities on these days.4. Reinstate pep club to increase student involvement and school belongingness 5. Monitor monthly Youth Service Center meeting students’ basic needs with food, clothing, etc.6. Develop and implement targeted student programs through Youth Service Center to increase student connections: smoking cessation program, expectant fathers program, 9th grade mentoring program, etc.

NINTH GRADE CENTER:1. Bi-weekly meetings with 9th grade

center staff to monitor progress and discuss student issues.

2. BEARCAT 24 mentor program to engage at-risk 9th grade students.

3. Teacher/Parent communication for discipline and academic concerns

4. Continue Bearcat Welcome programs to successfully transition students, i.e. TIPS, Ninth Grade Night Outs

Evaluation Plan: How will we know that we have reached our goals? What will be our measure?

Communication Plan: How will we communicate our plan to our students, staff and community?

Documents

ANDERSON COUNTY SCHOOLS three year pla… · Web viewANDERSON COUNTY SCHOOLS. Administrative Goals 2012-2013. Value Statement 1 – Curriculum. Vision and Mission – Prepared/Responsible