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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: brettcrousore@msdlt.k12.in.us

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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: brettcrousore@msdlt.k12.in.us.

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