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PE
RU
H
IG
H
SC
HO
OL
PERU HIGH SCHOOL
PL221
SCHOOL IMPROVEMENT PLAN
School:
Peru High School
Grade Organization:
9-12
Principal:
Jason Cary
Address:
401 N. Broadway
Peru, IN 46970
Telephone:
765-472-3301
Fax:
765-472-5148
Web:
http://www.peru.k12.in.us
Source for Data in Plan:
http://compass.doe.in.gov/
dashboard/overview.aspx?
type=school&id=6085
Accreditation year:
2013-2014
Indiana School Number:
6085
Type of Locale:
Small City
Community Population:
12,217
Peru High School provides a safe and positive learning
environment that enables every student to become a
productive citizen in a global community through
instruction and guidance in the areas of critical thinking,
problem solving, cultural awareness, creativity, physical
wellness, and technological proficiency.
TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION
Narrative description
Corporation Profile ……………………………………………………………………………………pg. 1
Peru High School ……………………………………………………………………………….…...pg. 1
Community Profile ……………………………………………………………………………………pg. 2
Description & location of curriculum …………………………………………………………....pg.4
PHS Assessment …………………………………………………………………………………...pg. 4
CHAPTER 2: VISION, MISSION & BELIEF STATEMENTS & PERU COMMUNITY
SCHOOLS STRATEGIC PLAN pg. 5
CHAPTER 3: SUMMARY OF DATA
Percent of students meeting academic standard ……………………………………………………pg. 6
Attendance Rate ……………………………………………………………………………………pg. 7
Graduation Rate ……………………………………………………………………………………pg. 8
Core 40 Diplomas ……………………………………………………………………………………pg. 8
Other statistical data ……………………………………………………………………………..……..pg. 9
Other Assessment Instruments ………………………………………………………….….……..pg. 9
CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING
School Curriculum …………………………………………………………………………………..pg. 10
Instructional Strategies …………………………………………………………………………..pg. 10
Analysis of Student Achievement …………………………………………………………………..pg. 11
Safe & Disciplined Learning Environment …………………………………………………………..pg. 11
Professional Development …………………………………………………………………………..pg. 12
CHAPTER 5: STUDENT ACHIEVEMENT OBJECTIVES
Primary Objective …………………………………………………………………………………..pg. 12
Secondary Objectives …………………………………………………………………………………..pg. 13
CHAPTER 6: SPECIFIC AREAS IDENTIFIED FOR IMMEDIATE IMPROVEMENT pg. 14
CHAPTER 7: BENCHMARKS
Percent of students meeting academic standard …………………………………………………..pg. 15
Attendance Rate …………………………………………………………………………………..pg. 15
Graduation Rate …………………………………………………………………………………..pg. 15
Core 40 Diplomas …………………………………………………………………………………..pg. 16
Retake Results …………………………………………………………………………………..pg. 16
CHAPTER 8: ACADEMIC HONORS & CORE 40 DIPLOMAS
Academic Honors …………………………………………………………………………………..pg. 17
Core 40 …………………………………………………………………………………………..pg. 18
Technical Honors …………………………………..………………………………………………pg. 19
CHAPTER 9: PROPOSED INTERVENTIONS pg. 20
CHAPTER 10: PROFESSIONAL DEVELOPMENT pg. 21
CHAPTER 11: STATUTES & RULES TO BE WAIVED pg. 22
CHAPTER 12: THREE-YEAR TIMELINE pg. 22
APPENDICES
CHAPTER 1: INTRODUCTION NARRATIVE DESCRIPTION OF PERU, PERU HIGH SCHOOL,
& OUR EDUCATIONAL PROGRAMS
Peru Community Schools serve approximately 2150 students from
the city of Peru and Peru and Erie Townships.
The school corporation has realigned its three elementary schools,
resulting in one pre-K-2 and one for grades 3 - 6. In addition the
Peru corporation includes one junior high school (7 - 8), one high
school (9 - 12), and one alternative school (4- 12).
Complete special education services are provided by The Wabash-
Miami Area Program for Exceptional Children.
High school vocational programs are offered through a cooperative
venture and are housed at the Heartland Career Center in Wabash,
Indiana.
The cooperative alternative educational program (KEYS Academy),
housed at Peru Junior High School, provides services for students
between the ages of 10 - 19 with academic as well as behavioral
challenges
CORPORATION PROFILE
PERU HIGH SCHOOL
PROFILE
Peru High School was built in 1971 to house 1100 students.
Our current enrollment is 639students in grades 9-12. This decline in
student enrollment is partially explained by economic changes, resulting
in employment cuts, which have occurred in the 40 years since our
school was built. As a result of these cultural and economic factors,
many Peru High School students annually fill either full or part time
jobs in the area.
Our students come from a wide variety of ethnic and socio-
economic backgrounds. Because our philosophy is that all students,
regardless of their backgrounds, can learn, we must build relationships
which promote achievement. However, data from the State of Indiana
Department of Education and U.S. Census Bureau web site shows Peru
High School students deal with a number of factors which may affect
academic performance.
Those factors include, but are not limited to the following:
22.3% (adults with less than a high school education)
15.7% (percentage of families that are below the poverty level)
37% (percentage of single parent families)
47% (percentage of pupils receive free/reduced lunch)
To meet the diverse needs of our students, Peru High School offers an
impressive number of diploma tracks:
Core 40 Academic Honors Diploma
Core 40 Diploma
Core 40 Technical Honors Diploma
General Diploma
Certificate of Course Completion
Certificate of Attendance
Page 1
We reward academic accomplish-
ments with our valedictorian and salutato-
rian honors, our National Honor Society,
our special plaques for “A” average
GPAs, Academic Letters, and our Tiger
Pride Scholarships.
Our SAT average scores for 2012
were 469 for math, 454 for verbal, and
439 for writing. On the 2011-12 ECA
scores for sophomore cohort, overall per-
centage passing was English 81% and
math 70.7%. The graduation rate used to
determine AYP was 96.6 % for PHS. The
attendance rate was 96.16%. The ACT
composite score was 23.0, above the state
average of 22.3
CHAPTER 1: INTRODUCTION (cont’d)
In the 1997-98 school year, the high school imple-
mented a Block 4 schedule . During the 2005-06 school year,
a decision was made to change to a Trimester Schedule, which
was implemented with the start of the 2006-07 school year.
All classes meet for 70 minutes, with five minute passing peri-
ods, a 25-minute common SRT, and 30 minute lunch periods.
We begin our school day at 8:00 A.M., and students are dis-
missed at 3:10 P.M.
Within each schedule we have continued to adjust and
monitor our programs. Currently all departments have
mapped their curricula to the Indiana Academic Standards. In
addition, the most recent in-depth focus at PHS has been the
literacy initiative. Starting in the 2008-09 school year, the
driving focus behind the initiative has been to increase the
reading ability of PHS students. This has been implemented
through the use of a reading specialist, who have been training
staff on the best reading practices in order to increase reading
performance among PHS students while teaching within their
own curriculum.
In addition to our academic programs, there are a
number of opportunities for students to get involved in extra-
curricular activities at PHS. For a more complete listing of
clubs, organizations, or activities, refer to the Peru High
School Parent/Student Handbook.
The entire Peru High School community feels a great
sense of pride in the vitality of our school and the important
role that it plays in the city of Peru. Tiger athletics, arts, mu-
sic, drama, journalism, science, and technology impact the
area. Perhaps the high school’s importance can best be seen
when we present our graduating class to the world at large the
night of commencement exercises. No other single function
in the city throughout the year is as popularly attended and as
well received.
Extra-Curricular Activities at PHS
Academic Super Bowl and Spell Bowl
Art club
IHSAA Athletics
Band, Choir, Swing choir
Fellowship of Christian Athletes
International Foreign Language Club
Future Business Leaders of America
Golden Guard
Newspaper, Yearbook, Broadcasting
Science Olympiad
Speech Team
Student Government
Theater and Drama
Tiger Leadership
Page 2
COMMUNITY PROFILE
History
Peru, Indiana, population 12,217 is the county seat of
Miami County and is located approximately 70 miles north of
Indianapolis. Peru is a small midwestern community with a
rich historical past. Before the city was founded, the territory
in which it is located was the homeland of the Miami Indians.
Today Peru is the home of the Miami Nation of Indians tribal
headquarters.
History (cont’d)
In the early 1900's Peru was the site of the
largest circus winter quarters in the world. The Cir-
cus City Festival celebrates this circus heritage each
year. Annually, over 250 area youth perform in the
“Greatest Amateur Show on Earth” and participate
in our local circus parade, which is second in size in
the State of Indiana to the Indianapolis 500 parade.
Peru is also the home of the world famous
composer, Cole Porter, and The Cole Porter Fine
Arts Foundation annually awards two scholarships
to local graduating seniors who intend to pursue the
study of fine arts in college.
Employment
Peru’s largest employer is the Miami Coun-
ty Correctional Facility. A large portion of the
county’s employment base is found in neighboring
counties. In 2002, 41% of the work force commut-
ed to employment outside the county. The unem-
ployment rate for the year 2005-07 was 8.1%.
Economically Peru’s primary employment opportu-
nities are
Manufacturing (30.5%)
Education, Health Care (16.8%)
Wholesale and retail trade (10.8)
In 1993, Grissom Air Force Base, located
seven miles south of Peru, was realigned as an Air
Reserve Base, and was further renamed Grissom
Joint Air Reserve Base in 2005. The county lost the
military population once employed at Grissom and
the economic benefits associated with an active mil-
itary base, but has since opened as a joint
CHAPTER 1: INTRODUCTION (cont’d)
Employment (cont’d)
military/civilian regional airport. It currently
serves as Miami County’s largest employer (and
hosts Indiana’s largest prison facility, the Miami
County Correctional Facility) and is the third larg-
est employer in north central Indiana.
The Miami County Economic Develop-
ment Authority works to improve Miami County’s
economic status. In cooperation with the MCEDA,
our school superintendent serves in an ex-officio
capacity by assisting with solutions to improving
the overall economic status in Miami County, in-
cluding the development of the next generation
workforce at Peru High School.
Education
The percent of adults in Miami County
with a four-year college education was 7.6% in
2005-07, below the state average at the time of
13.7%.
Available post-secondary education opportunities
in the area are:
State-supported — Indiana University at Koko-
mo (within 20 miles)
State-supported — Purdue University & Ball
State University (within 70 miles)
Private Colleges — Manchester College &
Indiana Wesleyan University (within 40 miles)
Ivy Tech (new campus location in Peru)
In addition, it is possible to get a Master’s Degree
completely through distance learning from Ball
State University. Many of our staff members take
advantage of those services.
Page 3
Income
The per capita income in Miami County in
2009 was $19,386.00, which places Miami County
63rd among Indiana’s 92 counties. The percent of
families in our district below poverty in 2002 was
9.8%. The poverty rate among children under 18
was 18%. Currently 46% of the students at Peru
High School are receiving free or reduced lunch.
The ethnic make-up of the population of Miami
County is:
91.5% Caucasian
3.7% African American
3.1% Bi-racial
1.1% American Indian
1.6% Hispanic
.1% Asian (2005-07 Census Est.)
Culture and Recreation
Peru and the Miami County area offer a
number of recreational and cultural opportunities,
including:
Local parks
Mississinewa Reservoir
Rock Hollow Golf Club
Peru Municipal Golf Course
Public library
Miami County Museum
Grissom Air Museum
International Circus Hall of Fame
Peru Amateur Circus and Circus Band
Ole Olsen Memorial Theater
Page 4
CHAPTER 1: INTRODUCTION
DESCRIPTION & LOCATION OF CURRICULUM
PHS curriculum has been aligned with state stand-
ards and undergoes annual department-level re-
view. Copies of the Peru High School curriculum
are located in:
principal’s office
guidance department
each content-area department
school web site at http://www.peru.k12.in.us
Peru High School uses a variety of assessment in-struments to evaluate the progress and achievement of our students. The primary indicators as speci-fied by current legislation are the ECAs (End Of Course Assessments) in Algebra and English.
Other assessments include:
SAT I - (Scholastic Aptitude Test) Reasoning
Test
SAT II - (Scholastic Aptitude Test) Subject
Tests
ACT - (American College Testing)
PSAT - (Preliminary SAT) National Merit
Scholarship Qualifying Test
ASVAB - (Armed Services Vocational Apti-
tude Battery)
All teachers have received a copy of the Indiana
State Standards, and effort has been made to ensure
parents have received a copy of the standards also.
3-week Formative Assessments - In areas of
Math, Science, English, and Social Studies.
AP Testing - (Advanced Placement) English/
Language, US History, Calculus AB, Chemis-
try, Physics, and Biology.
AATG German Test - (Am. Assoc. of Teach-
ers of German)
Woodcock-Munoz Lang. Survey For Lim-
ited English Students measures Cognitive-
Academic Language Proficiency
NWEA Testing - tracks student progress bian-
nually; notes areas of strength as well as areas
for improvement
CORE 40 - testing currently in math and lan-
guage arts; pilot school for biology
WorkKeys - job skills assessment
CHAPTER 1: INTRODUCTION
PERU HIGH SCHOOL ASSESSMENT INSTRUMENTS
CHAPTER 2: VISION, MISSION, & BELIEF STATEMENTS
PERU COMMMUNITY SCHOOL CORPORATION STRATEGIC PLAN
Vision Statement
Peru High School will utilize all available resources to
ensure that all students become life-long learners, are
of high character, and achieve to their fullest potentials
in a global society.
Mission Statement
Peru High School provides a safe and positive learning
environment that enables every student to become a
productive citizen in a global community through in-
struction and guidance in the areas of critical thinking,
problem solving, cultural awareness, creativity, physi-
cal wellness, and technological proficiency.
Strategic Plan
We believe in continuous improvement for all staff.
1. Based on student needs, we will determine staff
development topics by April 31, 2013 for the 2013-
14 school year.
We believe in the importance of technology as a
teaching/learning tool for all students and staff.
1. We have replaced the 22-mbz wireless technology
in all buildings with fiber optic cable as of January
2009. Currently each classroom is equipped with a
digital projector, smart tablet, sound field, and
teacher laptop.
2. We have installed and have operational Harmony
online through the school corporation website, as
of January, 2008.
3. We have implemented Moodle “virtual” meetings/
collaborative software, with administrators using a
collaborative calendar as of Summer 2009.
4. We have a 1-to-1 student to computer ratio in 8
language arts classes, 8 portable laptop carts total-
ing 240 laptops, and 7 computer labs.
5. We encourage all staff members to create a website
for communication with students, parents, and
community members.
6. We have completely revamped and renovated our
school corporation website (as of the 2011-12
school year) so as to increase the functionality and
user interface of the website.
We believe in effective communication
1. We continuously survey stakeholders to determine
existing perceptions regarding Peru Community
School Corporation and share the results with the
Board by February of each school year.
2. We investigate and implement by June of each cal-
endar year at least two methods of enhancing
collaborative discussion among staff about common
concerns related to instruction/education.
3. We monitor and maintain each school’s website and
update each site monthly beginning January of each
school year.
4. Beginning with the 2008-09 school year, we built into
every Wednesday morning a 45-minute collaboration
time for professional development and best practices
study.
5. We have installed a telephone dialer system that noti-
fies parents and guardians of school delays, closings, or
important school matters (i.e., teacher progress reports).
6. We have created Tiger Television using local cable
channel to relay information, publicize events, and stu-
dent/teacher interview.
We believe in a safe, comfortable, and disciplined
learning environment.
1. We will chart and graph disciplinary referral data for
improvement trends each grading period.
2. The school corporation Safety Committee will review
and update the Emergency Preparedness Plan by
February of each year and develop a plan to address
security enhancements at each school building by June
of each calendar year.
3. We will establish a task force to organize community
meetings to analyze data and lead the Board in
discussions to develop an immediate and long-range
plan to address facility needs by June of each calendar
year.
4. We have installed 65 video cameras throughout the en-
tire high school building. We have also installed 6
cameras in our new fitness center.
5. As of 2012, the entire building has sensored lighting
and HVAC controls. This has made our building more
energy efficient. We have also had improvements to
outside stairs.
We believe in the potential of every child to learn
and grow through quality instruction , and that will
allow us to meet or exceed all local, state, and
federal standards.
1. Our initiatives include : a literacy initiative (2 PLTW
pathways—,engineering and biomedical, Career Acade-
mies, weekly faculty and staff collaboration, lesson
plan tempelate, Keys Academy, PBIS, and SAIP
(Student Academic Intervention Plan).
2. We will review our process by August 1st of each
calendar year, to identify and meet the needs of
“diverse students” based on data.
Page 5
CHAPTER 3: SUMMARY OF DATA PERCENT OF PHS STUDENTS MEETING
THE ACADEMIC STANDARD The following graph represents the percentage of Peru High School students at the 10th grade level who met the
language arts and math standard. As we have tracked these figures for language arts and math, we recognize that the
test itself, and the academic standard, has changed over the years.
The following summarize the educational data for Peru High School based on information from the Indiana De-
partment of Education web site. Supporting graphs from the annual performance report are included. Included,
also, are graphic reports that address performance indicators related to our continuous school improvement plan.
Page 6
Both English 10
and Algebra I
English 10 only
CHAPTER 3: SUMMARY OF DATA (cont’d)
CHAPTER 3: SUMMARY OF DATA ATTENDANCE RATE
The following graph shows the attendance percentages for Peru High School since 2001-02. The data shows an
attendance rate of between 95 and 97%.
Page 7
2012-13 Peru High School
Attendance Rate
96.3%
Algebra I only
CHAPTER 3: SUMMARY OF DATA (cont’d) GRADUATION RATE
Historically, Peru High School had a graduation rate near the 70% mark until the late 1980's. Since then, our
graduation rate has been near the 80% mark. Recent trends indicate an increase from that level above 90%.
CHAPTER 3: SUMMARY OF DATA (cont’d) CORE 40 DIPLOMAS
The following graph represents the percentage of students earning a Core 40 Diploma at Peru High School. The
data indicates that PHS has shown an increase in the number of Core 40 Diplomas, and includes Academic Honors
Diplomas in the graph.
Page 8
2012-13 Peru High School
Graduation Rate
96.6%
2012-13 Peru High School
Core 40/Academic Honors
Diplomas
81.9%
CHAPTER 3: SUMMARY OF DATA (cont’d) OTHER STATISTICAL DATA
There are other statistics that we believe influence our educational programming and the learning environment at
Peru High School. What follows is data as borrowed from the Indiana State Department of Education website or
other sources that we believe allows the reader a clearer picture of Peru and our current educational status and
achievement.
We tax at a higher rate than the State average—
1.6122 vs. 1.4668 (after CAGIT), yet spend more
per student than the State average— $9,811 to
$9,727. Our per capita income is $3,000 less than the
State average. Our assessed value per ADM is
$128,351 less than the State average.
Families Below Poverty Level:
Indiana Average 6.7%
Peru Community Schools 14.0%
Single Parent Families:
Indiana Average 27.8%
Peru Community Schools 33.3%
Students on Free/Reduced Lunch:
Indiana Average 31.9%
Peru Community Schools 58.0%
Special Ed Students:
Indiana Average 17.8%
Peru Community Schools 14.7%
Adults with less than a High School Education:
Indiana Average 17.9%
Peru Community Schools 21.6%
We are proud to consistently have a high average
college attendance rate . For the class of 2011, our
average college attendance was 82.15%.
Peru High School consistently scores at or above the
State anticipated levels in many areas. The numbers
below demonstrate this fact.
CHAPTER 3: SUMMARY OF DATA (cont’d) OTHER ASSESSMENT INSTRUMENTS
See Appendix for current status on assessment instruments that correlate to our school improvement efforts.
Appendix A, Fig. 1: ACT Composite Scores indi-
cate PHS consistently performs at or above both state
and national levels.
Appendix A, Fig. 2: PHS consistently scores near or
above the Indiana State average for number of stu-
dents taking Advanced Placement tests.
Appendix B, Fig. 1: SAT scores for PHS college
bound seniors indicate a higher percentage of stu-
dents taking the SAT than both state and national
averages.
Appendix B, Fig. 2: Percent of 12th graders taking
the SAT indicates a high percentage of students inter-
ested in secondary education.
Appendix C: School Curriculum Supporting Aca-
demic Standards and Analysis of Student Achieve-
ment
Appendix D: Technology Activities and Plans
Appendix E: Programs in Place for a Safe & Secure
Learning Environment
Appendix F: Parent Surveys
Page 9
CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING SCHOOL CURRICULUM SUPPORTING
INDIANA ACADEMIC STANDARDS Peru High School curricular offerings support the Indiana Academic Standards
The following programs and practic-
es are evidence of our efforts to pro-
vide quality educational
experiences.
15-20 minutes SSR (Sustained
Silent Reading)
Literacy Initiative (supported by
a literacy coordinator in the PHS
Literacy Center
SRT Remediation for English
and Math
Math Central & English Central
(specialized SRT’s designed to
assist students working to meet
academic standard)
Multiple Diplomas (Core 40,
Academic Honors Diploma,
Technical Honors Diploma and
Certificates of Completion)
AP Biology, Environmental Sci-
ence, US History, and Calculus.
ECA remediation courses (for
students failing to meet the aca-
demic standard)
1:1 Computer to student ratio
American Studies—AP US
History/English 11 Honors.
Double blocked, team taught,
platform project-based learn-
ing..
Pursuing early college high
school recognition through Cell
via partnership with Ivy Tech
SAT Prep for students every
morning during SRT
CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING
(cont’d) INSTRUCTIONAL STRATEGIES SUPPORTING
INDIANA ACADEMIC STANDARDS
The standards for Indiana High Schools are highly differentiated between and within disciplines. Peru High School
employs a wide variety of methods and instructional strategies in order to meet these standards.
Literacy Initiative The focus of the PCS K-12 Literacy
Initiative has been to identify three
research-based strategies which im-
prove reading comprehension and to
teach those across grade levels and
across the curriculum. In order to
support teachers as they implement
the three common strategies in their
classrooms, two full-time literacy
coaches were added to the staff.
Problem Solving Inquiry based curriculum receives
strong emphasis in American Studies
and Biology.
Career Awareness and Presen-
tation Skills The communication of ideas to oth-
ers is an essential part of learning.
In response to the state standards,
classrooms throughout the school
use speeches and oral reports to
help students learn and practice
verbal communication skills.
Interactive Teacher Lecture Taking into consideration a variety
of learning styles, teachers have
altered the traditional lecture format
into one that is more participatory
in nature. Students are active par-
ticipants as they ask, and are asked,
questions to stimulate thinking.
Biomedical engineering PLTW
pathways
Curriculum guide & course de-
scriptions (aligned with stand-
ards)
English, Math, Science, and
Social Studies curriculum map-
ping with three-week assess-
ments created
Vocational Education through
FACS department & Heartland
Career Center
Career Development Center
andStudent Internship Program.
Special Education Individual
Education Plans and Resource
Room.
Credit Recovery program using
e2020
Students are encouraged to solve
problems independently or in
groups. While problem solving is
used extensively in the sciences and
in math, it is found throughout the
school. When coupled with inquiry
and discovery, these methods pro-
vide students with ample opportuni-
ty to learn what is required in the
standards.
Cooperative Learning Working together, students discover
and solve problems that are im-
portant in education and life. En-
couraging students to work together
to think through a problem to a so-
lution will help them to master the
standards in school and to meet the
Page 10
CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING
(cont’d) ANALYSIS OF STUDENT ACHIEVEMENT
A variety of tools are used to assess student achievement and our current educational programming at PHS.
Standardized Testing Core 40 End of Course Assessments (ECAs)
PSAT (Preliminary SAT)
SAT (Scholastic Aptitude Test)
ACT (American College Test)
AP (Advanced Placement) Testing
NWEA (Northwest Evaluation Association)
ACUITY (English 10 and Algebra I)
ASVAB (Armed Services Vocational
Aptitude Battery)
WorkKeys Assessments
COMPASS testing via Ivy Tech for all juniors
and seniors
PLTW Final Exams
Formative assessments
Academic Co-curricular Activities Supporting
PHS Curriculum Science Olympiad
Academic Superbowl
Spell Bowl
Art Scholastic Competition
Yearbook Award
Vocal and Instrumental Music Awards
Theatrical Productions
Additional analysis of student achievement is ob-
tained by tracking the number of scholarships stu-
dents receive annually, the percentage and number of
students receiving “A’s” and “F’s”, our graduation
rate, and the number and specific types of diplomas
awarded.
PHS has adopted a Positive Behavior Intervention
Systems (PBIS) as a tool to promote a positive and
safe environment. Our acronym is “Be SAFE”: Be
Respectful, Be Safe, Be Active, Be Friendly, and Be
Encouraging.
A corporation student guide for K-12 has been estab-
lished. It is made available to the students and the
public via the school website and handbooks. Dress
code and other regulations are clearly defined in the
student handbook. All parents have signed off on all
the information in the student handbook.
In order to limit access by unauthorized personnel,
the only access to the building during the day is
through the main doors or through other doors only
with a key. Peru High School staff and visitors are
required to wear identification at all times.
We are adding Student Resource Officers (SRO’s) in
our buildings full time for the 2013-14 school year.
They will be off-duty police officers and they will be
in the building during normal school hours.
In the case of an emergency teachers and staff will be
instructed on procedures through the Emergency
Action Plan, or Red Book, which is part of each
teacher’s emergency kit. A complete student roster is
also kept in each kit. A Red Book is available in
each classroom. In addition, emergency exit proce-
dures are posted in each classroom.
During the day, teachers are assigned to be visible in
the hallway and student restrooms during passing
periods, this includes before and after school both in
and outside of school. Teachers and administration
are present at all school related activities.
Before students can leave a classroom, either during
class or SRT, they are required to sign out, listing the
time they are leaving and their destination. When
they return, they are to sign back into the classroom.
41 security cameras have been installed in the hall-
ways and parking lot areas. This allows the admin-
istration to track students in hallways in case of van-
dalism. Students are required to wear a yellow hall
pass when in the hallway during class time.
CHAPTER 4: CURRENT EDUCATIONAL PRGRAMMING
(cont’d) SAFE AND DISCIPLINED LEARNING ENVIRONMENT
Peru High School has the present programs in place to provide for a safe and disciplined learning environment.
Page 11
CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING
(cont’d) PROFESSIONAL DEVELOPMENT ACTIVITIES
Peru High School has ongoing Professional Development activities updated regularly.
Evaluations of our programs, materials, and equipment are made by school administration, the guidance department,
parents, and staff in order to set student-centered goals. In addition, annual review of standardized test data deter-
mines how to prepare staff to best help our students. Professional development at PHS is then organized to train
teachers in methods and procedures to aid student learning. Teachers work during one full-day in-service meetings
and weekly 45 minute collaboration periods on Wednesday mornings to achieve our goals. For the 2012-13 school
year, PHS will focus on strategies to educate and equip teachers and staff on career preparation and aware-
ness through an “educator’s field day” at Ivy Tech in Peru and Professional Learning Communities (PLC).
CHAPTER 5: STUDENT ACHIEVEMENT OBJECTIVES,
DERIVED FROM AN ASSESSMENT OF THE CURRENT STATUS OF EDUCATIONAL PROGRAMMING
PHS has been excited about gains in ECA scores in the English and Math department, but realize there is still room
for improvement. The faculty of PHS has concluded that data demonstrated evidence to continue focus on
increasing the percentage of our students meeting the academic standards. Our original goal for the 2005-
2006 school year was that 66% of Peru High School students would meet the academic standards on the initial
administration of the ISTEP/GQE. Since the ECA has replaced ISTEP/GQE for English 10 and Algebra 1 are most
recent scores show a 80.5 % pass rate for English 10 and an 88.4% pass rate for Algebra 1. Formative assessments,
SAIPs, and SRT remediation will continue to address students needs and weaknesses based on data. The 2010-11
performance rate for PHS was 79.2 %, an 11.3 % increase from 2009-10. The 2011-12 performance rate was
77.2%.
PRIMARY OBJECTIVE During the 2009– 2010 school year, at least 76% of Peru High School students will meet academic standards
on the initial administration of the ECAs.
During the 2010--2011 school year, at least 77% of Peru High School students will meet academic standards
on the initial administration of the ECAs
During the 2011-2012 school year, PHS will obtain an 78% performance rate that shows students will meet
academic standards on the initial administration of the ECAs
During the 2012-13 school year, PHS will obtain an 78% performance rate on both ECA’s that shows students
will meet academic standards on the ECA from the sophomore cohort.
During the 2013-14 school year, PHS will obtain an 80% performance rate on both ECA’s that shows students
will meet academic standards on the ECA from the sophomore cohort.
Page 12
Page 13
CHAPTER 5: STUDENT ACHIEVEMENT OBJECTIVES,
DERIVED FROM AN ASSESSMENT OF THE CURRENT STATUS OF
EDUCATIONAL PROGRAMMINGPROFESSIONAL DEVELOPMENT
ACTIVITIES (cont’d)
SECONDARY OBJECTIVES
Secondary Objectives include: Attendance Rate, Graduation Rate, Core 40 Diploma Recipients, and ECA
Retake Results
At the end of the 2009 – 2010 school year, the student attendance will have
been 96.2%, as measured by the Indiana Department of Education.
At the end of the 2010--2011 school year, the student attendance will have
been above 96.5%, as measured by the Indiana Department of Education.
At the end of the 2011--2012 school year, the student attendance will have
been above 96.2%, as measured by the Indiana Department of Education.
At the end of the 2012-13 school year, the student attendance rate will be
above 96% as measured by the Indiana Department of Education.
At the end of the 2013-14 school year, the student attendance rate will be
above 96% as measured by the Indiana Department of Education
ATTENDANCE RATE
PERCENTAGE
OF STUDENTS
MEETING THE
ACADEMIC
STANDARD
During the 2009 – 2010 school year, at least 76% of Peru High School
students will meet academic standards on the initial administration of the
ISTEP+/GQE or ECAs.
During the 2010--2011 school year, 77% of Peru High School students
will meet academic standards on the initial administration of the ECAs.
During the 2011-2012 school year, at least 81% of Peru High School
students will meet academic standards on the initial administration of the
ECAs.
During the 2012-13 school year, at least 84% of Peru High School stu-
dents will meet academic standards on the initial administration of the
ECAs.
During the 2013-14 school year, at least 85% of Peru High School stu-
dents will meet academic standards on the initial administration of the
ECAs.
GRADUATION
RATE
At the end of the 2010--2011 school year, the graduation rate will have
been above 85%, as measured by the Indiana Department of Education.
At the end of the 2011-12 school year, the graduation rate will have been
above 95% as measured by the Indiana Department of Education.
At the end of the 2012-13 school year, the graduation rate will have been
above 95% as measured by the Indiana Department of Education.
At the end of the 2013-14 school year, the graduation rate will have been
above 95% as measured by the Indiana Department of Education.
For those seniors in the class of 2012, at least 80% of students retested
will pass the ECA Algebra 1/English 10 by the time they graduate.
For those seniors in the class of 2013, at least 90% will pass the ECA
Algebra 1/English 10 by the time they graduate.
For those seniors in the class of 2014, at least 91% will pass the ECA
Algebra 1/English 10 by the time they graduate.
CHAPTER 5: STUDENT ACHIEVEMENT OBJECTIVES,
DERIVED FROM AN ASSESSMENT OF THE CURRENT STATUS OF
EDUCATIONAL PROGRAMMINGPROFESSIONAL DEVELOPMENT
ACTIVITIES (cont’d)
SECONDARY OBJECTIVES
Secondary Objectives include: Attendance Rate, Graduation Rate, Core 40 Diploma Recipients, Raw GQE Scores,
and ECA Retake Results
RETAKE
RESULTS
CHAPTER 6: SPECIFIC AREAS IDENTIFIED FOR
IMPROVEMENT NEEDED IMMEDIATELY
The staff of Peru High School has reviewed data for the current school year, as well as the past three years’ worth
of data about PHS. In previous years the state has shown three areas where we must show improvement: the
percentage of students meeting the “Academic Standard” on the first attempt at the ISTEP+/GQE, the Attendance
Rate, and the Graduation Rate. The past school year, PHS has show Exemplary progress and met all 13 areas of
AYP. Graduation rate was at 95% and the attendance rate at 95.8% both above state average. With that stated we
are very aware of continuous improvement. English/Algebra I ECA’s, number of students scoring 3 or better
on AP exams , and mean SAT/ACT scores for PHS all have needs for immediate improvement. years in a row.
Page 14
CORE 40
DIPLOMA
RECIPIENTS
At the end of the 2010-2011 school year, at least 82% of Peru High
School graduates will have met the Core 40 requirements from the state
of Indiana.
At the end of the 2011-12 school year, at least 84% of Peru High School
graduates will have met the Core 40 requirements from the state of Indi-
ana.
At the end of the 2012-13 school year, at least 85% of Peru High School
graduates will have met the Core 40 requirements from the state of Indi-
ana.
At the end of the 2013-14 school year, at least 85% of Peru High School
graduates will have met the Core 40 requirements from the state of Indi-
ana.
CHAPTER 7: BENCHMARKS FOR PROGRESS THAT
SPECIFY HOW AND TO WHAT EXTENT THE SCHOOL EXPECTS TO MAKE CONTINUOUS IMPROVEMENT IN ALL AREAS OF THE
EDUCATION SYSTEM As a staff we have reviewed the data of our current educational programming and have set the following
‘benchmarks for progress’. We reserve the right to make adjustments as deemed appropriate during the annual
review of our continuous school improvement plan.
During the 2008-09 school year, 69.5% of Peru High School students
met academic standards on the initial administration of the ISTEP+/GQE
as reported by the IDOE.
During the 2010-11 school year, 71% of Peru High School students will
meet the academic standards on the initial administration of ECAs as
reported by the IDOE.
During the 2011-12 school year, 80% of Peru High School students will
meet the academic standards on the initial administration of ECAs as
reported by the IDOE.
During the 2012-13 school year, 80% of Peru High School students will
meet the academic standards on the initial administration of ECAs as
reported by the IDOE.
During the 2013-14 school year, 80% of Peru High School students will
meet the academic standards on the initial administration of ECAs as
reported by the IDOE
PERCENTAGE
OF STUDENTS
MEETING THE
ACADEMIC
STANDARD
ATTENDANCE RATE
At the end of the 2009--2010 school year, the student attendance rate for
Peru High School was 96.2%, as reported by the IDOE.
At the end of the 2010--2011 school year, the student attendance rate for
Peru High School will be 96.5%, as reported by the IDOE.
At the end of the 2011--2012 school year, the student attendance rate for
Peru High School will be 96.2%, as reported by the IDOE.
At the end of the 2012--2013 school year, the student attendance rate for
Peru High School will be 96.2%, as reported by the IDOE.
At the end of the 2013--2014 school year, the student attendance rate for
Peru High School will be 96.2%, as reported by the IDOE.
At the end of the 2009--2010 school year, the graduation rate for Peru High
School will be 85%, as reported by the IDOE.
At the end of the 2011-12 school year, the graduation rate for Peru High School
will be 95%, as reported by the IDOE.
At the end of the 2012-13 school year, the graduation rate for Peru High School
will be 95%, as reported by the IDOE
At the end of the 2012-23 school year, the graduation rate for Peru High School
will be 95%, as reported by the IDOE
GRADUATION
RATE
Page 15
CHAPTER 7: BENCHMARKS FOR PROGRESS THAT
SPECIFY HOW AND TO WHAT EXTENT THE SCHOOL EXPECTS TO MAKE CONTINUOUS IMPROVEMENT IN ALL AREAS OF THE
EDUCATION SYSTEM (cont’d) As a staff we have reviewed the data of our current educational programming and have set the following
‘benchmarks for progress’. We reserve the right to make adjustments as deemed appropriate during the annual
review of our continuous school improvement plan.
RETAKE
RESULTS
For the seniors of the class of 2010, 70% of students retested passed the
ISTEP+/GQE before graduation.
For the seniors of the class of 2011, 76% of students retested passed the
ISTEP+/GQE
For the seniors of the class of 2012, 90.5% of students passed the Eng-
lish 10 ECA, while 93.9% passed the Algebra I ECA.
For the seniors of the class of 2013, 875% of students passed the English
10 ECA, while 88.9% passed the Algebra I ECA.
Page 16
CORE 40
DIPLOMA
RECIPIENTS
At the end of the 2011-12 school year, at least 84% of Peru High School
graduates will meet the requirements for earning a Core 40 diploma, as
reported by the IDOE.
At the end of the 2012-13 school year, at least 85% of Peru High School
graduates will meet the requirements for earning a Core 40 diploma, as
reported by the IDOE
At the end of the 2013-14 school year, at least 85% of Peru High School
graduates will meet the requirements for earning a Core 40 diploma, as
reported by the IDOE
HEALTH & WELLNESS (3 CREDITS)
Health & Safety 1 Credit
Basic Physical Education 2 Credits
PHS REQUIREMENTS (2 CREDITS)
Careers 1 Credit (H&S sub)
Computer Applications 1 Credit
FINE ARTS (2 CREDITS)
Art or Music 2 Credits
Theater Arts or
Technical Theater 1 or 2 Credits
Music Theory or
Music History 1 or 2 Credits
Page 17
CHAPTER 8: ACADEMIC HONORS, TECHNICAL HONORS,
AND CORE 4O DIPLOMAS
Peru High School awarded 41 ACADEMIC HONORS DIPLOMAS last school year. In order to receive an
Academic Honors Diploma students must meet all requirements set forth by the Indiana DOE. All students have the
choice to work toward this honor, not just a number of select students. If students complete the Academic Honors
Diploma, they will receive a special seal on their high school diploma and a special notation on their transcript.
Those courses offered to achieve the Academic Honors Diploma are listed below (REQUIRED COURSES ARE
BOLD TYPE).
ACADEMIC HONORS DIPLOMA REQUIREMENTS
LANGUAGE ARTS (9 CREDITS)
English 9 Honors 3 Credits
English 10 Honors 2 Credits
English 11 Honors 2 Credits
English 12
Honors/W131/AP 1 Credit
Speech 1 Credit
SCIENCE (6 CREDITS)
Biology I 2 Credits
Integrated
Chemistry or
Chemistry I or Physics I 2 Credits
Chemistry II 2 Credits
Earth/Space
Science or Physics 2 Credits
Environmental Science Adv. 2 Credits
Biology II
- Human Anatomy 1 Credit
- Zoology 1 Credit
- Genetics 1 Credit
- Botany 1 Credit
MATH (8 CREDITS)
Algebra I 2 Credits
Geometry 2 Credits
Algebra II 2 Credits
Pre-Calculus
Calculus I and II 2 Credits
SOCIAL SCIENCES (6 CREDITS)
U.S. History 2 Credits
Government 1 Credit
Economics 1 Credit
World History/Modern
World Civ. or World Geo. 1 Credit
Soc., Psych., World Histo-
ry, Modern World History,
or World Geography
1 Credit
FOREIGN LANGUAGE (6 OR 8 CREDITS)
German I, II, III 6 Credits
Spanish I, II, III 6 Credits
6 credits of 1 language OR
8 credits of 2 languages (4 credits each)
HEALTH & WELLNESS (3 CREDITS)
Health & Wellness 1 Credit (FACS sub)
Basic Physical Education 2 Credits
PHS REQUIREMENTS (2 CREDITS)
Careers 1 Credit (H&S sub)
Computer Applications 1 Credit
DIRECTED ELECTIVES (5 CREDITS)
Career/Technical/Voc. 1-2 Credits
World Language 1-2 Credits
Fine Arts 1-2 Credits
GENERAL ELECTIVES (6 CREDITS)
CHAPTER 8: ACADEMIC HONORS, TECHNICAL HONORS,
AND CORE 4O DIPLOMAS (cont’d)
On average, 65% percent of our students have received Core 40 diplomas over the last six years. Students in the
State of Indiana who desire admission to Indiana’s four-year colleges are encouraged to successfully complete the
Indiana Core 40 curriculum. We use the Core 40 assessments wherever applicable, and current PHS graduation
requirements go beyond the State minimum of 40 credits. The same courses are suggested for students planning to
seek admission to a two-year public college or the workforce. Courses listed below may be taught in an applied
manner for students in the tech prep curriculum. To complete the 40 credits, required for graduation from high
school in Indiana, students must take 28 – 30 credits from the following:
LANGUAGE ARTS (8 CREDITS)
English 9 2 Credits
English 10 2 Credits
English 11 2 Credits
English 12 2 Credits
SCIENCE (6 CREDITS)
Biology I 2 Credits
Integrated
Chemistry or
Chemistry I or Physics I
2 Credits
Chemistry II 2 Credits
Earth/Space
Science or Physics 2 Credits
Environmental Science Adv. 2 Credits
Biology II
- Human Anatomy 1 Credit
- Zoology 1 Credit
- Genetics 1 Credit
- Botany 1 Credit
MATH (6 CREDITS)
Algebra I 2 Credits
Geometry 2 Credits
Algebra II 2 Credits
Pre-Calculus
Calculus I and II 2 Credits
SOCIAL SCIENCES (6 CREDITS)
U.S. History 2 Credits
Government 1 Credit
Economics 1 Credit
World Geography and
History of the World OR
World History AND Modern
World Civilization
2 Credits
CORE 40 DIPLOMA REQUIREMENTS
Page 18
CHAPTER 8: ACADEMIC HONORS, TECHNICAL HONORS,
AND CORE 4O DIPLOMAS (cont’d)
The Core 40 with technical Honors Diploma recognizes high school student that successfully complete a vocational
program their junior and senior years. If a student earns the THD, he/she will receive a state recognized certification
or a certificate of technical achievement (whichever applies to the student’s program). In addition to completing the
requirements of the Core 40 diploma, students must achieve the following to receive a Technical Honors Diploma:
1. Complete a Career-Technical Program (8-10 credits).
2. Earn a grade of “C” or above in all courses that count toward the diploma.
3. Have a GPA of “B” or above.
4. Complete state recognized certification requirements by completing two of the options below, one of which must
be Option “A” or “B”:
A.. Take WorkKeys (an industry-driven assessment) and score at or above a designated level on each of the
three Core readiness subject areas (mathematical reasoning, reading for information, and locating
information).
B. Technical, transferable dual high school/college credit courses resulting in 6 college credits (career-tech
program).
C. Professional career internship or cooperative education (career-tech program).
D. A state approved industry recognized certification (career-tech program).
TECHNICAL HONORS DIPLOMA REQUIREMENTS
LANGUAGE ARTS (8 CREDITS)
English 9 2 Credits
English 10 2 Credits
English 11 2 Credits
English 12 2 Credits
SCIENCE (6 CREDITS)
Biology I 2 Credits
Integrated
Chemistry or
Chemistry I or Physics I
2 Credits
Elective Science Credits 2 Credits
MATH (6 to 8 CREDITS)
Algebra I 2 Credits
Geometry 2 Credits
Algebra II 2 Credits
Elective Math Credits 2 Credits
SOCIAL SCIENCES (6 CREDITS)
U.S. History 2 Credits
Government 1 Credit
Economics 1 Credit
World Geography and
History of the World OR
World History AND Modern
World Civilization
2 Credits HEALTH & WELLNESS(3 CREDITS)
Health & Wellness 1 Credit
Basic Physical Education 2 Credits
PHS REQUIREMENTS (2 CREDITS)
Careers 1 Credit (H&S sub)
Computer Applications 1 Credit
Career/Technical/Voc. 8-10 Credits
Page 19
CHAPTER 9: PROPOSED INTERVENTIONS
As a staff we have established objectives and benchmarks for the indicators mentioned previously. Based on the data
reviewed to date in reference to Peru High School, it is proposed by our staff and recommended by our Professional
Development committee, that we initiate the following interventions:
Percentage of Students Meeting the Academic
Standard The faculty of Peru High School will work to in-
crease the percentage of students meeting academic
standard on the initial administration of the Core
ECAs. Peru High School will continue aligning the
local curriculum with the State Standards and will
investigate a variety of programs for the faculty de-
signed to assist them in educating students on effec-
tive test-taking procedures such as: sample writing
and math prompts, test-taking strategies, and rubric
assessment.
We currently offer remediation classes during the
school year and summer remediation; in addition,
our math and English departments offer SRT Reme-
diation 4 days a week. Students enrolled in Algebra I
and Biology I have the option of a 2- or 3-term
course; those students who struggle are given an ex-
tra term to focus on building fundamental skills. The
English 10 curriculum has been mapped to provide
the option of a 3rd term for any student deemed at-
risk. Parents have access to online grades to ensure
that they have current information about their stu-
dents’ progress.
The faculty of Peru High School will work to in-
crease communication about writing and reading
across the curriculum. Criterion has been purchased
for each student to use in social studies and English
to improve writing skills.
Our technology plan was upgraded, and staff were
given the opportunity to participate in training of-
fered by our tech department throughout the summer.
A majority of our staff participated. In addition, fac-
ulty members will continue to use the results from
the NWEA exams to guide instruction.
A Credit Recovery lab has been created for our stu-
dents and e2020 licenses have been purchased. We
have a full time faculty member who supervises these
classes.
SAIP conferences are required for any student not
passing at the end of each grading period.
Attendance Rate The faculty and PBIS committee of Peru High School
will continue to review and enforce current attend-
ance procedures and policies. This review will in-
clude the timely follow-up of students who are ab-
sent. Attendance incentives have been adopted to
reward good attendance and academics.
We implemented a “Final Exam Waiver Policy” last
year that has been well-received by our students.
This program rewards students with good attendance
and good grades by allowing them to be exempt from
their final exams. Instead, they are allowed to join
the other exempt students in the auditorium for mov-
ies all day.
Graduation Rate The faculty of Peru High School will work to in-
crease the graduation rate by continuing to enforce
the current attendance policy and to study the effects
of the ECA remediation intervention programs. At
the earliest sign of at-risk behavior, students will take
part in a Student Academic Intervention Plan (SAIP).
We have an At-Risk program that works with out
kids who are in jeopardy of not graduating.
One key factor for our success at PHS is our Credit
Recovery program. We have purchased several
e2020 licenses for our students to use to catch up on
their credits.
.
Page 20
CHAPTER 10: PROFESSIONAL DEVELOPMENT BASED
ON PROPOSED INTERVENTIONS
After reviewing the data specific to Peru High School, and assessing the perceived needs of students and staff, the
professional development committee has made the following recommendations for staff development during the
2012-2013 school year. These recommendations come after coordinating the professional development with the
proposed interventions found in Chapter 9 of this document. It is the opinion of this committee that these activities
will support our sustainable school improvement efforts.
Page 24
Project-Based Learning
Project-Based Learning utilizes classroom projects in
combination with school technology and student in-
quiry to address a sense of subject comprehension
that promotes relevance to “real-life” issues and
questions. As traditional means of learning and un-
derstanding have often times used formative assess-
ment, PBL relies on the projects themselves to meas-
ure subject matter proficiency and mastery. As PBL
can be implemented on a group or individual student
basis, the intent of PBL is to allow students to ad-
dress problems through “real-life” situations and de-
termine effective outcomes from their application.
Career Initiative/Awareness
During our full day of professional development,
PHS has partnered with Ivy Tech in Peru to deliver
an “Educator’s Field Day.” The purpose of this event
is to educate and increase awareness of local careers
and community strengths. A panel of former PHS
students will share what they thought was important
that allowed them to be successful today. An expert
panel of community businessmen/managers/key
stakeholders will also be informing staff of future
needs, and what they perceive as strengths and weak-
nesses of incoming employees. These experiences
for our staff and counselors will be invaluable in
providing direction, relevancy, and motivation for
their students in the classroom. The afternoon will be
scheduled for each staff member to visit and tour a
local business/factory in their core area.
Professional Learning Communities
During our 45 minute collaboration times each week,
PHS staff will have the opportunity every month to
meet with their professional learning community.
These groups are intended to strengthen and increase
communication and ignite a passion for teachers to
collaborate and work together. PLC’s have been es-
tablished in many different areas, from leadership to
reading skills to public perception.
CHAPTER 11: STATUTES AND RULES TO BE WAIVED
We do not anticipate having to waive any of the statutes or rules, as we currently
understand them. We will continue to ask for and effectively use the professional
development 45-min. collaboration periods on Wednesday morning. In all other areas
we meet the required statutes and rules of the State of Indiana.
We will revise our school improvement plan as needed at those times. As a staff we feel that the implementation
and application of our school improvement plan is a faculty responsibility and will be shared by all members of our
educational community.
Through the use of the Wednesday morning collaboration meetings we will monitor our progress and ensure that we
are moving in the proper direction to offer our students a standards-based education. It is also through the Wednes-
day collaboration that we will review and revise our continuous school improvement program.
CHAPTER 12: TIMELINE FOR IMPLEMENTATION,
REVIEW, AND REVISION
Peru High School
2012
Page 22
APPENDIX A Appendix A, Figure 1 ACT Composite Scores—5 Year Trends
Appendix A, Figure 2 Advanced Placement
Page 26
Graduation Year Composite Scores - PHS Composite Scores - State Average
2009 27 22
2010 23.9 22.3
2011 21.1 22.3
2012 22.8 22.3
2013 23 22
APPENDIX B Appendix B, Figure 1 SAT Scores for Graduates
Appendix B, Figure 2 Percent of 12th Graders Taking the SAT
Page 27
Literacy Initiative
*Designated literacy specialist *Peru High School literacy center *Lesson plans *Staff interviews *Before-During-After Reading Strategies *Library/Media Center *Trained Literacy Team
Diplomas Academic Honors Diploma
Core 40 High School Diploma
Certificate of Completion
*Curriculum guide is aligned with Core 40 and Academic Honors Diplomas. *Numerous students are enrolled in Core 40 program.
Advance Placement Classes *Number of students who are enrolled to receive the Academic Honors Diploma.
School to Work Programs *Vocational Education/Heartland Career Center
*Student Internship
*Peru Community Schools has a long term commitment for allocated seats. *This consists of a half day curriculum for five days a week 1-4 terms. *Student interviews
Course Descriptions *Course descriptions are aligned with the state approved standards
Special Education *I.E.P. goals and objectives are aligned with ninth grade standards in math and language arts.
I-STEP Plus/GQE Remediation
*All students who receive sub-standard scores on I-STEP are required to go through remediation. Additional re-mediation is offered on a voluntary basis during Student Resource Time. *Advanced Learning System (ALS) is available.
APPENDIX C Appendix C School Curriculum Supporting Academic Standards
Page 31
Page 32
Current Technology Equipment
Corporation-wide Computer Network TV/VCR (1 per classroom), Computer (1 per classroom), Printer (1 per classroom), projectors (1 per classroom) Smart Tablet, Digital Hovercam/ELMO
Student/Computer Ratio - 2 to 1 5 General Use Computer Labs (90) 5 Laptop Carts (150) 2 Technology Education Labs (30) 1 Special Education Lab (4) Laser printers (2)
English Department Equipment 1 to 1 Computers TV/VCR on cart (1) RCA VHS Camera (1) Sony Digital Cameras (2) Sony DV Converter Boxes (2) Canon GL1 Digital Video Cameras(4) Panasonic AG DV1000 (1)
Math Department Equipment TI-82/83 Graphing Calculators (44) Calculator-Based Lab Sets (5) Gifted and Talented Computer (1) Computer Lab (room 333)
Science Department Equipment Biomedical PLTW sensors
Social Studies Department Equipment TV/VCR in every room Computer in every room
Industrial Technology Department Equipment
Autodesk Inventor
Autodesk Revit
RoboPro
Bridge Builder
Car Builder
EMCO CNC Lath/Pro Cad., EMCO CNC Mill/Pro Cad.
CNC Teachware
Quark Xpress, Adobe Photoshop, Adobe Illustrator, Imac with Imovie and Cinestream, Hanes T-shirt Maker
Family and Consumer Sciences- Viking 1+ Sewing/Embroidery Machine (2) Scanner (1) 8 Port Computer Hub (1) Iomega Zip Drive (1) IBM Sewing Computer (1) Canon Printer (1) Real Care Baby Simulator (20)
Art Department Equipment - Scanner (1) Sony Digital Camera (10) Photoshop Lab (17) Select Fire (2)
Foreign Language Department- Stereo System (1)
Business Department Equipment - HP Color Laser Printer (1) Flip Share Video Digital Camera (1)
Music Department Equipment - MIDI Keyboards (4) Desktop Computers (6)
Special Education Department Equipment - no additional equipment.
Health and Physical Education Department Equipment- Laptop Computer (1) Desktop Computer with Laser Printer (1)
Administration Equipment - Brother Fax Machine (1) Desktop Computers (10) Laptop Computers (2) Laser Printers (6) 2 Vizio TV’s
Computer Technology Equipment - Compaq Servers (18) 10/100 Switches(21) Computer Projector (2)
Library/AV Equipment - LCD Panel (1) Laser Printers (2) 27" Monitor with cart (1) TV/VCRs on cart (2) 52" Screen Projection TV (1) Headphones (30) Scanner (1)
APPENDIX D Appendix D Technology Activities & Plans
Current Initiatives/Programs Data/Support
Emergency Action Plan (Red Book)
Copy in each classroom. References made simulating different situations. (Ex. Anthrax, Bomb Threat, Lock Down Situations)
Staff and Visitor Identification
To control any unauthorized personnel in the building. Can identify if adults belong in the building.
Limited Access to Building
Doors locked during school hours. Building access is limited, outer key access is closely monitored.
Harassment Program
Discussion during in-service on November 13, 2001 sup-ported reinstating video series on harassment during SRT and making the program a yearly occurrence.
Peer Mediation Program
Students in the building have been trained and are available to reinstate the program.
Student Handbook
School board has approved all information. All Parents have signed off on all the information in the student handbook. The handbook is available online. Dress code and other regulations are clearly defined in the student handbook.
Staff Supervision Teacher Presence in Hallway/Restroom
Teachers are assigned to be in the hallway and student restrooms during passing periods, before and after school. Administration is present at all school related activities.
Sign in and Sign out sheets
Students are required to sign in and out of class periods and SRT. Allow Admin to track students in hallways in case of vandalism
APPENDIX E
Appendix E Programs in Place for a Safe & Secure Learning Environment
Page 33
Page 34
APPENDIX F
Appendix F Parent Survey
Parental Involvement 1. I am given opportunities to participate in my
child’s education.
yes no
2. I am encouraged to take an active role in my
child’s education.
yes no
3. I am or have been involved in the following
activities as a parent of a Peru High School
student. (Please list.)
A. B.
C. D.
E. F.
G. H.
Safety 1. The school is providing a safe environment for
my child.
yes no
2. I am informed of emergency situations that
occur at school.
yes no
3. I trust school personnel to take care of my child
during the school day.
yes no
Comments:
School Climate 1. I feel welcome when I enter my child’s school.
yes no
2. The school personnel (i.e. teachers, office staff,
principal) are approachable.
yes no
3. My child enjoys going to school.
yes no
Comments:
Communication 1. I am informed about my child’s progress.
yes no
2. There is good communication between the
home and the school.
yes no
3. The principal responds to student and parent
concerns.
yes no
Comments:
Curriculum
1. I am aware of the curriculum necessary for my
child to successfully achieve a diploma.
yes no
2. My school maintains a high quality curriculum.
yes no
3. My school offers classes that prepare my child
for the future.
yes no
4. The classes/subjects taught meet the needs of
my child.
yes no
5. The school’s academic programs challenge my
child to achieve academically.
yes no
6. My child enjoys the academic experiences in
this school.
yes no
Comments:
Administration/Leadership 1. Students are treated fairly by the administration.
yes no
2. The principal is a good leader.
yes no
3. The administration is visible and involved in the
school community.
yes no
Comments:
Discipline 1. I received a copy of the discipline policy.
yes no
2. I understand the school’s discipline policy.
yes no
3. The discipline policy is enforced in a fair and appro-
priate manner.
yes no
Comments:
Technology 1. My child uses computers and other technology at
school.
yes no
2. The school has technology to support my child’s
education.
yes no
3. The school’s technology is kept up to date.
yes no
Comments: