School Improvement Plan

Norwell High School (9087)

September, 2018

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Table of Contents

Section One: Introduction………………………………………………………………………………………………………………………….3 School, community, and educational programs Description and location of curriculum Assessment instruments

Section Two: Purpose, vision, belief statements, and values……………………………………………………………………..4 Section Three: Trends about current educational programming…………………………………………………………….. 5

Curriculum and diplomas Instructional strategies Cultural emphasis Analysis of student achievement data Parental participation Technology as a learning tool Safe and disciplined learning environment Discipline plan HEA 1419 timeline Cultural competency Professional development

Section Four: Student achievement goals and objectives………………………………………………………………………. 8 Section Five: Academic Honors and Core 40…………………………………………………………………………………………… 8

Provisions to offer courses Provisions to encourage students

Section Six: Data……………………………………………………………………………………………………………………………………. 9 Graduation data ISTEP data SAT data Advanced Placement (AP) exam data Section Seven: Existing interventions………………………………………………………………………………………………….... 21 Section Eight: Professional development……………………………………………………………………………………………….. 21 Section Nine: Timeline for implementation, review, and revision…………………………………………………………… 21 Building Level Assurance Form………………..……………………………………………………………………………………………. 22

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Section One: Introduction

School, community, and educational programs Northern Wells Community Schools (NWCS) is located in the northern third of Wells County, with the district’s northern boundary extending to the southern edge of the city of Fort Wayne. Wells County students who attend the district’s high school, middle school, and two elementary schools live in Ossian, the northern sector of Bluffton, and the Markle area, located at the extreme western edge of the corporation. The student population also consists of a small percentage of students transferring in from other nearby districts. NWCS's boundaries encompass 168 square miles and include a large number of farms as well as small industrial areas in Ossian and Bluffton. The surrounding community of the Northern Wells district can be described as rural, predominately middle class, and economically stable.

Northern Wells Community Schools provides a quality educational experience for all students. With a population of approximately 2,400 students, the corporation is proud of its success in meeting students’ individual needs and in assisting them in reaching their goals. Outstanding student achievement at the elementary, middle, and high school levels in Northern Wells Community Schools is demonstrated by scores on standardized tests, which reflect the students’ success in responding to high standards and expectations.

Description and location of curriculum The curriculum for all content areas 9-12 is aligned with the Indiana Academic Content Standards and has been approved by the Northern Wells Community Schools Board of Trustees. Each teacher and principal has a copy of the approved curriculum for his/her grade level and content area. In addition, a copy of the approved curriculum for each content area and grade level is on file at the superintendent’s office. Suggested assessments and instructional strategies, key vocabulary terms, and materials are all included.

Assessment instruments Norwell High School uses the following assessment instruments:

ISTEP 10 (Graduation Qualifying Exam): Students must demonstrate an established level of proficiency in Math and English to earn a high school diploma for the 2019 Cohort.

SAT: Measures mathematical reasoning, verbal expression and writing skills.

ACT: Measures English, Mathematics, Reading, Science, and there is an optional writing portion.

PSAT: Test provides an indication of how well a student is likely to score on the SAT. It also serves as the National Merit Scholarship Qualifying Test (NMSQT) and qualifier for certain dual credit courses. *The PSAT will be administered to all freshmen and sophomores graders this year.

Common assessments have been created for courses with multiple instructors.

ASVAB: Measures Word Knowledge, Paragraph Comprehension, Arithmetic Reasoning, Mechanical Comprehension, General Science, Electronic knowledge, and Mathematics Knowledge. Used to compute an Armed Forces Qualification Test (AFQT) for students interested in the military. Used as a Post-Secondary Readiness qualifier for graduation via the new Graduation Pathways.

Advanced Placement (AP) Exams: College-level exams related to specific subjects administered in May upon the completion of an AP course taken at the high school level. Many colleges and universities will award a student college credit if a high enough score is earned. AP exams are scored on a 5-point scale:

o 5: Extremely well qualified o 4: Well-qualified o 3: Qualified o 2: Possibly qualified o 1: No recommendation

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Section Two: Purpose/Vision/Belief Statements/Values

Purpose: The purpose of Norwell High School is to equip students to maximize and take ownership of their present and future success.

Vision: The vision of Norwell High School is for each of its students to graduate and transition successfully into post-secondary education, the military, or the work place and be a contributing member of an ever-changing society.

Belief Statements: A Norwell graduate will be able to…

Be a motivated and confident individual

Act in a respectful and respected manner

Be a responsible and self-disciplined person

Behave in a goal-oriented manner with perseverance

Display a positive attitude toward learning

Solve problems effectively

Think in an open-minded and reflective manner

Possess a strong work ethic

Monitor his/her progress in a wide variety of areas

Communicate thoughts and ideas effectively

Speak, write, and communicate in a responsible and literate manner

Communicate using any technology or medium necessary

Present himself/herself in or maintain a positive appearance

School Values (as determined by NHS students, fall 2018): Achievement

Care

Competitiveness

Confidence

Friendliness

Industriousness

Helpfulness

Kindness

Motivation

Positivity

Preparedness

Pride

Respectfulness

Responsibility

Intelligence

Success

Hospitality

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Section Three: Trends about Current Educational Programming Curriculum and diplomas The curriculum for Northern Wells Community Schools is aligned to the relevant Indiana Academic Standards. Teachers continue to align assessments, vocabulary, instructional strategies, and materials to these standards. A renewed emphasis will be placed on encouraging most to all students to earn a Core 40 Diploma, Core 40 with Academic Honors Diploma, or Core 40 with Technical Honors Diploma. All students, including those with special needs, are provided a complete description of all courses and requirements to enable them to choose the diploma track, which aligns with their individual goals. All teachers and the building principals have copies of the curriculum. Instructional strategies Over the course of this school year, student achievement of the Indiana Academic Content Standards in all content areas and grade levels will be reviewed. Current pedagogical strategies used by Norwell teachers include:

Common assessments

Inclusion

Graphic organizers

Process writing

Modeling

6 + 1 writing traits

Peer conferencing

Literature circles

Visualizing

Inferring

Note-taking

Outlining

Socratic seminars

Annotation

Close reading

Think – Pair – Share

Cooperative learning

Project based learning

Work based learning Cultural emphasis In addition to the pedagogical strategies listed above, Norwell teachers will focus on the following instructional strategies aimed at improving our overall culture of quality learning and achievement:

School goals: positive influence, high levels of achievement, outstanding culture, commitment to established policies and procedures

The Five Cs of Influence (Control, Coercion, Compliance, Cooperation, Commitment)

Levels of self help

Circulation

No apologies

Cold call

No opt out

The four questions (of quality teaching)

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Analysis of student achievement data

Student assessment data at Norwell High School is generally above the state average in some areas but below where it could/should be in others.

National, state, and local assessment data will continue to be collected and analyzed by individual teachers to improve both teaching and learning.

Parent participation Norwell High School promotes parent/staff interactions in many ways, including:

Newsletters, email, school website, newspaper, social media, phone calls, text messages, and face-to-face meetings.

Unlimited and ubiquitous access to student grades and attendance information via PowerSchool.

Volunteer opportunities through the choral, band and athletic boosters.

Advisory committees, such as school improvement committees, vocational advisory councils, wellness committee, strategic planning committee, and textbook adoption committees.

Opportunities to assist with building level programs, including recognition programs for teachers and students.

Parent meeting with administration to discuss variety of topics and to gather parent feedback.

Technology as a learning tool Students at NHS are presented with many opportunities to use technology and the Internet as a learning tool within the curriculum of individual departments, including courses to improve reading comprehension, written communication, critical thinking, and math skills.

In the year 2014-15, NWCS implemented its 1-to-1 technology initiative which put wireless devices (iPads) in the hands of students in grades K-12. Using online learning managements systems such as eBackpack (previous LMS) and Schoology (current LMS), school staff and students coordinate assignments, deliver/share content, perform assessments, provide feedback, track grades, collaborate, make school-wide announcements, and provide access to a wide array of other educational and developmental resources. Students can access video tutorials, audio instructions, links to helpful websites, and other lesson materials in Schoology.

Using their iPads, students are able to not just consume but also create content. They use their devices for research projects, multimedia presentations, and online collaboration. They create documentaries, collect artifacts, and record and create presentations in order to demonstrate learning, critique themselves, and improve their communication skills. These devices have provided students the opportunity to demonstrate their knowledge and understanding in ways that were previously not possible.

Safe and disciplined environment NHS continues to provide a safe and orderly environment. The following are our methods/strategies to ensure the safety of the staff and students:

One or more building administrator will be trained as a school safety specialist. The corporation also has a safety specialist overseeing the coordination of district wide safety plans.

A school safety/resource officer is employed by the corporation and housed at Norwell High School.

All safety plans have been reviewed and updated annually.

Fire, tornado, and intruder drills are practiced in accordance with state guidelines.

Representatives from Norwell participate in the annual county-wide table top exercises designed to review current and improve safety procedures.

The front door can be locked via a switch in the main office in the event of a possible intrusion.

Identification badges are worn by all staff members. Substitute teachers and visitors also wear badges to verify that

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they have obtained permission to be in the building.

Surprise searches by area K-9 officers are performed annually.

An anonymous safety hotline is available for the reporting of student and parent concerns.

Administration and guidance attend regular student services meetings to discuss and address the individual needs of at-risk students.

Video surveillance of the property is recorded and monitored in the main office. Review of these records can be performed directly from the computers on the desks of the administration and/or administrator cell phones.

In-house surveys ask staff, parents and students for their input on the level of safety they feel at NHS.

Monthly safety trainings will be conducted with staff members.

Discipline plan HEA 1419 timeline

In order to maintain a safe and welcoming school environment, as in past years, staff members at NHS will continue to:

Disaggregate and analyze disciplinary data by types of referrals, grade level, genders, etc.

Report discipline behavior data and provide analysis of the data to students, faculty, administration, school board, and state officials.

Provide support to staff on strategies to improve and prevent student behavior issues through training of both the staff and students.

Foster improved cultural norms regarding staff and student behavior, interpersonal skills, and expectations and standards.

Cultural competency Norwell High School strives to improve cultural competency of teachers, administrators, staff, parents, and students by cultivating a respect of diversity and understanding of the unique needs of all learners in order to become culturally responsive. SIOP (Sheltered Instruction Observation Protocol) and WIDA Training will continue for all teachers of EL students provided by the EL Coordinator. Support will be provided to teachers and students through a coaching model to ensure English language development. Events such as an International Night may be held/celebrated to share the unique cultures and languages represented at Norwell with students, staff, families, and the community.

Professional development The building administrators work closely with the staff to create and evaluate the district’s professional development program. In addition to our corporate AIM and school goals of positive influence, high-levels of achievement, outstanding school culture, and commitment to policies and procedures, the basis for professional development is our school-wide goal of quality learning. Norwell’s plan involves the use of in-house experts and/or outside consultants to provide initial and follow-up training that is rich, meaningful, and practical. In addition, teachers are provided professional development release days from the classroom for training and follow-up training as needed. Teachers are also permitted and encouraged to attend workshops sponsored by Region 8 Educational Service Center or other agencies. If teachers participate in professional development activities after school or in the summer, they receive a stipend for those days. All professional development is scheduled and approved through the building administrator. In addition to the school’s specific professional development program, staff have the individual opportunity to participate in Northern Wells Community School corporation-wide trainings as they are presented. Professional development focus areas for the 2018-19 school include: new/improved cultural norms, “right-sizing” academic achievement outcomes, instructional strategies, and evidence-based assessment methodologies.

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Section Four: Student Achievement Goals and Objectives

During the 2018-2019 school year Norwell High School will have the following achievement goals:

1. Increase the passing percentages of first time test takers (ISTEP+10 Mathematics / ISTEP+10 English-Language Arts).

2. Significantly increase the number of current seniors who qualify to graduate on time. (As of September, 2018, only 60% (approximately) of NHS seniors have passed both portions of the Graduation Qualifying Exam). This will be done by utilizing the recently developed Graduation Pathways policies.

3. Proactively work with students in the junior, sophomore, and freshmen classes to ensure that they are prepared to meet the existing graduation mandates (GQE and/or Graduation Pathways policies).

4. Continue to develop and effectively communicate rich, authentic, and meaningful opportunities and experiences for career exploration and awareness for all students through a variety of methods.

Section Five: Academic Honors and Core 40 Provisions to offer courses Courses that pertain to students’ eligibility to earn the Academic Honors Diploma, Technical Honors Diploma and the Core 40 diploma are offered each semester to maximize opportunities for all students to successfully complete those curricula. The master schedule is developed in an attempt to minimize conflicts between courses required for each of the diploma tracks. Student progress toward their diploma goals are evaluated annually.

Provisions to encourage students Provisions are made that encourage all students to earn the Academic Honors Diploma or complete the Core 40 curriculum. These provisions have been expanded to include the additional requirements set forth by the State of Indiana for these two diplomas. The new Core 40 diploma with Technical Honors is also being addressed through these provisions. Students meet with guidance counselors annually to assess diploma progress. Students are encouraged to pursue the highest level of diploma attainable. A comprehensive review of the dual credit, Advanced Placement, and College and Technical Education (CTE) programs at NHS will take place over the course of the 2018-19 school year with the intention of “right-sizing” the number and quality of existing and future programs. Additionally, a comprehensive review of existing philosophies, expectations and policies and procedures regarding the number of students earning Academic Honors, Core 40, Technical Honors, and “General” diplomas, including early graduation standards, will take place over the course of the 2018-19 school year with the intention of “right-sizing” these metrics as needed.

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Section Six: Data Graduation Data: NHS compared to state averages

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2014-15 Graduation Data

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2015-16 Graduation Data

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2016-17 Graduation Data

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Graduation Data: NHS compared to other local area high schools

Graduation Rates

PAID 14-15 15-16 16-17 AVG Rank

State 52% 88.9% 89.1% 87.2% 88.4% -

Bluffton 53% 97.6% 98.2% 99.0% 98.3% 1

Carroll 82% 96.3% 96.7% 98.8% 97.3% 2

Adams Cent. 77% 94.7% 98.9% 97.9% 97.2% 3

Homestead 88% 94.9% 96.6% 96.1% 95.9% 4

Norwell 75% 94.1% 95.6% 96.4% 95.4% 5

Col. City 75% 95.0% 95.1% 91.6% 93.9% 6

S. Wells 66% 93.5% 92.3% 94.4% 93.4% 7

Leo 84% 92.5% 94.9% 92.7% 93.4% 8

S. Adams 61% 94.3% 90.1% 92.8% 92.4% 9

Hunt. North 62% 90.2% 91.2% 91.8% 91.1% 10

DeKalb 65% 91.3% 89.8% 90.9% 90.7% 11

Bellmont 66% 92.0% 88.8% 90.8% 90.5% 12

East Noble 61% 90.7% 88.1% 91.0% 89.9% 13

New Haven 34% 84.6% 87.4% 88.0% 86.7% 14

Waiver Rates

PAID 14-15 15-16 16-17 AVG Rank

State 52% 6.8% 7.5% 8.1% 7.5% -

Carroll 82% 0.4% 1.0% 1.8% 1.1% 1

Adams Cent. 77% 3.3% 1.2% 2.2% 2.2% 2

Homestead 88% 2.1% 2.4% 2.2% 2.2% 3

Col. City 75% 5.7% 3.9% 3.9% 4.5% 4

S. Adams 61% 6.0% 5.5% 3.9% 5.1% 5

DeKalb 65% 6.1% 6.1% 10.0% 7.4% 6

Hunt. North 62% 3.3% 6.4% 5.1% 4.9% 7

Bellmont 66% 3.4% 7.2% 6.6% 5.7% 8

Bluffton 53% 7.5% 8.3% 10.0% 8.6% 9

Leo 84% 9.0% 8.6% 11.2% 9.6% 10

Norwell 75% 8.0% 9.2% 9.9% 9.0% 11

S. Wells 66% 6.9% 10.0% 1.5% 6.1% 12

East Noble 61% 11.3% 12.3% 10.6% 11.4% 13

New Haven 34% 13.1% 13.4% 22.2% 16.2% 14

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Graduation Data: NHS compared to other local area high schools (continued)

Honors Diplomas

PAID 14-15 15-16 16-17 AVG Rank

State 52% 37.2% 38.5% 38.9% 38.2% -

Homestead 88% 48.8% 49.1% 47.4% 48.4% 1

Carroll 82% 42.9% 47.7% 54.7% 48.4% 2

Adams Cent. 77% 35.6% 61.6% 45.2% 47.5% 3

Bellmont 66% 54.4% 47.0% 40.1% 47.2% 4

Col. City 75% 37.3% 42.9% 45.9% 42.0% 5

Leo 84% 33.2% 43.0% 46.4% 40.9% 6

Bluffton 53% 37.5% 36.1% 44.0% 39.2% 7

Norwell 75% 33.0% 38.5% 44.1% 38.5% 8

S. Wells 66% 36.1% 31.7% 36.8% 34.9% 9

East Noble 61% 30.7% 39.3% 34.3% 34.8% 10

S. Adams 61% 32.5% 35.6% 29.1% 32.4% 11

Hunt. North 62% 28.1% 29.5% 36.8% 31.5% 12

DeKalb 65% 27.8% 35.8% 27.7% 30.4% 13

New Haven 34% 30.8% 29.9% 23.7% 28.1% 14

General Diplomas

PAID 14-15 15-16 16-17 AVG Rank

State 52% 12.9% 12.2% 11.3% 12.1% -

Carroll 82% 9.7% 10.5% 8.9% 9.7% 1

Col. City 75% 12.7% 8.7% 10.5% 10.6% 2

Leo 84% 13.2% 9.9% 8.9% 10.7% 3

Bluffton 53% 12.5% 12.0% 9.0% 11.2% 4

Adams Cent. 77% 14.4% 8.1% 12.9% 11.8% 5

Homestead 88% 15.7% 12.0% 8.6% 12.1% 6

East Noble 61% 14.3% 13.9% 11.7% 13.3% 7

Bellmont 66% 16.2% 15.1% 17.4% 16.2% 8

New Haven 34% 18.2% 17.5% 14.6% 16.8% 9

S. Adams 61% 22.9% 11.0% 16.5% 16.8% 10

DeKalb 65% 14.9% 17.1% 23.2% 18.4% 11

S. Wells 66% 22.2% 23.3% 13.2% 19.6% 12

Hunt. North 62% 22.8% 24.0% 16.0% 20.9% 13

Norwell 75% 21.0% 24.1% 23.0% 22.7% 14

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ISTEP Data: NHS compared to state averages

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NHS Math State Math NHS ELA State ELA NHS Sci State Sci

2015-16 ISTEP Passing Rates

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NHS Math State Math NHS ELA State ELA NHS Sci State Sci

2016-17 ISTEP Passing Rates

2017-18 ISTEP Passing Rates

Embargoed

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ISTEP Data: NHS compared to other local area high schools

English-Language Arts

SES 15-16 Rank 16-17 Rank 17-18

State 52% 59.0% - 60.5% - embargoed

Homestead 88% 80.1% 1 82.7% 1 embargoed

Carroll 82% 76.6% 2 79.6% 2 embargoed

Bluffton 53% 68.6% 5 77.8% 3 embargoed

Leo 84% 72.5% 4 76.2% 4 embargoed

S. Adams 61% 68.2% 6 74.6% 5 embargoed

Bellmont 66% 75.3% 3 72.3% 6 embargoed

Adams Cent. 77% 29.6% 14 67.7% 7 embargoed

S. Wells 66% 67.3% 8 66.7% 8 embargoed

Norwell 75% 65.1% 10 66.0% 9 (down

considerably)

Col. City 75% 65.8% 9 59.3% 10 embargoed

East Noble 61% 50.7% 12 55.8% 11 embargoed

Hunt. North 62% 67.7% 7 55.1% 12 embargoed

DeKalb 65% 54.4% 11 55.0% 13 embargoed

New Haven 34% 39.0% 13 39.4% 14 embargoed

Math

PAID 15-16 Rank 16-17 Rank 17-18

State 52% 34.6% - 36.8% - embargoed

S. Adams 61% 49.4% 3 57.1% 1 embargoed

Bellmont 66% 55.9% 2 55.4% 2 embargoed

Homestead 88% 60.1% 1 53.0% 3 embargoed

East Noble 61% 29.4% 12 48.1% 4 embargoed

Adams Cent. 77% 25.0% 13 48.1% 5 embargoed

Leo 84% 45.6% 5 47.8% 6 embargoed

Carroll 82% 48.4% 4 47.5% 7 embargoed

Bluffton 53% 31.4% 10 45.5% 8 embargoed

Norwell 75% 30.6% 11 37.6% 9 (up slightly)

Col. City 75% 36.7% 7 33.7% 10 embargoed

S. Wells 66% 32.7% 8 30.3% 11 embargoed

DeKalb 65% 31.6% 9 29.6% 12 embargoed

Hunt. North 62% 37.8% 6 28.3% 13 embargoed

New Haven 34% 13.8% 14 10.0% 14 embargoed

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SAT Data: NHS compared to state averages

54.0%

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58.0%

60.0%

62.0%

64.0%

66.0%

NHS (14-15) State (14-15) NHS (15-16) State (15-16) NHS (16-17) State (16-17)

% of Graduates Taking SAT (Graduates)

900

920

940

960

980

1000

1020

1040

1060

1080

1100

1120

NHS (14-15) State (14-15) NHS (15-16) State (15-16) NHS (16-17) State (16-17)

SAT Average Composite Scores (Graduates)

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SAT Data: NHS compared to state averages (continued)

470

480

490

500

510

520

530

540

550

NHS (14-15) State (14-15) NHS (15-16) State (15-16) NHS (16-17) State (16-17)

SAT Average Math Scores (Graduates)

440

460

480

500

520

540

560

NHS (14-15) State (14-15) NHS (15-16) State (15-16) NHS (16-17) State (16-17)

SAT Average Reading Scores (Graduates)

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SAT Data: NHS compared to other local area high schools

% of Graduates Taking the SAT

PAID 14-15 15-16 16-17 AVG Rank

State 52% 61.4% 58.5% 63.0% 61.0% -

Carroll 82% 82.5% 78.0% 81.4% 80.6% 1

Leo 84% 77.1% 74.0% 84.4% 78.5% 2

Homestead 88% 75.5% 75.8% 77.8% 76.4% 3

Col. City 75% 72.4% 62.8% 72.9% 69.4% 4

Bellmont 66% 67.1% 62.7% 68.9% 66.2% 5

Norwell 75% 63.6% 61.5% 65.2% 63.4% 6

Adams Cent. 77% 65.6% 66.3% 57.0% 63.0% 7

DeKalb 65% 64.1% 59.8% 56.5% 60.1% 8

Hunt. North 62% 55.8% 55.1% 64.3% 58.4% 9

Bluffton 53% 58.3% 51.9% 64.0% 58.1% 10

East Noble 61% 56.6% 56.0% 54.0% 55.5% 11

New Haven 34% 55.1% 52.6% 55.1% 54.3% 12

S. Adams 61% 49.4% 41.1% 61.2% 50.6% 13

S. Wells 66% 38.9% 26.2% 26.5% 30.5% 14

SAT Composite Avg. Score

PAID 14-15 15-16 16-17 AVG Rank

State 52% 989 989 1073 1017 -

Carroll 82% 1051 1059 1149 1086 1

Homestead 88% 1093 1070 1146 1103 2

Leo 84% 1013 1034 1110 1052 3

S. Adams 61% 1017 1053 1077 1049 4

DeKalb 65% 1010 992 1105 1036 5

Hunt. North 62% 999 1012 1080 1030 6

Norwell 75% 976 1014 1094 1028 7

Bellmont 66% 1003 1001 1076 1027 8

S. Wells 66% 1018 1026 1027 1024 9

Adams Cent. 77% 1004 977 1082 1021 10

Col. City 75% 964 973 1064 1000 11

East Noble 61% 967 946 1057 990 12

Bluffton 53% 957 897 1043 966 13

New Haven 34% 929 932 981 947 14

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AP Exam Data: NHS compared to state and global data (2014-18)

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AP Exam Data: NHS compared to state and nation (2017-18)

Score English Lang.

Comp English Lit.

Comp Psychology Calculus AB Chemistry

No

rwe

ll H

S 5 0 0 1 0 0

4 1 0 5 0 1

3 7 3 2 0 2

2 13 17 8 0 6

1 6 11 5 1 21

Total # of Exams 27 31 21 1 30

Mean Score 2.11 1.74 2.48 1.00 1.43

Ind

ian

a

5 905 366 854 1,051 324

4 1,798 1,027 1,360 1,129 493

3 3,327 2,433 1,101 1,523 891

2 3,986 3,860 996 1,922 1,069

1 1,747 1,382 1,303 1,811 1,187

Total # of Exams 11,763 9,068 5,614 7,436 3,964

Mean Score 2.67 2.46 2.90 2.69 2.42

Un

ite

d S

tate

s

5 60,346 22,335 63,300 55,309 19,073

4 101,704 57,631 79,947 50,744 26,099

3 165,800 108,168 55,597 62,368 38,138

2 168,866 143,919 44,383 66,953 36,816

1 78,596 67,319 61,084 60,445 32,727

Total # of Exams 575,312 399,372 304,311 295,819 152,853

Mean Score 2.82 2.56 3.13 2.91 2.75

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AP Exam Data: NHS 5-year score summary (2014-18)

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Section Seven: Existing Interventions

Inclusion program for special education students

Alternative school

Peer school tutoring / after school tutoring

Round table remediation sessions

Online test prep

ISTEP+10 Mathematics remediation course

ISTEP+10 English 10 remediation courses

Credit recovery programming

Departmental collaboration time

Departmental focus areas from Algebra 1 & English 10 ECA blueprint and/or ISTEP+10

Quality Learning implementation as methodology into classrooms

*All interventions to go through a comprehensive review over the course of the 2018-19 school year.

Section Eight: Professional Development Our professional development will focus on the following:

A cultural shift from a focus on “teaching” to a focus on “leading” and positively influencing student learning

NWCS AIM, Graduation Profile, and School Goals: o Positive influence o High levels of achievement o Outstanding school culture

The infusion of new, evidence-based pedagogical philosophies, strategies, and methodologies

Solidification, improvement, and communication of our career opportunities, new graduation pathways policies, and transferable skills (students, teachers, parents): Roundtables, Naviance, Career Pathways policies, community partnerships, vertical alignment with middle school

Continued work on curriculum maps that align with state standards and ISTEP+10 blueprints (math and English)

Development of new AP and/or Dual Credit programming

Continued training for classroom technology

Accomplishing the focus of professional development will involve, but not limited to, the following:

Use of stipend pay for staff attending approved professional development

Use of release time for staff

In house experts leading professional development sessions

Use of outside consultants

Section Nine: Timeline for implementation, Review, and Revision

This SIP provides a framework for staff and student growth through 2019. The ongoing attention to skills needed for success on the ISTEP 10 and other assessments will continue to be reviewed and revised as needed. During the first semester of 2018, staff members will begin to analyze existing action plans, identify needed changes based on previous data, and compare and contrast NHS data to “premier” schools data, as well as state and national averages. Once the analysis process is complete, teachers and departments then will begin the implementation of an agreed upon action plan. This review will be coordinated by administration utilizing student assessment data and staff input.

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