ANDERSON COUNTY SCHOOLS



ANDERSON COUNTY SCHOOLS

Administrative Goals 2012-2013

Value Statement 1 – Curriculum

Vision and Mission – Prepared/Responsible

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

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

|Strategies |Evidence of Success |Impact |

|Action Steps |How will we know that we are making process? What data are we using to | |

|What steps are required to reach our goal? |measure? | |

| | |Has this activity had impact? How do we know? What |

| |Progress Monitoring/Benchmark |are the specific outcomes/reasons for progress and |

| | |success? What are the reasons expected impact did |

| | |not occur? |

|2012-2013 |2013-2014 |2014-2015 | | |

|CURRICULUM DATA: |CURRICULUM DATA: |CURRICULUM DATA: |1. Departmental Curriculum checklists | |

|Snapshots (website) - |Snapshots (website) - |Snapshots (website) - |2. Snapshot/learning target posting monitoring | |

|Monthly walkthroughs |Monthly walkthroughs |Monthly walkthroughs |3. Monthly administrative snapshot walk-through (snap-walks) | |

|Program review audits |Program review audits |Program review audits |4. Daily walk-throughs | |

|Monthly administrative Snapwalk: |Monthly administrative Snapwalk: |Monthly administrative Snapwalk: |5. 3 internal program review audits | |

|Posted clear, student-friendly learning targets|Posted clear, student-friendly learning targets |Posted clear, student-friendly learning targets |6. annual SACs internal audit | |

|Congruent task |Congruent task |Congruent task |7. departmental data analysis of assessment | |

|Formative assessment |Formative assessment |Formative assessment |8. Enrollment data for AP, dual credit, STEM, online classes, Area | |

|Student technology use |Student technology use |Student technology use |Technical Center, Work-Based learning | |

|Active student engagement |Active student engagement |Active student engagement |9. opportunities for intervention/enrichment through GT services, | |

|High level thinking |High level thinking |High level thinking |transition classes, tutorial sessions, and ESS numbers | |

|Real-world prep tasks |Real-world prep tasks |Real-world prep tasks | | |

| | | | | |

|OPPORTUNITIES DATA: |OPPORTUNITIES DATA: |OPPORTUNITIES DATA: | | |

|AP enrollment |AP enrollment |AP enrollment | | |

|Dual credit enrollment |Dual credit enrollment |Dual credit enrollment | | |

|STEM enrollment |Online enrollment |Online enrollment | | |

|Area Technical Center enrollment |STEM enrollment |STEM enrollment | | |

|Work-based learning enrollment |Area Technical Center enrollment |Area Technical Center enrollment | | |

|GT services |Work-based learning enrollment |Work-based learning enrollment | | |

|Transition class |GT services |GT services | | |

|Tutorial sessions |Transition class |Transition class | | |

|PLAN |Tutorial sessions |Tutorial sessions | | |

|A. Curriculum and Instructional focus |PLAN |PLAN | | |

|1. CASL departmental facilitators will lead |A. Curriculum and Instructional focus |A. Curriculum and Instructional focus | | |

|each department through completion of standards|1. Complete the final section of CASL plan – | | | |

|deconstruction (KCAS Math/English including |communication how |1. Re-assess CASL plans and review/tweak learning | | |

|Literacy Standards in Science, Social Studies, |2. Review/tweak learning targets and Standards |targets and Standards Based Units, with rigorous | | |

|and Technical areas or 4.1 Core Content for |Based Units. |congruent tasks and matching assessments—embedding | | |

|those without new standards) to create/tweak |3. Work with Science and Social Studies on new |best practice instructional strategies. | | |

|clear, high-level, student-friendly learning |standards when released. |2. Work on moving “proficient” areas in program | | |

|targets with congruent rigorous/relevant tasks,|4. Professional development for English, Social |reviews to distinguished. | | |

|and formative assessments connected to those |Studies, and Science staff for LDC materials, and|3. Continue to utilize regular collaboration with | | |

|targets. |MFAL PD for math department. |faculty dedicated to curriculum, instruction, and | | |

|2. Each teacher will complete/tweak Standards |5. Work on moving “needs improvement” areas in |assessment. | | |

|Based Units for all core classes and elective |all program reviews to proficient. | | | |

|classes, excluding Advanced Placement, which |6. Continue to utilize regular collaboration | | | |

|will submit College Board syllabus. |time dedicates to curriculum, instruction, and | | | |

|3. Follow-up Professional Development through |assessment. | | | |

|departmental Professional Learning Communities | | | | |

|will be provided to complete process and move | | | | |

|forward with CASL plans. | | | | |

|4. Teachers will post student-friendly learning| | | | |

|targets in a visible location in classroom and | | | | |

|incorporate them daily into instruction with | | | | |

|students, utilizing congruent tasks/activities | | | | |

|and formative assessment. | | | | |

| | | | | |

|B. Calendar Development | | | | |

|1. Teachers refine and utilize trimester | | | | |

|calendars for each class they teach, adjusting | | | | |

|where necessary, by posting weekly snapshots on| | | | |

|their websites, including learning targets, | | | | |

|tasks/assignments, and formative assessments. | | | | |

| | | | | |

|C. Common Planning and PLC’s | | | | |

|1. Core departments will use common planning to| | | | |

|share best practice instruction, create and | | | | |

|score ACT/Quality Core-like multiple | | | | |

|choice/constructed response items, analyze | | | | |

|student assessment data, and create | | | | |

|intervention and enrichment activities to | | | | |

|address student needs. | | | | |

|2. Elective departments will use monthly | | | | |

|meetings to assess and work on needs | | | | |

|improvement areas of their program reviews. | | | | |

|3. Create monthly faculty meetings and | | | | |

|continue to utilize non-instructional work days| | | | |

|for faculty collaboration. | | | | |

| | | | | |

|DO | | | | |

|A. HQPD, PLCs, and leadership teams | | | | |

|1. Continue to provide teachers with |DO | | | |

|opportunities (6 hours of HQPD) to grow |Continue first-year instructional plans, |DO | | |

|professionally in content-specific areas and |particularly focusing on Kagan and |Continue first-year instructional plans, | | |

|with best practice instructional practices. |differentiation strategies. |particularly focusing on Learning-Centered Schools | | |

|2. Continue to refine and improve upon the | |and questioning techniques. | | |

|Professional Learning Communities process and | | | | |

|expectations. | | | | |

|3. Each faculty member will complete one | | | | |

|collegial visit and participate in | | | | |

|cross-curricular lesson-- to improve upon | | | | |

|instructional process, | | | | |

|4. Utilize research-based instructional | | | | |

|strategies, like pre/during/post reading | | | | |

|strategies, CHAMPS classroom management, | | | | |

|cooperative learning, formative assessments, | | | | |

|differentiation, questioning techniques, | | | | |

|graphic organizers, next generation learning, | | | | |

|etc. Re-focus on CHAMPs and reading strategies | | | | |

|this year. | | | | |

|5. Offer opportunities for all teachers to lead| | | | |

|and be a part of school improvement plans and | | | | |

|reflection/assessment of our school. | | | | |

|6. Perform annual self-assessments using SISI | | | | |

|or SACS accreditation standards to initiate | | | | |

|CSIP process for year, involving all | | | | |

|stakeholders. | | | | |

|7. Complete 3 internal program review audits | | | | |

|8. Implement a pilot program for teachers on | | | | |

|student technology use for instructional | | | | |

|purposes in collaboration with Central Office. | | | | |

|CHECK | | | | |

|A. Data Disaggregation | | | | |

|1. Through advising, students will participate | | | | |

|in Test Talks to discuss formative MAPs testing| |CHECK | | |

|and summative EOC/EPAS testing and utilize ILP-| |1. Analyze student self-monitoring results, EOC and | | |

|increasing student accountability. | |EPAS growth. | | |

|2. Through testing fairs and parent/teacher | |2. Maintain data boards, utilizing results to | | |

|conferences, parents will receive information | |determine curriculum/instruction needs. | | |

|on student achievement through assessment and | |3. Continue to analyze assessment results and | | |

|receive individual testing conferences. | |determine curriculum/instruction needs and | | |

|3. Analyze student data based upon EPAS | |individual student needs. | | |

|assessments and MAP testing to determine | |4. Continue tracking/self-monitoring. | | |

|intervention needs and enrichment opportunities|CHECK |5. Continue to analyze EOC results and assess | | |

|like AP. |1. Faculty training on progress monitoring, |classroom use of QC materials. | | |

|4. Design and utilize form to track student |including student self-monitoring in the | | | |

|progress on assessments – not meeting |classroom | | | |

|benchmarks. |2. Evaluate data boards from previous year and | | | |

|5. Create and maintain data boards in data |maintain summative boards and create formative | | | |

|room to gauge progress: AP, EPAS, EOC, and |boards through departments for analysis. | | | |

|on-demand. |3. Continue to analyze assessment results and | | | |

| |determine curriculum/instruction needs and | | | |

|B. Common Assessments: Formative/ Summative |individual student needs. | | | |

|Assessments |4. Continue tracking/self-monitoring. | | | |

|1. Assess and re-design common assessments, |5. Analyze EOC results and assess classroom use | | | |

|including formative and summative, to ensure |of QC materials. | | | |

|they are measuring deconstructed learning | | | | |

|targets and modeling ACT/QC-like format | | | | |

|2. Design and utilize student self- monitoring | | | | |

|tool to track student progress on assessments | | | | |

|3. Include constructed response scoring plan in| | | | |

|the assessment process; provide Live Scoring, | | | | |

|where possible. | | | | |

|4. Create a summative assessment pep talk | | | | |

|meeting schedule for every tested group by | | | | |

|grade level, not by test | | | | |

|12th grade – ASVAB, KOSSA, COMPASS | | | | |

|11th grade – ACT, On-Demand, EOC, KOSSA | | | | |

|10th grade – PLAN, On-Demand, EOC, KOSSA | | | | |

|9th grade – MAP | | | | |

|5. Utilize MAP assessment as plan to monitor | | | | |

|student progress and provide differentiation in| | | | |

|the ninth grade and with all special education | | | | |

|students; identify student intervention needs | | | | |

|for 10th grade students | | | | |

|6. Through department formative | | | | |

|assessments/common assessments, target students| | | | |

|who may need extra motivation and | | | | |

|interventions; formulate individual student | | | | |

|plans. | | | | |

|7. Embed ACT-like testing and the Quality Core | | | | |

|curriculum in all core classrooms; in addition | | | | |

|to state EOC Algebra II, Biology, English II, | | | | |

|and US History, purchase Algebra I, Geometry, | | | | |

|English I, and Chemistry | | | | |

|8. Train faculty in all core areas with QC | | | | |

|materials. | | | | |

| | | | | |

|ACT | | | | |

|A. Tutorial and Enrichment | | | | |

|1. Each department/class will gather data and | | | | |

|create plan for in-class re-teaching and | | | | |

|tutorials. | | | | |

|2. Continue Math and English tutorials during | | | | |

|SSR time for ACT and individual course | | | | |

|tutorials. | | | | |

|3. Provide ESS Tutoring Center two days a week| | | | |

|with a teacher and peer tutors. | | | | |

|4. Continue to provide academic and social | | | | |

|transition lessons for ninth graders through | | | | |

|SSR by using PAWSS mentors | | | | |

| | | | | |

|Response to Intervention | | | | |

|A. LITERACY/READING: | |ACT | | |

|1. Provide classroom teachers with reading | |1. Continue to seek opportunities to re-teach, | | |

|strategies to integrate into the core content | |tutor, and intervene for students during the school | | |

|classroom. | |day, while also offering after-school programs. | | |

|2. Continue to identify students needing | |2. Assess current programs for effectiveness; seek | | |

|intervention assistance using assessment data: | |stakeholder input. | | |

|MAP/EPAS | | | | |

|3. Using data identify students for specific | | | | |

|intervention programs: | | | | |

|a. 9th grade Reading Class for struggling | | | | |

|readers targeted by 8th grade MAPs and EXPLORE |ACT | | | |

|scores, focusing on content-specific reading, |1. Continue to seek opportunities to re-teach, | | | |

|and embedding pre/during/post reading |tutor, and intervene for students during the | | | |

|strategies |school day, while also offering after-school | | | |

|b. Daytime ESS pull-out program, using Read |programs. | | | |

|Naturally and individual-specific reading |2. Assess current programs for effectiveness; | | | |

|strategies to increase individual student |seek student input and parent input. | | | |

|reading levels |3. Students will be provided with self-monitoring| | | |

|c. Reading Support Classes for students with |methods toward their progress by classroom | | | |

|disabilities (Reading labs) |teachers, after teacher training. | | | |

|d. Collaborative literature transition classes| | | | |

|for freshman and senior years | | | | |

|4. Continue School-wide reading period (SSR) &| | | | |

|expand on literature circles and reading | | | | |

|tutorials | | | | |

|5. Continue summer reading program 9th – 12th | | | | |

|grade, incorporating AP summer work and | | | | |

|expanding on reading and accountability | | | | |

|options. | | | | |

|6. Provide systematic monitoring, maintenance | | | | |

|plans, and support systems in place for | | | | |

|struggling readers beyond ninth grade year. | | | | |

| | | | | |

|B. MATHEMATICS: | | | | |

|1. Provide classroom teachers in mathematics | | | | |

|with context for all units of study for core | | | | |

|content; create clear-learning targets and | | | | |

|formative assessments connected to those | | | | |

|targets, embed tutorials and re-teaching as | | | | |

|needed throughout units and utilizing ACT | | | | |

|Quality Core. | | | | |

|2. Identify 9th grade mathematics placement | | | | |

|criteria for successful math | | | | |

|foundation/transition to high school: 250 MAP, | | | | |

|18 Explore and 9th grade test placement (2 out| | | | |

|of 3) | | | | |

|3. Determine criteria for student intervention | | | | |

|in mathematics and find a realistic way to | | | | |

|provide remediation for students who are not | | | | |

|understanding core content; create an Algebra I| | | | |

|lab for 3rd trimester for students who failed | | | | |

|first two classes. | | | | |

|4. Implement a tutorial pullout program during | | | | |

|SSR to assist struggling students that fall in | | | | |

|the priority needs area(s). | | | | |

|a. Group 1 – Juniors who need assistance in | | | | |

|mathematics based on Plan scores. | | | | |

|b. Group 2 – Freshmen who need weekly help to | | | | |

|prevent them falling behind in individual math | | | | |

|classes | | | | |

|5. Purchase computer software to be used in the| | | | |

|classroom to assist students in the priority | | | | |

|needs areas. | | | | |

|6. Students who do not meet ACT college | | | | |

|readiness benchmarks will complete an | | | | |

|intervention through senior year coursework. | | | | |

| | | | | |

|B. Maintenance | | | | |

|- Departments will create a plan for | | | | |

|maintenance using tactics such as bell ringers,| | | | |

|exit slips, journal entries, word walls, and | | | | |

|core content posters. | | | | |

| | | | | |

|C. Monitoring | | | | |

|1. Principals will monitor teacher classrooms | | | | |

|through walk-through observations and webpage | | | | |

|snapshots. Each member of the administration | | | | |

|team will conduct at least one walk-through on | | | | |

|a daily basis. | | | | |

|2. Teachers will adjust instruction based on | | | | |

|regular formative assessment data to re-teach | | | | |

|material and/or refer students for tutoring. | | | | |

|3. Parents will monitor student progress | | | | |

|through the use of teacher websites for | | | | |

|instructional snapshots, parent portal, and | | | | |

|interval progress reports. | | | | |

Value Statement 2 – Instruction

Vision and Mission – Prepared/Responsible

(Actively engage and motivate students to learn by using best teaching practices; provide intervention and enrichment opportunities for students; Teach interview, resume preparation, work skills and citizen responsibilities; Use cooperative learning, small group, effective strategies; Teach skills building; Teach learning targets; Monitor curriculum map; Re-teach using data, Celebrate; and Partner with parents and community to prepare students for college and career readiness.)

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

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

|Strategies |Evidence of Success |Impact |

|Action Steps |How will we know that we are making process? What data are we using to | |

|What steps are required to reach our goal? |measure? | |

| | |Has this activity had impact? How do we know? What |

| |Progress Monitoring/Benchmark |are the specific outcomes/reasons for progress and |

| | |success? What are the reasons expected impact did |

| | |not occur? |

|2012-2013 |2013-2014 |2014-2015 | | |

|STAKEHOLDER INVOLVEMENT: |STAKEHOLDER INVOLVEMENT: |STAKEHOLDER INVOLVEMENT: |BYOD registrations | |

|PLC Collaboration |PLC Collaboration |PLC Collaboration |Parent/Teacher connections – conferences, phone contacts, e-mails. | |

|Teacher collegial visits |Teacher collegial visits |HQPD |TIPS registration | |

|HQPD |HQPD |Teacher collegial visits |Stakeholder surveys | |

|Alumni Association |Alumni Association |Alumni Association |Website hits | |

|SBDM elections |SBDM elections |SBDM elections |Alumni Association enrollment | |

|Parent/teacher conferences |Parent/teacher conferences |Parent/teacher conferences |Student awards | |

|Home visits |Home visits |Home visits | | |

|TIPS |TIPS |TIPS | | |

|Ninth Grade Night Outs |Ninth Grade Night Outs |Ninth Grade Night Outs | | |

|Advising Sessions |Advising Sessions |Advising Sessions | | |

|Committees/Leadership teams |Committees/Leadership teams |Committees/Leadership teams | | |

|Parent/Community Survey |Parent/Community Survey |Parent/Community Survey | | |

|Parent Connection events |Parent Connection events |Communication: one-call/IC/website | | |

|Communication: one-call/IC/website |Communication: one-call/IC/website |Parent Connection events | | |

|Club/Community Service |Club/Community Service |/Community Service | | |

|BYOD registration |BYOD registration |BYOD registration | | |

|Teacher of the Month |Teacher of the Month |Teacher of the Month | | |

|Student awards |Student awards |Student awards | | |

|Tutorial sessions |Tutorial sessions |Tutorial sessions | | |

| | | | | |

| | | | | |

| | | | | |

| |STAKEHOLDER CONNECTIONS: | | | |

| |1. Utilize stakeholder survey to assess | | | |

|A. PARENT CONNECTIONS: |programs and create new opportunities |A. STAKEHOLDER CONNECTIONS: | | |

|1. Provide multiple parent connection activities in|and/or enhance current ones. |1. Utilize stakeholder survey to assess programs and | | |

|one night as a menu of events: parent/teacher |2. Award first Alumni Association and |create new opportunities and/or enhance current ones. | | |

|conferences, curriculum fairs, CCR advising, and |Kentucky scholarships. |2. Continue to utilize feedback to increase stakeholder| | |

|workshops like mock interviews. |3. Continue to build business |involvement and communication effectiveness. | | |

|2. Provide multiple means for parents to acquire |relationships for student incentives |3. Continue to include faculty departmental goals as | | |

|information: parent portal, website, e-mail |through Kentucky and Advanced Kentucky |part of plan and CSIP | | |

|distributions, one call, teacher webpages, and |Scholars. | | | |

|newspaper articles. |4. Award first Advanced Kentucky Scholars| | | |

|3. Revise website with more parent/stakeholder |certificates. | | | |

|friendly accessible information and regular |5. Continue to include faculty | | | |

|updates. |departmental goals as part of plan and | | | |

|4. Create Ninth Grade Night Out programming |CSIP | | | |

|connected to athletics with student incentives. | | | | |

|5. Continue transition programming early to | | | | |

|integrate parents into high school culture and | | | | |

|implement opportunities for improved communication:| | | | |

|8th grade parent night, TIPS. | | | | |

| | | | | |

|B. COMMUNITY INVOLVEMENT: | | | | |

|1. Continue Truancy Diversion Program, extending | | | | |

|collaboration with multiple stakeholders to | | | | |

|intervene early for students. | | | | |

|2. Expand alumni association to encourage | | | | |

|involvement, extend invitations, and provide social| | | | |

|network. | | | | |

|3. Encourage home visits as part of a mentoring | | | | |

|program for at-risk students. | | | | |

|4. Create a parent/community/student survey to | | | | |

|solicit feedback from all stakeholders regarding | | | | |

|vast school improvement and school initiatives and | | | | |

|add community/parent members to advising. | | | | |

|5. Expand on Kentucky Scholars Advising committee | | | | |

|and award first Kentucky Scholars certificates. | | | | |

|6. Increase student BYOD to 40%. | | | | |

|7. Continue ACHS Impact- fall and spring. | | | | |

|8. Pilot program for clubs/organizations to | | | | |

|participate in community service. | | | | |

| | | | | |

|C. FACULTY/STAFF: | | | | |

|1. Departmental PLCs | | | | |

|ARTS & HUMANITIES: | | | | |

|1. Teachers will consistently document and collect | | | | |

|evidence for activities and add them to the shared | | | | |

|drive as proof of meeting such requirements of the | | | | |

|Program Review. | | | | |

|2. Teachers will research potential sources for | | | | |

|programmatic enhancement. | | | | |

|3. Teachers will utilize departmental time for | | | | |

|alignment and additional resources for program | | | | |

|review. | | | | |

|ENGLISH: | | | | |

|1. Practice Quality Core multiple choice and | | | | |

|constructed response released items. Provide | | | | |

|feedback on the thought processes of MC and model | | | | |

|strategies for constructed response form. | | | | |

|2. Implement ACT online and ACT practice material | | | | |

|from books. Teachers follow plan. | | | | |

|MATH: | | | | |

|1. Implement Quality Core and ACT items into | | | | |

|regular instruction. | | | | |

|2. Find incentives for students who utilize the | | | | |

|ACT online program, practice the ACT on their own, | | | | |

|and who perform well on the ACT; math teachers will| | | | |

|incorporate ACT questions regularly. | | | | |

|3. Pull students during SSR for ACT preparation and| | | | |

|content remediation. | | | | |

|PLV: | | | | |

|1 Each CTE teacher is responsible for monitoring | | | | |

|and advising students to stay on track to become | | | | |

|completers and to take and pass KOSSA. | | | | |

|2. All teachers will utilize best practice | | | | |

|teaching methods and strategies to raise the levels| | | | |

|of student achievements to meet department goals. | | | | |

|3. All teachers will use common formative and | | | | |

|summative assessment within each subgroup of the | | | | |

|department and will analyze student results to aid | | | | |

|in preparation for KOSSA exams. | | | | |

|4. All teachers will participate in formulating | | | | |

|PLCS program review. | | | | |

|SCIENCE: | | | | |

|1. Continue ACT weekly guided practice | | | | |

|2. Embed ACT Quality Core curriculum into Standards| | | | |

|Based Units and instruction | | | | |

|SOCIAL STUDIES: | | | | |

|1. Integrate ACT readings/questions and ACT Quality| | | | |

|Core materials | | | | |

|2. Change Open Responses to Constructed Responses | | | | |

|like in ACT Quality Core. | | | | |

|3. EOC teachers provide specifics on skills needed | | | | |

|to be successful | | | | |

|4. Teach analytical skills | | | | |

|5. Practice writing | | | | |

|6. Seek increased motivation on tests | | | | |

|7. Use formative assessment to guide interventions | | | | |

| | | | | |

|2. Faculty meetings and team involvement | | | | |

| | | | | |

|3. Teachers will post grades weekly on IC and | | | | |

|contact parents for students who are failing | | | | |

| | | | | |

|3. STUDENTS | | | | |

|1. Principal’s Advisory Council – student survey | | | | |

|2. Student Council | | | | |

|3. Mentoring program | | | | |

|4. Morning announcements | | | | |

|5. Incentives for performance | | | | |

Value Statement 3 – Assessment

Vision and Mission – Prepared/Responsible

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

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

|Strategies |Evidence of Success |Impact |

|Action Steps |How will we know that we are making process? What data are we using to | |

|What steps are required to reach our goal? |measure? | |

| | |Has this activity had impact? How do we know? What |

| |Progress Monitoring/Benchmark |are the specific outcomes/reasons for progress and |

| | |success? What are the reasons expected impact did |

| | |not occur? |

| 2012-2013 |2013-2014 |2014-2015 | | |

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

|CCR- 65% |CCR – 70% |CCR- 75% | | |

|College – 46% |College – 50% |College – 52% |Student tiered interventions with progress monitoring for EPAS in | |

|Career – 15% |Career- 20% |Career- 23% |English/Reading/Math | |

|9th grade MAP – |9th grade MAP |9th grade MAP |9th grade – EXPLORE | |

| | | |Reading/English- reading class, recovery pull-outs, Literature co-teaching | |

|ACT (12th grade) – 20.3 |ACT (12th grade) – 21 |ACT (12th grade) – 21.6 |collaboration, struggling reading literature circles, academic lab for | |

|ACT (11th grade)– 19.5 |ACT (11th grade)– 20.0 |ACT (11th grade)– 20.6 |special education students | |

|English – 51.5% |English – 57.5% |English – 65.5% |Math – Algebra I – all-year, 3rd trimester recovery class, SSR tutoring | |

|Math – 26.5% |Math – 32.0% |Math – 38.7% |10th grade – MAP/EPAS benchmarks | |

|Reading 39% |Reading 43% |Reading 48.6% |Reading/English – Reading recovery pull-outs; academic labs | |

|Science – 20% |Science – 23% |Science – 26.1% |Math – SSR tutoring, academic labs | |

| | | |11th grade – PLAN | |

|PLAN – 17.7 |PLAN – 18.0 |PLAN – 18.7 |Reading/English – SSR tutoring pull-outs | |

|English – 70.5% |English – 73.5% |English – 76.7% |Math – SSR tutoring pull-outs | |

|Math – 31.9% |Math – 35.0% |Math – 38% |12th grade – ACT | |

|Reading – 46% |Reading – 51% |Reading – 57.2% |Reading/English – Senior composition placement; COMPASS testing | |

|Science – 23.8% |Science – 28.3% |Science – 33% |Math – Intro to College Math, personal finance; KYOTE/COMPASS testing | |

| | | | | |

|EOC |EOC |EOC |Formative assessment multiple choice and constructed response exams – | |

|English II – 70% |English II – 75% |English II – 80% |scored, analyzed, and individual student monitoring/tutoring | |

|Algebra II- 62% |Algebra II- 65% |Algebra II – 70% | | |

|US History- 40% |US History- 45% |US History- 50% |Mock AP exam monitoring & study session involvement | |

|Biology- 60% |Biology- 65% |Biology- 70% | | |

| | | |Career major completors and KOSSA tests qualifying scores | |

|AP Qualifying scores-60% |AP Qualifying scores- 60% |AP Qualifying scores-60% | | |

|COMPASS |COMPASS |COMPASS |COMPASS benchmarks met through dual-credit and after interventions | |

|ASVAB |ASVAB |ASVAB |throughout senior year | |

|KOSSA |KOSSA |KOSSA | | |

|Industry certificates |Industry certificates |Industry certificates |Industry certificates awarded through ATC and CTE programs | |

| | | | | |

| | | |College readiness benchmark scores met: | |

| | | |MAP, PLAN, ACT, COMPASS, and EOC | |

|I. COLLEGE READINESS: |I. COLLEGE READINESS |I. COLLEGE READINESS | | |

|A. ACT/PLAN/EOC Quality Core: | | | | |

|1. Purchase Quality Core components (English I, |1. Re- purchase Quality Core components |1. Re-purchase Quality Core components (English I, | | |

|Algebra I, Chemistry, and Geometry) and create |(English I, Algebra I, Chemistry, and |Algebra I, Chemistry, and Geometry) and create | | |

|four-week benchmark assessments for those classes |Geometry) and create four-week benchmark |four-week benchmark assessments for those classes and | | |

|and state-assessed classes (Biology, English II, |assessments for those classes and |state-assessed classes (Biology, English II, Algebra | | |

|Algebra II) to determine college readiness. |state-assessed classes (Biology, English |II) to determine college readiness. | | |

|2. Train one-third of all Math, Science, and |II, Algebra II) to determine college | | | |

|English teachers in Laying the Foundation and/or |readiness. |2. All Math, Science, and English teachers will have | | |

|Quality Core training. | |participated in Laying the Foundation and/or Quality | | |

|3. Utilize Quality Core formative assessment pool |2. Two-thirds of all Math, Science, and |Core training. | | |

|items and benchmark assessments in core classes, as|English teachers will have participated in| | | |

|well as embed ACT/QC-like questions into all |Laying the Foundation and/or Quality Core |3. Continue programming featuring ACT, Quality Core, | | |

|assessments. |training. |AP, dual-credit opportunities—holding students | | |

|4. Establish curriculum document with Common Core,| |accountable at high levels and re-assessing annually. | | |

|Quality Core, and ACT College Readiness standards |3. Continue to train faculty with QC | | | |

|side by side with clear student-friendly learning |materials, utilize QC and ACT-like | | | |

|targets for teacher use in Standards Based Units. |assessment questions, and analyze student | | | |

|5. Use ACT Online Prep in classrooms, through |performance formatively. | | | |

|workshops, and by students individually to improve | | | | |

|ACT scores. |4. Continue programming featuring ACT, | | | |

|6. Integrate reading and math interventions for |AP, dual-credit opportunities—holding | | | |

|seniors who do not reach benchmarks to pass COMPASS|students accountable at high levels and | | | |

|test and keep them out of remedial college classes.|re-assessing annually. | | | |

|7. Continue 30 Point Club/recognition for ACT in | | | | |

|all tested areas and composite | | | | |

|8. Provide student incentives for ACT/PLAN/AP | | | | |

|testing efforts | | | | |

|9. Continue Kentucky Scholars and Advanced Kentucky| | | | |

|Scholar diploma tracks, identifying student | | | | |

|incentives and utilizing stakeholders in advising | | | | |

|process. | | | | |

|10. Maintain AP enrollment and above global score | | | | |

|ranking. | | | | |

|11. Continue to send all new AP teachers to AP | | | | |

|summer institutes and current teachers to updates | | | | |

|as needed. | | | | |

| | | | | |

|B. COLLEGE COLLABORATION & PREPARATION: | | | | |

|1. Increase communication and dual credit | | | | |

|opportunities for students through BCTC and Online | | | | |

|learning | | | | |

|2. Continue to use college readiness benchmarks as | | | | |

|criteria for admittance into Early College | | | | |

|3. Offer more dual credit options on campus through| | | | |

|trimester and prepare/recruit more ACHS teachers to| | | | |

|instruct – offer scholarship to teacher going back | | | | |

|to get Master’s in area and vetted to teach dual | | | | |

|credit | | | | |

|4. Educate students about taking and passing | | | | |

|COMPASS/KYOTE, college entrance exams | | | | |

|5. Train staff members to be proctors for college | | | | |

|entrance exams | | | | |

|6. Seek opportunities to maintain college coach | | | | |

|position, targeting 1st generation college students| | | | |

| | | | | |

| | | | | |

|II. CAREER READINESS: | | | | |

|A. CAREER PREPARATION | | | | |

|1. Continue to require incoming freshmen to choose | | | | |

|career major in order to have more career major | | | | |

|completers in areas that take KOSSA testing and/or |CAREER READINESS: | | | |

|provide articulation agreements for college credit.|1. Continue to collaborate with CTE and | | | |

|2. Follow career majors 9th and 10th grade year; at|ATC staff to assess our current career | | | |

|the end of 10th grade, students would have option |measures and opportunities for students, | | | |

|to continue or drop the major for other coursework.|involving stakeholder input. | | | |

| | | | | |

|3. Attach ILP with career majors as 9th and 10th | |CAREER READINESS: | | |

|graders to individualize and maximize plans. | |Continue to collaborate with CTE and ATC staff to | | |

|4. Plan for work-based learning to career major in| |assess our current career measures and opportunities | | |

|order for students to experience true career | |for students, involving stakeholder input. | | |

|practicum experiences and maximize the course for | |Attach work-based learning to career major in order for| | |

|seniors. | |students to experience true career practicum | | |

|5. Plan for students earn career major certificate| |experiences and maximize the course for seniors. | | |

|upon completion of career major at awards ceremony,| |Plan for students earn career major certificate upon | | |

|much like Kentucky Scholars certificate. (2014-15) | |completion of career major at awards ceremony, much | | |

| | |like Kentucky Scholars certificate. (2014-15) | | |

|B. CAREER TESTING: | | | | |

|1. Require all seniors to take ASVAB during the | | | | |

|1st trimester. | | | | |

|2. Provide incentives for students taking KOSSA, | | | | |

|ACT Workkeys, and ASVAB tests – final exam | | | | |

|exemptions | | | | |

| | | | | |

|ADVISING & AWARENESS: | | | | |

|1. Implement Operation Preparation and community | | | | |

|members into advising process. | | | | |

|2. Continue advising process, allowing staff | | | | |

|members to meet with students individually three | | | | |

|times a year to discuss post-secondary plans, | | | | |

|choose best course of study, monitor credits, | | | | |

|challenge students, etc. | | | | |

|2. Utilize career majors and course of study | | | | |

|selection requirements in scheduling process to | | | | |

|educate students on CCR, ACT college admission | | | | |

|standards, scholarship standards | | | | |

|3. Utilize KHEAA Bus and educate students on “Go | | | | |

|Higher” accounts made available to seniors for | | | | |

|scholarship information. | | | | |

|4. Create pilot program through drop-out prevention| | | | |

|coordinator on expanding work-based learning | | | | |

|opportunities for at-risk students. | | | | |

|5. Collaborate with Harrodsburg Area Technical | | | | |

|Center to educate advisors/students on non-four | | | | |

|year degrees, vocational/technical centers, and | | | | |

|other career opportunities | | | | |

|6. Use ILP during the advising and scheduling | | | | |

|process | | | | |

|7. Provide College/Career fairs that include | | | | |

|sessions on mock interviewing, career training/work| | | | |

|etiquette, and resume writing | | | | |

|8. Utilize EPAS data to recruit more students to | | | | |

|take AP classes for rigor and college experience | | | | |

Value Statement 4 – Safety

Vision and Mission – Safe

(Discipline policies and procedures are in place and consistently followed to address bullying and inappropriate behavior at each school and department-transportation, food service, extra-curricular activities; Safety plans are in place at each school. Staff can implement safety plans for emergency situations; Alternative education plan an procedures are in place to address students who need additional support.

Goals: Decrease behaviors that are barriers to the educational process, i.e., attendance, discipline, and drop-outs.

|Strategies |Evidence of Success |Impact |

|Action Steps |How will we know that we are making progress? What data are we using to | |

|What steps are required to reach our goal? |measure? | |

| | |Has this activity had impact? How do we know? What |

| |Progress Monitoring/Benchmark |are the specific outcomes/reasons for progress and |

| | |success? What are the reasons expected impact did |

| | |not occur? |

|2012-2013 |2013-2014 |2014-2015 | | |

|TARGET BEHAVIORS |TARGET BEHAVIORS |TARGET BEHAVIORS |Behavior- monthly reports on referral numbers, including top offenses, and | |

|Total referrals- 2200 |Total referrals- 2100 |Total referrals- 2000 (12% reduction in 3 yrs.) |communication of that number with staff. | |

|Fights/Assaults - 9 |Fights/Assaults - 8 |Fights/Assaults - 7 | | |

|Drugs/Alcohol - 9 |Drugs/Alcohol - 8 |Drugs/Alcohol -7 |Attendance- Weekly/Monthly grade level attendance. | |

|Weapons - 1 |Weapons - 1 |Weapons - 1 | | |

|Bullying/threats - 9 |Bullying/threats - 8 |Bullying/threats - 7 |Ninth Grade Center- Bi-weekly 9th grade team meetings to discuss attendance,| |

| | | |behavior, and academic issues with 9th grade students. | |

|Attendance - 94% |Attendance – 95% |Attendance – 96% | | |

|Retention rate- 2% |Retention rate- 1.85% |Retention rate – 1.5% |Connectivity- monthly club day attendance, trimester mentoring | |

|Graduation rate – 88% |Graduation rate – 90% |Graduation rate – 92% |participation, trimester service participation. | |

|Drop-out rate – 1.56% |Drop-out rate – 1.46% |Drop-out rate – 1.36% | | |

|LOP 175 students |LOP 150 students |LOP 125 students |Ninth Grade Night Outs –participation | |

|TDP 20 phase II |TDP 17 phase II |TDP 14 phase II | | |

| | | | | |

|NINTH GRADE CENTER |NINTH GRADE CENTER |NINTH GRADE CENTER | | |

|9th grade referrals - 850 |9th grade referrals - 820 |9th grade referrals - 790 | | |

|9th grade retention – 10% |9th grade retention – 8.5% |9th grade retention- 7% | | |

|9th grade retention w/ ................
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