Board Presentation December 17, 2015 Sabrina Ramirez-Dean of - - PowerPoint PPT Presentation

CROWN POINT HIGH SCHOOL

Board Presentation December 17, 2015

Sabrina Ramirez-Dean of Students Grades 9 &10

CPHS MISSION STATEMENT

Our Our pr promis

• mise

e to to ens ensure ure al all l CP CPHS HS stu studen dents ts maxi maximize mize th thei eir r po poten tential tial College • Career • Citizenship Creativity • Courage • Culture

CPCSC AdvancED ACCREDITATION

• Advancing excellence in education worldwide
• Distinguish schools adhering to a set of educational standards
• Drive student performance and continuous improvement in education
• Examine how the institution is meeting the needs of students

 How does the collaborative work done at CPHS support the 13 powerful practices identified by the AdvancED review team?  How does my role as dean of students support AdvancED standard 5?

USING RESULTS FOR CONTINUOUS IMPROVEMENT

Indi dicato cator r 5.1

– The school establishes and maintains a clearly defined and comprehensive student assessment system.

• Engage (Transitions and Academic Support)
• Experience (21st Century Learning)
• Excel (College and Career Programming)

ENGAGE

“Mrs. Lorek’s (Engage) class is my favorite. It’s interesting and it really helps me.” –Katie Hopp (9)

20 40 60 80 100 English 9 Engage English 10 Engage Math 9 Engage Math 10 Engage Number of Students

Engage Enrollment 2015-2016

• St

Strate tegi gic c pl plannin nning, g, pr programm amming, ing, and d co communi nicati cation

• n to

to he help p st stude dent nts s su succ ccessful ssfully ly begin in th their hi high h sc scho hool l ca career eer whi hile le pl planning nning fo for po post st-se seco condary ndary goals ls

HIGH EXPECTATIONS

200 400 600 800 1000 Science English World Lang Math Social Studies Student Population

High Ability Honors

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 50 100 150 200 250 300 350 English 9 H Biology H Geometry H AP Human Geography Student Population

High Ability /Honors 9th Grade

1,840 2,849 1,925 3,005 3,105 3,873 48 366 688 441 622 1,109 1,185 3,051 2,835 944 762 568 1,341 1,107 1,086 3,225 4,233 3,602 5,531 7,263 8,896 1,000 2,000 3,000 4,000 5,000 6,000 7,000 8,000 9,000 10,000 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

CPHS Dual Credits Earned 2009-2015

PUC Vincennes IUPUI IUB IUN IVY Total Linear (Total)

ADVANCED PLACEMENT

• Students who earn scores of 3 or higher in AP Seminar

and AP Research and on four additional AP Exams of their choosing will receive the AP Capstone Diploma

• Students who earn scores of 3 or higher in AP Seminar

and AP Research will receive the AP Seminar and Research Certificate signifying their attainment of college-level academic and research skills  AP Art History  AP Biology  AP Calculus (AB & BC)  AP Chemistry  AP Computer Science  AP Economics  AP English Language  AP English Literature  AP Environmental Science  AP DC French  AP DC German  AP Government  AP Human Geography  AP Latin  AP Physics (Mech & Elec/Mag)  AP Psychology  AP Seminar  AP DC Spanish  AP Statistics  AP Studio Art  AP US History

ADVANCED PLACEMENT

ADVANCED PLACEMENT

Indicator 5.3

– Professional and support staff are trained in the evaluation, interpretation, and use of data.

• Focus Group

– Course and Team Goals – Professional Development – Instructional Planning Report

294 626 953 953 1129 1213 1136 1091 1143 1655 1535 1980 277 354 470 518 581 641 747 875 861 1175 1213 500 1000 1500 2000 2500

CPHS AP Enrollment vs. AP Exams

Enrolled in AP Courses AP Exams Linear (AP Exams)

PURPOSE & DIRECTION

 2014-2015: 31 scholarships  2013-2014: 45 scholarships  2012-2013: 45 scholarships  2011-2012: 22 scholarships

PURPOSE & DIRECTION

Honors (AP) 50% College Prep (DC) 40% Transitional/Re mediation10%

CPHS CORE COURSE PLACEMENT GOALS

25% 35% 37% 55% 50% 52% 20% 15% 11% 2008-2012 2013-2014 2014-2015

Course Offerings/Placement

Honors/AP College Prep/DC Remedial/Transition 53% 56.10% 57.10% 57.60% 54.70% 58.30% 32.00% 29.80% 31.20% 36.70% 41.50% 40.30% 0% 20% 40% 60% 80% 100% 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Percent

• f Student Population

Crown Point Diploma Type Analysis

Honors Core 40

DOE ACCOUNTABILITY

Data-based decision-making is embedded into the system’s core operating schema creating a student-centered culture of continuous improvement

• CPHS has been designated an ‘A’ School
• Class of 2017 (current juniors) passed Algebra I and English 10 ECAs at 90%+
• 1st time in recent history
• Only Algebra I ECA was used in A-F

DOE ACCOUNTABILITY

• CPHS Class of 2015 graduation rate was 96%
• Exceeds state goal of 90%
• CPHS Class of 2015 College & Career Readiness Score was 78%
• Graduates earning at least 3 college credits or scoring 3+ on

at least one AP exam

• -Exceeds state goal of 25%

USING RESULTS FOR CONTINUOUS IMPROVEMENT

Indicator 5.2

• Professional and support staff continuously collect, analyze, and apply learning

from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions.

• Professional Learning Communities
• 2.0/Blended courses
• iNACOL
• Dual Credit partnerships
• inter-rater reliability
• Team structure

PURPOSE & DIRECTION

Culture of high expectations for all students is supported by all stakeholders wrapping around students

– Course offerings – Team structure – RTI lab – Resource period – Peer tutoring – Extracurricular mentoring

9th & 10th GRADE TEAM

Indicator 5.5

• Leadership monitors and communicates comprehensive information about

student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders.

• Mark

rk Gianf anfermi ermi (Assistant sistant Principal ncipal)

• Sabrina

brina Ramire mirez z (Dean an of

• f Stu

tudent dents) s)

• Kim Swan,

n, Kim Wilki kinson, nson, Michel helle le Bruss, , Brenda nda Wol

• lski

ki, Ami Marcinek rcinek, , Laure uren n Sandor dor (Guidance idance Cou

• unsel

selor

• rs)

s)

• Emily

ly Adams ams (9th

th Grade

de Grad adua uation tion Coa

• ach)

h)

• Ken Mille

ler r (10 10th

th Grade

de Grad aduatio uation n Coa

• ach)

h)

• Kyle

e Hanawa naway, y, Cynthia thia Geog

• ghegan

hegan, Lor

• ri Grame

menz nz (RtI RtI Parapro raprofessi fession

• nals)

ls)

• 9th

th & 10

10th

th grad

ade te teachers, hers, stu tudents ents, , and d parents nts

“Alone we can do so little; together we can do so much.” –Helen Keller

RTI LAB

• Clint Swan, Jon Haas, Heidi Marek (RTI teachers)
• Kyle Hanaway, Cynthia Geoghegan, Lori Gramenz (RtI Paraprofessionals)
• Emily Adams (9th Grade Graduation Coach)
• Ken Miller (10th Grade Graduation Coach)
• Natalie Trapp (Credit Acceleration)
• Nikki Perrin (Testing)

IMPROVING STUDENT LEARNING

Indicator 5.4

– The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level.

4.3% 4.7% 2.8% 2.9% 2.3% 2.4% 1.1% 1.3% 1.0% 1.6% 7.4% 6.4% 7.5% 6.2% 5.8% 4.9% 3.0% 3.1% 2.7% 2.8% 7.5% 6.5% 6.8% 4.5% 6.1% 4.5% 3.4% 3.1% 2.1% 2.2% 3.9% 3.9% 3.1% 1.7% 2.5% 1.7% 2.1% 1.6% 1.6% 1.2% 0.0% 1.0% 2.0% 3.0% 4.0% 5.0% 6.0% 7.0% 8.0% 9.0% 10/11 - 1 10/11 - 2 11/12 - 1 11/12 - 2 12/13 - 1 12/13 - 2 13/14 - 1 13/14 - 2 14/15 - 1 14/15 - 2

Core Semester Failures

English Math Science Social Studies

COURSE PLACEMENT

DATA-BASED CONVERSATIONS

• Graduation coach
• Student
• Teacher
• Guidance counselor
• Administrator
• Parent

COMMUNICATION

USING RESULTS for CONTINUOUS IMPROVEMENT

 A student-centered focus is exhibited across the corporation and kept relevant through a process of continuous improvement that catalyzes growth and readiness for each student

9th Grade 10th Grade 11th Grade 12th Grade

Have your students begun to think about their future after high school? How will they best use their time at CPHS to prepare (academic performance, extra/co-curricular involvement, career and course exploration, etc.)? Do they understand where and how to seek out resources available to them at CPHS? Have your students begun to research specific college and career options? How will they use the resources available at CPHS to best position themselves to attain their career goals (Dual Credit, AP, extra- curricular and co-curricular

• pportunities, service and

leadership development, etc.)? Have your students begun to narrow down their college and career choices? Do they know which colleges/universities/

• rganizations will offer them the
• pportunity to pursue those

goals? Have they begun to prepare for their for post- secondary entrance exams (ACT/SAT/AP)?

Do your students have a

specific plan in place for when they leave CPHS? What actions have they already taken to secure that plan (college applications completed, scholarship applications completed, etc.)? What actions do they still need to take in order to reach their goals?

USING RESULTS for CONTINUOUS IMPROVEMENT

12263 12599 10000 15085 13934 15787 5000 10000 15000 20000

Total C-Notes Earned

 The corporation conveys the many success of its students, teachers, schools, and district through a myriad of communication vehicles

PEER TUTORING

TEACHING & ASSESSING FOR LEARNING Leaders monitor and support the improvement of teachers’ instructional practices to ensure student success

SCHOOL IMPROVEMENT

• Exploring current grading practices in order to develop policies

that support grades being a true reflection of what students know and can do

• We are having the right conversations:

– What are we doing well? – What do we need to keep focusing on? – Student achievement is positive…what can we improve?

• Strategies for improvement (learning goals linked to performance scales)

SCHOOL IMPROVEMENT TEAM

• Chip Pettit
• Anne Lorek
• Dan Hadary
• David Rosenbaum
• Diane Tournis
• Ginny Zega
• Jacob Adams
• Jeremy Walker
• J. Flewelling
• Jim Ingelhart
• Karen Cox
• Kevin Enright
• Kit Degenhart
• Mark Gianfermi
• Mary Bachnak
• Rachele Raloff
• Robert McDermott
• Russ Marcinek
• Sabrina Ramirez
• Sara Wietbrock
• Scott Rettig
• Scott Vlink
• Kelly Nelson
• Jason McGee
• Tracy Seibert
• Mindy Pearson
• Maryann Nicks
• Rebecca Magee
• Keith Iddings
• Chris Gloff
• Amanda Campos
• PARENTS
• STUDENTS

Look through the lens of a school leader

SCHOOL IMPROVEMENT

 Long range plans are crafted for the preservation and management of all corporation resources to ensure the health and safety of all students  Short and long term planning maximizes the effectiveness of system resource management

PROFESSIONAL DEVELOPMENT

 Leader ders s monitor and support the improvement of teachers’ inst nstructional ructional practices ctices to ens nsure ure stud udent ent suc uccess. ess. A multitude of resources are appropriate to support and sustain the purpose and direction of the system, schools, programs, and operations.

RESOURCES & SUPPORT SYSTEMS

A rigorous and intentional systematic process is conducted to recruit, employ, and retain a highly-qualified, professional staff.

• Mentor teachers
• New teacher induction (Aug)
• Monthly new teacher meetings
• Professional development
• Professional Learning Communities
• Classroom practices & school procedures

Years of Experience

2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 0 to 2 5 11 14 11 12 3 to 5 23 10 13 12 10 6 to 10 27 28 26 34 35 11 to 15 18 15 17 14 11 16 to 20 12 19 20 22 22 21+ 24 16 19 25 22

DISCIPLINE

190 189 184 194 116 50 100 150 200 250

Out of School Suspensions

Total 1112 1267 1134 1067 804 200 400 600 800 1000 1200 1400

In-school Suspensions

Total 56 48 38 28 15 10 20 30 40 50 60 2010-11 2011-12 2012-13 2013-14 2014-15

Expulsions

Total

INDIANA NEW ADMINISTRATOR LEADERSHIP INSTITUTE

• 2 yr. professional development program
• Effective instructional leader
• Develop school beliefs & set goals alongside staff
• Focus on learning
• Work hard to build a collaborative environment
• Involve staff in decision-making with worthy PD & time for

collaboration

• Make decisions based on reviewed data
• --DuFour, 1999 – five critical principal qualities

OPPORTUNITIES

• Instructional strategies and Elements that support student achievement

and growth

• Collaboration with peers and internally-developed professional

development

• Involvement with student organizations and parent/community outreach
• Assessment and policy updates
• Character building, study skills, and social skills

– Supporting and motivating students impacted by “home life”

• Leadership, management and communication techniques

GOVERNANCE & LEADERSHIP

THANK YOU!

 Supportive nature of the governing body advances all aspects of the district's vision.  Board members commit to educational leadership and continuous improvement through extensive training, coursework, and professional development.  Governing body of the corporation clearly understands its role in adopting, establishing, and maintaining policy for the benefit of its students, personnel, and community.  The superintendent, district, and building-level leadership teams are viewed as visionary leaders with a clear purpose.