ENOSBURG FALLS MIDDLE & HIGH SCHOOL
TITLE I
SCHOOL-WIDE ACTION PLAN
2009-2012
STATEMENT OF NEED
Examination and analysis of data has led us to develop this
action plan. The following assessments were instrumental in the development of
this plan.
New England Common Assessment Program (NECAP): Fall 2005 to
current date
Youth Risk Behavior Survey: 2002, 2004, 2006, 2008
Power School Disciplinary Logs: 2006-2009
Formative Classroom Assessments all Content Areas: 2006-2009
Common Writing Rubrics: 2006-2009
Teacher Advisory Student Assessment/Progress Meetings:
2008-2009
Student Surveys: 2006-2009
Summative Assessments: Ongoing
High School On The Moves Rating Scale; 2005-2006
High School on the Move Learning Style Inventory: 2005-2006
Middle School Personal Development: 2006-2009
The Enosburg Falls Middle & High School Advisory Team
has determined that there is a need to continually improve student learning in
Mathematics, Reading, Writing, Science, and to improve school climate. Further,
the Advisory Team has determined that it is imperative that we support our
students in developing key 21st century learning skills, such as but
not limited to: technology use, independent and group problem solving,
creativity, critical thinking, citizenship, and metacognition. This endeavor
supports our core values and beliefs as a school system.
The Enosburg Falls Middle & High School will make every
effort to insure that highly qualified and well-trained teachers teach all
students. To that end the school administration and action planning teams will
work with the school board to attract, hire, retain and mentor highly qualified
teachers and paraprofessionals.
The school will provide appropriate and meaningful professional
development so that our educators are trained in the areas they are responsible
for teaching. We will continue to develop as professional learning community
where teachers, paraprofessionals, and other staff will feel valued and will be
involved in the continual improvement of the school community.
This plan has been prepared in compliance with Title 16, 165
a. of the Vermont Education law book 2008 Edition.
Advisory Team
Members
Maggy Young –
Paraprofessional middle school
Ed Grossman –
Principal high school
Nicole Lewis –
Guidance Counselor middle & high school
Erik Remmers –
Principal middle school
Jay Nichols –
Superintendent supervisory union
Kerry Flieger –
middle school social studies
Kathy Bennett –
high school French teacher
Thad Gembczynski-
Technology Coordinator
Mary Helen Hart
– Curriculum Coordinator
Kate Gallagher
– Guidance Director
Karen Powers-
Paraprofessional & ASP Coordinator
Dianne Tibbitts
– Parent/Community Member
Amie Choiniere-
Parent/Community Member
Faculty Adoption
Dates:
Middle School:
6/15/09
High School: 6/15/09
School Board Adoption
Date:
SuperintendentÕs
Approval:
Reading
6-8
TARGET GOALS FOR
INCREASED STUDENT PERFORMANCE
Progress Monitoring
Methods:
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READING 9-12
TARGET GOALS FOR INCREASED STUDENT PERFORMANCE
Progress Monitoring
Methods - Every four weeks, progress will be
reported for all students identified, using locally developed measures, as not
meeting grade level expectations.
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Reporting Cluster or Focus Area: Reading |
|
Student Needs Identified by Data |
Improvement Goals for Increased Student Performance |
Action Steps (Include short Term Progress Indicators and Timeline) |
Expected Completion Date |
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I. Improve Student Literacy Skills |
1. Move 10% of 11th Grade Students to a higher proficiency level on the NECAP. |
1.1 Develop Data Teaming capacity among professional staff to analyze testing and other relevant reading data to guide decisions on focus and target of student instructional & teacher professional developments interventions. 1.2 Continue to Implement 9 Vermont Reads * Reading Strategies. * See Appendix A 1.3 Continue to develop capacity among professional staff to integrate U Kansas Strategic Instructional Model strategies in all content areas. 1.4 Enhance the system of supports for literacy skill development: * High School Success Seminar for All 9th Graders * Learning Strategies Classes * Guided Study Support for ELA Classes After School Program (ASP): * ASP – Homework Club for ELA * ASP- ELA Summer School 1.5 Embed and Monitor Engauge 21st Century Skills * development in all Curricular areas. a) Purchase technology equipment * Mobile computer carts, storage, and wiring * Instructional Technology: LCD projectors, Smart Boards, Elmos, installation hardware, and computers b) Utilize in-house integration specialists to embed ISTE and NETS standards in regular subject instruction. c) Correlate infusion to improved academic achievement * See Appendix B 1.6 Implement and Analyze Curriculum Mapping in All Subject Areas for Alignment, and Best Practices 1.7 Provide Instructional Leadership, including HS Teacher Leadership Team focus, for improving instruction including professional development, observation, mentoring, peer observation, and dedicated PLC opportunities. 1.8 Enhance Transition from Sending Schools to Grade 9 by Conferencing, Data Analysis and Developing Early System of Supports and Interventions. 1.9 Continue to Utilize the High Schools on the Move underpinnings to guide our school improvement process. 1.10 Review and revise if necessary, our Core Values and Beliefs through inter and intra school community engagement to unify and support our school-wide efforts in reading.
1.11 Expand Performing Arts Opportunities to increase performance in Reading and Writing as indicated by research |
June 2010 Ongoing June 2011 Ongoing June 2011 June 2012 Ongoing June 2010 (Ongoing) Ongoing June 2011 (Ongoing) |
PROFESSIONAL DEVELOPMENT
Writing 6-8
Target Goals:
1. Reduce by 10% students in bottom two levels
(Substantially Below Proficient & Partially Proficient) in overall writing
on the NECAP writing assessment or local assessment (portfolios, scored writing
assessment): Grade Level and/or
Cohort Group. On average using the NECAP Summary results from Fall 2010.
2. StudentÕs
will demonstrate a yearÕs growth on the NECAP assessment on average. This will
be determined by looking at individual student growth from 5th
grade writing assessment to 8th grade writing assessment.
Progress Monitoring
Methods:
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Writing 9-12
Progress Monitoring
Methods - Every four weeks, progress will be
reported for all students identified, using locally developed measures, as not
meeting grade level expectations.
|
Reporting Cluster or Focus Area: Writing |
|
Student Needs Identified by Data |
Improvement Goals for Increased Student Performance |
Action Steps (Include short Term Progress Indicators and Timeline) |
Expected Completion Date |
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I. Improve Student Literacy Skills in Writing. |
1. Move 10% of 11th Grade Students to a higher proficiency level on the NECAP. |
1.1 Develop Data Teaming capacity among professional staff to analyze testing and other relevant writing data to guide decisions on focus and target of interventions. 1.2 Continue School-Wide Leadership Team Writing Initiative in All Subject Areas that leads to student essay writing that consistently meets high standards. 1.3 Continue to develop capacity among professional staff to integrate U Kansas Strategic Instructional Model Strategies in all content areas. 1.4 Enhance the system of supports for literacy skill development: * High School Success Seminar for All 9th Graders * Learning Strategies Classes * Guided Study Support for English Language Arts (ELA) classes * After School Program – Homework Club for ELA * ASP- ELA Summer School 1.5 Embed and Monitor Engage 21st Century Skills *development in all Curricular areas. a) Purchase technology equipment * Mobile computer carts, storage, and wiring * Instructional Technology: LCD projectors, Smart Boards, Elmos, installation hardware, and computers b) Utilize in-house integration specialists to embed ISTE and NETS standards in regular subject instruction. c) Correlate infusion to improved academic achievement * See Appendix B 1.6 Implement and Analyze Curriculum Mapping in All Subject Areas for Alignment, and Best Practices. 1.7 Provide Instructional Leadership, including HS Teacher Leadership Team focus, for improving writing instruction including professional development, observation, mentoring, peer observation, and dedicated PLC opportunities. 1.8 Enhance Transition from Sending Schools to Grade 9 by Conferencing, Data Analysis and Developing Early System of Supports and Interventions. 1.9 Continue to Utilize the High Schools on the Move underpinnings to guide our school improvement process. 1.10 Review and revise if necessary, our Core Values and Beliefs through inter and intra school community engagement to unify and support our school-wide efforts in writing.
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June 2010 Ongoing June 2011 Ongoing June 2011 June 2012 Ongoing June 2010 Ongoing June 2011 (Ongoing)
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Math 6-8
Target Goals:
2. Students will demonstrate a
yearÕs growth on the NECAP assessment on average. This will be determined by
looking at individual student growth from one yearÕs assessment to the
next yearÕs assessment.
Progress Monitoring
Methods:
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Math 9-12
Progress Monitoring
Methods - Every four weeks, progress will be
reported for all students identified, using locally developed measures, as not
meeting grade level expectations.
|
Reporting Cluster or Focus Area: Literacy - Mathematics |
|
Student Needs Identified by Data |
Improvement Goals for Increased Student Performance |
Action Steps (Include short Term Progress Indicators and Timeline) |
Expected Completion Date |
|
I. Improve Student Literacy Skills in Mathematics |
1. Move 10% of 11th Grade Students to a higher proficiency level on the NECAP. |
1.1 Develop Data Teaming capacity among professional staff to analyze testing and other relevant math data to guide decisions on focus and target of interventions. 1.2 Complete the Transition to the revised Scope and Sequence of Math Courses including Finite Math. 1.3 Continue to develop capacity among professional staff to integrate U Kansas Strategic Instructional Model Strategies in all content areas. 1.4 Enhance the system of supports for skill development in math: * High School Success Seminar for All 9th Graders * Learning Strategies Classes * Develop ISIPs for incoming 9th graders based on Data * ASP – Homework Club for Math * ASP- Math Summer School and Tutoring 1.5 Embed and Monitor Engage 21st Century Skills *development in all Curricular areas. a) Purchase technology equipment * Mobile computer carts, storage, and wiring * Instructional Technology: LCD projectors, Smart Boards, Elmos, installation hardware, and computers b) Utilize in-house integration specialists to embed ISTE and NETS standards in regular subject instruction. c) Correlate infusion to improved academic achievement * See Appendix B 1.6 Implement and Analyze Curriculum Mapping in All Subject Areas for Alignment, and Best Practices. 1.7 Provide Instructional Leadership, including HS Teacher Leadership Team focus, for improving math instruction including professional development, observation, mentoring, peer observation, and dedicated PLC opportunities. 1.8 Enhance Transition from Sending Schools to Grade 9 by Conferencing, Data Analysis and Developing Early System of Supports and Interventions. 1.9 Continue to Utilize the High Schools on the Move underpinnings to guide our school improvement process. 1.10 Review and revise if necessary, our Core Values and Beliefs through inter and intra school community engagement to unify and support our school-wide efforts in math. 1.11 Utilize the Support of FNESU Math Consultant: * Analyze Data * Professional Development: National Council of Teachers of Mathematics, RM Math Program, state and local conferences and networking groups.
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June 2010 June 2010 June 2011 Ongoing June 2011 June 2012 Ongoing June 2010 Ongoing June 2011 Ongoing Ongoing
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Positive Learning Environment
6-8
Target Goal: Compare school based data in all student
management areas including but not limited to: suspensions, detentions,
behavioral referrals, attendance etc. from 2007-2008 to 2008-2009. Decrease by
5% planning room referrals by grade level and/or cohort group from previous
year.
Progress Monitoring
Methods:
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POSTIVE LEARNING ENVIRONMENT
9-12
Progress Monitoring
Methods - Every four weeks, progress will be
reported for all students identified, using locally developed measures, as not
meeting grade level expectations.
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Reporting Cluster or Focus Area: School Climate, substance abuse prevention, safety and diversity. |
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Student Needs Identified by Data |
Improvement Goals for Increased Student Performance |
Action Steps (Include short Term Progress Indicators and Timeline) |
Expected Completion Date |
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YRBS 2009 Gather Baseline Data For the Following: Plan Suicide Consume Alcohol Smoke Marijuana within 30 days Females Trying to Lose Weight Anecdotal reports of disrespectful and intolerant behaviors Data: Year End Grades
Truancy and Dropout Records |
By June 2012 Reduce by to the following percentages: % % % % Baseline established from 2008-09 data available Fall of 2009. Improve Academic Performance and Engagement in School:
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1.1 Create staff development plans to reduce risky behavior on the part of students 1.1a Act 51 refresher course for staff 1.1b Training to recognize signs of suicide risks and intervention strategies 1.1c Training for faculty to recognize signs of eating disorders 1.1d Evaluate additional health guidance curricula for use in the middle school 1.1e Continue to implement SADD Program 1.2 Engage parents/community in prevention efforts 1.2a Develop health and wellness school community committee; include parents, students, and teachers in training and program development (EPSDT funds) 1.3 Educate students about ATOD issues 1.3a. Utilize Medicaid funds for FT SAP counselor 1.3b. Implement NOT and other Smoking Cessation inhalant cessation programs. 1.3c. At risk students will be identified and connected to appropriate support personnel. 1.3d Involve contracted NCSS MH workers and Psychologist in home school coordination for at risk students. 1.4 Enhance leadership opportunities for students 1.4a Apply for grant to develop and implement Project Adventure component of PE program 1.4b Sustain PEP, OVX, GSA, and healthy social capital building opportunities 1.5 Administrators and teachers will analyze disciplinary data and establish baseline for disrespectful and intolerant behaviors utilizing Power School disciplinary records. (Data Teaming) 1.6 Provide educational opportunities for students about respectful behaviors, tolerance and diversity 1.6a All teachers implement tolerance activities every quarter 1.6b Assemblies on harassment and appropriate behavior 1.6c Activities related to building respect, tolerance and diversity. 1.6d Implement Caring Communities program with support from parents 1.6e. HSOTM Student Leadership Team: review of core values, planning and implementation of 12 HSOTM interventions. 1.6f Continue School Resource Officer services to promote healthy lifestyles and Deter unlawful behavior 1.7 Restructure curricular opportunities to address diverse student needs. 1.7a HSOTM Underpinnings – especially Multiple Pathways
including expanded career and
CHCC options 1.7b ASCA Model Implementation 1.7c Implement skills program to improve academic performance and improve retention rate. 1.7d Support ASP endeavors to enhance literacy skills and build self-esteem 1.8 1.8a. Expand Athletic and Non-Athletic Extra-curricular Options 1.8b. Core Values and Beliefs reviewed, revised if necessary, and used to drive school climate initiatives based on analysis of data. 1.9 Increase Parental Involvement in School 1.9a Open Houses for Incoming 9th
Graders 1.9b. Dialogue Night for All Students and
Parents
Involved with all Extra-curricular activities 1.9c. Evening Parent Conferences 1.9d. Maintain Quarterly Newsletter 1.9e. Parental Participation in Establishing Core
Values and Beliefs |
June 2012 June 2012 Ongoing Ongoing Ongoing Ongoing Ongoing |