Central Community High School

1. Central Community High School 2004-2005 SIP Presentation

2. Welcome Kevin Meyer - Superintendent

3. Mr. Kent Jones – Principal Mr. Pat Ashby – Guidance, Careers, Media Ms. Andrea Bequette – Special Populations Mr. Kevin Crask – Social Studies Mr. Dirk Garrett – Physical Ed, Health, Drivers Ed Mr. Greg Kruse – Mathematics Mrs. Ami Shanafelt – Language Arts Mr. Jeremy Shubert – Science Mrs. Lisa Wiegmann – Vocational Mr. Mike Wilimzig – Foreign Language IntroductionsSchool Improvement Team

4. Purpose of School Improvement Team Improve instruction to enhance student skills by: • Implementing a process to effectuate change • Developing a formative process of growth and improvement • Deciding upon instructional and curricular strategies • Serving as an advisory panel to the Administration and Board of Education • Generating ownership and involving all staff members as stakeholders • Viewing the improvement of student achievement as the main purpose

5. Components of SIP • Team Composition and Process • School and Community Profile • Analysis of Data • Target Area Goals and Strategies • Professional Development • Remediation Plans

6. Component I Team Composition and Process

7. Team Composition and Process • Subject Area Representatives • Regular Meetings and Discussion • Internal Review • Annual Development of SIP

8. SIP Foundation SIP Structure Subject Area Identities Efforts at Collaboration Curriculum Study Cycle Analysis and Measurement Forms Needs Assessment Survey Target Area Goals Program Recommendations 04-05 SIP Sessions 2003-2004 Activities

9. Component II School and Community Profile

10. Community • 8 communities feed into Central Community High School District #71 • Clinton County is the 13th fastest growing county in the State, as seen by the enormous amount of construction taking place throughout the district.

11. School/District • Projection of continuous growth is predicted 1998 Enrollment: 543 2004 Enrollment: 615 • Faculty: 35 Teachers 23 Teachers have obtained their master’s degree

12. Curriculum Levels Offered • Honors/College Prep • General • Tech Prep • Remedial

13. Component III Analysis of Data

14. Data Analysis • Surveys • College Articulation • High School Classes • Iowa Test of Basic Skills – ITBS • Prairie State Achievement Exam – PSAE

16. Data Analysis • Surveys • College Articulation • High School Classes • Iowa Test of Basic Skills – ITBS • Prairie State Achievement Exam – PSAE • ACT

17. Weaknesses • Males not scoring as well as the females

19. Weaknesses • Males not scoring as well as the females • Reading & Writing scores are not where we want them

21. Weaknesses • Males not scoring as well as the females • Reading & Writing scores are not where we want them • IEP students take the tests

23. Weaknesses • Males not scoring as well as the females • Reading & Writing scores are not where we want them • IEP students take the test • As a public school, we are mandated to report “all” student scores • We feel that the ITBS is a better and more reliable test than the state mandated PSAE

24. Strengths • Female students are scoring well

26. Strengths • Female students are scoring well • PSAE is much better after incentive program

31. Strengths • Female students are scoring well • PSAE is much better after incentive program • ITBS at or above grade level in all areas

36. Strengths • Female students are scoring well • PSAE is much better after incentive program • ITBS at or above grade level in all areas • ACT Core students at or above the state average in all areas most years

38. Strengths • Female students are scoring well • PSAE is much better after incentive program • ITBS at or above grade level in all areas • ACT Core students at or above the state average in all areas most years • Students have a level of satisfaction from the school services offered to them • Parents have an overall good image of Central • Good Image is thought about school’s technology

39. Component IV Target Area Goal and Strategies

40. Target Area GoalReading and Writing Skills • Teachers at CHS will develop and implement teaching and learning strategies throughout the curriculum that will improve the students reading comprehension and writing skills.

41. Strategies for Reading and Writing Skills • Develop programs to enhance reading comprehension • Develop ways to incorporate writing activities in all classes • Develop consistent expectations for written work

42. 04-05 Reading Plans and Timeline • All teachers will develop at least one lesson each quarter that focuses on reading comprehension. • The material will be related to the curriculum, but it will be from sources outside the textbook. • Students will read in class and respond to critical thinking questions. • A copy of the lesson will be submitted to the SIP team. • Professional development activities will help teachers generate ideas and strategies.

43. 04-05 Writing Plans and Timeline • All classes will continue to include writing in course work. • Teachers will be encouraged to use writing in conjunction with the reading comprehension activity. • Professional development will be offered to help teachers generate ideas for assignments. • Consistent grading techniques will be shared with the faculty.

44. Target Area GoalArticulation • Teachers at CHS will structure their respected curriculums in a vertical and horizontal manner to be most beneficial educationally to students. • The Illinois State Learning Standards will serve as the foundation for aligning the individual subject areas.

45. Strategies for Articulation • Develop a system of curriculum outlines for each course offered at CHS. • Coordinate curriculum content between interdisciplinary subject areas with hopes to eliminate overlap. • Communicate and establish lines of vertical articulation with elementary systems to ensure future preparation

46. 04-05 Articulation Plans and Timeline • SIP Team will develop a template to be used by all faculty for course outlines (October 1, 2004). • Subject area teachers will submit their course outlines to their respected SIP Team member for review (February 1, 2005). • SIP members will conduct periods of review and revisions for course outlines for all classes offered. • Final and Complete submissions (May 6, 2005).

47. Target Area GoalCurricular Expectations • Central Community High School will review and develop curricular changes by researching what classes are offered, along with reviewing when they are offered. • Restructuring classes, changing graduation requirements, new class offerings, and recognition programs will be recommended based on the needs of the student body.

48. Strategies for Curricular Expectations • Establish a subcommittee for detailed study of programmatic expectations for review and recommendation • Conduct a survey of students, graduates, school districts

49. 04-05 Curricular Expectations Plans and Timeline • The School Improvement Team will establish a committee to serve as an advisory panel, represented by students, graduates, community members, guidance personnel and teachers. (October 1st) • The SIP will develop a task list for the committee to include the study of programmatic expectations. • Departments will be involved in curricular studies and reviews which will include studying existing courses, reviewing new textbooks, and recommending new classes.

50. Component V Professional Development