Edinburgh Community High School - Edinburgh CSC

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Edinburgh
Community
High School
300 S. Keeley St.
Edinburgh, IN 46124
School
Improvement
Plan
May 2009

Edinburgh Community High School
School Improvement Plan
May 2009
Committee Members
Kevin Rockey
Traci Foltz
Ginger Kahl
Debbie Hightshue
Shaun Rosser
David Bauman
Derck Engelbert
Lisa Chandler
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Table of Contents
Mission. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Philosophy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Student Demographics and Performance. . . . . . . . . . . . . . . . . . . . . . . . . . . . .5-11
Curriculum. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Student Participation ………………………………………………………………….12
Parental Participation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Technology Department. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Safe and Disciplined Learning Environment. . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Assessments . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……16
Professional Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….17
Corporation Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18-19
Action Plan Goals and Interventions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20-22
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Edinburgh Community High School
School Improvement Plan
2009-2010
Motto
Creating Our Legacy… Every Student, Every Day
Mission Statement
The Edinburgh High School Community will provide, within a safe and
caring environment, programs which enable all students to realize
their academic potential and to achieve personal wellness, as they
develop into productive members of society.
Philosophy
Edinburgh Community High School strives to provide all students with
opportunities and resources to fully develop their educational
potential. With the support and partnership of all members of the
school community, students can acquire the appropriate analytical
skills and experiences to become productive and responsible citizens.
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STUDENT DEMOGRAPHICS AND PERFORMANCE
Edinburgh, Indiana is located in the far southeast corner of Johnson County, and was
the first settlement in the county. The community was laid out and platted in 1822.
Edinburgh was at one time a great pork and grain center, as a result of the completion of
the Madison-Indianapolis Railroad through Edinburgh.
According to the 2000 census, the population of Edinburgh totals close to 4500
individuals. The community is made up of mostly blue-collared workers. The 2000
census revealed that 41% of the adult population does not possess high school
diplomas and only 3% possesses a bachelor’s or advanced degree.
Edinburgh Community High School’s comprehensive four-year educational program
serves a student population of 276 students. Of this group, 97% are White, 2% are
Hispanic and the remaining 1% is multi-racial. Free and reduced-price lunches are
served to 42% of the students. Special needs students make up approximately 13% of
the ECHS student body.
The attendance rate for ECHS students for the 2007-2008 school year was 94.5%. We
will continue to focus on our attendance rate with a goal to obtain the state average or
higher. The local outlet mall provides employment for many of the ECHS students,
including retail and food service jobs.
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Graduates of ECHS have the opportunity to earn a regular, Core 40, Technical
Honors or Academic Honors diploma. In 2007, 76% of students earned Core 40
diplomas or higher, with 26% earning Academic Honors diplomas. In 2008, 85%
of students earned Core 40 diplomas or higher with 18% earning Academic
Honors.
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Under a new calculation, the Indiana Department of Education recorded a
graduation rate, or four year completion rate, for EHS of 75.9% for the 2005-2006
school year and 64.0 % for the 2006-2007 school year.
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ISTEP+/GQE:
ASSESSMENT PERFORMANCE
As recorded by the Indiana Department of Education for the 2008-2009 GQE
ISTEP+ test, 55%of the 10 th graders passed the Math standard, 59% passed the
Language Arts standard, and 51% of the students passed both parts of the GQE.
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PSAT:
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SAT:
10

AP Exams:
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CURRICULUM
In order to address the unique needs, personal interests, and capabilities of each
student, Edinburgh Community High School offers classes through the art,
business, English, family and consumer sciences, foreign language, industrial
technology, health and physical education, mathematics, music, science, social
studies, and special education departments. Students are provided with services
from a guidance department and with many student activities. Student interests
and capabilities are also served through C4, College Prep, Honors English and
AP class offerings.
ECSC has adopted the Indiana Academic Standards as the written curriculum
that provides natural K-12 alignment in all subject areas. Teachers develop
course guides based upon the standards. A new High Ability curriculum was
implemented for the 2008-2009 school year.
The curriculum for Edinburgh Community High School is available for public
perusal at the school corporation’s central office at 202 S. Keeley Street, or it
may be accessed via the high school’s web page at www.ecsc.k12.in.us. A
general description of all high school course offerings is provided in the Course
Description Guide.
STUDENT PARTICIPATION
C4, the vocational school located in Columbus, Indiana offers opportunities for
Edinburgh students to participate in extensive career and vocational training
classes. The closer proximity of C4 to our school corporation provides the
opportunity for more of our students to participate in the programs than in the
past. Several C4 programs allow students to enroll in classes which lead to the
attainment of certificates of technical achievement or dual credits for college.
Articulation agreements have been approved with post-secondary institutions
such as Ivy Tech and IUPUC.
School activities for students include sports programs for both boys and girls
during each sports season. In addition, curricular and co-curricular clubs for
students include French and Spanish clubs, FCCLA, FCA, Chess Club, National
Honor Society, Student Council, SADD, Philanthropy Club, Lancer yearbook, and
Art club. Finally, the Renaissance Club recognizes students who have improved
in a particular subject, demonstrated outstanding performance, achieved perfect
attendance, or attained honor roll status. With the ongoing support of parents,
teachers, support staff, administrators, and community patrons, Edinburgh
Community High School will continue to become a high school which prepares its
students for post-secondary success.
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PARENTAL PARTICIPATION
Edinburgh Community High School offers many opportunities for parent and
community involvement. Parents and community members are encouraged to
take part in the educational process. The HS/MS Boosters sponsor school
activities, raise funds for school organizations and work at the concession
stands. This organization supports classroom activities through monetary
donations to be used for purchase of classroom supplies as well as extracurricular
activities. Band Boosters support the high school band program by
raising funds for equipment and field trips as well as the new marching band
uniforms for the 2008-2009 season.
Parents and community members are encouraged to serve on committees such
as the After Prom, School Improvement, Alternative Education and High Ability
committees. Other opportunities for their involvement include serving as a guest
speaker for a class lecture, coaching and supporting athletics, attending
conferences, or visiting the school.
As their child’s first teachers, parents play valuable roles in supporting education.
They do this by assisting with homework or class assignments, talking with their
children about school, attending school functions, and participating in parent and
teacher conferences. In an effort to improve parent participation in these vital
areas, the school has initiated the Parent Connect website for parents to
frequently monitor their student’s grades, discipline and attendance.
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TECHNOLOGY DEPARTMENT
The technology department provides the means for EHS students and staff to access
information, generate knowledge, and communicate. The technology coordinator and
the technical assistants provide technical support, assistance, and informal computer
instruction to students and staff of EHS.
EHS technology is based upon a Novell network. The school provides computers in the
library, the middle/high school lab, Business lab, and classroom stations, which are
supported by the network. Classroom computers have on-line access to the Internet
and can run administrative functions such as grading, attendance, schedule inquiry,
electronic mail, instructional software, and the Internet, in addition to word processing
and other Microsoft functions. All classrooms are also equipped with a phone, projector,
surround sound and DVD player.
The school website was updated in January of 2008. The new format is more userfriendly
and allows for increased accessibility to important school information. Student
work is displayed and accessible through the new website.
SDS is our current student information system. This version allows for remote teacher
access for grade books and homework assignments. It also allows up to date student
information for our Parent Connect. Parents may use this tool to monitor their child’s
grades, discipline and attendance. Parents also benefit from a universal call system
which informs them of school closings and delays, as well other important school events.
The school received a grant in 2007 to provide computers for every student in two
English classrooms. The computers are built-in to each desk. This enables students the
opportunity to write and research more regularly without the interruption of going to a
computer lab.
Compass Learning instructional software was installed during the 2007-2008 school
year. The system allows teachers to differentiate instruction based on student needs,
providing an additional instructional strategy for classroom use. In addition, students
needing to retake classes may find the Compass system an appropriate means of credit
recovery at home, on-site and/or at the new alternative school. Compass is also utilized
in the remediation classes to allow students to work on individual skills they need
improve. Teachers received training on the use and implementation of Compass.
A MIDI lab has been established for the music department. This enables students to
create their own musical compositions. Students may access this software in the media
center. A recent software purchase also allows music students to play or sing with the
computer. The computer will analyze student work and provide immediate feedback.
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SAFE AND DISCIPLINED LEARNING ENVIRONMENT
The safety and security of ECHS students has become more and more of a
concern in recent years, as is typical of other schools across the United States.
In response to these needs, a corporation-wide emergency plan has been
established and the building principal has received school safety specialist
training.
Security measures for ECHS include cameras throughout the building, with the
ability to retrieve video data by means of computer. Several exterior cameras
have been added to the parking lots and athletic complex for additional security.
A keyless lock system secures exterior doors of the building which are locked at
approximately 8:30 a.m. to keep unauthorized individuals from accessing the
building. The exterior doors on Keeley Street (2E) remain open for visitors to
enter. Upon entering the school, visitors are required to report to the office to
check in. All entrances have been identified by a posted sign for security
purposes. A new universal call system can be used to inform parents in the
event of emergencies.
Partnerships have been developed with the local police and fire departments.
Automated External Defibrillators or AEDs have been purchased and installed.
Select school personnel have been certified in the use of AEDs by local
authorities.
Student behavior guidelines were discussed with students during class
assemblies at the start of the school year. The student handbook is updated
annually, and clearly spells out for students the expectations for appropriate
behavior held by ECHS faculty and staff.
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ASSESSMENTS
Listed below are the assessments used by Edinburgh Community School and a brief
description of each one.
NORTHWEST EVALUATION TEST – The Northwest Association (NWEA) Measures of
Academic Progress (MAPS) is a test aligned with Indiana Academic Standards that
measure student growth in achievement during a given year. While traditional tests
assign all students the same questions, the MAP test changes dynamically as the
student answers questions of lower and high degrees of difficulty as appropriate for
testing the student’s maximum potential. All students, grades 2-10, take these tests
every fall and spring.
PSAT/NMSQT – Measures critical reading, verbal reasoning, math problem-solving, and
writing skills of students planning on attending college. The PSAT/NMSQT reasoning
tests are not directly related to specific high school curriculum, they are develop to
reflect the kinds of academic experiences that teachers consider important. The PSAT is
administered in the fall to all juniors and any interested freshmen and sophomores.
SAT – The SAT is a Standardized Assessment Test. It is given to assist students in
comparing reasoning abilities and academic strengths with those of more than 3 million
students who take this test each year. College bound students are encouraged to take
this test during their junior and senior years.
ACT – The ACT is a standardized assessment test that is designed to measure
academic achievement in four major curriculum areas: English, mathematics, reading
and natural sciences. College bound students are encouraged to take this test during
their junior and senior years.
CORE 40 ASSESSMENTS - Core 40 End-of-Course Assessments (ECA’s) are
designed to ensure the quality, consistency, and rigor of Core 40 courses across the
state. Aligned with the Indiana Academic Standards, ECA’s are final exams measuring
what students know and are able to do upon completion of targeted Core 40 courses.
TEACHER CONSTRUCTED ASSESSMENTS – These are a variety of teacher
constructed testing instruments based on ISTEP+ standards and general course
content. They are regularly used to evaluate student progress.
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PROFESSIONAL DEVELOPMENT
Faculty and staff participate in professional development activities at ECHS during
faculty meetings, team leader meetings, in-services, and on an individual basis after
school. In addition, faculty members are encouraged to attend conferences and
seminars. Keeping the end in mind, staff development focuses on increasing student
achievement.
The Professional Development Plan for Edinburgh Community High School consists of
two distinct components:
• A professional growth plan is developed yearly by each teacher to improve
his/her teaching and/or student achievement.
• Professional development is tied directly to strategies for achieving each goal in
the school’s Action Plan, based on research-based best practices. Time for
professional development activities is provided by the school corporation through
regular after school meetings as well as release time for teachers to attend
conferences or visit other schools/classrooms.
During the 2008-2009 school year, we focused our professional development efforts on
maximizing our homeroom time as a primary tool for implementing our school goals as
specified in our action plan. In addition, we further trained our teachers who most
frequently use our instructional software program, Compass. Compass is used for
credit-recovery, remediation and enrichment.
In 2009-2010, we will continue to implement and evaluate our homeroom program while
shifting the focus of our school improvement efforts to our new goal of improving reading
comprehension skills across the curriculum.
Throughout the summer, teachers will be trained to develop subject area vocabulary as
well as research best practice strategies for reading. During the school year, teachers
will implement those strategies and share the results with one another during subject
area meetings after school.
Resources used for professional development will include the following:
Building Background Knowledge for Academic Achievement by Robert Marzano
Building Academic Vocabulary by Robert Marzano
Classroom Instruction That Works by Robert Marzano
Do I Really Have to Teach Reading? by Cris Tovani
I Read It but I don’t Get It by Cris Tovani
Strategies That Work by Harvey and Goudvis
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Edinburgh Community School Corporation
Corporation Goals
Vision Statement: “ECSC inspires pride in life long learning.”
Mission Statement: “Developing pride through Excellence.”
Pride
Goal: ECSC will develop students’ pride in their community and school by
increase the number of students that participate in academic and
co-curricular programs by 5%.
Graduation Rate
Goal: ECSC will obtain a graduation rate of 85% as measured by the
following locally developed formula.
Local Graduation Formula:
N= Number of students in the 9 th grade cohort on the Fall ADM date.
T= Number of original students who transfer out of ECHS to other schools or
educational programs (including home-school and GED students)
G1= (N-T) Number of original students projected to graduate in 4 years.
G2= Number of students who graduate from the original cohort.
*= Percentage of graduates as figured by the local formula.
G2/G1 = */100
Example: N=60 T=7 G1=(N-T) 60-7 or G1=53 G2=50
G2/G1 = 50/53 = */100 or *=94.34%
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Curriculum and Instruction
Goal: By the end of the 2008-2009 school year, all school’s P.L. 221
category placement will move into either commendable or
exemplary progress by raising the overall passing rate on
ISTEP+ by the required percentage.
Goal: ECSC will increase the number of students achieving their
individual projected growth by 10% as measured on NWEA in
grade levels K-10.
ECSC will increase the average student growth each year by ___
points as measured on NWEA in grade levels K-10.
The baseline score will be developed by taking the number of students who
achieved their individual projected growth from Fall, 2007 to Spring, 2008. We
will then use the Fall, 2008 to Spring, 2009 scores to measure our progress
towards the goal. (See 2005 NWEA Normative Data).
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ACTION PLAN for EDINBURGH HIGH SCHOOL
Goal #1:
All students will improve their reading comprehension skills as
applied across the curriculum.
Support Data (from the Profile):
ISTEP, NWEA, ECA, Unique Local Insights
Intervention #1:
Standardized
Assessments:
PSAT
SAT
ECA
Students will learn grade level and content area appropriate meanings
and usage for specific words, roots, prefixes and suffixes using
various strategies.
Activities to implement the intervention: Person(s) Accountable:
All teachers will be instructed in Marzano’s
guidelines of vocabulary development.
Teachers will create subject specific
vocabulary lists.
Teachers will implement strategies in their
classrooms.
At monthly team meetings, teachers will
share lessons using Marzano’s guidelines
for vocabulary instruction.
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Principal
Team Leaders
Staff
Principal
Staff
Principal
Team Leaders
Staff
Local Assessments:
NWEA
Compass
Research/Best Practice
Sources:
Building Background Knowledge
for Academic Achievement,
(Marzano/Pickering, 2004 )
Building Academic Vocabulary:
Teachers Manual
(Marzano/Pickering, 2005)
Timeline:
Summer 2009
Summer 2009
2009-2010
School Year
2009-2010
School Year

ACTION PLAN for EDINBURGH HIGH SCHOOL
Goal #1:
All students will improve their reading comprehension skills as
applied across the curriculum.
Support Data (from the Profile):
ISTEP, NWEA, ECA, Unique Local Insights
Intervention #2:
Standardized
Assessments:
PSAT
SAT
ECA
Students will learn and apply research-based reading strategies to
improve their reading comprehension.
Activities to implement the intervention: Person(s) Accountable:
Staff members will research and collaborate
on best practice strategies for reading.
Teachers will select and implement
strategies most appropriate for their
classroom settings.
Teachers will share reading strategies with
other staff members at monthly staff
meetings.
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Principal
Principal
Staff
Principal
Team Leaders
Staff
Local Assessments:
NWEA
Compass
Research/Best
Practice Sources:
Classroom Instruction That
Works (Marzano/Pickering
2001)
I Read It But I Don’t Get It
(Tovani 2000)
Do I Really Have To Teach
Reading (Tovani 2004)
Timeline:
Summer 2009
2009-2010
School Year
2009-2010
School Year

Goal #2:
Support Data (from the Profile):
Trend data on graduation rate
AYP status
Intervention #1:
ACTION PLAN for EDINBURGH HIGH SCHOOL
The graduation rate will exceed the state average.
Standardized
Assessments:
Graduation rate
ECA scores
Students will participate in appropriate school programs designed to
encourage student success.
Activities to implement the intervention: Person(s) Accountable:
Homeroom activities will be conducted with
the support of peer mentors.
Lecture and Lab times will be provided for
students who are performing below grade
level in the English and Math classes.
In-School Suspension will be utilized to
allow students the opportunity to stay in
school and complete assigned class work.
Credit recovery opportunities are available
through summer school and Compass
Learning software.
The Educational Resource Center (ERC)
provides an alternate setting for students to
finish their credits and graduate with their
class.
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Staff –
Homeroom Teachers
Principal
English and Math
Teachers
Assistant Principal
ISS Supervisor
Principal
Counselor
Assistant Principal
ERC Instructor
Local Assessments:
NWEA
Discipline reports
Failure rates
Research/Best
Practice Sources:
A Framework for
Understanding Poverty
(Payne, 2001)
What Great Teachers Do
Differently (Whitaker)
“Freshman Focus”
Curriculum
Timeline:
2007 – ongoing
2009-2010
School Year
2005 – ongoing
2008 – ongoing
2008 – ongoing