salem high school student handbook 2020-21
TRANSCRIPT
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Unified Comprehensive Needs Assessment and School Improvement Plan
School Name Salem High School - 8857
Local Education Agency Name Salem Community Schools - 8205
School Year 2019-20
Note: This Comprehensive Needs Assessment and School Improvement Plan must be available to and
accessible for the public.
Modifications required because of Covid-19 and new requirements from the CDC and the Washington
County Health Department. The reentry plan combined the information from all parties and put in place
on August 17, 2020.
Salem High School
Student Handbook
2020-21
Student Handbook addendum per COVID-19 notification for Salem Community Schools:
Salem Community Schools has aligned safety protocols and infectious disease prevention measures in
accordance with the Washington County Health Department. Additional guidance has been followed at
the provision of the Indiana State Department of Education in reference to best practices in educational
facilities during a pandemic (specifically COVID-19). Students enrolled with Salem Community Schools
have been provided with two options to receive school services during the 2020-2021 school
year. Parent(s)/Guardian(s) may choose the option that best suits family needs in order to maintain safety
and minimize risk to their student(s). Students who receive support services through a 504, IEP, ILP and
Title I will continue to receive those services as outlined through their individual provisions. Students
enrolled in physical sessions at SHS, SMS, or BSE will be asked to adhere to guidelines set forth under
the Return to School entry plan approved by the Salem Community Schools Board of Trustees. (The
detailed plan is available at www.salemschools.com under the specific school of entry). These plans are
subject to change to maintain the highest level of student, staff, and community protection. If community
spread becomes more prevalent during the 2020-2021 school year, the Board of Trustees and Salem
Community Schools will provide educational opportunities for all students through a virtual platform.
All guidelines under the Return to Entry plans for Salem Community Schools will be followed in addition
to the student code of conduct outlined in the student handbooks for 2020-2021, while enrolled as a
student with Salem Community Schools.
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Salem High School
Addendum to Student Handbook Due to Covid-19
2020-21
Subject to Change as Needed
School Day Time Schedule -
Staff: 7:30 AM - 3:30 PM
Student: Doors Open at 7:15 AM
School Day Bell Schedule - HS
7:00 AM - Prosser AM Bus Departs
Period 1 - 8:15 - 9:04
Period 2 - 9:07 - 9:56
Period 3 - 9:59 - 10:48 *Prosser Lunch PM - 9:56 - 10:15
**Prosser PM Bus Departs at 10:20
Period 4 - 10:51 - 12:40
A Lunch - 10:48 - 11:18; Class 11:21 - 12:15; Advisory 12:15 - 12:40
B Lunch - Class 10:51 - 11:30; Lunch 11:30 - 12:00; Class 12:03 - 12:15; Advisory 12:15
- 12:40
C Lunch - Class 10:51 - 11:45; Advisory 11:45 - 12:10; Lunch 12:10 - 12:40
*Prosser Lunch AM - students will be asked to go to the library for study time
upon arrival; Prosser AM arrives approximately at 11:55 AM
Advisory Time - will be used for individual preparation and independent study within the
classroom. Other activities can be planned.
Period 5 - 12:43 - 1:32
Period 6 - 1:35 - 2:24
Period 7 - 2.27 - 3:23
Student Drop Off- Pick Up procedures
Bus Drop Off - Harrison Street - 7:15 - 7:55 (Door 1)
Car Riders Drop Off - Shelby Street - 7:15 - 8:15 (Door 9)
Student Drivers - 7:15 - 8:15 (Door 1 or Door 9)
Field trips All Schools - suspended through first semester - re-evaluate second semester
Main Office Procedures All Schools - Visitors
All Visitors will enter Door 1 through the buzzer system.
Office Receptionist or Staff will address the visitor at the counter.
Visitors entering the school will be checked with the ID system and must have a badge printed
before leaving the office. The visitor will be escorted to the location in school for the scheduled
appointment.
No Visitors will be allowed without prior approval.
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All parent conferences will be scheduled through Google Meet or phone.
School Breakfast Procedures All Schools -
Breakfast will be served from 7:45 to 8:05
Students will be allowed to take the breakfast item to the classroom
School Lunch Schedule All Schools High School
A Lunch - 10:48 - 11:18; Class 11:21 - 12:15; Advisory 12:15 - 12:40
B Lunch - Class 10:51 - 11:30; Lunch 11:30 - 12:00; Class 12:03 - 12:15; Advisory 12:15 - 12:40
C Lunch - Class 10:51 - 11:45; Advisory 11:45 - 12:10; Lunch 12:10 - 12:40
*Prosser Lunch AM - students will be asked to go to the library for study time upon
arrival; Prosser AM arrives approximately at 11:55 AM
School Lunch Procedures All Schools
Students will be dismissed from class going directly to the cafeteria. Students will enter the cafeteria
from the back stairwell or lower hallway. The cafeteria will have multiple lines available for students to
receive lunches with social distance in the lines. Seating will be arranged in the cafeteria to provide
social distancing and overflow will be in the GPR. The students will remain in the cafeteria for 30
minutes and return to the classroom. No outside food deliveries will be allowed.
Hallway Procedures All Schools
The students will be allowed three minutes to get to the next location. The students will be encouraged to
go directly to the next class by staying to the right side of the hallway. The stairwells will have similar
strategies. Teachers will be asked to help discourage students from loitering in the hallway. The
restrooms will be closed with the exception of an emergency. Students will be requested to wear masks
and walk socially distanced (6’) at all times.
Book Bags allowed HS/MS - No lockers
The HS students will be allowed the use of book bags. The students will be required to carry the
Chromebook. The teachers will have copies of the textbooks in the classroom. Students will be able to
take pictures of the textbook if needed for outside classroom work or check out a textbook to use outside
the classroom.
School Dismissal Procedures All Schools
Students will be dismissed to the buses located on Harrison Street and Shelby Street. Student drivers will
be dismissed from the classrooms to their cars. Students requiring time to wait for the second run of
busses will be requested to be in the lobby or outside with social distancing (requires a staff member to be
supervising).
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Attendance Procedures All schools - No perfect attendance awards this year
Students feeling ill will be encouraged to stay home and get the information and assignments for the
classroom from Google Classroom. The office will make phone calls checking on the absent students
daily. All students will be excused for the day.
Students with a fever will have to be fever free for 72 hours prior to their return to school. The student
will be requested to go directly to the nurse’s office upon returning to school. The School Nurse will
keep a list of the students and help with the local control. The student will be required to have a
temperature check in the nurse’s station prior to returning to the classrooms.
Academic Expectations All Schools - Students
1. Students will be expected to perform to the best of their ability. This includes daily assignments
and projects, assessments and meeting the expectations of the classroom.
2. Students will be required to wear a mask covering the mouth and nose while at school. Each
student will be provided a washable mask.
3. Students will be allowed to enter the building at 7:15 AM. The students will be allowed to go to
the classroom at 7:40 AM. Prior to 7:40, students will be allowed in the lobby, cafeteria or
Johnson Fieldhouse. Once entering the building social distancing and face masks are
expected. Students will be dismissed to their 1st period class location at 7:40 AM.
4. Student breakfast will be served from 7:45 - 8:05. Students will be allowed to take breakfast
items to the classroom. Students will be responsible to clean the desk areas.
5. Students will be expected to bring a fully charged Chromebook, pencil/pen, agenda and notebook
paper for each class. Students will be required to carry the Chromebook home with the supplies
each day. Students will be required to belong to the Google Classroom in each of the classes and
411. Study halls will not have to have a Google Classroom.
6. Students are requested to sit facing the front of the classroom with 6’ spacing when
possible. Students will be asked to wipe the desk prior to starting the class. Teachers will have
the wipes available.
7. Students will be able to carry water bottles to the classroom. Filling stations (hands-free) will be
provided in four areas of the school. Two stations will be on each floor.
8. Students will have 3 minutes to pass in the hallways. Students are requested to use the directional
arrows, wear masks and social distance themselves.
9. Students will not be issued a locker.
10. Coats will be allowed in the classroom and can be placed on the back of the student chairs.
11. Book bags will be allowed because the textbooks will remain in the classrooms. Students may
check out a textbook if needed in order to complete work at home or outside the classroom.
12. Students needing a textbook can use the Chromebook to take pictures of the pages. Cell phones
can be used with teacher permission.
13. Students will be allowed to use the restroom during class time because of the restricted passing
periods.
14. If a student is ill, the student will be able to access all make-up work using the Google
Classroom. Students must be fever free for 72 hours prior to returning to school. Students will
be expected to complete classroom tasks and assignments virtually if ill at
home. Communication through Google Classroom may be required.
15. If a student feels ill at school the teacher should notify the nurse and send the student to the
nurse’s office with a pass. There will be two separate locations in the office area for students
sent to the nurse. One will be for students that are ill and another for students that need medical
supplies or other items.
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Online Lions
Learning Expectations Salem Community Schools’ number one priority is providing the best education possible for our students.
Our Online Lions are a part of our community and we have established these expectations for them. It is
our belief that the best learning environment for all students is in-person instruction. The Online Lions
learning expectations are our best attempt to replicate in-person instruction in a virtual setting. Our goal
with this plan is to provide clarity and support for everyone in our community. By working together, we
can best pursue and expect excellence for our students. Updates may be made to this plan as
circumstances change. Please use these expectations as a reference guide.
Instructional Guidance
High School Middle School
Planning Monitor student progress.
Assign additional work. Post
daily announcement in Google
Classroom. Create tutoring
sessions for students.
Planning Monitor student progress.
Assign additional work. Post
daily announcement in Google
Classroom. Create tutoring
sessions for students.
Student check-
ins: 10 min
check-in with
each student
Schedule daily check-ins with
students via Google Meet to
check on the student’s progress.
Student check-
ins: 10 min
check-in with
each student
Schedule daily check-ins with
students via Google Meet to
check on the student’s progress.
Elementary
Planning Monitor student progress. Assign additional work. Post daily
announcement in Google Classroom. Create tutoring sessions for
students.
Student Check-ins: 10 min
check-in with each student Schedule daily check-ins with students via Google Meet to check on the
student’s progress.
Students will be asked to Google Meet once daily with their teacher for the teacher to check-in and make
sure the student is progressing towards mastery of skills. Teachers will use a combination of these Google
Meets and the time on task feature of Edmentum to record student attendance. Google Meets will be
scheduled during the school day. Staff and students will not be required to complete work or respond to
emails after normal school hours. Staff will address any concerns during normal school hours. Tutoring
with a content specialist will be available for students for an hour a day after school hours. Teachers will
work collaboratively to ensure that instruction is consistent, rigorous, and engaging for all students. The online Lions program focuses on the mastery of skills. This allows the teacher to create flexible
learning options for our students. If the teacher believes that the student needs a different check-in
schedule they can develop a plan with the student that works for both the teacher and the student. This
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plan will be changed if the student fails to demonstrate the mastery of the skills they need to be successful
at the next level.
Expectations
Students Log into courses daily through Google Classroom
Complete the attendance form daily
Use Edmentum products to work towards mastery
Participate in Google Meet with teacher
Parents/Guardians Communicate with the classroom teacher or Assistant Principal
weekly through Google Meet
Support students in the completion of their work
Teachers Post announcement daily to Google Classroom
Host Google Meet with students
Monitor student progress and assign additional work as needed
Create tutoring schedule
Collaborate with others on how to meet student needs
Content Specialist Participate in daily after school tutoring for students
Collaborate with others to develop extended learning opportunities
Collaborate with others to develop enrichment activities
Counselors Continue to support grades/transcript information
Monitor student progress
Reach out to students who are disengaged in the home learning
process
Be available to provide support throughout the day
Host Google Meets for counseling check-ins and support services
IAs/Support Staff Participate in the daily Google Meets with students
Collaborate with others on how to meet student needs
Administration Ensure all students have access to home learning materials
Reach out to students who are disengaged in the home learning
process
Ensure teachers have the training on essential home learning
platforms
Be available to support students and families throughout the day
Host weekly Google Meets with parents to update them on their
students progress
Assessments and Grading
SCS’s goal is to provide the best possible education for our students in order to evaluate our effectiveness
in working towards this goal we need to assess our students. Assessment can refer to many different
methods that teachers use to evaluate how well students have mastered the necessary skills. Teachers may
ask for students to record themselves taking assessments or join a Google Meet to ensure the integrity of
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the assessment. Edmentum will be the primary assessment tool used for students in the Online Lions
pathway. However, teachers have the flexibility to ask students to complete additional assessments to
ensure the student learned the necessary skills. When planning these assessments teachers should consider
the following guidelines. 1. Assessments should focus on determining student mastery of essential skills and students should
receive regular feedback on their level of mastery.
2. Formative assessments should be utilized to provide students with feedback on their learning
progress.
3. Summative assessments can be appropriate but consider that lengthy rote recall may not be
conducive to the home learning environment.
4. Culminating activities of assessing mastery of multiple cross-curricular skills may help
personalize learning.
5. After an assessment, students who need additional time or support to master essential skills
should be given additional opportunities to develop and demonstrate mastery.
Exceptional Learners
Teachers will be asked to continue to support our exceptional learners in the lessons provided daily. This
includes students with intervention support plans (MTSS), individual language plans (ILPs), individual
education plans (IEPs), and 504s. Life Skills Teachers grades K-12th will provide educational opportunities and instruction related to IEP goals to the
same extent as GenEd teachers through home learning. SpEd teachers will work with the school’s
administrative staff to ensure the students with IEPs are provided the same type of instruction as the
GenEd teachers at the school site when feasible. Materials and supplies that are required for activities will
be distributed to families upon request to the extent possible. SPED/Inclusion Programs Instructional Services will be provided virtually(with few exceptions, based on extreme needs) to support
the learning needs of students with IEPs that require supplemental specialized academic instruction.
These SpEd teachers will support the GenEd teachers by helping to modify or accommodate the work to
students' individual needs as well as provide consultation regarding needed accommodations or supports
and may also provide additional learning resources. SpEd teachers should provide services to
students/families at least twice weekly. SpEd teachers will log the supports provided into the IIEP system
to ensure that the supports provided during this time are captured for further review by the SpEd Admin
Support Team. Occupational Therapists, Physical Therapists, Speech Therapists, School Psychologists Related service providers will provide IEP related services for home learning students to the greatest
extent possible when feasible, which may include: phone calls, videos, teletherapy (for those authorized),
packets, and/or resources with a consultation. Related service providers will log all services and attempts
to communicate about services into the IIEP system during the school closure to ensure that supports
provided during this time are captured for further review by the SpEd Admin Support Team.
General Education Teacher GenEd teachers will need to collaborate with the SpEd teachers to help determine modifications and
accommodations. SpEd Teachers of Record will reach out to arrange this communication, GenEd and
SpEd teachers should feel free to work together in planning
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English Language Accommodations Students will receive bi-weekly support via Google Meet, phone, etc. to ensure their needs are being met
via the certified teacher and ELL specialist.
Special Education and 504 Accommodations We will all be responsible to ensure that we are being flexible during this time in regard to
accommodating individual student learning needs. We all need to reconsider how accommodations will
be identified and provided. We must remember that for some, videos may require closed captioning in
order to allow all students to access, A great way to start this is by reaching out to students and parents to
hear what hurdles they are encountering. Special Education Evaluations Our school psychologist will work closely to conduct any initial or re-evaluations per timelines. This may
require a student to come on-site in a one-to-one setting in order to complete. IEP Case Conferences Our initial and annual IEP meetings will be held using virtual meetings through Google Meet or
conference calls with invites sent to parents with consideration given to all party’s calendars. We will not
hold meetings unless we can assure that all IEP team members or alternate designees are available. Logging Supports and Services During school closure all services and supports provided to students with IEPs must be entered into either
IIEP system, or documented on a paper log (which would need to be uploaded), will be used solely for the
purpose of tracking the support provided during this time for meeting service minutes.
Google Lions
A group of dedicated students and teachers met prior to school to allow students that wanted to be virtual
online maintain the rigor of honors classes, dual credit classes and AP classes by taking the class within
our Google Classroom. The dedication of the staff and commitment to the student is evident through
extra planning and support of the students. The students are expected to complete the work on the Google
Classroom, complete labs prior to school, during the prep time of the teacher or afterschool based upon
the student schedule and the assessments must be proctored in the office or classroom. The purpose was
to allow the high ability students to continue in the most rigorous courses while working from home.
This blended support helps keep students engaged in Salem High School
Purpose: Allowing students and parents to secure a homebound education through access from
Salem School staff and administration in lieu of having the students attending alternative online
homeschool instruction.
Rationale:
Assisting in improving the success rate of the home schooled students as the success
graduation rate is very low.
The purpose is to provide all-students the opportunity to graduate through the virtual
experience.
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Allow Virtual Students to continue to be a part of the Salem Schools educational
experience.
Recruit students that have previously left the school system for homeschool programs.
Keeping high ability students involved by joining our teachers’ google classroom with
interactive work with classroom teachers and technology.
Students: Grade 9 - 12
Student Needs: Chromebook, textbooks, and other classroom supplies.
Qualifications: Parent request for students who are looking for alternative homeschool education
or students unable to complete the classroom experience on campus because of the CoVid 19
Health Concerns.
Parent/Student Conference will be arranged prior to the acceptance in the program. This will be
led by the Guidance Department and Administration and including the virtual teachers.
Expectations of the Students:
1. Students will be scheduled with the regular classroom based upon a schedule to meet
graduation requirements.
2. Students will be expected to join all Google Classrooms for each course to get classroom
assignments, presentations and assessments.
3. Students will be allowed to participate in outside the school day functions like dances,
attend athletic events, etc. Students must be enrolled in 5 classes to participate in
athletics.
4. Students must communicate through video means at least once per week with the
teachers via Google Conference or Zoom.
5. Students will be able to email, contact by phone or other methods of communication to
ask questions to seek assistance from the teacher and staff.
6. Students will be able to rejoin the regular classroom at any time to return to the SCS
building. Online Lions (Virtual) have the option to return to in-class schooling at the
semester.
7. Students will be counted in attendance based upon the completion of the work. Parents
will be notified if the student fails to complete the required tasks immediately by the
teacher, and continual missing expectations will be addressed by the
administration. Failure to meet expectations will be the withdrawal from the honors
program and return to Plato as the curricular platform.
Teacher Expectations:
1. Teachers will be asked to have the student join their Google Classroom for the subject.
2. Teachers will be asked to create on-line assignments that are parallel to the regular
classroom.
3. Teachers will assign due dates for all work.
4. Teachers will provide for students who need additional support or enrichment, identify
appropriate activities and assignments to the greatest extent possible. (Try to incorporate
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the student’s IEP or 504 accommodations to the best of your ability with the support of
the Special Education Department)
5. Teachers will set up a Google Meet to address questions and work with all the Virtual
Students weekly.
6. Teachers will respond to questions through arranged methods of communication with the
student (will vary).
7. Teachers may have to have separate sections in PowerSchool for the grading purposes.
Parent Expectations:
1. Parents are required to guarantee each student has internet access at home or available
daily to complete the course work electronically by the Google Classroom Platform.
2. Parents will sign and agree with all Chromebook policies.
3. Parents are aware that Book Rental and Chromebook Fees will be expected to be paid.
4. Parents will participate in quarterly conferences to check on progress including the
Support Team (Teacher, Counselor and Administrative) or as often as needed to create a
pathway of success.
5. Parents will need to have a way to be communicated with about the student's progress
regularly and be willing to communicate with the school as well. Open lines of
communication will be required.
6. Parents will encourage the student completion of each course successfully.
Climate
The Salem School Corporation is working to develop positive learning environment for students, staff and
community by implementing the “FISH Philosophy.” The purpose of improve our engagement through
positive interactions between our stakeholders.
Expectations – Always Compete
You can have excuses
Or
RESULTS
Not Both
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Mindset with Pyramid for Success
Professional Development
Salem Community School Corporation will be spending 20-21 by completing a Book Study – Teach Like
A Champion – 2.0. The goal is to have common language with supportive strategies to improve teaching
throughout the district. The discussions will be held in each building in faculty meeting or departmental
meetings.
Salem Community School Corporation will be implementing PIVOT as the Formative Assessment Tool.
Administrators and Teachers will be trained on the assessment including the review of the data. At the
High School, the assessment will provide opportunities to continue the discussion of quarterly
assessments to help with the data drive curriculum.
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Comprehensive Needs Assessment Template
Phases
I. Establish a Comprehensive Needs Assessment planning team
II. Develop a vision of excellence
III. Create a school profile
IV. Identify focus areas
V. Collect additional data on focus areas
VI. Analyze data to determine key findings and root causes
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I. Establish a Comprehensive Needs Assessment planning team
CNA Planning Team Members
Name Stakeholder Group(s) Role(s)
Troy Albert SHS Principal
Chris Mahuron SHS Counselor
Nicole Colwell K-12 Salem Corporation Support for Special Education
Sesley Wade SHS Special Education Chair
Amanda Sebastian SHS Mild/Moderate Teacher
Stephanie Dean SHS Resource Teacher
Bryan Putnam SHS ED Special Education Teacher
Note: Use the tables below to name the topics that committees will study to support the CNA
process as well as the members of these committees, modifying the tables as needed.
Note: TSI identified schools must include a domain of study specific to each subgroup
identified as low performing.
Committee’s Domain of Study: ISTEP+ Grade 10 Results
Name Stakeholder Group(s) Role(s)
Troy Albert SHS Principal
Nicole Colwell K-12 Salem Corporation Support for Special Education
Jerry Hickey SHS Assistant Principal / Testing Coordinator
Committee’s Domain of Study: Math/ English Strategies
Name Stakeholder Group(s) Role(s)
Troy Albert SHS Principal
Sesley Wade SHS Special Education Chair
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Chris Mahuron SHS Counselor
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II. Develop a vision of excellence
Vision of Excellence
Instruction
The school’s instructional practices support the Indiana Academic Standards, and teachers are striving toward implementing new strategies learned through professional development.
Professional development for faculty members will focus on student-driven data. Creative instruction is encouraged as well as professional development providing support to assist student needs.
Curriculum guides with course content standards, performance expectations, and instructional strategies are provided for every teacher.
The Indiana Academic Standards and Frameworks are provided for all staff members.
Math and Language Arts standards and application are integrated into lessons across the curriculum.
Creative instruction is encouraged and professional development is provided to support it.
Conclusions about Student Achievement
The summary of the testing data is reviewed by each department to explore the plans to improve each year.
Midterm Progress Reports are distributed to all students four times a year. The midterms report both achievement and deficiencies. Parent/teacher conferences are scheduled and action plans established to address deficiencies.
Quarterly grade cards are distributed to all students four times a year.
Semester Grades are calculated and transferred to the student transcripts to align with the students’ credits earned for each diploma type.
Grade Distribution is analyzed each quarter to determine growth or decline in student performance. Parent/teacher conferences are held to develop action plans to address student deficiencies.
Average Daily Attendance – Letters are sent to parents with concern on 5th and 7th absence each semester. Attendance is checked each Thursday and strategies of improvement are discussed individually with the Attendance Officer or Principal.
Percentage of Students Passing All Classes
Annual Performance Report (State)
Technology as a Learning Tool
Students and staff have access through a one-to-one imitative. Every student has possession of a Chromebook provided for classroom support.
Students have building-wide access to the Internet, which is used for research-driven activities.
There are five networked computer labs with at least twenty four (24) computers each that are used for research, word processing, and Power Point presentations. Student
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Chromebooks are available in all classrooms.
Current editions of software are used.
An electronic card catalog is available for student use.
Students use the Internet for research of data. This is taught to students in 9th through 12th grade English and implemented in all curricular areas.
ISTEP + remediation programs are implemented and utilized as a tier 2 and 3 interventions supporting the students needing remediation.
DVD’s, digital cameras, televisions, cable in the classroom, graphic calculators, LED’s and Smart Board are utilized in many classrooms.
Distance learning through virtual field trips, interactive video conferencing, and shared classroom instruction.
A group presentation room is utilized for large presentations, virtual fieldtrips, interactive conferences, and professional development.
The media specialist instructs students, teachers, and classes with integration of technology including the development of the access for staff and students with the e-readers in the library.
Safe and Disciplined Learning Environment
Collaboration with numerous county agencies is taking place to develop interventions and supports for “at-risk” students including a referral system for mental health and counseling, community service, an alternative to OSS program has been proposed being investigated along with alternative education options.
Emergency preparedness and fire safety plans are updated annually. Copies are provided to each faculty member, and a copy is kept in the high school office.
An intercom system, classroom telephones, two-way radios, advanced alarm system, security system, mirrors, and a digital surveillance system for faculty use.
School corporation disciplinary policies have been established and distributed in a student handbook, which includes school-level violations and consequences.
Each teacher has an individualized discipline plan that supports school and corporation policies.
The staff is provided training in recognizing symptoms of substance abuse. Salem provides Random Drug Testing to assist in deteriorating the use of unknown substances.
Parking permits and assigned parking areas are utilized to direct and monitor student and staff parking.
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III. Create a school profile
School Profile
Salem High School is a part of Salem Community Schools, located in rural southern Indiana.
The school serves 538 students in Grades 9-12. The district also includes one elementary
school and one middle school with a total enrollment of 1790 students K-12. All three
buildings and the central office are located on a single campus along North Harrison Street in
Salem, Indiana.
The school staff of SHS is comprised of 43 certified staff members who include classroom, art,
music and PE teachers; the principal; assistant principal, counselors, K-12 Social Worker and
librarian. Other staff members include administrative assistants, a computer/technology
coordinator, a library aide, and a school nurse, at-risk staff members, ECA Treasurer and
instructional aides which are comprised by 16 additional support staff.
The Salem Community School Corporation serves students scattered over 225 square miles in
rural northeast Washington Country. Unlike its neighboring counties in Southern Indiana,
Washington County does not benefit from casino funding or have direct access to an interstate
highway nor does it have an industrial park. Walmart opened in November, 2016. In addition
to Walmart, Burger King and Taco Bell opened adjacent to the Walmart property and a
Tumbleweed restaurant opened in July, 2018. Popeyes opened in the spring of 2019.
The most recent U.S Census Data shows the following data for Salem, Indiana.
Population in 2017: Salem – 6171 Washington County – 27,827.
Poverty Rate in 2017: Salem 25.4% Washington County – 14.3%
Percentage of Person without health insurance in 2017: Salem – 10.6% Washington
County - 10.2%
Unemployment rate in 2017 (January) – Washington County – 3.4%
Median income in 2017 – Salem – 33,022 Washington County – 44, 883
Per Capita Income in 2017 – Salem – 18,769 Washington County – 22,096
The population >25 years old with HS Diploma in 2017: Salem – 81.4% Washington
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County – 85.5%
The population >25 years old with a Bachelor’s Degree in 2017: Salem 15.4%
Washington County – 12.4%
https://www.census.gov/quickfacts/fact/table/salemcityindiana,washingtoncountyindiana/PST045217
Vision
Salem High School believes that all students can learn with the ultimate goal of having all students
finish with the ability to be in the work place, college or the military. SHS continues to provide
students the opportunities to reach their academic potential. The challenge is to have each student put
for the effort required daily to reach the potential. The staff and students must be dedicated with the
end in mind – become great citizens.
Mission Statement
The mission of all schools within Salem Community Schools is to design engaging work for students and lead them to success. At Salem High School our goal is that upon graduation, students will be prepared for their future endeavors, whatever those future endeavors might be based upon our College and Career goals.
Core Beliefs or Core Values
We Expect Excellence This expectation of excellence applies to all. Teachers provide high quality lessons and engaging opportunities for student growth. Students set high goals for themselves and are given the support needed to achieve them. Staff members ensure that our facilities are well-maintained and our students are safe and healthy. Parents and stakeholders are actively involved in promoting and supporting our programs. We share pride in our schools and feel ownership in our success. We Treat Everyone with Respect Adults and students are expected to be respectful and positive beyond providing a safe environment. The school has an obligation to foster and model civility and an appreciation of diversity. We Work Together We believe we can be successful when everyone is involved in the educational process. It is vital that parents, community members, teachers, administrators, support staff, and the board of school trustees share a common vision and the collective responsibility of a quality education for our students.
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Belief Statements
Our students, their learning and development, are our first priority.
School experiences should build character.
It is important to develop the desire for lifelong learning.
A key to improving schools is in the quality of the school work asked of students.
Student achievement improves when students are engaged in their work and share responsibility for their learning.
School personnel have a desire to encourage students.
A safe and caring environment is necessary for learning to occur in a productive and respectful manner.
Parent support improves student achievement.
Partnerships between schools, homes, and communities provide the resources to increase the number of school successes.
Our Superintendent and the Board of School Trustees provide leadership and distribute
available resources to further our shared mission.
Student Demographics
Grade Level Males Females Total 12 61 63 124 11 69 79 148 10 64 64 129 9 80 63 143 Total 274 270 545 (+7)
The percentage of Black or African American: 4 – 0.7%
The percentage of Asian: 5 – 0.9%
The percentage of White: 519 – 95.2%
The percentage of Hispanic: 10 – 1.8%
The percentage of Multi-categories – 5 – 0.9%
The percentage of Unspecified – 5 – 0.9%
The percentage of free and reduces lunch: 251 – 46.1%
The percentage of Special Education: 112 – 20.6%
Staff Demographics
Staff by Degree Level
Degree No. of Teachers No. of Math Teachers
No. of English Teachers
No. of Special Education Teachers
BS/BA 15 2 4 4 MS/MA 18 3 3 0
MS/MA+30 4 Total 37 5 7 4
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Staff by Years of Experience
Years of Experience
No. of Teachers No. of Math Teachers
No. of English Teachers
No. of Special Education Teachers
0-2 Years 4 1 1 1 3-5 Years 5 1 1 1 6-10 Years 6 1 1 1 11-15 Years 5 2
15+ 15 2 2 1 Total 37 5 7 4
Student Behavior
Salem High School provides a safe learning environment with the following discipline referrals
recorded in the 2018-19.
With an average of 541 students a year ago for 180 school days with a total of 97,380
potential days, here are the breakdown of consequences:
Lunch Detentions – 184 – 0.2% of consequences to total days
After School Detentions – 396 – 0.4% of consequences to total days
In-School Suspensions – 162 – 0.2% of consequences to total days
Out of School Suspensions – 47 – 0.05% of consequences to total days
Expulsions – 3 – 0.003% - of consequences to total days
Student Academic Outcomes
SHS students are recognized by Honor Roll each quarter and semester with an All A Honor
Roll and A/B Honor Roll. The students are recognized by the teachers for academic
excellence in May each year at the Academic Honors Program. Seniors are recognized for
the Work Ethic Certificate, Academics and Scholarships at the Senior Awards Day.
The students are allowed to monitor and check their academic progress by using the Power
School Portal. The Counselors/Administrative team monitors and checks grades every two
weeks. The Grade Level PLC Team focuses on the students at risk and well as exceling in
the classroom. The team provides strategies and encourages student and parent
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participation.
The class of 2019 had every student that was enrolled in May of 2019 graduate with a
diploma or certificate of completion. This feat was the result of all staff, parents and students
focused on getting the job completed.
Summary of Current School Improvement Strategies
Stat 1: The percentage of students passing both portions of the ISTEP+/GQE increases by two (2)
percentage points each year.
Grade Level 2015-16 2016-17 2017-18 2018 -19
10th 27.3 30.6 29.4 29.0
Stat 2: The percentage of students passing the English portion of the ISTEP+/GQE will increase yearly by
2%.
Grade Level 2015-16 2016-17 2017-18 2018-19
Grade 10 56.8 54.9 45.6 58.0
Stat 3: The percentage of students at each grade level passing the Mathematics portion of the
ISTEP+/GQE will increase yearly by 2%.
Grade Level 2015-16 2016-17 2017-18 2018-19
Grade 10 29.5 35.9 33.1 36.2
Stat 4: Improve the graduation rate each year until reaching 100%.
Compass
Stats or
INView
Years 2013-
14
2014-
15
2015-
16
2016-
17
2017-
18
2018-
19
2019-
20
No. of
Graduates
159 132 126 132 123 119 131
IN Rate 90.0 88.9 89.1 87.2 88.5 92.2 97.0%
Salem Rate 94.1 95.0 94.7 94.2 93.2 92.2 97.7%
Pct. Of
Academic
Honors
Diplomas
36
22.6%
48
36.4%
33
26.2%
29
22.0%
44
35.8%
41
34.5%
36
27.4%
Pct. Of Core
40 Diplomas
83
52.2%
66
50.0%
79
62.7%
81
61.4%
66
53.7%
72
60.1%
76
58.0%
Standard
General
Diploma
40
25.2%
18
13.6%
14
11.1%
12
9.1%
13
10.6%
5
4.2%
15
11.5%
Certificate of
Course
Completion
0
0.0%
2
1.4%
0
0.0%
6
4.3%
0
0.0%
1
0.8%
3
2.3%
Students
short of
completion
6 5 7 2 1 1 0
22
Students
requiring
waiver
23
14.5%
19
14.4%
18
14.3%
12
9.1%
17
13.8%
7
5.9%
0*
* indicates the students didn’t require a waiver in 2020 for graduation because of the pandemic.
SMART Goal #1 – Improvement of Student Achievement by Improving ISTEP+ Scores
School: Salem High School Principal: Troy Albert Team Members: Salem Faculty and Staff District Goal: Salem Community Schools will increase student achievement and close the achievement gap in all areas of our secondary schools, using a variety of local, state and national indicators to document improved learning on the parts of the students. School Goal: 1. Increase the percentage of students demonstrating proficiency/mastery on state and local achievement assessments 2. Decrease the achievement gap between our regular education and special education students.
Team Smart Goal Strategies and Action Steps
Responsibility Timeline Evidence of Effectiveness
Evaluation of the data in the Algebra 1, English 10 and Biology utilizing Grade 8 and 10 data. Investigate a variety of strategies to help with the remediation of the retest students. (Tier 1) Explore developing curriculum maps for the new Math 10, Math Lab, Algebra Enrichment, Algebra 2 and Geometry to develop spiraling activities to assist in reteaching our Algebra skills. English department continues to work with an Article of Week focus on annotation and reading comprehension at the deepest level with supporting documentation in grades 9-12. The Science department continues to utilize hands-on labs and activities to enhance the student mastery of the standards. Investigate a formative assessment to assist in
Department Meetings to share data with our PLC’s. Prioritize the standards for the staff to reteach or remediate. Work as a team to develop essential questions at each level – local data. Utilize the USA Test Prep to prepare for improvement on ISTEP+ and computer based assessments. Parent conferences to discuss progress with individual students.
Teacher Administration Parents Students
2018-19 sharing of data – implementation of embedded remediation in the grade level subjects of grade 9-12
Increase in the percentage of mastery. Increase in the number of students earning a Core 40 diploma. Increase in the number of Academic / Technical Honors diplomas. Student Confidence in School Work.
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gathering other data. All staff will continue to explore the inclusion of all students in the regular classroom and continue to increase the rigor in the resource courses (Tier 2). All staff will work to develop a list of essential questions for the class to gather local data. Communication of the results with the parents about the test scores. Development of common assessment to align with our curriculum outlines Develop Assessment Strategies with the use of PIVOT in 20-21.
Class of 2019 Dual Credit Results:
Total Number of Dual Credits Earned – 1740
Number of Student Earning STGEC (30 credits bundled) – 12
Number of Teachers with Dual Credit Certification – 15 staff in 2019
SMART Goal #2 – Improving the Opportunities for Dual Credit Students
School: Salem High School Principal: Troy Albert Team Members: Salem Faculty and Staff District Goal: Salem Community Schools is design quality work for students and leading them to success. School Goal: Salem High School is working to accomplish the design of work through the improvement of the course offerings and development of a core of teacher qualified to teach the courses.
Team Smart Goal Strategies and Action Steps
Responsibility Timeline Evidence of Effectiveness
Establish and increase the participation of students in dual credit programs. Increase the number of students reaching the certificate goals of earning dual credits. Developing courses that could be considered capstone or courses to develop graduation pathways
Investigate new courses that would provide more opportunities for our students. Develop a systematic method of assisting our staff in securing the graduation requirements. Use of STEM or STEAM. Investigate adding PLTW courses to help students and staff becomes ready for the
Students – demonstrating an interest in dual credit courses. Parents – commitment to adding rigor to the student schedules. Teacher searching for ways to become dual credit certified. Administration working to assist in developing the avenues for teacher
Investigation in 2019-20 continues
Increasing the percentage of Dual Credit opportunities at SHS. Increasing the number of Dual Credit Certifications earned by students. Increasing the number of Academic/Technical Honors Diplomas earned by students.
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within our campus. Continue to network with Ivy Tech, Indiana University and Vincennes University to develop more opportunities for staff and students.
work place. Develop flow charts to assist students in the selection of the dual credit pathway.
growth.
Data shared in the Waiver Reduction Plan:
Cohort 2020 Waivers
All students were able to graduation if on track in March and waived of all the assessment and graduation
pathways as directed by the Governor and the Department of Education Guidelines in dealing with the
pandemic.
Cohort 2019 Waivers
Gender: Male – 1/7 – 14% / Female 6/7 – 86%
504 – 0/7 – 0%
ELL – 0/7 – 0%
SPED (Waivers) – 6/7 – 86% - Overall Rate: 16/121 – 13%
Free-Reduced Rate – 7/7 – 100% - Overall School Rate – 52.0%
Cohort 2018 - Waivers
Gender: Male – 9/18 – 50% / Female – 9/18 – 50%
504 – 0/18 – 0%
ELL – 0/18 – 0%
SPED (Waivers) – 7/18 – 38.89% (Overall Rate -
Free-Reduced Rate – 7/18 – 38.89% (Overall Rate – 52.0%)
Demographics of 2018 – 2019
Population Current – 551 – (122 Seniors)
SPED Rate – 130/551 – 23.59%
ELL – 5/551 – 0.09%
504 – 17/551 – 0.03%
Race – Caucasian 510/551 – 92.56%
Gender - Male – 280/551 – 50.82% / Female – 271/551 – 49.18%
Test Breakdown occurs with each attempt – January 16th – results will be shared with the departments by our school test coordinator.
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Areas of Focus
Remediation plans must include areas of focus and research based strategies/interventions to address the
deficits based on the data collected by the school district.
Objective: Salem High School will review the requirements to meet the 10% or less waiver requirement for graduation. Rationale: Salem High School believes that students understand the standards, but struggle with the transferring the ideas from the paper to the computer. The staff wants the students to maximize the effort on every problem.
StrategiesInterventions Rationale* Person(s) Responsible
Timeline(s)
Evaluation (How will you know it’s working)
Results
Beginning in 2018-19, students will have the opportunity to opt into the Grad Pathways to meet the criteria for graduation.
This strategy will apply to all students that have potential to earn a diploma by a waiver.
Guidance Department and Administration will be collecting the needed data for the Graduation Pathways.
January 16th – May 25th
Determining the number of students that would have needed a waiver compared to the number of students earning a diploma with the Graduation Pathways.
41.2% of Class of 2019 qualified with a diploma by the Graduation Pathways
In 2018-19 and continuing, the students will have activities embedded into the curriculum in English 9 – 12 and Mathematics 9-12 as determined by the department meetings held on January 2, 2019. The Mathematics Department determined that weekly the students would be required to explain the method to solve a problem and type the response on the Chromebook. The English Department will weekly complete an Article of the Week working with the students on reading comprehension and writing complete responses and type the response on the Chromebook.
This will be a focus on the use of the computer to record our responses. Teachers will be allowed to teach and coach the students to improve the process.
Mathematics/English Teachers
January 3rd – May 25th
Completing a survey with the students required to take the ISTEP+ about the comfort of taking the test on the computer.
5 additional student passed the Mathematics ISTEP+ and 16 additional students passed the ELA portion of the ISTEP+
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The students at the Alternative School Program or Math Lab or English Lab will be required to work with the computerized software – USA Test Prep on the Subject.
The student will be able to work on the computer with the skills.
Alternative School Director and staff and Mathematics/English Teachers
January 3rd – May 25th
Review of the USA Test Prep Data.
The Math Department will continue the work with USA Test Prep and the English Department is beginning the use of another online Grammar/Reading Comprehension Program that is free to the school.
Summary of Core Curricula
Salem High School offers a comprehensive educational program, ranging from advanced chemistry to agriculture to computer programming. This curriculum is based on Indiana Department of Education Academic Standards and Course Description. The teachers are developing the class expectations and syllabi for each course. Besides the 120 course selections at SHS, students may also choose from more than 30 vocational areas available from the Prosser Career Education Center in New Albany. Other options for SHS students include the opportunity to take Advanced Placement Calculus, AP Psychology, AP Literature/Composition, and AP Language/Composition. Dual enrollment college level classes are available through Ivy Tech, Indiana State University, and Vincennes University. School-to-Career programs include both career courses and internships at local businesses and schools.
Summary of Formative and Summative Assessments
Mind Play Virtual Reading Coach (MVRC) provides differentiated instruction based on each student’s initial diagnostic testing and can be used by all students. The diagnostic tests, progress monitoring results, and student performance determine lesson assignment. Students are assigned targeted instruction based on needs. Because MVRC begins with an assessment to identify each student’s instructional needs, the student is assigned an Individualized Education Plan (IEP) with specific lessons and activities that will fill those gaps in the areas of Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension. MVRC also contains lessons in Grammar & Meaning to provide the initial link between simply reading words to reading text for meaning – all of which will ensure that users will exit the program reading at grade level or better.
MVRC teaches students to comprehend grade level text and to read that text fluently. An MVRC student first becomes proficient in phonological awareness and phonics skills if needed. When a student demonstrates accurate decoding skills, he also receives vocabulary and grammar and meaning instruction. Finally, MVRC delivers explicitly fluency training to improve silent reading rate. Improvement in comprehension and fluency are simultaneous
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goals. The interactive activities help students stay focused and accelerate their progress. MVRC uses methods and strategies of successful reading teachers and speech pathologists. Each student works toward 100% mastery at his or her own pace.
Plato is a comprehensive, online courseware system designed for grades 6-12 through Edmentum. Plato provides a standards-based interactive curriculum for middle and high school students. The research-based courseware is available online and meets state and national standards. Plato courses are individualized and can be used for credit accrual, dropout prevention, summer school, credit recovery, and remediation and tutoring. The courses are interactive and help learners reach academic success at their own pace. Some of the important features of Plato include:
A web-based platform that can be made available outside the school
Open, sequential, and prescriptive study plans to meet the needs of a wide range of students
Ability to customize courses by adding additional content, creating course-specific discussion groups, or adjusting the mastery level of a course.
Testing options include creating local assessment items or choosing from a vast pool of items in Plato which include questions tied to state standards.
USA TestPrep is an online resource that deals with curriculum resources and test prep for high schools, middle schools, and elementary schools. They have been helping students with high-stakes tests since 1998, and offer a multitude of review products for subject area end-of-grade, end-of-course, graduation level, career readiness, and college entrance assessments. Due to the state of our ECA test results, we decided to purchase a one year subscription to this program in March of 2016. We began using this program for remediation for statewide testing in the spring of 2016. This fall several English and Math teachers began using the program for students in their current classes. We have four teachers scheduled to attend a training seminar in October 2016 to learn more about how the program can assist our students. ISTEP+ – The state assessment test for Indiana ISTEP+, is based on the Indiana Academic Standards and is given in the spring for all students in Grade 10 including all the students enrolled in Biology or Algebra 1. ACCUPLACER – is a suite of tests that quickly, accurately and efficiently assess reading, writing, math and computer skills. The assessment is governed by the College Board. Salem High School is using the information to assist students in gaining opportunities of Dual Credit with Ivy Tech Community College of Southern Indiana. The assessment is also scheduled for any Sophomore and Junior students identified by the PSAT and ECA scores to be at risk for College and Career ready as indicated in HB 1005. The assessment was initiated last year for the cohort and remediation packages are being investigated each school year. SAT – College entrance examination, given to the high school students, established and governed by The College Board to provide criteria to students and educational facilities in areas including college admission, guidance, assessment, teaching and learning. PSAT/NMSQT – This is a practice examination taken by sophomores and juniors in preparation for the SAT and to qualify for National Merit Scholarships. It also provides criteria to students and educational facilities in areas including college admission, guidance, assessment, teaching and learning. The PSAT is provided to all sophomores/juniors and selected freshman. ACT – College entrance examination that assesses students to measure necessary proficiencies needed or college class work in English, Mathematics, Reading and Science. It provides criteria to students and educational facilities in areas including college admission, guidance, assessment, teaching and learning.
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AP Exams – For each AP Course, an AP exam is administered. Each AP Exam contains a free response section and a section of multiple choice questions. Each AP Exam is given a score from 1 to 5, with 5 indicating a student who is extremely well qualified to receive college credit and/or advanced placement based upon an AP Exam grade. Each college and university is unique in the score required to earn credit or advanced placement. ISTAR – To enhance this measure of group achievement, the Indiana assessment system includes an alternate assessment component, the ISTAR. Students who perform significantly above or below grade-level may have personal learning goals that cannot be adequately measured with a grade-level standardized test. ISTAR is the measure of accountability for the progress of these individual students within Indiana’s Assessment system. PIVOT – K-12 instrument to measure the Reading Level of all students. Training is in the process for 2020-21. The instrument has the capabilities to enhance the formative assessment in Mathematics and English.
Summary of Academic Intervention and Enrichment Programs
Academic Interventions are the use of the Mathematics Lab, English Lab and Support Learning
Centers (Study Hall) to provide additional support in the area of Mathematics and English.
The use of Resource Classes is provided upon the need for skill development.
Dual Credit – Coursework offered to students so that college and high school credit may be earned as junior or senior in high school. Through articulation agreements upperclassmen may receive credits at such facilities as Ivy Tech State College or Vincennes University while receiving credits for high school requirements as well as college credits in some cases.
o 2019-20 Memorandum of Understanding for Dual Credit was agreed upon for the following classes with Ivy Tech Community College of Southern Indiana, Indiana University or Vincennes University for the following courses with current Salem High School Teachers providing the curriculum and instruction on campus:
o IVY Tech Community College – Dual Credit
English 11 AP
AP Psychology
Government
Economics
Pre-Calculus
Finite Mathematics
Chemistry 2
Physics
Introduction to Advanced Manufacturing
Business Law
Entrepreneurship
Biology 2
Government Honors
World History Honors
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US History Honors
Spanish 3
Spanish 4 Vincennes University
French 3
French 4
Indiana University
Advanced Speech
English Literature
List of Other Programs for Students (Schoolwide or Targeted to Specific Groups of Students)
National Day in History is a local event in February that provides students an opportunity to
learn more details about local, state and national history while performing at a local level. The
best are presented at a Regional level. The student participation is not limited to the academic
honors, but to any student of interest.
Salem High School participated in some academic competitions: Science Olympiad (Purdue
University); Academic Bowl (IASP); ISSMA (Music Competitions); Skills USA (Technology
and Job Related).
Students are allowed to participate in a variety of clubs.
The following schedule will be utilized during our Activity Period. Each club will meet each
month on the corresponding date: Activity Period will be 9:58-10:20 a.m.
MONTHLY CLUB MEETING SCHEDULE
Club Aug Sep Oct Nov Dec Jan Feb Mar Apr May Tri Hi Y 3rd 1st 5th 3rd 7th 4th 3rd 7th 5th Hi Y 3rd 1st 5th 3rd 7th 4th 3rd 7th 5th Science 4th 2nd 6th 4th 5th 4th 1st 6th Drama 5th 3rd 7th 5th 6th 5th 2nd 7th Student Co. 13th 10th 12th 10th 14th 11th 10th 14th 12th SADD 14th 11th 13th 11th 8th 12th 11th 8th 13th Booster 15th 12th 14th 12th 9th 13th 12th 9th Broadcast 15th 18th 17th 21st 16th 20th 19th 16th Guitar 16th 6th 4th 1st 6th 7th 6th 3rd 1st Writers 16th 13th 8th 13th 10th 14th 13th 10th E-Sport 20th 17th 15th 19th 17th 21st 18th 17th 21st FCA 21st 18th 16th 20th 15th 19th 18th 15th Art 22nd 26th 24th 23rd 27th 23rd
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FFA 23rd 20th 15th 17th 21st 20th 17th 15th French 27th 24th 22nd 26th 28th 25th 28th Spanish 27th 24th 22nd 26th 28th 25th 28th NHS 28th 25th 23rd 29th 26th 29th Business 28th 25th 23rd 29th 26th 29th Splash 30th 27th 25th 22nd 24th 28th
The blanks are because the vacation schedule was unavailable the week. Club Sponsors can
recommend alternative times if needing to meet with your club. Please try to notify the office
with one week notice to get in the daily announcements.
Please notify the office if you are not having a meeting on your scheduled date. All publicity
for the meetings will be handled by the sponsor and the club officers.
Rescheduling Meeting Time: Due to previously scheduled events or no school the club will
meet on a Friday.
Summary of Teacher and Staff Recruitment, Selection, Induction, and Retention Strategies
The staff has replaced that staff that retired (4) or left for another position (4) within the
corporation and outside the corporation. The use of the area colleges and through searching for
viable candidates produced the following new teachers.
PE – BS – 13 years’ experience from Georgia
Art – BS – 8 years’ experience transfer from Middle School
Choir – MS – 44 years’ experience from Lafayette Jeff High school
Biology – BS – 0 years’ experience from Hanover College – transition to teaching on
emergency license
Mathematics – MS – 0 years’ experience from Purdue University – transition to
teaching on emergency license
English/Journalism – BS – 0 years’ experience – Indiana Wesleyan
Social Studies – TBA – Replacing a teacher resigned in September – first day on
October 12, 2020.
Counselor – Transferred to Middle School – no replacement.
The staffing was completed this year, but the use of the emergency and transition to teaching
was needed to complete our staff in 2019-20.
Summary of Teacher and Staff Professional Learning Opportunities
The Salem High School Staff are encouraged to attend workshops and conferences to help their
professional development. Many staff participated with this plan. The Science Department
attends the HASTI conference with our department chair serving as the Treasurer. Many of
the Dual Credit Teachers have completed STEM work in the summer to enhance the
opportunities to earn Dual Credit Certification for 2023.
31
The Salem High School Staff worked on a Curriculum Outline in 2018-19. The work has been
completed. This year during the PLC – Department. The work will revolve around building a
common assessment to work with each unit. This will enable the use of local assessments to
check for mastery in each subject. The PLC – Department will meet the first Tuesday of each
Month.
The Salem High School Staff will work on getting to know the needs and strengths of the
students in each grade level through the PLC – Grade Level. The student needs and strengths
will be discussed and working together to find ways to successfully complete the school year.
The Salem School Corporation has started exploring the idea of having early release time or
late arrival time to allow for further professional development. The talks are in the early stages
through investigation of the idea.
The Salem School Corporation will be completing a Book Study (Teach Like A Champion) in
20-21. The purpose is to provide a common language to build on the capacity of the best
practice strategies in teaching.
The Salem School Corporation is providing training for staff on the new Assessment Program
– PIVOT. This will be completed and implemented in 20-21.
Summary of Teacher and Staff Coaching and Evaluation Model
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Salem Community Schools
Guidelines for Teacher Evaluation
Purpose
The assessment process is designed to promote professional growth and educational
development. The assessment has the following objectives.
Improve/support quality instruction as defined by the Danielson model,
Efficiently and effectively document performance,
Establish trust through open, honest, and meaningful communication and collaboration,
Encourage self-reflection,
Provide adequate resources, and
Be easily adapted to different job descriptions.
Evaluation Rubric for Teacher Evaluation
Evaluation Rubric 85%
(Enhancing Professional Practice—A Framework for Teaching) by Charlotte Danielson
*This is the model---Standards for Success is the tool to score Framework
Student Learning Objective/Objectives 10%
School Grade (Based building grade) 3%
Professional Development 2%
Procedures for evaluation (administrator)
1. All evaluations will be unannounced. All teachers will be receiving at least 2 formal
evaluations per
Semester (unless the administrator feels more are needed).
The administration will discuss the evaluation process to the teaching staff at the beginning of
each school year and a copy of the evaluation will be made available to staff through our
website. The superintendent will meet with SCTA to discuss the evaluation plan.
Salem Community Schools
Evaluation Process for Certified Staff
Bradie Shrum Elementary Salem Middle School Salem High School
First/Second Year Teachers
Evaluation process
Two formal evaluations each year*
1. Request by administrator
2. Walkthroughs
3. Evaluation #1 completed/conference by the end of the calendar year
(December)
4. Evaluation #2 completed/conference by the end of the school year (prior to
33
April 1)
*Additional evaluations as needed (Formal and/or Walkthroughs)
Three or more year teachers
Evaluation process
1. Two formal evaluations each year*
2. Walkthroughs
3. Evaluation completed/conference by the end of the school year
Observations completed by May 1
*Additional evaluations as needed (Formal and/or Walkthroughs)
*Walkthroughs will be conducted regularly for all staff members. Please provide artifacts or
invite administrators back for additional observations.
Any teacher (certified employee) who after meeting with their evaluator believes their
rubric on the formal evaluation does not accurately reflect their performance may
request an additional evaluation from an independent evaluator assigned by the
Superintendent.
The request for a review of the evaluation must be submitted to the superintendent in
writing.
Teacher evaluations rating scales:
Rating Rating Scale High Effective 3.5-4.0 Effective 3.0-3.49 Needs Improvement 2.5-2.99 Ineffective Below 2.49
All evaluated employees will receive the evaluation and feedback within 7 business days of the
evaluation.
The following facts apply to staff members who receive Needs Improvement or Ineffective
ratings.
Page 2
Teacher Remediation Plan – If a certificated employee receives a rating of Ineffective or
Improvement Necessary, the evaluator and the certificated employee shall develop a
remediation plan, of not more than ninety (90) school days in length, to correct the deficiencies
noted in the certificated employee's evaluation. The Professional Improvement Plan (PIP) can
be found on pages 10-11. The remediation plan must require the use of the certificated
employee's license renewal credits in professional development activities intended to help the
certificated employee achieve an effective rating on the next performance evaluation. If the
evaluator did not conduct the performance evaluation, the evaluator may direct the use of the
certificated employee's license renewal credits under this subsection.
Appeal – A teacher who receives a rating of Ineffective may file a request for a private
conference with the superintendent or the superintendent's designee not later than five (5) days
34
after receiving notice that the teacher received a rating of ineffective. The teacher is entitled to
a private conference with the superintendent or superintendent's designee.
Parent Notice– A student may not be instructed for two (2) consecutive years by two (2)
consecutive teachers, each of whom was rated as Ineffective under this chapter in the school
year immediately before the school year in which the student is placed in the respective
teacher's class.
If a teacher did not instruct students in the school year immediately before the school year in
which students are placed in the teacher's class, the teacher's rating under this chapter for the
most recent year in which the teacher instructed students, instead of for the school year
immediately before the school year in which students are placed in the teacher's class, shall be
used in determining whether the prior paragraph applies to the teacher.
If it is not possible for a school corporation to comply with this section, the school corporation
must notify the parents of each applicable student indicating the student will be placed in a
classroom of a teacher who has been rated Ineffective under this chapter. The parent must be
notified before the start of the second consecutive school year or as soon as data have been
received and joined with the Teacher Effectiveness Rubric to determine that the teacher has,
indeed, earned an Ineffective Summative Rating.
Negative Impact– For purposed of following the statutes and administrative guidelines coming
from the state, DOE and the State Board of Education, SCS defines NEGATIVE IMPACT
ON STUDENT LEARNING as follows: for teachers of grades 4-8, who receive growth
model scores based on student data from state standardized test scores, those teachers will be
defined as the DOE defines teachers who are given the designation of NEGATIVE IMPACT
ON STUDENT LEARNING and for all other teachers, NEGATIVE IMPACT ON
STUDENT LEARNING will be defined as any teacher who is scored in the INEFFECTIVE
category on their summative evaluation. Any teacher who is designated as having a
NEGATIVE IMPACT ON STUDENT LEARNING will not be eligible for any performance
raise. Additionally, any teacher rated Improvement Necessary also cannot receive a
performance pay increase for the year of the negative evaluation.
Summary of Key Family and Community Engagement Strategies
Parent/Teacher Conference were held at Salem High School beginning in October of 2018 at
the end of the first quarter. Parents were encouraged to participate by having the parent pick
up the student report card. Approximately 40% picked up the report card in October of 2018.
This will continue in October of 2019. The IT and teachers are working on a method to invite
our parents to participate. Parents are reminded by an automated message system.
A second event was a community dinner at the Salem Middle School. This is the second year
of rallying the community to showcase what is going on at Salem Community Schools. The
first year had an outstanding turnout because the event was in conjunction with the planning of
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renovations to the Corporation.
Parents participate in the supporting the school through fundraising efforts and
academic/athletic events throughout the year. The participation is nearly 100% in the support
of the Band/Choir/Plays/Athletics and other events on campus.
List of Community Partnerships
Salem High School is bridging the gap by attending our local Chamber of Commerce Meeting.
The Business Internship program is having our senior students learn the job throughout the
school day. This is helpful with our career pathway development. Salem High School has
participated in the local Rotary to help support our student programs.
The Washington County Foundation provides financial support through Grants to help provide
funding for teacher projects. This involvement is vital in our approach to success in the
classroom.
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IV. Identify focus areas
Note: Any TSI-identified subgroups must be included as a focus area. While TSI schools may choose to identify additional focus areas, they are only required to address the focus areas aligned to their identified subgroups.
Identification of Focus Areas for Additional Data Collection and Analysis by Comparing the School’s Vision of Excellence and the School Profile
In review of the data from Spring 2019, the Salem High School focus team continues to work to find strategies to help in Mathematics, English and resilience to continue when the work becomes difficult (motivation).
Description of the Gaps Identified between the Vision of Excellence and School Profile
Gap 1: Writing on the ELA – students need be included in the English Classroom throughout the
district to have the process be the same for all students. The focus committee identified that students
were being taught differently and work needs to be completed to help our students become more
successful.
English 10 Results from 19-20 – Spring Test
Not Available as test was suspended with the Pandemic and March 16 – May 1 served our school
population online.
English 10 Results from 18-19 - Spring Test
INView State Information: 48.5% (unsure of why) with State Average 60.9%
No: 138 students reported on spreadsheet
42% of 10th Grade will be retested at the end of Semester 1. (58 students)
58% of 10th Grade Passed (80 students) / 77 GE / 3 SE
18% of 10th Grade Pass + (26 students) / 25 GE / 1 SE
4% of 10th Grade didn't complete test (6 students) / 2 GE / 4 SE
Gap 2: Mathematics – students in the resource room had not experienced the level of Algebra 1 as a
sophomore. The students are entering high school without the mastery level of arithmetic because of
not being included in the classroom. SHS is attempting to help students get mastery through use of
Algebra 1 classes and a support study hall or Math Lab to assist.
Mathematics 10 Results from 18-19 - Spring Test
INView State Information: 35.9% (close) with State Average 37.6%
No: 138 students reported on spreadsheet]
64% of 10th Grade will be retested at the end of Semester 1 (94 students).
36% of 10th Grade Passed. (44 students) / 43 GE / 1 SE
4% of 10th Grade Pass + (6 students) / 6 GE / 0 SE
4% of 10th Grade didn’t complete the Test / 2 GE / 4 SE
Gap 3: The third gap was that students seem to find the testing to be very difficult and seem to not put
forth a quality effort. The students need to learn how to practice to help motivate through the difficult
areas of testing. This resilience causing the at-risk student to not respond to open ended questions.
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29% - or 40 Students out of the 138 (114 GE / 24 SE) passed both Math and ELA 10 / 40 GE / 0
SE
4% - or 6 Students out of the 138 (114 GE / 24 SE) passed both Math and ELA 10 with Pass+ / 6
GE / 0 SE
16 students (12 GE / 4 SE) from the data have transferred out as the enrollment prior the grade 11 at the
start of the 2019-20 school years.
Description of Focus Area 1
ELA – Focus on Writing. The development of common writing strategies to be shared with Special Education Department and English Department to allow students time to master the art of writing. *The English Department (9-12) will work on writing skills with the Article of the Week (AOW) to develop strategies to use text to defend the point of view. *The English Teachers and Special Education Teachers will be allowed time to work together to formulate consistent methods of teaching writing.
Description of Focus Area 2
Mathematics – develop methods and strategies with the Special Education and Mathematics Departments to work on multiple question problems and writing the solution to the problem and explaining clearly how the problem was solved. *The Mathematics Department and Special Education department will continue to work together to develop strategies to improve the translation form words to expressions / equations.
Description of Focus Area 3
Motivation – develop the strategies to help all students develop ideas to be able overcome obstacles and complete the task at the best of their abilities. *All teachers work together to develop a work ethic rubric to help students reflect on effort on every project.
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V. Collect additional data on focus areas
Additional Data Sources Collected
In 2019-20, use of PLC time to reflect on data from local assessments developed in the
classroom. We are focused on the trends and reviewing the current student work.
Additional Data Collected for Focus Area 1
Most of the Special Education student scored very low on the writing process of the ISTEP+ which was a result of not completing the essay. The students may have received partial credit, but the essay was incomplete and showed lack of understanding of essay development.
SHS would like to begin gathering more data from our regular classes and focus on strategies to help all students better prepare for the writing process. Currently many students in the English Classes refuse to complete the work or turn the essay into for a grade. The data will be collected by both Special Education and English teacher to discuss in our Grade Level and Departmental PLC’s
Additional Data Collected for Focus Area 2
In Mathematics, the gap is in the open ended questions that require reading the question, identifying what is being asked and being able to complete the mathematical task. The translation of the written mathematical problem is a struggle and needs to have more development to allow practice in breaking the words to mathematics.
In January 2019, the Mathematics Department began the process of completing this type of problem weekly and typing the solutions on the student Chromebook. The staff currently is presenting the solutions. The continual struggle is getting students to complete the task. There are many students that refuse to attempt the problems.
Additional Data Collected for Focus Area 3
Resilience – Working with students on the idea to stick to a plan and finish the job. Belief in their effort is valued and will be applied in all areas of school – assignments, testing and general work ethic.
Students that are at-risk are currently failing most classes that require work to be completed independently.
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Summary of Stakeholder Feedback Data
Stakeholder group Method(s) used to collect feedback
Number of stakeholders Who provided feedback
Links to data reports and/or summaries of key takeaways
Example: Family members
Example: Survey, focus group
Example: 54 via survey, 8 via focus group
Example: Embedded link to a report provided by the family survey vendor
Parent/Teacher Conferences
Conversations Approximately 33% of the total student body in 2018-19
Case Conferences
Use of Case Conference Teams to gather information
Approximately 200 case conferences held in 2018-19
Teacher Correspondence
Phone/email or mail Undermined
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VI. Analyze data to determine key findings and root causes
Note: The focus areas outlined below should address (1) student achievement in relation to
rigorous state academic standards and (2) the needs of those children who are failing or are at-
risk of failing to meet the rigorous state academic standards.
Data Analysis, Key Findings, and Root Causes
Data Analysis – in the review of the state testing data, the students attending classes in the
resource room are not performing at the same level as the students involved in the inclusion
program.
Key Findings – the students need to be in the inclusive classroom a maximum amount of time
to gather knowledge from the teacher and resources.
Root Causes – the students lack experience prior to 9th grade about receiving the services in
the general education classroom. This is a focus area for the corporation and the students
are being included in more classrooms throughout the district. Discussion with the three
buildings are taking place at the district level.
Focus Area 1
Conclusions from data quality check for Focus Area 1: The information of inclusion needs to be demonstrated and developed throughout this school year and information gathered as to the effectiveness of the writing model. This is still in the development stage
Updated description of Focus Area 1 (based on additional data collected during phase four of the CNA process):
Description of key findings for Focus Area 1 (strength or area for growth)
Summary of supporting data for key findings from Focus Area 1
Root causes for key findings from Focus Area 1
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Focus Area 2
Conclusions from data quality check for Focus Area 2:
Updated description of Focus Area 2 (based on additional data collected during phase four of the CNA process):
Description of key findings for Focus Area 2 (strength or area for growth)
Summary of supporting data for key findings from Focus Area 2
Root causes for key findings from Focus Area 2
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Focus Area 3
Conclusions from data quality check for Focus Area 3:
Updated description of Focus Area 3 (based on additional data collected during phase four of the CNA process):
Description of key findings for Focus Area 3 (strength or area for growth)
Summary of supporting data for key findings from Focus Area 3
Root causes for key findings from Focus Area 3
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School Improvement Plan Template
Note: If you are planning to use this School Improvement Plan template to ensure you are
fulfilling all of the school improvement planning requirements in Indiana Code, but are not
completing the Comprehensive Needs Assessment (CNA) portion of this template, you must
complete a School Profile (CNA Phase 3) to ensure all requirements are met. Please use this
link to access a template for the School Profile.
Phases
I. Form a School Improvement Plan development team
II. Review focus areas, key findings, and root causes
III. Describe the school’s core components to identify opportunities to address focus areas
IV. Select evidence-based interventions that address the school’s focus areas
V. Design a professional development plan
VI. Develop a roadmap to guide implementation of the school improvement plan
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I. Form a School Improvement Plan development team
SIP Development Team Members
Note: Add or subtract rows as needed.
Name Stakeholder Group(s) Role(s)
Note: Use the tables below to name the topics that committees will focus on to support the
process of developing a SIP as well as the members of these committees, modifying the
tables as needed.
Note: TSI identified schools must include a domain of study specific to each subgroup
identified as low performing.
Committee’s Focus:
Name Stakeholder Group(s) Role(s)
Committee’s Focus:
Name Stakeholder Group(s) Role(s)
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II. Review focus areas, key findings, and root causes
If you did not complete the Comprehensive Needs Assessment (CNA) template, you will need to identify focus areas to guide your work in this and subsequent phases of the School Improvement Planning process. See CNA Phase 6 for resources that can help you identify these focus areas.
If you did complete the Comprehensive Needs Assessment (CNA) template, to guide the
presentation and discussion in this SIP phase, please use the text from Phase 6 of the CNA to
complete all but the greyed cells below. The greyed cells should be completed after the
presentation, based on questions and ideas raised during the SIP development team’s
discussion.
Review of Focus Area 1
Description of Focus Area 1: (Click here to return to the description of Focus Area 1 from the CNA)
Modified Description of Focus Area 1:
Description of key findings for Focus Area 1 (strength or area for growth)
Root causes for key findings from Focus Area 1
(Click here to return to the description of key findings for Focus Area 1 from the CNA)
(Click here to return to the root causes for Focus Area 1’s key findings from the CNA)
Modified description of key findings for Focus Area 1 based on the SIP development team’s discussion
Modified root causes for key findings based on the SIP development team’s discussion
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Review of Focus Area 2
Description of Focus Area 2: (Click here to return to the description of Focus Area 2 from the CNA)
Modified Description of Focus Area 2:
Description of key findings for Focus Area 2 (strength or area for growth)
Root causes for key findings from Focus Area 2
(Click here to return to the description of key findings for Focus Area 2 from the CNA)
(Click here to return to the root causes for Focus Area 2’s key findings from the CNA)
Modified description of key findings for Focus Area 2 based on the SIP development team’s discussion
Modified root causes for key findings based on the SIP development team’s discussion
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Review of Focus Area 3
Description of Focus Area 3: (Click here to return to the description of Focus Area 3 from the CNA)
Modified Description of Focus Area 3:
Description of key findings for Focus Area 3 (strength or area for growth)
Root causes for key findings from Focus Area 3
(Click here to return to the description of key findings for Focus Area 3 from the CNA)
(Click here to return to the root causes for Focus Area 3’s key findings from the CNA)
Modified description of key findings for Focus Area 3 based on the SIP development team’s discussion
Modified root causes for key findings based on the SIP development team’s discussion
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III. Describe the school’s core components to identify opportunities to address focus
areas
Note: In the tables below, the SIP development team will describe many of the school’s core
elements, such as curriculum and assessment. After describing each core element, the SIP
development team is encouraged to reflect on the extent to which the school’s approach to this
core element will help it address a key finding or contributing factor from one or more of its focus
areas. It is possible that a core element may not be applicable to each focus area. In these
cases, the SIP development team is encouraged to write “not applicable” in the cell, but only
after careful reflection.
Description of Core Component: Safe Learning Environment
1. How will the school maintain a safe and disciplined learning environment for students
and teachers?
2. How will the school ensure clear expectations are communicated to students?
3. How will the school create an environment in which there is genuine respect for
students and a belief in their capability?
4. How will the school utilize a multi-pronged approach including early intervention and
positive behavior support to create a safe learning environment?
Gap Analysis: Safe Learning Environment
How will the school’s plan for fostering a safe learning environment also help the school address its focus areas?
In what ways does the school’s plan for fostering a safe learning environment not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Curriculum
1. Provide an overview of the school’s curriculum, including, but not limited to:
A description of the school’s curriculum review and adoption process;
A description of the school’s curriculum for Tier I instruction as well as a brief rationale for using these curricular resources;
A description of the school’s curriculum academic interventions as well as a brief rationale for using these curricular resources; and
A description of the culturally responsive curricular materials, if any, that the school is using to ensure all students’ cultural differences, are recognized and appreciated.
Note: Please ensure there is a copy of the curriculum available for inspection by members of
the public as required by 511 Indiana Administrative Code 6.2-3.
Gap Analysis: Curriculum
How will the school’s curricular resources also help the school address its focus areas?
In what ways do the school’s curricular resources not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Assessment
1. Provide an overview of the assessments that will be used in the school in addition to
the statewide testing system, including, but not limited to:
● A description of the school’s interim assessments, including the frequency with which
they will be administered;
● A brief rationale for using these interim assessments;
● A description of how teachers and staff will be provided ongoing professional
development to support their use of student data from these interim assessments to
inform instruction;
● A description of the school’s expectations for daily and/or weekly formative
assessments (e.g., exit tickets); and
● A description of how teachers and staff will be provided ongoing professional
development to support their use of daily and/or weekly formative assessments to
inform instruction.
Gap Analysis: Assessment
How will the school’s assessment plan also help the school address its focus areas?
In what ways does the school’s assessment plan not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Instruction
1. What strategies will teachers and staff use to promote authentic versus compliant
student engagement?
2. How will teachers and staff bridge cultural differences through effective
communication?
3. What strategies will teachers and staff use to provide all students with opportunities to
learn at all Depth of Knowledge levels?
4. What strategies will teachers and staff use to monitor and adjust instruction during
individual lessons?
5. What strategies and systems will the school put in place to ensure teachers vary their
instructional strategies?
6. How will teachers and staff vary their instructional strategies to accommodate diverse
learning styles and language proficiency?
Gap Analysis: Instruction
How will the school’s plan for instruction also help the school address its focus areas?
In what ways does the school’s plan for instruction not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Cultural Competency
1. Provide an overview of the school’s cultural competency strategies, including, but not
limited to:
● A description of the school’s methods for improving the cultural competency of the
school’s teachers, administrators, staff, parents, and students;
● A description of how teachers and staff will learn about students’ cultures;
● A description of how teachers and staff will utilize resources in the students’
communities;
● A description of the school’s methods for increasing educational opportunities and
educational performance for each student subgroup; and
● A description of the areas in which additional professional development is necessary
to increase cultural competency in the school’s educational environment.
Gap Analysis: Cultural Competency
How will the school’s cultural competency plan also help the school address its focus areas?
In what ways does the school’s cultural competency plan not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Family Engagement
1. How will the school work to maximize the engagement of family members in the
school, including improving student academic outcomes?
2. What strategies will the school use to increase family and community engagement,
including family literacy programs?
3. What strategies will the school use to understand parents’ hopes, concerns, and
suggestions?
4. How will the school keep parents apprised of services offered by the school?
5. How will the school ensure its staff has the cross-cultural skills necessary for
successful collaboration with family members?
Note: When describing the school’s parent and family engagement policy, please be sure to
include a school-parent compact outlining shared responsibility for high student academic
achievement, per 511 Indiana Administrative Code 6.2-3.
Gap Analysis: Family Engagement
How will the school’s family engagement plan also help the school address its focus areas?
In what ways does the school’s family engagement plan not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Technology
1. How will the school coordinate its technology initiatives, in service of improving student
academic outcomes?
Gap Analysis: Technology
How will the school’s technology plan also help the school address its focus areas?
In what ways does the school’s technology plan not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: Transition to Elementary School (for elementary schools only)
Note: For more information about Indiana’s graduation pathways, please review this memo from the Indiana State Board of Education.
1. How will the school assist preschool students with the transition to elementary school?
Gap Analysis: Transition to Elementary School
How will the school’s transition to elementary school supports also help the school address its focus areas?
In what ways does the school’s transition to elementary school supports not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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Description of Core Component: High School Graduation Supports (for High Schools only)
Note: For more information about Indiana’s graduation pathways, please review this memo
from the Indiana State Board of Education.
1. How will the school promote opportunities for secondary education and workforce to
students (e.g., Advanced Placement, International Baccalaureate, and Dual Credit)?
2. How will all students be encouraged to earn an academic honors diploma or complete
the Core 40 curriculum?
3. What courses will the school offer to ensure all students can be eligible to receive an
academic honors diploma?
4. How will all students be provided opportunities to demonstrate employability skills?
5. How will all students have an opportunity to complete a postsecondary readiness
competency?
Gap Analysis: High School Graduation Supports
How will the school’s graduation supports also help the school address its focus areas?
In what ways does the school’s graduation supports not help the school address its focus areas?
For Focus Area 1:
For Focus Area 1:
For Focus Area 2:
For Focus Area 2:
For Focus Area 3:
For Focus Area 3:
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IV. Select evidence-based interventions that address the school’s focus areas
Evidence-Based Interventions for Focus Area 1
Summarize the strategies from the core components in SIP Phase 3 that address this focus area:
Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:
Describe the evidence-based intervention(s) that the school has identified to address the key findings and root causes for this focus area that are not sufficiently addressed by strategies from the core components:
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Evidence-Based Interventions for Focus Area 2
Summarize the strategies from the core components in SIP Phase 3 that address this focus area:
Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:
Describe the evidence-based intervention(s) that the school has identified to address the key findings and root causes for this focus area that are not sufficiently addressed by strategies from the core components:
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Evidence-Based Interventions for Focus Area 3
Summarize the strategies from the core components in SIP Phase 3 that address this focus area:
Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:
Describe the evidence-based intervention(s) that the school has identified to address the key findings and root causes for this focus area that are not sufficiently addressed by strategies from the core components:
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V. Design a professional development plan
Please complete this section of the SIP using this template, the template provided below, or a
locally-developed resource that fulfills the requirements outlined in the “Connections to State
and Federal Requirements” section of SIP Phase 5.
Be sure to include a discussion of how professional development will, at a minimum, (1) increase cultural competency in the school's educational environment and (2) improve instruction using student assessment data.
Note: Indiana Administrative Code requires that each school provide an assurance through the
signature of an exclusive representative of the LEA that the professional development program
complies with the State Board’s core principles for professional development. (511 IAC 6.2-3)
Professional Development Plan
Set Goals
Given the school’s improvement priorities (e.g., strategies for its core components and evidence-based interventions) define goals for this professional development plan. Provide a brief rationale for each professional development goal in relation to one or more of the school’s focus areas.
PD Goal #
Goal Description Goal Rationale
1
2
3
Professional Development Offerings
For each of the school’s professional development goals, define how administrators, teachers, and/or staff will receive professional development both in terms of their initial training as well as ongoing professional development to support implementation.
PD Goal #
Initial Professional Development Follow-up Professional Development to Support Implementation
1
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2
3
Professional Development Resources
For each of the school’s professional development goals, identify the resources needed to meet these goals through initial and follow-up professional development.
PD Goal #
Resources Needed for Initial PD Resources Needed for Follow-up PD to Support Implementation
1
2
3
Professional Development Evaluation
For each of the school’s professional development goals, define the method(s) for measuring the impact of the associated professional development. Map out an evaluation plan by identifying the individual(s) responsible for collecting, analyzing, and facilitating the review of data to assess the impact of the professional development as well as when this evaluation will occur.
PD Goal #
Method(s) for Measuring PD Impact Plan for Measuring PD Impact
1
2
3
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VI. Develop a roadmap to guide implementation of the school improvement plan
Please complete this section of the SIP using this template or a locally-developed resource that
fulfills the requirements outlined in the “Connections to State and Federal Requirements”
section of SIP Phase 6.