school improvement plan crown point high school

School Improvement Plan

Crown Point

High School

Principal

Russell J. Marcinek

October, 2020

School Improvement Plan

Table of Contents

Section 1 School Profile

Description of the School

Vision, Mission, and Beliefs

Curriculum, Support, and Parent Involvement

Section 2 Areas of Notable Achievement Areas in need of improvement

Section 3 Conclusions

Section 4 Goal-Action Plan

Section 5 Professional Development Plan

Section 6 Information and Data

School Quality Factors Diagnostics (Cognia)

Data – Information and Performance

Executive Summary

Description of School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

THE CITY OF CROWN POINT A rapidly growing suburban community of approximately 30,488 (according to an estimate from the US Census data), Crown Point, Indiana, is located less than one hour southeast of Chicago, Illinois. Anchored by the old Lake County Courthouse built in 1878, the steadily growing city features something for everyone: eighteen parks with hiking trails and playgrounds; the Lake County Fairgrounds, which is the home of the Lake County Fair in August and several events throughout the year; Franciscan Health Hospital, which includes a cancer center and cardiology facility; the Crown Point Historical District with elegant homes and the old Lake County Jail; a state-of-the-art public library, which opened in 2012 and fully embraces the changing role of libraries in community life; the Crown Point Sportsplex, a 95-acre multi-use sports and event destination, completed in 2015; twenty churches of various denominations; and a blend of rural areas and varied residential housing. 92% of Crown Point residents above 25 years of age hold a high school diploma or higher and 33% have earned at least a bachelor’s degree. Median household income in 2018 was $77, 537. As one can see, quality schools and a growing business community in Crown Point contribute to making it a desirable and attractive residential community for families. In fact, Crown Point has earned first place in the "Best Place to Live" by the NWI Times for the last ten years in a row, 2010-2020. In 2020, Crown Point High School was named by the NWI Times as the “Best Public High School” in the area. Crown Point High School Overview Growth in the city of Crown Point has been steady since the opening of the new Crown Point High School building in the fall of 2003. Along with the community embracing the facility and its educational and extracurricular programs, the current facility underwent an expansion in the fall of 2009 to include an academic wing on the northeast corner of the building along with a cafeteria extension, increasing the school's capacity to 3,000 students. Additional improvements were made in the summer of 2014 when the main entrance and office were reconfigured to provide a better sign-in procedure for visitors and a heightened security presence; security cameras throughout the building were updated in the summer of 2017-2018 further supporting a secure environment. In 2016-2017 the former Media Center was converted into a multi-purpose Learning Commons space that welcomes students to gather, collaborate, and refresh; the Learning Commons has been well-received by students who seek out opportunities to utilize and engage in this space.

CPHS's enrollment has steadily grown since its opening and the school now services a heterogeneous population of approximately 2,900 students from grades nine through twelve and employs approximately 130 full time faculty members who actively participate in many state and national organizations in addition to coaching and sponsoring clubs and organizations. 20% of the CPHS population received free or reduced lunch. 1% of the population is considered English Language Learners. 10% of students receive special education services (12% ED, 32% SLD, 18% ASD, 29% OHI, and 8% other disabilities combined). Close to 50% of the learners in CPHS are participating in AP or Pre AP opportunities. Learners attend from a variety of ethnic backgrounds (3% black, 3% Asian, 14% Hispanic, 3% multiracial, and 76% white). Seven elementary schools and two middle schools feed into the student population along with several local parochial schools. The two middle schools, Taft and Colonel Wheeler, primarily contribute to Crown Point High School's student body. The passing of referendums in May of 2011 and 2018 validate the importance of the Crown Point Community School Corporation in the eyes of the community and ensured the continuation of quality programs and staff at CPHS.

School’s Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Statement of Vision, Mission, and Beliefs Crown Point High School – The Vision for Learning With a student focus on rigor, relevance, and relationships, CPHS's vision is based on preparing students for the competitive and global world and workplace of the 21st century. In order to maximize student potential, traditional techniques, experiential learning, differentiated instruction, blended learning, and development of talent are supported by the implementation of the Marzano Focused Model Observation and Evaluation framework, academic support, and professional development. In the process, communication and relationships with community stakeholders help align expectations and create a dynamic, adaptable environment which trumpets recognition, hard work, and success for student learning and skill development. To foster moral and ethical citizens, students are guided on 6 C pathways (College, Career, Citizenship, Creativity, Courage, and Culture) that act as guideposts toward success. College and business partnerships encourage students to take ownership of their learning and help them engage in stronger tools to explore their post-secondary goals. Crown Point High School's programming is organized into three distinct areas: Engage (freshman transitions), Experience (21st Century Learning) and Excel (College and Career Programming).

Engage (freshman transitions): Incoming students engage in a whole school culture that supports their social, personal, and academic growth. Strategies include the following: · Parent and student orientations · Core academic skill development along with individualized math and reading acceleration and remediation · 8th to 9th grade vertical articulation and transition programming · Weekly resource period that targets academic assistance, college and career readiness, social-emotional support, and at-risk behavior programming · Extra- and Co-curricular recruitment and rush activities · Personalization of learning process: technology, individual and student growth · High Impact Teaching Strategies (HITS) and Project CRISS · Career exploration and college planning and admissions Experience (21st Century Learning): Students experience rigorous and relevant programs that utilize emerging technologies to develop critical thinking for a competitive global world. Programs and strategies include the following: · ACT College and Workforce Readiness Standards: essential skills and knowledge needed for college and career · Blended and Online Courses · Digital credit acceleration programs · Project-based Learning (PBL) · High Impact Teaching Strategies (HITS) and Project CRISS · Career exploration and college planning and admissions · Co-curricular clubs Excel (College and Career Programming): Twenty-three Advanced Placement classes and thirty-six Dual Credit courses offered through Purdue Northwest, Indiana University Northwest, IUPUI, USI, Vincennes, and Ivy Tech accelerate students into post-secondary education while appealing to the interests and needs of the large student body. The graduating class of 2019 earned over 10,000 college credits. College and career programs and strategies encompass the following: · Advanced Placement courses · Dual Credit courses · Industry certifications · Internships and job placement services · Community service projects · Career exploration and college planning and admissions Crown Point High School utilizes the Marzano Focused Teacher Evaluation model to facilitate administrator-lead conversations based on classroom observation. Teachers are provided professional learning opportunities relative to indicators with the following domains from the model: Standards-Based Instruction; Conditions for Learning; and Professional Responsibilities. Administrators seek to engage teachers in informal meetings prior to and/or following observations in order to determine a teacher’s areas of strength and areas in which a

teacher seeks opportunities for improvement. Teachers are also encouraged to discuss best practices and strategies within their PLC-teams in order to ensure improved practices. Staff professional development needs are based upon the professional development plan informed by the school improvement plan, faculty surveys, and formal requests made to administration. At the conclusion of the 2019-2020 school year, teachers indicated that professional development in the following areas should be a high priority: information relative to the move from ACT to SAT and the impact on curricular decisions; targeted differentiation based on on-going assessment; and High Impact Teaching strategies and Project CRISS strategies as appropriate for age and course. CPHS offers staff-led, optional and required professional learning sessions on Wednesday mornings. Teacher experts design professional learning opportunities which provide on-time, relevant information and strategies to their colleagues, which can be put into practice the same day. Sessions are sometimes recorded and presentations are housed in a library within Buzz (the learning management system) so that they are available on-demand to all teachers. When surveyed, nearly half of the faculty indicated that they had attended ten or more in-house professional development sessions in 2019-2020. Crown Point Community School Corporation also hosts regular LEARN (Lead Evolve Advance Renew Now) Academy sessions which follows the teacher as expert model as well and seeks to offer a variety of “right on time” learning opportunities for educators.

The principal, along with three assistant principals, two deans, six guidance counselors, one college and career counselor, one home-school facilitator, one PBIS Interventionist, 130 faculty members, a visible parent group, a committed team of paraprofessionals, and an efficient support staff form a learning community that facilitates educational objectives for the 2,900 student body. By continuing to organize teachers into course-based PLCs and using quarterly report data, school personnel are better able to meet the diverse needs of the student body. CPHS has established a culture that supports students being encouraged to pursue the most rigorous course pathway in order to help all students maximize their potential; this culture is supported by an informed course selection process and adult advocates. To further differentiate instruction and interest, online and blended learning options have systematically been created and implemented to increase student options and personalization of learning. Each course in each department not only applies state academic and college and career readiness standards during daily instruction; but utilizes formative and summative assessments, which have been collaboratively written by teachers of the same courses and measure student performance on course-based standards as well as ACT College Readiness skills. These assessments ensure students the same curriculum regardless of instructor and are used as one measure to gauge student achievement and program effectiveness. Furthermore, several systemic programming changes contribute to student performance. First, zero period four days per week is when students can receive additional help and instruction from teachers before school for remediation, enrichment, assessment preparation and

homework assignments. Resource Period has become an instrumental component of the weekly schedule at CPHS as it provides students with the opportunity to obtain additional academic support and college and career programming; Resource Period is 72 minutes and teachers serve as adult advocates who support students' educational experience. In 2017-2018, guaranteed programming to support social/emotional, college and career planning, and well-being was incorporated on a weekly basis in Resource Period. Changes to the schedule allow teachers to engage in professional development within their Professional Learning Community(ies). Now, teachers are able to meet up to four days a week for 25 minutes a day in their PLCs, and students can still receive 20 minutes of academic support four days a week during zero period. Designated English lab and math labs further support students who have been identified using a variety of data and placed into the lab with the goals of end-of-course assessment success and the meeting of individualized needs. Next, Response to Intervention continues to be implemented to support the needs of students. Prior to 2015-2016, many of these students were scheduled into 'Transitional' classes which often did not provide the most rigorous course pathway for students. Beginning in 2015-2016 in order to provide equitable educational opportunities for all students, most 'Transitional' classes were eliminated and students are now scheduled into 'college prep' courses with additional support being provided through a double block 'Engage' period, offered in math/English, as well as through a co-teaching model that will continue to develop. In addition to targeted skill development in selected core classes, many of these students are scheduled into a prescribed study hall facilitated by academic advisors who work with individual student's organization, study skills, and academic progress. In addition, the Engage summer school program for at-risk incoming freshmen continues to help students acclimate to the demands of a fast-paced comprehensive high school with rigorous expectations. The school also employs a Positive Behavior Intervention Specialist who provides additional services to students with specified needs. These services include self-esteem groups, stress management groups, and individual counseling for students with severe struggles, including anxiety, depression, and grief. In 2017-2018, CPCSC applied for and received grant funding from the Lilly Endowment to support a comprehensive social emotional ‘Ready to Learn’ program. School safety is a collaborative effort between all stakeholders in our school buildings and in our community. Crown Point High School subscribes to the motto, “See Something, Say Something,” and encourages all stakeholders to take an active role in vigilantly reporting any suspicious or concerning activity. To this end, an anonymous tip line via SafeSchools Alert is available to the community members, students, and staff. Students may call, text, email, or submit a tip via the school’s web page. All CPHS teachers are required to participate in ALICE training, and a school safety team was assembled in 2019-2020 to address safety concerns and needs at the building level. Regular professional development is provided to teachers in the area of school safety to be sure that everyone is familiar with the protocol used to keep students safe in day-to-day operations as well as in emergency situations.

CPHS believes that student safety is tied to student social-emotional support. Programming geared toward fostering Indiana’s SEL competencies in students and fostering a sense of belonging in the school community acts in tandem with other school safety initiatives. Mission Statement College - Career - Citizenship - Creativity - Courage - Culture Our promise to help all CPHS students develop the skills to maximize their potential Crown Point High School's mission centers on the core values of the six C's of College, Career, Citizenship, Creativity, Courage, and Culture. The 6 C's provide students an opportunity and purpose to connect with all facets of Crown Point High School as well as being focused on important societal attributes. · College / Career - strong preparation for post-secondary education and careers · Citizenship / Culture - care and understanding to improve local and global communities · Creativity / Courage - problem solving to help the environment and human condition Data comparisons between the "league schools", the highest performing Indiana high schools to which CPHS competitively compares itself, are made in accordance with the availability of pertinent data. Beliefs and Community Agreements All students will · Work in a safe and inviting learning environment. · Set goals for their future. · Think critically and communicate clearly. · Be valued, respected, and supported in discovering and nurturing their unique gifts. · Demonstrate achievement with responsibility, pride, and spirit. · Have an adult advocate in the building who knows them as a learner and person. · Compete and contribute as a 21st century global citizen. · Maximize their potential. In summary, through its Vision, Mission, Beliefs, and Community Agreements, Crown Point High School works diligently to prepare all students to succeed in the global community after graduation. The graduating class of 2020 accumulated over 20,000 community service hours during their four years of high school, and Crown Point Community Foundation partnered with co-curricular teams and clubs at CPHS to raise $8,000 for local charities. To further the mission of CPHS and foster communication with and involvement of multiple stakeholders, the website has been upgraded and enhanced. Upcoming events, celebrations, college and career opportunities, important forms and deadlines, in addition to operational information are readily available on this website, through weekly calls from the principal, and through in-house CPTV production. In 2017-2018, infrastructure for a CP Radio station was constructed. In 2018-2019 the in-house, student-run radio station, “The Dog” was fully operational.

In 2015-2016 the school improvement team collaborated in order to review and revise the school's grading policies with a focus on assessment of learning and standards based curriculum and assessments that was implemented in 2016-2017 and beyond. Through systematic PLC work which is designed to foster best teaching strategies, meaningful use of data, and differentiation of instruction, the needs of all students are being addressed. CPHS has also designed courses to specifically meet the needs of these students by providing test preparation and bolstering a climate of success and confidence for this population of students. PLCs continue to update and align curriculum based on available data, resources, and guidance relative to standardized testing to support preparation. In 2017-2018, PLCs wrote and implemented Prioritized Standards to support transparent communication with stakeholders regarding skill development to be obtained throughout the course of the academic year. In 2018-2019, PLCs developed Learning Goals and Performance Scales based on Prioritized Standards. Math and English teachers in the 9th and 10th grades will continue to develop and vertically align skills-based curriculum and integrated courses in order to best meet the diverse needs of their students and support their success on the GQEs. Additional Information Crown Point High School is deserving of its recognition in the state as a Washington Post 2011. Crown Point High School was named a Four Star School, the state's highest distinction, in 2012-2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019. Additionally, in 2016-2017 and 2017-2018 Crown Point High School earned an A on the A-F Accountability Report Card. In 2018, Crown Point High School was designated as a top U.S. High School by U.S. News and World Report. Crown Point Community School Corporation continues to meet high quality standards, implement a continuous process of improvement, and was externally accredited by AdvancED in 2019. In 2014, the Indiana Department of Education recognized Crown Point High School as one of the Indiana schools to receive the Indiana Gold Star School Counseling Award. CPHS also offers extensive music, theater, and athletic programs to its students as well as over fifty clubs and organizations. CPTV, CPHS’s in-house television production, earned state and midwest champion status for best newscast. Excalibur and Inklings, CPHS’s yearbook and newspaper, earned the Hoosier Star Award in 2018. CPHS earned the Indiana State School Music Association All-Music award for band, choir, and orchestra.

Areas of Notable Achievement

Which area(s) are above the expected levels of performance?

Our students consistently perform at or above the 11th grade ACT college readiness benchmark for English and continue to acquire an impressive number of college credits through dual credit and advanced placement classes. ACT growth model analysis indicates that Honors students are performing above expectations when compared to students nationally from schools with similar F/R lunch percentages.

CPHS 2019-2020 graduation rate of 98% shows the commitment of staff to ensure that student are college and career ready. Our students have seen gains in the number of Academic Honors Diplomas earned as well. 52% earned an Academic Honor Diploma.

Describe the area(s) that show a positive trend in performance.

In 2019-2020, CPHS students continued to take advantage of the 23 AP courses offered and 785 students scored 3+ on at least one AP exam. Data reflects positive 3+ pass rates in numerous courses, including AP Chemistry, AP Economics, AP Language, AP Human Geography, AP Physics, and AP Statistics. No new data was collected on ISTEP + or ACT due to the COVID-19 pandemic.

Which area(s) indicate the overall highest performance?

Concerted focus on improved achievement on all targeted assessments should result in positive student achievement although it is difficult to indicate highest overall performance given the variety and changes to assessment systems.

Which subgroup(s) show a trend toward increasing performance?

It is notable that students in traditionally under-represented ethnic subgroups do not show achievement gaps. In addition, students from families receiving F/R lunch are performing better than state and national averages.

Between which subgroups is the achievement gap closing?

All groups relative to ethnicity and F/R lunch.

Which of the above reported findings are consistent with findings from other data sources?

All cohorts of students are showing an increase/high achievement. Strengths lie in the performance of college bound students (top 75% of student body). While considered a high performing school, CPHS continues to search for appropriate goals/metrics that help to establish student growth targets for individual/cohorts of students over time to assist in school improvement efforts. Data sources: ISTEP+, PSAT , ACT , AP Exam results, Dual credit attainment

Areas in Need of Improvement

Which area(s) are below the expected levels of performance?

The areas that are below the expected levels of performance are students performing in the lowest quartile and students in special education.

Describe the area(s) that show a negative trend in performance.

Students in the lowest achievement quartiles (bottom 25%) are showing a negative trend in performance.

Which area(s) indicate the overall lowest performance?

The areas that indicate the overall lowest performance are all areas tested in the bottom 25% and all areas tested in special education.

Which subgroup(s) show a trend toward decreasing performance?

None

Between which subgroups is the achievement gap becoming greater?

None

Which of the above reported findings are consistent with findings from other data sources?

The report findings that are consistent with findings from other data sources show the need for CPHS to improve achievement gains for students in the lowest achievement quartiles and students in special education. CPHS seeks to establish more meaningful growth measures for students with special needs.

For each question below, draw conclusions and summarize evidence from the profile, diagnostics, surveys, and student performance.

1. Does the school's curriculum support high expectations for student achievement? Yes, the dynamic course offerings at CPHS strive to ensure that all students are academically challenged to maximize their potential. Students acknowledge that programs and services are provided to help them succeed and that CPHS offers a high quality education. Faculty survey results reflect that our school’s purpose statement is clearly focused on student success and that continuous improvement based on data, goals, actions, and measures for growth are ingrained in the school’s culture. Additionally, achievement in Advanced Placement and Dual Credit courses reflects that students are meeting the high expectations of these college-level courses. Embedment of standards-based and level-appropriate learning goals and scales into course curriculum and instruction ensures that high expectations for student achievement are clearly communicate to students and families.

2. Does technology support the curriculum and instructional effectiveness? Yes, blended learning is fully embedded into the CPHS 1:1 curriculum. The learning management system, BUZZ, continues to evolve to meet the personalized needs of students while encouraging opportunities for enrichment, remediation, and a growth mindset in a blended learning environment. Survey results reflect that students and faculty believe a variety of technological resources are available to help drive teaching and learning. Student surveys indicate that technology is up-to-date and is regularly used to enhance learning experiences. Fiscal resources are appropriately allocated to support the blended learning environment which requires professional development for teachers in order to build and teach all courses.

3. Does the school support individual students and maximize their learning? Yes, the CPHS mission statement is: Our promise to help all students develop the skills needed to maximize their potential. Policies to assess learning that were developed by the School Improvement and Instructional Leadership Committees support grades which authentically reflect mastery of skills. Additionally, graduation coaches and RtI Labs support students by aligning interventions and resources to meet their individual needs. Students are enrolled in appropriate learning opportunities categorized by courses offered in the following scopes: Engage, Experience, Excel. Student surveys indicate that students feel that teachers regularly check student understanding of material in various ways and that programs, services, and resources are in place to help students succeed.

4. Does the school support, develop, and maximize teacher effectiveness, cultural competence, uses of assessment data to improve instruction? Yes, teacher effectiveness is critical to the success of CPHS students and is collaboratively refined through professional development occurring both within Professional Learning Communities (PLC) and through in-house professional development sessions on a weekly basis. Data analysis and adjustments to instruction are systematically embedded into the work done by PLCs to target student achievement of Prioritized Standards. Teachers are

evaluated and provided feedback by administration using the Marzano Model that targets high-impact teaching strategies that in turn heighten student engagement and academic success. While cultural competence is expected based on the 6 C’s that form the cornerstone of the CPHS culture, the school acknowledges that this is an area in which professional development could be explored.

5. Does the school engage stakeholders to support the school’s purpose and direction? Yes, CPHS is committed to partnership with stakeholders and thus seeks to communicate transparently and efficiently via: weekly Principal’s phone call/email; online gradebook; BUZZ agenda announcement; updated website; CPTV; Inklings; communication between teachers, guidance counselors, and administrators to/from parents and students.

Goal Action Plan

Goal: Enter a goal statement reflecting an end result or desired condition you want to achieve.

College & Career Readiness

Measurable Objective: The objective defines (a) who is the target population, (b) what do they need to achieve, (c) how will success be measured, and (d) when will they achieve it.

80% of CPHS students will demonstrate proficiency by scoring within expected and above expected range scores on ACT assessments

Strategy: A Strategy is an action that is specific, planned, evidence based and focused on student results to accomplish a goal and objective. A strategy can be thought of as the “how” to achieve the objective and/or goal. There can be multiple strategies to achieve each measurable objective.

Strategy Name: Personalized Learning.

State the research to support the strategy? How will the strategy work? What evidence will you use to measure success?

ACT states that college readiness standards are needed because, “the standards serve as a direct link between what students have learned, what they are ready to learn next, and what they must learn before leaving high school in order to be prepared for college [and career].”

For this school strategy, identify the CPCSC Continuous Improvement Strategies it aligns to:

Learner Centric Learner Support Improving Teacher Effectiveness Assessing, Reporting, and Monitoring Learning Ready to Learn (Social/Emotional/Mental Health) Safety and Security Personalized Learning Digital Learning Environment Connecting to School through Relationships Birth-to-School

Accelerate Learning Postsecondary Readiness Postsecondary Readiness

Activity: An activity is an individual task or function performed as part of an overall strategy for instruction or improvement. Activities are specific and include a comprehensive description of the steps to be taken, timelines, resource allocations, staff responsible, and a defined activity type (i.e., professional development, direct instruction, community engagement, etc.). Multiple activities may be required to address each strategy.

Activity Types: Academic Support Community Engagement Field Trip Recruitment and Retention Tutoring

Behavioral Support Direct Instruction Parent Involvement Technology Other

Career Orientation/Preparation Extra-curricular Policy and Process

Activity Name Description of the Activity Activity Type Begin Date End Date Staff Responsible Funding

High Impact Teaching Strategies

HITS support personalized learning by actively engaging students in their learning progression with opportunities for student ownership, independent and cooperative learning and progress monitoring. Proper

Direct Instruction Aug 2020 June 2021 Teachers $0

Goal Action Plan

use of HITS supports a variety of learning methods and opportunities.

PLCs PLCs foster an environment in which data is analyzed in order to meet the needs of individual students and opportunities for enrichment and remediation are developed based on analysis of common assessments. The PLC pyramid creates a pathway through which teachers examine the following tiers: Target Identification & Standard Alignment, Prioritized Standards, Summative Assessments, (In)Formative Assessments & Development of Talent, Guaranteed Curriculum with Dynamic Pacing Guides, Instructional Strategies and Intervention/Extension.

Other-Professional Learning

Aug 2020 June 2021 Teachers $0

Marzano Element Framework

Personalized learning is supported by the intentional focus on revision of knowledge and identification of errors in reasoning as identified as impactful strategies by Marzano. Additionally, progress monitoring of student performance relative to identified learning goal(s) using scales creates opportunities for teachers and students to engage in personalized feedback dialogue.

Direct Instruction & Other-Professional Learning

Aug 2020 June 2021 Teachers, Administrators

$0

Standards Based Curriculum

Through clear identification of content knowledge and skills to be developed teachers facilitate learning experiences that provide students with opportunities to demonstrate self-paced progress relative to the identified prioritized standard(s), which has been written with focused attention on ACT standard score ranges appropriate for the level of the course.


Goal Action Plan

Goal: Enter a goal statement reflecting an end result or desired condition you want to achieve.

College & Career Readiness

Measurable Objective: The objective defines (a) who is the target population, (b) what do they need to achieve, (c) how will success be measured, and (d) when will they achieve it.

CPHS subgroups will score in the top 40% of all schools in the state of Indiana on ISTEP+.

Strategy: A Strategy is an action that is specific, planned, evidence based and focused on student results to accomplish a goal and objective. A strategy can be thought of as the “how” to achieve the objective and/or goal. There can be multiple strategies to achieve each measurable objective.

Strategy Name: Personalized Learning.

State the research to support the strategy? How will the strategy work? What evidence will you use to measure success?

Research suggest that personalized learning can benefit all learners if done well. The strategy will be implemented by staff members which may include the use of technology and PLC time to review student data to increase student success rates. Since ISTEP+ is currently our state assessment measure for 10th grade, we will use scores on this assessment to measure the success of the strategy by subgroups. As the state assessment tool evolves over the course of the 2019-2020 school year adaptations will be made accordingly. Future goal will involve SAT achievement and growth in the place of ISTEP +.

For this school strategy, identify the CPCSC Continuous Improvement Strategies it aligns to:

Learner Centric Learner Support Improving Teacher Effectiveness Assessing, Reporting, and Monitoring Learning Ready to Learn (Social/Emotional/Mental Health) Safety and Security Personalized Learning Digital Learning Environment Connecting to School through Relationships Birth-to-School

Accelerate Learning Postsecondary Readiness Postsecondary Readiness

Activity: An activity is an individual task or function performed as part of an overall strategy for instruction or improvement. Activities are specific and include a comprehensive description of the steps to be taken, timelines, resource allocations, staff responsible, and a defined activity type (i.e., professional development, direct instruction, community engagement, etc.). Multiple activities may be required to address each strategy.

Activity Types: Academic Support Community Engagement Field Trip Recruitment and Retention Tutoring

Behavioral Support Direct Instruction Parent Involvement Technology Other

Career Orientation/Preparation Extra-curricular Policy and Process

Goal Action Plan

Activity Name Description of the Activity Activity Type Begin Date End Date Staff Responsible Funding

Course schedule intervention

By offering certified teacher-instructed Engage courses in ELA and math at the 9th and 10th grades, students are supported with personalized instruction and remediation aligned to skill development and core course support. As identified by WIDA, students may be placed into an ELL course taught by a certified teacher.


Graduation Coaches

Identified students in need of academic intervention(s)/support are paired with a graduation coach to support them in following ways: conferencing, academic planning, stakeholder communication, securement of identified supports, adult advocacy.

Academic Support

Aug 2020 June 2021 Graduation coaches Hourly rate

RTI Labs Identified students in need of academic intervention(s)/support may be scheduled into a 9/10 or 11/12 RTI Lab with an interventionist or paraprofessional who collaborates with stakeholders to facilitate successful course completion.

Academic Support

Aug 2020 June 2021 Interventionists/Paraprofessionals and Graduation Coaches

Hourly rate

Peer Tutoring Identified students in need of academic intervention(s)/support may be scheduled to participate in peer tutoring that involves students who have successfully mastered course content/skills serving as tutors to help facilitate learning.

Academic Support

Aug 2020 June 2021 Students and Graduation Coaches $0

Credit Recovery Lab

Students in need of obtaining credit(s) are provided the opportunity to do so in a lab setting through courses offered via PLATO with opportunities for certified teacher support.

Academic Support

Aug 2020 June 2021 Teachers Hourly rate

Co-Teaching Model

In conjunction with the IDOE and Indiana State University, co-taught


Goal Action Plan

courses support individualized needs through instructional methodologies taught in professional development and refined through collaborative feedback

School Name: Crown Point High School School Year: 2020-2021

Professional Development Goal: Teachers will collaborate in PLCs to review and adapt rigorous curriculum and instruction to address college & career readiness standards in daily instruction and on nine weeks’, formative, and summative assessments.

Monitoring

Student Achievement Data Sources

1.PSAT/ ACT 2.Formative and summative assessments 3.ISTEP+/GQE 4.AP end-of-course exam 5. Dual Credits earned

Benchmark: Growth scores should positively trend into the expected and above-expected range scores on ACT assessments in order to monitor student and institutional progress.

Teacher Implementation Data Sources

1.Teacher-created materials 2.Formative assessments 3.Summative assessments

Professional Development Activity Audience Facilitator Financial Resources

Target Date(s) of Activity

Refinement of learning goals and tracking of student progress; aligning goals and scales to revisited prioritized standards

Teachers PLC ILT SIC

None ongoing, 2020-2021

Understanding of ACT and/or SAT College Readiness standards and subject area score ranges

Teachers PLC ILT


Research and implementation of ACT and/SAT subject area score range strategies

Teachers PLC ILT

Unknown ongoing, 2020-2021

Creation of formative assessments that align to selected subject area SAT score range interventions and/or targeted assessment skills

Teachers PLC ILT


Implementation of targeted iObservation Elements Teachers PLC ILT SIC


Targeted collaboration driven by the PLC Pyramid Teachers PLC ILT


Embedment of differentiation and enrichment in courses through technology integration and opportunities for cooperative learning

Teachers PLC ILT


Identification and use of applicable HITS, Depth of Knowledge, and Project CRISS strategies



Adult advocacy for the educational experience of students with implementation of social-emotional learning supports and purposeful stakeholder communication

Teachers PLC ILT SIC Guidance


Analysis of data for curricular decision making and implementation of prescriptive feedback

Teachers Administration None ongoing, 2020-2021

SEL and Neuroscience Toolkit for staff and students Teachers PLC ILT Administration

None Ongoing, 2020-2021

Leveraging technology tools while distance learning Teachers PLC ILT


Introduction to MTSS Teachers PLC ILT Administration


Instructional accommodations for English Language Learners Teachers Administration None ongoing, 2020-2021

Interpretation of standardized assessment data relative to individual student results

Teachers Guidance Counselors

PLC ILT Guidance Administration


Implementation of policies to assess mastery learning that align with the development of student talent

Teachers PLC ILT SIC Administration



Professional Development Goal: Teachers will collaborate in PLCs to review and adapt rigorous curriculum and instruction to address college & career readiness standards in daily instruction and on nine weeks’, formative, and summative assessments.

Monitoring

Student Achievement Data Sources

1.PSAT/ SAT 2.Formative and summative assessments 3.ISTEP+/GQE 4.AP end-of-course exam 5. Dual Credits earned

Benchmark: Growth scores should positively trend into the expected and above-expected range scores on ACT assessments in order to monitor student and institutional progress.

Teacher Implementation Data Sources

1.Teacher-created materials 2.Formative assessments 3.Summative assessments

Professional Development Activity Audience Facilitator Financial Resources

Target Date(s) of Activity

Implementation of prioritized standards as learning goals for the purpose of tracking student progress through proficiency scales



Understanding of SAT College Readiness standards and subject area score ranges

Teachers PLC ILT


Research and implementation of SAT subject area score range strategies Teachers PLC ILT


Creation of formative assessments that align to prioritized standards and/or targeted assessment skills

Teachers PLC ILT


Implementation of targeted iObservation Elements Teachers PLC ILT SIC




Embedment of differentiation and enrichment in courses through technology integration and opportunities for active engagement

Teachers PLC ILT


Use of applicable classroom strategies including HITS, Depth of Knowledge, and Project CRISS strategies












Professional Development Goal:

Teachers will collaborate in PLCs to review and adapt

rigorous curriculum and instruction to address college

& career readiness standards in daily instruction and

on nine weeks’, formative, and summative

assessments.

Monitoring

Student

Achievement

Data Sources

1.PSAT/ SAT

2.Formative and summative assessments

3.ISTEP+/GQE

4.AP end-of-course exam

5. Dual Credits earned

Benchmark:

Growth scores should positively trend into the

expected and above-expected range scores on ACT

assessments in order to monitor student and

institutional progress.

Teacher

Implementation

Data Sources

1.Teacher-created materials

2.Formative assessments

3.Summative assessments

Professional Development Activity Audience Facilitator Financial

Resources

Target Date(s)

of Activity

Implementation of the use of prioritized standards as learning goals for the purpose of tracking student progress through proficiency scales



Understanding of SAT College Readiness standards and subject area score ranges

Teachers PLC ILT


Research and implementation of SAT subject area score range strategies

Teachers PLC ILT


Meaningful use of formative assessments that align to prioritized standards and/or targeted assessment skills

Teachers PLC ILT


Implementation of targeted elements of Marzano Focused Teacher Evaluation model





Embedment of differentiation and enrichment in courses through technology integration and opportunities for active engagement

Teachers PLC ILT


Use of applicable classroom strategies including HITS, Depth of Knowledge, and Project CRISS strategies



Embedment of policies to assess mastery learning that align with the development of student talent



Introduction to educational neuroscience as a social emotional tool Teachers

ILT SIC Guidance


Exploration of MTSS framework Teachers Administration Guidance MTSS Team


Introduction of cultural competency and explore culturally responsive teaching

Teachers All staff

Administration ILT


Exploration of the use of peers as instructional coaches Teachers Administration ILT PLC





Implementation of educational neuroscience as a social emotional tool Teachers ILT SIC Guidance


Analysis of data for curricular decision making to support embedment of prescriptive feedback dialogue

Teachers Administration None Ongoing, 2022-2023






Exploration of best practices to meet the needs of vulnerable learners, especially in co-teaching environments

Teachers ILT Administration PLC


Embedment of policies to assess mastery learning that align with the development of student talent



Leveraging technological tools to teach digital citizenship Teachers PLC ILT


Implementation of MTSS framework Teachers Administration Guidance MTSS Team


Creation of peer instructional coaching program Teachers Administration ILT PLC


Implementation of culturally responsive teaching Teachers Administration ILT Guidance


Exploration of strategies to strengthen parent/school relationships Teachers Administration Guidance ILT


© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement

United States of America

09/21/2020 Open

School Quality Factors 2019_09172020_10:11

School Quality Factors 2019

Crown Point High SchoolRuss Marcinek

1500 South Main StreetCrown Point, Indiana, 46307

Last Modified: Status:

School Quality Factors 2019 Report - Generated on 09/21/2020

Crown Point High School


Page 2 of 29

A. CLEAR DIRECTION ............................................................................................................................. 3B. HEALTHY CULTURE............................................................................................................................ 6C. HIGH EXPECTATIONS ...................................................................................................................... 11D. IMPACT OF INSTRUCTION............................................................................................................... 15E. RESOURCE MANAGEMENT............................................................................................................. 18F. EFFICACY OF ENGAGEMENT.......................................................................................................... 21G. IMPLEMENTATION CAPACITY......................................................................................................... 25Attachment Summary.............................................................................................................................. 29

TABLE OF CONTENTS




Page 3 of 29

The capacity to define and clearly communicate to stakeholders the direction, mission, and goals that the institution is committed to achieving.

Effective Practices/Conditions

a. What proportion of learners has input and is informed?Most learnersMany learnersSome learnersFew learnersN/A

b. How embedded is this practice in institutional culture?Fully embeddedMostly embeddedPartially embeddedNot embeddedN/A

a. What proportion of instructional staff commits to these expectations?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

b. How frequently do they exhibit these behaviors?Almost alwaysOftenSometimesSeldomN/A

a. Which statement best reflects the commitment among instructional staff to the path for improvement?Instructional staff strongly commitsInstructional staff mostly commitsInstructional staff partially commits

School Quality Factors 2019

A. CLEAR DIRECTION

1. Learners have input and are informed about their institution's priorities for learning.

2. Instructional Staff embraces and shares the institution’s vision, mission, purpose and/or priorities.

3. Instructional Staff commits to the path for improvement and understands their role.




Page 4 of 29

Instructional staff seldom commitsN/A

b. What proportion of instructional staff understands their role?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

a. How embedded is this practice in institutional culture?Fully embeddedMostly embeddedPartially embeddedNot embeddedN/A


b. Which descriptor best reflects the quality of the process?Excellent qualityGood qualityFair qualityPoor qualityN/A

a. What proportion of other school staff commits to these expectations?Most other school staffMany other school staffSome other school staffFew other school staffN/A

4. Leadership ensures the institution’s vision, mission, purpose and/or priorities are clear.

5. Leadership engages stakeholders in the process of creating and revising the institution’s vision, mission, purpose and/or priorities.

6. Other School Staff embraces and shares the institution’s vision, mission, purpose and/or priorities.




Page 5 of 29

b. How frequently do they exhibit these behaviors?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of parents, families or legal guardians knows and understands the direction?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

b. Which statement best reflects parents, families or legal guardians agreement with the direction and priorities?Most parents, families or legal guardians agreeMany parents, families or legal guardians agreeSome parents, families or legal guardians agreeFew parents, families or legal guardians agreeN/A


a. As appropriate, please provide comments, insights and/or summary related to this factor.

7. Parents, families and legal guardians know and understand the direction and goals of the institution.

8. The community actively supports the institution’s vision, mission, purpose and/or priorities.

9. CLEAR DIRECTION - COMMENTS/INSIGHTS/SUMMARY




Page 6 of 29

The shared values, beliefs, written and unwritten rules, assumptions, and behavior of stakeholders within the school community that shape the school's social norms and create opportunities for everyone to be successful.


a. What proportion of learners feels safe and supported?Most learnersMany learnersSome learnersFew learnersN/A

b. How frequently do learners feel safe and supported?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of learners experiences such relationships?Most learnersMany learnersSome learnersFew learnersN/A

b. With what frequency is this true?Almost always trueOften trueSometimes trueSeldom trueN/A

a. What proportion of learners participates?Most learnersMany learnersSome learnersFew learners

B. HEALTHY CULTURE

1. Learners feel safe and supported in the learning environment.

2. Learners have supportive and healthy relationships with their peers.

3. Learners participate in structures, programs and/or initiatives that attend to their social emotional/non-cognitive learning.




Page 7 of 29

N/A


a. What proportion of instructional staff participates?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A


a. What proportion of staff collaborates with each other?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

b. To what degree is this practice implemented?Fully implementedMostly implementedPartially implementedPlanned for the futureN/A

a. What proportion of instructional staff agrees with this statement?

4. Instructional staff is provided relevant, targeted support and training to reach high standards.

5. Instructional staff collaborates with each other through structures and schedules that maximize collaboration and collegial learning.

6. Instructional staff has relationships with learners that are supportive, caring and congenial.




Page 8 of 29

Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

b. Which descriptor best reflects the quality of these relationships?Excellent qualityGood qualityFair qualityPoor qualityN/A


a. What proportion of leadership agrees with this statement?Most of the leadershipMany of the leadershipSome of the leadershipFew of the leadershipN/A


a. What proportion of other school staff agrees with this statement?Most other school staffMany other school staffSome other school staff

7. Leadership facilitates and supports structures for instructional staff to interact and collaborate.

8. Leadership has relationships with staff that are trusting and positive.

9. Other school staff’s relationships with colleagues are respectful and collaborative.




Page 9 of 29

Few other school staffN/A


a. What proportion of other school staff agrees with this statement?Most other school staffMany other school staffSome other school staffFew other school staffN/A


a. What proportion of parents, families or legal guardians is actively involved?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

b. How frequently do parents, families or legal guardians exhibit this behavior?Almost alwaysOftenSometimesSeldomN/A

10. Other school staff’s relationships with learners are supportive, caring and congenial.

11. Parents, families and legal guardians of all backgrounds are actively involved in their children’s learning and school experiences.




Page 10 of 29


a. What proportion of parents, families or legal guardians shares this perception?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

b. How frequently do parents, families or legal guardians believe this to be true?AlwaysOftenSometimesSeldomN/A



12. Parents, families and legal guardians are welcomed into the institution through structures that encourage and facilitate their presence.

13. Parents, families and legal guardians perceive the learning environment safe for and supportive of their children.

14. Community involvement is an integral part of the institution’s culture.

15. HEALTHY CULTURE - COMMENTS/INSIGHTS/SUMMARY




Page 11 of 29

An institution’s stated commitment to expectations for all stakeholders, including student learning outcomes, teacher quality, leadership effectiveness, community engagement and parent involvement.


a. What proportion of learners experiences these opportunities?Most learnersMany learnersSome learnersFew learnersN/A


a. What proportion of learners experiences these opportunities?Most learnersMany learnersSome learnersFew learnersN/A

b. With what frequency do these opportunities occur?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of instructional staff agrees with this statement?Most instructional staffMany instructional staffSome instructional staff

C. HIGH EXPECTATIONS

1. Learners experience rigorous and challenging tasks, activities, and projects that focus on developing higher order thinking skills and problem-solving.

2. Learners set challenging goals for learning that they set on their own or collaboratively with support from teachers and/or peers.

3. Instructional staff is held to high standards for pedagogy and content knowledge.




Page 12 of 29

Few instructional staffN/A


a. What proportion of instructional staff demonstrates such belief?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

b. How frequently does instructional staff exhibit this behavior?Almost alwaysOftenSometimesSeldomN/A



4. Instructional staff’s actions, words and attitudes demonstrate their belief that all learners can meet high standards.

5. Leadership sets high standards for teaching, learning and improvement.

6. Leadership’s actions, words and attitudes demonstrate their belief that all learners can meet high standards.




Page 13 of 29

b. How frequently does leadership exhibit this behavior?Almost alwaysOftenSometimesSeldomN/A

a. How frequently does other school staff support students for this purpose?Almost alwaysOftenSometimesSeldomN/A


a. How frequently are parents, families or legal guardians involved in this activity?Almost alwaysOftenSometimesSeldomN/A

b. What proportion of parents, families or legal guardians is involved in this activity?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

a. How frequently do parents, families or legal guardians provide support for this purpose?Almost always

7. Other school staff supports learners in their pursuit of challenging goals.

8. Parents, families and legal guardians are involved in setting high expectations for their children’s learning and achievement.

9. Parents, families and legal guardians support their children in their pursuit of challenging goals.




Page 14 of 29

OftenSometimesSeldomN/A

b. What proportion of parents, families or legal guardians provides support for this purpose?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

a. What proportion of the community agrees with this statement?Most of the communityMany of the communitySome of the communityFew of the communityN/A


10. The community provides feedback on the institution’s programs and initiatives to ensure they align with community needs and priorities.

11. HIGH EXPECTATIONS - COMMENTS/INSIGHTS/SUMMARY




Page 15 of 29

The capacity of every teacher to purposefully and intentionally create an environment that empowers all learners to be successful and reach expected levels of achievement, including readiness to transition to the next level of learning or career pathway.


a. To what degree is this practice implemented?Fully implementedMostly implementedPartially implementedPlanned for the futureN/A


a. What proportion of learners is achieving success?Most learnersMany learnersSome learnersFew learnersN/A

b. With what frequency do learners achieve goals?Almost alwaysOftenSometimesSeldomN/A

a. How embedded is this practice in institutional culture?Fully embeddedMostly embeddedPartially embeddedNot embedded

D. IMPACT OF INSTRUCTION

1. Learners monitor their progress and are supported when they are not meeting expectations.

2. Learners demonstrate success in achieving challenging goals.

3. Instructional staff monitors and evaluates the impact of instruction on learner engagement, outcomes and overall success.




Page 16 of 29

N/A

b. What proportion of instructional staff engages in this practice?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A


b. What proportion of instructional staff engages in this practice?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

a. With what frequency do leaders engage in this practice?Almost alwaysOftenSometimesSeldomN/A


4. Instructional staff demonstrates the impact of instruction through formative, summative and/or other outcome data.

5. Leadership monitors and evaluates impact of instruction on learner engagement, outcomes and overall success.

6. Other school staff implements actions that support teaching, learning and overall learner success.




Page 17 of 29

a. What proportion of other school staff engages in these actions?Most other school staffMany other school staffSome other school staffFew other school staffN/A


a. How frequently do parents, families or legal guardians make this connection?Almost alwaysOftenSometimesSeldomN/A

b. What proportion of parents, families or legal guardians makes this connection?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

a. What proportion of the community agrees with this perception?Most of the communityMany of the communitySome of the communityFew of the communityN/A


7. Parents, families and legal guardians connect their children’s school experiences with engagement, outcomes and overall learner success.

8. The community’s perception of the institution’s quality of teaching and learning is positive.

9. IMPACT OF INSTRUCTION - COMMENTS/INSIGHTS/SUMMARY




Page 18 of 29

The ability of an institution to plan, secure, and allocate its resources (human, material, and fiscal) to meet the needs of every learner.


a. What proportion of learners has these resources?Most learnersMany learnersSome learnersFew learnersN/A


a. What proportion of learners has their needs met?Most learnersMany learnersSome learnersFew learnersN/A

b. With what frequency are learners’ needs met?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of instructional staff has sufficient resources and support?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

E. RESOURCE MANAGEMENT

1. Learners have appropriate digital, material and other resources to support their learning success.

2. Learners receive services and support that align with their needs.

3. Instructional staff has material and technology resources and professional development/training to implement the institution’s vision, mission, and/or purpose.




Page 19 of 29

b. With what frequency does instructional staff apply these resources and support?Almost alwaysOftenSometimesSeldomN/A


a. What proportion of the leadership agrees with this statement?Most of the leadershipMany of the leadershipSome of the leadershipFew of the leadershipN/A

b. How frequently does leadership exhibit this behavior?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of other school staff has sufficient resources?Most other school staffMany other school staffSome other school staffFew other school staffN/A

b. With what frequency does other school staff apply these resources?

4. Leadership aligns the allocation of resources with the institution’s priorities for learning.

5. Leadership actively seeks resources (human, material and fiscal) to meet the needs of every learner.

6. Other school staff has the resources to implement with high quality the areas for which they are responsible.




Page 20 of 29

Almost alwaysOftenSometimesSeldomN/A

a. With what frequency do parents, families or legal guardians contribute?Almost alwaysOftenSometimesSeldomN/A

b. What proportion of parents, families or legal guardians contributes?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A



7. Parents, families and legal guardians support the institution by contributing time, resources or other types of demonstrable involvement.

8. The community’s assets are leveraged by the institution to improve outcomes and drive learner success.

9. RESOURCE MANAGEMENT - COMMENTS/INSIGHTS/SUMMARY




Page 21 of 29

The capacity to engage learners and other stakeholders in an effective manner to improve learning outcomes.


a. What proportion of learners is actively engaged?Most learnersMany learnersSome learnersFew learnersN/A

b. With what frequency are learners engaged?Almost alwaysOftenSometimesSeldomN/A


a. To what degree is this practice implemented?Fully implementedMostly implementedPartially implementedPlanned for the futureN/A

b. Which descriptor best reflects the quality of activities?Excellent qualityGood qualityFair qualityPoor quality

F. EFFICACY OF ENGAGEMENT

1. Learners demonstrate active engagement in their own learning.

2. Learners experience minimal disruptive behavior and other negative actions in the learning environment.

3. Learners are engaged in a variety of activities (academic and non-academic) that support their development and preparation for future success.




Page 22 of 29

N/A



b. Which descriptor best reflects the quality of these engagements?Excellent qualityGood qualityFair qualityPoor qualityN/A



4. Instructional staff structures learning activities that maximize learners’ active engagement.

5. Leadership engages the entire school community to drive improvement in learning outcomes.

6. Leadership demonstrates how stakeholder feedback (learners, staff, parents and/or community) directly affects changes at the school.




Page 23 of 29



a. What proportion of other school staff agrees with this statement?Most other school staffMany other school staffSome other school staffFew other school staffN/A

b. How frequently does other school staff exhibit this behavior?Almost alwaysOftenSometimesSeldomN/A

a. How frequently do parents, families or legal guardians participate?Almost alwaysOftenSometimesSeldomN/A

b. How embedded is this practice in institutional culture?

7. Leadership focuses on learner engagement as a driving force for improving outcomes and learner success.

8. Other school staff actively engages learners in positive and productive ways within their respective areas of responsibility.

9. Parents, families and legal guardians take part in activities that gather their perceptions, opinions and feedback.




Page 24 of 29

Fully embeddedMostly embeddedPartially embeddedNot embeddedN/A


b. Which descriptor best reflects the nature of these engagements?Excellent qualityGood qualityFair qualityPoor qualityN/A


10. Community representatives (business, civic, etc.) are actively engaged by the institution to support learner success.

11. EFFICACY OF ENGAGEMENT - COMMENTS/INSIGHTS/SUMMARY




Page 25 of 29

The ability of an institution to consistently execute actions designed to improve organizational and instructional effectiveness.


a. Which descriptor best reflects the quality of these actions?Excellent qualityGood qualityFair qualityPoor qualityN/A

b. To what degree are these actions implemented?Fully implementedMostly implementedPartially implementedPlanned for the futureN/A

a. What proportion of instructional staff implements improvement actions?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A

b. With what frequency does instructional staff implement improvement actions?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of instructional staff agrees with this statement?Most instructional staffMany instructional staffSome instructional staffFew instructional staff

G. IMPLEMENTATION CAPACITY

1. Learners’ achievement, outcomes, and learning experiences are improved as a result of deliberate actions taken by instructional and other school staff and leadership.

2. Instructional staff implements deliberate actions to improve teaching and learning that result in improved outcomes for learners.

3. Instructional staff has the content knowledge and pedagogical skills to implement high quality learning experiences.




Page 26 of 29

N/A

b. What proportion of instructional staff has these skills?Most instructional staffMany instructional staffSome instructional staffFew instructional staffN/A


b. Which descriptor best reflects the quality of these actions?Excellent qualityGood qualityFair qualityPoor qualityN/A



4. Leadership has the capacity to drive the implementation of actions designed to improve the institution’s culture and organizational effectiveness.

5. Leadership has the capacity to drive the implementation of actions designed to improve teaching and learning.

6. Leadership has the capacity to drive the implementation of actions designed to improve learner engagement.




Page 27 of 29



a. What proportion of other school staff implements improvement actions?Most other school staffMany other school staffSome other school staffFew other school staffN/A

b. With what frequency does other school staff implement improvement actions?Almost alwaysOftenSometimesSeldomN/A

a. What proportion of parents, families or legal guardians agree with this statement?Most parents, families or legal guardiansMany parents, families or legal guardiansSome parents, families or legal guardiansFew parents, families or legal guardiansN/A

a. How embedded is this practice in institutional culture?

7. Other school staff implements deliberate actions that improve their respective areas of purview in support of learners’ success.

8. Parents, families and legal guardians are confident of the institution’s capacity to implement actions that result in improved learning and outcomes for their children.

9. Community representatives (business, civic, etc.) provide support to build the capacity of the institution to improve learner success.




Page 28 of 29

Fully embeddedMostly embeddedPartially embeddedNot embeddedN/A


10. IMPLEMENTATION CAPACITY - COMMENTS/INSIGHTS/SUMMARY




Page 29 of 29

Attachment Name Description Associated Item(s)

Attachment Summary

Analysis of ISTEP+ subgroup performance for the 2018-2019 school year reveals that micro-level data analysis within English

10 and geometry PLCs has allowed these course-based teams to identify skill gaps and address them through rigorous course

work and high expectations. Teams have created and utilized prioritized standards while creating a personalized learning

environment. Use of performance scales based on skill attainment has enabled teachers to track student progress. PLCs will

continue to use these scales and further develop them to allow students to track their own progress in a meaningful way in these

courses, as well as allowing the teacher to give prescriptive feedback. However, CPHS acknowledges that curricular challenges

occur when students in 10th grade are scheduled into geometry or Algebra II during the year in which they take the Math ISTEP+

algebra-based graduation qualifying exam. As such, PLCs continue to evolve math curriculum to align with ISTEP+ assessed

content skills and math process standards. CPHS will continue to explore strategies to support students enrolled in English 10

and geometry as targeted attention to these courses should result in positive trending ISTEP+ scores in both subject areas. No

new data was updated due to the COVID-19 pandemic. Students were not able to take this test in the spring of 2020.

CPHS’s graduation rate for the past five years has averaged 96.76% with a 98% graduation rate in 2019-2020. The

2019-2020 graduation rate is one of the highest in the school’s history. Many factors play an important role in the

graduation role at CPHS. CPHS will continue to offer and explore interventions to support all student earning a

diploma. In 2019-2020, CPHS students earned the highest percentage of Academic Honors Diplomas (AHD) in the

school’s history. CPHS attributes the positive trend in AHD attainment to focusing on a common policy to assess

learning which promotes authentic assessment of learning as well as other interventions which personalize learning.

CPHS has worked to create a culture of high expectations and rigor, but provides support and advocacy for all

learners to ensure success of goal attainment.

0%

20%

40%

60%

80%

100%

Pe

rce

nt

of

Stu

de

nts

School Year

Crown Point Diploma Types Analysis

Core 40

Honors

CPHS offers 23 Advance Placement courses and in 2019-2020 had 1,243 students enrolled in these courses. 1,457

AP exams were taken in 2019-2020. In 2019-2020, CPHS saw a decline in exams taken believed to have been a

result of the COVID-19 pandemic. AP exams were administered in an online format causing uncertainity with the

CPHS student population. All students enrolled in AP course whose end of course assessment is paid for by the

Indiana Department of Education are automatically registered to take the exam; students receiving free and reduced

lunch are also automatically registered; and all other students are encouraged to take the end of course assessment,

many of who secure scholarship funding to offset the cost of the exam(s). Advanced Placement courses meet the

needs of students who benefit from the rigor of college-level course work and/or who earn college credit by passing

the AP exam with a 3+. Student enrollment in AP courses demonstrates that the academic culture of CPHS dictates

that students engage in a rigorous pathway to graduation and that the knowledge attained in these courses prepares

them for college coursework.

294

626

953 9531129 1213 1136 1091 1143

16551535

19472068

1883 1847

1243

277 354470 518 581 641 747

875 861

1175 1213

15891727

1546 1518 1457

0

500

1000

1500

2000

2500

CPHS AP Enrollment vs. AP Exams

Enrolled in APCourses

AP Exams

Linear (AP Exams)

0%20%40%60%80%

100%120%

CPHS Students Scoring 3+ on AP Exam by Course Enrollment (minimmum 10 exams)

2004-2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

Currently, growth model data is being collected, but not reported due to gaps in the ACT longitudinal testing

sequence caused by test administration challenges when transitioning to ASPIRE in 9th and 10th grade. As a result,

2017-2020 cohorts will not have measureable data consistent with previous cohorts. CPHS has since adjusted the

longitudinal testing sequence to administer the PreACT in 9th and 10th grades, For this year, CPHS will rely on

ISTEP+ subgroup data to inform decisions on curriculum and instruction with special focus on serving identified

subgroups of students. CPHS class of 2021 were unable to take the school-wide ACT set to be administered in April

of 2020 due to the COVID-19 pandemic.

school improvement plan crown point high school

Documents