CROWN POINT HIGH SCHOOL Board Presentation December 17, 2015 Sabrina Ramirez-Dean of Students Grades 9 &10
CPHS MISSION STATEMENT Our Our pr promis omise e to to ens ensure ure al all l CP CPHS HS studen stu dents ts maxi maximize mize th thei eir r po poten tential tial College • Career • Citizenship Creativity • Courage • Culture
CPCSC AdvancED ACCREDITATION • Advancing excellence in education worldwide • Distinguish schools adhering to a set of educational standards • Drive student performance and continuous improvement in education • Examine how the institution is meeting the needs of students How does the collaborative work done at CPHS support the 13 powerful practices identified by the AdvancED review team? How does my role as dean of students support AdvancED standard 5?
USING RESULTS FOR CONTINUOUS IMPROVEMENT Indi dicato cator r 5.1 – The school establishes and maintains a clearly defined and comprehensive student assessment system. • Engage (Transitions and Academic Support) • Experience (21 st Century Learning) • Excel (College and Career Programming)
ENGAGE “Mrs. Lorek’s (Engage) class is my favorite. It’s interesting and it really helps me.” – Katie Hopp (9) Engage Enrollment 2015-2016 100 Number of Students 80 60 40 20 0 English 9 English 10 Math 9 Engage Math 10 Engage Engage Engage
• St Strate tegi gic c pl plannin nning, g, pr programm amming, ing, and d co communi nicati cation on to to he help p st stude dent nts s su succ ccessful ssfully ly begin in th their hi high h sc scho hool l ca career eer whi hile le pl planning nning fo for po post st-se seco condary ndary goals ls
HIGH EXPECTATIONS High Ability Honors High Ability /Honors 9 th 1000 Grade Student Population 800 350 Student Population 2010-2011 300 600 2011-2012 250 400 2012-2013 200 150 2013-2014 200 100 2014-2015 50 0 0 Science English World Math Social English 9 H Biology H Geometry H AP Human Lang Studies Geography CPHS Dual Credits Earned 2009-2015 8,896 10,000 7,263 9,000 PUC 8,000 5,531 7,000 Vincennes 4,233 6,000 IUPUI 3,873 3,602 3,225 5,000 3,105 3,051 3,005 IUB 2,849 2,835 4,000 1,925 1,840 IUN 3,000 1,109 1,341 1,107 1,086 1,185 IVY 944 762 2,000 688 622 568 441 366 Total 48 1,000 Linear (Total) 0 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15
ADVANCED PLACEMENT AP Art History AP Biology AP Calculus (AB & BC) AP Chemistry AP Computer Science AP Economics AP English Language AP English Literature AP Environmental Science AP DC French AP DC German AP Government AP Human Geography AP Latin • Students who earn scores of 3 or higher in AP Seminar AP Physics (Mech & Elec/Mag) and AP Research and on four additional AP Exams of AP Psychology their choosing will receive the AP Capstone Diploma AP Seminar AP DC Spanish • Students who earn scores of 3 or higher in AP Seminar AP Statistics and AP Research will receive the AP Seminar and AP Studio Art Research Certificate signifying their attainment of AP US History college-level academic and research skills
ADVANCED PLACEMENT
ADVANCED PLACEMENT Indicator 5.3 – Professional and support staff are trained in the evaluation, interpretation, and use of data. • Focus Group – Course and Team Goals – Professional Development – Instructional Planning Report CPHS AP Enrollment vs. AP Exams 1980 2500 1655 1535 2000 1213 1213 1175 1129 1136 1143 1091 953 953 1500 875 861 747 626 641 581 Enrolled in AP Courses 518 470 1000 354 294 277 AP Exams 500 Linear (AP Exams) 0
PURPOSE & DIRECTION 2014-2015: 31 scholarships 2013-2014: 45 scholarships 2012-2013: 45 scholarships 2011-2012: 22 scholarships
PURPOSE & DIRECTION Crown Point Diploma Type Analysis 100% of Student Population 80% 40.30% 36.70% 41.50% 31.20% 29.80% 32.00% Percent 60% Honors 40% Core 40 57.60% 58.30% 56.10% 57.10% 53% 54.70% 20% 0% 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Course Offerings/Placement CPHS CORE COURSE PLACEMENT 55% GOALS 52% 50% Transitional/Re mediation10% 37% 35% Honors/AP 25% College Prep/DC 20% College Prep Honors (AP) Remedial/Transition 15% 11% (DC) 40% 50% 2008-2012 2013-2014 2014-2015
DOE ACCOUNTABILITY Data-based decision- making is embedded into the system’s core operating schema creating a student-centered culture of continuous improvement • CPHS has been designated an ‘A’ School • Class of 2017 (current juniors) passed Algebra I and English 10 ECAs at 90%+ o 1 st time in recent history o Only Algebra I ECA was used in A-F
DOE ACCOUNTABILITY • CPHS Class of 2015 graduation rate was 96% o Exceeds state goal of 90% • CPHS Class of 2015 College & Career Readiness Score was 78% o Graduates earning at least 3 college credits or scoring 3+ on at least one AP exam --Exceeds state goal of 25%
USING RESULTS FOR CONTINUOUS IMPROVEMENT Indicator 5.2 - Professional and support staff continuously collect, analyze, and apply learning from a range of data sources, including comparison and trend data about student learning, instruction, program evaluation, and organizational conditions. • Professional Learning Communities • 2.0/Blended courses • iNACOL • Dual Credit partnerships • inter-rater reliability • Team structure
PURPOSE & DIRECTION Culture of high expectations for all students is supported by all stakeholders wrapping around students – Course offerings – Team structure – RTI lab – Resource period – Peer tutoring – Extracurricular mentoring
9 th & 10 th GRADE TEAM “Alone we can do so little; together we can do so much.” – Helen Keller Indicator 5.5 -Leadership monitors and communicates comprehensive information about student learning, conditions that support student learning, and the achievement of school improvement goals to stakeholders. • Mark rk Gianf anfermi ermi (Assistant sistant Principal ncipal) • Sabrina brina Ramire mirez z (Dean an of of Stu tudent dents) s) • Kim Swan, n, Kim Wilki kinson, nson, Michel helle le Bruss, , Brenda nda Wol olski ki, Ami Marcinek rcinek, , Laure uren n Sandor dor (Guidance idance Cou ounsel selor ors) s) ams (9 th th Grade • Emily ly Adams de Grad adua uation tion Coa oach) h) 10 th th Grade • Ken Mille ler r (10 de Grad aduatio uation n Coa oach) h) • Kyle e Hanawa naway, y, Cynthia thia Geog oghegan hegan, Lor ori Grame menz nz (RtI RtI Parapro raprofessi fession onals) ls) 9 th th & 10 10 th th grad • ade te teachers, hers, stu tudents ents, , and d parents nts
RTI LAB • Clint Swan, Jon Haas, Heidi Marek (RTI teachers) • Kyle Hanaway, Cynthia Geoghegan, Lori Gramenz (RtI Paraprofessionals) • Emily Adams (9 th Grade Graduation Coach) • Ken Miller (10 th Grade Graduation Coach) • Natalie Trapp (Credit Acceleration) • Nikki Perrin (Testing)
IMPROVING STUDENT LEARNING Indicator 5.4 – The school engages in a continuous process to determine verifiable improvement in student learning, including readiness for and success at the next level. Core Semester Failures 9.0% 7.5% 7.5% 7.4% 6.8% 8.0% 6.5% 6.4% 6.2% 6.1% 7.0% 5.8% 4.9% 4.7% 6.0% 4.5% 4.5% 4.3% English 3.9% 3.9% 5.0% 3.4% Math 3.1% 3.0% 3.1% 3.1% 2.9% 2.8% 2.8% 2.7% 4.0% 2.5% 2.4% Science 2.3% 2.2% 2.1% 2.1% 1.7% 1.7% 3.0% 1.6% 1.6% 1.6% Social Studies 1.3% 1.2% 1.1% 1.0% 2.0% 1.0% 0.0% 10/11 - 1 10/11 - 2 11/12 - 1 11/12 - 2 12/13 - 1 12/13 - 2 13/14 - 1 13/14 - 2 14/15 - 1 14/15 - 2
COURSE PLACEMENT
DATA-BASED CONVERSATIONS • Graduation coach • Student • Teacher • Guidance counselor • Administrator • Parent
COMMUNICATION
USING RESULTS for CONTINUOUS IMPROVEMENT A student-centered focus is exhibited across the corporation and kept relevant through a process of continuous improvement that catalyzes growth and readiness for each student 9 th Grade 10 th Grade 11 th Grade 12 th Grade Have your students begun to Have your students begun to Have your students begun to Do your students have a think about their future after research specific college and narrow down their college and specific plan in place for when high school? How will they best career options? How will they career choices? Do they know they leave CPHS? What actions use their time at CPHS to use the resources available at which colleges/universities/ have they already taken to prepare (academic performance, CPHS to best position organizations will offer them the secure that plan (college extra/co-curricular involvement, themselves to attain their career opportunity to pursue those applications completed, career and course exploration, goals (Dual Credit, AP, extra- goals? Have they begun to scholarship applications etc.)? Do they understand where curricular and co-curricular prepare for their for post- completed, etc.)? What actions and how to seek out resources opportunities, service and secondary entrance exams do they still need to take in order available to them at CPHS? leadership development, etc.)? (ACT/SAT/AP)? to reach their goals?
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