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The Organizational Health and Strategic Planning of
Cabell Midland High School
June 8, 2009David M. Tackett, Principal
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Organizational Health Dimensions:• Goal Focus• Communication
Adequacy• Optimum Power
Equalization• Resource Utilization• Cohesiveness
• Morale• Innovativeness• Autonomy• Adaptation• Problem Solving
Adequacy
These are the Big Three: Improvement in these areas indicate that the organization health of the school will support an increase in student achievement.
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MR. TACKETT
DEPARTMENT HEAD
(OPERATIONAL) ADVISORY TEAM
CURRICULUM ADVISORY TEAM
Matt Stead Linda Chapman
Pam Artrip Joedy Cunningham
Mary McClure David Tackett
CURRICULUM ADVISORY TEAM:
•Shared Decision Making in Curriculum Enhancement, Instructional Strategies, Professional Development, School Policies, etc.
OPERATIONAL ADVISORY TEAM:
•Operational agenda, schedules, student discipline, etc.
SAFETY DISCIPLINE COMMITTEE
Cabell Midland High School Faculty
ADMINISTRATIVE TEAMChris Baker Kelly DanielsJeff Jones David HetzerJoedy Cunningham
Englis
h
Fore
ign L
a.
Math
Sci
ence
Soci
al Stu
d.
FA
CS
Busi
ness
Art
Musi
c
Counse
lor
Physi
cal Ed.
Healt
h
Tech
nolo
gy
Speci
al Ed.
Student Counsel
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Curriculum Advisory Team• Will meet no less than every other week.• Notes will be taken and published via email
for each meeting. Mr. Cunningham.• Teachers may express concerns for
consideration on a curriculum concern form.• Teachers will have input on the agenda for the
curriculum advisory team.
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Cabell County Public Schools
Data Analysis Reportfor
Cabell Midland High School
June 8, 2009
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Areas the school is doing well in:State Test ParticipationAll reported students and subgroups exceeded the NCLB Growth Target (95%) in both Grade 10 Reading and Mathematics assessments.
GraduationCabell Midland High School's graduation rate exceeded the annual NCLB Target (80%) by 1.8%, however, the school's graduation rate declined 4.8% from 2005-06 to 2007-08.
AP CoursesThe average percent of Grade 11 advanced placement courses in Cabell Midland HS exceeded the state average by 1.6% from 2004-05 to 2006-07.
AP Test TakersThe average percent of Grade 11 advanced placement test takers in Cabell Midland HS exceeded the state average by 24.7% from 2004-05 to 2006-07.
The average percent of Grade 12 advanced placement test takers in Cabell Midland HS exceeded the state average by 11.1% from 2004-05 to 2006-07.
ACT Composite ScoresFrom 2002-03 to 2006-07, Cabell Midland High School's average ACT Composite score was 21.2 compared to 20.5 for the state.
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Cabell Midland High SchoolACT Composite Score Trend Data
21.021.0
21.621.6
20.8
20.620.6
20.4
20.5
20.3
19.5
20.0
20.5
21.0
21.5
22.0
2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
School Year
AC
T C
om
po
site
Sco
re
Cabell Midland HS
Statewide
From 2002-03 to 2006-07, Cabell Midland High School's average ACT Composite score was 21.2 compared to 20.5 for the state.
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Cabell Midland High SchoolPercent (and Number) of High School Gradutates
87.4% (349)
81.8% (369)
83.8% (408)
86.6% (399)
84.2% (389)
85.5% (401)
81.5% (382)
92.3% (411 graduates)
84.0%84.3%
84.0%83.4%85.7%
88.0%
84.6%84.7%
75.0%
77.0%
79.0%
81.0%
83.0%
85.0%
87.0%
89.0%
91.0%
93.0%
95.0%
2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08
School Year
Gra
du
atio
n R
ate
Cabell Midland HS
Statewide
AYP Minimum Requirement
Annual NCLB Target = 80% (or Improving)
Cabell Midland High School's graduation rate exceeded the annual NCLB Target (80%) by 1.8%, however, the school's graduation rate declined 4.8% from 2005-06 to 2007-08.
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Cabell Midland High SchoolGrade 10 Mathematics Assessment Participation Rate
99.4%99.2%
97%
98% 98.7%
99.6%
98%
97%
98.7%
100.0%
92%
96%
94%
97.5%
90.0%
95.0%
100.0%
2004-05 2005-06 2006-07 2007-08
School Year
Par
tici
pat
ion
Rat
e
ALLSTUDENTS
White
Students withDisabilities
EconomicallyDisadvantaged
Annual NCLB Growth Target
All reported students and subgroups exceeded the NCLB Growth Target (95%) by more than 4%.
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Cabell Midland High SchoolGrade 10 Reading Assessment Participation Rate
99.4%
97%97%
98.5% 99.0%
97% 97%
98.4%
93%
100.0%
95%
94%
96.9%
98.9%
90.0%
95.0%
100.0%
2004-05 2005-06 2005-06 2007-08
School Year
Par
tici
pat
ion
Rat
e
ALLSTUDENTS
White
Students withDisabilities
EconomicallyDisadvantaged
Annual NCLB Growth Target
All reported students and subgroups exceeded the NCLB Growth Target (95%) by at least 3.9%
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Cabell Midland High SchoolSubgroup Growth in Proficiency on Reading Assessment - Grade 10
Special Ed. / Non Special Ed. Comparison
74.4%
81.9%78.2%
20%
29.8%
44.4%
20.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2004-05 2005-06 2006-07 2007-08
School Year
% P
rofi
cien
t
Non Spec. Ed.
All Students
Spec. Ed.
Non-special education students' proficiency rate was 54.4% higher than the special education students' proficiency rate in 2007-08.
54.4%
The proficiency rate of Special Ed. students dropped 24.4% from 2006-07 to 2007-08.
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Cabell Midland High SchoolSubgroup Growth in Proficiency on Mathematics Assessment - Grade 10
Special Ed. / Non Special Ed. Comparison
67.4%
77.8%70.6%
16%
21.3% 28.9%
20.0%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2004-05 2005-06 2006-07 2007-08
School Year
% P
rofi
cien
t
Non Spec. Ed.
All Students
Spec. Ed.
Non-special education students' proficiency rate was 47.4% higher than the special education students' proficiency rate in 2007-08. 47.4%
The proficiency rate of Special Ed. students dropped 8.9% from 2006-07 to 2007-08.
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Cabell Midland High SchoolSubgroup Growth in Proficiency on Mathematics Assessment - Grade 10
Socioeconomic Status Comparison
71.7%71.6%
76.1%
45.2%
50%
63.1%
57.0%
40.0%
45.0%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
2004-05 2005-06 2006-07 2007-08
School Year
% P
rofi
cien
t
Non Low SES
All Students
Low SES
Non-low SES students' proficiency rate was 26.5% higher than the low SES students' proficiency rate in 2007-08.
26.5%
The proficiency rate of Low SES students dropped 11.8% from 2006-07 to 2007-08 and 17.9% since 2006-07.
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Cabell Midland High SchoolSubgroup Growth in Proficiency on Reading Assessment - Grade 10
Socioeconomic Status Comparison
78.6%
80.8%83.6%
50.0%
56%
62.4%63.7%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
2004-05 2005-06 2006-07 2007-08
School Year
% P
rofi
cien
t
Non Low SES
All Students
Low SES
Non-low SES students' proficiency rate was 28.6% higher than the low SES students' proficiency rate in 2007-08.
28.6%
The proficiency rate of Low SES students dropped 13.7% from 2006-07 to 2007-08.
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Cabell Midland High SchoolSubgroup Growth in Proficiency on Science Assessment - Grade 10
Socioeconomic Status Comparison
87.3%86.9%88.7%
61.8%
75%77.9%
79.5%
50.0%
55.0%
60.0%
65.0%
70.0%
75.0%
80.0%
85.0%
90.0%
95.0%
2004-05 2005-06 2006-07 2007-08
School Year
% P
rofi
cien
t
Non Low SESAll Students
Low SES
Non-low SES students' proficiency rate was 25.5% higher than the low SES students' proficiency rate in 2007-08.
25.5%
The proficiency rate of Low SES students dropped 17.7% from 2006-07 to 2007-08.
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Grade 10 Reading Assessment
Cabell Midland High SchoolPercent of Students in Each Achievement Level on Grade 10 Reading Assessment - All Students
(Approx. # of Students in Parentheses)
(37)
(24)(27)
(48)
(93)
(78)(86)
(105)
(167)(145)
(176)
(165)
(116)
(130)
(111)
(108)
(51)(52)
(49) (54)
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
2004-05 2005-06 2006-07 2007-08
School Year
% o
f S
tud
ents
Novice
Below Mastery
Mastery
Above Mastery
Distinguished
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Grade 10 Mathematics Assessment
Cabell Midland High SchoolPercent of Students in Each Achievement Level on Grade 10 Mathematics Assessment - All Students
(Approx. # of Students in Parentheses)
(47)
(31)
(45)
(72)
(112)
(91)
(106) (111)
(223) (213)
(208)
(208)
(56)
(68)(62) (62)
(28) (26) (29) (28)
0%
10%
20%
30%
40%
50%
60%
2004-05 2005-06 2006-07 2007-08
School Year
% o
f S
tud
ents
Novice
Below Mastery
Mastery
Above Mastery
Distinguished
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Grade 10 Science Assessment
Cabell Midland High SchoolPercent of Students in Each Achievement Level on Grade 10 Science Assessment - All Students
(Approx. # of Students in Parentheses)
(5)
(18) (21)
(57)
(50)
(82)
(168)
(184) (198)
(138)(139)
(129)
(47)(45)
(39)
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
2004-05 2005-06 2006-07 2007-08
School Year
% o
f S
tud
ents
Novice
Below Mastery
Mastery
Above Mastery
Distinguished
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Cabell Midland High School
Our New Strategic Plan“A Vision of Improvement and the
Dawn of a New Era”
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Strategic Planning Committee
• Matt Stead• Don Scalise• Mary McClure• Linda Eplin• Linda Chapman• Bindu Mannan
• Pam Artrip• Joedy Cunningham• David Tackett• Loretta Hayes
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Priority Goal #1• Cabell Midland High School will implement
programs that support the integration of relevant activities for students, in and out of the classroom, that reinforce core learning
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Priority Goal #1• Action Step # 1• Cabell Midland High School will develop and
implement a staff development plan that will help to ensure the incorporation of Differentiated Instruction (DI), Project-Based Learning(PBL), and Stretch Learning (Quadrant D)in each and every classroom.
Evidence of Exemplary Practices will be an increase in AP, dual credit, honors and EDGE credit courses. Additional evidence may be an increase in participation in projects like science fairs, social studies fairs, Cabell County Honors Program, and senior projects.
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Priority Goal # 1• Action Step #2• Cabell Midland High School will begin to
develop “Schools within a School” by developing a variety of Academies that will enhance the opportunity to aggregate students and teachers with common interests. (Examples: Engineering, Medical, Journalism, and Law Academies)
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Priority Goal # 1• Action Step # 3• Cabell Midland High School will establish a
relationship between the school and local businesses in order to facilitate internship programs, develop awareness of career skill needs, include more guest speakers and develop mentor relationships for students.
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Priority Goal # 1
• Action Step # 4• Develop meaningful relationships between
staff and students in order to facilitate a sense of belonging and in order to increase the engagement of students in their own learning.
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Priority Goal #2• Cabell Midland High School will integrate and
support the collaborative and co-teaching models to increase special education student achievement.
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Priority Goal # 2
• Action Step # 1• Cabell Midland High School will gather data
and input on special education needs from the special education staff in order to include them completely in the improvement plan.
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Priority Goal # 2
• Action Step # 2• The creation of a staff development plan to
implement the best practices utilizing co-teaching and professional collaboration.
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Priority Goal # 2
• Action Step # 3• More effective management of special
education paperwork to include IEPs completed in a timely manner, child count deadlines and a possible reduction of paperwork with the implementation of Edline reports.
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Priority Goal # 2
• Action Step # 4• Review the Freshman Academy collaborative
model (special education) to see if possible improvements can be made.
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Priority Goal # 2
• Action Step # 5• Recruitment of qualified Special Education
teacher through Job Fairs.
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Priority Goal # 3Cabell Midland High School will promote and increase student participation in a variety of school activities.
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Priority Goal # 3
• Action Step # 1• We will provide student voice in decisions that
affect student activities through an elected student council.
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Priority Goal # 3• Action Step # 2• Each student will participate
in a club, intramural or extracurricular activity by 2010-2011.
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Priority Goal # 4
• Cabell Midland High School will improve communication within the school and community through a variety of interactive methods.
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Priority Goal # 4• Action Step # 1• Cabell Midland High School will provide staff
development in the use of all available communication resources.
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Priority Goal # 4• Action Step # 2• Improve the relationship between the
administration and staff through improved communication.– Department meetings in the main office
conference room. Meeting notes.– Provide social interaction opportunities for the
faculty on faculty senate days
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Priority Goal # 4• Action Step # 3• Improve school to home communication
– More use of the new phone system– Reinvent Open House – Online Newsletter– Make Announcements Using Edline
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ORGANIZATIONAL STRUCTURES TOSUPPORT TEACHING AND LEARNING
Develop sufficient time for teacher collaboration.Develop counseling structures to support the plan.Develop policies/procedures to promote
attendance and student engagement.Examine scheduling options.Examine district transportation schedules.
Action Steps: teachers and administrators will participate on district wide committees to: