merrillville high school

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Merrillville High School

Public Law 221 and North Central Accreditation Report

Table of Contents

Balanced Score Card .................................................................................................................... 4-6

Professional Development Goals ..................................................................................................... 7

Improvement Strategies ................................................................................................................... 8

Study Committees ...................................................................................................................... 9-10

School Profile .......................................................................................................................... 11-12

Academic Honors Diploma Requirements .................................................................................... 13

Indiana Core 40 Requirements ...................................................................................................... 13

Student Enrollment ........................................................................................................................ 14

Minimum Graduation Requirements ............................................................................................. 14

Mission Statement ......................................................................................................................... 15

Statement of Beliefs ....................................................................................................................... 16

Corporation Vision Statement ................................................................................................ 17-19

Analysis of Data:

1. Ethnicity .................................................................................................................................. 20

2. Attendance Rate ...................................................................................................................... 20

3. Graduation Rate ...................................................................................................................... 21

4. ISTEP Scores .......................................................................................................................... 21

5. Scholastic Aptitude Test-Verbal ............................................................................................. 22

6. Scholastic Aptitude Test-Math ............................................................................................... 22

7. Student Survey-Reading ......................................................................................................... 23

8. Student Survey-Math .............................................................................................................. 23

9. Student Survey-Writing .......................................................................................................... 24

10. Required Reading Participation .............................................................................................. 24

11. Required Reading Completion ............................................................................................... 25

12. Parent Survey-Math ................................................................................................................ 25

13. Parent Survey-Reading ........................................................................................................... 26

14. Parent Survey-Writing ............................................................................................................ 26

15. Attendance in After School Programs .................................................................................... 27

16. Teacher Instructional Survey-Reading ................................................................................... 27

17. Teacher Instructional Survey-Writing .................................................................................... 28

18. Teacher Instructional Survey-Math ........................................................................................ 28

19. Student and Staff Climate Survey........................................................................................... 29

20. Student and Staff Climate Survey........................................................................................... 29

21. Corporation and State Results ................................................................................................ 30

Strengths and Areas of Improvement ............................................................................................ 31

Curriculum Descriptions:

Courses Offered, Technology, Academic Standards

A. Art ....................................................................................................................................... 32

B. Business .............................................................................................................................. 33

C. English ................................................................................................................................ 34

D. Family and Consumer Science ........................................................................................... 35

E. Global Languages ................................................................................................................ 36

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F. Math ..................................................................................................................................... 37

G. Music .................................................................................................................................. 38

H. Physical Education .............................................................................................................. 39

I. Science ................................................................................................................................. 40

J. Social Studies ...................................................................................................................... 41

K. Technology Education ........................................................................................................ 42

L. Educational Prep

(1) English ......................................................................................................................... 43

(2) Math ............................................................................................................................. 44

(3) Science ......................................................................................................................... 45

(4) Social Studies ............................................................................................................... 46

(5) Occupational Prep ........................................................................................................ 47

Action Implementation Plans:

1. Target Area Goals=

A. Math .................................................................................................................. 48-52

B. Reading ............................................................................................................. 53-57

C. Writing .............................................................................................................. 58-62

2. Language In Use Rubric .................................................................................................... 63

3. Assessment of Improvement

Target Area Goals ........................................................................................................ 64

4. Focused Improvement Goal Areas

A. Graduation Rate ................................................................................................ 65-66

B. Attendance Rate ................................................................................................ 67-68

C. School Security ....................................................................................................... 69

D. Behavioral Areas ............................................................................................... 71-74

E. Academic Honors Diploma ............................................................................... 75-76

F. Core 40 Diploma ............................................................................................... 77-78

G. Advance Placement / Dual Credit………………………………………………..79

H. Cultural Competency .............................................................................................. 80

I. Trimester Master Schedule ................................................................................ 81-84

J. Parent Involvement ................................................................................................ 85

Professional Improvement Program ........................................................................................ 86-91

MERRILLVILLE COMMUNITY SCHOOL CORPORATION

BALANCED SCORE CARD MERRILLVILLE HIGH SCHOOL

Aims: 1. Implement Integrated Management System 4. Create Healthy, Safe, Friendly Learning Environments

2. Produce Highest Student Achievement 5. Build Family and Community Communication and Involvement

3. Provide Professional Development

Goal Focus (2.0) Lagging or Results Leading

Grade/ Subject

Chart in Performance Projections Measures (4.0)

Measures (4.0) Results

(7.0)

ACTUAL PROJ ACTUAL PROJ ACTUAL PROJ

2008/09 2008/9 2009/10 2009/10 2010/11 2010/11

By 2009-2010 *ECA / ISTEP FALL Testing ECA / ISTEP Testing 9,10,11,12 66% 70% 73.5%

Students required NWEA Testing NWEA testing

to participate will Spring to Spring Classroom 66.7 74 90.8

meet the State SAT, ACT testing Assessments

Standards in results for the year. SAT Mathematics. The pass rate ACT New

will increase from Testing

60 to 65% as ECA

measured by AIM 2

ECA/GQE Testing

By 2009-2010 ECA / ISTEP FALL Testing ECA / ISTEP Testing 9,10,11,12 72%

Students required NWEA Testing NWEA testing 70% 73.5%

to participate will Spring to Spring Classroom 43

meet the State SAT, ACT testing Assessments

Standards in results for the year. SAT 66.3 New 78.3

Reading. The pass rate ACT Testing

will increase from ECA

65 to 70%

measured by AIM 2

ECA/GQE Testing

By 2009-2010 ECA / ISTEP FALL Testing ECA / ISTEP Testing 9,10,11,12 72%

Students required NWEA Testing NWEA testing

to participate will Spring to Spring Classroom

meet the State SAT, ACT testing Assessments 66.3

Standards in results for the year. SAT New

Writing. The pass rate ACT Testing

will increase from Act Criterion ECA

65 to 70% Writing

measured by Assessments

ECA/GQE Testing AIM 2

4 * ECA End of Course Assessment Testing


BALANCED SCORECARD MERRILLVILLE HIGH SCHOOL





Grade/ Subject

Chart in Performance Projections Measures (4.0)

Measures (4.0) Results

(7.0)


2008/9 2008/9 2009/10 2009/10 2010/11 2010/11

To Continue or *ECA TESTING Actual 9,12 87% 90%

Exceed a Graduating

87.3% 91%

Graduation Rate Seniors 03-05

of 90% of all

eligible students New State

Formula 05-07

State 89%

AIM 2

To Continue, Attendance rate as IDOE calculated 9,10,11,12 96%

Maintain, or determined by Attendance

Exceed an AS400 system Rate 96.10% 96.2% 96%

Attendance on a daily basis

Rate of 96%

State 95%

AIM 2

To resolve 75% Log entered incidents School Based 9,10,11,12 75% of the 200 number resolved Resolution

incidents reported as determined by Log

to Security resolution of

(Property Damage incidents, noted and

Stealing, reported

altercations, etc)

AIM 4

5 *ECA End of Course Assessment Testing


BALANCED SCORECARD MERRILLVILLE HIGH SCHOOL





Grade/Subject Chart in

Performance Projections Measures (4.0) Measures (4.0)

Results (7.0)


2008/9 2008/09 20009/10 20009/10 2010/11 2010/11

By 2011-12 Measured by current Student 9,10,11,12 -50 -50 -50

Students will referrals subtracted Behavioral

refrain from from future referrals Referrals

using inappropriate

behaviors in

hallways and

classrooms. The

incidents will be

reduced by 50

referrals. AIM 4

To meet or Number of students Number of 11,12 21%

exceed the Ind. participating in the students

State average of Academic Honors completing all

eligible students Program in 11th and Academic

in the graduating 12th grades. Honors

class achieving Requirements

the Academic

Honors Diploma State 32%

AIM 2

To meet of exceed the Number of students Number of 11,12 70%

Indiana State Average of participating in the students

eligible students Core 40 diploma completing all

achieving the Core 40 Program in 11th and Core 40

Diploma. 12th grades. requirements

State 71%

AIM 2

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SCHOOL YEAR 2011-12

STUDENT RELEASE FOR PROGRAM AND PROFESSIONAL DEVELOPMENT FOR MERRILLVILLE HIGH SCHOOL *Attach a copy of PL 221 goals and applicable pages of school’s PL 221 and/or Professional Development Plan.

DATE

GOAL

PROCESS (ES)

REQUIRED

RESOURCES

HOW WILL EFFECTIVENESS BE

EVALUATED?

August 15, 2011

Quadrant D Lessons / Interactive Notes / Small Learning Communities Initiatives

Scope/Sequence / RDS Training

Training Sessions

In-service time

Review Data

September 8, 2011

PBIS/ College Go Week

Training Sessions

In-service time

Review Data

October 13, 2011

School Wide Literacy Activity

Training Session

In-service time

Review Data

November 10, 2011

Departmental Data Conversation

Training Session

In-service time

Review Data

December 8, 2011

RTI

Training Session

In-service time

Review Data

January 12, 2012

Professional Career Planning

Training Session

In-service time

Review Data

February 9, 2012

March Madness Activities

Training Session

In-service time

Review Data

March 10, 2012

SRI Testing

Training Session

In-service time

Review Data

May 10, 2012

―Improving Instruction in Trimesters/ Ideas for next year

Training Session

In-service time

Review Data


What Are Your Strategies?

School: MERRILLVILLE HIGH SCHOOL Responsibility: ADMINISTRATION, FACULTY, AND STAFF

GOALS -- LAGGING AND LEADING INDICATORS

STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

INCREASE OF 5% OF THE USE OF SPIRAL REVIEW VIEWING TEACHERS ASSESMENTS

STUDENTS MEETING THE INCREASED REMEDIATION SCHEDULING GUIDANCE STAFF TIME

STANDARDS IN MATHEMATICS QUARTERLY ASSESSMENTS FACULTY CONSISTENCY FACULTY INVOLVEMENT

AS MEASURED BY ECA Fast ForWord PROGRAM

INCREASE OF 5% OF THE READING INSTRUCTION/ R 180 VIEWING TEACHERS ASSESMENTS

STUDENTS MEETING THE INCREASED REMEDIATION SCHEDULING GUIDANCE STAFF TIME

STANDARDS IN READING QUARTERLY ASSESSMENTS FACULTY CONSISTENCY FACULTY INVOLVEMENT

AS MEASURED BY ECA Fast ForWord PROGRAM

INCREASE OF 5% OFTHE SCHOOL WIDE INSTRUCTIONAL WRITTING REVIEWING AND COLLECTION TEACHERS ASSESMENTS

STUDENTS MEETING THE SKILLS AND INCREASED REMEDIATION SCHEDULING GUIDANCE STAFF TIME

STANDARDS IN WRITING CLASSROOM RUBRIC ACTIVITIES FACULTY CONSISTENCY COMMON WRITING RUBIC

AS MEASURED BY ECA INTERACTIVE NOTES SCHOOL-WIDE

INCREASE OF 3.5% OF THE CAREER PLANING ADMINISTRATIVE OBSERVATION GUIDANCE STAFF TIME

GRADUATION RATE ADDITIONAL OPPORTUNITIES QUARTERLY GRADES GRADING BY FACULTY

OF ALL ELIGIBLE STUDENTS FOR GRADUATION SUCCESS FINAL REPORT CARDS/ISTEP TEST PARENTS

INCREASE OF 1% OF THE MONITOR CLOSELY ADMINISTRATIVE OBSERVATION ADMINISTRATIVE MONITORING

ATTENDANCE RATE CONTACT STUDENTS / PARENT ATTENDANCE RECORDS ATTENDANCE RECORDS

OF ALL STUDENTS SMALL LEARNING COM. STRATEGIES PARENT CONTACTS FACULTY, PARENTAL CONTACTS

RESOLVE 75% OF 200 INCIDENTS INCREASED VIGILANCE SECURITY IN HALLWAYS SECURITY OBSERVATIONS

REPORTED TO SECURITY USE OF CAMERA SYSTEM OBSERVATION OF INCIDENTS CAMERA OPERATIONS

INCREASED STUDENT DISCUSSION RESOLUTION OF INCIDENTS ADMINISTRATIVE SUPPORT

STUDENTS WILL REFRAIN FROM PBIS STRATEGIES & SUPPORTS OBSERVATIONS BY STAFF FACULTY OBSERVATIONS

USING INAPPROPRIATE BEHAVIOR INCREASED CLASSROOM/ADM RESOLUTIONS BY FACULTY, PEER FACULTY AND ADMINISTRATIVE

INCL. BULLYING IN CLASSES/HALLS INTERVENTIONS MEDIATION AND ADMINISTRATION MONITORING OF REFERRALS

MEET OR EXCEED STATE AVERAGE MONITOR CLOSELY GUIDANCE REPORTS GUIDANCE STAFF TIME

OF STUDENTS ACHIEVING THE GUIDANCE PROGRAMMING STUDENT GRADES IN A.P./HONORS AS 400/TEACHER WEB MODULE

ACADEMIC HONORS DIPLOMA INCREASE OPPORTUNITIES CLASSES MONITOR FACULTY GRADING

MEET OR EXCEED STATE AVERAGE MONITOR CLOSELY GUIDANCE REPORTS GUIDANCE STAFF TIME

OF STUDENTS ACHIEVING THE GUIDANCE PROGRAMMING STUDENT GRADES IN A.P./HONORS AS 400/TEACHER WEB MODULE

CORE 40 DIPLOMA INCREASED OPPORTUNITIES CLASSES MONITOR FACULTY GRADING

ACHIEVE 100% OF THE STRATEGIES PROVIDE DIVERSITY EDUCATION, OBSERVED INCREASE IN PROFESSIONAL DEVELOPMENT

NOTED IN THE CULTURAL TRAINING, SENSITIVITY RESPECT OF SCHOOL DIVERSITY FOR DIVERSITY TRNG./SENSITIVITY

COMPETENCY ACTION PLAN SKILL ENHANCEMENT FOR ALL BY ALL STAKEHOLDERS FOR STUDENTS AND OTHERS

STAKEHOLDERS AT MHS 8

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Committee Assignments Public Law 221 / North Central Accreditation Plan

2011-12

Chairperson: James Stamper

I. School Profile

Co-chairs: Nancy Draper & Christine Dixon Members: Pat Smith, Michelle Barker, Elizabeth Kenyon, Shelley Ray, Amber Baron, Darcie Johnston, and Sally Williamson

ll. Small Learning Communities Chair: Lori Covaciu Members: Jason Sonnenberg, Nick Petralia, Luke Starkey, Jake Stafford, Joe Hussey and Dave Maldonado

lll Data

Co-chairs: Michelle Sulich & Debby Onika Joe Atria, Dave Hinkle, Barb Dlouhy, Amy Govert, Kristin Campbell, and Allen Mizimakoski

lV. Mission Statement, Beliefs, and Corporation Vision

Chair: Irene Spiro Members: Wade Boise, Dan Moslander, and Deanna Pierce

V. Academic Honors Diploma & Indiana Core 40

Co-chairs: Michelle Wilson & Betty Jordan Members: Melissa Sickinger, Danny Lackey, Jennifer Leek, Brian Past, Maryetta Petras, Melissa Byerly, Mark Schellinger, Jean Stanford, Betty Jordan and Monica DeCosta Gomez

Vl. Curriculum

Department Chairpersons: Terry Pratt, Art Andrew Niksich, Business Kim Hayes, Educational Prep Teresa Procter, English Carol Von Behren, Family & Consumer Sciences Monica DeCosta-Gomez, Global Languages Nancy Draper, Math Melinda Reinhart, Music Sean Hudson, Physical Education Joe Atria, Science Diane Mandon, Social Studies Rick Hurey, Tech Education

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Vll. Target Area Goals

A. Math Chairperson: Nancy Draper Members: Alan Branda, Kira Healy, Mike Hoffman, Julie Fregien, Sean Meagher, Gail Nicolini, Kathy Rock, and Debbie Staffeld

B. Reading Co-chairs: Debbie Monix & Irene Spiro

Members: Darcie Johnston, Carrie Bedwell, Kim Corman, Sara Hurey, Lee Meyer, and Joe Monahan

C. Writing

Chairperson: Connie Lewis Members: Rob Bedwell, Erin Flores, Teresa Procter, & Jean Stanford

Vlll. Parent Advisory Council

Members: Carol Johnson, Irene Phillips, Chris Govert, Cheryl Ursury, and Linda Hall

lX. Behavior: Positive Behavior Interventions and Supports (PBIS)

Chair: James Stamper Universal Team: Sarah Kennedy, Sarah Boyle, Nancy Draper, Pat Smith, Sara Hurey, Jen Leek, Nick Petralia, Danny Lackey

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Merrillville Senior High, a public high school, is part of the Merrillville Community Schools

and is located in the Town of Merrillville, which is adjacent to and south of Gary, Indiana. The

school draws its students from all of Ross Township, only a small part of which comprises the

Town of Merrillville.

The student body is composed primarily of suburban children with a smattering of rural

children. Merrillville’s population is 35,000, making it Indiana’s largest town. The populace of

Merrillville provides a wide spectrum culturally, economically, and ethnically. The population is

composed chiefly of self-employed and professional people as well as industrial workers

employed by the steel industry located on the nearby shores of Lake Michigan.

The instructional staff of 127 teachers includes two full-time media specialists, a

guidance coordinator, and eight full-time counselors. A nurse, eight full-time and one part-time

secretary, three teacher aides, one bookkeeper, one Director of Security, one school resource

officer, 6 security officers, and a study hall aide assist the staff. In addition to the building

principal, there are four assistant principals, a Small Learning Communities Coordinator, a

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director of media services, an athletic director, and an assistant athletic director. Eighty-five

percent of the faculty have earned a masters degree or beyond.

The school day has five 70-minute periods. Students normally have five subjects with a

five period day. Class rank is computed based on a four point system as follows: A-4; B-3; C-

2; D-1; F-0. All courses are used in computing class rank, and students are ranked each

semester of high school.

The school operates on a tri-semester system, the semester breaks of which usually

falls in mid-November and late February. Grades are issued at the end of each tri-semester

period.

About 800 students enroll in summer school courses to gain flexibility in their academic

year schedules. Each semester offers the opportunity to earn 5 credits, and 40 credits are

required for graduation. Several academic incentives are in place to encourage students to

work beyond the minimum. These include Academic Honors Diploma, Academic Hall of

Fame, Academic Letter, Gold Bar, and Lamp of Learning.

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Academic Honors Diploma Requirements

An Academic Honors Diploma will be given to graduates who qualify. This diploma was recently

approved by the State Board of Education.

To qualify, students must earn 47 credits consisting of the following:

8 credits in language arts which must include Literature, Speech, and Composition;

8 credits in mathematics which must include advanced courses from Algebra (2 years),

Geometry (1 year), and one year of upper level math (Calculus, Pre Calculus, Probability and

Statistics/Discrete Math);

6 credits in science which must include 2 credits in Biology, 2 credits in Chemistry or Physics,

and 2 credits in Earth Science or advanced level sciences;

6 credits in one foreign language or 4 credits in each of two foreign languages; 6 credits in social studies which must include U.S. History, World History or World

Geography, Economics, Government, and as the 6th

credit, Sociology, Psychology, or History of

Wars;

2 credits of fine arts

1 credit of physical education;

1 credit in health.

Only courses in which a student has earned a grade of “C” or above may count toward an Academic

Honors Diploma. To be eligible for an A.H.D., a student must have a grade point average of at least

3.00.

Indiana Core 40

Students must successfully complete the Indiana Core 40 to be considered for admission to Indiana’s

four-year colleges. Listed below are the Core 40 requirements.

Language Arts - 8 credits in Literature, Composition, and Speech

Mathematics - 6 – 8 credits of Algebra I, Geometry, Algebra II, Discret Math,

Pre-Calculus, Calculus, and Probability/Statistics

Science - 6 credits in laboratory science: 2 Biology; 2 Chemistry, Physics,

or Earth Science; and 2 additional credits from advanced levels of college prep

science

Social Studies - 6 credits distributed as follows: 2 U.S. History, 1 U.S. Government, 1

Economics, 1 World Issues or World Geography, and 1 additional Social Studies

Physical Education - 1 credit (two semesters)

Health/Safety - 1 credit

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Student Enrollment 2004-2005 2165 2005-2006 2206 2006-2007 2396 2007-2008 2316 2008-2009 2298 2009- 2010 2288 Minimum Graduation Requirements English 4 years 8 credits Mathematics 2 years 4 credits Science 2 years 4 credits Social Studies 2.5 years 5 credits Physical Education 1 year 1 credit Health and Safety 1 semester 1 credit Total required credits 23 Elective credits 22 Credits required for graduation 45

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MERRILLVILLE HIGH SCHOOL

MISSION STATEMENT

Merrillville High School fosters an environment whereby students, faculty,

parents and the community interact to provide educational opportunities,

empowering students to become productive citizens and lifelong learners.

Adopted by the faculty,

Students, and parents of

Merrillville High School, Revised 2001-02.

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STATEMENT OF BELIEFS

As faculty, parents, and students of Merrillville High School, we believe that...

1. The school and parents must inspire students to develop moral and ethical standards in

order to become responsible citizens.

2. Students must develop crisis management skills in order to resolve problems in a socially

acceptable manner.

3. The school must provide students with a safe and secure environment in which to learn.

4. Students must recognize and value their own uniqueness and respect the differences of

others.

5. The school must inspire students to develop good study habits and a positive work ethic.

6. Students must have access to the latest instructional technologies and methodologies in

order to succeed.

7. Students must develop an appreciation for the visual and performing arts.

8. The school must help students gain knowledge of and an appreciation of wellness.

9. Students must be inspired to become life-long learners.

10. Students must develop an appreciation of other cultures and languages to better succeed in

a world economy.

-Adopted by the faculty, students, and

parents of Merrillville High School, Revised 2001-02

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Merrillville Community School Corporation

Vision Statement

At the crossroads of Northwest Indiana, the Merrillville Community School

Corporation creates a hometown feeling in a metropolitan area. This sprawling

school community, nestled in comfortable neighborhood settings, offers attractive,

well-maintained and safe schools and a comprehensive curriculum with state-of-

the-art technology. A wide range of educational programs and activities are equally

available to all – from pre-schoolers to senior citizens. Families are woven into a

tapestry representing various ethnic, racial and religious traditions united by the

common bond of seeking a quality education for the community.

People feel a close connection to the school system due to the emphasis on

communication. Communication is the core that allows for a collaborative

relationship among the school staff, parents and community. These relationships

foster and support the learning experiences that challenge each student at a level

appropriate to the individual’s needs and interests.

Merrillville has long enjoyed a reputation for the professional competence and

character of its faculty, staff and administration. The professional staff understands

and accepts personal responsibility for achieving the mission of the school

corporation. The school system is committed to designing an organization of

learning that seeks continuous improvement and quality, resulting in highest

student achievement.

Clearly written goals, aligned with rigorous academic standards, have been

established that go far beyond the minimum standards required by the Indiana

Department of Education. These goals also focus on developing independent, life-

long learners and responsible, productive citizens.

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Learning environments throughout the school corporation are energized by a

sense of awe, curiosity, and enthusiasm generated by knowledgeable, caring adults

who ignite and sustain the desire to learn. Students are inspired by teachers who

use a wide range of teaching methods to ensure that students are active learners.

Students find the content of their subjects to be meaningful and applicable to the

next stage of their development as learners. Each student is motivated to take

ownership for learning resulting in the mastery of basic skills, literacy in a wide

range of subjects, and proficiency in the use of technology.

Students are able to make intelligent academic, personal and career choices

as a result of individual counseling and community-based learning opportunities.

Career exploration activities are provided through internships and mentoring with

local business people, civic leaders and government officials. Other interests are

pursued through participation in curricular and co-curricular activities. Upon

graduation, students are then prepared to further their vocational and academic

goals leading to productive and satisfying career choices.

Parents are actively involved in the education of their children and have

entered into a highly functional partnership with the schools. The school system

provides excellent communication to homes so that parents feel fully informed

about their student’s educational plan and progress toward its fulfillment.

Exemplary programs are available to parents who seek more knowledge and skills

related to effective responsible parenting. Parents take responsibility for knowing

and supporting school policies and classroom standards. They establish and

maintain high expectations for scholarship and citizenship. Parents enthusiastically

support their students in activities by attending school programs and events. They

further support the schools by working as volunteers in a wide variety of ways that

enrich the school district’s capacity to provide opportunities for all its students.

Citizens served by the Merrillville Schools take pride in the cultural diversity of

their school community. Individuals respect the heritage and traditions of the many

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groups living compatibly together. People feel their school system provides equal

opportunities for all, values everyone’s input, and is fair and just.

The Merrillville Community School Corporation exists to uphold this vision.

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School Profile: Data Source # 1

Ethnicity

While the American Indian, Asian and Hispanic student population has remained somewhat constant, the black student population has steadily increased and the white student population has steadily decreased over the past 7 years.

School Profile: Data Source #2 Attendance Rate Focus Goal: Attendance

Our school attendance rate has steadily improved after the strategies were incorporated in

2004-2005 (see page 67).

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School Profile: Data Source # 3 Graduation Rate Focus Goal: Graduation

Our graduation rate strategies have been incorporated to continuously improve the rate. (see page 61).

School Profile: Data Source # 4 ISTEP Scores/End of Course Assessment Target Goals: Math, Reading and Writing

Reflects scores on the new version of the ISTEP test.

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School Profile: Data Source # 5 Scholastic Aptitude Test- Verbal Target Goals: Math, Reading and Writing

410

420

430

440

450

460

470

480

490

500

510

520

Years

PO

INT

S

MHS 470 476 466 470 470 447 448

IN 501 504 498 498 498 496 495

NATIONAL 508 508 503 503 503 503 503

03-04 04-05 05-06 06-07 07-08 08-09 09-10

Our verbal SAT scores, which are below both state and national averages, have been inconsistent for the

past 3 years.

School Profile: Data Source # 6 Scholastic Aptitude Test Math Target Goals: Math, Reading and Writing

430

440

450

460

470

480

490

500

510

520

530

YEARS

PO

INT

S

MHS 475 485 477 478 479 464 460

IN 506 508 509 506 506 471 470

NATIONAL 518 520 518 517 517 517 517

03-04 04-05 05-06 06-07 07-08 08-09 09-10

Our Math SAT scores, which at one time were above both state and national averages, have now been consistently low for a number of years.

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School Profile: Data Source # 7 Student Survey Target Goal: Reading

I feel confident I can read any book and understand its meaning.

0

50

100

150

200

250

300

350

400

450

500

STRONGLY

AGREE

AGREE NEUTRAL DISAGREE STRONGLY

DISAGREE

Nu

mb

er

of

Stu

de

nts

School Profile: Data Source # 8 Student Survey Target Goal: Math

I feel confident I could add, subtract and multiply numbers when working at a job.

0

100

200

300

400

500

600

STRONGLY

AGREE


DISAGREE

Nu

mb

er

of

Stu

den

ts

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School Profile: Data Source # 9 Student Survey Target Goal: Writing

I feel confident I could construct and write an essay using correct grammar and punctuation.

0

100

200

300

400

500

600

STRONGLY

AGREE


DISAGREE

Nu

mb

er

of

Stu

den

ts

School Profile: Data Source # 10 Students Participating in Required Reading Target Goal: Reading

0

500

1000

1500

2000

2002-03 212 217 254 260 943

2003-04 331 410 423 450 1614

2004-05 390 430 460 490 1790

2005-06 410 431 480 489 1814

2006-07 410 470 484 470 1810

2007-08 1

Series7 1

Seniors Juniors Sophomores Freshmen Total

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School Profile: Data Source # 11 Students Completing Required Reading Target Goal: Reading

0

200

400

600

800

1000

1200

1400

2002-03 80 70 78 90 318

2003-04 81 71 104 138 381

2004-05 68 125 148 218 559

2005-06 75 187 160 230 642

2006-07 184 180 240 650 1253

2007-08 180 8 245 659 1273

Seniors Juniors Sophomores Freshmen Totals

With Merrillville High School attendance averaging around 2400 students, these required reading numbers for students participating and students completing the books, are very low. This low participation in the reading program is addressed in the Reading Target Area Goal (see page 49)

School Profile: Data Source # 12 Parent Survey Target Goal: Math

The school has succeeded in preparing my child for real life in reference to my child’s ability to use mathematics.

0

50

100

150

200

250

STRONGLY

AGREE


DISAGREE

PA

RE

NT

'S R

ES

PO

NS

E

Parent Conference Fall 2010

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School Profile: Data Source # 13 Parent Survey Target Goal: Reading

I feel good about my child’s reading ability.

0

50

100

150

200

250

300

STRONGLY

AGREE


DISAGREE

PA

RE

NT

'S R

ES

PO

NS

E

Parent Conference Fall 2010

School Profile: Data Source # 14 Parent Survey Target Goal: Writing

I feel good about my child’s ability to write.

0

50

100

150

200

250

300

STRONGLY AGREE AGREE NEUTRAL DISAGREE STRONGLY

DISAGREE

PA

RE

NT

'S R

ES

PO

NS

E

Parent

Conference Fall 2010

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School Profile: Data Source # 15 After School Programs Target Goals: Math, Reading and Writing

0

5

10

15

20

25

30

35

ENGLISH CLINIC MATH CLINIC SCIENCE CLINIC SAFE HAVEN

PROGRAM (MASH)

AV

ER

AG

E A

TT

EN

DA

NC

E P

ER

SE

SS

ION

School Profile: Data Source # 16 Teachers Instructional Survey Target Goal: Reading

Whole class or silent reading groups are used in my classroom.

0

5

10

15

20

25

30

NEVER SELDOM SOMETIMES OFTEN FREQUENTLY

TE

AC

HE

R R

ES

PO

NS

ES

Never 0% Seldom 1-10% Sometimes 11-25% Often 26-49% Frequently above 50%

75 out of 117 teachers responded the frequency used in whole class or silent reading groups.

28

School Profile: Data Source # 17 Teachers Instructional Survey Target Goal: Writing

Real life functional writing, such as thank you notes, letters, and invitations, is used in my classroom.

0

5

10

15

20

25

30

35


TE

AC

HE

RS

RE

SP

ON

SE

S


75 out of 117 teachers responded the frequency they use real life functional writing, such as thank you notes, letters, and invitations.

School Profile: Data Source # 18 Teachers Instructional Survey Target Goal: Math

Working with fractional parts, fractions and/or decimals are studied in my classroom.

0

5

10

15

20

25


TE

AC

HE

R R

ES

PO

NS

ES


75 out of 117 teachers responded the frequency they work with fractional parts, fractions, and/or decimals.

29

School Profile: Data Source # 19 Student and Staff Climate Survey Focus Goal: School Security

Do you feel that the additional security at MHS creates a safer climate?

0

10

20

30

40

50

60

STRONGLY

AGREE


DISAGREE

ST

UD

EN

TS

AN

D S

TA

FF

RE

SP

ON

SE

S

50 students and 50 staff member were surveyed at Merrillville High School.

School Profile: Data Source # 20 Student and Staff Climate Survey Focus Goal: School Security

Having a police liaison has really helped communication between students, police and security.

0

5

10

15

20

25

30

35

40

STRONGLY

AGREE


DISAGREE

ST

UD

EN

T A

ND

ST

AF

F

RE

SP

ON

SE

S

50 students and 50 staff member were surveyed at Merrillville High School.

30

Merrillville Community School

Merrillville Community School, Merrillville 4600

Corporation Results

INDICATOR 05-06 06-07 07-08 08-09 State

Average

Total Expenditure Per Pupil Three-Year Average 8,8 00 8,8 00 8,8 00 8,8 00

9,100

Average Teachers Salary $44,325 $44,325 $44,342 $46,357 $43,300

Percent of Students in special education 14.1 14.1 14.1 14.1 16.3

Percent of Students in Gifted and Talented Education

9

Percent of High School Vocational Education 2.1 2.1 2.1 2.1

3.8

Percent of Students Receiving Free Lunches/Textbooks 27 27 32 36

30

Total ISTEP+ Remediation Funding 146,440 146,440 146,440 146,357 146,440

Merrillville High School, Merrillville 3809

School Results

INDICATOR 05-06 06-07 07-08 08-09

State

Average

Graduation Rate 89.9 77.1 77.1 87.3 89

Percent of graduates who have passed Indiana's GQE 88 88 88 88

95

Percent of graduates granted waivers for GQE 2

5

Grade 10 Percent Passing GQE Math Standards 60 60 60 60

Grade 10 Percent Passing GQE Language Arts Standards 65 66 66 66

Advance Placement Percent of Students w/ Average Score > 3 48 48 48 53

54

Advance Placement Percent of 11th & 12th Graders Tested 10 10 10 8

9

SAT Average Score 945 943 943 928 1007

Percent of 12th Graders Taking SAT 62 66 66 66 54

Percent Academic Honors Diplomas 23 19 17 17 32

Percent Core 40 Diplomas 64 66 66 66 68

Percent of Graduates Pursuing College Education 78 82 87 83

75

Attendance Rate 96.4 96.1 96.0 96.0 95.9

Number of Suspensions 501 523 523 623

Number of Expulsions 18 21 21 24

Number of Expulsion and Suspensions Involving Drugs, Weapons, or Alcohol 8 6 6 7

31


NORTH CENTRAL ACCREDITATION REPORT / PUBLIC LAW 221

Strengths and Areas of Improvement

I. Strengths

1. The Merrillville High School teaching staff is dedicated to excellence in Education. Teachers are well qualified and committed to the highest student achievement. The Small Learning Communities initiative and learning strategies has created an atmosphere that is promoting student learning.

2. The Merrillville High School parents are very involved in the students’ education. We have several different ways that our parents keep involved. Merrillville Parent Advisory Council meets with our Principal monthly and parents also serve on our Continuous Improvement Council. RDS Parent Access allows parents access to student schedules, attendance, behavior records and online bill pay. Our Merrillville Advantage Parent E-Newsletter is published bi-monthly.

3. Merrillville High School offers a number of student support services. Our Guidance Staff continues to provide educational services to students and their parents. Merrillville After-School Safe Haven Program (MASH) and the Freshmen Mentoring Program has provides educational activities and study time for students. After school tutoring is provided in the major subject areas. Peer tutoring is also available.

4. Merrillville provides a safe and disciplined environment for students and staff.

II. Areas of Improvement

1. While End Of Course Assessment Scores (ECA) are lacking they are increasing slowly. We are continuing to implement new strategies, refine curriculums, and adjust student scheduling to raise scores. We attribute this initial increase to all staff implementing lesson plans that reinforce state standards in Language Arts and Math and soon across all curriculums. The effect of changing testing instruments from ISTEP to ECA is the reason for the decrease in both Math and Language Arts scores. (Refer to Target Area Goals: Math, Reading and Writing pages 48-62).

2. While we feel that our classroom instruction is adequate, we are developing ways to increase Rigor, Relevance and Relationship in every classroom and instructional setting.

MHS School Continuous Improvement Plan

PL 221 & North Central Accreditation

Department: Art Aim: Highest Student Achievement

Goal: Curriculum Alignment

32

Curriculum Description Courses Offered Technology Academic Standards

The Art Department offers students

the opportunity to learn skills, to appreciate the beauty of the world around them and the work of others. They may use this art education for personal enjoyment and enrichment or as preparation for art as a career. Students are introduced to two-

dimensional and three dimensional art while engaging in sequential learning experiences that encompass art history, art criticism, aesthetics, and production which will lead to the creation of portfolio quality works. Additionally students:

Create works of art

Reflect upon the outcomes of those experiences

Explore historical connection

Write about the process

Make presentation about their progress at regular intervals

Work individually and in groups

Find direct correlation to other disciplines

Explore career options in visual art

Students also identify ways to utilize and support art museum, galleries, studios, and community resources.

9

th through 12

th Grade

INTRODUCTION TO TWO-DIMENSIONAL ART INTRODUCTION TO THREE-DIMENSIONAL ART (repeatable) ADVANCED 2D DRAWING (repeatable) ADVANCED 2D PAINTING (repeatable) ADVANCED 2D PRINTMAKING (repeatable) ART HISTORY BEGINNING ART HISTORY MODERN ART HISTORY RENAISSANCE CERAMICS 1 CERAMICS 2

ADVANCED CERAMICS

MEDIA ARTS 1 MEDIA ARTS 2 ADVANCED MEDIA 1 ADVANCED MEDIA 2 VISUAL COMMUNICATION INTRODUCTION TO THREE-DIMENSIONAL ART

INTERNET FOR RESEARCH SOFTWARE

PHOTOSHOP 6

PAINTER 6

OFFICE 97

POSER 4

BRYCE 4

ARCSOFT DITIGAL CAMERAS COMPUTERS VIDEO CAMERAS

Perform and create one or more of the art forms

Learn to analyze and critique the arts

Develop one’s artistic skills

Become confident in one’s abilities in the arts

Become a creative problem solver

Appreciate the value of the arts

Communicate through the arts

Communicate about the arts

Exhibit knowledge of the historical and cultural diversity of the arts

Exhibit knowledge of criticism and aesthetics in the arts

Cultural Competency: Multi-Cultural standards have been a priority when selecting instructional materials.



Department: Business Aim: Highest Student Achievement


33


The MHS Business Department believes that today’s men and women have unlimited career choices. We believe that all students should include some business training in their high school program for the following reasons:

To understand the global economy and learn lifetime consumer and personal skills and knowledge.

To obtain skills required for work in the business world.

To acquire background information and preparation for further business study at college or technical school.

The Business Curriculum includes these courses recommended for all students:

Business Foundations— which helps students become intelligent consumers.

Computer Applications--which students need for today’s computer oriented society.

The Business Curriculum places an emphasis on the following:

Consistency in grading

Consistency in course content (course outline)

Development of Pre/Post tests

Ongoing evaluation of course offerings and End of Course Assessment testing

9

th Grade—

Skills/Computer Digital Communication Tools

9th & 10

th Grades—

Business Foundations 9

th, 10

th, 11

th, & 12

th Grades—

Personal Finance Digital Communication Tools

Computer Applications Visual Basic Advanced Visual Basic Web Page Design

JavaScript Advanced JavaScript

10th, 11

th, & 12

th Grades—

Document Formatting Accounting I Marketing Entrepreneurship Computer Applications, Advanced Internet International Business

11th & 12

th Grades—

Accounting II Business and Personal Law Advanced Computer Application

Microsoft Office Word Excel PowerPoint Access

Internet MicroPace Pro Visual Basic Digital Camera Scanner Microsoft Front Page

Automated Accounting

The Business Department is integrating the following standards into its courses:

Mathematics: 1. Computation & Estimation 2. Geometry 3. Statistics 4. Probability 5. Algebra 6. Functions and Form 7. Problem-solving 8. Reasoning 9. Communication 10. Connections 11. Technology

Reading 1. Word Recognition, Fluency, & Vocabulary Development 2. Comprehension 3. Application

Writing 1. Conventions 2. Process 3. Application

Speaking and Listening



Department: English Aim: Highest Student Achievement


34


The MHS English Department offers a

variety of courses to meet the needs as well

as interests of our students. Prior to

graduation a student should be able to

comprehend & analyze written

material,

write a coherent essay,

give an oral presentation, and

enhance learning with technology.

The English curriculum includes four

multi-leveled core courses and several

electives. All students take English 9, 10,

11 and 12 during their corresponding high

school years. Students are also welcome to

select from the electives, each of which

support the Core 40 track. There is also an

honors placement track for which teachers

recommend students. The honors

curriculum is designed to challenge

academically talented students to analyze,

synthesize, and evaluate material at greater

depth.

The most noteworthy features of the

English curriculum are emphasis on:

consistency in grading (rubric),

consistency in course content

(curriculum mapping),

writing development in response to

literature (rubric & writing

checklist),

development of pre/post tests (unit

tests & semester exams), and

ongoing evaluation of course

offerings and curriculum re-

alignment for ECA testing

development of vocabulary,

development of higher order thinking

skills

Collaboration of successful teaching

practice

H – Honors C – Core 40

S – Intensive A - Academy

12 H – Advanced Comp/AP English

12 C – Adv Comp/Classic Lit/Eng. Lit

12 S – World Lit/Eth Studies/Tech Wr.

11 H – American Lit/English Lit

11 C – Etymology/American Literature

11 S – American Novels – Composition

10 H – Etymology – Classic Literature

10 C – Survey of Lit and Comp

10 S – Survey of Lit and Comp

9 H – Survey of Lit and Comp

9 C – English 9 (Survey)

9 A – English 9 (Survey)

The above are year-long courses. We

also offer a few elective semester courses:

Dramatic Literature Creative Writing

Speech Developmental Reading

Theatre Arts Yearbook Newspaper

Journalism Film as Literature

Dramatic Literature

Microsoft Word

Internet

Inspiration

PowerPoint

Online Curriculum Support

(pending textbook adoption)

-Essay evaluation

-Grammar drills

-Research modules

-Video/audio clips

Adobe Photoshop

ADOBE In Design

Skills Tutor

1. READING: Word

Recognition, Fluency, and

Vocabulary Development

2. READING: Reading

Comprehension of

Informational Texts

3. READING: Literary

Response and Analysis

4. WRITING: Writing

Process

5. WRITING: Writing

Applications

6. WRITING: Written English

Language Conventions

7. LISTENING &

SPEAKING: Listening and

Speaking Skills, Strategies,

and Applications

8. Workplace Skills



Department: Family and Consumer Science Aim: Highest Student Achievement


35


The MHS Family and Consumer Sciences Department offers a variety of courses to meet the needs and interests of our students. While each of our courses allows students to develop valuable skills unique to the course content, all of our courses prepare students in life skills including

goal setting and achievement,

decision making and evaluation,

oral and written communication, and

teamwork. The Family and Consumer Sciences curriculum includes numerous electives. Some courses require prerequisites within the department, junior/senior status, or an application process but most are available to students as their schedules allow. The most noteworthy features of the Family and Consumer Sciences curriculum are that it is

career focused,

an activity and project based curriculum,

based on real-life experiences that allow for authentic assessment, and

constantly revised to maintain our contemporary needs driven curriculum.

CAREERS Orientation to Life & Careers Professional Cake Decorating HERO/Cooperative Education (Helping Education Reach Occupations) Occupational Child Care (Education and Early Childhood) CHILD & FAMILY Child Development Parenting Modern Living (Family Relationships) Interpersonal Relationships Human Development & Family Wellness CONSUMER EDUCATION Adult Roles & Responsibilities HOUSING Housing & Interior Design FOODS & NUTRITION Foods for Nutrition & Wellness Advanced Foods & Nutrition Microwave & Holiday Foods Gourmet Foods

Microsoft Word Internet Power Point CD-Rom/Curriculum Support Publishers Miicrosoft Money Scanners Videos DVD‖s Digital Camera

English Language Arts

READING: Word Recognition

and Vocabulary Development

READING: Reading Comprehension

WRITING: Writing Process

LISTENING & SPEAKING: Listening and Speaking Skills, Strategies, and Applications Mathematics

Computation

Estimation

Problem Solving



Department: Global Languages Aim: Highest Student Achievement


36


The MHS Global Languages Department provides a four-year program in French, German, and Spanish. Our courses are organized around the state goal areas of language learning: communication, cultures, connections, comparison, and communities. Students are encouraged to study one language for four years so that they will be able to:

communicate in languages other than English

gain knowledge and understanding of other cultures

connect with other disciplines and acquire information

develop insight into the nature of language and culture

participate in multilingual communities at home and around the world

College Prep: Levels 1 Survey of Language And Culture FRENCH: Levels 1, 2, 3, 4 GERMAN: Levels 1, 2, 3, 4 SPANISH: Levels 1, 2, 3, 4 Russian: Levels 1 and 2

Microsoft Word Use of diacritical marks Scanning pictures Integrating pictures (either scanned or from Internet) into a document Curriculum support:

Tapes of native speakers (for practice and testing)

Videos

Computer software for drill/practice of structure and vocabulary

Internet Projects

READING: Word

recognition, fluency, and vocabulary development

READING: Reading comprehension

READING: Reading and discussing literature appropriate to the course level

WRITING: Applying structure, vocabulary and spelling

LISTENING: Developing comprehension of native speakers

SPEAKING: Conversation Questions

SPEAKING: Developing speaking skills in the target language

MATH: Computation (converting measurements and temperatures)



Department: Math Aim: Highest Student Achievement


37

Curriculum Description

Courses Offered

Technology

Academic Standards

The Math Curriculum involves students learning the basic concepts of: the End Of Course Assessment

skills,

beginning algebraic skills,

geometry skills,

advanced algebra skills,

statistics skills,

real life problems solving skills,

trigonometry skills and calculus skills.

Math Lab

(9th grade /Summer Only)

Pre-Algebra

Algebra I

Investigative Geometry

Geometry

Honors Geometry

Algebra II

Honors Algebra II

Probability and Statistics (1 trimester)

Discrete Math (1 trimester)

Pre-Calculus

A.P. Calculus (3 trimesters)

College Entrance Exam Prep

(1 trimester)

All courses have selected Plato programs that are required. Math Pack is also available for instructional and student use as determined by individual instructors. Graphing Calculators Geometry Sketchpad

Review Algebra I standards as Needed by Algebra I students and ISTEP standards Covers the beginning Algebra I Standards and ISTEP standards Covers all state standards for course As given in year of adoption. Covers all state standards for the course. Covers all state standards for course as given in year of adoption. Covers all state standards for course as given in year of adoption. Covers most of the state standards given for yearlong course. Covers most of the state standards given for yearlong course. Covers all state standards for course as given in year of adoption.



Department: Music Aim: Highest Student Achievement


38


The MHS Music Department offers

a variety of courses to meet the

needs as well as interests of our

students. It is our expectation that

prior to graduation a student be able

to:

Perform alone and in

ensembles at least eight

times per year.

Comprehend music

notation

Perform a variety of styles

Sight read music

Notate melodic and

rhythmic dictation

Develop self discipline

through consistent practice

both in groups and

independently

Utilize movement in

musical performance

Music courses are offered to the

students as one year electives.

Admission to each group is by

audition or recommendation.

Music theory focuses on music

composition and analysis while the

band, orchestra and choir courses

emphasize performance. A select

group of Vocalteens and jazz bands

are offered as extracurricular

activities.

Music Theory

Music Theory and Composition

Band

Beginning Concert Band

Intermediate Concert Band

Advanced Concert Band

Marching Band

Orchestra

Intermediate Orchestra

Advanced Orchestra

Choir

Beginning Girls Choir

Intermediate Mixed Choir

Intermediate Girls Choir

Advanced Mixed Choir

Extracurricular Ensembles

Jazz Band

Winter Drum Line

Vocalteen Show Choir

Computer Software

MOTU Performer (music

sequencing program)

MOTU Composer (computer

composition program)

Band-in-a-Box (musical

arrangement program)

Digidesign Pro Tools (digital

audio editing program)

Powerpoint presentations at

Concerts

Hardware

Multitrack recordings for

reinforcement during

choreography

Individual MIDI production

Suites for use in composition

Evaluation

Video and Audio tapes of

ensemble performances for

class analysis

Audio tapes of individual

student finals at the end of

each quarter

1. Singing alone and with

others

2. Playing an instrument

alone and with others

3. Reading, notating and

interpreting music

4. Improvising melodies

and accompaniments

5. Composing and

arranging music within

specified guidelines

6. Listening to, analyzing,

and describing music

7. Understanding

relationships between

music, the other arts,

and disciplines outside

the arts

8. Understanding music in

relation to history and

culture

9. Evaluating music and

music performances



Department: Physical Education Aim: Highest Student Achievement


39


An integrated curriculum focused on the development of both lifetime activity skills and physical fitness was developed by the Merrillville High School physical education department in the 1999 2000 school year. The physical fitness emphasis is designed to help facilitate the following objectives: Understand fully the role of exercise in improving his/ her fitness so that he/she can decide how much exercise is necessary and what types of activities are best. Be knowledgeable about fitness, be able to identify and define each of the related components, and be able to evaluate and interpret his / her level of fitness for each of the components by the use of practical tests. Understand how the body functions, know what its limitations are, and be able to identify and understand the regular changes that occur as a result of regular exercise. Understand the principles involved in conducting a good exercise program and be able to develop and implement an acceptable program based on present needs and future expectations. Understand the relationship between exercise and factors such as nutrition, diet, weight control and cardiovascular disease

Develop an attitude that promotes

regular and lifelong physical activity,

thus increasing and maintaining total

body efficiency.

The curriculum focuses on the following courses:

A. Activities B. Swim/fitness C. Body Works D. Lifeguard

Training E. Health F. Substance

abuse G. Adapted

Physical Education

H. Athletic Training

Microsoft Word Internet PowerPoint Adam Heart-Rate Monitors

All classes have been aligned with state standards for physical education. In addition the department has incorporated the Baldridge program in all course selections.



Department: Science Aim: Highest Student Achievement


40


The Science curriculum is designed to involve the student as an active participant in his science education. As a result of active student participation a student will develop a greater understanding of science. To involve the student, experimental laboratory work (much of which utilizes the computer and various transducers to collect data) is the focal point for further theoretical development of scientific theories. The scientific method, which in short is the general logic employed whether tacitly or explicitly, for assessing the merits of an inquiry, is employed in all phases of student learning. The Merrillville Science Department provides curricular and extra curricular opportunities for students to develop the abilities to think creatively, and critically and to utilize the latest technologies to help them become self-sufficient, informed, and productive citizens. Strong points of the Merrillville Science Curriculum.

A-Availability of the latest computer technology.

B-Diversity of the curriculum to enable each student to select courses and study science at the appropriate level.

C-Use of nationally written exams for comparative analysis of the curriculum.

D-Ongoing evaluation of ECA standards activities.

Grade 9th- Life/Physical Science 9th, 10th- Biology Core 40 10th, 11th- Physical Science 10th, 11th, 12th

Earth Science

Core 40

Chemistry-Physics

Chemistry Core 40

Botany

Zoology

Marine Biology 11th, 12th-

Physics Core 40

Anatomy & Physiology

A.P. Biology

A.P. Chemistry 12th- A.P. Physics

Graphical Analysis (Vernier) Lab Pro Interface (Vernier) Serial Interface (Vernier) Multi-Purpose-Lab-Interface (Vernier) Weather Station interfaced to a computer. (NBC) Science Workshop-750 (PASCO) Internet Curriculum supportive C-D rom Microsoft Office

Word

Excel

Power Point

READING: Vocabulary and Concept development. -Meaning of words.

READING: Comprehension and Analysis of grade level appropriate text.

WRITING APPLICATIONS: Varied and expanded vocabulary.

MATHEMATICS: Use of appropriate mathematics including algebra and graphing in data analysis.

SCIENCE: Problem solving –Application of the scientific process-Historic perspective of science-Measurement.

Science curriculum meets the State Standards in Science.



Department: Social Studies Aim: Highest Student Achievement


41


The MHS Social Studies department offers a variety of courses to meet the needs as well as interests of our students. The goal of Social Studies education is the development of informed, responsible citizens who actively participate in our democracy. The Social Studies curriculum includes required and elective courses. The elective classes support the Core 40 track, Academic Honors and Technical Honers Diploma. There are also Advanced Placement classes available for college credit.

Consumer Economics Economic Theory Psychology AP Psychology Sociology U.S. Government U.S. History I U.S. History II U S History III World Geography World Civilizations / World History Geography / History of War AP U.S. History AP Government AP Economics

Microsoft Word

Microsoft Office

Internet Power Point Newsbank Inspire Videos Audio Clips Grolier Online

READING: Word Recognition, Fluency, and Vocabulary Development.

READING: Reading Comprehension

READING: Response and Analysis

WRITING: Writing Process

WRITING: Application

LISTENING & SPEAKING: Listening and Speaking Skills



Department: Technology Education Aim: Highest Student Achievement


42

Curriculum Description

Courses Offered Technology Academic Standards

Technology Education has an important role to play in our technologically modern society. Each day our world becomes more mechanized and technical with the invention and production of more laborsaving devices. Many tradespersons and technicians are needed to install, operate, and service these modern pieces of equipment. Technology Education offers students an opportunity to acquire some insight into various technical and trade areas. Lab or shop classes are not designed to turn out tradespersons or technicians, but are for the purpose of acquainting the student with various occupations requiring some type of mental/manual skill. Technology Education class experiences will have carry-over value in later life, in job situations, in consumer knowledge, or possibly in home maintenance, as well as stir an interest in a vocational trade and promote further education in a vocational trade for summer employment while attending college or for a life skill employment.

9th Grade Technology Education (to include segments in Drafting, Electricity, Metals, Woods and Machine Shop)

A+ Certification Communication Processes (formerly Drafting/CAD 1 & 2)

Design Processes (formerly Drafting/CAD 3 & 4) Construction Processes (formerly CAD Design) Manufacturing Systems I (formerly Metals) Manufacturing Systems II (formerly Metals II) Manufacturing Processes I (formerly Machine Shop) Manufacturing Processes II (formerly Welding) Manufacturing Processes II (formerly Machine Shop II) Building Trades Manufacturing Processes (formerly Woods I) Manufacturing Processes II (formerly Woods II ( Construction Systems (formerly Woods II) Transportation Systems I (formerly Power Mechanics I) Transportation Systems II (formerly Power Mechanics II) Transportation Systems Communication Processes (formerly Graphic Arts I &b II) Manufacturing Processes (formerly GA/Production Printing) Communication Systems (formerly Basic electricity/Electronics) Communication Processes (formerly Advanced electronics & FM electronics) Communication Processes (formerly Digital Electronics) Cisco Networking 1 & 2 Cisco Networking 3 & 4 Manufacturing Processes (formerly Plastics)

Cisco Course of Study Including: CompTIAA+ Credential for Industry Computer Service Power Point, Visio, Internet Access, Computer Lab with Routers, switches, hubs, and cabling Class room computers/ Computer Lab MCA Pentium III HP Laser Jet Printer Auto CAD Universal Laser Corel Draw Corel Ventura Picture Publisher, Adobe Photo Shop, Adobe Streamline And Adobe Illustrator

Master Cam Light Machines (Lathe & Mill)

READING: Vocabulary and Concepts in each area

READING: Comprehension and Analysis of grade level appropriate text.

MATHEMATICS: Use of appropriate Mathematics for each area

LISTENING & SPEAKING: Listening and Speaking Skills varying in each area

SCIENCE: Problem solving – Application of the scientific processes of solving simple and complex problems varying by area.

TECHNOLOGY EDUCATION CURRICULUM meets the State Standards in Technology Education.



Department: Educational Prep Aim: Highest Student Achievement

English Goal: Curriculum Alignment

43


The MHS English Department offers a variety

of courses to meet the needs as well as interests

of our students. It is our expectation that prior

to graduation a student be able to

comprehend what he reads,

write a coherent essay,

give an oral presentation, and

enhance learning with technology

The English curriculum includes two core

courses and numerous electives. All students

take English 9, which places emphasis on

essential skills while English 10 focuses

primarily on writing development. Upon

successful completion of the core courses,

students are free to select from the numerous

electives. All electives support the Core 40

track. There is also an honors placement track

for which teachers make recommendations.

The most noteworthy features of the English

curriculum are emphasis on

consistency in grading (rubric),

consistency in course content (course

outlines),

writing development in response to

literature (rubric & writing checklist),

development of pre/post tests (unit tests

& semester exams), and

ongoing evaluation of course offerings

Curriclum re-alignment for End of

Course Assessment testing

Essential English

English I

English II

H – Honors C – Core 40

S – Intensive A - Academy

Grade 12

12 H – Advanced Comp/AP English

12 C – Adv Comp/Classic Lit/Eng.

Lit

12 S – World Lit/Eth Studies/Tech

Wr.

Grade 11

11 H – American Lit/English Lit

11 C – Etymology/American

Literature

11 S – American Novels –

Composition

Grade 10

10 H – Etymology – Classic

Literature

10 C – Survey of Lit and Comp

10 S – Survey of Lit and Comp

Grade 9

9 H – Survey of Lit and Comp

9 C – English 9

9 A – English 9

The above are year-long courses.

We also offer a few elective semester

courses:

Dramatic Literature

Speech

Theatre Arts

Journalism

Microsoft Word

Internet

Inspiration

Power Point

Online Curriculum

Support

(pending textbook

adoption)

-Essay evaluation

-Grammar drills

-Research modules

-Video/audio clips

READING: Word

Recognition, Fluency,

and Vocabulary

Development

READING: Reading

Comprehension

READING: Literary

Response and Analysis

WRITING: Writing

Process

WRITING: Writing

Applications

WRITING: Written

English Language

Conventions

LISTENING &

SPEAKING: Listening

and Speaking Skills,

Strategies, and

Applications




Math Goal: Curriculum Alignment

44


The Math curriculum involves

students learning the basic

concepts of:

ISTEP skills

Beginning algebra skills

Geometry skills

Advanced algebra skills

Statistics skills

Real-life, problem-solving skills

Calculus skills

Essential Classes

Math I

Algebra I

ISTEP (one trimester course)

Pre-algebra

Algebra I

Plane Geometry

Honors Geometry

Algebra II

Honors Algebra II

Probability and Statistics

(one trimester)

Discrete Math (one trimester)

Pre-calculus

A.P. Calculus (3 trimester)

All courses have selected

Plato programs that are

required. Math Pack is also

available for instructional

and student use as

determined by individual

instructors.

Graphing Calculators

Geometry Sketchpad

Covers all ISTEP competencies

Covers all state standards for

course as given in year of adoption.





Covers most of the state standards

given for year-long course.

Covers most of the state standards

given for year-long course.



For English Academic Standards,

see individual course outcome

guide.




Science Goal: Curriculum Alignment

45

Curriculum Description Courses Offered Technology Academics Standards The Science curriculum is designed to involve the student as an active participant in his science education. As a result of active student participation a student will develop a greater understanding of science. To involve the student, experimental laboratory work (much of which utilizes the computer and various transducers to collect data) is the focal point for further theoretical development of scientific theories. The scientific method, which in short is the general logic employed whether tacitly or explicitly, for assessing the merits of an inquiry, is employed in all phases of student learning. The Merrillville Science Department provides curricular and extra curricular opportunities for students to develop the abilities to think creatively, and critically and to utilize the latest technologies to help them become self-sufficient, informed, and productive citizens. Strong points of the Merrillville Science Curriculum: A-Availability of the latest computer technology. B-Diversity of the curriculum to enable each student to select courses and study science at the appropriate level. C-Use of nationally written exams for comparative analysis of the curriculum. D-Ongoing evaluation of ISTEP standards’ activities.

Essential Classes Science I Science ll Grade 9th- Life/Physical Science 9th, 10th- Biology Core 40 10th, 11th- Physical Science 10th, 11th, 12th

Earth Science

Core 40

Chemistry-Physics

Chemistry Core 40

Botany

Zoology

Marine Biology 11th, 12th-

Physics Core 40

Anatomy & Physiology

A.P. Biology

A.P. Chemistry 12th- A.P. Physics

Graphical Analysis (Vernier) Weather Station interfaced to a computer. (NBC) Lab Pro Interface (Vernier) Serial Interface (Vernier) Multi-Purpose-Lab-Interface (Vernier) Science Workshop - 750 (PASCO) Internet TASA Plate Tectonics CD-Rom Interactive Explorations CD-Rom by Holt Class web site

READING: Vocabulary and Concept development.-Meaning of words.

READING: Comprehension and analysis of grade level appropriate text.

WRITING APPLICATIONS: Varied and expanded vocabulary.

MATHEMATICS: Use of appropriate mathematics including algebra and graphing in data analysis.

SCIENCE: Problem solving-Application of the scientific process-Historic perspective of science-Measurement.

Science curriculum meets the State Standards in Science.




Social Studies Goal: Curriculum Alignment

46


The MHS Social Studies

department offers a variety of

courses to meet the needs as

well as interests of our

students. The goal of Social

Studies education is the

development of informal,

responsible citizens who

actively participate in our

democracy. The Social Studies

curriculum includes required

and elective courses. The

elective classes support the

Core 40 track. There are also

Advanced Placement classes

available for college credit.

Academic Honors Diploma

Technical Honor Diploma

Essential Classes

Consumer Economics

U.S. Government

U.S. History I

U.S. History II

U.S. History III

Consumer Economics

Economic Theory

Psychology

Sociology

U.S. Government

U.S. History I

U.S. History II

U.S. History III

World Geography

World Civilizations / World History

Geography / History of War

Microsoft Word

Internet

Power Point

Newsbank

Inspire

Videos

Audio Clip

Grolier Online

Microsoft Office

READING: Word

recognition, fluency, and

vocabulary development.

READING: Reading

comprehension

READING: Response

and analysis

WRITING: Writing

process

WRITING:

Application

LISTENING &

SPEAKING: Listening and

speaking skills




Occupational Prep Goal: Curriculum Alignment

47


The Occupational Prep Curriculum involves students learning the basic concepts of:

Life-Skills Reading Development Reading Essentials: Work on letter identification and sounds, safety word recognition, reading life-skills material for comprehension, increasing vocabulary related to school, home, work and community Pre-Vocational Studies: On-task skills, preparing materials for work and work completion, increasing accuracy, work related skills, appropriate dress and social skills, job applications, interviewing, work-enclave experiences, community-service learning, working in community settings Life-Skills Writing Development Life Skills Writing Recognition of personal information, basic keyboard skills, writing legibility, cursive writing, sentence to paragraph skills, capitalization and punctuation Social Skills Development Social Skills Essential: Social conversations, professional conversations, working with small groups on activities, leisure skill development, appropriate time management skills

IASEP Preparation

Math

English

Social Studies

Science

Health

In all areas we use computer software as rehearsal tools for the subject areas. Word processing and basic computer skills are used . We also use adaptive keyboards for students who have difficulty with the complexity of the standard keyboard. Most of our software is talking software to assist with our lower ability readers.

Special needs kids are working on a life skills curriculum. The state assessment used is IASEP instead of ISTEP. It has not been designated to date as state standards, but we feel that we are in-line with the Pre-Academic Standards.

ACTION IMPLEMENTATION PLAN

Target Area Goal: Math Goal: By 2011-12, Students required to participate will meet the State Standards in Mathematics will increase

3.5% on the End of Course Assessment test.

By 2012-13, Students required to participate will meet the State Standards in Mathematics will increase



3.5% on the End of Course Assessment testing..

NCA Goal: 100% of students in grades 9-12 will demonstrate the ability to solve complicated mathematic

problems across the content areas.

Merrillville Community School Corporation Goal: Students assessment results approach 100% passing ECA and show

NO significant difference in performance between students groups.

ECA State of Indiana: End of Course Assessment Test

48

Strategies

Desired Result Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Use teacher

recommendations and

Algebra pre test to place

students in courses that are

consistent with their ability

to succeed in Math.

Each student to achieve a

70% class average in all

math courses.

Counselors,

Parents and

Teachers

Hands-on in-service on

how to analyze NWEA

data and to compare it

with data from classes.

Meet with guidance to

orient them with our

results and suggested

actions to implement.

Base Year

Continue using a Pre-

Test/Post-Test system to

evaluate student

improvement.

Data will be generated that

will be used for aligning

the curriculum.

Math Teachers Teacher will be given

time to evaluate, revise,

and re-write Pre and

Post tests.

Base Year

Students will keep charts of

first and second trimester

grades in math that will be

kept in their individual

folders.

Data will be generated that

will help determine

appropriate placement of

students in classes.

Math Teachers In-service time given to

teachers to review and

use Baldrige Quality

Tools.

Base Year













49

Strategies Desired Result Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Current teachers will initial

students' course selections for

remediation after each trimester

and for the following year.

Students will be aware of

difficulties when selecting a

course they are inadequately

prepared to take. The percent

of students requesting course

changes at the beginning of a

semester will decrease.

Counselors, Math

Teachers,

Students

In-service math and

guidance personnel how

consistent measures for

recommendations can be

done.

Base

Year

Teachers will integrate and

teach Academic State Standards

in all classes.

ECA scores will meet

quantifiable goals as stated

above.

All teachers In-service time given to

integrate and align classes

with the State Standards.

Base

Year

Teacher will continue to

tutor and assess Academic

Standards for all students in

order to maintain and

reinforce necessary skills in

all classes.



math courses.

Administration,

students, and

math clinic

teacher

In-service teachers on

changing standards and

skill development

strategies.

Base Year













50


Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Math clinic is offered twice a

week for students at any

level that need help with

math.



math courses.

Administration,

students, and

math clinic

teacher

Base Year

Algebra remediation courses

and Pre-Algebra (Incoming

Freshmen) are offered during

the summer.



above and to improve

incoming Freshmen Math

ability.

Administration

and Counselors



skill development

strategies.

Base Year

Teachers will provide

student names for Algebra

summer remediation classes

and summer school classes.

Students who score below

standard will be

recommended to receive

summer remediation.

Math Teachers

and Counselors

Teachers will be in-

serviced on procedures.

Base Year

To increase the number of

students passing by using

spiral review, quarterly

assessments, teacher

generated text and enhance

curriculum.



above.

Administration,

Teachers and

Students



skill development

strategies.

Base Year













51


Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Peer mentoring is offered

during study time during the

school day throughout the

year.



above.

Designated

Math Teacher

and Peer

Mentors

Base Year

Each math teacher (Math

Problem Solving -

Geometry) pre-tested and

post-tested ECA concepts

during the first month of

school and spent a few

minutes each day reviewing

ECA concepts.

ECA scores will meet the

goals stated above. (Post-

test should reflect student

improvement form Pre-

test.)

Math Teachers In-service teachers on


skill development

strategies. Also, time

given to evaluate,

revise and rewrite pre-

tests and post-tests.

Base Year

Pre-Algebra recommended

for incoming Freshmen

Prepare students for

Algebra

Administration

and Counselors

In-service Teachers on

Pre-Algebra

Curriculum

Base Year

Plato is used bi-weekly to

facilitate individual learning.

Gaps in student math skills

are addressed. Current skills

are reinforced.



above.

Math Teachers,

Technology

Department,

and Students

Plato in-serving for

incoming teachers.

Base Year













52


Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Teachers will integrate

different learning styles to

address the needs of their

students.



math courses.

Math

Department and

Administration

In-service teachers how

to develop activities

that address different

learning styles.

Base Year

A Freshman Academy will

be established to focus the

academic instruction of

incoming Freshmen who

scored below standard in 8th

grade Math and in the

classroom.



above.

Teachers,

Administration,

and Students

Teachers will be in-

serviced on teaching

in an Alternative

Schedule and with low

motivated students.

Base Year

School wide Math activities

developed through Small

Learning Communities

support curriculum.



above.

Teachers and

Students



skill development

strategies.

Base Year


Target Area Goal: Reading Goal: By 2011-12, Students required to participate will meet the State Standards in Reading will increase by 10%

as measured by Scholastic Reading Inventory

By 2012-13, Students required to participate will meet the State Standards in Reading will increase by 10%




NCA Goal: 100% of students in grades 9-12 will demonstrate the ability to comprehend what is read across all content areas.




53


Responsibility

2009

2010

2010

2011

2011

2012

2012

2013

2013

2014

All students will be tested to

establish a base Lexile reading

score

To develop a base

Lexile score

English Teachers

Base year

Implementation of common mid-

term, final exams and disaggregate

data in order to determine the

students who are at-risk.

According to the Indiana

Academic Standards.

*Students will improve

to 79.4% from 74.4%

in construct meaning,

78% from 73% in

literal meaning and

from 66.6% to 71.6%

in textual clues.

English Teachers

Base year

All students in grades 9-12 will

read a minimum of one book from

the Required Reading List every

six weeks and pass comprehension

test.

Students will improve 5

% to 57% from 62% in

construct meaning.

Students will improve

5% to 57% from 62%

in literal meaning.

Homeroom

teachers

Media specialists

Base year












54


Responsibility

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Require reading in all content

areas, followed by a quiz or

project, which assesses

comprehension every nine-

week grading period.

Scholastic Reading

scores will meet

quantifiable goals as

stated above.

High school

teachers


how to develop for

Reading strategies for

instruction.

Base year

Incoming freshmen and transfer

students reading

comprehension will be assessed

by their English teacher.

Chart reading level to

determine appropriate

placement.

Reading teacher In-service on

assessment

development

Base year

School wide Reading activities

and instruction developed

through Small Learning

Communities support

curriculum.



stated above.

Teachers and

Students


Graph Organizer

development and use.

Base Year

Develop on-line common

quarterly assessment utilizing

moodle.



stated above.

Teachers and

Students

In-service teachers

Base Year












55

Strategies

Desired Result

Staff

Responsibility Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Teachers and counselors will

use ECA results and scores to

recommend students for

remediation.



stated above.

Freshmen

Teachers and

Counselors

In-service

teachers on how

to read the ECA

scores.

Base year

Teachers will integrate and

teach Academic State

Standards in reading for all

classes.



stated above.

All Teachers In-service time

given to integrate

and align classes

with the State

Standards.

Base year

Increase the number of

students meeting standards

on the SRI and ECA. Use

expert 21 software, increase

remediation and use a

standardized rubric.

Increase the number

of students meeting

in reading and ECA

scores will meet


stated above.

Administration,

Teachers and

Students

In-service

teachers on

changing

standards and skill

development

strategies.

Base year

Develop Core teacher teams

grades 10 and 11. focused on

comprehension and writing

application.

Base year












56

Strategies

Desired Result

Staff


Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013


tutor and assess Academic

Standards for all students

in order to maintain and

reinforce necessary skills

in all classes.

ECA scores will

meet quantifiable

goals as stated

above.

Administration,

students, and

math clinic

teacher

In-service time given

to integrate and align

classes with the State

Standards.

Base year

ECA remediation courses

are offered during the

school year and summer.

ECA scores will

meet quantifiable

goals as stated

above.

Administration

and summer

school teachers

A certified reading

teacher will continue

to instruct staff

Base year

Fast ForWord Reading

Program will help

struggling readers to

improve processing skills.

ECA scores will

meet quantifiable

goals as stated

above.

Administration

and Teachers

Training and

professional

development of

interventions and

understanding data

Peer mentoring is offered

throughout the year for

students who need ECA

remediation.

ECA scores will

meet quantifiable

goals as stated

above.

Peer mentors

and designated

teachers

Base year

I - Implement E – Evaluate / Revise C - Continue


Target Area Goal: Writing

Goal: By 2009-2010, Students required to participate will meet the State Standards in Writing will increase

3.5% on the End of Course Assessment testing.

By 2010-2011, Students required to participate will meet the State Standards in Writing will increase

3.5% on the End of Course Assessment testing


3.5 on the End of Course Assessment testing..

NCA Goal: 100% of students in grades 9-12 will learn to write and synthesize various forms to written communication.




58

Strategies

Desired Result

Staff


Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

After school ECA

remediation is offered to

students throughout the

school year in the

MASH program and

English Clinic



stated above.

Administration,

counselors, and

designated

teachers

In-service teachers

on changing

standards and skill

development

strategies.

Base year

Focused instruction will

be given to all classes

containing freshmen and

sophomores. A specific

standard will be

addressed each week.



stated above.

Freshmen and

sophomore

teachers

A certified reading

teacher will continue

to train staff on

methods and

strategies that can be

used in classroom

situations.

Base year

School wide Writing

activities developed

through Small Learning

Communities support

curriculum.



stated above.

SLC

Coordinator and

Teachers

In-service teachers

on Graph Organizer

development and

use.

Base

Year













58

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Students will use the

Writing Development

Rubric (see page 56) to

assess their writing

improvement across the

curriculum.

100% of the students will

become familiar with the

writing benchmarks of the

Indiana Academic Standards

and Core 40

Entire faculty, but

especially

teachers of

English & any

other teachers

who require

writing, will use

the rubrics to

evaluate student

Writing

In-service English

department

members to grade

student writing

using the rubric

and each year

new members of

the department

will receive

training.

Base year


Language In Use rubric

(see page 57) to assess

their writing

improvement across the

curriculum

100% of the students will

practice evaluating their own

work with the Language In

Use rubric.

English

department

members will

in-service other

departments to

use the rubric.

Base year













59

Strategies

Desired Result

Staff

Responsibility

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013


Departmental Writing

Check List to focus on

their writing strengths

and weakness across the

curriculum.

All students and teachers

may use checklist to evaluate

writing and aid in the

collection of data about

weaknesses.

Entire faculty,

teachers of

English & any

other teachers

who require

writing, will use

the rubrics to

evaluate student

Writing.

English

department will

conduct

consistency

workshops to aid

teachers in the

use of the rubrics.

Base year

Students will use a

Frequency Chart and/or

Histogram to track their

capitalization,

punctuation, usage, and

spelling errors.

All students and teachers may

use a frequency chart and/or

histogram to visualize

improvement in capitalization,

punctuation, usage, and

spelling. Students tested will

achieve 75% competency on

the Writing Development and

Language Usage.

Entire faculty,

teachers of

English & any

other teachers

who require

writing, will use

the rubrics to

evaluate student

Writing.

English

department

will verify

vertical alignment

of writing

curriculum 9-12

Base year













60

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Teachers will integrate

and teach Academic

State Standards in all

classes.



above.

All teachers In-service

teachers on

changing

standards.

Base year


tutor and assess

Academic Standards for

all students in order to

maintain and reinforce

necessary skills in all

classes.



above.

Administration,

students, and

math clinic

teacher

In-service

teachers on

changing

standards and

skill development

strategies.

Base year

Develop Core teacher

teams grades 10 and 11.

focused on

comprehension and

writing application.



above.

Administration

and English

teachers

Base year













61

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

Freshmen teachers and

counselors will identify

at-risk students to

recommend students for

summer ECA

preparation courses.

Students tested will achieve a

75% by 2010-2011 on the

Writing Development,

Language in Use,

Capitalization, Punctuation,

Usage, and Spelling portions.

Freshmen

teachers and

counselors.

All teachers will

have in-service

training on

administrating the

NWEA test form

and how to read

results.

Base year

ECA Preparation and

Remediation courses are

offered during the

summer.

Students tested will achieve a

75% on the Writing

Development Language in

Capitalization, Punctuation,

Usage, and Spelling portions

of the ECA in 2011-2012

Teachers hired to

teach the courses.

In-service

teachers on

changing

standards and

skill development

strategies.

Base year

Develop on-line

common quarterly

assessment utilizing

moodle



above.

Teachers and

Students In-service

teachers

Base

Year













62

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

2012

2013

English clinic is offered

twice a week for

students of all grades

who want assistance in

English. Records of

attendance are kept.

Individual teachers monitor

progress of students on

assignments students

complete for them in clinic.

Teacher hired to

supervise the

clinic.

Teachers will

receive in-

servicing on

various methods

on how to teach

the Indiana

Standards.

Base year

Before school ECA

remediation is offered

during the first month of

school. Targeting

students 5 pts. above and

5 pts. below pass ECA

including Special

Education students.



above.

Administration,

Teachers and

Students

In-service

teachers on

changing

standards and

skill development

strategies.

Base year

Ninth through Twelfth Grade

Language-in-Use Rubric

63

SCORE

MAJOR ERRORS

MINOR ERRORS

4 Writing exhibits an

excellent command of

language skills

3 Writing exhibits a good

command of language

skills

2

Writing exhibits a

minimal command of

language skills

1

Writing exhibits

inadequate command

of language skills

Writing has none of the following errors:

Fragments frag

Run-ons R.O.

Comma splice C.S.

Minus ten percent for each type of major error.

Points may be adjusted for excessive errors

and/or specific formats.

Writing has few to none of the following errors:

Paragraph ll Omission ^

Puncuation p. Not parallel //

Agreement agr. Use adverb form adv

Spelling sp. Misplaced modifier mm

Word choice w.c. Incorrect tense T

Pronoun reference ref Abbreviation ab

Possessive case pos Word division WD

Capitalization cap

Minus three percent for each type of minor error.

Points may be adjusted for excessive errors

and/or specific formats.

64


Assessment of Improvement in all Target Area Goals

NCA Goal: 100% of students in grades 9-12 will demonstrate the ability to comprehend what is read across all content

areas.



Strategies /

Target Area Goals

Outcome

Staff Responsible

Responsible

Assessment

2009

2010

2010

2011

2011

2012

Math

85% of our students by grade

12, will have passed the End

of Course Assessment test

(ECA) and will have the

ability to solve real life

problems.

Teachers

Department

Chairpersons

Guidance Counselors

Administrators

End of Course

Assessment test (ECA)

Scholastic Aptitude

Test (SAT)

Pre and Post Testing

CORE 40 Requirements

Base year

Writing

80% of our students by 2004-

2005 will have passed the

ECA and will have learned

how to write and synthesize

various forms of

communication.

Teachers

Department

Chairpersons

Guidance Counselors

Administrators

ECA

SAT

Writing Portfolios


Base year

Reading

80% of our students by

grade 12, will have passed

the ECA and will have

learned how to read

various forms of literature.

Teachers

Department

Chairpersons

Guidance Counselors

Administrators

ECA

SAT


Required Reading Data

Base year


Focused Improvement Goal Area: Graduation Rate

Outcome: By 2011-2012 Merrillville High School graduation rate will increase from 90% to 92.5%

By 2012-2013 Merrillville High School graduation rate will increase from 92.5% to 95%

By 2013-2014 Merrillville High School graduation rate will increase from 95% to 97.5%

* New formula to calculate graduation rate. State Average: 85%

65

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

ECA Remediation Classes Students gain

basic skills to

pass ECA at the

70% level by

2010

Teachers,

Administration and

Central Office



skill development

strategies.

90.8

Goal

92.5%

State Waivers

(Application /Review)

Students must

meet State and

Local

Requirements

Guidance Counselor

Coordinator,

Principal and Asst.

Superintendent

Goal

92.5%

Progress Reports Notification for

Student and

Parents of grades

Teachers, Guidance

Counselors and

Administrators

New Teachers are in-

serviced on how to input

reports

Goal

92.5%

Home Work Hotline

Web Pages

Notification for

Student and

Parents of

homework

Teachers

New Teachers are in-

serviced on how to

Utilize the phone system

and develop Web pages.

Goal

92.5%

Seniors may enroll in Day

School and Alternative

Credit recovery

Guidance Counselors

and Administrators

Goal

92.5%


Focused Improvement Goal Area: Graduation Rate

Outcome: By 2011-2012 Merrillville High School graduation rate will increase from 90% to 92.5%

By 2012-2013 Merrillville High School graduation rate will increase from 92.5% to 95%

By 2013-2014 Merrillville High School graduation rate will increase from 95% to 97.5%

* New formula to calculate graduation rate. State Average: 85%

66

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Four (4) Year Plan Started in the

Freshman year and

up-dated annually

Guidance Counselors

Goal

92.5%

Adult Education Students have the

opportunity for

advancement and

remediation

Guidance Counselors

and Adult Education

Coordinator

Goal

92.5%

Alternative Education Students have the

opportunity for

advancement and

remediation

Guidance Counselors

and Alternative

Education

Coordinator



skill development

strategies.

Goal

92.5%

Required Reading Credit Students had an

opportunity to

achieve an

additional credit

Media Center Goal

92.5%

Summer School Students had an

opportunity to

achieve additional

credits

Guidance Counselors

and Administrators

Goal

92.5%


Focused Improvement Goal Area: Attendance Rate

Outcome: To attain an Attendance Rate at 97%

for all students at Merrillville High School. State Average: 95%

67

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Incorporated a new

attendance instrument

(AS 400-RDS)

To improve and

maintain a 97%

attendance rate

Central Office

Technology Dept.

Attendance Secretary

Asst. Principals

In-service staff

96%

Incorporated new

Teachers Modules for

electronic attendance

keeping (AS 400-RDS)

To improve and

maintain a 97%

attendance rate

Technology Dept.


Asst. Principals

Faculty

In-service staff

96%

Students/Parents are

informed by letter on

their 3rd

, 4th

, and 5th

non-

exempt absence

To improve and

maintain a 97%

attendance rate


Asst. Principal

In-service


Asst. Principal

96%

Students are placed on an

attendance contract on

their 6th

non-exempt

absence

To improve and

maintain a 97%

attendance rate

Asst. Principals

96%

Student Vacation days

ware limited to 5 days

instead of 10

To improve and

maintain a 97%

attendance rate

School Board

Asst. Principals

96%


Focused Improvement Goal Area: Attendance Rate

Outcome: To attain an Attendance Rate at 97%

for all students at Merrillville High School. State Average: 95%

68

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Parents are notified by

automated phone

between 6:30 – 9:30 the

same day students are

absent, without a call

from their a Parent

To improve and

maintain a 97%

attendance rate


Asst. Principals

In-service

Asst. Principal

96%

Asst. Principals

monitored grade level

attendance with daily

sheets of absences and

cumulative absent lists

To improve and

maintain a 97%

attendance rate


Asst. Principal

96%

Parents are notified by

automated phone on

student’s 6th

absence and

every absence

subsequently.

To improve and

maintain a 97%

attendance rate


Asst. Principal

96%


Focused Improvement Goal Area: School Security

Outcomes: To resolve 75% of the 200 incidents reported to security.

To provide a safe and disciplined environment for all students and staff.

69

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

To employ a Director of

Security of the School

Corporation

Continue to provide a

safe educational

environment

Superintendent Certified School Safe

Specialist,

Monthly Law

Enforcement

Meetings, Lake County

Safe School Commission

Base line

Year

To maintain a staff of

four (4) Security Officers


safe educational

environment

Director of Security Annual In-Service Training

Base line

Year

To apply for and obtain

the Cops In School

Grant.

School Resource Officer

(SRO)


safe educational

environment

Superintendent /

Principal

Annual In-Service Training:

Lake County Safe School

Commission

Attend a National

Conference: National School

Safety Center, “Cops in

school, keep students safe”

Base line

Year

To maintain and up-grade

a security video camera

system

(64 cameras)


safe educational

environment

Director of Security

School Resource

Officer

Annual In-Service Training

Base line

Year

School Crisis

Management Planning

(School Crisis Guide)

Crisis Management

Director of Security Annual In-Service Training

Annual Table top exercise

Base line

Year


Focused Improvement Goal Area: School Security

Outcomes: To resolve 75% of the 200 incidents reported to security.

To provide a safe and disciplined environment for all students and staff.

70

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Daily assessment of the

building security.


safe educational

environment.

Director of Security,

Security Staff,

Assistant Principals

School Resource

Officer

Annual In-Service

Training: Lake County


Base line

Year

Established a School

Safety Hotline and

continue to advertise its

availability.


safe educational

environment.



Annual In-Service

Training: Lake County


Base line

Year

To provide all

students/parents with a

Pirate Planner (Student

Handbook) covering

polices and procedures of

Merrillville High School.


safe educational

environment.

Assistant Principal,

Principal,

Superintendent and

School Board

Base line

Year

To provide Security at

the front entrance of the

building.


safe educational

environment.



Base line

Year

Use PBIS scripts and

interventions to

communicate

expectations to students

and procedures to staff.


safe educational

environment.

PBIS Universal Team

Administration

Teachers

PBIS Professional

Development

Base line

Year

ACTION IMPLEMENTATION PLAN Focused Improvement Goal Area: Behavioral -Inappropriate Language and Disruptive Behaviors

Outcomes: By 2010-11, Students will refrain from using inappropriate behaviors in hallways and classrooms.

The incidents of referrals will be reduced by 50 referrals from referrals noted from base year.

By 2011-12, Students will refrain from using inappropriate behaviors in hallways and classrooms.

The incidents of referrals will be reduced by 50 additional referrals from those noted in the base year.

By 2012-13, Students will refrain from using Inappropriate behaviors in hallways and classrooms.

The incidents of referrals will be reduced by 50 additional referrals from those noted in base year.

NCA Goal: One hundred percent of students in grades 9-12 will demonstrate the ability to use appropriate behaviors in

hallways and classrooms.

Merrillville Community School Corporation Goal: Student referral results approach 100% of students using appropriate

behaviors in hallways and classrooms. There will be NO significant difference in performance between students groups

71

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Positive Behavior

Invention and Support

Reduce number of referrals.

Improve school climate

Principal

Ass’t Principals

Counselors

Faculty/Staff

In-service

Training

Baseline

Year

Reinforcement of Code

of Conduct by student

assessment (short

multiple choice quiz on

Code)

Continued reduction of

inappropriate behaviors in hallways

and classrooms by 50% as measured

by the number of referrals.

Principal

Ass’t Principals

Counselors

Faculty/Staff

Reinforcement

at each

Professional

Development

session

throughout the

school year.

Baseline

Year

Student Code of

Conduct Address at

beginning of academic

year

Reduction of inappropriate

behaviors (e.g. Inappropriate

behaviors (profanity) & Disruptive

behaviors) in hallways and

classrooms by 50% as measured by

number of referrals.

Principal

Ass’t Principals

Counselors

Faculty/Staff

Opening

Faculty meeting

power point on

this goal












72

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Everyday Reinforcement of

expectation of significant

reduction in inappropriate

behaviors as observed/reported

by classroom teachers.

Continued reduction of

inappropriate behaviors in

hallways and classrooms by 50%

as measured by the number of

referrals.

Administration

Faculty/Staff

Reinforcement at

each Professional

Development session

throughout the school

year.

Base

line

Year

226

Expectation of significant

reduction in Insubordination and

Harassment by students

Reduction in referrals by 100 in

first year and 50 in the

subsequent two years.

Administration

Faculty/Staff

Formal Professional

Development on

November 16th

to

include three

components

Base

line

Year

Expectation of significant

reduction in Serious Disrespect

between students and towards

staff.

Reduction in referrals by 100 in

first year and 50 in the

subsequent two years.

Administration

Faculty/Staff

Formal Professional

Development on

November 16th

to

include three

components

Base

Year












73

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

Use PBIS Scripts to reinforce

positive behavior and

expectation of significant

reduction by referral and/or

disciplinary action for

Insubordination, Harassment

and Serious disrespect to staff

or students

Reduction of referrals by 50% in

first year of interventions from base

year levels of referrals.

Interventions would include

individual/group counseling, parent

participation, detentions,

suspensions and expulsion under no

tolerance.

Principal

Ass’t Principals

Counselors

Faculty/Staff

Reinforcement at

each Professional

Development session


year.

Base

Year

Use the Positive Behavior

Intervention and Strategies

(PBIS) to implement a reward

and acknowledgement system

for students.

Reduction in referrals by 25%

during the first year of interventions

PBIS

Committee

Faculty/Staff

Administrative

Staff

PBIS Universal Team

Meetings

Base

Year












73

Implementation of evidence-

based practices to improve

school climate based upon

survey results and

team/faculty discussions

Reduction in referrals by 25%

during the first year of interventions

PBIS

Committee

Faculty/Staff

Administrative

Staff

Reinforcement at

each Professional

Development session


year.

Base

Year

Strategies

Desired Result

Staff

Responsibility

Responsible

Professional

Development/

Resources

2009

2010

2010

2011

2011

2012

Create an opportunity for

parents and school staff to

review discipline data through

the RDS data warehouse

system

Feedback from

Parents and

Stakeholders.

Information

Technology

Services (ITS),

School

Secretaries,

Principals

Professional Development to train staff and

administrators on facilitating Parent Access.

AS400 Computer Program

Parent Information Sheet

How to access data

Parent Access Code












74

Educate students in the

importance of healthy

relationships and positive

personal growth deemed

essential in countering youth-

related alienation, depression,

and self-destruction

A 100% reduction

in referrals in this

category

Administrators,

Social workers,

counselors,

school

psychologist,

nurse, life-skills

and PE teachers,

coaches

School Wide/Grade Level Thematic

Programs: Bullying Prevention, Project

Friendship, Child Abuse Awareness, Sexual

Harassment Prevention, Nonviolent Conflict

Resolution, Healthy Relationships and

Abuse Prevention (supported by: Chicago

Women's Health Center, Live Oak, Inc.,

PBIS, School Convocation Organizations,

and in 2011-12, "Why Try?")

Base

Year


Focused Improvement Goal Area: Academic Honors Diploma Outcomes: To meet or exceed the Indiana State average of eligible students in the graduating class achieving the Academic Honors Diploma

State Average: 32%

75

Strategies

Desired Result

Staff Responsible

Professional Development

2009

2010

2010

2011

2011

2012

During a student’s 8th

grade

scheduling parents and students are

made aware of the different

diplomas available.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

align the Middle

School

curriculum with

expectations of

High School

Program.

15%


grade year

they start a four-year plan and son it

indicates their diploma track.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

align the Middle

School

curriculum with

expectations of

High School

Program.

15%


grade year the

four-year plan is evaluated and

revised if necessary.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

appraise Teachers

and Counselors of

Core 40 and

Academic Honors

requirements

and/or changes.

15%

*2007-2008 Percent of Academic Honors Diplomas: Merrillville High School 18%


Focused Improvement Goal Area: Academic Honors Diploma Outcomes: To meet or exceed the Indiana State average of eligible students in the graduating class achieving the Academic Honors Diploma

State Average: 32%

76

Strategies

Desired Result Staff Responsible


2009

2010

2010

2011

2011

2012

Students, by using the

course guide, are aware

of courses that

designate their

respected diploma track.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

review course

guide and courses

that designate

respected diploma

tracks.

15%

Core subject instructors

would partner with

Guidance in the

recommendation

process to gain greater

accuracy in placement

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Teachers,

Guidance

Counselors,

Administrators.

In-service time to

appraise Teachers

and Counselors of

Core 40 and

Academic Honors

requirements

and/or

15%

MHS School Continuous Improvement Plan PL 221 & North Central Accreditation

Focused Improvement Goal Area: Core 40 Diploma Outcomes: To meet or exceed the Indiana State average of eligible students in the graduating class achieving the Core 40 Diploma

State Average: 68%

77

Strategies

Desired Result

Staff Responsible


2009

2010

2010

2011

2011

2012


grade scheduling

parents and students are

made aware of the

different diplomas

available.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

align the Middle

School curriculum

with expectations

of High School

Program.

48%


grade year they start a

four-year plan and son

it indicates their

diploma track.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

align the Middle

School curriculum

with expectations

of High School

Program.

48%


grade year the four-year

plan is evaluated and

revised if necessary.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

appraise Teachers

and Counselors of

Core 40 and

Academic Honors

requirements

and/or changes.

48%

*2009-2010 Percent of Core 40 Diplomas: Merrillville High School 67 %


Focused Improvement Goal Area: Core 40 Diploma Outcomes: To meet or exceed the Indiana State average of eligible students in the graduating class achieving the Core 40 Diploma

State Average: 68%

79

Strategies



2009

2010

2010

2011

2011

2012

Students, by using the

course guide, are aware

of courses that

designate their

respected diploma track.

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Guidance

Counselors,

Administrators.

In-service time to

review course

guide and courses

that designate

respected diploma

tracks.

48%

Core subject instructors

would partner with

Guidance in the

recommendation

process to gain greater

accuracy in placement

Increase number of

students achieving

an Academic Honors

Diploma and Core

40 Diploma.

(See above outcome)

Teachers,

Guidance

Counselors,

Administrators.

In-service time to

appraise Teachers

and Counselors of

Core 40 and

Academic Honors

requirements

and/or

48%


Focused Improvement Goal Area: Advance Placement and Dual Credit Outcomes: To continue to increase the number of students enrolled in Advance Placement and Dual Credit courses

79

Strategies



2009

2010

2010

2011

2011

2012

Counselors meet with

Freshmen on their Four

year plan.

Increase number

students in Advance

Placement and Dual

Credit Courses

Guidance

Counselors,

Administrators.

In-service time to

review course

guide and courses.

Base Line

Year

Counselors visit 10th

and

11th

Grade classes where

Advance Placement and

Dual Credit course are

offered and discuss

advantages

Increase number

students in Advance

Placement and Dual

Credit Courses

.

Guidance

Counselors,

Administrators

In-service time to

review course

guide and courses

Counselors send letters

to eligible students with

course information

Increase number

students in Advance

Placement and Dual

Credit Courses

Guidance

Counselors,

Administrators

Informational Parent

letter sent to all parents

about Advance

Placement and Dual

Credit course

80


Focused Improvement Goal Area: Cultural Competency at Merrillville High School

Goal: All teachers, administrators, staff, parents and students shall improve their awareness and understanding of

Cultural Competency and sensitivity.

Identification

Groups

Strategies

Responsible

2009

2010

2010

2011

2011

2012

Racial

Ethnicity

African-American American Indian Asian Caucasian Hispanic Multi-Racial

To enhance Instructional materials in subject areas. Clubs: Stand, Key Club Diversity and Sensitivity Training ―We are Merrillville High‖ Student Convocation. Study Circles sponsored by Race Relations Council

+5% for each group in this category

Language-

minorities

Spanish Macedonian Russian Greek Serbian German Hindi Arabic

To provide; Diversity training English as a New Language To enhance affective and cognitive development. ―We are Merrillville High‖ Student Convocation.


Exceptionality

Learning

Learning Disabled

Mild Mentally Handicapped Emotionally Handicapped

Moderately Mentally Handicapped

To provide; Essential Classes Inclusion Classes and specialized curricula for students who have special intellectual and academic needs.

+5% for each type of Special Need

Socioeconomic

Free and Reduced Lunch

To provide technology, interventive activities and classroom instruction that both remediates and enriches student academic achievement. ―We are Merrillville High‖ Student Convocation.



Focused Improvement Goal Area: Trimester Scheduling

Outcomes: Over a 2 year period we will seek:

To develop a new master schedule that meets the changing needs of students.

Having better prepared students for post secondary education.

To meet Indiana State Requirements for graduation

Increase Core 40 and Academic Honor Diploma candidates.

To enable students to experience more choices in curriculum, focus on fewer subject during each semester and have the

ability to earn additional credits.

81

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

To maintain Alternative

Schedules that will

increase the number of

classes that students can

take per school year.

Increase the number of

courses taken from 6 to 8

per semester. 12 to 16 per

year.

Guidance Counselors

Asst. Principals

In-service staff

E/R

To maintain Alternative

Schedules to encourage

students to become

candidates for advance

diploma selection.

Increase students with

Core 40 and Academic

Honors Diplomas.

Guidance Counselors

Asst. Principals

In-service staff on

Alternative Scheduling.

Open discussion with

staff and Continuous

Improvement Committee

(CIC)

Improve Master Schedule.

Maintain enrollment in

elective areas

Principal

Continuous Improvement

Committee (CIC)

In-service


Asst. Principal

Open discussion with

Parent Advisory Council

Active participation and

interest

Principal

P – Planning I - Implement E – Evaluate / Revise C - Continue










82

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

To create quality time for

teachers to help students

in a new Alternative

Schedule. (Trimester)

Teachers increase time for

conference, planning and

preparations.

Teachers In-service teacher on

how to manage time in

an Alternative

Schedule

E/R

To visit other schools

with Trimester Schedules

and gather information

Increase opportunity for

collaboration

Central Office, Principal

Asst. Principal,

Guidance Coordinator

and Teachers

To create a Trimester

Schedule that would give

students more time on

task per period.

Class periods would

increase from 60 minutes

to 70+ minutes

Principal

Asst. Principal and



how to organize

teaching strategies in a

Trimester Schedule.

To enable students to

experience more choices

of study in the curriculum

Better prepare student

entering the work force

and post secondary

education

Asst. Principal,


and Teachers

P – Planning I - Implement E – Evaluate / Revise C - Continue










83

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

To create an Alternative

Schedule that would

address the Achievement

Gap between groups.

More time on task for at

risk students and for

students scoring poorly on

ECA.

Asst. Principal


Teachers

Redesigning core

courses and curriculum

E/R

To develop sample

Trimester Schedule.

Development of a

Trimester schedules with

70+ minutes per class and

3 lunch periods

Principal

Asst. Principal


To create on-going

discussion with CIC and

Faculty on an Trimester

Schedule

Consensus on a New

Master Schedule

The entire staff at


Presentation of model

and actual time

schedule for

implementation










84

Strategies

Desired Result

Staff

Responsible

Professional

Development

2009

2010

2010

2011

2011

2012

To give students more

time for enrichment

opportunities in their four

year schedule

Students better prepared

for life after graduation

and more career path

experiences

Asst. Principal


Teachers

Redesigning core


E/R

To give students more

time for career path

opportunities and classes

To meet the Indiana States

guidelines on career

curriculum courses and

opportunities

Principal

Asst. Principal


Teachers

Redesigning core


To provide students with

more time for

remediation in their four

year schedule

Close the Achievement

Gap and improve eca,

SAT, and ACT scores.

Principal

Asst. Principal


Teachers

Redesigning core




Focused Improvement Goal Area: PARENT INVOLVEMENT

Outcome: Highest Student Achievement Aim: Building Family and Community

Communication and Involvement

85

What are the different levels

of parental involvement?

Communication with parents Parent Participation Ways the school can assist

parental involvement

Support

Reinforcement

Participation

Advisory

Monthly newsletter

School marquee

Parent expectation sheet

Pirate Planner

Homework hotline

Computer generated phone

calls:

Meeting dates

Student absences

New enrollees

School activities

School voice mail

Web page

Teacher Communication:

Tardy Policy

Homework Policy

Homework Hot Line

Parent Conferences

Discipline Contract

Parent Advisory Council

Parent Conferences

Continous Improvement

Committee

Student-led conferences

Orientation

Financial Aid Workshop

Parent Boosters

Sports

Music

Theatre

Cheer/Dance teams

Volunteers

Bookstore

Media Services

Phone tree reminders for

meetings

Parent planner/handbook

Calendar of events

List extracurriculars

Meeting dates of

extracurriculars

Whom to contact with specific

concerns

Policy for student medications

Clear explanation of

attendance policy

Clear explanation of how to

call in absences

Increase frequency of newsletter

Sponsors make personal contact

with parents

Chaperone data base

Add to permission slips if parent

is willing to chaperone

ESL parents willing to serve as

interpreters

Parent reps to welcome new

families to the community

Parent articulation with Pierce

PTO regarding transition to

High School.

86

FORM A

INDIANA DEPARTMENT OF EDUCATION

PROFESSIONAL DEVELOPMENT PROGAM

DUE DATE: 01 JUNE 2009

School Information School Name: Merrillville High School County/Corp/School #: 45/4600/3809 Address: 276 East 68 th Place Merrillville In. 46410 Phone: (219) 650-5307 Fax: (219) 650-5391 Name of the Principal (include Title): Michael Krutz (Building Principal) Principal’s e-mail address: [email protected] Grade levels included in school: 9 -12

87

FORM B I, Debbie Argenta, as the exclusive representative, by signing this document, demonstrate my support for the Professional Development Program submitted by the above mentioned school. Signature Date Debbie Argenta Name (typed) Committee responsible for this plan:

Name Group you are representing

Signature Date

Terry Pratt Teacher, Art

Joe Atria Teacher, Science

Michelle Sulich Teacher/Counselor

Melinda Reinhart Teacher, Music

Connie Lewis Teacher, English

Debbie Monix Teacher, English

Irene Spiro Teacher, Foreign Language

Dave Teeter Teacher, Industrial Technology

Brian Zdych Teacher, Physical Ed/Health

Deb Staffeld Teacher Mathametic

Nick Petralia Teacher, Social Studies

Diane Mandon Teacher, Social Studies

Margaret Stallings Teacher, Family/Consumer Science

Elizabeth Kenyon Media Specialist

Chris Govert Parent

Debbie Morgan Parent

88

I, Debbie Argenta, as the exclusive representative, by signing this document, demonstrate my support for the Professional Development Program submitted by the above mentioned school. Signature Date Debbie Argenta Name (typed) Committee responsible for this plan:

Name Group you are representing

Signature Date

Patsy Johnson Parent

Irene Phillips Parent

Pamela Jordan Parent

Tim James Assistant Principal

Marnita Taylor Assistant Principal

James Stamper Assistant Principal

La Fonda Morris Assistant Principal

Michael Krutz Principal

Sean Hudson Teacher, Physical Education

Joe Atria Teacher, Science

Lorri Covaciu Small Learning Communities, Assistant Principal

Natalie McClinton Parent

Karen Fayson Parent

89

FORM C Narratives: Please do not use less than a ten-point font. Make your answers as concise as possible and no longer than one page.

What is your school’s vision toward which this Professional Development Program will lead?

(The vision may be taken from your school improvement plan or created for this

document.)

Merrillville has long enjoyed a reputation for the professional competence and character of its

faculty, staff and administration. The professional staff understands and accepts personal responsibility

for achieving the mission of the school corporation. The school system is committed to designing an

organization of learning that seeks continuous improvement and quality, resulting in highest student

achievement.

Learning environments throughout the school corporation are energized by a sense of awe,

curiosity, and enthusiasm generated by knowledgeable, caring adults who ignite and sustain the desire to

learn. Teachers who use a wide range of teaching methods to ensure that students are active learners

inspire students. Career exploration activities are provided through internships and mentoring with local

business people, civic leaders and government officials.

Parents are actively involved in the education of their children and have entered into a highly

functional partnership with the schools. Exemplary programs are available to parents who seek more

knowledge and skills related to effective responsible parenting. They establish and maintain high

expectations for scholarship and citizenship. Citizens served by the Merrillville Schools take pride in the

cultural diversity of their school community. Individuals respect the heritage and traditions of the many

groups living compatibly together.

Clearly written goals, aligned with rigorous academic standards, have been established that go far

beyond the minimum standards required by the Indiana Department of Education. These goals, which are

in accordance with the Merrillville Community School Corporation Vision Statement, also focus on

developing independent, life-long learners and responsible, productive citizens. This professional

development program will lead us to the accomplishment of these goals.

90

FORM C (cont=d)

2. What is (are) the goal(s) of your Professional Development Program?

To improve student achievement incrementally from grades 10 and 11 as noted in the

School Improvement Plan. Further to attain 100% passage of the 10th grade ECA exam prior to

eligibility for graduation in grade 12.

TARGET AREA GOAL: READING

Provide all teachers with instruction on how to teach reading to our students. A certified reading

teacher will instruct staff on methods and strategies that will be used in classroom situations.

Teachers and administrators will be trained to effectively use the Fast ForWord accelerated

learning software to increase reading proficiency in students and to help struggling students improve

vocabulary, reading comprehension, fluency, and memory.

TARGET AREA GOAL: MATH

Analyze NWEA & End of Course Assessment (ECA) data and compare with data from classes

(indicator tests). Meet with Guidance staff to communicate results and actions to implement strategies as

noted in the School Improvement Plan.

Meet with Math teachers and Guidance staff to set consistent measures to recommend course

registrations and enrollments.

Meet with teachers to ensure consistency with selection of students that are recommended for

ECA remediation programs.

TARGET AREA GOAL: WRITING

Provide continuing Professional Development to English Department faculty to grade student

writing using the classroom posted rubric. Each year, new members of the department will receive

mentoring and professional development to attain a consistent level of utilization of the rubric.

English Department staff has continued to provide professional development for all faculty across

content areas. These staff will conduct consistency workshops to aid teachers in the use of the rubrics.

English Department faculty will verify on-going vertical alignment of the writing curriculum of all

high school grades.

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FORM C (cont=d)

How will all staff members be involved in continuous learning? How will continuous learning be embedded in practice?

All staff members and stakeholders will develop Scope & Sequence syllabi to communicate academic expectations to students and to parents.

Staff members have or will be involved in diversity and/or sensitivity training to promote learning by all types of learners in the high school.

All staff will use the Baldrige format of Plan, Do, Study, Act (PDSA) when writing and revising lesson plans.

Follow-up and refresher courses in utilizing SLC Best Practices will be available for faculty and staff.

English colleagues will reinforce rubrics for evaluation of writing to all staff. All teachers are expected to use the rubric to

evaluate student writing.

A certified reading instructor will instruct other staff in the methodology of applying reading skills to all content areas.

All teachers will receive professional development by guidance staff to develop improved understandings of the scheduling process. Core 40 and Honor Diploma requirements. Guidance staff will attend Departmental meetings to reinforce this area.

Teachers will receive professional development in analyzing ECA individual scores on an on-going basis to assist in coordinating scheduling.

All teachers will analyze departmental curriculum to be certain that vertical alignment exists for students.

Professional development to provide instruction in various learning styles and activities on a continuous basis. This will aid students in mastering of skills.

Professional development in teaching on an alternative schedule, strategies to address learning styles in an alternative-scheduling environment.

Professional development specific to reading, processing and literacy skills will occur in order to improve literacy skills in all students

Teachers will provide professional development strategies to parents in an effort to reinforce the Indiana Standards, review ISTEP and NWEA data at home.

merrillville high school

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