DeKalb High School _1345_ DeKalb County Central United Schools

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					                     September 2011 DeKalb High School -- School Improvement Plan




        DeKalb High School (1345)
DeKalb County Central United Schools (1835)
        School Improvement Plan

             September 2011




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                                                 September 2011 DeKalb High School -- School Improvement Plan


                                        Table of Contents

School and Community Description                                        ………………                      3
Who We are                                                              ………………                      3
Our Community                                                           ………………                      3
Our Community Continued                                                 ………………                      4
Description of Local Curriculum                                         ………………                      5-6

Assessment Instruments                                                  ………………                      6

Statement of Mission and Beliefs                                        ………………                      6

Statement on Cultural Competency                                        ………………                       7

Summary of Data                                                          ………………                     8-10
    Enrollment
    Attendance
    SAT/ACT
    Diplomas Earned
    AP Data
    ECA Results
    Subgroups
    Special Education
    Free/Reduced

Conclusions about Programming                                           ………………                      11

Student Achievement Assessment                                           ………………                     12-13
      Graduation
      GQE
      ECA

School Improvement Objectives (Fall 2011)                                ………………                     14

Professional Learning Plans                                              ………………                     14

Additional Information of Ongoing Action Since 2001                      ………………                      16




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                                                              September 2011 DeKalb High School -- School Improvement Plan


                                              Fall 2011 School Year
                                            DeKalb High School (1345)
                                            School Improvement Plan
       The following information serves as the DeKalb High School Strategic and Continuous School Improvement and
Achievement plan for the year beginning September 2011.

Introduction:
Community Information
         Location… This is Where We Live:
         Founded in 1837, DeKalb County is a rural community located in Northeast Indiana, approximately 20 miles north
of Fort Wayne, and home to three school districts: DeKalb County Eastern Community Schools, Garrett- Keyser-Butler
Community Schools, and DeKalb County Central United School District.
         Communities… This is How We Began:
         In 1964, the district was established when the communities of Ashley, Auburn, Corunna, and Waterloo combined
to form DeKalb County Central United School District. Beginning with the 1967-68 school year, the high schools from
these four towns blended to become DeKalb High School. As is typical with school consolidations, the “early years” were
a period of adjustment as four communities, each with their own proud school histories and individual identities, united to
become one great high school. DeKalb Central currently includes four elementary schools (grades K-5), DeKalb Middle
School (grades 6-8), and DeKalb High School (grades 9-12).
         Population… This is Who We Are:
         DeKalb County has seen a 20.2% increase in population since 1990. Of the approximately 42,457 residents of
the county, 97.9% are white, 2.3% are Hispanic, and 0.2% are black. Like most communities, we are showing our age.
52% of our residents are at least 45 years old, and 19.1% are school-aged. Single parents account for 9.4% of family
households (1.1% higher than three years ago). Approximately 87.8% of adults aged 25 years and older have at least a
high school diploma (or equivalent). College degrees (Bachelors or higher) have been earned by 16.3% of the population.
Finally, as of 2009, 9.6% of our population lives at or below the poverty line (an increase of 68.4% since 2004). Sadly, we
have also realized an increase in childhood poverty of 90.8% since 2004, with the current rate of 14.5%. Approximately
27.4% of DeKalb High School students receive free or reduced lunch. For the past three summers, DeKalb Central has
participated in the Summer Food Service program through the U.S. Department of Agriculture, providing free lunches to
any school-aged student desiring a meal.
         Work and Leisure… This is What We Do:
     • Employment- DeKalb County is home to several manufacturers accounting for 38% of all jobs in the county. The
         top 10 employers of DeKalb County Residents are:
             1. Steel Dynamics                     700 Employees
             2. Cooper Standard                    540 Employees
             3. Therma-Tru                         500 Employees
             4. Wal-Mart Distribution Center       450 Employees
             5. Custom Lights                      380 Employees
             6. Guardian Automotive                350 Employees
             7. Vulcraft, Div. of Nucor            350 Employees
             8. Rieke Corporation                  330 Employees
             9. Nucor Building Supplies            315 Employees
             10. Metal Technologies                310 Employees
         Per capita income= $30,268
         Median Household income= $44,702
         Changes since 2004:
         o 8.9% fewer in labor force
         o Median household income decreased 22.6% (adjusted for inflation)




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                                                            September 2011 DeKalb High School -- School Improvement Plan


           Demographic information from page 3 taken from:
           www.stats.indiana.edu
           www.dekalbfoundation.org
           www.dekalbcvb.org
           http://en.wikipedia.org/wiki/Dekalb_High_School_(Indiana)

    •   Leisure and Enrichment
                Auburn and Waterloo (the two largest of the four towns that comprise
        DeKalb Central Schools) afford many opportunities to DeKalb Central families:
                YMCA- Two large facilities (Auburn)
                Parks- More than 16 (Auburn designated as “Tree City USA”)
                Libraries- 2 Main, 1 Youth
                Golf Courses- 2 (Auburn)
                Cinemas- 1 multi-plex, 1 Drive-in
                Theater & Concerts- DeKalb Outdoor Theater (Auburn)
                Auburn Community Band
                Willennar Geneology Center (Auburn)
                Museums- 4 (Auburn): World War II Victory Museum, Auburn-Cord-Duesenberg Museum, National
                Automotive and Truck Museum of the United States, Hoosier Air Museum
                Auburn Recreation Center
                Classic City Center indoor sports facility

    •   Community Service
                 Many DeKalb County residents are actively involved in philanthropic organizations and foundations which
        benefit our students and their families. Three of note include:
                   DeKalb County Community Foundation- Provides literacy training and support for children and adults
                 through their program, Learning Links, Administers endowments to support scholarships and grants for
                 high school students.
                   Children First Center- Early intervention services for “at-risk” infants.
                   HOPE (Helping Our Pupils Excel)- Provides community mentors for students in grades K-12.

         DeKalb High School…This is How We Serve
                  DeKalb High School has a proud history of excellence in academics, athletics, and the arts. During the
2010-2011 school, 1,279 students attended DeKalb High School. By utilizing technology and building partnerships with
parents, community members, business leaders, and post-secondary educational institutions, DeKalb High School affords
its students access to a quality education that reaches far beyond the walls of their classrooms.




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                                                              September 2011 DeKalb High School -- School Improvement Plan



Description of Local Curriculum
I. Curriculum
         DeKalb High School provides a curriculum based on the Indiana State Standards and the National Common Core
Standards where applicable and aligns with national standards and guidelines in programs which are not covered by such
standards, such as Project Lead The Way. The curriculum is under continuous improvement and review and curriculum
plans are currently being revised collaboratively through departmental teams.
                An overview of the DeKalb High School curriculum offerings can be found on the web at
https://www.dekalb.k12.in.us/DHS/DHS%20Document%20Library/Course%20Description2courses.pdf

          A. The curriculum addresses important academic content, including essential life skills and state/common core
             standards.
          B. The curriculum recognizes and accommodates individual differences, interests, and abilities.
          C. The curriculum integrates appropriate technology to enhance outcomes and pursuits.
                  1.Class sets of laptops are provided for all science, math, and health classrooms.
                  2.Seven computer labs are available for all classrooms to use.
          D. The curriculum reflects a willingness to support innovation and a commitment to continuous improvement.
                  1. New-Tech High will open as a school within a school in the fall of 2012.
                  2. A new Algebra I program based on mastery learning is in use this year to ensure that all students meet
                  the state standards.
II. Instruction
          DeKalb High School acknowledges instruction as a critical component for student learning and achievement.

         A. Instructional practices recognize and accommodate individual differences, interests, and abilities.
         B. The academic progress of each student is closely monitored and support is provided for those who require
            additional assistance through a program called Student Priority Time, through academic referrals, and the use
            of a Learning Lab.
         C. Instructional practice promotes and integrates appropriate technology to enhance curricular outcomes and co-
            curricular pursuits.
         D. Instructional strategies reflect best practice and stimulate student engagement. Staff development has been
            focused on building instructional strategies, by applying the work of Bill Daggett and Model Schools, as well as
            through the use of Quality Tools.
         E. Instructional strategies recognize individual learning styles.
III. Assessment
         An exemplary school correlates the assessments of students with both curriculum and state standards.
Assessment processes foster commitment to continuous improvement.
         A. Instructional staff develops common assessments by course.
         B. Assessment is routine and continuous, occurring in a variety of forms on a daily basis.
         C. Relearning occurs when performance does not meet expectations.
                  1. Students seek additional help during SPT (Student Priority Time).
                  2. Students work in the Learning Center during study hall.
                  3. Math and English tutors work with students after school on specified week days.
         D. Assessments help teachers, students, and parents evaluate the specific knowledge, skills, and understanding
            that students should acquire as a result of their learning.
                  1. NWEA testing is administered to selected students.
                  2. All 10th grade students and college-bound 11th graders take the PSAT.
IV. Staff
         DeKalb High School is committed to employing certified staff, paraprofessionals, and non-certified staff who are
committed to advancing the school’s mission and vision to become an exemplary school. All personnel are expected to:
         A. Have high expectations for student achievement.
         B. Accept responsibility for helping students meet these expectations.
         C. Collaborate on a regular basis to continue updating the standards-based curriculum.
         D. Model an enthusiasm for learning and commitment to personal professional growth.
              1.Groups of teachers have attended the following professional development opportunities:
                  a. All-Write reading and writing conference



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                                                               September 2011 DeKalb High School -- School Improvement Plan


                b. Project-Based Learning
                c. Understanding by Design
                d. AP training
                e. Professional Education and Business Coalition literacy training
                d. AED defibrillator training
                e. CPR training
                f. Cognitive Coaching training
                g. Quality Learning
        E. Be accessible to parents, students, and community members.
V. Leadership
        Exemplary districts require effective leaders, leaders who are able to build a shared vision. As such a district, the
leaders are committed to professional growth and lifelong learning for themselves and all staff members.
        A. DeKalb staff members have participated in the following leadership training:
                a. Cognitive coaching
                b. Hallmarks training
                c. CPI Crisis Prevention Institute
                d. Dr. Daggett’s Model Schools conventions
                e. Read 180 and Expert 21 training
                f. Systems assessments of special education delivery models


Assessment Instruments Used at DeKalb High School
         DeKalb High School teachers will be creating collaboratively developed formative and summative common
assessments to augment the traditional measures of assessment such as ECA-GQE, other ECA tests, PSAT, SAT, ACT,
Advanced Placement, and ASVAB tests. Teachers are using Lexile scores to place students in appropriate English
courses and to assign reading. We are currently having discussions about testing selected freshman with the NWEA test
to better place them in English and math courses.

Statement of Mission, and Beliefs
DeKalb High School Mission Statement:
       The mission of the DeKalb High School Community is to provide each student the best path to improving learning
and achieve success as a productive citizen in a global society.

Statement of who we are:
      Excellence, Everyone, Everyday




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                                                              September 2011 DeKalb High School -- School Improvement Plan



Statement on Cultural Competency in Educational Environments (2011)
         DeKalb High School is committed to meeting the educational and social needs of students from diverse
backgrounds and multiple perspectives. Our school community is composed of roughly 25,000 pulling from four towns and
rural areas, each group bringing distinct learning needs and learning challenges. The staff at DeKalb High School has a
commitment to diversity that is inclusive of all students who enter our doors.
         We at DeKalb High School recognize the importance of perspective and relevance as it applies to minorities,
special education populations, and students from a lower socio economic status as measured by the qualification for free
and reduced lunch.
         We are committed to the analysis of data across curricular areas in order to improve the application of skills with
added attention given to those students in special education programs and students receiving free and reduced lunch. At
the present time, these sub-groups are our most statistically significant groups.
         Steps taken to promote Cultural Competency:
    • Several members of the faculty at DeKalb High School are being trained in Project Based Learning. This
         approach to learning increases the relevance of the curriculum by allowing students to make choices about their
         learning and to create a product that reflects their unique perspectives.
    • The implementation of technology at DeKalb High School presents the opportunity for students from all
         backgrounds and perspectives to engage in activities that promote 21st Century Skills. These students also have
         access to media that meets the needs of a diverse group of learners.
    • Specific activities are designed by the faculty that promote a cultural and global perspective among students,
         encouraging students to investigate and empathize with the lives of people beyond the borders of their
         community, state, and country.
    • Student Priority Time (SPT) allows students an opportunity to meet with teachers for extra instruction in order to
         increase the likelihood of success among all learner groups.
    • Special Education Services provide students with diverse needs additional assistance both in the general
         education classroom and beyond.
    • The HOPE (Helping Our Pupils Excel) mentor program pairs unique and special needs students with an adult
         mentor from the community.
    • Peer tutoring brings students with unique needs and students with unique ability into collaboration with each
         other.




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                                                               September 2011 DeKalb High School -- School Improvement Plan



Summary of Data
        The data points which follow have been collected from a number of sources, including the IDOE website, and help
to draw a well-rounded image of DeKalb High School.


DeKalb High School Enrollment
         As stated above in the section on Community Information, the DeKalb High School district was established when
the communities of Ashley, Auburn, Corunna, and Waterloo combined to form DeKalb County Central United School
District. Beginning with the 1967-68 school year, the high schools from these four towns blended to become DeKalb
High School. DeKalb High School has maintained a steady enrollment over the past six years as seen from the data
below. A potential for growth in enrollment beginning in the fall of 2012 may exist with the opening of Parkview Regional
Medical Center on the north side of Fort Wayne.

DeKalb High School Enrollment
   YEAR          2006        2007        2008           2009        2010         2011
 Freshman        343         318          341            346        335            350
Sophomores       336         328          314            333        404            321
  Juniors        315         324          302            297        324            308
  Seniors        316         311          336            306        312            328
   Total         1310        1281        1293           1282        1275         1307


Student Achievement
        The following measures of student achievement have been markers of school progress and improvement at
DeKalb High School. SAT scores, ECA scores, and Advanced Placement Scores are all avenues for measurement in our
school improvement plan goal.

ATTENDANCE RATES

YEAR                    05-06           06-07             07-08            08-09          09-10
% Attendance            95.2%           93.6%             95.6%            96.4%          95.5%

Summary of Data
        The above data show that DeKalb High School has been consistent with an average of 95% attendance over the
course of the past five years.

SAT AVG. COMPOSITE SCORES

YEAR            2007   2008         2009         2010
SCORE          1004.6 1011.5        990.4       1012.9

ACT AVG. COMPOSITE SCORES

YEAR            2007     2008        2009        2010
SCORE           22.8      23         22.3        22.4

Summary of Data
       As evidenced by the chart and records from the DOE, DeKalb High School has maintained consistent averages
on SAT and ACT tests over the past four years.




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                                                            September 2011 DeKalb High School -- School Improvement Plan



DIPLOMAS EARNED

YEAR            2006            2007            2008            2009            2010
General         75               92              78              60              53
Core 40         119              109            126             141             131
Honors          80                61             73              64              70

Summary of Data
      Based on the above data, DeKalb High School is seeing a consistent number of Core 40 and Honors diplomas.
However, there has been a decrease of General diplomas over the past six years.



PERCENTAGE OF GRADUATE STUDENTS TAKING AP EXAMS

% of Graduates who Took an AP Exam                     % of Graduates who Passed an AP Exam
2006    2007     2008    2009    2010                  2006    2007     2008   2009     2010
17.9%   16.8%    23.1%   17.7%   29.1%                 10.9%   11.5%    14.4%  12.5%    21.3%


Summary of Data
        Looking at the data over the past five years, DeKalb High School has seen an increase in graduate students
taking AP exams. This increase is also followed by an increase in the percent passing AP exams.



2010-2011 ECA RESULTS

        MATH
                                   Overall     FR Meals      Special Ed            Total Participation
2010            Target pass %     65.3%        60.6%        N/A                    95%
2010            DHS pass %        66.0%        51.6%        N/A                    96.9%
2011            Target pass %     72.8%        66.9%        N/A                    95%
2011            DHS pass %        92.8%        72.7%        N/A                    94.4%


        ENGLISH

                                   Overall     FR Meals      Special Ed            Total Participation
2010            Target pass %     66.6%        66.5%        N/A                    95%
2010            DHS pass %        69.3%        61.9%        N/A                    96.9%
2011            Target pass %     73.8%        53.2%        64.2%                  95%
2011            DHS pass %        71.1%        68.8%        34.2%                  97%

Summary of Data
         Based on the ECA data listed above and comparing all data to AYP categories, it is obvious we have work to do
with our students in the area of English performance. The math scores from 2010 to 2011 show incredible growth which
we expect to continue given safety net programs put in place. Interventions put in place to date include alignment of
curriculum across the English content area and the advent of English Labs to support student learning. Students also
have after school tutors available on Tuesday and Thursday afternoons. The Learning Lab has been reconfigured to
better serve multiple groups of students across the academic spectrum.
         It should be noted that we did not make the participation rates needed in math, an oversight which should be
corrected by changes in our guidance department.



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                                                              September 2011 DeKalb High School -- School Improvement Plan



SUBGROUPS RELATED TO CULTURAL COMPETENCY
        Current and baseline data noted above are for Free and Reduced Meals and Special Education only. Currently
the number of special education students enrolled in programs at DHS does not constitute a large enough population to
measure with the exception of English Performance. In this area, as we see in all the English data, our students are
behind and we must change practice to improve student outputs.

DeKalb High School Students In Special Education

Summary of Data
        Not possible at this time due to changes from ISTEP to ECA testing, however Special Education
interventions are as follows:
        Changes in data tracking at the state level over the last two years limit the amount of information to look at. Each
special education student is working toward his/her goals through the implementation of his/her own IEP. In addition to
the IEP, students performing below standard in math and English work in remediation courses with certified teachers and
our special education teachers are now team teaching in the areas of math and English. Math Lab is now being used with
students throughout the day and English Lab courses will be populated with students beginning in the second semester.
Students are also reporting to a Resource Room as their IEP requires.


DeKalb High School Students Receiving Free or Reduced Lunch
           Total       Paid       Reduced       Free
                                                           % F/R
           Students    Lunch      Lunch         Lunch

 2005-06     1315        1133          54         128      13.8%
 2006-07     1285        1028          86         171      20.0%
 2007-08     1288        1002          94         192      22.2%
 2008-09     1269         914         128         227      27.9%
 2009-10     1279         929          92         258      27.3%
 2010-11     1275         881          99         295      30.9%

Summary of Data
         One can easily see the trend data above and note the changes to the DeKalb High School community. We
expect the percentage of families receiving free or reduced lunches to continue to climb. This is a demographic change
that has impacted the school in many ways. Staff are working through ways to meet the needs of students, who
statistically, did not exist even five or six years ago.




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                                                               September 2011 DeKalb High School -- School Improvement Plan


CONCLUSIONS ABOUT CURRENT EDUCATIONAL PROGRAMMING
           Curriculum and Instructional Strategies Support State Standards: Teachers at DeKalb High School have
begun working collaboratively to build a living curriculum that supports the state standards or Common Core Standards
and meets the needs of students. We have begun the process of understanding that instructional strategies and
curriculum are not stagnant or unchanging. Previous school improvement plans reflected a desire to improve reading
scores and writing ability. The staff at DeKalb High School developed common writing prompts and attempted to
implement them across the life of the school, but connection to the greater curriculum was lost. It is believed that by
changing our plan we can impact learning as we concentrate on improved assessment and grading practices, building
locally developed common formative and summative assessments, mapping the true curriculum of the school and by
deepening professional development opportunities in focused areas we can increase the effectiveness of curriculum and
instructional strategies.
           Analysis of Student Achievement based on Assessment Technology: Student achievement scores at
DeKalb High School have not been analyzed over the last few years with effectiveness. At the present time we do not
utilize data from common assessments or from available technologies such as Scantron Achievement Series software.
Data on achievement has not been systematically used to make decisions about instruction or assessment. Teachers at
DeKalb will be learning how to collaboratively assess ECA data, NWEA data, and common assessment data as we move
forward.
           Parental Participation at DeKalb High School: Parent participation at DeKalb High School is an area of
needed improvement. We host a Back to School Night which is lightly attended, have a very strong Academic Advisory
Council, and will host parents for a “Lunch with the Principal” three times a year. Choir and Band Booster parents are very
active and supportive of student activities. To improve parent communication we have begun updating the school web
site, initiated an electronic newsletter, and begun using an Alert Now calling system that direct dials families with school
updates and information. All student grades and attendance are available for parents to see 24 hours a day on-line via
the Parent Viewer provided by Power School.
           Technology as a Learning Tool: Staff commitment to integrating changes in technology directly into student
learning is improving. Teachers are experimenting with Edmodo, Google Sites and soon will be working with Moodle to
enhance instruction and communication. Library personnel have written a proposal to bring Discovery Learning video
technology into the classroom. Teachers utilize InterWrite Board technology in nearly every classroom. Several years ago
we began offering online courses to students for credit accrual, credit recovery and for early college or dual credit
opportunities. In the second semester of the 2011-2012 school year we will offer courses online through IPFW, starting a
pilot program with the university which we hope will benefit our students, community, and the university. This integration of
technology is evidence of a progressive teaching staff and environment where innovation is encouraged.
           In addition to the items mentioned above, DeKalb High School has implemented one to one computing in Math,
Science and Health courses during the current 2011-2012 school year. Science students use Vernier software and
LabQuest probeware to collect and analyze data in real time. Other examples of technology include computers and
LCDs, InterWrite tablets, eInstruction Classroom Response System (CPS) “clickers”. Students working in Project Lead
The Way (PLTW) Pathway to Engineering courses use computers daily, and industry recognized software packages in
our certified PLTW program.
           One of the most significant and exciting things coming to DeKalb High School is New Tech High. Our school
within a school model for New Tech is currently in its planning year and will be operational in the fall of 2012 with a target
goal of 100 students in year one. The completion of computer drops as well as a totally wireless network will also help
bring our students continuous access to information and research options throughout the day. We have begun
conversations which coincide with the completion of the necessary hardware improvements which could allow students to
bring their own personal computing devices such as iPads, laptops, notebooks and netbooks to school in the foreseeable
future.
           Safe and Disciplined Learning Environment: DeKalb High School has had a tremendous history of being a
safe and disciplined environment. Suspension and expulsion numbers have increased as the demographic of the school
has changed over the last 5 years. Although the increase in suspension could be perceived as a weakness, the
disciplinary environment at the school has been maintained and the suspensions are in line with previous practice. What
has changed is the number of infractions justifying suspension has increased. Expulsions numbers have remained
relatively stable. DeKalb High School administrators as well as the administrative staff of DeKalb Central United School
District have begun conversations with local authorities in an effort to create an alternative to expulsion program which
should impact our graduation rate positively while reducing the number of students removed from school.
           Previous practice for discipline and expectations for behavior, language, dress, attendance and tardiness have
been changed for the current school year. To date those changes have impacted student behavior and the climate of the




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                                                               September 2011 DeKalb High School -- School Improvement Plan


school positively. DeKalb High School mirrors a community standard that is traditional in nature. This lends itself to a
solid learning environment, enabling teachers to teach and students to concentrate on learning.
          In the fall of 2012 our high school will follow the rest of our school district in implementing the Olweus Bullying
Prevention Program. We believe that this training will assist all adults in creating a safe and secure learning environment
for all of our students. The Olweus program will help our adults see ways to engage in student behavior in an effort to
support students who will then make a difference in the lives of other students.

Professional Learning (Professional Development):
         The whole of our professional learning hinges on the work we started using the Rick DuFour model of
Professional Learning Communities and ongoing collaboration. DeKalb High School began using planned, scheduled
collaboration time in the fall of 2001 under the direction of Principal Rod Knox. Collaboration time is allotted every
Wednesday morning for an hour, which necessitates a “late start” for students. During collaboration faculty members
focus work in the areas of curriculum, instruction, and assessment. Topics discussed in collaboration include but are not
limited to:
    Analyzing/evaluating Student Work                    Analyzing Data            Creating/revising Assessments
    Discussing Content Standards                         Modeling a Lesson         Using Technology
    Connecting Assessment Items to Content               Goal Setting              Discussing Resources
    Standards
    Discussing Instructional Strategies                  Rubrics                   Aligning Curriculum
    Discussing Grading Practices                         Reflecting                Curriculum Mapping




STUDENT ACHIEVEMENT ASSESSMENT FOR ATTENDANCE, ECA AND GRADUATION RATE
Attendance Rate
YEAR                     05-06            06-07            07-08            08-09            09-10
% Attendance             95.2%            93.6%            95.6%            96.4%            95.5%

Summary of Data
        The above data show that DeKalb High School has been consistent with an average of 95%
attendance over the course of the past five years. It is our goal to remain over the 95% mark for attendance on
a yearly basis.


2010-2011 ECA RESULTS

        MATH
                                     Overall      FR Meals      Special Ed             Total Participation
2010             Target pass %      65.3%         60.6%        N/A                     95%
2010             DHS pass %         66.0%         51.6%        N/A                     96.9%
2011             Target pass %      72.8%         66.9%        N/A                     95%
2011             DHS pass %         92.9%         72.7%        N/A                     94.4%


        ENGLISH

                                     Overall      FR Meals      Special Ed             Total Participation
2010             Target pass %      66.6%         66.5%        N/A                     95%
2010             DHS pass %         69.3%         61.9%        N/A                     96.9%
2011             Target pass %      73.8%         53.2%        64.2%                   95%
2011             DHS pass %         71.1%         68.8%        34.2%                   97%

Summary of Data



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                                                                September 2011 DeKalb High School -- School Improvement Plan


         Based on the ECA data listed above and when comparing all data to AYP categories it is obvious we have to
work to do with our students in the area of English performance. The math scores from 2010 to 2011 show incredible
growth which we expect to continue given safety net programs put in place. Interventions immediately implemented
include alignment of English curriculum and the advent of English Labs to support student learning. Students also have
after school tutors available on Tuesday and Thursday afternoons. The Learning Lab has been reconfigured to better
serve multiple groups of students across the curriculum.
         It should be noted that we did not make the participation rates needed in math, an oversight which should be
corrected by changes in our guidance department.

SUBGROUPS RELATED TO CULTURAL COMPETENCY
        Current and baseline data noted above are for Free and Reduced Meals and Special Education only. Currently
the number of special education students enrolled in programs at DHS does not constitute a large enough population to
measure with the exception of English Performance. In this area, as we see in all the English data, our students are
behind and we must change practice to improve student outputs.

        DeKalb High School Students in Special Education
Summary of Data
        Not possible at this time due to changes from ISTEP to ECA testing, however Special Education
interventions are as follows:
        Changes in data tracking over the last two years limit the amount of data to look at. Each special education
student is working toward his/her goals through the implementation of his/her own IEP. In addition to the IEP, students
performing below standard in math and English work in remediation courses with certified teachers and our special
education teachers are now team teaching in the areas of math and English. Math Lab is now being used with students
throughout the day and English Lab courses will be populated with students beginning in the second semester. Students
are also reporting to a Resource Room as their IEP requires.

GRADUATION RATES
YEAR             2008                       2009          2010                2011
% Graduating     83.9%                      87.7%         87.0%               87.0%
AYP target                                                86.9%               90.0%

Dropout Rates
2005-06              2006-07                  2007-08               2008-09               2009-10
Dropout   Dropout    Dropout      Dropout     Dropout   Dropout     Dropout     Dropout   Dropout   Dropout
N         Rate       N            Rate        N         Rate        N           Rate      N         Rate
16        5.0%       21           6.3%        10        3.0%        4           1.3%      3         1.0%

Summary of Data
         The above graduation data suggests that the graduation rate, although below the target rate of 90.0% is stable.
We believe AYP Target rates will continue to increase. In an effort to increase our graduation rate we have been working
with guidance and administrative staff members to identify students who are at risk of dropping out, or who would benefit
from alternative education opportunities. In addition we have begun conversations with county officials to implement an
alternative to expulsion program which we believe would benefit students and keep kids moving toward graduation.


ALTERNATIVE SCHOOL GRADUATION RATES
                                 CHOICE PROGRAM DATA

       Year               08-09              09-10          10-11
   Enrollment               88                 91            104
 Total Graduates            29                 26            41
Senior Graduates            29                 26            33
Enrolled Seniors            43                 44            44
                          67.4%              59.0%          75%



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                                                              September 2011 DeKalb High School -- School Improvement Plan



Summary of Data
         As is the case at all schools we would like to see all students graduate. The DeKalb Central United School
District has implemented an alternative school which meets the needs of students who are not successfully accessing
their education in a traditional high school environment. Note that the overall numbers at our alternative school are
increasing as we attempt to meet the needs of students in the sophomore and junior classes. The program numbers for
senior graduates suggests that the program is meeting the needs of alternative learners.


School Improvement Objectives Beginning Fall 2011
It is apparent to all that continuous and ongoing work in the areas of curriculum, instruction and assessment will help us
build on past successes and ensure the future success of all students. We have specific areas of immediate need for
improvement which must be addressed.

Goal 1: Improve attendance rate so that any three year average is 96%. (Most recent data 95.5%)
The staff at DeKalb High School has implemented a number of policies to improve attendance and student responsibility
for attendance throughout the day. The families of students are alerted when they reach five absences and greater care
is being taken to include county wide help coming from the prosecutor’s office.

Goal 2A: Increase the percentage of students passing Algebra I ECA by 1% over a three year period (most recent
data from 2011 92.8% passing). Work done in the last year has impacted student performance in this area dramatically,
moving from 66% to 92.8% in one school year. In an effort to continue this improvement a new mastery learning
approach has been initiated this year (2011-2012), and mathematics labs and increased use of data to track student
placement will be used. In the fall of 2012 selected students will be “double dipped” in Algebra and a Math Lab in an effort
to improve math performance.

Goal 2B: Increase the percentage of students who pass the English Language ECA so we are above the AYP
target score. English ECA scores are a point of concern at DeKalb High School. We have not made AYP markers for
English in each of the last two years (71.1% in 2010 and 66.6% in 2011). We expect the AYP target for spring 2012 to be
at or near 80%. Staff are looking specifically at students in grades 9-10 who are at risk of failing the English Language
ECA. Upon finding areas of weakness, special education teachers are collaborating with classroom English teachers.

Goal 3: Increase the graduation rate 3% over three years. Although DeKalb High School met AYP graduation targets
in 2010 at 87.7% and stayed almost the same in 2011 coming in at 87.0% we missed AYP in 2011. We believe AYP
targets for 2012 will be above 92%. In an effort to increase our graduation rate we have been working with guidance and
administrative staff members to identify students who are at risk of dropping out or who would benefit from alternative
education opportunities.

Goal 4: Improve communication with parents about events and topics specific to the high school. A reoccurring
theme of families in our district is the need to know what is going on at the high school. We will be making a concerted
effort to improve communication by distributing our first electronic monthly newsletter via e-mail during late September, we
will increase the use of Alert Now phone and e-mail messages for all academic items of significance, we have started
sending press releases to local media outlets and we now have someone specifically assigned to updating our web page.
We also believe that communication with families can be improved by instituting informational meetings as appropriate for
parents and students before their freshman year, at the time of class selection, meetings for Advanced Placement
courses, Dual Credit, on-line classes, Project Lead The Way, the advent of New Tech High at DeKalb and for helping
families see how we can work together to personalize the education of their student.

Professional Learning (Development) Plans
         The certified staff at DeKalb High School will continue to pursue professional learning opportunities in a narrowed
focus on curriculum, instruction and assessment. As stated previously, the use of weekly (Wednesday) collaboration time
will be our primary means of delivering professional learning and professional development. Additionally the DeKalb
Central United Schools technology department will provide personnel to train teaching staff in the use of technology in the
classroom.
         It is hard to determine the extent of effect that past professional learning opportunities have had on student
outcomes at DeKalb High School. It is the goal of our current team to focus all professional learning opportunities in the


                                                             14
                                                             September 2011 DeKalb High School -- School Improvement Plan


area of curriculum, instruction, and assessment. The plan is to build on the scaffold of a Rick DuFour model for
collaboration and implement the following:
          a. A common vocabulary and understanding of assessment for grading, using the work of Rick Stiggins and Ken
              O’Connor as a guide. This will include common grading practices, common syllabi, working toward best
              practice in grading, and working on assessment for learning as defined by Stiggins and O’Connor.
          b. We will be using Robert Marzano’s book Classroom Instruction that Works as a guide for staff development of
              best (or Next) practice.
          c. We hope to use Gold Seal lesson plans as developed by Bill Daggett.
          d. We will be setting the tone for a common vocabulary of belief by reading and discussing Charlotte Danielson’s
              work found in her book Enhancing Student Achievement.
          e. All of these things will be done through Professional Learning Communities which meet every Wednesday,
              through monthly staff meetings and other meetings as necessary.
          As stated above, our professional development time will be focused completely on curriculum (alignment,
targeting standards), instruction (best practice, next practice, aligning practice), and assessment (rubrics, grading
practices, formative and summative assessments). As a school we have made a commitment to professional learning
through collaboration Wednesday’s, (an area we are redesigning to match the original DuFour Model originating over 10
years ago when Principal Rod Knox was leading DHS). The redesigned collaboration time should help us achieve strong
results in areas that impact instruction, while being mindful of what it means to be a teacher. As a school improvement
team, it is our intention to have everything we do be designed around professional development in the areas of:
        i.              Technology
                                1. New Tech High
                                2. PLTW
                                3. One-to-One computing in health, science, and math beginning in 2011
                                4. Professional development in the areas of research and electronic resources
                                5. Professional development in the areas of Moodle, building web pages, Edmodo, video
                                    conferencing, online courses, and paperless classrooms
       ii.              Assessment Practices
                                1. Creating a DeKalb-specific understanding of assessment practices by studying the work
                                    of Rick Stiggins and Ken O’Connor
      iii.              Grading Practices
                                1. Creating a DeKalb specific understanding of grading practices by studying the work of
                                    Rick Stiggins and Ken O’Connor
      iv.               Instructional Practices
                                1. Best Practice to Next Practice
       v.               Personalization of Education
                                1. New Tech High
                                2. Project Lead The Way
                                3. Advanced Placement Courses
                                4. CHOICE Alternative Programs
                                5. On-line courses
                                6. Dual Credit and Early College Courses
                                7. Professional Career Internships
                                8. Interdisciplinary Career Exploration
                                9. HOPE Mentors
                                10. Four County Vocational
                                11. The Learning Center
                                12. Student Priority Time (SPT)
      vi.               Professional Learning Communities
                                1. Using Wednesday morning collaboration time to drive change




                                                           15
                                                           September 2011 DeKalb High School -- School Improvement Plan


Additional Information of Ongoing School Improvement Action Plans since 2001:
       Summary: DeKalb High School has accomplished the following from the fall of 2001 to the present. All are in a
constant state of enhancement and refinement.

       Created Student Priority Time (SPT) as a safety net program to help students be successful in all areas across
       the curriculum.
       Studied the work of Rick DuFour
       Re-established professional learning communities through structured and sustained collaboration
       Started the process of creating common assessments
       Creating a school-within-a-school in the fall of 2012 with the advent of a New Tech High model located on
       campus
       Increased student internship opportunities
       Increased number of AP opportunities
       Increased number of dual-credit opportunities
       Created math and English labs
       Increased use of technology tools to enhance instruction
       Analyzed data:
         o student attendance
         o NWEA
         o ISTEP / ECA-GQE
         o AP scores
         o SAT and ACT
       Communicated more effectively and frequently with parents using electronic, e-mail communication, online grade
       book and use of Parent Viewer.




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