TABLE OF CONTENTS
“Fostering Excellence for a Lifetime”
Vision, Mission Statement, and Beliefs………………………………….. Page 2
School ―Value Statements‖………………………………………… Page 3
School Improvement Legal Requirements
School Reflection Statement on the 2008-09 School Year……….. Page 4
School Improvement Committee Process………………………… Page 5
School Improvement Committees‘ Rosters……………………….. Page 6
Description and location of Curriculum…………………………… Page 9
Titles and Description of Assessment Instruments……………….. Page 11
Parental Participation in School…………………………………… Page 12
Technology as a Learning Tool……………………………………. Page 13
Safe and Disciplined Learning Environment……………………… Page 16
Attendance Data and Goal…………………………………………. Page 18
Graduation Data and Goal………………………………………… Page 19
Diploma Data and Information……………………………………..Page 20
Unique Local Insights
Faculty Demographics …………………………………………….. Page 23
Student Demographics …………………………………………….. Page 24
Bernhardt Survey of Staff ….……………………………………... Page 25
Bernhardt Survey of Students ………..……………………………. Page 26
Bernhardt Survey of Parents ………………………………………. Page 27
One-year Follow-up Study…………………………………………. Page 28
Five-year Follow-up Study………………………………………… Page 29
Community Partnerships……………………………………………Page 30
AP Courses / Dual Credit/ Articulation……………………………. Page 32
Benchmark Data
AYP Data……….. ……………………………………………….. Page 34
Assessment Data (PSAT, SAT, AP, Core Forty )…………………. Page 37
School Improvement Action Plans 2010-11
Target Goal One……………………………………………………. Page 43
Target Goal Two…………………………………………………… Page 45
Evaluation Instruments
Target Goal One …………………………………………………… Page 48
Target Goal Two …………………………………………………... Page 49
Cultural Competency Plan (closing the achievement gap)…………….. Page 52
Appendix
AdvancED Standards Assessment Report…………………………Page 56
Professional Development………………………………………… Page 64
Waivers for ROTC replacing Physical Education………………….Page 66
Floyd Central Senior High School
Our Mission
Every student successfully completes high school.
Our Beliefs
Students will assume full responsibility as citizens in a democratic society, learning to
work with and respect others while maintaining their own ideas, views, and convictions.
Students will display positive qualities associated with personal character and integrity
as well as interpersonal skills and common courtesies important to a civilized society,
including service and commitment to others.
Students will be able to set realistic goals and to recognize that their choices and actions
have positive outcomes and negative consequences, which will affect their lives
and the lives of others.
Students will be intellectually curious and self-directed learners.
Students will use literacy skills needed to be successful in an information age.
These include listening, reading, writing, speaking, mathematical, technological,
and analytical skills, as well as the ability to recognize logical and illogical thinking
in efforts to reach rational conclusions.
Students will understand that meeting their potential will include intellectual, physical,
and artistic development beyond those skills associated with basic literacy.
Students will recognize the importance of living in a diverse and global community.
Students will gain skills needed to pursue personal and career goals beyond high school.
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Floyd Central Senior High School
Value Statements
As a member of the Floyd Central Faculty, I am
committed to:
Transforming Floyd Central High School into a professional learning community.
Using the study group process as the primary means for professional development to
support and implement our PL 221 school improvement plan.
Developing a writing plan for each course I teach each semester.
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SCHOOL SUMMARY STATEMENT ON THE 2008-2009 SCHOOL YEAR
The 2008-2009 school year for Floyd Central High School was a very successful one.
The faculty and staff continued work on the PL 221 School Improvement Plan in
preparation for our Quality Assurance Review (QAR) by the North Central / AdvancED
Association of Schools in 2011-12. Teachers participated in professional development
opportunities in writing across the curriculum efforts, technology training in Interwrite
Tablet, Classroom Performance Systems, and Curriculum Mapper.
Staff members met for professional development training in two full-day sessions at the
start of school and another one full day planned by the school district as a whole. Our PL
221 School Improvement Committee met seven times to monitor our school
improvement plan and to approve a rolling three year plan for continued school
improvement.
The school also had an exemplary year in extra-curricular and co-curricular activities as
well as in academic competitions. The high school orchestra and choral music programs
qualified for state finals in the spring. The school finished first in the Hoosier Hills
Conference All Sports Trophy. The girls‘ volleyball team went to the state finals for the
third year in row, boys‘ golf finished fourth in the state and girls‘ softball made their first
final four appearance.
In the spring of 2009, we graduated 371 students, granting 89 regular diplomas, 133 Core
40 Diplomas and 141 Academic Honors Diplomas. In addition to diplomas awarded, five
students earned Course Completion Certificates and three students earned Certificates of
Achievement. One hundred seventy five students earned nearly four million dollars in
scholarships. Of those students, nine were National Merit Commended students and five
were National Merit finalists.
The results for NCLB were disappointing compared to previous years. We made AYP in
twelve out of the possible seventeen cells. Our PL 221 status is ―Academic Progress‖ for
the fifth year in a row. Although we made the cut-score percentage in all sub-groups
except Special Ed English, we did not meet the participation rule for SES/Special Ed in
both math and English.
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SCHOOL IMPROVEMENT PROCESS SUMMARY
To kick off the seventh year of our school improvement plan, we had a full-day in-service
on August 11th, 2009. We reviewed our school improvement plan for this school year
and focused on Floyd Central culture and climate. The remaining part of the in-service
was focused on the academic integrity policy, turn-it-in software and Interwrite software
training. We also reviewed curriculum mapping plans for the year and practiced mapping
in computer labs.
Our other in-service day was January 19, 2010. District meetings, organized by the
various departments across the district, occupied the morning. In the afternoon most
teachers returned to the building. We focused on classroom strategies that lead to higher
order thinking skills, and using the Internet as an instructional tool. English Language
Arts continued curriculum mapping as part of the district initiative and Algebra I and
biology began work on common formative assessments.
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SCHOOL IMPROVEMENT COMMITTEES
Our school improvement committees are the driving force behind the implementation of
our school improvement plan. The Continuous Improvement Committee serves as the
Steering Committee for our school improvement plan. This committee meets seven
times during the school year. Responsibilities are to implement the strategies of the plan,
review all data, paying especially close attention to the evaluation instruments for the
target goals and thoughtfully discussing any changes to the plan. The membership of the
different committees responsible for implementing the strategies is listed on next three
pages. Below each committee are the meeting dates. Minutes for each committee
meeting and the minutes for the Continuous Improvement Committee are located in Mrs.
Whaley‘s office as well.
Continuous Improvement Committee (Steering Committee) 2009-2010
J. Whaley Co-Chair Admin L. Prifogle Co-Chair Teacher
L. Jensen Principal C. Beyl Teacher
R. Willman Admin B. Cambron Teacher
M. Clark Counselor B. Fitzgerald Teacher
A. Hampton Teacher S. Moss Teacher
B. Alexander Media Specialist K. Uhl (ex officio) Media
Technologist
Meeting dates: August 27th October 28th December 10th
January 27th February 17th April 7th
May 12th
School Improvement Committee (PL 221)
L. Jensen Principal J. Lang Teacher
J. Hollingsworth IUS/Parent R. Smith Student
S. Knotts Support Staff D. Schraffenberger Parent
R. Willman Admin B. Cambron Teacher
J. Whaley Admin E. Sparrow Parent
Meeting Dates:
October 19th : Agenda items: Review committee responsibilities, review PL 221,
review school improvement plan, update on strategies, review data, review evaluation
tools, review Bernhardt results, discuss staff development plans for year, construction
update
February 1st Agenda items: Review data, update on strategies, strategies for next
year, review evaluation tools for target goals, professional development for next year,
construction update
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March 8th Agenda items: Review school improvement plan, update on AYP data,
literacy goal and summer reading initiative, summer school preview, rotation of
committee membership, tour new construction
May 10th Agenda items: Review school improvement plan, final AYP data,
summer reading and online assessment, tour new construction.
Writing Across the Curriculum Committee
L. Jensen, Co-Chair Admin B. Fitzgerald Teacher
A. Lowe Teacher A. Hampton Teacher
N. McRae, Co-Chair Teacher W. Austin Teacher
K. Mayer-Sebastian Teacher M. Clark Counselor
R. Wolfe Teacher
Meeting Dates: TBA
Freshmen Transition Committee
R. Willman Co-Chair Admin M. Clark Co-Chair Counselor
E. Morrissey Counselor J. Newkirk Counselor
L. Engebretson HS Teacher K. Hamsley Counselor
B. Clifton Support Staff L. Schellenberg Counselor
J. Beatty MS Teacher S. Griffin MS Admin
Meeting Dates: TBA
Building Committee
L. Jensen Co-chair Admin W. Austin, Co-chair Teacher
J. Whaley Admin B. Cambron Teacher
R.Willman Admin C. Street Teacher
H. Yankey Teacher T. Stansbury Teacher
P. Hartog PTO K. Stevens Support-Staff
Emily Wimbec Student
Meeting Dates: August 5th September 9th November 4th February 10th
April 7th May 5th
Non-Completers
R.Willman, Co-Chair Admin E. Morrissey Counselor
L. Schellenberg, Co-Chair Counselor M. Clark Counselor
K. Hamsley Counselor J. Newkirk Counselor
L. Jensen Admin J. Whaley Admin
Meeting Dates: This committee meets every Monday of each week in Mr.
Willman‘s office at 8:00 AM
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School Safety Committee
R. Willman, Co-Chair Admin Ben Gipe Teacher
G. Shultz, Co-Chair SRO K. Lehman Teacher
A. Tanner Nurse
Meeting Dates: September 9 October 15 November 12
SCHOOL IMPROVEMENT COMMITTEES
Technology Committee
J. Whaley Admin
B. Alexander, Co-chair Media Specialist D. Traughber Teacher
K. Uhl Media Tech N. McRae Teacher
W. Austin Teacher C. Laduke Teacher
T. Barnes Teacher K. Hamsley Counselor
Meeting Dates: February 8, 2010
Reading Committee
L. Jensen, Co-chair Admin J. Adams Teacher
B. Alexander, Co-chair Media Specialist C. Beyl Teacher
S. Moss Teacher M. Neal Teacher
K. Charbonneau Teacher M. Harbison Teacher
J. Whaley Admin
Meeting Dates: Did not meet this year, because of our focus on curriculum mapping.
This committee will begin meeting the next school year 2010-2011.
Mapping Council
L. Jensen, Co-chair Admin L. Prifogle, Co-chair Teacher
J. Whaley Admin S. Moss Teacher
K. Bixler Teacher T. Harbison Teacher
C. Street Teacher M. Clark Teacher
B. Cambron Teacher J. Lang Teacher
L. Lee Teacher C. Jackson Teacher
A. Hampton Teacher C. LaDuke Teacher
L. Stevens Teacher B. Krammes Teacher
Meeting Dates: August 11th September 10th
Due to a shift in district focus, our mapping initiative was confined to English-Language
Arts, Algebra I and Biology.
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SCHOOL CURRICULUM
The content taught is based on the Indiana Academic Standards. All teachers have copies
of the Indiana academic state standards for the courses that they teach. Pacing guides are
being developed for mathematics and English/language arts.
Areas of the curriculum are organized under the guidance of the district‘s Curriculum
Council and committees include math, science, language arts, social studies, world
language, and health. Each discipline has a curriculum chair that is in charge of
reviewing and revising the curriculum on an annual basis.
Each teacher has developed a course syllabus aligned with state standards. State
standards can also be found on the web at the DOE site (www.doe.state.in.us). All
departments meet frequently to review and revise departmental goals aimed at improving
student achievement. Specific curriculum or content goals for the year result from these
meetings.
Language arts and math departments meet each year to review student academic
achievement as measured by standardized testing efforts. Curriculum is adjusted in
response to these results. Identified concerns are also shared with the faculty as a whole
in an effort to make increased student achievement a goal for the entire school. The
remaining departments and programs meet during study groups and faculty meetings to
establish intervention strategies aimed at improving student achievement. Teachers have
been trained in authentic assessment strategies, the use of rubrics, writing techniques and
applied instructional strategies in an effort to provide students with a curriculum that will
prepare them to be more successful students. These materials are available to teachers
and copies are available in all administrative offices and the media center.
Floyd Central strongly encourages students to pursue the most rigorous course of study
possible. All students are encouraged to enroll in seven full classes. Advanced
Placement, honors, and accelerated courses exist in many departments and a rich and
diverse curriculum is offered to all students. Diploma requirements are discussed at
numerous parent meetings, in group and individual counseling sessions, in grade level
orientation meetings, in a variety of printed materials and program presentations.
Students not enrolling in rigorous courses that support their stated program goals are
counseled into appropriate courses and parents are required to approve any lower level
course requests. Through such actions students are encouraged and supported in their
efforts to pursue the Core 40 Diploma, the Technical Honors Diploma and the Academic
Honors diplomas.
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SCHOOL INSTRUCTIONAL STRATEGIES
As a large comprehensive high school, Floyd Central High School offers a diverse
number of curricular opportunities across numerous departments. Instructional focus and
monitoring of programs are accomplished primarily through faculty meetings based upon
instructional improvement, a two-year new teacher orientation program, and a year-long
school based professional development program guided by a school improvement team
comprised of faculty and school administration members. Classroom observations by
school administrators are established by contract according to non-tenure and tenure
status. Both formal and walk-through observations are made for all teachers scheduled
for observation by contract and board policy. The administrative staff makes a concerted
effort to visit all remaining teachers through informal walk-through observations.
Teachers across the curriculum employ many instructional strategies and tools in their
classrooms. Among those most frequently observed in teacher observations include direct
teaching, cooperative learning, the use of individual and group presentations, teacher and
student use of power-point as an instructional and presentation tool, differentiated
instruction, project-based instruction, performance-based assessment, video-streaming
tools, the use of a variety of computer labs throughout the school for research and writing
experiences, and the use of scientific probes in advanced lab courses. As we complete the
technology component of our building renovation, teachers will be trained on the
SMART software package and use of the SMART panels. Interdisciplinary teacher
collaboration across the curriculum encompasses the performing arts, writing across the
curriculum, and brain compatible instruction. There is a continued curricular expansion
of a co-teaching initiative in core programs involving special needs and regular education
students. Classroom observation forms are housed in teacher files in administrators‘
offices.
Recent school improvement efforts have focused upon improving the delivery of
instruction, broadening assessment strategies to include writing, and the greater use of the
higher levels of Bloom‘s Taxonomy in performance and assessment experiences. The
advent of our building program has increased our focus on the use of technology in the
classroom, and our staff has a greater awareness and expectation that high school has
become a performance experience for students and staff alike in an age of high
accountability. Successful professional learning communities must be willing to adopt
the instructional strategies that have proven to be most successful in enabling students
to gain the skills necessary to succeed in a variety of post-secondary experiences.
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TITLES AND DESCRIPTION OF ASSESSMENT INSTRUMENTS
Floyd Central utilizes a variety of assessment instruments throughout the course of the
school year. All of the assessment instruments except two are state or national tests. The
two exceptions are the district exams in math and the school-based Local Writing
Assessment. Our faculty is in the process of writing common formative assessments in
Pre-Algebra, Algebra I, English 9, English 10 and Biology. The remaining assessment
instruments listed below provide essential information to monitor the academic success
of the institution. The End of Course Core 40 (ECA) exams are required by the state to
provide an opportunity to measure readiness for college. The state graduation qualifying
exam will now include English 10 and Algebra I, and nine graders will have to take the
Biology Core 40 exam as part of the NCLB requirements. Both the PSAT and SAT
Exams are used as predictors for college readiness. Tracking these scores over time
allows us to see longitudinal progress. The local writing assessment is a program
designed at the building level to monitor our writing program at multiple levels. The
district exam for math is still used by the department to measure district established
expectations for math students.
Test Name Type of Exam Grade Level
Core 40 Exams
Biology Criterion-referenced exam Grades 9-10
Algebra I Criterion-referenced exam Grades 9-12
PSAT Aptitude exam Grades 9-11
SAT Aptitude exam Grades 9-12
Local Writing
Assessment Criterion-referenced exam Grades 9-12
Local Common Criterion-referenced exam Pre-Algebra, Algebra I
Formative Assessments English 9, English 10
Biology
Language Proficiency
Assessment (LAS) English proficiency exam Grades 9-12
ENL students only
District Exams Criterion-referenced exam Grades 9-12
(Math only)
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PARENTAL PARTICIPATION
Floyd Central enjoys excellent parental support throughout the school. Our PTO/Renaissance
program has been used as a model for other schools seeking to broaden parental support and
academic achievement by students. The PTO/Renaissance program meets monthly at the school
in executive sessions. One agenda item that is discussed at each of these meetings is how to
increase more parent involvement. A sub-committee has been put together to explore new ideas
and strategies to deal with this issue. It has numerous active committees functioning throughout
the school year. Some of these functions are staff and student of the month, after-prom programs,
financial aid workshop and scholarship workshops. In addition to this program, the school enjoys
tremendous parent support through support groups for athletic teams and parent boosters,
cheerleader and dance teams, and for the band, choir, orchestra, and drama programs as well.
Parents are also involved with textbook adoption efforts, Building Committee, NCA Committee,
School Improvement Committee (PL 221) and with various committees established by the
superintendent of schools. Excellent schools always enjoy outstanding parental support and Floyd
Central has been blessed with outstanding parental involvement and support.
Activity Frequency of meeting Number of parents
involved
PTO Renaissance General Monthly 10-15
Meeting
Student of the Month Lunch Monthly 4-5
Success Card Rewards Monthly 8-10
Staff Celebration Meals Three times a year 8-10
Thanksgiving Staff Thank Once a year 4-5
You Letters
Homecoming Dance Once a year 10-15
VIP Breakfast Once a year 50
After Prom Festivities One event, many planning 50--75
meetings
Sports Physicals One event, several 20-30
planning meetings
Annual Open House Once a year 500
Financial Aid Workshop Once a year 150
Counselor Nights Out Four meetings a year, one 200
per grade level
New Student/New Parent One meeting per year, in 50
Orientation July
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TECHNOLOGY AS A LEARNING TOOL
Floyd Central High School makes extensive use of technology and the Internet throughout the
curriculum. After the completion of the building project, the school will house ten networked
computer labs that are also connected to the Internet for use across the curriculum. Starting in
2008, our school began a major building renovation that will bring state-of-the-art technology to
every classroom.
Business Two networked labs for computer keyboarding,
computer applications and accounting classes. Students are asked
to access the Internet in these classes as well.
Computer One networked lab with access to the Internet.
Programming
Communication Two networked labs for both programs; two networked labs for
Systems; CADD; Project Lead the Way.
PLTW
Journalism One networked lab with access to the Internet.
Media Services One networked lab with access to the Internet
for student and classroom use; additional computers are available
on the floor of the media center.
General Purpose Five networked labs with Internet access for use by all departments
and disciplines.
Credit Recovery Laptops and Wi-Fi enable students to make up credits.
Lab
The school district has an established Technology Continuum that guides the use of all
technology across the curriculum. FCHS has created enough computer labs for general
use and for those classes that require dedicated labs like journalism, business, computer
programming, and industrial technology. In addition to these labs, additional computers
exist in many classrooms for individual teacher and student use.
Curricular Uses of Technology and the Internet
Career Students do research using the Internet and write a career paper that
Information is based on their research. Students learn power-point presentations for use
in classes throughout their high school careers.
English An established writing curriculum is in use that requires the use of
computer labs and the Internet at all grade levels. This work becomes part
of a student‘s writing portfolio. READ 180 is a technology-based reading
program designed to raise reading levels. Floyd Central is using this
program as an intervention for students who are below grade level in
reading.
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Math Most math students are required to have a scientific or graphing calculator
after Algebra I. Graphing calculators are extensively used in advanced
classes.
Science Computers with electronic probes exist in science classrooms,
especially in advanced programs. Students make use of the
Internet for reports and research.
Social Students make reports and are required to make use of the Internet
Studies in a variety of classes. In economics, students must use the Internet for
completion of the career portfolios in preparing a career option plan.
Music Computers are in wide use in our music program, especially in AP Music
Theory classes. Students have access to computers and music software
programs that enhance advanced music skills.
Radio/TV The Radio and TV program makes extensive use of computers and other
technologies relevant to the industry.
Project Lead Project Lead the Way is a series of courses designed to prepare students
The Way for the scope, rigor and discipline of engineering and engineering
technology before entering college. The classes make extensive use of
technology.
Teacher Use of Technology
All teachers have access to a teacher workstation in their classroom
with access to the Internet. All teachers are trained in the use of an
electronic grade book. Many teachers make use of a web page and
LCD projectors, etc. in the classroom.
It has always been the belief at FCHS that professional development would include a
technology component. In 1998-1999, a Joint Technology Committee was formed to
study the technology needs of the building. A vision statement was created and the staff
and students were surveyed to determine needs.
The school‘s vision is to provide teachers and students with the training needed to make
the most effective use of available technological resources so that students can leave
school with the critical technological skills needed to be successful.
For 2010-2011 and 2011-2012, staff members focused on two primary areas: introducing
new technology that will be available in every classroom after our renovation is
completed and curriculum mapping using the web based program, ―Curriculum
Mapper.‖ As part of this professional development plan, time was set aside during in-
service days to offer training in both areas. Goals include an awareness level for all staff
of the capabilities of new technology and a rudimentary level of curriculum mapping.
The success of both efforts will be evaluated by staff at the end of the year.
14
For 2010-2011, staff members will receive training in technology for professional
development. Teachers will be receiving their technology training during our in-services
and during faculty meetings scheduled for next year.
School Technology Goals:
Provide training on the technology brought in with our building
renovation project. This training will bring teachers the latest
developments in SMART technology and classroom performance
systems. In addition, our staff will continue to build their expertise
on the web-based programs, ―Turnitin.com‖ and ―Quia.‖
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SAFE AND DISCIPLINED LEARNING ENVIRONMENT
Floyd Central High School‘s goal is to provide the safest and most positive learning
environment possible. Appropriate student behavior is an integral part of an effective
school climate. We have implemented a progressive discipline system that requires the
issuing of demerits for inappropriate behavior. Listed on this page and the next are two
graphs representing FCHS‘ discipline record. The first graph shows the number of
incidents per specific behaviors over a four year period, and the bottom graph represents
the number of suspensions and expulsions for the last four years.
1000
900
800
700
600
500 2006-07
400 2007-08
300 2008-09
200 2009-10
100
0
Floyd Central‘s discipline is very consistent year to year. A gradual increase in
enrollment is not factored into the discipline statistics. Of continuing concern are tardies
and truancies, as they are often indicators of more serious activity (fighting, drugs) in the
hallways when there is little supervision. The demerit system serves to document
infractions and provides a structure for progressive discipline.
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SAFE AND DISCIPLINED LEARNING ENVIRONMENT (continued)
900
800
700
600
500
400 2006-07
300 2007-08
200 2008-09
100
2009-10
0
Expulsions Out of School TTD In-School
2006-07 26 263 294 781
2007-08 13 175 195 536
2008-09 3 125 202 588
2009-10 4 180 263 690
The number of suspensions and expulsions fluctuates from year to year as noted in the table
above. In the past four years, there has been one major change in the dispositions assigned as
shown above and that occurred during the 2006-07 school year for in-school suspensions. In-
school suspensions almost doubled from the year before and out-of-school suspensions increased
as well. The 2007-08 and 2009-09 school years show a return to the pattern that we normally
expect, although in-school suspensions remain high.
At Floyd Central, we use SAL as a strategy to keep students in school and on track. Our credit
recovery program also helps students who may fall behind in credits due to disciplinary action.
Counselors work with at risk students, as does our student services liaison.
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ATTENDANCE DATA
For the past fourteen years FCHS has been above the state average on attendance and
graduation rates. Our attendance goal is to continue performing above the state
average and maintain our 96% plus rate each year. Last year we were above the
state average for attendance and graduation rates.
Attendance Data
97.50%
97.00%
96.50%
96.00%
95.50%
95.00% FCHS
94.50% State
94.00%
93.50%
2004-05 2005-06 2006-07 2007-08 2008-09 2009-10
FCHS 97.20% 96.40% 95.89% 96.70% 96.60% 96.14%
State 95.90% 96% 96% 95% 96%
The table below contains the attendance for each of our subgroups identified by No Child Left
Behind legislation. This data is inconclusive due to the fact we have just started collecting.
Need this
2007 2008 2009 2010 2011
Overall 96% 96.7% 96.6% 96.14%
Special Ed 95.33% 94.9% 94.51%
SES 94.12% 92.9% 93.09%
Ethnicity 96.90% 96.6% 96.94%
Strategies to improve attendance include the services of a full-time school liaison to monitor and
track attendance. Students must document excused absences with the liaison and serve make-up
days for excessive absences. The school nurse monitors seriously ill students and assists with
interventions when appropriate. The attendance clerk calls home daily on any absence that is not
reported by the parent or guardian. Counselors also stay involved in attendance issues. One
attendance incentive is the Renaissance card program. Students with excessive absences are not
eligible for a Renaissance card. A study committee with the goal of making the attendance
policy less cumbersome was created during the 2009-2010 school year.
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GRADUATION DATA
95.00%
Graduation Rate
90.00%
85.00%
80.00%
FCHS
STATE
75.00%
70.00%
65.00%
2005-06 2006-07 2007-08 2008-09
FCHS 87.30% 90.40% 90% 87.60%
STATE 76% 76.50% 78% 81.50%
Starting with the graduating class of 2006, the Indiana Department of Education changed the
formula for computing a school‘s graduation rate. The DOE determines a school‘s
graduation rate by following a cohort group that enters a school the first day their freshmen
year. By law, students must graduate from high school in four years. Only students who
earn a diploma are considered graduates. Neither a ―GED‖ nor a ―Certificate of Course
Completion‖ will count as successfully completing high school. Each school must monitor
the transition of students in their cohort throughout the four years. After a disappointing
first year graduation rate (2006) at 87.30%, we implemented several strategies (documented
in this plan) and improved our graduation rate by over 3% to 90.44% for the class of 2007.
One of our strategies is tracking the graduating success of specific subgroups.
Listed in the table to follow are the subgroups we have been tracking for three years. The
Steering Committee will continue to monitor this data and look for additional strategies and
interventions on how to improve the success of a subgroup.
Our counselors have intensified their efforts to counsel and encourage students who are at
risk of not graduating. Interventions and strategies include parent meetings, emails, and
telephone calls as well as allowing students to enter credit recovery as soon as they are
identified as being at risk.
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Number Diplomas Minimum Core 40 TechnicalHAcademic Dropout
Students Granted Diploma Honors Honors
2008
Overall 372 326 114 135 na 114
Special Ed 37 22 10 1 0 0
Free/Red 32 27 7 12 4 0
Minority 7 6 0 3 3
2009
Overall 430 370 97 133 na 141 3
Special Ed 39 21 13 2 0
Free/Red 37 22 10 8 4
2010
Overall 424 347 83 145 8 111
Special Ed 44 20 16 4 0 0
Free/Red 41 23 16 4 3 0
Minority 15 15 5 4 0 5
DIPLOMA DATA AND INFORMATION
The Floyd Central Student Services department encourages students to pursue the most
rigorous diploma path available to them. Counselors encourage students to sign up for
Core 40 Academic Honors or Core 40 Technical Honors if they are college bound. This
advocacy of the rigorous diploma begins at Highland Hills Middle School, where senior
high counselors assist eighth graders in building their career paths and selecting an
appropriate diploma. All eighth grade students enter a Four Year Academic Plan in the
program ―Prep HQ‖ which allows student and parent access from home. Two parent
meetings for eighth grade students bring parents into the planning process. Counselors
and administrators stress the value of rigorous course selections at those parent meetings.
Teachers of advanced and elective courses are encouraged to market their classes to
eighth grade students by developing brochures and applications to promote a specific
class. During the Activity Fair, a part of eighth grade registration, teachers and students
staff informational tables to promote electives. Those course selections and plans made
in eighth grade will lead to solid career paths in high school.
The eighth grade parent meetings are followed by ―Counselors‘ Night Out‖ at each grade
level in high school. Diploma paths and any changes in requirements are explained to
parents. Counselors stress the value of rigorous course selection at each parent meeting.
Counselors can cite numerous examples of students gaining admittance to highly
competitive universities because of their rigorous preparation. Individual questions
following the meetings demonstrate that parents carefully consider all options. The basic
Core 40 diploma is always an option if a student is pursuing post-secondary
opportunities.
Counselors meet with administrators weekly. Diploma changes are discussed in the
meetings and strategies for promoting courses and diploma tracks are discussed and
debated. Floyd Central also uses AP Potential, a service of the College Board. AP
Potential recommends that selected students take AP courses based on their PSAT scores.
Posters with student names on them are posted by English teachers and each counselor is
given a list of students and matching course recommendations.
20
CORE FORTY DIPLOMA
Floyd Central High School currently grants three diplomas to its graduating classes: the
traditional minimum diploma (42 credits), Core Forty, and Academic Honors.
Beginning with the class of 2010, all of our students are encouraged to pursue the most
rigorous diploma track possible. The state of Indiana requires all students entering high
school to pursue a Core Forty diploma. Listed below are two graphs showing the
percentage of students who actually earn a Core Forty diploma and the breakdown by
gender. As the results show below the percentage of students earning a Core Forty
diploma are above or at the state average.
P
P
P P
Percentage of Students Receiving
Core 40 Diploma
80%
70%
60%
50%
40%
30% FCHS
20% STATE
10%
0%
2005-06 2006-07 2007-08 2008-09 2009-10
FCHS 65% 66% 75% 64% 60%
STATE 67% 70% 72% 75%
Core 40 Diploma by Gender
90
80
70
60
50
40 Female
30 Male
20
10
0
2005-06 2006-07 2007-08 2008-09 2009-10
Female 75 49 64 84 78
Male 60 72 71 57 67
21
ACADEMIC HONORS DIPLOMA
The Academic Honors Diploma (AHD) is the most rigorous diploma the state of Indiana
offers. On the average, seventy-four percent of our ninth graders enter high school
pursuing this diploma. Listed below are two graphs showing the percentage of students
who actually earned an Academic Honors diploma and the breakdown by gender. A
concern at Floyd Central is that we dropped below the state average as in 2005-06. We
now see an emerging trend that more students are earning the Academic Honors diploma,
largely due to the new diploma requirements.
Percentage of Students Receiving an
Academic Honors Diploma
40%
35%
30%
25%
20%
FCHS
15%
State
10%
5%
0%
2005-06 2006-07 2007-08 2008-09 2009-2010
FCHS 23% 33% 34% 33% 26%
State 30% 31% 31% 36%
Academic Honors Diploma by Gender
90
80
70
60
50
40
Female
30
Male
20
10
0
2005-06 2006-07 2007-08 2008-09 2009-10
Female 44 77 75 84 71
Male 37 47 39 57 30
22
FACULTY DEMOGRAPHICS
06-07 07-08 08-09 09-10
Administrators 4 4 4 4
Teachers 79 78 78 77.5
Counselors 4 4 4 4
Library / Media Specialist 1 1 2 2
ISTEP+ Remediation Staff 1 1 1 1
Instructional Assistants 13 12.5 13.5 14.5
Administrative Support Staff 10 10 10 10
Custodial Staff 17 17 17 17
Cafeteria Staff 16 16 16 16
Special Education Facilitator 1 1 1 1
School Resource Officer 1 1 1 1
06-07 07-08 08-09 09-10
Full-time Equivalent 66.4 73.9 85 84.5
Average Age 39 39.9 39 40
Average Experience 12.8 13.9 13.5 13.4
Student Teacher Ratio
25
24
23
22
21
20
19
2005-06 2006-07 2007-08 2008-09 2009-10
Series1 24.5 23.2 22.4 22.9 21.2
Six years ago our staff was divided when the middle school staff moved to their new
school, Highland Hills Middle School. This has had a major impact on the composition
of our school staff. Currently we have 84.5 full-time equivalents. All faculty members
meet the NCLB requirements for being a highly qualified staff. The average age has
leveled off at 41 years and teaching experience decreased only slightly from the year
before. These statistics are reflection of the new hires for this year, 2009-10. This ratio is
not necessarily an actual statistic for every course that is taught. The core classes,
English, math, science, and social studies still have a target goal of 26 to 1 ratio.
23
FLOYD CENTRAL HIGH SCHOOL
STUDENT DEMOGRAPHICS
The 2009-2010 official enrollment on ADM day of Floyd Central High School is 1,653.
The student body has an ethnic make-up of 96.37% white and 3.63% of several different
ethnicities, an increase from last year. Our students predominantly come from a middle
to upper middle class socio-economic background. Our enrollment has decreased by 23
students from the previous year. The five-year average is at 1,668. We are expecting a
flatline enrollment for next year. Listed below is a pie chart of the enrollment by grade
for this year and a table showing grade enrollments the last five years.
FCHS Total Population 2009-2010
9th grade, 24.50%
12th grade, 26.40%
10th grade, 26.00%
11th grade, 23%
ENROLLMENT FIGURES
05-06 06-07 07-08 08-09 2009-10
th
9 Grade 450 456 380 418 405
10th Grade 396 456 451 373 430
11th Grade 421 397 457 437 380
12th Grade 358 414 372 453 438
Total 1625 1723 1660 1681 1653
24
BERNHARDT SURVEY ANALYSIS
Teacher Survey Analysis
One component of our school improvement process is to survey all stakeholders, using
the Victoria Bernhardt surveys on school climate and culture (results on the following
pages). The teacher survey is a sixty-five item questionnaire focusing on school climate
and culture that measures how teachers feel about working in the school, relating to the
administrative team, receiving recognition for their work, and working with diverse
groups of the population. The responses are scored on a Likert Scale with ‗1‘ meaning
strongly disagree and ‗5‘ meaning strongly agree. Listed below are two sets of tables
representing the top five and bottom five response averages. The table below contains
the five questions that received the highest response average on the survey. This year‘s
top responses have four holdovers from last year. The new addition is ―I believe this
school has a good public image.‖
2009 2008 2007 2006
QUESTIONS
I love seeing the results of my work with students 4.72 4.67 4.62 4.62
Student achievement can increase through providing a 4.61 4.66 4.64 4.54
threat-free environment
I love to teach 4.65 4.59 4.66 4.48
I feel that learning can be fun 4.63 4.56 4.58 4.55
I believe this school has a good public image 4.59 4.44 4.38 4.38
The table below contains the five questions that received the lowest response average on
the survey. No question response scored an average in the disagreement range of 2.4 or
lower on the five-point scale. New to the bottom five responses areas are ―I believe
student achievement can increase through using ongoing student assessments relative to
standards.‖ and ―I believe student achievement can increase through teaching to state
standards.‖
2009 2008 2007 2006
QUESTIONS
Teachers in this school communicate with each other 3.6 3.27 3.36 3.49
to make learning consistent across the grades
I believe student achievement can increase 3.7 3.79 3.64 3.86
through using ongoing student assessments
relative to standards
I communicate with parents about class activities 3.66 3.40 3.41 3.77
Morale is high on the part of students 3.78 3.56 3.42 3.53
I believe student achievement can increase 3.59 3.64 3.56 3.79
through teaching to state standards
25
BERNHARDT SURVEY ANALYSIS
Student Survey Analysis
As part of the Bernhardt model, students attending FCHS responded to a questionnaire
designed to measure how they felt about their learning environment. Students were asked
to respond to items using a five-point scale with ‗1‘ meaning strongly disagree and ‗5‘
meaning strongly agree. The listing on the following pages shows the average responses
to each item on the questionnaire. This year the high school randomly surveyed 590
students. Listed below are two sets of tables representing the five questions that have the
highest and lowest response average. The first table represents the questions that
received an average in the strongest agreement range of a 4.5 or higher on a five-point
scale. For the most part the top five and bottom five responses remained the same as the
last four years. New to the top five this year is ―I feel ready for the real world with
reference to my ability to learn on my own.‖
2009 2008 2007 2006
QUESTIONS
Doing well in school makes me feel good about myself 4.12 4.13 4.11 4.18
I feel ready for the real world with reference to my ability to 4.14 4.05 4.10 4.10
read
My teachers expect me to do my best 4.04 3.90 3.91 4.00
I feel ready for the real world with reference to my 4.04 3.92 3.95 3.97
ability to learn on my own
I feel ready for the real world with reference to my ability to 4.02 3.89 3.93 3.98
process information
The bottom table represents the five questions that received the lowest response average
on the questionnaire. There was no question that received a response average in the
disagreement range of 2.4 or lower. The bottom responses remain the same from last
year with the exception ―In my classes time is spent using computers.‖
2009 2008 2007 2006
QUESTIONS
In classrooms time is spent working in small groups 2.99 2.97 2.96 2.98
In classrooms time is spent doing work I find meaningful 3.03 2.95 2.92 2.89
In my classes, time is spent using computers 2.93 2.98 2.98 2.89
I feel that I am in charge of what I learn 2.89 2.77 2.82 2.75
School is fun here 3.02 2.73 2.71 2.85
26
BERNHARDT SURVEY ANALYSIS
Parent Survey Analysis
The third group to be surveyed using the Bernhardt model are the school‘s parents. Every
parent was given the opportunity to complete the survey during this year‘s Open House.
Parents responded to a thirty-five question survey designed to measure how they felt
about the overall learning environment the school provided for their student. Parents
were asked to respond to items using a five-point scale with ‗1‘ meaning strongly
disagree and ‗5‘ meaning strongly agree. The graphs on the following pages show the
average responses to each item on the questionnaire. This year 117 parents took the
survey. Listed below are two sets of tables representing the parents‘ top five and bottom
five responses. The first table represents the questions that received the highest response
average on the five-point scale. New to the top five this year is ―I respect the school‘s
teachers.‖
2009 2008 2007 2006
QUESTIONS
I support my child‘s learning at home 4.71 4.74 4.62 4.76
I would recommend this school to other families 4.6 4.6 4.5 4.5
Overall, the school has a good public image 4.6 4.57 4.55 4.49
Parent volunteers are vital to the school community 4.61 4.5 4.46 4.52
I respect the school’s teachers 4.59 4.45 4.40 4.42
The bottom table represents the five questions that received the lowest response average
on the questionnaire. There was no question that received a response average in the
disagreement range of 2.4 or lower. This year‘s changes to the bottom five are the
addition of ―The school provides adequate information about non-college options.‖ and
―There is adequate supervision before and after school.‖
2009 2008 2007 2006
QUESTIONS
Teachers help me know how to support my child‘s learning 3.9 3.69 3.91 4.17
at home
I am informed about my child‘s progress at school 3.9 3.74 3.73 4.06
There is adequate supervision before and after school 3.94 3.88 3.77 4.03
The school provides adequate information to students 3.85 3.83 3.73 4.13
about non-college options
Students are treated fairly by other students 3.82 3.81 3.72 3.69
27
ONE YEAR FOLLOW-UP STUDY
Every year the administrative team surveys the graduating seniors to learn where students
are heading after graduation. On the average, 84.6% (based on a five-year average) of
our students will continue in some type of post-secondary school experience. Listed
below is a pie chart of last year‘s graduating class. Below the pie chart is a table
representing the actual numbers for the last four years, as self-reported by the senior class
in the spring of each year.
Military Service, Class of 2009
2% Working full-
Undetermined, 5%
time, 2%
Tech school, 3%
Attending 2 year,
10%
Four year
college, 78%
Class of Class of Class of Class of Class of
2009 2008 2007 2006 2005
Class Size 453 332 404 352 348
Four year 353-78% 249-75% 277 -70% 242 -70% 236 – 67%
college
Two year 45-10% 43-12% 38-9% 21-7% 19 – 5%
college
Technical 6-3% 12-4% 5- 1% 5- 2% 36 – 10%
school
Military 9-2% 9-3% 8 – 2% 10 – 4% 7 – 2%
service
Working full
/part time 9-2% 6-2% 26-6% 38-11% 43 – 12%
Unknown 23-5% 13--4% 50 – 12% 20 – 5% 10 – 4%
28
FIVE YEAR FOLLOW-UP STUDY
Every year the administrative team contacts the graduating class of five years ago by mail
and has them complete a questionnaire on how well they were prepared for college and
the job market. The alumni are asked how poorly prepared or well prepared they were in
the areas of oral communication, math, science, writing skills, interpersonal skills,
computer skills, foreign language, and technology. On the average, twelve percent of the
alumni in the graduating classes returned the survey. Listed below is a chart
representing the results of the graduating classes from 2003 to 2005.
HOW WELL PREPARED WERE YOU FOR COLLEGE / JOB MARKET IN
THE FOLLOWING AREAS:
Poorly Prepared Prepared Well Prepared
Class of: 2003 2004 2005 2003 2004 2005 2003 2004 2005
Oral 0% 7% 0% 45% 30% 40% 55% 63% 59%
communication
Math 0% 11% 4% 42% 33% 36% 58% 55% 54%
Science 0% 3% 0% 34% 53.5% 45% 66% 43% 54%
Writing 0% 3% 18% 45% 44% 31% 55% 52% 50%
Interpersonal 6% 3% 0% 39% 41% 40% 55% 55% 59%
Skills
Computer 10% 4% 4% 45% 38% 36% 45% 58% 59%
Skills
World 18% 24% 9% 41% 36% 40% 41% 40% 36%
Language
Technology 6% 0% 4% 55% 50% 40% 39% 50% 54%
Only five percent of the class of 2005 returned this year‘s survey. With such a low
response, it is difficult to draw statistically valid conclusions. One area is noted for
consideration:
Writing dropped to 81% of the respondents reporting that they were prepared or
well prepared for college. The class of 2002 was the first year that the writing
across the curriculum initiative was implemented. This is the first year that score
has dropped. We will continue to monitor this data.
29
COMMUNITY PARTNERSHIPS
As we advance into the 21st century all stakeholders, families, educators, administrators, and business
and community leaders must come together to build a consensus upon the assets needed to ensure
success for all students. We at FCHS value the importance of forming partnerships with the business
community and recognize the benefits that our students gain by these arrangements. Research shows
that students who participate in a business-education program demonstrate a higher level of ability in job
skill development, work ethic, job training, and job awareness. FCHS partnerships are not limited to the
business community. In fact, we believe a partnership is defined as mutually beneficial arrangements
among businesses, communities, agencies, or other organizations, and a school that are essential to
student success. FCHS places a major emphasis on volunteering and completing community service
work. Community service requirements are embedded throughout the curriculum and every senior must
complete a minimum of 10 hours of community service each semester in order to graduate. By getting
involved in volunteer and community work, FCHS students may gain:
an opportunity to give back to the community
an opportunity to see how a community agency works
an opportunity to work collaboratively towards a common goal
an understanding of the community with whom they are working
an opportunity to experience cultural diversity
an understanding of the political and economic realities of the community agency they
are assisting
an opportunity to build their organizational and leadership skills
an understanding of themselves, their strengths and limitations
an opportunity to become an advocate for the community agency with which they work
BUSINESS PARTNERSHIPS
Prosser School of Technology
The courses at Prosser School of Technology closely correlate with the curriculum offerings of Floyd
Central. Currently 211 junior and seniors are enrolled. The majority of seniors will be employed in
their occupational area the second semester. Co-op students are employed both semesters. All Prosser
students have training plans and training agreements with their employers.
Indiana Workforce Development
Two career counselors on staff offer free interest inventory assessments and career counseling to
all our students and parents.
Economic Region 14/School to Work Initiative
We have formed a partnership with Indiana Economic Region 14, whose membership includes local
businesses and industries, as well as the Chamber of Commerce, to encourage graduates to stay in our
geographic area for employment.
30
BUSINESS PARTNERSHIPS (continued)
BUSINESS PATRONS AND SUPPORTERS
Floyd County Memorial Hospital Regional Federal Bank
Coca-Cola Sam‘s Tavern
United Parcel Service Your Community Bank
Heavenly Ham Physicians Associates
Samtec
In addition to the above listed partnerships, both the ―Project Lead the Way‖ program as well as the
―Floyd Central Finance Academy‖ have advisory boards, formed from business and community leaders.
COMMUNITY PARTNERSHIPS
Community Foundation of Southern Indiana
A non-profit organization that builds a permanent resource of funds to meet community needs.
Lions Club
Free eye care for students who qualify.
Rotary Club
The New Albany Rotary Club awarded Floyd Central a $200.00 grant to support Focus on Freshmen.
HIGHER EDUCATION PARTNERSHIPS
Articulation and / or dual credit agreements with the following universities, colleges, and tech
schools
Indiana University Northwestern Ohio University
Ivy Tech State College Sullivan University
Louisville Technical Institute University Technical Institute
Vincennes University Spencerian College
Bridge to College Programs
Indiana University Southeast Ivy Tech State College
Sullivan College Spencerian College
31
ADVANCED PLACEMENT / DUAL CREDIT / ARTICULATION
Floyd Central offers several opportunities for students to earn college credit while still enrolled
in high school. These opportunities come in four forms: Advanced Placement courses, Dual
Credit, Articulation Agreements, and Bridge to College.
Advanced Placement Courses
Floyd Central offers several Advanced Placement (AP) courses (see list below). The advantages
of taking an AP course can be measured in several ways. Students will be able to study courses
at their achievement level and, depending upon their preparation, could be exempt from several
hours of college course work or receive college credit.
To enroll in an AP course a student must complete an application and meet the criteria selected
by the instructor in order to be admitted. Advanced Placement courses are designed so that
students take a test upon completion of a year‘s work. It is a requirement that students must take
the AP exam in each course enrolled. Students not enrolled in an AP course may take the exam
at a cost.
FCHS Advanced Placement Course Offerings
Biology
Calculus
Chemistry
Computer Science
English Language & Composition
English Literature & Composition
European History
Government
Music Theory
Psychology
Studio Art 2D-Design
Studio Art-Drawing
US History
Dual Credit Courses
Floyd Central has entered a dual credit agreement with Ivy Tech State College that provides the
opportunity for juniors and seniors to earn college credit for advanced courses taught by
qualified FCHS faculty affiliated with Ivy Tech. There is no cost to the student. Listed below
are the courses that FCHS has an agreement with Ivy Tech State College. We will apply for
national certification for our Project Lead the Way program, which will allow us to grant dual
credit for all of the courses in the sequence.
Floyd Central course Ivy Tech State College course
Pre-Calculus MAT 137 Trig (3 hours)
AP English ENG Composition 101-102 (3 hours)
Astronomy Astronomy (3 hours)
Spanish III/IV Spanish 101-102 (3 hours)
Earth Space II: Geology Geology 101 (3 hours)
AP Government American Gov. Pol. Sci. 101 (3 hours)
AP Biology Biol 100 (3 hours)
32
Articulation Agreements
Floyd Central has entered into several articulation agreements with surrounding post-secondary
schools. The difference between a dual credit and an articulation agreement credit is that a
student must attend the institution issuing the articulation agreement in order to receive the
college credit. College credit is granted and all fees waived provided the student has earned a
least a ―B‖ or better in the articulation course. Listed below are the schools and the courses that
FCHS has linked with articulation agreements.
Floyd Central Course Louisville Technical Institute
Design Processes I Intro to Drafting
CADD Computer Aided Drafting
Computer Applications Computer Fundamentals
Drawing I-II Drawing
Floyd Central Course Ivy Tech State College
Algebra II Intermediate Algebra
Chemistry I Chemistry
Earth Space II: Geology Geology
Computer Applications Intro to Microcomputers
Sociology Intro to Sociology
English AP English Composition
Floyd Central Course Sullivan College
English 12H Communication Skills
Business Law I-II Principles of Business Law
Algebra II College Algebra
Accounting I Intro to Accounting
Accounting II Principles of Accounting
Floyd Central Course Spencerian College
Business Law I-II Business Law
Accounting I Accounting for the Business Office
Bridge to College Program
The FCHS Bridge to College program allows seniors to enroll in college courses taught at
Indiana University Southeast (IUS). The Bridge to College program provides students with an
opportunity to develop a realistic appreciation and understanding of the expectations for students
in college level courses. A student‘s senior academic record must meet or exceed the Indiana
University freshman admission policy. These courses are taught at Indiana University Southeast
and a student must receive permission to attend during the school day.
33
I. AYP RESULTS (No Child Left Behind Act)
In 2002 Congress passed and President Bush signed into law the ―No Child Left Behind
Act.‖ This federal law requires schools to show improvement in student performance on
an annual basis. This differs greatly from Indiana‘s accountability law, Public Law 221.
Indiana requires schools to show improvement of cohort groups (every year) with a
requirement of improvement over a three year rolling average. The No Child Left
Behind legislation requires schools to test in English and math every year in grades 3-10.
This improvement is measured each year as the school‘s ―Adequate Yearly Progress
(AYP).‖ A school must maintain an ―Adequate Yearly Progress‖ (AYP) in overall
performance for each exam and for each sub group over 30 students in number. Listed
below are the results of our ―Adequate Yearly Progress‖ the last six years. Our school
traditionally has four sub groups: Overall, White, Free and Reduced Lunch and Special
Education. In 2007 we did not have enough free lunch (30) students to have a subgroup.
In 2007, we were pleased to learn that we made AYP in all subgroup categories including
special education math and English for the first time since the implementation of NCLB.
Our school improvement plan contains strategies to address this concern and it has paid
off.
AYP RESULTS
2004 ENGLISH MATH GRADUATION
AYP Categories # of Students % Passing Cut % % Passing Cut % 2003 2004
Overall 1135 81.9 55.4 84 53.7 96.15 91.7
White 1114 82.2 55.4 84.3 53.6
Free Lunch 94 55.3 47 58.5 45.2
Special Ed 122 25.4 48.4 37.7 46.7
Black
In 2004-05 we made AYP in the subgroups overall, and white, and free lunch. We did
not make AYP in the sub group special education in both English and math. We did not
make AYP on our graduation rate, which is a secondary indicator.
2005 ENGLISH MATH GRADUATION
AYP Categories # of Students % Passing Cut % % Passing Cut % 2004 2005
Overall 359 81.3 59.9 82.3 58.4 91.7 95.6
White 352 81.8 59.8 82.2 58.3
Free Lunch 36 58.3 52.8 52.8 45.7
Special Ed 41 19.5 48.6 39*** 46.9
Black
In 2006 we made AYP in the subgroups overall, white, and free lunch. We made safe
harbor in math for special education but not in English. We did make AYP in the
graduation rate, which is a secondary indicator. The cut score for all subgroups
increased this year.
34
2006 ENGLISH MATH GRADUATION
AYP Categories # of Students % Passing Cut % % Passing Cut % 2005 2006
Overall 416 82.7 60.3 84.1 58.5 95.6 87.4
White 403 83.4 60.2 84.5 58.7
Free Lunch NA NA NA NA NA
Special Ed 39 25.6** 48.0 43.6** 46.4
Black
The chart above indicates we made AYP in the subgroups for overall and white. This is
the first year we did not have a subgroup for free lunch (SES). We did make AYP in
subgroup special education in both English and math because of safe harbor calculations.
This is the first time in we made AYP in all categories since NCLB inception.
2007 ENGLISH MATH GRADUATION
AYP Categories # of Students % Passing Cut % % Passing Cut % 2006 2007
Overall 415 82.4 60.3 83.1 58.8 87.4 90.44
White 399 82.7 60.2 83.2 58.7
Free Lunch 40 47.5*** 48.2 56.1 46.6
Special Ed 46 17.4*** 49.4 29.8*** 47.8
Black
The chart above indicates we made AYP in the subgroups for overall and white. We did
not make AYP in subgroup special education in both English and math although we made
both of these areas last year because of safe harbor calculations. This is the first time we
have not made AYP in at least one testing area for special education. Also for the first
time we did not make AYP in Free Lunch English or meeting the 95% participation
(94.3%) requirement. We made AYP in 14 out of the 17 possible cells.
2008 ENGLISH MATH GRADUATION
AYP Categories # of Students % Passing Cut % % Passing Cut % 2007 2008
Overall 347 82.4% 67% 87.8% 65.9% 90.44 89.35
White 335 82.1% 66.9% 87.7% 65.8%
Free Lunch 36 55.6% 55.3% 58.8 54%
Special Ed 36 33.3%*** 55.3% 58.3% 54%
Black
The chart above indicates we did quite well on making the cut scores for every sub-group
except Special Ed English. However we did make the 95 % participation rule in both
sub-groups SES and Special Ed math and English. We made 12 out of 17 categories.
35
AYP History (responsible for students attending 162 days)
2002--Made 7 out of 9 categories (Special Ed math and English
2003--Made 10 out of 11 categories (Special Ed English
2004 --Made 10 out of 13 categories (Special Ed English / math also 95 %
participation)
2005 – Made 16 out of 17 categories (Special Ed English (math--safe harbor)
2006 -- Made AYP in all sub groups (Special Ed by safe harbor)
2007 – Made 14 out of 17 categories (special Ed English /math—SES English)
2008 -- Made 12 out of 17 categories (Special Ed English / Participation SES /
Special Ed)
36
I. PSAT / SAT COMPOSITE SCORES
Listed below are graphs representing PSAT and SAT scores for the past four years. We
have been above the state and national composite score averages for the past ten years
with one exception (SAT 2002-03). The PSAT (listed first) is made up of three sub-tests:
English, math, and writing. The PSAT was revised in 2004. One of the changes in the
exam was not to include analogies as in the past. The three sub-test scores make-up the
Selection Index Composite Score. In 2005, our students scored the highest mean
selection index in the school‘s history at 160.4. The SAT is made-up of three sub-tests,
English, math and writing. The writing sub-test was added in 2006.
The SAT exam was revised in 2006 and the sub-test on writing was added. That is why
there is a jump in the mean score starting in 2006. Last year‘s scores were once again
above the state and national averages.
PSAT Selection Index Mean for College-
Bound Juniors
155
150
145
140
135 FCHS
130
125 STATE
2005-06 2006-07 2007-08 2008-09
NATIONAL
FCHS 152.1 153.6 149.1 152.9
STATE 137.1 136.5 135.9
NATIONAL 142 140.8 141.3
SAT Composite Scores for College-Bound
Seniors
1560
1540
1520
1500
1480 FCHS
1460 STATE
1440 NATIONAL
1420
2005-06 2006-07 2007-08 2008-09
FCHS 1527 1542 1526 1538
STATE 1493 1511 1511 1504
NATIONAL 1518 1469 1485 1483
37
II. ADVANCED PLACEMENT EXAM SCORES
Starting with the class of 2010, one of the criteria needed to gain an Academic Honors
Diploma is to participate in an Advanced Placement (AP) course and take the exam.
This new diploma requirement has motivated us to increase our Advanced Placement
course offerings. To enroll in an AP course at FCHS a student must complete an
application and meet the criteria selected by the instructor in order to be admitted. The
Advanced Placement courses are designed so that students take a test upon completion of
a year‘s work. It is a requirement that students must take the AP exam in each course
enrolled. Students not enrolled in an AP course may take the exam at a cost.
The AP exam is scored on a scale of one (the lowest score) to five (the highest score).
A goal of our instructors is for all students to score a three or better. Listed in the table
below are the average scoring results per AP course the past four years. The number in
parentheses is the total number of students who took the test.
AP course 2006 2007 2008 2009
Art Studio-2D Not Offered Not Offered Not offered 3.375 (8)
Biology 3.667 Not Offered 2.48 Not offered
Calculus 2.69 (29) 2.19 (67) 2.43 (53) 2.638 (58)
Chemistry Not offered Not offered Not offered 1.909 (11)
Computer Science 3.0 (3) 3.5 (4) 4 (1) 1 (2)
English Composition 3.13 (16) 3.62 (26) 3.7 (20) 3.486 (37)
Government 3.0 (11) 3.13 (15) 2.76 (17) 3.35 (20)
Music Theory/ aural 3.8 (22) 3.33 (12) 3.41 (17) 3 (17)
Music Theory/non-aural 4.409 (22) 4.5 (12) 4.118 (17) 4 (17)
Psychology Not offered 2.97 (27) 3.16 (41) 3.654 (52)
US History 2.5 (26) 2.85 (52) 2.18 (54) 2.104 (77)
The table above shows the results of our AP exams for the past four years. The table
reflects that our AP scores have been declining the past three years. One explanation is
that enrollment in our AP classes on average have increased each year. One of our goals
is to increase enrollment in our AP classes each year. To assist us in reaching this goal,
we use the PSAT AP Potential report to identify students who have the potential to take
AP courses based on their PSAT scores. Our guidance department does an excellent job
with the aggressive recruitment and enrollment of students for these classes.
38
III. CORE FORTY/ ISTEP + RESULTS
Since the Core 40 has become the graduation exam, it is now referred to as the ―ISTEP +
Algebra I Graduation Examination.‖
Three years ago, we assembled a team of algebra teachers to examine the data and
develop a study guide for the exam. That team will continue to meet as we strive to
improve our scores. The Algebra I team is developing common formative assessments
for each quarter of the school year. We believe this initiative will be reflected in an
improvement on the end of year test.
It may also be noted that our top mathematics students take Algebra I and the Algebra I
exam at Highland Hills Middle School.
80.00%
Algebra I ISTEP + Graduation Exam
70.00% Formerly Core 40
60.00%
50.00%
40.00%
FCHS
30.00% State
20.00%
10.00%
0.00%
2006 2007 2008 2009 2010
FCHS 21.90% 34.80% 32.30% 42% 76%
State 23.70% 29% 34% 42% 61%
Number of students taking Number of students passing
2006 278 62
2007 296 107
2008 209 85
2009 283 113
2010* 285 172
*First time testers
39
CORE FORTY/ISTEP + RESULTS cont’d.
Our district offers two levels of high school math at the middle school level. Students
may elect to take Algebra I as seventh graders and geometry as eighth graders. The
student who begins with Algebra I in the seventh grade may then take six years of high
school math classes, culminating with AP Calculus.
Our top mathematics students take Algebra I and the Algebra I Core 40 exam at Highland
Hills Middle School in either the seventh or eighth grade. The last four years of scores
from Highland Hills Middle School are reflected below.
120%
Highland Hills Middle School
100%
ISTEP+ Algebra I Graduation Exam
Formerly Core 40
80%
60%
HHMS
State
40%
20%
0%
2006 2007 2008 2009 2010
HHMS 70% 44.70% 75.24% 92% 100%
State 23.70% 29% 34% 42% 61%
Number of students taking Number of students passing
2006 95 58
2007 77 37
2008 149 112
2009 105 97
2010 132 132
40
CORE FORTY/ISTEP + RESULTS cont’d
This is the first year for the ISTEP + English 10 Graduation Examination. This year will
become our benchmark for following years for this exam. The district initiative of
common formative assessments will help our teachers focus their efforts on identified
standards and indicators.
ISTEP + English 10 Exam Results
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00% FCHS
20.00% State
10.00%
0.00%
2010
FCHS 82.80%
State 62.00%
The ECA for biology is also a new test, beginning with the year 2010. We were
disappointed in our scores on the test and will continue working on standards and
indicators.
Biology ECA 2009-10
70%
60%
50%
40%
30% 2009-10
20%
10%
0%
FCHS STATE
2009-10 61% 35%
41
CORE FORTY/ISTEP + RESULTS cont’d
Disaggregation by subgroups for Spring 2010 ISTEP+ECA
Algebra I Biology English 10
2010 (spring)
Overall 76% 61% 83%
Special Ed 45% 25% 42%
SES 54% 33% 65%
42
Action Plan and Professional Development Template
For 2009--2011
Action Plan Goal #1
Students will improve writing skills
Research-Based Strategies to Reach this Goal
1. All teachers will receive professional development training on the “Levels of
Writing” program.
2. Each teacher will be required to submit a writing plan for each course they
teach to the Assistant Principal of Staff Development for each semester.
3. Each semester a sampling of student English portfolios are reviewed by the
head of the English department and the assistant principal for staff and
curriculum.
4. All English teachers grades 9-10 will create common formative assessments
aligned to the English 10 ISTEP+ test.
5. All English Honors classes will complete a summer reading assignment with
summer online assessments.
6. All faculty members will participate in study groups focused on reading for
2010-2011.
Strategies for Unique Populations
1. English Lab courses (for credit) for grade 9 and 10 are available for Special
Education students and at-risk students who need English resource.
2. Co-taught English courses in grades 9 and 10 will be offered for Special
Education students and at risk general ed students.
3. READ 180 program includes a strong writing component.
4. ISTEP+ tutorial program will be available for students who have not passed
the English ISTEP exam.
5. ENL teacher will provide support to all ENL students one period a day.
43
Corresponding Professional Development Activities
1. All departments will hold semester meetings reviewing their writing calendars
and discuss best practices.
2. New teachers will attend an in-service on the “Levels of Writing” program
3. Best practices on writing will be shared by the administrative team or teacher
leaders at faculty meetings
4. English teachers will conduct a test analysis and review test data on the Core
Forty English 10 exams with the Assistant Principal of Staff Development.
Timeline
All strategies will be implemented throughout the 2009-11 school years.
Resources
“The Neglected “R”; the Need for a Writing Revolution.” National
Commission on Writing in America’s Schools and Colleges. College Board,
2003.
Bear, George and Proctor, Willis. “Impact of a Full-Time Integrated
Program on the Achievement of Non-Handicapped and Mildly Handicapped
Children.” Exceptionality: A Research Journal, v1 n4, p.227-38, 1990.
Floyd Central’s “Levels of Writing” manual
New Albany Floyd County School Corporation’s Writing Framework
Database
Floyd Central’s “Co-Teaching” manual
How will this Professional Development, when implemented, result in increased
teacher effectiveness leading to higher student achievement?
As our research states, writing across the curriculum will raise students writing
scores on standardized testing. But more importantly, requiring students to write in
the content areas yields a gain for students in their knowledge base of those content
areas. The professional development initiative of the faculty on the ―Levels of
Writing‖ will allow us to develop a common vocabulary for teaching writing to our
students. When teachers assign a writing task, through the common vocabulary,
students will know what the expectations are for that assignment and how it will be
assessed. Having all teachers teaching writing the same way leads to teacher
effectiveness and, as the research states, this leads to higher student achievement.
Target Goal #1 Students will improve writing scores
Year Sub group Evaluation Instrument Score
2009-10 Overall ECA Core 40 English 10 will be our evaluation tool
44
Action Plan and Professional Development Template
2009-2011
Action Plan Goal #2
Increase graduation and completion rates for all students.
Research –Based Strategies to Reach this Goal
1. Implement the “Focus on Freshmen” initiative which includes the following
activities: Assemblies on “Making High School Count”, Counselor Night
Outs, Parent Pre-Registration Night, and host a Freshmen orientation for
parents and students before schools starts.
2. Sophomore mentoring program with our home school liaison.
3. Continue to expand and improve our after school Credit Recovery program
for students who have failed a class during the school year.
4. Hire a counselor to follow-up with all non-graduates during the summer to
assure that these students will complete by October 1st .
5. Create a tracking process (paper trail) of each graduating cohort that is
updated daily.
6. Create essential maps via curriculum mapping for English language arts.
7. Create Algebra I, English 10 and Biology common formative assessments.
8. All faculty members will participate in study groups focused on reading for
2010-2011.
Strategies for Unique Populations
1. All strategies above apply to all our unique population groups.
2. ENL teacher will be available one period of the day to provide support to our
ENL population.
3. READ 180 program will help students who are reading below grade level.
4. Special education and general ed students will be placed in collaborative (co-
taught) classes all subject areas. Resource support will be offered in English
Lab and math lab if needed.
45
5. ISTEP+ tutorial program will be offered to students who are unsuccessful on
the ISTEP+ exam.
Corresponding Professional Development Activities
1. All co-teachers will participate in curriculum planning sessions with the
Assistant Principal of Staff Development during the summer.
2. Our counseling staff will conduct work sessions during the summer to
formulate ideas and strategies for the Focus on Freshmen initiative.
3. During faculty and department meetings, teachers will be informed of
strategies that will be implemented and the success of these strategies.
4. All Algebra I and pre-algebra teachers will create common formative
assessments aligned to the Algebra I ISTEP+ exam.
Timeline
All strategies will be implemented throughout the 2009-11 school year.
Resources
Lampert, Joan. “Easing the Transition to High School; A Field Study of a
Freshman Advisory Program in a Chicago High School.” Educational
Leadership, Association for Supervision and Curriculum Development, v62 n7
p.61-63, April 2005.
“Virginia: A Study of Effective Practices in Virginia’s Schools: Educators’
Perspectives of Effective Practices Leading to Student Success on SOL Tests”
Virginia Department of Education, 2000.
Professional development monies
Curriculum mapping software
School Resource Officer
Credit Recovery Software, Novel Stars Suite
How will this Professional Development, when implemented, result in increased
teacher effectiveness leading to higher student achievement?
Our second target goal is not an academic performance goal. However, our goal‘s success
hinges on the premise that students must be successful academically. Interventions that are
implemented throughout a student‘s high school career will lead to the accomplishment of
the goal of having students graduate from high school.
46
Improvement goal projections
Target Goal #2 Students will successfully complete high school.
Year Sub group Evaluation Instrument Rate
2006 Overall Graduation rate**** 87%
2007 Overall Graduation rate 90.4%
2008 Overall Graduation rate 90%
2009 Overall Graduation rate 87.6%
2010 Overall Graduation rate projected 90%
2011 Overall Graduation rate projected 90.5%
47
EVALUATION INSTRUMENTS FOR SCHOOL IMPROVEMENT GOALS
Target Goal #1 Students will improve writing scores
As a member of the North Central Association we use NCA school improvement
software to analyze the success of our strategies in meeting stated goals. There are two
evaluation instruments used to evaluate the impact of the strategies to improve writing.
They are:
1) Our local writing prompt assessment
2) ISTEP+ English 11
When applicable we have disaggregated the data on all the above exams in the following
areas: Overall, Special Ed, Social Economic Status, Top Quartile and Bottom Quartile.
As we move into the ECA/ISTEP+ for English 11, we will begin building our data from
that test to assess our goals.
48
EVALUATION INSTRUMENTS FOR SCHOOL IMPROVEMENT GOALS
Target Goal #2 Students will successfully complete high school.
There are five evaluation instruments used to evaluate the impact of the strategies to help
students successfully complete high school. They are:
1) Graduation rate
2) Number of students dropping out
3) Freshman failures per semester
4) Number of students receiving their diplomas on commencement day
5) Nongrad follow-up report
Our baseline for comparison is the 2005-06 school year. Listed below are the results of
the 2008-09 school year compared to the baseline year.
1) Graduation Rate
95.00%
Graduation Rate
90.00%
85.00%
80.00%
FCHS
75.00% STATE
70.00%
65.00%
2005-06 2006-07 2007-08 2008-09
FCHS 87.30% 90.40% 90% 87.60%
STATE 76% 76.50% 78% 81.50%
The above graph represents our graduation rate compared to Indiana‘s the last four
years. We have been above the state average the past ten years. As noted earlier in
this document, the process for determining the graduation rate changed in 2005-06.
49
2) Number of students not earning a diploma
FCHS Dropouts/Unknowns
12
10
8
6
4
2
0
2006-07 2007-08 2008-09
Series1 10 7 5
In 2006, the State of Indiana changed the way a school‘s graduation rate was figured.
The above chart represents the number of students who did not earn a diploma for the
following reasons: dropped out, missing not found, earned a GED, and earned a
Certificate of Achievement or Completion. Because of the new formula for determining
graduation rate, we are responsible for keeping track of all students who enter our school
as freshmen and beyond.
3) Freshmen failures per semester
Freshman Failures
30%
25%
20%
15% 1st Sem
10% 2nd Sem
5%
0%
2005-06 2006-07 2007-08 2008-09 2009-10
We firmly believe that a strong indicator that students will successfully complete high
school is the number of credits a student earns during his / her freshman year. Our goal
is every freshman will have a minimum of 12 credits at the end of his / her freshman
year. For this reason we monitor the number of freshmen that fail a semester class. The
above chart represents the data from the last five freshmen classes.
50
4) Number of students receiving diplomas on commencement day
90%
88%
Percent Earning Diplomas on Graduation Day
86%
84%
82%
80% Earning…
78%
76%
74%
Our mission statement is for every student to successfully complete high school. Ideally,
that would mean every student would receive a high school diploma. One specific data
point that our school has been examining the last couple of years is the number of
students who enter their senior year on track to graduate, but do not receive a diploma on
the date of commencement. The above graph represents the percentage of students per
each senior class that received a diploma at commencement. Each year will we have a
significant number (see graph above) of seniors who will start the year on track to
graduate but will not complete the necessary graduation requirements. We call this the
―Precipice Syndrome.‖ Seniors will get close to the edge of graduating and will not see
it through. Our counseling staff continues to study this issue. This year our credit
recovery coordinator has joined the weekly counselor meetings to increase
communication regarding the at-risk students.
5) Non-grad follow up report
Year Non Grads Completed by October Percentage
1st that fall Completed
2003* 58 38 66%
2004 38 24 63%
2005 44 20 45%
2006 42 14 33%
2007 36 18 50%
2008 33 18 51%
2009 67 29 43%
The chart above represents data that is created on commencement day of the year listed.
The second column (non grad) represents the number of students who do not receive their
diploma or certificate of completion on commencement day. According to state statute,
a school has until October 1st, the next year to amend the school‘s graduation rate. The
percent completed represents the success of our non-graduate strategies that we are
implementing. The year 2003 (marked with an asterisk) was the first year that we started
implementing non-graduate strategies.
51
FCHS Cultural Competency School Plan
Cultural Competency Plan
Indiana Code 20-10.2-3 requires all schools to consider methods to improve the cultural
competency of the school‘s teachers, administrators, staff, parents, and students. Part of
the code requires schools to identify the ethnicity, socioeconomic, cultural, language-
minority, and exceptional learning groups that are included in the school‘s population.
Enrollment on ADM day was 1,653. The student body has an ethnic make-up 96.4%
white and 3.6% of several different racial and ethnic populations. The table below
illustrates the various subgroups by enrollment.
Ethnicity Number of students
American
Indian 2
Black / Non-
Hispanic 13
Asian / Pacific 16
Hispanic 9
Multi-Racial 21
The two remaining sub-groups identified by state code are special education students and
students who qualify for free and or reduced lunch. Our special needs student population
makes up 11% of the total student population and our free and reduced lunch population
makes up 10%. The chart below lists the actual enrollment numbers by grade level.
Grade Level Special Education Free and or Reduced lunch
9th 44 57
10th 38 50
11th 46 43
12th 57 52
Totals 185 202
The entire student population participates in all programs and strategies involving our
school improvement plan. Every student is encouraged to pursue at the minimum a Core
Forty Diploma. Each of the subgroups however, listed above is involved with a variety
of interventions and strategies designed to support continued and improving academic
achievement.
52
Special Education
Special needs students have struggled to meet AYP the in language arts.
- A major school goal is to move from special needs resource classrooms for our
LD and ED students to 100% inclusion within the regular education curriculum in
the 2008-09 school year.
- READ 180 is a reading comprehension program, provided by the district, that is
designed to raise reading levels. It will be fully implemented during the 2010-11
school year.
- Eleven teachers are participating in collaborative classrooms involving math
[Algebra I], English [9 and 11], biology, life science, physical science, career
information, government, U. S. History and economics.
- In 2007-2008 a non-credit Math Lab became available all seven periods of the
school day. Students will be able to back-pass from a study hall to receive tutorial
services in math.
- Those teachers working collaboratively to implement this initiative spent fifteen
hours in professional development before beginning the program. New teams
receive training in the summer.
- In 2008, training and planning was expanded to include additional hours of
planning and working together developing instructional strategies for all of these
classes.
- ―Focus on Freshmen‖ is another initiative designed as an intervention and
support strategy to identify those ninth graders struggling to earn credits. Each
student identified as an ―at-risk‖ freshman meets with the freshman counselor and
an individual support plan is created with parents and the student to provide
needed support to become a successful student.
- Special needs students struggling with academic achievement or earning course
credits have opportunities for credit recovery or remediation through summer
school programs.
- The ―40 Assets‖ training model has been integrated into school climate and
culture.
- An English Lab period gives extra assistance to those students struggling with
English language arts skills.
Racial and Ethnic Minority Students
Minority students as a subgroup at Floyd Central are being academically successful.
- Focus on Freshmen supports all students in gaining academic achievement.
- Floyd Central makes an annual report to the school board and the district‘s
Multicultural Committee regarding academic progress on each of the various
racial and ethnic subgroups.
- A diversity unit is embedded within a required career information and exploration
class during the freshman year. All teachers utilize a diverse range of materials in
the classroom to ensure cultural relevancy and success for all students.
53
Racial and Ethnic Minority Students (continued)
- All U.S. History classes incorporate a week long diversity unit celebrating the life
of Dr. Martin Luther King, culminating in an annual special MLK celebration and
presentation for all U.S. History students.
- All students struggling with academic achievement or earning course credits have
opportunities for credit recovery or remediation through summer school classes.
- All staff members participate in special diversity training sponsored by the school
district.
- A non-credit Math Lab is currently available all seven periods of the school day.
Students will be able to back-pass from a study hall to receive tutorial services in
math
- The ―40 Assets‖ training model was introduced in 2007-08 and integrated into the
climate and culture of the school.
- READ 180 is a reading comprehension program, provided by the district, that is
designed to raise reading levels. It will be fully implemented during the 2010-11
school year.
- An English Lab period gives extra assistance to those students struggling with
English language arts skills.
Free and Reduced Lunch Students
- Focus on Freshmen supports all students in gaining academic achievement.
- Floyd Central makes an annual report to the school board and the district‘s
Multicultural Committee regarding academic progress on various subgroups,
including socioeconomic status.
- All students struggling with academic achievement or earning course credits have
opportunities for credit recovery or remediation through summer school classes.
- A non-credit Math Lab is currently available all seven periods of the school day.
Students will be able to back-pass from a study hall to receive tutorial services in
math.
- READ 180 is a reading comprehension program, provided by the district, that is
designed to raise reading levels. It will be fully implemented during the 2010-11
school year.
- The ―40 Assets‖ training model was introduced in 2007-08 and integrated into the
climate and culture of the school.
- An English Lab period gives extra assistance to those students struggling with
English language arts skills.
Gifted and Talented Subgroup
- Floyd Central High School‘s school improvement plan is written for all students,
including the performance of our gifted and talented students.
- Floyd Central offers a variety of advanced courses for those traditionally gifted
academic students that include honors/college preparatory courses, advanced
placement courses, four world languages and an advanced science program. An
extensive visual and performing arts curriculum is also available to all students.
- Our major school-wide writing across the curriculum initiative is aimed at all
students in all levels of coursework.
54
- A special PSAT initiative has been introduced to better prepare students for the
PSAT, resulting in more students earning national merit semi-finalist and finalist
status.
- Strategies for high ability learners are stressed in new teacher meetings and
teacher observation conferences.
Teachers and Staff
- All staff members participate in diversity training sponsored by the school district.
- All teachers and instructional support staff are integral parts of the school
improvement team and participate in staff development opportunities aimed at
improving academic achievement for all students.
- All counselors and instructional staff members actively participate in study groups
aimed at fulfilling the school‘s mission statement that all students successfully
complete high school.
- The ―40 Assets‖ training model was introduced in 2007-08 and integrated into the
climate and culture of the school.
55
AdvancED Standards Assessment Report
The Standards Assessment Report is designed to serve as a valuable self-assessment and
as a tool to help schools prepare for their Quality Assurance Review. The report is based
on the AdvancED standards, which serve as the foundation of the accreditation process.
In order to earn and maintain accreditation, schools must meet the AdvancED standards,
engage in a process of continuous improvement, and host a Quality Assurance Review at
least once every five years.
The Standards Assessment Report engages the school community in an in-depth
assessment of each of the seven AdvancED standards. In completing the report, the
school identifies the data, information, evidence, and documented results that validate
that it is meeting each standard. This self assessment helps the school identify areas of
strength and opportunities for improvement.
The Standards Assessment Report also serves as the primary resource for the Quality
Assurance Review Team, which uses the report to prepare for the visit to the school. The
team uses insights gathered from the report and information obtained during the on-site
visit to provide feedback to the school and to make an accreditation recommendation.
The data on the following pages is a summary report of the school snapshot from May
2009.
56
Standard 1 - Vision & Purpose
STANDARD: The school establishes and communicates a shared purpose and
direction for improving the performance of students and the effectiveness of the
school.
Impact Statement: A school is successful in meeting this standard when it commits to a
shared purpose and direction. The school establishes expectations for student learning
aligned with the school‘s vision that is supported by school personnel and external
stakeholders. These expectations serve as the focus for assessing student performance
and school effectiveness. The school‘s vision guides allocations of time and human,
material, and fiscal resources.
Indicators Rubric: Please indicate the degree to which the noted practices/processes are
in place in the school. The responses to the rubric should help the school identify areas
of strength and opportunities for improvement as well as guide and inform the school‘s
responses to the focus questions and examples of evidence.
Definitions of Indicators Rubric
Not Evident--Little or no evidence exists
Emerging--Evidence indicates early or preliminary stages of
implementation of practice
Operational--Evidence indicates practices and procedures are actively
implemented
Highly Functional--Evidence indicates practices and procedures are fully
integrated and effectively and consistently implemented
INDICATORS
Not Evident
Operational
Functional
Emerging
In fulfillment of this standard, the school: Highly
1.1 Establishes a vision for the school in collaboration with X
its stakeholders
1.2 Communicates the vision and purpose to build X
stakeholder understanding and support
1.3 Identifies goals to advance the vision X
1.4 Develops and continuously maintains a profile of the X
school, its students, and the community
1.5 Ensures that the school‘s vision and purpose guide the X
teaching and learning process
1.6 Reviews its vision and purpose systematically and revises X
them when appropriate
57
Standard 2 - Governance & Leadership
STANDARD: The school provides governance and leadership that promote student
performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it has leaders
who are advocates for the school‘s vision and improvement efforts. The leaders provide
direction and allocate resources to implement curricular and co-curricular programs that
enable students to achieve expectations for their learning. Leaders encourage
collaboration and shared responsibility for school improvement among stakeholders. The
school‘s policies, procedures, and organizational conditions ensure equity of learning
opportunities and support for innovation.
INDICATORS
Not Evident
Operational
Functional
Emerging
Highly
In fulfillment of this standard, the school operates under
the jurisdiction of a governing board that:
2.1 Establishes policies and procedures that provide for the X
effective operation of the school
2.2 Recognizes and preserves the executive, administrative, X
and leadership prerogatives of the administrative head
of the school
2.3 Ensures compliance with applicable local, state, and X
federal laws, standards, and regulations
In fulfillment of this standard, the school has leadership
that:
2.4 Employs a system that provides for analysis and review X
of student performance and school effectiveness
2.5 Fosters a learning community X
2.6 Provides teachers and students opportunities to lead X
2.7 Provides stakeholders meaningful roles in the decision- X
making process that promote a culture of participation,
responsibility, and ownership
2.8 Controls curricular and extracurricular activities that are X
sponsored by the school
2.9 Responds to community expectations and stakeholder X
satisfaction
2.10 Implements an evaluation system that provides for the X
professional growth of all personnel
58
Standard 3 - Teaching & Learning
STANDARD: The school provides research-based curriculum and instructional
methods that facilitate achievement for all students.
Impact Statement: A school is successful in meeting this standard when it implements a
curriculum based on clear and measurable expectations for student learning that provides
opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers
use proven instructional practices that actively engage students in the learning process.
Teachers provide opportunities for students to apply their knowledge and skills to real world
situations. Teachers give students feedback to improve their performance.
INDICATORS
Not Evident
Operational
Functional
Emerging
Highly
In fulfillment of this standard, the school:
3.1 Develops and implements curriculum based on clearly X
defined expectations for student learning
3.2 Promotes active involvement of students in the learning X
process, including opportunities for them to explore
application of higher-order thinking skills and investigate
new approaches to applying their learning
3.3 Gathers, analyzes, and uses data and research in making X
curricular and instructional choices
3.4 Designs and uses instructional strategies, innovations, X
and activities that are research-based and reflective of
best practice
3.5 Offers a curriculum that challenges each student to excel, X
reflects a commitment to equity, and demonstrates an
appreciation of diversity
3.6 Allocates and protects instructional time to support X
student learning
3.7 Provides for articulation and alignment between and X
among all levels of schools
3.8 Implements interventions to help students meet X
expectations for student learning
3.9 Monitors school climate and takes appropriate steps to X
ensure that it is conducive to student learning
3.10 Provides comprehensive information and media services X
that support the curricular and instructional programs
3.11 Ensures that all students and staff members have regular X
and ready access to instructional technology and a
comprehensive materials collection that supports the
curricular and instructional program
59
Standard 4 - Documenting & Using Results
STANDARD: The school enacts a comprehensive assessment system that monitors
and documents performance and uses these results to improve student performance
and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it uses a
comprehensive assessment system based on clearly defined performance measures. The
system is used to assess student performance on expectations for student learning, evaluate
the effectiveness of curriculum and instruction, and determine interventions to improve
student performance. The assessment system yields timely and accurate information that is
meaningful and useful to school leaders, teachers, and other stakeholders in understanding
student performance, school effectiveness, and the results of improvement efforts.
INDICATORS
Not Evident
Operational
Functional
Emerging
Highly
In fulfillment of this standard, the school:
4.1 Establishes performance measures for student learning that X
yield information that is reliable, valid, and bias free
4.2 Develops and implements a comprehensive assessment X
system for assessing progress toward meeting the
expectations for student learning
4.3 Uses student assessment data for making decisions for X
continuous improvement of teaching and learning
processes
4.4 Conducts a systematic analysis of instructional and X
organizational effectiveness and uses the results to improve
student performance
4.5 Communicates the results of student performance and X
school effectiveness to all stakeholders
4.6 Uses comparison and trend data of student performance X
from comparable schools in evaluating its effectiveness
4.7 Demonstrates verifiable growth in student performance X
4.8 Maintains a secure, accurate, and complete student record X
system in accordance with state and federal regulations.
60
Standard 5 - Resource & Support Systems
STANDARD: The school has the resources and services necessary to support its
vision and purpose and to ensure achievement for all students.
Impact Statement: A school is successful in meeting this standard when it has sufficient
human, material, and fiscal resources to implement a curriculum that enables students to
achieve expectations for student learning, to meet special needs, and to comply with
applicable regulations. The school employs and allocates staff that are well qualified for their
assignments. The school provides ongoing learning opportunities for all staff to improve
their effectiveness. The school ensures compliance with applicable local, state, and federal
regulations.
INDICATORS
Not Evident
Operational
Functional
Emerging
Highly
In fulfillment of this standard, the school:
5.1 Recruits, employs, and mentors qualified professional X
staff that are capable of fulfilling assigned roles and
responsibilities
5.2 Assigns professional staff responsibilities based on their X
qualifications (i.e., professional preparation, ability,
knowledge, and experience)
5.3 Ensures that all staff participate in a continuous program X
of professional development
5.4 Provides and assigns staff that are sufficient in number to X
meet the vision and purpose of the school
5.5 Budgets sufficient resources to support its educational X
programs and to implement its plans for improvement
5.6 Monitors all financial transactions through a recognized, X
regularly audited accounting system
5.7 Maintains the site, facilities, services and equipment to X
provide an environment that is safe and orderly for all
occupants
5.8 Possesses a written security and crisis management plan X
with appropriate training for stakeholders
5.9 Ensures that each student has access to guidance services X
that include, but are not limited to, counseling, appraisal,
mentoring, staff consulting, referral and educational and
career planning
5.10 Provides appropriate support for students with special X
needs
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Standard 6 - Stakeholder Communications & Relationships
STANDARD: The school fosters effective communications and relationships with
and among its stakeholders.
Impact Statement: A school is successful in meeting this standard when it has the
understanding, commitment, and support of stakeholders. School personnel seek
opportunities for collaboration and shared leadership among stakeholders to help students
learn and advance improvement efforts.
INDICATORS
Not Evident
Operational
Functional
Emerging
Highly
In fulfillment of this standard, the school:
6.1 Fosters collaboration with community stakeholders to X
support student learning
6.2 Has formal channels to listen to and communicate with X
stakeholders
6.3 Solicits the knowledge and skills of stakeholders to enhance X
the work of the school
6.4 Communicates the expectations for student learning and X
goals for improvement to all stakeholders
6.5 Provides information about students, their performance, X
and school effectiveness that is meaningful and useful to
stakeholders
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Standard 7 - Commitment to Continuous Improvement
STANDARD: The school establishes, implements, and monitors a continuous
process of improvement that focuses on student performance.
Impact Statement: A school is successful in meeting this standard when it implements a
collaborative and ongoing process for improvement that aligns the functions of the school
with the expectations for student learning. Improvement efforts are sustained and the
school demonstrates progress in improving student performance and school effectiveness.
New improvement efforts are informed by the results of earlier efforts through reflection
and assessment of the improvement process.
INDICATORS
Not Evident
Operational
Functional
Emerging
Highly
In fulfillment of this standard, the school:
7.1 Engages in a continuous process of improvement that
articulates the vision and purpose the school is pursuing
(Vision); maintains a rich and current description of X
students, their performance, school effectiveness, and the
school community (Profile); employs goals and
interventions to improve student performance (Plan); and
documents and uses the results to inform what happens
next (Results)
7.2 Engages stakeholders in the processes of continuous X
improvement
7.3 Ensures that plans for continuous improvement are aligned
with the vision and purpose of the school and expectations X
for student learning
7.4 Provides professional development for school personnel to
help them implement improvement interventions to achieve X
improvement goals
7.5 Monitors and communicates the results of improvement X
efforts to stakeholders
7.6 Evaluates and documents the effectiveness and impact of X
its continuous process of improvement
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PROFESSIONAL DEVELOPMENT
The vision of Floyd Central High School is ―fostering excellence for a lifetime.‖ The
school‘s mission is to ensure that ―every student successfully completes high school.‖
For both vision and mission, the school‘s professional development program is to provide
training and support to foster excellence through best practice in the areas outlined
through specific target goals. The entire faculty will focus upon improving writing skills
through the writing across the curriculum initiative. Improving and developing school-
wide efforts to ensure the successful completion of appropriate high school programs is
an underlying goal.
The school is fortunate that all teachers in the core subject areas meet the standards for
being highly qualified teachers as established by the federal No Child Left Behind
(NCLB) mandate. Therefore, there is no need to require professional development for
teachers to meet the highly qualified criteria.
Professional development at Floyd Central High School is conducted through several
venues. These include faculty meetings, departmental meetings, new teacher seminars
during year one and year two, workshops in the summer, professional conferences, and
waiver days for early student release. Strategies employed in conducting professional
development for faculty include collaboration, study groups, training trainers, and other
research-based initiatives.
Faculty Meetings
Faculty meetings are scheduled after school twice a month. Faculty meetings are used to
review school calendar events, to discuss and examine test data, and to conduct
professional development activities on curriculum and instructional strategies. During
the second faculty meeting three times per semester, study groups will focus on reading.
Department Meetings
All departments meet a minimum of once a semester with the core departments meeting
as often as four times a year. During these meetings, discussions are held on test data,
curriculum changes, staff issues, relevant mandates from the legislature and the DOE,
and best practices in the classroom.
New Teacher Seminars
All new teachers to Floyd Central High School, regardless of teaching experience, are
required to participate in a two year mentoring program. Meetings are held once a
month (in the mornings) to discuss school policies/procedures and to introduce best
practices in the classroom. Some of the topics covered include Differentiated Instruction,
Problem-Based Learning, Cooperative Learning, Bloom‘s Taxonomy, Brain Compatible
Teaching, and test writing.
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Future Directions
One of the strengths of Floyd Central High School is our ability to anticipate changes and
carefully study data to support those changes. We currently have several study
committees investigating new programs and initiatives. All of these programs would
involve professional development activities.
Our School Improvement Committee has decided to re-open study of a
building-wide reading initiative. We had agreed on this focus, but the
district initiative of curriculum mapping was very time-consuming and the
committee did not want to burden faculty members with an additional
program. We plan to begin with reading the book I Read It, But I Don‘t
Get It (Chris Tovani, Stenhouse, 2000) in study groups during the 2010-
2011 school year.
At the urging of the superintendent, we began researching the
International Baccalaureate Diploma. To date, we have engaged in
personal research and done site visits to explore bringing this diploma path
to Floyd Central High School.
Our current attendance policy is cumbersome and does not yield results
that are equal to effort. We are in talks with New Albany High School to
re-write board policy and make better use of staff time.
Our Board of Education has asked us to enter discussion on drug testing
athletes and drivers. This policy may also extend to those in the
performing arts. We currently have committees active in developing
policy and procedures to implement drug testing in the fall of 2010.
Two years ago we began offering ―Project Lead the Way‖ classes, that
provide a career pathway to engineering or engineering technology. The
classes have been very successful and we will be seeking national
certification for the course sequence.
We have opened a course sequence in the business department to ―educate
students in finance and business fundamentals as they relate to financial
institutions, financial planning, business and personal financial services,
investment and securities, risk management and corporate finance‖
(Indiana State Course Titles and Descriptions, November, 2008.) The
sequence is called the ―Finance Academy‖ has includes an advisory board
of community members. This has opened an additional career pathway for
our students.
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