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LEA and School Improvement

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					Oxon Hill High School School Improvement Plan

2006-2007 Principal Dr. Roney Wynn Phone: 301-749-4300 Fax: 301-749-4599

Mission
The mission of Prince George’s County Public Schools is to ensure that all students acquire information and skills and the ability to apply their knowledge to become lifelong learners and productive citizens in a diverse/global society. This mission is best accomplished through a structure of child-centered learning communities characterized by: equity and access to a quality education that includes strong instructional leadership; high expectations for the achievement of all students; a rigorous curriculum; frequent monitoring of student performance; extending learning opportunities for students failing to meet academic standards; well trained, certified teachers in all classrooms; enhanced resources; families who are empowered to assist in providing a quality education for every child; a school climate conducive to building positive relationships; a safe and orderly school environment fostering enhanced school pride.

Prince George’s County Public Schools

Mission Statement for School Improvement Plan

The school improvement planning process for Prince George’s County Public Schools supports and reinforces the Quality Schools Program Strategic Plan (QSPSP). The process requires each school to develop, implement and monitor a school improvement plan (SIP) designed to prepare students for successful citizenship in the twenty-first century. The two-year SIP provides the framework, direction, and focus required of each school to successfully implement the goals delineated in the Quality Schools Program Strategic Plan (QSPSP). The SIP is intended to be a “living” document for the school. It should be reviewed, evaluated and refined regularly. The school improvement plan (SIP) outlines the specific activities, strategies, and interventions that each school will implement to ensure academic success for all students, grades K-12.

Consistent with the QSPSP, the SIP seeks to ensure that all students in all subgroups make adequate yearly progress. The SIP is aligned with federal legislation such as the No Child Left Behind Act and state mandates such as, the Bridge to Excellence in Public Schools Act and the Voluntary State Curriculum.

Introduction Oxon Hill High School, located in Oxon Hill, Maryland, is a Comprehensive High School with a Science and Technology Center for southern Prince George’s County, an ESOL Center, a GSLN Center, and an Academic Center continuation magnet. Oxon Hill High School has set the goal to build a World-Class High School with our Attitudes, Actions, and Achievements. To achieve this goal we have established two over all guiding principles; create opportunities to foster a positive environment for learning and develop a coherence and consistency to the organizational management system. The mission of Oxon Hill High School is to prepare all learners to excel in an information-based, technologically advanced society. Our school begins at 9:30 A.M. and ends at 4:10 P.M. Oxon Hill High School is operating on an A day B day schedule. Classes meet either on A day or B day for 90 minutes, classes that are designated as double period courses (i.e. English 9, English 10, Algebra 1, Geometry, Biology, ESOL 1-3, Transitional English, AP Biology, AP Chemistry, AP Computer Science, AP US History, and AP English) will meet every day for 90 minutes. After-school tutoring is offered with transportation on Tuesdays, Wednesdays, and Thursdays from October through May. A Saturday tutorial is offered without transportation. Tutoring is also available by both staff and student members of the National Honor Society during each lunch shift. Each year one hundred fifty students are tested into the Science and Technology program. These students are tested through a school system-administered exam and come from communities south of Pennsylvania Avenue. Oxon Hill has a total of six hundred students enrolled in the Science and Technology Center. The Science and Technology program provides intensive enriched preparation in science, advanced mathematics, and engineering courses. Ninety-nine percent of students who complete the program go on to college, many with scholarships. The six hundred Academic Center students come from magnet program at Gwynn Park, G. Gardner Shugart, and Lord Baltimore middle schools. The ESOL Center provides services for one hundred students. The ESOL/LEP program at Oxon Hill is designed to provide appropriate and effective English language instruction. Also, it facilitates cultural awareness for limited English proficient students, grades 9-12. Staffed by 5 certified ESOL teachers, the OHHS ESOL Center takes students assigned from their natural boundary schools and works with them for as many years as necessary until they are deemed English proficient. Upon exiting the ESOL program, these students may choose to finish their high school career at Oxon Hill or return to their natural boundary school. An ESOL curriculum has been created to complement and augment the complete instructional program at Oxon Hill. The classes have been designed to teach the language skills of listening, reading, writing, and speaking. There are also sheltered classes (sheltered classes are world history and math classes taught to ESOL students by general education teachers who are non ESOL teachers) offered to ESOL students. Over ninety percent of the ESOL students are enrolled in sheltered classes. In addition, other material is incorporated into instruction from countywide programs and assessments such as the functional math, reading, writing tests, SAT vocabulary and now the high school assessment tests for specific subjects. The languages spoken by students currently enrolled in the center include Spanish, Arabic, Somali, French, Tagalong, Chinese, Korean, Urdu, Creole, West African English, and British English. The GSLN (Gifted Students with Special Learning Needs) provides instructional and organizational support for dually identified students at Oxon Hill High School. This dual identification is defined as gifted students who have a diagnosed learning disability. These students are enrolled in support classes and seminars that focus on thorough preparation for their entire curriculum. Their progress is coordinated by a team approach with their GSLN coordinator, their teachers and parents. An Air Force Junior ROTC program is in place at Oxon Hill High School with voluntary participation by over 420 cadets. The primary purpose of this four-year program is to teach and develop leadership skills. The ROTC program has received national recognition for its inspirational drill teams and many military academy scholarship winners. The leadership training has also resulted in many cadets receiving major ROTC scholarships.

Our vocal and instrumental music programs have been developed to an exceptional degree at Oxon Hill High School. Both groups have been recognized at the state and national levels. Competing in the 2002 Dixie Classics, the OHHS Symphonic Band was the only band from the entire state of Maryland to receive a Superior Performance rating. Our musical groups are consistent peak performers in competitions and in great demand for requested performances. Mr. Harley, our Band Director, was nominated in January of 2003 for the Signature High School Award by the Grammy Foundation for his outstanding musical achievements. Oxon Hill High School has a long list of outstanding academic achievements towards the goal of becoming a worldclass high school. Over seventy percent of our seniors go on to college and have earned over 15 million dollars in scholarships for the last four years 2005, 2004, 2003. In 2003, our seniors won over 23 million dollars in scholarships. SAT scores have remained higher than the PGCPS average with nearly 72 percent of the seniors taking them. Our vocal and instrumental music programs have achieved national recognition along with the Air Force Junior ROTC Program. The Destination Imagination Engineering Team won the State Championship in 2001 along with the FBLA Team. Our science students were the Grand Prize Winners in the Teams Division of the 2002 PGCPS Regional Science Fair where Oxon Hill students captured three of the five full collegiate scholarships. In 2003, our seniors won over 23 million dollars in scholarships. Over 70 percent of our seniors have achieved the University System of Maryland requirements while over 30 percent have completed the Maryland rigorous high school program indicators. Approximately seventy percent of our seniors go on to college or specialized schools and the Class of 2003 earned over 23 million dollars in scholarships! Our SAT scores were improved by 10 points for 2003 with nearly 70 percent of the seniors taking them. Oxon Hill High School AFJROTC seniors were awarded 1.9 million dollars in ROTC Scholarships, the highest in the region (MD, VA, and Washington, DC. Our AFJROTC Unit was selected as a National Top Ten Outstanding Honor Unit by the US Air Force. Oxon Hill High School Advanced Placement Exam participation rose from 162 tests taken to 261 tests taken while improving our average score. Oxon Hill High School did not meet AYP for the 2003-2004, 2004-2005 school years. However, we did met AYP for the 2005-2006 school year. Because Oxon Hill High School met AYP for the 2005-2006 school year, it has remained in Year 2 of School Improvement. Being in School Improvement, Oxon Hill High School is required to develop a plan that addresses the academic issues that caused this identification and includes scientifically based strategies that will bring all groups of students to proficiency in reading and mathematics. Consistent with NCLB guidelines, parents and staff were notified that Oxon Hill was placed in School Improvement via Prince George’s County Public Schools website, www.pgcps.org. Additionally, parents were sent letters in the spring of the 2005-2006 school year. Consistent with the information packet that PGCPS sent to parents, parents received information explaining the school’s designation, an explanation of the identification, how the academic achievement levels in the school compare to other schools in Prince George’s County and the state, the reason the school was identified, how the system will address the problem of low achievement, and an explanation of how parents can become involved in addressing the academic issues that led to the identification. Regional offices held parent-meeting nights during the second week of September to share information and to allow for additional input from parents. The Regional Assistant Superintendent appointed a Regional Instructional Specialist to provide technical assistance and additional oversight for the school. Additionally, the former Chief Executive Officer appointed Regional Directors to each administrative region in an effort to increase support and oversight for schools in school improvement. A professional development timeline as well as a quarterly monitoring tool details topics and tasks that will be monitored by the regional office. Both documents are included in this plan. School Demographics The total student enrollment for the 2006-2007 school year is 2,423. Our enrollment for grade 9 is 848, grade 10 is 586, grade 11 is 530, and grade 12 is 459. Our student body is projected to increase by the school opening of 2008.

Approximately 84.4% of the student population is African American, 4% are Caucasian, 2.6% are Hispanic, 7.9% are Asian, and 0.4% are American Indian/Alaskan Native. Students living in homes where English is not spoken account for 4.1% of our population. The mobility rate of the students over the last three years reported in percentages is as follows: 2006: 9.7 entrants 17.4 withdrawals 2005: 11.5 entrants 14.0 withdrawals 2004: 10.6 entrants 10.3 withdrawals Our faculty is a mixture of experienced and inexperienced staff. The following shows a breakdown of teacher certification over the past three years. Teachers hold the following certificates: 2006: 42.4% Advanced Certificate 20.6 Standard Professional Certificate 0.0 Resident Teacher Certificate 30.4 Conditional Certificate 2005: 41.2% Advanced Professional Certificate 21.6 Standard Professional Certificate 0.0 Resident Teacher Certificate 18.6 Conditional Certificate 2004: 44.4% Advanced Professional Certificate 28.3 Standard Professional Certificate 1.0 Resident Teacher Certificate 19.2 Conditional Certificate Oxon Hill has a strong PTSA and has created and maintained partnerships with area businesses. Currently, CiCi’s Pizza exclusively assists Oxon Hill High School with its fund raising endeavors by charging only $5.00 a pizza during athletic events and other fundraising events. The Peterson Corporation installed air conditioning units (rooftops) in both our band and chorus rooms free of charge. During the 2005-2006 school year the Peterson Corporation renovated the senior lounge and converted it into a functional chorus room. The Peterson Corporation and the Prince George’s County Board of Trades collaborated to do a 50/50 split of $12, 000 to donate to Oxon Hill’s Business Department for the development of new programs. Major initiatives and how these efforts will improve student performance Oxon High Hill High School did meet AYP for 2005-2006. In 2004, three subgroups, Hispanic, Special Education, and Limited English Proficient students, did not meet AYP in reading. In 2003, two subgroups, Special Education and Limited English Proficient students, did not meet AYP in reading. Oxon Hill is committed to continue to progress satisfactory. Since a vast majority of our students in reading are adequate decoders but less proficient in comprehension, we will implement scaffolding strategies such as reciprocal teaching, advanced organizers, chunking, and jigsaw skills to support reading skill development. In order that all of these strategies are utilized across the curriculum, the Instructional Specialist and Teacher Coordinators will coordinate the professional development and provide follow-up sessions for staff needing further assistance. These workshops will be differentiated by content and level of participant experience. Topics will include the Balanced Reading Program, Teaching ESOL (LEP) Students, Teaching Special Education Students, Utilizing IEP’s Instruction, Voluntary State Curriculum, Core Learning Goals, HSA Test Preparation, Constructing and Scoring BCR/ECR/SR Items, Understanding AYP, School Improvement, Reciprocal Teaching, Writing Across the Curriculum, Supporting Mathematics Instruction, School Based Student Information System, and Utilizing the MSDE/MD Report Card/MDk12 Websites. All students will engage in daily activities using the Curriculum Frameworks that reflect Voluntary State Curriculum, Maryland Content Standards and Core Learning Goals. We implemented CABLE and Language of Math for our ESOL 1 students to improve their acquisition of language and reading in core subject areas.

In 2005, all subgroups met AYP in mathematics. In 2004, All Students or (Aggregate), African American and Special Education students, did not meet AYP in mathematics. In 2003, all groups were proficient in mathematics. Oxon Hill is committed to continue to progress satisfactory. Since classes are now ninety minute classes, this will provide an excellent foundation for successes on HSA examinations. All High School Assessment classes will utilize the MSDE Website in the Computer Labs or by using the Mobile Labs. Students will be engaged in daily activities using the Curriculum Frameworks that reflect the Voluntary State Curriculum, Maryland Content Standards and Core Learning Goals. Professional Development will address the differentiated needs and skills of mathematics teachers in the integration of tools and manipulatives into daily instruction. Workshops will include the appropriate use of curriculum documents aligned with the language. Topics will include Teaching ESOL (LEP Students, Teaching Special Education Students, Utilizing IEP’s in Instruction, Voluntary State Curriculum, Core Learning Goals, HSA Test Preparation, Constructing and Scoring BCR/ECR/SR Items, Understanding AYP, School Improvement, Reciprocal Teaching, Supporting Writing in Mathematics Instruction, Using the School Based Student Information System, and utilizing the MSDE/MD Report Card/MDk12 Websites. The Mathematics Teacher Coordinator will distribute the tools, manipulatives, and graphing calculators and monitor student and teacher use. Teachers will use Quarterly Benchmark Data to plan for instruction. Saturday extended learning opportunities will be provided so that students will have additional help in their skill deficient areas as identified by Benchmark examinations. The instructional focus will be promoted school wide by differentiated staff development, department meetings comprised of general education, ESOL (LEP), and special education teachers, and attendance at regional of PGCPS HSA /AYP meetings. The agenda for these meetings will reflect the topics that impact special education, ESOL(LEP), and general education teachers. Instructional strategies, content delivery, pacing the needs of all students will be discussed. Teachers will analyze and submit student work samples (selected BCR, ECR, SR samples or quizzes and tests) and the Teacher Coordinator will evaluate purposes and provide data for training or student remediation. Collaboration and instructional conversations will be based on benchmark data, SRI data, student work analysis, and classroom observations. The data analysis will be used to adjust instruction. Daily and long range planning will utilize PGCPS Curriculum Frameworks, Standards for Excellence, Voluntary State Curriculum, and Core Learning Goals. Subgroups Special Education These students as a subgroup did not reach the AMO in Reading Proficiency for Oxon Hill High School to attain AYP in 2004-2005. However, AYP was met through Safe Harbor in 2005-2006. Additional support, training and measures for accountability will be provided for teachers of special education students in order to address the instructional needs for this subgroup. Strategies will include flexible grouping, cooperative learning, reciprocal teaching, writing BCR’s and ECR’s, more time spent in English and mathematics classes as a result of moving to 90 minute block scheduling. Teachers will collaboratively plan with their content area co-teachers utilizing the Prince George’s County Curriculum Frameworks and the Standards of Excellence. Students will utilize the Computer Labs and Mobile Labs to reinforce skills and practice with HSA test items. Saturday tutoring (transportation not provided) and after school tutoring with transportation provided will focus on areas of deficiency as shown by benchmark performance. Special education teachers will analyze benchmark data with their co-teacher colleagues to identify weak skill or content areas. Teachers will use differentiated instruction and hands-on learning for special needs students. Special Education accommodations will include additional time on task, peer tutoring, small group instruction, small group testing, dictionaries, computer usage, testing with a special education instructor, and calculators. Students will extend learning by using manipulative tools, software, the internet, and cooperative learning structures. African American Students Oxon Hill High School did make AYP for the 2005-2006 school year. The school is committed to focusing on the African American students in the area of mathematics. Although described as a subgroup, African American students make up about 85% of our school’s population. Their performance reflects school wide performance in

mathematics for another difficult year. An Algebra teacher left in December 2005 on sick leave. The Math Instructional Program has been affected because a teacher had to leave due to illness, and also there are not enough substitutes available to teach classes of those teachers who are absent on a day to day basis. Oxon Hill has instituted daily 90 minute Geometry as well as Algebra 1 classes for 2005-2006 to improve our preparation for HSA exams. Also, those 9th graders, struggling in Algebra, were placed in an Algebraic Concepts class. All High School Assessment classes will utilize the MSDE Website in the Computer Labs and Mobile Labs for updates and student practice on the Mini Assessment Practices. Students will engage in daily activities using the curriculum frameworks that reflect the Voluntary State Curriculum, Maryland Content Standards and Core Learning Goals. Manipulatives, graphing calculators, and mathematical language scaffolding strategies will be utilized to improve instruction. Our mathematics teachers will provide tutoring after school and on Saturdays for students who need assistance. Students will be identified by their benchmark scores for skill specific remediation tutoring. Transportation will be provided for after-school tutoring so that students will be able to participate. Free and Reduced Meals (FARM) In the 2204-2005 school year, Oxon Hill High School did not make AYP because of FARM students in mathematics. However, AYP was met in 2005-2006 school year. A critical factor in the mathematics performance for 2005 was due to the long term medical leave of one the Algebra teachers. Oxon Hill has instituted daily 90 minute Geometry and Algebra 1 classes. Also, Algebraic Concept classes have been instituted for those 9th graders who need additional assistance in Algebra. All High School Assessment classes will utilize the MSDE Website in the Computer Labs and Mobile Labs for updates and student practice on the Mini Assessment practices. Students will be engaged in daily activities using the curriculum frameworks that reflect the Voluntary State Curriculum, Maryland Content Standards and Core Learning Goals. Manipulatives, graphing calculators, and mathematical language scaffolding strategies will be utilized to improve instruction. Our mathematics teachers will provide after school tutoring. Students will be identified by their benchmark performance for skill specific remediation tutoring. Transportation will be provided for after-school tutoring so that students will be able to participate. Continued Support for students and school: Professional Development activities designed to address discipline and classroom management strategies will be presented to assist teachers with helping students develop self control and learn how to deal and cope with conflict. Board meetings require representatives from the School Improvement/Instructional Management Team, Guidance Department, and Principal (or his designee) to attend. The PTSA assist in organizing scholarships and getting wider community support for the school. Our major business partnership is with The Peterson Companies who are developing the National Harbor. They have consistently supported Oxon Hill High School, including the design and construction of the OHHS Memorial Garden, among other projects.


				
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