School Improvement Goals
2006-2009
The Crescent Valley High School Improvement Plan is developed on the key beliefs established in the District Improvement Plan (DIP) for 2006-2009. These beliefs are:
- Growth for every student is the main focus of all school activities. School improvement will be measured by improvements in student learning and will drive the activities of the School Improvement Plan (SIP).
- Teacher collaboration to improve student learning is imperative, and time built into the day and year for teachers to collaborate and plan is essential in order for significant improvement in student learning to occur.
- Data driven decision making is critical and should inform instruction, from the district to the school to the classroom.
- High leverage activities of this plan include: vertical and horizontal alignment of curriculum, develop a comprehensive assessment system to address targeted student populations, implement effective intervention strategies for struggling students and enhance student learning through effective teaching strategies and student-centered learning activities.
The
For the following goals and objectives, detailed timelines are to be determined by the implementation teams.
(I) Growth for All Students
Goal A: By June 2009,
Objective A1: For students who enter high school without having met
the 8th grade benchmark, develop a pathway of courses in math and
English that enables students to meet district Measures of Academic Progress
(MAP) targets.
Objective A2: Students falling below the 8th grade level benchmarks will be required to use unassigned time, including study hall, for academic support, to develop literacy skills as measured by district MAP targets.
Goal B: By June 2009,
Objective B1: Develop and implement consistent, departmental assessment systems to monitor student learning progress.
Objective B2: Provide consistent, regularly scheduled time for CV staff to align and develop curriculum and assessments both vertically and horizontally. (Ideal would be a late start (90 min) two days a month).
Goal C:
Objective C1: Continue to develop and implement courses, activities, and experiences that reflect students’ interests as identified by Personal Education Plans (PEP).
Objective C2: Develop a plan to implement the new high school graduation portfolio as reflected in the “2006 CV New Graduation Requirement Articulation Matrix” (see matrix in appendix 1), which includes the following:
· a Personal Education Plan
· documentation of student sufficiency in meeting the Career Related Learning Standards
· the opportunity to experience at least one Extended Application activity
· the opportunity to experience at least two Career Related Learning Experiences (job shadow, career fair, resume writing, etc.)
(II) Closing the Achievement Gap
Goal D: Increase student learning for targeted populations to include English
Language Learners (ELL), special education and underachieving students.
Objective D1: By fall 2007, recommend a core curriculum for English Language Development (ELD) to the district.
Objective D2: Implement new curriculum within 3 months of its
availability. (Add name when available).
Objective D3: Establish a research-based ELD program involving students of limited English proficiency in a rigorous program focused on increasing their abilities in reading, writing, speaking and math as assessed by English Language Proficiency Assessment(ELPA), IDEA Proficiency Test (IPT) and Woodcock-Munoz.
Objective D4: By fall 2007, include all students enrolled in remedial, special education or ELD classes in systematic assessment to evaluate student learning via MAP.
Objective D5: By June 2008, develop a system to identify underachieving students for intervention strategies.
Objective D6: For all underachieving students, develop individualized intervention strategies that are part of the student’s daily school schedule. These may include assignment to study hall, academic support programs, and or peer tutors.
Goal E: Achieve at least a 95% participation rate in the
Objective E1: Establish a schedule, by instructor, to ensure the participation of all 10th grade students within the testing windows.
Objective E2: By June 2007, create a system to ensure all absent or new students to CV participate in state testing.
Additional Goals
Specific to Identified Needs of
Goal F: Establish activities to
enable students a better transition into and out of high school.
Objective F1: By fall 2007, implement Link Crew program for entering freshmen in order to:
· welcome and engage them in the high school community,
· provide a structure which guides them toward both academic and social success
· create a positive school culture, where students feel supported and a sense of belonging
· “link” entering students with an upper class mentor, who is a positive role model.
Objective F2: By fall 2007, implement an articulated curriculum for 9th, 10th, 11th, and 12th grade advisor, with a focus specific to the developmental needs of each grade level. This will help to fulfill the state graduation requirements for each student. (See appendix 2 for graduation requirements)
Objective F3: By fall 2007, develop and implement a “9th grade transition” social studies elective class focused on understanding and meeting the academic and social needs of students as they enter high school.
Objective F4: By fall 2008, develop and implement a system of individualized academic support, providing study skills and assignment tracking for identified 9th grade students.
Objective F5: By fall 2008, investigate systems to provide every senior an opportunity to participate in a meaningful community experience, providing a real life application of classroom learning to the real world.
Goal G: Improve school community
relationships and partnerships.
Objective G1: Create (draft by Sept 2007) and implement (ongoing) a comprehensive communication plan that provides targeted, timely, clear and accessible information to parents, students and teachers via newsletters, emails, website, Webgrade, notices list serves.
Objective G2: By June 2008, explore ways to broaden the partnership opportunities with the business community, through collaborative efforts.
Objective G3: By June 2008, explore ways to create awareness in the
community about the excellence of
Objective G4: By Sept. 2007 Identify and invite an “at-large” member of the business community to be a member of the CV site council.
Appendix 1
Purpose of Advisory:
The main of objective of an effective advisory program is to enable students to feel known, nurtured and connected to a caring school adult. Through this supportive relationship and structure, students are better able to:
§ Personalize their learning
§ Set appropriate academic, career and personal goals
§ Plan/prepare for transition to life beyond high school
§ Take ownership/responsibility for their education
§ Become actively involved in the school community
§ Discuss keys issues related to school and community
§ Engage in learning and improve academic achievement
The research indicates the following benefits of effective advisory programs:
- Lower drop out rates
- Improved class attendance
- Fewer discipline referrals
- Improved teacher attendance
- Improved test scores
The new state mandated graduation requirements pose a new
challenge for the advisory program. A
committee of
|
7th/8th |
CIS/Career Exploration |
8th grade transition project |
|
|
AREA |
PEP |
Extended Application (EA) |
Career Related Learning Experiences (CRLEs) |
|
9th |
· Education / personal goal setting · 4-yr planning (counselors) |
· Letter to counselor · Introduction to EA · Transition plan integration (8th) · Parent information night · Inform of current classroom opportunities |
· Career paper 9th grade English (ideas/interest value survey – CIS exploration · CC Activity |
|
10th |
· PEP Update – personal goal setting/reflection |
· Explore EA opportunities (team advisor groups) · Document EA, if applicable · Parent notification · Inform of current class opportunities |
· Microskills · Career exploration · Resume · Job shadow/reflection/ thank you, interview and presentation |
|
11th |
Same as 10th |
· Document EA · Identify those deficient and a letter home · Report card / grad plan notification · Document EA · Inform of current class opportunities |
· Job Fair – resume, interviewing, letter of application, interview dress |
|
12th |
Same as 10th |
· Focused /structured EA expectation · Required time for those who are deficient · Parent notification · Inform of current class opportunities |
· Senior survey · Transition planning (counselor) · Resume, application, interview practice |
Current curriculum EA opportunities exist in the
following courses:
- Horticulture
- Class academy
- Spanish 5/6 lunch buddies
- Cadet teaching
- Vet experience
- Internships
- Child development
- Robotics*
- Yearbook*
- Leadership/Mr. CV*
- Structured work*
- APES
- Performing Arts*
- Health Occupations
- Clubs*
|
|
Code: IKF Adopted: 1/31/94 Revised/Readopted: 5/12/97, 3/8/99, |
|
|
5/10/99,
7/9/01, 2/7/05, 8/14/06, 9/11/06 Original
Code: 7560 |
HIGH SCHOOL GRADUATION REQUIREMENTS
I.
High School
Diploma
A high school diploma will be issued
to students who complete all of the district graduation requirements. Exceptions based on medical, religious or
other extraordinary circumstances may be made for individual students as
determined by a committee established by the Superintendent. The Board has specified a requirement of 48
credits for high school graduation. (See
Appendix IX for list of State of
Modified
Diplomas for students who meet
individual plans.
High School Diplomas that require
students to meet credit requirements (48).
|
Subject |
Class of 2009 |
Class of 2010 |
Class of 2012 |
Class of 2014 |
|
English/Language
Arts |
6 |
8 |
8 |
8 |
|
Mathematics |
4 |
6 |
6 |
6 Algebra Content |
|
Science |
4 |
4 |
6 Lab Experiences Scientific
Inquiry |
6 |
|
Social
Sciences |
6 |
6 |
6 |
6 |
|
Language
Arts/Mathematics/ Science/Social
Studies |
2 |
0 |
0 |
0 |
|
Physical
Education |
2 |
2 |
2 |
2 |
|
Health |
2 |
2 |
2 |
2 |
|
Second
Language, Arts, Professional Technical Education |
4 |
4 |
6 |
6 |
|
Career
Education |
1 |
1 |
1 |
1 |
|
Electives |
14 |
15 |
11 |
11 |
|
Total |
45 |
48 |
48 |
48 |
In addition to the credits listed above, a student must:
·
Develop an
education plan and build an education profile. This is a way
for students to methodically identify personal, academic, and career interests
and goals, to plan learning experiences that prepare students for steps after
high school, and to track and document progress.
·
Demonstrate
extended application through a collection of evidence. Students build
a body of evidence that demonstrates the application and acquisition of skills
and knowledge related to their interests and post-high school goals.
·
Demonstrate
career-related learning knowledge and skills. These include capabilities in personal
management, problem solving, communications, and teamwork, along with knowledge
about the workplace and career planning and advancement.
·
Participate
in career-related learning experiences.
This enables students to
connect with classroom learning with experiences in the workplace, in the
community, or in school relevant to their interests and post-high school goals.
The district will issue a high school diploma, upon request, to a person who served in the Armed Forces[2], as specified in Oregon law, if the person was discharged or released under honorable conditions and has received either a General Educational Development, a post-secondary degree, or has received a minimum score on the Armed Services Vocational Aptitude Battery.
II. Credits toward graduation
The
The district may grant credit toward graduation to students whose work experience, prior or alternative education or community service program provides sufficient evidence of proficiency in a particular subject area. Before granting credit, the district may require a student to pass a competency or skills assessment, to provide samples of work or other documentation/evidence of learning, or to complete any combination of the above that demonstrates a level of knowledge that meets or exceeds district academic standards. The Board directs the superintendent to develop an administrative regulation that establishes criteria for granting proficiency credit.
In order to serve a diverse student population, 509J provides a variety
of learning environments and learning options for attaining high school credit.
Example Learning Environments and Options
1. Innovative ways of learning as part of
traditional courses offered at district schools
2. Innovative ways of learning in
nontraditional environments
3. Alternative education offered as
programs or as nontraditional classes at district schools or other designated
learning environments
4. Separate alternative programs or schools
5. Electronic learning and distance
education
6. Evening classes
7. Tutorial instruction
8. Small group instruction
9. Large group instruction
10. Instructional opportunities provided by other institutions (e.g. community colleges, universities, accredited online learning institutes, etc.)
11. Credit by examination or by achievement on state standardized tests and work samples (i.e. CIM)
12. Learning contracts (individualized
learning experiences)
a. Extended learning opportunities or alternative experiences in the community or at the school (e.g. internships, mentorships, etc.)
b. Life experience opportunities, (e.g.
travel, seminars, summer programs, etc.)
c. Work-related experience and training
d. Modules of learning that are combined
to create a partial or complete credit
e. Community service
f. Service learning
g. Personal growth and development
instruction, opportunities, or experiences
13. Project-based learning
14. Computer-assisted instruction
15. Career Pathways and Professional
Technical Education programs
16. Learning experiences that satisfy a
modified diploma plan
Credit may be earned in part or complete.
END OF POLICY
______________________________________________________________________________
Legal References:
ORS 329.095 OAR 581-022-1130
ORS 332.107 OAR 581-022-1210
ORS 329.035 OAR 581-022-1350
ORS 342.295
HB 3129 (Chapter 827), effective January 1, 2006
HB 2681 (Chapter 515), effective July 15, 2005
Cross References:
Policy
IGBHA—Alternative Educational Programs
Policy
IGBHC—Alternative Education Notification
Policy JGEAA—Alternative Educational Programs