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School Improvement Plan

Northville High School

Northville Public Schools

Mr. Tony Koski, Principal

45700 6 Mile Rd Northville, MI 48168-9521

Document Generated On November 10, 2016

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

School Data Analysis

Introduction 12 Demographic Data 13 Process Data 15 Achievement/Outcome Data 20 Perception Data 25 Summary 29

School Additional Requirements Diagnostic

Introduction 31 School Additional Requirements Diagnostic 32

2016-17 NHS Plan for School Improvement Plan

Overview 35 Goals Summary 36

Goal 1: All students at Northville High School will improve proficiency in Mathematical practice. 37

Goal 2: All students will improve proficiency in Literacy across the curriculum. 39

Goal 3: All Students will improve proficiency in Science literacy skills across the curriculum. 42

Goal 4: All Northville High School students will feel safe and respected at school and treat others and self with respect.

45

Goal 5: All students will improve proficiency in Social Studies literacy across the curriculum. 48

Goal 6: All students at NHS who are at-risk of not graduating will have interventions in place to help them progress

towards earning a diploma. 51

Activity Summary by Funding Source 53

Introduction

The SIP is a planning tool designed to address student achievement and system needs identified through the school's

comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school

improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary

Education Act (ESEA) as applicable.

School Improvement PlanNorthville High School

SY 2016-2017 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Northville is a suburban community (population 36,534) in southeastern Michigan. Located 31 miles west of Detroit and 18 miles northeast of

Ann Arbor, Northville is in the heart of the state's educational, cultural, commercial, and medical centers. The city's Victorian downtown is rich

in small-town atmosphere and history. Most residents are employed in professional career fields including engineering, education,

management and medicine. The median household income is $125,189 and the median housing value is $387,100. Northville High School

student enrollment as of September 2015 is 2,322 students. A teaching staff of approximately 120 (83% with advanced degrees) works

together with an administrative team consisting of one principal, four assistant principals, and an athletic director to offer a comprehensive

college-prep curriculum for students in grades 9-12. Recently authorized as an International Baccalaureate World School, the faculty and

staff, with support of the community, are dedicated to providing rigorous and relevant learning experiences for all students that promote

preparation for college readiness, inquiry-based learning and real world connections.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. "We, the staff of Northville High School, in partnership with students, parents, and community, are committed to mutual responsibilities for

learning and inquiry through effective holistic teaching. Our mission is to challenge all students to reach their potential and to develop as

global citizens in a challenging yet supportive environment." Northville High School is a unique and dynamic educational institution that

brings together a rigorous program of academics with meaningful experiences in athletics, the arts, community service and extracurricular

opportunities with the goal of growing the leaders and innovators of tomorrow.

In June 2014 Northville High School was approved as an International Baccalaureate World School; 2014-2015 was the inaugural IB MYP

and DP school year. All ninth and tenth grade students experience a comprehensive, inquiry-based IB MYP curriculum that provides real-

world connections; eleventh and twelfth grade students may choose to apply for and participate in the IB DP programme. Currently,

Northville High School offers 34 Advanced Placement (AP) and Honors (H) courses and 20 International Baccalaureate (IB) courses.

Students may also take advantage of dual enrollment, career technical programs, and online learning opportunities as they prepare for

college and career pathways.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Northville High School's commitment to excellence is evidenced in the Michigan Merit Exam, ACT, SAT, and Advanced Placement

performance (three time AP District Honor Roll recognition) where Northville students consistently score well above state and national

averages. This performance has helped earn Northville High School recognition as a "Reward" school. The 2015 Graduate Profile includes

17 National Merit Finalists, 1 National Merit Semi-Finalists, 16 National Merit Commended students, 112 Phi Beta Kappa students, 203

National Honor Society members, and 166 Presidential Award for Educational Excellence honorees. The Class of 2015 was awarded $16.3

million in scholarship awards.

Recent, comprehensive upgrades in technology (Promethean Boards, document cameras) provide tools for all teachers to develop real-world

technology-based learning experiences for all students. Professional development, facilitated by building technology teacher leaders, assists

teachers in their use of technology and subsequent development of varied instructional and assessment activities to enhance student

learning. Furthermore, blend-learning opportunities that provide comprehensive, real-world experiential learning opportunities for students

continued to grow in the 2015-2016 school year. A Positive Behavior and Intervention Support (PBIS) framework guides ongoing school

improvement work designed to improve culture and climate; the PBIS framework also assists with continued development of an MTSS/RtI

framework in which building-wide tiered interventions and supports are utilized for all learners. With a goal of increasing achievement in

math, science and literacy, staff continue collaborative work to ensure Common Core Standards are embedded into the math and English

curriculum as well as improve student literacy through cross-curricular reading and writing opportunities. Added programming included our

Core Academy and Math Intervention courses to help provide different learning paths for certain students. The second annual STEM Fair

(spring 2016) aims to pique student interest and knowledge in the world of math, science, engineering and technology.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. In addition to providing a wide variety of academic learning opportunities to prepare students for college and career, Northville High School

offers many athletic teams, clubs, and activities. Students can select from 28 sports and 57 teams, 8 athletic clubs, and over 80 clubs and

activities. Northville High School also has one of the largest and most successful vocal and instrumental music programs in the state.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. At the building level, we share information at PTSA meetings and get feedback on the plan and enlist interested stakeholder (including

parents) to serve on the improvement team. At the beginning of the school year we provide announcements inviting students to participate in

the planning process. Improvement planning is done with staff through data review and goal setting within academic departments and with

full faculty throughout the year. We seek faculty department chairpersons to serve on the school's improvement team. Improvement team

meetings were scheduled at the end of the school year for greater faculty, student, and parent involvement. During a "kick-off" meeting, we

explain the roles and responsibilities for team members and the process used to revise the improvement plan. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Parents, students, teachers, and administrators reviewed data, all were given an opportunity for input through surveys, faculty meetings,

professional development and discussions in department chair meetings. We use the input of these stakeholders to formulate the plan. Also,

the district annually holds a school improvement plan review. We provide updates on our goals, strategies and the degree to which the

strategies and activities are implemented and the impact on student achievement. Improvement team members from other schools and

central office staff provide feedback and offer suggestions on plan revisions. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. During the academic year, goal committees meet monthly to discuss the implementation of the current plan and monitor progress, review

data, etc. Also, the district annually holds a school improvement plan review. We provide updates on our goals, strategies and the degree to

which the strategies and activities are implemented and the impact on student achievement. Improvement team members from other

schools and central office staff provide feedback and offer suggestions on plan revisions.



School Data Analysis



Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members

about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement

based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process

should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the

various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a

school’s comprehensive needs assessment process.



Demographic Data

Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance,

grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate,

suspensions/expulsions, etc.

Student Demographic Data

1. In looking at the three year trend in student enrollment data, what challenges have been identified? Northville Public Schools and Northville High School has shown small but steady growth in the last three years. The challenge is providing

enough staffing in all subject areas and supports. Student Demographic Data

2. In looking at the three year trend in student attendance data, what challenges have been identified? The implementation of a new attendance policy in 2014-15 resulted in drastic changes in attendance in a positive way. The challenge will be

to sustain this positive trend with our "not so new" modified block schedule that was implemented in the 2015-16 school year. We had fairly

positive attendance trends in the first year of this daily schedule. Student Demographic Data

3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges

have been identified? Student suspensions/expulsions has a small increase in 2015-16. The challenge will be to decrease suspension/expulsion and keep the safe

and needed learning environment. Student Demographic Data

4. What action(s) could be taken to address any identified challenges with student demographic data? We are looking at utilizing even more restorative forms of discipline in the 2016-17 school year. Teacher/School Leader(s) Demographic Data

5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what

impact might this have on student achievement? Usually, having more experienced teachers has a positive impact on student achievement. Teacher/School Leader(s) Demographic Data

6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student



achievement? At NHS, having more experienced teachers usually has a positive impact on student achievement.

At the same time, curricular changes and using new techniques of instruction (esp. technology) and assessment may at times be more

challenging for our more experienced teachers. Teacher/School Leader(s) Demographic Data

7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or

due to illness, what impact might this have on student achievement? With any staff member, absences cause challenges and have negative effect on student achievement. Teacher/School Leader(s) Demographic Data

8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this

have on student achievement? Northville High School is fortunate to have a low rate of teacher absenteeism. This allows for consistency in curriculum and instruction.

Research indicates that there is a correlation between student achievement and teacher attendance. Teacher/School Leader(s) Demographic Data

9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? First, we offer needed professional development and individual and/or group plans to improve. When hiring new staff, we look for candidates

who will be best for student achievement and at the same time compliment our current staff.



Process Data

Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and

assessment.

10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as strengths? Standard 1 (Purpose and Direction):

*Most of the indicators were rated at a 3 or higher

-School purpose was rated high

-We are committed to instructional practices that provide application of knowledge, rigor, and active engagement--a high quality education

Standard 2 (Governance and Leadership):


-High expectations is the norm

-Challenging curriculum and learning experiences

-Communication was certainly a strength

-Alignment for continuous school improvement

-Consistent policy and procedures for evaluation

-Support of innovation, collaboration, shared leadership, and professional growth

Standard 3 (Teaching and Assessing for Learning):

*Most of the indicators were rated at a 3

-Teacher give challenging work, curriculum, and learning experiences

-Teachers use a variety of instructional technologies

-Teachers inform students of learning expectation/standards

-Multiple assessments to check student understanding

-Curriculum and learning experiences prepare students for the next level

-Providing families with multiple ways of staying informed of their children's learning progress

-Instructional strategies require student collaboration, self-reflection, and critical thinking skills

Standard 4 (Resources and Support Systems):


-Provides opportunities for students to participate in activities that interest them

-Support for new staff members

-Qualified staff members to support student learning

-Protection of instructional time

-Coordinate programs to meet needs of students

-Safe facilities that support learning--a safe learning environment



11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as challenges? Standard 1 (Purpose and Direction):

-All students being treated with respect

-Equitable learning experiences

-A continued improvement process and communication of this process


-Consistently protects, supports, and respects the autonomy of school leadership to accomplish goals for achievement and instruction and to

manage the day-to-day operations

-Leaders being collectively accountable for student learning


-Preparing students for future issues

-At least one adult who knows me and show interest

-Changing teaching to meet students' individual learning goals (differentiation / individualized instruction)

-Keeping informed of academic progress

-Vertical and horizontal alignment of curriculum, instruction, and assessment

-Instructional strategies that require students to integrate content and skills with other disciplines and use technology as a learning tool

-Using data and discussion in collaborative learning communities to improve instruction and student achievement

-Using mentoring and coaching to improve teaching and learning

-Evaluation of grading reporting policies, process, and procedures


-Appropriate staffing (and funding) necessary to support the school purpose, educational programs, and continuous improvement

-Securing needed materials and fiscal resources to meet the needs of all students

-The ability to meet the technology needs of all our students both with resources and instructionally

-Use of data to improve programming for students (esp. those at-risk)

Standard 5 (Using Results for Continuous Improvement):

Using data is certainly an area we need to improve in. First, we surely need training in using data (including data teams). A systematic

process and procedures for collecting and analyzing data to improve instruction and student achievement must be worked on. Again, this

need to be an area of focus for NHS.

12. How might these challenges impact student achievement? Standard 1 (Purpose and Direction):

-EVERY learner needs to have the resources to achieve.

-For schools to improve, process and communication are essential.




-Building leaders must have the proper resources.

-Everyone, especially building leaders are responsible for student achievement.


-Curriculum, instruction, and assessment must be aligned first before students achieve

-In today's world, technology and integration of subjects are essential.

-Use of data to improve and collaboration are essential in student achievement.

-Mentoring and coaching are critical to improve instruction.

-It is certainly a need to look at our grading policies and procedures.


-Need the proper resources to improve schools and student achievement.

-Again, need the proper resources to improve schools and student achievement.

-Technology is an essential tool in today's society and in instruction.

-Analyzing data is essential when improving instruction and student achievement.


-Analyzing data is essential when improving instruction and student achievement. 13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School

Systems Review or the Interim Self Assessment/Self Assessment. Standard 1 (Purpose and Direction):

-Consistent work with our SI Teams (District, Building, and SI Team)

-Bringing in the appropriate professional development (ex: differentiation)

-Use of and communication to all of our stakeholders


-Consistent message on instructional decisions and day-to-day management

-Investigate with staff what "leaders being collectively accountable for student learning" means

-Get more and all categories of stakeholders involved in decision making

-A specific need is to work on a staff handbook

-Work with the School ADvance Administrator Evaluation System


-Work with the 5D+ Instructional Framework/Evaluation System

-Develop a structure and the time for vertical and horizontal alignment (Atlas Rubicon will help with this process)

-We will continue analyze and bring to our staff the needed professional development opportunities including appropriate technology training

-Time and professional development in how to work in professional learning communities and use data

-Coaching and mentoring for colleagues (begin an instructional rounds system)

-Form team to analyze grading process, procedures, and policy




-Continue to analyze necessary staffing and funding

-Analyze proper use of funds for technology

-Provide needed and desired technology professional development

-Continued work with a system of RtI/MTSS

-Better use of an intervention team relying on data and progress monitoring


First, we surely need training in using data (including data teams). A systematic

process and procedures for collecting and analyzing data to improve instruction and student achievement must be worked on. Again, this

needs to be an area of focus for NHS. 14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title

III, Section 31a, IDEA, credit recovery, extended learning opportunities? -Continued work with our co-teaching model and resource support classrooms.

-Continued work with implementation of MTSS (tiered interventions) and progress with our Intervention Team.

-Continued PBIS work.

-Continue work with our LC Program.

-Bringing other opportunities to students (examples: math interventionist and "Core Academy").

-Continue curriculum mapping, assessment, and instructional commitments.

-Proper PD!!! 15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available? -Learning Consultants: All grades

-Math Interventionist: All grades

-Core Academy: 10th grade and beyond

-Livonia Career Technical Center: 11th and 12th grades

-Internships: 11th and 12th grades

-Dual enrollment: All grades

-Testing out: All grades

-Online learning opportunities: All grades

-Blended learning: All grades

-Clubs and other co-curriculars: All grades

-Athletics: All grades 16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these

opportunities? The process is different for every opportunity.



Notification is done through: daily announcements, ListServ and other social media communication to students and parents, the NHS

website, school publications, etc. 17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e.

horizontal and vertical alignment, in all content courses and grade levels? State, district, and school assessments. Also, we have began a curriculum mapping and unit design process that will help horizontal and

vertical assessment along with assessing consistently. The implementation of Atlas Rubicon will certainly help in this process. 18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you

completed a health survey/ screener. We will look at the MIPHY data as a School Improvement Team and bring back to our entire staff and community. From there, decisions

regarding will be made.



Achievement/Outcome Data

Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative

assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school

completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in

each text box.

19a. Reading- Strengths

In considering the PSAT 9, 10 and SAT student scores, Northville High students perform at a very high level, with between 89 and 92 percent

meeting the Evidence Based Reading College and Career Readiness Benchmark. Standard English conventions are a strength in 9th grade,

Words in Context in 10th Grade and Expression of Ideas on the SAT. 19b. Reading- Challenges

For challenges in Reading, our data indicates that command of evidence is an area where our students need to improve. We have also

identified a gap between African American students and other ethnic groups in meeting the Evidence Based Reading and Writing College

and Career Benchmark. 19c. Reading- Trends

The 2015-2016 PSAT and SAT data is the baseline data for our building. We will be able to start seeing trends going forward. 19d. Reading- Summary

Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no



challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on

tiered instruction if appropriate.

Through the School Improvement process, each subject area has decided to focus on Evidence Based Reading and Writing Strategies in

their instruction. This is also included in the IB/ Common Core Unit and Assessment work that teachers will continue to engage in this year. 20a. Writing- Strengths

Looking at our PSAT 9, 10 and SAT data, our students achieve at very high levels. The college and career readiness benchmark is achieved

by students ranging from 89% to 92%. In 9th grade Standard English Conventions are a strength, in 10th grade Words in context are a

strength and in 11th grade students scored highest in the area of Command of Evidence. 20b. Writing- Challenges

The African American subgroup shows up a challenge area in writing as well. African American students performed at the same level as

other sub-groups in regards to the Reading Comprehension and Command of Evidence but showed a bigger weakness in the areas of

Organization of Ideas and Standard English Conventions. 20c. Writing- Trends

PSAT 9, 10, and SAT data collected in the 2015-2016 is the baseline data we will use to identify trends in data going forward. 20d. Writing- Summary







their instruction. This is also included in the IB/ Common Core Unit and Assessment work that teachers will continue to engage in this year. 21a. Math- Strengths

87% percent of 9th graders met the College and Career Ready Benchmark on the PSAT 9 data. 76% of 10th and 11th graders met the

Career and College Ready Benchmark on the PSAT 10 and SAT respectively. Heart of Algebra is an area of strength across grade levels. 21b. Math- Challenges

Data and Problem solving is a challenge area for 9th graders, for 10th graders and 11th graders, Passport to Advanced Math is an area of

challenge for our students. 21c. Math- Trends

The 2015-2016 PSAT and SAT data is our baseline data. We will be looking for trends going forward as we continue to use these

assessments. 21d. Math- Summary





their instruction. In Math this connects to the Common Core Mathematical Practices in asking students to use evidence in solving problems

and using evidence in explaining reasoning. This is also included in the IB/ Common Core Unit and Assessment work that teachers will

continue to engage in this year.



22a. Science- Strengths

The PSAT 9 and 10 show a mean score of 26 out of 36 in 9th grade and 28 out of 36 in 10th grade. This represents a 6% growth between

the two grades. More analysis of these scores are needed. 22b. Science- Challenges

The PSAT 9 and 10 show a mean score of 26 out of 36 in 9th grade and 28 out of 36 in 10th grade. This represents a 6% growth between

the two grades. More analysis of these scores are needed. 22c. Science- Trends PSAT 9, 10, and SAT data collected in the 2015-2016 is the baseline data we will use to identify trends in data going forward. 22d. Science- Summary



tiered instruction if appropriate. Through the School Improvement Process, the Science Department determined that they are going to focus efforts on Evidence Based

Reading and Writing skills. Teachers will also be continuing work on the IB / Common Core Unit Planning and Assessment Planning. 23a. Social Studies- Strengths PSAT 9 and 10 Cross-Test Scores indicate that 9th graders scored a mean score of 26 out of 36, and 28 out of 36 respectively. This

demonstrates a 6% gain. 23b. Social Studies- Challenges Further analysis of Cross-Test Scores is needed. 23c. Social Studies- Trends



PSAT 9, 10, and SAT data collected in the 2015-2016 is the baseline data we will use to identify trends in data going forward. 23d. Social Studies- Summary



tiered instruction if appropriate. Through the School Improvement Process, the Science Department determined that they are going to focus efforts on Evidence Based

Reading and Writing skills. Teachers will also be continuing work on the IB / Common Core Unit Planning and Assessment Planning.



Perception Data

Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder

Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey

feedback already collected from students, parents and staff.

24a. Student Perception Data

Which area(s) indicate the overall highest level of satisfaction among students? -A high quality education is offered.

-Principal and teachers have high expectations.

-Multiple assessments to check my understanding on what was taught.

-Challenging curriculum and learning experiences.

-Checking for understanding using different methods.

-Participate in activities that interest me.

24b. Student Perception Data

Which area(s) indicate the overall lowest level of satisfaction among students? -All students are treated with respect.

-Prepares me to deal with issues I may face in the future.

-Family involvement.

-My school makes sure there is at least one adult who knows me well and shows interest in my education and future.

-Keep family informed of academic progress.

-Students respect the property of others.

-Students help each other even if they are not friends.

-Considers students' opinions weh planning ways to improve the school. 24c. Student Perception Data

What actions will be taken to improve student satisfaction in the lowest area(s)? School Improvement Plan with a focus on relationships and students' needs. Our PBIS Committee will be a great place to start with this

area.



25a. Parent/Guardian Perception Data

What area(s) indicate the overall highest level of satisfaction among parents/guardians? -School's purpose is clearly focused on student success.

-High expectations for students in all classes.

-School communicates effectively about the school's goals and activities.

-Work that challenges my child.

-Child knows the expectations for learning in all classes.

-Up-to-date computers and technology.

-Safe learning environment.

-Opportunities for students to participate in activities that interest them.

-Facilities that support student learning. 25b. Parent/Guardian Perception Data

What area(s) indicate the overall lowest level of satisfaction among parents/guardians? -Equitable curriculum that meets his/her learning needs.

-Variety of teaching and learning strategies for individualized instruction.

-Meets individualized learning needs.

-Teachers work as team to help children learn.

-Help me understand my child's progress.

-Keep me informed regularly about how my child is being graded.

-My child sees relationships between what is being taught and everyday life.

-Child has access to support services based on his/her identified needs. 25c.Parent/Guardian Perception Data

What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)? Focus on individualized/differentiated instruction and intervention emphasizing regular communication of progress. 26a.Teacher/Staff Perception Data

What area(s) indicate the overall highest level of satisfaction among teachers/staff? -School's purpose is clear and focused on student success.

-School's purpose is supported by policies and practices adopted by the school board.

-School leaders support an innovative and collaborative culture.

-Hold ALL students to high academic standards.



-All staff is accountable for student learning.

-Focus on teaching and learning.

-All stakeholders are provided opportunities to be involved in the school community.

-Teaching technology.

-Support services for students based on needs.

-Support for new teachers.

-Qualified staff members to support student learning.

-Protected instructional time.

-Variety of informational resources to support student learning.

-Opportunties for students to participate in activities that interest them.

-Facilities that support student learning and a safe environment. 26b.Teacher/Staff Perception Data

What area(s) indicate the overall lowest level of satisfaction among teachers/staff? -Consistent and common grading and reporting policies.

-Collaborative learning communities.

-Formal process to promote discussion about student learning.

-Use of data to improve individualized instruction.

-Consistently engaging families in their children's progress.

-Consistent assessment measures across classrooms and courses.

-Systematic process for collecting, analyzing, and using data.

-Training on data use and analysis.

-Monitoring data for student success.

26c.Teacher/Staff Perception Data

What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)? A focus on PD regarding collection, analyzing, and using data for student achievement (this is a long and challenging process). We have a

start with PSAT and SAT data.

Continued work on consistent grading practices/procedures.

Focus PD on PLC time.

The 5D+ Instructional framework will help in all these areas.



27a.Stakeholder/Community Perception Data

What area(s) indicate the overall highest level of satisfaction among stakholders/community? Clear purpose of focusing on students with high expectations and plentiful and diverse opportunities. 27b.Stakeholder/Community Perception Data

What area(s) indicate the overall lowest level of satisfaction among stakeholders/community? Individualized student attention in instruction, intervention, and relationships. 27c.Stakeholder/Community Perception Data

What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)? Professional development and sincere focus on these areas.



Summary

28a. Summary

Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes

and perception. See previous few questions. 28b. Summary

How might the challenges identified in the demographic, process and perception data impact student achievement? Student achievement begins with individualized student "attention" (both in instruction and intervention) and relationships. 28c. Summary

How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities

for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign

Plan? Our School Improvement Plan was designed around these needs with the students being our focus.



Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.




Label Assurance Response Comment Attachment1. Literacy and math are tested annually in grades

1-5.Yes

Label Assurance Response Comment Attachment2. Our school published a fully compliant annual

report. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.

Yes http://www.northvilleschools.org/apps/pages/index.jsp?uREC_ID=350500&type=d&pREC_ID=760495

Label Assurance Response Comment Attachment3. Our school has the 8th grade parent approved

Educational Development Plans (EDPs) on file.Yes

Label Assurance Response Comment Attachment4. Our school reviews and annually updates the

EDPs to ensure academic course workalignment.

Yes

Label Assurance Response Comment Attachment5. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.References: Title VI of the Civil Rights Act of1964, Section 504 of the Rehabilitation Act of1973, The Age Discrimination Act of 1975, TheAmericans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.

Yes



Label Assurance Response Comment Attachment6. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Mr. Dave RodgersAssistant Superintendent forHuman Resources(248) [email protected]

Human ResourcesNorthville Public Schools501 West Main StreetNorthville, Michigan 48167

Label Assurance Response Comment Attachment7. The institution has a School-Parent Involvement

Plan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.

Yes

Label Assurance Response Comment Attachment8. The institution has a School-Parent Compact. If

yes, please attach the School-Parent Compactbelow.

Yes

Label Assurance Response Comment Attachment9. The School has additional information

necessary to support your improvement plan(optional).

Yes



Overview

Plan Name


Plan Description



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All students at Northville High School will improve

proficiency in Mathematical practice.Objectives:1Strategies:3Activities:9

Academic $0

2 All students will improve proficiency in Literacyacross the curriculum.

Objectives:1Strategies:3Activities:8

Academic $0

3 All Students will improve proficiency in Scienceliteracy skills across the curriculum.


Academic $0

4 All Northville High School students will feel safeand respected at school and treat others and selfwith respect.


Organizational $200

5 All students will improve proficiency in SocialStudies literacy across the curriculum.


Academic $0

6 All students at NHS who are at-risk of notgraduating will have interventions in place to helpthem progress towards earning a diploma.


Organizational $0



Goal 1: All students at Northville High School will improve proficiency in Mathematical practice.

Strategy 1: International Baccalaureate/Common Core Curriculum Work - All staff will continue work on curriculum through the lens of IB and Common Core State Standards. Category: Mathematics Research Cited: -www.ibo.org/research/

-www.corestandards.org/ Tier: Tier 1

Strategy 2: Instructional Strategies - Through the implementation of the 5 Dimensions of Teaching and Learning Instructional Framework teachers and administrators will self-

assess using the 5D+ Rubric for Instructional Growth and Teacher Evaluation to identify high-impact and researched-based instructional practices for

teacher/administrator and student growth.

Measurable Objective 1:80% of Ninth, Tenth and Eleventh grade students will achieve college and career readiness on the PSAT or SAT in Mathematics by 06/30/2017 as measured byState assessments (PSAT/SAT). .

Activity - Common Assessment Design ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will work collaboratively to develop commonassessments using the IB framework and Common Core StateStandards.

CurriculumDevelopment,Professional Learning,TeacherCollaboration

Tier 1 Implement 08/29/2016 06/30/2017 $0 No FundingRequired

Mathteachers

Activity - Unit Design ActivityType


Source OfFunding

StaffResponsible

Appropriate faculty will continue to rewrite the curriculum toalign with the Common Core through the lens of theInternational Baccalaureate.



Mathteachers



Category: Mathematics Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.

-Better Learning Through Structured Teacher; A Framework of the Gradual Release of Responsibility by Fischer & Frey

-A Close Look at Close Reading by Burke

-Knowing Your Learning Target by Moss, Brookhart, Long

-Teacher as Architect by Smith, Chavez, & Seaman

-Instructional Rounds in Education by City, Elmore, Fiarman, and Teitel

-www.corestandards.org/

-www.ibo.org/research

Tier: Tier 1

Activity - Lesson Purpose ActivityType


Source OfFunding

StaffResponsible

Use of lesson purpose (learning targets) in daily classroominstruction through self-assessment, professional development,and implementation.

CurriculumDevelopment,Professional Learning,DirectInstruction


Mathteachers

Activity - CCSS Mathematical Practices ActivityType


Source OfFunding

StaffResponsible

Daily use of Common Core State Standards mathematicalpractices in lessons.

Professional Learning

Tier 1 Implement 08/29/2016 06/30/2017 $0 GeneralFund

Mathteachers

Activity - Evidence Based Reading and Writing ActivityType


Source OfFunding

StaffResponsible

Use of lesson Evidence Based Reading and Writing inclassroom instruction through self-assessment, professionaldevelopment, and implementation.



Mathteachers

Activity - Formative Assessment / Feedback ActivityType


Source OfFunding

StaffResponsible



Strategy 3: Instructional Rounds - Teachers will be begin to engage in instructional rounds.

Category: Mathematics Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.


Tier: Tier 1

Use of formative assessment (feedback) in daily classroominstruction through self-assessment, professional development,and implementation.



Mathteachers

Activity - Instructional Technology ActivityType


Source OfFunding

StaffResponsible

Use of instructional technology in the classroom environment toengage students and enhance learning.

Professional Learning,Technology, DirectInstruction

Tier 1 08/29/2016 06/30/2017 $0 No FundingRequired

All Mathteachers

Activity - Student Goal Setting ActivityType


Source OfFunding

StaffResponsible

Students will use PSAT results and subject area grades to setacademic goals utilizing their Seminar Modules.

AcademicSupportProgram


Mathteachers

Activity - Peer Observation ActivityType


Source OfFunding

StaffResponsible

Teachers will choose a learning partner(s) and engage in peerobservation and discussion in regards to the 5 Dimensions ofTeaching Learning Framework.

Professional Learning,TeacherCollaboration

Tier 1 GettingReady

08/29/2016 06/30/2017 $0 No FundingRequired

Mathteachers



Goal 2: All students will improve proficiency in Literacy across the curriculum.

Strategy 1: International Baccalaureate/Common Core Curriculum Work - All staff will continue work on curriculum through the lens of IB and Common Core State Standards. Category: English/Language Arts Research Cited: -www.ibo.org/research/




teacher/administrator and student growth. Category: English/Language Arts

Measurable Objective 1:90% of Ninth, Tenth and Eleventh grade students will achieve college and career readiness on evidence based reading and writing in English Language Arts by06/30/2017 as measured by state assessments (PSAT/SAT)..



Source OfFunding

StaffResponsible




All Staff



Source OfFunding

StaffResponsible

Appropriate faculty will continue to rewrite the curriculum toalign with the common core through the lens of theInternational Baccalaureate.



Allappropriatefaculty willparticipate.



Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.









Source OfFunding

StaffResponsible




All Staff



Source OfFunding

StaffResponsible




All Staff



Source OfFunding

StaffResponsible




All Staff



Source OfFunding

StaffResponsible



Strategy 3: Instructional Rounds - Teachers will be begin to engage in instructional rounds. Category: English/Language Arts Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.

-Instructional Rounds in Education by City, Elmore, Fiarman, and Teitel Tier: Tier 1

Goal 3: All Students will improve proficiency in Science literacy skills across the curriculum.

Strategy 1: International Baccalaureate/Common Core/Next Generation Science Standards Curriculum Work - All staff will continue work on curriculum through the lens of IB,

Common Core State Standards, and the Next Generation Science Standards. Category: Science




All Staff.



Source OfFunding

StaffResponsible


Implementation,AcademicSupportProgram


All Staff



Source OfFunding

StaffResponsible



Tier 1 GettingReady


All Staff.

Measurable Objective 1:A 3% increase of Ninth, Tenth and Eleventh grade students will demonstrate a proficiency in literacy skills in Science by 06/30/2017 as measured by PSAT/SATScience cross-test scores..



Research Cited: -www.ibo.org/research

--www.corestandards.org/

-http://www.nextgenscience.org/ Tier: Tier 1



teacher/administrator and student growth.

Category: Science Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.






-www.ibo.org/research



Source OfFunding

StaffResponsible

Teachers will work collaboratively to develop commonassessments using the IB framework, Common Core StateStandards, and the Next Generation Science Standards.



Scienceteachers



Source OfFunding

StaffResponsible

Appropriate faculty will continue to rewrite the curriculum toalign with the Common Core and Next Generation ScienceStandards through the lens of the International Baccalaureate.



Scienceteachers



--www.corestandards.org/

-http://www.nextgenscience.org/

Tier: Tier 1



Source OfFunding

StaffResponsible




Scienceteachers



Source OfFunding

StaffResponsible




Scienceteachers



Source OfFunding

StaffResponsible




Scienceteachers



Source OfFunding

StaffResponsible


Professional Learning,DirectInstruction


Scienceteachers



Strategy 3: Instructional Rounds - Teachers will be begin to engage in instructional rounds. Category: Science Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.


Goal 4: All Northville High School students will feel safe and respected at school and treat others

and self with respect.

Strategy 1: Staff Professional Development - Opportunities for staff professional development will help foster deeper understanding about issues such as changing demographics,

bullying, respect. Ideas include a book and/or article study group, guest speakers and presentations. Category: Research Cited: Dufour, R. (2004, May). What is a Professional Learning Community? Volume 61, Number 8, pp 6 - 11. http://www.ascd.org/publications/educational-

leadership/may04/vol61/num08/What-Is-a-Professional-Learning-Community%C2%A2.aspx



Source OfFunding

StaffResponsible




Scienceteachers



Source OfFunding

StaffResponsible




Scienceteachers

Measurable Objective 1:collaborate to improve reported feelings of student safety and respect by 06/30/2016 as measured by a 10% reduction in negative responses on a school climatesurvey.



Deal, T., & Peterson, K. (2003). Shaping school culture: The heart of leadership. San Francisco: Jossey-Bass.

Hoerr, T. (2000). The principal connection: New year, new goals. Educational Leadership, 62(1), 86-87. Tier:

Strategy 2: Student Awareness - Via large and small group discussions and presentations, students will increase their awareness of how their decisions effect others and

themselves....both positively and negatively. Category: Research Cited: Espelage, D. L., & Swearer, S. (2003). Research on school bullying and victimization: What have we learned and where do we go from here? School

Psychology Review, 23, 365-383. Tier: Tier 1

Activity - Staff Book Study ActivityType


Source OfFunding

StaffResponsible

Staff professional development and collaboration via study ofrelevant books and/or articles.

Professional Learning,BehavioralSupportProgram

Tier 1 GettingReady

09/01/2015 06/30/2016 $200 SchoolImprovement Grant(SIG)

DianaPattersonand PBISCommittee.

Activity - Teacher Training ActivityType


Source OfFunding

StaffResponsible

Provide continued teacher training in PBS classroommanagement techniques and send specific staff to CapturingKids' Hearts training.



DianaPattersonand PBISCommittee

Activity - Diversity/Awareness Club ActivityType


Source OfFunding

StaffResponsible

Creation of a diversity/awareness club for students. BehavioralSupportProgram

Tier 1 GettingReady



Activity - Student Promotional Activities ActivityType


Source OfFunding

StaffResponsible



Strategy 3: Anonymous Reporting Process - Students will have a process they can follow to anonymously report behaviors they observe or know about that are harmful to

themselves or others. Category: Research Cited: Embedding bullying interventions into a comprehensive system of student and learning supports. (2011). Mental Health in Schools: Program and

Policy Analysis, 16(2). Tier:

Strategy 4: Academic Integrity - Review of school policies, process, and procedures pertaining to academic integrity. Category: School Culture Research Cited: ETS Research Center Tier: Tier 1

Students will increase respect awareness through variousmedia.

Communication


PBISCommittee

Activity - Tip Line ActivityType


Source OfFunding

StaffResponsible

Monitor anonymous tip line for all stakeholders. Communication

Tier 1 Monitor 09/01/2015 06/30/2016 $0 No FundingRequired


Activity - Student Learning ActivityType


Source OfFunding

StaffResponsible

Review/communicate policy, procedures, and process foracademic integrity/scholastic dishonesty through classmeetings, Seminar modules, Seminar class, all NHS courses,and also involving the PBIS Committee.

Policy andProcess


Teachers,students,parents, SITeam, andPBISCommittee.

Activity - Grading ActivityType


Source OfFunding

StaffResponsible



Strategy 5: ALICE - Staff and students will learn about and apply the ALICE safety methodology/strategies. Category: School Culture Research Cited: http://www.alicetraining.com/learning-center/resources/ Tier: Tier 1

Goal 5: All students will improve proficiency in Social Studies literacy across the curriculum.

Strategy 1: International Baccalaureate/Common Core Curriculum Work - All staff will continue work on curriculum through the lens of IB and Common Core State Standards. Category: Social Studies Research Cited: -www.ibo.org/research


Review policy, procedures, and process for administering,grading, and reporting.

Policy andProcess

Tier 1 GettingReady


Teachers,students,parents,administration, PBISCommittee,and SITeam.

Activity - Staff Traning ActivityType


Source OfFunding

StaffResponsible

ALICE professional development consisting of online andhands-on training.

Policy andProcess


All staff.

Activity - Student Training ActivityType


Source OfFunding

StaffResponsible

Student learning and drill work pertaining to ALICE safetymethodology/strategies.

Policy andProcess


Allstudents.

Measurable Objective 1:A 3% increase of Ninth, Tenth and Eleventh grade students will demonstrate a proficiency in literacy skills in Social Studies by 06/30/2017 as measured byPSAT/SAT Social Studies cross-test scores..




assess using the 5D+ Rubric for Instructional Growth and Teacher Evaluation to identify high-impact and research-based instructional practices for

teacher/administrator and student growth. Category: Social Studies Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.









Source OfFunding

StaffResponsible



Tier 1 Implement 08/30/2016 06/30/2017 $0 GeneralFund

SocialStudiesteachers



Source OfFunding

StaffResponsible

Appropriate faculty will rewrite the curriculum to align throughthe lens of International Baccalaureate.




Activity - Learning Purpose ActivityType


Source OfFunding

StaffResponsible









Source OfFunding

StaffResponsible

Use of Evidence Based Reading and Writing in classroominstruction through self-assessment, professional development,and implementation.






Source OfFunding

StaffResponsible







Source OfFunding

StaffResponsible







Source OfFunding

StaffResponsible







Strategy 3: Instructional Rounds - Teachers will be begin to engage in instructional rounds. Category: Social Studies Research Cited: -University of Washington Center for Educational Leadership, Research and Resources to Support the 5D+ Teacher Evaluation Rubric.


Goal 6: All students at NHS who are at-risk of not graduating will have interventions in place to

help them progress towards earning a diploma.

Strategy 1: MTSS Intervention Team - Through the MTSS intervention process and team, students will be referred for specific interventions based on data and teacher and

intervention team input. Category: Learning Support Systems Research Cited: MTSS on MDE website: http://www.michigan.gov/mde/0,4615,7-140-28753_65803-322534--,00.html

MTSS/RTI Action Network: http://www.rtinetwork.org/essential/tieredinstruction/tier2/whats-your-plan-accurate-decision-making-within-a-multi-tier-system-of-supports-

critical-areas-in-tier-2 Tier: Tier 2



Source OfFunding

StaffResponsible





Measurable Objective 1:improve graduation rate using different interventions for "at-risk" students by 06/30/2017 as measured by credits earned.

Activity - Math Intervention ActivityType


Source OfFunding

StaffResponsible



Teacher will provide support for students in Mathematicsthrough Math support class/interventionist.



MathInterventionist, Mathteachers,interventionteam.

Activity - Learning Counsultant ActivityType


Source OfFunding

StaffResponsible

Learning Consultants will work with students and staff onliteracy interventions to improve student learning.



LearningConsultants, teachers,andInterventionTeam.

Activity - Test Support ActivityType


Source OfFunding

StaffResponsible

Intervention team will assign the intervention of test support forstudents who are struggling.



InterventionTeam,teachers,and testsupportpersonnel.

Activity - Credit Recovery ActivityType


Source OfFunding

StaffResponsible

The Intervention Team will assign the intervention of our creditrecovery program (use of Edgenuity) for students who arestruggling.



InterventionTeam,teachers,and theonlinelearningcenterpersonnel.

Activity - Core Academy ActivityType


Source OfFunding

StaffResponsible

Intervention Team will assign students to the Core Academy toprogress toward graduation.



InterventionTeam,teachers,and OnlineLearningCenterPersonnel.



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

General Fund

School Improvement Grant (SIG)

No Funding Required

Activity Name Activity Description ActivityType


StaffResponsible

Common AssessmentDesign

Teachers will work collaboratively to developcommon assessments using the IB framework andCommon Core State Standards.


Tier 1 Implement 08/30/2016 06/30/2017 $0 SocialStudiesteachers

CCSS MathematicalPractices

Daily use of Common Core State Standardsmathematical practices in lessons.

Professional Learning

Tier 1 Implement 08/29/2016 06/30/2017 $0 Mathteachers



StaffResponsible

Staff Book Study Staff professional development and collaborationvia study of relevant books and/or articles.


Tier 1 GettingReady

09/01/2015 06/30/2016 $200 DianaPattersonand PBISCommittee.



StaffResponsible

Formative Assessment /Feedback

Use of formative assessment (feedback) in dailyclassroom instruction through self-assessment,professional development, and implementation.





Instructional Technology Use of instructional technology in the classroomenvironment to engage students and enhancelearning.


Tier 1 08/29/2016 06/30/2017 $0 All Mathteachers

Core Academy Intervention Team will assign students to the CoreAcademy to progress toward graduation.


Tier 3 Monitor 08/29/2016 06/30/2017 $0 InterventionTeam,teachers,and OnlineLearningCenterPersonnel.




Tier 1 08/29/2016 06/30/2017 $0 Scienceteachers

Unit Design Appropriate faculty will rewrite the curriculum toalign through the lens of InternationalBaccalaureate.



Unit Design Appropriate faculty will continue to rewrite thecurriculum to align with the common core throughthe lens of the International Baccalaureate.


Tier 1 Implement 08/30/2016 06/30/2017 $0 Allappropriatefaculty willparticipate.

Unit Design Appropriate faculty will continue to rewrite thecurriculum to align with the Common Core throughthe lens of the International Baccalaureate.



Peer Observation Teachers will choose a learning partner(s) andengage in peer observation and discussion inregards to the 5 Dimensions of Teaching LearningFramework.








Tier 1 Implement 08/29/2016 06/30/2017 $0 All Staff







Tier 1 08/29/2016 06/30/2017 $0 SocialStudiesteachers

Learning Counsultant Learning Consultants will work with students andstaff on literacy interventions to improve studentlearning.


Tier 2 Monitor 08/29/2016 06/30/2017 $0 LearningConsultants, teachers,andInterventionTeam.

Learning Purpose Use of lesson purpose (learning targets) in dailyclassroom instruction through self-assessment,professional development, and implementation.





Tier 1 GettingReady

08/29/2016 06/30/2017 $0 Mathteachers

Student Training Student learning and drill work pertaining to ALICEsafety methodology/strategies.

Policy andProcess

Tier 1 Implement 08/29/2016 06/30/2017 $0 Allstudents.

Grading Review policy, procedures, and process foradministering, grading, and reporting.

Policy andProcess

Tier 1 GettingReady

08/29/2016 06/30/2017 $0 Teachers,students,parents,administration, PBISCommittee,and SITeam.



Student Goal Setting Students will use PSAT results and subject areagrades to set academic goals utilizing theirSeminar Modules.











Lesson Purpose Use of lesson purpose (learning targets) in dailyclassroom instruction through self-assessment,professional development, and implementation.



Unit Design Appropriate faculty will continue to rewrite thecurriculum to align with the Common Core andNext Generation Science Standards through thelens of the International Baccalaureate.



Student PromotionalActivities

Students will increase respect awareness throughvarious media.

Communication

Tier 1 09/01/2015 06/30/2016 $0 PBISCommittee




Student Learning Review/communicate policy, procedures, andprocess for academic integrity/scholasticdishonesty through class meetings, Seminarmodules, Seminar class, all NHS courses, andalso involving the PBIS Committee.

Policy andProcess

Tier 1 Implement 08/29/2016 06/30/2017 $0 Teachers,students,parents, SITeam, andPBISCommittee.





Tier 1 GettingReady

08/29/2016 06/30/2017 $0 All Staff.

Test Support Intervention team will assign the intervention oftest support for students who are struggling.


Tier 2 Monitor 08/29/2016 06/30/2017 $0 InterventionTeam,teachers,and testsupportpersonnel.




Math Intervention Teacher will provide support for students inMathematics through Math supportclass/interventionist.


Tier 2 Monitor 08/29/2016 06/30/2017 $0 MathInterventionist, Mathteachers,interventionteam.

Evidence BasedReading and Writing

Use of lesson Evidence Based Reading andWriting in classroom instruction through self-assessment, professional development, andimplementation.




Professional Learning,DirectInstruction

Tier 1 Implement 08/29/2016 06/30/2017 $0 Scienceteachers

Tip Line Monitor anonymous tip line for all stakeholders. Communication

Tier 1 Monitor 09/01/2015 06/30/2016 $0 DianaPattersonand PBISCommittee



Tier 1 08/29/2016 06/30/2017 $0 SocialStudiesteachers







Use of Evidence Based Reading and Writing inclassroom instruction through self-assessment,professional development, and implementation.



Staff Traning ALICE professional development consisting ofonline and hands-on training.

Policy andProcess

Tier 1 Implement 08/29/2016 06/30/2017 $0 All staff.

Credit Recovery The Intervention Team will assign the interventionof our credit recovery program (use of Edgenuity)for students who are struggling.


Tier 2 Monitor 08/29/2016 06/30/2017 $0 InterventionTeam,teachers,and theonlinelearningcenterpersonnel.














Tier 1 Implement 08/29/2016 06/30/2017 $0 All Staff.


Teachers will work collaboratively to developcommon assessments using the IB framework,Common Core State Standards, and the NextGeneration Science Standards.








Teacher Training Provide continued teacher training in PBSclassroom management techniques and sendspecific staff to Capturing Kids' Hearts training.


Tier 1 Implement 09/01/2015 06/30/2016 $0 DianaPattersonand PBISCommittee

Diversity/AwarenessClub

Creation of a diversity/awareness club forstudents.

BehavioralSupportProgram

Tier 1 GettingReady

09/01/2015 06/30/2016 $0 DianaPattersonand PBISCommittee



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