Harrison High School - Farmington Public Schools [PDF]

School Improvement Plan

Harrison High School Farmington Public School District

Mr. James Anderson, Principal 29995 12 Mile Road Farmington Hills, MI 48334-3901

Document Generated On October 8, 2015

TABLE OF CONTENTS

Introduction

1

Executive Summary Introduction

3

Description of the School

4

School's Purpose

6

Notable Achievements and Areas of Improvement

7

Additional Information

8

Improvement Plan Stakeholder Involvement Introduction

10

Improvement Planning Process

11

Improvement Plan Stakeholder Involvement Introduction

13

Improvement Planning Process

14

Improvement Plan Stakeholder Involvement Introduction

16

Improvement Planning Process

17

School Data Analysis

Introduction

20

Demographic Data

21

Process Data

23

Achievement/Outcome Data

25

Perception Data

30

Summary

33

School Additional Requirements Diagnostic Introduction

35

School Additional Requirements Diagnostic

36

Plan for School Improvement Plan Overview

39

Goals Summary

40

Goal 1: All students will be proficient in Math.

41

Goal 2: All students will be proficient in Reading.

43

Goal 3: All students will be proficient in Writing.

46

Goal 4: All students will be proficient in Science.

49

Goal 5: All students will be proficient in Social Studies.

52

Goal 6: All students will develop into caring and engaged learners who make informed decisions as they become internationally minded in their stewardship of the world and its resources.

Activity Summary by Funding Source

55

58

School Improvement Plan Harrison High School

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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 1

School Improvement Plan Harrison High School

Executive Summary

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 2

School Improvement Plan Harrison High School

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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 3

School Improvement Plan Harrison High School

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?

Harrison High School is located in Farmington Hills, MI, a city with a population of over 80,000. The school has a diverse student body of approximately 1175. Slightly more than half the student body is Caucasian, with the next largest ethnic group being African-American. The remainder of the population is mostly made up of Asian, Latino, and Arabic students. Around 28% of our students receive free or reduced lunch. The city of Farmington Hills is made up of 83% Caucasian, 7% African-American, and 8% Asian. The median income is slightly over $73,000. Harrison has a staff size of 84 with 85% of them being Caucasian, 8.4% African-American, and the remaining members falling into Latino, Asian, or multi-racial categories. Over 80% of the staff has a Masters degree or higher and well over half the staff has been teaching for over 11 years. The changes in the housing market have created a more diverse socio-economic make-up. The economy has also added a more transitory nature to our population. Diversity is also growing due to the implementation of the IB program at Harrison which attracts students from all over the district.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 4

School Improvement Plan Harrison High School

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 5

School Improvement Plan Harrison High School

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.

Vision Statement The vision of Harrison High School is to provide students with a nurturing educational environment and to build honor, achievement, workethic, knowledge, and success through relationships.

Mission Statement Harrison High School's Mission is to develop students to be caring and engaged learners who make informed decisions as they become internationally minded in their stewardship of the world and its resources.

Beliefs Statements

1.All students can learn: All students can learn and achieve at high levels given equitable opportunities, adequate motivation and appropriate expectations to do so. 2.We Make The Difference: We believe our call to this profession was not our love of subject matter or to prepare students to take tests. Our call to this profession was our belief that we can make a significant difference in the lives of our students. 3.Student Driven… Data Informed: We believe high test scores are important for many reasons, such as public perception and public evaluation, but high test scores will follow closely behind a well organized design to support student learning. High test scores will serve our school as progress indicators that we are achieving our most important work. 4.Most Important Is Learning: We believe our purpose as a school is to graduate students prepared for life after high school. Therefore, our most important work is learning for all students. 5.Develop Personal Success: We believe learning for all students will be possible only when we have made an enthusiastic collective promise to helping all students develop the knowledge, skills, and dispositions essential to each student's personal success - academic and otherwise. 6.Essential Outcomes Prepares Students: We believe by focusing on proficiency of appropriate essential outcomes rather than coverage of all standards, 80 to 90% of state standards will be addressed, reasoning skills will be developed, teacher/student/parent relationships can be fostered and learning will occur for all students. 7.HHS Can Solve Our Issues: We believe the HHS staff works as hard as or harder than any other staff of high school teachers and the answers to HHS issues can be found within our current staff of teachers. 8.Teachers Contribute To Learning: We believe staff should be held accountable for not contributing to the team process or any unwillingness to change teaching practices to improve results when students are not successful.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 6

School Improvement Plan Harrison High School

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.

Harrison offers a wide variety of Advanced Placement and Honors courses and over 100 students yearly earn college credit by scoring a 4 or 5 on the AP tests. Students are offered a wide variety of extra-curricular activities in the form of sports and over 40 different clubs to appeal to a wide variety of interests. Involvement in parent-teacher conferences is also consistently high.

Housing the district's International Baccalaureate program, Harrison is host to 250 students in the IB prep program. The Diploma Programme just graduated its first class this year, with 48 students graduating at IB Diploma Candidates. Harrison was named an IB World School two year ago.

Harrison High School does face issues with attendance and tardiness. We are also working to close the achievement gap, which has resulted in our being labeled a Focus School. Efforts going forward will be to increase the achievement level of the students who are performing below average while continuing to promote high expectations across the board. Raising test scores (MME, NWEA) is a priority. Utilizing Marzano's protocols to train teachers is resulting in consistent teaching and learning in each classroom.

Over the past year, our MME scores rose in all categories and our graduating seniors were offered over 8 million dollars in scholarships (5 million more than normal). We also had 5 National Merit Finalists or Semi-Finalists that graduated this year. 14 of our seniors participated in our athletic signing day this year, which is the largest class of athletes to receive scholarships in many years.

One of our ongoing struggles involves raising up our bottom 30% of students. To tackle this, we have an after-school Guided Academics program for incoming, at-risk ninth-graders. This program focuses on nurturing the entire child, from a kinesthetic aspect to extra basic instruction in math and English. This program has reduced the failure rate for those struggling students. Additionally, we are working systemically to encourage and support our underrepresented students (minority and socio-economic) to sign up for Advanced Placement and International Baccalaureate classes to challenge themselves and prepare them for college.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 7

School Improvement Plan Harrison High School

Additional Information

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

Our district is currently going through a reorganization and down-sizing. This certainly has had a large impact on overall staff morale. The loss of staff and programming will certainly affect the climate of the school and will impact the way our current challenges are addressed as well as the direction we head in going forward.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 8

School Improvement Plan Harrison High School

Improvement Plan Stakeholder Involvement

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 9

School Improvement Plan Harrison High School

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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 10

School Improvement Plan Harrison High School

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.

The opportunity to join the school improvement plan committee was open to all interested Harrison High School staff members. All those who volunteered (both instructional and non-classroom) were invited to participate. At the district level, there have been 6 full-day meetings scheduled, where attendants discuss the parts of the process and engage in the work of school improvement planning. Additionally, our building team meets regularly as a group, and at this time, we have gone over the components of the school improvement plan, assigned roles and set deadlines for the completion of each section. These meetings have been scheduled on either early-release days or during a common lunch period.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

We have secured a variety of stakeholders to aid in the school improvement process. First, all three of our administrators, as well as our Academic Dean, are involved in both the meetings and completion of SIP sections. We have both classroom teachers and non-classroom teachers (teacher-librarians, etc) who have committed to this process. There are three primary participants who attend the district-level meetings, and then we promptly meet as a building team so those members can disperse the information. At that time, we also discuss each section of the SIP and divide up the responsibilities among the group members.

Additionally, we have involved both our parents and students by surveying them about the climate and culture of Harrison High School. Their comments heavily influence the goals of our school improvement plan. At our PTSA (Parent Teacher Student Association) meeting this fall, parent participants were invited to come help write the SIP.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

When the SIP is finished, we will again contact our parents through our PTSA meeting, letting them know that the SIP will be made available to anyone who wants to read it. Also, we will contact the vast majority of our parents through our Listserv (school informational emails) to communicate the goals of the SIP as well as allow them to view it at the school at any time. Our staff has been informed of the process since the beginning of the school year, when we solicited staff help via email and at our staff meetings. Staff has completed school climate and culture surveys, which will influence the building of the plan. Additionally, teachers will be heavily involved when we begin looking for examples of classroom practice that align with our SIP goals. They will be asked to contribute personal examples of lessons/activities that align with our SIP. The plan will always be open and available to all staff members.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 11

School Improvement Plan Harrison High School

Improvement Plan Stakeholder Involvement

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 12

School Improvement Plan Harrison High School

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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 13

School Improvement Plan Harrison High School

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.

The opportunity to join the school improvement plan committee was open to all interested Harrison High School staff members. All those who volunteered (both instructional and non-classroom) were invited to participate. At the district level, there have been 6 full-day meetings scheduled, where attendants discuss the parts of the process and engage in the work of school improvement planning. Additionally, our building team meets regularly as a group, and at this time, we have gone over the components of the school improvement plan, assigned roles and set deadlines for the completion of each section. These meetings have been scheduled on either delayed start days or during a common lunch period.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

We have secured a variety of stakeholders to aid in the school improvement process. First, all three of our administrators are involved in both the meetings and completion of SIP sections. We have both classroom teachers and non-classroom teachers (teacher-librarians, etc) who have committed to this process. There are three primary participants who attend the district-level meetings, and then we promptly meet as a building team so those members can disperse the information. At that time, we also discuss each section of the SIP and divide up the responsibilities among the group members.

Additionally, we have involved both our parents and students by surveying them about the climate and culture of Harrison High School. Their comments heavily influence the goals of our school improvement plan. At our PTSA (Parent Teacher Student Association) meeting this fall, parent participants were invited to come help write the SIP.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

When the SIP is finished, we will again contact our parents through our PTSA meeting, letting them know that the SIP will be made available to anyone who wants to read it. Also, we will contact the vast majority of our parents through our Listserv (school informational emails) to communicate the goals of the SIP as well as allow them to view it at the school at any time. Our staff has been informed of the process since the beginning of the school year, when we solicited staff help via email and at our staff meetings. Staff has completed school climate and culture surveys, which will influence the building of the plan. Additionally, teachers will be heavily involved when we begin looking for examples of classroom practice that align with our SIP goals. They will be asked to contribute personal examples of lessons/activities that align with our SIP. The plan will always be open and available to all staff members.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 14

School Improvement Plan Harrison High School

Improvement Plan Stakeholder Involvement

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 15

School Improvement Plan Harrison High School

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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 16

School Improvement Plan Harrison High School

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.

The opportunity to join the school improvement plan committee was open to all interested Harrison High School staff members. All those who volunteered (both instructional and non-classroom) were invited to participate. At the district level, there have been 6 full-day meetings scheduled, where attendants discuss the parts of the process and engage in the work of school improvement planning. For the current school year all department chairs will be members of the school improvement team. The building team meets regularly as a group, and at this time, we have gone over the components of the school improvement plan, assigned roles and set deadlines for the completion of each section. These meetings have been scheduled either during the summer, on delayed start days, during a common lunch period or after school. We have also begun the process of soliciting parent involvement. This will be done via listserve and PTSA announcements.

Additionally, all Career and Technical Education programs involve community stakeholders in twice yearly meetings to update curriculum and discuss meeting school improvement goals.Community stakeholders include: local business owners, parents, students, industry members, Oakland Schools and staff.All feedback is included in decision making related to curriculum and technology purchases.

Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.

We are continually soliciting a variety of stakeholders from the building and community to aid in the school improvement process. First, all three of our administrators are involved in both the meetings and completion of SIP sections. We have both classroom teachers and nonclassroom teachers (teacher-librarians, etc) who have committed to this process. There are participants who attend the district-level meetings, and then we meet as a building team so those members can disperse the information. At that time, we also discuss each section of the SIP and divide up the responsibilities among the group members.

Additionally, we have involved both our parents and students by surveying them about the climate and culture of Harrison High School. Their comments heavily influence the goals of our school improvement plan. At our PTSA (Parent Teacher Student Association) meeting this fall, parent participants were invited to come help write the SIP.

This year efforts are made to include other stakeholders in the building. This includes custodians, food service staff, testing coordinators, psychologist and social workers, and secretaries.

CTE advisory boards meet twice yearly with the intent of improving student achievement and career readiness. Staff interacts with community stakeholders about career readiness skills needed in the current employment market for our students to succeed in their future careers. These skill goals are incorporated into curriculum and reflect the school improvement plan goals.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 17

School Improvement Plan Harrison High School

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.

When the SIP is finished, we will again contact our parents through our PTSA meeting, letting them know that the SIP will be made available to anyone who wants to read it. Also, we will contact the vast majority of our parents through our Listserv (school informational emails) to communicate the goals of the SIP as well as allow them to view it at the school at any time. Our staff has been informed of the process since the beginning of the school year, when we solicited staff help via email and at our staff meetings. Staff has completed school climate and culture surveys, which will influence the building of the plan. Additionally, teachers will be heavily involved when we begin looking for examples of classroom practice that align with our SIP goals. They will be asked to contribute personal examples of lessons/activities that align with our SIP. The plan will always be open and available to all staff members.

Additionally, community stakeholders involved with the CTE programs are informed of our SIP. This occurs twice yearly.

The annual reports for school improvement are available to all stakeholders via the district website.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 18

School Improvement Plan Harrison High School

School Data Analysis

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 19

School Improvement Plan Harrison High School

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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 20

School Improvement Plan Harrison High School

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?

We have many challenges based on examining our student enrollment data. First, we have the challenge of effectively educating our students who are at risk of failing and/or dropping out: students of color, special education students, students who are English language learners and students who receive free/reduced lunches. Secondly, we have a substantial transient population-students who have moved frequently in their lives and are already on their second or third high school. They come to us with serious skill deficiencies and learning gaps. There is a challenge for us to effectively educate them.

Student Demographic Data 2. In looking at the three year trend in student attendance data, what challenges have been identified?

The major challenges with student attendance are making sure students attend all six of their daily classes and that students are on time to class. We have found a direct correlation between students attending all of their classes in a timely fashion with academic achievement.

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?

Tardiness continues to be a problem. Use of electronics leading to discipline referrals. Social media causes many issues both inside and outside of school. These all cause a loss in instructional time.

Student Demographic Data 4. What action(s) could be taken to address any identified challenges with student demographic data?

We have implemented several programs designed to address these challenges: after school tutoring, lunch time tutoring, mentoring, academic support classes and weekly student/parent meetings. We have a GESST team that meets weekly to discuss our at-risk ninthgraders; they also meet with the students themselves and their parents when necessary. Additionally, each teacher has an individual goal of lessening the achievement gap between the top and bottom thirty percent of our students.Using common pretests in each class, we are identifying our bottom 30% and are working towards better supporting them in classrooms.

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 SY 2015-2016 Page 21 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Harrison High School

impact might this have on student achievement?

We have varying levels of staff experience throughout the building. All three administrators have been at Harrison for less than 3 years. However, all three administrators have a lot of experience in leadership positions throughout the district. How we grow as a unit, will determine whether this impact is positive or negative.

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?

Teacher experience varies. Young teachers bring in new, innovative ideas, while experienced teachers bring stability and mastery of the curriculum. Using PLTs, the impact on student achievement should be positive.

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?

When administrators were pulled out for Leadership meetings, the school environment was negatively impacted.

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?

Absences by our teaching staff greatly compromises our ability to deliver quality instruction in a consistent manner.

Teacher/School Leader(s) Demographic Data 9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics?

Staff development, PLT work, team building exercises

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 22

School Improvement Plan Harrison High School

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?

Governance and leadership Teaching and assessing for learning

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?

Purpose and direction Using results for continuous improvement

12. How might these challenges impact student achievement?

Purpose and direction - without this we lack focus on where we need to head to improve student achievement. Using results for continuous improvement - we need to be able to analyze data more effectively to see what areas of student achievement to improve the most.

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.

Consistent leadership Staff development on data analysis

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?

Students with disabilities are considered general education students first. Students with disabilities have complete access to all programs afforded to general education students

15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available?

We have Hawk Help Tutoring (Lunch Time 10th - 12th) We have Hawk Help Tutoring (After School 10th - 12th) SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 23

School Improvement Plan Harrison High School

We have created a Guided Academics Bridge Program for 9th graders. We have created a Guided Academics ACT Prep for 10th & 11th graders.

16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these opportunities?

We invite parents of at risk students to informational meetings. We require participation or documented opt out requests.

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?

Atlas Rubicon Mapping Common Final Assessments PLT discussions

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.

N/A

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 24

School Improvement Plan Harrison High School

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

Our Strengths are: 68% of our students tested above standard. Based on NWEA testing of 9th graders in the spring and the fall showed a 67 to 68 % above standard.

19b. Reading- Challenges

Our Challenge would lie Based on Work Keys reading students were only 42.3% above standard.

19c. Reading- Trends

Our trends over the last couple of years have increased at all grade levels.

19d. Reading- Summary SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 25

School Improvement Plan Harrison High School

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.

Last year Readers Apprenticeship (RA) was implemented on a PLT level within our building. Our staff are now taking the lead to implement RA on a district level in ALL classroom in All subject matters.

20a. Writing- Strengths

Our writing strengths 50% of students were above standard based on ACT data.

20b. Writing- Challenges

Our challenge is that half of students tested on the ACT were below standard.

20c. Writing- Trends

After a steady incline in previous years our writing dipped last year.

20d. Writing- 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.

Our English Department has implemented a writing workshop in all English classes. Other departments are looking to embrace Reading Apprenticeship which thus embraces a large writing component. SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 26

School Improvement Plan Harrison High School

21a. Math- Strengths

We have shown growth on the MME.

21b. Math- Challenges

Our students need more support in Algebra and Geometry and basic skills.

21c. Math- Trends

Our students consistently need more support with basic skills.

21d. Math- 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.

We have a common curriculum on Atlas, and we are working in PLTs to analyze common assessment data and we are working to adjust instruction to individual student needs.

22a. Science- Strengths

46.8% were above the fiftieth percentile standard

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 27

School Improvement Plan Harrison High School

22b. Science- Challenges

53.2% were below standard. higher percentages of ELL, Special Ed, and African American students scores were not at standard compared to other demographic groups

22c. Science- Trends

the data suggests that student scores are trending in the negative direction

22d. Science- 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.

These challenges will be addressed through PLTs, Reading Apprenticeship Training, Closing Achievement Gaps, ELL support outside of the school day, and other interventions that facilitate student achievement.

23a. Social Studies- Strengths

33.2% of students are above standard

23b. Social Studies- Challenges

67% are currently below standard

23c. Social Studies- Trends

The data suggests that student achievement is trending in the negative direction.

23d. Social Studies- 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.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 28

School Improvement Plan Harrison High School

Reader's Apprenticeship Professional Development Before and after school tutoring Hawk Help PLT time for curriculum and strategies

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 29

School Improvement Plan Harrison High School

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?

The areas with the overall highest student satisfaction were that there are multiple assessments to test their understanding and they are presented with a challenging curriculum.

24b. Student Perception Data

Which area(s) indicate the overall lowest level of satisfaction among students?

The areas with the lowest satisfaction were students treating adults with respect, feeling that the school does not provide learning services for their individual needs.

24c. Student Perception Data

What actions will be taken to improve student satisfaction in the lowest area(s)?

School has implemented a Restorative Practice Facilitator to help with the respect issues. We have recognized that the students are not fully aware of the services that are aware to them, therefore we need to do a better job communicating the options to the students.

25a. Parent/Guardian Perception Data

What area(s) indicate the overall highest level of satisfaction among parents/guardians?

The areas with the highest level of satisfaction among parents were that the school is effective in communication with parents, they like that there are multiple ways to assess their child, and knowing what the expectations are for their student.

25b. Parent/Guardian Perception Data

What area(s) indicate the overall lowest level of satisfaction among parents/guardians? SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 30

School Improvement Plan Harrison High School

The lowest levels of satisfaction among parents were that they feel that all of their child's teachers work as a team to help their child learn and meeting each child's needs through individualized instruction.

25c.Parent/Guardian Perception Data

What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)?

We are implementing UDL to help individualize instruction.

26a.Teacher/Staff Perception Data

What area(s) indicate the overall highest level of satisfaction among teachers/staff?

In our school a formal process is in place to support new staff. Our school provided sufficient material resources to meet student needs. Our school provides a plan for the acquisition and support of technology to support student learning.

26b.Teacher/Staff Perception Data

What area(s) indicate the overall lowest level of satisfaction among teachers/staff?

All teachers in our school use consistent common grading and reporting policies. All teachers in our school have been trained to implement a formal process that promotes discussion and student learning. In our school all staff members use student data to address unique learning needs of students.

26c.Teacher/Staff Perception Data

What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)?

We are implementing UDL, reading apprenticeship and using a common curriculum (common assessments), and teachers are working in PLT to assess this data.

27a.Stakeholder/Community Perception Data

What area(s) indicate the overall highest level of satisfaction among stakholders/community?

The community is highly satisfied with that the school provides qualified staff members to support student learning.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 31

School Improvement Plan Harrison High School

27b.Stakeholder/Community Perception Data

What area(s) indicate the overall lowest level of satisfaction among stakeholders/community?

The community feels a low level of satisfaction with a lack of individualized instruction.

27c.Stakeholder/Community Perception Data

What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)?

The district is launching a new atlas system so parents and community members so they can see what instructional strategies are being implemented to meet a student's individual needs.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 32

School Improvement Plan Harrison High School

Summary

28a. Summary

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

According to our data, reading scores went up, writing scores went down, and in math, there needs to be a focus on basic skills. The data indicates that challenges include a lack of basic level skills in all areas. In terms of perception, the parents felt Harrison was good at communication, but students did not. Parents and students felt a shortfall was making learning individualized for all students.

Th

28b. Summary

How might the challenges identified in the demographic, process and perception data impact student achievement?

Since students aren't aware of supports that are available to them, so there must be improved communication on what is available.

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?

As our new team begins to work on school improvement, we will address individual needs of all students, and work towards providing support for all students. Training in reading apprenticeship, quality instruction, and continued collaboration among professional learning teams will continue to work toward common assessments, which will, in turn,

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 33

School Improvement Plan Harrison High School

School Additional Requirements Diagnostic

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 34

School Improvement Plan Harrison High School

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

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 35

School Improvement Plan Harrison High School

School Additional Requirements Diagnostic

Label

Assurance Response Literacy and math are tested annually in grades Yes 1-5.

Comment All students take the state required standardized tests. Testing information is available via the district website.

Label

Assurance Response Our school published a fully compliant annual Yes report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report in the box below.

Comment Attachment https://www.farmington.k12.mi.us/ cms/lib/MI01808718/Centricity/ domain/101/annual% 20reports/1516/hhs_1516.pdf

Label

Assurance Response Our school has the 8th grade parent approved Yes Educational Development Plans (EDPs) on file.

Comment Attachment EDP's are online and accessible for parent approval. EDP's are available for student and parent use up to five years after graduation. Parents may also access the parent portal for EDP's at: https://www.careercruising.com/p arent/Default.aspx

Label

Assurance Our school reviews and annually updates the EDPs to ensure academic course work alignment.

Comment Attachment Students use course planner in career cruising to schedule as part of their package. Students are required to update EDP's annually throughout their high school career. EDP's are available up to five years after graduation. Students may access this on the school website at: http://www2.careercruising.com/d efault/cplogin/E1713A1A-1A224062-A5C8-80878FBAC2ED

Response Yes

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment

Page 36

School Improvement Plan Harrison High School Label

Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, ElliottLarsen prohibits discrimination against religion.

Comment The civil rights compliance act information is listed the main website as well as on each schools individual website.

Attachment

Label

Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.

Comment Naomi Khalil Director of Instructional Equity 248.489.3596

Attachment

Label

Assurance Response The institution has a School-Parent Involvement Yes Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School-Parent Involvement Plan below.

Response Yes

Comment Attachment Emerging PTSA (Parent Teacher Student Association). The PTSA bylaws are located at https://www.farmington.k12.mi.us/ cms/lib/MI01808718/Centricity/ Domain/87/pta_bylaws.pdf District PTA news and information can be found on the website at: https:// www.farmington.k12.mi.us/pta

Label

Assurance Response The institution has a School-Parent Compact. If No yes, please attach the School-Parent Compact below.

Comment

Label

Assurance The School has additional information necessary to support your improvement plan (optional).

Comment Attachment School and District webpages contain annual reports, achievement information, budgets, school board meeting minutes and agendas, committee agendas and minutes, curriculum information and graduation requirements. Also opportunities for stakeholder involvement can be found here. TV 10 is the local cable access channel and is available to all cable subscribers. Video on demand is available to non subscribers on the district website at: https:// www.farmington.k12.mi.us/tv10

Response Yes

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Attachment

Page 37

School Improvement Plan Harrison High School

Plan for School Improvement Plan

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 38

School Improvement Plan Harrison High School

Overview Plan Name Plan for School Improvement Plan Plan Description

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 39

School Improvement Plan Harrison High School

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. # 1 2 3 4 5 6

Goal Name All students will be proficient in Math.

Goal Details Objectives:1 Strategies:3 Activities:9 All students will be proficient in Reading. Objectives:1 Strategies:3 Activities:13 All students will be proficient in Writing. Objectives:1 Strategies:3 Activities:13 All students will be proficient in Science. Objectives:1 Strategies:3 Activities:13 All students will be proficient in Social Studies. Objectives:1 Strategies:3 Activities:13 All students will develop into caring and engaged Objectives:2 learners who make informed decisions as they Strategies:2 become internationally minded in their stewardship Activities:7 of the world and its resources.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Goal Type Academic

Total Funding $0

Academic

$0

Academic

$0

Academic

$0

Academic

$0

Organizational

$0

Page 40

School Improvement Plan Harrison High School

Goal 1: All students will be proficient in Math. Measurable Objective 1: 53% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on MME standards in Mathematics by 06/12/2015 as measured by MME scores. Strategy 1: Quality instruction - Teachers will participate in improving quality instruction practices. Research Cited: Marzano Tier: Tier 1 Activity - Professional development on quality instruction

Activity Type

Phase

Begin Date End Date

Staff members will participate in various professional Professiona Tier 1 development activities to improve their knowledge of quality l Learning instruction practices. This will include a school-wide book study of "Classroom Assessment for Learning" as well as consistent work with Quality Instruction coaches.

Monitor

09/08/2015 06/17/2016 $0

General Fund

Activity - Quality Instruction Coaches

Phase

Begin Date End Date

Source Of Funding

A quality instruction coach will work individually with teachers to Professiona Tier 1 improve QI practices. This includes use of instructional rounds, l Learning individual coaching and a partnership between administration and QI coaches.

Monitor

09/08/2015 06/17/2016 $0

General Fund

Activity - Observation of staff

Activity Type

Tier

Phase

Begin Date End Date

Source Of Funding

Administration will observe and evaluate quality instruction practices being used by staff. The focus will be on promoting and supporting growth in teachers, especially in the areas highlighted by Marzano.

Evaluation

Tier 1

Monitor

09/08/2015 06/17/2016 $0

Activity Type

Tier

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned

Resource Assigned

Resource Assigned

Source Of Funding

Staff Responsibl e All staff members and building administrat ors. Staff Responsibl e All department members, QI coach, building administrat ors.

Staff Responsibl e No Funding All Required department members and building administrati on Page 41

School Improvement Plan Harrison High School

Strategy 2: PLT time - Staff members will work in PLT groups to reach common standards and evaluations to improve student success. They will focus their work on implementing and monitoring the Common Core, creating common assessments and analyzing student data to inform practice. They will be particularly focused on the school-wide goal of improving achievement for our bottom 30% of learners. Research Cited: Common Core State Standards. Tier: Tier 1 Activity - Curricular/standards alignment

Activity Type

Departments will work to align their curriculum to Common Core standards.

Tier

Phase

Begin Date End Date

Curriculum Tier 1 Developme nt

Monitor

09/08/2015 06/17/2016 $0

Activity - Common assessments/activities

Activity Type

Phase

Begin Date End Date

Departments will create common assessments that reflect standards and common activities to be used in classrooms.

Curriculum Tier 1 Developme nt

Monitor

09/08/2015 06/17/2016 $0

Activity - Assessment review/adjustment

Activity Type

Phase

Begin Date End Date

Department members will use PLC time to read and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection.

Curriculum Tier 1 Developme nt

Monitor

09/08/2015 06/17/2016 $0

Tier

Tier

Resource Assigned

Resource Assigned

Resource Assigned

Source Of Funding

Staff Responsibl e No Funding All staff, Required particularly math and science department members. Source Of Funding

Staff Responsibl e No Funding All Required department s, but particularly math and science department members. Source Of Funding

Staff Responsibl e No Funding All Required department members, particularly math and science.

Strategy 3: Close achievement gap - We will identify the bottom 30% of 9th and 10th grade students based on PLAN scores and provide extra focus on their achievement. Research Cited: PLAN scores are a predictor for ACT scores, which help determine college and career readiness. Tier: Tier 2

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 42

School Improvement Plan Harrison High School

Activity - Tutoring

Activity Type

Tier

Phase

Begin Date End Date

Bottom 30% will be targeted for student support groups and mandatory after school and lunch tutoring. Department chairs will be staffing lunchtime tutoring, to aid students in their work. Student tutors will also be available.

Academic Support Program

Tier 2

Evaluate

09/08/2015 06/17/2016 $0

General Fund

Activity - Guided Academics Program

Activity Type

Tier

Phase

Begin Date End Date

Source Of Funding

Continue a Guided Academics Course that involves a math, Academic reading and emotional component for struggling students. This Support program will support targeted freshmen who are scoring in the Program bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. This will be offered as a 6th hour, where students will receive an elective credit.

Tier 2

Evaluate

09/08/2015 06/17/2016 $0

General Fund

Activity - GESST

Tier

Phase

Begin Date End Date

Source Of Funding

Tier 2

Monitor

09/08/2015 06/17/2016 $0

Activity Type

GESST (General Education Student Support Team) is a group Academic run by the Assistant Principal. It targets 9th and 10th grade Support students who are failing multiple classes and have been Program referred by several teachers. Members (Assistant Principal, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well.

Resource Assigned

Resource Assigned

Resource Assigned

Source Of Funding

General Fund

Staff Responsibl e Building administrati on and department chairs. Staff Responsibl e Building administrati on

Staff Responsibl e GESST Team

Goal 2: All students will be proficient in Reading. Measurable Objective 1: 67% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on MME Reading standards in English Language Arts by 06/13/2014 as measured by MME Reading scores. Strategy 1: PLT time - Staff members will work in PLC groups to reach common standards and evaluations to improve student success. Tier:

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 43

School Improvement Plan Harrison High School

Activity - Curricular/Strategies Alignment

Activity Type

Tier

Phase

Department will work to align their curriculum to Common Core Policy and standards. Process Activity - Assessment Review/Adjustment

Activity Type

Department members will use PLC time to read and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needeed after reflection.

Other

Activity - Common Assessments/Activities

Activity Type

Departments will create common assessments that reflect standards and common activities to be used in classrooms.

Other

Activity - Standards Maps

Activity Type

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Department will become knowledgeable about and use maps of Other standards/curriculum to ensure complete understanding of subject matter

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding English Required Department Members Source Of Funding

Staff Responsibl e No Funding English Required Department Members Source Of Funding

Staff Responsibl e No Funding English Required Department Members Source Of Funding

Staff Responsibl e No Funding English Required Department Members

Strategy 2: Close Achievement Gap - We will identify the bottom 30% of 9th and 10th grade students based on PLAN scores and provide extra focus on their acheivement. Tier: Activity - Mandatory After-School Tutoring

Activity Type

Tier

Bottom 30% will be targeted for student support groups and mandatory after-school tutoring.

Academic Support Program

Tier 1

Activity - GESST

Activity Type

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

Staff Responsibl e Building Administrati on Staff Responsibl e

Page 44

School Improvement Plan Harrison High School

GESST (General Education Student Support Team) is a group Behavioral run by the Academic Dean of Students. It targets 9th and 10th Support grade students who are failing multipke classes and have been Program referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. Activity - Differentiated Instruction

Activity Type

Provide PD opportunities on differentiated instruction

Behavioral Support Program

Activity - Guided Acaemics

Activity Type

Tier

Tier

Phase

Phase

Develop and pilot a Guided Academics Course that would Academic involve a math, reading and emotional component for Support struggling students. This program will support targeted Program freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well.This will be offered as a 6th hour, where students will receive an elective credit. Activity - Career Pathways

Activity Type

As incoming freshmen are transitioning into high school, attempts will be made to introduce them to Career preparation in choosing their classes and ackwoledging their interests and strengths.

Career Preparation /Orientation

Activity - Lunchtime Tutoring

Activity Type

Targeted students will be assigned lunchtime tutoring.

Academic Support Program

Tier

Tier

Phase

Phase

09/08/2015 06/17/2016 $0

General Fund

Building Admininstra tion

Begin Date End Date

Source Of Funding

Staff Responsibl e Building Administrati on

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e Building Administrati on

Staff Responsibl e Building Administrati on

Staff Responsibl e No Funding Building Required Administrati on

Strategy 3: Quality Instruction - Staff will participate in improving quality instruction practices. Tier:

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 45

School Improvement Plan Harrison High School

Activity - Professional Development on quality instruction

Activity Type

Staff members will participate in various professional development activities to improve their knowledge of quality instruction practices.

Professiona l Learning

Activity - Observation of staff

Activity Type

Administration will observe and evaluate quality instruction practices being used by staff

Evaluation

Activity - Quality Instruction

Activity Type

Tier

Tier

Phase

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

A quality instruction coach will work individually with teachers to Direct improve quality instruction Instruction

Phase

Source Of Funding

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e English Department Members and Building Administrati on

Staff Responsibl e No Funding Elglish Required Department Members and Building Administrati on Source Of Funding General Fund

Staff Responsibl e English Department Members and Building Administrati on.

Goal 3: All students will be proficient in Writing. Measurable Objective 1: 65% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on MME writing standards in English Language Arts by 06/13/2014 as measured by MME writing scores. Strategy 1: PLC time - Staff members will work in PLC groups to reach common standards and evaluations to improve student success. Tier:

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 46

School Improvement Plan Harrison High School

Activity - Curricular/standards alignment

Activity Type

Tier

Phase

Department will work to align their curriculum to Common Core Policy and standards. Process Activity - Assessment review/adjustment

Activity Type

Activity Type

Departments will create common assessments that refect standards and common activities to be used in classrooms.

Other

Activity - Standards maps

Activity Type

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Department members will use PLC time to read and review Other common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection. Activity - Common assessments/activities

Begin Date End Date

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Department will become knowledgeable about and use maps of Other standards/curriculum to ensure complete understanding of subject matter.

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding English Required department members. Source Of Funding

Staff Responsibl e No Funding English Required department members

Source Of Funding

Staff Responsibl e No Funding English Required department members Source Of Funding

Staff Responsibl e No Funding English Required department members

Strategy 2: Close achievement gap - We will identify the bottom 30% of 9th and 10th grade students based on PLAN scores and provide extra focus on their achievement. Tier: Activity - Mandatory After school tutoring

Activity Type

Tier

Phase

Bottom 30% of incoming freshmen will be targeted for student Academic support groups and mandatory after school tutoring. Support Program Activity - GESST

Activity Type

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

Staff Responsibl e Building administrati on Staff Responsibl e

Page 47

School Improvement Plan Harrison High School

GESST (General Education Student Support Team) is a group Academic run by the Academic Dean of Students. It targets 9th and 10th Support grade students who are failing multipke classes and have been Program referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. Activity - Differentiated instruction

Activity Type

Provide PD opportunities on differentiated instruction.

Professiona l Learning

Activity - Guided Academics

Activity Type

Tier

Tier

Phase

Phase

Develop and pilot a Guided Academics Course that would Academic involve a math, reading and emotional component for Support struggling students. This program will support targeted Program freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. This will be offered as a 6th hour class for elective credit. Activity - Career Pathways

Activity Type

As incoming freshmen are transitioning into high school, attempts will be made to introduce them to Career preparation in choosing their classes and ackwoledging their interests and strengths.

Career Preparation /Orientation

Activity - Lunchtime tutoring

Activity Type

Targeted students will be assigned lunchtime tutoring.

Academic Support Program

Tier

Tier

Phase

Phase

09/17/2015 06/17/2016 $0

General Fund

Building administrati on

Begin Date End Date

Source Of Funding

Staff Responsibl e Building administrati on

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e Building adminstrati on

Staff Responsibl e Building administrati on

Staff Responsibl e No Funding Building Required administrati on

Strategy 3: Quality instruction - Staff will participate in improving quality instruction practices. Tier:

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 48

School Improvement Plan Harrison High School

Activity - Professional development on quality instruction

Activity Type

Staff members will participare in various professional development activities to improve their knowledge of quality instruction practices.

Professiona l Learning

Activity - Observation of staff

Activity Type

Administration will observe and evaluate quality instruction practices being used by staff.

Evaluation

Activity - Quality instruction

Activity Type

Tier

Tier

Phase

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

A quality instruction coach will work individually with teachers to Direct improve QI Instruction practices.

Phase

Source Of Funding

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e English department members and building administrati on

Staff Responsibl e No Funding English Required department staff and building administrati on. Source Of Funding General Fund

Staff Responsibl e English department staff and building administrat ors.

Goal 4: All students will be proficient in Science. Measurable Objective 1: 50% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on MME standards in Science by 06/13/2014 as measured by MME scores. Strategy 1: PLC Time - Staff members will work in PLC groups to reach common standards and evaluations to improve student success. Tier:

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 49

School Improvement Plan Harrison High School

Activity - Curricular/Standards Alignment

Activity Type

Department will work to align their curriculum to HSCE common standards.

Policy and Process

Activity - Assessment Review/Adjustment

Activity Type

Tier

Phase

Activity Type

Departments will create common assessments that refect standards and common activities to be used in classrooms.

Other

Activity - Standards Maps

Activity Type

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Department members will use PLC time to read and review Other common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection. Activity - Common Assessments/Activities

Begin Date End Date

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Department will become knowledgeable about and use maps of Other standards/curriculum to ensure complete understanding of subject matter.

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding Science Required Department Members Source Of Funding

Staff Responsibl e No Funding Science Required Department Members

Source Of Funding

Staff Responsibl e No Funding Science Required Department Members Source Of Funding

Staff Responsibl e No Funding Science Required Department Members

Strategy 2: Quality instruction - Staff will participate in improving quality instruction practices. Tier: Activity - Professional development on quality instruction

Activity Type

Staff members will participare in various professional development activities to improve their knowledge of quality instruction practices.

Professiona l Learning

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding General Fund

Staff Responsibl e Science department members and building administrat ors.

Page 50

School Improvement Plan Harrison High School

Activity - Observation of staff

Activity Type

Administration will observe and evaluate quality instruction practices being used by staff.

Evaluation

Activity - Quality Instruction

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

A quality instruction coach will work individually with teachers to Direct improve QI Instruction practices.

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding Science Required department members and building administrati on. Source Of Funding General Fund

Staff Responsibl e Science department members, QI coach, building administrat ors.

Strategy 3: Close Achievement Gap - We will identify the bottom 30% of 9th and 10th grade students based on PLAN scores and provide extra focus on their achievement. Tier: Activity - Mandatory After-School Tutoring

Activity Type

Bottom 30% of incoming freshmen will be targeted for student support groups and mandatory after school tutoring.

Academic Support Program

Activity - GESST

Activity Type

Tier

Tier

Phase

Phase

GESST (General Education Student Support Team) is a group Behavioral run by the Academic Dean of Students. It targets 9th and 10th Support grade students who are failing multipke classes and have been Program referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. Activity - Differentiated Instruction

Activity Type

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

Staff Responsibl e Building Administrati on Staff Responsibl e Building Administrati on

Staff Responsibl e Page 51

School Improvement Plan Harrison High School

Provide PD opportunities on differentiated instruction.

Professiona l Learning

Activity - Guided Academics

Activity Type

Tier

Phase

Develop and pilot a Guided Academics Course that would Academic involve a math, reading and emotional component for Support struggling students. This program will support targeted Program freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. Class will be offered as a 6th hour and students will earn an electice credit. Activity - Career Pathways

Activity Type

As incoming freshmen are transitioning into high school, attempts will be made to introduce them to Career preparation in choosing their classes and ackwoledging their interests and strengths.

Career Preparation /Orientation

Activity - Lunchtime Tutoring

Activity Type

Targeted students will be assigned lunchtime tutoring.

Academic Support Program

Tier

Tier

Phase

Phase

09/08/2015 06/17/2016 $0

General Fund

Building Administrati on

Begin Date End Date

Source Of Funding

Staff Responsibl e Building Administrati on

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e Building Administrati on

Staff Responsibl e No Funding Building Required Administrati on

Goal 5: All students will be proficient in Social Studies. Measurable Objective 1: 60% of Ninth, Tenth, Eleventh and Twelfth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency on MME standards in Social Studies by 06/13/2014 as measured by MME scores. Strategy 1: Quality instruction - Staff will participate in improving quality instruction practices. Tier: Activity - PRofessional Development on Quality Instruction

Activity Type

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e Page 52

School Improvement Plan Harrison High School

Staff members will participare in various professional development activities to improve their knowledge of quality instruction practices.

Professiona l Learning

Activity - Observation of staff

Activity Type

Administration will observe and evaluate quality instruction practices being used by staff.

Evaluation

Activity - Quality Instruction

Activity Type

Tier

Phase

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

A quality instruction coach will work individually with teachers to Direct improve QI Instruction practices.

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Social Studies Department Members and Building Administrati on

Staff Responsibl e No Funding Social Required Studies Department Members and Building Administrati on Source Of Funding General Fund

Staff Responsibl e Social Studies Department Members and Building Administrati on

Strategy 2: Close achievement gap - We will identify the bottom 30% of 9th and 10th grade students based on PLAN scores and provide extra focus on their achievement. Tier: Activity - Mandatory After-School Tutoring

Activity Type

Bottom 30% of incoming freshmen will be targeted for student support groups and mandatory after school tutoring.

Academic Support Program

Activity - GESST

Activity Type

Tier

Tier

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

Staff Responsibl e Building Administrati on Staff Responsibl e Page 53

School Improvement Plan Harrison High School

GESST (General Education Student Support Team) is a group Behavioral run by the Academic Dean of Students. It targets 9th and 10th Support grade students who are failing multipke classes and have been Program referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. Activity - Differentiated Instruction

Activity Type

Provide PD opportunities on differentiated instruction

Professiona l Learning

Activity - Guided Academics

Activity Type

Tier

Tier

Phase

Phase

Develop and pilot a Guided Academics Course that would Academic involve a math, reading and emotional component for Support struggling students. This program will support targeted Program freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. Course will be offered as a 6th hour and students can earn elective credit. Activity - Career Pathways

Activity Type

As incoming freshmen are transitioning into high school, attempts will be made to introduce them to Career preparation in choosing their classes and ackwoledging their interests and strengths.

Career Preparation /Orientation

Activity - Lunchtime Tutoring

Activity Type

Targeted students will be assigned lunchtime tutoring.

Academic Support Program

Tier

Tier

Phase

Phase

09/08/2015 06/17/2016 $0

General Fund

Building Administrati on

Begin Date End Date

Source Of Funding

Staff Responsibl e Building Administrati on

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

General Fund

Staff Responsibl e Building Administrati on

Staff Responsibl e Building Administrati on Staff Responsibl e Building Administrati on

Strategy 3: PLC time - Staff members will work in PLC groups to reach common standards and evaluations to improve student success. Tier:

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 54

School Improvement Plan Harrison High School

Activity - Curricular/Standards Alignment

Activity Type

Department will work to align their curriculum to HSCE common standards.

Policy and Process

Activity - Assessment Review/Adjustment

Activity Type

Tier

Phase

Activity Type

Departments will create common assessments that refect standards and common activities to be used in classrooms.

Other

Activity - Standards Maps

Activity Type

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Department members will use PLC time to read and review Other common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection. Activity - Common Assessments/Activities

Begin Date End Date

Tier

Tier

Department will become knowledgeable about and use maps of Other standards/curriculum to ensure complete understanding of subject matter.

Phase

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e No Funding Social Required Studies Department

09/08/2015 06/17/2016 $0

Staff Responsibl e No Funding Social Required Studies Department Members

Begin Date End Date

Source Of Funding

Resource Assigned

Source Of Funding

09/08/2015 06/17/2016 $0

Staff Responsibl e No Funding Social Required Studies Department Members

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e No Funding Social Required Studies Department Members.

Goal 6: All students will develop into caring and engaged learners who make informed decisions as they become internationally minded in their stewardship of the world and its resources. Measurable Objective 1: collaborate to decrease the number of behavior-related incidents at HHS. by 06/13/2014 as measured by the incident/inraction reports generated by MiStar/Zangle.. Strategy 1: Implementation of PBIS (Positive Behavior Intervention Support) - PBIS team will continue to develop programs that will work towards the development of caring and engaged learners at HHS. Tier: SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 55

School Improvement Plan Harrison High School

Activity - Hawk Hero Program

Activity Type

Continue to develop the Harrison's Anti-Bullying program, Hawk Hero, which encourages all community members to report bullying, NOT be a victim or a bystander when bullying happens.

Behavioral Support Program

Activity - Responsible Use of Electronics/Technology

Activity Type

Continue to educate staff and students on the responsible use of electronics through the use of red, yellow and green classrooms.

Behavioral Support Program

Activity - Peer Mediaton

Activity Type

Develop and implement a peer mediation structure that will support any student conflicts and/or disagreements.

Behavioral Support Program

Tier

Tier

Phase

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Staff Responsibl e No Funding PBIS Required Team, Administrati on

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding PBIS team, Required Administrati on Source Of Funding

Staff Responsibl e No Funding Behavior Required Manageme nt Parapro, administrati on, student peer mediators

Measurable Objective 2: collaborate to show an increase in student engagement. by 06/13/2014 as measured by Failure rates for all student core academic courses as reported by Mi Star Zangle.. Strategy 1: Student Academic Support - A series of targeted programs will create support for struggling students to encourage them to seek help from their teachers, utilize mentors and tutors via the after school tutoring program, Hawk Help. Tier: Activity - Upperclass Mentor Program

Activity Type

Tier

Close Watch juniors and seniors will be paired with a mentor of Academic the same age who will mentor and tutor two to four times a Support week. Possible mentors will be recommended from NHS, Link Program Crew, DML, and/or Peer Mediators. Counselor recommendation for both close watch student and mentor will be necessary,

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding Counselors Required , Administrati on

Page 56

School Improvement Plan Harrison High School

Activity - Student Success Program

Activity Type

Tier

Phase

Continue Student Success Program for any 9th and 10th Academic grader who fails 2 or more classes per trimester. This involves Support mandatory 4 day per week Hawk Help tutoring attendance as Program well as parent/student meeting at the beginning of the program. Activity - Low Credit Parent/Student meetings

Activity Type

Activity Type

Resource Assigned

09/08/2015 06/17/2016 $0

Tier

Phase

All 9th and 10th grade students with low credits, as determined Academic by counseling staff, will be scheduled for a parent meeting to Support review graduation requirements. Unless significant progress is Program shown, these students will be advised they will need to plan for alternative opportunities, including Farmington Central High School and/or Oakland Opportunities Academy. Activity - Guided Academics

Begin Date End Date

Tier

Targeted incoming freshmen (scoring low on MEAP Academic math/reading or recommended by middle school counselor) will Support be assigned a 6th hour Guided Academics course, which will Program provide math and/or reading support, E20-20 curriculum, and emotional/behavioral support.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e No Funding School Required Administrati on

09/08/2015 06/17/2016 $0

Staff Responsibl e No Funding Counselors Required , Administrati on

Begin Date End Date

Source Of Funding

Resource Assigned

09/08/2015 06/17/2016 $0

Source Of Funding

Staff Responsibl e No Funding Administrati Required on, Guided Academics staff members

Page 57

School Improvement Plan Harrison High School

Activity Summary by Funding Source Below is a breakdown of your activities by funding source No Funding Required Activity Name

Activity Description

Activity Type

Curricular/Standards Alignment

Department will work to align their curriculum to HSCE common standards.

Policy and Process

09/08/2015 06/17/2016 $0

Common assessments/activities

Departments will create common assessments that refect standards and common activities to be used in classrooms. Department members will use PLC time to read and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection. Departments will create common assessments that reflect standards and common activities to be used in classrooms.

Other

09/08/2015 06/17/2016 $0

Other

09/08/2015 06/17/2016 $0

Observation of staff

Administration will observe and evaluate quality instruction practices being used by staff.

Evaluation

Observation of staff

Administration will observe and evaluate quality instruction practices being used by staff. The focus will be on promoting and supporting growth in teachers, especially in the areas highlighted by Marzano.

Evaluation

Assessment review/adjustment

Common assessments/activities

Tier

Curriculum Tier 1 Developme nt

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Monitor

Begin Date End Date

Resource Assigned

09/08/2015 06/17/2016 $0

09/08/2015 06/17/2016 $0

Tier 1

Monitor

09/08/2015 06/17/2016 $0

Staff Responsibl e Social Studies Department English department members English department members All department s, but particularly math and science department members. Science department members and building administrati on. All department members and building administrati on

Page 58

School Improvement Plan Harrison High School

Observation of staff

Administration will observe and evaluate quality instruction practices being used by staff.

Evaluation

09/08/2015 06/17/2016 $0

Standards maps

Department will become knowledgeable about and use maps of standards/curriculum to ensure complete understanding of subject matter. Close Watch juniors and seniors will be paired with a mentor of the same age who will mentor and tutor two to four times a week. Possible mentors will be recommended from NHS, Link Crew, DML, and/or Peer Mediators. Counselor recommendation for both close watch student and mentor will be necessary, Targeted students will be assigned lunchtime tutoring.

Other

09/08/2015 06/17/2016 $0

Academic Support Program

09/08/2015 06/17/2016 $0

Counselors , Administrati on

Academic Support Program Policy and Process

09/08/2015 06/17/2016 $0

Building administrati on Science Department Members Social Studies Department Members and Building Administrati on English department members. PBIS Team, Administrati on English Department Members Elglish Department Members and Building Administrati on

Upperclass Mentor Program

Lunchtime tutoring Curricular/Standards Alignment

Department will work to align their curriculum to HSCE common standards.

Observation of staff

Administration will observe and evaluate quality instruction practices being used by staff.

Evaluation

09/08/2015 06/17/2016 $0

Curricular/standards alignment

Department will work to align their curriculum to Common Core standards.

Policy and Process

09/08/2015 06/17/2016 $0

Hawk Hero Program

Continue to develop the Harrison's Anti-Bullying program, Hawk Hero, which encourages all community members to report bullying, NOT be a victim or a bystander when bullying happens. Departments will create common assessments that reflect standards and common activities to be used in classrooms. Administration will observe and evaluate quality instruction practices being used by staff

Behavioral Support Program

09/08/2015 06/17/2016 $0

Other

09/08/2015 06/17/2016 $0

Evaluation

09/08/2015 06/17/2016 $0

Common Assessments/Activities Observation of staff

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

09/08/2015 06/17/2016 $0

English department staff and building administrati on. English department members

Page 59

School Improvement Plan Harrison High School

Standards Maps

Other

09/08/2015 06/17/2016 $0

Science Department Members

Other

09/08/2015 06/17/2016 $0

Social Studies Department Members

Other

09/08/2015 06/17/2016 $0

English Department Members

Behavioral Support Program Policy and Process

09/08/2015 06/17/2016 $0

Low Credit All 9th and 10th grade students with low credits, Parent/Student meetings as determined by counseling staff, will be scheduled for a parent meeting to review graduation requirements. Unless significant progress is shown, these students will be advised they will need to plan for alternative opportunities, including Farmington Central High School and/or Oakland Opportunities Academy. Assessment Department members will use PLC time to read Review/Adjustment and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection. Assessment Department members will use PLC time to read review/adjustment and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection.

Academic Support Program

09/08/2015 06/17/2016 $0

PBIS team, Administrati on English Department Members Counselors , Administrati on

Other

09/08/2015 06/17/2016 $0

Science Department Members

09/08/2015 06/17/2016 $0

Lunchtime Tutoring

Academic Support Program

All department members, particularly math and science. Building Administrati on

Assessment Review/Adjustment

Assessment Review/Adjustment

Responsible Use of Electronics/Technology Curricular/Strategies Alignment

Department will become knowledgeable about and use maps of standards/curriculum to ensure complete understanding of subject matter. Department members will use PLC time to read and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needed after reflection. Department members will use PLC time to read and review common formative and summative assessments for effectiveness. They will adjust and realign assessments and maps as needeed after reflection. Continue to educate staff and students on the responsible use of electronics through the use of red, yellow and green classrooms. Department will work to align their curriculum to Common Core standards.

Targeted students will be assigned lunchtime tutoring.

Curriculum Tier 1 Developme nt

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

09/08/2015 06/17/2016 $0

Monitor

09/08/2015 06/17/2016 $0

Page 60

School Improvement Plan Harrison High School

Curricular/standards alignment

Departments will work to align their curriculum to Common Core standards.

Curriculum Tier 1 Developme nt

Common Assessments/Activities

Departments will create common assessments that refect standards and common activities to be used in classrooms. Departments will create common assessments that refect standards and common activities to be used in classrooms.

Other

09/08/2015 06/17/2016 $0

Other

09/08/2015 06/17/2016 $0

Targeted incoming freshmen (scoring low on MEAP math/reading or recommended by middle school counselor) will be assigned a 6th hour Guided Academics course, which will provide math and/or reading support, E20-20 curriculum, and emotional/behavioral support. Targeted students will be assigned lunchtime tutoring.

Academic Support Program

09/08/2015 06/17/2016 $0

Common Assessments/Activities Guided Academics

Lunchtime Tutoring Standards Maps Student Success Program

Peer Mediaton

Standards Maps

Monitor

09/08/2015 06/17/2016 $0

Academic Support Program Department will become knowledgeable about and Other use maps of standards/curriculum to ensure complete understanding of subject matter Continue Student Success Program for any 9th Academic and 10th grader who fails 2 or more classes per Support trimester. This involves mandatory 4 day per Program week Hawk Help tutoring attendance as well as parent/student meeting at the beginning of the program. Develop and implement a peer mediation structure Behavioral that will support any student conflicts and/or Support disagreements. Program

09/08/2015 06/17/2016 $0

Department will become knowledgeable about and Other use maps of standards/curriculum to ensure complete understanding of subject matter.

09/08/2015 06/17/2016 $0

09/08/2015 06/17/2016 $0 09/08/2015 06/17/2016 $0

09/08/2015 06/17/2016 $0

All staff, particularly math and science department members. Science Department Members Social Studies Department Members Administrati on, Guided Academics staff members Building Administrati on English Department Members School Administrati on

Behavior Manageme nt Parapro, administrati on, student peer mediators Social Studies Department Members.

General Fund Activity Name

Activity Description

Activity Type

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Tier

Phase

Begin Date End Date

Resource Assigned

Staff Responsibl e Page 61

School Improvement Plan Harrison High School

Guided Acaemics

Develop and pilot a Guided Academics Course that would involve a math, reading and emotional component for struggling students. This program will support targeted freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well.This will be offered as a 6th hour, where students will receive an elective credit. Mandatory After-School Bottom 30% will be targeted for student support Tutoring groups and mandatory after-school tutoring.

Academic Support Program

09/08/2015 06/17/2016 $0

Building Administrati on

Academic Tier 1 Support Program Mandatory After-School Bottom 30% of incoming freshmen will be targeted Academic Tutoring for student support groups and mandatory Support after school tutoring. Program Career Pathways As incoming freshmen are transitioning into high Career school, attempts will be made to introduce them to Preparation Career preparation in choosing their classes and /Orientation ackwoledging their interests and strengths. Differentiated Instruction Provide PD opportunities on differentiated Behavioral instruction Support Program Mandatory After school Bottom 30% of incoming freshmen will be Academic tutoring targeted for student support groups and Support mandatory after school tutoring. Program Professional Staff members will participate in various Professiona Development on quality professional development activities to improve l Learning instruction their knowledge of quality instruction practices.

09/08/2015 06/17/2016 $0

Building Administrati on Building Administrati on Building administrati on

Mandatory After-School Bottom 30% of incoming freshmen will be targeted Tutoring for student support groups and mandatory after school tutoring. GESST GESST (General Education Student Support Team) is a group run by the Academic Dean of Students. It targets 9th and 10th grade students who are failing multipke classes and have been referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well.

09/08/2015 06/17/2016 $0

Academic Support Program Behavioral Support Program

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

09/08/2015 06/17/2016 $0 09/08/2015 06/17/2016 $0

09/08/2015 06/17/2016 $0 09/08/2015 06/17/2016 $0 09/08/2015 06/17/2016 $0

09/08/2015 06/17/2016 $0

Building Administrati on Building administrati on English Department Members and Building Administrati on Building Administrati on Building Administrati on

Page 62

School Improvement Plan Harrison High School

Professional development on quality instruction

Professiona l Learning

09/08/2015 06/17/2016 $0

Differentiated Instruction Provide PD opportunities on differentiated instruction

Professiona l Learning

09/08/2015 06/17/2016 $0

Career Pathways

As incoming freshmen are transitioning into high school, attempts will be made to introduce them to Career preparation in choosing their classes and ackwoledging their interests and strengths. Guided Academics Develop and pilot a Guided Academics Course that would involve a math, reading and emotional component for struggling students. This program will support targeted freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. Class will be offered as a 6th hour and students will earn an electice credit. Guided Academics Continue a Guided Academics Course that Program involves a math, reading and emotional component for struggling students. This program will support targeted freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. This will be offered as a 6th hour, where students will receive an elective credit. Differentiated Instruction Provide PD opportunities on differentiated instruction.

Career Preparation /Orientation

09/08/2015 06/17/2016 $0

Academic Support Program

09/08/2015 06/17/2016 $0

Building Administrati on

09/08/2015 06/17/2016 $0

Building administrati on

Professiona l Learning

09/08/2015 06/17/2016 $0

PRofessional Staff members will participare in various Development on Quality professional development Instruction activities to improve their knowledge of quality instruction practices.

Professiona l Learning

09/08/2015 06/17/2016 $0

As incoming freshmen are transitioning into high Career school, attempts will be made to introduce them to Preparation Career preparation in choosing their classes and /Orientation ackwoledging their interests and strengths.

09/08/2015 06/17/2016 $0

Building Administrati on Social Studies Department Members and Building Administrati on Building Administrati on

Career Pathways

Staff members will participare in various professional development activities to improve their knowledge of quality instruction practices.

Academic Support Program

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Tier 2

Evaluate

Science department members and building administrat ors. Building Administrati on Building Administrati on

Page 63

School Improvement Plan Harrison High School

GESST

GESST (General Education Student Support Team) is a group run by the Assistant Principal. It targets 9th and 10th grade students who are failing multiple classes and have been referred by several teachers. Members (Assistant Principal, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. Develop and pilot a Guided Academics Course that would involve a math, reading and emotional component for struggling students. This program will support targeted freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. This will be offered as a 6th hour class for elective credit. A quality instruction coach will work individually with teachers to improve QI practices.

Academic Support Program

09/08/2015 06/17/2016 $0

GESST Team

Academic Support Program

09/08/2015 06/17/2016 $0

Building adminstrati on

Direct Instruction

09/08/2015 06/17/2016 $0

Staff members will participare in various professional development activities to improve their knowledge of quality instruction practices.

Professiona l Learning

09/08/2015 06/17/2016 $0

Quality Instruction Coaches

A quality instruction coach will work individually with teachers to improve QI practices. This includes use of instructional rounds, individual coaching and a partnership between administration and QI coaches.

Professiona Tier 1 l Learning

Lunchtime Tutoring

Targeted students will be assigned lunchtime tutoring.

Professional development on quality instruction

Staff members will participate in various professional development activities to improve their knowledge of quality instruction practices. This will include a school-wide book study of "Classroom Assessment for Learning" as well as consistent work with Quality Instruction coaches.

Academic Support Program Professiona Tier 1 l Learning

Social Studies Department Members and Building Administrati on English department members and building administrati on All department members, QI coach, building administrat ors. Building Administrati on All staff members and building administrat ors.

Professional development on quality instruction

Guided Academics

Quality Instruction

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Tier 2

Monitor

Monitor

09/08/2015 06/17/2016 $0

09/08/2015 06/17/2016 $0 Monitor

09/08/2015 06/17/2016 $0

Page 64

School Improvement Plan Harrison High School

Tutoring

Bottom 30% will be targeted for student support groups and mandatory after school and lunch tutoring. Department chairs will be staffing lunchtime tutoring, to aid students in their work. Student tutors will also be available. As incoming freshmen are transitioning into high school, attempts will be made to introduce them to Career preparation in choosing their classes and ackwoledging their interests and strengths. GESST (General Education Student Support Team) is a group run by the Academic Dean of Students. It targets 9th and 10th grade students who are failing multipke classes and have been referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. A quality instruction coach will work individually with teachers to improve quality instruction

Academic Support Program

Develop and pilot a Guided Academics Course that would involve a math, reading and emotional component for struggling students. This program will support targeted freshmen who are scoring in the bottom 30% according to their Explore scores. Other students with emotional/behavioral issues may be targeted as well. Course will be offered as a 6th hour and students can earn elective credit. Differentiated instruction Provide PD opportunities on differentiated instruction.

Career Pathways

GESST

Quality Instruction

Guided Academics

GESST

Tier 2

Evaluate

09/08/2015 06/17/2016 $0

Building administrati on and department chairs. Building Administrati on

Career Preparation /Orientation

09/08/2015 06/17/2016 $0

Academic Support Program

09/17/2015 06/17/2016 $0

Building administrati on

Direct Instruction

09/08/2015 06/17/2016 $0

Academic Support Program

09/08/2015 06/17/2016 $0

English Department Members and Building Administrati on. Building Administrati on

Professiona l Learning

09/08/2015 06/17/2016 $0

GESST (General Education Student Support Behavioral Team) is a group run by the Academic Dean of Support Students. It targets 9th and 10th grade students Program who are failing multipke classes and have been referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

09/08/2015 06/17/2016 $0

Building administrati on Building Administrati on

Page 65

School Improvement Plan Harrison High School

GESST

Quality instruction

Quality Instruction

GESST (General Education Student Support Team) is a group run by the Academic Dean of Students. It targets 9th and 10th grade students who are failing multipke classes and have been referred by several teachers. Members (Academic Dean, School Psychologist, Counselor), meet with these students on a regular basis to provide support, strategies, mentor, etc. Contact is made with families as well. A quality instruction coach will work individually with teachers to improve QI practices.

Behavioral Support Program

09/08/2015 06/17/2016 $0

Building Admininstra tion

Direct Instruction

09/08/2015 06/17/2016 $0

A quality instruction coach will work individually with teachers to improve QI practices.

Direct Instruction

09/08/2015 06/17/2016 $0

English department staff and building administrat ors. Science department members, QI coach, building administrat ors.

SY 2015-2016 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Page 66