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Griffith Public Schools
Griffith High School
PL221/NCA AdvancEd
Continuous School Improvement Plan
2011 - 2012
Griffith, Indiana
Corporation #4700
School #4173
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INDEX
Page
Section 1
Statutes and Rules to be Waived 3
Narrative description of the school, the community and educational program,
and the GHS School Improvement process 3
Description and location of curriculum 7
Titles and description of assessment instruments to be used in addition to ISTEP+ 9
Provision to offer all students the opportunity to earn an Academic Honors Diploma 12
Goals for increasing High Achievement Status 15
Provision for a Safe and Disciplined Learning Environment 16
Provision to maximize parental participation in the school 18
Pl221 Instructional Goal Committees 2008-2011 19
Section 2
Mission Statement and Belief Statement 22
Section 3
Existing data, data analysis and implications 24-31
Summary of Data 32
Section 4:
Griffith High School Achievement Objectives; Attendance, ISTEP+, Graduation Rate 34
GHS School Improvement Goals 35
Strategic and Continuous School Improvement Plan 2011-2013 36
Provision for the coordination of technology initiatives and ongoing professional development activities 37-40 GHS Three Year Professional Development Plan 41
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Statutes and Rules to be Waived
Griffith High School requires no statutes or rules to be waived in this Public
Law 221 School Improvement Plan.
Section 1
Introduction, including the following:
1. A Narrative description of the school, the community and educational
Programs, continuous school improvement process
1. B Description and location of curriculum
1. C Titles and description of assessment instruments to be used in
addition to ISTEP+
1. D Provision to offer all students the opportunity to earn an Academic
Honors Diploma
1. E Goals for increasing High Achievement Status 1. F Provision for a Safe and Disciplined Learning Environment1G.
1.G Provision to maximize parental participation in the school
1. A Narrative
Griffith High School, a grade 9 – 12 facility has an enrollment of approximately 931
students. It is the only high school in the Griffith Public Schools district. It is a part of a
school corporation that includes three elementary schools (K – 6) and a middle school,
which is located on the same campus as the high school. There is also one parochial
elementary school (K – 8) that is found in the school town. Total enrollment of the
Griffith Public Schools is 2,585. Griffith High School is located in a residential area of
the community. The school was constructed in 1954 and has since added a cafeteria,
two-story educational wing, auditorium, pool, stadium and field house. Griffith High
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School completed a $23M capital improvement project in 2004 and a complete roof
project in 2007. The student body of Griffith High School is divided males, 415 to
females, 515. The ethnicity of the student population reflects what is seen in the larger
Griffith community. The composition of the student body and how it has changed over
the last few years is depicted below.
Enrollment average has remained static over the last three school years; however; the
overall student population is decreasing in the middle school grades. Griffith High School
has forecasted a decreased enrollment in the next three years. Class sizes average 28
students per class from department to department. As of the writing of this report, the
total high school enrollment is 931. The GHS African American population has increased
by 2.4% and the Hispanic by 4.6 % over the last three years.
Year Native Am. Black Asian Hispanic White Multi-Racial
2010-11 2009-10
2 3
0.2% 0.3%
160 147
17.1% 15.7%
8 4
0.8% 0.4%
162 141
17.4% 15.0%
548 595
58.8% 63.5%
50 47
5.3% 5.0%
2008-09 1 0.1% 137 14.5% 5 0.5% 121 12.8% 632 66.8% 50 5.3%
Free and Reduced
Year Paid Lunch Reduced Lunch Free Lunch 2009-10 68.4% 8.0% 23.6% 2008-09 72.7% 8.1% 19.1%
The greater Griffith community has been negatively affected by the downturn in the
economy. Students receiving Reduced Lunches had increased by 2.4 while Free Lunches
increased by 8.7 % over the past three years. As of the writing of this report, final
numbers for Free and Reduced were not available for the 2011-12 school year.
The GHS staff that delivers instruction is comprised of 46 certified staff and two
instructional aids in the special education department. Students receive guidance and
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counseling services from two certified guidance counselors. Two library aids deliver
media services.
Department Number of Certified Faculty
Art 2.5
Business 3
Career and Technical 1
English/Language Arts 7
Family and Consumer Science 2
World Languages 4
Mathematics 6
Music 2
Physical Education/Health 4
Science 6
Social Studies 5
Special Education 3
Guidance 2
Total 47
There are many programs offered to students at Griffith High School to enable a student
to graduate within four years. Credit Recovery is offered to senior students who are
deficient 1 or 2 credits of the 47 required for graduation. The high school offers its own
alternative education program to students who do not experience success in the traditional
setting. Certified staff in the mathematics, science and world languages departments
provide after-school tutoring. GHS sponsors 18 extra curricular and co-curricular clubs
and organizations and 19 sports teams.
The greater Griffith community is active at GHS. Community input is valued and sought. GHS
facilities are open to the community in the mornings for a safe and secure place for exercise. Ivy
Technical College utilizes GHS as a satellite campus. Local business and foundations support the
school through financial and material donations. Additional community groups are active in
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Griffith High School’s ongoing development include the following: Band Booster’s, Principal’s
Panther Council, Adult Athletic Boosters, Parent Teachers Committee and the Griffith Education
Foundation. Two career and technical advisory boards provide advice on curriculum and current
industry standards. Parents and business representatives also sit on the Griffith High School’s
Steering Committee, which provides input into the school’s educational and instructional
programs that impact its climate and culture for learning.
Strategic and Continuous School Improvement Process
During a February 2010 Steering Committee meeting, it was determined through the
study of the 2009-10 PL221/NCA report and up-to-date data that goals needed to be built
upon weak student performance in writing, reading comprehension and algebra.
The steering committee determined more collection of data was necessary for the faculty
to develop appropriate goals and strategies. In March of 2010 the principal met with the
PL221 2008/09 goal committees and assessed the progress of the plan. Student progress
was also discussed. During the January 2011 faculty meeting data was presented to the
faculty for a pre-analysis opportunity. Throughout March, goal committees met to
analyze data and present to the faculty their findings. Committees were reestablished
based upon the NCA/ADVANC-ED Seven Standards format. Buy-in from the faulty was important to them. The process of analyzing and determining areas of strength and needs was valued. At the end of the committee meetings the faculty came together and was presented with each committee’s findings and proposed goals. It was the consensus of the faculty that three areas emerged as student performance goals. Continued work was on going through the month. At the April faculty meeting, finalized goals and strategies were presented. It was noted that continued professional development in Data Analysis was needed in order to change instructional strategies in the classroom that would have great impact on student achievement.
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1B. The description and location of curriculum:
A curriculum guide for Griffith High School is located in the main office of the high
school and is available to the community. The each teacher has a copy of his or her
respective department’s curriculum. Students at Griffith High School are offered a
comprehensive curriculum. Students may earn an Academic Honors Diploma, Core 40
Diploma, Technical Honors Diploma or a Regular Diploma. Forty-seven teachers instruct
109 course offerings. Beginning the students’ junior year, 17 technical or career courses
are offered through the Hammond Career Center in Hammond, Indiana. The curriculum
is continually updated to ensure it is aligned with the state standards. Information is
shared at faculty meetings, department chair meetings and department meetings.
Dialogue is ongoing regarding instructional practices and delivery of curriculum,
expected student performance and state standards.
Description:
Each curriculum guide includes the following information:
Course Description
General Overview
Prerequisites (if required)
Material Covered
Major text
Date of the last or most recent textbook adoption
Fundamental Goals of the Course
Unit Description and Objectives
Description
Objectives
State Standards
Evaluation
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Technical and Career Education:
Students interested in training for a possible career in a technical/vocational career can
begin their training by participating in the Hammond Career Center starting in their
junior year. Training in careers such as cosmetology, auto-body, auto-mechanics,
culinary arts, computer repair and programming, and welding are examples of programs
offered. GHS students attend for three hours in the morning and are then bussed back to GHS
for afternoon academic classes. GHS receives Carl Perkins Funding for 16 courses and is being
evaluated for an additional 10.
Special Education:
The special education program at GHS services approximately 100 students. Three teachers and
two para professionals deliver instruction and services. Disability areas include learning disabled,
emotionally disabled, mildly mentally handicapped, multiple handicapped, moderately mentally
handicapped. autistic, other health impaired, communication disordered, vision impaired and
hearing impaired. Integrated classes are co-taught by a general education teacher who is assisted
by special education teachers. Teachers responsible for team teaching are provided release time
bi-monthly to collaborate and plan instruction.
Dual Credit Programs:
Dual Credit/Concurrent Credit is an option for high school students to simultaneously
take college classes while in high school, to receive college credit, and to fulfill high
school requirements. Currently, GHS offers 19 opportunities to earn college credit.
Articulation agreements with Ivy Technical College, Purdue North Central and College
Board approved Advanced Placement courses provide this option to the students. It is
now possible for seniors to graduate from high school with also completing their first
year of college. A student can earn as many as 30 college credits during their junior and
senior years. Approximately 305 students are scheduled into courses that offer this
opportunity.
Ivy Technical College courses are tuition free. Purdue North Central cost is $ 25.00 per
credit hour and students who qualify for Free/Reduced Lunch are tuition free.
1C. Assessment instruments:
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Griffith High School utilizes a variety of assessment instruments throughout the school
year. The following are titles and descriptions of assessment instruments to be used in
addition to Indiana Statewide Testing for Educational Progress Plus.
The Standardized Testing and Reporting Program (STAR)
STAR is employed to assess and evaluate the grade level reading abilities of the
GHS grade 9 integrated English class students and special education students. The
results are used to determine instructional and learner outcome goals.
Accelerated Reader
Accelerated Reader assesses students’ reading with four types of quizzes: Reading Practice, Vocabulary Practice, Literacy Skills, and Textbook Quizzes.
Whole School Writing Rubric
All students engage in the writing process across the curriculum. The
ISTEP+ & 6+1 writing rubric is employed for assessment.
LAS Links
The LAS Links English Language Proficiency Assessment, is an NCLB –
compliant instrument that is used in Grade K-12 as a formal and standardized
method of determining language proficiency. The test results provide important
information for screening and placing English Language Learners (ELL) and
subsequently for monitoring proficiency English. The assessment measures the
competencies necessary for successful academic and social language usage in
mainstream classrooms: Speaking, Listening, Reading, Writing, and Comprehension.
All ESL students are tested in the fall and spring until their level is determined to be
proficient.
Advanced Placement Testing
Course A.P. tests in English, Calculus, Biology, Art History, Government, U.S
History and Spanish are administered to students. Final grades earned and
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placement scores are analyzed and compared. Grade 11 or Grade 12 students
take Advanced Placement tests, and postsecondary credit is given to students
who demonstrate acceptable levels of achievement on the tests. The minimum
score for which credit will be awarded is three.
End of Course Assessments
As part of Indiana’s school accountability system under Public Law 221, Core
40 End-of-Course Assessments (ECAs) are designed to ensure the quality,
consistency, and rigor of Core 40 courses across the state. Aligned with
Indiana’s Academic Standards, End-of-Course Assessments are instruments
measuring what students know and are able to do upon completion of targeted
Core 40 courses. In addition, the End-of-Course Assessments are an integral
component of Indiana’s P-16 Plan for Improving Student Achievement. As a
part of this vision, these exams would serve an additional purpose of providing
valuable information for college placement. Areas tested are Algebra I,
English 10 and Biology.
Student Aptitude Test (SAT)
The College Board provides SAT scores. They measure the anticipated academic
success of a college bound student. The scores that are reported are composite
total scores of College-Bound Seniors. Benchmarks include the percentage of
Grade 12 students taking the test and a breakdown of SAT scores by student grade
point average.
American College Testing (ACT)
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American College Testing ACT, Inc. provides ACT scores. The ACT test
assesses high school students' general educational development and their ability to
complete college-level work. The multiple-choice tests cover four skill areas:
English, mathematics, reading, and science. The Writing Test, which is optional,
measures skill in planning and writing a short essay. The ACT composite score
and the percentage of students taking the ACT are included in the report. They
measure the anticipated academic success of the college bound student.
Course Final Exams
The faculty develops End of Course Final Exams based on the Indiana State
Standards and department’s curriculum. Final exams measure what students know
and are able to do upon completion of targeted curriculum.
Departmental Common Summative Assessments
Common summative assessments are given in the Math and Science departments.
Data regarding student achievement is gathered and analyzed to drive instruction.
Teachers cooperatively develop assessments that measure what students know
and are able to do upon completion of targeted curriculum.
1D. Provision to offer all students the opportunity to earn an Academic Honors
Diploma
Effective beginning with students who entered high school in the 2006-07 school year or
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Class of 2010: ACADEMIC HONORS DIPLOMA (47 credits minimum) In cooperation with the State Board of Education, Griffith High School awards an
Academic Honors Diploma to students who complete the following:
• Earn 2 additional Core 40 Math credits
• Earn 6-8 Core 40 world language credits
• Earn 2 Core 40 fine arts credits
• Earn a grade of “C” or above in courses that will count toward the
diploma
• Have a grade point average of “B” or above
• Complete one of the following:
1. Two Advanced Placement courses and corresponding AP exams
OR
2. Academic, transferable dual high school/college courses resulting
in 6 college credits
OR
3. One Advanced Placement course and corresponding AP exam and
academic transferable dual high school/college course(s) resulting in 3
college credits.
• Score 1200 or higher combined SAT math and verbal
• Score a 26 composite ACT
• Complete a combination of an AP course (2 credits and corresponding exam) or an
IB Standard Level course (2 credits and corresponding exam) and dual high school
/college credit courses from an accredited postsecondary institution (3 transferable
college credits)
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In cooperation with the State Board of Education, Griffith High School awards provisions to encourage all students to earn an Academic Honors Diploma or to complete the Core 40 Curriculum. This is available to all students of GHS. All students are provided the education and support to succeed and accomplish the Core 40 curriculum.
40 Total State Credits Required + 7 Additional electives are required for GHS diploma 47 Credits required for GHS diploma *Specifies the number of electives required by the state. High school schedules provide time for many more electives during the high school years. All students are strongly encouraged to complete a Career Academic Sequence (selecting electives in a deliberate manner) to take full advantage of career exploration and preparation opportunities.
INDIANA CORE 40 Effective beginning with students who enter high school in the 2006-07 school year; Class of 2010
English/ Language Arts
8 Credits Credits must include literature, composition and speech
Mathematics 6 Credits 2 credits: Algebra I* 2 credits: Geometry* 2 credits: Algebra II* (*or complete integrated Math series I, II, and III for 6 credits.) All students are required to take a math or physics course during their junior or senior year)
Science 6 Credits 2 credits: Biology I 2 credits: Chemistry I or Physics I or Integrated Chemistry - Physics 2 credits: any Core 40 science course
Social Studies 6 Credits 2 credits: U.S. History 1 credit: U.S. Government 1 credit: Economics 2 credits: World History/Civilization or Geography/History of the World
Directed Electives
5 Credits World Languages Fine Arts Career/Technical
Physical Education
2 Credits
Health and Wellness
1 Credit
Electives* 6 Credits (Career Academic Sequence Recommended)
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CORE 40 WITH TECHNICAL HONORS FOR STUDENTS ENTERING HIGH SCHOOL IN 2006-07 OR LATER (MINIMUM 47 CREDITS) For the Core 40 with Technical Honors diploma, students must: • Complete all requirements for Core 40. • Complete a career-technical program (related sequence of 8 or more related credits). • Earn a grade of “C” or above in courses that will count toward the diploma. • Have a grade point average of “B” or above.
• Recommended: Earn 2 additional credits in mathematics and 4-8 credits in World Languages for four-year college admission.
• Complete TWO of the following, one must be A or B: A. Score at or above the following levels on WorkKeys: Reading for Information-
Level 6; Applied Mathematics- Level 6; Locating Information- Level 5 B. Complete dual high school/college credit courses in a technical area (6 college
credits) C. Complete a Professional Career Internship course or Cooperative Education
course (2 credits) D. Complete an industry-based work experience as part of a two-year career-
technical education program (minimum 140 hours) E. Earn a state-approved, industry-recognized certification
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1E. Goals for increasing High Achieving Students
1. Increase the student enrollment and successful completion of our A.P. courses
2. Increase the percentage of students enrolling and earning dual credit in college
accredited classes
3. Increase the number of students scoring at a 3 or higher on the A.P. exams and
earning college credit
4. Increase the percentage of students earning Academic Honors Diplomas
5. Increase the percentage of students taking the SAT exam while continuing to
score higher than the state and national average
6. Increase the percentage of students earning the honor roll
7. Increase the percentage of students participating in academic team competitions
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1F. Provision for a Safe and Disciplined Learning Environment
All staff and students at Griffith High School are in concert to provide a safe and
disciplined learning environment. All administrators are trained as certified safety
specialists. A crisis management team is identified and annually trained. All staff has
comprehensive crisis management manuals readily available in their classroom.
Additionally our school participates in the following:
• All students and parents of GHS are provided with a Student/Parent Handbook
• Recite of the Pledge of Allegiance followed by a moment of silence via the
announcements that are taped and broadcast over the classroom TV’s
• Main Office entrance area redesigned to promote security
• Require parents to sign their child out of the building showing proper I.D.
• Require all visitors to sign-in, provide identification and wear a visitor’s badge
• Require all employees, guest speakers and volunteers to have a criminal
background check prior to mixing with student population
• Require all visitors to remain in a secured area and being invited into the main
office
• Staff, visitors and substitute teacher wear I.D. badges
• Faculty, staff provided swipe cards for entry into building
• Establish orderly procedures for classrooms, hallways and extra-curricular events
• Communicate discipline concerns to parents
• Staff engages in promotion of developing positive relationships with students
• Safety Drill Table Top exercises presented during the school year
• Safety concerns or relative issues are shared with staff
• Faculty, staff and students participate in routine emergency drills
• School Resource Officer on duty in building daily
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• Administration meets with each grade level to review expectations and procedures
• Quarterly meeting with the Town of Griffith to discuss community concerns that
relate to school safety
• Canine searches throughout year to deter drug usage
• Provides adequate supervision in hallways and surrounding facilities
• 42 cameras located throughout the building Parking areas monitored 24/7 via
cameras
• Griffith Police Department has access to all security monitors/cameras in patrol
cars and at the police department offices
• Visibility of staff in “hot spots” is promoted
• After School Emergency Action plan in place and distributed to all coaches and
sponsors
• AED’s are placed strategically throughout the campus
• CPR training is offered to faculty and staff yearly
• Emergency Crisis kits are throughout the campus
• Bus drivers are provided Emergency Response procedures
• Building maps provided to First Responders
• Participation with Regional Mental Health Center to offer student assistance
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1G. Provision to maximize parental participation in the school
Parents are encouraged to be activity involved in the GHS community
A. Access to learning aids to assist students with school work at home include
Internet message board
Email communication between parents and teachers
Parent access to Power School
One-Call phone system
Parent/ Teacher conferences
Academic Honor Society Tutors
B. Information on home study techniques
Parent/Teacher conferences
Guidance Department
Access to teacher classroom phones
Websites to direct students and parents for homework help.
A+ Computer @ home study
C. Access to school resources
Griffith Public Schools quarterly newsletter
GHS Administrative Team
GHS monthly newsletter
GHS Website
GPS Website
GHS Guidance Department
Parent Teacher Conferences
Regional Mental Health Services
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Pl221 Instructional Goal Committees 2010-13
Reading Writing Math Technology Steering Committee
Stephanie Villarreal
J.P Schroeder
Christine Chidichimo
Delincia Smith
Kay Orzechowicz
Teresa Carstensen
Michelle Udchitz
Shannon Scheidel
Kristina Collard
Raymond White
Jack Gabor J.R. Ford Tom Golumbeck
Ramon Gonzalez
Marilyn Brunk
Jim Graff Rita Gray Scott MacFarland
Eddie Covarrubias
Lorrainne Hageman
Thom Howell Pat Sadler Leigh Dumezich
Keith Mitchell
Julie Wencloff
Jenna Berzy Jenette Vehrs
Russ Radtke
Mike Mulder
Sheila Vaclavik
Jenna Candiano
Barb Luevano
Debbie Korak
Justin Fronek
Jim Pickett
Mark Swanson
Brian Orkis Dan Santori
Lisa Megquier
Bonnie Manuel
Emily O’Brien
Lynn Roades
Dan Santori
Robby Dragamer
Luann Pramuk
Jane Villaroman
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GHS Advance-ED NCA Standards Teams
Standard One: Vision and Purpose Mr. Schroeder Mrs. Chidichimo Ms. Gray Mrs. Wencloff Mr. Russ Radtke Ms. Bandy Mr. Mulder Mr. Woroz Standard Two: Government and Leadership Mr. Graff Mr. Vehrs Mr. Ford Mr. Orkis Ms. Berzy Mrs. Luevano Ray White *
Standard Three: Teaching and Learning Ms. Sadler Mrs. Megquier Mrs. Hageman Ms. Dumezich Mrs. Roades Mr. Santori Eddie Chase * Standard Four: Documenting and Using Results Mr. MacFarland Ms. Gonzalez Ms. Cohen Mr. Pickett Ms. Koonce Mr. Mitchell Standard Five: Resources and Support Systems Ms. Smith
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Mrs. Orzechowicz Mr. Covarrubias Ms. O’Brien Mrs. Pramuk Mrs. Habina Standard Six: Stakeholder Communication and Relationships Mr. Howell Mrs. Vaclavik Mrs. Brunk Mrs. Korak Mr. Wall Mr. Swanson Mrs. Udchitz Standard Seven: Commitment to Continuous Improvement Mrs. Collard Ms. Scheidel Mrs. Carstensen Mr. Gabor Mrs. Villaroman Mr. Golumbeck Mrs. Vellarreal * Indicate community representatives
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Section 2
Statement of Vision, Mission and Beliefs for Griffith High School
Vision Statement
Griffith High School
“Moving Students from Good to Great.”
MISSION STATEMENT
The mission of Griffith High School is to prepare all students to be knowledgeable,
responsible and productive citizens by guiding and challenging them to develop their
diverse abilities.
BELIEFS STATEMENT
We believe:
• The mission of Griffith High School must be a shared responsibility between the
school, the students, the parents, and the community
• All students can learn and improve
• Students must recognize that attendance, attitude and behavior affect academic
achievement
• Students have diverse abilities and learning styles that require teacher to use a
variety of methodologies and assessments to meet their educational needs
• Students’ diverse abilities and learning styles need to be addressed through on-
going professional development by the faculty and staff
• Students must be consistently held accountable both academically and socially
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CULTURAL COMPETENCY To improve the cross-cultural connections and academic performance at Griffith High School we strive to develop and maintain a climate that encourages a set of congruent behaviors and policies providing all stakeholders the opportunity for success. Our goal is to provide training for staff members in the following areas:
Addressing the needs of all children across all socioeconomic, ethnic, gender, and
cultural lines with differentiated instruction. Being sensitive to our diverse population and provide education that teaches the
meaning and value of culture and its diversity. Identify the racial, ethnic, language-minority, cultural, exceptional learning, and
socioeconomic groups that are included in the school’s student population. Incorporation culturally appropriate strategies for increasing educational
opportunities and educational performance for each group identified. Planning professional development activities necessary to increase cultural
competency in the educational environment of Griffith High School. Intervention Strategies to Promote Cultural Competency:
Focus on multiculturalism within literature and in classrooms. . African-American History - Activities imbedded into curriculum. Hispanic History Activities imbedded into curriculum. Disabilities Awareness Month – Activities in the classroom and school wide. Translators available for conferences. Differentiated instruction to meet the needs of all children across all
socioeconomic, ethnic, gender, and cultural lines. Individual and small group instruction for ELL learners. School counselor and mediation services to help students with coping skills. Regional Mental Health Counseling services provided to assist students with
specific needs. Monthly meeting with Apartment complex owners to aid families that require
special assistance. Team meetings with parents to efficiently assess and evaluate needs of students. Orientation services provided to help families with transition to high school. Targeted students placed in a transitional math course in order to provide basic
math skills necessary for success on the Algebra I, ECA. Study skills courses provided to special education students to assist them with
preparation in and out of the classroom. Teachers’ forum to discuss A Framework for Understanding Poverty by Ruby
Payne. The knowledge gained from this study will aid teachers in differentiating instruction and understanding the environment of student subgroups.
Continually assess and evaluate the demographics of our school community.
24
Administrators will continue the use of a three-minute walk through in order to obtain information on research-based reflective thinking to increase student achievement.
Section 3
Summary of Data
3. A Existing Data/Data Collection Instruments
3 B. Summary of Data
Data Collection Instrument #1
Attendance Attendance is calculated by the percentage
of days attended by all students. Schools
with high ISTEP test scores tend to
have high attendance rates. Elementary
schools tend to have higher attendance rates
than high schools.
Analysis of Data
Griffith High School’s attendance rate increased from 2009 to 2010 school term, however due to an
extraordinary number of expulsions and suspensions ,the rate decrease by 2.1%.
Implications of Data
The GHS attendance rate was constant and slightly above the state average. The Handbook committee met
in the spring of 2007 to address a tighter attendance policy in an effort to increase the rate. Additionally,
GHS students began to experience a new school calendar year. The calendar follows a collegiate format.
Attendance Rate
2010-11 2009-10
State Average
95.9% 95.9%
GHS
96.5% 98.6%
2008-09 96.1% 96.8%
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The previous data indicated positive gains in the attendance at GHS. A Positive Behavior Plan is in place
to aid in reaching the once higher attendance rate.
Data Collection Instrument #2.
ISTEP+ ECA
The purpose of the Indiana Statewide Testing for Educational Progress Plus (ISTEP+)
program is to measure student achievement in the subject areas of English/Language
Arts, Science, and Mathematics. In particular, ISTEP+ reports student achievement levels
according to the Indiana Academic Standards that were adopted in November 2000 by
the Indiana State Board of Education. The ISTEP+ End-of-Course Assessments (ECAs)
are criterion-referenced assessments developed specifically for students completing their
instruction in Algebra I, Biology I, or English 10. Beginning with the 2011 Graduating
Cohort, ECA data is analyzed to drive instruction at GHS.
The following pages contain the ECA results categorized by Graduating Cohorts for English 10
and Algebra I.
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ISTEP+ English 10, End of Course Assessment
68.00%
70.00%
72.00%
74.00%
76.00%
78.00%
2010/Cohort 2012
2011/Cohort 2013
ISTEP+ Algebra I , End of Course Assessment
0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%80.00%
2010/Cohort 2012
2011/Cohort 2013
Analysis of Data Griffith High school experienced significant gains in both English and Algebra I ECA’s. Implication of Data Gains in performance are attributed to the ongoing strategies being employed via the School Improvement Plan.
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Data Collection Instrument #3
Student Aptitude Test Griffith High School tracks the success of our seniors
who take the SAT to begin their post-secondary
education. The chart illustrates the average scores for
those Griffith students who have taken the SAT since
the 2005-06 school year. The scores are divided into
the reading, math and writing scores. The charts give
the Indiana and national averages.
Analysis of Data GHS students consistently perform below the State average when administered the SAT. Six percent more GHS seniors took the SAT between the years of 2006 and 2009. Implications of Data Although scores indicate GHS seniors are performing lower than the State averages, a higher percent of GHS seniors are taking the SAT.
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Collection Instrument #4
Advanced Placement
Advanced Placement Courses offered at Griffith High School
are Biology, Calculus and English Composition from
2005 – 2008. Added fall 2009 were Art History and
Spanish, and fall 2010 Government and World
History.
Percent of Students Passing Advanced Placement Exams
Year State Average Griffith High School
2008 -2009 10.3% 9.3% 2009 - 2010 12.2% 8.1% 2010 -2011 TBA 22.27%
Analysis of Data A small minority of the Griffith High School student body enrolls into the Advanced Placement Courses. Additionally, the majority of students who take the exam do not earn of 3 or more on the exams.
Implications of Data
A strategies need to be developed that encourage more students to engage in the rigor of
the advanced courses. New curriculum was adopted during the summer 2011 to better prepare the High
Ability students for the A.P. exams. During the summer of 2009, all A.P. course curricula were
evaluated and accepted by the College Board. GHS increased the number of A.P. courses
from 3 to 7 in the past three school years.
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Data Collection Instrument #5 Graduation Rate
Graduation rate is calculated from the number of
students who drop out in each of the grades 9 through
12. A school with no dropouts in a given year has a
graduation rate of 100. Graduation Rates can
fluctuate from year to year, especially in small
schools.
Analysis of Data
GHS experienced a 9% decrease with the 2005-2006-calculation formula. Once the
new formula was utilized, a new system of procedures to follow students was implemented. The
history of the GHS graduation rate was studied and it was determined that there were are no
significant gains or loses. Programs were put into place to aid student in graduating with their cohort. A
significant gain was appreciated with the Class of 2010. GHS is realizing a small gain in seniors who
predict they will attend college.
Implications of Data:
Programs to aid in increasing the graduation rate are successful. Programs include a Credit Recovery
program, one-on-one counselor to student meetings twice a year, and an on campus Alternative School.
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Data Collection Instrument # 6
Diplomas
Griffith High School Students are offered course work and curriculum to achieve Honors Diplomas, Core 40 Diplomas, Technical Honor Diplomas or Regular Diplomas. Data is reported as the number of students receiving an Academic Honors Diploma divided by the total diplomas awarded, converted to a percentage.
010203040506070
Honors Core 40 Techical General
2008-092009-102010-11
Analysis of Data
Griffith High School students are participating in more rigorous curriculum and thus
earning the Academic Honors and CORE 40 Diplomas. The percentage of students earning a
regular diploma substantially increased between the 2010 and 2011 graduating class.
Implications of Data
Although GHS is experiencing a continuous gain in students earning the Core 40 and
Honors Diploma, only 2 students earned the Technical Honors Diploma. Therefore,
students who are engaged in the Hammond Career Center need to become involved in
curriculum that will earn the Technical Honors Diploma.
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Data Collection Instrument #7
Student Discipline
In addition to suspensions and expulsions, students
were assigned after-school detentions. While
examining this data, one must be reminded the GHS
student body experienced three different
administrative teams and a revision in the GHS
Students Handbook relative to the tardy policy and
discipline for not attending after-school detentions.
Expulsions 08-09 09-10 10-11
9th grade 5 9 13
10th grade 4 4 8
11th grade 0 1 17
12th grade 2 5 5
Suspension
Days
08-09 09-10 10-11
9th grade 307 227 188
10th grade 101 107 124
11th grade 91 50 151
12th grade 40 6 71
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3 B Summaries of Data
Where improvement is needed immediately.
Griffith High School data indicates that students are achieving and improving; however,
historically students continually perform in all assessed areas at a slow rate of
improvement. Specific areas of improvement are identified, and goals to develop these
areas are present.
Immediate attention is necessary in the following areas:
• Basic skills as assessed in the ECA test in the areas of reading, writing and
Algebra I remain areas to be addressed due to the need for continuous
improvement. Prevalent in all areas is the significant lack of success of certain
sub-populations. Additionally, two subgroups consistently perform below
average in all tested areas
• Advanced skills need to be addressed such as those required for the academic
honors diploma, A.P. classes, and SAT tests. Students do not show a
significant gain after 2 additional years of instruction in reading, writing and
math. Additionally, an increase in college attendance and success appear to
be an area of needed growth.
Based upon data the school wide goals were selected by the Steering Committee to be in
the areas of reading, writing and Algebra I..
All strategic plans will include the following to insure all students receive equitable
opportunities to achieve.
1. Instructional activities will include appropriate rigor, relationships and relativity to prepare students for a variety of post secondary educational experiences.
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2. Instructional activities will provide immediate opportunities for remediation and
/or enrichment.
Section 4
Insuring a Strategic and Continuous School Improvement Process
4A Griffith High School’s Achievement Objectives
4B Improvement Goals
4C Strategic Improvement Plan
4D. Provision for the coordination of technology initiatives and ongoing professional
development activities
4E Three Year Professional Development Plan
4F. Cultural Competencies
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4A Griffith High School’s Achievement Objectives
1. Attendance Rate:
2011 96.5
2012 97.0
2013 98.5
Griffith High School’s attendance rate is consistently increasing. Although this is above state
average, it is necessary to foster a climate that emphasizes it is important to be in school
every day at the high school. Our goal is to continue to work with parents to encourage 100%
attendance. The administration will develop ways to enhance communication more
effectively with parents and students. Proactive measures are in place, but need to be more
consistently delivered.
2. Percentage of All Students Tested Meeting Academic Standards under the
ISTEP +End of Course Assessments:
Cohort 2013 85%
Cohort 2014 88%
Cohort 2015 90%
Students tested during 2011 scored significantly higher than in the past. GHS students took
the Alg.I and Eng. 10 ECA’s . Although 77% of the students tested passed the Eng. 10
ECA, 80% of students tested passed the Alg. I ECA. Through the Continuous Improvement
process, administration, faculty and parents have identified specific areas of weak student
performance, a comprehensive school improvement plan has been developed to actively
address these areas and continue improvement in scores.
3. Graduation Rate:
2012 93%
2013 96%
2014 99%
It is the expectation of the greater Griffith community that students will graduate from
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high school. Our goal is to continue to work with parents and students to meet this goal.
Programs to aid in increasing the graduation rate include a Credit Recovery program, a one-on-
one counselor to students meeting twice a year, and an on campus Alternative School.
4B Improvement Goals
Goal One: An English/Language Arts goal based on the following:
• 2010-11 ISTEP+ ECA English/L.A.; all students tested, all sub-populations
• 2010-11 ISTEP+ ECA Language Arts Writing Process subtests
• 2010-11 ISTEP+ ECA Language Arts Language Conventions subtests
• 2009 , 2010 & 2011 English ECA scores
• SAT scores
• Teacher discussions on the Writing Prompt
• Language Arts Reading Vocabulary subtest (Classroom)
• Language Arts Reading Comprehension subtest (Classroom)
Goal Two: An Algebra/Mathematics goal based on the following:
• 2010-11 ISTEP+ ECA Algebra I, all students tested, all sub-populations
• 2010-11 ISTEP+ ECA Algebra I subtests in Algebra Functions and Data Analysis
and Problem Solving.
• 9th grade Algebra I failure rate
• 2009, 2010 & 2011 Algebra I ECA scores, all subcategories, sub-populations
• SAT/ACT scores
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4C. Strategic Improvement Plan
Attachments A, B, and C contain the SIP.
The Strategic Improvement Plan is a comprehensive plan that includes the following:
• Goals for English Language Arts and Mathematics
• Interventions and strategies
• Activities
• Accountable personnel
• Technology
• Professional development
• Benchmarks and timelines
• Assessments
• Resources for delivery
• Cultural competencies to address subgroup populations
Plan for Achieving Annual Yearly Progress
A comprehensive Evidence-Based Plan for Improving Behavior and Discipline for Griffith High
School is a part of the school’s overall Improvement Plan.
GHS did not achieve AYP during the 2010-11 school year. After analization of data, it became
apparent that the number of students removed from the building during the testing session due to
suspensions or expulsions impacted the 95% Safe Harbor Participation in both English and
Algebra I ECA’s .
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4D. Provision for the coordination of technology initiatives and ongoing professional
development activities.
2011 – 2013 Griffith High School’s Continuous School Improvement Plan
Technology
Technology education for faculty, staff, students and parents is ongoing at GHS. Students
have the opportunity to engage in learning new technology in our building on a regular
basis. Teachers are provided access to technology and learning opportunities that transfer
into the classroom to enhance instruction and student outcomes. Students and parents can
access much of the technology from their home computers. Technology has become an
excellent learning and communication tool for our greater school community.
The implementation of our Power-School program along with the GHS website has made
checking grades, assignments, school calendar, café. menu, sporting events, etc. a tool to
increase communication for teachers, students and parents. E-mail between school and
home has also been beneficial to our school community. Use of this technology is
growing rapidly and is improving instruction and parent/teacher communication. One
Call communication is in place for large group broadcasting of information via the
telephone.
Griffith High School is committed to effectively using technology and better serving our
students, staff, and school community’s learning needs.
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Technology Plan Curriculum Integration: The use of technology will focus on the following goals:
• To increase the effectiveness and quality of instruction through the use of technology in a standards-based curriculum.
• To increase and enhance the communication between the major stakeholders in the educational process (students, parents, teachers, administrators, and members of the community).
• To effectively aid students through the use of technology to increase student outcomes in areas of ISTEP, SAT, and end of course assessments.
Specific integration strategies include:
• Teachers will become proficient users of the current technology that is fully integrated into the school’s curriculum.
• Teachers will deliver instruction utilizing various technological tools, such as PowerPoint Presentations, virtual field trips, web quests, pod casts, and blogs.
• Teachers will use technology to display student work in the classroom or on a web site.
• Technology will aid teachers to individualize student assignments in non-traditional ways (i.e. attends to cultural competencies).
• Staff will utilize the existing technological tools like e-mail, web pages, LCD projectors and MP3 players, document cameras and interactive projectors.
o Each teacher will create and maintain a web page providing vital information relative to the interests and activities of the classroom.
Professional Development:
The high school staff will become proficient in technology that appropriately addresses our school improvement goals. Activities may include:
• Offer and promote training programs facilitated by vendor resources, expert peers, train-the-trainer and district trainers.
• Provide release time to share, collaborate, assimilate and apply skills. • Afford opportunities to attend conferences and visit model schools to keep
abreast of current trends and best practices in technology. • Identify in-house experts to create a pool for teachers to call upon for one-on-
one support. • Provide in-service lab time with the aid of the computer coordinator to expand
individual technology skills as needed. • Develop a plan for the introduction and communication of new technology
skills. • Provide “how-to” manuals for each teacher.
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A Strategy of how the Overall Program will be Continuously Assessed and Evaluated:
• School’s ability to meet the goals of the School Improvement Plan is monitored. • Members of the staff are surveyed on availability and relativity of the technology
standards as implemented in instruction. • Students will give feedback on the use of technology in the classroom. • The building technology team will conduct informal observations and discussions.
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Technology Timeline
2011-12 School Year
Updated laptops for all teachers
Smartboards and teacher training
All teachers have a web page overview
Staff will utilize the existing technology tools (e-mail, powergrade,
web page, webmail, LCD projectors and MP3 players)
Teachers will utilize technology to display student work in the
classroom or on a web site Professional training in technology
2012-2013 School Year
All student work should be transferable on all computers
Allotted time for teachers to expand their current web site
Laser printers stationed for all departments
Access copy machine after school hours
A scanner for each department
Keep current technology classes up-to date with the updated software
programs
All computer labs have enough computers to meet class sizes
Professional training in technology
Installed LCD projectors in all classroom
All students provided with a flash/jump drive (add on as a registration
fee)
Smartboards in most classroom or interactive media
Professional training in technology
Future meeting dates depend on technology purchases and professional
development time allowed.
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4E Three Year Professional Development Plan to address
English/Language Arts Goal
Year One 2011 - 2012
Semester I
• Distribute information regarding Assessments via PD360 program (Faculty
meeting)
• Determine Data collection process from PD360 assessment training/
implementation process (Committee meeting)
• Implement DATA analysis through continued PD360 (In-service)
• Develop 6+1 Writing program (In-service)
• Develop Whole School writing Guide and post on Website Committee
Meeting (Committee meeting)
Continue, add 6+ 1 information
Semester II
• Finalize Summer Reading Program (Committee meeting)
• Collaboration time to develop formative and summative assessment (In-
service)
• Plan School Wide reading activity (Committee meeting)
• Implement first 6+1 Writing Prompt (In-school activity, report out at faculty
meeting)
• Assess and revise 6+1 Writing Program (Committee meeting, report out at
faculty meeting)
• Invite guest speaker to address teaching non-English teacher to teach
English for writing. (In-service)
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Year Two 2012 - 2013
Semester I
• Revise GHS Writing guide to address 9 through 12 writing rules
(Committee meeting)
• 6+ Writing Prompt: deliver, assess and revise (in-school activity, committee
meeting, report out at faculty meeting)
• School Wide Reading activity, deliver, assess and revise (in-school activity,
committee meeting, report out at faculty meeting)
• Plan Curricular Novel Reading Activity (Committee meeting)
Semester II
Departmental collaboration on Novel Activity to develop formative and
summative assessments ( In-service)
• Implement Novel Program (in-school activity)
• Invite guest speaker for Reading Comprehension across the curriculum ( In-
service)
Year Three 2013 - 2014
Semester I
• Continue implementation of Reading and Writing activities. ( in-school
activity, committee meeting, report out at faculty meeting)
• Gather 2008 - 2011 years of data, assess trends and locally developed
assessment instruments. (In-service, faculty meetings)
Semester II 2013-14
• Develop goals and activities for 2014-15 PL221 Plan (In-service)
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4E Three Year Professional Development Plan to address
Math Goals
Year One 2011 - 2012
Semester I
• Collaboration time to develop formative and summative assessment (In-
service)
• Develop equation writing, sketching and interpreting graphs and quadratic
equations programs (Committee meeting, math department)
• Departments write Math Across the Curriculum plans
Semester II
• Guest presenter on Data Driven Instruction (In-service)
• Collaborative time to analyze data department activities and ECA’s (In-
service)
• Develop writing activities across the curriculum that involve math. (In-
service)
Year Two 2012 - 2013
Semester I
• All departments analyze data
• Revise common assessments
Semester II
• Analyze ECA/SAT assessments
• Math department to revise common formative and summative assessments
Year Three 2013 - 2014
Semester I
• Gather 2011 - 2014 years of data, assess trends of locally developed assessment
instruments. (In-service, faculty meetings)
Semester II
• Develop goals and activities for 2013 PL221 Plan (In-service)
