PERU HIGH SCHOOL PL221 SCHOOL IMPROVEMENT PLAN · curricular activities at PHS. For a more complete listing of clubs, organizations, or activities, refer to the Peru High School Parent/Student

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PERU HIGH SCHOOL

PL221

SCHOOL IMPROVEMENT PLAN

School:

Peru High School

Grade Organization:

9-12

Principal:

Jason Cary

Address:

401 N. Broadway

Peru, IN 46970

Telephone:

765-472-3301

Fax:

765-472-5148

Web:

http://www.peru.k12.in.us

Source for Data in Plan:

http://compass.doe.in.gov/

dashboard/overview.aspx?

type=school&id=6085

Accreditation year:

2013-2014

Indiana School Number:

6085

Type of Locale:

Small City

Community Population:

12,217

Peru High School provides a safe and positive learning

environment that enables every student to become a

productive citizen in a global community through

instruction and guidance in the areas of critical thinking,

problem solving, cultural awareness, creativity, physical

wellness, and technological proficiency.

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION

Narrative description

Corporation Profile ……………………………………………………………………………………pg. 1

Peru High School ……………………………………………………………………………….…...pg. 1

Community Profile ……………………………………………………………………………………pg. 2

Description & location of curriculum …………………………………………………………....pg.4

PHS Assessment …………………………………………………………………………………...pg. 4

CHAPTER 2: VISION, MISSION & BELIEF STATEMENTS & PERU COMMUNITY

SCHOOLS STRATEGIC PLAN pg. 5

CHAPTER 3: SUMMARY OF DATA

Percent of students meeting academic standard ……………………………………………………pg. 6

Attendance Rate ……………………………………………………………………………………pg. 7

Graduation Rate ……………………………………………………………………………………pg. 8

Core 40 Diplomas ……………………………………………………………………………………pg. 8

Other statistical data ……………………………………………………………………………..……..pg. 9

Other Assessment Instruments ………………………………………………………….….……..pg. 9

CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING

School Curriculum …………………………………………………………………………………..pg. 10

Instructional Strategies …………………………………………………………………………..pg. 10

Analysis of Student Achievement …………………………………………………………………..pg. 11

Safe & Disciplined Learning Environment …………………………………………………………..pg. 11

Professional Development …………………………………………………………………………..pg. 12

CHAPTER 5: STUDENT ACHIEVEMENT OBJECTIVES

Primary Objective …………………………………………………………………………………..pg. 12

Secondary Objectives …………………………………………………………………………………..pg. 13

CHAPTER 6: SPECIFIC AREAS IDENTIFIED FOR IMMEDIATE IMPROVEMENT pg. 14

CHAPTER 7: BENCHMARKS

Percent of students meeting academic standard …………………………………………………..pg. 15

Attendance Rate …………………………………………………………………………………..pg. 15

Graduation Rate …………………………………………………………………………………..pg. 15

Core 40 Diplomas …………………………………………………………………………………..pg. 16

Retake Results …………………………………………………………………………………..pg. 16

CHAPTER 8: ACADEMIC HONORS & CORE 40 DIPLOMAS

Academic Honors …………………………………………………………………………………..pg. 17

Core 40 …………………………………………………………………………………………..pg. 18

Technical Honors …………………………………..………………………………………………pg. 19

CHAPTER 9: PROPOSED INTERVENTIONS pg. 20

CHAPTER 10: PROFESSIONAL DEVELOPMENT pg. 21

CHAPTER 11: STATUTES & RULES TO BE WAIVED pg. 22

CHAPTER 12: THREE-YEAR TIMELINE pg. 22

APPENDICES

CHAPTER 1: INTRODUCTION NARRATIVE DESCRIPTION OF PERU, PERU HIGH SCHOOL,

& OUR EDUCATIONAL PROGRAMS

Peru Community Schools serve approximately 2150 students from

the city of Peru and Peru and Erie Townships.

The school corporation has realigned its three elementary schools,

resulting in one pre-K-2 and one for grades 3 - 6. In addition the

Peru corporation includes one junior high school (7 - 8), one high

school (9 - 12), and one alternative school (4- 12).

Complete special education services are provided by The Wabash-

Miami Area Program for Exceptional Children.

High school vocational programs are offered through a cooperative

venture and are housed at the Heartland Career Center in Wabash,

Indiana.

The cooperative alternative educational program (KEYS Academy),

housed at Peru Junior High School, provides services for students

between the ages of 10 - 19 with academic as well as behavioral

challenges

CORPORATION PROFILE

PERU HIGH SCHOOL

PROFILE

Peru High School was built in 1971 to house 1100 students.

Our current enrollment is 639students in grades 9-12. This decline in

student enrollment is partially explained by economic changes, resulting

in employment cuts, which have occurred in the 40 years since our

school was built. As a result of these cultural and economic factors,

many Peru High School students annually fill either full or part time

jobs in the area.

Our students come from a wide variety of ethnic and socio-

economic backgrounds. Because our philosophy is that all students,

regardless of their backgrounds, can learn, we must build relationships

which promote achievement. However, data from the State of Indiana

Department of Education and U.S. Census Bureau web site shows Peru

High School students deal with a number of factors which may affect

academic performance.

Those factors include, but are not limited to the following:

22.3% (adults with less than a high school education)

15.7% (percentage of families that are below the poverty level)

37% (percentage of single parent families)

47% (percentage of pupils receive free/reduced lunch)

To meet the diverse needs of our students, Peru High School offers an

impressive number of diploma tracks:

Core 40 Academic Honors Diploma

Core 40 Diploma

Core 40 Technical Honors Diploma

General Diploma

Certificate of Course Completion

Certificate of Attendance

Page 1

We reward academic accomplish-

ments with our valedictorian and salutato-

rian honors, our National Honor Society,

our special plaques for “A” average

GPAs, Academic Letters, and our Tiger

Pride Scholarships.

Our SAT average scores for 2012

were 469 for math, 454 for verbal, and

439 for writing. On the 2011-12 ECA

scores for sophomore cohort, overall per-

centage passing was English 81% and

math 70.7%. The graduation rate used to

determine AYP was 96.6 % for PHS. The

attendance rate was 96.16%. The ACT

composite score was 23.0, above the state

average of 22.3

CHAPTER 1: INTRODUCTION (cont’d)

In the 1997-98 school year, the high school imple-

mented a Block 4 schedule . During the 2005-06 school year,

a decision was made to change to a Trimester Schedule, which

was implemented with the start of the 2006-07 school year.

All classes meet for 70 minutes, with five minute passing peri-

ods, a 25-minute common SRT, and 30 minute lunch periods.

We begin our school day at 8:00 A.M., and students are dis-

missed at 3:10 P.M.

Within each schedule we have continued to adjust and

monitor our programs. Currently all departments have

mapped their curricula to the Indiana Academic Standards. In

addition, the most recent in-depth focus at PHS has been the

literacy initiative. Starting in the 2008-09 school year, the

driving focus behind the initiative has been to increase the

reading ability of PHS students. This has been implemented

through the use of a reading specialist, who have been training

staff on the best reading practices in order to increase reading

performance among PHS students while teaching within their

own curriculum.

In addition to our academic programs, there are a

number of opportunities for students to get involved in extra-

curricular activities at PHS. For a more complete listing of

clubs, organizations, or activities, refer to the Peru High

School Parent/Student Handbook.

The entire Peru High School community feels a great

sense of pride in the vitality of our school and the important

role that it plays in the city of Peru. Tiger athletics, arts, mu-

sic, drama, journalism, science, and technology impact the

area. Perhaps the high school’s importance can best be seen

when we present our graduating class to the world at large the

night of commencement exercises. No other single function

in the city throughout the year is as popularly attended and as

well received.

Extra-Curricular Activities at PHS

Academic Super Bowl and Spell Bowl

Art club

IHSAA Athletics

Band, Choir, Swing choir

Fellowship of Christian Athletes

International Foreign Language Club

Future Business Leaders of America

Golden Guard

Newspaper, Yearbook, Broadcasting

Science Olympiad

Speech Team

Student Government

Theater and Drama

Tiger Leadership

Page 2

COMMUNITY PROFILE

History

Peru, Indiana, population 12,217 is the county seat of

Miami County and is located approximately 70 miles north of

Indianapolis. Peru is a small midwestern community with a

rich historical past. Before the city was founded, the territory

in which it is located was the homeland of the Miami Indians.

Today Peru is the home of the Miami Nation of Indians tribal

headquarters.

History (cont’d)

In the early 1900's Peru was the site of the

largest circus winter quarters in the world. The Cir-

cus City Festival celebrates this circus heritage each

year. Annually, over 250 area youth perform in the

“Greatest Amateur Show on Earth” and participate

in our local circus parade, which is second in size in

the State of Indiana to the Indianapolis 500 parade.

Peru is also the home of the world famous

composer, Cole Porter, and The Cole Porter Fine

Arts Foundation annually awards two scholarships

to local graduating seniors who intend to pursue the

study of fine arts in college.

Employment

Peru’s largest employer is the Miami Coun-

ty Correctional Facility. A large portion of the

county’s employment base is found in neighboring

counties. In 2002, 41% of the work force commut-

ed to employment outside the county. The unem-

ployment rate for the year 2005-07 was 8.1%.

Economically Peru’s primary employment opportu-

nities are

Manufacturing (30.5%)

Education, Health Care (16.8%)

Wholesale and retail trade (10.8)

In 1993, Grissom Air Force Base, located

seven miles south of Peru, was realigned as an Air

Reserve Base, and was further renamed Grissom

Joint Air Reserve Base in 2005. The county lost the

military population once employed at Grissom and

the economic benefits associated with an active mil-

itary base, but has since opened as a joint

CHAPTER 1: INTRODUCTION (cont’d)

Employment (cont’d)

military/civilian regional airport. It currently

serves as Miami County’s largest employer (and

hosts Indiana’s largest prison facility, the Miami

County Correctional Facility) and is the third larg-

est employer in north central Indiana.

The Miami County Economic Develop-

ment Authority works to improve Miami County’s

economic status. In cooperation with the MCEDA,

our school superintendent serves in an ex-officio

capacity by assisting with solutions to improving

the overall economic status in Miami County, in-

cluding the development of the next generation

workforce at Peru High School.

Education

The percent of adults in Miami County

with a four-year college education was 7.6% in

2005-07, below the state average at the time of

13.7%.

Available post-secondary education opportunities

in the area are:

State-supported — Indiana University at Koko-

mo (within 20 miles)

State-supported — Purdue University & Ball

State University (within 70 miles)

Private Colleges — Manchester College &

Indiana Wesleyan University (within 40 miles)

Ivy Tech (new campus location in Peru)

In addition, it is possible to get a Master’s Degree

completely through distance learning from Ball

State University. Many of our staff members take

advantage of those services.

Page 3

Income

The per capita income in Miami County in

2009 was $19,386.00, which places Miami County

63rd among Indiana’s 92 counties. The percent of

families in our district below poverty in 2002 was

9.8%. The poverty rate among children under 18

was 18%. Currently 46% of the students at Peru

High School are receiving free or reduced lunch.

The ethnic make-up of the population of Miami

County is:

91.5% Caucasian

3.7% African American

3.1% Bi-racial

1.1% American Indian

1.6% Hispanic

.1% Asian (2005-07 Census Est.)

Culture and Recreation

Peru and the Miami County area offer a

number of recreational and cultural opportunities,

including:

Local parks

Mississinewa Reservoir

Rock Hollow Golf Club

Peru Municipal Golf Course

Public library

Miami County Museum

Grissom Air Museum

International Circus Hall of Fame

Peru Amateur Circus and Circus Band

Ole Olsen Memorial Theater

Page 4


DESCRIPTION & LOCATION OF CURRICULUM

PHS curriculum has been aligned with state stand-

ards and undergoes annual department-level re-

view. Copies of the Peru High School curriculum

are located in:

principal’s office

guidance department

each content-area department

school web site at http://www.peru.k12.in.us

Peru High School uses a variety of assessment in-struments to evaluate the progress and achievement of our students. The primary indicators as speci-fied by current legislation are the ECAs (End Of Course Assessments) in Algebra and English.

Other assessments include:

SAT I - (Scholastic Aptitude Test) Reasoning

Test

SAT II - (Scholastic Aptitude Test) Subject

Tests

ACT - (American College Testing)

PSAT - (Preliminary SAT) National Merit

Scholarship Qualifying Test

ASVAB - (Armed Services Vocational Apti-

tude Battery)

All teachers have received a copy of the Indiana

State Standards, and effort has been made to ensure

parents have received a copy of the standards also.

3-week Formative Assessments - In areas of

Math, Science, English, and Social Studies.

AP Testing - (Advanced Placement) English/

Language, US History, Calculus AB, Chemis-

try, Physics, and Biology.

AATG German Test - (Am. Assoc. of Teach-

ers of German)

Woodcock-Munoz Lang. Survey For Lim-

ited English Students measures Cognitive-

Academic Language Proficiency

NWEA Testing - tracks student progress bian-

nually; notes areas of strength as well as areas

for improvement

CORE 40 - testing currently in math and lan-

guage arts; pilot school for biology

WorkKeys - job skills assessment


PERU HIGH SCHOOL ASSESSMENT INSTRUMENTS

CHAPTER 2: VISION, MISSION, & BELIEF STATEMENTS

PERU COMMMUNITY SCHOOL CORPORATION STRATEGIC PLAN

Vision Statement

Peru High School will utilize all available resources to

ensure that all students become life-long learners, are

of high character, and achieve to their fullest potentials

in a global society.

Mission Statement

Peru High School provides a safe and positive learning

environment that enables every student to become a

productive citizen in a global community through in-

struction and guidance in the areas of critical thinking,

problem solving, cultural awareness, creativity, physi-

cal wellness, and technological proficiency.

Strategic Plan

We believe in continuous improvement for all staff.

1. Based on student needs, we will determine staff

development topics by April 31, 2013 for the 2013-

14 school year.

We believe in the importance of technology as a

teaching/learning tool for all students and staff.

1. We have replaced the 22-mbz wireless technology

in all buildings with fiber optic cable as of January

2009. Currently each classroom is equipped with a

digital projector, smart tablet, sound field, and

teacher laptop.

2. We have installed and have operational Harmony

online through the school corporation website, as

of January, 2008.

3. We have implemented Moodle “virtual” meetings/

collaborative software, with administrators using a

collaborative calendar as of Summer 2009.

4. We have a 1-to-1 student to computer ratio in 8

language arts classes, 8 portable laptop carts total-

ing 240 laptops, and 7 computer labs.

5. We encourage all staff members to create a website

for communication with students, parents, and

community members.

6. We have completely revamped and renovated our

school corporation website (as of the 2011-12

school year) so as to increase the functionality and

user interface of the website.

We believe in effective communication

1. We continuously survey stakeholders to determine

existing perceptions regarding Peru Community

School Corporation and share the results with the

Board by February of each school year.

2. We investigate and implement by June of each cal-

endar year at least two methods of enhancing

collaborative discussion among staff about common

concerns related to instruction/education.

3. We monitor and maintain each school’s website and

update each site monthly beginning January of each

school year.

4. Beginning with the 2008-09 school year, we built into

every Wednesday morning a 45-minute collaboration

time for professional development and best practices

study.

5. We have installed a telephone dialer system that noti-

fies parents and guardians of school delays, closings, or

important school matters (i.e., teacher progress reports).

6. We have created Tiger Television using local cable

channel to relay information, publicize events, and stu-

dent/teacher interview.

We believe in a safe, comfortable, and disciplined

learning environment.

1. We will chart and graph disciplinary referral data for

improvement trends each grading period.

2. The school corporation Safety Committee will review

and update the Emergency Preparedness Plan by

February of each year and develop a plan to address

security enhancements at each school building by June

of each calendar year.

3. We will establish a task force to organize community

meetings to analyze data and lead the Board in

discussions to develop an immediate and long-range

plan to address facility needs by June of each calendar

year.

4. We have installed 65 video cameras throughout the en-

tire high school building. We have also installed 6

cameras in our new fitness center.

5. As of 2012, the entire building has sensored lighting

and HVAC controls. This has made our building more

energy efficient. We have also had improvements to

outside stairs.

We believe in the potential of every child to learn

and grow through quality instruction , and that will

allow us to meet or exceed all local, state, and

federal standards.

1. Our initiatives include : a literacy initiative (2 PLTW

pathways—,engineering and biomedical, Career Acade-

mies, weekly faculty and staff collaboration, lesson

plan tempelate, Keys Academy, PBIS, and SAIP

(Student Academic Intervention Plan).

2. We will review our process by August 1st of each

calendar year, to identify and meet the needs of

“diverse students” based on data.

Page 5

CHAPTER 3: SUMMARY OF DATA PERCENT OF PHS STUDENTS MEETING

THE ACADEMIC STANDARD The following graph represents the percentage of Peru High School students at the 10th grade level who met the

language arts and math standard. As we have tracked these figures for language arts and math, we recognize that the

test itself, and the academic standard, has changed over the years.

The following summarize the educational data for Peru High School based on information from the Indiana De-

partment of Education web site. Supporting graphs from the annual performance report are included. Included,

also, are graphic reports that address performance indicators related to our continuous school improvement plan.

Page 6

Both English 10

and Algebra I

English 10 only

CHAPTER 3: SUMMARY OF DATA (cont’d)

CHAPTER 3: SUMMARY OF DATA ATTENDANCE RATE

The following graph shows the attendance percentages for Peru High School since 2001-02. The data shows an

attendance rate of between 95 and 97%.

Page 7

2012-13 Peru High School

Attendance Rate

96.3%

Algebra I only

CHAPTER 3: SUMMARY OF DATA (cont’d) GRADUATION RATE

Historically, Peru High School had a graduation rate near the 70% mark until the late 1980's. Since then, our

graduation rate has been near the 80% mark. Recent trends indicate an increase from that level above 90%.

CHAPTER 3: SUMMARY OF DATA (cont’d) CORE 40 DIPLOMAS

The following graph represents the percentage of students earning a Core 40 Diploma at Peru High School. The

data indicates that PHS has shown an increase in the number of Core 40 Diplomas, and includes Academic Honors

Diplomas in the graph.

Page 8


Graduation Rate

96.6%


Core 40/Academic Honors

Diplomas

81.9%

CHAPTER 3: SUMMARY OF DATA (cont’d) OTHER STATISTICAL DATA

There are other statistics that we believe influence our educational programming and the learning environment at

Peru High School. What follows is data as borrowed from the Indiana State Department of Education website or

other sources that we believe allows the reader a clearer picture of Peru and our current educational status and

achievement.

We tax at a higher rate than the State average—

1.6122 vs. 1.4668 (after CAGIT), yet spend more

per student than the State average— $9,811 to

$9,727. Our per capita income is $3,000 less than the

State average. Our assessed value per ADM is

$128,351 less than the State average.

Families Below Poverty Level:

Indiana Average 6.7%

Peru Community Schools 14.0%

Single Parent Families:



Students on Free/Reduced Lunch:



Special Ed Students:



Adults with less than a High School Education:



We are proud to consistently have a high average

college attendance rate . For the class of 2011, our

average college attendance was 82.15%.

Peru High School consistently scores at or above the

State anticipated levels in many areas. The numbers

below demonstrate this fact.

CHAPTER 3: SUMMARY OF DATA (cont’d) OTHER ASSESSMENT INSTRUMENTS

See Appendix for current status on assessment instruments that correlate to our school improvement efforts.

Appendix A, Fig. 1: ACT Composite Scores indi-

cate PHS consistently performs at or above both state

and national levels.

Appendix A, Fig. 2: PHS consistently scores near or

above the Indiana State average for number of stu-

dents taking Advanced Placement tests.

Appendix B, Fig. 1: SAT scores for PHS college

bound seniors indicate a higher percentage of stu-

dents taking the SAT than both state and national

averages.

Appendix B, Fig. 2: Percent of 12th graders taking

the SAT indicates a high percentage of students inter-

ested in secondary education.

Appendix C: School Curriculum Supporting Aca-

demic Standards and Analysis of Student Achieve-

ment

Appendix D: Technology Activities and Plans

Appendix E: Programs in Place for a Safe & Secure

Learning Environment

Appendix F: Parent Surveys

Page 9

CHAPTER 4: CURRENT EDUCATIONAL PROGRAMMING SCHOOL CURRICULUM SUPPORTING

INDIANA ACADEMIC STANDARDS Peru High School curricular offerings support the Indiana Academic Standards

The following programs and practic-

es are evidence of our efforts to pro-

vide quality educational

experiences.

15-20 minutes SSR (Sustained

Silent Reading)

Literacy Initiative (supported by

a literacy coordinator in the PHS

Literacy Center

SRT Remediation for English

and Math

Math Central & English Central

(specialized SRT’s designed to

assist students working to meet

academic standard)

Multiple Diplomas (Core 40,

Academic Honors Diploma,

Technical Honors Diploma and

Certificates of Completion)

AP Biology, Environmental Sci-

ence, US History, and Calculus.

ECA remediation courses (for

students failing to meet the aca-

demic standard)

1:1 Computer to student ratio

American Studies—AP US

History/English 11 Honors.

Double blocked, team taught,

platform project-based learn-

ing..

Pursuing early college high

school recognition through Cell

via partnership with Ivy Tech

SAT Prep for students every

morning during SRT


(cont’d) INSTRUCTIONAL STRATEGIES SUPPORTING

INDIANA ACADEMIC STANDARDS

The standards for Indiana High Schools are highly differentiated between and within disciplines. Peru High School

employs a wide variety of methods and instructional strategies in order to meet these standards.

Literacy Initiative The focus of the PCS K-12 Literacy

Initiative has been to identify three

research-based strategies which im-

prove reading comprehension and to

teach those across grade levels and

across the curriculum. In order to

support teachers as they implement

the three common strategies in their

classrooms, two full-time literacy

coaches were added to the staff.

Problem Solving Inquiry based curriculum receives

strong emphasis in American Studies

and Biology.

Career Awareness and Presen-

tation Skills The communication of ideas to oth-

ers is an essential part of learning.

In response to the state standards,

classrooms throughout the school

use speeches and oral reports to

help students learn and practice

verbal communication skills.

Interactive Teacher Lecture Taking into consideration a variety

of learning styles, teachers have

altered the traditional lecture format

into one that is more participatory

in nature. Students are active par-

ticipants as they ask, and are asked,

questions to stimulate thinking.

Biomedical engineering PLTW

pathways

Curriculum guide & course de-

scriptions (aligned with stand-

ards)

English, Math, Science, and

Social Studies curriculum map-

ping with three-week assess-

ments created

Vocational Education through

FACS department & Heartland

Career Center

Career Development Center

andStudent Internship Program.

Special Education Individual

Education Plans and Resource

Room.

Credit Recovery program using

e2020

Students are encouraged to solve

problems independently or in

groups. While problem solving is

used extensively in the sciences and

in math, it is found throughout the

school. When coupled with inquiry

and discovery, these methods pro-

vide students with ample opportuni-

ty to learn what is required in the

standards.

Cooperative Learning Working together, students discover

and solve problems that are im-

portant in education and life. En-

couraging students to work together

to think through a problem to a so-

lution will help them to master the

standards in school and to meet the

Page 10


(cont’d) ANALYSIS OF STUDENT ACHIEVEMENT

A variety of tools are used to assess student achievement and our current educational programming at PHS.

Standardized Testing Core 40 End of Course Assessments (ECAs)

PSAT (Preliminary SAT)

SAT (Scholastic Aptitude Test)

ACT (American College Test)

AP (Advanced Placement) Testing

NWEA (Northwest Evaluation Association)

ACUITY (English 10 and Algebra I)

ASVAB (Armed Services Vocational

Aptitude Battery)

WorkKeys Assessments

COMPASS testing via Ivy Tech for all juniors

and seniors

PLTW Final Exams

Formative assessments

Academic Co-curricular Activities Supporting

PHS Curriculum Science Olympiad

Academic Superbowl

Spell Bowl

Art Scholastic Competition

Yearbook Award

Vocal and Instrumental Music Awards

Theatrical Productions

Additional analysis of student achievement is ob-

tained by tracking the number of scholarships stu-

dents receive annually, the percentage and number of

students receiving “A’s” and “F’s”, our graduation

rate, and the number and specific types of diplomas

awarded.

PHS has adopted a Positive Behavior Intervention

Systems (PBIS) as a tool to promote a positive and

safe environment. Our acronym is “Be SAFE”: Be

Respectful, Be Safe, Be Active, Be Friendly, and Be

Encouraging.

A corporation student guide for K-12 has been estab-

lished. It is made available to the students and the

public via the school website and handbooks. Dress

code and other regulations are clearly defined in the

student handbook. All parents have signed off on all

the information in the student handbook.

In order to limit access by unauthorized personnel,

the only access to the building during the day is

through the main doors or through other doors only

with a key. Peru High School staff and visitors are

required to wear identification at all times.

We are adding Student Resource Officers (SRO’s) in

our buildings full time for the 2013-14 school year.

They will be off-duty police officers and they will be

in the building during normal school hours.

In the case of an emergency teachers and staff will be

instructed on procedures through the Emergency

Action Plan, or Red Book, which is part of each

teacher’s emergency kit. A complete student roster is

also kept in each kit. A Red Book is available in

each classroom. In addition, emergency exit proce-

dures are posted in each classroom.

During the day, teachers are assigned to be visible in

the hallway and student restrooms during passing

periods, this includes before and after school both in

and outside of school. Teachers and administration

are present at all school related activities.

Before students can leave a classroom, either during

class or SRT, they are required to sign out, listing the

time they are leaving and their destination. When

they return, they are to sign back into the classroom.

41 security cameras have been installed in the hall-

ways and parking lot areas. This allows the admin-

istration to track students in hallways in case of van-

dalism. Students are required to wear a yellow hall

pass when in the hallway during class time.

CHAPTER 4: CURRENT EDUCATIONAL PRGRAMMING

(cont’d) SAFE AND DISCIPLINED LEARNING ENVIRONMENT

Peru High School has the present programs in place to provide for a safe and disciplined learning environment.

Page 11


(cont’d) PROFESSIONAL DEVELOPMENT ACTIVITIES

Peru High School has ongoing Professional Development activities updated regularly.

Evaluations of our programs, materials, and equipment are made by school administration, the guidance department,

parents, and staff in order to set student-centered goals. In addition, annual review of standardized test data deter-

mines how to prepare staff to best help our students. Professional development at PHS is then organized to train

teachers in methods and procedures to aid student learning. Teachers work during one full-day in-service meetings

and weekly 45 minute collaboration periods on Wednesday mornings to achieve our goals. For the 2012-13 school

year, PHS will focus on strategies to educate and equip teachers and staff on career preparation and aware-

ness through an “educator’s field day” at Ivy Tech in Peru and Professional Learning Communities (PLC).

CHAPTER 5: STUDENT ACHIEVEMENT OBJECTIVES,

DERIVED FROM AN ASSESSMENT OF THE CURRENT STATUS OF EDUCATIONAL PROGRAMMING

PHS has been excited about gains in ECA scores in the English and Math department, but realize there is still room

for improvement. The faculty of PHS has concluded that data demonstrated evidence to continue focus on

increasing the percentage of our students meeting the academic standards. Our original goal for the 2005-

2006 school year was that 66% of Peru High School students would meet the academic standards on the initial

administration of the ISTEP/GQE. Since the ECA has replaced ISTEP/GQE for English 10 and Algebra 1 are most

recent scores show a 80.5 % pass rate for English 10 and an 88.4% pass rate for Algebra 1. Formative assessments,

SAIPs, and SRT remediation will continue to address students needs and weaknesses based on data. The 2010-11

performance rate for PHS was 79.2 %, an 11.3 % increase from 2009-10. The 2011-12 performance rate was

77.2%.

PRIMARY OBJECTIVE During the 2009– 2010 school year, at least 76% of Peru High School students will meet academic standards

on the initial administration of the ECAs.

During the 2010--2011 school year, at least 77% of Peru High School students will meet academic standards

on the initial administration of the ECAs

During the 2011-2012 school year, PHS will obtain an 78% performance rate that shows students will meet

academic standards on the initial administration of the ECAs

During the 2012-13 school year, PHS will obtain an 78% performance rate on both ECA’s that shows students

will meet academic standards on the ECA from the sophomore cohort.

During the 2013-14 school year, PHS will obtain an 80% performance rate on both ECA’s that shows students

will meet academic standards on the ECA from the sophomore cohort.

Page 12

Page 13


DERIVED FROM AN ASSESSMENT OF THE CURRENT STATUS OF

EDUCATIONAL PROGRAMMINGPROFESSIONAL DEVELOPMENT

ACTIVITIES (cont’d)

SECONDARY OBJECTIVES

Secondary Objectives include: Attendance Rate, Graduation Rate, Core 40 Diploma Recipients, and ECA

Retake Results

At the end of the 2009 – 2010 school year, the student attendance will have

been 96.2%, as measured by the Indiana Department of Education.

At the end of the 2010--2011 school year, the student attendance will have

been above 96.5%, as measured by the Indiana Department of Education.

At the end of the 2011--2012 school year, the student attendance will have

been above 96.2%, as measured by the Indiana Department of Education.

At the end of the 2012-13 school year, the student attendance rate will be

above 96% as measured by the Indiana Department of Education.

At the end of the 2013-14 school year, the student attendance rate will be

above 96% as measured by the Indiana Department of Education

ATTENDANCE RATE

PERCENTAGE

OF STUDENTS

MEETING THE

ACADEMIC

STANDARD

During the 2009 – 2010 school year, at least 76% of Peru High School

students will meet academic standards on the initial administration of the

ISTEP+/GQE or ECAs.

During the 2010--2011 school year, 77% of Peru High School students

will meet academic standards on the initial administration of the ECAs.

During the 2011-2012 school year, at least 81% of Peru High School

students will meet academic standards on the initial administration of the

ECAs.

During the 2012-13 school year, at least 84% of Peru High School stu-

dents will meet academic standards on the initial administration of the

ECAs.

During the 2013-14 school year, at least 85% of Peru High School stu-

dents will meet academic standards on the initial administration of the

ECAs.

GRADUATION

RATE

At the end of the 2010--2011 school year, the graduation rate will have

been above 85%, as measured by the Indiana Department of Education.

At the end of the 2011-12 school year, the graduation rate will have been






For those seniors in the class of 2012, at least 80% of students retested

will pass the ECA Algebra 1/English 10 by the time they graduate.

For those seniors in the class of 2013, at least 90% will pass the ECA

Algebra 1/English 10 by the time they graduate.

For those seniors in the class of 2014, at least 91% will pass the ECA

Algebra 1/English 10 by the time they graduate.


DERIVED FROM AN ASSESSMENT OF THE CURRENT STATUS OF

EDUCATIONAL PROGRAMMINGPROFESSIONAL DEVELOPMENT

ACTIVITIES (cont’d)

SECONDARY OBJECTIVES

Secondary Objectives include: Attendance Rate, Graduation Rate, Core 40 Diploma Recipients, Raw GQE Scores,

and ECA Retake Results

RETAKE

RESULTS

CHAPTER 6: SPECIFIC AREAS IDENTIFIED FOR

IMPROVEMENT NEEDED IMMEDIATELY

The staff of Peru High School has reviewed data for the current school year, as well as the past three years’ worth

of data about PHS. In previous years the state has shown three areas where we must show improvement: the

percentage of students meeting the “Academic Standard” on the first attempt at the ISTEP+/GQE, the Attendance

Rate, and the Graduation Rate. The past school year, PHS has show Exemplary progress and met all 13 areas of

AYP. Graduation rate was at 95% and the attendance rate at 95.8% both above state average. With that stated we

are very aware of continuous improvement. English/Algebra I ECA’s, number of students scoring 3 or better

on AP exams , and mean SAT/ACT scores for PHS all have needs for immediate improvement. years in a row.

Page 14

CORE 40

DIPLOMA

RECIPIENTS

At the end of the 2010-2011 school year, at least 82% of Peru High

School graduates will have met the Core 40 requirements from the state

of Indiana.

At the end of the 2011-12 school year, at least 84% of Peru High School

graduates will have met the Core 40 requirements from the state of Indi-

ana.



ana.



ana.

CHAPTER 7: BENCHMARKS FOR PROGRESS THAT

SPECIFY HOW AND TO WHAT EXTENT THE SCHOOL EXPECTS TO MAKE CONTINUOUS IMPROVEMENT IN ALL AREAS OF THE

EDUCATION SYSTEM As a staff we have reviewed the data of our current educational programming and have set the following

‘benchmarks for progress’. We reserve the right to make adjustments as deemed appropriate during the annual

review of our continuous school improvement plan.

During the 2008-09 school year, 69.5% of Peru High School students

met academic standards on the initial administration of the ISTEP+/GQE

as reported by the IDOE.

During the 2010-11 school year, 71% of Peru High School students will

meet the academic standards on the initial administration of ECAs as

reported by the IDOE.









reported by the IDOE

PERCENTAGE

OF STUDENTS

MEETING THE

ACADEMIC

STANDARD

ATTENDANCE RATE

At the end of the 2009--2010 school year, the student attendance rate for

Peru High School was 96.2%, as reported by the IDOE.


Peru High School will be 96.5%, as reported by the IDOE.







At the end of the 2009--2010 school year, the graduation rate for Peru High

School will be 85%, as reported by the IDOE.

At the end of the 2011-12 school year, the graduation rate for Peru High School

will be 95%, as reported by the IDOE.


will be 95%, as reported by the IDOE


will be 95%, as reported by the IDOE

GRADUATION

RATE

Page 15

CHAPTER 7: BENCHMARKS FOR PROGRESS THAT

SPECIFY HOW AND TO WHAT EXTENT THE SCHOOL EXPECTS TO MAKE CONTINUOUS IMPROVEMENT IN ALL AREAS OF THE

EDUCATION SYSTEM (cont’d) As a staff we have reviewed the data of our current educational programming and have set the following

‘benchmarks for progress’. We reserve the right to make adjustments as deemed appropriate during the annual

review of our continuous school improvement plan.

RETAKE

RESULTS

For the seniors of the class of 2010, 70% of students retested passed the

ISTEP+/GQE before graduation.

For the seniors of the class of 2011, 76% of students retested passed the

ISTEP+/GQE

For the seniors of the class of 2012, 90.5% of students passed the Eng-

lish 10 ECA, while 93.9% passed the Algebra I ECA.

For the seniors of the class of 2013, 875% of students passed the English

10 ECA, while 88.9% passed the Algebra I ECA.

Page 16

CORE 40

DIPLOMA

RECIPIENTS


graduates will meet the requirements for earning a Core 40 diploma, as








HEALTH & WELLNESS (3 CREDITS)

Health & Safety 1 Credit

Basic Physical Education 2 Credits

PHS REQUIREMENTS (2 CREDITS)

Careers 1 Credit (H&S sub)

Computer Applications 1 Credit

FINE ARTS (2 CREDITS)

Art or Music 2 Credits

Theater Arts or

Technical Theater 1 or 2 Credits

Music Theory or

Music History 1 or 2 Credits

Page 17

CHAPTER 8: ACADEMIC HONORS, TECHNICAL HONORS,

AND CORE 4O DIPLOMAS

Peru High School awarded 41 ACADEMIC HONORS DIPLOMAS last school year. In order to receive an

Academic Honors Diploma students must meet all requirements set forth by the Indiana DOE. All students have the

choice to work toward this honor, not just a number of select students. If students complete the Academic Honors

Diploma, they will receive a special seal on their high school diploma and a special notation on their transcript.

Those courses offered to achieve the Academic Honors Diploma are listed below (REQUIRED COURSES ARE

BOLD TYPE).

ACADEMIC HONORS DIPLOMA REQUIREMENTS

LANGUAGE ARTS (9 CREDITS)

English 9 Honors 3 Credits



English 12

Honors/W131/AP 1 Credit

Speech 1 Credit

SCIENCE (6 CREDITS)

Biology I 2 Credits

Integrated

Chemistry or

Chemistry I or Physics I 2 Credits

Chemistry II 2 Credits

Earth/Space

Science or Physics 2 Credits

Environmental Science Adv. 2 Credits

Biology II

- Human Anatomy 1 Credit

- Zoology 1 Credit

- Genetics 1 Credit

- Botany 1 Credit

MATH (8 CREDITS)

Algebra I 2 Credits

Geometry 2 Credits

Algebra II 2 Credits

Pre-Calculus

Calculus I and II 2 Credits

SOCIAL SCIENCES (6 CREDITS)

U.S. History 2 Credits

Government 1 Credit

Economics 1 Credit

World History/Modern

World Civ. or World Geo. 1 Credit

Soc., Psych., World Histo-

ry, Modern World History,

or World Geography

1 Credit

FOREIGN LANGUAGE (6 OR 8 CREDITS)

German I, II, III 6 Credits

Spanish I, II, III 6 Credits

6 credits of 1 language OR

8 credits of 2 languages (4 credits each)

HEALTH & WELLNESS (3 CREDITS)

Health & Wellness 1 Credit (FACS sub)





DIRECTED ELECTIVES (5 CREDITS)

Career/Technical/Voc. 1-2 Credits

World Language 1-2 Credits

Fine Arts 1-2 Credits

GENERAL ELECTIVES (6 CREDITS)


AND CORE 4O DIPLOMAS (cont’d)

On average, 65% percent of our students have received Core 40 diplomas over the last six years. Students in the

State of Indiana who desire admission to Indiana’s four-year colleges are encouraged to successfully complete the

Indiana Core 40 curriculum. We use the Core 40 assessments wherever applicable, and current PHS graduation

requirements go beyond the State minimum of 40 credits. The same courses are suggested for students planning to

seek admission to a two-year public college or the workforce. Courses listed below may be taught in an applied

manner for students in the tech prep curriculum. To complete the 40 credits, required for graduation from high

school in Indiana, students must take 28 – 30 credits from the following:


English 9 2 Credits

English 10 2 Credits



SCIENCE (6 CREDITS)

Biology I 2 Credits

Integrated

Chemistry or

Chemistry I or Physics I

2 Credits

Chemistry II 2 Credits

Earth/Space

Science or Physics 2 Credits

Environmental Science Adv. 2 Credits

Biology II

- Human Anatomy 1 Credit

- Zoology 1 Credit

- Genetics 1 Credit

- Botany 1 Credit

MATH (6 CREDITS)

Algebra I 2 Credits

Geometry 2 Credits


Pre-Calculus

Calculus I and II 2 Credits



Government 1 Credit

Economics 1 Credit

World Geography and

History of the World OR

World History AND Modern

World Civilization

2 Credits

CORE 40 DIPLOMA REQUIREMENTS

Page 18


AND CORE 4O DIPLOMAS (cont’d)

The Core 40 with technical Honors Diploma recognizes high school student that successfully complete a vocational

program their junior and senior years. If a student earns the THD, he/she will receive a state recognized certification

or a certificate of technical achievement (whichever applies to the student’s program). In addition to completing the

requirements of the Core 40 diploma, students must achieve the following to receive a Technical Honors Diploma:

1. Complete a Career-Technical Program (8-10 credits).

2. Earn a grade of “C” or above in all courses that count toward the diploma.

3. Have a GPA of “B” or above.

4. Complete state recognized certification requirements by completing two of the options below, one of which must

be Option “A” or “B”:

A.. Take WorkKeys (an industry-driven assessment) and score at or above a designated level on each of the

three Core readiness subject areas (mathematical reasoning, reading for information, and locating

information).

B. Technical, transferable dual high school/college credit courses resulting in 6 college credits (career-tech

program).

C. Professional career internship or cooperative education (career-tech program).

D. A state approved industry recognized certification (career-tech program).

TECHNICAL HONORS DIPLOMA REQUIREMENTS


English 9 2 Credits




SCIENCE (6 CREDITS)

Biology I 2 Credits

Integrated

Chemistry or

Chemistry I or Physics I

2 Credits

Elective Science Credits 2 Credits

MATH (6 to 8 CREDITS)

Algebra I 2 Credits

Geometry 2 Credits


Elective Math Credits 2 Credits



Government 1 Credit

Economics 1 Credit

World Geography and

History of the World OR

World History AND Modern

World Civilization

2 Credits HEALTH & WELLNESS(3 CREDITS)

Health & Wellness 1 Credit





Career/Technical/Voc. 8-10 Credits

Page 19

CHAPTER 9: PROPOSED INTERVENTIONS

As a staff we have established objectives and benchmarks for the indicators mentioned previously. Based on the data

reviewed to date in reference to Peru High School, it is proposed by our staff and recommended by our Professional

Development committee, that we initiate the following interventions:

Percentage of Students Meeting the Academic

Standard The faculty of Peru High School will work to in-

crease the percentage of students meeting academic

standard on the initial administration of the Core

ECAs. Peru High School will continue aligning the

local curriculum with the State Standards and will

investigate a variety of programs for the faculty de-

signed to assist them in educating students on effec-

tive test-taking procedures such as: sample writing

and math prompts, test-taking strategies, and rubric

assessment.

We currently offer remediation classes during the

school year and summer remediation; in addition,

our math and English departments offer SRT Reme-

diation 4 days a week. Students enrolled in Algebra I

and Biology I have the option of a 2- or 3-term

course; those students who struggle are given an ex-

tra term to focus on building fundamental skills. The

English 10 curriculum has been mapped to provide

the option of a 3rd term for any student deemed at-

risk. Parents have access to online grades to ensure

that they have current information about their stu-

dents’ progress.

The faculty of Peru High School will work to in-

crease communication about writing and reading

across the curriculum. Criterion has been purchased

for each student to use in social studies and English

to improve writing skills.

Our technology plan was upgraded, and staff were

given the opportunity to participate in training of-

fered by our tech department throughout the summer.

A majority of our staff participated. In addition, fac-

ulty members will continue to use the results from

the NWEA exams to guide instruction.

A Credit Recovery lab has been created for our stu-

dents and e2020 licenses have been purchased. We

have a full time faculty member who supervises these

classes.

SAIP conferences are required for any student not

passing at the end of each grading period.

Attendance Rate The faculty and PBIS committee of Peru High School

will continue to review and enforce current attend-

ance procedures and policies. This review will in-

clude the timely follow-up of students who are ab-

sent. Attendance incentives have been adopted to

reward good attendance and academics.

We implemented a “Final Exam Waiver Policy” last

year that has been well-received by our students.

This program rewards students with good attendance

and good grades by allowing them to be exempt from

their final exams. Instead, they are allowed to join

the other exempt students in the auditorium for mov-

ies all day.

Graduation Rate The faculty of Peru High School will work to in-

crease the graduation rate by continuing to enforce

the current attendance policy and to study the effects

of the ECA remediation intervention programs. At

the earliest sign of at-risk behavior, students will take

part in a Student Academic Intervention Plan (SAIP).

We have an At-Risk program that works with out

kids who are in jeopardy of not graduating.

One key factor for our success at PHS is our Credit

Recovery program. We have purchased several

e2020 licenses for our students to use to catch up on

their credits.

.

Page 20

CHAPTER 10: PROFESSIONAL DEVELOPMENT BASED

ON PROPOSED INTERVENTIONS

After reviewing the data specific to Peru High School, and assessing the perceived needs of students and staff, the

professional development committee has made the following recommendations for staff development during the

2012-2013 school year. These recommendations come after coordinating the professional development with the

proposed interventions found in Chapter 9 of this document. It is the opinion of this committee that these activities

will support our sustainable school improvement efforts.

Page 24

Project-Based Learning

Project-Based Learning utilizes classroom projects in

combination with school technology and student in-

quiry to address a sense of subject comprehension

that promotes relevance to “real-life” issues and

questions. As traditional means of learning and un-

derstanding have often times used formative assess-

ment, PBL relies on the projects themselves to meas-

ure subject matter proficiency and mastery. As PBL

can be implemented on a group or individual student

basis, the intent of PBL is to allow students to ad-

dress problems through “real-life” situations and de-

termine effective outcomes from their application.

Career Initiative/Awareness

During our full day of professional development,

PHS has partnered with Ivy Tech in Peru to deliver

an “Educator’s Field Day.” The purpose of this event

is to educate and increase awareness of local careers

and community strengths. A panel of former PHS

students will share what they thought was important

that allowed them to be successful today. An expert

panel of community businessmen/managers/key

stakeholders will also be informing staff of future

needs, and what they perceive as strengths and weak-

nesses of incoming employees. These experiences

for our staff and counselors will be invaluable in

providing direction, relevancy, and motivation for

their students in the classroom. The afternoon will be

scheduled for each staff member to visit and tour a

local business/factory in their core area.

Professional Learning Communities

During our 45 minute collaboration times each week,

PHS staff will have the opportunity every month to

meet with their professional learning community.

These groups are intended to strengthen and increase

communication and ignite a passion for teachers to

collaborate and work together. PLC’s have been es-

tablished in many different areas, from leadership to

reading skills to public perception.

CHAPTER 11: STATUTES AND RULES TO BE WAIVED

We do not anticipate having to waive any of the statutes or rules, as we currently

understand them. We will continue to ask for and effectively use the professional

development 45-min. collaboration periods on Wednesday morning. In all other areas

we meet the required statutes and rules of the State of Indiana.

We will revise our school improvement plan as needed at those times. As a staff we feel that the implementation

and application of our school improvement plan is a faculty responsibility and will be shared by all members of our

educational community.

Through the use of the Wednesday morning collaboration meetings we will monitor our progress and ensure that we

are moving in the proper direction to offer our students a standards-based education. It is also through the Wednes-

day collaboration that we will review and revise our continuous school improvement program.

CHAPTER 12: TIMELINE FOR IMPLEMENTATION,

REVIEW, AND REVISION

Peru High School

2012

Page 22

APPENDIX A Appendix A, Figure 1 ACT Composite Scores—5 Year Trends

Appendix A, Figure 2 Advanced Placement

Page 26

Graduation Year Composite Scores - PHS Composite Scores - State Average

2009 27 22

2010 23.9 22.3

2011 21.1 22.3

2012 22.8 22.3

2013 23 22

APPENDIX B Appendix B, Figure 1 SAT Scores for Graduates

Appendix B, Figure 2 Percent of 12th Graders Taking the SAT

Page 27

Literacy Initiative

*Designated literacy specialist *Peru High School literacy center *Lesson plans *Staff interviews *Before-During-After Reading Strategies *Library/Media Center *Trained Literacy Team

Diplomas Academic Honors Diploma

Core 40 High School Diploma

Certificate of Completion

*Curriculum guide is aligned with Core 40 and Academic Honors Diplomas. *Numerous students are enrolled in Core 40 program.

Advance Placement Classes *Number of students who are enrolled to receive the Academic Honors Diploma.

School to Work Programs *Vocational Education/Heartland Career Center

*Student Internship

*Peru Community Schools has a long term commitment for allocated seats. *This consists of a half day curriculum for five days a week 1-4 terms. *Student interviews

Course Descriptions *Course descriptions are aligned with the state approved standards

Special Education *I.E.P. goals and objectives are aligned with ninth grade standards in math and language arts.

I-STEP Plus/GQE Remediation

*All students who receive sub-standard scores on I-STEP are required to go through remediation. Additional re-mediation is offered on a voluntary basis during Student Resource Time. *Advanced Learning System (ALS) is available.

APPENDIX C Appendix C School Curriculum Supporting Academic Standards

Page 31

Page 32

Current Technology Equipment

Corporation-wide Computer Network TV/VCR (1 per classroom), Computer (1 per classroom), Printer (1 per classroom), projectors (1 per classroom) Smart Tablet, Digital Hovercam/ELMO

Student/Computer Ratio - 2 to 1 5 General Use Computer Labs (90) 5 Laptop Carts (150) 2 Technology Education Labs (30) 1 Special Education Lab (4) Laser printers (2)

English Department Equipment 1 to 1 Computers TV/VCR on cart (1) RCA VHS Camera (1) Sony Digital Cameras (2) Sony DV Converter Boxes (2) Canon GL1 Digital Video Cameras(4) Panasonic AG DV1000 (1)

Math Department Equipment TI-82/83 Graphing Calculators (44) Calculator-Based Lab Sets (5) Gifted and Talented Computer (1) Computer Lab (room 333)

Science Department Equipment Biomedical PLTW sensors

Social Studies Department Equipment TV/VCR in every room Computer in every room

Industrial Technology Department Equipment

Autodesk Inventor

Autodesk Revit

RoboPro

Bridge Builder

Car Builder

EMCO CNC Lath/Pro Cad., EMCO CNC Mill/Pro Cad.

CNC Teachware

Quark Xpress, Adobe Photoshop, Adobe Illustrator, Imac with Imovie and Cinestream, Hanes T-shirt Maker

Family and Consumer Sciences- Viking 1+ Sewing/Embroidery Machine (2) Scanner (1) 8 Port Computer Hub (1) Iomega Zip Drive (1) IBM Sewing Computer (1) Canon Printer (1) Real Care Baby Simulator (20)

Art Department Equipment - Scanner (1) Sony Digital Camera (10) Photoshop Lab (17) Select Fire (2)

Foreign Language Department- Stereo System (1)

Business Department Equipment - HP Color Laser Printer (1) Flip Share Video Digital Camera (1)

Music Department Equipment - MIDI Keyboards (4) Desktop Computers (6)

Special Education Department Equipment - no additional equipment.

Health and Physical Education Department Equipment- Laptop Computer (1) Desktop Computer with Laser Printer (1)

Administration Equipment - Brother Fax Machine (1) Desktop Computers (10) Laptop Computers (2) Laser Printers (6) 2 Vizio TV’s

Computer Technology Equipment - Compaq Servers (18) 10/100 Switches(21) Computer Projector (2)

Library/AV Equipment - LCD Panel (1) Laser Printers (2) 27" Monitor with cart (1) TV/VCRs on cart (2) 52" Screen Projection TV (1) Headphones (30) Scanner (1)

APPENDIX D Appendix D Technology Activities & Plans

Current Initiatives/Programs Data/Support

Emergency Action Plan (Red Book)

Copy in each classroom. References made simulating different situations. (Ex. Anthrax, Bomb Threat, Lock Down Situations)

Staff and Visitor Identification

To control any unauthorized personnel in the building. Can identify if adults belong in the building.

Limited Access to Building

Doors locked during school hours. Building access is limited, outer key access is closely monitored.

Harassment Program

Discussion during in-service on November 13, 2001 sup-ported reinstating video series on harassment during SRT and making the program a yearly occurrence.

Peer Mediation Program

Students in the building have been trained and are available to reinstate the program.

Student Handbook

School board has approved all information. All Parents have signed off on all the information in the student handbook. The handbook is available online. Dress code and other regulations are clearly defined in the student handbook.

Staff Supervision Teacher Presence in Hallway/Restroom

Teachers are assigned to be in the hallway and student restrooms during passing periods, before and after school. Administration is present at all school related activities.

Sign in and Sign out sheets

Students are required to sign in and out of class periods and SRT. Allow Admin to track students in hallways in case of vandalism

APPENDIX E

Appendix E Programs in Place for a Safe & Secure Learning Environment

Page 33

Page 34

APPENDIX F

Appendix F Parent Survey

Parental Involvement 1. I am given opportunities to participate in my

child’s education.

yes no

2. I am encouraged to take an active role in my

child’s education.

yes no

3. I am or have been involved in the following

activities as a parent of a Peru High School

student. (Please list.)

A. B.

C. D.

E. F.

G. H.

Safety 1. The school is providing a safe environment for

my child.

yes no

2. I am informed of emergency situations that

occur at school.

yes no

3. I trust school personnel to take care of my child

during the school day.

yes no

Comments:

School Climate 1. I feel welcome when I enter my child’s school.

yes no

2. The school personnel (i.e. teachers, office staff,

principal) are approachable.

yes no

3. My child enjoys going to school.

yes no

Comments:

Communication 1. I am informed about my child’s progress.

yes no

2. There is good communication between the

home and the school.

yes no

3. The principal responds to student and parent

concerns.

yes no

Comments:

Curriculum

1. I am aware of the curriculum necessary for my

child to successfully achieve a diploma.

yes no

2. My school maintains a high quality curriculum.

yes no

3. My school offers classes that prepare my child

for the future.

yes no

4. The classes/subjects taught meet the needs of

my child.

yes no

5. The school’s academic programs challenge my

child to achieve academically.

yes no

6. My child enjoys the academic experiences in

this school.

yes no

Comments:

Administration/Leadership 1. Students are treated fairly by the administration.

yes no

2. The principal is a good leader.

yes no

3. The administration is visible and involved in the

school community.

yes no

Comments:

Discipline 1. I received a copy of the discipline policy.

yes no

2. I understand the school’s discipline policy.

yes no

3. The discipline policy is enforced in a fair and appro-

priate manner.

yes no

Comments:

Technology 1. My child uses computers and other technology at

school.

yes no

2. The school has technology to support my child’s

education.

yes no

3. The school’s technology is kept up to date.

yes no

Comments:

Documents

PERU HIGH SCHOOL PL221 SCHOOL IMPROVEMENT PLAN · curricular activities at PHS. For a more complete listing of clubs, organizations, or activities, refer to the Peru High School Parent/Student