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Peru High School Pl221 School Improvement Plan

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Peru High School Pl221 School Improvement Plan PERU HIGH SCHOOL PL221 SCHOOL IMPROVEMENT PLAN School: Telephone: Accreditation year: Peru High School 765-472-3301 2013-2014 Grade Organization: Fax: Indiana School Number: 9-12 765-472-5148 6085 Principal: Web: Type of Locale: Jason Cary http://www.peru.k12.in.us Small City Address: Source for Data in Plan: Community Population: 401 N. Broadway http://compass.doe.in.gov/ 12,217 Peru, IN 46970 dashboard/overview.aspx? type=school&id=6085 PERU HIGH SCHOOL 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- CORPORATION Miami Area Program for Exceptional Children. High school vocational programs are offered through a cooperative PROFILE 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 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. PERU Our students come from a wide variety of ethnic and socio- HIGH SCHOOL economic backgrounds. Because our philosophy is that all students, regardless of their backgrounds, can learn, we must build relationships PROFILE 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) We reward academic accomplish- 15.7% (percentage of families that are below the poverty level) ments with our valedictorian and salutato- 37% (percentage of single parent families) rian honors, our National Honor Society, our special plaques for “A” average 47% (percentage of pupils receive free/reduced lunch) GPAs, Academic Letters, and our Tiger Pride Scholarships. To meet the diverse needs of our students, Peru High School offers an Our SAT average scores for 2012 impressive number of diploma tracks: were 469 for math, 454 for verbal, and 439 for writing. On the 2011-12 ECA Core 40 Academic Honors Diploma scores for sophomore cohort, overall per- Core 40 Diploma centage passing was English 81% and Core 40 Technical Honors Diploma math 70.7%. The graduation rate used to General Diploma determine AYP was 96.6 % for PHS. The attendance rate was 96.16%. The ACT Certificate of Course Completion composite score was 23.0, above the state Certificate of Attendance average of 22.3 Page 1 CHAPTER 1: INTRODUCTION (cont’d) In the 1997-98 school year, the high school imple- Extra-Curricular Activities at PHS mented a Block 4 schedule . During the 2005-06 school year, Academic Super Bowl and Spell Bowl a decision was made to change to a Trimester Schedule, which Art club was implemented with the start of the 2006-07 school year. IHSAA Athletics All classes meet for 70 minutes, with five minute passing peri- Band, Choir, Swing choir 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- Fellowship of Christian Athletes missed at 3:10 P.M. International Foreign Language Club Future Business Leaders of America Within each schedule we have continued to adjust and monitor our programs. Currently all departments have Golden Guard mapped their curricula to the Indiana Academic Standards. In Newspaper, Yearbook, Broadcasting addition, the most recent in-depth focus at PHS has been the Science Olympiad literacy initiative. Starting in the 2008-09 school year, the Speech Team driving focus behind the initiative has been to increase the Student Government reading ability of PHS students. This has been implemented through the use of a reading specialist, who have been training Theater and Drama staff on the best reading practices in order to increase reading Tiger Leadership performance among PHS students while teaching within their own curriculum. In addition to our academic programs, there are a History (cont’d) number of opportunities for students to get involved in extra- In the early 1900's Peru was the site of the curricular activities at PHS. For a more complete listing of largest circus winter quarters in the world. The Cir- clubs, organizations, or activities, refer to the Peru High cus City Festival celebrates this circus heritage each School Parent/Student Handbook. year. Annually, over 250 area youth perform in the The entire Peru High School community feels a great “Greatest Amateur Show on Earth” and participate sense of pride in the vitality of our school and the important in our local circus parade, which is second in size in role that it plays in the city of Peru. Tiger athletics, arts, mu- the State of Indiana to the Indianapolis 500 parade. sic, drama, journalism, science, and technology impact the Peru is also the home of the world famous area. Perhaps the high school’s importance can best be seen composer, Cole Porter, and The Cole Porter Fine when we present our graduating class to the world at large the Arts Foundation annually awards two scholarships night of commencement exercises. No other single function to local graduating seniors who intend to pursue the in the city throughout the year is as popularly attended and as study of fine arts in college. well received. 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- COMMUNITY ployment rate for the year 2005-07 was 8.1%. PROFILE Economically Peru’s primary employment opportu- nities are Manufacturing (30.5%) Education, Health Care (16.8%) Wholesale and retail trade (10.8) History Peru, Indiana, population 12,217 is the county seat of In 1993, Grissom Air Force Base, located Miami County and is located approximately 70 miles north of seven miles south of Peru, was realigned as an Air Indianapolis. Peru is a small midwestern community with a Reserve Base, and was further renamed Grissom rich historical past. Before the city was founded, the territory Joint Air Reserve Base in 2005. The county lost the in which it is located was the
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