KDE Comprehensive School Improvement Plan Jefferson County High School

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KDE Comprehensive School

Improvement Plan

Jefferson County High School

Jefferson County

Jerry C Keepers, Principal 900 South Floyd Street Louisville, KY 40203

Document Generated On December 31, 2015 TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3

Description of the School 4

School's Purpose 5

Notable Achievements and Areas of Improvement 6

Additional Information 8

2015-2016 Jefferson County High School CSIP

Overview 10

Goals Summary 11 Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready. 12 Goal 2: Jefferson County High School will fully implement the Professional Growth and Effectiveness System (PGES). 13 Goal 3: Program Reviews: Jeffrson County High School will complete Program Reviews in Humanities, PLVS, World Languages, and Writing. 14 Goal 4: Instructional Resources will be used appropriately to increase student achievement 14 Goal 5: Jefferson County High School students will demonstrate English proficiency. 15 Goal 6: Novice Reduction: Jefferson County High School will reduce the number of GAP students who score Novice in writing. 17 Goal 7: Jefferson County High School students will demonstrate Proficiency in math. 18

Activity Summary by Funding Source 21

KDE Needs Assessment

Introduction 25

Data Analysis 26

Areas of Strengths 27

Opportunities for Improvement 28

Conclusion 29

KDE Compliance and Accountability - Schools

Introduction 31

Planning and Accountability Requirements 32

KDE Assurances - School

Introduction 46

Assurances 47

The Missing Piece

Introduction 53

Stakeholders 54

Relationship Building 55

Communications 56

Decision Making 58

Advocacy 60

Learning Opportunities 61

Community Partnerships 62

Reflection 63

Report Summary 64

Improvement Plan Stakeholder Involvement

Introduction 66

Improvement Planning Process 67

School Safety Report

Introduction 69

School Safety Requirements 70

Equitable Access Diagnostic

Introduction 73

Needs Assessment 74

Equitable Access Strategies 75

Questions 77

KDE Comprehensive School Improvement Plan Jefferson County High School

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school's plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement.

Executive Summary

Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?

Jefferson County High School offers the opportunity for individuals to earn a high school diploma at their own pace in a location and at a time that are convenient for them. Students may enter at any time of the year (open entry/open exit program); attend classes on a flexible schedule, while holding a job or attending to family responsibilities; and graduate when they have met district and state requirements. JCHS has been an alternative academic program in Jefferson County since 1986. Unique features include the 45 minute student/parent orientation and Test of Adult Basic Education, which are both acceptance criteria. Students may enter the program on a 6.0 grade level in Reading and Math, but cannot start earning high school credit until they reach 8.5 on the TABE. Another feature is the 8 a.m.-11 a.m., 11 a.m.-2 p.m., or 6 p.m.-9 p.m. time structure to accomodate students with jobs or other responsibilities.

Locations include Ahrens Resource Center, Fairdale High School, Iroquois High School, Jaeger Education Center, JCPSeSchool, Louisville Metro Youth Detention Center, and 7 Academic Prep Centers. All have physical building sites except eSchool. JCPSeSchool is an online environmnet where students can work on their high school courses from their home comptuer but come in to our testing center for a proctored final exam in each course. JCPSeSchool courses include dual enrollment CollegeNOW! courses where students can earn up to 36 hours of college credit before high school graduation. JCPSeSchool courses can also be utilized by home school students in our county or purchased by schools or students outside of Jefferson County. We currently have 211 school parnerships in multiple states.

Each JCHS student works with a counselor to develop an individual graduation plan. JCHS is organized into classes of 1 teacher to 18 students. The teacher directs an individualized instructional program for each student. Students proceed at their own pace. This is a competency based program with the student completing mastery before he/she continues into the next course.

The GAC, or Graduate Assistance Center, was started in 2011 to assist adult learners that wish to go back to high school to earn a high school diploma. Total student population is 1048 including students at Ahrens, Jaeger, Fairdale, Iroquois, JCPSeSchool, and LMYDC. JCHS also serves students at 7 district Academic Prep Centers. Students are from all across Jefferson County and are considered at-risk. Most students had either dropped out of school or were on the verge of dropping out before coming to JCHS. JCHS offers these students, for whom a traditional academic setting would not work, the opportunity to complete their high school education and move on to post-secondary education. 270 students participated in CollegeNow! dual credit opportunities through JCPSeSchool in partnership with Jefferson Community and Technical College.

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.

Jefferson County High School is a success pathway to graduation and beyond. We are committed to providing instruction that inspires, nourishes self-esteem, and prepares students to become productive and accomplished members of society.

We inspire students by giving them the opportunity to finish their high school diploma regardless of time away from school. We promote self- esteem by providing a competency based program where students must master content before moving on to the next concept. Self-paced, individualized work promotes a 1 on 1 learning culture which allows students the opportunity to experience success early in the program. We help students become productive and accomplished members of society by providing a unique structure which allows for an almost unlimited number of students to receive their high school diploma and be prepared for post-secondary education, the military, or other career options.

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.

Notable Achievements of Jefferson County High School JCHS has established a Public Relations Committee in order to improve communication of our vision, mission, and progress. This committee is responsible for our participation in Showcase of Schools, use of social media including Twitter and Facebook, and publishing a monthly newsletter. JCHS has a high number of graduates every year. In 2014-15, we had over 250 graduates. JCHS prevents dropouts. In 2014-15, 87% of our students were dropouts or on the verge of dropping out prior to enrolling in JCHS. We continue to see an increase in the number of students who enter post secondary education after graduating from JCHS. We continue to see an increase in College/Career Readiness of our students. We have established 7 Academic Prep Centers in JCPS priority and non-priority school, which offer those students an optional success pathway to graduation. This is a service that helps all schools with their graduation rates. We provide a success pathway to the goal of graduation by offering our program in a variety of formats and locations to serve all students. We serve home-schooled and Home/Hospital students through our eSchool program. We serve the academic needs of incarcerated youth through our education program at LMYDC. JCHS offers dual credit opportunities through CollegeNOW! Counselors work individually with each student to develop an Individual Graduation Plan, which keeps track of credits needed for graduation.

All students complete an ILP and an ALPA. Goal Clarity Coaches work with students to help them transition ot life beyond graduation through providing college and career fairs, scholarship opportunities, and college field trips. JCHS offers a vital Co-op program. The Graduate Assistance Center provides services to students over the age of 21 to help them achieve high school graduation. JCHS offers on-site math tutoring to all students. Goal Clarity Coaches are working on their National Drop Out Prevention Specialist Certification. All JCPSeSchool students are assigned to a teacher-advisor.

Areas of Improvement: We need to improve communication with parents and other stakeholders, as well as to improve communication with other educators. The PR committee is planning strategy for this improvement. We need to improve transition from LMDYC back to a student's assigned school to make sure that work and credits earned transfer appropriately. We have hired a transition coordinator to oversee this process. We need to improve use of data to drive instruction. Focused PD sessions will address this concern. We must focus on our GAP students to find out why their test scores are not improving. Specifically in math, we must look closely at the data to see where we need to improve math instruction. We must then provide the appropriate interventions in math focus topics so that student achievement improves.

Additional Information

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

Jefferson County High School was formed as a dropout prevention program. Since 1986, we have expanded into a viable success pathway choice for a diverse group of students striving to earn their high school diplomas.

At JCHS, students maintain control of their learning through flexible hours of attendance, choice of format, choice of location, and course choices. All courses are self-directed, allowing students to proceed at their own individual pace.

JCHS uses in-house curriculum writers, and all curriculum is aligned to Common Core.

All JCHS courses are competency based. Students do not move on until mastery is achieved on every assignment and assessment.

Through the use of the TABE, we know where students are in math and reading at all times.

Since we offer a virtual program, we do not face the limits of a brick and mortar school, such as enrollment.

Due to our individualized instruction, we have a learning culture based upon relationships.

We serve adult students who are pursuing their high school diploma.

We provide support services to JCPS such as free JCPSeSchool slots to priority schools, free middle school curriculum, Academic Prep Centers, Independent Study Courses, course recovery, and content recovery.

2015-2016 Jefferson County High School CSIP

Overview

Plan Name

2015-2016 Jefferson County High School CSIP

Plan Description

2015-2016 Jefferson County High School CSIP

Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding 1 College/Career Readiness: Increase the Objectives:1 Organizational $0 percentage of students who are college/career Strategies:2 ready. Activities:6 2 Jefferson County High School will fully implement Objectives:1 Organizational $0 the Professional Growth and Effectiveness System Strategies:1 (PGES). Activities:2 3 Program Reviews: Jeffrson County High School will Objectives:1 Organizational $0 complete Program Reviews in Humanities, PLVS, Strategies:1 World Languages, and Writing. Activities:1 4 Instructional Resources will be used appropriately Objectives:1 Organizational $0 to increase student achievement Strategies:1 Activities:3 5 Jefferson County High School students will Objectives:2 Organizational $0 demonstrate English proficiency. Strategies:3 Activities:5 6 Novice Reduction: Jefferson County High School Objectives:1 Organizational $0 will reduce the number of GAP students who score Strategies:1 Novice in writing. Activities:3 7 Jefferson County High School students will Objectives:2 Organizational $0 demonstrate Proficiency in math. Strategies:2 Activities:5

Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready.

Measurable Objective 1: demonstrate a proficiency of 52% on College Readiness and/or Career Readiness exams by 06/01/2016 as measured by ACT (or other College Ready Exams) and/or Industry Certification/KOSSA.

Strategy 1: Increase ACT and Compass scores - Increase number of students who meet ACT and/or COMPASS college readiness benchmarks Category: Career Readiness Pathways Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author.

Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15.

Leithwood, K., Seashore Louis, K., ANderson, S., & Wahlstorm, K. (2004). HOw leadership influences student learning. New York: Wallace Foundation.

National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Activity - Curriculum Revisions/Rewrites Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Curriculum for junior courses will be revised/rewritten to focus on building Academic 08/13/2015 12/15/2016 $0 No Funding Susan skills with shorter, complex text. Reading and writing skills for college Support Required Kennedy readiness will be introduced, modeled and practiced by students to show Program (Goal Clarity understanding, as well as competency in executions. The building of Coach), reading skills will aid students on all parts of the ACT. Kristina Sheldon, Grey Buchanan

Activity - Student scheduling Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible All juniors who have not taken sophomore or junior English and/or Algebra Direct 08/13/2015 12/15/2016 $0 No Funding Teachers of II will be scheduled in those courses as soon as possible. Counselors will Instruction Required record, monitor progress. counselors

Activity - Senior Math Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible A Senior math class that focuses on College/Career readiness math will be Direct 08/13/2015 12/15/2016 $0 No Funding Amy Smith, developed. Instruction Required Amos Hall, Artie Dietz SY 2015-2016 Page 12 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. KDE Comprehensive School Improvement Plan Jefferson County High School

Strategy 2: CollegeNOW! - Increase the number of students accessing CollegeNOW! dual credit courses Category: Career Readiness Pathways Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15. Leithwood, K., Seashore Louisv, K., Anderson, Sl, & Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Activity - CollegeNOW! Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible JCHS will sponsor 10 free CollegeNOW! courses to eligible seniors Academic 08/13/2015 12/15/2016 $0 No Funding Jerry C. Support Required Keepers Program

Activity - Using ACT/COMPASS scores to identify students for Activity Type Begin Date End Date Resource Source Of Staff CollegeNOW! dual credit courses Assigned Funding Responsible Counselors will survey student ACT/COMPASS scores before placing Academic 08/13/2015 12/15/2016 $0 No Funding Counselors student in courses that have a comparable CollegeNOW! option. Support Required Program

Activity - CTE Pathway Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible We will research the possibility of adding a CTE Pathway option for Technology 08/13/2015 12/15/2016 $0 No Funding Susan students Required Kennedy, Mary Pat Sexton, Artie Dietz

Goal 2: Jefferson County High School will fully implement the Professional Growth and Effectiveness System (PGES).

Measurable Objective 1: collaborate to implement all TPGES, PPGES, and OPGES components by 05/01/2015 as measured by data from TPGES, PPGES, and OPGES documentation.

Strategy 1: PGES awareness - All Jefferson County High School faculty and staff will be trained in and will complete all PGES components Category: Teacher PGES Research Cited: Measuring Effective Teaching Project, http://metproject.org Characteristics of High Effective Teaching and Learning http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/ SY 2015-2016 Page 13 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. KDE Comprehensive School Improvement Plan Jefferson County High School

Activity - PGES trainings Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teacher leaders and administrators will attend district trainings on all Professional 07/01/2015 12/15/2016 $0 No Funding Jerry C. PGES components Learning Required Keepers, Lisa Puccetti

Activity - PGES training Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Teacher leaders will train staff on each PGES components so that each Professional 08/03/2015 12/15/2016 $0 No Funding Jerry C. teacher and counselor will have the knowledge to implement the Learning Required Keepers, components. TPGES Teacher Leaders

Goal 3: Program Reviews: Jeffrson County High School will complete Program Reviews in Humanities, PLVS, World Languages, and Writing.

Measurable Objective 1: collaborate to complete Program Reviews in Humanaites, World Languages, Writing, and PLVS by 12/15/2016 as measured by Program Review submission.

Strategy 1: Program Review Committees - Committees will be formed to complete Program Reviews for Humanities, World Languages,Writing, and PLVS. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school district: A review of the knoweldge base. Washington, DC: Author. National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Activity - Program Review Committee Work Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Committees will work throughout the year to complete Program Reviews in Policy and 08/13/2015 12/15/2016 $0 No Funding Susan Humanities, World Languages, Writing, and PLVS Process Required Kennedy, Goal Clarity Coach

Goal 4: Instructional Resources will be used appropriately to increase student achievement

Measurable Objective 1: collaborate to develop a textbook purchasing plan by 03/31/2016 as measured by completion of the textbook purchasing plan.

Strategy 1: Instructional Resources Committee - A committee will be formed that will research instructional resources needs and complete a Textbook Purchasing Plan Category: Stakeholder Engagement

Activity - Committee formation Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible A committee will be formed which will include administrators, teachers, and Other 08/13/2014 12/15/2015 $0 No Funding Lisa Puccetti instructors Required

Activity - Instructional Resources Needs Assessment Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible The Instructional Resources Committee will conduct a needs assessment Other 08/13/2015 12/15/2016 $0 No Funding Instructional to determine priorities for the use of instructional resources Required Resource Committee

Activity - Textbook Purchasing Plan Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Instructional Resource Committee will complete a Textbook Purchasing Other 08/13/2015 12/15/2016 $0 No Funding Instructional Plan. Required Resource Committee

Goal 5: Jefferson County High School students will demonstrate English proficiency.

Measurable Objective 1: demonstrate a proficiency of 60% in English scores by 09/30/2016 as measured by the English EOC.

(shared) Strategy 1: Rigorous Curriculum - This strategy will ensure students have access to rigorous curriculum designed to meet standards, while receiving instructional support from highly qualified teachers and staff. Category: Continuous Improvement Research Cited: Kemple, J.J., & Snipes, J.C. (2000). Career Academies: Impacts on students' engagement and performance in high school. New York: MDRC. Langer, JA (2-3). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 28 (4), 837-880. Langer, J. (2000). Excellence in English in middle and high school: How teachers' professional lives support students achievement (CELA-RR-12002). Albany, NY: The National Research Center of English Learning and Achievement. Lauer, PA, Akiba, M., Wilkerson, SB, Aprohorp, HS, Now, D, and Martin-Glenn, ML (2006). Out-of-school time programs. A meta-analysis of effects for at-risk students. Review of Educational Research, 76 (2), 275-313.

Activity - Curriculum Review Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Certified teachers will continue to review and edit curriculum to ensure that Direct 08/13/2015 06/01/2016 $0 No Funding Curriculum it meets state standards and has acceptable rigor. The curriculum will also Instruction Required developers, be assessed for clarity and standard alignment. Reading lessons/Literacy teachers skills will be added to lesson s across the content areas. Lesson/strategies such as: close reading, comprehension strategies, and informational reading techniques will be utilized.

Strategy 2: Assessment and Accountability - This strategy will implement cohesive assessment and accountability systems that are consistent for JCHS and CPS eschool studetns.

Category: Continuous Improvement Research Cited: Skria, L., Scheurich, JJ, and Johnson, JH (2000). Equity driven achievement-focused school idstricts. Austin, TX: Charles A. Dana Center, University of Texas. Snipes, J., Doolittle, F., and Herlihyh, C. (2002). Foundation for success: Case studies of how urban school systems improve student achievement. new York: MDRC. Watt, KM, Powell, CA, Mendiola, ID and Cossio, G. (2006). School wide impact and AVID: How have selected Texas high schoosl addressed the new accountability measure? Journal of Education for Students Placed at Risk, 11 (1), 57-73.

Activity - Course Collaboration Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Core subject teachers from both JCPSeSchool and JCHS will collaborate Professional 08/13/2015 06/01/2016 $0 No Funding JCHS and on courses when they are being written to ensure that courses deliver Learning Required JCPseSchool quality curriculum regardless of the delivery method. Formal collaboration curriculum times will be set up as each new course completes field testing. Additional developers, collaboration times will happen on Gold Days and at site PLCs. Assistant Principals

Measurable Objective 2: demonstrate a proficiency of 51% for GAP students in English scores by 09/30/2016 as measured by English EOC. (shared) Strategy 1: Rigorous Curriculum - This strategy will ensure students have access to rigorous curriculum designed to meet standards, while receiving instructional support from highly qualified teachers and staff. Category: Continuous Improvement Research Cited: Kemple, J.J., & Snipes, J.C. (2000). Career Academies: Impacts on students' engagement and performance in high school. New York: MDRC. Langer, JA (2-3). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 28 (4), 837-880. Langer, J. (2000). Excellence in English in middle and high school: How teachers' professional lives support students achievement (CELA-RR-12002). Albany, NY: The National Research Center of English Learning and Achievement. Lauer, PA, Akiba, M., Wilkerson, SB, Aprohorp, HS, Now, D, and Martin-Glenn, ML (2006). Out-of-school time programs. A meta-analysis of effects for at-risk

SY 2015-2016 Page 16 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. KDE Comprehensive School Improvement Plan Jefferson County High School students. Review of Educational Research, 76 (2), 275-313.

Strategy 2: Learning Environment - Develop/build confidence and self-esteem of GAP students through a supportive learning environment. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washing ton, DC: Author. Canter, A. Klotz, MB, and Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8 (6). 12-15. Leithwood, K., Seashore, Louis, K., Anderson, S., and Wahlstorm, K. (2004). Breaking Ranks II: Strategies for leading high school reform. Reson, VA: Author.

Activity - Small Learning Comminities Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Students will be in small classes where teachers can provide individualized Class Size 08/13/2015 06/01/2016 $0 No Funding Site APs and instruction, assistance, and intervention Reduction Required Counselors

Activity - Building Positive Relationships Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Professional Development workshops will be held on Building Positive Professional 08/01/2015 06/01/2016 $0 No Funding Lisa Puccetti, Relationships with GAP Students Learning Required Andrea Carter, Mary Sexton

Activity - Weekly goal tracking Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Counselors and site Assistant Principals will conference weekly with each Academic 08/13/2015 06/16/2016 $0 No Funding Counselors student to set short term and long term goals. Support Required and Assistant Program Principals

Goal 6: Novice Reduction: Jefferson County High School will reduce the number of GAP students who score Novice in writing.

Measurable Objective 1: collaborate to decrease the number of GAP students who score Novice in Writing to 35% by 09/30/2016 as measured by KPREP On-Demand Writing Assessment.

Strategy 1: Learning Environment - Develop/build confidence and self-esteem of GAP students through a supportive learning environment Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author Canoer, A., Klotz, MB, and Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8 (6). 12-15 National Association of Secondary School Principals, (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA

Activity - Building Positive Relationships Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Professional Development workshops on building positive relationships Professional 08/03/2015 06/01/2016 $0 No Funding PD with GAP students. Learning Required Committee: Lisa Puccetti, Andrea Carter, Pennie Miller, Mary Sexton

Activity - Promoting Attendance Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Encourage attendance through phone calls, emails, letters, positive Academic 08/13/2015 07/01/2016 $0 No Funding Mary Sexton, motivation Support Required Susan Program Kennedy

Activity - Performance-based learning Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Performance -based learning activities will encourage student engagement Direct 08/13/2015 06/01/2016 $0 No Funding Kristina in Writing Workshops and will provide a true assessment of learning. Instruction Required Sheldon, Grey Buchanan

Goal 7: Jefferson County High School students will demonstrate Proficiency in math.

Measurable Objective 1: demonstrate a proficiency of 23.5% in math by 09/30/2016 as measured by Algebra II EOC.

Activity - Math Labs and Tutoring Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Math labs will be available for all students every day at all sites for Direct 08/13/2015 06/01/2016 $0 No Funding Math teachers additional math instruction. Math tutoring will be available after school. Instruction Required

Activity - Use of resources for struggling students Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Online resources such as Edgenuity, MyPath, Study island, Math.com, Academic 08/13/2015 06/01/2016 $0 No Funding Math teachers Kahn Academy will be sued by teachers to help individual students in Support Required areas of struggle. Program

Activity - Differentiated Instruction Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Instruction will be modified to meet student needs. Instruction will be Direct 08/13/2015 06/01/2016 $0 No Funding Math teachers individualized and differentiated from student to student, allowing students Instruction Required multiple opportunities to demonstrate proficiency

Measurable Objective 2: demonstrate a proficiency of 12.61 for GAP students in math by 09/30/2016 as measured by Algebra II EOC. Strategy 1: Learning Environment - Develop/Build confidence and self-esteem of GAP students through a supportive learning environment. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, MB., and Cowan, K. (2008, February). Response to Intervention: The future of secondary schools. Principal leadership, 8 (6), 12-15. Leithworrd, K., Seashore, Louis, K., Anderson,s., and Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation.

Activity - Building Positive Relationships Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible

Professional Development workshops will be conducted on how to build Professional 08/03/2015 06/01/2016 $0 No Funding Professional positive relationships will GAP students. Learning Required Development Committee, Lisa Puccetti, Mary Sexton, Andrea Carter, Pennie Miller

Activity - Math PLC work Activity Type Begin Date End Date Resource Source Of Staff Assigned Funding Responsible Math teachers will meet on a regular basis to discuss math strategies that Professional 08/13/2015 06/01/2016 $0 No Funding Amy Smith, work for struggling students. Learning Required Amos Hall

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description Activity Type Begin Date End Date Resource Staff Assigned Responsible CTE Pathway We will research the possibility of adding a CTE Pathway Technology 08/13/2015 12/15/2016 $0 Susan option for students Kennedy, Mary Pat Sexton, Artie Dietz Committee formation A committee will be formed which will include Other 08/13/2014 12/15/2015 $0 Lisa Puccetti administrators, teachers, and instructors Course Collaboration Core subject teachers from both JCPSeSchool and JCHS Professional 08/13/2015 06/01/2016 $0 JCHS and will collaborate on courses when they are being written to Learning JCPseSchool ensure that courses deliver quality curriculum regardless of curriculum the delivery method. Formal collaboration times will be set developers, up as each new course completes field testing. Additional Assistant collaboration times will happen on Gold Days and at site Principals PLCs. Using ACT/COMPASS Counselors will survey student ACT/COMPASS scores Academic 08/13/2015 12/15/2016 $0 Counselors scores to identify students for before placing student in courses that have a comparable Support CollegeNOW! dual credit CollegeNOW! option. Program courses Building Positive Professional Development workshops will be conducted on Professional 08/03/2015 06/01/2016 $0 Professional Relationships how to build positive relationships will GAP students. Learning Development Committee, Lisa Puccetti, Mary Sexton, Andrea Carter, Pennie Miller Math PLC work Math teachers will meet on a regular basis to discuss math Professional 08/13/2015 06/01/2016 $0 Amy Smith, strategies that work for struggling students. Learning Amos Hall CollegeNOW! JCHS will sponsor 10 free CollegeNOW! courses to eligible Academic 08/13/2015 12/15/2016 $0 Jerry C. seniors Support Keepers Program PGES training Teacher leaders will train staff on each PGES components Professional 08/03/2015 12/15/2016 $0 Jerry C. so that each teacher and counselor will have the knowledge Learning Keepers, to implement the components. TPGES Teacher Leaders

Instructional Resources The Instructional Resources Committee will conduct a Other 08/13/2015 12/15/2016 $0 Instructional Needs Assessment needs assessment to determine priorities for the use of Resource instructional resources Committee Textbook Purchasing Plan Instructional Resource Committee will complete a Textbook Other 08/13/2015 12/15/2016 $0 Instructional Purchasing Plan. Resource Committee Use of resources for Online resources such as Edgenuity, MyPath, Study island, Academic 08/13/2015 06/01/2016 $0 Math teachers struggling students Math.com, Kahn Academy will be sued by teachers to help Support individual students in areas of struggle. Program Performance-based learning Performance -based learning activities will encourage Direct 08/13/2015 06/01/2016 $0 Kristina student engagement in Writing Workshops and will provide Instruction Sheldon, a true assessment of learning. Grey Buchanan PGES trainings Teacher leaders and administrators will attend district Professional 07/01/2015 12/15/2016 $0 Jerry C. trainings on all PGES components Learning Keepers, Lisa Puccetti Student scheduling All juniors who have not taken sophomore or junior English Direct 08/13/2015 12/15/2016 $0 Teachers of and/or Algebra II will be scheduled in those courses as Instruction record, soon as possible. Counselors will monitor progress. counselors Building Positive Professional Development workshops on building positive Professional 08/03/2015 06/01/2016 $0 PD Relationships relationships with GAP students. Learning Committee: Lisa Puccetti, Andrea Carter, Pennie Miller, Mary Sexton Curriculum Review Certified teachers will continue to review and edit curriculum Direct 08/13/2015 06/01/2016 $0 Curriculum to ensure that it meets state standards and has acceptable Instruction developers, rigor. The curriculum will also be assessed for clarity and teachers standard alignment. Reading lessons/Literacy skills will be added to lesson s across the content areas. Lesson/strategies such as: close reading, comprehension strategies, and informational reading techniques will be utilized. Weekly goal tracking Counselors and site Assistant Principals will conference Academic 08/13/2015 06/16/2016 $0 Counselors weekly with each student to set short term and long term Support and Assistant goals. Program Principals Differentiated Instruction Instruction will be modified to meet student needs. Direct 08/13/2015 06/01/2016 $0 Math teachers Instruction will be individualized and differentiated from Instruction student to student, allowing students multiple opportunities to demonstrate proficiency

Curriculum Curriculum for junior courses will be revised/rewritten to Academic 08/13/2015 12/15/2016 $0 Susan Revisions/Rewrites focus on building skills with shorter, complex text. Reading Support Kennedy and writing skills for college readiness will be introduced, Program (Goal Clarity modeled and practiced by students to show understanding, Coach), as well as competency in executions. The building of Kristina reading skills will aid students on all parts of the ACT. Sheldon, Grey Buchanan Promoting Attendance Encourage attendance through phone calls, emails, letters, Academic 08/13/2015 07/01/2016 $0 Mary Sexton, positive motivation Support Susan Program Kennedy Building Positive Professional Development workshops will be held on Professional 08/01/2015 06/01/2016 $0 Lisa Puccetti, Relationships Building Positive Relationships with GAP Students Learning Andrea Carter, Mary Sexton Program Review Committee Committees will work throughout the year to complete Policy and 08/13/2015 12/15/2016 $0 Susan Work Program Reviews in Humanities, World Languages, Writing, Process Kennedy, and PLVS Goal Clarity Coach Senior Math A Senior math class that focuses on College/Career Direct 08/13/2015 12/15/2016 $0 Amy Smith, readiness math will be developed. Instruction Amos Hall, Artie Dietz Math Labs and Tutoring Math labs will be available for all students every day at all Direct 08/13/2015 06/01/2016 $0 Math teachers sites for additional math instruction. Math tutoring will be Instruction available after school. Small Learning Comminities Students will be in small classes where teachers can Class Size 08/13/2015 06/01/2016 $0 Site APs and provide individualized instruction, assistance, and Reduction Counselors intervention Total $0

KDE Needs Assessment

Introduction

The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.

Data Analysis

What question(s) are you trying to answer with the data and information provided to you? What does the data/information tell you? What does the data/information not tell you?

The questions we are trying to answer are: 1. Are our students performing at the proficient level in Reading and Math? 2. Are our GAP students performing at the proficient level in Reading and Math? 3. Are our student achieving College/Career Readiness? 4. Are our students graduating?

The data is helpful in answering some, but not all of the questions. End of Course exams give us scores for Reading and Math. In reading, 55.9% of our combined JCHS and JCPSeSchool students scored Proficient or Distinguished. However, in Math, only 20% of our students scored Proficient or Distinguished. ACT scores show that 54$% of our students (combined JCHS/JCPSeSchool) met the reading benchmark and 11% meth the math benchmark. On-Demand writing results show that 30% of our students scored proficient of distinguished. Gap students scores are lower. On the English EOC, 45.8% of our GAP students scored Proficient or Distinguished. In Math, 2.9% of our GAP students scored Proficient or Distinguished. College and Career Readiness have improved over the past several years. In the spring of 2015, 49.5% of our students were College/Career Ready. However, because we are an open entry/ open exit program, we can get new students any day of the year, and students can graduate on any day of the year. These enrollments and withdrawals can skew our dashboard data. We do not have accurate data for the graduation rate, due tot he fact that we are an open entry/ open exit program. Many of our students enroll with us after dropping out of school. many are already in their 5th or 6th year of high school when they enroll with us. Many are several years behind when they enroll with us. Therefore, traditional formulas for tracking graduation rate do not work for us. We are tracking what percentage of students who enroll with us graduate within one year of becoming a senior. At the end of 2015, that percentage was 59%.

Areas of Strengths

What were the areas of strength you noted? What actions are you implementing to sustain the areas of strength? What is there cause to celebrate?

Overall, our students performed very well in reading, with 55.9% scoring proficient/distinguished, which is 7 points higher than the district. Our number of students who demonstrated College/Career Readiness has drastically improved. This is due to a formal process being implemented which includes tracking students, providing effective interventions, and using COMPASS opportunities. We will continue to place an emphasis on practicing reading and writing strategies.

Opportunities for Improvement

What were areas in need of improvement? What plans are you making to improve the areas of need?

Our math scores are not acceptable. Our GAP math scores must improve drastically. We are currently in the process of revising our entire math curriculum to ensure that, in additional to being aligned to Common Core Standards, we are providing clear instruction with multiple opportunities to practice math skills. Additionally, we are increasing opportunities for students to receive additional math tutoring. We are transitioning to a model of on-line curriculum with individualized teacher support for each student. We must improve our ability to connect with and to inspire GAP students, particularly in the area of math. We will continue to provide effective PD in the areas of Cultural Competency, Differentiated Instruction, Relationship-Building, and using data to guide instruction. We are taking extra steps to ensure that all of our seniors who did not meet ACT benchmarks are ready for the CONPASS through effective intervention strategies. Although we cannot look at graduation data through a traditional lens, we do know that we need to place more of a focus on working individually with seniors to make sure that they are earning credits in an appropriate timeframe, and that they are graduating within one calendar year of becoming a senior.

Conclusion

Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?

We are rewriting/revising all math and English curriculum to more effectively focus on skill necessary for success. We will continue to work on effective intervention strategies to ensure that all students graduate College/Career ready. We will continue our plan of continuous communication with students to ensure that all students, but especially seniors, are staying on track with course completions. We will provide effective basic skills remediation so that all students can be successful. We will improve College/Career readiness interventions so that all students receive multiple opportunities to demonstrate College/Career Readiness. We will provide Professional Development in the areas of Differentiated Instruction, Instructional Strategies, Cultural Competency, Relationship Building, and Data analysis.

KDE Compliance and Accountability - Schools

Introduction

The process of Improvement Planning in Kentucky is used as the means of determining how schools and districts will plan to ensure that students reach proficiency and beyond by 2015. The process focuses school and district improvement efforts on student needs by bringing together all stakeholders to plan for improvement, by focusing planning efforts on priority needs and closing achievement gaps between subgroups of students, by building upon school and district capacity for high quality planning, and by making connections between the funds that flow into the district and the priority needs in schools. Your school’s plans for improvement must be based on careful and honest analysis of data, address all content areas, and clearly address gaps in student achievement.

Planning and Accountability Requirements

The school has identified specific strategies to address areas for improvement identified in the TELLKY Survey results.

Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready.

Strategy1: Increase ACT and Compass scores - Increase number of students who meet ACT and/or COMPASS college readiness benchmarks Category: Career Readiness Pathways Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author.

Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15.

Leithwood, K., Seashore Louis, K., ANderson, S., & Wahlstorm, K. (2004). HOw leadership influences student learning. New York: Wallace Foundation.

National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Activity Funding Amount Activity - Student scheduling Type Begin Date End Date & Source Staff Responsible All juniors who have not taken sophomore or junior English and/or Algebra II will be Direct $0 - No Funding Teachers of record, scheduled in those courses as soon as Instruction 08/13/2015 12/15/2016 Required counselors possible. Counselors will monitor progress.

Activity Funding Amount Activity - Senior Math Type Begin Date End Date & Source Staff Responsible A Senior math class that focuses on College/Career readiness math will be Direct 08/13/2015 12/15/2016 $0 - No Funding Amy Smith, Amos Hall, developed. Instruction Required Artie Dietz

Activity Funding Amount Activity - Curriculum Revisions/Rewrites Type Begin Date End Date & Source Staff Responsible Curriculum for junior courses will be revised/rewritten to focus on building skills with shorter, complex text. Reading and writing skills for college readiness will be introduced, Academic $0 - No Funding Susan Kennedy (Goal modeled and practiced by students to show Support 08/13/2015 12/15/2016 Required Clarity Coach), Kristina understanding, as well as competency in Program Sheldon, Grey Buchanan executions. The building of reading skills will aid students on all parts of the ACT.

Strategy2: CollegeNOW! - Increase the number of students accessing CollegeNOW! dual credit courses Category: Career Readiness Pathways Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15. Leithwood, K., Seashore Louisv, K., Anderson, Sl, & Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Activity Funding Amount Activity - CollegeNOW! Type Begin Date End Date & Source Staff Responsible Academic JCHS will sponsor 10 free CollegeNOW! Support 08/13/2015 12/15/2016 $0 - No Funding Jerry C. Keepers courses to eligible seniors Program Required

Activity Funding Amount Activity - CTE Pathway Type Begin Date End Date & Source Staff Responsible We will research the possibility of adding a CTE $0 - No Funding Susan Kennedy, Mary Pat Pathway option for students Technology 08/13/2015 12/15/2016 Required Sexton, Artie Dietz

Activity - Using ACT/COMPASS scores to identify students for CollegeNOW! dual Activity Begin Date End Date Funding Amount Staff Responsible credit courses Type & Source Counselors will survey student ACT/COMPASS Academic scores before placing student in courses that Support 08/13/2015 12/15/2016 $0 - No Funding Counselors have a comparable CollegeNOW! option. Program Required

Goal 2: Jefferson County High School will fully implement the Professional Growth and Effectiveness System (PGES).

Measurable Objective 1: collaborate to implement all TPGES, PPGES, and OPGES components by 05/01/2015 as measured by data from TPGES, PPGES, and OPGES documentation.

Activity Funding Amount Activity - PGES trainings Type Begin Date End Date & Source Staff Responsible Teacher leaders and administrators will attend Professional $0 - No Funding Jerry C. Keepers, Lisa district trainings on all PGES components Learning 07/01/2015 12/15/2016 Required Puccetti

Activity Funding Amount Activity - PGES training Type Begin Date End Date & Source Staff Responsible Teacher leaders will train staff on each PGES components so that each teacher and Professional $0 - No Funding Jerry C. Keepers, TPGES counselor will have the knowledge to implement Learning 08/03/2015 12/15/2016 Required Teacher Leaders the components.

Goal 3: Instructional Resources will be used appropriately to increase student achievement

Measurable Objective 1: collaborate to develop a textbook purchasing plan by 03/31/2016 as measured by completion of the textbook purchasing plan.

Strategy1: Instructional Resources Committee - A committee will be formed that will research instructional resources needs and complete a Textbook Purchasing Plan Category: Stakeholder Engagement Research Cited:

Activity - Instructional Resources Needs Activity Funding Amount Assessment Type Begin Date End Date & Source Staff Responsible The Instructional Resources Committee will conduct a needs assessment to determine Other 08/13/2015 12/15/2016 $0 - No Funding Instructional Resource priorities for the use of instructional resources Required Committee

Activity Funding Amount Activity - Textbook Purchasing Plan Type Begin Date End Date & Source Staff Responsible Instructional Resource Committee will complete $0 - No Funding Instructional Resource a Textbook Purchasing Plan. Other 08/13/2015 12/15/2016 Required Committee

Activity Funding Amount Activity - Committee formation Type Begin Date End Date & Source Staff Responsible A committee will be formed which will include $0 - No Funding administrators, teachers, and instructors Other 08/13/2014 12/15/2015 Required Lisa Puccetti

Goal 4: Jefferson County High School students will demonstrate English proficiency.

Measurable Objective 1: demonstrate a proficiency of 51% for GAP students in English scores by 09/30/2016 as measured by English EOC.

Strategy1: Learning Environment - Develop/build confidence and self-esteem of GAP students through a supportive learning environment. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washing ton, DC: Author. Canter, A. Klotz, MB, and Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8 (6). 12-15. Leithwood, K., Seashore, Louis, K., Anderson, S., and Wahlstorm, K. (2004). Breaking Ranks II: Strategies for leading high school reform. Reson, VA: Author.

Activity Funding Amount Activity - Small Learning Comminities Type Begin Date End Date & Source Staff Responsible Students will be in small classes where teachers can provide individualized instruction, Class Size 08/13/2015 06/01/2016 $0 - No Funding Site APs and Counselors assistance, and intervention Reduction Required

Activity Funding Amount Activity - Building Positive Relationships Type Begin Date End Date & Source Staff Responsible Professional Development workshops will be held on Building Positive Relationships with Professional 08/01/2015 06/01/2016 $0 - No Funding Lisa Puccetti, Andrea GAP Students Learning Required Carter, Mary Sexton

Activity Funding Amount Activity - Weekly goal tracking Type Begin Date End Date & Source Staff Responsible Counselors and site Assistant Principals will Academic conference weekly with each student to set Support 08/13/2015 06/16/2016 $0 - No Funding Counselors and Assistant short term and long term goals. Program Required Principals

Goal 5: Novice Reduction: Jefferson County High School will reduce the number of GAP students who score Novice in writing.

Measurable Objective 1:

SY 2015-2016 Page 35 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. KDE Comprehensive School Improvement Plan Jefferson County High School collaborate to decrease the number of GAP students who score Novice in Writing to 35% by 09/30/2016 as measured by KPREP On- Demand Writing Assessment.

Strategy1: Learning Environment - Develop/build confidence and self-esteem of GAP students through a supportive learning environment Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author Canoer, A., Klotz, MB, and Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8 (6). 12-15 National Association of Secondary School Principals, (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA

Activity Funding Amount Activity - Performance-based learning Type Begin Date End Date & Source Staff Responsible Performance -based learning activities will encourage student engagement in Writing Direct $0 - No Funding Kristina Sheldon, Grey Workshops and will provide a true assessment Instruction 08/13/2015 06/01/2016 Required Buchanan of learning.

Activity Funding Amount Activity - Building Positive Relationships Type Begin Date End Date & Source Staff Responsible Professional Development workshops on PD Committee: Lisa building positive relationships with GAP Professional 08/03/2015 06/01/2016 $0 - No Funding Puccetti, Andrea Carter, students. Learning Required Pennie Miller, Mary Sexton

Activity Funding Amount Activity - Promoting Attendance Type Begin Date End Date & Source Staff Responsible Academic Encourage attendance through phone calls, Support 08/13/2015 07/01/2016 $0 - No Funding Mary Sexton, Susan emails, letters, positive motivation Program Required Kennedy

Goal 6: Jefferson County High School students will demonstrate Proficiency in math.

Measurable Objective 1: demonstrate a proficiency of 12.61 for GAP students in math by 09/30/2016 as measured by Algebra II EOC.

Strategy1: Learning Environment - Develop/Build confidence and self-esteem of GAP students through a supportive learning environment. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, MB., and Cowan, K. (2008, February). Response to Intervention: The future of secondary schools. Principal leadership, 8 SY 2015-2016 Page 36 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. KDE Comprehensive School Improvement Plan Jefferson County High School

(6), 12-15. Leithworrd, K., Seashore, Louis, K., Anderson,s., and Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation.

Activity Funding Amount Activity - Math PLC work Type Begin Date End Date & Source Staff Responsible Math teachers will meet on a regular basis to discuss math strategies that work for struggling Professional 08/13/2015 06/01/2016 $0 - No Funding Amy Smith, Amos Hall students. Learning Required

Activity Funding Amount Activity - Building Positive Relationships Type Begin Date End Date & Source Staff Responsible Professional Development Professional Development workshops will be Professional $0 - No Funding Committee, Lisa Puccetti, conducted on how to build positive relationships Learning 08/03/2015 06/01/2016 Required Mary Sexton, Andrea will GAP students. Carter, Pennie Miller

The school identified specific strategies to increase the average combined reading and math K-Prep proficiency scores.

N/A (this question does not apply)

All children-were screened for kindergarten readiness. If yes, name the assessment.

N/A (this question does not apply)

The school identified specific strategies to increase the percentage of students who are Kindergarten ready.

N/A (this question does not apply)

The school identified specific K-3 strategies to increase the average 3rd grade math and reading combined K-Prep proficiency scores.

N/A (this question does not apply)

The school identified specific strategies to address subgroup achievement gaps.

Goal 1: Jefferson County High School students will demonstrate English proficiency.

Measurable Objective 1: demonstrate a proficiency of 51% for GAP students in English scores by 09/30/2016 as measured by English EOC.

Strategy1: Rigorous Curriculum - This strategy will ensure students have access to rigorous curriculum designed to meet standards, while receiving instructional support from highly qualified teachers and staff. Category: Continuous Improvement Research Cited: Kemple, J.J., & Snipes, J.C. (2000). Career Academies: Impacts on students' engagement and performance in high school. New York: MDRC. Langer, JA (2-3). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 28 (4), 837-880. Langer, J. (2000). Excellence in English in middle and high school: How teachers' professional lives support students achievement (CELA- RR-12002). Albany, NY: The National Research Center of English Learning and Achievement. Lauer, PA, Akiba, M., Wilkerson, SB, Aprohorp, HS, Now, D, and Martin-Glenn, ML (2006). Out-of-school time programs. A meta-analysis of effects for at-risk students. Review of Educational Research, 76 (2), 275-313.

Activity Funding Amount Activity - Curriculum Review Type Begin Date End Date & Source Staff Responsible Certified teachers will continue to review and edit curriculum to ensure that it meets state standards and has acceptable rigor. The curriculum will also be assessed for clarity and standard alignment. Reading lessons/Literacy Direct 08/13/2015 06/01/2016 $0 - No Funding Curriculum developers, skills will be added to lesson s across the Instruction Required teachers content areas. Lesson/strategies such as: close reading, comprehension strategies, and informational reading techniques will be utilized.

Strategy2: Learning Environment - Develop/build confidence and self-esteem of GAP students through a supportive learning environment. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washing ton, DC: Author. Canter, A. Klotz, MB, and Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8 (6). 12-15. Leithwood, K., Seashore, Louis, K., Anderson, S., and Wahlstorm, K. (2004). Breaking Ranks II: Strategies for leading high school reform. Reson, VA: Author.

Goal 2: Novice Reduction: Jefferson County High School will reduce the number of GAP students who score Novice in writing.

Measurable Objective 1: collaborate to decrease the number of GAP students who score Novice in Writing to 35% by 09/30/2016 as measured by KPREP On- Demand Writing Assessment.

Strategy1: Learning Environment - Develop/build confidence and self-esteem of GAP students through a supportive learning environment Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author Canoer, A., Klotz, MB, and Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8 (6). 12-15 National Association of Secondary School Principals, (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA

Goal 3: Jefferson County High School students will demonstrate Proficiency in math.

Measurable Objective 1: demonstrate a proficiency of 12.61 for GAP students in math by 09/30/2016 as measured by Algebra II EOC.

Strategy1: Learning Environment - Develop/Build confidence and self-esteem of GAP students through a supportive learning environment. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, MB., and Cowan, K. (2008, February). Response to Intervention: The future of secondary schools. Principal leadership, 8 (6), 12-15. Leithworrd, K., Seashore, Louis, K., Anderson,s., and Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation.

The school identified specific strategies to increase the average freshman graduation rate.

Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready.

Strategy1: CollegeNOW! - Increase the number of students accessing CollegeNOW! dual credit courses Category: Career Readiness Pathways

Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15. Leithwood, K., Seashore Louisv, K., Anderson, Sl, & Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Strategy2: Increase ACT and Compass scores - Increase number of students who meet ACT and/or COMPASS college readiness benchmarks Category: Career Readiness Pathways Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author.

Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15.

Leithwood, K., Seashore Louis, K., ANderson, S., & Wahlstorm, K. (2004). HOw leadership influences student learning. New York: Wallace Foundation.

National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

The school identified specific strategies to increase the percentage of students who are college and career ready.

Goal 1: College/Career Readiness: Increase the percentage of students who are college/career ready.

Strategy1: CollegeNOW! - Increase the number of students accessing CollegeNOW! dual credit courses Category: Career Readiness Pathways Research Cited: American Institutes for Research. (2005). Toward more effective school districts: A review of the knowledge base. Washington, DC: Author. Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15. Leithwood, K., Seashore Louisv, K., Anderson, Sl, & Wahlstorm, K. (2004). How leadership influences student learning. New York: Wallace Foundation National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Canter, A., Klotz, M.B., & Cowan, K. (2008, February). Response to Intervention: The future for secondary schools. Principal Leadership, 8(6), 12-15.

Leithwood, K., Seashore Louis, K., ANderson, S., & Wahlstorm, K. (2004). HOw leadership influences student learning. New York: Wallace Foundation.

National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

The school identified specific strategies to increase the percentage of distinguished programs in the arts and humanities, PL/CS and writing.

Goal 1: Program Reviews: Jeffrson County High School will complete Program Reviews in Humanities, PLVS, World Languages, and Writing.

Measurable Objective 1: collaborate to complete Program Reviews in Humanaites, World Languages, Writing, and PLVS by 12/15/2016 as measured by Program Review submission.

Strategy1: Program Review Committees - Committees will be formed to complete Program Reviews for Humanities, World Languages,Writing, and PLVS. Category: Continuous Improvement Research Cited: American Institutes for Research. (2005). Toward more effective school district: A review of the knoweldge base. Washington, DC: Author. National Association of Secondary School Principals. (2004). Breaking Ranks II: Strategies for leading high school reform. Reston, VA: Author.

Activity Funding Amount Activity - Program Review Committee Work Type Begin Date End Date & Source Staff Responsible Committees will work throughout the year to complete Program Reviews in Humanities, Policy and 08/13/2015 12/15/2016 $0 - No Funding Susan Kennedy, Goal World Languages, Writing, and PLVS Process Required Clarity Coach

KDE Assurances - School

Introduction

KDE Assurances - School

Assurances

Label Assurance Response Comment Attachment Comprehensive The school conducted a comprehensive needs Yes Needs Assessment assessment, which included a review of academic achievement data for all students and assessed the needs of the school relative to each of the schoolwide program components.

Label Assurance Response Comment Attachment Core Academic The school planned and developed Schoolwide Yes Programs researchbased instructional reform strategies to strengthen the core academic program, increase the amount and quality of learning time, and provide additional support to all students.

Label Assurance Response Comment Attachment Preschool The school planned preschool transition N/A Transition strategies and the implementation process.

Label Assurance Response Comment Attachment Research-based The school planned and developed schoolwide Yes Strategies researchbased instructional strategies that provide additional instruction for students experiencing the greatest degree of difficulty mastering the state's academic achievement standards.

Label Assurance Response Comment Attachment Highly Qualified The school planned strategies to recruit and Yes Teachers retain highly qualified teachers.

Label Assurance Response Comment Attachment Title I, Part A The school allocated and spent Title I, Part A Yes Schoolwide Funds Schoolwide funds only on allowable programs and activities and maintained appropriate financial records in this regard on its Title I, Part A programs and activities.

Label Assurance Response Comment Attachment Parental The school planned or developed strategies to Yes Policies were put in place for Involvement increase parental involvement in the design, regular communication with implementation, evaluation and communication parents. Many of our students of assessment results of the Schoolwide are over the age of 18 and are activities, which included the development and not living with parents, so implementation of a Parent Compact and a parental involvement is no Parent Involvement Policy. applicable in those situations.

Label Assurance Response Comment Attachment Schoolwide The school incorporated the ten schoolwide Yes Planning planning criteria into the existing school improvement planning process.

Label Assurance Response Comment Attachment Professional The school planned or provided appropriate Yes Development professional development activities for staff members who will be serving students.

Label Assurance Response Comment Attachment Comprehensive The school an annual evaluation that addresses Yes Plan the implementation of the comprehensive plan and student achievement results that will inform changes when needed.

Label Assurance Response Comment Attachment Comprehensive The school conducted a comprehensive needs Yes Needs Assessment assessment, which included a review of academic achievement data, and established objective criteria for identifying eligible Title I students.

Label Assurance Response Comment Attachment Instructional The school planned and developed research Yes Strategies based instructional strategies to support and assist identified students.

Label Assurance Response Comment Attachment Targeted The school planned targeted assistance Yes Assistance activities for identified students that coordinated Activities and integrate with other federal, state, and local programs.

Label Assurance Response Comment Attachment Targeted The school planned targeted assistance Yes Assistance activities for identified students that coordinate Activities with and support the regular educational program so identified students have access to both.

Label Assurance Response Comment Attachment Schoolwide The school planned activities to coordinate and Yes Activities integrate with other federal, state, and local programs.

Label Assurance Response Comment Attachment Targeted The school planned or developed strategies to Yes Assistance monitor and evaluate the success of targeted Activities assistance activities with the identified students and will use the results of the evaluation to inform and improve instructional strategies and professional development activities.

Label Assurance Response Comment Attachment Highly Qualified The school assigned paraprofessionals who Yes All Instructor IIIs have Bachelor met the requirements of Highly Qualified under degrees. ESEA to work with targeted assistance programs and activities.

Label Assurance Response Comment Attachment Federal Program The school allocated and spent federal program Yes Funds funds only on programs and activities for identified eligible students. The school maintained appropriate financial records on its Title I, Part A programs and activities.

Label Assurance Response Comment Attachment Parental The school planned or developed strategies to N/A Title I funds are only used at Involvement increase parental involvement in the design, LMYDC, a secure detention implementation, and evaluation of the targeted facility. assistance activities, which included the implementation of a Parent Compact and a Parent Involvement Policy.

Label Assurance Response Comment Attachment Targeted The school incorporated the eight Targeted N/A Assistance Assistance Planning components into the Planning existing school improvement planning process.

Label Assurance Response Comment Attachment Professional The school planned or provided appropriate Yes Development professional development activities for staff members who serve identified Title I students.

Label Assurance Response Comment Attachment Comprehensive The school planned an annual evaluation that Yes Improvement Plan addressed the implementation of the comprehensive plan and student achievement results that informed changes when needed.

Label Assurance Response Comment Attachment Transparency The current school year Comprehensive School Yes jchsky.net Improvement Plan (CSIP) is available for The CSIP will be put on the stakeholders to examine on our school website website after it is reviewed and (provide the website link below). submitted.

Label Assurance Response Comment Attachment Teacher Quality The school notifies parents when their N/A All teachers are highly qualified. child(ren) are taught for four or more consecutive weeks by teachers who are not highly qualified.

Label Assurance Response Comment Attachment Professional The school provides professional development Yes Development for staff based on a comprehensive needs assessment, which included a review of academic achievement data and additional criteria, to ensure all students are college and career ready.

Label Assurance Response Comment Attachment Ranking Report The school ensures that if the Title I Ranking N/A Other staff are employed by the Report lists counselors, nurses, media, LMYDC facility and are not JCPS specialists or "other" staff for the school, there employees. is documentation indicating this need in order to improve student achievement.

Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with Yes instructional duties are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work.

Label Assurance Response Comment Attachment Para-educators The school ensures that all para-educators with Yes instructional duties that involve targeted students are under the direct supervision of a highly qualified classroom teacher and providing instruction rather than clerical work.

Label Assurance Response Comment Attachment Para-educator Non- The school ensures that there is a schedule of Yes Instructional Duties non-instructional duties for para-educators demonstrating that the duties are on a limited basis only.

Label Assurance Response Comment Attachment Para-educator Non- The school scheduled non-instructional duties Yes Instructional Duties for para-educators working with targeted students demonstrating that the duties are on a limited basis only.

Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements N/A Title I funds are only used at Requirements without using Title I funds. LMYDC, a secure detention facility.

Label Assurance Response Comment Attachment Cap Size The school met its cap size requirements N/A Requirements without using Title II funds.

The Missing Piece

Introduction

This report provides a comprehensive response to the six objectives of The Missing Piece set for the by the Commissioner's Parent Advisory Council (CPAC). This diagnostic uses performance measurement and progress, as well as relationship building, resources and support to build capacity within schools and districts measure parent involvement and the desired outcome being made. Use the links below to navigate the diagnostic content and respond to the questions.

Stakeholders

What stakeholders (name and title) did you engage for the purpose of completing the Missing Piece diagnostic?

Lisa Puccetti, Assistant Principal Artie, Dietz, Assistant Principal Erik Nicholson, Teacher Amy Dickenson, Teacher Mary Pat Sexton, Goal Clarity Coach Jeanette Harvey, Assistant Principal

Relationship Building

Overall Rating: 3.14

Statement or Question Response Rating 2.1 Parents report that school staff understands Parents report their relationship with school Apprentice and demonstrates how strong relationships with staff is about discussing student academic parents contribute to effective teaching and performance and/or behavior. learning.

Statement or Question Response Rating 2.2 School staff implements systematic steps to Relationships with parents of new and ESL Apprentice welcome the parents of new and English as-a- students are informal, occasional or accidental, Second-Language (ESL) students (for example, and information is provided if requested. using home visits, personal calls or letters, open houses and/or other methods).

Statement or Question Response Rating 2.3 Parents and other stakeholders report that they Parents and other stakeholders report that they Proficient are actively welcomed when they visit the are actively welcomed when they visit the school. school.

Statement or Question Response Rating 2.4 School staff implements systematic steps to School staff implements systematic steps to Proficient encourage parents to attend school activities encourage parents to attend school activities and participate in decisions about their and participate in decisions about their children's learning. children's learning.

Statement or Question Response Rating 2.5 School staff involves parents in personal District and school staffs encourage continuous Distinguished communication about their students' progress and meaningful communication with all parents at least once a month. about their student’s academic goals and progress.

Statement or Question Response Rating 2.6 School staff completes needs assessment with District and school staff identify family interests, Distinguished all parents to determine resources necessary needs and barriers and provides services to for their child's academic success. ensure academic success.

Statement or Question Response Rating 2.7 All parents are asked for feedback on the Students/family feedback data on school Distinguished school's efforts to welcome and engage parents welcoming and engagement efforts is retained and the feedback is used to improve the in a usable confidential format and can be school's efforts. retrieved for district or school assistance to families.

Communications

Overall Rating: 3.43

Statement or Question Response Rating 3.1 School staff implements systematic efforts to School staff implements systematic efforts to Proficient inform parents about academic goals, class inform parents about academic goals, class work, grades and homework for their children in work, grades and homework for their children in their home language. (For example, classroom their home language. (For example, using contracts, student assignment books, classroom contracts, student assignment homework websites, and online grade books). books, homework websites, and online grade books.)

Statement or Question Response Rating 3.2 School staff offers varied ways that parents can District/school staff, parents and community Distinguished share information with teachers about their stakeholder’s work together to learn from the children's learning needs. (For example, phone use of all resources available to meet the and e-mail contacts, offering parent student’s and parent’s learning needs. conferences, making home visits, or other methods).

Statement or Question Response Rating 3.3 School staff partners with community leaders School and district staffs use several strategies Distinguished and organizations to build parent understanding to involve community leaders to assist in parent of academic expectations, school strategies, education on issues directly related to student and student achievement results. achievement.

Statement or Question Response Rating 3.4 School staff offers parents opportunities to District and school leadership ensure that Distinguished discuss school-wide achievement issues, student achievement is discussed each including assessment data, at least once a semester with all parents. semester.

Statement or Question Response Rating 3.5 School staff implements systematic efforts to A conference is held twice a year for all Distinguished maximize parent-teacher conference students and includes parent or advocate, participation. (For example, offering multiple student and teachers. School council develops locations, convenient times, follow-up with ways to address data that is collected. parents who do not reply to first notices, and opportunities for student-led conferences).

Statement or Question Response Rating 3.6 At least 50 percent of parents respond to District-wide stakeholder surveys are given to Apprentice annual school and/or district stakeholder parents and teachers encourage parents to surveys. respond.

Statement or Question Response Rating 3.7 Stakeholder survey data is consistently used to Stakeholder survey data is consistently used to Proficient plan school improvement efforts and to plan school improvement efforts and to evaluate their effectiveness. evaluate their effectiveness.

Decision Making

Overall Rating: 0.0

Statement or Question Response Rating 4.1 The school staff offers professional learning N/A – School does not have a council. Novice community opportunities, workshops, and easily accessible written information to equip parents for service on the SBDM council and committees.

Statement or Question Response Rating 4.2 School council and committees facilitate broad N/A – School does not have a council. Novice parent participation by actively recruiting diverse membership, providing interpreters and translated materials when needed, setting convenient meeting times, and seeking wide parent input. At least 40 percent of parents vote in SBDM parent election.

Statement or Question Response Rating 4.3 Parents on the SBDM council and committees N/A – School does not have a council. Novice engage and mentor many other parents by reporting to multiple groups and seeking input through surveys, meetings, and varied other methods.

Statement or Question Response Rating 4.4 The school council adopts measurable N/A – School does not have a council. Novice objectives and plans coherent strategies to build authentic parent participation, and the school council monitors the implementation and impact of that work.

Statement or Question Response Rating 4.5 School council policies ensure active roles for N/A – School does not have a council. Novice parents on SBDM council and committees, and other groups making decisions about school improvement.

Statement or Question Response Rating 4.6 Parents report that they are treated as valued N/A – School does not have a council. No council partners on school leadership teams, SBDM council and committees, the school council, and other groups making decisions about school improvement.

Statement or Question Response Rating 4.7 School staff has a plan to identify new and N/A – School does not have a council. No council experienced parent leaders who support and build capacity for parents to serve effectively on the school council and committee work.

Advocacy

Overall Rating: 2.5

Statement or Question Response Rating 5.1 School staff ensures every student has a parent School staff ensures every student has a parent Proficient and/or another adult who knows how to and/or another adult who knows how to advocate, or speak up for them, regarding the advocate, or speak up for them, regarding the student's academic goals and individual needs. students’ academic goals and learning needs.

Statement or Question Response Rating 5.2 Most parents participate actively in student led Some parents are involved in informal Apprentice conferences or other two-way communication conversation with school staff to address their about meeting their child's individual learning child's individual learning needs. needs.

Statement or Question Response Rating 5.3 Parents report participating actively and Parents report that they are invited to attend Apprentice effectively in required planning for individual meetings to discuss Individual Education Plans, learning, for example, Individual Education Individual Learning Plans, 504 plans and/or Plans, Individual Learning Plans, Gifted Student intervention strategies. Plans, 504 Plans, and intervention strategies to ensure college readiness (Senate Bill 130).

Statement or Question Response Rating 5.4 School staff gives parents clear, complete School staff gives parents clear, complete Proficient information on the procedures for resolving information on the procedures for resolving concerns and filing complaints, and the council concerns and filing complaints, and the council reviews summary data on those complaints to reviews summary data on those complaints to identify needed improvements. identify needed improvements.

Statement or Question Response Rating 5.5 School staff ensures that parents and School staff ensures that parents and Proficient community members are well informed about community members are well informed about how to become educational advocates, or how how to become an educational advocate or how to access a trained educational advocate when to access an educational advocate when needed. needed.

Statement or Question Response Rating 5.6 As students are identified by school staff as Novice level students are identified by school Apprentice having disabilities or performing at the novice staff to receive targeted strategies for academic level, additional intentional steps are taken to improvement. Parents are informed of the ensure that parents have the option to use a strategies but do not receive training on how to trained advocate to assist them in speaking for use those strategies or how progress will be their child's needs. measured.

Learning Opportunities

Overall Rating: 2.17

Statement or Question Response Rating 6.1 Parents have multiple opportunities to learn School provides open house and family nights Apprentice about and discuss the following: - Kentucky for some parents to learn about: • Kentucky standards and expectations for all students - standards and expectations for all students. • The school's curriculum, instructional methods, School's curriculum, instructional methods, and and student services - The school's decision- student services. • School's decision-making making process, including opportunities for process, including opportunities for parents to parents to participate on SBDM councils and participate on councils and SBDM committees. committees - Their children's learning and • Their children's learning and development, development, along with legal and practical along with legal and practical options for options for helping their children succeed, such helping their children succeed such as the IEP and/or ILP process - Community participation in IEP and/or ILP process. • resources to support learning - Opportunities to Community resources to support learning. participate in state and district school improvement efforts, such as forums, committees, and surveys.

Statement or Question Response Rating 6.2 School staff makes systematic use of written School staff makes systematic use of written Proficient communications (for example, newsletters, communications (for example, newsletters, websites, and bulletin boards) to help parents Web sites, bulletin boards) to help parents understand their own children's progress and understand their own children's academic the progress of the school. progress and the progress of school.

Statement or Question Response Rating 6.3 School staff displays proficient student work School staff exhibits some student work with Apprentice with scoring guides to demonstrate academic scoring guide and proficient level work. expectations to parents and students, and updates the displays regularly.

Statement or Question Response Rating 6.4 School staff offers parent workshops and District and school staffs collaborate with Distinguished meetings in convenient locations to help parents and community members to provide parents develop skills in supporting their training on how to support children's learning, children's learning and the school's district and school improvement efforts. improvement efforts.

Statement or Question Response Rating 6.5 School council has a classroom observation School staff allows parents to visit regular Novice policy that welcomes families to visit all education classrooms upon request. There is classrooms. no school policy.

Statement or Question Response Rating 6.6 School staff develops parent leaders who There is little or no development of parent Novice contribute regularly to other parents' leaders. understanding and who help meet other parent learning needs.

Community Partnerships

Overall Rating: 3.5

Statement or Question Response Rating 7.1 School leadership regularly shares information School staff networks and partners with multiple Distinguished on student achievement and involves business businesses and organizations to support and community leaders in school improvement student achievement at a school council and a efforts. programmatic level.

Statement or Question Response Rating 7.2 School leadership develops partnerships with School leadership develops partnerships with Proficient several businesses, organizations, and several businesses, organizations, and agencies to support student learning and create agencies to support student learning and create mentors for students and parents. mentors for students and parents.

Statement or Question Response Rating 7.3 School leadership collaborates with employers School leadership collaborates with employers Proficient to support parent and volunteer participation in to support parent and volunteer participation in students' education. students' education.

Statement or Question Response Rating 7.4 School staff collaborates with businesses, District and school staffs collaborate with all Distinguished organizations, and agencies to address willing organizations to support parents and individual student needs and shares that advocates in addressing individual student information with parents. needs.

Statement or Question Response Rating 7.5 Parents make active use of the school's Parents make active use of school and Proficient resources and community resources and report community resources and report that they that they provide meaningful help to resolve provide meaningful help to resolve family family challenges that could interfere with challenges that could interfere with student student learning. (For example, FRYSC or Title learning. (For example, FRYSC or Title 1 I coordinators connect family with community coordinators connect family with community resources and follow up). resources and follow up).

Statement or Question Response Rating 7.6 School staff offers and publicizes community- District staff and school leadership ensures all Distinguished based learning activities aligned with the stakeholders are aware of community based curriculum, such as tutoring linked to the learning opportunities that are linked to student- curriculum and internships, for all students and specific needs. parents.

Reflection

Reflect upon your responses to each of the Missing Piece objectives.

Our responses indicate several strengths including: Communication with parents-we have policies in place to ensure that contact with parents is on-going. Multiple methods of communication are used including newletters, email, phone calls, letters, and conferences. Another strength is that we work as a collaborating team to ensure that individual needs of students are met through connecting families with available community resources. Finally, our community partnerships have allowed us to provide opportunities to our students to go on field trips, listen to speakers, obtain internships and jobs, and to successfully transition to post-secondary education. Our main area of improvement would be in the area of parent involvement. The majority of our students are over 18, but with the dropout law in place, many of our students are now under 18. Although we communicate with those parents, we could do more in the area of parent education workshops and finding other ways for parents to get involved in our programs.

Report Summary

Scores By Section

Section Score 1 2 3 4

Relationship Building 3.14

Communications 3.43

Decision Making 0

Advocacy 2.5

Learning Opportunities 2.17

Community Partnerships 3.5

Sections

Improvement Plan Stakeholder Involvement

Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.

The first step in our process involves asking all stakeholders to look at the previous year's CSIP and provide suggestions for new needs, new ideas, things that we have missed, etc. The next step is to ask for volunteers of people who have and interest in and would like to serve on our school improvement plan committee. The third step is to make sure that as many role groups as possible are represented, and that there are representatives from each of our 6 school sites. Meetings are then scheduled through the Outlook calendar so we can find dates and times that accommodate all members of the committee

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

Jerry C. Keepers, principal--Head of the committee Artie Dietz, assistant principal--represents JCPSeSchool Lisa Puccetti, assistant principal--represents LMDYC Erik Nicholson, teacher--represents eSchool Jeanette Harvey-assistant principal Amy Dickinson-teacher-represents Jefferson County High School Jaeger site Mary Sexton-Goal Clarity Coach

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

Once finalized, the CSIP reviewed by all staff members at each local site. The committee continues to meet throughout the year to track progress. Committee members report to their respective sites after each committee meeting, approximately every 6 weeks.

School Safety Report

Introduction

In response to recent tragic events in our nation’s schools, during the 2013 legislative session the Kentucky General Assembly took action, through the passage of Senate Bill 8/House Bill 354, to assure that our schools are safer places for students and staff to work and learn. Among other things, SB8/HB354 required changes to emergency plan requirements, the development of school safety practices, and additional severe weather, lockdown and earthquake drills. The bill also required local school district superintendents to verify to the Kentucky Department of Education that all schools in the district are in compliance with these requirements. This diagnostic is the means by which this reporting is accomplished.

School Safety Requirements

Label Assurance Response Comment Attachment 1. Does each school have a written Emergency Yes Management Plan (EMP)?

Label Assurance Response Comment Attachment 2. Did the SBDM Council adopt a policy requiring No JCHS operates as an A5 school the development and adoption of an EMP? with no SBDM.

Label Assurance Response Comment Attachment 3. Did the SBDM Council adopt the EMP? No JCHS adopted the EMP on 8/10/2015

Label Assurance Response Comment Attachment 4. Has each school provided the local first Yes responders with a copy of the school's EMP and a copy of the school's floor plan?

Label Assurance Response Comment Attachment 5. Has the EMP been reviewed and revised as Yes Principal and first responders needed by the SBDM council, principal, and have all review the EMP first responders (annually)?

Label Assurance Response Comment Attachment 6. Was the EMP reviewed with the faculty and Yes 08/10/2015 staff prior to the first instructional day of the school year?

Label Assurance Response Comment Attachment 7. Were local law enforcement and/or fire officials Yes 8/10/2015 invited to review the EMP?

Label Assurance Response Comment Attachment 8. Are evacuation routes posted in each room at Yes any doorway used for evacuation, with primary and secondary routes indicated?

Label Assurance Response Comment Attachment 9. Has the local Fire Marshal reviewed the Yes 2013, 2014, and 2015 - Sergeant designated safe zones for severe weather and David Waggoner are they posted in each room?

Label Assurance Response Comment Attachment 10. Have practices been developed for students to Yes follow during an earthquake?

Label Assurance Response Comment Attachment 11. Has each school developed and adhered to Yes practices designed to ensure control of access to each school (i.e., controlling access to exterior doors, front entrance, classrooms, requiring visitor sign-in and display of identification badges)?

Label Assurance Response Comment Attachment 12. Has each school completed all four emergency Yes Our early child program starts response drills during the first 30 days of the after the 1st official day of the school year? (Fire in compliance with Fire Safety Lockdown 10/14. regulations), Lockdown, Severe Weather and Earthquake)

Label Assurance Response Comment Attachment 13. Are processes in place to ensure all four Yes emergency response drills (Fire in compliance with Fire Safety regulations), Lockdown, Severe Weather and Earthquake) will occur within the first thirty instructional days beginning January 1?

Equitable Access Diagnostic

Introduction

As part of No Child Left Behind (NCLB) each state is required to develop strategies to ensure that poor and minority children are not taught at higher rates than other children by inexperienced, unqualified, or out-of-field teachers. The results of this effort became a national push to ensure all teachers were highly qualified (HQT); meaning each teacher holds the appropriate certification for the content and/or grade level for which they are assigned. National data show that poor and minority continue to be taught by inexperienced, unqualified, or out-of-field teachers. As a result, in 2014, the United States Department of Education (USDOE) required states to develop equity plans and use evidence based strategies to address this issue. The focus of the plan is to move away from the concept of “highly qualified” to “high effective”.

Needs Assessment

Label Assurance Response Comment Attachment 1.1 Has a review of the data has been conducted to Yes A review of the data has been determine barriers to achieve equitable access conducted to determine barriers to effective educators within the school? to achieve equitable access to effective educators within the school. The KDE School Report Card and the TELL survey data were used.

What are the barriers identified?

The main barrier identified was a low number of African-American teachers. We currently have 17% African-American teachers, as compared to 14% in the district and 3% in the state. Even though our percentage is higher than both the district and the state, the low number of African-American teachers is a barrier to equitable access for our GAP students.

What sources of data were used to determine the barriers?

Sources of data used to determine the barrier include the KDE School Report Card Equity Tab, the KDE School Report Card Teacher tab, and the TELL survey data.

What are the root causes of those identified barriers?

There are several root causes of our low number of African-American teachers. We have a very low teacher turnover rate, so there are very few opportunities to hire new teachers. When there are openings, we must first hire from the district transfer list. Often, there are very few African-American applicants. Often, African-American teachers are not attracted to the alternative school settings.

What does the Professional Growth and Effectiveness System data say about the effectiveness of teachers in the school?

The majority of our teachers are very experienced. Although most are effective, our students could benefit from a more racially diverse staff.

Equitable Access Strategies

Placement: Describe school policies or procedures that address the assignment of students to ensure low income and minority students are not assigned to inexperienced, ineffective or out-of-field teachers more often than their peers who are not identified as low income or minority students.

Our program consists of 4 sites at various locations throughout the district. Some of our sites attract more GAP students than other sites. When assigning our teachers to sites, we consider teachers' level of experience, areas of certification, and level of effectiveness to ensure that all students have equitable access to effective instruction.

Placement: How is data used to make student assignment decisions to ensure low income, minority, Limited English Proficient and Exceptional Children and Youth are not assigned to inexperienced, ineffective or out-of-field teachers more often than their peers?

Students choose their site based on geographic location and transportation needs. All students are taught by highly qualified teachers at all sites. All sites have equity as far as teacher experience, teacher certification, and teacher effectiveness.

Recruitment and Retention: How does the school analyze student level data to design targeted recruitment of effective and diverse teachers?

When the budget allows, we hire instructional supports based on student need. Needs are identified through KPREP EOC scores, TABE test scores, ACT scores, and College/Career Readiness. In order to meet the needs of students, we have hired additional supports in the areas of math and literacy. These include instructional supports who work one-on-one with struggling students in order to increase student achievement.

Recruitment and Retention: How does the school recruit teachers who are effective in implementing practices that are targeted to support the diverse learning needs of minority students, low income students, Limited English Proficient and Exceptional Children and Youth?

The leadership team continuously watches for new African-American applicants. Additionally, we try to find and recruit effective teachers through word of mouth, through networking, and through communication with local university Schools of Education. In order to better communicate our mission and vision, and hopefully attract new, effective African-American teachers, we have established a Public Relations Committee.

Recruitment and Retention: How does the school retain effective teachers? Identify any incentives.

In order to retain effective teachers, we take steps to ensure positive working conditions. These steps include small class sizes and additional instructional supports including Instructor III's, Goal Clarity Coaches, Math Resource Teachers, and Literacy Resource teachers. SY 2015-2016 Page 75 © 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. KDE Comprehensive School Improvement Plan Jefferson County High School

Results of these efforts have led to very low teacher turnover. When teachers do leave the school, it is usually due to retirement.

Professional Learning: Identify supports, including mentoring and/or induction, provided to meet the needs of first year, inexperienced and out-of-field teachers.

To support new teachers, we have a New Teacher Training workshop where we train teachers on our mission and vision, use of Quickbase, instructional and assessment strategies, and cultural competency. Each teacher is assisted by an Instructor III and a Resource teacher.

Professional Learning: Utilizing PGES data, how are the professional learning needs of teachers with an effectiveness rating below accomplished addressed?

Professional learning needs of teachers with an effectiveness rating below accomplished are met through individually-recommended Professional Development offered through the district. Additionally, need of the entire staff are analyzed when planning school-wide Professional Development. When a teacher receives an effectiveness rating below accomplished, a collaborative approach to identifying specific learning needs is used beginning with a dialogue between the principal and the teacher. Additionally, teacher leads, resource teachers, Goal Clarity Coaches, and district support may collaborate to identify resources.

Working Conditions: How are TELL Kentucky results being addressed to increase recruitment, retention and professional learning needs of staff?

TELL Kentucky results are being addressed through better communication strategies. Due to the fact that our program spans multiple sites, communication can be fractured. In order to solve this issue, we have established cross-site committees, a public relations committee, a monthly newsletter, and scheduled PLC meetings.

Questions

Identify all goals, objectives, strategies and activities created that support equitable access and the responses in this diagnostic.

GAP proficiency goal, objectives, strategies, and activities; GAP novice reduction goal, objectives, strategies, and activities; TPGES goal, objectives, strategies, and activities; Achievement goal, objectives, strategies, and activities; Instructional Resources goal, objectives, strategies, and activities.