BOONE COUNTY

Year 1 ResultsMay 2012

NDPC SD and WVDE

BASELINE DATA

What stood out in the data probes worksheets as areas for improvement

for students with IEPs?

Baseline Data Details• Parent participation per programmatic level decreases as students

progress through elementary, middle, and high school. This disengagement sends a message that learning is not important. Students are left to make their own conclusions about the importance of education.

• Area high schools do not offer an adequate number of clubs and school activities to meet the needs of a large segment of the student population, especially students with disabilities. Students who are not actively involved in any activities at school do not have a sense of belonging and are more likely to drop out.

• School climate does not appear to be inviting for students and families. Students and the community do not feel a sense of belonging or pride in their school. School becomes a vehicle for credits rather than a positive environment for holistic growth.

FOCUS TOPICS

Considering current resources and practices, what did the team select as the

focus area(s) for the work?

Focus Areas AttendanceAcademics/Course PerformanceSchool ClimateFamily EngagementStudents Engagement

GOALSOUTCOMES

EVALUATION

What we did and our results

Goal 1:

• To create educational partnerships between the school and parents.

• To create an awareness of dropout statistics and keep parents informed regarding their child’s progress.

• To create a sense of urgency or priority within parents that leads them to have the desire to participate in the educational process.

Goal 1 Data Targets

• By spring 2012 there will be a measureable improvement in drop out and graduation statistics.

Goal 1 Strategies

• Bring parents in to discuss the link between their child’s current status and his or her risk of dropping out of school.

• Involve parents in the scheduling process to illustrate the importance of choosing the right classes and making decisions now that will affect the future.

Goal 1 Implementation Steps

• Beginning at the end of eighth grade, the school will plan a luncheon or other activity for parents to discuss high school policies and procedures.

• Parents are required to attend a scheduling meeting beginning at the end of eighth grade year.

• Schedule SAT meetings at the first indication that attendance, behavior, or grades are problematic.

Goal 2:

• By spring 2012 there will be an increase in participation of high school students with disabilities in extracurricular activities.

Goal 2 Data Targets

• Increase in the number of clubs and activities offered at each school.

Goal 2 Strategies

• Increase the options available for student participation.

• Build time into the master schedule to allow for student support programs.

• Create opportunities for students to participate in enjoyable activities that create a sense of school engagement and belonging.

Goal 2 Implementation Steps

• Ask each teacher/staff person to lead a club or activity on a scheduled basis.

• Create a period of time that can be used regularly for activity/clubs, tutoring, and advisory programs.

• Conduct an extra-curricular step-up day to encourage enrollment in enjoyable activities tailored to student interest.

• Design intramural sports program within school day.

Goal 3:

• By March 2012 all students will participate in various school activities in order to build a sense of belonging in the school community.

• By spring 2012 students will be provided an advisor/mentor to focus on support and providing tools to be successful throughout school.

Goal 3 Data Targets

• Increase the number of activities and programs to create a sense of pride in the appearance of a students’ school.

• To create a welcoming environment for students, families, and staff.

Goal 3 Strategies

• Train school staff and office personnel in greeting the public in a positive manner.

• To plan enjoyable activities that go beyond the academic requirements of the school.

Goal 3 Implementation Steps

• Bring in motivational speakers and experts to train office staff, administration and support staff in greeting the public in a positive manner.

• Plan monthly activities for students that focus on school spirit and school climate that portrays the school in a positive way.

• Create friendly competitions between grade levels, homerooms or other groups that will improve the overall physical appearance of the facility and the morale of its staff and students.

RESULTS

What are our results at the end of one year?Where do we stand now with our progress?

What conclusions have we identified?

Goal 1 Results

• Parents have been required to come in and complete scheduling at the 8th grade and 10th grade levels at all county high schools.

• Sherman, Scott, and Van High Schools have events for upcoming students and families to familiarize themselves with school policies and procedures.

Goal 2 Results

• Scott High School has successfully implemented clubs this school year. Sherman and Van High Schools are set to implement clubs at the beginning of 2012-2013 school year.

• Scott and Sherman High Schools offer tutoring in math and English during the school day. Van High School has implemented an after school program, 21st Century Learning Project in cooperation with the Clay Center that provides after school tutoring and activities.

Goal 3 Results

• All high schools have competitions throughout the year to raise awareness in drug, tobacco, and alcohol use.

• Van High school had a bow and arrow marksmanship demonstration highlighting responsible choices.

• Several speakers, including a member of the state supreme court, have discussed the consequences of bullying, the need to set personal goals, and discussions in choosing careers.

GRADUATIONDROPOUT

POST SCHOOL OUTCOMES

Where were we in the past?Where are we for 2012?

Graduation Rate Projection

Percentage of all students(2010-2011) receiving standard diplomas within 4 years of being in 9 th grade:• Scott High-79%• Sherman High-77%• Van High-74%• County-78% Percentage of students with IEP’s (2010-2011) with standard diplomas: • Scott High-66%• Sherman High-70%• Van High-75%• County-69% 2011-2012 projected graduation rate all students-data not in yet Scott High-84% Sherman High-81% Van High-84% County-83% 2011-2012 projected graduation rate for students with IEP’s with standard diplomas: Scott-60.98% Sherman-57.8% Van-60% County-59.7%

Dropout Rate ProjectionCounty Data

2011-2012 Data not conclusive but should remain steady. 2010-2011 All-3.3% SWD-2.7% 2009-2012 All-3.1% SWD-2.0%

Post School Outcomes Projection

Senior exit surveys should be compared to one year follow up surveys in order to target areas in program, climate, and student/family engagement.

An increase in referring SWD at an earlier grade to WVDRS or other agencies will allow those agencies time to provide testing data to help guide special need students into a career that best fits their abilities.

Better communication about student needs to all faculty and staff to facilitate a climate of mutual respect and understanding about abilities.

All programs should be evaluated for effectiveness and improvement. Those programs most successful should remain funded and become a part of the school.

NEXT STEPS

What do we do next year?What does our future hold?

Next Steps and Plans for the Future

• All schools will schedule SAT meetings for attendance, behavior, and grades.

• All schools will incorporate extracurricular programs to encourage participation.

• All schools will implement year-round intramural activities for students.

• Build a positive mentor program for at-risk students. • All schools will continue inviting speakers who

highlight positive behaviors in order to improve school pride, school involvement, and positive school climate.

REFLECTIONS

What have we learned?What do our students, staff, families

and community members say?What will we change?

CONTACT US

Carrie Reeves-Sherman High School304-837-3301Paul Carden-Scott High School304-369-3011Kim Cooper-Van High School304-245-8237