School Improvement Plan Crown Point High School - Principal Russell J. Marcinek October, 2020
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School Improvement Plan
Crown Point
High School
Principal
Russell J. Marcinek
October, 2020School Improvement Plan
Table of Contents
Section 1 School Profile
Description of the School
Vision, Mission, and Beliefs
Curriculum, Support, and Parent Involvement
Section 2 Areas of Notable Achievement
Areas in need of improvement
Section 3 Conclusions
Section 4 Goal-Action Plan
Section 5 Professional Development Plan
Section 6 Information and Data
School Quality Factors Diagnostics (Cognia)
Data – Information and PerformanceExecutive Summary Description of 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? THE CITY OF CROWN POINT A rapidly growing suburban community of approximately 30,488 (according to an estimate from the US Census data), Crown Point, Indiana, is located less than one hour southeast of Chicago, Illinois. Anchored by the old Lake County Courthouse built in 1878, the steadily growing city features something for everyone: eighteen parks with hiking trails and playgrounds; the Lake County Fairgrounds, which is the home of the Lake County Fair in August and several events throughout the year; Franciscan Health Hospital, which includes a cancer center and cardiology facility; the Crown Point Historical District with elegant homes and the old Lake County Jail; a state-of-the-art public library, which opened in 2012 and fully embraces the changing role of libraries in community life; the Crown Point Sportsplex, a 95-acre multi-use sports and event destination, completed in 2015; twenty churches of various denominations; and a blend of rural areas and varied residential housing. 92% of Crown Point residents above 25 years of age hold a high school diploma or higher and 33% have earned at least a bachelor’s degree. Median household income in 2018 was $77, 537. As one can see, quality schools and a growing business community in Crown Point contribute to making it a desirable and attractive residential community for families. In fact, Crown Point has earned first place in the "Best Place to Live" by the NWI Times for the last ten years in a row, 2010-2020. In 2020, Crown Point High School was named by the NWI Times as the “Best Public High School” in the area. Crown Point High School Overview Growth in the city of Crown Point has been steady since the opening of the new Crown Point High School building in the fall of 2003. Along with the community embracing the facility and its educational and extracurricular programs, the current facility underwent an expansion in the fall of 2009 to include an academic wing on the northeast corner of the building along with a cafeteria extension, increasing the school's capacity to 3,000 students. Additional improvements were made in the summer of 2014 when the main entrance and office were reconfigured to provide a better sign-in procedure for visitors and a heightened security presence; security cameras throughout the building were updated in the summer of 2017-2018 further supporting a secure environment. In 2016-2017 the former Media Center was converted into a multi-purpose Learning Commons space that welcomes students to gather, collaborate, and refresh; the Learning Commons has been well-received by students who seek out opportunities to utilize and engage in this space.
CPHS's enrollment has steadily grown since its opening and the school now services a heterogeneous population of approximately 2,900 students from grades nine through twelve and employs approximately 130 full time faculty members who actively participate in many state and national organizations in addition to coaching and sponsoring clubs and organizations. 20% of the CPHS population received free or reduced lunch. 1% of the population is considered English Language Learners. 10% of students receive special education services (12% ED, 32% SLD, 18% ASD, 29% OHI, and 8% other disabilities combined). Close to 50% of the learners in CPHS are participating in AP or Pre AP opportunities. Learners attend from a variety of ethnic backgrounds (3% black, 3% Asian, 14% Hispanic, 3% multiracial, and 76% white). Seven elementary schools and two middle schools feed into the student population along with several local parochial schools. The two middle schools, Taft and Colonel Wheeler, primarily contribute to Crown Point High School's student body. The passing of referendums in May of 2011 and 2018 validate the importance of the Crown Point Community School Corporation in the eyes of the community and ensured the continuation of quality programs and staff at CPHS. 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. Statement of Vision, Mission, and Beliefs Crown Point High School – The Vision for Learning With a student focus on rigor, relevance, and relationships, CPHS's vision is based on preparing students for the competitive and global world and workplace of the 21st century. In order to maximize student potential, traditional techniques, experiential learning, differentiated instruction, blended learning, and development of talent are supported by the implementation of the Marzano Focused Model Observation and Evaluation framework, academic support, and professional development. In the process, communication and relationships with community stakeholders help align expectations and create a dynamic, adaptable environment which trumpets recognition, hard work, and success for student learning and skill development. To foster moral and ethical citizens, students are guided on 6 C pathways (College, Career, Citizenship, Creativity, Courage, and Culture) that act as guideposts toward success. College and business partnerships encourage students to take ownership of their learning and help them engage in stronger tools to explore their post-secondary goals. Crown Point High School's programming is organized into three distinct areas: Engage (freshman transitions), Experience (21st Century Learning) and Excel (College and Career Programming).
Engage (freshman transitions): Incoming students engage in a whole school culture that
supports their social, personal, and academic growth. Strategies include the following:
· Parent and student orientations
· Core academic skill development along with individualized math and reading acceleration
and remediation
· 8th to 9th grade vertical articulation and transition programming
· Weekly resource period that targets academic assistance, college and career
readiness, social-emotional support, and at-risk behavior programming
· Extra- and Co-curricular recruitment and rush activities
· Personalization of learning process: technology, individual and student growth
· High Impact Teaching Strategies (HITS) and Project CRISS
· Career exploration and college planning and admissions
Experience (21st Century Learning): Students experience rigorous and relevant programs that
utilize emerging technologies to develop critical thinking for a competitive global
world. Programs and strategies include the following:
· ACT College and Workforce Readiness Standards: essential skills and
knowledge needed for college and career
· Blended and Online Courses
· Digital credit acceleration programs
· Project-based Learning (PBL)
· High Impact Teaching Strategies (HITS) and Project CRISS
· Career exploration and college planning and admissions
· Co-curricular clubs
Excel (College and Career Programming): Twenty-three Advanced Placement classes and thirty-
six Dual Credit courses offered through Purdue Northwest, Indiana University Northwest, IUPUI,
USI, Vincennes, and Ivy Tech accelerate students into post-secondary education while appealing
to the interests and needs of the large student body. The graduating class of 2019 earned over
10,000 college credits. College and career programs and strategies encompass the following:
· Advanced Placement courses
· Dual Credit courses
· Industry certifications
· Internships and job placement services
· Community service projects
· Career exploration and college planning and admissions
Crown Point High School utilizes the Marzano Focused Teacher Evaluation model to facilitate
administrator-lead conversations based on classroom observation. Teachers are provided
professional learning opportunities relative to indicators with the following domains from the
model: Standards-Based Instruction; Conditions for Learning; and Professional
Responsibilities. Administrators seek to engage teachers in informal meetings prior to and/or
following observations in order to determine a teacher’s areas of strength and areas in which ateacher seeks opportunities for improvement. Teachers are also encouraged to discuss best practices and strategies within their PLC-teams in order to ensure improved practices. Staff professional development needs are based upon the professional development plan informed by the school improvement plan, faculty surveys, and formal requests made to administration. At the conclusion of the 2019-2020 school year, teachers indicated that professional development in the following areas should be a high priority: information relative to the move from ACT to SAT and the impact on curricular decisions; targeted differentiation based on on-going assessment; and High Impact Teaching strategies and Project CRISS strategies as appropriate for age and course. CPHS offers staff-led, optional and required professional learning sessions on Wednesday mornings. Teacher experts design professional learning opportunities which provide on-time, relevant information and strategies to their colleagues, which can be put into practice the same day. Sessions are sometimes recorded and presentations are housed in a library within Buzz (the learning management system) so that they are available on-demand to all teachers. When surveyed, nearly half of the faculty indicated that they had attended ten or more in-house professional development sessions in 2019-2020. Crown Point Community School Corporation also hosts regular LEARN (Lead Evolve Advance Renew Now) Academy sessions which follows the teacher as expert model as well and seeks to offer a variety of “right on time” learning opportunities for educators. The principal, along with three assistant principals, two deans, six guidance counselors, one college and career counselor, one home-school facilitator, one PBIS Interventionist, 130 faculty members, a visible parent group, a committed team of paraprofessionals, and an efficient support staff form a learning community that facilitates educational objectives for the 2,900 student body. By continuing to organize teachers into course-based PLCs and using quarterly report data, school personnel are better able to meet the diverse needs of the student body. CPHS has established a culture that supports students being encouraged to pursue the most rigorous course pathway in order to help all students maximize their potential; this culture is supported by an informed course selection process and adult advocates. To further differentiate instruction and interest, online and blended learning options have systematically been created and implemented to increase student options and personalization of learning. Each course in each department not only applies state academic and college and career readiness standards during daily instruction; but utilizes formative and summative assessments, which have been collaboratively written by teachers of the same courses and measure student performance on course-based standards as well as ACT College Readiness skills. These assessments ensure students the same curriculum regardless of instructor and are used as one measure to gauge student achievement and program effectiveness. Furthermore, several systemic programming changes contribute to student performance. First, zero period four days per week is when students can receive additional help and instruction from teachers before school for remediation, enrichment, assessment preparation and
homework assignments. Resource Period has become an instrumental component of the weekly schedule at CPHS as it provides students with the opportunity to obtain additional academic support and college and career programming; Resource Period is 72 minutes and teachers serve as adult advocates who support students' educational experience. In 2017-2018, guaranteed programming to support social/emotional, college and career planning, and well- being was incorporated on a weekly basis in Resource Period. Changes to the schedule allow teachers to engage in professional development within their Professional Learning Community(ies). Now, teachers are able to meet up to four days a week for 25 minutes a day in their PLCs, and students can still receive 20 minutes of academic support four days a week during zero period. Designated English lab and math labs further support students who have been identified using a variety of data and placed into the lab with the goals of end-of-course assessment success and the meeting of individualized needs. Next, Response to Intervention continues to be implemented to support the needs of students. Prior to 2015-2016, many of these students were scheduled into 'Transitional' classes which often did not provide the most rigorous course pathway for students. Beginning in 2015-2016 in order to provide equitable educational opportunities for all students, most 'Transitional' classes were eliminated and students are now scheduled into 'college prep' courses with additional support being provided through a double block 'Engage' period, offered in math/English, as well as through a co- teaching model that will continue to develop. In addition to targeted skill development in selected core classes, many of these students are scheduled into a prescribed study hall facilitated by academic advisors who work with individual student's organization, study skills, and academic progress. In addition, the Engage summer school program for at-risk incoming freshmen continues to help students acclimate to the demands of a fast-paced comprehensive high school with rigorous expectations. The school also employs a Positive Behavior Intervention Specialist who provides additional services to students with specified needs. These services include self-esteem groups, stress management groups, and individual counseling for students with severe struggles, including anxiety, depression, and grief. In 2017- 2018, CPCSC applied for and received grant funding from the Lilly Endowment to support a comprehensive social emotional ‘Ready to Learn’ program. School safety is a collaborative effort between all stakeholders in our school buildings and in our community. Crown Point High School subscribes to the motto, “See Something, Say Something,” and encourages all stakeholders to take an active role in vigilantly reporting any suspicious or concerning activity. To this end, an anonymous tip line via SafeSchools Alert is available to the community members, students, and staff. Students may call, text, email, or submit a tip via the school’s web page. All CPHS teachers are required to participate in ALICE training, and a school safety team was assembled in 2019-2020 to address safety concerns and needs at the building level. Regular professional development is provided to teachers in the area of school safety to be sure that everyone is familiar with the protocol used to keep students safe in day-to-day operations as well as in emergency situations.
CPHS believes that student safety is tied to student social-emotional support. Programming geared toward fostering Indiana’s SEL competencies in students and fostering a sense of belonging in the school community acts in tandem with other school safety initiatives. Mission Statement College - Career - Citizenship - Creativity - Courage - Culture Our promise to help all CPHS students develop the skills to maximize their potential Crown Point High School's mission centers on the core values of the six C's of College, Career, Citizenship, Creativity, Courage, and Culture. The 6 C's provide students an opportunity and purpose to connect with all facets of Crown Point High School as well as being focused on important societal attributes. · College / Career - strong preparation for post-secondary education and careers · Citizenship / Culture - care and understanding to improve local and global communities · Creativity / Courage - problem solving to help the environment and human condition Data comparisons between the "league schools", the highest performing Indiana high schools to which CPHS competitively compares itself, are made in accordance with the availability of pertinent data. Beliefs and Community Agreements All students will · Work in a safe and inviting learning environment. · Set goals for their future. · Think critically and communicate clearly. · Be valued, respected, and supported in discovering and nurturing their unique gifts. · Demonstrate achievement with responsibility, pride, and spirit. · Have an adult advocate in the building who knows them as a learner and person. · Compete and contribute as a 21st century global citizen. · Maximize their potential. In summary, through its Vision, Mission, Beliefs, and Community Agreements, Crown Point High School works diligently to prepare all students to succeed in the global community after graduation. The graduating class of 2020 accumulated over 20,000 community service hours during their four years of high school, and Crown Point Community Foundation partnered with co-curricular teams and clubs at CPHS to raise $8,000 for local charities. To further the mission of CPHS and foster communication with and involvement of multiple stakeholders, the website has been upgraded and enhanced. Upcoming events, celebrations, college and career opportunities, important forms and deadlines, in addition to operational information are readily available on this website, through weekly calls from the principal, and through in-house CPTV production. In 2017-2018, infrastructure for a CP Radio station was constructed. In 2018-2019 the in-house, student-run radio station, “The Dog” was fully operational.
In 2015-2016 the school improvement team collaborated in order to review and revise the school's grading policies with a focus on assessment of learning and standards based curriculum and assessments that was implemented in 2016-2017 and beyond. Through systematic PLC work which is designed to foster best teaching strategies, meaningful use of data, and differentiation of instruction, the needs of all students are being addressed. CPHS has also designed courses to specifically meet the needs of these students by providing test preparation and bolstering a climate of success and confidence for this population of students. PLCs continue to update and align curriculum based on available data, resources, and guidance relative to standardized testing to support preparation. In 2017-2018, PLCs wrote and implemented Prioritized Standards to support transparent communication with stakeholders regarding skill development to be obtained throughout the course of the academic year. In 2018-2019, PLCs developed Learning Goals and Performance Scales based on Prioritized Standards. Math and English teachers in the 9th and 10th grades will continue to develop and vertically align skills-based curriculum and integrated courses in order to best meet the diverse needs of their students and support their success on the GQEs. Additional Information Crown Point High School is deserving of its recognition in the state as a Washington Post 2011. Crown Point High School was named a Four Star School, the state's highest distinction, in 2012- 2013, 2013-2014, 2014-2015, 2015-2016, 2016-2017, 2017-2018, 2018-2019. Additionally, in 2016-2017 and 2017-2018 Crown Point High School earned an A on the A-F Accountability Report Card. In 2018, Crown Point High School was designated as a top U.S. High School by U.S. News and World Report. Crown Point Community School Corporation continues to meet high quality standards, implement a continuous process of improvement, and was externally accredited by AdvancED in 2019. In 2014, the Indiana Department of Education recognized Crown Point High School as one of the Indiana schools to receive the Indiana Gold Star School Counseling Award. CPHS also offers extensive music, theater, and athletic programs to its students as well as over fifty clubs and organizations. CPTV, CPHS’s in-house television production, earned state and midwest champion status for best newscast. Excalibur and Inklings, CPHS’s yearbook and newspaper, earned the Hoosier Star Award in 2018. CPHS earned the Indiana State School Music Association All-Music award for band, choir, and orchestra.
Areas of Notable Achievement Which area(s) are above the expected levels of performance? Our students consistently perform at or above the 11th grade ACT college readiness benchmark for English and continue to acquire an impressive number of college credits through dual credit and advanced placement classes. ACT growth model analysis indicates that Honors students are performing above expectations when compared to students nationally from schools with similar F/R lunch percentages. CPHS 2019-2020 graduation rate of 98% shows the commitment of staff to ensure that student are college and career ready. Our students have seen gains in the number of Academic Honors Diplomas earned as well. 52% earned an Academic Honor Diploma. Describe the area(s) that show a positive trend in performance. In 2019-2020, CPHS students continued to take advantage of the 23 AP courses offered and 785 students scored 3+ on at least one AP exam. Data reflects positive 3+ pass rates in numerous courses, including AP Chemistry, AP Economics, AP Language, AP Human Geography, AP Physics, and AP Statistics. No new data was collected on ISTEP + or ACT due to the COVID-19 pandemic. Which area(s) indicate the overall highest performance? Concerted focus on improved achievement on all targeted assessments should result in positive student achievement although it is difficult to indicate highest overall performance given the variety and changes to assessment systems. Which subgroup(s) show a trend toward increasing performance? It is notable that students in traditionally under-represented ethnic subgroups do not show achievement gaps. In addition, students from families receiving F/R lunch are performing better than state and national averages. Between which subgroups is the achievement gap closing? All groups relative to ethnicity and F/R lunch. Which of the above reported findings are consistent with findings from other data sources? All cohorts of students are showing an increase/high achievement. Strengths lie in the performance of college bound students (top 75% of student body). While considered a high performing school, CPHS continues to search for appropriate goals/metrics that help to establish student growth targets for individual/cohorts of students over time to assist in school improvement efforts. Data sources: ISTEP+, PSAT , ACT , AP Exam results, Dual credit attainment
Areas in Need of Improvement Which area(s) are below the expected levels of performance? The areas that are below the expected levels of performance are students performing in the lowest quartile and students in special education. Describe the area(s) that show a negative trend in performance. Students in the lowest achievement quartiles (bottom 25%) are showing a negative trend in performance. Which area(s) indicate the overall lowest performance? The areas that indicate the overall lowest performance are all areas tested in the bottom 25% and all areas tested in special education. Which subgroup(s) show a trend toward decreasing performance? None Between which subgroups is the achievement gap becoming greater? None Which of the above reported findings are consistent with findings from other data sources? The report findings that are consistent with findings from other data sources show the need for CPHS to improve achievement gains for students in the lowest achievement quartiles and students in special education. CPHS seeks to establish more meaningful growth measures for students with special needs.
For each question below, draw conclusions and summarize evidence from the profile, diagnostics, surveys, and student performance. 1. Does the school's curriculum support high expectations for student achievement? Yes, the dynamic course offerings at CPHS strive to ensure that all students are academically challenged to maximize their potential. Students acknowledge that programs and services are provided to help them succeed and that CPHS offers a high quality education. Faculty survey results reflect that our school’s purpose statement is clearly focused on student success and that continuous improvement based on data, goals, actions, and measures for growth are ingrained in the school’s culture. Additionally, achievement in Advanced Placement and Dual Credit courses reflects that students are meeting the high expectations of these college-level courses. Embedment of standards-based and level-appropriate learning goals and scales into course curriculum and instruction ensures that high expectations for student achievement are clearly communicate to students and families. 2. Does technology support the curriculum and instructional effectiveness? Yes, blended learning is fully embedded into the CPHS 1:1 curriculum. The learning management system, BUZZ, continues to evolve to meet the personalized needs of students while encouraging opportunities for enrichment, remediation, and a growth mindset in a blended learning environment. Survey results reflect that students and faculty believe a variety of technological resources are available to help drive teaching and learning. Student surveys indicate that technology is up-to-date and is regularly used to enhance learning experiences. Fiscal resources are appropriately allocated to support the blended learning environment which requires professional development for teachers in order to build and teach all courses. 3. Does the school support individual students and maximize their learning? Yes, the CPHS mission statement is: Our promise to help all students develop the skills needed to maximize their potential. Policies to assess learning that were developed by the School Improvement and Instructional Leadership Committees support grades which authentically reflect mastery of skills. Additionally, graduation coaches and RtI Labs support students by aligning interventions and resources to meet their individual needs. Students are enrolled in appropriate learning opportunities categorized by courses offered in the following scopes: Engage, Experience, Excel. Student surveys indicate that students feel that teachers regularly check student understanding of material in various ways and that programs, services, and resources are in place to help students succeed. 4. Does the school support, develop, and maximize teacher effectiveness, cultural competence, uses of assessment data to improve instruction? Yes, teacher effectiveness is critical to the success of CPHS students and is collaboratively refined through professional development occurring both within Professional Learning Communities (PLC) and through in-house professional development sessions on a weekly basis. Data analysis and adjustments to instruction are systematically embedded into the work done by PLCs to target student achievement of Prioritized Standards. Teachers are
evaluated and provided feedback by administration using the Marzano Model that targets high-impact teaching strategies that in turn heighten student engagement and academic success. While cultural competence is expected based on the 6 C’s that form the cornerstone of the CPHS culture, the school acknowledges that this is an area in which professional development could be explored. 5. Does the school engage stakeholders to support the school’s purpose and direction? Yes, CPHS is committed to partnership with stakeholders and thus seeks to communicate transparently and efficiently via: weekly Principal’s phone call/email; online gradebook; BUZZ agenda announcement; updated website; CPTV; Inklings; communication between teachers, guidance counselors, and administrators to/from parents and students.
Goal Action Plan
Goal: Enter a goal statement reflecting an end result or desired condition you want to achieve.
College & Career Readiness
Measurable Objective: The objective defines (a) who is the target population, (b) what do they need to achieve, (c) how will success be
measured, and (d) when will they achieve it.
80% of CPHS students will demonstrate proficiency by scoring within expected and above expected range scores on ACT assessments
Strategy: A Strategy is an action that is specific, planned, evidence based and focused on student results to accomplish a goal and objective. A
strategy can be thought of as the “how” to achieve the objective and/or goal. There can be multiple strategies to achieve each measurable
objective.
Strategy Name: Personalized Learning.
State the research to support the strategy? How will the strategy work? What evidence will you use to measure success?
ACT states that college readiness standards are needed because, “the standards serve as a direct link between what students have learned,
what they are ready to learn next, and what they must learn before leaving high school in order to be prepared for college [and career].”
For this school strategy, identify the CPCSC Continuous Improvement Strategies it aligns to:
Learner Centric Learner Support
Improving Teacher Effectiveness Assessing, Reporting, and Monitoring Learning Ready to Learn (Social/Emotional/Mental Health) Safety and Security
Personalized Learning Digital Learning Environment Connecting to School through Relationships Birth-to-School
Accelerate Learning Postsecondary Readiness
Postsecondary Readiness
Activity: An activity is an individual task or function performed as part of an overall strategy for instruction or improvement. Activities are
specific and include a comprehensive description of the steps to be taken, timelines, resource allocations, staff responsible, and a defined
activity type (i.e., professional development, direct instruction, community engagement, etc.). Multiple activities may be required to address
each strategy.
Activity Types:
Academic Support Community Engagement Field Trip Recruitment and Retention Tutoring
Behavioral Support Direct Instruction Parent Involvement Technology Other
Career Orientation/Preparation Extra-curricular Policy and Process
Activity Name Description of the Activity Activity Type Begin Date End Date Staff Responsible Funding
High Impact HITS support personalized learning by Direct Instruction Aug 2020 June 2021 Teachers $0
Teaching actively engaging students in their learning
Strategies progression with opportunities for student
ownership, independent and cooperative
learning and progress monitoring. ProperGoal Action Plan
use of HITS supports a variety of learning
methods and opportunities.
PLCs PLCs foster an environment in which data is Other-Professional Aug 2020 June 2021 Teachers $0
analyzed in order to meet the needs of Learning
individual students and opportunities for
enrichment and remediation are developed
based on analysis of common assessments.
The PLC pyramid creates a pathway through
which teachers examine the following tiers:
Target Identification & Standard Alignment,
Prioritized Standards, Summative
Assessments, (In)Formative Assessments &
Development of Talent, Guaranteed
Curriculum with Dynamic Pacing Guides,
Instructional Strategies and
Intervention/Extension.
Marzano Personalized learning is supported by the Direct Instruction & Aug 2020 June 2021 Teachers, $0
Element intentional focus on revision of knowledge Other-Professional Administrators
Framework and identification of errors in reasoning as Learning
identified as impactful strategies by
Marzano. Additionally, progress monitoring
of student performance relative to
identified learning goal(s) using scales
creates opportunities for teachers and
students to engage in personalized feedback
dialogue.
Standards Through clear identification of content Direct Instruction Aug 2020 June 2021 Teachers $0
Based knowledge and skills to be developed
Curriculum teachers facilitate learning experiences that
provide students with opportunities to
demonstrate self-paced progress relative to
the identified prioritized standard(s), which
has been written with focused attention on
ACT standard score ranges appropriate for
the level of the course.Goal Action Plan
Goal: Enter a goal statement reflecting an end result or desired condition you want to achieve.
College & Career Readiness
Measurable Objective: The objective defines (a) who is the target population, (b) what do they need to achieve, (c) how will success be
measured, and (d) when will they achieve it.
CPHS subgroups will score in the top 40% of all schools in the state of Indiana on ISTEP+.
Strategy: A Strategy is an action that is specific, planned, evidence based and focused on student results to accomplish a goal and objective. A
strategy can be thought of as the “how” to achieve the objective and/or goal. There can be multiple strategies to achieve each measurable
objective.
Strategy Name: Personalized Learning.
State the research to support the strategy? How will the strategy work? What evidence will you use to measure success?
Research suggest that personalized learning can benefit all learners if done well. The strategy will be implemented by staff members which
may include the use of technology and PLC time to review student data to increase student success rates. Since ISTEP+ is currently our state
assessment measure for 10th grade, we will use scores on this assessment to measure the success of the strategy by subgroups. As the state
assessment tool evolves over the course of the 2019-2020 school year adaptations will be made accordingly. Future goal will involve SAT
achievement and growth in the place of ISTEP +.
For this school strategy, identify the CPCSC Continuous Improvement Strategies it aligns to:
Learner Centric Learner Support
Improving Teacher Effectiveness Assessing, Reporting, and Monitoring Learning Ready to Learn (Social/Emotional/Mental Health) Safety and Security
Personalized Learning Digital Learning Environment Connecting to School through Relationships Birth-to-School
Accelerate Learning Postsecondary Readiness
Postsecondary Readiness
Activity: An activity is an individual task or function performed as part of an overall strategy for instruction or improvement. Activities are
specific and include a comprehensive description of the steps to be taken, timelines, resource allocations, staff responsible, and a defined
activity type (i.e., professional development, direct instruction, community engagement, etc.). Multiple activities may be required to address
each strategy.
Activity Types:
Academic Support Community Engagement Field Trip Recruitment and Retention Tutoring
Behavioral Support Direct Instruction Parent Involvement Technology Other
Career Orientation/Preparation Extra-curricular Policy and ProcessGoal Action Plan
Activity Name Description of the Activity Activity Type Begin Date End Date Staff Responsible Funding
Course By offering certified teacher-instructed Direct Instruction Aug 2020 June 2021 Teachers $0
schedule Engage courses in ELA and math at the
intervention 9th and 10th grades, students are
supported with personalized
instruction and remediation aligned to
skill development and core course
support. As identified by WIDA,
students may be placed into an ELL
course taught by a certified teacher.
Graduation Identified students in need of Academic Aug 2020 June 2021 Graduation coaches Hourly
Coaches academic intervention(s)/support are Support rate
paired with a graduation coach to
support them in following ways:
conferencing, academic planning,
stakeholder communication,
securement of identified supports,
adult advocacy.
RTI Labs Identified students in need of Academic Aug 2020 June 2021 Interventionists/Paraprofessional Hourly
academic intervention(s)/support may Support s and Graduation Coaches rate
be scheduled into a 9/10 or 11/12 RTI
Lab with an interventionist or
paraprofessional who collaborates
with stakeholders to facilitate
successful course completion.
Peer Tutoring Identified students in need of Academic Aug 2020 June 2021 Students and Graduation Coaches $0
academic intervention(s)/support may Support
be scheduled to participate in peer
tutoring that involves students who
have successfully mastered course
content/skills serving as tutors to help
facilitate learning.
Credit Recovery Students in need of obtaining credit(s) Academic Aug 2020 June 2021 Teachers Hourly
Lab are provided the opportunity to do so Support rate
in a lab setting through courses offered
via PLATO with opportunities for
certified teacher support.
Co-Teaching In conjunction with the IDOE and Direct Instruction Aug 2020 June 2021 Teachers $0
Model Indiana State University, co-taughtGoal Action Plan
courses support individualized needs
through instructional methodologies
taught in professional development
and refined through collaborative
feedbackSchool Name: Crown Point High School School Year: 2020-2021
Professional Development Goal: Monitoring
Teachers will collaborate in PLCs to review and adapt rigorous curriculum
Student Achievement 1.PSAT/ ACT
and instruction to address college & career readiness standards in daily
Data Sources 2.Formative and summative assessments
instruction and on nine weeks’, formative, and summative assessments.
3.ISTEP+/GQE
4.AP end-of-course exam
5. Dual Credits earned
Benchmark: Teacher 1.Teacher-created materials
Growth scores should positively trend into the expected and above- Implementation 2.Formative assessments
expected range scores on ACT assessments in order to monitor student Data Sources 3.Summative assessments
and institutional progress.
Financial Target Date(s)
Professional Development Activity Audience Facilitator
Resources of Activity
Refinement of learning goals and tracking of student progress; aligning Teachers PLC None ongoing, 2020-2021
goals and scales to revisited prioritized standards ILT
SIC
Understanding of ACT and/or SAT College Readiness standards and Teachers PLC None ongoing, 2020-2021
subject area score ranges ILT
Research and implementation of ACT and/SAT subject area score range Teachers PLC Unknown ongoing, 2020-2021
strategies ILT
Creation of formative assessments that align to selected subject area SAT Teachers PLC Unknown ongoing, 2020-2021
score range interventions and/or targeted assessment skills ILT
Implementation of targeted iObservation Elements Teachers PLC None ongoing, 2020-2021
ILT
SIC
Targeted collaboration driven by the PLC Pyramid Teachers PLC None ongoing, 2020-2021
ILT
Embedment of differentiation and enrichment in courses through Teachers PLC None ongoing, 2020-2021
technology integration and opportunities for cooperative learning ILT
Identification and use of applicable HITS, Depth of Knowledge, and Teachers PLC Unknown ongoing, 2020-2021
Project CRISS strategies ILT
SIC
Adult advocacy for the educational experience of students with Teachers PLC None ongoing, 2020-2021
implementation of social-emotional learning supports and purposeful ILT
stakeholder communication SIC
Guidance
Analysis of data for curricular decision making and implementation of Teachers Administration None ongoing, 2020-2021
prescriptive feedback
SEL and Neuroscience Toolkit for staff and students Teachers PLC None Ongoing, 2020-2021
ILT
Administration
Leveraging technology tools while distance learning Teachers PLC None Ongoing, 2020-2021
ILT
Introduction to MTSS Teachers PLC None Ongoing, 2020-2021
ILT
Administration
Instructional accommodations for English Language Learners Teachers Administration None ongoing, 2020-2021Interpretation of standardized assessment data relative to individual Teachers PLC None ongoing, 2020-2021
student results Guidance ILT
Counselors Guidance
Administration
Implementation of policies to assess mastery learning that align with the Teachers PLC None ongoing, 2020-2021
development of student talent ILT
SIC
Administration
School Name: Crown Point High School School Year: 2021-2022
Professional Development Goal: Monitoring
Teachers will collaborate in PLCs to review and adapt rigorous curriculum
Student Achievement 1.PSAT/ SAT
and instruction to address college & career readiness standards in daily
Data Sources 2.Formative and summative assessments
instruction and on nine weeks’, formative, and summative assessments.
3.ISTEP+/GQE
4.AP end-of-course exam
5. Dual Credits earned
Benchmark: Teacher 1.Teacher-created materials
Growth scores should positively trend into the expected and above- Implementation 2.Formative assessments
expected range scores on ACT assessments in order to monitor student Data Sources 3.Summative assessments
and institutional progress.
Financial Target Date(s)
Professional Development Activity Audience Facilitator
Resources of Activity
Implementation of prioritized standards as learning goals for the purpose Teachers PLC None ongoing, 2021-2022
of tracking student progress through proficiency scales ILT
SIC
Understanding of SAT College Readiness standards and subject area Teachers PLC None ongoing, 2021-2022
score ranges ILT
Research and implementation of SAT subject area score range strategies Teachers PLC Unknown ongoing, 2021-2022
ILT
Creation of formative assessments that align to prioritized standards Teachers PLC Unknown ongoing, 2021-2022
and/or targeted assessment skills ILT
Implementation of targeted iObservation Elements Teachers PLC None ongoing, 2021-2022
ILT
SIC
Targeted collaboration driven by the PLC Pyramid Teachers PLC None ongoing, 2021-2022
ILT
Embedment of differentiation and enrichment in courses through Teachers PLC None ongoing, 2021-2022
technology integration and opportunities for active engagement ILT
Use of applicable classroom strategies including HITS, Depth of Teachers PLC Unknown ongoing, 2021-2022
Knowledge, and Project CRISS strategies ILT
SIC
Adult advocacy for the educational experience of students with Teachers PLC None ongoing, 2021-2022
implementation of social-emotional learning supports and purposeful ILT
stakeholder communication SIC
Guidance
Instructional accommodations for English Language Learners Teachers Administration None ongoing, 2021-2022
Interpretation of standardized assessment data relative to individual Teachers PLC None ongoing, 2021-2022
student results Guidance ILT
Counselors Guidance
AdministrationEmbedment of policies to assess mastery learning that align with the Teachers PLC None ongoing, 2021-2022
development of student talent ILT
SIC
Administration
Introduction to educational neuroscience as a social emotional tool Teachers ILT None Ongoing, 2021-2022
SIC
Guidance
Exploration of MTSS framework Teachers Administration None Ongoing, 2021-2022
Guidance
MTSS Team
Introduction of cultural competency and explore culturally responsive Teachers Administration None Ongoing, 2021-2022
teaching All staff ILT
Exploration of the use of peers as instructional coaches Teachers Administration None Ongoing, 2021-2022
ILT
PLC
School Name: Crown Point High School School Year: 2022-2023
Professional Development Goal: Monitoring
Teachers will collaborate in PLCs to review and adapt Student 1.PSAT/ SAT
rigorous curriculum and instruction to address college Achievement 2.Formative and summative assessments
& career readiness standards in daily instruction and Data Sources 3.ISTEP+/GQE
on nine weeks’, formative, and summative 4.AP end-of-course exam
assessments. 5. Dual Credits earned
Benchmark: Teacher 1.Teacher-created materials
Growth scores should positively trend into the Implementation 2.Formative assessments
expected and above-expected range scores on ACT Data Sources 3.Summative assessments
assessments in order to monitor student and
institutional progress.
Financial Target Date(s)
Professional Development Activity Audience Facilitator
Resources of Activity
Implementation of the use of prioritized standards as learning goals for Teachers PLC None ongoing, 2022-2023
the purpose of tracking student progress through proficiency scales ILT
SIC
Understanding of SAT College Readiness standards and subject area Teachers PLC None ongoing, 2022-2023
score ranges ILT
Research and implementation of SAT subject area score range Teachers PLC Unknown ongoing, 2022-2023
strategies ILT
Meaningful use of formative assessments that align to prioritized Teachers PLC Unknown ongoing, 2022-2023
standards and/or targeted assessment skills ILT
Implementation of targeted elements of Marzano Focused Teacher Teachers PLC None ongoing, 2022-2023
Evaluation model ILT
SIC
Targeted collaboration driven by the PLC Pyramid Teachers PLC None ongoing, 2022-2023
ILT
Embedment of differentiation and enrichment in courses through Teachers PLC None ongoing, 2022-2023
technology integration and opportunities for active engagement ILT
Use of applicable classroom strategies including HITS, Depth of Teachers PLC Unknown ongoing, 2022-2023
Knowledge, and Project CRISS strategies ILT
SICAdult advocacy for the educational experience of students with Teachers PLC None ongoing, 2022-2023
implementation of social-emotional learning supports and purposeful ILT
stakeholder communication SIC
Guidance
Implementation of educational neuroscience as a social emotional tool Teachers ILT None Ongoing, 2022-2023
SIC
Guidance
Analysis of data for curricular decision making to support embedment of Teachers Administration None Ongoing, 2022-2023
prescriptive feedback dialogue
Instructional accommodations for English Language Learners Teachers Administration None ongoing, 2022-2023
Interpretation of standardized assessment data relative to individual Teachers PLC None ongoing, 2022-2023
student results Guidance ILT
Counselors Guidance
Administration
Exploration of best practices to meet the needs of vulnerable learners, Teachers ILT None Ongoing, 2022-2023
especially in co-teaching environments Administration
PLC
Embedment of policies to assess mastery learning that align with the Teachers PLC None ongoing, 2022-2023
development of student talent ILT
SIC
Administration
Leveraging technological tools to teach digital citizenship Teachers PLC None Ongoing, 2022-2023
ILT
Implementation of MTSS framework Teachers Administration None Ongoing, 2022-2023
Guidance
MTSS Team
Creation of peer instructional coaching program Teachers Administration None Ongoing, 2022-2023
ILT
PLC
Implementation of culturally responsive teaching Teachers Administration None Ongoing, 2022-2023
ILT
Guidance
Exploration of strategies to strengthen parent/school relationships Teachers Administration None Ongoing, 2022-2023
Guidance
ILTSchool Quality Factors 2019_09172020_10:11
School Quality Factors 2019
Crown Point High School
Russ Marcinek
1500 South Main Street
Crown Point, Indiana, 46307
United States of America
Last Modified: 09/21/2020
Status: Open
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreementSchool Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
TABLE OF CONTENTS
A. CLEAR DIRECTION ............................................................................................................................. 3
B. HEALTHY CULTURE............................................................................................................................ 6
C. HIGH EXPECTATIONS ...................................................................................................................... 11
D. IMPACT OF INSTRUCTION............................................................................................................... 15
E. RESOURCE MANAGEMENT ............................................................................................................. 18
F. EFFICACY OF ENGAGEMENT .......................................................................................................... 21
G. IMPLEMENTATION CAPACITY......................................................................................................... 25
Attachment Summary .............................................................................................................................. 29
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement
Page 2 of 29School Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
School Quality Factors 2019
A. CLEAR DIRECTION
The capacity to define and clearly communicate to stakeholders the direction, mission, and goals that the institution is committed to
achieving.
Effective Practices/Conditions
1. Learners have input and are informed about their institution's priorities for learning.
a. What proportion of learners has input and is informed?
Most learners
Many learners
Some learners
Few learners
N/A
b. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
2. Instructional Staff embraces and shares the institution’s vision, mission, purpose and/or priorities.
a. What proportion of instructional staff commits to these expectations?
Most instructional staff
Many instructional staff
Some instructional staff
Few instructional staff
N/A
b. How frequently do they exhibit these behaviors?
Almost always
Often
Sometimes
Seldom
N/A
3. Instructional Staff commits to the path for improvement and understands their role.
a. Which statement best reflects the commitment among instructional staff to the path for improvement?
Instructional staff strongly commits
Instructional staff mostly commits
Instructional staff partially commits
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Page 3 of 29School Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
Instructional staff seldom commits
N/A
b. What proportion of instructional staff understands their role?
Most instructional staff
Many instructional staff
Some instructional staff
Few instructional staff
N/A
4. Leadership ensures the institution’s vision, mission, purpose and/or priorities are clear.
a. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
5. Leadership engages stakeholders in the process of creating and revising the institution’s vision,
mission, purpose and/or priorities.
a. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
b. Which descriptor best reflects the quality of the process?
Excellent quality
Good quality
Fair quality
Poor quality
N/A
6. Other School Staff embraces and shares the institution’s vision, mission, purpose and/or
priorities.
a. What proportion of other school staff commits to these expectations?
Most other school staff
Many other school staff
Some other school staff
Few other school staff
N/A
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement
Page 4 of 29School Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
b. How frequently do they exhibit these behaviors?
Almost always
Often
Sometimes
Seldom
N/A
7. Parents, families and legal guardians know and understand the direction and goals of the
institution.
a. What proportion of parents, families or legal guardians knows and understands the direction?
Most parents, families or legal guardians
Many parents, families or legal guardians
Some parents, families or legal guardians
Few parents, families or legal guardians
N/A
b. Which statement best reflects parents, families or legal guardians agreement with the direction and priorities?
Most parents, families or legal guardians agree
Many parents, families or legal guardians agree
Some parents, families or legal guardians agree
Few parents, families or legal guardians agree
N/A
8. The community actively supports the institution’s vision, mission, purpose and/or priorities.
a. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
9. CLEAR DIRECTION - COMMENTS/INSIGHTS/SUMMARY
a. As appropriate, please provide comments, insights and/or summary related to this factor.
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement
Page 5 of 29School Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
B. HEALTHY CULTURE
The shared values, beliefs, written and unwritten rules, assumptions, and behavior of stakeholders within the school community that shape
the school's social norms and create opportunities for everyone to be successful.
Effective Practices/Conditions
1. Learners feel safe and supported in the learning environment.
a. What proportion of learners feels safe and supported?
Most learners
Many learners
Some learners
Few learners
N/A
b. How frequently do learners feel safe and supported?
Almost always
Often
Sometimes
Seldom
N/A
2. Learners have supportive and healthy relationships with their peers.
a. What proportion of learners experiences such relationships?
Most learners
Many learners
Some learners
Few learners
N/A
b. With what frequency is this true?
Almost always true
Often true
Sometimes true
Seldom true
N/A
3. Learners participate in structures, programs and/or initiatives that attend to their social emotional/
non-cognitive learning.
a. What proportion of learners participates?
Most learners
Many learners
Some learners
Few learners
© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement
Page 6 of 29School Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
N/A
b. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
4. Instructional staff is provided relevant, targeted support and training to reach high standards.
a. What proportion of instructional staff participates?
Most instructional staff
Many instructional staff
Some instructional staff
Few instructional staff
N/A
b. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
5. Instructional staff collaborates with each other through structures and schedules that maximize
collaboration and collegial learning.
a. What proportion of staff collaborates with each other?
Most instructional staff
Many instructional staff
Some instructional staff
Few instructional staff
N/A
b. To what degree is this practice implemented?
Fully implemented
Mostly implemented
Partially implemented
Planned for the future
N/A
6. Instructional staff has relationships with learners that are supportive, caring and congenial.
a. What proportion of instructional staff agrees with this statement?
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Page 7 of 29School Quality Factors 2019 Report - Generated on 09/21/2020
Crown Point High School
Most instructional staff
Many instructional staff
Some instructional staff
Few instructional staff
N/A
b. Which descriptor best reflects the quality of these relationships?
Excellent quality
Good quality
Fair quality
Poor quality
N/A
7. Leadership facilitates and supports structures for instructional staff to interact and collaborate.
a. How embedded is this practice in institutional culture?
Fully embedded
Mostly embedded
Partially embedded
Not embedded
N/A
8. Leadership has relationships with staff that are trusting and positive.
a. What proportion of leadership agrees with this statement?
Most of the leadership
Many of the leadership
Some of the leadership
Few of the leadership
N/A
b. Which descriptor best reflects the quality of these relationships?
Excellent quality
Good quality
Fair quality
Poor quality
N/A
9. Other school staff’s relationships with colleagues are respectful and collaborative.
a. What proportion of other school staff agrees with this statement?
Most other school staff
Many other school staff
Some other school staff
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