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1
THE METROPOLITAN SCHOOL DISTRICT OF
LAWRENCE TOWNSHIP
Lawrence North High School
Improvement Plan
2014-2017
School Address: 7802 Hague Road
Indianapolis, IN 46256
School Telephone Number: 317-964-7700
School Fax Number: 317-576-6406
School DOE Number: 5276
School Corporation Number: 5330
________________________________
Principal Signature
_______________________________
Superintendent Signature
_______________________________
President, School Board Signature
2
Table of Contents
Introduction and School Information………………………………………………………………. 3
Vision, Mission, and Purpose………………………………………………………………………. 4
Leadership and Governance………………………………………………………………………… 5
A. Chart of District & School Governance
B. Chart of School Leadership
Teaching and Learning……………………………………………………………………………... 7
A. Chart of Goals, Commitments, Methods & Strategies
B. Faculty Goals & Commitments
C. Student Achievement Goals
D. Instructional Strategies to achieve goals
E. Professional Development
F. Role of Professional Learning Communities
Documenting and Using Results……………………………………………………………………. 8
A. End-of-Course Assessments and ISTEP Exam
B. Graduation Rate
C. Attendance Rate
D. Advanced Placement, International Baccalaureate, Advanced College Project Data
E. Discipline Data
Appendices………………………………………………………………………………………….. 14
Appendix A: Demographic Data
Appendix B: Indiana Department of Education and Student Achievement Results
Appendix C: Technology as a Learning Tool
Appendix D: Goal Action Plan for Reading and Writing
Appendix E: Evaluation and approval of the Professional Development Plan and Form D
Appendix F: Definitions
Appendix G: Safe and Disciplined Learning Environment
Appendix H: Lawrence Education Association Approval
Appendix I: School Improvement Committee
School Improvement Committee…………………………………………………………............... 23
3
Introduction and School Information
Introduction
The purpose of Lawrence North school improvement plan is to evaluate the effectiveness of our
initiatives, develop goals, establish a priority for improvement, identify strategies, and create
action and professional development plans to support the strategies.
Description of Community, District and School
Lawrence North is one of two high schools within the Metropolitan School District of Lawrence
Township. By serving over 15,000 students, the MSDLT ranks among the 10 largest school
districts in the State of Indiana. The district draws from the northeast corner of Marion County
which is part of the urban/suburban sprawl of greater Indianapolis. Industries providing
employment include education, health & social services, manufacturing, retail trade, finance,
insurance and real estate. Several junior colleges and universities are in close proximity for
those wishing to further their education. In the northern portion of the district lies Geist
Reservoir with homes in the million-dollar range; in the center of the district is the City of
Lawrence and Fort Benjamin Harrison State Park; and, to the south are several apartment
complexes as well as housing additions for first-time homeowners. Political boundaries are
somewhat unique as the City of Lawrence functions independently within the boundaries of
Indianapolis. Thus, some LN families receive services from the City of Lawrence while their
neighbors across the street may receive them from the City of Indianapolis.
Lawrence North High School is a fully accredited school within the MSDLT. Opening in the fall
of 1976, LN operates on the block-eight schedule and serves approximately 2,500 students in
grades 9-12. Student demographics at LN are very diverse in terms of race, cultural background,
and socio-economic status. African-American students comprise 46% of the student body and
Caucasian students account for 28%. Our Hispanic/Latino(a) population makes up 17% of the
student body followed by a Multi-Racial subgroup of 7%. We also have 2% Asian. About 12%
of the student body receives special education services and about 5% receive support through our
English Language Learner program. Nearly 55% of Lawrence North students receive free or
reduced lunch assistance.
Lawrence North is a proud member of the Metropolitan Interscholastic Conference whose
members include Ben Davis, Carmel, Center Grove, Lawrence Central, North Central, Pike, and
Warren Central. In addition to extra-curricular competition, the MIC provides opportunities for
curricular and co-curricular groups to meet for the purpose of learning from one another. Large
high schools have their own unique issues and the professional exchange among members of the
conference has been invaluable to all aspects of school life at Lawrence North.
Contact Information
Name of Principal: Mr. Brett Crousore, Principal
Principal’s e-mail address: [email protected]
4
1. Vision and Purpose
Mission Statement of the MSD of Lawrence Township Schools:
The mission of the Metropolitan School District of Lawrence Township is to empower all
students with the knowledge, skills, compassion, and integrity needed to contribute and succeed
as self-directed life-long learners.
Vision Statement:
Achieving Excellence, Building Character, Serving Others
MSDLT Core Values
Core values are the organization’s fundamental convictions, values, and beliefs. The Belief
statements provide the bedrock values that move the organization to commit itself to a specific
mission, vision, and objective. It establishes moral and ethical priorities that serve the guide all
the organization’s activities.
We Believe that:
People are responsible for their choices.
An environment of high expectations results in higher achievement.
Great communities are built on mutual respect and dignity for all people.
Integrity is essential to creating and sustaining positive relationships.
Embracing diversity contributes to the strength of a community.
The pursuit of learning as a life-long endeavor is essential to individual and
organizational success.
Cooperation, collaboration, and communication are essential to success.
5
MSDLT Goals
The following are the five MSDLT goal areas of
improvement:
Academic Achievement
Ensuring Equity
Safe and Secure Schools
Stakeholder Satisfaction
Efficient and Effective Operations
2. Leadership and Governance
The following organizational chart reflects the
connection between the MSDLT Board of Education and Lawrence North High School.
Board of Education
Central Office Administration
Township LEA
Discussion
District Equity
Leadership Team
LT Curriculum, Technology, Instruction
School Improvement
Committee
LEA
Discussion
Building Equity Team
Social Committee
Student Manage-
ment
Curriculum, Technology, Instruction
LN Curriculum, Technology Instruction
6
Building Administration
Student
Instructional Match
Department & PLC Leaders
Instruction Task
Professional
Learning Communities
Pt of Emphasis Engaged and Relevant
Student Learning based on Data
Pt of Emphasis Informed Instruction
and Policy Decisions based on
Data
Pt of Emphasis
Equitable Communication
Goal 1: All students will show growth as readers
using Lexile scores
Goal 2: Improve ISTEP results by
5%
Goal 3: 93% of students will graduate from
Lawrence North High School
7
3. Teaching and Learning
8
Goals and commitments of Lawrence North along with strategies and methods to accomplish
them.
Goals & Commitments for Continuous Improvement
Goal 1: All students will read at
grade level or above using Lexile scores
Goal 2: Improve ISTEP Scores by
5%
Goal 3: 93% Graduation Rate
Commitment: All teachers will
use Literacy strategies in their
classrooms
Commitment: All teachers will be
familiar with the expectations for students on the ISTEP exams
Commitment: All teachers will
develop curriculum in their content
areas that will help students be both
college and career ready upon graduation.
Commitment: All teachers are
familiar with graduation
requirements
Strategies & Methods
Overarching Point of Emphasis: Preparing students for
Point of Emphasis: Engaged and Relevant
Student Learning
Point of Emphasis: Informed Instruction and
Policy Decisions
Point of Emphasis: Equitable Communication
1:1 Instruction
Readers/ Writers
Workshop
Progress Monitors & Common
Assessments
RTI: Response
to Intervention
Effective Communication
with Families
Equity Team
Literacy Initiative
Building Academic
Vocabulary
Read 180 Achieve
3000 SRI
Appropriate Placement
to Challenge as well as Support
P.F.O. Building & Sustaining
Relationships
Balanced Math
Instruction
Utilization of
Appropriate Technology
9
4. Documenting and Using Results
Critical areas for improvement:
Lawrence North had improved ECA scores in Math, English and Biology over the past five
years. The achievement gap was decreasing, but more work needed to be done to improve
overall standardized test scores. In 2015-2016 the State of Indiana changed the
accountability guidelines for schools and the class of 2018 was assessed in both the ECA
exams for the Graduation Requirement and the ISTEP test for school accountability.
Several students in this graduation cohort took Algebra I and Biology I in 8th/9th Grade.
The 2016 Algebra I and Biology I ECA results reflected only the 10th grade students who
had not yet passed or taken this course. The English 10 ECA was taken by all student in
the 2018 graduation cohort. All 10th Grade students also took the ISTEP exam in both
Math and English Language Arts. This exam only counted for school accountability and
had no direct impact on the student.
Given the results on the ISTEP exam have not yet been published on the Indiana
Department of Education, an update will need to be made in this area.
Documenting and Using Results
The Graduation Qualifying Exam will be phased-out with the class of 2018 and, beginning with
the class of 2019, the ISTEP test will become the new Graduate Qualifying Exam. Therefore,
teachers in mathematics and English have developed common assessments as means for
determining student progress in preparation for their respective ISTEP exams. The following
results are current through May 2016 ECA testing cycle. Furthermore, Lawrence Township
schools offers Algebra I in both 7th and 8th Grade and Biology I in 8th grade.
Course 2011-12 2012-13
2013-2014 2014-2015 2015-2016
Algebra I 79% (312) 77% (307) 84% (281) 81% (253) 14% (32)
English 10 71% (543) 71% (515) 72% (597) 71% (528) 61% (537)
Biology I 44% (480) 48% (520) 49% (524) 32% (598) NA
Graduation Rate
10
Graduation Rate
Year LNHS State
Average
2010-11 85.20% 86.0%
2011-12 85.60% 88.60%
2012-13 85.80% 86.2%
2013-14 90.0% 90.0%
2014-15 91.8% 88.9%
2015-16 92.6% NA
Commentary: In an effort to improve the graduation rate, several alternatives opportunities
have been utilized over the past five years. Lawrence North also offers an extended school year
for seniors who need to acquire credits for graduation and opened the Lawrence Advance
Academy. As an incentive, we offer a second graduation ceremony in July.
Areas of Improvement: Graduation Rate
Target populations and areas for improving graduation have been males, free & reduced lunch,
special education and black students. Strategies for improving graduation rates have addressed
attendance, parent involvement, club involvement, alternative programming and other non-
instructional areas. A need to change is evident in how instruction is provided and learning takes
place in the classrooms at Lawrence North. Professional learning communities are developing
common assessments and intervention plans in an effort to identify struggling students and
determine a course of action to help those students succeed.
Based on research, the practice of identifying struggling students early is essential to helping
each be successful during instruction. We began in 2012 administering the Scholastic Reading
Inventory to all students in grades 9-11 to learn each student’s Lexile level.
AP Exams
11
STUDENTS TAKING AT LEAST ONE AP COURSE
LNHS
All 66%
Black 47%
Asian 91%
Hispanic 57%
White 86%
Multiracial 71%
Free/Reduced 46%
Commentary: A greater percentage of LNHS seniors (Class of 2015) took at least one AP
course compared to the other schools in all demographic groups.
STUDENTS EARNING A 3 (OR HIGHER) ON AT LEAST ONE AP EXAM
(Class of 2016)- 633 Tests Administered
LNHS
264 Students
5 6.6%
4 16.5%
3 24.3%
2 29.3%
1 23.4%
Commentary: A greater percentage of LNHS seniors (Class of 2016) took AP exams however
fewer are scoring a 3, 4, or 5 on the exam. We entered into the AP-TIP grant in April on 2013
and we set goals to improve the number of 3, 4, and 5 scores on the AP exams in the areas of
English, Math, and Science. This is a partnership with the University of Notre Dame. Our goal
for 2013-2014 is to have 296 3, 4, or 5 scores. Furthermore, in the class of 2016, Lawrence
North had 43 AP Scholars with an avg. score of 3.51.
International Baccalaureate
12
2012 2013 2014 2015 2016
Number Registered for IB Courses 73 79 76 71 67
Number Seeking IB Diploma 21 18 17 15 17
Number Receiving IB Diploma 18 11 13 13 13
Commentary: The number of students pursuing an international baccalaureate diploma has
increased significantly over the last three years. However, the number actually earning the
diploma has not seen the same growth outside of the class of 2012. The IB Coordinator conducts
monthly meetings with the IB staff and is expects each to have review sessions for students on a
quarterly basis.
Discipline Data and Attendance
School Year 2010-11 2011-12 2012-13 2013-2014 2014-15 2015-16
Enrollment 2457 2308 2315 2279 2351 2386
Fights 43 33 31 27 30 23
Referrals 4568 4023 3828 2492 2171 1654
OSS 396 321 296 276 159 121
Expulsions 40 43 33 11 7 2
Grade 2010-11 2011-12 2012-13 2013-14 2014-15 2015-2016
Grade 9 94.90% 95.80% 95.40% 95.60% 96.30% 95.80%
Grade 10 94.70% 95.30% 95.60% 96.30% 95.80% 96.30%
Grade 11 93.30% 94.20% 95.40% 94.90% 95.20% 94.80%
Grade 12 93.70% 94.60% 94.80% 96.60% 96.40% 95.20%
All Grades 94.20% 95.00% 95.30% 95.85% 95.93% 95.24%
Commentary
13
We have made a concerted effort over the past four years to decrease the number of students
being referred to the office for disciplinary reasons by creating and sustaining positive
relationships with our students. Over this period, our referrals have dropped, out of school
suspensions have decreased, and we have offered more Form 16A opportunities for students who
we have expelled in the past. Although we have decreased the number of referrals and
suspensions, we are not satisfied. We are working during the 2016-2017 school year to decrease
our Out of School suspensions and provide alternatives to our students by implementing more
Restorative Practices in discipline and working with district We do not believe out of school
suspension is a productive means of discipline/teaching.
14
Appendices
Appendix A: Demographic Data
Appendix B: Indiana Department of Education and Student Achievement Results
Appendix C: Technology as a Learning Tool
Appendix D: Goal Action Plan for Reading and Writing
Appendix E: Evaluation and approval of the Professional Development Plan and Form D
Appendix F: Definitions
Appendix G: Safe and Disciplined Learning Environment
Appendix H: Lawrence Education Association Approval
Appendix I: School Improvement Committee
15
Appendix A
Lawrence North High School Demographic Data
Enrollment
Grade 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17
Grade 9 555 554 577 567 667 636
Grade 10 612 543 564 570 566 663
Grade 11 619 623 545 571 572 574
Grade 12 533 588 629 595 559 589
Total Enrollment
2,319 2,308 2315 2,303 2,364 2,462
Demographic Breakdown of Enrollment
Year Black Asian Latino White Multi-Racial
2012-13 36.8 1.4 10.4 45.6 5.6
2013-14 37.9 1.6 12.7 41.8 5.9
2014-15 40.1 1.9 14.0 38.0 5.7
2015-16 45.0 2.0 16.0 32.0 6.0
2016-17 46.0 2.0 17.0 28.0 7.0
Free and Reduced Lunch
Year Paid Reduced Free
2011-12 56.6% 8.5% 34.9%
2012-13 52.1% 7.9% 40.0%
2013-14 50.0% 10.0% 40.0%
2014-15 44.0% 14.0% 42.0%
2015-16 46.0% 14.0% 40.0%
2016-17 45.0% 13.0% 42.0%
16
Appendix B
2014-15 Indiana Department of Education Report Card
1. Letter Grade: B-84.7%: This is the 4th year of formal calculation of school letter
grades in the state of Indiana. Schools were held harmless in 2015-2016.
2. Student Performance: ISTEP Embargoed at date of submission (See ECA results
above)
3. College and Career Readiness: 54.5% of students were College and Career Ready
according to the state formula. This percentage includes AP, IB, ACP, Dual Credit and
industry certification. This is above the state percentage of 41.7%.
4. Graduation Rate: 2015-2016 – 92.6% The state average has not yet been released.
5. ACT: In 2016, Lawrence North average composite score was 21 with 57% of the class
of 2016 taking the exam.
6. SAT: In 2016, the average scores was 968 with 69% of the class of 2016 taking the
exam.
17
Appendix C
Technology as a Learning Tool
The focus of the technology plan at Lawrence North is to integrate technology into
the teaching and learning process within every classroom, to meet the needs of the students
as life-long learners, and to create real-life activities in support of educational standards.
Within the district a formal timeline Lawrence North High School deployed our 1:1
initiative in 2014-2015 with every child having a device. For our building, a review and
alignment of needs was performed by our Curriculum, Instruction, and Technology
Committee. This team of teachers, administrators and support staff analyzed current
technology and made recommendations for additions and improvements.
The technology plan and professional development plan both emphasize training
teachers to become more proficient in the actual use of technology as a teaching tool rather
than as merely a display tool within the classroom. In addition, the School Improvement
Committee has identified the need for technology to make information available to teachers
in timely and easily-accessed manner. Opportunities for teachers to learn how to use
technology to inform and impact instruction have been included in the professional
development plan.
18
Appendix D
Reading and Writing Improvement (Goal Action Plan)
I. Vision
A. Teachers have an understanding of reading strategies in content areas.
B. Teachers share strategies during the Professional Learning Community process.
C. Students develop a passion for reading and writing through choice options across the
curriculum.
D. Students and teachers model reading and writing on a daily basis at Lawrence North High School
E. Staff members have a shared vision for the writing process and a shared method of evaluating
student work.
II. Skills
A. Faculty and Staff training in Readers/Writers workshop.
B. Faculty and Staff training in using Scholastic Reading Inventory Data.
C. Faculty and Staff training in reading comprehension.
III. Incentives
A. Engagement for students who have lost a passion for reading and writing.
B. Methodology is being used in elementary and middle schools in MSDLT.
C. Potential to increase rigor in our classrooms.
IV. Resources
A. A district or building-level "expert" to help teachers use Readers/Writers workshop
B. Time and funding to train teachers.
C. A device for every child at Lawrence North High School.
V. Action Plan
A. 2013-2014 Goals
1. Increase the number of teachers trained in Readers/Writers workshop to 100%.
2. Administer the SRI test to all students in grades 9-11.
B.
3. Develop content area procedures for teaching reading.
4. Develop a plan for our 1:1 initiative and reading in the classroom.
2014-2015
C.
1. Train all new staff in Readers/Writers workshop.
2. Increase resources available to staff and students through the 1:1 initiative.
3. Incorporate Common Core standards into all reading and writing activities
4. Administer the SRI test to all students at Lawrence North High School to evaluate the growth of our
students.
2015-2016
D.
1. Analyze the success/growth of the students reading and writing.
2. Evaluate the 1:1 initiative and the impact on reading and writing at LNHS.
3. Prepare for new state testing model.
2016-2017
1.Begin professional development with Marzano’s Essentials for Achieving Rigor
2. Continue the SIOP model for instruction to help our ENL students.
3. Continue to evaluate the 1:1 initiative and the impact on reading and writing at LNHS
19
Appendix E
Indiana Department of Education
Professional Development Program
School Information
School Information: Lawrence North High School
County/Corp/School#: 5276
Address: 7802 Hague Road
Indianapolis, IN 46256
Phone: (317) 964-7700
Fax: (317) 576-6406
Name of Principal: Mr. Brett H. Crousore
Principal’s e-mail address: [email protected].
Grade levels included in school: 9-12
20
Form E
EVALUATION
Please answer these questions for each school goal from your SIP that your Professional
Development Program is addressing. (The Professional Development Program should be limited
to addressing no more than three school goals from your SIP.)
1. What is your school’s vision toward which this Professional Development
Program will lead? (The vision may be taken from your school improvement plan or
created for this document.) We believe our professional development plan will lead to more effective instruction to
address reading comprehension and writing. Nearly half of our freshmen read below grade
level according to our Scholastic Reading Inventory data. Improvement in the area of
reading will lead to improvement in writing according to several research-based documents.
In 2011-2012, we began Readers/Writers workshop in all of the Language Arts classes. The
expansion of this method into all content areas will lead to even greater growth amongst
our most struggling learners. Data trends show that reading has been an area of weakness
for several years. With a long-term focus on improving reading instruction across all
curricular areas, it is our goal that reading and writing achievement will improve
dramatically.
2. What is (are) the goal(s) of your Professional Development Program?
1. Reading, comprehension, and vocabulary acquisition
2. Improve writing across the curriculum
3. Review ISTEP rubrics with all staff members
4. Improve student engagement through improved instruction and monitoring learning
5. Incorporate the Equity process in all facets of learning and instruction
6. Ensure that all graduates from Lawrence North High School are college and/or career
ready upon graduation.
3. How will all staff members be involved in continuous learning? How will continuous
learning be embedded in practice? Governance and Leadership charts demonstrate a commitment to continuous learning. Teachers
will receive professional development through professional learning communities from 7:45-
8:30 three mornings a week. Teachers will create common assessments, collect student data,
analyze data, and use data results to drive instruction. Teacher collaboration in common subject
PLC’s provides opportunities for sharing best practices.
4. How will professional development increase cultural competency in the school’s
educational environment? Much of our emphasis on instruction is about giving student choice as well as on making
instruction relevant and engaging for all students. Our professional learning communities
will be asked to assess curriculum and instruction in terms of cultural relevance. The
Equity team will lead initiatives to reinforce cultural competency in the classroom and
school. They will also continue to study different research-based methods to educating our
students of color.
21
Appendix F
Definitions
SRI Scholastic Reading Inventory
RTI Response to Intervention
SAT Scholastic Aptitude Test
ACT American College Test
PSAT Preliminary Scholastic Aptitude Test
ACP Advanced College Project
AP Advanced Placement
DC Dual Credit
P.A.S.S. Partner for Academically Successful Students
ECA End of Course Assessment (Algebra I, English 10, Biology)
PLC Professional Learning Community
Appendix G
Safe and Disciplined Learning Environment
Current Practices:
Student Handbook is explained to the students via a class meeting and is available on our
website.
Student Management Committee advises the administration on matters pertaining to safety,
security and routine management of students, staff and visitors.
Police support officers and security personnel both inside and outside the building until 10:00
pm.
Registration of all cars with parking decals and identification numbers
Request of ID for all visitors as well as expectation for visitors to wear badges in building
Student photo ID’s utilized for media center, cafeteria, late arrival, and authorization to leave
a classroom.
50+ security cameras in and out of school
Lockdown response reviewed with all staff members
Safety and Security backpacks in all classrooms
Regularly scheduled fire drills, tornado drills
Name tags required of staff
Crisis Handbook utilized during drills and actual emergency situations
Buildings and Grounds supervisor is responsible for overseeing crisis management and for
training others in proper response techniques.
22
Opportunities for Improvement:
Review Student Handbook with the input of staff and students as we move into a more digital
age.
Improve consistency of security.
Place greater accountability on individuals responsible for making sure all school entrances
are secure.
23
Appendix H Professional Development Program Approval
I, Kari Bordner as the exclusive representative, by signing this document,
demonstrate my support for the Professional Development Program submitted by
the above mentioned school.
Signature Date
Kari Bordner, LEA President or Designee
24
Appendix I
School Improvement Committee responsible for this plan:
Committee Member Name Group Represented
Atkinson, Brian Teacher
Bush, Franklyn
Freshman School
Principal
Cash, Rebecca Teacher
Church, Rob Teacher
Crousore, Brett Principal
Diercks, John Teacher
Ferens, Meghan
Special Education
Department Chair
Floyd, Jason Assistant Principal
Lain, Don Teacher
Lauri, Liz Teacher
McGarrell, Corey Teacher
Means, Tracey Associate Principal
Miller, Jean Parent
Morton, David Teacher
Patterson-Allen, Shelia Counselor/Parent
Ploch, Kelly Teacher
Schlotterbeck, Gina Teacher
Schoff, Dianne Teacher
Sivertson, Connie Counselor
White, Brian Teacher
Williams, Ayanna Teacher
25