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Comprehensive School Improvement
Plan
Dupont Manual High School
Jefferson County Public Schools
Mr. Larry Wooldridge
120 West Lee Street
Louisville, KY 40208-1999
Document Generated On March 7, 2013
TABLE OF CONTENTS
Introduction
1
Executive Summary
Introduction
3
Description of the School
4
School's Purpose
6
Notable Achievements and Areas of Improvement
8
Additional Information
10
KDE Needs Assessment
Introduction
12
Data Analysis
13
Areas of Strengths
15
Opportunities for Improvement
16
Conclusion
17
duPont Manual CSIP 2013 v.5
Overview
19
Goals Summary
20
Goal 1: All staff at duPont Manual High School will learn and practice current, best practice in their respective roles. 26
Goal 2: duPont Manual will increase its CCR percentage to 100 by 2015.
28
Goal 3: duPont Manual will increase its Graduation rate by 0.6 to 93.1 by 2014.
29
Goal 4: duPont Manual High School will implement multiple tools in ensuring communication with all stakeholders.
30
Goal 5: Gap-duPont Manual will increase its Gap P/D percentage in reading to 93.7 by 2017.
30
Goal 6: Gap-duPont Manual will increase its Gap P/D percentage in Math to 84.5 by 2017.
31
Goal 7: Gap-duPont Manual will increase its Gap P/D percentage in Science to 73.5 by 2017.
31
Goal 8: Gap-duPont Manual will increase its Gap P/D percentage in Social Studies to 77.3 by 2017.
32
Goal 9: Gap-duPont Manual will increase its Gap P/D percentage in Writing to 87.3 by 2017.
34
Goal 10: Achievement-duPont Manual will increase its overall Writing P/D score to 92.1 by 2017.
35
Goal 11: Achievement-duPont Manual will increase its overall reading P/D score to 97.0 by 2017.
36
Goal 12: Achievement-duPont Manual will increase its overall Social Studies P/D score to 86.4 by 2017.
36
Goal 13: Achievement-duPont Manual will increase its overall Math P/D score to 90.4 by 2017.
37
Goal 14: Achievement-duPont Manual will increase its overall Science P/D score to 83.7 by 2017.
38
Goal 15: duPont Manual High School will raise its Program Review overall scores to 3's in Arts and Humanities, Writing,
and Practical Living.
Activity Summary by Funding Source
38
42
Comprehensive School Improvement Plan
Dupont Manual 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 2014. 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.
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Executive Summary
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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.
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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?
duPont Manual High School/ YPAS is located in the heart of Louisville, Kentucky, the city that is home to the Kentucky Derby and known for
its southern charm. Louisville is situated on the south side of the Ohio River and is a metropolitan area that offers its residents a choice of
lush rural surroundings, eclectic urban neighborhoods or old world Victorian communities. Rich in history, the Louisville area offers both
small town benefits and big city amenities, as well. World renowned medical facilities and corporate headquarters have attracted a diverse
population to this industrial city creating one of the largest public school districts with approximately 100,000 students representing at least 95
different languages.
duPont Manual High School first opened its doors in 1892 through the generous support of Victor duPont of the duPont Chemical Company.
In 1984, Manual became a Magnet High School and was recognized as a National School of Excellence in 1991. Although Manual is housed
in a traditional grand-Victorian building, its renovated interior reflects the school's modern technology and state-of-the-art, fully networked
facilities. Manual is located adjacent to the J.B. Speed School of Engineering, the Brandeis School of Law, and the School of Music at the
University of Louisville. Five highly selective magnet programs (Journalism & Communications, High School University, Mathematics/
Science/Technology, Visual Arts and the Youth Performing Arts School) enroll approximately 1,900 gifted and talented students. Students
are selected to attend Manual via a selective admissions competitive process that evaluates achievement test scores, academic
achievement, personal essays, teacher recommendations, visual art portfolios, and performing arts auditions. Only 25% of the freshman
applicants are accepted.
duPont Manual/ YPAS student and teacher information is as follows:
-Total Student Body (1895)
-Ethnicity of Student Population: White 66%; African-American 17%; Hispanic 3%; Asian/Pacific Islander 13%; and Other 1%.
-Student Gender: Male 40%, Female 60%
-105-faculty (93.6% hold a Doctorate, Rank 1, or Masters degree; and average 15 years of teaching experience)
-97% of seniors attend a 4-year college/university and 2% attend a 2-year institution
With 99% of Manual's graduates attending college, the rigorous college-preparatory curriculum provides students with the opportunity to
achieve in all disciplines, with an emphasis on the magnet program in which each student is enrolled. The levels of our classes range from
Honors, Advanced, and to the highest level of Advanced Placement. We offer the Advance Program, the most challenging high school
program available in Jefferson County Public Schools. The Advance Program students are selected from the upper 3% of JCPS students.
Students are selected for this program based on national test scores, academic achievement, and teacher recommendations. Students must
maintain a 3.0 GPA and must be enrolled in three Advance Program classes each year for a total of 12 credits.
MAGNET PROGRAMS
Journalism & Communications
Journalism & Communications(J&C) offers challenging courses, radio and television studios, and editing suites. J&C provides realistic
situations that enable students to gain a concrete understanding of techniques, practical skills, and studio/field experiences, while working
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with state-of-the-art equipment. Seniors may take classes through University of Louisville for college credit.
High School University
High School University (HSU) provides a rigorous liberal arts centered high school university experience which allow students to explore
various disciplines beyond the core magnet requirements. Flexibility in the students' elective course provides students with the opportunity to
attend University of Louisville classes. Students explore basic rhetoric, argumentation, and research in different forms of writing as well as
expectations for "what it means to be educated."
Mathematics, Science, and Technology
Mathematics, Science, and Technology (MST) follows a research-based curriculum for gifted students. The biology, chemistry, and physics
laboratories are computer-enhanced and contain specialized equipment that allows advanced studies in life sciences, biotechnology,
microbiology, optics, modern physics, robotics, computer programming, electronics, and computer-assisted design. MST students complete
college-level research, mentored by university scientists and engineers.
Visual Arts
Visual Arts (VA) is a unique program that provides artistically talented students with the opportunity to work in an exhibition gallery and nine
professional equipped studio areas. Facilities for design, drawing/painting, computer graphics, ceramics/sculpture, textiles, photography,
drafting, and printmaking provide an excellent and diverse environment for outstanding experiences and instruction. Students experience
visiting artists, teacher mentoring, and community internships.
Youth Performing Arts School
As the most comprehensive performing arts high school in Kentucky, the faculty, staff, and administration of the Youth Performing Arts
School (YPAS) have the distinct opportunity to train, educate, and nurture today's young talent to become tomorrow's artists. Students'
success is founded on commitment and discipline applied to the artistic program, and success is enhanced by the school's rich diversity and
understanding of the creative spirit. YPAS offers the following eight majors: Dance, Drama, Musical Theatre, Design and Production, Band,
Orchestra, Piano, and Vocal Music.
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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.
duPont Manual High School/ YPAS is a selective admission magnet school designed to serve the needs of gifted and talented students in
math, science, language, visual arts and performing arts. Students are selected to attend Manual via a selective admissions competitive
process that evaluates achievement test scores, academic achievement, personal essays, teacher recommendations, visual art portfolios,
and performing arts auditions. Only 25% of the freshman applicants are accepted. duPont Manual High School's purpose is reflected in its
vision and mission statement, which is as follows:
Vision
duPont Manual and the Youth Performing Arts Schools provide a dynamic, interdisciplinary, diverse learning community that focuses on
rigorous academic, technical, and artistic college-preparatory magnet programs.
Mission
duPont Manual, in a cooperative effort among faculty, staff, parents, students and the greater community will:
¯Nurture and sustain academic excellence for all students.
¯Provide diversified instruction to meet the needs of all learning styles.
¯Recognize multiple-giftedness.
¯Educate beyond the classroom walls through foreign/domestic travel, project- driven research and activities, community leadership, career
pathways, performance and service.
¯Develop leadership through participation in clubs, organizations and athletics.
duPont Manual High School/ YPAS offers students five unique magnet opportunities designed to enhance their unique talents and skills.
Expectations for students are very high. With 99% of Manual's graduates attending college, the rigorous college-preparatory curriculum
provides students with the opportunity to achieve in all disciplines, with an emphasis on the magnet program in which each student is
enrolled. The levels of our classes range from Honors, Advanced, and to the highest level of Advanced Placement. We offer the Advance
Program, the most challenging high school program available in Jefferson County Publics Schools. The Advance Program students are
selected from the upper 3% of JCPS students. Students are selected for this program based on national test scores, academic achievement,
and teacher recommendations. Students must maintain a 3.0 GPA and must be enrolled in three Advance Program classes each year for 12
credits. The five magnets are as follows:
Journalism & Communications
Journalism & Communications (J&C) offers challenging courses, radio and television studios, and editing suites. J&C provides realistic
situations that enable students to gain a concrete understanding of techniques, practical skills, and studio/field experiences, while working
with state-of-the-art equipment. Through computer laboratories, students also learn journalism techniques, graphic arts, desktop publishing,
and computer graphics. Seniors may take classes through University of Louisville for college credit.
High School University
High School University (HSU) provides a rigorous liberal arts centered high school university experience, which allow students to explore
various disciplines beyond the core magnet requirements. Flexibility in the students' elective course provides students with the opportunity to
attend University of Louisville classes. Additionally, students enroll in at least four Advanced Placement or Duel Credit Classes prior to
graduation as well as a special humanities class with a culminating project. Freshmen also take a course that surveys the history and
philosophy that developed the University Education while developing essential study skills necessary for contemporary American colleges.
Students explore basic rhetoric, argumentation, and research in different forms of writing as well as expectations for "what it means to be
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educated."
Mathematics, Science, and Technology
Mathematics, Science, and Technology (MST) follows a research-based curriculum for gifted students. The biology, chemistry, and physics
laboratories are computer-enhanced and contain specialized equipment that allows advanced studies in life sciences, biotechnology,
microbiology, optics, modern physics, robotics, computer programming, electronics, and computer-assisted design. MST students complete
college-level research, mentored by university scientists and engineers.
Visual Arts
Visual Arts (VA) is a unique program that provides artistically talented students with the opportunity to work in an exhibition gallery and nine
professional equipped studio areas. Facilities for design, drawing/painting, computer graphics, ceramics/sculpture, textiles, photography,
drafting, and printmaking provide an excellent and diverse environment for outstanding experiences and instruction. Students experience
visiting artists, teacher mentoring, and community internships.
Youth Performing Arts School
As the most comprehensive performing arts high school in Kentucky, the faculty, staff, and administration of the Youth Performing Arts
School (YPAS) have the distinct opportunity to train, educate, and nurture today's young talent to become tomorrow's artists. Students'
success is founded on commitment and discipline applied to the artistic program, and success is enhanced by the school's rich diversity and
understanding of the creative spirit. YPAS offers the following eight majors: Dance, Drama, Musical Theatre, Design and Production, Band,
Orchestra, Piano, and Vocal Music. The heart of YPAS holds an 886-seat proscenium theater and a 150-seat experimental theater with
state-of-the-art lighting and sound equipment.
The culture of high expectations are known throughout the community. We feel this culture of high expectations is the number one reason
students apply to Manual/ YPAS. The community knows that Manual graduates are very well prepared to continue their education at postsecondary institutions.
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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.
Manual/ YPAS has many notable academic achievements over the past three years. Manual has ranked number one over the past three
years for the highest ACT and AP average in the state. In addition, Manual/ YPAS consistently ranks as the number one high school in the
state of Kentucky when looking at state accountability tests as well. This year is no different. Manual/ YPAS has the highest accountability
index in the new Unbridled Learning scores. Our Next-Generation Learners (NxGL) accountability percentage is 87.3. This score has
Manual/YPAS listed as a "School of Distinction". This is a remarkable feat considering the number of students tested each year compared to
other schools. Below is a breakdown of our scores over the past five years.
ACT RESULTS 2007-2012
YearNumber of Students English Mathematics Reading Science Composite
2007-08483
25.124.2
25.524.0
24.8
2008-09423
24.823.8
24.923.8
24.4
2009-10464
25.423.8
25.323.7
24.7
2010-11469
26.725.1
26.525.2
26.0
2011-12483
26.624.9
26.124.6
25.7
In addition, our Advanced Placement (AP) results as well as number of AP exams taken have increased. Both the number of exams taken
and the pass rate percentage are highest in the state. Below is a breakdown of our scores over the past four years.
AP:
Year
2009
# Exams Given
1621
graduated seniors
2010
1515
466
% stud on F/R lunch
417
13%
13%
Equity & Excellence %70.50%
67.10%
2011
1898
2012
2085
457
14%
70.50%
465
17.10%
71.60%
Next-Generation Learners (NxGL) Results:
PointsWeighted Score
Achievement98.119.6
GAP
66.913.4
Growth79.915.9
College and Career100.0
20.0
Graduation Rate91.918.4
Total Weighted Score Summary87.3
Over the next three years, an area of improvement would be to increase our number of proficient and distinguished GAP students in each
subject area. Currently, we are at an overall score of 66.9. We have started work through our PLC groups to indentify our GAP students
sooner and to provide course specific interventions to better serve this population's needs. Interventions will included, but not be limited to,
the following: one on one tutoring, differentiated instruction, alternative assessments, and ESS.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.
"Excellence-Tradition-Diversity" is the motto of duPont Manual High School. Our excellence can be seen in a number of ways from top ACT,
AP and "Unbridled Learning" scores to the amazing research, performances, publications and artwork that our students consistently produce.
Tradition can be seen as well. Manual High School, founded in 1892, was established as a magnet high school in 1984. Admission to
Manual is competitive, based on academic record, achievement test scores, interest and talent in a selected area. In recent years, 99
percent of Manual graduates have attended college and last year 2,085 Advanced Placement tests were taken by the student body with 80%
of those tested scoring a three or better. The class of 2012 was one of the strongest academic classes to occupy the halls of Manual. This
class of 482 had one hundred and nine 4.0 or higher students, 43 National Merit and Achievement Semifinalists, and 80 percent of its
members had a 3.0 or higher grade point average. This type of competitive academic environment enables students to be better prepared
for higher education and a successful career. A tradition of high expectations is the culture of our schools. In addition, we have a very strong
alumni group that supports our students in a variety of ways and a long-standing commitment to the needs of our students. However, we
may be most proud of the diversity of our students. There are 28 different languages spoken by our students. Our students come from every
zip code in the city of Louisville and every social-economic background is represented. It is our belief that Manual students thrive from the
diversity they experience on a daily basis in our halls.
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KDE Needs Assessment
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Introduction
The purpose of the School Needs Assessment is to use data and information to prioritize allocation of resources and activities.
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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?
Review of Previous Plan:
Overall, Manual's 2012 CSIP was implemented successfully. Areas of particular growth included goals on communication with stakeholders,
professional development, and ACT preparation. We also showed good results in our use of the CASCADE system in both Honors level
English and Algebra 2. The teachers worked collaboratively to ensure that the new Core Content was covered and mastered. In addition, the
goals regarding Program Review were not met, but systems were created to ensure that all of our programs are clearly documented and kept
in a centralized location.
Review of Student Outcomes Data:
We critically analyze pertinent data from the ACT, PLAN, and AP tests in order to pinpoint academic needs of our students. This information
is shared with the teachers in a collaborative setting where everyone was encouraged to brainstorm strategies to move students forward. In
addition, surveys, such as the TELL survey and graduate surveys, are given and the results used to inform policy decisions within the
building, both academic and non-academic.
Student outcomes begged us to ask: "How can we move our already high achieving students even higher?" This drove the support for the
formation of the PLCs. Also, our Gap scores for African Americans and Free/Reduced Lunch prompted us to focus efforts on those kids
through targeted approached in the classroom. Extra help sessions, ESS, and common assessments made in the PLC's have been used to
compare student performance between classes.
Review of Perception of Data on Teaching and Learning Conditions:
The TELL survey, as well as numerous other smaller surveys that are administered to the staff through survey monkey, etc. are used to
inform policy decisions within the building. Last years TELL parent responses prompted Manual to begin daily email announcements to
families. The same surveys teacher response led us to create 5 new SBDM sub-committees as stakeholders felt their voices weren't heard.
This year we plan on surveying the staff concerning the role of the PLC in their teaching and professional environment.
Identification of Causes and Contributing Factors:
The data shows that Manual students are performing well above their peers in all areas of achievement. However, we need to continue
showing improvement. Thus, we need to figure out what we need to do to get our students to perform at higher levels. One of the key
elements we identified was remediation and recovery. Thus, a student recovery committee has been recently formed. The goal of this group
is to create a school wide system of recovery measures that every student can access when their grades begin to slip or they are having
difficulty in a class.
Prioritization of Needs:
Based upon the analysis of the NxGL results, Manual recognizes three areas of need that need to be priority one:
1.Student recovery/remediation - Students at Manual High School cannot get left behind. We accept the brightest and most gifted kids in the
community. We need to have a system in place that allows them to be successful when they work to the best of their abilities.
2.GAP scores in Science and Social Studies for African Americans, Free/Reduced Lunch kids and those with disabilities. Student recovery
programs may address these significantly.
3.PLC development - Creating a culture of collaboration will do a lot to move students forward in their learning.
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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?
Dupont Manual has many areas for which we can celebrate. We received the highest overall high school score in the state, 87.3.
¢We obtained a raw score of 91% in our College and Career readiness assessment.
¢Our reading P/D score was a 94%
¢We obtained growth scores above 79% in both reading and math, which is, on average, 21.1% higher than the state and 18.3% higher than
the district.
¢Our average ACT score was a 25.7, the highest in the state.
¢Administered 2085 AP exams with a pass rate of 76%, which is the highest in the state.
We plan on continuing this success and making our scores even stronger through the implementation of ACT preparation classes and the
integration of ACT test-like questions in all of our core subjects.
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Opportunities for Improvement
What were areas in need of improvement? What plans are you making to improve the areas of need?
Areas of concern for us were noted in our prioritization of needs described earlier. Our students classified as "at risk" perform substantially
lower than the rest of the school population. In particular, science and social studies seem to be the most affected subjects. We are taking
steps in these departments to development academic interventions and alignment of curriculum to ensure that all students are learning at
high levels.
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Conclusion
Reflect on your answers provided in the previous sections. What are your next steps in addressing areas of concern?
The next steps are as follows:
1.Continue with the development of the PLC's. Administrators need to monitor, attend, and assist the PLC's in any way they can to give
teachers what they need to be successful.
2.Develop a school-wide intervention plan that teachers can refer students to once they have exhausted their own classroom-level resources.
3.Continue offering ACT preparation opportunities and, perhaps, develop a whole curriculum of classes that students should take in
anticipation of taking the test their junior year.
4.In general, continue to reflect on our practices and ask ourselves, "What is best for our students?
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duPont Manual CSIP 2013 v.5
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Overview
Plan Name
duPont Manual CSIP 2013 v.5
Plan Description
This adds CTE strategies and activities
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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.
#
1
Goal Name
All staff at duPont Manual High School will
learn and practice current, best practice in
their respective roles.
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Goal Details
Objectives:3
Strategies:4
Activities:9
Goal Type
Organizational
Measurable Objective
Total Funding
Collaborate to develop fully $10495
realized Professional
Learning Communities
(PLC's) in which all certified
personnel take part. by
06/05/2013 as measured by
observable artifacts
developed by the PLC's
throughout the year such as
meeting minutes, common
assessments, common
lessons, and common
curriculum.., Collaborate to
create meaningful
Professional Growth Plans
that include PD
opportunities that the
teachers have determined
will help them accomplish
their professional growth by
06/05/2013 as measured by
coplete growth plans that
have been collaboratively
developed by the teachers
and their supervisor.,
Collaborate to provide inschool professional
development opportunities
by 06/05/2013 as measured
by evidence of school-based
PD sessions.
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2
duPont Manual will increase its CCR
percentage to 100 by 2015.
Objectives:2
Strategies:2
Activities:4
Organizational
3
duPont Manual will increase its
Graduation rate by 0.6 to 93.1 by 2014.
Objectives:1
Strategies:2
Activities:2
Organizational
4
duPont Manual High School will
implement multiple tools in ensuring
communication with all stakeholders.
Objectives:1
Strategies:1
Activities:1
Organizational
5
Gap-duPont Manual will increase its Gap
P/D percentage in reading to 93.7 by
2017.
Objectives:1
Strategies:1
Activities:1
Academic
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Collaborate to ensure that
all students who fail to meet
ACT benchmarks have an
opportunity to meet these
criteria by successfully
completing a college
placement test or an
equivalent industry
certification. by 06/05/2013
as measured by ACT results
from junior year and
transcripts., Collaborate to
provide opportunities for
students to reach
benchmark scores on the
ACT by 06/05/2013 as
measured by ACT results.
Collaborate to create a four
year program that educates
all students on preparing for
college by 06/05/2013 as
measured by yearly
graduation rates and
percentage of students
going to college.
Collaborate to create
periodic surveys where
ways in which Manual
communicates with its
stakeholders are identified
and improved by 04/15/2013
as measured by climate
committee minutes.
89% of Tenth grade
students will demonstrate a
proficiency in reading in
English Language Arts by
06/05/2013 as measured by
the EOC exam.
$6395
$0
$0
$1000
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6
Gap-duPont Manual will increase its Gap
P/D percentage in Math to 84.5 by 2017.
Objectives:2
Strategies:2
Activities:2
Academic
7
Gap-duPont Manual will increase its Gap
P/D percentage in Science to 73.5 by
2017.
Objectives:3
Strategies:3
Activities:3
Academic
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73% of Ninth, Tenth,
$2000
Eleventh and Twelfth grade
students will demonstrate a
proficiency in Algebra 2 in
Mathematics by 06/05/2013
as measured by the EOC
exam., 67% of Black or
African-American Ninth,
Tenth, Eleventh and Twelfth
grade students will
demonstrate a proficiency
Algebra 2 in Mathematics by
06/05/2013 as measured by
the EOC exam.
53% of Ninth, Tenth and
$1999
Eleventh grade students
will demonstrate a
proficiency in Biology in
Science by 06/05/2013 as
measured by the EOC
exam., 51% of Black or
African-American Ninth,
Tenth and Eleventh grade
students will demonstrate a
proficiency in Biology in
Science by 06/05/2013 as
measured by the EOC
exam., 49% of Economically
Disadvantaged Ninth, Tenth
and Eleventh grade
students will demonstrate a
proficiency in Biology in
Science by 06/05/2013 as
measured by the EOC
exam.
Page 22
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Comprehensive School Improvement Plan
Dupont Manual High School
8
Gap-duPont Manual will increase its Gap
P/D percentage in Social Studies to 77.3
by 2017.
Objectives:3
Strategies:3
Activities:3
Academic
9
Gap-duPont Manual will increase its Gap
P/D percentage in Writing to 87.3 by
2017.
Objectives:3
Strategies:3
Activities:3
Academic
SY 2012-2013
© 2013 AdvancED
60% of Tenth, Eleventh and $1997
Twelfth grade students will
demonstrate a proficiency
in US History in Social
Studies by 06/05/2013 as
measured by the EOC
exam., 27% of Students with
Disabilities Tenth, Eleventh
and Twelfth grade students
will demonstrate a
proficiency in US History in
Social Studies by
06/05/2013 as measured by
the EOC exam., 52% of
Black or African-American
Tenth, Eleventh and Twelfth
grade students will
demonstrate a proficiency
in US History in Social
Studies by 06/05/2013 as
measured by the EOC
exam.
78% of Tenth and Eleventh $999
grade students will
demonstrate a proficiency
in writing in English
Language Arts by
06/05/2013 as measured by
the KPREP writing
assessment., 75% of Black
or African-American Twelfth
grade students will
demonstrate a proficiency
in writing in English
Language Arts by
06/05/2013 as measured by
the KPREP writing
assessment., 33% of
Students with Disabilities
Twelfth grade students will
demonstrate a proficiency
in writing in English
Language Arts by
06/05/2013 as measured by
the KPREP writing
assessment.
Page 23
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Comprehensive School Improvement Plan
Dupont Manual High School
10
Achievement-duPont Manual will increase Objectives:1
its overall Writing P/D score to 92.1 by
Strategies:2
2017.
Activities:2
Academic
11
Achievement-duPont Manual will increase Objectives:1
its overall reading P/D score to 97.0 by
Strategies:1
2017.
Activities:1
Academic
12
Achievement-duPont Manual will increase Objectives:1
its overall Social Studies P/D score to
Strategies:3
86.4 by 2017.
Activities:3
Academic
13
Achievement-duPont Manual will increase Objectives:1
its overall Math P/D score to 90.4 by
Strategies:2
2017.
Activities:2
Academic
14
Achievement-duPont Manual will increase Objectives:1
its overall Science P/D score to 83.7 by
Strategies:3
2017.
Activities:3
Academic
15
duPont Manual High School will raise its
Program Review overall scores to 3's in
Arts and Humanities, Writing, and
Practical Living.
Organizational
SY 2012-2013
© 2013 AdvancED
Objectives:2
Strategies:4
Activities:6
86% of Tenth and Eleventh
grade students will
demonstrate a proficiency
in writing in English
Language Arts by
06/05/2013 as measured by
the KPREP writing
assessment.
95% of Tenth grade
students will demonstrate a
proficiency in reading in
English Language Arts by
06/05/2013 as measured by
the EOC exam.
76% of Tenth, Eleventh and
Twelfth grade students will
demonstrate a proficiency
in US History in Social
Studies by 06/05/2013 as
measured by the EOC
exam.
83% of Ninth, Tenth,
Eleventh and Twelfth grade
students will demonstrate a
proficiency Algebra 2 in
Mathematics by 06/05/2013
as measured by EOC
exams in 10th grade
English.
71% of Ninth, Tenth and
Eleventh grade students
will demonstrate a
proficiency in Biology in
Science by 06/05/2013 as
measured by the EOC
exam.
Collaborate to improve our
program evaluations to 3's
by 06/05/2013 as measured
by the scoring of our
program reviews.,
Collaborate to ensure that
Career and Technical
Education programs are
fully integrated and
complimentary to the
magnet programs at Manual
by 12/19/2013 as measured
by Program Review selfevaluation scores .
$0
$0
$0
$0
$0
$34000
Page 24
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Comprehensive School Improvement Plan
Dupont Manual High School
SY 2012-2013
© 2013 AdvancED
Page 25
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Comprehensive School Improvement Plan
Dupont Manual High School
Goal 1: All staff at duPont Manual High School will learn and practice current, best practice in
their respective roles.
Measurable Objective 1:
Collaborate to develop fully realized Professional Learning Communities (PLC's) in which all certified personnel take part. by 06/05/2013 as measured by observable
artifacts developed by the PLC's throughout the year such as meeting minutes, common assessments, common lessons, and common curriculum..
Strategy 1:
Learning together - Manual will make use of district specialists to co-develop professional development sessions which introduce the teachers to PLC's. This
professional development will be composed of an intensive 2-day immersive, summer workshop followed up by embedded PD sessions throughout the year.
Research Cited: DuFour (2006)
Activity - PLC Summer Workshop
Activity Type
Begin Date
End Date
For two days, select teachers from each department are trained in the
structure, functioning, and approach needed to create well-developed
PLC's.
Professional
Learning
07/24/2012
07/25/2012
Activity - PLC accountability
Activity Type
Begin Date
End Date
All PLC's are required to meet on a regular basis. Evidence of their
meetings will be kept in a PLC binder. Artifacts of meetings including
minutes, common assessments, and analyses will be used as evidence of
the groups progress.
Policy and
Process
08/21/2012
06/05/2013
Activity - PLC recognition
Activity Type
Begin Date
End Date
09/11/2012
06/05/2013
Once a month at faculty meetings, administration will showcase a PLC that Behavioral
is demonstrating true progress in their development of a PLC. Those
Support
chosen will have been observed and discussed by the administrative PLC. Program
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Matthew
Kingsley
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Administration
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Administrative
PLC
Measurable Objective 2:
Collaborate to create meaningful Professional Growth Plans that include PD opportunities that the teachers have determined will help them accomplish their
professional growth by 06/05/2013 as measured by coplete growth plans that have been collaboratively developed by the teachers and their supervisor.
Strategy 1:
What does a good growth plan look like? - Teachers will be lead through a good professional growth plan (PGP). They will then be asked to review their PGP with their
supervisor. Both parties will agree on the final plan including goals, implementation, and timeline.
Activity - Train administrators
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 26
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Comprehensive School Improvement Plan
Dupont Manual High School
Train administrators on the fundamentals of a good PGP by inviting district Professional
personnel to train them. Highlight "look-fors", and pertinence to their field. Learning
In addition, they will be taught how to develop a good professional
development plan for teachers and how to access PD opportunities.
08/08/2012
01/08/2013
$0
No Funding
Required
Administration
Measurable Objective 3:
Collaborate to provide in-school professional development opportunities by 06/05/2013 as measured by evidence of school-based PD sessions.
Strategy 1:
Alternatives to traditional PD - We will attempt to incorporate non-traditional PD opportunities in which teachers can participate. These could include threaded
discussions, embedded opportunities throughout the school day, and teacher-led workshops that showcase teacher expertise.
Activity - PD Committee
Activity Type
Begin Date
End Date
A PD committee will be formed in the late spring semester to plan summer Policy and
PD opportunities and PD events for the '13-'14 school year.
Process
03/01/2013
06/05/2013
Activity - Edmodo threaded discussions
Activity Type
Begin Date
End Date
An Edmodo account will be created for the faculty in order to have a
continuing discussion on the book "Leaders of Learning". This book
describes the culture of PLC's and allows teachers to view PLC's from a
leadership point of view.
Professional
Learning
11/26/2012
06/05/2013
Activity - Infinite Campus (IC) Grade book
Activity Type
Begin Date
End Date
This is a two-part PD created and given by three faculty members fluent in Professional
the use of Infinite Campus grade book. The purpose of the PD is to
Learning
encourage the use IC and to demonstrate the many interesting features of
the program.
08/22/2012
08/29/2012
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Matthew
Kingsley
Resource
Assigned
$2495
Source Of
Staff
Funding
Responsible
General Fund Matt Kingsley
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Faculty, Matt
Kingsley
Strategy 2:
PD for CTE teachers and students - Teachers attend a regularly scheduled summer conference on CTE in order to stay current in best practice. In addition, students,
through the FCCLA and FBLA clubs are afforded opportunities to attend leadership conferences.
Activity - CTE student opportunities
Activity Type
Begin Date
End Date
Perkins funds allow teachers to chaperone student groups to competitions Career
08/22/2012
and leadership days offered through FCCLA and FBLA.
Preparation/O
rientation
06/05/2013
Activity - PD for CTE teachers and students
End Date
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
Resource
Assigned
$3000
Source Of
Funding
Perkins
Staff
Responsible
CTE teachers
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 27
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Comprehensive School Improvement Plan
Dupont Manual High School
In July, six of our eight teachers attended a summer CTE state wide
Professional
conference. This conference keeps the teachers up to date on the most
Learning
recent course curriculum changes and opportunities in the fields of study.
Manual currently has one FCS teacher on the board of the Kentucky
Association of Career and Technical Educators and the board of Kentucky
Association of Family and Consumer Sciences. Perkins funding has paid
for travel and subs for board meetings. This teacher also was able to
present best FCS practices at a national CTE conference in Atlanta in
December through the use of Perkins funding. Manual has an IT teacher
attending a national IT conference in March 2013.
08/22/2012
06/05/2013
$5000
Perkins
CTE teachers
Goal 2: duPont Manual will increase its CCR percentage to 100 by 2015.
Measurable Objective 1:
Collaborate to ensure that all students who fail to meet ACT benchmarks have an opportunity to meet these criteria by successfully completing a college placement
test or an equivalent industry certification. by 06/05/2013 as measured by ACT results from junior year and transcripts.
Strategy 1:
CCR conferencing - Students who do not meet ACT benchmarks will be identified. They will conference with their counselors who will schedule an ACT Compass test
or review their transcript for their ability to meet industry certification standards.
Activity - CCR conferencing
Activity Type
Begin Date
Conferences are held with students who do not meet ACT benchmarks.
Career
03/25/2013
ACT Compass tests are administered or industry certification standards are Preparation/O
reviewed.
rientation
End Date
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Administrative
Team
Measurable Objective 2:
Collaborate to provide opportunities for students to reach benchmark scores on the ACT by 06/05/2013 as measured by ACT results.
Strategy 1:
Strategic ACT preparation - Students who have not reached benchmarks on the ACT test will be asked to participate in one or several programs that will utilize a
targeted approach to remedy score deficiencies.
Activity - Educational resources
Activity Type
Between 1/18/13 and 3/1/13, an outside ACT preparation company,
Academic
Educational Resources, will provide ACT remediation to the lowest
Support
performing Free/Reduced lunch students. This group will meet weekly until Program
the administration of the ACT on 3/5/13.
SY 2012-2013
© 2013 AdvancED
Begin Date
End Date
01/18/2013
03/01/2013
Resource
Assigned
$2500
Source Of
Staff
Funding
Responsible
Booster Fund Guidance
office and
counselors
Page 28
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Comprehensive School Improvement Plan
Dupont Manual High School
Activity - TCA ACT prep
Activity Type
Begin Date
End Date
All sophomores and juniors will take a practice ACT test that will be scored Academic
and deficiencies identified. Individualized programs of study will be created Support
for each student. Students are strongly encouraged to participate in this
Program
online tutoring program. Students who perform below a 20 on the test will
be pulled from their second semester study skills class to work on this
program.
08/21/2012
06/05/2013
Activity - ACT retreat
Activity Type
Begin Date
End Date
A three-day ACT retreat will be implemented to catch the 60 remaining
students not eligible for the Educational Resources program. Manual
teachers who are familiar with ACT content and test taking strategies will
be hired to lead a three day ACT retreat that will cover science, math and
English. This will take place February 26th-28th.
Academic
Support
Program
02/26/2013
02/28/2013
Resource
Assigned
$1895
Source Of
Staff
Funding
Responsible
General Fund Principal and
administrative
team
Resource
Assigned
$2000
Source Of
Staff
Funding
Responsible
General Fund Principal
Goal 3: duPont Manual will increase its Graduation rate by 0.6 to 93.1 by 2014.
Measurable Objective 1:
Collaborate to create a four year program that educates all students on preparing for college by 06/05/2013 as measured by yearly graduation rates and percentage of
students going to college.
Strategy 1:
Responsible Adults Mentoring Students (RAMS) - Teachers will meet monthly with students from their magnets. Utilizing the curriculum provided by the National
Association for College Admission Counseling (NACAC), the teachers will cover topics ranging from what classes to take in high school to study strategies to financial
aid. This will begin in the freshman year and progress through senior year. Each grade level receives different information so that students aren't given redundant
material.
Research Cited: NACAC 2012
Activity - RAMS day
Activity Type
One day per month the school will have a flexible schedule where classes Academic
meet for shorter periods of time so that one hour can be used at the end of Support
the day to meet in RAMS groups.
Program
Begin Date
End Date
09/14/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Principal,
resource
teacher
Strategy 2:
Administrative counseling - Administrative interventions with students who are showing signs of trouble either academically or behaviorally will help to curtail possible
problems down the road.
SY 2012-2013
© 2013 AdvancED
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Comprehensive School Improvement Plan
Dupont Manual High School
Activity - Administrative interventions
Activity Type
Begin Date
End Date
Each Assistant Principal will identify students under their purview who are
failing to meet academic and behavior criteria. These students will be
conferenced with to asses what problems may be alleviated and solutions
created. Parent contact either through mail or phone will be vital to the
success of these interventions.
Behavioral
Support
Program
08/21/2012
08/12/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Assistant
Principals and
Principal
Goal 4: duPont Manual High School will implement multiple tools in ensuring communication
with all stakeholders.
Measurable Objective 1:
Collaborate to create periodic surveys where ways in which Manual communicates with its stakeholders are identified and improved by 04/15/2013 as measured by
climate committee minutes.
Strategy 1:
Survey distribution - The climate committee will create a survey through survey monkey or some other survey site and distribute this electronically through the parent
email list serve and to the staff.
Activity - Communication survey analysis
Activity Type
Begin Date
End Date
Results of the survey will be analyzed by the climate committee and the
results forwarded to the SBDM for review and possible implementation of
ideas generated through the survey.
Community
Engagement
01/21/2013
04/15/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Climate
committee
Goal 5: Gap-duPont Manual will increase its Gap P/D percentage in reading to 93.7 by 2017.
Measurable Objective 1:
89% of Tenth grade students will demonstrate a proficiency in reading in English Language Arts by 06/05/2013 as measured by the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in reading and recommend them for ESS. Teachers will be secured and after-school sessions will
be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of concern.
Activity - After-school ESS
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 30
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Comprehensive School Improvement Plan
Dupont Manual High School
Students will attend regularly scheduled after-school tutoring sessions with Academic
content teachers to secure more learning time in the areas with which they Support
are having trouble.
Program
09/04/2012
06/05/2013
$1000
General Fund Teachers,
Darryl Farmer
Goal 6: Gap-duPont Manual will increase its Gap P/D percentage in Math to 84.5 by 2017.
Measurable Objective 1:
73% of Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in Algebra 2 in Mathematics by 06/05/2013 as measured by the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in math and recommend them for ESS. Teachers will be secured and after-school sessions will be
scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of concern.
Activity - After-school ESS
Activity Type
Begin Date
End Date
Students identified as being Novice or Apprentice in math will be asked to
attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/11/2012
06/05/2013
Resource
Assigned
$1000
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Measurable Objective 2:
67% of Black or African-American Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency Algebra 2 in Mathematics by 06/05/2013 as
measured by the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in math and recommend them for ESS. Teachers will be secured and after-school sessions will be
scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of concern.
Activity - After-school ESS
Activity Type
Begin Date
End Date
Students identified as being Novice or Apprentice in math will be asked to
attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/25/2012
06/05/2013
Resource
Assigned
$1000
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Goal 7: Gap-duPont Manual will increase its Gap P/D percentage in Science to 73.5 by 2017.
Measurable Objective 1:
53% of Ninth, Tenth and Eleventh grade students will demonstrate a proficiency in Biology in Science by 06/05/2013 as measured by the EOC exam.
SY 2012-2013
© 2013 AdvancED
Page 31
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Comprehensive School Improvement Plan
Dupont Manual High School
Strategy 1:
ESS - Teachers will identify students who need additional assistance in science and recommend them for ESS. Teachers will be secured and after-school sessions will
be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of concern.
Activity - After school ESS
Activity Type
Begin Date
End Date
Students identified as being Novice or Apprentice in science will be asked
to attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/12/2012
06/05/2013
Resource
Assigned
$667
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Measurable Objective 2:
51% of Black or African-American Ninth, Tenth and Eleventh grade students will demonstrate a proficiency in Biology in Science by 06/05/2013 as measured by the
EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in science and recommend them for ESS. Teachers will be secured and after-school sessions will
be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of concern.
Activity - After school ESS
Activity Type
Begin Date
End Date
Students identified as being Novice or Apprentice in science will be asked
to attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/12/2012
06/05/2013
Resource
Assigned
$665
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Measurable Objective 3:
49% of Economically Disadvantaged Ninth, Tenth and Eleventh grade students will demonstrate a proficiency in Biology in Science by 06/05/2013 as measured by
the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in science and recommend them for ESS. Teachers will be secured and after-school sessions will
be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of concern.
Activity - After school ESS
Activity Type
Begin Date
End Date
Students identified as being Novice or Apprentice in science will be asked
to attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/12/2012
06/05/2013
SY 2012-2013
© 2013 AdvancED
Resource
Assigned
$667
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Page 32
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Comprehensive School Improvement Plan
Dupont Manual High School
Goal 8: Gap-duPont Manual will increase its Gap P/D percentage in Social Studies to 77.3 by
2017.
Measurable Objective 1:
60% of Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in US History in Social Studies by 06/05/2013 as measured by the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in social studies and recommend them for ESS. Teachers will be secured and after-school
sessions will be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of
concern.
Activity - after school ESS
Activity Type
Students identified as being Novice or Apprentice in social studies will be Academic
asked to attend regularly scheduled after-school tutoring sessions with
Support
content teachers to secure more learning time in the areas with which they Program
are having trouble.
Begin Date
End Date
09/12/2012
06/05/2013
Resource
Assigned
$665
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Measurable Objective 2:
27% of Students with Disabilities Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in US History in Social Studies by 06/05/2013 as
measured by the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in social studies and recommend them for ESS. Teachers will be secured and after-school
sessions will be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of
concern.
Activity - After school ESS
Activity Type
Students identified as being Novice or Apprentice in social studies will be Academic
asked to attend regularly scheduled after-school tutoring sessions with
Support
content teachers to secure more learning time in the areas with which they Program
are having trouble.
Begin Date
End Date
09/12/2012
06/05/2013
Resource
Assigned
$665
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Measurable Objective 3:
52% of Black or African-American Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in US History in Social Studies by 06/05/2013 as
measured by the EOC exam.
Strategy 1:
ESS - Teachers will identify students who need additional assistance in social studies and recommend them for ESS. Teachers will be secured and after-school
SY 2012-2013
© 2013 AdvancED
Page 33
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Comprehensive School Improvement Plan
Dupont Manual High School
sessions will be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of
concern.
Activity - After school ESS
Activity Type
Students identified as being Novice or Apprentice in social studies will be Academic
asked to attend regularly scheduled after-school tutoring sessions with
Support
content teachers to secure more learning time in the areas with which they Program
are having trouble.
Begin Date
End Date
09/12/2012
06/05/2013
Resource
Assigned
$667
Source Of
Staff
Funding
Responsible
General Fund Teachers,
Darryl Farmer
Goal 9: Gap-duPont Manual will increase its Gap P/D percentage in Writing to 87.3 by 2017.
Measurable Objective 1:
78% of Tenth and Eleventh grade students will demonstrate a proficiency in writing in English Language Arts by 06/05/2013 as measured by the KPREP writing
assessment.
Strategy 1:
Grammar ESS - Teachers will identify students who need additional assistance in grammar and recommend them for grammar ESS. Teachers will be secured and
after-school sessions will be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in
the areas of concern.
Activity - Grammar ESS for freshmen
Activity Type
Begin Date
End Date
Students identified as needing grammar remediation will be asked to
attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/12/2012
06/05/2013
Resource
Assigned
$333
Source Of
Staff
Funding
Responsible
General Fund freshmen
teachers and
Darryl Farmer
Measurable Objective 2:
75% of Black or African-American Twelfth grade students will demonstrate a proficiency in writing in English Language Arts by 06/05/2013 as measured by the
KPREP writing assessment.
Strategy 1:
Grammar ESS - Teachers will identify students who need additional assistance in grammar and recommend them for ESS. Teachers will be secured and after-school
sessions will be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of
concern.
Activity - Grammar ESS for freshmen
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 34
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Comprehensive School Improvement Plan
Dupont Manual High School
Students identified as needing grammar remediation will be asked to
attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/12/2012
06/05/2013
$333
General Fund teachers,
Darryl Farmer
Measurable Objective 3:
33% of Students with Disabilities Twelfth grade students will demonstrate a proficiency in writing in English Language Arts by 06/05/2013 as measured by the KPREP
writing assessment.
Strategy 1:
Grammar ESS - Teachers will identify students who need additional assistance in grammar and recommend them for ESS. Teachers will be secured and after-school
sessions will be scheduled. Communication between the teacher of record and the ESS teacher will be essential in order to have the student progress in the areas of
concern.
Activity - Grammar ESS for freshmen
Activity Type
Begin Date
End Date
Students identified as needing grammar remediation will be asked to
attend regularly scheduled after-school tutoring sessions with content
teachers to secure more learning time in the areas with which they are
having trouble.
Academic
Support
Program
09/12/2012
06/05/2013
Resource
Assigned
$333
Source Of
Staff
Funding
Responsible
General Fund teachers,
Darryl Farmer
Goal 10: Achievement-duPont Manual will increase its overall Writing P/D score to 92.1 by 2017.
Measurable Objective 1:
86% of Tenth and Eleventh grade students will demonstrate a proficiency in writing in English Language Arts by 06/05/2013 as measured by the KPREP writing
assessment.
Strategy 1:
Pre-test/Post-test - Grammar teachers will utilize pre and post tests in each grammar unit. These results will inform the next units lesson planning.
Activity - Grammar Pre/Post testing
Activity Type
Grammar teachers textbooks contain pre and post exams for each unit.
Direct
Teachers will utilize these assessments to gauge student progress. Results Instruction
of these tests will determine how quickly the students move through their
units as reteaching may have to occur.
Begin Date
End Date
08/21/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Grammar
teachers
Strategy 2:
Writing Rotation - Teachers will include all three types of writing - writing for publication, writing to learn, and writing to demonstrate learning - in their instruction.
However, in the writing rotation they only need to turn in one type of writing per year on a three year cycle. Thus, over the course of three years, the non-English
content teachers will have submitted all three writing types to the English teacher (Except math teachers who are exempt from writing a piece for publication, but should
SY 2012-2013
© 2013 AdvancED
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Comprehensive School Improvement Plan
Dupont Manual High School
still complete one of the other two that year.).
Activity - Writing rotation
Activity Type
Begin Date
End Date
All non-English content areas will be required to submit student examples
of one of the three types of writing each year on a three year cycle. These
pieces are submitted to the teachers supervising assistant principal.
Policy and
Process
08/21/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers,
Assistant
Principals
Goal 11: Achievement-duPont Manual will increase its overall reading P/D score to 97.0 by 2017.
Measurable Objective 1:
95% of Tenth grade students will demonstrate a proficiency in reading in English Language Arts by 06/05/2013 as measured by the EOC exam.
Strategy 1:
CASCADE common assessments - Honors level 10th grade English teachers will use the CASCADE common assessments to gauge student mastery in reading.
Feedback will be provided by the literacy leader in the building.
Activity - CASCADE assessments
Activity Type
10th grade English teachers will utilize the CASCADE common
Policy and
assessments at 3 week intervals to gauge student progress and mastery of Process
reading content. The feedback from these assessments will inform their
future instruction.
Begin Date
End Date
08/21/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
10th grade
English
teachers
Goal 12: Achievement-duPont Manual will increase its overall Social Studies P/D score to 86.4 by
2017.
Measurable Objective 1:
76% of Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency in US History in Social Studies by 06/05/2013 as measured by the EOC exam.
Strategy 1:
Study skill development - Social studies teachers have requested to teach freshmen study skills in order to teach them how to study, not only for high school, but social
studies in particular as this includes a lot of reading and analysis of text.
Activity - Study Skills development
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 36
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Comprehensive School Improvement Plan
Dupont Manual High School
Social studies teachers teach freshman study skills classes.
Academic
Support
Program
08/21/2012
06/05/2013
$0
No Funding
Required
Social studies
teachers.
Source Of
Funding
No Funding
Required
Staff
Responsible
US History
teachers,
administration
Strategy 2:
ACT EOC test generators - Teachers of US History will incorporate ACT EOC test samples generated from the ACT website.
Activity - EOC test generation
Activity Type
US History teachers will generate sample EOC exams from the question
Academic
bank provided by ACT. The use of these will expose the students to the
Support
types of questions they will be required to answer on the actual EOC exam. Program
Begin Date
End Date
08/21/2012
06/05/2013
Resource
Assigned
$0
Strategy 3:
CASCADE assessments - Teachers of US History will use district common assessments to gauge their progress on student mastery of the curriculum.
Activity - US History common assessment
Activity Type
Begin Date
End Date
US History teachers will utilize the CASCADE common assessments to
gauge their students' progress on mastery of the curriculum.
Policy and
Process
08/21/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
US History
teachers
Goal 13: Achievement-duPont Manual will increase its overall Math P/D score to 90.4 by 2017.
Measurable Objective 1:
83% of Ninth, Tenth, Eleventh and Twelfth grade students will demonstrate a proficiency Algebra 2 in Mathematics by 06/05/2013 as measured by EOC exams in
10th grade English.
Strategy 1:
CASCADE assessments - Teachers of Algebra 2 will use district common assessments to gauge their progress on student mastery of the curriculum.
Activity - CASCADE common assessments
Activity Type
Begin Date
End Date
Algebra 2 teachers will utilize the CASCADE common assessments to
gauge their students' progress on mastery of the curriculum.
Policy and
Process
08/21/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Algebra 2
teachers
Source Of
Funding
Staff
Responsible
Strategy 2:
ACT EOC test generators - Teachers of Algebra 2 will incorporate ACT EOC test samples generated from the ACT website.
Activity - ACT test geberation
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Page 37
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Comprehensive School Improvement Plan
Dupont Manual High School
Algebra 2 teachers will generate sample EOC exams from the question
Policy and
bank provided by ACT. The use of these will expose the students to the
Process
types of questions they will be required to answer on the actual EOC exam.
08/21/2012
06/05/2013
$0
No Funding
Required
Algebra 2
teachers
Goal 14: Achievement-duPont Manual will increase its overall Science P/D score to 83.7 by 2017.
Measurable Objective 1:
71% of Ninth, Tenth and Eleventh grade students will demonstrate a proficiency in Biology in Science by 06/05/2013 as measured by the EOC exam.
Strategy 1:
CASCADE assessments - Teachers of Biology will use district common assessments to gauge their progress on student mastery of the curriculum.
Activity - CASCADE common assessments
Activity Type
Biology teachers will utilize the CASCADE common assessments to gauge Policy and
their students' progress on mastery of the curriculum.
Process
Begin Date
End Date
08/21/2012
06/05/2013
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Biology
teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Chemistry
teachers.
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Biology
teachers
Strategy 2:
Chemistry help - The three chemistry teachers will coordinate extra help sessions outside of the normal ESS schedule.
Activity - Chemistry help
Activity Type
Begin Date
End Date
The three chemistry teachers organized a twice/week help session where
any chemistry student is welcome to come and receive assistance. All
three teachers have coordinated lesson plans so who leads the study
sessions does not matter. An excellent program whereby students can
receive instruction from another teacher who might be able to give a
different description or explanation of a tough topic.
Academic
Support
Program
09/18/2012
06/05/2013
Strategy 3:
ACT test generation - Teachers of Biology will incorporate ACT EOC test samples generated from the ACT website.
Activity - ACT EOC test generators
Activity Type
Biology teachers will generate sample EOC exams from the question bank Policy and
provided by ACT. The use of these will expose the students to the types of Process
questions they will be required to answer on the actual EOC exam.
SY 2012-2013
© 2013 AdvancED
Begin Date
End Date
08/21/2012
06/05/2013
Page 38
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Comprehensive School Improvement Plan
Dupont Manual High School
Goal 15: duPont Manual High School will raise its Program Review overall scores to 3's in Arts
and Humanities, Writing, and Practical Living.
Measurable Objective 1:
Collaborate to improve our program evaluations to 3's by 06/05/2013 as measured by the scoring of our program reviews.
Strategy 1:
Intervention Plan - Planned interventions will be implemented in the program areas to address student weaknesses.
Activity - Writing Interventions
Activity Type
Begin Date
End Date
Teachers of writing will identify students who score below proficiency in
writing and arrange to have them meet during study skills to engage in
writing improvement activities.
Academic
Support
Program
08/20/2013
06/03/2014
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
Teachers of
writing
Strategy 2:
Integrated Professional Development - The overall PD program of the school will be integrated into the program review so that areas of need can be identified and
addressed through in-house PD opportunities.
Activity - Teacher-led Professional development
Activity Type
Begin Date
End Date
The program review areas of concern will be tied directly into the PD
program. Here, teacher expertise can be tapped to provide targeted PD
sessions for the faculty.
Professional
Learning
08/21/2013
06/04/2014
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
PD
Committee
and Program
review
coordinators
Measurable Objective 2:
Collaborate to ensure that Career and Technical Education programs are fully integrated and complimentary to the magnet programs at Manual by 12/19/2013 as
measured by Program Review self-evaluation scores .
Strategy 1:
CTE in the real world - Manual affords students the opportunity to experience CTE programs through articulation agreements with JCTC and Sullivan University as well
as CTE work experience both inside and outside of Manual.
Activity - Updated Technology
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 39
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Comprehensive School Improvement Plan
Dupont Manual High School
For the 2012-2013 school year Manual updated the web design software
by offering the newest version of Adobe Creative Suite. This allows
students to learn on the most current version of programs they will use in
the industry such as Photoshop. Manual FCS department purchased 5
laptops for student use in their classrooms. This will allow more students
to use programs currently only available on one computer therefore only
one student can use them at a time. Along with programs purchased in
previous years for pattern making and design, this year FCS will have the
ability to design and create their own fabric through computer programs.
Technology
08/22/2012
06/05/2013
$33000
Perkins
CTE teachers
Activity - School-Work Programs
Activity Type
Begin Date
End Date
Resource
Assigned
$1000
Source Of
Funding
Perkins
Staff
Responsible
CTE teachers
Resource
Assigned
$0
Source Of
Funding
No Funding
Required
Staff
Responsible
CTE
Teachers
All Manual students are afforded the opportunity to participate in coCareer
08/22/2012
operative educational opportunities as well as the UPS program. Manual Preparation/O
also offers two student run enterprises. Crimson Needle is a student run
rientation
embroidery and alteration business. This school year Perkins funding
allowed the students to also offer screen printing on shirts as well. The
screen printing business will officially begin in the 2013-2014 school year.
The business is also in need of an updated industrial embroidery machine,
industrial serger and sewing machine. Crimson Cakes is a student
business founded this year at Manual. The curriculum in culinary I requires
work based experience. This year our students met this requirement by
offering sweet treats delivered to students at the end of the day for
birthdays or holidays. The class is also catering junior prom and the Idea
Festival. Manual hopes to reopen the bank of Manual next school year.
06/05/2013
Activity - Post-secondary CTE
End Date
Activity Type
Begin Date
ManualÂs CTE programs have articulation agreements with Sullivan
Career
08/22/2012
University and JCTC. We also offer dual credit with the University of
Preparation/O
Louisville. Career pathways are provided for each career major offered
rientation
and can be found through the liaison for the school or on the JCPS
website. There are 2 sample pathways for each career major. These
pathways allow students to have a visual example of how their high school
curriculum will flow into a college major and what careers they can end up
with. Manuals FCS department has representatives from Sullivan
University and Eastern Kentucky University on their Advisory Council.
06/05/2013
Strategy 2:
CTE Integration - The CTE curriculum will be integrated into the business, information technology and family and consumer science programs. Teacehrs from these
departments and from core curriculum classes will meet to fuse the CTE curriculum with the common core both vertically and horizontally.
Activity - Integration of CTE curriculum
SY 2012-2013
© 2013 AdvancED
Activity Type
Begin Date
End Date
Resource
Assigned
Source Of
Funding
Staff
Responsible
Page 40
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Comprehensive School Improvement Plan
Dupont Manual High School
The FCS department integrates: foreign language through foods courses
Policy and
working on international cuisine, math through culinary calculations and
Process
pattern making in fashion design, social studies in history of foods and
fashion as well as psychology in human development. Information
technology department works closely with both the math and science
departments. Students create web pages and computer programs using
math skills for formulas. Our business department offers computer
applications, accounting, entrepreneurship, business management, and
principles of marketing. Math is integrated all through the accounting
course, business management studies the history of major industry
correlating with social studies, and in marketing the students learn the
psychology behind different advertising strategies. Writing is a component
of every department. This year the CTE programs are responsible for
writing to learn in student portfolios. Each department also continues to
teach writing for publication and writing to demonstrate learning in all
curriculums. As CTE teachers work to integrate academics they meet
regularly with teachers from different departments.
SY 2012-2013
© 2013 AdvancED
08/21/2013
12/18/2013
$0
No Funding
Required
CTE and
Common
Core teachers
Page 41
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Comprehensive School Improvement Plan
Dupont Manual High School
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
Writing Interventions
Teachers of writing will identify students who score below
proficiency in writing and arrange to have them meet during
study skills to engage in writing improvement activities.
The three chemistry teachers organized a twice/week help
session where any chemistry student is welcome to come
and receive assistance. All three teachers have coordinated
lesson plans so who leads the study sessions does not
matter. An excellent program whereby students can receive
instruction from another teacher who might be able to give a
different description or explanation of a tough topic.
Results of the survey will be analyzed by the climate
committee and the results forwarded to the SBDM for
review and possible implementation of ideas generated
through the survey.
Each Assistant Principal will identify students under their
purview who are failing to meet academic and behavior
criteria. These students will be conferenced with to asses
what problems may be alleviated and solutions created.
Parent contact either through mail or phone will be vital to
the success of these interventions.
Biology teachers will utilize the CASCADE common
assessments to gauge their students' progress on mastery
of the curriculum.
ManualÂs CTE programs have articulation agreements with
Sullivan University and JCTC. We also offer dual credit
with the University of Louisville. Career pathways are
provided for each career major offered and can be found
through the liaison for the school or on the JCPS website.
There are 2 sample pathways for each career major. These
pathways allow students to have a visual example of how
their high school curriculum will flow into a college major
and what careers they can end up with. Manuals FCS
department has representatives from Sullivan University
and Eastern Kentucky University on their Advisory Council.
Academic
Support
Program
Academic
Support
Program
08/20/2013
Chemistry help
Communication survey
analysis
Administrative interventions
CASCADE common
assessments
Post-secondary CTE
SY 2012-2013
© 2013 AdvancED
06/03/2014
Resource
Assigned
$0
Staff
Responsible
Teachers of
writing
09/18/2012
06/05/2013
$0
Chemistry
teachers.
Community
Engagement
01/21/2013
04/15/2013
$0
Climate
committee
Behavioral
Support
Program
08/21/2012
08/12/2013
$0
Assistant
Principals and
Principal
Policy and
Process
08/21/2012
06/05/2013
$0
Biology
teachers
Career
08/22/2012
Preparation/O
rientation
06/05/2013
$0
CTE
Teachers
Page 42
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Comprehensive School Improvement Plan
Dupont Manual High School
Train administrators
Train administrators on the fundamentals of a good PGP by
inviting district personnel to train them. Highlight "look-fors",
and pertinence to their field. In addition, they will be taught
how to develop a good professional development plan for
teachers and how to access PD opportunities.
Writing rotation
All non-English content areas will be required to submit
student examples of one of the three types of writing each
year on a three year cycle. These pieces are submitted to
the teachers supervising assistant principal.
Integration of CTE curriculum The FCS department integrates: foreign language through
foods courses working on international cuisine, math
through culinary calculations and pattern making in fashion
design, social studies in history of foods and fashion as well
as psychology in human development. Information
technology department works closely with both the math
and science departments. Students create web pages and
computer programs using math skills for formulas. Our
business department offers computer applications,
accounting, entrepreneurship, business management, and
principles of marketing. Math is integrated all through the
accounting course, business management studies the
history of major industry correlating with social studies, and
in marketing the students learn the psychology behind
different advertising strategies. Writing is a component of
every department. This year the CTE programs are
responsible for writing to learn in student portfolios. Each
department also continues to teach writing for publication
and writing to demonstrate learning in all curriculums. As
CTE teachers work to integrate academics they meet
regularly with teachers from different departments.
Grammar Pre/Post testing
Grammar teachers textbooks contain pre and post exams
for each unit. Teachers will utilize these assessments to
gauge student progress. Results of these tests will
determine how quickly the students move through their
units as reteaching may have to occur.
PLC recognition
Once a month at faculty meetings, administration will
showcase a PLC that is demonstrating true progress in their
development of a PLC. Those chosen will have been
observed and discussed by the administrative PLC.
ACT test geberation
Algebra 2 teachers will generate sample EOC exams from
the question bank provided by ACT. The use of these will
expose the students to the types of questions they will be
required to answer on the actual EOC exam.
Infinite Campus (IC) Grade
This is a two-part PD created and given by three faculty
book
members fluent in the use of Infinite Campus grade book.
The purpose of the PD is to encourage the use IC and to
demonstrate the many interesting features of the program.
US History common
US History teachers will utilize the CASCADE common
assessment
assessments to gauge their students' progress on mastery
of the curriculum.
SY 2012-2013
© 2013 AdvancED
Professional
Learning
08/08/2012
01/08/2013
$0
Administration
Policy and
Process
08/21/2012
06/05/2013
$0
Teachers,
Assistant
Principals
Policy and
Process
08/21/2013
12/18/2013
$0
CTE and
Common
Core teachers
Direct
Instruction
08/21/2012
06/05/2013
$0
Grammar
teachers
Behavioral
Support
Program
09/11/2012
06/05/2013
$0
Administrative
PLC
Policy and
Process
08/21/2012
06/05/2013
$0
Algebra 2
teachers
Professional
Learning
08/22/2012
08/29/2012
$0
Faculty, Matt
Kingsley
Policy and
Process
08/21/2012
06/05/2013
$0
US History
teachers
Page 43
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Comprehensive School Improvement Plan
Dupont Manual High School
PLC Summer Workshop
RAMS day
PD Committee
ACT EOC test generators
Study Skills development
CCR conferencing
PLC accountability
CASCADE common
assessments
Teacher-led Professional
development
EOC test generation
CASCADE assessments
For two days, select teachers from each department are
trained in the structure, functioning, and approach needed
to create well-developed PLC's.
One day per month the school will have a flexible schedule
where classes meet for shorter periods of time so that one
hour can be used at the end of the day to meet in RAMS
groups.
A PD committee will be formed in the late spring semester
to plan summer PD opportunities and PD events for the '13'14 school year.
Biology teachers will generate sample EOC exams from the
question bank provided by ACT. The use of these will
expose the students to the types of questions they will be
required to answer on the actual EOC exam.
Social studies teachers teach freshman study skills classes.
Professional
Learning
07/24/2012
07/25/2012
$0
Matthew
Kingsley
Academic
Support
Program
09/14/2012
06/05/2013
$0
Principal,
resource
teacher
Policy and
Process
03/01/2013
06/05/2013
$0
Matthew
Kingsley
Policy and
Process
08/21/2012
06/05/2013
$0
Biology
teachers
Academic
08/21/2012
Support
Program
Conferences are held with students who do not meet ACT Career
03/25/2013
benchmarks. ACT Compass tests are administered or
Preparation/O
industry certification standards are reviewed.
rientation
All PLC's are required to meet on a regular basis. Evidence Policy and
08/21/2012
of their meetings will be kept in a PLC binder. Artifacts of
Process
meetings including minutes, common assessments, and
analyses will be used as evidence of the groups progress.
Algebra 2 teachers will utilize the CASCADE common
Policy and
08/21/2012
assessments to gauge their students' progress on mastery Process
of the curriculum.
The program review areas of concern will be tied directly
Professional 08/21/2013
into the PD program. Here, teacher expertise can be tapped Learning
to provide targeted PD sessions for the faculty.
06/05/2013
$0
Social studies
teachers.
06/05/2013
$0
Administrative
Team
06/05/2013
$0
Administration
06/05/2013
$0
Algebra 2
teachers
06/04/2014
$0
US History teachers will generate sample EOC exams from
the question bank provided by ACT. The use of these will
expose the students to the types of questions they will be
required to answer on the actual EOC exam.
10th grade English teachers will utilize the CASCADE
common assessments at 3 week intervals to gauge student
progress and mastery of reading content. The feedback
from these assessments will inform their future instruction.
PD
Committee
and Program
review
coordinators
US History
teachers,
administration
Academic
Support
Program
08/21/2012
06/05/2013
$0
Policy and
Process
08/21/2012
06/05/2013
$0
Total
$0
End Date
Resource
Assigned
10th grade
English
teachers
Perkins
Activity Name
SY 2012-2013
© 2013 AdvancED
Activity Description
Activity Type
Begin Date
Staff
Responsible
Page 44
www.advanc-ed.org
Comprehensive School Improvement Plan
Dupont Manual High School
CTE student opportunities
School-Work Programs
PD for CTE teachers and
students
Updated Technology
Perkins funds allow teachers to chaperone student groups
to competitions and leadership days offered through FCCLA
and FBLA.
All Manual students are afforded the opportunity to
participate in co-operative educational opportunities as well
as the UPS program. Manual also offers two student run
enterprises. Crimson Needle is a student run embroidery
and alteration business. This school year Perkins funding
allowed the students to also offer screen printing on shirts
as well. The screen printing business will officially begin in
the 2013-2014 school year. The business is also in need of
an updated industrial embroidery machine, industrial serger
and sewing machine. Crimson Cakes is a student business
founded this year at Manual. The curriculum in culinary I
requires work based experience. This year our students
met this requirement by offering sweet treats delivered to
students at the end of the day for birthdays or holidays.
The class is also catering junior prom and the Idea Festival.
Manual hopes to reopen the bank of Manual next school
year.
In July, six of our eight teachers attended a summer CTE
state wide conference. This conference keeps the teachers
up to date on the most recent course curriculum changes
and opportunities in the fields of study. Manual currently
has one FCS teacher on the board of the Kentucky
Association of Career and Technical Educators and the
board of Kentucky Association of Family and Consumer
Sciences. Perkins funding has paid for travel and subs for
board meetings. This teacher also was able to present best
FCS practices at a national CTE conference in Atlanta in
December through the use of Perkins funding. Manual has
an IT teacher attending a national IT conference in March
2013.
For the 2012-2013 school year Manual updated the web
design software by offering the newest version of Adobe
Creative Suite. This allows students to learn on the most
current version of programs they will use in the industry
such as Photoshop. Manual FCS department purchased 5
laptops for student use in their classrooms. This will allow
more students to use programs currently only available on
one computer therefore only one student can use them at a
time. Along with programs purchased in previous years for
pattern making and design, this year FCS will have the
ability to design and create their own fabric through
computer programs.
Career
08/22/2012
Preparation/O
rientation
Career
08/22/2012
Preparation/O
rientation
06/05/2013
$3000
CTE teachers
06/05/2013
$1000
CTE teachers
Professional
Learning
08/22/2012
06/05/2013
$5000
CTE teachers
Technology
08/22/2012
06/05/2013
$33000
CTE teachers
Total
$42000
Booster Fund
SY 2012-2013
© 2013 AdvancED
Page 45
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Comprehensive School Improvement Plan
Dupont Manual High School
Activity Name
Activity Description
Activity Type
Begin Date
End Date
Educational resources
Between 1/18/13 and 3/1/13, an outside ACT preparation
company, Educational Resources, will provide ACT
remediation to the lowest performing Free/Reduced lunch
students. This group will meet weekly until the
administration of the ACT on 3/5/13.
Academic
Support
Program
01/18/2013
03/01/2013
Resource
Assigned
$2500
Staff
Responsible
Guidance
office and
counselors
Total
$2500
Staff
Responsible
Principal
General Fund
Activity Name
Activity Description
Activity Type
Begin Date
End Date
ACT retreat
A three-day ACT retreat will be implemented to catch the 60
remaining students not eligible for the Educational
Resources program. Manual teachers who are familiar with
ACT content and test taking strategies will be hired to lead
a three day ACT retreat that will cover science, math and
English. This will take place February 26th-28th.
Students identified as being Novice or Apprentice in science
will be asked to attend regularly scheduled after-school
tutoring sessions with content teachers to secure more
learning time in the areas with which they are having
trouble.
All sophomores and juniors will take a practice ACT test
that will be scored and deficiencies identified. Individualized
programs of study will be created for each student.
Students are strongly encouraged to participate in this
online tutoring program. Students who perform below a 20
on the test will be pulled from their second semester study
skills class to work on this program.
Students identified as being Novice or Apprentice in science
will be asked to attend regularly scheduled after-school
tutoring sessions with content teachers to secure more
learning time in the areas with which they are having
trouble.
Students identified as needing grammar remediation will be
asked to attend regularly scheduled after-school tutoring
sessions with content teachers to secure more learning time
in the areas with which they are having trouble.
Students identified as being Novice or Apprentice in science
will be asked to attend regularly scheduled after-school
tutoring sessions with content teachers to secure more
learning time in the areas with which they are having
trouble.
Academic
Support
Program
02/26/2013
02/28/2013
Resource
Assigned
$2000
Academic
Support
Program
09/12/2012
06/05/2013
$667
Teachers,
Darryl Farmer
Academic
Support
Program
08/21/2012
06/05/2013
$1895
Principal and
administrative
team
Academic
Support
Program
09/12/2012
06/05/2013
$665
Teachers,
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$333
teachers,
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$667
Teachers,
Darryl Farmer
After school ESS
TCA ACT prep
After school ESS
Grammar ESS for freshmen
After school ESS
SY 2012-2013
© 2013 AdvancED
Page 46
www.advanc-ed.org
Comprehensive School Improvement Plan
Dupont Manual High School
Edmodo threaded
discussions
After-school ESS
After-school ESS
After-school ESS
After school ESS
Grammar ESS for freshmen
After school ESS
Grammar ESS for freshmen
after school ESS
SY 2012-2013
© 2013 AdvancED
An Edmodo account will be created for the faculty in order
to have a continuing discussion on the book "Leaders of
Learning". This book describes the culture of PLC's and
allows teachers to view PLC's from a leadership point of
view.
Students will attend regularly scheduled after-school
tutoring sessions with content teachers to secure more
learning time in the areas with which they are having
trouble.
Students identified as being Novice or Apprentice in math
will be asked to attend regularly scheduled after-school
tutoring sessions with content teachers to secure more
learning time in the areas with which they are having
trouble.
Students identified as being Novice or Apprentice in math
will be asked to attend regularly scheduled after-school
tutoring sessions with content teachers to secure more
learning time in the areas with which they are having
trouble.
Students identified as being Novice or Apprentice in social
studies will be asked to attend regularly scheduled afterschool tutoring sessions with content teachers to secure
more learning time in the areas with which they are having
trouble.
Students identified as needing grammar remediation will be
asked to attend regularly scheduled after-school tutoring
sessions with content teachers to secure more learning time
in the areas with which they are having trouble.
Students identified as being Novice or Apprentice in social
studies will be asked to attend regularly scheduled afterschool tutoring sessions with content teachers to secure
more learning time in the areas with which they are having
trouble.
Students identified as needing grammar remediation will be
asked to attend regularly scheduled after-school tutoring
sessions with content teachers to secure more learning time
in the areas with which they are having trouble.
Students identified as being Novice or Apprentice in social
studies will be asked to attend regularly scheduled afterschool tutoring sessions with content teachers to secure
more learning time in the areas with which they are having
trouble.
Professional
Learning
11/26/2012
06/05/2013
$2495
Matt Kingsley
Academic
Support
Program
09/04/2012
06/05/2013
$1000
Teachers,
Darryl Farmer
Academic
Support
Program
09/25/2012
06/05/2013
$1000
Teachers,
Darryl Farmer
Academic
Support
Program
09/11/2012
06/05/2013
$1000
Teachers,
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$667
Teachers,
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$333
freshmen
teachers and
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$665
Teachers,
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$333
teachers,
Darryl Farmer
Academic
Support
Program
09/12/2012
06/05/2013
$665
Teachers,
Darryl Farmer
Total
$14385
Page 47
www.advanc-ed.org