Action Plan # 1.1 ( Students will improve academic achievement, as measured by improved PSSA performance on the math portion of the Assessment.)

Subcommittee members (and others) completing this plan:

Reed Messmore (Principal)

General Description:

Revamp math curriculum and scheduling

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Revise sequence of math courses that will be offered and required.

Principal, Director of Curriculum

Most components will be finalized by 2008-2009.

Board approval.

Observational data from math teachers.

PSSA data.

4Sight data

Review will be ongoing.

2. Increase math requirements necessary for graduation.

Principal, Director of Curriculum, Superintendent, Board of Directors

2008-2009

This will be completed through the Strategic Plan process.

Observational data from math teachers.

PSSA data.

4Sight data

2008-2009

3. Develop and refine remediation program

Principal, teachers.

2007-2009

Through scheduling, teachers will be available for an organized, required remediation program. Through data, students will be identified for this program.

PSSA data.

ongoing

Action Plan # 1.2 (Students will maintain academic achievement, as measured by all students scoring “proficient” or “advanced” in 7 th and/or 8 th grade PSSAs maintaining those achievement levels on the 11 th grade assessment.)

Subcommittee members (and others) completing this plan:

Reed Messmore (Principal)

General Description:

Revamp math curriculum and scheduling

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Review standardized test data for each student during course registration and compare data to course selections for each student to determine appropriateness of choices.

Guidance, Academic Departments

Full, multi-year 4Sight data available this school year.

N/A

PSSA data,

4Sight data

Begun

2. Advise parents when selections seem inappropriate, especially when students have chosen courses apparently below their achievement levels.

Departments, Guidance

Already implemented, but to be applied more rigorously in registration for 2008-09 year.

N/A

PSSA data,

4Sight data

Begun

3. Encourage and/or require appropriate course selections by students.

Departments, Guidance

Already implemented, but to be applied more rigorously in registration for 2008-09 year.

N/A

PSSA data,

4Sight data

ongoing

Action Plan # 1.3 ( Students will improve academic achievement, as measured by improved PSSA performance among students scoring Basic and Below Basic in the 7 th and 8 th grade assessments.)

Subcommittee members (and others) completing this plan:

Reed Messmore

General Description:

This action plan involves providing incentives to students to do their best on the PSSA exams.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Increase required number of credits for graduation.

Principal, Director of Curriculum and Instruction, Superintendent.

2008, with submission of strategic plan

Strategic Plan.

Successful adoption of new graduation requirements.

2008.

2. Allow credit for proficiency on PSSA exams.

Principal, Director of Curriculum and Instruction, Superintendent.

2008, with submission of strategic plan

Strategic Plan.

Successful adoption of new graduation requirements.

2008.

Action Plan #1.4 ( Students will maintain or improve academic achievement, as measured by all students maintaining or improving performance on PSSA tests.)

Subcommittee members (and others) completing this plan:

Reed Messmore (Principal) and Curriculum Committee

General Description: Improve remediation effectiveness.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Use input from test results and teachers to develop, implement, assess, and modify a remediation plan.

Principal, teachers.

Ongoing, but a plan will be in place by Fall, 2008.

Software, materials, rooms, time

PSSA scores, 4Sight scores.

Ongoing

Action Plan #1.5 (Students will maintain or improve academic achievement, as measured by all students maintaining or improving performance on PSSA tests.)

Subcommittee members (and others) completing this plan:

Donna Gavitt, Garth Shipman, Larry Lawson

General Description: Investigate the feasibility of implementing the ACT “WorkKeys” assessment program as an incentive to student educational involvement and test performance. A committee of volunteers will evaluate this program and make recommendations to the Planning Committee and to the Administration. WorkKeys ® <http://www.act.org/workkeys/assess/index.html> Foundational and Personal Skills assessments claim to provide reliable, relevant information about workplace skill levels. WorkKeys Foundational Skills assessments measure cognitive abilities such as applied mathematics, reading for information, and locating information, as well as different applied job skills in the areas of communication, problem solving and interpersonal skills. WorkKeys Personal Skills assessments are designed to predict job behavior and measure the full potential of individuals.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Meet to exchange information about WorkKeys program

Subcommittee

October, 2007

Program information

Exchange information

10.16.07

2. Talk to key local business people to ascertain their awareness of the WorkKeys program and the degree of interest in the goals promoted by the program. Report findings to subcommittee.

Garth Shipman

February, 2008

N/A

Completion

3. Discuss and evaluate with Guidance the scheduling logistics of implementing the WorkKeys program.

Donna Gavitt

February, 2008

ACT website printout

www.act.org/workkeys/case/

lakehavasu.html

Full understanding of logistics, as communicated to group.

Continuation-- Action Plan #1.5 (Students will maintain or improve academic achievement, as measured by all students maintaining or improving performance on PSSA tests.)

4. Meet as subcommittee to review and evaluate the whole program, including educational merits, appeal to the business community, scheduling logistics, and cost. Assess likely impact on PSSA scores. Develop formal written summary and recommendation for the Planning Committee.

Subcommittee

February or March, 2008

Time, materials gathered

Consensus report.

5. Report to Planning Committee for its action/recommendation to building administration and school board.

Subcommittee

May, 2008

Time

Planning Committee feels able to effectively evaluate the program on its merits. If so, PC may recommend implementation to building administration/school board, OR choose not to recommend. OR, the PC may request additional information prior to making a decision.

6(?). Implement WorkKeys program, if recommended by Planning Committee and logistics and cost are approved by building administration and school board.

Principal, Guidance,

School Board

Fall, 2009

To be determined

Monitor PSSA scores following implementation. Gather additional anecdotal evidence of success.

Action Plan #1.6 ( Students will maintain or improve academic achievement, as measured by all A.P. courses achieving 60% of test-takers scoring “3” or better on the A.P. exam.)

Subcommittee members (and others) completing this plan:

Reed Messmore (Principal) and Curriculum Committee

General Description:

Review AP course offerings and evaluate their effectiveness in preparing students for those courses.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Each department will review its course alignment to determine whether any modifications can be made.

Department heads

2009

Time.

Number of students enrolling in AP courses.

Results of AP tests

2. Each department will review its procedures for screening potential enrollees to determine whether any modifications can be made.

Department heads

2009

Time.

Number of students enrolling in AP courses.

Results of AP tests

3. Each department will review prerequisites and determine whether any modifications can be made.

Department heads

2009

Time.

Number of students enrolling in AP courses.

Results of AP tests

Course:

Biology

Calculus AB

Chem.

English Lit. & Comp.

Euro. History

Psych.

Stat’s.

U.S. History

Overall

2005-06

# taking

7

13

11

18

13

48

12

6

128

# ≥ 3

2

13

2

16

13

40

12

4

111

% ≥ 3

29%

100%

18%

89%

100%

83%

100%

67%

87%

2006-07

# taking

27

14

--

14

19

39

13

10

139

# ≥ 3

18

14

--

12

17

12

12

2

87

% ≥ 3

67%

100%

--

86%

89%

31%

92%

20%

63%

Action Plan 2.1 (Students will demonstrate increased expectations about their own capabilities, as measured by the percentage of the student body taking A.P. courses will increase by 20%, from 11.3% to 13.6%.)

Subcommittee members (and others) completing this plan:

Bill Switala (faculty), Tracy Hepner (faculty), Abby Yavorek (student)

General Description:

Increase awareness of and willingness to enroll in the A.P. program.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Actively recruit every year. Teachers can recruit from outside their subject areas, for instance pointing out to a science class that they can get a college math credit out of the way in advance and open up space for more work in their major in college.

Individual AP teachers

This subcommittee

2007-2008; ongoing.

Nothing

Increase enrollment of AP courses to 13.6 % of student body.

2. Create a reward or recognition system in the school.

Individual AP teachers

Newsletter Editor

Subcommittee

2010-2011; ongoing.

Newsletter

Recognition Wall

A system of rewards or recognition is established. Monitor AP enrollment.

3. Pass out AP brochures in suitable classes.

Individual AP teachers

Subcommittee

2008-2009; ongoing.

Brochures

Brochures are created.

Monitor AP enrollment.

Action Plan 2.2 for SPO # 2(Students will demonstrate increased expectations about their own capabilities, as measured by the percentage of the student body taking the PSAT increasing from 42 % to 60 %.)

Subcommittee members (and others) completing this plan: Larry Lawson (faculty), Karen Thompson (faculty), Laurie Knitter (faculty), Abby Yavorek (student)

General Description: The ad hoc committee sought to develop a number of ways, including awareness campaigns, rewards, and incentives, to encourage greater student understanding of and participation in the PSAT program.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Use beginning-of-the-year sophomore and junior class meetings to promote PSAT participation.

Guidance / principal

Initiate in Fall of 2008; ongoing.

None

Informal monitoring of student awareness; change in participation rates.

2. Encourage teachers of 10 th and 11 th graders to promote PSAT participation, possibly via homework forgiveness and/or bonus credit.

Guidance / principal

Initiate in Fall of 2008; ongoing.

None

Informal monitoring of student awareness; change in participation rates.

3. Include article in 1 st quarter newsletter promoting PSAT participation.

Guidance and/or designate

Initiate in Fall of 2008; ongoing.

None

Informal monitoring of student awareness; change in participation rates.

4. Engage senior members of NHS to sponsor “Brainfood Breakfast and Break” (bagels, OJ, etc.) at fall PSAT session.

NHS advisor and/or designate

Initiate in Fall of 2008; ongoing.

Funds (Donations?) to purchase food.

Informal monitoring of student awareness; change in participation rates.

5. Engage senior members of NHS to operate as “Big Brothers and Big Sisters” signing up sophomores and juniors ( non-members) for fall PSAT session. Make it a contest.

NHS advisor and/or designate

Initiate in Fall of 2008; ongoing.

None

Informal monitoring of student awareness; change in participation rates.

6. Send letters (via USPS) directly to parents of all sophomores and juniors, explaining and promoting PSAT participation.

LL composes letter for Guidance to send.

Fall of 2009, if other initiatives have not been successful.

Postage, from High School building budget.

Informal monitoring of student awareness; change in participation rates.

Action Plan 2.3 for SPO # 2(Students will demonstrate increased expectations about their own capabilities, as measured by the average number of core courses being taken by students each academic year increasing from 4.7 to 5.4 over seven years.)

Subcommittee members (and others) completing this plan: Charles Longwell, Guidance

General Description: Selinsgrove has implemented a number of curricular changes designed both to emphasize the value of core academic courses (language arts, mathematics, science, social studies, and foreign languages) and to push students toward creating schedules that are more “core-heavy.”

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Implement new promotional requirements for movement through the grade levels, including:

a. 9 th graders complete 3 core course credits (and a total of 6) to advance;

b.10 th graders complete 6 core course credits (and a total of 11) to advance;

c. 11 th graders complete 9 core course credits (and a total of 19) to advance;

d. 12 th graders complete 27 total credits and a graduation project to graduate.

School board

Implemented; requirements will be ongoing.

None

Yearly review of core course load statistic; monitoring of student attitudes and choices.

Ongoing.

2. Implement new requirements within the math curriculum:

a. no longer allow Business Math courses to satisfy math curricular requirements;

b. develop and implement a full-year math course beginning with pre-algebra concepts and ending with algebra I;

c. require math remediation of seniors who have not passed the 11 th grade PSSA.

d. allow students (beginning w/ class of 2011) to use 11 th grade PSSA (math) proficiency as a math credit toward graduation.

School board

Implemented; requirements will be ongoing.

New math teacher—hired.

Yearly review of core course load statistic; monitoring of student attitudes and choices.

Ongoing.

3. Introduce new 9 th grade and 11 th grade courses focusing on career exploration, in an effort to motivate increased core course loads.

School board

Implemented; requirements will be ongoing.

None

Yearly review of core course load statistic; monitoring of student attitudes and choices.

Ongoing.

4. Have all sophomores take the ASVAB, from which an interest and aptitude profile will be generated and become part of the student’s career portfolio. Use results as a tool to motivate career awareness and core course loading.

Guidance

Initiate in Spring of 2008; ongoing.

None

Yearly review of core course load statistic; monitoring of student attitudes and choices.

Ongoing.

Action Plan 2.4 for SPO # 2 (Students will demonstrate increased expectations about their own capabilities, as measured by the percentage of students participating in educationally competitive programs increasing from 34 percent to 41 percent.)

Subcommittee members (and others) completing this plan:

Bill Switala, Tracy Hepner, Truly Zimmerman, PJ Adam, Annette Gray

General Description: The members of this committee will work to encourage students to join educationally competitive clubs and teams.

Activity Steps

Person / Group Responsible

Projected Completion

Resources Needed

Evaluation / Indicators of Success

Date Completed

1. Hold an Activities Fair day in fall, possibly in conjunction with Homecoming.

Faculty advisors and faculty committee.

2009-2010

Tables, location for fair, flyers, school / resource time, involvement of organizations.

Students actively attending the fair.

Increased number of organizations recruiting at the fair.

More students joining educationally competitive programs.

2. Devise ways to get more public recognition for achievers in educationally competitive activities.

Faculty advisors.

2008-2009

Location in school for information, space in the school newsletter and newspaper, assembly time for recognition.

More organizations placing their results in the school newspaper, newsletter, announcements.

More students joining educationally competitive programs.

3. Create a “wall of fame.”

Faculty advisors and administration.

2010-2011

Location in the school for wall and bulletin board or case for awards.

More organizations placing their awards on the wall of fame.

More students joining educationally competitive programs.

4. Devise more aggressive ways to get recognition for students from local media.

Faculty advisors.

2011-2012

Connections to and information about contacting local media. Media forms to make reporting awards easier.

Increased number of articles / reports in local media about the activities of educationally competitive programs.

More students joining educationally competitive programs.