Grade

DISTRICT 180-Louisville Region 

SCHOOL IMPROVEMENT GRANT (1003g) 

SCHOOL QUARTERLY 2012-2013 

Tier I and II Schools (REV 9-17-2012_dp/ERD) 

2012-13 Reporting Dates 

October 1, 2012 January 7, 2013 March 8, 2013 June 14, 2013 

School Name: Seneca High School 

Intervention Model: Turnaround Model School’s Status: Title 1 

Tier Status: Tier II 

Priority School Cohort: 2 

1

Non-Cognitive Data Reporting 

Attendance 

(report in 

percentages) 

9th grade 91.5 

10th grade 93 



Total School 92.3 

Teacher 

Attendance 

Baseline 2012-13 

June 

2012 

Oct 

(6/9 week 

mark) 

Dec 

(18 week 

mark) 

Mar 

(27 week 

mark) 

Goal:94 Goal:94 Goal: 

Actual:93.07 Actual:89.9 Actual: 


Actual:91.23 Actual: 89.9 Actual: 







96.31 

Goal:100 

Actual:94.7 

Goal:100 

Actual:94.7 

Goal: 

Actual: 

June 

(36 week 

mark) 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

HS Rates 

(report in 

percentages) 

Graduation Rate 

Dropout Rate 

Baseline 

June 2012 

59.7% 

(2011 

baseline) 

2.04 % 

June 2013 

Goal: 75% 

Actual: 

Goal:1.02% 

Actual: 

Non-Cognitive Area SMART Goals to Address Targeted Goals 

Non-Cognitive Area Targeted Group (s) SMART Goal 

Attendance 

All students 

By 2013, our attendance rate will increase from 91.46% (2012 

ADA) to 94%. 

HS Graduation Rate 

. 

HS Dropout Rate 

All students 

All students 

By June 2013, our graduation rate will increase from 59.7 (2011 

baseline) to 75%. 

By June 2013, decrease dropout rate from 2.04 (2011 baseline) to 

1.02. 

*Suspension Rate African American Males By June 2013, decrease the suspension rate from 8.21% to 4.1 %. 

2

*Increase in attendance rate from first month 2011-12 to first month of 2012-13. 

Grade Level 

Aug. 21 st – 

31 st (9 Days) 

Sept. 4th – 

28 th (19 days) 

Oct. 1 st –31 st 

(21 days) 

Nov. 1 st – 30 th 

(17 days) 

Dec. 3rd – 20th 

(14 days) 

Jan. 7th – 31st 

(18 days) 

Feb. 4th – 25th 

(15 days) 

9th Grade 96.50% 93.17% 93.07% 91.41% 89.21% 89.56% 91.08% 




Attendance/ Retention Rate (January 7) 

1. What does the data tell us? 

There is a small decrease in attendance with 9 th graders from Sept. to Oct. 

There is a decrease in attendance at the 10 th grade level from Sept. to Oct. 

There is a small decrease at the 11 th grade level from Sept. Oct. 

There is a decrease at the 12 th grade level from Sept. to Oct. 

2. What does the data not tell us? 

Does not tell us why we have a decrease at all grade levels. 

Why students are absent 

Why the number of students tardy has increased for 9 th grade 

3. What are causes for celebration? 

Attendance is in the nineties at all levels. 

4. What are needs for improvement? 

Increase attendance at all levels 

Reduce number of tardies to school 

5. What are next steps? 

The attendance committee developed a SMART goal to raise the yearly attendance from last year of 91.46% to 94% for this year. 

Check with Ms. Horn to look at individual students to determine attendance issues 

Provide students who have attendance issues with support and resources as needed. 

Set attendance goal for each month. Give prizes for the grade level with the highest attendance above 95%. 

Announce perfect attendance for each week. 

Encouragement cards are being handed out weekly when a student’s attendance improves. 

Bulletin board in the café will display students who have perfect attendance for the 1 st 6 weeks and for weekly attendance. 

Data will be collected from tardy hall to determine reason for tardies. 

Data will be collected on teacher attendance to see if it affects discipline. 

Tardy Hall teacher is calling parents of students tardy immediately when they arrive to school late. 

3

Attendance/ Retention Rate (March 8) 


There was an increase in attendance for all grades for the 6 th school month compared to the 5 th school month. 


Does not tell us why we have an increase in all grades in attendance for the month of February compared to January. 

Why students are absent. 


Attendance has increased for all grades for the 6 th school month as compared to the 5 th school month. 

4. What are needs for improvement? 

Increase attendance at all levels to reach SMART Goal of 94% school wide. 


The attendance committee developed a SMART goal and came up with strategies to raise the yearly attendance from last year of 

91.46% to 94% for this year. 

Provide students who have attendance issues with support and resources as needed. 

Set attendance goal for each month. Give prizes for the grade level with the highest attendance above 95%. 

Announce perfect attendance for each week. 

Encouragement cards are being handed out weekly when a student’s attendance improves. 

Bulletin board in the café will display students who have perfect attendance for the 1 st 6 weeks and for weekly attendance. 

After 10 unexcused days a letter is being sent home and a phone call by Ms. Horn. 

The Red Hawk VIP lunch line for students with perfect attendance for the 1 st and 2 nd trimester was a success. 

Attendance for field trips is now taken on the bus and turned in to Ms. Reid before the bus leaves. 

Students who have missed at least 6 days have been identified and a plan is being developed to target those students. 

Flyers to advertise “VIP lunch” have been hung in the school. 

The (85) students who have missed 6 days have been assigned to a Seneca staff who will do a weekly check with them. 

Teachers who forget to take attendance will be given until midnight to correct or they will be asked to bring a hard copy of 

attendance to their administrator the next day. 

4

Behavior Interventions (Beyond Universal) 

Additional Comments about the increase or decrease of special 

education students’ referrals: 

Total ISAP assignments for first pupil month of 2013 were lower for 

ECE students for first pupil month as compared with the same month 

for 2012. The total ECE assignments reduced from 31 to 28, while the 

regular education students’ assignments decreased from 77 to 67. 

For first pupil month of 2013, 12 ECE students and 27 regular 

education students were assigned to constructive assignment (SOS). 

The program was not offered for the first month of previous year so 

comparative data is unavailable. For first pupil month of 2013 total 

suspensions were lower than first pupil month of 2012. ECE 

suspensions decreased from 18 to 9 while regular education student 

suspensions decreased from 48 to 10. 

The numbers are not proportionate. Our goal is to reduce ECE 

students in ISAP, constructive assignment, and suspensions through 

effective communication of IEP goals, FBAs/BIPs, differentiated 

instruction, behavior intervention plan and mentorships. 

Grade 

Level 

Baseline 

June 2012 

(in percent 

of total 

population) 

Additional Comments about the increase or decrease of subgroup 

students’ referrals: 

Total ISAP assignments for first pupil month of 2013 decreased 

overall for African American and white students, both male and 

Grade 11 


56 

48 

155 

117 

40 

35 

female. AA males decreased from 46 to 44, AA female from 28 to 25, W female from 16 to 9, and white male from 8 to 7. 

2012-2013 Behavior Interventions 

Actual # of Students 

referred for intervention 

% of total population 

referred for intervention 

Dec./Jan 

(18 week 

mark) 

Grade 9 67 220 47 

Grade 10 60 141 37 

% of students 

progressing to a less 

intensive tiered 

intervention 

For first pupil month of 2013, 12 AA male, 12 AA female, 6 W female, and 4 white males were assigned to constructive assignment (SOS). The program was not 

offered for the first month of previous year so comparative data is unavailable. For first pupil month of 2013, suspensions were lower than previous year. AA 

female decreased from 19 to 5, AA male from 35 to 13, W female from 1 to 0, while W males from 6 to 0. 

June 

(36 week 

mark) 

# % # % 

Dec./Jan 

(18 week 

mark) 

Goal: 57 

Actual:47 

Goal: 50 

Actual:37 

Goal: 46 

Actual: 40 

Goal: 38 

Actual:35 

June 

(36 

week 

mark) 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

5

While overall resolutions are down the first pupil month from 2013 as compared to first pupil month in 2012. There is a disproportionate number of African 

American students suspended, assigned to ISAP, and constructive assignment. We will work to decrease the number of AA students by utilizing cultural 

competency strategies, analyzing data, differentiated teaching, developing a behavior intervention plan, and involving these students in mentorship programs. 

Month 1 (Aug 21- 

Sept 13-2012) 

Month 2 (Sept 14- 

Oct 11-2012) 

Month 3 (Oct 12- Nov 

11 -2012) 

Month 4 (Nov 12- 

Dec 11-2012) 

Month 5 (Dec 12- 

Jan 21-2013) 

Month 6 (Jan 22- 

Feb 19-2013 

ISAP 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 

9 th Grade 68 38 140 38 126 120 135 117 121 99 153 149 




Total 109 84 262 229 262 229 259 237 255 217 326 267 

SOS 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 





Total 0 36 20 51 57 73 56 56- 80 50 58 38 

Suspensions 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 2011/12 2012/13 



11 th Grade 9 1 6 6 - 12 12 - 1 9 5 6 2 4 


Total 60 19 65 26 50 51 17 45 35 34 15 31 

6

Behavior Intervention SMART Goals 


Group 




Targeted Sub- 

Group (s) if 

appropriate 

All Freshman 

Students 

All Sophomore 

Students 

All Junior Students 

 

 

 

SMART Goal 

26.9 % of last year’s freshman class incurred at least one suspension. The suspension rate 

for this year’s freshman class will be reduced to less than 20% by June, 2013. 

26.9% of this year’s sophomore class incurred a suspension last school year as freshmen. 

The suspension rate for this year’s sophomore class will be reduced to 13.45% by June, 

2013. 

17.3 % of this year’s junior class incurred a suspension last school year as sophomores. 

The suspension rate for this year’s junior class will be reduced to 8.6% by June, 2013. 


All Senior Students 

 

 

9.1% of this year’s senior class incurred a suspension last school year as juniors. The 

suspension rate for this year’s senior class will be reduced to 4.5%. 

A Suspension Reduction Plan is being developed by a committee. This copy of this plan 

will be included in the December Quarterly Report. 

The school’s continuum of behavior interventions includes the following: 

 

 

 

 

 

 

 

 

 

 

 

Teacher time out/conference with student/contact with parents 

Office time out/verbal warnings/administrator conferences with student and parents 

Peer mediations/referrals to counselors or student support personnel (attendance liaison/FRYSC) 

Referrals for anger management, drug and alcohol counseling/assessment, behavioral counseling 

After school detentions 

Morning/Lunch detentions 

In School Suspension (ranges from single to multiple periods of ISAP for the class where the behavior occurred to multiple, full days) 

School counselor referral 

Youth Services Center referral 

Student Opportunity Support services (SOS) – a constructive assignment that serves as alternative to suspension 

Out of School suspensions 

7

Pupil Month 2 (Sept 14-Oct 11-2012) 

All Students 

1. What does the data tell us? The data tells us that there is a 

decrease of AA females assigned to ISAP from last year. 

There is a decrease of AA males assigned to ISAP from last 

year. There is a slight increase of white females assigned, and 

the same number of white males from last year to this year. 

SOS- the data tells us that there is an increase of AA females 

assigned to SOS compared to last year. 

There is a huge increase of AA males assigned to SOS 

compared to last year. (from 6-20). There is a slight increase of 

white females assigned, and a slight increase of white males 

assigned. 

Suspensions- There is a huge decrease of AAF and AAM 

suspended compared to last year. There is a decrease of white 

females and white males from last year. 

2. What does the data not tell us? It does not tell us the number 

of ECE/Reg Ed, behavior details, or infractions. 

3. What are causes for celebration? ISAP Assignments of 

African American male and female were down for second pupil 

month as compared to last year. All groups are down in 

suspensions from last year. 

4. What are opportunities for improvement? We must look 

closely at the underlying problem of why AA males and AA 

females are being assigned to SOS. We must provide proactive 

strategies for teachers to use in the classroom to help deal with 

issues that arises in the classroom. 

5. What are next steps? We should consider using strategies 

listed in the Menu for Positive Behavioral Support Strategies 

and Interventions. AA students who are repeatedly assigned to 

SOS should be put on a “watch list” with APs and/or other 

adults in the building offering them ongoing support with goals 

and expectations. These students should also be assigned a 

mentor. 

Behavior Interventions – Data Questions monthly 

Pupil Month 3 (Oct 12- Nov 11 -2012) 

All Students 

1. What does the data tell us? ISAP- There is a decrease of 

AAF and AAM assigned to ISAP compared to last year. There 

is an increase of white females assigned and a decrease of white 

males. SOS- Increase of AAF to SOS, slight decrease of AAM, 

increase of white females and slight increase of white males 

assigned. Suspensions - There was increase in AA female and 

decrease in AA male suspensions as compared to last year. 

There was slight increase in W female suspensions and small 

decrease in W male suspensions. 

2. What does the data not tell us? It does not tell us ECE/Reg 

Ed, behavior details, or infractions. 

3. What are causes for celebration? Reduction in ISAP for 

African American males and female. Reduction in ISAP and 

suspension for white male. 

4. What are opportunities for improvement? Proportion of 

assignments to ISAP, SOS, and suspensions. Increases noted in 

SOS and suspensions for AA female. Increase in SOS and 

suspension for white male. 

5. What are next steps? We should consider using strategies 

listed in the Menu for Positive Behavioral Support Strategies 

and Interventions. AA students who are repeatedly assigned to 

SOS should be put on a “watch list” with APs and/or other 

adults in the building offering them ongoing support with goals 

and expectations. These students should also be assigned a 

mentor. Continue with culture awareness for teachers. 

8

Month 4 (Nov 12-Dec 11-2012) 

All Students 


The data tells us the number of student assignments to ISAP, 

SOS, and suspensions for fourth pupil month last year and this 

year. It tells us there was a significant decrease in ISAP 

assignments for AA male and AA female from 129 to 99, and 

59 to 36, respectively. There was also a significant decrease in 

SOS assignments for AA female, from 23 to 13, and slight 

decrease for AA male in SOS from 25 to 22. W males also 

decreased in ISAP assignments from 32 to 26. W female ISAP 

assignments more than doubled, rising from 12 to 29. All 

suspensions increased. AA male suspensions jumped from 6 to 

16, AA female climbed from 7 to 13, w female from 1 to 3 and 

W male went from 4 to 6. 


The data does not tell us repeat offenders, ECE/regular 

education program, grade, or the offense. 


ISAP decreased form AA male significantly going from 129 to 

99, and for AA female from 59 to 36.W male decreased from 

32 to 26. SOS assignments decreased significantly for AA 

female from 23 to 13, and AA male slightly from 25 to 22. 

4. What are opportunities for improvement? 

There was an increase in suspensions for all race and gender 

groups with the largest in AA male from 6 to 16, with AA 

female from 7 to 13. W female also tripled going from 1 to 3 

and W male rose from 4 to 6. We must come up with a plan to 

reduce suspensions. 


Continue to look deeper into data for patterns and trends. 

Continue to provide targeted AA males and AA females with a 

daily check in from Coach Handley. Monitor watch group data 

to determine if interventions are successful. Assign mentors; 

refer to YSC, and to counselors. Continue to develop strategies 

for the suspension reduction plan, implement and monitor 

effectiveness. 

Month 5 (Dec 12- Jan 21-2013) 

All Students 


ISAP- The data tells us that overall numbers are down. It tells us 

there are a disproportionate number of African American students 

assigned to ISAP. AA males decreased from 121 to 98, and are 

still the highest. AA females decreased from 52 to 41. White male 

decreased from 44 to 30. White female decreased from 16 to 11. 

The ratio of African American students assigned to ISAP 

increased. SOS- White male increased from 4 to 7 while all other 

groups decreased. African American male and female both 

experienced large decreases in SOS assignments from 37 to 21, 

and 26 to 14, respectively. Suspensions- Total suspensions 

decreased by 1, from 33 to 32. African American female and 

White female both decreased. AA male remained the same at 13 

while W male increased significantly from 2 to 7. The ratio of AA 

to W suspended decreased from 3.1/1 to 2.5/1. African American 

students still are the majority of suspensions, at 76% and 72% for 

2011-12 and 2012-13. 


The data does not tell us the infractions, partial or full days of 

ISAP, location, date, and time of the event. The data does not tell 

us ECE or regular education program. The data also does not tell 

us the number of days assigned to SOS or suspended per event. 


Overall numbers in ISAP are down by a total of 61. All groups 

decreased. SOS numbers are down by total of 29. All groups 

decreased significantly in SOS except for White male that 

increased from 4 to 7. Suspensions decreased by 1. 

4. What are areas for improvement? 

The ratio of African American to White students assigned to ISAP 

increased from 2.8/1 to 3.25/1. AA students are at least 80% of 

assignments to SOS for each year. Disproportionate number of AA 

students suspended. W male increased from 2-7. 


Determine predominate infractions for African American males. 

Analyze infraction data. Determine the most common infractions 

for students assigned to SOS and are suspended. Provide 

interventions that will address policies that data indicates are most 

commonly violated. .Monitor and evaluate effectiveness of the 

9

interventions. 

Behavior Resolution Comparison 

ECE vs. Regular Education Pupil Month 2 (Sept 14-Oct 11-2012) 


ISAP – the data tell us that compared to last year there is a 

decrease of regular ed students assigned to ISAP and about the 

same number of ECE students assigned. 

SOS – There is an increase of ECE students and regular ed 

students assigned to SOS as compared to last year. 

Suspensions – There is a decrease of both groups as compared 

to last year. 

2. What does the data not tell us? It does not tell us gender or 

grade of students, behavior details or infractions. It does not tell 

us partial or full day assignments to ISAP. 

3. What are causes for celebration? Both Reg Ed and ECE 

suspensions are down from last year. 

4. What are opportunities for improvement? Reduce numbers 

of ECE students in SOS. Look at repeaters and do a root cause 

analysis. 

5. What are next steps? Communicate and monitor IEP needs 

and accommodations to staff. Include strategies in the 

suspension reduction plan that will help decrease the number of 

ECE students assigned to SOS. Include these students on the 

“watch list”. Provide in school and out of school support for 

students. 

Behavior Resolution Comparison (ECE vs. Regular Education) 


ECE vs. Regular Education Pupil Month 3 (Oct 12- Nov 11 -2012) 


ISAP – slight increase of ECE students to ISAP. There is a 

decrease in reg. ed students assigned. 

SOS – An increase in ECE students and reg. ed students 

assigned to SOS. 

Suspensions – Decrease of ECE students and an increase in 

reg.ed students suspended. 

2. What does the data not tell us? It does not tell us gender or 

grade of students, behavior details or infractions. It does not tell 

us partial or full day assignments. 

3. What are causes for celebration? Reduction in ISAP 

assignments for regular ed students. Reduction in suspensions 

for ECE students by 3 (30%). 

4. What are opportunities for improvement? Reduce numbers 

of ECE students in SOS and suspended. 

5. What are next steps? Continue to communicate IEP needs, 

FBAs, and BIPs and accommodations to relevant staff. Develop 

suspension reduction plan with strategies specifically for ECE 

students. Include and monitor ECE students on “watch list” 

and mentoring program. 

10


ECE vs. Regular Education Pupil Month 4 (Nov 12-Dec 11-2012) 


The data tells us the total number of assignments for to ISAP, 

SOS, and total suspensions for ECE and Regular education 

program during the fourth pupil month last year and this year. It 

tells us that there was a large decrease in ISAP assignments for 

regular education students in both ISAP and SOS from 192 to 

150 and 43 to 27, respectively. ECE remained the same in 

ISAP with 40 each year and increased from 14 to 20 in SOS 

assignments. Both ECE and regular ed student groups incurred 

increases in suspensions with ECE rising from 2 to 9 and reg ed 

from 16 to 29. 


The data does not tell us repeat offenders, gender, grade, or 

offense. 


Reduction in ISAP and SOS assignments for regular education 

students dropped from 192 to 150 and 43 to 27, respectively. 

4. What are opportunities for improvement? 

Decrease ISAP assignments proportionality for ECE as well as 

regular ed students. Decrease SOS assignments for ECE in 

proportion to regular ed students. SOS increased for ECE while 

dropping for regular ed students. Suspensions increased for 

both ECE and regular education students during fourth month 

this year as compared to last year. 


Continue to develop suspension reduction plan. Communicate 

IEP goals, BIPs, and FBAs to all teachers. Look deeper into 

data for patterns and trends. Monitor watch groups. Refer to 

YSC and counselors as necessary. 


ECE vs. Regular Education Pupil Month 5 (Dec 12- Jan 21-2013) 


ISAP- The data tells us numbers of both ECE and regular 

education students are down. Regular education students 

decreased by 27% while ECE students decreased by 10% 

SOS-There was a decrease in both ECE and Regular education 

students assigned to SOS as compared to last year 

Suspensions- ECE students nearly doubled going from 5 to 9 

while regular education students decreased from 28 to 24. 

2. What does the data does not tell us? 

The data does not tell us the gender, or grade of students. It also 

does not tell us the number of days assigned to SOS or 

suspended. It does not tell us the partial or full days of ISAP. 


Overall ISAP and SOS numbers are down and for both groups. 

Decrease in suspensions for regular education students. 

4. What are areas for improvement? 

Disproportionate numbers of ECE students assigned to ISAP 

and are suspended. ECE suspensions increased from 5 to 9. 


Look at individual IEPs to check if FBA & BIP are followed by 

teachers. Look at student data to determine if there is a 

correlation of failure in class with behavior incidents. 

11

Academic/Cognitive Data-to be completed after release of data in October 2012 

KPREP Core Content Test [Results in Percentages Meeting Benchmarks] 

High School 

On-Demand Writing 

Grades 10 & 11 

Baseline 

2011-2012 

35.9 

Goal: 42.3 

Actual: 

2012-2013 2013-2014 2014-2015 

Goal: 48.7 

Actual: 

Goal: 55.1 

Actual: 

PLAN 15.1 

Goal: 16.0 

Actual:14.9 

Goal:17.0 

Actual: 

Goal:18.0 

Actual: 

ACT 33.6 

Goal: 43.3 

Actual: 

Goal: 51.4 

Actual: 

Goal: 59.5 

Actual: 

English II ACT QualityCore® 38.6 

Goal: 44.7 

Actual: 

Goal: 50.9 

Actual: 

Goal: 57.0 

Actual: 

Algebra II ACT QualityCore® 41.1 

Goal: 47.0 

Actual: 

Goal: 52.9 

Actual: 

Goal: 58.8 

Actual: 

Biology ACT QualityCore® 11.6 

Goal: 20.4 

Actual: 

Goal: 29.3 

Actual: 

Goal: 38.1 

Actual: 

US History ACT QualityCore® 30.4 

Goal: 37.4 

Actual: 

Goal: 44.3 

Actual: 

Goal: 51.3 

Actual: 

12

Academic SMART Goals related to KPREP Data-add to chart as appropriate 


Group 



Targeted Sub- 

Group (s) if 

appropriate 

All freshman 

who will be 

taking the 

PLAN during 

their 

Sophomore 

year. 

All students 

enrolled in 

English II 

Content 

Area 

Math 

English 

Reading 

Science 

English II 

Assessment 

SMART Goal 

PLAN By October/November 2013, increase PLAN Scores to a school 

composite average of 18. 

On Demand 

English II 

 

On Demand and English II: Decrease novice by 5% and 

increase proficient/distinguish by 10%. 


All students 

enrolled in 

English III, 

Biology, US 

History, and 

Algebra II 

All students who 

will be taking 

the ACT. 

English III 

Biology 

US History 

Algebra II 

On Demand 

Biology 

US History 

Algebra II 

On Demand (English III): Decrease novice by 5% and 

increase proficient/distinguish by 10%. 

Biology: Decrease novice by 15% and increase 

proficient/distinguish by 15% 

US History: Decrease novice by 5% and increase 

proficient/distinguished by 10% 

Algebra II: Increase proficient/distinguished by 9% 

By May 2013, increase ACT Scores to a school composite 

average of 20. 


N/A 

14

KPREP (January 7) 


Our average composite score for the PLAN is below our goal. 

Biology EOC scores dropped significantly after release of constructed response. 

Algebra EOC scores were close to the district average and above the state average. 

US History EOC scores were below the district average. 

Almost half of 10 th graders are Novice in Reading. Very few students fall into the Apprentice category. 


The data does not tell us the number who scored below or the specific student; it does not tell us how our gap groups performed; and it does not 

provide any information about specific students. 

In Biology, the data does not tell us which areas of the EOC students struggled with most. We do not know whether students scored lower in multiple 

choice or constructed response. 

In US History, the data does not tell us which areas of the EOC students struggled with most. We do not know whether students scored lower in 

multiple choice or constructed response. 

The data does not tell us which areas of the Reading EOC students struggle with most. We do not know whether students scored lower in multiple 

choice or constructed response. 

3. What are the causes for celebration? 

We were 1.1 away from our PLAN assessment goal. 

Despite new forms of writing assessments in both Reading EOC and Writing On-Demand, our students scored well on On-Demand. 

4. What are the Opportunities for Improvement? 

Increase average composite scores for next year by targeting 9 th graders. 

Decrease percentages of novices and increase the percentage of proficient/distinguished on Biology EOC (especially on the constructed responses) 

Increase percentages of proficient/distinguished on Algebra 2 EOC. 

Decrease percentages of novices and increase the percentage of proficient/distinguished on US History EOC. 

The 11 th grade On-Demand scores indicate room for growth, especially given the higher scores at 10 th grade. The number of students scoring novice is 

very high, especially compared with the same students’ Writing On-Demand scores. 

15

5. What are our next steps? 

Target students in the 9 th grade who scored below average composite on Explore and Practice PLAN. Remediate those target students through Friday 

Intervention. Gather data on effectiveness of remediation through Abbreviated PLAN test. 

In Biology, students will take a timed practice EOC exam every Tuesday. These practice exams will be scored in class and students will be tracked on 

their performance to measure growth. Students are also given weekly common formative assessments (CFAs) using release ACT QualityCore 

questions. The results from these CFAs will be tracked and determine which students will be referred for intervention (either after-school (HIP) or inschool 

(intervention period)). 

In Algebra 2, Practice EOC exams will be given to track growth leading up to the EOC exam. Live Scoring was used last year for students to see their 

mistakes using error analysis to further their understanding. Students are also given weekly common formative assessments (CFAs) using similar 

ACT QualityCore questions that align with the EOC. The results from these CFAs will be tracked and determine which students will be referred for 

intervention (either after-school (HIP) or in-school (intervention period)). 

In US History, Practice EOC exams will be given to track growth leading up to the EOC exam. Students are also given weekly common formative 

assessments (CFAs) using similar ACT QualityCore questions that align with the EOC. The results from these CFAs will be tracked and determine 

which students will be referred for intervention (either after-school (HIP) or in-school (intervention period)). 

School-wide literacy strategy - All content area students will be annotating lengthy multiple choice questions, constructed response questions, and 

reading passages to improve their reading comprehension. PLCs will be using pre and post-data to analyze student growth on a school-wide 

annotation rubric. 

10 th grade students will take an EOC-like assessment with items coded to standards. The English 2 PLC will analyze the results and determine next 

steps for reteaching, regrouping, and referring to Tier 2 interventions. 

Comments: We know how our students compare to the national norms. Our average composite was 14.9 compared to 17.2 nationally. In English, our average 

score was 14.2 compared to 16.2 nationally. In Math, our average score was 14.5 compared to 17.6 nationally. In Reading, our average score was 14.3 compared to 

16.7 nationally. In Science, our average score was 16.3 compared to 17.8 nationally. We have informed 9 th graders of their performance on the Explore and have 

used that data to determine intervention needs. With the data from the Practice PLAN, PLCs will reassess intervention placement of students. 

16

Academic/Cognitive Data-FORMATIVE 

To be completed after each administration (6 Weeks Marks) 

Formative Assessments Used for Monitoring Student Progress: MAP/CASCADE, etc. 

[Results reported as Percentages of Total at Proficiency or above] 

High School 

Course 

Title 

Fill in other courses as necessary 

Assessment 1 st 6 weeks 2 nd 6 weeks 3 rd 6 weeks 4 th 6 weeks 5 th 6 weeks 6 th 6 weeks 

ELA/Reading 9 

ELA/Reading 

10 

ELA/Reading 

11 

ELA/Reading 

12 

Algebra 

Geometry 

Algebra II 

12 th Grade 

Math 

Eng. I 

Eng. II 

Eng. III 

Eng. IV 

Algebra 1 

Geometry 

Algebra 2 

College 

Algebra, 

Precal, 

Calculus 

CASCADE 

CASCADE 

CASCADE 

ACT/ 

COMPASS/ 

KYOTE 

CASCADE 

CASCADE 

CASCADE 

ACT/ 

COMPASS/ 

KYOTE 

Goal: 69 

Actual: 56.6 

Goal: 53 

Actual: 67.1 

Goal: 53 

Actual: 55.5 

Goal: 43.3 

Actual: 25 

Goal: 42.2 

Actual: 53.8 

Goal: 42.2 

Actual:50.2 

Goal: 42.2 

Actual:49.8 

Goal: 43.3 

Actual: 27 

Goal: 71 

Actual: 47.7 

Goal: 55 

Actual: 74.7 

Goal: 55 

Actual: 42.8 

Goal: 45.3 

Actual: 28 

Goal: 42.2 

Actual:79.7 

Goal: 42.2 

Actual:29.8 

Goal: 42.2 

Actual: 57.8 

Goal: 43.3 

Actual: 29 

Goal: 71 

Actual: 43.6 

Goal: 55 

Actual: 59 

Goal: 55 

Actual: 54.3 

Goal: 50 

Actual: 35 

Goal: 42.2 

Actual:23 

Goal: 42.2 

Actual:22 

Goal: 42.2 

Actual:42.03 

Goal: 50 

Actual:32 

Goal: 71 

Actual: 45.5 

Goal: 55 

Actual: 68 

Goal: 55 

Actual: 59.3 

Goal: 50 

Actual: 47 

Goal: 42.2 

Actual:25 

Goal: 42.2 

Actual:13 

Goal: 42.2 

Actual:44 

Goal: 50 

Actual:37 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

17

Academic/Cognitive Data Continued-FORMATIVE 

To be completed after each administration (6 Weeks Marks) 

Formative Assessments Used for Monitoring Student Progress: MAP/CASCADE, etc. 

[Results reported as Percentages of Total at Proficiency or above] 

High School 

Course 

Title 

Fill in other courses as necessary 

Assessment 1 st 6 weeks 2 nd 6 weeks 3 rd 6 weeks 4 th 6 weeks 5 th 6 weeks 6 th 6 weeks 

Science 


Science 


Science 


Social Studies 






Integrated 

1A/Physics 

Integrated 

1B/Chem 

Biology 

Civics 

World Civ. 

US History 

CASCADE 

CASCADE 

CASCADE 

Teacher 

created 

Teacher 

created 

CASCADE 

Goal: 42.82 

Actual: 37.2 

Goal: 42.82 

Actual: 71.9 

Goal: 42.82 

Actual: 44.7 

Goal: 70 

Actual: N/A 

Goal: 65 

Actual: 34.2 

Goal: 55 

Actual: 27.8 

Goal: 42.82 

Actual: 42.0 

Goal: 42.82 

Actual: 50.0 

Goal: 42.82 

Actual: 51 

Goal: 70 

Actual: N/A 

Goal: 65 

Actual: 74.7 

Goal: 55 

Actual: 61.8 

Goal: 42.82 

Actual: 58.0 

Goal: 42.82 

Actual: 47.0 

Goal: 42.82 

Actual: 13 

Goal: 70 

Actual: 75.0 

Goal: 65 

Actual: 63.0 

Goal: 55 

Actual: 31.3 

Goal: 42.82 

Actual:23 

Goal: 42.82 

Actual:35 

Goal: 42.82 

Actual:* 

Goal: 70 

Actual:23 

Goal: 65 

Actual: 55 

Goal: 55 

Actual:23 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

*Science Grade 11 (Biology): On a semester schedule. Assessment will not be administered until after March 11 th . 

18

Academic/Cognitive (January 7) 


In science, we are above our goal in grade 10 and 11, but below our goal in grade 9. Students in grade 9 really struggled with Frictional Forces 

and Momentum. 

In math, we are above our goal in grades 9 and 11, but below our goal in grade 10. Students struggle with the pace of Geometry being two 

trimesters. 

English 1 and English 3 scores decreased from Unit 1 to Unit 2, while English 2 and 4 scores increased from Unit 1 to Unit 2. 

In World Civilization and US History, the number of students scoring proficient/distinguished increased on 2 nd six weeks proficiency exam. 


The data does not tell us if these percentages are before interventions or after interventions (regrouping, intervention period, after school 

interventions) 

In English, the data does not tell us which skills students struggled with or which skills are repeated from Unit 1 to Unit 2. 


In science, 72% of students in grade 10 scored proficient/distinguished on the first proficiency exam. 

English 2 has met goals for both Units. English 3 met goals for Unit 1. 

In World Civilization and US History, percentage of students scoring proficient/distinguished is above the goal for the 2 nd six weeks. 


In all content areas, we need to improve reading comprehension. Students are struggling with lengthy multiple choice questions and constructed 

response questions. 

English 1, 3, and 4 need to increase to meet goals. 


In science, students in grade 11 will take a timed practice EOC exam every Tuesday. These practice exams will be scored in class and students 

will be tracked on their performance to measure growth. All students who are taking science will be given weekly common formative assessments 

(CFAs). The results from these CFAs will be tracked and will determine which students will be referred for intervention (either after-school (HIP) 

or in-school (intervention period)). 

In Algebra 2, Practice EOC exams will be given to track growth leading up to the EOC exam. Live Scoring was used last year for students to see 

their mistakes using error analysis to further their understanding. Students are also given weekly common formative assessments (CFAs) using 

19

similar ACT QualityCore questions that align with the EOC. The results from these CFAs will be tracked and will determine which students will 

be referred for intervention (either after-school (HIP) or in-school (intervention period)). 

In US History, Practice EOC exams will be given to track growth leading up to the EOC exams. Students are also given weekly common 

formative assessments (CFAs) using similar ACT Quality Core questions that align with the EOC. The results from these CFAs will be tracked 

and will determine which students will be referred for intervention (either after-school (HIP) or in-school (intervention period)). 

All content area students will be annotating lengthy multiple choice questions, constructed response questions, and reading passages to improve 

their reading comprehension. PLCs will be using pre and post-data to analyze student growth on a school-wide annotation rubric. 

In English, PLCs will create common formative assessments to determine gaps in skills. 

Civics teachers are in the process of creating assessments. These assessments will be posted on CASCADE and the results scanned by the 3 rd six 

week grading period. 

Academic/Cognitive (March 8) 


In English, performance has held relatively stable across each of the grade levels except English 4, which has steady increases. 

In science, we are above our goal in grades 9, 10, and 11 for 3 rd six weeks, but below 4 th six weeks. Students in grade 11 struggled with 

photosynthesis and cellular respiration (assessment was given before material was fully taught). 

In Civics, the number of students scoring proficient/distinguished increased on 3 rd six weeks proficiency exam. 

In math, Algebra 2 students are meeting the goal each six weeks. Students in Algebra 1 and Geometry (Testing window could not be modified by 

district for 2 trimester geometry course – data could be inconsistent) tend to struggle with the standards are the courses progress through the more 

difficult content. 

In all content areas, there was decrease in novices and an increase in apprentices (second quarter to third quarter). Based on our current data 

in CASCADE (March 6, 2013), we moved from 50% novice to 32% novice. 


In English 1, 2, and 3 the skills being assessed each 6 weeks are different, so the percentages reflect skills but not growth. In English 4, the same skills 

are assessed. 

The data does not tell us if these percentages are before interventions or after interventions (regrouping, intervention period, after school 

interventions) for each content area. 

The data does not tell us if data is present for every member of each Professional Learning Community. 


In English, each grade level increased between the third and fourth six weeks. 

20

In English 4, the rate of growth is increasing for the past two six weeks. 

In science, we are above our goal in grades 9, 10, and 11 for 3 rd six weeks. Ninety-percent of the students in grade 10 (Integrated Science IB) had met 

standards (apprentice, proficient, and distinguished for 3 rd six weeks). 

In Civics, the percentage of students scoring proficient/distinguished is above the goal for the 2 nd six weeks. 

Algebra 2 students continue to meet the goal each six weeks. 

In all content areas, there was a significant decrease in novices. 


English 1 has the smallest percentage of students meeting benchmark. 

In science and Civics, we need to improve reading comprehension. Although we have seen some improvement on the lengthier multiple choice 

questions and constructed response questions, a few students are struggling. 

Algebra 1 and Geometry have a minimum number of students meeting all three benchmarks for each of the assessments. 

In all content areas, decrease apprentices and increase proficient/distinguished. 


Individualized interventions for all 9 th graders will take place using study island during instruction. Students targeted for Friday intervention will 

continue their skills practice. Growth will be tracked through Study Island to determine effectiveness. 

In science, students in grade 11 will continue to take timed practice EOC exams every Tuesday. These practice exams will be scored in class and 

students will be tracked (red, yellow, and green) on their performance to measure growth. Students will also be re-grouped, for standard recovery, 

after each proficiency assessment. Photosynthesis and respiration will be retaught and assessed again to measure growth on these standards. All 

students who are taking science will continue taking weekly common formative assessments (CFAs). The results from these CFAs will be tracked 

(red, yellow, and green) and will determine which students will be referred for intervention (either after-school (HIP) or in-school (intervention 

period)). 

All content area students will be annotating lengthy multiple choice questions, constructed response questions, and reading passages to improve their 

reading comprehension. PLCs will be using pre and post-data to analyze student growth on a school-wide annotation rubric. 

All students who are taking Civics will continue taking weekly common formative assessments (CFAs). The results from these CFAs will be tracked 

and will determine which students will be referred for intervention (either after-school (HIP) or in-school (intervention period). 

Algebra 1 and Geometry will need to use Cycle Protocols to analyze their results and make adjustments based on the data when using common 

formative assessments and proficiency exams. 

In all content areas, students who scored apprentice will have the opportunity to move to proficient/distinguished through HIP, regrouping, 

lunch and learns, and intervention. Students will be given a pre- and post-assessment to measure growth. 

21

Targeted Intervention Data-Reading 


Level 

Baseline 

June 

2012 

Oct 

(6 or 9 

week 

mark) 

Actual # of students served and 

% of total population served 

Dec 

(18 week 

mark) 

Mar 

(27 week 

mark) 

June 

(36 week 

mark) 

# % # % # % # % # % 

Reading Interventions 2012-2013 

% of students currently being served 

progressing to a less intensive tiered 

intervention 

Oct 

(6/ 9 week 

mark) 

Dec 

(18 week 

mark) 

Mar 

(27 week 

mark) 

June 

(36 week 

mark) 

Additional Comments about the increase or 

decrease of special education students’ 

referrals for intervention: 

October: All students who are below EPAS 

benchmarks now receive an intervention 

lesson each week, so the number of students 

referred for interventions has increased 

from last year. 

December: Students with IEPs in reading 

receive interventions on Fridays in addition 

to an additional trimester. 

Grade 9 3.3 106 23 90 19.1 

Grade 10 14.5 

100 

28 85 22.3 

Goal: 5% 

Actual: 

N/A 

Goal: 5% 

Actual: 

N/A 

Goal: 5% 

Actual: 

3.9 

Goal: 5% 

Actual: 

5.7 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Additional Comments about the increase or 

decrease of other subgroup(s) students’ 

referrals for intervention: 

October All students who are below EPAS 

benchmarks now receive an intervention 

lesson each week. 

22

Grade 11 25.2 98 26 85 22.1 

Grade 12 28 232 72 130 100 

Goal: 5% 

Actual: 

N/A 

Goal: 5% 

Actual: 

N/A 

Goal: 5% 

Actual: 

3.9 

Goal: 5% 

Actual: 

+28 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

December: Seniors received an additional 

trimester at the beginning of the year. All 

12 th graders are currently in an English 

course, so that intervention was removed 

from December totals. 

Interventions/Reading (January 7) 


The percentage of students receiving interventions has increased in for every grade level. The percentage of Grade 12 students receiving intervention is 

much greater than at every other grade level. 


The data does not tell us how many hours/sessions of intervention each student received at each grade level. 


The percentage of students receiving interventions is close the to the percentage of students not meeting standards based on the formative data section 

(above). 


Intervention pathways need to be clarified to be sure students are being referred to the appropriate intervention, i.e. HIP, intervention period, Advisory 

period at each grade level. 


For each course, PLCs will determine how to channel students to the best intervention option. PLCs will proactively develop intervention calendars 

based on formative data on specific skills at each grade level. 

23

Interventions/Reading (March 8) 


The percentage of students receiving interventions in English 1-3 has decreased 5% or less over the past quarter. 

The percentage of seniors receiving interventions increased by 28%. 


Students beginning and ending skill levels are not part of the data. 

The number of instructional hours students receive is not part of the data. 


Students who are the lowest level readers are receiving priority interventions in the earlier grades (9 th and 10 th ). 

All students in 12 th grade receive reading interventions for college and career readiness. 

Each 11 th and 12 th grade student received one-on-one conferencing about college and career readiness 


PLAN and ACT practice scores should continue to be a focus for identifying students for interventions. 

Differentiated Instruction will be used more effectively during classroom interventions. 


Continue to review Friday intervention groups on a regular basis to refer students who need interventions and exit those who have met targets 

Communicate Seneca College information through our Web page, DEAN alert, and morning and afternoon announcements 

Continue providing small group sessions for 12 th grade students to prepare for COMPASS 

24

Targeted Intervention Plan-Reading 

Specify types of interventions at work for various student groups. Attach an intervention plan, if appropriate. 

Discuss how students were identified (which data sets were considered when making the identification), how progress is being monitored, and how 

interventions are adjusted with new or additional data. 

October 

Grades 9-11: Students were identified for intervention groups by using student’s Explore, PLAN, or ACT scores on the college and career readiness benchmarks for the 

state. Students were assigned to math and English first based on these scores. Progress is being monitored on SharePoint for all PLC’s to track their data effectively. 

Students can only be referred out of intervention if students are meeting standards and are passing the class with an A or B in the class. A PIA (Prepare – Inquiry – 

ACT) was used to form an Intervention Committee for teacher’s to have input in the development of Friday Interventions. 

Grade 12: Students who scored below benchmark on ACT Reading and/or English were assigned to a transitional course for the first trimester. Teachers use ACT data to 

regroup students for differentiated instruction. 

December 

Teachers created intervention rosters of students in part B courses based on performance in Units 1 and 2. Students continue to develop those skills and changes will be 

made on diagnostic and common formative assessment data. Grade 11 students who do not have an English course for second trimester will receive interventions on 

Fridays based on their practice ACT results (with detailed subskill reports). Students in part A courses are referred to HIP based on formative assessment data. Based on 

diagnostic results, teachers regroup, refer, and reteach specific skills. Teachers who teach common periods of the same course regroup their students to address common 

skills. 

Jan/Feb 

Study Island accounts were purchased for all 9 th and 10 th graders to provide individualized instruction and tracking of individual skills. Teachers use this program as both 

a regular part of in-class instruction and as support for interventions. Students in each grade level receive Friday interventions. English 1 and English 2 teachers formed 

their intervention groups based on lowest level readers. English 3 teachers provide reading interventions to students not currently in English 3, based on their individual 

scores. English 4 interventions include support for students in danger of failing and small group instruction for COMPASS and ACT reading skills. Teachers analyze 

data each three weeks to determine both student growth and need for changes to intervention rosters. 

25

Targeted Intervention Data-Mathematics 

Mathematics Tier 2 Interventions 2012-2013 


Baseline 

June 2012 

Oct 

(6 or 9 

week 

mark) 

Actual # of students served and 

% of total population served 

Dec 

(18 week 

mark) 





Mar 

(27 week 

mark) 

June 

(36 week 

mark) 

# % # % # % # % 

% of students currently being served progressing to a less intensive tiered 

intervention 

Oct 

(6/ 9 week mark) 

Goal: 5% 

decrease 

Actual: N/A 

Goal: 5% 

decrease 

Actual: N/A 

Goal: 5% 

decrease 

Actual: N/A 

Goal: 20% 

decrease 

Actual: N/A 

Dec 

(18 week mark) 

Goal: 5% 

Actual: 9.4% 

Goal: 5% 

Actual: 3.8% 

Goal: 5% 

Actual: 5.9% 

Goal: 20% 

Actual: 8% 

Mar 


Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

June 


Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Additional Comments about the increase or decrease of special education students’ referrals for intervention: 

October – Students in ECE areas are being referred to in school interventions on Fridays. ECE intervention groups have been established at Algebra 1, Geometry, and Algebra 2 

using Explore, PLAN, and ACT results. Some ECE students are being referred to their content area teacher. Students not in an intervention group on Friday will be referred to 

after school intervention (Hawks Intervention Program – H.I.P.) 

December – Students are continuing to be referred to in school interventions on Fridays to help students move forward with mastering the standards. ECE intervention groups 

have been established at Algebra 1, Geometry, and Algebra 2 using Explore, PLAN, and ACT results. 

26

Jan/Feb. – Students are being referred for intervention on a three week rotation with data being posted in SharePoint to track student progress. Special education students are 

being referred for Geometry and Algebra 1 in a self-contained room for targeted interventions. Some ECE students are getting extra time on certain learning targets in the regular 

classroom Friday interventions. 75% of the seniors are currently in a math class. Most of our special education students are in Applied Math or College Preparatory Algebra. 

COMPASS and KYOTE is the focus of instruction for our senior level math classes. 

Additional Comments about the increase or decrease of other subgroup(s) students’ referrals for intervention: 

October – Students in African American gap groups are being referred to in school interventions on Fridays to their current content area teacher (Algebra 1, Geometry, and 

Algebra 2). Intervention groups have been established at Algebra 1, Geometry, and Algebra 2 using Explore, PLAN, and ACT results. Students not in an intervention group on 

Friday will be referred to after school intervention (Hawks Intervention Program – H.I.P.) 

December - Students in African American gap groups are being referred to in school interventions on Fridays to their current content area teacher (Algebra 1, Geometry, and 

Algebra 2). Intervention groups have been established at Algebra 1, Geometry, and Algebra 2 using Explore, PLAN, and ACT results. Students not in an intervention group on 

Friday will be referred to after school intervention (Hawks Intervention Program – H.I.P.) Interventions are being put in place for senior level math classes. 

Jan/Feb. - Students in African American gap groups continue to be referred to in school interventions on Fridays in all math courses. Students not in an intervention group on 

Friday will be referred to after school intervention (Hawks Intervention Program – H.I.P.). Senior level interventions are occurring on Wednesdays during the HAWKS advisory 

period and Friday intervention for students needing to meet the math benchmark to become College and/or Career Ready. Seniors were targeted based off their ACT score or their 

COMPASS assessment. A school wide COMPASS assessment is scheduled in senior level math classes over the next two weeks. Approximately 75% of the senior population is 

in a senior level math class. 

Interventions Math (January 7) 


More students are being serviced on all grade levels than the beginning of the year. 


The data does not tell us how students are being intervened within the content at each grade level. 

The data does not provide exact measures used to recover standards. 


Math interventions are occurring at all grade levels to increase student content knowledge and to help students with mastering the standards. 


PLC’s could regroup more often based off common formative assessments. 

Teacher’s need to improve Tier 1 instruction (Formative assessments, exit slips, etc.) to increase student achievement at each grade level. 


We need to continue to monitor data and refer students for systems of interventions based on student’s meeting standards at each grade level. 

27

We need to develop additional intervention strategies to support Tier 1 instruction to respond to areas of need. 

We need to make sure math teachers are using data to monitor for increased student achievement across all grade levels. 

Interventions Math (March 8) 


Students are being targeted based on the learning targets for each standard for referral into Friday intervention. 


The data does not tell us why geometry and Algebra 2 percentages went down this trimester. 

The data does not tell us which math intervention students were in (Algebra 1, Geometry, and Algebra 2). 


Students are being exited from intervention after recovering standards over a three week rotation. 


All content areas need to track data on SharePoint to exit students and enter new students on three week rotations to show growth for students on 

the standards. 


Continue to monitor student data being posted by teachers on SharePoint. This data will be used to track student progress to exit current students 

and enter new students for Friday interventions. 

Continue to monitor after school interventions (HIP) for students’ attendance and their recovery of standards. Provide data to show growth. 

28

Targeted Intervention Plan-Mathematics 

Specify types of interventions at work for various student groups. Attach an intervention plan, if appropriate. 

Discuss how students were identified (which data sets were considered when making the identification), how progress is being monitored, and 

how interventions are adjusted with new or additional data. 

October 

Students were identified for intervention groups by using student’s Explore, PLAN, or ACT scores on the college and career readiness benchmarks for 

the state. Students were assigned to math and English first based on these scores. Progress is being monitored on SharePoint for all PLC’s to track their 

data effectively. Students can only be referred out of intervention if students are meeting standards. A range of intervention strategies are available (ESS, 

re-teaching, regrouping, etc.) the team decides the best strategy for the student. PIA (Prepare – Inquiry – ACT) was used to form an Intervention 

Committee for teacher’s to have input in the development of Friday Interventions. (See attachment). 

December 

Students were identified for intervention groups by using student’s Explore, PLAN, or ACT scores on the college and career readiness benchmarks for 

the state. Progress is being monitored on SharePoint for all PLC’s to track their data effectively. PLC’s are have taken ownership of their students to 

impact student achievement by being proactive about which students to have in their weekly intervention period to support student learning on each 

Proficiency Exam. Teachers provide regrouping during the school day to impact students’ achievement with the proficiency assessments where students 

need more instruction on certain standards. 

Jan/Feb/March 

Accounts from Study Island were purchased for all 9 th , 10th and 11 th graders in a math class to provide individualized instruction and tracking of individual skills. 

Teachers will use this program as both a regular part of in-class instruction and as support for interventions. Students in each grade level receive Friday 

interventions. Algebra 1 teachers will use the materials to support their learning targets and give alternative ways of assessing their students. Geometry teachers 

will use lessons from Study Island on topics the students need extra time to increase their knowledge base of the standards. Algebra 2 teachers are planning on 

using Study Island to help students prepare for the End of Course. Study Island’s Pretest and Posttest will be used to track growth on the assessment. Senior level 

math teachers are providing interventions during the HAWKS period as well as Friday Intervention period. The periods are used to help seniors move closer to 

COMPASS and ACT math benchmarks in order to become College Ready. 

29

EPAS Specific Data-EXPLORE and PLAN 

Explore and/or Plan [Report in Percentages] 

Baseline 

Fall 2011 

Fall 2012 Fall 2013 Fall 2014 Fall 2015 

Plan 

[% Below Benchmark] 

English 

57.5% below 

Goal:47.5 

Actual: 56.8 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Plan 


Math 

89.7% below 

Goal: 79.7 

Actual:94.1 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Plan 


Reading 

74.9% below 

Goal: 64.9 

Actual:79.9 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Plan 


Science 

93.4% below 

Goal: 83.4 

Actual:92.3 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

30

Interventions for Explore and/or Plan [Report in Percentages] 

Percent of students 

receiving support 

as a result of 

Explore and/or 

Plan scores. 

Describe interventions and/or 

supports—pull from 30/60/90 

Day Plan as appropriate 

Data to show results for the 

interventions and/or supports— 

specify type of data and results 

Comments 

PLAN 

English 

PLAN 

Math 

100% of 11 th grade 


Students receive intervention on 

Fridays and after school – teachers 

focus on specific grammar and 

rhetoric skills based on practice 

ACT results. Each student also 

received a series of ACT practice 

lessons via their HAWKS advisor 

in preparation for the March 5 

ACT. 


Fridays and after school - lower 

class sizes, differentiated 

instruction, and regrouping. Each 

student also received a series of 

weekly ACT practice lessons via 

their HAWKS advisor in 

preparation for the March 5 ACT. 

Additionally, students received 

weekly ACT preparation sessions 

in their Math classes leading up to 

the March 5 test date. 

Students took a practice ACT 

assessment with specific skill 

reports – students’ English 

scores increased by an average 

of .66 points. Data from the 

March 5 ACT will be analyzed 

upon receiving the results. 

Students in Algebra 2 will be 

exited from the Intervention 

group if the student is meeting 

standards and passing the class 

with an A or B in addition to 

EPAS-like assessments. Data 

from the March 5 ACT will be 

analyzed upon receiving the 

results. 

Teacher will continue to use the 

detailed practice ACT data to 

develop intervention lessons. 

Results of March 5 ACT will be 

used to assess effectiveness of 

current systems and evaluate 

progress toward meeting 

SMART goals related to the 

ACT. 

Students not meeting standards 

will be moved into an 

intervention for math by 

recommendation of their current 

teacher. Advanced Algebra 2 is 

2 trimesters and Honors Algebra 

2 is three trimesters. Results of 

March 5 ACT will be used to 

assess effectiveness of current 

systems and evaluate progress 

toward meeting SMART goals 

related to the ACT. 

31

Percent of students 

receiving support 

as a result of 

Explore and/or 

Plan scores. 

Describe interventions and/or 

supports—pull from 30/60/90 

Day Plan as appropriate 

Data to show results for the 

interventions and/or supports— 

specify type of data and results 

Comments 

PLAN 

Reading 



Fridays and after school – highinterest 

reading, multiple text 

sources, collaboration, and 

engaging topics. Each student also 

received a series of weekly ACT 

practice lessons via their HAWKS 

advisor in preparation for the 

March 5 ACT. 

Students took a practice ACT 

assessment with specific skill 

reports – students’ Reading 

scores increased by an average 

of .65 points. Data from the 

March 5 ACT will be analyzed 

upon receiving the results. 

Teachers will continue to use the 

detailed practice ACT data to 

develop intervention lessons. 

Results of March 5 ACT will be 

used to assess effectiveness of 

current systems and evaluate 

progress toward meeting 

SMART goals related to the 

ACT. 

PLAN 

Science 


Students receive interventions on 

Fridays and after school - formative 

assessment probes, reading strategy 

prompts, self-assessment, and 

inquiry-based activities. Each 

student also received a series of 

ACT practice lessons via their 

HAWKS advisor in preparation for 

the March 5 ACT. Additionally, 

students received weekly ACT 

preparation sessions in their 

Science classes on each Tuesday 

leading up to the March 5 test date. 

Students in Biology will be 

exited from the Intervention 

group if the student is meeting 

standards and passing the class 

with an A or B in addition to 

EPAS-like assessments. Data 

from the March 5 ACT will be 

analyzed upon receiving the 

results. 

Students not meeting standards 

will be moved into an 

intervention for science by 

recommendation of their current 

teacher. Results of March 5 

ACT will be used to assess 

effectiveness of current systems 

and evaluate progress toward 

meeting SMART goals related 

to the ACT. 

32

PLAN (October 1) 

1. What does the data tell us? The data shows a slight reduction of students not meeting English and Science benchmarks from 2011, however, we are still 

below our goal. There was an increase in students not meeting benchmarks in Math and Reading. The average ACT score has increased in both English 

and Reading. 

2. What does the data not tell us? The data does not inform us of the specific students who are below; and does not indicate how the gap groups performed. 

The data does not tell us which areas of English and Reading showed an increase, as PLAN scores do not have the same level of detail as the practice 

ACT. 

3. What are the causes for celebration? Both English and Science had increased the students meeting benchmarks in 2012. 

4. What are the Opportunities for Improvement? Target specific 9 th and 10 th graders to remediate skills in all content areas. Additional students need 

interventions based on PLAN and practice ACT results. 

5. What are our next steps? Increase the number of students receiving interventions on Friday. Develop specific test taking strategies to be taught per 

content area. Evaluate effectiveness of interventions currently through Abbreviated PLAN tests. In addition the English III PLC will create regrouping 

lessons to address common need and analyze formative assessment results to determine effectiveness. 

33

Ninth Grade Course Failures [Report in Actual Numbers of students as well as Percentages] 

2012-2013 Actual # of students failing and % of total population failing 

Content Area Baseline June 2012 

Dec 

(1 st Trimester) 

Mar 

(2 nd Trimester) 

June 

(3 rd Trimester) 

# % # % # 

% 

# % 

English/ Language Arts 150 17.4 19 5.7 30 10 

Mathematics 167 18.7 80 21.6 56 15 

Science 146 19.7 35 12.8 27 10 

Social Studies 231 28.6 81 25.5 49 17 

Narrative for Freshman Conferencing (March 8) 

415 freshmen of Seneca High School participated in report card conferencing after the progress reports were distributed. This conference was a time to 

have a conversation with the student about not only their grades but extracurricular activities, the 5 Keys of the Community, and to discuss any issues a 

freshman might have transitioning to high school. The student received a certificate for grades achieved. Any student struggling in class worked on a 

recovery contract. This contract set a goal for the freshman for the remainder of the trimester. The contract was discussed between the teacher and student 

to create strategies for success in the classroom. At Seneca we are committed to providing an environment and a system of support. These events give 

every freshman a chance to have a personal conversation with a caring adult about their goals and ways to achieve them. The Report Card Conference was 

one way we provided freshmen with strategies to become successful. Through a proactive positive experience concerning grades, the Report Card 

Conference is an avenue for students to achieve college and/or career readiness. 

Next Steps 

We will survey a random sample of freshmen students to determine the effectiveness of the Report Card Conferencing on student achievement. 

34

9 th Grade Failure SMART Goals-targeted interventions 

Content 

Area 

English/ 

Language Arts 

Mathematics 

Science 


Targeted Sub- 

Group (s) if 

appropriate 

All 9 th grade 

students enrolled in 

English. 



Mathematics. 



Science. 



Social Studies. 

SMART Goal (s) 

By June 2013, the total number of students and the percentage of the total population failing a 

freshman level English course will decrease by 25% to 113 students and 13% of the total 

population. 


freshman level mathematics course will decrease by 25% to 125 students and 14% of the total 

population. 


freshman level science course will decrease by 25% to 110 students and 14.7% of the total 

population. 


freshman level social studies course will decrease by 25% to 173 students and 22% of the total 

population. 

35

9 th Grade Failures (January 7) 


The data tells us the number of student failures and the percentage of student failures by content area. It tells us that failures are higher in both 

mathematics and social studies. The number and percentages of failures are significantly lower in science and English/Language Arts. The data 

also tells us that English/Language Arts and science are on track to achieve their identified SMART goals. Mathematics and social studies are not 

on track to accomplish their identified SMART goals. 


The data does not tell us the reasons for the student failures (i.e. poor attendance, lack of study skills, poor test taking skills, etc.). The data does 

tell us in what areas of the courses students struggled. The data does not tell us specifics that would guide teachers to make instructional 

adjustments. 


The number and percentage of student failures in English/Language Arts and science are significantly lower than last year. Both content areas are 

on track to meet their identified SMART goals and to see final failure numbers that are well below last year’s numbers. 


An opportunity for improvement is to lower the number and percentage of failures in mathematics and social studies. As it stands, both content 

areas are on pace to exceed the number and percentage of failures seen last year, which is unacceptable. Both content areas need to adjust 

instructional strategies in order to reduce the number and percentage of student failure and to achieve their identified SMART goals. 


The first next step is to meet with the mathematics (Algebra 1) and social studies (Exploring Civics) teachers to discuss the data. This discussion 

will also be focused on reasons for the high number and percentage of student failures. Then, teachers will be engaged in discussing strategies that 

can be utilized to reduce the number and percentage of student failures in their content areas. Students will be engaged in report conferences, 

which give them an opportunity to voice reasons for their failures. This information will be taken back to the teachers so that strategies can be 

developed to address the indicated issues. 

36

9 th Grade Failures (March 8) 


The data tells us the number of student failures and the percentage of student failures by content area. It tells us that failures are higher in both 

mathematics and social studies than any other content area (56 and 44 failures respectively). The number and percentages of failures are 

significantly higher in English/Language Arts (30 failures). The data also tells us that science and social studies are on track to achieve their 

identified SMART goals. Mathematics is not on track to accomplish their identified SMART goals; mathematics has already accrued 136 failures. 


The data does not tell us the reasons for the student failures (i.e. lack of assignment completion, poor assessment scores, poor attendance, lack of 

study skills, etc.). The data does tell us in what specific skills in the courses students struggled. The data does not tell us specifics that would 

guide teachers to make specific instructional adjustments. The data does not tell us the number of students enrolled in each core content subject 

area. 


The number and percentage of student failures has decreased significantly in mathematics (from 80 to 56) and in social studies (from 81 to 44). 

The number and percentage of student failures in science have decreased. 

Science and social studies are on track to meet their identified SMART goals and to see final failure numbers that are well below last year’s 

numbers. 


An opportunity for improvement is to lower the number and percentage of failures in mathematics and English/Language Arts. As it stands, 

mathematics is on pace to exceed the number and percentage of failures seen last year, which is unacceptable. These teachers should make 

adjustments to classroom instruction by utilizing differentiated instructional strategies that will help to reduce the number and percentage of 

student failures and make progress toward achieving their identified SMART goals. 


The first next step is to meet with the mathematics (Algebra 1) teachers to discuss the data. This discussion will also be focused on reasons for the 

number and percentage of student failures. Then, teachers will be engaged in discussing strategies that can be utilized to reduce the number and 

percentage of student failures in mathematics and English/Language Arts. Students will continue to be engaged in report conferences, which give 

them an opportunity to voice reasons for their failures. This information will be taken back to the teachers so that strategies can be developed to 

address the indicated issues. 

37

College Readiness – 12 th Grade 

College 

Readiness 12 th 


ACT 

% Below CPE 

Reading 

Benchmarks 

ACT 

% Below CPE 

Math 

Benchmarks 

% Seniors with 

Reading 

Interventions 


Math 

Interventions 


Interventions 

Passing College 

Placement 

Exams 

(COMPASS, 

KYOTE) 

Baseline 

Spring 2012 

(Class of 

2013 Data) 

# of 

Students 

Oct. 238 

Dec. 218 

Mar. 183 

Oct. 237 

Dec. 229 

Mar. 208 

Spring 2013 

(Following 

interventions Senior 

Year) 

% of Total 

Population Goal Actual 

Oct. 73.9 

Dec. 66.9 

Mar. 55.0 

Oct. 73.6 

Dec. 70.7 

Mar. 63.0 

330 100 

174 77% 

22 10.9 

# % # % 

# % # % 

# % # % 

# % # % 

# % # % 

Specify types of interventions at work for various student groups. Attach an intervention 

plan, if appropriate. 

Discuss how students were identified (which data sets were considered when making the 

identification), how progress is being monitored, and how interventions are adjusted with 

new or additional data. 

October 

Math: Students who scored low on the ACT were put into a College Prep Algebra class to allow 

students to work towards ACT benchmarks. Students with a 16, 17, or 18 on the ACT could have 

been placed into a Pre-calculus class to increase the rigor of material to push students in the content 

knowledge to improve ACT scores. 20 seniors have been placed in an intervention group on 

Fridays to help support their learning. 

English and Reading: Students who scored below benchmark on ACT were placed in a transitional 

English course for the first trimester. Students will retake the KYOTE, COMPASS, or ACT during 

the semester. Formative assessments provide additional data for instructional adjustments. In 

addition students participate in an intervention period on Fridays for more intensive interventions. 

December 

All students are now in English 4, and teachers plan twice-weekly lessons based on updated ACT, 

COMPASS, and KYOTE data. When student scores change, PLCs review the new data and 

regroup students for additional support geared specifically to Reading and/or English. Results from 

the October ACT reflect increased scores in English and Reading for students in Transitional 

English first trimester. In addition, teachers analyze results from formative assessments of smaller 

skill sets to pinpoint specific student needs. Students within 2-3 points of benchmarks receive 

additional instruction on skills during Friday intervention. Students will retest in COMPASS 

and/or KYOTE, and then intervention groups will adjust based on data. 

Jan/Feb. 

All students are still in English 4 and receive instruction based on college readiness benchmarks 

using COMPASS and ACT assessment data. Each Friday, students who are close to meeting 

benchmarks receive small group instruction and computer-based practice in English, Math, and 

Reading followed by a COMPASS assessment. In addition, students who are not enrolled in Math 

receive additional help during Wednesday Advisory. More than 90 seniors took the ACT in 

December and February, and the majority of students’ scores increased. Every senior received an 

individual conference and updated College-Career Readiness card. 

38

Career Readiness [Report in Percentages] 

Baseline Spring 2012 Spring 2013 Spring 2014 Spring 2015 

*WorkKeys 0 

ASVAB .4 

KOSSA .8 

Industry 

Certificates 

13.3 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

College & Career Readiness [Report in Percentages] 

Baseline Spring 2012 Spring 2013 Spring 2014 Spring 2015 

Goal: 

Goal: 

Goal: 

% College 

AND Career 

Ready 

0 

Actual: 

Actual: 

Actual: 

39

College and Career Readiness (January 7) 


Additional students met benchmark following October and December ACT testing. The greatest increase in benchmark attainment was in Reading. 

Students not meeting benchmark are receiving interventions, but not every student receives the math intervention needed. 


This data does not tell us how many students have met all of the benchmarks or 2 of 3 or the areas of common skill deficiencies. 


Students show improvement from interventions in English, Math, and Reading. Our student groupings are adjusted frequently based on new data. 

4. What are the opportunities for improvement? 

Specific skills need to be addressed in Senior English and Math courses in addition to coursework. Math courses do not reflect alignment to the 

College Readiness standards. Current 11 th grade students need additional support on Reading and English skills. 

The percentage of career readiness students’ needs to increase. 


Math PLCs will meet to improve vertical alignment. Current 11 th grade teachers will use the results from the practice ACT with specific skill analysis 

to determine mini-lessons and reteaching needs. 

Our career next steps have been determined by our Schools of Study teachers and support: 

o Each course is reviewed and revised so each student will receive the full benefit of the sequence of career courses. 

o Formulate a 4 year plan for each of the career students to maximize their learning experience. 

o Provide opportunities for career students to participate in enrichment activities to enhance learning 

o Identify specific students that need help preparing and taking the career tests; 

o Provide intervention, tutoring, best test strategies, etc. to help increase career test scores. 

o Teachers collaborate to provide guidance in test preparation throughout all career classes. 

o Work with the state career advisors to implement programs that will give students opportunities to take KOSSA tests and provide a variety of 

industry certifications. 

o Identify students that may be close to completing a career path and provide them with opportunities to finish classes, and certifications to help 

them with career readiness. 

40

College and Career Readiness (March 8) 


All students are receiving interventions in Reading and English benchmark skills. 

Almost 75% of students are receiving interventions in Math. 


Additional students have enrolled in the senior class since October. The growth of college ready percentage looks smaller due to this factor. 

Several students did not take the ACT due to transferring from other schools. 


The number of students meeting Math and Reading benchmarks is steadily increasing 

The percentage of students meeting Reading benchmarks has reached the goal. 

Students who receive interventions have higher COMPASS scores 


All students who have not met benchmark should receive Math interventions 

Consider full year Math for students who have not met benchmark. 


Schedule COMPASS testing for all seniors who have not taken a test 

Continue Friday and Wednesday intervention sessions for students who are close to benchmark 

Rotate students through Math interventions during the last trimester. 

Consider COMPASS testing class of 2014 students who score close to benchmark on this year’s ACT. 

41

Content Focus – English Language Arts/Literacy 

SIG ANNUAL SMART GOAL 

Goal: Increase proficient/distinguished percentage by 10% and decrease novice percentage by 5%. 

FOR ALL STUDENTS 

(Report of Progress on SMART Goals listed in 

SIG Application) 

Person Responsible: Amy Humphrey, ERS 

Name of Assessment: Baseline Spring 2012 2012-2013 2013-2014 2014-2015 

Was goal met? N/A 

(Yes or No) 

38.6 

Goal: 44.7 

Actual: 

Goal:50.9 

Actual: 

Goal:57 

Actual: 

If goal was not met, what additionally will the district be doing to assist the school in reaching goals? 

The district Literacy specialist provides two assessments for reading: (1) Diagnostic Assessment (2) Proficiency exam. Students must demonstrate competency of all three standards 

each six weeks before taking the 6 week proficiency exam. The Proficiency exam consists of 12 multiple choice items and one Constructed Response. After each grading period, the 

student data is aggregated to the school level to provide a quarterly benchmark report on the percentage of student mastering standards. 

The district provides curriculum support connected with the Quality Core End of Course assessments. Teachers have access to the formative item pool and instructional strategies. 

Teachers attend district literacy training both during the school year and summer to develop next steps from student data and exchange lessons with teachers in other schools via 

SharePoint. The district also provides training for teachers of Ramp-Up, a supportive curriculum for the most struggling readers in 9 th and 10 th grade. 

The assistant superintendent and ETC will meet every three weeks with principal to review PLC meetings, join in walkthroughs, identify needs, review data, and agree on next steps. 

42

Each grading period, the principal will monitor and communicate to the Leadership Team and faculty student progress toward competency of the primary standards. 

SIG BENCHMARK DATA FOR ALL STUDENTS (Report of Progress on Benchmark Goals listed in SIG Application) 

Name of 

Assessment: 

CASCADE/ 

Quality Core 

% at 

Benchmark 

or above 

Baseline 

June 

2012 

38.6 

% Novice 47.4 

Oct 

(6 or 9 

week 

mark) 

Goal: 48.6 

Actual: 38 

Goal: 42.4 

Actual: 4.6 

2012-2013 2013-2014 2014-2015 

Mar June 

(27 (36 

Oct. Dec. Mar. June Oct. Dec. Mar. June 

week week 

mark) mark) 

Dec 

(18 

week 

mark) 

Goal: 

48.6 

Actual: 

22.5 

Goal: 

42.4 

Actual: 

27.2 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

SIG BENCHMARK DATA FOR SUB GROUPS (Report of Progress on Benchmark Goals listed in SIG Application) 

African- 

American 

Baseline 

June 

2012 

20.5 

Oct 

(6 or 9 week) 

Goal: 30.5 

Actual:33.33 

2012-2013 2013-2014 2014-2015 

Mar June 

Dec 

(27 (36 Oct. Dec. Mar. June Oct. Dec. Mar. June 

(18 week) 

week) week) 

Goal: 30.5 

Actual: 

34.2 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

43

Free/Reduced 

Lunch 

Students with 

Disabilities 

(other 

subgroup) 

28.6 

15.8 

N/A 

Goal: 38.6 

Actual:38.3 

Goal: 25.8 

Actual:29.4 

Goal: 

Actual: 

Goal: 38.6 

Actual: 

36.5 

Goal: 25.8 

Actual: 

30.2 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

SIG Reading (January 7) 


The CASCADE data for proficient/distinguished students seems to be correctly aligned to End of Course, but the percentage of Novice students 

identified through the CASCADE assessment are too low. 

We met all goals in our gap groups on the CASCADE assessment. 


The data does not tell us the percentage of Novice students we might expect based on an EOC assessment. 


Proficient/Distinguished subscore percentages are higher than both the benchmark and the goal for the current year. 


The overall proficient/distinguished percentage is below both the benchmark and goal for October. 


Teachers will give an EOC-like assessment to help determine which students are Novice and provide increased interventions for those students. 

44

SIG Reading (March 8) 


The percentage of novice students seems more accurate based on benchmark data from 2011-2012. 

Students struggle more with the skills from the Unit 2 assessments than with the skills on Unit 1. 

The percentage of African American students and students with disabilities meeting benchmark increased. 

The percentage of free/reduced lunch students meeting benchmark decreased. 


The skills assessed in October and December are different sets of skills, so each quarter should be addressed separately. 

The percentage of novices increased, but this reflects a more accurate picture of student ability than the first quarter data. 


The percentages of gap group students meeting benchmark are higher than the goals in two of three areas. 


Students receiving free/reduced lunch and students not in gap groups are not meeting goals. 


Target students who did not meet standards for the second quarter through interventions and HIP. 

Use Study Island results to track and update skills as students’ progress. 

45

Content Focus – Mathematics 

SIG ANNUAL SMART GOAL 

Goal: Increase proficient/distinguished percentage by 10% and decrease novice percentage by 5%. 

FOR ALL STUDENTS 

(Report of Progress on SMART Goals listed in 

SIG Application) 

Person Responsible: Paul Cestaric, ERS 

Name of Assessment: Baseline 2012 2012-2013 2013-2014 2014-2015 

Was goal met? N/A 

41.1 

Goal:47 

Actual: 

Goal:52.9 

Actual: 

Goal:58.8 

Actual: 

If goal was not met, what additionally will the district be doing to assist the school in reaching goals? 

Each grading period, the district will design a proficiency assessment for math, one every 6 weeks (the exception is Geometry – assessments are every four weeks because they are two 

trimesters): (1) Diagnostic Assessment (2) Proficiency exam. Students must demonstrate competency of each standard of the six weeks before taking the 6 week proficiency exam. The 

Proficiency exam will consist of multiple choice and open response items. On this exam, students will be assessed on their mastery of the primary three standards to be learned during that 

grading period. Students scoring below 80% on the 6 week proficiency exam will receive interventions for those standards not mastered. Report is compiled and shared with the Leadership 

Team and the Math PLC. The student data will be aggregated to the school level to provide a quarterly benchmark report on the percentage of student mastering standards. Each member of 

46

the PLC is tracking each student in their own PLC by developing their own tracking sheet in excel with interventions documented whether it was in a regrouping session 

Seneca will incorporate the goals and improvement strategies outlined in the school improvement grant and conduct implementation and impact checks four times a year. Assistant 

Superintendent will review the implementation and impact checks. 

Each grading period, the principal will monitor and communicate to the Leadership Team and faculty student progress toward competency of the primary standards. 

SIG BENCHMARK DATA FOR ALL STUDENTS (Report of Progress on Benchmark Goals listed in SIG Application) 

Name of 

Assessment: 

End of 

Course – 

Cascade 

% 

Proficient 

or above 

Baseline 

June 

2012 

41.1 

% Novice 26 

Oct 

(6 or 9 week 

mark) 

Goal:51.1 

Actual:50.23 

Goal:16.0 

Actual:19.91 

2012-2013 2013-2014 2014-2015 

Dec 

(18 week 

mark) 

Goal:51.1 

Actual:42.03 

Goal:16.0 

Actual:17 

Mar 

(27 

week 

mark) 

Goal: 

Actua 

l: 

Goal: 

Actua 

l: 

June 

(36 week 

mark) 

Goal: 

Actual: 

Goal: 

Actual: 


Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actua 

l: 

Goal: 

Actua 

l: 

Goal: 

Actua 

l: 

Goal: 

Actua 

l: 

Goal: 

Actua 

l: 

Goal: 

Actua 

l: 

Goal: 

Actual: 

Goal: 

Actual: 

SIG BENCHMARK DATA FOR SUB GROUPS (Report of Progress on Benchmark Goals listed in SIG Application) 

African- 

American 

(160) 

Baseline 

June 

2012 

25.2 

Oct 

(6 or 9 week 

mark) 

Goal:35.2 

Actual:37.74 

2012-2013 2013-2014 2014-2015 

Mar June 

Dec 

(27 (36 

(18 week 


week week 

mark) 

mark) mark) 

Goal:35.2 

Actual:35 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

47

Free/Reduced 

Lunch (234) 

32.6 

Goal:42.6 

Actual:45.25 

Goal:42.6 

Actual:41.7 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Students with 

Disabilities 

(27) 

(other 

subgroup) 

10 

N/A 

Goal:20 

Actual:25.0 

Goal: 

Actual: 

Goal:20 

Actual:15 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

Goal: 

Actual: 

SIG Math (January 7) 


The data tells us we are below our goal for the 1 st proficiency assessment on CASCADE. 

The data tells us we have more novice students than what was expected on the 1 st proficiency exam on CASCADE. 


The data does not tell us if the assessments from Cascade are a good predecessor to the End of Course Assessment. 


We met all of our gap group goals for the 1 st proficiency assessment. 


Teachers need to share lesson plans to impact student achievement. 

Teachers need to use formative assessments more often to diagnose student understanding so they have a better data informed decision. 


Our next steps include using practice End of Course assessments. 

Regrouping students based on the standards and their alignment to the learning targets. 

SIG Math (March 8) 


The percentage of African American students, free/reduced lunch and students with disabilities were very close to meeting benchmark. 

The number of students at the proficiency level decreased during this quarter. 

The number of novice students stayed the same from last quarter. 


The assessments for October and December were different assessments. The level of difficulty increased on the assessment in December. 


48

Additional SMART Goals 

SIG SMART GOAL 

(Specific, 

Measurable, 

Attainable, Realistic 

and Timely) 

PERFORMANCE 

DATA FROM 

BENCHMARK (% 

OBJECTIVE : Increase the number of students enrolled in AP courses 

by 20% by the fall of 2013-2014 school year 

PROGRESS TOWARD GOAL (NARRATIVE) 

Person(s) Responsible: Damien Sweeney 

Strategies: Create a committee of teachers and devise a plan on identifying students who are in Advanced and Honors level 

classes in order to recruit and enroll them in AP classes next year. 

Identify and conference with potential AP students based on fresh 

Teacher Recruitment 

achievement data 

Look @ PLAN, PSAT, ACT 

Bump up advanced students to AP courses 

Open Enrollment 

Explore “AP Potential” and Springboard for teachers to support 

instruction 

Remove Upper Level Advanced English 

classes 

Plan and ACT scores to identify students who will show success in AP Remove HNR Calculus 

classes 

Pep Rally for AP Students- Give checks @ 

Letters from counselor, teacher, principal 

pep rally 

Tee shirts w/ QR code (QR w/ info about Seneca AP Program) 

Teachers get plaques in rooms for students 

$100 incentives for students who pass the test 

who passed the exams 

1/2 price for AP Exams 

Parents help w/ recruitment 

AP Ambassadors (w/ tee shirts) 

Parent night 

Get teacher recommendations 

Add letters to website 

Recruiting Cards 

>> -Add AP Stats, Environmental Sci, 

Create AP Hallway w/ Banner 

Physics, Studio Art, Chemistry 

Bumper Stickers (My Child is an AP Student at Seneca HS) 

Advanced classes called Pre-AP in the future 

SUPPORTING EVIDENCE (name of assessment or data): AP class 

participation 

All Students 

Baseline: 174 

Year One Goal: 209 

Actual: 

F/R Lunch 

Baseline: 62 


Actual: 

50

Proficient) 

PERFORMANCE 

DATA FROM 

BENCHMARK 

(% Novice 

Reduction) 

PERFORMANCE 

DATA FROM 

BENCHMARK (% 

Proficient) 

PERFORMANCE 

DATA FROM 

BENCHMARK 

(% Novice 

Reduction) 

Year Two Goal: 

Actual: 

Year Three Goal: 

Actual: 

Baseline: 

Year One Goal: 

Actual: 


Actual: 


Actual: 

Students with Disabilities 

Baseline: 4 


Actual: 


Actual: 


Actual: 

Baseline: 


Actual: 


Actual: 


Actual: 


Actual: 


Actual: 

Baseline: 


Actual: 


Actual: 


Actual: 

Baseline: 0 


Actual: 


Actual: 


Actual: 

Baseline: 


Actual: 


Actual: 


Actual: 

(other subgroup) 

Narrative of Actions: Use the space below to document any additional information that will help inform others of 

the progress made during up to October 1 st . Highlight any new programming or processes begun as a product of data 

analysis. 

Narrative of Actions: Use the space below to document any additional information that will help inform others of the progress made during up to October 1st. 

51

Highlight any new programming or processes begun as a product of data analysis. 

After the first meeting with the AP committee, we came up with quite a few strategies that will encourage higher enrollment numbers in AP classes. We will work 

on a new enrollment process (especially for 9th and 10th graders) that is based on grades earned in the past. We will also incorporate an exit program which will 

help remove students from the program after the first trimester if they struggle. 

We will open AP psychology for juniors and seniors instead of keeping it as a senior only class. We will also stress that this class is content based vs. skills based. 

With this, students who are willing to work hard and commit to the learning process can take this as their first AP class. 

We will create a Seneca High School AP Hall of fame banner and put students names on the banner who have passed an AP exam. We will place these banners in 

one hallway and use this incentive as a new tradition at Seneca. 

Shirts will be given to students who pass the AP exam identifying them as Seneca AP Scholars. 

We will listen to our students! When students are having issues in an AP class, we will listen to them and see what kind of support the school can offer to make 

the situation better. 

We have received a grant from Advanced Ky to improve our AP program. 

We met with several Advanced Ky representatives and looked at new approaches for recruiting students to the AP program. 

We have selected new AP classes to offer next year which include AP Psychology, Studio Art, Chemistry, Environmental Science, Statistics and Physics. 

AP (January 7) 


9% of Seneca students are enrolled in AP classes 

Less than 1% of our ECE students are enrolled in AP classes 

0% of our ESL population is enrolled in AP classes 

6% of our free/reduced population is enrolled in AP classes 

52


We aren’t currently seeing the number of students who have AP potential 

We have not explored the amount of minority students (outside of ESL) in AP classes 


We have one of the highest pass rates in JCPS 


Our number of enrollments in AP classes in general 

Minority recruitment into AP classes 

ESL recruitment 

The amount of students who receive free/reduced lunch enrolled in AP classes. 

The number of ECE students enrolled in AP classes. 


Develop a plan to increase student participation in AP Courses. 


AP (October 1) 

Academic Performance 

9% of Seneca students are enrolled in AP classes 

Less than 1% of our ECE students are enrolled in AP classes 

0% of our ESL population is enrolled in AP classes 

6% of our free/reduced population is enrolled in AP classes 

Transforming School Culture 

11 students were suspended the first student month. 7 were AA males and 3 AA females. 

20 students were assigned to SOS- 8 were AA males, 6 were AA females. 

Data Informed Decisions 

Students have been placed in interventions based on both EPAS data and performance on content formative assessments. 



We aren’t currently seeing the number of students who have AP potential 

We have not explored the amount of minority students (outside of ESL) in AP classes 

53


The data does not tell us the number of repeaters for suspensions and SOS assignments. 


Which interventions are effective? Where do achievement gaps exist? 



We have one of the highest pass rates in JCPS 


Suspensions were reduced from this same time last year. 


Intervention plan is being adjusted based on student progress and teachers actively regroup students for intervention and enrichment. 



Our number of enrollments in AP classes in general 

Minority recruitment into AP classes 

ESL recruitment 

The amount of students who receive free/reduced lunch enrolled in AP classes. 

The number of ECE students enrolled in AP classes. 


Reduce the number of students suspended and assigned to SOS, especially African American students. Include those students in the Hawks Behavior 

Intervention classes and mentoring classes. 


Use practice ACT data to refine intervention plans for students at all levels; improve Tier 1 instruction through differentiation 



Develop a plan to increase student participation in AP Courses. 


Develop a suspension reduction plan with strategies to decrease the number of AA students suspended and assigned to SOS. 

We will be meeting with AdvanceEd Kentucky (December 12) to discuss incentives for Math, Science, and English teachers after recruiting greater numbers 

of AP students and based on their performance in the class and on the Advanced Placement test. 


We need to determine goals and analyze first 6 weeks data to analyze interventions and instruction; monitor Friday intervention progress 

Attach 30/60/90 Day Plan to email submission to ERD 

54

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