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NCLB Improvement Plan

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Section I.   School Improvement Plan Cover Page

                                               (all schools must complete this section)

Contact person if different from Principal:

Section II:   Improvement Plan Abstract

•  Characteristics of School

Manchester High School Central is located in the inner-city portion of Manchester.   The school serves students in grades 9 through 12 with an enrollment of approximately 2,400.   Central students come from with the city limits and the towns of Hooksett and Candia.

•  Areas of inadequate performance

Central High School students did not meet the for AYP results in a variety of areas.   Central did not meet AYP as a school and every group in reading, mathematics and graduation rates.   The overall performance of the tested students increased in 2004 compared to 2003 but at a level that was below the acceptable performance percentages.

•  Major School Improvement Efforts

During the past two years, Central staff have beenn actively engaged in a variety of reform efforts to enhance student performance.   All curriculum has beenn developed based on state and local standards for performance.   Assessments have beenn developed that vary and better identify student competency.

The staff has been trained in Positive Behavior and Interventions programs that target at-risk students to reduce dropout rates.   After school programs are being developed to provide academic support for students and efforts are underway to create smaller learning communities within Central.   In an effort to secure hard data on school climate and performance, a variety of surveys have beenn conducted of both staff and students.   Finally, academic departments are examining test results and have developed school-wide expectations and student outcome.   This academic work has included the creation of evaluation rubrics and a vehicle to measure specific competency performance.

•  Summary of Strategies

Methods in place are to improve standardized testing performance, increase attendance and improve graduation rates.   Throughout the school, standards based on learning are being used to focus on student achievement.   Through cross referencing to identified New Hampshire Frameworks expectations, the entire curriculum addressess specific outcomes.

Efforts are being made to improve overall school climate and identify areas of concern.   This will increase attendance and student learning by providing an appropriate environment for instruction.   Targeted students include those demographic groups performiing below AYP.

•  District Review and Resources

The Manchester School District has reviewed the tentative plan and has pledged support and assistance.

Section V:   School Improvement Goals and Strategies

Strategy # 1    Standards Based Curriculum

•  Purpose

To improve overall student performance in academic standardized testing Central High School has adopted a strict policy of curriculum development based on recognized standards for performance.   By identification of standards and the appropriate assessments, staff will be better prepared to judge overall achievement.   In addition to the use of New Hampshire Frameworks competencies, each department developed and incorporated standards into each course offering.

•  Evidence of Effectiveness

The design of the standards based curriculum and the assessment rubrics is the process required by the New England Association of School and Colleges (NEASC).   For school accreditation, NEASC has conducted a full review of the curriculum utilized as Central High School and has approved the scope and design of what is now in place at the school.

•  Implementation

Over the past year, the Central High School staff has utilized seven release time days to complete the improvement and implementation of Standards Based Curriculum.   All staff was involved in the development of specific definitions for outcome assessment.   Each department developed defining statements for all expectations of the school's mission.   This information was then gathered and examined by teachers and the school administration.   Common definitions were compiled and grouped for faculty discussion and selection.   The teachers re-examined the listing of definitions and selected those that most appropriately addressed the expectations of the school's mission.

The committee again reviewed this feedback and input and developed those items most often accepted as appropriate descriptors.   The final listing was summarized and the staff ratified the selections.  

The development process included the use of a numeric scale for an individual rating process to determine final selections for use as definitions. Each major expectation includes the general definition and a sub group of specific components.   This task was completed during the school year during release time provided to the school staff by the school district.

The majority of outcomes are related to the overall performance of the student in academic areas.   The true focus of the entire process centered on student learning and related criteria for assessment.

As each department developed standards for each course offering at Central High School overall assessment of student performance has beenn enhanced.   These standards were created based on pre determined standards for the department as a whole.   The existing New Hampshire Frameworks were used as a guide and also incorporated into departmental expectations.   This work established a foundation for specific academic expectations and the development of assessment rubrics.

The assessment vehicles required a variety of formats.   Formative and summative assessments were developed to evaluate outcomes and benchmarks to monitor student learning.   The rubrics developed by the faculty at Central High School are designed to be both holistic and analytical.   The rubrics are written to directly address criteria established by the faculty to adequately provide performance descriptors.   The rubrics include four levels of performance, which indicate the student's grasp of each concept.

Special attention has beenn given to student achievement in the areas of communication.   The expectations are referenced through a series of benchmarks and specific rubrics can be used to document performance.   Exemplars have not beenn incorporated into the rubrics as the faculty utilized task analysis lists to compete the rubrics.   The finalized list for utilization in rubrics at Central is representative of the feedback and input of all current faculty and was ratified by the staff during district provided release time

The academic expectations and standards currently exist in both course and department guides.   However, these codified standards have since beenn extrapolated from those guides and aligned with the school mission statement.

The expectations were created from standards in individual course outlines.   The focus has beenn changed from course assessments to overall holistic expectations for all students at Central High School.   The collaboration of the teachers assisted in the development of this continuum and expansion of academic expectations to encompass the school's mission.

•  Evaluation

Assessment of the assigned expectations to the departments is still in progress.   The faculty has decided to use periodic exams as the secured assessment to measure student achievement of school-wide standards. The faculty has incorporated assessments of expectations into course exams.   This task should be completed and available for analysis by June of 2005.   This process is the first of a variety of evaluative devices, which will be used to measure successful student attainment of the mission expectations.

With a process of cross-reference of course standards to those standards identified in the annual sophomore testing, the faculty can clearly identify areas for student nonperformance.   Through this identification process remedial efforts can be undertaken to improve the performance of all students.

•  Parent/Family Involvement

The initial curriculum design and instructional plan was reviewed is parents through the Course of Study brochure and the local advisory committee.

•  Proposed Expenditures

There are no related additional costs associated with this strategy.

Strategy #2     Achievement for dropout Prevention and Excellence (APEX)

•  Purpose

Despite the efforts of all the Central staff, the student dropout rate exceeds the state average and is currently approximately 20% over a four year period.   APEX is designed to significantly reduce the student dropout rates by adopting two intervention models.   When the dropout rate is adequately addressed, improved student performance is a direct result.   Most students drop out from school between their second and third year of secondary school.   By keeping those students engaged in school over a longer period, academic measuring devices such as the will indicate improved overall performance.

•  Evidence of Effectiveness

Schools through the country from Oregon to New York are finding that the APEX program is effective in reducing misbehavior, office referrals, suspensions and increases pro-social behaviors and results in enhanced learning outcomes.    When fewer students are dropped out, overall school achievement is enhanced.

•  Implementation

Two different models are utilized in the APEX program.   PBIS (Positive Behavioral Intervention and Supports) includes a broad range of systemic and individualized strategies for improving student attendance and academic performance.   PBIS is a data driven system of establishing expectations that address school-wide, targeted and individual student behaviors and performance.   This process calls for a vary of school wide surveys and sample to determine what items should be included as action items in an overall plan.   Direct benefits from such a program are increase attendance and participation in academic training.

The second model RENEW (Rehabilitation for Empowerment, Natural supports, Education and Work) is a specific program to target high at-risk students with counseling, tutoring, job seeking skills and work opportunities.   The program at Central identifies twenty high at-risk students for inclusion in these opportunities.   A variety of efforts and interventions are made on behalf of the students to increase their focus on school and academic performance.

•  Evaluation

This program was developed by the Oregon Office of Special Education and includes a broad range of systemic strategies to improve student performance.   Historically, the students included in these intervention programs are academically disadvantaged.   The evaluation of the effectiveness of the model takes place when the follow-up data is collected and analyzed.   These students would normally fall into the novice category of academic measures on such a standardized test as the NHEIAP.

•  Parent/Family Involvement

The parents of student who are brought into the RENEW program are involved in the determination of the students individual academic plan.

•  Proposed Expenditures

Both programs are being utilized at Central currently without any district expenditure through a grant.

Strategy #3    Smaller Learning Communities

•  Purpose

The conceptual desire at this time calls for dividing Central into a number of 'schools within the school'.   Career academies would be developed based on general occupational themes for grades 10 through 12. Freshmen would go through a series of exploratory courses and make academy selections for grade 10.   Once in the sophomore year, students would be more engaged in academics through an increased interest in the workload and the practical application of the learning.

•  Evidence of effectiveness

The New Hampshire Department of Education, High School Reform Task Force and Brown University have identified the Smaller Learning Communities an effective program for school redesign and a vehicle to improve overall student achievement.

c.   Implementation

Within the past month, Central High School has received a planning grant for SLC through the NHDOE. A committee has been created and the group will attend four training sessions in the development of a plan.

  This "schools within a school" structure fosters individual excellence in academics and applicable skills as well as development of 'high performance skills' such as problem-solving and decision-making, self-management, communications skills, and team work. In addition, Central expects a variety of positive effects through this reform. Targeted areas for improvement are reduction of dropout rate, increase graduation rate, increase in numbers of students with definite achievable post secondary plans and a better preparation for vocations.   An emphasis would be placed on the ability to apply knowledge in a practical situation.  

The development of a comprehensive guidance program will allow each student to develop an individualized education plan that includes the awareness needed to make a career pathway selection.   Students are not "locked into" a pathway, but are given opportunities to explore a variety of interests in the freshman year to better gain the self and program knowledge needed for selection. Manchester has a number of post secondary schools businesses that could articulate with career pathways. Central High School intends to form close connections with these organizations for the purpose of teacher mentoring and training, student work-based learning, and in some cases, higher education articulation agreements.

Central High School believes that restructuring to smaller learning communities will help to meet the needs of all students within this urban school community. An emphasis on high expectations within the student-selected programs will promote a level of "mastery learning."   An objectives-based curriculum assessed in part through student performance will lead to a competency credential and/or portfolio from each career academy/program. Programs within the career areas will also be developed for those students who are gifted and talented, with a possible connection to the International Baccalaureate Program.  

This whole-school reform effort will open an opportunity for assessment changes within the school system, with a combination of academic assessment, practical application assessment, and work group skills assessment which will lead to a complete picture of each student's evidence of learning and demonstration of the application of knowledge. As designed, this initiative responds to recommendations from the recent NEASC report by improving overall codified expectations for all students and aligning the entire curriculum to the stated mission of the school.

Sample plan of enactment of a Smaller Learning Community

•  Enter into an agreement with the Manchester Chamber of Commerce for support and fiscal agent responsibilities.

•  Connect with local teacher's union and seek waiver for flexible transfers into and out of restructured school.

•  Establish a district-wide information-sharing and PR plan so that the other three high schools are informed of Central's process and progress and can eventually become part of a district-wide small learning communities model, with a magnet school atmosphere.

•  Establish a community Public Relations process for continuous update and positive media coverage of the school reforms.

•  Seek partnerships with area institutes of higher education (IHEs) for staff training, articulation agreements, curriculum development, and teacher and student mentoring programs. Some ideas for connections of specific career academies and local IHEs include (but are not limited to:

•  Trades and Industries Academy - Manchester School of Technology

•  Humanities and Liberal Arts Academy

•  Business, IT, and Marketing School

•  Social Science and the Law  

•  Application Mathematics

•  World Languages and Culture School

•  Science and Medicine

•  School of Fine Arts

Leadership

Establish a full-time initiative coordinator who will be a recognized, respected leader within the school (someone with recognized background and expertise).

Create an independent advisory committee from business for support in enhancing the teaching of applied knowledge. Include 'shadow' agreements for students to work in organizations related to each field of study (career academy).

Build a leadership team consisting of administration, department heads, and staff, enlisting support of influential and well-respected faculty members who are both supportive of the effort and will help create buy-in amongst their colleagues. A parent, community member, and one or two students will also be included on the leadership team.

Contract with Dan French for advisement activities, perhaps quarterly meetings with the Leadership Team.

Involve district and/or building technology administrator to evaluate current technology and recommend upgrades.

Activities (Timeline and dates depend on timing of receipt of grant funding)

Awareness activities to begin fall of 2005 - announcements of intent; research articles on smaller learning communities; guest speakers at faculty workshop days

Formation of Leadership Team and hiring of initiative coordinator to begin on receipt of grant funding, fall of 2005.

First planning meeting to occur before January 2005,

Spring semester 2005, begin monthly Leadership Team meetings to plan in detail for each of the activities in the initiative timeline: what, who, when, where, and how, as well as evaluation of the activities as needed.

Spring semester 2005, Leadership Team meets with district/ building technology administrator to review system requirements and recommendations for moving toward a teaching/learning that incorporates classroom technology in every discipline as well as an electronic student portfolio system

Spring semester 2005, visitation by Leadership Team members to model sites

Late Spring semester 2005, establish informal discussion groups with each department led by members of the Leadership team, for the purpose of information sharing, gathering input, and to become informed of early concerns that need to be address before moving forward.

Begin process for revision of guidance process to full Comprehensive Guidance and Counseling Program that will include the development of Individualized Education plans for each student. The Guidance department will need its own advisory team and change process timeline with periodic check-ins to the larger Leadership Team to assure alignment.

d.   Evaluation

Assessment of the program will be based in overall student performance of all students and an examination of the data of specific under-performing groups.   The concept of Smaller Learning Communities has beenn recognized as a major and significant reform to increase academic success for all students.

•  Parent/Family Involvement

The reform of the overall school will require considerable input from such stakeholders as parents.   Information sessions will be held to educate parents in the restructuring of the school.

•  Proposed Expenditures

Extremely limited on behalf of the school district.   The initial planning grant is provided through the NHDOE with a FY05 allocation of $50k.

Strategy #4    21 st Century - after-school programs

•  Purpose

Engage students in a variety of after-school programs that will enhance academics and training in the arts.  

•  Evidence of Effectiveness

The 21 st Century program has beenn recognized as an effective method of providing students with educational programs outside of the regular school day.   The program is endorsed by a variety of organizations from the US Department of Education to the colleges and universities throughout the country.

•  Implementation

The 21 st Century program creates opportunities for students to participate in programs that will enhance academics and education in the arts.   At Central, proposals are now being accepted for training courses which students can attend.   Currently, there are seven tentative programs under consideration and include art, information technology, Family and Consumer Science and a drop-in tutorial service.

These programs will operate on varied schedules meeting periodically through the second semester.   The students who participate may or may not be required to pay a service fee dependent upon their ability to pay.   The school has hired a site coordinate who will supervise the program daily after regular classes have ended.

Specifically addressing academic performance will be the tutorial drop-in center.   This center will utilize faculty members from core academic areas to provide students with individualized educational assistance.   The center will operate in much the same manner as a special education resource room does during the school day.   Once established, the tutors can interact with a student's teacher to identify competencies that have yet to be mastered.

The tutorial service is targeted to students with identified academic needs and will follow the standards based curriculum used in the classroom.   This 'extra help' is in addition to the normal tutoring sessions available to all students once weekly by their regular classroom teachers.

Through consultation with teachers, standards not mastered by the student can be identified and covered during the instructional process.   With the majority of students eligible for this service coming from socioeconomically disadvantaged categories and educational disadvantaged categories major gains are hoped for in mastery learning.

•  Evaluation

Specific tracking of individual student performance and improvement will be required to measure the success of the tutorial center.   Performance of individuals will be examined with NHEIAP test scores.

•  Parent/Family Involvement

There is little expectation that parents will be involved in the operation of this program.   However, every student will need parental permission to participate in the 21 st Century program that will provide parents with some information about the effort.

Strategy #5   Examination of demographic data as related to performance

•  Purpose

Clearly, an examination of the NH AYP School Summary Report indicates that non-white students performed at a lower achievement level than white students.   Through survey work and an analysis of demographic enrollments and performance, a plan can be developed to address the performance gap by specific groups.   Through identification of students and the tracking of their programming, academic intervention can be made to improve performance.   This data driven process will assist Central High School in making determinations for remedial activities and curriculum restructuring.  

•  Evidence of Effectiveness

There are a variety of factors that need to be considered when examining raw data.   Many of the non-white students who are not meeting the performance targets are not native English speakers. With the overwhelming number of required credits students must take for graduation, LEP students are unable to take many courses out of the required course offerings.   Many LEP students take an ESL and a regular English class simultaneously to enhance language arts skills.   Students in this category would be included in the school population who would be taking the sophomore tests during their fourth semester.

In addition, the examination of data by ethnic group does not include categories for students who are ELL but are considered white by DOE race code.   Central High School has beenn a resettlement area for eastern European refugees for the past fifteen years.   There are a large percentage of Bosnian students currently at Central and DOE would not account for these students in the traditional race code survey.

There are other unfortunate factors that influence diminished performance by ELL students who are tested.   Non-English speaking students dropout of school at a higher rate than other students. This is due to a number of factors from the language barriers to socio-economic demands.

•  Implementation

The purpose of the examination of demographics and performance is to delineate which students from the non white population are not meeting 'basic' academic levels.   By development of academic interventions for these students, additional supports can be put in place that will provide academic tutoring and remedial instruction.

This could be accomplished through a variety of ways: specific standard tutoring to increase mastery learning; utilization of ESL resource educational assistants; competency building through the tutoring drop-in center and coordination with the student's individual teachers.

Central High School is truly representative of America, with a diverse population of students from around the world.   There are students from approximately 70 countries and Central High School students speak over 30 different languages.   Tremendous progress has beenn made over the years in the full and complete integration of non-native students into the programs at Central.   In example, this year the top twenty academic students for the Class of 2004 included two ELL students. The number one student by simple GPA was an ELL student who attained a perfect 4.00 average.

d. Targeted progress would need to be measured to evaluation the effectiveness of individual identification and academic interventions

e.   Parent/Family Involvement

As this proposal in strictly an internal process and would only encompassed current students and faculty, there would be only rare parental participation.

•  Proposed Expenditures

No additional expenditures would be required to enact this data examination and identified interventions.

Section III.   School Demographic Information

(all schools must complete this section)

Is the school (check all that apply) :

Title I Schoolwide ⇑       Title I Targeted Assistance ⇑       Non-Title I ⇑      

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