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| Is
student making adequate academic progress?
Is student aware of graduation and
post-secondary requirements? |
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| Enrollment- New Students and Current Students |
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| Review past grades and courses.
Discuss interests.
Consider prerequisites and class sizes. |
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| Enrollment forms, Graduation Checklists |
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| How does student's previous academic achievement blend with MHS
requirements? |
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| Test
students coming in from non-accredited schools.
Review records for incoming freshmen. |
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| Enrollment forms, CRT/NWEA results, Transcripts |
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| Is student aware of graduation and post-secondary requirements?
Does student understand the Carnegy unit
credit system? What
academic supports may benefit this student? |
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| Progress toward graduation |
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| Present
in each Freshman English information regarding
transcripts, credits, required classes, and
importance of grades.
Review D/F list to notice freshmen or
sophomores in need of further assistance.
Recommend academic support programs, HELP,
Bridges, Peer tutors. |
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| Down slips, D/F list, participation in Bridges, tutoring, HELP.
Transcripts |
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| What personal problem(s) make academic progress difficult?
What part of these problems is student's
responsibility?
What actions can student take to lessen the
impact of this problem?
What resources are available to help? |
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| Following-up on parent, teacher, or administrator recommendations
concerning students, Following-up on counselor's
personal observations of student, reviewing D/F
lists |
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| Files, Progress Reports, Drop-Out Rate |
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| Which students may benefit from peer tutoring - as either tutors
or students? What
schedule is feasible for their studies?
Is tutoring achieving the goal? |
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| Identify upperclassmen willing and able to tutor.
Maintain a list.
Match tutors with students needing
assistance. Arrange
for them to meet and schedule first session.
Review effectiveness. |
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| Participation in peer tutor program, Progress Reports |
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| Is student aware of graduation and post-secondary requirements?
Does student understand the Carnegy unit
credit system? What
academic supports may benefit this student? |
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| Leadership and Goal setting |
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| Present to sophomore classes opportunities present with HOBY,
PLAN and PSAT tests.
Review their transcripts with them and
discuss importance of grades and
coursework to qualify for Qualified
Admissions and Regents Curriculum. |
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| HOBY applications, PLAN and PSAT registration, transcripts |
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| Which students are not meeting academic expectations?
What are teachers doing to support student
efforts? What
further accommodations could be attempted.
How effective are accommodations?
Does staff recommend student for placement
evaluation for 504 or special ed? |
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| General Education Support Team Process |
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| Identify
students who may need additional support to be
successful. Receive
input from teachers and parents, as well as
counselor observations.
Evaluate student records.
Schedule staff meeting.
Prepare GEST folder with necessary data.
Coordinate staff meeting, recording
interventions tried and suggested.
Write minutes of meeting with recommended
interventions. Re-evaluate
student success with interventions.
Obtain staff recommendation for further
testing or not.
Communicate with subsequent testers. |
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| GEST folders, meeting minutes |
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| What supports are appropriate for this student?
What courses best meet this student's
post-secondary goals? |
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| Support Special Education |
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| Attend all IEP's. Prepare
standardized test scores, transcripts, present
grades, plans of study, attendance, and behavior
reports for IEP's. |
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| What accommodations address the disability of this student?
Are those accommodations being successful in
supporting academic progress? |
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| 504 preparation and review |
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| Evaluate recommendations for 504 by GEST.
Call meeting of 504 team.
Write 504 plan accommodations, communicate
with staff, follow-up and review 504 plan. |
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| 504 plan, Progress Reports, ProStar Grade checks |
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| What testing schedule meets demands of accurate test
administration with minimum class disruption?
What resources are required?
Are students and staff aware of the schedule?
Are students, parents, staff and
administration aware of results?
Are students aware of the maximum usage of
test results? |
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| Schedule and administer CAT, PLAN, ACT, PSAT tests and makeup
tests, as appropriate.
Interpret results and communicate
interpretation. |
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| Is student making adequate academic progress?
What support systems could help?
Are parents aware of progress and supports? |
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| Encourage academic success |
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| Begin grade checks between Progress Reports.
Communicate with students via 1-1
conferencing and notes.
Communicate with parents regarding access
through ProLink or send grade checks to parents as
necessary. |
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| Progress Reports, phone log, files |
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| Concerning which careers does the student need information?
Which careers can send representatives?
How can we schedule 600+
students in 2-3 career workshops in 2 hours?
How can staff support this effort?
What perks and thanks can encourage continued
community involvement?
What equipment is necessary?
How effective is this effort? |
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| Schedule date. Arrange
community speakers.
Distribute student "enrollment"
forms. Enter
student requests into computer program and assign
"classes."
Communicate "enrollment" to
students and teachers.
Coordinate staff and session supervision.
Arrange refreshments for speakers.
Arrange needed AV equipment.
Send notes of thanks.
Collect student evaluation forms and process
them. |
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| Community participation in Career Fair, student evaluations of
sessions, staff and community comments |
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| What careers fit the student's interest areas?
What preparation is necessary for that
career? What
high school classes are part of this preparation?
How can the student fit those classes into a
4-year plan of study?
Are parents aware of and supportive of the
student's high school Plan of Study? |
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| Schedule
time in English 1 classes.
Schedule time in computer lab.
Present career planning software (online) to
freshmen. Supervise
and teach use of same.
Day two - relate career plans to high school
plans. Begin
to delineate Plan of Study for 4 years.
Schedule Plan of Study Night for parents and
students to complete the plan. |
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| Career essay, Plan of Study |
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| Why does the student feel the need to change classes mid-year?
Does the parent support the change?
Does the change benefit the student's
long-range goals? |
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| Review schedule change requests.
Meet with students to determine need for
change. Make
necessary changes and notify teachers.
Review grades in pre-requisite classes to
assure proper placement. |
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| Is the student progressing adequately toward graduation?
What corrective action is required?
Are parents aware of lack of progress toward
graduation and options to correct? |
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| Review
transcripts/semester grades.
Notify parents and students of failures,
especially those which may require attending classes
in summer or elsewhere. |
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| Transcripts, Graduation Checklists, summer school enrollment,
phone logs |
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| Are MHS students making choices that lead to success?
Are school, community, and parents seen as
supportive of teen decisions?
How does MHS compare year-to-year and with
area schools? What
programs are needed to be supportive of smart
choices related to illegal substance use? |
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| Set date to administer drug survey to sophomores and seniors.
Receive results of survey.
Evaluate it and prepare report to BOE.
Consider any action required. |
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| How do MHS graduates view their educational experience?
What areas need re-evaluation? |
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| Graduate Satisfaction Survey |
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| Update survey; distribute it; evaluate it and report results to
Administration and others as needed. |
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| Graduate Satisfaction Survey |
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| What career would student like to explore by direct on-the-job
experience? What
information belongs on a resume?
Does parent agree with this program?
Is staff aware of who's going?
Was the experience worth the time?
What changes are needed in the Shadow Day
program? |
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| Receive
information from Wichita Area Chamber of Commerce.
Announce opportunity and requirements to
students. Help
students write resumes and complete applications.
Collect and submit applications.
Coordinate students and workplace
assignments. Receive
and communicate student evaluations. |
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| Shadow Day Evaluations, student participation |
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| Are MHS students learning state curriculum?
How do MHS students compare year-to-year and
with state? Are
all disaggregated groups learning similarly?
What changes are needed? |
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| Assist 11-12 counselor to schedule state assessments.
Administer tests and makeup tests as needed.
Disaggregate data, evaluate results, and add
to Profile. |
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| State Assessment results, Profile, State accreditation |
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| What classes are offered upcoming year?
What courses fit the student's long-range
goals? Are
parents aware and supportive of enrollment choices?
Does student have the pre-requisites
necessary for the classes selected?
How can MHS fit all students into as many of
their chosen classes as possible? |
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| Prepare enrollment forms for new school year.
Give class presentations concerning
enrollment choices.
Follow-up completion of enrollment forms by
all students. Travel
to MMS to present enrollment information to 8th
graders. Hold
Freshmen Orientation for 8th grade students and
parents. Enter
schedules into computer Scheduler.
Prepare mailing of students' schedules for
the upcoming school year. |
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| Enrollment forms, transcripts, Graduation Checklists, schedule
change requests |
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| How many instructors and slots for Drivers' Ed are available?
How to communicate with parents, instructors,
students, and administrators all the details?
Are all permits properly completed for the
State? How
many/who out-of-district students can be
accommodated? |
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| Summer school and Drivers' Ed |
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| Prepare enrollment forms. Advise
students and parents who may need to attend.
Coordinate staff/students and times/class
sizes. Meet
with students to complete drivers' ed permit
applications. Check
permit applications for completeness. Submit permit
applications to State.
Correct permits rejected.
Finalize enrollment lists and submit to
administration. |
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| Completed permit applications, class sizes |
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| Are summer school classes adequately reflected on transcripts? |
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| Summer school credit review. |
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| Review summer school credits earned.
List what courses and how many credits were
earned by each summer school student. |
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| Transcripts, Graduation Checklists |
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| What testing schedule meets demands of accurate test
administration with minimum class disruption?
What resources are required?
Are students and staff aware of the schedule?
Are students, parents, staff and
administration aware of results? |
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| Schedule, administer, and interpret NWEA testing.
Review results. |
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| Schedule
test times. Reserve
computer lab(s).
Communicate testing rosters to teachers.
Administer NWEA tests as necessary. |
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| What is the procedure for tornadoes, fire, chemical emergencies,
intruders, and other threats?
What is the counselor's responsibility?
How to handle community losses? |
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| Review Crisis Plan. Attend
Crisis Training as needed.
Be prepared to assist in a crisis. |
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| Where is the required information?
How does it compare year-to-year? |
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| Principal's Building Report |
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| Prepare data as needed and submit to administration |
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| Principal's Building Report, Building Report Card |
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| Are staff members aware of special needs and accommodations for
certain individual students? |
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| Prepare confidential notes to teachers and coaches detailing
special needs of students (disabilities, 504's,
health considerations, etc.) |
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| 504 compliance, student/staff/ parent input |
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| Do parents understand IMP Math concept?
How can parents support student efforts in
IMP? What steps encourage parent attendance? |
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| Plan IMP Parent Night. Coordinate
teacher presentations/ demonstrations.
Arrange refreshments.
Advertise the event.
Prepare brochure to explain the program more
and to communicate how to help student at home. |
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| Parent input and participation |
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| Are parents aware of opportunity to meet with teachers?
How effective was the communication? |
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| Parent-Teacher Conferences |
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| Advertise date/time. Publish
list of teachers/times/rooms.
Prepare, distribute, and collect survey forms
as required. Arrange
for refreshments. |
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| Parent-teacher Conference attendance, surveys |
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| How are MHS students performing on assessments compared with
other years and other groups?
How are specific disaggregated groups
performing compared with other years and other
groups? Are
state requirements being met? |
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| Prepare data and submit to administration. |
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| What requirements need to be met for accreditation?
What does USD 263 plan to meet those
requirements? What
training is needed?
How effective is the plan implemented?
What success is achieved for the students and
with the state? |
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| Attend
trainings as appropriate.
Disaggregate data, average data sets, report
data to site council, BOE, administration, staff,
and students. Update
Profile. Plan
and in-service staff.
Schedule and coordinate required visits.
Submit necessary reports to administration
and staff. |
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| On-Site Visit Report, Accreditation Report |
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| Is the school meeting the expectations of the community?
How can the community support the efforts of
the school? |
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| Meet monthly. Coordinate
school information with community. |
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| How can the Optimist Club support leadership development? What
students exhibit some leadership and are interested
in further leadership development?
Are HOBY requirements being met? |
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| Hugh O'Brien Youth Leadership Program |
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| Contact Optimist Club president concerning their support.
Announce the program to students.
Collect applications.
Send applications to staff for evaluation.
Evaluate staff input.
Select representative.
Submit application online. |
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| Student report to next class, community involvement |
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