BUILDING CONTINUOUS IMPROVEMENT PLAN (CIP)
Building: Pickerington High School Central
Building Strengths:
 Met all 10th and 11th grade OGT indicators on the 2014 Report Card. More than
80% of all students passed each OGT section.
 Both 4 and 5-year graduation rates are above the 93 and 95% respective
benchmarks.
 Diverse Population of students
 A lot of leaders amongst the staff.
 Wide variety of course offerings
 Student Leadership Opportunities
 Positive School Activities: House time/Challenges
 Wide variety of extra curricular activities
Building Areas of Challenge:
 Increasing the Performance Index (PI) within each achievement level.
 AMO gap goals in Reading Proficiency were not met for the IEP Subgroup.
Gap for IEP = 17.7
 AMO gap goals in Math Proficiency were not met for the IEP and African
American Subgroup. Gap for IEP = 26.5 GAP for A.A. = 2.7.
 Not meeting expectations of ACT and AP scores compared to district similar to
us.
 Finding time to work with students for intervention and enrichment
 Not implementing common assessments and/or quarterly assessments in core
areas.
 Weak in data analysis and how it drives instruction. Again need to have common
data to analyze.
 Not enough time to meet and develop curriculum and/or assessments within
each department in both schools. If this is the goal/vision then as a district we
need to arrange the school day to accommodate for this. Board and community
need to understand this important piece.
 Attendance rates for IEP and economically disadvantaged students.
Focus: (Goals)
1) By the end of the 2014-2015 school year we will increase overall student
achievement by 3% as measured by the P.I. on the state report card.
2) By the end of the 2014-2015 school year we will maintain and/or increase all
AMO goals in Reading Proficiency, Math Proficiency and Graduation Rate to a
minimum of 80 points earned. *Emphasis will be on IEP and African American
Subgroups.
3) By the end of the 2014-2015 school year we will decrease the number of
discipline referrals and absences for special education and economically
disadvantaged students by 5% over the previous years’ data.
1) By the end of the 2014-2015 school year we will increase overall student
achievement by 3% as measured by the P.I. on the state report card.
Actions:
Mid Year Check:
1. OGT tutoring will occur in smaller
groups and more frequently to give
students more repetitions in the
core areas of need.
2. Implement OGT strategies within
the classroom.
Teachers will be able to identify who falls
within these subgroups so that they can
monitor the progress and growth of these
students.
Attendance, data from previous tests to
determine areas of concern, spring data to
evaluate content strands.
Frequent and deliberate progress
monitoring.
2) By the end of the 2014-2015 school year we will maintain and/or increase all AMO
goals in Reading Proficiency, Math Proficiency and Graduation Rate to a minimum of 80
points earned. *Emphasis will be on IEP and African American Subgroups.
Actions:
1. Each Department/TBT has developed
actions that address the CIP goals that
apply to them. (See Attached)
Actions include:
• Implementing springboard
• Content pacing guides
• Implementing common assessments
• Mastery grading policies (Why are we
grading this? What does a grade mean?)
Mid Year Check:
Walkthroughs, observations, teacher
based team discussions, adult
implementation of the strategy, STAR
data.
Analyzing common STAR data, data
collection, student improvement on
assessment.
Embedded assessments implemented with
in the spring board curriculum for both
Math and English
2. By the end of the 2014-2015 school year we will decrease the number of discipline
referrals and absences for special education and economically disadvantaged
students by 5% over the previous years’ data.
Actions:
1. Team will look at data in the
following student areas:
Mid Year Check:
Identifying students who fall in these
ranges and setting interventions to help
them succeed.
• Attendance
• Tardies, class cuts and other
discipline behaviors.
2. Positive rewards for positive
behavior in the building. (PBIS)
Results we expect:
1. Over all school student
achievement will increase by 3% in
our Performance Index scores.
2. Special Education subgroup will
show a 10% increase in Reading
and Math. (Gap closing)
3. African American subgroup will
show a 7% increase in Math
proficiency (Gap Closing)
4. Departments will develop common
quarterly common assessments.
5. Increase attendance rates of IEP
and economically disadvantage by
3%.
Use On Time Graduation Data to help
identify these students, along with Adhoc
reporting.
Mid Year Check:
STAR data shows that students are
improving in the areas of Reading and
Math.
Progress monitoring shows special
education students are improving in areas
of Reading and Math.
TBT tracking sheets show evidence of
development of quarterly assessments,
pacing guides and analysis of data.
Link to District CIP
Our Focus goals align with DLT Goal #1, #2, but #3 did not apply so we created a PBIS
goal.