2015-2017

Central High
School
School Improvement
Plan

Table of Contents
Section 1: District Mission, Vision, and Beliefs ........................................................2
Section 2: School Profile .........................................................................................3
Section 3: Comprehensive Needs Assessment ........................................................6
Smarter Balanced..........................................................................................7
ACT Results.8

Climate Surveys ............................................................................................8

Section 4: Goals, Objectives and Intervention Strategies ......................................12
2015-2016 Goals, Objectives, & Intervention Strategies .............................12
2016- 2017 Goals, Objectives, & Intervention Strategies ............................17
Section 5: Professional Development ...................................................................27
Section 6: Highly Qualified Staff ............................................................................29
Section 7: Parent Involvement in Education .........................................................29
Section 8: Transition Processes .............................................................................29
Section 9: Monitoring and Support .......................................................................30
Section 10: Fiscal Requirement .............................................................................30
Section 11: Ongoing Program Development .........................................................31

Aberdeen School District

Mission, Vision, and Beliefs
Mission
Empowering all students to succeed in a changing world.

Vision
To provide all students with the knowledge and skills necessary to reach their potential in a global
community through high expectations of academic achievement, diverse educational opportunities, and
community involvement in a safe environment.

Beliefs

All students can succeed when given the opportunity to learn through appropriate instruction,
academic experiences and involvement in activities.

All students benefit from a safe and nurturing learning environment.

All students benefit from positive role models.

Student progress is achieved by holding all students, parents and the school district accountable.

Students success is enhanced when the school, parents and community work together as
partners.

Goals

To meet AYP in all schools in the areas of math and reading.

Provide a safe and supportive learning environment for all students and staff.

Provide equitable access to current and developing technology tools for all students and
teachers.

Ensure a positive climate/culture that promotes collegiality among/between staff, parents, and
students.

Promote active partnerships within the community.

Central High School

2200 South Roosevelt Street Aberdeen, SD 57401
605.725.8100 (phone) 605.725.8199 (fax)

Jason Uttermark, Principal

Scott Pudwill, A-TEC Director

Jason.Uttermark@k12.sd.us

Scott.Pudwill@k12.sd.us

Dawn Seiler, Assistant Principal

Jacob Phillips, Assistant Principal

Dawn.Seiler@k12.sd.us

Jacob.Phillips@k12.sd.us

In an effort to facilitate and enhance student achievement at Central High School, parents, teachers, and
administrators have joined to form a School Improvement Planning Committee. The committees
findings are found in this document, which is a tool that will enable stakeholders to sustain the school
improvement focus at Central High School. This plan should drive subsequent decision-making,
interactions, activities, and planning processes to further the goal of student achievement and to ensure
compliance with Every Student Succeeds Act (ESSA) and the Next Generation Accountability Model.

Central High School Profile

Aberdeen is located in northeastern South Dakota, a primarily rural state. It is the third largest city in the state
with a population of 25,000. Aberdeen has two post-secondary institutions, Northern State University and
Presentation College. Its main employers are the schools, the hospitals, Molded Fiberglass, and 3M. Agriculture is
still the community's predominant industry. Grain terminals, livestock sale barns, a grain inspection service, and
related agribusiness help support the area.
The Aberdeen School District is comprised of eight attendance centers: one 9-12 high school, two 6-8 middle
schools, and six elementary buildings. Unique characteristics of the staffing patterns and student population of
Central High School are listed below:
Staff FTE
Art
Business/Comp. Sc.
FACS
Foreign Language
ILC
Language Arts
Math
Music
PE/Health
Science
Social Studies
SPED
Counselor
Deaf Education
Building Trades
Health Sciences
Welding/Machine
AV Arts
Networking
Automotive

2014-15
3.00
3.92
2.67
3.17
2.00
8.92
8.00
4.33
5.00
8.00
6.66
9.00
4.00
0.25

2015-16
3.00
3.92
2.50
2.67
2.00
9.42
8.00
4.67
5.50
8.00
6.41
7.00
4.00
0.25
1.00
1.00
1.00
0.84
1.00
1.24

2016-17
3.00
3.59
3.00
2.37
1.00
9.58
9.00
4.67
5.33
8.00
7.33
7.00
4.00
0.25
1.00
.67
1.00
1.00
0.33
1.24

School Improvement Planning Committee

Camille Kaul
Assistant Superintendent
Belinda Ready
DOE SST
Jason Uttermark
Principal
Jacob Phillips
Assistant Principal
Doug Neuharth
Indian Education Coord.
Barry Hehn
Counselor
Mendy Jones
Sp. Ed. Teacher
Barb Glanzer
Math Committee
Brittany Smid
Literacy Committee
Amy Dix
Respect Committee
Chris Pirlet
Responsibility Committee
Nicole Olson
Caring Committee
Andrea Kost
Parent
Mikayla Arechigo
Teacher
Cheryl Hanson
Teacher
Saundra Anderson
Teacher
Kevin Rook
Teacher
Hannah Carlson
Teacher

Central High School - Grade 11

Grade 11
White
Black
Asian
Nat Am
Hispanic
PI
TR
Econ Dis
SpEd
LEP
Migrant

2013-14
302
265
3
5
20
6
0
3
71
23
5
0

2014-15
270
224
6
8
16
11
0
5
79
14
5
0

Central High School - Grade 11

2015-16

2013-14

2014-15

2015-16

83.0%
2.2%
3.0%
5.9%
4.1%
0.0%
1.9%
29.3%
5.2%
1.9%
0.0%

80.9%

320
259
10
8
34
5
0
4
103
35
6
2

White
Black
Asian
Nat Am
Hispanic
PI
TR
Econ Dis
SpEd
LEP
Migrant

87.7%
1.0%
1.7%
6.6%
2.0%
0.0%
1.0%
23.5%
7.6%
1.6%
0.0%

3.1%
2.5%
10.6%
1.6%
0.0%
1.3%
32.2%
10.9%
1.9%
0.006%

School Improvement Timeline

2002-03

2003-04

2004-05

2005-06

2006-07
2007-08

Reading
Alert
SPED
Level 1
Nat Am
Econ Dis
SPED
Level 1
Met AYP

Math
Alert
SPED
Level 1
Nat Am
Econ Dis
SPED
Level 1
Met AYP

Level 2
SPED

Level 2
SPED

Level 2
Met AYP
Level 2
Met AYP

Level 2
Met AYP
Level 3
SPED

Notes

Missed participation rate

Grades 5, 8, and 11 science assessment added to

DakotaSTEP
Assessed on new South Dakota math content
standards
Implementation of new grades 6-12 district math
curriculum
Implementation of new grades 6-12 district science
curriculum
Implementation of new grades 6-12 district social
studies curriculum
Assessed on new South Dakota reading content
standards
Implementation of new grades 9-12
business/computer applications curriculum
Implementation of new language arts curriculum
Implementation of Respect, Responsibility, and Caring
Committees
Implementation of Academic Intensive Care Unit
Math Curriculum moving to common core
Addition of specialized reading class for Juniors
Implementation of Common Core Standards for
English language arts and math
Implementation of new math curriculum
Piloting SLO and Teacher Effectiveness Model
PE/Health curriculum study begins
Full implementation of Teacher Effectiveness Model
Science curriculum study begins
Social Studies Curriculum study begins
Added an additional elementary site

Level 3
Met AYP

2008-09

Met AYP

2009-10

Met AYP

2010-11

Met AYP

Level 4
SPED Math
Met AYP

2011-12

NCLB Waiver

NCLB Waiver

2012-13

Progressing

Progressing

2013-14

N/A

N/A

2014-15

Progressing

Progressing

2015-16

Progressing

Progressing

2016-17

Comprehensive Needs Assessment

On August 16, 2017, staff members gathered to complete a comprehensive needs assessment of the entire
school. Data was reviewed based on student, program and structure, professional practices, and family and
community information. Data sources included Smarter Balanced results, DakotaSTEP, ACT Test results, surveys
from parents, students, and staff, Pride survey results, demographics, attendance, and discipline reports. Data
retreat participants broke down into sub-groups and identified strengths, areas of concern, and key areas in math
and reading in need of improvement. Goal statements were discussed and possible strategies were then
brainstormed. Detailed notes from all groups were submitted, kept, and referred to at subsequent SIP meetings.
On August 16, 2016 core team teachers were provided with student rosters and student proficiency levels in
reading and math on the Smarter Balanced test. After examining this data, teams identified strengths and areas
of improvement for each class and individual students. Review of this data allowed staff members to develop
effective plans for students based on educational needs.
The School Improvement Committee met on the morning of September 8, 2016 to narrow and finalize the goal
statements and to refine the strategies for implementation. After discussing a wide variety of strategies, an
action plan was tentatively designed with time frames, persons responsible, and necessary resources. Follow-up
conversations and emails were held with Sub-Committee Chairpersons. Most of the specific details and refining
for the action plan will be handled by the sub-committees other than the School Improvement Committee. The
details of the action plan will be reviewed on an on-going basis with modifications made as the school
improvement committee deems necessary.

Smarter Balanced Results

Beginning in 2015, in compliance with the Every Student Succeeds Act (ESSA), the state of South Dakota
required all students in grades 3-8 and 11 to take a computer adaptive test called the Smarter Balanced
Assessment (SBA). The SBA assesses student achievement in the areas of math and reading. A students
score on each subtest places him or her in one of four achievement categories: Level 1, Level 2, Level 3,
or Level 4. South Dakotas overarching goal for Student Achievement is to reduce by half the percentage
of students (all subgroups) who are not proficient within six years. Proficiency is measured by
performance on the annual statewide assessment. Targets, based on this six-year goal, are set for each
subgroup at each school, in equal increments, to give that school a unique trajectory that recognizes
where the schools subgroups started in terms of student proficiency and to support continuous
improvement. AMO targets will be set following the results of the Smarter Balanced assessment in the
2014-15 school year.
The following table displays the percentage of students who scored proficient (Level 3 or Level 4) for the
2014-15 school year and the 2015-16 school year.

percentage of level 3 and 4

CHS ELA Grade 11

72

70

70
68
66
64

62

62
60
58
2015

2016

percentage of level 3 and 4

CHS Math Grade 11

36

35

35
34
33

32

32
31
30
2015

2016

Analysis of Data: The data from the Smarter Balanced Assessment this year was second year data.
Comparisons to the Dakota STEP test results are not statistically viable so we have only have two-year
period of data to make judgments. The CHS Reading scores of the percent of students proficient or
advanced were above the state average and were an increase of eight percent over the previous year.
Upon more detail analysis females outscored males. No-gap students significantly outscored all gap
categories. The CHS Math score results were below state average. Upon more detail analysis females
outscored males. No-gap students significantly outscored all gap categories.
Implications from Data: Even though the overall Reading scores appear solid and solid gains were
noted, we need to improve in the areas of Listening and Speaking. We also need to address the areas of
discrepancies in our sub-categories. The overall math scores continued to be concerning, with the
greatest need for focus in the areas of Concepts and Procedures. We also need to address the areas of
discrepancies in our sub-categories.

ACT Results

Analysis of Data: We have data from the ACT Test going back dozens of years. The CHS Composite
scores were above the state average and were an increase of .1 over the previous year. The CHS Math
score results were below state average and up .1 from the previous year. The Reading scores above the
state average and up .2 from the previous year. English scores were above state averages and level from
the previous year. Science were equal to the state average and up .4 from the previous year. The
benchmarks scores represent percent of students that were declared college in each specific area. The
benchmarks in the graph above also comparable to state averages. In our district the percent of
students that met all four benchmarks in comparison was above the state average. Our college
readiness greatest area of strength in comparison to state averages was in the area English. Our
weakest performing area in comparison to state averages was in Math.
Implications from Data: Our overall scores appear solid and nice gains were noted. English and Science
have been particularly strong over the years. Although reasonable, the overall math scores continued to
be concerning. We need to improve in the areas of math and preparing our students for College
Algebra.

Climate Surveys/Discipline Data

In the spring of 2015, school climate surveys were administered to all students in grades 3, 5, 6, 8, and
randomly selected students from grades 9-12 in the Aberdeen School District. The school climate
surveys were also provided to all district parents, teachers and other school staff. The purpose of the
survey was to collect information to be used along with other data to improve our educational programs
and for school accreditation purposes. We cross referenced the information in the Climate Survey with
CHS student discipline data.
Description of Data: The tables below identify the results of climate surveys given to staff, a random
sampling of students in grades 9-12, and parents in the spring of 2015. The results are displayed with
the raw number of responses in each category.
Analysis of Data: Most survey results are generally positive. The area of rules and policies are
enforced consistently has been high concern in the past, but the recent results are better, but still not
ideal. The category of all individuals are treated with dignity and respect has also been a high area of
concern and it appears we are making nice strides that area also. Total behavior incidents were up in
2014-2015 with most of the increase from students skipping Advisory and being unprepared for class. In
the past, the CHS discipline data further revealed that categories of disrespect, insubordination, and
obscene/disrespectful language are the major concerns. All three categories improved significantly from
previous years.
Implications from Data: We have made nice improvement in student behavior in the problem areas
mentioned above. The issues were brought to the three Committees for suggestions for improvement
and the creation of an action plans in the fall of 2011 to address various concerns. The three
committees formed were the Respect Committee, Caring Committee, and Responsibility Committee. All
three committees include parents, teachers, students, and other school personnel. The results have
been positive in those areas thanks to work of those three committees. We still have work to do in all
areas mentioned and hope the recent trend is not anomaly.

Central High School Parent Climate Survey Results

April 2015
Question

Grade 9
Parents

Grade 10
Parents

Grade 11
Parents

Grade 12
Parents

Parent Totals

N=13

N=7

N=7

N=6

N=33

SA

SD

SA

SD

SA

SD

SA

SD

SA

SD

16

13

12

13

10

14

12

11

5. The overall atmosphere of the

school is positive.

13

10

6. Students at this school have enough

access to current technology tools.

12

16

7. The principal cares about the

students.

13

15

8. Teachers make an effort to know

their students and their interests.

13

16

9. Students feel encouraged to

participate in school activities.

11

16

13

17

10

12

17

12. The class work assigned challenges

students to think.

12

11

20

13. All individuals in this school are

treated with dignity and respect.

16

14. The teachers present material in a

way that students can understand.

10

21

15. This school is preparing my child

for success in the future.

12

16

1. My child feels safe at school.

2. Rules and policies are enforced
consistently.
3. The discipline program helps
students make good choices.
4. Students feel like they belong at
school.

10. The teachers believe that students

can learn and be successful.
11. The teachers are available and
willing to provide assistance to
students.

10

CHS Staff Climate Survey Results

April 2015

SA

Certified Staff

Non-Certified Staff

Staff Totals

N=58
A
D

N=11
A
D

N=69
A
D

SD

SA

SD

SA

SD

1. Students feel safe at school.

47

56

2. Rules and policies are enforced

consistently.

20

24

10

21

32

12

3. The discipline program helps students

make good choices.

29

23

33

28

4. Students feel like they belong at school.

51

10

61

5. The overall atmosphere of the school is

positive.

44

53

6. Students at this school have enough

access to current technology tools.

22

24

26

27

7. The principal cares about the students.

22

32

27

38

8. Teachers make an effort to know their

students and their interests.

19

38

21

46

9. Students feel encouraged to participate

in school activities.

11

41

12

49

10. The teachers believe that students can

learn and be successful.

20

37

22

45

11. The teachers are available and willing

to provide assistance to students.

22

35

27

40

12. The class work assigned challenges

students to think.

11

45

12

52

13. All individuals in this school are treated

with dignity and respect.

34

15

40

18

14. The teachers present material in a way

that students can understand.

10

48

12

57

48

54

15. This school is preparing students for

success in the future.

11

Central High School Student Climate Survey Results

April 2015
Grade 9 Students

Grade 10 Students

Grade 11 Students

Grade 12 Students

Student Totals

SA

N=44
A
D

N=193
A
D

I feel safe at school.

11

27

Rules and policies are enforced

consistently.

10

The discipline program helps me

make good choices.

SD

SA

N=47
A
D

SD

SA

N=45
A
D

11

25

14

24

27

15

17

12

11

22

23

10

I feel like I belong at school.

13

23

The overall atmosphere of our

school is positive.

29

29

20

I am provided with support for

learning at home.

19

20

The principal cares about the

students.

16

20

My teachers make an effort to

know me and my interests.

10

18

12

I feel encouraged to participate in

school activities.

12

21

My teachers believe that I can learn

and be successful.

16

My teachers are available and

willing to provide assistance to me.
The class work assigned challenges
me.
My teachers provide me with
opportunities for individualized
help.
My teachers present material in a
way that I can understand.
My teachers help me see
connections between what is
learned and how it will be used
outside of school.

SD

SA

N=57
A
D

19

33

27

10

21

12

13

16

14

17

29

10

13

26

23

14

20

26

10

16

25

14

24

10

22

10
9

SD

SA

55

109

20

30

15

44

101

39

13

26

14

39

92

44

16

14

32

47

100

25

17

13

10

24

17

31

90

49

19

24

17

31

55

104

23

13

15

22

28

64

89

17

18

14

15

14

34

45

90

38

17

15

10

20

11

26

18

41

87

48

14

30

13

21

21

29

60

106

14

11

26

15

20

22

29

64

100

20

13

29

26

14

26

11

47

105

25

11

31

26

18

31

43

110

26

19

11

29

25

14

38

40

111

27

17

13

21

13

22

15

26

13

37

86

47

18

12

SD

2015-16 Goals, Objectives, and Intervention Strategies Evaluation

Goal 1: All students will apply various reading strategies to comprehend, analyze, interpret, and evaluate text.
Objective: Meet our Annual Measurable Objective as set by the SD DOE of 2.97% increase in the number of students Proficient or higher on the Smarter Balanced Test

Action Step

Evaluation

Evaluation Statement

Identify general overall weaknesses in literacy

and adjust teaching focus
Independent reading in Super Study each
week

Check minutes of Literacy Committee, monitor lesson plans, and

evaluate SLO results
Advisory responsibility checklist

Identify students in need of assistance (1)and

take appropriate action (2)

Check 8th and 10th grade Smarter Balance Test scores and grades.
Place students in Language Arts class designed for low-level
readers and arrange tutoring as needed.
Circulation of books and articles will be tracked by library system.

All action step items were completed. SBA results

cause us to believe we are having some success.
This action item was emphasized and anecdotally are
the results are positive. The checklist was not
consistently reviewed. Results are not verifiable.
This action item was fulfilled completely and SBA
results indicate some success.

Librarian will provide suggested reading book

lists and sets of articles for Super Study with
the help of the Teen Advisory Board

This action item was fulfilled. Circulation was up for

the year.

Goal 2: All students will use mathematical concepts, procedures, and computation skills to solve problems.
Objective: Meet our Annual Measurable Objective as set by the SD DOE of 5.36% increase in the number of students Proficient or higher on the Smarter Balanced Test

Action Step

Evaluation

Evaluation Statement

Coursework counseling by all CHS staff and

using the Career Cruising Guidance
Programs in the improved Teachers as
Advisors program
Identify Common Core content standard
weaknesses

Cross-referencing assessment tools, observations and evaluations of

teachers during advisory time

Coursework counseling did take place and we believe

we had limited success. The increased failure rate in
combination of the SBA results still have us
concerned and we need to improve.
This was completed. Disappointing SBA results have
lead us take on a Gap Analysis for the upcoming year.

Identify students in need of assistance

(1)and take appropriate action (2)

We will track ICU program usage, SAT meetings for academics, and
tutor referrals

Confirmation of book study, teacher to teacher

observations, supervisor observations, travel to
other school(s) and conferences to improve use
of proven successful instructional strategies by
various means

Anecdotal evidence will be gathered to determine if the action steps

were indeed accomplished.

We will use a curriculum checklist, Smarter Balanced data, and SLO

results

This action step was completed. ICU usage increased,

SAT meetings decreased, and we collected no
evidence regarding tutor referrals.
The book study did not take place until the beginning
of the current school year. A trip to Brandon Valley
School resulted in pertinent knowledge gained. The
other items also were accomplished. More
professional development is needed.

13

Goal 3: To promote a caring climate for our school community.

Objective 1: Increase participation in any extracurricular activity or club at CHS during the school year from 62.8% to 65% of students answering yes when asked if they
attended at least one extra-curricular activity or club during the school year.
Objective 2: Increase the faculty and staff involvement in extra-curricular activities.
Objective 3. Increase attendance at school sponsored events from 78.5% to 80% of students answering yes when asked if they attended at least one school sponsored event
during the school year.
Objective 4. To increase students & staff caring towards others based on questions on the Pride/Climate surveys in accordance with Rachels Challenge

Action Step

Evaluation

Evaluation Statement

To encourage students to become involved

in extra-curricular activities and clubs

2015 Climate Survey & Pride Survey administered by

NSU/Worthmore school resource counselor; this was done in
September, and based on the results we will know if we met
our goal.
Survey the staff in the spring of 2016 through the Climate
Survey or a Survey Monkey electronically sent to staff; we will
compare these number to those from spring of 2015 to see if
there was an increase
Survey students during the 2015-2016 school year; PRIDE
survey results as well as the climate survey. The percentage of
students that felt encouraged actually decreased from 2013 to
2015 in the climate survey results. Climate survey question # 9:
72.72% of students surveyed agreed they felt encouraged in
2013, but only 67% of students agreed in 2015. This number
needs to increase.
Climate survey question #5: in 2013 71.1% of students said the
overall atmosphere of our school is positive, but in 2015 only
64.0% agreed it was positive. We will utilize Rachels Challenge
to promote positivity in the school.

The action step was completed. The results indicate some

success as overall participation increased.

To encourage faculty and staff to become

involved in extra-curricular activities as an
example for students and to support our
students in their activities
To encourage students to attend school
sponsored events

To encourage students & staff to be more

caring

This action step was completed. Survey results were

collected with very positive results as 98 percent of staff
attended an activity.
This action step was accomplished. A new climate survey
was not taken.

Rachels Challenge was very active in the school and

received a community award for its efforts. No updated
survey results were available.

14

Goal 4: Respect- Give it. Earn it. Live it. By 2015-16, our goal is to help our school GIVE and EARN respect so that everyone feels safe and cared about in our
academic/activity environment. Once they learn respectful behavior, they will continue to LIVE by it and become better human beings.
Objective 1: Increase awareness of bullying based on our bullying survey to show that students are more comfortable seeking out help, which would in return make
students feel like they belong at school and are treated with dignity and respect.
Objective 2: Decrease all infractions that deal with inappropriate behavior issues by 5%.
Objective 3: Decrease all infractions that deal with profanity, disrespectful or obscene language by 5%.

Action Step

Evaluation

Evaluation Statement

Re-evaluate and modify process to deal with

bullying issues to reduce the number of
incidents involving bullying/harassment
leading to a safer, friendlier student learning
environment.
Continued assigned hallway monitoring by
staff.

Administration and staff communication with students. Pride

Survey and behavior report.

The process was tweeked during the year, but no

major overhauls were needed. Based on our behavior
incidents bullying/harassment decreased last year.

Evaluate number of infractions to monitor decrease on the

Climate Survey and behavior report

The continued monitoring took place with success

based on incident numbers.

Develop Advisory Wiki and promote

Advisory lessons associated with Rachels
Challenge that teachers can use on our
objective topics.

Administration monitoring, SDMyLife reports

The Advisory Wiki improved over the year. We had

more traffic on Wiki. Rachels Challenge lessons were
added. Our goal numbers have improved.

15

Goal 5: Responsibility All students will be personally accountable for their actions alone and as part of a group
Objective 1: To decrease the number of class failure due to missing work and tests by 10 percent.
Objective 2: To decrease the number of student tardies (under 5 minutes late) by 10 percent

Action Step

Evaluation

Evaluation Statement

Continue hall sweeps on a regular basis

Document date of each sweep

Encourage teachers to enforce the grade

deduction policy for tardies

Grade book checks by administration

The committee felt hall sweeps could have been more

frequent. In 2015-2016, hall sweeps were conducted
usually 3-4 times per quarter. Tardy numbers
decreased, but did not reach the stated goal.
Administration checked grades and were changed
according to attendance policy; students were able to
earn back credit for serving detention time.

Teachers will continue monitoring halls

before school and in between classes

Teacher observations by administration

Have Advisory grade count as .25 credit per

semester
Collect data on ICU usage by grade level

Administration confirmation
ICU Lifeguard and administration will evaluate ICU reports

Supervision schedule put together for all academic

areas in the building. Anecdotal evidence and number
of tardies support a decrease in tardies, but we did not
reach the stated goal.
This step was implemented.
This step was implemented by ICU lifeguard and
arranged by advisor, subject matter, and courses. We
did not reach the stated goal.

16

2016-17 Goals, Objectives, and Intervention Strategies Action Plan

Goal 1: All students will apply various reading strategies to comprehend, analyze, interpret, and evaluate text.
Objective: Meet or improve our Annual Measurable Objective as set by the SD DOE of 70.31% in the number of students Proficient or higher on the Smarter Balanced Test

Action Step

Person Responsible

Time Frame

Resources

Evaluation

Fiscal Requirement

Identify general overall

weaknesses in literacy and
adjust teaching focus

ELA Teachers, Literacy

Committee,
Administration

First semester
of 2016-2017
school year

Smarter Balanced Test results

In-service time

Independent reading in Super

Study each week

Advisory Teachers,
Administration

Availability of books to students

Identify students in need of

assistance (1)and take
appropriate action (2)

Teachers, Counselors,
Administration, ICU
Lifeguard

Entire 20162017 school

year
Prior to start
of school year
and ongoing

Check minutes of Literacy

Committee, monitor lesson
plans, and evaluate SLO
results
Advisory responsibility
checklist

Tutor support

Librarian will provide

suggested reading book lists
and sets of articles for Super
Study and classroom teachers
with the help of the Teen
Advisory Board
Sophomore and Junior SS
teachers will provide practice
opportunities for Smarter
Balanced testing

Librarian, ELA teachers

Ongoing entire
school year

Y: drive

Check 8th and 10th grade

Smarter Balance Test scores
and grades. Place students in
Language Arts class designed
for low-level readers and
arrange tutoring as needed.
Circulation of books and
articles will be tracked by
library system.

Super Study teachers,

counselors

Ongoing entire
school year

Smarter Balanced Test Site

Advisory Responsibility
Checklist

None

Individual student academic, ICU

list program, and test score
information

None

Standard purchases of
books and periodicals

17

2016-17
Goals, Objectives, and Intervention Strategies
Goal 1: All students will apply various reading strategies to comprehend, analyze, interpret, and evaluate text.
Objective: Meet our Annual Measurable Objective as set by the SD DOE of 70.31% in the number of students designated as level 3 or level 4 on the
Smarter Balanced Test
Activities/Strategies: Language arts teachers will evaluate South Dakota Common Core Standards items in relation to the Smarter Balanced Test.
We will then adjust the curriculum appropriately. Teachers, counselors, and administration will identify and track junior students reading
comprehension scores based on the practice test of the Smarter Balanced Test or other measure. Once students with possible deficiencies have
been identified we will devise an intervention program that meets the students needs. Extended instructional is available to all students in need
before or after school through the ICU program. We encourage pertinent individuals who scored low on the ACT Reading test to take the
Accuplacer course. We will identify incoming freshmen who may require special attention in regards to reading and place them in specially
designed courses. We will continue to use district funds to provide supplemental and credit recovery on-line reading/literature classes during the
summer through Odyssey Ware. Individual student plans that include specific content standard concerns will be developed for students with
special needs by case workers to help increase success on the Smarter Balanced Test. Test preparation review and test taking strategies are
conducted for eleventh grade students every spring. Appropriate reading level of textbooks chosen during our curriculum review cycle will be
emphasized. Students will be encouraged to read at least once in Super Study and reading will be promoted by our Librarian. Librarian will
provide suggested reading lists and sets of articles with the help of the Teen Advisory Board for Super Study. Super Study teachers will provide
practice opportunities for the Smarter Balanced test. Finally, ELA teachers will develop Student Learning Objectives and monitor success through
the teacher evaluation process.
Assessments: End-of-course exams were implemented starting in the fall of 2010. Smarter Balanced results, end-of-course exams data, SLO results
and other data are or will be kept in detail for all objectives. That data will be cross referenced with all programs in relationship to the various
activities and strategies to determine if the strategies and activities are helping to attain our objectives. Solidifying our transitioning to Common Core
Standards will continue and will be updated this year.

18

2016-17 Goals, Objectives, and Intervention Strategies Action Plan

Goal 2: All students will use mathematical concepts, procedures, and computation skills to solve problems.
Objective: Meet our Annual Measurable Objective as set by the SD DOE of 46.35% in the number of students Proficient or higher on the Smarter Balanced Test

Action Step

Person Responsible

Time Frame

Resources

Evaluation

Fiscal Requirement

Coursework counseling by all

CHS staff to ensure correct
math placement and using the
Career Cruising Guidance
Programs in the improved
Teachers as Advisors
program
Identify gaps and overlaps in
course curriculum through
vertical and horizontal
alignment

Advisors, Math
Instructors,
Counselors, and
Administrators

Throughout
the year,
especially at
time of
registration

Registration Handbook,
Teachers as Advisors curriculum,
Career Cruising, CHS Advisory
WIKI, transcripts

Cross-referencing assessment
tools, observations and
evaluations of teachers during
advisory time

None

Math Teachers, Math

Committee Members,
Administration

Data retreat information from

Smarter Balanced results

We will use the Gap Analysis

Diaries and Organizers

Approximately $2000
from district for training
and oversight

Identify students in need of

assistance (1) and take
appropriate action (2)

Individual student academic, ICU

list program, and test score
information

We will track ICU program

usage, SAT meetings for
academics, and tutor referrals

Tutor support, ICU

program costs

Book study, supervisor

observations

Counselors, Math
Teachers, ICU
Lifeguard,
Administration
Teachers,
Administration

Fall Data
Retreat, first
and second
semester inservice and fall
semester for
SLOs
Throughout
the school
year

Book Principles to Actions,

Utilize OASYS

Confirmation of book
completion by teachers

book purchases

All Juniors will participate in 2

Smarter Balanced practice
sessions with math staff

Administration, Math
Instructors, Smarter
Balanced committee

Emphasis
during first
semester
Completed by
the end of
January

Interim Assessment or Smarter

Balanced Practice Session
(sbac.portal.airast.org)

Documentation of student
participation

Substitute teacher pay

Gap Analysis information from

training

19

2016-17
Goals, Objectives, and Intervention Strategies
Goal 2: All students will use mathematical concepts, procedures, and computation skills to solve problems.
Objective: Meet our Annual Measurable Objective as set by the SD DOE of 46.35% in the number of students
Proficient or higher on the Smarter Balanced Test.
Activities/Strategies: All students will be counseled by administration, counselors, registrar, and teachers on
taking coursework that is properly challenging in regards to their ability. Students will be required to take a
mathematics course in 11th grade to ensure an ongoing commitment to attaining mathematics skills. Inservice time will be used for mathematics teachers to complete content standard Gap analysis, create and
update their curricula that are closely linked to the South Dakota State Content Standards and Common Core
standards. Mathematics teachers will use Gap analysis results to identify areas of content weakness. We will
then adjust curricula and/or teaching techniques appropriately. Teachers, counselors, and administration will
identify students in need of assistance with special emphasis taken into consideration for students with special
needs in regards to mathematics achievement by studying and cross referencing Smarter Balanced scores and
grades. We continue to identify correct placement for incoming students. CHS staff will continue to use the
Intensive Care Unit program for students who are academically deficient in their classes. Students are
provided tutoring by certified teachers during Super Study. A study night math clinic for Native American
students is available for those that qualify. After school tutoring is available in Student Services every Tuesday
and Thursday after school. One-on-one peer tutoring is also available. Specific individual student plans will be
developed for students with special needs by case workers to help increase success on the Smarter Balanced
test. All students are now required to have a math class during their 9 th, 10th, and 11th grade years and will be
highly encouraged to take a math class in 12th grade. Juniors will participate in two Interim Smarter Balanced
Assessment Tests under the supervision of math staff. We will continue with staff development to promote
increased use of proven teaching strategies in the classroom. We are sending teachers to state and regional
conferences. The math staff will be conducting a book study utilizing the book Principles to Actions. The
teacher evaluation system will be embraced for purposes of improvement.
Assessments: Identified students that are in need of assistance will be tracked in regards to coursework taken
and tutoring or special program received. This information will be cross referenced with various achievement
data, including Smarter Balanced scores, SLO results, and other data. Results will be documented and studied
to determine if given strategies and/or interventions are helping meet our objectives. We will use checklists
to ensure teachers are fulfilling Advisory duties. The teacher evaluation document will be used to help
determine teaching technique effectiveness.

20

Professional Development
Throughout the year, staff members will be engaged in a variety of activities to help them build scope with the
two identified goals. Additionally, staff will attend appropriate national, state, and regional conferences that
will support the school-wide goals.
Local professional development opportunities will include technology in-services that will encourage the
delivery and management of instruction. Finally, Centrals professional library is constantly being upgraded in
the areas of effective strategies for math and reading instruction.

2015-16

Staff Development Schedule

8:00 a.m. 10:00 a.m. Aberdeen School District Welcome Back @ CHS Theatre
August 19
10:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning
August 20

8:00 a.m.-12:00 p.m. Bob Upgren Presentation @ Dakota Events Center

1:00 3:30 p.m. Building and Collaborative Planning

August 21

8:00 a.m.- 3:30 p.m. Building Meetings and Data Retreat

August 24

First Day of School

Individual/Collaborative Planning
School in Session

November 25
12:30 p.m.-3:30 p.m. Building Meetings and Collaborative Planning

January 4

8:00 a.m. 10:00 a.m. Winter Address @ CHS Theater

10:00 a.m. 11:30 a.m. Building Meetings and Collaborative Planning
12:30 p.m. 3:30 p.m. Close Reading Grades K-1

January 5

8:00 a.m. 11:00 a.m. Close Reading Grades 2-3

12:30 p.m. 3:30 p.m. Close Reading Grades 4-5

February 12

8:00 a.m.-11:30 a.m. Building Meetings and Collaborative Planning

12:30 p.m. 3:30 p.m. Close Reading Training

March 24

8:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning, SIP Meetings

April 18

8:00 a.m.-11:30 a.m. SDHP Drug Recognition Presentation

12:30 p.m. 3:30 p.m. Building Meetings and Collaborative Planning, SIP Meetings
Last Day of School

May 19

1:00 p.m.-3:30 p.m. Individual/Collaborative Planning

21

2016-17

Staff Development Schedule

8:00 a.m. 10:00 a.m. Aberdeen School District Welcome Back @ CHS Theatre
August 16
10:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning
August 17

8:00 a.m.-12:00 p.m. Billy Riggs Presentation @ Dakota Events Center

1:30 3:30 p.m. Building and Collaborative Planning

August 22

8:00-3:30 Building Meetings and Data Retreat

School in Session

August 23

1:00-3:30 Building and Collaborative Planning

School in Session

November 23
1:00-3:30 Building and Collaborative Planning
January 3

8:00 a.m. 10:00 a.m. Winter Address @ CHS Theater

10:00 - 3:30 p.m. Building Level Break Out Sessions (Various Topics)

January 4

8:00 9:00 a.m. Building and Collaborative Planning

9:00-3:30 p.m. Building Level Math Gap Analysis

February 10

8:00-3:30 p.m. Classroom Instruction that Works for ELL.

March 15

8:00-12:00 p.m. Registration and section finalization meeting

1:00-3:30 Building and Collaborative Planning

April 13

8:00-3:30 p.m. Classroom Instruction that Works for ELL.

Last Day of School

May 18
1:00-3:30 Building and Collaborative Planning

22

Highly Qualified Staff

All teachers at Central High School meet the definition of highly qualified. Our new Librarian should become
highly qualified this year. It is our Districts policy to staff our schools only with teachers and para-educators
that meet that definition.

Parent Involvement in Education

Parents/guardians play a vital role in supporting student achievement. The PTA is an active and dynamic organization
which assists the school by promoting effective parent involvement. Parents are provided with staff development
opportunities through the Back to School orientation, strategies that are presented in monthly newsletters, and a
lending library which is available to provide parents with information and resources to increase their involvement in
their childs education.
The administration and staff communicate with parents through newsletters, brochures, the district website, team
meetings, open houses, and parent workshops. Conferences are held four times a year to provide parents/guardians
with information regarding academic skill development. Midterm reports and report cards are distributed four times a
year and provide an overall view of student achievement. The Infinite Campus Parent Portal is an excellent tool for
parents/guardians to review online grades, attendance, and discipline referrals from home. In addition, the school
counselor provides an additional avenue for parent communication
In an effort to promote additional parent involvement and to build a stronger knowledge base of the requirements of
NCLB, attempts will be made to review test scores with parents in small group meetings. Parents were provided written
notice of the schools improvement needs in the monthly newsletter. The school improvement plan was discussed at
PTA meetings, School Board meetings, American Indian Parent Advisory meeting and district-wide listening sessions.
Parents also serve on our School Improvement Committees to help determine goals and create action plan for school
improvement.
Central High School keeps all parents involved in their childs education in several ways. Progress reports are sent out
quarterly. Parent/teacher/student conferences are held quarterly. Each child has a teacher advocate that monitors
students grades, attendance, and behaviors and communicates concerns to parents. The advocate also provides
academic, career and social counseling. Each child has a counselor designated to their case for more professional issues.
CHS has a referral process that keeps parents involved via Student Assistance Teams, 504 teams, and IEP teams.

Transition Processes
Transition activities for incoming ninth grade students begin with the CHS counselors visiting the middle
schools in January to present information about classes that are available at CHS. During the following week,
middle school counselors and teachers work with students to complete their registration forms. The CHS
registrar then goes to the middle schools to check and collect the students registration forms. Special Ed
teachers meet from the two levels to transition students on IEPs and to register these students for
appropriate classes. Principals meet to transition students of concern. An 8th grade registration night is held
at CHS for all incoming freshmen and their parents to advise them on academic planning and the registration
process. LINK CREW orientation is a half day of activities at CHS that incoming ninth graders attend the week
before school starts in the fall. Upperclassmen are trained as LINK CREW leaders and work with the ninth
graders in small groups, lead tours, and facilitate activities during that orientation. Counselors aid new
students that arrive during the school year. CHS holds a Parent/Student Orientation and Activity Fair session
before the start of the school year.

23

Monitoring and Support

Central High School has devised an Academic Intensive Care Unit where students who are failing or have
incomplete assignments are assigned to receive extra help.
All students have a teacher advocate that meets with the student daily during Super Study/Advisory Time.
The teacher advocate monitors grades, attendance, and behavior of each of their students and also conducts
social, career and academic counseling. Students who experience difficulty are referred by their advocate,
classroom teacher, or parent to the Student Assistance Team (SAT). Student needs are evaluated by the team
with recommendations made to help rectify the problems identified. Recommendations may include
counseling, before or after school tutoring, behavior management plans, an outside mentor, and/or further
review by the team. The team shares this information with the teachers involved with the child as well as the
childs parents.
If problems tend to persist, the student may be referred to the Student Needs Team (SNT) for formal
evaluation of academic and/or psychological needs. After the evaluation has been completed, the team
communicates the results to staff members and the childs parents. Recommendations may include special
education services, professional counseling, and/or alternative placement of the child. All SAT, SNT, 504, and
IEP Plans are reviewed annually by the designated team.
CHS administration will review the monitoring and support plan quarterly during the 2015-16 school year to
recommend adjustments. As the plan is reviewed and modified, progress will be shared with the School Board
on an annual basis.

Fiscal Requirement
As this plan is implemented, resources will be available to building teams. Release time will be provided for
building teams to meet to review their current school improvement plan, review their schools data and to add
new strategies to use for instructional purposes.
District-level administrators will be available to meet with school teams to support the development of school
or student improvement plans and also to model effective instructional strategies in the classroom.
School curriculum and supplemental materials will be purchased according to the district curriculum adoption
cycle. If additional support materials must be purchased, individual schools may use their building financial
allocations to purchase those items.
Financial Resources Available:
Building Level General fund and capital outlay fund allocations
Special Education allocations for resource rooms and also financial support for after school tutoring
District Level General fund allocations for all transition activities stipends, tutoring, and on-line classes.
American Indian Parent Advisory Committee funding sources (Indian Education Act Title VII and
Johnson OMalley grants)
United Way donation

24

Ongoing Program Development

The school improvement plan is part of a dynamic process with periodic evaluation needed to assess progress
towards meeting goals. The school improvement plan is a two-year document requiring periodic evaluation to
assess progress. The plan was written within three months of identification for state-mandated school
improvement. It will be evaluated annually and revised as needed. Future revisions in the plan will be made
according to data obtained from assessment results, surveys, state mandates, and student needs. A log will be
kept on file of the periodic reviews and revisions.
The improvement plan will be presented to the Aberdeen School Board for final approval in November of
2016. After board approval, the School Improvement Plan will be fully implemented. The school improvement
plan will be shared with the staff, parents, and the public through the Aberdeen School District website and
copies will be available in the school office for interested patrons.
The timeline below indicates the school improvement activities for the 2016-17 school year.

July
Completed by
August 22
August 22
Completed by
September 23
Completed by
September 23
October 11
October 12
October 24
November 14
November 28
Completed by
January 27
Completed by
April 21

Preliminary results identified by the DOE

Building data compiled and team members identified
Building data retreats held with all staff members
Building leadership teams meet to refine goals and strategies
Finalize requirements of building school improvement plans and submit to
Assistant Superintendent
Smarter Balanced scores presented to the school board
District school improvement meeting-conduct peer reviews of building plans
Building school improvement plan revisions due back to the Assistant
Superintendent
School improvement plans submitted to school board for first reading
School improvement plans submitted to school board for final approval
Building leadership teams meet to review student progress and make
necessary adjustments to school improvement plan
Building leadership teams meet to conduct annual assessment of school
improvement plans and make adjustments as necessary

25