School Improvement Plan

2021-22 School Year

Monroe Central Jr.- Sr. High School (7151)Monroe Central School Corp

Parker City, IN

Monroe Central Junior-Senior High School2021-22 School Improvement Plan

Monroe Central School Corporation MissionStatement:

The mission of the Monroe Central SchoolCommunity is to ENGAGE and EMPOWER allstudents to EXCEL in being productive and

responsible citizens.

Monroe Central Junior-Senior High School MissionStatement:

Monroe Central Junior-Senior High School is aprofessional learning community whose personnel

embrace a moral commitment to

TeachingLearningCaring

Vision Statement:

The Vision Statement was developed by educators, students, and members of thecommunity and is reviewed and updated annually. The foundation of thestatement identifies the core convictions upon which this school improvementplan is built and answers the question, "What do our students deserve in order tobe successful learners, responsible citizens, and productive members of a globaleconomy?" The second part of the vision statement describes ideal adults who arestriving to provide students with the things they deserve in order to achieve at arigorous level. The third part of the vision statement describes ideal students in aschool and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. Thislofty data serves as the focal point for the remainder of the school improvementplan and requires the school and community to work toward every studentsucceeding at a high level.

We believe all students deserve:

➢ an environment in which they feel safe, relaxed, respected, have a voice,are treated fairly, and feel someone cares

➢ an education that provides a variety of available resources, includingtechnology, committed teachers, structure, consistency, an awareness ofpossibilities beyond Monroe Central, realistic opportunities for the future,and the chance to succeed

➢ high quality instruction that is challenging, engaging, provides extra helpwhen needed, meets a student where they are, responds to differentlearning styles, teaches life skills, includes opportunities to developspecialized skills, and provides connections between school and their future

➢ adults who have high expectations for students and themselves, arepositive role models, listen, allow no excuse for failure, correct whennecessary, and guide students toward healthy choices

All adults in our community are living by these core convictions daily

and as a result, show the following attitudes and actions:

➢ Adults are involved in education and are committed to what is best for kids.

➢ Personally, they are wise, happy, friendly, honest, understanding, goodlisteners, supportive, impartial, demonstrate a positive attitude,empathetic, literate, mature, responsible, flexible, have high expectations,and do not let stress affect them negatively.

➢ Their interactions with others are professional, consistent, ethical, and theyhave realistic expectations of themselves and others.

In this environment where all adults are living by their coreconvictions, all students:

➢ are respectful, responsible, honest, accountable, loyal, positive, excitedabout learning, rested and involved, engaged, self-motivated,self-disciplined, independent learners, service-minded, pleasant, prepared,cooperative, inquisitive, and feel accepted.

As a result of these efforts, our school’s student achievement vision

data is as follows:

➢ % of students who pass ILEARN/ISTEPMath = 100%

➢ % of students who pass ILEARN/ISTEP English/Language Arts = 100%

➢ % of students who have perfect attendance = 100%

➢ % of students who have a combined critical reading, math SAT score over1500 = 100%

➢ % of students who are college and/or career ready = 100%

➢ % of students who earn a high school Academic and/or Technical Honors

Diploma = 100%

Monroe Central Junior-Senior High SchoolSchool Description

Education Program Summary:

➢ 36 Certified Staff Members

➢ 3 Administrators - Principal, Assistant Principal, Athletic Director

➢ 2 School Counselor

➢ 1 Student Resource Officer

➢ Grades 7-12

➢ Block 8 Schedule (COVID-19 Modification for the 2020-21 & 2021-22 SchoolYears) - Eight - 85 minute Periods over 2 Days (Brown Day - Periods 1, 3, 5, &7, Gold Day - Periods 2, 4, 6, 8) - The Block Schedule will be evaluated thisyear for the 2022-2 School Year.

➢ 9 Week Grading Periods

➢ Departments of Study Include: English, Math, Science, Social Studies, FineArts, Health & Physical Education, World Languages, Agriculture, Business,Family and Consumer Science, Computer Science, JAG, and SpecialEducation

➢ Each course taught applies State Academic Standards outlined by theIndiana Department of Education.

➢ All faculty members create and distribute a course syllabus to students atthe beginning of the school year. Copies of the syllabi are located in theHigh School Principal’s Office along with curriculum maps for all contentareas.

➢ Academic Planning Guides are created each year to assist in career planningand class scheduling. These documents can be found on the schoolwebpage and in the Student Services office.

➢ PowerSchool is used as the student management system. Parents andstudents can access attendance records and track grade progress bylogging-in to this system.

➢ Schoology is used as the student learning management system and digitalcurriculum platform. Parents and students can access course curriculumand assignments by logging-in to this system.

➢ Edmentum is used to provide online digital courses/curriculum for studentsin need of credit recovery, students who wish to take courses that we donot offer at Monroe Central, and for students who can not work a specificclass into their schedules due to conflicts with other classes. Edmentumcan also be used by teachers for classroom instructional purposes. TheMonroe Central Junior-Senior High School Discussion Team created anEdmentum policy during the 2018-19 school year that provides guidance onhow the program is used.

Additional Services Summary:

➢The Library Media Center is open each school day from 8:05 a.m. – 3:05

p.m.

➢The School Web Page is updated daily with student announcements. Many

resources including the Student Handbook and Academic Planning Guide

are available on this website.

➢Monroe Central is a one to one school with each student being provided a

Chromebook. Additional Chromebooks are available in each classroom for

those who forget their Chromebook or have no charge. A wireless network

is available for staff and students. The high school has a wide array of

multimedia tools including DVD players, large screen TV monitors

throughout the building, mobile presenters, and LCD projectors in all

classrooms. Each teacher has a Chromebook to use for presentations and

general school related activities. These Chromebooks are compatible with

the overhead projector for screen casting.

➢ Student Services provides a variety of services to assist each student.

Personal, educational, and career counseling is available along with

information on tutoring services. Vocational/College testing and

scholarship information can be accessed through the Student Services

Department.

o PSAT Testing (10th and 11th Grade)

o SAT Testing (11th Grade)

o ILEARN Testing (7-8th Grades)

o Assessment Testing

o Job Fairs

o College Visits

o NCAA Clearinghouse

o Scheduling Meetings

o Scholarship Awareness

o Dual Credits

o Graduation Pathways

➢ School Safety initiatives include a detailed Emergency Preparedness Plan; a

clearly defined Student Discipline Code of Conduct; a monthly random

extra-curricular student drug testing program, random canine drug

searches, individual identification badges for all staff members and a

computer based video security system. An anti-bullying program has been

implemented with reporting procedures for students, staff and parents.

Background checks are performed in the main office for all visitors prior to

their admittance into the school.

➢Monroe Central maintains a Self-Contained Transitions classroom to address

the needs of students with moderate and severe disabilities. The classroom

includes a kitchen, life skills area, and changing room.

➢The Summer School program, which was added in 2016-17, continues to

grow and expand. This program addresses Junior High Students who are

at-risk to be retained, and allows HS students the opportunity to work on

credit recovery.

➢A School Resource Officer (SRO) continues to be a valuable resource to the

district. The SRO is funded via a School Safety grant.

➢Grade Level Professional Learning Communities (PLCs) - Grade Level PLCs

consist of groups of grade level teachers that identify struggling students

who are not already getting services via an IEP or 504. Teachers have

developed running records that address these students' individual needs, as

well as intervention strategies that have been tried, both successfully and

unsuccessfully. These documents travel from one grade level to the next

with the student, helping new teachers each year better meet individual

students’ needs and learning styles.

➢Department Professional Learning Communities (PLCs) - Department PLCs

consist of groups of teachers from the same department. The goal for the

2021-22 school year during Department PLC time is to update curriculum

maps, implement best practice instruction within each subject area, and

assess for learning using a common approach utilizing multiple assessment

types.

➢ LITE Period - One of our 8 blocks (Period 4 on Gold Days) is a school-wide

LITE (Learning Instruction Targeted for Excellence) period. While this is

mostly a study hall period for all students, it is also how we will do our

remediation for student accountability tests. Students are identified via

scores from past tests and formative assessments that they complete

during the school year. 7th & 8th Grade students work on ILEARN test

preparation through IXL. Freshman students will have a weekly

mentor/mentee program with their LITE Teacher to increase the Freshman

success rate. Sophomore and Junior students work on SAT preparation.

Senior students learn and practice life and employability skills such as

balancing a checkbook, writing resumes and cover letters, understanding

credit and debt, etc.

➢ JAG (Jobs for America's Graduates) Jobs for America’s Graduates (JAG) is a

state-based national non-profit organization dedicated to preventing

dropouts among young people who have serious barriers to graduation

and/or employment. In more than three decades of operation, JAG has

delivered consistent, compelling results – helping over one million young

people stay in school through graduation, pursue postsecondary education

and secure quality entry-level jobs leading to career advancement

opportunities.

Student Summary (2020-21 ADM Information):

● 481 Students in grades 7-12

● 94% White - 2% Multi-Racial - 2% Hispanic - 1% Black - 1% NativeAmerican - <1% Asian

● 14% Special Needs

● <1% English Language Learners

● 42% Free-Reduced

Parental Participation:

Beginning with the informative MCHS website and the easily accessiblePowerSchool Gradebook program, Monroe Central High School encouragescollaboration with all stakeholders and parent groups. The automated phone,text, and email system (SwiftK12) is used to notify parents of schoolannouncements, events, and attendance concerns.

➢ First of the Year Open House – Teachers are available to meet and answerparent questions – Canceled for the 2021-22 School Year due to COVID-19

➢ Parent Teacher Conferences – Held on two evenings one in Octoberfollowing the end of 1st Grading Period and the other in February duringmidterm of the third quarter. – These will likely be done via phoneconference and/or email exchange for the 2021-22 School Year due toCOVID-19

➢ Orientation Programso 7th Grade Parent Night is held in May and August – Due to COVID-19,

we did not have a formal program this year. However, we allowed7th grade students and their parents to come in, pick up schedules,practice locker combinations, find classrooms, etc.

o 7th Grade Orientation is held during the school day in Mayo 8th-9th Grade Orientation takes place in January

➢ Master Scheduling – Student Services conducts grade specific parent nightsin February to review graduation requirements and assist in courseselection for the upcoming school year

➢ Parent Forums are scheduled throughout the school year to talk aboutspecific topics such as college and financial aid planning, dual creditrequirements, etc.

➢ Parents can receive gradebook updates via email at weekly intervals andhave the capability to see their children’s grades at any time through thePowerschool portal.

➢ Monthly Newsletters - New for the 2021-22 school year are monthlynewsletters. These will be sent out via the SwiftK12 portal.

Data Profile Introduction

Student performance data is a huge indicator to the success and/or failure of a school.

Monroe Central Junior-Senior High School is no different. Unfortunately, due to COVID-19,

many assessments that we use were not taken during the Spring of 2020. However, we know

that in order to be a continuously improving school, we must use whatever data that we do

have to make us better. It’s critical that we not only use the data we have as an indicator of our

successes and failures and strengths and weaknesses, but also as a way to inform our

instructional staff on how they can improve classroom instruction. We believe that MCHS has

done a decent job of looking at and analyzing the data, however, much more needs to be done

in using it in the classroom. We are committed to improving our practice in this area. As part of

this student performance data document, we are including our school report card summary

results from the last two school years, a description of the different standardized and local

assessments that we use, and current data from state and national assessments. Analysis

sections for each specific area are also included.

School Report Card Summaries

2019-20 School Year -

2018-19 School Year -

2017-18 School Year -Overall Summary (511 IAC 6.2-10-3) Enrollment

Grades Points Weight Weighted Points Enrollment Enrollment Percent

Performance Domain Grades 03-08 79.3 0.156 12.37 Grades 03-08 163 31.17 %

Performance Domain Grade 10 57.4 0.138 7.92 Grades 09-12 360 68.83 %

Growth Domain Grades 04-08 118.5 0.156 18.49

Growth Domain Grades 10-12 70.6 0.138 9.74

Multiple Measures Domain Grade 12 100 0.413 41.3

Overall Points: 89.8

Overall Grade: B

Performance Domain (511 IAC 6.2-10-4) Performance Summary

Grades 03-08 Grade 10 Points Weight Weighted Points

Pass Rate Participation Points Pass Rate Participation Points E/LA (Grades 3-8) 79.0 0.50 39.5

English/Lang. Arts79.0 %

( 124 / 157)100.0 %

( 171 / 171)79.0

67.0 %( 59 / 88)

100.0 %( 95 / 95)

67.0

Math (Grades 3-8) 79.6 0.50 39.8

Performance Points (Grades 03-08) 79.3

E/LA (Grade 10) 67.0 0.50 33.5

Mathematics79.6 %

( 125 / 157)100.0 %

( 171 / 171)79.6

47.7 %( 42 / 88)

100.0 %( 95 / 95)

47.7Math (Grade 10) 47.7 0.50 23.85

Performance Points (Grade 10) 57.4

Growth Domain (511 IAC 6.2-10-5) Growth Summary

Grades 04-08 Grades 09-12 Points Weight Weighted Points

Top 75%Growth

Bottom 25%Growth

Points

Top75%

Growth

Bottom25%

Growth

Points

10th to12thImp.

Points

E/LA (Grades 4-8) 101.4 0.50 50.7

Math (Grades 4-8) 135.6 0.50 67.8

Growth Points (Grades 04-08) 118.5

English/Lang. Arts 96.1 106.6 101.4 98.4 58.8 78.6 1.4 80.0E/LA (Grades 9-12) 80.0 0.50 40

Math (Grades 9-12) 61.1 0.50 30.55

Mathematics 129.5 141.7 135.6 89.9 31.3 60.6 0.5 61.1 Growth Points (Grades 9-12) 70.6

Multiple Measures Domain (511 IAC 6.2-10-6) Multiple Measures Summary

CCR Indicator Graduation Indicator Points Weight Weighted Points

CCR Achievement RateState CCR Factor

(25% Goal)Points

4 Year GraduationRate Points

5 Year Graduation RateImp. Points

Points

CCR 100.0 0.50 50

Graduation 100.0 0.50 50

63.6 %( 49 / 77)

4.00 100.0100.0

(93.9 %)0.0

(96.3 %-96.3 %)100.0 Total Multiple Measures Points 100.0

MCHS Standardized & Local Assessments

The following standardized assessment instruments are utilized:

1. ILEARN (Indiana Learning Evaluation Assessment Readiness Network)The ILEARN assessment is administered near the end of the school year. Seventh &eighth grade students are given the assessment in language arts and mathematics. Highschool Biology students are given the assessment in science. High school Governmentstudents can be given the optional assessment in government & citizenship. Scores fromthe test are used to identify curriculum needs in the tested subject areas.

2. SAT (Scholastic Aptitude Test)Beginning with the 2021-22 school year, all juniors will take the SAT. It will be the highschool accountability test. Students are encouraged to take this test as many times aspossible in order to improve their individual scores as scores from this test are used bycolleges to determine entrance eligibility. Only the test taken at school will counttowards school accountability. We will use these scores to assess the achievement levelsof our junior and senior students and determine learning gaps within the schoolcurriculum. SAT scores can be used to demonstrate Post-Secondary Readiness forgraduation.

3. ACT (American College Testing)All students will be encouraged to take this test as many times as possible. The scoresfrom this test are used by colleges to determine entrance eligibility. We will use thesescores to assess the achievement levels of our junior and senior students and determinelearning gaps within the school curriculum. ACT scores can be used to demonstratePost-Secondary Readiness for graduation.

4. PSAT (Pre-Scholastic Aptitude Test)All sophomores and juniors participate in this test. This test is used as preparation forthe SAT. Scores from this test will be used to assess the achievement levels of oursophomores and juniors to determine curricular needs of our students for SATpreparation.

5. ASVAB (Armed Services Vocational Aptitude Battery)Most juniors and seniors will participate in this test at least once during their high schoolcareer. In addition to its primary use as a military entrance exam, the ASVAB is used tohelp students identify potential careers for which they have an interest and aptitude for.Scores from the test will be used to assist us in career counseling with our students.ASVAB scores can be used to demonstrate post-secondary readiness for graduation.

6. NWEA (Northwest Evaluation Association)Students in grades 7-10 participate in this assessment three times per school year.NWEA creates assessment solutions that precisely measure growth and proficiency inthe areas of reading and math while providing insights to help tailor instruction topromote students' academic growth.

7. WIDAThe WIDA assessment will be given to select students only where English may not betheir primary language used at home. The assessment measures their Englishproficiency level. Scores from the assessment are used to create learning plans forstudents who may need additional support due to language barriers.

MCHS Data & Analysis

MCSC MATH ISTEP/ILEARN SCORES – PERCENT PASSING (2014-15 – New ISTEP+ Test, 2018-19 -New ILEARN Test)

GraduationYear

3rd 4th 5th 6th 7th 8th

Grade Grade Grade Grade Grade Grade2021 85 (11-12) 92 (12-13) 91 (13-14) 55 (14-15) 45 (15-16) 59 (16-17)2022 92 (12-13) 95 (13-14) 70 (14-15) 56 (15-16) 62 (16-17) 80 (17-18)2023 89 (13-14) 81 (14-15) 61 (15-16) 67 (16-17) 71 (17-18) 55 (18-19)2024 80 (14-15) 75 (15-16) 79 (16-17) 71 (17-18) 64 (18-19) C-19 (19-20)

2025 60 (15-16) 62 (16-17) 81 (17-18) 61 (18-19) C-19 (19-20) 32 (20-21)2026 70 (16-17) 88 (17-18) 73 (18-19) C-19 (19-20) 46 (20-21)2027 78 (17-18) 82 (18-19) C-19 (19-20) 53 (20-21)2028 79 (18-19) C-19 (19-20) 53 (20-21)2029 C-19 (19-20) 65 (20-21)2030 64 (20-21)

(Table 1)

MCSC LANGUAGE ARTS ISTEP/ILEARN SCORES – PERCENT PASSING (2014-15 – New ISTEP+ Test,2018-19 - New ILEARN Test)

GraduationYear

3rd 4th 5th 6th 7th 8th

Grade Grade Grade Grade Grade Grade2021 87 (11-12) 97 (12-13) 89 (13-14) 83 (14-15) 69 (15-16) 77 (16-17)2022 91 (12-13) 93 (13-14) 74 (14-15) 78 (15-16) 71 (16-17) 76 (17-18)2023 92 (13-14) 91 (14-15) 79 (15-16) 88 (16-17) 79 (17-18) 77 (18-19)2024 83 (14-15) 88 (15-16) 79 (16-17) 84 (17-18) 59 (18-19) C-19 (19-20)2025 75 (15-16) 67 (16-17) 65 (17-18) 61 (18-19) C-19 (19-20) 48 (20-21)2026 72 (16-17) 80 (17-18) 77 (18-19) C-19 (19-20) 58 (20-21)2027 77 (17-18) 47 (18-19) C-19 (19-20) 39 (20-21)2028 58 (18-19) C-19 (19-20) 49 (20-21)2029 C-19 (19-20) 39 (20-21)2030 50 (20-21)

(Table 2)

MCHS 2020-21 ILEARN (7th/8th Grade)

Data Targets & Goals: Our goal is to be 10% or higher than the state average on our grade level state

assessments. The following chart shows what the target score is in relation to our score. The colored

boxes to the right show whether we passed or failed our goal. Green means we passed the goal and red

means we did not meet our intended goal.

Test State Avg. 10% AboveState Avg.

(Goal)

Score(2020-21)

% +/-State Avg.

7th GradeMath

30.5% 40.5% 46.4% +15.9%

7th GradeELA

41.1% 51.1% 58.0% +16.9%

8th GradeMath

27.8% 37.8% 31.7% +3.9%

8th GradeELA

43.9% 53.9% 47.6% +3.7%

(Table 3)

(Graph 1)

(Graph 2)

ISTEP+/ILEARN Data Analysis

The ILEARN test is the most important exam for our junior high students. It is crucialthat we look at what the data indicates to us to determine not only individual student needs,but also whole group curriculum strengths and weaknesses. It is difficult to analyze this datadue to changes in the tests and format of the tests over the last five years as well as the impactthat the COVID-19 pandemic has had on it. The data presented within this school improvementplan is really only summary data overall. The much bigger picture is hidden within each reportobtained from the department of education. With that said, the data shows that our studentshave performed higher than state average in most cases. Our goal is to be 10% higher thanstate average on these tests. Our 7th graders accomplished this during the 2020-21 school year,however our 8th graders did not. This is something that will need to be monitored over thelong run to make sure that this doesn’t become a trend. The data also shows a decline inpassing percentage on 7th and 8th Grade ELA and Math assessments from the 2018-19 schoolyear to the 2020-21 school year. We attribute this decline to the COVID-19 pandemic. The2020-21 data will be used as a new benchmark as we recover from the academic losses causedby the pandemic. Overall, Monroe Central has performed well as a district compared to stateaverages and other East Central Indiana schools.

(Graph 3)

SAT Data Analysis

SAT scores are difficult to analyze as the number of students who take each of thesetests from year to year differs. As the number of test takers goes up, the mean would beexpected to go down. As the number of test takers goes down, the mean would be expected togo up. While we believe that we have been a little below state average for both ELA and Mathover the 5-year span, it’s difficult to determine that. This is concerning, especially since we haveperformed much higher than the state average on ISTEP/ILEARN over that same time period.Beginning with the 2021-22 school year, all Indiana juniors will take the SAT. This will make iteasier for us to compare from year to year, not only Monroe Central students' results, but alsohow those results compare to the Indiana average. On a positive note, we are happy with theincrease in our scores over the last couple of years with still very respectable percentages ofstudents taking the test. We focused much more on this last year and will continue to have SATimprovement as a major area of focus for us. Prior to the 2019-20 school year, we had donevery little in terms of preparing students for the test other than our regular curriculum. For thelast two years, we have put much more emphasis on the SAT and will continue to do so duringthe 2021-22 school year. This year, sophomore and juniors students will use the first 30 minutesof the first LITE (Learning Instruction Targeted for Excellence) period of the week for SAT prepusing Khan Academy and the College Board website. Prior to the school day SAT test in March,MCHS will also have an SAT prep “bootcamp” to ensure that students are as prepared aspossible to take it. The SAT becomes the high school accountability test this year.

Graduation Rate

(Graph 4)

Academic & Technical Honors Diplomas

(Graph 5)

Graduation Pathways

Monroe Central Junior-Senior High School staff members have worked very hard overthe last few years to examine the courses that we offer in an effort to provide as many possiblepathway programs as possible. As a small school, we clearly cannot do everything. Throughpartnerships with the Muncie Area Career Center and other Randolph County schools, we areproud to be able to offer a wide array of possible options to meet the needs of our students.Over the last two years, we added a second Agriculture teacher and brought back a Businessteacher after many years of not having one. We have revamped our Family & ConsumerScience program and added Computer Science to our list of available pathway programs. Asstudent needs change, we will continue to find ways to offer programs that make sense. We arecurrently able to provide full programs in the following pathway programs:

● Agriculture Mechanical & Engineering● Agriscience - Animals● Horticulture● Precision Agriculture● Business Administration● Education Careers● Human & Social Services● Computer Science● Digital Manufacturing - Randolph Central Partnership● Welding Technology - Randolph Central Partnership● Precision Machining - Randolph Central Partnership● Criminal Justice - Randolph Eastern Partnership● Radio & Television - Randolph Eastern Partnership● STEM Engineering Technology - MACC Partnership● Automation & Robotics - MACC Partnership● Automotive Services - MACC Partnership● Construction Trades - Carpentry - MACC Partnership● Construction Trades - Electrical - MACC Partnership● Interactive Media - MACC Partnership● Early Childhood - MACC Partnership● Biomedical Sciences & Technology - MACC Partnership● Dental Careers - MACC Partnership● Pre-Nursing/Healthcare Specialist - MACC Partnership● Fire & Rescue - MACC Partnership● Cosmetology - MACC Partnership

Graduation Analysis

In comparison to the state average, Monroe Central has done a great job of gettingstudents to graduate. Our graduation rates have consistently been above 90% since 2011. Weare proud of this tradition of excellence, however, strive to ensure that every student graduates.Anything less than 100% means that someone didn’t graduate, and that isn’t acceptable. Wewill continue to set high expectations of ourselves as it relates to the graduation rate. Whilegraduation rates are encouraging, our percentage of students who earn honors diplomas isdiscouraging. Our numbers have been consistently below state average. Based upon ourILEARN scores, we would expect a higher percentage of students capable of earning an honorsdiploma. Unfortunately, we are dealing with a culture currently that values taking an easierroad to graduation than taking our most challenging courses needed to earn an honors diploma.This is an area that must be addressed if honors diploma numbers and SAT/ACT scores are toimprove. Last year, we increased the weights of our honors, AP, & dual credit courses. Webelieve that will help incentivise more students earning honors diplomas. We feel good aboutbeing able to offer programs for students of all ability levels. For a small school, we have a fairnumber of honors and dual credit course offerings to meet the needs of our students wishing topursue post-secondary education. We also offer a wide variety of pathway programs to meetthe needs of our students wishing to pursue post-secondary education in technical degree orcertification programs, as well as for those wishing to immediately go out into the workforce.We must continue to improve all programs so that our students leave Monroe Central with theskills necessary to be successful in whatever their chosen path may be beyond high school.

Attendance

(Graph 6)

(Graph 7)

Attendance Analysis

The Indiana Department of Education has changed it’s focus on attendance, moving to a

model that puts more focus on model attendee’s and chronic absenteeism. So, beginning withthe 2018-19 school year, we are graphing this differently (see graphs above). Studentattendance now measures whether students are considered "model attendees.” A "modelattendee" is a student who is in attendance for at least 96% of his or her enrolled days duringthe school year (persistent attendee); or a student who has improved his or her attendance byat least three percentage points from the prior to current school year (improving attendee).Student attendance also considers the percentage of students who are chronically absent, ormissing more than 10% of enrolled days during the school year. From our previous way ofmonitoring attendance, our trend indicated that our attendance rate is just slightly lower thanthe Indiana average. When you look at the 2018-19 school year, it appears that our modelattendee average is just above state average. This is promising data. However, our chronicabsenteeism rate is also above the state average and the gap between them between the2018-19 and 2019-20 school years widened. This is much less promising. Beginning with the2019-20 school year, we began putting more priority on the tracking of unexcused absences.Unfortunately, COVID hit and our attendance went down significantly over the last 2 ½ monthsof the 19-20 school year. For the 2020-21 school year, the pandemic continued to have asignificant impact on attendance. Our plan for the 2021-22 school year is to once again trackunexcused absences much closer. Our goal is simply to be above state average for modelattendees and below state average for chronic absenteeism. Continued focus on unexcusedabsences should help us meet both of these goals. We are attacking this one student at a time.

Monroe Central Junior-Senior High School3-Year Strategic Plan

During the 2018-19 spring semester, our staff participated in a SWOT (Strengths,Weaknesses, Opportunities, Threats) Analysis of our school and then broke up into teams tofurther study our areas of weaknesses, opportunities, and threats in an effort to make themstrengths as well. Some of the common threads that came out of the SWOT analysis and werefurther studied include:

● Our lack of Academic & Technical Honors Diploma graduates.● Our desire to offer as many Graduation Pathway opportunities as possible while also

offering junior high rotation exploration electives for as many of those Pathways aspossible.

● How to better improve learning outcomes for all students through our daily SuccessPeriod class.

● How to improve the educational learning environment through Positive BehaviorIntervention Support (PBIS) and fair and consistent consequences for undesiredbehaviors.

● Identification of measures to improve our overall attendance rate.● How to better serve our students with social and emotional needs.

Based upon the work product from the study teams, we have been able to identify goals andstrategies to work on over the course of the next three years.

Goal #1 - Develop a climate of collaboration and high expectations that benefits all stakeholders(staff, students, parents, & community) as measured by yearly increases in student enrollmentand attendance rate, and 100% graduation/certificate of completion rates.

Goal #2 - We will improve our students’ achievement as evidenced by increasing our schoolletter grade from “B” to “A” by 2021-22.

Monroe Central Junior-Senior High SchoolGoal #1 Worksheet

Goal #1: Develop a climate of collaboration and high expectations that benefits all

stakeholders (staff, students, parents, & community) as measured by yearly increases in

student enrollment and attendance rate, and 100% graduation/certificate of completion rates.

Measurement From To By When

StudentEnrollment

511 512+ (x) 2020-21

x x+ 2021-22

Attendance Rate

94.9% 94.9%+ (x) 2019-20

x x+ (y) 2020-21

y y+ 2021-22

Graduation /Certificate of

Completion Rate

99% 100% 2019-20

100% 100% 2020-21

100% 100% 2021-22

Intiatives Stratgies

Positive BehaviorIntervention

Supports (PBIS)

Strategy #1: MCHS will fully implement the Jostens Renaissance Bear PositiveProgram with daily, weekly, monthly, quarterly, bi-annually, and annual recognitioninitiatives.

Strategy #2: MCHS will implement non-disciplinary "BREAK - Break, Reflect,Evaluate, Ask, Know & Reset" to de-escalate minor classroom behavior anddisruption issues.

Strategy #3: MCHS will annually review disciplinary data and practices to implementfair, consistent, and effective consequences for negative behaviors that minimize theloss of instructional time.

ProfessionalLearning

Communities

Strategy #1: MCHS will establish Department PLCs focused on curriculumdevelopment to meet the needs of all students.

Strategy #2: MCHS will establish Grade Level PLCs focused on student data andintervention strategies to meet the needs of each individual student.

Attendance

Strategy #1: MCHS will implement attendance procedures to decrease the number ofunexcused absences.

Strategy #2: The MCHS Attendance Team will meet weekly to review studentattendance concerns and enforce school policy.

Strategy #3: MCHS will partner with outside agencies such as the Department ofChildren's Services, Randolph County Juvenile Probation, and the Randolph CountyProsecutor to assist with habitual attendance issues.

Monroe Central Junior-Senior High SchoolGoal #2 Worksheet

Goal #2 - We will improve our students’ achievement as evidenced by increasing our school

letter grade from “B” to “A” by 2021-22.

Measurement From To By When

School LetterGrade B A 2021-22

Intiatives Stratgies

ProfessionalLearning

Communities

Strategy #1: Curriculum maps will be created and/or revised & aligned by DepartmentPLC teams by August 2020 with an emphasis on content & employability skillstandards and rigorous, higher level depth of knowledge learning.

Strategy #2: Grade Level PLC teams will identify students in need of Tier 2 & 3Multi-tiered Systems of Support (MTSS) academic, behavioral, or social-emotionallearning (SEL) services and implement intervention plans to improve their overallschool success.

Multi-TierSystems of

Support (MTSS)

Strategy #1: MCHS will fully integrate the MTSS model into the school by firstidentifying and implementing Tier 1 services to all students.

Strategy #2: MCHS will implement Tier 2 & 3 services to meet the needs of identifiedstudents for academic, behavioral, and SEL domains.

Success Period /Study Hall / LITE

Time

Strategy: MCHS will better maximize the use of Success Period to implementservices to meet the needs of all students and targeted school initiatives.

Sub-Strategy #1: We will provide effective remediation services for allstudents based upon academic data collected and analyzed by ILEARN,ISTEP, and NWEA.

Sub-Strategy #2: We will utilize Success Period time to prepare ourSophomore & Junior students for the PSAT, SAT, ACT, & ASVABassessments.

Sub-Strategy 3: We will utilize Success Period time for our Seniors toimplement life skills training initiatives.

Monroe Central Junior-Senior High SchoolProfessional Development Plan - 2019-2022

During the 2019-20 school year, Monroe Central Schools utilized a delayed startschedule every Wednesday allowing for staff professional development and professionallearning community meetings from 8:00-8:40 a.m. each Wednesday throughout the school year.Due to COVID-19 restrictions, we shortened the student day and changed this plan during the2020-21 school year. We released students 30 minutes earlier than we had previously and builtin approximately 35 minutes (2:39-3:15 p.m.) at the end of each day for staff to assist virtualstudents, work with students who have been quarantined due to COVID-19, and for staffprofessional development and PLC meetings. For the 2021-22 school year, our students will nolonger be released early. As a district, we studied whether to return to our delayed startWednesday schedule or look for other alternatives for professional development time. Wedecided to abandon the delayed start Wednesday and instead build in six student virtuallearning days / staff professional development days allowing for extended professionaldevelopment opportunities and PLC meeting time. Based upon our school data analysis fromthe data profile and our established goals, here are some professional development topics thatwill be focused on PD time and throughout the school year over our three-year strategic plan:

● All Years○ Drug Prevention Awareness Initiatives○ School Safety Initiatives○ Paraprofessional Training

● 2019-20 School Year○ Professional Learning Communities (PLCs)○ Multi-tiered Systems of Support (MTSS)○ Data Analysis

● 2020-21 School Year○ Best Practices Instruction - Marzano○ Technology & the SAMR Model○ Differentiated Instruction○ Project Based Learning○ Pursuing Cultural Efficacy

● 2021-22 School Year○ Follow-up on 2019-20 & 2020-21 School PD Initiatives as Needed○ Instructional Rounds○ Assessment○ Social Emotional Learning