Standard+4



4.2 || 4.2 4.3 || 4.4 || 4.6 || 4.5 ||
 * **Practices and Artifacts** || **Indicators** ||
 * Assessments include class work, homework, tests, and “performance” assessments. Progress is tracked on Power School and the MME. ||> 4.1 ||
 * [|Sample assessments] from Family and Consumer Science courses may be found on the School World Web page. ||> 4.1 ||
 * The World Language department implements a variety of both formative and cumulative assessments that evaluate the students’ performance in writing, reading, speaking, listening comprehension and cultural knowledge and understanding. These assessments include homework, projects, quizzes and the common unit assessments. ||> 4.1 ||
 * The World Language department has worked to create assessments and write curriculum that fulfills the expectations set by the State of Michigan and that also meets the needs of the broadening student demographic that is becoming more prevalent in our program as a result of new state graduation requirements. ||> 4.1
 * Students are given the opportunity to demonstrate their learning in a [|cumulative mathematics assessment project]. ||> 4.2 ||
 * All departments participate in [|analysis of unit assessments]. Departments were furthermore required to create an attainable, data driven improvement goal for the remainder of the school year, such as a percentage increase in overall CUA scores, improvement in failure rates, or increased AP test scores.  ||> 4.2 ||
 * Power School program allows for formation of groups of the teacher’s creation. ||> 4.2 ||
 * Students who receive special education support have individualized education plans (IEP) that are created, maintained and evaluated on the county wide website titled the FOCUS system. This allows for teachers to maintain accurate progress reporting on student achievement towards current IEP goals and objectives. ||> 4.2 ||
 * The performance of low-SES students has been identified as the school’s largest achievement gap. A book study of //A Framework for Understanding Poverty// and staff meetings on the implementation of its recommendations is the foundation of our effort to close this gap. ||> 4.1
 * Teachers write short-term improvement goals after the analysis of Common Unit Assessments. Results of the goals are e-mailed to the staff. ||> 4.3 ||
 * Teachers collaboratively analyze Common Unit Assessments and create short-term improvement goals based on the results. ||> 4.3 ||
 * Integrated I classes used stem and leaf plot data during its pilot year to determine what units were most in need for improving. ||> 4.3 ||
 * Math Department is implementing a quiz strategy in Integrated I classes for helping students in the chapters that are statistically low. ||> 4.3 ||
 * Data Director training was provided on 10/25/07 for a number of staff members. ||> 4.3 ||
 * LHS professional development is primarily collaborative work in the analysis of assessments and the creation of strategies to improve performance on those assessments. ||> 4.3
 * <span style="font-size: 10pt; font-family: 'Arial','sans-serif';">Common Unit Assessments are completed for every course and documentation of analysis of these CUA’s is completed per semester. White binders kept in Principal’s office for documentation. ||> 4.2 ||
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-US; mso-fareast-language: JA; mso-bidi-language: AR-SA;">The World Language Department attends K-12 meetings to discuss and plan changes for improvement and development of our program in order to close the gaps in student performance and progress throughout the district based on data of student performance and comparison with other school districts. ||> 4.3
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">The [|school profile] and the Michigan Golden Package include disaggregated data. ||> 4.5 ||
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-US; mso-fareast-language: JA; mso-bidi-language: AR-SA;">Eighth grade students are identified for “Freshman Focus” by looking at their grades and communicating with their counselors and administrators to get them on the right track when they get to the high school. ||> 4.2
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"><span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Newsletters and the [|school profile] (which dates back to the 1990s) include comparative data. Comparative data is communicated to the faculty at school improvement meetings. ||> 4.6 ||
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-US; mso-fareast-language: JA; mso-bidi-language: AR-SA;">The World Language Department members (K-12) visited Rockford Schools in September 2008 to observe and obtain information about their Spanish immersion program. After comparing the results of the immersion program to the traditional language program currently implemented at LHS, the department has begun collaborating with the administration to pilot a similar program within our district. ||> 4.6 ||
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-US; mso-fareast-language: JA; mso-bidi-language: AR-SA;">Students in [|AP English] and [|Creative Writing] complete a portfolio at the end of the semester to demonstrate growth in performance and ability. ||> 4.7 ||
 * All expectations for the classes offered by the World Language department are available on class syllabi for students to reference at any time on the teacher webpages and grades are posted daily on PowerSchool for students to access at any time to receive information about their progress and performance. ||> 4.8 ||
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-US; mso-fareast-language: JA; mso-bidi-language: AR-SA;">In the Math Department, at the beginning of the school year, some students take a survey to talk about their goals and expectations for the math course. Integrated II students are also expected to fully complete a [|practice test] to 100% mastery before taking the actual unit test. ||> 4.8 ||
 * <span style="font-size: 10pt; font-family: Arial; mso-fareast-font-family: 'MS Mincho'; mso-ansi-language: EN-US; mso-fareast-language: JA; mso-bidi-language: AR-SA;">Students who receive special education support get evaluated on their current IEP goals and objectives at each marking period. The documentation of the student’s progress is put in their CA-60, mailed home and logged into the FOCUS IEP system. ||> 4.8 ||