Summary for School Improvement
Dardanelle High School
School Improvement Plan
Board approved on April 12 2021
Current Mission and Vision:
It is the mission of Dardanelle High School to empower its students with the skills they need to be successful in their changing world.
Needs Assessment Data:
Dardanelle High School Data :
Due to limited testing as a result of Covid-19, new ACT ASPIRE data was not available. Below is the last data that was provided:
ASPIRE Test performance improved in many areas. Below contains a summary of the current aspire data for Dardanelle High School (state averages).
10th grade English was 57 (60); math improved to 36 (29); reading remained static at 33 (32); science improved to 41 (33). In 9th grade, English improved to 62 (59); math improved to 43 (36); reading was good at 40 (37); science remained good at 33 (35).
ACT scores were good with DHS ACT 20.9. State average was 19.4
Advance Placement enrollment increased slightly with significant increases in national exam averages with 58 students earning a score of 3, 4, or 5 on the national exam.
4-Year Graduation Rate was 92.4% as compared to the state average of 88.8%.
Improve English and Language Arts performance by 5%.
Indicators: Improvement in ASPIRE scores as measured by the number of students scoring ready or exceeding on the Spring ACT Aspire assessment in 2022.
Actions and Timeline:
All principal evaluations and observations will evaluate depth and quality of questioning--especially on English anchor pieces. (Burris, Farnam, ongoing)
Close reading will be practiced in all language arts classes. Reading will be on grade-level. (English Department, ongoing)
All English classes will have a strong emphasis on vocabulary. Students will be exposed to content-rich vocabulary in various ways and multiple strategies will be utilized to assure student understanding. (English Department, ongoing)
Increased non-fiction will be read and fully discussed in all English classes, CCR Literacy, and Critical Reading. (English department, ongoing)
Writing of the position paper type will be practiced in all literacy, science, and social studies classes throughout the year with principal evaluation reflecting frequency and excellence of the assignments and results. (English, Science, and Social Studies departments, ongoing)
At least two ACT aspire interims will be given in English and Reading throughout the school year. Data from assessments will be collected and utilized to make curriculum decisions and changes moving forward. Students will be remediated as needed based upon interim data. (Burris, Farnam, Fall 2021 & Spring 2022)
Improve Math Performance by 5%
Indicators: Improvement in ASPIRE scores as measured by the number of students scoring ready or exceeding on the spring ASPIRE assessment given in 2022.
Actions and Timeline:
All Algebra and Geometry teachers will give two interim ASPIRE tests; reteach problem areas as indicated by class performance. Data from assessments will be collected and utilized to make curriculum decisions and changes moving forward. Students will be remediated as needed based upon interim data (Burris, Farnam, Fall 2021 & Spring 2022).
All principal evaluations of math classes will note evidence in clarity of instruction and conscious alignment of teaching to curriculum accessed on ASPIRE. (Burris, Farnam, ongoing)
Increase graduation rates by 3%.
Indicators: Graduation rates provided by the Arkansas Department of Education.
Actions and Timeline:
Provide credit recovery and summer school opportunities for students to obtain missed credits. (Burris, Farnam, ongoing)
Provide response to intervention for students as needed to help meet the academic needs of each student. (Hudgeons, Hettinga, ongoing)
Provide a strict attendance policy to promote student achievement and enhance the possibility of graduation. (Burris, Farnam, ongoing)
District Support Needed:
Curriculum coordinators and coaches will provide technical assistance and materials needed to give interim tests.
Help will be provided in the area of curriculum alignment and the selection of appropriate curriculum resources to be utilized within the classrooms.
District will allow and encourage teacher professional development needed to improve posing of questions and increasing depth of knowledge.
In order to prevent failure, the alternative learning environment will be used as a last resort effort to remediate and recover credit. (Burris, Farnam, ALE Staff, ongoing)