School Improvement Plan

PD – Accurate Attendance

Run Teacher Missing Attendance Report

Send Emails to Teachers & Schedule Meetings

Confirm attendance report w/ teachers when pattern of student non-attendance is identified. 

Refine attendance taking procedures

• Lynda Zweber, SSS
• Stephanie Marr (Attendance Secretary)
• Teachers
• MHS Admin Team

• Synergy Attendance Reports

• 100% of classroom teachers are reporting daily attendance in Synergy.

• 100% of teachers report they are aware of and are using agreed upon attendance taking guidelines above 95% of the time.

Run daily attendance reports of unexcused absences and share with counselors.

Counselors gather academic and behavioral information from teachers and interview student to identify barriers

Attendance Teams with counselors, administrators and SSS to review data,  gather information about barriers, and identify action steps to offset barriers.

Phone calls home for students in the grad mentor program who have unexcused absences.

Teachers call home when a student is absent for three consecutive days. If no notable change occurs, refer to admin.

Counselors call home when student has six consecutive days of absence, conduct empathy interview/BSD Vision Survey

Parent Square message re: ‘Attendance Matters’ sent out quarterly to students with attendance <90%.

Survey all students with <90% attendance

Analyze gathered information on barriers to identify potential systemic change ideas that can be implemented within this school year.

• Lynda Zweber, SSS
• Stephanie Marr
• MHS Admin Team
• MHS Counselors
• Grad Mentors
• Campus Supervisors
• Social Worker

• Synergy Attendance Reports

• Attendance Spreadsheet and data protocols

• Attendance Teams

• MHS created Attendance Survey

• Identify barriers impacting each student with excessive unexcused absences during the first semester and select one change idea to implement in the second semester

Run daily Attendance Report.

Re-inform parents of guidelines to report excused absences

Social Worker does home visit on day 8-9 of consecutive absences, if counselor’s effort has not identified the barrier to student’s attendance

Analyze gathered information on barriers to identify potential systemic change ideas that can be implemented within this school year.

• Lynda Zweber, SSS
• Stephanie Marr
• Grad Mentors
• Counselors
• Social Worker
• Alpha Attendance Teams

• Synergy Attendance reports

• MHS created Vision Survey

• mplemented attendance improvement plans for 100% of the students on the 6 consecutive days of absence report.

Distribute the BSD Vision Survey to 9th grade students in Advisory

Attendance teams discuss identified students in their alpha groups 

Conduct empathy interviews

Conduct Student Support Talks

Identify change idea

Assign Grad Mentor and start weekly meetings

Re-distribute BSD Vision Survey 

• Lynda Zweber, SSS
• Teachers
• Attendance Teams
• Grad Mentors
• Counselors
• Debbie Kurtz, 9th Grade Success
• Eka Essien, CAIRO Rep

• MHS created student survey

• 50% of 9th grade students will self-report an increase in their rating of feeling of ‘belonging’ and ‘mattering’ as reported on the BSD Vision Survey.

• Teachers will utilize strategies to support student learning.

• Identify and create student cohorts, analyze quarter grade data.

• Admin Team
• Lynda Zweber, SSS

• Lexia

• Utilize advisory time to administer LEXIA assessment. Connect student performance to 1st quarter grade data.

• Admin Team

• Intentional administrator developed feedback process.

• MHS Walkthrough

• Engage in a continuous improvement cycle using admin feedback and check-in meetings.

• Admin Team

• MHS Student Intervention Flowchart

• MTSS Manual