clifford pierce middle school - merrillville community school

Public Law 221

2010-2014

Clifford Pierce Middle School

199 East 70th Place

Merrillville, Indiana46410


Public Law 221 Report

Table of Contents

I. Introduction

A. School Profile…………………………………………………………………………...……..…6-7

B. Demographics, Description and Location of Curriculum……………………………………….…..8

C. Course Offering……………………………………………………………………………..…….9-10

D. Assessment Instruments……………………………………………………………………………11

1. Student Success Process ………………………………………………………………..…..12

II. Statement of Vision and Mission……………………………………………………………………...……13-14

III. Summary of Data

A. Data

1. Annual Performance Report…………………………………………………………………16

2.Demographics Data …………………………………………….…………………18-19

B. ISTEP Data Graphs……………………………………………………………………………..…...20

1. 7th

Grade English Performance by Standards……………………………………………..…21

2. 7th

Grade English Performance by Ethnicity………………………………………………...22

3. 7th

Grade English/Language Arts two-year Comparison…………………………………….23

4. 7th

Grade Math Performance by Standards…………………………………………………….24

5. 7th

Grade Math Performance by Ethnicity……………………………………………………..25

6. 7th

Grade Math two-Year Comparison………………………………………………,,,………26

7. 7th

Grade Social Studies Performance by Standards…………………………………...……...27

8. 7th

Grade Social Studies Performance by Ethnicity……………………………………………28

9. 7th

Grade Social Studies Two-Year Comparison……………………………………………....29

10. 8th

Grade English Performance by Standards………………………………………………….30

11. 8th

Grade English Performance by Ethnicity………………………………………….…..….31

12. 8th

Grade English Performance Two-Year Comparison………………………………………32

13. 8th

Grade Math Performance by Standards…………………………………………………...33

14. 8th

Grade Math Performance by Ethnicity……………………………………………………34

15. 8th

Grade Math Performance Two-Year Comparison………………………………….……..35

C. Safe and Disciplined Learning Environment………………………………………………………..36

1. Discipline Graphs…………………………………………………………………….…..39-41

2. Discipline Observations………………………………………………………..…………….42

IV. Conclusions about Educational Programming

A. Curriculum and Instruction………………………………………………………………………….44

B. Analysis of Student Achievement ……………………………………………………….………45-46

C. Instructional Strategies………………………………………………………………………………47

D. Parental Participation ………………………………………………………………………………..48

D. Technology as a Learning Tool ……………………………………………………………….……..48

E. Professional Development……………………………………………………………………50

V. Student Achievement Objectives and Goals ………………………………………………..51-54

VI. Proposed Interventions: includes Benchmarks and Professional Development associated with reaching

Student Achievement Objectives and Goal ……………………………………55-66

VII. Form A ……………………………………………………………………………………..……67

VIII. Form B ………………………………………………………………………………………......68

Glossary of Terms

AA — Allied Arts

AP—Acuity Probes

AR — Academic Rotation

CIC — Continuous Improvement Council

Core subjects – Math, English, Science, Social Studies

E/LA – English/Language Arts

ELL—English Language Learners

EH/ED – Emotionally Handicapped/ Emotionally Disabled

IAS – Indiana Academic Standards

ICARE –Indiana Content Area Reading

ISTEP – Indiana Statewide testing for Educational Progress

LRE – Least Restrictive Environment

LSS – Language Skills and Strategies

MSS – Math Skills and Strategies

NCLBA – No Child Left Behind Act

PBIS – Positive Behavior Intervention and Support

PDSA – Plan, Do, Study, Act

PEP – Preventing Expulsion Program

Pirate POWER – advisory period that stands for Principal‘s Perspective, Operation Read, Working Together, Energizing, Rejoice-Reflect-Reward

PL221 – Public Law 221

Power Writing – A sequential process that begins with a word – moves to a phrase- to a sentence – to paragraphs – to multi paragraph essays.

PTO – Parent – Teacher Organization

REM – Remediation, Enrichment, Maintenance

Read 180

RTI – Response to Intervention

Ruby Payne – Ruby Payne‘s Framework for Poverty techniques help the teacher and the entire school community by defining economic classes and

their affects on behaviors, attitudes and mindsets.

SIP – School Improvement Plan

SSP – Student Success Process

WSS – Writing Skills and Strategies

* FF—Fast ForWord

Introduction

School Profile

Clifford Pierce Middle School is located in the town of Merrillville, Indiana. Merrillville is the 22nd

largest community in

Indiana and the second largest land mass community in northwest Indiana with 32.5 square miles of land. Merrillville is

continuing to grow rapidly as families from other states, especially from nearby Chicago, and other parts of Indiana are moving

into the area. The Merrillville Community School Corporation comprises all of Ross Township, which includes Merrillville, as

well as parts of Crown Point and Hobart.

Many residents commute for work purposes to either the industrial areas of northern Lake and Porter counties, or to the urban

or suburban areas of Chicago. The community is a mix of socioeconomic middle class and lower middle class. Merrillville

Community School Corporation has an enrollment of approximately 7000 students with 2000 students enrolled in five K-4

elementary schools, 1100 at Merrillville Intermediate School, 1125 at Pierce Middle School, and 2200 at Merrillville High School.

Clifford Pierce Middle School reorganized in 2001-2002 as the only middle school comprised of exclusively 7th

and 8th

grade

students within the school community. Prior to this transition, Merrillville had two 6-8 grade middle schools.

The school is a center of learning that reflects the profound changes occurring in the American landscape. It began in a small,

rural community as a high school in 1928. Throughout the century, Merrillville became more suburban as heavy industry brought

families to the area. Evolving from a high school to a junior high school, and now a middle school, Pierce has transformed into a

state-of-the-art middle school within the shopping, entertainment, and growth center of northwest Indiana. In 1999 Pierce

celebrated the beginning of a new era following a 2 ½ years, $28 million renovation. In 2009, a $4 million new addition was

added to Pierce.

Pierce Middle School is a one-of-a-kind building, which has been featured in architectural publications. One of the unique

features of Pierce Middle School is the planetarium, which serves over 26,000 visitors each year with programs for all Merrillville

schools, the surrounding school districts, and the community at-large. The school is well equipped technologically with traditional

computer labs, portable wireless laptop labs, and modular multimedia labs for the Scholastic Read 180 classes. As a middle

school, the building design incorporates the team concept into its floor plan and provides flexibility in instructional and meeting

space.

Pierce Middle School faces challenges head-on with an eye on the future. In its lobby, suspended two stories above the entry,

is a 15 foot model of the space shuttle, Endeavor. This symbol reflects a slogan that exemplifies the mood at Pierce Middle

School. The school looks to the future with ―A New Endeavor‖ as it seeks continuously to improve upon its great foundation.

P.6

Various ethnic, racial, and religious groups and traditions are represented within the student population. Student success is

reflected in the number of awards and recognition that individuals and the school have received in academic, athletic, and community

service areas. Some examples of these honors are:

* National Blue Ribbon School, 2000

Indiana Blue Ribbon School, 1999

Indiana Academic Super Bowl, multiple state awards

Indiana Spell Bowl, multiple state awards

Band, Orchestra, Choir awards for the state and region

Yearbook, state and national awards

Indiana Learning and Service Grant Award by the Indiana Youth Commission

1st Annual Birdsong Award from the Anti-Defamation league presented to STAND

We the People, multiple regional and state awards

Science Olympiad, multiple regional and state awards

Indiana School improvement Program School award

Indiana Guidance Leadership Project, participant

Athletic conference and state championships

In addition to the recognitions listed above, Pierce students have the opportunity to participate in the following extracurricular

activities. Several hundred students are active participants in these groups. Their involvement reflects the sense of community

established at Pierce.

Academic Super Bowl * Drama Club * PEACE

Art Club * Pier Mediation * Student Council

Athletic Teams * Planetarium Club * Yearbook

Lavender Girls * Pierce Newspaper * Young Men on A Mission

Media Club * Science Club

National Junior Honors Society * Science Olympiad

Builders Club * Socially Together & Naturally Diverse (STAND)

Chess Club * Spell Bowl

P.7

Special education services, guidance counseling, social work, speech, and remediation for essential skills are available for all students.

Conflict resolution activities including peer mediation are options for students. Both co-curricular and extra curricular groups conduct

community service projects. Celebrations include quarterly awards breakfasts, quarterly academic recognitions, bi-weekly PBIS

redemption days, PBIS students of the week, star weekly readers, acknowledgements of success daily, evening family events, and

sports invitational events.

Demographics, Description and Location of Curriculum

The enrollment at Pierce Middle School is approximately 1125 7th

and 8th

grade students. The mobility rate at this time is 29%

and fluctuates from year to year. The ethnic makeup of the student population is diverse with African American 55%, Caucasian

19.2%, Hispanic 15%, Multiracial 9.6%, Asian .8%, and Native Americans 0%. Included in the student population are 9.8%

special education students and 1.9% English Language Learners students. Students who qualify for free or reduced lunch number

at 49% of the total population. Three administrators, two guidance counselors, one social worker, one school nurse, 65 teachers

including 6 special education teachers, and 56 support staff serve the school.

Consistent throughout the Merrillville Community School Corporation is curriculum for all academic subject areas including

mathematics, science, social studies, language arts, technology, art, music, physical education, family/consumer science, industrial

technology, and Scholastic Read 180, and Fast ForWord. The curriculum for each subject area is based on the Indiana Academic

Standards. Copies of each department curriculum are available in the corporation administration office in addition to being posted

on the corporation website. Each teacher is provided with a copy of the curriculum and map for their content area. Representation

on curriculum design committees includes teachers and administrators from all levels. For math and English, the school will

follow the curriculum aligned to state standards, Acuity testing, and blue prints that will be provided by the state, as well as plan

for transitioning for the Common Core Standards. Science and social studies will adjust maps to match Acuity testing as indicated

by previous test.

P.8

Course Offerings

The following courses are offered to all students at Pierce Middle School:

Language Arts

Math

Science

Social Studies

Health

Band

Choir

Computer Applications

Computer Lab

Exploring Art/Music

Family and Consumer Science

Industrial Technology

Multicultural/Multimedia Art

Music

Orchestra

Fast ForWord

Physical Education

Pirate Power

Spanish/French Art/Humanities

Writing Skills and Strategies

IMPART (International Matters of Philosophies and Arts

Special Courses:

The following courses are offered to students who qualify:

P.9

Language Skills and Strategies

Honors English

Honors Math

Math Skills and Strategies

Preventing Expulsion Program

Scholastic Read 180

Special Education

RTI Tier II

I Tier III/ISTEP Prep

P.10

Assessment Instruments

The Merrillville Community School Corporation uses ISTEP+, ISTAR, SRI, teacher made assessments and Acuity, to

determine student performance and curriculum effectiveness. In addition, the school applies the 6+1 writing rubric district-wide.

In math and language arts Pierce utilizes an 8-step instructional cycle called the Student Success Process (SSP). As part of this

system, math and language assessments take place after completion of instruction for a standard as determined by the department

heads. Applied Skills questioning is used in the enrichment component of SSP, as well as in the regular classroom. The SSP is

explained in detail on the next page. Clifford Pierce Middle School has incorporated the Scholastic Read 180 program which

periodically assesses students and their lexile reading scores to determine readability. Frequently monitoring of student progress

informs teachers about instructional applications.

P.11

Test Score Disaggregation

Use student test scores to identify instructional groups

Identify weak and strong objective areas

Time Line Development Develop a campus time line that encompasses all objective areas and time allocations based on the needs of the student

groups

Instructional Focus

Using the time line, deliver the instructional focus lessons using the schedule

Assessment

Administer an assessment to identify mastery and non-mastery students

Tutorials

Provide tutorial time to re-teach non-mastered target areas

Enrichment

Provide enrichment opportunities for mastery students, concentrating on applied skills questions

Maintenance

Provide materials for ongoing maintenance and re-teaching

Monitoring The principal assumes the role of instructional leader and is continuously involved in the teaching and learning

process

P.12

Student Success Program

VISION The Merrillville Community School Corporation has adopted a vision for its schools. This vision is a basis for the future and

drives the mission of the middle school.

At the crossroads of Northwest Indiana, the Merrillville Community School Corporation creates a hometown feeling in a

metropolitan area. The sprawling school community, nestled in comfortable neighborhood settings, offers attractive, well-maintained,

and safe schools with a comprehensive curriculum and state-of-the-art technology. A wide range of educational programs and

activities are equally available to all, from preschoolers to senior citizens. Families are woven into a tapestry representing various

ethnic, racial, and religious traditions united by the common bond seeking a quality education for the community.

People feel a close connection to the school system due to the emphasis on communication. Communication is the core that

allows for a collaborative relationship among the school staff, parents, and community. These relationships foster and support the

learning experiences that challenge each student at a level appropriate to the individual‘s needs and interests.

Merrillville has long enjoyed a reputation for the professional competence and character of its faculty, staff, and

administration. The professional staff understands and accepts personal responsibility for achieving the mission of the school

corporation. The school system is committed to designing an organization of learning that seeks continuous improvement and quality,

resulting in highest possible student achievement.

Clearly written goals, aligned with rigorous academic standards, have been established and reach far beyond the minimum

standards required by the Indiana Department of Education. These goals also focus on developing independent, lifelong learners, and

responsible, productive citizens.

Learning environments throughout the school corporation are energized by a sense of awe, curiosity, and enthusiasm generated

by knowledgeable, caring adults who ignite and sustain the desire to learn. Students are inspired by teachers who use a wide range of

teaching methods in order to ensure that students are active learners. Students find the content of their subjects to be meaningful and

applicable to the next stage of their development as learners. Each student is encouraged to take ownership for learning which results

in the mastery of basic skills, literacy in wide range of subjects, and proficiency in the use of technology.

Students are able to make intelligent academic, personal and career choices as a result of individual counseling and

community-based learning opportunities. Career exploration activities are provided through collaboration with local business people

civic leaders, and government officials.

P.13

Clifford Pierce Middle School’s

Mission

Clifford Pierce Middle School provides a safe learning environment that prepares students for future success by

fostering respect, responsibility, creativity, and a desire to learn.

Adopted by the parents, students, and faculty of


P.14

Summary of Data


Annual Performance Report

Aim: Provide the highest student achievement using an integrated management system

Indicator 07-08 08-09 09-10 10-11 State

Results

Student Enrollment 1128 1179 1150 1115

Grade 7 Percent Passing ISTEP+ Math Standards 67 49 70 63 75

Grade 7 Percent Passing ISTEP+ Language Arts Standard 69 62 74 74 77

Grade 7 Percent Passing ISTEP+ Science Standard 40 40 N/A N/A N/A

Grade 7 Percent Passing ISTEP+ Passing Social Science

Standard

56 56 68

Grade 8 Percent Passing ISTEP+ Math Standards 60 53 66 69 77

Grade 8 Percent Passing ISTEP+ Language Arts Standard 62 54 64 69 72

Percent of 8th Grade Students Enrolled in Algebra I 11.8 10.6 11/05 14.3

Attendance Rate 96.1 96 96 96

Number of students with more than 10 unexcused absences 47 70 31 44

Number of student who have dropped out 0 0 O 0

Number of Suspensions 874 685 794 765

Number of Expulsions 15 14 16 13

Number of expulsions and suspensions involving drugs,

weapons, or alcohol

6 17 17 13

P.16

DEMOGRAPHICS

School Enrollment

1130

1180

1160

1125

10901100111011201130114011501160117011801190

2007-2008 2008-2009 2009-2010 2010-2011

P.18

Enrollment by Ethnicity

55

1519.2

9.6

0

10

20

30

40

50

60

Black Hispanic White multiracial

P.19

ISTEP DATA

7th Grade English performance by

Ethnicity

70 7686 83

41

65

83

0

20

40

60

80

100

Black

Hispa

nic

Whi

te

Mul

tirac

ial

SP. E

d.

Mal

e

Female

P.21

7th Grade English Performance by

Standards

75.25 75.2576.75

78.5 78

80.25

72737475767778798081

Vo

ca

bu

lary

No

nfictio

n/In

fo

Te

xt

Lite

rary

Te

xt

Wri

tin

g

Pro

ce

ss

Wri

tin

g

Ap

plica

tio

n

La

ng

ua

ge

Co

nve

ntio

n

P.22

7th Grade English Two year Comparison

74 74

0

10

20

30

40

50

60

70

80

Two Thousand Ten Two thousand Eleven

P.23

7th Grade Math by Ethnicity

56

71

86

71

5061 67

0

20

40

60

80

100

Black

Hispa

nic

White

Multirac

ial

Sp. E

d.

Male

Fem

ale

P.24

7th Math Performance by Standards

67.75

64.7566.75

61.75

67.25

62.7561

5658606264666870

Num

ber

Sense

Com

puta

tion

Alg

ebra

&

Functions

Geom

etr

y

Measure

ment

Data

Analy

sis

pro

ble

m

Solv

ing

P.25

Two-Year 7th Grade Math Comparison

70

63

58

60

62

64

66

68

70

72

Two Thousand Ten Two Thousand Eleven

P.26

7th Grade Social Studies by Ethnicity

5057

76

57

30

54 57

01020304050607080

Black

Hispa

nic

White

Multirac

ial

Sp. E

d.

Male

Fem

ale

P.27

7th Grade Social Studies Performance by

Standards

57.7557.5

59 59

56.5

57

57.5

58

58.5

59

59.5

History Geography Economic Civic &

Government

P.28

Two-Year Comparison for Social Studies

56 56

0

10

20

30

40

50

60


P.29

8th English by Ethnicity

59

76 74 78

21

59

73

0102030405060708090

Black

Hispa

nic

White

Multirac

ial

Sp. E

d.

Male

Female

P.30

P.3154;‘

8th English Performance by Standards

63

67.25

63

67.566.25

606162636465666768V

oca

bu

lary

No

n-f

ictio

n

Lite

rary

Wri

tin

g

Pro

ce

ss

La

ng

ua

ge

Co

nve

ntio

ns

8th Grade English Two-Year comparison

63

66

61

62

63

64

65

66

67


P.32

8th Grade Math Performance by Ethnicity

61

80 8476

50

70 69

0102030405060708090

Black

Hispa

nic

White

Multirac

ial

Sp. Ed.

Male

Fem

ale

P.33

8th Grade Math Performance by Standards

70.25

64.5

70.2569 69.5

64.25

67.25

6162636465666768697071

Num

ber S

ense

Com

puta

tion

Algeb

ra &

Fun

ctions

Geo

met

ry

Mea

sure

men

t

Dat

a Ana

lysis

Pro

blem

Solving

P.34

Two-Year 8th Grade Math Comparison

66

69

64

65

66

67

68

69

70


P.35

Safe and Disciplined Learning Environment

In order to secure a safe and disciplined learning environment, Pierce has implemented the Positive Behavior Interventions and

Support (PBIS) program throughout the school. The PBIS program builds capacity of schools, families, and communities to promote

social and academic success of all students, including those with emotional/behavioral and other disabilities. The key focus areas of

the program include: prevention based school-wide systems of positive behavior support, data-based decision-making for instruction

of behavior and academics, and wraparound planning for students with complex emotional and behavioral needs and their families.

P.36

The state of Indiana selected six schools to receive the PBIS Indiana grant to become highly proficient PBIS

schools in order to serve as a model PBIS school for other schools to come and visit.

Pierce has established the following targets outcomes with specific strategies for accomplishment:

A. Target: 5% decrease in tardies to class.

Strategies: Team will utilize PBIS problem solving model to address tardies.

Faculty demonstrates and provides practice through use of Cool Tools

B. Target: Decrease classroom disruptions.

Strategies: Team will implement PBIS problem solving model to address classroom disruption.

Faculty demonstrates and provides practice thorough use of Cool Tools and classroom

expectations and problem behavior that lead to disruption.

C. Target: Improve overall attendance rate

Strategy: Team will implement PBIS problem solving model to fully develop plan to increase

student attendance rate.

D. Target: Improve student knowledge of school expectations for all settings.

Strategy: Teach expected behaviors for all school settings.

E. Increase student/parent participation on PBIS teams.

Strategy: Current practices indicate a need for more student and parent involvement to increase the

success of the program. Develop and implement specific strategies to gain cultural

knowledge from multiple groups of students and families. Develop means for multiple

groups to have regular input to Leadership Team.

P.37

Clifford Pierce Middle School Selected as PBIS Indiana

School

Discipline Data

CPMS Discipline Data: Lunch Detention Comparison

811

1119

560

465

526

548

614

451

395

609.9

852

979

981

647

392

771

731

459

507

702.1

934

800

648

457

534

798

963

445

440

668.8

1103

641

861

402

370

738

974

599

493

686.78

0 200 400 600 800 1000 1200

Aug/Sept

October

November

December

January

February

March

April

May/June

Monthly Average

# A

ss

ign

ed

2010-2011

2009-2010

2008-2009

2007-2008

Lun

CPMS Discipline Data: Saturday/Friday School Comparison

80

326

344

304

151

181

307

152

104

216.6

54

232

322

280

239

231

402

265

92

235.2

117

212

294

288

322

314

513

198

103

262.3

288

356

409

346

217

366

402

152

122

295.33

0 100 200 300 400 500 600

Aug/Sept

October

November

December

January

February

March

April

May/June

Monthly Average

# A

ssig

ned 2010-2011

2009-2010

2008-2009

2007-2008

CPMS Discipline Data: Out-of-School Suspension Comparison

28

29

77

87

79

62

155

109

248

97.1

25

49

44

42

38

79

146

67

195

76.1

34

37

57

48

56

94

175

79

214

88.22

52

58

80

77

37

75

157

54

175

85.00

0 50 100 150 200 250 300

Aug/Sept

October

November

December

January

February

March

April

May/June

Monthly Average

# o

f S

usp

en

sio

ns

2010-2011

2009-2010

2008-2009

2007-2008

Observations

Lunch, after school, and Friday school detentions have all increased. We believe this is due to changes in the handbook regarding consequences of certain discipline issues.

The number of out –of- school suspensions increased slightly. However, it can be attributed to the school’s new initiative to suspend those students who are preventing students who want to learn from learning.

Truancy to detentions continues to be a major issue. In order to combat this problem we post lunch and after school detention lists in hallways, make auto-generated reminder phone calls about after- school detentions and give written notice for Friday school detentions as students are assigned them.

The number of fights has also decreased overall and significantly with the male population.

P.42

Conclusions about Current Educational Programming

Curriculum and Instruction

The ISTEP results show that Pierce‘s educational program is effective. Performance on the ISTEP has been maintained despite an

increase in enrollment of students with Limited Academic and Language Skills. Despite many challenges our school faces, all

subgroups are making improvement, with the Hispanic and Multiracial subgroups closing the achievement gap when compared to the

Caucasian subgroup. For the first time our Black subgroup reached 70% passing for 7th

grade English.

At 7th

grade, the Hispanic and Multiracial subgroups closed the achievement gap in English/Language Arts. Gaines have been made

in closing the achievement gap between subgroups and the Caucasian subgroup. The CIC committee is also concerned about the

disparity that exists in student achievement between male and female students. Females are doing far better than male students in

English/Language arts.

At 7th

grade, the Hispanic subgroup is closing the achievement gap in math while the African American and Multiracial subgroups

remain a concern for the CIC. The Special Education subgroup showed improvement at 8th

grade in math but is also a concern.

At 8th

grade in English/Language Arts, the Hispanic and Multiracial subgroups have closed the achievement gap when compared to

the Caucasian subgroup. The African American and Special Education subgroups remain a concern for the CIC. Again, the male

population lags far behind the female population in achievement in English/Language Arts.

At 8th

grade in math, the Hispanic and Multiracial subgroups are making strides in closing the achievement gap. The male population

made significant progress in closing the gender achievement gap. The African American and Special Education subgroups remain a

concern for the CIC.

With the implementation of our Student Success Process, and with the increase in, and reorganization of supplemental instructional

courses, we are able to target instruction and use best practices aimed toward subgroups that are achieving at a lower level. Examples

of these interventions are Scholastic Read 180, which is offered to students qualifying under Title I. Writing Skills and Strategies

(WSS), is offered to all seventh grade students. Math Skills and Strategies (MSS), Fast ForWord (FF), Response to Intervention

(RTI), and ISTEP workshop are available to qualifying seventh and eighth grade students as additional intervention programs.

P.44

Analysis of Student Achievement

At 7th

grade the student scored at the same high level in English. The student made the greatest growth in writing application. The

school will continue to emphasize Vocabulary building as well as continue to implement the Lexiconnie vocabulary strategy.

Special attention will be given to Literary Text in order to move 10% of the students from the 0-point category to the 2-points

category. It is our hope that the implementation of Fast ForWord will cultivate a desire to read on the part of our boys as well as

increase capacity to concentrate for all students. Fast ForWord will be given to all students.

Improvement was made in Mathematics at 7th

grade. We had some decrease in problem solving, Geometry and Data Analysis.

Probability exercises must be provided for the students throughout the school year. Strong emphasis must be placed on moving

50% of the students out of the zero point categories of Algebra & Function of applied skills. Applied skills Measurement standard

is a critical area that will require strict attention of math teachers. A shift of 60% of the students from the 2-points category to the

3-points category for applied skills measurement must take place in the coming school year. For the coming school year,

teachers will administer a local assessment after each standard in math. Students not passing with 80% will be re-taught

and given the test again for which 80% mastery is required. The parents of students not reaching mastery for a second

time will receive a letter inviting this child to attend a free tutoring session after school.

Improvement was made in Social Studies. Heavy emphasis will need to be placed on History and Economics. Twenty percent of the

student must be move from the zero point category to the 1-point category while moving 50% of the students from the 1-point

category to the 2-point category.

Improvement was made in 8th

grade English. However, strong emphasis must be placed on Vocabulary building, Literary Text and

Writing Process in the coming school year. English teachers must have students writing daily using Nonfiction/Info Text and

Literary Text. The data clearly show that the students need more practice with ‗writing process.‖

P.45

Improvement was made in math; however, 50% of the student must be moved out of the zero point category to the1-point category.

The 2-points category must improve by 100%. Eighth grade math students need more practice with problem solving. Fifty

percent of the student population must be moved to the 2-points category. Measurement is the weakness areas for math. Students

must be given practice with this standard throughout the year.

Instructional Strategies Implemented to Improve Student Achievement

Provide students with a rigorous and relevant curriculum.

Always address new lessons by making reference to the learning standard addressed

Require students scoring D/F on a test to complete remediation and retake test.

All teaching must be done with teacher moving in close proximity of students during instructional delivery.

When checking for understanding, require students how failed the ISTEP to demonstrate understanding verbally or on the

board.

Continue to send positive emails and make phone calls to parents whenever the opportunity presents itself.

Always spiral instruction/assessments.

Fifteen percent of each assessment and quiz must cover previously learned information.

Review results of Acuity t influence instruction.

:

Spend adequate time building relationship[s with students.

P.47

Whereas the English curriculum will remain the same, the math curriculum will be modified accordingly

Additional strategies implemented for mathematics:

a. Staff develop own assessment by standard.

b. Students must pass with 80% mastery.

c. Students not mastering will be pulled out of allied arts and re-taught.

d. For students not making 80% the second time, their parents will be written inviting their child to free tutoring

after school on Tuesday & Thursday.

e. English strategies will remain the same where teachers constantly use probes to determine mastery.

Parent Involvement Data

Parent Information Night 250 parents

Open House 66%

Parent Teacher Conferences 66%

Technology as a Learning Tool

Pierce believes that technology plays a significant role in closing the achievement gap; that is why all teachers are encouraged to

integrate technology in their instruction. Many forms of technology are made available through our Audio/Visual and

Information/Technology departments.

P.48

Program and Professional Development for Clifford Pierce Middle School

Note: Because the Indiana Department of Education has eliminated the half-day in-service days for the coming school year, the CIC

committee has not determined the format for staff development. Until a new format is approved by the Board of Education, our staff

development initiative will be addressed as needs occur.

Date Goal Process Required Resources How will the

effectiveness of the

workshop be evaluated?

September 8, 2011 Expose teachers to the

customs and attitudes of

Eastern Hemispheric

students toward

education.

Show Video called Two

Million Minutes.

Technology Have a follow-up

discussion about how to

get American students to

that level.

October 13, 2011 Acquaint rest of staff

with Why Try.

Power Point presentation Previous trained staff Follow up group

discussion.

November 10, 2011 Continue to enhance

staff‘s knowledge on

how to teach boys.

A consultant from

Illinois Department of

Education

Presenter Follow-up group

discussion

December 8, 2011 Department meetings Internal planning for

Applied skills portion of

ISTEP.

Review plans to see if

they match up well with

school deficiencies.

January 12,

February 9

March 3

May 10

These sessions will be

determined based on

staff needs.

P.50

Student Achievement

Objectives/Goals

Goal 1.0 Improve the Rate of Student Attendance.

Narrative Description

Continuous attendance at school is one of the most important phases of a student‘s life. Time is lost because of absence or tardiness

can never be made up or reclaimed. All learning is based upon continuance of instruction; therefore, it‘s imperative that all students

be in attendance in order to get the most from their class work. Students are given guidelines that must be met in order to maintain the

high level of attendance required and to improve performance. Parents are required to participate by notifying the school if their child

is unable to attend. Historically, the attendance rate has been good at Pierce Middle School.

Clifford Pierce Middle School has adopted the proven behavior researched program, Positive Behavior Intervention & Support

(PBIS), designed to minimize out of school suspensions and general misbehavior.

P.51

Goal 2.0 Improve the Percent of Student Mastery on ISTEP


Aim: 2012 improve student achievement on the ISTEP in eighth grade math from 66 to 75% passing and in eighth grade

English/Language Arts from 64 to 75% passing.

2012 Improve student achievement on the ISTEP in eighth grade math from 69.9 to 80% passing and in English/Language

from 66 to 80% passing.

Improve student achievement on the ISTEP in seventh grade math from 63 to 80 % passing and in English/Language

Arts from 74 to 80% passing.

2013 Improve student achievement on the ISTEP in eighth grade math form 80 to 82% passing and in English/Language Arts

from 80 to 82% passing.

This goal was created to maximize the fullest potential of student achievement and the processes to accomplish it. These processes are

based upon data described in the Data Summaries Section of this plan. These include meetings, training, peer coaching, and activities

in which the teachers share success from the use of adopted curriculum and plans for instruction. The process carries on from the

planning phase to the student instruction phase where the concepts of teaching and re-teaching are utilized. Teachers not only

collaborate on instructional strategies but use measured progress results to restructure earning efforts. The professional development

plan is coordinated with Goal 2.0 to carefully describe for teachers how and when each step is to be implemented.

Goal 2.0 focuses on the concept of first planning to incorporate the teaching of academic standards by ensuring integration of

standards into the curriculum. It also focuses on designing instruction based upon this curriculum and providing support to the

continuation of instruction through professional development and emphasizing peer collaboration. This goal is broken down into the

P.52

processes and then followed by correlating pages in the Professional Development Section of the PL221 School Improvement Plan.

This portion describes how teachers will collaborate to ensure that the goal is accomplished. The professional development plan

includes department and team leader meetings.

Goal 3.0 Improve the Overall School Climate for Staff, Students, and

Parents.


An analysis of data regarding student behaviors that create a school climate that meets our aim of having a safe, respectful and

responsible learning environment is included in the Data Summaries Section of the plan. In addition to this data, staff and student

surveys were completed to determine the status of climate issues in the building. The Pierce Continuous Improvement Council

identified behaviors that have been targeted based on this data. A plan was created that will provide a method by which the school can

improve student behavior, and student/staff/parent satisfaction. Student and staff will work together to teach positive behaviors, but

also reinforce their practice, celebrate their improvement and re-evaluate their progress.

P.53

Goal 4.0 Increase Parent and Community Involvement in the School and

Improve Parent Satisfaction with the School.


Pierce Middle School has the expectation that all parents will take an active role in the school. Pierce also believes that it should

provide opportunities for meaningful involvement of community members. The Merrillville Community School Corporation has

adopted a civility policy which encourages members of the learning community to always converse in a civil manner.

P.54

Proposed Interventions

Goal 1.0: Improve the rate of student attendance. (Baldrige 3.0)

AIM: Produce highest student attendance.(Baldrige 2.0)

07-08

Goal

07-08

Actual

08-09

Goal

08-09

Actual

09-10

Goal

09-10

Actual

10-11

Goal

10-11

Actual

11-12

Goal

98.2% 97.0% 97.0% 96.1 98% 96.0 96.5 96.0 96.5%

The administration and staff have implemented a program to improve the monitoring of student absences and tardies.

Include in the program are:

* A process for identifying students at-risk of forming a chronic attendance pattern.

* Documentation procedures for monitoring student attendance.

* An intervention plan for students with 5 or more absences in a quarter. The student will be referred to guidance for counseling

* A partnership with the Juvenile Court system that supports school attendance, including part/student workshops, interagency

communication agreements.

* Eliminate out of school suspensions for struggling students. Implement new program called Why Try?

P.56

Goal 2—Improve the percent of student mastery on ISTEP. (Baldrige 2.0)

AIM: Increase percent passing from high sixties to middle seventies in English/Math and to middle sixties in Social Studies

(Baldrige 3.0)

PROCESS

Baldrige 6.0

WHEN WHO

Baldrige 1.0 & 5.0

PROF. DEV.

Baldrige 5.0

Measure

Baldrige 4.0 &7.0

2.1 Curriculum maps for all

subject areas are

organized on a quarterly

basis and aligned with

IAS. Reviewed and

revised annually based

on student performance.

Annually Department

Chairpersons

Teachers

Departmental meetings

to analyze student

performance.

Maps revised as needed.

Copy of curriculum

maps for each subject

area.

ISTEP Results

Acuity Results

SRI Results

2.2

Apply IAS in all

classrooms within and

across all content areas.

Annually All teachers Teachers review

standards.

ISTEP Results

Acuity Results

SRI Results

2.3

Distribute data from

standardized testing and

review the results and

the process of data

analysis.

Annually Principal

All teachers

Staff Mtgs.

In-Service on data

analysis

Release time for data

analysis.

ISTEP Results

Acuity Results

SRI Results

2.4

Determine team rosters

heterogeneously using

Annually Eng. &Math

Department

Chairpersons

Meetings of Principal

and Asst. Principal to

create team rosters

Team Rosters

the following data;

academics, behavior,

gender, honors, special

needs.

Merrillville Intermediate

School

NISEC teachers

Teams

Administrators

2.5

LSS will be part of the

Academic Rotation so

that there can be a closer

coordination of efforts

between LSS teachers

and math and English

teachers. LSS will serve

grade 7 students who are

in the 10 point minus or

up to plus 10 point range

Annually LSS teachers

Academic teams

In-service to develop

instructional plans

ISTEP results for

students who

participated in LSS

2.6

Implement Math Skills

and Strategies (MSS),

Writing Skills and

Strategies (WSS), and

Scholastic Read 180

remediation classes.

These courses will be

part of the Allied Arts

Block for MSS and

Scholastic Read 180 and

Academic rotation for

Annually MSS, WSS, and

Scholastic Read 180

teachers


instructional plans

ISTEP Results for

students who

participated in MSS and

Scholastic Read 180.

All seventh grade

students will take WSS

for one quarter.

WSS.

2.7

Math and English

teachers will create and

administer standards-

based mini assessments

as part of the Student

Success Process

Yearly Math & English

department Chairpersons

will designate someone

for this purpose.

New teachers will be in-

service before the start

of the cycle.

Results will be analyzed

from the mini

assessments generated

from Acuity.

2.8

Math and Language Arts

teachers will target

specific standards to be

emphasized based on

standards in greatest

need of improvement in

English/Language Arts

& Math

Annually Math and English

Department


instructional plans

Release time for data

analysis

ISTEP Results

2.9

Teams will develop

Team Instructional Plans

to improve student

achievement based upon

Fall Acuity Test

August/September

Teams/teachers In-service to develop

team instructions plans

ISTEP Results

Team instructional plans

2.10

Increase Departmental

meetings in order to

create standards-based

assessments, share

successes and review

results within English,

Professional Learning

Community meetings

Department chairpersons

Principals

Teachers

Staff release time for

collaboration/coaching

Meetings

ISTEP results

Meeting agendas

math, science, and social

studies

2.11

Implement cross-

curricular instructional

activities that emphasize

reading, writing, and

math strategies

Annually POWER Writing and

6+1 strategies coaches

MSS, WSS, and

Scholastic Read 180

teachers

Department chairpersons

Staff release time for

collaborative/coaching

ISTEP Results

Meeting Agendas

2.12

Expand orientation of

incoming students to

include the Acuity test

given at enrollment and

place new students in

team‘s instructional

plans based upon test

scores

Annually Guidance counselors

Team Leaders/ teams

New student orientation

process

Acuity results for new

students attending Pierce

2.13 Institute a 3-year

rotation of teams that

teach Honors/Special

Education, with an opt-

out mechanism.

Place ED students on

teams with LD services.

ED students will be

distributed equally

between the LD teams

and according to grade

level.

Begin Fall 2009

Revised ED plan May

2011

Principal

Teams

LRE Facilitators

N/A Master Schedule

Team assignments

2.14 Continue the

implementation of

Baldrige/Quality

Schools principles at the

classroom level.

Annually Baldrige Trainers

Teachers

Classroom management

for new staff

PBIS in-service for

review

RTI in-service

Student Portfolios

Team Mission

Statements

Review the data every

two weeks

% parent attendance at

2nd

quarter student-led

conferences

2.15

Restructure the SSP

initiative to be included

daily in math and

English classes

Annually Principal

Asst. Principals

Math & English teachers

In-Services for new

teachers

Master Schedule

ISTEP Results

Language Arts and math

assessments included but

not limited to quarterly

exams

Meeting agendas

Goal 3—Improve the overall school climate for Staff, Students and Parents.(Baldrige 2.0)

AIM: Improve behavior of students by teaching expected behavior. (Baldrige 3.0)

PROCESS WHEN WHO PROF. DEV.

Baldrige 5.0

Measure

Baldrige 4.0 &7.0

3.1 Implement a

progressive discipline

approach that increases

parental communication

and emphasizes students

respect. Also

incorporated PBIS

initiatives.

Annually CIC

Principal

Asst. Principals

Universal PBIS team

PBIS target team

PBIS training

Bi-monthly meetings to

review PBIS data

Discipline data

3.2

Develop and administer

School Climate Survey

Annually CIC

Parent Survey

Safe Schools

Committee

Release time for

committee member to

develop surveys

Parent/Student/Staff

Climate Survey

3.3

The Pirate POWER

advisory program will

be used to build

community for

character education and

for relationship building

to develop social skills.

Annually Teachers

Administrators

Sub-Committee of CIC

members and other staff

Planning sessions

during planning time to

organize

Advisory period survey

Discipline Data

Detention Data

3.4

PBIS is designed to

create effective learning

communities based on

research and validated

practices.

Annually All Staff PBIS in-service Discipline Data

In-service Agendas

Teacher feedback

3.5

Increase student

positive incentive

reward program and

recognize good

behavior

Quarterly Teachers

Students

Administrators

PBIS Coaches

List of Student

Honorees

Discipline Data

Detention Data

Goal 4—Improve parent and community involvement in the school and improve parent satisfaction with the school. (Baldrige

2.0)

AIM: Create a respectful, responsible, and safe Learning Environments (Baldrige 3.0)

Area of Focus 07-08 Goal 08-09 Goal 09-10 Goal 10-11 Goal 11-12

Goal

Decrease the # of

Discipline referrals

to the office by 10%

158/month 100/month 100/month 100/month 100/month

Decrease the # of

Out of School

Suspensions by

5%/year


Decrease rate of

disrespect to staff by

5%


Decrease rate of # of

fights


Decrease the rate of

the # of students

assigned to lunch

detentions assigned

40/L.D. per day 15/L.D. per day 15/L.D. per day 15/L.D. per day 15/L.D. per day

Improve the rate of

attendance at lunch

94.9% 97.7% 97.7% 97.7% 97.7%

detentions by

3%/year Improve the rate of

attendance at After

School Detention by

3%/yer

79.2% 90% 90% 90% 90%


the # of students

assigned After

School Detention by

5%/yr.

21.1/ASD

20/ASD

20/ASD

20/ASD

20/ASD

Improve the rate of

attendance at Friday

School by 5%

86.6% 90.9% 90.9% 90.9% 90.9%


the # of students

assigned to Friday

school by 5%.

39.0 37.0 37.0 37.0 37.0

PROCESS WHEN WHO PROF.

DEV.

MEASURE

Baldrige 4.0 & 7.0

4.1

Celebrate parent

involvement

Annually PTO Copy of program for

each event

4.2 Establish a

committee of Parent

Education Night for

ISTEP

November 2009

January 2010

Parent Education

Committee

Survey of parent

response

4.3 Annually PTO Copy of program for

Open House to establish

parental communication

in the beginning of the

school year

Teachers,

Administrators

each event

4.4. a

Host a Reality Store

with participants from

community businesses

3rd

quarter Merrillville Chamber of

Commerce

Pierce Administration

PTO

8th

grade teachers

Director of Public

Relations

Copy of program for

each event

Results of student

surveys on impact of

event

4.4b

Junior Achievement

1st and 2

nd semester Teachers

Members of the

community

P.66

FORM A

INDIANA DEPARTMENT OF EDUCATION

PROFESSIONAL DEVELOPMENT PROGAM

DUE DATE: 15 September 2011

School Information School Name: Pierce Middle School County/Corp/School #: 45/4600/3811 Address: 199 E. 70 th Place Merrillville In. 46410 Phone: (219) 650-5308 Fax: (219) 650-5483 Name of the Principal (include Title): Paul McKinney Principal’s e-mail address: [email protected] Grade levels included in school: 7-8

FORM B

I, Debbie Argenta, as the exclusive representative, by signing this document, demonstrate my support for the Professional Development Program submitted by the above mentioned school. Signature Date Debbie Argenta Name (typed) Committee responsible for this plan:

Name Group you are Representing

Signature Date

clifford pierce middle school - merrillville community school

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