Public Law 221
2010-2014
Clifford Pierce Middle School
199 East 70th Place
Merrillville, Indiana46410
Clifford Pierce Middle School
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
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
Clifford Pierce Middle School
P.14
Clifford Pierce Middle School
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
School Enrollment
1130
1180
1160
1125
10901100111011201130114011501160117011801190
2007-2008 2008-2009 2009-2010 2010-2011
P.18
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
Two Thousand Ten Two Thousand Eleven
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
Two Thousand Ten Two Thousand Eleven
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
Two Thousand Ten Two Thousand Eleven
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
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
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
Narrative Description
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.
Narrative Description
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.
Narrative Description
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
In-service to develop
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
In-service to develop
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
40/month 40/month 40/month 40/month 40/month
Decrease rate of
disrespect to staff by
5%
17/month 10/month 10/month 10/month 10/month
Decrease rate of # of
fights
8/month 5/month 5/month 5/month 5/month
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%
Decrease the rate of
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%
Decrease the rate of
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