school improvement plan - 2019-2020...school improvement plan and requires the school and community...

School Improvement Plan - 2019-2020

Generated on Jun 17, 2019 at 04:51 PM

Webster Elementary School

Plymouth Community School Corp

Plymouth, IN

This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip.

The plan was developed with assistance from the:

American Student Achievement Institute2600 S Henderson, #205Bloomington, IN 47401

Phone: 812-349-4142Email: [email protected]: http://www.asainstitute.org

http://asainstitute.org/si2

http://www.asainstitute.org/publicsip

OVERVIEW

This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that was developed by the AmericanStudent Achievement Institute. In addition to containing the interventions our school and community identified as key to raising student achievement andclosing achievement gaps in our school, this plan contains interventions that meet the expectations of:

Indiana Rules and RegulationsTitle I - Schoolwide

Organizational Structure

Many individuals were involved in the creation of this school improvement plan.

Groups and Roles

The Steering Team is comprised of educators, a parent, and a business representative. The Steering Team's role is to help the School ImprovementCouncil 1) analyze data, 2) discuss key questions related to school improvement planning in an open and honest manner, and 3) reach consensus indecisions related to school improvement.

Steering TeamWendi Bendy - School CounselorTana Houin - TeacherSusie Kreighbaum - TeacherCarrie McGuire - PrincipalKarolyn Osborn - TeacherLorna Shively - Economic DevelopmentTabatha Standeford - Parent

The School Improvement Council is made up of educators, parents, and representatives of community stakeholder groups. Educators includeteachers, counselors, administrators, and others. All parents were invited to be part of the council. The role of the School Improvement Council is to 1)analyze data, 2) discuss key questions related to school improvement planning in an open and honest manner, and 3) reach consensus for decisionsrelated to school improvement.

School Improvement CouncilAbbey Ambrose - ParentKelsey Beatty - Parent, Non-Instructional School Support Staff PersonAngela Becktel - TeacherWendi Bendy - CounselorRalph Booker - Local government representativeBrooke Carlton - ParentJoy Carter - Parent, Instructional School Support Staff PersonAnna Cover - TeacherElizabeth Davis - ParentKayla Fosler - OtherTaylor Franceschi - TeacherJennifer Heims - Parent, Business representativeAnnette Hodges - OtherTana Houin - TeacherAndy Jackson - ParentStacey Jackson - ParentElizabeth Johanan - TeacherDenise Kaser - TeacherChastity Keller - OtherMike Kershner - TeacherAlyssa Korsmo - TeacherDiane Lawson - TeacherCarrie McGuire - AdministratorAshley Nan - TeacherBrittany Nelson - TeacherKarolyn Osborn - Teacher, ParentBarbara Pickut - ParentNaomi Podlesak - Parent

2

Angela Resendez - Parent, Media representative, Public library representativeNichaela Rock - TeacherDestiny Schoff - OtherCheryl Splix - TeacherKelly Statczar - TeacherCarrie Swain - TeacherSusan Szucs - TeacherKristal Terrones - ParentBrandi Trusty - TeacherCrystal Uyhelji - TeacherShashownna White - Teacher, ParentBrandy Willhite - ParentTracy Wilson - Parent, OtherTricia Witmer - Teacher, ParentSusi Wright - Parent, Other

The Student Body includes every student enrolled in the school. The role of the Student Body is to 1) review data, 2) discuss key questions related toschool improvement planning in an open and honest manner, and 3) provide input for the School Improvement Council.

School Improvement Process

Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action process:

Discussion 1: Rationale for Raising Student AchievementDiscussion 2: Common Vision for High Student SuccessDiscussion 3: Data Analysis & Achievement GoalsDiscussion 4: Data Analysis & Root Causes

Academic expectationsCurriculum contentInstructional practicesClassroom assessmentExtra helpStudent guidanceLearning environment

Discussion 5: Interventions

Data-Driven Decision-MakingsThe Vision-to-Action improvement process relies heavily on data as a foundation for decision-making.1. Achievement Data – To what degree are students prepared for success at the next educational level, and ultimately for success in postsecondary

education and a global economy?2. Root Cause Data – What conditions in the school and community interfere with student achievement?3. Intervention Data – Is the intervention having the desired impact on adults and students?

Implementation Window

Our school and community will be implementing this plan during the 2019-2020 school year. Questions about the School Improvement Plan should bedirected to the building principal.

3

SCHOOL IMPROVEMENT PLAN COMPONENTS

PART 1: VisionThe Vision Statement was developed by teachers, parents and community members serving on the School Improvement Council with input provided bythe student body. The foundation of the statement identifies the core convictions upon which this school improvement plan is built and answers thequestion, "What do our students deserve in order to be successful learners, responsible citizens, and productive members of a global economy?" Thesecond part of the vision statement describes ideal adults who are striving to provide students with the things they deserve in order to achieve at arigorous level. The third part of the vision statement describes ideal students in a school and community where adults live by their convictions. The lastpart of the vision statement includes ideal data that represent the community's dreams. This lofty data serves as the focal point for the remainder of theschool improvement plan and requires the school and community to work toward every student succeeding at a high level.

OUR VISION STATEMENT

We believe all students deserve:

-A safe, caring learning environment, where students know they are loved, respected, and accepted for who they are -To be challenged by a rigorous curriculum which provides opportunities that meet the needs of diverse learners -Involved adults they can talk to, trust, and depend upon to hold them accountable for their actions, while teaching them how to make appropriate choices-To be able to have fun, take on challenges, and learn from their mistakes

All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:

All adults in the community are: -Teaching and modeling lifeskills at all times, while holding students accountable for their actions -Effectively communicating with and about students -Making time for students a priority by becoming involved in school activities -Setting high expectations for students by demonstrating the value of education -Connecting families with community resources and assisting them in solving problems that interfere with their child’s learning

School staff are: -Ensuring the use of best practices (engaging activities, differentiated instruction) -Participating and seeking out continuing education/staying current through ownership and autonomy -Demonstrating enthusiasm while creating a positive and safe learning environment

Parents are: -Assisting with homework and monitoring their child(ren)’s progress -Talking to their children about school -Getting their children to school on time everyday

In this environment where all adults are living by their core convictions, all students:

-Taking ownership of their own learning - advocating for themselves -Solving problems in a variety of ways -Participating in meaningful, relevant, engaging activities that are differentiated based on learning styles, student interests, and skill level -Not afraid to fail on their path to learning new things

As a result of these efforts, our school's student achievement data is as follows:

% of students who pass IREAD3 in the spring: 100%% of students who pass 3rd grade ELA ISTEP: 100%% of students who pass 3rd grade Math ISTEP: 100%% of students who show high growth on 4th grade math ISTEP: 100%% of students who show high growth on 4th grade ELA ISTEP: 100%

4

PART 2: Academic Goals

The academic goals were established after a thorough analysis of multiple achievement data assessments including the state math assessment, stateEnglish / language arts assessment, student mastery of each Indiana College and Career Readiness Standard, and report card grades. A full list ofacademic assessments is found in the Root Cause Self Study Excerpts section of this plan. Note: Other types of data are discussed in theComprehensive Needs Assessment / Root Causes section of this plan.

The School Improvement Council (including teachers, parents, and community members) and Student Body were involved in the analysis of theachievement data. The following questions were addressed during the data analysis.

How does this data compare to our vision (ideal) data?What specific data fields disturb us?What specific data fields please us?Where do we observe achievement gaps?

Using a consensus based decision-making model, the School Improvement Council (including parents) first identified a small number of Focus Areas(FA). These are broad academic areas on which the school and community agreed to focus their energy in the coming year.

Next, the School Improvement Council members "drilled down" the data within the FAs and created specific SMART Goals focused on specific courses,academic standards, and/or student groups that, if improved, would impact the broad FA. Both the FAs and the SMART Goals are listed below.

Once the SMART goals were developed, the student body was asked to identify the SMART goals the school should address.

Finally, the School Improvement Council established a data target for each SMART Goal that the students, teachers, parents and community would striveto reach by the end of following school year. The data targets fall between the current student data and the vision (ideal) data.

IMPORTANT: Each Focus Area (FA) is followed by its SMART Goal(s). The title for the FA indicates the FA focus, subject and student grades. Thenumbers in the tables reflect baseline data for past years and the target data for future years. The "vision data" represents our ideal data. It is the missionof our school to work toward this ideal.

OUR GOALS

FA 1: Student Proficiency (Pass Rate) (Math; 3, 4)

FA Focus: Student Proficiency (Pass Rate)

Subject: Math

Grade(s): 3, 4

Subgroup orImprovement Focus:

Bottom 25% Top 75% None of these

Rationale: Our ISTEP+ Pass rate in math for 3rd and 4th graders decreased from 95% in 2013 to 50% in 2018

SMART GOALS:Pass ILEARN Math (Grades 3, 4; Free/Reduced)

Grades: 3, 4

Demographics: Free/Reduced

Benchmark: Pass ILEARN Math

Completion date: June 30, 2020

Data:

Actual Actual Actual Actual Actual Actual Target Target Target Target Vision

Year: 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Month: May May May May May May May May May May

%: 94% 74% 53% 51% 54% 42% 55% 65% 72% 80% 100%

Pass ILEARN Math (Grades 3, 4; Special Ed - IEP)

Grades: 3, 4

Demographics: Special Ed - IEP



Data:

Actual Actual Actual Actual Target Target Target Target Vision

Year: 2015 2016 2017 2018 2019 2020 2021 2022

Month: May May May May May May May May

%: 50% 43% 27% 11% 35% 50% 60% 70% 100%

5

Pass ILEARN Math (Grades 3, 4; English Language Learner)

Grades: 3, 4

Demographics: English Language Learner



Data:

Actual Actual Target Target Target Target Vision

Year: 2016 2018 2019 2020 2021 2022

Month: May May May May May May

%: 57% 37.50% 50% 65% 75% 82% 100%

FA 2: Student Proficiency (Pass Rate) (English / Language Arts; 3, 4)

FA Focus: Student Proficiency (Pass Rate)

Subject: English / Language Arts

Grade(s): 3, 4

Subgroup orImprovement Focus:

Bottom 25% Top 75% None of these

Rationale: Our overall ISTEP+ ELA pass rate decrease from 96% in 2012 to 62% in 2018. .

External Expectations: This FA aligns with English / Language Arts

SMART GOALS:PASS ILEARN ELA (Grades 3, 4; Free/Reduced)

Grades: 3, 4

Demographics: Free/Reduced

Benchmark: PASS ILEARN ELA


Data:

Actual Actual Actual Actual Actual Actual Target Target Target Target Vision

Year: 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022

Month: May May May May May May May May May May

%: 94.30% 74.30% 84% 56% 65% 59% 65% 73% 77% 80% 100%

External Expectations: This SMART Goal relates to Reading, Grades 3-6

Pass ILEARN ELA (Grades 3, 4; Special Ed - IEP)

Grades: 3, 4

Demographics: Special Ed - IEP

Benchmark: Pass ILEARN ELA


Data:

Actual Actual Actual Actual Target Target Target Target Vision

Year: 2015 2016 2017 2018 2019 2020 2021 2022

Month: May May May May May May May May

%: 79% 38% 33% 18% 40% 50% 60% 65% 100%


PASS ILEARN ELA (Grades 3, 4; English Language Learner)

Grades: 3, 4

Demographics: English Language Learner

Benchmark: PASS ILEARN ELA


Data:

Actual Actual Target Target Target Target Vision

Year: 2016 2018 2019 2020 2021 2022

Month: May May May May May May

%: 57% 25% 40% 50% 55% 60% 100%

6


7

PART 3: Root Causes (comprehensive needs assessment)

Root Causes are situations that are interfering with learning and achievement. Root causes within the school and community were identified by theSchool Improvement Council after studying two types of root-cause data and reviewing input from the student body.

The root-cause data included:

1. Survey of all students with results disaggregated by gender, free-reduced lunch status, race/ethnicity, and parental postsecondary attendance status.Survey of parents, faculty, and community members. Survey items asked participants to identify whether or not best educational practices were inplace with regard to a) expectations, b) curricular rigor, c) instruction, d) classroom assessments, e) extra help, f) student guidance, and g) thelearning environment.

2. Short answer question responses completed by school personnel regarding the degree to which the school was implementing best educationalpractices with regard to a) expectations, b) curricular rigor, c) instruction, d) classroom assessments, e) extra help, f) student guidance, and g) thelearning environment.

Discussion:

The student body was asked to respond to an open ended question below. Their responses were provided to the School Improvement Council.

"What is interfering with learning at our school?"

After reviewing the students’ input and the root-cause data, the School Improvement Council was asked to respond to two questions:

What data indicate an area that is interfering with students’ ability to reach our SMART goals?What data indicate an area that is interfering with a specific student group’s ability to reach our SMART goals?

OUR ROOT CAUSES

GENERAL Root Causes that affect all SMART Goals

Root Causes

Feedback on progress is not frequent enough or explained thoroughly for students' or parents' understanding, including non-English speaking families.

Students are not fully engaged or don't always understand what they are supposed to be learning

Students don't feel comfortable or know how to ask for help when they don't understand.

We don't have a "Mastery Grade" that correlates well to passing state proficiency tests/ISTEP.

Behaviors, such as talking and making noises in the classroom, are getting the way of students' learning.

Students do not understand the connection between the real world and state standards

Students don't see themselves working in a career that requires math or science

SMART Goal: Pass ILEARN Math (Grades 3, 4; Free/Reduced)

Root Causes

Students from lower income homes don't have access to reading material they enjoy.

SMART Goal: PASS ILEARN ELA (Grades 3, 4; Free/Reduced)

Root Causes

Students from lower income homes don't have access to reading material they enjoy.

SMART Goal: Pass ILEARN Math (Grades 3, 4; Special Ed - IEP)

Root Causes

Students don't feel like they get the extra time and help that they need to complete assignments, especially when they don't understand.

SMART Goal: Pass ILEARN ELA (Grades 3, 4; Special Ed - IEP)

Root Causes

Students don't feel like they get the extra time and help that they need to complete assignments, especially when they don't understand.

SMART Goal: Pass ILEARN Math (Grades 3, 4; English Language Learner)

8

Root Causes

SMART Goal: PASS ILEARN ELA (Grades 3, 4; English Language Learner)

Root Causes

9

PART 4: Interventions

The Student Body was asked to brainstorm potential interventions for each root cause. Their thoughts were shared with the School Improvement Council.

In addition to interventions suggested by the Student Body, the School Improvement Council researched and reviewed interventions for each root causeusing several sources including the SI2 searchable database of interventions. The Council then selected the interventions that would be implemented inthe coming year based on the intervention’s potential for addressing the root cause.

OUR INTERVENTIONSBook Borrow Cart

Some of our students do not have access to books in their home and the library only allows a limited selection of books to be checked out at thescheduled time. We plan to create a mobile cart/library of books that students can borrow without checking out and return as they finish them. Wewould like some of these to focus on the math and science professions.

Classroom Walkthroughs/Peer to Peer Learning

Classroom walkthroughs will be completed by teachers on a quarterly basis with a focus on student engagement, scaffolding of lessons toincrease student confidence, student understanding of what they are to be learning and how they will apply their learning, feedback to students,and formative/summative assessment of learning.

Differentiated Instruction-PD and Intentional Preparation/Planning

Provide PD (Mondays or collaboration time) for staff on differentiated instruction methods (task lists; visual support; student choice; backgroundknowledge questioning; personal interests; etc.) in reading and math for our small group instruction to meet the individual needs of the student.Teachers will utilize data from a variety of sources including but not limited to NWEA, common artifacts, standardized testing, and teacherobservations to plan for differentiated instruction and assessment. Teachers will use their common collaboration/prep time to discuss opportunities,resources, and data use to differentiate for student needs.

Frequent Feedback and Home/School Communication

We will communicate with parents and families regarding their students' progress. We will continue to use digital forms of communication andtranslation with families, including SchoolMessenger, Powerschool, Remind101, newsletters, websites and Facebook, etc. to communicate withfamilies.

Language Objectives

Teachers will write strong language (reading, writing, speaking or listening components) objectives daily in language arts and math. Teachers willdiscuss language objective for every lesson with students in order for students to know what they will be learning, why they are learning thecontent, as well as how they will convey their learning through the use of language.

Powerschool Gradebook

Teachers in 1st-4th grades will keep records in Powerschool (Powerteacher) so parents have real time access to grades.

Reading Plan-Guided Reading and Interactive Read Aloud

Houghton-Mifflin Journeys is our core reading program that is utilized in our 90 minute daily reading block. In addition to our 90 min Reading Block,we also have a 30 minute reading intervention, referred to as Success time. We use data from a variety of sources including NWEA testing,ISTEP, IREAD, mClass, and other sources to plan for whole group and small guided reading instruction. Teachers will be trained in guided readingstrategies, running records, miscue analysis, and how to do interactive read aloud over the course of the school year.

Social/Emotional Learning (Community Circles and Zones of Regulation)

Students will participate in daily community circles to increase their social/emotional learning. CONNECT will still be held with 3rd and 4th gradersand all staff will participate in Anti-Bullying training. School social worker will gain skills and knowledge regarding the zones of Regulation in orderto support teachers and students in identifying their emotions and having a common language.

Title 1 Activities, Interventions, and Requirements

We will offer a Kdg Roundup each spring for student transition to elementary school, as well as preschool classes through PCSC. There is ascreening that is completed on all incoming Kdg students to Plymouth Community Schools. The principal verifies that teaching and aidecandidates are highly qualified in the area they will be working prior to starting employment. After employment, new teachers are assigned aneffective or highly effective mentor within the building for the first year and also participate in a new teacher induction program. These opportunitiesare provided to assist new staff as they transition into their role with Webster School, but may also be used for licensure renewal or conversion to aproficient practitioner license. The ParaPro exam is offered once a month so classified staff have the opportunity to become HQ prior toemployment.

10

Warrior Cards - Warrior Eyes Are Watching-Positive Behavior Intervention and Support

A school-wide positive behavior system is in place. Components of this include teaching lifelong guidelines and lifeskills, classroom lessons fromour social worker, as well as a "warrior card" incentive program that involves all staff within the school. Incentives are provided by all staff, as wellas outside community sponsors, who provide some of the incentives for students who earn warrior cards. Monthly breakfasts are held to recognizethe students of the month. Lifeskill examples are included in the daily announcements. We have a student handbook that companies anelementary portion that can be accesses on the website by going to - https://docs.google.com/document/d/1UJuRoR0mcVkqsTNsoB82Xta8Al-Aho_T5WA5u8haajI/edit

Weekly Teacher Collaborations

Grade level teachers will meet weekly to collaborate with a focus on student learning. Four critical questions will be addressed through thiscollaborative process: 1-What do we want students to learn? (Planning and pacing instruction) 2-How will we know if they have learned it? (Collectdata from common artifacts/assessments) 3-What do we do if they do not learn it? (Tier 2/3 and small group Intervention and differentiationmaterials and resources) 4-What do we do if they do learn it? (Enrichment during reading/math blocks and Success times)

11

PREPARATION

To prepare for successful implementation of the interventions outlined above, the School Improvement Steering Team developed several plans includinga Professional Development Plan and an Intervention To-Do List.

PART 5: Professional Development Summary

Alignment with the School Improvement Plan: The Professional Development Summary is directly aligned with interventions found in the SchoolImprovement Plan.

Effective Learning Process: The Professional Development Summary was written by teacher-leaders and includes activities that will help teachersdevelop the knowledge and skills needed to successfully implement the interventions listed in the School Improvement Plan. The plan includes a varietyof formats for professional development. Activities have been embedded in the school day as appropriate.

Professional Growth Environment: Each intervention is supported by the Steering Team. Steering Team members are responsible for 1) writing (withsupport from colleagues) an intervention plan including on-going professional development activities, resource and funding procurement, and evaluationactivities, 2) providing on-going mentoring to their colleagues in the implementation of the intervention, 3) analyzing the effectiveness of the intervention,and 4) making a recommendation to the School Improvement Council with respect to whether or not the intervention should be sustained.

OUR PROFESSIONAL DEVELOPMENT SUMMARY

Intervention: Language Objectives

Professional Development Title Learning Style Implementation Date

Language Objective Writing PD Visual Mon, Aug 19, 2019

12

Intervention: Social/Emotional Learning (Community Circles and Zones of Regulation)


Staff Training on Bullying - Requirement Auditory Tue, Oct 15, 2019

13

Intervention: Differentiated Instruction-PD and Intentional Preparation/Planning


Meet with full teaching staff to describe collaborations and set yearlyschedule Auditory Sun, Aug 11, 2019

14

Intervention: Frequent Feedback and Home/School Communication


Remind 101 Training Kinesthetic Tue, Aug 6, 2019

15

Intervention: Powerschool Gradebook


Powerteacher Gradebook Training Visual Mon, Aug 19, 2019

16

PART 6: Interventions Task List

As needed, a detailed task list was developed that includes activities related to 1) intervention evaluation, 2) professional development, 3) resourcesecurement and 4) funding securement. The Steering Team will go over the intervention task list with the entire faculty. Throughout the year, the SteeringTeam will check off each task as it is completed. At the end of the first semester, the Steering Team will present the percentage of completed activitiesto the School Improvement Council. If the tasks were not fully implemented, the Steering Team will facilitate a discussion about changes that will occurduring the second semester to ensure that all tasks are completed.

OUR INTERVENTIONS TASK LIST

Date Intervention Prep Area Task Person Responsible

Tue, Aug6, 2019

Frequent Feedback and Home/SchoolCommunication

ProfessionalDevelopment Remind 101 Training Teacher Reps

Tue, Aug6, 2019 Book Borrow Cart Resources Budget for purchase of books

PTO Officers - KimOlivarez/TabathaStandeford

Sun, Aug11, 2019

Differentiated Instruction-PD andIntentional Preparation/Planning

ProfessionalDevelopment

Meet with full teaching staff to describecollaborations and set yearly schedule Principal

Mon, Aug19, 2019 Language Objectives Professional

Development Language Objective Writing PD Karolyn Osborn Title Iteacher

Sun, Sep1, 2019 Book Borrow Cart Funding Make a purchase and ask for donations of

used books Joy Carter and Kim Olivarez

Tue, Sep3, 2019 Book Borrow Cart Resources Find/purchase a book cart Kim Olivarez

Tue, Oct15, 2019

Social/Emotional Learning (CommunityCircles and Zones of Regulation)

ProfessionalDevelopment Staff Training on Bullying - Requirement Wendi Bendy / Milene

Jefffirs

17

APPENDICES

Appendix A: School Improvement Plan Summary - Crosswalk

This report shows the relationship between the Root Cause, SMART Goals, and Interventions. For each Root Cause, the report shows 1) the SMARTGoals that will be positively impacted when the Root Cause is successfully addressed and 2) the Interventions that will enable the school to successfullyaddress the Root Cause.

Root Cause: Feedback on progress is not frequent enough or explained thoroughly for students' or parents' understanding,including non-English speaking families.

SMART Goals Influenced by this Root Cause

GENERAL Root Cause that affects all SMART Goals

Interventions to Impact This Root Cause:

Classroom Walkthroughs/Peer to Peer LearningDifferentiated Instruction-PD and Intentional Preparation/PlanningFrequent Feedback and Home/School CommunicationLanguage ObjectivesPowerschool GradebookReading Plan-Guided Reading and Interactive Read AloudWeekly Teacher Collaborations

Root Cause: Students are not fully engaged or don't always understand what they are supposed to be learning




Classroom Walkthroughs/Peer to Peer LearningDifferentiated Instruction-PD and Intentional Preparation/PlanningWarrior Cards - Warrior Eyes Are Watching-Positive Behavior Intervention and SupportWeekly Teacher Collaborations

Root Cause: Students don't feel comfortable or know how to ask for help when they don't understand.




Differentiated Instruction-PD and Intentional Preparation/PlanningLanguage Objectives

Root Cause: We don't have a "Mastery Grade" that correlates well to passing state proficiency tests/ISTEP.




Powerschool Gradebook

Root Cause: Behaviors, such as talking and making noises in the classroom, are getting the way of students' learning.



18


Social/Emotional Learning (Community Circles and Zones of Regulation)Warrior Cards - Warrior Eyes Are Watching-Positive Behavior Intervention and Support

Root Cause: Students do not understand the connection between the real world and state standards




Classroom Walkthroughs/Peer to Peer LearningWeekly Teacher Collaborations

Root Cause: Students don't feel like they get the extra time and help that they need to complete assignments, especially whenthey don't understand.


Pass ILEARN Math (Grades 3, 4; Special Ed - IEP)Pass ILEARN ELA (Grades 3, 4; Special Ed - IEP)


Reading Plan-Guided Reading and Interactive Read AloudWeekly Teacher Collaborations

Root Cause: Students from lower income homes don't have access to reading material they enjoy.


Pass ILEARN Math (Grades 3, 4; Free/Reduced)PASS ILEARN ELA (Grades 3, 4; Free/Reduced)


Book Borrow Cart

Root Cause: Students don't see themselves working in a career that requires math or science




Book Borrow Cart

19

Appendix B: Root Cause Self Study Excerpt

This excerpt provides root cause information required by PL221 and, if applicable, Title I.

Short Answer Questions 2018-2019

Indiana Rules and Regulations

A Where is the public copy of your school's curriculum located? (PL221)Please use data from 2018-2019

At this time our school's curriculum is currently located as a Googledocument in Google Drive which is only accessible to staff presently. Thiswill be linked to our corporation website and made public after the Summerof 2016.

B What rules or statutes would you like to waive in order to promotestudent learning? (PL221)

Identify the specific statute and and/or rule you wish to waive.Identify the educational strategies this waiver would allow you toimplement that could not be implemented under current statute andrule.Explain the benefit to student achievement.Describe the evaluation process that would be used to measure thesuccess of these strategies.

Please use data from 2018-2019

We are not requesting any rules or statutes to be waived at this time.

C Are your school's attendance rates supportive of learning? Whatactivities will you implement next year to increase or maintain yourattendance rate? (PL221)Please use data from 2018-2019

Our overall school attendance is above 96%, although there are somesubgroups, like Free/Reduced, who do not met the 95% criteria. Oneactivity to implement would be using Remind101 app to reach out tofamilies to let them know we are missing their child and excited for theirreturn. Bilingual translator will make contact with Spanish speakingfamilies to encourage the student's return to school.

D List the titles of the assessment instruments that are used in addition toISTEP+ / ECA and give a brief description of each. (PL221)Please use data from 2018-2019

mClass/DIBELS/TRC - This is administered as a benchmarking tool to allKdg and 1st graders three times a year, as well as a small group of secondgraders. We also conduct progress monitoring of these students on a threeweek basis.

IRead - This is administered to all 3rd grade students as a foundationalreading assessment. Students must score above baseline to be promotedto 4th grade.

Wilsons Fundations - All K students that are not mastering content areadministered the Unit benchmark assessments.

ReadingA-Z - This is used as a progress monitoring tool. 2nd-4h gradestudents on grade level are progress monitored once a quarter. Studentsbelow grade level are progress monitored every 3 weeks.

*Diagnostic Screener--This screener is used along with NWEA to target thelowest 25% of students in each grade level. This helps interventionistsfigure out which skills need to be targeted in small group instruction.

*NWEA --This will be our new predictive/diagnostic testing system,replacing Acuity. It is an adaptive test that will pinpoint where students arein their learning as well as the gaps that they have. This will give usactionable data and help to inform our instruction.

*Lexia--This is an adaptive, personalized reading program that our studentsaccess online. Each student took a placement test that diagnosed whatskills they lack and then gives them instruction to fill in their gaps. Thereare teacher-led lessons that are provided to teachers when students arestruggling.

Title I SW & TAS

E List the needs assessments used in your school to help you identifyareas that are interfering with learningPlease use data from 2018-2019

DII Phonological Awareness Screener ISTEP (ILEARN)? DIBELS NWEA ACCESS Test (WIDA) IRead SI2 Root Cause surveys from students, teachers, parents, and community

Title I - Schoolwide

20

F TITLE I SW ONLY: List the programs that will be consolidated under theschool-wide plan. If not consolidating programs, please explain why not.Please use data from 2018-2019

Schools that opt to implement schoolwide programs are not required toidentify students who are eligible to participate; schools also have theoption to consolidate and use funds or services together with otherFederal, State, and local funds that the school receives (Indiana schoolsdo not consolidate).

21

Appendix C: Continuous Improvement Timeline

The SI2 School Improvement Planning Process operates on a three year cycle and includes leadership team development followed by the development ofkey components of the school improvement plan as outlined above.

Our school was in Update 3 for the 2018-2019 school year.

ORIGINAL PLAN REVIEW & REVISE

Start Up Update 1 Update 2 Update 3

Aug Begin Implemention ofInterventions

Begin Implemention ofInterventions

Begin Implemention ofInterventions

Sep

Oct Commit to SI2 Process

Recruit School ImprovementCouncil & Establish Student BodyDiscussion Format ; UpdateSteering Team (if needed)

Recruit new Council Members &Update Steering Team (as needed)

Recruit new Council Members &Update Steering Team (as needed)

Nov Recruit Steering TeamUpdate Achievement & RootCause Data(surveys are optional)

Update Achievement & RootCause Data(surveys are optional)

Revise Vision & UpdateAchievement & Root Cause Data(including Student, Faculty, Parent, and

Community Surveys)

Dec Create Organizational Structure / Learn About SI2

Mid-Year InterventionImplementation Evaluation



Jan

Collect Achievement Data & RootCause Data (including Student, Faculty, Parent, and

Community Surveys)

Achievement Goals Update Achievement Goals Update Achievement Goals Update

Feb Write Vision Statement Root Causes Update Root Causes Update Root Causes Update

MarIdentify Achievement GoalsFocus Areas and SMART Goals

Intervention Update Intervention Update Intervention Update

Apr Identify Root Causes Prepare to ImplementInterventions

Prepare to ImplementInterventions

Prepare to ImplementInterventions

May Select Interventions

MayJun

Prepare to ImplementInterventions detailed planning

22

school improvement plan - 2019-2020...school improvement plan and requires the school and community...

Documents