william tell elementary school (6745) · pdf fileschool improvement plan - pl221 version -...
Post on 27-Mar-2018
219 Views
Preview:
TRANSCRIPT
School Improvement Plan - PL221 Version - 2008-2011
May 16, 2008 16:03:11
William Tell Elementary School (6745)
Tell City-Troy Twp School Corp
Tell City, IN
This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan wasdeveloped with assistance from the:
Indiana Student Achievement Institute931 25th StreetColumbus, IN 47201Phone: 812-669-0009Email: asai@asainstitute.orgWebsite: http://www.asainstitute.org
Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 6Vision Statement........................... 7Academic Goals........................... 11Areas of Concern............................. 13Strategies......................... 16Professional Development............... 20Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 25Force Field Excerpt............................ 26To-Do List....................... 36Continuous Improvement Timeline
i
School Improvement Plan IntroductionWilliam Tell Elementary School
This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that wasdeveloped by the Indiana Student Achievement Institute. In addition to containing the strategies our school and communityidentified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meetthe expectations of:
Indiana Student Achievement InstitutePL221Title I School Wide
Participation
The following people were involved in developing this School Improvement Plan
Teachers Students Parent representatives Community representatives
Process
Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:
1. Establish a local culture of high expectations 2. Create a common vision for student success 3. Analyze achievement data and set realistic data targets for each of the next three years 4. Analyze force field data and identify concerns within the following areas.
Academic expectations Curriculum content Instructional practices Classroom assessment
Extra help Student guidance Learning environment
5. Research strategies to address our concerns and select high-leverage strategies to implement 6. Develop a to-do list for each strategy
Using Data for Decision-Marking
The Vision-to-Action 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 successin postsecondary education and a global economy?
2. Force Field Data – What conditions in the school and community interfere with high student achievement? 3. Strategy Data – Is the strategy having the desired impact on adults and students?
Implementation Next Year
Our work next year will be guided by the to-do list that we have developed for each strategy. We will also maintain anImplementation Binder for each strategy that contains the following documents:
1. Strategy Plan 2. Evidence that the strategy was implemented 3. Progress reports (containing strategy evaluation data)
Questions about the School Improvement Plan should be directed to the building principal.
3
Reviewer GuideIndiana Public Law 221
The following table directs the reviewer to the section of the School Improvement Plan PDF File that contains each componentrequired by Indiana Public Law 221. An expanded copy of the School Improvement Plan containing the actual data used in thecreation of this School Improvement Plan may be found at www.asainstitute.org/publicsip. During the implementation of this plan,the school will be able to present a "School Improvement Implementation" binder including documentation that the strategiesdescribed in this plan were implemented as planned.
PL221 REQUIREMENT Required Location in this Plan
1 Description and location of curriculum Force Field Excerpt *
Titles and descriptions of assessment instruments to be used in additionto ISTEP+
Force Field Excerpt *
2 Statement of mission, vision, or belief (suggested but not required) Vision Statement
3 Summary of data derived from an assessment (implied but not required)
May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip
4 Conclusions about the school curriculum, instructional strategies, andstudent achievement (implied but not required)
May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip
Conclusion - Parent involvement Strategy Summary (Strategy A)
Conclusion - Technology as a learning tool Strategy Summary (Strategy B)
Conclusion - Safe and discipline learning environment Strategy Summary (Strategy C)
Conclusion – Professional development Professional Development
5 Goal – Attendance rate Strategy Summary (Strategy D)
Goals - % meeting ISTEP Standards Academic Goals
Goals - % graduating (high schools only) Academic Goals
6 Specific areas where improvement is needed immediately Academic GoalsAreas of ConcernStrategies
7 Benchmarks for progress Academic Goals
8 Academic Honors Diploma and Core 40 – course offerings Strategy Summary (Strategy E)
Academic Honors Diploma and Core 40 – encouragement Strategy Summary (Strategy F)
9 Proposed interventions / strategies (suggested but not required) Strategy Summary (All strategies)
10 Professional development that a) emphasizes improvement of studentlearning and performance, b) supports research-based, sustainableschool improvement efforts, c) aligns with the core principles ofprofessional development, includes methods to improve culturalcompetency.
Professional Development
11 Statutes and rules to be waived Force Field Excerpt *
12 Three (3) year time line for implementation, review, and revision Continuous Improvement TimelineTo-Do List
13 Exceptional Learners – Gifted ** Strategy Summary (Strategy G1)
14 Exceptional Learners – Special Education ** Strategy Summary (Strategy G2)
* The full Force Field Report may be obtained from the school’s online School Improvement Plan at www.asainstitute.org/publicsip** In 2006 DOE began asking schools to report how they were addressing the needs of exceptional learners on the DOE SchoolImprovement Plan Review and Revise Report. Therefore, InSAI requires schools to create strategies to meet the needs of"exceptional learners." DOE defines exceptional learns as both "gifted" and "special education" students.
4
Who Wrote this School Improvement Plan?Many individuals were involved in the creation of this school improvement plan. The Steering Team facilitated discussions involvingall teachers, all students, and community representatives including parents. Once these groups came to consensus on the DataTargets, Areas of Concern, and Strategies, strategy chairs and task forces were established to 1) develop a comprehensiveimplementation plan and 2) ensure that the plan is implemented next year.
Steering TeamBrenda Fella - Teacher Janice Hackbarth - Parent/Guardian Jim Horner - Teacher Amanda Napier - Teacher Susan Newkirk - Teacher Laura Noble - Administrator Kevin Waninger - Community Sally Wolfe - School Counselor
Strategy ChairsMary Jane Beckort Mary Carter Jerri Hauenstein Kelly Hollinden Annette Kimball Beth Lasher Leanne LeClere Sarah Miller Vicki Pfeiffer Danna Sermersheim Kim Strobel Myra Stumler Kim Waninger
Community CouncilTracy Coyle Carol Hagedorn - Administrative Assistant Cheryl Hawhee - Special Needs Teaching Assistant Mary Jane Hawkins - School Volunteer Amy Hollinden - Homemaker Tina Malone - Trusts Jean Miller Maggie Schuetter - Conservation Mary Kay Smith - Executive Director Kevin Waninger - Financial Advisor
5
Vision StatementThe Vision Statement was developed by all teachers, all students, and members of the community. The foundation of the statementidentifies the core convictions upon which this school improvement plan is built and answers the question, "What do our studentsdeserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part ofthe vision statement describes ideal adults who are striving to provide students with the things they deserve. The third part of thevision statement describes the ideal students in a school and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. This lofty data serves as the focal point for theremainder of the school improvement plan and requires the school and community to work toward every student succeeding at ahigh level.
We believe all students deserve:
both a physically and emotionally safe environment. We believe that all students deserve limitless curriculum opportunities thatchallenge them regardless of their ability level. We believe that all students deserve nurturing and supportive adults with whom theycan interact. We believe that all students deserve to experience success daily. We believe all students deserve high expectationsfrom teachers, parents, community, and self.
All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:
All teachers, parents, and community members place a high value on education as evidenced by their commitment to support andnurture all students in our community. To ensure that all students learn, caring and creative adults are enthusiastic about helpingstudents reach their potential. Community members and parents are actively involved with childrenâs education and feel welcome toengage in school activities. Dedicated teachers provide curriculum to meet a variety of learning styles. Additional assessmentstrategies, beyond traditional pencil and paper, are used. Teachers and students respect each other and take responsibility forproviding a positive, safe school environment.
In this environment where all adults are living by their core convictions, all students:
motivated students are actively engaged in their learning. Students show tolerance and acceptance of others. In this environment,students feel free to express their creativity. They understand that making mistakes is a natural part of the learning process. Allstudents display appropriate behaviors and accept responsibility for their actions.
As a result of these efforts, our school’s student achievement data is as follows:
% of students who are at benchmark in DIBELS: 100% % of students who master ISTEP essential skills at 3rd and 6th grades: 100% % of students who master Indiana Academic Standards: 100% % of students who : % % of students who : %
6
Academic GoalsAfter analyzing longitudinal data that was disaggregated by the student groups identified in No Child Left Behind, teachers,students, parents, and community members identified achievement data targets for the next three years. These targets representacademic areas (subjects) which we wish to improve and specific groups of students we have targeted for improvement (e.g. 6thgraders). Our vision data represents our "dream" for all students. The data targets listed below each school year represent realisticsteps toward that dream.
All Students (126 days) - ISTEP PL221 Category Placement Performance
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
75% 74.2% 77% 72.4% 76% 78% 80% 82% 100%
3rd Grade ISTEP - Writing Process: Percent Mastery
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
74% 72% 74% 76% 77% 78% 80% 82% 84% 100%
3rd Grade Language Arts - Trend - % of all 3rd Graders Passing ISTEP Language Arts
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
76% 74% 77% 76% 80% 80% 82% 84% 86% 100%
3rd Grade Math - Trend - % of 3rd Graders Passing ISTEP Math
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
78% 74% 77% 65% 77% 69% 80% 82% 84% 100%
5th Grade Science - Trend - % of 5th Graders Passing ISTEP+ Science
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
70% 66% 72% 67% 75% 65% 78% 81% 83% 100%
7
6th Grade Language Arts - Trend - % of 6th Graders Passing ISTEP Language Arts
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
79% 74% 77% 75% 80% 68% 82% 84% 86% 100%
6th Grade Math - Trend - % of 6th Graders Passing ISTEP Math
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
81% 81% 83% 84% 86% 78% 88% 90% 92% 100%
Class of 2014 - Vertical % passing ISTEP Language Arts
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
78% 70% 74% 71% 75% 68% 78% 81% 83% 100%
Class of 2014 - Vertical % passing ISTEP Math
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
78% 69% 78% 75% 78% 78% 81% 83% 85% 100%
Class of 2015 - Vertical % passing Language Arts ISTEP
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
74% 74% 77% 73% 79% 74% 82% 84% 86% 100
Class of 2015 - Vertical % passing Math ISTEP
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
74% 74% 77% 74% 75% 77% 78% 81% 83% 100%
8
Class of 2016 - Vertical % Passing ISTEP+ Math
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
77% 65% 75% 76% 77% 79% 81% 83% 100%
Class of 2016 - Vertical % Passing Language Arts
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
74% 76% 77% 78% 79% 81% 83% 85% 100%
Special Needs Grade 6 Passing ISTEP Math -
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
40% 52% 55% 47% 55% 33% 60% 65% 70% 100%
Special Needs Grade 6 passing ISTEP+ Language Arts -
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
30% 38% 40% 29% 40% 25% 45% 50% 55% 100%
Students Passing ISTEP All Tested Grades--Language Arts -
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
76% 74% 77% 74% 78% 73.4% 81% 83% 85% 100%
Students Passing ISTEP All Tested Grades--Math -
2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData
Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual
74% 77% 80% 75% 80% 75.8% 82% 84% 86% 100%
9
Areas of ConcernTeachers, students, parents, and community members analyzed data in seven areas known to impact student achievement: 1)expectations, 2) curriculum content, 3) instructional practices, 4) classroom assessments, 5) extra help, 6) student guidance, and 7)the learning environment. We identified areas that we must address in order to reach our academic goals. Those areas are listedbelow as "Local Areas of Concern". Organizations outside of our school (e.g. the Indiana General Assembly) have identified areasof concern for all schools and have required schools to address those areas. These are listed below as "Required Areas ofConcern." Each Area of Concern listed below is followed by the condition in our school or community that led us to believe that thisis an Area of Concern.
Local Areas of ConcernConcern: Hands-on Science Activities
Teachers need to provide more hands-on science activities.
Required Areas of ConcernA. Parent Involvement
B. Technology Coordination
C. Safe and Disciplined Learning Environment
D. Attendance
G1. Exceptional Learners - Gifted
G2. Exceptional Learners - Special Education
H. Cultural Competency
I. Focused Instruction / Curriculum
J. Instruction by Highly Qualified Teachers
K. Attracting Highly Qualified Teachers
L. Early Childhood Assistance
M. Assessment Results to Parents
11
O. Extended Learning Activities
Q. School-Parent Involvement Policy
R. Parent Right-to-Know Letter
S. School-Parent Compact
T. Annual Parent Meeting
U. Targeted Assistance
12
StrategiesAfter identifying areas of concern, teachers, students, parents, and community members researched proven strategies and selectedstrategies that our school and/or community will implement to impact our areas of concern. Local strategies are those identified byour teachers, students, parents, and community to address our areas of concern. Required strategies meet various state and/orfederal regulations.
Local StrategiesScience Improvement
There will be ongoing refinement of hands-on science activities including schoolwide teacher and student led extra helpdemonstrations. Teachers will also use non-fiction in the classroom to engage the students in order to create a more disciplinedlearning environment. Culminating activities will include Science Bowl and Science and Technology Showcase with parentparticipation with project development.
Required StrategiesA. Parent Involvement
Refer to Strategy O
B. Technology Coordination
Continuation of implementation/refinement of grade level expectations in the integration of technology into the core subjects.See technology expectations by grade level in school improvement binder. Offer after-school professional development forsoftware upgrades and new programs, specifically Inspiration.
C. Safe and Disciplined Learning Environment
Continue C.L.A.S.S. program for year 5. End morning announcements with the two life goals: Do the right thing! Treat peopleright! Five lifelong guidelines are the general school rules: Be truthful, be trustworthy, active listening, no put downs andpersonal best. Bi-weekly lifeskills emphasized. Teachers enforce consistent schoolwide procedures and use C.L.A.S.S.discipline referral form/parent communication tool. See sample in binder. Parents are given C.L.A.S.S. brochure(to reinforceguidelines at home) and see C.L.A.S.S. modeled throughout the school with every visit. The strategy addresses the goal ofhaving student acceptance for all--especially those with special needs. As of January 2008, William Tell Elementary is lockeddown all day. Visitors to the building are seen walking up to the school by a camera. The visitor then rings a bell and waits forthe office to answer. The doors are unlocked for them to enter. They go straight to the office to sign in. They must present avalid ID and leave it in the office until they sign out and leave. All visitors must wear a visitor ID tag. Anyone seen without onewill be stopped, questioned, and escorted back to the office.
D. Attendance
The Principal will give nine week recognition of students with perfect attendance at an attendance party.
G1. Exceptional Learners - Gifted: Acceleration for High Ability Math Students
Teachers will accelerate the math curriculum for high ability students in grades 3-5. A high-ability building committee will reviewimplementation of initiatives monthly.
G2. Exceptional Learners - Special Education: Math Intervention
Students with Individual Education Plans will participate in a daily mathematics intervention lab.
H. Cultural Competency
Teachers will use knowledge gained from Making the Most of Small Groups: Differentiation for All specifically in meeting theneeds of special needs students during LIteracy Stations.
I. Focused Instruction / Curriculum: Focused Instruction in Writing
13
The classroom teachers will incorporate the components of the 15 Day Crunch and the Six Traits writing lessons into theirlanguage arts lessons upon completion of workshops presented. The purpose of the training is to provide each teacher with thestrategies to use for a more unified program. They have received training and are now using the lessons for planning purposesin their individual classrooms.
J. Instruction by Highly Qualified Teachers
The teachers and administrators of William Tell Elementary and the Tell City-Troy School Corporation will work together toensure that all teachers (current and future) meet the highly qualified criteria established by the Indiana Department ofEducation. Teachers’ licenses will be analyzed by the administration and teachers to determine if options (HOUSSE, VeteranTeacher Status, or plan for becomining highly qualified) are available and necessary in order for them to be considered highly qualified.
K. Attracting Highly Qualified Teachers
The teachers and administration will continue to work together to attract highly qualified teachers to our school corporation. Thiscan be done through negotiating competitive wage/benefit packages, properly advertising available positions with necessarylicensing, offering high quality research-based professional development clearly aligned with an approved school improvementplan, and offering additional incentives such as the staff daycare program.
L. Early Childhood Assistance: School-Community Partnership for promoting school readiness
William Tell Elementary will partner with area preschools and daycare providers to promote quality school readiness activitiesand curriculum.
M. Assessment Results to Parents
Title I teachers Jim Horner, and Amanda Napier will conduct a DIBELS assessment informational meeting to parents onTueday, September 2, 2008. DIBELS scores will be distributed at the beginning, middle and end of the school year, givingparents data for progress monitoring students. Parents will receive an I-STEP Parent Report, as well as an Achievement DataSummary at the January ’09 P.T.O. meeting.
O. Extended Learning Activities: Extended Learning Activities in Math
William Tell Elementary will work with parents and students throughout the school year to provide access and training to a webbased extension of Math Facts in a Flash, Accelerated Reader and Accelerated Math. An orientation meeting will be conductedthe first week of October. Parents will be able to assess and montior student work in Reading and Math online at home or at thePublic Library.
Q. School-Parent Involvement Policy
William Tell Elementary will hold two school-wide Title I Parent Involvement meetings to allow parents to give their input into theschool-parent involvement policy. Following this meeting, the school-parent involvemnt policy will be distributed to all WilliamTell Elementary families through the Student Handbook.
R. Parent Right-to-Know Letter
Through office distribution of the Student Handbook, parents will be given the Parent Right-to-Know letter the first day ofschool. Parents will be given a parent sign off sheet indicating they have reviewed the Parent Right-to-Know document. Theparents right to know letter informs parents of their right to know the qualifications of the teacher instructing their child and to benotified if teacher instructing child is not highly qualified.
S. School-Parent Compact
In May, the School-Parent Compact will be sent out via e-mail and school messenger. Parents will review the existing plan andoffer suggested changes. Distribution of the School-Parent Compact will be through the Student Handbook the first week ofschool. Parents will be given a sign off sheet indicating they have reviewed the School-Parent Compact document.
T. Annual Parent Meeting
William Tell Elementary will convene an annual meeting in September, offered for morning and evening sessions. Parents willbe contacted by school messenger phone calling system, flyers sent home, and e-mail reminders.
14
U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students
Teachers in grades K-5 will use knowledge gained from Literacy Stations training and Deb Dillar’s Making the Most of SmallGroups Differentiation for All to implement Literacy Stations into the guided reading block. This allows the teacher to work wihtthe special education students in a small group during this time.
15
Professional DevelopmentThese professional development activities will be implemented to help participants develop the knowledge and skills they need tosuccessfully implement the strategy.
A. Parent InvolvementNo professional development is needed for this strategy.
B. Technology Coordination
Professional Development Activity Funding Activity Purpose
Inspiration Training Source:Amount: $
Skill Building
Brief Description Intended Participants Activity Format
Any teachers needing training or refreshed in Inspiration. Teachers Networking/Site Visit
G1. Exceptional Learners - Gifted: Acceleration for High Ability Math Students
Professional Development Activity Funding Activity Purpose
Study Group for Professional Readings on Differentiating for HighAbility Students
Source:High Ability Grant Amount: $90.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Monthly meetings to reflect and implement strategies. Teachers Presentation/WorkshopProfessional ReadingCollaborative ProblemSolving
Professional Development Activity Funding Activity Purpose
Attend State High Ability Conference Source:High Ability GrantFunds Amount: $800.00
InformationSkill Building
Brief Description Intended Participants Activity Format
State High Ability Conference Indianapolis Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
School Visits Source:High Ability GrantFunds Amount: $240.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Visit area schools to observe their implementaion of high ability math strategies.
Teachers Networking/Site Visit
16
Professional Development Activity Funding Activity Purpose
Summer Collaboration/Inservice Source:High Abilty Grant Funds Amount: $100.00
InformationSkill Building
Brief Description Intended Participants Activity Format
Workshop to provide strategies and ideas for implementing acceleratedcurriculum for high ability math students.
Teachers Presentation/Workshop
I. Focused Instruction / Curriculum: Focused Instruction in Writing
Professional Development Activity Funding Activity Purpose
Writing Rubrics Assessment Source:DOE Amount: $200
InformationSkill Building
Brief Description Intended Participants Activity Format
Purchase additional Simple-6 books and resources for new employees Administrators Professional Reading
Professional Development Activity Funding Activity Purpose
15 Day Crunch S.I.N.E. Workshop Source:DOE Amount: $200
InformationSkill Building
Brief Description Intended Participants Activity Format
Offer 15 Day Crunch S.I.N.E. workshop to teachers who could not attendlast year, and to any new teachers
Teachers Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Writing Samples Source:DOE Amount: $750
InformationSkill BuildingFeedback/Support
Brief Description Intended Participants Activity Format
Hold SINE Presentation August 28th to review Six Traits of Writing Teachers Presentation/Workshop
L. Early Childhood Assistance: School-Community Partnership for promotingschool readiness
Professional Development Activity Funding Activity Purpose
Study Group Source:Ready Schools Amount: $500
Information
Brief Description Intended Participants Activity Format
Books for communicating ready school needs to teachers, and parents. TeachersParents
Study Group
17
Professional Development Activity Funding Activity Purpose
Early Childhood Conference Source:Ready Schools Amount: $1000
Information
Brief Description Intended Participants Activity Format
Conference for learning the latest research proven early childhood strategies
Teachers Presentation/Workshop
O. Extended Learning Activities: Extended Learning Activities in Math
Professional Development Activity Funding Activity Purpose
Inform Teachers of what is available at the Ren. Place website Source:Title II Amount: $1000
Information
Brief Description Intended Participants Activity Format
Online professional development through Renaissance Place TeachersParents
Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Books/Articles Source:Title II Amount: $300
Information
Brief Description Intended Participants Activity Format
Articles on building the life long love of reading, and using renaissanceplace to support this goal.
TeachersParents
Professional Reading
U. Targeted Assistance: Literacy Stations: Small Group Benefits for SpeicalEducation Students
Professional Development Activity Funding Activity Purpose
Implementing Literacy Stations in Grades K-5 Source:Amount: $
Refinement
Brief Description Intended Participants Activity Format
Individual classroom teachers will implement literacy staions as appropriatefor his/her classroom.
TeachersStudentsOther
Other
Professional Development Activity Funding Activity Purpose
Classroom Observation Source:Amount: $
Feedback/Support
Brief Description Intended Participants Activity Format
Principal will observe all classrooms to make sure implementation ofLiteracy Stations has been implemented according to our SIP.
TeachersAdministratorsStudents
Networking/Site Visit
18
Professional Development Activity Funding Activity Purpose
Making the Most of Small Group Instruction by Deb Dillar Source:DOE Amount: $200
Information
Brief Description Intended Participants Activity Format
Additional copies for new staff members Teachers Professional Reading
Professional Development Activity Funding Activity Purpose
Literacy Station Video Source:DOE Amount: $300
InformationFeedback/Support
Brief Description Intended Participants Activity Format
Video and Substitute coverage for teachers to view the video Teachers Presentation/WorkshopProfessional Reading
Professional Development Activity Funding Activity Purpose
School Visits Source:DOE Amount: $1000
InformationFeedback/Support
Brief Description Intended Participants Activity Format
Various grades to visit other schools implementing Literacy Stations Teachers Networking/Site Visit
Professional Development Activity Funding Activity Purpose
In-Service Source:DOE Amount: $50
InformationFeedback/Support
Brief Description Intended Participants Activity Format
In-Service to review purpose and strategies with Literacy Stations and togive work time for Literacy Station developement
TeachersAdministrators
Presentation/Workshop
Professional Development Activity Funding Activity Purpose
Conferences Source:Amount: $0
Feedback/Support
Brief Description Intended Participants Activity Format
Administrators will meet with teachers who are not effectively implementingLiteracy stations to develope a plan of implementation
TeachersAdministrators
Talk to
Professional Development Activity Funding Activity Purpose
4 Day Literacy Station Workshop Source:DOE Amount: $1000
InformationFeedback/Support
Brief Description Intended Participants Activity Format
Hold a 4 Day Literacy Station Workshop through SINE on July 7,8,9, 10. Teachers Presentation/Workshop
19
Relationship Report -- Areas of Concern / Strategies / Data TargetsFormer Areas of Concern Summary
This report shows the relationship between the Areas of Concern, Strategies, and Data Targets. This report shows the following foreach area of concern: 1) the achievement area(s) that are being negatively impacted by the concern and 2) the strategies we willimplement to eliminate the concern. Basically, when we implement the strategies, the areas of concern should disappear. Once theareas of concern are gone, achievement should increase.
Local Areas of Concern
Concern: Hands-on Science Activities
Data Targets Influenced by This Concern:
5th Grade Science - Trend -- % of 5th Graders Passing ISTEP+ Science
Strategies to Impact This Concern:
Science Improvement
Required Areas of Concern
A. Parent Involvement (PL221, Title I)
Data Targets Influenced by This Concern:
Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --
Strategies to Impact This Concern:
A. Parent Involvement C. Safe and Disciplined Learning Environment
B. Technology Coordination (PL221)
Data Targets Influenced by This Concern:
Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Math Class of 2015 -- Vertical % passing Language Arts ISTEP Class of 2015 -- Vertical % passing Math ISTEP
Strategies to Impact This Concern:
B. Technology Coordination
C. Safe and Disciplined Learning Environment (PL221)
Data Targets Influenced by This Concern:
3rd Grade ISTEP -- Writing Process: Percent Mastery 3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math
Strategies to Impact This Concern:
20
C. Safe and Disciplined Learning Environment
D. Attendance (PL221)
Data Targets Influenced by This Concern:
6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts 6th Grade Math - Trend -- % of 6th Graders Passing ISTEP Math
Strategies to Impact This Concern:
D. Attendance
G1. Exceptional Learners - Gifted (PL221)
Data Targets Influenced by This Concern:
5th Grade Science - Trend -- % of 5th Graders Passing ISTEP+ Science 6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts 6th Grade Math - Trend -- % of 6th Graders Passing ISTEP Math
Strategies to Impact This Concern:
G1. Exceptional Learners - Gifted: Acceleration for High Ability Math Students
G2. Exceptional Learners - Special Education (PL221)
Data Targets Influenced by This Concern:
Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts --
Strategies to Impact This Concern:
G2. Exceptional Learners - Special Education: Math Intervention U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students
H. Cultural Competency (PL221)
Data Targets Influenced by This Concern:
Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts --
Strategies to Impact This Concern:
H. Cultural Competency
I. Focused Instruction / Curriculum (Title I)
Data Targets Influenced by This Concern:
3rd Grade ISTEP -- Writing Process: Percent Mastery 3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2015 -- Vertical % passing Language Arts ISTEP Special Needs Grade 6 passing ISTEP+ Language Arts --
21
Students Passing ISTEP All Tested Grades--Language Arts --
Strategies to Impact This Concern:
I. Focused Instruction / Curriculum: Focused Instruction in Writing U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students
J. Instruction by Highly Qualified Teachers (Title I)
Data Targets Influenced by This Concern:
Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Math Class of 2015 -- Vertical % passing Language Arts ISTEP Class of 2015 -- Vertical % passing Math ISTEP
Strategies to Impact This Concern:
J. Instruction by Highly Qualified Teachers
K. Attracting Highly Qualified Teachers (Title I)
Data Targets Influenced by This Concern:
Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Math Class of 2015 -- Vertical % passing Language Arts ISTEP Class of 2015 -- Vertical % passing Math ISTEP
Strategies to Impact This Concern:
K. Attracting Highly Qualified Teachers
L. Early Childhood Assistance (Title I)
Data Targets Influenced by This Concern:
3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math
Strategies to Impact This Concern:
L. Early Childhood Assistance: School-Community Partnership for promoting school readiness
M. Assessment Results to Parents (Title I)
Data Targets Influenced by This Concern:
Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --
Strategies to Impact This Concern:
M. Assessment Results to Parents
22
O. Extended Learning Activities (Title I)
Data Targets Influenced by This Concern:
3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math Class of 2014 -- Vertical % passing ISTEP Math Special Needs Grade 6 Passing ISTEP Math -- Students Passing ISTEP All Tested Grades--Math --
Strategies to Impact This Concern:
O. Extended Learning Activities: Extended Learning Activities in Math
Q. School-Parent Involvement Policy (Title I)
Data Targets Influenced by This Concern:
Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --
Strategies to Impact This Concern:
Q. School-Parent Involvement Policy
R. Parent Right-to-Know Letter (Title I)
Data Targets Influenced by This Concern:
Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts -- Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --
Strategies to Impact This Concern:
R. Parent Right-to-Know Letter
S. School-Parent Compact (Title I)
Data Targets Influenced by This Concern:
3rd Grade ISTEP -- Writing Process: Percent Mastery 3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math 5th Grade Science - Trend -- % of 5th Graders Passing ISTEP+ Science 6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts 6th Grade Math - Trend -- % of 6th Graders Passing ISTEP Math Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Math Class of 2015 -- Vertical % passing Language Arts ISTEP Class of 2015 -- Vertical % passing Math ISTEP Class of 2016 -- Vertical % Passing ISTEP+ Math Class of 2016 -- Vertical % Passing Language Arts Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts -- Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --
23
Strategies to Impact This Concern:
S. School-Parent Compact
T. Annual Parent Meeting (Title I)
Data Targets Influenced by This Concern:
Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts -- Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --
Strategies to Impact This Concern:
T. Annual Parent Meeting
U. Targeted Assistance (Title I)
Data Targets Influenced by This Concern:
Special Needs Grade 6 passing ISTEP+ Language Arts --
Strategies to Impact This Concern:
U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students
24
Force Field ExcerptThe Force Field reports are lengthy reports analyzed by the teachers, students, parents, and community members to help identifythe areas of concern. The Force Field excerpt found below contains information that must be included in the School ImprovementPlan to meet the requirements of Indiana Public Law 221.
Description and location of curriculum: Conference Room Force FieldReport B: Curriculum Additional Data#1
Titles and descriptions of assessment instruments tobe used in addition to ISTEP+:
I-STEP is given to grades 3-10 Force FieldReport C: Assessment Additional Data#1
Statutes and rules to be waived: Finances affecting class size, offering summer school,and purchasing teacher resources.
Force FieldReport G: EnvironmentAdditional Data#2
Program Consolidation Plan: Kindergarten was changed from a one-half day programto a full-day program for all students.
Force FieldReport G: EnvironmentAdditional Data#2
25
To-Do ListThis to-do list includes implementation, professional development, anti-resistance, and evaluation action steps for each strategy andwill serve as a road map as we implement our School Improvement Plan.
Report by strategy. Showing completed and yet-to-be-completed action steps.
Early Childhood AssistanceMay , 2008: Collect and record the percent of students who attended preschool and are enrolled in Kindergarten in 07-08school year
Person : Vicki Pfeiffer and Jill LacyActivity : Collect baseline data
May , 2008: Apply for a Ready Schools Grant Person : Laura NobleActivity : Funding for the Early Childhood/Preschool Fair
Aug , 2008: Collect and record the percent of students who attended preschool and are enrolled in Kindergarten in 08-09school year
Person : Vicki Pfeiffer and Jill LacyActivity : Collect final semester/trimester follow up data
Aug 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Aug 29, 2008: Article selections Person : Strategy teamActivity : Study Group
Sep 11, 2008: Study group implementation Person : Vicki PfeifferActivity : Study Group
Sep 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Oct 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Nov 12, 2008: Study group implementation Person : Vicki PfeifferActivity : Study Group
Nov 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Dec 19, 2008: Set date for Preschool Fair Person : Strategy teamActivity : Preschool/Early Childhood Fair
Dec 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
26
Jan 14, 2009: Study group implementation Person : Vicki PfeifferActivity : Study Group
Jan 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Jan 28, 2009: Contact area Preschools Person : Vicki PfeifferActivity : Getting Preschools and Agencies to attend
Jan 28, 2009: Contact area preschools Person : Vicki PfeifferActivity : Preschool/Early Childhood Fair
Jan 29, 2009: Contact Agencies Person : Michelle MillerActivity : Getting Preschools and Agencies to attend
Jan 29, 2009: Contact 4C’s Early Childhood Agency Person : Michelle MillerActivity : Preschool/Early Childhood Fair
Jan 29, 2009: Contact First Steps Person : Michelle MillerActivity : Preschool/Early Childhood Fair
Jan 29, 2009: Contact Healthy Families Person : Michelle MillerActivity : Preschool/Early Childhood Fair
Jan 30, 2009: Notify area churches to put information in bulletins soliciting participants Person : Jill LacyActivity : Preschool/Early Childhood Fair
Jan 30, 2009: Put press release in Perry County News soliciting participants Person : Jill LacyActivity : Preschool/Early Childhood Fair
Feb , 2009: Distribute conference information to potential participants Person : Laura NobleActivity : Early Childhood Conference
Feb 13, 2009: Collect names of agencies and schools participating Person : Vicki PfeifferActivity : Preschool/Early Childhood Fair
Feb 16, 2009: Design fliers Person : Strategy teamActivity : Preschool/Early Childhood Fair
Feb 20, 2009: Advertise fair in Perry County News, church bulletins, and Telescrips Person : Jill LacyActivity : Preschool/Early Childhood Fair
Feb 20, 2009: Deliver fliers to preschools and daycares Person : Stephanie WhitakerActivity : Preschool/Early Childhood Fair
27
Feb 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Feb 26, 2009: Hold team meeting Person : Vicki PfeifferActivity : Preschool/Early Childhood Fair
Mar , 2009: Register participants Person : Kim WaningerActivity : Early Childhood Conference
Mar 6, 2009: Ask custodians to arrange tables in the Cafe Person : Stephanie WhitakerActivity : Preschool/Early Childhood Fair
Mar 6, 2009: Order cookies and punch for the Cafe Person : Stephanie WhitakerActivity : Preschool/Early Childhood Fair
Mar 12, 2009: Hold Preschool/Early Childhood Fair Person : Strategy teamActivity : Preschool/Early Childhood Fair
Mar 18, 2009: Study group implementation Person : Vicki PfeifferActivity : Study Group
Mar 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Apr , 2009: Attend conference in Indianapolis Person : Registered participantsActivity : Early Childhood Conference
Apr 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
May , 2009: Share information with staff Person : Strategy teamActivity : Study Group
May 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool
Exceptional Learners - Gifted Mar , 2008: Survey staff to determine number of teachers currently accelerating math for their high ability students
Person : Leanne LeClereActivity : Collect baseline data
Apr , 2008: Identify teachers desiring to teach the high ability math students Person : Noble/Waninger/StaffActivity : Selection Process for Teachers - High Ability Math Acceleration
Apr 7, 2008: Achievement and Aptitude tests given. Person : LeClere/grade level teachersActivity : Identification of High Ability Math Students
28
May , 2008: Cluster group high ability math students
Person : LeClere/Noble/WaningerActivity : Accelerated Math Instruction Grades 3-5
May , 2008: Identify High Ability Math Students Person : LeClere/Noble/WaningerActivity : Accelerated Math Instruction Grades 3-5
May , 2008: Identify teachers for High Ability Students Person : Noble/WaningerActivity : Accelerated Math Instruction Grades 3-5
May , 2008: Review of testing data Person : LeClere/Noble/WaningerActivity : Identification of High Ability Math Students
May , 2008: Selection of students for high ability math groups Person : LeClere/Noble/WaningerActivity : Identification of High Ability Math Students
May , 2008: Selections of High Ability Math teachers at grades 3-5. Person : Noble/WaningerActivity : Selection Process for Teachers - High Ability Math Acceleration
May , 2008: Order books for study group Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
May , 2008: Set date for summer inservice Person : LeClereActivity : Summer Collaboration/Inservice
Jul , 2008: Attend summer inservice Person : LeClere/StaffActivity : Summer Collaboration/Inservice
Sep , 2008: Contact other schools in our area regarding their high ability math program Person : Noble/WaningerActivity : School Visits
Sep , 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Sep 28, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Sep 28, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Oct 26, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Oct 26, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
29
Nov , 2008: Visit school Person : LeClere/StaffActivity : School Visits
Nov 23, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Nov 23, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Dec , 2008: Register for conference Person : LeClereActivity : Attend State High Ability Conference
Dec , 2008: Survey staff to determine number of teachers now accelerating math curriculum for their high ability math students Person : Leanne LeClereActivity : Collect first semester/trimester follow up data
Dec 28, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Dec 28, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Jan 25, 2009: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Jan 25, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Feb , 2009: Attend conference Person : LeClereActivity : Attend State High Ability Conference
Mar 1, 2009: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Mar 1, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Mar 29, 2009: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration
Mar 29, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
Apr 26, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students
30
May 15, 2009: Survey staff to determine number of teachers now accelerating math curriculum for their high ability mathstudents
Person : Leanne LeClereActivity : Collect final semester/trimester follow up data
Extended Learning ActivitiesAug , 2008: Inform parents of the Renaissance Place website.
Person : Sarah Miller/Laura NobleActivity : Use of Renaissance Place Website
Aug 15, 2008: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles
Aug 15, 2008: Collect baseline data Person : Sarah Miller/Jim HornerActivity : Collect Data
Sep , 2008: Send home paper to parents for them to indicate interest. Person : Sarah Miller/Jim HornerActivity : Use of Renaissance Place Website
Sep 1, 2008: Webcasts for Ren. Place Person : Jim HornerActivity : Inform Teachers of what is available at the Ren. Place website
Oct , 2008: Send parents information for logging into Renaissance Place website. Person : Office StaffActivity : Use of Renaissance Place Website
Oct 15, 2008: Messenger call encouraging parents to send back survey. Person : Sarah Miller/Laura NobleActivity : Parents not responding to survey
Oct 15, 2008: Remind parents of the library computers availability. Person : Sarah Miller/ Laura NobleActivity : Parents not utilizing Renaissance Place website
Oct 17, 2008: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles
Nov , 2008: Send parents information for logging into Renaissance Place website. Person : Office StaffActivity : Use of Renaissance Place Website
Dec , 2008: Send parents information for logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website
Dec 15, 2008: Collect usage data for the 1st semester. Person : Sarah Miller/Jim HornerActivity : Collect Data
Dec 16, 2008: Remind parents of the library computers availability. Person : Sarah Miller/ Laura NobleActivity : Parents not utilizing Renaissance Place website
31
Dec 18, 2008: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles
Jan , 2009: Send parents information for logging into Renaissance Place website. Person : Office StaffActivity : Use of Renaissance Place Website
Jan 15, 2009: Offer incentives to families utilizing the programs at the website Person : Sarah Miller/Jim HornerActivity : Parents not utilizing Renaissance Place website
Feb , 2009: Send parents information about logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website
Feb 17, 2009: Remind parents of the library computers availability. Person : Sarah Miller/ Laura NobleActivity : Parents not utilizing Renaissance Place website
Feb 19, 2009: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles
Mar , 2009: Send parents information for logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website
Apr , 2009: Send parents information about logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website
Apr 15, 2009: Collect usage date for the 2nd semester. Person : Sarah Miller/Jim HornerActivity : Collect Data
May , 2009: Send parents information about logging into Ren. Place. Person : Office StaffActivity : Use of Renaissance Place Website
Focused Instruction / CurriculumApr 24, 2008: Teachers will participate in a half-day in-service on Writing Rubrics Assessment
Person : Susan ParnellActivity : Writing Rubrics Assessment
May , 2008: Submission of student writing samples in grades K-5 Person : TeachersActivity : Collect baseline data
Aug , 2008: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year
Aug 4, 2008: The teachers will participate in a writing workshop being offered through S.I.N.E. Person : SINE PersonnelActivity : 15 Day Crunch S.I.N.E. Workshop
Aug 12, 2008: Teachers of the 3,4,5 grades will implement the 15 Day Crunch for writing instruction Person : Grade 3, 4, 5 TeachersActivity : 15 Day Crunch
32
Aug 16, 2008: Teachers of the 3-5 grades will be given time to implement the 15 Day Crunch for writing instruction.
Person : Laura NobleActivity : 15 Day Crunch
Aug 19, 2008: Teachers of the 3,4,5 grades will implement the 15 Day Crunch for writing instruction Person : Grade 3, 4, 5 TeachersActivity : 15 Day Crunch
Aug 26, 2008: Teachers of the 3,4,5 grades will implement the 15 Day Crunch for writing instruction Person : Grade 3, 4, 5 TeachersActivity : 15 Day Crunch
Aug 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
Sep 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
Oct , 2008: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year
Oct 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
Nov 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
Dec , 2008: Submission of student writing samples in grades K-5 Person : TeachersActivity : Collect first semester/trimester follow up data
Dec , 2008: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year
Dec 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
Jan 30, 2009: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
Mar , 2009: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year
Mar 30, 2009: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5
33
Activity : Writing Samples
Apr 30, 2009: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due
Person : All Grade Level Teachers K-5Activity : Writing Samples
May , 2009: Submission of student writing samples in grades K-5 Person : TeachersActivity : Collect final semester/trimester follow up data
May , 2009: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year
Targeted AssistanceMay 25, 2008: School Wide Master Schedule Planning
Person : PrincipalActivity : Time Constraints
Jul 7, 2008: Teachers will attend the 4 day workshop over the summer regarding Literacy Stations Person : Principal and Classroom TeachersActivity : 4 Day Literacy Station Workshop
Jul 8, 2008: Teachers will attend the 4 day workshop over the summer regarding Literacy Stations Person : Principal and Classroom TeachersActivity : 4 Day Literacy Station Workshop
Jul 9, 2008: Teachers will attend the 4 day workshop over the summer regarding Literacy Stations Person : Principal and Classroom TeachersActivity : 4 Day Literacy Station Workshop
Jul 10, 2008: Teachers will attend the 4 day workshop over the summer regarding Literacy Stations Person : Principal and Classroom TeachersActivity : 4 Day Literacy Station Workshop
Jul 15, 2008: Training of Teachers Person : Kim Strobel & PrincipalActivity : Implementing Literacy Stations in Grades K-5
Aug 12, 2008: Teachers will read the book and collaborate with teachers and principal Person : PersonActivity : Making the Most of Small Group Instruction by Deb Dillar
Aug 28, 2008: The Principal will hold and in-service day regarding Literacy Stations Person : PrincipalActivity : In-Service
Aug 28, 2008: View the video and discuss Person : PrincipalActivity : Literacy Station Video
Sep 1, 2008: Principal Observations Person : PrincipalActivity : Collect baseline data
Sep 1, 2008: Set up Literacy Stations Person : Individual Classroom TeachersActivity : Implementing Literacy Stations in Grades K-5
34
Sep 15, 2008: Model Literacy Station activities to students Person : Individual Classroom TeachersActivity : Implementing Literacy Stations in Grades K-5
Sep 15, 2008: Training the students on Literacy Station Procedures Person : Individual Classroom TeachersActivity : Implementing Literacy Stations in Grades K-5
Oct 1, 2008: Adminstrator will focus on Literacy Stations during walk through to make sure of proper implementation Person : Principal/Assistant PrincipalActivity : Adminstrative Walk Through
Oct 15, 2008: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences
Oct 15, 2008: Teachers and Principal will visit other schools to observe Literacy Stations Person : Principal and Classroom TeachersActivity : School Visits
Nov 1, 2008: Teacher will observe a model teacher who is proficient in area of concern Person : Individual Classroom TeachersActivity : Classroom Observation
Nov 1, 2008: Teacher will receive peer coaching during bi-weekly collaborative meetings Person : Principal and TeachersActivity : Classroom Observation
Dec 1, 2008: Administrator will share data and graphs at faculty meeting Person : PrincipalActivity : Faculty Meeting
Dec 16, 2008: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences
Jan 15, 2009: Principal Observation and Conferences Person : PrincipalActivity : Collect first semester/trimester follow up data
Feb 17, 2009: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences
Apr 21, 2009: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences
May 15, 2009: Principal Observations and Conferences Person : PrincipalActivity : Collect final semester/trimester follow up data
Technology CoordinationSep , 2008: Provide Inspiration after-school session for teachers
Person : Jim HornerActivity : Inspiration Training
35
Indiana Student Achievement Institute
Continuous Improvement TimelineThe table below shows the timeline we will follow in reviewing and revising our School Improvement Plan each year.
First Year Schools Second Year Schools Third Year and Beyond
Schools
Oct Session 1:Getting Started
Local Mtgs: Rationale for Change
New Steering Team Member (optional)
Session 1:Improvement Plan Implementation
New Steering Team Member (optional)
Session 1: Kick-Off / Monitoring / Mentoring
Nov Session 2 Visioning
Tech Training 1 (two people per school)
Local Mtgs: Visioning
Tech Training 1 (optional)
Local Mtgs – SIP ImplementationRoles & Responsibilities
Tech Training 1 (optional)
Local Mtgs – SIP ImplementationRoles & Responsibilities
Dec Session 3:Achievement Data Analysis
Local Mtgs: Achievement Data Targets
Session 2:SIP Evaluation & Revision
Local Mtgs: Sch. Imp. Plan Revision
Jan Session 4:Areas of Concern & Research Assignments
Local Mtgs: Areas of Concern
Session 2:SIP Review & Revision
Local Mtgs: Sch. Imp. Plan Revision
Jan 31 Session 5:InSAI Conference on Learning
Strategy Research Group Meetings:Local Mtgs – Strategy Selection
InSAI Conference on Learning (optional)
InSAI Conference on Learning (optional)
Feb / Mar
Session 6: (strategy chairs only)Strategy Plans
Tech Training 2 (two people per school)
Strategy Task Force Mtg – Strategy Plans
Session 3 (strategy chairs only):Writing Strategy Plans
Tech Training 2 (optional)
Strategy Committees – Strategy Plans
Session 3: (strategy chairs only):Writing Strategy Plans
Tech Training 2 (optional)
Strategy Committees – Strategy Plans
Apr 1st Fri. in April: All submissions due online
1st Fri. in April: All submissions due online
1st Fri. in April: All submissions due online
Session 7:Strategy Plan Review:One hour individual appointment
Session 4:Strategy Plan Review:One hour individual appointment
Session 4:Strategy Plan Review:One hour individual appointment
May 1st Fri in May: Revisions due online
3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)
1st Fri in May: Revisions due online
3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)
1st Fri in May: Revisions due online
3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)
36
top related