arthur m. charles elementary school improvement plan elementary sip 2012 - 2015.pdf · black or...
TRANSCRIPT
Arthur M. Charles Elementary
School Improvement Plan NCA Standards Assessment Report
Mrs. Kelly Andrews, Principal
9/17/2012
Table of Contents
I. INTRODUCTION
A. Narrative description of the community and school
1. The Community 2. The School
B. Description and location of the school’s curriculum
C. Titles, descriptions, and plan for implementation of assessment instruments
1. Assessment tools
2. Impact of assessment program
3. Implementation plan
D. Opportunities for teachers to be included in decision-making related to the use of academic assessment results
E. Commitment to highly qualified teachers in all core content areas
II. STATEMENT OF VISION, MISSION, AND BELIEFS A. Richmond Community Schools
B. Arthur M. Charles Elementary School 1. School Mission 2. School Vision
3. School Belief Statements
III. SUMMARY OF DATA A. Analysis of data from the Annual Performance Report
B. Attendance rate
C. ISTEP+ Performance D. Data related to other performance indicators
1. Acuity 2. MClass DIBELS and Math 3. School Stakeholder Summary
E. The Learning Environment 1. Safe and disciplined learning environment
a. Positive Behavior Intervention Support b. Disciplinary Procedures and Documentation c. School Safety Committee
2. Implementation of school-wide reform strategies that provide opportunities for all children to meet proficient
and advanced levels of academic achievement and which use effective scientifically based research methods and
instructional practices 3. Educational programs, increasing the amount of learning
time, and activities to ensure that students having difficult mastering proficient and advanced academic achievement
are provided with effective, timely additional assistance a. Students with Special Needs b. Response to Intervention
c. Language Arts for High Ability Students d. Elementary Math for High Ability Students
e. Elementary High Ability Programming 4. Transitions
a. Preschool to Elementary School Transition
b. Elementary to Middle School Transition
IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT AND GOALS A. Focus Area 1: Language Arts - Strengths and challenge noted from
comprehensive needs assessment, including information about how
the school’s curriculum and instructional strategies support the achievement of Indiana’s academic standards
B. Focus Area 2: Mathematics - Strengths and challenges noted from
comprehensive needs assessment, including information about how the school’s curriculum and instructional strategies support the achievement of Indiana’s academic standards
C. Focus Area 3: Behavior - Strengths and challenges noted from
comprehensive needs assessment, including information about how the school’s curriculum and instructional strategies support the achievement of Indiana’s academic standards
D. Parental involvement
1. Strategies to increase parental involvement 2. Provision of individual academic results to parents 3. Strategies to involve parents in planning, review, and
improvement of school-wide plan
E. Analysis of Student Achievement
F. Technology as a learning tool
1. Technology Integration 2. Technology Assessment and Evaluation
G. Impact of professional development
H. Cultural competency
V. STUDENT ACHIEVEMENT OBJECTIVES
A. Attendance rate B. ISTEP+ Performance
1. Language Arts 2. Mathematics
3. Behavior VI. BENCHMARKS FOR PROGRESS
VII. PROPOSED INTERVENTIONS BASED ON SCHOOL IMPROVEMENT GOALS
VIII. PROFESSIONAL DEVELOPMENT PLAN
IX. AREAS WHERE IMPROVEMENT IS NEEDED IMMEDIATELY
X. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY
A. Statutes and rules the school wishes to have suspended from operation
B. Coordination and integration of federal, state, and local funds
C. A list of programs that will be consolidated under school-wide plan
XI. APPENDICES
A. Richmond Community Schools Vision, Goals, Practice, and Mission B. NCA Standards Report C. Title 1 Parent Involvement Policy
D. Parent Involvement Evaluation Form E. School-Parent Compact
F. School Improvement Teams Roster G. Title 1 Plan and Budget H. School Improvement Team Sign Off
I. District Assessment Calendar J. Supporting data – Comprehensive Needs Assessment
*An item in italics indicates a Title I School-wide Plan/School Improvement Plan requirement
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I. INTRODUCTION A. Narrative Description of the Community and School
1. The Community
Based on the census of 2010 there are 42,104 people residing within the boundaries of the Richmond Community Schools district. The racial makeup of the city is 88% white, 8% Black or African American, <1% American Indian and Alaskan Native, 1% Asian, <1%
Native Hawaiian or Other Pacific Islander, 1.8% Some Other Race, with 3.8% of the population identifying with more than one race.
There is a wide variety of housing in the district, ranging from small studio apartments to
grand single-family homes. Of the 15,511 households in Richmond, 28% have children under the age of 18. Within these households, 39% have married couples living together, 15% have a female household with no husband present, and 39% are non-families. Thirty-
three percent of all households are made up of individuals and 15% have someone living alone who is 65 years of age or older. The average household size is 2.25 and the average
family size is 2.85. In Richmond, the age of the population is spread out with 33% under the age of 18. The
median age in Richmond is 38.5 years.
The median income for a household in the district is $34,971, and the median income for a family is $42,885. The per capita income for the city is $21,263. Nineteen percent of the population and 16% of families are below the poverty line. Out of the total population, 28%
of those under the age of 18 and 11% of those 65 and older are living below the poverty line.
2. The School
Arthur M. Charles Elementary is a K-4 school in Richmond, Indiana in a neighborhood setting in the eastern part of the city of Richmond. It serves students who live in single family homes, both in a rural setting outside of the city and in neighborhoods inside the
city, as well as several large income dependent apartment complexes located in the far corners of the district. Charles’ school district covers the largest square mileage of all the
elementary schools in Richmond. Over the years, families join the community from distant parts of the world: China, South Africa, India, Japan, and Mexico, to name a few, which adds to our diversity. Charles’ diverse student enrollment validates the need for a variety of
programs. The student population is approximately 86% Caucasian, 7% Hispanic, 1% Asian, 3% Multiracial, and 2% African American Opened in 1953, the building has
undergone several additions and renovations with the latest in 1999. The school has recently been reconfigured with new boundaries drawn due to the closing of 3 elementary buildings. The 2012-13 school year will be the first under the new configuration of K-4.
The school certified staff includes:
o One principal,
o Twenty grade-level teachers for grades K-4
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o Two special education resource teachers,
o One 3/5 part-time time social worker,
o One Interventionist
o One Instructional Coach
o One part-time Speech/Language Pathologist,
o a 3/5 part-time Library Media Specialist,
o a 3/5 part-time art teacher,
o a 4/5 part-time music teacher,
o a 3/5 part-time physical education teacher.
The average class size at Charles Elementary is 22 students per classroom. Fifteen of 20
classroom teachers work with 30 students with identified with special needs. Charles Elementary is currently a School Wide School for Title I.
Charles employs highly qualified teachers in all core content area classes. A letter is sent at the beginning of each school year describing this information for all parents. The teaching staff is dedicated and experienced, modeling lifelong learning by engaging in
professional development, applying it in their own classrooms, and then reflecting on the impact on student achievement. A little more than 50% of the teaching staff has 10 or
more years of experience and almost 25% of the staff are or will be eligible for retirement within the next few years. Teacher recruitment is coordinated at the district level. Richmond Community Schools will employ a number of strategies to attract and retain
highly qualified teachers, including: visiting university job fairs; posting open positions on the Department of Education website, advertising with university education departments;
and providing student teaching opportunities for pre-service teachers.
When a new teacher comes to Charles Elementary, they are partnered with an experienced teacher who serves as his/her mentor to assist them in getting acclimated to the school.
The instructional coach provides additional training to support them. Additional support is also provided in Positive Behavior Support and Second Steps by the building’s PBIS Team.
All teachers are evaluated on an annual basis to provide additional support by the principal. All teachers are evaluated utilizing a research based rubric (Richmond RISE).
Non-certified staff members in the building include:
o Four full time instructional assistants for Special Education
o Two full time and two ¾ time Title 1 instructional assistants
o All instructional paraprofessionals meet NCLB requirements to be considered highly qualified
o Two custodians,
o One clerical/health assistant,
o One secretary.
All support staff are evaluated annually by the principal.
Volunteers are present regularly and help in the classrooms, library and office.
Through a contracted services arrangement as part of the Safe Schools/Healthy Students Grant, a school social worker is available twenty hours per week. A Communities in Schools
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coordinator serves children and families twenty hours per week. An ELL tutor/translator serves non-English speaking students on a part-time basis. Factors determining socio-economic status include a 44.6% rate of students (193 students) who are eligible to receive free lunch and 8.7% for reduced lunch in the 2011-12 school year.
The diversity at Charles Elementary is also reflected in the number of students receiving free or reduced lunch. Approximately 156 (44,6%) students are on free lunch while
approximately 39 (8.7%) are on reduced lunch. Approximately 178 (46.7%) students are on paid lunch.
In addition to regular core subjects, fine arts, music, physical education, library, and special needs classes, the following programs and/or services are provided: nursing
46.70%
44.60%
8.70%
2011-2012 Socio-Economic Status
Paid
Free
Reduced
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services, a high ability program, YMCA after school program, Boys and Girls Club after school care and counseling groups facilitated by the school social worker. Various academic
and sport-related activities are offered after school and Girl Scouts meet monthly. Breakfast and lunch are served daily.
Technology at Charles Elementary School is providing its students with up-to-date technological opportunities; which engage students in the instructional process and allow
them to become a global learning community. Charles has an interactive website that provides information on school events, accomplishments, links to individual teacher websites, and other school information. The learning center in the library has a
scan/computer software system that effectively monitors all book check in/checks out procedures and provides web contacts for book related subjects. For the 2012-2013
school year, SmartBoard technology systems have been installed in all classrooms to enhance the digital part of the new reading and math curriculum. Netbooks will be in use for assessment and progress monitoring. Currently each classroom has 3-4 PC
workstations connected to the network. Other technology at Charles includes: TV’s, telephones, 2 LCD projectors, VCR/DVD players connected to TV’s in most rooms, access to
overhead projectors, 3 I-PADS, and wireless internet access in every room. Software is continuously updated to support curriculum. The computer lab currently has a 30-station PC computer lab equipped with a portable Smart Board. Richmond Community Schools has
also purchased student licenses for SuccessMaker to be used to supplement instruction in grades K-4, and Rosetta Stone is available for our ESL population.
B. Description and Location of the Curriculum
Richmond Community Schools’ written curriculum is based on the Indiana Academic Standards and will be transitioning to the Common Core Standards. Each teacher has a
copy of the standards in their classroom. Additionally, instruction is aligned with the Indiana Department of Education Curriculum Maps. The Indiana Academic Standards and
the IDOE Curriculum Maps are available in the Charles Elementary School office, and can be accessed online at the Richmond Community Schools website at www.rcs.k12.in.us
Curriculum in the Richmond Community Schools will be:
1. Aligned with State and National Standards: As the state curriculum maps are updated to reflect the transition to the National Core Standards, instruction will be aligned to ensure consistency with the curriculum maps. Building administrators will
take an active role in communicating with teachers, parents, and students in explaining the curriculum and how curriculum objectives are being met in their
schools. They will observe instruction to ensure that the curriculum is being implemented and that learning is evident by reviewing student work, classroom displays, and assessment data.
2. Aligned with Instruction and Assessment: Curriculum will drive instruction and
assessment, and all will be in alignment.
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3. Rigorous and Challenging for all Students: In all content areas and grade levels, the curriculum will go beyond basic skills and reflect higher order thinking.
4. Relevant and Meaningful to Students: In all content areas and grade levels of
instruction, the curriculum will be relevant and meaningful to the lives of the
students. Teachers and students will be encouraged to make connections to other disciplines and to real life. Students will be expected to be able to explain what they
are learning and why it is important to learn that particular skill or concept.
5. Appropriate to the Learner: In all content areas and at all levels of instruction,
curriculum will be instructed to accommodate the diverse groups of learners who have different readiness levels, learning styles, and interests. Teachers will
implement a variety of instructional strategies, assessments, resources, and flexible grouping patterns to meet the needs of all learners.
C. Titles, Descriptions, and Plan for Implementation of Assessment
Instruments
Assessing the progress of students is a major priority in Richmond Community Schools. The
comprehensive assessment plan is designed for four purposes:
Outcome measures are used to measure growth over time and to evaluate the overall effectiveness of the instructional program.
Diagnostic measures help teachers plan instruction and provide in-depth information about student skill levels and needs.
Screening measures provide information to determine which students are at risk and in
need of intervention. Progress monitoring measures help determine if students receiving additional support
and interventions are making adequate progress or in need of more intensive or different support or interventions.
Many assessment tools fill more than one purpose, and RCS has developed and implemented an assessment plan that is carried out district-wide. For the 2011-2012
school year, m-Class Reading and m-Class Math will be added at the kindergarten through second grade. The following chart portrays the Assessment Plan. A copy of the District
Assessment Calendar for the upcoming school year is included as an appendix to this plan. Richmond Community Schools Assessment Plan
Grade Levels
Screening Formative Progress Monitoring
Summative Schedule
Pre-LAS Test K-12 Enrollment
Peabody Picture Vocabulary Test K 1 x year
mClass Reading 3D K-2 3 x year
mClass Math K-2 3 x year
Writing Assessments K-8 2-3 x year
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Acuity Predictive 3-8 3 x year
Acuity Diagnostic (Fairview) 3-6 4 x year
IREAD K-3 1 x year
LAS Links K-12 1 x year
ISTEP+ 3-8 1 x year
End of Course Assessments 9-12 3 x year
Scholastic Reading Inventory 7-8 1 x year
Common Core Assessments (Algebra) 7-12 4 x year
Common Core Assessments (English) 9-12 4 x year
D. Opportunities for Teachers to Be Included in Decision-making
Related to the Use of Academic Assessment Results
Every teacher uses data from the district assessments, as well as a variety of classroom
assessments to evaluate the learning growth of his/her students. The information gleaned from careful analysis of the assessments guides instruction. Teachers receive training on
accessing and interpreting the data through their Tuesday afternoon professional development; and grade level teams meet monthly to review the data and plan their instructional response. Aside from ISTEP+, the assessment tools provide real-time data,
and all teachers have access to the data from their teacher workstations. Assessment results are used to create data walls to ensure that every student’s progress is tracked, and
appropriate instructional strategies are implemented. Through a process of tiered interventions, teachers are intensely involved in the decision-making process related to the use of assessment data.
E. Commitment to Highly Qualified Teachers and Paraprofessionals
All Charles Elementary teachers are deemed to be highly qualified, and all
paraprofessionals in Title I buildings are deemed to be highly qualified. Teachers may be highly qualified as demonstrated by successful completion of the National Teacher
Examination or the HOUSSE Rubric, while paraprofessionals may be deemed highly qualified through completion of 60 college credit hours or successful completion of the PRAXIS Examination. All staff credentials are available in the Human Resources Office of
Richmond Community Schools.
Richmond Community Schools is fortunate to attract and hire the very best professionals available to staff our schools. Richmond Community Schools, along with Charles Elementary School, have many strategies in place to ensure that highly qualified individuals
are employed. Human resources personnel and school administrators visit college recruitment days, and maintain direct contact with local colleges and universities.
Richmond Community Schools maintains an attractive and user-friendly website where vacancies are publicized and applications can be completed online. Employment opportunities are also posted on the Indiana Department of Education website
(www.doe.in.gov) Additionally, Richmond Community Schools works closely with colleges and universities in the placement and supervision of student teachers, where potential
employees can be observed over a period of time.
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II. STATEMENT OF MISSION, VISION, AND BELIEFS
A. Richmond Community Schools
Charles Elementary School is a part of the Richmond Community Schools Corporation. As a
member school, it is aligned with the district’s Vision Statement, Mission Statement and Goals, which are included in the Appendix to this plan.
B. Arthur M. Charles Elementary School
1. School Mission
“Achieving Academic Excellence in a Family that Loves to Learn!”
2. Daily School Vision
C hildren learning with
H onesty and integrity
A chieving
R esponsibility
G rasping
E xcellence
R especting
S elf and others
3. Future School Vision 2015Charles Elementary School will be the educational institution of popular choice
in Wayne County. Our constituents will want their children to attend Charles Elementary School because of the actualized and perceived levels of student
achievement, quality of instructional practices, and the overall excellence in educational climate.
4. School Belief Statements: 1. We believe that all students have a right to an orderly, safe, and secure
learning environment.
2. We believe schools must cultivate a culture of respect and students should be taught concepts of equality, tolerance, and importance of
making good choices. 3. We believe student success breeds success. 4. We believe all children can learn.
5. We believe all student work has dignity and value. 6. We believe students, teachers, and parents share the responsibility for
learning. 7. We believe all students will be challenged to work to their full potential. 8. We believe that student success in all endeavors is the result of hard
work, perseverance, and natural endowment. 9. We believe that all students will be taught in a manner that best fits
individual learning styles and abilities. 10. We believe that all students will be taught an appreciation for the fine
arts.
III. SUMMARY OF DATA Analysis of Data from the Annual Performance Report
A. Analysis of Data
2008-2009 2009-2010 2010-2011 2011-2012 Student Enrollment 370 373 415 400 3rd Grade Passing Math ISTEP 69% 60% 73.2% 82.6% 4th Grade Passing Math ISTEP 58% 81% 90.0% 71.2% 5th Grade Passing Math ISTEP 82% 76% 87.5% 86.4% 6th Grade Passing Math ISTEP 94% 84% 87.3% 77.8% 3rd Grade Passing Language ISTEP 73% 73% 90.7% 93.5% 4th Grade Passing Language ISTEP 56% 83% 87.3% 90.4% 5th Grade Passing Language ISTEP 61% 58% 60% 81.4% 6th Grade Passing Language ISTEP 83% 68% 76.9% 77.8%
It is significant to clarify a fourth grade dip in scores in 2012 as this was the case at
the district level as well. A curricular issue was identified and has been corrected for the coming school year. ELA scores increased across the board not only at
Charles but across the district due in part to the intensity and inclusion of the Reading Plan with a scientifically based reading program adopted.
It is expected that the school have continued growth in both math and reading in 2012-13, with the curriculum aligned to Common Core standards, a full-time
interventionist, and more expertise and resources to provide appropriate Tier 2 and 3 interventions through Response to Instruction.
Math
0
20
40
60
80
100
6th 5th 4th 3rd
2009
2010
2011
2012
Language Arts
Historical ISTEP+ Data
Summary Statement:
In meeting academic standards in ELA and Math under ISTEP+ in Spring 2012:
80.4% of the third grade students at Charles Elementary passed both the Language Arts and Math sections of the test,
71.2% of the fourth grade passed both,
78% of the fifth grade passed both, and 68.5% of the sixth grade passed both.
The all school percentage passing both English/Language Arts and Math in Spring 2012 74.4%
0
10
20
30
40
50
60
70
80
90
100
6th 5th 4th 3rd
2009
2010
2011
2012
0
10
20
30
40
50
60
70
80
90
Both ELA Math
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
Charles Students % of Passing ISTEP+
2012-13 4rd Grade Charles Students Class of 2020 Passing ISTEP+
2012-13 3rd Grade Charles Students
Class of 2021 Passing ISTEP+
Attendance is specifically addressed in Part B, and that further analysis of ISTEP+
data, included disaggregation of results, is addressed in Part C.
0
20
40
60
80
100
ELA Math Both
87.3 90 87.3 90.4
71.2 71.2
2011
2012
0
10
20
30
40
50
60
70
80
90
100
ELA Math Both
88.6
79.5 75
2012
B. Attendance Rate
Regular school attendance is an important and essential part of the education process. Daily attendance is directly related to success in school. Students who have good attendance generally achieve higher grades, enjoy school more, and are
better prepared for the work world after graduation. Over the last five years, the attendance rate for the district encompassing the new Charles geographical area
has remained fairly stable at or above the state average.
Excessive absenteeism, even for excused reasons, may require intervention. The responsibility for a student being present at school every day rests with the parent and the student. The school will work with the family to help ensure the student is
in school every day. After reasonable efforts by the school have been exhausted and the student continues to have attendance problems, the school may seek
assistance from other community agencies.
In addition to RCS attendance procedures, Charles Elementary School will implement a system of incentives and rewards to encourage improved student
attendance, including:
We will celebrate the all school attendance weekly rate and the grade level with the best weekly attendance with announcements and a running board outside the principal’s office
Perfect Attendance Awards at Trimester Outstanding Attendance Awards at Trimester
In addition to incentives to proactively address student attendance, Charles Elementary School has a number of safety nets in place to provide support to
students for whom attendance is creating a barrier to learning, including:
Communities in Schools Site Coordinator who works with families Check In and Check Out Daily telephone contact to inquire about missing students
Family conferences to address specific situations
C. ISTEP+ Performance
A total of 214 students were counted for Charles for the ISTEP+ assessment in the Performance Pass Determination for Spring 2011. In English Language Arts, 156 students passed, and in Mathematics, 152 students passed giving Charles an
72.9% pass rate for both.
In the Spring of 2010, 111/137 on-site students passed ELA and 117/137 passed Math for a total of 83.2%.
In the Spring of 2009, 103/135 on-site students passed ELA and 99/136 passed Math for a total of 74.5%.
Improvement % Determination: 2012= 6.7%, 2011 = 8.7%, 2010 = 5.6%,
2008 = 5.0% with a 3 year average of 7.9%
Charles Elementary has a PL 221 Status of Exemplary Progress.
AYP for NCLB
English Performance Math Performance
Student Group Student N Pass % Target Pass
% SH Made Student N Pass %
Target Pass %
SH Made
Overall 214 72.9 65.5
Y 213 77.5 64.3
Y
White 153 73.2 64.2
Y 152 80.3 63.0
Y
F/R Meals 112 65.2 62.8
Y 112 71.4 61.6
Y
2011 Language Arts Disaggregated Data
2011 Math Disaggregated Data
0
10
20
30
40
50
60
70
80
90
100
Grade 3 Grade 4 Grade 5 Grade 6
87 86 87
75
86 92
79
94 95 100
88 89
81 82
75
85
92 95 93 92
50 55
50
43
85 91
86 89
86 90
83 89
Male
Female
Paid
Free/Red
Gen Ed
Spec Ed
White
Non-Eng
0
10
20
30
40
50
60
70
80
90
100
Grade 3 Grade 4 Grade 5 Grade 6
83 86
96
70 73
79 79
97
84 89
92 93
73 79 81 81
86 88
97 92
38
55 55 57
82 88 89 89
77 84
88 89
Male
Female
Paid
Free/Red
Gen Ed
Spec Ed
White
Non-Eng
D. Other Performance Indicators
Acuity Acuity predictive assessments in reading and math will be given throughout the school year in grades 3 and 4. These assessments will serve to indicate student
need and highlight progress for each student to determine curricular needs and in preparation for the state assessments.
M-Class DIBELS and Math M-Class DIBELS and Math assessments will be given in reading and math throughout the school year in grades K-2. These assessments will serve to indicate
student need and highlight progress for each student to determine curricular needs.
I-READ The state I-READ assessments are given in grades K-3. School Stakeholder and Student Surveys
Due to reconfiguration and a new population combining large segments of two previous school communities, a school stakeholder and student survey will take
place in the 2nd half of the school year to measure effectiveness of the school.
E. The Learning Environment
1. Safe and Disciplined Learning Environment
Richmond Community Schools has implemented Positive Behavior Intervention and
Supports (PBIS) district-wide. PBIS is a proactive approach based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools.
Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavioral concerns.
a. Positive Behavior Intervention Support Positive Behavior Intervention Support is about improving student academic and
behavior outcomes by ensuring that all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. School-wide Positive Behavior Intervention Support provides
an operational framework for achieving these outcomes. More importantly, SWPBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework
that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.
In general, SWPBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently
and effectively support implementation of these practices.
These four elements are guided by six important principles:
Develop a continuum of scientifically based behavior and academic interventions and supports
Use data to make decisions and solve problems Arrange the environment to prevent the development and occurrence of
problem behavior
Teach and encourage pro social skills and behaviors Implement evidence-based behavioral practices with fidelity and
accountability Screen universally and monitor student performance & progress continuously
Outcomes for schools that establish systems to implement SWPBS with integrity
and durability have teaching and learning environments that are:
Less reactive, aversive, dangerous, and exclusionary, and More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g., attendance,
tardies, antisocial behavior), Improve supports for students whose behaviors require more specialized
assistance (e.g., emotional and behavioral disorders, mental health), and Most importantly, maximize academic engagement and achievement for all
students.
Expectation posters are hung in every classroom. These are visual reminders to students of the Positive Expectations for all students at Charles. Expectations are embedded in the training of positive behavior in the areas of arrival/dismissal, the
cafeteria, hallway, restroom, and playground. Students will be recognized for positive behavior through a token economy system where each student can earn a
Behavior Coin each day and redeem their “money” in the school bookstore, and a monthly nomination by their teacher and/or classmates. A recognition breakfast is held each month for the Student of the Month and the written comments are mailed
home to parents. A Positive Postcard campaign will be underway with the goal that every student will receive a positive postcard in the mail to their home by the end
of the school year. Second Steps is a character education curriculum utilized at every grade level at
least one time per week. The school social worker extends activities through this program in each classroom. All teachers have a classroom management plan that
highlights the consequences for right and wrong choices. Teachers use written and verbal praise, free time in the classroom, choice time, treats, recess time, conduct grades, and other positive reinforcement agents to promote good decision-making.
The teachers use many of these same means to encourage students to avoid poor decision-making. Most Charles Elementary students want to meet their teachers’
expectations, and they usually accomplish this. A vast majority of all discipline is handled by classroom teachers. Examples of consequences include but are not limited to the following:
Primary grades: letters to parents, and/or a visit to the principal’s office. Intermediate grades: includes consequences similar to primary grades, as well
as lunch detention, after school detention
b. Disciplinary Procedures and Documentation When administrative assistance is needed, teachers will fill out an Office Discipline
Referral form and send it along with the student (many times escorted) to the office. Teachers will use the PBIS Discipline Referral Flow Chart to assist their
determination between a major and a minor observed student behavior. The Principal investigates the allegation and makes a determination as to what or if consequences are deemed necessary. Data for Charles Elementary School will be
collected through the SWIS information system and logged into Powerschool. Due to the reconfiguration, a new baseline will be calculated utilizing the SET evaluation
in November and the Benchmarks of Quality assessment at the end of the school year.
Discipline Data
2011-2012
The following chart disaggregates office referrals comparing subgroups to the total
population.
Discipline data corresponds to academic achievement. Students who are referred
to the office are missing instructional time. Often, acting out in class is a way to avoid schoolwork because of difficulty or lack of motivation. Poor behavior is reflected in poor scores and achievement levels.
Eighty-five percent of the office referrals are males. This includes a small group of
four boys in the third grade who had significant behavioral issues. The third grade accounted for one third of the office referrals. The data suggest the need to consider how to adjust instruction to support boys, but also the need to address the
needs of students with significant behavioral concerns. Twenty-five students emerged as multiple offenders this year, which is nearly 6% of the school
population. Sixteen of those students had more than 3 office referrals this school year, or 4%, and twelve, or 3%, had over 4 referrals. When disaggregated by
0
10
20
30
40
50
60
5.26 3.29 0 0.66 0.33 1.64
9.54
54.93
0.99
23.36
% of Total Referrals
% of Total Population
ethnicity, multi-racial and white males are significantly over-represented in the office referral data.
The expectations for student behavior including the district dress code have been outlined in the student handbook for 2012-2013. The student handbook is
distributed to all students in August. Teachers go over the handbook rules at the beginning of the school year.
At Charles Elementary School, students are expected to: 1. Abide by national, state, and local laws, as well as the rules of the school. 2. Respect the rights of others.
3. Act courteously to adults and fellow students. 4. Be prompt to school and attentive in class.
5. Work cooperatively with others when involved in accomplishing a common goal. Inappropriate behaviors are listed and disciplinary consequences are stated in the
student handbook. Due process is given to every student every time a discipline referral is sent to the office. Each student has the opportunity to hear:
1. An oral statement of charges against him/her. 2. A summary of evidence against him/her. 3. Opportunities to explain his/her conduct.
When repetitive behaviors impede a student’s ability to be successful in school, the
Multi-Disciplinary Intervention Team may be asked to intervene. The team consists of teachers, parents, administrators, and in some cases, the student. One purpose of the M-Team is to assess the behaviors and develop strategies to change the
behavior. In the case of a student with special needs, this same process is done through a case conference and is called a Functional Behavior Assessment. A
Behavior Intervention Plan may be developed from this process. A student may be suspended out of school for a period up to 10 days for student misconduct or substantial disobedience. Students are afforded due process and
parents are notified immediately. A written statement describing the misconduct and action taken are sent to the parents. Any act that breaks local, state, or
federal law is grounds for suspension and could result in expulsion from school for up to one calendar year. The expulsion procedure is outlined in Section 13 of the
Indiana Code 20-8.1-5.1-13. If the disciplinary action for a student with special needs indicates a change in
placement, a case conference is held within 10 school days to review the relationship between the student’s disability and the behavior that prompted the
disciplinary action. This meeting is called a Manifestation Determination. Examples of a change of placement may be a series of suspensions that determine removal from the school for more than 10 instructional days or the consideration of
expulsion.
c. School Safety Committee
Charles Elementary School has a School Safety Committee, whose role is to
perform and annual safety audit and make recommendations for improvement. In addition, the school has a Crisis Team trained in CPI to intervene when students are
in crisis.
Discipline policies and practices are adhered to according to RCS district policies. In order to ensure that Charles Elementary School is a safe environment for learning,
the following positive actions have been taken:
o Monthly fire drills / quarterly storm drills o Emergency Crisis Plan revised yearly
o Crisis Team with a minimum of one Crisis Drill per year o First Aid Kits, flashlights, two way radios in classrooms
o Visitor Sign-In, nametags (all visitors stop by the office first) o All doors are locked after buses arrive/ Monitored Entrances o Digital radios are used by the principal, health assistant, Para’s and teachers to
communicate with other staff members in various parts of the building o Phones have been placed in all classrooms
o Universal Precautions training is provided on a yearly basis for all staff members o The school has a social worker in the building 4 days per week to advise children
and listen to students with difficult circumstances and a mental health
caseworker on campus 2 days per week. o Medications for children are locked away until needed and administered only by
our health assistant or school secretary o Several adults in the building are annually certified in First Aid and CPR o Staff use of Positive Behavior Support Expectations
o Staggered dismissal times for walkers, car riders and buses o Bullying lessons as per Indiana Statute
o Bus drivers bring students back to school if no one is home o One Call phone system for change in plan days o Monthly calendars and timely notices for change of plan days
o Emergency forms in classroom, office, and teacher computers o Discipline referral forms for documentation and parent notification
o Playground equipment inspected and repaired o Doors monitored by cameras o Crisis Prevention Intervention certified staff members
o Panic buttons in the classrooms o Car, bus and walker adult supervision
o Emergency Dismissal Forms o Criminal background checks on all volunteers
o RN on staff one day per week o Traffic for car riders directed away from buses o Supervision in gym and cafeteria for early arrivals
o Chaperones for field trips, review medical forms for students before leaving bldg.
o Staff walked the emergency evacuation route in September 2012 o New configuration of buses for arrival and dismissal o New ID tags and lanyards provided to all staff
o Updated training and identification of the Crisis Team o Second Steps curriculum delivered at least one time per week at every grade
level and Steps to Respect at Grades 3 and 4 Suggested needs:
o Facility upgrades for safety and convenience for all stakeholders o Revisit and update the evacuation plan with Director of Buildings and Grounds
2. Implementation of School-wide Reform Strategies
The process for continuous school improvement is guided by State Statutes. The
school improvement plan, through a prescribed process, is reviewed and updated annually. Administrative and teacher data review at regular intervals ensures appropriate response to the data to ensure student academic achievement. There
are ongoing data conversations at the district, school, and grade levels, and there is an expectation that those discussions will guide instructional decisions. In addition
to providing valuable information at the student level, the data also provide information for evaluation of instructional strategies across the school and district. Richmond Community Schools adheres to the responsibility to implement strategies
which are scientifically research-based, and thus likely to deliver results, the data provide information at the district and school level to determine whether those
results are being realized with our students.
3. Educational Programs
At the heart of a school are its educational programs. Due to the high mobility rate of students in the RCS district, many of the educational programs are consistent across all schools. First and foremost, educational programming in Richmond
Community Schools is designed to ensure that all students have the opportunity to meet proficient and advanced levels of academic achievement. Given the diverse
population of learners, it is acknowledged that some students may require more instructional time or effective, timely assistance in order to meet these proficient and advanced levels of academic achievement. In order to ensure a reliable
process for ensuring that every child receives the needed assistance, all schools in the Richmond Community Schools district have implemented Response to
Intervention. Response to Intervention is a process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on student’s responses. At Tier I,
all students are instructed in the core instructional curriculum, with the teacher responding to individual student needs within the core instruction. Tier 2 is
comprised of the core instructional program and the addition of supplemental instructional resources. Tier 3 continues instruction in the core instructional program with the addition of intensive resources. A complete explanation of the
RTI procedures and forms is available in the school office.
a. Students with Special Needs
In addition to providing supports for struggling learners through the RTI process, Richmond Community Schools provides a continuum of special education services for those students found eligible through the identification process outlined in Article 7.
At Charles Elementary School, 10% (43 students) of Charles Elementary are students identified with learning disabilities, mild mental disabilities, emotional
disabilities, autism spectrum disorder, and other health impairments. Charles Elementary serves students with resource classes and speech and language therapy.
Charles Elementary students receive services of itinerant speech, occupational and physical therapists, an English as a Second Language paraprofessional, a school
nurse, and certified teachers that work with students with visual and hearing impairments. The overall school enrollment includes students with diverse learning
needs. Students with individual education plans receive a continuum of services from partial-day direct instruction, inclusion to consultation only. All students attend related arts classes (music, art, library, and/or physical education). Charles also
serves students identified with medical needs under Section 504 of Article 7 under IDEA. Students receive accommodations for their medical needs with regard to their
educational services.
b. Response to Intervention
For students identified for intervention, progress monitoring occurs at least every two weeks, with decision points after at least three data points. Students identified
as one grade level below in reading are placed on a Tier II intervention working with the classroom teacher utilizing a myriad of resources including the Pearson RTI kit for strategic intervention as well as more time spent on Successmaker. A Tier
III intervention for students not making adequate progress at Tier II may include Small Group with Interventionist utilizing My Sidewalks, My Reading Coach,
Successmaker, and Rosetta Stone for ESL students.
Richmond Community Schools, as a district, has defined Response to Intervention
(RTI) as: “The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about
changes in instruction or goals, and applying child response data to important educational decisions.” Further, Richmond Community Schools has been determined to approach RTI as a systemic change rather than as a part of the
identification process for students suspected of having a specific learning disability. Thus, RTI is being implemented for the core areas of Reading, Mathematics, and
Behavior. Given its use in the identification of students with SLD, Reading was the first area to be refined for implementation, and was implemented district-wide at the elementary level during the 2009-2010 school year. During the 2009-2010
school year, there was continuing discussion and refinement of the RTI process for Mathematics and Behavior, and both were implemented during the 2010-2011
school year.
Students identified as demonstrating strong academic potential and/or achievement are eligible for differentiated instructional programs.
c. Language Arts for High Ability Students
K-4 students who are performing significantly above grade level are identified
through reading benchmarks and writing assessments. Our teachers participate in rigorous training in the literacy instruction and are equipped to meet the literacy
needs of all ability levels. Individual buildings cluster group students or provide flexible groupings during language arts so that high ability readers and writers can be challenged by their peers in literature discussions and authors’ circles and
receive guided reading instruction to match their levels of performance. Buildings are also encouraged to develop Writer’s Clubs with local authors to mentor students who are exceptional writers.
d. Elementary Math for High Ability Students Student math performance is carefully monitored through three annual benchmarks
with a district assessment, as well as through daily class assignments. Students who demonstrate mastery of most grade level standards at the beginning of the school year may opt for subject acceleration and receive math instruction at an
appropriate grade level.
e. Elementary WINGS
Students who excel in all academic areas or have the potential to do so, or who
show ability and aptitude for complex thinking and creativity, may be identified for general intellectual services. At the elementary level, this is an enrichment pullout program designed to encourage critical thinking, research, creativity, and topic
exploration. Students identified with these gifts participate one day per week or may receive services in a cluster group or self-contained classroom.
Each year, pullout teachers prepare a focused program of study in social studies, language arts, math and science. During the fall semester, classes study history
and leadership with a culminating event at the Wayne County Historical Museum. During the research trimester, studies culminate in a “Summit” to share research
projects. This is facilitated by the LOGOS middle school students. The science trimester engages students in a science fair.
Students who have not been identified as high general intellectual may also be
recommended by their teachers through ASPIRE rating scales and participate in the trimester of study that is appropriate for their gifts, interests, and abilities.
In 2009-10, the High Ability program was expanded to include a cohort group of twenty-five 6th grade students in a self-contained class experience housed at Test
Middle School. Another cohort group of 6th grade students were selected to participate in a self-contained “Early College” program housed at Dennis Middle
School. Both programs are aimed at reaching higher ability students to enrich their educational needs. Both programs affect the class size for 6th grade students at
Charles to some degree.
4. Transitions
a. Preschool to Elementary School Transition
Transitions from early childhood programs to kindergarten programs are coordinated at the district level. In order to ensure that preschool students have
smooth transition to kindergarten, the RCS Early Childhood Coordinator will provide, in April of every year, the building principal with a list of students from the RCS preschool classrooms or Head Start programs, as well as any known students
enrolled in a private preschool program, who will be enrolling in kindergarten the following year. The building principal will then make contact with each family to
invite them to kindergarten registration. Additionally, each family will receive a letter of welcome, along with the booklet, “Transition to Kindergarten.”
b. Elementary to Intermediate School Transition
Intermediate School Counselors visit fourth grade students during the spring
to talk about expectations, share information about orientation meetings, and answer questions that students have.
Students visit the intermediate school to see classes in session and begin to
learn their way around the building. The Principal speaks to the students about intermediate school expectations and answers any questions students
might have. Parent/family orientation opportunities are offered at several different times
to provide families with a chance to tour the intermediate school building,
and hear an overview of intermediate school expectations and procedures from the principal and school leadership. This is followed by a question and
answer period. Families are encouraged to seek additional support through meetings with
the principal and school counselor.
IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT
A. Focus Area: Language Arts
Data Statements Indicating
the Need for a Goal
Guiding Principles Leading to Strategies
Strengths Based on the 2012 ISTEP+,
85.3% of all students passed
the ELA portion. Based on the 2012 ISTEP+
93.5% of 3rd grade students and 90.4% of 4th grade students passed ELA.
Charles made AYP for the past 4 consecutive years
Challenges Females outperform males at
every grade level in ELA Based on the 2012 ISTEP+,
65% of students passed the writing applications portion of
the test. Students with special needs
continue to underperform in
English Language Arts.
Effective programs are driven by reading research, not ideology Effective programs emphasize
direct, systematic, intensive, and sustained reading Effective programs require school wide buy
in before they are adopted Effective programs are supported by initial professional develop
ment and extended follow-up training throughout the school year
When implementing an effective program, the school needs to be committed to the integrity of the program ’s instructional approach and materials
Effective programs make effective use of instructional time, provide multiple reading opportunities, and employ a
variety of reading assessments
Schacter, J. (n.d.). Reading programs that work: A review of programs for pre-kindergarten to 4th grade. Retrieved from: http://www.mff.org/pubs/ME279.pdf
IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT
B. Focus Area: Mathematics
Data Statements Indicating the
Need for a Goal
Guiding Principles Leading to Strategies
Strengths Based on the 2012 ISTEP+,
79.6% of all students passed the
Math portion. Based on the 2012 ISTEP+
82.6% of 3rd grade students and 86.4% of 5th grade students passed Math.
Challenges The percentage of students
qualifying for free or reduced-
price lunch passed at 70%. Based on the 2012 ISTEP+,
71.2% of 4th grade students passed the Math test.
Students with special needs continue to underperform in mathematics.
Effective programs are driven by research, not ideology Effective programs emphasize direct, systematic, intensive
instruction Effective programs require school wide buy
in before they are adopted Effective programs are supported by initial professional develop
ment and extended follow-up training throughout the school year
When implementing an effective program, the school needs to be
committed to the integrity of the program’s instructional approach and materials
Effective programs make effective use of instructional time, provide multiple instructional opportunities, and employ a
variety of math assessments
Principles and Standards for School Mathematics, National Council of Teachers of Mathematics, 2000.
IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT
C. Focus Area: Behavior
Data Statements Indicating
the Need for a Goal
Guiding Principles Leading to Strategies
Strengths
Charles has effective procedures for dealing with discipline.
Charles’s expectations and rules have effectively been
developed. The Charles Faculty is
committed to and supports a
school wide behavior program.
Challenges
Reconfiguration with a new faculty, community, and students will take time to
create a new community of learners.
Student and family involvement with SWPBIS has not yet been developed.
Students are yet to be
involved in the selection of school wide rewards.
Effective programs make effective use of instructional time, provide multiple instructional opportunities, and employ a variety of behavioral assessments
Behaviors are learned, and rather than punishment, replacement behaviors should be taught. Behavior is learned and can be taught.
Behavior is lawful and predictable.
Behavior occurrences are affected by environmental factors that interact with biophysical characteristics of the individual.
Understanding the relation between physiology factors and environmental variables is a critical feature when supporting students with behavioral, social, emotional, and mental health issues.
Assessing and manipulating environmental factors can predictably affect occurrences of behavior.
Data collection and use for active decision-making are important for continuous intervention, program, and system improvement.
(School-wide Positive Behavior Support Implementers’ Blueprint and Self-Assessment. Center on Positive Behavioral Interventions and Supports,
University of Oregon, 2004, Retrieved from: http://www.osepideasthatwork.org/toolkit/behvr_pos_b.asp .)
D. Parental Involvement 1. Strategies to increase parental involvement
Parent Teacher Conferences are held twice each year. The new geographical area includes students and families that are committed to participation. It is
anticipated that a high percentage of attendance at conference time in the fall and spring will be continue.
Title 1 Literacy Nights will be held three times per year. The first is planned in August that will coincide with the Title 1 Annual Meeting and classroom
expectations outlined. November will see a Science theme incorporated and April is yet to be determined. Themes will be developed with the Charles PTO who will assist in the planning details. The Charles PTO is a vital element to the successes of
Literacy Nights as they volunteer, create menus for dinners and provide the staff with much needed assistance to offer educational opportunities for parents to be
partners in the school life for their child.
Parents and staff discussed during a spring staff meeting their evaluation of programming that has driven planning for events for the upcoming year. It was noted that parents and staff alike appreciate the themed events as it provides for a
positive climate and for increased attendance and participation. Therefore, a 3-year theme cycle will be developed in partnership with the PTO so every student
may experience each theme up to two times during their years at Charles. The PTO will support these programs with dinner menus and props to build enthusiasm and participation. The teaching staff provide for literacy stations to build parental
involvement in the curriculum.
Communities in Schools, Parents as Leaders, the PowerSchool Parent Portal, Parent Teacher Organization, Study Buddies, West End Bank, the Charles Chronicle, the RCS Charles webpage are all areas that have a large impact on parent involvement,
participation, and inclusion. The Communities in Schools liaison works with families daily to provide services and resources in times of hardship. This position will serve
over 20 students and their families at Charles with Level 2 services (Comprehensive Intervention) in a variety of ways, from finding dress code appropriate clothing, to providing information for the food bank or utility reconnections, after school
tutoring and programming, attendance monitoring, transportation to and from events, including Parent Teacher Conferences. These are just some of the ways
CIS can provide services to our students and families in need. Parents as Leaders is a new program that we continue to explore as a communication tool particularly for parents who might not feel a connection to the school setting.
The new Arthur M. Charles PTO is a large involved group of parents who support
Charles Elementary in a multitude of ways. Many are regular volunteers in the building during the school day, but are visible at most all events whether through participation or leadership. They work closely with the principal and staff to create
a climate of connective-ness within the Charles community.
Regular communication with parents is shared through the bi-monthly Charles Chronicle, Parent Teacher Conferences, mid-term reports, Report Cards, case
conferences, phone, e-mail and One Call messages. Charles Elementary School provides an annual meeting, generally in the fall of the school year, to outline the Parent Involvement Policy. Parents will be informed annually regarding the Parent
Information and Resource Center both at the Charles site and in Indianapolis.
2. Provision of Individual Academic Results to Parents
Parents at Charles Elementary School receive information about their student’s
individual academic results in a variety of ways. Through the PowerSchool Parent Portal, parents may view their student’s classroom performance on a daily basis,
and may elect to receive email updates on a regular schedule.
Report cards are mailed home at the end of every trimester, and parents may meet with teachers by appointment throughout the year. Parent-teacher conferences are held two times per year.
Results of standardized assessments are provided via mail.
3. Strategies to involve parents in planning, review, and improvement of school-wide program
Each year, as the School Improvement Team is formed, parents are invited to participate in the planning process, with invitations being sent via newsletter,
website, and personal contact.
E. Technology as a Learning Tool
1. Technology Integration
Charles Elementary School is equipped with a 30 station computer lab with a teacher presentation center including an LCD projector and Smart Board available
for use. Each classroom is equipped with at least 3 student computers, one SmartBoard and one teacher computer. Staff and students have access to a variety of software programs including Microsoft Office Suite, Accelerated Reader,
Accelerated Math, Cornerstone Math, Internet Explorer, Inspiration, Kidspiration, and KidPix. Each classroom also has a VCR as well as one DVD per classroom for
integration of curriculum appropriate video presentations.
Charles Elementary School will integrate technology into the curriculum throughout the 2012 – 2013 academic year as follows:
Teachers will use Inspiration and Kidspiration software programs to support
language arts goals for improving the writing process. Teachers will use Acuity Instructional Resources and Math Facts in a Flash
software programs to support mathematics goals for improving measurement and problem solving skills.
Technology Consultant and Media Specialist will work with classroom teachers to
provide technology instruction that supports classroom learning goals.
Teachers will instruct students in computer etiquette and internet safety by offering workshops to parents, teachers, and students and developing an internet safety mentor program.
Teachers will work toward meeting national technology standards at their grade levels.
Teachers will use the computer lab for class projects such as PowerPoint presentations, teaching and applying Word applications, and using the Internet for reports, as well as teacher directed activities using new software, thus
enhancing the instruction of academic standards in English / language arts, math, science, and social studies.
Teachers will provide remediation opportunities for students in small groups or as individuals using relevant software such as Accelerated Reader, Acuity Instructional Resources, Read, Write and Type, and Math Facts in a Flash.
Teachers will use VCRs and DVD players in classroom to integrate curriculum appropriate, standards based video presentation to enhance their lesson and
unit instruction. Teachers will fully implement the use of Power Teacher and Power School so
that parents, students and administrators will be kept informed on the
performance of individuals and groups of students. The technology team will develop an audio - visual station that teachers and
students will use to create presentations and record performance based assessments on DVD for parents to view.
Rosetta Stone, My Reading Coach, and Successmaker are software programs for
reading intervention utilized for Tier 2 and Tier 3 interventions.
2. Technology Assessment and Evaluation
A process of how the need for the Internet, telecommunications and other technology in the school will be assessed:
The School Improvement Team has a technology subcommittee to review and evaluate the effectiveness of the building technology plan and to suggest
modifications to the plan if needed. The subcommittee meets as a regular function of the accreditation process.
A strategy of how the overall program will continuously be assessed and evaluated:
Maintain a computer lab usage schedule. Develop rubrics to assess student work.
Teacher lesson plans will reflect integration of technology instruction. Teachers will keep personal notes regarding the use of the computer lab and
related issues and provide to Technology Consultant.
Reviewing student products for future needs regarding the computer lab. Timely completion of all related permissions for Internet use will occur.
The Technology subcommittee of the School Improvement Team will develop suggestions and procedures for best utilization of the computer lab.
The Library Media Specialist will assess student effort and conduct in the area of
technology in Power Teacher.
This technology plan will continually be assessed and evaluated through the annual revision and monitoring of the School Improvement plan. The following assessment tools are used to determine technology needs and to document and measure
growth in technology skills and integration.
Ongoing survey of staff members for needs and desires in technology instruction.
Attendance records and evaluation forms for all building technology staff
development activities maintained by the building Technology Consultant. Building performance on ISTEP+ and district approved assessments.
District-wide technology use survey to measure growth from year to year. Review of student products based on rubrics created by teachers. Review of the usage of parent or student access on PowerSchool.
F. Impact of Professional Development Charles Elementary School will plan and participate in staff development activities
and plan strategies throughout the 2012– 2013 academic year as follows: In-service on the use of Power Teacher, Power School, and RCS Moodle. Continued in-service on the use of digital still and video cameras, LCD
projectors, Smart Boards, and other audio-visual aides. Continued in-service on the use of Kidspiration, Inspiration, and other available
software. Inform the faculty of national technology standards and work together to
develop grade level activities to meet these standards.
Reinforce computer usage expectations and internet safety. Teachers will make lesson plans indicating the use of the computer lab and
related activities available to building principal upon request. Teachers will investigate the use of the Internet as related to student research. Peer training in areas of expertise will be accessible for all staff members.
Building technology consultant will attend the Indiana Computer Educators conference and workshops in order to share new curriculum and information
with staff.
The Charles Elementary Professional Development Plan complies with the following
core principles: 1. Is school based and collaboratively designed, and encourages
participants to work collaboratively. 2. Has a primary focus on state and local academic standards 3. Enable teachers to improve expertise in subject knowledge and
teaching strategies, uses of technologies, and other essential elements in teaching to high standards.
4. Furthers the alignment of standards, curriculum, and assessment. 5. Includes measurement activities to ensure the transfer of new
knowledge and skills to classroom instruction.
G. Cultural Competency Each school in the RCS district has a staff member participating in a study group focusing on cultural competency. The group that is known as the “Worriers,” is involved in ongoing professional development which they then share with their
school colleagues. In addition to the provision of professional development, the worriers are charged with viewing all school decisions through the eyes of cultural
competency to ensure that all perspectives are considered in the decision-making process. Charles Elementary School staff participates in and will continue to attend workshops developed by our building “Worrier” to enhance and update our
knowledge of cultural differences. This will be a yearly event as understanding differences is a life-long learning process.
Overview
Enrollment 2011-12
403 students
Teacher Count 2011-12
26 teachers
Charles Elementary AYP History
2006-07 2007-08 2008-09 2009-10 2010-11
Made AYP?
Made 15 out of 15 categories
Due to a change to spring testing, AYP was not calculated for the 2008-09 school year.
PL 221
Year: 2010-11
PL 221 History
2006-07 2007-08 2008-09 2009-10 2010-11
Final PL 221 Status Exemplary
Progress
Academic
Watch Not Assessed
Exemplary
Progress
A
(Exemplary
Progress)
Due to a change to spring testing, PL 221 was not calculated for the 2008-09 school year.
2010-11 PL 221 Results
Percent passing ISTEP+ and/or ECA (Performance): 82.2%
Passing percentage improvement (Improvement): 6.7%
Black 35
Asian 18
Hispanic 20
White 280
Multiracial 49
As can be seen in the graph above, Charles is predominately white with about 30%
minorities. The multiracial population is larger than the African American numbers, and combined they form the dominant minority group.
The current population includes one family from Afghanistan, Vietnam and South Africa, three families from India, one family from China, two families from Japan,
and several Hispanic families. We appreciate the diversity this brings us, and we celebrate by hanging the flags of each country represented in the gym. We serve
the needs of students whose home language is other than English by immersing them in the general classroom and providing individual or small group tutoring sessions. We have a Title 3 paraprofessional who attends to their needs 5.5 hours
per week.
V. STUDENT ACHIEVEMENT OBJECTIVES
A. Attendance Rate
It is the goal of Richmond Community Schools that each student maintains an attendance rate of 95% or better. Attendance has been included as a primary goal at Charles Elementary School to ensure that the average attendance rate
continually improves with a minimum target of 95%.
Historical Attendance for Charles Elementary
95.4
95.6
95.8
96
96.2
96.4
96.6
96.8
97
97.2
97.4
2006-07 2007-08 2008-09 2009-10 2010-11 2011-12
95th
State Avg
Charles
School: Arthur M. Charles Elementary School Focus Area: Language Arts/Reading
V. Student Achievement Objectives
Goal: 100% of students will meet Indiana Academic Standards in Language Arts as measured by ISTEP+ assessments.
VI. Benchmarks for Progress:
Charles Elementary received a score of 85.3% Pass on the ISTEP+ Language Arts Assessment in Spring 2012 and 93% passed
IREAD-3.
Year 1: By Spring 2012, 90% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment and 80% of third grade
students will demonstrate proficiency in reading as measured by IREAD-3.
Year 2: By Spring 2013, 95% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment and 85% of third grade
students will demonstrate proficiency in reading as measured by IREAD-3.
Year 3: By Spring 2014, 100% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment and 90% of third
grade students will demonstrate proficiency in reading as measured by IREAD-3.
VII. Proposed Interventions VIII. Professional Development
Begin
Date
Action Steps
Responsible
Party
Begin
Date
Professional
Development
Responsible
Party
Evidence of
Implementation
Evidence
of Impact
2012-
2013
Continued
Implementation of
the Indiana
Reading
Framework
All Staff 2012-
2013
Teachers will be
provided continued
professional
development in the
Indiana Reading
Framework
All Staff
Indiana Reading
Framework
implemented as
evidenced by
classroom
practice
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
Implementation of
formative and
summative
reading
assessments
All Staff 2012-
2013
Teachers will be
provided continued
professional
development in the
areas of formative and
summative assessments,
and data analysis
All Staff
Administration
of formative and
summative
reading
assessments
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
Implementation of
the Core SBRR
Reading Program
All Staff
2012-
2013
Teachers will be
provided continued
professional
development in the
delivery of the CORE,
supplemental, and
intervention or
replacement programs
with fidelity using their
scope and sequence.
All Staff
Daily classroom
practice
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
Implementation of
supplemental
reading program
to address
deficiencies
All Staff
2012-
2013
Continued delivery of
effective differentiated
instruction for students
at risk of reading
difficulty or
extensions/alternatives
for high ability students
All Staff
Daily
intervention
program inside
the classroom
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
implementation of
an intervention
reading program
designed to meet
the needs of
students reading
well below grade
level
All Staff
2012-
2013
Continued delivery of
effective differentiated
instruction for students
at risk of reading
difficulty or
extensions/alternatives
for high ability students
Instructional
Coach and
Interventionist
Daily
intervention
program outside
the classroom
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
implementation of
90 minute
uninterrupted
reading block
All Staff 2012-
2013
Teachers will be
provided professional
development in the area
of the five essential
components of reading
instruction inside the 90
minute uninterrupted
reading block
All Staff
Evidence of the
five components
being
implemented
daily within the
90 minute
reading block
Student
academic
progress as
evidenced
by data
School: Arthur M. Charles Elementary School Focus Area: Mathematics
V. Student Achievement Objectives
Goal: 100% of students will meet Indiana Academic Standards in Mathematics as measured by ISTEP+ assessments.
VI. Benchmarks for Progress:
Charles Elementary School received a score of 79.6% pass on ISTEP+ Mathematics Assessment in Spring 2012.
Year 1: By Spring 2012, 90% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment
Year 2: By Spring 2013, 95% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment
Year 3: By Spring 2014, 100% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment
VII. Proposed Interventions VIII. Professional Development
Begin
Date
Action Steps
Responsible
Party
Begin
Date
Professional
Development
Responsible
Party
Evidence of
Implementation
Evidence
of Impact
2012-
2013
Continued
implementation of
the Simple Six TM
for Math
All Staff
2012-
2013
Teachers will be
provided ongoing
professional
development in the
implementation of
Simple Six TM for
Math
All Staff
Teachers will be
implementing
math problem
solving in the
classroom
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
implementation of
Core Math
program
All Staff
2012-
2013
Teachers will be
provided ongoing
professional
development in the
delivery of the Core,
supplemental, and
intervention or
replacement programs
with fidelity using their
scope and sequence
All Staff Daily classroom
practice
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
implementation of
formative and
summative math
assessments
All Staff 2012-
2013
Teachers will be
provided ongoing
professional
development in the
areas of formative and
summative
assessments and data
analysis
All Staff Evidence of
formative and
summative math
assessments
Student
academic
progress as
evidenced
by data
2012-
2013
Continued
implementation of
RTI Math
programs for
students
All Staff
2012-
2013
Teachers will be
provided ongoing
professional
development in the
delivery of effective
differentiated
instruction for
students at risk of
math difficulty or
extensions/alternatives
for high ability
students
All Staff
Daily
intervention
program inside
the classroom
Student
academic
progress as
evidenced
by data
School: Arthur M. Charles Elementary School Focus Area: Behavior
V. Student Achievement Objectives
Goal: Implement and maintain consistent school-wide behavioral expectations and procedures to support positive student behavior,
as measured by a score of 80% or above on the School-wide Evaluation Tool (SET) and a score of 80% or above on the Benchmarks
of Quality (BOQ) annual assessments.
VI. Benchmarks for Progress:
In Year 2, Charles Elementary had an annual evaluation score of 84.8% on the SET and 98.1% on the BOQ in Spring 2012.
Year 1: Annual evaluation scores of 80% or above on the SET and a score of 70% or above on the BOQ
Year 2: Annual evaluation scores of 80% or above on the SET and a score of 75% or above on the BOQ
Year 3: Annual evaluation scores of 80% or above on the SET and a score of 80% or above on the BOQ
VII. Proposed Interventions VIII. Professional Development
Begin
Date
Action Steps
Responsible
Party
Begin
Date
Professional
Development
Responsible
Party
Evidence of
Implementation
Evidence of
Impact
2012-2013
Implementation of
evidence-based
behavioral practices
with fidelity and
accountability
(PBIS)
CPI and Verbal De-
escalation)
All Staff 2012-
2013
Teachers will be
provided with
professional
development in
the areas of
active
engagement and
positive
classroom
management
(CPI, verbal de-
escalation
training annually)
All Staff
Reduction of
discipline
referrals
Student
academic
and
behavioral
progress as
evidenced
by data
2012-2013
Implementation of
pro social skills and
behaviors (Second
Steps)
All Staff 2012-
2013
Teachers will be
provided with
professional
development on
Second Steps
All Staff
Reduction of
discipline
referral
Student
academic
and
behavioral
progress as
evidenced
by data
2012-2013
Continued
implementation of
SWIS data
collection tool to
inform decision
making (School
Wide Information
System)
All Staff 2012-
2013
Staff will be
provided with
professional
development on
SWIS
Office Staff
District
Behavior
Specialists
Accurate data
reporting
Student
academic and
behavioral
progress as
evidenced by
data
2012-2013
Continued
implementation of
Check In/Check Out
for students based
on discipline data
PBIS Team 2012-
2013
Staff will be
provided ongoing
professional
development on
Check In/Check
Out procedures
Behavior
Specialist
Fidelity of
Check In/Check
Out procedures
Student
academic and
behavioral
progress as
evidenced by
data
2012-2013
Continued
implementation of
Steps to Respect
(Grades 3-4) to
address bullying
All Staff 2012-
2013
Staff will be
provided ongoing
professional
development on
Steps to Respect
District
Steps to
Respect
Trainer
Lessons
provided with
efficacy and
fidelity
Student
academic and
behavioral
progress as
evidenced by
data
2012-2013
Utilization of
academic and
behavioral data to
develop supports for
students (Response
to Instruction
All Staff 2012-
2013
Staff will be
provided
ongoing
professional
development on
RTI behavior
procedures and
plans
Behavior
Specialist
Implementation
of RTI
procedures and
plans
Student
academic and
behavioral
progress as
evidenced by
data
IX. AREAS WHERE IMPROVEMENT IS NEEDED IMMEDIATELY
Based on the comprehensive needs assessment, all of the areas identified as areas
of weakness are included in this plan for immediate improvement. Critical Issues
1. More students need to pass the state summative assessment. Continue to align curricula with the Indiana state standards and the new
Common Core. Fully implement Scientifically Based Reading Research for
literacy instruction and include curriculum mapping for literacy Aim for greater consistency in teaching the curriculum K-4.
Arm students with sound test taking skills and organization strategies for writing.
Improve student learning for students with disabilities and students in
poverty.
2. Teachers need more instructional strategies in the following areas: Non-fiction texts and language conventions
Computation, algebraic functions, and number sense The new ISI science curriculum in all areas
All areas will be addressed through Tuesday Professional Development meetings.
3. The Charles Elementary administrator, teachers, and support staff will develop
a better understanding of an inclusive school model through Response to Intervention and continue to create a continuum of services for all students. Create a workable model of an inclusive school through Response to
Intervention that encompasses a continuum of services. Develop more teaming strategies between teachers.
Learn more strategies to differentiate instruction and assessment to meet the educational needs of all students.
4. Disaggregated data indicates concern and will require further study with regard to impoverished students. Data meetings are held at monthly grade level
meetings. 5. Charles will need to ensure that each student has access to guidance services
that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning. At this time, Charles
employs part time services but the need is greater than what we are able to provide at this time. A case worker from Centerstone has now been assigned to Charles to work with students receiving outside services to connect with them during the
school day. Our School Social Worker and Communities in Schools Liaison will continue to address this issue.
6. Charles will need to make a more concerted effort to solicit the knowledge and skills of stakeholders to enhance the work of the school. The Oversight Team will
continue to meet regularly throughout the school year. Staff meetings are held at least 7 times per school year.
7. Charles will need to implement a higher level of engagement with stakeholders in the processes of continuous improvement. Sharing successes with the RCS Board of Trustees as well as regular communication through the Charles Chronicle
and the Palladium Item will provide frequent updates.
8. Charles will need to ensure with a higher level of engagement that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning. The mission and vision for Charles is attached to
every publication school wide and posted in the building. A Data Dashboard is being developed that will monitor school wide academic progress.
9. Charles will need to monitor and communicate with a higher level of engagement the results of improvement efforts to stakeholders. This will be shared at the
regular meetings of the Oversight Team, yearly updates with the RCS School Board, in the Charles Chronicle, and at regular staff meetings.
X. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY
The objective of the School Improvement Team is to lead the development of a school improvement plan that addresses student achievement needs, to monitor
the implementation of the plan, and to revise the plan as needed. Members of the School Improvement Team collaborate throughout the year to evaluate and amend
the School Improvement Plan as appropriate. The plan is submitted to the RCS Board of School Trustees in the spring, and is available for viewing on the Charles Elementary School webpage once approved.
A. Statutes and Rules the School Wishes to have suspended from Operation
At this time, Charles Elementary School is not applying for any waivers.
B. Coordination and integration of federal, state, and local funds
There is district and building coordination of funding for programs and services to support student learning. While funds are not consolidated, each of the individual
funding sources is used to create a system of educational programs and services designed to improve student academic achievement. Title 1 funds are used to provide programs to supplement the core curriculum and a full time Literacy Coach.
Title II funds provide support for building and district level professional development. Title III funds support staff and supplies to meet the needs of our
English-language learners. Special education funds provide staff and supplies to meet the needs of students identified as eligible for special education services.
Charles Elementary coordinates program efforts, but does not choose to consolidate funds.
C. List of programs consolidated under school-wide plan:
Professional Development funded through Title II Part A and PL 221 School Improvement grant as well as Title I resources
Technology resources purchased through Title II Part D Intervention programs such as Leveled Literacy Intervention funded from the
General Fund
Response to Intervention Process funded through IDEA Special Education programming funded through Individuals with Disabilities
Educational Act Literacy Coach funded through Title I Communities in Schools funded through the Safe Schools/Healthy Students
Grant Positive Behavior Intervention Support and Behavior Specialists funded through
Safe Schools/Healthy Students Grand and the Individuals with Disabilities Educational Act
School-based Mental Health Workers funded through the Safe Schools/Healthy
Students Grant
XI. Appendix Appendix A
Richmond Community Schools Board Vision
Richmond Community Schools will be a high performing, well respected public
school system that will make the community proud. Excellent student achievement, graduation rate, and attendance will be our hallmarks.
Board Goals
Brain research indicates there is a window of opportunity, birth through nine,
during which students must acquire a mastery of literacy capabilities essential for reading; thus promoting student success in school, society, and the workplace. We, therefore, pledge intense determination to ensure that all students read before age
ten. Further we pledge that:
RCS students will experience appropriate, research based instruction. Each student’s potential, abilities and interests will be enhanced by their
learning experiences. All students will graduate understanding the value of education, learning and
personal responsibility.
Students will be prepared to be successful in college or the workforce. The curriculum will be aligned to Indiana academic standards.
All students will experience ongoing appropriate literacy instruction through their school careers.
Board Practices
Our employees will be recognized, evaluated, and rewarded for their
contributions to the success of all our students. Available resources will be deliberately allocated to support high performance
goals. Accountability will be demonstrated through continuous improvement with
data driven measures.
Mission Statement Richmond Schools in partnership with the community will help all children believe in themselves, respect others, and experience the joy of learning. Through effective
teaching, children will first learn the basic skills, including thinking skills, using words, numbers and ideas. In addition, children will be given the opportunity to
learn more of what they want and need to know. Adults will model behavior that will teach children to resolve conflict successfully, take risks with new ideas, and understand that they can err without being judged.
Appendix B NCA Standards Report
Vision & Purpose STANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.
Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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1.1 Establishes a vision for the school in collaboration with its stakeholders X
1.2 Communicates the vision and purpose to build stakeholder understanding and support
X
1.3 Identifies goals to advance the vision X
1.4 Develops and continuously maintains a profile of the school, its students, and the community
X
1.5 Ensures that the school’s vision and purpose guide the teaching and learning process
X
1.6 Reviews its vision and purpose systematically and revises them when appropriate X
Definitions of Indicators Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions Please respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders?
o The staff meets in small learning community groups and grade level team
meetings to discuss, suggest, and develop ideas based on the vision statement.
o The Literacy, Science, and Math Nights with parents focus on
communicating ways to improve science, social studies, math, and literacy skills to enhance the vision through learning activities.
o The Charles staff communicates to parents and stakeholders through the use of classroom newsletters and the school newsletter, “The Charles Chronicle.” The mission and the vision statement are reiterated in the
school newsletter reminding our constituents of our commitment to our students.
2. What is the school’s process for developing a profile and systematically maintaining and using
information that describes the school, its students, and their performance?
o Charles works through small learning teams that work on all areas of the School Improvement plan. Each team has the opportunity to share out
their findings in all staff team meetings that contribute to the plan. o Charles will utilize Acuity, DIBELS, Successmaker, Pearson Reading Street
assessments and other Benchmark reading programs as diagnostic tools to direct the focus of student instruction.
o The Data Wall is a visual tool that systematically monitors student literacy
performance. It is updated regularly by each classroom teacher as students continually make progress.
o The staff collects data 3 times each year that reflects student learning to be used in a presentation to the Superintendent.
3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and
learning process?
o Teacher evaluations are conducted by the principal. o The principal walks through each classroom regularly to monitor curricular
implementation. o The Instructional Coach involves staff in professional development and
models the curricular methods in all classrooms.
o Response to Intervention Plans are developed for each student at risk and shared with the principal and parents. Progress monitoring of these
students keeps the focus for improvement. o Response to Intervention has been implemented utilizing the three Tier
approach updating the process as necessary.
4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness?
o The vision and mission statements are revisited yearly. Updates and changes are made as needed.
o Checklists of goals and strategies reviewed regularly.
o Through weekly announcements, the principal will reinforce the mission, vision, and expectations of the school.
Governance & Leadership STANDARD: The school provides governance and leadership that promote student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: N
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2.1 Establishes policies and procedures that provide for the effective operation of the school
X
2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school
X
2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations
X
In fulfillment of this standard, the school has leadership that:
2.4 Employs a system that provides for analysis and review of student performance and school effectiveness
X
2.5 Fosters a learning community X
2.6 Provides teachers and students opportunities to lead X
2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership
X
2.8 Controls curricular and extracurricular activities that are sponsored by the school X
2.9 Responds to community expectations and stakeholder satisfaction X
2.10 Implements an evaluation system that provides for the professional growth of all personnel
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school?
o Staff and student handbooks are distributed at the beginning of each
school year at an all staff retreat. o The Principal effectively communicates through e-mail and staff meetings
any policy and procedure issues.
o All students and parents are encouraged to attend Meet Your Teacher Night on the evening prior to the first day of school.
o Reading, Math, and Science Literacy Nights keep parents updated and involved in curriculum.
o Written communication in the form of classroom newsletters (weekly) and
the Charles Chronicle (monthly) are sent home to each family. o The Charles Web Page is updated on a regular basis.
o The Charles Emergency Plan is reviewed and updated annually. 2. What process does the school’s leadership use to evaluate school effectiveness and student
performance?
o Benchmarks are administered at scheduled intervals throughout the year.
o Progress Monitoring (standardized and informal) is used to provide continuous feedback.
o The Principal meets with teachers to review RTI implementation at monthly grade level meetings.
o The Principal analyzes data collected through observational walk throughs
for curriculum implementation.
3. In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process?
o The Principal’s Advisory Council meets to clarify communication between administration and staff.
o Teachers, community members and parents participate on the School Improvement team.
o All teachers choose a Professional Learning Community in which to
participate. (Reading, Math, Science, PBIS, Technology, Principal’s Advisory Council, RTI Problem Solving Team, Crisis Team, High Ability
Team, and Social/Caring)
o Monthly faculty meetings are held one Tuesday of every month. o Experienced faculty serves as mentors to beginning teachers.
4. What policies and processes are in place to ensure equity of learning opportunities and support for
innovation?
o Each year the Student Life Grant is used to provide extracurricular
opportunities for students. o Multi-age grouping is utilized based on student needs. o Curriculum training is provided for all staff.
o Response to Intervention programs are being implemented throughout the building.
Teaching & Learning STANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.
Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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3.1 Develops and implements curriculum based on clearly defined expectations for student learning
X
3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning
X
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
X
3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice
X
3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity
X
3.6 Allocates and protects instructional time to support student learning X
3.7 Provides for articulation and alignment between and among all levels of schools
X
3.8 Implements interventions to help students meet expectations for student learning
X
3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning
X
3.10 Provides comprehensive information and media services that support the curricular and instructional programs
X
3.11 Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions
Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning?
o Teachers will follow the Indiana Academic State Standards and the New
Common Core Standards. o A new math curriculum and a new reading curriculum have been
introduced using much of the same language across grade levels
o Literacy Intervention is in place for those students who need extra support in reading.
o My Reading Coach is a Tier 3 intervention in place for students below the benchmark in reading.
o Math Facts in a Flash is used across all grade levels to ensure students
have practice and eventually master the basic facts. o Successmaker is used as another technology tool and a Tier 2
intervention to support student learning in mathematics and literacy.
2. In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students?
o Pearson Reading Street is the reading curriculum that is scientifically
based research in reading that will require explicit and direct instruction. o The Envision math curriculum aligns with the new Common Core
Standards. o Response to Intervention is a systematic approach to providing increased
support for our at risk students.
o Rosetta Stone for English Language Learners and Successmaker are now available to students for literacy interventions and support.
3. What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum?
o Weekly professional development for all staff
o Instructional coaching for all staff o Science training in new curriculum
o A professional library has been established for teacher reference.
o Ongoing Reading and Math training for each curriculum
o Teachers meet at least monthly in grade level team meetings with the Principal to discuss data, RTI and to plan and evaluate their teaching and
curriculum. Meeting minutes will be submitted.
4. How does the school provide every student access to comprehensive information, instructional
technology, and media services?
o There are at least 3 student computers in each classroom. o A SmartBoard in every classroom. o There is one portable Smartboard.
o The Charles Computer lab is utilized daily and each classroom is assigned to a weekly class period.
o Each classroom has a TV with a video and/or DVD player available. o Textbooks on tape are available for any student in need. o A Library Media Specialist is part time at Charles with a full time
paraprofessional. o One teacher serves as a technology specialist for Charles.
Documenting and Using Results STANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.
Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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4.1 Establishes performance measures for student learning that yield information that is reliable, valid, and bias free
X
4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning
X
4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes
X
4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance
X
4.5 Communicates the results of student performance and school effectiveness to all stakeholders
X
4.6 Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness
X
4.7 Demonstrates verifiable growth in student performance X
4.8 Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations
X
Data Used: 6+1 Traits Writing, reading benchmarks and running records, DIBELS, Acuity, ISTEP+ Observation Survey, Spelling Inventory, Math
Facts in a Flash, Successmaker, My Reading Coach
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How is the assessment system currently used in your school to analyze changes in student performance?
o The assessment system is used to forecast areas where more emphasis is
needed to guide instruction. o The assessment system is used to form Intervention groups
o The assessment system is used to form math, guided reading, writing and
word study groups. o Changes in student performance are tracked through progress
monitoring.
2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students?
o The assessment results are sent home in a timely fashion. o The assessment reports are used to formulate Response to Intervention
groups for students falling behind.
o Response to Intervention is implemented utilizing a three tier approach to monitor student progress of students needing assistance beyond the
general curriculum. o The assessment tools are completed using the district timelines. o Parent Teacher conferences, which are scheduled twice per year, are
ongoing as necessary to keep all stakeholders involved in the process.
3. How are data used to understand and improve overall school effectiveness?
o School Improvement goals were updated according to the evidence of
challenges and strengths. o A shift to consistent programs and assessments yields consistent data.
o The Principal utilizes C-PASS to track all school data and share with staff to formulate and track goals progress.
4. How are teachers trained to understand and use data in the classroom?
o Teachers utilize independent research
o Teachers utilize professional reading
o Teachers participate in data discussions
o Teachers utilize professional development in the following areas:
Literacy
Writing Math/Technology (Measurement and Problem Solving) Science
Acuity training Successmaker training
Upcoming training for new curricular adoptions
Resource & Support Systems STANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.
Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staffs that are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities
X
5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)
X
5.3 Ensures that all staff participate in a continuous program of professional development
X
5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school
X
5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement
X
5.6 Monitors all financial transactions through a recognized, regularly audited accounting system
X
5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants
X
5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders
X
5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning
X
5.10 Provides appropriate support for students with special needs X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
2. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff?
o The RCS District Human Resource Office handles recruitment and induction.
o The Charles Principal screens applications and interviews potential candidates with a team of staff.
o The Charles Principal evaluates current staff utilizing the district
assessment tools. o Charles has State/University certified Mentor Teachers to aid in the
development of new teachers in their first two years of instruction.
3. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement?
o Regular discussions take place with staff on allocation.
o Building budget allocations are assigned by the district. Staff may requisition equipment, supplies and materials with approval of the
Principal who oversees the building budget. o The Principal’s Advisory Council meets as needed to provide input. o The district allocates personnel and the Principal, with input from the
staff, makes teacher assignments to meet the vision and purpose of the school.
4. How does the leadership ensure a safe and orderly environment for students and staff?
o The Charles Emergency Plan is updated yearly and reviewed in August with staff and students.
o A practice evacuation drill with staff to the evacuation site is done annually and is reviewed and evaluated with new and returning staff annually.
o Practice drills monthly with students and staff in compliance with State laws.
o Classroom, arrival, dismissal, hallway, cafeteria, assembly, and restroom procedures through Positive Behavior Support are in place. Procedures for all expectations are taught the first week of school and reviewed
periodically throughout the year. The procedures are also in place in the classrooms and are reviewed throughout the year as necessary.
5. What process is used to ensure and monitor that each student has access to guidance and resource
services that meet the needs of the student?
o A school Social Worker and case manager is each on staff part time to support the emotional and social needs of students. Student needs and family situations are increasing each year and impact student
achievement. o A Communities in Schools Liaison is in place for support of families in
crisis. They are on-site 35 hours per week. o The Multi-Disciplinary Intervention Team meets when requested to
discuss needs of students in regard to Tier III interventions. o Tier II intervention groups are formed by grade level teams. o Progress monitoring through the Response for Interventions’ three tier
system for achievement occurs regularly at 2 week intervals minimally.
Stakeholder Communications & Relationships STANDARD: The school fosters effective communications and relationships with and among its stakeholders.
Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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6.1 Fosters collaboration with community stakeholders to support student learning X
6.2 Has formal channels to listen to and communicate with stakeholders X
6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the school
X
6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders
X
6.5 Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented
Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction?
o Parent letters are sent home weekly by classroom teachers. There is an
effort to return phone calls and e-mails within a 24 hour period. o A few classroom teachers have developed a classroom webpage for active
interaction and information delivery. o A school wide monthly newsletter, The Charles Chronicle, is sent home
with each student with information about the school’s activities and is
posted on the school website. o The Principal utilizes an e-mail distribution list of parents to solicit
opinions on various topics. While this is a good avenue, it still does not yet reach all stakeholders.
o The School Improvement Oversight Team is a combination of teaching
staff, parents and community leaders who oversee the planning and implementation of the school wide school improvement plan. The team
meets 3-4 times each year.
2. How does the school’s leadership foster a learning community?
o Spell Bowl, Science Bowl, and Math Bowl Teams are ongoing academic
extracurricular activities implemented to increase academic influences to the curriculum. All teams compete in the State competition sponsored by
Purdue University. o Charles hosts Reading Literacy, Science Literacy, and Math Literacy
Family Nights co-sponsored by the PTO to foster better understanding of
the academic curriculum and to encourage parent participation with the academics.
o Professional Learning Community Teams are formed to research and share pertinent information for our school.
o Students’ creative and artistic abilities are showcased for families to view
at the Annual Art Show in conjunction with the all school music program at Richmond Civic Hall Performing Arts Center.
o Charger Choir is active in the community providing programs annually. o ThumpJumpers is an active organization that provides programs
throughout the community.
o K-Kids Club has an active involvement of students in grades 3-4. Students must maintain grades and good behavior to foster leadership
throughout the school. o The National Elementary Honor Society will be charted at Charles
Elementary for grades 3 and 4. This organization focuses on
scholarship, leadership, character and service.
3. What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness?
o Charles Elementary keeps open and on-going communication with all stakeholders through the following means:
Parent Letters
Charles Chronicle
Parent Teacher Conferences 2X per year
Calls made to home
Parent meeting concerning report card and writing rubric
Personal Education Contracts
Response to Intervention
Multi-disciplinary Intervention meetings
Annual Case Reviews for students with IEP’s and 504’s
E-mail to and from parents
One Call System
School website
o Progress Reports and Report Cards are sent home on the district
schedule. o Powerschool is available to parents through the Parent Portal. Parents can
view assignments and grades regularly. o C-PASS is an information gathering tool utilized by the Principal to share
documentation of the school as a whole. It is collected 3 times per year
and submitted to the Superintendent and then shared with staff.
Commitment to Continuous Improvement STANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.
Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.
Indicators Rubric
Please indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.
INDICATORS In fulfillment of this standard, the school: N
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7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)
X
7.2 Engages stakeholders in the processes of continuous improvement X
7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning
X
7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals
X
7.5 Monitors and communicates the results of improvement efforts to stakeholders X
7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement
X
Definitions of Indicator Rubric
Not Evident Little or no evidence exists
Emerging Evidence indicates early or preliminary stages of implementation of practice
Operational Evidence indicates practices and procedures are actively implemented
Highly Functional Evidence indicates practices and procedures are fully integrated and
effectively and consistently implemented
Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.
1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness?
o Charles participates in the process of examining multiple sources of data
including, but not limited to: ISTEP+, Acuity, DIBELS, classroom observations, Successmaker, Math unit assessments, Reading benchmarks, and Writing prompts through C-PASS.
o As a result of the data analysis students receive instruction and/or intervention according to their needs. This includes ASPIRE for high
ability students, progress monitoring and Response to Intervention Tier levels for at risk students.
o Assignments and report cards are aligned to the standards.
2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school?
o Data analysis and progress monitoring of each student give Charles staff
the information to progress students toward the vision and purpose of the school outlined in the plan.
o Conferencing with all students in reading, writing and math is a regular
occurrence and occurs more often with students at risk. o Regular staff discussions through grade level team meetings concerning
goals and alignment takes place in order to understand where we are in achieving the goals.
o Improvement goals will be monitored with the Charles Data Wall located
in the main lobby of the school. o The Data Wall is updated as each student increases progress in math and
reading. o
3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals?
o Reading implementation including on-site trainers for coaching and
modeling of the curriculum. o Teacher/principal meetings to support professional development.
o Grade level team meetings to discuss strategies to achieve improvement goals.
o Planning of weekly professional development by the Instructional Coach to
ensure on going professional development in the district literacy initiative. o With the vision and purpose in place, staff and stakeholders continue to
align the expectations for student learning. o School Improvement Professional Development team continues to
investigate economically sound professional development options.
4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders?
o Trimester progress monitoring reports submitted to the Principal.
o Acuity, DIBELS, M-Class, Spelling inventories, reading level monitoring, and writing prompt assessments are submitted to the literacy coach upon completion of the assessment.
o Conferences with stakeholders, staff and parents. o C-PASS data reporting meeting with the Superintendent.
o Newsletters to the stakeholders and submitted to the website. o Information and access on school website
o Oversight Team in place that consists of parents, community leaders and
staff members led by the Principal. o Communication to stakeholders is ongoing through many modes. We will
continue to explore additional measures to include stakeholders and to ensure the consistency of the communication.
Appendix C
Charles Elementary Title 1 Parent Involvement Policy 2012-2013
Charles Elementary intends to follow the parental policy guidelines in accordance with the No Child Left Behind Act of 2001 as listed below. Charles Elementary will
distribute this policy to parents of students participating in the Title 1 program at an annual meeting to be held by September 2011. These guidelines will be updated annually through the work of our Title 1 Parent Advisory Council which
meets quarterly.
Policy Guidelines
Convene an annual meeting – Charles Elementary will convene an annual parent meeting by September 2012 for all parents of students participating in the Title 1 Program. Notification of this meeting is sent to all parents of
participating students so as to encourage attendance by all. (Will be published in the August addition of the Charles Chronicle) Meeting was held
on August 23, 2012. Explain the requirements and the rights of the parents to be involved
– At the annual meeting, and through parent publications, newsletters,
meetings and workshop opportunities – Charles Elementary openly and willingly encourages parent involvement in the school. The school informs all
parents of their right to be involved in the education of their child (ren), and asks that parents participate in the planning, review and improvements of programs within the building through membership on the Title 1 Parent
Advisory Council. Offer a flexible schedule of meetings – Charles Elementary offers
opportunities for parents to be involved at convenient times throughout the school year. Family Literacy Nights are held on identified evenings, workshops will also held at different times for those parents who need
flexible time accommodations. Dissemination of flyers announcing the events to families are available and sent through the school newsletter (The
Charles Chronicle) so as to encourage participation by all. Involve parents in an organized, ongoing and timely way to plan,
review, and improve the Title 1 Program – Charles Elementary forms a
Title 1 Parent Advisory Council which meets biannually to allow parents to formulate suggestions, share experiences with other parents, and participate
as appropriate in the decisions related to the education of their children if such parents so desire. Notification of the formation of the Title 1 Parent Advisory Team is disseminated to families each year.
As a Title 1 school, Charles Elementary, will provide parents of participating children timely information about Title 1 programs and opportunities available which will include:
o A description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the
proficiency levels students are expected to meet. o Opportunities for regular meetings to formulate suggestions, share
experiences with other parents, and participate as appropriate in the
decisions related to the education of their children if such parents so desire.
o Materials and literacy/technology training that is made available to parents to help to improve their children’s achievement through the establishment of a Parent Resource Center within the school, and
through a variety of workshops available to parents throughout the year.
o The opportunity to work with Title 1 staff to educate educators in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners,
implement and coordinate parent programs, and build ties between parents and the school.
o The development of a Parent Resource Center at Charles in addition to the Indiana Partnerships Center located in Indianapolis and how they will provide the opportunity for Title 1 staff to coordinate programs
and activities with Head Start, the Early Learning Family Center, and public preschool programs within the local area.
o Information regarding how the Title 1 Staff works to form partnerships with community based organizations and businesses to help support schools within the school district.
Respond to parent suggestions as practicably as possible – Charles
Title 1 staff will respond to parents’ suggestions in a timely manner and inform parents of their opportunity to bring comments to the district level if parents are dissatisfied with the school’s Title 1 program – through our Title
1 Inquiry Procedure. Parents are informed of this Procedure Committee at the annual meeting which is held in the Fall Trimester each year and through
parent publications. Charles Elementary shall jointly develop, with parents, of
participating children, a school-parent-student compact – This compact outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement and the means by which
the school and parents will build and develop a partnership to help children meet state standards. Members of the Title 1 Parent Advisory Council will
jointly develop and review the school-parent-student compact annually through quarterly meetings. A copy of the School-Parent –Student Compact is attached.
Thank you for your time and attention to this document.
Appendix D Parent Involvement Evaluation Form
Name of Function or Activity ___________________________________________
Date of Activity __________________ Name (optional) _____________________________________________________
Grade level of students ________________
1. What did you think the strengths of this activity were?
2. If we were to have this activity again, what might be some ways that we could improve it?
3. Are there other activities that you might like for us to include in the future?
Appendix E
Charles Elementary School School-Parent Compact The staff of Charles Elementary School and the parents of the students participating
in activities, services and programs funded by Title I, Part A for No Child Left Behind Act of 2001, agree that this compact outlines ways parents, school staff,
and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop
a partnership that will help children achieve the State’s high standards. This school-parent compact is in effect during school year: 2012-2013.
SCHOOL RESPONSIBILITIES Provide high-quality curriculum and instruction in a supportive and effective
learning environment that enables the participating children to meet the State’s student academic achievement standards as follows: Academic curriculum is aligned with state standards as outlined in the PL221. Staff development is an on-
going process that leads to high quality classroom instruction. Hold parent-teacher conferences (at least annually in elementary schools) during
which this compact will be discussed as it relates to the individual child’s achievement. August 23, 2012 at my child’s school
Provide parents with frequent reports on their child’s progress. Six week
progress report card and Trimester Report Card. Provide parents reasonable access to staff. Via telephone, voice-mail, e-mail
and internet website, conferences as requested Provide a highly qualified staff. All staff (100%) meets criteria for highly
qualified status.
Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as follows: Visitations and
classroom volunteers are welcomed. Parents are encouraged to call and arrange time for visitations. Interested individuals may contact teachers, PTO and the office about volunteering at school.
TEACHER RESPONSIBILITIES
Know that students are people who deserve my respect. Teach students to with an awareness of individual needs, using the benefits
of my education and experience, continuing to learn and grow.
Create a safe and stimulating learning environment. Make sure I clearly teach all the necessary concepts to your child.
Provide honest and understandable evaluations of students’ progress and achievement to both students and parents.
Model the Charles Expectations.
PARENT RESPONSIBILITIES
We, as parents, will support our child’s learning in the following ways: By sending my child to school each day and on time Make sure my child is well fed and rested, clean, has a positive attitude and
necessary school supplies Provide a homework area and regular schedule so that my child can study or
read at home each evening. Make sure homework is completed Volunteer in my child’s classroom.
Participate, as appropriate, in decisions relating to my child’s education. Promote positive use of my child’s extracurricular time.
Treat my child with respect, love and support. Help my child to understand what his/her responsibilities are to the school, to
the family, and to himself/herself.
Make every effort to attend school functions: Literacy Nights, Parent Teacher Conferences, Meet Your Teacher Night, and other school events.
STUDENT RESPONSIBILITIES We, as students, will share the responsibility to improve our academic skills and
through the achievement of the state’s high standards. Complete my in class assignments and homework every day and ask for help
when needed. Read at least 30 minutes every day outside of school time. Give my parents or guardian, who is responsible for my care, all notices and
information received by me from my school every day. Take all papers home and give to my parents.
Respect and cooperate with all adults in the school. Come to class on time, prepared to work. Follow the Charles Expectations at all times
Student_____________________________________________________
Parents_____________________________________________________
Teacher_____________________________________________________
Principal__ _ ____________________
Appendix F
Arthur M. Charles Elementary School
School Improvement Teams
2012 - 2013
Oversight/School Improvement Goals/Data Profile
*Kelly Andrews *Chris Buchholz *Kathy Simkin
Gina Jones Amber Hall Jan Frye
Diana Weatherly Kelly Amos Susan Miller
Jennifer Wesler Aimee VanMiddlesworth Jeanne Hendricks
Alissa McDivitt-Cox - Parent Kylee Southerland Gail Bratton
Rochelle Rogan - Parent
Susan Clark - Parent Mission/Vision Statement
Robin Henry – West End Bank *Erica Pearson
Kim Poinsett – First Bank Richmond Pam Cochran
Kendra Beisner
Technology Safe School Professional Development
*Kathy Eyer *Karen Bolle *Chris Buchholz
Amanda Weaver Hanna Hoogenboom Brandi Jackson
Sarah Vance Sherry Kean Krista Oler
Ryan Higgins
Lori Thornburg
Rachel Burdette
Appendix G
Title 1 Plan and Budget (See DOE Title 1 Website for 9013)
Appendix H
School Improvement Team Sign Off
Appendix I
Comprehensive Needs Assessment
School Strengths 1. There is an increased awareness of the
Indiana Academic Standards and now the
new Common Core Standards on the part of all constituents: administrators, teachers,
instructional assistants, parents, and students
2. Textbook Adoption Committees are focusing on the new Common Core standards. As we prepare to implement a new Science
curriculum, we are committed (as a corporation) to adopting the materials that
provide the best tools for meeting the Indiana Academic Standards and the Common Core.
3. Most grade level teams plan their lessons collaboratively to ensure that all academic
standards are addressed at appropriate times throughout the year as each grade level has common planning time every day.
4. There is a cooperative effort among schools in the Richmond Community School
Corporation to share ideas and methods of teaching the academic standards in ways that promote student learning.
5. Charles Elementary School is looking forward to continued implementation with a
Scientifically Based Reading Research curriculum as well as mathematics. In addition, a new science curriculum will
complement both literacy and math. 6. Large Group Instruction
7. Small Group Instruction 8. Interdisciplinary Instruction 9. Teacher Directed Instruction
-Teacher Directed Questioning 10.Student Centered Instruction
-Student Directed Questioning 11.Multi-Disciplinary Intervention (This is a
team that meets to discuss ideas and
interventions to help students that are struggling academically, socially, and/or
emotionally. The team is comprised of the school principal, resource teachers, Title I
teachers, social worker, parents, and classroom teachers.)
12.Peer editing/collaboration
13.Learning Centers
School Needs 1. More students need to pass the ISTEP+ test.
Continue to align curricula with the
standards. Fully implement SBRR for literacy instruction and include curriculum
mapping for literacy Aim for greater consistency in teaching the
curriculum K-4. Arm students with sound test taking skills
and organization strategies for writing.
Improve student learning for students with disabilities and students in poverty.
2. Teachers need more instructional strategies in
the following areas:
Reading/Writing Processes and Applications Math Facts
Science All areas will be addressed through Tuesday Professional Development meetings.
3. The Charles Elementary administrator,
teachers, and support staff will develop a better understanding of an inclusive school model through Response to Intervention and
continue to create a continuum of services for all students.
Create a workable model of an inclusive school through Response to Intervention that encompasses a continuum of services.
Develop more teaming strategies between teachers.
Learn more strategies to differentiate instruction and assessment to meet the educational needs of all students.
4. Disaggregated data indicates concern and will
require further study with regard to impoverished students. Data meetings are held at monthly grade level meetings.
5. Another area of concern requiring further
study is the difference that may exist between the white middle class way of thinking (our staff)
and the culture of poverty The professional development provided by the “Worrier’s program will continue to address this issue. The staff has
studied the book, “Teaching with Poverty in
14.Reading and Writing Across the Curriculum 15.Teacher and Student modeling of the
writing process
16.Teacher-Student Conferencing/Individualized remediation
17.Use of visual aids, manipulatives, and hands on activities in all content areas
18.Instructional Assistant/Parent Volunteers used for one-on-one and small group remediation and enrichment
19.Monthly at-home reading logs 20.Daily Oral Language System
21.Journal writing 22.Peer writing buddies 23.Time for independent reading
24.Silent reading followed by discussion 25.Grouping by interests or book choice
26.Three Family Literacy Nights 27.Art Fair in conjunction with Literacy Nights 28.Fourth Grade Social Studies Fair
29.Parents as Leaders through Communities in Schools
30.Use of technology as a teaching tool o Microsoft Word/Writing composition &
Grammar
o Internet Accessing/Research o Excel/Creating Graphs and Charts
o PowerPoint/Presentation, Outline, and Communication Skills
o Use of Digital Camera
o My Skills Tutor o Math series website
31.Charles Elementary provides instructional strategies supporting the achievement of Indiana academic standards. This list
reflects an overview of many instructional strategies currently used in our classrooms.
These strategies can be used as a springboard to further student learning.
Mind”. 6. Charles will need to ensure that each student has access to guidance services that
include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral,
and educational and career planning. At this time, Charles employs part time services but the
need is greater than what we are able to provide at this time. A case worker from Centerstone has now been assigned to Charles to work with
students receiving outside services to connect with them during the school day. Our School
Social Worker and Communities in Schools Liaison will continue to address this issue. 7.Charles will need to make a more concerted
effort to solicit the knowledge and skills of stakeholders to enhance the work of the school.
The Oversight Team will continue to meet regularly throughout the school year. Staff meetings are held at least 7 times per school
year. 8. Charles will need to implement a higher level
of engagement with stakeholders in the processes of continuous improvement. Sharing successes with the RCS Board of Trustees as well as regular
communication through the Charles Chronicle and the Palladium Item will provide frequent updates.
9. Charles will need to ensure with a higher level of engagement that plans for continuous improvement are aligned with the vision and
purpose of the school and expectations for student learning. The mission and vision for
Charles is attached to every publication school wide and posted in the building. 10. Charles will need to monitor and communicate
with a higher level of engagement the results of improvement efforts to stakeholders. This will be
shared at the regular meetings of the Oversight Team, yearly updates with the RCS School Board, in the Charles Chronicle, and at regular staff
meetings.