longwood elementary title i schoolwide...

23
INDIAN PRAIRIE SCHOOL DISTRICT 204 LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN 2012-2013 The purpose of a Title I schoolwide program is to improve academic achievement throughout a school so that all students, particularly the lowest-achieving students, demonstrate proficiency related to the State's academic standards. The improved achievement is to result from improving the entire educational program of the school.

Upload: others

Post on 20-Apr-2020

5 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

INDIAN PRAIRIE SCHOOL DISTRICT 204

LONGWOOD ELEMENTARY

TITLE I SCHOOLWIDE PLAN

2012-2013

The purpose of a Title I schoolwide program is to improve academic achievement throughout a

school so that all students, particularly the lowest-achieving students, demonstrate proficiency

related to the State's academic standards. The improved achievement is to result from

improving the entire educational program of the school.

Page 2: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We
Page 3: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

3 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

SCHOOL DISTRICT MISSION STATEMENT

Indian Prairie School District #204’s mission is to inspire all students to achieve their greatest potential.

GUIDING PRINCIPLES

Students will be best prepared to achieve their greatest potential if equipped to:

Engage in relevant and rigorous learning

Live and work productively with others

Embrace their role and responsibility within their community and world

Value and respect self and others in a diverse society

Become lifelong learners

We will best serve our students if our:

Schools, families and community are actively engaged in the district’s mission

Staff is highly skilled and motivated

Culture is characterized by high expectations and excellence

Schools are safe and caring places where all are valued

SCHOOL’S VISION FOR CHANGE

A learning community achieving together is the mission mantra that Longwood Elementary School staff embraces. As we visualize what kind of school we will be in the future, Longwood’s staff knows that learning must be at the center of everything we do. The activities we choose for students should be learning focused and designed to ensure that students meet the Illinois Learning Standards. In order to best meet the needs of our diverse students, the Longwood learning community operates using an “our kids” mindset. This means that all Longwood staff accepts responsibility for the success of all of the students. We know we will only meet our students’ needs by working collaboratively and focusing on our learning community. As we move forward, Longwood’s staff and parents realize the importance of broadening our work to solicit the support of the larger Naperville community. With this focus, we believe that Longwood Elementary School is a learning community achieving together.

Page 4: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

4 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

Longwood Elementary School is located in Naperville Illinois, a Chicago suburb about 35 miles south west of Chicago. Naperville is a predominantly white, fairly affluent suburb of 141, 853 residents with a median income of $117,110. In the city of Naperville, 5.3% of the population is Hispanic and 4% is African American. The attendance area of Longwood contains some of the least expensive rental property in DuPage County. Students at Longwood Elementary School are not representative of the surrounding area of Naperville which creates challenges for many of our families.

RACIAL/ETHNIC BACKGROUND AND OTHER INFORMATION

Source: Annual School Report Card

2008-09 2009-10 2010-11

Total enrollment 415 471 490

% White 43.4 35.7 33.1

% Black 21.2 25.7 22.9

% Hispanic 17.1 21.2 26.1

% Asian/Pacific Islander 11.3 11.7 12.9

% Native American 0 0 0

% Multi-racial 7.0 5.7 4.9

Low Income Rate 28.2 34.2 46

Limited English Proficient Rate 17.3 19.3 22.3

Mobility Rate 20.1 14.6 19.9

Attendance Rate 95.1 94.8 95.1

% Parent Contact 100 100 100

DEMOGRAPHICS

Page 5: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

5 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

DATA SOURCES

2007-08 2008-09 2009-10

2010-11

Illinois Assessment (ISAT & IAA) Reading Performance

Please note that percentages are not

reported for subgroups with fewer

than 45 students

% Meets/ Exceeds

% Meets/ Exceeds

% Meets/ Exceeds

% Meets/ Exceeds

All 78.2 67.7 74.4 71.1

White 81.8 75.6 79.5 81.7

Black N/A N/A N/A N/A

Hispanic N/A N/A N/A 69.2

Asian/Pac N/A N/A N/A N/A

Native Am NA N/A N/A N/A

Multiracial N/A N/A N/A N/A

LEP N/A N/A N/A N/A

IEP N/A N/A N/A N/A

FRL N/A N/A 61.1 63.5

2007-08 2008-09 2009-10

2010-11

Illinois Assessment (ISAT & IAA) Math Performance

Please note that percentages are not

reported for subgroups with fewer

than 45 students

% Meets/ Exceeds

% Meets/ Exceeds

% Meets/ Exceeds

% Meets/ Exceeds

All 85.3 76.8 82.7 83.3

White 92.4 84.1 91.0 87.8

Black N/A N/A N/A N/A

Hispanic N/A N/A N/A 80.8

Asian/Pac N/A N/A N/A N/A

Native Am N/A N/A N/A N/A

Multiracial N/A N/A N/A N/A

LEP N/A N/A N/A N/A

IEP N/A N/A N/A N/A

FRL N/A N/A 64.8 79.2

Page 6: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

6 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

IPI (Instructional Practices Inventory) Walkthrough Data: Core Instruction

Effective schools research

4/09 5/10 10/11 5/11

Student Active Engaged Learning >25% 18% 24% 5% 9%

Student Learning Conversations 5-10% 1% 5% 11% 8%

Teacher-Led Instruction 35-45% 57% 45% 68% 55%

Student Work with Teacher Engaged 15-25% 17% 19% 16% 27%

Student Work with Teacher Not Engaged 5-10% 5% 2% 0% 0%

Complete Disengagement <3% 2% 5% 0% 0%

The Instructional Practices Inventory measures, by means of classroom walkthrough, the quality of student engagement. While all categories of student engagement are expected to be present throughout a student’s day, research has shown that more effective schools have higher rates of student engagement characterized by “Student Active Engaged Learning” and “Student Learning Conversations” where students are actively involved in higher level thinking skills and student-to-student academic conversations.

2009-10

2010-11 2011-12

SWIS (Schoolwide Information

System)

Students with 0-1 referral

79.7%

71.58% 79.71%

Students with 2-5 referrals

10.26%

18.67% 10.77%

Students with 6 or more referrals

10.04%

9.75% 9.54%

Referrals per year per 100 students 238.46 268.74 221.96

Page 7: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

7 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

A Schoolwide planning team was formed using the existing Instructional Leadership Team. It included representatives from each grade level, Library Media Center Director, Bilingual teacher, English as a Second Language teacher, Reading Improvement teacher, a paraprofessional, Student Services Coordinator and principal. A teacher-parent team was also created to review the school data picture and conduct a parental involvement needs assessment. The Schoolwide planning team reviewed a data picture of our school, determined our needs and developed an action plan.

SUMMARY OF STRENGTHS AND CHALLENGES

FOCUS AREAS STRENGTHS CHALLENGES/ACTIONS DATA SOURCE PRIORITY

Student Needs

Met AYP for ALL students for Math

PBIS expectations are defined and taught regularly (Majority of students have one or less office referrals.)

Significant gains made each year with subgroup populations

Highly engaging student learning occurring

Frequent small group instruction occurring

Early intervention through screening and pre-K programs

High mobility rate

Did not meet AYP for ALL or Hispanic subgroup in Reading

Many students need instruction in social emotional learning

ESL students’ language acquisition requires 5-7 years of schooling

Provide more authentic, 21

st Century learning

opportunities to increase student engagement

ISAT scores

AIMSweb Reading CBM Rate of improvement

SWIS data

Instructional Practices Inventory data

2

Curriculum and Instruction

Focused on core curriculum in Reading and Math over the last 3 years

Student needs are met using a Tiered Intervention approach

Extended-day learning opportunities available

Learning targets for academics and SEL (social emotional learning) used to focus instruction and provide students with self-assessment opportunities

Increase differentiation opportunities

Increase enrollment of students of color in accelerated classes

Focus on Common Core Math curriculum

Increase 21st Century

learning opportunities

Increase use of social/ emotional learning targets and instruction

2011 ISAT scores

AIMSweb CBM data /Rate of improvement

Instructional Practices Inventory data

High Priority

1

Professional Development

Established Professional Learning Communities with a core belief of “our kids”

Strong professional development resources available through the district

Professional Development focus this year on 21

st

Broad focus on PD from district level on formative assessment, Danielson evaluation and PLC development.

Implementation of Common Core Math standards requires significant professional

Professional Development Wednesday (1 hour before school)

All grade levels made progress towards SMARTgoals

Program Evaluations

District Strategic

2

SCHOOL REFORM STRATEGIES

Page 8: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

8 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

Century Learning

Professional Development has been job embedded through the SMART goal work at team level

development.

Longwood requires more focused and specific PD on instructional strategies.

planning documents

Research Reports

Family and Community Involvement

Positive parent perceptions

Strong district, community and ISBE resources

Increased diversity on PTA

Removed barriers for stronger parental participation by offering childcare and translation

Increase involvement in parent education classes

Increase parent volunteers.

Schoolwide Parent Surveys

District Parent Advisory Focus Groups

Title I Parent Program Evaluations

High Priority

1

School Context and Organization

Strong shared leadership with Student Services Coordinator and Instructional Leadership team

High support staff ratio (1:1 classroom teacher: support staff)

Strong School Improvement Plans using SMART goals revisited frequently

Use an integrated service delivery model to provide ESL, bilingual, special education, reading intervention and gifted education services.

Staff roster

Master schedule

School Improvement Plan

District Strategic planning documents

3

Page 9: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

9 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

IDENTIFICATION OF PRIORITIES

FOCUS AREA: 21st CENTURY LEARNING Summary of Need: Implementation of New Illinois Learning standards/Common Core standards in Math provides

more rigor within the curriculum. Students will participate in more authentic, problem based learning. Skills required to meet Common Core standards include communication, collaboration, critical thinking skills, and creativity in addition to foundational skills. Some students at Longwood are lagging in these social-emotional skills. Overall students at Longwood did not meet AYP in the area of Reading. Struggling readers require additional instructional time and focused intervention to close the achievement gap. All students need explicit instruction of critical thinking skills.

Problem/Need Provide instructional opportunities for higher level thinking.

Possible Actions

Increase explicit instruction of comprehension skills through guided reading groups

Differentiated materials for students such as Leveled Literacy Intervention for primary grades

Increase opportunities for students to engage in higher level thinking using 21

st Century skills (i.e.: 4 C’s and Bloom’s

taxonomy)

Integrate technology within multiple lessons weekly

Provide explicit instruction in critical thinking skills using thinking maps or visible thinking strategies

Provide students with weekly opportunities to write extended responses to increase comprehension

Offer a technology game day for parents and students

Problem/Need Implementation of Common Core Math curriculum requires increased rigor.

Possible Actions

Provide daily opportunities in the use of Common Core Math practices

Utilize formative assessment tools to guide instruction

Provide stronger foundational math in number concepts through integration of AVMR (Advantage Math Recovery) strategies into the core curriculum

Provide struggling students with Tier 2 Math interventions through the use of guided math format in intermediate grades

Communicate acquisition of Common Core Math standards with parents quarterly

Educate parents regarding Common Core Math particularly the use of Math practices

Offer extended day opportunities for students struggling in Math in grades 2-5

Problem/Need Instruct students in social emotional learning standards

Possible Actions

Continue using social emotional learning targets daily

Teach and reinforce PBIS (Positive Behavior Intervention and Supports) expectations

Implement Bully Prevention Curriculum using student ambassadors to new students and refresher courses

Develop effective Behavior Support Plans for appropriate students with IEP’s, 504 plans, Individual Problem Solving including parental involvement and support.

Provide parent education classes on selected topics

Page 10: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

10 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

SMART GOALS

Goal Area

21st CENTURY LEARNING SKILLS

Rationale or Statement of Need

Students at Longwood Elementary need to be competitive in a global market. Skills required to compete are communication, collaboration, critical thinking skills and creativity (typically referred to as the 4 C’s) in addition to foundational academic skills.

Smart Goal

By May 2013, student engagement in learning will increase 5% from fall to spring when assessing the “active engaged learning” rating and the “student learning conversations” as rated using Instructional Practices Inventory (IPI) data. The increased student engagement levels should result in a decrease in office referrals with 85% of Longwood students having 1 or fewer office referrals. By May 2013, there will be an overall increase from fall to spring in the number of students making the expected rate of progress or greater in the areas of Reading and Math as assessed by AIMSweb R-CBM, MCAP, and Quantity Discrimination.

Instructional Strategy

To provide students with 21st Century learning activities that engage students using the 4 C’s (critical thinking, creativity, communication and collaboration). To explicitly teach students critical thinking skills. To teach students to utilize Common Core Math practices.

Research Supporting Strategy

21st Century research on the changing learner. IPI (Instructional Practices Inventory) research by Jerry Valentine (2005) from University of Missouri-Columbia, MO. Common Core research

Professional Development for Staff as Appropriate

Professional Development in the explicit instruction of critical thinking skills, Common Core Math standards, and formative assessment.

Parent Involvement

Provide parent education opportunities based upon a needs assessment that will be conducted each fall. Topics could include: technology, homework assistance, discipline, etc.

Educate parents regarding Common Core Math specifically in the use of Math practices.

Offer family evening activities to engage in math, science, reading or technology activities.

Additional Support for Students Furthest from Achieving Standards

Students falling within the Tier 3 range will receive additional supports in the form of Individual Problem Solving Plans or Behavior Support Plans (BSP’s). These plans will include specific interventions with progress monitoring to enable students to make progress towards Tier 1 as measured by CBM (AIMSweb Curriculum Based Measurement) or SWIS data. Students in grades 2-5 struggling in math will be provided extended day learning opportunities.

Page 11: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

11 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

All teachers and paraprofessionals in our Title I schools are highly qualified. Teachers are assigned to teach subjects or grade levels for which they are certified and have completed an approved Illinois teacher preparation program for the type of certificate held. All paraprofessionals (teacher aides) have a Statement of Approval from the Illinois State Board of Education. Annual review of credentials and professional development units are conducted by the Human Resources and Staff Development departments.

Staff Number Full-Time Equivalents

Administrators 1 1.0

Teachers 48 39.6

Teacher Aides 12 10.2

Support Staff 7.0 3.6

PROFESSIONAL DEVELOPMENT Professional development for the entire staff is ongoing and focused on researched-based strategies that improve student learning, providing opportunities for teachers and assistants to practice and improve their skills over time. Aligned with state and local academic standards, professional development activities include curriculum development and training programs, and activities that provide teachers training to enhance team performance. Activities may be conducted by the district, building, or provided by an outside agency, or individually designed. Teachers have release time during the work day (55 minutes per week) to meet for professional development activities. These “PD” Wednesdays provide opportunities to build relationships, foster collaboration among principal and staff who provide instruction, and provide opportunities for teacher-to-teacher mentoring. Our Instructional Leadership Team is involved in the selection of professional development activities that enable them to better provide services to the most at-risk students. Built into the district calendar are 2.5 School Improvement Days, a Building Articulation Day, and 4 Institute days, all focused on professional development. The district’s professional development department maintains a schedule of professional development activities and establishes best practice for the embedded professional development time.

STRATEGIES TO RECRUIT AND RETAIN HIGHLY QUALIFIED TEACHERS

Through the screening and interview process we are recruiting diverse 100% highly qualified candidates. All district school administrators collaborate with the district’s human resource office to find candidates through referrals, job fairs, advertising, multicultural events, and student teacher cadres through partnership with local universities. In order to recruit and retain teachers who share our mission, we:

1. Encourage opportunities to advance in the field of education

2. Mentor teachers

3. Provide shared leadership opportunities

4. Provide student teacher placements

5. Inform teachers their eligibility for Stafford Loan Forgiveness Program

6. Use innovative practices with embedded professional development

7. Network with other professionals within education

8. Provide a climate of collaboration and support

INSTRUCTION BY HIGHLY QUALIFIED TEACHERS

Page 12: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

12 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

District Title I Parent Advisory Committee

Recognizing that a students’ education is a joint responsibility shared by schools and parents as part of the larger community and that these participants directly impact learning, Indian Prairie School District has established a district level Title I Parent Advisory Committee comprised of parents, teachers and administrators. Our purpose is to review and revise the district’s and school’s parent involvement policies, plan parent programs, and provide networking opportunities for parents and staff at Title I schools. Epstein (2008) developed the “Six Types of Parent Involvement Model” which we use as the driving force for parental involvement in our schools. 1. Parenting

Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support learning. Assist schools in understanding family dynamics which may impact a child’s education.

2. Communicating

Communicate with families about school programs and student progress through effective school-to-home and home-to-school communication.

3. Volunteering

Improve recruitment and training of volunteers at the school or in other locations to support students and school programs.

4. Learning at Home

Involve families with their children in learning activities at home, including homework and other curriculum-linked activities.

5. Decision Making

Include families as participants in school decisions, governance, and advocacy through PTA, committees and other parent organizations.

6. Collaborating with Community

Identify and coordinate resources and services for families, students, and the school with businesses, agencies, and other groups.

To gather input from our parent community, Longwood Elementary School convened a small, representative group of parents and teachers in March, 2011. The group used a Family-Friendly Walkthrough tool and the Parent Involvement Analysis online tool, provided by the Illinois State Board of Education. The Parent Involvement Analysis Tool guides a school-based team through an inventory and self-assessment of parent involvement policies and practices, resulting in objectives for improvement that can become part of the school improvement plan. The Parent Involvement Team may be an existing school improvement team or one formed specifically to conduct this analysis. A typical team should include the principal, school staff and parents. At least half of the members of the team should be parents of currently enrolled students and not employed by the school or district. The principal guides the team through the process with worksheets provided within the tool and then records the data in the online system. The system organizes the data to facilitate the team’s further discussion and goal setting in the area of parent involvement. For the 2012-2013 school year, parent input will be sought through a needs assessment to determine the types of parent education classes to be offered. Parents participating in various events or with students in specific interventions will provide input through surveys and informal conversations.

PARENT INVOLVEMENT

Page 13: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

13 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

PARENT INVOLVEMENT ANALYSIS TOOL

CATEGORIES AREAS OF STRENGTH AREAS OF NEED

SHARED LEADERSHIP

Use of Epstein’s model of partnering

with parents (see p.11) for explanation)

Parent volunteer program

Increase participation of

parents to join PTA

Increase diversity of PTA

Board

COMMUNICATION

Communication from school to home

and home to school

Continue to provide parents

with weekly communication

highlighting learning

activities.

Continue to translate any

school communication

documents into Spanish

EDUCATION

Additional supports for students such

as reading interventions and small

group guided reading

Best practices homework procedures

Family Reading and Family Math nights

Increase attendance at

parent education programs

based upon needs

assessment

Offer additional family

nights in science and

technology

CONNECTION

Caring environment

Strong learning community

Embrace our diversity

Strong parental participation for

evening events

Increase use of Parent

Library

Focus on building

relationships with

disengaged families

DOCUMENTS IN THE APPENDIX:

A. School Parent Involvement Policy

B. Home-School Compact

District Parent Involvement Policy

http://board.ipsd.org/Uploads/Policies/600-03.pdf

http://board.ipsd.org/Uploads/Policies/600-03R.pdf

Page 14: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

14 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

STRATEGIES TO INCREASE PARENT INVOLVEMENT

1. Family Friendly School

Participation in Illinois State Board of Education sponsored parent webinars and workshops

Networking with other schools, sharing of parent resources

Parent lending library

Title I school sponsored family events

2. Parents are involved in the planning, implementation, and evaluation of schoolwide plan by the following actions:

Annual Title I survey and other surveys are used to use to determine strengths and areas for

improvement

Volunteer opportunities for parents, and planning how they would like to be involved in the school

District and School committees and the PTA reflect the diversity of the school community and actively recruit and welcome families from all backgrounds

Parent Title I representative at the school and district level

PTA board serves in an advisory role

Parents are given an annual survey, results are shared and reflected in schoolwide planning

3. School-Parent Compact

Longwood has jointly developed a school-parent compact that outlines how parents, the entire 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 to help ensure children achieve high standards. The parent-school compact is distributed to all families in several ways: as part of our school’s parent-student handbook, on our school website and by backpack mail. The compact is reviewed annually by parents and teachers and its message is continually reinforced through frequent, ongoing parent communication. (See Parent-Student Compact in appendix.)

4. Student academic assessment results, including an interpretation of those results, in a timely manner.

Longwood has many ways of sharing each child’s progress with parents, guardians, and caretakers. We view parents as members of our teams, so they are encouraged to participate in all aspects of planning for their child’s success.

Fall and Spring Parent –Teacher conferences

Quarterly Progress Reports, Report Cards

Parent letter detailing individual student AIMSweb data 3x per year after

benchmarking

ISAT individual student reports for grades 3-5

District websites include curriculum information and online State report cards

Page 15: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

15 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

1. Population of Students furthest from Achieving Academic Standards

At Longwood School, students overall and within the Hispanic subgroup did not make adequate yearly progress in Reading based upon the 2011 ISAT/IAA data with 71.1% of students meeting standards. In the Hispanic subgroup, 60.2% met standards in Reading. The Hispanic subgroup has demonstrated significant gains in the past three years. In the area of Reading there has been a 13.6% gain in the number of students who meet or exceed standards on the ISAT/IAA. Some students who fall within this subgroup also fall within the LEP (Limited English Proficiency) and IEP (Individualized Education Plan) subgroups. Due to this overlap, additional supports provided students must be delivered within an integrated service delivery model as multiple services are being delivered to the same student.

2. Assessments

Teachers make decisions regarding the use of academic assessments in order to provide information on, and to improve, the achievement of individual students and the overall instructional program. Using a Response to Intervention (RtI) model, struggling students are identified early and provided early intervention. The AIMSweb Curriculum Based Measurement (CBM) benchmark data provides the universal screening information for all students. Students who fall below expected levels on this measure are provided with additional instructional time and/or interventions to accelerate their growth. Progress is monitored on a weekly or monthly basis for these identified students.

3. Additional Support to Students

Programs and plans for assistance to students who are experiencing difficulties include:

Early literacy intervention programs

Interventionist working with students and teachers

Support team (includes Reading Improvement teachers, English as a Second Language teacher, Bilingual teachers, special educators, speech/language pathologists, social worker, psychologist, gifted resource teacher)

Extended Day opportunities (after school individual and/or small group tutoring)

Incoming Kindergarten early screening

Strong parent involvement (ongoing collaboration on ways to support their students at home)

4. Professional Development Activities That Enable Teachers to Increase Their Knowledge About Academic Assessments

Assessment for Learning has been a district-wide professional development focus. As Common Core Curriculum is implemented, formative assessments at the district and building level will be used. Educators at Longwood Elementary School are focused on providing students with academic and behavioral learning targets for each lesson. Students will learn to self-assess their progress towards the targets and ultimately guide their own instruction. These assessments are used to partially determine students in need of additional supports using the Response to Intervention Model (RtI.) Interventions for students requiring additional intervention may include such interventions as AVMR, Leveled Literacy Intervention, Harcourt Intervention Kit, Read About, Lexia, etc. The RtI process is designed to help teachers supplement core instruction with high quality interventions that are matched to student needs. Teachers increase their knowledge about the progress monitoring data through regularly scheduled data review and planning meetings aligned to assessment schedules.

ADDITIONAL SUPPORT

Page 16: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

16 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

The educational programs at our school are not duplicating services for students and/or fragmenting an individual student’s instructional program. All staff involved strives to fulfill mutual objectives while maintaining standards and expectations for the success of all students. PRESCHOOL Our district community is home to a wide variety of early care and education programs, ranging from faith based preschools to child care centers and licensed family child care homes. Many low income families cannot afford to pay for early childhood care and education. Preschool will be provided at no cost, to selected low-income families who would otherwise be unable to access a preschool experience for their children. Students for a Title I preschool classroom are selected to participate with priority given to the most at-risk 3 and 4year olds based on poverty and readiness levels. Flyers are distributed to families in Title I schools to let them know of our preschool grant program. We also work closely with our District communication director to provide information about the at-risk preschool program on our district e-news and Connect Ed (district automated phone messaging system), and we provide brochures in Spanish and English. Our preschool website is available in other languages and provides detailed information about our preschool programs. The Title I Pre-K program is aligned with the Illinois Early Learning Standards and the Teaching Gold Assessment. The areas of language/literacy and social emotional development are emphasized by using a combination of teaching strategies, along with the Creative Curriculum to support all areas of development. The preschool program is coordinated with other educational services and other funding sources for at-risk pre-K programs. We have stepped-up our efforts by expanding our collaboration with area private/parochial preschools and have joined efforts with our neighboring District #203 staff to establish ongoing “community outreach” meetings. As part of the ongoing dialogue, we have involved staff from the Community Development Institute Head Start of DuPage, and conducted conversations with district community liaisons to support these efforts. Given that the preschool and elementary schools are all operated by the same District 204 administrative entity, we have a natural “seamless” continuum of communication. In order to strengthen the linkages between preschool and kindergarten, dialogue with staff/principals at the elementary level and central office administrative staff is ongoing and is a key factor in overall program development. Preschool parents are given information about each of the elementary schools Parent Kindergarten Orientation meetings. Elementary kindergarten teachers and support staff visit and observe children enrolled in preschool, and in some cases, transition meetings are held so that families may connect early and be part of the transition to kindergarten. In August, the preschool checks to ensure that each child is properly enrolled in their home school, and student records are transferred to the appropriate school. STUDENTS WITH DISABILITIES Indian Prairie School District embraces and supports inclusive instructional practices to best address the individual needs of students with disabilities. This philosophy serves as the foundation for supported education programming and services and requires ongoing collaborative efforts of general educators and special educators. The IDEA Part B grant provides staffing, instructional materials, equipment, and professional development for both general and special educators. Using a Response to Intervention (RtI) multi-tiered system of support, struggling students are identified early and provided early intervention. The AIMSweb Curriculum Based Measurement (CBM) benchmark data provides the academic universal screening information for all students. Students who fall below expected levels on this measure are provided with additional instructional time and/or interventions to

TRANSITION

Page 17: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

17 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

accelerate their growth. For behavioral concerns, positive behavior supports are utilized to address student needs through targeted group and individual interventions. Progress in both areas is monitored on a weekly or monthly basis for these identified students. If a student does not respond to the intervention, further assessment is completed to determine whether a disability exists. If the educational team and parents determine a student is eligible for special education services, an Individualized Education Plan (IEP) is written. To the greatest extent possible, special education services are provided within the general education classroom. General education curriculum is adapted or modified to meet the needs of the student and supplementary materials are utilized as appropriate. In some cases, an alternate curriculum is needed. Professional development is provided through the IDEA Part B grant at both a district and school level. Training in the areas of behavior, autism, assistive technology, goal writing, and language development have occurred at the district level. Technical assistance and embedded professional development is provided through the District Support team at the school level. The District Support team has specialists in the areas of behavior, autism, low incidence (e.g. Vision and Hearing Itinerants), assistive technology and alternate curriculum. These specialists train IEP teams in specific strategies to meet the needs of students with IEP’s. Funding from the IDEA Part B grant also provides specialized interventions or instructional materials as required by the student teams. ENGLISH LANGUAGE LEARNING The English Language Learning (ELL) Program provides both Bilingual Education and English as a Second Language (ESL) services to students at Longwood Elementary School. All students in the ELL program receive ESL instruction; students in the Bilingual program also receive literacy instruction in their native language of Spanish as well as native language support in the content areas. All English language learners are integrated into the general education classrooms and receive specialized instruction for a part of their day from a fully certified, highly qualified, ESL and/or Bilingual teacher. The Elementary ESL curriculum is aligned to District 204 curriculum, Illinois Learning Standards, and Illinois English Language Proficiency Standards. ESL is taught through academic content using current instructional strategies that emphasize active, discovery-oriented, and cognitively complex learning. Native Literacy instruction is aligned to the district literacy curriculum and the Illinois Spanish Language Arts Standards. Native language support is provided by bilingual teaching assistants in content classes to the extent necessary for students. Bilingual teaching assistants push in to classes to support the instruction of the classroom teacher through translation and clarification. ESL is provided through pull out instruction and co-teaching with the general education teachers. Co-teaching affords us the opportunity to provide scaffolded and differentiated language and content instruction to a wide range of students, not only English language learners. Many of the general education students at the Title I buildings are lacking these essential educational tools as well. Through co-teaching we are able to support the educational needs of our ELLs as well as students in the general population. In order to help narrow the achievement gap experienced by our ELLs in the Title I schools, we provide extended day instructional programs during the school year that focus on literacy instruction and standardized test preparation. We also offer and summer ESL and Bilingual programs at our Title I schools in order to minimize the academic regression that may occur over the summer. In order to meet the needs of the diverse learners in our Title I buildings, we provide those schools with additional instructional and intervention materials in both English and Spanish. We have also allocated money for the Title I Library Media Centers to purchase multi-lingual library books for their collections as well as books at differentiated reading levels that support classroom content. Additionally, we know that ESL teaching strategies are beneficial not only to ELLs, but to all students. We have therefore sent teams of teachers from Title I buildings to SIOP training as well as training in Kagan Cooperative Structures.

Page 18: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

18 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

McKinney-Vento Working together, we continue to raise awareness of the growing needs of low-income children within our community. In addition, working with the district’s homeless liaison, any students identified as McKinney-Vento (homeless), are automatically provided free Preschool services. In addition, Title I funds are set aside to provide additional support and coordinate services within the district and across community agencies, in order to ensure that their unique educational needs are met.

NATIONAL SCHOOL LUNCH PROGRAM

Indian Prairie School District 204 participates in the USDA National School Lunch and Breakfast Program (NSLP). Students who come from families that meet the poverty guidelines receive free breakfast, lunch and/or after school snacks under USDA guidelines.

COMMUNITY

Indian Prairie School District 204 formalizes its outreach effort by directing the focus primarily on the needs of the student. The community relations office works closely with the instructional division of the district to formalize outreach strategies. The district addresses more basic needs (e.g., winter coats, back-packs) by conducting a needs audit with social workers and guidance counselors assigned to each school. Community-based and faith-based organizations as well as school-based parent organizations (PTAs and Boosters) are directly recruited to provide necessary support. The community relations office also regularly meets with the Indian Prairie Parents Council and the Indian Prairie Educational Foundation to recruit parent volunteers and to solicit business interest that encourages broader community engagement.

Page 19: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

19 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

FUNDING SOURCE PROGRAM IMPLEMENTATION

IPSD 204 Additional staff to support students who are struggling readers. Reading teachers and paraprofessionals provide individual and small group instruction to students using differentiated materials.

IPSD 204 All day kindergarten was piloted at Longwood in 2007-08, and has since been implemented across the district for all kindergarten students.

Title I Part A Grant, National School Lunch

Program

Extended day learning opportunities for students who are struggling in reading and/or math. Free snacks for after school programs are provided through the National School Lunch Program.

Title III Grant Bilingual and ELL teachers and bilingual paraprofessionals to provide additional support to students. Bilingual parent liaisons to assist with communication and to engage and support families in school and home settings.

Title I Part A Grant, Preschool for All Grant,

Community Resources

Early screening and free preschool for students who are academically at-risk and economically disadvantaged.

IDEA, IPSD 204, Title I Part A Grant Mental Health professionals to address a proactive approach to social/emotional learning.

IPSD 204 Enrichment programs for economically disadvantaged gifted students.

Title I Part A, McKinney-Vento Coordinated services for Homeless students are provided to meet their academic and social emotional needs.

IDEA Professional Development is provided for differentiation, researched-based interventions and specific student disabilities.

FISCAL ACCOUNTABILITY

Page 20: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

20 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

Representation Name Roles and Responsibilities

Principal Laura Devine Johnston Lead the Instructional Leadership Team in the development of the school improvement and schoolwide plan

Teachers Candace Pierce, Kindergarten Debi Swieter, 1

st grade

Erin Glynn, 2nd

grade Rich Vine, 3

rd grade

Mary Ackman, 4th grade

Robyn Jamison, 5th grade

Develop and implement the school improvement and schoolwide plan

Support Staff Lynn Reilley, Student Services Coordinator Donna Kouri, LMC Director Luz Padilla, ESL/bilingual teacher Kristen Fitch, ESL teacher Joanne Komenda, Reading Improvement teacher

Develop and implement the school improvement and schoolwide plan

Parents Laura Kofron-Roberson, PTA President Dina Lohman, parent

Review the revised Schoolwide Title I plan

District Coordinator Jenny Giambalvo, Title I Coordinator Works in collaboration to plan, write, implement and monitor Title I Grant activities

Preschool Transition Sally Osborne, Principal of Prairie Children Preschool

Collaborates with all elementary schools, other districts and community leaders to provide preschool programs and transition for at-risk children

Instructional Services Jay Strang, Ass’t Superintendent, Instructional Services Tricia McCarthy, Director of Professional Development Allison Sherman, Director of Core Curriculum Rafael Seggara Director of English Learners

Provide guidance, district fiscal accountability Support and coordinate with district and school PD goals Coordinate core curriculum support and coordination of interventions Coordinate ELL, Bilingual services and funding opportunities

Supported Education Sharon Tate, Executive Director of Integrated Services

Collaborate on supported education resources, services and funding

Leadership Services Kathy Pease, Executive Director of Elementary Education

Provide guidance and support in school improvement planning, AYP

Community Relations Janet Buglio, Jason Altenbern District Website, Coordinate support with community resources

SCHOOLWIDE PLANNING PARTICIPANTS

Page 21: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

21 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

APPENDIX A

Longwood Elementary Title I School Parent Policy

Parents are their children’s first and most important teachers. Research tells us that parent

involvement can impact a child’s academic achievement. When schools welcome families,

establish personal relationships among families and staff, help parents understand how the

system works, and encourage family-staff collaboration to improve student achievement,

students do better in school, and the schools get better.

Longwood Elementary is committed to being family friendly and to working as partners with our

families to help our entire student population learn to high levels.

To be family friendly, Longwood Elementary will provide:

1. A welcoming environment

Welcome new families, offer tours, and introduce them to staff and other families.

Bilingual speakers are available to help families

Standards of welcoming behavior apply to all staff, teachers, assistants, bus

drivers, lunch /recess supervisors, custodians, office staff and administrators

Visitors and callers are greeted politely, promptly and can get information easily

Parents have easy access to family resources to use at home (e.g. professional

reading, educational games, books for paired reading, etc.)

2. Programs and activities to engage families in improving student achievement

Current student work is displayed throughout the building

Programs and activities help families understand what their children are learning

and promote high standards

Parent/family workshops to show families how to help their children at home,

based upon a needs assessment

Report to parents about student progress and how teachers, parents and

community members can work together to make improvements

Host an annual meeting to review NCLB, school assessment data, goals and areas

targeted for improvement

Longwood reaches out to identify and draw in local community resources that

can assist staff and families (e.g. local houses of worship, businesses, charities

and museums, etc.)

Page 22: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

22 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

3. Strong relationships between teachers and families

Communication is frequent and includes many formats including: parent-teacher

conferences, phone calls, Connect Ed messages and written correspondence

including newsletters and emails

Teachers connect to families and bridge barriers of language, culture and

technology

Teachers learn about successful approaches to working with families of diverse

cultural backgrounds

Meetings are held at times convenient for parents and are flexibly scheduled so

that as many parents as possible are able to attend

The school is open and accessible, it is easy for parents to meet with the principal,

talk to teachers and bring up issues and concerns

4. Opportunities for families to develop their skills, self-confidence and contacts

The school seeks parents’ ideas regarding parental involvement in the school

Provide volunteer opportunities for parents

District and School committees and the PTA reflect the diversity of the school

community and actively recruit and welcome families from all backgrounds

Longwood will survey parents annually and based on the survey data, involve parents in

the joint development of its school parental involvement policy. Parents, teachers and

staff will annually review and revise this school parent involvement policy as needed.

6/4/12

Page 23: LONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLANlongwood.ipsd.org/uploads/TitleI/1213LWTitleISchoolwidePlan.pdfLONGWOOD ELEMENTARY TITLE I SCHOOLWIDE PLAN ... Become lifelong learners We

23 | P a g e Longwood Title I Schoolwide Plan June 4, 2012

APPENDIX B

Home - School Compact

Dear Parent/Guardian,

We value your role in helping your child achieve high academic standards. The following is an

outline of some of ways we can build and maintain a strong home-school partnership. School’s Responsibility:

Provide high quality curriculum and learning materials

Provide parents with assistance in understanding academic achievement standards and

assessments and how to monitor student progress

Provide opportunities for ongoing communication between parents and teachers through:

1. Annual Parent-Teacher Conferences

2. Frequent reports regarding student progress

3. Ongoing communication

Parent’s Responsibility:

Encourage your child to attend school regularly and be on time

Encourage your child to show positive school behavior

Review your child’s homework daily and academic progress periodically

Monitor screen time (television, computer, video gaming, etc.) and encourage positive

use of your child’s extracurricular time

Support school goals and your child’s learning at home, and volunteer if time or

schedule permits

Attend parent-teacher conferences

Participate in decisions relating to your child’s education, when appropriate.

Please review this School-Parent Compact with your child. This School-Parent Compact may be

discussed with you during a parent-teacher conference as it relates to your child’s school

progress.

Thank you for your support and involvement in your child’s education. Please contact the

person listed below for more information.

Laura Devine Johnston, Principal

Longwood Elementary School

630-428-6789

[email protected]

We have read and understand the school compact.

____________________________________ ______________________________________

Student Signature Parent/Guardian Signature