longwood elementary title i schoolwide...
TRANSCRIPT
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.
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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.
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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
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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
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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
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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
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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.
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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.
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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
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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
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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.)
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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
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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
We have read and understand the school compact.
____________________________________ ______________________________________
Student Signature Parent/Guardian Signature