orchard park elementary school
TRANSCRIPT
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Orchard Park Elementary School
School Improvement Plan
2009-2012
Orchard Park Elementary
10404 Orchard Park South Drive
Indianapolis, IN 46280
317.848.1918
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I. Introduction of School and Community
Orchard Park is an elementary school that serves a student population of approximately 700 students, kindergarten through grade 5. This school is part of the Carmel Clay School Corporation and is a feeder school to Creekside Middle School.
Orchard Park Elementary has a diverse population. Asian and Pacific Islanders make up nine percent of
our student population while seven percent is Multi-racial. Five percent of our population is African-
American and five percent is Hispanic. We embrace our diversity each year by hosting an International
Festival to celebrate the different cultures represented at Orchard Park. We became an ENL cluster site
in 2004 and remain one today. There are approximately twenty nations represented at Orchard Park
Elementary. We have a full time ENL teacher on site with an instructional assistant to aide in providing
services for our ENL students. Our resource team provides us with professional development in the area
of ENL services with a focus on differentiation.
During this past year, our enrollment has consistently been around 700 students. The percentage of
students eligible for free and reduced lunch has steadily increased each year regardless of an increase or
decrease in enrollment. In 2002 our percentage of students eligible for free and reduced lunch was
thirteen percent. The percentage of students eligible for free and reduced lunch is now thirty percent.
Orchard Park became a targeted assisted Title I school in 2003. During the 2003-2004 and 2004-2005
school years, Title I services were concentrated in grades kindergarten through second grade. Title I
services included material resources, instructional assistant support, professional development, and
parent education programs. The instructional assistants supported Title I students through re-teaching
and small group instruction. During the 2005-06 school year, Title I services expanded to include all
grade levels at Orchard Park.
In order to better meet the needs of all of our students, Orchard Park Elementary School implemented
the Three Tier Literacy Model starting in the fall of 2005. The Three-Tier Literacy Model is designed to
meet the instructional needs of all readers. It is a prevention model that is aimed at catching students—
before they fall behind—and providing the supports they need throughout their elementary years.
The model consists of three tiers or levels of instruction: Tier I, Tier II, and Tier III. Tier I is comprised of
three elements: (a) a core reading program based on scientific reading research, (b) benchmark testing
of all students three times per year to determine instructional needs, and (c) ongoing professional
development to provide teachers with the necessary tools to ensure every student receives quality
reading instructions. Tier I reading instruction is designed to address the needs of the majority of
Orchard Park’s students. During core classroom reading instruction, students will be at various levels of
development in critical reading skills. Some students will be able to acquire the necessary skills with the
standard instruction given by the teacher, while others require more intensive instruction in specific skill
areas. Using flexible grouping and targeting skills, classroom teachers will be able to meet the needs of
the majority of students.
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For some students, focused instruction within the regular classroom setting is not enough. To get back
on track, these students require supplemental instruction in addition to the time allotted for core
reading instruction. Tier II is designed to meet the needs of these students by giving them an additional
thirty minutes of intensive small-group reading instruction daily. The aim is to support and reinforce
skills being taught by the classroom teacher. The person providing instruction in Tier II is the reading
intervention teacher or an instructional assistant specifically trained to provide Tier II supplemental
instruction.
A small percentage of students who have received Tier II supplemental instruction continue to show
marked difficulty in acquiring necessary reading skills. These students require instruction that is more
explicit, more intensive, and specifically designed to meet their individual needs. For these students,
two additional thirty-minute sessions of specialized, small-group reading instruction can be provided in
Tier III. The person providing instruction in Tier III is the reading intervention teacher, a special
education teacher, or an instructional assistant specifically trained to provide Tier III supplemental
instruction. Title I grant money helps to support our reading intervention teacher as well as
instructional assistants to support our Three Tier Literacy Model.
Our Kindergarten service model is another change that may have impacted our data over the last few
years. Orchard Park had one section of full day kindergarten in the 2001-2002 and 2002-2003 school
years. From 2003-2007, Orchard Park had all sections of kindergarten as full day. This year, we have
three full day sections of kindergarten and one alternating day class. We know this change will have an
impact on those students not participating in the full day program.
Professional development has been ongoing and job-embedded at Orchard Park. Teachers have
participated in collaboration, literacy book clubs, and book studies. Teacher Collaboration is a job-
embedded, teacher driven approach to ongoing professional development. The study groups are driven
by teacher needs that are tied to the goal of increased student achievement. Teacher Collaboration
began in 2002 with a focus on reading comprehension. The teachers changed their focus to six trait
writing in 2003. During 2004, the teachers branched out into grade level teams for areas of study.
Teachers have since expanded the grade level approach to areas of need that pertain to their particular
grade level. Book studies have been done by grade level and by the entire staff. The literacy clubs are
formulated with teachers across grade levels. During the 2007 school year, teachers have spent
collaboration focusing on the components of a balanced literacy classroom. Over the next several
years as we continue to gain knowledge and grow professionally while striving to improve
student achievement, we will keep our school improvement goals as the focus of our
professional development.
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II. Analysis and Reflection
Indiana Department of Education Statistics
Language Arts Math
Total Pass
Pass+ Pass Total Pass
Pass+ Pass
2008 83.9% 19.2% 64.7% 86.2% 30.8% 55.4%
2007 80.8% 12.8% 68.0% 79.5% 19.7% 59.8%
2006 85.4% 14.8% 70.6% 85.8% 24.7% 61.1%
2005 85.1% 16.9% 68.2% 85.0% 22.4% 62.6%
From 2006 to 2007, students passing the language arts standard declined. In 2008, students passing the
language arts standards made an improvement from the 2007 data.
A significant gain was made by students scoring in the Pass+ category for ELA for 2008.
The percent of students passing the math standard was on the rise until 2007. The percentage of
students obtaining a Pass+ has fluctuated until declining in 2007.
In 2008, students scoring in the Pass and Pass+ category for math increased significantly from 2007.
Students scoring 30.8% in the category of Pass+ for math was the highest obtained over the four year
period.
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In 2008, the overall percentage of 6th graders passing the reading
comprehension portion of ISTEP has climbed to 85%
Students with special needs passing the reading comprehension portion of
ISTEP has steadily declined over the past four years from 53% passing in
2005 to 38% passing in 2008.
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008
Percent Mastery on ISTEP Reading ComprehensionGrade 6
Overall
Male
Female
White
Free/Reduced
Special Ed
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During 2005 to 2008, fifth graders passing the reading comprehension
portion of the ISTEP remained in the eighties.
Overall, 82% of students passed reading comprehension in 2008.
The percentage of students with special needs passing reading
comprehension ranged from 54% to 33% passing in 2005 to 2008.
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008
Percent Mastery on ISTEP Reading Comprehension Grade 5
Overall
Male
Female
White
Free/Reduced
Special Ed
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Fourth graders passing increased to 85% in the area of reading
comprehension in 2008.
Students with special needs increased from 36% in 2007 to 56% in 2008,
respectively.
75% percent of students qualifying as free and reduced lunch passed the
reading comprehension portion of ISTEP in 2007.
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008
Percent Mastery on ISTEP Reading ComprehensionGrade 4
Overall
Male
Female
White
Free/Reduced
Special Ed
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The overall percentage of third graders passing the reading comprehension
portion of ISTEP has remained steady at approximately 80% over the past
several years.
In 2008, third graders passed the reading comprehension portion at 84%
overall.
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008
Percent Mastery on ISTEP Reading ComprehensionGrade 3
Overall
Male
Female
White
Free/Reduced
Special Ed
9
Students in 6th grade scoring a 4, 5, or 6 on the ISTEP writing prompt
decreased from 68% in 2007 to 42% in 2008.
In 2008 0% of the students with special needs scored a 4, 5, or 6 on the
ISTEP writing prompt.
0
10
20
30
40
50
60
70
80
90
100
2005 2006 2007 2008
Percent Scoring 4,5,6 on ISTEP Writing ApplicationsGrade 6
Overall
Male
Female
White
Free/Reduced
Special Ed
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There was a steady decline of fifth graders scoring a 4, 5, or 6 on the ISTEP
writing prompt from 2005 to 2008.
In 2008, 50% of fifth graders scored a 4, 5, or 6 on the ISTEP writing
prompt.
0
10203040
50607080
90100
2005 2006 2007 2008
Percent Scorring 4,5,6 on ISTEP Writing ApplicationsGrade 5
Overall
Male
Female
White
Free/Reduced
Special Ed
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Students in fourth grade scoring a 4, 5, or 6 on the ISTEP writing prompt
has steadily decreased from 74% in 2006 to 45% in 2008.
All students with special needs scored a 4, 5, or 6 on the ISTEP writing
prompt in 2006.
Students with special needs scoring a 4, 5, or 6 on the ISTEP writing prompt
declined significantly to 5% passing in 2008.
0102030405060708090
100
2005 2006 2007 2008
Percent Scoring 4,5, or 6 on ISTEP Writing Applications
Grade 4
Overall
Male
Female
White
Free/Reduced
Special Ed
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Students in third grade scoring a 4, 5, or 6 on the ISTEP writing prompt
increased from 49% in 2007 to 73% passing in 2008.
In 2008, special education third graders scoring a 4, 5, or 6 on the ISTEP
writing prompt was 75%.
In 2008, all third grade groups scoring a 4, 5, or 6 on the ISTEP writing
prompt improved from 2007.
0102030405060708090
100
2005 2006 2007 2008
Percent Scoring 4,5, or 6 on ISTEP Writing Applications
Grade 3
Overall
Male
Female
White
Free/Reduced
Special Ed
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Triangulation of Data for 2008-09
Goal #1: All students will improve in reading comprehension.
Data Point 1: Goal 1
ISTEP + data for reading comprehension standard
Data Point 2: Goal 1
AIMSweb benchmark assessment data
Data Point 3: Goal 1
Rigby Reads Assessments
DRA Assessments
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Triangulation of Data for 2008-09
Goal #2: All students will improve in written expression.
Data Point 1: Goal 2
ISTEP+ data overall English Language Arts
Data Point 2: Goal 2
ISTEP+ data students scoring a 4, 5, or 6 on Writing Applications
standard
Data Point 3: Goal 2
Aimsweb WE-CBM