school improvement plan - richmond community schools intermediate sip 2016-17.pdf · ii 2016-2017...

ii

2016-2017

Julia E. Test Intermediate School

Richmond Community Schools

Submitted

School Improvement Plan

Table of Contents

I. INTRODUCTION

A. Narrative description of the community, school corporation, and school

B. Description and location of the curriculum

C. Titles, descriptions, and plan for implementation of assessment instruments

1. Assessment tools

2. Impact of assessment program

3. Implementation plan

D. Opportunities for teachers to be included in decision-making

related to the use of academic assessment results

E. Commitment to highly qualified teachers and paraprofessionals

II. STATEMENT OF VISION, MISSION, AND BELIEFS

A. Richmond Community Schools

B. Test Intermediate School

III. SUMMARY OF DATA

A. Analysis of Data from the A-F Accountability Model

B. ISTEP+ Performance

C. Reading Data

D. Attendance rate

D. Other performance indicators

E. Educational programming and the learning environment

1. Safe and disciplined learning environment

2. Implementation of school-wide reform strategies that

provide opportunities for all children to meet proficient

and advanced levels of academic achievement and which

use effective scientifically based research methods and

instructional practices

3. Educational programs, increasing the amount of learning

time, and activities to ensure that students having difficult

mastering proficient and advanced academic achievement

are provided with effective, timely additional assistance

4. Plans for assisting children in transition

IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT AND GOALS

A. Focus Area: Highest Student Achievement

Target Area: Reading - Strengths and challenges noted from

comprehensive needs assessment, including information about how

the school’s curriculum and instructional strategies support the

achievement of Indiana’s academic standards

B. Focus Area: Highest Student Achievement

Target Area: English/Language Arts - Strengths and challenges noted from




C. Focus Area: Highest Student Achievement

Target Area: Mathematics - Strengths and challenges noted from



achievement of Indiana’s academic standards.

D. Focus Area: Highest Student Achievement

Target Area: Graduation Rate - Strengths and challenges noted from




E. Focus Area: Safe and Orderly Learning Environment

Target Area: Responsible Behavior - Strengths and challenges noted from




F. Parental involvement

1. Strategies to increase parental involvement

2. Description of how school provides individual academic

results to parents

3. Strategies to involve parents in planning, review, and

improvement of school-wide plan

G. Technology as a learning tool

H. Impact of professional development

I. Cultural competency

V. STUDENT ACHIEVEMENT OBJECTIVES

A. Highest Student Achievement - Reading

B. Highest Student Achievement – English/Language Arts

C. Highest Student Achievement – Mathematics

D. Highest Student Achievement – Graduation Rate

E. Safe and Orderly Learning Environment

1. Responsible Behavior

2. Attendance

F. Areas where improvement is needed immediately

VI. BENCHMARKS FOR PROGRESS

VII. PROPOSED INTERVENTIONS BASED ON SCHOOL IMPROVEMENT GOALS

VIII. PROFESSIONAL DEVELOPMENT PLAN

IX. ACADEMIC HONORS DIPLOMA AND CORE 40 (for secondary schools)

A. Provisions to offer courses that allow all students to become

eligible to earn the Academic Honors Diploma

B. Provisions to encourage all students to earn an Academic

Honors Diploma or complete the Core 40 curriculum

X. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY

A. Statutes and rules the school wishes to have suspended

from operation

B. Coordination and integration of federal, state, and local funds

C. A list of programs that will be consolidated under school-wide plan

XI. APPENDICES

A. Richmond Community Schools Strategic Plan

B. District Assessment Calendar

C. If your school is in School Improvement Status, the following is required:

1. Teacher Mentoring Program

2. LEA Title I Funds Assurance

3. Written Notice to Parents

4. Responsiblities of school, LEA, and SEA

*An item in italics indicates a Title I Schoolwide Plan/School Improvement Plan requirement

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I. INTRODUCTION

A. Narrative Description of the Community, School Corporation, and School

1. The Community and the School Corporation

Richmond is the county seat of Wayne County, located in East Central Indiana, approximately

seventy miles east of the state capital, Indianapolis. Like many other areas in the Midwest,

Wayne County has lost a good deal of its manufacturing base over the last 30 years. As a result

of this loss of employment opportunity, the overall economic climate in Wayne County has

declined. The erosion of the tax base has had a significant impact on governmental services,

including law enforcement, mental health services, and school support services. While many

vibrant community organizations and agencies are working toward economic growth, economic

stress, unemployment, and poverty are seen as challenges to the community at large as well as

our school.

As the largest school district in Wayne County, Richmond Community Schools (RCS) serves a

population of 42,104 citizens (U.S. Census Bureau, 2010). During school year 2014-2015, RCS

educated 5,000 students in grades Kindergarten through twelve. An additional 300 children,

ages three through five, were served in early childhood education classrooms throughout the

district.

The student population of RCS is becoming increasingly diverse. While the majority of students

(70%) are identified as white, 12.6% are identified as multiracial, 9.2% as black, 6.8% as

Hispanic, and 1.2% as Asian.

According to the U.S. Census Bureau in 2012, 21.8% of the total Richmond population lives in

poverty. That many of these families are raising children is supported by the fact that 75.6% of

the RCS student population is eligible for free or reduced-price meals.

In response to these challenges, and to improve fiscal efficiency while maintaining positive

student outcomes, RCS embarked on a master planning process during the 2011-2012 school

year. As a result of this planning, RCS now operates six PK-4 elementary buildings, two 5-8

intermediate buildings, and one 9-12 high school. There is also a 5-8 special programs building,

as well as a K-12 alternative education site.

Despite these challenges, Richmond Community Schools is committed to graduating students

who are college and career-ready. With over 120 community partnerships to provide students

with needed supports and connections, RCS is providing students with the educational

foundation needed for future success.

2. The School

Julia E. Test Intermediate School is one of Richmond Community Schools’ two intermediate

schools that serve fifth through eighth grades. Test was significantly impacted by the RCS

Master Planning process when three elementary schools were closed and 5th

and 6th

grades were

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moved to the intermediate school. The enrollment at Test for the 2014-2015 school year was

722 students. Additionally Test supports two off site programs at the Hibberd building; the

LOGOS program includes 110 High Ability students and the Lifeskills program serving 35

Intermediate school students with severe and profound disabilities bringing our total student

count to 722. While the ethnic makeup of the student body is fairly diverse (66.0% Caucasian,

15.1% multiracial, 8.6% black, 2.2% Asian, and 7.9% Hispanic), the economic status is fairly

consistent, with 75.3% of the Test student body eligible for free or reduced-price lunch. Test

qualifies as a school-wide Title I program. Our population includes 25% students identified with

special needs.

Julia E. Test was opened in September of 1922. The building, which is located at 33 North 22nd

Street in Richmond, is named for a long time dedicated teacher in the Richmond community.

The building was originally built as a high school. Since that time it has been a junior high

school, a middle school for grades 6-8, a middle school for grades 7-8 and is now, one of two

public intermediate schools grades 5-8, that serve the Richmond community.

As a part of the RCS Master Planning process, the Test district was adjusted, and now includes

an area bordered by the state line on the east, the county line on the south, to the river on the

north and 9th

street on the west.

The faculty at Test Intermediate consists of a principal, an assistant principal, a library/media

specialist, a counselor, an instructional coach, two interventionists, and 42 certified teachers,

including 6 special needs teachers. All are currently employed by Richmond Community

Schools. Through a contracted services arrangement, a school social worker is available 12

hours per week. In addition to the certified staff, instructional support is provided through highly

qualified paraprofessionals, including 7 special education paraprofessionals and 6 Title I

paraprofessionals. Also employed at Test Intermediate School are a school secretary, a clerical, -

3 environmental services staff members, and 6 cafeteria employees. Support staff also includes a

Communities in Schools Site Coordinator, an In-School Restriction liaison, an Administrative

Assistant for Student Discipline, a School Resource Officer, a behavioral consultant, a part-time

nurse, a full-time CNA, and a part-time athletic director. Altogether, Test Intermediate School

employs 77 certified and non-certified staff members who contribute to the learning process at

our school.

In addition to regular core subjects, fine arts, physical education, library, and special needs

classes, the following programs and/or services are provided: after school tutoring, mixed

musical after school activities, gardening club. Various academic and sport-related activities are

offered after school. Breakfast and lunch are served daily.

Technology at Test Intermediate is providing its students with up-to-date technological

opportunities, which engage students in the instructional process and allow them to become a

global learning community. Test has an interactive website that provides information on school

events, accomplishments, links to individual teacher websites, and other school information. The

learning center in the library has the capability to show multiple educational programs for

classrooms from a central location and a scan/computer software system effectively monitors all

book check in/check out procedures and provides web contacts for book related subjects. All

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classrooms have a teacher workstation, which is connected to the network. Test also has

interactive e-Instruction units and handheld chalkboards available for classes to utilize on a daily

basis. 14 classrooms are equipped with an interactive SmartBoard to support instruction. Test

has five computer labs which are available for student use. Richmond Community Schools has

also purchased student licenses for a number of educational support programs to be used to

supplement instruction in grades 5-8, and Rosetta Stone is available for our ESL population.

Assessments (NWEA, CogAT, ISTEP+) are completed online as well.

Every Tuesday the student day ends at 2:49 in order for the staff to participate in a 55 minute

staff development opportunity. Staff development activities have a data-driven focus and

activities to facilitate student learning with emphasis on our English/ Language Arts, Math and

Behavior goals. Additional Staff development activities or implementation/reflection occurs

each Thursday in Professional Learning Communities as a follow-up to Tuesday professional

development meetings.

The school earned a grade of “B” in 2014 based on the Indiana A-F School Accountability

model. This grade was carried forward to 2015 by the State of Indiana due to a change in

standards and testing vendors. The school receives assistance from Title I as a Schoolwide

Program school, which allows services to be provided to all students at Test intermediate School.

B. Description and Location of the Curriculum

Richmond Community Schools’ written curriculum is based on the Indiana Academic Standards

for grades 2-12. Each teacher has access to a digital copy of the standards. Additionally, district

curriculum maps are being created for English/Language Arts and Mathematics for grades K-8.

Curriculum in the Richmond Community Schools is:

1. Aligned with State Standards: Upon the adoption of the 2014 Indiana Academic

Standards, curriculum maps were revised to reflect the new standards. Building

administrators have taken an active role in communicating with teachers, parents, and

students in explaining the curriculum and how curriculum objectives are being met in

their schools. They observe instruction to ensure that the curriculum is being

implemented and that learning is evident by reviewing student work, classroom displays,

and assessment data.

2. Aligned with Instruction and Assessment: Curriculum drives instruction and assessment,

and standards-based formative assessments drive instruction.

3. Rigorous and Challenging for all Students: In all content areas and grade levels, the

curriculum goes beyond basic skills and reflects higher order thinking.

4. Relevant and Meaningful to Students: In all content areas and grade levels of instruction,

the curriculum is relevant and meaningful to the lives of the students. Teachers and

students are encouraged to make connections to other disciplines and to real life.

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Students are expected to be able to explain what they are learning and why it is important

to learn that particular skill or concept.

5. Appropriate to the Learner: In all content areas and at all levels of instruction,

curriculum is instructed to accommodate the diverse groups of learners who have

different readiness levels, learning styles, and interests. Teachers implement a variety of

instructional strategies, assessments, resources, and flexible grouping patterns to meet the

needs of all learners.

C. Titles, Descriptions, and Plan for Implementation of Assessment Instruments

Assessing the progress of students is a major priority in Richmond Community Schools. The

comprehensive assessment plan is designed for four purposes:

Summative, or Outcome measures are used to measure growth over time and to evaluate the

overall effectiveness of the instructional program.

Formative measures help teachers plan instruction and provide in-depth information about

student skill levels and needs.

Screening measures provide information to determine which students are at risk and in need of

intervention.

Progress monitoring measures help determine is students receiving additional support and

interventions are making adequate progress or in need of more intensive or different support or

interventions.

Many assessment tools fill more than one purpose, and RCS has developed and implemented an

assessment plan that is carried out district-wide. With the change in the state assessments

occurring over the next two years, the assessment plan is subject to change. Once the Indiana

Department of Education has selected a vendor for the summative assessment, as well as any

state-supported formative assessment, the plan may need to be amended. The following table

outlines the RCS Assessment Plan currently in place.

Summative

Formative

Screening Progress

Monitoring

Schedule

ISTEP+ (3-8 and 10) √ 1 x per year

End of Course Assessments (10) √ 3 x per year

Teacher-Created “Dipstick”

Assessments (K-12) √ √ As needed

School-based Key Performance

Indicator (KPI) Assessments √ √ √ √ As needed

NWEA Reading (K-8) √ √ √ √ 3 x per year

NWEA Language Usage (3-8) 3 x per year

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NWEA Math (K-8) √ √ √ √ 3 x per year

Math Facts Fluency (K-8) √ √ 3 x per year

D. Opportunities for Teachers to Be Included in Decision-making Related to the

Use of Academic Assessment Results

Every teacher uses data from the district assessments, as well as a variety of classroom

assessments to evaluate the learning growth of his/her students. The information gleaned from

careful analysis of the assessment results guides instruction. Teachers receive training on

accessing and interpreting the data through their Tuesday afternoon professional development

sessions, and grade level teams meet regularly to review the data and plan their instructional

response. Aside from ISTEP+, the assessment tools provide real-time data, and all teachers have

access to the data from their teacher workstations. Assessment results are used to create data

walls to ensure that every student’s progress is tracked, and appropriate instructional strategies

are implemented. Through a process of tiered interventions, teachers are intensely involved in

the decision-making process related to the use of assessment data.

E. Commitment to Highly Qualified Teachers and Paraprofessionals

All RCS teachers are deemed to be highly qualified, and all paraprofessionals in Title I buildings

are deemed to be highly qualified. Teachers may be highly qualified as demonstrated by

successful completion of the National Teacher Examination or the HOUSSE Rubric, while

paraprofessionals may be deemed highly qualified through completion of 60 college credit hours

or successful completion of the PRAXIS Examination. All staff credentials are available in the

Human Resources Office of Richmond Community Schools.

Richmond Community Schools is fortunate to attract and hire the very best professionals

available to staff our schools. Richmond Community Schools, along with Test intermediate

School, have many strategies in place to ensure that highly qualified individuals are employed.

Human resources personnel and school administrators visit college recruitment days, and

maintain direct contact with local colleges and universities. Richmond Community Schools

maintains an attractive and user-friendly website where vacancies are publicized and applications

can be completed online. Employment opportunities are also posted on the Indiana Department

of Education website (www.doe.in.gov) Additionally, Richmond Community Schools works

closely with colleges and universities in the placement and supervision of student teachers,

where potential employees can be observed over a period of time.

II. STATEMENT OF MISSION, VISION, AND BELIEFS

A. Richmond Community Schools

Test Intermediate School is a part of the Richmond Community Schools Corporation. As

http://www.doe.in.gov/

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a member school, it is aligned with the Board of School Trustees’ Vision, Mission, Goals, and

Belief Statements.

1. RCS Board Vision

Richmond Community Schools: A community nurturing mind, body, and spirit to prepare

students for lives of choice, purpose, and service.

2. RCS Mission Statement

Richmond Community Schools guides students on pathways of learning to a future of limitless

possibilities.

3. Board Goals

Richmond Community Schools will increase opportunities for student and stakeholder

engagement.

Richmond Community Schools will assure student growth through measures of

academic, social, physical, and emotional successes.

Richmond Community Schools will maximize resources to provide the highest quality

educational opportunities for students in Wayne County.

. 3. Belief Statements

Meaningful learning occurs in the presence of meaningful relationships.

Schools should provide a safe and secure environment for learners of all ages.

In an environment where a student can err without being judged, risk-taking creates

resilient thinkers and learners.

Education is an enjoyable process when learners are engaged through discovery,

exploration, and focus.

The unique learning needs of every child should be addressed through appropriate and

diverse instructional methods.

Through education, students realize their strengths and weaknesses and develop

confidence to become creative builders of their future.

A measure of school and student success should be a balance of student assessment and

other indicators of student growth.

Learning is most productive when there is collaboration among students, parents, staff,

and community partners.

Citizenship is developed through student-directed, teacher-facilitated, and family-

supported experiences that prepare students for life’s demands.

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Learning is priceless and worthy of continuous community investment; a robust public

education is essential for citizenship, democracy, and the common good.

B. The School

1. School Mission

Test Intermediate School provides a caring, challenging environment where dedicated educators

strive to prepare students academically, physically, socially, and emotionally to be productive

members of society.

2. School Vision

Test Intermediate School students will become lifelong learners who are goal-oriented, self-

aware, successful, problem solvers who have a positive impact on society through creative

collaboration with caring stakeholders in a positive, safe, stimulating environment.

3. School Belief Statements

An education for young adolescents must be:

Developmentally Responsive - using the nature of young adolescents as the foundation

on which all decisions are made,

Challenging - recognizing that every student can learn and everyone is held to high

expectations,

Empowering - providing all students with the knowledge and skills they need to take

control of their lives, and

Equitable – advocating for every student’s right to learn and providing challenging and

relevant learning opportunities.

A successful school for young adolescents should exemplify these characteristics:

Curriculum, Instruction, and Assessment

o Value young adolescents

o Active learning

o Challenging curriculum

o Multiple learning approaches

o Varied assessments

Leadership and Organization

o Shared vision

o Committed leaders

o Courageous and collaborative leaders

o Professional development

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o Organizational structures

Culture and Community

o Positive school environment

o Adult advocates

o Guidance services

o Health and wellness

o Family involvement

o Community and business partners

From “This We Believe”, by the Association for Middle Level

Education, (AMLE/NMSA, 2010).

III. SUMMARY OF DATA

A. Analysis of Data from the A-F Accountability Model

Beginning with the 2010-2011 academic year, the Indiana State Board of Education changed the

labels for the school categories based on student performance, moving from descriptive terms to

letter grades A-F. Starting with the 2011-2012 academic year, the State Board of Education

adopted the use of a new methodology for determining the school letter grade A-F. The new A-F

accountability model holds schools and corporations to higher standards and incorporates student

academic performance and growth, and graduation rates, as well as college and career readiness

as measures of success.

A-F Accountability Report Card

2015 Elementary/Middle School Report Card

Richmond Community Schools (8385)

Test Intermediate School (8997)

Overall Grade: F 0.00

English/Language Arts:

Performance Bottom 25% with

High Growth

(Goal 42.5)

Top 75% with High Growth

(Goal 36.2)

Overall Group with Low Growth

(penalty if >39.8)

Bottom 25%

Participation

All Remaining

Participation

Numerator 386 52 136 195 158 545

Denominator 644 141 416 557 158 545

Percent 59.9% 36.9% 32.7% 35.0% 100.0% 100.0%

Grade Points 0.00 0.00 0.00 0.00 0.00 0.00

Math:


High Growth

(Goal 44.9%)


(Goal 39.2%)


(penalty if >42.4)

Bottom 25%

Participation

All Remaining

Participation

Numerator 267 53 88 272 152 550

Denominator 644 140 418 558 152 550

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Percent 41.5% 37.9% 21.1% 48.7% 100.0% 100.0%

Grade Points 0.00 0.00 0.00 -1.00 0.00 0.00

In the Spring of 2015, Indiana switched to a much more rigorous version of ISTEP+ with

technology enhanced questions and tested newly revised Indiana standards. Comparing results

on this test to the previous version of ISTEP, particularly in the area of growth, was

inappropriate, so the Indiana legislature allowed schools to maintain their grade from the

previous year if the new data was lower. For this reason, Test Intermediate School remained a

“B” school during the 2015-16 school year.

A-F Accountability Report Card

2014 Elementary/Middle School Report Card

Richmond Community Schools (8385)

Test Intermediate School (8997)

Overall Grade: B 3.25

English/Language Arts: 4 Points


High Growth

(Goal 42.5)


(Goal 36.2)


(penalty if >39.8)

Bottom 25%

Participation

All Remaining

Participation

Percent 80.4% 53.8% 35.3% 28% 100.0% 99.8%

Grade Points 3 1 0 0 0 0

Math: 2.5 Points


High Growth

(Goal 44.9%)


(Goal 39.2%)


(penalty if >42.4)

Bottom 25%

Participation

All Remaining

Participation

Percent 77.3% 30.5% 21.2% 41.5% 100.0% 99.8%

Grade Points 2.5 0 0 0 0 0


2015 School Achievement and Growth

Test Intermediate School English/Language Arts

5th

Grade 6th

Grade 7th

Grade 8th

Grade All Grades

% Passing

Median

Growth

%ile % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile

Overall 46.7 37.0 58.0 51.0 70.3 61.0 60.7 42.0 58.5 47.0

Male 39.6 22.0 49.4 48.0 59.0 59.0 56.0 49.0 50.6 46.5

Female 54.5 43.0 67.6 56.0 83.3 67.0 64.9 38.0 66.8 49.0

Hispanic 50.0 49.0 36.4 62.0 57.1 62.5 * 46.2 57.0

Asian * * * * 70.6 43.0

Black 42.9 38.0 30.0 35.0 64.7 64.0 50.0 45.5 49.2 49.0

White 43.7 30.0 61.7 49.0 73.6 60.0 65.9 47.5 60.5 45.0

Multiracial 51.9 47.0 64.0 56.0 76.9 65.0 52.0 24.5 61.2 50.0

Special Education 14.6 43.0 16.7 35.0 32.1 52.5 18.2 28.0 19.4 42.0

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General Education 58.1 36.0 70.2 54.0 78.7 63.0 66.7 48.0 68.1 49.0

Free/Reduced Lunch 38.0 41.0 52.7 53.0 63.9 62.0 51.2 38.0 50.6 48.0

Paid Lunch 72.3 25.0 71.1 51.0 85.1 60.0 81.8 49.0 77.8 46.0

English Language

Learners 47.6 43.0 25.0 57.0 53.3 62.5 40.0 47.0 43.1 52.0

Non English Language

Learners 46.6 34.0 60.7 51.0 72.1 61.0 61.9 41.5 59.9 47.0

Prior Year Bottom 25% 4.9 41.0 18.2 50.0 29.4 59.0 12.8 47.0 15.6 48.0

Prior Year Top 75% 63.3 32.0 76.5 53.0 89.5 62.0 79.7 41.0 76.6 47.0

Low Growth Typical <50%ile Typical >50%ile High Growth

In English/Language Arts, Test Intermediate School’s 2015 ISTEP results indicate low levels of

growth in every subgroup at the 5th

and 8th

grade levels. Both 6th

and 7th

grade achieved growth

at or above the 50th

percentile with none fall below the 35th

percentile. This suggests a need to

reevaluate programs and/or instructional strategies at these levels.

Math

5th

Grade 6th

Grade 7th

Grade 8th

Grade All Grades

5th

Grade % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile % Passing

Median

Growth

%ile

Overall 34.2 17.0 32.7 20.5 47.1 57.0 50.6 55.0 41.2 34.0

Male 40.2 14.0 32.5 19.5 37.3 56.0 52.4 45.0 41.7 41.0

Female 27.6 19.5 32.9 20.5 58.3 56.0 48.9 61.5 40.6 28.0

Hispanic 22.2 23.0 18.2 17.5 35.7 39.5 * 28.8 34.5

Asian * * * * 64.7 28.0

Black 20.0 38.0 10.0 27.0 29.4 62.5 5.6 69.0 16.7 53.0

White 37.3 14.0 34.6 18.0 52.7 53.0 59.3 55.0 46.0 32.0

Multiracial 29.6 12.0 37.5 24.5 42.3 76.0 44.0 36.5 38.2 34.0

Special Education 14.3 14.5 14.3 16.0 28.6 58.0 31.8 84.5 20.1 34.5

General Education 41.5 18.0 38.0 20.5 51.2 57.0 53.2 53.0 46.4 34.0

Free/Reduced Lunch 24.8 17.0 22.5 21.0 39.8 57.0 42.3 55.5 32.2 35.0

Paid Lunch 61.7 16.0 57.8 19.5 63.8 57.0 69.1 55.0 63.4 33.0

English Language

Learners 38.1 26.5 16.7 24.0 40.0 45.0 30.0 70.0 32.8 33.0

Non English Language

Learners 33.7 15.5 34.0 20.0 47.9 58.0 51.8 55.0 42.0 35.0

Prior Year Bottom 25% 2.4 22.0 0.0 24.0 5.9 70.5 2.6 75.0 2.7 44.0

Prior Year Top 75% 46.9 14.0 47.5 20.0 62.6 51.0 69.7 49.5 56.8 32.0

Low Growth Typical <50%ile Typical >50%ile High Growth

In mathematics, Spring 2015 ISTEP+ results show extremely low levels of growth with almost every

subgroup in both 5th

and 6th

grade. However, growth is significantly higher with every subgroup at

the 7th

and 8th

grade levels. Again, this suggests a need to reevaluate programs and/or instructional

strategies at these levels. Successful strategies being used in 7th

and 8th

grade need to be

implemented in both 5th

and 6th

grade mathematics classes.

Looking closer at the differences between subgroup scores and the overall grade level averages

show a trend of significant achievement gaps in several areas.

Language Arts 2012-13 2013-14 2014-15

% Passing Ach. Gaps % Passing Ach. Gaps % Passing Ach. Gaps

General Education 5 75.2 5 91.4 4.2 58.1 11.4

General Education 6 76.7 2 82.8 4 70.2 12

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General Education 7 71 6.9 84.4 4.4 78.7 8.4

General Education 8 77 4.8 83.4 7 66.7 6

Special Education 5 29.4 -40.8 60 -27.2 14.6 -32.1

Special Education 6 53.8 -21 50 -29 16.7 -41

Special Education 7 25.9 -38.2 44.4 -35.6 32.1 -38.2


Mathematics % Passing Ach. Gaps % Passing Ach. Gaps % Passing Ach. Gaps

General Education 5 88.3 5.2 87.5 2.4 41.5 7.3

General Education 6 78.8 2 77.6 4 38.0 5




Special Education 6 58.3 -19 50 -24 14.3 -18

Special Education 7 51.9 -19.3 47.1 -27.4 28.6 -18.5

Special Education 8 40 -40.6 57.7 -16.9 31.8 -18.8

ISTEP+ data from 2012-2015 show that Special education students at all grade levels consistently

show achievement levels significantly lower than the whole-group average in both English/language

arts and mathematics. This suggests a need to evaluate and make adjustments to special education

programs and services currently in place to better meet the needs of these students.

Language Arts 2012-13 2013-14 2014-15


Free/Reduced Lunch 5 63.4 -6.8 83.3 -3.9 41 -5.7

Free/Reduced Lunch 6 70.5 -5 74.1 -5 52.7 -5

Free/Reduced Lunch 7 57 -7.1 75 -5 63.9 -6.4

Free/Reduced Lunch 8 65.8 -6.4 70.3 -6.1 51.2 -9.5

Paid Lunch 5 82.6 12.4 97.5 10.3 72.3 25.6

Paid Lunch 6 86 11 90.9 12 71.1 13

Paid Lunch 7 80 15.9 91.8 11.8 85.1 14.8

Paid Lunch 8 83.3 11.1 88.3 11.9 81.8 21.1



Free/Reduced Lunch 6 71.3 -6 66.4 -8 22.5 -10



Paid Lunch 5 93.5 10.4 92.5 7.4 61.7 27.5

Paid Lunch 6 92 15 93.2 19 57.8 25

Paid Lunch 7 88.3 17.1 91.8 17.3 63.8 16.7

Paid Lunch 8 87.9 7.3 88.3 13.7 69.1 18.5

ISTEP+ results from 2012-2015 also show a trend when considering socio-economic status.

Students who qualify for free or reduced-price lunches (75% of the student population)

consistently score lower than the whole-group average while paid lunch students (25% of

enrollment) score significantly higher than the whole-group average in both English/language

arts and Mathematics. This indicates a need to consider professional development with an

emphasis on the impact of poverty on learning and successful strategies for reaching students

living in poverty.

13

Language Arts 2012-13 2013-14 2014-15


Black 5 64.3 -5.9 78.6 -8.6 42.9 -3.8

Black 6 57.9 -17 66.7 -12 30 -28

Black 7 50 -14.1 70.6 -9.4 64.7 -5.6

Black 8 55 -17.2 61.1 -15.3 50 -10.7

Hispanic 5 54.5 -15.7 36.4 -50.8 50 3.3

Hispanic 6 60 -15 75 -4 36.4 -22

Hispanic 7 83.3 19.2 57.1 -13.2

Hispanic 8 43.8 -28.4

White 5 71.8 1.6 92.2 5 43.7 -3

White 6 79.5 5 82 3 61.7 4

White 7 66.7 2.6 83.6 3.6 73.6 3.3

White 8 80.8 8.6 80.5 4.1 65.9 5.2

Multiracial 5 72 1.8 100 12.8 51.9 5.2

Multiracial 6 69.6 -5 81.5 3 64 6

Multiracial 7 51.9 -12.2 70 -10 76.9 6.6

Multiracial 8 52.4 -19.8 65.4 -11 52 -8.7


Black 5 71.4 -11.7 84.6 -0.5 20 -14.2

Black 6 52.6 -25 57.1 -17 10 -23

Black 7 50 -21.2 58.8 -15.7 29.4 -17.7

Black 8 80 -0.6 52.9 -21.7 5.6 -45

Hispanic 5 81.8 -1.3 63.6 -21.5 22.2 -12

Hispanic 6 50 -27 75 1 18.2 -15

Hispanic 7 75 3.8 -74.5 35.7 -11.4

Hispanic 8 56.3 -24.3 -74.6 -50.6

White 5 86 2.9 86.4 1.3 37.8 3.6

White 6 86.6 9 80.2 6 34.6 2

White 7 76.4 5.2 75.9 1.4 52.7 5.6

White 8 84 3.4 78.9 4.3 59.3 8.7

Multiracial 5 80 -3.1 94.4 9.3 29.6 -4.6

Multiracial 6 69.6 -8 64.3 -10 37.5 5

Multiracial 7 59.3 -11.9 85 10.5 42.3 -4.8

Multiracial 8 75 -5.6 65.4 -9.2 44 -6.6

The most significant trend evidenced by 2012-2015 ISTEP data based on ethnicity shows an

ongoing achievement gap with students of color, both in English/language arts and mathematics.

This is a fairly small subgroup (8.6% of enrollment) but may be an indication of a need to

include professional development on cultural competency.

Language Arts 2012-13 2013-14 2014-15


Boys 5 58.0 -12.2 79.0 -8.2 39.6 -7.1

Boys 6 71.0 -4 66.0 -13 49.4 -9

Boys 7 52.0 -12.1 73.0 -7.0 59.0 -11.3

14

Boys 8 60.0 -12.2 69.0 -7.4 56.0 -4.7

Girls 5 78.0 7.8 91.0 3.8 54.5 7.8

Girls 6 76.0 1.0 87.0 8.0 67.6 10

Girls 7 69.0 4.9 80.0 0.0 83.3 13.0

Girls 8 77.0 4.8 80.0 3.6 64.9 4.2


Boys 5 78.0 -5.1 81.0 -4.1 40.2 6.0

Boys 6 77.0 0 65.0 -9 32.5 0

Boys 7 69.0 -2.2 75.0 0.5 37.3 -9.8

Boys 8 71.0 -9.6 72.0 -2.6 52.4 1.8

Girls 5 83.0 -0.1 84.0 -1.1 27.6 -6.6

Girls 6 73.0 -4 80.0 6 32.9 0

Girls 7 67.0 -4.2 67.0 -7.5 58.3 11.2

Girls 8 81.0 0.4 73.0 -1.6 48.9 -1.7

ISTEP+ data disaggregated by gender show a significant and ongoing trend of lower

performance by boys in English/language arts. Future plans for professional development should

including resources for making ELA more accessible for boys.

One question that could be addressed is effectiveness of educational program services for

students who are represented in more than one low performing group, (i.e. Black males or

students receiving free and reduced lunch with SPED services.) where two or more of these

targeted groups intersect.

ISTEP+ Academic Standards Growth in % Passing

ISTEP+ English/Language Arts 5

th Grade 6

th Grade 7

th Grade 8

th Grade

2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015

Overall % Passing 70.2 87.2 46.7 75.0 78.9 58.0 64.1 80.0 70.2 72.2 76.4 60.7

Vocabulary 69 85 75 80 63 80 71 75

Reading Literature 71 85 43 74 73 56 65 81 69 75 77 58

Reading Nonfiction 68 86 46 73 77 55 65 77 70 72 75 62

Writing Process 70 87 52 78 82 62 68 82 71 73 80 59

Writing Applications/ Writing Genres 73 88 78 82 67 85 74 77

Writing Conventions 70 87 50 74 82 61 65 86 67 74 81 58

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ISTEP+ Mathematics 5th

Grade 6th

Grade 7th

Grade 8th

Grade

2013 2014 2015 2013 2014 2015 2013 2014 2015 2013 2014 2015

Overall % Passing 83.1 85.1 34.2 77.3 74.0 32.7 71.2 74.5 47.1 80.6 74.6 50.

6

Number Sense 82 88 36 76 74 31 74 73 44 86 78 51

Computation 85 87 38 77 78 30 70 75 49 76 72 53

Algebra & Functions/

Algebraic Thinking 84 85 36 78 72 34 73 77 44 88 76 48

Geometry 79 84 39

76 69 29

71 70 44

74 70 51

Measurement 77 82 76 71 73 76 79 73

Data Analysis &

Probability 76 83 76 73 68 70 73 67

Problem Solving 79 86 76 75 70 73 75 73

When considering historical ISTEP+ data by standard, several areas of ongoing concern appear.

In English/Language Arts, the lowest scores, at all grade levels, and across all three years, almost

always occur in vocabulary and reading comprehension (both literature and nonfiction). Writing

process and applications are usually the standards with the highest scores. This suggest a need

for in increased focus with professional development to improve the quality of instruction in

reading comprehension and a need to provide more time, at school, for students to engage in real

reading to practice these skills.

In Mathematics, it is clear that, at all grade levels, students are showing lower levels of mastery

in the areas of Geometry, Measurement, Data Analysis & Probability, and Problem Solving.

These are all topics that are generally addressed closer to the end of each school year and with

less emphasis, in traditional mathematics curricula. This suggests that there is a need to focus on

these skills regularly, throughout the school year, and to revisit/review to maintain these skills

when they are not the area of focus in the classroom instruction.

D. IREAD-3 Performance (N/A)

E. Formative Assessment Data

Reading (NWEA or other CFAs)

Winter 2015-16 NWEA data for Reading show that the mean percentile rank increased for grades 5 and 7

and dropped for grades 6 and 8. At the 6th grade level, mean RIT scores fell at the 5

th percentile in the fall

and dropped to the 3rd

percentile in the winter. Projected growth was attained by 50-56% of students .

In Language Usage, all grade levels dropped from the Fall to Winter testing and 38-47% of students met

their projected growth targets. At the 6th grade level, mean RIT scores fell at the 15

th percentile in the fall

and dropped to the 10th percentile in the winter.

16

Math (NWEA or other CFAs)

Winter 2015-16 NWEA data for Math also shows extremely low achievement and growth for 6th

grade students and overall below-standard performance for all grade levels based on the mean

RIT percentile ranks for both Fall and Winter testing windows. Sixty-two percent of 7th

grade

students did reach their projected growth target. This data may also suggest that there is a need

to work on test-taking skills and to build student ownership and accountability for assessment

data.

17

D. Attendance Rate

Regular school attendance is an important and essential part of the education process. Daily

attendance is directly related to success in school. Students who have good attendance generally

achieve higher grades, enjoy school more, and are better prepared for the work world after

graduation. Over the last five years, the attendance rate at Test has remained fairly stable, and

attendance for the 2015-2016 school year has averaged __________%.

Excessive absenteeism, even for excused reasons, may require intervention. The responsibility

for a student being present at school every day rests with the parent and the student. The school

will work with the family to help ensure the student is in school every day. After reasonable

efforts by the school have been exhausted and the student continues to have attendance

problems, the school may seek assistance from other community agencies.

In addition to RCS attendance procedures, Test intermediate School has implemented a system

of incentives and rewards to encourage improved student attendance, including:

Each school will have

It’s own list of initiatives

To put here

In addition to incentives to proactively address student attendance, Test Intermediate School has

a number of safety nets in place to provide support to students for whom attendance is creating a

barrier to learning, including:

Communities in Schools Site Coordinator who can work with families

School Resource Officer

Daily personal contact to inquire about absent students by attendance liaison

District Attendance Officer

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E. Other Performance Indicators

Test Intermediate Response to Intervention (RTI)

Enrollment ELA Tier 2 ELA Tier 3 Math Tier 2 Math Tier 3

5th Grade 157 16 10% 13 8% 16 10% 9 6%

6th Grade 151 18 12% 14 9% 13 9% 14 9%

7th Grade 133 15 11% 10 8% 7 5% 13 10%

8th Grade 130 18 14% 8 6% 5 4% 7 5%

Total 571 67 12% 45 8% 41 7% 43 8%

F. Educational Programming and the Learning Environment

1. Safe and Disciplined Learning Environment

Richmond Community Schools has implemented Positive Behavior Intervention and Supports

(PBIS) district-wide. PBIS is a proactive approach based on a three-tiered model of prevention

and intervention aimed at creating safe and effective schools. Emphasis is placed on teaching

and reinforcing important social skills and data-based problem-solving to address existing

behavioral concerns.

19

Test Intermediate School also follows the Richmond Community Schools Uniform Code of

Student Conduct. A copy of the Code is distributed and portions are reviewed with all students

at the beginning of the year. In addition, the RCS Code of Conduct is reviewed with students

who have been referred to the office. Copies of the RCS Code of Conduct are available in the

front office of the School and online. It is also expected that teachers create and review

20

classroom procedures on a regular basis.

Test Intermediate School has a Safety Committee whose role is to perform an annual safety audit

and make recommendations for improvement. The safety committee also conducts a yearly

review of the Test Intermediate School emergency Plan. The monthly meetings are comprised of

an administrator, teachers, a custodian, the School Resource Officer and paraprofessionals.

2. Implementation of Schoolwide Reform Strategies

The process for continuous school improvement is guided by the 8-Step Model. Building-based

8-Step teams are have been learning this process during the 2015-16 school year and will work

toward full implementation during the 2016-17 school year. The 8-Step Process includes the

following:

1. Buy-In Building staff consensus for change.

2. Data Disaggregation Using student test scores to identify instructional groups

and identify weak and strong objective areas.

3. Instructional

Calendar

A timeline that encompasses all academic standards and

is a pacing guide for instruction based on the neds of the

student group and the weight of the objective.

4. Instructional Focus Using the timeline, deliver instructional lessons that

target specific needs of students.

5. Assessment After the instructional focus has been taught, administer

an assessment to identify mastery and nonmastery

students. Teachers meet to group students for reteaching

or enrichment.

6. Tutorials/Enrichment Provide tutorial time to reteach nonmastered target

areas. Provide enrichment opportunities for mastery

students.

7. Maintenance Provide ongoing maintenance and reteaching.

8. Monitor Continuously monitor and evaluate the process and

progress of students.

The school improvement plan, through a prescribed process, is reviewed and updated annually

by the school improvement team. Administrative and teacher data review at regular intervals

ensures appropriate response to the data to enhance student academic achievement. There are

ongoing data conversations at the district, school, and grade levels, and there is an expectation

that those discussions will guide instructional decisions. In addition to providing valuable

information at the student level, the data also provide information for evaluation of instructional

strategies across the school and district. Richmond Community Schools adheres to the

responsibility to implement strategies which are scientifically research-based, and thus likely to

deliver results; the data provide information at the district and school level to determine whether

those results are being realized with our students.

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3. Educational Programs

At the heart of a school are its educational programs. Due to the high mobility rate of students in

the RCS district, many of the educational programs are consistent across all schools. First and

foremost, educational programming in Richmond Community Schools is designed to ensure that

all students have the opportunity to meet proficient and advanced levels of academic

achievement. Given our diverse population of learners, it is acknowledged that some students

may require more instructional time or effective, timely assistance in order to meet these

proficient and advanced levels of academic achievement. In order to ensure a reliable process

for providing every child the needed assistance, all schools in the Richmond Community Schools

district have implemented Response to Instruction. Response to Instruction is a process of

implementing high-quality, scientifically validated instructional practices based on learner needs,

monitoring student progress, and adjusting instruction based on student’s responses. At Tier I,

all students are instructed in the core instructional curriculum, with the teacher responding to

individual student needs within the core instruction. Tier 2 is comprised of the core instructional

program and the addition of supplemental instructional resources. Tier 3 continues instruction in

the core instructional program with the addition of intensive resources. A complete explanation

of the RTI procedures and forms is available in the school office. Teams meet regularly to

discuss the progress of individual students and make instructional decisions in response to

progress monitoring data at decision point meetings.

In addition to providing supports for struggling learners through the RTI process, Richmond

Community Schools provides a continuum of special education services for those students found

eligible through the identification process outlined in Article 7. At Test Intermediate School, 48

English Language Learners receive support through the use of assistive technology – Rosetta

Stone, in/after school tutoring, and access to an interpreter for parent communication.

Student identified as demonstrating strong academic potential and/or achievement are eligible for

differentiated instructional programs.

4. High Ability Programming

Richmond Community Schools provides a range of services to meet the needs of our high ability

students in language and math. Using a multi-faceted identification process including measures

of potential and achievement, combined with observational tools of student behaviors, we

identify students who are ready for instruction with increased complexity and depth.

During the 2014-2015 school year we expanded upon the additional learning opportunities for

our high ability students, incorporating 6th

grade students into this plan as well. Students that

had formerly participated in the Learning Blade program worked in Khan Academy and

participated in writing computer code. These students also have access to math classes at a

higher grade level. High Ability students in 7-8th

grade are able to participate in Honors English.

In the 2013-14 school year, students identified as high ability participated in Learning Blade

during the 6th

period time designated for differentiated activities as well as have access to math

classes at a higher grade. High Ability students in 7-8th

grade are able to participate in Honors

English.

22

The LOGOS LAB, a program for identified high ability students, is part of the Test community

housed at the Hibberd building. One hundred 5-8th graders participate in the non-graded, project

based program. The students spend the majority of their day with 6 G/T teachers where they are

in small learning groups for project groups (two researched projects per year), humanities,

French culture and language, and science. Eighth grade French students may earn high school

credit upon successful completion of the course and the end of course assessment. Algebra

instruction is also part of the curriculum. During the 2nd

period of the day the LOGOS students

may participate in band, orchestra, and PE at Test Intermediate School.

4. Transitions

a. Preschool to Elementary School Transition – N/A

b. Elementary to Intermediate School Transition

Fourth grade students visit the Intermediate school to see classes in session and begin to

learn their way around the building. Students are matched with 5th

grade “Student

Ambassadors”. The principals, counselor, and other school personnel speak to the

students about intermediate school expectations and answer any questions students might

have. Students identified as “high-risk” attend an additional tour opportunity and meet

and greet of office staff and other school personnel to help familiarize those students with

the staff at Test.

Parent/family orientation opportunities are offered at several different times to provide

families with a chance to tour the intermediate school building, and hear an overview of

intermediate school expectations and procedures from the principal and school

leadership. This is followed by a question and answer period.

Fifth grade students attend ½ day before 6-8 grade students begin school in August as an

orientation.

Families are encouraged to seek additional support through meetings with the principal

and school counselor.

c. Intermediate to High School Transition

Parents are invited to participate in an orientation meeting in January of their student’s 8th

grade year.

Eighth grade students meet individually with the intermediate school counselor to

complete high school scheduling

Parents may meet with the counselor to complete high school scheduling

Special Education Teacher from RHS attends case conferences to coordinate schedules

and services for incoming 8th

grade special education students

Students visit the RHS Career Center

Students visit RHS in small groups during their 8th

grade year

An activity fair is held to introduce students to RHS extracurricular opportunities

23

Support personnel (CIS Coordinator/Centerstone/Special Education Teachers) meet with

RHS representatives to ensure continuation of services

Kick-off mentors from RHS introduced to incoming freshman in the spring of their 8th

grade year

First day of school activities at RHS prior to 10-12 grade students begin school in August

as an orientation

24

IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT

Focus Area: Highest Student Achievement

Target Area: Reading

Strengths

Read 180 program works well for identified students in 7th

and 8th

grade

Teachers try to collaborate and offer peer support

Students working below grade level receive intervention or additional instructional support.

Spring 2015 ISTEP+ data shows nearly all subgroups grew at levels greater than the 50th

%ile in both 6th

grade and 7th

grade.

Challenges

There is a need for more intensive & organized instruction in Academic Acceleration and Success groups.

The book rooms are disorganized and difficult to access.

Not all teachers have access to working technology in their classrooms.

Student tracking of their own mastery learning is not available.

Boys consistently score much lower than girls in all grade levels in reading and ELA.

Large achievement gaps are a trend with special education students, students of color, and students on free or reduced-price

lunches

ISTEP+ data for 2013-2015 show students at all grade levels have a history of lower comprehension when reading non-fiction

text.

ISTEP+ scores indicate a history of poor comprehension of both nonfiction and literary text.

Winter 2015-16 NWEA scores for all classes except honors classes and 3 5th

grade classes averaged below grade level norms.

2015 ISTEP Part 2 data shows that <20% of students at all grade levels scored a 2/2 on constructed response items when

responding to text.

Spring 2015 ISTEP+ data shows low levels of growth in 5th

grade for males, whites, paid lunch, non-English language

learners, and the prior year’s top 75%.

25



Target Area: English/Language Arts

Strengths

Use of the Yes MA’AM model in writing to cite evidence from texts is being used in all classes and grade levels.

Teachers have a good working knowledge of the new Indiana standards.

ISTEP+ indicates that students are improving with the writing process and writing applications.

2015 ISTEP+ data shows that students did well with writing conventions on Part 1 writing tasks (62%-70% scored 4/4) at all

grade levels.

Challenges

There is no written curriculum to follow or common assessments to use for data for writing. Teachers need a common format

for assessing writing.

It is difficult for teachers to communicate with each other by grade level and within departments.

There is a need for more targeted PD to improve the use of best practices.

ELA teachers have 1 class period to teach all reading, writing, and language standards.

Winter 2015-16 NWEA data shows no classes exhibited high growth in writing, grammar, or mechanics.

Teachers do not have a common format for assessing writing and using assessment data to drive instruction.

2015 ISTEP Part 2 data shows that <20% of students at all grade levels scored a 2/2 on constructed response items when

responding to text.

26



Target Area: Mathematics

Strengths

Problem solving has improved

Teachers are using common math steps and vocabulary.

Students are exhibiting stronger problem-solving skills.

Spring 2015 ISTEP+ data show high growth %iles for 7th

and 8th

grade classes, most notably with special education students

and the prior year’s bottom 25%.

Challenges

Students exhibit poor test-taking skills.

Motivation is a concern.

ESL students do not have adequate resources available.

There is a lack of home support.

Winter 2015-16 NWEA data shows that, schoolwide, scores are lower in Algebraic Thinking and Measurement.

Teachers do not have common instructional materials or a common curriculum map to follow.

Spring 2015 ISTEP+ results show that large achievement gaps are a trend with special education students, students of color,

and students on free or reduced-price lunches.

Spring 2015 ISTEP+ results show low growth levels in all subgroups except one in both 5th

grade and 6th

grade.

27


Focus Area: Safe and Orderly Learning Environment

Target Area: Responsible Behavior

Strengths

ISR seems more organized.

Use of the behavior ladder has resulted in fewer office referrals.

The ROAR store, ROAR bucks, and rewards every 2 weeks encourage positive behavior.

Challenges

“Frequent Flyers” – Certain students are given office referrals frequently. PBIS data shows that 11% of the student

population have had 6 or more office referrals during the 2015-16 school year. Behavior does not seem to improve.

Not enough positive reinforcement is occurring.

Teachers report that there is inconsistency in punishments.

There is a need for a school-wide positive mindset.

PBIS data indicates that 6th

grade has had the highest number of office referrals by grade for 2 years in a row.

PBIS data shows that during the 2015-16 school year, 509 of 1090 office referrals (47%) were for defiance.

There is a need to track student behavior across several teachers/classes throughout the day.

There is a need to be able to assure that classes are maintaining a positive to negative interaction ratio of at least 4:1.

28

F. Parental Involvement

1. Strategies to increase parental involvement

Parents are encouraged to participate in their child’s education in the following ways:

Attending Back to School night to meet teachers

Attendance and participation in the annual Test Expo held in April accompanied by a literacy

component that includes a free book give-away for all ages.

Attending PTO meetings and volunteering at various school activities.

Attending Parent/Teacher conferences

Attend the parent leadership group with the superintendent

Becoming part of the School Improvement Team

Mentoring

Attendance at the Test Expo has been very strong. Families are able to see examples of the type of work and

projects students have been doing throughout the year.

Communities in Schools, the PowerSchool Parent Portal, Parent Teacher Organization, Study Buddies, West

End Bank, the Test Intermediate Facebook page, and the RCS Test intermediate webpage are all areas that have

a large impact on parent involvement, participation, and inclusion. The Communities in Schools Site

Coordinator works with families daily to provide services and resources in times of hardship. Currently she is

serving students and their families at Test with Level 2 services (Comprehensive Intervention) in a variety of

ways, from finding dress code appropriate clothing, to providing information for the food bank or utility

reconnections, after school tutoring and programming, attendance monitoring, transportation to and from

events, including Parent Teacher Conferences. These are just some of the ways she is providing services to our

students and families in need.

The PTO is a large involved group of parents who support Test Intermediate in a multitude of ways. Many are

regular volunteers in the building during the school day, but are visible at most all events whether through

participation or leadership. They work closely with the principal and staff to create a climate of connectedness

within the Test community.

Regular communication with parents is shared through Parent Teacher Conferences, mid-term reports, Report

Cards, case conferences, phone, e-mail and One Call messages.

2. Provision of Individual Academic Results to Parents

Parents at Test Intermediate School receive information about their student’s individual academic results in a

variety of ways. Through the PowerSchool Parent Portal, parents may view their student’s classroom

performance on a daily basis, and may elect to receive email updates on a regular schedule.

Report cards are mailed home at the end of every trimester, and parents may meet with teachers by appointment

throughout the year. Parent-teacher conferences are held two times per year.

A copy of the results of standardized assessments are provided to each student’s family by mail.

3. Strategies to involve parents in planning, review, and improvement of schoolwide program

29

Each year, as the School Improvement Team is formed, parents are invited to participate in the planning

process, with invitations being sent via newsletter, website, and personal contact.

G. Technology as a Learning Tool

Test students have the opportunity to work with a variety of technology including but not limited to computers,

internet, PowerPoint presentations, virtual labs, digital cameras, scanners, document cameras, video/filming, as

well as a variety of software. Teachers use technology to enhance the curriculum in a variety of ways such as:

• Research

• As a teaching tool to improve technology skills

• Use of appropriate software in reading, math, science, and social studies

• Providing extended learning opportunities to expand a student’s interests

• As a means of personal staff development in order to enhance integration into the classroom

• ISTEP+, Schoolnet, SRI and NWEA Assessments

• Mobi/clickers for math and science classes to increase student engagement and collect formative

assessment data

• Smart Board Technology in all classrooms grade 5-6 and Read 180 classrooms

• FACS Lab

• Rosetta Stone is employed by our ENL students

• Technology elective classes 5-8 gr.

• Integrated TV/Computer for Decision Point Meetings and Case Conferences

• Two laptop carts

• Tech Ed Computer Lab

• Two iPad Carts

• Two smaller iPad Carts

• Teachers equipped iPADS

Our building is equipped with distance learning capabilities, video networking, and video retrieval. We also

have three 30 station computer labs. In addition, we currently have ceiling mounted LCD/AVIO projectors, 3

free standing LCD projectors, and 2 scanners. All classrooms are equipped with overhead LCD projectors or

SmartBoards. The library has automated check-out programs for all students. Our trained e-learning specialist

conducts professional development opportunities throughout the year as needed, and is available at Test

Intermediate School one day a week to aid teachers in implementing technology in the curriculum.

H. Impact of Professional Development

Professional development is an ongoing process. Richmond Community Schools provides secondary schools

45 minutes per week for professional development of staff by dismissing students 35 minutes early every

Tuesday to accomplish the goals of continuous improvement of student achievement. Test teachers have

focused their staff development in the areas of PBIS, teacher evaluations and its impact on instruction, data-

driven instruction, and differentiation. Test Intermediate School currently has an Instructional Coach who

facilitates half-day professional development for English and Math teachers. In addition, the Instructional

Coach is also instrumental in providing staff development during Tuesday professional development. The

Instructional Coach also helps individual teachers disaggregate and plan for use of classroom data.

The Test Intermediate School Professional Development Plan complies with the following core principles:

1. Is school based and collaboratively designed, and encourages participants to work

collaboratively.

2. Has a primary focus on state and local academic standards

30

3. Enables teachers to improve expertise in subject knowledge and teaching strategies, uses of

technologies, and other essential elements in teaching to high standards.

4. Furthers the alignment of standards, curriculum, and assessment.

5. Includes measurement activities to ensure the transfer of new knowledge and skills to classroom

instruction.

I. Cultural Competency

Each school in the RCS district has an instructional coach who participates in ongoing professional

development, including training in cultural competency. District and school leadership are charged with

viewing all school decisions through the eyes of cultural competency to ensure that all perspectives are

considered in the decision-making process.

V. STUDENT ACHIEVEMENT OBJECTIVES

A. Attendance Rate

It is the goal of Richmond Community Schools that each student maintains an attendance rate of

95% or better. Attendance has been included as a primary goal at Test Intermediate School to

ensure that the average attendance rate continually improves with a minimum target of 95%.

Current attendance rate is 96.06%.


The goal of Richmond Community Schools is that by 2020, 90% of all students show proficiency

on state and local standards. Currently, 58.5% of Test Intermediate School students received a

score of Pass or Pass+ on the ISTEP+ E/LA Assessment, and 41.2% of Test Intermediate School

students received a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment. Our goal for

the 2016-2017 school year is that 83% of our students will receive a score of Pass or Pass+ on

the ISTEP+ ELA and 80% of our students will receive a score of Pass or Pass+ on the ISTEP+

Mathematics assessments.

D. Areas Where Improvement is Needed Immediately

Based on the comprehensive needs assessment, all of the areas identified as areas of weakness

are included in this plan for immediate improvement.

Language Arts

Vocabulary

Reading comprehension (literature and nonfiction)

Growth – all subgroups, particularly in grades 5 and 8

Special Education (AA and Success Groups)

Achievement for students living in poverty and children of color

Achievement for boys

Opportunities for grade level and department collaboration and communication

Common format for writing assessment across the curriculum

Written responses when responding to text

31

Math

Problem Solving

Geometry and Measurement

Data Analysis and Probability

Growth – all subgroups, particularly in grades 5 and 6

Special Education and Intervention (AA and Success Groups)

Achievement for students living in poverty and children of color

Test-taking skills and building student ownership and accountability

Opportunities for grade level and department collaboration and communication

Behavior

Reduction in office referrals

Increased, consistent, positive reinforcement

Consistent, school-wide implementation of expectations, incentives, and consequences

Student engagement and motivation

32

School: Test Intermediate School


Target Area: Reading

V. Student Achievement Objectives

Goal: 90% of students will meet Indiana Academic Standards in Language Arts as measured by ISTEP+ or ECA assessments.

VI. Benchmarks for Progress: Current Performance: Spring 2014, 80.4% of Test Intermediate School students received a score of Pass or Pass+ on the ISTEP+ E/LA Assessment

Year 1: By Spring 2015, 83% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment


Year 3: By Spring of 2017, 90% of students will receive a score of Pass or pass+ on the End of Year Language Arts Assessment

VII. Proposed Interventions VIII. Professional Development

Begin

Date

Action Steps

Responsible

Party

Begin

Date

Professional Development Responsible

Party

Evidence of

Implementation

Evidence

of Impact

Fall

2016

Implementation

of new RCS

Curriculum Maps

and CFAs

Teachers

Instructional

Coach

Administrators

August,

2016

Teachers will be on how to use the

new maps and administer CFA

checks

Instructional

Coach

Teachers

Teachers will follow

the maps and give

monthly CFAs to

measure mastery of

core standards

Student

academic

progress as

evidence by

data

August,

2016

Teachers will be provided support

in the delivery of core and

intervention programs and

supplementing based on the

curriculum maps.

Instructional

Coach

Teachers

Daily classroom

practice

Student

academic

progress as

evidenced

by data

September,

2016

Teachers will be guided through the

process of analyzing CFA data to

create Success Groups

Instructional

Coach

Administrators

Use of CFA data to

reflect on teaching and

to form new success

groups

Student

academic

progress as

evidenced

by data

Fall

2016

Focus on

diagnostic

assessment and

and interventions

designed to meet

the needs of

students reading

well below grade

level

All Staff August,

2016

Teachers and interventionists will

be training in how to use diagnostic

interventions to identify needed

interventions.

Interventionists

Teachers

Instructional

Coach

Daily intervention

program and Success

groups in addition to

regular ELA classes

Student

academic

progress as

evidenced

by data

33

Begin

Date

Action Steps

Responsible

Party

Begin

Date

Professional Development Responsible

Party

Evidence of

Implementation

Evidence

of Impact

November,

2016

Teachers will be provided

professional development on how

boys and girls learn differently, and

specifically how to support boys in

ELA

Instructional

Coach

Administrators

Daily classroom

practice

Student

academic

progress as

evidenced

by data

Fall,

2016

Provide time for

students to

practice reading

and writing every

day and in every

class.

August,

2016


professional development on

guided reading, independent

reading, and writing in response to

reading.

All Staff Daily classroom

practice

Student

academic

progress as

evidenced

by data

Fall,

2016

Implement

maintenance of

skills with daily

bellwork.

Teachers August,

2016

Teachers will be given resources to

use or support in developing daily

bellwork activities to practices

previously taught skills.

Teachers

Instructional

Coach

Daily classroom

practice

Student

academic

progress as

evidenced

by data

Fall,

2016

Organize

resources so that

teachers have

access to leveled

text.

Instructional

Coach

Teachers

October,

2016

The book rooms will be

reorganized and catalogued for

efficient teacher use.

Instructional

Coach

Teachers

Reorganized book

rooms

Student

academic

progress as

evidenced

by data Staff members will be trained in

proper use of the book rooms. Use of book rooms

34



Target Area: English/Language Arts


Goal: 90% of Test students will meet Indiana Academic Standards in Language Arts as measured by ISTEP+ assessments.

VI. Benchmarks for Progress: Current Performance: Spring 2014, 80.4% of Test Intermediate School students received a score of Pass or Pass+ on the ISTEP+ E/LA Assessment



Year 3: By Spring of 2017, 90% of students will receive a score of Pass or pass+ on the End of Year Language Arts Assessment


Begin

Date

Action Steps

Responsible

Party

Begin

Date Professional Development

Responsible

Party

Evidence of

Implementation

Evidence of

Impact

Fall,

2016

Implementation

of new RCS

Curriculum Maps

and CFAs

Teachers

Instructional

Coach

Administrators

August,

2016



checks

Instructional

Coach

Teachers


the maps and give

monthly CFAs to

measure mastery of

core standards

Student academic

progress as

evidenced by

data

August,

2016





curriculum maps.

Instructional

Coach

Teachers

Daily classroom

practice

Student academic

progress as

evidenced by

data

September,

2016

Teachers will be guided through the

process of analyzing CFA data

Instructional

Coach

Administrator

s

Use of CFA data to

reflect on teaching

& drive instruction

Student academic

progress as

evidenced by

data

Fall,

2016

Target increased

writing

opportunities

across the

curriculum,

including writing

in response to

reading.


professional development on

writing across the curriculum and

writing in response to reading.

(Writing in Science - Fulwiler,

Everyday Editing – Anderson,

Nonfiction Notebooks – Buckner,

Spelling in Use – Laminack & Ray,

Writing About Reading – Angelillo,

Write Like This: Teaching Real-

World Writing - Gallagher)

All Staff Use of assessment

data in planning,

instruction, and

interventions

Student academic

progress as

evidenced by

data.

35

Begin

Date

Action Steps

Responsible

Party

Begin

Date Professional Development

Responsible

Party

Evidence of

Implementation

Evidence of

Impact

Fall,

2016

Begin to develop

common tools for

writing

assessment across

the curriculum.

Teachers

Instructional

Coach

September,

2016

Grade level teams will evaluate

writing assessment models and

select a common tool to use school-

wide.

Teachers

Instructional

Coach

All classes’ writing

is assessed using a

common tool.

Student academic

progress as

evidenced by

data.

Winter,

2016

Develop

strategies for

raising

achievement of

students living in

poverty and

students of color

Teachers

Instructional

Coach

Administrators

November,

2016

Teachers will be given professional

development in cultural

competency and the unique needs

of students living in poverty.

Increased

differentiation and

use of activities

which target the

unique needs of

students in poverty

or of color.

Student academic

progress as

evidenced by

data.

36

School: Test Intermediate School School


Target Area: Mathematics


Goal: 90% of students will meet Indiana Academic Standards in Mathematics as measured by ISTEP+

VI. Benchmarks for Progress Current Performance: Spring 2014, 76.9% of Test Intermediate School students received a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment

Year 1: By Spring 2015, 80% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment

Year 2: By Spring 2016, 85% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment

Year 3: By Spring of 2017, 90% of students will receive a score of Pass or Pass+ on the End of Year Mathematics Assessment


Begin

Date

Action Steps

Responsible

Party

Begin Date Professional Development Responsible

Party

Evidence of

Implementation

Evidence of

Impact

Fall

2016

Implementation

of new RCS

Math Curriculum

Maps and CFAs

And new math

textbook

adoption

Teachers

Instructional

Coach

Administrators

August,

2016



checks.

Instructional

Coach

Teachers


the maps and give

monthly CFAs to

measure mastery of

core standards

Student academic

progress as

evidenced by

data

August,

2016





curriculum maps.

Instructional

Coach

Teachers

Daily classroom

practice

Student academic

progress as

evidenced by

data

September,

2016

Teachers will be guided through

the process of analyzing CFA data

to create Success Groups

Instructional

Coach

Administrator

s

Use of CFA data to

reflect on teaching

and to form new

success groups

Student academic

progress as

evidenced by

data

August,

2016

Teachers will be provided with

professional development on the

use of newly adopted math

materials.

Instructional

Coach

Teachers

Publisher

Trainers

eLearning

Specialists

Use of adopted

materials for

planning,

instruction, and

intervention.

Student academic

progress as

evidenced by

data

Fall,

2016

Implement

guided math and

success groups to

strengthen

support for low-

Teachers

Instructional

Coach

Administrators

Interventionists

October,

2016



use of guided math groups and

success groups.

Instructional

Coach

Teachers

Daily classroom

practice

Student academic

progress as

evidenced by

data

37

Begin

Date

Action Steps

Responsible

Party


Party

Evidence of

Implementation

Evidence of

Impact performing

students and

subgroups in

skills, fluency,

and problem

solving.

Fall

2016

Focus on

diagnostic

assessment and

and interventions

designed to meet

the needs of

students reading

well below grade

level

All Staff August,

2016

Teachers and interventionists will

be training in how to use

diagnostic interventions to identify

needed interventions.

Interventionist

s

Teachers

Daily intervention

program and

Success groups in

addition to regular

Math classes

Student academic

progress as

evidenced by

data

Fall,

2016

Implement

maintenance of

skills with daily

bellwork.

Teachers August,

2016

Teachers will be given resources to

use or support in developing daily

bellwork activities to practices

previously taught skills.

Teachers

Instructional

Coach

Daily classroom

practice

Student academic

progress as

evidenced by

data

Teachers will work together to

ensure that maintenance of skills,

particularly is the areas of

geometry, measurement, data

analysis, and probability, occur on

a regular basis.

Teachers Daily classroom

practice

Student academic

progress as

evidenced by

data

38


Focus Area: Safe and Orderly Learning Environment

Target Area: Responsible Behavior


Goal: Ensure that 98% of * School students demonstrate responsible behavior on a daily basis.

VI. Benchmarks for Progress:

Year 1: By Spring 2014, **% of students will demonstrate responsible behavior on a daily basis.




Begin

Date

Action Steps

Responsible

Party


Party

Evidence of

Implementation

Evidence of

Impact

Fall,

2016

Implement the

CHAMPS model

for teaching and

reinforcing

expectations and

procedures

building-wide.

PBIS Team

Administrators

Instructional

Coach

August,

2016



CHAMPS model.

PBIS Team

Behavior

Specialist

Administrators

Instructional

Coach

Use of the

CHAMPS model

and expectations

posted school-wide.

A decrease in the

number of office

referrals.

Fall,

2016

Continue to

support the use of

the Second Steps

curriculum in

grades 5/6

Instructional

Coach

Teachers

September,

2016

Provide professional development

as needed to maintain program

integrity.

Teachers

Behavior

Specialist

Instructional

Coach

Classroom practice A decrease in

bullying

incidence reports.

Fall,

2016

Implement

LiveSchool as a

tool for

monitoring

behavior across

class and to

provide

consistent,

positive

reinforcement.

All Staff August,

2016

Provide professional development

on how to use the program

effectively.

Instructional

Coach

Teacher Team

Classroom use of

LiveSchool.

Students earn

paychecks and

can spend

earnings on

rewards.

Parents receive

information via

apps & weekly

reports.

39

Begin

Date

Action Steps

Responsible

Party


Party

Evidence of

Implementation

Evidence of

Impact

Fall,

2016

Focus on

improving

classroom

engagement and

student

motivation.

Teachers

Instructional

Coach

Administrators

September,

2016

Teachers will be given

professional development in the

areas of classroom engagement

and student motivation.

Teachers

Instructional

Coach

Administrators

Classroom practice Improve

engagement in

classrooms and

decreased

discipline

incidents.

40

IX. ACADEMIC HONORS DIPLOMA AND CORE 40 (N/A)

X. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY

The objective of the School Improvement Team is to lead the development of a school

improvement plan that addresses student achievement needs, to monitor the implementation of

the plan, and to revise the plan as needed. Members of the School Improvement Team

collaborate throughout the year to evaluate and amend the School Improvement Plan as

appropriate. The plan is submitted to the RCS Board of School Trustees in the spring, and is

available for viewing on Test Intermediate School webpage once approved.

A. Statutes and Rules the School Wishes to have Suspended from Operation

At this time, Test Intermediate School is not applying for any waivers.

B. Coordination and integration of federal, state, and local funds

There is district and building coordination of funding for programs and services to support

student learning. While funds are not consolidated, each of the individual funding sources is

used to create a system of educational programs and services designed to improve student

academic achievement. Title 1 funds are used to provide programs to supplement the core

curriculum, including an Instructional Coach. Title II funds provide support for building and

district level professional development. Title III funds support staff and supplies to meet the

needs of our English-language learners. Special education funds provide staff and supplies to

meet the needs of students identified as eligible for special education services. Test intermediate

School coordinates program efforts, but does not choose to consolidate funds.

C. List of programs consolidated under school-wide plan:

Professional Development funded through Title II Part A and Title I resources

Technology resources purchased through Title II Part D

Intervention programs funded from the General Fund and Title I

Response to Intervention Process funded through IDEA

Special Education programming funded through Individuals with Disabilities Educational

Act

Instructional Coach funded through Title I

Communities in Schools funded through the Safe Schools/Healthy Students Grant, General

Fund, and Title I

Behavior Coaches funded Title II and the Individuals with Disabilities Educational Act

School-based Mental Health Workers funded through the Safe Schools/Healthy Students

Grant and General Fund

41

Appendix

school improvement plan - richmond community schools intermediate sip 2016-17.pdf · ii 2016-2017...

Documents