strategic and continuous title i schoolwide program school

- 1 – The Portage Way

Date: 9/12/2017

Strategic and Continuous

Title I Schoolwide Program

School Improvement and Achievement Plan

2015 - 2018

School Name

Ethel R. Jones Elementary School

School Address 2374 McCool Road

Portage, IN 46368

School Telephone Number 219-763-8025

School Fax Number 219-764-6642

School Number 6869

School Corporation Number 6550

Kristen Doty Principal

Mrs. Amanda Alaniz Superintendent

Mr. Andy Maletta School Board President


Contents Part 1 - Introduction ............................................................................................................ 4

Additional Programs and Services .................................................................................. 6 Safe and Disciplined Learning Environment .................................................................. 7

Component 1 – Comprehensive Needs Assessment ........................................................... 7 Data ................................................................................................................................. 9

Standard 1: Purpose and Direction ........................................................................... 10 Standard 2: Governance and Leadership .................................................................. 11 Standard 3: Teaching and Assessing for Learning ................................................... 13 Standard 4: Resources and Support Systems ............................................................ 16 Standard 5: Using Results for Continuous Improvement ......................................... 19

Survey Results .............................................................................................................. 21 ISTEP DATA ................................................................................................................ 22 Secondary Data ............................................................................................................. 24 Additional Data ............................................................................................................. 25 CNA Summary Information ......................................................................................... 29 Schoolwide Program Goals/Strategies .......................................................................... 32

Component 2 – Implementation of Reform Strategies ..................................................... 34 Technology as a Learning Tool ........................................................................................ 38

Current District Plan ................................................................................................. 38 Current School Plan .................................................................................................. 40 Curriculum Integration: ............................................................................................ 41

Cultural Competency .................................................................................................... 42 Component 3 – Highly Qualified Teachers (Core Content Areas) ................................... 43 Component 4 – Professional Development....................................................................... 45 Component 6 – Parental Involvement ............................................................................... 48 Component 7 – Preschool & Other Pertinent Transitions ................................................ 50 Component 8 – Teacher Decision Making Using Academic Assessment Results ........... 52 Component 9 – Effective, Timely Additional Assistance ................................................ 53 Component 10 – Coordination and Integration of Funds ................................................. 54 Part 2 - Appendix A .......................................................................................................... 56 Part 2 - Appendix B .......................................................................................................... 62

Annual Title I Parent Meeting Agenda ......................................................................... 63 Parent Involvement Compact ........................................................................................ 64 Parent Involvement Policy (district/school).................................................................. 65 Complaint Resolution Procedure .................................................................................. 67 Parents’ Right to Know Letter ...................................................................................... 68

Part 2 - Appendix C .......................................................................................................... 69 Title I Schoolwide Plan Checklist................................................................................. 70 PL 221 Correlates Checklist ......................................................................................... 71


Part 1 - Introduction 1. Describe your school’s educational program plan. Include information regarding

grade level composition and the school’s mission, vision and core beliefs. Identify the

racial, ethnic, language minority, cultural, exceptional learning and socio-economic

groups that are included in the school’s student population (demographics). (PL221)

(SWP-CNA) (Current Reality)

Portage Township Schools

Mission, Vision, and Goals

Mission Statement

Our mission is educating, empowering and inspiring excellence.

Vision Statement

PTS inspires excellence and opens the possibilities for students, staff, family and

community to see beyond themselves and develop a positive future. We promote the use

of critical values to develop meaningful and productive relationships to create a safe and

secure learning environment. Our schools cultivate pride and are the community’s choice

to educate their children. We attract and develop leaders in education who desire

professional growth and opportunities that are relevant and forward thinking. PTS

implements and utilizes technology to meet the needs of our learners and provide them

with skills to meet the innovation of tomorrow. We empower our students with the

academic skills and the character traits to view obstacles as opportunities to grow and

build resiliency. We focus on student centered, research based practices that begin in

early childhood and extend beyond the classroom. We embrace a culture that recognizes

and celebrates diversity and creativity. Our students, staff, family, and community

partner to create our nationally recognized school corporation. TOGETHER WE

EXCEL!

Goals PTS will create a culture of high achievement.

PTS will create a culture of technological innovation.

PTS will create a culture of collaboration and acceptance in a safe and secure

learning environment.

PTS will be nationally recognized.

The mission of Jones Elementary School is to provide all students with a quality

education in a positive learning environment supported by cooperative efforts of the

school, family, and community that meets the students’ needs and aspirations while

preparing them to become respectful, productive citizens who view learning as a lifelong

process.


Jones Elementary School is located in the northeast section of Portage, Indiana. Jones

School was constructed in 1960 due to the increased growth of the Portage Township

community. Jones Elementary School is part of a corporation that includes eight

elementary schools, two middle schools, and one high school. Jones Elementary School

is a site for Title I. The student population consists of the following:

❑ Percent American Indian Students 0.3%

❑ Percent Black Students 9%

❑ Percent Asian Students 1%

❑ Percent Hispanic Students 27%

❑ Percent White Students 59%

❑ Percent Multi Students 3%

❑ Percent Native Hawaiian/Pacific Students N/A

% Students Free/Reduced Lunch 47%

% Students Special Education 19%

% English Language Learners 3.1%

There are a total of 26 licensed teachers in the building. The school provides three

sections of full day Kindergarten. The other grade levels (1-5) also have three sections.

The school also has one primary and one intermediate special education classrooms. The

remainder of the school staff consists of the principal, a home school advisor, a Title I

teacher, a Title I assistant, 9 classroom assistants, a speech therapist, two art teachers, a

physical education teacher, and two music teachers.

2. Include summary information regarding the school’s Language Arts, Mathematics,

Science and Social Studies program offerings. Describe how the school’s curriculum

and instructional strategies support and are aligned to the Indiana Academic

Standards. (PL221)/(SI-Component #1) (Current Reality)

The following information reflects current information as it relates to the school’s core

curriculum.

READING - The K-2 teachers use Dibels for assessment. Grades K-5 uses basal

textbooks and accompanying leveled books, which are used for whole and small group

instruction. Activities that go along with the book are leveled for students (On Level,

Approaching Level, and Beyond Level). NWEA is used three times a year to identify

students’ lexile level. Additionally, Accelerated Reader is used for students to read at


level books and take comprehension tests to earn points and achieve goals. One first

grade teacher, three second grade teachers, and three third grade teachers use Daily Five

in their classrooms.

WRITING

Smekens Writing and Elements of 6+1 Traits of Writing along with the process approach

to writing are used to develop student writing. Each trimester students in grades 3-5 are

expected to develop a published version of grade level writing for evaluation using

ISTEP+ Writing Rubric. NWEA is utilized three times per year to determine growth.

MATH

NWEA is used three times a year to identify student growth and to determine their RIT

score or what they are ready to learn now. The math text Pearson Realize is used in

grade 1-5, grade K utilizes Math Seeds.

SCIENCE & SOCIAL STUDIES Basal textbooks, along with leveled non-fiction readers, are used for the primary

instruction in classrooms. Fourth grade students participate in a local and district Science

Fair each school year and fifth grade students also participate in Social Studies Quiz Out

involving all eight elementary schools.

Additional Programs and Services

Discuss additional program offerings, services and resources available at the school.

Identify the location of a copy of the curriculum available for public inspection.

(PL221) (Current Reality)

Additional program offerings, services and resources provided at the school include the

following:

TITLE I: Title I services are provided to students in grades K-5. The Title I teacher and

assistant work with small groups of identified students who struggle with Reading,

Language Arts, and Math daily for 25-30 minutes in the Title I classroom. They also

work with ESL students and students who are in Tier II and Tier III in the RTI process.

ESL: Approximately a dozen students are pulled out of the classroom for remedial

reading assistance with the ESL/EL Assistant 25 minutes a day, two to three days a week.

SPECIAL EDUCATION: Jones hosts two special education classrooms, one K-3 and the

other 4-5. A special education teacher and assistant deliver instruction or provide support

for the general education classroom. The special education program provides services for

students with learning disabilities, mild disabilities, other health impairments, and autism.


Safe and Disciplined Learning Environment

Describe what your school is doing to ensure a safe learning environment. Include a

description of how you annually review and revise your Student Discipline Code and

Safe Schools Plan. (PL221) (Current Reality & Proposed Plan)

Current Reality

Jones Elementary School has supported the goal of providing a safe learning environment

for students through the following activities:

The school follows all the security protocol as prescribed by the corporation to

prevent unauthorized members of the community from entering the building.

For the safety of the children, the staff members supervise dismissal time for

walkers, car riders, and bus riders.

All faculty and staff are issued ID cards with passkeys for restricted access to the

building.

All other visitors much show an ID to get into the building and then are provided

further access by school personnel.

Trimester storm drills, earthquake drills, and monthly fire drills and code red

drills are conducted throughout the school year as prescribed by State Law and

district requirement.

SRO is assigned to Jones Elementary School.

The cafeteria follows Federal Nutritional Guidelines when preparing menus

while the classroom teachers and the P.T.O. serve healthy snacks at parties and

other events.

Jones Elementary School has a full time Health Assistant who cares for the students, and

plans Epi-pen, fanny pack, and blood born pathogen training. The Health Assistant is

continually working towards preventing the spread of Staph infections. Hand washing

stations are currently in the cafeteria, computer lab, and classrooms for students to use.

Lice checks are routinely done with help from the high school vocational program. Use

of a staff emergency list and a crisis emergency list help important information get to

staff as quickly and effectively as possible. The use of our School Messenger is used to

send out information to all parents and staff quickly when needed.

Proposed Plan – Jones Elementary School will continue to review and enforce

guidelines for a safe and disciplined learning environment.

Component 1 – Comprehensive Needs Assessment 1. Identify the titles and descriptions of assessment instruments to be used in addition

to Indiana Statewide Testing for Educational Progress Plus (ISTEP+) in order to

generate data for your review of student achievement. (Must include a minimum of

three benchmark assessments.) (PL221) / (SI - Component #1) / (SWP - Component

#1) (Current Reality)


Grade Level Assessments

Preschool N/A

Kindergarten ● Kindergarten Readiness, DIBELS, Indicator Assessments,

NWEA, CoGAT

First Grade ● DIBELS, Indicator Assessments, NWEA

Second Grade ● DIBELS, Indicator Assessments, NWEA, In-View Test of

Cognitive Skills

Third Grade ● ISTEP+ Language Arts and Math, Indicator Assessments,

NWEA, IREAD

Fourth Grade ● ISTEP+ Language Arts, Math, and Science, Indicator

Assessments, NWEA

Fifth Grade ● ISTEP+ Language Arts, Math, and Social Studies, Indicator

Assessments, NWEA, In-View Test of Cognitive Skills

2. Include a description of district and state wide assessments.(Current Reality)

Cognitive Ability

The InView Test of Cognitive Skills, 2nd ed. are given each year to all students in grades

2 and 5. The test is administered on paper and scored by CTB. The test measures

sequencing, analogies, quantitative reasoning, verbal reasoning words, and verbal

reasoning context. The CoGAT assessment is taken by all Kindergarten Students.

DIBELS (Dynamic Indicators of Basic Literacy Skills)

DIBELS is a K-2 diagnostic assessment in English/Language arts. Students are assessed

and progress is monitored in the areas of First Sound Fluency (FSF), Letter Naming

Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency

(NWF), Oral Reading Fluency (ORF), and Retell Fluency.

Kindergarten Readiness

A locally-developed Kindergarten readiness assessment is given to incoming

Kindergarten students prior to the beginning of each school year. This test, administered

and scored by the classroom teachers, measures oral language, social readiness, concepts

in print, letter, and word recognition, ending sounds, rhyming sounds, and math skills.

Indicator Assessments

Indicator Assessments measure the current level of proficiency for each student based on

the Power Indicators for each grade level taught during each trimester. Each assessment

is a minimum of five questions and proficiency is determined by a score of 80% or better.

Students who do not demonstrate 80% or better on Indicator Assessments receive

additional instruction and are then reassessed. Students who do demonstrate 80% or


better are enriched by the classroom teacher to extend their learning and take the skill

mastered to a higher level of understanding and application.

It is a district wide expectation that all schools administer indicator assessments.

ISTEP+ ISTEP+ assessments measure the academic performance of Grade 3-5 students in

English/Language Arts, Mathematics. Grade 4 has an additional assessment in Science

and Grade 5 has an additional assessment in Social Studies. In addition to individual

student data, disaggregated ISTEP+ student results are used as primary performance

indicators for continuous school improvement.

ISTAR ISTAR is an individual student assessment administered by staff members who work

directly with eligible special education students.

NWEA Reading NWEA, or Measures of Academic Progress (MAP) is a web-based program used to

measure academic progress in each subject area. Students complete a computer-adaptive

test (approximately 60 minutes) and receive norm-referenced scores. This data is then

used to determine appropriate strategies for classroom instruction and practice. This test

is administered online in Grades K-5 three times each year, at Entrance, Mid-Year, and

Exit.

NWEA Math NWEA, or Measures of Academic Progress (MAP) is a web-based program used to





Exit.

NWEA Language NWEA, or Measures of Academic Progress (MAP) is a web-based program used to





Exit.

Data 1. This Self-Assessment helps a school identify areas of strength and opportunities for

improvement by reflecting upon questions posed in the indicators and rating

themselves on a 4 level rubric scale. (Current Reality)


Standard 1: Purpose and Direction

Standard: The school maintains and communicates a purpose and direction that

commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

1.1 The school engages in a systematic, inclusive and comprehensive process to review,

revise and communicate a school purpose for student success.

(Score 2) The purpose statement for Jones elementary does focus on student success. We

need to develop a process for review, revision, and communication of its purpose. We

will need to involve all stakeholders in this communication.

1.2 The school leadership and staff commit to a culture that is based on shared values and

beliefs about teaching and learning and supports challenging, equitable educational

programs and learning experiences for all students that include achievement of learning,

thinking and life skills.

(Score 3) We share high expectations for professional practice and instructional practices

that develop depth of knowledge and application of skills. However, we need to ensure

that all students have challenging education programs. We need to reach our high ability

students.

1.3 The school’s leadership implements a continuous improvement process that provides

clear direction for improving conditions that support student learning.

(Score 2) Jones does have measurable improvement goals put in place. We need to

improve our practice by using data to track our progress towards our goals and inform

our teaching so that we are showing growth.

Narrative:

What were the areas of strength you noted? [look for indicator scores of 4 or 3]

In Standard 1, one area of strength is was indicator 1.2 which states, “The school leadership and staff commit to a culture that is based on shared values and beliefs about teaching and learning and supports challenging, equitable educational programs and learning experiences for all students that include achievement of learning, thinking and life skills”. The school staff scored this standard as a 3. What were areas in need of improvement? [look for indicator scores of 2 or 1]

Standard 1.1 which states, “The school engages in a systematic, inclusive and comprehensive process to review, revise and communicate a school purpose for student success.” and Standard 1.3 which states, “The school’s leadership implements a continuous improvement process that provides clear direction for improving conditions


that support student learning.” are areas in need of improvement. Both standards received a rating of 2. What actions are you implementing to sustain the areas of strength?

In order to keep student achievement and growth as a school wide priority, we will

continue to implement the use of:

Revision and alignment of instructional practices to meet the needs of our

students through bi-weekly PLC collaboration meetings.

Use of curriculum maps, formative indicator assessments, and summative

assessments.

What plans are you making to improve the areas of need?

School-wide goals will be posted. Our school plans to evaluate student data in order to

determine areas of need. After analyzing data, our school leadership team will develop

smart goals and develop a plan to ensure growth in these areas. The leadership team will

meet in PLC’s to disseminate this information. We will revisit our goals throughout the

year to determine if growth is being achieved, and if not, reevaluate our methods to show

growth. Each grade level will meet monthly to analyze data and develop a plan for all

students to show growth. We will also utilize professional development time to meet and

discuss vertical articulation.

Standard 2: Governance and Leadership

Standard: The school operates under governance and leadership that promote

and support student performance and school effectiveness.

2.1 The governing body establishes policies and support practices that ensure effective

administration of the school.

(Score 2) The principal and leadership team work together to set goals for the school and

student achievement. The group will use data to monitor goals and student achievement,

and will make adjustments to ensure success.

2.2 The governing body operates responsibly and functions effectively.

(Score 2) The Jones Site Based team does comply with all PTS policies, procedures,

laws, and regulations. The team will work to use The Portage Way document when

making decisions and guiding practices of the school.

2.3 The governing body ensures that the school leadership has the autonomy to meet

goals for achievement and instruction and to manage day-to-day operations effectively.


(Score 2) The principal and leadership team work together to set goals for the school and

student achievement. The group will use data to monitor goals and student achievement,

and will make adjustments to ensure success.

2.4 Leadership and staff foster a culture consistent with the school’s purpose and

direction.

(Score 3) The Jones staff work together to ensure that students are held to high

standards. All are accountable for student achievement and growth. The staff is given

time to collaborate and share ideas.

2.5 Leadership engages stakeholders effectively in support of the school’s purpose and

direction.

(Score 2) Jones leadership team works collaboratively with the principal to create the

school improvement plan. The team will work together to review the plan and use it to

drive all decision-making.

2.6 Leadership and staff supervision and evaluation processes result in improved

professional practice and student success.

(Score 3) An assessment schedule is followed throughout the year. The leadership team

and teachers use assessment data to monitor student learning to inform instruction and

improve student learning.

Narrative

What were the areas of strength you noted? [focus on indicator scores of 4 or 3]

An area of strength was indicators 2.6 with a rating of 3, which states: “Leadership and staff supervision and evaluation processes result in improved professional practice and student success.”

What were areas in need of improvement? [focus on indicator scores of 2 or 1]

Areas of weakness were indicators 2.1, 2.2, 2.3, 2.4 and 2.5 with a rating of 2, which

state:

“The governing body establishes policies and support practices that ensure effective administration of the school.” “The governing body operates responsibly and functions effectively.” “The governing body ensures that the school leadership has the autonomy to meet goals for achievement and instruction and to manage day-to-day operations effectively.” “Leadership and staff foster a culture consistent with the school’s purpose and direction.”


“Leadership engages stakeholders effectively in support of the school’s purpose and direction.” What actions are you implementing to sustain the areas of strength?

Our school leadership teams meets monthly as a vertical team with a primary focus on

setting a culture of high expectations for student achievement. We will develop, review,

and modify school wide goals in order to continuously improve.


Our school plans to evaluate student data in order to determine areas of need. After

analyzing data, our school leadership team will develop smart goals and develop a plan to

ensure growth in these areas. The leadership team will meet in PLC’s to disseminate this

information. We will revisit our goals throughout the year to determine if growth is

being achieved, and if not, reevaluate our methods to show growth. Each grade level will

meet monthly to analyze data and develop a plan for all students to show growth. We

will also utilize professional development time to meet and discuss vertical articulation.

The leadership will focus monthly staff meetings and professional development to ensure

that the stakeholders have purpose and direction.

Standard 3: Teaching and Assessing for Learning

Standard: The school’s curriculum, instructional design and assessment practices

guide and ensure teacher effectiveness and student learning.

3.1 The school’s curriculum provides equitable and challenging learning experiences that

ensure all students have sufficient opportunities to develop learning, thinking and life

skills that lead to success at the next level.

(Score 3) Each grade level follows a year-long curriculum plan. Grade level teams work

together to plan for instruction. Differentiation in instruction is determined by classroom

teachers to meet student needs. To create a culture of inclusiveness and support for all

children, our school uses the Five Critical Values and Portage Township School Core

Values.

3.2 Curriculum, instruction and assessment are monitored and adjusted systematically in

response to data from multiple assessments of student learning and an examination of

professional practice.

(Score 3) District grade level curriculum teams meet throughout the year to adjust

curriculum maps, indicator assessments, and summative assessments. This information is

shared with grade level teams and drives instruction.


3.3 Teachers engage students in their learning through instructional strategies that ensure

achievement of learning expectations.

(Score 2) Jones teachers use a variety of research based instructional strategies.

Teachers deliver lessons that require students to use higher level thinking skills.

Teachers use the 8 Step Process of Continuous Improvement as a structure to ensure

student learning. Our Response to Intervention teams meet weekly to develop and review

plans, and instructional strategies for struggling students.

3.4 School leaders monitor and support the improvement of instructional practices of

teachers to ensure student success.

(Score 2) Monthly professional development is dedicated to the sharing of and/or

improvement of instructional practices. Teachers are observed four times during the

school year and are evaluated on the results of the observations.

3.5 Teachers participate in collaborative learning communities to improve instruction and

student learning.

(Score 2) Classroom teachers do participate in grade level meetings twice a month. They

use this collaboration time to discuss student learning, instructional strategies and student

data. Jones School Leadership team and Team Leader team meet monthly to collaborate.

3.6 Teachers implement the school’s instructional process in support of student learning.

(Score 3) Teachers implement the 8 Step Process of Continuous Improvement as a

structure to ensure student learning. Teachers follow grade level curriculum maps.

Students take indicator assessments and summative trimester exams to show if they have

mastered grade level content. Our Response to Intervention teams meet weekly to

develop and review plans, and instructional strategies for struggling students.

3.7 Mentoring, coaching and induction programs support instructional improvement

consistent with the school’s values and beliefs about teaching and learning.

(Score 2) New teachers are involved in monthly professional development that is

provided by the district. They are assigned a mentor teacher to support them in their first

year of teaching. Grade level teams collaborate to ensure teacher success.

3.8 The school engages families in meaningful ways in their children’s education and

keeps them informed of their children’s learning progress.

(Score 3) Parent teacher conferences are held during the first trimester of the year.

Parents receive progress reports and report cards for their child. Monthly newsletters are

sent home to inform parents of school events. The Parent Teacher Organization meets

monthly to plan for events to support the teachers and school.


3.9 The school has a formal structure whereby each student is well known by at least one

adult advocate in the school who supports that student’s educational experience.

(Score 2) The classroom teacher serves as an advocate for their students and their

educational experiences. Our Home School Advisor does check in with students who

have been referred to her.

3.10 Grading and reporting are based on clearly defined criteria that represent the

attainment of content knowledge and skills and are consistent across grade levels and

courses.

(Score 3) All teachers utilize the district on-line grade book, which is set up for them.

The indicators assessed during each trimester are listed in the grade book. Teachers use a

common grading scale. Teachers conference with parents at the end of the first trimester

to advise them of their child’s grades.

3.11 All staff members participate in a continuous program of professional learning.

(Score 2) Jones staff will be trained in Smekens Reading and Writing strategies using

Web PD. The teachers will have the opportunity to share how they are using the training

to instruct these two areas. This information will be shared in horizontal and vertical

teams. A team of teachers will attend High Ability training and will share what is learned

with the Jones staff. Monthly Late Start Wednesdays are dedicated to professional

development opportunities for teachers.

3.12 The school provides and coordinates learning support services to meet the unique

learning needs of students.

(Score 2) Students are evaluated if teachers feel that students may have limited English

proficiency. If the students qualify for ELL services, they will receive additional support

from the Title One Program and an ELL assistant. The Inview assessment identifies high

ability students. Two special education teachers provide push-in and push-out

opportunities for our special education population.

Narrative:


Areas of strength are standards 3.1, 3.2, 3.6, 3.8, and 3.10 with a rating of 3 and state:

“The school’s curriculum provides equitable and challenging learning experiences that

ensure all students have sufficient opportunities to develop learning, thinking and life

skills that lead to success at the next level.”

“Curriculum, instruction and assessment are monitored an adjusted systematically in

response to data from multiple assessments of student learning and an examination of

professional practice.”


“Teachers implement the school’s instructional process in support of student learning.”

“Grading and reporting are based on clearly defined criteria that represent the attainment

of content knowledge and skills and are consistent across grade levels and courses.”


Areas of weakness are standards 3.3, 3.4, 3.5, 3.7, 3.9, 3.11, and 3.12 with a rating of 2

state:

“Teachers engage students in their learning through instructional strategies that ensure

achievement of learning expectations.”

“School leaders monitor and support the improvement of instructional practices of

teachers to ensure student success.”

“Teachers participate in collaborative learning communities to improve instruction and

learning.”

“Mentoring, coaching, and induction programs support instructional improvement

consistent with the school’s values and beliefs about teaching and learning.”

“The school has a formal structure whereby each student is well known by at least one

adult advocate in the school who supports that student’s educational experience.”

“All staff members participate in a continuous program of professional learning.”

“The school provides and coordinates learning support services to meet the unique

learning needs of students.”

What actions are you implementing to sustain the areas of strength?

Our teachers follow grade level curriculum maps. Grade level PLC’s meet to look at data

and use the information to inform instruction. The teachers use the 8 Step Continuous

Improvement Process. Monthly Core Values are integrated into teacher’s lessons. Our

Response to Intervention teams meet each week to develop and review plans, and

instructional strategies for struggling students.


We will implement cross-grade level vertical meetings and grade level PLC teams will

meet monthly. The school leadership team will meet monthly to look at student data in

regards to our school-wide goals. We will determine areas in need of improvement and

make adjustments in order to reach the goals. During Late Start Wednesdays, support

staff will also receive Professional Development Opportunities. A plan will be developed

for mentoring our new teachers.

Standard 4: Resources and Support Systems

Standard: The school has resources and provides services that support its

purpose and direction to ensure success for all students.


4.1 Qualified professional and support staff are sufficient in number to fulfill their roles

and responsibilities necessary to support the school’s purpose, direction and the

educational program.

(Score 2) The principal follows all PTS policies and procedures when hiring qualified

professional and support staff. The number of instructional assistants that can be hired is

determined by student numbers.

4.2 Instructional time, material resources and fiscal resources are sufficient to support the

purpose and direction of the school.

(Score 2) The principal follows all PTS policies and procedures when hiring qualified

professional and support staff. The number of instructional assistants that can be hired is

determined by student numbers. All funds are used to ensure that additional staff are

hired and materials are purchased to support student learning.

4.3 The school maintains facilities, services and equipment to provide a safe, clean and

healthy environment for all students and staff.

(Score 3) All staff follow state guidelines for maintaining a safe, clean, and healthy

environment. A Safety Team meets monthly to discuss procedures to keep all

stakeholders safe.

4.4 Students and school personnel use a range of media and information resources to

support the school’s educational programs.

(Score 1) The lack of technology resources does not support instruction in the classroom.

Our staff utilizes various community resources to enhance our curriculum.

4.5 The technology infrastructure supports the school’s teaching, learning and operational

needs.

(Score 2) The district does have a technology plan that we follow. The lack of technology

resources does not support instruction in the classroom. The technology infrastructure

has been increased.

4.6 The school provides support services to meet the physical, social and emotional needs

of the student population being served.

(Score 2) The Response to Intervention team meets weekly to determine the physical,

social, and emotional needs of struggling students. Our Home School Advisor meets

with students referred by school staff. She also meets with classes and instructs lessons

related to the districts Core Values.

4.7 The school provides services that support the counseling, assessment, referral,

educational and career planning needs of all students.


(Score 3) The Response to Intervention team meets weekly to determine the physical,

social, and emotional needs of struggling students. Our Home School Advisor meets

with students referred by school staff. She also meets with classes and instructs lessons

related to the districts Core Values.

Narrative:


Areas of strength are standards 4.3 and 4.7 with a rating of 3 and state:

“The school maintains facilities, services, and equipment to provide a safe, clean and

healthy environment for all students and staff.”

“The school provides services that support the counseling, assessment, referral,

educational and career planning needs of all students.”


Areas of weakness are standards 4.1, 4.2, 4.5, and 4.6 with a rating of 2 and state:

“Qualified professional and support staff are sufficient in number to fulfill their roles and

responsibilities necessary to support the school’s purpose, direction and the educational

program.”

“Instructional time, material resources and fiscal resources are sufficient to support the

purpose and direction of the school”

“The technology infrastructure supports the school’s teaching, learning and operational

needs.”

“The school provides support services to meet the physical, social, and emotional needs

of the students being served.”

Standard 4.4 was rated as a 1 and is an additional area of weakness:

“Students and school personnel use a range of media and information resources to

support the school’s educational program.”


All staff follow state guidelines for maintaining a safe, clean, and healthy environment.

A Safety Team meets monthly to discuss procedures to keep all stakeholders safe. The

Response to Intervention team meets weekly to determine the physical, social, and

emotional needs of struggling students. Our Home School Advisor meets with students

referred by school staff. She also meets with classes and instructs lessons related to the

districts Core Values.


The district technology team has worked to increase the infrastructure. We will add

social emotional groups in the fourth and fifth grade level.


Standard 5: Using Results for Continuous Improvement

Standard: The school implements a comprehensive assessment system that

generates a range of data about student learning and school

effectiveness and uses the results to guide continuous improvement.

5.1 The school establishes and maintains a clearly defined and comprehensive student

assessment system.

(Score 3) Our school plans to evaluate student data in order to determine areas of need.

After analyzing data, our school leadership team will develop smart goals and develop a

plan to ensure growth in these areas. The leadership team will meet in PLC’s to

disseminate this information.

5.2 Professional and support staff continuously collect, analyze and apply learning from a

range of data sources, including comparison and trend data about student learning,

instruction, program evaluation and organizational conditions.

(Score 2) We will revisit our goals throughout the year to determine if growth is being

achieved, and if not, reevaluate our methods to show growth. Each grade level will meet

monthly to analyze data and develop a plan for all students to show growth. We will also

utilize professional development time to meet and discuss vertical articulation. The

leadership will focus monthly staff meetings and professional development to ensure that

the stakeholders have purpose and direction.

5.3 Professional and support staff are trained in the evaluation, interpretation and use of

data.

(Score 2) Professional, Title One, and special education staff do use data to support the

instruction of students.

5.4 The school engages in a continuous process to determine verifiable improvement in

student learning, including readiness and success at the next level.









that the stakeholders have purpose and direction. The grade level and cross grade level

teams will meet to analyze data in regards to goals.


5.5 Leadership monitors and communicates comprehensive information about student

learning, conditions that support student learning and the achievement of school

improvement goals to stakeholders.

The principal meets monthly with the leadership team to analyze data and determine if

improvement is shown in school-wide goals. The principal also meets monthly with

classroom teachers to analyze data and discuss instructional strategies to meet student

needs.

Narrative:


Areas of strength are standards 5.1, 5.4, 5.5 with a rating of 3 state:

“The school establishes and maintains a clearly defined and comprehensive student

assessment system.”

“The school engages in a continuous process to determine verifiable improvement in

student learning, including readiness and success at the next level.”

“Leadership monitors and communicates comprehensive information about student

learning, conditions that support student learning and the achievement of school

improvement to stakeholders.”


Areas of weakness are standards 5.2 and 5.3 with a rating of 2 state:

“Professional and support staff continuously collect, analyze, and apply learning from a

range of resources, including comparison and trend data about student learning,

instruction, program evaluation and organizational conditions.”

“Professional and support staff are trained in the evaluation, interpretation and use of

data.”










that the stakeholders have purpose and direction. The grade level and cross grade level

teams will meet to analyze data in regards to goals.



The professional and support staff need continued training in the evaluation,

interpretation and the use of data. Late Start Wednesdays can be utilized for this training.

Additional data team dates will be added to the calendar. Support staff will be included

in the data team meetings.

Survey Results 2. Surveys of Parents, Students, and Staff help a school identify areas of strength and

opportunities for improvement. (Current Reality)

1. Which area(s) indicate the overall highest level of satisfaction or approval?

Areas of highest satisfaction were utilizing resources and support systems and

data results for continued student improvement. Multiple assessments are used.

2. Which area(s) show a trend toward increasing stakeholder satisfaction or

approval? Areas of highest satisfaction were utilizing resources and support

systems and data results for continued student improvement. Multiple

assessments are used.

3. Which of the above reported findings are consistent with findings from other

stakeholder feedback sources? The previous indicated resources were consistent

across all feedback sources.

4. Which area(s) indicate the overall lowest level of satisfaction or approval?

The area that needs improvement in regards to staff is the area of Professional

Development and support. Parent/Family Involvement and Student Data

demonstrates that parent involvement and participation in the educational process

is a weakness. There is a lack of knowledge in the operations of the school.

5. Which area(s) show a trend toward decreasing stakeholder satisfaction or

approval? The area that needs improvement in regards to staff is the area of

Professional Development and support. Parent/Family Involvement and Student

Data demonstrates that parent involvement and participation in the educational

process is a weakness. There is a lack of knowledge in the operations of the

school.

6. What are the implications for these stakeholder perceptions?

The implication is that school stakeholders will be less engaged in the educational

process.

7. Which of the above reported findings are consistent with findings from other

stakeholder feedback sources? All survey sources indicate that family

involvement and knowledge about the inner workings of the school are an area of

concern or weakness.


ISTEP DATA 3. Use the chart below to identify the current status of all groups and disaggregated

subgroups in both English/Language Arts and Mathematics. (Current Reality)

ISTEP+ (AYP status) Spring

2014

Spring

2015

Spring

2016

Spring

2017

PRIMARY INDICATORS

Grade 3 Percent Passing ISTEP+ (LA) 96.7 87.5 80.9 67.1

Percent American Indian Students N/A 100 N/A N/A

Percent Black Students N/A 80 57 64

Percent Asian Students N/A 100 N/A N/A

Percent Hispanic Students 100 100 78 67

Percent White Students 97.2 80 88 68

Percent Multi Students N/A N/A N/A N/A

Percent Native Hawaiian/Pacific Students N/A N/A N/A N/A

Percent Free/Reduced Lunch 96.9 87.1 82 60

Percent Special Education N/A 45.5 40 40

EL N/A 100 N/A N/A

Grade 3 Percent Passing ISTEP+ (Math) 93.3 68.8 64.7 46.5

Percent American Indian Students N/A 100 N/A N/A


Percent Asian Students N/A 100 N/A N/A

Percent Hispanic Students 100 81 61 44


Percent Multi Students N/A N/A N/A N/A



Percent Special Education N/A 36.4 10 20

EL N/A 80 65 N/A

Grade 4 Percent Passing ISTEP+ (LA) 86.9 80 79.4 73.4

Percent American Indian Students N/A N/A N/A N/A

Percent Black Students N/A 80 71 N/A

Percent Asian Students N/A 100 100 N/A

Percent Hispanic Students 92.9 75 100 81



Percent Multi Students N/A 100 N/A N/A



Percent Special Education 60 72.7 31 N/A

EL N/A 100 N/A N/A

Grade 4 Percent Passing ISTEP+ (Math) 91.8 74.3 68.1 78.1


Percent Black Students N/A 40 63 N/A


Percent Hispanic Students 92.9 84.2 85 75





Percent Special Education 73.3 41.7 14 N/A

EL N/A 80 N/A N/A

Grade 5 Percent Passing ISTEP+ (LA) 84 81.7 75.7 70.8




Percent Hispanic Students 75 93.8 90 84

Percent White Students 84.9 81.1 68 74




Percent Special Education 43.8 57.1 44 18

EL N/A 66.7 100 N/A

Grade 5 Percent Passing ISTEP+ (Math) 92.6 75 83.1 80.6


Percent Black Students N/A 33.3 75 71


Percent Hispanic Students 90 62.5 90 89

Percent White Students 92.5 83.8 76 77


Percent Multi Students N/A 66.7 N/A N/A



Percent Special Education 75 50 56 36

EL N/A 33.3 100 N/A

Secondary Data

SECONDARY INDICATORS Spring

2014

Spring

2015

Spring

2016

Spring

2017 Enrollment 421 390 390 393

School Attendance Rate 96.2 96 96 95.6

Percent American Indian Students 0.2 0.3 0.3 0.3

Percent Black Students 5 6.2 6.2 9

Percent Asian Students 1.4 1 1 1

Percent Hispanic Students 24.9 25.6 25.6 27

Percent White Students 65.6 63.3 63.3 59

Percent Multi Students 2.9 3.6 3.6 3

Percent Native Hawaiian/Pacific Students 0 0 0 0

% Students Free/Reduced Lunch 51.3 49 49 56

% Students Special Education 18.1 19 19 15

% English Language Learners 3.3 3.1 3.1 4.1

Number of Suspensions (Out of School) 0 13 10 23

Number of Suspensions (In School) 0 1 9 9

Number of Expulsions 0 0 0 0

Number of Expulsions and Suspensions Involving

Drugs, Weapons, or Alcohol 0 0 0 0

AESOP - ABSENCE REASON PERCENTAGE 2013 -

2014

2014 -

2015

2015-

2016

2016-

2017

# of Certified Staff (ESTIMATED) 21 21 21 21

ESTIMATED # OF ABSENCES PER PERSON 14 13 17 13

# of Certified Staff Absences 286 263 363 279

Percent Bereavmt - Ext Fam 0.35 0.19 0.34 0.30

Percent Bereavmt - Immed Fam 0.87 0.38 3.06 5.17

4. Include Secondary Data Indicators.(Current Reality)


Percent Family Illness 16.55 9.89 4.77 6.53

Percent Job Shdw/Addtl Work N/A N/A N/A N/A

Percent FMLA 3.48 N/A N/A N/A

Percent Jury Duty N/A N/A N/A N/A

Percent Other N/A N/A 20.43 N/A

Percent Personal Business 12.54 15.02 7.66 9.88

Percent Personal Illness 44.6 39.16 25.53 27.81

Percent School Business 21.25 34.98 19.32 23.86

Percent Union Business N/A 0.38 N/A N/A

Percent Compensatory Day N/A N/A N/A N/A

Percent Vacation N/A N/A N/A 15.96

Additional Data

STAR READING DATA SPRING

2013-2014

SPRING

2014-2015

SPRING

2015-2016

PRIMARY INDICATORS

(DISTRICT)

Grade K

Percent Above BenchMark 50% 92% 83%

Percent At BenchMark 50% 8% 17%

Percent Below Benchmark 0% 0% 0%

Total students in K Grade 2 12 47

Grade 1st




Total students in 1st Grade 57 62 58

Grade 2nd




Total students in 2nd Grade 54 66 61

Grade 3rd





Total students in 3rd Grade 50 63 66

Grade 4th




Total students in 4th Grade 54 70 70

Grade 5th





STAR MATH DATA SPRING

2013-2014

SPRING

2014-2015

SPRING

2015-2016

PRIMARY INDICATORS

(DISTRICT)

Grade K

Percent Above BenchMark 0 0 0

Percent At BenchMark 0 0 0

Percent Below Benchmark 0 0 0

Total students in K Grade 0 0 0

Grade 1st




Total students in 1st Grade 58 65 59

Grade 2nd




Total students in 2nd Grade 54 67 62

Grade 3rd




Total students in 3rd Grade 50 63 67

Grade 4th






Grade 5th





DIBELS End of Year Composite

Score 2013-

14

2014-15 2015-

16

2016-

17

PRIMARY INDICATORS (DISTRICT)

Grade K (END OF YEAR

BENCHMARK) N N N N

Percent At or Above Benchmark 84% 63 92% 57 93% 54 87% 47

Percent Below Benchmark 9% 7 5% 3 5% 3 7% 4

Percent Well Below Benchmark 7% 5 3% 2 2% 1 5% 3

Total students in Kindergarten 75 62 58 55

Grade 1st (END OF YEAR

BENCHMARK)




Total students in 1st Grade 65 59 57 62

Grade 2nd (END OF YEAR

BENCHMARK)




Total students in 2nd Grade 59 60 59 66

NWEA DATA 2016-2017

Grade Subject Mean Std. Deviation Fall RIT Norm (C)

1 Mathematics 159.23 14.64 162

1 Reading 159.63 12.69 161


2 Language Usage 179.77 14.79 175

2 Mathematics 178.74 12.07 177

2 Reading 182.02 15.38 175

3 Language Usage 193.00 13.97 189

3 Mathematics 190.72 11.50 190

3 Reading 191.82 14.37 188

4 Language Usage 200.59 15.75 199

4 Mathematics 202.32 15.70 202

4 Reading 202.81 16.37 198

5 Language Usage 209.22 12.54 206

5 Mathematics 211.42 11.99 211

5 Reading 210.93 12.37 206

NWEA DATA 2017-2018

Grade Subject Mean Std. Deviation Fall RIT Norm (C)

1 Mathematics 163.9 12.7 162

1 Reading 164 10.6 161

2 Language Usage 175.6 14.4 175

2 Mathematics 175.8 13.2 177

2 Reading 175.9 16.7 175


3 Mathematics 192.2 11.6 190

3 Reading 191.9 15.5 188


4 Language Usage 197.3 13 199

4 Mathematics 200.6 11.2 202

4 Reading 197.4 14.2 198


5 Mathematics 210.7 14.1 211

5 Reading 205.3 17.5 206

CNA Summary Information

A comprehensive needs assessment was completed by looking at student data, the Jones

teaching staff completed a self-assessment and students, parents, and staff complete

surveys.

Student Achievement

Strengths:

Based on the Spring 2015-2016 ISTEP+ disaggregation data, 88% (56/64) of 3rd

grade students were proficient on the Reading: Literature section.


grade students were proficient on the Writing: Genres, Writing, and Research

Process section.

Based on the Spring 2015-2016 ISTEP+ disaggregation data, 87% (61/70) of 4th

grade students were proficient on the Reading: Nonfiction and Media Literacy

section.


grade students were proficient on the Computation section.


grade students were proficient on the Writing: Genres, Writing, and Research

Process section.

1. Describe how a comprehensive needs assessment was conducted and how it

addresses the areas of Student Achievement, Curriculum and Instruction, Professional

Development, Parental Involvement and School Context and Organization. Summarize

(using data) the results of the school’s needs assessment. Identify the strengths and

weaknesses of the current program in the indicated five focus areas.

** Pay particular attention to the needs of educationally disadvant12aged children.

(Current Reality) (Based on Self-Assessment, Stakeholder Surveys, and Data.)



grade students were proficient on the Writing: Conventions of Standard English

section.

Weaknesses:


grade students were proficient on the Geometry and Measurement section.


grade students were proficient on the Computation section.


grade students were proficient on the Geometry and Measurement section.


grade students were proficient on the Algebraic Thinking and Data Analysis

section.


grade students were proficient on the Number Sense section.


grade students were proficient on the Reading: Literature section.

Curriculum and Instruction

Strengths:

Based upon the Jones Elementary Fall 2015 Staff Survey, 76% responded that all

teachers in our school monitor and adjust the curriculum, instruction, and

assessments based on data from students assessments and examination of

professional practice.


teachers in our school personalize instructional strategies and interventions to

address individual learning needs of students.

Based upon the Jones Elementary Fall 2015 Parent Survey, 82% responded that

all teachers in their child’s school provide an equitable curriculum that meets

his/her learning needs.


all of their child’s teachers use a variety of teaching strategies and learning

activities.

Weaknesses:


teachers in our school use a variety of technologies as instructional resources.

Professional Development


Strengths:

Based upon the Jones Elementary Fall 2015 Staff Survey, only 21% disagreed

with the statement that all teachers participate in collaborative learning

communities that meet both formally and informally across grade levels and

content areas.


all of their child’s teachers work together as a team to help their child learn.

Weaknesses:


staff members participate in continuous professional learning based on the

identified needs of the school.

Based upon the Jones Elementary Fall 2015 Staff Survey, 18% responded that in

our school a professional learning program is designed to build capacity among

all professional and support staff members.

Parental Involvement

Strengths:


all of their child’s teachers help them to understand their child’s progress.


all of their child’s teachers keep them regularly informed of how their child is

being graded.


their child’s teachers report on their child’s progress in a language that is easy to

understand.

Weaknesses:


their child’s school provides opportunities for all stakeholders to be involved in

the school.

Based upon the Jones Elementary Fall 2015 Student Survey, 47% responded that

their teachers ask their family to come to school activities.

School Context and Organization

Strengths:

Based upon the Jones Elementary Fall 2015 Staff Survey, 83% responded that our

school’s leaders expect staff members to hold all students to high academic

standards.



schools leaders regularly evaluate staff members on criteria designed to improve

teaching and learning.


our school has established goals and a plan for improving student learning.


our school has high expectations for students in all classes.

Weaknesses:


schools leaders engage effectively with all stakeholders about our school’s

purpose and direction.

Based upon the Jones Elementary Fall 2015 Staff Survey, 25% responded our

school’s governing body or school board maintains a distinction between its roles

and responsibilities and those of school leadership.

Schoolwide Program Goals/Strategies 1. Write SMART goals for each program improvement area identified as priority

needs through the comprehensive needs assessment. Identify and describe the

scientific research based strategies (cite research) the school will implement to

achieve these schoolwide goals. (Proposed Plan)

English/Language Arts

By Spring 2018, we will move from 71.4% to 74% of grades 3-5 students meeting or

exceeding the Indiana College and Career Ready Standards in ELA as measure by

ISTEP.

Strategies:

Differentiated Instruction

Curriculum Maps

DIBELS

Accelerated Reader

Baldridge 8 Step Process

Reading Across the Curriculum (Science & Social Studies)

NWEA Path of Instuction

NWEA

Study Island

Education City

Reading Eggs

6+1Traits of Writing Strategies/Smekens

Writing across the curriculum

Consistent Scoring Rubrics

Writing Everyday


Writer’s Workshop

Process Writing

Writing to Text

Literary Response

Mathematics


exceeding the Indiana College and Career Ready Standards in Math as measure by

ISTEP.

Strategies:


Remediation

NWEA

NWEA Path of Instruction

Manipulatives

Curriculum Maps


Pearson Realize

Touchmath

Math Seeds

Daily Math Fact Practice

NWEA

By spring 2018, the percentage of students at Jones Elementary School at or above the

61st percentile on NWEA will be 57% for reading and 51% for math, an increase of five

percent from the Fall 2017 NWEA performance.

By spring 2018, all Jones students who were below the 61st percentile ranking on the Fall

NWEA testing, will have increased their percentile ranking by 1% or more as measured

by their individual percentile ranking in NWEA as compared from their percentile

ranking from the fall 2017 assessment in both math and reading.


Curriculum Maps

DIBELS

Accelerated Reader



NWEA

NWEA Path of Instruction


Study Island

Education City

Reading Eggs


Pearson Realize

Touchmath

Math Seeds

Daily Math Fact Practice

2. Describe the schoolwide planning team’s process for communicating with the school

community and how they will be involved in the implementation, further development

and continuous evaluation of the schoolwide plan. (Current Reality & Proposed Plan)

Current Reality

The school leadership team communicates with school stakeholders through staff

meetings, e-mail alerts, newsletters, the school messenger, and bi-monthly grade level

meetings. Site-based teams communicate school wide program plan information to the

staff. Input is gathered and then shared with the group regarding how the development,

implementation, and evaluation of the plan are incorporated within the process.

The school community is informed of all changes in procedure and curriculum through

PTO meetings, Open House, Family events, school/home newsletters, school messenger,

and public newspaper articles.

Continuous Plan

The Jones School Site Based Team is structured to fit within the components of the

School Wide Plan. Members of the Site Based Team continue to work with teachers

from the corporation along with teachers within the building to align curriculum and

goals with the expectations set forth in the document. The school’s Team will also

continue to implement its current reality.

Component 2 – Implementation of Reform Strategies 1. Identify any existing schoolwide program initiatives. (Current Reality)

Identify and describe implementation of the proposed schoolwide reform strategies

that will provide opportunities for all children to meet the State’s proficient and

advanced level of student academic achievement. This will include an explanation of

how the schoolwide reform strategies will address the following:

Use effective methods and instructional strategies based on scientifically based

research;

Strengthen the core academic program of the school;


Provide extended school year, before and after school, summer programs and/or

other opportunities by increasing the amount and quality of learning time;

Meet the educational needs of low-achieving students and explain how the school

will determine if the needs of these students were met.

(Proposed Plan)

Current Reality Jones Elementary School has implemented the following schoolwide reform strategies as

part of the Portage Township School’s district initiatives:

The Portage Way:

Curriculum Maps/ Power Indicator Assessments - Portage Township Schools utilize a

teacher led and driven curriculum mapping process to support student achievement.

Curriculum mapping is a process of aligning the Indiana Academic State Standards

using the school calendar as an organizer. Curriculum mapping consistently and regularly

takes place and changes made to the map are based on data. In addition, indicator

assessment are written by teachers and reviewed throughout the year to insure alignment

with Indiana Academic State Standards. Grade level, content level, and multiple grade-

level committees meet to review and revise our maps so that school curricula is seamless,

avoiding gaps between grades, providing PTS students with high quality curriculum and

instruction.

Indicator Assessments measure the current level of proficiency for each student based on

the assessments for each grade level taught during each trimester. Each assessment is a

minimum of five questions and proficiency is determined by a score of 80% or better.

Students who do not demonstrate 80% or better on Indicator Assessments receive

additional instruction and are then reassessed. Students who demonstrate 80% or better

are enriched by the classroom teacher to extend their learning and apply the skill mastered

to a higher level of understanding and application.

Mastery Teaching Framework - Mastery Learning begins with the premise that all

children can learn when provided with conditions that are appropriate for their

learning.

1. Objectives--Tell students the objective of the lesson. Students need to know the

expectations of the lesson. What will be taught? In writing objectives, use Bloom's

Taxonomy and plan lessons using higher level thinking skills.

2. Standards--List the standards that are applicable to the lesson. Students need to

know that the lesson is important. Why should this be learned? Standards should be

linked to the objectives of the lesson.

3. Anticipatory set--Have an activity that relies on prior knowledge to engage the

students. This is the "hook" of the lesson. It should be interesting and relevant to the

students.


4. Teaching Input--Explain to the students the lesson. This the "core" of the lesson.

5. Teaching Modeling--Model an example with the student. Students should be

"shown" how do achieve the objective.

6. Checking for understanding--Ask students to explain the steps of the lesson.

Teachers may use random calling to ensure that students understand.

7. Guided Practice--Have students complete similar activity with the help of the

instructor.

8. Closure--Have an activity that highlights the objective of the lesson.

9. Independent Practice--Assign an activity that students can complete without the

teacher's assistance

Vocabulary – Vocabulary instruction that improves comprehension generally has the

following characteristics: Multiple exposures to instructed words Exposure to words in meaningful contexts Rich or varied information about each word The establishment of ties between instructed words and students’ own

experience and prior knowledge An active role by students in the word- learning process

The Baldridge Model/8 Step Process is a continuous improvement teaching/learning

cycle that consists of the following:

Data Disaggregation

-By grade level

-Students from last year

-Students from this year

-Basis from instructional calendar

Timeline Development –instructional calendar-teach what, when, how long

Instructional Focus-part of each day’s lesson

Administer Frequent Assessments

Use Tutorials to Re-teach non-mastered target areas

Provide Enrichment opportunities for mastery students

Reinforce Learning through maintenance

Monitoring (student achievement and teaching/learning skills)

Professional Learning Communities - The professional learning concept is embedded

in the routine practices of the school when teachers are organized into teams, provided

time to meet, and given specific guidelines for engaging in activities that focus on

student achievement. Each PLC teams’ dialogue should center on these three critical

questions, related to the district’s big ideas:

• What is it we want our students to learn?

• How will we know when each student has learned it?

• How can we improve on current levels of student achievement?

5 Critical Values - Portage Township Students have the courage and passion to be

Respectful


Compassionate

Honest

Fair

Responsible

To create a culture of inclusiveness and support for all children.

Reciprocal Teaching

Depth of Knowledge (DOK)


Daily 5

6+1 Writing

5 Pillars of Literacy

Core Values

Whole Brain Teaching

Response to Instruction (RTI) is a framework for prevention, advancement, and early

intervention, which involves determining whether all students are learning and

progressing when provided with high quality instruction. RTI is a tiered process which

consists of Tier I (regular classroom instruction, Tier II (targeted interventions, and Tier

III (intense interventions). Students who are not showing proficiency at Tier I receive

additional support as identified by the school RTI Team that was created to support

teachers who are moving students through the RTI process. The second tier of instruction

requires a minimum of 30-45 extra minutes of instruction 3 times per week for 3-4

weeks. If a student is still not successful they are then moved to the third tier of

instruction. In the third tier, an additional 30-45 minutes of instruction is required 5 days

per week for 3-4 weeks. If a student is successful within a Tier they are moved back

down gradually. If a student is not successful with the tiered interventions s/he is

considered for testing for learning disabilities. Copies of the Portage Township School’s

RTI process have been distributed to all South Haven Elementary School teachers.

Differentiated Instruction (DI) is a process of designing instruction to meet the varied

needs of a group of learners. Students are grouped according to their ability to work on

the same concepts and skills but at their independent level. When students enter grade 3

they are put into cluster groups of high, middle, and low and shared between the three

teachers. This cluster grouping continues through 5th grade. Students can transition in

and/or out of this cluster group at the end of third and fourth grade.

Dynamic Indicators of Basic Early Literacy Skills (DIBELS) is a K-2 diagnostic

assessment used to assess the development of essential early literacy skills. Students are

assessed and progress monitored in the areas of First Sound Fluency (FSF), Letter Naming

Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency (NWF),

and Oral Reading Fluency (ORF).

6+1 Traits of Writing is a research-based instructional model that is used to teach and

assess writing. Students are introduced to the six traits of writing (ideas, organization,


voice, word choice, sentence fluency, and conventions) and develop the writing skills

needed for appropriate grade level genre. Writing prompts are administered each trimester

and scored with the appropriate rubrics.

All of the above-identified initiatives provide for progress monitoring to determine if

student needs have been addressed and met.

Jones Elementary School also provides the following initiatives to provide for extended

learning opportunities:

Summer Programs – Jones Elementary School has a summer school program

recommended for those students who are not proficient at grade level Language

Arts skills.

Title I – The Title I teachers and assistant work with small groups or individual

identified students who struggle in Reading and Language Arts daily for 25-30

minutes. They also work with ESL students and students who are in Tier II and

Tier III in the RtI process.

NWEA – Grades K-5

Remediation - Grades 3-5

Proposed Plan

Jones Elementary School will continue to use the identified reform strategies and

extended learning activities that are currently in place.

Technology as a Learning Tool Describe the integration of technology and how it supports student learning. Include a

description of how you review and revise your technology plan annually. (PL221)

(Current Reality & Proposed Plan) Current District Plan

Introduction to Goals Strategies and Metrics:

Portage Township Schools (PTS) believes that learning should be a life-long process

empowering all students with the necessary tools and skills to be productive, competent

participants in an information-rich and technologically changing world. PTS utilizes our

quality schools management model as a process for identifying, developing and

implementing technology initiatives that align to our mission. Our technology design

team, a subcommittee of the district quality schools team, meets regularly to provide a

communication and implementation vehicle for technology change and improvement; one

that specifically includes the creation, revision, and dissemination of this plan.

Policy Goal: Provide all Portage Township Schools stakeholders policy and procedures

that reflect the most current and best-practice use of technologies.

Mobile device policies updated to reflect changes in use and expectations. Students are

allowed to use mobile devices for instructional purposes.

Modified AUPs for students and teachers to reflect changes in use and expectations.

Mobile Devices, internet use, etc.


Digital Citizenship Goal: Provide a detailed definition and detailed description of digital

citizenship as well as guidelines for the practice and development of appropriate

behaviors and attitudes for the use of technology at Portage Township Schools.

The development of digital curriculum standards is in process within the district

Technology Design Team for the 2013-2014 school year.

Curriculum Goal: Provide an updated K-12 technology curriculum designed in

accordance with the National Educational Technology

Standards for Students (NETS-S) and aligned to the district’s academic standards

mapping initiative.

The development of digital curriculum standards is in process within the district

Technology Design Team for the 2013-2014 school year.

Professional Development Goal: Provide both district-level and building-focused staff

development that encourages the widespread, effective use of current technologies. The

professional development activities will be aligned to the National Educational

Technology

Standards for Teachers and Administrators (NETS-T, NETS-A) and focus on 1)

implementing a 1:1 learning environment in the classroom, 2) supporting best-practice

instructional models, and 3) facilitate the use and analysis of data to better target

specific and individualized learning needs.

Technology PD survey was implemented at the beginning of the 2013-2014 school year.

District-wide PD is in development in response to survey results.

Individual buildings are initiating technology PD as needs arise.

Resources Goal: Provide current educational and administrative resources that facilitate

the learning process and flow of information between all Portage Township Schools

stakeholders.

All computer workstations updated to Windows 7 and Office 2010

Initiation of My Big Campus as district-wide learning management tool.

Infrastructure/Equipment Goal: Provide a quality, service-rich technology equipment

inventory and network infrastructure that is robust, scalable, reliable, and well-

maintained and develop a plan to move the district to a 1:1 learning environment for

students and staff.

Individual buildings keep accurate inventory and installation statistics. Developing a

standardized district-level help desk and inventory system.

Replaced over 600 mobile devices in the fall of 2013 with focus towards 1:1 technology

initiative.

Standardization of workstations to Windows 7 and Office 2010.


Service/Support Goal: Provide quality, professional technical support and service in all

areas of information and technology, including, but not limited to: systems

administration, backup and storage, data security, disaster recovery, network

infrastructure, network management, network security, Internet bandwidth, federal and

state compliance, desktop support and others.

District Director of Technology hired 7/15/2013 to oversee technology integration and

support staffing.

Currently in the process of evaluating staffing and support in preparation of moving

towards a 1:1 student computer ratio.

Funding Goal: Provide a systemic, prioritized and sustainable funding strategy that

ensures 1) the ongoing integrity of programs and services, and 2) equitable and

ubiquitous access to current technologies for all Portage Township Schools’

stakeholders, including a plan for a 1:1 learning environment for students and staff.

Technology Plan Grant recipient 2012, 2013, 2014

STAA grant recipient 2012, 2013

Developing a district replacement and upgrade funding process in preparation of moving

towards a 1:1 student computer ratio.

Current School Plan

The Jones Elementary School computer lab is used as an extension of the classroom. The

software and hardware is used to promote learning in Reading, Writing, Math, and

keyboarding skills. The school has one wired computer lab of 31 workstations, 5 mobile

carts containing 30 Chromebooks each, 1 mobile cart of 30 IPADS used in Art, 3 mobile

carts of 30 IPADS used by teachers for classroom instruction. Each classroom has one

student workstation and one teacher workstation. K-2 classroom has an eno board.

Each teacher has an IPAD along with a video projector and Apple TV Device to assist in

instruction.

There is a networked full color laser printer in the lab.

Jones Elementary has a full time ITS on staff. She works with teachers to fulfill technology

needs. She attends monthly technology meetings.

Jones Elementary School uses two major technology programs to support and promote

learning. Grade 1 uses Reading Eggs, enabling students to work at their own levels in Math,

Language Arts, and Reading. Renaissance Place is used in Grades 1-5 to evaluate students’

levels in math and reading, while teachers are provided easy access to student reports

indicating current levels of performance.

Certain technologies are in use in the building that assist faculty to better meet the needs

of students. Some of the initiatives that Jones Elementary School has in place include:


AR Testing – Students are able to take quizzes on books they read that are

within their ZPD range. This is based off their Star Reading Score. AR goals

are designed each month based on a student’s instructional level.

Indicator Assessments/College and Career Ready Tracking – This data is

entered into Powerschool by the teachers after each assessment.

NWEA – This assessment is given 3 times a year in grades 1-5 to help monitor

progress and growth, K will be assessed twice.

Curriculum Integration:

The use of technology in the classroom and within the computer lab at Jones Elementary

School will directly relate to the Indiana State Academic Standards while incorporating

the National Educational Technology Standard for Students (NETS for Students) and in

accordance with Public Law 221. The use of technology will focus on our three

Continuous Improvement Goals. Grade level specifics are outlined below:

Students will use classroom and computer lab time each week to utilize technology that

addresses the areas of reading comprehension, written language, math, and typing skills.

Each child will be given opportunities weekly to utilize pertinent technology as outlined:

Kindergarten: 1) Students will use Reading Eggs, ABCya, Shepard, Education

City, and NWEA websites to improve Reading skills.

2) Students will use Number Line (Little Monkey), Addition

Flashcards, Math Seeds, Seahorse Counting, and NWEA to

increase proficiency in the area of Math.

3) Students will use Dancemat to improve keyboarding skills.

First Grade: 1) Students will use websites and the activities in Starfall, ABC

Ya, Accelerated Reader, Education City, NWEA, and Reading

Eggs software to improve Reading comprehension.

2) Students will use Pearson Realize, Education City, and NWEA

to increase proficiency in the area of Math.

3) Students will use Dancemat to improve keyboarding skills.

Second Grade: 1) Students will utilize Accelerated Reader, Study Island,

Education City, NWEA, and Reading Eggs software to

improve Reading comprehension.

2) Students will use Pearson Realize, Study Island, NWEA, and

Education City to increase proficiency in the area of Math.

Third Grade: 1) Students will use Microsoft Word to improve writing and

keyboarding skills.


2) Students will use Accelerated Reader, Study Island, Education

City, Frontrow, NWEA, and Think Central to increase

Reading skills.

3) Students will use X-tra Math, Frontrow, Splash Math, Pearson

Realize, NWEA, Study Island, and Education City to increase

proficiency in the area of math.

Fourth Grade: 1) Students will utilize Scholastic Story Starters; Time for Kids,

Scholastic's - It's Greek to Me, HenryAnker.com, Sheppard

Software, Study Island, Education City, NWEA, and

Accelerated Reader to improve language art skills.

2) Students will use Cool Math 4 Kids, Study Island, Education

City, Sheppard Software, Khan Academy, NWEA, and Pearson

Realize to increase proficiency in the area of Math.

3) Students will utilize Typing.com to improve keyboarding

skills.

Fifth Grade: 1) Students will use IXL ELA, Accelerated Reader, Study Island,

Education City, and NWEA to improve reading skills.

2) Students will use IXL Math, Khan Academy, Cool Math, Study

Island, Education City, Pearson Realize, and NWEA to

increase proficiency in the area of math.

3) Students will utilize Typing.com to improve keyboarding

skills.

Proposed Plan

The school will continue to implement its current reality.

Cultural Competency Describe the culturally appropriate strategies the school uses to increase the

educational opportunities provided for all students/subgroups. (PL221) (Current

Reality & Proposed Plan)

Current Reality

As related to the Schoolwide Plan, the school’s planning committee has (1) identified the

racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic

groups that are included in the school’s student population, (2) incorporated culturally

appropriate strategies for increasing educational opportunities and educational

performance for each group in the school’s plan, and (3) recommended areas in which

additional professional development is necessary to increase cultural competency in the

school’s educational environment.


At this time, the focus of the school’s cultural competency efforts include working with

students of poverty (the school’s free and/or reduced lunch rate is 47.2%), and

addressing the learning needs of all students and particularly special education students

through the use of differentiated instruction and the RtI process.

Proposed Plan

Continue the strategies including differentiated instruction and working with students of

poverty.

Component 3 – Highly Qualified Teachers (Core Content

Areas) 1. Describe the school’s plan to ensure that highly qualified professional staff is

employed at the school and how qualified staff will be employed in a manner that best

enhances your schoolwide reform plan. (Current Reality & Proposed Plan) Current Reality

When there is an opening at Jones Elementary School the schools will implement the

following procedures (outlined by contractual procedures).

The position is posted in the building (internally)

Permanent teachers can apply for the position

If a current teacher receives the position then their previous position follows the

above outlined procedures

If a current teacher within the building does not receive the position it is posted

within the corporation to permanent position

If a corporation teacher receives the position then their position is posted then

their previous position follows the above

If the position is not filled with a corporation teacher then the position is posted

externally

Administrators use AppliTrack to create an interview list

The building principal and a committee interviews applicants, contacts references

to get statements, and creates a priority list of the best candidates

The recommended list is then sent to the administration building for the final

decision

Proposed Plan Continue the district’s/school’s current reality.

When there is an opening at Jones Elementary School the school will implement the

following procedures:

Create a hiring committee to brainstorm strengths and weaknesses of the team and

grade level.

Make a list of specific required skills the candidate will need in order to

successfully fill the position.

Find and recruit highly qualified teachers within the district that taught in our

building and have had previous positive working relationships.


2. Identify all teachers employed at the school, their teaching position and/or the

courses they teach. Provide documentation that they meet the definition of “highly

qualified” as outlined in the Title I law. (Current Reality)

Name Assignment HQ Status

Mrs. Kristen Doty

Principal K-12 administration

Kara Thornberry

Kdg. Teacher Praxis

Evelyn Passo

Kdg. Teacher HOUSSE

April Shoppa

Kdg. Teacher NTE

Gwen Colville

1st Grade Teacher Praxis

Felicia DeMass 1st Grade Teacher HOUSSE

Jennifer Hansen 1st Grade Teacher Praxis

Tamara Boyd

2nd Grade Teacher Praxis/HOUSSE

Jodi Jones 2nd Grade Teacher Praxis

Kristin Swindle 2nd Grade Teacher HOUSSE

Jane Bachmann

3rd Grade Teacher Praxis

Erin Krenkel 3rd Grade Teacher Praxis

Michael Prentiss 3rd Grade Teacher Praxis

Christen Ball 4th Grade Teacher Praxis

Sarah Gill 4th Grade Teacher Praxis

Nycole Rumler

4th Grade Teacher Praxis

Karmo Leuthart 5th Grade Teacher Praxis

Meagan Breninger 5th Grade Teacher Praxis

Julie Whitten

5th Grade Teacher NTE

Rebecca Duncan

Music Praxis

Kentaft Music Praxis

Sue Newton

P.E. HOUSSE

Andrew Cox Art Praxis

Marilyn Pester Art Praxis

Sarah Funston Title One Praxis

Susan Otto Special Education Praxis

Bonnie Guest Special Education NTE


3. Identify all paraprofessionals employed at your school who provide instructional

services. Provide evidence for each identified paraprofessional to demonstrate that

s/he meets one of the three criteria required under Title I law:

a. Must have completed two years at an institution of Higher Education, or

b. Must possess an associate’s degree or higher, or

c. Must have successfully completed the Para Pro Assessment

Include funding source information for each staff person. Explain/outline the duties of

each paraprofessional employed at your school (regardless of funding source).

Identify how the duties are allowable under the Title I law.

a. Provide instructional support services under the direct supervision of a teacher

b. Conduct parental involvement activities

c. Serve as a translator

d. Provide support in a library or media center

e. Provide computer lab assistance

(Current Reality)

Name Assignment HQ Status Funding

Source Guadalupe Villarreal

Kdg. Assistant ParaPro General Fund

Beth Sexton

Kdg. Assistant ParaPro General Fund

Yvonne Brevard

Kdg. Assistant Transcripts General Fund

Christina Winfield

Title I Assistant Parapro Title I

Amy Piers

Instructional Assistant ParaPro General Fund

Corrine Frame

Instructional Assistant Transcripts General Fund

Michelle Phillips


Kelly Eryman


Issa Jackson


Celena Oliver

Recess Assistant ParaPro General Fund

Meagan Froman


Component 4 – Professional Development 1. Describe professional development initiatives currently in place at the school.

(PL221)/ (SWP/CNA) (Current Reality & Proposed Plan)


Current Reality

The professional development plan at Jones Elementary and all Portage Township

Schools is driven by two primary factors: 1) District Initiatives and 2) our school’s

student assessment results.

District Initiatives include: Data Analysis, Higher Order Thinking Skills

(HOTS), and the 8 Step Process.

Jones Elementary school and grade level teams regularly collaborate on professional

development initiatives and research based instructional strategies being deployed by our

teachers. They review what is working well in advancing our students’ academic

progress. This collaboration enables our staff to keep updated on student progress and

share ideas and strategies they find effective and that will help insure continuous

progress.

Funding for professional development is allocated through the use of corporation funds,

Title 1, and our school’s professional development account fund. Teachers are

encouraged to present new information and teaching techniques at staff meetings or late

start Wednesdays based on research learned at conferences and other training venues.

The following are professional development opportunities offered to Jones teachers;

Google Drive, Google Docs, Sheets, Slides, Google Forms, Professional Learning

Communities, Whole Brain Teaching, Making Meaningful Google Forms For the

Classroom, SAMR Model, Moving Up The Ladder, Smekens Reading and Writing

Strategies Web PD, High Ability Training and Touchmath. Training takes place during

Late Start Wednesdays, staff meetings, and afterschool meetings.

Proposed Plan

Late Start Wednesdays and staff meetings will be used to provide Professional

Development. Among the topics and areas of professional development that will be

addressed are:

Training in more effective ways to use data to drive instruction

Meeting the needs of all students

NWEA Data Analysis and Goal Setting with Students

Growth Mindsets

Teacher Evaluation Rubric

2. Describe how the school will utilize professional development to support schoolwide

program goals and augment professional growth for highly qualified teachers in all

core content area classes. Explain how the school will implement high quality,


ongoing professional development for teachers, principals, and paraprofessionals and,

if appropriate, pupil services personnel, parents and other staff. (PL 221)

(Current Reality & Proposed Plan)

Current Reality

Professional Development takes place on Late Start Wednesdays and during staff

meetings. During grade level and vertical Professional Learning Community meetings,

team members share how they are using what they have learned in PD. Teachers who are

experts in areas of PD will share what they know or have learned with the staff. Grade

level teams will work with new teachers to ensure their knowledge of school and district

initiatives.

Proposed Plan

The current reality in regards to teaching staff will continue as the proposed plan.

We plan to provide PD for our support staff during Late Start Wednesdays as well.

Topics will be PBIS, student conflict management, and expectations in the classroom,

lunchroom, and on the playground.

3. Describe how the professional development plan is coordinated with proposed

interventions and how it supports sustainable school improvement efforts. This

summary of your professional development efforts must be aligned with your 3 year

timeline for implementation, review and revision located yearly in Appendix A.

(PL221) (SWP) (Current Reality & Proposed Plan)

Current Reality

The professional development activities identified above and outlined in the three-year

timeline found in Appendix A are based upon identified needs resulting from the school’s

comprehensive needs assessment. All proposed interventions and related professional

development activities will be sustained over a period of time to ensure effective

implementation and evaluation of those efforts. The school’s schoolwide plan will be

reviewed, revised and updated annually with necessary adjustments made to the

implementation of identified initiatives and the implementation timeline.

New teachers attend monthly professional development through the district. Support for

teachers who are new or who are changing grade levels are supported in the change by

the teachers in the grade level. A collaborative effort for training and information

regarding district initiatives and location of pertinent information are shared and

discussed. Bi-monthly meetings are scheduled for new teachers with their grade level

team. If additional meetings are deemed necessary, there exists within all grade levels an

“open door” policy to provide help as needed by the new or transition teacher. Support

for all teachers occurs during formal and informal grade level meetings, which are held

frequently to discuss data and instructional strategies.


Proposed Plan

The current reality will continue as the proposed plan.

Component 5 – Attract Highly Qualified Teachers

Describe the school’s plan to recruit and retain high-quality, highly qualified

teachers. (Current Reality & Proposed Plan)

Current Reality

Jones Elementary School has developed a specific plan to recruit and retain highly

qualified teachers in the building. The plan follows a specific set of procedures:

Internal building applicants are first considered

Corporate wide internal applications are considered second

Outside applicants through Applitrack Filtering System are identified and

considered for interviews

An interview committee, including the principal, meet with applicants to make a

recommendation to the Central Office

Central Office makes the final decision for the position

Highly qualified teachers want to come and remain at Jones Elementary School

for shared leadership opportunities, to experiment with innovative best practices,

and the positive culture and climate

Proposed Plan

Jones Elementary will continue with the current reality and in addition will develop a set

of interview questions specific to the grade level or position that is open.

Component 6 – Parental Involvement 1. Describe parent participation efforts currently in place in the school. (PL221)

(SWP/CNA) (Current Reality)

Parent support is crucial to the academic success of students. Parents are encouraged to

have regular communication with teachers to:

1. Stress the importance of regular attendance.

2. Help and encourage students to do homework assignments.

3. Participate in the school’s important decision-making processes.

Following are some of the parental involvement efforts currently in place:

Kindergarten Orientation Night

Back to School/Parent Information Night

Parent/Teacher Conferences

Mid-term trimester Progress Reports

Trimester Grade Cards

Title 1 Parent Involvement Breakfasts; Donuts with Dads, Muffins with Moms


Special events during the school year such as: two book fairs, Santa's Gift Shop,

Jones Give Back Nights, Family Movie Night, Purdue Northwest Science

Night/Bookfair, Walk-a-thon

Student Daily Planners

School Newsletter

School Messenger

Phone calls to parents as needed to provide information on student progress.

Title 1 Parent Compacts

Parent Portal (enables parents to see their child’s continually updated grades)

Letters/email from classroom teachers to parents

Community Organizations

RtI Letters/Phone Calls

2. Describe the partnerships between parents and the school that support learning and

promote effective parent involvement. Include information/documentation of the

following Title I Program activities: Annual Parent Meeting, Parent Involvement

Compact, Parent Involvement Policy, Complaint Resolution Procedure, and Parents’

Right to Know. (PL221)(SI - Component #8) / (SWP - Component #6) (Current

Reality)

Parents are an important part of our school culture and are invited to volunteer in

classrooms in a variety of capacities throughout the school. Our Parent Teacher

Organization supports the school fundraising and school related activities. We encourage

parent-Teacher communication through the means of telephone, email, notes, and

conferences. We inform parents of upcoming events, activities, and important tests such

as the ISTEP+.

Parent signatures are required on the following documents which are presented and

reviewed at the annual Title 1 parent meetings. Copies of these documents are included in

Appendix B of this plan.

Parent Compact

Parent Involvement Policies (District/School)

Parent’s Right to Know Letter

Parent Complaint Resolution Procedure

These signed forms are retained in the Title I Program room. Additionally, the annual

parent meeting agenda and parent sign-in forms serve as documentation for all parent

meetings and workshop training sessions.

3. Describe how parents will be involved in the design, implementation and annual

evaluation of the schoolwide plan and how communication will be two-way between

parents and the school. (Current Reality & Proposed Plan)

Current Reality

Jones Elementary School shares the schoolwide goals with parents by hosting


back to school nights, parent teacher conferences, and sending school newsletters. All

parents are asked to participate in the annual school survey to provide input regarding

their ideas, needs and/or concerns they relate to the school’s school wide program

improvement efforts.

Proposed Plan


4. Describe how parents will be an integral part of the activities you have designed to

reach your schoolwide goals. What assistance will be provided to help parents

understand topics pertinent (i.e., family literacy, ISTEP+, AYP, etc.) to the school’s

schoolwide program? (Current Reality & Proposed Plan)

Current Reality

Jones Elementary School shares the schoolwide goals with parents by hosting

back to school nights, parent teacher conferences, and sending school newsletters. All

parents are asked to participate in the annual school survey to provide input regarding

their ideas, needs and/or concerns they relate to the school’s school wide program

improvement efforts.

Proposed Plan


5. Describe how the school provides individual student academic assessment results in

a language parents can understand, including the interpretation of these results, to the

parents of a child who participates in the academic assessments (ISTEP+) required by

Section 1111 (b) (3). (Current Reality & Proposed Plan)

A variety of methods and activities have been and will continue to be used to help parents

understand their child’s academic performance (all of the listed methods and activities

have been thoroughly explained above in item # 1)

ISTEP+ Parent Letters

NWEA reports

Daily Folders

Power School Parent Portal

RTI Letter/Phone Calls/Conferences

Progress Reports/Grade Cards

Assignment Notebooks (Grades 3-5)

All printed documents are/will be written with the minimum use of jargon and in a

language that is easily understood by parents. Should it be necessary to use educational

terms they will be explained clearly and examples will be provided.


Component 7 – Preschool & Other Pertinent Transitions Describe the school’s plan to assist preschool children in the transition from early

childhood programs, such as Head Start, Even Start, Early Reading First, etc. to the

elementary school program.

Describe the school’s plan to assist students in other pertinent transitions throughout

their school career, as appropriate for the school district, such as Elementary School

to Middle School, Middle School to High School, etc. (Current Reality & Proposed

Plan)

Current Reality

Kindergarten Transition

Portage Township Schools currently uses the following initiatives in order to transition

students into Kindergarten.

Each April parents in our school are notified of the Kindergarten Round-Up

through letters, postings in newspapers, and public service announcements on

the radio. Flyers are also sent to area pre-school programs for distribution to

parents.

At these times, parents are invited to register their children for

Kindergarten. Registration times are convenient for both working and stay at

home parents.

Bright Beginning Backpacks, filled with learning activities to prepare students

for Kindergarten, are distributed to families at Kindergarten Round-up.

Each August, parents are invited to attend Kindergarten orientation to learn

about the Kindergarten program and tour the building.

Fifth Grade Transition

Fifth grade is the final year in elementary school for Portage students. Every effort is

made to make the transition from elementary school to middle school a positive

experience for the students. During their fifth grade school year students are given the

opportunity to attend Quiz Out, Cross Country and the District Track Meet, which are

activities that allow students from all eight of the Portage elementary schools to meet and

interact before coming together in middle school.

Home School Advisors in the elementary schools provide programs and offer support to

the fifth grade students as it relates to the transition of leaving elementary school. Fifth

grade teachers reinforce organizational skills to prepare students for being mobile.

Additionally, the teachers switch students for content areas lessons to introduce students

to the idea of having multiple teachers and classrooms. In the spring of their fifth grade

year, students are also introduced to some of the opportunities for elective classes

available in middle school, such as band and orchestra. Students attend a middle school

orientation in the fall as they prepare to enter sixth grade; and parents are invited to attend

informational nights prior to the start of the sixth grade year.


Sixth grade students entering middle school are divided into teams as a way to make their

introduction to middle school a more manageable experience. Sixth grade classrooms and

lockers are located in close proximity so that students do not have to travel throughout

the entire building. The middle school teachers and Home School Advisors work together

to provide a supportive and caring environment for the students as they deal with the

transition from elementary to middle school.

Component 8 – Teacher Decision Making Using Academic

Assessment Results Describe the measures that will be implemented to include teachers in the 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.

(Current Reality & Proposed Plan)

Current Reality

The use of data helps support the decisions that drive instruction at Jones Elementary

School. The school uses a variety of assessments to monitor progress of student mastery

within the building. The ISTEP+ assessment is used as a basis for remediation for

individual students who do not pass sections of the test. Classroom teachers use student

ISTEP+ scores to develop plans and identify differentiated instructional groups.

Power Indicator Assessments are used within each grade level. These assessments were

designed to represent district determined power indicators developed from the Indiana

College and Career Readiness Standards. The results are used to determine whether

students will be placed in a remediation or an enrichment group following the 8-Step

Baldridge Process. The data is then placed on a tracking sheet to reflect student mastery

of the power indicators and is used to drive the remediation and enrichment groups, as

well as classroom instruction.

The DIBELS (dynamic Indictors of Basic Literacy Skills) assessment is implemented

through the Title 1 Program. This data is used to drive classroom instruction as well as

Title 1 groups. DIBELS is used for all kindergarten, first, and second grade children to

identify early reading skills. Benchmark assessments are given three times a year as a

diagnostic. Progress assessments are given after three weeks of reading intervention.

Letter naming, initial sound fluency, phoneme segmentation, nonsense words,

comprehension, and oral reading fluency are assessed and then data is used to drive

instruction and grouping. The lowest scoring students within kindergarten, first, and second grades are seen by title 1 staff to work on their deficits. The classroom teacher

then teaches enrichment groups during the same time slot. DIBELS is also used as a

predictor of later reading proficiency as assessed by the third grade Language Arts

ISTEP+.

Star Reader and Star Math are web-based standardized diagnostic tests. They are used to

determine individual reading and math levels, measure individual and class growth and

forecast results on ISTEP+. The Star Reader standard score is identifying Title 1 students


in first, second, third, fourth, and fifth grades. Second grade also utilizes the DIBELS

Oral Reading Fluency scores and third grade uses the corporation-wide Trimester

Fluency Passage score. Results from these assessments provide additional data on reading

proficiency.

Acuity is a web-based assessment designed to measure 3rd, 4th, and 5th grade student’s

mastery of the standards tested by the ISTEP+. This test is administered three times prior

to the actual ISTEP+ testing. Data from these tests help teachers identify individual

student, classroom, and grade level skills that are strong and those that need additional

instruction.

Data from all of the above identified assessments is reviewed at school leadership

meetings, grade level meetings, staff meetings, and data meetings. The information from

these data discussions is then used to determine instruction within the 8-Step Process for

remediation and enrichment.

Proposed Plan

The school will continue to use data to help drive instruction.

Component 9 – Effective, Timely Additional Assistance Describe the activities (before school, after school and any extension of the school

year) that will be in place that will ensure that students who experience difficulty

mastering the proficient and advanced levels of academic achievement standards shall

be provided with effective, timely assistance. This must include measures to ensure

that students’ difficulties are identified on a timely basis and that sufficient information

on which to base effective assistance is provided as part of schoolwide programming.

(PL221) / (SI – Component # 9) / (SWP – Component # 9) (Current Reality &

Proposed Plan)

Current Reality



exceeding the Indiana College and Career Ready Standards in ELA as measure by

ISTEP.

Research based, best practice English/Language Arts interventions that are presently in

place in the school include:

Full day Kindergarten is in place for all students entering Kindergarten.

Summer School program is available for grades K-2 for four hours a day for ten

days to students not meeting state standards in Reading Comprehension.

Remediation is available for students in grades K-5 who are struggling with

Reading Comprehension.

Small group and individual instruction is available daily for 30 minutes to

students in Tier II and Tier III of the RtI process.


Indicator Assessments are given each Trimester to identify student needs and

weaknesses within the curriculum.

Proposed Plan

The proposed plan is to continue with the above stated programs.

Mathematics


exceeding the Indiana College and Career Ready Standards in Math as measure by

ISTEP.

Research based, best practice Mathematics interventions that are presently in place in the

school include:

Full day Kindergarten is in place for all students entering Kindergarten.

Remediation is available for students in grades K-5 who are struggling with

Mathematics.

Small group and individual instruction is available daily for 30 minutes to

students in Tier II and Tier III of the RtI process.

Indicator Assessments are given each Trimester to identify student needs and

weaknesses within the curriculum.

Proposed Plan

The proposed plan is to continue with the above stated programs.

Component 10 – Coordination and Integration of Funds 1. Describe the coordination and integration of Federal, State and local services and

programs. List programs to be coordinated and/or funds to be integrated. (Current

Reality & Proposed Plan)

Current Reality

All federal, state, and locally funded programs in place in our school currently function as

independent entities.

Proposed Plan

The school Comprehensive Needs Assessment (CNA) indicated the need for continued

program coordination efforts. Consequently, the SWP leadership team and school staff

have proposed a number of activities to improve program coordination during the

upcoming (2015-2016) school year. Examples of coordination activities include monthly

staff meetings, once a trimester collaboration meetings and bi-weekly grade level

meetings.

The school will coordinate the following program efforts:

Title I – Part A

Title II – Part A (Preparing, Training and Recruiting HQ Staff)


Title II –Part D (Enhancing Education through Technology)

Title III – Part A (Language Instruction for LEP and Immigrant Students)

IDEA – Individuals with Disabilities Act (Part B)

High Ability Grant

While the school has chosen to coordinate its program efforts it has determined that it

will not consolidate program funds at this time.

2. Explain how the school has adequate funds to effectively carry out the activities

described in this plan and specifically how the school shall devote sufficient resources

for professional development in implementation of the 10 required components.

(Proposed Plan)

The district administration in conjunction with the school leadership team have

determined that the school’s proposed Title I Program budget (a minimum of 85% of the

previous year’s budget) for the upcoming 2015-2016 school year will be sufficient to

address the identified student achievement and professional development needs, as well

as, activities related to implementing the required SWP components.


Part 2 - Appendix A

Summary of Goals, Strategies and

Professional Development



By Spring 2018, we will move from 71.4% to 74% of grades 3-5 students meeting or exceeding

the Indiana College and Career Ready Standards in ELA as measure by ISTEP.

Strategies: Differentiated Instruction

Curriculum Maps

DIBELS

Accelerated Reader



NWEA

Study Island

Reading Eggs


Writing across the curriculum

Consistent Scoring Rubrics

Writing Everyday

Writer’s Workshop

Process Writing

Writing to Text

Literary Response

Activities: Full day Kindergarten is in place for all students entering

Kindergarten.

Summer School program is available for grades K-2 for four

hours a day for ten days to students not meeting state standards

in Reading Comprehension.

Remediation is available for students in grades K-5 who are

struggling with Reading Comprehension.

Small group and individual instruction is available daily for 30

minutes to students in Tier II and Tier III of the RtI process.

Indicator Assessments are given each Trimester to identify

student needs and weaknesses within the curriculum.

Professional

Development:

NWEA Data Analysis/Goal Setting with Students, Growth Mindsets,

Teacher Evaluation Rubric, Meeting the needs of all students

Cultural

Competency:

Address the needs of special education learners in the area of Reading

Comprehension.

Parent

Involvement: Back to School/Parent Information Night


Mid-term quarterly Progress Reports

Quarterly Grade Cards

Title 1 Parent Involvement Events


Phone calls to parents as needed to provide information on

student progress.


Parent Portal (enables parents to see their child’s continually

updated grades)

Letters/email from classroom teachers to parent

RtI letters

Technology: Teachers will use Power Teacher to report benchmark

assessment results.

Accelerated Reader

NWEA

Study Island

Reading Eggs

Attendance: Reading Comprehension requires practice. Students who are furthest

away from grade level proficiency require the most amount of Reading

Instruction.

Mathematics

By Spring 2018, we will move from 70.3% to 73% of grades 3-5 students meeting or exceeding

the Indiana College and Career Ready Standards in Math as measure by ISTEP.


Remediation

Pearson Realize

Manipulatives

Curriculum Maps


NWEA

Touchmath

Math Seeds

Study Island


Kindergarten.


struggling with Mathematics.






Professional

Development:

Touchmath, NWEA Data Analysis/Goal Setting with Students, Growth

Mindsets, Teacher Evaluation Rubric, Meeting the needs of all learners

Cultural

Competency:

Address the needs of special education learners in the area of

computation.

Parent







student progress.



updated grades)


RtI Letters


assessment results.

Pearson Realize

Study Island

Math Seeds

NWEA

Attendance: Math Computation requires practice. Students who are furthest away

from grade level proficiency require the most amount of computation

instruction.

NWEA

By spring 2018, the percentage of students at Jones Elementary School at or above the 61st

percentile on NWEA will be 57% for reading and 51% for math, an increase of five percent from

the Fall 2017 NWEA performance.

By spring 2018, all Jones students who were below the 61st percentile ranking on the Fall NWEA

testing, will have increased their percentile ranking by 1% or more as measured by their

individual percentile ranking in NWEA as compared from their percentile ranking from the fall

2017 assessment in both math and reading.


Curriculum Maps

DIBELS

Accelerated Reader



NWEA


Study Island

Reading Eggs


Pearson Realize

Touchmath

Math Seeds


Kindergarten.

Summer School program is available for grades K-2 for four

hours a day for ten days to students not meeting state standards

in Reading.


struggling with Reading and Mathematics.





Professional

Development:

Touchmath, NWEA Data Analysis/Goal Setting with Students, Growth

Mindsets, Teacher Evaluation Rubric, Meeting the needs of all learners

Cultural

Competency:

Address the needs of special education learners in the area of

computation.

Parent







student progress.



updated grades)


RtI Letters


assessment results.

Pearson Realize

Study Island

Math Seeds

NWEA


Attendance: To show growth in the core areas students need practice. Students who

are furthest away from grade level proficiency require the most amount

of core instruction.


Part 2 – Appendix B

Title I Parent Involvement Documents

Annual Title I Parent Meeting Agenda

Parent Involvement Compact

Parent Involvement Policy (district/school)

Complaint Resolution Procedure

Parents’ Right to Know Letter


Annual Title I Parent Meeting Agenda

Title I Informational Night

What is Title I?

Federally funded

Title I, Part A of NCLB

Over $12 billion nationwide

How are Title I funds spent?

Formula used to distribute funds to schools

Funds primarily used for personnel

Professional development an important component

A Targeted Assistance Program

Only targeted grade levels and students receive services

Language Arts instruction

How was my child selected?

Student selection based on academic need

Introduction of Building Level Staff

What will my child do in the Title I Program?


Parent Involvement Compact Title 1

Parent/Student/Teacher Compact

As Title 1 staff members, we pledge to:

o Use research based assessments and materials so that each student masters Indiana

Academic Standards for their grade level

o Provide motivating learning experiences based on individual needs of students

o Communicate with parents to ensure student success

o Foster a love of reading

o Create an educational environment in which students feel accepted, safe, and secure

As a parent, I pledge to:

o Send my child to school daily prepared to learn

o Read with my child daily

o Provide a quiet place to monitor the completion of homework

o Communicate with the school to make educational decisions regarding my child

o Participate in Title 1 activities when possible

o Volunteer for school and classroom activities when possible

o Limit my child’s exposure to television and video games until school responsibilities are

completed

As a student, I pledge to:

o Read by myself everyday

o Always do my personal best

o Complete my homework and return it to school


Parent Involvement Policy (district/school) Title I Parent Involvement Policy

Portage Township Schools

Portage Township Schools will follow the parental policy guidelines in accordance with the No Child Left Behind Act of 2001 as listed below. Portage Township Schools will distribute this policy to parents of students participating in the Title I program.

Policy Guidelines Involve parents in jointly developing our district’s local plan and including them in the process of

reviewing and revising the policy when necessary. This is done by conducting meetings with parents during the school year.

The corporation will provide coordination, technical assistance, and other support necessary to assist Title I, Part A schools in planning and implementing effective parental involvement activities to improve students’ academic achievement and school performance. This is accomplished through discussions at regular Title I meetings. In attendance at these meetings are Title I certified staff, building administrators, and the Title I Director. Separate meetings are held with non-certified Title I personnel. Increasing and improving parent involvement is discussed at these meetings as well.

An annual meeting is held in the fall during which the Title I program is explained. If parents are unable to attend the meeting, they are encouraged to contact the Title I Buildings for further information. Parents are encouraged to become actively involved in the program.

Build school and parent capacity for strong parental involvement by providing parents with: o A description and explanation of curriculum to be used, forms of academic assessments

used to measure student progress as well as proficiency levels that students are expected to meet. These are discussed at the fall Parent Information Nights at each school and explained in the Portage Township Schools Elementary Handbook that is distributed to all parents. Parents are active members of the Site-Based teams at each building. In addition, they are to contact their child’s teacher(s) at any time with questions or concerns. Teachers may be reached via phone or email.

o Materials and training on how parents can improve their child’s achievement. This is done through family nights held at each Title I Building such as Bingo for Books or Family Math Nights. Different kinds of activities are introduced that help parents better understand how to help their child at home with reading and/or math.

o Educating school staff on how to build ties between home and school. At each building, regular staff meetings are held. Among the items discussed are ways to build the home/school connections. The Home/School Advisor at each building regularly contacts


parents. Newsletters are also sent home regularly from each building to keep parents informed.

o Coordinating and integrating, as appropriate, parent involvement with Head Start, and public preschool programs.

o Ensuring to the greatest extent possible that information sent home is in a language and form parents can understand. The corporation provides personnel to work directly with English Language Learners and assist in communication with their families.

o Other reasonable support for parental involvement activities as parents may request.

Coordinate and integrate parental involvement strategies under Title I, Part A with parent involvement strategies under other programs, such as Head Start, State-run preschool programs, and Title III language instructional programs which are the English Language Learner programs.

Conduct with the involvement of parents, an annual evaluation of the content and effectiveness of the parental involvement policy in improving the academic quality of the school served with the Title I, Part A funds, including:

o Identifying barriers to greater participation by parents in parental involvement activities, with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background.

o Using the findings of the evaluation to design strategies for more effective parental involvement.

o Revising, if necessary, the Local Educational Agency’s parental involvement policies. o Involve parents in the activities of schools served under Title I, Part A.

Expectations for Parent Involvement The Portage Township Schools Board of Trustees intends that parents of participating students be provided with frequent and convenient opportunities for full and ongoing participation in the Title I program. This shall include opportunities to jointly develop the Title I program plan and suggest modifications in the process for school review and improvement. Any comments indicating parents’ dissatisfaction with the district Title I program must be collected and submitted along with the Title I Application for Grant to the Indiana Division of Compensatory Education. The Title I program must be designed to assist students to acquire the competencies and achieve the goals established by law, as well as the goals and standards established by the Portage Township Schools. These goals and standards must be shared with parents in a manner that will enable them to both participate in decisions concerning their child’s education and monitor and improve the education achievement of their child.

School Policy Each school must submit its Title I School Parent Involvement Policy, which must meet all legal requirements. This policy must be developed jointly with and distributed by the school to parents of participating students. The policy must be updated annually and a copy kept on file in the Title I Office.


Complaint Resolution Procedure

Portage Township Schools Title I Complaint Procedure Policy

Any parent/guardian of a student enrolled in Portage Township Schools Title I Program, or student eighteen (18) years of age or older may file a complaint if they are dissatisfied with the Title I Program. Any such complaint must be filed in writing within a reasonable period of time after the alleged incident giving rise to the complainant’s dissatisfaction. The complainant must fully state the facts giving rise to the complaint, and the remedy that is being sought. In implementing and administering this Policy, the parties’ right of confidentiality will be respected and preserved consistent with the School’s legal obligations. Step One: The complaint shall be submitted to the Title I Director, who shall investigate the circumstances of the complaint. The Title I Director shall make a written report of his/her findings of fact and conclusions within ten (10) school days and shall send a copy of the report to the complainant. Step Two: If the complaint has not been resolved to the satisfaction of the complainant, he/she may appeal the report of the Title I Director to the Superintendent of Portage Township Schools within five (5) school days of receipt of the report. After investigation and within ten (10) school days of receipt of the appeal, the superintendent shall affirm, reverse or modify the report of the Title I Director in writing and shall send a copy of his/her decision to the complainant and the Title I Director.

Step Three If the complaint has not been resolved in Step Two to the satisfaction of the complainant, he/she may appeal to the Board of School Trustees (Board) within five (5) school days of receipt of the decision in Step Two. The Board shall conduct an informal hearing to review the Complaint. The Board shall give each party at least five (5) school days notice of its meeting. The meeting shall be scheduled within fifteen (15) days of receipt of the appeal. The Board shall affirm, reverse or modify the report issued under Step Two at the next public Board meeting after the meeting at which the informal hearing takes place.


Parents’ Right to Know Letter

Parent’s Right to Know

One of the requirements of the federal accountability law, “No Child Left Behind Act” (NCLB) (P.L.

107-110) is that every parent of a student in a Title I school has the right to request and receive information regarding the professional qualifications of the student’s classroom teacher(s). This

information shall include: If the teacher has met state qualification and licensing criteria for the grade level and subject

area taught;

If the teacher is teaching under emergency or temporary status in which Indiana qualifications

and licensing criteria are waived;

The teacher’s baccalaureate degree major, graduate certifications, and field of discipline; and

Whether the student is provided services by paraprofessionals, and if so, their qualifications.

If at any time a student has been taught for four or more consecutive weeks by a teacher not highly qualified, the parents will be notified by the school of this information.

If you have any questions, contact your child’s school principal.


Part 2 - Appendix C

School Improvement Checklists

Title I Schoolwide Program Checklist

PL 221 Correlates Checklist


Title I Schoolwide Plan Checklist

Directions: Review the Title I Schoolwide Plans prior to mailing to the IDOE to ensure that all requirements listed below have been met. Insert the page number where each component can be found in the column to the right. If a plan does not include all ten components, it is out of compliance with NCLB requirements and will need to be adjusted.

Schoolwide Plan: [Section 1114 (b) (2)] Any school that operates a schoolwide program shall first develop (or amend a plan for such a program that was in existence on the day before the date of enactment of the NCLB Act of 2001), in consultation with the LEA and its school support team or other technical assistance provider under section 1117, a comprehensive plan for reforming

the total instructional program in the school that: i. Describes how the school will implement the components described below

ii. Describes how the school will use resources under this part and other sources to implement the components iii. Includes a list of SEA programs and other federal programs that will be consolidated in the schoolwide program

Describes how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments required by

the SEA plan.

Components of a Schoolwide Plan*: Found on Page #:

A comprehensive needs assessment of the whole school

Implementation of schoolwide reform strategies that:

Provide opportunities for all children to meet proficient and advanced levels of student academic achievement

Use effective methods and instructional strategies that are based on scientifically based research that: Strengthens the core academic program Increases the amount of learning time Includes strategies for serving underserved populations Includes strategies to address the needs of all children in the school, but particularly low achieving children

and those at risk of not meeting state standards Address how the school will determine if those needs of the children have been met Are consistent with and are designed to implement state and local improvement plans, if any

Highly qualified teachers in all core content area classes

1. High quality and on-going professional development for teachers, principals, and paraprofessionals

2. Strategies to attract high-quality, highly qualified teachers to this school

3. Strategies to increase parental involvement, such as literary services

6 a. Description how the school will provide individual academic assessment results to parents

6 b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan

4. Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or a state-run preschool program

5. Opportunities and expectations for teachers to be included in the decision making related to the use of academic assessment results leading to the improvement of student achievement

6. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance

7. Coordination and integration of federal, state and local funds; and resources such as in-kind services and program components

10 a. A list of programs that will be consolidated under the schoolwide plan (if applicable) N.A.


PL 221 Correlates Checklist

Correlate Statement of School Mission, Vision and Beliefs Page

1

State your school’s mission, vision and core beliefs. Reference the district’s

mission, and vision statements. Include a three year timeline implementation,

review and revision of your school improvement plan.

Correlate Description of School and Community Page

2

Describe your school’s educational plan. Identify grade level, scope of program

offerings, and core curriculum. Include the location of a copy of the curriculum

available for public inspection. Identify the racial, ethnic, language minority,

cultural, exceptional learning and socio-economic groups that are included in the

school’s student population.

Correlate Assessment Instruments Page

3

List and describe all of the assessments that will be used to generate data for your

review of student achievement.

Correlate Data Analysis Page

4

Analyze your data and identify your school’s strengths and areas in need of

improvement. Attendance must be discussed.

Correlate Goals and Strategies Page

5

Identify your goals and strategies that will support them to improve student

achievement. You must include goals for language arts and mathematics. High

school must include a graduation rate.

Correlate Technology as a Learning Tool Page

6

Describe the integration of technology and how it supports student learning.

Include a description of how you review and revise your technology plan

annually.

Correlate Parental and Community Involvement Page

7

Describe the partnership between parents and the school that support learning.

Include a description of how you review and revise your parent and community

plan annually.

Correlate Safe and Disciplined Learning Environment Page

8

Describe what your school is doing to ensure a safe learning environment.

Include a description of how you review and revise your Student Discipline

Code and your Safe Schools Plan annually.

Correlate Cultural Competency Page

9

Describe how culturally appropriate strategies for increasing opportunities and

educational performance for each subgroup have been incorporated into this

plan.

Correlate Professional Development Plan Page

10

Identify appropriate professional development goals based on scientific research

based instructional practices and strategies. These goals must be related to your

identified student achievement goals.