table of contents · 2017. 1. 10. · the curriculum guides incorporate the most recent indiana...

Revised 3/12/12 2

Table of Contents Based on AdvancEd Standards for Quality Schools www.advanc-ed.org

Items listed in bold meet Title I Schoolwide requirements Section Page Community Profile

• Introduction • Description of the School Community • Description & Location of Curriculum • Safe & Disciplined Learning Environment • Trend Data on Student Population by Subgroup (Part of Title I Component #1

& #8)

Pages 3-10

Vision & Purpose • District Mission & Vision Statement • School Based Purpose/Major Initiatives

Page 11

Governance & Leadership • School Improvement & School Wide Planning Team/Committee • Description of Decision Making Process for Teaching & Learning (Part of Title

I Component #8) • Graph of Leadership Structure (Admin., Teams, Chairs, Committees, etc.)

Pages 12-14

Documenting & Using Results • Assessment Descriptions by Grade • Description of Ongoing Data Review Process (Title I Component #8) • 5 Year Trend Data on Student Achievement & Attendance by Subgroups • Summary of Data: Skill Strengths & Skill Weaknesses (Title I Component #1

& #8)

Pages 15-21

Teaching & Learning • Student Achievement Goals (Based on Data) • Benchmarks for Progress Monitoring • Instructional Strategies, Cultural Competence & Technology as a Tool for

Learning (Title I Component #2 & #9)

Pages 22-26

Resources & Support Systems • Professional Development Plan (Title I Component #4 & #5)

Pages 27-30

Stakeholder Communication & Relationships • Parent Involvement & Participation (Title I Component #6, #6a & #6b) • Description of Stakeholder Input Opportunities with Timeline • Description of Stakeholder Partnerships & Programs

Pages 31-33

Commitment to Continuous Improvement • Description of the Continuous Improvement Review Process • District Continuous Improvement Goals

Pages 34-41

Appendices • Highly Qualified Data (Title I Component #3) • Transition Planning (Title I Component #7) • Title I Statement to Decline Consolidation of Funding (Title I Component #10)

Pages 42-48

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Community Profile

The Metropolitan School District of Washington Township (MSDWT) is located in the northern section of Indianapolis, Indiana and Marion County. It is a dynamic community with broad diversity in cultures, religions, ethnic groups, races and socioeconomic levels. MSDWT has been an educational leader in Indiana for the past fifty years. MSDWT offers a comprehensive educational curriculum with special activities and programs geared to provide enrichment, exploration, and instructional and differentiation that allows the district to meet the needs and goals of each individual student support for students. Parents have always played an active role in the operations of the district.

Introduction

In addition, MSDWT provides quality education in award winning schools built on a foundation of outstanding educators, administrators, school board members, and supportive parents. Our vision is "Superior Schools in a Supportive Community." The purpose of the School Improvement Plan is to evaluate the effectiveness of our initiatives, develop goals based on data analysis, establish priority for improvement, identify strategies and create an action plan for deployment.

For eight consecutive years Crooked Creek Elementary was proud to be a Four Star School in the State of Indiana. This means that the school has been in the top 25% of schools in the state in the areas of math test scores, language test scores, and in the students’ daily attendance rates. In addition, Crooked Creek was honored to be named a 2006 National Blue Ribbon School. This national award recognizes the dramatically improved achievement of students on state assessments in reading and math for a three-year period.

Description of School Community

Crooked Creek is the furthermost western school in the Metropolitan School District of Washington Township. The southern border of the attendance district is shared with Indianapolis Public Schools, and the western border is adjacent to the Metropolitan School District of Pike Township. The attendance district inside the township is gerrymandered for most of the schools. However, the Crooked Creek Elementary attendance district is contiguous in nature and naturally integrated. The school houses one of the district’s three sites of Compass (gifted and talented program) for grades three through five. Seventy-nine of the 594 students at Crooked Creek are part of the Compass program. Most of these students live in Crooked Creek’s attendance area and others come from the west side of the school district.

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Crooked Creek Elementary School is a school that features individual attention for the student. Children are allowed to proceed at their own learning rate using appropriate materials, yet all grade level standards and essential skills are taught at the appropriate grade level. An emphasis is placed upon children striving to master academic standards and working to incorporate problem-solving strategies into their learning. Each child assumes the responsibility to perform at a quality level and to meet the educational goals prescribed by the teacher and tied to the state standards. Both large group and small group instruction are utilized with a strong focus on differentiation and intervention as needed.

Crooked Creek Elementary School is a naturally integrated school with an African-American population of approximately 50.3% of the total population of 600 students. 30.1% of the students are Caucasian. The balance of the students’ population is Multiracial (10%), Hispanic (7%), and Asian (3%). Approximately 49% of the students receive lunch at free or reduced cost.

Crooked Creek Elementary School has built a strong and positive reputation in many areas, especially in the areas of literacy, the arts, and global and economic education. Crooked Creek has implemented a 90-minute reading block, part of a balanced literacy program insuring the teaching of all elements of language arts. In addition, our school has provided professional development for other Indiana schools. The special area teachers, as well as all other staff members, take every opportunity to integrate the arts into various aspects of the daily routine. Excellence in economic education led to a national Business Week Award in 2001. Economic education is incorporated into every grade level as students develop products, which are sold at the annual Crooked Creek Global Marketplace. Crooked Creek has three partnerships with schools in China. Teacher exchanges occur each year between Crooked Creek and Peking Primary School in Beijing, China. Chinese classes are offered to all students as one of the special area classes. We are currently a candidate school in the International Baccalaureate Primary Years Program.

MSDWT evaluates curriculum every six years in conjunction with the state textbook adoption process. The goal of the program evaluation, curriculum/standards revision and textbook adoption cycle is to provide an educational program that enables all students to learn and achieve to the highest possible level. Additionally, MSDWT has developed curriculum/standards guides in special areas, elective areas and academic core areas of English/Language Arts, Math, Science, and Social Studies. The curriculum guides incorporate the most recent Indiana Academic Standards; Common Core State Standards, district technology proficiencies and district media proficiencies. Lastly, the WT Board of Education approves all curriculum guides. A curriculum guide for each level is available on the district website. All standards are posted on the district website.

Description & Location of the School Curriculum (Updated Paragraph forthcoming)

School Website: http://cc.msdwt.k12.in.us/ District Website: http://www.msdwt.k12.in.us/?page_id=303

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Positive Behavior Support (PBS) Safe & Disciplined Learning Environment

Crooked Creek continues a PBS system that was implemented in the 2010-2011 school year. It has been noted that further professional development will enhance the program specifically in equipping teachers with strategies for positive classroom management.

The science of behavior has taught us that children are not born with “bad behaviors”. They do learn better ways of behaving by being taught directly and receiving positive feedback. The main idea of PBS is to create environments in which positive behavior “works better” than problem behavior, use a data-based problem-solving approach, emphasize prevention, teaching, and reinforcement, and focus on the practices of adults as well as the behavior of the students.

PBS is defined as a decision-making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

The PBS support system at Crooked Creek includes:

• Lesson plans to teach the school-wide expectations and procedures

• School-wide student positive behavior acknowledgement system

• School-wide student infraction system

• Classroom management techniques

• Tiered behavior intervention systems

o Tier 2 students participate in a check out system which monitors student behavior data which is charted daily.

The Positive Behavior Support System at Crooked Creek is designed to ensure a safe and orderly learning environment for all students.

The Crooked Creek staff continuously reviews the discipline data throughout the year. The PBS Core Team analyzes data each month. Then, at each staff meeting, time is devoted to analyzing the discipline referrals and determining what needs to be done to meet the needs of the student body. Based on the data, black males represent the majority of suspensions and discipline referrals. Because of this, the staff recognizes that professional development in cultural competency and poverty is needed and positive Tier 2 and Tier 3 interventions have been implemented and will continue to develop. Tier 2 and 3 interventions include a check-in/check out system, lunch bunch, Social and Academic Instructional Groups (SAIG), and counseling.

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There were twelve students who received an out of school suspension for their behavior.

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Crooked Creek attendance has been consistent since 2004. The totals have ranged from 96.9% to 98.0% of students attending school. Enrollment increased by nearly 100 students in the 2009-2010 school year. Enrollment increased by 40 more students in the 2010-2011 school year. Enrollment was a bit lower in 2011. We will be changing out alternating day kindergarten programs to all full day programs in 2012, so this should help attendance for the school. In the last five years, the enrollment of African American students has increased. The enrollment of Hispanic students has increased. Students qualifying for free and reduced lunch has also increased in the last five years.

Trend Data on Student Population by Subgroup

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2010-2011 Population Data

2010-2011 Ethnicity Breakdown

Students

Black 286

Asian or Pacific Islander 14

Hispanic 40

White 171

Multiracial 58

2010 -2011 Free/Reduced Price Meals

Students

Free meals 215

Reduced price meals 53

Paid meals 301

• The enrollment of black students has increased in the last 5 years.

• The enrollment of Hispanic students has increased in the last 5 years.

• The enrollment of multiracial students has increased in the last 5 years.

• The students receiving free and reduced lunch has increased slightly each month in the last year.

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2010-2011 Students

Special Education 67

General Education 502

2010-2011 Students

English Language Learner 46

Non-English Language Learner 523

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2011-2012 Population Data

• The number of African American * The number of students receiving

students has gone down slightly. Free and reduced lunch increased by 2 percentage points.

• The number of Hispanic students continues to grow each year.

• The number of Asian students has also increased.

• The number of English Language * The number of students who qualify for Learners has increased by 13 students. special education services has increased by 13 Students from last year.

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Vision & Purpose

The system establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the system. (AdvancEd, Standard #1)

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MSDWT Mission Statement

Superior Schools in a Supportive Community School Vision Statement

School Based Major Initiatives

1. International Baccalaureate (IB) / Global initiative

2. Positive Behavior Support (PBS) 3. Response to instruction and intervention (RTII) 4. Economics Education 5. Data Team Meetings/Professional Learning Communities (PLC)

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Governance & Leadership The system provides governance and leadership that promote student performance and system effectiveness.

(AdvancEd, Standard #2)

1. Principal, Chair Kimberly Piper 2011-2012 School Improvement and Schoolwide Planning Team

2. Assistant Principal Keana Parquet 3. 1st Grade Teacher Cristina Abbott 4. Parent Stacy Lozer 5. Kdg. Teacher Pat Sanders 6. Media Specialist Glenda Ritz 7. Math Specialist Kelly Ouattara 8. 2nd Grade Teacher Jenny Abell 9. 5th Grade Teacher Susan Cosand 10. 3rd Grade Teacher Pam Teter 11. 4th Grade Teacher Stephanie Hodge

The School Improvement Team met during the spring and fall of 2012. The team worked to develop staff non-negotiables that need to occur during the year to meet the deficient skills of our student population. These non-negotiables will be used during PLCs to develop strategies that will help the students succeed. Suggested P.D. was listed to help the staff better teach the skills teachers felt were needed. Once the team analyzed the school data and created goals for the school, committee updates and drafts were presented to the staff at school-wide staff meeting for input and revision. Based on this information, the team revised the plan to meet our population’s needs. The committee will continue to meet throughout the school year to analyze and revise the School Improvement Plan in accordance to PL 221.

Annual School Improvement Plan and Schoolwide Planning Input Process

The School wide Planning Team conducted a Comprehensive Needs Assessment throughout the year focusing on curriculum and data, parent involvement, technology, and the schools’ vision for our students. The committee created surveys and analyzed data to determine the greatest needs at Crooked Creek. As a result of this analysis, the team determined the school improvement goals.

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Decision Making Process

District-Wide Initiatives

School Improvement Principal or Coach Committee Develops Shares at a Staff/ School Initiatives PTO Meeting

Principal Shares with Leadership Team

Team Leader Shares With Team

Implementation

Change and Revise Data Analysis from Teachers, Parents, And Student Data

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Parent Involvement in the Decision Making ProcessCrooked Creek continuously seeks input from parents in order to improve the school. Parent surveys are sent home throughout the year to gain input on improving our current practices based on the school improvement goals, communication, and transitions to new grade levels. New parents are introduced to practices at Crooked Creek through new student orientations and a jamboree for kindergarten students. During the 2011-2012 school year, parents of students were invited to ISTEP information nights as well as math and literacy nights. The Title One Parent Compact is issued every year for parents to sign. This document is also reviewed and revised at the end of each year with parent input.

(Title I School-Wide Component #6)

• Leadership Team (International Baccalaureate, RtII, School Improvement – Meets monthly to make decisions regarding the entire student body, Makes decisions and helps develop the Primary Years Programme and professional development for the staff, IB Coordinator shares updates with team, Analyzes and revises the School Improvement Plan in accordance to PL221.

Leadership Structure

• Global Economics Committee- Plans and executes exchange visits with three partner schools in China; Makes arrangements for Global Marketplace and economic initiatives

• Positive Behavior Supports (PBS) – Meets monthly to determine universal and tiered supports for school wide behavior system

• Response to Intervention and Instruction School wide and Tier Teams - The School wide Team meets three times a year to analyze data prior to grade level data meetings; The Tier 3 Team meets to determine intensified interventions for students in need. Parents attend the Tier 3 meetings as well.

• Social Committee - Meets to coordinate events to build a healthy climate • Technology – Makes decisions on professional development and purchasing of materials • Scheduling – Appointed by the WTEA in order to develop the master schedule • Arts Partners – Decides how to incorporate Young Audiences into each grade level’s

curriculum

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Documenting & Using Results The system enacts a comprehensive assessment system that monitors and documents performance and uses these

results to improve student performance and school effectiveness. (AdvancEd, Standard #4) School Assessment Descriptions—Elementary Assessment Title & Content Area (please briefly note what the assessment measures)

Grade(s) Timeline Administered

LAS Links English Proficiency Placement Test • Students English Language Levels

K - 5 Within 30 days of enrollment at the beginning of the year or within 2 weeks of student’s enrollment during the school year, Winter

AIMSWeb Reading Assessments • Fluency and Comprehension

K-5 Three times a year for all students and bi-monthly for progress monitoring

Developmental Reading Assessment (DRA)/Individual Reading Inventory

• Fluency and Comprehension

K - 5 Beginning and end of year for all students; also mid-year for some students performing below grade level

Math AYP Assessment • Proficiency in grade level standards

1 - 5 Beginning, middle (optional), and end of year for all students

Math Facts Benchmark • Proficiency of math facts

1-5 Three times per year

Kindergarten Math Benchmark • Kindergarten Math Standards

K Three times per year

Writing CFAs • Writing process and conventions

K - 5 Three times per year

Reading CFAs • Comprehension strategies

1 - 5 Six times a year

Math Common Assessments and Benchmark Assessments

• Math grade level standards

2 - 5 Quarterly

Naglieri Non-Verbal Ability Test (Phase I of COMPASS Identification Process)

• Patterns, Sequencing, and Analogies

2 Fall

Phase II of COMPASS Identification Process (SAGES)

• Reading, Math, Social Studies, Reasoning Skills

Selected students in 2, 3, and 4

Spring

ISTEP+ Applied Skills (Open Ended) • Math, Language Arts, Science (4),

Social Studies (5)

3 - 8 Early spring

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ISTEP+ (Multiple Choice) • Math, Language Arts, Science (4),

Social Studies (5)

3 - 5 Late spring

ISTAR • Math, Language Arts, Science (4),

Social Studies (5) for students who do not take ISTEP+

3-5 Spring

STAR Math • Grade level math standards

1-5 Three times a year and bi-monthly for progress monitoring

IMAST • Special Education students who did not

take all or part of ISTEP

3-5 Late Spring

Crooked Creek analyzes data from school assessments throughout the school year. Our Response to Instruction & Intervention (RtII) school-wide data team reviews school assessment data in the areas of reading, writing, math, and behavior. After reviewing each student’s performance in grades 1-5, we calculate the percentage of students who are at/above level performance per grade level. Students who need Tier 2 supplemental services or Tier 3 interventions are identified during this process. The Title One specialists and administrators then meet with each grade level team to discuss each student’s progress. In addition to implementing supplemental services and interventions, core instruction best practices are emphasized as being the best way to improve student learning.

Description of Ongoing Data Review Process

On a classroom level, grade level teams meet in Professional Learning Communities. These communities discuss common formative assessments in math and reading in order to assist teachers with improving their instruction to meet the needs of students. The math and reading assessments were developed district-wide by teachers according to a curriculum pacing guide. The reading assessments incorporate reading comprehension strategies, so the teachers can use the data to guide their instruction. These meetings occur shortly after common assessments are given. Teachers identify students who need re-teaching based on achievement of short cycle assessments. The teams set goals and discuss instructional practices that will be used in their classrooms to meet the needs of their students.

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Student Performance History for Crooked Creek Elementary School 5 Year Trend Data on Student Achievement by Subgroups

% Passing

Language Arts School Years

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

Spring 2009

Spring 2010

Spring 2011

Spring 2012

3rd Grade 77 90 87 88 89 86 92 84 84 92 96 96

4th Grade 87 80 93 89 93 95 84 86 85

5th Grade 91 93 89 90 89 85 92 82 88

All Students 77 90 87 89 87 89 90 88 88 89 88 88

Female 81 87 88 92 87 92 93 87 89 89 89 88

Male 75 93 85 86 87 87 87 89 86 89 87 87

Native Amer

Black 59 85 76 83 79 84 84 83 82 86 85 83

Asian

Hispanic 77 68

White 97 97 100 99 98 96 99 97 99 100 95 96

Multiracial 82 82 89 88 89

Special Ed 67 64 71 61 71 64 55 54 92 68 82

General Ed 80 91 90 92 92 94 95 92 93 89 90 89

Paid Lunch 81 92 87 93 95 97 95 95 95 95 96 97

Free/Red L 68 85 81 74 78 83 80 77 82 78 80

Non-limit 77 90 86 89 87 90 91 90 89 91 88 96

Limited Eng. 60 70

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Student Performance History for Crooked Creek Elementary School % Passing

Mathematics

School Years

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

2008-09

Spring 2009

Spring 2010

Spring 2011

Spring 2012

3rd Grade 76 81 93 84 86 89 85 75 78 81 91 87

4th Grade 91 86 93 93 89 93 83 84 92

5th Grade 91 95 90 86 85 99 97 97 97

All Students 76 81 93 89 89 91 88 82 90 86 91 92

Female 68 72 93 87 87 91 91 78 91 87 91 91

Male 81 90 93 90 90 90 84 85 88 85 91 92

Native Amer

Black 59 73 87 81 81 86 79 74 88 81 88 88

Asian

Hispanic 85 68

White 97 94 100 98 99 97 99 96 97 98 98 95

Multiracial 45 81 93 95 95

Special Ed 67 82 68 74 77 57 69 59 81 80 89

General Ed 78 83 94 92 91 93 91 84 95 87 92 92

Paid Lunch 79 83 93 93 93 96 93 90 94 87 97 97

Free/Red Lunch

68 93 81 81 83 79 71 84 81 84 86

Non-limit 76 81 93 89 89 92 87 82 91 88 92 92

Lim. Eng. 73 60

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Summary of Data: Skill Strengths & Skill Weaknesses

Surveys were given to staff, parents, and students regarding the school. The feedback was analyzed from the school improvement team and the findings are below.

• The parents appreciate the teachers’ efforts. They love the teachers and staff. There is a positive atmosphere in the building.

Schoolwide strengths:

• The staff thinks the staff supports each other and there is a family atmosphere in the building. The staff loves the PTO support.

• The students like the expanded opportunities to learn through field trips and classroom activities and would like more of them. The students state that the “teachers tell us we can do it, and they think we can do it!” The students enjoy the positive reward system. They believe their teachers are nice, and they love gym, recess and lunch (especially pizza).

Schoolwide Areas of Growth

• The parents would love to see parent teacher conferences back in the schedule. Parents would like more feedback on their child more frequently. Parents would like to feel connected to the classroom more by receiving a parent newsletter on a regular basis.

:

• Parents would like to see their child challenged more. • Parents would like to see the fundraisers more coordinated in the school wide calendar. • The staff would like to see more peer coaching and training among themselves. The staff

would like more support for new staff members. • The staff feels like there are too many assessments. • The students feel as though there are challenges with rude behavior among students. The

students do not like some of the food in the cafeteria. They would like to see fair consequences for poor behavior, not collective consequences. The students would like to see cleaner restrooms.

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School wide Comprehensive Needs AssessmentMany different school wide activities were conducted in order to determine the needs from all stakeholders. The staff developed a new vision for the students. Throughout the year, school wide data is collected and analyzed in order to determine how we are progressing toward our improvement goals and what additional, ongoing professional development is needed. Different varieties of data are used to make these determinations.

(Title I School-Wide Component #1, #2, and #8)

• Curriculum and Instruction: Teachers follow the pacing guides that are developed at

the district level. Common formative assessments match these guides, so continuous conversation revolves around current data and student progress. Teachers completed technology surveys in order to determine what hardware and software is being used and what additional tools can be used to enhance instruction. Teachers were randomly chosen to complete surveys based on their reading and math lessons and curriculum. These surveys along with classroom observations gave evidence that the lessons were matched to the district curriculum pacing guides. The staff was surveyed regarding different reading strategies that were supposed to be implemented school wide. It was determined that conferring was a weak area, so the improvement committee determined that this needs to be an area of focus for next year’s plan. The same process was used for a math strategy. Daily Math Review was used throughout the school, but item analysis and differentiated based on this information needs to be an area of focus.

• Family and Community Involvement (Title I School-Wide Component #6): Parent surveys were given out throughout the year in order to gain information as to how we can improve in parent and community involvement. Parents were asked about communication from the teachers and the school. Many feel as though they gain information from many, but not all, of the teachers in a timely manner. They also feel as though the school communicates information to them regarding major events that take place. All of our families are invited to different parent nights throughout the year, and we have a great turnout! The parents are excited that we are able to open up these evenings to the entire school now. All parents feel much more informed now. We have also asked parents about their needs and how we could better serve our community through parent education evenings, community closet needs, and homework and educational guidance.

• Professional Development: Professional development activities were analyzed throughout the year. Many of them were based on district wide initiatives for the teachers. They were also connected to the student achievement goals. The instructional assistants received professional development based on the interventions they are providing for the students. It was determined by our staff that more professional development is needed on reading, math, Positive Behavior Support (PBS), and differentiation in order to meet our school improvement goals. Teachers will be given time for peer observation to provide professional development needed. We know that by

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analyzing our results, we will be able to determine improvement, but accountability of deployment is essential. We will continue to provide ongoing professional development to our teachers, instructional assistants, and administrators in order to better serve the students.

• School Context and Organization: The staff developed a new vision statement for our student body. Instructional time was analyzed to determine what interruptions are occurring throughout the day. We found that behavior issues were the greatest interruption during the instructional time. School wide interruptions, for example convocations, have decreased in recent years. Attendance and behavior data is also reviewed on a regular basis to make improvements to our school wide positive behavior support plan.

• Student Achievement: Achievement data is reviewed each week by grade level teams. These meetings include the Title One specialists, grade level teams, and administrators.

Interventionists are also included in some of these meetings. The students who need additional guidance of standards are a primary focus. These students may change at each meeting depending on the skills being reviewed by the data. Based on the needs, teachers

focus on instructional strategies, through error analysis, that are best to meet these students’ needs. In addition, district wide benchmarks are given three times a year. At

those times, the achievement data from the benchmarks is discussed. Students not showing progress in the classroom are brought to a Tier 2 meeting, where a team creates

a plan to meet the needs of the student. After a decided length of time, the team reconvienze and analyzes the data collected on the student’s progress. If progress is

being happening, the student stays on the Tier 2 plan. If progress is not being made, the student is brought to a Tier 3 and a new plan is put into place for that student.

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Teaching & Learning

The system provides research-based curriculum and instructional methods that facilitate achievement for all students. (AdvancEd, Standard #3)

Goal #1: Language Arts Student Achievement Goal #1

By May 2013, 90% of Crooked Creek students in grades 3-5 will perform on grade level as measured by the state assessment (ISTEP+). By May 2013, 85% of Crooked Creek students in grades K-2 will perform on grade level as measured by local assessments.

• All K-5 teachers will confer with 2-5 students each day for reading and writing. Teachers will document strengths and weaknesses of students.

Common Instructional Practices

• All teachers will use a gradual release of responsibility model (I do, we do, and you do). • All teachers will utilize Schmoker’s “check for understanding” model to guide

instruction. • All teachers will utilize VTS strategies. • All K-3 teachers will teach sequential decoding skills using Crooked Creek’s decoding

pacing guide. Fourth and fifth grade teachers will reteach necessary decoding skills and word parts.

• All 3-5 teachers will teach students how to annotate thinking during reading (post-it notes, think marks, pictures…).

• All K-5 will explicitly teach comprehension strategies and how students can respond to reading.

• Within lessons, all teachers will include a time for student reflection to share connections, inferences, thoughts, action, etc.

• All K-5 teachers will integrate IB units into the guided reading instructional period when leveled readers are available and appropriate.

• All K-5 teachers will implement Marzano’s instructional strategies for building vocabulary in all subject areas. These techniques will be embedded in content instruction in order to build vocabulary and background knowledge.

• All teachers in K-2 will be trained in Imagine It! to be used during the Word Work block in order to build phonemic awareness and phonics skills.

• K-5 grade teachers will implement the components of Balanced Literacy during their 90-minute block. Writing workshop will also be a minimum of 30-minutes during the day.

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• Teachers need to inventory their reading selections to ensure they have high interest reading materials for all subgroups.

Cultural Competence

• Vocabulary terms need to be pretaught and reinforced for English Language Learners. • Intervention groups will be in place based on disaggregated data in order for skills to be

reinforced. • Leveled texts will be used to match varying reading levels. • We will review disaggregated lists of students to determine who will be placed in

remediation groups after school, the After School Achievers program, and pull out groups.

• Data will be analyzed and students in the lowest quartile could be placed in intervention groups.

• Special education reading goals will be reviewed and appropriate reading intervention materials will be used.

• Reading and writing information nights will be scheduled for all families in which reading and writing strategies can be shared.

• PTO will host parent information nights for reading/math strategies and materials.

• Lexia Technology as a Tool for Learning

• Read Naturally • RAZ Kids • Reading A to Z, Science A to Z • Edmark – RTII Tier 2 and 3 support • Earobics – RtII Tier 2 and 3 support • AIMSWEB – progress monitoring • Marie Carbo audio books and CDs – Tier 2 and 2 support • Achieve 3000 for English Language Learners • Promethean Planet & Interactive Board

• DRA, three times a year for all students in grades K-3 using the grade level benchmarks set by the district

Benchmarks for Progress Monitoring

Grade Fall Grade Level Equivalent

Winter Grade Level Equivalent

Spring Grade Level Equivalent

K 1 3 1 4 10 16 2 18 24 28 3 30 34 38

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• IRI, three times a year for all students in grades 4-5 using the grade level benchmarks set by the district Grade Fall Grade Level

Equivalent Winter Grade Level

Equivalent Spring Grade Level

Equivalent 4 4.0 4.0 4.0 5 5.0 5.0 5.0

• AIMS Web RCBM, three times a year for all students in grades K-5 and additional

weekly monitoring for students needing RTII tier 2 and tier 3 supports using the norm referenced benchmarks Grade Fall Grade Level

Equivalent Winter Grade Level

Equivalent Spring Grade Level

Equivalent 1 12 30 61 2 60 85 102 3 83 105 120 4 103 119 132 5 116 133 148

Goal #2: Math Student Achievement Goal #2

By May of 2013, 85% of students in grades 1-5 at Crooked Creek will perform on grade level as measured by benchmarks of the state and local assessments.

• All teachers will use a gradual release of responsibility model (I do, we do, and you do). Common Instructional Practices

• All teachers will utilize Schmoker’s “check for understanding” model and lesson plan design.

• Within lessons, all teachers will include a time for student reflection to share connections, inferences, thoughts, action, etc.

• All teachers will implement the Five Easy Steps to a Balanced Math Program o Daily Math Review (DMR) with error analysis o Daily incorporation of math fact practice and computation o Common Formative Assessments (CFAs) with error analysis o Conceptual Understanding o Problem Solving

• All K-5 teachers will utilize training on math fact strategies 10 minutes per day to explicitly teach students for understanding. Fact tests will be given biweekly until mastered. Students will earn incentives.

o Kindergarten students will be able to fluently add and subtract up to 5. o First grade students will be able to fluently add and subtract facts 0-10.

Revised 3/12/12 25

o Second grade students will be able to fluently add and subtract facts 0-12. o Third grade students will be able to add, subtract, and multiply their facts 0-12. o Fourth grade students will be able to add, subtract, multiply and divide fluently. o Fifth grade students will be able to add, subtract, multiply, and divide fluently.

• All K-5 teachers will provide students with weekly problem-solving lessons using real life connections.

• All teachers will keep documentation of students who need re-teaching of math skills/concepts and/or small group instruction/differentiation. Teachers will regularly monitor this documented list of students and their level of mastery.

• Teachers will incorporate cooperative learning groups or partner teaching in their classrooms. Students will be paired appropriately to enhance educational conversation and explanations regarding their strategies for problem solving.

• We will review disaggregated lists of students to determine who will be placed in remediation groups after school, the After School Achievers program, and pull out groups.

Cultural Competence

• Include a focused time spent on math skills based on the documentation teachers are keeping. Make sure the subgroups are included into these groups.

• For our ENL students, specifically teach the vocabulary that needs to be mastered for problem solving.

• ENL students will have access to terms/reference chart for math terms. • Review the math goals of the special education students to determine who needs

preteaching of skills. Special education teachers will work with the Title One math specialists for resources based on the pacing guides and goals.

• Math nights will be included to educate parents on strategies and skills they can implement at home to reinforce the skills.

• Ixl.com Technology as a Tool for Learning

• Thatquiz.org • Moby Math • Math Facts in a Flash • Promethean Planet and Promethean Board (voters) • ALEKS Math • STAR Math for progress monitoring

Revised 3/12/12 26

STAR Grade

Benchmarks for Progress Fall SS Winter SS Spring SS

1 295 331 376

2 405 454 492

3 507 544 581

4 592 615 637

5 648 669 692

AYP Grade Fall % Winter % Spring %

1-5 25 50 80

Revised 3/12/12 27

Resources & Support Systems The system has the resources and services necessary to support its vision and purpose and to ensure achievement

for all students. (AdvancEd, Standard #5) In an effort to recruit and retain highly qualified and high quality teachers and administrators, the district uses a multifaceted approach. We dedicate a lot of time to the interview process. In a year when the district does not anticipate drastic cuts, we take part in at least four university recruitment fairs as well as a job fair focused solely on minority teacher and administrative candidates. During these recruitment fairs, the district is represented by at least four administrators who spend the entire fair interviewing potential candidates. In addition, our principals provide the director of human resources with the names of student teachers who they believe would make strong teacher candidates, and the director screens each of the candidates to determine if he/she should become part of the pool that principals are required to interview before selecting a candidate. Many of the principals require candidates to actually teach as part of the building interview, and this seems to be a good tool for distinguishing strong candidates from average candidates. Once a candidate is recommended by a principal, a final intensive interview is conducted by the director of human resources to help ensure that the candidate is among the strongest interviewed in a given season. New teachers are exposed to a lot of professional development so that a clear expectation is established with new teachers as the district sees professional growth as a must. In addition, all teachers, who are new to the profession, receive a coach who will spend countless hours with that individual during the first year of teaching in an attempt to address many of the challenges that new teachers encounter during the first year of teaching. The coaches are retired master teachers who have the flexibility in their schedules to devote a lot of time to each individual teacher. We also believe that outstanding teachers need to be fairly compensated, so we work diligently to provide a salary and fringe benefit package that is among the best in the State so that we can attract and retain the best teacher and administrative applicants available. Strategies to Attract Highly Qualified Teachers to Crooked Creek

• Post all job openings on the district website

(Title I School-Wide Component #3 and 5)

• Attend college interview fairs around the state and interview in the spring even if there are no postings to get a feel for the graduating students

• Partnership with Marion University for classes offered at Crooked Creek – students attend class for an hour and then work in a classroom for an hour

Revised 3/12/12 28

• Include student teachers in as many classrooms as we can to train them with instructional strategies that are used at Crooked Creek

• Administration meets with student teachers before they leave their experience in order to guide them in seeking a job and offer suggestions regarding their experience at Crooked Creek

• The district offers competitive pay and benefits package compared to other districts in the area. • Administrators use the online application process to screen candidates. Administration holds an

initial round of interviews to screen candidates. Then teams interview a candidate for a new position. Administration and the Human Resources Director hold the final interview.

• When teachers are new to the building, monthly meetings are held in order to get them accustomed to the curriculum, classroom management, and Crooked Creek events.

• New teachers are also given coaches from the district to observe and offer feedback in a non-evaluative fashion.

• Professional development is offered through the district to all new teachers regarding instructional strategies and classroom management techniques.

• Teachers meet in monthly data team meetings to discuss assessment data, instructional practices, and re-teaching opportunities for students who need it. This is a great collaboration time to learn from peers.

• The Parent Teacher Organization offers grants to teachers to apply to help with the financial cost of starting a new classroom. Many teachers also apply for grants through Donor’s Choose and the Washington Township Foundation to help them get their classes started.

• Crooked Creek provides a diverse population with an atmosphere of high expectations for behavior and academics. The retention rate of teachers at Crooked Creek is very high. Despite changes in the demographics in the past years, Crooked Creek has maintained Four Star status and the teachers and families recognize that they all need to work together to complete the job of educating all students.

• Monthly events are held to celebrate special events and encourage collegiality among the staff meetings (pitch ins, social events, etc.).

Revised 3/12/12 29

Goal #1: Language Arts By May 2013, 90% of Crooked Creek students in grades 3-5 will perform on grade level as measured by the state assessment (ISTEP+). By May 2013, 85% of Crooked Creek students in grades K-2 will perform on grade level as measured by local assessments. Professional Development Plan Professional Development Description

Participants Learning & Implementation Timeline

Annual Student Data Review to Monitor PD Implementation “How will you know what impact the PD is having on achievement?”

Training on how to demonstrate thinking while reading using think marks and annotations

K-5 and special ed teachers, administration, instructional assistants

2012 – 2013 Ongoing training and implementation

Collecting student work/showing their thinking, teacher conferencing, student sharing their learning with peers

Provide training on teaching comprehension strategies and the gradual release of responsibility (Peer observation, videos of classrooms, Schmoker)



Training on conferring (using a checklist for strategies: comprehension, decoding, fluency, and vocabulary)



Documentation of student progress (conferencing notes, assessments) Checklist used while conferring with students

Training using Smeckens writing resources, writing checklists, and writing pieces to match IB units


2012-2013 Observation of lessons in the room Student writing notebook and pieces

Revised 3/12/12 30

Goal #2: Math By May of 2013, 85% of students in grades 1-5 at Crooked Creek will perform on grade level as measured by benchmarks of the state and local assessments. Professional Development Plan Professional Development Description

Participants Learning & Implementation Timeline

Annual Student Data Review to Monitor PD Implementation “How will you know what impact the PD is having on achievement?”

Provide training for technology resources (Moby Math, etc.)


2012-2013 ongoing

Student project evidence, analyze student progress, student observation

Math fact strategies K-5 and special ed teachers, administration, instructional assistants

2012-2013 Math fact assessments Observations in classrooms

Common Core standards for mathematical practice (Cooperative learning strategies, Multi step problem solving


2012-2013 Student engagement Observations in classrooms Student achievement

Revised 3/12/12 31

Stakeholder Communications & Relationships The system fosters effective communications and relationships with and among its stakeholders.

(AdvancEd, Standard #6)

The Crooked Creek PTO has adopted the mission to connect the community of Crooked Creek Elementary School so our children can realize their dreams. In an effort to do this, the parents and teachers have kept certain goals in mind when planning activities for the students:

Description of Parent Involvement & Participation to Support Goals

• Volunteers value what is best for student success and achievement. • Partners (parents, staff, community) feel valued by the PTO. • Parents and teachers work together to meet the needs of the students. • Parents feel connected to the school and community. • Strong neighborhood partnerships are developed to assist our teachers and our children.

Because of these goals, the PTO works very hard to promote educational activities that are low cost and involve many students and families. The PTO incorporates reading activities into many of their evening events. The parents host a Math and Science Night in which students can work through math problems and science inquiry activities with their parents. Titles One nights also bring families together with a focus on Math and Reading throughout the year. Parent and grandparent volunteers are seen throughout the building on a regular basis. Parents work with students on additional reading strategies and practicing math facts and problem solving. There will be a section in the Ripple (our biweekly newsletter) devoted to our school improvement goals provided by Title One staff and administration. Different reading comprehension strategies as well as literature choices will be included for our reading goal. Everyday math activities will be included to give parents ideas about what can be done at home to increase number sense, computation, and problem solving skills. Different websites will also be shared with parents, so they are aware of ways to help their children at home. In the fall of 2011, parent meetings will be held to review ISTEP results. Based on our Needs Assessment, this was an area of weakness in the building since the results moved online. We will continue to work with parents regarding their child’s results and next steps that can be taken toward improvement measures. Through our School wide Title One plan, parents review the Title One Compact and offer suggestions on how we can improve the home and school connection. Parents also serve on the School wide committee as well as the School Improvement committee. Information received from parents is continuously used to help improve our building and instructional practices. Title

Revised 3/12/12 32

One is responsible for developing a plan to evaluate the effectiveness of parental involvement in the activities below:

• New student orientation Additional strategies used to gain parent input throughout the year

• Kindergarten Jamboree • Shared I-STEP information with parents • IREAD information night • Parents serve on school committees • Parents trained in IB • Back to School Night • Title I parent nights • PTO Math and Science Night • PTO Meetings • Chinese New Year Festival • Fall Festival • Surveys for parents and students • Submit and review parent compacts • Dads for Lunch • Grandparents’ Day • Ripple (Crooked Creek Newsletter) • Baggie Books (communication section for parents to respond) • Websites and online programs are shared with parents • Guest storytellers/presenters are invited in classrooms • Classroom newsletters to parents/guardians • Open House

Stakeholder Input Opportunities to Support GoalsStakeholder Input Name & Description

Who Participates Timeline

Parent Surveys/Student Surveys Parents who

completed them/upper grade students

2012-2013

PTO Parent Education Nights and Meetings Parents 2012-2013 Math and Science Night/Family Game Nights CC Families 2012-2013 ISTEP/IRead Nights Grade 3-5 Families 2012-2013 Chinese New Year and Fall Festival CC Families 2012-2013 LINK At Home Reading Program CC Families 2012-2013 After School Achievers CC Students 2012-2013 Ripple and Classroom Newsletters CC Staff 2012-2013

Revised 3/12/12 33

(Title I School-Wide Component #6) Description of Stakeholder Partnerships & Programs to Support Goals

Crooked Creek has many local partnerships and programs that support our goals and our student achievement. OASIS tutors meet with second graders each week to read with the students. Our media specialist designed and implemented the Parents (LINK) Literacy Includes Kids and Families program. This program encourages parents to support the reading curriculum with weekly at home reading for 20 minutes five days a week. The Parent Teacher Organization (PTO) supports the school goals by incorporating reading and math into many of their evening events, such as the Family Game Nights and Math and Science Night. The PTO also funds projects in classrooms. After School Achievers, an extended day program is designed to incorporate additional interventions and tutoring time for students in the areas of math and reading. Students were chosen by teacher recommendation based on their reading and math data. The before and after school program (AYS) has a homework time after school in which their instructors are present to help students with questions or students who need additional help with homework or specific skills. The Crooked Creek PTO identifies community partnerships four times a year during the Honors Programs. This year the following partnerships were: Oakleys Bistro, Crooked Creek Baptist Church, Starbucks, and Kiwanis Club. The third grade students formed relationships with residents of Marquette Manor through their Best Friends program. Each student visited their Best Friend three times throughout the year and ended the year with a Best Friends Ball in which the residents came to Crooked Creek for a wonderful celebration.

Revised 3/12/12 34

Commitment to Continuous Improvement The system establishes, implements, and monitors a continuous process of improvement that focuses on student

performance. (AdvancEd, Standard #7)

The Crooked Creek School Improvement Committee is charged each year with monitoring and analyzing school-wide data collected through our PL221 plan. The School Improvement Committee will periodically meet throughout each year of the plan to provide progress updates to staff and recommend any changes to the staff regarding implementation measures to achieve the goals. In the spring of each year of the plan, changes to the plan will be approved by the staff and documented. Implementation measures will be put into place for each following school year.

Description of the Process for Continuous Improvement

In addition to our school’s process for continuous improvement, Crooked Creek will also participate in the district’s continuous improvement process to achieve district goals (listed in the section below).

Washington Township (WT) is committed to a process for continuous improvement that is well-defined and clearly articulated with measurable outcomes. The district acknowledges that our current best approach to improve and sustain student learning and achievement is through a systems approach that is inclusive of all entities and levels of our system. The district level, the school level, the division or department level, and the classroom, teacher, and student level must all align their collaborative efforts along with the parents and community in order to achieve high success over time.

MSDWT District Continuous Improvement Goals

The Quality Assurance (QA) System is being established to create an on-going culture of quality that permeates the district as well as create an institutional memory of the best practices adopted by our School Improvement Teams, Professional Learning Community (PLC) Teams or district improvement program teams. In alignment with the district quality assurance process, WT will implement a process to regularly review progress on program action plans, instruction improvement deployment, and formative assessment results. WT is also working on a process where focused instructional practices are monitored to ensure broad and effective deployment. The Teaching & Learning division will work closely with each school. Key questions to be answered throughout this process include:

Revised 3/12/12 35

6. Is the program design developed to meet the requirements for improving learning and teaching for targeted students?

7. Does WT implementation of the programs align with WT expectations and requirements? 8. Which system-level and program components facilitate or hinder effective learning

experiences for WT students?

ELEMENTARY SCHOOL QUALITY ASSURANCE REVIEW #3 INFORMATION SCHOOL NAME: Crooked Creek Elementary School PRINCIPAL: Kimberly Piper TODAY’S DATE: May 27, 2012

Data Point

% At/Above

Grade Level

% At/Above

Grade Level

% At/Above

Grade Level

Data Point

% At/Above

Grade Level

% At/Above

Grade Level

% At/Above

Grade Level

Reading Fall Winter Spring Mathematics Fall Winter Spring Grade K Nonsense Wds 81% Grade K

(benchmark) 91% 97%

May

81% DRA NA

Grade 1 Aimsweb RCBM 72.4% 84%

Grade 1 STAR

76% 86%

86% Nonsense Wds

74% 70.5%

DRA 83% NA Math AYP 92%

94%

Grade 2 Aimsweb RCBM 81% 80% 79% Grade 2 STAR 76% 75%

81%

CFA Cycle A-Post

Cycle D-Post

92% Cycle H-Post

78% Math AYP

92% 90%

87% DRA NA


90%

CFA Cycle A-Post

77% Cycle D-Post

87% Cycle H-Post

99% Math AYP

98% 99%

91% DRA 60% NA


83%

IRI 67% 77% Math AYP 93% 87% 90%


84%

IRI 78% 76% Math AYP

85% 93% 88%

iRead3 TOTAL STUDENTS TESTED 90 PERCENT PASSING 88%

ACCESS ALL ISTEP+ RESULTS FROM DOE WEBSITE, NOT D2

Revised 3/12/12 36

Data Point ISTEP % Passing

2011

ISTEP % Passing

2012

ISTEP % PASS PLUS

2011

ISTEP % PASS PLUS

2012

TOTAL % PASS 2011

TOTAL % PASS 2012

Language Arts

Grade 3 83% 68% 13% 28% 96% 96% Grade 4 65% 69% 22% 13% 86% 82% Grade 5 66% 59% 16% 29% 82% 87%

Mathematics

Grade 3 51% 47% 40% 40% 91% 87% Grade 4 48% 73% 36% 16% 84% 89% Grade 5 36% 48% 61% 50% 97% 97%

Language Arts-FOCUS: 86% of black students on grade level

Specific School Improvement Goal (SIP) Data Point 2011 2012

AIMS Web Reading 80% on grade level See below End of year data: 1:82.3%, 2:79.2%, 3:76.7%, 4: 73.5%, 5: 67.4%

Mathematics-FOCUS: 83% of black students on grade level Specific School Improvement Goal (SIP) Data Point 2011 2012

STAR Math and AYP 69% See below AYP: Grade 1 96%, Grade 2 84%, Grade 3 84%, Grade 4 85%, Grade 5 85% School Improvement Goals: Reflect on the progress made toward your School Improvement Goals.

• LA – AIMS was not nearly where we wanted it to be. Some classes were shocked that it was so low, especially the way the language arts ISTEP scores turned out. I appreciate them being low, even it not as accurate, so we can error on the side of caution and make sure the students are getting what they need.

• Math – As we reviewed our data from these goals and worked on our goals for next year, we are going back to a group goal with more information in our cultural competency piece. We know we need to focus on our ELL population, free and reduced, as well as special ed. in both areas. We continue to work hard to close the achievement gap and do what is best for all kids. We are really nervous about the cut scores for AYP changing for next year because we know our percentages will go down significantly. We hope our focus on math facts strategies will help our overall math scores. We will continue to work on problem solving in both math and science, so the students become familiar with multi step problems.

PLC Monitoring Reflections: How many team meetings have you attended since QAR2?

7

Revised 3/12/12 37

Using the Six Step PLC rubric, what is the average score for those PLC teams? 2.0-2.5 depending on the team

What help do the PLC teams need most? • Will complete the error analysis professional development when we get back to school in August. • Have also discussed as a leadership team what these meetings will look like next year – want it to be

more real time data/student work; focus on instructional practices to share as a team. • We will also use the nonnegotiables of our school improvement plan to help lead these conversations, so

we know that these instructional practices are embedded in the discussions. • Timing of the meetings will be varied on Tuesdays/Thursdays, so Keana and I can be in meetings longer

and not just float like we did last year. I liked being a part of them more like two years ago.

90-Minute Reading: How many observations have you made this semester?

What have you learned through first-hand observations of the 90-Minute Reading Block with each of your teachers?

• Grade 5 – Word Walls and Word Work? • Small groups with IAs in many rooms – some using leveled readers, some not differentiating • Reading and writing conferences – need to make sure they are happening – part of the school improvement

nonnegotiables for next year • PD for IAs – flexible grouping among the groups • Anchor charts – Many are started, but are we adding to them? Are they a resource to the students? • Gradual release of responsibility – not a lot of modeling, not a lot of partner work (lots of groups or working

independently without teacher leading) – also a part of the school improvement plan for next year • Sharing student work – some doing this to help others get started, sharing ideas • Not a lot of use of technology • Positives – teachers up and moving, positive feedback given to students on a regular basis, getting better about

student work being up but now we need to change it a little more frequently. To what extent do you see explicit vocabulary instruction during the 90 minute block?

• Needs some work! • See the Marzano sheets being used in different blocks throughout the day – are we following all of the steps? Student

generated terms, revisions, discussion throughout the week, going back and revisiting? Based on your observations and data collected, what improvement conversations are you having with your teachers about the 90-Minute Reading Block?

• All of the components on the checklists • Word work in grades beyond grade 1 • Guided reading – students are reading the majority of the time now • Novels vs nonfiction text • Word block – using Marzano words more frequently and embedding them into lessons • After skills are taught in the guided reading lesson, how is it carried through and revisited? • Annotating text as you are reading – also part of our school improvement plan

13/2 a day

Revised 3/12/12 38

What steps have you taken to address staff who are experiencing difficulty implementing one or more of the blocks with fidelity?

• Meeting with them regularly • New teacher meetings • Having coaches and specialists work with those people • Performance expectations and plans for growth • Retirement!

What areas of the reading block do you see as the most difficult for teachers?

• Word Work • Conferring

IB Reflections: What have you observed that informs you of how teachers are embedding inquiry strategies and “IB” throughout the day?

• Lots more time for questioning • Research time for kids • Collaboration among students about topics of choice • Demonstrations of learning throughout the room • Language being used throughout the day

What have you learned through observations of PYP unit planning in your school from both formal or informal observations?

• Teachers develop great units and lessons – do they get overwhelmed when executing, so it all doesn’t get done? • Craft of writing getting lost as writing was embedded in the units • Reliance on the PYP coordinator for planning, reflections, and resources • Bringing teams closer together as they are bringing resources to the table

What components of IB are not deployed well in many of your classrooms (based on your formal observations)?

• Inquiry can always continue to grow • Incorporation of concepts throughout all subject areas – still an IB time – teachers are teaching reading, but not

necessarily reading information to match the IB units because they don’t have the resources • Still learning the science kits • Student action throughout the year – not just for that one unit but carried out throughout the year • Still not to the point where kids are leading or driving the unit

Support: What support do your teachers need related to deployment of building vocabulary, 90-Minute Reading Framework, Five Easy Steps to a Balanced Math Program and PYP?

• My new teachers will need it all. • What are the expectations for building vocabulary? Explain what it would look like in the ideal setting. • Word work in the upper grades • Inquiry based instruction • Problem solving and math fact strategies

Revised 3/12/12 39

What is your Professional Learning Opportunity Enrollment? Some of these are not being offered this summer.

Type of Training Number

Marzano Vocabulary • Staff meeting

All except new hires

90-Minute Reading • Staff meeting

All except new hires

Five Easy Steps • Lunch and Learns

All teachers

PYP • Trainings

All teachers

PBS Reflections: The beginning of the year started out strong. We had the whole school process in place and it worked. March and May were rough. Keana and I need to sit down and determine a plan for our frequent flyers regarding reteaching and behavior plans. We will also need to meet with the new teachers to inform them of the plans and expectations. We plan to revisit the plans with the current teachers at the beginning of the year and the middle of the year, so we know that the expectations are being reinforced and retaught. We also meet with new students once a month to discuss the CC expectations. I would like to put a mentoring program in place, so we have something else to offer than just check out procedures with kids. I would love for our Cummins counselor to be able to work with more kids.

Revised 3/12/12 40

Year 1: 2010-2011 • Restructure school improvement plan based on AdvanEd Standards • Create quality assurance framework • Focus document on improvement needs

Year 2: 2011-2012

• Update student data in the Community Profile section • Update achievement & attendance data in the Documenting & Using Results section • Update Summary of Data in the Documenting & Using Results section • Review & revise entire Teaching & Learning section based on 10-11 progress monitoring

information based on data analysis • Update professional development plan in Resources & Support section based on needs • If needed revise Stakeholder Relationship & Continuous Improvement sections

Year 3: 2012-2013

• Update student data in the Community Profile section • Update achievement & attendance data in the Documenting & Using Results section • Update Summary of Data in the Documenting & Using Results section • Review & revise entire Teaching & Learning section based on 10-11 progress monitoring

information based on data analysis • Update professional development plan in Resources & Support section based on needs • If needed revise Stakeholder Relationship & Continuous Improvement sections

Revised 3/12/12 41

Annual Continuous Improvement & Quality Assurance (QA) Timeline of School Improvement Plan (SIP)

June July Aug.

Sept. Oct. Nov.

Dec. Jan. Feb. Mar. Apr May June

SIP Deployment Planning (Principals)

X X X

SIP Review for all staff (Principals)

X

School Improvement Team Meetings – can vary based on need (Each School)

X X X X X

SIP Collaboration & Report Prep. (Principal & Supervisor)

X X

Progress Monitor Report of SIP (By Principal to QA Team)

X X

SIP Collaboration (Principal & Supervisor)

X X

ISTEP Results Return for Data Analysis & Review

X

Draft of Next Year SIP Due to Quality Assurance Team

X

WTEA Review SIP & sign off on PD Section

X

SIP Review & Feedback by QA Team to Principal

X

Revised 3/12/12 42

Appendix

Revised 3/12/12 43

Highly Qualified Teachers for School Year 2012-2013

Teacher Name: Teaching

Assignment:

Indicator of HQ Status on Verification Form:

• Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting Plus one of the following:

• Passed Praxis II • Passed NTE • Considered HQ in another state • NBPTS Certification • 100 points on the HOUSSE rubric

Location of Documents

Donna Furrow

Kindergarten • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting • 100 points on the HOUSSE rubric

Central Office- HR Files

Pat Sanders




Jennifer Pfeiffer


Education teaching license that includes elementary setting • Passed Praxis II


Vicky Smith

1st Grade • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Cristina Abbott




Dawn June


Education teaching license that includes elementary setting • Passed NTE


Jackie Kaiser




Barb Yeary




Adrienne Frank




Revised 3/12/12 44

Jenny Abell

2nd Grade • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting • 100 points on HOUSSE rubric


Sharon Johnston




Megan Shuck

3rd Grade • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting • Initial Practitioner’s License


Sarah Rahrig




Pam Teter




Amy Zehr




Abby Badger



Central Office – HR Files

Stephanie Hodge

4th Grade • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Linda Dickey 4th Grade • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Keana Parquet

Assistant Principal • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Robert McLeaish




Susan Cosand




Mark Kirchgassner



Revised 3/12/12 45


Laura Mathews




Krista Freese

Compass 3 • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Carol Hawkins




Tim Kuskye




Myron El

Music K-5 • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Brooke Callis

Art K-5 • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Sandy Moran

PE K-5 • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting


Glenda Ritz

Media Specialist K-5

• Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting • NBPTS certification


Ting Li

Chinese K-5 • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Natalie Manthey

Special Education • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Emily Alaimo




Abby Burcham




Revised 3/12/12 46

Paraprofessional Highly Qualified Status for School Year 2012-2013:

Paraprofessional’s Name: Assignment:

Indicator of HQ status: Associate’s Degree Transcripts showing at least two

years of college or more Passed the Praxis ParaPro Exam

Location of documentation of HQ status:

Jean Teramoto Interventionist 1-5 Passed the Praxis ParaPro Exam Central Office – HR Files

Rita Eckstein Interventionist 1-5 Passed the Praxis ParaPro Exam Central Office – HR Files

Marcia Campbell Instructional Assistant – Gifted and Talented Passed the Praxis ParaPro Exam Central Office – HR Files

Kaitlyn Kirles Kindergarten Assistant Transcript showing at least 2 years of college or more Central Office – HR Files

Elizabeth Cutter Kindergarten Assistant Transcript showing at least 2 years of college or more Central Office – HR Files

Jeanne Perry Interventionist 1-5 Passed the Praxis ParaPro Exam Central Office – HR Files

DaJuana Smith Special Education Assistant

Passed the Praxis ParaPro Exam Central Office – HR Files

Derrick Woods Special Education Assistant Transcript showing at least 2 years of college or more Central Office – HR Files

Debbie Fowler Special Education Assistant Transcript showing at least 2 years of college or more Central Office – HR Files

Joyce Trost Kindergarten Assistant Transcript showing at least two years of

college or more


Bev Huneck

Speech • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special

Education teaching license that includes elementary setting


Kelly Ouattara

Math Specialist K-5 • Master’s Degree earned • Valid Elementary Education teaching license or Special



Caroline Marandino

Reading Specialist K-5

• Master’s Degree earned • Valid Elementary Education teaching license or Special



Kristen Vannatta

Grade 3 • Bachelor’s Degree earned • Valid Elementary Education teaching license or Special



Kimberly Piper

Principal • Master’s Degree earned • Valid Elementary Education teaching license • Valid Administrator’s license • 100 points on HOUSSE rubric


Revised 3/12/12 47

Dana Cox ELL Instructional Assistant

Transcript showing at least two years of

college or more


Marier Cox

Special Education Assistant

Transcript showing at least two years of college or more


Susan Marr

Kindergarten Assistant



Anne Spaniol

Interventionist



Transition Plans from Preschool to Kindergarten1. Kindergarten Registration begins in January.

(Title I School-Wide Component #7)

2. A Kindergarten Jamboree in March is hosted district wide with activities and food to encourage families to register their children.

3. A Kindergarten Orientation is held in July prior to the start of school for students and parents. The orientation includes a tour of the school, a tour of the bus, and a trip through the lunch line. Parents also have time with their teacher to ask questions about the beginning of school.

4. Students are brought into the school for assessments before the beginning of the school year, so they are able to see the school and classrooms.

5. Teachers assess students in Language Arts and Math before school begins.

6. Reading lists and math activities are included on the website, so parents know what they can be working on prior to the start of the school year.

Transition Plans for 5th to 6th grade

1. Middle school materials are mailed to 5th grade families to include detailed information in February of each school year from middle school principals

2. 5th grade families are invited to attend Middle school Open Houses for incoming and current families

3. Parents are invited to attend Parent Curriculum Night in February of each school year 4. Students are administered assessments to determine math placement for middle school in

February of each school year 5. 5th grade students visit middle schools in May of each school year 6. Incoming 6th grade students participate in orientation in August of each school year

Revised 3/12/12 48

School Wide Title One Funding

Title I (Title I School-Wide Component #10)

Title II Title III (ENL)

Title IV (Safe and Drug Free Schools) McKinney Vento Refugee Children

21st Century Grant Education Jobs Bill

“While the school has chosen to coordinate the program efforts, it will not consolidate program

funds at this time.”

CC Signature Page.pdfCC 12-13 SIP.pdfSchool Address: 2150 Kessler Blvd. West Dr.School Phone Number: 317-259-5478School Fax Number: 317-259-5453School DOE Number: 5406School Corporation Number: 5370Positive Behavior Support (PBS)There were twelve students who received an out of school suspension for their behavior.Principal Shares withTeam Leader SharesImplementationUParent Involvement in the Decision Making ProcessU (Title I School-Wide Component #6)Student Performance History for Crooked Creek Elementary SchoolLanguage ArtsStudent Performance History for Crooked Creek Elementary SchoolMathematicsUSchool wide Comprehensive Needs AssessmentU (Title I School-Wide Component #1, #2, and #8) All K-5 teachers will confer with 2-5 students each day for reading and writing. Teachers will document strengths and weaknesses of students. All teachers will use a gradual release of responsibility model (I do, we do, and you do). All teachers will utilize Schmoker’s “check for understanding” model to guide instruction. All teachers will utilize VTS strategies. All K-3 teachers will teach sequential decoding skills using Crooked Creek’s decoding pacing guide. Fourth and fifth grade teachers will reteach necessary decoding skills and word parts. All 3-5 teachers will teach students how to annotate thinking during reading (post-it notes, think marks, pictures…). All K-5 will explicitly teach comprehension strategies and how students can respond to reading. Within lessons, all teachers will include a time for student reflection to share connections, inferences, thoughts, action, etc. All K-5 teachers will integrate IB units into the guided reading instructional period when leveled readers are available and appropriate. All teachers will use a gradual release of responsibility model (I do, we do, and you do). All teachers will utilize Schmoker’s “check for understanding” model and lesson plan design. Within lessons, all teachers will include a time for student reflection to share connections, inferences, thoughts, action, et