Donna Eaton, Principal 6230 N. St. Hwy 7 Scipio, IN 47273 Phone: 812-392-2055 Fax: 812-392-2562
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School Plan Index
I. Introduction- Vision/Mission/Beliefs and School Profile pp. 3-14
II. Comprehensive Needs Assessment pp. 15-20
III. Implementation of school-wide reform strategies pp. 20-21
IV. Highly qualified pp. 22-24
V. On-going professional development p. 24
VI. Strategies to attract highly-qualified pp. 24-25
VII. Strategies to increase parent involvement pp. 25-27 A. Academic assessment results B. School planning process
VIII. Preschool planning and programs pp. 27-28
IX. Decision-making processes p. 28
X. Additional student academic assistance p. 29
XI. Coordination and integration of all funds and resources p. 29
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Vision, Mission, and Beliefs
Vision Statement
Scipio Elementary is committed to providing a safe, caring environment; high student achievement; positive behavioral expectations, and an open partnership among school, home and community.
Mission
Our mission is to create a positive environment so that all students learn the skills necessary to reach their full potential to become independent, life-long learners.
Belief Statements:
At Scipio Elementary we believe State standards are the framework of the curriculum. In a cooperative, flexible environment, all students can reach their full potential. Students will benefit from high academic and behavioral expectations. Parental support is important to achieve positive student behavioral and academic goals. Lifelong guidelines help students achieve their personal best. Collaboration enables teachers to design quality work. Professional development encourages teacher growth.
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Jennings County Schools Mission
Our mission is to inspire and empower our students to reach their full potential as life-long learners and productive members of a global community.
Belief Statements
We believe that an open and positive environment promotes respect, honesty and trust. We believe that lifelong learning encourages creativity, responsibility and productivity. We believe that the partnership among schools, families and the community is essential to the complete educational experience. We believe that each person is unique and has value. We believe that when each person contributes, the individual and community thrive. We believe that understanding diversity enhances our lives and community. We believe that goal setting and high expectations lead to success. We believe that everyone can learn.
Strategic Objectives
By 2017, our students will identify and pursue the skills needed to continually develop their potential. By 2017, our students will invest time and energy to enrich their community. By 2017, our students will continually be empowered as life-long learners.
Strategies
We will ensure all employees understand, engage in and commit to our mission and strategic objectives. We will ensure our community understands supports and contributes to our mission. We will align all curricula, programs, services, policies, procedures and resources to achieve our mission and strategic objectives. We will collaboratively develop and implement a plan for using technology to optimize our mission.
Strategic Delimiters We will not adopt any new program or service unless it: Aligns with and contributes to our mission and/or Aligns with or reduces current practices. We will not allow old stories, perceptions or excuses to limit us or our mission. 5
School-wide Planning Team
Title I School-wide Core Planning Team
Chairperson Donna Eaton, Principal Co-Chairperson Pamela Lovegrove, Teacher Advisor Teresa Helton, Title 1 Director
School-wide Planning Team
Counselor Kelli Gambrel Parent Heather Craft Title 1 Teacher Jessica Hall Teacher Julian Smith Teacher Rose Bishop Teacher Cheryl DuMond Teacher Carey Norris
The School-wide Core Planning Team met with colleagues in their specific area to gather ideas and suggestions relating to the different components of the School-wide Plan. Data discussions were held during staff meetings, grade level work days, and collaboration meetings. Utilizing the data from DIBELS, mCLASS, STAR Reader, STAR Math, ISTEP and classroom assessments, instructional needs were determined for 2014-2015.
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Overview of School-wide Plan
After analyzing implementation of our goals and strategies for 2013-14 and our current ISTEP+ and mClass DIBELS/TRC data, as a building staff we will continue to improve upon the goals and initiatives that are currently proving to be successful. The core instruction will be strengthened with differentiated classroom instruction. The Response to Intervention Model has guided the teachers and paraprofessionals in providing strategic interventions for students having difficulty.
Tier 1: Core Instructional Interventions The whole class (all students) receives scientific, research-based instruction in mathematics and language arts. Whole and small group differentiated instruction takes place. 90-minute daily core language arts instruction in the five essentials (phonemic awareness, phonics, vocabulary, comprehension, and fluency.) 60-minute daily core math instruction. The core curriculum should be effective for approximately 80% of students. Therefore, if a significant percentage of students are not successful, the curriculum and/or instruction should be examined for contributing factors. Benchmark testing, and/or universal screening, of all students takes place at periodic intervals throughout the year (e.g., fall, winter, and spring). Based on the results of this benchmark testing, a percentage of students (approximately 15%) are identified for Tier 2 Intervention.
Tier 2: Targeted Group Interventions for Language Arts and/or Math Supplemental, research-based instruction takes place for small groups of students who havent responded to the core curriculum and need additional support. 30 minutes daily beyond the Tier 1 core program. Additional interventions in small groups of 3 or 5 students with similar needs are implemented. Based upon continuous progress monitoring, students may move back to Tier 1, modifications to the Tier 2 Interventions may be made, or students may be identified for Tier 3. Typically 5% of students are identified for Tier 3.
Tier 3: Targeted Intensive Interventions for Language Arts and/or Math More intense and explicit research-based instruction takes place for individuals or smaller groups of 2 or 3 students who havent responded to Tier 2 interventions and need additional support. This tier includes high-risk students experiencing considerable difficulty. These students receive up to an additional 60 minutes of intensive intervention in addition to the 90-minute (60 minute Math) Tier 1 core curriculum. Based on continuous progress monitoring, students may move back to Tier 2, remain at Tier 3, or be recommended for special education services based on a comprehensive assessment and evaluation.
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School and Community Profile Scipio Elementary, located in Scipio, Indiana, is one of seven elementary schools within Jennings County School Corporation. It is a public school which includes students in grades kindergarten through grade six. Our current enrollment is 307 students who are served by 24 certified staff, 7 teacher assistants, 1 school nurse, and 12 support staff. Our mascot is Scipio Tigers with school colors of green and white. Scipio Elementary is located in the northern part of Jennings County. The site originally was the home of Scipio School with the first commencement ceremony in 1895 and horse drawn school buses in the early 1920s. The Scipio school was rebuilt two separate times due to fire destroying two of the buildings. Following, the site was utilized to open the first elementary school in 1949. Since that time, several construction and renovations have taken place to create the building which currently houses our Scipio Elementary students. The oldest section of our building consists of 3 classrooms built in 1968. An addition of 2 smaller classrooms and 2 regular classrooms was added in 1990 and the cafeteria was relocated and shared as a gymnasium. Due to continued growth in enrollment, another addition of 2 phases took place in 1997-1998. The first phase was the addition of 2 classrooms and a gymnasium with stage. During the 2 nd phase, 2 additional classrooms and a set of student restrooms were constructed, the cafeteria was relocated to the old gym area, and the old cafeteria was renovated into a media center with 12 student computers. In 2001, the sewage treatment area was renovated and replaced with a drip irrigation system. The final construction project of 3.5 million dollars was completed in 2006. During that construction, all of the old, wooden part of the building constructed before 1968 was demolished. Newly constructed sections were 3 large kindergarten rooms each with their own handicapped accessible restrooms, 8 regular classrooms, 1 renovated classroom, a new set of student restrooms, a computer lab, teacher workroom, and office complex with health office and guidance area. The majority of our student population resides in Geneva Township and are transported to and from school by bus. We have 12 bus routes for Scipio and 5 buses that shuttle students to the middle and high school. There is also 1 special education bus which picks up and delivers special needs students to our building. At Scipio Elementary, student learning and school safety are our priorities. Our educational program is based on the IN Academic Standards, our school vision, mission, and beliefs, and quality, engaging work designed for students. 8
SCHOOL SAFETY: School safety and a positive school culture are a priority and goal we work to achieve each day at Scipio Elementary. One of our school goals is to create an inviting and positive climate for our students and staff. We have school and district Emergency Preparedness Plans with a school crisis team to guide us when an emergency situation might occur. In order to be prepared for situations, we conduct monthly fire drills, bus evacuations each semester, tornado drills each semester, and lockdown/intruder drills each semester. In addition, we maintain material safety sheets for all products used at school in case of ingestion or contact. Material safety data sheets, our Jennings County School Corporation Emergency Preparedness Manual, and our Fire and Safety Plan Inspection and Drill Records are kept on file in the principals office. At Scipio, we also maintain two-way radios for all crisis team members and each grade level that we utilize throughout the school day. These provide an additional means for communication in the event we have no power or phones. At the corporation level, we have trained school specialty officers that create guidelines and procedures to keep our school environment safe. They conduct lockdown drills at each school one time per semester. Specific safety concerns regarding buildings and grounds at the school site are handled by the maintenance department if they cannot be remedied by site custodians or utility workers assigned to site duties. At Scipio Elementary, our Crisis Response Team members are: 1. Donna Eaton principal 2. Kelli Gambrel counselor 3. Pam Beeman treasurer 4. Linda Minger head custodian 5. Leeann Kelley cafeteria manager 6. Dawn Koors nurse 7. Tony Bean music teacher 8. Darian Castetter P.E. teacher
The principal is to be certain that someone has been assigned to cover the classroom/duties of any (CRT) member since they will be away from their room during the crisis. Description and location of curriculum: Based on these beliefs and mission, the school improvement framework for Scipio Elementary and Jennings County School Corporation is the Strategic Planning Process that was conducted during the 9
2012-2013 school year and updated annually. During the Spring/Fall of 2012, our district completed and adopted a five year strategic plan. While keeping the mission of inspiring and empowering students at the forefront, our teachers utilize the IN Academic Standards in conjunction with Career and College Readiness standards to ensure we have a curriculum that meets and exceeds state expectations. Our teachers also utilize state approved and district adopted texts as learning resources and tools with students. A copy of our School Improvement plan is maintained at both our school and our district administration office. The following adopted texts are utilized by our teachers for ensuring all IN Academic Standards and skills are taught throughout the school year. Copies of these texts, along with our curriculum and school data are available at our building for public view: Pearson/Scott Foresman Reading K-6 Harcourt Math K-6 Scott Foresman Social Studies K-6 Harcourt Brace Health K-6 Scott Foresman Science K-6 MacMillan/McGraw-Hill Music K-6
Our core curriculum follows the Indiana Department of Education Curriculum Maps for teaching the IN Academic Standards (IAS) for reading, English/language arts, math, science, social studies, fine arts, and physical education. Our teachers utilize texts approved by the state and adopted by our district. Our curriculum and instruction is also supported and supplemented with technology and software programs. With wireless internet access, resources are almost limitless. In addition, programs such as Microsoft Word, Excel, PowerPoint, Publisher, Pearson Success.net, Harcourt Math, Accelerated Math and reading, Moby Max, Academy of Reading, and more are utilized to provide instruction and learning practice for students.
SCHOOL DISCIPLINE Scipio Elementary provides a disciplined environment for the purpose of optimum learning by students based on district policies and procedures. These procedures and expectations are shared with students and parents at the start of each school year to begin the communication process. During the 2013-2014 school year, all staff members were trained in the use of Time to Teach, a program that creates research based instruction to provide students and staff with the tools necessary to manage student behavior. Teachers provide Teach-Tos for routine classroom and building procedures allowing student to see the appropriate way to complete these procedures. Staff members have also been trained in remain calm and responding correctly, determining which behaviors should be ignored or addressed, avoiding power struggles, providing personal space, and using diffusers. Students learn how to control their actions and refocus on an item that has interfered with the learning of their classmates and themselves. 10
These Teach-Tos are demonstrated thoroughly during the first two weeks of school and reviewed throughout the year. Teachers document student positive and negative behavior using LiveSchool and enter discipline reports through our Student Management software. Our school-wide expectations are as follows, based on the Lifelong Guidelines: Student Expectations Procedures for: The Hallway Walk quietly Stay to the right of the hall Stay in a straight line Keep hands behind your back or in your pockets Keep your feet to self
Procedures for: The Classroom Arrive on time Do your personal best Bring materials and homework Study and complete assignments on time Raise hand and wait to be recognized Use appropriate language Speak in a quiet voice Stay on task Follow directions and rules
Procedures for: The Restroom Use restroom only when needed Respect privacy of others Wait your turn Keep the restroom clean Use soap and tissue responsibly Hush, rush, flush, and dont forget to wash
Procedures for: The Cafeteria Be Prepared Use restroom before entering Wash hands before entering Wait quietly in line Follow directions and food line procedures Be Polite Say please and thank you Wait your turn Chew with your mouth closed Remain quiet while eating Be Productive 11
Eat all your food Clean your space after you are finished Be Prompt Eat in a timely manner Procedures for: The Computer Room Use quiet voice Use headphones when needed Stay at your work station Listen and follow directions Return headphones, turn off monitor, and push in chair when finished Procedures for: The Library Listen and follow directions Choose a book quickly Keep the books in order Use whispering voice Keep hands and feet to yourself Read Return books on time Procedures for: The Playground Have an appropriate activity in mind Bring playground equipment out with you Wait your turn Behave in a safe and appropriate manner at all times Use recess time to get exercise Line up quickly and quietly when directed
Staff Expectations Each Classroom will post: The Tiger pledge The Lifelong Guidelines The Classroom Rules The Schedule for the day Each Classroom will have: iPads available for recording positive/negative point system in LiveSchool A positive program in place for students to earn incentives for good behavior All staff members: Recognize a student outside of their classroom who is demonstrating a Lifeskill by filling out a Tiger Pawsitive Paw and submitting it to the principal. Students will be recognized by the principal during announcements, and the paw will be displayed on the TIGER bulletin board. Recess supervisors: Students who misbehave should be assigned to walk or sit out of play. Any minor issues need to be taken care of at recess time or continued during the next recess, so instruction time is not taken for disputes started at recess. If a student has needs beyond recess, note the inappropriate behavior in LiveSchool and inform the classroom teacher. If further disciplinary actions are needed, the teacher and/or principal will complete the discipline report in our Student Management software. 12
If a child is injured or verbally/physically aggressive, then the supervisor should radio the office stating the reason a student is being sent. (i.e. to see nurse, counselor, and/or principal). All referrals to the office will be documented in the health office and/or in our Student Management software program.
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Scipio Behavior Intervention Plan and Response to Instruction Scipio Elementary joined the JCSC in the implementation of Time to Teach in 2014. This behavior intervention plan creates research based instruction to provide students and teachers with the tools necessary to manage classroom behavior. Teachers provide Teach-Tos for routine classroom procedures allowing students to see the appropriate way to complete these procedures. Teacher also have been trained in remaining calm and responding correctly, determining which behaviors should be ignored or addressed, avoiding power struggles, providing personal space, and using diffusers. Students learn how to control their actions and refocus on an item that has interfered with the learning of their classmates and themselves. These Teach-Tos are demonstrated thoroughly during the first two weeks of school and throughout the year as needed. Teachers document student misbehavior using LiveSchool and discipline reports through our Student Management Software. Tier 1: Behavior expectations for the classrooms, hallways, restrooms, cafeteria, library, computer lab, and playground will be taught using Teach-Tos and will be implemented throughout the building by all staff. Student misbehavior will be tracked using LiveSchool-parents will receive written documentation of misbehavior each week. Students will complete a Refocus sheet when their behavior or actions interferes with their learning or the learning of their classmates. Classroom teachers will provide incentives that students may earn on a weekly basis. Each month at an unannounced time, the principal will schedule a school-wide incentive for good behavior called, It Pays to Behave. The following steps will be followed when a student does not meet a behavior expectation: o He/she will lose a point in LiveSchool and will possibly complete a Refocus sheet. o Students will receive twenty-five points each week to determine their weekly Citizenship grade. o Students that use profanity, verbally or physically abuse another, steal, or are severely disrespectful to an adult will be referred immediately to the principal. o When a student has demonstrated multiple incidents of behavior concerns, the teacher may recommend the student to the General Education Intervention Team and begin behavior interventions in Tier 2.
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Tier 2: Classroom teacher will complete a Behavior Concern Form from the Scipio Staff Handbook and submit it to the principal. The teacher contacts parents to explain the concerns and what will occur next. The principal provides a Hawthorne pre-referral form to the teacher in order to identify areas of behavior concern. Upon returning the pre-referral form, intervention strategies will be provided to the teacher with a documentation form. The teacher may consult with the General Education Intervention Team for additional strategies and interventions. The school counselor will work with the teacher and/or student during the implementation process and progress monitoring. If behavior warrants, the counselor will complete a Functional Behavior Assessment and Behavior Intervention Plan (FBA/BIP). The teacher will record progress or the lack of progress on the documentation form and report back to the principal in no later than one month. At the point the teacher feels the student is not making adequate progress, the principal will be notified and a meeting will be held with the classroom teacher, principal, parent, and support staff to determine if the student needs Tier 3 interventions. Tier 3: Once a student begins Tier 3, he/she will have an Individualized Behavior Plan. If the student is being recommended for testing, the principal should submit the appropriate referral form to the Special Education Director and the school counselor and/or teacher will complete the data gathering forms within five days to be submitted. This plan will be shared with staff, students, and parents at the beginning of each school year. The school counselor will teach social and Lifeskills lessons for all classrooms monthly. For students with behavior concerns, Hawthorne interventions, behavior plans, and behavior contracts will be implemented as part of the RtI process. In addition to implementing the school-wide plan, collaboration meeting will be held every six weeks to address individual needs of students. Additionally, teachers will maintain progress discipline records for students in the Student Management software, communicate behavioral concerns to parents, and assign consequences in a consistent manner. Each classroom will establish classroom rules with rewards and consequences to maintain a positive learning environment. Our school-wide recognition for student success and achievement will occur on a daily basis to improve self-esteem, school culture, and climate.
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COMPONENT 1: Comprehensive Needs Assessment
The Title 1 School-wide Planning Team utilized data from various assessment sources to analyze the strengths and weaknesses of Scipio Elementary. Data sources include: K-2Dibels, mClass TRC, 3-6ISTEP+,parent surveys, Harmony, classroom observations, teacher-created summative & formative assessments, teacher/student discussions, and parent focus group discussions.
In the past 3 years, boys have scores lower than girls in language arts, while girls score lower than boys in math. Two of the 3 years, special education had high growth in both language and math. For general education students, achievement increased all 3 years in language and 2 of the 3 years in math. Paid students improved all 3 years in achievement. For prior year bottom 25%, students had high growth in all 3 years for language and high growth for 2 of the 3 years in math. In achievement, students improved all 3 years in both language and math. Although the student population decreases and the poverty rate increases, we are showing an increase in the overall passing rate of our Scipio Elementary students and particularly our students most in need who are identified as either special education and/or in the prior bottom 25%.
Scipio teachers use a variety of technology to teach the Indiana Academic Standards for College and Career Readiness in their daily lessons.
Based on data, Scipio Elementary is viewed by parents as a safe and welcoming place for their children while receiving challenging work. Parents of Scipio attend school events that are more entertainment based rather than instructional related. Title 1 family involvement attendance has greatly improved over the past three years. Events held during the day are better attended than those held in the evening. Our parents overwhelmingly indicated they have a say in the decision making process of their childs education. More activities are needed to involve parents in the educational process.
Most of our students and staff indicate that the climate of Scipio is pleasant and encouraging. It is noted that vertical planning time is almost nonexistent. Teachers meet before or after school to discuss cross-grade level topics.
The data from the Comprehensive Needs Assessment was not surprising to our team, as we have been gathering and analyzing data for the past few years. We did find that the gender gap for reading and math was more pronounced than originally thought. This area needs to be addressed through various strategies.
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Scipio Elementary Data to Support Comprehensive Needs
ISTEP+ results for Spring 2010 to 2013: Grade Eng/LA Comparison Math Comparison 3-2010 Scipio 80.8% State 79% +1.8% Scipio 75.0% State 75% 0.0% 3-2011 Scipio 90% State 83% +7.0% Scipio 79.5% State 78% +1.5% 3-2012 Scipio 83.3% State 85% -1.7% Scipio 81.3% State 79% +2.3% 3-2013 Scipio 85% State 85% 0.0% Scipio 87 % State 80% +7% 3-2014 Scipio 93% State 82% +9% Scipio 82% State 79% +3%
4-2010 Scipio 82.5% State 77% +5.5% Scipio 80.0% State 75% +5.0% 4-2011 Scipio 84.0% State 82% +2.0% Scipio 82.0% State 79% +3.0% 4-2012 Scipio 68.8% State 82% -13.2% Scipio 70.8% State 79% - 8.2% 4-2013 Scipio 83% State 84.3% -1.3% Scipio 83% State 83% 0.0% 4-2014 Scipio 80% State 85% -5% Scipio 98% State 82 % +16%
5-2010 Scipio 66.0% State 71% -5.0% Scipio 84.0% State 80% +4.0% 5-2011 Scipio 86.0% State 75% +11% Scipio 94.0% State 86% +8% 5-2012 Scipio 77.2% State 78% - 0.8% Scipio 89.5% State 86% +3.5% 5-2013 Scipio 74% State 79.2% - 5.2% Scipio 98% State 87% +11% 5-2014 Scipio 97% State 79% +18% Scipio 97% State 88% +9%
6-2010 Scipio 64.8% State 72% -7.2% Scipio 79.6% State 77% +1.4% 6-2011 Scipio 81.0% State 76% +5% Scipio 77.0% State 80% -3% 6-2012 Scipio 70.7% State 78% - 7.3% Scipio 75.6% State 82% - 6.4% 6-2013 Scipio 85% State 77.7% +8% Scipio 89% State 84% +5% 6-2014 Scipio 83% State 77% +6% Scipio 93% State 84% +9% 17
Overall School data ISTEP+ results for 2009, 2010, 2011, 2012, and 2013 Percent passing L/A 2009 2010 2011 2012 2013 2014 Growth 70.45% 72.59% 85.5% 75.3% 82.1% 89% +6.9% Percent passing math 2009 2010 2011 2012 2013 2014 Growth 73.18% 79.19% 83.3% 79.9% 92.8% 91% -1.8% Based on Spring 2011 ISTEP+ the following standards need immediate attention in the following grade levels: Grade 3 Algebra and Geometry Grade 4 Algebra and Geometry Grade 5 Non-fiction/informational text and literary text responses Grade 6 Vocabulary, Non-fiction/informational text, and literary text responses All math standards
Based on Spring 2012 ISTEP+ the following standards need immediate attention in the following grade levels: Grade 3 Non-fiction/informational text, writing applications, and language conventions Algebra & functions, Measurement, and problem-solving
Grade 4 Vocabulary, non-fiction/Info text, literary text, writing process, writing application, and language convention Number sense, computation, algebra & functions, geometry, measurement, and problem-solving
Grade 5 Vocabulary, nonfiction/info text, literary text , writing process, and writing application
Grade 6 Vocabulary, non-fiction/Info text, literary text, writing process, writing application, and language convention Number sense, computation, algebra & functions, geometry, measurement, and problem-solving
Based on Spring 2013 ISTEP+ the following standards need immediate attention in the following grade levels:
Grade 3 Non-fiction/informational text, literary text, writing applications, and language conventions 18
Algebra & functions, geometry, measurement, and problem-solving
Grade 4 Literary text, writing process, writing application, and language conventions Number sense, computation, algebra & functions, geometry, measurement, data analysis and problem-solving
Grade 5 Vocabulary, nonfiction/info text, literary text , writing process, writing applications, and language conventions
Grade 6 Vocabulary, non-fiction/Info text, literary text, writing process, writing application, and language convention Number sense, computation, algebra & functions, geometry, measurement, and problem-solving
Based on Spring 2014 ISTEP+ the following standards need immediate attention in the following grade levels:
Grade 3 Algebra & functions
Grade 4 Literary text, writing process
Grade 5 Algebra & functions
Grade 6 Literary text
Scipio PL221 Status: 2007 Academic Watch 2008 Academic Progress 2010 Academic Watch Performance 76.8% Improvement 0.7% 2011 Exemplary 2012 A-F Grading System 2.25 C 2013 Exemplary A 2014 A-F Grading System No information available at this time
DIBELS/MCLASS ASSESSMENT RESULTS FOR K-2: GRADE YEAR %PROFICIENT (GREEN) ON EOY (End of Year) Assessment K 2010-11 83% K 2012-13 71% K 2013-14 82% 19
1 ST 2009 75% 1 ST 2010-11 73% 1 st 2011-12 66% 1 st 2012-13 60% 1 st 2013-14 67% 2 ND 2009 76.5% 2 ND 2010-11 69% 2 ND 2011-12 64.4% 2 nd 2012-13 60.3% 2 nd 2013-14 52.9%
DIBELS SUMMARY: Our goal for DIBELS is to have 80% or more at or above grade level on the end-of-the-year benchmark. In order to meet this goal, we will continue to provide core instruction on the five reading components and additional instruction in tiers 2 and 3 to move more students to the proficient level. For 2014-2015, we will collect data relative to students TRC level instead of using the overall score.
ATTENDANCE/ENROLLMENT/POVERTY DATA: YEAR ENROLLMENT ATTENDANCE RATE PERCENT POVERTY 2006-07 386 96.74% 42% 2007-08 394 96.1% 49% 2008-09 380 96.26% 54% 2009-10 362 95.87% 60% 2010-11 382 95.0% 60% 2011-12 370 96.5% 61% 2012-13 348 96.2% 60% 2013-14 301 97.2% 58% Trend data indicates that from 2006-2013, as our poverty rate increased, school attendance rates have decreased. Our attendance dropped significantly during 2013-2014, and our attendance rate improved from prior years. During the 2013-2014 school year, our team implemented additional incentives for good attendance and procedures for attempting to contact parents about attendance. We still have a large number of students that have more than ten absences a year-this is an issue that we will address in the next year. PARENT INVOLVEMENT DATA for Back-to-School Event Attendance: August 2008 53% August 2009 92% 20
August 2010 86% August 2011 88% August 2012 89% August 2013 90%
Additional data information: Sign-in sheets are maintained in the school office which indicates volunteers and community organizations are involved in our building on a daily basis. Our school has one foster grandparent, two parents/grandparents who work as substitutes, two cadet teachers from Jennings County High School, and many volunteers. Additionally, community organizations such as police officers, the Extension Office, Soil and Water Conservation Office, Muscatatuck Wildlife Refuge, Lake Hardy, and local businesses provide programs for our students throughout the school year.
CONCLUSIONS Based on this data, our school team feels we need to continue our focus on improving reading skills using non-fiction, myths, poetry, plays and dramas with emphasis on higher-level skills such as inference, generalizations, and conclusions. Our focus standards must be vocabulary, non-fiction/informational text and literary text. Additionally, we will concentrate on problem-solving with math related to reading and understanding on how to work the problems. Another focus for math will be algebra and functions. Our Reading Plan Team will be revisited to ensure additional instruction and focus on our identified reading standards. The plan incorporates detailed reading instruction for all of our students in grades K-6. It also includes 90 minutes of core reading instruction daily. This time will be uninterrupted for K-6. Then, students will have opportunities for an additional 30-60 minutes of daily reading instruction based on need from assessment data (remedial and enrichment). Even though we had many areas of growth, we do not have 80% or more of our students reading proficiently at all grade levels. Scores definitely indicate a deficiency in our percent passing for students with 504 plans. Our staff will continue to implement interventions and strategies to address the needs for this particular group of students. 21
Additionally, we feel it is important to continue to work with parents and encourage their involvement with the educational process through good behavior and attendance. It is important for parents to understand what their children are expected to learn and that it is essential for students to be in attendance at school in order to reach their potential. We will continue to provide incentives and implement action steps to improve attendance and the current school-wide discipline curriculum will be re-evaluated to provide our Tier 1 core behavior instruction while providing more consistency with behavior expectations throughout our school and from one grade level to the next.
COMPONENT 2: Implementation of Schoolwide Reform Strategies
GOAL #1 Scipio Elementary students Language Arts scores will be raised to at least 80%. Scores already at 80% or above will be increased by 2%. Providing consistent research-based quality instruction will help close the achievement gap between the general population and the prior <25% and the gender subgroups.
MEASUREMENT OF GOAL #1 District benchmark assessments will be utilized to determine student mastery of standards with a score of 80 percent. Grades K-2 will also utilize mClass DIBELS/TRC assessment results and grades 3-6 will utilize ISTEP+ data.
BENCHMARKS FOR GOAL #1 Language Arts Scores 2013-2014: Scores will increase by 2% for a passing rate of 87%. Goal met 2014-2015: Scores will increase by 2% for a passing rate of 89%. 2015-2016: Scores will increase by 2% for a passing rate of 91%. 2016-2017: Scores will increase by 2% for a passing rate of 93%.
Scipio Elementary teachers will use the Indiana Academic State Standards for College and Career Readiness instruction guides to establish grade level curriculum for Language Arts. The balanced literacy approach is used in all grades for an uninterrupted 90 minute reading block daily. Below is a list of a variety of effective methods and instructional strategies used by the teaching staff:
Literature Circles Daily 5 22
Daily Caf Cooperative learning Modeling Working with words 6 Traits writing Big 5 Full day kindergarten Tiger Time groups Learning centers Book buddies Writing buddies Moby Max Computer lab activities Academy of Reading Accelerated Reader iPads Apple TV
Scipio Elementary teachers will use the Indiana Academic State Standards for College and Career Readiness and instruction guides to establish grade level curriculum for math. Below is listed a variety of effective methods and instructional strategies used by our teaching staff:
Small and whole group instruction Hands on learning experiences Accelerated Math Mountain Math Math journals Modeling Cooperative learning Centers Manipulatives Moby Max
Reading Strategies:
Provide daily literacy group instruction for grades K-6 Balanced literacy instruction in grades K-6 is provided for 90-120 minutes daily-- including: Direct instruction in guided reading, self-selected reading, vocabulary, and word study Tier remediation programs are provided during the school day Daily RtI instruction is provided for 30 minutes in grades K-6 Weekly lessons on non-fiction/information text and literary text
Math Strategies:
60 minutes of daily math instruction focusing on the Indiana State Academic Standards and Common Core Standards Focus on maintenance and acceleration of basic math skills and computation in grades K-6 Tier remediation programs are provided during the school day Daily RtI instruction is provided in grades K-6 Weekly mini-lesson and practice on algebra and functions and problem-solving
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COMPONENT #3: Highly Qualified Staff
All classroom teachers and paraprofessionals are highly qualified. This information is filed in the Scipio Elementary Schools Principals office and the Jennings County School Corporations office. Parents may view this documentation upon request. Scipio Elementary School Staff 2014-2015 Staff Member Assignment Indicator of HQ status Amber Asche 6 th grade classroom teacher Bachelors Degree Elementary Teaching License 100 points Emily Ponsler 4 th grade classroom teacher Bachelors Degree Elementary Teaching License PRAXIS II Tony Bean K-6 Music teacher Bachelors Degree Masters Degree Elementary Teaching License 100 points Rose M. Bishop 2 nd grade classroom teacher Bachelors Degree Elementary Teaching License 100 points Lisa Lykins 3 rd grade classroom teacher Bachelors Degree Elementary Teaching License PRAXIS II Angela Burton 2 nd grade classroom teacher Bachelors Degree Masters Degree Elementary Teaching License 100 points Darian Castetter K-6 PE teacher Bachelors Degree Elementary Teaching License PRAXIS II Melissa Davidson 5 th grade classroom teacher Bachelors Degree Masters Degree Elementary Teaching License 100 points Heather Craft 1 st grade classroom teacher
100 points Suzanne Wilson 5 th grade classroom teacher Bachelors Degree Elementary Teaching License PRAXIS II Pamela Lovegrove 4 th grade classroom teacher Bachelors Degree Elementary Teaching License 100 points Carey Norris 4 th grade classroom teacher Bachelors Degree Elementary Teaching License Special Education License 100 points Wendy Shoop Kindergarten classroom teacher Bachelors Degree Elementary Teaching License 100 points Julian Smith 6 th grade classroom teacher Bachelors Degree Elementary Teaching License 100 points Jessica Hall Title 1 teacher Bachelors Degree Elementary Teaching License PRAXIS II Kelli Gambrel School Counselor Masters in School Counseling PRAXIS II K-12 Counseling License Susan Wilson Primary special education teacher Bachelors Degree Masters Degree 100 points Jennifer Barber Speech teacher Bachelors Degree Masters Degree Elementary Teaching License 100 points Cheryl DuMond 3 rd grade classroom teacher Bachelors Degree Elementary Teaching License 100 points Priscilla Petro Paraprofessional Associates Degree Jennifer Wilds Paraprofessional PRAXIS II Dawn Koors School Nurse Registered Nurse Sheryl Barringer Paraprofessional PRAXIS II Maryca Henry Paraprofessional 70 credit hours Angie Rhoades Paraprofessional PRAXIS II Vanessa Shepherd Paraprofessional-librarian PRAXIS II Connie Wilson Paraprofessional PRAXIS II Sue Jackson Paraprofessional PRAXIS II Debra Woodard Paraprofessional PRAXIS II Sara Prince Paraprofessional Bachelors Degree Elementary Teaching License PRAXIS II Kelly Ernstes Paraprofessional PRAXIS II
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COMPONENT #4: Professional Development
Our professional development will focus on improving instruction related to our reading and mathematics goals and utilizing resources from the districts Curriculum Senate and the Indiana Department of Education to continue to develop grade level appropriate instruction and assessment.
Additionally, training and work sessions will be held to analyze assessment data from DIBELS, mClass, Acuity, ISTEP+, and benchmarks to evaluate and plan instruction that needs to take place for language arts and math during core (tier 1), RtI (tier 2), and Tier 3. The professional development schedule will be as follows: each grade level will have one session every six weeks for analyzing data and planning instruction with the principal, weekly grade level collaboration time, one whole staff professional development session each month, and other professional development as necessary for technology and other instructional information. COMPONENT #5: Strategies to Attract High-Quality, Highly Qualified Teachers
Scipio Elementary School is committed to attracting new high-quality teachers and supporting the current high-quality staff according to the NCLB and School-wide Title guidelines. Teachers and paraprofessionals provide documentation to verify highly qualified status. The following incentives are in place to encourage the most highly qualified staff to Scipio Elementary:
All positions at each school and at the central office will be posted on the corporation website. Continued professional development opportunities will be available for new and current teachers and paraprofessionals. Collaboration time allotted Access to resources and materials Mentoring opportunities for new teachers Cadet teaching opportunities through the high school Upon request classroom teachers may observe other classrooms. High quality paraprofessional support Technology is constantly being updated and upgraded. Technology training as needed 26
Nonessential teaching duties limited Paperwork is limited to essential components. Items are reviewed for necessity and omitted if not needed. District networking opportunities through email, Learning Connections, Moodle, and district team meetings. Teachers are encouraged to serve on steering and planning committees Community of affordable housing Performance based incentives have been developed by the District Competitive salaries and benefits Sick days Bereavement days Sick bank Professional days Professional Growth Points earned through professional development activities Summer vacation Vacation times throughout school year Free health clinic for staff participating in the corporation health insurance Nice, clean school facilities COMPONENT #6: Parent Involvement
Strategies to increase parent involvement: Dinners/Food/Snacks available during special events Title 1 parent activities to target specific grade levels offered at different times of the day and evening. Invitations to parents to participate in school and classroom activities, Back-to-School events, conferences, RtI meetings, PTO events, literacy activities, and all school performances and events. Combine events into one night to make it more convenient for parents. Provide assistance to parents in utilizing technology to access their student(s) discipline, grades, progress, and assessment information.
In summary:
Community members and parents are involved in our school and have opportunities to learn about the education of their children through opportunities to participate in school activities and through regular school communications such as our weekly school newsletter and continuous up- dates on our school website. A monthly Home-School Connection is sent home to provide parents with activities to complete at home, good study practices for home, and other resource ideas. At the start of school in August, parents are invited to attend our Back to School night to get information about all school programs and procedures at Scipio Elementary. They have an opportunity to meet the teachers and learn about classroom procedures as well. They will also be 27
provided use of computers in the lab for the purpose of filling out 6 th grade applications for 21 st
Century Scholars and updating student emergency and contact information for the current student management system. Additionally, parents have access to Indiana Academic Standards (College and Career Readiness standards), JCSC curriculum, and Harmony at home. Our guidance counselor and teaching staff meet with parents throughout the year to provide ideas and resources for working with their students at home. Our school has quarterly PTO meetings in which parents may attend to learn about special programs. In October, all parents are invited to attend our Parent/Teacher Conferences to learn about their childs progress and then, in February parents may request another conference with the teacher. Each spring, we also have Kindergarten round-up. At this time, parents have the opportunity to meet with teachers to learn about our Kindergarten program and to view student work. The student and parent are also invited to attend our Pre-K day activities to learn more about coming to kindergarten. Finally, throughout the year, we have numerous opportunities for families and community members to visit our school for activities including Title 1 Parent Involvement nights, music programs, special grade level activities, Grandparent Days, our Veterans program, Science Fair, JCS district meetings, our Awards Program, and the PTO school carnival. Our Title 1 teacher will invite families to reading nights and other activities for assisting their students at home and provide some take-home kits for parent-child use. Additionally, we have parent and/or community representatives on our school improvement committee, our textbook adoption committee, and as substitutes during the school year. We also have many parent and grandparent volunteers who help in our classrooms, library, and for special events. Subject matter and courses are reviewed on a regular basis. Curriculum Standards have been developed in alignment with the Indiana State Academic Standards and local needs. Parents are encouraged and welcomed as active participants in the process.
Ways assessment results and performance will be shared with parents:
At October Parent/Teacher conferences, teachers will share the following assessment information: K-2 will share Beginning of Year DIBELS/mClass and latest progress monitoring reports while 3-6 will share Beginning of Year STAR Reader, STAR math, Acuity Readiness, and district benchmark assessments.
Quarterly report cards to include classroom grades, Tier 3 progress reports, latest assessment results from district benchmark assessments, and DIBELS/mClass for grades K-2 will be sent home in October, January, March, and May.
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Midterm grade reports will be sent home to parents in September, November, February, and April. For K-2, the most recent progress monitoring report will be sent home and for 3-6 STAR reader, STAR math growth reports, and Acuity reports will be sent home.
Parent reports for Acuity, IREAD3 and ISTEP+ will be sent home as soon as available following the assessments for 3-6.
RtI meetings will be held to discuss additional data for students who have tier 3 academic needs as needed throughout the year.
February conferences will be scheduled to review progress with parents whose students are having difficulties.
Opportunities for parents to be involved in the process:
Parents are invited to serve on our school improvement team, reading plan committee, textbook adoption committee, and others as needed throughout the school year. Additionally, parents are invited to participate in district strategic planning, as well as, surveys such as the comprehensive needs assessment process. We have an open-door policy for parents to be able to share any ideas and/or concerns related to school.
COMPONENT #7: Early Childhood/Preschool programs
Our Title I and Special Education Director work in collaboration with Head Start, Preschools in our community, and the Special Education Preschool program for the purpose of getting services to preschool-aged students to enable them to get skills needed to begin Kindergarten.
Our Title I staff provide Preschool Days during the spring to provide parents with literacy and developmental information for helping their student prepare for entry to school.
Information is provided to our school from Head Start and local private Preschool programs to make a smooth transitions for those students moving into Kindergarten.
Conferences for special needs preschoolers are held to include the teachers the student will have at the elementary in order to develop a transition/service plan for them to be successful in Kindergarten.
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COMPONENT #8: Opportunities and Expectations for Teachers
All teachers are included in professional development opportunities offered throughout the year. Release time will be provided for sessions during the school day.
All teachers are provided common planning time at their grade level for 40 minutes each day. During this time, at a minimum of once weekly, teachers are expected to collaborate related to the planning of instruction.
All teachers serve or choose a representative to serve on our school improvement/Title I School-wide/Reading Plan team. This group will meet almost monthly to review data, implement strategies, and determine areas for continued improvement to develop the plan for the following school year.
A representative will be chosen by the teachers to serve on the Building Based Discussion committee. The purpose of this committee is to bring items of concern and praise to the building principal and group for discussion.
A building based discussion team will be formed to discuss items of concern/praise for the building. This committee will meet every two months or more frequently if needed.
The teachers association meets monthly and all needed items are shared through discussions. Additionally, the association president is responsible for approving all school professional development plans.
COMPONENT #9: Additional Instructional Opportunities for Students
Data from Beginning, Middle, and End of Year or benchmark assessments to include: K-2 DIBELS/mCLASS, progress monitoring, and district benchmark assessments and/or 3-6 STAR reader, STAR math, Acuity and/or district benchmark assessments will be utilized to determine student groupings for Tiers 1, 2, and 3. Additional instruction daily will be provided for students identified as needing interventions in language arts and math as well as enrichment opportunities for those students demonstrating high ability. Groups will be realigned at the midterm and end of each quarter. Students in Tiers 2 and 3 will be provided additional instruction as follows: 30
Tier 2: Targeted Group Interventions for Language Arts and/or Math Supplemental, research-based instruction takes place for small groups of students who do not demonstrate success with just the core curriculum. These students are provided an additional 30 minutes of daily instruction in a group of 3-5 students based on the skills they needed. Teachers progress monitor these students every 2-4 weeks to determine if Tier 2 instruction is still needed and/or if additional support is needed through Tier 3.
Tier 3: Targeted Intensive Interventions for Language Arts and/or Math Students who are still not meeting benchmarks with the added 30 minutes of daily, small group support, were moved into Tier 3 groups to receive 30 minutes of additional instruction each day in addition to the core curriculum. This additional instruction will take place in the classroom, in the Title 1 room, or in the special education resource classroom.
COMPONENT #10: Utilization of funds and resources
Funds received by the district such as Title I, Full time Kindergarten grant, and Special Education Funds will all be utilized to carry out the mission, vision, and beliefs of the school and to ensure students receive the instruction needed to meet the performance goals of this plan. All funds and resources will enable teachers to meet the expectations for providing all students with quality instruction, meeting individual needs, implementing instructional strategies, and participate in professional development opportunities to support their work.