fieler title i school-wide plan final · fieler staff, students and parents working together to...

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HENRY P. FIELER ELEMENTARY SCHOOL

PL221 PLAN TITLE I SCHOOLWIDE PLAN

SCHOOL IMPROVEMENT PLAN

2009-2012

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Table of Contents

PL 221 Plan: Page

Number (1) Introduction, including the following:

• Narrative description of the school, the community, and the educational programs (S) • Description and location of curriculum (R)

• Titles and descriptions of assessment instruments to be used in addition to ISTEP+ (R)

4, 19, 22

(2) Statement of mission, vision, or beliefs (S) 5 (3) Summary of data derived from an assessment of the current status of educational programming, including the following:

• Data, including graphs, from the annual performance report (I) • Data related to performance indicators other than those included in the annual performance report (I)

• Other information about educational programming and the learning environment (I)

6-18, 33-38

(4) Conclusions about the current educational programming, derived from an assessment of education programming, including the following: • Information about how the school's curriculum supports the achievement of Indiana Academic Standards (I) • Information about how the school's instructional strategies support the achievement of Indiana Academic Standards (I) • Conclusions about student achievement, based on information from ISTEP+ and other assessment strategies (I) • Parental participation in the school (R) • Technology as a learning tool (R) • Safe and disciplined learning environment (R)

• Professional development (R)

7, 19-20, 27, 29-3-38, 42-55

(5) Student achievement objectives/goals, derived from an assessment of the current status of educational programming, including at least the following:

• Attendance rate (R) • Percentage of students meeting academic standards under the ISTEP+ program (R) • Graduation rate (for secondary schools) (R)

6, 33-38

(6) Specific areas where improvement is needed immediately. (R) 6 (7) Benchmarks for progress that specify how and to what extent the school expects to make continuous improvement in all areas of 35 & 38

Title I Schoolwide Plan: Page Number

1. A comprehensive needs assessment of the whole school 7-18

2. Implementation of schoolwide reform strategies that: Provide opportunities for all children to meet proficient and advanced levels of student academic achievement Use effective methods and instructional strategies that are based on scientifically based research that: Strengthens the core academic program Increases the amount of learning time Includes strategies for serving underserved populations Includes strategies to address the needs of all children in the school, but particularly low achieving children and those at risk of not

meeting state standards Address how the school will determine if those needs of the children have been met Are consistent with and are designed to implement state and local improvement plans, if any

22, 33-38

3. Highly qualified teachers in all core content area classes 24

4. High quality and on-going professional development for teachers, principals, and paraprofessionals 33-38, 51-52 5. Strategies to attract high-quality, highly qualified teachers to this school 25

6. Strategies to increase parental involvement, such as literary services 29-32 6 a. Description how the school will provide individual academic assessment results to parents 32 6 b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan 32 7. Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or

a state-run preschool program 26

8. Opportunities and expectations for teachers to be included in the decision making related to the use of academic assessment results leading to the improvement of student achievement

22

9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance

22, 33-38

10. Coordination and integration of federal, state and local funds; and resources such as in-kind services and program components 26

10 a. A list of programs that will be consolidated under the schoolwide plan (if applicable) 26

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the educational system (R) (8) Academic Honors Diploma and Core 40, including the following: • Provisions to offer courses that allow all students to become eligible to earn the Academic Honors Diploma (R) • Provisions to encourage all students to earn an Academic Honors Diploma or to complete the Core 40 curriculum (R)

N/A

(9) Proposed interventions (strategies) based on student achievement objectives/goals (S) 33-38 (10) Professional development that: • emphasizes improvement of student learning and performance. (R) • supports research-based, sustainable school improvement efforts. (R) • aligns with the core principles of professional development. (R) • includes methods to improve the cultural competency of teachers, administrators, staff, parents, and students. (R) [added by P.L. 57-

2004; IC 20-10.2-8] [NOTE: (10) provides the outline for the consolidated grant application.]

28, 33-38, 42-55

(11) Statutes and rules to be waived (R) 54 (12) Three (3) year time line for implementation, review, and revision (R) 54

(R) = Required by P.L. 221-1999 or P.L. 57-2004 (I) = Implied S) =Suggested

School Improvement Plan: Page Number

1.Strategies based on scientifically based research strategies to strengthen core academic subjects that addresses the specific academic issues that caused the school to be identified for school improvement

33-38

2.Policies and practices concerning core academic subjects that have the greatest likelihood that all groups of students will meet the proficient level on the ISTEP+

33-38

3.Assurance that the school will spend not less than 10% each year to provide high quality professional development that: Directly address the academic achievement problem that caused the school to be identified Meets NCLB’s professional development requirements Provides increased opportunity for participating in professional development

42-55

4.Specifies how professional development funds will be used to remove the school from improvement status 42-55

5.Annual measurable objectives for continuous and substantial progress by each group of students to meet proficient levels of achievement on the ISTEP+ (by 2013-2014)

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6.Documentation that written notice about the identification of a school in improvement was provided to the parents of each student enrolled in the school in a language parents can understand.

needed

7.Specifies the responsibilities of the school, the LEA, and the SEA including technical assistance to be provided needed

8.Strategies to promote effective parental involvement in the school

29-32

9.Activities before and after school, during summer, and during any extension of the school year

22

10.Incorporates a teacher-mentoring program (in addition to any the LEA might offer for new teachers)

needed

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Narrative Description of the School Fieler Elementary School is one of five public elementary schools within the Merrillville Community School Corporation (MCSC). The MCSC serves students who reside in Ross Township, which consists of all of the town of Merrillville, and portions of the cities of Hobart and Crown Point. Fieler Elementary School is located in the town of Merrillville, Indiana, and serves a student population that comes mainly from the northwest quadrant of the town. The student population of the school presently includes 425 students in grades K-4. 231 students are male while 190 students are female. The ethnicity of our students has changed over the last few years. Currently this make-up is as follows: 64% African American, 13% white, 11% Hispanic, and 10% multi-racial. The socio-economic make-up of the student population is changing and the number of students on free or reduced lunch has risen dramatically in the last few years to include approximately 68% of our students. The school population could be described as transient in nature. During the school year it is common for a large number of students to move and just as common for a large number of students to enter our school. The mobility rate is about 30%. This is partially attributed to a rather large apartment complex that allows low-rent thirty day leases as well as surrounding neighborhoods that are in transition, with older families moving out and younger families moving in and an increasing number of houses being rented. There is a classroom instructional staff composed of 21 highly qualified certified teachers. Eleven certified staff members provide instruction or services in music, art, physical education, Title I Reading, social work, speech therapy, and special education. In the past several years, we have also included an instructional/behavior assistant who assists teachers and students as needed. Special Education services for Mild Mental Disabilities and Learning Disabilities are provided by one L.R.E. facilitator and one para-professional. Fieler school has been involved with the inclusion of special education students since 1994 and we are proud of the inclusion program and the educational progress of our Special Education students. We also have begun an autistic class this year with one teacher and 3 paraprofessionals to service autistic children from several districts. The instructional staff at Fieler School is stable with an average experience level of 17.7 years. 55% percent of the instructional staff holds master’s degrees. Fieler is fortunate to have a highly qualified nurse to help students. She services many students who take medication on a daily basis, as well as other students who may become ill or injured during the school day. Four kitchen staff members provide cafeteria services. Hot lunches are served daily. Secretarial and Clerical services are provided by two full-time secretaries. A teacher aide is also on staff to assist teachers with clerical related duties. A full-time technology aide is employed to coordinate and assist students and teachers with computer lab work. A staff of three full-time, and one part-time custodian, in addition to a building supervisor, provides custodial services. There is one full-time principal for the school. She previously was a teacher in the Merrillville School Corporation for 8 years, 3 of which were at Fieler. She is currently in her ninth year as principal. Other auxiliary personnel include two cafeteria aides, four playground supervisors, and 4 Reading Aides. After-school day-care services are provided at Fieler School to assist the working parent. Two day-care personnel supervise approximately 40 students, who are enrolled. Enrollment is taken any time during the school year with acceptance into the program based on openings.

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Statement of Mission and Vision

Merrillville Community School Corporation

Vision We have a vision for this school system that focuses on meeting the diverse needs and interests of the students it serves. The cornerstone of this vision is based on communication. Mission Statement The Merrillville Community School Corporation develops in students skills for independent learning, responsible citizenship, and productive employment; and it provides the community with educational, vocational, and recreational resources.

Henry P. Fieler Elementary School

Vision Fieler staff, students and parents working together to become responsible, respectful and safe citizens and life long learners. Mission Our mission is to provide opportunities for continuous improvement in academic achievement through a safe and nurturing environment that promotes responsible citizenship.

Waiver Fieler Elementary School has successfully applied for one waiver from the state for special education attendance due to the medical conditions of many of our special education students which contributes to some of their frequent absences.

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Statement of Academic Goals GOAL #1 The staff at Fieler Elementary intends to improve language arts scores on formal and informal assessments through focused instructional time on reading comprehension and writing application. By spring 2012, 87 % of 3-4th graders will meet Indiana Academic Standards in language as measured by ISTEP+. Action steps have been developed to address all stakeholders including: Parents, General Education, Special Education, below grade level achievers, on grade level achievers, above grade level achievers, and different ethnic groups. Research based best practices will be incorporated into daily curriculum. GOAL #2 The staff at Fieler Elementary intends to improve math scores on formal and informal assessments through focused instructional time on problem solving. By spring 2012, 87% of 3-4th graders will meet Indiana Academic Standards in math as measured by ISTEP+. Action steps have been developed to address all stakeholders including: Parents, General Education, Special Education, below grade level achievers, on grade level achievers and different ethnic groups. Research based best practices will be incorporated into the daily curriculum. GOAL #3 The staff at Fieler Elementary desires to increase parental/community involvement to improve the areas of student achievement, behavior and attendance through the use of a Home/School Advisor. (Student achievement as stated above.) By spring 2012, we will decrease the percentage of in-school/out-of-school suspensions by 3%. By spring 2012, we will improve overall attendance to meet or exceed the state average.

I. Description of how progress toward goals will be measured The major instruments for measuring progress will include, but are not be limited to, assessing student performance using both formal and informal teacher assessment, student performance reports from standardized assessments, assessment information from the use of : rubrics, student work, classroom tests, homework, teacher assessment, standards based student report cards, and disaggregated standardized test data. Article 7 students will also be evaluated using the individual IEP plans and reports. The data from our PBIS (Positive Behavior Interventions and Support) program will be used to measure student behavior. The attendance will be reported using the daily attendance.

II. Conclusions Special Education students, while improving, still score well below the target percentages.

III. Revised Targets We realize that the expectation in that 100% of all students will pass ISTEP+ by 2013. We have adjusted our data targets from this year’s performance to reflect how much of a percentage increase we must make in the remaining years. Our strategies will incorporate instructional methods and programs that provide necessary instruction so that all students can achieve the mandatory data targets. Statement of Attendance Goal It is our goal to increase our attendance rate from 95.1% to 96%. We will reach this goal by creating student incentives for perfect attendance, and by increasing student and parent awareness of attendance issues over announcements for students and at parent meetings and in parent newsletters.

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Comprehensive Needs Assessment

In developing our plan, we studied our data collected from many areas about our student performance. The data reviewed generated the major areas of focus for our plan. After much discussion, the data directed us to develop our plan around the areas of reading comprehension, writing applications and math problem solving. In the area of language arts, we found that reading comprehension and writing applications were two major areas of where our students encountered a block to academic achievement. Through our research and staff input, we feel that the Balanced Literacy Approach will help us address the needs of all of our students. Many of our students struggle with math problem solving. Through our research, we found new information to include in our school-wide plan for the coming school year. We feel that if we focus on improving reading comprehension, writing applications and math problem solving our students will not only gain academically, but they will achieve higher test scores and become better equipped for successful academic performance as they continue in school. Our action plans also address additional plans to incorporate parent involvement on a weekly basis. We hope this will stimulate interest in the academic performance of their children.

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January 2009 Parent Survey results

1. I feel welcome in my child’s school.

Strongly Agree (63%)

Agree (35%)

Disagree (2%)

Strongly Disagree (1%)

2. My child is safe at school.


Agree (37%)

Disagree 0

Strongly Disagree 0

3. My child is receiving the appropriate type and amount of homework


Agree (48%)

Disagree (2%)

Strongly Disagree (25)

4. The school meets the academic needs of my child.


Agree (40%)

Disagree (3%)


5. The school expects quality work from my child


Agree (37%)

Disagree (1%)

Strongly Disagree 0

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6. The school provides sufficient and appropriate communication regarding my child’s progress.


Agree (40%)

Disagree (3%)


7. The school provides regular communication to me about school news, activities, and events.


Agree (34%)

Disagree (2%)


8. School staff maintains consistent discipline which is conducive to learning.


Agree (49%)

Disagree (2%)


9. Physical facilities are clean and attractive..


Agree (39%)

Disagree ((1%)

Strongly Disagree 0

10. The staff and administration is aware of racial and cultural differences that impact student performance and have the ability to effectively deal with these differences.

Strongly Agree ((42%)

Agree (52%)

Disagree (1%)

Strongly Disagree 0

11. I feel that my child is recognized and rewarded for following the school rules.


Agree (35%)

Disagree (2%)


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12. If we were to offer parent workshops next school year to include dinner and childcare, which topics would you like to see addressed? Please check all that apply:

Homework Help (42%)

Reading/writing with your child (64%0

Helping your child with math (47%)

Organization skills (54%)

Discipline/setting boundaries with your child (37%)

Your Information:

My child attends:

Fieler (100%) Iddings Miller Salk Wood

I am

Female (80%)

Male (20%)

Race

Native American or Alaskan Native (1%)

African American (55%)

Asian (2%)

Hispanic (16%)

Caucasian (20%)

Multi-Racial (3%)

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Fieler School Suspensions

207

34

58

98

2229

3832

15

0

50

100

150

200

250

In-School Suspensions Out-of-School Suspensions Independent Learning

2006/07 2007/08 2008/09

Fieler - Reasons for Out-of-School Suspensions

0

2

4

6

8

10

12

14

HANDS AND F

EET

IMPROPER LA

NGUAGE

DISRESPECT

TO S

TAFF

FIGHTI

NG

STEALIN

G

TOBACCO

WEAPONS

BATTERY

LOOK-A

LIKE

DISRESPECT

TO S

TUDENT

THREATE

N STU

DENT

BUS VIO

LATI

ON

MISC.

DISRUPTI

VE

VANDALISM

Num

ber

2006/07 2007/06 2008/09

12

Fieler - Reasons for Discipline Referrals

0

100

200

300

400

500

600

700

800

900

1000

REFUSE DIR

ECTION

HANDS AND FEET

DISRE STUDENT

IMPR LA

NGUAGE

DISRUPTIVE

CHEATING

HOMEWORK

DISRE STAFF

LYIN

G

FIGHTIN

G

THREATEN STUDENT

THROWING FOOD

UNSUPERVISED

RACIAL S

LUR

VANDALISM

STEALING

POSS OF STOLE

N PROPERTY

BUS VIOLA

TION

FORGERY

TABACCOMISC.

WEAPON

BATTERY

LOOK-A

-LIKE

SCUFFLE

Num

ber o

f Ref

erra

ls

2006/07 2007/08 2008/09

Repeat Offenders

75

53

32

182

113

69

4030

76

203

72

48

31

69

212

0

50

100

150

200

250

1 referral 2 referrals 3 referrals 4+ referrals 0 referrals

2006/07 2007/08 2008/09

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Fieler School Grade 3 Eng/LA ISTEP Scores of Subgroups

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Whit

eBlac

k

Hispan

ic

Free/R

educ

ed Lu

nch

Paid Lu

nch

Male

Female

Genera

l Edu

catio

n

Specia

l Edu

catio

n

All Stud

ents

Subgroups

Perc

enta

ge o

f Stu

dent

s Pa

ssin

g

2005200620072008

Fieler School Grade 3 Math ISTEP Scores of Subgroups

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Whit

eBlac

k

Hispan

ic

Free/R

educ

ed Lu

nch

Paid Lu

nch

Male

Female

Genera

l Edu

catio

n

Specia

l Edu

catio

n

All Stud

ents

Subgroups

Perc

enta

ge o

f Stu

dent

s Pa

ssin

g

2005200620072008

14

Fieler School Grade 4 Eng/LA Scores of Subgroups

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

White

Black

Hispan

ic

Free/R

educ

ed Lu

nch

Paid Lu

nch

Male

Female

Genera

l Edu

catio

n

Specia

l Edu

catio

n

All Stud

ents

Subgroups

Perc

enta

ge o

f Stu

dent

s Pa

ssin

g

2005200620072008

Fieler School Grade 4 Math ISTEP Scores of Subgroups

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

White

Black

Hispan

ic

Free/R

educ

ed Lu

nch

Paid Lu

nch

Male

Female

Genera

l Edu

catio

n

Specia

l Edu

catio

n

All Stud

ents

Subgroups

Perc

enta

ge o

f Stu

dent

s Pa

ssin

g

2005200620072008

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ISTEP - APPLIED SKILLS RESULTS – FIELER 4TH GRADE

2007 Grade 4 Points Possible

Total Number of Students

0 Pts. Obtained #

1 Point Obtained #

2 Points Obtained #

3 Points Obtained #

Item # - Test # 1-7 Algebra & Functions 2 94 42 31 19 2-7 Measurement 2 94 13 15 64 3-7 Problem Solving 2 94 58 9 23 5-7 Problem Solving 2 94 68 6 19 2-8 Problem Solving 3 94 39 11 14 29 3-8 Problem Solving 2 94 43 24 26 5-8 Problem Solving 3 94 16 31 33 13 4-7 Number Sense 2 94 10 36 46 4-8 Number Sense 2 94 43 25 25 6-7 Geometry 2 94 22 25 46 1-8 Computation 2 94 29 15 49 6-8 Computation 2 94 17 41 34



0 Pts. Obtained #

1 Point Obtained #

2 Points Obtained #

3 Points Obtained #

Item # - Test # 1- 7 Number Sense 2 71 5 31 35 2-8 Number Sense 2 71 18 16 37 4-8 Number Sense 2 71 20 42 8 2-7 Problem Solving 2 71 60 2 9 4-7 Problem Solving 2 71 42 19 10 6-7 Problem Solving 2 71 49 3 19 3-8 Problem Solving 3 71 52 3 1 13 5-8 Problem Solving 2 71 35 0 36 3-7 Geometry 2 71 4 26 41 5-7 Algebra & Functions 2 71 30 23 18 1-8 Computation 2 71 20 14 36 6-8 Measurement 2 71 4 10 57

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ISTEP APPLIED SKILLS RESULTS – FIELER 3RD GRADE



0 Pts. Obtained #

1 Point Obtained #

2 Points Obtained #

3 Points Obtained #

Item # - Test # 1-6 Number Sense 2 66 2 4 60 8-6 Number Sense 2 66 15 5 46 2-6 Problem Solving 3 66 5 19 21 21 4-6 Problem Solving 2 66 27 13 26 5-6 Problem Solving 3 66 27 4 4 31 6-6 Problem Solving 2 66 53 3 10 7-6 Problem Solving 3 66 8 9 46 3 3-6 Geometry 2 66 12 34 20 2008 Grade 3 Item # - Test # 1-6 Problem Solving 2 78 21 27 30 3-6 Problem Solving 2 78 54 9 15 4-6 Problem Solving 2 78 25 19 34 7-6 Problem Solving 2 78 48 17 13 8-6 Problem Solving 2 78 38 26 14 2-6 Number Sense 2 78 3 15 60 6-6 Number Sense 2 78 3 42 33 5-6 Geometry 2 78 14 12 50

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Fieler Grade 2 Spring 2009 NWEA Scores

184

185

186

187

188

189

190

191

192

Language Math Reading

Subject

Mea

n R

IT S

core

s

FielerNation

Fieler Grade 2 - NWEA Scores Over Time

176

178

180

182

184

186

188

190

192

194

Language Reading Math

Subject

Mea

n R

IT S

core 2006

200720082009Nation

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Fieler Grade 2 -NWEA Scores by Standards Spring 2009

172

174

176

178

180

182

184

186

188

190

192

194

Readin

g

Word R

ecog

/Fluenc

y/Voc

ab

Inform

Text: S

tructu

res

Inform

Text:

Compre

hens

ion

Litera

ry Tex

t: Stru

ctures

Litera

ry Tex

t: Com

prehe

nsion

Writing

Proc

ess &

Featur

es

Differen

t Typ

es of

Writi

ng App

licati

ons

Conve

ntion

s: G

rammar

Conve

ntion

s: M

echa

nics

Mathem

atics

Numbe

r Sen

se

Compu

tation

Algebra

ic Fun

ction

s

Geometr

y

Measu

remen

t

Data A

nalys

isi/Stat

/Probab

ility

Problem

Solv

ing

Standards

Mea

n R

IT S

core

s

Series12009

ATTENDANCE DATA

Attendance Rate Year 95th

Percentile State Average

(Public and Nonpublic) Henry P Fieler Elem Sch

3821 2007-08 97.6% 95.9% 95.1% 2006-07 97.7% 95.8% 94.9% 2005-06 98.2% 96.0% 95.3% 2004-05 97.7% 95.9% 95.2% 2003-04 97.8% 95.9% 95.9% 2002-03 97.5% 95.8% 96.3% 2001-02 97.6% 95.9% 95.5% 2000-01 97.6% 95.7% 95.4% 1999-00 97.7% 95.9% 95.7% 1998-99 97.6% 95.7% 95.6% 1997-98 97.5% 95.7% 95.7% 1996-97 97.5% 95.6% 95.8% 1995-96 97.5% 95.5% 95.7% 1994-95 97.5% 95.4% 96.1% 1993-94 97.6% 95.4% 95.6% 1992-93 97.4% 95.4% 96.3%

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Title I Status As of the fall of 2009, Fieler will be a school-wide Title I building. We will continue to provide information to staff and parents in the following areas:

• budget • employment of highly qualified teacher and instructional assistants • student assessment methods • supplemental instructional materials • on-going assessment of students to monitor progress • parental involvement • school-parent compact • parent notification of additional services • professional development

Additional Title I information about Fieler Elementary School can also be found in the Office of Title I for the Merrillville Community School Corporation located at our Central Office.

Description and Location of Curriculum

The Merrillville Community School Corporation follows the Indiana Academic Standards for all academic areas including math, science, social studies, English/Language Arts, technology, art, music, and physical education. Representation on curriculum design committees includes teachers and administrators from all levels. Copies of the curriculum are available in the main office, as well as in every teacher’s classroom. State standards booklets are also sent home in the fall to each parent. In addition to copies of the curriculum being available at our school each fall, each grade level provides parents with a timeline of when their child will be learning each standard.

Merrillville Community School Corporation Curriculum Kindergarten through Fourth Grade

Kindergarten This curriculum includes developmentally appropriate activities that introduce students to essential skills in language arts and mathematics. Staff provides additional experiences in a variety of other areas including: personal growth, social skills, and creativity. The curriculum is based on the Indiana Academic Standards. Grades One through Four In grades one through four, the curriculum reflects Indiana Academic Standards for each grade level in the following areas:

• Language Arts • Mathematics • Social Studies • Science/Health and Safety • Fine Arts in Music and Visual Arts • Physical Education

In language arts, the curriculum is delivered in a balanced approach, which includes reading instruction, student selected reading, phonics and vocabulary development, writing development, and speaking and listening skills. Mathematics includes number sense, computation, algebra and functions, geometry, measurement, and problem solving. Students are also exposed to career awareness and other practical experiences, including an introduction to the use of technology.

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Description of Special Services Northwest Indiana Special Education Cooperative, or NIESC, is a special education cooperative sponsored Merrillville Community Schools and other surrounding school corporations. NIESC is responsible for meeting the provisions of IDEA and Indiana Rule Article 7, which deal with the education of students with disabilities. This includes administering, supervising, coordinating, and providing special services for all children in the Northwest Indiana area, including the students of Fieler Elementary School.

General educators at Fieler work with special educators to provide each student with an appropriate individualized education plan (IEP) to meet their needs. Programs provided by NIESC at Fieler include: psychological evaluations; speech, language and hearing services; Least Restrictive Environment (LRE) programs, occupational and physical therapy, and related services. Fieler also houses NIESC’s High-Functioning Autistic Program.

Location of Curriculum Documents Detailed curriculum documents containing kindergarten through grade four may be viewed at the Merrillville Community Schools Administration Building, 6701 Delaware, Merrillville, Indiana 46410.

Technology as a Learning Tool The MCSC prides itself on being at the forefront of educational technology. Fieler School has some of the most current technology available to its staff and students. Currently, each teacher is provided with a desktop PC equipped with Windows 2000 Professional, Internet access, and e-mail. Each teacher also has a password-protected folder located on the school corporation main server. Along with teachers having access to their own PC, Fieler School is equipped with 2 PC labs, each containing 31 student workstations, a laser printer, a scanner and a projector. Each workstation is connected to the corporation server via an Ethernet connection, providing fast access to the Internet and to the students’ personal password-protected folder located on the server. All student workstations are equipped with Windows 2000 Professional. The MCSC has developed a technology curriculum for each grade level that covers four basic areas of computer skills: word-processing, keyboarding skills, databases and spreadsheets, and multimedia skills. In addition, teachers and students frequently use the Internet to enhance instructional activities and complete special projects. All teachers use the computer labs as an extension of their classroom instruction. Students attend the computer lab a minimum of two 40-minute sessions per week. Teachers combine the MCSC technology curriculum into the Indiana Academic Standards to create integrated lessons for their students in the computer labs. For example, in Language Arts at each grade level, teachers lead students to create, edit, save and retrieve word-processed documents. Using multimedia programs, teachers lead students to use the tools and features of such programs to create projects and make presentations. To integrate technology into math standards, teachers lead students to use spreadsheets and databases to organize, display, and calculate numeric data. Students create tables and input data to create records. Here is a more detailed list of what each grade level works on in the lab. Kindergarten

1) Learn names of different computer parts - monitor, keyboard, mouse and locate them 2) Practice locating and using number, letter and shift keys for capital letters when typing in Kid Works 3) Type name and letter of the week or sight words in Kid Works 4) Practice using mouse to place cursor at specific locations 5) Use "tab" and "enter" keys regularly to log on and off network 6) Use Kid Pix to draw and color pictures using mouse and cursor. 7) Use Letter People software program regularly to drill letters, sounds, rhyming and sight words 8) Use Internet to play letter games & letter and number skill and drill 9) Use Type to Learn to practice left and right hand placement on keyboard

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1st Grade 1. Practice using left and right index fingers to locate letters on the keyboard. 2. Practice using the shift key to create exclamation mark and question mark, plus many others. 3. Use username and password to log on and off of computer and find correct program on the desktop. 4. Students write and add graphics (using painting, drawing, and stamping) in Kids Works program to create short stories. 5. Use Microsoft Works to practice word wall words and to write sentences and to compose stories. 6. Use the Internet on a constant basis to review first grade skills and standards. 7. Use the Internet to view items that we have been discussing in subject areas. 8. Use the Internet to practice and drill math facts. 2nd Grade 1) Demonstrate the ability to type, save, retrieve, edit, and print a word-processed document. 2) Practice using the shift keys and correct finger placement in Type to Learn programs. 3) Use username and password to log on and off of computer. 4) Students write and add graphics (using painting, drawing, and stamping) in KidWorks program to create short stories. 5) Use the internet to review second grade skills and standards. 6) Use the internet to view items that we have been discussing in subject areas. 7) Students learn beginning PowerPoint skills to present a topic from subject areas. 8) Access the computer's calculator and perform simple addition and subtraction problems. 3rd Grade 1)Practice proper keyboarding skills using home row keys. 2) Practice using the calculator. 3) Practice typing, saving, retrieving, editing, and printing word processed documents. 4) Practice using the menu toolbars. 5) Practice using spell check. 6) Practice using Power Point. 4th Grade

1) Demonstrate the ability to use the menu/toolbars to change the appearance of a document by changing the line spacing, margins and alignment using Microsoft Office applications (WP4.1)

2) Demonstrate the proper keyboarding techniques using home row keys using Type to Learn and Microsoft Word (KB 4.1)

3) Students use Microsoft Word to create paragraphs and stories 4) Students use Inspiration to perform pre-writing activities

5) Students use the Internet to research for paragraph writing

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Assessment Instruments

ISTEP+ is a state-wide assessment given once a year that measures student progress on the Indiana State Standards for grades 3-4. IRDA is a state sponsored assessment for grades K-2 in the areas of reading and writing. Acuity is a state sponsored assessment for grades 3-8, in the areas of language arts, math, social studies and science DIBELS is a school-wide assessment given three times a year that measures basic early literacy skills and reading fluency. Metropolitan Readiness test is a standardized test given to kindergarten students in the spring to assess the application of skills taught throughout the year. Scholastic Reading Inventory is a tool to determine a child’s reading lexile. Rigby is a reading series (K-2) that provides teachers with the tools needed to benchmark or level each student’s reading ability. MacMillan is a reading series (3-4) that provides teachers with a pre and post placement test. Mastering Math Facts – “Rocket Math” – is a paper and pencil assessment of basic math facts Running Records- will be used to determine individual reading levels. (Fontas and Pinnell) MCSC Quarterly Tests – district math tests that have been designed for students to take at the end of each quarter

Opportunities for Staff to Be Included in Assessment Decisions At Fieler, certified teachers participate in analysis of student achievement data in small groups. Each grade level has weekly collaboration meetings to discuss assessments. This information is utilized to discuss improvement of student achievement and to analyze student assessment data and use this information to create flexible remediation and enrichment groups for both Math and Language Arts. Our action plans address weekly collaboration time for each grade level team of teachers.

Opportunities to Increase the Amount of Learning Time

The following programs are offered at or through Fieler Elementary School:

• After school homework club and tutoring through the help of volunteers from the community and local churches. • After school reading/math computer club is an optional time where students from grades 3 and 4 can use the

technology available to enrich skills. • ISTEP preparation classes are offered after school in the spring prior to the ISTEP testing periods. • Summer school for Fieler students who struggle in reading and math. • Supplementary education services provided by outside tutoring vendors are offered to qualifying students.

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Plan for Submission

June/August 2008---principal creates final document reviewing previous test scores from ISTEP+, NWEA, and additional information. August/September 2008---all staff review previous years test information, school plan/goals, academic progress, and state benchmarks. September 2008-April 2009---all staff implements, review, rewrite building plan, including professional development. May 13, 2009 – school submits plan to Title I for feedback May 18, 2009 – school submits plan to superintendent for feedback May 19, 2009---school board accepts/rejects school plan. June 1, 2009---plan submitted to state.

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Highly Qualified Teacher Information Teacher Name Assignment Indicator of HQ Amy Burkhart Kindergarten HQ-Housse Therese Jamieson Kindergarten HQ-Praxis II Kathy Machura Kindergarten HQ-Praxis II – NTE Marsha Rebesco Kindergarten HQ-Housse Tina Gill 1st Grade HQ-Housse Patricia Herr 1st Grade HQ-Housse Sarah Pace 1st Grade HQ-Housse Kathy Sapyta 1st Grade HQ-Housse Christine Kerr 2nd Grade HQ-Praxis II Nicole Laird 2nd Grade HQ-Praxis II Ann Longacre 2nd Grade HQ-Housse Bill Polites 2nd Grade HQ-NTE Stephanie Nelson 2nd Grade HQ-Housse Cynthia Liechty 3rd Grade HQ-Housse Rah McMahon 3rd Grade HQ-Praxis II Verna Ruiz 3rd Grade HQ-Housse Jennifer Wittrup 3rd Grade HQ-Housse Janet Cameron 4th Grade HQ-Housse Colleen Collins 4th Grade HQ-Housse Priscilla Pampalone 4th Grade HQ-Housse Christine Frazer Language Arts Specialist HQ-Housse Debra Hedges Art HQ-Housse Kami Kramer Music HQ-Praxis II Mike Hawkins Gym Bachelor’s Degree Anne Swets SPED HQ-NTE Lisa Patrick Principal Principal’s License Glorie Kemper Social Worker Master’s Degree, Social work’s

License Pam Barnett Nurse Bachelor’s Degree/Registered

Nurse Bette Oesterle Speech Bachelor’s Degree Sue Kramer Speech Bachelor’s Degree/Bulletin 400

K-12 Teaching License in Speech

Highly Qualified Paraprofessionals Information

Name Assignment HQ Status Sharyl Harper ILS Lab Aide HQ-ParaProExam Maureen Turman Library Clerk Retiring this spring.

Clerical Exam / hire 10/3/02 Cecila Pollard Behavior Aide/Instructional Aide HQ-ParaProExam Beata Quanstrom Teacher Aide HQ-ParaProExam Harriet Demetrakis Title 1 Instructional Aide HQ-Praxis II Mary Owen Title 1 Instructional Aide HQ-ParaProExam Mike Reinhart Title 1 Instructional Aide HQ-Transcripts TaKisha Wynne Title 1 Instructional Aide HQ-ParaproExam Rebecca Longacre Instructional Aide HQ-Bachelor’s Degree

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Plan to Attract Highly Qualified Teachers

The Merrillville Community School Corporation attracts qualified teachers by: 1) Attending Job Fairs, 2) Working with Colleges and Universities to host and recruit student teachers, and 3) Advertising in local and national publications. In addition, the Corporation incorporates a multi tiered application, interview and evaluation process that strives to initially select the most qualified individuals from the pool of available candidates. Once employed the Corporation offers continued support to new staff members which includes: 1) A orientation week prior to the start of the year, 2) New teacher staff development, and 3) The assignment of a mentor. Teachers new to the Merrillville School Corporation are assigned a mentor and attend mentor training designed and presented by the Northwest Indiana Educational Service Center. The Mentor program is a two-year program that prepares individuals to meet certification requirements in the State of Indiana. A portfolio, from the individual’s content area, is one of the culminating requirements of the program. In addition, all teachers are involved in professional development sessions utilizing a positive behavior in schools (PBIS) approach to support instructional efforts. The principal meets with the entire faculty a minimum of twice a month to provide professional development opportunities and strategies for instructional improvements particularly in the areas of Math and Language Arts. Professional Learning Communities have also been created within the building that allow the staff opportunities to meet, mentor, share ideas, study student data, and strategize on how to improve student achievement.

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Pre-K to K and 4th to 5th Grade Transition Plans Students who are transitioning from PreK to K are afforded:

• The opportunity to visit their new school. • Transition conferences are held for SPED students who are transitioning to Kindergarten. • Fieler holds Kindergarten Round-Up and Parent/Student Orientation days. • Head Start and area preschools are invited to participate in Kindergarten Round-up and to set up transition meetings

with the Kindergarten teachers. • The Book Mobile will travel through the community with a Kindergarten teacher aboard, sharing books and readiness

packets with families of incoming Kindergarten students. • The Home/School Advisor will be available to share information with incoming kindergarten families. • We have a standard process for the transferring of information in the cumulative folders between levels.

Students transitioning from 4th to 5th grade are afforded:

• The 4th grade students take a field trip to the Merrillville Intermediate School in the Spring. • Fourth grade students are identified for ELL, G/T and SPED programs prior to the transition to Merrillville

Intermediate School. • Parents are informed of the curricular and co-curricular offerings at Merrillville Intermediate School. • Merrillville Intermediate School staff visit Fieler in the spring semester. • We have a standard process for the transferring of information in the cumulative folders between levels. • Back to school orientation is held in the summer prior to the school session.

Coordination/Integration of Funding

We understand and are aware of consolidating funds, but do not participate in consolidation of funds. Care will be taken to supplement, not supplant, programs with Title 1 funding. At Fieler, we do use the funding provided by the state of Indiana for professional development to send teachers to conferences related to the plan and to pay for substitute teachers while grade level teachers professionally collaborate.

Programs That Will Be Consolidated We will be consolidating the following programs into one combined effort to raise student achievement at Fieler School:

• LASS – Lakeshore Allianced for School Success – Balanced Literacy Initiative • PL221 – Professional Development • Title I Program • Special Education Program • Response to Intervention Program

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Safe and Disciplined Learning Environment

Our school uses the Positive Behavior Interventions and Support (PBIS) for our behavior management within our school. This is a data driven program based on behavior referrals within our school. It is comprised of three teams under a tiered model. The Universal Team addresses issues with the entire student body. All classroom teachers teach a lesson to the entire student body regarding behavior expectations for our school. The Targeted Team then deals with the students who need a little more guidance with their behavior issues. This team works with classroom teachers, specialists, students and parents to help build a personalized behavior plan for each individual student needing more support. There is also a third component called the Tertiary Team that will focus on even more personalized and intensive plans for the few students whose behavioral needs have not yet been met. The PBIS teams meet three weeks out of each month to disaggregate data and service students and teachers within our school. PBIS Team Members: Lisa Patrick, principal Christine Kerr, PBIS Coach Tina Gill Kathy Sapyta Rah McMahon Sherrie Ashley Anne Swets Glorie Kemper

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Cultural Competency Students living in Fieler’s district who are considered as having a limited English proficiency are recommended to attend a special pull-out program provided at Miller Elementary School. Staff development has occurred in the last few years regarding low socioeconomic status. The district funded 2 trainers from each school to become certified in Ruby Payne’s philosophies. These 2 Fieler teachers spent 2 years introducing these concepts and applications to our staff. This year, a professional book club centered around the theme of addressing the needs of black students. We read the book, “Black Students, Middle Class Teachers” by Jawanza Kunjufu, and highlights from the book including suggestions to improve student achievement were shared with the entire staff. Additional book club books in the next several years will focus on the topics of improving student achievement and closing the achievement gaps for students in our largest subgroups. In the area of special education, we are not only providing resource services for individualized and small group instruction at students’ levels, but we will be providing more general education classroom time to students to provide them with exposure and instruction of to grade-level standards. We will be adjusting our special education schedules to accommodate this goal. Our cultural competency goals are as follows:

• Teachers will learn information and skills that they can use in their classroom to benefit all students, including those from diverse backgrounds.

• Teachers will learn about best practices in education through research, observation and attendance at workshops and will synthesize this knowledge into their instruction.

• Teachers will collaborate with one another to improve instructional methods so that the individual learning needs of students will be met.

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Parental Involvement School-Parent Compact The Merrillville Community School Corporation and the parents of the students participating in activities, services, and programs funded by Title I, part A for No Child Left Behind Act of 2001 (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement as well as the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards. This school parent compact is in effect during school year 2009-2010.

School Responsibilities 1. Provide high quality curriculum and instruction in a supportive and effective learning environment that enables the

participating children to meet the State’s student academic achievement standards as follows:

• Students receive small group instruction of Indiana Academic Standards that focuses on the five areas of reading

instruction: phonemic awareness, phonics, fluency, vocabulary, and comprehension. 2. Hold Parent-Teacher conferences during which this compact will be discussed as it relates to the individual child’s

achievement. • Conferences will be held in January for grades K-4, as scheduled by the classroom teacher. Reading Specialists will be

available on these two days by appointment. 3. Provide parents with frequent reports on their child’s progress. • Student progress will be report at the end of each grading period. 4. Provide parents reasonable access to staff. • Teachers are available to meet with parents either before or after school and during the school day by appointment. 5. Provide parents opportunities to volunteer and participate in their child’s class and to observe classroom activities as

follows: • Parents may volunteer and participate as described in the Merrillville Community School Corporation Elementary

Handbook, page 30.

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Suggested Parent Involvement We, as parents, will support our child’s learning in the following ways: 1. Monitor attendance. 2. Make sure that homework is completed. 3. Monitor amount of television my child watches. 4. Participate, as appropriate, in decisions relating to my child’s education. 5. Promote positive use of my child’s extracurricular time.

Suggestions for the Student 1. Do my homework everyday and ask for help when needed. 2. Read at least 10-40 minutes everyday outside of school time. 3. Give my parents, or guardian, all notes and information that I receive. 4. Work hard and cooperate with teachers while in school.

Signatures ___ Principal Date Reading Specialist Date Parent Date ___________________ Student Date

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Parental Participation: Goal: The percentage of parents attending the Fieler PTO meetings will increase from 4% to 20%. Parents were surveyed and found that there was a need for parental workshops and assistance from our school community. If dinner and childcare were provided, parents were interested in the following subjects:

• Reading/writing with your child • Organizational skills • Helping your child with math • Homework help • Discipline/setting boundaries with your child

After working through our Needs Assessments, it was found that a Home School Advisor would be an asset to our staff. This person would form a bridge between home and school to link staff and parents. This will create a unity for all student success.

• The HSA will help locate community resources for parents and students in need of such services as, but not limited to: medications, glasses, health concerns, behavioral issues, family support, food donations, transportation support, etc.

• The HSA will conduct/coordinate monthly parent workshops. • At the following PTO Meetings, Parent workshops will be provided, to include childcare and food for families.

Parents will be encouraged to attend so that they may learn of ways they can become more involved in the school, and so that they will learn of upcoming school events and activities. Students will either perform or receive awards on the night of the meetings, so that their parents will bring them and be there.

Month of PTO meeting Workshop Theme August – Open House Night Homework Help September Organization Skills for Home October Reading and Writing Activities for Home November Helping Your Child with Math at Home December or January Discipline and Behavior Management

Additional Parental Activities

Listed below are some of the additional activities that involve parents of Fieler Elementary Students. Weekly school work/announcements Parents receive this information from the school as another line of communication. Homework Information Homework assignment sheets and/or notebooks go home on a daily basis. Teacher letters/calendars Teacher letters/calendars go home informing parents of projects, events and schedules in the classroom. Open house/Back to School Night Parents are invited to learn about daily routines and expectations in their child’s classroom. This takes place at the beginning of the school year. Ice Cream Socials The PTO sponsors an ice cream social during the Open house/Back to School Night. Family Reading Night The PTO sponsors a Family Reading Night where parents are invited to come and participate in reading activities with their child.

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Parent Volunteers* Parents volunteer for the following kinds of activities:

• Field trips • Class projects/centers in the classroom • Field day • PTO sponsored events

*Parents and volunteers must now go through criminal history/background check participation. Parent Seminars E-mails to parents and patrons Parents help with school fund-raising efforts.

Fieler Elementary parents are provided individual academic assessment results through:

• Quarterly Report Card Results • Mid-quarter reports • K-12 Datamine • Communication of ISTEP+ results will be sent to each student’s home

An optional parent conference regarding results will be offered to any parents needing further explanation. • January Parent/Teacher Conferences • In the 2009-2010 SWP parents are encouraged to be actively involved to improve Language Arts and Math

achievement for their children.

Strategies to involve parents in the planning, review and improvement of the schoowide plan:

• Parents have been informed at each PTO meeting this year of the annual development of the School Improvement Plan and a parent representative sits on our School Improvement Team and our Continuous Improvement Council.

• Parents have been informed of the main goals and strategies of the plan in the school newsletter. • Parents will be informed in the fall of the plan, through a school brochure. New parents will be given the brochure as

they arrive to our school. Information will be provided to parents in their language. • Parents will be continuously informed of our school’s progress of the plan at PTO meetings throughout the school

year. • Parents will complete a parent survey at the end of the school year, to help us assess the current plan. The results of

the survey will contribute to revisions we make in the plan for the next school year.

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School Improvement Plan

Cover Page School: Henry P. Fieler Elementary Focus Area: English/Language Arts Goals: By Spring 2012, 87% of 3rd and 4th graders will meet Indiana Academic Standards in Language Arts as measured by ISTEP+

Data Statements Indicating a Need for the Goal

Guiding Principles Leading to Strategies

According to the Fall 2008 ISTEP+ report, 66.5 % (99/149) of grades 3-4 students demonstrated mastery on the Language Arts section.

Repeated reading improves fluency in a variety of students including those with disabilities.

According to the Fall 2008 ISTEP+ report, 66% (69/105) of grades 3-4 Black students demonstrated mastery on the Language Arts section.

Multiple opportunities for oral reading improves literacy, fluency, and vocabulary development

According to the Fall 2008 ISTEP+ report, 67% (67/100) of grades 3-4 free and reduced lunch students demonstrated mastery on the Language Arts section.

Naturalistic learning combined with intentional teaching increases vocabulary development and increases reading comprehension.

According to the Fall 2008 ISTEP+ report, 30% (10/33 ) of grades 3-4 Special Education Students demonstrated mastery on the Language Arts section.

A balanced literacy approach improves student’s reading abilities.

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ACTION PLAN

Teaching and Learning Goal 1 Goal: By Spring 2012, 87% of 3rd-4th graders will meet Indiana Academic Standards in Language Arts as measured by ISTEP+.

Baseline Data: In the fall of 2008, 66.5% of our 3rd-4th grade students passed the English/Language Arts portion of the ISTEP+.

Objective 1: 73% of our students will be at or above grade level for reading comprehension on IRDA (K-2) and Acuity (3-4).

Strategy 1 to Support Objective 1: Balanced Literacy blocks will be implemented in all classrooms in grades K-4.

Activity (Action Steps)

All teachers will spend 45

minutes per day conducting guided

reading (leveled readers) groups. Each classroom

teacher will meet with each group throughout

the week, minimally once a week.

Person(s) responsible

Classroom

Teachers, Principal, Instructional

Support staff, Special Education

staff, Two Licensed Reading Teachers

and Literacy Coach.

Timeline

Fall of 2009

Resources and Budget

Rigby Reading Series MacMillan Reading

Series Leveled Reading sets in multiple content areas

LASS Balanced Literacy Grant

Title I funding PL221 funding

Professional Development in Support of the

Strategy

Guided Reading group training for teaching staff

Balanced Literacy

training for teaching staff

Response to Intervention training for

teaching staff

Weekly grade level collaboration for

continuity of instruction. Activity

(Action Steps)

All teachers will spend at least 25 minutes per day

conducting a writing block


Classroom

Teachers, Principal, Instructional


staff, Two Licensed Reading Teachers

and Literacy Coach.

Timeline

Fall of 2009


Rigby Reading Series and MacMillan Reading

Series (writing component)

Being a Writer LASS Balanced Literacy

Grant Title I funding

PL221


Strategy

Grade level specific writing training

Balanced Literacy


Weekly grade level

collaboration for continuity of instruction.


All teachers will spend at least 40 minutes per day teaching a whole group

reading lesson that includes shared reading, phonics and/or phonemic

awareness, fluency, vocabulary,

comprehension and spelling

Person(s) Responsible

Principal,

Instructional Support staff,

Special Education staff, Two Licensed Reading Teachers

and Literacy Coach.

Timeline

Fall of 2009


Rigby Reading Series and MacMillan Reading

Series (writing component)

Being a Writer LASS Balanced Literacy

Grant Title I funding

PL221


Strategy

Grade level specific writing training

Balanced Literacy


Weekly grade level

collaboration for continuity of instruction.

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Each classroom will

spend at least 30 minutes per day providing

students with remediation or enrichment interventions.


Principal,

Classroom Teachers, Two

Licensed Reading Teachers,

Instructional Support staff and Special Education

staff.

Timeline

Beginning in the Fall of 2009


Rigby Intervention, Wilson Reading, Six

Minute Solutions, Great Leaps, Read Naturally,

Scholastic Reading Interventions, MacMillan Reading Interventions,

SRA Reading Intervention Materials


Strategy

Training for afore mentioned programs for all instructional staff K-

4.


continuity of instruction. Activity

(Action Steps)

Special Education students will be included in the general education

curriculum and classrooms for as much of their day as possible.


Principal,

Classroom Teachers, Special

Education Staff

Timeline



Special Education staff schedules will be changed so more

inclusion of students is possible.


Strategy

Ongoing grade level collaboration with

special education staff

Benchmarks: Year 1: By Spring 2010, 73% of our students will be at or above grade level in reading comprehension and writing

applications both assessed by IRDA (K-2) and Acuity (3-4). Year 2: By Spring 2011, 80% of our students will be at or above grade level in reading comprehension and writing

applications both assessed by IRDA (K-2) and Acuity (3-4). Year 3: By Spring 2012, 87% of our students will be at or above grade level in reading comprehension and writing

applications both assessed by IRDA (K-2) and Acuity (3-4).

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School Improvement Plan

Cover Page School: Henry P. Fieler Elementary Focus Area: Mathematics Goals: By Spring 2012, 87% of 3rd and 4th graders will meet Indiana Academic Standards in Mathematics as measured by ISTEP+

Data Statements Indicating a Need for the Goal

Guiding Principles Leading to Strategies

According to the Fall 2008 ISTEP+ report, 69% (103/149) of grades 3-4 students demonstrated mastery on the Math section.

Using math related literature throughout problem solving will enhance students’ abilities and problem solving skills.

According to the Fall 2008 ISTEP+ report, 66% (69/105) of grades 3-4 Black students demonstrated mastery on the Math section.

Daily problem solving practice and discussions will enhance students’ abilities and problem solving skills.

According to the Fall 2008 ISTEP+ report, 70% (70/100) of grades 3-4 free and reduced lunch students demonstrated mastery on the Math section.

Presenting multiple strategies for problem solving will improve students’ abilities.

According to the Fall 2008 ISTEP+ report, 58% (19/33) of grades 3-4 Special Education students demonstrated mastery on the Math section.

Use of manipulatives will aid in the understanding of problem solving.

Developing number fluency and automaticity of math facts will assist students during problem solving activities.

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ACTION PLAN Teaching and Learning Goal 1 Goal: By Spring 2012, 87% of 3rd-4th graders will meet Indiana Academic Standards in Mathematics as measured by ISTEP+.

Baseline Data: In the fall of 2008, 69% of our 3rd-4th grade students passed the Mathematics portion of the ISTEP+. Objective 1: 73% of our students will be at or above grade level for mathematics on district quarterly indicator tests and Acuity (3-4).

Strategy 1 to Support Objective 1: Mathematics instructional blocks will be implemented in all classrooms in grades K-4.


Teachers K-4 will conduct

whole group math instruction using the

adopted mathematics curriculum.


All teachers,

principal, Instructional


staff

Timeline

Fall 2009 and ongoing


Corporation Math Adopted Curriculum Math manipulatives



Strategy


continuity of instruction.


Student Success Process (SSP) will be utilized in all grades 1-4, as a system to provide remediation or enrichment on a regular

basis all school year.


All teachers,



staff

Timeline



SSP Materials Math manipulatives



Strategy

Collaboration time for grade level teams to

analyze data to create student groups and to continuously improve

lessons


Kindergarten teachers will

assess for remediation and enrichment on a

regular basis all school year.

Person (s) responsible

Kindergarten

teachers, Principal, Instructional


staff

Timeline



Math curriculum Math manipulatives



Strategy

Collaboration time for kindergarten team to

analyze data.


Daily Problem Solving

Time Teachers will spend at least 15-20 minutes per day on problem solving activities with the class,

using Think, Solve, Explain, Share.


All teachers,



staff

Timeline



Math manipulatives Story Problems Bank with

multi-steps Scott Foresman Math

Series


Strategy

Training and Sharing of Problem Solving

Instructional Strategies Response to

Intervention Training so teachers learn new ways to differentiate

instruction

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Activity

(Action Steps)

Teachers 1-4 will use Mastering Math Facts

(Rocket Math) on a daily basis to help students

master basic math facts.


Teachers (1-4),

principal

Timeline



Mastering Math Facts program


Strategy

Training for new teachers will be administered by

existing staff. Activity

(Action Steps)

Special Education students will be included in the general education

curriculum and classrooms for as much of their day as possible.


Principal,

Classroom Teachers, Special

Education Staff

Timeline



Special Education staff schedules will be changed so more inclusion of students is

possible.


Strategy

Ongoing grade level collaboration with special education

staff

Benchmarks: Year 1: By Spring 2010, 72% of our students will be at or above grade level in mathematics both assessed by district Quarterly

Indicator Tests (K-4) and Acuity (3-4). Year 2: By Spring 2011, 79 % of our students will be at or above grade level in mathematics both assessed district Quarterly

Indicator Tests (K-4) and Acuity (3-4). Year 3: By Spring 2012, 87% of our students will be at or above grade level in mathematics both assessed by district Quarterly

Indicator Tests (K-4) and Acuity (3-4).

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Emergency Management Plan

All staff members have been provided with an official MCSC Classroom Emergency Procedures Guide. This guide is posted in each classroom, next to the classroom door. Staff must review these procedures at the beginning of each school year and routine drills are conducted with students to follow fire, tornado, and lockdown rules. It is the responsibility of all Fieler staff and personnel to become familiar with this plan so that procedures will be quickly followed in the event of an emergency. In addition, a crisis team has been established. The purpose of this team is to work together during an emergency and solve problems that will arise in an effective manner. The members of the crisis team for Fieler include the principal, the custodian, the main office secretaries, the nurse, and the social worker. In case our whole building would need to be evacuated, we will travel next door to the Northlake Rehabilitation and Nursing Home. In the event that this location is not considered safe, we will have our buses transport all of the staff and students to a secure location, which may be our intermediate school or middle school.

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Guiding Research

The following list includes research that helped guide us in our search to strengthen the areas of reading comprehension, writing applications, and math problem solving. Resource 1: Abilock, Debbie. “Portkeys” to vocabulary. Knowledge Quest Volume 35, No. 1 Sept/Oct. 2006 Resource 2: Wakefield, Alice. “Support Math Thinking” Educational Digest. Jan. 1998. p. 59-64. Resource 3: What Instructional Methods Support Mathematical Reasoning and Problem-solving. Author unknown. EDThought 2002.

Resource 4: Blachowicz, Camille and Fisher, Peter. “Vocabulary Lessons.” 2004.

Resource 5: Pearson, P. David and Duke, Nell K. “Comprehension Instruction in the Primary Grades” an excerpt from Guilford Publications Copyright 2002 Resource 6: Integrating Problem Solving with Theme Based Learning in “The Key Learning Community” by Michael Cohen. Feb. 1, 2003. Resource 7: Quality Literature as a Springboard to Problem Solving by Colin Ducolon. Teaching Children Mathematics. 2000.

Resource 8: Redesigning Reading Instruction. Educational Leadership, September 2000.

Resource 9: Effective Primary Grades Literacy Instruction = Balanced Literacy Approach. The Reading Teacher. Vol. 50. No.5. March 1997. Resource 10: What Instructional Methods Support Mathematical Reasoning and Problem Solving? By unknown. EDThoughts. 2002.

Resource 11: Support Math Thinking by Alice P. Wakefield. Education Digest, Jan. 1998. Vol. 63 issue 5. page 59.

Resource 12: Integrating Problem Solving with Theme Based Learning in “The Key Learning Community” by Michael Cohen. Feb. 1, 2003.

Resource 13: Getting Past “See Spot Run” Educational Leadership, by Meg Gebhard. Dec. 2002/Jan. 2003. Resource 14: “Improving Student Achievement in Mathematics” Part 1: Research Findings ; Part 2: Recommendations for the Classroom Douglas A. Grouws and Kristin J. Cebulla. Dec. 2000.

Resource 15: Marzano, R. “Six steps to effective vocabulary instruction”, Effective Vocabulary Instruction. Building Background Knowledge for Academic Achievement. Aug. 2004.

Resource 16: “Problem Solving with Guided Repeated Reading Strategies. Intervention in School and Clinics. (2006). Vol. 42. No.1 p.34-39.

Resource 17: Integrating Problem Solving with Theme Based Learning in “The Key Learning Community” by Michael Cohen. Feb. 1, 2003. Resource 18: “Support Math Thinking” by Alice P. Wakefield. Educational Digest. Jan. 98. p. 59-64.

Resource 19: Therrien, WJ., Kubina, RM. 2006. “Developing Reading Fluency with Repeated Reading Intervention in School and Clinic.

Resource 20: Rasinski, Timothy. The Fluent Reader, Ch. 7. Copyright 2003.

Resource 21: Welsch, Richard. Increase Oral Reading Fluency. Intervention in School and Clinic. 1/1/06.

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Resource 22: Integrating Problem Solving with Theme Based Learning in “The Key Learning Community” by Michael Cohen. Feb. 1, 2003

42

HENRY P. FIELER

ELEMENTARY SCHOOL

PROFESSIONAL

DEVELOPMENT

PROGRAM

2009-2012

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FORM A

INDIANA DEPARTMENT OF EDUCATION

PROFESSIONAL DEVELOPMENT PROGRAM

DUE DATE: 30 JUNE 2009

School Information School Name: Henry P. Fieler Elementary School County/Corp/School #: 045/4600/3821 Address: 407 W. 61st Avenue Merrillville, Indiana 46410 Phone: (219) 650-5301 FAX: (219) 650-5411 Name of Principal: Mrs. Lisa Patrick Principal’s e-mail address: [email protected] Grade levels included in school: K-4

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FORM B I, ____________________________________________ as the exclusive representative, by signing this document demonstrate my support for the Professional Development Program submitted by the above-mentioned school. ______________________________________________ ______________________

Signature Date

Name: Debbie Argenta Committee responsible for this plan

Name Group you are Representing: Signature Date

Lisa Patrick Principal

Christine Kerr

2nd Grade Teacher

Christine Frazer

Reading Teacher

Rah McMahon

3rd Grade Teacher

Sarah Pace 1st Grade Teacher

Amy Burkhart Kindergarten Teacher Anne Swets

Special Education Teacher

Colleen Collins 4th Grade Teacher

Dolores Brown

Parent

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Narratives:

1. What is your school’s vision toward which this Professional Development Program will lead? (The vision may be taken from your school improvement plan or created for this document.)

The Professional Development Program is based on data and is designed to provide teachers with the required knowledge and skills to guide students toward continuous improvement. It will create a professional learning community at Fieler Elementary School, whose goals are aligned with those of the district and state. This plan includes the following principles of effective professional development:

� Professional Development that is school based � Professional Development that uses coaching and other follow-up activities � Professional Development that is collaborative � Professional Development that is embedded in the daily schedule that provides continuous growth � Professional Development that focuses on student learning and is assessed on that basis

The Fieler Professional Development Program stems from the benchmarks that were identified as areas of concern for Fieler students. This was determined after careful analysis of various types of school data and thoughtful discussion about strengths and weaknesses in the current program. Ownership was developed through this process that involved all teachers in setting the direction for Fieler School. This program includes follow-up procedures and activities that will ensure a more lasting change over time. Single training sessions have been ineffective in the past. Our plan provides opportunities for teachers to acquire new knowledge/skills, practice new techniques, adapt what they have learned to their particular classroom or grade level situation, and continue working with their peers to assess gains. In-house “experts” will be available to assist new personnel in acquiring the necessary skills to guarantee student success. Scheduling time for grade level collaboration is an essential piece to this plan. Every effort will be made to provide weekly periods for teachers to discuss programs and activities and make changes that result in improved student learning. Each grade level will submit their weekly meeting time to the principal.

From these collaborative sessions, teachers will take information that will then be used to improve instruction on a daily basis. They will incorporate standards into the content in a variety of ways to address different learning styles. Programs that provide remediation, enrichment, and maintenance will be developed and implemented to provide all students with opportunities to experience success. Students will be selected for either remediation or enrichment groups based on assessment data and progress of students will be continuously monitored to allow students to move between different groups as needed.

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FORM C (cont’d) 2. What is (are) the goal(s) of your Professional Development Program? Our staff will be involved in continuous learning opportunities and will work in collaboration with one another to develop new strategies for improving student achievement. Our staff will attend training sessions that will provide staff and parents with the necessary techniques, strategies and activities to improve the overall school climate and create an atmosphere of respect and peacefulness.

GOAL # 1 Through the Professional Development of our staff, the percentage of students mastering Indiana

Academic Standards in Language Arts will increase.

GOAL # 2 Through the Professional Development of our staff, the percentage of students mastering Indiana

Academic Standards in Math will increase.

GOAL # 3 We will increase the number of parents who attend PTO meetings and increase parent involvement in our school.

3. How will all staff members be involved in continuous learning? How will

continuous learning be embedded in practice? An important piece of the Fieler Professional Development Program is the collaboration that will occur at all grade levels on a regular basis. Teachers will spend this time planning the pace of instruction to guarantee mastery of all state standards and to assess student learning in order to design programs to address remediation, enrichment, and maintenance of essential skills. Peer collaboration will produce ideas that impact daily instruction and become embedded into practice as appropriate. This constant monitoring and adjusting will ensure lasting change leading to highest student achievement. A professional learning community will exist where staff are continuously reading about best practices and discussing ways to improve our school.

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FORM E

EVALUATION* School Goal # 1 Statement of School Goal: By Spring 2012, 87% of 3rd and 4th graders will meet Indiana Academic Standards in Language Arts as measured by ISTEP+ I. Summary of data and evidence upon which this goal was based.

• Grade 3-4 ISTEP+ • NWEA-MAP in the spring from Grade2 • DIBELS • Gates-MacGinite Reading Tests for Grades 1-4 • Textbook Series chapter and unit tests

II. What new knowledge, skills and attitudes toward learning will result from your

Professional Development Program?

♦ Teaches will use a Balanced Literacy approach to teach language arts in their classroom after receiving additional balanced literacy training

♦ Teachers will receive Guided Reading instruction training ♦ Teachers will use technology to record and disaggregate data ♦ Teachers will receive training in the Response to Intervention model ♦ Teachers will collaborate with one another weekly to improve instructional methods so that the individual

learning needs of students will be met. ♦ Teachers will use frequent progress monitoring to determine students’ reading levels and provide guided

reading instruction at each student’s level. ♦ Teachers will receive grade level specific writing training

III. What data and evidence to new knowledge, skills and attitudes toward learning will you

collect to evaluate the Professional Development Program’s impact on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.)

♦ If the data described in Section I above shows improvement, and instruction and assessment are aligned to the standards throughout the school, we will have evidence that our professional development program is working.

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FORM E

EVALUATION*

Professional Development Goal # 2 By Spring 2012, 87% of 3rd and 4th graders will meet Indiana Academic Standards in Mathematics as measured by ISTEP+

I. Summary of data and evidence upon which this goal was based.

• Grade 3-4 ISTEP+ • NWEA-MAP in the spring from Grade2 • Mastering Math Facts (Rocket Math) Data • Textbook series unit and chapter tests • MCSC Quarterly Math tests • SSP Data



♦ Teachers will learn about best practices in education through research, observation and attendance at workshops and will synthesize this knowledge into their instruction.

♦ Teachers will collaborate with one another to improve instructional methods so that the individual learning needs of students will be met.

♦ Teachers will receive Response to Intervention training ♦ Teachers will receive training in Problem Solving Instructional Strategies.



♦ � If the test data described in Section I above shows improvement, and instruction and assessment are aligned to the standards throughout the school, we will have evidence that our professional development program is working.

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FORM E

EVALUATION* School Goal # 3 Goal: The percentage of parents attending the Fieler PTO meetings will increase from 4% to 20%. I. Summary of data and evidence upon which this goal was based.

♦ Attendance Data for PTO meetings from the 2008-09 school year ♦ When parents are more involved in a school, their children’s achievement level increases ♦ Parent Survey information



Home School Advisor and staff will collaborate and research as needed to be able to provide parents with training in ♦ Reading/writing with your child ♦ Organizational skills ♦ Helping your child with math ♦ Homework help ♦ Discipline/setting boundaries with your child

Staff will collaborate weekly to work with their grade level and provide communication to their parents



♦ � We will be carefully analyzing the data from Section I. above to determine if the Professional Development Program is successful and students are showing continuous improvement

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FORM F

Total Funds Available for Professional Development: Grants, Gifts, and Appropriations Federal Sources

Amount State Sources

Amount School Corp.

Sources Amount School Sources Include grants

and partnerships Amount

Total Amount of Each Row

None

P.L. 221 Grant

$6000 Professional Development

None $0.00

Total each “Amount” column

$0.00

$6000

$0.00

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ACTION PLAN School Goal # 1 Professional Development Goal(s) (From #2 Form C) By Spring 2012, 87% of 3rd-4th graders will meet Indiana Academic Standards in Language Arts as measured by ISTEP+. Activity* Intended

Audience (Stakeholders)

Person Responsible

Collaborative Partners Needed

Time Line (Include completion date)

Resources (People, materials, time)

Need Have

Training for the balanced literacy coach

Coach, balanced literacy team, Principal

LASS All staff During the next 3 school years

Professional Materials for staff

$1000

Release time for teachers to receive balanced literacy training

All teachers, Principal and paraprofessionals

All teachers All staff During the next 3 school years

Time will need to be found for this and possible stipends or substitute pay will be needed

$1000

Teachers will plan and collaborate each week, to improve instruction and achievement.

All teachers All teachers All staff Throughout the next 3 school years

Common planning time will be used

None needed

Teachers will share best practices and strategies from professional reading and research and from their own classroom data.


Professional literature such as articles, and books.

None needed

Release time for teachers to receive RtI training

All teachers, Principal, and Paraprofessionals

All teachers All staff Throughout the next 3 school years

$1000

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ACTION PLAN School Goal # 2 Professional Development Goal(s) (From #2 Form C) By Spring 2012, 87% of 3rd and 4th graders will meet Indiana Academic Standards in Mathematics as measured by ISTEP+ Activity* Intended


Person Responsible




Need Have

Collaboration time needed for SSP data analysis and time to update calendars and lessons

All teachers All teachers

All staff Ongoing during the next 3 school years

Stipend may be needed or release time for teachers

$1000

Teaches will receive training in Problem Solving instructionatl strategies

All teachers, Principal, Paraprofessionals

All Steachers All staff During the 2009-10 school year

Trainer’s fees $1000

Teachers will plan and collaborate each week, to improve instruction and achievement.


Common planning time will be used

None needed

Teachers will receive RtI training

All teachers, Principal, Paraprofessionals

All teachers All staff During the 2009-10 school year

$1000

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ACTION PLAN

School Goal # 3 Professional Development Goal(s) The percentage of parents attending the Fieler PTO meetings will increase from 4% to 20%. Activity* Intended


Person Responsible




Need Have

Home School Advisor will help coordinate parent workshops

Parents Home School Advisor

All Staff and Parents PTO

During the school year Cost of speaker, materials

Spon- sored by PTO

Teachers will meet weekly to collaborate and plan parent communication materials

Parents All teachers All Staff and Parents During the school year Collaboration time will be scheduled by each grade level

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STATUTES AND RULES TO BE WAIVED

(None)

Three Year Timeline In each goal statement at the top of the action plan pages, we have included our performance projections for the next three years. All of our activities will be ongoing during the next three years. Each year we will review our plan, and revise it where necessary to make improvements and adjustments that will assist us in our efforts to continuously improve and raise the level of student achievement.

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SCHOOL YEAR 2009-10 STUDENT RELEASE FOR PROGRAM AND PROFESSIONAL DEVELOPMENT FOR HENRY P. FIELER ELEMENTARY SCHOOL

(As of May 18th, 2009 – this is not finalized)

DATE GOAL (S) PROCESS (ES) REQUIRED RESOURCES HOW WILL THE EFFECTIVENESS OF THE DAY BE EVALUATED?