henry p. fieler elementary school

HENRY P. FIELER

ELEMENTARY SCHOOL

SCHOOL IMPROVEMENT

PLAN 2006-2009

407 West 61st Avenue Merrillville, IN 46410

Phone 219.650.5301 Fax 219.650.5411

www.mvsc.k12.in.us

INTRODUCTION

Narrative Description of the School, the Community and the

Educational Programs 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 is continually growing and presently includes 504 students in grades K-4. 248 students are male while 256 students are female. The ethnicity of our students has changed over the last few years. Currently this make-up is as follows: 59% African American, 21% white, 13% Hispanic, and 6% 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 252 students this year, or 50% 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. This is partially attributed to a rather large apartment complex

that allows low-rent thirty day leases as well as surrounding neighborhoods that are turning over, with older families moving out and younger families moving in. There is a classroom instructional staff composed of 23 certified teachers. Eleven certified staff members provide instruction or services in music, art, physical education, Title I, social work, speech therapy, and special education. In the past 3 years, we have also included an instructional/behavior assistant who assists teachers and students as needed. Special Education services are provided by two L.R.E. facilitators and two para-professionals. Our school has been involved with the inclusion of special education students since 1994. We are proud of our inclusion program and pleased with the growth of our Special Education students. The instructional staff at Fieler School is stable with an average experience level of 12.7 years. 42% percent of the instructional staff holds master’s degrees. We are very fortunate to have a full-time nurse, available all day 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.

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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 sixth year as principal. Other auxiliary personnel include two cafeteria aides, four playground supervisors, and 2 Prime Time 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.

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.

Titles and Descriptions of Assessment Instruments

In addition to the ISTEP+ Test, which is administered to our 3rd and 4th grades in the fall, various other assessment instruments are administered throughout the grade levels. The kindergarten classes use two assessment instruments in August: the Brigance Test which tests children’s knowledge of kindergarten skills and the Peabody which tests vocabulary. These two instruments are administered again in the spring, in addition to the Metropolitan Achievement Test in May. The Metropolitan Achievement Test assesses language and math skills. First grade classes use the Individual Reading Assessment (IRI) and/or Development Reading Assessment (DRA) in the fall and spring. Grades 1-4 use the Gates-MacGinite reading assessment each fall and spring.

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The Northwest Evaluation Association’s (NWEA) Measure of Academic Progress (MAP) tests for math, language arts, and reading are used by the 2nd, 3rd and 4th grades each spring. All grade levels use a variety of test materials, which accompany our school corporation’s adopted

textbooks, as well as teacher-made assessments. Merrillville School Corporation has created indicator tests for each math standard as well as Quarterly math tests, based on the curriculum maps. During the adoption year for each subject, more curriculum maps and standards tests will be created.

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STATEMENT OF MISSION

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Statement of Vision and Mission

The Merrillville Community School Corporation has adopted a new vision for its schools. This vision is a basis for the future and drives our mission as an elementary school within the MCSC. At the crossroads of Northwest Indiana, the Merrillville Community School Corporation creates a hometown feeling in a metropolitan area. This sprawling school community, nestled in comfortable neighborhood settings, offers attractive, well-maintained and safe schools and a comprehensive curriculum with state-of-the-art technology. A wide range of educational programs and activities are equally available to all – from pre-schoolers to senior citizens. Families are woven into a tapestry representing various ethnic, racial and religious traditions united by the common bond of seeking a quality education for the community. People feel a close connection to the school system due to the emphasis on communication. Communication is the core that allows for a collaborative relationship among the school staff, parents and community. These relationships foster and support the learning experiences that challenge each student at a level appropriate to the individual’s needs and interests. Merrillville has long enjoyed a reputation for the professional competence and character of its faculty, staff and administration. The professional staff understands and accepts personal responsibility for achieving the mission of the school corporation. The school system is committed to designing an organization of learning that seeks

continuous improvement and quality, resulting in highest student achievement. Clearly written goals, aligned with rigorous academic standards, have been established that go far beyond the minimum standards required by the Indiana Department of Education. These goals also focus on developing independent, life-long learners and responsible, productive citizens. Learning environments throughout the school corporation are energized by a sense of awe, curiosity, and enthusiasm generated by knowledgeable, caring adults who ignite and sustain the desire to learn. Students are inspired by teachers who use a wide range of teaching methods to ensure that students are active learners. Students find the content of their subjects to be meaningful and applicable to the next stage of their development as learners. Each student is motivated to take ownership for learning resulting in the mastery of basic skills, literacy in a wide range of subjects, and proficiency in the use of technology. Students are able to make intelligent academic, personal and career choices as a result of individual counseling and community-based learning opportunities. Career exploration activities are provided through internships and mentoring with local business people, civic leaders and government officials. Other interests are pursued through participation in curricular and co-curricular activities. Upon graduation, students are then prepared to further their vocational and academic goals leading to productive and satisfying career choices. Parents are actively involved in the education of their children and have

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entered into a highly functional partnership with the schools. The school system provides excellent communication to homes so that parents feel fully informed about their student’s educational plan and progress toward its fulfillment. Exemplary programs are available to parents who seek more knowledge and skills related to effective responsible parenting. Parents take responsibility for knowing and supporting school policies and classroom standards. They establish and maintain high expectations for scholarship and citizenship. Parents enthusiastically support their students in activities by attending school programs and events. They further support the schools by working as volunteers in a wide variety of ways that enrich the school district’s capacity to provide opportunities for all its students. Citizens served by the Merrillville Schools take pride in the cultural diversity of their school community. Individuals respect the heritage and traditions of the many groups living compatibly together. People feel their school system provides equal opportunities for all, values everyone’s input, and is fair and just. The Merrillville Community School Corporation exists to uphold this vision.

Creation of the Henry P. Fieler Elementary School Mission

Statement

Teachers and parents worked together in the spring and summer of 2000 to create the Fieler Mission Statement. Individual teachers from each grade level and one member from each support staff group were organized into a Mission Statement Committee. The committee designed

a form asking for parents’ and teachers’ input. The form questioned parents and teachers to write one to three sentences describing what Fieler would provide for students if it were the ideal school. In addition, they were to underline words in their statement that they felt were the most important. The committee then collected the forms, which in turn, were collaborated into the Fieler Mission Statement. The core values were developed using many of the underlined words from the statements. These are the lifeskills that Fieler School upholds.

HENRY P. FIELER MISSION STATEMENT

Our mission is to provide opportunities for continuous improvement in academic achievement through a safe and nurturing environment that promotes responsible citizenship.

CORE VALUES Responsibility, Respect, Safety, Cooperation, Continuous Improvement, Communication

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SUMMARY OF

DATA

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[Summary of Data Through analysis of the percent of students above standard, one can see that our 3rd grade Language Arts ISTEP+ scores began an upward trend from 2000 – 2003. In the fall of 2004, our scores went down again, although they rose again in 2005. We have begun to implement Balanced Literacy Strategies school-wide, as well as use the Scott-Foresman language arts series which is better aligned with the Indiana Academic Standards. Each grade level has created a specific goal in Language Arts, and in Math, related to the needs of that grade level. The needs were determined based on student test results. In Math, we noticed a decrease in our 3rd grade ISTEP+ scores in 2001 and 2002. The scores rose again in 2003, only to drop in 2004. In 2005, our 3rd grade Math scores rose once again, after a full-year of an intensive tutorial/enrichment program. School-wide, this is the second full year we have implemented a new math fact program: Math Facts Made Easy. By continuing to implement additional strategies in Language Arts and in Math, we believe we will see increases in the percent of students passing both. Disaggregation of 2005 ISTEP+

Data by Population

In comparing 3rd grade males and females in their performance on the Language Arts portion of the ISTEP+ in 2005, 67% of the males were above standard, and 60% of the females were above standard. In Math there was a larger gap in achievement between males and females. 64% of the males were above standard, while 50% of the females were above standard. In looking at the socioeconomic status of our 3rd grade students and comparing it to their performance on the ISTEP+, we noticed that 77% of our students who pay full-price for their lunch were above standard in Language Arts, while 56% of students on free or reduced lunch were above standard. In continuing this comparison of socioeconomic status to ISTEP+ scores, we saw a smaller gap in Math. 66% of our 3rd grade students who pay full-price for their lunch were above standard in Math, while only 54% of the students on free or reduced lunch were above standard in Math. We also studied the ethnicity of our 3rd grade students in relation to ISTEP+ scores. In Language Arts, 58% of African American students, 83% of white students, and 68% of Hispanic students were above standard. In Math, the gap between African American and white students was greater. 49% of African American students, 80% of white students, and 63% of Hispanic students were above standard.

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In comparing 4th grade males and females in their performance on the Language Arts portion of the ISTEP+ in 2005, 47% of the males were above standard and 67% of the females. In Math there was a smaller gap in achievement between males and females. 50% of the males were above standard, while 59% of the females were above standard. In looking at the socioeconomic status of our 4th grade students and comparing it to their performance on the ISTEP+, we noticed that 63% of our students who pay full-price for their lunch were above standard in Language Arts, while 48% of students on free or reduced lunch were above standard. In continuing this comparison of socioeconomic status to ISTEP+ scores, we saw a smaller gap in Math. 61% of our 4th grade students who pay full-price for their lunch were above standard in Math, while only 44% of the students on free or reduced lunch were above standard in Math. We also studied the ethnicity of our 3rd grade students in relation to ISTEP+ scores. In Language Arts, 52% of African American students, 64% of white students, and 50% of Hispanic students were above standard. In Math, the gap between African American and white students was greater. 45% of African American students, 75% of white students, and

29% of Hispanic students were above standard.

Data Related to Student Discipline

We have also included student discipline data in our School Improvement Plan. Analysis of discipline referrals in the past year showed that the number of discipline referrals rose this year. Based on this data, we felt strongly that we needed to create a goal for our school in this area.

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1Henry P Fieler Elem Sch, 3821 2HIndiana Department of Education 3H

Line Graph Bar Graph

Attendance Rate

Year 95thPercentile State Average

(Public and Nonpublic) Henry P Fieler Elem Sch

3821

1992-93 4H97.4% 95.4% 5H96.3%

1993-94 6H97.6% 95.4% 7H95.6%

1994-95 8H97.5% 95.4% 9H96.1%

1995-96 10H97.5% 95.5% 11H95.7%

1996-97 12H97.5% 95.6% 13H95.8%

1997-98 14H97.5% 95.7% 15H95.7%

1998-99 16H97.6% 95.7% 17H95.6%

1999-00 18H97.7% 95.9% 19H95.7%

2000-01 20H97.6% 95.7% 21H95.4%

2001-02 22H97.6% 95.9% 23H95.5%

2002-03 24H97.5% 95.8% 25H96.3%

2003-04 26H97.8% 95.9% 27H95.9%

2004-05 Preliminary Data 28H97.7% Preliminary Data 95.9% Preliminary Data 29H95.2%

30HDocumentation

31HIndiana Accountability System for Academic Progress

©2005 Indiana Department of Education

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http://www.doe.state.in.us/asap/data.html

http://www.doe.state.in.us/asap/data.html

http://www.doe.state.in.us/asap/welcome.html

Fieler School 3rd Grade Eng/LA ISTEP Scores of Subgroups

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

White

Black

Hispanic

Free/Reduced Lunch

Paid Lunch

Male

Female

General Education

Special Education

All Students

Subg

roup

s

% of Students Passing

2005200420032002

11

Fieler School Grade 3 Math ISTEP Scores of Subgroups

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

White

Black

Hispanic

Free/Reduced Lunch

Paid Lunch

Male

Female

General Education

Special Education

All Students

Subg

roup

s

Percentage of Mastery

2005200420032002

12

Fieler School Grade 4 ISTEP Scores of Subgroups in Eng/LA Fall 2004-2005

0%

10%

20%

30%

40%

50%

60%

70%

80%

Whit

e

Black

Hispan

icFree

/Red

uced

Lunc

h

Paid Lu

nch

Male

Female

Genera

l Edu

catio

nSpe

cial E

duca

tion

All Stud

ents

Subgroups

Perc

enta

ge o

f Mas

tery

20042005

13

Fieler 4th Grade ISTEP Scores of Subgroups in Math

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Math - G

rade 4

White

Black

Hispan

ic

Free/Red

uced

Lunc

hPaid

Lunc

h

Male

Female

Genera

l Edu

catio

nSpe

cial E

ducati

onAll S

tuden

ts

Subgroups

% o

f Stu

dent

Mas

tery

2004

2005

14

Number of Students 1 pt. 2 pt. 3 pt. 4 pt. 5 pt. 6 pt.

2000 Writing Applications 96 1 2 54 40 1 0

Language Conventions 96 0 2 25 71











Applied Skills Scores – Writing ISTEP Grade 3

15

2002

Points Possible Total

Number of Students

0 Pts. Obtained %

1 Point Obtained %

2 Points Obtained %

3 Pointed Obtained %

4 Points Obtained %

5 Points Obtained %

6 Points Obtained %

Item # - Standard 1 - Problem Solving 2 90 59 17 23 2 - Number Sense 2 90 8 11 80 3 - Geometry 2 90 37 36 27 4 - Problem Solving 3 90 14 40 16 29 5 - Problem Solving 3 90 26 24 17 32 6 - Problem Solving 2 90 33 37 29 7 - Problem Solving 3 90 33 8 38 20 8 - Number Sense 2 90 42 27 29

2003 Item # - Standard 1- Geometry 2 99 8 37 55 2 - Number Sense 2 99 4 6 90 3 - Problem Solving 2 99 31 33 35 4 - Problem Solving 4 99 10 15 10 19 45 5 - Problem Solving 2 99 44 37 18 6 - Problem Solving 2 99 16 27 57 7 - Problem Solving 3 99 37 8 15 39 8 - Problem Solving 2 99 69 11 20

2004 Item # - Standard 1- Geometry 2 114 3 12 85 2- Number Sense 2 114 20 21 58 4- Number Sense 2 114 12 52 35 3- Problem Solving 3 114 9 15 27 49 5 - Problem Solving 2 114 76 10 12 6 - Problem Solving 3 114 35 31 16 18 7 - Problem Solving 2 114 3 82 16 8 - Problem Solving 2 114 36 37 27

2005 Item # - Standard 1- Number Sense 2 111 2 8 101 2- Number Sense 2 111 41 3 67 3- Problem Solving 4 111 55 10 27 2 17 4- Problem Solving 3 111 30 49 10 22 5 - Problem Solving 2 111 41 40 29 6 - Problem Solving 3 111 58 34 10 9 7 - Problem Solving 3 111 16 39 15 41 8 - Geometry 2 111 26 85

Applied Skills Scores Math Grade 3 ISTEP

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Fieler Grade 2- NWEA Scores by Standard

160

165

170

175

180

185

190

195

200

Readin

g

Word R

ecog

/Fluenc

y/Voc

ab

Readin

g Com

prehe

nsion

Litera

ry Res

pons

e & A

nalys

isLa

ngua

ge

Writing

Stra

tegies

& Skill

s

Conve

ntion

s:Gram

mar & U

sage

Conve

ntion

s:Mec

hanic

s of W

riting

Mathem

atics

Numbe

r Sen

seCom

putat

ion

Algebra

ic Fun

ction

sGeo

metry

Measu

remen

t

Data A

nalys

isi/Stat

/Prob

ability

Problem

Solv

ing

Standards

Mea

n R

IT S

core 2002

2003200420052006

17

Fieler Grade 3 - NWEA Scores by Standard

160

165

170

175

180

185

190

195

200

205

210

Readin

g

Word

Rec

og/Flue

ncy/V

ocab

Readin

g Com

prehe

nsion

Litera

ry Res

pons

e & A

nalys

isLa

ngua

ge

Writi

ng Stra

tegies

& S

kills

Conve

ntion

s:Gram

mar & U

sage

Conve

ntion

s:Mec

hanic

s of W

riting

Mathem

atics

Numbe

r Sen

seCom

putat

ion

Algebra

ic Fun

ction

sGeo

metry

Measu

remen

t

Data A

nalys

isi/S

tat/P

robab

ility

Problem

Solv

ing

Standard

Mea

n R

IT S

core

s

20022003200420052006

18

Fieler Grade 4 - NWEA Scores by Standard

190

195

200

205

210

215

Readin

g

Word R

ecog

/Fluenc

y/Voc

ab

Readin

g Com

prehe

nsion

Litera

ry Res

pons

e & A

nalys

isLa

ngua

ge

Writi

ng S

trateg

ies &

Skills

Conve

ntion

s:Gram

mar & U

sage

Conve

ntion

s:Mec

hanic

s of W

riting

Mathem

atics

Numbe

r Sen

seCom

putat

ion

Algebra

ic Fun

ction

sGeo

metry

Measu

remen

t

Data A

nalys

isi/Stat

/Probab

ilityProb

lem S

olving

Standards

Mea

n R

IT S

core

s

20022003200420052006

19

Fieler Grade 2 - NWEA Scores over Time

176178180182184186188190192194

Lang

uage

Readin

g

Math

NWEA Test

Mea

n R

IT S

core

20022003200420052006Nation

20


188190192194196198200202

Lang

uage

Readin

g

Math

NWEA Test

Mea

n R

IT S

core

20022003200420052006Nation

21


194196198200202204206208210

Lang

uage

Readin

g

Math

NWEA Test

Mea

n R

IT S

core

20022003200420052006Nation

22

Fieler - Class of 2014 - NWEA Scores

170180190200210220

Language

Nation

Reading

Nation

MathNatio

n

NWEA Test

Mea

n R

IT S

core

s

200420052006

23

Fieler - Class of 2015 - NWEA Scores

170175180185190195200205

Language

Nation

Reading

Nation

MathNatio

n

NWEA Test

Mea

n R

IT S

core

s

20052006

24

Fieler Grade 2 - Spring 2006 NWEA Scores

182184186188190

Language Math Reading

NWEA Test

Mea

n R

IT S

core

s

FielerNation

25


192194196198200202


NWEA Tests

Mea

n RI

T S

core

s

Fieler Nation

26


195200205210


NWEA Tests

Mea

n R

IT

Sco

res

FielerNation

27

Fieler School Suspensions

0

20

40

60

80

100

120

1999-00 2000-01 2001-02 2002-03 2003-04 2004-05(asof May)

2005-2006(as of May)

School Year

Num

ber In-School Suspensions

Out-of-School SuspensionsIndependent Learning Day at Home

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Fieler School - Repeat Offenders

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

1 Referral 2 Referrals 3 Referrals 4+ Referrals 0 Referrals

Number of Referrals

% o

f Stu

dent

s

2004-052005-06

29

Fieler - Reasons for Discipline Referrals

0

20

40

60

80

100

120

140

160

Refusa

l to Foll

ow D

irecti

ons

Hands

/Feet/O

bjects

Disres

pect

to Stud

ent

Impro

per L

angu

age

Disrup

tive

Disres

pect

to Staf

f

Fightin

gThre

ats to

Stud

ents

Vanda

lism

Stealin

g

Tardy

Bus V

iolati

on

Reasons

Num

ber o

f Ref

erra

ls

2001-022002-032003-042004-052005-06

30

Fieler - Reasons for Out-of-School Suspensions

0

10

20

30

40

50

60

70

Refusa

l to Foll

ow D

irecti

ons

Hands

/Feet/O

bjects

Impro

per L

angu

age

Disres

pect

to Staf

f

Fightin

gThre

ats to

Stud

ents

Disres

pect

to Stud

ent

Bus V

iolati

onW

eapo

ns/Lo

ok-A

like

Reasons

Num

ber

2001-022002-032003-042004-052005-06

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Fieler Elementary School 2006 Annual Quality of Education Parent Survey

Strongly

Agree Agree Disagree Strongly

Disagree Do not know

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

39% 52% 6% 2% .5%

2. My child is safe at school.

39% 55% 3% 1% 1%

3. The school meets the social needs of my child.

35% 58% 4% .5% 3%

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

29% 62% 6% 1% 3%

5. The school expects quality work from my child.

51% 47% 1% 0% 1%

6. The school succeeds in preparing my child for the ISTEP+ test.

35% 46% 5% 1% 13%

7. The school provides sufficient and appropriate information regarding my child’s progress.

47% 48% 5% 0% 2%

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

50% 46% 3% 2% 1%

9. School staff maintain consistent discipline which is conducive to learning.

41% 47% 7% 2% 4%

10. The school provides challenging instruction in the language arts (reading, writing, listening, and speaking.)

37% 57% 2% 2% 2%

11. The school provides challenging instruction in mathematics.

39% 55% 2% 2% 3%

12. The school provides challenging instruction in science.

39% 54% 2% 1% 3%

13. The school provides challenging instruction in social studies (geography, history, ….).

34% 54% 3% 2% 8%

14. The school prepares my child to use computers and technology.

38% 54% 2% 1% 5%

15. The school is preparing my child to be successful in the future.

42% 51% 4% 1% 3%

16. I would be interested in attending a parent workshop on ways to help my child, if one were offered at Fieler.

37% 46% 4% 1% 12%

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CONCLUSIONS

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Other Information about Educational Programming

and the Learning Environment

The Fieler staff, students and parents work together to meet the needs of all those who attend our school. We feel strongly that our current educational programs enhance the positive learning environment throughout the school. Peer assistance activities, cooperative learning activities, small group instruction, and direct instruction are just some of the other methods of teaching that our teachers use. Balanced Literacy strategies are used by teachers throughout the school. This is a balanced approach to teaching students to learn to read and write, and provides daily opportunities for students to participate in guided reading instruction, self-selected reading, writing, and working with words or spelling and phonics activities. Our Title I program is tailored each year to meet the specific learning needs of our students. This year, our Title I teacher and 2 Title I aides work primarily with students who scored lowest on the Gates-MacGinite in providing remedial reading instruction. Our students regularly partake in technology activities, with every grade level using our two computer labs twice a week for forty minutes. The computer teacher and the classroom teacher teach technology

curriculum goals for four levels of technology. Every school in the MCSC has formed a Continuous Improvement Council (CIC) made up of teachers, support staff, parents, community members, and an administrator. The responsibility of CIC is to design, lead and support systemic changes that result in continuously improving student learning. The CIC at Fieler School meets regularly to discuss school improvement issues and initiatives and then leads the staff towards change. An instructional/behavior assistant helps classroom teachers with students who are very disruptive to the teaching atmosphere of the classroom. At the beginning of each school year, we offer both kindergarten and new student orientation sessions. This allows incoming students and their parents a chance to learn about Fieler School’s programs and activities, and to feel more comfortable about attending Fieler for the first time. In addition to new student orientations, each fall we host Open Houses for parents of all students. Parents enjoy meeting first as a whole group to be introduced to faculty and staff and receive an introduction to the new school year from the principal before proceeding to their child’s classrooms to meet the teacher and receive an introduction to classroom policies and curriculum. The student council is composed of 4th grade students who are

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nominated by their peers and is sponsored by a teacher. It takes an active part during the year in many school and community service projects, and annually holds a drive to raise funds for Riley’s Children’s Hospital in Indianapolis. The MCSC has adopted an inclusive philosophy regarding the instruction of special education students. Each child’s needs are evaluated so that children are placed in the least restrictive learning environment. For many special education students, especially children with learning disabilities and mild mental handicaps, this means that they spend all or the majority of their school day in the regular classroom. This program is contingent upon the professional collaboration between regular education teachers and special education staff.

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Information about How the School’s Curriculum Supports

the Achievement of Indiana Academic Standards

The curriculum at Fieler School is designed to ensure that our diverse population of learners has the opportunity to learn challenging material and achieve to their fullest capacity. This includes students with disabilities, and students at risk. Evidence of how the curriculum supports the Indiana Academic Standards can be found in each subject area. Each teacher uses the Indiana Academic Standards as his/her instructional framework. The Merrillville Community School Corporation maintains a website which contains a copy of the Indiana Academic Standards for all core subject areas at all grade levels. This copy is designed to be a worksheet, and Fieler teachers use it to keep track of which standards they’ve taught and when, and to document the mastery level of their students for each standard. The MCSC has created a timeline showing which standards should be learned throughout the school year in math, and science. These are called curriculum maps. Plans are to create curriculum maps in one new subject each year. Examples of these will follow this section. In language arts, the Merrillville Community School Corporation has aligned a writing rubric with state writing standards at each grade. A poster-size version of the writing rubric is displayed in each classroom to provide a large visual reference for

staff and students. A writing portfolio is maintained for all students throughout the Merrillville Community School Corporation. Art, music, and physical education teachers also use the Indiana Academic Standards for their subject as their framework. They work with the classroom teachers to integrate language arts, math, social studies, and science standards into their instruction when possible. We are also working hard to make sure that science instruction becomes integrated into math and language arts curriculum. This way students will receive inter-discplinary lessons, to help learn science concepts. Each summer, the MCSC offers remediation classes for those students who are identified as at-risk in their learning of the standards.

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Information about How the School’s Instructional Strategies Support the

Achievement of Indiana Academic Standards

After providing integrated lessons and activities for various standards, teachers assess students’ mastery of the standards. Each teacher had developed a program that provides remediation for those students who have not mastered a particular standard, and enrichment activities for those that have. Grade level teams often collaborate to create their remediation and enrichment activities, to meet the needs of learners throughout a grade level and to ensure that students master the standards. In addition to this instructional strategy that is implemented throughout the school, a variety of instructional systems are used on a daily basis to advance student achievement. Cooperative learning is one of the most prevalent teaching strategies used at Fieler School. It overlaps many different teaching strategies. It is used to promote group instruction, peer tutoring and establish group dynamics with a focus on problem solving and communication skills. Teachers often develop thematic units that provide cross-curricular instruction while integrating the Indiana Academic Standards. Baldrige strategies are used to give ownership of learning back to the

student. Students learn to set goals, plan their work and work their plan. They chart their learning, work habits, and social skills. Students write a mission statement and job descriptions for their teachers, parents, as well as one for themselves. Each classroom writes a collaborative mission statement that emphasizes the goals for the year of all the students. Periodically, we provide extensions of the classroom that support and motivate the Indiana Academic Standards such as field trips, guest speakers, special assemblies, and community projects.

Conclusions about Student Achievement Based on ISTEP+

and Other Strategies The primary assessment of student achievement at Fieler School is the Indiana Statewide Testing for Educational Progress Plus (ISTEP+). 2nd grade through 4th grade students at Fieler School also participated in the Northwest Evaluation Association Measure of Academic Progress (NWEA-MAP) testing program each spring. We also use the Gates-MacGinite test in Grades 1-4, in the fall and the spring to assess students’ reading levels and reading progress. Our kindergarten uses the Peabody and Brigance in the fall and the spring and the Metropolitan test in the spring. In addition to these lagging measures of achievement, teachers

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assess students on a regular basis through observation, questioning during lessons, and standards testing. These leading measures provide teachers the opportunity to plan appropriate remediation or enrichment activities for their students. In looking at ISTEP and NWEA data, we have noticed that our students exhibit weaknesses in the area of math computation, math problem solving, reading comprehension, and writing. Our plan addresses these issues.

Parental Participation in the School

In addition to the many informal relationships established between staff and parents, Fieler School also has an established Parent-Teacher Organization (PTO). The PTO serves as an integral part in the operation of this school. Parent volunteers have taken on the responsibility for many school functions and duties including:

• Compiling a column in our monthly parent newsletter,

• Assisting with clerical needs, • Organizing and supervising

Grandparents’ Days, • Providing refreshments and

information at orientations, Open House night and Parent-Teacher Conferences,

• Organizing and supervising a Family Night where students’ families are invited to come to school in the evening for food, activities, and performances,

• Chaperoning field trips,

• Providing student and teacher assistance by volunteering in the classrooms,

• Providing financial support for learning through implementation of fundraisers as well as moral support through events that recognize staff.

This year, our 2nd grade also hosted a parent workshop, teaching parents how they can help their child at home with reading. Our Title I teacher also hosts 2 workshops for the parents of the students with whom she works. In addition, parental involvement activities are included as part of each goal’s strategies in our School Improvement Plan. About 83% of our parents attended our Parent-Teacher Conferences this year, and about 70% of parents attend Open House. 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

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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

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.

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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

Safe and Disciplined Learning

Environment The staff at Fieler School has created a secure building. An emergency action plan is in place as is a Crisis Intervention Plan. We have practiced these plans through the use of fire, tornado, and lock- down and drills. Security doors, cameras, and office personnel ensure limited, controlled,

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and monitored access to the building. Visitors to the building must have an appointment, and are required to sign in/out and wear a distinctive identification badge. The Merrillville Community School Corporation as a member of the Partnership for a Drug-Free Lake County provides extensive intervention within all its schools. Some of the interventions practiced at Fieler School are DARE and pre-DARE classes led by a Merrillville police officer who regularly visits the building. We also organize and implement various classroom and school-wide activities each year during Red Ribbon Week. Nutrition and health instruction is provided by classroom teachers using materials published by The Great Body Shop. Guest speakers occasionally present assemblies to students on the importance of healthy living. Clear guidelines for student behavior are provided to each student and parent every fall in the MCSC Elementary Handbook. The handbook has discipline policies and operating procedures. The student’s parent is requested to review the handbook with their child and sign a form acknowledging they have done so. The staff also reviews the handbook with the students and clarifies any questions. In addition to standard procedures for major and minor offenses, the school district has implemented a strict policy regarding serious disrespect to a staff member, bullying, fighting, inappropriate

language. Any of these acts are grounds for in-school or out-of-school suspension. Depending on the number of times a student has violated one of these rules, expulsion may be the final outcome. The other methods used to discipline students include, but are not limited to, student and/or parent conferences, loss of recess privileges, after-school detentions, referrals to the social worker, creation of a behavior contract, reprimand, warning, restitution, in-school suspension, out-of-school suspension, or expulsion. The school community has developed a set of student discipline guidelines for teachers and staff to follow. A discipline committee with teachers, administrators and parents exists for the purpose of reviewing discipline guidelines and making recommendations for improvements. A healthy climate among the students and favorable interaction with staff, as well as other adults in our school promotes our positive school experience. The regular school day affords each student the opportunity for caring relationships with adults. Through positive interaction with staff and character education, learning, self-esteem, and self-discipline are promoted. Many of our teachers make themselves available to students during recesses, during lunch, and after school for assistance in both academic and social problems. Our staff, the school social worker, and the principal work with students and their parents to develop a 51

healthy home/school partnership. The principal, teachers, and staff are visible in our hallways and at lunchtime offering a safe and friendly atmosphere. Fieler School shares a social worker with a neighboring MCSC elementary school. The social worker is housed at Fieler two days each week and provides both individual and group counseling to students as needed. She also organizes sessions for students new to the school to acclimate them to our school. Throughout the year she conducts other programs to all students in various grade levels that discuss child abuse, and domestic violence. An instructional/behavior assistant helps manage student discipline and provide individual or small-group assistance to students having behavioral problems. This assistant supervises the in-school suspensions, as well as allows teachers a place to send students creating classroom disruptions for a time-out. We have found this to be an invaluable position, which helps maintain the optimum learning environment in each classroom by providing a place for students experiencing difficulties to go immediately to cool down and discuss their problems with someone, before returning to the classroom. Through analysis of our discipline referrals, we discovered that the most serious problem among our students is fighting. We have created a goal and strategies to improve our

safe and disciplined learning environment.

Professional Development Professional development for faculty and staff is a high priority in the Merrillville school system. Eight half-day periods are built into the school calendar for professional development purposes. As of this year, the corporation-wide Partners In Education (PIE) committee assists schools in determining how this time will best serve as professional development. Sometimes, the professional development days are devoted to corporation-wide issues. Teachers and staff are also provided with release time to take part in leadership/ committee work. The Continuous Improvement Council (CIC) involves teachers, staff, administrators, community members and parents. The CIC meets on a regular basis to develop the school improvement plan, professional development for the school, and communicate issues to the rest of the school community. Meetings are either during the school day or participants are paid a stipend for after-school sessions. Each certified staff member at Fieler School and many non-certified staff, have participated in training in the Baldrige model as it applies to schools. Technology training is available through the corporation on an ongoing basis. Teachers are encouraged to take part in these workshops throughout the year. A stipend is provided for staff members 52

who attend these after school and summer sessions. These workshops cover topics relating to individual or classroom use. Some examples of these workshops are:

• Microsoft Word Basics • Developing Web Quests • Using Multimedia Programs • Integrating Technology into

Lessons. Teachers are also encouraged to attend professional development workshops outside the corporation, including national and statewide technology conventions, when topics relate to our school’s goals. Many teachers take part in workshops, conferences, and training offered by groups outside of the school corporation. This is encouraged as funding allows. The Northwest Indiana Educational Service Center (NWIESC) offers many programs for this part of the state. Several years ago, our school received a consortium grant through Educate Indiana with 3 other schools implementing 4-Blocks. This grant provided funding for teachers to attend 4-Blocks workshops and visit classrooms using 4-Blocks. One of our teachers was certified to be a state 4-Blocks trainer, and she continues to offer training as needed in our building. This year, our faculty participated in training in the Word Problems Made Easy program. This is a program we will continue to use to help our students’ problem solving skills.

In each of our school’s goals, professional development activities play an integral role. Many of these activities are contingent upon the approval of the Professional Development Grant program

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STUDENT ACHIEVEMENT

OBJECTIVES

Attendance Rate

The attendance at Fieler Elementary School for Grades 1-4, has always remained either higher than the state average, or very close to the state average. We would like to make sure that our attendance rate stays within the state average or improves in the future. In our goal to create a healthy, safe and friendly learning environment, one of our strategies is called the Fieler Challenge. In order for students to meet the Fieler Challenge, one of the criterion is to have a very low incidence of absenteeism. The students will strive to meet this challenge and our attendance rate should improve. Percentage of Students Meeting Academic Standards Under the

ISTEP+ Program We have largely based our student achievement goals in our School Improvement Plan on ISTEP+ scores. We have written our two student achievement goals in Language Arts and Math to reflect this: Language Arts Goal: The percentage of students meeting the Indiana Academic Standards in the Language Arts will increase. Each grade level has created their own specific goals for progress in this area. Math Goal: The percentage of students meeting the Indiana Academic Standards in Math will increase. Each grade level has also created their own

specific goals for progress in this area.

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2.0 Goals and Measures

The percentage of kindergarten students receiving a "+" on their report card for letter/sound

recognition and phonemic awareness by the final report card and be at grade level will increase to

86% in 2006-07; 88% in 2007-08; and 90% in 2008-2009.

(A "+" grade means 96% mastery of letters.)

1.0 Leadership

CIC

3.0 Aim

Highest Student Achievement

In Language Arts

7.0 Results

5.0 Human Resources

The Letter People Curriculum

Teacher Resources for activities

Teachers within each grade level will meet at least once a week to plan and collaborate.

Every effort will be made for our school schedule to provide common grade level planning times.

6.0 Processes

The Letter People program will be used to teacher letter recognition.

Learning centers with phonemic games and activities.

Teachers will collect and report students' progress data.

4.0 Information and Analysis

Anecdotal Records

Observation during calendar

Weekly teacher-made

assessments

Quarterly Letter and Phonemic Awareness

Assessments

Report Cards

Brigance and Metropolitan Tests

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The percentage of kindergarten students receiving a "+" on their report

card for listening skills by the final report card will increase to 86% in 2006-07; 88% in 2007-08; and 90% in 2008-09.

1.0 Leadership

CIC

3.0 Aim

Creating a Healthy, Safe, and Friendly

Learning Environment

7.0 Results

5.0 Human Resources

Behavior Plan

Teachers will communicate student progress to parents.

Prizes/Certificates

6.0 Processes

Teachers will model appropriate listening skills.

Teachers will create and use a behavior plan with students.

Teachers will praise and reward students exhibiting proper listening skills.

Teachers will create and keep weekly behavior charts and class graphs to record student progress.

Teachers will communicate student progress to parents through written notes and phone calls.


Report Card

Daily/Weekly Behavior Charts

Class Graphs

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The percentage of kindergarten students achieving a "+" on their report card in

number writing and recognition by the final report card and be at grade level will

increase to 86% in 2006-07; 88% in 2007-08; 90% in 2008-09.

(A "+" grade means 95% mastery of numbers.)

1.0 Leadership

CIC

3.0 Aim


In Mathematics

7.0 Results

5.0 Human Resources

Calendar areas will need to be available.

Practice books and pages along with song CDs



6.0 Processes

Students will participate in calendar activities.

Students will learn and sing number songs.

Students will use practice books to reinforce number skills.



Observations during calendar

Anecdotal records

Teacher-made weekly assessments

Brigance and Metropolitan Tests

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The percentage of first grade students receiving all pluses on their report cards for social development will increase to 82% in 2006-07; 84% in 2007-08; and

88% in 2008-09.

1.0 Leadership

CIC

3.0 Aim

Creating a Healthy, Safe, and Friendly

Learning Environment

7.0 Results

5.0 Human Resources

Teachers need training and materials from the "Love and Logic" resource materials.

Teachers need training and materials from the Ruby Payne program.

All new teachers must be trained on how to make a classroom Mission Statement.

Teachers will communicate student progress to parents.

Teachers and students will continue to be trained in the "Kelso's Choice" Program.

6.0 Processes

Teachers will establish a classroom management system.

Teachers and students will create a classroom Mission Statement.

Teachers will communicate student progress to parents through written notes and phone calls.

Teachers will increase the uninterrupted instructional time using the philosophies in the "Love and Logic" book and Ruby Payne teachings and

resources.

Students will use the "Kelso's Choices" program to make better choices.


Social Development on Report Card (attitudes

and habits)

Weekly Behavior Charts

Behavior Referrals

Class Graphs

Anecdotal Records and Communication to

Parents (phone calls/notes)

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The percentage of first grade students achieving an 80% or higher on reading comprehension skills as measured by the Checklist will increase to 80% in

2006-07, 82% in 2007-08, and 84% in 2008-09.

1.0 Leadership

CIC

3.0 Aim


In Language Arts

7.0 Results

5.0 Human Resources



Each teacher will need a Language Arts Curriculum Framework book.

Students will need background experiences.

6.0 Processes

Students will participate in Balanced Literacy activities each day.

Students will participate in daily practice and review of reading comprehension strategies


Regular communication between teacher and student on the progress toward mastery of the reading comprehension skills.


Weekly Reading Comprehension Story

Tests

Report Cards each 9 weeks

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The percentage of first grade students achieving an 80% or

higher on Word Problems Made Easy tests will increase to 82% in

2006-07, 84% in 2007-08, and 88% in 2008-09.

1.0 Leadership

CIC

3.0 Aim


In Mathematics

7.0 Results

5.0 Human Resources



New teachers will be trained in Word Problems Made Easy.

6.0 Processes

Students will participate in daily Word Problems Made Easy lessons.

Students will participate daily in math strategies and applications using the Scott Foresman "Problem of the Day" and "Spiral Review".

Students will take Word Problems Made Easy and MCSC Quarterly tests.

Students will participate in daily remediation/enrichment activities.


Regular communication between teacher and student on the progress toward mastery of the problem solving strategies.


Word Problems Made Easy tests

MCSC Quarterly Math Assessments

Word Problems Made Easy Worksheets

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The percentage of second grade students achieving a 75% or higher on reading

comprehension, as measured by Scott-Foresman weekly and unit tests will increase to 85% in 2006-

07, 88% in 2007-08, and 90% in 2008-09. In addition, the percentage of second grade students

at grade-level on the end-of-the-year test will increase to 85% in 2006-07; 88% in 2007-08; and

90% in 2008-09.

1.0 Leadership

CIC

3.0 Aim


In Language Arts

7.0 Results

5.0 Human Resources

2nd Grade Gates-MacGinitie Test

Student and Class graphs



6.0 Processes

Students will participate in daily Balanced Literacy and Daily

Comprehension Skills using the Scott-Foresman reading series.

Students will participate in Shared Reading Activities with Leveled Reading Groups.

Twice weekly, students will participate in a take-home reading program. Parents are instructed to read with their child and check for

comprehension.

Teachers/students will collect and report students' progress data in the form of graphs. Class graphs of progress will also be kept.

Regular communication between teacher and student, and teacher and parent on the progress toward mastery of the computation skills.


NWEA

Scott-Foresman Weekly and Unit Tests

Gates-MacGinitie Test

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The percentage of second grade students achieving a 75% or higher on computation tests will increase to 85% in 2006-07; 88% in 2007-08; and 90% in 2008-09. In addition, the percentage of second grade students who will have passed

addition facts at the first semester and subtraction facts at the end of the year will increase to 85% in

2006-07; 88% in 2007-08; and 90% in 2008-09.

1.0 Leadership

CIC

3.0 Aim


In Mathematics

7.0 Results

5.0 Human Resources

Student and Class graphs

MCSC Indicator and Quarterly Assessments

Math Facts Made Easy Program

Teachers/Aides for remediation/enrichment program



6.0 Processes

Students will participate in daily Math Facts Made Easy lessons and tests.

Students will participate in daily computation lessons.

Students will participate in remediation/enrichment activities according to the Indiana Academic Math Indicators. These activities will happen daily.

Teachers/students will collect and report students' progress data in the form of graphs. Class graphs of progress will also be kept.

Regular communication between teacher and student, and teacher and parents on the progress toward mastery of the computation skills.


NWEA

I-STEP+

Math Facts Made Easy Tests


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75% of third and fourth grade students will improve application of mechanics and grammar usage as measured by

the MCSC writing rubric. Students will obtain a score of a 4/4 in 2006-07; a 5/4

in 2007-08; and 76% of students will obtain a 5/4 in 2008-09.

1.0 Leadership

CIC

3.0 Aim


In Language Arts

7.0 Results

5.0 Human Resources

Teachers and students will need copies of the MCSC Writing Rubric.

Power Writing training for all teachers.

Balanced Literacy training and support for teachers.

Remedial Reading Support



6.0 Processes

Teachers will model writing strategies.

Students will participate in daily writing activities.

Students will participate in weekly grammar activities.

Remedial Reading Teacher will work with third and fourth grade students as needed.


Regular communication between teacher and student, and teacher and parent on the student's progress .


NWEA

I-STEP+

MCSC Beginning and End Year Prompts.

Quarterly Writing Assessments

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The percentage of third and fourth grade students mastering their addition,

subtraction and multiplication facts; and the percentage of fourth grade students

mastering their multiplication and division facts will increase to 78% in 2006-07; 80%

in 2007-08; and 82% in 2008-09.

1.0 Leadership

CIC

3.0 Aim


In Mathematics

7.0 Results

5.0 Human Resources

Training for all teachers in the Math Facts Made Easy Program



6.0 Processes

Students will practice and test math facts daily using the Math Facts Made

Easy Program.

Individual student and class graphs will be kept for student progress on the math fact tests.

Students will practice computation lessons daily using the Scott-Foresman math series.

Students will participate in daily remediation/enrichment lessons.


Regular communication between teacher and student, and teacher and parents on the progress toward mastery of the computation skills.


NWEA

I-STEP+



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SPECIFIC AREAS WHERE

IMPROVEMENT IS NEEDED

IMMEDIATELY

See Above Section - #5

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BENCHMARKS FOR

PROGRESS

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MERRILLVILLE COMMUNITY SCHOOL CORPORATION

BALANCED SCORECARD School : Henry P. Fieler Elementary Spring 2006 Kindergarten

Lagging or Results Leading Chart in Goal Focus (2.0) Measures (4.0) Measures (4.0)

Grade/Subject Results (7.0)

Actual 2005/06 2006/07 2007/08 2008/09

Letter/Sound Recognition and phonemic awareness

Quarterly Letter Assessments, Quarterly Phonemic Assessments, and Report Cards

weekly assessments, observation during calendar, and anecdotal records

Kindergarten/ Language Arts

85% of students have a + on report card

76% of students had a + on report card

88% of students will have a + on report card


Metropolitan

85% of students are at grade level

69% of students were at grade level

88% of students will be at grade level


Number Writing and Number Recognition Metropolitan

weekly assessments, observation during calendar, and anecdotal records

Kindergarten/ Math

85% of students are at grade level

70% of students were at grade level



Report Cards





Listening Skills/ Cooperation Report Cards

Weekly Behavior Chart/Plan and Daily/Weekly Observations

Kindergarten/ Behavior





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BALANCED SCORECARD School: Henry P. Fieler Elementary Spring 2006 First Grade


Grade/ Subject Results (7.0)

Performance Projections

ACTUAL ACTUAL 2005/06 2006/07 2007/08 2008/09

Reading Comprehension Report Card

Weekly Reading Comprehension Story Tests

80% of the students will score 80% or higher on weekly reading comprehension tests



Problem Solving (1.6.1-1.6.5)

Otter Creek Word Problems Made Easy Tests

Daily Word Problems Think/Solve/Explain Problem (daily)

1st Grade/ Math

65% of students score 80% or higher on Word Problems Made Easy Tests

82% of students will score 80% or higher on Word Problems Made Easy Tests

69% of students will score 80% or higher on Word Problems Made Easy Tests

88%of students will score 80% or higher on Word Problems Made Easy Tests

Making Good Choices

Social Development on Report Card (Personal Development)

Weekly Behavior Charts, Behavior Referrals, Class Graphs, Anecdotal Records and Communication to Parents

1st Grade / Behavior

66% of the first grade students receive all pluses on their report cards for social development

82%% of the first grade students will receive all pluses on their report cards for social development

81% of the first grade students will receive an E or S on their report cards for follows school and classroom rules

88%of the first grade students will receive all pluses on their report cards for social development

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BALANCED SCORECARD School: Henry P. Fieler Elementary School Date: Spring 2006 2nd Grade

Lagging or Results Leading Chart in Goal Focus (2.0)

Measures (4.0) Measures (4.0) Grade/Subject

Results (7.0) Performance Projections

ACTUAL 2005/06 2006/07 2007/08 2008/09

Reading Comprehension

NWEA

2nd Grade / Language Arts

188 Mean RIT Score

184 Mean RIT Score

186 Mean RIT Score

188 Mean RIT Score

Unit Tests Weekly Tests

60% of students achieving 75% or higher




Gates-MacGinitie

82% of students will be at grade level on end-of-year test




Computation

MCSC Indicator Tests

2nd Grade / Math





NWEA

186.1 Mean RIT Score


184 Mean RIT Score

186 Mean RIT Score


82% of students will have passed (+) facts at 1st semester and will have passed (-) facts at end of year



90% of students will have passed (+) and (-) facts at end of year

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BALANCED SCORECARD School: Henry P. Fieler Elementary School Date: Spring 2006 3rd Grade


Grade/Subject Results (7.0)

Performance Projections

ACTUAL 2005/06 2006/07 2007/08 2008/09 Application of Mechanics and Grammar Usage in Writing NWEA

3rd Grade / Language Arts

197.9 Mean RIT (LU)

195.5 Mean RIT (LU)

198 Mean RIT (LU)

200 Mean RIT (LU)

MCSC Beginning and End Year Prompts

Quarterly Writing Assessments (Rubric Scores)

75% of students will obtain a 3 and 3 on the rubric




ISTEP

64% of students passing




Computation

MCSC Indicator Tests and MCSC Quarterly Tests 3rd Grade / Math

75% of students will score 75% or higher




NWEA 196.7 Mean RIT Score


200 Mean RIT Score

202 Mean RIT Score

ISTEP

58 % of students passing




Math Facts Made Easy Time Tests

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BALANCED SCORECARD School Henry P. Fieler Elementary School Date: Spring 2006 4th Grade


Measures (4.0) Measures (4.0) Grade/Subject

Results (7.0)Performance Projections

ACTUAL ACTUAL ACTUAL

2003/04 2004/05 2005/06 2006/07 2007/08 2008/09

Application of Mechanics and Grammar Usage in Writing NWEA

4th/ Language Arts

203.9 Mean RIT (LU)

205.5 Mean RIT (LU)

203.5 Mean RIT (LU)

203 Mean RIT (LU)

205 Mean RIT (LU)

207 Mean RIT (LU)

ISTEP

67% of students passed



70% of students will pass



MCSC Beginning and End Year Prompts Monthly Prompts


70% of students obtained a 4/3 or higher on the rubric




Computation Math Facts Made Easy Time Tests

MCSC Indicator & Quarterly Tests 4th/ Math






NWEA

201.5 Mean RIT

205.3 Mean RIT

203.7 Mean RIT

205.8 Mean RIT

207 Mean RIT

208 Mean RIT

ISTEP






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BALANCED SCORECARD School: FIELER Date: 5.1.05 Aims: 1. Implement Integrated Management System 2. Produce Highest Student Achievement 3. Provide Professional Development 4. Create Healthy, Safe, Friendly Learning Environments 5. Build Family and Community Communication and Involvement


Measures (4.0) Measures (4.0)Grade/Subject Results

(7.0) Performance Projections

ACTUAL 2005/06 2006/07 2007/08 2008/09/ Decrease the number of discipline referrals by 30% each year

End of the year discipline reports

Weekly discipline reports K-4 700

316 (Office

Discipline Referrals) 220 160

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ACADEMIC HONORS DIPLOMA

AND CORE 40

Not Applicable

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PROPOSED INTERVENTIONS

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What Are Your Strategies?

School: Henry P. Fieler Elementary School Year: 2006-2009 Responsibility: Kindergarten GOAL: 86% of students will have a "+" on their report card for letter/sound recognition and phonemic awareness by the final report card. A "+" grade means 96% mastery of letters.

GOALS -- LAGGING AND LEADING INDICATORS

STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

Letter/Sound Recognition and Phonemic Awareness Letter People

Assessment Scores on MCSC tests from beginning to end. Letter People Curriculum

Learning Centers Weekly teacher-made assessments. Teacher Resources

Phonemic Games and Activities GOAL: 86% of students will have a "+" on their report card in number writing and recognition by the final report card. A "+" grade means 95% mastery of numbers.



Number Writing and Recognition Calendar Activities

Assessment Scores on MCSC tests from beginning to end. Weekly teacher-made assessments. Calendar Area

Songs Practice Pages/Books Practice Books CDs

GOAL: 85% of students will have a "+" on their report card for listening skills by the final report card.



Improve Listening Skills/Cooperation Modeling

Improved skills in listening and cooperating Teacher

Praising Weekly Behavior Charts and Class Graphs Behavior Plan

Rewarding Prizes/Certificates

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School: Henry P. Fieler Elementary School Year: 2006-2009 Responsibility: First Grade

GOAL: 82% of students will score 80% or higher on Word Problems Made Easy Tests given throughout the school year.



Word Problems Made Easy Quarterly Tests

Daily Practice of Word Problems Made Easy

Students Will Score 82% or Higher on Word Problems Made Easy Quarterly Tests Teachers

Word Problems Made Easy Worksheets Daily Practice

Students will Participate Daily in Math Strategies and Applications Word Problems Made Easy Program

Daily remediation/enrichment lessons

*Problem of the Day *Spiral Review

GOAL: 80% of students will achieve an 80% or higher on weekly reading comprehension story tests.



Weekly Reading Comprehension Tests

Daily Practice and Review of Reading Comprehension Strategies

Students will Score 80% or Higher on Weekly Reading Comprehension Tests Teachers/Students

Report Card Scores for Reading Comprehension Tests

Balanced Literacy Model of Teaching Reading Student Background Experiences

Curriculum Framework Manual

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School: Henry P. Fieler Elementary School Year: 2006-2009 Personal Growth: First Grade

GOAL: 82% of the first grade students will receive all pluses on their report cards for social development



Social Development on Establishing Classroom Management Students Will Receive an E or S Report Cards

Report Card on Report Card in

(Personal Development) "Follows school and classroom rules”

Weekly Behavior Charts Establishing Classroom Mission Statement Students Will Have Positive Weekly Charts Behavior Charts

Open Communication with Parents Written Communication and Phone Calls

Positive Phone Calls and Postive Notes to Parents Teachers/Parents

Love and Logic Strategies Daily Practice and Implementation of Strategies

Increase of Uninterrupted Instructional Time Teachers/Students

Love and Logic Resource Materials

Kelso's Choices Daily Practice and Implementation of Strategies


Ruby Payne Resources Daily Practice and Implementation of Strategies


Ruby Payne Training and Resource Materials

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School: Henry P. Fieler Elementary School Year: 2006-2009 Responsibility: Second Grade

GOAL: 85% of students will score 75% or higher on reading comprehension, as measured by Scott Foresman weekly and unit tests.



Lagging: NWEA and Gates-MacGinite

Balanced Literacy and Daily Comprehension Skills

Administration of NWEA and Gates Tests Gates-MacGinitie Tests

Leading: Unit and Weekly Tests Shared Reading With Leveled Groups

Students/teachers will keep individual graphs of the results of weekly comprehension tests. Student and Class Graphs

Twice weekly - take home reading program. Parents are instructed to read with their child and check for comprehension. Class Graphs

GOAL: 85% of students will score 75% of higher on Comprehension Tests GOALS -- LAGGING AND LEADING INDICATORS


Lagging: NWEA and ISTEP Daily Practice of Computation Lessons

Administration of ISTEP and NWEA tests

Time needed for teacher collaboration and planning

Math Facts Made Easy Tests Math Facts Made Easy

Students/teachers will keep individual graphs of the results of rocket math tests.

MCSC Indicator Tests Remediation Grouping Daily Each class will graph the results for each standard that is covered.

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School: Henry P. Fieler Elementary School Year: 2005-2008 Responsibility: Third Grade

GOAL: 75% of third grade students will pass their +, - and X facts (2’s, 5’s and 10’s) by the end of the year



Lagging: NWEA and ISTEP Daily Practice of Computation Lessons Students Will Score 75% or Higher Math Facts Made Easy Materials on Computation Tests Quarterly Math Tests

Leading: MCSC Quarterly Tests, MCSC Indicator Tests, and Math Facts Made Easy Tests

Math Facts Made Easy Program Remediation/Enrichment Grouping

Individual students' and class graphs, Math Standards Charts for each class

Time for Teacher Collaboration and Planning

Remediation Grouping Daily Math Facts "Rocket" Recording Sheets for each student

GOAL: 75% of third grade students will improve application of mechanics and grammar usuage as measured by the MCSC rubric GOALS -- LAGGING AND LEADING INDICATORS


Lagging: NWEA and ISTEP Balanced Literacy Program Language Arts Standards Data kept in each class. 6 + 1 Training

Leading: MCSC Beginning and End Year Prompts and Quarterly Prompts Weekly Grammar Lessons Daily Writing Practice


Power Writing and 6 + 1 Lessons Writing Folder Samples Balanced Literacy Materials

Remedial Reading Teacher will work with 3rd grade students as needed Writing Rubric Scores

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School: Henry P. Fieler Elementary School Year: 2005-2008 Responsibility: Fourth Grade

GOAL: 75% of students will improve application of mechanics and grammar usage as measured by the MCSC rubric



Lagging: NWEA and ISTEP Balanced Literacy Program Language Arts Standards Charts kept in each class. 6 + 1 Training

MCSC Beginning and End Year Prompts Weekly Grammar Lessons Daily Writing Practice Balanced Literacy Training Quarterly Prompts Power Writing and 6 + 1 Lessons Writing Folder Samples Balanced Literacy Materials

Remedial Reading Teacher will work with 4th grade students as needed Writing Rubric Scores


GOAL: 75% of students will pass X and division facts by the end of the year as measured by Math Facts Made Easy tests GOALS -- LAGGING AND LEADING INDICATORS


Lagging: NWEA and ISTEP Daily Practice of Computation Lessons

Students Will Score 75% or Higher on Computation Tests Quarterly Math Tests

Leading: MCSC Quarterly Math Tests

Math Facts Made Easy Program Remediation/Enrichment Grouping Individual students' and class graphs


MCSC Indicator Tests Remediation Grouping Daily Math Standards Charts for each class Math Facts Made Easy Materials

Math Facts Made Easy Tests Math Facts "Rocket" Recording Sheets for each student

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School: FIELER Year: 2006-2009 Responsibility: The Fieler School Community

GOAL: Decrease the number of disciplinary referrals to the principal by 1/3 the number of incidents each year



Weekly Disciplinary Reports

Students will receive school-wide expectations training at the beginning of the school year. School-wide graphs posted in school

Disciplinary Referral Form Kelso's Choices Program Implemented School-Wide by Behavior Aide and Social Worker

Teachers will share weekly Behavioral Expectations through daily classroom mini-lessons. Graphs in parent newsletter

Teachers will develop Student Expectation mini-lesson plans

PBIS Program Implementation and Tertiary Team Training

End of the Year Discipline Reports

Principal and Staff will share data with whole school. Pirate Treasure Island Program provides incentives for good behavior. Student Participation

Social Worker, Behavior Aide, Recess Aides, Principal and Teachers will teach Student Expectation Skills.

Staff and Parents will participate in training. Kelso's Choices and Project Wisdom programs will be used with the students. A bullying prevention program will be presented. Staff and Parent Participation

Tolerance and conflict resolution videos will be used. Discussions with students will follow on proper behavior.

Students will receive training in what bullying is, how to react to a bully and what to do when others are being bullied.

All Students watch videos and all teachers hold classroom discussions after watching videos

Teachers to develop Student Expectation Mini-Lesson Plans

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HENRY P. FIELER ELEMENTARY SCHOOL

PROFESSIONAL DEVELOPMENT

PROGRAM

2006-2009

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FORM A

INDIANA DEPARTMENT OF EDUCATION

PROFESSIONAL DEVELOPMENT PROGRAM

DUE DATE: 30 JUNE 2008

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

Debbie Argenta Name (typed) Committee responsible for this plan.

Name Group you are Representing:

Signature Date

Lisa Patrick Principal

Tracy Hadt

2nd Grade Teacher

Christine Frazer

Reading Teacher

Amy Burkhart Kindergarten Teacher

Ann Longacre

2nd Grade Teacher

Christine Kerr

2nd Grade Teacher

Rah McMahon

3rd Grade Teacher

Anne Swets

Special Education Teacher

Kathy Sapyta

1st Grade Teacher

Tanya Pitts

Parent

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Narratives: Please do not use less than a ten-point font. Make your answers concise as possible and no longer than one page. 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. Many grade levels are doing this currently, but ideally this process will be occurring at every level on a regular basis. The master schedule for next year will be an important factor in making this a reality.

From these collaborative sessions, teachers will take information that will then be used to

improve instruction on a daily basis. They will become more familiar with state standards and

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incorporate them 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.

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 language arts and math state standards will improve.

GOAL # 2 Staff will participate in Cultural Competency training, based on the

research of Ruby Payne. This will improve student achievement as staff learns more about how to help children from diverse backgrounds.

GOAL # 3 We will decrease the number of disciplinary referrals to the principal by 1/3

each year.

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

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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* Please answer these questions for each school goal from your SIP that your

Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal # 1 & 2 Statement of School Goal:

The percentage of students mastering language arts and math state standards will increase over the next 3 years. I. Summary of data and evidence upon which this goal was based.

♦ ♦ Grade 3-5 ISTEP+ ♦ ♦ NWEA-MAP in the spring from Grades 2-4 ♦ Scott-Foresman Reading Series Writing and Grammar Assessments ♦ ♦ Individual Reading Inventories ♦ ♦ Writing Rubric Instruction and Assessment ♦ Gates-MacGinite Reading Tests for Grades 1-4 ♦ ♦ Percentage of students mastering 50-in-a-Minute Math Facts

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

Professional Development Program?

♦ ♦ Teachers will integrate the Indiana Academic Standards into their instruction.

♦ ♦ Teachers will participate in 6 + 1 Writing Training ♦ ♦ Teachers will create assessments that are aligned to the standards ♦ ♦ Teachers will use technology to record and disaggregate data ♦ ♦ Teachers will learn about best practices in education through research,

observation and attendance at workshops and will synthesize this knowledge into their instruction. Teaches will use a Balanced Literacy approach to teach language arts in their classroom.

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

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


Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.)

Professional Development Goal # 2 Statement of Goal: Staff will participate in Cultural Competency training, based on the research of Ruby Payne. This will improve student achievement as we learn more about helping children from diverse backgrounds. I. Summary of data and evidence upon which this goal was based.

♦ 50% of our students are on free or reduced lunch ♦ 60% of our students are African American ♦ As our population at our school has gradually changed over the last several years,

our test scores have decreased. II. What new knowledge, skills and attitudes toward learning will result from your


♦ ♦ 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.



♦ ♦ 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


Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.)

School Goal # 3 Statement of School Goal:

To promote a safe and disciplined learning environment by: ♦ ♦ Decreasing the number of disciplinary referrals to the principal by 1/3

over the next 3 years. I. Summary of data and evidence upon which this goal was based.

♦ ♦ Disciplinary referrals to the principal II. What new knowledge, skills and attitudes toward learning will result from your


♦ ♦ Parents, and staff will learn tools and strategies for better dealing with disruptive behaviors and how to diffuse volatile behavior situations.

♦ ♦ Staff will learn how to create school-wide expectations for behavior and how to train the students to follow these expectations.

♦ ♦ Parents and staff will work together to create consistent expectations for behavior in school and at home.

♦ Targeted and Tertiary Interventions will be implemented with students who need additional support in their behavior.

♦ ♦ These endeavors will help all students attain more success in school through less upheavals and distractions throughout the day.



♦ ♦ 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

$5006.07 Professional Development

None $0.00

Total each “Amount” column

$0.00

Amount Allocated to Professional Development

$0.00

$5006.07

$5006.07

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ACTION PLAN School Goal # 1(from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) The percentage of students mastering language arts and math state standards will increase over the next 3 years. (Optional) Research upon which your professional development approach was formulated (Optional) Activity* Intended

Audience (Stakeholders)

Person Responsible

Collaborative Partners Needed

Time Line (Include completion date)

Resources (People, materials, time)

Need Have

Balanced Literacy Training

All teachers Teacher Trainer All teachers

All staff Throughout the school year

Training expenses for the trainer,and professional materials

$600

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

All teachers All teachers All staff Throughout the school year

Resource materials for teachers

$1200

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

All teachers All teachers All staff Throughout the school year, and on April 23rd

Teachers who are presenting materials in April may need planning time and materials may need to be purchased

$500

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ACTION PLAN School Goal # 2(from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) (Optional) Staff will participate in Cultural Competency training, based on the research of Ruby Payne. This will improve student achievement as we learn more about helping children from diverse backgrounds. Research upon which your professional development approach was formulated (Optional) Activity* Intended


Person Responsible




Need Have

Ruby Payne modules training

All teachers Teacher Trainer All staff Completion of formal training during 06-07 school year

Stipends for planning for the teacher trainers and materials

None needed

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

All teachers All teachers All staff Throughout the school year

Common planning time will be used

None needed

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ACTION PLAN School Goal # 3(from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) Decrease the number of discipline referrals to the principal, over the next 3 years. (Optional) Research upon which your professional development approach was formulated (Optional) Activity* Intended


Person Responsible




Need Have

PBIS Training All Teachers A team of teachers who will receive training in Tier 2 and Tier 3 interventions

All Staff and Parents

During the school year

Cost of speaker, materials and cost for substitutes

$2206.07

Bullying Prevention Program will be presented to students

Recess Aides, Behavior Aide, Social Worker and Teachers

Principal and Social Worker

All Staff During the school year

Videos, and materials $100

Teachers will plan PBIS implementation for the next school year

Students and Staff A Team of Teachers to improve our school’s plan.

All staff to participate in teaching students

During the school year

Collaboration time for teacher team in the summer and during the school year.

$500

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STATUTES AND RULES TO BE WAIVED

(None)

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THREE YEAR

TIMELINE

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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 2008-2009 STUDENT RELEASE FOR PROGRAM AND PROFESSIONAL DEVELOPMENT FOR HENRY P. FIELER ELEMENTARY SCHOOL

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

September 10th, 2008

Textbook Training – Rigby and MacMillan Staff will receive training from textbook company trainers, and participate in collaborative sessions with each grade level.

Handouts and Materials for teachers

EVALUATION FORMS

November 18th, 2008

“Being a Writer” Training Staff will receive training from the representative from Being a Writer

Handouts and materials for teachers

EVALUATION FORMS

February 2nd, 2009

Best Practices in Math – SSP – Think, Solve, Explain Staff will participate in collaborative sessions on Think, Solve, Explain, SSP, and share other best practices in mathematics instruction


EVALUATION FORMS

March 3rd 2009

Balanced Literacy Training Staff will receive introductory training in Balanced Literacy from school or district trainers


EVALUATION FORMS

April 23rd, 2009

Balanced Literacy Training Staff will receive follow-up training in Balanced Literacy from school or district trainers


EVALUATION FORMS

May 8th, 2009

Alignment and improvement in instruction at each grade level and improving parent communication and support. Finalization of PL221 Plan and setting grade level plans and strategies for the next school year

Teachers will collaborate and plan for the upcoming school year.

Revision of SSP Calendars if needed

Copies of PL221 plan Classroom assessments data Remediation/Enrichment

Plans

EVALUATION FORMS

henry p. fieler elementary school

Documents