Unified Comprehensive Needs Assessment and School Improvement Plan

School Name West Side Middle School

Local Education Agency Name Elkhart Community Schools

School Year 2019 -2020

Note: This Comprehensive Needs Assessment and School Improvement Plan must be available to and accessible for the public.

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Comprehensive Needs Assessment Template Phases

I. Establish a Comprehensive Needs Assessment planning team

II. Develop a vision of excellence

III. Create a school profile

IV. Identify focus areas

V. Collect additional data on focus areas

VI. Analyze data to determine key findings and root causes

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 I. Establish a Comprehensive Needs Assessment planning team

CNA Planning Team Members

Note: Add or subtract rows as needed.

Name Stakeholder Group(s) Role(s)

Kristie Stutsman School Principal

Sarah Smith School Assistant Principal

Grant Choler School Math Dept Co-Chair

Lisa Graves School LA Dept Co-Chair

Clare Palenchar School LA Dept Co-Chair

Chad O’Brien School Special Education Dept. Chair / LA Teacher

Natalie Schultz School Social Studies Co-Dept Chair

Mark Schroeder School Science Dept Chair

Stephanie Rappatta School Music Dept Chair

Matthew Walker School PE/Health Dept Chair

Heather Hall School Art Dept Chair

Brenda Cruz School ELL Teacher

Brittany Choler School Social Studies Co-Dept Chair

Shannon Lovely School Math Co-Dept Chair

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Note: Use the tables below to name the topics that committees will study to support the CNA process as well as the members of these committees, modifying the tables as needed. Note: TSI identified schools must include a domain of study specific to each subgroup identified as low performing.

Committee’s Domain of Study: Special Education

Name Stakeholder Group(s) Role(s)

Deb Gilles School Spec Ed Dept Chair

Shannon Lovely School Math Teacher

Lisa Goudarzi School Special Education

NIna Jaebker School Counselor

Heather Kidder School Science Teacher

Cami Berkey School College & Career Teacher

Chad O’Brien School Special Education

Crystal Davis School Health Teacher

Charlette Hawkins School Special Education Teacher

II. Develop a vision of excellence

Vision of Excellence

Vision of Excellence The vision of West Side Middle School is to be a learning community where collaboration assures the academic and social emotional success of all. Our vision is accomplished by providing a safe, collaborative environment for ALL to develop the skills to be lifelong learners. Through our mission, students develop the twenty-first century skills required to be respectful, contributing members of society. In addition through collaborative, inquiry based curriculum students develop into creative problem solvers. All of which prepares students with the academic and social emotional skills necessary for successful pursuit of their career pathway.

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All West Side staff build strong relationships with students to help them develop the academic and social emotional skills to be successful lifelong learners. These relationships are built upon strong, informed instruction in a supportive classroom, where developing the whole child is important. All staff meet regularly to gather, analyze, and utilize many forms of data to develop effective instructional strategies to meet the needs of all students. Extended day activities, guided by a caring staff, support the vision and mission of West Side. Project based learning (PBL) is at the heart of the West Side curriculum. Through our continued journey with our PBL initiative, we are developing community partnerships to assist our students with the exploration of career pathways. With the assistance of Horizon Education Alliance, West Side teachers are working with representatives from Thor and Heartland to bring real world experiences to our students. We also have a long standing community partnership with 5 STAR. They have supported a strong after school program and have provided mentors for our students. West Side staff members have made a commitment to provide students with many community service projects. These projects have connected our students with Elkhart’s first responders, the Elkhart Humane Society, and neighboring elementary schools. In addition, our annual Veterans Day program has many long established community connections. Additional programs such as Career Day, Manufacturing Day and Career Quest provide our students the opportunity to make community connections. Professional learning communities (PLC) continue to be the measuring stick for our schoolwide programs. Our initiatives are developed based on data that is collected, analyzed and used to develop strategies. Formative assessment data drives our schoolwide literacy initiative. Our discipline data helps to form our schoolwide expectations through our Positive Behavior Initiatives and Supports (PBIS). Data collected from our class meetings along with PRIDE scores helps to develop our character education and Olweus initiatives. The first measure of our academic success is our students’ performance on the statewide assessment, ILearn. To assist staff in supporting student success on the ILearn test we also use several other measures of student performance. NWEA is used to assist teachers with student skill development and is a good measure of student growth. Standards based common formative assessments are used to inform teachers about instruction.

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❖ Measures for Success

What we say in our mission

Sources of data and evidence

Safe, Collaborative Environment ● Discipline Data ● Student Survey ● Parent Survey ● Teacher Survey

Mastery of Academic Skills ● PLC Data ● PLC Agendas / Minutes ● Lesson Plans ● Standard Based / Common

Assessments

Growth in Social Emotional Skills ● Student Survey Data (Olweus, Gallup Survey)

● Home Base Class Meetings ● Parent Log ● PRIDE Scores

Career Pathways ● Naviance ● Transition Plans (Special

Education) ● Manufacturing Day / Career Quest

o Other sources of data/evidence

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III. Create a school profile

School Profile

West Side Middle School is located in Elkhart. The Elkhart community has a strong industrial base with over fifty percent of the work force involved in manufacturing. Elkhart is proud to support leading manufacturers in the recreational vehicle, marine, musical instrument, and manufactured housing industries. A few of the largest employers are THOR Industries, Forest River, Lippert Components, Elkhart General Hospital, and Elkhart Community Schools. Elkhart is a city with a population of 52,558 residents and a county population of 205,032 residents. Racial diversity is an integral part of our city with the Hispanic population of 23.5% exceeding our African American population of 14.6% (U.S. Census Department, 2017). Our city is located in north central Indiana, approximately 102 miles due east of Chicago and 130 miles north-northeast of Indianapolis while bordering the Michigan state line. West Side Middle School opened as a new facility in the fall of 1959 as a junior high school, housing grades seven, eight, and nine, with a traditional educational program. In the fall of 1983, West Side was reorganized into a middle school, housing grades seven and eight and structuring student classes around an academic block system. In the fall of 2010 – 2011, the student day was reorganized back to a semester schedule that consists of seven periods lasting 50 minutes. Students have opportunities in technology applications, health, general music, and physical education. The related arts staff provide additional experiences in art, band, choir, and orchestra. With the addition of the seven period schedule, all 7th grade students receive a semester of math problem solving and additional time in language arts. 8th grade students have the opportunity to earn high school credit in biology, physical education, math, art, and college and career readiness. The schedule that supports the curriculum is flexible to allow the staff to determine daily time requirements in the respective content areas. As of January of 2019, students have the opportunity for one to one technology. All students will be issued an Ipad for the school year. The student body represents a cross section of all socioeconomic groups. Of the 600 students enrolled in the 2018 - 2019 school year, approximately 50% of our students receive free lunch/book assistance, and 13% receive a reduced price lunch. Sixty-four percent of the student population is transported to and from school by bus. The racial demographics of the school is as follows: 1.3% Asian, 7.6% multiracial, 29.4% Hispanic, 19.5% African American, and 42.2% Caucasian. Several programs are offered to our special needs students. Within the building we offer a limited English proficiency program and honors classes. Within our special education department we offer services to our learning disabled, mildly mentally handicap, and our

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emotionally disabled students. Twelve percent of the student population participates in at least one of the special education programs that West Side offers. Special Education students are supported in the general education environment by special education teachers, paraprofessionals, and access to a resource room.

Vision

West Side Middle School will be a learning community where collaboration assures the academic success and social emotional growth of all.

Mission Statement

West Side Middle School provides a safe, collaborative environment for ALL to develop the academic and social emotional skills to be lifelong learners and explore career pathways with all stakeholders.

Core Beliefs or Core Values

Our Core Beliefs 1. All students will be challenged and motivated in order to reach their highest potential. 2. All students can learn, and teachers will differentiate in order to reach all students. 3. Teachers and students perform best in a safe, secure, and supportive environment that promotes positivity. 4. Parents and community are essential partners in the educational process of students. 5. Student assessment procedures should focus on knowledge mastered and standards met. 6. All students will be provided equitable access to educational experiences. 7. Students will develop the skills necessary to become contributing citizens in a rapidly changing and diverse society. 8. Extra-curricular activities are important compliments to a student’s school experience, secondary to academics. 9. West Side staff must be unified to accomplish our goals, current with best practices and will collaborate frequently and effectively in order to meet the needs of our students. Knowledge and Competence Upon completion of their West Side Middle School experience, students will demonstrate knowledge and competence by his/her ability to:

● Follow written or verbal directions. ● Effectively communicate in oral and written form, using grade-level Content vocabulary ● Make informed decisions based on critical thought. ● Read and comprehend a variety of text. ● Seek and use available resources to obtain information. ● Make appropriate use of technological skills.

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● Appreciate the fine arts. ● Incorporate grade-level math skills into daily life. ● Explore the continuum of career options. ● Interpret and respond to current events, both locally and globally. ●

Citizenship Upon completion of their West Side Middle School experience, students will:

● Choose a healthy lifestyle. ● Work cooperatively. ● Respond to and resolve conflicts constructively. ● Function in a culturally diverse society, and respect others for their diversity. ● Participate in community service. ● Be responsible and accountable citizens.

Student Demographics

Link to student demographic data: https://docs.google.com/spreadsheets/d/1fOfsgA6IoataRXbqxf7e_qaimv4eKSgZzPY5a7Dq3zE/edit#gid=1474888140

Staff Demographics

LInk to staff demographic data: https://docs.google.com/spreadsheets/d/1fOfsgA6IoataRXbqxf7e_qaimv4eKSgZzPY5a7Dq3zE/edit#gid=671425673

Student Behavior

Link to student discipline data: https://docs.google.com/spreadsheets/d/1fOfsgA6IoataRXbqxf7e_qaimv4eKSgZzPY5a7Dq3zE/edit#gid=163825554 Student security is a priority at West Side Middle School. During the 2014 – 2015 school year, West Side Middle School underwent a renovation to relocate the main office to make the building even more secure. The main office was moved to the front of the building where now all visitors must be buzzed in and they must go through the main office in order to enter the building. All visitors are required to produce a valid picture ID that is scanned through Raptor. Visitors must also sign-in and wear a visitor’s tag throughout their stay in the building. We want to know who is in our building and be assured that they belong here. Every student and staff member is required to wear a picture identification badge. Security cameras are located throughout the building to monitor movement throughout the day. After hours, a motion detector system monitors the doors and movement in the building as well as smoke. The

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security system is monitored by Shoff Security Service, a professional security company. Drills are practiced on a regular basis for fire, storms,and emergency lockdowns. Throughout the day, teachers stand in the hallway during passing periods to monitor hallway behavior. Teachers are assigned to before and after school supervision duties. To support the safety of our students and staff during class time, each classroom is equipped with a telephone and intercom to the office. All school entrance doors are locked as well as all classroom doors during the school day. When out of the classroom, students are required to carry a hall pass or signed passport indicating destination and time. Sign-out sheets are used in each classroom to monitor student movement outside of the classroom. Our school community works toward educating our students to be considerate citizens. Kindness and safety are promoted through the school year. Students participate in activities such as: “Kindness Month”, National “Mix it up” day, and other activities the student leadership team develops. The office staff (two guidance counselors, a social worker, a nurse, an assistant principal, and principal) devotes countless hours in preventative assistance to students. Group mediation is provided by the social worker and counselors. Community members mentor through the CARES program, meeting with students on a weekly basis. We have 40+ students that participate in Five Star an after school program that gives kids a safe place to go. The program promotes self-esteem, team-building, and developing positive relationships. West Side Middle School received funding from the 21st Century Community Learning Center grant and we offer several after school club activities throughout the school year. In addition to clubs, the program includes academic support for students. Our safe school committee is the Positive Behavior Initiatives and Supports (PBIS) team. This team consists of the assistant principal, social worker, school counselor, teachers and paraprofessionals. This team meets monthly to talk about areas of concern and ways to promote a safe, positive school environment by viewing school discipline data. We also have a Tough Times team that is chaired by our school social worker. The team members include the administration, school nurse, counselors, secretaries and teacher representatives. This team assembles to address issues in times of crises. All bullying situations are taken seriously at West Side Middle School. Bullying is defined as “when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending him or herself”. The Positive Behavior Support team has been trained in the Olweus Bully Prevention and continues to provide professional development for the staff. The program is both proactive and reactive, intertwining with our positive behavior initiative. We have weekly classroom meeting time devoted to topics related to bullying, such as: how to help those who are bullied, strategies to avoid being bullied, how to avoid being a bully, and how to involve parents and community members in bully prevention. Staff is trained to prevent and react to bullying incidents both on-the-spot and in follow-up sessions. Students are taught how to prevent bullying and to get help when someone is bullied. This program helps to improve school safety and reduce student anxiety,

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encouraging better attendance and improving focus on academics. Along with our Olweus program, West Side Middle School also participates in our work ethic certification program, PRIDE (Persistence, Respectfulness, Initiative, Dependability, Efficiency). This program helps students build the 21st century skills required with their career pathway.

Student Academic Outcomes

Link to student academic outcome data: https://drive.google.com/drive/folders/1Skvvj45tlKTeolOswxwiEasBnkyLRVbS

Summary of Current School Improvement Strategies

During the 2011-12 school year, West Side Middle School began full implementation of the 8-Step Process for School Improvement. Language arts and math departments collaborated with the other two middle schools in Elkhart Community Schools to develop instructional calendars and window assessments. Thirty minutes of academic success intervention time is added to the day every Tuesday – Friday. All teachers meet monthly for learning log meetings, during this time curricular discussions take place across all disciplines related to the math and language arts standards. All staff participated once each month in professional development activities connected with the math and language arts intervention activities for academic success. During the 2019 – 2020 school year West Side Middle School staff continued to utilize the 8-Step Process for School Improvement. In addition to full implementation of the 8-Step Process for School Improvement, the plan was monitored at quarterly checkpoints by the SIP team. The team monitors adherence to the fidelity of implementation of the strategies in the plan and monitors and analyzes student data. Based on data from MAP, window assessments, building writing prompts and building-wide discipline, adjustments are made to the school improvement plan. Benchmark data is shared with staff at staff meetings, department meetings, and PLC meetings. This then allows them the opportunity to make appropriate instructional decisions aligned with the benchmark data. The plan is reviewed and revised each spring with parent and staff input to ensure that the local, state and federal guidelines are met and that the plan meets the evolving needs of the students in our school. Aligning with the 8-Step Process for School Improvement, the West Side staff has embraced the implementation of Professional Learning Communities. Our work as PLC’s has allowed us to focus on learning for all with laser like focus on essential standards, developing units of instruction and assessments that allow us to emphasize academic growth in all of our students.

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In addition, all teachers use the best practice of “Building Academic Vocabulary”. Interactive word walls are present in all classrooms. This practice is especially effective for our special education students, English language learners and our students from economically deprived environments. Student writing is the assessment tool used to determine the effectiveness of the work with academic vocabulary and mastery of content curriculum. Through the PLC process teachers utilize the writing data to make adjustments in instruction and to provide student interventions. West Side also provides after school club opportunities for our students. Each after school club provides time for students to complete homework and to receive extra assistance with their schoolwork. Teachers make frequent contact home to parents of students who are in need of the extra learning time and have them engage their student in the after school opportunities.

Summary of Core Curricula

West Side Middle School is structured around a standards based curriculum. Each department has identified and unwrapped power standards and developed curriculum maps. Each department works as a professional learning community designing instructional units that are standard based and data driven. Performance-based assessments are used to determine mastery. Teachers can locate the district curriculum guides on the district web page. Copies of the Indiana State Standards are available on the district and the Indiana Department of Education web sites

Summary of Formative and Summative Assessments

North West Evaluation Association (NWEA) A component of NWEA is the Measure of Academic Progress (MAP) Test. We will be using MAP Assessments to help teachers make informed decisions and target their instruction to specific student academic needs. Some of the assessments will also be used to as formative assessments aligned with instruction to identify student mastery of state standards. NWEA also is an instructional tool aligned with the state standards. Teachers will be able to use NWEA to develop individual assignments through Skills Navigator for students to close achievement gaps, to guide instruction, and to support students with diverse needs-- on, above, or below grade level. Indiana Learning Evaluation Assessment Readiness Network (ILEARN) ILEARN is a summative assessment for Indiana students aligned with state standards for students in grades 3 through 10. It is used as the basis for determining academic accountability and success of our students and staff. District Writing Rubric

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All content area teachers will be using a monthly writing assessment with each of their students. Student writing will be scored with a district writing rubric. Student data will be entered and disaggregated by teacher, department and school. 8 Step Process for School Improvement Assessments In the 2011 – 2012 school year, West Side began implementing the 8 Step Process for School Improvement. This process involves utilizing instructional calendars aligned with state standards in both math and language arts. At the end of each four week window, students are given an assessment on the standards which were taught during that window. Following the assessment, students are provided 30 minutes of daily targeted re-teaching, maintenance, or enrichment aligned with math and language arts standards as determined by student performance on the window assessment. English Language Development Standards (WIDA Access) The No Child Left Behind Act of 2001, Title III requires that schools identify limited English proficient students, assess their progress in English language proficiency, and provide eligible students with services to increase their English proficiency and their academic achievement. The purpose of the Access assessment is to determine a student’s current level of proficiency. The students are tested in four areas: listening, reading, speaking and writing. With this assessment data teachers are able to deliver the best instruction for these students. The assessment also assists with setting goals for student’s aligned with state standards and assessments.

Summary of Academic Intervention and Enrichment Programs

Language Arts Double Periods Students that have not passed the language arts ILearn test will receive an additional class period of language arts instruction. The extra time allows classroom teachers to individualize their instruction and spend more time with each student. This differentiation has helped greatly to increase student achievement. READ 180 In order to address the needs of our ESL and special education students, we have implemented the READ 180 reading intervention program. READ 180 is a comprehensive program that combines researched-based reading practices with the effective use of technology and differentiated instruction to help students achieve reading success. Students involved in the READ 180 program are allotted a two hour time period during their day for reading development. Success Period Each student at West Side Middle School is assigned to a 27 minute success period each day. Each student will participate in two success periods this school year, Homebase Success and

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Academic Success. The purpose of Homebase Success period is for students to have the opportunity to connect with an adult in the building who will monitor their academic and behavioral progress at school, teachers’ conference with students as they track their progress. Success period is a time where students can receive additional assistance from teachers. We also use Homebase Success for our Olweus Bully Prevention Class meetings. Academic Success will be used for our 8 step interventions. After School Club Activities As part of our 21st Century Community Learning Center grant, our students have the opportunity to participate in after school club activities. Each club activity has a homework help component connected with the club.

List of Other Programs for Students (Schoolwide or Targeted to Specific Groups of Students)

● After school clubs ● Boys & Girls Club ● Five Star ● Athletics ● Creative Dramatics ● High Ability courses ● Reaching Higher ● LEAP Program (Manufacturing Partnership)

Summary of Teacher and Staff Recruitment, Selection, Induction, and Retention Strategies

The Elkhart Community Schools Personnel Department does the initial recruiting and screening of potential teachers. They participate in job fairs and recruit on college campuses. The district is committed to recruiting the most highly qualified staff in all areas. Personnel use the Venture Interview Process as part of the hiring procedure. Elkhart is committed to diversity and equal opportunity in hiring practices. New teachers are assigned a certified mentor through the personnel department. This mentor is a master teacher who has been trained in the mentoring program. New teachers are also supported through the data team process where they collaborate with experienced teachers to analyze student data and to choose appropriate effective teaching strategies. This collaboration has proven to be an effective support system for our new teachers.

Summary of Teacher and Staff Professional Learning Opportunities

● The mentor program ● College fairs

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● Week long training Teachers have daily common prep time, PLCs meet on Mondays to collaborate, through the district and building level, teachers have opportunities to attend workshops and conferences focused on literacy, curriculum, and PLCs. In addition, teachers also attend Music conferences, high ability, grading and assessment. District-wide collaboration along with second semester secondary PD. Tech integration Elkhart Professional Development (district-wide PD opportunities), Professional Development Center Trauma Informed Teaching Practices PD, Book club

Summary of Teacher and Staff Coaching and Evaluation Model

Danielson rubric on SFS Staff development

Summary of Key Family and Community Engagement Strategies

West Side Middle school offers the following communication and/or community outreach opportunities: Facebook updates, Reaching Higher, 5 Star, Lifeline Community Center, performances, athletic events, parent teacher conferences, Back to School Night, 21st Century Scholars sign-up night.

List of Community Partnerships

Five Star Life, Lifeline, Horizon Education Alliance (Reading Higher), Lions Club, Boiling Center Thor, NIVA

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 IV. Identify focus areas Note: Any TSI-identified subgroups must be included as a focus area. While TSI schools may choose to identify additional focus areas, they are only required to address the focus areas aligned to their identified subgroups.

Identification of Focus Areas for Additional Data Collection and Analysis by Comparing the School’s Vision of Excellence and the School Profile

Note: Adjust the table as needed.

Description of the Gaps Identified between the Vision of Excellence and School Profile

VISION OF EXCELLENCE SCHOOL DATA / GAPS

Special Education Students

Academic Excellence for All

● Data from all of our sources show that students with disabilities consistently score lower than general education students on both ELA and Math. The 17-18 ISTEP (2.5%) passing rates significantly decreased from the 16-17 (14%) school year.

● Two SPED students passed both

ELA and Math ISTEP during the ‘17-’18 school year (2.5%). Five (6.6%) SPED students passed the ELA ISTEP and Six (7.8%) SPED students passed the Math ISTEP during the 2017-18 school year.

● 49 SPED students (64.47%) showed Standard or High Growth on the ELA portion of the 17-18 ISTEP. 51 SPED students (66.23%) showed Standard or High Growth on the Math portion of the 17-18 ISTEP

● 43.5% of SPED students met or

exceeded their Projected RIT score on the Mathematics portion of NWEA from Spring 17-18. 42.4% of SPED students met or exceeded their Projected RIT score on the

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Reading portion of NWEA from Spring 17-18.

Social and emotional learning

● Student discipline data continues to show disproportionality in both referrals and suspensions for our special education students.

● West Side BIT and GEI teams meet regularly. Information is not shared consistently with other staff.

● Class meetings occur on a regular basis in home base success but effectiveness is not monitored

● Staff needs training on Trauma Informed Care and Restorative practices.

● Staff needs additional support and training on how to assist students with ADHD.

● West Side Gallup Poll Results: https://msnpro1.gallup.com//report-generator/GSP/1.3/En-US?districtId=229403046&schoolId=229403048&cohortId=231774178

● Gallup survey given to 7th and 8th

grade students regarding student engagement reveal students scored lowest in response to “At this school, I get to do what I do best every day.” and “I have fun at school.” Teachers will need to continue to use the PLC process to develop engaging units of learning.

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Student Engagement

● West Side Gallup Poll Results: https://msnpro1.gallup.com//report-generator/GSP/1.3/En-US?districtId=229403046&schoolId=229403048&cohortId=231774178

● Gallup survey given to 7th and 8th

grade students regarding student engagement reveal students scored lowest in response to “At this school, I get to do what I do best every day.” and “I have fun at school.” Teachers will need to continue to use the PLC process to develop engaging units of learning.

● It would be beneficial to be able to disaggregate the data in this report.

Providing a safe and orderly environment

● Discipline data reveals that the top reasons students are being referred to the office are disrespect, insubordination and inappropriate behavior. Discipline notebooks are used to assist teachers with managing classroom level infractions.

● Data reveals that the location for the highest number of referrals is in the classroom.

● Staff will participate in trauma informed care training to address classroom concerns.

● Staff lacks knowledge and training on restorative practices.

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 Description of Focus Area 1

Special Education Students: Multiple assessments reveal that our special education students are our lowest group academically in both math and language arts achievement. This is a trend that has been present for several years. In order to try and drill down further in the data, we looked at past testing data by disabilities to determine sub focus groups. In addition, when looking at individual students only two students passed math and one student had passed the language arts. The diversity of our focus group was key as we discussed possible problems and solutions to helping the other sub groups grow throughout the year.

Description of Focus Area 2

Description of Focus Area 3

Description of Focus Area 4

V. Collect additional data on focus areas

Additional Data Sources Collected

Note: Adjust the table as needed, adding or subtracting rows based on the number of focus areas identified during the previous phase of the CNA process and the specific stakeholder groups that feedback was collected from.

Additional Data Collected for Focus Area 1

Description of additional data collected for focus area 1: We continue to look at NWEA data along with data from our language arts and math window assessments.

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Provide links to the additional data and/or key takeaways from data collected for this focus area: 2017-2018 ISTEP Data

Additional Data Collected for Focus Area 2

Additional Data Collected for Focus Area 3

Summary of Stakeholder Feedback Data

Stakeholder group Method(s) used to collect feedback

Number of stakeholders Who provided feedback

Links to data reports and/or summaries of key takeaways

Example: Family members

Example: Survey, focus group

Example: 54 via survey, 8 via focus group

Example: Embedded link to a report provided by the family survey vendor

Students Gallup Poll 550 Students https://msnpro1.gallup.com//report-generator/GSP/1.3/En-US?districtId=229403046&schoolId=229403048&cohortId=231774178

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 Analyze data to determine key findings and root causes Note: The focus areas outlined below should address (1) student achievement in relation to rigorous state academic standards and (2) the needs of those children who are failing or are at-risk of failing to meet the rigorous state academic standards.

   Data Analysis, Key Findings, and Root Causes

Note: Adjust the table as needed.

Focus Area 1

Conclusions from data quality check for Focus Area 1: ● Desired additional data sources to take into account for next year

○ NWEA scores for Reading and Math ○ Lexile ranges or scores as identified by NWEA ○ WIndow Test scores ○ Window Re-test scores ○ Writing data

Updated description of Focus Area 1 (based on additional data collected during phase four of the CNA process): Data from all of our sources show that students with disabilities consistently score lower that general education students on both ELA and Math. The 17-18 ISTEP (2.5%) passing rates significantly decreased from the 16-17 (14%) school year. Suggested Strategies: Math Skills class, Language Arts Skills Class, strategic scheduling plan for special education students, continued collaboration and PLC time with LA and Math departments, self contained grade level math and language arts classes, support students in general education classes, continued use of best practices for students

Description of key findings for Focus Area 1 (strength or area for growth)

Summary of supporting data for key findings from Focus Area 1

Root causes for key findings from Focus Area 1

Maybe grouping student together along with other students that may need for

● Interventions are occurring for students

● Scheduling (not able to support in gen. Ed. based on staffing)

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personal attention which would give several positive outcomes.

● More efficient use of para’s

● Modify the curriculum to better fit the students in the classroom.

● Would increase better classroom management.

● Two SPED students passed both ELA and Math ISTEP during the ‘17-’18 school year (2.5%). Five (6.6%) SPED students passed the ELA ISTEP and Six (7.8%) SPED students passed the Math ISTEP during the 2017-18 school year.

● 49 SPED students (64.47%) showed Standard or High Growth on the ELA portion of the 17-18 ISTEP. 51 SPED students (66.23%) showed Standard or High Growth on the Math portion of the 17-18 ISTEP

● 43.5% of SPED students met or exceeded their Projected RIT score on the Mathematics portion of NWEA from

not meeting standards.

● Growth scores for students with disabilities are declining.

● State test scores are low and declining for students with disabilities.

● Growth is seen for students with disabilities on NWEA (spring to spring)

● Increase in graduation waivers for SPED students in Elkhart Community Schools.

● Proficiency on tested standards (Window Tests) is lower for students with disabilities

● Resource Room- lack of communication of academic expectations

● Success time buy in is unsuccessful

● Class buy-in (8th grade- classes with credits vs. not, kids worry more about the ones worth credits which aren't the ones being tested)

● Pacing of some classes and curriculum- breadth vs. depth

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Spring 17-18. 42.4% of SPED students met or exceeded their Projected RIT score on the Reading portion of NWEA from Spring 17-18.

   Focus Area 2

Description of key findings for Focus Area 2 (strength or area for growth)

Summary of supporting data for key findings from Focus Area 2

Root causes for key findings from Focus Area 2

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School Improvement Plan Template

Note: If you are planning to use this School Improvement Plan template to ensure you are fulfilling all of the school improvement planning requirements in Indiana Code, but are not completing the Comprehensive Needs Assessment (CNA) portion of this template, you must complete a School Profile (CNA Phase 3) to ensure all requirements are met. Please use this link to access a template for the School Profile. Phases

I. Form a School Improvement Plan development team

II. Review focus areas, key findings, and root causes

III. Describe the school’s core components to identify opportunities to address focus areas

IV. Select evidence-based interventions that address the school’s focus areas

V. Design a professional development plan VI. Develop a roadmap to guide implementation of the school improvement plan

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 I. Form a School Improvement Plan development team

SIP Development Team Members

Note: Add or subtract rows as needed.

Name Stakeholder Group(s) Role(s)

Kristie Stutsman School Principal

Sarah Smith School Assistant Principal

Grant Choler School Math Dept Chair

Lisa Graves School LA Dept Chair

Clare Palenchar School LA Dept Chair

Chad O’Brien School Special Education Dept. Chair / LA Teacher

Natalie Schultz School Social Studies Co-Dept Chair

Mark Schroeder School Science Dept Chair

Stephanie Rappatta School Music Dept Chair

Matthew Walker School PE/Health Dept Chair

Heather Hall School Art Dept Chair

Brenda Cruz School ELL Teacher

Brittany Choler School Social Studies Co-Dept Chair

Shannon Lovely School Math Co-Dept Chair

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Note: Use the tables below to name the topics that committees will focus on to support the process of developing a SIP as well as the members of these committees, modifying the tables as needed. Note: TSI identified schools must include a domain of study specific to each subgroup identified as low performing.

Committee’s Focus: Special Education

Name Stakeholder Group(s) Role(s)

Deb Gilles School Spec Ed Dept Chair

Shannon Lovely School Math Teacher

Lisa Goudarzi School Special Education

NIna Jaebker School Counselor

Heather Kidder School Science Teacher

Cami Berkey School College & Career Teacher

Chad O’Brien School Special Education

Crystal Davis School Health Teacher

Charlette Hawkins School Special Education Teacher

Committee’s Focus:

Name Stakeholder Group(s) Role(s)

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 II. Review focus areas, key findings, and root causes If you did not complete the Comprehensive Needs Assessment (CNA) template, you will need to identify focus areas to guide your work in this and subsequent phases of the School Improvement Planning process. See CNA Phase 6 for resources that can help you identify these focus areas. If you did complete the Comprehensive Needs Assessment (CNA) template, to guide the presentation and discussion in this SIP phase, please use the text from Phase 6 of the CNA to complete all but the greyed cells below. The greyed cells should be completed after the presentation, based on questions and ideas raised during the SIP development team’s discussion.

Review of Focus Area 1

Description of Focus Area 1: (Click https://docs.google.com/document/d/178kZyUl2YciooaE8jGm2z4retj-pDPagwTAsM6E5mv8/edit#bookmark=id.mdbl0z4wf937 to return to the description of Focus Area 1 from the CNA)

Modified Description of Focus Area 1: Special Education Students: Multiple assessments reveal that our special education students are our lowest group academically in both math and language arts achievement. This is a trend that has been present for several years. In order to try and drill down further in the data, we looked at past testing data by disabilities to determine sub focus groups. In addition, when looking at individual students only two students passed math and one student had passed the language arts. The diversity of our focus group was key as we discussed possible problems and solutions to helping the other sub groups grow throughout the year. We will begin with the data attached to drill into our special education subgroups. Focus group will investigate best practices aligned with subgroup data. https://docs.google.com/spreadsheets/d/1Q5pKUe9x2AKZ8WZQ8bAaN2H9OsEQK8X0bhEyTJ2WL2A/edit#gid=0 https://drive.google.com/drive/folders/1qBR7GpAPcSqYW9tplpN4ftQSTp4oHI_y

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Description of key findings for Focus Area 1 (strength or area for growth)

Root causes for key findings from Focus Area 1

(Click here to return to the description of key findings for Focus Area 1 from the CNA)

(Click here to return to the root causes for Focus Area 1’s key findings from the CNA)

Modified description of key findings for Focus Area 1 based on the SIP development team’s discussion

Modified root causes for key findings based on the SIP development team’s discussion

Conclusions from data quality check for Focus Area 1:

● Desired additional data sources to take into account for next year

○ NWEA scores for Reading and Math

○ Lexile ranges or scores as identified by NWEA

○ WIndow Test scores ○ Window Re-test

scores ○ Writing data

● Scheduling (not able to support in gen. Ed.

based on staffing) ● Resource Room- lack of communication of

academic expectations ● Success time buy in is unsuccessful ● Class buy-in (8th grade- classes with credits vs.

not, kids worry more about the ones worth credits which aren't the ones being tested)

● Pacing of some classes and curriculum- breadth vs. depth

Review of Focus Area 2

Description of Focus Area 2:

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(Click here to return to the description of Focus Area 2 from the CNA)

Modified Description of Focus Area 2:

Description of key findings for Focus Area 2 (strength or area for growth)

Root causes for key findings from Focus Area 2

(Click here to return to the description of key findings for Focus Area 2 from the CNA)

(Click here to return to the root causes for Focus Area 2’s key findings from the CNA)

Modified description of key findings for Focus Area 2 based on the SIP development team’s discussion

Modified root causes for key findings based on the SIP development team’s discussion

Review of Focus Area 3

Description of Focus Area 3:

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(Click here to return to the description of Focus Area 3 from the CNA)

Modified Description of Focus Area 3:

Description of key findings for Focus Area 3 (strength or area for growth)

Root causes for key findings from Focus Area 3

(Click here to return to the description of key findings for Focus Area 3 from the CNA)

(Click here to return to the root causes for Focus Area 3’s key findings from the CNA)

Modified description of key findings for Focus Area 3 based on the SIP development team’s discussion

Modified root causes for key findings based on the SIP development team’s discussion

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 III. Describe the school’s core components to identify opportunities to address focus areas

Note: In the tables below, the SIP development team will describe many of the school’s core elements, such as curriculum and assessment. After describing each core element, the SIP development team is encouraged to reflect on the extent to which the school’s approach to this core element will help it address a key finding or contributing factor from one or more of its focus areas. It is possible that a core element may not be applicable to each focus area. In these cases, the SIP development team is encouraged to write “not applicable” in the cell, but only after careful reflection.

Description of Core Component: Safe Learning Environment

1. How will the school maintain a safe and disciplined learning environment for students and teachers?

2. How will the school ensure clear expectations are communicated to students? 3. How will the school create an environment in which there is genuine respect for

students and a belief in their capability? 4. How will the school utilize a multi-pronged approach including early intervention and

positive behavior support to create a safe learning environment?

Student security is a priority at West Side Middle School. During the 2014 – 2015 school year, West Side Middle School underwent a renovation to relocate the main office to make the building even more secure. The main office was moved to the front of the building where now all visitors must be buzzed in and they must go through the main office in order to enter the building. All visitors are required to produce a valid picture ID that is scanned through Raptor. Visitors must also sign-in and wear a visitor’s tag throughout their stay in the building. We want to know who is in our building and be assured that they belong here. Every student and staff member is required to wear a picture identification badge. Security cameras are located throughout the building to monitor movement throughout the day. After hours, a motion detector system monitors the doors and movement in the building as well as smoke. The security system is monitored by Shoff Security Service, a professional security company. Drills are practiced on a regular basis for fire, storms,and emergency lockdowns. Throughout the day, teachers stand in the hallway during passing periods to monitor hallway behavior. Teachers are assigned to before and after school supervision duties. To support the safety of our students and staff during class time, each classroom is equipped with a telephone and intercom to the office. All school entrance doors are locked as well as all classroom doors during the school day. When out of the classroom, students are required to carry a hall pass or signed passport indicating destination and time. Sign-out sheets are used in each classroom to monitor student movement outside of the classroom. Our school community works toward educating our students to be considerate citizens. Kindness and safety are promoted through the school year. Students participate in activities

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such as: “Kindness Month”, National “Mix it up” day, and other activities the student leadership team develops. The office staff (two guidance counselors, a social worker, a nurse, an assistant principal, and principal) devotes countless hours in preventative assistance to students. Group mediation is provided by the social worker and counselors. Community members mentor through the CARES program, meeting with students on a weekly basis. We have 40+ students that participate in Five Star an after school program that gives kids a safe place to go. The program promotes self-esteem, team-building, and developing positive relationships. West Side Middle School received funding from the 21st Century Community Learning Center grant and will be offering several after school club activities throughout the school year. In addition to clubs, the program includes academic support for students. Our safe school committee is the Positive Behavior Initiatives and Supports (PBIS) team. This team consists of the assistant principal, social worker, school counselor, teachers and paraprofessionals. This team meets monthly to talk about areas of concern and ways to promote a safe, positive school environment by viewing school discipline data. We also have a Tough Times team that is chaired by our school social worker. The team members include the administration, school nurse, counselors, secretaries and teacher representatives. This team assembles to address issues in times of crises. All bullying situations are taken seriously at West Side Middle School. Bullying is defined as “when someone repeatedly and on purpose says or does mean or hurtful things to another person who has a hard time defending him or herself”. The Positive Behavior Support team has been trained in the Olweus Bully Prevention and continues to provide professional development for the staff. The program is both proactive and reactive, intertwining with our positive behavior initiative. We have weekly classroom meeting time devoted to topics related to bullying, such as: how to help those who are bullied, strategies to avoid being bullied, how to avoid being a bully, and how to involve parents and community members in bully prevention. Staff is trained to prevent and react to bullying incidents both on-the-spot and in follow-up sessions. Students are taught how to prevent bullying and to get help when someone is bullied. This program helps to improve school safety and reduce student anxiety, encouraging better attendance and improving focus on academics. Along with our Olweus program, West Side Middle School also participates in our work ethic certification program, PRIDE (Persistence, In addition there is a Crisis Team at West Side Middle School which includes the Principal, Assistant Principal, Special Ed Social Worker, Psychologist, Secretary and Main Custodian. The Crisis Team is called in the event of a major emergency or catastrophe. The Safety Plan will continue to be updated yearly. The principal will continue to hold yearly safety training for all staff members both certified and uncertified. Staff will continue to hold debriefing sessions with students which will serve as yearly training regarding fire, storm, and lock-out-lock down drills.

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Trauma Informed Care is a new training that has just become available to teachers within the Elkhart Community School District. A few select teachers and the principal were able to attend a few brief training sessions with the hopes that Trauma Informed Care will be available to all Eastwood staff in 2019-2020. The principal has met with and talked to the lead trainer about future training for staff. Several staff members attended Crisis Prevention Training, Stop the Bleed Training and specific training on how to handle students who have seizures.

● School safety training ● Stop the Bleed ● Drills ● TIC ● Crisis Team ● Visitor Check ● Security Cameras ● Staff Supervision ● PRIDE / PBIS/ Olweus ● CPI ● Background Checks ● Sprigeo

Gap Analysis: Safe Learning Environment

How will the school’s plan for fostering a safe learning environment also help the school address its focus areas?

In what ways does the school’s plan for fostering a safe learning environment not help the school address its focus areas?

For Focus Area 1: A safe learning environment is key to the success of all students, but especially key for students with special needs. Our Monday class meetings focus on building community within the building. Our PBIS / PRIDE initiatives help to teach the building expectations that help students to academic success.

For Focus Area 1: Teachers have very little training with strategies aligned with Trauma Informed Care. Teachers have not been trained in Restorative Justice practices. We need to develop a plan for alternatives to suspension.

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For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

Description of Core Component: Curriculum

1. Provide an overview of the school’s curriculum, including, but not limited to: ● A description of the school’s curriculum review and adoption process; ● A description of the school’s curriculum for Tier I instruction as well as a brief

rationale for using these curricular resources; ● A description of the school’s curriculum academic interventions as well as a brief

rationale for using these curricular resources; and ● A description of the culturally responsive curricular materials, if any, that the school

is using to ensure all students’ cultural differences are recognized and appreciated. Note: Please ensure there is a copy of the curriculum available for inspection by members of the public as required by 511 Indiana Administrative Code 6.2-3.

Curriculum Review, Adoption Process, Rationale for Resources and PLC Process Elkhart Community Schools utilizes the PLC Process to identify essential standards, develop Common Formative Assessments, provide interventions and enrichments for students based on standards. As part of the process, teachers identify and unwrap essential standards to identify learning targets. Standards and learning targets are written in student friendly language. Teachers develop team and individual Smart Goals aligned to school wide Smart Goals. The resources that are used to support essential standards include:

● Discovery Math ● IXL Math ● NWEA and Common Formative Assessments ● Interventions (Success and Tutorials) ● Smekens Strategies ● IXL Language Arts ● Ag Science

A more detailed description of the process and resources can be found below. As part of the PLC Process, West Side teachers in every grade level identify essential standards from the

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required Indiana Academic Standards for every quarter. Currently, West Side utilizes the district adopted materials/resources to support the essential standards that are taught. Elkhart Community Schools utilizes the PLC process to identify the essential standards, develop Common Formative Assessments (CFA), and provide Tier 1, 2 and 3 interventions. The Elkhart Community School District uses Discovery Math as the foundational math program for middle schools. The Elkhart Community School District is currently in the process of adopting a Language Arts program for implementation in the 2020 - 21 school year. West Side teachers will engage in multiple professional development opportunities beginning in the Spring of 2019 and continuing throughout the summer and into the following school year to become familiar with the Discovery math program and resources. The same opportunities will be offered to language arts teachers upon adoption of materials. Teachers have the professional freedom to select additional resources to enhance the identified core curricula. Over the last two school years, the Elkhart Community School Corporation has invested in sending a large number of teachers to PLC Training in Lincolnshire, Illinois. In addition to the PLC Conference, teachers have attended onsite trainings through Solution Tree videos, articles and books. A core group of West Side teachers have attended the PLC Conference in Lincolnshire and many teachers have attended numerous onsite trainings and district trainings connected with the PLC process. The corporation provides a wealth of resources and allows teachers the opportunity to collaborate and plan together on what resource they feel will best support essential standards. A list of identified resources can be found below for each subject area.

● Adoption process ● Identify Essential Standards - PLC process ● Smekens Training ● Academic Interventions

Academic Interventions

● As part of the PLC Process, teachers provide daily interventions based on common formative assessments, during intervention time and in classrooms.

● Map Skills NWEA Resources Culturally Responsive Materials

● As part of the district adoption process, rubrics are used to assess and review curricular resources to ensure culturally responsive material are an integral part of the curricular resources.

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Gap Analysis: Curriculum

How will the school’s curricular resources also help the school address its focus areas?

In what ways do the school’s curricular resources not help the school address its focus areas?

For Focus Area 1: Students in Special Education have access to curricular resources in general education classrooms. In some cases, curriculum is modified to support the needs of Special Education students. The PLC model for Tier 1 allows for Special Education students to be included in general education instruction. The math adoption includes differentiated instruction strategies and suggestions for students needing additional assistance.

For Focus Area 1: Lack of resources for interventions in math and language arts. Math and language arts teachers are spending extra time developing intervention resources for teachers to use during academic success. NWEA, ISTEP+, ILEARN, Window Assessment data are data sources available to support that teachers ensure high levels of learning for students; however, teachers feel there is a lack of collaboration between special education teachers and general education teachers due to time constraints to share and discuss this data. There is a lack of follow through on both the part of special education teachers and general education teachers to work together and ensure high levels of learning for special needs students, due to the reduced staffing in the special education department. Special education teachers are being stretched to address both behavioral and academic needs of students. There is so much data, teachers often lack the time and resources to go through the data and use it effectively. Language arts and math teachers depend heavily on their own developed window assessment data. Teacher would like a quality benchmark assessment to assist with benchmarking for ILEARN. NWEA data does not provide this information.

For Focus Area 2:

For Focus Area 2:

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For Focus Area 3:

For Focus Area 3:

Description of Core Component: Assessment

1. Provide an overview of the assessments that will be used in the school in addition to the statewide testing system, including, but not limited to:

● A description of the school’s interim assessments, including the frequency with which they will be administered;

● A brief rationale for using these interim assessments; ● A description of how teachers and staff will be provided ongoing professional

development to support their use of student data from these interim assessments to inform instruction;

● A description of the school’s expectations for daily and/or weekly formative assessments (e.g., exit tickets); and

● A description of how teachers and staff will be provided ongoing professional development to support their use of daily and/or weekly formative assessments to inform instruction.

Assessment Overview and Rationale

● As part of the PLC and 8 Step process, teachers are required to create ongoing common formative assessments that inform their work and planning. Language arts and math teachers are required to enter their common formative assessment data in a spreadsheet at the end of each four week instructional cycle. Common Formative Assessments are not graded; rather serve as informative data for teachers to plan for instruction and intervention.

● Teachers provide summative assessments in the form of unit tests, projects, and essays or papers at the end of each unit. Summative assessments are used to measure students’ mastery of concepts.

● NWEA Assessments are given three times per year (BOY, MOY and EOY). Teachers are encouraged to review Student Goal Setting worksheets with the students to help students set goals for Reading and Math. NWEA tests are used to measure student growth and proficiency in Reading and Math.

● All students took the ILEARN Indiana State Assessment in the spring of 2019. ● ENL students take the WIDA test once per year. ● All classroom teachers use writing assessments as part of their summative unit

exams. Each student posts their writing data for each class. Teachers and students monitor student growth in writing.

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Professional Development Plan ● All certified staff will complete the SIOP (Sheltered Instruction Observation Protocol)

https://drive.google.com/drive/folders/0ACFwysm5WslvUk9PVA

● All staff will be trained in Trauma Informed Care strategies. Training provided by Door Opener Academy Monthly Hinge Team training, supported by access to consultant via email and video conferencing.

● All certified staff will participate in Smekens Literacy training, covering reading comprehension and writing across the curriculum.

- Language Arts Teachers - Writer’s Workshop half day 9/18/19 - All core content teachers - Writing Across the Curriculum 90 minutes 12/11/19 - 2 Language Arts Teachers - “Reaching Struggling Readers” Kristina Smekens

https://drive.google.com/file/d/1fVpLOsHCQQTzRTXwSsYdTyhghmb_0hti/view

● Math teachers will participate in Discovery Math training.

https://docs.google.com/document/d/1zIm9bK87wnP83ylKVGPCaMLzz4dlHamR1TmhbB0ZcZU/edit

● Building Technology Ambassadors will provide in-service opportunities related to instructional strategies utilizing the technology that staff and students have available to them.

● Monthly grade level learning log meetings are held to provide professional

development related to math and language arts standards for all teachers. Formative Assessments

● Math and Language Arts utilize formative window assessments based on a 4 week cycle of instruction. Data is used to provide enrichment, maintenance and interventions during a daily success period.

● All content areas utilize writing assessments as a formative assessment of critical thinking skills

● Bell work is completed in all content areas ● Exit Slips ● Content specific quizzes ● Classroom discussions

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Gap Analysis: Assessment

How will the school’s assessment plan also help the school address its focus areas?

In what ways does the school’s assessment plan not help the school address its focus areas?

For Focus Area 1: Common Formative Assessments guide daily and weekly instruction in math and language arts classrooms. Teachers are constantly aware of individual students’ needs and enrichment areas. Teachers respond quickly through the PLC process to provide intervention, support and enrichment when needed. All content area teachers use writing assessment to benchmark content knowledge along with critical thinking skills. NWEA data is analyzed to provide teachers with information about student growth and proficiency. Students participate in Student Data Tracking and Goal Setting Worksheets which allow them to identify areas of strength and growth. Students take ownership in their data.

For Focus Area 1: All teachers use their writing data as formative assessment data. Not all content areas have identified essential standards. NWEA data does not necessarily reflect mastery of essential standards. Tier 1 Assessments for all students (CFA’s, Summative and Formative) are keys to making sure that instruction is planned and differentiated for all students, including Special Education students; staff needs training and support in Tier 1 which includes how to appropriately assess and intervene with special education students. There is a lack of district assessments given across grade levels.

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

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Description of Core Component: Instruction

1. What strategies will teachers and staff use to promote authentic versus compliant student engagement?

2. How will teachers and staff bridge cultural differences through effective communication?

3. What strategies will teachers and staff use to provide all students with opportunities to learn at all Depth of Knowledge levels?

4. What strategies will teachers and staff use to monitor and adjust instruction during individual lessons?

5. What strategies and systems will the school put in place to ensure teachers vary their instructional strategies?

6. How will teachers and staff vary their instructional strategies to accommodate diverse learning styles and language proficiency?

1. What strategies will teachers and staff use to promote authentic versus compliant student engagement? The Danielson Rubric is used to guide instruction with a focus on student

engagement. The PLC process contains job embedded opportunities to share and improve instructional strategies.

2. How will teachers and staff bridge cultural differences through effective communication?

● Trauma informed care strategies utilize competencies both linguistically and culturally.

● Teams focus on setting norms and collective commitments to ensure the dedication to all students.

● SIOP framework provides instructional strategies that can be used for effective communication for all students.

3. What strategies will teachers and staff use to provide all students with opportunities to

learn at all Depth of Knowledge levels?

● The Literacy Framework that is provided from the IDOE contains DOK tested levels for each standard. These levels provide guidance for teachers for planning and preparation for daily instruction.

● Using the PLC Process, teachers use Depth of Knowledge to unpack essential

standards and plan Units of Study.

● Common Formative Assessments are designed to include Depth of Knowledge skills (Example: Analyze, create, design, etc.)

● The master schedule is designed to provide flexible groupings so that students have access to many different teaching styles and experiences.

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4. What strategies will teachers and staff use to monitor and adjust instruction during

individual lessons? Progress monitoring and CFA’s are used to adjust instruction. Department meetings and PLC time are used to identify strategies that are most effective for teaching the essential standards and adjusting the instruction as needed. The Danielson model provides descriptors for teachers to adjust, monitor and reflect on the individual lessons.

5. What strategies and systems will the school put in place to ensure teachers vary their

instructional strategies? ● Formative and Summative data is reviewed frequently by students, staff and

administration. Goal setting and reflection processes help to assure the a variety of instructional strategies are present.

● PLC minutes are shared and monitored.

● Walkthroughs/Observations ● Training with consultants from Smekens Educational Resources provides teachers

with new instructional strategies connected with literacy. ● Training provided by Solution Tree assists with refining of the PLC process. ● SIOP training will provide teachers with additional strategies for building the skills of all

students. ● Lesson plan collection as part of the evaluation process

6. How will teachers and staff vary their instructional strategies to accommodate diverse learning styles and language proficiency?

● SIOP strategies ● Differentiated instruction utilizing the core curriculum ● I Can statements/Can do descriptors ● Small group/whole group ● Tiered Instruction ● Performance level descriptors

How will the school’s plan for instruction also help the school address its focus areas?

In what ways does the school’s plan for instruction not help the school address its focus areas?

For Focus Area 1: The PLC Process ensures that Special Education students will be exposed to different teachers and a variety of teaching styles.

For Focus Area 1: All staff needs support in modifying and adapting instruction to meet the needs of special education students. Additional resources are needed to assist

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The PLC Process ensures that students with Special Needs will receive additional support and intervention in their specific areas of need. Special Education students will receive instructional support in the general education setting.

with closing achievement gaps. Training and time to develop alternative forms of assessment for special education students are needed.

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

Description of Core Component: Cultural Competency

1. Provide an overview of the school’s cultural competency strategies, including, but not limited to:

● A description of the school’s methods for improving the cultural competency of the school’s teachers, administrators, staff, parents, and students;

● A description of how teachers and staff will learn about students’ cultures; ● A description of how teachers and staff will utilize resources in the students’

communities; ● A description of the school’s methods for increasing educational opportunities and

educational performance for each student subgroup; and ● A description of the areas in which additional professional development is necessary

to increase cultural competency in the school’s educational environment.

Improvement of Cultural Competency As a district, all teachers, administrators and staff are required to take a SIOP(Sheltered Instruction Observation Protocol) Canvas Course this year to learn strategies and practices to better understand and support English Language Learners. By taking the course, participants will gain an understanding of how best to support English Language Learners in the classroom and how best to serve families. West Side’s Hinge team, GEI team (General Education Intervention), and BIT (Behavior Intervention) team will participate in Trauma Informed Care training(TIC). Information from the training will be used to train all staff. Statistics show that many of our special education students have experienced some level of trauma which can affect their learning. An identified team of teachers have participated in training from the district with regards to

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Restorative Practices. The goal is to set aside professional development time to support teachers in their understanding of Restorative Practices. Statistics show that many students who are placed in Special Education programs have a higher suspension rate. A Description of How Teachers and Staff will Learn about Students’ Cultures As a district, all teachers, administrators and staff are required to take a SIOP(Sheltered Instruction Observation Protocol) Canvas Course this year to learn strategies and practices to better understand and support English Language Learners. By taking the course, participants will gain an understanding of how best to support English Language Learners in the classroom and how best to serve families. PLC’s collaborate to utilize best practice instructional strategies to bridge any cultural gaps that might exist. Best practices are noted through the evaluation process and shared at staff meetings. A Description of How Teachers and Staff will Utilize Resources in the Students’ Communities West Side’s Behavior Intervention Team (BIT) meets bi-monthly to discuss at-risk students or students of concern. Jessica Byers, a Systems of Care Facilitator, attends each meeting. She is a representative of Oaklawn, a mental health agency, which is an available resource in the community. Sky Berger, trauma informed care consultant, also participates in BIT meetings via video conferencing. West Side embraces community partnerships. Through community volunteers and partnership, we hope to help students find an interest and start to build career connections. Current partnerships include THOR Industries, 5 STAR, and the Elkhart Police Department. Our after school clubs are also involved in several community outreach projects. A Description of the School’s Methods for Increasing Educational Opportunities and Educational Performance for Special Education Students One of our collective commitments is that “all means all” which means that all opportunities at West Side Middle School are available to all students regardless of their disability. All special education students have access to all of the available resources and opportunities described above. A Description of the Areas in which Additional Professional Development is Necessary to Increase Cultural Competency in the School’s Educational Environment

● SIOP Training is necessary in order to increase the understanding of how to best serve English Language Learners.

● Trauma Informed Care Training is needed for all in order to increase the understanding of how to best serve and respond to the needs of students who have suffered trauma and need behavioral intervention/assistance.

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● Professional development is needed in the area of helping general education teachers know how to best serve students with ADD/ADHD behaviors.

● Cultural Competency is needed from the district level to work with all educators in knowing how to work with families and students of all cultures.

● Restorative Practice training is needed for all educators to understand the importance of how to support students when they return to the classroom after having been dismissed for inappropriate behaviors.

Gap Analysis: Cultural Competency

How will the school’s cultural competency plan also help the school address its focus areas?

In what ways does the school’s cultural competency plan not help the school address its focus areas?

For Focus Area 1: SIOP Training is helping teachers address the academic and social/emotional gaps of our English Language Learners, especially those students with ILP’s. Trauma Informed Care Training is helping all staff understand how to best serve not only our special education students, but all students. Our afterschool club programming, continues to support our students and assist them in identifying an area of interest and feeling a “part of something.” Many of our special education students participate in afterschool clubs and extra-curricular activities.

For Focus Area 1: The district has not provided Cultural Competency Training as a whole which presents challenges in understanding students from different backgrounds. There are many important initiatives that compete against one another with very limited time to dig deep into Cultural Competency. There has not been a wide scale training to teachers and staff on Restorative Practices.

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

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Description of Core Component: Family Engagement

1. How will the school work to maximize the engagement of family members in the school, including to improve student academic outcomes?

2. What strategies will the school use to increase family and community engagement, including family literacy programs?

3. What strategies will the school use to understand parents’ hopes, concerns, and suggestions?

4. How will the school keep parents apprised of services offered by the school? 5. How will the school ensure its staff have the cross-cultural skills necessary for

successful collaboration with family members?

Note: When describing the school’s parent and family engagement policy, please be sure to include a school-parent compact outlining shared responsibility for high student academic achievement, per 511 Indiana Administrative Code 6.2-3.

1. How will the school work to maximize the engagement of family members in the school, including to improve student academic outcomes?

● Canvas ● Back to School Night ● Social Media ● Website ● Powerschool ● Conferences ● Academic Nights ● Newsletter ● Teachers use a variety of communication tools to communicate to parents

including both paper and technology formats.

2. What strategies will the school use to increase family and community engagement, including family literacy programs?

● Book Fairs ● CARES mentoring ● Spring Open House ● March - “One Book, One School” ● Pancake Breakfast

3. What strategies will the school use to understand parents’ hopes, concerns, and

suggestions? ● Surveys ● P/T Conferences

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● IEP process ● Extra-Curricular Events ● 21st Century Community Learning Center After School Programs ● MTSS/GEI/BIT ● Social Worker ● Naviance ● School Improvement Process ● Open communication

4. How will the school keep parents apprised of services offered by the school?

● Newsletters ● Social Media ● School Marquee ● Student Led Parent Conferences ● 1 on 1 conversations ● Home visits ● Academic nights

5. How will the school ensure its staff have the cross-cultural skills necessary for

successful collaboration with family members?

● Trauma Informed Care year long PD ● SIOP ● Restorative Practices ● Culture Audit

Gap Analysis: Family Engagement

How will the school’s family engagement plan also help the school address its focus areas?

In what ways does the school’s family engagement plan not help the school address its focus areas?

For Focus Area 1: ● Teachers use a variety of

communication tools to communicate to all parents including both paper and technology formats.

● Special education teachers keep the same families for the 2 years the students are in middle school. They communicate often with families and build strong relationships.

For Focus Area 1: ● Parents of Special Education students

or parents who do not speak fluent English may not feel comfortable to attend PTA Meetings or other school events, especially if they have had a negative experience in school.

● The school does not have specific events related specifically to Special Education students related specifically to literacy.

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● The school does not have specific events related specifically to ELL students related specifically to literacy.

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

Description of Core Component: Technology

1. How will the school coordinate its technology initiatives, in service of improving student academic outcomes?

How will the school coordinate its technology initiatives, in service of improving student academic outcomes?

This year, the Elkhart Community School District has provided 1:1 technology for every student. Each student at West Side will receive an iPad during the 2019-2020 school year. The focus of the 1:1 learning initiative is to maximize student collaboration, provide more engaging lessons, and expand the rigorous student-centered learning experiences available to each child. In addition, providing devices to every student opens the door for our teachers to design learning experiences where students develop the digital literacy skills needed to become competent and responsible future-ready citizens.

The iPad provides additional opportunities for students to engage in reading and writing regardless of their proficiency level. Many of the professional development opportunities provided to the teachers at West Side have focused on using the built in accessibility features of the iPads like speech to text, Safari Reader, speak screen and screen recording. These features allow even our youngest learners the ability to engage in the content and provide meaningful feedback to teachers on what they have learned.

The school also has a technology ambassador to help coach our teachers on additional ways to meaningfully incorporate technology into lessons and projects. The technology ambassadors continue to participate in professional development from the district in a train the trainer model. Our technology ambassador then works with individual teachers, PLC teams and the entire school to incorporate these new instructional strategies

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In addition to iPads and 1:1 professional development the district has adopted Canvas as the learning management system for secondary students. Teachers have received professional development on how to maximize Canvas in the classroom to enhance student learning.

Gap Analysis: Technology

How will the school’s technology plan also help the school address its focus areas?

In what ways does the school’s technology plan not help the school address its focus areas?

For Focus Area 1: All Special Education students have been issued an IPAD at the beginning of 2019 school year. All Special Education students have access to available technology programs. All Special Education teachers have access to technology training.

For Focus Area 1: Special Education paraprofessionals have not been issued an IPAD. Special Education paraprofessionals do not have access to technology training.

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

Description of Core Component: Transition to Elementary School (for elementary schools only)

Note: For more information about Indiana’s graduation pathways, please review this memo from the Indiana State Board of Education.

1. How will the school assist preschool students with the transition to elementary school?

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Gap Analysis: Transition to Elementary School

How will the school’s transition to elementary school supports also help the school address its focus areas?

In what ways does the school’s transition to elementary school supports not help the school address its focus areas?

For Focus Area 1:

For Focus Area 1:

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

Description of Core Component: High School Graduation Supports (for High Schools only)

Note: For more information about Indiana’s graduation pathways, please review this memo from the Indiana State Board of Education.

1. How will the school promote opportunities for secondary education and workforce to students (e.g., Advanced Placement, International Baccalaureate, Dual Credit)?

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2. How will all students be encouraged to earn an academic honors diploma or complete the Core 40 curriculum?

3. What courses will the school offer to ensure all students can be eligible to receive an academic honors diploma?

4. How will all students be provided opportunities to demonstrate employability skills? 5. How will all students have an opportunity to complete a postsecondary readiness

competency?

Gap Analysis: High School Graduation Supports

How will the school’s graduation supports also help the school address its focus areas?

In what ways does the school’s graduation supports not help the school address its focus areas?

For Focus Area 1:

For Focus Area 1:

For Focus Area 2:

For Focus Area 2:

For Focus Area 3:

For Focus Area 3:

IV. Select evidence-based interventions that address the school’s focus areas

Evidence-Based Interventions for Focus Area 1

Summarize the strategies from the core components in SIP Phase 3 that address this focus area: Summarize the strategies from the core components in SIP Phase 3 that address this focus

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area: Summary of Core Component: Safe Learning Environment

● Principal and assistant principal are certified Indiana Safety Specialist ● Emergency Plan updated annually to include plan for Special Education students ● Crisis Team currently in place to address serious behavior incidents involving Special

Education students ● PRIDE Program available to Special Education students ● Trauma Informed Care Training is being offered to all West Side staff to assist not only

special education students, but any student experiencing trauma. Summary of Core Component: Curriculum

● A variety of resources are available in Language Arts, Math, Social Studies and Science to provide support for Special Education students

● Resources include lessons that are modified for students ● Students in Special Education have access to the regular curricular resources ● The PLC model allows for Special Education students to be included in daily

intervention time Summary of Core Component: Assessment

● Students in Special Education will participate in Common Formative Assessments along with their General Education peers.

● Students in Special Education will participate in NWEA testing three times per year. ● Data from ongoing assessments will be used to identify areas of need for Special

Education students. ● Special Education students will participate in student data tracking and goal setting to

help maintain the growth mindset. Summary of Core Component: Instruction

● Special Education teachers as well as general education teachers use the Danielson Rubric to guide instruction.

● All teachers, including Special Education teachers, participate in the PLC Process. ● Special Education teachers participate in Trauma Informed Care and SIOP training ● Special Education teachers are included in specialized curriculum training - Smekens,

Discovery Math and PLC. Summary of Core Component: Cultural Competency

● SIOP Training is helping teachers address the academic and social/emotional gaps of our English Language Learners, especially those students with ILP’s.

● Trauma Informed Care Training is helping all staff understand how to best serve all of our students, including our Special Education students.

● Co-curricular activities, after school programming and extra-curricular activities help our special education students identify an area of interest and feel a “part of something.”

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Summary of Core Component: Family Engagement ● The CARES Mentoring Program provides mentoring and support to students in need

of a mentor; special education students are also eligible for CARES mentors. ● West Side Middle School communicates with all families via social media sites. ● Teachers use a variety of communication tools to communicate to parents including

both paper and technology formats.

Summary of Core Component: Technology

● All students in Special Education have a school issued IPAD with access to various curricular programs.

● All teachers in Special Education have access to professional development related to technology.

Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:

Describe the evidence-based intervention(s) that the school has identified to address the key findings and root causes for this focus area that are not sufficiently addressed by strategies from the core components:

1. All staff will participate in Trauma Informed Care training to help them gain the knowledge needed to address the needs of our students.

2. The Behavior Intervention Team will work closely with the Trauma Informed Care Hinge Team. Students, both special education and general education, who have behaviors that are interfering with their academic performance are put on the caseload. This team meets bi-weekly to develop intervention plans to assist these students.

3. Special education teachers and general education teachers will work collaboratively together to plan for quality instruction.

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Evidence-Based Interventions for Focus Area 2

Summarize the strategies from the core components in SIP Phase 3 that address this focus area:

Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:

Describe the evidence-based intervention(s) that the school has identified to address the key findings and root causes for this focus area that are not sufficiently addressed by strategies from the core components:

Evidence-Based Interventions for Focus Area 3

Summarize the strategies from the core components in SIP Phase 3 that address this focus area:

Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:

Describe the evidence-based intervention(s) that the school has identified to address the key findings and root causes for this focus area that are not sufficiently addressed by strategies from the core components:

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 V. Design a professional development plan Please complete this section of the SIP using this template, the template provided below, or a locally-developed resource that fulfills the requirements outlined in the “Connections to State and Federal Requirements” section of SIP Phase 5. Be sure to include a discussion of how professional development will, at a minimum, (1) increase cultural competency in the school's educational environment and (2) improve instruction using student assessment data.

Note: Indiana Administrative Code requires that each school provide an assurance through the signature of an exclusive representative of the LEA that the professional development program complies with the State Board’s core principles for professional development. (511 IAC 6.2-3)

Professional Development Plan

Set Goals

Given the school’s improvement priorities (e.g., strategies for its core components and evidence-based interventions) define goals for this professional development plan. Provide a brief rationale for each professional development goal in relation to one or more of the school’s focus areas.

PD Goal #

Goal Description Goal Rationale

1 All teachers will complete the SIOP (Sheltered Instruction Protocol) training and as a result classroom teachers will provide a variety of instructional strategies to improve student achievement.

SIOP training provides teachers with instructional strategies that are good for all learners.

2 The school “hinge team” will be trained in Trauma Informed Care. This team will bring training back to all staff members. Staff will then have the strategies that they need to attend to the social-emotional needs of their students to improve student achievement.

As staff becomes aware of the effects of trauma related to student learning and behavior, they will then become more successful with meeting the needs of students. This will ultimately result in providing quality classroom instruction for students.

3 Smekens Educational Consultants will continue to provide literacy training for teachers. As classroom teachers

Building teacher capacity for reading and writing across the curriculum will assist students in building their literacy skills in

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become better practitioners in the area of literacy, student performance on the language arts portion of ILEARN will increase

all content areas.

4 Math teachers, including special education teachers will participate in training with Discovery math. With this training teachers will improve their classroom instructional strategies which will result in increased student achievement.

https://docs.google.com/document/d/1zIm9bK87wnP83ylKVGPCaMLzz4dlHamR1TmhbB0ZcZU/edit

Math teachers will utilize their training to develop engaging, differentiated math lessons to increase student achievement.

Professional Development Offerings

For each of the school’s professional development goals, define how administrators, teachers, and/or staff will receive professional development both in terms of their initial training as well as ongoing professional development to support implementation.

PD Goal #

Initial Professional Development Follow-up Professional Development to Support Implementation

1 SIOP Training https://drive.google.com/drive/folders/0ACFwysm5WslvUk9PVA

Professional collaboration related to strategies will be a part of ongoing discussion at staff and PLC meetings

2 The introduction to Trauma Informed Care took place on 8/14/19 to all certified staff members.

The West Side hinge team participated in training on 8/27/19 and is scheduled for 6 more trainings throughout the school year. The hinge team will then train staff / share best practices with all staff at staff and PLC meetings.

3 Smekens professional development on reading and writing across the curriculum.

Kristina Smekens and Courtney Gordon are scheduled to provide professional development throughout the school year.

4 Math teachers participated in summer Discovery math training opportunities.

Math teachers utilize PLC meeting time to discuss strategies that have been

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presented in training and to support each other with the new curriculum.

Professional Development Resources

For each of the school’s professional development goals, identify the resources needed to meet these goals through initial and follow-up professional development.

PD Goal #

Resources Needed for Initial PD Resources Needed for Follow-up PD to Support Implementation

1 Invitation and access to canvas for the SIOP course.

None needed

2 Substitutes for staff attending training. Funds to purchase resources.

Book: Lost at School by Greene

3 6 Traits of Writing - Kristina Smekens Writer’s Workshop resources

Substitute Teachers

4 Discovery Math Resources Substitute Teachers Resources to support Discovery Math

Professional Development Evaluation

For each of the school’s professional development goals, define the method(s) for measuring the impact of the associated professional development. Map out an evaluation plan by identifying the individual(s) responsible for collecting, analyzing, and facilitating the review of data to assess the impact of the professional development as well as when this evaluation will occur.

PD Goal #

Method(s) for Measuring PD Impact Plan for Measuring PD Impact

1 ● SIOP Module Completion ● Classroom Observations

Each teacher is responsible for completing the SIOP Modules. The principal is responsible for monitoring SIOP Strategies in the classroom.

2 ● Referrals ● Suspensions ● Discipline Data ● Grades

BIT documentation will be shared with the hinge team and the alternative education team for collaboration and developing behavior intervention plans.

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● Attendance ● BIT Notes/Referrals ● Behavior Data

The PRIDE Team reviews monthly discipline data, shares the data with staff and makes suggestions to the guiding coalition for improvement. The special education department collects and monitors academic and behavior data for special education students.

3 ● Window Assessment Data ● NWEA Growth Data ● Writing Data ● Classroom Observations ● ILearn Results

4 ● Window Assessment Data ● NWEA Growth Data ● Classroom Observations ● ILearn Results

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 VI. Develop a roadmap to guide implementation of the school improvement plan Please complete this section of the SIP using this template or a locally-developed resource that fulfills the requirements outlined in the “Connections to State and Federal Requirements” section of SIP Phase 6. West Side Implementation Roadmap https://docs.google.com/spreadsheets/d/1C7D5IucilSOemm8erkFrxIxNHCKLu6a_PseMI6iAfgE/edit#gid=857395690

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