rousseau mc clellan 91 (5591) · rousseau mc clellan 91 (5591) ... this school improvement plan was...

School Improvement Plan - PL221 Version - 2009-2012

May 22, 2009 12:36:24

Rousseau Mc Clellan 91 (5591)

Indianapolis Public Schools

Indianapolis, IN

This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan wasdeveloped with assistance from the:

Indiana Student Achievement Institute931 25th StreetColumbus, IN 47201Phone: 812-669-0009Email: [email protected]: http://www.asainstitute.org

http://www.asainstitute.org/publicsip

Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 6Vision Statement........................... 7Academic Goals........................... 9Areas of Concern............................. 11Strategies......................... 13Professional Development............... 23Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 27Force Field Excerpt............................ 28To-Do List....................... 54Continuous Improvement Timeline

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School Improvement Plan IntroductionRousseau Mc Clellan 91

This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that wasdeveloped by the Indiana Student Achievement Institute. In addition to containing the strategies our school and communityidentified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meetthe expectations of:

Indiana Student Achievement InstitutePL221Title I SchoolwideNCA

Participation

The following people were involved in developing this School Improvement Plan

Teachers Students Parent representatives Community representatives

Process

Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:

1. Establish a local culture of high expectations 2. Create a common vision for student success 3. Analyze achievement data and set realistic data targets for each of the next three years 4. Analyze force field data and identify concerns within the following areas.

Academic expectations Curriculum content Instructional practices Classroom assessment

Extra help Student guidance Learning environment

5. Research strategies to address our concerns and select high-leverage strategies to implement 6. Develop a to-do list for each strategy

Using Data for Decision-Marking

The Vision-to-Action process relies heavily on data as a foundation for decision-making.

1. Achievement Data – To what degree are students prepared for success at the next educational level, and ultimately for successin postsecondary education and a global economy?

2. Force Field Data – What conditions in the school and community interfere with high student achievement? 3. Strategy Data – Is the strategy having the desired impact on adults and students?

Implementation Next Year

Our work next year will be guided by the to-do list that we have developed for each strategy. We will also maintain anImplementation Binder for each strategy that contains the following documents:

1. Strategy Plan 2. Evidence that the strategy was implemented 3. Progress reports (containing strategy evaluation data)

Questions about the School Improvement Plan should be directed to the building principal.

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Reviewer GuideIndiana Public Law 221

The following table directs the reviewer to the section of the School Improvement Plan PDF File that contains each componentrequired by Indiana Public Law 221. An expanded copy of the School Improvement Plan containing the actual data used in thecreation of this School Improvement Plan may be found at www.asainstitute.org/publicsip. During the implementation of this plan,the school will be able to present a "School Improvement Implementation" binder including documentation that the strategiesdescribed in this plan were implemented as planned.

PL221 REQUIREMENT Required Location in this Plan

1 Description and location of curriculum Force Field Excerpt *

Titles and descriptions of assessment instruments to be used in additionto ISTEP+

Force Field Excerpt *

2 Statement of mission, vision, or belief (suggested but not required) Vision Statement

3 Summary of data derived from an assessment (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

4 Conclusions about the school curriculum, instructional strategies, andstudent achievement (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

Conclusion - Parent involvement Strategy Summary (Strategy A)

Conclusion - Technology as a learning tool Strategy Summary (Strategy B)

Conclusion - Safe and discipline learning environment Strategy Summary (Strategy C)

Conclusion – Professional development Professional Development

5 Goal – Attendance rate Strategy Summary (Strategy D)

Goals - % meeting ISTEP Standards Academic Goals

Goals - % graduating (high schools only) Academic Goals

6 Specific areas where improvement is needed immediately Academic GoalsAreas of ConcernStrategies

7 Benchmarks for progress Academic Goals

8 Academic Honors Diploma and Core 40 – course offerings Strategy Summary (Strategy E)

Academic Honors Diploma and Core 40 – encouragement Strategy Summary (Strategy F)

9 Proposed interventions / strategies (suggested but not required) Strategy Summary (All strategies)

10 Professional development that a) emphasizes improvement of studentlearning and performance, b) supports research-based, sustainableschool improvement efforts, c) aligns with the core principles ofprofessional development, includes methods to improve culturalcompetency.

Professional Development

11 Statutes and rules to be waived Force Field Excerpt *

12 Three (3) year time line for implementation, review, and revision Continuous Improvement TimelineTo-Do List

13 Exceptional Learners – Gifted ** Strategy Summary (Strategy G1)

14 Exceptional Learners – Special Education ** Strategy Summary (Strategy G2)

* The full Force Field Report may be obtained from the school’s online School Improvement Plan at www.asainstitute.org/publicsip** In 2006 DOE began asking schools to report how they were addressing the needs of exceptional learners on the DOE SchoolImprovement Plan Review and Revise Report. Therefore, InSAI requires schools to create strategies to meet the needs of"exceptional learners." DOE defines exceptional learns as both "gifted" and "special education" students.

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Who Wrote this School Improvement Plan?Many individuals were involved in the creation of this school improvement plan. The Steering Team facilitated discussions involvingall teachers, all students, and community representatives including parents. Once these groups came to consensus on the DataTargets, Areas of Concern, and Strategies, strategy chairs and task forces were established to 1) develop a comprehensiveimplementation plan and 2) ensure that the plan is implemented next year.

Steering TeamChris Davenport - Teacher Kelly Dunn - Parent/Guardian Richard Euliss - Teacher Donna Hendley - School Counselor Margaret Higgs - Administrator James Hopkins - Community Representative (Business) Lee Ann Lord - Teacher

Strategy ChairsVirrither Cooper Richard Euliss Donna Hendley Margaret Higgs Rebecca Pfaffenberger Christine Strattman Kimberly Thaxton Cindy Williams

Community CouncilMarta Anton - professor Stephanie Coleman Don Cooney - Orton Gillingham Tutor Kelly Dunn - part time instructor Kevin Grau - Historian IU Medical School Jo Havens - AYS Director Robert Helfenbein - Professor Leesa Hertz Jim Hopkins David Marvin Maria Montez Erin Patterson - student Larry Resener Meg Reynolds - Psychologist Joe Rivelli Denise White

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Vision StatementThe Vision Statement was developed by all teachers, all students, and members of the community. The foundation of the statementidentifies the core convictions upon which this school improvement plan is built and answers the question, "What do our studentsdeserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part ofthe vision statement describes ideal adults who are striving to provide students with the things they deserve. The third part of thevision statement describes the ideal students in a school and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. This lofty data serves as the focal point for theremainder of the school improvement plan and requires the school and community to work toward every student succeeding at ahigh level.

We believe all students deserve:

We believe that all students deserve adults who acknowledge their gifts and talents and have high expectations for each individualstudent. We believe that all students deserve to be surrounded by adults who are respectful and take time to get to know eachstudent and who demonstrate a positive, personal connection with each one so that a trusting relationship is established. Webelieve that all students deserve to have adults who recognize differences in learning styles and help students learn in as manydifferent ways as possible. We believe that all students have the right to many opportunities so that they can experience the worldand become productive citizens in the global economy. We believe that all students deserve adults who respect different culturesand who nurture their understanding of their culture. We believe that all students deserve adults who truly listen to them even whenthey donât know how to express what they need. We believe that all students deserve adults who hold the students at the heart andcore of the school and do not make prejudgments about students. We believe that all students who need extra help in order toexperience success deserve to be given the added assistance. We believe that all students deserve adults who see the whole child,not just one small piece. We believe that all students deserve to be taught by adults who demonstrate cultural competency. Webelieve that all students deserve to have adults in their lives who have the courage to do what it takes to see they have the besteducation possible. We believe that all students deserve adults who regularly revisit the key Montessori concepts.

All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:

All adults in our community are living by these core convictions daily and as a result show the following attitudes and actions. Allteachers, parents, and community members have high expectations for students and encourage their studentsâ friends and fellowstudents to have high expectations. All adults will provide a safe learning environment at home, at school, and within the community.All adults will serve as role models of healthy behaviors in nutrition, physical activity, and work/school/life balance. All adults willchallenge, encourage and assist students to achieve at their highest level. They will respect students but also demand respect fromstudents. All adults will be sensitive to cultural differences. All adults should have the courage to do what is best for all students. Alladults will demonstrate an attitude of fairness and have time for all students.

In this environment where all adults are living by their core convictions, all students:

In this environment where all adults are living by their core convictions, all students live up to the high expectations of the adults intheir lives. They live in a safe learning environment and are challenged to do their best at school. Students are physically andemotionally healthy. They treat adults and peers with respect and encourage this in others. They model positive behavior in thecommunity for others to learn. Students provide community service to others to give back to the community some of what they havereceived in their lives.

As a result of these efforts, our school’s student achievement data is as follows:

% of students who are 6th grade students mastering ISTEP essential skills: 100% % of students who are 7th grade students mastering ISTEP essential skills: 100% % of students who are 8th grade students mastering ISTEP essential skills: 100% % of students who are at or above grade level in reading: 100% % of students who are at or above grade level in math: 100%

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Academic GoalsAfter analyzing longitudinal data that was disaggregated by the student groups identified in No Child Left Behind, teachers,students, parents, and community members identified achievement data targets for the next three years. These targets representacademic areas (subjects) which we wish to improve and specific groups of students we have targeted for improvement (e.g. 6thgraders). Our vision data represents our "dream" for all students. The data targets listed below each school year represent realisticsteps toward that dream.

African American Grade 3 - Passing ISTEP Eng/LA (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData

Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual

58 61 79 81 93 83 84 85 100

African American Grade 3 - Passing ISTEP Math (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


55 55 59 66 63 76 67 70 73 100

African American Males Grade 3 - Passing ISTEP Math (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


53 40 45 >10 students 50 73 60 65 70 100

Free Lunch Grade 3 - Passing ISTEP Eng/LA (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


50 50 60 67 70 86 80 83 86 100

Free Lunch Grade 3 - Passing ISTEP Math (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


55 54 58 56 60 69 68 73 76 100

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Special Education Grade 3 - Passing ISTEP Eng/LA (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


50 54 >10 students 58 67 62 67 72 100

Special Education Grade 3 - Passing ISTEP Math (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


29 35 >10 students 40 42 45 50 55 100

Writing Standard Grade 3 - Passing ISTEP Language Conventions (seat data)

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


65 87 92 81 90 85 86 87 100

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Areas of ConcernTeachers, students, parents, and community members analyzed data in seven areas known to impact student achievement: 1)expectations, 2) curriculum content, 3) instructional practices, 4) classroom assessments, 5) extra help, 6) student guidance, and 7)the learning environment. We identified areas that we must address in order to reach our academic goals. Those areas are listedbelow as "Local Areas of Concern". Organizations outside of our school (e.g. the Indiana General Assembly) have identified areasof concern for all schools and have required schools to address those areas. These are listed below as "Required Areas ofConcern." Each Area of Concern listed below is followed by the condition in our school or community that led us to believe that thisis an Area of Concern.

Local Areas of ConcernConcern: Instructional Feedback

Teachers do not have adequate feedback tools for instructional decision-making purposes.

Required Areas of ConcernA. Parent Involvement

F. Encourage Rigorous Curriculum

I. Focused Academic Area

J. Instruction by Highly Qualified Teachers

K. Attracting Highly Qualified Teachers

L. Early Childhood Transition

M. Parent Notice - Assessment Results

Q. School-Parent Involvement Policy

R1. Parent Right-to-Know Letter - Qualifications

R2. Parent Right-to-Know Letter - Non-Qualified Teacher

S. School-Parent Compact

T. Annual Parent Meeting

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U. Focused Student Group

W. Timely Additional Assistance

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StrategiesAfter identifying areas of concern, teachers, students, parents, and community members researched proven strategies and selectedstrategies that our school and/or community will implement to impact our areas of concern. Local strategies are those identified byour teachers, students, parents, and community to address our areas of concern. Required strategies meet various state and/orfederal regulations.

Local StrategiesAdministrative Walkthroughs —

The administrators will conduct "walk throughs" with each teacher at least once every two weeks during which the administratorwill look for student orientation to work, curriculum decisions, delivery of instruction, read the walls, teacher expectations(TESA), cultural competencies and health/safety issues throughout the school year. The principal will provide mentoring toteachers as needed.

End of Semester Assessment —

Teachers will follow the curriculum maps as they are developed for Math, Science, Social Studies and Language Arts andprovide remediation for students throughout the school year, August â May. End of Semester assessments in Math, LanguageArts, Science and Social Studies will be given at the end of second and fourth grading periods.

Student Graduation Plan —

Parents see education is the key to their childâs future and therefore they need to graduate from high school. To achieve thisthe students must take the time to plan and prepare for life after high school.

Teacher Mentoring —

Teachers will view, discuss and reflect on good teaching practices and incorporate into their daily teaching.

TESA —

Using TESA model, teachers will become sensitized to their expectations of all students and interact with students on a moreequitable basis with an emphasis on involving perceived low and perceived high achievers in the learning process throughoutthe school year.

Required StrategiesA. Parent Involvement: Parent Liaison —

Parent Liaisons provide information, peer support and training for parents in IPS through 1) minimum of 5 home visits permonth 2) phone calls to home 3) workshops throughout the school year, August-May.

F. Encourage Rigorous Curriculum: Curriculum Mapping —

Tier III and Tier IV Leadership teams will present to staff members the consensus/pacing maps and individual maps forLanguage Arts. Teachers will be instructed how to add to the individual maps so that it becomes the teachers’ lesson plans forLanguage Arts throughout each week during the school year, August-May.

I. Focused Academic Area: 5-5-3-3 District Wide Strategies —

Teachers will implement in their daily instructional practices across the curriculum with a focus on Language Arts the 5-5-3-3District-Wide Strategies of Comprehension Strategies, Vocabulary Strategies, Test Taking Strategies, and Writing Strategiesthrough the school year, August-May.

J. Instruction by Highly Qualified Teachers —

Schools will continue to maintain a staff of highly qualified teachers throughout the school year, August-May by communicatingwith the IPS Human Resources Dept. We will only interview and select candidates from a list provided by this department.

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K. Attracting Highly Qualified Teachers —

Schools will use the IPS Human Resources Dept. list of potential highly qualified teachers to interview for positions in ourbuilding throughout the school year, August-May. IPS Human Resources Dept. will promote through recruiting process and giverecommendations to schools for interviews. The SBDM committee will continue to use the current interview process to attracthighly qualified teachers. Highly successful student teachers will be recommended for an interview for future positions.

L. Early Childhood Transition: Teacher Training For Parent Involvement —

Teacher training for building partnerships with families will be offered.

L. Early Childhood Transition: Transition Team —

Throughout the school year, a transition planning team involving school personnel and families will implement a jointlydeveloped plan to help promote a smooth transition to Kindergarten, August-May.

M. Parent Notice - Assessment Results —

Classroom teachers will continue to send home weekly progress reports, midterm grades, and report cards to inform progressreports, midterm grades, and report cards to inform parents of their child’s academic progress. In addition, standardized testscores will be sent home in a timely manner throughout the school year, August-May.

Q. School-Parent Involvement Policy —

Schools will continue to implement the Title I Parent Involvement Policy throughout the school year, August-May.

R1. Parent Right-to-Know Letter - Qualifications —

At the beginning of the school year, the school will verify that the IPS District has sent a Parent Right-to-Know letter aboutteacher qualifications throughout the school year.

R2. Parent Right-to-Know Letter - Non-Qualified Teacher —

The school will send a notice if children are not being taught by a highly qualified teacher throughout the school year (August-May).

S. School-Parent Compact —

School 91 will continue the use of the School-Parent Compact that is discussed and distributed at Open House that all parentsagree to and sign at the beginning of the 2009-2010 school year.

T. Annual Parent Meeting —

School 91 will continue to hold an annual parent meeting during the first month of school to inform parents about the ParentInvolvement Policy, the school Parent Compact and the Title I Program (ie: services available, staff members, schedule, andtypes of activities for students and parents to do at home) and its impact on student achievement throughout the school year, August-May.

U. Focused Student Group: Special Education Student Group —

Montessori instructional strategies, as well as 5-5-3-3 strategies will be taught to special education students by teachers andassistants in small group or individualized settings during the school day and in any tutoring opportunities that are available.

W. Timely Additional Assistance: Remediation Plan —

Staff will schedule 30 minutes intervention/remediation time into their daily instructional time for students whose score indicatesyellow grouping on DIBELS, SRI, and End of Semester Assessments. Staff will schedule an additional 40-60 minutesintervention/remediation time into their daily instructional time for students whose scores indicate red grouping on DIBELS, SRI,and End of Semester Assessments throughout the school year, August-May.

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Professional DevelopmentAlignment with the School Improvement Plan : The Professional Development Plan is directly aligned with strategies found in theSchool Improvement Plan. Professional development activities enhance educator’s knowledge within one or more of the followingareas: a) expectations, b) curriculum content, c) classroom instruction, d) classroom assessment, e) extra help, f) guidance, and g)the learning environment. The amount of funding allocated for each professional development activity and the funding source islisted for each professional development activity.

Effective Learning Process : The Professional Development Plan was written by teacher-leaders and includes activities that willhelp teachers develop the knowledge and skills needed to successfully implement the strategies listed in the School ImprovementPlan. The plan includes a variety of formats for professional development. Activities have been embedded in the school day asappropriate. The plan also includes activities designed to provide teachers with feedback over time. Finally, "strategy data" iscollected for comprehensive strategies that identifies the degree to which the strategy has brought about a positive changes in adult practices.

Professional Growth Environment : Each strategy is supported by a "strategy chair." Strategy chairs are responsible for 1) writing(with support from colleagues) a strategy plan including on-going professional development activities, anti-resistance, andevaluation activities, 2) providing on-going mentoring their colleagues in the implementation of the strategy, 3) analyzing theeffectiveness of the strategy, and 4) making a recommendation to the faculty with respect to whether or not the strategy should be sustained.

Administrative Walkthroughs

Professional Development Activity Funding Activity Purpose

Review Walkthroughs Source:none Amount: $0.00

InformationRefinement

Brief Description Intended Participants Activity Format

Administrator will review the walkthrough process with the staff at thebeginning of the school year.

TeachersCounselors

Talk toPresentation/Workshop

End of Semester Assessment


Using end of semester data to drive instruction Source:none Amount: $0.00

InformationSkill BuildingFeedback/Support


During monthly Principalsâ meetings 15-30 minutes will be devoted totalking about and giving suggestions on how to utilize the data to move instruction

Administrators Presentation/Workshop

Student Graduation Plan

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Introduction to the 6th Grade Graduation Plan Source:none Amount: $0.00

InformationSkill Building


Introduce to the Social Worker/Counselors in the school who have 6th gradestudents all the 6th Grade Graduation materials and required activities andtimelines that must be completed by April 2010 with each student.

TeachersCounselors

Talk to


Graduation Plan Refresher Session Source:none Amount: $0.00

Feedback/Support


Review with all the schoolsâ Social Worker/Counselors in the school whohave 7th-12th grade students the Grade level Graduation materials andrequired activities and timeline that must be completed by April 2010 witheach student

TeachersCounselors

Talk to

Teacher Mentoring


Introduction to the Charlotte Danielsonâs on Line PD program Source:none Amount: $0.00



Administrators, directors and Instructional coaches will receive an overviewand training the Charlotte Danielsonâs On-Line PD program which allowsteachers, directors, principals and/or strategy chairs to see what goodinstruction looks like according to the IPS Teacher Evaluation Instrument.

Administrators Presentation/Workshop


Domain 2 â Classroom Management Source:none Amount: $0.00



Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âCreating a Climate of Respect andRapportâ in the Educational Impact program with the teachers and afterviewing, discuss, reflect and mentor the teachers using the handoutprovided. â¢ All participants will review how they used these good teachingpractices learned in the previous session. â¢Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âOrganizing Physical Spaceâ andâEstablishing A Culture For Learning in the Educational Impact programwith the targeted teachers and after viewing, discuss, reflect and mentor theteachers using the handouts provided.

TeachersCounselorsAdministrators

Presentation/Workshop

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Domain 2: Classroom Management Source:none Amount: $0.00

Information


â¢ All participants will review how they incorporated these good teachingpractices learned in the previous session. â¢Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âOrganizing Physical Spaceâ andâCreating a Climate of Respect and Rapportââ in the Educational Impactprogram with the teachers and after viewing, discuss, reflect and mentor theteachers using the handouts provided. â¢ All participants will review howthey incorporated these good teaching practices learned in the previoussession. â¢ Principals/Directors/Instructional coaches and /or Strategy Chairwill view the following Video clips entitled Managing Classroom Proceduresâand âManaging Student Behaviorâ in the Educational Impact program withthe teachers and after viewing, discuss, reflect and mentor the teachersusing the handouts provided.


Talk toPresentation/Workshop


Domain 1 - Planning and Preparation Source:none Amount: $0.00



â¢ All participants will review how they incorporated these good teachingpractices learned in the previous session. â¢Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âDemonstrating Knowledge of Studentsâand âSetting Instructional Outcomesâ in the Educational Impact programwith the teachers and after viewing, discuss, reflect and mentor the teachersusing the handouts provided.

Teachers Talk toPresentation/WorkshopStudy GroupPeer Coaching


Domain 3: Instruction Source:none Amount: $0.00


Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clips entitled âCommunicating With Studentsâ andâDemonstrating Flexibility and Responsivenessâ Classroom Proceduresâ inthe Educational Impact program with the teachers and after viewing,discuss, reflect and mentor the teachers using the handouts provided. Allparticipants will review how they incorporated these good teaching practiceslearned in the previous session. Principals/Directors/Instructional coachesand /or Strategy Chair will view the following Video clip entitled âUsingQuestioning and Discussion Techniquesâ in the Educational Impactprogram with the teachers and have discussion and mentor the teachersusing the handouts provided. All participants will review how theyincorporated these good teaching practices learned in the previous session.Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âManaging Student Behaviorsâ in theEducational Impact program with the teachers and afterdssa viewing,discuss, reflect and mentor the teachers using the handouts provided.

Teachers Talk toPresentation/Workshop

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Domain 4 â Professional Responsibilities Source:none Amount: $0.00

InformationSkill BuildingFeedback/SupportRefinement


â¢ Principals/Directors/Instructional coaches and /or Strategy Chair will viewthe following Video clip entitled âReflecting on Teachingâ in the EducationalImpact program with the teachers and after viewing, discuss, reflect andmentor the teachers using the handouts provided. â¢ All participants willreview how they incorporated these good teaching practices learned in theprevious session. â¢ Principals/Directors/Instructional coaches and /orStrategy Chair will view the following Video clips entitled âParticipating in aProfessional Communityâ and âGrowing and Developing Professionallyâ inthe Educational Impact program with the teachers and after viewing,discuss, reflect and mentor the teachers using the handouts provided. â¢ Allparticipants will review how they incorporated these good teaching practiceslearned in the previous session. â¢ Principals/Directors/Instructionalcoaches and /or Strategy Chair will view the following Video clips entitledâMaintaining Accurate Recordsâ and âShowing Professionalismâ in theEducational Impact program with the teachers and after viewing, discuss,reflect and mentor the teachers using the handouts provided. â¢ Allparticipants will review how they incorporated these good teaching practiceslearned in the previous session. â¢ Principals/Directors/Instructionalcoaches and /or Strategy Chair will view the following Video clips entitledâMaintaining Accurate Recordsâ and âShowing Professionalismâ in theEducational Impact program with the teachers and after viewing, discuss,reflect and mentor the teachers using the handouts provided.

Teachers Talk toPresentation/Workshop

TESA


Building Level Workshops Source:none Amount: $0.00

Feedback/Support


Teacher leader will lead discussion on observations. TeachersCounselorsAdministrators

Talk toPeer Coaching


TESA Strategy Chair Meetings Source:none Amount: $0.00

InformationSkill BuildingFeedback/Support


TESA Strategy Chair Meetings for previously trained schools Teachers Talk toPeer CoachingCollaborative ProblemSolving

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A. Parent Involvement: Parent Liaison


Training for workshop presentations Source:none Amount: $0.00



Monthly meeting with the Title 1 Parent Facilitator will provide on-going staffdevelopment for all Parent Liaisons. Title 1 staff at each school will provideParent Liaisons with Materials, ideas and instructions for monthly workpackets they will take to parents during home visits

Other Talk toPresentation/WorkshopStudy GroupProfessional ReadingNetworking/Site Visit

F. Encourage Rigorous Curriculum: Curriculum Mapping


District Curriculum Mapping Director and Members of Tiers III-IV-Vgroup members for Language Arts

Source:None Amount: $0

InformationSkill BuildingRefinement


Language Arts Curriculum Mapping Review Meeting Other Presentation/WorkshopPeer CoachingNetworking/Site Visit


Principal: Language Arts Mapping and Talking in Grade Levels K-12 Source:None Amount: $0



Review the mapping process and how to use Rubicon Atlas software so alltrainers can be trainers for each schools Language Arts teachers and will beable to assist the school staff as we start the mapping process

Administrators Presentation/WorkshopPeer CoachingNetworking/Site Visit


Group Member: Language Arts Mapping and Talking Grade Levels K-12




Review with all Language Arts teachers at the schools the Language ArtsPacing/Consensus maps and the individual Skeleton maps and theexpectations for mapping the Language Arts curriculum for daily lesions

Other Presentation/WorkshopPeer CoachingNetworking/Site Visit

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All Teachers: Language Arts Mapping and Talking in Grade Levels K-12

Source:None Amount: $



Mapping ALL Language Arts lessons using the Individual Skeleton Maps inthe Rubicon/Atlas software

Teachers Presentation/WorkshopPeer CoachingNetworking/Site Visit


Teachers: Meet in STPT groups Source:None Amount: $0



Discuss individual maps created for first unit and make corrections,additions, deletions as needed

Teachers Peer CoachingCollaborative ProblemSolving


Tiers III, IV and V team members will review with all Language Artsteachers the district Pacing/Con




Teacher leader will present workshops reviewing curriculum mapping andRubicon Atlas.


Talk toPresentation/WorkshopPeer CoachingNetworking/Site Visit


All Teachers: Language Arts Mapping and Talking in Grade Levels K-12

Source:None Amount: $

Feedback/SupportRefinement


Language Arts Curriculum Mapping Review Meeting Teachers Peer CoachingNetworking/Site Visit

I. Focused Academic Area: 5-5-3-3 District Wide Strategies


Staff Training on 5â5â3â3 District-Wide Strategies (Overview) Source:District Amount: $0



Power points are provided to administrators & staff to conduct the initialmeeting of the strategies. All power points and resources will be located onIPS Online under the Curriculum and Instructional Accountability Division.

Teachers Presentation/Workshop

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Staff Training on 5â5â3â3 District-Wide Strategies: Focus onVocabulary Strategies

Source:District Amount: $0



ter the initial overview of the 5â5â3â3 District-Wide Strategies, the principalwill conduct a training on List Group Label utilizing resources from IPSOnline. The staff will utilize this strategy the entire month of August withreflections presented during staff meetings.







The principal will conduct a training on Concept Definition Map utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of September with reflections presented during staff meetings.







The principal will conduct a training on Associations utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of Octoberwith reflections presented during staff meetings







The principal will conduct a training on Quickwrite utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of Novemberwith reflections presented during staff meetings.







The principal will conduct a training on Enhancing Descriptive Writing Withinthe Content utilizing resources from IPS Online. The staff will utilize thisstrategy the entire month of December with reflections presented duringstaff meetings.


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Staff Training on 5â5â3â3 District-Wide Strategies: Focus onComprehension Strategies




The principal will conduct a training on Making Thinking Visible utilizingresources from IPS Online. The staff will utilize this strategy the entiremonth of January with reflections presented during staff meetings.




Source:District Amount: $



The principal will conduct a training on Note-Taking and Note-Makingutilizing resources from IPS Online. The staff will utilize this strategy theentire month of February with reflections presented during staff meetings.







The principal will conduct a training on Questioning utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of March withreflections presented during staff meetings.







The principal will conduct a training on Summarizing utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of April withreflections presented during staff meetings.







The principal will conduct a training on Discussion utilizing resources fromIPS Online. The staff will utilize this strategy the entire month of May withreflections presented during staff meetings.


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L. Early Childhood Transition: Teacher Training For Parent Involvement


How Teachers Get Parents Involved Source:none Amount: $0.00



Three meetings will focus on educating educators with the assistance ofparents, in the value and utility of contributions of parents and how to reachout to, communicate with, and work with parents as equal partners andbuilding ties between the parent and school.

TeachersOther

Presentation/Workshop

L. Early Childhood Transition: Transition Team


District Kg. Meetings Source:none Amount: $0.00



Kindergarten teachers will participate in the, monthly KTA meetingsconducted by the District Kg. coordinator and implement new ideasdiscussed in their classroom activities.

Teachers Presentation/WorkshopStudy GroupNetworking/Site Visit

U. Focused Student Group: Special Education Student Group


Workshops Source:none Amount: $0.00

Information


Increasing Student Achievement through Differentiated Instruction Teachers Presentation/Workshop


Workshops Source:none Amount: $0.00



Hear common sense approaches have helped ADD/HD students becomebetter organized and better able to interact with other students. A thoroughreview of the pros and cons of medication versus behavioral modificationare discussed. Disciplining and setting rules for ADD/HD children can bechallenging. Learn how to change undesired behavior by respondingappropriately when incidents occur.


Talk toPresentation/WorkshopStudy GroupNetworking/Site VisitOther

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W. Timely Additional Assistance: Remediation Plan


Sharing time Source:none Amount: $0.00

Feedback/Support


Staff will share suggestions on how to maximize the additional time studentsreceive remedial instruction.


Talk toStudy Group


Video Source:none Amount: $0.00



Increasing Student Achievement through Differentiated Instruction will be shown.

TeachersCounselors

Presentation/WorkshopOther

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Relationship Report -- Areas of Concern / Strategies / Data TargetsFormer Areas of Concern Summary

This report shows the relationship between the Areas of Concern, Strategies, and Data Targets. This report shows the following foreach area of concern: 1) the achievement area(s) that are being negatively impacted by the concern and 2) the strategies we willimplement to eliminate the concern. Basically, when we implement the strategies, the areas of concern should disappear. Once theareas of concern are gone, achievement should increase.

Local Areas of Concern

Concern: Instructional Feedback

Data Targets Influenced by This Concern:

African American Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data)

Strategies to Impact This Concern:

Administrative Walkthroughs End of Semester Assessment Student Graduation Plan Teacher Mentoring TESA

Required Areas of Concern

A. Parent Involvement (Title I)


Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data)


A. Parent Involvement: Parent Liaison S. School-Parent Compact

F. Encourage Rigorous Curriculum (PL221)


African American Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)


F. Encourage Rigorous Curriculum: Curriculum Mapping

23

I. Focused Academic Area (PL221, Title I)


African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Math (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)


I. Focused Academic Area: 5-5-3-3 District Wide Strategies

J. Instruction by Highly Qualified Teachers (Title I)




J. Instruction by Highly Qualified Teachers

K. Attracting Highly Qualified Teachers (Title I)




K. Attracting Highly Qualified Teachers

L. Early Childhood Transition (Title I)


Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Math (seat data)


L. Early Childhood Transition: Transition Team L. Early Childhood Transition: Teacher Training For Parent Involvement

M. Parent Notice - Assessment Results (Title I)


African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data)

24


M. Parent Notice - Assessment Results

Q. School-Parent Involvement Policy (Title I)




Q. School-Parent Involvement Policy

R1. Parent Right-to-Know Letter - Qualifications (Title I)




R1. Parent Right-to-Know Letter - Qualifications

R2. Parent Right-to-Know Letter - Non-Qualified Teacher (Title I)




R2. Parent Right-to-Know Letter - Non-Qualified Teacher

S. School-Parent Compact (Title I)




S. School-Parent Compact

T. Annual Parent Meeting (Title I)




T. Annual Parent Meeting

25

U. Focused Student Group (PL221, Title I)


African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data) Special Education Grade 3 -- Passing ISTEP Eng/LA (seat data) Special Education Grade 3 -- Passing ISTEP Math (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)


U. Focused Student Group: Special Education Student Group

W. Timely Additional Assistance (Title I)


African American Grade 3 -- Passing ISTEP Eng/LA (seat data) African American Grade 3 -- Passing ISTEP Math (seat data) African American Males Grade 3 -- Passing ISTEP Math (seat data) Free Lunch Grade 3 -- Passing ISTEP Eng/LA (seat data) Free Lunch Grade 3 -- Passing ISTEP Math (seat data) Writing Standard Grade 3 -- Passing ISTEP Language Conventions (seat data)


W. Timely Additional Assistance: Remediation Plan

26

Force Field ExcerptThe Force Field reports are lengthy reports analyzed by the teachers, students, parents, and community members to help identifythe areas of concern. The Force Field excerpt found below contains information that must be included in the School ImprovementPlan to meet the requirements of Indiana Public Law 221.

Description and locationof curriculum:

Principal’s Office, Classrooms Force FieldReport B:Curriculum AdditionalData #1

Titles and descriptionsof assessmentinstruments to be usedin addition to ISTEP+:

DIBELS - The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) are a set ofprocedures and measures for assessing the acquisition of early literacy skills fromkindergarten through sixth grade. They are designed to be short (one minute) fluencymeasures used to regularly monitor the development of early literacy and early readingskills. EOS - End of semester tests for English/Language Arts and Math Predictor Tests -Tests that indicate progress in learning skills necessary to pass ISTEP

Force FieldReport C:Assessment AdditionalData #1

Statutes and rules to be waived:

none Force FieldReport G: EnvironmentAdditionalData #2

Program Consolidation Plan:

We do not consolidate programs, we coordinate funds. Force FieldReport G: EnvironmentAdditionalData #2

27

To-Do ListThis to-do list includes implementation, professional development, anti-resistance, and evaluation action steps for each strategy andwill serve as a road map as we implement our School Improvement Plan.

Report by strategy. Showing completed and yet-to-be-completed action steps.

Administrative WalkthroughsSep 11, 2006: Questions regarding walkthroughs are asked and fully answered at the staff meeting so that 100% of the staffunderstand their purpose.

Person : Margaret HiggsActivity : Collect baseline data

Aug 31, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Sep 1, 2009: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

Sep 2, 2009: Discuss walkthroughs at a staff meeting Person : Margaret HiggsActivity : Review Walkthroughs

Sep 2, 2009: Discuss walkthroughs at a staff meeting Person : Margaret HiggsActivity : Review Walkthroughs

Oct 1, 2009 : Administrator will discuss with teachers needing suggestions the purpose of the mentoring Person : Margaret HiggsActivity : Discussion

Oct 1, 2009 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

Oct 5, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Nov 1, 2009 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

Nov 2, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Nov 30, 2009 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Dec 1, 2009: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

28

Dec 2, 2009: Questions regarding walkthroughs are asked and fully answered at the staff meeting so that 100% of the staffunderstand their purpose.

Person : Margaret HiggsActivity : Collect first semester/trimester follow up data

Jan 1, 2010 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

Jan 4, 2010 : Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Feb 1, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Feb 1, 2010: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

Mar 1, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Mar 1, 2010: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

Mar 29, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

Apr 1, 2010 : Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

May 1, 2010: Administrators will mentor teachers on areas of concern seen during walkthroughs. Person : Margaret HiggsActivity : Teacher mentoring

May 3, 2010: Administrators will conduct walkthroughs Person : Margaret HiggsActivity : On-going walkthroughs

May 5, 2010: Staff will discuss walkthroughs and offer suggestions. Person : Margaret HiggsActivity : Collect final semester/trimester follow up data

Early Childhood TransitionMar 10, 2009: Collect and compile workshop evaluation data.

Person : Lisa BurchfieldActivity : Collect baseline data

Mar 10, 2009: Collect contact logs and tabulate the % of parents contacted by teachers Person : Lisa BurchfieldActivity : Collect baseline data

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Apr 22, 2009 : New Family Night will be held in the Spring of 2010. Person : MPTAActivity : Student Transition to Elementary School

Aug 18, 2009 : An Open House will be held the day before school starts. Person : Margaret HiggsActivity : Student Transition to Elementary School

Aug 29, 2009 : Kg. staff will discuss transitioning students to school and how best to accomplish this. Person : Cindy WilliamsActivity : Discussion

Sep 28, 2009: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Sep 29, 2009: Class Coffee Person : KG. TeachersActivity : Kdg. Parent Workshops

Sep 29, 2009: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops

Sep 30, 2009: Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan, Joan HarrellActivity : How Teachers Get Parents Involved

Oct 15, 2009 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Oct 28, 2009 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Nov , 2009 : Two Open Houses for the Magnet program will be held. Person : Margaret HiggsActivity : Open House for Perspective Parents

Nov 10, 2009 : Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops

Nov 19, 2009 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Nov 28, 2009 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Dec 10, 2009: Collect and compile workshop evaluation data. Person : Cindy WilliamsActivity : Collect first semester/trimester follow up data

Dec 10, 2009: Collect contact logs and tabulate the % of parents contacted by teachers Person : Cindy WilliamsActivity : Collect first semester/trimester follow up data

30

Dec 17, 2009: Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Dec 22, 2009: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops

Dec 28, 2009: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Jan 21, 2010 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Jan 28, 2010 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Jan 30, 2010 : Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan, Joan HarrellActivity : How Teachers Get Parents Involved

Feb 2, 2010: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops

Feb 18, 2010: Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Feb 28, 2010: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Mar 16, 2010: Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops

Mar 18, 2010: Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Mar 28, 2010: At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

Apr 15, 2010 : Personal visits with a tour will be given as requested Person : Maurice WoodsonActivity : Open House for Perspective Parents

Apr 27, 2010 : Conduct Monthly Parent Workshops for Preschool parents and Kdg. parents Person : Maurice WoodsonActivity : Kdg. Parent Workshops

Apr 28, 2010 : At least one Kg. teacher will Attend monthly District Kg. Teacher Meetings Person : Lisa BurchfieldActivity : District Kg. Meetings

31

Apr 30, 2010 : Attend three workshops focusing on Teacher/Parent Partnerships Person : Linda Hogan, Joan HarrellActivity : How Teachers Get Parents Involved

May 10, 2010: Collect and compile workshop evaluation data. Person : Candy HammondActivity : Collect final semester/trimester follow up data

May 16, 2010: Collect contact logs and tabulate the % of parents contacted by teachers Person : Candy HammondActivity : Collect final semester/trimester follow up data

Encourage Rigorous CurriculumMar 15, 2009: Teacher Language Arts Maps

Person : Rebecca PfaffenbergerActivity : Collect baseline data

May 15, 2009: Teacher Language Arts Maps Person : Rebecca PfaffenbergerActivity : Collect final semester/trimester follow up data

Aug 24, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

Aug 30, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

Aug 30, 2009 : During staff development meeting they will review all the components and expectations of mapping for theschool year

Person : Group MembersActivity : Tiers III, IV and V team members will review with all Language Arts teachers the district Pacing/Con

Aug 31, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

Aug 31, 2009 : Attend Review Mapping Training at their schools â Tier III, IV, V members Person : Margaret HiggsActivity : Principal: Language Arts Mapping and Talking in Grade Levels K-12

Sep 1, 2009: ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction

Person : All TeachersActivity : All Teachers: Language Arts Mapping and Talking in Grade Levels K-12

Sep 2, 2009: Attend Mapping Training â Tier III Group Person : Group MembersActivity : Group Member: Language Arts Mapping and Talking Grade Levels K-12

Sep 6, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

Sep 7, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

32















Sep 30, 2009: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

Sep 30, 2009: Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

Oct 4, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

Oct 5, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

33

Oct 6, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction














Oct 30, 2009 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

Oct 30, 2009 : Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

Nov 1, 2009 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

Nov 2, 2009 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

34

Nov 3, 2009 : ELEMENTARY LEVEL â Attend STPT grade level sessions and discuss the Language Arts individual skeletonmaps written by grade level teachers making revisions on their individual maps for next yearâs instruction
















Nov 30, 2009 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

Nov 30, 2009 : Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

35

Dec 1, 2009: First Semester: Teachers will print off one individual map they created during the first semester Person : All TeachersActivity : Teachers will print off one individual map they created

Dec 6, 2009: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

Dec 7, 2009: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts



Dec 15, 2009: Teacher Language Arts Maps Person : Rebecca PfaffenbergerActivity : Collect first semester/trimester follow up data

Dec 15, 2009: Attend Language Arts Mapping Training â Tier III, IV and V group members to review the process and makerecommendations for revisions and changes that need to be considered and/or done.

Person : Group MembersActivity : District Curriculum Mapping Director and Members of Tiers III-IV-V group members for Language Arts

Dec 20, 2009: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system




Dec 30, 2009: Principal will speak to teacher to find out why they are not individually mapping the units in Language Arts Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

Jan 3, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

Jan 4, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

Jan 10, 2010 : All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework


36







Jan 30, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

Jan 30, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System


Feb 1, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

Feb 7, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups


Feb 10, 2010: All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework




37




Mar 1, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

Mar 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

Mar 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

Mar 7, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups


Mar 10, 2010: All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework








38

Apr 2, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

Apr 2, 2010 : Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

Apr 5, 2010 : Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

Apr 10, 2010 : All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework


Apr 11, 2010 : Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups






May 1, 2010: Second Semester: Teachers will print off one individual map they created during the second semester Person : All TeachersActivity : Teachers will print off one individual map they created

May 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher still are not completing individual maps for Language Arts in the Rubicon Atlas system

May 2, 2010: Principal will follow the IPS progressive Discipline steps for the teacher to comply Person : Margaret HiggsActivity : Teacher will not complete individual maps for Language Arts in the Rubicon/Atlas System

May 2, 2010: Discuss individual maps created for first unit and make corrections, additions, deletions as needed Person : All TeachersActivity : Teachers: Meet in STPT groups

May 3, 2010: Teachers will map and put in the Rubicon Atlas system their individual maps Person : Rebecca PfaffenbergerActivity : Map units of Language Arts

39


May 10, 2010: All Language Arts teachers will follow the Pacing/Consensus maps and individual map units of instruction usingthe individual skeleton maps as the framework








End of Semester AssessmentJan 29, 2009 : Develop an agenda that addresses academic needs of students based on assessment data.

Person : Activity : Meet in STPT meeting to address concerns

Jan 29, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Jan 29, 2009 : At one of the STPT or PLC meetings each month, staff discuss the data and strategies and develop sponge orbell ringer activities that can be used to drive instruction in the classroom

Person : Margaret HiggsActivity : Using end of semester data to drive instruction

Mar 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Apr 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

May 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

40

Jun 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Jul 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Aug 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Sep 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Oct 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Oct 29, 2009 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

Nov 1, 2009 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Nov 29, 2009 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

Dec 1, 2009: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Dec 29, 2009: Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

Jan 1, 2010 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Jan 29, 2010 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

Jan 29, 2010 : Offer encouragement to share their expertise with others. Person : Activity : Reluctant staff members who will not join colleagues in collaboration to improve student learning.

Jan 29, 2010 : Develop activities and a plan for working with students on intervention activities to address non-masteredindicators.

Person : Activity : Review End of Semester test results

Feb 1, 2010: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

41

Mar 1, 2010: Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

Mar 1, 2010: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Apr 1, 2010 : Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

Apr 1, 2010 : Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

May 1, 2010: Develop sponge or bell ringers addressing non-mastered standards and indicators. Person : Activity : Identify non-mastered standards and indicators

May 1, 2010: Discuss skill areas that are deficit and determine strategies to remediate Person : Activity : Meet in STPT meeting to address concerns

Focused Academic AreaMar 13, 2008: Training meeting sign-in Walkthroughs

Person : Christine StrattmanActivity : Collect baseline data

Mar 13, 2009: Teacher Evaluations Informal Observations Person : Margaret HiggsActivity : Collect baseline data

Aug 30, 2009 : Staff will discuss needed vocabulary improvement for students. Person : Margaret HiggsActivity : Discussion

Aug 30, 2009 : Utilize Curriculum & Instruction Materials (power point) to review the 5â5â3â3 District-Wide Strategies. Eachmonth, the principal will âfocusâ on one strategy in the Vocabulary and comprehension areas. NOTE: Test Taking Strategiesand Writin

Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies (Overview)

Aug 30, 2009 : Conduct a training focusing on the Vocabulary Strategy: List Group Label Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies

Sep 30, 2009: Conduct a training focusing on the Vocabulary Strategy: Concept Definition Map Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies

Oct 31, 2009 : Conduct a training focusing on the Vocabulary Strategy: Associations Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies

Nov 30, 2009 : Conduct a training focusing on the Vocabulary Strategy: Quickwrite Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies

42

Dec 10, 2009: Teacher Evaluations Informal Observations Person : Margaret HiggsActivity : Collect first semester/trimester follow up data

Dec 10, 2009: Training meeting sign-in Walkthroughs Person : Christine StrattmanActivity : Collect first semester/trimester follow up data

Dec 18, 2009: Conduct a training focusing on the Vocabulary Strategy: Enhancing Descriptive Writing Within the Content Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Vocabulary Strategies

Jan 29, 2010 : Conduct a training focusing on the Comprehension Strategy: Making Thinking Visible Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies

Feb 28, 2010: Conduct a training focusing on the Comprehension Strategy: Note-Taking and Note-Making Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies

Mar 30, 2010: Conduct a training focusing on the Comprehension Strategy: Questioning Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies

Apr 30, 2010 : Conduct a training focusing on the Comprehension Strategy: Summarizing Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies

May 10, 2010: Training meeting sign-in Walkthroughs Person : Margaret HiggsActivity : Collect final semester/trimester follow up data

May 15, 2010: Teacher Evaluations Informal Observations Person : Christine StrattmanActivity : Collect final semester/trimester follow up data

May 25, 2010: Conduct a training focusing on the Comprehension Strategy: Discussion Person : Margaret HiggsActivity : Staff Training on 5â5â3â3 District-Wide Strategies: Focus on Comprehension Strategies

Focused Student GroupMar 10, 2009: Determine % of teachers who are providing differentiations and extensions in vocabulary to Special Ed studentswith Language needs.

Person : Richard EulissActivity : Collect baseline data

Aug 29, 2009 : Teachers will discuss special education students and their needs. Person : Richard EulissActivity : Discussion

Sep 29, 2009: Teachers will attend workshops on vocabulary extensions. Person : Richard EulissActivity : Workshops

Oct 29, 2009 : Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops

43

Dec 10, 2009: Determine % of teachers who are providing differentiations and extensions in vocabulary to Special Ed studentswith Language needs.

Person : Richard EulissActivity : Collect first semester/trimester follow up data

Dec 31, 2009: Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops

Mar 4, 2010: Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops

May 6, 2010: Teachers will watch videos that will assist in the differentiation of special ed students’ plans Person : Mary WhiteActivity : Workshops

May 10, 2010: Determine % of teachers who are providing differentiations and extensions in vocabulary to Special Ed studentswith Language needs.

Person : Richard EulissActivity : Collect final semester/trimester follow up data

Parent InvolvementMar 10, 2009: Collect the data from this year’s home visits by the parent liaison.

Person : Maurice WoodsonActivity : Collect baseline data

Mar 10, 2009: Collect the data from this year’s phone calls by the parent liaison. Person : Maurice WoodsonActivity : Collect baseline data

May 20, 2009: Collect data on home visits Person : Maurice WoodsonActivity : Collect final semester/trimester follow up data

May 20, 2009: Collect data on phone calls Person : Maurice WoodsonActivity : Collect final semester/trimester follow up data

Aug 20, 2009 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Aug 29, 2009 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Aug 29, 2009 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Aug 30, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Sep 20, 2009: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

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Sep 29, 2009: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Sep 29, 2009: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Sep 29, 2009: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

Sep 30, 2009: Develop an interest survey for parents regarding workshop topics. Person : Maurice WoodsonActivity : Parent Meetings

Sep 30, 2009: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Sep 30, 2009: Provide workshops of interest to parents following a survey. Person : Maurice WoodsonActivity : Parent Meetings

Oct 20, 2009 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Oct 29, 2009 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Oct 29, 2009 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Oct 29, 2009 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

Oct 30, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Nov 20, 2009 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Nov 29, 2009 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Nov 29, 2009 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Nov 29, 2009 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

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Nov 30, 2009 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Dec 10, 2009: Collect data on home visits Person : Maurice WoodsonActivity : Collect first semester/trimester follow up data

Dec 10, 2009: Collect data on phone calls Person : Maurice WoodsonActivity : Collect first semester/trimester follow up data

Dec 20, 2009: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Dec 29, 2009: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Dec 29, 2009: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Dec 29, 2009: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

Dec 30, 2009: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Jan 20, 2010 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Jan 29, 2010 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Jan 29, 2010 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Jan 29, 2010 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

Jan 30, 2010 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Feb 20, 2010: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Mar 1, 2010: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

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Mar 1, 2010: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Mar 1, 2010: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

Mar 2, 2010: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Mar 20, 2010: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

Apr 1, 2010 : Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

Apr 1, 2010 : Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

Apr 1, 2010 : Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

Apr 2, 2010 : Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

Apr 20, 2010 : Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

May 1, 2010: Attend Parent Liaison meeting with the Title 1 Facilitator Person : Minetta RichardsonActivity : Training for workshop presentations

May 1, 2010: Provide parent liaison with materials, ideas and instructions for work packet Person : Minetta RichardsonActivity : Training for workshop presentations

May 1, 2010: Complete an evaluation following each workshop. Person : Maurice WoodsonActivity : Workshop effectiveness as determined by parent comments.

May 2, 2010: Have a comfortable and inviting place to attend morning, afternoon and evening sessions and have parent room Person : Maurice WoodsonActivity : Parent Meetings

May 20, 2010: Parent Liaison goes to all the meetings as scheduled Person : Maurice WoodsonActivity : Title I Parent Liaison meetings

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Student Graduation PlanSep , 2009: Principal, Media Specialist and Social Worker/Counselor of school with sixth grade students will meet and reviewthe 6th grade graduation materials and resources.

Person : Margaret HiggsActivity : Review and discuss the 6th grade graduation plan materials and resources

Sep 29, 2009: Introduction to the 6th Grade Graduation Plan Person : Joan Harrell, Ginger ArvinActivity : Introduction to the 6th Grade Graduation Plan

Oct 29, 2009 : Attend Refresher Session on Graduation Plans Person : Joan Harrell, Ginger ArvinActivity : Graduation Plan Refresher Session

Oct 29, 2009 : Principal and/or Social Worker/Counselor will meet with the sixth grade students in a group and introduce tothem the graduation plan and explain the steps that will take place through the school year to complete this plan

Person : Donna HendleyActivity : Introduce to students the 6th grade graduation plan and its purpose

Nov 29, 2009 : Media Specialist, principal or teacher will help students complete either electronically or by paper and pencil alearning styles inventory found on the Learn More Indiana website

Person : Donna HendleyActivity : Complete a learning styles Inventory

Dec 20, 2009: Collect a checklist which indicates each studentâs name listed and the activities they have completed as ofDecember

Person : Christine StrattmanActivity : Collect first semester/trimester follow up data

Dec 22, 2009: Principal and/or Social Worker/Counselor will lead a Parent/Student meeting where they learn the basics of thethree different Core 40 diploma options and parent and student pick one as a goal. Parents are to sign this plan

Person : Christine Strattman, Adele MurphyActivity : 6th grade graduation plan Parent / Student meeting

Dec 29, 2009: Media specialist or Social Worker/Counselor or Teacher will help students to complete either electronically or bypaper and pencil a career interest inventory found on the Learn More Indiana website

Person : Susan OkeyActivity : Complete a career interest inventory

Jan 29, 2010 : Social Worker/Counselor will work with parents and students in grades 6th, 7th, & 8th to submit and applicationfor the Twenty-first Century Scholars Gear Up Program

Person : Donna HendleyActivity : Apply for Twenty-First Century Scholars Gear Up Program Grant

Feb 28, 2010: Students lead by the teacher and/or Social Worker/Counselor will go over and discuss the activities in the OnTrack mini magazine

Person : Christine Strattman, Adele MurphyActivity : Read the On Track mini magazine and complete the activities

May 15, 2010: Collect a verification form which has the Teachers or Social Worker/Counselors signature which indicated thateach student has an updated graduation plan on file for the current school year

Person : Adele MurphyActivity : Collect final semester/trimester follow up data

May 15, 2010: Include in the documentation a sample of a completed graduation plan form for each grade level. Person : Adele MurphyActivity : Collect final semester/trimester follow up data

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Teacher MentoringApr 30, 2009 : Attend Professional Development session on Domain 4 â Professional Responsibilities

Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities

May 10, 2009: Determine % of targeted teachers who participate Person : Margaret HiggsActivity : Collect baseline data

May 14, 2009: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities

May 28, 2009: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 4 â Professional Responsibilities

Aug 29, 2009 : Staff will discuss teacher mentoring. Person : Margaret HiggsActivity : Discussion

Sep 29, 2009: Attend training for Introduction to the Charlotte Danielsonâs On-Line PD program. Person : District Strategy Chair personActivity : Introduction to the Charlotte Danielsonâs on Line PD program

Oct 1, 2009 : Teachers needing help with Classroom Management (Domain 2) will be identified during administrator anddirector walkthroughs.

Person : Administrator, Director, Instructional CoachesActivity : Domain 2 - Principal Walkthrough Focus â Classroom Management

Oct 9, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2 â Classroom Management

Oct 16, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2 â Classroom Management

Oct 22, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2: Classroom Management

Oct 29, 2009 : Attend Professional Development session on Domain 2 - Classroom Management. Person : Administrator, Director, Instructional CoachesActivity : Domain 2: Classroom Management

Nov 1, 2009 : Teachers needing help with Instruction (Domain 3) will be identified during principal and director walkthroughs. Person : Administrator and DirectorActivity : Domain 3: Instruction

Nov 13, 2009 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional CoachesActivity : Domain 3: Instruction

Nov 18, 2009 : Teachers needing help with Instruction (Domain 3) will be identified during principal and director walkthroughs. Person : Administrator and/or DirectorActivity : Domain 3 - Principal Walkthrough Focus - Instruction

Nov 23, 2009 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 3: Instruction

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Dec 10, 2009: Determine % of targeted teachers who participate

Person : Margaret HiggsActivity : Collect first semester/trimester follow up data

Dec 11, 2009: Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional CoachesActivity : Domain 3: Instruction

Jan 22, 2010 : Teachers needing help with Planning and Preparation (Domain 1) will be identified during principal and directorwalkthroughs

Person : Administrator and/or DirectorActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation

Feb 5, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, InSAI chair, coachesActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation

Feb 26, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, Instructional CoachesActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation

Feb 26, 2010: All participants will review how they incorporated these good teaching practices learned in the previous session. Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation

Feb 26, 2010: Principals/Directors/Instructional coaches and /or Strategy Chair will view the following Video clips entitledâDemonstrating Knowledge of Studentsâ and âSetting Instructional Outcomesâ in the Educational Impact program with theteachers and after

Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation

Mar 12, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, Instructional CoachesActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation

Mar 12, 2010: All participants will review how they incorporated these good teaching practices learned in the previous session. Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 1 - Planning and Preparation

Mar 12, 2010: Principals/Directors/Instructional coaches and /or Strategy Chair will view the following Video clips entitledâDemonstrating Knowledge of Studentsâ and âSetting Instructional Outcomesâ in the Educational Impact program with theteachers and a

Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation

Mar 26, 2010: Attend Professional Development session on Domain 1 â Planning and Preparation Person : Administrator, Director, Instructional Coaches, InSAI chairActivity : Domain 1 Principal/Director Walkthrough â Planning and Preparation

Mar 26, 2010: All participants will review how they incorporated these good teaching practices learned in the previous session. Person : Administrator, Director, Instructional CoachesActivity : Domain 1 - Planning and Preparation

Mar 26, 2010: Principals/Directors/Instructional coaches and /or Strategy Chair will view the following Video clips entitledâDemonstrating Knowledge of Studentsâ and âSetting Instructional Outcomesâ in the Educational Impact program with theteachers and a

Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 1 - Planning and Preparation

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Apr 16, 2010 : Teachers needing help with Professional Person : Administrator / DirectorActivity : Domain 4 - Principal / Director Walkthroughs Professional Responsibilities

Apr 16, 2010 : Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities

May 14, 2010: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional CoachesActivity : Domain 4 â Professional Responsibilities

May 15, 2010: Determine % of targeted teachers who participate Person : Margaret HiggsActivity : Collect final semester/trimester follow up data

May 28, 2010: Attend Professional Development session on Domain 4 â Professional Responsibilities Person : Administrator, Director, Instructional Coaches, InSAI team leaderActivity : Domain 4 â Professional Responsibilities

Jan 20, 2011 : Attend Professional Development session on Domain 3 - Instruction Person : Administrator, Director, Instructional CoachesActivity : Domain 3: Instruction

TESAMar 10, 2009: Collect observations sheets and tabulate for positive marks.

Person : Kim ThaxtonActivity : Collect baseline data

May 6, 2009: Staff will discuss the purpose of TESA at a staff meeting. Person : Kim ThaxtonActivity : Discussion

Aug 30, 2009 : Conduct Building Level TESA Awareness Session Person : Kim ThaxtonActivity : Building Level Workshops

Aug 30, 2009 : Staff will discuss TESA at a staff meeting. Person : Margaret HiggsActivity : Discussion

Sep 30, 2009: Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops

Oct 1, 2009 : Attend TESA Strategy Chair Meeting Person : Kim ThaxtonActivity : TESA Strategy Chair Meetings

Oct 30, 2009 : Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops

Nov 30, 2009 : Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops

Dec 15, 2009: Collect observations sheets and tabulate for positive marks. Person : Kim ThaxtonActivity : Collect first semester/trimester follow up data

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Dec 20, 2009: Teacher leader will present workshops to staff following the presentations she attends.

Person : Kim ThaxtonActivity : Building Level Workshops

Jan 30, 2010 : Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops

Feb 1, 2010: Attend TESA Strategy Chair Meeting Person : Kim ThaxtonActivity : TESA Strategy Chair Meetings

Feb 28, 2010: Teacher leader will present workshops to staff following the presentations she attends. Person : Kim ThaxtonActivity : Building Level Workshops

Mar 30, 2010: Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops

Apr 30, 2010 : Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops

May 25, 2010: Collect observations sheets and tabulate for positive marks. Person : Kim ThaxtonActivity : Collect final semester/trimester follow up data

May 30, 2010: Teacher leader will present workshops to staff following the presentations she attends Person : Kim ThaxtonActivity : Building Level Workshops

Timely Additional AssistanceMar 10, 2009: Calculate the % of teachers providing remediation activities

Person : Virrither CooerActivity : Collect baseline data

Aug 30, 2009 : Staff will discuss the need for remediation and how best we can serve the students Person : Margaret HiggsActivity : Discussion

Sep 15, 2009: Teachers will share ideas on how to utilize additional time to its maximum . Person : Virrither CooperActivity : Sharing time

Oct 1, 2009 : Staff will schedule after school clubs with an academic focus, such as German Club, Chess Club Person : Alice VoorheesActivity : Academic Clubs

Oct 1, 2009 : Staff will schedule after school tutoring for students needing remediation Person : Virrither CooperActivity : After School Tutoring

Dec 15, 2009: Calculate the % of teachers providing remediation activities Person : Virrither CooperActivity : Collect first semester/trimester follow up data

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Dec 20, 2009: View increasing Student Achievement through Differentiated Instruction Person : Margaret HiggsActivity : Video

May 25, 2010: Calculate the % of teachers providing remediation activities Person : Virrither CooperActivity : Collect final semester/trimester follow up data

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Indiana Student Achievement Institute

Continuous Improvement Timeline

First Year Schools Second Year Schools Third Year and Beyond

Schools

Oct Session 1:Getting Started

Local Mtgs: Rationale for Change

New Steering Team Member (optional)

Session 1:Improvement Plan Implementation

New Steering Team Member (optional)

Session 1: Kick-Off / Monitoring / Mentoring

Nov Session 2 Visioning

Tech Training 1 (two people per school)

Local Mtgs: Visioning

Tech Training 1 (optional)

Local Mtgs – SIP ImplementationRoles & Responsibilities


Local Mtgs – SIP ImplementationRoles & Responsibilities

Dec Session 3:Achievement Data Analysis

Local Mtgs: Achievement Data Targets

Session 2:SIP Evaluation & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan Session 4:Areas of Concern & Research Assignments

Local Mtgs: Areas of Concern

Session 2:SIP Review & Revision

Local Mtgs: Sch. Imp. Plan Revision

Session 5:

Feb 3 Session 6:InSAI Conference on Learning

Strategy Research Group Meetings:Local Mtgs – Strategy Selection

InSAI Conference on Learning (optional)

InSAI Conference on Learning (optional)

Feb / Mar

Session 7: (strategy chairs only)Strategy Plans

Tech Training 2 (two people per school)

Strategy Task Force Mtg – Strategy Plans

Session 3 (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Session 3: (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Apr 1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

Session 7:Strategy Plan Review:One hour individual appointment



May 1st Fri in May: Revisions due online

3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)

1st Fri in May: Revisions due online


1st Fri in May: Revisions due online


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rousseau mc clellan 91 (5591) · rousseau mc clellan 91 (5591) ... this school improvement plan was...

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