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Hendricks Elementary
Shelbyville Central School Corporation
School Improvement Plan
Schoolwide Plan
2010-2013
“Doing What is Best for Every Child Every Day!”
Principal: Pat Lumbley
Table of Contents
Components of the Plan* Page #
Narrative description of the school and community 4
Statement of mission, vision, or beliefs 6-8
Technology Initiatives 6
Statutes and rules the school wishes to have suspended from operation 8
Description and location of the school’s curriculum 8
Titles and descriptions of assessment instruments 9
Plan for submission of the plan to the governing body 11
Attendance rate 11
Safe and disciplined learning environment 12
Increasing the Amount of Learning Time 15
Highly qualified teachers in all core content area classes 16
Strategies to attract high-quality, highly qualified teachers 17
Parental involvement
• Strategies to increase parental involvement 18
• Description of how school provides individual academic 23
results to parents
• Strategies to involve parents in planning, review and 23
improvement of the schoolwide plan
Plans for assisting children to transition into, through, and out of school 23
Opportunities for teachers to be included in decision-making
related to the use of academic assessment results 25
Activities to ensure that students having difficulty mastering
proficient and advanced academic achievement are
provided with effective, timely additional assistance 25
Coordination and integration of federal, state, and local funds 27
• A list of programs that will be consolidated under schoolwide Yes
Rationale (for each academic goal)
• Data Analysis 28 & 31
• Implementation of schoolwide reform strategies that use effective scientifically
based research methods and instructional practices 28 & 31
Action plan/Specific Achievement Objectives and Goals
• Provides opportunities for all children to meet proficient and
advanced levels of academic achievement 29 & 32
• Strengthens the core academic program 28 & 31
• Increases the amount of learning time 15
• Includes strategies for serving underserved populations 29 & 32
• Includes strategies to address the needs of all children 29 & 32
• Are consistent with state and local improvement plans Yes
• Technology as a learning tool 6
• Cultural Competency 29 & 32
• High quality and on-going professional development for 46
teachers, principals, and paraprofessionals
Assessment plan
• Determination if children’s needs have been met (impact) 30 & 33
• Determination of level of implementation 30 & 33
Appendix
• Supporting data--Comprehensive Needs Assessment 34
• Guiding Principles with research-based resources 39
• Comprehensive Professional Development Needs Assessment 44
• Timeline of professional development activities 46-48
If your school is in school improvement status, the following is required
• LEA Title I Funds Assurance 49
• Written Notice to Parents 49
• Responsibilities of school, LEA, & SEA 49
• Teacher Mentoring Program 49
• School Choice Information Letters 50-52
• School Choice Information Letters (Spanish) 53-55
*An item in italics indicates a Title I Schoolwide Plan requirement
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Narrative Description of the School and Community
Hendricks Elementary School is located at 1111 St. Joseph Street, Shelbyville, Indiana. Based on
the census of 2000 there are 17,951 people, 7,307 households, and 4,654 families residing in the
city of Shelbyville. The racial makeup of the city is 95.28% White, 1.58% African American,
0.15% Native American, 1.16% Asian, 0.02% Pacific Islander, 0.90% from other races, and
0.91% from two or more races. 1.91% of the population are Hispanic or Latino of any race.
0.15% 0.02%
1.91% 0.90%
1.16% 0.91%
1.58%
95.28%
White African American Asian
Hispanic or Latino (of any race) Native American Pacific Islander
Some other race Two or more Races
There is a wide variety of housing in the district, ranging from small studio apartments to
grand estates. There are 7,307 households out of which 32.3% have children under the age of
18 living in them. Within these households 46.3% have married couples living together, 12.5%
have a female household with no husband present, and 36.3% are non-families. 30.3% of all
households are made up of individuals and 12.2% have someone living alone who is 65 years
of age or older. The average household size is 2.39 and the average family size is 2.96.
In the city the population is spread out with 26.2% under the age of 18. The median age in
Shelbyville is 34 years.
The median income for a household in the city is $36,824, and the median income for a family
is $46,379. The per capita income for the city is $18,670. 9.1% of the population and 6.1% of
families are below the poverty line. Out of the total population, 10.8% of those under the age
of 18 and 11.6% of those 65 and older are living below the poverty line
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Hendricks Elementary is one of three schools that service prekindergarten (currently housed at
Shelbyville High School), kindergarten, first, second, third, fourth, and fifth graders in the
Shelbyville Central School Corporation. The enrollment at Hendricks Elementary is
approximately 650 students. Hendricks’ diverse student enrollment validates the need for
offering a variety of programs. The student population is approximately 86% Caucasian, 7%
Hispanic, .3% Asian, 5% Multiracial, and 2% African American.
Hendricks Schoo l Pop ulation
2%
0%
5%
7%
Causcasian Hispanic
Multiracial African American
Asian
86 %
The school district represents an average socio-economic status with a family-oriented value
system. The Hendricks enrollment ranges from above average income to poverty level. The
diversity at Hendricks Elementary is reflected in number of students receiving free or reduced
lunch. Approximately 344 (53%) students are on free lunch while approximately 49 (8%) are on
reduced lunch. In the last 8 years the free and reduced lunch population has increased from 26%
to 61%. Approximately 259 (39%) students are on paid lunch.
Hendricks Lunch St atist ics
40%
53%
Free Reduced Paid
7%
5
Hendricks Elementary’s staff consists of 31 general education teachers, 4 special education
teachers, one social worker, one assistant principal, and one principal. There are approximately
15 instructional assistants, three office staff members, 2 custodians and 8 food service
employees. Parents play a valuable role in the school community. They are represented in a
variety of avenues, which includes, school volunteers, School Improvement Committee,
corporation committees, classroom volunteers, and a strong Parent/Teacher Organization.
Annually, parents and guardians log in over 2000 hours of volunteer service. In addition to this
team, Shelbyville Central Schools provides support staff, which includes technology consultants,
corporation nurse, registered dietician, public relations representative, occupational therapists,
behavioral consultants, and psycho-educational evaluators. A special liaison with Franklin
College, Ball State University, Shelbyville High School, Shelbyville Middle School and Blue
River Career Center provides Hendricks with numerous young people aspiring to make a
positive difference in the lives of the students.
Hendricks Elementary School consists of one large building originally constructed in 2000. The
building is approximately 103,000 sq. ft., with the average classroom occupying approximately
1008 sq. ft. The building consists of two wings of classrooms and includes an art room, music
room, students’ kitchenette, small group study room, labs for speech, fully equipped life skills
rooms, cafetorium with a stage, reading a science labs, health clinic, three teacher workrooms,
and office space. Hendricks has a large gymnasium that can accommodate 800 persons.
Technology Initiatives
Technology at Hendricks has taken significant strides. Hendricks Elementary has an interactive
website that provides information on school events, accomplishments, links to individual teacher
websites, and other school information. The media retrieval system in the library has the
capability to show multiple educational programs for classrooms from a central location. All
classrooms have a minimum of 2 student workstations and a teacher workstation all connected to
the network. Two classrooms have 8 computers in them to assist in the implementation of the
READ 180 program. Currently 33 rooms are equipped with an integrated audio and visual
PoleVault systems. There are now 10 classrooms equipped with Mimio Boards and 23 teachers
are using the Mobi interactive systems. There are also 8 portable e-Instruction sets of “clickers”
used for interactive lessons and quick assessments. In addition, the school currently has a 24
student computer lab in the green wing atrium, a 30-station computer lab and a large group
instruction room, both of which contain a Smart Board equipped with Smart Technology. In the
fall of 2009, Hendricks started using three “Mobile Labs” featuring netbooks to use on the newly
installed wireless network schoolwide. Achieve 3000 is a web based reading program that
extends reading time for all third grade students. A variety of math and reading software enrich
and support the curriculum for all students, including the web-based Renaissance Place which
includes the Accelerated Reader program which allows Hendricks students to test
comprehension on over 100,000 book titles. During the schoolyear 2009-2010, over 20 staff
members at Hendricks also received advanced technology training through a corporation
technology grant and IUPUI.
Mission, Vision, or Beliefs
Shelbyville Central Schools’ Mission
To provide a quality education and educational leadership to the community.
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Shelbyville Central Core Values/Fundamental Objectives
We must establish a partnership involving students, staff, families, and community.
• Vision of corporate-wide cooperation and civility.
• Effective communication.
• Good public relations.
We must have a corporate-wide, on-going strategic planning process.
• Outline of the process.
• Needs assessment and data gathering.
• Measurement of mission.
We must have a positive learning environment.
• Readily available resources: Quality technology, furniture, materials, and supplies.
• Happy buildings.
• Students prepared to learn.
We must promote/support high student achievement in all areas.
• Tracking of individual achievement.
• Vertical and horizontal articulation.
• A philosophy that every child can learn.
We must have quality employees.
• Training and professional development.
• Well compensated.
• Rewards and recognition.
• Recruit, retain, and nurture new employees
We must have an effective communication system for all stakeholders.
• Marketing program.
• Communication training for all staff.
• Regular staff meetings.
Hendricks Elementary
Hendricks Elementary Mission
Hendricks Elementary school community: Doing what is best for every child every day!
Hendricks Elementary Beliefs
• We believe that we can effectively teach ALL children.
• We believe that effective leadership is essential to support student
success.
• We believe in the use of an effective and collaborative decision making process
that utilizes assessment data.
• We believe it is essential to intervene at the first indication of academic, social-
emotional, or behavioral needs.
• We believe in providing an integrated and focused system of
instructional interventions and resources that is applied to
successfully meet all students’ academic, social-emotional, and
behavioral needs.
• We believe the entire community including school staff and parents are responsible
for education our students.
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Hendricks Pledge
I promise to work hard today to be a Hendricks Elementary Good Citizen. I will be a
good listener and I will follow instructions the first time they are given. I will be
kind and considerate to others. I will treat other people's property and the school's
property with respect. I will use my "quiet" voice inside the building. I will give my
personal best effort in all that I do, so I can learn and others can, too. I will strive to
be a Hendricks Star Student!
Statutes and rules the school wishes to have suspended from operation
At this time Hendricks Elementary is not applying for waivers.
Description and Location of Curriculum
The Shelbyville Central School’s Elementary written curriculum is the combination of local
learning objectives, the Indiana Academic Standards, and Power Indicators. The Shelbyville
Central School Corporation school board approves the corporation’s K-5 curriculum. Curriculum
Mapper, a writing tool, has been used to currently map English/Language Arts and Math in
kindergarten through fifth grade. It utilizes a large database of national standards and state
standards as well as the option for local learning objectives.
The last two years, Hendricks in cooperation with the other two elementary schools have worked
extensively to develop and align standard based curriculum using the Curriculum Mapper. Each
year that the corporation reviews textbooks, a new curriculum map is updated. As we look to
implement the Common Core Standards, we have started implementation of the maps provided
by the DOE.
Shelbyville Central schools curriculum is available for review at the Education Center, located at
803 St. Joseph Street in Shelbyville, Indiana. All subject areas K-12 are available to the public in
the office waiting area at the Education Center. A copy of the curriculum maps
(English/Language Arts and Math) for the grade levels is also available at Hendricks in the
office. Each teacher has been issued the standards and should have them present in their
classroom. Indiana’s Academic Standards, Shelbyville Central’s Power Standards, programs for
gifted and high ability students, and wellness policy can all be accessed through the Shelbyville
Central School Corporation website at www.shelbycs.org.
Aligned with state and national standards
As the curriculum is revised, state and national standards will be incorporated and identified
within district curriculum guides. Corporation designees and committees will be responsible for
ensuring that the alignment occurs. Building administrators will serve on and take leadership in
curriculum revision committees so that they will be knowledgeable about the corporation’s
curriculum as well as state and national standards. They will take an active role in
communicating with teachers, parents, and students about the curriculum and explain how
curriculum objectives are being met in their schools and/or departments. They will look for
physical evidence that the curriculum is being taught and learned by reviewing student work
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(activities, projects, homework assignments, assessments), classroom displays, “daily classroom
walk throughs” and by working with teachers to enhance the relationship between student work
and the curriculum.
Aligned with instruction and assessment
Curriculum will be based on the Indiana State Standards and this, in turn, will drive instruction.
Assessment data will be evaluated to monitor students’ progress as well as curriculum and
instruction. Data obtained from DIBELS and Acuity will be used to modify instruction and
curriculum changes as needed.
Rigorous and challenging for all students
In all content areas and at all grade levels, the district curriculum will go beyond basic skills and
reflect higher order thinking (interpreting data, problem solving, applications, communication,
analysis and synthesis). District curriculum designees and their committees will ensure that the
written curriculum is rigorous and challenging. Administrators will look for all students to be
engaged in work that is challenging, with appropriate depth rather than “covering content.” All
teachers will incorporate instructional strategies that cover the range of depth of knowledge.
(Level 1 Recall, Level 2 Skills/Concept, Level 3 Strategic Thinking and Level 4 Extended
Thinking)
Relevant and meaningful to students
In content areas and at all levels of instruction, curriculum will be relevant and meaningful to the
lives of students. Building administrators will observe students actively engaged in learning that
is meaningful and relevant. They will observe situations in which students are encouraged to
make connections to other disciplines and to real life. They will expect students to be able to
explain what they are learning and why they are learning it.
Appropriate to the learner
In all content areas and at all levels of instruction, curriculum will be delivered in ways that are
appropriate to diverse needs of all learners. Hendricks educators will provide instruction that
recognizes the different readiness levels, learning styles, and interests of the students. Teachers
will utilize instructional and assessment strategies, a variety of resources, and flexible grouping
patterns to tailor instruction to the needs of individual learners. The Response to Intervention
Team (RTI) will address any student that is at risk academically, socially or emotionally. In
cooperation with parents, staff will tailor an educational program for the student based on the
three tiered model.
Titles and Descriptions of Assessment Instruments
Just as students learn in different ways, they demonstrate learning in different ways. For that
reason, students must be given ongoing and varied opportunities to show what they have learned.
These assessment opportunities must be consistent with the ways in which students have been
taught and must reflect high expectations for student learning. These include both formal and
informal assessments, observations, interviews, discussions, performance tasks, open-ended
responses, and standardized tests. Results of these assessments at Hendricks Elementary are used
to adjust instruction, provide students and parents with feedback, and plan remediation and
enrichment, as well as evaluate students. Assessing the progress of the students is a major
priority of Hendricks Elementary. All the teachers are committed to developing the potential of
each child and giving students and parents appropriate feedback on the academic performances.
Every teacher uses a variety of classroom assessments to evaluate the growth and learning of the
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students. The following assessments provide teachers with additional indicators of student
progress and overall performance levels:
• ISTEP+ is an annual standardized, criterion-referenced test mandated by the state for all
students in grades 3 through 10. It is used as the basis for determining Adequate Yearly
Progress.
• mClass/TRC through Wireless Generation is utilized for all students kindergarten through
2nd grade and those students considered “at-risk” in grades 3-5. The assessment evaluates
the students’ mastery of the “Big Ideas” of reading. These assessments are benchmarked
three times a year with progress monitoring taking place every Wednesday. The mClass
testing includes the DIBELS assessment and also a reading comprehension component
called the TRC.
• Kindergarten and First Grade Progress Reports are nine-week checklists based on the
Indiana State Standards. Each nine weeks, students’ progress in each area is evaluated
and communicated to parents.
• Early STAR/STAR Literacy Assessment is a computerized program given to students to
identify reading performance. It also provides a breakdown of reading skills for each
student. It provides reading levels for guided reading instruction.
• The Accelerated Reading Program is a computerized test students take after reading a
book at their level. The immediate feedback lets students and teachers know their
comprehension of the content read. In 2009, Hendricks purchased the web-based version
of this program increasing our number of quizzes from a few thousand to over 100,000.
• STAR Math, a computerized test, for students in grade 2 that assesses the students’
mastery level in math.
• Acuity is learning-based assessment for Reading and Math in grades 3-5. The Three
predictive benchmarks are given to predict students’ performance on ISTEP and provide
immediate information on students’ ability levels. Reports help administrators and
teachers monitor students’ progress.
• Formal Writing Assessments are conducted at least once each grading period. Writing
samples for all students are scored in kindergarten through fifth grade using a rubric
based on ISTEP+ and 6+1 traits used for consistency in standard measurement.
• ISTAR-Indiana Standards Tool for Alternate Reporting is an observation-based
alternative assessment designed to measure student progress relative to Indiana’s
Academic Standards in E/Language Arts and Mathematics. ISTAR may also be used to
measure progress of those students who are focusing on a functional curriculum
• Achieve 3000 is a web passed assessment tool that is currently being used by Title I in
grade 3 to assess and support reading comprehension.
• Rocket Math Fact Program is a weekly test that evaluates the students’ mastery of
computation facts outlined by the Indiana State Standards. Students in grades 1-5 chart
their progress in a data binder.
• Additional assessments being investigated the next fall include: A-Z Benchmark and
phonics screener.
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Plan for Submission/Updating Schoolwide Plan
The objective of the school improvement team is to lead the development of a school
improvement plan that addresses student achievement needs, to monitor the implementation of
the plan, and to revise it when appropriate. The following members will collaborate throughout
the school year to evaluate and amend the school improvement plan as needed.
At Hendricks Elementary, the School Improvement Plan Team committee includes the following
staff members:
Name Position
Pat Lumbley Principal
Jessica Poe Assistant Principal
Sandi Fitzgerald First Grade Teacher
Carmen Drake Fifth Grade Teacher
Kathy Zerr Third Grade Teacher
Carmen Fansler Third Grade Teacher
Jill Nolley Parent
Shelly Caplinger-Cherry Parent
Sarah Hunton First Grade Teacher
Calendar for Submission/Updating of PL221/School Wide Plan
Review data from previous school year with
September school improvement team and make
appropriate changes for updated plan.
Review first quarter data in Checkpoint #1.
Look at current levels of achievement,
November
instructional practices, and professional
development that is needed.
Checkpoint #2 with school improvement team
February
to review first semester data and monitor goals.
April Meet to go over Checkpoint #3 data.
Review and revise plan looking to the next
May
school year.
Submit plan to Shelbyville Central Schools
June
School Board
Attendance Rate
There is a strong relationship between student attendance and student academic achievement;
therefore, it is critical that student attendance rate is high. A primary goal regarding attendance
is to ensure that the average attendance rate is continually improving with a minimum target of
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96%. The school will closely monitor both individual and aggregate attendance and strive to be
above 97.8%. For those students to have attendance issues there is “Calendar Crew,” which is a
school wide initiative that tracks and encourages daily attendance for at risk students. If
attendance issues become an overwhelming concern, the school has the option of sending the
student and his or her guardians in front of the Absence Review Panel. Along with community
organizations such as the probation office, prosecutor’s office, Department of Children’s
Services, and school officials, the panel tries to problem solve and put in place a plan for
improved attendance. If attendance is not improved after meeting with the Absence Review
Panel, then the option to refer to the student to the prosecutor’s office for Truancy is viable.
Collection of student attendance rates, analysis of that data, and adjustments to the school
improvement plan to address that data is an integral part of the school’s improvement process. At
the end of 2009-2010, Hendricks’ attendance rate was 96.4%.
Safe and Disciplined Learning Environment
Hendricks Elementary has a crisis response team that consists of administrators and teachers
from the building. The team is a building planning committee responsible in assessing adverse
situations and then determining what course of action needs to be taken. The response team
meets periodically throughout the year and on an as-needed basis. Members of the Crisis
Response Team are as Follows:
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Name Position
Pat Lumbley Principal
Jessica Poe Assistant Principal
Julie Rosier Social Worker
Britney Veach Health Assistant
Christie Nigh Secretary
Anne Ray Carlisle Secretary
David Craig Custodian
For learning to occur, the environment must be safe, orderly, and conducive to learning.
Expectations at Hendricks Elementary are high for students and staff members alike. Procedures
and routines are in place to ensure that time is used efficiently, instruction is appropriately paced,
a variety of learning activities is occurring, students are taking responsibility for their own
learning and actions, connections are being made to prior knowledge, and the needs of
individuals and the group are being met. The environment is designed to encourage active
respectful involvement, on-task behaviors, risk-taking in teaching and learning, mutual respect,
and reflection about learning. Hendricks Elementary’s staff takes an active role in providing a
safe and orderly environment that is conducive to learning in the building.
Shelbyville Central Schools reinforces Hendricks’ standards of respect for oneself, others, and
property through a strict policy on bullying as it is defined as overt, repeated acts or gestures,
including verbal or written communications transmitted; physical act committed; or any other
behaviors committed by a student or group of students against another student with the intent to
harass, ridicule, humiliate, intimidate, or harm the other student. Bullying applies when a
student is on school grounds immediately before or during school hours, immediately after
school hours, or at any other time when the school is being used by a school group; off school
grounds at a school activity, function, or event; or using property or equipment provided by the
school or threatening or intimidating any student for the purpose of, or with the intent of,
obtaining money or anything of value from the student.
The administration will assist teachers in maintaining a classroom environment that promotes
learning for all students. If students do not meet the school’s expectations then there are a variety
of avenues to help support the student, as well as maintain a building/classroom conducive for
learning. On the following page are on the results of how the parents of Hendricks students feel
when asked about safety in the 2008 parent survey.
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Hendricks Elem entary Safe and Orderly Environm ent
200
180
180
160 152
140
120
Respondents
100
80
60
40 29
20 8 5
1
0
Strongly Agree Agree Neutral Disagree Strongly Disagree Don't Know
Hendricks Elementary’s social worker and teachers educate students K-5 throughout the year
about the school’s M.O.P. Rules. M.O.P. stands for Me, Others, and Property. The questions we
ask students to think about are: "Will this hurt me or get me into trouble? Will this hurt others or
get others into trouble? Will this hurt someone's property?" If the answer to even one of these
questions is "yes," then students are taught to refrain from the action. This character development
program acts as a teaching tool in the classroom as well as when students are sent with
infractions to the office. Parents are encouraged to use the M.O.P. Rules and the 4 A's at home,
as well. Consistency is important for all children, and we promote our behavioral program both
at school and at home.
If a student chooses to break a M.O.P Rule, then he/she must go through the 4A's. The first A
stands for "admit." The student must admit what he did or his part in the conflict. He/She must
be honest. The second A stands for "apologize." The student must apologize sincerely to
everyone that has been hurt or offended. The third A stands for "accept." The student must
accept the consequences and take responsibility for her actions, without anger and resentment.
The last A stands for "amends." The student must make amends or "fix" what she did. He/She
must consider what she can do to make it better. He/She may need to change her behavior.
This program intended purpose is to encourage Hendricks students to behave appropriately with
each other and with the adults in the building. We will also be using the word "choices" with our
students to encourage them to take responsibility for their actions. Hendricks, in addition,
follows the corporation guidelines for suspension or expulsion. Grounds for suspension or
expulsion in the Shelbyville Central Schools are viable options for severe student misconduct or
substantial disobedience. Examples of these actions are referenced in the school’s student
handbook. Though the student population has increased the suspension rate has dramatically
decreased over the past two years.
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In the 2009 – 2010 school year Hendricks Elementary had 278 referrals the chart below depicts
the number of each infraction.
Hendricks 2009-2010 Discipline Infractions
120
100
100
Number of Infractions
80
60
36
40
18 15 18 18 16 15
20 12
7 4 5
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In Types of Infractions
Increasing the Amount of Learning Time
Hendricks staff utilizes a three-tiered approach for increasing learning time for students. Tier 1
address educational and support opportunities for all students. Tier 2 interventions outline
increased opportunities that are at risk academically, socially, or emotionally. Tier 3
encompasses accommodations for the most at risk. The RTI model is utilized to ensure that all
students from general education to special education are provided with the necessary support to
be successful. (Model on page 28)
Title I resource assistants
Highly qualified instructional assistants provide additional direct instruction and opportunities
for practice and remediation in small, flexible groups to students who are most in need
academically in Language Arts and Math.
Spanish Language Enrichment
Before and after the school day fourth and fifth grade students are given the opportunity to
participate and learn Spanish. The purpose is to promote foreign language and cultural
awareness.
Wednesday Enrichment
Wednesday afternoons are professional development opportunities for teachers, and an early
release day for students. Fourth and fifth grade students are given the opportunity to participate
in extra curricular events in the areas of Physical Education, Art, and Music two times a month.
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ESL Resource Paraprofessionals
Highly qualified paraprofessionals provide additional academic support in small groups or one-
on-one to students who are English Language Learners. Under the direction of the classroom
teacher, the paraprofessional provides additional support in the classroom.
Early Steps/Second Steps
Early Intervention provided by highly qualified teachers, and highly qualified paraprofessionals
that provide additional reading instruction for first and second grade students who are at-risk.
Achieve 3000
Achieve 3000 is a reading intervention software program that is used at school and at home to
increase reading opportunities. Beginning in the fall of 2009, all third graders at Hendricks
Elementary utilized this program. Students access the program daily and work to improve both
reading comprehension as well as written expression.
Dive Into Reading
In cooperation with the public library, the Shelbyville Central Schools offers a summer reading
program. Students may visit the library or check out books from the bookmobile that visits the
Boys’ Club, Girls Inc. and Parks Department. Students participating in the program earn a cook
out and pool party the first week of school.
Shared Inquiry Science Summer Camp
Shelbyville Central offers a week-long summer camp which scaffolds learning and thinking
opportunities in science. In cooperation with Purdue, teachers trained in the inquiry method
challenge students through exploration in science.
Highly Qualified Teachers and Paraprofessionals
All Hendricks Elementary Teachers and Paraprofessionals are deemed to be highly qualified, or
are in the process of becoming highly qualified. Shelbyville Central Schools ensures that the
district hires highly qualified teachers and paraprofessionals. See the following charts.
Adams, Dawn Art HOUSSE
Adkins, Alecia 3rd Grade HOUSSE
Anderson, Terie 5th Grade HOUSSE
Blair, Angela 4th Grade EXAM
Boyd, Peggy Physical Education HOUSSE
Brown, Cathy Kindergarten EXAM
Cooper, Nanette 4th Grade HOUSSE
Drake, Carmen 3rd Grade EXAM
Fansler, Carmen 3rd Grade EXAM
Fitzgerald, Sandi 1st Grade EXAM
Forthofer, Beth Special Education License
Gauck, LeeAnn Special Education License
Gerline-Clagg, Melissa 4th Grade EXAM
Heighway, Kim 5th Grade EXAM
Hunton, Sarah 1st Grade HOUSSE
Karmire, Michelle 2nd Grade HOUSSE
16
Lantz, Michelle Music EXAM
Liggett, Quinn 3rd Grade EXAM
Lockman, Kent 1st Grade HOUSSE
Lockman, Marianne 5th Grade HOUSSE
McCullough, Kellie 4th Grade EXAM
Moenter, Deb 1st Grade HOUSSE
Mullen, Abby 1st Grade EXAM
Orem, Sharon 5th Grade HOUSSE
Richards, Kristi 3rd Grade HOUSSE
Rinehart, Mary 4th Grade HOUSSE
Shreves, Annette 2nd Grade EXAM
Sipes, Tracy Special Education License
Tatman, Patricia 2nd Grade HOUSSE
Terrell, Nicole 2nd Grade HOUSSE
Theobald, Daniel 2rd Grade EXAM
Thomas, Gloria 2nd Grade HOUSSE
Titus, Teresa Kindergarten EXAM
Warble, Karen Kindergarten HOUSSE
Wilkison, Stacy Kindergarten EXAM
Wischmeyer, Jessica Kindergarten HOUSSE
Zerr, Kathy 3rd Grade HOUSSE
Adkins, Gracia EXAM
Aldridge, Janna College Credit
Barr, Beth College Credit
Chenoweth, Jill College Credit
Chronis, Marsha EXAM
Coon, Linda EXAM
Durphey, Jane EXAM
Dusenbury, Terri EXAM
Eldridge, Michelle EXAM
Gardner, Diane Degree
Hill, Sandra EXAM
Krammes, Michaela EXAM
Kuhn, Misti College Credit
Manning, Barbara EXAM
Polston, Brittani EXAM
Weber, Katie Degree
Strategies to Attract High-Quality, Highly-Qualified Teachers
We are fortunate in Shelbyville Central to attract and hire the very best professionals available to
staff our programs. Experience and stability are characteristics that describe our staff and that
foster an atmosphere of creativity and challenge in our schools. Shelbyville Central Schools
along with Hendricks Elementary have many strategies in place to ensure that highly-qualified
individuals are employed. The corporation has high expectations for their employees when it
17
comes to valid licensing, positive community involvement, and most of all a commitment to
students and the art of learning. To find the right individual administrators visit state College
Recruitment Days, and have direct interaction with local colleges and universities. Shelbyville
Central Schools have an attractive website where vacancies are publicized and applications can
be completed online. Employment opportunities are also posted on the Indiana Department of
Education website (www.doe.in.gov). At Hendricks Elementary we also carefully observe
student teachers and interns for potential future hire.
Parental Involvement
Parents at Hendricks Elementary School are a critical part of the academic structure of our
school. Parents are invited and encouraged through the “Three for Me” Program to be involved.
Their ideas, suggestions and commitment are valued and permeate the decision-making model at
Hendricks. The parent/teacher organization asks parents and guardians to donate three volunteer
hours throughout the school year. The PTO advertises the opportunities for parents to get
involved and recognizes the hours people volunteer. A variety of communication methods are
utilized to promote parental involvement in the school. Annually over 2000 volunteer hours are
logged. Involvement opportunities include classroom helpers, field trip chaperones, building and
district committee representation, and PTO initiatives.
The following graphs represent information collected from the 2008 parent survey:
Academic Parent Perception
200
180 173
169
164
160 150
140
Number of Respondents
122 120
120
100
80
60
46
42
40 33
22 25
20 13
5 7 6
2 1 1
0
Hendricks Elementary is doing an excellent job of teaching Hendricks Elementary is doing an excellent job of teaching Hendricks Elementary is doing an excellent job of teaching
Math Science Social Studies
Strongly Agree Agree Neutral Disagree Strongly Disagree Don't Know
18
Academic Parent Perception
200 189
183 185
180
160 151
144 144
140
Number of Respondents
120
100
80
60
40 31 31
28
20 9
7 5 5 6 6
1
0
Hendricks Elementary is doing an excellent job of teaching Hendricks Elementary is doing an excellent job of teaching Hendricks Elementary is doing an excellent job of teaching
Art Music Physical Education
Stongly Agree Agree Neutral Disagree Strongly Disagree Don't Know
Academic Parent Perception
200
180 181
180 175
158 157
160 151
140
Number of Respondents
120
100
80
60
41
40 30 30
20
4 4 2 4 4 2
0
Hendricks Elementary's educational program is of Hendricks Elementary is doing an excellent job of Hendricks Elementary is doing an excellent job of
high quality teaching Reading teaching Writing
Strongly Agree Agree Neutral Disagree Strongly Disagree Don't Know
19
Academic Parent Perception
180
168
164 165
160
149
141 143
140
Number of Respondents
120
100
80
60
40 30
24 25
21
16 16
20
8
4 3 2 4
1
0
I am aware of Indiana's standards for elementary education I am aware of my child's NWEA and ISTEP+ test results Hendricks Elementary staff is committed to promoting excellence
and high expectations for all students
Strongly Agree Agree Neutral Disagree Strongly Disagree Don’t Know
Climate Parent Perception
200
178
180 172
160
140
Number of Respondents
120 113 110 108
100
85 87
80
67
59
60 50
40
18 20
20 15
10 8
5 5
1
0
Students in our school show respect for each other Hendricks Elementary's discipline policies are fair and I feel that MOP and 4A's are effective tools
effective
Strongly Agree Agree Neutral Disagree Strongly Disagree Don't Know
20
Clim ate Parent Perception
200
180
180
164
160 152
140 129 128
123
120
100
80
60 49
40
40 32
29
23
16
20 8
5 5 6
1 1
0
Hendr icks Element ar y's st af f acknowledges and Hendr icks Element ar y pr ovides st udent s and t eacher s I f eel t hat my child is saf e on t he bus t r aveling t o and f r om
appr eciat es t he diversit y of t he st udent body wit h a saf e and or der ly envir onment school
St rongly Agr ee Agr ee Neut r al Disagr ee St rongly Disagree Don't Know
Clim ate Parent Perception
250
201
195
200
171
166
147 147
150
100
50
29
23
16
10 7
1 1 1 2 4 1 1
0
Hendr icks Element ar y' s f acilit y is clean and well- St af f at Hendr icks Element ar y demonst r at es genuine Par ent s/ Guar diians f eel welcome in our school
maint ained concern f or t he well-being of st udent s
St r ongly Agr ee Agr ee Neut r al Disagree St r ongly Disagr ee Don' t Know
21
Parent Commmunication Perception
180
162
160 153
138 137
140 135
126
NUmber of Respondents
120
100
80 73
62
60
40 30
27 28
22
17
20
8
4 4 5
1
0
The views of parents are considered when school Parents have agood understanding of the school's Parents receive information they need about the school's
decisions are made programs and curriculum programs
Strongly Agree Agree Neutral Disagree Strongly Disagree Don't Know
In order to help parents become active participants in their child’s education, technology is used
as a tool to provide easy access to student data and as an extended learning tool. Parents utilize
voice mail and/or e-mail to access class or student information, and/or communicate with their
child’s teacher. Parents are also offered computer access to student grades through the school’s
website.
Below is a list of opportunities for parent involvement at Hendricks Elementary:
Classroom volunteers
Parent/Teacher conferences
Field trip volunteer
Parent Fair
RTI Meetings
Case Conferences
School Wide Team
School Performance Report
Fall Chili Supper and Carnival
ISTEP Parent Meetings
Hurricane Fest
Family Events (skating, math nights)
Read Across America Week
Textbook Adoption
Parent Home-School Compact
Back-to School Night
Personal Phone Calls to Parents to Invite Students to Summer School
22
Strategies to Increase Parent Involvement
Family Problem Solving
• Parents will be actively involved in both Math and Language Arts. The staff will provide
a weekly problem solving activity engaging parents and students together to strengthen
students’ problem solving skills. Gathering classroom data and student artifacts will
assess implementation.
Reading Logs
• Parents will monitor reading comprehension weekly through homework activities as
assigned by the homeroom teacher. Weekly Reading Logs will be maintained by students
and monitored by classroom teachers to verify parental involvement.
Description of how school provides individual academic results to parents
Parents are critical components to the family-like environment we have created over time.
Communication has been key to a successful intertwined relationship. Their child’s teacher
informs parents throughout the year through weekly newsletters, class web pages, phone calls
and an open classroom policy. During meetings parents are afforded a variety of information,
which include testing results, classroom observations, and or student recognitions. During the
formal fall conferences formal assessment results are shared with each parent including mClass
results and Acuity data. ISTEP+ results are sent home with report cards upon arrival from the
state. Also, LAS Links results are sent home immediately upon arrival with students. STAR
Reading results are sent home quarterly with participating students. Midterm reports are also
sent home with students in the interim. Students and parents receive a weekly report for
academics, as well as conduct and effort. Weekly reports must be signed and returned to the
classroom teacher.
Strategies to involve parents in planning, review, and improvement of the school wide plan
Hendricks Elementary is committed to continue to build positive parental relationships. Parents
will have the opportunity to review and make recommendations to the school improvement plan
throughout the year. There are two parent representatives on the school improvement team that
reflect Hendricks’ parent concerns and perceptions. Multiple parents also participated in the
development of the plan by participating in small study groups and creating the plan’s guiding
principles. Drafts of the plan will be presented during open forums of the PTO meetings. Parents
will have ample amount of opportunities to review the plan and make recommendations over the
next three years. In early April of each year of the plan, the school improvement plan goes to the
PTO for review. The draft of the plan will be made available to parents for review during special
events at the school prior to its due date.
Transition Plans
Pre-Kindergarten-Kindergarten
Students transitioning from pre-Kindergarten to Kindergarten, and their families, are provided
with a number of opportunities and services to facilitate the transition period. Shelbyville Central
Schools holds Parent Fair for incoming pre-Kindergarten and Kindergarten students. Local
preschools, agencies and the public library team with Shelbyville Central elementary schools to
offer information to help parents with this transition. A transition backpack valued at $40 is
23
given to all parents of incoming kindergarten students. Preschool and kindergarten teachers
conduct a workshop the night of the Parent Fair to talk about activities to promote a successful
transition. Over 50% of our incoming kindergarten parents attend as well as many parents of
three and four year olds. Shelbyville Central Schools collaborates with area preschools such as
Head Start to inform them of the school’s expectations, procedures, and opportunities. The first
day of kindergarten is an opportunity for students and parents to visit the classroom and the
school.
Special Education students in preschool have a transition case conference before entering
kindergarten to ensure a successful transition. At-risk and special education students meet their
prospective kindergarten teachers and visit the classrooms in the spring. Students at high-risk of
academic failure have several opportunities to participate in the kindergarten classroom at the
end of their pre-school year. The special education teacher, the kindergarten teacher, and the
administration meet to discuss accommodations and student profiles. For students who do not
have an IEP, but are at-risk, the administration, the student’s current classroom teacher, and next
year’s teacher meet to discuss and share information to assist the student in a successful
transition to kindergarten. Students also maintain their mentor from preschool to kindergarten.
Kindergarten-5th Grades
Prior to the first day of school or soon after the start of school, we host a Back to School Night
for all students in grades 1-5. Students and parents have an opportunity to attend an overview
meeting with their children’s teachers and tour the school.
Kindergarten parents actually come to school with their child the first day see the classrooms,
meet the staff and learn school procedures.
5th Grade – 6th Grade
For many young adolescents the transition from fifth grade in elementary to middle school can
be a time of mixed emotions. New friends, new teachers, and new a school environment can
bring out excitement and, at times, a little nervous energy for middle school students. Towards
the end of second semester, fifth graders are provided with an informational visit and tour of the
middle school. Also, students in fifth grade take part in placement tests for pre-algebra and
Music Aptitude Tests. Student information from the elementary level is passed on to the middle
school at the conclusion of the school year. This information may contain academic history,
reading levels, Individualized Education Plans, or other pertinent student information that would
help the student experience success at the middle level.
There is also a transition that occurs for parents during this time. To help parents with the
transition and to help them feel welcome, Shelbyville Central Schools has a parent orientation
night held at Shelbyville Middle School for incoming sixth graders and parents. Special
Education students travel with their teacher of record to take a tour, eat lunch and try lockers.
Fifth grade teachers, counselors, and administration went to the middle school prior to ISTEP to
reinforce students’ academic efforts on the standardized testing. At the elementary level and
prior to ISTEP, students met with the students who were in their class the previous year. This
elementary teacher provided some encouragement, academic instruction, and test taking
strategies.
24
Opportunities for Teachers to be included in Academic Assessment Decisions
At Hendricks, Elementary Teacher and Staff input is vital to ensure student success. Teachers
provide input on the school’s direction through a variety of means. The administration meets
with union representatives once a month and as needed to increase communication and continue
the schools positive progression.
At Hendricks Elementary, teachers participate in the analysis of student achievement data in
monthly grade level collaborations. Collaboration meetings include Title I resource teachers,
Special Education Teachers, the ELL Teaching Assistant, and other pertinent instructional and
support staff. Data is shared frequently at staff meetings, building and corporation discussion
meetings, and grade level meetings. Below are opportunities that teachers have to participate in
assessment decision making:
RTI Meetings
Grade Level Team Meetings
School Improvement Team
Curriculum Meetings
Data Share
Textbook Adoption
2 Full days are scheduled throughout the year for professional development
Timely additional assistance
As Hendricks strives to reach the goal of being a superior school, the faculty and administration
recognize that data must drive instruction. Hendricks Elementary considers all facets of test
results when planning curriculum, instruction, and remediation. Below are the formal
assessments that Hendricks currently utilizes along with the programs that are in place to support
student needs highlighted by the assessments.
Following the RTI Model, Hendricks Elementary School has numerous and varied interventions
in place to help students succeed. Below you see the Three Tiered Model of Supports.
In Tier1, every student benefits from these services. All students receive a minimum 90-120
minute language art/reading block where instruction is systematic and explicit. Reading
instruction is based in the 5 “big ideas” of Reading. Students get 30 minutes of guided reading
instruction, as well as flexible small group time based on their level. All students at Hendricks
receive a minimum 60-minute math block. Students are instructed in the core, as well as Rocket
Math and Calendar Math. Classroom teachers and instructional assistants provide guidance to
students in curricular and behavioral areas. Each student in the school receives a weekly report
for their conduct and effort. All students also keep assignment books to maintain home-school
communication and to maintain good work and study habits.
Tier 2 begins a level of secondary support for students who are not successful using the general
support of Tier 1. When a behavioral or academic concern arises, the teacher, parents, and RTI
team meet to talk about the student’s strengths, concerns, and to problem solve some strategies to
help the student be successful. The RTI reconvenes every 3 to 4 weeks to “progress monitor”
students’ progress. Students who are at-risk in reading receive Early Steps or work in
remediation groups based on their individual level. When homework completion, affects a
25
student’s grades, they attend Homework Pit Crew. Students in need of extra support
behaviorally, use a specialized behavior plan to monitor and improve their behavior.
Tier 3 is the most intensive level of support for students who do not show improvement with the
Tier 2 interventions. Interventions like Special Education, Social Skills Groups and cross grade-
level placement may be needed.
The Three Tiered Model of Supports
Tier 3 (5-10%)
Special Education
Cross-grade level placement
Social Skills Groups
Tier 2 (20-30%)
RTI Meeting
Early Steps
Achieve 3000
Title I Remediation Groups
Behavior Plans
Additional 15-30 minutes of math instruction
Sensory Activities
Tier 1-(100%)
90-120 minute reading/language arts block
Systematic, explicit instruction in the 5 “big ideas” of
Reading
Flexible Small Groups
Grade level management/weekly contract
Assignment books
Reinforcement with instructional assistants
DIBELS/Progress monitoring
Guided reading groups
60-minute math block
Classroom guidance
Minds In Motion
26
Coordination and Integration of Federal, State, and Local Funds
Shelbyville Central Schools has chosen not to combine federal, state, and local funds.
Shelbyville Central Schools is aware that option is available. Although Shelbyville Central
Schools chooses not to combine funds, SCS considers all available monies before making
decisions as to how funds will be spent. Shelbyville Central Schools does this in order to make
the best use of all funds. Funds are diversified so that the following areas are successfully
enriched: school climate (including behavior and perceptions), student achievement, curriculum
and assessment, school organization and management, and parental involvement. In addition,
great care is taken to ensure that all Title 1 funding is used to supplement, not supplant
programs’ funds.
Title 1 Funds are used to support professional development activities that include: 6+1 Writing,
the 5 “Big Ideas” of Reading, Early/Second Steps Training, and Achieve 3000 training. An
Indiana Department of Education grant secured and supported by Purdue University provided
Math and Science Inquiry training.
Title III funds supported English Language Learners with additional paraprofessional support,
and allowed these paraprofessionals to attend a professional conference. Title III purchased
classroom materials and supplies for the English Language Learner program.
Title II and Title V expenditures have been focused on district initiatives such as Curriculum
Mapping, the 90% reading goal, Early Steps training, The Reading Academy, DIBELS
Assessments, and Minds In Motion. Teachers have been given stipends to create curriculum
maps and to work on the reading goal. These funds were also used to buy Delivering the
Promise and to pay Mr. Rick Davis for presenting the Early Steps training and training for
teachers in how to administer DIBELS Assessments.
Miscellaneous grants have been used to support students. Grants have also funded our Spring
Parent Fair. The monies have purchased backpacks for students that contain Kindergarten
readiness materials, activities, and ideas. The Hendricks Parent Teacher Organization has
generously donated $30,000 to the school. This money funded classroom incentives, holiday
events, field trips, and Read Across America Week activities.
27
School: Hendricks Elementary Focus Area: Reading Comprehension
Goal: By spring 2013, 87% of grades 3-5 students will meet Indiana Academic Standards in language arts as measured by
ISTEP+.
Analysis of Data Guiding Principles Leading to Strategies
STRENGTHS:
• Attendance at parent-teacher conferences in 2008-09 was 98%. The use of direct and explicit reading instruction leads to an increase
• In spring of 2010, 90% of kindergarten students are considered low- in reading scores.
risk as measured by mCLASS.
• mClass data from MOY 2009-10 shows 85% of students K-2 are Differentiated reading furthers the ability to successfully read and
“low-risk” understand the text.
• In grades 3 & 5 there has been a 95% increase of students in tiers 3
&4 Increasing instructional time along with a wider range of materials
• Teachers have addressed indivisual student needs effectively cultivates students’ interests, fluency, and comprehension skills.
through frequent collaboration and use of assistants.
• The average % of students receiving Early Steps and Second Steps Early intervention and supplemental instruction fosters the opportunity
services in grades 1-2 is 13%. for readers to flourish and make genuine gains in reading skills.
• Beginning in fall 2009, all day kindergarten will be offered in the
district. Increasing the amount of direct instruction and intervention
proportionate to students’ assessed needs accelerates reading
• Even though the free/reduced population has increased and
growth for at-risk students.
enrollment has increased, ISTEP+ achievement has improved 10
points in the last 8 years.
Home-based practice materials convey to students that the school
community is working together to foster learning.
CHALLENGES:
• In the past ten years, there has been an increase in the free/reduced
Modeling strategies improves early literacy skills and oral skills.
population from 23% to 60%. In the same period, total enrollment
has gone from 654 to 784 to 615.
Differentiated learning and teachers’ beliefs encompass a student’s
• According to fall 2008 DIBELS data, 51% of incoming success in school.
kindergarteners are considered to be at-risk.
• The school is currently in school improvement. Developing study groups & wikis to implement new practices and
• In grade 4, students did not score well on the reading portion of strategies.
Acuity (MOY 2009-10)
• Writing process was low in grade 5 on EOY Acuity 2009-10.
• It appears that the focus on reading comprehension is having a
positive effect on student achievement; however, writing application
is consistently the lowest skill on the 2008 ISTEP+.
School: Hendricks Elementary Focus Area: Reading Comprehension
Goal: By spring 2013, 87% of grades 3-5 students will meet Indiana Academic Standards in language arts as measured by ISTEP+.
Growth Goal: By spring of 2011, students in grades 3-5 will average at least 54% growth as measured on ISTEP+.
Benchmarks:
Year 1: By spring 2011, 81% of grades 3-5 students will be at Tiers 3 or 4 as measured by Acuity.
By spring 2011, 81% of grades K-2 students will be considered low risk as measured by mCLASS.
Year 2: By spring 2012, 85% of grades 3-5 students will be at Tiers 3 or 4 as measured by Acuity.
By spring 2012, 85% of grades K-2 students will be considered low risk as measured by mCLASS
Year 3: By spring 2013, 88% of grades 3-5 students will be at Tiers 3 or 4 as measured by Acuity.
By spring 2013, 90% of grades K-2 students will be considered low risk as measured by mCLASS.
.
Strategies Supporting Professional Development and Assessment
Begin Person Begin Person Evidence of Evidence of
Date Action Steps Responsible Date Professional Development Responsible Implementation Impact
General: 9/09 In-service on developmentally Administrator Instructional Audit
All teachers provide differentiated reading appropriate practices with the Five & Learning Walks Acuity &
8/12/09 instruction daily as developmentally Teachers Big Ideas of Reading (Fall 2010) mCLASS
appropriate through: &
• phonics, Administrator
• phonemic awareness,
• fluency,
• vocabulary and
• comprehension
Low Achievers: 9/09 Grade level collaboration on Administrator Instructional
Provide one-on-one and/or flexible Title I Coord. flexible small groups monthly and lead Audit & Learning Acuity &
8/09 small group instruction based on & teachers Walks mCLASS
students’ academic needs 4 x week Teachers
High Achievers: 10/09 In-service on higher order Administrator Instructional
1/10 Provide activities incorporating higher Teachers & 2/10 thinking skills & AE Audit & Learning Acuity &
order thinking skills during guided & teachers Walks mCLASS
reading extension activities at least 2 Administrator
x a week
Parental Involvement: 8/09 Set expectation at Back to Administrator Parent reading
Parents support reading School Night of parents & teachers log Acuity &
8/09 comprehension by monitoring the Parents monitoring the child’s reading mCLASS
child reading a minimum of 100
min/wk.
Cultural Competency: 10/10 All study groups focus on family School Study group Acuity &
nd
2 Whole school study groups focus on SIT dynamics and relationship to improvement summary forms mCLASS
quarter family dynamics and relationship to Hendricks’ students team
of 2010 Hendricks’ students quarterly
Technology: Teachers By Fall In-service for new teachers on Administrator AR monthly Acuity &
9/09 Utilize AR to meet individual students’ Title I 2009 effective use of Accelerated & Lead reports mCLASS
monthly goals Lib. Asst. Reader Teacher
29
School: Hendricks Elementary
Goal: By spring 2013, 87% of grades 3-5 students will meet Indiana Academic Standards in language arts as measured by ISTEP+.
Benchmarks:
Year 1: By spring 2011, 81% of grades 3-5 students will be at Tiers 3 or 4 as measured by Acuity.
By spring 2011, 81% of grades K-2 students will be considered low risk as measured by mCLASS.
Year 2: By spring 2012, 85% of grades 3-5 students will be at Tiers 3 or 4 as measured by Acuity.
By spring 2012, 85% of grades K-2 students will be considered low risk as measured by mCLASS
Year 3: By spring 2013, 88% of grades 3-5 students will be at Tiers 3 or 4 as measured by Acuity.
By spring 2013, 90% of grades K-2 students will be considered low risk as measured by mCLASS.
Formative Assessments Interim Checkpoint #1 Interim Checkpoint #2 Interim Checkpoint #3 Interim Checkpoint #4
In 2010-2011 school year Deadline: November 2010 Deadline: February 2011 Deadline: May 2011 Deadline: August 2011
Impact Assessment
What are the student results? Review and analyze ISTEP+
ISTEP+ results
Acuity Review and analyze Acuity results Review and analyze Acuity results Review and analyze
for grades 3-5 for grades 3-5 Acuity for grades 3-5
mCLASS Review and analyze mCLASS data Review and analyze mCLASS data Review and analyze mCLASS
for grades K-2 and at risk grades for K-2 and at-risk students grades data for K-2 and at-risk students
3-5 3-5 grades 3-5
Implementation Assessment
Are we doing it?
Provide instruction through: Review and analyze data from Review and analyze data from Review and analyze data from Review and analyze data from
• phonics, instructional audit instructional audit instructional audit learning walks
• phonemic awareness,
• fluency,
• vocabulary and
comprehension
Provide one-on-one and/or flexible Review and analyze data from Review and analyze data from Review and analyze data from Review and analyze data from
small group instruction to low instructional audit instructional audit instructional audit instructional audit
achievers
Parents read monitor reading Review and analyze data from Review and analyze data from Review and analyze data from Review and analyze data from
parent reading logs parent reading logs parent reading logs parent reading logs
Quarterly study groups on cujltural
competency Study group summary forms Study group summary forms Study group summary forms Study group summary forms
Utilize AR to meet individual Review and analyze AR monthly Review and analyze AR monthly Review and analyze AR monthly Review and analyze AR monthly
students’ monthly goals reports reports reports reports
30
School: Hendricks Elementary Focus Area: Problem solving
Goal: By spring 2013, 86% of the grades 3-5 students will meet Indiana Academic Standards in mathematics as measured by
ISTEP+ .
Growth Goal: By spring of 2011, students in grades 3-5 will average at least 50% growth as measured on ISTEP+.
Analysis of Data Guiding Principles Leading to Strategies
STRENGTHS: Explaining problem solving processes and discussing how math
• The number of students achieving Pass+ on ISTEP has increased is used in real world deepens understanding of concepts and
from 9% in 2004 to 19% in 2007 and 17% in 2008. clarifies and clarifies their thinking.
• After AYP was factored into ISTEP scores, 80% of students passed
math in 2007. Emphasizing algebraic thinking, problem solving, and
• The Acuity scores for free/reduced were higher than previous years. communication in math increases student achievement in math.
• Problem solving scores on Acuity improved from 41% in winter to
59% in spring. The use of process and problem solving activities increases
• mClass math scores started higher BOY 2009 than 2008. students’ engagement in math.
• Acuity has enabled grade level teachers to drill down to determine
students’ weak areas. The remediation is a focused plan.
Early intervention improves the at-risk students’ chance for
• Through data meetings and collaboration, teachers are able to
communicate areas of weakness to the prior grade ton ensure that
success.
all standards are being covered.
• Very close to Acuity goal of 84% by Spring 2010 (82%). Parent involvement in their child’s education leads to the
CHALLENGES: likelihood of greater student achievement academically and
• Hendricks did not make AYP in special education and free/reduced socially.
subgroups in math on 2008 ISTEP+.
• There are three different math series being used throughout the
building.
• On 2008 ISTEP+, 58% of free and reduced students in grades 4 and
5 passed mathematics.
• On 2008 ISTEP+, 47% of special education students in grades 4 and
5 passed mathematics.
• Emphasis on professional development in mathematics in 2008-2009
was minimal.
• Analyses of Acuity Data shows different indicators are weak at
different grade levels. Problem solving is an overarching skill that
will hopefully address all weak areas.
• Remediation programs in math are minimal because there has been
a greater emphasis on language arts
31
School: Hendricks Elementary Focus Area: Problem Solving
Goal: By spring 2013, 86% of the grades 3-5 students will meet Indiana Academic Standards in mathematics as measured by ISTEP+.
Growth Goal: By spring of 2011, students in grades 3-5 will average at least 52% growth as measured on ISTEP+.
Benchmarks:
Year 1: By spring 2011, 84% of grades 3-5 students will be in Tiers 3 or 4 as measured by Acuity.
By spring 2011, 73% of grades K-2 students will be at low-risk as measured by mCLASS math.
Year 2: By spring 2012, 86% of grades 3-5 students will be in Tiers 3 or 4 as measured by Acuity.
By spring 2012, 78% of grades K-2 students will be at low-risk as measured by mCLASS math.
Year 3: By spring 2013, 88% of grades 3-5 students will be in Tiers 3 or 4 as measured by Acuity.
By spring 2013, 81% of grades K-2 students will be at low-risk as measured by mCLASS math.
Strategies Supporting Professional Development and Assessment
Full Person Begin Person Evidence of Evidence of
imp. Action Steps Responsible Date Professional Development Responsible Implementation Impact
Date
General: 8/09 & Study groups focus on 9 School Instructional Acuity and
All teachers provide problem-solving Administrator 11/09 essential strategies & In-service improvement Audit mCLASS
opportunities through: & teachers on 9 essential strategies team
8/09 • 9 essential strategies weekly
• Use non-paper or hands-on
materials at least 2 x week
11/10 Implement school-wide problem Administration 11/10 Teachers will receive Administration Observation, School wide
solving strategy professional development on Instructional assessments
problem solving strategies Audit
Low Achievers: 9/09 Grade level collaboration on Administrator Instructional Acuity and
9/09 Use flexible small group instruction (4 All flexible small groups monthly & School Audit mCLASS
stage routine of support) to provide instructional Improvement
remediation at least 3 x wk. staff Team
High Achievers: 12/09 In-service on critical thinking Administrator Instructional Acuity and
Provide opportunities for critical Classroom with math applications s & Shared Audit mCLASS
1/2010 thinking, discussion, and application teachers Inquiry
weekly Teachers
Parental Involvement: 8/10 Set expectation of parents School Parent Log Acuity and
Parents problem solve with the Asst. doing problem solving activities Improvement mCLASS
9/09 student by completing the weekly Principal & and model problem solving at Team &
math challenge in the newsletter Parents Back to School NT Teachers
1/2011 Family Math Night
Technology: Classroom Software Reports Acuity and
8/09 Use technology to support math teacher & mCLASS
instruction at least 2 x month Computer lab
asst.
32
School: Hendricks Elementary
Goal: By spring 2013, 86% of the grades 3-5 students will meet Indiana Academic Standards in mathematics as measured by ISTEP+.
Benchmarks for problem solving:
Year 1: By spring 2011, 84% of grades 3-5 students will be in Tiers 3 or 4 as measured by the Acuity.
By spring 2011, 73% of grades K-2 students will be at low-risk as measured by mCLASS math.
Year 2: By spring 2012, 86% of grades 3-5 students will be in Tiers 3 or 4 as measured by the Acuity.
By spring 2012, 78% of grades K-2 students will be at low-risk as measured by mCLASS math.
Year 3: By spring 2013, 88% of grades 3-5 students will be in Tiers 3 or 4 as measured by the Acuity.
By spring 2013, 81% of grades K-2 students will be at low-risk as measured by mCLASS math.
Formative Assessments Interim Checkpoint #1 Interim Checkpoint #2 Interim Checkpoint #3 Interim Checkpoint #4
In 2010-2011 school year Deadline: November 2010 Deadline: February 2011 Deadline: May 2011 Deadline: August 2011
Impact Assessment
What are the student
results? Review and analyze ISTEP+
ISTEP+ results (if available)
Acuity Review and analyze Acuity Review and analyze Acuity Review and analyze grade
results for grades 3-5 results for grades 3-5 level math assessments for K-
2
mCLASS Review and analyze mCLASS Review and analyze mCLASS Review and analyze
data for grades K-2 data for grades K-2 mCLASS data for grades K-2
Implementation
Assessment
Are we doing it?
Teachers provide problem- Review and analyze an Review and analyze an Review and analyze an Review and analyze an
solving opportunities weekly instructional audit instructional audit instructional audit instructional audit
• non-paper and hands-on • non-paper and hands- • non-paper and hands-on • non-paper and hands-on
Use non-paper or hands-on materials on materials materials materials
materials at least 2 x week • flexible small group • flexible small group • flexible small group • flexible small group
instruction instruction instruction instruction
Use flexible small group w/low • critical thinking activities • critical thinking activities
achievers
Critical thinking activities with
high achievers -
Parent problem solve weekly Analyze parent logs Analyze parent logs Analyze parent logs Analyze parent logs
Use Baggin Dragon or Analyze the software reports Analyze the software reports Analyze the software reports Analyze the software reports
Volcanic Panic software at
least 2 x month
33
COMPREHENSIVE NEEDS ASSESSMENT
STRENGTHS
• PL221 status for 2007 is exemplary progress with a performance of 80% passing.
• 3rd grade math & LA scores for general ed. students are consistently above state average.
• Pass+ in math has increased from 2004-2007.
• 4th grade is improving in vocabulary (-4.5 in 2005 to +. 3 in 2006)
• There were gains in 4th gr. vocabulary, writing application & comprehension.
• 3rd grade sp. ed. were above the state average in writing application, vocabulary and comprehension.
• Total % passing in grades 3-5 is 75.9 for both LA & math
• Parent/teacher conference attendance is 98%, which is an increase from 2004, which was 94%.
• There are a tremendous number of programs for at-risk students and parents/families.
• Hendricks has a good grasp of the school’s data.
• Parent attendance at school functions is strong.
• On-going professional development in 6+1 writing and reading has been strong.
• 76% of students feel comfortable going to teachers.
CHALLENGES
• Problem solving is low across all subgroups.
• 3rd grade scores drop consistently as students become 4th graders
• The size of life-skills class has almost doubled from 2006.
• Free/reduced lunch, sp. ed. & ESL populations have all increased.
• Science scores have dropped from 75% in 2003 to 67% in 2007.
• Hendricks was on academic watch because scores dropped from 78.7% to 75.9%.
• Although “3 for Me” parent participation has increased in number of hours, the number of volunteers has
not increased.
• According to Dibels assessment, 67% of incoming kindergarteners are at-risk.
• There is a gap in student achievement in math as well as professional development in math.
• The % of parents volunteering at school functions is relatively small.
FAMILY AND COMMUNITY INVOLVEMENT
• Based on the 2006 and 2007, Parent/teacher conference attendance, 98% of the parents attended their
conference.
• Based on the 2008 and 2009, Parent/teacher conference attendance, 99% of the parents conferenced with the
teacher.
• Based on the 2007 compilation of after school/ community programs, 22% (5/23) exhibited a reading
emphasis.
• Based on the 2007 compilation of after school/ community programs, 26% (6/23) exhibited a science
emphasis.
• Based on the 2007 compilation of after school/ community programs, 0% of the programs exhibited a math
emphasis.
• Based on the 2007 compilation of after school/community programs, 65% (15/23) of the programs exhibited
an academic emphasis.
• Based on the 2007 After School Rocks Roster, 21% (29 of 137) of all 5th grade students are attending this
voluntary after school tutoring program.
• Based on the April 10, 2007 Parent Fair Incoming Kindergarten Packets 59% (49/83) incoming kindergarten
parents attended the Parent Fair meeting.
SCHOOL CLIMATE
• Based on the 2005 student choice chart, 99% of students did not bring weapons to school
• Based on the 2005 student choice chart, 60% of students think it is good to be smart and have a desire
for further education.
• Based on the 2005 student choice chart, 70% of males vs. females have office referrals.
• Based on the 2005 student choice chart, 70% of students choose to do their homework.
• Based on the 2006 guidance indicator chart, 70% of students see a relationship between attendance,
school, work, & life
• Based on the 2006 guidance indicator chart, 65% of students are career minded.
• Based on the 2006 Indiana Gold Star Counseling Needs Data Priority Chart, 70% of all students were
not afraid to talk to a teacher.
• Based on the 2007 parent survey, 86% of parents agree to strongly agree that Hendricks provides high
quality programs for students.
• Based on the 2007 parent survey 88% of parents agree to strongly agree that Hendricks has a good
climate and provides a safe environment.
• Based on the 2007 parent survey, 79% of the parents agree to strongly agree that Hendricks
communicates well to parents and guardians.
• Based on the 2007 parent survey, 77% (441/570) households responded to the survey.
CURRICULUM AND INSTRUCTION
• Based on the Fall 2007 ESL Personnel, 5% (37/756) on the population are ESL.
• Based on the 2006-07 Title I Report, 30% (7/24) of Second Steps Students achieved/exhibited level
13.
• Based on the Spring 2007 Mentoring Report, 10% (65/658) of the student population participate in a
mentorship program.
• Based on the 2007-08 IA List, 31 % (9/29) of IA’s worked with Special Education.
• Based on the 2006-07 Title I Report, 35% (115/329) of 3rd-5th graders participated in SOAR to
Success.
• Based on the Fall 2007 Title I Report, 41% (156/385) of 3rd-5th graders received focus ISTEP
instruction.
• Based on the 2006 IDOE Migration Report, 6% (37/657) of the student population migrated into
Hendricks.
• Based on the Fall 2007 S.T.I. Report, 11% (82/756) of the student population participated in an AE
program.
• Based on the Fall 2007 S.T.I. Report, 30% (38/127) of the kindergarten population attend CAPE.
• Based on the 2006 IDOE Migration Report, 19 (128/657) student population migrated out of
Hendricks.
• Based on the Fall 2007 BRSEC Monthly Count, 8% (15/190) of the special education population are
in the pre-school program.
• Based on the Fall 2007 BRSEC Monthly Count, 24% (46/190) of the special education population
are in Mild Disabilities program.
• Based on the Fall 2007 BRSEC Monthly Count Report, 7% (14/190) of the special education
population are in the Life-Skills class.
• Based on the 2007-2008 IA list, 10% (3/29) of the IA’s work in 4-5.
• Based on the 2006-2007 Title I Report, 35% (40/114) of 1st graders participated in Early Steps.
35
• Based on the 2006-07 Title I Report, 20% (24/120) 2nd graders participated in Second Steps.
• Based on the 2007-08 IA list, 41% (12/29) of the IA’s work in K-3 classrooms.
• Based on the 2005-2006 Title Students Final Report, 0% (0/657) of the general population received
supplemental math instruction.
• Based on the Fall 2007 S.T.I. report, 50% (381/756) of the general population are on Free/Reduced
lunch.
• Based on the Fall 2007 S.T.I. report, 25% (190/756) of the general population are in special
education.
• Based on the 2006-2007 Title I Report, 36% (14/40) of Early Steps students’ achieved/exhibited
level 9 or above.
SCHOOL ORGANIZATION AND MANAGEMENT
• Based on the 2006-07 TAH In House Professional Development Report, 26% (8/31) of the
Professional Development Activities were focused on Language Arts.
• Based on the 2006-07 TAH In House Professional Development, 3% (1/31) of the Professional
Development Activities were focused on the Curriculum Mapper.
• Based on the 2006-07 TAH In House Development Report, 3% (1/31) of the Professional
Development Activities were focused on Web page maintenance.
• Based on the Fall 2007 Curriculum Mapper Workshop, 19% (6/31) of Certified Staff completed
training and created curriculum maps.
• Based on the 2006-07 TAH In House Development Report, 10% (3/310 of the Professional
Development Activities were focused on STI collaboration.
• Based on the 2006-07 TAH In House Development Report, 3% (1/31) of the Professional
Development Activities were focused on Yearbook organization.
• Based on the 2006-07 TAH In House Development Report, 13% (4/31) of the Professional
Development Activities were focused on AE activities.
• Based on the 2006-07 TAH In House Development Report, 23% (7/31) Professional Development
Activities were focused on PU Shared Inquiry.
• Based on the 2006-07 TAH In House Prof. Development Report, 13% (4/31) of the Professional
Development Activities were focused on 6+1 Writing traits.
• Based on the 2006-07 TAH In House Prof. Development Report, 19% (6/31) of the Professional
Development Activities were focused on grade level collaboration.
36
Current ISTEP Data
Language Arts
Fall 2008 Spring 2009 Spring 2010
Grade 3 83% 74% 80% (10.3% Pass+)
Grade 4 72% 76% 83% (17.6% Pass+)
Grade 5 79% 65% 73% (20.2% Pass+)
71.67% 78.67% (16.0% Pass+)
Math
Fall 2008 Spring 2009 Spring 2010
Grade 3 75% 66% 75% (17.1% Pass+)
Grade 4 70% 63% 71% (24.5% Pass+)
Grade 5 75% 67% 84% (32.3% Pass +)
65.3% 76.67% (24.6% Pass+)
Social Studies
Fall 2008 Spring 2009 Spring 2010
Grade 5 NA 51% 66% (18.5% Pass+)
Science
Fall 2008 Spring 2009 Spring 2010
Grade 4 NA 76% 77% (21.5% Pass+)
Subgroup Breakdown
Special Education 2010 (excluding 8(7) IMAST & 3 ISTAR)
Language Arts Math
Grade 3 5/13 38.5% 7/13 53.8%
Grade 4 9/11 81.8% 7/11 63.6%
Grade 5 9/20 45% 12/20 60%
Spring Totals 23/44 52.3% 26/44 59.1%
Special Education 2009
Language Arts Math
Grade 3 10/18 56% 9/18 50%
Grade 4 15/27 56% 13/27 48%
Grade 5 8/18 44% 10/18 56%
Spring Totals 33/63 52% 32/63 51%
Special Education Fall 2008
Language Arts Math
Grade 3 12/18 67% 11/18 61%
Grade 4 13/30 43% 14/30 47%
Grade 5 9/19 47% 9/19 47%
Fall Totals 34/67 51% 34/67 51%
37
Free/Reduced Students 2010
Language Arts Math
Grade 3 62/82 75.6% 56/82 68.3%
Grade 4 48/60 80% 39/60 65%
Grade 5 43/61 70.5% 48/61 78.6%
Spring Totals 153/203 75.4% 143/203 70.4%
Free/Reduced Students 2009
Language Arts Math
Grade 3 51/72 71% 44/72 61%
Grade 4 43/63 68% 33/63 52%
Grade 5 35/64 55% 41/64 64%
Spring Totals 139/199 70% 118/199 59%
Free/Reduced Students Fall 2008
Language Arts Math
Grade 3 59/73 81% 53/73 73%
Grade 4 38/60 63% 31/60 52%
Grade 5 41/62 66% 39/62 63%
Fall Totals 138/195 71% 133/195 68%
mClass Reading & Dibels Data at a Glance
Kindergarten- Grade 2
mClass Spring 2009 & 2010
38
TRC Reading Levels 2010 BOY EOY
Guiding Principles
Reading Comprehension
The use of direct and explicit reading instruction leads to an increase in reading scores.
Resource 1: International Reading Association (Adopted by Board of Directors). (2000) “Excellent Reading Teachers:
A position statement of the International Reading Association, 219-224.
Resource 2: Holloway, John H. (2004). “Family Literacy.” Research Link
Resource 3: Wherry, John. (2005). “10 Things Any School Can Do to Build Parent Involvement.” National Educator’s
Conference
Resource 4: Friend, Marilyn. (2005) “Creating Schools in Which All Students Can Succeed.” Kappa Delta Pi
Record 1-7.
Differentiated reading furthers the ability to successfully read and understand the text.
Resource 1: Ivey, Gay. (2000) “Redesigning Reading Instruction.” Educational Leadership, 42-45.
39
Resource 2: Friend, Marilyn. (2005) “Creating Schools in Which All Students Can Succeed.” Kappa Delta Pi
Record 1-7.
Resource 3: International Reading Association (Adopted by Board of Directors). (2000). “Excellent Reading
Teachers: A position statement of the International Reading Association, 219-224.
Resource 4: Moorefield, L. (2004)“Reluctant Readers: How to Help Students Who Can’t, Don’t or Won’t Read.”
ASCD Publication in Classroom Leadership: What Research Says About Reading, 7, 7.
Increasing instructional time along with a wider range of materials cultivates students’ interests, fluency, and
comprehension skills.
Resource 1: International Reading Association (Adopted by Board of Directors). (2000) “Excellent Reading Teachers:
A position statement of the International Reading Association, 219-224.
Resource 2: Ivey, Gay. (2000)“Redesigning Reading Instruction.” Educational Leadership 42-45.
Resource 3: Friend, Marilyn. (2005) “Creating Schools in Which All Students Can Succeed.” Kappa Delta Pi
Record 1-7.
Resource 4: Musti-Rao, Shobana. and Cartledge, Gwendolyn. (2007) “Delivering What Urban Readers Need.”
Educational Leadership 56-61.
Early intervention and supplemental instruction fosters the opportunity for readers to flourish and make
genuine gains in reading skills.
Resource 1: Musti-Rao, Shobana and Cartledge, Gwendolyn. (2007). “Delivering What Urban Readers Need.”
Educational Leadership 56-61.
Resource 2: Neuman, Susan B. (2007). “Changing the Odds.” Educational Leadership, 65, 2, 16-21.
Resource 3: Moats, Louisa. “When Older Students Can’t Read.” LD Online 2002 http://ldonline.org/article/8025
Resource 4: Perkins-Gough, Deborah. (2007). “Giving Interventions A Head Start.” Educational Leadership, 65, 2,
8-14.
Resource 5: International Reading Association (Adopted by Board of Directors). (2000) “Excellent Reading Teachers:
A position statement of the International Reading Association, 219-224.
Resource 6: Friend, Marilyn. (2005) “Creating Schools in Which All Students Can Succeed.” Kappa Delta Pi
Record 1-7.
Resource 7: Chappuls, Stephen and Jan. (2007-2008) “The Best Value in Formative Assessment.” Educational
Leadership, 65, 4, 14-19
Increasing the amount of direct instruction and intervention proportionate to students’ assessed needs
accelerates reading growth for at-risk students.
40
Resource 1: Fielding, Lynn, Kerr, Nancy, Rosier, Paul. (2004) Delivering the Promise, 2004 Washington: The
New Foundation Press.
Resource 2: Chappuls, Stephen and Jan. (2007-2008) “The Best Value in Formative Assessment.” Educational
Leadership, 65, 4, 14-19
Resource 3: Friend, Marilyn. (2005) “Creating Schools in Which All Students Can Succeed.” Kappa Delta Pi
Record 1-7.
Resource 4: Perkins-Gough, Deborah. (2007). “Giving Interventions A Head Start.” Educational Leadership 65, 2, 8-
14.
Resource 5: Holloway, John H. (2004). “Family Literacy.” Research Link
Home-based practice materials convey to students that the school community is working together to foster
learning.
Resource 1: Musti-Rao, Shobana. and Cartledge, Gwendolyn. (2007) “Delivering What Urban Readers Need.”
Educational Leadership 56-61.
Resource 2: Michigan Department of Education. (2002). “What Research Says About Parent Involvement in
Children’s Literature.”
Resource 3: Angle, Mark A., Porter, Mary, Rhodes, Jean Ann (2007). “Parents as Partners.” http://www.teachingK-
8.com
Resource 4: Wherry, John. (2005). “10 Things Any School Can Do to Build Parent Involvement.” National
Educator’s Conference
Resource 5: Holloway, John H. (2004). “Family Literacy.” Research Link
Modeling strategies improves early literacy skills and oral skills.
Resource 1: International Reading Association (Adopted by Board of Directors). (2000) “Excellent Reading Teachers:
A position statement of the International Reading Association, 219-224.
Resource 2: Moats, Louisa. “When Older Students Can’t Read.” LD Online 2002 http://ldonline.org/article/8025
Resource 3: Musti-Rao, Shobana and Cartledge, Gwendolyn. (2007) “Delivering What Urban Readers Need.”
Educational Leadership 56-61.
Resource 4: Neuman, Susan B. (2007). “Changing the Odds.” Educational Leadership, 65, 2, 16-21.
Resource 5: Sornson, Bob. (2007) “The Early Learning Success Initiative.” Bob Sornson. Educational Leadership
42-43.
Differentiated learning and teachers’ beliefs encompass a student’s success in school.
41
Resource 1: Friend, Marilyn. (2005) “Creating Schools in Which All Students Can Succeed.” Kappa Delta Pi
Record 1-7.
Resource 2: Wherry, John. (2005). “10 Things Any School Can Do to Build Parent Involvement.” National
Educator’s Conference
Resource 3: Hall, Phillip and Nancy. (2003). “Building Relationships with Challenging Children.” Educational
Leadership 60-63.
Problem Solving
Explaining problem solving processes and discussing how math is used in real world deepens understanding of
concepts and clarifies their thinking.
Resource 1: Burns, Marilyn. (2007). “Nine Ways to Catch Kids Up.” Educational Leadership 65, 3, 16-21.
Resource 2: Checkley, Kathy. Trends in Mathematics, Chapter 1: The Essentials of Mathematics, K-6 Effective
Curriculum, Instruction, and Assessment.
Resource 3: Turner, Joseph M. (2003). “Math Anxiety: Overcoming a Major Obstacle to Improve Student Math
Performances.” http://www.BNET.com
Emphasizing algebraic thinking, problem solving, and communication in math increases student achievement in
math.
Resource 1: Burns, Marilyn. (2007). “Nine Ways to Catch Kids Up.” Educational Leadership 65, 3, 16-21.
Resource 2: Checkley, Kathy. Trends in Mathematics, Chapter 1: The Essentials of Mathematics, K-6 Effective
Curriculum, Instruction, and Assessment.
Resource 3: Marzano, Robert. ( ). “Explorations for Writing in Mathematics.” The Write Math. Marzano.
Resource 4: Turner, Joseph M. (2003). “Math Anxiety: Overcoming a Major Obstacle to Improve Student
Math Performances.” http://www.BNET.com
The use of process and problem solving activities increases students’ engagement in math.
Resource 1: Burns, Marilyn. (2007). “Nine Ways to Catch Kids Up.” Educational Leadership 65, 3, 16-21.
Resource 2: Checkley, Kathy. Trends in Mathematics, Chapter 1: The Essentials of Mathematics, K-6 Effective
Curriculum, Instruction, and Assessment.
Resource 3: Turner, Joseph M. (2003). “Math Anxiety: Overcoming a Major Obstacle to Improve Student
Math Performances.” http://www.BNET.com
Resource 4: Stigler, James W. and Hiebert, James. (2004). “Improving Mathematics Teaching.” Educational
Leadership 61, 5, 12-17.
Early intervention improves the at-risk students’ chance for success.
42
Resource 1: Neuman, Susan B. (2007). “Changing the Odds.” Educational Leadership 65, 2, 16-21.
Resource 2: Musti-Rao, Shobana and Cartledge, Gwendolyn. (2007) “Delivering What Urban Readers Need.”
Educational Leadership 56-61.
Resource 3: International Reading Association (Adopted by Board of Directors). (2000) “Excellent Reading Teachers:
A position statement of the International Reading Association, 219-224.
Resource 4: Moats, Louisa. “When Older Students Can’t Read.” LD Online 2002 http://ldonline.org/article/8025
Resource 5: Perkins-Gough, Deborah. (2007). “Giving Interventions A Head Start.” Educational Leadership 65, 2,
8-14.
Resource 6: Walser, Nancy. ( 2007). “Response to Intervention: A new approach to reading instruction aims to catch
struggling readers early.” Harvard Education Letter.
Parent involvement in their child’s education leads to the likelihood of greater student achievement
academically and socially.
Resource 1: Wherry, John. (2005). “10 Things Any School Can Do to Build Parent Involvement.” National
Educator’s Conference
Resource 2: Michigan Department of Education. (2002). “What Research Says About Parent Involvement in
Children’s Literature.”
Resource 3: Indiana Center for Family, School, and Community Partnerships. (1998) Partners for Learning 2:2.
Resource 4: Holloway, John H. (2004). “Family Literacy.” Research Link
Resource 5: Angle, Mark A., Porter, Mary, Rhodes, Jean Ann (2007). “Parents as Partners.” http://www.teachingK-
8.com
43
Professional Development Data Statements
According to the professional development rubric, 60% of the teachers noted clear knowledge
and application levels for phonics and phonemic awareness instruction with 40% at a complete
level applying it frequently.
When using direct instruction, 62% of the teachers indicated they had a complete knowledge
level and used it frequently.
95% of the teachers indicated adequate knowledge and application levels when instructing in
vocabulary development while 30% understood it completely and incorporated it frequently.
When assessing fluency, 64% of teachers indicated they were clear on these instructional
practices and 17% taught fluency instruction frequently.
When incorporating higher order thinking skills into guided reading, 40% of the teachers
indicated an adequate knowledge and application level in this area and 7% used this frequently.
When teaching strategies for math problem solving (Four-Stage Routine of Support), 31% of the
teachers indicated a clear understanding in both the knowledge and application levels with 4%
implementing it frequently.
52% of the teachers indicated that they completely understood how to utilize hands-on materials
and used them frequently during mathematics instruction.
For the process of teaching critical thinking in math applications, 54% of the teachers indicated
adequate levels of knowledge and application and 6% felt completely knowledgeable and applied
it often.
32% of the teachers understood how to use math software and used it occasionally with 7% using
it frequently.
Note: In-service on non-paper/ hands-on
material this school year: 4/30/08 Action Plan Timeline
Use non-paper
materials
2xweek in math
13th
Study
groups 1st check-
Parents Use flexible small
support
focus on 9
group instruction point-17th
essential Provide one-on-one
reading (4-stage routine) in Phonemic
strategies- and/or flexible small
Set expe- comp. (100 math 3-x wk.-29th
ctations of 27th group instruction in awareness
min/week)- in-service-
parents 18th 4-stage DIBELS testing reading 4 x wk. –6th
routine in- K-2 and at-risk 29th
reading w/
In-service service-3rd 3-5-19th
child-12th Phonemic
on AR for
awareness
School new Utilize ISTEP-15th – in-service-
Math
starts-13th teachers-by STAR nd th Benchmarks
AR-2 26 1st
22nd Tests – K-2 10th
___________________________________________________________________________
29th
_________________
August 08 September 08 October 08
Blue print = Schoolwide Action
Green print = Professional Development
Red print = Student Assessments
Orange print = Schoolwide checkpoint
Action Plan Timeline
2nd check-
point-9th
Provide problem
solving opportunities Vocabulary
Study through 9 essential in-service –
groups strategies weekly-6th 14th
focus on 9 In-service
essential on math All teachers DIBELS
strategies- related provide Take a breather!
5th software- Fluency in- differentiated Use Baggin’the
12th service- 3rd reading Dragon or Volcanic
instruction- 6th Panic 2 x month-6th
___________________________________________________________________________
Math
Benchmarks
_________________ K-2-19th
Acuity
3-5
November 08 December 08 January 09 February 09
Blue print = Schoolwide Action
Green print = Professional Development
Red print = Student Assessments
Orange print = Schoolwide checkpoint
46
Action Plan Timeline
ISTEP
ISTEP (multiple choice)
(applied) – DIBELS
- 27th – May 6th
4th check-
2nd – 11th K-2 and at
Acuity, point-13th
3rd check- E/Instruction risk 3-5
point-19th Hands on
Math math-16th Acuity
____________________________________________________________________________
Benchmarks Math 3-5
th
K-2-13
________________ Benchmarks
K-2 -6th
March 09 April 09 May 09
Blue print = Schoolwide Action
Green print = Professional Development
Red print = Student Assessments
Orange print = Schoolwide checkpoint
Timeline 2010-11 School Year
August 2010 Back to school activities, outline expectations for
Parents and explain their role in the child’s year
Checkpoint #4, Review and Revise 10-11 plan
mClass Reading BOY grades k-2, 3-5 at-risk
September 2010 mClass Math BOY grades k-2
Acuity Predictive A, grades 3,4, & 5
October 2010 Instructional Audit #1 is complete
Problem Solving Professional Development
November 2010 Checkpoint #1
5 Big Ideas of Reading PD
Begin Study Groups of Cultural Dynamics at HES
Data Nights
December 2010 Acuity Predictive B, grades 3, 4, & 5 (E/LA, Math, Sci, SS)
Instructional Audit #2 is complete
January 2011 mClass Reading MOY, grades k-2, 3-5 at-risk
mClass Math MOY, grades k-2
Family Math Night
February 2011 Acuity Predictive C, grades 3, 4, & 5 (E/LA, Math, Sci, SS)
ISTEP+ Constructive Response
Checkpoint #2
March 2011 Instructional Audit #3 is complete
April 2011 ISTEP+ Multiple Choice
May 2011 mClass Reading EOY, grades k-2, 3-5 at-risk
mClass Math EOY, grades k-2
Instructional Audit #4 is complete
Checkpoint # 3
August 2011 Checkpoint #4
Blue print = Schoolwide Action
Green print = Professional Development
Red print = Student Assessments
Orange print = Schoolwide checkpoint
Hendricks Elementary School is currently in school improvement status. The
following information is required to be included in this plan:
LEA Title I Funds
At Hendricks Elementary at least 10% each year of LEA Title I funds are designed for
professional development which will be used to improve the level of instruction by teachers.
Written Notice to Parents
Immediately after AYP information was released from the state of Indiana and after the school’s
parent notification letter had been approved from the department of education, written
notification of school improvement status was mailed to the parents/guardians of all Hendricks
Elementary students.
Notification was also provided to the parents in multiple languages. In addition a public forum
was held at Hendricks Elementary on May 21, 2009 to inform and discuss Hendricks’ lack of
improvement on ISTEP+.
Responsibilities of School, LEA, & SEA
The responsibilities of the school include, but are not limited to, completion of the following
activities for staff development and methods to ensure compliance with participation and student
achievement requirements: 1. Maintaining an assessment checklist of responsibilities and
compliance for all staff administering ISTEP+; 2. Annually reviewing, prior to the ISTEP+
testing window, all participation and accommodation requirements;3. Providing ongoing
opportunities for professional development focused on assessment literacy; 4. Providing ongoing
professional development in meeting the instructional needs of diverse learners (special
education and economically disadvantaged) in both reading and mathematics as identified
through AYP analysis; 5. Completing ISTEP+ data analysis after results are returned; 6.
Requesting technical assistance from the LEA as needed, and; 7. Using SEA online resources
and requesting technical assistance from the SEA. 8. Providing technical assistance and guidance
in all phases of planning and implementing the school wide Title I plan. The district will act as
liaison between the IDOE and the school to support compliance with all requirements, meet with
the principal to support completion of documentation and assure compliance with Title I
monitoring, and provide technical assistance as requested by the principal. Central office
personnel are available to provide further assistance as needed.
The SEA provides additional technical assistance through various online resources, including the
ASAP website, Title I monitoring documents and support, and access to the Indiana Academic
Standards and related instructional resources. In addition, compliance and improvement of
student achievement is supported through ongoing technical assistance from IDOE consultants
and the Schoolwide planning process.
Describe the teacher-mentoring program in addition to the mentoring program for
new teachers.
At Hendricks Elementary, all new teachers are paired with a licensed mentor. Each year teachers
at Hendricks are offered the opportunity to seek mentor training. Mentors are available
throughout the year to answer questions, observe classes, problem solve, and talk confidentially
about problems they may be facing in the classroom. The purpose of the relationship, ultimately,
is not just to support the new teacher, but also to maximize his or her potential and effectiveness
in the classroom. Corporation new teacher mentor meetings occur throughout the school year to
further support new teachers.
Important Information about Hendricks Elementary School
WHY IS MY SCHOOL IDENTIFIED FOR IMPROVEMENT?
• Our school has not made Adequate Yearly Progress (AYP) for several years1, based on
state ISTEP+ test results.
• Spring 2010 ISTEP+ results are not yet available. After these results are available, a
letter will be sent regarding current results and supports that are being implemented at the
school.
• Additional information about our school’s performance can be found at
www.doe.in.gov/data/.
AS A PARENT, WHAT ARE MY OPTIONS UNDER SCHOOL IMPROVEMENT?
SCHOOL CHOICE
• All students may transfer to a different school in our district.
• You are not required to move your student to a new school.
• The school district will provide at least two school choice options for you if available.
• The school district will pay for all transportation costs as long as the school continues to
be in improvement.
• If our school comes out of improvement (after making AYP for two consecutive years),
your child may stay at the transfer school, but you will have to provide transportation.
• If you want to transfer your child, please fill out the enclosed Request for Transfer
form and return by Wednesday, June 2, 2010.
• Information about school choice is available at www.shelbycs.org
• A meeting to learn more abour Choice will be held at Hendricks Elementary
School on Wednesday, May 26, at 6:30 p.m. in the library.
School Options Grades Location Fall 2008 State
Served ISTEP+ Data Performance
Data
Coulston Elementary K-5 121 Knightstown Rd. 86% Lang.Arts 75% Lang.Arts
Shelbyville, IN 46176 83% Math 74% Math
Loper Elementary K-5 901 Loper Drive 79% Lang.Arts 75% Lang.Arts
Shelbyville, IN 46176 80% Math 74% Math
1
Our school made/did not make AYP in 2008. AYP determinations for 2009-2010 are not yet available.
50
FREE TUTORING
• If your child stays at our school, he/she may be eligible for free reading or math tutoring.
• Your child is eligible if:
o He/she receives free/reduced price lunch, and
o Did not pass ISTEP+ (or other measure of academic success).
• Tutoring may take place after school, on the weekends, or during the summer.
• More information, including a list of approved tutoring providers and enrollment
information will be sent to you in the fall.
• Information about free tutoring is available at www.shelbycs.org
• A meeting to learn more about free tutoring will be held at Hendricks Elementary
School on Wednesday, May 26, at 6:30 p.m.
If you have any questions or would like more information about school choice, free tutoring, or
how you can help us improve, please call Pat Lumbley, Hendricks Principal at 398-7432. We
will be happy to assist you.
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SCHOOL TRANSFER REQUEST FORM
□ Yes, I am interested in transferring my child to another school for the 2010-
2011 school year.
Student Name: ____________________________Grade: ________
Name of Current School: ___________________________________
The following schools in our district have been identified as possible options for parents
interested in participating in transferring their child to another school.
School Name Address
Coulston Elementary School 121 Knightstown Rd.
Shelbyville, IN 46176
Loper Elementary School 803 Loper Drive
Shelbyville, IN 46176
To review information on these schools' academic progress, please see the attached letter or
visit http://mustang.doe.state.in.us/SEARCH/search.cfm.
School Options Grades Location Fall 2008 State
Served ISTEP+ Data Performance
Data
Coulston Elementary K-5 121 Knightstown Rd. 86% Lang.Arts 75% Lang.Arts
Shelbyville, IN 46176 83% Math 74% Math
Loper Elementary K-5 901 Loper Drive 79% Lang.Arts 75% Lang.Arts
Shelbyville, IN 46176 80% Math 74% Math
Please identify, in order of preference, the school you are most interested in attending.
Please remember that we will do our best to honor your first choice request, but the final
decision on the school each child will attend is up to the district. Please also remember that
we will pay for transportation for as many students as possible, but will give priority to the
lowest-achieving low-income students in the district if there is not enough money to pay for
transportation for all students.
1. __________________________________________________
2. __________________________________________________
Please return this form to Hendricks Elementary School by June 2, 2010.
Parent Signature: _________________________________________________________
52
Información importante de Hendricks Elementary School
¿POR QUÉ ESTA IDENTIFICADA MI ESCUELA PARA MEJORAMIENTO?
• Nuestra escuela no logró el Progreso Anual Adecuado (conocido por las siglas AYP) por
dos años, basado en los resultados del examen estandarizado estatal conocido como
ISTEP+.
• Nuestra escuela no logró AYP este año en las siguientes áreas:
Matemáticas: Almuerzo Gratis/Reducido
Inglés: Educación Especial
Matemáticas: Educación Especial
• Adjunto está un reporte que compara el rendimiento de nuestra escuela con otras escuelas
en nuestro distrito escolar y el estado.
• Se puede encontrar mas información sobre el rendimiento de nuestra escuela en la pagina web
http://www.doe.in.gov/data/.
¿QUÉ SIGNIFICA ESTAR EN ESTATUS DE “MEJORAMIENTO ESCOLAR”?
• Una escuela es identificada para mejoramiento después de no lograr AYP por dos años
consecutivos.
• Escuelas en estatus de mejoramiento se colocaran en uno de dos grupos, dependiendo en
el grado de mejoramiento que debe lograr la escuela:
o Escuelas en Mejoramiento Enfocado no lograron AYP en algunas áreas específicas.
o Escuelas en Mejoramiento Integral no lograron AYP en muchas áreas.
• Los niveles de apoyo y los requerimientos del Departamento de Educación de Indiana
son diferentes para las escuelas en mejoramiento enfocado y mejoramiento integral. Este
método de apoyo para las escuelas se llama Modelo de Responsabilidad Diferenciada
(Differentiated Accountability Model) y ha sido aprobado por el Departamento de
Educación de EE.UU. Este modelo fue diseñado para enfocar los recursos disponibles
en las áreas de más necesidad.
• Nuestra escuela es identificada por 1er Año, Mejoramiento Enfocado.
¿QUÉ ESTÁ HACIENDO MI ESCUELA PARA CUMPLIR CON LAS NECESIDADES
DE MI ESTUDIANTE?
• La escuela desarrollará un plan para cumplir con las necesidades de todos sus estudiantes.
• El distrito escolar y el estado nos ayudarán proveyéndonos con fondos para formación
profesional para nuestros maestros, para contratar a nuevos maestros o para brindar mas
programas, como tutoría después de la escuela o durante el verano.
• Los padres tendrán la opción de transferir a su hijo(a) a otra escuela o inscribirlo en
servicios gratuitos de tutoría.
¿QUÉ PUEDEN HACER LOS PADRES DE FAMILIA?
• Asegúrese de que su hijo(a) asiste a la escuela todos los días.
• Pueden servir como voluntarios en el salón de su hijo(a), asistir a juntas y participar en
eventos educativos patrocinados por su escuela.
• Pueden revisar nuestras pólizas de padres para el Titulo I, nuestros convenios educativos
y nuestro plan de mejoramiento escolar.
¿COMO PADRE, CUALES SON MIS OPCIONES PARA MEJORAMIENTO ESCOLAR?
LA LIBRE ELECCIÓN DE ESCUELA
53
• Todo estudiante puede transferirse a una escuela diferente dentro de nuestro distrito escolar.
• No está obligado a transferir a su estudiante a una escuela nueva.
• El distrito escolar proveerá por lo menos dos opciones para la libre elección de escuela.
• El distrito escolar pagará por los costos de transporte mientras su escuela permanezca en
estatus de mejoramiento.
• Si su escuela sale de estatus de mejoramiento (o sea, logra su meta de AYP por dos años
consecutivos), su hijo(a) podrá quedarse en la escuela a la que se transfirió, pero usted tendrá
que proveer el transporte de ida y vuelta a la escuela.
• Si quiere transferir de escuela a su hijo(a), favor de llenar el formulario adjunto
titulado “Petición de Traslado Escolar” y regrésela el 29 de mayo 2009.
• Información sobre la libre elección de escuela se encuentra en http://www.shelbycs.org
• UNA REUNIÓN PARA APRENDER MÁS SOBRE LA LIBRE ELECCIÓN DE ESCUELA
SERÁ EN HENDRICKS ELEMENTARY SCHOOL EL JUEVES, 21 DE MAYO A LAS
6:30 DE LA TARDE.
Opciones de Grados Domicilio Data de ISTEP+ Data Estatal de
Escuelas Servidos Otoño 2008 Rendimiento
Coulston Elementary Grades K-5 121 Knightstown Rd Inglés: 86% Inglés: 74%
Shelbyville, IN Matemáticas: 80% Matemáticas: 74%
Loper Elementary Grades K-5 901 Loper Drive Inglés: 79% Inglés: 74%
Shelbyville, IN Matemáticas: 80% Matemáticas: 74%
TUTORÍA GRATUITA
• Si su hijo permanece en su escuela, el/ella podría ser elegible para tutoría gratis en lectura o
matemáticas.
• Su hijo(a) es elegible si:
o El/ella recibe un precio reducido o gratuito para su almuerzo, y
o No pasó el examen ISTEP+ (u otra medida de buen rendimiento escolar).
• Servicios de tutoría pueden organizarse después de la escuela, los fines de semana o durante
el verano.
• Los servicios de tutoría serán proveídos en su escuela.
• Se proveerá transportación a los estudiantes que se quedan después de la escuela para
participar en servicios de tutoría.
• Se enviará mas información en agosto, incluyendo una lista de proveedores de servicios de
tutoría aprobados por el estado y como inscribirse en estos servicios.
• Para mas información sobre los servicios gratuitos de tutoría vaya a http://www.shelbycs.org.
Más información estará puesta allí en el verano.
• SERÁ UNA REUNIÓN PARA MÁS INFORMACIÓN SOBRE LOS SERVICIOS DE
TUTORÍA GRATUITOS A HENDRICKS ELEMENTARY SCHOOL. LE AVISAREMOS
CUANDO TENEMOS UNA FECHA EXACTA.
Si tiene cualquier pregunta o necesita más información sobre la libre elección de escuela, servicios
de tutoría gratuitos, o como puede ayudarnos a mejorar nuestra escuela, por favor llame a Mr. Pat
Lumbley al 398-7432 o a Mrs. Betsy Larrabee al 392-2505. Lo atenderemos con gusto.
PLANILLA DE SOLICITUD PARA TRANSFERENCIA DE ESCUELA
Sí, estoy interesado en transferir a mi hijo(a) a otra escuela para el
período escolar 2009-2010.
54
Nombre del estudiante: _________________________ Grado: _____
Nombre de la escuela a la que asiste: Hendricks Elementary School
Las siguientes escuelas, en nuestro distrito, han sido identificadas como posibles
opciones para los padres interesados en participar en la transferencia de su hijo(a) a
otra escuela.
Nombre de la Escuela Dirección
Coulston Elementary School 121 Knightstown Road
Shelbyville, IN 46176
Loper Elementary School 901 Loper Drive
Shelbyville, IN 46176
Para obtener información sobre el progreso académico de estas escuelas, por favor
vea la carta anexa o visite la página en Internet
http://www.mustang.doe.state.in.us/SEARCH/search.cfm.
Por favor identifique, en orden de preferencia, la escuela en la que usted está más
interesado en asistir. Por favor recuerde que en lo posible nosotros haremos el mayor
esfuerzo en darle prioridad a la primera escogencia por usted solicitada, pero la
decisión final a la cual cada niño(a) asistirá es del distrito. Por favor también recuerde
que nosotros asumiremos los gastos de transporte por tantos estudiantes como
podamos, pero daremos prioridad a aquellos estudiantes con menor ingreso en el
distrito en caso de no disponerse de suficiente dinero para pagar el transporte de todos
ellos.
Entiendo que si escojo transferir a mi hijo(a) a o Coulston Elementary o Loper
Elementary, que mi hijo(a) se quedará a la escuela elegida por la duración del año
escolar 2009-2010, como está la póliza de las Escuelas Centrales de Shelbyville
(Shelbyville Central Schools).
1. ___________________________________________
2. ___________________________________________
Por favor envíe esta solicitud a Hendricks Elementary por el 29 de mayo 2009.
Firma del Padre o Madre: ___________________________________________________
55
School Improvement Plan Checklist
Directions: Use the checklist below in reviewing School Improvement Plans for your LEA. List the page number
where each component can be found in the column provided. If a plan does not include all ten components, it is out
of compliance with NCLB requirements and will need to be adjusted.
According to Sec. 1116 (b) (3) (A)
After identification as a school in improvement, each school identified as in improvement shall, not later than 3
months after being so identified, develop or revise a school plan in consultation with parents, school staff, the LEA,
and outside experts, for approval by such LEA. The school plan shall cover a 2-year period and include:
.
Ten Components of School Improvement Plan*: Found on Page #:
1. Strategies based on scientifically based research strategies to strengthen core academic subjects that 28, 31, 39-43
addresses the specific academic issues that caused the school to be identified for school
improvement
2. Policies and practices concerning core academic subjects that have the greatest likelihood that all 24-26
groups of students will meet the proficient level on the ISTEP+
3. Assurance that the school will spend not less than 10% each year to provide high quality professional 49
development that:
a. Directly address the academic achievement problem that caused the school to be identified 29, 32
b. Meets NCLB’s professional development requirements 46-48
46-48
c. Provides increased opportunity for participating in professional development
4. Specifies how professional development funds will be used to remove the school from improvement 46-48
status
5. Annual measurable objectives for continuous and substantial progress by each group of students to 28-33
meet proficient levels of achievement on the ISTEP+ (by 2013-2014)
6. Documentation that written notice about the identification of a school in improvement was provided to 49, 50-55
the parents of each student enrolled in the school in a language parents can understand.
7. Specifies the responsibilities of the school, the LEA, and the SEA including technical assistance to be 49
provided
8. Strategies to promote effective parental involvement in the school 18
9. Activities before and after school, during summer, and during any extension of the school year 15-16
10. Incorporates a teacher-mentoring program (in addition to any the LEA might offer for new teachers) 49
*Consolidated plans are encouraged and accepted.
56
Title I Schoolwide Plan Checklist
Directions: Review the Title I Schoolwide Plans prior to mailing to the IDOE to ensure that all requirements listed
below have been met. Insert the page number where each component can be found in the column to the right. If a
plan does not include all ten components, it is out of compliance with NCLB requirements and will need to be
adjusted.
Schoolwide Plan: Section 1114 (b) (2) Any school that operates a schoolwide program shall first develop (or amend
a plan for such a program that was in existence on the day before the date of enactment of the NCLB Act of 2001), in
consultation with the LEA and its school support team or other technical assistance provider under section 1117, a
comprehensive plan for reforming the total instructional program in the school that:
i. Describes how the school will implement the components described below
ii. Describes how the school will use resources under this part and other sources to implement the
components
iii. Includes a list of SEA programs and other federal programs that will be consolidated in the schoolwide
program
iv. Describes how the school will provide individual student academic assessment results in a language the
parents can understand, including an interpretation of those results, to the parents of a child who
participates in the academic assessments required by the SEA plan.
Components of a Schoolwide Plan*: Found on Page #:
1. A comprehensive needs assessment of the whole school 34-36
2. Implementation of schoolwide reform strategies that:
Provide opportunities for all children to meet proficient and advanced levels of student academic 29, 32
achievement
Use effective methods and instructional strategies that are based on scientifically based research that: 28, 31, 39-43
Strengthens the core academic program 28, 31
Increases the amount of learning time 15-16
Includes strategies for serving underserved populations 29, 32
Includes strategies to address the needs of all children in the school, but particularly low achieving 29, 32
children and those at risk of not meeting state standards
Address how the school will determine if those needs of the children have been met 30-33
Are consistent with and are designed to implement state and local improvement plans, if any Yes
3. Highly qualified teachers in all core content area classes 16-17
4. High quality and on-going professional development for teachers, principals, and paraprofessionals 30, 33, 46-48
5. Strategies to attract high-quality, highly qualified teachers to this school 17-18
6. Strategies to increase parental involvement, such as literacy services 18-23
6a. Description how the school will provide individual academic assessment results to parents 23
6b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan 23
7. Plans for assisting preschool children in the transition from early childhood programs such as Head Start, 23-24
Even Start, Early Reading First, or a state-run preschool program
8. Opportunities and expectations for teachers to be included in the decision making related to the use of 25
academic assessment results leading to the improvement of student achievement
9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and 15-16, 25-26
advanced levels of the academic achievement are provided with effective, timely additional assistance
10. Coordination and integration of federal, state and local funds; and resources such as in-kind services and 27
program components
10a. A list of programs that will be consolidated under the schoolwide plan (if applicable) N/A
*Consolidated plans are encouraged and accepted
57
