Center Grove Elementary School by dcsvzebge


									Center Grove Elementary School
          A Four Star School

    North Central Association
       and Indiana PL 221
    School Improvement Plan

            Updated July, 2010

       2455 S. Morgantown Road
         Greenwood, IN 46143
             (317) 881-1720
          Fax (317) 885-4535

         Bruce Haddix, Principal
               TABLE OF CONTENTS

I.          Committee Members                              Page 3
II.         Mission Statement                                    4
III.        Belief Statements                                    5
IV.         Attendance                                           6
V.          Profile – Unique Local Insights                      7
             i. School Distinctions                              8
            ii. Staffing                                        8
           iii. Diversity                                       8
           iv. Socio-Economic Status                            9
            v. Special Education                               10
           vi. Community Demographics                          10
          vii. Parent Involvement                              11
         viii. Community Involvement                           12
           ix. Technology                                      12
            x. Professional Development                        13
           xi. Safe and Disciplined Schools                     16
          xii. Suspensions                                     18
         xiii. Title I                                         18
          xiv. English as a New Language                       18
           xv. Curriculum Location                             18
          xvi. Cultural Competency                             18
         xvii. Interventions                                   18
        xviii. Student involvement                             19
          xix. High Ability Students                           19
           xx. Statutes and Rules                              20

VI.        Presentation of Data                               20
VII.       Goal Selection                                     22
VIII.      Action Plans                                       24
            i. Center Grove Community School Corporation      25
           ii. Center Grove Elementary School                 32

                COMMITTEE MEMBERS

Mission/Belief Statements         School Improvement Team
       Connie Allen                      Malia Casper
      Debbie Harty                      Melody Cragen
    Dwayne Marshall                    Jennifer Hueston
      Karol Mullen                      Karen Isenhour
    Becky Pennington                    Andrea Jahnke
      Stacey Raftery                     Karol Mullen
       Bekah Smith                        Carol Stahl
     Dana Thompson                        John Voelz
                                         Kristi Watters

     School Profile             Professional Development Team
     Elijah Adams                         Connie Allen
   Amanda Ardizzone                       Jamie Bender
    Susan Campbell                     Jeannine Browning
      Malia Casper                      Marcia Boehning
    Melody Cragen                       Susan Campbell
       Kim King                           Debbie Harty
      Carol Stahl                          Carol Stahl
      Pam Vawter                        Dana Thompson
     Kristi Watters                       Peggy Young

                                      Technology Team
    Data Collection                     Elijah Adams
   Jeannine Browning                  Marcia Boehning
    Nicole DeKemper                    Karen Isenhour
    Jennifer Hueston                      Eric Long
     Karen Isenhour                   Becky Pennington
   LeAnne Matthews                     Jon Rugenstein
       Eric Long                        Bekah Smith
      Peggy Young                        John Voelz
                                        Kristi Watters

     Goal Selection                  Parent/Community
     Michelle Allen                     Kim Kovacs
      Jamie Bender                       Angie Cox
     Andrea Jahnke                     Phil Chamberlin
    Megan McKinney                      Rick Kovacs
    Shannon Nunnelly                      Kip Kelly
     Jon Rugenstein
       John Voelz

                       MISSION STATEMENT

Center Grove Elementary is a dynamic and caring school that prepares students to
become productive, responsible citizens. We strive to prepare our students for their
next level of learning by:

      Implementing mandated curriculum standards,
      Encouraging each student to reach his/her potential by providing meaningful
       instructional activities, materials, programs, and assessments, and
      Challenging each student to become a critical, independent thinker.

Our school is a family that cultivates the love of learning through strong home/school

                                                        Revised, January, 2010

                         BELIEF STATEMENTS

he Center Grove Elementary Team believes . . .

   All children can learn when varied and multiple opportunities are offered to

    meet their individual needs.

   Children learn best with clear expectations in a safe environment.

                                                   Revised January, 2010


                          ATTENDANCE RATES 1992-2007

                                      Attendance Rate

       Year              95th Percentile       State Average              CGES
      1992-93                  97.4                  95.4                  97.0
      1993-94                  97.6                  95.4                  97.1
      1994-95                  97.5                  95.4                  96.9
      1995-96                  97.5                  95.5                  96.7
      1996-97                  97.5                  95.6                  96.7
      1997-98                  97.5                  95.7                  97.1
      1998-99                  97.6                  95.7                  97.0
      1999-00                  97.7                  95.9                  97.3
      2000-01                  97.6                  95.7                  97.2
      2001-02                  97.6                  95.7                  97.2
      2002-03                  97.5                  95.8                  96.4
      2003-04                  97.8                  95.9                  97.4
      2004-05                  97.7                  95.9                  97.1
      2005-06                  98.2                  96.0                  97.1
      2006-07                  97.7                  95.8                  97.2
      2007-08                                        95.9                  96.7
      2008-09                                        96.1                  97.3

In the fifteen years of collected data above, Center Grove Elementary School has been
above the state average every year. Although we have never met the 95th percentile
ranking, we have come within 0.4% of reaching that goal six times.

                        Center Grove Elementary School
                         Profile – Unique Local Insights

        Center Grove Elementary School is located at 2455 S. Morgantown Road in
Greenwood, Indiana. One of five elementary schools in the Center Grove Community
School Corporation, Center Grove Elementary School enjoys success on a variety of
levels which are a great source of pride for our staff and community. As of this writing,
our current enrollment is 650 wonderful students. Nine percent of our students come
from ethnicities other than Caucasian and eight percent of our students receive free or
reduced lunch. The Center Grove community, in general, is an area of affluence with
families of highly educated professionals. Center Grove Elementary is unique among our
six elementary schools in that we are the only school that is not a part of the Title I

        In the fall of 2001, the Center Grove Community School Corporation began the
school improvement process utilizing the North Central Accreditation model. Multiple
committees were formed at Center Grove Elementary School to identify goals, research
best practice strategies, and implement data-driven decision-making. Our data indicated
that we needed to focus on increasing reading comprehension and math computation
skills across every grade level. With the combined efforts of each committee, the Center
Grove School Improvement Plan came into existence and has been fully implemented.
Over the past six years, the plan has been reviewed, refined and revised as staff members
explored new best strategies to address the needs of our changing student population, and
our study of the data has directed our efforts to achieve these two goals at new levels.

        Over the course of the past seven years, both our school and corporation have
utilized a variety of assessment methods to collect data. At the district level, locally
developed criterion-referenced assessments (CRA) were developed for use as consistent
tools among all schools. This effort ultimately failed to produce reliable data, though,
and was discontinued in 2004. In place of this, our district used Scantron testing in
grades 2 through 5, along with ISTEP+, and InView testing to determine CSI scores in
grades 3 and 5. We now use Acuity. At the building level, students in grades K and 1 are
given the DIBELS (Dynamic Indicators of Basic Early Literacy Skills) assessments. A
new assessment as of 2005, STEEP (Screening to Enhance Education Performance), was

given to all students in Grades 1-5 to quickly assess reading fluency and math
computation accuracy. They now take AIMSWEB. Students in grades 3, 4 and 5
participate in the ISTEP+ testing each fall. Along with other building-based common
assessments in grade levels and unit assessments in subject areas, we have gathered data
for this report to show our student performance is consistently improving.

        Individually, as funds are available, teachers are encouraged to attend workshops
and trainings that they feel will enhance the excellence of their teaching. Examples of
these can be found in the Professional Development section that follows. Our community
of learners celebrates the many accomplishments our students make academically. This
is a source of pride among the students, parents, patrons and staff of our school.

i. School Distinctions:

         Center Grove Elementary School is consistently named an Exemplary School for
No Child Left Behind and Indiana rankings. We have been named an Indiana Four Star
School for eight of the last nine years, missing one year only by attendance. Our teachers
have been Golden Apple nominees, Disney Hand Award nominees, Meijer Teacher of the
Month winners, elected to Who’s Who Among America’s Teachers, and many have
facilitated and state, local and national conferences. Our principal is the 2004 Indiana
Elementary Principal of the Year and a 2005 National Distinguished Principal. He has
edited books for Corwin Press and is published in USA Today and Educational

ii. Staffing:

        Center Grove Elementary School staff members include a principal, a counselor,
twenty-seven regular education certified classroom teachers, two certified special
education teachers, a music teacher, an art teacher, a physical education teacher, a media
specialist, and ten assistants. We have a literacy lab assistant, a technology assistant, a
media assistant, three custodians and seven cafeteria employees. A Speech and Language
specialist is also an integral part of our staff on a daily basis. We have three sections of
full day Kindergarten. Our school provides and before- and after-care program through
Honey Grove Educational Services.

iii. Diversity:

        Center Grove Community Schools as a whole has typically lacked significant
ethnic diversity throughout the community. However, that is beginning to change.
During the 2006-07 school year, Center Grove Elementary School hosted the district’s
English as a New Language (ENL) program and welcomed 11 students from a wide
range of nationalities, including Japanese, Hispanic, Turkish, Indian and a student from
Holland. In 2007, the program was relocated to another school, but has returned to us
from the 2010-2011 school year. Six ENL students elected to remain at Center Grove
Elementary and forfeit services at the new site. We are blessed to have two students of

Russian origin, three from Japan and one Hindi Indian student. We are also seeing a
slight increase in our African-American population, yet this represents only 2% of our
total population. The multi-racial students make up 2% of our enrollment. Contrary to
what many neighboring school districts are seeing, our Hispanic population remains at
2%. Our Asian population is the highest ethnicity at 4%, with the balance of our
enrollment representing Caucasian students at 91% in the 2009-2010 school year.

                                                   Ethnicity 2007-08


                        3                                                                                   Series1


                            0   20                     40                   60        80              100
                                              Total Student Enrollment

                                                      93% White
                                                       3% Asian
                                                    2% Multiracial
                                                     1% Hispanic
                                                  1% African-American

iv. Socio-Economic Status:

        Center Grove Elementary School is seeing a very gradual increase in the number
of students receiving free and reduced lunch and book rental over previous years. It is
worth noting that when we began our association with North Central in 2000-2001, we
had 100 percent paid lunch (see chart below and pie graph above). Since then, our
free/reduced total has wavered in the 3 percent to 9 percent range. For 2010-2011, it is
projected at this writing to be near 12%.

                                                            Free Lunch 2007-08


                                          2                                                 Series1


                                              0   20         40             60   80   100

v. Special Education:

        The Special Education population of Center Grove Elementary School has been
steadily growing over the past seven years. Additional personnel and services have been
added to meet the needs of these awesome children. Currently, our school’s special
education population includes children with Learning Disabilities, Mild and Moderate,
emotional handicaps, and communications disorders. Our staff includes two certified
teachers, one speech specialist and six assistants. These incredible staff members modify
work, personalize student schedules, collaborate with regular education teachers, develop
visual reminders, support adult parent volunteers, partner with other classrooms, set up
and manage individual work stations for students, provide small group and individual
remediation time, write and implement behavior plans, communicate regularly with
parents, coordinate supportive computer software, provide peer tutoring with upper grade
students, differentiate assignments, homework and grading, adjust goals for Accelerated
Reading, partner with a Big Brother-Big Sister or Dad’s Club mentor, assess through
ISTAR, provide instruction in resource rooms, adapt special class lessons for the
physically challenged, and meet the needs of often complicated and extensive IEP’s.
        The results of this work with special education students can be seen in the chart
below. A respectable percentage of our special education students do indeed pass
ISTEP+ and some have even Pass+ed in some areas. Center Grove Elementary does
have a subgroup with more than 30 special education students for AYP, and we are proud
to say that our students contribute to our making AYP each year by passing at a strong

vi. Community Demographics:

        Subtle changes have taken place in the Center Grove community in the past ten
years. We are seeing many more transient families, notably those who reside in the
apartment complexes our school now serves through enrollment management procedures.
Although not a large number, we also are experiencing an increase in the number of
single-parent families and divorce. This has been uncommon in our school community.
We’ve also noticed changes in the levels of educational backgrounds of parents not
previously present- still parents with strong educational and professional backgrounds,
but increasingly more blue-collar families. Parental involvement has always been a
marked strength of our school, but though still very strong, even that seems to be
changing somewhat. We believe that there are more instances of both parents now
needing to be employed to maintain the standard of living in this community.

        In the Center Grove area in general, business has boomed over the past ten years.
There are a significantly increased number of retailers, restaurants, medical/dental
offices, and large so-called “big-box” chain stores such as Target, Menards, Home Depot,
and Meijer. Housing starts also have increased both in starter homes and those appraised
at a quarter of a million dollars and above. What was once mostly a rural area is now
becoming a residential and business area. However, the area served by Center Grove
Elementary remains relatively stable as there is not much land left on which to build

homes in our immediate school area. Most of our new students come to us from areas
served by other schools that are overcrowded through enrollment management processes.

vii. Parental Involvement

       If asked about the unique major strengths of Center Grove Elementary School,
most would answer immediately that we enjoy an exceptional amount of parental support
and participation – so much so that it is envied by most. We enjoy a PTO that is active,
progressive and generous in supplementing the needs of our building. The PTO parents
fund mini-grants to teachers for materials and supplies that enhance the educational
opportunities of our students. PTO also sponsors Family Fun Nights, a Spring Carnival,
holiday classroom parties, Santa Shop, Career Day, Book Fairs, Market Day, Math
Pentathlon, Spiritwear Sales and Staff Appreciation recognitions.

         Unique to us in many ways is the existence and strength of our Dads Club – about
50 fathers who meet monthly to support the efforts of the school. Their goal is to provide
enrichment for students through extracurricular activities, which include a Robotics Club,
Science Fair, after- school Movie Nights and tutoring mentorships. They have also
generously provided physical improvements to the school such as purchasing and
installing a new mailbox, framing our student picture composites, sponsoring the painting
and redecoration of our dining room and playground equipment. They recently completed
painting the gym to coordinate it with the cafeteria – a huge and costly undertaking. In
addition, the Dad’s Club caters and runs the kitchen for Family Fun Night and Carnival.
It’s quite a sight to see all the Dads cooking for and serving more than 800 people.

         During school hours, it is very common to see many parents volunteering in
classrooms throughout every grade level. In many instances, there are so many volunteers
that many teachers have to schedule parents on a calendar to make sure they all get a turn.
Parents run a mini-economy, help with special projects in every grade level, help in field
trips, serve as guest experts for Career Day, read to students, mentor and remediate in
small groups, help at stations, and gladly do the menial tasks to make the teacher’s time
with students more productive. They work with special class teachers with Jump Rope
for Heart, Art Club, Student Council, and music programs. As of this writing, a team of
parents is transforming our school into farm and State Fair decorations in support of our
all-school thematic unit on Charlotte’s Web.

        Parents tell us they feel welcome and vital to the success of the school and
teachers realize the value of their involvement in making special things happen for our
children. At fall conferences, we took a parent survey of “how we are doing at CGES”
and 99% of parents reported feeling welcome in our school and overwhelmingly happy
with the education their children are receiving. Center Grove Elementary School is truly
blessed by the involvement of our parents in every aspect of their children’s education.
They are, indeed, our strongest and most positive advocates. Among the opportunities
parents have for participation are:
                        Dad’s Club

                      Classroom volunteers
                      OASIS tutoring
                      Breakfast with Santa
                      Santa Shop
                      Spring Carnival
                      Fall Festival
                      Room parents
                      Parent/Teacher Conferences
                      Open House
                      Annual parent surveys on our performance
                      All-School Thematic Units
                      Field Trips
                      Volunteer Dinner
                      Career Day
                      All-Pro Dads Club

viii. Community Involvement:

       Our school has created partnerships with many local businesses and
organizations, including,
                       Marsh Supermarkets
                       Golden Corral
                       Texas Roadhouse
                       Ambassadors for Children in Jamaica
                       Heifer International
                       Special Olympics
                       Riley Hospital for Children
                       Johnson County Waste Management
                       Dairy Queen
                       Country Charm Nursing Home
                       The Hearth at Stones Crossing

ix. Technology

        Center Grove Elementary School has seen some major improvements in the
quality of technology available for both staff and students in recent years. We now enjoy
two full computer labs; four computers and a teacher computer in every classroom;
scanners, printers, LCD projectors in the lab and LGI; and recently installed new teacher
computers. In general, technology efforts for the district have been limited only by
monetary resources available. The expertise to move our district forward has been here,
but funding all that we would like to do has not been possible. At the district level, the

Alert Instant Alert System, Skyward access for parents, Moodle, DynaCal, VersaTrans,
and a cafeteria pre-pay system have all been added within the past four years and are
major advancements in communicating technologically with our constituents.

        Within our school itself, we have many teachers and staff members who serve as
technology resources for both adults and children. Some are sought after at the district
level for their expertise and have presented locally. Our media specialist, Marcia
Boehning and our technology representative, Karen Isenhour, both are knowledgeable
advocates for technology and provide a wealth of resources. Between them, they manage
our school website, schedule a SmartBoard, Classroom Performance System, two
Computers on Wheels (COW), the Alpha Smart Cart, and two brand new lap top carts;
they manage the video system and daily visual announcements; created a second
computer lab; and both serve as willing and available experts for staff and students. We
are also enjoying having computer lab as part of our special class rotation in which
students spend time learning a new keyboarding curriculum, word-processing and
Internet skills on a regular basis with assistant Barb Clements. They access Webquests
and learn how to do internet research on topics relating to the standards being taught in
the classroom. Our Waterford lab serves students in grades K and 1 for early literacy and
is a key component to their success as emerging readers. Use of software such as
Compass/Odyssey, Headsprout, the Reading Center, PowerPoint, Math Facts in a Flash,
Type to Learn, EdHelper, the Pila Reading Series, IntelliKeys, EdMark, Co-Writer,
Boardmaker, Accelerated Reader, Write Out Loud, Writing with Symbols, STAR
Reading, and keyboarding instruction is used regularly by students and strengthens
technology skills.

       All classrooms are now equipped with a comprehensive multi-media system
which includes a ceiling-mounted projection system. A new student information
management system, Skyward, has replaced CenterPoint and has been widely accepted as
much more user-friendly in the district. Teachers continue to use a curriculum mapping
software called Rubicon Atlas across the district in a long-term commitment to
professional development for increased student achievement. New copying equipment
has been installed in all Center Grove schools and has been positively received by all.

x. Professional Development

         A three-tiered framework of Professional Development opportunities exists for
our teachers and staff – district-level, building-level and individual. Within the past three
years, district-level professional development opportunities have been significantly
enhanced, largely because of the efforts of assistant superintendent, Janet Boyle. Dr.
Boyle has implemented intensive efforts in Differentiation of Instruction and Curriculum
Mapping across the district. She has made a long-term commitment to these two
initiatives and provides strong leadership and consistency of focus for every school.
Dr. Boyle also has been instrumental in creating an every-Wednesday, 45-minute Early
Release time for students. This provides time that is totally dedicated to professional
development for teachers, within contract time – a major advantage in all aspects.
Teachers spend this time at the end of the day on Wednesdays in building-level

initiatives, or district-level curriculum mapping activities, but not staff meetings. The
time is for professional development learning only.

         At Center Grove Elementary School, our building initiatives have centered largely
on our past NCA/PL221 goals – increasing reading comprehension and math
computation across every grade level. We have focused professional development
activities on such initiatives as Four Blocks training; Six Traits +1 training; Professional
Learning Community studies by Richard DuFour and the FISH! Philosophies; book
studies on Differentiated Instruction by Carol Ann Tomlinson, Curriculum Mapping
work by Heidi Hayes Jacobs, as well as spending three years on a program sponsored by
the Department of Education called Levels of Service. Levels of Service provided a
framework in which students are provided individualized enrichment learning
opportunities through their interests, talents and abilities. Over the course of this work,
staff members identified areas in which the current practices and curriculum met needs of
students and identified gaps that needed attention. Through their work, we have
addressed closing these gaps and now try to make the philosophies learned through
Levels of Service a part of our school culture as opposed to a stand-alone initiative.

        Staff members at CGES have also been afforded opportunities to enhance their
interpretation of data to make better informed decisions for instruction on numerous
occasions. By drilling deeper into the data available to us, we have been able to isolate
the areas in which our students need improvement and create strategies to address those
needs specifically.

        Individually, teachers have also received training and attended in-service
workshops on such topics as DIBELS; LETTRS; the Phonics Dance; ROPES;
Technology in the Classroom; use of the SmartBoard, digital camera, and CPS system;
Vertical Articulation; NCA Matrix with Mark Stock; Professional Development
Strategies with Robby Champion; Learning for All leadership training with Larry
Lezotte; data analysis with Karen Wilkerson; Differentiated Instruction with Rick
Wormeli; Curriculum Mapping with Heidi Hayes Jacobs and Janet Hale; Article 7
trainings; AlphaSmart training; Centerpoint training; Rubicon Atlas training; STEEP and
RTI trainings; the BBST/GEI process training; Autism; TEACCH; Tucker Sign
Language;1-2-3, Magic; ENL; handwriting, reading and math adoptions; Guided Reading
conference; PE Summer Institute; IMEA; IOSA; NCA; Levels of Service; Zoo Phonics;
and, finally, workshops conducted during a first-ever district-wide Technology Day
featuring our own in-house experts covering a variety of subjects from which teachers
could choose to personalize their technology training needs.

         A recent Literacy Audit has been completed, and results have been released.
Each individual building has recommendations for literacy enhancements. The district is
currently in the process of creating a literacy framework that will connect the goals and
initiatives for all schools. This will have a significant impact in helping us move to the
next level of excellence in literacy. A sample model is shown below:

Printed with permission from Learning Unlimited.

        Through a survey taken during the Literacy Audit information gathering process,
we learned that 82% of Center Grove Elementary students surveyed indicate they like to
read. 67% say they like to read for fun while not in school. 100% of them said they
understand what they read in textbook sometimes or often. Over half the students said
they talk about what they read outside of school once or twice a week. Parents who were
surveyed said that 80% felt their children were adequately challenged in Reading, while
19% did not. The results of the Literacy Audit Survey will help formulate our next steps
in addressing literacy needs at both the district and building levels.

The entire staff of Center Grove Elementary School will continue to receive intense
training in literacy instruction, including the differentiation of instruction as defined by
Carol Ann Tomlinson and others. The strategies of Levels of Service are being embraced
within the culture of our building and no longer exist as a stand-alone program. These
initiatives, along with the district focus on Curriculum Mapping, will be the intense focus
of our professional growth plan over the next three to five years. Continuous reflection
and evaluation of what we are learning and using in the classroom will occur to ensure
we remain highly focused on increasing student achievement.

xi. Safe and Disciplined Schools:

        When you enter our school building, you might notice some very distinctive
special touches. You will hear instrumental music playing in the hallways. You will see
banners identifying every hall by a core value we teach students (Respect Road, Success
Street, and Personal Best Boulevard). Our entryway is warm and inviting. The
showcases highlight the school’s thematic unit for the year. In every hallway, student
work of all kinds is displayed. You will see evidence of how our students serve the
community through recycling, baskets of food donations to the local food pantry, coats
for Operation Bundle Up, shoes for the Reuse-a-Shoe Campaign, United Way, Student
Council initiatives to support Johnson County needy families, all school support of
Special Olympics and the Polar Plunge, Heifer International, and food and clothing for
our sister school, Kyger Elementary in LaPorte, Indiana. Parents and visitors comment
regularly about how inviting it feels to visit our school and how our students are
entranced in service learning.

        Students at Center Grove Elementary School begin their day each morning
reciting the Pledge of Allegiance, our own Center Grove Elementary School Creed and
by observing a moment of silence. If you were a visitor here, you would hear them doing
so enthusiastically, understanding what it is they are saying. The CGES Creed is the
measuring stick for our goals and behavior while at school. Teachers refer to it often to
remind students of their responsibility to keep it. Students regularly practice emergency
safety procedures with fire, tornado, lockdown, emergency and evacuation drills.

         Our school is highly secured during the day; all doors are locked with the
exception of the front doors where office personnel can visually see who enters the
building. Visitors are required to sign in at the office and receive a yellow visitor’s
sticker which identifies them as having a legitimate reason to be in the building. Staff

members know to question anyone without this form of identification. ID is required to
be shown by those adults we do not know personally. Students are well versed in the
playground rules, hallway expectations, bus safety procedures, and bullying guidelines.
All adults in the building are expected to model respectful behavior to each other,
students and parents. A special program in our cafeteria, Manners Matters,
acknowledges students who exhibit proper manners while dining. They are able to
choose friends to sit with them at lunch in our 1950s style diner booths and listen to 50s
music on our Jukebox. Our school counselor teaches in every classroom to presenting
lessons on character education and bullying. This past year, the counselor has created
and put in place a committee to monitor bullying in our school. This is a highly effective
procedure to identify bullying incidents at CGES. The procedures have been well
communicated to all students and parents though classroom lessons and parental forums.
Though in its first complete year, data we have would indicate fewer incidents of
bullying in our school so far.

        Children are rewarded and praised for respectful behavior. Consequences for
poor behavior are designed to help change that behavior into a positive life skill, instead
of being simply punitive. Each month, students are acknowledged with the presentation
of Core Essentials and Students of the Month Awards. Parents are invited to a special
ceremony where students receive a certificate and dining cards from supportive local
restaurants for having been chosen by their teacher as the Student of the Month, or having
exhibited the core value of the month – a program we use created and sponsored by
Chick Fil-A. Our newsletter also acknowledges student achievements and our annual
Honors Day at the end of the school year is an anticipated event. We take every
opportunity available to celebrate the successes of our students.

        In the past, we utilized a “Clock” system in each classroom to monitor citizenship
and communicate weekly with parents. Though discipline in this school is excellent with
less than a dozen referrals this year so far, we felt it would be a good thing to have a
consistent way of monitoring behavior and citizenship that would cross all grade levels
and move with students as they progress through the grades. We also felt it would be an
asset for us to be able to communicate more frequently with parents about their child’s
behavior and responsibility in the classroom. With the “Clock” system, students have an
actual paper clock with Grades from A+ down to F as the numerals of the clock. When
they have an infraction based on not following our school creed, the teachers will punch
one of the letter grades and write a comment on the back of the clock. This is done
weekly, and students take their clocks home to parents each Friday. In this way, parents
are fully apprised of how their child’s week went behaviorally. There is a very
prescribed step system for infractions, including warnings, time outs, visits to the
principal, all the way to in- and out-of-school suspensions. We are piloting this program
during this semester and gathering data to see if it actually helps improve our classroom
discipline. At the end of this year, the committee that developed it will revisit the system
and make recommendations for its further use, and refinements.

xii. Suspensions:

        Center Grove Elementary School has had no out-of-school suspensions this year,
or any referrals to our alternative to suspension program. As of this writing we have only
about twelve total referrals to the office for this school year. We enjoy a well-disciplined
school environment and student behavioral infractions on the whole are very minimal and
minor in nature. I would insert a chart here, but there is not much to show!

xiii. Title I: Center Grove Elementary School is not a Title I school.

xiv. English as a New Language:

       Center Grove Elementary is now the host school for our district’s elementary
ENL program. The program has been relocated to another Center Grove school, but this
year will return to us. Participants include ethnicities of Asian, Hispanic and Eastern

xv. Curriculum:

        Our school and district has a written curriculum for all subject areas that is
located at both our Educational Services Building and in each school. At CGES, the
curriculum is located in our professional library, as well as in every classroom. Binders
containing all academic standards are easily accessible to staff, parents and patrons.

xvi. Cultural Competency (IC 20-10-10.2-8.3):

Benchmark: As evidenced by the data available on the DOE website, Center Grove
Elementary School demonstrates no achievement gaps in the No Child Left Behind
legislation sub-groups. We have no significant gaps in the areas of Free/Reduced Lunch,
English as a Second Language or Ethnicity. While the data shows that we do have
students in our Special Education populace who pass the ISTEP+ test, we have a low
percentage that do not, so interventions are being created to specifically target this group
of students with special needs. With our increased knowledge of interpreting data,
drilling deeply into the subskills and creating strong interventions for these students, we
are seeing a strong increase in the percentages passing ISTEP+. Our staff members
realize that every child belongs to each of us and that we all bear the responsibility for
ensuring their academic successes.

xvii. Interventions:

        In the past, Center Grove Elementary School made a significant commitment to
implementing the strategies of the Levels of Service framework with our students. The
Levels of Service framework is a tool that enables teachers to identify the strengths and
needs of students by talent, interest and academic achievements, and involves high levels
of individualization and personalization, as differentiating instruction. We have also
made a strong commitment to Response to Intervention strategies through the STEEP

program, which provides us with intervention strategies for low-performing students. As
of this year, we replaced STEEP with AIMSWEB and Acuity software. Students are
quickly assigned to intervention software such as The Reading Center, Headsprout or
FasttMath when assessments are done the first week of school. Progress monitoring on
these students is on-going until the mid-year assessment. Adjustments are made based on
the data from the monitoring. Results of the progress of the interventions are very
promising. It is our intent to very narrowly focus our instructional strategies over a
significant period of time to highly focus on research-based best practices that empower
teachers to personalize instruction for students.

xviii. Student Involvement:

There are many opportunities for student involvement at Center Grove Elementary
School. These include:
                             Student Council
                             Spell Bowl
                             Math Bowl
                             Spelling Bee
                             Music Club
                             Art Club
                             Ecology Club
                             Science Fair
                             Student Ambassadors
                             Children’s Theatre
                             Operation Bundle-Up
                             Summer Reading Programs
                             Jump Rope for Heart
                             Special Olympics
                             Circle the State with Song
                             Service Learning projects
                             Bible Club (parent sponsored)

   xix.    High Ability Students:

           In accordance with new Indiana Law, Center Grove Community Schools
           Corporation spent the 2007-08 school year studying and planning for
           implementation of High Ability identification and services to students in
           grades K-12. A district task force has worked all year to make
           recommendations to our School Board. The task force has an elementary and
           a secondary sub committee to study needs and programs. Since previously no
           services have been provided to students in K-2, this was an intensive area of
           study. Recommendations have been made to the School Board and

           implementation of those recommendations will determine the extent of
           services and resources provided to our students K-5 at Center Grove
           Elementary School. Center Grove Elementary currently hosts a 4th and 5th
           grade High Ability class for the district.

       xx. Statutes and Rules: None recommended for suspension.

                              Presentation of Data
        Center Grove Elementary School has been named a Four Star School eight of the
past nine years. We enjoy a high level of achievement across every grade level. We also
have the distinction of having met our Adequate Yearly Progress measures every year.
As we look at the data we have from ISTEP+ over time, we see that our scores are
consistently in the ninetieth percentile over the past four years.

                   ISTEP Average Percent Passing All Tested
                            Grades E/LA and Math

                 Percent 85                             91.2 91.8 90.4 91.4
                         80 84.1 82.7 81.8
                               1    2    3         4    5    6     7    8
                              00   01    02        03   04   05   06   07

        Teachers at Center Grove Elementary School have become much more
knowledgeable in the use of data for decision-making about their teaching in the past
three years. Staff development has been provided to explore our results in depth, looking
specifically at sub-skills in which improvement would be indicated. In formulating this
report, and selecting the literacy of improving reading comprehension across the
curriculum, teachers at each grade level studied their data intensely to select specific
areas of focus for the next five years.
        In the ISTEP+ grades 3, 4, and 5, teachers created specific individual plans for
students who were within a 20 point range of passing ISTEP+ the previous year. These
students were given focused attention prior to the test being given in September of this
year, and the results of these interventions proved positive. The majority of students
given this extra “boost” in intervening went on to pass the current ISTEP+ test.

        In addition to looking at students who did not pass the previous ISTEP+ in a
remedial sense, we looked at data that showed students who were within 20 points of
Pass+ing the ISTEP+ and provided the same “boost” for many of those students in hopes
of helping them move into this area of distinction, as it ultimately did. In general, we
realize that what gets attention usually gets better, as the results of these efforts support.

        Teachers also used a variety of additional assessments to formulate the literacy
goal, indicated below:

Support Data Sources Used in Goal Selection:
          ISTEP + in grades 3, 4, and 5 – Given in the fall of each year
          DIBELS in grades K and 1 – Given three times each year (pre- mid- and
          Waterford in grades K and 1
          LETTRS in Kindergarten
          AIMSWEB in all grades – Given four times each year to all students
          Acuity in all grades- given four times each year to all students
          Grade Level Assessments
          LAS Links for ENL students- Given once a year to ENL students
          Grade level Common Assessments

         Teachers at Center Grove Elementary School have spent time compiling our
personal list of “best practices” that we know work for our children. These are tried and
true, tested over time and consistently bring us a high level of student achievement.
These are the practices we continue to refine and provide professional development
support for to strengthen our mastery of the strategies:

Interventions and Strategies Making the Most Significant Impact:

       Since the selection of this goal, the following interventions and strategies have
been implemented and retained over time, indicating significance as best practices in the
successful increase in student achievement at CGES:
             Levels of Service – A framework that supports providing instruction
               based on ability, talents and interest, similar to teaching to the gifted and
               talented students. Studied and implemented in every grade level.
             Fountas and Pinnell Guided Reading – Staff members have all received
               training and currently, every class is using this strategy. Some staff
               members have had advanced training and are serving as teacher leaders in
               the building.
             FISH! – Staff members have done book studies on the FISH philosophy in
               an effort to support building a more cohesive team.
             ROPES training – Another team-building exercise.
             *Differentiated Instruction – Staff members have studied the works of
               Charlotte Danielson in book study format. Each school now has a team of
               teachers who serve on the district DI team, preparing strategies for
               implementation in all buildings in cooperation with Curriculum Mapping.

            Curriculum Mapping – This is a district initiative in every school.
             CGES teachers are well versed in the process. Our first efforts have been
             to map math, but we will be moving to reading in the near future.
            Six Traits + 1 – All staff members, with the exception of a very few first
             year teachers, have received training in Six Traits, and although writing
             was not chosen as a goal, it is connected so strongly to reading
             comprehension that this is a good investment in professional development.
            *Data Analysis – Staff members have received training on how to drill
             down into sub-skills, notably on the DOE website, to make data-based
             decisions regarding instruction.

                   * Determined by staff as the best practices most significantly
                   responsible for student successes.

Other strategies used but somewhat grade-level specific:
            Building Blocks
            Phonics Dance
            Problem Solving
            Waterford Literacy Lab
            Headsprout/Reading Center technology/FasttMath
            Distance Learning
            Mentor Training
            COMPASS/Odyssey technology
            Quality Professional Development
            Development of the Fine Arts for the whole child

        As a staff, we are confident that our goal has been chosen based on solid data and
that the plans we have formulated, both at the district and building levels, will result in
increased student achievement across every grade level.

                              GOAL SELECTION

                Literacy Goal: Reading Comprehension

Goal: All Center Grove Elementary School students will improve reading
      comprehension skills across the curricula.

The following page was included as evidence of the growth we made in the previous
cycle focusing on reading comprehension:

                          Documentation of Scores for Reading Comprehension Goal

 Data    Grade    Year      Score   Standard      Year    Score   Standard     Effect   Average    Growth
Source   Level                        Score                         Score       Size    School
                                    Equivalent                    Equivalent             Effect
ISTEP+     3       Fall     81%        0.88       Fall    98%        2.05      1.17               Substantial
                  2000                            2005                                             Growth
ISTEP+     4       Fall     84%        0.99       Fall    95%        1.65      0.66      0.83     Substantial
                  2000                            2005                                  average    Growth
ISTEP+     5       Fall     72%        0.58       Fall    89%        1.23      0.65               Substantial
                  2000                            2005                                             Growth
DIBELS     1      2004      58%        0.20       2005    82%        0.92      0.72     0.82      Substantial
                 End Ph                          End Ph                                 average    Growth
DIBELS     1      2004      80%        0.84       2005    99%        2.33      1.49               Substantial
                 End LN                          End LN                                            Growth
DIBELS     1      2004      65%        0.39       2005    91%        1.34      0.95               Substantial
                 End LS                          End LN                                            Growth
DIBELS     1      2004      81%        0.88       2005    84%        0.99      0.11                 Worth
                   Mid                            Mid                                             Mentioning
                  WPM                             WPM
DIBELS     2      2004      70%        0.52       2005    84%        0.99      0.47      1.03     Substantial
                   End                            End                                   average    Growth
                  NW F                            NWF
DIBELS     2      2004      92%        1.41       2005    100%       3.00      1.59               Substantial
                   End                            End                                              Growth
                  ORF                             ORF
STEEP      2      2005      82%        0.92       2006    90%        1.28      0.36       0.36    Substantial
                 OR BM                           OR BM                                             Growth

        Teachers in every grade level gathered this year’s most current data to add to the
results above and found strong support for continuing our Reading Comprehension Goal
into the next cycle. Because reading comprehension affects all subject areas with such
intensity, and because the data collected strongly supports its continuance, we are
selecting one goal upon which to focus –

Goal:    All Center Grove Elementary School students will improve reading
         comprehension skills across the curricula.

Please refer to the Action Plans in the next section for a comprehensive table of
strategies to be used, technology, assessments and desired professional development.

                              ACTION PLANS
The Center Grove Community School Corporation is in the beginning stages of creating a
comprehensive literacy framework upon which all schools will focus instruction,
assessment and student achievement. The district plan for all elementary schools is the
major framework from which our literacy/reading comprehension goals and strategies
will come. This framework provides consistency among all Center Grove Elementary
schools and connects all initiatives to a general focus on literacy.

Building level initiatives, specifically grade level foci, are added to the central framework
to individualize our efforts based on the data-driven decision making at each unique
school level.

The district and building frameworks are presented below:

                                               Action Plan for 2008-2012
                                      Center Grove Community Elementary Schools

Goal: Students will improve reading comprehension skills across the curriculum


                2008-2009                     2009-2010                     2010-2011                     2011-2012
Guided          Introduce and support         Reinforce and support         Reinforce, support and        Reinforce, support and
Reading and     implementation:               implementation:               evaluate implementation:      evaluate implementation:
Writing:        Guided Reading and            Guided Reading and            Guided Reading and            Guided Reading and
  1. Reader     Writing:                      Writing:                      Writing:                      Writing:
Response           1. Reader Response            1. Reader Response            1. Reader Response            1. Reader Response
Journals.       Journals:                     Journals:                     Journals:                     Journals:
                  Reading response              Reading response journals     Reading response              Reading response journals
2. Student      journals are a place where    are a place where students    journals are a place          are a place where students
  Literacy      students respond to           respond to literature by      where students respond to     respond to literature by
  Conference    literature by recording       recording their thoughts,     literature by recording       recording their thoughts,
  s             their thoughts, feelings,     feelings, reactions, and      their thoughts, feelings,     feelings, reactions, and
                reactions, and questions      questions about the book      reactions, and questions      questions about the book
                about the book they are       they are reading.             about the book they are       they are reading.
                reading.                                                    reading.
                                              Through the use of                                          Through the use of
                Through the use of            response journals, students   Through the use of            response journals, students
                response journals, students   will ask questions about      response journals,            will ask questions about
                will ask questions about      literature, respond to        students will ask             literature, respond to
                literature, respond to        characters decision-making    questions about literature,   characters decision-making
                characters decision-          skills, make connections to   respond to characters         skills, make connections to
                making skills, make           their own lives, and make     decision-making skills,       their own lives, and make
                connections to their own      meaning for themselves.       make connections to their     meaning for themselves.
                lives, and make meaning                                     own lives, and make
                for themselves.                   2.     Student Literacy   meaning for themselves.           2      Student Literacy
                                                        Conferences                                                 Conferences
                    2.     Student             A student led conference         2.     Student             A student led conference
                          Literacy            allows for the student to               Literacy            allows for the student to
                          Conferences         facilitate part of the                  Conferences         facilitate part of the
                 A student led conference     conference as they show        A student led conference     conference as they show
                allows for the student to     mastery of learning. The      allows for the student to     mastery of learning. The
                facilitate part of the        student includes self-        facilitate part of the        student includes self-
                conference as they show       assessment and reflection     conference as they show       assessment and reflection
                mastery of learning. The      as part of the conference.    mastery of learning. The      as part of the conference.
                student includes self-        The student, teacher, and     student includes self-        The student, teacher, and
                assessment and reflection     parent help to determine      assessment and reflection     parent help to determine
                as part of the conference.    future goals.                 as part of the conference.    future goals.
                The student, teacher, and                                   The student, teacher, and
                parent help to determine      Through student literacy      parent help to determine      Through student literacy
                future goals.                 conferences, students and     future goals.                 conferences, students and
                                              teachers will celebrate,                                    teachers will celebrate,
                Through student literacy      validate, encourage, nudge,   Through student literacy      validate, encourage, nudge,
                conferences, students and     teach, assess and set goals   conferences, students and     teach, assess and set goals
                teachers will celebrate,      in reading and writing.       teachers will celebrate,      in reading and writing.
                validate, encourage,                                        validate, encourage,
                nudge, teach, assess and      **Additional district         nudge, teach, assess and      **Additional district
                set goals in reading and      strategies may be added to    set goals in reading and      strategies may be added to
                writing.                      meet student/teacher needs    writing.                      meet student/teacher needs
                                              and goals                                                   and goals
                                                                            **Additional district
                                                                                 strategies may be added
                                                                                 to meet student/teacher
                                                                                 needs and goals

Professional   Summer 2008:                      Summer 2009:                    Summer 2010:                 Summer 2011:
development     Consultant Janet Hale            Curriculum mapping            Will be determined based     Will be determined based
               working with K-12                 science/social studies task     on staff needs following     on staff needs following
               curriculum mapping                force to complete K-12          years one and two.           years one and two.
               language arts task force to       science and social studies
               complete K-12 language arts       essential maps and common            CG administrators
               essential maps and common         assessments, and academic       attend “literacy
               assessments                       vocabulary list                 bootcamp”
                CG administrators                Language Arts Task            to focus leadership skills
               attend National                   Force will revise common        around modeled
               Differentiated Instruction        assessments and Essential       reading/writing.
               Conference with focus on          Maps
               literacy                               CG administrators
                     CG administrators          attend “literacy bootcamp”                                   School Year 2010-2011
               attend “literacy bootcamp”        to focus leadership skills                                   District wide common book
               to enhance literacy               around shared                                                study: will be determined
               instructional leadership skills   reading/writing                 School Year 2010-2011        following years one and
                                                                                 District wide common         two
                                                                                 book study: Writing
               School Year 2008-2009             School Year 2009-2010           Essentials by Regie          Early Releases will be
               District wide common book         District wide common book       Routman                      structured so that each
               study: The Continuum              study: Reading Essentials                                    month provides:
               of Literacy Learning by           by Regie Routman                Early Releases will be       1 Early Release for literacy
               Fountas and Pinnell                                               structured so that each      learning
               Early Releases will be            Early Releases will be          month provides:              1 Early Release for district
               structured so that each           structured so that each         1 Early Release for          book study
               month provides:                   month provides:                 literacy learning            1 Early Release for
               1 Early Release for literacy      1 Early Release for literacy    1 Early Release for          Curriculum Mapping
               learning                          learning                        district book study              (focus: Language Arts
               1 Early Release for district      1 Early Release for district    1 Early Release for          Consensus Maps)
               book study                        book study                      Curriculum Mapping           1 Early Release for building
               1 Early Release for               1 Early Release for                 (focus: Language Arts    work/coaching
               Curriculum Mapping                Curriculum Mapping              Consensus Maps)
                   (focus: Language Arts             (focus: Language Arts       1 Early Release for          Professional Development
               Consensus Maps)                   Consensus Maps)                 building work/coaching       will be provided by:
               1 Early Release for building      1 Early Release for building                                 District-hired consultants –
               work/coaching                     work/coaching                   Professional Development     curriculum mapping,
                                                                                 will be provided by:         literacy strategies, support,
               Professional Development          Professional Development        District-hired consultants   assessment and
               will be provided by:              will be provided by:            – curriculum mapping,        management
               District-hired consultants –      District-hired consultants –    literacy strategies,         Building instructional
               curriculum mapping, literacy      curriculum mapping,             support, assessment and      leaders – supporting a
               strategies, support,              literacy strategies, support,   management                   literacy environment,
               assessment and management         assessment and                  Building instructional       instructional best practices
               Building instructional            management                      leaders – supporting a       Coaches – will provide
               leaders – supporting a            Building instructional          literacy environment,        building-based support and
               literacy environment,             leaders – supporting a          instructional best           will meet with each grade
               instructional best practices      literacy environment,           practices                    level 2X per semester to
               Coaches – will provide            instructional best practices    Coaches – will provide       discuss, follow-up and
               building-based support and        Coaches – will provide          building-based support       extend previous Early
               will meet with each grade         building-based support and      and will meet with each      Release professional
               level 2X per semester to          will meet with each grade       grade level 2X per           development topic. Will
               discuss, follow-up and            level 2X per semester to        semester to discuss,         model strategies. “At-the
               extend previous Early             discuss, follow-up and          follow-up and extend         elbow” professional
               Release professional              extend previous Early           previous Early Release       development: will be
               development topic. Will           Release professional            professional development     provided by building-based
               model strategies. “At-the         development topic. Will         topic. Will model            literacy coaches and will

elbow” professional              model strategies. “At-the       strategies. “At-the elbow”   emphasize the topics of
development: will be             elbow” professional             professional                 each early release
provided by building-based       development: will be            development: will be          Literacy leaders – practical
literacy coaches and will        provided by building-based      provided by building-        applications
emphasize the topics of each     literacy coaches and will       based literacy coaches
early release                    emphasize the topics of         and will emphasize the       August 2011-April 2012
 Literacy leaders – practical    each early release              topics of each early         Early Release
applications                      Literacy leaders – practical   release                      Will be determined
                                 applications                     Literacy leaders –          following years one and
                                                                 practical applications       two
August 2008 Early Release        August 2009 – April 2010                                     May 2012 Early Release
Common vocabulary of             Will focus on applying the      August 2010-April 2011       Reflecting upon
literacy, District literacy      strategy of reader response     Early Release                professional growth.
framework, Lexile scores         journals to student literacy    Will focus on applying
September 2008 Early             conferences to shared           the strategy of reader
Release                          reading/writing.                response journals to
Classroom norms and a            May 2010 Early Release          student literacy
management for a literacy        Reflecting upon                 conferences to modeled
classroom (DVD examples:         professional growth.            reading/writing.
anchor charts, small, flexible
groups examples)                                                 May 2011 Early Release
October 2008 Early Release                                       Reflecting upon
Using Lexiles, leveled                                           professional growth.
readers (What are leveled
readers, How do they
support reading and
November 2008 Early
Reader response journal
concept introduction.
December 2008 Early
Student literacy conferences
concept introduction.
January 2009 Early Release
Differentiating reader
response journals and
student literacy conferences
for ENL, high ability, special
education students and
struggling readers.
February 2009 Early Release
Using leveled materials.
March 2009 Early Release
Sharing student work
protocol using Reader
Response Journals.
April 2009 Early Release
Reader response journal
May 2009 Early Release
Reflecting upon professional

Accountabilit   District Administrators –       District Administrators –       District Administrators –      District Administrators –
y for           Build capacity among            Build capacity among            Build capacity among           Build capacity among
implementati    administrators for creating a   administrators for creating     administrators for             administrators for creating
on              positive literacy               a positive literacy             creating a positive literacy   a positive literacy
                environment. build              environment. build              environment. build             environment. build
                knowledge and capacity          knowledge and capacity          knowledge and capacity         knowledge and capacity
                among administrators for        among administrators for        among administrators for       among administrators for
                differentiated instruction.     differentiated instruction.     differentiated instruction.    differentiated instruction.
                Support technology needs of     Support technology needs        Support technology needs       Support technology needs
                the building through the        of the building through the     of the building through        of the building through the
                district technology plan.       district technology plan.       the district technology        district technology plan.
                Screen and secure               Screen and secure               plan. Screen and secure        Screen and secure
                appropriate district-level      appropriate district-level      appropriate district-level     appropriate district-level
                consultants. Provide time for   consultants. Provide time       consultants. Provide time      consultants. Provide time
                early release professional      for early release               for early release              for early release
                development. Provide            professional development.       professional development.      professional development.
                literacy coaches for the        Provide literacy coaches for    Provide literacy coaches       Provide literacy coaches for
                district. Present and support   the district. Present and       for the district. Present      the district. Present and
                K-12 Comprehensive              support K-12                    and support K-12               support K-12
                Literacy Framework.             Comprehensive Literacy          Comprehensive Literacy         Comprehensive Literacy
                Provide summer curriculum       Framework. Provide              Framework. Provide             Framework. Provide
                mapping work time, stipends     summer curriculum               summer curriculum              summer curriculum
                and consultant.                 mapping work time,              mapping work time,             mapping work time,
                                                stipends and consultant.        stipends and consultant.       stipends and consultant.
                Building Level
                Administrators -- Build         Building Level                  Building Level                 Building Level
                capacity among teachers for     Administrators -- Build         Administrators -- Build        Administrators -- Build
                creating a positive literacy    capacity among teachers for     capacity among teachers        capacity among teachers for
                environment. build              creating a positive literacy    for creating a positive        creating a positive literacy
                knowledge and capacity          environment. build              literacy environment.          environment. build
                among teachers for              knowledge and capacity          build knowledge and            knowledge and capacity
                differentiated instruction.     among teachers for              capacity among teachers        among teachers for
                Schedule and support need       differentiated instruction.     for differentiated             differentiated instruction.
                for 120 minutes language        Schedule and support need       instruction. Schedule and      Schedule and support need
                arts block at each grade        for 120 minutes language        support need for 120           for 120 minutes language
                level. Work to support          arts block at each grade        minutes language arts          arts block at each grade
                appropriate district-level      level. Work to support          block at each grade level.     level. Work to support
                consultants. Provide time for   appropriate district-level      Work to support                appropriate district-level
                early release professional      consultants. Provide time       appropriate district-level     consultants. Provide time
                development. Support            for early release               consultants. Provide time      for early release
                literacy coaches building       professional development.       for early release              professional development.
                level work. Present and         Support literacy coaches        professional development.      Support literacy coaches
                support K-12                    building level work.            Support literacy coaches       building level work.
                Comprehensive Literacy          Present and support K-12        building level work.           Present and support K-12
                Framework. Provide books        Comprehensive Literacy          Present and support K-12       Comprehensive Literacy
                to teachers for district book   Framework. Provide books        Comprehensive Literacy         Framework. Provide books
                study. Work with faculty to     to teachers for district book   Framework. Provide             to teachers for district book
                administer appropriate          study. Work with faculty to     books to teachers for          study. Work with faculty to
                assessment and interpret and    administer appropriate          district book study. Work      administer appropriate
                use the resulting data.         assessment and interpret        with faculty to administer     assessment and interpret
                                                and use the resulting data.     appropriate assessment         and use the resulting data.
                Coaches – Work collectively                                     and interpret and use the
                and individually with           Coaches – Work                  resulting data.
                teachers to implement the       collectively and
                instructional strategies for    individually with teachers      Our district no longer has
                the building goal. Will         to implement the                Literacy Coaches due to
                provide building-based          instructional strategies for    budgetary cuts.
                support and will meet with      the building goal. Will
                each grade level 2X per         provide building-based

               semester to discuss, follow-     support and will meet with      Teachers – The                 Teachers – The
               up and extend previous Early     each grade level 2X per         instructional staff is         instructional staff is
               Release professional             semester to discuss, follow-    responsible for creating a     responsible for creating a
               development topic. Will          up and extend previous          positive literacy              positive literacy classroom
               model strategies. “At-the        Early Release professional      classroom as part of the       as part of the overall
               elbow” professional              development topic. Will         overall learning               learning environment of the
               development: will be             model strategies. “At-the       environment of the             school. Instructional staff
               provided by building-based       elbow” professional             school. Instructional staff    members are responsible
               literacy coaches and will        development: will be            members are responsible        for participating in
               emphasize the topics of each     provided by building-based      for participating in           professional development
               early release. Work with         literacy coaches and will       professional development       activities and for providing
               faculty to administer            emphasize the topics of         activities and for             quality, engaging teaching
               appropriate assessment and       each early release. Work        providing quality,             and learning experiences.
               interpret and use the            with faculty to administer      engaging teaching and          Specifically, the staff is
               resulting data.                  appropriate assessment and      learning experiences.          responsible for
                                                interpret and use the           Specifically, the staff is     implementing the teaching
                                                resulting data.                 responsible for                strategies in this plan,
               Teachers – The instructional                                     implementing the               becoming familiar with the
               staff is responsible for                                         teaching strategies in this    district literacy framework,
               creating a positive literacy     Teachers – The                  plan, becoming familiar        and using assessment data
               classroom as part of the         instructional staff is          with the district literacy     to form and guide
               overall learning environment     responsible for creating a      framework, and using           instruction for each student.
               of the school. Instructional     positive literacy classroom     assessment data to form
               staff members are                as part of the overall          and guide instruction for      Students -- Students are
               responsible for participating    learning environment of the     each student.                  responsible for giving
               in professional development      school. Instructional staff                                    effort, working
               activities and for providing     members are responsible         Students -- Students are       collaboratively with
               quality, engaging teaching       for participating in            responsible for giving         instructional staff to meet,
               and learning experiences.        professional development        effort, working                achieve and evaluate their
               Specifically, the staff is       activities and for providing    collaboratively with           learning goals.
               responsible for                  quality, engaging teaching      instructional staff to meet,
               implementing the teaching        and learning experiences.       achieve and evaluate their     Parents – Parents are an
               strategies in this plan,         Specifically, the staff is      learning goals.                integral part of the
               becoming familiar with the       responsible for                                                educational process, and
               district literacy framework,     implementing the teaching       Parents – Parents are an       thus, are responsible for
               and using assessment data to     strategies in this plan,        integral part of the           getting students to school
               form and guide instruction       becoming familiar with the      educational process, and       each day and working in
               for each student.                district literacy framework,    thus, are responsible for      concert with the school and
                                                and using assessment data       getting students to school     the student to support
               Students -- Students are         to form and guide               each day and working in        teaching and learning.
               responsible for giving effort,   instruction for each student.   concert with the school
               working collaboratively with                                     and the student to support
               instructional staff to meet,     Students -- Students are        teaching and learning.
               achieve and evaluate their       responsible for giving
               learning goals.                  effort, working
                                                collaboratively with
               Parents – Parents are an         instructional staff to meet,
               integral part of the             achieve and evaluate their
               educational process, and         learning goals.
               thus, are responsible for
               getting students to school       Parents – Parents are an
               each day and working in          integral part of the
               concert with the school and      educational process, and
               the student to support           thus, are responsible for
               teaching and learning.           getting students to school
                                                each day and working in
                                                concert with the school and
                                                the student to support
                                                teaching and learning.
Evaluation:    Increase in student ISTEP        Increase in student ISTEP       Increase in student ISTEP      Increase in student ISTEP
How will the   scores in English/Language       scores in English/Language      scores in                      scores in English/Language

effectiveness   Arts (grades 3-5) Reading        Arts (grades 3-5) Reading      English/Language Arts        Arts (grades 3-5) Reading
of the          vocabulary, reading              vocabulary, reading            (grades 3-5) Reading         vocabulary, reading
strategy be     comprehension and writing        comprehension and writing      vocabulary, reading          comprehension and writing
measured        applications by a minimum        applications by a minimum      comprehension and            applications by a minimum
                of 2% from 2007-2011.            of 2% from 2007-2011           writing applications by a    of 2% from 2007-2011
                Scores from 2008 spring                                         minimum of 2% from
                ISTEP testing will serve as      88% of grade 3-5 students      2007-2011                    95% of grade 3-5 students
                the grade-level baseline.        will show at least 25 points                                will show at least 25 points
                                                 of growth on the Scantron      92% of grade 3-5 students    of growth on the Scantron
                85% of grade 3-5 students        Performance assessment         will show at least 25        Performance assessment
                will show at least 25 points     from their fall to spring      points of growth on the      from their fall to spring
                of growth on the Scantron        scores.                        Scantron Performance         scores.
                Performance assessment                                          assessment from their fall
                from their fall to spring        DIBELS (grades K-2)            to spring scores.            DIBELS (grades K-2)
                scores.                          88% of students will show                                   95% of students will show
                                                 an increase over their         DIBELS (grades K-2)          an increase over their
                DIBELS (grades K-2)              individual DIBELS fall         92% of students will         individual DIBELS fall
                85% of students will show        baseline scores on both the    show an increase over        baseline scores on both the
                an increase over their           mid-year and spring            their individual DIBELS      mid-year and spring
                individual DIBELS fall           assessment                     fall baseline scores on      assessment
                baseline scores on both the                                     both the mid-year and
                mid-year and spring              Common assessments             spring assessment            Common assessments
                assessment                       (grades K-5)                                                (grades K-5)
                                                 88% of students will show      Common assessments           95% of students will show
                Common assessments               mastery (80%) of the           (grades K-5)                 mastery (80%) of the
                (grades K-5)                     concepts on grade level        92% of students will         concepts on grade level
                Will be created and pilot to     semester one and semester      show mastery (80%) of        semester one and semester
                gather initial data.             two common assessments.        the concepts on grade        two common assessments.
                                                                                level semester one and
                Authentic student                Authentic student              semester two common          Authentic student
                reading/writing assessment       reading/writing assessment     assessments.                 reading/writing assessment
                products: Will create and        products: 88% of students                                   products: 95% of students
                pilot to gather initial data     will show average or above     Authentic student            will show average or above
                using the district grade-level   skills, using the district     reading/writing              skills, using the district
                rubric scores, on classroom      grade-level rubric scores,     assessment products:         grade-level rubric scores,
                reading and writing              on classroom reading and       92% of students will         on classroom reading and
                products.                        writing products.              show average or above        writing products.
                                                                                skills, using the district
                                                                                grade-level rubric scores,
                                                                                on classroom reading and
                                                                                writing products.

Resources       120 minutes literacy block at    120 minutes literacy block     120 minutes literacy         120 minutes literacy block
                each grade level                 at each grade level            block at each grade level    at each grade level

                Early Release Wednesday          Early Release Wednesday        Early Release Wednesday      Early Release Wednesday
                for Professional                 for Professional               for Professional             for Professional
                Development time                 Development time               Development time             Development time

                District literacy coaches        District literacy coaches      District literacy coaches    District literacy coaches

                Scott Foresman basal series      Scott Foresman basal series    Scott Foresman basal         Scott Foresman basal series
                My Sidewalks Tier III            My Sidewalks Tier III                                       My Sidewalks Tier III
                intervention reading program     intervention reading           My Sidewalks Tier III        intervention reading
                                                 program                        intervention reading         program
                The Continuum of Literacy                                       program
                Learning, Fountas and            The Continuum of Literacy                                   The Continuum of Literacy
                Pinnell                          Learning, Fountas and          The Continuum of             Learning, Fountas and
                                                 Pinnell                        Literacy Learning,           Pinnell

                 Reading Essentials, Regie                                    Fountas and Pinnell
                 Routman                        Reading Essentials, Regie                                 Reading Essentials, Regie
                                                Routman                       Reading Essentials, Regie   Routman
                 Writing Essentials, Regie                                    Routman
                 Routman                        Writing Essentials, Regie                                 Writing Essentials, Regie
                                                Routman                       Writing Essentials, Regie   Routman
                 Guiding Readers and                                          Routman
                 Writers, Fountas and Pinnell   Guiding Readers and                                       Guiding Readers and
                                                Writers, Fountas and          Guiding Readers and         Writers, Fountas and
                 Leveled classroom libraries    Pinnell                       Writers, Fountas and        Pinnell
                 Leveled K-5 bookroom           Leveled classroom libraries                               Leveled classroom libraries
                                                                              Leveled classroom
            Leveled K-5 bookroom          libraries                   Leveled K-5 bookroom
                 (for leveling readers and
                 reader response journals)     Leveled K-5 bookroom
                                                m (for leveling readers and                               m (for leveling readers and
          reader response journals)     http://books.heinemann.c    reader response journals)
                 duhawk/readeres-response-                                    om (for leveling readers
                 journal/                and reader response
                                                eduhawk/readeres-             journals)                   eduhawk/readeres-
          response-journal/                                         response-journal/
                                                http://www.choiceliteracy.c   t/eduhawk/readeres-         http://www.choiceliteracy.c
                 http://fcweb.bloomington.k1    om                            response-journal/           om
                 0Response%Journal%20Sch        http://fcweb.bloomington.k    http://www.choiceliteracy   http://fcweb.bloomington.k
                 edule                     .com              
                                                20Response%Journal%20S                                    20Response%Journal%20S
                 http://www.busyteacherscafe    chedule                       http://fcweb.bloomington.   chedule
                 htm                            http://www.busyteacherscaf    r%20Response%Journal        http://www.busyteacherscaf
                                                se.htm                                                    se.htm
                 Response to Intervention                                     http://www.busyteachersc
                                                Response to Intervention      ponse.htm                   Response to Intervention
                                                framework                                                 framework
                 Parent/Teacher Organization
                                                                              Response to Intervention
                 Parent volunteers              Parent/Teacher                framework                   Parent/Teacher
                                                Organization                                              Organization
                 Fountas and Pinnell leveling
                 system                         Parent volunteers             Parent/Teacher              Parent volunteers
                 District Curriculum library    Fountas and Pinnell                                       Fountas and Pinnell
                                                leveling system               Parent volunteers           leveling system
                 CIESC library materials
                                                District Curriculum library   Fountas and Pinnell         District Curriculum library
                 Epsilen for communication                                    leveling system
                 and document sharing           CIESC library materials                                   CIESC library materials
                                                                              District Curriculum

                                                                              CIESC library materials

Student (voluntary          
remediation      by building)                   (voluntary by building)       (voluntary by building)     (voluntary by building)
assistance       Waterford K-2                  Waterford K-2                 Waterford K-2               Waterford K-2
and              Odyssey K-5                    Odyssey K-5                   Odyssey K-5                 Odyssey K-5
identification   RTI:                           RTI:                          RTI:                        RTI:

assistance          Headsprouts K-1                Headsprouts K-1             Headsprouts K-1             Headsprouts K-1
                    Earobics K-1                   Earobics K-1                Earphonics K-1              Earphonics K-1
                     Reading Center K-5            Reading Center K-5          Reading Center K-5          Reading Center K-5
                     My Sidewalks (Tier III        My Sidewalks (Tier III      My Sidealks (Tier III       My Sidealks (Tier III
                 intervention) 1-5              intervention) 1-5           intervention) 1-5           intervention) 1-5
                 Scantron Performance           Scantron Performance        Scantron Performance        Scantron Performance
                 resources                      resources                   resources                   resources
                 School site remediation        School site remediation     School site remediation     School site remediation

Student (voluntary        
enrichment/h     by building)                   (voluntary by building)     (voluntary by building)     (voluntary by building)
igh ability      Scantron Performance           Scantron Performance        Scantron Performance        Scantron Performance
identification   resources                      resources                   resources                   resources
                 Waterford K-2                  Waterford K-2               Waterford K-2               Waterford K-2
                 Odyssey K-5                    Odyssey K-5                 Odyssey K-5                 Odyssey K-5
                 Leveled libraries              Leveled libraries           Leveled libraries           Leveled libraries
                 Classroom differentiation      Classroom differentiation   Classroom differentiation   Classroom differentiation
                 District high-ability          District high-ability       District high-ability       District high-ability
                 screening/identification       screening/identification    screening/identification    screening/identification
                 Parent volunteers              Parent volunteers           Parent volunteers           Parent volunteers


Grade Level            Sub-skills             Resources                Technology           Assessments           Prof. Dev.
Kindergarten –        Phonemic                Waterford               Waterford             DIBELS-              Indiana Kdg.
Reading               Awareness                                                             progress             Teachers Conf.
Readiness                                     Zoophonics              Zoophonics            monitoring
                      Guided                                                                                     Camp
                      Reading                 DIBELS inter-           Compass/Odyssey Reading series             Kindergarten
                                              ventions                                benchmarks                 with Dr. Jean
                                              HA- leveled                             Fall progress              DI Coach
                                              reading groups                          reports

                                              Leveled library                               Pre/post tests in
                                                                                            reading comp.
                                              1:1 remediation
                                                                                       Summer Kdg.
                            Kinderwork                                                 Screenings
Grade 1-      Reading       Graphic                                   Compass/Odyssey Oral Reading               Flexible
Reading       Comprehension organizers                                                 Fluency checks            grouping
Comprehension                                                         United Streaming                           strategies
              Vocabulary    Retelling Cards                                            Unit/Selection
                                                                      RTI – Headsprout tests                     Differentiated
                                              Leveled Library         Reading Center                             Instruction
                                                                      FasttMath        Writing
                                              HA- leveled                              prompts
                                              reading groups
                                              cards                                         RTI – progress
                               homework                                     Waterford

Grade 2 –     Reading       RTI –                        Compass/Odyssey Scott/Foresman       Debbie Miller
Reading       Comprehension Reading Center                               selections and       Conference on
Comprehension Fact/Opinion  Headsprout                                   benchmarks           Reading
              Literary         Scantron skill                               STEEP             (attending
              Elements         Sheets                                                         4/17/08)
              Sequencing       Leveled Library                                                Training in use
              Main Idea/Detail Guided Reading                                                 understanding
                                                                                              data from
              Cause and Effect HA/ENL leveled                                                 SuccessNet
                               readers from
              Drawing          Scott/Foresman                                                 Training in how
              Conclusions                                                                     to incorporate
                               Flexible Grouping                                              data from
              Author’s                                                                        Scantron,
              Purpose          Peer Mentoring                                                 STEEP,
                                                                                              Compass and
                               Picture Walk                                                   SuccessNet to
              Vocabulary                                                    Scott/Foresman    identify our
                               Covered words                                selections and    students’
              Context Clues                                                 benchmarks        proficiencies
              Word Structure                                                                  deficiencies.
Grade 3       Reading        Four Blocks                 Compass/Odyssey Selection Tests      Literacy Coach
              Comprehension Guided Reading
                             Plans                       Internet access for Project-based    Reading
                                                         Webquest, etc.      learning         specialists
                               Leveled Reading
                               groups                    Selection Test     Benchmark         Additional
                                                         Reading            tests             training for use
                               Leveled Library           Assignments                          of new reading
                                                                            Teacher-created   series
                               Compass/Odyssey                              tests
                               Reading Lessons                                                Leveled
                                                                                              Reading groups
                               Literacy centers
                               to differentiate for Compass/Odyssey
                               ENL and HA           activities

                               Literature Circles        “Word”

                               Reading series            Internet
                               materials for             Compass/Odyssey Class
                          comprehension                                 assignments
                                                    Internet site-
          Language        Daily Oral                specific            Writing rubrics   6 Traits training
          Conventions     Language                  vocabulary                            or refresher
                                                    builders                              courses
                          Morning Message                               Selection tests

                          Writing Process                               Benchmark
          Vocabulary      Four Blocks                                   tests             Partnership with
                          Strategies                                                      reading
                          ENL materials                                 Compass           coaches


                          Drops in a Bucket

                          Vocabulary Cards

                          Word Walls

Grade 4   Reading       Instruction in              Compass/Odyssey Scantron              Teacher
          Comprehension comprehension                                                     collaboration
                        sub-skills across           Laptop carts for    Daily Fix-It      across the
          Language      curriculum, in all          individualization                     district
          Conventions   classes, such as                                Varieties of
                        graphic sources,            Tech Labs for       writing prompts Vertical
          Reading       compare/contrast,           writing and         and assignments articulation
          Vocabulary    cause/effect,               editing
                        sequencing,                                     ISTEP+            Language
                        inference, etc.             Scantron                              resources are
                                                                        6 Traits +1       needed
                          Provide levels            RTI – progress      Rubrics
                          texts to enforce          monitoring
                          concepts via              through             Reading series
                          differentiated            Headsprout,         grammar
                          instruction.              Reading Center      workbook
                          Introduce math            On-line
                          problem-solving           Encyclopedia        Weekly
                          activities through                            selection test
                          literacy focus on
                          identifying key
                          vocabulary,                                   Vocabulary
                          making tables,                                assessments
                          sequencing and                                across the
                          identifying non-                              curricula

                         Leveled texts for
                         ENL and HA

                         Flexible grouping
                         in all subjects

                         RTI – Headsprout
                         Reading Center
                         Peer Tutors

Grade 5   Reading       Graphic                    Compass/Odyssey Selection tests
          Comprehension Organizers
                                                                     6 Traits + 1
                         Retelling cards                             Writing
                                                                     Work book
                         Reader’s Theatre                            selections

                         Leveled Library                             Teacher-created
                         Three Ring Circus

                         Literature Circles

          Language       Basal text                Compass/Odyssey Editing check
          Conventions                                               list
                         Daily Fix-It              United Streaming
                                                                    Daily Fix It


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