NEW PARIS ELEMENTARY - fairfield.k12.in.us
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1 NEW PARIS ELEMENTARY School wide Title I Plan 2017-18 Address-18665 CR 46 Phone-574-831-2196 Fax-574-831-3160 Web Site-www.fairfield.K12.in.us
Transcript of NEW PARIS ELEMENTARY - fairfield.k12.in.us
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NEW PARIS ELEMENTARY
School wide Title I Plan
2017-18
Address-18665 CR 46
Phone-574-831-2196
Fax-574-831-3160
Web Site-www.fairfield.K12.in.us
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Title I Schoolwide Plan Checklist – Table of Contents
Components of a Schoolwide Plan: Component found on page:
1. A Comprehensive Needs Assessment (CNA) of the whole school Pgs. 5-19
2. Implementation of schoolwide reform strategies that:
Provide opportunities for all children to meet proficient and advanced levels of student
academic achievement
Use effective methods and instructional strategies that are based on scientifically based
research that:
Strengthens the core academic program
Increases the amount of learning time
Includes strategies for serving underserved populations
Includes strategies to address the needs of all children in the school, but particularly low
achieving children and those at risk of not meeting state standards
Address how the school will determine if those needs of the children have been met
Are consistent with, and are designed to implement state and local improvement plans, if
any
Pgs. 19-28
3. Highly qualified teachers in all core content area classes Pg. 28-29
4. High quality and on-going professional development for teachers, principals, and paraprofessionals Pg. 29-32
5. Strategies to attract high-quality, highly qualified teachers to this school Pgs. 32-33
6. Strategies to increase parental involvement, such as literary services
6a. Description how the school will provide individual academic assessment results to parents 6b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan
Pgs. 33-35
7. Plans for assisting preschool children in the transition from early childhood program ms such as Head
Start, Even Start, Early Reading First, or a state-run preschool program Pg. 35
8. Opportunities and expectations for teachers to be included in the decision making related to the use
of academic assessment results leading to the improvement of student achievement Pgs. 35
9. Activities and programs at the school level to ensure that students having difficulty mastering proficient
and advanced levels of the academic achievement are provided with effective, timely additional
assistance
Pg. 36-37
10. Coordination and integration of federal, state, and local funds; and resources such as in-kind services
and program components
10a. A list of programs that will be consolidated under the schoolwide plan (if applicable)
Pg. 37
11. Appendix: List of Highly Qualified Teachers and Paraprofessionals Pgs. 38-41
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NEW PARIS ELEMENTARY
New Paris Elementary School is a kindergarten through grade six public school that
currently houses approximately three hundred and ninety students, twenty-five
instructional staff members and fourteen support staff members. It is one of three
elementary schools in the Fairfield Community Schools. New Paris Elementary School
is located in New Paris, Indiana.
At present, New Paris, Indiana, is an unincorporated town. Fairfield Community School
District is comprised of Benton, Clinton and Jackson Townships on the southeast corner
of Elkhart County. The school district, which was formed in 1963, encompasses
approximately 124 square miles. New Paris Elementary School is located in Jackson
Township. The school corporation is under the direction of a five-member board elected
by the people. Each township is to be represented on the board. The grade organization is
K-6 and 7-12. This county is one of the major manufactured housing, recreational
vehicle, and boating industry centers of the United States. The district is only minutes
away from the Northern Chain of Lakes, which offers fishing, swimming, boating, and
other recreational sports.
The corporation is made up of a wide range of economic and ethnic backgrounds. Since it
is in a rural setting, many families make their living farming. Many others are involved in
manufacturing and/or small business. We also have a large settlement of Amish families
and conservative Mennonite families that bring many rich traditions to our school-
community. All of these groups are most supportive of their schools and are actively
involved in school activities. The students in our school corporation have been most
successful in their academic and extracurricular pursuits. Our Junior-Senior High School
Academic teams have brought numerous recognitions to our district. Likewise, our Band
and other music groups have enjoyed much success and have excelled in State
competitions. Our athletic teams enjoy strong support from the community, students, and
parents. Community involvement is one of the school system’s valuable assets. Many
parent and adult members of the community assist and support our school programs
through such organizations as music boosters, athletic team parent groups, and by serving
on various school-wide committees and elementary PTO activities.
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Fairfield Community Schools: Empowering a resilient,
reflective, and responsible community to learn and lead
boldly.
Community of Learners Model
Learning
Lifelong learning-agency-feedback
Fairfield Community Schools strives to
equip collaborative learners through
personalized learning and real-world
experiences while promoting perseverance
and problem solving.
NEW PARIS MISSION STATEMENT:
The staff, students and parents of New Paris Elementary School work together to create a
safe environment where learning is a priority. Our combined focus on the social,
emotional, physical, ethical, and intellectual well being of children equips each student
with a sense of security and self-awareness to meet every day challenges.
GOALS needs & interests aspirations expectations
BELONGING caring relationships empathy
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1. COMPREHENSIVE NEEDS ASSESSMENT
The facilities at New Paris Elementary School consist of 20 general education
classrooms and one Special Education resource room. In addition, we have 4
classrooms devoted to Title I services. We also have a computer lab, mobile lab, an
art room, music room, a gymnasium, a library and a cafeteria.
ENROLLMENT
New Paris Elementary School’s enrollment for grades K-6 in 2016-17 was 407.
DEMOGRAPHICS
Ethnicity # of students
White 377
Black 3
Asian 0
Multiracial 4
American Indian 4
Hispanic 17
The Ethnic make up of New Paris Elementary has changed very little over the years.
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A STUDY OF ISTEP RESULTS:
Chart 1
As shown in chart 1, NPE’s, No Child Left Behind categories for Language Arts, overall there has
been an upward trend, with Special Ed. and Free and Reduce populations as areas of focus. In 2015-16
Special Ed was no longer a “cell” for NPE.
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Chart 2
As shown in chart 2, NPE’s, No Child Left Behind categories for Math as strong, but some downward
trends overall.
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Chart 3
Chart 3 shows how our 3rd grade has historically performed on ISTEP.
Chart 4
Chart 4 shows our 4th grade performance, over the last six years.
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Chart 5
Chart 5 depicts growth achieved over a 6 year period at 4th grade.
Chart 6
Chart 6 shows 5th grade scores over the past 6 years.
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Chart 7
Chart 7 depicts growth historically for 5th grade.
Chart 8
Chart 8 shows ISTEP scores for 6th grade for the past 6 years, generally an upward trend.
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Chart 9
Chart 9 shows growth for the 6th grade.
Chart 10
Chart 10 follows the same group of students and shows growth for those students over 3 years.
These students would now be 7th grade (for 2016-17)
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NWEA Results:
Kindergarten:
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First Grade:
Second grade:
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Third grade:
Fourth grade:
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Fifth grade:
Sixth grade:
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Five year Summary of New Paris Elementary Annual Yearly Progress:
In 2010, NPE made AYP; because New Paris made AYP for 2 years, we exited school
improvement.
In 2011, NPE made AYP.
In 2012, NPE was an A school on the A-F, school report card system (no longer AYP).
NPE was also recognized by the State for our growth with top and lowest 25% in Math.
In 2013, NPE was an A school on the A-F, school report card system.
In 2014, NPE was an A school on the A-F school report card system.
In 2015, NPE was an A school; regardless of the “hold harmless” policy for that year.
We were also a Four Star School
In 2016, NPE was an A school on the A-F State School Report Card.
Summary of PL 221 Accountability Data:
Year Performance Improvement
2010 (Spring) 78.6 4.5
2011 85.6 10.3
2012 *New A-F School report card, NPE was an A earning 6 out 4
points in Math and 5 points out of 4 in LA
2013 Math: 4 out of 4 points, plus 2 bonus = 6 out of 4 points
LA: 3 out of 4 points, plus 1 bonus= 4 out of 4 points
In 2005, 2006, and 2007 New Paris Elementary would have been in the exemplary
category. In 2008 (Fall) New Paris would have been in the commendable category, but
due to being a school in improvement was capped as academic progress.
In 2009-10 (Spring)-Results were for benchmark purposes, only.
In 2010 (Spring) NPE’s improvement was in the exemplary category
For 2011 NPE’s improvement was in the exemplary category.
For 2012 NPE was rated an A on the A-F school report card system, earning bonus points
in LA and Math (5/4 and 6/4)
For 2013 NPE was rated an A on the A-F school report card system, earning bonus points
in LA and Math (4/4 and 6/4)
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For 2014 NPE was an A school on the A-F school report card system. However, we did
not make AMO (Annual Measurable Objectives for sub group “White” in LA.
For 2015 NPE was an A school on the A-F report card. We were also given the
distinction of being a Four Star School.
For 2016 NPE was an A school for 5 years running.
Summary of Testing Data:
New Paris Elementary has been experiencing a general upward trend in assessment
scores. As we look at out NCLB categories and grade level ISTEP scores we can see that
we are moving in the right direction. It is clear that Language Arts continues to be the
area of concern. Even as we look at the longitudinal ISTEP data, our Language Arts
scores are consistently lower than our Math scores.
After using MClass (and ACUITY) for several years in grades K-6 in 2016-17, as a
District we switched to NWEA. This year will serve as a benchmark year on which we
can compare to show growth, patterns and trends. We continue to seek continuity in
assessing so that we are giving parents, students and faculty accurate and helpful
information. We continue to strive to use this data to drive our instruction and help
inform students and parents of areas of growth and concern.
Survey Results:
As part of the needs assessment, faculty, parents and students were surveyed to determine
their perception of the school and identify areas that should be improved to better meet
the needs of our students. The survey consisted of 22 to 36 questions ranging from
discipline to climate to academics. Charts 17, 18, and 19 show the areas of greatest
concern for each group surveyed.
Chart 17
Survey Statements Teacher Survey (22 surveys completed, 92% ) disagree Agree
#5 The school has access to a sufficient number of computers for student learning. 14 (64%)
8 strongly 6 somewhat
8(36%) 4 4
#4 Families are involved in the creation, revision and review of the school’s mission
and goals. 10 (45%)
1 strongly
9 somewhat
12(55%)
1
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#13 All teachers use effective instructional strategies 10 (45%)
0 strongly
10 somewhat
12(55%)
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5
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Chart 18
Survey Statements Parent Survey (106 surveys completed, 68%) disagree agree
#14 As a parent, I frequently check my child’s progress on the parent portal. 38 (36%)
20 strongly
18 somewhat
68(64%)
42
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#17 Families have opportunities to participate in the creation, review and revision
of the school’s mission and goals. 29 (27%)
3 strongly 26 somewhat
77(73%)
34 43
#3 I am aware of the state standards. 23 (22%)
7 strongly
16 somewhat
83(78%)
30
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Chart 19
Survey Statements Student Survey (151 surveys completed, 97%) disagree agree don’t
know
#1 I am aware of the state standards. 9 (6%) 59(39%) 83(55%)
#2 Most students stay out of trouble at my school. 35 (23%) 100(66%) 16(11%)
#4 My school has enough computers for me to use during the school day to
help me with my work. 31 (20%) 99(66%) 21(14%)
Summary of the Needs Assessments (Surveys):
The main area of concern for teachers (chart 17) was access to a sufficient number of
computers. Since we first did this survey, we have been able to increase our labs to two
computer labs and we have also added several laptops and ipads to each classroom for
student use. Recently all teacher computers were replaced with laptops. We have
continued to add laptops and ipads carts for teachers/classrooms to use. Another area
identified by teachers was family involvement with the mission statement. This also
reflects a larger concern for overall parent involvement, pages 28 and 29 of the plan
outline our efforts and plans to increase parent involvement. The last concern identified
by teachers was a concern that all teachers are using effective strategies. We have
continued with various books studies and targeted our professional development
(Summer and Winter Workshops) along with giving time each Wednesday for late start
for teacher collaboration, to help all teachers become more educated, confident and
aligned with the latest strategies. Part of this process has been to learn to embrace new
ideas and it has certainly helped us to better our collaboration efforts. Also as a
corporation, for the past three years we have been using the Danielson model for the basis
of our teacher evaluation model, which will help us reflect on our teaching methods and
what is effective teaching.
All parent concerns (chart 18) seem to involve communication. To address these issues
New Paris Elementary provides an all-school weekly newsletter which is available hard
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copy or via our parent portal. We also maintain a website specifically for New Paris
Elementary. In addition, our teachers provide weekly/monthly newsletters for their
parents and students. Initially, the root of this concern was that the parents were not
accessing the parent portal, which was only 2 years old. Over the last couple of years we
have continued to encouraged the use of this tool and have continued to make parents
aware of this resource (newsletters, Open House, Registration packet). We are finding
that many parents now contact us before report cards, progress reports, etc with questions
because they have consulted the Parent Portal to check grades. Another tool that we have
expanded our use of is Power Announcement. This is used to notify parents of weather
delays or cancellations. We have also started to use it to announce upcoming events and
communicate about issues like unverified absences. We have seen great response to
using this communication tool. In the Spring of 2015 we implemented a new online
parent survey tool, with over 40 parents responding.
For the student survey (chart 19) we interpreted “Don’t Know” as “Disagree”. We are
confident that students are aware of the state standards, but teachers are now making a
point of stressing this in class. Regarding the concern that students are not staying out of
trouble: in 4 years, the average has been 2-3 referrals to the office a month. Teachers do
an excellent job of handling problems in the classroom. The most common issue would
be attendance/tardy issues. There have been only two suspensions in the last 4 years.
As we try to identify area(s) for improvement, we believe there are some common
themes: technology (for staff, students and parents), communication (between home and
school), and the need for effective teaching by all teachers.
2. SCHOOLWIDE REFORM STRATEGIES
The academic program at New Paris Elementary School provides opportunities for all
students to meet proficient and advanced levels of student academic achievement on the
Indiana College and Career Ready Standards. Teachers use effective methods and
instructional strategies based on scientific research that:
-Strengthens the core academic program in the school.
-Increases the amount and quality of learning time
- Provides enriched and accelerated curriculum.
- Includes strategies for meeting the educational needs of historically underserved
populations.
-Includes strategies to address the needs of all children in the school, particularly
low achieving children.
-Addresses how the school will determine those needs are met.
Our Literacy Framework provides interventions based upon scientifically-based
instructional strategies, practices, and materials proven effective in accelerating
achievement. New Paris Elementary’s program also implements specific strategies for
monitoring progress and making instructional decisions to support children who are
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struggling, falling behind their peers, or are failing to learn to read. We recognize that
even when students have the benefit of a systematic, effectively coordinated reading
program, some students will still need additional and ongoing support in order to become
proficient readers.
Curriculum
The Indiana College and Career Ready Standards serve as the foundation for the
curriculum at New Paris Elementary. Corporation-wide curriculum documents have been
written to connect the standards/indicators with the adopted material. Each teacher has
access to these curriculum documents on Fairfield’s Intranet site.
New Paris Elementary focuses on the standards-based curriculum that the corporation has
mapped over the past several years. This curriculum is aligned to the standards,
vertically and horizontally articulated and includes the assessment and strategy
information. The curriculum now guides instruction. This curriculum is the cornerstone
to how textbooks and other resource materials are utilized. The curriculum was
developed by K-12 committees to ensure articulation.
English Language Arts
Overall Goal for Reading:
At New Paris Elementary, we want to develop proficient readers and writers who can
effectively demonstrate their skills on standardized tests.
Reading Goals for 2017-20
1. By the end of third grade, 85%f the students will read and comprehend at or
above grade level.
2. Students will be authentic readers and writers for a variety of audiences.
3. In grades K-2, 80% of students will reach the developed level on each component
of the benchmark on DIBELS and reach the “proficient” level in TRC
(BOY,MOY and EOY). **NWEA?
4. In grades 3-6, 85% of the students will pass the language arts portion of ISTEP.
5. Staff will continue to use Benchmark Literacy and Guided Reading during their
90 minute block.
6. Incorporate Minds In Motion in the daily routine.
Data Rationale Reading:
Language arts overall ISTEP scores have been consistently in the high 60s to high 80s
percent passing level. Data from the Title I screening instruments and other
assessments are also being used to determine students for remediation programming.
These assessments have also helped us become aware of needs in specific areas, like
re-telling and comprehension of non-fiction material.
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Areas of strength for Reading:
Focused effort on intervention in the primary grades
Increased staff interest and expertise in the process of teaching reading
Awareness of weaknesses as identified by our assessments
Benchmark Literacy is the core Reading program for grades K-6
Making Meaning is a resource for every teacher
Areas of Concern for Reading:
Diagnosing specific skill deficits and providing consistent remediation
Continued variety of reading instruction and the need to use Benchmark Literacy
and Making Meaning as a foundational program school wide
Using the assessment data to drive instruction
Overview of Reading Goal Area:
At the beginning of the 2006-07 school year, staff read Put Reading First and discussed
the text during several staff meetings. The staff was also provided with the book Creating
Strategic Readers by Valerie Ellery to be used as a resource for the five components of
reading.
The members of the Language Arts Committee attended a series of Reading First
Workshops sponsored by the Northeast Roundtable Reading Academy. Each workshop
focused on four of the five components of reading as outlined by the National Reading
Panel Report (phonemic awareness, fluency, vocabulary and comprehension). After the
phonemic awareness and fluency workshops, the committee shared their learning with the
staff during two separate meetings.
The knowledge gained in the Put Reading First text and attending the Reading First
Workshops has empowered us to identify students’ reading difficulties and provide more
consistent remediation for those students. During the 2006-07 year a Title I instructor was
added for grades 4-6, meeting with identified students to develop fluency and help with
ISTEP related skills. Special education and K-2 Title I and classroom teachers used
DIBELS, Indiana Reading Assessment, STAR Early Literacy and district word and
fluency benchmarks to evaluate all students and identify those students needing
additional help. The Title I instructor and reading paraprofessionals used fluency, phonics
and phonemic awareness in their daily instruction. For the 2007-08 school year two full-
time Title I paraprofessionals were added for grades K-2 as well as expanding the reading
assistant position to full-time, working with grades 3-6. In 2008-09 the Title I teacher
became a full time position allowing us more flexibility in meeting with students with
reading needs. Also in 2008-09, teachers were provided with funds to purchase
nonfiction books for their classroom libraries to enhance our students’ reading selections.
Prior to the start of the 2007-08 school year, through a special Title I School
Improvement Grant New Paris contracted Chryse Hutchins to do two three-day
workshops in January and again at the beginning of April. In addition to the teacher
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workshops, Chryse also did a parent meeting in January. All parents were invited and
each family in the school received a copy of the 7 Keys to Comprehension book, which
Chryse authored. In 2008-09 teachers continued to use Chryse’s techniques and adapt
them to fit their individual classrooms.
Early in 2009, Connie Collins had her first of four visits to our school to work with
teachers in small groups on differentiating instruction, with a focus on high ability
students. Connie and fellow teachers observed a teacher giving a lesson
and then “debriefed” later as a group. Connie has worked with our teachers in their
classrooms, with their kids to help New Paris provide the different levels of service we
need to provide to help all students be successful.
In January of 2009, Bonnie Kelley started her work with the staff at New Paris in the
area of curriculum mapping. Ms. Kelley worked with two grade levels at a time over two
days, guiding them as they mapped out the Language Arts curriculum. Ms. Kelley
returned once a month for a total of four visits. Bonnie Kelley continued to work with
New Paris during the 2009-2010 school year. Also, during 2009-10, K-2 staff began
working with mClass and staff from 3-6 started with ACUITY. Both of these programs
helped staff monitor student progress. Staff will continue to find ways to use
information/data from mClass and ACUITY to help guide instruction. In the summer of
2010, teachers in grades K-6 worked with grade level partners to plan for the 2010-11
school year, using Making Meaning and Being a Writer (and continued use of Words
Their Way).
During the 2010-11 school year, teachers implemented Making Meaning and Being A
Writer. Staff continued to use MClass and ACUITY to help guide instruction
2013-14 We began implementing Benchmark Literacy as our core reading program.
2014-15 We continued to implement Benchmark Literacy and infusing Making Meaning.
Teachers continued to develop their Daily 3 (or 4 or 5).
2015-16 We continued to go deeper in anaylszing how data can drive our instruction and
how we can help students to understand “deeply”.
Writing goal for 2017-20:
1. Students will be authentic readers and writers for a variety of purposes and
audiences
2. In grades 3-6, 85% of students will pass the writing applications and conventions
portion of the ISTEP.
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Data Rationale Writing: On the writing applications portion of ISTEP, scores have improved since 2005. 40% of
students passed the writing applications prompt in 2005 while 69% passed in 2006 and
67% in 2007. In 2008, New Paris’ writing application scores declined to 49%. In 2009,
scores were back up to 61.2 % For 2010, 73% passed. 2011, 82% passed. In 2012 and
2013, 83% passed.
Areas of Strength for Writing:
Increased focus on writing through Writer’s Workshop framework
Approaching writing as a process
Use of Daily Grammar (program)
Being a Writer is a resource for every teacher
Handwriting Without Tears
Areas of Concern for Writing:
Percentage of students not meeting the goal of 80% scoring a 4 or higher on the
ISTEP prompt.
Students writing to a prompt
Connection to state standards among and between grade levels
Connecting and integrating reading and writing instruction
Using Being a Writer school wide
Overview of Writing Goal:
In June 2006, New Paris held a workshop to train all staff members on Simple 6 by Kay
Davidson. During this time together, we also looked at how the Simple 6 can be
integrated into the Writers Workshop format in which the staff had previous training.
During the first semester of 2006, each grade level looked at the writing standards for
their grade level to determine which standards would be addressed each nine weeks. This
was done to create consistency within and across grades levels.
Kay Davidson returned in November 2006 to continue Simple 6 staff development. She
worked with K-2 on how to specifically use Simple 6 in the primary grades. In grades 3-6
Kay reviewed the components of Simple 6 and worked on scoring students’ writing.
In February 2007, Kay came for a third installment of her training workshops. K-2
worked with Kay on “attacking the prompt,” drawing and expectations for each grade
level throughout the year. The upper grades analyzed ISTEP data, worked on scoring and
reviewed what the year looks like in the Simple 6 classroom.
For 2007-08, we began implementing Simple 6 assessments at the beginning, middle and
end of the school year. The beginning sample is to establish a baseline for each student.
We will be keeping track of students’ progress with each administration of the
assessment. We have developed writing goals based on these assessments.
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For 2010-11, we began using the Being a Writer program for grades K-6. In June 2010,
staff met to collaborate on the implementation of the program for the 2010-11 school
year.
For 2011-12, we began using Handwriting Without Tears in grades K-3. We will
continue to have emphasis on Making Meaning and Being a Writer as our foundational
reading and writing programs.
In 2012-13, we revisited Writer Workshop and will work to incorporate this into Being A
Writer, Making Meaning and Benchmark Literacy for the 2013-14 school year.
2014-15, we started using the Big 5 writing assessments that were developed by our
corporation and using the Daily Grammar Practice that was adopted by our district.
2015-16 we began infusing writing throughout the curriculum, in STEM units Science
notebooks, Math responses and also by using and refining the Big 5.
Instruction/Interventions:
New Paris Elementary is moving towards implementing a comprehensive intervention
program as a part of our school-wide plan to reach all students. Intervention groups
would be small groups of students uniquely grouped for specified periods of time to
provide supplemental literacy instruction. Specially trained teachers and para-
professionals would provide an additional layer of literacy instruction and support
beyond the daily, differentiated classroom literacy instruction. The goal of the
intervention groups would be to serve the students for the shortest possible time while
simultaneously providing the necessary support for independent performance within the
classroom.
Students served by intervention groups would be selected by the Intervention Team (IT)
based on on-going assessments and teacher observations of student achievement and
growth. The Intervention Team (IT) would be comprised of classroom teachers,
intervention teachers and other school personnel who are critical in the academic success
of students. Students who have demonstrated a lag behind their peers or are new to the
school and need support to perform alongside their peers, or who need additional
assistance in acquiring effective literacy skills would be considered in the Intervention
Team Meetings. The Intervention Team would collaboratively create a plan of action for
supporting each student’s literacy learning.
Intervention groups will occur regularly within the classroom environment (push-in) and
outside the classroom (pull-out). The instruction will be targeted to meet the needs of the
students within the group
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Intervention groups will typically provide short, targeted lessons in reading and writing
processes that align to the classroom curriculum in order to meet the goal of independent
performance within the classroom. For this reason, most groups meet for 30 minutes a
day. The program used will be Leveled Literacy Intervention or other research-based
intervention program, depending on the needs of the student. Groups will be monitored
regularly to determine if regrouping is necessary. These decisions would be made within
the Intervention Team meeting, in collaboration with classroom teachers and as a result
of review of an ongoing data collection and analysis.
Students MUST receive initial and core instruction within the classroom in addition to
the intervention. Intervention group instruction will take place when other students on or
above grade level receive instruction appropriate for them.
New Paris Elementary has incorporated Making Meaning and Being a Writer into
Benchmark Literacy, which is our core reading program. This will be our second year
with Benchmark literacy. It is our hope that by incorporating Making Meaning and
Being a Writer, which we already used, it will provide a coherent instructional program
that includes coordinated instructional sequences, ample opportunities for teacher-
directed application, guided practice, and independent practice. This occurs during a 90
minute block of uninterrupted reading instruction in each classroom. We understand that
instruction for younger students involves a combination of reading and writing
experiences that help them learn the purpose of literacy, as well as how written language
functions. Children learn the pleasure of reading and writing and become familiar with
the text structure and vocabulary through hearing texts read aloud.
In Math, all teachers use Saxon Math as their core program. Grades 3-6 also divide
classes to offer enrichment and remediation. Instruction is tailor for the student’s needs
(accelerated/slowed).
Extended strategies
It should be noted that New Paris Elementary already has an extended day (330 minutes
of instructional time) because of having the same bus schedule as the Jr./Sr. High School.
New in the 2011-12 school year the corporation, including NPE, offered all kindergarten
students a full-day program. All students are also provided the opportunity to use the
library during the summer.
Other support strategies for all students:
Library: Students have formal access to the library one time per week for thirty-five
minutes. Activities are conducted by a library paraprofessional.
Computer Lab: Students go to the computer lab one time per week for thirty- five
minutes. During the lab time a paraprofessional provides lessons related to computer
safety, computer applications programs and computer-aided instruction.
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Reading Buddies: Grades 4, 5 and 6 partner with grades K, 1 and 2 to practice and model
reading skills.
ECSEC K-6 Para: This paraprofessional works with our Minds In Motion Maze and
runs a daily schedule for classes to use the Maze. All students in grades K-2 run the
Maze daily (5 times a week) and all students in grades 3-6 use the Maze twice a week.
Other extra curricular programs offered are:
Choir
Boys/Girls Basketball
Girls Volleyball
Student Council
Cross Country
Wrestling
Band/Choir
Robotics club
Additional support strategies for meeting the educational needs of
underserved and low achieving/at risk students:
Within our comprehensive intervention model as described above, the following support
is offered to underserved, low achieving and/ or at risk students. The support is in
addition to the regular classroom instruction.
Title 1 Reading: Identified students in grades K-4 work in small groups with a certified
teacher five days per week. In January 2010, Title I began using the Leveled Literacy
Intervention Program (LLI)
Title 1 Reading Paraprofessionals: This position involves five paraprofessionals working
with students in grades K-4 on Reading First skills identified as deficient through a
screening using Fairfield benchmarks, Guided Reading Levels, NWEA, Words Their
Way inventory, and ISTEP scores.
Push-In: In grades K-3, in addition to the core reading instruction in the classroom, Title
I personnel “push-in” into the classrooms to aid the teacher in activities like guided
reading, word work and other activities that necessitate small groups.
Resource Room Paraprofessional: Works in the resource room as a pull out service in
LA and Math.
ECSEC K-6 Para: In addition to doing the MAZE with their class, students needing
more support would use MAZE additional times during the week.
Resource Room: Staffed by one special education teachers and a paraprofessional,
students not at grade level can receive help in any subject area.
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Handwriting Club: Students that need additional help with handwriting participate in
Handwriting Club using Handwriting Without Tears.
AM/PM tutoring: Title I students are provided additional tutoring.
ISTEP Prep: An after school program targeted at the students that could benefit from
more small group tutoring in preparation for the ISTEP test.
IRead Tutoring: An after school program offered to all third graders in preparation for
the IRead test.
Summer Tutoring: Provided to targeted Title I students, just completing their
Kindergarten year.
Summer School: A 5 week, ½ day program, with transportation provided for all 1st, 2nd
graders that are just at, or below their reading level and any 3rd grader not passing
IREAD3. Using LLI, Words Their Way and Making Meaning.
Support Services
Students at New Paris Elementary receive counseling support from our building guidance
counselor. The counselor teaches developmental lessons in each classroom throughout
the year. Topics include conflict resolution, bullying prevention, anger management,
problem solving, career awareness, choices/consequences and formal/casual behaviors.
Our counselor also conducts small groups that address specific areas that students may
need additional support with. Our counselor is also the “Case Manager” for the
Intervention Team. She checks in with students and their teachers to make sure we are
addressing appropriate concerns.
IT Committee will also serve as an additional support to parents, teachers and students.
This committee consists of the Title I teacher, School Psychologist, Special Education
Teacher(s), Principal and Counselor. Any parent or teacher may bring concerns to this
committee, and the committee in turn will continually monitor students’ progress.
Assessment to Determine if Needs Have Been Met
In order for intervention strategies to take place, the faculty will review the student’s
needs and determine approaches to be used for instruction, practice, motivation and
application. Each teacher will develop plans using the corporation curriculum maps,
which are based on the state guidelines. Classroom teachers use the results from the
standardized tests, informal testing, observations, and performance assessments to
implement the curriculum to meet the needs of each student. The students’ progress is
monitored through assessments, observations, teacher made reports, oral reading, reading
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conferences, classroom and small group participation, presentations, special projects,
reports, portfolios and journals. New Paris Elementary Current Student Assessments are as follows:
Kindergarten
Screening at the beginning of the year: speech, hearing, and baselines for
kindergarten benchmarks.
F&P Guided Reading Levels
Words Their Way spelling inventory
Benchmark Assessments
NWEA
First Grade and Second Grade
Benchmark Assessments
F&P Guided Reading Levels
NWEA
Words Their Way Spelling Inventory
IRead Summer School
Third – Sixth Grades
ISTEP
NWEA
Words Their Way Spelling Inventory
Guided Reading Levels
IRead Summer School (grade 3)
All of these assessments will continue to be used to help teachers direct their instruction
and to help monitor progress and determine the appropriate or needed interventions.
3. INSTRUCTION BY HIGHLY QUALIFIED
TEACHERS
All teachers at New Paris Elementary are Highly Qualified according to NCLB measures.
New teachers are mentored according to Indiana Division of Professional Standards
guidelines. In addition, all staff members serve on school committees and participate in
staff development with support of the building principal and grade-level peers. An area
of focus for New Paris Elementary is on responsive teaching and using the Levels of
Service (LOS) and Response to Intervention (RTI) models to help us meet the needs of
all students.
The Fairfield Community School Corporation notifies parents that they have a right to
request information about the qualifications of teachers. The Assistant Superintendent
through the school principal will notify parents if their child is taught for at least four
consecutive weeks by a teacher who is not “highly qualified”.
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The staff at New Paris Elementary includes: 20 regular teachers, 1 Title I teacher, 1
Special Education Teachers, 1 part-time Physical Education teachers, 1 half-time art
teacher, one half-time Music teacher and one guidance counselor. New Paris is also
served by a part-time speech therapist. Of the 25 certified staff members, all have NCLB
highly qualified status. The average teaching experience at New Paris Elementary is 14.1
years, with 8 of the 24 staff members having fewer than 5 years of experience.
Additional personnel include the school principal, three secretaries, head custodian, two
night custodians, a head cook and 3 kitchen assistants, four Title I para professionals, a
K-3 Early Intervention para-professional, one Resource Room para professional, one
computer para professional, and Library/Media para professional. We also have 6 bus
drivers that provide transportation services to our students.
Other support personnel available to assist in meeting the needs of New Paris students
include a school psychologist, one school nurse and three district technology specialists.
Currently our student to teacher ratio is 20:1.
4. PROFESSIONAL DEVELOPMENT
Faculty and administrators examine curriculum, instruction, and assessments to
determine the professional development activities that are needed to provide instructional
practices geared to challenging content standards and to creating a school environment
conducive to high achievement in academic subjects.
Teachers are using a late start every Wednesday for collaborative planning and
professional development. Teachers are also given common prep time for grade levels so
they can meet daily with their teaching partner. In addition to these opportunities, each
summer the school hosts a two-day summer workshop to address literacy topics. These
collaborative activities are given in an effort to create a culture where discussing
teaching/instruction/best practices is not threatening to teachers but is seen as a valuable
and effective way to help them be the best they can be. The principal participates in the
same professional development activities as the staff and will also direct some of these
activities. Para professionals are given specific training to help them in their jobs and
also participate in professional development for the teaching staff.
Staff Development Supporting AYP School Improvement 2006-11
Seven staff members attended a series of workshops dealing with the five
components of Reading First during 2006-07. These staff members represented
grades K-2, 3&4, 5&6 as well as special education and Title I. Staff meetings
30
were conducted by those attending the Reading First workshops. Meetings were
be held monthly and focused on a particular reading component.
Simple Six writing workshops were also conducted during 2006-07. Two half day
release times were be given to K-2 and 3-6 teachers.
DIBELS training for special education and Title I staff was also provided.
Reading Comprehension – A day long workshop featuring Chryse Hutchins the
author of Seven Keys to Comprehension was conducted in August 2007.
Two day long follow up sessions with Chryse Hutchins for grades K-2, 3 &4,
5&6 were held during the second semester of 2007-08.
In addition, Chryse conducted an evening parent workshop on comprehension.
A Mosaic of Thought voluntary book study was facilitated by New Paris staff for
all teachers of reading. The groups met once per month for the entire school year.
Grade level collaborative planning is also part of curriculum coordination.
Summers of 2007, 2008, 2009, 2010: staff participated in the corporation summer
workshops.
In 2008-09 Staff participated in workshops with Cheryll Adams for High Ability,
a workshop for Words Their Way and RTI. Starting in January of 2009, grade
level teachers met with language arts consultant, Bonnie Kelley, and the assistant
superintendent four half days during the school year. These days were spent
creating a curriculum document that included; standards/indicators, instructional
methodologies and assessments to be later mapped.
Summer 2009: Staff participated in the Indiana State conference for Schools in
Improvement.
2009-10 school year: Staff continued working with Ms. Kelley and mapping.
Summer 2010: Staff participated in a summer workshop to prepare for Making
Meaning and Being a Writer
Summer 2011: Staff participated in a school summer workshop with training on
assessments, progress monitoring and foundational programs (Making Meaning,
Handwriting Without Tears, Being a Writer, etc.)
Staff Development for 2012-17:
In addition to the already described needs for reading and writing the following will also
be addressed:
All classroom teachers will participate in curriculum mapping by grade level in
conjunction with the district wide curriculum initiative.
The corporation has implemented a new “late start Wednesday”. Staff will be given
collaboration time every Wednesday morning to review assessments and revise
instructional plans.
In the Winter of 2012, the Title I teacher, principal and the school psychologist hosted
a day long workshop for primary and intermediate teachers covering literacy topics.
Summer 2012: Staff participated in a school summer workshop with training on
assessments, progress monitoring and foundational programs.
Summer of 2013: Staff participated in Benchmark Lieracy training and additional
days for multiple topics like, guided reading, Words Their Way, and Writers
Workshop.
March 2014 staff attended a Daily 5 workshop in Chicago
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June 2014 staff attended a Summer workshop focused on Benchmark literacy, WTW,
etc.
August 2014 staff attended a Fall workshop focusing on best implementation of
Benchmark Literacy, Think A Louds, revisions for Words Their Way, Minds In
Motion, how to use data to drive instruction (guided reading groups).
June 2015 staff attended Summer Workshop to explore and begin working on
creating a school culture based on “Growth Minsets”.
June 2016 staff attended a Summer Workshop investigating themed, “Know Thy
Impact” ….focusing on Understanding Deeper.
Fall 2016-17, staffed attended a Fall workshop continuing the work from the Summer
2016 workshop and looking more at John Hattie’s barometer of influence.
Summer 2017….17 staff members attended All Write Summer Conference.
In addition to these activities, each teacher team has and will have collaboration time for
activities that would include reflection on current programs, analysis of student data, and
discussion of interventions for students. These activities may include collaboration with
the Principal, Title I Teacher, and/or the Counselor.
Future Staff Development Needs for Reading
1. How to use assessments to drive instruction.
a. NWEA
b. HA data/assessments
c. ISTEP/IREAD
2. How to effectively work together collaboratively.
a. Sharing proven and effective strategies
3. Continue to build and apply knowledge of the five components of reading
(phonemic awareness, phonics, fluency, vocabulary and comprehension).
4. Gender has been an issue. New Paris needs to be aware of and create
opportunities to meet the needs and interests of boys to help them become
proficient readers.
5. Focus on the connection and integration of reading and writing instruction in the
classroom.
Staff Development Needs for Writing:
1. How to use assessment to drive instruction (Specifically, Big 5).
2. Focus on the connection and integration of reading and writing instruction in the
classroom.
3. The role of writing in other core subjects.
Staff Development Needs as Identified by the CNA:
In 2012-13 we studied two books for the school year, as a staff. As mentioned
earlier, we will be studying the book “Teaching with Your Strengths” and the other
book we will be studying will be “Book Whisperer, Awakening the Inner Reader”.
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Both of these books were used to explore the question/concern by our faculty as to
whether “all teachers use effective instructional strategies”. “Teaching with Your
Strengths” will help each person identify their personal strengthens and how they can
use those to minimize their weaknesses (you can’t fix them). The “Book Whisperer”
will offer more ideas of effective strategies, specifically in Reading, which is a major
focus for our building. 2016-17 we started diving into, “The Reading Strategies
Book”. 2017-18 We will continue with reading strategies, and added Writing to that.
We will continue with relevant book studies that will be structure around
independent/outside reading, discussion groups, which will be large group, and small
group, same grade and multi-grade level. Different groupings will be used to help
staff get a variety of perspectives of the two books and the ideas that they offer.
Through the books studies we would hope to gain a better understanding of our own
strengthens and needs, the strengths and needs of others, and how we define and even
broaden our understanding of “effective instructional strategies”. By doing this in a
collaborative “book study” structure we would desire to see an even stronger
collaborative atmosphere where teachers do not feel isolated behind closed doors.
District Connections to Staff Development
New Paris Elementary will also be involved with the district initiatives of meeting the
instructional needs of all learners through the Levels of Service model, RTI, and
continuing with the mapping of all curricular areas. The staff will participate in the
district sponsored work days involving these initiatives
5. STRATEGIES TO ATTRACT HIGHLY-QUALIFIED
TEACHERS
Fairfield Community Schools diligently endeavors to hire highly qualified teachers. In
addition to hiring practices where background checks and references are carefully
checked, each teacher is selected on the basis of licensing and passing of the PRAXIS or
other qualifying exams. New Paris Elementary frequently partners with local colleges to
provide relevant student teaching experiences. When we have an exceptional student
teacher we work to hire them as classroom teachers or even paras. We have been
fortunate at New Paris Elementary to have been able to hire licensed teachers for Title I
para professional positions and then when teaching positions opened, pick those well
trained former Title I paras to teach in the classroom.
Once a part of our staff (as a student teacher, para, or teacher), we believe our move
towards collaboration time has helped to make teachers and staff feel supported and not
isolated. On-going professional development and professional growth opportunities,
supplies teachers with the knowledge necessary for them to excel at their job. Decisions
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are “bottom – up” and not dictated. All of these elements help us to keep quality staff and
in turn makes others want to be a part of our school (and corporation).
All paraprofessionals and instructional assistants have either passed the ParaPro exam, or
have 2-4 years of college credit.
6. STRATEGIES TO INCREASE PARENTAL
INVOLVEMENT
New Paris Elementary School will offer the following opportunities for involvement to
parents:
Regular Communication
Teachers regularly communicate with parents. Teachers contact parents via phone, email
or through communication logs and newsletters. The office also produces a weekly
newsletter with relevant information for the whole school. Parents are provided with
access codes for each of their children on our school’s Parent Portal. The portal allows
students and parents to view their grades, which are updated on the 1st and 15 of every
month; our school newsletter is also housed on the portal. Parents without internet access
can request a hard copy of the school’s newsletter.
Mid-terms/Progress Reports
Teachers send progress reports at the mid-point of each grading period to apprise parents
of their children’s status and identify areas which they need help. Along with this report
is information regarding reading benchmarks and where their child stands.
Parents are required to sign and return the progress report.
Reports
In addition to mid-term reports, each student receives a report card and reading report at
the end of each nine weeks. Both of these reports require parent signatures to ensure
communication with parents. Through mid-terms, report cards and reading reports
parents are receiving information every 4.5 weeks regarding the status of their child.
Student Plans
Parents of students with disabilities are involved in the development of their child’s IEP
or 504 plan. Annual meetings are held for students that have an IEP or 504 plan.
Parent-Teacher Conferences
Each fall parent teacher conferences are held. Time is scheduled with parents to meet
with their child’s teacher to discuss any issues or concerns. Parents are encouraged to
contact their child’s teacher anytime they have a concern or question.
Inclusion in Community Affairs
One way that New Paris Elementary encourages parents to participate in the school
community is through Welcome Back Night. We begin our school year with a Welcome
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Back Night prior to the first day of school where parents and their students visit the
classrooms and teachers. We also offer on this night, free school supplies and free
haircuts, through the support of a local church. Another key activity that involves the
school community is our “NPE One Book”. With the help of our local Lion’s Club and
Chamber of Commerce, we purchase a book for each family and read it together as a
school.
Additional Opportunities for Parent Participation:
PL 221 Steering Committee
Online parent survey (paper copies also available)
Supportive PTO
Parent/Community Volunteers
Fall Parent/Teacher Conferences
Field Trips
Book Fairs
Parents Day
Grandparents Day
Music Programs
Parent Portal (internet based information page)
Title I parent meetings
Spelling Bee
Parent Support of Students, Teachers, and Community
New Paris Elementary encourages parents to monitor their children’s work and we
provide parents with valuable feedback and support. We help parents learn effective
ways to participate in their children’s formal education. For instance, we actively involve
parents in the programs that their children use such as LLI and Words Their Way. We
also make information available through teacher newsletters, the school newsletter and
our website.
We expect parents to proactively communicate ideas and concerns to their children’s
teachers, and work with them to resolve problems.
We expect parents to reinforce the values and norms that support and maintain our school
community. We inform parents of all rules and procedures and work with them to see
that they are enforced. We will regularly notify parents about volunteer opportunities in
the school through postings on the parent portal and announcements in the weekly
newsletter.
Annual Meeting and Dissemination of Information
New Paris Elementary School will convene a minimum of one meeting during the school
year at a time convenient for parents of students who participate in the Title I program for
the purpose of explaining the requirements of the Title I program and how parents can be
involved. This meeting will be held in conjunction with Parent/Teacher conferences in
35
the Fall of each school year. For parent convenience five sessions will be held the night
of conferences at: 2pm, 3pm, 4pm 5pm and 6pm. For any parent not able to attend the
meetings, parents may request a separate meeting with the Title I teacher and or
Principal. At the annual meeting parents of children who are selected for Title I programs
will be asked to participate in the planning, review and improvements in the programs
offered by New Paris Elementary School and this parent involvement policy. Parents will
have access to the schoolwide plan, the parent compact and the parent involvement
policy. These will be reviewed, questions and suggestions taken. Parents will also be
provided with an additional opportunity to review and evaluate our program through an
annual survey. In addition, the schoolwide plan will also be given to the PTO president
for their review. Much of this information and other pertinent information will also be
included in newsletters, announcements at meetings, via email, on the school’s website,
etc. As indicated above, teacher-parent conferences will be scheduled regularly as well
as on an as needed basis. Report cards and IEP progress reports are issued quarterly to
inform parents of student progress. An on-line parent survey will be conducted each year,
paper copies of the survey will also be made available to parents.
7. PLANS FOR PRESCHOOL TRANSISTION
Preschool IEP meetings are held with the preschool staff and the elementary staff to
better prepare for the needs of these students.
District-wide we host kindergarten round-up in the early spring. Parent and future
kindergarteners visit the school, and teachers share the expectations for kindergarten and
offer suggestions for literacy development activities that can be completed at home in
preparation for the upcoming kindergarten year. In the fall, prior to the start of school,
an open house is held just for kindergartners and their parents. At this open house
teacher revisit the expectations for kindergarten, provide handouts detailing ways in
which parents can support the literacy development for their children and tour the
building. During the first few weeks extra support staff and the counselor are temporarily
assigned to kindergarten to help students adjust to their new environments.
8. OPPORTUNITES FOR TEACHERS TO BE INCLUDED
IN DECISIONS REGARDING THE USE OF ACADEMIC
ASSESSMENTS LEADING TO THE IMPROVEMENT OF
STUDENT ACHIEVEMENT
Teachers will be part of the needs assessment process and the development of strategies
to address student’s needs and determine the success of those strategies. Teachers will
meet on a regular basis for common planning and examination of students work to ensure
that individual student achievement is continually addressed.
36
Teachers, principal, support staff and other certified school personnel administer
assessments, collect data and analyze data. A student data sheet for each student will be
kept with all data for that child for their school career (K-6). When the teacher and/or
literacy coordinator sees a need for immediate intervention, she can schedule a
conference and address the student’s needs.
New Paris Elementary’s Intervention Team, including the elementary principal, teachers,
and the literacy coordinator (Title I teacher), will meet monthly to monitor and evaluate
all components of our comprehensive reading program. They also monitor data on any
students considered at-risk of failing to learn to read or those with issues that may
warrant intervention. All staff members are responsible for the continuous collection of
student data including formal and informal assessments. The team reviews running
records and implementation logs in addition to the formal assessment achievement data
as it is available in order to offer intervention and support to both students and staff and
to identify any needs.
9. ASSISTANCE FOR STUDENTS WHO EXPERIENCE
DIFFICULTY IN ATTAINING THE PROFICIENT OR
ADVANCED LEVEL OF THE ACADEMIC
ACHIEVEMENT
All of our students will benefit from our curriculum and school-wide reform strategies
described about in Section 2. The following assessments will be used to help teachers
direct their instruction and to help monitor progress and determine the appropriate or
needed interventions.
Kindergarten
Screening at the beginning of the year: speech, hearing, and baselines for
kindergarten benchmarks.
F&P Guided Reading Levels
Words Their Way spelling inventory
Benchmark Assessments
NWEA
First Grade and Second Grade
Benchmark Assessments
NWEA
F&P Guided Reading Levels
Words Their Way Spelling Inventory
IRead Summer School
Third – Sixth Grades
ISTEP
NWEA
Words Their Way Spelling Inventory
IRead Summer School (grade 3)
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Based on the assessments listed above, strategies will be implemented to help those
struggling. Those strategies that will be most beneficial to students who are experiencing
difficulty in attaining proficiency are:
Extended Opportunities:
Library
Computer Lab
Reading Buddies
Title 1 Reading
Push-in Time
Resource Room
Handwriting Club
AM/PM tutoring
ISTEP Prep
Summer Tutoring
Summer School
IRead Tutoring
Academic Support:
Additional academic support is provided for students by paraprofessional or special
education teacher as needed within the regular classroom. In some cases students may
receive individual or small group instruction in a separate reading or math class taught by
a reading specialist or special education teacher.
Home- School Contact:
Parents will be kept informed regarding student progress through mid-terms, quarterly
reports, conferences, and participation in Title I parent meetings.
Students that receive additional strategies are closely monitored by out Intervention
Team. Specific intervention plans are developed by the teacher and the Intervention
Team (IT) and are adjusted as needed. For students that continue to struggle, even after
additional strategies, additional assessments (screenings) will be conducted and a
recommendation for Special Education would be made.
10. RESOURCES/FEDERAL,STATE AND LOCAL
PROGRAMS
New Paris Elementary School’s primary fiscal resources include Title I and General
Fund. Title I is currently the only Federal Grant that New Paris Elementary takes part
in. Title II federal dollars are utilized at the district level to work with teachers and
administrators as we continue to develop our evaluation system aligned to new State
legislation. While the school understands that it may elect to coordinate program
efforts, it has determined that it will not consolidate program funds at this time.
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APPENDIX
39
Highly Qualified Teachers for School
Year 2017-18:
Teacher
Name: Teaching
Assignment:
Indicator of HQ status on Verification
Form: Bachelor’s Degree earned?
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings?
Plus one of the following:
Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment”?
Passed the NTE (National Teacher Exam) “Education in the
Elementary School”? Considered HQ in another state? NBPTS Certification?
*100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Location of Verification Form
and supporting
documentation:
Lori Wilson Kindergarten Bachelor’s Degree Elementary Teaching License Passed NTE
Central Office
HR- Files
Dana
England
Kindergarten
Bachelor’s Degree Elementary Teaching License Passed NTE
Central Office
HR- Files
Chanelle
Blucker
1st grade
Master’s Degree Elementary Teaching License
Passed NTE
Central Office
HR- Files
Michelle
Sanchez
1st grade Master’s Degree Elementary Teaching License
Passed NTE
Central Office
HR- Files
Karen
Miller
2nd grade Master’s Degree
Elementary Teaching License
Passed NTE
Central Office
HR- Files
Megan
Gingerich
Title I Bachelor’s Degree
Elementary Teaching License Praxis II
Central Office
HR- Files
Stephanie
Miller
2nd grade Bachelor’s Degree
Elementary Teaching License Praxis II
Central Office
HR- Files
Elizabeth
Gidman
3rd grade Bachelor’s Degree
Elementary Teaching License Praxis II
Central Office
HR- Files
Tonya
Howe
4th grade Master’s Degree
Elementary Teaching License Passed NTE
Central Office
HR- Files
Leslie
Tinsley
4th grade Master’s Degree Elementary Teaching License
Passed NTE
Central Office
HR- Files
Judy Scheets 5th grade
Master’s Degree Elementary Teaching License HOUSSE
Central Office
HR- Files
Tim Haines 5th grade
Master’s Degree Elementary Teaching License Passed NTE
Central Office
HR- Files
Rhoda
McFarland
6th grade Master’s Degree
Elementary Teaching License HOUSSE
Central Office
HR- Files
40
Sam
Godfrey
6th grade Bachelor’s Degree
Elementary Teaching License
Praxis II
Central Office
HR- Files
Kim Yoder Kindergarten Bachelor’s Degree Elementary Teaching License
Praxis II
Central Office
HR- Files
Jennie
Metzler
Music 1-6 Bachelor’s Degree Elementary Teaching License
Praxis II
Central Office
HR- Files
Melissa Carl Art K-6 Bachelor’s Degree Elementary Teaching License
Praxis II
Central Office
HR- Files
Alexa
Olson
4th grade Bachelor’s Degree Elementary Teaching License Praxis II
Central Office
HR- Files
Lois Mast
PE K-6 PE…N/A Central Office
HR- Files
Kaitlin
McFarland
3rd grade Bachelor’s Degree Elementary Teaching License Praxis II
Central Office
HR- Files
Leah Miller
Special
Education
Master’s Degree HOUSSE
Central Office
HR- Files
Deb Kurtz Speech Speech….N/A Central Office
HR- Files
Traci
Shupert
1st grade Master’s Degree
Elementary Teaching License Passed NTE
Central Office
HR- Files
Madeline
Owens
2nd grade
Teacher
Bachelor’s Degree
Elementary Teaching License Praxis II
Central Office
HR- Files
Lynette
Heath
5th grade Bachelor’s Degree Elementary Teaching License
Praxis II
Central Office
HR-Files
Melissa
Miller
3rd grade Master’s Degree Elementary Teaching License
Passed NTE
Central Office
HR- Files
41
Lisa Litwiller
Principal Master’s Degree
Secondary Teaching License
Administrator License Elementary and Secondary Passed the NTE
Central Office
HR- Files
Matthew
Garber
Counselor BS and Master’s Degree (in progress) NBPTS
Central Office HR- Files
Highly Qualified PARAPROFESSIONALS
Deb Wilson Title I
para
Passed Para Pro Central
Office
HR- Files
Kim
Rink
Resource
Rm
Passed Para Pro Central
Office
HR- Files
Peg Zent Title I
para
60 college credits Central
Office
HR- Files
Jeanie
Anderson
Resource
Rm
60 college credits Central
Office
HR- Files
Sandy Miller MIM College degree-Education Central
Office
HR- Files
