William Tell Elementary School (6745) · PDF fileSchool Improvement Plan - PL221 Version -...

School Improvement Plan - PL221 Version - 2008-2011

May 16, 2008 16:03:11

William Tell Elementary School (6745)

Tell City-Troy Twp School Corp

Tell City, IN

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

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

http://www.asainstitute.org/publicsip

Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 6Vision Statement........................... 7Academic Goals........................... 11Areas of Concern............................. 13Strategies......................... 16Professional Development............... 20Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 25Force Field Excerpt............................ 26To-Do List....................... 36Continuous Improvement Timeline

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School Improvement Plan IntroductionWilliam Tell Elementary School

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

Indiana Student Achievement InstitutePL221Title I School Wide

Participation

The following people were involved in developing this School Improvement Plan

Teachers Students Parent representatives Community representatives

Process

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

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

Academic expectations Curriculum content Instructional practices Classroom assessment

Extra help Student guidance Learning environment

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

Using Data for Decision-Marking

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

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

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

Implementation Next Year

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

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

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

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Reviewer GuideIndiana Public Law 221

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

PL221 REQUIREMENT Required Location in this Plan

1 Description and location of curriculum Force Field Excerpt *

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

Force Field Excerpt *

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

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

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

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

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

Conclusion - Parent involvement Strategy Summary (Strategy A)

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

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

Conclusion – Professional development Professional Development

5 Goal – Attendance rate Strategy Summary (Strategy D)

Goals - % meeting ISTEP Standards Academic Goals

Goals - % graduating (high schools only) Academic Goals

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

7 Benchmarks for progress Academic Goals

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

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

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

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

Professional Development

11 Statutes and rules to be waived Force Field Excerpt *

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

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

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

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

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

Steering TeamBrenda Fella - Teacher Janice Hackbarth - Parent/Guardian Jim Horner - Teacher Amanda Napier - Teacher Susan Newkirk - Teacher Laura Noble - Administrator Kevin Waninger - Community Sally Wolfe - School Counselor

Strategy ChairsMary Jane Beckort Mary Carter Jerri Hauenstein Kelly Hollinden Annette Kimball Beth Lasher Leanne LeClere Sarah Miller Vicki Pfeiffer Danna Sermersheim Kim Strobel Myra Stumler Kim Waninger

Community CouncilTracy Coyle Carol Hagedorn - Administrative Assistant Cheryl Hawhee - Special Needs Teaching Assistant Mary Jane Hawkins - School Volunteer Amy Hollinden - Homemaker Tina Malone - Trusts Jean Miller Maggie Schuetter - Conservation Mary Kay Smith - Executive Director Kevin Waninger - Financial Advisor

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

We believe all students deserve:

both a physically and emotionally safe environment. We believe that all students deserve limitless curriculum opportunities thatchallenge them regardless of their ability level. We believe that all students deserve nurturing and supportive adults with whom theycan interact. We believe that all students deserve to experience success daily. We believe all students deserve high expectationsfrom teachers, parents, community, and self.

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

All teachers, parents, and community members place a high value on education as evidenced by their commitment to support andnurture all students in our community. To ensure that all students learn, caring and creative adults are enthusiastic about helpingstudents reach their potential. Community members and parents are actively involved with childrenâs education and feel welcome toengage in school activities. Dedicated teachers provide curriculum to meet a variety of learning styles. Additional assessmentstrategies, beyond traditional pencil and paper, are used. Teachers and students respect each other and take responsibility forproviding a positive, safe school environment.

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

motivated students are actively engaged in their learning. Students show tolerance and acceptance of others. In this environment,students feel free to express their creativity. They understand that making mistakes is a natural part of the learning process. Allstudents display appropriate behaviors and accept responsibility for their actions.

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

% of students who are at benchmark in DIBELS: 100% % of students who master ISTEP essential skills at 3rd and 6th grades: 100% % of students who master Indiana Academic Standards: 100% % of students who : % % of students who : %

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

All Students (126 days) - ISTEP PL221 Category Placement Performance

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData

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

75% 74.2% 77% 72.4% 76% 78% 80% 82% 100%

3rd Grade ISTEP - Writing Process: Percent Mastery

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


74% 72% 74% 76% 77% 78% 80% 82% 84% 100%

3rd Grade Language Arts - Trend - % of all 3rd Graders Passing ISTEP Language Arts

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


76% 74% 77% 76% 80% 80% 82% 84% 86% 100%

3rd Grade Math - Trend - % of 3rd Graders Passing ISTEP Math

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


78% 74% 77% 65% 77% 69% 80% 82% 84% 100%

5th Grade Science - Trend - % of 5th Graders Passing ISTEP+ Science

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


70% 66% 72% 67% 75% 65% 78% 81% 83% 100%

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6th Grade Language Arts - Trend - % of 6th Graders Passing ISTEP Language Arts

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


79% 74% 77% 75% 80% 68% 82% 84% 86% 100%

6th Grade Math - Trend - % of 6th Graders Passing ISTEP Math

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


81% 81% 83% 84% 86% 78% 88% 90% 92% 100%

Class of 2014 - Vertical % passing ISTEP Language Arts

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


78% 70% 74% 71% 75% 68% 78% 81% 83% 100%

Class of 2014 - Vertical % passing ISTEP Math

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


78% 69% 78% 75% 78% 78% 81% 83% 85% 100%

Class of 2015 - Vertical % passing Language Arts ISTEP

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


74% 74% 77% 73% 79% 74% 82% 84% 86% 100

Class of 2015 - Vertical % passing Math ISTEP

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


74% 74% 77% 74% 75% 77% 78% 81% 83% 100%

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Class of 2016 - Vertical % Passing ISTEP+ Math

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


77% 65% 75% 76% 77% 79% 81% 83% 100%

Class of 2016 - Vertical % Passing Language Arts

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


74% 76% 77% 78% 79% 81% 83% 85% 100%

Special Needs Grade 6 Passing ISTEP Math -

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


40% 52% 55% 47% 55% 33% 60% 65% 70% 100%

Special Needs Grade 6 passing ISTEP+ Language Arts -

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


30% 38% 40% 29% 40% 25% 45% 50% 55% 100%

Students Passing ISTEP All Tested Grades--Language Arts -

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


76% 74% 77% 74% 78% 73.4% 81% 83% 85% 100%

Students Passing ISTEP All Tested Grades--Math -

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


74% 77% 80% 75% 80% 75.8% 82% 84% 86% 100%

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

Local Areas of ConcernConcern: Hands-on Science Activities

Teachers need to provide more hands-on science activities.

Required Areas of ConcernA. Parent Involvement

B. Technology Coordination

C. Safe and Disciplined Learning Environment

D. Attendance

G1. Exceptional Learners - Gifted

G2. Exceptional Learners - Special Education

H. Cultural Competency

I. Focused Instruction / Curriculum

J. Instruction by Highly Qualified Teachers

K. Attracting Highly Qualified Teachers

L. Early Childhood Assistance

M. Assessment Results to Parents

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O. Extended Learning Activities

Q. School-Parent Involvement Policy

R. Parent Right-to-Know Letter

S. School-Parent Compact

T. Annual Parent Meeting

U. Targeted Assistance

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

Local StrategiesScience Improvement

There will be ongoing refinement of hands-on science activities including schoolwide teacher and student led extra helpdemonstrations. Teachers will also use non-fiction in the classroom to engage the students in order to create a more disciplinedlearning environment. Culminating activities will include Science Bowl and Science and Technology Showcase with parentparticipation with project development.

Required StrategiesA. Parent Involvement

Refer to Strategy O


Continuation of implementation/refinement of grade level expectations in the integration of technology into the core subjects.See technology expectations by grade level in school improvement binder. Offer after-school professional development forsoftware upgrades and new programs, specifically Inspiration.


Continue C.L.A.S.S. program for year 5. End morning announcements with the two life goals: Do the right thing! Treat peopleright! Five lifelong guidelines are the general school rules: Be truthful, be trustworthy, active listening, no put downs andpersonal best. Bi-weekly lifeskills emphasized. Teachers enforce consistent schoolwide procedures and use C.L.A.S.S.discipline referral form/parent communication tool. See sample in binder. Parents are given C.L.A.S.S. brochure(to reinforceguidelines at home) and see C.L.A.S.S. modeled throughout the school with every visit. The strategy addresses the goal ofhaving student acceptance for all--especially those with special needs. As of January 2008, William Tell Elementary is lockeddown all day. Visitors to the building are seen walking up to the school by a camera. The visitor then rings a bell and waits forthe office to answer. The doors are unlocked for them to enter. They go straight to the office to sign in. They must present avalid ID and leave it in the office until they sign out and leave. All visitors must wear a visitor ID tag. Anyone seen without onewill be stopped, questioned, and escorted back to the office.

D. Attendance

The Principal will give nine week recognition of students with perfect attendance at an attendance party.

G1. Exceptional Learners - Gifted: Acceleration for High Ability Math Students

Teachers will accelerate the math curriculum for high ability students in grades 3-5. A high-ability building committee will reviewimplementation of initiatives monthly.

G2. Exceptional Learners - Special Education: Math Intervention

Students with Individual Education Plans will participate in a daily mathematics intervention lab.


Teachers will use knowledge gained from Making the Most of Small Groups: Differentiation for All specifically in meeting theneeds of special needs students during LIteracy Stations.

I. Focused Instruction / Curriculum: Focused Instruction in Writing

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The classroom teachers will incorporate the components of the 15 Day Crunch and the Six Traits writing lessons into theirlanguage arts lessons upon completion of workshops presented. The purpose of the training is to provide each teacher with thestrategies to use for a more unified program. They have received training and are now using the lessons for planning purposesin their individual classrooms.


The teachers and administrators of William Tell Elementary and the Tell City-Troy School Corporation will work together toensure that all teachers (current and future) meet the highly qualified criteria established by the Indiana Department ofEducation. Teachers’ licenses will be analyzed by the administration and teachers to determine if options (HOUSSE, VeteranTeacher Status, or plan for becomining highly qualified) are available and necessary in order for them to be considered highly qualified.


The teachers and administration will continue to work together to attract highly qualified teachers to our school corporation. Thiscan be done through negotiating competitive wage/benefit packages, properly advertising available positions with necessarylicensing, offering high quality research-based professional development clearly aligned with an approved school improvementplan, and offering additional incentives such as the staff daycare program.

L. Early Childhood Assistance: School-Community Partnership for promoting school readiness

William Tell Elementary will partner with area preschools and daycare providers to promote quality school readiness activitiesand curriculum.


Title I teachers Jim Horner, and Amanda Napier will conduct a DIBELS assessment informational meeting to parents onTueday, September 2, 2008. DIBELS scores will be distributed at the beginning, middle and end of the school year, givingparents data for progress monitoring students. Parents will receive an I-STEP Parent Report, as well as an Achievement DataSummary at the January ’09 P.T.O. meeting.

O. Extended Learning Activities: Extended Learning Activities in Math

William Tell Elementary will work with parents and students throughout the school year to provide access and training to a webbased extension of Math Facts in a Flash, Accelerated Reader and Accelerated Math. An orientation meeting will be conductedthe first week of October. Parents will be able to assess and montior student work in Reading and Math online at home or at thePublic Library.


William Tell Elementary will hold two school-wide Title I Parent Involvement meetings to allow parents to give their input into theschool-parent involvement policy. Following this meeting, the school-parent involvemnt policy will be distributed to all WilliamTell Elementary families through the Student Handbook.


Through office distribution of the Student Handbook, parents will be given the Parent Right-to-Know letter the first day ofschool. Parents will be given a parent sign off sheet indicating they have reviewed the Parent Right-to-Know document. Theparents right to know letter informs parents of their right to know the qualifications of the teacher instructing their child and to benotified if teacher instructing child is not highly qualified.


In May, the School-Parent Compact will be sent out via e-mail and school messenger. Parents will review the existing plan andoffer suggested changes. Distribution of the School-Parent Compact will be through the Student Handbook the first week ofschool. Parents will be given a sign off sheet indicating they have reviewed the School-Parent Compact document.


William Tell Elementary will convene an annual meeting in September, offered for morning and evening sessions. Parents willbe contacted by school messenger phone calling system, flyers sent home, and e-mail reminders.

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U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students

Teachers in grades K-5 will use knowledge gained from Literacy Stations training and Deb Dillar’s Making the Most of SmallGroups Differentiation for All to implement Literacy Stations into the guided reading block. This allows the teacher to work wihtthe special education students in a small group during this time.

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Professional DevelopmentThese professional development activities will be implemented to help participants develop the knowledge and skills they need tosuccessfully implement the strategy.

A. Parent InvolvementNo professional development is needed for this strategy.


Professional Development Activity Funding Activity Purpose

Inspiration Training Source:Amount: $

Skill Building

Brief Description Intended Participants Activity Format

Any teachers needing training or refreshed in Inspiration. Teachers Networking/Site Visit



Study Group for Professional Readings on Differentiating for HighAbility Students

Source:High Ability Grant Amount: $90.00

InformationSkill Building


Monthly meetings to reflect and implement strategies. Teachers Presentation/WorkshopProfessional ReadingCollaborative ProblemSolving


Attend State High Ability Conference Source:High Ability GrantFunds Amount: $800.00



State High Ability Conference Indianapolis Teachers Presentation/Workshop


School Visits Source:High Ability GrantFunds Amount: $240.00



Visit area schools to observe their implementaion of high ability math strategies.

Teachers Networking/Site Visit

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Summer Collaboration/Inservice Source:High Abilty Grant Funds Amount: $100.00



Workshop to provide strategies and ideas for implementing acceleratedcurriculum for high ability math students.

Teachers Presentation/Workshop

I. Focused Instruction / Curriculum: Focused Instruction in Writing


Writing Rubrics Assessment Source:DOE Amount: $200



Purchase additional Simple-6 books and resources for new employees Administrators Professional Reading


15 Day Crunch S.I.N.E. Workshop Source:DOE Amount: $200



Offer 15 Day Crunch S.I.N.E. workshop to teachers who could not attendlast year, and to any new teachers



Writing Samples Source:DOE Amount: $750

InformationSkill BuildingFeedback/Support


Hold SINE Presentation August 28th to review Six Traits of Writing Teachers Presentation/Workshop

L. Early Childhood Assistance: School-Community Partnership for promotingschool readiness


Study Group Source:Ready Schools Amount: $500

Information


Books for communicating ready school needs to teachers, and parents. TeachersParents

Study Group

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Early Childhood Conference Source:Ready Schools Amount: $1000

Information


Conference for learning the latest research proven early childhood strategies




Inform Teachers of what is available at the Ren. Place website Source:Title II Amount: $1000

Information


Online professional development through Renaissance Place TeachersParents

Presentation/Workshop


Books/Articles Source:Title II Amount: $300

Information


Articles on building the life long love of reading, and using renaissanceplace to support this goal.

TeachersParents

Professional Reading

U. Targeted Assistance: Literacy Stations: Small Group Benefits for SpeicalEducation Students


Implementing Literacy Stations in Grades K-5 Source:Amount: $

Refinement


Individual classroom teachers will implement literacy staions as appropriatefor his/her classroom.

TeachersStudentsOther

Other


Classroom Observation Source:Amount: $

Feedback/Support


Principal will observe all classrooms to make sure implementation ofLiteracy Stations has been implemented according to our SIP.

TeachersAdministratorsStudents

Networking/Site Visit

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Making the Most of Small Group Instruction by Deb Dillar Source:DOE Amount: $200

Information


Additional copies for new staff members Teachers Professional Reading


Literacy Station Video Source:DOE Amount: $300

InformationFeedback/Support


Video and Substitute coverage for teachers to view the video Teachers Presentation/WorkshopProfessional Reading


School Visits Source:DOE Amount: $1000



Various grades to visit other schools implementing Literacy Stations Teachers Networking/Site Visit


In-Service Source:DOE Amount: $50



In-Service to review purpose and strategies with Literacy Stations and togive work time for Literacy Station developement

TeachersAdministrators

Presentation/Workshop


Conferences Source:Amount: $0

Feedback/Support


Administrators will meet with teachers who are not effectively implementingLiteracy stations to develope a plan of implementation

TeachersAdministrators

Talk to


4 Day Literacy Station Workshop Source:DOE Amount: $1000



Hold a 4 Day Literacy Station Workshop through SINE on July 7,8,9, 10. Teachers Presentation/Workshop

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

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

Local Areas of Concern

Concern: Hands-on Science Activities

Data Targets Influenced by This Concern:

5th Grade Science - Trend -- % of 5th Graders Passing ISTEP+ Science

Strategies to Impact This Concern:

Science Improvement

Required Areas of Concern

A. Parent Involvement (PL221, Title I)


Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --


A. Parent Involvement C. Safe and Disciplined Learning Environment

B. Technology Coordination (PL221)


Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Math Class of 2015 -- Vertical % passing Language Arts ISTEP Class of 2015 -- Vertical % passing Math ISTEP



C. Safe and Disciplined Learning Environment (PL221)


3rd Grade ISTEP -- Writing Process: Percent Mastery 3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math


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D. Attendance (PL221)


6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts 6th Grade Math - Trend -- % of 6th Graders Passing ISTEP Math


D. Attendance

G1. Exceptional Learners - Gifted (PL221)


5th Grade Science - Trend -- % of 5th Graders Passing ISTEP+ Science 6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts 6th Grade Math - Trend -- % of 6th Graders Passing ISTEP Math



G2. Exceptional Learners - Special Education (PL221)


Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts --


G2. Exceptional Learners - Special Education: Math Intervention U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students

H. Cultural Competency (PL221)


Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts --



I. Focused Instruction / Curriculum (Title I)


3rd Grade ISTEP -- Writing Process: Percent Mastery 3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2015 -- Vertical % passing Language Arts ISTEP Special Needs Grade 6 passing ISTEP+ Language Arts --

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Students Passing ISTEP All Tested Grades--Language Arts --


I. Focused Instruction / Curriculum: Focused Instruction in Writing U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students

J. Instruction by Highly Qualified Teachers (Title I)





K. Attracting Highly Qualified Teachers (Title I)





L. Early Childhood Assistance (Title I)


3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math


L. Early Childhood Assistance: School-Community Partnership for promoting school readiness

M. Assessment Results to Parents (Title I)





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O. Extended Learning Activities (Title I)


3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math Class of 2014 -- Vertical % passing ISTEP Math Special Needs Grade 6 Passing ISTEP Math -- Students Passing ISTEP All Tested Grades--Math --



Q. School-Parent Involvement Policy (Title I)





R. Parent Right-to-Know Letter (Title I)


Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts -- Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --



S. School-Parent Compact (Title I)


3rd Grade ISTEP -- Writing Process: Percent Mastery 3rd Grade Language Arts - Trend -- % of all 3rd Graders Passing ISTEP Language Arts 3rd Grade Math - Trend -- % of 3rd Graders Passing ISTEP Math 5th Grade Science - Trend -- % of 5th Graders Passing ISTEP+ Science 6th Grade Language Arts - Trend -- % of 6th Graders Passing ISTEP Language Arts 6th Grade Math - Trend -- % of 6th Graders Passing ISTEP Math Class of 2014 -- Vertical % passing ISTEP Language Arts Class of 2014 -- Vertical % passing ISTEP Math Class of 2015 -- Vertical % passing Language Arts ISTEP Class of 2015 -- Vertical % passing Math ISTEP Class of 2016 -- Vertical % Passing ISTEP+ Math Class of 2016 -- Vertical % Passing Language Arts Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts -- Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --

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T. Annual Parent Meeting (Title I)


Special Needs Grade 6 Passing ISTEP Math -- Special Needs Grade 6 passing ISTEP+ Language Arts -- Students Passing ISTEP All Tested Grades--Language Arts -- Students Passing ISTEP All Tested Grades--Math --



U. Targeted Assistance (Title I)


Special Needs Grade 6 passing ISTEP+ Language Arts --


U. Targeted Assistance: Literacy Stations: Small Group Benefits for Speical Education Students

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

Description and location of curriculum: Conference Room Force FieldReport B: Curriculum Additional Data#1

Titles and descriptions of assessment instruments tobe used in addition to ISTEP+:

I-STEP is given to grades 3-10 Force FieldReport C: Assessment Additional Data#1

Statutes and rules to be waived: Finances affecting class size, offering summer school,and purchasing teacher resources.

Force FieldReport G: EnvironmentAdditional Data#2

Program Consolidation Plan: Kindergarten was changed from a one-half day programto a full-day program for all students.

Force FieldReport G: EnvironmentAdditional Data#2

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

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

Early Childhood AssistanceMay , 2008: Collect and record the percent of students who attended preschool and are enrolled in Kindergarten in 07-08school year

Person : Vicki Pfeiffer and Jill LacyActivity : Collect baseline data

May , 2008: Apply for a Ready Schools Grant Person : Laura NobleActivity : Funding for the Early Childhood/Preschool Fair

Aug , 2008: Collect and record the percent of students who attended preschool and are enrolled in Kindergarten in 08-09school year

Person : Vicki Pfeiffer and Jill LacyActivity : Collect final semester/trimester follow up data

Aug 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Aug 29, 2008: Article selections Person : Strategy teamActivity : Study Group

Sep 11, 2008: Study group implementation Person : Vicki PfeifferActivity : Study Group

Sep 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Oct 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Nov 12, 2008: Study group implementation Person : Vicki PfeifferActivity : Study Group

Nov 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Dec 19, 2008: Set date for Preschool Fair Person : Strategy teamActivity : Preschool/Early Childhood Fair

Dec 25, 2008: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

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Jan 14, 2009: Study group implementation Person : Vicki PfeifferActivity : Study Group

Jan 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Jan 28, 2009: Contact area Preschools Person : Vicki PfeifferActivity : Getting Preschools and Agencies to attend

Jan 28, 2009: Contact area preschools Person : Vicki PfeifferActivity : Preschool/Early Childhood Fair

Jan 29, 2009: Contact Agencies Person : Michelle MillerActivity : Getting Preschools and Agencies to attend

Jan 29, 2009: Contact 4C’s Early Childhood Agency Person : Michelle MillerActivity : Preschool/Early Childhood Fair

Jan 29, 2009: Contact First Steps Person : Michelle MillerActivity : Preschool/Early Childhood Fair

Jan 29, 2009: Contact Healthy Families Person : Michelle MillerActivity : Preschool/Early Childhood Fair

Jan 30, 2009: Notify area churches to put information in bulletins soliciting participants Person : Jill LacyActivity : Preschool/Early Childhood Fair

Jan 30, 2009: Put press release in Perry County News soliciting participants Person : Jill LacyActivity : Preschool/Early Childhood Fair

Feb , 2009: Distribute conference information to potential participants Person : Laura NobleActivity : Early Childhood Conference

Feb 13, 2009: Collect names of agencies and schools participating Person : Vicki PfeifferActivity : Preschool/Early Childhood Fair

Feb 16, 2009: Design fliers Person : Strategy teamActivity : Preschool/Early Childhood Fair

Feb 20, 2009: Advertise fair in Perry County News, church bulletins, and Telescrips Person : Jill LacyActivity : Preschool/Early Childhood Fair

Feb 20, 2009: Deliver fliers to preschools and daycares Person : Stephanie WhitakerActivity : Preschool/Early Childhood Fair

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Feb 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Feb 26, 2009: Hold team meeting Person : Vicki PfeifferActivity : Preschool/Early Childhood Fair

Mar , 2009: Register participants Person : Kim WaningerActivity : Early Childhood Conference

Mar 6, 2009: Ask custodians to arrange tables in the Cafe Person : Stephanie WhitakerActivity : Preschool/Early Childhood Fair

Mar 6, 2009: Order cookies and punch for the Cafe Person : Stephanie WhitakerActivity : Preschool/Early Childhood Fair

Mar 12, 2009: Hold Preschool/Early Childhood Fair Person : Strategy teamActivity : Preschool/Early Childhood Fair

Mar 18, 2009: Study group implementation Person : Vicki PfeifferActivity : Study Group

Mar 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Apr , 2009: Attend conference in Indianapolis Person : Registered participantsActivity : Early Childhood Conference

Apr 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

May , 2009: Share information with staff Person : Strategy teamActivity : Study Group

May 25, 2009: Teacher will go to a preschool to read to them once a month Person : Kindergarten TeachersActivity : Kdg Teacher Reads to Preschool

Exceptional Learners - Gifted Mar , 2008: Survey staff to determine number of teachers currently accelerating math for their high ability students

Person : Leanne LeClereActivity : Collect baseline data

Apr , 2008: Identify teachers desiring to teach the high ability math students Person : Noble/Waninger/StaffActivity : Selection Process for Teachers - High Ability Math Acceleration

Apr 7, 2008: Achievement and Aptitude tests given. Person : LeClere/grade level teachersActivity : Identification of High Ability Math Students

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May , 2008: Cluster group high ability math students

Person : LeClere/Noble/WaningerActivity : Accelerated Math Instruction Grades 3-5

May , 2008: Identify High Ability Math Students Person : LeClere/Noble/WaningerActivity : Accelerated Math Instruction Grades 3-5

May , 2008: Identify teachers for High Ability Students Person : Noble/WaningerActivity : Accelerated Math Instruction Grades 3-5

May , 2008: Review of testing data Person : LeClere/Noble/WaningerActivity : Identification of High Ability Math Students

May , 2008: Selection of students for high ability math groups Person : LeClere/Noble/WaningerActivity : Identification of High Ability Math Students

May , 2008: Selections of High Ability Math teachers at grades 3-5. Person : Noble/WaningerActivity : Selection Process for Teachers - High Ability Math Acceleration

May , 2008: Order books for study group Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

May , 2008: Set date for summer inservice Person : LeClereActivity : Summer Collaboration/Inservice

Jul , 2008: Attend summer inservice Person : LeClere/StaffActivity : Summer Collaboration/Inservice

Sep , 2008: Contact other schools in our area regarding their high ability math program Person : Noble/WaningerActivity : School Visits

Sep , 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Sep 28, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Sep 28, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Oct 26, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Oct 26, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

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Nov , 2008: Visit school Person : LeClere/StaffActivity : School Visits

Nov 23, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Nov 23, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Dec , 2008: Register for conference Person : LeClereActivity : Attend State High Ability Conference

Dec , 2008: Survey staff to determine number of teachers now accelerating math curriculum for their high ability math students Person : Leanne LeClereActivity : Collect first semester/trimester follow up data

Dec 28, 2008: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Dec 28, 2008: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Jan 25, 2009: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Jan 25, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Feb , 2009: Attend conference Person : LeClereActivity : Attend State High Ability Conference

Mar 1, 2009: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Mar 1, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Mar 29, 2009: Arrange collaboration for monthly meetings Person : Noble/WaningerActivity : High Ability Math Building Collaboration

Mar 29, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

Apr 26, 2009: Set monthly meeting dates Person : LeClereActivity : Study Group for Professional Readings on Differentiating for High Ability Students

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May 15, 2009: Survey staff to determine number of teachers now accelerating math curriculum for their high ability mathstudents

Person : Leanne LeClereActivity : Collect final semester/trimester follow up data

Extended Learning ActivitiesAug , 2008: Inform parents of the Renaissance Place website.

Person : Sarah Miller/Laura NobleActivity : Use of Renaissance Place Website

Aug 15, 2008: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles

Aug 15, 2008: Collect baseline data Person : Sarah Miller/Jim HornerActivity : Collect Data

Sep , 2008: Send home paper to parents for them to indicate interest. Person : Sarah Miller/Jim HornerActivity : Use of Renaissance Place Website

Sep 1, 2008: Webcasts for Ren. Place Person : Jim HornerActivity : Inform Teachers of what is available at the Ren. Place website

Oct , 2008: Send parents information for logging into Renaissance Place website. Person : Office StaffActivity : Use of Renaissance Place Website

Oct 15, 2008: Messenger call encouraging parents to send back survey. Person : Sarah Miller/Laura NobleActivity : Parents not responding to survey

Oct 15, 2008: Remind parents of the library computers availability. Person : Sarah Miller/ Laura NobleActivity : Parents not utilizing Renaissance Place website

Oct 17, 2008: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles

Nov , 2008: Send parents information for logging into Renaissance Place website. Person : Office StaffActivity : Use of Renaissance Place Website

Dec , 2008: Send parents information for logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website

Dec 15, 2008: Collect usage data for the 1st semester. Person : Sarah Miller/Jim HornerActivity : Collect Data

Dec 16, 2008: Remind parents of the library computers availability. Person : Sarah Miller/ Laura NobleActivity : Parents not utilizing Renaissance Place website

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Dec 18, 2008: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles

Jan , 2009: Send parents information for logging into Renaissance Place website. Person : Office StaffActivity : Use of Renaissance Place Website

Jan 15, 2009: Offer incentives to families utilizing the programs at the website Person : Sarah Miller/Jim HornerActivity : Parents not utilizing Renaissance Place website

Feb , 2009: Send parents information about logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website

Feb 17, 2009: Remind parents of the library computers availability. Person : Sarah Miller/ Laura NobleActivity : Parents not utilizing Renaissance Place website

Feb 19, 2009: Distribute articles to task force members. Person : Sarah MillerActivity : Books/Articles

Mar , 2009: Send parents information for logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website

Apr , 2009: Send parents information about logging into Ren. Place Person : Office StaffActivity : Use of Renaissance Place Website

Apr 15, 2009: Collect usage date for the 2nd semester. Person : Sarah Miller/Jim HornerActivity : Collect Data

May , 2009: Send parents information about logging into Ren. Place. Person : Office StaffActivity : Use of Renaissance Place Website

Focused Instruction / CurriculumApr 24, 2008: Teachers will participate in a half-day in-service on Writing Rubrics Assessment

Person : Susan ParnellActivity : Writing Rubrics Assessment

May , 2008: Submission of student writing samples in grades K-5 Person : TeachersActivity : Collect baseline data

Aug , 2008: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year

Aug 4, 2008: The teachers will participate in a writing workshop being offered through S.I.N.E. Person : SINE PersonnelActivity : 15 Day Crunch S.I.N.E. Workshop

Aug 12, 2008: Teachers of the 3,4,5 grades will implement the 15 Day Crunch for writing instruction Person : Grade 3, 4, 5 TeachersActivity : 15 Day Crunch

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Aug 16, 2008: Teachers of the 3-5 grades will be given time to implement the 15 Day Crunch for writing instruction.

Person : Laura NobleActivity : 15 Day Crunch



Aug 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due

Person : All Grade Level Teachers K-5Activity : Writing Samples

Sep 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due


Oct , 2008: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year

Oct 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due


Nov 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due


Dec , 2008: Submission of student writing samples in grades K-5 Person : TeachersActivity : Collect first semester/trimester follow up data

Dec , 2008: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year

Dec 30, 2008: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due


Jan 30, 2009: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due


Mar , 2009: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year

Mar 30, 2009: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due

Person : All Grade Level Teachers K-5

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Activity : Writing Samples

Apr 30, 2009: Teachers will be guided in collecting student writing samples during their monthly grade level collaborations priorto the time the student samples are due


May , 2009: Submission of student writing samples in grades K-5 Person : TeachersActivity : Collect final semester/trimester follow up data

May , 2009: Teachers will submit writing samples . Person : Teachers in grade K-5Activity : Collect writing samples for the year

Targeted AssistanceMay 25, 2008: School Wide Master Schedule Planning

Person : PrincipalActivity : Time Constraints

Jul 7, 2008: Teachers will attend the 4 day workshop over the summer regarding Literacy Stations Person : Principal and Classroom TeachersActivity : 4 Day Literacy Station Workshop




Jul 15, 2008: Training of Teachers Person : Kim Strobel & PrincipalActivity : Implementing Literacy Stations in Grades K-5

Aug 12, 2008: Teachers will read the book and collaborate with teachers and principal Person : PersonActivity : Making the Most of Small Group Instruction by Deb Dillar

Aug 28, 2008: The Principal will hold and in-service day regarding Literacy Stations Person : PrincipalActivity : In-Service

Aug 28, 2008: View the video and discuss Person : PrincipalActivity : Literacy Station Video

Sep 1, 2008: Principal Observations Person : PrincipalActivity : Collect baseline data

Sep 1, 2008: Set up Literacy Stations Person : Individual Classroom TeachersActivity : Implementing Literacy Stations in Grades K-5

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Sep 15, 2008: Model Literacy Station activities to students Person : Individual Classroom TeachersActivity : Implementing Literacy Stations in Grades K-5

Sep 15, 2008: Training the students on Literacy Station Procedures Person : Individual Classroom TeachersActivity : Implementing Literacy Stations in Grades K-5

Oct 1, 2008: Adminstrator will focus on Literacy Stations during walk through to make sure of proper implementation Person : Principal/Assistant PrincipalActivity : Adminstrative Walk Through

Oct 15, 2008: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences

Oct 15, 2008: Teachers and Principal will visit other schools to observe Literacy Stations Person : Principal and Classroom TeachersActivity : School Visits

Nov 1, 2008: Teacher will observe a model teacher who is proficient in area of concern Person : Individual Classroom TeachersActivity : Classroom Observation

Nov 1, 2008: Teacher will receive peer coaching during bi-weekly collaborative meetings Person : Principal and TeachersActivity : Classroom Observation

Dec 1, 2008: Administrator will share data and graphs at faculty meeting Person : PrincipalActivity : Faculty Meeting

Dec 16, 2008: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences

Jan 15, 2009: Principal Observation and Conferences Person : PrincipalActivity : Collect first semester/trimester follow up data

Feb 17, 2009: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences

Apr 21, 2009: Quarterly Conferences with classroom teachers Person : PrincipalActivity : Conferences

May 15, 2009: Principal Observations and Conferences Person : PrincipalActivity : Collect final semester/trimester follow up data

Technology CoordinationSep , 2008: Provide Inspiration after-school session for teachers

Person : Jim HornerActivity : Inspiration Training

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Indiana Student Achievement Institute

Continuous Improvement TimelineThe table below shows the timeline we will follow in reviewing and revising our School Improvement Plan each year.

First Year Schools Second Year Schools Third Year and Beyond

Schools

Oct Session 1:Getting Started

Local Mtgs: Rationale for Change

New Steering Team Member (optional)

Session 1:Improvement Plan Implementation

New Steering Team Member (optional)

Session 1: Kick-Off / Monitoring / Mentoring

Nov Session 2 Visioning

Tech Training 1 (two people per school)

Local Mtgs: Visioning

Tech Training 1 (optional)

Local Mtgs – SIP ImplementationRoles & Responsibilities


Local Mtgs – SIP ImplementationRoles & Responsibilities

Dec Session 3:Achievement Data Analysis

Local Mtgs: Achievement Data Targets

Session 2:SIP Evaluation & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan Session 4:Areas of Concern & Research Assignments

Local Mtgs: Areas of Concern

Session 2:SIP Review & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan 31 Session 5:InSAI Conference on Learning

Strategy Research Group Meetings:Local Mtgs – Strategy Selection

InSAI Conference on Learning (optional)

InSAI Conference on Learning (optional)

Feb / Mar

Session 6: (strategy chairs only)Strategy Plans

Tech Training 2 (two people per school)

Strategy Task Force Mtg – Strategy Plans

Session 3 (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

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


Strategy Committees – Strategy Plans

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

1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

Session 7:Strategy Plan Review:One hour individual appointment



May 1st Fri in May: Revisions due online

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

1st Fri in May: Revisions due online


1st Fri in May: Revisions due online


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William Tell Elementary School (6745) · PDF fileSchool Improvement Plan - PL221 Version -...

Documents

Transcript of William Tell Elementary School (6745) · PDF fileSchool Improvement Plan - PL221 Version -...