FRANCES SLOCUM ELEMENTARY SCHOOLmygiants.marion.k12.in.us/.../SIP_2013-17_FrancesSlocum.pdf · 2013-11-13 · We at Frances Slocum model and inspire excellence by building a respectful

FRANCES SLOCUM ELEMENTARY SCHOOL

We at Frances Slocum model and inspire excellence by building a respectful community of lifelong learners who take ownership to reach their maximum potential.

SCHOOL IMPROVEMENT PLAN

PREPARED September 2010 UPDATED September 2013 TIME FRAME FOR IMPLEMENTATION 2012-2014

Mr. Brad Lindsay, Superintendent John Butcher, Executive Representative

Committee (Initial Preparation Sept 2010) Committee (Revision Preparation Sept. 2013) Yvonne Stokes, Co-chair- Principal Melissa Jessup, Co-chair- Principal Cheryl Shoup, Chair- Teacher Nate Miley, Assistant Principal Monica Fearnow, Teacher Samantha Cocking, Master Teacher Dale Betts, Academic Coach Shannon Lyles, Master Teacher Kelli Dawson, Parent Dave Compson, Mentor Teacher Kristi Geimer, Mentor Teacher Monte Thomas Amanda Castillo

Marion Community Schools (2865) Frances Slocum Elementary (2409)

Marion Community Schools provides employment and educational opportunities without regard to sex, race, national origin, religion, handicapping condition or limited English proficiency.

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TABLE OF CONTENTS

SECTION 1 Title I School Wide Plan Checklist ........................................... 1

School Overview (Comprehensive Needs Assessment) ...... 2 SECTION 2 Overview of the Plan for School Wide Reform .......................... 8

• Goals and Key Strategies for Language Arts ........... 10 • Goals and Key Strategies for Mathematics .............. 16

SECTION 3 Action Plans • Parental Involvement Strategies ............................. 19 • High Achieving Students ......................................... 22 • Low Achieving Students .......................................... 25 • Assessment of Student Performance .................... 28 • Support for Staff Professional Growth ................. 28 • Staff Professional Development .............................. 29 • Increased Attendance ............................................. 33 • Transitions .............................................................. 34

SECTION 4 District and School Assurances

• Transition Plan from Early Childhood Programs Coordination and Integration of Funds ................... 35 • Integration of Local, State and Federal Funds ........ 35 • Highly Qualified Teachers ....................................... 36 • Recruitment ............................................................ 37 • Technical Assistance Responsibilities (LEA & SEA)37 • School Level Activities and Programs ..................... 38

SECTION 5 Frances Slocum Staff Participation

• List of Meeting Dates for Committee and Staff ........ 39 SECTION 6 School Improvement Plan Information

• Form A (School Information) ..................................... 40 • Form B ..................................................................... 41

SECTION 7 Appendices

• (A) Frances Slocum Parent Involvement Policy ....... 42 • (B) School / Home Compact .................................... 43 • (C) MCS District Title I Parent Involvement Policy44-46 • (D) Frances Slocum Summary of Data ............... 47-48 • (E) Title I School Wide Plan Checklist……………..49

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Ten Components of School Improvement Plan Beginning on Page #:

1. Strategies based on scientifically based research strategies to strengthen core academic subjects that addresses the specific academic issues that caused the school to be identified for school improvement

9-24 2. Policies and practices concerning core academic subjects that have the greatest

likelihood that all groups of students will meet the proficient level on the ISTEP+

8, 14 3. Assurance that the school will spend not less than 10% each year to provide

high quality professional development that: Directly addresses the academic achievement problem that caused the

school to be identified Meets NCLB’s professional development requirements Provides increased opportunity for participating in professional

development

41-42

4. Specifies how professional development funds will be used to remove the school from improvement status

41-42

5. Annual measurable objectives for continuous and substantial progress by each group of students to meet proficient levels of achievement on the ISTEP+ (by 2013-2014)

7, 14

6. Documentation that written notice about the identification of a school in improvement was provided to the parents of each student enrolled in the school in a language parents can understand.

43-44

7. Specifies the responsibilities of the school, the LEA, and the SEA including technical assistance to be provided

33

8. Strategies to promote effective parental involvement in the school

16

9. Activities before and after school, during summer, and during any extension of the school year

4, 10

10. Incorporates a teacher-mentoring program (in addition to any the LEA might offer for new teachers)

No State Mentoring Program

26,33

Frances Slocum Elementary

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SECTION 1

SCHOOL OVERVIEW (COMPREHENSIVE NEEDS ASSESSMENT)

HISTORY Frances Slocum Elementary is named for a very unique “pioneer” who is buried not far from Marion. Frances Slocum was the daughter of a Quaker family who lived near Wilkes-Barre, Pennsylvania. At the age of five, Delaware Indians kidnapped her. Frances then became the adopted daughter of Tuch-hos, a Delaware chief, and was given the name Maconaquah. Many years later Frances’s brothers found her. She chose to stay in north central Indiana rather than return to Pennsylvania and her colonial life. Frances Slocum’s survival in the face of such great hardship provides inspiration for our elementary school. The original building was constructed in 1960 and shortly thereafter was enlarged to provide additional classrooms, as well as a gym, library, and cafeteria. Today, after extensive renovation, Frances Slocum houses a state of the art computer lab, and serves kindergarten through grade 4 classrooms. Classrooms have been modernized to include air conditioning, internet access, digital projectors, energy efficient lighting, and grade appropriate furnishings.

CULTURAL DIVERSITY Frances Slocum has a very culturally diverse population. During the 2012-2013 school year, 31.2% of our student body was African American students, 37.3% was Caucasian, 15.6% Multi-Racial, and 15.9% Hispanic. Our poverty level was 91.6% during the 2012-2013 school year. Various strategies for student academic enrichment are provided to this diverse group.

COMMUNITY PARTNERSHIPS

We are proud of our close link to area universities that provide field experience to aspiring young educators. With the assistance of Indiana Wesleyan University and Taylor University, groups of kindergarten students are paired with an education student at the university. The university students visit each week to read with students simulating the early reading experiences that many of our students lack. The close proximity of Marion High School has allowed students to come and provide services. The university and high school students gain valuable experience and our students receive additional attention and academic assistance. We are also privileged to have support from College Wesleyan Church (which sponsors a mentoring program, Kid’s Hope), Wilson Lodge, Boys and Girls Club, and many other community organizations.


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SECTION 1

SPECIALIZED STUDENT SUPPORT

Student academic accomplishments have not come easily. During the course of 2012-2013 school year, we experienced a (30.88%) mobility rate. Fortunately, we have an excellent support system for students and staff utilizing the services of a full time Social Service Specialist, Academic Specialists, Master Teachers, and community mentors through Kid’s Hope. All staff members assist with student needs and parent services. Frances Slocum has a dedicated and caring staff who consistently strives to meet the needs of all students. At Frances Slocum we believe that we can continue to nurture strong relationships with our families and community to ensure that all of our children succeed. We accept the challenge to make sure all children are meeting the academic standards provided by the state while striving to make all our students life-long learners.

ASSESSMENT TOOLS ISTEP+: Measure of student achievement in English/Language Arts, Mathematics, grades 3 and 4, and Science grade 4 IREAD3: Measure of student achievement in reading for students in grade 3 IMAST: Adaptation of ISTEP+, to be administered only to students whose Individualized Education Plan reflects the Case Conference Committees determination of eligibility requirements set forth by the Indiana State Board of Education. M-CLASS: On-going diagnostic assessments for both reading and math with student performance measured to benchmark data in order to drive instruction within the classroom, and with individual group and student differentiation. ACUITY(Predictive): Assessments given three times a year, indicate student growth and progress relative to our end-of-year goals and ISTEP+ state assessment. Results drive instruction within the classroom, and with individual groups as well as student differentiation. 8-STEP PROCESS: On-going assessments focused on target standards in mathematics. WRITING: District assessments and other assessments, including daily, weekly, and quarterly writings, are developed based upon Indiana’s Academic State Standards and the Common Core Standards and are intended to drive instruction within the classroom and with group and student differentiation.


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SECTION 1

Ongoing review of student data is used to plan lessons and address individual differences with the weekly assistance of master/mentor teachers using:

ISTEP+ Benchmark data from mCLASS Data from Predictive Acuity 8 Step Process Assessments Running records

TECHNOLOGY

Digital projectors, Dual Board, and Document Cameras have been installed in each classroom to promote the use of technology to improve student learning and motivation in all content areas. Each classroom has been provided an Ipad. Other technology is available for check out such as Kindles, iPod Touches, and Mobile Lab.

INSTRUCTION INFORMATION Instructional Services Provided by Frances Slocum Staff:

45-60 minute daily mathematics block consisting of: 5 to 10 minutes of core mathematics review (whole group instruction with

grade level material) 30 minutes of mathematics concepts or problem solving 5 minutes of mathematics facts 15 minutes of performance assessment Success time (guided reinforcement) consisting of remediation,

maintenance, and enrichment sessions for all students occurs outside the 60 minute block

90 minute uninterrupted daily reading block consisting of:

30 minutes of core reading (whole group instruction with grade level text) 30-40 minutes of flexible group instruction, minimum of two groups per

day (students are working at instructional level) 10-20 minutes directed use of word study and core vocabulary

(application in content areas) incorporated through Writing Workshop and/or differentiated group sessions

Tier 2 and Tier 3 time consisting of remediation, maintenance, and enrichment sessions for all students will be offered outside the 90 minute block

Strategies for At-Risk and Low Achieving Students Beyond the daily language arts and mathematics blocks, at-risk students are provided:

Effective and timely assistance for students not meeting academic achievement standards


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SECTION 1

Intervention groups for grades Kindergarten through 4th, focused on a research based model

Additional instruction for students in the areas of phonemic awareness, phonics, vocabulary, comprehension, and fluency

Integration of language arts and technology by a computer lab specialist with the use of the school computer lab for a minimum of 45 minutes one time per week

Extended Services: The traditional school day is extended by offering after-school opportunities for kindergarten through grade four.

PROFESSIONAL DEVELOPMENT

Title I funds will continue to provide professional development in the areas of language arts and mathematics. Master Teachers/Classroom Teachers will focus on reading instruction and with a focus on our targeted areas of writing applications with the use of informational text, while continuing our work in vocabulary. Teachers will be provided weekly cluster time for professional development as well as weekly collaboration time to review student achievement data and plan for instruction accordingly.

We cite the following areas of language arts instruction to continue our professional growth:

• Strong emphasis in writing applications and the writing process • Small flexible group instruction • Students seated in cooperative groups • Use of word walls • Focused vocabulary instruction • Balanced literacy instruction • Building background knowledge • Analysis of informational text • Use of research-based instructional strategies • 90 minutes of uninterrupted reading instruction • At least 30 minutes of intensive intervention for high risk students

Based on data, our greatest areas to improve are writing applications and analysis of informational text with continued work in vocabulary. We understand that we need to stretch our students to use higher level thinking skills and continue to have high expectations for our students. In addition, we will continue to build classroom libraries which will be sufficient to meet the needs of varying reading levels within classrooms. The teachers at Frances Slocum are committed to consistently raising the rigor for all students in all areas.


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SECTION 1

CONCLUSIONS FROM DATA The analysis of our 2012-2013 data helped us to draw the following conclusions. Frances Slocum’s attendance rates have remained consistent at 95.5% in 2011-12 school year and 95.5 % in the 2012-2013 school year. Enrollment has increased to 346 student in 2012-2013. The demographics for ethnic breakdown have been relatively consistent over the last six years, with a demographic breakdown during the 2012-2013 school year of 31.2% African American, 37.3% Caucasian,15.6% Multi-Racial, and 15.9% Hispanic.. Poverty level is now 91.6%. ISTEP+ scores in English and Math increased significantly for the 2012-2013 school year with 20.5 % growth in English/Language Arts and 28.5% growth in mathematics. The overall percent passed for English/Language arts in 3rd grade was 60%, 4th grade 69%, and the overall percent passed for Math in 3rd grade was 57%, 4th grade 79 %.

TARGET AREAS FOR SCHOOL IMPROVEMENT The staff of Frances Slocum Elementary is committed to increasing student achievement and attendance. They are dedicated to consistently raising the rigor in all instruction as well as differentiating in reading, writing, and mathematics instruction. We will continue the action steps taken for attendance to emphasize the importance of being in school. Based on the data, our target areas for continued growth are English/Language Arts Writing Applications.


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SECTION 2

OVERVIEW OF THE PLAN FOR SCHOOL WIDE REFORM

During the past school year, the staff of Frances Slocum Elementary implemented instructional strategies to teach vocabulary that centered on scientifically based Language Arts research through the TAP System for Teacher and Student Advancement. Information presented in this document reflects strategies developed during weekly cluster meetings and implemented by Frances Slocum staff. As we move forward into the 2013-2014 school year, we will implement instructional strategies for our target area of Writing Applications and Analysis of Informational Text. Goal and Key Strategies Page(s)

The Goal and Key Strategies Pages give an overview describing what the expectations are, how those expectations will be measured, and the instructional strategies that will be implemented at Frances Slocum Elementary. Based on data from ISTEP+, Acuity, mCLASS, TRC, and classroom teachers’ running records, students demonstrate a low proficiency in vocabulary in English/Language Arts. Increasing proficiency in vocabulary will increase overall performance in English/Language Arts. In order to earn above a “D” for our school:

• By Spring 2014, all 4TH grade students will demonstrate competence in English Language Arts

with an increase from 64% (37 students) to a minimum of 81 %( 47 students) proficiency (pass) on ISTEP, and from 36% not passing (21 students) to 19% not passing (11 students), and 0% pass+ (0 students) to 8% pass+ (5 students).

• By Spring 2014, all 3rd grade students will demonstrate competence in English Language Arts with an increase from 38% to a minimum of 62% proficiency (33 students) on ISTEP from 53% not passing (31 students) to 38% not passing (21 students), from 0% pass+ to 7%(4 students)pass+.

• By May 2014, all 3rd and 4th grade students will show an increase on benchmark ELA tests(Predictive Acuity, SRI), as a result of instructional proficiency in the area of Writing Applications, as measured by 69% of 3rd grade students at proficient or advanced and 89% of 4th grade students at proficient or advanced.

• By May 2014, students in grades K, 1, 2 will show an increase on benchmark ELA tests (mCLASS/DIBELS), as a result of instructional proficiency in the area of Writing Applications (Pre-Writing Skills), as measured by Kindergarten with 71% of students at or above grade level, 1st Grade 86% of students at or above grade level, and 2nd grade, 77% of students at or above grade level.


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SECTION 2 Action Plan Page(s) The Action Plan Pages list the key strategies described in the Goal and Key Strategies Pages and lists how staff members will implement the strategies, how the strategies will be assessed, and how the strategies will be monitored. The action plan is divided into different categories:

• Parent Involvement Strategies • High Achievers • Implementation Assessment • Ongoing Evaluation of Professional Development • Low Achievers • Performance Assessment • Professional Development • Increased Attendance • Transitions


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SECTION 2

GOALS AND KEY STRATEGIES GOAL 1: All students will increase their proficiency level in

English/Language arts as indicated on ISTEP, IMAST, IREAD or its equivalent (K-2: mCLASS: TRC.


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Objective

By Spring 2014, all 4TH grade students will demonstrate competence in English Language Arts with an increase from 64% (37 students) to a minimum of 81 %( 47 students) proficiency (pass) on ISTEP, and from 36% not passing (21 students) to 19% not passing (11 students), and 0% pass+ (0 students) to 8% pass+ (5 students).

By Spring 2014, all 3rd grade students will demonstrate competence in English Language Arts with an increase from 38% to a minimum of 62% proficiency (33 students) on ISTEP from 53% not passing (31 students) to 38% not passing (21 students), from 0% pass+ to 7%(4 students)pass+.

By Spring 2013, all 2nd grade students will demonstrate competence in English/Language Arts with 77% of 2nd grade students on grade level on TRC.

By Spring 2013, all 1st grade students will

Measures Predictive Acuity scores (Grades 3-4) mCLASS(K-2) TAP Field Testing Assessments Writing Benchmark -Combination of District Writing Prompts and ISTEP+ writing information for grades (K-4) Timeline: August/September (baseline), October, January, March, end of May Reading Level -Combination of Reading Street Assessments, mClass, based on accuracy, fluency, and comprehension as determined by a Comprehensive Reading Record (CRR) also called TRC Additional Word Analysis Measures -DIBELS (K-1) -Kindergarten screening

Approach

1. Establish Clear Instructional Priorities • Implement Established Learning

Targets: Indiana Common Core Standards

• Embedded Professional Development through TAP focusing:

• Oversight and support of instructional practices

2. Establish Annual Objectives for Continuous and

Substantial Progress toward ISTEP+ Proficient Levels Monitoring of Learning goals based on standards set

by Acuity and ISTEP+: o Benchmark Assessment Results for Math and

Language Arts o Progress Monitoring Information for Math and

Language Arts (mCLASS/DIBELS:K-2) o Success Math Assessments (8-Step) o SRI (TRC for K-2) o Baseline Writing Assessment o Quarterly Writing Assessments

Regular analysis of student proficiency through pre

and post skills tests as documentation for 8-Step process and Tier 2 instruction

3. Instructional Time Maximized Instructional Minutes are devoted to ELA

achievement and Math Achievement. Reading – Minimum of 90 minutes (K-4) Mathematics – 45-60minutes (K-4) Writing – 30(K-4) Pre-assessment to enhance teaching to

meet the needs of students Maximize Instructional Effectiveness 1. Concentrate on the level of independence needed

for ISTEP+. Release responsibility by carefully moving from modeled, shared, guided, prompted, and on-their-own at the application level. Replace much of the oral response with written responses Examples:

In mathematics, ensure that students can silently read a story problem, find and organize the information, and solve the problem. Write to explain how the problem was solved or whether the answer is reasonable In reading, read two or more pages of text

independently, read a question at the interpretive level, look back into the text for examples to support the answer. Write several sentences using information from the text to answer questions Use prior knowledge and information from


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demonstrate competence in English/Language Arts with 86% on grade level on TRC.

By Spring 2013, all Kindergarten students will demonstrate competence in English/Language Arts with 71% of students will read at Level C on TRC.

the text to infer In Writing, 6 +1 Writing Traits

2. Utilize available technology more effectively to increase students’ engagement and thinking

o Use the digital projector across the day to activate and build students’ prior knowledge, represent different perspectives and cultures

o Utilize technology more to provide immediate access and simulated experience

o Use digital projectors across the day when activating prior knowledge and building content understanding

o Use the digital projectors within the Writing Block to model the process including planning (organization and ideas), revision (5/6 traits) and editing (conventions)

o Use the computer on a weekly basis to explore concepts, and points of view from different perspectives (ex. In social studies explore what the native American’s think about Oregon Trail)

o Use of document cameras to display student work o Dual boards o Student Response Systems o Online Resources (i.e., Rosetta Stone, Myon

Reader, Reading Counts, Study Island)

3. Continue to refine the use of direct teaching of strategies, skills, and behavior of good readers as evidenced by students’ ability to:

o Demonstrate deeper comprehension reflective of Blooms Taxonomy and/or Webb’s Depth of Knowledge.

o Read grade level text with fluency and expression o I-THINK o “Reading Fluency o Reading Stamina o Literacy Stations o 90 Minute Reading Framework via Christie

McCullough

Enhance Student Role in Learning

♦ 8-Step Process ♦ TAP Rubric ♦ Rubric, checklists, anchor papers

Writing Block

♦ 30 minutes minimum ♦ Organized around steps of the writing process ♦ Teachers emerging understanding of the process

and six traits is shared with the students in terms of focus lessons think-alouds, student choice of topics, writing, revision, editing, conferencing, publishing

♦ Gradual release of responsibility that moves from Mini-lesson to sustained writing time, to sharing

♦ Consistent terminology and approach


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Objective Increase performance of low

♦ Focus on the students independent use of the process

♦ Use of six traits to identify and teach students the qualities needed for effective writing

♦ Connection of the six traits to the steps of the writing process

♦ Independence in planning and executing the types of writing specified in grade level expectations

♦ Compiling grade-level anchor papers to use as reference for scoring and student exemplars

Physical Environment Continues to Support Instructional Goals

♦ Nonlinguistic support that includes teaching charts, graphic organizers, visuals on overhead, pictures and media

♦ Examples of quality work that includes anchor papers, samples of expectation for project, and application level responses

♦ A wealth of reading material that includes rich, organized classroom library, materials, magazine and newspaper subscriptions and the school library

Refine use of student data used to plan lessons and address individual differences

• Learning Log • Cluster meetings • Grade Level Collaboration • TLT

Intervention: Data Driven, Focused and Collaborative

♦ Students will receive 30 minutes of daily additional instructional time in the area of need in the form of remediation, maintenance, and/or enrichment

♦ Teachers coordinate their approach to intervention through the use of a common focus for the week and understanding of reader goals

♦ Lesson plans provide a unified approach to better presentation of instructional strategies

♦ The classroom teacher is responsible for providing small group instruction to children identified for intervention Title 1 staff and Special Education staff will provide additional small group instructional time

♦ System 44 ♦ Reading 180

Increase Opportunity for Learning

♦ Extend provisions for meeting individual needs in reading to include daily regrouping (within or cross classrooms) to enrich comprehension ability

♦ Enrich whole class instructional time by using pre-


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achievers Objective Increase performance of low achievers

assessment for skills and strategies that have been introduced at a previous grade level or earlier in the year (ex. compound words, making connections, big idea, sentence punctuation)

♦ Change homework to be more effective by: • Selecting carefully what homework included

(only those skills or strategies that students already understand, but need to have additional time to practice to build up automaticity and speed)

• Assign homework that requires little adult involvement

• Allowing students differentiated assignments if they demonstrate mastery of the skill or strategy during the class work that connects to the assignment

• Homework will involve the home as a resource (ex. interviewing family members for their perspective, finding examples of concepts (compare and contrast) etcetera

Refine use of student data used to plan lessons and address individual differences

Utilization of District Writing Assessment Targeted Reading Comprehension TRC During instruction (ESR) Student work from homework, lessons, and

routines


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Objective Increase performance of high achievers Objective Increase family involvement Objective Provide Parents with student academic data

I Increase Opportunity for Learning

• Book/Writing Club (3–4) in our computer lab and/or library to help students increase writing and editing skills ♦ Change homework to be more effective by:

• Allowing students differentiation in an assignment if they demonstrate mastery of the skill or strategy during the class work that connects to the assignment

• Give students who are excelling alternative assignments they can choose from (Curriculum Director will continue to provide professional development and resource services for teachers to benefit of students who are identified for the high ability program)

♦ High Ability Parent Meetings (Power Source)

Cultural Competence

♦ Find the content that students are interested in ♦ In research and writing, ensure that students are choosing

topics that reflect their interests and experiences ♦ Utilize technology more to provide immediate access and

simulated experiences ♦ PBIS ♦ Get to know children and their families in terms of what

they can contribute and value that bring forth meaningful input in the educational process

Create parent access to the technology

♦ In conjunction with parent involvement activities, offer access to the parent involvement room and the computer lab to check on power school, research a topic of interest to the families

♦ In parent meetings, use the digital projector to show families web sites that can be helpful for homework or to enrich their children’s learning

School – Parent Communication

♦ At teacher request, have parent coordinator contact families of children who are making improvements in academics and/or behavior once a week with good news (e-mail, note home, personal call, etcetera)

♦ Monthly Pow Wows, family events ♦ Parent/Teacher Meetings

School – Parent Communication: Assessment Results

♦ Grades 3 & 4 teachers will hold annual “test-talks” with parents and students prior to ISTEP+ and IREAD testing in March. Current test scores from Acuity, TRCs, writing and mClass math will be analyzed by both grades. Grade 4 students will also evaluate previous year’s ISTEP+ results beginning in September.

♦ K – 4 teachers will conference with parents throughout the year. Teachers will schedule this time with parents after quarter one testing results. After quarter one, teachers will focus on conferences for at-risk students. Current scores from DIBELS, TRCs, writing, and mClass math will be analyzed.


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GOAL 2: By Spring 2013 all students will demonstrate competence in

Mathematics with a minimum of 80% proficiency on ISTEP+, IMAST, or its equivalent (K-2) at their grade level.


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Results Key Strategies Objective Measures Approach

A minimum of 81% of students will demonstrate grade level expectations in math as measured by Benchmark Data on mClass, Acuity and ISTEP+

Acuity data (Grades 1-4) ISTEP+ data (Grades 3-4) mClass data (Grades K-2)

Instruction ♦ 45-60 minutes of instructional time, with 35-40 minutes

directed to teaching of strategies, skills, and concepts of problem-solving, with an increased emphasis on measurement

o A clear distinction between instructional time and practice is evident

o One clear teaching point of the central concept within each of the standards

o Modeling and engaging students in activating prior knowledge and developing interest in the concept

o Follow modeling with guided practice opportunities to demonstrate understanding of the concept and verbalize the procedures or steps they are using (including math vocabulary)

o Use of gradual release to extend student understanding by use of concrete manipulative, visual representation, and abstract symbols

o Directly teach the vocabulary that supports math concepts and procedures

o Use writing as an instructional component: journals, create problems that match equations, explain thinking, show work

o Intentionally apply reading skills to independently read directions and problems. Require students to orally tell the problem they are trying to solve

o Within focused problem-solving, address the indicators appropriate for each grade level and apply to authentic situations

o Simple Solutions o Solve using a simpler problem o Determine if the answer is reasonable within

the context of the problem o Explain reasoning using concrete objects and

pictures o Show work

1. Build computational fluency (math facts) aligned with grade level

standards. Recognize students who meet the goal 2. Concentrate on the level of independence needed for ISTEP+.

Release responsibility by carefully moving from modeled, shared, guided, prompted, and on-their-own at the application level

Examples: In mathematics, ensure that students can

silently read a story problem, find and organize the information, and solve the problem. Write to explain how the problem was solved or whether the answer is reasonable

3. Enhance flexible grouping to respond more quickly and extensively to students’ individual needs:

Begin with a more intentional and consistent use of pre-assessment to differentiate instruction

Implement math flex groups that supplement the classroom core instruction to extend or re-teach within classrooms based on progress toward quarterly goals


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Extend provisions for meeting individual needs in math to include daily regrouping (within or cross classrooms) to enrich comprehension and pass+ ability

4. Increase computational fluency and accuracy by:

Intentionally remove the dependency on counting on fingers, touch math, tally marks

Increase students’ memorization levels of basic facts Determine level of competence for each student at the

beginning of the year to set appropriate goals Reward and recognize students who set and meet their

goals

5. Bring more of students’ lives, experiences, and culture into the curriculum throughout the year

Find the content in which students are interested Utilize technology more to provide immediate access

and simulated experiences Get to know children and their families in terms of

what they value and contribute

6. Involve students in taking more responsibility for their own learning Make the learner goals for the week evident in the

classroom and discuss them with students Confer with students about what they have

accomplished and strategies needed to accomplish individualized goals

Connect to the quarterly goals. Equip the students with checklists and rubrics to measure progress toward goals

Teach students their role in monitoring understanding and asking for clarification when they do not understand

Physical Environment Supports Instructional Goals

♦ Teaching charts created with students to model concepts and strategies and reflect one clear teaching point

♦ Include math-related books in browsing baskets ♦ Evidence of hands-on materials reflected in student

work and activities ♦ Student work posted throughout the classrooms and

hallways ♦ Strategies, steps, or problem-solving posters


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SECTION 3

ACTION PLANS

ACTION PLAN: PARENT INVOLVEMENT 2012-2014

STRATEGY: Parent Involvement ACTION STEPS:

A. Implement Parent Support Specialist as mandated by Title I and share with staff

B. Provide parents, students,

and teachers with an opportunity to discuss student academic progress through Test Talks (8-Step)

C. Provide parents, students, and teachers with family school compacts

D. Provide annual parent involvement meeting to review parent involvement policy

DATES: A. On-going as needed B. On-going, starting in

September during specified times

C. August

D. Twice in the fall (Once

during the day, and once during the evening)

REVIEW AND ANALYSIS: A. Feedback from staff and

principal B. Feedback from Teachers,

RtI, IEP conferences, and Parent Sign-in Forms, Teacher contact log (phone logs, face-to-face, and written communications)

C. Compacts will be

compiled and kept on file in the office

D. Parent sign-in forms,

meeting agenda

LEAD PERSON(S):

A. Principal, Assistant Principal, Elementary Administrator

B. Classroom Teachers

C. Classroom Teachers, Academic Specialists

D. Principal, Assistant

Principal


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E. Develop a buddy reading program in which teachers identify students who struggle with literacy and partner them with adults

F. Provide parents with a

resource room and a Parent Support Specialist to assist families with educational and family resources

G. Provide 1 two-hour

monthly program developed to train parents or care givers in the area of literacy and math

H. Maintain an effective

parent-teacher organization to support student opportunities and activities

I. Frances Slocum will

provide parents or care givers with a link to online state academic standards

J. Include two parents on the

School Improvement Team to help plan, review, and improve the school wide plan

E. On-going, starting in October

F. On-going G. Monthly, beginning in

October H. On-going I. August J. School Improvement

Team meetings are listed on page 2 of this plan

E. Feedback from teachers, parents, and students

F. Parent sign-in forms,

parent and Parent Involvement Coordinator feedback

G. Parent, student, and staff

feedback H. Parent, student, and staff

feedback I. Parent sign-off form J. Parents and staff sign-off

form (included on page 40 of this plan)

E. Parent Involvement Coordinator, Social Services Specialist, Community agencies

F. Principal, Coach, Parent

Involvement Coordinator

G. Parent Support Specialist, Principal, Assistant Principal, Elementary Administrator

H. Parent Support

Specialist, Principal, Assistant Principal, Elementary Administrator

I. Classroom Teachers J. Principal, Assistant

Principal


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Summary of Pertinent Parental Involvement: Parents will have access to a wide variety of materials in our parent resource room which is run by our PTO. Our parent resource room is a vital part of Frances Slocum Elementary. It connects our parents to the school in an informal and helpful way. The room provides the opportunity for parents to feel as if they have a special place reserved for them in the building. Parents are able to checkout or gain access to books and videos that promote literacy and positive parenting. Additionally, educational games for a variety of grade levels and subject areas are available for parents to checkout in order to help their children at home. We provide toys and a small play area for young children so parents can bring their non-school age children with them. Parents have access to computer(s) in the parent resource room. Here, parents use the internet or other programs to further help them with parenting skills and helping their child succeed academically. Our Parent Resource Room is staffed by a Parent Support Specialist. This person assists parents and other visitors to the resource room and maintains a clean and orderly area for parents to visit. In addition to overseeing the resource room, our Parent Support Specialist assists with our family nights and preschool involvement activities in collaboration with our PTO. We will continue parent workshops in 2012-2013 that will be organized by our Parent Involvement Coordinator. Supplies, equipment, and payroll for our after school program and family nights are funded from Title I. Parents are encouraged to attend parent workshops. In addition, family nights with an academic emphasis are planned and coordinated for each month. Students may only attend family nights with a parent or adult family member. We average over 200 students and adults in attendance at our family nights. Parents are represented on our School Improvement Team and play an important role in helping us evaluate the components of our plan and make the necessary adjustments so that our students benefit.


23

ACTION PLAN: HIGH ACHIEVING STUDENTS 2012-2014

STRATEGY: High Achieving Students ACTION STEPS:

A. Help enrich classroom instruction for our high achieving students who are either Pass + (or should be) based on benchmark data profile

DATES:

A. Benchmark (August, October, January, March, and end of May) plus ongoing running records and skill assessments

REVIEW AND ANALYSIS:

A. Review steps listed below:

1. Place much more

emphasis on analysis of data for Pass Plus students. Every 4 to 6 weeks, use instructional recommendations from benchmark analysis (summative assessment). Give each grade level a reference sheet to include in the collaborative lesson planning for consideration of enrichment/extension

2. Work with our TLT (TAP

Leadership Team) and classroom teachers to assist with instructional recommendations for more advanced learners

3. Keep a master list of the

recommendations and review them during each analysis to determine if previous recommendations have

LEAD PERSON(S):

A. Leadership Team, with input from classroom teacher


24

B. Review steps listed

below:

1. Make a list of options for accelerated learners that include alternative responses or alternative content by working with our High Ability teachers. Use the options during instructional planning

2. Extend teacher

understanding of differentiation and ways to offer more meaningful responses/content for deeper comprehension

3. Use this information

to structure opportunities for students to extend their reading potential through instruction designed for self-extending readers such as literature circles,

B. Continuing with the fall of

2013

1. List of accelerated

options by end of August

2. Starting in September

and ongoing during the school year

been fully implemented

B. Conduct regular observations of instructional strategies on the engagement of high achieving students and the quality of their work

Analyze summative

assessment of change in student performance data

B. Classroom teachers, special teachers, leadership team, principal, elementary administrator, and assistant principal


25

project based instruction, and authentic assessment based on student interests

4. As a school, select strategies and activities to use in the literacy block and content areas that will challenge and interest higher readers and may be of benefit to struggling readers


26

ACTION PLAN: LOW ACHIEVING STUDENTS 2012-2014 STRATEGY: Low Achieving Students ACTION STEPS: A. Review individual student

benchmark data every 2 to 4 weeks to determine progress toward meeting individual student goals. List students who are not reaching goals and whose data suggests that the approach to intervention needs to be reviewed. Share during RtI meetings.

B. Use related benchmark data to determine progress toward grade level expectations

C. Provide coordinated

additional instruction within and outside of the 90-minute reading block based on the type and degree of difficulty

a. Days per week b. Minutes per

session c. Number in group

♦One on one (when possible)

♦Two to three (preferred) d. Extended time

DATES:

A. Benchmark (August, October, January, March, and end of May) plus on-going running records and skill assessments

B. Review on-going achievement data as available

C. On-going starting with August implementation. Note: DIBELS is given three times a year: fall, winter, and spring


A. Every 2 to 4 weeks

B. As available

C. Every 2 to 4 weeks

LEAD PERSON(S):

A. Classroom Teacher (in consultation with Academic Specialist)

B. School Improvement Committee, TLT, and Grade Level Collaboration

C. Classroom Teacher, Special Education Teacher, Academic Specialists


27

options Set goals with students in terms of reading level and related grade level expectations. Include work habits, as appropriate

D. Be proactive in addressing students’ continual failure to learn as evidenced by achievement and classroom observations through use of the 5410 Policy and RTI (Response to Instruction) data

E. When students have severe enough needs to require referral to a Student Study Team (RtI) evaluation, base additional intervention on those that are already in place. Make sure those adaptations and modifications are viewed and coordinated with those already in place

F. Continue to align (IEP)

Individualized Education Program goals with grade level expectations while making appropriate

D. Prepare a summary of the new strategies on a chart that reflects those already in place. See that all parties, teachers and families, have a copy

E. Prepare a summary of the new strategies on a chart that reflects those already in place. See that all parties, teachers and families, have a copy

F. To occur during the student’s birthday month of each school year

D. Follow up as recommended in the 5410 process and RTI data

E. Follow up with Student

Study Team within 2 to 4 weeks

F. Evaluate during Annual

Case Review and as necessary

D. Classroom Teachers,

Principal

E. Designated teacher who chairs the meeting

F. Classroom Teacher,

Social Services Specialist, School Nurse, Parents


28

modifications and accommodations in the classroom. Carefully coordinate special education services based on shared data with the classroom teacher

G. Give increased attention

to family involvement • Initial contact after

August baseline giving school and home strategies (materials), conference with parent and student

• Monthly contact (telephone, in person, or in writing) Use the Social Services Specialist if no response

• Additional time at parent-teacher conferences

• If deemed necessary, teachers may request a vision or hearing screening for students by school personnel

G. Starting in September and ongoing during the school year

G. Discuss with staff

options for parent-teacher conferences

G. Parent Coordinator,

Principal, Staff, Social Services Specialist


29

ACTION PLAN: ASSESSMENT OF STUDENT PERFORMANCE 2012-2014 STRATEGY: Assessment of Student Performance ACTION STEPS:

A. Use appropriate assessments to evaluate reading levels based on accuracy, fluency, and comprehension

B. Use appropriate

benchmark assessments for comprehension

DATES:

A. Every 2 to 4 weeks beginning in August

B. September (baseline),

October, January, March, and the end of May


A. Teachers will adjust instruction and place students in groups based on analysis of running record data

B. Review will occur once

every two months during grade level collaboration with the coaches, principal and district staff

LEAD PERSON(S):

A. Classroom Teachers

B. Classroom Teachers, Academic Specialists, Principal, Elementary Administrator, Assistant Principal


30

ACTION PLAN: SUPPORT FOR STAFF PROFESSIONAL GROWTH 2012-2014

STRATEGY: Support for Staff Professional Growth ACTION STEPS:

A. Informal classroom visits/observations conducted by Principal, Assistant Principal, and Master Teachers based on criteria established by building and reflective of school improvement plan

B. Self-reflection and Individual

Growth Plans • Collaboration • Cluster

C. Lesson Plans • Literacy Framework • TAP Rubric

DATES:

A. Principal – On-going. Conducted to determine direction of staff development

Master Teachers – On-going. Conducted to determine direction of staff development

B. On-going, starting in August

C. On-going, starting the first day of school


A. Review of TAP Evaluations

B. Grade level cluster

agendas and notes, staff meeting participation

C. Lesson plans

LEAD PERSON(S):

A. Principal, Master Teachers

B. Classroom Teachers

C. Classroom Teachers, Principal


31

ACTION PLAN: STAFF PROFESSIONAL DEVELOPMENT 2012-2014 STRATEGY: Staff Professional Development ACTION STEPS:

A. Teachers new to Frances Slocum will be provided with:

a. Overview of guiding principles of scientifically based reading research that is currently being implemented

b. Explicit training in reading instruction, assessment, and data analysis

B. Provide on-going

mathematics and literacy training in effective instruction including differentiation by TLT, administrators, and state/district consultants

C. Review and analyze data,

and discuss instructional implications through grade level and cross grade level collaboration

D. Provide ongoing

mentoring opportunities such as coaching, reflecting, and peer

DATES: A. Each summer, starting in

the summer of 2012

B. On-going, starting in

August

C. On-going, starting in

September D. On-going, starting in

August


A. Workshop feedback, implementation monitoring through communication with principal

B. Workshop feedback, master teacher modeling and feedback, implementation monitoring through Cluster and communication with principal

C. Grade level collaboration

forms, summative assessments, lesson plans

D. Feedback, regarding lesson plans, etcetera

LEAD PERSON(S):

A. Principal, Master Teachers

B. Principal, Master

Teachers C. Classroom Teachers,

Special Education Teachers, Principal, Master Teachers

D. Classroom Teachers, Principal, Master Teachers


32

observation which are offered in addition to those offered by the LEA

E. Study groups that support

continued study of scientifically based reading research will be conducted for all staff members

F. Staff will receive in-

service training as needed in 90 Minute Reading Block, Differentiated Instruction, and Classroom Management that support academic strategies in Math, Language Arts, and Science

G. Staff will receive cultural

sensitivity training from professionals and/or parents regarding how to reach out, communicate with, and work with parents in order to improve student achievement

E. Monthly, starting in

January, 2013

F. August

G. In-service training days throughout the school year as needed, celebrations such as African-American month, Hispanic Heritage

E. Feedback, implementation monitoring through

F. Feedback, implementation monitoring through communication with colleagues and principal

G. Feedback through

student, parent, and teacher surveys; implementation monitoring; analyzing data during collaboration and leadership team meetings

E. Administrators, Master Teachers

F. District Curriculum

Director

G. Principal, Classroom

Teachers, Parents, Parent liaison, Community partners, Faith-based partners


33

Staff Professional Growth Summary On-going professional development will be funded by Title I to continue raising student academic performance. Master Teachers, IDOE staff, and MCS district consultants will provide professional development in the areas of Language Arts and Mathematics. Teachers will be trained in best practice instruction supported by current reform strategies and scientifically-based research. Our target areas for school improvement are based on the following data points: comprehensive analysis of results from ISTEP+ IREAD3, Acuity, mClass Mathematics and Language Arts, and quarterly writing assessments.


34

ACTION PLAN: INCREASED ATTENDANCE 2012-2014

STRATEGY: Increased Attendance ACTION STEPS:

A. Notify parents in writing and/or by phone regarding excessive student absences and/or tardiness

B. Conduct home visits for

students who have excessive absences

C. Make recommendations to

MCS Attendance Officer, Truancy Intervention Program, and Child Protective Services for excessive absences that meet these criteria

DATES:

A. On-going, starting in September B. On-going, starting in September C. On-going, starting in September


A. As per MCS Board Policy and Guidelines

B. As per MCS Board Policy and Guidelines

C. As per MCS Board Policy and Guidelines

LEAD PERSON(S):

A. Principal, Assistant Principal, Social Service Specialist, , Nurse, Attendance Officer

B. Principal, Assistant Principal, Teachers, Social Service Specialist, Nurse, Attendance Officer

C. Principal, Assistant Principal Social Service Specialist, Nurse, Attendance Officer


35

ACTION PLAN: TRANSITIONS 2012-2014 STRATEGY: Transitions ACTION STEPS:

A. Provide opportunities for Head Start, Title I Preschool, and Kindergarten Teachers to collaborate on instructional

practices and grade level expectations

DATES:

A. To be determined


A. To be determined

LEAD PERSON(S):

A. Principals, Head Start Coordinator/Manager, Title I Program Manager, Classroom Teachers


36

SECTION 4

DISTRICT AND SCHOOL ASSURANCES

Transition from Early Childhood programs to kindergarten and Coordination and Integration of Federal, State, and local services and programs Marion Community Schools provides a variety of transition activities to assist families in their transition from Early Childhood programs to Kindergarten: Spring Kindergarten round-up: Children and their families are able to visit a

Kindergarten classroom and work with a Kindergarten teacher. Kindergarten class visitation: All MCS preschoolers visit a Kindergarten class in

the spring before they begin kindergarten. Parents/guardians are encouraged to join their child for this event.

Portfolios: Head Start teachers prepare a portfolio for each child. This portfolio contains a letter to the kindergarten teacher offering an opportunity to set up a parent/teacher conference. It also includes information on the child’s current level of development.

Parent/Guardian Education: Head Start parents/guardians have an opportunity to attend a parent education program at which the differences/similarities between preschool and Kindergarten are discussed.

Transition book: Each preschooler receives a kindergarten transition book at Kindergarten round-up. It contains activities to do during the summer to prepare for Kindergarten.

There are many connections between preschool programs and the Title I school wide program. Marion Community Schools is the grantee for the Head Start program. Preschool teachers participate in professional development with the staff members from the Title I schools. Professional discussions and collaboration takes place between the preschool teachers and teachers in our Title I schools. Integration of Local, State, and Federal Funds Marion Community Schools does not currently coordinate or integrate local, state, and federal funds.


37

Highly Qualified Teachers Marion Community Schools employs highly qualified certified teaching staff and academic specialists. The following tools are used to document highly qualified status:

• HOUSSE rubric • Paraprofessional test • Successful completion of 48 hours of college credit • Successful completion of Praxis II •

Frances Slocum El

Highly Qualified S

Teacher Grade Level Years

Experience HQ Status

Diana Dollar Kindergarten 10 HOUSSE 2006

Tristen Walker Kindergarten 1 PRAXIS II & License Connie Leonard Grade 1 5 PRAXIS II & License Lucinda Reeves Kindergarten 5 PRAXIS II & License Kyle Petricek Grade 1 3 PRAXIS II & License Alicia Draper Grade 1 1 PRAXIS II & License

David Compson Grade 2 3 PRAXIS II & License Andrea Johnson Grade 2 4 PRAXIS II & License Karen Bingham Grade 3 7 PRAXIS II & License Joshua Brooks Grade 4 3 PRAXIS II & License Kristi Geimer Grade 3 6 PRAXIS II & License Amanda Myrick MoMh 1 Sp Ed will be reviewed by Sp Ed.

Department

Vicky Lakes MoMh 22 Sp Ed will be reviewed by Sp Ed. Department

Dee Wiley MiMh 17 Sp Ed will be reviewed by Sp Ed. Department

Shannon Lyles Master Teacher 16 National Board Certified & Tammi Ashley Grade 1 9 HOUSSE 2006

Samantha Cocking Master Teacher 22 HOUSSE 2006 Debby Durr Grade 3 6 PRAXIS II & License Hope Moore Kindergarten 1 PRAXIS II & License Sarah Sparks Grade 2 0 PRAXIS II & License Rachel Brown Grade 4 0 PRAXIS II & License Grade 4


38

SECTION 4 Recruitment Marion Community Schools will recruit highly qualified staff through university job fairs, employment recruitment agencies, and posting of open certified positions on the Indiana Department of Education website. Frances Slocum Elementary will continue to attract high-quality teachers by providing the latest research and training in best practices through embedded professional development by outside consultants, master teachers, and appropriate professional development opportunities outside of our community. Coaches and Principal will act as mentors providing assistance and guidance to all staff as needed. (No official State Mentoring Program will be provided.) Technical Assistance Responsibilities of the LEA and SEA The LEA provides technical assistance through the review of the Title I budget and by coordinating our SES providers. Technical assistance is provided regularly by principal, academic coaches, and board appointed consultants. Technical assistance staff will review ISTEP+ trends overall for the students at Frances Slocum and specifically target the sub-groups that have not met AYP. Marion Community Schools is responsible for assisting the school in: analyzing data (identify what data, when data is analyzed, and how data is analyzed), identifying and implementing strategies in English Language Arts and/or Mathematics (identify when and how), and analyzing the school’s budget to support school improvement efforts. The School Support Team, funded by Indiana Department of Education, is responsible for assisting the school in, (1) conducting a review of the school’s operation by reviewing school records and conducting a site visit, (2) reviewing previous and/or current plans and providing feedback, (3) ensuring the improvement plan incorporates the requirements under NCLB school improvement plans and school wide plans (if appropriate), (4) assist in developing recommendations for improving student performance and identifying potential resources as appropriate, (5) collaborating with school staff in designing, implementing, and monitoring the improvement plan, and (6) providing feedback at least twice a year on the effectiveness of the support.


39

SECTION 4 School-Level Activities and Programs Brave Book/Writing Club The after-school book/writing club focuses on creating books through the use of technology and writing applications. The club assists with developing a greater interest in reading, writing and use of technology. After-School Tutoring The after-school tutoring is an extended time for our most at-risk students working in small groups of 3 - 5 students. The tutoring groups are students most academically at-risk in Language Arts and Mathematics. Teachers are using research-based strategies to improve student achievement. P.O.W. Wow (Promoting Outstanding Work Wow!) Once a month we offer a family night where students and parents work together on standards- based strategies. Families learn ways to be involved with their child at school and at home.


40

SECTION 5

List of Meeting Date for School Improvement Committee and/or All Staff The School Improvement Team will meet the second Thursday of each month. Staff meetings are held the first Thursday of the month. Both begin at 3:30 p.m. During the 2009-2010 school year, each grade level team met regularly to plan and collaborate together to improve student achievement. In addition, grade level teams met monthly with both our academic consultant and data analysis consultants to focus on effective instructional practice based on data derived from ISTEP+, district tests, Acuity, mClass, and other formative assessments. During the start of the 2010-2011 school year, a newly configured committee shared information through discussions, input from students, staff, and parents, and completed action research to examine what practices are helping support student academic successes. The school year of 2011-2012 brought in more rigor for our Leadership Team which was formed after training in TAP which is The System for Teacher and Student Advancement. The TAP Leadership Team will be responsible for the overall implementation of the TAP system and will be engaged in monitoring the specific processes of TAP in our school. The school year of 2012-2013 brought continued professional development through weekly cluster meetings. This, in turn, improved teacher performance, which results in increased student achievement.


41

FORM A

INDIANA DEPARTMENT OF EDUCATION PROFESSIONAL DEVELOPMENT PROGRAM

School Information

School Name: Frances Slocum Elementary School County/Corp/School# Grant County/Marion Community Schools/2409 Address: 2909 South Torrence Street

(Street, P.O. Box) Marion, Indiana 46953

(City, State, Zip) Phone: (765) 664-0589 Fax: (765) 651-2061 Name of Principal (Include Title): Mrs. Melissa K. Jessup Principal’s e-mail address: [email protected] Grade levels included in school: Kindergarten through Fourth Grade


42

FORM B

SECTION 7

APPENDICES

Appendix A – Frances Slocum Parent Involvement Policy

Appendix B – School / Home Compact Appendix C – MCS District Title I Parent Involvement Policy

Appendix D – Frances Slocum Summary of Data Appendix E– Title I School Wide Plan Checklist


43

SECTION 7

APPENDIX A

Frances Slocum Parent Involvement

Policy 2013-2014

• An annual meeting will be held to inform parents of Frances Slocum’s

participation in Title I and explain the requirements and rights of parents during our Open House in August.

• Parent meetings will be offered in the mornings and the evenings. • Parents will be represented on the School Improvement Team to assist with the

planning and reviewing of our School Improvement Plan and with our parental involvement policy.

• Parent newsletters will share information about our Title I programs, school calendar of events, child’s progress reports, and teacher newsletters will be sent home in a timely manner.

• Curriculum and Academic Assessments will be described and explained in our grade level brochures and shared during Open House. Proficiency levels for students will be provided in report cards.

• Parents will have access to the Indiana State Academic Standards. • Academic assessments, materials and academic strategies will be shared with

parents to help support their child’s achievement on a quarterly basis. • All teachers will be informed of Parent Involvement Guidelines. • Preschool and Head Start families will be provided with Kindergarten Roundup

and a tour of Kindergarten classrooms to help with the transition into the full day program.

• When requested, information will be sent home in the appropriate language. • Partnerships with the community will be encouraged and continued. Home-school

Compacts will be reviewed and signed by students, parents, and teachers during the first 6 weeks.

• Our Parent Involvement Coordinator will maintain our parent room and be available to assist our families on a daily basis.


44

SECTION 7

APPENDIX B


Families and schools must work together to help students achieve high academic standards. Through a process that included teachers, families, students and community representatives, the following are agreed upon roles and responsibilities that we as partners will carry out to support student success in school and in life.

Staff Pledge I agree to carry out the following responsibilities to the best of my ability:

• Provide a safe and supportive learning environment. • Teach classes with an interesting and challenging curriculum that promotes student achievement. • Motivate my students to learn. • Set high expectations and help every child be successful in meeting the Indiana academic achievement

standards. • Communicate frequently and meet annually with families about student progress and share how the school -

parent compact is being implemented. • Provide opportunities for parents to volunteer, participate, and observe in my classroom. • Provide positive extracurricular time, such as, After School Tutoring and Brave Book/Writing Club. • Participate in professional development opportunities that improve teaching and learning and support the

formation of partnerships with families and the community. • Actively participate in collaborative decision making with parents and school colleagues to make our school

accessible and welcoming for families. • Respect the school, students, staff and families.

Student Pledge

Family/Parent Pledge I agree to carry out the following responsibilities to the best of my ability:

• Provide a quiet time and place for homework and monitor TV viewing. • Read to my child or encourage my child to read every day (20 minutes K-3, and 30 minutes for grades 4-6). • Ensure that my child attends school every day and gets adequate sleep, regular medical attention and proper

nutrition. • Regularly monitor my child's progress in school. • Participate, as appropriate, in decisions about my child’s education. • Attend parent-teacher conferences. • Attend as many P.O.W. Wow and parent workshops as possible. • Communicate the importance of education and learning to my child. • Respect the school, staff, students, and families.

_____________________________ Student

_________________________ Teacher

___________________________ Parent/Guardian

I agree to carry out the following responsibilities to the best of my ability:

• Come to school ready to learn and work hard. • Bring necessary materials, completed assignments and homework. • Know and follow school and class rules. • Communicate regularly with my parents and teachers about school experiences so that they can help me to be

successful in school. • Limit my TV watching, video game playing, and internet usage. • Study or read every day after school. • Respect the school, classmates, staff and families.


45

SECTION 7 APPENDIX C

Marion Community Schools

District Title I Parent Involvement

Local Education Agency Policy

Marion Community School Corporation intends to follow the parental policy guidelines in accordance to the No Child Left Behind Act of 2001 as listed below.

Marion Community Schools will distribute this policy to parents of students

participating in the Title I program.

Policy Guidelines

1) Marion Community Schools will provide technical assistance and support to schools in planning and implementing effective parent involvement activities.

a) Host annual parent informational meetings. b) Publicize and disseminate the AYP results.

2) Marion Community Schools will coordinate Title I parent involvement activities with

other agency parental involvement activities that encourage and support parents to participate more fully in the education of their children.

a) Head Start b) Enrichment Opportunities

3) Marion Community Schools will build the schools’ and parents’ capacity for parent

involvement as described in Section 1118(e) of the NCLB Act of 2001 as follows:

a) The schools district and Title I schools will work together to provide assistance to parents in understanding the following: i) Their school’s accreditation and AYP benchmarks ii) State and local academic assessments iii) Their school’s School Improvement Plan iv) The requirements of Title I Part A v) How to monitor their child’s progress and work with educators to improve the

achievement of their child

b) The school district will also provide materials and training , as appropriate, to help foster parental involvement by: i) Holding Family Literacy and Math Nights. ii) Making materials and other resources available in the Family Resource

Room.


46

SECTION 7

4) Marion Community Schools, with assistance of its Title I schools, in an effort to reach out, communicate, and work with parents as equal partners, to implement and coordinate parent programs, and to build ties between parents and the school, will put in place the following:

a) Value and utilize the contributions made by parents. b) Provide professional development for teachers focusing on parent involvement. c) Research successful models of parent involvement. d) Support parents in more fully participating in the education of their child by:

i) Scheduling activities at various times during the day or evening ii) Communicate in a language or manner that is understandable to all parents

5) Marion Community Schools will take the following actions to ensure that information

related to the school and parent programs, meetings, and other activities will be received and understood by all parents:

a) Parents will receive notice of meetings and programs in a timely manner. b) Information will be provided in a language or manner that is understandable to all

parents. c) Information will be provided in a variety of ways; public meetings, district web

sites, school news letters, and in parent/teacher conferences. 6) Marion Community Schools, to the extent feasible and appropriate, will provide

support for parental activities as parents may request. 7) Marion Community Schools will, with the assistance of its schools, provide materials

and training to help parents work with their children to improve academic achievement by: a) Offering family nights. b) Providing access to parent resource centers.

8) Marion Community Schools will take the following actions to involve parents in the

joint development of the Title I Plan under section 1112 (ESEA Application):

a) All notices and information will be in an understandable and uniform format and in a language that parents can understand.

b) Invite parents to attend the Title I Program Annual Meeting. c) Provide an overview of the school’s Title I program. d) Have a parent representative on the Title I Advisory Committee.

9) Marion Community Schools will conduct with parents an annual evaluation of the

content and effectiveness of the parent involvement policy by:

a) Conducting an annual parent survey in order to determine parent needs. b) Offering the annual survey in both English and Spanish. c) Providing parents with a summary of how Title I funds were spent.


47

SECTION 7

10) Marion Community Schools will use the evaluation findings to design strategies for

school improvement and to revise, if necessary (with involvement of parents) its parental involvement policies. Marion Community Schools will also be responsible for setting meeting dates, locations, and agendas. The role of the parent will be as an active participant in the decision making process.

11) Marion Community Schools will take the following actions to involve parents in the

process of school review and improvement under Section 1116 of NCLB: a) Give prompt notice of meetings. b) Give parents an opportunity to make comments before any action takes place. c) Give parents an opportunity to participate in the development of such plans.


48

SECTION 7

APPENDIX D

SUMMARY OF DATA

ATTENDANCE Year Attendance Rate

2006-07 2008-09 2009-10 2010-11

2011-2012 2012-2013

94.7% 93.9%

93.1% 94.70% 95.5% 95.5%

ENROLLMENT

(As of the Official Enrollment Day)

Year Total Enrollment

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

379 298 348 335 278 346

POVERTY LEVEL Year Free Lunch

Count Reduced

Lunch Count

Free Lunch

Percent 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

251 251 269 291 253 306

9 10 14 18 7 11

84% 84% 77% 94%

93.5% 91.6%%


49

GENERAL ISTEP+ DATA ISTEP+ Average Pct Pass - All Tested Grades

Year All Grades

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

42.1% 42.0% 55.1% 67.3% 37.9% 55.4%

Ethnicity Percent by Year (As of the Official Enrollment Day)

Black Caucasian Hispanic Multiracial

43% in 2007-08 37% in 2008-09 31% in 2009-10 31% in 2010-11

33.5% in 2011-12 31.2% in 2012-13

38% in 2007-08 38% in 2008-09 37% in 2009-10 34% in 2010-11

34.9% in 2011-12 37.3% in 2012-13

5% in 2007-08 4% in 2008-09 8% in 2009-10 9% in 2010-11

14.4% in 2011-12 15.9% in 2012-13

15% in 2007-08 21% in 2008-09 24% in 2009-10 26% in 2010-11

17.3% in 2011-12 15.6% in 2012-13


50

APPENDIX E

Components of a School wide Plan: Beginning on

Page #: 1. A comprehensive needs assessment of the whole school 2,5 2. Implementation of school wide reform strategies 6

3. Highly qualified teachers in all core content area classes 31

4. Highly qualified and on-going professional development for 26 teachers, principals, and paraprofessionals

5. Strategies to attract high-quality, highly qualified teachers to 33 this school 6. Strategies to increase parental involvement, such as literary services a. How school will provide individual academic assessment results to parents b. Strategies to involve parent in the review of school-wide plan

13,14,15

7. Plans for assisting preschool children in the transition from early 31 childhood programs such as Head Start, Even Start, Early Reading First, or a state-run preschool program

8. Opportunities and expectations for teachers to be included in the 24, 36 decision making related to the use of academic assessment results leading to the improvement of student achievement 9. Activities and programs at the school level to ensure that students 4, 21 having difficulty mastering proficient and advanced levels of academic achievement are provided with effective, timely additional assistance

10. Coordination and integration of federal, state, and local funds; and 31 resources such as in-kind services and program components

Documents

FRANCES SLOCUM ELEMENTARY SCHOOLmygiants.marion.k12.in.us/.../SIP_2013-17_FrancesSlocum.pdf · 2013-11-13 · We at Frances Slocum model and inspire excellence by building a respectful