John Wood Elementary School

School Improvement Plan for P.L. 221

2008-2009 school year

John Wood Elementary School

John Wood Elementary School Mrs. Mary Hoffman, Principal 6100 E. 73rd Ave. Merrillville, Indiana 46410 219-650-5305

Merrillville Community School Corporation Dr. Tony Lux, Superintendent

2

Table of Contents

Page Introduction ...........................................................................................................3

Community and School Profile ..........................................................................4 Description and Location of Curriculum.............................................................6 Assessment Instruments ...................................................................................7

Vision and Mission Statement...............................................................................8 Vision Statement of the Merrillville Community School Corporation..................9 Merrillville Community School Corporation Mission Statement .......................10 John Wood Elementary School Mission Statement.........................................10

Summary of Data ................................................................................................11 Graphs from the Indiana Annual Performance Report – ISTEP+ ....................12 Disaggregation Report for John Wood School ................................................18 Additional ISTEP+ Data...................................................................................23 NWEA MAP (Measures of Academic Progress) Assessment Data.................31 Educational Programming and the Learning Environment ..............................37 Discipline Data ................................................................................................40 2008 Annual Quality of Education Parent Survey............................................47 Attendance Data..............................................................................................48

Conclusions about the Current Educational Programming .................................50 The School’s Curriculum and the Achievement of the Indiana Academic Standards........................................................................................................51 The School’s Instructional Strategies and the Achievement of the Indiana Academic Standards .......................................................................................51 Assessment of Student Achievement Based on ISTEP+ and Other Assessment Strategies....................................................................................52 Parental Participation in the School.................................................................52 Technology as a Learning Tool .......................................................................53 Safe and Disciplined Learning Environment....................................................55 Professional Development ..............................................................................57

Student Achievement Objectives ........................................................................59 Attendance Rate..............................................................................................60 Percentage of Students Meeting Academic Standards Under the ISTEP+ Program ..........................................................................................................60

Goal Action Plan .................................................................................................61 Specific Areas of Immediate Improvement......................................................62 Benchmarks for Progress................................................................................62 Proposed Interventions ...................................................................................62

Professional Development Proposal ...................................................................78 Three-Year Time Line for Implementation, Review, and Revision ......................97

3

Introduction

Narrative Description - School and Community Profile

Description and Location of Curriculum

Assessment Instruments in Addition to ISTEP+

4

Community and School Profile

Merrillville is located approximately 33 miles southeast of Chicago, Illinois in Northwest Indiana. The Merrillville Community School Corporation comprises all of Ross Township, which includes Merrillville as well as parts of the cities of Hobart and Crown Point. John Wood Elementary School now lies within the Hobart city limits since the annexation of this unincorporated area in 1995.

Merrillville is primarily a residential community of approximately 30,000 people. Population trends show that the town has been growing steadily. The citizens of Merrillville are economically and socially middle class with low percentages of residents at the high or low end of the economic and social spectrums. Many residents earn a living from businesses located along the Route 30 and I-65 corridors. Many residents also commute to Chicago and the surrounding areas. The 6,700 plus students in the corporation are shared among five elementary schools, one intermediate school, one middle school, and one high school. One parochial elementary school and one parochial high school are located within the school district area. With its proximity to Chicago, Merrillville residents have many opportunities to participate in a variety of recreational and cultural activities which include sporting events, zoos, museums, art galleries, and the like. Also nearby are the Indiana Dunes National Lakeshore and several state and county parks. Within a short distance are institutions of higher learning, including Valparaiso University, Purdue University Calumet Campus, Indiana University Northwest, and Calumet College of St. Joseph. The Merrillville Community School Corporation also has an Adult Education Program.

John Wood Elementary School is located on 15 acres in eastern Ross Township in a suburban setting in the city of Hobart. Our school has a population of 325 children. The facility was first occupied in 1962, and four building improvements have been made. In 1963, four classrooms were added, in 1968, nine classrooms were added, and in 1982, there was a general remodeling plus the addition of a library and a gymnasium. Another renovation began in April 2005. Updated facilities as well as adding 8 new classrooms and an all-purpose room highlighted the renovation.

Our school is a traditional elementary school where children in grades K-4 receive instruction in individual classrooms, heterogeneously grouped. All children receive computer-assisted instruction several times a week in one of the two computer labs, which are equipped with enough terminals for individual work and are networked for easy accessibility of programs. Every student in grade 1-4 spends a minimum of 80 minutes a week working on grade level-appropriate activities on the computers. Kindergarten students attend for a minimum of 40

5

minutes per week. Computers are also available in the classroom for teacher use and some student use. John Wood has specialists in the areas of art, music, physical education, reading, special education, and speech. John Wood also houses an emotionally disabled resource room for children. In addition, our media aide works with all children at least once a week using the corporation-wide media curriculum. Other support services include a Social Worker, Instructional/Behavior Aide, and Teacher Aide. Some students also receive direct services from the Special Education Teachers and Paraprofessionals. John Wood houses an after-school day care program. Pre-school Speech and Early Childhood Disabilities classes are also offered through the Northwest Indiana Special Education Cooperative. Our school also has an in-house cafeteria and full-time custodial care.

The student body is a diverse group.

03-04 04-05 05-06 06-07 07-08 Caucasian 70% 65% 61% 51% 43% African American 14% 15% 19% 26% 31% Hispanic 7% 9% 9% 12% 13% Asian 3% 3% 2% 2% 2% Multi-Racial 6% 8% 9% 9% 11% Limited Eng. Proficiency (LEP) 15% 16% 15% 15% 11% Free Lunch 21% 18% 19% 21% 27% Reduced Lunch 8% 8% 7% 8% 6% Attendance 96.1% 95.64% 95.9% 95.64% 95.8%

Following is the breakdown of grade and sections.

Number of Students per Section Grade 2003-04 2004-05 2005-06 2006-07 2007-08 K 19, 22 18, 20, 21 18, 18, 19 22, 21 16, 17, 18 1 21, 21, 22 19, 22, 22 21, 22, 23 24, 24, 24 22, 23, 22 2 18, 19, 19 20, 20, 23 19, 21, 22 23, 23, 24 21, 19, 20, 20 3 18, 19, 21 21, 22 21, 22, 24 20, 20, 21 23, 23, 24 4 25, 27 25, 27 26, 28 22, 25, 25 29, 30

The students are able to engage in a variety of instructional activities during their day at school. Teachers in Grade One and Two have received training in the Four Block Method. Several of them have also attended a workshop on the writing development of children. The students in Grade One learn math using the Math Their Way approach. All teachers in Grades 1-4 have received training in the Shurley Method of English and Power Writing. Teachers in Gr. K-4 have also been trained in the area of 6 Plus 1 Traits of Writing. This program will be implemented fully beginning in the Fall of 2008. Since the 2003-04 school year, grades 1-4 teachers have been using the Otter Creek Math Facts Program to

6

improve math computation skills. The staff has been trained in the Baldrige/Quality Schools Principles. The staff of John Wood has 58 both certified and non-certified personnel which includes: 1 Principal 15 Classroom Teachers 1 Art Teacher 1 Art Assistant 1 Music Teacher 1 Physical Education Teacher 1 Special Reading Teacher (grades K-2) 1 LRE Special Education Teacher 1 ED Special Education Teacher 3 ECD Special Education Teacher 1 ESL Teacher 1 Speech Pathologist 1 Support Worker 1 Nurse (17 hours a week) 2 Secretaries 1 Media Aide 1 Computer Lab Aide 1 Teacher Aide 1 Instructional/Behavior Aide 2 Lunchroom Aides 3 Playground Aides 4 Custodians 4 Food Service Personnel 8 LRE, ED, ESL, and ECD Paraprofessionals 1 Speech Pathologist for the Early Childhood Program Description and Location of Curriculum There is a curriculum for the subject areas of Language Arts, Math, Social Studies, Science/Health, Physical Education, Music, Art, Technology, and Library/Media. These curriculum guides are in line with the Indiana State Standards. They are reviewed and revised when each particular subject area has its state adoption year for materials and resources. The curriculum guides include the scope and sequence charts for each grade level, the expected learner outcomes for students, activities and lesson plans that match certain content areas, and checklists and ideas that can be used for the assessment of students. The guides along with the state standards booklets can be found in the principal’s office. Each teacher has a set of the guides and standards in his/her classroom. The state standards can also be found on the Merrillville Community School Corporation website.

7

Assessment Instruments Students in Grade 3 and 4 are tested annually on the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+). All students in Grades 2-4 are also given the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) Assessment System. Students in Grades 2-4 take the assessment once a year in the spring of each school year. The Indiana version of the MAP relates directly to the essential skills of the Indiana Standards in Mathematics, Reading and Language Understanding. Our Merrillville curriculum is based on the same standards. The MAP scores are therefore tied directly to outcomes the students are to learn in each grade. The MAP assessment system is a computer program that requires a short amount of time to administer for each subject area (usually one hour). It provides parents and educators with data that can address individual strengths and weaknesses and provides a profile of a student’s academic progress over time. Students in Kindergarten are given the Peabody Picture Vocabulary Test and the Brigance Reading and Math Readiness Skills Test at the beginning of the school year to determine individual growth of a student. Results are shared with the parents at parent-teacher conferences. The Metropolitan Early Childhood Assessment Program is also given to Kindergartners in the spring. The Reading Specialist uses several formal and informal diagnostic tools to gather information focusing on reading weaknesses. Formal diagnostic tools include the Gates-MacGinitie Reading Test, the Stanford Diagnostic Reading Test, and the DIBELS Test (Dynamic Indicators of Basic Early Literacy Skills). Continuous assessment is done with the use of teacher-made and commercially-made materials that align with the Indiana State Standards. Children may exit the program when they reach their goals. The classroom teacher does continuous assessment in each classroom to assess whether students are mastering the skills necessary for their grade level. Assessments are both formal and informal and both teacher-made and commercially prepared. Math Indicator Assessments are periodically given as the Math Power Standards are taught. These assessments are administered throughout the corporation in all grades K-12. A Quarterly Math Assessment is also given at the end of each grading period for all grades. Instruction and assessments center on the Indiana State Standards.

8

Vision and Mission Statement

Vision Statement of the Merrillville Community School Corporation

Merrillville Community School Corporation

Mission Statement

John Wood Elementary School Mission Statement

9

Vision Statement of the Merrillville Community School Corporation At the crossroads of Northwest Indiana, the Merrillville Community School Corporation creates a hometown feeling in a metropolitan area. This sprawling school community, nestled in comfortable neighborhood settings, offers attractive, well-maintained and safe schools and a comprehensive curriculum with state-of-the-art technology. A wide range of educational programs and activities are equally available to all – from pre-schoolers to senior citizens. Families are woven into a tapestry representing various ethnic, racial and religious traditions united by the common bond of seeking a quality education for the community. People feel a close connection to the school system due to the emphasis on communication. Communication is the core that allows for a collaborative relationship among the school staff, parents and community. These relationships foster and support the learning experiences that challenge each student at a level appropriate to the individual’s needs and interests. Merrillville has long enjoyed a reputation for the professional competence and character of its faculty, staff and administration. The professional staff understands and accepts personal responsibility for achieving the mission of the school corporation. The school system is committed to designing an organization of learning that seeks continuous improvement and quality, resulting in highest student achievement. Clearly written goals, aligned with rigorous academic standards, have been established that go far beyond the minimum standards required by the Indiana Department of Education. These goals also focus on developing independent, life-long learners and responsible, productive citizens. Learning environments throughout the school corporation are energized by a sense of awe, curiosity, and enthusiasm generated by knowledgeable, caring adults who ignite and sustain the desire to learn. Students are inspired by teachers who use a wide range of teaching methods to ensure that students are active learners. Students find the content of their subjects to be meaningful and applicable to the next stage of their development as learners. Each student is motivated to take ownership for learning resulting in the mastery of basic skills, literacy in a wide range of subjects, and proficiency in the use of technology. Students are able to make intelligent academic, personal and career choices as a result of individual counseling and community-based learning opportunities. Career exploration activities are provided through internships and mentoring with local business people, civic leaders and government officials. Other interests are pursued through participation in curricular and co-curricular activities. Upon graduation, students are then prepared to further their vocational and academic goals leading to productive and satisfying career choices.

10

Parents are actively involved in the education of their children and have entered into a highly functional partnership with the schools. The school system provides excellent communication to homes so that parents feel fully informed about their student’s educational plan and progress toward its fulfillment. Exemplary programs are available to parents who seek more knowledge and skills related to effective responsible parenting. Parents take responsibility for knowing and supporting school policies and classroom standards. They establish and maintain high expectations for scholarship and citizenship. Parents enthusiastically support their students in activities by attending school programs and events. They further support the schools by working as volunteers in a wide variety of ways that enrich the school district’s capacity to provide opportunities for all its students. Citizens served by the Merrillville Schools take pride in the cultural diversity of their school community. Individuals respect the heritage and traditions of the many groups living compatibly together. People feel their school system provides equal opportunities for all, values everyone’s input, and is fair and just. The Merrillville Community School Corporation exists to uphold this vision.

Merrillville Community School Corporation Mission Statement The Merrillville Community School Corporation develops in students skills for independent learning, responsible citizenship, and productive employment; and it provides the community with educational, vocational, and recreational resources. John Wood Elementary School Mission Statement Together with parents and community, the John Wood team shall provide a safe learning environment and prepare students to be productive, tolerant, and respectful citizens by fostering individual development and striving for highest academic achievement.

11

Summary of Data

Graphs from the IN Annual Performance Report - ISTEP+

Disaggregation Report for John Wood Students

Additional ISTEP+ Data

NWEA MAP (Measures of Academic Progress) Assessment Data

Educational Programming and the Learning Environment

Discipline Data

Parent Survey

Attendance Data

12

Graphs from the Indiana Annual Performance Report – ISTEP+

13

14

15

16

17

18

Disaggregation Report for John Wood School

19

20

21

22

23

Additional ISTEP+ Data

John Wood SchoolClass Academics Standards Report

Language Arts - Grade 377 79 81

75

80 82

78 76

80

72 72

78

83 82 79

85 8688 90

87 86 87 89

80 81 80 83 83 818250

60

70

80

90

100

Rea

ding

Voc

abul

ary

Rea

ding

Com

preh

ensi

on

Lit.

Res

pons

ean

d A

naly

sis

Writ

ing

Pro

cess

Writ

ing

App

licat

ions

Lang

uage

Con

vent

ions

% of Masteryon ISTEP+

2003 2004 2005 2006 2007

24


Language Arts - Grade 4

83 81

85 83 81 8183 85 83 80 78 78

87 88 87 87 85 8582 82 85 83 81

76

50

60

70

80

90

100

Rea

ding

Voc

abul

ary

Rea

ding

Com

preh

ensi

on

Lit.

Res

pons

ean

d A

naly

sis

Writ

ing

Pro

cess

Writ

ing

App

licat

ions

Lang

uage

Con

vent

ions


2004 2005 2006 2007

25


Math - Grade 3

74 7376 76 78 80 78

70

76

70 71

83

79

73 74

80

71

66

77

70 67 66

74 74 76737674 71

83

5060708090

100N

umbe

rS

ense

Com

puta

tion

Alg

ebra

and

Func

tions

Geo

met

ry

Mea

sure

men

t

Pro

blem

Sol

ving


2003 2004 2005 2006 2007

26


Math - Grade 4

81 81 83 85 83 83

72 76

70

80

72 7269

76 74 74 76

7171

76 76 73 75 76

5060708090

100

Numbe

r Sen

seCom

putat

ion

Algebra

and F

uncti

ons

Geometr

yMea

surem

ent

Problem

Solving


2004 2005 2006 2007

27

John Wood SchoolISTEP+ Results

Applied Skills Frequency Distribution

Writing Applications - Grade 3

2

14

48

33

2 02

24

40

2012

22

17

36

27

15

21

14

30

53

1 01

16

50

31

1 00

102030405060

1 pt 2 pt 3 pt 4 pt 5 pt 6 ptPoints Obtained

% of Students

20032004200520062007

28


Applied Skills Frequency Distribution

Language Conventions - Grade 3

2 5

28

64

2

14

3846

08

39

53

17

59

1

19

47

3333

010203040506070

1 pt 2 pt 3 pt 4 pt

Points Obtained

% of Students

20032004200520062007

29


Applied Skills Frequency DistributionWriting Applications - Grade 4

Standard 3

0 39

53

33

2 00 2

33

57

60 00 0 3

25

68

4 00 07

31

56

3 00

102030405060708090

100

0 pt 1 pt 2 pt 3 pt 4 pt 5 pt 6 pt

Points Obtained

% o

f Stu

dent

s

2004200520062007

30


Applied Skills Frequency DistributionWriting Applications - Grade 4

Standard 4

05

79

1030 2

57

28

407

4234

80

15

37

24

10

0

20

40

60

80

100

0 pt 1 pt 2 pt 3 pt 4 pt

Points Obtained

% o

f Stu

dent

s

2004200520062007

31

NWEA MAP (Measures of Academic Progress) Assessment Data

32

33

34

John Wood SchoolNWEA - Mean Scores for Current Grade 2

188.

2

190.

6 191.

4

185.

9

186.

3

190.

4

183184185186187188189190191192

Readin

g Spri

ng 20

08

Math Spri

ng 20

08

Lang

uage

Spring

2008

Norm RITWood RIT

35


197.

9

190.

6

201.

7

191.

4

200.

8

187.

9

198.

8

190.

8

201.

5

192

202.

2

188.

2

180

185

190

195

200

205

Readin

g Spri

ng 20

07

Readin

g Spri

ng 20

08

Math S

pring

2007

Math S

pring

2008

Lang

uage

Spri

ng 20

07

Lang

uage

Spri

ng 20

08

Norm RITWood RIT

36


182.

2

197.

9 205

190.

6

201.

7 210.

4

191.

4

200.

8 207.

1

191.

5

200.

9

204.

7

188.

7

203.

8 209.

1

194.

6

204 20

9.7

175180185190195200205210215

Readin

g Spri

ng 20

06

Readin

g Spri

ng 20

07

Readin

g Spri

ng 20

08Math

Spri

ng 20

06

Math S

pring

2007

Math S

pring

2008

Lang

uage

Spring

2006

Lang

uage

Spring

2007

Lang

uage

Spring

2008

Norm RITWood RIT

37

Educational Programming and the Learning Environment

38

39

Computer Lab ActivitiesJohn Wood School

2007-08 School Year

0

20

40

60

80

100

120

140

160

Wood Wood Wood Wood Wood Wood Wood Wood Wood Wood Wood Wood Wood

EX Excel Inspiration Internet KidPix Kidworks PP Publisher TTL TTL Jr. Word KW Field Day

Total

40

Discipline Data

John Wood School Discipline Data2007-2008

through 4-30-08

265

38

4 17

182

51

0 8

419

98

4 16

424

50

11 6

414

51

5 6

0

100

200

300

400

500

Misbehavior Slips Detentions In-SchoolSuspensions

Out-of-SchoolSuspensions

2003-04 2004-05 2005-06 2006-07 2007-08

41

Summary of Misbehavior Slips, Detentions, Suspensionsthrough 4-30-08

49

69

14 15

27

1

7

2 5 2 0 0 0 2 2

15

3

10

1

38

91

23

12

66

2 6 2 6 5 6 2 1 5 2

33

1

14

0

38

163

35

16

54

1

27

1

15

4 8

0 0 3 2

43

0 2 1 2

68

133

24

15

95

0

37

0 0

7

1 1 0 1 2

28

0 1 1 00

204060

80100

120

140160180

Def

ianc

e - f

ollo

w d

irect

ions

Han

ds, f

eet,

obje

cts

Dis

resp

ect f

o st

uden

t

Inpr

oper

lang

uage

Dis

rupt

ive

Che

atin

g

Dis

resp

ectfu

l to

adul

t

Lyin

g

Figh

ting

Thre

atin

g

Thro

win

g fo

odTo

ys, w

alkm

an, v

ideo

gam

esIn

appr

opria

te c

omm

ents

- ra

cial

Vand

alis

m

Stea

ling

Mis

beha

ving

- Sc

hool

bus

Forg

ery

Seve

re v

iola

tion

Dea

dly

wea

pon/

look

alik

e

Assa

ult

2004-05

2005-06

2006-07

2007-08

42

John Wood School Detention Data 2007-2008

Breakdown by Offense through 4-30-08

162220

3633

64

6

44

25 26

0

10

20

30

40

50

60

70

Incomplete Work Misbehavior

2003-04

2004-05

2005-2006

2006-07

2007-08

43

John Wood School Discipline DataSuspensions

2007-2008Breakdown by Offense

through 4-30-08

0 0

3

2 2

3

2 2

4

3

00 0 0 0

1

3

1

2

3

1 1

2

0 0

1

3 3 3

1

0

1

0

4

1

3

0

1

5

0 0 0 0

1

2

0

1

0

6

0

1 1

0

1

0

1

00

5

10

Figh

ting

Dis

resp

ect (

Lang

uage

)

Dis

resp

ect (

Han

ds &

Fee

t)

Dis

resp

ect (

Follo

win

gD

irect

ions

)

Dis

resp

ect (

Stud

ent t

oSt

uden

t)

Dis

resp

ect (

Stud

ent t

o St

aff)

Thre

ats

of H

arm

Min

or V

anda

lism

Mis

cella

neou

s (S

ever

e)

Tem

per T

antru

m (A

nger

)

Wea

pon

Assa

ult

2003-04

2004-05

2005-06

2006-07

2007-08

44

John Wood School Discipline Data2007-2008

Detention and Suspension Repeat Offenders

through 4-30-08

46 6

2

9

24

19

41

10

44 5 52

05

1015

20

Det

entio

ns -

Inco

mpl

ete

Wor

k

Det

entio

ns -

Mis

beha

vior

Det

entio

ns -

Spl

it

(at l

east

1 o

fea

ch)

Sus

pens

ion

2003-04

2004-05

2005-06

2006-07

2007-08

45

John Wood School 2007-2008

Behavior Slips

GRADE/TEACHER 1st Gr. Period 2nd Gr. Period 3rd Gr. Period 4th Gr. Period K – Burkhart 0 0 1 0 k – Maynard 6 10 1 2 K – Steele 8 0 4 1 Total 14 10 6 3 1 – Bashore 0 3 5 3 1 – Frink 4 4 8 3 1 – Oppman 1 1 1 0 Total 5 8 14 6 2 – Furman 10 1 4 4 2 – Grogloth 3 6 4 6 2 – Radivan 6 2 3 1 2 – Roszkowski 10 4 7 2 Total 29 13 18 13 3 – Hickman 2 8 4 4 3 – Kocevar 13 5 10 10 3 – Walsh 5 10 1 2 Total 20 23 15 16 4 – Krutz 9 1 12 0 4 – McCormick 7 3 1 4 Total 16 4 13 4 Total Misbehavior Slips 84 58 66 42 Detention Room ** 25 40 53 39 Music Art PE Library Bus conduct *12 *10 3 4 Total 109 98 122 85 School Total (through 4-30)*included in the teacher count Detention Room = Timeout from the classroom (2007-08 is the first year to document this) Total After-School Detentions 1st Gr. Period 2nd Gr. Period 3rd Gr. Period 4th Gr. Period given by teacher or principal for (as of 4-30) classwork/homework/behavior 9 13 21 8

46

Our BEST Behavior!

% of students not receiving a misbehavior slip Grade Sept Oct Nov Dec Jan Feb Mar Apr May Kdg 97% 85% 96% 89% 96% 92% 98% 96%

1 95% 98% 94% 97% 92% 97% 91% 94% 2 85% 89% 95% 92% 96% 94% 89% 94% 3 88% 93% 91% 89% 93% 87% 97% 83% 4 83% 95% 97% 100% 100% 93% 95% 95%

47

2008 Annual Quality of Education Parent Survey

Strongly Agree Agree Disagree

Strongly Disagree

Do not know Totals

Strongly Agree Agree Disagree

Strongly Disagree

Do not know

1 I feel welcome in my child's school. 69 45 3 0 1 118 58.47% 38.14% 2.54% 0.00% 0.85% 2 My child is safe at school. 56 60 1 0 2 119 47.06% 50.42% 0.84% 0.00% 1.68%

3 The school meets the social needs of my child. 41 58 10 0 2 111 36.94% 52.25% 9.01% 0.00% 1.80%

4 The school meets the academic needs of my child. 50 55 11 1 0 117 42.74% 47.01% 9.40% 0.85% 0.00%

5 The school expects quality work from my child. 56 62 0 0 0 118 47.46% 52.54% 0.00% 0.00% 0.00%

6 The school succeeds in preparing my child for the ISTEP+ test. 34 52 2 0 28 116 29.31% 44.83% 1.72% 0.00% 24.14%

7

The school provides sufficient and appropriate information regarding my child's progress. 50 55 8 2 1 116 43.10% 47.41% 6.90% 1.72% 0.86%

8

The school provides regular communication to me about school news, activities, and events. 60 53 3 1 1 118 50.85% 44.92% 2.54% 0.85% 0.85%

9

School staff maintain consistent discipline which is conducive to learning. 46 57 6 1 6 116 39.66% 49.14% 5.17% 0.86% 5.17%

10

The school provides challenging instruction in the language arts (reading, writing, listening, and speaking.) 44 61 7 1 5 118 37.29% 51.69% 5.93% 0.85% 4.24%

11 The school provides challenging instruction in mathematics. 49 60 4 1 7 121 40.50% 49.59% 3.31% 0.83% 5.79%

12 The school provides challenging instruction in science. 39 61 6 0 11 117 33.33% 52.14% 5.13% 0.00% 9.40%

13

The school provides challenging instruction in social studies (geography, history…) 37 62 5 1 12 117 31.62% 52.99% 4.27% 0.85% 10.26%

14 The school prepares my child to use computers and technology. 49 62 2 0 5 118 41.53% 52.54% 1.69% 0.00% 4.24%

15 The school is preparing my child to be successful in the future. 50 58 5 0 4 117 42.74% 49.57% 4.27% 0.00% 3.42%

16 My child is currently in this grade. (Circle all that apply)

Kdg. 15

First 19

Second 31

Third 19

Fourth 19

More than one 16

Total 119

Female Male Total Native Americ Asian

African Americ Hispanic Caucasi

Multi-Racial Total

Total surveys turned in - 119 99 18 117 2 4 25 21 54 3 109 84.62% 15.38% 1.83% 3.67% 22.94% 19.27% 49.54% 2.75%

48

Attendance Data

49

Attendance - 2007-2008

94.6

494

.64

94.0

8 95.9

3

94.996

.1797

.45

95.2

90919293949596979899

100

Sept.

Oct.Nov

.Dec

.Ja

n.Feb

.Mar. Apr. May

Month

Atte

ndan

ce R

ate

50

Conclusions about the Current Educational

Programming

The Curriculum and the Achievement of the Academic Standards

Instructional Strategies and the Achievement of the

Academic Standards

Assessment of Student Achievement

Parental Participation

Technology as a Learning Tool

Safe and Disciplined Learning Environment

Professional Development

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The School’s Curriculum and the Achievement of the Indiana Academic Standards John Wood School utilizes the Curriculum Maps that were written by teams of corporation teachers. These curriculum maps were designed to meet or exceed the Indiana State Standards in each academic area. Our textbooks were selected with the Indiana Standards as a criterion. John Wood’s curriculum supports the achievement of the Indiana Academic Standards. Some teachers are using charts of the Indiana Standards downloaded from the Merrillville Community School Corporation website to document the dates when particular standards are taught. Conclusion: Currently there are curriculum maps for Language Arts, Math, Social Studies, Science, Music, Art, and Physical Education. This documentation provides for better record keeping and enables teachers to track skills that need to be taught. Two Curriculum Map samples (Math and Social Studies) are included in the Data section on pages 37-38. The School’s Instructional Strategies and the Achievement of the Indiana Academic Standards The John Wood School staff continuously assesses current classroom strategies and plans the implementation of effective new methods and programs to promote higher student achievement. Conclusion: Teachers continue to search for “best practices” as identified by educational research and the Indiana Department of Education. Teachers have been trained through workshops and have implemented the following programs in their classrooms:

Math Their Way (Grade 1) Math Manipulatives Usage (Grades K – 4) Otter Creek Math Facts Program (Grades 1 – 4) 6 Plus 1 Traits of Writing (Grades K-4) Shurley Method of English (Grades 1 – 4) Power Writing (Grades 1 – 4) Four Block Reading (Grades 1 & 2) Big Blocks Reading (Grades 3 & 4) Young Hoosiers Readers Program (Grades K – 4) Cooperative Group Learning Centers (Grades 1 – 4) Peer Tutoring and Peer Groups Scholastic’s Reading Counts (Gr. K – 4) Writer’s Workshop Workshops Integrating Technology and the Curriculum (Grades K – 4) Ruby Payne Mental Models

52

The teachers in the areas of Physical Education, Music, and Art also stress the academic standards whenever applicable in their classes as well as teach the standards for their curriculum area. Assessment of Student Achievement Based on ISTEP+ and Other Assessment Strategies After reviewing the ISTEP+ and the Northwest Evaluation Association (NWEA) MAP scores, several conclusions about John Wood students’ achievements were noted. There were inconsistencies in the Language Arts area prior to the re-alignment of the ISTEP+ test to the state standards. As a result of the alignment, for the past several years, we have consistently maintained scores in the 80-85% range in the English/Language Arts area for both Grade 3 and Grade four. The state average range was 73-76% for both grades. Math scores were also inconsistent in previous years. Again, the math tests on the ISTEP+ were changed and re-aligned to the state standards. Consequently, for the past several years, our percentage range has been between 69 - 81% for Grade 3 and between 76 - 83% for Grade 4. The state average range was 67 - 74% for Grade 3 and 74 - 76% for Grade 4. NWEA tests are administered each spring in Grades 2, 3, and 4 in Reading, Language Arts, and Math. Over the last several years, John Wood students averaged equal to or better than the national average for all grade levels 2-4 on most tests. For the past two years, however, several scores were below the norm mean in all Grades 2, 3, and 4. Conclusion: While both the English/Language Arts and the Math percentages for John Wood School have been at or above the state averages on the ISTEP+ test, the staff wants to improve the scores in Language Arts and Math. These two areas are very critical components of academic achievement for students. Also, for the first time, some NWEA scores showed lower than the norm scores in all grade levels. Two goals have been identified in the Goal Action Plan Section of the School Improvement Plan. John Wood School ISTEP+ Data and NWEA Data are included in the Data Section from page 12-36. Parental Participation in the School There is a high degree of parental support at John Wood. Parents participate in their student’s education by reviewing and signing daily and/or weekly homework sheets, attending “Meet the Teacher Night”, attending parent-teacher conferences, and observing classroom instruction and activities during National Education Week and during other scheduled times throughout the year. Parents are often found volunteering in the classrooms. They help prepare school materials, work with groups of children on projects, and assist teachers at special events.

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Percentage of Parent Turnout at Parent-Teacher Conferences 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07 2007-08 98% 97.1% 98% 94.7% 97.5% 94% 96%

The Parent Teacher Organization is an integral part of our school program. The PTO sponsors many programs for our students throughout the school year, both as part of the curriculum and beyond the curriculum. Some of the activities they provide are the following: Fall Fun Night and Chili Supper, two holiday parties for each class per year, Pumpkin Decorating Contest, Book Fair Week, Santa’s Secret Workshop, Family Fun Nights, and Fun Fair. The PTO has numerous fundraisers throughout the year. These include: Market Day, Campbell’s Labels for Education, General Mills Box Tops for Education, merchandise sales, and spirit wear sales. These promotions greatly benefit the students and provide additional monies for materials and activities at the school. The PTO also assists in providing support, both monetarily and with volunteer help in many school-related activities such as: Grandparents Day, assembly programs, sports intramurals, health and vision screenings, Science Activity Day, Jump Rope for Heart, FAME programs, Curt Hoffman Scholarship Fund, Kindergarten Registration, Field Day, and Awards Day. They also provide classroom materials and instructional resources for the teachers each semester. Parents represent John Wood School on the Continuous Improvement Council, the Merrillville School Corporation Advisory Council, and the Quality Schools Partners in Excellence Committee. These committees meet four to five times a year to discuss school and corporation policies, programs, and concerns. Parents actively participate on these committees. Conclusion: Together the staff and parents help create a climate that is nurturing, caring, and positive for the students. A Parent Survey was distributed to parents in March 2008. A total of 119 surveys were returned. On the whole, most parents strongly agree or agree that the school is meeting the academic and social needs of their child. Another strength indicated on the survey was in the area of communication and information to parents. Several parents marked that they did not know whether the school is preparing their child for the ISTEP+ Test. Others were also concerned whether the school was challenging their child in the areas of science and social studies. The survey and the tabulation of responses are included in the Data Section on page 47. Technology as a Learning Tool MCSC Technology Mission Statement It is the goal of the Merrillville Community School Corporation to provide students with the opportunity to enhance their educational experience through the use of technology.

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Computers are available throughout the school for students and staff. John Wood Elementary School Media Center has eight individual stations. The teachers and many other staff members have a personal computer that is networked with all corporation schools and departments. Each teacher is provided with a desktop PC equipped with Windows 2000 Professional, Internet access, and e-mail. Each teacher also has a password-protected folder located on the school corporation main server. John Wood School has two computer labs that are also networked with the other schools via a T1 line network connection. Each computer lab is equipped with thirty-two stations with Windows 2000, three scanners, two laser printers, and two multimedia data projectors. The school also has additional technology available to all staff. This includes three digital cameras, six multimedia data projectors and 16 scanners. We also have six Smart boards, 30 NEOs, and 30 Clicker Response System units. Some of these resources were acquired through the PATINS Project (Promoting Achievement through Technology and Instruction for all Students). Again, there is fast access to the Internet and a password-protected folder system. The students have access to numerous instructional software programs, which can be integrated into the curriculum. These programs include: Microsoft Office, Kid Works, Inspiration, Type to Learn Keyboarding Program, Kid Pix, Kurzweil Reading Program, Internet, Reading Counts, Grolier-On-Line, and Scholastic. Many of the programs can be accessed from the students’ and staff’s home via the corporation web site. Merrillville Community Schools offer continuous workshops covering our educational software programs, internet, e-mail, Front Page Publisher, scanning, photo editor, and ways to integrate these programs to meet the Indiana Standards. These workshops are offered after school and during the summer. Workshops are offered to all Merrillville staff and surrounding communities. Technology updates and refreshers are also offered during building meetings. A complete technology staff is available to assist all staff. A Media Director, a Director of Information Technology Services, and a Director of Technology Instruction and Training all can be reached by e-mail and telephone. There is a Computer Lab Aide in the lab to assist teachers and students with class activities. There is also a hot line so that staff may inquire about hardware or software used in the system. The Director of Technology Instruction and Training personally conducts conferences with staff discussing the implementation of correlating the technology with the Indiana Standards. There is a book of technology lesson plans that includes lesson plans, objectives and standards. These lesson plans are also on the web site and are accessible to the Merrillville Staff. Also available on the corporation web site is “Technology Tips of the Day” which educate staff on particular programs such as Microsoft Word, Excel, and Outlook. These tips are also available for staff in video format. Current computer publications are available in the media center and the lab.

55

Kindergarten through fourth grade has two forty-minute class periods a week. Additional class periods are available. The schedules are posted in both labs. The technology curriculum for all grade levels is posted in each lab and each staff member is provided a copy of the curriculum guide. All teachers use the computer labs as an extension of their classroom instruction. The teacher and the Computer Lab Aide work together to create class activities that integrate the Merrillville Technology Curriculum with the Indiana Standards. For example, in Language Arts at each grade level, teachers show students how to create, edit, save and retrieve word-processed documents. Using multi-media programs, teachers lead students to use the tools and features of such programs to create projects, make presentations, and do research. A variety of writing assignments are completed in the computer lab throughout the year. To integrate technology with the math standards, teachers show students how to use spreadsheets and databases to organize, display, and calculate numeric data. Students create tables, charts, and graphs with the data. Older students record data to assist them in the record keeping of their grades. The Merrillville K-8 Technology Curriculum was created to describe the learning outcomes expected of Merrillville students and the instruction expected of the Merrillville staff. The Technology Curriculum is the result of recommendations made by the staff as well as a study of application of skills to content. The curriculum includes five areas: Database, Keyboarding, Multimedia, Spreadsheet, and Word Processing. The learning outcomes, assessments, hardware/software used, the professional development, and the content areas are listed by grade levels. Conclusion: The Merrillville Community School Corporation takes great pride in its educational technology program because of the exceptional resources and curriculum available to students. The technology curriculum and resources are an integral part of meeting our academic goals. A chart showing computer lab activities can be found in the Data Section on page 39. Safe and Disciplined Learning Environment The Merrillville Community School Corporation Elementary Handbook states that as teachers and students are brought together so that learning may take place in the classrooms, an environment must be created which permits an orderly and efficient operation of the schools. This environment, most of all, comes through consideration of others and through self-discipline. The responsibility for development and maintenance of this self-discipline falls to a combined effort of students, parents, teachers, administrators, and to our community, which established the value system we accept. An elementary handbook is distributed to each parent at the beginning of the school year to outline the goals, rules, regulations, and policies of our

56

corporation. Parents sign a form and return it to school indicating that they have received the book and are aware of the policies. Parents are also given a homework outline to explain the school board policy for homework. John Wood School sends home information to the parents about the discipline policy of the school. The basic rules are listed, consequences are explained, and individual classroom rules and discipline plans are sent along with the school-wide program. The students and the teacher use the Baldrige principles to write these classroom rules. Some teachers also discuss classroom procedures and outline the year’s activities at the annual “Meet the Teacher” Night. Monitoring student behavior in the classroom is the responsibility of the classroom teacher. Teacher aides have been hired to monitor the lunchroom and the playground. The recess aides and the cafeteria aides work with the principal and teachers to ensure a safe and orderly environment. Misbehavior slips are issued when students are not acting appropriately. The students receive a consequence such as missing a recess, lunch detention, after-school detention, in-school suspension and/or out-of-school suspension depending on the seriousness of the offense. Teachers are informed of these incidents and the principal or the teacher informs parents after each incident. The plan has been successful in documenting and gathering data on discipline and behavior of the students. However, the old plan was sometimes perceived as negative and punitive rather than positive and rewarding. A school climate goal has been outlined in the School Improvement Plan to correct the issues presented. A Goal Action Plan describes the new outlook regarding the discipline plan using incentives, charting of good behavior, posters, songs, and weekly class meetings. The program called PBIS (Positive Behavior Interventions and Supports) will also be implemented in the fall of 2008. In the 2002-2003 school year, we started a “peer mediation” program for 4th graders and a “conflict bridge” was used to resolve minor disputes. Now each year a video about peer mediation is shown to each 4th grade class by the school social worker. Eight students are selected from the 4th grades to serve as mediators during recess, going through two training sessions. Mediation request forms are provided in the 4th grade classrooms. The school social worker serves as supervisor and two student mediators are assigned to each conflict. Also, the “conflict bridge”, a painted vinyl floor mat, outlining the five steps of mediation is used with 2nd through 4th grades. The mediation steps are as follows: state the problem, tell how you feel and why, restate the problem from the other person’s viewpoint, give one to three solutions and consequences, and agree on one solution. The conflict bridge program will be expanded for use in all grades once the renovation process is completed for the building. The conflict bridge will be painted on the playground and in the All-Purpose Room. The staff at John Wood perceives a further need to assist students in dealing with conflicts. The program Kelso’s Choice will be implemented as well as the school corporation anti-bullying program. Kelso’s Choice is a conflict-management curriculum that helps students differentiate between problems they

57

can handle on their own and those requiring adult intervention. It offers nine options students can choose from in order to solve conflicts. The anti-bullying program will include videos and activities that will help students understand their roles to stop bullying. Wood School has been using a character education program, Building Esteem in Students Today, also known as The BEST Program. This program provides classroom activities for the teacher, school-wide activities, and parent newsletters centered on nine monthly character education themes such as caring and sharing, respect, responsibility, and feelings and conflict. The principal announces the theme of the month on the intercom system and says weekly slogans to remind the students of the theme. The BEST program has been further incorporated into the discipline plan through the use of the BEST acronym rules and song. Students participate in many activities at John Wood School. Activities such as reading programs and Read-A-Thon, Media Fair, Science Activity Day, and FAME programs, complement the curriculum and are available to most students. Students can also be selected for Student Council, Newspaper Staff, flag raisers, cafeteria helpers, peer tutors, and bookstore helpers. PTO-sponsored activities provide additional enjoyment and fun for the students. These opportunities give the students a chance to feel that their ideas and their service to the school contribute to the positive climate of the school. Conclusion: John Wood staff will continue to emphasize the themes of consideration of others and self-discipline. All programs in this area will be monitored by the School Safety Committee comprised of the Principal, the school nurse, the head custodian, the Social Worker and the Secretary to the Principal. The Continuous Improvement Council (CIC) will also assist the School Safety team. The BEST Program, Kelso’s Choice Program, PBIS, the school corporation anti-bullying program and the conflict resolution bridge, along with the positive participation of students in various activities, will promote ownership in creating a safe and disciplined learning environment. This is described in a goal in the Goal Action Plan Section. John Wood School Discipline Data can be found in the Data Section from page 40-46. Professional Development The John Wood staff prides themselves on their efforts to continue to look at “best practices” in order to attain highest student achievement. As outlined in the section on “Instructional Strategies and the Indiana Standards” many teachers have received additional training in selected areas of curriculum teaching. Teachers often develop these new skills through workshop training and in-services. Half-day professional development days are scheduled into the school calendar to provide time for teachers to participate in on-site activities, workshops, and collaboration time among staff members. Staff members also meet after school for training especially in the technology area.

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Merrillville Community School Corporation was the recipient of the Educate America Grant. This grant enabled our staff to be trained in the Baldrige/Quality Schools implementation of the Integrated Management System and Classroom Learning System. All systems are built on a core set of values and concepts such as customer-driven quality, continuous improvement and learning, employee participation and development, and results orientation. The Integrated Management System is organized into seven categories. These categories are used to describe the goals in this School Improvement Plan and give the plan a structure for organization. The PDSA (Plan-Do-Study-Act) Cycle allows the staff to stay focused and aligned to the school’s vision, mission, and goals. The Classroom Learning System enables teachers to introduce and use the Baldrige Principles in their classrooms. Teachers have been trained to help students reach highest student achievement and self-discipline through activities such as writing a mission statement, having student-led conferences, charting work and behavior, and writing goals to promote quality work. The 2005-2006 Professional Development Plan offered the following learning opportunities for John Wood staff: Ruby Payne Principles Training – Train the Trainer Workshop Ruby Payne Principles Training for Staff Members Ruby Payne Materials (books, workbooks, and videos) Tucker Signing Strategies for Reading Workshop Tucker Signing Strategies Materials Universal Design for Learning (UDL) Training – Indiana PATINS Project Morning Meeting Activities Books Behavior Management Workshop Power Writing Plus Workshop and Training Differentiated Instruction Workshop Effective Teaching Practices In-service Problem-Solving Strategies In-service Anti-Bullying Prevention Materials Grade Level Collaboration Meetings Technology Training Recess Aide Training Conclusion: The teachers at John Wood want training to learn additional successful teaching strategies and to be able to work together as collaborative teams to develop positive programs. For 2008, a Literacy coach will be trained in the Balanced Literacy Approach. Implementation of the PBIS Program will begin as well as the 6 Plus 1 Traits of Writing Program. The teachers will also learn how to best teach the newly adopted reading and writing program. These areas are outlined in the Goal Action Plan Section and the Professional Development Plan.

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Student Achievement

Objectives

Attendance Rate

Percentage of Students Meeting Academic Standards under ISTEP+

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Attendance Rate The attendance rate at John Wood School has shown inconsistencies over the past several years as shown in the table below. The rates reported to the state and in the Wood Profile at the end of the year were as follows:

95.0

4%

95.6

0%

95.1

6%

96.1

0%

95.4

0%

95.9

0%

96.0

2%

95.3

8%

90.00%

92.00%

94.00%

96.00%

98.00%

2000

-21

2001

-02

2002

-03

2003

-04

2004

-05

2005

-06

2006

-07

2007

-08

The office staff currently checks on all students not attending school for the day. Letters are also written to parents at the student’s fifth and ninth absence from school in a semester. Percentage of Students Meeting Academic Standards Under the ISTEP+ Program The percentage of students meeting or exceeding the Math Standards in the past seven years are as follows: 2002 2003 2004 2005 2006 2007 2008 Grade 3 67% 76% 74% 78% 76% 81% 69% Grade 4 N/A N/A N/A 83% 76% 73% 76% The percentage of students meeting or exceeding the Language Arts Standards in the past seven years are as follows: 2002 2003 2004 2005 2006 2007 2008 Grade 3 74% 84% 79% 80% 80% 87% 81% Grade 4 N/A N/A N/A 81% 81% 85% 80% Several tables and charts are provided in the data section of the School Improvement Plan. From this data, it has been determined that a goal will be continued in both the Language Arts and the Math areas. The goals and processes to improve in these areas are described in the Goal Action Plan Section.

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Goal Action Plan

Specific Areas of Immediate Improvement

Benchmarks for Progress

Proposed Interventions

62

Specific Areas of Immediate Improvement Four goal areas have been selected as top priority for John Wood School to complete over the next three years. They are as follows: English / Language Arts Math Safe and Disciplined Learning Environment Cultural Competency Each goal is described on the following pages using the Baldrige model for organization. The areas of leadership, goals and measures, aim, information and analysis, human resources, processes, and results are addressed. The processes are further described using a Balanced Scorecard and Strategies Sheet for each goal. Lagging and leading indicators, performance projections, strategies, evidence of deployment, and resources required are the parts of the plan which help the staff implement the processes in order to reach the goal. Goals are quantitative and results will be based on data. Benchmarks for Progress Benchmark results will be documented on the Balanced Scorecard of each goal. The “Lagging and Leading Measures” will show improvements and allow us to see progress toward our goals. Proposed Interventions Proposed interventions are explained on the Strategies Sheets for each goal.

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2.0 Goals and Measures

John Wood students will master the academic s tandards on the 2008

ISTEP+ test in the area of English / Language Arts with a third grade

and a fourth grade average score of 83% or higher.

7.0 Resul ts

81% was the average score of the language arts portion of the 2007 ISTEP+ tes t for third grade. 80% was the average score for fourth

grade.

NWEA results

Pre-Post Writing Prompt

DIBELS Individual Results

IN Reading Ass essment - Grades One and Two

See Data Section

3.0 Aim

Highest Student Achievement

1.0 Leadership

Continuous Improvement Council, Principal, Faculty & Staff

6.0 Processes

There will be consistent application and us e of the Merrillville Writing Prompts

and Rubrics by the John Wood teaching staff.

The John Wood teaching staff will provide daily writing opportunities for

various writing experiences as outlined in the State Standards especially in the

content areas .

Clas sroom teachers will use 6 Plus 1 Traits of Writing, Power Writing, and

Teacher Modeling as part of their writing instruction.

Clas sroom teachers will use Ruby Payne mental models for visual cues in writing

and reading process es.

School-wide reading programs will be incorporated throughout the year.

Teachers will encourage students to read non-fiction materials, especially in

the area of Science.

4.0 Information and Analysis

ISTEP+

NWEA

Pre, Pos t data fromwriting prompt

Scholastic Levels of Reading

Informational Text Reading Inventory

DIBELS

Teacher-made as sess ment tools

Charting or Checklists

5.0 Human Resources

MCSC Language Arts Committee

Seminars directed by outside specialists in the

area of Englis h / Language Arts

Corporation Power Writing Facilitator

Corporation 6 Plus 1 Traits of Writing Facilitator

Ruby Payne Mental Models

Training in Ruby Payne Principles

Goal 1: English / Language Arts

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MERRILLVILLE COMMUNITY SCHOOL CORPORATION

BALANCED SCORECARD SCHOOL: John Wood Elementary 2008-2009 Aims: 1. Implement Integrated Management System 2. Produce Highest Student Achievement 3. Provide Professional Development 4. Create Healthy, Safe, Friendly Learning Environments 5. Build Family and Community Communication and Involvement

Goal Focus (2.0)

Lagging or Results

Measures (4.0) Leading

Measures (4.0) Grade/ Subject

Chart inResults

(7.0) Performance Projections

ACTUAL2004/5

PROJ. 2005/6

ACTUAL2005/6

PROJ.2006/7

ACTUAL2006/7

PROJ.2007/8

ACTUAL2007/8

PROJ.2008/9

3rd-80% 80% 80% 81% 87% 83% 81% 83% ISTEP+

3,4 4th-81% 81% 81% 82% 85% 83% 80% 83%

NWEA

2,3,4 See Data Section

Corporation Pre-Post Writing

Prompt

K,1,2,3,4

Metropolitan, Brigance, Peabody

K

Quarterly grade level prompts

K,1,2,3,4

John Wood students will improve their Writing skills based on the

Indiana Academic Standards.

Daily Language Review

1,2,3,4

English / Language Arts Writing

65



Goal Focus (2.0)

Lagging or Results



Chart in Results


ACTUAL2004/5

PROJ. 2005/6

ACTUAL2005/6

PROJ. 2006/7

ACTUAL2006/7

PROJ. 2007/8

ACTUAL2007/8

PROJ.2008/9

3rd-80% 80% 80% 81% 87% 83% 81% 83% ISTEP+ 3,4 4th-81% 81% 81% 82% 85% 83% 80% 83%

NWEA

2,3,4 Se Data Section

Indiana Reading Assessments

1,2

Peabody, Brigance,

Metropolitan

DIBELS K

DIBELS

Weekly Vocabulary and Comprehension

tests

1,2,3,4

Unit Vocabulary and Comprehension tests

1,2,3,4

Daily Language Review

1,2,3,4

John Wood students will improve their Reading skills based on the



1,2,3,4

English / Language Arts Reading

66

MERRILLVILLE COMMUNITY SCHOOL CORPORATION What Are Your Strategies? School: John Wood Elementary 2008-2009 Responsibilities: Faculty, Staff, Administration

GOAL: English / Language Arts - Writing GOALS -- LAGGING AND LEADING INDICATORS STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

ISTEP+ Writing Rubric Scores Ruby Payne Mental Models Training

NWEA Evidence of 6 Plus 1 Traits Writing Power Writing Resource Books for Teachers

Pre-Post Writing Prompt Writing Portfolios Student Journal Books

Metropolitan, Brigance, Peabody Teacher Grade Books Writing Folders

Quarterly Grade Level Prompts Daily Writing Practice per Lesson Plan Book Daily Language Review Resources

Daily Language Review Writing Mental Models Power Writing Facilitator

Power Writing Samples Mental Models Samples

Trade Books Variety for 6 Plus 1 Traits of Writing

Merrillville Community School Corporation Writing Rubrics

Corporation-wide Writing Prompts

Instructional Aide

Technology Resources

A writing pre and post assessment test will be given to

students in the fall and spring of each year.

Quarterly grade level prompts will be scored using the rubrics and the editing checklists. Prompts for each

quarter will stress expository, persuasive, descriptive, or narrative styles of writing depending on the grade

level and the standards.

Informal writing will be done on a daily basis in various curriculum areas, i.e., Social Studies and Science.

Students will present their writing orally once a grading

period.

Teachers will use mental models for the writing process.

There will be consistency among grade levels in use of

Writing folders with color-coded pages for parts of speech.

Power Writing, Read-alouds and teaching modeling will be used as part of the grammar instruction and

writing development.

There will be a teacher trainer for the 6 Plus 1 Traits of Writing Program.

Teachers will incorporate the 6 Plus 1 Traits of Writing

into their current curriculum.

Teachers will use word walls for vocabulary development.

Teachers will begin to learn about the Balanced

Literacy Approach.

6 Plus 1 Writing Traits Resources Trade books showing 6 Plus 1 Traits

Writer Source Books (Gr. K-4)

67


What Are Your Strategies?

School: John Wood Elementary 2008-2009 Responsibilities: Faculty, Staff, Administration

GOAL: Reading GOALS -- LAGGING AND LEADING INDICATORS STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

ISTEP+ Reading Mental Models Ruby Payne Mental Models Training

NWEA Lesson Plan Books Incentive Program Materials

Indiana Reading Assessments Reading Charts for Incentive Programs Schedule of Class Pairing

Peabody, Brigance, Metropolitan Monthly Newsletter Scholastic Reading Program

DIBELS Monthly Calendar Variety of Self-Selected Readers

Weekly Vocabulary and Comprehension Tests

Calendars for Reading Buddies Schedule Daily Reading Review Resources

Unit Vocabulary and Comprehension Tests Piloting Remedial Software Instructional Aide

Daily Language Review Reading Adoption Process followed Computer Programs


Workshops to learn how to give Reading Assessments Technology Resources

Teachers will use mental models for the

reading process in vocabulary and comprehension.

School-wide reading incentive programs will continue such as Read-a-Thon, 600

Minute Reading Club, Required Reading, and Hoosier Books.

A “Reading Buddies” Program will be established pairing upper grades with

lower grades.

Teachers will familiarize themselves with the newly adopted reading program.

Teachers will encourage students to read

non-fiction materials, especially in the Science area and according to the grade level Indiana State Science Standards.

Teachers will learn to administer reading

assessments such as DIBELS, IRI’s, Running Records, etc.

Teachers will begin to learn the

philosophy of a Balanced Literacy paradigm and begin to implement

components of the program.

Balanced Literacy Information

68


John Wood students wil l master the academic standards on the 2008

ISTEP+ test in the area of Math with a third grade and a fourth grade

average score of 71% or higher.

7.0 Resul ts

69% was the average score of the math

section of the ISTEP+ test for third grade.

76% was the average score for fourth grade.

NWEA

Math Facts Timed Tests

See Data Section

3.0 Aim

Highest student achievement

1.0 LeadershipContinuous Improvement Counci l ,

Principal , Faculty & Staff

6.0 Processes

A schoolwide math facts program wi ll provide a consistent math facts format and time al lotment across

the grade levels.

Each classroom teacher wi ll use the Student Success Process to

teach Indiana Academic Math Standards.

Classroom teachers wi ll use problem-solving techniques

consistently across the grade levels.

Classroom teachers wi ll use Ruby Payne math mental models.

Teachers wil l integrate cross-curricular activi ties in the

classroom in the areas o f Math and Science.


ISTEP+

NWEA

Pre and Post data from Math Facts Program

Teacher-made assessment tools

Charting or Checkl ists

Corporation Math Assessments and

Math Prompts

5.0 Human Resources

ADD - Ari thmetic Dai ly Development, GROW

Publ ication

"Mastering Math Facts"- Otter Creek Insti tute

Current Math series

Corporation Curricu lum Map

SSP Model

Ruby Payne Mental Models

Train ing in Ruby Payne Principles

"Think, Solve, Explain" Problem Solving Model

Goal 2: Math

69



Goal Focus (2.0)

Lagging or Results


Measures (4.0) Grade/Subject

Chart in Results


ACTUAL2004/5

PROJ. 2005/6

ACTUAL2005/6

PROJ.2006/7

ACTUAL2006/7

PROJ.2007/8

ACTUAL2007/8

PROJ. 2008/9

3rd-78% 78% 76% 78% 81% 82% 69% 71% ISTEP+ 3,4 4th-83% 79% 76% 78% 73% 78% 76% 71%

NWEA

2,3,4 See Data Section

Metropolitan

K

Quarterly Math Assessments

K,1,2,3,4

Math Indicator Assessments

K,1,2,3,4

Daily Math “Problem of the Day”

K,1,2,3,4

Math Facts Made Easy Time Tests

1,2,3,4

Unit Tests 2,3,4

Arithmetic Developed Daily (ADD) Reviews for Problem Solving

1,2,3,4

Student Success Plan (SSP) Assessments

1,2,3,4

John Wood students will improve their

math skills based on the


“Think, Solve, Explain” Assessments

1,2,3,4

Math

70




GOAL: Math GOALS -- LAGGING AND LEADING INDICATORS STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

ISTEP+ Math Facts Folders Math Facts Folders

NWEA Rocketblaster Charts Rocketblaster Charts

Metropolitan Teacher Grade Books Math Facts Manuals

Quarterly Math Assessments Chart of Students Achieving Math Goals Incentive Awards

Math Indicator Assessments Math Facts Timed Tests Ruby Payne Mental Models Training

Daily Math Review Grouping of Students for Student Success Process (SSP) Mental Models Samples

Math Facts Made Easy Time Tests Arithmetic Developed Daily

Manuals

Student Success Plan (SSP) Assessments Instructional Aide

Technology Resources

Teachers will use the Mastering Math Facts Program from Otter Creek

Institute.

An incentive program for the Math Facts will be used.

Teachers will use mental models to

teach math.

Problem-solving techniques (Think, Solve, Explain) will be taught in each classroom using each grade level’s compilation of activities in this area.

Each classroom teacher will use the

Student Success Process (SSP) to teach Indiana Academic Math Standards.

A Math pre and post problem-solving prompt will be given to students in the

fall and spring of each year.

Cross-curricular activities will be integrated in the classroom in the areas

of Math and Science.

SSP calendars will be revised for each grade level to fit the students’ needs.

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John Wood students will follow school rules daily as meas ured by a decreas e in the number of behavior slips, detentions, and suspensions by 5%. Special emphasis will be placed upon the rules of respect towards

others, keeping hands and feet to s elf, and disruptions in the

classroom and cafeteria.

7.0 Resul ts

Behavior Slips Table

Detention Table

Suspension Table

See Data Section

3.0 Aim

A safe and disciplined learning

environment

1.0 Leadership


6.0 Processes

A classroom discipline plan will be written for each classroom with the students using Quality

Schools techniques .

A school-wide dis cipline plan will include the use of behavior slips

for less structured s ettings.

There will be a schoolwide Character Education program

that complements the basic rules of the school.

Teachers will use techniques from the Ruby Payne Discipline

Module.

Teachers will use the PBIS Model (Pos itive Behavior

Interventions and Supports ) throughout the school.


Character Education research

Discipline data

Behavioral Expectations Matrix

Behavior contracts

PBIS Training

5.0 Human Resources

Behavior slips

Incentives

Character education materials

Ruby Payne Materials

PBIS Materials

Goal 3: Safe and Disciplined Learning Environment

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Goal Focus (2.0) Lagging or Results



Chart inResults


ACTUAL 2002/3

ACTUAL2003/4

ACTUAL2004/5

ACTUAL2005/6

ACTUAL2006/7

ACTUAL2007/8through 4-30-08

Yearly Behavior Slips Quarterly Behavior Slips K,1,2,3,4 282 265 182 419 424 414

Yearly Detentions

Quarterly Detentions K,1,2,3,4 69 38 51 98 50 51

Yearly Suspensions

Quarterly Suspensions K,1,2,3,4 41 21 8 20 17 11

DOE Suspension & Expulsion Report

Classroom Discipline Data

K,1,2,3,4

John Wood students will

respect others and follow

school rules.

Safe and Disciplined Learning Environment

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GOAL: Safe and Disciplined Learning Environment / Discipline Plan GOALS -- LAGGING AND LEADING INDICATORS STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

Yearly & Quarterly Behavior Slips Classroom Rules Posters Poster Board

Yearly & Quarterly Detentions School-wide BEST Posters Quality School Tools

Yearly & Quarterly Suspensions Uniform Behavior Slips Conflict Resolution Bridge

Posters

DOE Suspension and Expulsion Report Peer Mediator Program & Training Peer Mediation Program

Classroom Discipline Data Behavioral Matrix and Charts Ruby Payne Discipline Module

Conflict Resolution Bridge Posters Displayed in Common Areas

Ruby Payne Relationships Module

Monthly Newsletter Kelso’s Choice Program

Staff, Parent, and Student Surveys Anti-Bullying Resources

Class Meetings School-wide Behavioral Matrix

Kelso’s Choice Charts Incentives

School Safety Committee Meetings PBIS Materials

Every class will create a classroom discipline plan.

The BEST acronym will be posted in each classroom and

common area.

A school-wide Behavioral Matrix will be used to monitor behavior.

An incentive program for students will be used to encourage good behavior.

A Peer Mediation Program will continue with trained peer

mediators.

Students will use the Conflict Resolution Bridge as necessary.

Students will continue to use the program, “Kelso’s Choice” and incorporate it into their school day.

Teachers will use techniques from the Ruby Payne Discipline

Module.

Emphasis will be placed on building relationships to improve discipline.

Teachers will follow the guidelines for the corporation Anti-

Bullying Program.

The School Safety Committee along with the Continuous Improvement Council (CIC) will oversee all programs promoting a

safe learning environment.

A student club will create skits reflecting “Cool Tools” to use for proper behavior. The skits will be videotaped for school use each

year.

Teachers will be trained in the PBIS Model (Positive Behavior Interventions and Support.

Incentive Program established

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GOAL: Safe & Disciplined Learning Environment / Character Education GOALS -- LAGGING AND LEADING INDICATORS STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

Yearly & Quarterly Behavior Slips Posters in Classrooms BEST Program

Yearly & Quarterly Detentions Lesson Plan Books Music Teacher

Yearly & Quarterly Suspensions Monthly Newsletter Poster Board

DOE Suspension & Expulsion Report Monthly Calendar Copies of “Rap” song for Each

Teacher

Classroom Discipline Data School-wide Assembly Program Good Citizen Awards and

Certificates

Behavior Matrix displayed in each classroom BEST Awards and Certificates

Decrease in discipline referrals List of Assembly Programs

Incentive Program established School-wide Behavior Matrix

Teachers and staff will continue to use the BEST

Program. (Building Esteem in Students Today)

Slogans announced daily during morning

announcements. Monthly activities done by teachers in the

classroom BEST Parent Newsletter included in the

monthly newsletter “Rap” song based on acronym taught to

students

The acronym, BEST, will be used to stress the basic school rules.

Be responsible. Everyone deserves respect. Be a buddy, not a bully. Safety counts. Talk appropriately.

Posters will be displayed in each classroom. A Good Citizen of the Month Program will be

continued. Weekly class meetings will be held to

accomplish classroom goals. A school-wide morning meeting will be held bi-

weekly or monthly. Incentive Program will be continued.

At least one school-wide assembly will be dedicated to

character education each year.

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2008-09 Behavioral Expectations Matrix - John Wood School

All Settings Hallways Playground Cafeteria Special Classes

Bus Assemblies Rest Rooms Office

Be responsible.

Walk in a single line facing forward. Follow the set procedures.

Use equipment properly. Don’t litter. Tell an adult when someone is hurt or there is a conflict.

Take all needed belongings to lunch. Clean up after yourself. Keep your food on your tray.

Be prepared. Bring supplies. Stay on task. Follow the directions of the teacher.

Be at the stop on time. Remember your school materials. Stay in your seat.

Listen attentively to the speaker. Stay seated. Follow adult directions.

Flush the toilet. Wash and dry hands. Keep the rest rooms dry and clean.

Introduce yourself. Tell the staff your reason for coming to the office.

Everyone deserves respect.

Respect personal space. Be courteous. Be considerate of the other classes.

Take turns. Include everyone. Listen to the person in charge.

Use table manners. Listen to the person in charge.

Raise your hand to ask questions. No name calling. Listen to the speaker.

Listen to the driver. Respect personal space.

Clap at appropriate times. Respect personal space.

Privacy, please. Observe quiet zone.

Be polite. Wait your turn.

Safety counts.

Keep feet, hands, and objects to yourself. Walk on the right side away from the wall.

Keep feet, hands, and objects to yourself. Use equipment properly. When whistle is blown, stop, look, and listen.

Eat your own food. Raise your hand before leaving your seat. Walk. Keep the legs of the chair on the floor.

Keep feet, hands, and objects to yourself. Use equipment properly. Dress appropriately.

Stay seated. Get on and off the bus in single line. Follow the bus rules.

Keep feet, hands, and objects to yourself. Walk on the bleachers.

Use one pump of soap. No school supplies in the rest room. Report unsafe conditions.

Walk on the right side away from the wall when coming to and from the office.

Talk appropriately.

Observe quiet zone.

No put downs or name-calling.

Be quiet in line.

Use kind words.

Use an inside, restaurant voice—6” voice. Be quiet in the serving line.

Use kind words. Use the right voice for the activity.

Speak when called upon.

Talk softly. Use inside, 6” voices.

Be quiet during the presentation. Speak when called upon.

Observe quiet zone.

Quietly wait your turn. Say please and thank you.

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John Wood staff will improve cultural competency by:

a) promoting an increased awareness and sensitivity to

diversity.

b) striving to clos e the achievement gap between different groups as

demonstrated on ISTEP+.

7.0 Resul ts

ISTEP + results

NWEA results

Results of Yearly Staff, Parent, and Student Surveys

Results of Yearly Cultural Competency

Inventory for Staff

3.0 Aim

Improve Cultural

Competency

1.0 Leadership


6.0 Processes

BEST Program s trategies

BEST daily messages

Ruby Payne training

Peer Mediation & Bridges Conflict Resolution

Newsletter (monthly)

Parent, Student, Staff Surveys (yearly)

Cultural Competency Inventory


ISTEP+NWEA

Yearly Staff, Parent, and Student Surveys

Yearly Cultural Competency Inventory

for Staff

Percent of faculty and staff attending Ruby

Payne training

5.0 Human Resources

Ruby Payne training

School Visits and Profess ional Sharing

Sessions

Parent Workshops

School Social Worker

Partnership with universities to identify potential personnel

BEST Program (Building Esteem in

Students Today)

Goal 4: Cultural Competency

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GOAL: Cultural Competency GOALS -- LAGGING AND LEADING INDICATORS STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

ISTEP+ Results BEST Poster in Classrooms BEST Program Materials

NWEA Results Monthly Newsletter Ruby Payne Materials

Survey Results Professional Development Schedule Conflict Resolution Bridge

Inventory Results Staff, Parent, and Student Surveys Peer Mediation Program

DOE Suspension and Expulsion Report Cultural Competency Inventory Workshop Presenters

School-wide Monthly Calendar Surveys

School Visitations Inventory

Teacher / Staff Observations Selected Diverse School Corporations

Teachers and staff will continue

to use the BEST Program as outlined in Goal #3.

All staff will be trained in the

Ruby Payne Principles to understand socioeconomic

diversity.

The social worker will work with the staff and students to

promote conflict resolution strategies.

Staff surveys and inventories

will be used to understand awareness and sensitivity levels

of cultural diversity.

Parent Workshops will be presented annually to

strengthen student achievement.

Selected staff members will visit diverse school corporations that

show success in closing the achievement gap.

Student Newspaper

78

Professional Development

Proposal

79

FORM A

INDIANA DEPARTMENT OF EDUCATION PROFESSIONAL DEVELOPMENT PROGRAM

DUE DATE: June 30, 2008

School Information

School Name: John Wood School County / Corp / School #: Lake – 45 / Merrillville – 4600 / John Wood - 3827

Address: 6100 E. 73rd Avenue (Street, P.O. Box) Merrillville, IN 46410 (City, State, Zip) Phone: (219) 650-5305 Fax: (219) 650-5451 Name of Principal (Include Title): Mrs. Mary C. Hoffman Principal’s e-mail address: [email protected] Grade levels included in school: K-4

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FORM B

I, Debbie Argenta as the exclusive representative, by signing this document, demonstrate my support for the Professional Development Program submitted by the above-mentioned school. Signature Date Debbie Argenta Name (typed) Committee responsible for this plan.

Name Group you are representing: Signature Date Mary C. Hoffman Principal/Administration Donna Steele Teacher Staff Donna Bashore Teacher Staff Jayne Hickman Teacher Staff Jo McCormick Teacher Staff Beverly Street Clerical Staff Shelley Clanton Parent Representative

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FORM C Narratives: Please do not use less than a ten-point font. Make your answers as concise as possible and no longer than one page.

1. What is your school’s vision toward which this Professional Development Program will lead?

(The vision may be taken from your school improvement plan or created for this document.) Optional.

Learning environments throughout the school corporation are energized by a sense of awe, curiosity, and enthusiasm generated by knowledgeable, caring adults who ignite and sustain the desire to learn. Teachers who use a wide range of teaching methods to ensure that students are active learners inspire students. Our aim is highest academic achievement for John Wood students. Our vision is to enhance our teachers’ knowledge, teacher methods, and teacher techniques to maximize student performance. Our focus and strategies in the Professional Development area will be in the areas where the emphasis and aim is on highest student achievement in English/Language Arts and Math. Safe and Disciplined Learning Environment and Cultural Competency will also be addressed in our Professional Development Plan. Our vision includes teachers working collaboratively when learning new skills. Some teachers will be expected to be “teacher trainers”. They will attend workshops and learn the new methods and strategies. Then they will come back to school and share the knowledge they have gained with the other teachers. After that, teachers will work in grade level teams and/or multi-grade level teams to become experts in this area. In-service opportunities have been available for all three years of the School Improvement Plan. We will use the half-day established by the corporation and will also hire substitute teachers during the school day to allow certain teachers the chance to work together as teams.

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2. What is (are) the goal(s) of your Professional Development Program? It is our intent to focus on the main areas related to highest student achievement, safe and disciplined learning environment, and cultural competency for the Professional Development component of our School Improvement Plan. The goals are as follows: Goal #1 John Wood students will master the academic standards on the 2008 ISTEP+ test in the area of English/Language Arts with a third grade and a fourth grade average score of 83% or higher. Professional Development Teachers need collaborative time to learn ways to better utilize available writing programs such as “6 Plus 1 Traits of Writing” and Balanced Literacy. They need time to attend additional workshops for writing development and effective instructional strategies for writing and reading. They need to learn how to use mental models in the classroom for Reading and Writing. Goal #2 John Wood students will master the academic standards on the 2008 ISTEP+ test in the area of Math with a third grade and fourth grade average score of 71% or higher. Professional Development Teachers need time to investigate new methods, strategies, and materials for math instruction so that the Indiana Standards will effectively be taught, especially in the areas of problem-solving. Teachers need to learn how to use mental models in the classroom for Math. Goal #3 John Wood students will follow school rules daily as measured by a decrease in the number of behavior slips, detentions, and suspensions by 5%. Special emphasis will be placed upon the rules of respect towards others, keeping hands and feet to self, and disruptions in the classroom and in the cafeteria. Professional Development Teachers will need time to learn effective strategies for dealing with student misbehavior. Teachers will attend workshops on the Ruby Payne Principles, PBIS, and cultural diversity, and then train the remainder of the staff on the strategies and information learned at the workshop. Teachers will implement the Kelso’s Choice Program.

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Goal #4 John Wood staff will improve cultural competency by: a) Promoting an increased awareness and sensitivity to diversity. b) Striving to close the achievement gap between different groups as demonstrated on ISTEP+. Professional Development Teachers will be trained by a “Teacher Trainer” in the Ruby Payne Principles and PBIS. Teachers will also visit schools that are similar to John Wood in its ethnic and cultural diversity make-up. They will look for effective programs that close the achievement gap

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3. How will all staff members be involved in continuous learning? How will continuous learning be embedded in practice?

The Baldrige principles stress continuous improvement, not only for the students but all the members and stakeholders of the system. Therefore, all staff members must be involved in continuous learning. In the areas of highest student achievement, all staff involved in teaching and giving instruction to students must remain current in “best practices” and effective research models. If all members cannot attend workshops to learn these techniques, a core group must attend and share the new knowledge with the others through planning time and in-services. This includes paraprofessionals and teacher aides. Follow-up information inn utilizing the tools of Baldrige will continue to be provided. All staff will use the Baldrige format of Plan, Do, Study, Act (PDSA) when writing and revising lesson plans. Also, by using the Student Success Process (SSP), teachers will ensure that there is continuous learning for their students. In the area of school climate and the school environment, all staff members will use the Baldrige Principles, the PBIS Principles, and the Ruby Payne Principles in their work. Every staff member must remember who their customers are, how to use teamwork and consensus-building techniques, and how to reach their goals by taking ownership and charting their course. Staff members need an opportunity to continue learning and reviewing these principles. This includes all staff even non-certified personnel. Professional Development opportunities will provide the staff to increase their awareness and sensitivity to diverse groups within the community. It will also stress the importance of character education as a tool to foster respect and value for one another. In order for these principles to become embedded in practice, professional development will take place according to the schedules outlined in the Action Plan. Planned sessions to collaborate, review, and gain new knowledge will provide the time needed to establish this system.

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FORM D

ACTION PLAN School Goal # 1 (from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) English/Language Arts (Optional) Research upon which your professional development approach was formulated (Optional) ISTEP+ Data, NWEA Data, Achievement Gap Research Activity* Intended

Audience (Stakeholders)

Person Responsible

Collaborative Partners Needed

Time Line (Include completion date)

Resources (People, materials, time)

Need Have

6 Plus 1 Traits of Writing Teacher Trainer Workshop

Teachers, Students

Principal, Secretary

Corporation 6 Plus 1 Teacher Facilitator, Teachers

Spring 2008 Fall and Winter 2008

6 Plus 1 Writing Workshop (fee, lodging, mileage) Teacher Materials

$500

$400

PATINS Project Teachers, Students

Principal, Secretary, PATINS Team

Teachers, Central Office, PATINS Project Coordinator, NISEC (Northwest Indiana Special Education Cooperative)

2008-09 school year

PATINS Workshop using half-day subs @ $30 a day to learn about new technology resources

$420

Reading Adoption and Curriculum Map for Language Arts Training on new materials

Teachers, Students

Principal, Teachers Corporation Literacy Committee

2007-08 school year and 2008-09 school year

Half-day subs @$30 a day

$420

Balanced Literacy Training for Literacy Coach

Teachers, Students

Principal, Secretary Literacy Coach, Teachers

2008-09 school year

Training Sessions $250

*See definitions page

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FORM D

ACTION PLAN School Goal # 2 (from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) Math (Optional) Research upon which your professional development approach was formulated (Optional) ISTEP+ Data, NWEA Data, Achievement Gap Research Activity* Intended


Person Responsible




Need Have

On-site teacher training for Problem-Solving Programs

Teachers, Students

Teachers, Principal

Math resources, Central Office

Fall 2007 2008-09 school year

Half-day subs @ $30 a day for each classroom teacher

$420

Grade level coordination of the SSP Program

Teacher, Students

Principal, Teachers

Central Office 2007-08 and 2008-09 school years (once for each grade level team)

Half-day subs @ $30 a day for each team Grades K-4

$420


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FORM D

ACTION PLAN School Goal # 3 (from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) Safe and Disciplined Learning Environment (Optional) Research upon which your professional development approach was formulated (Optional) Discipline Data, Achievement Gap Research Activity* Intended


Person Responsible




Need Have

Kelso’s Choice Program

Teachers/Staff, Students, Principal

Principal and Staff

Teachers, Students, Parents

2008-09 school year

Additional materials for each classroom teacher and aides (handouts, posters, etc.)

$500

On-site teacher training to review Kelso’s Choice Program, Anti-Bullying Program, Ruby Payne Discipline Module, BEST Materials, PBIS

Teachers, Staff, Principal

Principal, Trainer, or Universal Team

Central Office Once during the school year at appropriate time

Half-day subs @ $30 a day for each team Grades K-4 – 1st Semester

$420

PBIS Training (Positive Behavior Interventions and Supports)

Teachers, Staff, Students, Principal

Principal, Universal Team

Central Office, Staff, Students

June 18-19, 2008 Training Fall 2008 Training

Stipend for Trainer $1000


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FORM D

ACTION PLAN School Goal # 4 (from (SIP) (The Professional Development Program should be limited to, at most, three school goals. Please use one Form D for each school goal.) Professional Development Goal(s) (From #2 Form C) Cultural Competency (Optional) Research upon which your professional development approach was formulated (Optional) Achievement Gap Research Activity* Intended


Person Responsible




Need Have

Parent Workshop Presentation

Parents, Students

Teachers, Principal

PTO Once each semester beginning in Fall 2008

Booklets / Handouts for Parents

$200

Visitation to similar diverse schools

Teachers, Principal, Students

Principal, Teachers

Selected regional school corporations

Fall 2008 Subs for 5 teachers @ $60 a day

$300


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Form E

Evaluation*

Please answer these questions for each school from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal # 1 From your school improvement plan Statement of School Goal: John Wood students will master the academic standards on the 2008 ISTEP+ test in the area of English / Language Arts with a third grade and a fourth grade average score of 83% or higher.

I. Summary of data and evidence upon which this school goal was based.

• ISTEP+ scores have consistently been at the 80% passing range or higher for grade 3 in the Language Arts area over the past three years. Grade 4 was at 81% passing or higher the last three years. NWEA scores were also above the national RIT norm.

• Teachers need to continue in their understanding of effective reading and writing programs.

II. What new knowledge, skills, and attitudes toward learning will result from your Professional Development Program?

• The Balanced Literacy Approach will be taught to teachers to use with the students. • Teachers will learn ways to better utilize available writing programs such as 6 Plus 1 Traits

of Writing and the new Language Arts writing program. Teachers as a grade level team will use these new materials.

• Students will become more proficient in their writing skills because of these programs and because of consistent monitoring through rubrics.

III. What data and evidence related to new knowledge, skills and attitudes toward learning will you

collect to evaluate the Professional Development Program’s impact on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.)

• The Language Arts ISTEP+ scores listed in the goal will improve. • Teachers will be able to show consistency in teaching reading and writing skills across the

grade levels. • Lesson plans will show these models of teaching being used in the classroom. • The Balanced Literacy format will be used in the area of reading and writing as an

instructional tool in the classroom.

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Evaluation*

Please answer these questions for each school from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal # 2 From your school improvement plan Statement of School Goal: John Wood students will master the academic standards on the 2008 ISTEP+ test in the area of Math with a third grade and a fourth grade average score of 71% or higher.

I. Summary of data and evidence upon which this school goal was based. • ISTEP+ scores have consistently been between 78% and 81% passing for grade 3 in the

Math area over the past three years. Grade 4 had an average of 77% for the past three years. NWEA scores were even with the national RIT norm for Grade 2 and 4 in Math for Spring 2007.

• Teachers began to align their math instruction using curriculum maps based on the Indiana Standards for their grade level.

• John Wood students began using a math facts program to retain the “facts” over a period of time.

II. What new knowledge, skills, and attitudes toward learning will result from your Professional

Development Program? • Teachers will continue to learn effective research models and implement them in the

classroom. Teachers as a grade level will use “Mastering Math Facts” or “Arithmetic Developed Daily” review lessons.

• Teachers will follow a specific schedule to teach problem-solving lessons and state standards power indicators designed by each grade level.

• Teachers will use a spiraling curriculum to ensure mastery of skills for students. The math basal series is aligned with the corporation curriculum map.

• Students will be motivated to learn math facts, problem-solving questions and other math lessons.

• The Ruby Payne Mental Models approach will be taught to teachers to use with the students.

III. What data and evidence related to new knowledge, skills and attitudes toward learning will you

collect to evaluate the Professional Development Program’s impact on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.) • The Math ISTEP+ scores listed in the goal will improve. • Teachers will maintain records to show retention of skills through review assessments. • Students will meet the expectations of the “Math Facts” Program. This will be shown

through charting of scores of individual progress. • Students will use the problem-solving techniques and progress will be monitored. • Mental Models will be used in the area of math as an instructional tool in the classroom.

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Evaluation*

Please answer these questions for each school from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal # 3 From your school improvement plan Statement of School Goal: John Wood students will follow school rules daily as measured by a decrease in the number of behavior slips, detentions, and suspensions by 5%. Special emphasis will be placed upon the rules of respect towards others, keeping hands and feet to self, and disruptions in the classroom and in the cafeteria.

I. Summary of data and evidence upon which this school goal was based. • Although discipline misbehavior slips and detentions given to students decreased this year,

suspensions have increased. Bus conduct numbers have stayed about the same. We want to decrease the numbers of incidents in each of these areas.

• Students coming to John Wood come from a variety of ethnic and cultural backgrounds. Our population breakdown changes each year to include more ethnic groups. We must address the needs of these students.

• It has been many years since teachers have been formally trained in behavior management skills.

II. What new knowledge, skills, and attitudes toward learning will result from your Professional

Development Program? • Teachers will learn new information about working with students from varied backgrounds. • Teachers will implement the Kelso’s Choice Program and the school corporation Anti-

Bullying Program to assist students in dealing with conflicts. • Grade level teams will review the character education program lesson plans (BEST

Program). • Teachers will use a uniformed behavior management program in which all students will

benefit. • The PBIS Program (Positive Behavior Interventions and Supports) will be taught to teachers

and staff.

III. What data and evidence related to new knowledge, skills and attitudes toward learning will you collect to evaluate the Professional Development Program’s impact on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.) • Discipline referrals will decrease even more. • Students will internalize the vocabulary associated with the various behavior management

programs listed above. Staff will observe students to see if this is happening. • Staff members will be surveyed to see if the program is effective. • Teachers will change approaches in their teaching due to the new training. • The Ruby Payne Discipline Module and the PBIS ideas will be used by staff members.

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Evaluation*

Please answer these questions for each school from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal # 4 From your school improvement plan Statement of School Goal: John Wood staff will improve cultural competency by: a) promoting an increased awareness and sensitivity to diversity. b) striving to close the achievement gap between different groups as demonstrated on

ISTEP+.

I. Summary of data and evidence upon which this school goal was based.

• Students coming to John Wood come from a variety of ethnic and cultural backgrounds. Our population breakdown changes each year to include more ethnic groups. We must address the needs of these students.

• Staff members are not familiar with the many cultural traditions of the community members.

II. What new knowledge, skills, and attitudes toward learning will result from your Professional Development Program?

• The Ruby Payne Principles will be taught to teachers and staff to address socioeconomic

diversity. • Parents will have an opportunity to come to workshops designed to increase their student’s

academic success. • Through school visitations, the teachers will learn about effective teaching strategies being

used in diverse schools similar to John Wood School.

III. What data and evidence related to new knowledge, skills and attitudes toward learning will you collect to evaluate the Professional Development Program’s impact on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.)

• Cultural sensitivity will be measured through the Cultural Competency Inventory and

Assessment Model. • Staff will rank higher on the Cultural Sensitivity Continuum than at the beginning of programs

listed in Section II. • Discipline referrals will continue to decrease. • The Ruby Payne Principles will be used throughout the school (Understanding of

Socioeconomic Levels, Hidden Rules, Language, Family Structure, etc.). • Mental Models for the academic areas will be used in the classrooms to help students of all

socioeconomic backgrounds.

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Form F

Total Funds Available for Professional Development: Grants, Gifts, and Appropriation

Federal Sources

Amount State Sources Amount School Corp. Sources

Amount School Sources Include grants and

partnerships

Amount Total Amount of Each Row

Certified Salaries $ 00 $ 00

Speaker/Consultant $1200 $1,200

Travel/Conference Sub Teachers $3150 $3,150

Supplies $500 Extra – Curricular $200 PTO $243.45 $943.45

Total each “Amount” column

$4850 $200 $243.45 $5293.45

Amount Allocated to Professional Development

$4850

$200

$243.45

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SURVEY INFORMATION The following information is needed by the Indiana Department of Education. It will be used to identify best practices to share with other school. THE ANSWERS WILL NOT BE PART OF THE SCORING RUBRIC FOR YOUR GRANT. Your cooperation in answering these two questions is greatly appreciated. Please limit your answers to one page and do not use less than a ten-point font. 1. Will time be organized differently in your school to accommodate

professional development? If so, how?

If money is allotted to our Professional Development Plan, we will be able to pay for substitute teachers to run the classrooms while the teachers work in grade level teams or multi-grade level teams to learn new skills and align curriculum with the standards. Money will be used for workshops to investigate new models of instruction. The principal will try to schedule the Special Areas schedule for Music, Art, and PE so that grade level teams have a common plan time. Teachers will look for blocks of time during their daily schedule to re-group children to accommodate all learners – those who need additional time to learn skills or those who have mastered the skills. In-service days established by the corporation will be used for Professional Development of these goals. There are six half-day dates incorporated into the school calendar (September, November, February, March, April, May). After-school meetings and time in the summer will be used for training and grade level team workshops.

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2. How will technology be used in your professional development? (this refers to technology used as a delivery system for professional development and/or helping staff use technology in instruction.)

Technology has played an important part of our Professional Development Plan. We have been in-serviced through our technology department staff in the areas of word processing, spreadsheets and databases and other programs such as Inspiration, Power Point, Mavis Beacon, Internet activities, and digital cameras use. In-services are held before school, after school, during the summer, and a limited number can be held during the school day. Teachers have written lesson plans that blend curriculum with technology. These lessons have been placed in binders in each computer lab so that every teacher has full access to them. There is a telephone hotline so that teachers may inquire about hardware or software used in the school system and become more proficient with their skills. There is a technology curriculum in the corporation that enables children to be proficient in their computer skills. The technology curriculum is taught through lessons that use the grade level curriculum (language arts, math, social studies, and science) as the focus. The in-services mentioned above stress integrating technology with the content areas. The PATINS Project has provided Wood School with an opportunity to receive new technological resources for use in the classrooms such as Smart Boards, NEOs, CPS (tracking monitor devices), and software programs for remediation and enrichment. Technology also assists the teachers in their professional development growth. Teachers learn new programs to make checklists, calendars, graphs, and charts that assist them in documenting the assessment of students. They use Power Point to present lessons to students and to help parents learn about the standards. The corporation website has the standards listed for each grade level. Teachers use this document to keep track of standards taught and assessed. They also have programs to help them with the record keeping of attendance and grades. Technology continues to let the teachers at John Wood be resourceful and helpful to the students they serve.

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SCHOOL YEAR 2008/2009 STUDENT RELEASE FOR PROGRAM AND PROFESSIONAL DEVELOPMENT FOR JOHN WOOD SCHOOL

DATE GOAL PROCESS(ES) REQUIRED RESOURCES HOW WILL THE EFFECTIVENESS OF THE

DAY BE EVALUATED?

September 2008

Reading Adoption Review of new materials Rigby and Macmillan Representatives Presentation

Teachers will be trained by the company representatives using the newly adopted reading series for each grade level.

Rigby Reading materials Macmillan/ McGraw-Hill Reading materials Company representatives Teacher Editions and Handouts

Teacher Survey Observation of the implementation of the new series in the classrooms

November 2008

Language Arts Adoption Review of new materials in line with 6 Plus 1 Traits of Writing “Being a Writer” Program by Developmental Studies Center

Teachers will be trained by the company representatives using the newly adopted writing series for each grade level. A review of 6 Plus 1 Traits of Writing will be given.

“Being a Writer” materials Teacher Handouts from past 6 Plus 1 Traits of Writing Workshops Teacher Editions and Handouts

Teacher Survey Observation of the implementation of the new series as well as the 6 Plus 1 Traits of Writing Program

February 2009

PATINS Project review Refresher training for technology resources such as NEOs, Clicker Response System, or Smart Boards

Teacher trainers will review with teachers how to implement these technological resources for use in their classrooms. They will present materials received through the grant.

Computer lab, necessary hardware and software, Smart Boards, NEOs, Clickers, projectors Teacher Handouts

Teacher Survey Observation of the implementation of the PATINS materials in the computer lab and in the classrooms

March 2009

PBIS (Positive Behavior Interventions and Supports) Review/Update of the Fall Implementation of the program

Teachers will review the Behavioral Matrix and discipline data. Suggestions and additions to the program will be discussed.

PBIS materials and handouts Behavioral Matrix Template Discipline Data

Teacher Survey Implementation of revised matrix, activities Observation of the Implementation of PBIS in the classroom and school

April 2009

Balanced Literacy Presentation – components of the program Math Problem-Solving teaching strategies

Teachers will become familiar with the components of Balanced Literacy. The Literacy Coach-in-training will lead the discussion. Teachers will review problem-solving questions and revise or create new ones.

Balanced Literacy Handouts Balanced Literacy Coach Math Problem-Solving Books

Teacher Survey Observation of the implementation of presented ideas into the classrooms

May 2009

Grade-link Meetings at the building level Review of Data and Goals for School Improvement Plan

Teams will meet with the grade level above and below them to align instructions and review progress. All data from the school year will be reviewed.

ISTEP+ test results NWEA test results PL 221 School Improvement Plan Curriculum Maps Standards booklets Curriculum calendars

Teacher Survey Results of Goal Action Plan Review Principal Observation

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Three-Year Time Line for Implementation,

Review, and Revision

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Time Line for John Wood School - School Improvement Plan

Activity Implementation Review Revision Pre and Post Writing Prompts Fall 2006 Spring 2007, 2008, 2009 Fall 2007, 2008 Quarterly grade level prompts October 2006 Spring 2007, 2008, 2009 Fall 2007, 2008

6 Plus 1 Traits of Writing Presentation

September 2006 Upon completion of workshop

Power Writing folder coordination

September 2006 September 2007, 2008 September 2007, 2008

Balanced Literacy Approach September 2008 Fall 2009 Fall 2009 Ruby Payne Principles

Modules 3 and 8 November 2006

November 2007 and

2008 for new staff

Ruby Payne Principles Modules 9 and 10

February 2007 February 2007 and 2008 for new staff

Ruby Payne Principles Modules 11 and 12

March 2007 March 2007 and 2008 for new staff

Ruby Payne Principles Mental Models – Learning

Strategies

April 2007 April 2007 and 2008 for new staff

Ruby Payne Principles Modules 1-8

Fall 2006 Each fall for new staff

“Reading Buddies” Program October 2006 May 2007, 2008, 2009 October 2007, 2008

Incentive Math Program September 2006 May 2007, 2008, 2009 September 2007, 2008

Problem-Solving Techniques Fall 2006 May 2007, 2008, 2009 September 2007, 2008

Coordination of Student Success Process (SSP)

Fall 2006 after teacher schedules

are made

Fall 2007 and 2008 after teacher schedules are

made

Fall 2007, 2008

Discipline Plans made September 2006 Fall 2007, 2008 Fall 2007, 2008 PBIS September 2008 Fall 2009 Spring 2009

Peer Mediation Program October 2006 Fall 2007 – 2009 Fall 2007, 2008 Conflict Resolution Bridge

Implementation Fall 2006 Spring 2007, 2008, 2009

BEST Program Review November 2006 Fall 2007, 2008 Fall 2007, 2008 Bi-weekly School-wide

Morning Meetings September 2006 Spring 2007, 2008, 2009 Fall 2007, 2008

Weekly Class Meetings September 2006 Spring 2007, 2008, 2009 Fall 2007, 2008 Kelso’s Choice Program

Implementation September 2006 Spring 2007, 2008, 2009 Fall 2007, 2008

Anti-Bullying Program Implementation

September 2006 Spring 2007, 2008, 2009 Fall 2007, 2008

Surveys for Staff, Parents, and Students

Spring 2007, 2008, 2009

Spring 2007, 2008, 2009 Yearly

Cultural Competency Inventory for staff

Fall 2006, 2007, 2008

Spring 2007, 2008, 2009

School visitations to diverse schools in region

Second semester 2006-07

Upon completion of visitation

Annual Parent Workshop November 2006, 2007, 2008

Upon completion of workshop

Upon completion of workshop

Behavior Matrix Fall 2007 Spring 2008, 2009 Fall 2008, 2009

Documents

John Wood Elementary School