Greater Clark County Schools (1010)
PL221 PLAN
Parkwood Elementary (0879)
Spring, 2014
Parkwood Elementary (#0879) – Greater Clark County Schools
Table of Contents School Overview
Page 3
Description & Location of Curriculum
Page 8
Titles & Descriptions of Assessments
Page 9
Mission/Vision/Belief
Page 10
Data Summary (SWP 1) Comprehensive Needs Assessment
Page 20
Elementary Summary Sheet for Key ISTEP Data
Page 43
Conclusions & Guiding Principles
Page 46
Goals/Objectives
Page 52
Implementation Plan
Page 53
Timeline
Page 60
Statutes to be Waived
Page 68
Bibliography (SWP 4)
Page 69
Appendix
Page 70
Title I Requirements Math Framework Reading Framework Writing Framework
Reading Plan (SWP 2. a-h) Title I/ PL221/ SWP 2012
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PARKWOOD Elementary --- Greater Clark County Schools
Overview of Parkwood Elementary School School Information Parkwood Elementary School is a K-5 public education facility. Parkwood Elementary is one of 12 elementary schools under the jurisdiction of the Greater Clark County School Corporation. The corporation has three middle schools and three high schools strategically located to serve a geographically and ethnically diverse community. The Greater Clark County Schools is situated in southeastern tip of Indiana; its southern border is the Ohio River and across the river is Louisville, Kentucky. The Greater Clark community is an area of mixed income with 55% of the students receiving free or reduced lunch. The Parkwood community is comprised of single family dwellings and 8 apartment complexes.
Key Student Demographic The current population of Parkwood Elementary School is about 535 students. This is an increase in our population over the past few years but falls short of the high of 593 in 2006. The chart shows the composition of our population:
Black Hispanic White Multi
’11-‘12 11% 37% 45% 5%
’12-‘13 10% 39% 44% 6%
’13-‘14 9% 47% 37% 7%
’14-‘15 8.5% 52% 33% 6.5%
In the fall of 2001, 32% of the students received free and reduced lunch. In the fall of 2014, about 88% of the students are receiving free and reduced lunch.
School Learning Climate Our attendance rate for 2013-14 tentatively stands at 97.8%.
2009-10 95.7%
Attendance Rate 2010-11 2011-12 96.2% 96.6%
2012-13 96.3%
2013-14 96.9%
For the first quarter there were no discipline referrals for 543 of the 545 students who have been enrolled at Parkwood.
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Curriculum and Instruction (SWP 2. a-h) In accordance with the district and state, Parkwood Elementary School has adopted the Indiana Academic Standards as its curriculum and is now transitioning to the Indiana College and Career Ready Standards. Over the past few years, Greater Clark County Schools has utilized the teaching and administrative staff to develop, review, and adapt a standards based curriculum, and performance assessment process. The curriculum binders are located in Parkwood Elementary school library, principal’s office and in each classroom. We have used a process of Goal Clarity Windows to focus instruction and set specific goals for learning. Greater Clark County School corporation has developed a strategic plan which address: • Student achievement and instruction • Fiscal responsibilities • Facilities and technology • Public relations and marketing The key strategies for this plan are foundational for the development and implementation of the instructional plan for Parkwood Elementary. As a focus of curriculum and instruction, Parkwood Elementary School uses the GCCS Literacy Framework which focuses on the five components of reading - phonemic awareness; phonics; vocabulary; reading comprehension; and fluency - and McGraw Hill basal text as the primary means of teaching reading/language arts. The framework includes Process Writing in multiple genres. We also continue to implement the Houghton Mifflin Math series as a basic resource. Through the use of the GCCS pacing guides and Goal Clarity Windows the curriculum is aligned to the Common Core State Standards. In addition, our students study science and social studies as specific subjects and as the text for reading instruction in content areas. Other areas of the curriculum include fine arts, technology and physical education which are taught by certified teachers as special areas. Special needs students receive services through the practice of inclusion for all academic subjects. They are included in small groups within the classroom as well as being pulled out for additonal small group and individualized instruction in reading/language arts and math. Parkwood Elementary presently has 254 Limited English Proficiency students which make up approximately 46% of our student population. Students with English Language Proficiency levels 1-4 are identified for receiving additional services through the ENL program. Four certified ENL teachers and an ENL tutor push into the classrooms daily and occasionally pull out students to provide small group instruction in English Language Arts. The primary focus of instruction is directed toward the development of the four language components: listening, speaking, reading and writing. Instruction is aligned
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with the Indiana College and Career Ready State Standards and the Indiana English Language Proficiency standards as well as the Indiana grade level standards. Our ENL staff also facilitates parent-teacher and family collaboration and communication via both verbal and written translation. The ENL program at Parkwood has maintained an alliance in the community with Indiana University Southeast through Parkwood’s participation in the New Neighbors program. Parent activities and informational workshops (including a class for parents to learn how to speak English) also take place throughout the school year. As part of the corporation IMPACT initiative a vigorous assessment program has provided necessary information to identify students to receive intervention/remediation which directly addresses identified need. This additional instruction is provided daily in a 30 minute small group setting by a certified teacher. We have a limited number of programs to extend learning beyond the regular school day/year. A Homework Club is staffed by our Resource Coordinator through Communities in Schools (CIS). CIS also sponsors a 21st Century Scholars program for selected students four afternoons each week. We have also provided remediation programs that focus on identified areas of academic weakness and review of key concepts and strategies. In the 2014-15 school year at-risk students will participate in a 20 hour instructional intersession during Fall and/or Spring Break.
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Staff (SWP 3) Parkwood Elementary School has 24 certified classroom teachers, 2 certified teachers for intervention, 3 certified special needs teachers, 4 certified ESL teachers, 1 certified speech pathologist, 1 certified teacher for fine arts, 1 certified teacher for physical education, 1 certified teacher as the school technology coordinator, and 1 certified teacher as Academic Improvement Coordinator. Non-certified staff includes a library clerk, 4 full time Kindergarten assistants, 2 special needs paraprofessionals and a full time ESL tutor. Certified staff members are evaluated annually by the principal through a process of multiple observations and feedback conferences. All staff members meet the requirements to be Highly Qualified. Kindergarten: Ashley Fortson Sabrina Lage Mary Lea Sargent Brittany Wardlaw
Grade Four: Courtney Byrne Christa Isenburg Kelly Pennington Callie Petty
ESL: Janice Calloway Teri Fry Sabrina Lage Megan Shoultz
Grade One: Lauren Carr Hillary Day Victoria Hedrick Allison Walker Danielle Yanez
Grade Five: Sarah Barlowe Todd Bledsoe Allison Gwinn
ESL Tutor: Larry Ponzi
Grade Two: Amie Kane Becky Kischnick Paige Kleehamer Andria Thorne Grade Three: Cathy Davis Stephanie Densford Lisa Orman Kylaina Ping
Pre-School: Mary Beth Cochran
Interventionist: Sarah Hockersmith Leslie Koukola
Special Needs: Maria Berry Carol Hoeppner Natasha Leickly
Special Area Teachers: Kerri Snow – Technology Lori Gavin – P. E. Charlotte Perrin – Fine Arts
Speech/Language Pathologist: Melissa Granger
Academic Improvement Coordinator: Linda Baker Principal: Janice Korfhage
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PL221 Committees Committee Roster Assessment
Culture
Curriculum
Intervention Pedagogy Planning
Prof. Dev.
Chair: L. Baker
Chair: G. Kovert
Chair: S. Hockersmith
Chair: H. Day & J. O’Brien
Chair: J. Meredith
Chair: K. Pennington
Chair: S. Lage
Members: All Certified Staff
Members: D. Yanez C. Davis T. Bledsoe L. Gavin T. Fry
Members: A. Walker L. Koukola V. Hedrick S. Davis K. Black
Members: M. Sargent C. Petty K. Blackburn D. Wilson C. Hoeppner
Members: M. Cochran C. McCarty L. Orman S. Meyer C. Byrne
Members: C. Burton B. Kischnick M. Tetley J. Calloway
Members: C. Adams B. Wardlaw C. Isenburg A. Kane T. Wahl C. Perrin
PL 221 Steering Committee Members: Faculty Janice Korfhage Linda Baker Sabrina Lage Jennifer O’Brien Kelly Pennington Meghan Tetley Danielle Yanez
Community Clarinda Dreyer Sheryl Yoder
Parents Tonya Hennesy Atonia Zabawa
School-wide Process for Improvement (SWP 3; 4; 8) Using the Title I Continuous School Improvement Model, the school achievement and improvement plan will be updated on an ongoing basis. A comprehensive needs assessment will be conducted annually to monitor the effectiveness of strategies used. In addition the schoolwide plan will undergo an annual peer review to ensure that all required components are included in our plan. The ten components of a school-wide program will be implemented through the schoolwide planning process which includes implementing & updating a plan in conjunction with staff, community and family members; conducting team, grade level and cross grade level meetings to analyze student data; modifying strategies based upon student needs and key error patterns, annually updating the comprehensive needs assessment with summative assessments, reviewing current scientifically based research and best practices to guide instruction, identifying at risk students and providing a continuum of interventions, supplementing the core academic program, providing increased learning time during and after school, and conducting ongoing assessments to determine student growth and needs. Parkwood Elementary received a grade of A for the 2011-12 school year and a grade of B for the 2012-13 school year.
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Description & Location of Curriculum (SWP 2.c) GCCS curriculum is aligned with state standards. Curriculum information is located in the main office as well as on the Greater Clark County Website. All certified staff has been trained to use the pacing guides and Goal Clarity Windows. GCCS has adopted the Indiana College and Career Ready Standards based on the state guidelines for grades Kindergarten thru Grade 5. Performance data are linked to the pacing guides and routinely reviewed to guide the process for improving instruction and aligning the formative-assessment process. Curriculum development occurs in the following areas: Language Arts Mathematics Science/Health Social Studies Library Media Skills
Music Art Physical Education Technology Education
(SWP 2. a-h) In order to understand the level of implementation of key programs and strategies, implementation data are collected and analyzed as evidenced by observations, walkthroughs, collaboration, and student work samples. Students failing ISTEP+ participate in remediation during the school day and/or after school programs. Student grades and report cards are aligned with Indiana Academic Standards and ISTEP+ as evidenced by correlations of student grades with scores on ISTEP+. The intervention to address critical areas will include: • • • • •
Full-day kindergarten Participation in a literacy intervention groups Tiered small group instruction Acuity and STAR assessment data Collaborative teaching
(SWP 2.c) Some implementation activities and persons responsible have changed to address building and district needs. Standardized assessments have remained the same and Local Assessments have been added to each of the goal areas except attendance. Interventions have also changed due to additional research of best practices and their implications for our building. • • •
Our curriculum is aligned with state standards. 100% of teachers identify their state standards within their daily lessons plans, maps and/or goal clarity. Consistent language in the academic areas will follow the published ISTEP list provided by the DOE across grade levels.
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Titles and Descriptions of Assessment Instruments (SWP 2.g) Used in Addition to ISTEP+ and IREAD
ELA Reading/Writing:
Applied Performance Based Assessments – These ELA assessments focus on Indiana College and Career Ready Standards providing students with exposure to open-ended response questions. Teachers score the applied assessments with Rubrics designed from State Assessments. The teacher created assessments are administered every two-three weeks then scored and analyzed by the teacher.
Writing: A district writing prompt is administered to K-5 students at the end of each quarter and scored with the Indiana Writing and Conventions Rubrics. Each quarter a different writing genre is addressed. STAR: Grades K-5 teachers administer and analyze STAR Reading results three times a year. Acuity - Grades 3-5 teachers administer and analyze Acuity ELA three times per year
Math:
Applied Performance Based Assessments – These assessments focus on Indiana State and Common Core Standards providing students with exposure to open-ended response questions. Teachers score the applied assessments with Rubrics designed from State Assessments. The teacher created assessments are administered every two-three weeks then scored and analyzed by the teacher. STAR: Grades K-5 teachers administer and analyze STAR results three times a year.
Acuity : Grades 3-5 teachers administer and analyze Acuity Math three times a year.
Science:
Acuity - Grade 4 teachers administer and analyze Acuity Science two times per year.
Social Studies:
Acuity - Grade 5 teachers administer and analyze Acuity Social Studies two times per year.
Technology:
21st Century Skills - Grade 5 teachers administer and analyze technology skills results at the of each year.
Across the Curriculum:
Goal Clarity Window – Grades K-5 teachers create assessments aligned to standards and are administered every two - three weeks to assess Content standards taught. Schoolwide Title 1 PL221, 2014
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Mission, Vision, and Beliefs Parkwood Elementary School Mission Statement The mission of Parkwood Elementary School is to work together to ensure academic success for all students. Vision Parkwood Elementary School will be a place where: • Students are excited to come. • All students are challenged. • Students and staff learn from their mistakes and are not afraid to try new things. • All staff members are positive. • Students know what their strengths are and teachers build on those strengths. • Parents are involved in classrooms that are warm and inviting. • The various learning styles of our students are recognized and valued. • Students are engaged in a variety of learning experiences. • Students and teachers use technology on a daily basis.
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Comprehensive Needs Assessment Overview (SWP 1) An updated comprehensive needs assessment of all students in the school, including subgroups was used to review and revise the school-wide comprehensive plan to improve teaching and learning. The needs assessment includes data collection and analysis as well as integration with key teaching strategies. The plan was developed in consultation with Director for Curriculum and Instruction and the Supervisor for Assessment. Parents, community members, teachers, and administrators participate in reviewing and updating the plan through PL221 school-wide planning committee meetings. During the year collaboration at team, grade level and cross grade level meetings, all staff provided input to the development of the plan. SWP #6b: Parents are contacted to participate in the planning and annual updating process. The process and plan was shared with parents during parent training opportunities and annual meetings. The Parkwood SWP/ PL221 School Improvement Plan is shared on the school’s website for access by parents and community members. Parents, community members, teachers, and administrators will participate in reviewing and updating the plan through PL221 school-wide planning meetings. The plan will be evaluated annually to determine whether the key strategies of the school-wide program have increased the achievement of students, particularly the students who are the lowest achievers of academic standards on ISTEP+. Evaluation results are used to make necessary revisions to the plan.
Culturally Appropriate Strategies (methods to improve the cultural competency of staff, students and parents): Based on an analysis of disaggregated subgroup data, staff has implemented Ruby Payne principles, specifically the use of mental models as well as Marzano’s use of nonlinguistic representations (i.e., graphic organizers).
SWP Component #2: School-wide Reform Strategies SWP 2a: Strategies provide opportunities for all children to meet proficient and advanced levels of student academic achievement: The school-wide reform strategies provide opportunities for all students to meet the state’s proficient and advanced levels of student achievement through a continuum of interventions designed to meet the needs of each student (individual tutoring, small group instruction). Students identified as not meeting academic achievement standards are provided with specific interventions designed to meet their needs through individual and small group instruction. Ongoing assessments determine if students’ needs have been met. Title I staff provide additional assistance for students by rigorous and explicit teaching based on analysis of performance data in a model classroom setting. SWP2b-d: Use effective methods and instructional strategies that are based on scientifically based research that strengthens the core academic program and increases the amount of learning time: Teachers use effective methods and instructional strategies based on scientifically-based research that strengthens the core academic program in school, increases the amount and quality of learning time, and includes strategies for meeting the education of specific subgroups (minority, poverty, LEP, Special Education). Planning and grade level teams review literature, attend professional workshops,
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and participate in study groups to develop strategies that are supported by scientifically research based evidence. SWP 2e-f: Includes strategies for serving underserved populations and strategies to address the needs of all children in the school, but particularly low achieving children and those at risk of not meeting state standards: Instructional strategies focus on the specific needs of at risk and low achieving students. Staff is aware of and addresses the needs of the lowest achieving students by meeting collaboratively in grade level teams on a weekly basis to share and analyze student work, including formative assessment and informal assessment data. Based upon key errors, students are provided intensive instruction aligned with specific needs to improve achievement. SWP 2g: Address how the school will determine if those needs of the children have been met: To determine if the needs of these students have been met, students participate in ongoing school performance assessments for reading, writing and math.
SWP Component #3 Highly Qualified Teachers in all Core/ Academic Areas The Greater Clark County Schools (GCCS) ensures that teachers hired for positions are “highly qualified” in academic subjects in which they are the primary instructor and requirements under the No Child Left Behind Act. Application for positions with the Greater Clark County Schools and initial screening process for holding the appropriate licensure in the teaching area is conducted through the Central Office. Hiring of staff for the Greater Clark County Schools elementary, middle and high school is conducted by the Greater Clark County Schools through the Central Office, building level principal and staff consisting of grade level representation. Background checks are conducted prior to hiring. All GCCS teachers take the High Objective Uniform State Standard of Evaluation/ HOUSSE and new teachers must take the PRAXIS II. Original records of these are kept at the school where the teacher is assigned the position and a copy is on file at Central Office. The Greater Clark County Schools annually submits “highly qualified” data/information regarding every certified employee teaching core academic subjects via the STN Application Center at www.doe.state.in.us. New teachers participate in the “mentor” program as required by the State of Indiana and overseen by the Division of Professional Standards. Paraprofessionals must pass the Parapro Test or have 60 hours of college credit. Instructional assistants are hired as substitutes for one month. If the non-certified/substitute person passes the Parapro Test during the first month, then he/she is hired with a “highly qualified” paraprofessional contract. The Greater Clark County Schools provides a competitive salary base for paraprofessionals. Paraprofessional salaries competitively increase incrementally with each year of experience. Qualifications of teachers and paraprofessionals are reviewed and updated bi-annually to meet NCLB requirements using HOUSSE (High Objective Uniform State Standard of Evaluation) Summary Report. When principals update the “highly qualified” information twice during the year, principals sign off that they have verified current information as accurate for teachers and paras as meeting highly qualified under federal law l07-110, Section 119, as mandated by the No Children Left Behind
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Act of 2001. This HOUSSE Summary Report is filed with Highly Qualified records and documentation is kept on file at the schools and Central Office.
SWP Component #4: Professional Development High Quality and on-going Professional Development for Teachers, Principals, and Paraprofessionals Professional development is provided to all staff (teachers, principals, and paraprofessionals) throughout the school year and during the summer to prepare them to help students meet the State’s academic achievement standards. Professional development is provided by the Division for Curriculum and Instruction that includes the Title I Office, the Technology Services Department, and Assessment Services. The Special Populations and Bi-Lingual Education Department also provide professional development as well as by the school plan team. Collaboration among staff occurs through grade level and cross grade level meeting as well as through staff development faculty meetings.
SWP Component #5: Strategies to Attract High Quality, Highly Qualified Teachers to this School Human Resource information and GCCS positions are posted and regularly updated on the District website. The Greater Clark County Schools provides a competitive salary base for beginning teachers with no years of teaching experience. Teacher salaries competitively increase incrementally with each year of experience. Teacher salaries are increased when a Master’s degree or 30 additional hours above the Master’s degree is acquired. Certified staff receives benefits and may carry family options with additional contributions. The Greater Clark County Schools is committed to having Teacher Mentors certified through the Indiana State Teacher Mentoring program in all GCCS schools. New teachers in the schools will have support from a teacher mentor who is teaching in the same school. This will provide more continuous support related to the school’s specific school improvement plan and school improvement goals and strategies. Currently, new teachers receive mentoring but may receive support from a teacher mentor not assigned to the same building. Weekly collaboration is scheduled to provide ongoing grade level support for new teachers as well as all grade level teachers. Grade level teachers and special resource teachers participate in grade level collaboration weekly. This collaboration focuses on examining assessments (Goal Clarity Windows) that monitor errors in reading, writing and math and the student’s level of use of key strategies that teachers focus on. Teachers review how students are using the strategies and discuss how to revise and refine their modeling of those key strategies in order to impact student performance on the next formative assessment. During collaboration time, teachers use the data to reflect on current practices, expand, refine, and build new skills that focus on meeting school improvement goals and help address barriers to implementing key reform strategies in the school improvement plan. This infrastructure for job-embedded professional development provides new teachers support for progress monitoring of students and allows them access to their teaching peers on a regular basis that is facilitated, focused, and outcome based. This professional development includes on-line modules from the Indiana Department of Education.
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Eligible teachers have opportunities to have educational loans repaid using Perkins grant. IUSoutheast offers graduate credits for professional development opportunities provided in collaboration with Greater Clark County Schools as well as the Wilson Educational Service Center. All Parkwood Elementary staff will have opportunities to participate in professional development that is focused on the school improvement goal and benchmarks (balanced literacy for reading and writing and balanced math and key strategies based on the identified errors). Staff receives appropriate professional development resources such as books and publications to support study group discussions that are guided by the weekly teacher collaboration and looking at student work. Parkwood Elementary recruits certified teachers who are working in the school on a regular basis as substitute teachers, who are receiving hands-on experience with strategies and practices. Substitute teachers must have demonstrated exemplary standards and expectations in classroom management, student expectations, and exhibit participation in the professional learning community.
SWP Component #6: Strategies to Increase Parent Involvement, such as Literary Services Strategies to promote effective parent involvement in the school: Identify strategies in place to ensure effective parental involvement. Include information on any collaboration with Regional Education Laboratories, Education Service Centers, Parent Involvement Resource Center, etc. (Include strategies in addition to the NCLB requirements for parental notification which were described in Component #6.) To promote parental involvement, staff has developed effective strategies that will engage parents as partners with teachers in educating their children and will involve them in meaningful decisionmaking at the school. Parent involvement strategies include family literacy nights, parent student take home activities and books, parent newsletters, parent conferences, parent open houses, parent participation on the review of the school-wide plan, PTO meetings, and open houses.
SWP #6a: Program information and student progress for parents Description of how the school will provide individual academic assessment results to parents: Through parent conferences, school newsletters, the school website, Indiana’s Academic Standards booklets, standards based report cards and ISTEP+ and other school performance assessment reports, parents are helped to understand the state’s academic content and achievement standards as well as how students will be assessed and how to monitor their children’s progress. Parkwood Elementary will inform parents of student progress in core academic areas aligned to Indiana College and Career Ready Standards and performance on benchmark assessments for reading, writing and math on a regular basis. Parkwood Elementary School will provide individual academic assessment results and/or progress to parents 9 times during the school year. Communicating performance results to parents will include: September: first mid-term student progress report (sent home with student); Parent/Teacher conference; annual placement notification for ESL students October: Report Card November: second mid-term student progress report (sent home with student).
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December: STAR results sent home with a letter explaining results; Semester grades available
through Parent Portal January: Acuity results sent home February: third quarter mid-term progress reports (sent home with student). Parent/Teacher
conference March:Report Cards available through Parent Portal April: fourth quarter mid-term student progress report (sent home with student). June: Report Cards available through Parent Portal and mailed; ISTEP+ results; ACCESS results
for ESLstudents The Parkwood Elementary weekly school newsletter will contain hints for helping students at home, announcement of parent activities, and information about accessing school website and other important information. During communications, especially at conferences, parents are encouraged to work with teachers to improve their children’s achievement. Parents are provided information about how they can participate in decisions relating to the education of their children. Parents participate in reviewing the school-wide plan to help improve student achievement. Parents are invited to attend the annual Title I meeting to learn about the school plan, curriculum, academic standards and assessments.
SWP #6b; #6: Materials and Training: Parents are provided with instructional materials and training to help improve their children’s achievement when parents attend family literacy and math activities, and parent conferences. Parents are provided information about additional websites that will provide games and learning activities related literacy and math, as well as parent involvement centers, such as Parent Information Resource Center (Indianapolis). Parents participate in developing and reviewing the school parent involvement policy.
Educate educators:
During collaborative meetings, teachers, the principal and other staff, with the help from parents, are educated about the value of parent contributions and about how to reach out, communicate and work with parents as equal partners, to coordinate and implement parent programs, and to build ties between home and school. Parents participate in conferences with staff to discuss the home-school compact.
SWP # 6a Understandable communication: Information related to school and parent programs, meetings, and other activities are presented in a format and language that parents can understand. Information is made available to all parents on the school website, through conferences and meetings, and through direct mailings. Notices are sent to parents regarding the updating of policies and procedures and reviewing the School Improvement Plan. This information requests parent participation in these processes. Phone calls to parents are made so that parents are involved in updating compacts, parent policies/ handbooks and school
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improvements plans. With the support of the Parent Facilitator, parents participate in developing and reviewing the school parent involvement compact and policy. Policies, handbooks and compacts are prepared in Spanish and English. Other reasonable support:
When parents request other parent involvement activities, staff provides support for these activities by collaborating with parents and developing plans for implementation and evaluation. Parents are encouraged to participate more fully in their children’s education through activities such as parent conferences, phone calls, letters, extra curricular activities and literacy nights.
SWP Component #6b: Strategies to involve parents in the planning, review and improvement of the school-wide plan Parents were contacted to participate in the planning process. The process and plan were shared with parents during parent training opportunities and the plan is shared annually in the spring. The Parkwood SWP/ PL221 School Improvement Plan will be shared on the school’s website for access by parents and community members. Parents, community members, teachers, and administrators will participate in reviewing and updating the plan through PL221 school-wide planning meetings. The Title I Consultant will continue to contact parents throughout the year and use parent training sessions to involve parents in the planning, review and improvement of the school-wide plan.
SWP Component #7: Transitions Plans for assisting Preschool Children in the Transition from Preschool to the Kindergarten To promote PK-K transition Parkwood Elementary hosts a Camp Kindergarten in the spring for the Head Start and GCCS Pre-K students and their parents. Head Start and Title I Supervisor collaborate to discuss transition and coordination of preschool-kindergarten programs. Notice of Camp Kindergarten is posted in the school, distributed to all Head Start and Greater Clark preschools and announced in local newspapers. Prior to the start of school, schools hold open enrollment for all parents. Parents of Kindergarten students are invited to attend an Open House to learn about school policies and procedures. Parents are introduced to the kindergarten curriculum, student academic expectations, College and Career Ready Standards for kindergarteners, class expectation both academic/behavior, homework policy for parents and parent volunteering.
Plans for assisting Elementary Children in the Transition from Elementary to the Middle School To promote Elem/MS transition River Valley Middle School hosts a visitation in the spring for the 5th students. In the summer, parents and students are invited to visit prior to the beginning of the new school year for orientation. Camp River Valley is provided for entering students to become acclimated to the middle school setting. Middle School 6th grade teachers, guidance counselors and principals visit feeder elementary schools to discuss the middle school experience with 5th students.
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SWP Component #8: Opportunities and Expectations for Teachers to be included in the Decision Making related to the use of Academic Assessment Results leading to Improvement of Student Achievement The School-wide plan will be updated annually using the Title I Continuous School Improvement Model. All teachers participate in school-wide plan revisions, collaboration &/or inquiry teams that meet in team/ grade level and cross grade level committees to determine the use of academic assessments in order to provide information on and to improve the achievement of students as well as the overall instructional program. Teachers identify key error patterns on the assessments to modify instructional strategies.
Framework for Monitoring the School Improvement Plan: The principal and staff will monitor the School Improvement Plan by collecting and analyzing implementation and impact data. The implementation data will focus on collecting data based on the research-based models, strategies and activities described in the Implementation Plans for reading, writing and math. Impact data will focus on collecting and analyzing the performance of students as a result of implementing the strategies and activities.
Impact Data: Analysis of ISTEP+ Results The principal and certified teachers will review ISTEP+ results. All classroom teachers, including special resource teachers, will participate in the analysis process of the state’s large-scale assessment annually. Staff will review the Disaggregation Summary Report for ISTEP+ standards in English/ language arts and mathematics for all grades we prepared. The staff will use a KWL reflection process to identify overall performance of students in English/ language arts and mathematics. The KWL tool will be used to identify subgroup performance for NCLB requirements & to meet the cultural competency requirement for PL221. Using the Disaggregation Summary Report the we will also identify subgroup performance for each academic/ intervention subgroup, where resources have been allocated to provide additional instructional support for students not at proficient levels/ not meeting standards on ISTEP+ &/or benchmarks.
Analysis of District Assessments Reading: The principal and K-5 teachers will review reading benchmark results each trimester. All classroom teachers, including special resource teachers, participate in the analysis process. Teachers complete KWLs for grade level analysis of their assessments. Overall proficiency and subgroup(s) proficiency will be analyzed using the following Reading Assessments (benchmarks): Grades K-5 will use the STAR Enterprise Reading Assessment. In grades K-2 teachers will use the Benchmark Running Records from the McGraw Hill reading series; Grades 3-5 teachers administer Acuity.
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Writing: The principal and K-5 teachers will review writing benchmark results each quarter. All classroom teachers, including special resource teachers, participate in the analysis process. Grades K-5 teachers will administer a writing assessment provided at the building level. K-1 score and analyze the writing using an appropriate rubric. Grade 2-5 will use the ISTEP+ rubric for scoring. Math: The principal and K-5 teachers will review STAR Math benchmark results each trimester. All classroom teachers, including special resource teachers, will participate in the analysis process. Key findings will focus on identifying specific standards/errors and specific students and may include creating a classroom matrix of assessment performance. .
SWP Component #9: Activities and Programs at the School Level to ensure that students having difficulty mastering proficient and advanced levels of academic achievement are provided effective, timely additional assistance Students identified as not meeting academic achievement standards are provided with specific interventions designed to meet their needs through individual and small group instruction. Ongoing assessments determine if students’ needs have been met. Teachers provide additional assistance for students by rigorous and explicit teaching based on analysis of performance data in a model classroom setting which also allows for additional time for instruction. A daily 30 minute Intervention Block (IMPACT Group) establishes the structure for the classroom teacher to provide reading instruction with supplemental materials such as Voyager Passport, Early Success, Soar to Success or intervention portions of the basal text. Intervention in math is provided to targeted students in small groups based on demonstrated need. Students in K-5 will have the opportunity to use the IXL web based math program to practice basic math skills.
SWP Component # 10: Incorporates a teacher-mentoring program (in addition to any the LEA might offer for new teachers: Discuss the procedures in place to provide mentoring to new teachers: Grade K-5 teachers and special resource teachers participate in grade level collaboration weekly. This collaboration focus on examining formative assessments (student work samples) that monitors errors in math and students level of use of the key strategies that teachers focus on. Teachers review how students are using the strategies and discuss how to revise and refine their modeling of those key strategies in order to impact student performance on the next formative assessment. During collaboration time, teachers use the data to reflect on current practices; expand, refine and build new skills that focus on meeting school improvement goals and help to address barriers to implementing key reform strategies in the school improvement plan. Walk-throughs will be conducted by the Principal during each trimester. A protocol will used to focus on the implementation of key components of the model & key strategies. Also the principal will review lessons plans and review for key components of the plan, schedules/ times as well as key strategies.
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The district’s mentoring program pairs novice teachers with more experienced professionals who serve as role models and provide practical support and encouragement. Mentors have been trained through the Indiana State Mentorship Program. These highly qualified mentors provide support to teachers through modeling, coaching, observing, debriefing and collaborating. In addition the Reading First coaches are available to provide model lessons and to dialogue with teachers regarding best practice in teaching reading. Discuss the procedures in place to provide ongoing support for teachers. Include information on how you retain highly qualified teachers. Professional development is provided to all staff (teachers, principals, and paraprofessionals) throughout the school year to prepare them to help students meet the State’s academic achievement standards. Professional development is provided by the Division for Curriculum and Instruction that includes the Title I Office, the Technology Services Department, Assessment Services, as well as the Special Populations and Bi-Lingual Education Department. All staff is required by the GCCS Human Resource Department to meet the requirements of NCLB prior to hiring. All teachers are teaching in areas of certification and are licensed by the state of Indiana. Paraprofessionals have met the NCLB requirements. Teacher qualifications are available to parents at the district office, at the school, and on the IDOE website. The GCCS Human Resource Department, Title I Supervisor and the school principal work together to interview and hire high quality teachers in schools with the greatest need. Interviews and informational programs are conducted throughout the state at universities and colleges with high quality education programs. An online application system provides easy access to high quality teachers throughout the country. During the hiring process, only high quality teachers are selected after extensive interviews, contacts with references, and reviews of academic records.
SWP Component # 10 SEA programs and other federal programs that will be consolidated in the school-wide program: Title I, Instructional Services (staff development), Informational Services (technology), Student Services (Title II, IV, V) and Special Education funds will be used to improve the academic achievement of all students. In addition PL221 Professional Development funds will be used to support Parkwood School SWP/ School Improvement Plan.
Technology
•
• • •
Teachers in grades K-5 use document cameras, digital projectors and Smart boards to model skills and key strategies across the curriculum. Students in Grades 3-5 have their own Chromebooks in a 1:1 initiative to facilitate learning through access to technology. Teachers use Google Chrome as the search engine for web-based resources for reading, writing and math applied skill assessments. Resources are available through My Big Campus. Collaboration with colleagues is facilitated through the use of Google Docs. All teachers have been trained to use the computer lab and teacher station which allows students to see what the teacher is doing on the computer.
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Safe and Orderly Environment The following information concerns the safe and orderly environment at PARKWOOD School: Nature of Facility
Safety Procedure
All doors to the building and to each area occupied by students are locked throughout the day. The only entrance into the building is through a monitored buzzer system into the main office Video cameras provide 24 hour surveillance in the hallways and outside the building Each classroom and instructional area is equipped with a telephone that dials both throughout the building and through outside lines. All substitute teachers must sign-in and out from the building and must wear a sub badge while in the building. Before visitors may enter, they must sign in and obtain a visitor’s badge. When they leave, they must sign out in the main office. All staff members are required to wear staff identification at all times. Other safety procedures conducted: fire drills are conducted monthly; disaster drills are conducted on a regular basis at least twice a year.
Comprehensive Needs Assessment Summary Through the Comprehensive Needs Assessment in Fall, 2010 we determined that our focus needs to be on: • Extending student learning time • Obtaining more accurate and useful data regarding interventions • Maximizing the benefits of the use of Goal Clarity Windows In addition the following areas of concern will be considered as we plan professional development and collaboration: • Attention to highly able students • Guidelines for homework • Rubrics and exemplars • Effectiveness of school schedule
CNA: Assessment Assessment Q1. How many/what % of students meet state standards? Have mastered which skills? Grade 3: Answer: In English/Language Arts, 58/77 students passed ISTEP in Spring 2009. In Math, 45/77 students passed ISTEP in Spring 2009. In English/Language Arts, 64/81 students passed ISTEP in Spring 2010. In Math, 58/81 students passed ISTEP in Spring 2010.
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Data Statements: According to Spring 2009 ISTEP data, 58/77 students or 75% met the state standards for third grade English Language Arts. According to Spring 2009 ISTEP data, 45/77 students or 58% met the state standards for third grade math. According to Spring 2010 ISTEP data, 64/81 students or 79% met the state standards for third grade English Language Arts. According to Spring 2010 ISTEP data, 58/81 students or 72% met the state standards for third grade math. Grade 4: Answer: 79% of students meet state standards in English Language Arts. 72% of students meet state standards in math. Data Statements: ISTEP+ 2010 Assessment: ELA = 79% (64/81) of 3rd graders passed. Math = 72% (58/81) of 3rd graders passed. Grade 5: Answer: The percentage of student passing ISTEP increased from 2009 to 2010. In ELA the percent passing each standard ranged from 71 to 74%. In Math the percent passing each standard ranged from72% to 84% with Number Sense being the lowest. Data Statements: For ELA 60% (48/80) met state standard in Spring 2009 and 69% (62/90) in Spring 2010 For Math 66% (53/80) met state standard in Spring 2010 and 77% (69/90) in Spring 2010. Assessment Q2. Are some groups not performing as well as others? KDG: As could be expected our Hispanic students are performing at a lower level on beginning of year assessments but by the end of the year there is not one group that is significantly below the others. Grade 1: Answer: Data Statements: Language Arts # of students identified as Special Needs: 22 Students Benchmark: 36% (8/22) of the first grade students identified as special needs are performing at grade level as evidenced in the Beginning of the Year benchmark data on DIBELS
Strategic: 36% (8/22) of the first grade students identified as special needs are performing at a strategic level as evidenced in the Beginning of the Year benchmark data on DIBELS Intensive: 27% (6/22) ) of the first grade students identified as special needs are performing at an intensive level as evidenced in the Beginning of the Year benchmark data on DIBELS Data Statements: Math # of students identified as Special Needs: 22 Students Benchmark: 18% (4/22) of the first grade students identified as special needs are performing at grade level as evidenced in the Beginning of the Year benchmark data on MCLASS Math. Strategic: 55% (12/22) of the first grade students identified as special needs are performing at a strategic level as evidenced in the Beginning of the Year benchmark data on MCLASS Math. Intensive: 27% (6/22) of the first grade students identified as special needs are performing at an intensive level as evidenced in the Beginning of the Year benchmark data on MCLASS Math
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Grade 2: Answer: Yes. Most subgroups in 2nd grade, with the exception of Black, scored well in the DIBELS ORF in 07-08 and 08-09. In 09-10 there was no disaggregation of subgroups available to reference. Data Statements: • From EOY 2008 to EOY 2009 DIBELS reports, the following data indicates: 1. 5 out of 7 subgroups had a growth of a minimum of 5 percentage points in students at or above benchmark 2. The subgroup Black showed a loss of 1 percentage point (46% to 45%) in percent of students at benchmark; and the Hispanic subgroup showed a loss of 5 percentage points (73% in 2008 to 68% in 2009. • Terra Nova data reports slight gains in percentage of students at benchmark (50th percentile) in white and black subgroups from 06/07 to 08/09. Grade 3: Answer: The Limited English, Hispanic and African American subgroups did not perform as well as their grade level peers in 2009 in English Language Arts. The Limited English, Hispanic and African American subgroups did not perform as well as their grade level peers in 2009 in Math. The Free and Reduced Lunch, Limited English, Hispanic and African American subgroups did not perform as well as their grade level peers in 2010 in English Language Arts. All subgroups except White performed lower than their grade level peers in 2010 in Math, with Limited English being the lowest scoring group. Data Statements: According to Spring 2009 ISTEP data, Limited English, Hispanic and African American subgroups received scores lower than the grade level average in English Language Arts. According to Spring 2009 ISTEP data, Limited English, Hispanic and African American subgroups received scores lower than the grade level average in Math. According to Spring 2010 ISTEP data, The Free and Reduced Lunch, Limited English, Hispanic and African American subgroups received scores lower than the grade level average in English Language Arts. According to Spring 2010 ISTEP data, all subgroups scored lower than the grade level average in Math except the white subgroup. Grade 4: Answer: Special
Education and White students perform better in English Language Arts than free and reduced lunch, LEP, Black, and Hispanic students. White, Special Education, and free and reduced lunch students perform better in Math than LEP, Black, and Hispanic students
Data Statements:
Groups Sp Edn Free/Red LEP Black
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Spring 2010 ELA 11/13 85% 43/55 78% 12/19 63% 5/8 62%
Spring 2010 Math 9/13 69% 37/55 67% 7/19 37% 5/8 62%
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White Hispanic
34/36 94% 16/23 70%
32/36 89% 11/23 48%
4
Grade 5: Answer: Special Education and LEP subgroups do not perform as well as other subgroups in ELA. Data Statements: • As shown on Spring 2010 ISTEP+, 31% of special education students were performing at mastery in ELA. • As shown on Spring 2010 ISTEP+, 58% of LEP students were performing at mastery in ELA. Assessment Q3. What are the critical errors made by students below mastery? KDG: In reading/writing the students are most likely to have difficulty with letter sound relationships especially in the middle and end of words. In math the difficulty is in knowing what comes before and after a number. Grade 1: Answer: LA: Students do not apply the knowledge of segmented skills in the areas of phonemic awareness and phonics to text reading in order to demonstrate comprehension of the text. MATH: Students lack the skills in the area of number sense. Data Statements: LA: 51% (47/93) of the first grade students are performing below mastery as evidenced in the Beginning of the Year data on DIBELs MATH: 68% (64/94) of the first grade students are performing below mastery as evidenced in the Beginning of the Year data on MCLASS Math Grade 2: Answer: Most students in 2010 made critical errors with story structure and lacked details in their benchmark writing assessments. Data Statement: 38/78 (49%) students lacked details as the critical error in their benchmark writing assessments at the end of the 2009-2010 school year.
Grade 3: Answer: Critical errors made by students were in the vocabulary section and on the writing applications adding details. Also critical errors were made in computation, geometry and applied math. Data Statements: According to Spring 2010 ISTEP data, the lowest scores in English Language Arts were vocabulary and writing applications in third grade. 19/81 Students or 23% scored a 3 on writing applications. With adding details being their critical error. According to Spring 2010 ISTEP data, the lowest scores in Math were in geometry, computation and applied math for the third grade. Grade 4: Answer: Most students below mastery in ELA had trouble with the writing section of the ISTEP test. Many of the critical errors made in writing were not following the prompt directions, not including many details and examples in their writing, or not finishing the writing prompt. Most students below mastery in MATH had trouble with the problem solving section of the ISTEP test. Many of the critical errors made in math problem solving were not following the problem directions, making errors in computation that caused errors in subsequent problems, not answering the question asked in the problem, not
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showing work, and basic computation errors. Student Below Critical Errors Made Mastery ELA ELA Score Student A 379 Did not follow writing prompt directions Student B
334
Incomplete writing prompt; lacks details, examples in writing
Student C
Student D
Below Mastery MATH Score 391
256
345
416
Critical Errors Made MATH
Basic computation errors; Problem Solving- Did not answer question s asked Problem SolvingContinued computation errors; Did not answer question s asked. Problem Solving- Did not show work; incorrect answers; did not answer question asked
Lacking details and examples in writing
Student E
365
Problem Solving-did not answer question asked; Continued computation errors in problem solving. Basic Computation errors
Students A-E are mainstream classroom students without an IEP of any kind. Grade 5: Answer: The critical errors made by students working below mastery include responding to nonfiction text and writing applications. The critical errors made by students working below mastery in math include measurement, problem solving, and computation.
Data Statements: • As shown on the Spring 2010 ISTEP+, students did not respond to all parts of the writing and extended response prompts. • As shown on the Spring 2010 ISTEP+, students made computation errors when answering questions. • As shown on the Spring 2010 ISTEP+, students did not choose correct operations to solve multi-step problems. • As shown on the Spring 2010 ISTEP+, students were not able to make generalizations or draw conclusions from nonfiction text to support their answers.
Assessment Q4. Are students showing adequate yearly progress; are #s of students not-passing decreasing/fewer? KDG: Students are showing adequate yearly progress. The number of students reaching benchmark levels is at least staying the same and in some cases increasing. Grade 1: Answer: DIBELS results 2010-11 compared to 2009-10 Data Statements: LA: 2010–11 49% (46/93) of the first grade students were at benchmark. MATH: 2010–11 32% (30/94) of the first grade students were at benchmark.
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Grade 2: Answer to part one of the question: Terra Nova data has been inconsistent across time; showing increases in proficiency some years and decreases in others. Data Statements: From 07/08 to 08/09, the percent of students at proficiency in Reading on Terra Nova increased. The percent of students at proficiency in Vocabulary decreased, but not significantly. There were two fewer students at proficiency, which represents 2 %. •
In 08/09, 48 of 81 students (59%) was an increase of 11% over 07/08 scores of 39 of 81 (48%).
From 08/09 to 09/10 numbers of students at proficiency in Terra Nova Reading and Vocabulary dropped significantly. • Reading scores dropped by 11 % • Vocabulary scores dropped by 18% From 07-08 to 08-09, the percent of students at benchmark or above in DIBELS Oral Reading Fluency at EOY increased by 2 %. However from 08-09 EOY to 09-10 EOY there was a decrease in percentage of students at benchmark or above, based on DIBELS ORF. • From DIBELS ORF EOY reports: 07-08 showed 68% of students at benchmark, while 08-09 showed 70% at or above benchmark. • The DIBELS ORF EOY report from 09-10 reflected a decrease to 62% of students at benchmark or above. So far, 10-11 is showing an increase of students performing at or above benchmark in DIBELS ORF. • Fall 2010 DIBELS ORF data reflects 73% of the students at benchmark or above. Answer to part two of the question: Are the numbers of students not passing decreasing? The two forms of data used are contradicting. Terra Nova indicates that the number of students not passing has actually increased overall over the past 3 years; however that data does not show a consistent trend. DIBELS data shows that the percentage of students not passing IS decreasing (with the exception of the 09-10 data)
Terra Nova – Percent of students NOT making the 50th percentile The year Reading Vocabulary 07-08 52% 36% 08-09 41% 38% 09-10 52% 56% DIBELS – Percent of students NOT at benchmark (yellow and red kids) 07-08 32% 08-09 30% 09-10 38% 10-11 (Fall) 27% Grade 3: Answer: In English Language Arts and math, the third grade showed adequately yearly progress from 2009-2010. Data Statements: According to Spring 2009 and 2010 ISTEP data, Parkwood students increased the percent passing in English Language Arts from 75% to 79%. According to Spring 2009-2010 ISTEP data, Parkwood students increased the percent passing in Math from 58% to 72%.
Grade 4: Answer: Yes, there is evidence of students making adequate yearly progress. Data Statement:
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Grade 5: Answer: The percentage of students not passing ISTEP+ has decreased. Data Statements: • In Spring 2009, 60% of fifth graders passed ISTEP+ in ELA. • In Spring 2010, 69% of fifth graders passed ISTEP+ in ELA. • In Spring 2009, 66% of fifth graders passed ISTEP+ in Math. • In Spring 2010, 77% of fifth graders passed ISTEP+ in Math. Assessment Q5. How well are students meeting standards in non-ISTEP+ grades? Errors? KDG: The percentage of students meeting benchmark levels in reading is about 88%. Grade 1: Answer: Using Goal Clarity Window data, DIBELS and mClass Math data students are mastering standards in ELA more proficiently than they are mastering math standards. Data Statements: LA: 73% (69/94) of the 1st grade students are meeting state standards as evidenced in the Beginning of the Year benchmark data on DIBELS. MATH: 31% (30/96) of the 1st grade students are meeting state standards as evidenced in the Beginning of the Year benchmark data on mClass Math. Grade 2: Answer: Most students in 2010 are meeting Language Arts and Math standards according to Goal Clarity Assessment data. Data Statements: As reflected in 2010 Goal Clarity Data statements for fall of 2010 to present, in 6 of 8 assessments given, (75% ) of the time we had 80% or more of students proficient in English/Language Arts standards. In 5 of 8 assessments given, (62%) of the time, 80% or more of the students were proficient in Math standards Assessment Q6. How many students read at/above gr. level? W/ comprehension? KDG: In the spring 2010 85% of the students were proficient or above proficient on TRC. Grade 1: Answer: TRC data Data Statements: Benchmark: 49% (46/93) of the first grade students were benchmark level as evidenced in the Beginning of the Year data on TRC Strategic: 30% (28/93) of the first grade students were strategic level as evidenced in the Beginning of the Year data on TRC Intensive: 20% (19/93) of the first grade students were intensive level as evidenced in the Beginning of the Year data on TRC Grade 2: Answer: The following statistics are based on current TRC (Text Reading Comprehension) data from
mCLASS: Grade Level Statistics
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19/63 (30%) were in red 11/63 (17%) were in yellow 30/63 (48%) were not reading with comprehension at or above grade level 19/63 (30%) were in green 14/63 (22%) were in blue 33/63 (52%) were reading with comprehension at or above grade level Grade 3: 80% of third grade students mastered comprehension standard on ISTEP.
Grade 4: Answer: 45% of fourth grade students are reading at or above grade level with comprehension. Data Statements: This is based on SRI – Scholastic Reading Inventory gives a lexile level on students. These scores are from October 2010. 4th grade students should be at a lexile level between 600 and 900. 4th Grade
Students scoring 600 or above 33/74 - 45%
Students scoring below 600 41/74 - 55%
Grade 5: Answer: According to SRI (Scholastic Reading Inventory), and using a Lexile level of 750 or above, approximately 50% of the fifth grade students tested are reading at or above grade level with comprehension. Note: A few students were absent or encountered technology issues when trying to log on. Data Statements: As shown on the November 2010 SRI data, 36/72 (50%) of the fifth grade students tested are reading at or above grade level Assessment Q7. Do students w/ As, Bs, & Cs on report cards pass ISTEP+ (elem)? KDG:NA Grade 1: Answer: Using Beginning of the year mClass data and grades on the first quarter report card there is not a consistent correlation between grades and the assessment. Data Statements: LA Benchmark Students: 46 Students A’s 72% 33/46 A’s/B’s 20 % 9/46 A’s/B’s/C’s 7% 3/46 Strategic Students: 28 Students A’s 39% 11/28 A’s/B’s 61% 17/28 A’s/B’s/C’s 0% Intensive Students: 19 Students A’s 37% 7/19 A’s/B’s 32% 6/19 A’s/B’s/C’s 11% 2/19 MATH Benchmark Students: 30 Students
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A’s A’s/B’s A’s/B’s/C’s
93% 7%
28/30 2//30
Strategic Students: 54 Students A’s 65% 35/54 A’s/B’s 20% 11/54 A’s/B’s/C’s 7% 4/54 Intensive Students: 13 Students A’s 15% 2/13 A’s/B’s 38% 5/13 A’s/B’s/C’s 23% 3/13
Grade 4: Answer: Most students with A’s and B’s passed ELA ISTEP+. Half of students with C’s passed ELA ISTEP+. All students with A’s passed Math ISTEP+. Most students with B’s passed Math ISTEP+. Few students with C’s passed Math ISTEP+.
Data Statements: Taken
from 3rd grade I-Step+ 2010.
ELA Grade 24 A’s 26 B’s 6 C’s
Math Grade
Passed 24/24 25/26 3/6
100% 96% 50%
26 A’s 26 B’s 7 C’s
Passed 26/26 17/26 2/7
100% 65% 33%
Grade 5: Answer: Most students making As, Bs, and Cs on their report cards did pass ISTEP+. Data Statements: • In 2009-2010 school year, 100% of fourth graders who made As in ELA passed the ISTEP+. • In 2009-2010 school year, 93% of fourth graders who made Bs in ELA passed the ISTEP+. • In 2009-2010 school year, 66% of fourth graders who made Cs in ELA passed the ISTEP+. • In 2009-2010 school year, 87% of fourth graders who made As in Math passed the ISTEP+. • In 2009-2010 school year, 65% of fourth graders who made Bs in Math passed the ISTEP+. • In 2009-2010 school year, 23% of fourth graders who made Cs in Math passed the ISTEP+. Assessment Q9. How well prepared do Kdg. Students come to school? Answer: On the Brigance test most students do not know their letter names, letter sounds or numbers. Data Statements:
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CNA: Culture Culture Q1. Are culturally appropriate strategies utilized in classrooms (racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic groups)? Answer: Parkwood uses classroom strategies that are modeled to parents, caregivers, and students, prior to incorporation in the classrooms. Parent conferences are conducted over an extended period of time with high expectations of parental attendance. Data Statements: Parkwood’s attention to details, dedication to parent involvement and student enrichment is noted in: 51% attendance for Family Literacy Nights, 86% attendance for parent conferences, 50% attendance for Parent Training through CAPE Grant for Family Dynamic Classes, and attendance of students for Enrichment Clubs, Extra curricular activities, and athletic intramurals. Culture Q2. Is the number of student disruptions kept to a minimum so that learning time for students is maximized? Answer: Student disruptions are kept to a minimum at Parkwood. We have a building wide 90 minute block for Literacy built into each grade levels schedule. We have a building wide discipline in our handbook and the plan is further explained in the student planners. Data Statements: Parkwood has a building wide discipline plan in our handbook and the plan is explained in our student planners. Schedules are communicated to parents in the fall. Tardy students are an ongoing issue for our school, with an average of 1.45 in 4 Quarters. Two teachers are participating in a Corporation wide Discipline Program with implementation expected in 2011. Parkwood had 0 students expelled in 09-10 and 18 students were suspended from class. Culture Q3. Do we have a safe learning environment? Answer: Parkwood parents and staff feel students are safe while attending school. Parents and staff fee students and staff are safe while in their classrooms and during school events. Data Statements: 83% of our parent reported on a survey they felt their child was safe at Parkwood. 97 % of the staff felt safe attending events at school. Refer to the survey results: • 88% of certified staff felt that safety concerns, when reported, are handled in a timely manner, as based on the Greater Clark County Schools Spring Survey 2010. • 97% of certified staff and 68% of classified staff felt safe when attending school events; 83% of the parents believed their child felt safe at school events, as based on the Greater Clark County Schools Spring Survey 2010. • 100% of certified staff and 65% of classified staff felt safe in the school cafeteria; 88% of the parents believed their child felt safe in the cafeteria, as based on the Greater Clark County Schools Spring Survey 2010. • 66% of the certified staff and 69% of the classified staff felt safe outside the building before and after school; 83% of the parents believed their child felt safe outside before and after school, as based on the Greater Clark County Schools Spring Survey 2010. • 94% of certified staff and 65% of classified staff felt safe when monitoring or supervising student-group activities, as based on the Greater Clark County Schools Spring Survey 2010. • 100% of certified staff and 63% of classified staff felt safe in the classrooms or work areas; 91% of parents believed their child felt safe in the classroom, as based on the Greater Clark County Schools Spring Survey 2010. • 94% of certified staff and 63% of classified staff felt safe in the hallways during class changes; 87% of parents believed that their child felt safe in the hallways during class changes, as based on the Greater Clark
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• • • •
County Schools Spring Survey 2010. 97% of certified staff said that Parkwood adults intervene in any unsafe situation they observe and that they would intervene in any such situation, as based on the Greater Clark County Schools Spring Survey 2010. 94% of certified staff said staff was visible during class changes or at times when students are out of the classroom, as based on the Greater Clark County Schools Spring Survey 2010. 85% of parents believed that their child felt safe in the school restrooms, as based on the Greater Clark County Schools Spring Survey 2010. 77% of parents believed that their child felt safe when participating in activities before or after school, as based on the Greater Clark County Schools Spring Survey 2010.
Culture Q4. How well are our rules or procedures for behavior followed? Answer: Procedures and Rules for behavior are followed and modeled by 96 % of students at Parkwood. Data Statements: Parkwood’s blue line and building wide rules, procedures and routines have had a positive impact on our “Common Area” behavior issues as is evident by the decrease in referrals. Parkwood had only 18 students suspended from class and 0 students expelled in 2009-2010. Documents stated that of 33 events that required formal disciplinary measures: 18 students were referred .Parkwood had 10 students who were referred for single incidents and 8 students had multiple incidents, during this time period of documentation (2009-2011).
Culture Q5. How do we inform families about state standards, student performance, grade level expectations, class policies & procedures? Answer: Parkwood has a multi-leveled process of communicating with parents, written notices, technology, and person to person. Communication with parents is offered weekly, monthly, quarterly, and yearly at Parkwood. Data Statements: Parkwood incorporates the use of web pages, student planners with the student and parent handbooks inside, newsletters (weekly and monthly) from the office and some individual teacher newsletters, parent conferences: formally twice a year, more often on an as needed basis. Brochures, leaflets, and report cards are all translated for parents and caregivers as needed. All formal testing information is communicated with home several times in multi-packaged communications and translated when necessary. Back – to- school nights are scheduled for the first few weeks of school, so procedures are modeled and explained to parents and students. Teachers model, role-play, explain, and discuss classroom procedures, rules, and routines the first weeks of school and review after our Winter Break. Culture Q6. What level of attendance do we have at parent conf. Open house, other? Answer: Parkwood has a high percentage of attendance for formal parent conferences and for Family Literacy Nights. Data Statements: Parkwood has a 94% attendance for our twice a year formal parent conferences. Parkwood has a 51 % attendance for our Family Literacy Nights. We Schedule Back-to-school nights for grade level, at the beginning of the year. Our parents attend our after school athletic, extra-curricular events, programs, performances, and competitions; although, no formal attendance records are collected. Our parents have come together to form a PTO for Parkwood. The leaders have planned, organized, and implemented several fund raisers, evening events for students and families. They have become involved with the routines of Parkwood and attend our Friday Morning Assemblies to promote fund raisers, recognize students, and reach out to our students, families, and staff. These events and programs have been very successful and well attended. Culture Q7. What business partnerships do we have? With what outcomes? Role in decision-making?
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Answer: Parkwood has good working partnerships with the CAPE Group, New Neighbors Organization, DARE Program, and PNC Bank. Data Statements: Parkwood has been working with CAPE for several successful years and has now expanded services at Parkwood. New Neighbors has become a more involved and in house organization for us. DARE has stepped up their participation and involvement with more school/student relationship and guidance programs. These organizations have a high impact on our future planning, schedule planning, and goal development for our student and parent involvement plans
CNA: Curriculum Curriculum Q1. Is curriculum aligned with state standards? Instruction? Are curriculum maps completed, reviewed and updated regularly? Answer: The Goal Clarity Windows used to guide curriculum are aligned with the Indiana State Academic Standards. Instruction is based on the focus standard used to create the GCW. Standards have been mapped on a calendar to assure every standard is addressed. Goal Clarity Windows are created and completed by teachers on the Rubicon Atlas website during weekly grade level meetings and submitted to the principal the week prior to instruction. GCW are reviewed by administration using the Rubicon Atlas website. GCW will be updated before they are used in the Spring and Fall of 2011. Data Statements: • As shown on Atlas Rubicon, 100% of teachers align the grade level curriculum with the Indiana state standards. • As shown on Atlas Rubicon, 100% of teachers of teacher complete and update the Goal Clarity Windows regularly.
Curriculum Q2. Is staff fully implementing key programs trained in? Answer: Most staff members have had the Voyager training. Most staff members are not currently implementing this program in their classrooms. Data Statements: • As shown on a teacher survey given in Fall 2010, 22/31 (71%) of teachers have had the Voyager training. • As shown on a teacher survey given in Fall 2010, 9/31 (29%) of teachers have not had the Voyager training. • As shown on a teacher survey given in Fall 2010, 15/22 (68%) of teachers do not currently use the Voyager training in their classrooms. • As shown on a teacher survey given in Fall 2010, 8/22 (36%) of teachers do currently use the Voyager training in their classrooms.
Curriculum Q3. How are Goal Clarity Windows being used? Answer: Goal Clarity Windows are monitored by weekly submission to the principal. Goal Clarity Windows are posted to Rubicon Atlas where they can be viewed by all GCCS teachers, as well as administration. Goal Clarity Windows are used to guide daily instruction. Data Statements: As shown on Rubicon Atlas and documented in teacher lesson plans, 34/34 (100%) of teachers use Goal Clarity Windows to guide daily instruction. Curriculum Q4. Are rubrics and exemplars being developed and used by teachers AND Students: Are state
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rubrics posted and used by students? Answer: Most teachers use rubrics in math, literacy, and writing. Sometimes teachers use rubrics in science and social studies. Data Statements: As shown on the teacher surveys given during the Fall of the 2010-2011 school year:
• • • • • • • • • • • • • • • • • • • •
Math 2/25 (8%) of teachers never use rubrics 5/25 (20%) of teachers sometimes use rubrics 11/25 (44%) of teachers often use rubrics 7/25 (28%) of teachers always use rubrics Literacy 2/29 (7%) of teachers never use rubrics 7/29 (24%) of teachers sometimes use rubrics 11/29 (38%) of teachers often use rubrics 9/29 (31%) of teachers always use rubrics Writing 2/29 (7%) of teachers never use rubrics 4/29 (14%) of teachers sometimes use rubrics 15/29 (52%) of teachers often use rubrics 8/29 (28%) of teachers always use rubrics Science 13/25 (52%) of teachers never use rubrics 11/25 (44%) of teachers sometimes use rubrics 1/25 (4%) of teachers often use rubrics 0/25 (0%) of teachers always use rubrics Social Studies 15/25 (60%) of teachers never use rubrics 9/25 (36%) of teachers sometimes use rubrics 1/25 (4%) of teachers often use rubrics 0/25 (0%) of teachers always use rubrics
Answer: Sometimes students use rubrics in math, literacy, and writing. Students rarely use rubrics in science and social studies. Data Statement: As shown on the teacher surveys given during the Fall of the 2010-2011 school year:
*The data below shows the percent of classrooms that have students use rubrics* Math • 7/25 (28%) never use rubrics • 15/25 (60%) sometimes use rubrics • 3/25 (12%) often use rubrics • 0/25 (0%) always use rubrics Literacy • 5/29 (17%) never use rubrics • 18/29 (62%) sometimes use rubrics • 6/29 (21%) often use rubrics • 0/29 (0%) always use rubrics Writing
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• • • • • • • • • • • •
3/29 (10%) never use rubrics 12/29 (42%) sometimes use rubrics 11/29 (38%) often use rubrics 3/29 (10%) always use rubrics Science 14/25 (56%) never use rubrics 9/25 (36%) sometimes use rubrics 2/25 (8%) often use rubrics 0/25 (0%) always use rubrics Social Studies 17/25 (68%) never use rubrics 7/25 (28%) sometimes use rubrics 1/25 (4%) often use rubrics 0/25 (0%) always use rubrics
Curriculum Q5. Are students provided technology classes? How often? How assessed? Answer: Students are provided with consistent technology instruction provided by the technology teacher, Kerri Black. Students attend technology class once a week, for three quarters of the year. During one quarter of the year, students receive technology instruction twice a week, due to scheduling. Students are assessed weekly through technology teacher observations. Students are also assessed two to five times per quarter on introduced skills. Data Statements: • As shown on the 2010-2011 daily schedule, 100% of students, grades k-5, attend technology class in the special area rotation once weekly. • As shown on Rubicon Atlas, 100% of students, grades k-5, are provided with technology instruction. Curriculum Q6. How many/what percent of students are enrolled in Advanced Placement and or Honor courses? Served by the corporation’s highly Able program? Answer: Very few students are served by the corporation’s highly-able program. Data Statements: 4/505 (.8%) students at Parkwood Elementary School are enrolled in GCCS highly able program.
CNA: Intervention Intervention Q1. Are extended time interventions (i.e., tutoring, summer school, supplemental classes) increasing student learning?
Answer: Grade 1: The extended interventions that our 1st grade students have been able to take advantage of are supplemental services as a Kindergarten and Tier 2 Intervention groups. The students that have been serviced in Kindergarten with supplemental services are listed on the attached spreadsheet along with the 1st grade students participating in a Tier 2 intervention group during this first semester. Grade 2: Extended time is increasing student learning in second grade. Grade 3: There is insufficient data at this time know if extended time services are increasing student learning in third grade. There is only one set of Acuity data to evaluate at this time. Grade 4: About half of the fourth grade students that attended extended time interventions increased Acuity scores from Spring to Fall 2010.
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Grade 5:At the fifth grade level students’ scores are improving on ISTEP after attending extended time programs. Data Statements: 12 students received supplemental services in Kindergarten and are registered in a Parkwood 1st grade this year: 6/12 – 50%: Benchmark – BOY Grade 1 4/12 – 33%: Strategic – BOY Grade 1 2/12 – 17%: Intensive – BOY Grade 1 10/11 current second grade students received scores of proficient or above proficient at the end of the extended time on end of year DIBELS. 16/24 students or 67% of third graders passed at least one area of the Fall 2010 Acuity after receiving extended time services. 12/21 or 57% of fourth grade students improved on at least one area of Acuity from Spring 2010 to Fall 2010 after receiving extended time services. 23/26 students or 88% of fifth graders’ scores improved from ISTEP 2009-ISTEP 2010.
Intervention Q2. What data is used to identify students, programs and personnel for our intervention program? Answer: Kindergarten: DIBELS testing and teacher observation, mclass reading, and mclass math, Goal Clarity-may do intervention test. First Grade: The data used to identify students for our intervention program is DIBELS – Nonsense Word Fluency (NWF) for the Beginning of the Year benchmark assessment and then DIBELS – Oral Reading Fluency (ORF) from the Middle of the Year benchmark assessment. Text Reading Comprehension (TRC) is also taken into consideration to determine students for our intervention program. Programs for our intervention program have been determined by Reading First in prior years – Voyager Passport and Houghton Mifflin Early Success. These two programs have continued to be used as no new programs have been introduced to us with training and materials to support implementation. Personnel for our intervention program are determined by staffing decided by the principal. One special needs coordinator is designated to support 1st grade as is one ESL certified teacher. Schedules for these support personnel are directed toward the students with most need. Second Grade: Students are placed in intervention based on DIBELS ORF and TRC. Third Grade: In third grade we use ORF and TRC from the end of second grade to identify students in need of intervention. After Acuity is given in October, we will look at this data in addition to GCW data to determine which students are in need of intervention. We will be looking at the students at the end of each quarter to decide what intervention will best suit each child in need. In third grade we look at the students’ scores on end of second grade ORF and TRC to determine which intervention program will best suit the groups with similar needs. Right now we use third grade passport (either comprehension or word study), the model classroom, or soar to success. In determining which personnel for our programs, we look at which classroom teacher has the most students in their homeroom class for each of the groups. That teacher usually does the group to cut down on transition time. However, students also go with the ESL teacher for the grade level if that is their need or the Special Ed teacher for the grade level if that is their need. Fourth Grade: ISTEP data and Acuity scores are used to place or move students in or out of Intervention within a classroom Intervention group as well as another teacher’s group (depending on ability grouping) . Teacher observation and previous Intervention placement is also considered. Some students are tested by teachers using ORF Benchmark testing, running records, SRI, and Acuity Reading. Fifth Grade: ISTEP and Acuity data are used to identify students in need of intervention.
Data Statements: 3/6 or 50% of grade levels use DIBELS measures to place students in intervention groups. 3/6 or 50% of grade levels use ISTEP and Acuity scores to place students into intervention groups. Intervention Q3. How often is student data reviewed for intervention groups?
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Answer: Kindergarten: Data is reviewed each 9 weeks. First Grade: Student data is reviewed every nine weeks. Second Grade: Data is reviewed at the end of each quarter to determine if new placements need to be made. Third Grade: Data is reviewed “officially” for intervention groups at the close of each quarter. However, if something is not working it can be reviewed on a case by case basis and slight changes can be made. Fourth Grade: ISTEP data was reviewed before the 2010-2011 school year to place students in intervention groups. Student Acuity data is also reviewed every quarter to place, retain, move, or graduate students from Intervention. Fifth Grade: Before the 10-11 school year, student data was reviewed at the semester break to determine placement in intervention groups. During the 10-11 school year, students will be evaluated every 6 weeks to determine placement in intervention groups.
Data Statements: 5/6 or 83% of grade levels review data every nine weeks to determine changes to intervention groups. 1/6 or 16% of grade levels review data every six weeks to determine if changes need to be made to intervention groups. Intervention Q4. How is intervention data communicated with the regular classroom teacher? Answer: Kindergarten: ESL teacher keeps record log and K teachers are the ones who do intervention. Intervention data is formally discussed at the end of each quarter. First Grade: Intervention data is communicated with the regular classroom teacher when data is reviewed for intervention groups every nine weeks at a grade level meeting designated to review intervention data. Second Grade: Copies of weekly intervention records. Data is formally discussed at the end of each quarter. Third Grade: Intervention data is communicated with the regular classroom teacher through weekly grade level meetings on a case by case basis or officially at the end of each quarter. Fourth Grade: Weekly grade level meetings provide opportunities to discuss intervention plans and data. Copies of intervention data is given to classroom teachers and quarterly records are turned in to the main office. Fifth Grade: Weekly grade level meeting provide opportunities for communication about intervention data. Copies of weekly intervention records are provided by some interventionists.
Data Statements: 6/6 or 100% of grade levels communicate intervention data quarterly. 4/6 or 67% of grade levels communicate intervention data with the regular classroom teacher when needed at weekly grade level meetings. 4/6 or 67% of grade levels communicate intervention data with the regular classroom teacher through weekly intervention records.
Intervention Q5. What methods are used to evaluate and track the effectiveness of intervention initiatives? Answer: Kindergarten: DIBELS progress monitoring is used to track the effectiveness of intervention initiatives. First Grade: The methods used to evaluate and track the effectiveness of intervention initiatives are collaborative conversations around the intervention data during designated grade level meetings. Second Grade: Second Grade uses the progress monitoring and benchmark data from ORF and TRC to monitor the effectiveness of intervention. Third Grade: We are using ORF and TRC to evaluate and track the effectiveness of the model classroom interventions. We are using weekly assessments (goal clarity window tests) and Acuity to evaluate and track the effectiveness of the other interventions. Fourth Grade: ISTEP and Acuity data are used to track effectiveness. Some teachers use ORF Benchmark testing, running records, or SRI to determine effectiveness of intervention initiatives. Fifth Grade: Acuity and ISTEP data are used to track effectiveness of interventions. The model classroom teacher also uses ORF and TRC scores to monitor and track the effectiveness of intervention.
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Data Statements: 4/6 or 67% of grade levels use DIBELS data to monitor and track the effectiveness of intervention initiatives. 3/6 or 50% of grade levels use Acuity to evaluate and track the effectiveness of intervention initiatives. 2/6 or 33% of grade levels use ISTEP to evaluate and track the effectiveness of intervention initiatives. 1/6 or 17% of grade levels are using the goal clarity window assessments to help monitor and track the effectiveness of intervention initiatives. 5/5 or 100% of model classroom teachers are using TRC an ORF to evaluate and track the effectiveness of intervention initiatives.
CNA: Pedagogy Pedagogy Q1. Is consistent language & strategies used across grades & classes within grades? Answer: Yes, with regard to methodologies we’ve adopted such as: 4-Square Writing format, and Balanced Math, and Larry Bell’s Twelve Powerful Words. We also use consistent language in the instruction of our mastery standards in ELA and Math per the development of vocabulary for Goal Clarity Windows.
Data Statements: Meeting record forms and the Goal Clarity Windows document the use of consistent language within grade levels in both ELA and Math, as planned through GCW. Evidence of the consistent language in our instruction would be found in lesson plans and principal observation feedback. Pedagogy Q2. How much time is spent in teach, guided practice, independent practice? According to the data collected from an instructional audit at Parkwood Elementary School, teachers indicated that on average during reading 45% of the time is used for teach, 35% used as guided practice, and 20% of the time is used for independent practice.. The data indicated that on average during math 38% of the time is used for teach, 41% of the time used as guided practice, and 21% of the time is used for independent practice. Area of Instruction: Teach Guided Practice Independent Practice Data Statements:
Average amount of time spent during Reading: 45% 35% 20%
Average amount of time spent during Math: 38% 41% 21%
Collected Data: Teach Percentage of School Time 15% 20% 25% 30% 33% 35% 40% 50%
Number of Teachers Reporting for Reading 0 1 1 2 1 1 6 10
Number of Teachers Reporting for Math 4 3 1 0 0 2 3 6
60%
5
3
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Guided Practice Percentage of School Time 20% 25% 30% 33% 35% 40% 45% 50%
Number of Teachers Reporting for Reading 3 4 6 1 0 6 3 3
Number of Teachers Reporting for Math 3 4 2 0 1 4 0 3
70%
1
3
75%
0
1
Number of Teachers Reporting for Reading 0 5 4 11 5 0 1 0 1
Number of Teachers Reporting for Math 2 1 4 6 5 3 0 1 0
Independent Practice Percentage of School Time 5% 10% 15% 20% 25% 30% 33% 45% 50%
* Data collected from instructional audit Pedagogy Q3. What methodologies are used consistently in our building? Answer: There are several methods that are used consistently across our grade levels. Uninterrupted literacy block Targeted interventions Modeling Guided practice Immediate corrective feedback Differentiating according to data results Graphic organizers Mini lessons Conferencing in Writing Highlighting Check items off a plan (writing) Daily Math Review Explicit instruction Problem solving steps Monitoring and fix-up Balancing all components of literacy Balancing all components of math Planners Homework folders 4-Square Writing Organizer
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Data Statements: As reported in the current PL221 School Improvement Plan, as well as teacher interviews, the abovelisted methods are used consistently across the grade levels. Q4. Do we have guidelines for homework that are consistent in each classroom? How do we ensure guidelines are adhered to? Answer: Each teacher at Parkwood has his/her own set of guidelines, procedures, and consequences for assigning and managing homework assignments. Some grade levels are uniform across the grade level, but most teachers have their own set of standards for this. Data Statements: As reported by teachers in interviews during the Fall of 2010, the following statements reflect the way homework assignments are assigned and managed. Evidence is available in the notes from teachers’ initial contacts with parents that outline expectations as well as homework records in some classrooms. Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Given 2-4x week Checked daily;
Given 4x week Checked daily, parent signature required. Kids make it up in a variety of ways.
Given 4x week Some check to see that it’s done; some grade it; some take the recess time away
4x week Checked daily; some give an extra day, some have consequence
Use planners
Staple a HW sheet into planners Reading, Math, Spelling daily
Planners and assignment sheets Same subjects given daily
Use planners
Same subjects given daily
Same subjects consistently for homework
Use a HW folder – lose all recess if not done- tchrs check for completion not accuracy
Spelling, Reading, Math daily – 1 paper per night
Given daily Checked daily; those who didn’t do HW stay in and do it at recess
Usually a reading and a math assignment; varies
There was a wide variety of ways to ensure guidelines – some teachers require it to be completed the next night, some take off points, some have students do it recess, some have no consequence for not doing homework. Teachers are consistent within their own individual classrooms regarding how they handle it. Q5. What strategies are used to ensure student engagement? Answer: While there is a wide variety of strategies used to promote engagement and active participation, most are used consistently among the faculty. The individual contributions are in the table with the data statement and show the overlap of strategies across the building. Data Statements: As reported in teacher interviews and reflected in lesson plans for fall, 2010: strategies for engagement of students are as follows: (further evidence of these can be found in Goal Clarity Windows and Principal’s Observation feedback) PreSchool / Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Quick pace Lots of opportunities to respnd Variety of activities Pointers Hand signals A lot of movement & up/down Vary teacher voice level Lots of visuals Topics related to their lives Instruction – multi sensory
whiteboards movement Doc cams Hand signals Manipulatives Lots of visuals Tapes and CDs Cooperative groups/partners
Document cams Tapes and CDs Word/letter cards Whiteboards Yes/no sticks Response cups Response cards Hand signals, etc. Proximity Small groups Rewards
whiteboards Pinch papers partnering Teacher feedback All stu respond Turn and talk All senses used Gr. Organizers
Document cams Videos & clips Charting Shaving Cream on desks Concrete objects Visuals Pantomime Hand signals Activities for movement
Dry erase Manipulatives, including counters, cubes, opinion sticks Student copies Turn and talk
Exit tickets Songs Power Points
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CNA: Planning Planning Q1. Do students have enough time to learn? Answer: No, students do not have enough time to learn. Data Statements: Our school schedule is set up to give students the following number of minutes in each area daily: 90 minute reading block 75 minute math block 15 minute content area block 30 minute intervention block 30 or 45 minute writing block *The daily schedule IS aligned with corporation expectations. Of the 19 teachers that answered the survey question “Do students have enough time to learn?” • 11 answered NO • 6 did not answer yes or no, but commented that some students have enough time but others do not. • 2 answered YES – one commented “for the most part”
*6 teachers commented that time is a problem for struggling students – they especially do not have enough time to master the material. *3 teachers commented that the amount of content that we are teaching in the given amount of time is too much for students to retain. Maybe the solution is to teach fewer more focused standards. Planning Q2. Does the school schedule enhance or hinder learning? Time on task? Answer: The school schedule is amenable to learning if time on task is maximized and students are mastering the concepts equally. Students are hindered by the schedule if time allotted in the schedule does not produce mastery of the material for some students. Data Statements: Time on task under many circumstances is reduced by frequent transitioning of students to other groups and classrooms throughout the building. Some students have enough time while others do not. Time is a problem for struggling students etc. Planning Q 3. How are paraprofessionals & special program staff used to support student learning?
Answer: Each of the four kindergarten classrooms has a full time paraprofessional. They help to get materials ready and help by checking students when they finish work. They conduct small groups in reading and math so the students receive more individual attention and practice. They help individuals who require extra help understanding different concepts. They read stories and conduct activities for the whole group when the teacher is giving the DIBELS, mClass Reading, or mClass Math tests. The special education teachers plan programs to meet the special needs students’ IEPs. The special education paraprofessionals help students individually and in small groups. The speech teachers help their students individually and in small groups. The ESL teachers help students in small groups and by translating instructions and notes to parents. The Media Clerk helps organize and pull books so students can participate in the Reading Counts program.
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Janet Clark provides a number of services to help student learning. She provides a homework club and works individually with students having issues which might interfere with learning. Michelle Palmer works with CIS (Communities In Schools). One of her duties is to provide day care after school each day. At that time, she helps students with homework assignments. I.U.S. works with Parkwood with the New Neighbor Program. Training is given to teachers to help them know how to work with ELL students. A number of students from I.U.S. help once a week in the classrooms working with individual or small groups of ELL students. Dr. Frey and several others from U of L Kent School of Social Work are helping train teachers in the First Steps to Success program. This helps teachers and students deal with behavior issues which affect student learning. Special Area teachers in Art, Music, Technology, and Gym are all supporting student learning in their areas. They also use extra periods to come into the classrooms and provide small group instruction.
Data Statements: Planning Q4. Are school improvement strategies monitored on a regular basis? Answer: Yes, school improvement strategies are monitored on a regular basis. Data Statements: Intervention: Intervention records and data Curriculum Mapping: Posted Online Meeting record forms from grade level meetings; Staff meetings; Leadership meetings Goal Clarity Windows – Posted on Rubicon Data Walls: track students progress (visual) Data Binders: each teacher has a binder of his/her class. ELA Reading/Writing Balanced Literacy: Phonemic Awareness, Phonics, Vocabulary, Fluency, Comprehension are taught daily as evident in lesson plans. Applied Benchmark Assessments – These assessments focus on Indiana Standards and provide students with exposure to open-ended response questions. Teachers score the applied assessments with the Indiana Standards Rubric. Kdg. – Gr. 5 teachers administer, score and analyze Applied ELA three times per year. Gr. 3-5 teachers administer Scholastic Reading Inventory (SRI) three times a year. DIBELS Grades K-2 teachers administer and analyze DIBELS and Reading 3D three times a year Progress Monitor for DIBELS bi-weekly Acuity - Grades 3- 5 teachers administer and analyze Acuity ELA three times per year Math Balanced Math: Poster Method, Mental Math, Daily Math Review, Conceptual Units, Monitoring student scores
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Applied Benchmark Assessments: These assessments focus on Indiana Standards and provide students with exposure to open-ended response questions. Teachers score the applied assessments with Rubrics designed from Indiana Standards. Kdg. -Gr. 5 teachers administer, score and analyze performance based/ applied assessments (problem solving with ISTEP+ format) three times a year. DIBELS - Grades K-2 teachers administer and analyze DIBELS Math three times a year. Acuity - Grades 3- 5 teachers administer and analyze Acuity Math three times a year. Science/Social Studies Acuity - Grade 4 teachers administer and analyze Acuity Science two times per year. Acuity - Grade 5 teachers administer and analyze Acuity Social Studies two times per year. Planning Q5. How is shared leadership demonstrated in the building? What opportunities are available for teacher leaders? Answer: At Parkwood Elementary we have a building leadership team, which consists of our principal, Title 1 coordinator, and at least 1 teacher from each grade level. Our leadership team meets once a week after school to discuss and make decisions about our school. The representative from each grade level then reports important information back to the grade level teachers. Data Statements: The teachers on the leadership team, as well as other teachers, are given opportunities to participate in trainings in both academic and behavioral areas. Teachers are also given opportunities to report back to the other teachers in the building during our period zero collaboration time. This year we have teachers involved in: • Goal Clarity Window training • Leadership Academy • FOSS training (science) • Positive Behavior Supports training • Balanced Math training Parkwood staff lead the following student activities: • Basketball • Cheerleading • Dance Team • Student Council • After School Enrichment Clubs • Nature Club • Sport Intramurals • Wrestling • PNC Student Bank •
PTO meetings and activities
CNA: Professional Development Q1. What is the relationship of student achievement, state standards, & professional dev? Answer: There was an increase in Math ISTEP scores for the 2009-2010 school year. Balanced Math was implemented after teachers attended several PD’s. GCW required teachers to focus more in depth on a state standard. As a result of GCW teachers collaborate and are able to acknowledge which students are not at a mastery
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level. Using the data, teachers and staff can then work intensely with students to help them obtain mastery status on a specific academic standard. Q2. What impact has PD had on classroom practice? How do we know? How do we evaluate impact? Answer: Implementing daily math review into the classroom has offered data to teachers that help drive instruction. GCW PD has required teachers to focus on core standards and teach deeply. GCW assessments are tracked and discussed through grade level meetings. Through various discussions, teachers become aware of what techniques worked and what did not. They can take this information back to their classrooms and implement different instructional strategies.
Q3. What kinds of collaboration exist? How effective is each? Answer: Weekly collaboration exists during grade level meetings. This provides an opportunity for teachers to develop strategies that will be implemented in classroom instruction. This also gives teachers time to discuss strategies that were effective and not effective. We acknowledge that we are trying to work together to raise students achievement, although time is an issue restricting collaboration.
Q4. Does PD increase cultural competency? Answer: PD does increase our cultural competency. Through our Ruby Payne PD, teachers are more aware of things that students go through beyond the classroom doors. New Neighbors has given us strategies that help us teach our students with limited vocabulary/ background knowledge. ESL coordinators have provided resources to the staff in order to familiarize them with common Spanish phrases.
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Elementary Summary Sheet for Key ISTEP+ Data English/Language Arts (ELA)
Mathematics (Math)
ELA - OVERALL
MATH - OVERALL
Number of students passing/total assessed (%) From each “Disaggregation Summary Report”
Grade* Spring 12 47/54 87% 3 46/69 70% 4 51/56 91% 5 146/179 82% Total
Spring 13
Spring 14
50/78 64%
46/65 77%
169/228 74.1%
190/255 74.5%
63/85 74% 56/65 86%
78/106 74% 66/84 79%
Number of students passing/total assessed (%) From each “Disaggregation Summary Report”
Grade* 3 4 5 Total
Spring 12
39/54 72% 44/69 64% 52/56 93% 135/179 75%
Spring 13
56/88 64% 55/65 85% 64/79 81% 175/232 75.4%
Spring 14
65/106 61% 66/84 79% 57/65 88% 188/255 73.7%
ELA - KEY SUBGROUPS: Grade 3
MATH - KEY SUBGROUPS: Grade 3
Number of students passing/total assessed (%)
Number of students passing/total assessed (%)
Group Sp Edn Free/Red LEP Black White Hispanic
Spring 12
Spring 13
Spring 14
2/2 100%
4/7 57%
5/15 33%
39/44 89% 10/15 67%
53/79 67% 5/19 26%
68/91 75% 19/32 59%
3/4 75%
8/13 62%
6/11 55%
21/21 100% 16/21 76%
31/38 71% 17/31 55%
33/39 85% 35/52 67%
Group Sp Edn Free/Red LEP Black White Hispanic
ELA - KEY SUBGROUPS: Grade 4
Hispanic
13/22 59%
Spring 13
Spring 14
45/55 82%
57/75 76%
15/19 79% 5/6 88% 22/25 88% 20/24 83%
9/21 43% 8/10 80% 30/33 91% 21/33 64%
2/4 50%
*5/5 100%
Spring 13
Spring 14
2/4 50%
5/13 38%
7/11 64%
20/21 95% 13/21 62%
26/38 68% 21/31 68%
29/39 74% 26/52 50%
2/2 100% 30/44 68% 7/15 47%
4/7 57% 49/79 62% 11/19 58%
1/15 7% 55/91 60% 13/32 41%
MATH - KEY SUBGROUPS: Grade 4
Number of students passing/total assessed (%)
Group Spring 12 4/8 50% Sp Edn 40/57 70% Free/Red 10/19 53% LEP 3/6 50% Black 28/37 76% White
Spring 12
Number of students passing/total assessed (%)
Group Sp Edn Free/Red LEP Black White Hispanic
Spring 12
Spring 13
Spring 14
34/57 60%
45/55 82%
57/75 76%
11/19 58% 3/6 50% 28/37 76% 13/22 59%
13/19 68% 5/5 100% 23/25 92% 17/24 71%
13/21 62% 7/10 70% 30/33 91% 24/33 73%
2/8 25%
4/4 100%
*4/5 80%
ELA - KEY SUBGROUPS: Grade 5
MATH - KEY SUBGROUPS: Grade 5
Number of students passing/total assessed (%)
Number of students passing/total assessed (%)
Group Spring 12 3/4 75% Sp Edn 34/40 85% Free/Red 6/8 75% LEP 4/5 80% Black 29/30 97% White Hispanic
Spring 13
Spring 14
40/68 59%
34/51 67%
8/20 40%
9/21 43%
2/5 40%
4/5 80%
31/43 72%
21/24 88%
13/26 50%
16/28 57%
14/18 88%
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3/7 43%
*2/6 33%
Group Sp Edn Free/Red LEP Black White Hispanic
Spring 12 4/4 100% 35/40 88% 6/8 75% 5/5 100% 28/30 93% 14/16 88%
Spring 13 3/7 43% 52/68 76% 13/20 65% 4/5 80% 38/43 88% 18/26 69%
Spring 14 *5/6 83% 45/51 88% 14/21 67% 5/5 100% 23/24 96% 21/28 75%
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ELA-TOTAL SUBGROUPS: All Grades Number of students passing/total assessed (%)
Group Sp Edn Free/Red LEP Black White Hispanic
Spring 12 9/14 64% 113/141 80% 26/42 62% 10/15 67% 78/88 89% 43/59 73%
Spring 13
Spring 14
9/18 50%
12/26 46%
138/202 68%
159/217 73%
28/58 48%
37/74 50%
15/24 62%
20/26 77%
84/106 79%
84/96 88%
50/81 62%
72/113 64%
Science
MATH-TOTAL SUBGROUPS: All Grades Number of students passing/total assessed (%)
Group Sp Edn Free/Red LEP Black White Hispanic
Spring 12 9/14 64% 113/141 80% 26/42 62% 10/15 67% 78/88 89% 43/59 73%
Spring 13
Spring 14
9/18 50%
11/26 38%
138/202 68%
152/217 72%
28/58 48%
40/74 54%
15/24 62%
19/26 73%
84/106 79%
82/96 85%
50/81 62%
71/113 63%
Social Studies
SCIENCE - OVERALL
SOCIAL STUDIES - OVERALL
Number of students passing/total assessed (%) From each “Disaggregation Summary Report”
Number of students passing/total assessed (%) From each “Disaggregation Summary Report”
Grade* Spring 12 Spring 13 Spring 14 39/66 59% 51/84 61% 42/69 61% 4
Science - KEY SUBGROUPS: Grade 4 Number of students passing/total assessed (%)
Group Sp Ed Free/Red LEP Black White Hispanic
Spring 12 5/8 63% 35/57 61% 9/19 47% 2/6 33% 26/37 70% 12/22 54%
Spring 13
NA NA NA NA NA NA
Schoolwide Title 1 PL221, 2014
Spring 14
*3/5 60% 43/75 57% 8/21 38% 18/33 55% 23/33 70% 18/33 55%
Grade* 5
Spring 12 36/56 64%
Spring 13
37/81 46%
Spring 14
38/65 58%
Social Studies - KEY SUBGROUPS: Grade 5 Number of students passing/total assessed (%)
Group Sp Ed Free/Red LEP Black White Hispanic
Spring 12 2/4 50% 22/40 55% 0/8 0% 3/5 60% 22/30 73% 8/16 50%
Spring 13
2/7 28% 30/68 44% 5/20 25% 4/5 20% 26/43 60% 9/26 35%
Spring 14
*2/6 33% 27/51 53% 4/21 19% 4/5 80% 19/24 79% 10/28 36%
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PARKWOOD Elementary --- Greater Clark County Schools
Overview for Implementation Plans Parkwood Elementary 2014
Implementation Plans for reading, writing and math are updated annually. During grade level collaboration and checkpoints, strategies and interventions are reviewed based on impact and implementation data and recommendations are made for updating each Plan. Parkwood Elementary will implement and follow the GCCS Literacy Framework which is based on the belief that in ALL classrooms across ALL content areas students should: • Read Every Day • Write Every Week • Publish Every Quarter Guidelines for this framework include a daily 90- minute reading block focusing on the 5 components of reading: phonemic awareness, phonics, vocabulary, reading comprehension and fluency. Teachers will utilize explicit instruction with both large and small groups and will provide opportunity for independent practice matched to student need. Instruction will follow the Gradual Release Model. Our writing model will focus on utilizing a writing process which includes these stages: • Pre-writing – Planning • Writing – Drafting • Revising • Editing • Publishing Teachers will use a writer’s workshop (Fletcher; Calkins; Routman) framework that includes a mini lesson, independent writing time and time to share. During the writing time, teachers will conduct student conferences. These conferences are one-on-one writing interventions to support individual student’s needs related to a specific writing application (i.e., preplanning; drafting; revising; editing or publishing). Regular and systematic attention will be given to strategies for responding to reading passages/questions. Parkwood Elementary will integrate 5 Steps to a Balanced Math Program (Center for Leadership and Learning) into the core math program provided in the Houghton Mifflin basal text. Parkwood identified key strategies and will implement modeling using the gradual release model. Teachers will also model graphic organizers, showing students how to interpret questions that use charts, tables and graphs to organize information. Graphic organizers will be used to model how to preplan when writing to topics and how to provide details to elaborate on the topic. Teachers will model how to “label” important information when solving problems and apply problem solving steps. Parkwood staff will focus these strategies across the curriculum and begin to understand how to model “explicitly” using think aloud and mental models to improve students’ ability to apply skills
Schoolwide Title 1 PL221, 2014
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PARKWOOD Elementary --- Greater Clark County Schools
and strategies across the curriculum. All teachers will focus on implementing important conditions for effectively literacy learning at all levels. Teachers will model these learning conditions daily: immersion, demonstrations, engagement, expectations, responsibility, approximations, use and response. Parkwood will continue to administer, score and analyze four benchmark assessments for writing. Grade level teachers will implement aligned grade level assessments (formative) in reading and math as part of the process of Goal Clarity Windows to progress monitor students in-between the benchmarks in STAR and Acuity so that appropriate and timely intervention for targeted students can be put into place.
Conclusions/Guiding Principles/Strategies
Conclusions/Guiding Principles Common core standards begin to direct the instruction at each grade level as they are implemented at the state level.
Implementation Strategies •
Grade levels collaboratively discuss common core state standards and identify the differences in expectations. Grade levels use the GCCS GCW/Pacing Guide to ensure coverage of all core standards. Vertical articulation of the common core standards occurs across standard areas.
• •
Teachers need to understand how race and ethnicity affect teaching and learning
• • •
Teachers need to use race- and ethnicityresponsive teaching practices.
• • • • • •
Schools need to promote culturally
Schoolwide Title 1 PL221, 2014
•
Build on students’ prior knowledge, value and experiences. Be conscious of ethnic differences; learn about our students’ cultural backgrounds. Learn how to question your own beliefs about race and ethnicity. Adapt teaching styles to learning styles. Engage families. Culturally relevant pedagogy Support higher-order thinking (e.g. engaging students in complex problem solving while developing basic skills.) Adapting instruction to students’ semantics, accents, dialects and language ability Respect students’ experiences and cultural background and build on their knowledge, values and experiences Honoring youth culture e.g. Family
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PARKWOOD Elementary --- Greater Clark County Schools
responsive learning environments •
Developing a school climate of excellence will ensure that high poverty and highminority schools achieve high performance.
Heritage Week/Night Engaging with families e.g. crosscultural reading nights – reading in both/different languages (tied to the standards)
1. The staff develops and implements the principle that EVERYONE runs the school. • There is a laser-like focus on instruction. • Hiring decisions are crucial • Staff participates in professional learning communities • Staff takes on extra responsibilities beyond classroom instruction • Staff keeps up with professional literature and research • Collaboration is evident in curriculum planning, assessments, and data analysis • Teachers earn tenure when they demonstrate competence and caring as well as an ability and willingness to hone their skills • Each staff member has an opportunity to make significant decisions 2. Inspect what you expect • Monitor student progress • Provide interventions for students not meeting standards • Provide training to help teachers better do their jobs 3. Be relentlessly respectful and respectfully relentless • Model the way free citizens should treat each other in a democracy with tolerance, respect, and high expectations • Expect every student to meet standards • Challenge students who surpass standards with more complicated books or writing in-depth term papers • Discussions should include a sense of urgency • The principal should make the marginal teacher uncomfortable – “No one has the right to waste a day in the life of a child.”
Schoolwide Title 1 PL221, 2014
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PARKWOOD Elementary --- Greater Clark County Schools
•
Support teachers
4. Use student achievement data to evaluate decisions • Sift through data without feeling defensive & under attack 5. Do whatever it takes to make sure students learn • Become student advocates
Differentiating instruction is a great way to make math meaningful for all.
•
•
Students must have word consciousness to develop a robust personal vocabulary. Word consciousness includes an interest in and excitement for words as well as the understanding of their use.
Homework should have a clear purpose; such as practice or check for understanding
Homework should demonstrate student learning
Homework should be personally relevant for each student.
Schoolwide Title 1 PL221, 2014
Use of open questions allows for a broad experience that meets the needs of a wide range of students. Parallel tasks focus on the same big ideas but have different levels of difficulty.
Students will be given multiple opportunities to interact with words in a variety of ways. Examples: 1 receive definition 2 hear it used in context 3 choose between 2 target words when answering a question like “Which would you do if you had trouble seeing clearly? focus gape 4 students select the target word to fit in a closed sentence 5 act out the target word when appropriate 6 Illustrate the word when appropriate • •
Practice given too soon is frustrating Practice homework is more effective in small amounts spread out over a few days • 2 tiered homework: 3 questions to check for understanding, 10 for practice what has been previously learned • Writing or creating their own posters with their own thoughts is more efficient and shows more student learning than something that is pasted/ glued together. • Student should create homework that is a way for them to practice material in the way that helps them learn. Example: a
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PARKWOOD Elementary --- Greater Clark County Schools
Students should be able to complete their homework independently without help.
• •
•
Homework should appear to be enjoyable and interesting
Homework assignments can and should cover a variety of purposes.
• • • • • • •
Interventions should be focused on the cause of a student’s struggles instead of the symptoms. Learning outcomes should have a narrow focus on standards to ensure that all students master the material rather than cover all standards.
Schools should not wait until students fall far enough behind to qualify for special services before they get help.
• Use assessment data to drive instruction and form intervention groups. • Look at key errors that students are making on assessments, rather than the questions that are struggling with. Teachers should work collaboratively to define essential standards, break the standard into learning targets, determine prior skills needed to master the standard, consider how to assess students, and create a scope and sequence for the learning targets. • • •
Schoolwide Title 1 PL221, 2014
student could learn the meanings of vocabulary words better by creating a puzzle instead of copying definitions. Struggling students may require shortened assignments or require less writing Time based instead of task based. Example: assign students to complete what they can of the math problems in 20 minutes. Ask high interest and high emotion questions: “Who was your favorite character? Why?” Less information on the page Plenty of room to show work and answer question Graphics or clip art Use for pre-learning/introduction of a topic: students read for background information and to generate questions Use as a check for understanding: give a few sample problems or questions Use as practice: rote skills Use as an opportunity for individual processing: students reflect on concepts and their own learning
Provide a targeted, systematic intervention for ALL students in need. Teaching practices should be designed to meet individual student needs Administer a screening assessment to measure each student’s reading level.
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PARKWOOD Elementary --- Greater Clark County Schools
Schools should provide every student with the skills and knowledge needed to be a self-sufficient and successful adult.
Systematically provide every student with the additional time and support needed to learn at high levels.
•
• • • • •
•
•
A system of cross content, whole school vocabulary instruction can result in better reading comprehension.
•
• •
• •
•
Schoolwide Title 1 PL221, 2014
Teaching comprehension and computation skills is not enough, students need to be able to analyze, synthesize, evaluate, compare and contrast, and manipulate and apply information. Do not focus resources on “bubble kids” Correctly use the 3 tiers of intervention. Narrow focus on standards that all students need to master to be able to succeed in the future. Use ongoing formative assessment to identify students in need of additional support. Teachers create common assessments to compare results and determine which instructional practices were most and least affective in tier 1. Use universal screening data to identify students lacking the prerequisite skills for an essential standard and then provide targeted intervention before delivering core instruction on that standard. Schools need to develop a problem solving team to determine specific needs of a student in tier 3 intervention. Teachers will implement vocabulary instruction with general academic words as opposed to common words. Teachers will also choose words that are frequently used. Teachers will coordinate vocabulary instruction across content areas. Teachers will give multiple exposures to words in meaningful contexts to ensure a rich knowledge of the word Teachers will focus on 5-7 words per week. Teachers will embed vocabulary instruction into writing lessons, homework, and quizzes. Teachers will encourage the use of the word by supporting student
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PARKWOOD Elementary --- Greater Clark County Schools
•
•
Pick 5-7 words a week and expose them at least 12 times for understanding.
•
Use a rubric in writing to record correct word usage, but also the use of academic language. This will give teachers opportunities to give credit for rich language usage. Students need to learn root words.
Students need multiple exposures to a word to learn it well.
Students need to learn more academic language rather than content specific language.
•
• Use student friendly definitions (Website: ldoceonline.com)
•
Math manipulatives should be used as tools for thinking, not simply for finding answers. Manipulatives should be introduced by showing how they can represent the ideas for which they are intended.
•
•
•
A rote procedure with a model is still just that, a rote procedure.
Schoolwide Title 1 PL221, 2014
experimentation of words. Teachers will explicitly teach prefixes and suffixes with the word and how it changes meaning.
•
Use manipulatives to “test” concepts being taught in a particular math lesson. Give students manipulatives as a way to model their thinking in regards to a particular problem. After showing examples of how particular manipulatives can be used, make them available in the classroom and suggest their use to students, but do not REQUIRE that students use them to find answers. When several types of manipulatives have been introduced, allow students to make a choice and decide which models work best for them. Use manipulatives for different concepts and in different settings as thinking tools, not just as a way to find the answer for a particular concept.
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PARKWOOD Elementary --- Greater Clark County Schools
Goal 1a - ELA: (SWP 2.g) By Spring 2015 > 82% of students in grades 3-5 will meet State Standard in ELA as measured by ISTEP+/ISTAR.
Goal 1b - ELA: (SWP 2.g) By Spring 2015 > 90% of students in grades 3 will meet State Standard in Reading as measured by IREAD3. Benchmarks: On the Spring 2015 ISTEP+, 78.1% of the students in the Free and Reduce subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 54.2 % of the students in the Special Ed. subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 79 % of the students in the Black and Multiracial subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 73% of the students in the Hispanic subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 59.8% of the students in the ELL subgroup will meet State Standards in ELA in grades 3-5. Goal 2 - Math:
(SWP 2.g)
By Fall 2015 > 83% of students in grades 3-5 will meet State Standard in Math as measured by ISTEP+/ISTAR. Benchmarks On the Spring 2015 ISTEP+, 76% of the students in the Free and Reduce subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 63.2 % of the students in the Special Ed. subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 75% of the students in the Black and Multiracial subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 76% of the students in the Hispanic subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 68% of the students in the ELL subgroup will meet State Standards in Math in grades 3-5. Goal 3 - PRIDE: (SWP 2.g) By Spring 2015 Parkwood Elementary School attendance rate will be 97.5% or higher. By Spring 2015 > 90% of students at Parkwood Elementary School will have received no behavioral referrals for the 2014-15 school year.
Schoolwide Title 1 PL221, 2014
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PARKWOOD Elementary --- Greater Clark County Schools
IMPLEMENTATION PLAN - Reading (SWP 2.g) Goal: By Spring 2015, > 82% of students at Grades 3,4, and 5 will meet State Standards in ELA as measured by ISTEP+/ ISTAR By Spring 2015, > 90% of students in Grade 3 will meet State Standards in Reading as measured by IREAD-3. (SWP 2.g) Benchmarks: On the Spring 2015 ISTEP+, 78.1% of the students in the Free and Reduce subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 54.2 % of the students in the Special Ed. subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 79 % of the students in the Black and Multiracial subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 73% of the students in the Hispanic subgroup will meet State Standards in ELA in grades 3-5. On the Spring 2015 ISTEP+, 59.8% of the students in the ELL subgroup will meet State Standards in ELA in grades 3-5.
System
Assessment (SWP 2.g;6.a)
Curriculum (SWP 2.a-h) *Include Technology
PL
Guiding Principle Strategy/Activity/Implementation (SWP 10)
Evaluation/Results/Revisions (SWP 1; 2 c. h; 4; 8; 10)
Guiding Principle 1: A practice of "Reading every day and writing every week across all content areas" will enhance learning. Guiding Principle 2: A balance of quantity and quality of instruction is a key to student success. Major factors are explicit teaching and student engagement. Guiding Principle 3: Students need to understand the criteria for exemplary performance and evaluate their own work as part of the learning process. Guiding Principle 4: Attention to learning vocabulary to an important part of all content learning as well as a significant part of any literacy program. Guiding Principle 5: Developing good GCW assessments will help guide instruction and allow students to self assess for improving skills Strategy 1 - Teachers will use assessment data from multiple sources (GCW, Acuity, and STAR) and from a variety of assessment techniques (e.g. checklists, oral presentation, projects, written assessments, running records) which include open-ended, multiple choice, short answer, etc to track student progress and drive instruction. Strategy 2- Teachers will develop student friendly rubrics for students to self-evaluate their work. Strategy 3 – Teachers will provide numerous examples of exemplary work so the students clearly understand what is expected. Strategy 4 – Teachers will provide modified assessments as needed for students with an IEP and/or IEP Strategy 5 – Teachers will share assessment results with students and parents. Strategy 1 - Teachers will utilize the gradual release model as presented in the GCCS Literacy Framework Strategy 2 – Teachers will use identified core standards and a logical teaching sequence to ensure student success. Strategy 3 – Teachers will align instruction to district/state pacing guides, classroom
• •
• •
• • •
Data from Goal Clarity Windows will be reviewed at grade level meetings each week Data from STAR/Acuity assessments will be analyzed at Period Zero meetings the week after the assessment is completed to look for patterns and trends at each grade level during the year and over time. Rubrics will be posted on My Big Campus Displays of exemplary student work (with rubrics) will be posted
Monitoring of curriculum will occur through the analysis of assessment data WALT/WILT statements will be included in Learning and Assessment Rubrics GCWs will be submitted to the principal bi-weekly
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PARKWOOD Elementary --- Greater Clark County Schools
Culture (SWP 6; 6.b; 7)
*Include cultural competency
Intervention (SWP 9) *Include Tier I, II and III
PL
activities and technology Strategy 4 – Teachers will work to align ELP standards with core language arts standards. Strategy 5 – Teachers will use exemplary responses from students as teaching tools during instruction. Strategy 6 – Objectives will be posted and/or explained to students (what they will be learning and what they should be able to do at the end of the lesson or week). Strategy 7 – Teachers will pull vocabulary work into the curriculum with more attention to student need and less reliance on core vocabulary. Teachers will use the Frayer Model to support vocabulary instruction. Strategy 8 – Teachers will use the interactive white boards, digital projectors and Chromebooks in appropriate grades. Students will receive technology instruction weekly in the computer lab. Primary students will have access to student workstations in the classroom. Strategy 9 - A common form of note taking - Cornell Notes - will be taught and utilized in the appropriate grades.
•
Examples of vocabulary work using the Frayer Model will be in evidence in the classroom.
Strategy 1 – Teachers will develop differentiated classroom activities to support subgroup needs to master open ended questions. Strategy 2- Parkwood will continue Family Activity Nights which allow families to participate in both physical and intellectual activities. Strategy 3- Parkwood will continue the parent ELL nights. Strategy 4 – Teachers will use “Work Boards” or bulletin boards to display exemplary work. Strategy 5 – Publicly recognize students (morning assembly) who have reached personal achievement goals or exhibited exemplary work. Strategy 6 – Whenever possible teachers use culturally diverse literature/materials in the classroom. Strategy 7 – Annual case conference reviews will be held with all special education students to review students’ progress and to provide parents with ways to support education goals. Parent/Teachers Conferences with parents of ALL students will be held twice a year. Strategy 8 – Transition to Kindergarten is supported by in-house preschool program. Strategy 9 - The PRIDE program will focus on positive behavior in all school settings.
• • • • • • •
Surveys of parent need Evaluations at events Work boards Weekly newsletters/Friday assembly recognitions Parent/Teacher Conference data Case conference data Satisfaction Surveys by Parents, Classified and Certified Staff Data Dashboard
Strategy 1 – A strong core program will provide appropriate Tier 1 instruction for the majority of the students. Strategy 2- Tier II and III interventions will be provided for students with identified deficiencies as part of the IMPACT initiative. These identified deficiencies will determine the program or approach used for intervention groups. Strategy 3 – Students in grades 4 and 5 will receive intensive intervention with the READ 180 program as appropriate.
•
•
• •
Intervention data and groups will be reviewed and revised as needed each 4/5 weeks at Period Zero sessions Data boards will be maintained, updated and consulted Data analysis will take place at weekly grade level meetings
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PARKWOOD Elementary --- Greater Clark County Schools Strategy 4 - Additional instruction in a 20 hour Intersession will be provided for most atrisk students. Strategy 5 – Frequent progress monitoring will be used to track growth and effectiveness of intervention. Strategy 6 – GCW data will be used to form short term groups for the purpose of reteaching a skill or material that was not mastered. Strategy 7 – Quarterly review of records to re-evaluate students’ performance and placement in intervention groups. Strategy 8 - Enrichment activities will be provided for students with alternate needs. Strategy 9 - The goal of intervention will be to ensure high growth for all students.
Planning/Leadership (SWP 8)
Strategy 1 – A Building Leadership Team comprised of representatives from every grade level will meet regularly to plan PD for Period Zero, develop schedules, discuss building needs, etc. Strategy 2 - BLT members will facilitate discussions at grade level meetings. Strategy 3 - All teachers will have the opportunity to participate in "walk - throughs" to provide a common experience for discussion of teaching practice. Strategy 5- Schedules will maximize student instructional time, including longer reading instruction for students in need. Strategy 6 – Reading Plan developed and implemented according to state mandated template.
•
Pedagogy (SWP 2.a-h)
Strategy 1 - Instruction will Include common student engagement activities. Strategy 2 - Rigor and relevance will be considered in instruction. Strategy 3 – Lessons will include time for teaching, guided practice and independent practice although teaching time will be maximized and independent practice minimized. Strategy 4 - Literacy block (120 minutes of which 90 uninterrupted minutes are devoted to reading) will include instruction in the areas of comprehension, vocabulary, fluency, and phonics/phonemic awareness as well as process writing.
•
Evidenced in walkthroughs and evaluations
Professional Development (SWP 3; 4; 5)
Strategy 1 – PD focused on pacing guides Strategy 2 – PD focused on rubrics for students and rubrics for teachers as well as goal setting and student conferencing. Strategy 3 – PD focused on enriching student vocabulary. Strategy 4 – Vocabulary resources reviewed/researched to strengthen instruction
•
PD calendar updated regularly
*Include Reading Plan
PL
• •
Schedule will be reviewed for efficiency/productivity at each grade level Reading plan will be submitted/posted online Building Leadership Team will meet at least two (2) times per month to monitor implementation of PL221 plan, plan professional development and serve as an advisory body to the principal
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PARKWOOD Elementary --- Greater Clark County Schools
IMPLEMENTATION PLAN - Writing (SWP 2.g) Goal: Spring 2015, > 82% of students at Grades 3,4, and 5 will meet State Standards in ELA as measured by ISTEP+/ISTAR (SWP 2.g) Benchmarks: By Spring 2015 >86.4% of students overall and in subgroups will be at proficient or advanced levels on building-wide performance assessments measure by the Indiana ISTEP+ writing applications rubric (proficient = > 4/6 points) in grades 2-5 and by the 6 Trait Rubric in K and 1st.
System
Guiding Principle Strategy/Activity/Implementation (SWP 10)
Evaluation/Results/Revisions (SWP 1; 2 c. h; 4; 8; 10)
Guiding Principle 1: A practice of "Reading every day and writing every week across all content areas" will enhance learning. Guiding Principle 2: A balance of quantity and quality of instruction is a key to student success. Major factors are explicit teaching and student engagement. Guiding Principle 3: Students need to understand the criteria for exemplary performance and evaluate their own work as part of the learning process. Guiding Principle 4: Attention to learning vocabulary to an important part of all content learning as well as a significant part of any literacy program. Assessment (SWP 2.g; 6.a)
Strategy 1 – Administer four (4) Yearly Writing Benchmark assessments. Strategy 2 - Publish 4 pieces in a variety of genres during the year Strategy 3 – Use posted rubrics in the classroom to evaluate written responses Strategy 3 – Incorporate prompt writing and extended responses on a regular basis Strategy 4 – Teachers will share assessment results with students and parents.
• • • •
Curriculum (SWP 2.a-h) *Include Technology
PL
Strategy 1 – Align standards and assessments to district/state pacing guides, classroom activities and technology Strategy 2 – Students will write in all curricular areas. Strategy 3 – Students will learn to use Graphic Organizers (specifically 4 Square) as a primary organizational structure. Strategy 4 – Teachers will make use of anchor paper to show exemplary work so the students clearly understand what is expected. Strategy 5 – Students will publish writing during computer lab special area time Strategy 6 – Teachers will use the interactive white boards and digital projectors. Strategy 7 – Students will publish in the computer lab or in the classroom directed by classroom teacher Strategy 8 - Students in grade 3-5 will utilize Chromebooks for research, testing, and classwork
• •
Teachers will use the four (4) yearly writing benchmarks as a tool to plan instruction. Teachers will use prompt writing samples to guide instruction and plan for next steps Teachers will monitor student progress during writing conferences Exemplary work with rubrics will be posted in hallways Teachers will self-evaluate their pace using benchmarks to determine how well standards are being met Teachers will analyze writing assessments using rubrics and/or checklists
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PARKWOOD Elementary --- Greater Clark County Schools
Culture (SWP 6; 6.b; 7)
*Include cultural competency
Strategy 1 – Develop differentiated classroom activities to support subgroup needs to master open ended questions. Strategy 2 – Writing instruction will be supported by family literacy nights. Strategy 3 – Provide opportunities to write about cultural holidays, experiences, customs, etc Strategy 4 – Transition to Kindergarten is supported by in-house preschool program.
Intervention (SWP 9) *Include Tier I, II and III
Strategy 1 – Flexible groups will allow for specific intervention based on key errors in writing. Strategy 2 – Utilize partner work with peers
Planning/Leadership (SWP 8)
Strategy 1 – Writing will be a component of the 120 minute literacy block. Strategy 2 – Writing will include planning, drafting, editing, revising and publishing
Pedagogy (SWP 2.a-h)
Strategy 1 – Include common student engagement activities Strategy 2 – Lessons will include time for teaching, guided practice and independent practice
Professional Development (SWP 3; 4; 5)
Strategy 1 – PD refresher on 4 Square graphic organizer Strategy 2 – PD focused on Writer’s Workshop components
• •
•
Teachers will follow the schedule for literacy block (writing incorporated in this block)
•
Professional development relating to the writing process will be provided at Period Zero sessions
*Include Reading Plan
PL
Teachers will hold regular conferences with students about their writing Teachers will use parent feedback to plan family literacy nights
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PARKWOOD Elementary --- Greater Clark County Schools
IMPLEMENTATION PLAN - Math (SWP 2.g) Goal: By Spring 2015> 83% of students overall and in subgroups will meet State standards in mathematics at pass or pass plus levels measure by ISTEP+. (SWP 2.g) Benchmarks: On the Spring 2015 ISTEP+, 76% of the students in the Free and Reduce subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 63.2 % of the students in the Special Ed. subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 75% of the students in the Black and Multiracial subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 76% of the students in the Hispanic subgroup will meet State Standards in Math in grades 3-5. On the Spring 2015 ISTEP+, 68% of the students in the ELL subgroup will meet State Standards in Math in grades 3-5.
System
Assessment (SWP 2.g; 6.a)
Curriculum (SWP 2.a-h) *Include Technology
PL
Guiding Principle Strategy/Activity/Implementation (SWP 10)
Evaluation/Results/Revisions (SWP 1; 2 c.h; 4; 8; 10)
Guiding Principle 1: A practice of "Reading every day and writing every week across all content areas" will enhance learning. Guiding Principle 2: A balance of quantity and quality of instruction is a key to student success. Major factors are explicit teaching and student engagement. Guiding Principle 3: Students need to understand the criteria for exemplary performance and evaluate their own work as part of the learning process. Guiding Principle 4: Attention to learning vocabulary is an important part of all content learning as well as a significant part of any math program. Guiding Principle 5: Developing good GCW assessments will help guide instruction and allow students to self assess for improving skills Guiding Principle 6: The development of number sense is key to the understanding of all mathematical concepts. Strategy 1 - Develop and administer GCW assessments to track student progress and plan instruction Strategy 2 – Utilize review assessments weekly to maintain skill levels Strategy 3 – Use data from assessments to plan instruction (STAR Math, Acuity, and daily math review assessments) Strategy 4 – Teachers will share assessment results with students and parents.
•
Strategy 1 - Use the model of Balanced Math for instruction Strategy 2 - Align standards and assessments to district/state pacing guides, classroom activities and technology Strategy 3 – Teach grade 3-5 students to use the Excel program to calculate formulas and generate graphs Strategy 4 – Implementation of web-based IXL math program for practice and reinforcement
• •
• •
Goal Clarity Windows and assessments will be available on My Big Campus Analyze GCW assessments and adjust instruction as needed 3 times yearly – analyze data from STAR math and Acuity to form small groups or guide instruction Monitor through assessments and review of data Goal Clarity Windows will be available on My Big Campus
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PARKWOOD Elementary --- Greater Clark County Schools
Culture (SWP 6; 6.b; 7)
Strategy 1 – Teachers will be aware of the subgroup data within their classrooms and the differentiated instruction that each student needs. Strategy 2 – Parent Night activities will include activities to share with parents using manipulative material and math problem solving around the house. Strategy 3 – Transition to Kindergarten is supported by in-house preschool program.
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Use of data from GCW assessments, math review assessments, Acuity and STAR math to form small groups or guide instruction.
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Surveys of parents that attend Parent Night
Strategy 1 - Teachers will use small flexible groups formed from on-going assessments for instruction of strategies and response to key errors. Strategy 2 – Teachers will use cooperative learning group work or guided small groups as applicable for grade level for students to explore and discuss mathematical understandings.
• •
Use of data from GCW assessments, math review assessments, Acuity, and STAR math to form small groups. Teacher observation and anecdotal notes
Planning/Leadership (SWP 8)
Strategy 1. Teacher will utilize all components of balanced math block: Conceptual unit, daily math review, mental math, & problem solving Strategy 2 – Lessons will include time for teaching, guided practice and independent practice although teaching time will be maximized and independent practice minimized.
• • •
Lesson plans Principal observation – both formal and walkthroughs Teacher observation and anecdotal notes
Pedagogy (SWP 2.a-h)
Strategy 1 - .Include common student engagement activities Strategy 2 – Lessons will include time for teaching, guided practice and independent practice although teaching time will be maximized and independent practice minimized. Strategy 3 – Teachers will model problem solving steps using the structure from balanced math. Strategy 4 - Teachers will use cooperative learning group work for students to explore and discuss mathematical understandings.
• • • •
Meeting Record Forms from meetings
Strategy 1 – PD will focus on Balanced Math and student data from open ended assessments and cooperative learning activities. Strategy 2 - PD will focus on creating and teaching multi-step math problems that combine several skills and standards.
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Evaluations/Reflections on usefulness/effectiveness of PD
*Include cultural competency
Intervention (SWP 9) *Include Tier I, II and III
Professional Development (SWP 3; 4; 5)
PL
Lessons show implementation of PD Walk-throughs Goal Clarity Windows
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PARKWOOD Elementary --- Greater Clark County Schools
IMPLEMENTATION PLAN - Behavior (SWP 2.g) Goal: By Spring 2015Parkwood Elementary School attendance rate will be 97.5% or higher for the school year. (SWP 2.g) Goal: By Spring 2015 >90% of students at Parkwood Elementary School will have received no behavioral referrals for the 2014-15school year.
System
Guiding Principle Strategy/Activity/Implementation (SWP 10)
Evaluation/Results/Revisions (SWP 1; 2 c.h; 4; 8; 10)
Guiding Principle 1: Appropriate and ethical behavior can and should be taught. Assessment (SWP 2.g; 6.a)
Strategy 1 – Students will demonstrate understanding of classroom and school rules and procedures.
•
Review records of behavior book or plan
Curriculum (SWP 2.a-h)
Strategy 1 – Teach appropriate character traits using video series as springboard for conversation Strategy 2 – Model and role play appropriate social interaction
• •
Rules posted in each classroom Monitor through review of data on referrals
Culture (SWP 6; 6.b; 7)
Strategy 1 – Teachers will be aware of the subgroups within their classrooms and the differentiated instruction that each student needs. Strategy 2 –Teachers will foster a culture of mutual respect in the classroom through the Positive Behavior Initiative Strategy 3 – The classroom community will have rules which guide student behavior
• • •
Records in behavior books in the classrooms.
Intervention (SWP 9) *Include Tier I, II and III
Strategy 1 – Students with repeated behavior issues will participate in an IMPACT intervention group that will focus on self control and appropriate behavior.
• •
Analysis of intervention records Review by PBIS Committee
Planning/Leadership (SWP 8)
Strategy 1 – Schoolwide PBIS Committee will access the PRIDE initiative to establish protocols for the building level program and convey information to all staff
• •
Meeting record forms Teacher observation and anecdotal notes
Pedagogy (SWP 2.a-h)
Strategy 1 - Include common student engagement activities to foster cooperation
•
Walk-throughs
Professional Development (SWP 3; 4; 5)
Strategy 1 – PD will focus on PRIDE plan for Parkwood
•
Evaluations/Reflections on usefulness/effectiveness of PD
*Include Technology
*Include cultural competency
PL
Notes in student planners Surveys of parents and students
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PARKWOOD Elementary --- Greater Clark County Schools
Parkwood Elementary Timeline – PL221 2014-15 Mission Statement: The mission of Parkwood Elementary School is to work together to ensure academic success for all students. Assessment
Professional Development #
Week
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
July 28 – August 1 First Student Day - 31st August 48, 2014
28th – 29th: Corporation PD
3
August 11-15, 2014
4
August 1822, 2014
1
2
PL
Zero Period: Whole Group (Wednesday) All Cert.Staff
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Monitoring
Parent Involvement
Who – How monitored? How results are used?
Topics subject to change in response to current needs.
28th - Open House; Title I Annual Meeting STAR Reading and Math K-5
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: Mastery Week One: Literacy Literacy Framework; 10 Keys to Higher Literacy Achievement (Korfhage; Baker)
Data Analysis
12th – Faculty Meeting Room 15
GCW Planning
Quarterly Focus: Mastery Week Two: Balanced Math Update on Balanced Math Implementation (Lage)
Data Analysis
Lesson Plans Walk Through Meeting Record Forms Data Binders
19th - BLT
GCW Planning
Quarterly Focus: Mastery Week Three: College and Career Readiness (PBIS and Digital Citizenship) Digital Citizenship (Snow)
Data Analysis
Lesson Plans Walk Through Meeting Record Forms Data Binders
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
5
August 2529, 2014
6
September 1-5, 2014
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
GCW Planning
4th –BLT (Dr. Melin)
GCW Planning
(Labor Day 9/1)
Zero Period: Whole Group (Wednesday) All Cert.Staff
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Monitoring Who – How monitored? How results are used?
Topics subject to change in response to current needs.
Quarterly Focus: Mastery Data Analysis Week Four: Pedagogy (Relevance, Gradual Release, and Grading) Grading (Korfhage; Baker) Quarterly Focus: Mastery M-Labor Day Week One: Literacy Data Analysis WIDA Standards (Calloway, Fry, Shoultz, Lage
Lesson Plans Walk Through Meeting Record Forms Data Binders
STAR Progress Monitoring – 9/2
Lesson Plans Walk Through Meeting Record Forms Data Binders
Mid-term Progress Reports
Lesson Plans Walk Through Meeting Record Forms Data Binders
11th - Parent/ Teacher Conferences Title I Annual Meeting 18th – Family Fitness Night
7
September 8-12, 2014
9th – Faculty Meeting – Room 17
GCW Planning
Quarterly Focus: Mastery Week Two: Balanced Math Balanced Math Part 2 (Lage)
Data Analysis
8
September 15 – 19, 2014
16th - BLT
GCW Planning
Data Analysis
STAR Progress Monitoring – 9/18-19
Lesson Plans Walk Through Meeting Record Forms Data Binders
9
September 22-26, 2014
Quarterly Focus: Mastery Week Three: College and Career Readiness (PBIS and Digital Citizenship) Technology – Using PIVOT (Hutchinson) Quarterly Focus: Mastery Week Four: Pedagogy (Relevance, Gradual Release, and Grading) Gradual Release (Korfhage; Baker)
Data Analysis
Running Records: ALL 1 & IMPACT 2
Lesson Plans Walk Through Meeting Record Forms Data Binders
PL
GCW Planning
Parent Involvement
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
10 September 29 – October 3, 2014
X 11
GCW Planning
Zero Period: Whole Group (Wednesday) All Cert.Staff
– Oct. 31, 2014
13 November 3 – 7, 2014
Who – How monitored? How results are used?
Quarterly Focus: Mastery Week One: Literacy Frayer Model and Cornell Notes ( A. Schellenberg)
Data Analysis
10th – BLT 10-14, 2014 8 AM (Dr. Melin) 11th – Faculty
PL
Lesson Plans Walk Through Meeting Record Forms Data Binders
7th – Reports posted to Parent Portal
20th – K-2 Student Reports sent home
Data Analysis
Acuity E/M:2-5
Lesson Plans Walk Through Meeting Record Forms Data Binders
Acuity E/M:2-5
Lesson Plans Walk Through Meeting Record Forms Data Binders Lesson Plans Walk Through Meeting Record Forms Data Binders
STAR Progress Monitoring?
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: Homework Week Two: Balanced Math
Data Analysis
GCW Planning
Quarterly Focus: Homework Week One: Literacy
Data Analysis
GCW Planning
Quarterly Focus: Homework Week Two: Balanced Math
Data Analysis
Teacher Only Day Nov. 4 14 November
Parent Involvement
Topics subject to change in response to current needs.
October 6- Intersession – October 6-10 17, 2014 Fall Break – October 13-17 October Quarterly Focus: Homework 21st – BLT GCW 20-24, 2014 Planning Week One: Literacy
12 October 27
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Monitoring
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
15 November
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
Meeting Room 25 18th - BLT
17 – 21, 2014
GCW Planning
GCW Planning
16 November 24-28, 2014
NO SCHOOL, Nov. 26 28
19 December 15– 19, 2014
PL
Topics subject to change in response to current needs.
Lesson Plans Walk Through Meeting Record Forms Data Binders Lesson Plans Walk Through Meeting Record Forms Data Binders
Quarterly Focus: Homework Data Analysis Week Three:College and Career Readiness (PBIS & Digital Citizenship) Quarterly Focus: Homework Data Analysis Week Four: Pedagogy (Relevance, Gradual Release and Grading)
Quarterly Focus: Homework Week One: Literacy
Data Analysis
STAR Reading and Math K-5
Lesson Plans Walk Through Meeting Record Forms Data Binders
9th – Faculty GCW Meeting Planning Room 29
Quarterly Focus: Homework Week Two: Balanced Math
Data Analysis
Acuity Sci/S.St: 4-5 12/3-12/16
Lesson Plans Walk Through Meeting Record Forms Data Binders
16th - BLT
Quarterly Focus: Homework Week Three: College and Career Readiness (PBIS & Digital Citizenship)
Data Analysis
Running Records: All K1 & IMPACT 2
GCW Planning
Parent Involvement
Who – How monitored? How results are used?
GCW Planning
1-5, 2014
8 – 12, 2014
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Thanksgiving Break
17 December
18 December
Zero Period: Whole Group (Wednesday) All Cert.Staff
Monitoring
Lesson Plans Walk Through Meeting Record Forms Data Binders
Mid-term Progress Reports
19th – ESL Parent Night 23rd – Reports posted to Parent Portal 64
PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
Zero Period: Whole Group (Wednesday) All Cert.Staff
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Quarterly Focus: College & Career Week One: Literacy
Data Analysis
21 January 12 14th – BLT – 16, 2015 (Dr. Melin)
GCW Planning
Quarterly Focus: College & Career Week Two: Balanced Math
Data Analysis
22 January 19 20th – – 23, 2015 Faculty NO Meeting SCHOOL , Room 28 Jan. 19
GCW Planning
Quarterly Focus: College & Career Week Three: College & Career Readiness (PBIS & Digital Citizenship)
Data Analysis
23 January 26
GCW Planning
Quarterly Focus: College & Career Week Four: Pedagogy (Relevance, Gradual Release and Grading) Quarterly Focus: College & Career Week One: Literacy
Data Analysis
– 9, 2015
– 30, 2015
24 February 2 – 6, 2015
PL
GCW Planning
Parent Involvement
Who – How monitored? How results are used?
Topics subject to change in response to current needs.
GCW Planning
20 January 5
Monitoring
Acuity E/M:2-5 1/5-1/15
Lesson Plans Walk Through Meeting Record Forms Data Binders Lesson Plans Walk Through Meeting Record Forms Data Binders
ACCESS 1/22-2/27 TBD
Lesson Plans Walk Through Meeting Record Forms Data Binders
STAR Progress Monitoring?
Data Analysis
5th – K-2 Student Reports sent home
Lesson Plans Walk Through Meeting Record Forms Data Binders
Acuity Sci/S.St: 4-5 2/2-2/20
Lesson Plans Walk Through Meeting Record Forms Data Binders
Mid-term Progress Reports 5th – Parent Conferences
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
25 February 9 10th – – 13, 2015 Faculty Meeting Room 18 26 February
17th – BLT
16-20, 2015
23-26, 2015
28 March 2-6, 2015
29 March 913, 2015
PL
10th – Faculty Meeting Room 30
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Parent Involvement
Who – How monitored? How results are used?
Topics subject to change in response to current needs.
STAR Progress Monitoring?
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: College & Career Week Two: Balanced Math
Data Analysis
GCW Planning
Quarterly Focus: College & Career Week Three: College and Career Readiness (PBIS and Digital Citizenship)
Data Analysis
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: College & Career Week Four: Pedagogy (Relevance, Gradual Release and Grading)
Data Analysis
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: College & Career Week One: Literacy
Data Analysis
ISTEP Applied 3/2-3/11 STAR Progress Monitoring?
GCW Planning
Quarterly Focus: College & Career Week Two: Balanced Math
Data Analysis
ISTEP Applied Lesson Plans Walk Through 3/2-3/11
NO SCHOOL– Feb. 16 27 February
Zero Period: Whole Group (Wednesday) All Cert.Staff
Monitoring
Lesson Plans Walk Through Meeting Record Forms Data Binders
Meeting Record Forms Data Binders
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
30 March 16-
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
17th – BLT
GCW Planning
20, 2015
X
March 23April 3, 2015
GCW Planning
2015
17, 2015
33 April 2024, 2015
PL
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Parent Involvement
Who – How monitored? How results are used?
Topics subject to change in response to current needs.
Quarterly Focus: College & Career Week Three: College and Career Readiness (PBIS and Digital Citizenship)
Data Analysis
IREAD-3: 3/16-3/18
Lesson Plans Walk Through Meeting Record Forms Data Binders
Data Analysis
Acuity E/M:2-5 4/6-4/17
Lesson Plans Walk Through Meeting Record Forms Data Binders
6th – K-2 Student Reports sent home
Lesson Plans Walk Through Meeting Record Forms Data Binders
16th - Family Literacy Night
Intersession – March 23 - 27 Spring Break – March 30 – April 3
31 April 6-10,
32 April 13-
Zero Period: Whole Group (Wednesday) All Cert.Staff
Monitoring
Quarterly Focus: Grading Practices Week One: Literacy
14th – Faculty Meeting Room 16
GCW Planning
Quarterly Focus: Grading Practices Week Two: Balanced Math
Data Analysis
22nd – BLT (Dr. Melin)
GCW Planning
Quarterly Focus: Grading Practices Week Three: College and Career Readiness (PBIS and Digital Citizenship)
Data Analysis
Technology Grade 5: 4/6-4/17
STAR Progress Monitoring?
Lesson Plans Walk Through Meeting Record Forms Data Binders
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
34 April 27May 1, 2015
35 May 4-8, 2015
36 May 11-15, 12th – 2015 Faculty Meeting Room 24 37 May 18-22, 19th - BLT 2015
38 May 25-29, 2015
PL
Zero Period: Whole Group (Wednesday) All Cert.Staff
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Monitoring
Parent Involvement
Who – How monitored? How results are used?
Topics subject to change in response to current needs.
GCW Planning
Quarterly Focus: Grading Practices Week Four: Pedagogy (Relevance, Gradual Release and Grading)
Data Analysis
ISTEP MC 4/27-5/15
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: Grading Practices Week One: Literacy
Data Analysis
Lesson Plans Walk Through Meeting Record Forms Data Binders
GCW Planning
Quarterly Focus: Grading Practices Week Two: Balanced Math
Data Analysis
ISTEP MC 4/27-5/15 Running Records: K-2 5/1-5/30 STAR Reading and Math K-5 5/4-5/29
GCW Planning
Quarterly Focus: Grading Practices Week Three: College and Career Readiness (PBIS and Digital Citizenship)
Data Analysis
GCW Planning
Quarterly Focus: Grading Practices Week Four: Pedagogy (Relevance, Gradual Release and Grading)
Data Analysis
Running Records: All K1 & IMPACT 2
Lesson Plans Walk Through Meeting Record Forms Data Binders
Mid-term Progress Reports
Lesson Plans Walk Through Meeting Record Forms Data Binders Lesson Plans Walk Through Meeting Record Forms Data Binders
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PARKWOOD Elementary --- Greater Clark County Schools
Assessment
Professional Development #
Week
39 June 1-3, 2015 June 4 – Last teacher day
PL
Faculty Meetings
Embedded Zero Period:
& Extended Professional Development
M- G4:9:55-10:40 G3:11:30-12:15 GK:1:45-2:30 T- G1:10:45-11:30 G5:2:35-3:20 F- G2:12:55-1:40
GCW Planning
Zero Period: Whole Group (Wednesday) All Cert.Staff
Zero Period: Grade Level T-Gr.2,3,4 R-Gr. K,1,5
Monitoring
Parent Involvement
Who – How monitored? How results are used?
Topics subject to change in response to current needs.
Data Analysis
Lesson Plans Walk Through Meeting Record Forms Data Binders
8th – K-5: Report cards mailed
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PARKWOOD Elementary --- Greater Clark County Schools
No statutes and/or rules will be waived by Parkwood Elementary School.
Spring, 2014 Planning Year
PL
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PARKWOOD Elementary --- Greater Clark County Schools
List of Key References
Ainsworth, L., & Christinson, (2006) Five Steps to a Balanced Math Program. Englewood, CO: Lead + Learn Press Anderson, C. (2000) How’s it Going? Portsmouth, NH: Heinemann Beck, I. (2002). Bringing Words to Life. New York, NY: Guilford Press Blachowicz, C. & Fisher, P. (2002). Teaching Vocabulary in All Classrooms. Upper Saddle River, NJ: Pearson Education Buffum, Austin et al (2010) The Why Behind RtI. Educational Leadership 68 (2). 10-16 Chenoweth, Karin. (2010) Leaving Nothing to Chance. Educational Leadership, 68 (3). 16-21 Conley, David T. (2001) Building on the Common Core. Educational Leadership, 68 (6). 66-69 Gentry, J. (2006) Breaking the Code. Portsmouth, NH: Heinemann Hawley, Willis D. and Nieto, Sonia (2010) Another Inconvenient Truth: Race and Ethnicity Matter. Educational Leadership, 68 (3). 66-71 Lawrence, Joshua F. et al (2010) The Words Students Need. Educational Leadership 68 (2). 23-26 Marzano, Robert (2001) Classroom Instruction That Works. Alexandria, VA: ASCD Marzano, Robert (2003) What Works in Schools. Alexandria, VA: ASCD McGregor, T. (2007) Comprehension Connections. Portsmouth, NH: Heinemann Moss, Connie M. et al (2011) Knowing Your Learning Target. Educational Leadership, 68 (6). 16-20 Routman, R. (2003) Reading Essentials. Portsmouth, NH: Heinemann Small, Marian (2010) Beyond One Right Answer. Educational Leadership, 68 (1). 29-32 Vatterott, Cathy. (2010) 5 Hallmarks of Good Homework. Educational Leadership, 68 (1). 10-15 Zemelman, S., Daniels, H., & Hyde, A. (2005) Best Practice: Today’s Standards for Teaching and Learning in America’s Schools. Portsmouth, NH: Heinemann
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PARKWOOD Elementary --- Greater Clark County Schools
Appendix A: Parent Involvement Parent Policy – pp. 71-73 Compact – p. 74 Agenda for Annual Meeting – p.75 Roster for Annual Meeting – On file B: Title I SWP Components C: Frameworks 2014-15 Reading Framework 2014-15 Writing Framework 2014-15 Math Framework
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PARKWOOD Elementary --- Greater Clark County Schools
Parkwood Elementary School Title I Parent Involvement Plan/Policy
In compliance with the NCLB requirements our school has developed a parental involvement policy which is distributed to all parents in our school-wide Title I program and is updated periodically. The following is the policy by which staff, parents and students will work together to strengthen the education of the students at Parkwood Elementary School. 1.
The Parkwood Title I committee will be comprised of a teacher from each grade level, parents, principal and Academic Improvement Coordinator. The purpose of the committee is to plan, implement, and evaluate for improvement the Title I program for Parkwood Elementary School population. If the school-wide plan is not satisfactory to the parents of participating children, the school will submit any parent comments to the LEA. This committee will meet at least once each semester. Suggestions will be reviewed by the entire staff.
2.
An annual meeting will be held in the evening near the beginning of the school year. At least one alternate daytime meeting will be held during the same week of school. At this general meeting we will inform parents of the Title I program, their parental rights and responsibilities, and opportunities for parents to team with staff to promote a cooperative learning environment. The following topics will be addressed: • • • • • • • •
3.
PL
Curriculum Assessment Expected proficiency levels State academic standards Homework expectations Discipline policy Parent compacts Title I Parent Involvement Policy
Parents will be provided timely information and explanations concerning Title I programs, school activities, student performance, assessment, and curriculum through various forms of communication including, but not limited to, a weekly school-wide newsletter. Communication has been identified as a high priority by both parents and staff as shown by parent survey, staff discussions, PL221 and school wide improvement processes. If the school-wide program plan is not satisfactory to the parents of participating children, the school will submit any parent comments to the LEA. Communication will be addressed through the following: •
A parent handbook will be included in the student planner. This will include general information about the school, policies and procedures.
•
Teachers will communicate with parents daily through the use of the school planner.
•
Weekly newsletters and calendar of events will be sent home by way of students every Friday. Parenting tips will be included whenever possible. Many of these tips will involve suggestions in reading, math and handwriting. They will offer ways parents can help at home.
•
Report cards will be sent home on a nine weeks schedule. Interim report cards will be sent home every 4½ weeks for students in grades one through five.
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PARKWOOD Elementary --- Greater Clark County Schools •
Contact with home will be through flyers, classroom newsletters, classroom handbooks, general classroom notes, personal notes, phone calls, e-mail or home visits.
•
Formal parent/teacher conferences will be held twice a year. Other conferences will be scheduled as needed. The Parent Teacher Partnership will be discussed at these conferences. The Partnership includes assessment goals and progress for the individual student. The Parent Compact will be discussed at Parent Orientation in the fall and will be sent home prior to or during the first formal Parent/Teacher conference each fall.
•
PTO meetings and the PTO bulletin board will be the means by which we convey important and needed information. The PTO will meet approximately six times a year.
•
School website includes Title I Parent Policy as well as ideas for parent/child activities.
4.
Compacts have been designed to help create a partnership between home and school to help promote high student achievement. Compacts will be signed by staff, parents, and students to share responsibility for improved student achievement.
5.
Materials, activities, and training for parents and staff will be provided through: FOR PARENTS • Literacy Night activities (Pre-school through Grade 5) • Distribution of informational booklets regarding child development, child rearing, literacy and math. • Use of individual student planners for communication • Alliance with The Indiana Partnerships Center, 921 East 86th Street, Suite 108, Indianapolis, Indiana 46240, Tel: (317) 205-2595, www.fscp.org or e-mail
[email protected].
FOR TEACHERS • Periodic distribution of leaflets regarding parent/teacher collaboration • Staff development in best practices in instruction • Grade level collaboration meetings • Teacher library • Weekly study groups or weekly full staff professional development/collaboration as well as weekly grade level meetings.
6.
Provisions will be made, when possible, for information about parent programs, meetings, and activities to be sent home in the language used at home or on tape if applicable. This information will be presented in a clear, understandable format, free from professional jargon.
7.
Invitations will be extended to community organization leaders, churches and local business leaders to participate in the development of community programs. Relationships with the community include: • Indiana University Southeast New Neighbors Project
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PARKWOOD Elementary --- Greater Clark County Schools • PNC Bank • Operation Outreach book distribution to enhance literacy instruction to first grade students supported by Bales Motor Company • Business partnerships with Jo-Ann Fabrics, Target and Office Depot • Clarksville Rotary Club • Dr. Art Boerner • Participation with Communities in Schools Cape Grant – 3-2-1 Read and Homework Club • Transition efforts with River Valley Middle School • Partnership with Head Start for transition to Kindergarten • Pre-school program located in-house
8.
Parents will be given the opportunity to volunteer and participate in various school activities. These opportunities for parents to participate are available:
• • • • • • • •
Field trips PTO Volunteer for special projects Classroom support Room parents Fund raisers Committees 3-2-1 Read Project
9. If requested by parents, we will provide opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children and respond to any such suggestions as soon as reasonably possible.
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PARKWOOD Elementary --- Greater Clark County Schools
Parkwood Elementary School
Student/Teacher/Parent Compact
The mission of Parkwood Elementary School is to establish complete, positive programs that challenge and prepare all students for successful living and learning. We believe the school is the focal point of community growth and development. We encourage communication between teachers and parents that is on-going through semiannual conferences and quarterly report cards. Parkwood Elementary provides reasonable access to staff and opportunities to volunteer, participate in your child’s class, and observe classroom activities. The Parent Compact provides the opportunity to outline the responsibilities of parents, teachers, and students as we work together. We ask that you join us in reaching this goal by signing and implementing the part of the agreement that applies to you. To the best of my ability…
AS A PARENT/GUARDIAN, I WILL ENCOURAGE MY CHILD’S LEARNING BY: • Requiring regular and timely school attendance • Providing proper nutrition, rest and adequate sleep • Monitoring regularly my child’s progress in school • Establishing good homework habits and provide a quiet time & place for working • Encouraging positive attitudes about school • Attending parent-teacher conferences • Participating, as appropriate, in decisions about my child’s education • Keeping open communication with the school staff • Respecting the differences of others • Demonstrating and encouraging respect for school personnel • Providing daily opportunity to read to or with my child, as appropriate
________________________________________________ Signature
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AS A STUDENT, I WILL BECOME AN ACTIVE PARTNER IN MY OWN LEARNING BY: • Attending school regularly and on time • Coming to school ready to learn & work hard • Bringing necessary materials, completed assignments & homework • Communicating regularly with my parents and teachers about school experiences so that they can help me to be successful in school • Limiting my TV watching, video game playing, and internet usage • Study or read every day after school • Following the CARE Code of Conduct: C ontrol yourself A ccept responsibility R espect adults and others E ncourage learning
________________________________________________ Signature
AS A STAFF PERSON, I WILL ENCOURAGE AND SUPPORT STUDENT’S LEARNING BY: • Providing a safe, positive, well-managed learning environment • Providing opportunities for parents to be involved in the school and in their child’s education • Teaching classes with an interesting and challenging curriculum that promotes student achievement • Motivating our students to learn • Demonstrating care and concern for each student • Having high expectations for myself, students, and families • Providing parents with regular reports on their child’s progress • Respecting the differences of others • Actively participate in collaborative decision making with parents and school colleagues to make our school accessible and welcoming for families • Continuing to be a learner myself ________________________________________________ Signature
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PARKWOOD Elementary --- Greater Clark County Schools
Parkwood Elementary Annual Title I Meeting July 28, 2014 August 20, 2014 (Spanish) September 11, 2014 What is Title I? What does it look like at Parkwood? • Language Arts and Math support • Professional Development for teachers • Materials Parents’ Right-to-Know: • Qualifications of teachers and assistants • Adequate Yearly Progress Parent Compact Parent Involvement Activities Provisions for Limited English Proficient students Availability of: Mission Statement Policy Plan
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PARKWOOD Elementary --- Greater Clark County Schools
Title I Schoolwide Plan Checklist Directions: Review the Title I Schoolwide Plans to ensure that all requirements listed below have been met. Insert the tab, section (document) and page number where each component can be found in the column to the right. If a plan does not include all ten components, it is out of compliance with NCLB requirements and will need to be adjusted. Schoolwide Plan: Section 1114 (b) (2) Any school that operates a schoolwide program shall first develop (or amend a plan for such a program that was in existence on the day before the date of enactment of the NCLB Act of 2001), in consultation with the LEA and its school support team or other technical assistance provider under section 1117, a comprehensive plan for reforming the total instructional program in the school that: i. Describes how the school will implement the components described below ii. Describes how the school will use resources under this part and other sources to implement the components iii. Includes a list of SEA programs and other federal programs that will be consolidated in the schoolwide program iv. Describes how the school will provide individual student academic assessment results in a language the parents can understand, including an interpretation of those results, to the parents of a child who participates in the academic assessments required by the SEA plan.
Schoolwide Components 1. A comprehensive needs assessment of the whole school 2. Implementation of schoolwide reform (key) strategies that: a. Provide opportunities for all children to meet proficient and advanced levels of student academic achievement b. Use effective methods and instructional strategies that are based on scientifically based research
School Overview/ Narrative Page #: p. 11 pp. 4, 8, 11
pp. 8, 11
that: c. Strengthens the core academic program
pp. 8, 11
d. Increases the amount of learning time
pp. 8, 11
e. Includes strategies for serving underserved populations
pp. 8, 12
f. Includes strategies to address the needs of all children in the school, but particularly low achieving
pp. 8, 12
children and those at risk of not meeting State standards pp. 8, 9, 12 g. Addresses how the school will determine if those needs of the children have been met
pp. 8, 13 h. Are consistent with and are designed to implement State and local improvement plans, if any
3. Highly qualified teachers in all core content area classes 4. High quality and on-going professional development for teachers, principals, and paraprofessional 5. Strategies to attract high-quality, highly qualified teachers to this school 6. Strategies to increase parental involvement, such as literacy services 6a. Description how the school will provide individual academic assessment results to parents 6b. Strategies to involve parents in the planning, review and improvement of the schoolwide plan. 7. Plans for assisting preschool (when applicable, elementary) children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or a State-run preschool program. 8. Opportunities and expectations for teachers to be included in the decision-making related to the use of academic assessment results leading to the improvement of student achievement. 9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance. 10. Coordination and integration of federal, state and local funds, and resources such as in-kind services and program components. PL
pp. 6,13 pp. 7, 13 p. 13, pp. 12, 14, 15 pp. 14, 15 p. 11, 15, 16 p. 16
pp. 7, 17 p. 18
pp. 18, 19
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PARKWOOD Elementary --- Greater Clark County Schools
Implementation Plan
Schoolwide Components Reading
Writing
Math
Page #
Page #
Page #
1. A comprehensive needs assessment of the whole school
p. 53
p. 56
p. 58
2. Implementation of schoolwide reform (key) strategies that: a. Provide opportunities for all children to meet proficient and advanced levels of student academic achievement
a-h: pp. 53, 55
a-h: pp. 56-57
a-h: pp. 58-59
p. 53
p. 57
p. 59
p. 55
p. 57
p. 59
p. 55
p. 57
p. 59
p. 54 p. 53
pp. 56-57 p. 56
p. 58 p.58
p. 54
pp. 56-57
p. 58
p. 54
pp. 56-57
p. 58
p. 55
p. 57
p. 59
p. 54
p. 57
p. 59
p. 53
p. 56
p. 58
b. Use effective methods and instructional strategies that are based on
scientifically based research that: c. Strengthens the core academic program d. Increases the amount of learning time e. Includes strategies for serving underserved populations f. Includes strategies to address the needs of all children in the school,
but particularly low achieving children and those at risk of not meeting State standards g. Addresses how the school will determine if those needs of the
children have been met h. Are consistent with and are designed to implement State and local
improvement plans, if any 3. Highly qualified teachers in all core content area classes 4. High quality and on-going professional development for teachers, principals, and paraprofessional 5. Strategies to attract high-quality, highly qualified teachers to this school 6. Strategies to increase parental involvement, such as literacy services 6a. Description how the school will provide individual academic assessment results to parents 6b. Strategies to involve parents in the planning, review and improvement of the schoolwide plan. 7. Plans for assisting preschool (when applicable, elementary) children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or a State-run preschool program. 8. Opportunities and expectations for teachers to be included in the decision-making related to the use of academic assessment results leading to the improvement of student achievement. 9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance. 10. Coordination and integration of federal, state and local funds, and resources such as in-kind services and program components.
PL
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PARKWOOD Elementary --- Greater Clark County Schools
2014 – 2015 Reading Block Framework Components
Phonics/Phonemic Awareness
Vocabulary
Comprehension Fluency Flexible Small Group
Intervention
PL
Total Time: 90 minutes
15-20 minutes
10 minutes
40-60 minutes
30 minutes
Ideas/Daily Specifics
Whole group Modeling by teacher Practice with feedback; Manipulation of letters and words, word parts and roots
Modeling Variety of interactive practices to foster word knowledge and word consciousness
Whole group/Partner/Cooperative group Data driven Needs based instruction Differentiated to meet individual needs Modeling Guided practice with feedback Small group Data driven Skill- based Focused, explicit instruction
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PARKWOOD Elementary --- Greater Clark County Schools
2014-2015 Writing Block Framework Components
Total Time: 30-45 minutes
Guidelines Ideas/Daily Specifics Teacher models each day a specific skill or strategy needed for grade level proficient writing.
• Mini-lessons are modeled to
Direct Instruction through Modeling “I Do”
5-10 Minutes
address grade level standards expected at that grade level. • Teaching points to model are determined from an analysis of student work (data driven decision making). • Student work is analyzed to identify the evidence of proficient grade level standards. • The six traits of writing are addressed.
• Students write. • Teachers confer with students
Writing “We Do/You Do”
15-20 Minutes
to discuss progress toward grade level standards. • Teachers differentiate instruction to meet individual needs by using guided practice, small groups, peer tutors, etc.
• Students share individual
Sharing
PL
5 Minutes
writing to reinforce the grade level standards addressed in teacher mini-lessons.
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PARKWOOD Elementary --- Greater Clark County Schools
2014-2015 Math Block Framework Components
Math Review & Mental Math
Instructional Unit (GCW)
Group Work / Math Intervention
PL
Total Time: 90 minutes
20 Minutes
Ideas/Daily Specifics 8 minutes students work independently or in groups 8 minutes to go over and discuss as a whole 3-5 minutes of mental math
40 Minutes
Whole group Modeling by teacher Practice with feedback Use of manipulative Math vocabulary practice
30 Minutes
Small group Data driven Skill- based Focused, explicit instruction Cooperative Groups Differentiated to meet individual needs
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PARKWOOD Elementary --- Greater Clark County Schools
PL
83
