F. W. CRICHFIELD ELEMENTARY SCHOOL School Improvement Plan A. Narrative Description of the School, Community, and Educational Program

Transcription

1 F. W. CRICHFIELD ELEMENTARY SCHOOL School Improvement Plan I. Introduction A. Narrative Description of the School, Community, and Educational Program F. W. Crichfield Elementary School is located in LaPorte, Indiana, in LaPorte County. LaPorte is a city of numerous parks and lakes with a population of over 22,000 residents. Crichfield School is located in a rural residential area outside the city limits in Center Township at 336 West Johnson Road. The building houses classes from pre-kindergarten through fifth grade and currently has 560 students for the school year. There are four sections each of kindergarten, first grade, third grade, fourth grade and fifth grade. Additionally, we have three sections second grade. Two sections of prekindergarten also reside within our facility. We offer educational experiences to students from a variety of backgrounds and experiences, including special education students whom live in within our boundaries. The old Crichfield School was built in 1929 and underwent three renovations. The last renovation took place in A ground-breaking ceremony for a new Crichfield School was held on May 23, Construction for the new building then began in the summer of 2005, and the new building was opened for students on January 8, Crichfield has twenty-four classrooms. The school also has a special education room, speech room, a counselor s room, gymnasium, media center, computer lab, Readers Theater, community room, art room, music room, cafeteria, nurse s office, and teachers lounge. The community room is used for before and after-school childcare. The building is also used for community activities such as Girl Scouts, Boy Scouts, Girls on the Run, K Kids, community gatherings, sports events, and before and after-school clubs. Many dedicated hearts, minds, and hands help drive our commitment and propel our works-in-progress to continuously provide improved educational experiences for Crichfield students. The staff is dedicated to finding current ways to meet the differentiated learning needs of all students. B. Curriculum Description and Location The F. W. Crichfield Elementary School curriculum is aligned with the Indiana Academic Standards 2014/CCRS. C. Assessments Used in Addition to ISTEP+ mclass/dibels is used by K-2 teachers to evaluate student progress. This ongoing reading and math assessment is used with all students three times a year, and as additionally needed with identified students. A quarterly reading fluency test is given to students. F. W. Crichfield students also are assessed in reading and math. These criterion-referenced tests are used for information essential to providing accurate instruction and measurement of student growth. A quarterly writing assessment is used to identify students needs in areas of written work. STAR reading is used as an assessment tool for all students to identify good fit books at the appropriate reading level for each student. Second and fifth grade students are given IQ tests, to assist in the identification of high ability students. Acuity Readiness assessments are administered as an ISTEP readiness predictor in third, fourth, and fifth grades. The Accelerated Reader program is used to assess reading comprehension in all grade levels. Individualized student interventions are assessed through the RTI Team, following Response to Instruction guidelines. Additional written assessments and teacher observations are used to identify students strengths and needs as well.

2 II. Statement of mission, vision, or beliefs: The LaPorte Community Schools will be recognized among Indiana s highest achieving corporations by ensuring that all students reach their maximum academic potential, working in partnership with parents and the community to become productive and responsible citizens who are successful in a competitive global world. The LaPorte Community School Corporation BELIEVES All children can learn, we can teach all students, and there are no exceptions. All students will be challenged throughout their academic career to reach their maximum potential. Children are unique, and their self-esteem will be fostered to become successful. In mutual respect in every interaction with students, staff, parents, and community. A positive attitude creates a successful working and learning environment. Personal and professional integrity is critical to the learning process. District employees are highly valued resources. Decisions will be information and data based in the best interest of students. Accountability for student achievement is critical. A collaborative team approach is essential to ensure high performance. In an environment in which continuous improvement is embedded in our culture. In a safe and secure learning environment. Diversity is an asset that is to be valued and respected. F. W. Crichfield Elementary School, in partnership with the community, values and pursues excellence in education. A responsive child-centered learning environment is maintained where children are recognized as unique individuals and supported and encouraged to reach their greatest potential. F. W. Crichfield Elementary School BELIEVES Every child is important and deserves the opportunity to learn. Students deserve a safe and healthy environment where they can be nurtured and respected. Students are learners who must be involved in meaningful gradelevel activities. We all need to address the strengths of the gifted and the individual needs of those at risk of low academic achievement. III. Summary of data: A. Graphs of data from the annual performance report Students in Crichfield Elementary School perform above average when compared to other schools in the state. To access data through the IDOE:

3 CRICHFIELD REPORT CARD GRADE A A B ISTEP+ ALL GRADES School Year % Pass Both % Pass LA % Pass Math Spring Fall ISTEP+ GRADE 5 School Year % Pass Both % Pass LA % Pass Math Spring Fall ISTEP+ GRADE 4 School Year % Pass Both % Pass LA % Pass Math Spring Fall

4 ISTEP+ GRADE 3 School Year % Pass Both % Pass LA % Pass Math Spring Fall IREAD GRADE 3 # Students Tested % Passing B. Data related to other performance indicators Crichfield Elementary school administers summative and formative assessments throughout the school year, in addition to ISTEP+. The following assessments are used: mclass DIBELS Acuity STAR ISTAR LAS Links Accelerated Reader Study Island Saxon Math Pearson Benchmark Writing Assessments C. Other information about educational programming and the learning environment In addition to differentiated instruction during the school day, Crichfield School offers flexible instructional groups. Strategy specific intervention is offered to students through our Academic Coaches. IV. Conclusions about the current educational programming, derived from an assessment of the current status of educational programming, including the following: A. Information about how the school s curriculum supports the achievement of Indiana Academic Standards. The District curriculum under which Crichfield School operates is based on Indiana s Academic Standards. With the recent revision of the standards, realignment has become a major focus for teachers. The following actions have been taken:

5 Crichfield teachers have worked in partnership with teachers in LPCSC to develop curriculum maps at all grade levels. LPCSC & Crichfield staff have established vertical and horizontal data teams to monitor assessment outcomes and establish learning goals. Crichfield teachers developed challenges for students to align with school wide and individual achievement goals. Crichfield teachers focused on specific skill interventions to support students. A focus on high ability students and curriculum has been the topic of staff development sessions. The Data Team continues to monitor instructional strategies and make adjustments when needed. A focus on creating a systemic writing program has been the topic of many staff development sessions. A focus on differentiation of instruction has been the topic of many staff development sessions. A focus on problem solving has been the topic of school-wide staff development. Teachers serving as committee members on corporation-wide committees continue to report back to school body. Teachers have participated in Webinars and Technology Coach Workshops to strengthen use of Accelerated Reader, mclass, Acuity, Smekens and additional technology available through the corporation; as an individualized teaching and assessment tool. Teachers have met at grade level and across grade level to learn/share instructional strategies using technology and summarization strategies. Teachers have participated in professional development to enhance the instruction of gifted and talented students. Teachers have participated in professional development to enhance writing instruction for students. Teachers have participated in professional development to strengthen the knowledge base for students in need of Response To Instruction intervention. Parents can monitor student learning goals by using classroom newsletters that are published biweekly and posted on teacher web sites. Parents can monitor student academic progress by using Parent Access. B. Information About How the School s Instructional Strategies Support the Achievement of Indiana Academic Standards Monthly Data Team and committee meetings are designed to focus on instructional strategies. Teachers have time during staff meetings and committee meetings to discuss best practices and strategies that increased student achievement. C. Conclusions about student achievement, based on information from ISTEP+ and other assessment strategies The Crichfield School community continues to meet at and across grade levels to discuss student achievement. Data found on the Crichfield School ISTEP + web site is used to analyze student achievement. Criterion-reference tests, such as DIBELS, STAR reading assessments, math assessments, and writing assessments are used to help predict student ratings, identify specific students to target, and enable timely interventions. Study Island, SRA, and Aleks Math are used to remediate and enrich skills. D. Parental Participation in the School The Crichfield community encourages parental involvement through numerous activities and events. The school has an ambitious PTA that offers various levels of committee participation to accomplish goals. The general session PTA meetings were held in conjunction with specific grade levels to demonstrate what students are learning in the classroom. Performances and showcases were the highlight of such meetings. The PTA has also funded and labored the building of the Outdoor Learning Lab and gardens. Parental involvement in student enrichment programs includes organizing the

6 Accelerated Reader program and an art program called Strokes of Genius. Parents also coordinate several special events including Teacher Appreciation Week, Book Fairs, Book Swaps and Grandparent s Day. Parental programs and projects effecting teachers the most include a large number of parent classroom volunteers, funding for field trips, purchases of thousands of dollars worth of supplies and equipment, and an annual Open House for parents to meet teachers. Fundraisers are numerous and held throughout the year. PTA money is also used to fund five annual $200 scholarships to graduating high school students who attended Crichfield School. E. Technology as a Learning Tool There is a district technology plan in place, as well as a revised building technology plan. There are two classroom technology specialists who are available to assist teachers in the building. In addition to providing planned professional development, they are on call as needed. There is also a corporation technology specialist who comes to our building, when needed, to assist our building specialists. Within the building, there is a Smart Board in each classroom, a computer lab, seven mobile computer lab stations, a Smart Table, an ipad cart, four student computers in every classroom, access to distance learning, and several pieces of support hardware such as CPS response system, digital cameras, and printers. Students and staff have access to a wide variety of educational software and wireless access to the internet is provided throughout the building. F. Safe and Disciplined Learning Environment F. W. Crichfield Elementary School operates under the Safe School Plan adopted for the LaPorte Community School Corporation. Elements of this program, as stressed for the school, include the following: Double entry locking doors to all outside visitors. The locking of doors from outside entrances restricts access to the school. A TV monitor is employed to permit entrance to the locked front door during school hours. Visitors must sign in and sign out. Teachers at Crichfield are prepared to deal with discipline problems using a positive discipline approach. Administrative personnel are constantly available through electronic means. Drills such as fire, severe weather, and lock down are periodically practiced. Instruction in student safety and awareness is provided for as part of the curriculum through the counseling department. Several staff members and all office members have been CPR certified. All staff members have access to a defibrillator. Students participate in the Cougar Safety Crew to assist with student safety during dismissal. All extracurricular sporting coaches are CPR certified. The school parking lot restricts the merging of car and bus traffic. G. Professional Development The building program for our school is conducted with a focus on corporation-wide goals and objectives, along with specific needs of the building, based on data. This school year, teachers will receive professional development in 6+ Writing Traits via the Smekens model and Pearson digital resources. Additionally, teachers that attend corporation committees for data, writing and high ability students, will bring their training back to school-based committees for professional development. Teachers that are new to the building will receive training in all programs used at Crichfield.

7 A. Attendance Rate F. W. Crichfield Elementary School closely monitors student attendance. Our attendance has maintained an average of 97% for the past six years. ATTENDANCE B. Percentage of Students Meeting Academic Standards 93.6% of students in grades 3-5 passed both English/Language Arts and Math for the school year. Spring 2014 Spring 2013 Spring 2012 CRICHFIELD GROWTH MODEL RESULTS Spring 2011 Spring 2010 Spring 2009 M LA M LA M LA M LA M LA M LA M LA M LA M LA # Students Tested % Passing Median Growth % Fall 2008 Fall 2007 Fall 2006 The information has shown here, demonstrates growth has improved in both Language Arts and Math. Overall student achievement is high. Additional efforts toward ongoing demonstration of student growth is necessary to continue to support student learning. VI. Specific areas where improvement is needed immediately: As identified from the information above, the following areas will be a focus for the next school year. Language Arts vocabulary, nonfiction/info text, literary text, writing process, writing applications, and language conventions Math number sense, computation, geometry, measurement, data analysis & problem solving, and algebra & functions Technology enhancing lessons using technology VII. Benchmarks for progress that specify how and to what extent the school expects to make a continuous improvement in all areas of the educational system. A. Students will demonstrate increased mastery of the Language Arts/Reading Standards in each of the next three years. B. Students will demonstrate increased mastery of math problem solving in each of the next three years. C. Smartboard technology will be used daily to supplement, reinforce, and enrich grade level standards for student mastery.

8 IX. Proposed interventions based on student achievement objectives/goals: In Reading & Language Arts, teachers are integrating curriculum to support the pairing of reading and writing instruction. The implementation of Simple 6 writing strategies will further enhance writing instruction and provide students with strategies to ensure student growth. A focus on fluency and comprehension within reading instruction time will provide additional focus for support staff providing student interventions. A variety of technology is used to enhance instruction in reading and writing. Individual student instructional levels provide material appropriate for a variety of student ability levels to accommodate differentiation. In Mathematics, teachers are working from a spiraling curriculum model which revisits grade level key concepts repeatedly throughout the year. Additionally, problem solving is an enhanced focus of study for students. Individual student instructional levels provide material appropriate for a variety of student ability levels to accommodate differentiation. X. Professional development that is coordinated with proposed interventions and that supports sustainable school improvement efforts. mclass/dibels K-2 Acuity 3-5 Vertical Data Team Horizontal Data Teams Common Assessment Custom Assesment ISTEP format & content vocabulary K-5 IDOE & Learning Connection Utilize Study Island, Accelerated Reader, and STAR K-5 Develop a common summarization template to be used in reading Target specific skill strands through Response to Instruction Corporation staff inservice day Grade level meetings Textbook adoption Using data to direct instruction Differentiated instructional strategies Positive behavior support strategies Cooperative learning Special Education training and development Academic coach/literacy training and development Community connection workshops Corporation Writing Committee training CORE Data Team training Corporation High Ability Committee training XI. Statutes and rules to be waived: None

9 XII. Three Year time line for implementation, review, and revision: A timeline has been established with each goal. Implementation will include reviewing and revising the Improvement Plan each year. The Student Growth Model, ISTEP+, and IREAD data will be key components to the improvement plan. Quarterly writing assessment, reading and math assessments, informal tests, and observations from RTI Team, teachers, and parents will be used as secondary indicators. The principal, Steering Committee, and Data Team will annually review student achievement. Gradelevel teachers will collect test item analysis and share this information with teachers and stakeholders to make informed decisions as to student achievement. The Student Growth Model, ISTEP+, and IREAD and all secondary indicators will be used to make these decisions. School Improvement Action Plan F. W. Crichfield Elementary School GOAL: Technology will be used daily to supplement, reinforce, & enrich grade-level standards for student mastery. Support Data: Smart Board Notebook Microsoft Office United LPCSC Smart Board Lessons CPS Internet Smart Table ipad ereaders Standardized Assessments: Student Growth Model STEP+ IREAD DIBELS Acuity mclass Study Island STAR Reading Renaissance Learning Student learning will be supplemented using direct technology instruction. Strategies/Activities to Implement the *All teachers will display grade level- appropriate lessons that directly supplement a given skill as indicated by Indiana State Standards. *Teachers will choose from a variety of methods to create or locate supplemental lessons such as Microsoft Word, Power Point, Smart Board Notebook, United, CPS, and Internet. *Tech Ambassadors will meet weekly to learn how to enhance lessons using the most current technology available. teachers *Academic Coach *Tech Reps. Local Assessments: Teacher plan book Daily student observations Benchmark testing Acuity Custom Assessments Robert Marzano, Debra J. Pickering, Jane E. Pollock - Classroom Instruction that Works David Ronke, Mary Ann Lachat, Rachel Slaughter, and Joulie Meltzer Answering the Questions that Count. Educational Leadership 12/08-1/09 : Notebook, *Microsoft Office *LPCSC Smart Board Lessons *CPS *Internet *Teacher Editions of classroom textbooks *Study Island *Accelerated Reader *STAR Reading *Acuity *Grade-level and cross-grade-level team meetings to develop differentiated skill activities using current building technology *Grade-level and cross-grade-level team meetings to search and save multi-media skill activities that have already been created by other sources such as IDOE *Staff instructional Webinars to enhance Renaissance Learning, Study Island and Accelerated Reader. *Data Team Coach training in creating custom assessments. Student learning will be reinforced using direct technology instruction that includes hands-on activities. Carol Ann Tomlinson, Caroline Cunningham Edison- Differentiation in The Classroom Robert Marzano, Debra J. Pickering, Jane E. Pollock - Classroom Instruction that Works

10 Strategies/Activities to Implement the *Teachers will involve students in interactive Smart Board lessons that reinforce grade-level skills as indicated by Indiana State Standards. *Teachers will choose from a variety of methods to create or locate interactive lessons such as Microsoft Word, Power Point, Smart Board Notebook, United, CPS, and Internet. *Teachers will use the Smart Table to enhance instruction. teachers, Students teachers *Academic Coach/Classroom teachers *Notebook, *Microsoft Office *LPCSC Lessons *CPS *Internet *Teacher Editions of classroom textbooks *Smart Table *Smart Tech website *Acuity *Grade-level and cross-grade-level team meetings to develop differentiated, interactive lessons using current building technology *Grade-level and cross-grade-level team meetings to search and save multi-media skill activities that have already been created by other sources such as IDOE *Use the Director of Technology to help remain current *Academic Coach will attend training and then train classroom teachers. Enrichment/remediation opportunities that involve technology will be made available to students who display a need for additional practice. Strategies/Activities to Implement the *Students will be involved in classroom projects that incorporate the use of the technology. *Students will be given passwords to access programs outside the classroom. teachers and students *Home support/ access to Moodle and Study Island Robert J. Marzano, Debra J. Pickering, Jane E. Pollock- Classroom Instruction that Works Mary Burns Tools for the Mind. Educational Leadership 12/05-1/06 within classroom *Newsletters *Website *Create common plan/discussion time for teachers to share/create lessons using the Smart Board and Smart Board tools *Corporation Tech Coach training for teachers (Moodle, Acuity, etc). School Improvement Action Plan F. W. Crichfield Elementary School GOAL: All Crichfield Elementary School students will show growth and increased achievement in the Language Arts/Reading standards in each of the next three years. Support Data: STAR AR Study Island Writing Process Textbook Assessments Quarterly Writing Assessments Standardized Assessments: Student Growth Model ISTEP+ IREAD DIBELS Acuity Readiness mclass Local Assessments: Textbook Assessments Student Work Samples Classroom Observations Benchmark Assessments RTI Intervention Review Midterms Report Cards Students will become more proficient in the writing process through a structured plan of learning experiences. Smekens, Kristina & Schmidt, Linda-Launching the Writer s Workshop (k-2 & 3-12) Davidson, Kay - Simple Six Writing Daily 5 Four Square Writing Process Scott Pearson Language Arts series Strategies/Activities to Implement

11 the *A building writing committee will meet monthly to discuss the implementation of Smekens writing strategies in the classroom. *Writing stations will be established in the classroom. *Students will maintain writing folders in the classroom. *All teachers will continue the quarterly writing prompts. *K-2 teachers will meet quarterly to analyze D.I.B.E.L.S. scores and discuss best practices. *Moodle and Study Island will be used to help students work at their ability level. teachers, assistants *Principal *Academic Coach *RTI Team *Data Team *Writing Committee *Simple Six Strategies *Corporation & DOE information *Rubrics from ISTEP *D.I.B.E.L.S. reports *Study Island reports *Accelerated Reading reports *STAR reading reports *Smart Table *Grade level team meetings to review information *Cross-grade level meetings *CORE Data Team training *Corporation Writing Committee training *Corporation High Ability Committee training *Review of applied skills tests *Review school-wide writing goals teachers will gather reports/information for the Data Walls. *Principal will meet with teachers/academic coach/special education teacher to identify skills of focus. Students will build academic background knowledge through direct vocabulary instruction. Strategies/Activities to Implement the *Vocabulary development in all subject areas will be required to teachers, provide background knowledge for assistants all students. *Principal *Students will create nonlinguistic *Academic representations of vocabulary words. Coach *Students will periodically discuss *Data Team vocabulary words and play games *RTI Team that focus on vocabulary. *Moodle, Quizlets, and Study Island will be used to help students work at their ability level. * K-5 teachers will use Daily 5/Café system of management during the 90 minute reading block. Teachers will use templates (Marzano s summarization strategies) to teach students how to summarize fiction and non-fiction passages. Strategies/Activities to Implement the *Teachers will teach students how to summarize reading texts. *A common template will be utilized and expanded upon for each increasing grade level * K-5 teachers will use Daily 5/Café system of management during the 90 minute reading block. teachers *Academic Coach *Reading Committee *Data Team Steck-Vaughn, Vocabulary Connections Marzano - Building Background Knowledge Marzano - Building Background Knowledge Video Payne - Learning Structures Wormley, Rick *Textbooks *Building Background Knowledge *Corporation Vocabulary List *Vocabulary Connections *Demonstration lessons from staff members using Smart Board * Grade levels will share summarization ideas at Staff & Committee meetings. *Daily 5/Café training to structure 90 minute reading block Marzano Intructional Strategies that Work *Marzano templates (lab server) *Staff Development *Review Marzano s work * Daily 5/Café training to structure 90 minute reading block School Improvement Action Plan F. W. Crichfield Elementary School GOAL: All Crichfield Elementary School students will show growth and increased achievement in the Math standards in each of the next three years. Support Data: Saxon Math assessments Daily Problem Solving Standardized Assessments: Student Growth Model ISTEP+ Local Assessments: Saxon assessments Classroom assignments

12 K-5 students will focus on problem solving. Acuity mclass Teacher review Benchmark assessments Midterms Report cards ALEKS math Study Island Robert Marzano - Instructional Strategies that Work Strategies/Activities to Implement the *K-5 Teachers will give students opportunities to practice math computation. *Moodle, Study Island, and ALEKS math will be used for remediation, enrichment and independent practice. teachers Students will be required to explain, orally, the process they use to solve a problem. Students will be required to verbally explain the process that they used to solve a problem. Strategies/Activities to Implement the *K-1 teachers will give students opportunities to explain the problem solving process in whole group settings. *2-5 teachers will give students opportunities to practice explaining the problem solving process in pairs and then individually. teachers, assistants *Teacher textbooks *Study Island *Data Walls *Moodle *CARE Math *Grade level team meetings to review information. *Cross grade level meetings *Data Team *CARE Math Robert Marzano -Instructional Strategies that Work Kathy Checkley -The Essential of Mathematics, K-6: Curriculum, Instruction, and Assessment Students will be required to explain, in written format, the process they use to solve a problem. Students will be required to write an explanation for the process that they used to solve a problem. *Textbooks *Existing tests *Manipulatives *CARE Math * Ron Ritchhart and David Perkins, Making Thinking Visible. Educational Leadership Feb. 08 Robert Marzano -Instructional Strategies that Work Kathy Checkley -The Essential of Mathematics, K-6: Curriculum, Instruction, and Assessment Strategies/Activities to Implement the *K-1 teachers will teach students how to write solutions to problems in whole group settings. *2-5 teachers will give students opportunities to write solutions to problems in pairs and individually. teachers, assistants *Textbooks *Manipulatives *CARE Math *Review chapter 3 in Instructional Strategies that Work *Review chapters 1 and 4 in The Essential of Mathematics, K-6: Curriculum, Instruction, and Assessment Students in grades K-5 will improve algebra and functions skills. Strategies/Activities to Implement the *Teachers in grades K-5 will teach using concrete examples to help students understand algebra and functions. teachers * Ron Ritchhart and David Perkins, Making Thinking Visible. Educational Leadership Feb. 08 *Textbooks *Existing tests *Study Island *Manipulatives *Grade level meetings to review information *Across grade level meetings to review information

13