2020-2021 Performance Excellence Plan INDIAN SPRINGS MIDDLE SCHOOL School Number – 9180 Corporation - 8665 1692 South State Road 9 Columbia City, IN 46725 Principal: Jan Boylen Assistant Principal: Kyle Nelson Dean of Students: Meggan Hoag Telephone: 260.244.5148 - 1 -
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
2020-2021 Performance Excellence Plan
INDIAN SPRINGS MIDDLE SCHOOL School Number – 9180
Corporation - 8665
1692 South State Road 9 Columbia City, IN 46725
Principal: Jan Boylen
Assistant Principal: Kyle Nelson Dean of Students: Meggan Hoag
Telephone: 260.244.5148
- 1 -
Explanation of Acronyms
Acronym Explanation 504 Section 504 (Part of the Rehabilitation Act of 1973) ACT America College Testing ACT-EXPLORE America College Testing (Middle School Version) AED Automatic Electronic Defibrillator AIMS Goals and Mission of the District and the School APR Annual Performance Review AYP Adequate Yearly Progress BOE Board of Education CAD Computer Aided Design CCHS Columbia City High School CEO Action Team Leader C.L.A.S.S. Connected Learning Assures Successful Students CPI Crisis Prevention Intervention CPR Cardio-Pulmonary Resuscitation DNP Did Not Pass ECA/CORE 40 End of Course Assessments ELL English Language Learner F & P Fountas and Pinnell GPA Grade Point Average GTT Gateway to Technology HA High Ability IDOE Indiana Department of Education IEP Individualized Education Plan ILEARN Indiana Learning Evaluation Assessment Readiness Network IRCA Indiana Resource Center for Autism ISMS Indian Springs Middle School ISTA Indiana State Teachers Association KBIT – 2 Kaufman Brief Intelligence Test, Second Edition. MAP Measure of Academic Progress MRSA Methicillin-Resistant Staphylococcus Aureus NCLB No Child Left Behind (Federal Accountability Legislation) NEA National Education Association NETS National Education Technology Standards NWEA Northwest Evaluation Association OSS Out of School Suspension PAC Principal Advisory Council PBL Project Based Learning P.L. 221 Public Law 221 (Indiana’s Accountability Legislation) PDSA Plan, Do, Study, Act PSAT Pre-Scholastic Aptitude Test S/P/T Conference Student/Parent/Teacher Conference RtI Response to Instruction SIP School Improvement Plan SIGS Scales for Identifying Gifted Students STEM Science Technology Engineering and Mathematics
- 2 -
WCCS Whitley County Consolidated Schools WCTA Whitley Classroom Teachers Association
I. Introduction A. School, Community, and Educational Programs
The rural school community of Columbia City is situated in Whitley County where the population is registered as approximately 9.155 within the city limits and 33,292 for the entire county (2010 census). This northeastern Indiana County stretches over 335 square miles. Growth in Whitley County is measured both physically, with the addition of housing and residential areas, and economically, with the business/commercial upstarts and expansions that are occurring.
Indian Springs Middle School (ISMS) opened in August of 1996 and houses approximately 840 students in grades 6, 7, and 8 (Figure 1-1). Sitting on approximately 160 acres, it is the only public middle school serving the residents of Columbia City. Students merge from four elementary schools representing townships surrounding Columbia City: Mary Raber, Coesse, Little Turtle, and Northern Heights.
Figure 1-1 Enrollment Profile
Year Grade Female Male Total by grade
Total by
School
Total CORE teachers per wing
Total Related
Arts teachers
Office Support Staff per
wing
Support
Staff all grades
2014-15 6 7 8
146 124 120
122 146 134
278 281 273
832 10 10 10
9
1 1 1
16.25*
2015-16 6 7 8
131 122 152
148 143 130
279 265 282
826 10 10 10
9
1 1 1
16.25*
2016-17 6 7 8
111 132 124
138 142 144
249 274 268
791 10 10 10
9
1 1 1
18.25*
2017-18 6 7 8
114 117 139
140 136 148
254 253 287
794 10 10 10
9
1 1 1
18.25*
2018-19 6 7 8
133 118 122
156 118 122
289 255 258
802 10 10 10
9
1 1 1
16*
2019-20 6 7 8
144 135 115
167 148 160
292 295 251
838 10 9
1 1 1
16*
* The number of support staff does not include cooks, custodians, or bus drivers. Ninety percent of the student population is registered as Caucasian. Ten percent of the student population represents minority backgrounds. Special needs students with Individualized Education Plans (IEP), which include special education, high ability (HA), English Language Learners (ELL), and Section 504 students, compose 17.1 percent of the ISMS population. The number of students qualifying for Free/Reduced Lunch and/or Books is recorded at 30 percent. (Figure 1-2).
American Indian/Alaskan Native .6% .05% .4% .4% .4% Asian .6% 1.0% .4% .4% .4%
Multi-Racial/two or more races 1.7% 2.4% 4% 4.9% 3.6%
* Special needs students are defined as students who qualify for areas outside general education. This includes special education and English Language Learners. The employee base at ISMS is composed of one principal, one assistant principal and one dean of students, (Figure 1-3), forty-four licensed teachers, two licensed counselors, a licensed nurse, and an activities coordinator. Certified teachers are bound by a master contract between the Whitley County Teachers Association (WCTA) and Whitley County Consolidated Schools (WCCS). Sixty-four percent of the certified teachers at ISMS are members of the National Education Association (NEA), Indiana State Teacher Association (ISTA), and WCTA. There is no bargaining unit for classified staff; however, they have a council for representation with the district management.
Grade levels at ISMS are divided into two teams of five teachers who teach the core classes of math, social studies, language arts-writing, language arts-literature and science. Through the team concept, teachers cooperate, collaborate, and are empowered to make decisions (Figure 1-4). The school is divided into three wings with one grade level in each wing. Teams of teachers meet daily to plan together in a teaming format. Communication among teams and administrators occurs bi-monthly in wing meetings. Each week the math, language arts (both writing and literature), science, and social studies teachers have the opportunity to meet with other teachers in their grade level subject area. These meetings provide for collaboration on units of study within each class discipline and interdisciplinary unit. Additional meetings include Discovery Mondays which are led by administrators, and every Wednesday morning the regular schedule is changed to allow for 45 minutes for school-wide trainings. Representatives from each action team and administrators meet monthly at a CEO meeting to share and learn issues that pertain to school-wide work and procedures aligned with ISMS goals and initiatives. Staff meetings occur throughout the year to increase communication and effectiveness of action teams. Administration collaborates with district administrators and building representatives to increase communication and district cohesiveness. Communication is encouraged by offering parent/teacher/student conferences.
Figure 1-3 Parent/Teacher/Student Conferences
16-17 17-18 18-19 19-20
Percentage of involvement 65% 62% 87% 84%
- 4 -
Figure 1-4 Collaboration Timelines
Team Collaboration Frequency and Duration Core Academic Team Team Meeting 3 days a week/30 min
Grade Level/Related Arts/Administrators Discovery Monday Bi-Monthly/30 min Grade Level/Related Arts Wing Meeting Bi-Monthly/30 min
Subject Area Subject Area Meeting Weekly/30-45 min Subject Area Subject Area/School-Wide As needed Subject Area Resource Adoption As needed
Building Representatives ISMS Handbook As needed Counselors Counselor/Administrative Meeting Weekly/1 hour Counselors Counselor/District Monthly/2 hours
Classified Staff Classified Monthly/30 min Classified Staff Head Custodian/Principal Weekly/1 hour CEO Meetings All Action Teams Represented Monthly/30 min School Nurse School Nurse/District Monthly/1-2 hours
Action Teams-Goal Specific Action Team Meeting Monthly/20 min New Teachers Flight Training As needed New Teachers New Teachers/District As needed
Innovation Technology Team District Varies Administrators Team Meetings As needed Administrators Administrative Meeting/District Monthly/3 hours Administrators Safety As needed Administrators Elementary Administrator Team Bi-Monthly/3 hour Administrators Secondary Administrator Team As needed Administrators Passages/Community Quarterly
Administrators/Guidance/Resource/SRO Threat Assessment Team Monthly/1 hour Administrators Technology/District As needed Administrators Educational Task Force As needed Administrators Teacher Evaluation/District As needed Administrators Retention/District Annually/3 hours Administrators Core Curriculum/District As needed Administrators Textbook Adoption As needed Administrators Handbook/District As needed
Certified Staff and Select Support Staff 45-Minute Delay District Goal Planning and CoMIT Every Wednesday
Digital Citizenship Committee District Goal As needed B. Description and Location of Curriculum ISMS fully implements differentiated reading and math classes as a strategy to facilitate improvement in all academic areas. The following programs help to reach our ISMS school goals and to increase student learning:
- 5 -
Writing 1. The writing classes are encouraged to utilize the RACE model and give a pre and post-extended
response two times a year. The literature classes give a pre and post-practice read/write response two times a year.
2. Writing prompts are assessed in writing classes. The read/write prompt is assessed in literature classes. Results from writing prompts are used to differentiate instruction for remediation and enrichment.
Literature 1. Literature classes are part of the core subjects for which all students receive grades. The curriculum is
based on state standards while also incorporating non-fiction topics covered in math, social studies and science classes. The reading classes are composed of various skill levels. The teachers incorporate the Fountas and Pinnell assessment tool, which allows literature teachers to tailor instruction for students who struggle with reading comprehension. Data supports this opportunity to address reading scores and growth for our student population. The assessment results of the Fountas and Pinnell program are utilized with our struggling readers during activity time.
2. Resource instructional reading is provided for students who did not pass (DNP) ILEARN and perform significantly below grade level according to NWEA scores. Classes are organized to address those students who show difficulty decoding text (as determined by NWEA scores and Fountas & Pinnell Tests). Instruction for a select few utilizes the Wilson Language series and Fountas & Pinnell resources to improve basic phonics, phonemic awareness, fluency, and spelling during literature class time as an alternative lesson.
4. An after-school Homework Club facilitates remediation and assistance with homework. The club is offered to all students in grades 6-8.
Math
1. Math classes are organized according to NWEA scores to accommodate differing levels of ability. At each grade level, there are classes that address grade level state standards, one year above grade level, and two years above grade level. For example, ISMS offers in 6th grade: 6th grade level math, 7th grade level math and 8th grade level math. In 7th grade, ISMS offers 7th grade math, 8th grade math and Algebra. In 8th grade, ISMS offers 8th grade math, Algebra, and Geometry.
2. Math remedial activity classes are provided for students who DNP ILEARN and a math essentials for “bubble students”.
3. An after-school Homework Club facilitates remediation and assistance with homework. The club is offered to all students in grades 6 – 8.
4. Paraprofessionals and resource teachers assist in general education classes to reinforce curriculum concepts and skills for students with special needs.
Figure 1-5 Language Arts-Writing Curriculum
Subject Grade Level Description
Language Arts-Writing
6th
All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:
● Grammar and conventions ● 6+1 Traits of Writing ● Public speaking ● Writing based on different genres ● Writing application including revision and editing techniques
7th All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:
● Writing application including revision and editing techniques
- 6 -
● Demonstrate a command of English grammar conventions and usage
● Public speaking ● Conduct research assignments focusing on the research process
and the topic under study ● 6+1 Traits of Writing ● Develop and refine writing skills by writing for different purposes
and to specific audiences ● Cite several pieces of textual evidence to support analysis of what
the text is saying explicitly, as well as inferences drawn from the text for short answer responses and for essays
8th
All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:
● Grammar and conventions ● Writing based on different genres ● Application of writing to real life situations ● 6+1 Traits of Writing ● Research papers
Figure 1-6 Language Arts-Literature Curriculum
Subject Grade Level Description
Language Arts- Literature
6th
All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:
● Word recognition ● Reading comprehension ● Literary analysis
7th
All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:
● Knowledge of word parts and relationships ● Connection to essential literacy components through reading
various genres ● Analysis and response to historical and cultural works of literature
8th
All units are based on the Indiana College and Career Ready Standards After instruction in these standards, students will:
● Read and comprehend a variety of literature and nonfiction texts, independently and proficiently
● Build understanding of literature using knowledge of literary structure and by analyzing and inferring about literacy elements and themes
● Build understanding of nonfiction texts by evaluating specific claims and by using knowledge of structural organization and author’s purpose and message
● Use critical reading skills to real life situations ● Acquire, refine and apply vocabulary using various strategies and
sources ● Build comprehension of meaning of text and literacy techniques
that writers use
- 7 -
Figure 1-7 Math Curriculum Subject Grade Level Description
Math
6th
All units are based on the College and Career Ready Standards. These standards include the areas of:
All units are based on the College and Career Ready Standards. These standards include the areas of:
● Number Sense ● Computation ● Algebra and Functions ● Geometry and Measurement ● Data analysis ● Probability ● Statistics
8th
All units are based on the College and Career Ready Standards. These standards include the areas of:
● Number Sense ● Computation ● Algebra ● Functions ● Geometry ● Measurement ● Data analysis ● Probability ● Problem solving
Figure 1-8 Science Curriculum
Subject Grade Level Description
Science 6th
All units are based on the Indiana State Science Standards. These standards include the core areas of:
● The nature of science with emphasis on scientific method procedure
● Design Process identifies a need or problem to solve, brainstorm solutions, design a prototype and redesign if necessary.
● The nature of technology and how it is used to solve problems in society, data collection and analysis, and communication.
● Physical science with an emphasis on motion and energy, and how energy is transmitted through matter and space.
● Earth and space science with emphasis on the systems and earth events.
● Life science and their interdependence and transformations of matter and energy.
- 8 -
7th
All units are based on the Indiana State Science Standards. These standards include the areas of:
● Scientific method with emphasis on conclusions and reflection ● Compare and contrast forces and their applications to Newton’s 3
laws. ● In depth studies of geology, ranging from the core of the earth to
plate movements and their resulting effects (earthquakes, seafloor spreading, volcanoes, etc.)
● Minerals, rock types and fossils are classified using tools to identify them (Moh’s scale of Hardness, Geologic Time Scale, Rock Cycle, etc.)
● Glacial formations and the resulting effect on Indiana’s landscape ● Energy properties and heat transfer ● Compare and contrast animal and plant cells functions and roles
as they pertain to reproduction and responding to their environment.
● Technology applications such as creating a device for an energy transformation
The science department’s philosophy is to have students master the standards by utilizing various resources. Students are immersed with hands-on activities and inquiry based learning. Special emphasis is based on real-life applications and experiences in order for the students to make connections. Many labs and activities focus on taking the experience and pulling together the components for a solid conclusion.
8th
All units are based on the Indiana State Standards for Introduction to Agriculture, Food, and Natural Resources, as well as the 8th grade Science Standards. These standards include the areas of:
● Agriculture and Careers- Defining agriculture, the development of agriculture, and the importance of agriculture to our local, state, and national economy, agricultural careers, and the skills necessary to achieve those careers.
● Leadership- communication skills, the role of FFA in leadership development, and furthering the development of leadership skills
● Natural Resources/Earth and Space Systems – Earth’s spheres, pollution, conservation, and how the use of natural resources affects agricultural industries such as forestry, outdoor recreation, and animal and plant production.
● Physical Science – matter, periodic table, atoms, compounds, chemical equations, physical and chemical reactions
● Food Science- Innovations in food science, food nutrition and exploration of nutrients and their effect on people and animals, food processing and consumption
- 9 -
● Animal Science- animal terminology, animal physiology, animal nutrition, careers in animal science, companion animal care and production
● Life Science – chromosomes, DNA, genes, heredity, mutations, Punnett squares, plants vs animals
● Plant Science- photosynthesis and respiration, plant anatomy, plant physiology, plant production and management
● Agricultural Power, Structure, and Technology (Science, Technology, & Engineering) – Properties of natural and engineered materials, examine agricultural technology and innovation
Careful consideration is also made to incorporate the following 8th grade Indiana State Science Standards: Physical Science, Earth and Space Systems, Life Science and STEM standards. Eighth grade students are immersed in hands-on activities and inquiry based learning. Labs, activities, and projects center on real-life applications that encompass problem solving for students to grasp a true understanding of the content.
Figure 1-9 Social Studies Curriculum
Subject Grade Level Description
Social Studies
6th
All units are based on the Indiana State Social Studies Standards. These standards include the areas of:
● Map skills ● Ancient civilizations of Greece and Rome ● Study of Europe into the Medieval Period ● Renaissance and the study of Modern Europe in which students
engage in research-based project by studying a modern European nation including World War I and II
● Study of Aztec, Inca, and Maya as they compare and contrast the Meso-American civilizations - Students continue in Latin America with a look at Mexico including its geography, history, and culture.
● Canada, our northern neighbor, is compared and contrasted to the United States
● World War I and World War II
7th
All units are based on the Indiana State Social Studies Standards. These standards include the areas of: Standard 1 — History Students will examine the major movements, events and figures that contributed to the development of Africa, Asia and the Southwest Pacific from ancient civilizations to modern times by examining religious
- 10 -
institutions, trade and cultural interactions, political institutions, and technological developments. Standard 2 — Civics and Government Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Africa, Asia, and the Southwest Pacific in terms of power, approach to human rights, and roles of citizens. Standard 3 — Geography Students will explain how atmospheric and oceanic systems affect the seasons and climate. They will understand and use technology and grid systems to identify and locate places geographically. They will identify and categorize the major geographic characteristics and regions of Africa, Asia and the Southwest Pacific. They will also name and locate major physical features, countries and major cities and will use geographic skills and technology to examine geographic relationships within and between these regions and the rest of the world. Standard 4 — Economics Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia and the Southwest Pacific.
8th
All units are based on the Indiana State Social Studies Standards. These standards include the areas of:
● US Geography and Map Skills ● American Revolution and The Founding Era ● Principles and Foundations of the United States Government;
founding documents and their applications to later periods of national history and to civic and political life
● National development including westward expansion and social reform movements
● Civil War and Reconstruction
Figure 1-10 Related Arts Curriculum
Subject Grade Level Description
Related Arts
Physical Education 6th – 8th
Standard 1: The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.
- 11 -
Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.
Exploring Music 6th – 8th
All units are based on the Indiana State Music Standards. These standards include the areas of:
● Music Theory ● Transcription ● Note Values and Counting ● Rhythmic Dictation ● Key Signatures ● Intervals ● Chords
● Creating and understanding musical expression and emotion ● Music History 1600-1900 ● Finger Exercises and simple songs on piano keyboards ● Reading and Writing for Literacy
Art 6th – 8th
All units are based on the Indiana State Art Standards. These standards include the areas of:
● Two-dimensional art ● Three-dimensional art ● Acquisition of knowledge and development of art concepts;
exploration of personal expression through problem solving activities; development of conceptual, analytical and technical skills in art history, criticism, aesthetics, and production; and investigation of multi-cultural art
● Exploration of a variety of media including: drawing, painting, printmaking, sculpture, ceramics, photography, and mixed media
● Reading and Writing for Literacy
Music Appreciation 6th – 8th
All units are based on the Indiana State Music Standards. These standards include the areas of:
● Exploration of classical music, contemporary music, Broadway, reggae, jazz, opera, and blues
● Opportunity to dance, clap rhythms, and sing ● Travel all around the world through exposure to music; songs
from Africa to China to Europe to American folk ● Discussion of the hardships of great classical composers ● Identification of instruments through the music of marching
bands ● Depiction of the ranges of the human voice ● Reading and Writing for Literacy
STEM 6th – 8th
All units are based on the Indiana State Technology Standards. These standards include the areas of:
● Communication Technology, Construction Technology, Manufacturing Technology, Transportation Technology, and Energy and the Environment.
● (6th grade) Bridge design and testing using West Point Bridge Design software using PLTW Gateway course material covering design and modeling module
- 12 -
● (7th grade) Graphic Design using Adobe Illustrator and PLTW Gateway course material design and modeling module
● (8th grade) Three different areas of study that include: PLTW Gateway course material from the design and modeling module, alternative energy, and video production and editing.
● (8th grade) Rotation between the Technology Education lab television studio with production and editing.
● (8th grade-selected students) PLTW Gateway to Technology program which includes 3-D Parametric Modeling and Automation and Robotics
● Reading and Writing for Literacy
Family and Consumer
Science
6th – 8th
Family Skills class strives to help students learn to take care of themselves and future families. All units are based on the Family and Consumer Science Standards. These standards include the areas of:
● (6th grade) Basic nutrition, serving size, kitchen safety, measuring and preparation of foods, child development/babysitting
● (7th grade) Interpersonal relations, conflict resolution, nutrition, food prep role of healthy foods in prevention of cardiovascular disease, obesity, cancer and diabetes, leadership and citizenship
● ( 8th grade) College expenses, goals and decision making, food prep, role of healthy foods in prevention of cardiovascular disease, obesity, cancer and diabetes,
● Reading and Writing for Literacy – research articles for all grade levels / reading directions for labs (several formats)
● Applying Social Studies through Leadership and Citizenship ● Applying math through consumer applications ● Applying science through food chemistry – cookie lab,
nutrition C. Assessment Instruments in Addition to ISTEP+/ILEARN Figure 1-12 Assessment Instruments
Test Name Description Timeline Leading/Lagging
Indiana Learning Evaluation
Assessment Readiness Network (ILEARN)
ILEARN measures what students know and are able to do at each grade level. Based on Indiana’s Academic Standards, ILEARN provides a learning check-up to make sure students are on track and signal whether they need extra help
Annual Lagging
Fountas and Pinnell Assessment of
Reading
Fountas and Pinnell is an assessment of individual student achievement which identifies the student’s level of instruction in fluency, word accuracy and comprehension.
As needed Leading
Northwest Evaluation
Association (NWEA) Measures of
Academic Progress (MAP)
Nationally-normed MAP are state-aligned computerized adaptive tests that accurately reflect the instructional level of each student and measure growth over time
Tri-Annual Lagging
Pre/Post Common Assessments
Assesses state standards, specifically Core Standards, taught during the quarter and guides instruction
After each content
area unit Leading
- 13 -
Las Links Assessment
This annual assessment is used to determine the student’s current level of English proficiency. Annual Leading
I. Figure 2-1 ISMS Mission, Vision, Core Values, and Key Goals
III. Summary of Data
ISMS is able to monitor their mission through the use of: student data, Indiana Learning Evaluation Assessment Readiness Network (ILEARN), Measures of Academic Progress (MAP) scores, Fountas and Pinnell for DNP students on the English/LA portion of ILEARN, and by tracking attendance. All Algebra and Gateway to Technology (GTT) students have the opportunity to participate in America College Testing (ACT-EXPLORE). All eighth grade students have the opportunity to participate in the Pre-Scholastic Aptitude Test (PSAT). All of these measures are designed to facilitate growth and learning for students.
A. Data including Annual Performance Report
ISMS goals are derived by using a drill-down process and focusing on assessment performance and school-wide data. Examining historical trend data, action teams are able to create programs to reach individual student needs. (Figure 3-1 and 3-2).
ISMS student attendance total average is 97.07 %. State minimum is 95% for AYP purposes. This has created the need for attendance to be the second goal for Indian Springs. To ensure continued success in the area of
- 14 -
reading, mathematics, and writing, ISMS has implemented strategies to help students maintain high performance and to increase scores for low-performing students.
Figure 3-1 Annual Performance Report
Indicator 16-17 ISTEP
17-18 ISTEP
18-19 ILEARN
19-20 ILEARN
Public School State
Results Student Enrollment 791 794 804 NA Grade 6 Percent Passing ISTEP+/ILEARN Math Standard 63% 65% 35% NA NA
Grade 6 Percent Passing ISTEP+/ILEARN Language Arts Standard
68% 69% 41% NA NA
Grade 6 Percent Passing ISTEP+/ILEARN Science Standard
74% 78% 61% NA NA
Grade 7 Percent Passing ISTEP+/ILEARN Math Standard 54% 49% 49% NA NA
Grade 7 Percent Passing ISTEP+/ILEARN Language Arts Standard
71% 69% 58% NA NA
Grade 7 Percent Passing ISTEP+/ILEARN Social Studies Standard
74% 68% NA NA NA
Grade 8 Percent Passing ISTEP+/ILEARN Math Standard 58% 66% 37% NA NA
Grade 8 Percent Passing ISTEP+/ILEARN Language Arts Standard
64% 70% 60% NA NA
Percent of 7th Graders Enrolled in Algebra I 11% 4% NA
Percent of 8th Graders Enrolled in Algebra I 46% 38% 42% 32% NA
Percent of 8th Graders Enrolled in Geometry NA 10% 14% 9% NA
Number of Students with More Than 10 Unexcused Days Absent
35 34 64 32 NA
Number of Students who have Dropped Out 0 0 0 0 NA
Number of Students Suspended 41 46 45 57 NA Number of Students Expelled 0 2 1 3 NA Number of Expulsions and Suspensions Involving Drugs, Weapons, or Alcohol
0 0 1 1 NA
- 15 -
Figure 3-2 ISTEP+/ILEARN Performance Drilldown Aligned with ISMS Goals
Increase the percentage of students at each grade level who pass ISTEP+/ILEARN in English /Language and Math to 90% by 2020
% of students who meet or
exceed the ISTEP+/ILEARN performance standards
English/LA & Math - All Grades
English/LA – All Grades Math – All Grades
English /LA – Grade 6
English /LA – Grade 7 English /LA – Grade 8
Math – Grade 6 Math – Grade 7 Math – Grade 8
57% 74% 66%
73% 71% 72% 64% 57% 51%
63%
68% 58%
68%
71% 64% 63% 54% 58%
65% 69% 60%
69%
69% 70% 65% 49% 66%
NA NA NA
41% 58% 60% 35% 49% 37%
NA NA NA NA NA NA NA NA NA
% AYP Segments for Math ISTEP+/ILEARN
Male – Grade 6
Female – Grade 6 Spec. Ed – Grade 6
Free/Reduced – Grade 6 Male – Grade 7
Female – Grade 7 Spec. Ed – Grade 7
Free/Reduced – Grade 7 Male – Grade 8
Female – Grade 8 Spec. Ed – Grade 8
Free/Reduced – Grade 8
68% 60% 30% 49% 57% 58% 30% 33% 48% 54% 16% 34%
66% 59% 29% 42% 57% 51% 23% 34% 56% 60% 23% 40%
61% 70% 27% 51% 52% 46% 12% 36% 62% 70% 30% 48%
38% 31% 12% N/A 47% 51% 14% NA 38% 37% 9% NA
NA NA NA NA NA NA NA NA NA NA NA NA
B. Performance Indicators other than those included in the Annual Performance Report
Within the academic community, our key comparative data includes ISTEP+/ILEARN (Figure 3-2), student attendance (Figure 3-3), and Fountas and Pinnell (Figure 3-4). Information gained from the IDOE website is used for comparison and benchmarking work. Using the drill down process for segments of our student
- 16 -
population, we can study our performance as it relates to ethnicity, free/reduced lunch, special education and other demographic segments.
pass ISTEP+/ILEARN in Reading/LA and Writing from 69%
to 90% by 2021
% of students who improved (6-8) 65% 85.8% 97% 78%
% of students who improved three or more levels (6-8) 43% 28%
43%
35%
% of students who passed ISTEP+/ILEARN ELA (entire school)
68% 69% NA NA
Drilldown of data:
● Students did not receive remediation or specific instruction in F&P during distance learning in the last 2 months of school which may be the cause of lower improvement percentages
● Not all students were able to be tested for end of the year progress since students were home. ● Teachers continued to provide F&P instruction during remediation and class time while students
attended on campus for the first 3 quarters of the year. ● Eighth (97%) and sixth (85%) grade progress of at least one level was excellent--the seventh (63%)
grade class has a large percentage of students with disabilities. Sixth (44%) and 8th (47%) grades also higher percentages of progress of at least 3 levels or more compared to 7th grade (20%)
C. Educational Programming and Learning Environment
ISMS goals determine action plans and help to determine educational programs that are designed around specific requirements. Driven by the school mission statement where “Where Everyone Learns,” this systematic approach keeps all educational design activities in alignment with our goals, which are correlated
- 17 -
with stakeholder needs and expectations. Figure 3-7 outlines the learning programs employed and how they assist ISMS with the design and delivery of education services to our students.
Figure 3-7 ISMS Learning Programs Program Purpose Measures
Assessment Design Use formative and summative assessment to define achievement
Pre-post Tests
Common Assessments
Career Day
Provide exposure to a variety of occupations from our community. Eighth grade students select two
sessions based on their career interests.
Post-evaluations
Conventional Classroom Instruction
Offer curriculum through differentiation and a variety of
learning styles
Students’ grades, Classroom assessments,
Progress reports
Evidence Based Practices
Implement practices that have been proven effective for all students, especially students on the Autism
Spectrum
Students’ grades, Classroom assessments, IEP goals and objectives, Progress reports,
Individual assessments matched to needs of students
High Ability Curriculum Meet the unique learning needs of each individual student
MAP, pre/post test scores, ILEARN, Classroom grades,
Common assessments, CORE 40, KBIT, SIGS
Identification of Students with Special Needs
Assignment of students to existing programs (IEP, HA, ELL and 504)
and improvement of program components
Students’ grades, Classroom assessments,
Progress reports, Psychological reports, Individual assessments matched to needs of students
IRCA (Indiana Resource for Autism)
Provide training for staff members to help meet the needs of students on the
autism spectrum
Students’ grades, Classroom assessments, IEP goals and objectives, Progress reports,
Psychological reports, Individual assessments matched to needs of
students
LA/Math Remediation Classes
Assist students in LA/Math remediation to meet grade level
standards
Classroom grades, Classroom test results, Common assessments,
MAP
LEGO Robotics Provide STEM opportunity for students
Classroom outcomes
Leveled Math Classes Meet the unique learning needs of each individual student
MAP, pre/post test scores, ILEARN, Classroom grades,
Common assessments
- 18 -
Project Based Learning (PBL)
Provide a real-life application to curricular content and teamwork
Provide STEM opportunity for students, provide interactive, relative,
project based learning for students interested in engineering career(s)
Students pursuing PLTW curriculum at high school level,
End of course survey
Response to Instruction Provide interventions and support for at-risk students
Review of student performance on a regular basis
Technology Integrated Remediation Programs
(examples: Kahn Academy and Moby Max)
Provide interactive instruction targeting a variety of learning styles Program score reports
Career Exploration
It is the goal for students to leave ISMS with a career focus to help guide course selection and diploma decisions at the high school level. ISMS uses Indiana’s Roadmap for Student Success (see figure 3-8) to assure that all skills are taught. There are now three pathways of study: 1. Business, Education and Communication 2. Health and Human Services 3. Manufacturing, Engineering and Technology
Figure 3-8 Indiana's Roadmap for Student Success
Compentencies 6th 7th 8th Other Counselors
Complete items in K-5 grade level span Elementary Counselors
Complete a graduation plan Counselors
Complete a job shadowing experience or interview someone in a career field of interest Writing
Create a resume Literature
Take the Exploring College and Careers course Encompasses all
competencies
Participate in high school orientation HS 9th Grade Orientation
Be exposed to financial literacy unit Family Skills
- 19 -
Sign up for the 21st Century Scholars program, if eligible
Open House; College Go!
Week; Manchester Post
Activity
Select a diploma path and complete a 4 year course plan
8th-9th Transition
Learning style application Literatu
re
Extracurricular options applicable to interests Counselors
Analyze test results to identify strengths Literature
Pre-Manchester & Post
Manchester; College Go!
Week
Perseverance towards work and learning PRIDE
High school options, including CTE 8th-9th
Transition
All postsecondary options and admission criteria
Manchester Post Activity; College
Go! Week
Course options needed for desired education and career Career Day (8th)
Skills needed for today’s workforce
Charitable Champions, Career Day
Career interests (interest inventory) Social Studies
Manchester Post
Activity Literature
Factors to consider when selecting a career
Career Pathways Presentation
(6th)
How to use online tools to explore occupations
Career Pathways Presentation
(6th)
- 20 -
The relationship between education/training and life goals Career Day (8th)
Respectful behaviors Literature PRIDE
Personal stressors and stress management PE PE
Interpersonal skills to work well with others Literature
Project Based Learni
ng
Career Pathways: MS Guidance Counselors work with CCHS to initiate career exploration at the middle school level. Career Exploration begins at grade 6 with work towards completing the competencies on the Indiana Roadmap. At ISMS grades 6, 7, and 8 participate in College Go Week, interest inventories, career guidance lessons during activity rotations, and the Indiana Roadmap curriculum. Additionally, in grade 6, students participate in JA in a Day and visit local manufacturing facilities. In grade 7, students explore post-secondary education with a field trip to Manchester College and the Wawasee Career Center. Eighth grade students complete interest inventories, as well as participate in a career day.
Transition ISMS works with WCCS elementary schools and CCHS to help provide smooth transitions as students are matriculated to the next grade level and a building change is involved. Most transition activities occur in the winter and spring.
● A video is shared with elementary schools for incoming sixth graders to introduce them to the middle school concept.
● All fifth grade teachers and students visit ISMS to tour the building, meet various staff and eat lunch in the cafeteria.
● A meeting is held to share information about ISMS with the incoming sixth grade parents. ● A meeting is held and communication shared in regards to math programming at ISMS. ● Special education staff coordinate transition services district-wide to help ensure individualized
needs will continue to be met at the next grade level. ● Eighth grade students may select to participate in PSAT. The purpose of offering this test is to
build student awareness of concepts and vocabulary on the SAT. ● Eighth grade students meet individually with ISMS counselors to make a diploma choice and
complete a meaningful future plan at the beginning of second semester. This plan entails students identifying their current Pathway of Study and selecting their elective high school classes. Students also identify their current career interests and their personal strengths that will allow them to be successful in their chosen area.
● Eighth grade students and their guardians meet with high school guidance counselors to finalize their CCHS freshman course selections and answer questions about the transition to high school.
● Eighth grade high ability students participate in ACT. The purpose of offering this test is to build student awareness of concepts and vocabulary on the ACT.
High Ability Education All teachers are encouraged to differentiate classroom curriculum to bring out the strengths of ISMS high ability students. High ability units concentrate on: technology, problem-based learning, and interdisciplinary topics and skills. Current practice in ability grouping for math at ISMS allows for a fluid transition in
- 21 -
providing required Indiana initiatives. ISMS reading teachers contribute names of selected reading materials that would address the high ability lexile levels. ISMS staff members are actively involved in curriculum planning and development for high ability students. Financial and physical resources are available through a grant. ISMS staff continue to work with the district’s High Ability Coordinator to verify program goals presented by the broad-based planning committee are met. Four teachers took a high ability course through Taylor University to help write a challenging curriculum to address the high-ability student. Mission Educating All Children, One Child at a Time Philosophy By fostering the development of skills across the cognitive and affective areas, students become more effective, intellectual, and creative. To meet the needs of these high ability students, home and school must unite to encourage and nurture the development of creativity, higher level thinking skills, and research skills with experiences and materials that extend the regular curriculum. Goals
1. Program Design The development of appropriate programming for HA learners must be an integral part of the general education school day.
2. Identification HA learners must be assessed to determine appropriate educational services. WCCS’s identification procedures are equitable, comprehensive, and ongoing. They reflect the Indiana definition of HA students and identify at a minimum those students with HA in the general intellectual domain, specific academic domains, and other areas as identified by WCCS.
3. Curriculum and Instruction
The HA learner will be provided an opportunity to work with a differentiated curriculum in a flexible educational setting.
4. Counseling and Guidance
Implementation of a counseling and guidance plan to support the unique socio-emotional needs of HA students.
5. Professional Development
Professional development opportunities are offered for all school staff involved in the education of HA students.
6. Program Evaluation
An annual program evaluation is undertaken to improve the effectiveness of services to HA students. Definitions High Ability (top 1-3% of each grade level)
- 22 -
Individuals perform at or show potential for performing at an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, or interests. High Performing (top quartile) The High Performing student is usually highly motivated, has a strong work ethic, and does well in the classroom.
IV. Conclusions about Current Educational Programming Indian Springs Middle School uses three criteria to determine if a program is essential to learning: (1) it is aligned and critical to the achievement of our vision that we are a school “where everyone learns” and our mission of “providing opportunities to increase growth and learning by addressing individual student needs,” (2) it involves staff and resources in providing learning and development, and (3) it addresses our goals which in turn have a positive effect on students, staff, and parents. A. Educational Programming and Learning Environment An organizational culture conducive to high performance and a motivated workforce is fostered by allowing all faculty and staff to play an important role in the execution of all plans. Through the team teaching concept, teachers are able to cooperate, collaborate, and are empowered to make decisions. This teaming provides opportunities for collaboration on units of study within each class discipline and curricular community involvement (Figure 4-1).
Figure 4-1 Collaborative Educational Programming with Community Involvement
Organization Assistance Provided Why developed? State Standards Who Is Responsible?
Riley Children’s Hospital
ISMS collects and provides pop can
tabs Community Service
Social Studies and
Guidance Student Council
Bowen Center RSP-
Rehabilitation Service Providers
To help support middle school students be
successful Service Programs
Bowen Center and Whitley County
Consolidated Schools Community Volunteers
Career Day Speakers
To enhance students career exploration Guidance Guidance
Veteran’s Day Activities
Guest Speakers- letters, speakers,
tributes Community Service
Social Studies and Service Programs
8th Grade Social Studies and Language Arts
Teachers
Turkey Run
6th – 8th grade collects money to
pay for Thanksgiving
meals for those in need
Community Service Service Programs
ISMS staff, counselors and student council
Drama, Band and Choir Performances
ISMS provides free entertainment
for the community
Aligns with curriculum standards and public speaking standards
Music Karyle Genth and Carolyn Hindbaugh
- 23 -
Whitley County Law Enforcement
Assesses the building for safety
and makes suggestions to ensure safety
Aligns with School and Board Goals
Guidance and Administration Administration
Eagles in Flight 5K
YMCA, Anytime Fitness, Peak Performance
Ortho, CC Vet, Teghtmeyer ACE, Parkview Health, Brewha, Kroger, Wal-Mart, Run Indiana, West
Park Skate Center, Star
Financial Ins, Papa John’s, Micropulse,
Running Around, and Bones
Theater
Provides a fundraiser for the school where healthy living is promoted and students are actively
involved
PE and Health Standards Administration
ISMS Fish Fry Community Dan’s Fish Fry
Creates a community activity where citizens can enjoy being served by student council and
the entertainment provided by ISMS band
and choir members
Service Standards Administration and Support Staff
Manchester University Field
Trip
Whitley County Community Foundation
Allows 7th grade students to experience a college campus and to
consider higher education opportunities.
Guidance Standard Guidance and 7th Grade Staff
Wawasee Career Center
Allows 7th grade students to experience a
career center and consider training after or
during high school
Guidance Standard Guidance and 7th Grade Staff
Letter Writing Project
Honor Flight Attendees
Writing encouraging letters to individuals
involved in the Honor Flight
Writing Standard 6th Grade Writing Teachers
Battle of the Books Peabody Library- Jill Maxton
Encourages reading comprehension by
quizzing of selected novels
Literacy Standards Various Grade Level Literature teachers
Charitable Champions
Various Non-Profits in
Whitley County
Developed to enhance student awareness of
non-profits in our community
Civics and Government
Standards Writing Standards
8th Grade teachers
- 24 -
PBL-Survivor Guest Speaker- Paul Mills and Gallery Walk
Students worked together to develop a
survival plan
Social Studies Standards
Language Standards Literacy Standards
7th Grade Eagle teachers
Genius Hour
Various Individuals in the community based
on expertise
Students worked to develop a project based
on their interests/passion
Language and Literacy Standards 7th Grade Star teachers
Hygiene Dupont Ortho
Guest speaker shared with 6th grade PE
classes the importance of brushing teeth and
flossing.
Health and PE Standards
PE Department
JA In A Day
Junior Achievement and
local business leaders
Career lessons and activities Career Satandards 6th Grade Teachers
Figure 4-2 outlines initiatives employed by teachers to align curriculum to the Indiana State Standards and Core Standards. Team planning sessions and professional development time provide opportunities for teachers to design, plan, study, and act upon the curriculum programs and ensure the achievement of Indiana Academic Standards. Remediation and enrichment is planned based on student data results. Teachers continually reflect to make sure the tools are meeting students’ academic needs. Figure 4-2 Curriculum Initiatives
Initiatives Description Norm-referenced Assessments See Figure 1-10 Assessment Instruments
Subject Curriculum See Figure 1-5 through 1-9 Curriculum Descriptions Curriculum Maps 36 week plan of how/when each Indiana State Standard is addressed
Common Core Assessments Core subjects at each grade level create assessments to align with
curriculum map. The same assessment is given to all students across grade level.
Support Programs See Figure 4-3 Academic Support Programs Academic support programs assist ISMS with the design and delivery of educational services to our students as shown in Figure 4-3. Figure 4-3 Academic Support Programs
Program Services Offered Key Performance Requirements
School-wide differentiation
● A variety of instructional techniques to meet the needs of individualized learners in the
●Increased scores on ILEARN and MAP ●Increased reading ability ●Increased academic level of comprehension
- 25 -
general education classroom according to learning style, ability, and interest
Wilson Reading
●Phonemic awareness and spelling strategies for struggling readers
●Increased scores on ILEARN and MAP ●Increased reading ability
Moby Max ●Computerized program for core subject skills ●Increased ability in areas related to the subject topic
Kahn Academy
● On-line lessons aligned to state standards for students needing additional support or challenges
● Complete mastery of state standards in the areas of math and language arts
● Increased scores on ILEARN and MAP
Rosetta Stone ● On-line English language immersion
● Increased English language proficiency for ELL students
● Increased reading, listening, speaking and writing skills for ELL students
Special Education
● Academic/behavioral/occupational therapy/speech assistance for identified students
● Increased number of students meeting 100% of goals listed in their IEPs.
●Continual academic improvement
High Ability ● Accelerated instruction for identified HA students
● Increased scores on ISTEP+/ILEARN and MAP ● Increased Pass+ scores on ISTEP+/ILEARN and
MAP ● Increased percentage of students completing
assignments and projects over and above requirements
Response to Instruction
● Provide academic and behavior supports for identified at-risk students
● Increased scores on ISTEP+/ILEARN and MAP ● Increased percentage of students completing
assignments and projects over and above requirements
● Increased number of students mastering state standards
Activity ● Remediation, Tutorials, and enrichments
● Increased number of students mastering state standards
● Increased number of students in attendance
Language Arts Remediation
● Remedial reading instruction on specific reading skills and strategies
●Remedial writing instruction on targeted weak areas
● Increased scores on ISTEP+/ILEARN, and MAP
Leveled Math Classes
● Accelerated 6th grade math through Algebra offered to students according to their ability
● See Section 1B for description
● Increased scores on ISTEP+/ILEARN and MAP ● Increased percentage of students who pass Algebra
ECA test
After-school Programs
● Tutoring and enrichment for students in all subject areas
● Increased scores on ISTEP+/ILEARN and MAP ● Increased academic level of competence
EAGLE Classroom
● Educational and life skill focus for students who have multiple disabilities
● Increased ability to function independently ● Increased socialization skills ● Increased academic level of competence ● Increased percentage of students who meet IEP
objectives
- 26 -
Social Skills Groups
● Social skill strategies for students who struggle
● Provides reading comprehension leveling for students who did not pass I-STEP
● Provides a breakdown of individuals’ skills in order to drive instruction
● Increased students passing Language Arts on ISTEP+/ILEARN
● Increased academic level of reading comprehension ●Increased confidence for students who struggle with
reading comprehension
C. Analysis of Student Achievement (based on ISTEP+/ILEARN) Within the academic community, our key comparative data includes ISTEP+/ILEARN, NWEA-MAP and student attendance. Information gained from the IDOE is used for comparison and benchmarking work. Using the drill down for segments of our student population, we can study our performance as it relates to ethnicity, free/reduced lunch, special education, and gender. All of this information is used by the Action Teams at ISMS to determine the need for instructional programs based on the needs identified by student achievement. Figure 4-4 outlines the planning process of student achievement drill down and communication. Figure 4-4 Systematic Planning Process
∙ Action Plans ∙ Flight Training ∙ Support Services ∙ School Improvement Plan Instructional strategies (Figure 4-3) SWOT
- 27 -
Figure 4-5 ISMS Data/Programming Correlation The following figures are derived from data drilldowns by ISMS Action Teams from the 2018-2019 school year. Figure 4-6 Attendance Data
● ISMS has consistently met the 95% state goal for attendance. ● Communication and follow through with the local prosecuting attorney is a priority for those students
missing more than 10 days of school. ● Guidance teachers at ISMS work to find the root cause and address students and families to help
reduce excessive absences. ● An incentive program was used to support students who struggled the most with attendance over time.
This program was a success; however, only a small number of students were included. Figure 4-7 Safety Action Team
Head Injuries/Concussions % of Staff Trained CPR/AED 67% 25% 100% 100%
Safety Action Team Data Drilldown:
● Two safety table top activities were conducted. ● Random drugs testing implemented grades 6-12. ● Safety books were overhauled and distributed to staff. ● A quick tip line was integrated for anonymous reporting in place of old system. ● A new PA system was installed in the school. ● A panic button was added at the front desk. ● 30+ cameras were added on the school property. ● Safety bags were distributed to all staff members. ● Drills were practiced according to guidelines. ● The Crisis Team has practiced on a regular basis.
- 29 -
● CPR was offered. ● Suicide (QPR) information was presented--all teachers have been trained. ● A training was completed in the fall for active shooters.
Figure 4-8 Literacy Action Team ISTEP+/ILEARN ISMS Overall Performance
DATA 17-18 18-19 19-20 ISTEP+/ILEARN
% Pass English/Language &
Math
All Grades 6-8 65% NA NA
State Average NA NA NA
ISTEP+/ILEARN Class of 2026 (Current 6th grade)
DATA 6th (19-20)
7th
(20-21) 8th
(21-22)
ISTEP+/ILEARN % Pass English/Language
State Average NA
ISMS NA
AYP Segments for ISTEP+/ILEARN % Pass English/Language
Male NA
Female NA
Special Ed NA
Free/Reduced NA Literacy Action Team Data Drilldown:
● NA
ISTEP+/ILEARN Class of 2025 (Current 7th grade)
DATA 6th (18-19)
7th
(19-20) 8th
(20-21)
ISTEP+/ILEARN % Pass English/Language
State Average 47% NA
ISMS 41% NA
AYP Segments for ISTEP+/ILEARN % Pass English/Language
Male 41% NA
Female 41% NA
Special Ed 17% NA
Free/Reduced NA NA Literacy Action Team Data Drilldown:
● NA
- 30 -
ISTEP+/ILEARN Class of 2024 (Current 8th grade)
DATA 6th (17-18)
7th
(18-19) 8th
(19-20)
ISTEP+/ILEARN % Pass English/Language
State Average NA 49% NA
ISMS 69% 58% NA
AYP Segments for ISTEP+/ILEARN % Pass English/Language
Male 61% 47% NA
Female 78% 71% NA
Special Ed 33% 19% NA
Free/Reduced 58% NA NA Literacy Action Team Data Drilldown:
● NA NWEA Testing NWEA Class of 2026 (Current 6th grade)
NWEA DATA 6th (19-20)
7th (20-21)
8th (21-22)
Spring Language Growth Summary
% of students meeting growth projection
NA
Spring Reading Growth Summary
% of students meeting growth projection
NA
NWEA Class of 2025 (Current 7th grade)
NWEA DATA 6th (18-19)
7th (19-20)
8th (20-21)
Spring Language Growth Summary
% of students meeting growth projection
62% NA
Spring Reading Growth Summary
% of students meeting growth projection
59% NA
NWEA Class of 2024 (Current 8th grade)
NWEA DATA 6th 7th 8th
- 31 -
(17-18) (18-19) (19-20)
Spring Language Growth Summary
% of students meeting growth projection
58% 54% NA
Spring Reading Growth Summary
% of students meeting growth projection
60% 51% NA
Literacy Action Team Data Drilldown:
● NA Figure 4-9 Math Action Team Trends/Observations: ISTEP+/ILEARN ISMS Overall Performance
DATA 17-18 18-19 19-20 ISTEP+/ILEARN
% Pass English/Language &
Math
All Grades 6-8 65% NA NA
State Average NA NA NA
Math Action Team Data Drilldown:
● NA ISTEP+/ILEARN Class of 2026 (Current 6th grade)
DATA 6th
(18-19) 7th
(19-20) 8th
(20-21)
ISTEP+/ILEARN % Pass Mathematics State Average 46% NA
ISMS 35% NA
AYP Segments for ISTEP+/ILEARN % Pass Mathematics
Male 38% NA
Female 31% NA
Special Ed 12% NA
Free/Reduced NA NA Math Action Team Data Drilldown:
● NA ISTEP+/ILEARN Class of 2025 (Current 7th grade)
DATA 6th
(18-19) 7th
(19-20) 8th
(20-21) ISTEP+/ILEARN % Pass Mathematics State Average 46% NA
- 32 -
ISMS 35% NA
AYP Segments for ISTEP+/ILEARN % Pass Mathematics
Male 38% NA
Female 31% NA
Special Ed 12% NA
Free/Reduced NA NA Math Action Team Data Drilldown:
● NA ISTEP+/ILEARN Class of 2024 (Current 8th grade)
DATA 6th
(17-18) 7th
(18-19) 8th
(19-20)
ISTEP+/ILEARN % Pass Mathematics State Average NA 41% NA
ISMS 65% 49% NA
AYP Segments for ISTEP+/ILEARN % Pass Mathematics
Male 61% 47% NA Female 70% 51% NA
Special Ed 27% 14% NA Free/Reduced 51% NA NA
Math Action Team Data Drilldown:
● NA NWEA Class of 2026 (Current 6th grade)
NWEA DATA 6th (19-20)
Spring Math Growth Summary
% of students meeting growth projection
NA
NWEA Class of 2025 (Current 7th grade)
NWEA DATA 6th (18-19)
7th (19-20)
Spring Math Growth Summary
% of students meeting growth projection
42% NA
NWEA Class of 2024 (Current 8th grade)
NWEA DATA 6th (17-18)
7th (18-19)
8th (19-20)
Spring Math Growth Summary 65% 41% NA
- 33 -
% of students meeting growth projection
Strengths Strategies
Meeting Math Needs and Abilities- Specifically at and above grade level students.
In 6th grade, ISMS offers 6th grade math, 7th grade math and 8th grade math. In 7th grade, ISMS offers 7th grade math, 8th grade math and algebra. In 8th grade, ISMS offers 8th grade math, algebra, and geometry.
Meeting Needs of Struggling Math Students-Specifically below grade level students.
ISMS offers a math remediation class that is additional to their math core class. We also created a math essentials class for the 2019-2020 school year for those students who are bubble ISTEP+/ILEARN students.
Meeting Needs of Bubble Math Students Math Essentials class was created to support our students on the bubble for ILEARN.
Areas of Concern Strategies to Improve
Lack of problem solving skills from students in ALL grade levels and with ALL ability levels.
Close Reading - “Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text's form, craft, meanings, etc.” Critical Thinking - level of questioning and other items reviewed to support student growth Collaboration - A team oriented flow to a classroom to increase number of supports by including students as teachers during daily classroom operations. Growth Mindset and Mathematical Mindset Authors: Carol Dweck and Jo Boaler The growth mindset is a way of thinking. It can transform the way a student thinks and approaches math. Curriculum Development Math Remediation Math Essentials
Minimal or decrease of growth from students that are approximately 4 to 6 years below grade level. Students are getting passed from one grade level to another and falling further and further behind.
Growth Mindset and Mathematical Mindset Authors: Carol Dweck and Jo Boaler The growth mindset is a way of thinking. It can transform the way a student thinks and approaches math. Ability Grouping Students that are 4 to 6 years below grade level will be placed in the same classroom and work at slower pace to master foundational grade level standards. An additional teacher or teacher’s aide will be placed in the classroom to support the needs of the students. Remediation
- 34 -
Students that are below grade level will be placed in an additional class each day to help bridge the gap between math standards not mastered yet. Essentials Students on the bubble for ILEARN will be placed in a 30 minute enrichment class to strengthen their math skills.
D. Parental Participation Figure 4-9 Parent Participation
Event Grade Level Who Is Responsible? Parent Teacher Student Conferences All All Grades
Bulletin Boards All Grades All Grades Celebrations All Grades All Grades
Back to School Night All Grades All Grades Fish Fry All Grades Administrators
5K Fund Raiser All Grades Administrators Battle of the Books All Grades Literature Teachers
Arena Screening (7 and 8th grade) All Grades Administrators and ISMS School Nurse
Memorial Day Recognition 6th Grade Dan Smith and Martin Desch Chicago Field Trip 7th Grade 7th Grade Teachers
Manchester University Study Trip 7th Grade Guidance Teachers Wawasee Career Center 7th Grade Guidance Teachers
PSAT 8th Grade Administrators/Guidance
Project Lead the Way 8th Grade Administrators & Dave Parker
Henry Ford Study Trip 8th Grade 8th Grade Teachers
Land Auction Simulation 8th grade 8th Grade Social Studies Teachers
Box Tops 8th Grade Amy Shearer Survivor Day
@ Chain-O-Lakes State Park 8th Grade Amy Shearer
Career Day 8th Grade Guidance Counselors Mississinewa 1812 Study Trip 8th Grade Amy Shearer
Parents partner with teachers at ISMS to help meet individual student needs. The school communicates expectations via the Parent Handbook that lists specific information at the district level, the Student Handbook with specific information at ISMS, Skyward database (student grades, discipline, attendance, and lesson plans), mass emails, monthly Eagle Star newsletter, phone dialer messages, and transitional parent meetings. Other connections include the grade-level teachers, principals, resource teachers, and counselors. Support areas for parents include district Food Services (food suppliers and kitchen workers supplying meals to students and adults), psychologists, speech therapists, occupational therapist, physical therapist, Bowen
- 35 -
Center, Whitley County Probation, Lighthouse, the school nurse for health services, and District Transportation Services. Information is communicated with parents and staff in a variety of ways (Figure 4-13). Figure 4-10 Methods of Parent Communication at ISMS
Daily/Weekly Monthly Other ∙ E-mail ∙ Telephones ∙ Agendas ∙ ISMS Website ∙ Open Door Policy ∙ Extracurricular Events ∙ Skyward online grade book ∙ Skyward dialer
∙ School Board Meetings ∙ ΒΟΕ Work Sessions ∙ Eagle-Star Newsletter ∙ Post & Mail Newspaper ∙ WCCS Magazine
∙ Student/Parent/Teacher conferences ∙ Open House ∙ Parent Meetings ∙ Display cases ∙ Special Events ∙ PRIDE Award ∙ IEP, ELL, HA, and 504 case conferences ∙ RtI Meetings ∙ Honor Roll Breakfast ∙ Principal Meetings
∙ School Improvement Parent Committee
∙ Parent University
∙ Telephone Auto Dialer ∙ Billboard for campus
∙ Eagles Nest Blog
E. Technology as a Learning Tool Whitley County Consolidated Schools began the process of becoming a 1:1 corporation several years ago. In the 2014-2015 school year the technology infrastructure was updated to prepare for the changes in technology use. Input was gathered and presented to the school board by a newly created innovative task force. The corporation also hired the consultant group, Five Star, to help ease the transition to digital curriculum. Teachers used the 2015-2016 school year to prepare for the changes in curriculum. The 1:1 initiative was implemented in the 2016-2017 school year. Each year, presentations about a 1:1 school environment are shared with parents and students. Staff training is conducted each Wednesday during 45-minute delays on incorporating best practices using technology. Technology is used widely across all three grade levels at Indian Springs. There is a variety of programs that are used and taught each day. Some of the uses for technology include remediation programs, online maps and research projects, student presentations, current event issues, virtual labs or webquests, video editing, problem-based learning activities and differentiation. To accommodate teachers’ needs and provide additional strategies for the implementation of technology, tutorial videos are available to help refresh or instruct staff. Example video topics include: Skyward, Mimeo, Google Apps for Education, making a PDF, and GoGuardian. Technology activity classes are held at each grade level to help students review and introduce new technology concepts. Each grade level explores network skills, Internet safety, cyberbullying, digital citizenship, and basic software skills. Google Apps for Education fundamentals are divided among grade levels to ensure progression and application of skills sixth through eighth grade in these programs.
- 36 -
ISMS offers a full web-site which may be accessed to secure many kinds of information such as schedules, calendars, staff profiles, curriculum, and extracurricular events. Our website can be found at the following link: ISMS webpage . Skyward gives parents instant access to student information via the Internet. Information such as attendance, discipline referrals, grades, and clinic visits are updated daily through Skyward. Classroom resources and assignments are located in Google Classroom. We work closely with our district Technology Department to ensure reliability of hardware and software as well as user friendliness. Because we align data management with our strategic goals, we maintain a fairly simple approach to data collection, analysis, use, and reporting. We rely on the Technology Department to share information about the most up-to-date hardware and software systems. Knowledgeable personnel are quick to serve and are readily available through the Technology Help Desk phone line or online with the BMC Track-IT System. The District Technology Department ensures that the service, hardware and software they provide are effective, efficient, reliable, and user friendly. Technicians can work remotely from their base station and also come into the school to work with hardware. Data is collected at the district level on all calls made. Technology is also incorporated into our learning process through Moby Max and Kahn Academy. These programs offer lessons aligned to state standards using a licensed program on the Internet. They can be accessed both at school and at home where parents can offer support. School personnel document the results of their input through specific assessments in order to determine if mastery is reached. Technology is used to aid instruction, incorporate differentiation in the classroom, assessment, and for record keeping. Many assessments are computerized and are part of a student informational database, Skyward. Technology is integrated into the curriculum and is used in numerous ways by the teacher to support classroom instruction. Each student has their own device. Students use the Internet for research purposes, class assignments and class notes. Students use Destiny One Search as a research tool. Technology is also used for various writing assignments, problem-based learning projects, presentations, and web quests. Use of the Internet is closely monitored and archived daily. The Technology Action Team goals are to:
● Ensure that technology instruction and student goals are aligned to NETS ● Identify and share technology best practices ● Plan and evaluate training for teachers on new and existing technologies ● Identify, evaluate, and prioritize new and existing technologies
F. Safe and Disciplined Learning Environment Legal and Ethical Behavior Administrators foster an environment for legal and ethical behaviors by conveying clear expectations. ISMS administrators communicate the importance of moral and professional principles by being role models, sharing district and school policy, and emphasizing the life skills we have integrated into our school environment. Ethical practices are important at ISMS. All staff members, full-time and part-time, are provided a Staff Handbook at the beginning of each school year. Within the handbook, there is information regarding professional expectations of staff. Maintaining a high degree of ethical behavior requires a staff to be knowledgeable of current policies and procedures to provide consistency with the students. In addition, each staff member models ethical practices by focusing on PRIDE--Persistence, Respectfulness, Initiative,
Dependability, and Efficiency. Administration also handles any individual situations that may arise based on ethical practices. Safety and Emergency Procedures A crisis plan is in place to prepare staff and students for disasters and emergencies. The administrators attend the Indiana School Specialists Safety Trainings to learn about current best practices for safety and crisis situations each year. The ISMS Safety Specialists work directly with the School Safety Action Team to educate staff members on best practices, oversee emergency drills and procedures, and document problems that may arise throughout the school year. At the onset of each school year, the School Safety Action Team provides an updated emergency plan for each teacher and staff member to display in their room or office area. Spontaneous, random drills are performed throughout the school year to address emergency procedures (Figure 4-11). The response time of students and staff is recorded following each drill, and necessary changes are made to maximize response efficiency. The School Safety Action Team completes a PDSA for each drill procedure to locate areas of strength and weaknesses. In an effort to prepare our school, staff, and students for an emergency, a comprehensive crisis plan is currently in place. For example, employee/visitor's identification cards and check-in procedures are in place to keep accurate records of all people entering and leaving the building during the school day. Figure 4-11 Emergency Drills
Drill Description Location
Fire Level 1 Students participate in monthly fire drills by responding to an alarm and exiting the building at designated doors
Surrounding parking lot areas
Fire Level 2
In the event of an actual fire, students follow an additional plan to move away from the building to a secondary location. This plan is signaled to teachers and students on a bull horn.
Little Turtle Elementary School
Earthquake Students participate in practice drills in which they take cover underneath their desks. Classroom
Tornado Students participate in drills by responding to an alarm. Students move to specified locations within the building and kneel with hands covering their head.
In Eagle and Star team areas, restrooms, and locker rooms
Bus Evacuation Students practice bus evacuations throughout the school year using emergency bus exits. Bus loop
Yellow Lockdown
Students respond to an intercom announcement. Teachers lock classroom doors. Door and window blinds are closed. Students are cleared from hallways. Students and teachers must remain in the classroom and teaching continues as normal.
Classroom
Red Lockdown
Students respond to an intercom announcement. Teachers lock classroom doors. Door and window blinds are closed. Students are cleared from hallways. Classroom lights are turned off. Students are moved to furthest corner away from windows and doors.
Classroom
- 38 -
Administrators will unlock classroom doors when lockdown is completed.
School administrators maintain a close relationship with local law enforcement officials through frequent meetings with the local Probation Officer and the School Resource Officer who counsels students regarding behaviors that have resulted in violation of the law and are in violation of the school policy. In addition, work has been completed with our district transportation director to develop processes for preventing/managing bus-related accidents and training for issues that may occur to and from school. (See Figure 4-8 and 4-15 Safety Action Team) Non-Violent Crisis Intervention Prevention and management for disaster and emergency preparedness are addressed through the Non-violent Crisis Intervention Team. During the 2019-2020 school year, staff members from various disciplines, including non-instructional staff, were re-trained to de-escalate possible violent situations in a nonviolent manner using the Crisis Prevention Institute (CPI) nonviolent crisis intervention training. New members were also trained to replace members who were no longer employed by WCCS. Members of the Crisis Intervention Team meet regularly to practice physical procedures learned during the certification process. After episodes occur, the Crisis Intervention Team has been trained to debrief all individuals involved. This team meets regularly to review procedures. G. Professional Development Staff Development To develop personal leadership attributes, professional development and training of faculty and staff are offered and align to our school goals and action plans. Staff development needs are provided internally as much as possible (teachers sharing techniques with others, staff-led sessions on technology, reading strategies, etc.) by placing our teachers in a leadership position within the school. By allowing our own staff to develop and provide training sessions, we recognize local excellence while ensuring efficient use of resources. Flight Training ISMS has developed a system of training new teachers (Flight Training) on policies and procedures that are crucial to job performance. These trainings will occur “just in time” for teachers to implement what they have learned. The goal is not to overwhelm new staff with all of WCCS initiatives at the beginning of the year, but to give necessary training and information as they need it. Figure 4-12 Flight Training Topics
C.L.A.S.S. Connected Learning Assures Successful Students - A brain-compatible program complete with a climate, community and curriculum component.
Data Folders Folders where data is recorded, kept, and analyzed regarding student, staff, and school progress towards yearly goals.
ILEARN Administration
Indiana Learning Evaluation Assessment Readiness Network is a paper / pencil and electronic assessment in grades 3-8 that assesses which standards a student has mastered in English / language arts, math, science and social studies (selected grades only).
MAP Measures of Academic Progress – Computerized version of NWEA assessments in reading, math, and language arts that find where a student is academically along a learning continuum. These assessments are given three times a year.
- 39 -
Media Center Capabilities / Technology Available
Technology training for WCCS hardware, software, education programs, and media center materials.
RtI
Response to Instruction is a leveled approach that offers a variety of interventions to staff members to help a child in the area of concern. As students move through the RtI levels, their needs become more involved and the interventions become more intense. RtI requires documentation and tracking of results from interventions, whether positive or negative.
Common Assessments/Core 40
These exams assess students’ mastery of the Indiana academic standards for a particular subject. They are also used by some teachers as a pre-test to the curriculum and as an indication for remediation/re-teaching.
SIP/Action Teams
School Improvement Plan is designed to analyze a school, its programs, and its progress tied directly to achievement. Yearly goals are set for each school, action teams are formed by the staff to work directly with the goals, data is kept and analyzed, and progress is monitored. Yearly review and update of the plan occurs and is submitted to the Indiana Department of Education.
Discipline Basic classroom management is discussed. The discipline part of the handbook is explained so that new teachers are consistent with the rest of the school when disciplining students.
Evaluations
Teacher Performance Evaluation System is a system in which the new teacher and the principal evaluate performance in the first and second year of teaching. This program is a two-year process that involves observations and meetings to discuss areas of strength and weakness.
Special Education
Special education is the education of students with special needs in a way that addresses the student’s individual differences and needs. The resource teachers are involved with individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success.
Reading
1. Resource Instructional Reading is provided for students who did not pass (DNP) ISTEP+/ILEARN and perform significantly below grade level according to NWEA scores, classes and Wilson Placement Tests. Classes are structured to meet the needs of students participating in RtI and/or special education. Instruction is centered on the Wilson Language series to improve basic phonics, phonemic awareness, fluency, and spelling. The Fountas and Pinnell program is used throughout the school for students who are reading below grade level.
2. Core Team Reading Classes are provided for students who did and DNP ILEARN and are performing near or above grade level. Classes are organized by ability level in order to meet individualized needs as determined by NWEA MAP RIT scores. Classes are structured to meet the needs of students participating in RtI, general/special education, and HA. Teachers facilitate reading nonfiction 90% of the time and fiction 10% of the time while incorporating reading skill instruction. The Verbalizing/Visualizing strategy is a focus to improve reading comprehension for all students in the DNP ILEARN reading classes.
- 40 -
3. Paraprofessionals assist in general education classes to help reinforce curriculum concepts and skills for students with special needs.
Parents
Information about conferencing with parents is given for both the team meeting and one-on-one teacher/parent meeting scenarios. Specific responsibilities might be assigned to teachers in the team meeting setting. Tips for staying calm, positive, and professional also helps prepare new teachers to learn how to successfully interact with parents.
Forms
Forms are used by staff, parents, and students. Many different forms are used to obtain written approval or permission from administrators or to have a tangible copy of student and parent information on file. Such forms would include athletic forms, health forms, after school clubs, field study trips, etc.
Acronyms
Acronyms are abbreviations designated to terms used school-wide. These terms may be disciplinary, academic, social, or pertain to special needs. (Examples: CPI= Crisis Prevention Intervention, IEP= Individualized Education Plan, NCLB= No Child Left Behind, OSS= Out of School Suspension)
Report Cards A report card is a measure of a student's performance. Report cards are issued by the school to the student and the student's parents four times yearly.
Socratic Seminars In a Socratic Seminar, participants seek deeper understanding of complex ideas in the text through rigorously thoughtful dialogue, rather than by memorizing bits of information.
Graphic Organizers
A graphic organizer is an instructional tool used to illustrate a student or class's knowledge about a topic or section of text.
Professional Development
The district provides 45-minute delays each week and focuses on the best practices of collaboration and the integration of technology into the curriculum. The district trained three teachers and the administrators to be trainers for the staff. Evaluation
In order to maintain a high level of teacher initiative and empowerment at ISMS, every teacher is scored using a rubric co-designed by the administration and WCTA. It is designed to help teachers grow and be highly qualified. Data and observations are included in the final rubric evaluation for teachers. Veteran teachers are observed at least twice a school year, meanwhile, teachers new to the system are observed twice a semester. Conversations are held to help guide individuals to grow and become highly-qualified. This system was first implemented during the 2016-2017 school year.
Train the Trainer
WCCS and ISMS incorporate a concept called “Train the Trainer.” When a new program or initiative is implemented, selected staff, either by appointment or by volunteering, are trained so they can then train their peers. This concept has been used for Differentiation, Continuous School Improvement, Skyward, Reading, Safety, and other major staff development initiatives. In addition, information regarding staff and their training areas is readily available should someone need help or support for a particular program. Staff members are given an opportunity to identify areas where training is needed through meetings, questionnaires, one-on-one and affinity charts. H. Recognition of Students Figure 4-13 Recognition of Students
- 41 -
Student Recognition Description
All A Honor Roll Students achieve all A’s for each quarter. This is celebrated at the Honors Breakfast.
A/B Honor Roll Students achieve all A/B’s for each quarter. This is celebrated at the Honors Breakfast.
Top Ten NWEA Students who perform in the top 10 on the NWEA are celebrated at the Honors Breakfast.
Perfect Attendance Students who have perfect attendance for every quarter are celebrated at the Honors Breakfast.
PRIDE Award The PRIDE award is given to 2 students from each core team each month. Characteristics which will determine who teachers select will be as follows: Persistence, Respectfulness, Initiative, Dependability, and Efficiency.
All A Honor Roll Celebration Students achieve all A’s all year celebrate at the end of the year at a pizza party.
Catch a Star A program designed to recognize students who follow the life skills. This is celebrated throughout the year.
Growth on MAP Recognition of students who show improvement on MAP tests. This is celebrated throughout the year.
Top Scholars An award given to students who have the highest GPA at the end of the year in each core area. This is celebrated at Eighth Grade Transition Ceremony.
Athletic Awards
Students are recognized on each athletic and academic team for most improved, positive attitude, and leadership. These are celebrated throughout the year at the end of each team’s season. An overall athletic award is given to a male and a female student at Eighth Grade Transition Ceremony who have demonstrated leadership and excellence in multiple sports.
Daughters of the American Revolution
An award is given to a student in each eighth grade section who has an intense interest in social studies and a good understanding of the concepts taught in the subject. This occurs at the Eighth Grade Transition Ceremony.
Semester/Quarter Incentive Parties
Academic and Behavior Goals must be met to attend.
I. Recognition of Staff Administration continues to seek methods for encouraging and motivating staff to reach their full potential. Informal activities to recognize staff for their contributions to school performance include personalized notes in mailboxes, e-mail notes, staff breakfasts, luncheons, and recognition on daily video announcements. Staff members also have the opportunity to dress casually on selected Fridays. Figure 4-16 Recognition of Staff Staff Recognition Description
Weekly Newsletter Staff are recognized on the weekly Voyager for showing ways of collaborating and helping others
Personal Notes Staff may receive notes acknowledging their specific contributions to ISMS. Jeans Day Coupons are given for exceptional performance as given by administration
Teacher Appreciation Week Teacher Appreciation Week is celebrated with thoughtful and appreciated gestures from school personnel. These activities support our value of Faculty, Staff and Partner Appreciation.
- 42 -
V. Student Achievement Objective/Goals A. Attendance Rate The student attendance rate at ISMS for the 2019-2020 school year was 97.07%. ISMS goal for attendance is 98%. In order to achieve this goal, the following procedures are in place and being refined: Working with Court System
● When students acquire 10 absences, names may be submitted to the Whitley County Prosecuting Attorney.
● The parent, student, and prosecutor or probation office meet to discuss absences. ● The probation officer/prosecutor is then notified for each additional absence beyond the original 10
days. ● A process is being developed to fine-tune communication between the court system and the school. ● An attendance incentive program using a positive approach to intervention for students who are
habitual attendance concerns.
B. Percentage of Students Meeting Academic Standards See Figure 4-10 and 4-11 Literacy and Math Action Team Data Tables for data breakdown of ILEARN, MAP, and other assessment results. VI. Specific Areas Where Improvement is Needed Immediately Figure 6-1 Listen and Learn Tools, Group, Frequency and Information
Listening Tool Group Frequency Information
Survey Students As needed Gather feedback on specific issues:
high school transition, bullying, schedule, pertinent concerns
Focus Group Parents As needed Feedback on resources, 8th Grade Transition Program, and electives
offered E-Mail All stakeholders As needed Two-way communication
VII. Benchmarks for Progress Administrators create an environment for organizational learning through the use of the PDSA process (Figure 6-2). All Action Teams and departments are required to evaluate the success of programs using this format in order to keep programming consistent with vision and mission goals. Figure 7-1 illustrates collaborative efforts between various work groups at ISMS. Schedules are consistently maintained to ensure meeting times and program effectiveness. Figure 7-1 Work Group Collaboration and Frequency
Work Group Collaboration Frequency and Duration Teaching Team Team Meeting Daily/30 min
Grade Level Wing Meeting Bi-Monthly/45 min Subject Area Subject Area Meeting Weekly/30-45 min Counselors Counselor/Administrative Meeting Weekly /1 hour Counselors Counselor/District Meeting Monthly/2 hours
Classified Staff Classified Monthly/30 min
- 43 -
Classified Staff Head Custodian/District Weekly/1 hour CEO Meetings All Action Teams Represented Monthly/30 min
Media Specialist Media Specialist/District Bi-Annually/2 hours School Nurse School Nurse/District Monthly/1-2 hours
PAC WCTA/Administration Monthly/30 min WCTA District Discussion WCTA/Administration Monthly/2 hours
Technology Task Force Resource/District Level Monthly Action Teams-Goal Specific Action Team Meeting Monthly/30 min
New Teachers Flight Training As Needed Administrators Team Meeting As Needed Administrators Administrative Meeting/District Monthly/3 hours
Action plans for the major processes are written by the action teams through the PDSA process. Action teams are scheduled to meet on a regular basis (monthly) to monitor current action plans using in-process measures. CEO’s attend regular monthly meetings to report on progress and concerns. Directives are shared at this time, and then are shared during wing meetings. All professional development opportunities are aligned with school goals and action team initiatives (Figures 4-7 and 7-2). Figure 7-2 Quality Improvement Team Structure and Liaison Connection
ISMS Mission Goals Action
Team CEO 2019-2020 Summary
ISMS will
provide opportunities to
increase growth
and learning for every student
Reduce the # of student and staff
injuries
Safety Brian Cass
● Staff participated in 2 Tabletop Exercises ● Updated school safety binder for 2019-2020
school year ● Organized CPI 6 week training schedule and
documentation ● Drill down at least 3 levels safety data from
SIP ● Continue to monitor injuries, suspensions, and
expulsions ● Installed 30+ cameras at ISMS. ● Implemented a random drug screening policy
grades 6-12. ● Installed panic button at front desk. ● Had front entrance construction completed to
increase security in building. ● Safety drills are planned and conducted during
various times of the school year. Continued practice of lock downs drills at both levels.
● Recertification of crisis team. ● Participation in the state-wide earthquake drill ● All staff was trained in the fall regarding active
shooters. ● Safety bags distributed to all staff members.
Reduce the # of out-of-school
suspensions and expulsions
- 44 -
● Scheduled a state police cyber crimes presentation for staff and students (had to cancel as a result of COVID).
● Scheduled drug dogs (had to cancel as a result of COVID).
Increase the percentage of
students at each grade level who
pass ISTEP+/ILEAR
N in Reading/LA,
Math and. Writing to 90%
by 2020
Literacy
Cori Ziliak
● Implement reading groups with reading teachers--Low/Low group will work in resource
● Use dynamic reports in MAP to determine groups (working with elementary to get this info) along with teacher recommendation
● Track data on the Assessment Summary Form ● Fountas and Pinnell records were
implemented in each grade level by the Literature teacher. Summaries were collected and shared at the end of the year for # of individuals who grew.
● Close reading and writing--read passage/write response--start with short paragraphs and move to longer articles
Math Carmen Hughes
● Drill Down at least 3 levels NWEA and ISTEP scores across school
● Reflect on NWEA data from AMP for 7th grade students and update qualifying cut scores moving into the 8th grade.
● End of year classroom evaluation form for students
● Continue to align standards and curriculum from grade 6-8
● Create an Assessment Summary Form for grades 6-8
● Reflect on current remediation setup and utilize data to adjust for the 2019-2020 school year.
● Communicate math placement status to parents after the start of the new year
● Document shifts and communicate with administration on those students need to adjust track
● Leveled classes were continued in 6th through 8th grade, with some 7th grade students earning high school Algebra I credit and some 8th grade students being given the opportunity to earn high school Geometry credit.
Maintain staff using quality principles and techniques for
Technology
Kasey Blake
● 45-minute delays focused on integrating technology into the classroom.
● Discussed best way to rollout ILearn without having backup devices.
- 45 -
organizational improvement
● Established protocol for chromebook collection.
100% of staff is trained and implements
district initiatives
Human Resourc
es
Brooke Stanley
● Their goal is to focus on creating a positive climate throughout the building as they encourage and motivate others to be their best.
● Activities were planned once a month to increase morale.
● Money was collected on Wednesdays- Pay Up to Dress Down was implemented to help fund for special activities.
VIII. Academic Honors Diploma and Core 40 A. Provisions to offer courses that allow all students to become eligible to earn the Academic Honors Diploma. ISMS offers the following courses and programs to encourage high academic achievement:
● 6th grade offers 7th grade math to qualifying students ● 7th grade offers Algebra to qualifying students ● 8th grade offers Geometry to qualifying students ● High ability/high achieving literature class for each grade level team ● Differentiation in all academic classes ● Enrichment during Activities Class
B. Provisions to encourage all students to earn an Academic Honors Diploma or complete the Core 40 curriculum ISMS offers the following opportunity and programs to encourage high academic achievement:
● 8th grade students may take the PSAT and/or ACT EXPLORE ● Career Day ● High Ability Program ● High School Transition Program ● Indiana’s Roadmap for Student Success ● JA In A Day ● Gateway to Technology Program ● PRIDE
VIII. Proposed Interventions Figure 8-1 School Goals Matched with Proposed Interventions
School Goal Proposed Intervention
Increase the percentage of students at each grade level who pass
● Reading Program (Section I.B.) ● Math Program (Section I.B.) ● High Ability (Section III.C.)
- 46 -
ISTEP+/ILEARN in Reading/LA, Math and Writing to 90% by 2020
● Writing Prompts (Figure 4.3 and Section I.B) ● Academic Support Programs (Figure 4.3) ● Assessment Tracking by Literacy and Math Action
Teams (Figure 4-10 and 4-11) ● Professional Development aligned with school goals ● Research-based Initiatives (MAP, Fountas and Pinnell,
Increase student attendance from 96.3% to 98% by 2020
● Attendance Tracking (Section V.A. and Figure 4-6) ● Safety/Bullying Program (Section IV.F.) ● Social Skills Groups (Figure 4-3) ● Partnership with Whitley County Court System
(Section V.A.) ● RtI (Figure 3-7 and Figure 4-3)
IX. Professional Development to Support Sustainable SIP Efforts
● 45-Minute Delays to support technology and best practices ● Flight Trainings for new teachers ● Action teams will communicate data tracking and initiatives through professional development
meetings ● Data and benchmark tracking ● Safety and Crisis training for all staff, including mock crisis situations for CPI ● Subject curriculum ● Health concerns ● Best Practices ● Technology for teacher and student use
X. Statutes and Rules to be Waived
● There are no statutes to be waived this year that are specific for our school. The state of Indiana designated specific guidelines could be waived for all schools in Indiana (for example--state testing) when submitting the school improvement plan at this time.
XI. Three Year Time Line for Implementation, Review, and Revision Year 1 (2020 – 2021)
● PDSA prior goals and implementation for readjustment ● Revisit and adopt school-wide goals ● Align school initiatives and data tracking with school wide goals ● Plan professional development to support school goals and initiatives ● Provide training on symptoms of COVID-19, prevention techniques, and district/school procedures ● Make necessary changes to the Process Binder, if needed ● Design technology training for high level integration into the curriculum ● Encourage and develop strategies for instruction that incorporate high levels of thinking, real-life
application, problem-based learning and 21st Century Skills ● Continue to implement the district technology training.
- 47 -
● Continue to focus on curriculum and instructional development Year 2 (2021 – 2022)
● PDSA prior goals and implementation for readjustment ● Revisit and adopt school-wide goals ● Align action team initiatives and data tracking with school wide goals ● Plan professional development to support school goals and initiatives ● Make necessary changes to the Process Binder, if needed ● Provide technology training for high level integration into the curriculum ● Encourage and develop strategies for instruction that incorporate high levels of thinking, real-life
application, problem-based learning and 21st Century Skills ● Continue to implement the district technology training. ● Continue curriculum and instructional development
Year 3 (2022 – 2023)
● PDSA prior goals and implementation for readjustment ● Revisit and adopt school-wide goals ● Align action team initiatives and data tracking with school wide goals ● Plan professional development to support school goals and initiatives ● Make necessary changes to the Process Binder, if needed ● Technology training for high level integration into the curriculum ● Encourage and develop strategies for instruction that incorporate high levels of thinking, real-life
application, problem-based learning and 21st Century Skills ● Continue to implement the district technology training. ● Continue curriculum and instructional development