Jonas E. Salk Elementary School School Improvement Plan 2008-2009

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Jonas E. Salk Elementary School School Improvement Plan

2008-2009

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Jonas E. Salk Elementary School

Community and School Profile

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Introduction A. Community and School Profile Jonas E. Salk Elementary School is located in the northwest corner of Indiana in the town of Merrillville. Merrillville covers 35 square miles in Lake County and ranks 22nd in community size in the state. It is part of the Gary Metropolitan Statistical Area. It is bordered by Crown Point to the south, Hobart to the east, Gary to the north, and Griffith and Schererville to the west. Merrillville is primarily a residential community with a population of approximately 35.000. Many residents commute to either the industrial areas of north Lake County, Porter County, or to Chicago for employment. Neighboring Salk School, the median sale prices of homes in the Lincoln Gardens subdivision is $110,000, and the median sale price of those in the Independence Hill area is $95,000. Salk School is one of five public elementary schools in the Merrillville Community School Corporation. The building was constructed in 1960, followed by a series of additions and improvements in 1961, 1963, 1967, 1969, 1982, and 2005. Renovation was completed in 2007 with the addition of 13 new classrooms including two computer labs, science lab, and multi-purpose room. Salk School has an enrollment of 539 students in grades K- 4. The male/female ratio is 50 per cent male and 50 per cent female. Forty-two percent of the students receive free lunches and twelve percent receive reduced-price meals. The ethnic background of the students is 42 percent Caucasian, 13 percent Hispanic, 36 percent African-American, 2 percent Asian, and 8 percent multi-racial. Although the number and the diversity of Salk families remains relatively stable. Our stability index is 84%. The Merrillville School Corporation reduces overcrowded classrooms in other elementary schools by placing new students in classrooms of another school with fewer students. Our Principal, Kara S. Bonin, has been an educator for the past 15 years, serving as teacher at the elementary and middle school level. She is completing her 5th year as principal. There are 25 classroom teachers with an average class size of 22 students in K-4. 28% percent of the teachers have been at Salk over 25 years. Ten teachers hold master’s degrees in education and ten have special endorsements or additional endorsements.

Nine certified employees provide instruction or services in art, physical education, music, Remedial reading, support services, speech therapy, and in the learning disabilities of mild and moderate mental handicaps. English for the foreign-speaking services are provided at another elementary.

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Salk School provides two moderate mentally handicapped classrooms. These are self-contained classrooms. One class serves the primary level students, and the other class serves the intermediate students. These classes serve all designated students in the Merrillville district. In addition, there is a resource room with an LRE teacher serving all grade levels. The support staff includes one full-time secretary, one part-time secretary, a computer technology aide, a full-time media clerk, and a behavioral/instructional aide, a cafeteria staff of four and four custodians. There are 7 aides for playground and cafeteria supervision. A full-time teacher aide is responsible for photocopying, laminating, and meeting other various teacher needs. A full-time school nurse is in the building. . Four para-professionals assist students with special needs. Salk School continues to house the Honors program for the elementary schools. Students from each of the five elementary schools are selected at the end of second grade to participate in a self-contained gifted-talented program in grades three and four. In order to keep communication open between parents and staff, we have parent conferences and a parent information line, which informs parents of student homework assignments, information regarding lunch, school calendar and other activities. To better communicate with parents, a Synre phone system has been installed. Monthly principal newsletters, P.T.O. newsletters and monthly meetings with principal and P.T.O board members also allow communication between school and home. Every day that school is in session, after-school extended day care is available. An all day program for pre-school children of working parents from 6:00 a.m. to 6:00 p.m. is provided. After-school programs, which include Girl Scout and Boy Scout after-school activities; Young Rembrandts and Merrillville Jr. Pirate basketball, are held in the evenings.

B. Description and Location of Curriculum

The curriculum for language arts, math, social studies, science, art, music, and physical education is based on the Indiana Academic Standards. We have created curriculum maps for math, social studies, and science. All of the certified staff, K-4, has been instructed in 4-block language arts program, power writing program, 6+1 Traits, mental models, and mastering math facts program and are implemented daily in the classroom The Baldrige Integrated Management System as the basis for the design of the curriculum. Copies of the curriculum are located in the classroom, central office of the Merrillville School Corporation, the office of Salk School, and the Merrillville Corporation website. Updated copies are distributed as needed.

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C. Assessment Instruments The Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) is given to all third and fourth grade students. The Northwest Evaluation Association, NWEA, test is given to all Grade 2-4 students each spring. The results are shared with the parents. A record is kept on the progress of each student as an individual from year to year which is the purpose and focus of the test. ISTAR is used to evaluate MOMH students in third and fourth grade. Students in grades 1-4 are evaluated on math Power indicators every two weeks. They are regrouped for remediation and enrichment. Quarterly math assessments are conducted. The Peabody Picture Vocabulary test and the Brigance Reading and Math Readiness Skills tests are given twice each year to the Kindergarten students. Results are shared with the parents. The Metropolitan Early Childhood Assessment Program is given in the spring to all Kindergarten students. Scott Foresman Placement and Dibels tests are used to evaluate the placement and the progress of the remedial students. Continuous assessment using Dibels and the Gates tests is done three times a year to monitor improvement.. Information is shared with the parents. The classroom teachers do assessments as skills are taught and mastered in line with the state standards. The required reading program involves each student passing one test per grading period.

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Jonas E. Salk Elementary

School Vision and Mission Statement

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

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Parents enthusiastically support their students in activities by attending school programs and events. They further support the schools by working as volunteers in a wide variety of ways that enrich the school district’s capacity to provide opportunities for all it students. Citizens served by the Merrillville Schools take pride in the cultural diversity of their school community. Individuals respect the heritage and traditions of the many groups living compatibly together. People feel their school system provides equal opportunities for all, values everyone’s input, and is fair and just. The Merrillville community School Corporation exists to uphold this vision. Jonas E. Salk Vision Statement (Created in 2007)_ Salk School is a safe and welcoming environment where everyone abides by the Pirate Code by being responsible, respectful, and safe. Researched based best practices are used for both instructional and behavior purposes. These strategies will close the achievement gap while facilitating highest student achievement. Jonas E. Salk Mission Statement In collaboration with parents and community, we will:

• Create a respectful, supportive, and safe environment • Assist students to strive towards mastery of academic standards • Prepare students to be responsible and productive citizens

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Data Analysis

ISTEP+ NWEA DISCIPLINE ATTENDANCE WRITING

QUARTERLY ASSESSMENTS

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III. DATA SUMMARY The status of the educational programming at Jonas Salk Elementary is derived using data collected from a variety of lagging and leading measures. The ISTEP+ (3rd and 4th grades) and the Northwest Evaluation Association’s Measure of Academic Progress (NWEA-MAP) (2nd thru 4th grades) are the two lagging measures used to assess academic achievement of students. Leading measures used to assess the success of the educational programming at Jonas Salk Elementary include classroom tests, bi-monthly writing assessments, individual indicator tests for math, and quarterly math assessments. Attendance and discipline data is also collected to complete the educational programming picture of Salk. 2007 ISTEP+ SUMMARY OF RESULTS 3rd Grade 80% of all students passed English/Language Arts and 82% passed Math. There is a significant gap in academic achievement among 3rd grade black students and white students in English/Language Arts (72% vs 83%)and in Math (67% vs 88%) Areas of needed improvement include problem solving, geometry, and reading vocabulary. 4th Grade 84% of all students passed English/Language Arts and 79% passed Math. There is significant gap in academic achievement among 4th grade black students and white students in Math ( 66% vs 85%) and English Language Arts (72% vs 93%). Areas of needed improvement include problem solving and geometry. 2007 SPRING NWEA SUMMARY OF RESULTS 2nd Grade Overall, the 2nd grade students scored below the National norms in the areas of reading and math. Areas of concern include computation, Vocabulary, and writing application. 3rd Grade

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Overall, the 3rd grade students scored above the National norms in all three areas of language arts, math, and reading. Areas of concern include vocabulary, computation, and writing application. 4th Grade Overall, the 4th grade students scored above the National norms in all three areas of language arts, math, and reading. Areas of concern include vocabulary, computation, and writing application. TECHNOLOGY USAGE Classrooms attend the computer lab once a week for 40 minutes. Jonas Salk Elementary has a 98% attendance rate for scheduled computer times. A technology map is used for technology curriculum. ATTENDANCE Attendance continues to be an area of concern. Jonas Salk Elementary average attendance percentage for 2007-2008 school year was 95.8%. This is below the state average. DISCIPLINE A referral may be given by the teacher, aides, or principal. A student that has received a referral receives one of the following consequences: recess detention, lunch detention, isolation, or timeout. They may also have received an in-school or out-of-school suspension. As of May 1, 2008, there have been 648 referrals.

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13

14

15

16

17

18

19

20

21

22

23

24

25

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Salk - Grade 3Percent Passing ISTEP

73

8791 92

81 8076

79

89

83

76

82

0

10

20

30

40

50

60

70

80

90

100

2002 2003 2004 2005 2006 2007

Eng/LA Math

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Salk - Grade 4Percent Passing ISTEP

8683

93

85

73

78

86

79

0

10

20

30

40

50

60

70

80

90

100

2004 2005 2006 2007

Eng/LA Math

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Achievement GAPEnglish - Grade 3 Salk

Percent Above Standard

83 81

88

95 93 91

83

91

80

40

53

92

86

80

6872

77

56

86 88 87

79

85

0

10

20

30

40

50

60

70

80

90

100

2001 2002 2003 2004 2005 2006 2007

Caucasian Hispanic African American Free and Reduced Lunch Special Education

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Achievement GAPEnglish - Grade 4/Salk


9095

9893

80

92

100

7269

84

72

87

71

85 8482

90

60

86

0

20

40

60

80

100

120

2004 2005 2006 2007

Caucasian Hispanic African American Free and Reduced Lunch Special Education LEP

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Achievement GAPMath - Grade 3 Salk


85 87

80

95

8885

8891

87

30

40

77

7167 68 67

100

50

73

8883 85

8083

89

n/an/a

0

10

20

30

40

50

60

70

80

90

100

2001 2002 2003 2004 2005 2006 2007


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Achievement GAPMath - Grade 4/Salk


78

88

95

8590

100

85

56

6966 66

7471

8378

82

90

80

73

0

20

40

60

80

100

120

2004 2005 2006 2007


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ISTEP WRITING APPLICATION DATA

0 1 2 3 4 5 6 2007

Grade 3 0 0 7 32 37 20 4 Grade 4 0 0 2 20 60 17 1

2006 Grade 3 0 1 5 24 59 11 0 Grade 4 0 0 1 23 73 3 0

2005 Grade 3 0 3 30 49 11 3 0 Grade 4 0 3 28 47 17 2 0

Third Grade ISTEP+: Math Applied Skills Frequency Distribution Item # Points Poss. 0 Pts. 1 pt. 2 Pts. 3 Pts. Number sense 2 2% 4% 95% Number Sense 2 30% 5% 65% Problem solving 3 8% 36% 33% 23% Problem solving 2 31% 32% 37% Problem solving 3 25% 5% 14% 54% Problem solving 2 77% 4% 19% Problem solving 3 10% 26% 59% 5% Geometry 2 22% 62% 16%

Fourth Grade ISTEP+: Math Applied Skills Frequency Distribution Item # Points Poss. 0 Pts. 1 Pt. 2 Pts. 3 Pts. Algebra and functions 2 33% 30% 35% Measurement 2 13% 19% 68% Problem Solving 2 61% 10% 28% Problem Solving 3 37% 9% 19% 34% Problem solving 2 42% 27% 29% Number sense 2 12% 34% 54% Number Sense 2 22% 44% 32% Geometry 2 51% 19% 29% Computation 2 40% 19% 40% Computation 2 28% 34% 36% Problem Solving 2 66% 6% 28%

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Second Grade NWEA Mean RIT Score

182

184

186

188

190

192

194

196

198

200

2002 2003 2004 2005 2006 2007 2008

RIT

Sco

re LanguageMathReading

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3rd Grade NWEA Mean RIT Score

192

194

196

198

200

202

204

206

208

210

2002 2003 2004 2005 2006 2007 2008

RIT

Sco


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4th Grade NWEA Mean RIT Score

204

206

208

210

212

214

216

218

2002 2003 2004 2005 2006 2007 2008

RIT

Sco


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English/Language Arts - Grade 3Spring NWEA Predicting Fall ISTEP 2007

44

58 57

94

72

41

56

45

90

78

38

51

43

84

68

7471

55

80 81

0

10

20

30

40

50

60

70

80

90

100

Fieler Iddings Miller Salk Wood

Spring NWEA Rdg Spring NWEA LA Spring NWEA Rdg+LA Fall ISTEP

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English/Language Arts - Grade 4Spring NWEA Predicting Fall ISTEP 2007

60

73

64

7477

55

74

59

7376

51

67

53

65

71

65

72

65

85

80

0

10

20

30

40

50

60

70

80

90

100


Spring NWEA Rdg Spring NWEA LA Spring NWEA Rdg+LA Fall ISTEP

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Mathematics - Grade 3Spring NWEA Predicting Fall ISTEP 2007

37

4542

84

67

77

51

41

82

69

0

10

20

30

40

50

60

70

80

90

100


Grade 3 Math Spring NWEA Grade 3 Math Fall ISTEP

40

Mathematics - Grade 4Spring NWEA Predicting Fall ISTEP 2007

52

62

43

747172

75

54

7976

0

10

20

30

40

50

60

70

80

90

100


Grade 4 Math Spring NWEA Grade 4 Math Fall ISTEP

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Discipline Violations Longitudinal Data

2004-2005

2005-2006

2006-2007

2007-2008

Refusing to Follow Directions 63 39 35 174 Does Not Keep Hands, Feet, Objects to Self 30 27 27 81

Disrespectful to another student 17 22 29 28 Use of Improper/Inappropriate language 6 18 10 42 Excessive Talking in class, cafeteria, hall 19 4 4 144

Cheating on class assignment or test 8 0 10 19 Repeatedly not finishing homework 236 239 206 1

Disrepectful to adult 28 13 15 58 Lying to someone 6 5 8 27

Fighting 18 28 33 16 Threatened to harm another student 11 3 12 10

Throwing food in cafeteria 2 0 0 0 Comet to school after the starting bell 37 82 225 0

Major or minor vadalism to school 2 5 2 7 Stealing 5 5 4 14

Misbeahving on school bus 4 1 2 18 Forging or attmepting to forge someone else 7 0 4 3 Miscellaneous behavior vilation and/or severe 5 3 3 5

Possession of deadly weapon/look alike 1 1 1 1

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Behavior Referrals

10

24

51

29

10

19

32

9

18

29

45

2824 21

29 27

6460 58

52

30

142

161

75

0

20

40

60

80

100

120

140

160

180

Aug/Sept. Oct. Nov. Dec. Jan Feb. March April

Num

ber o

f Ref

erra

ls

2005-20062006-20072007-2008

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Jonas E. Salk School (K-6) 2007-2008 Annual Quality of Education Parent Survey

We appreciate your willingness to take a few minutes to complete this short survey. Your thoughtful responses to each of the items will help us to improve further the quality of education that is provided to our students and your children. Please return the completed survey to the school in the report card envelope no later than April 7, 2006.

Strongly Agree

Agree Disagree Strongly Disagree

Do not know

1. I feel welcomed in my child’s school.

105 33 1 0 1

2. My child is safe at school.

98 41 0 0 0

3. The school meets the social needs of my child.

82 53 4 0 1

4. The school meets the academic needs of my child.

94 43 1 1 1

5. The school expects quality work from my child.

100 38 0 1 1

6. The school succeeds in preparing my child for the ISTEP+ test. 85 37 3 0 13

7. The school provides sufficient and appropriate information regarding my child’s progress.

89 47 4 0 0

8. The school provides regular communication to me about school news, activities, and events.

82 54 3 1 0

9. School staff maintain consistent discipline which is conducive to learning. 81 52 4 0 3

10. The school provides challenging instruction in the language arts (reading, writing, listening, and speaking.)

81 52 2 1 3

11. The school provides challenging instruction in mathematics. 85 49 3 1 2

12. The school provides challenging instruction in science.

75 50 4 0 11

13. The school provides challenging instruction in social studies (geography, history, ….).

75 51 2 0 11

14. The school prepares my child to use computers and technology. 91 43 2 0 4

15. The school is preparing my child to be successful in the future. 86 49 3 0 1

16.The school staff encourages children to be respectful and responsible.

108 32 0 0 0

17. Students are treated equally and fairly.

84 49 5 0 2

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Current Status of Educational Programming

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A. SCHOOL CURRICULUM AND STATE STANDARDS Salk school is committed in seeking continuous improvement and quality in achieving highest student achievement. The curriculum in each core academic area is aligned to the Indiana Academic Standards. A committee is used to determine which textbooks are best aligned with the State Standards and provide appropriate instruction for struggling, average, and accelerated students. Supplemental materials are used to complete pieces that may be weak or missing from adopted textbook programs. In order to align all grade levels and schools, curriculum maps are used in Social Studies, Math, and Science. It is the goal of the corporation to create a curriculum map for all core subject areas. To further align the curriculum with the state standards, the Merrillville Community Schools Writing Rubric, K-12, was developed. In order to promote reading comprehension, the Required Reading program also aligns books recommended by the state to the Merrillville reading curriculum. Teachers meet on a regular basis to discuss the curriculum, identify where skills are or are not being learned and develop a plan that will assure improved student learning in the future. Grade levels work collaboratively to provide tutorial, maintenance, and enrichment for students throughout the school year. Focus Meetings are held monthly to discuss curricular and instructional strategies that are working in the classroom. Merrillville Community Schools offers a summer school program with a strong focus on essential skills. This program helps prepare students for taking the ISTEP+ in the fall. B. INSTRUCTIONAL STRATEGIES AND STATE STANDARDS A variety of instructional strategies are used to promote student learning that is aligned with the Indiana Academic Standards. Teachers at Jonas Salk Elementary will be using Rigby’s, “Literacy by Design” balanced literacy textbook to teach reading. Power Writing, 6+1 Traits and the Merrillville Community Schools writing rubrics are two of the tools used to teach writing. In Kindergarten, Rigby and the Jolly Phonics series will be used for reading instruction and Handwriting Without Tears program are used for handwriting. SSP: Student Success Process for Math is used in grades 1-4 for math instruction. Think, Solve, and Explain, Mountain Math, Daily Oral Math, and Math Facts Made Easy are just a few of the instructional strategies used to teach the Indiana Academic Standards in math. A variety of supplemental programs encourage students to continue working on skills aligned with the Indiana Academic Standards. Academic extensions of the classroom include: Spell. Bowl competition, Book-It, Pirate Reading Program, Six Flags Reading Club, planetarium instruction, curricula-related field trips, and special school-wide assemblies.

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In the classroom, teachers differentiate instruction to meet the needs of all learners. Instructional strategies, such as hands-on activities, visual aides, field trips, and role-playing create an excitement for learning in the classroom. Teachers also meet the needs of individual students through small-group or one-on-one instruction. The Baldrige Quality Schools principles are the framework for continuous school improvement. Baldrige strategies place the ownership of learning on the learner. Each classroom creates a mission statement. Classrooms and students set goals and chart improvement in areas of work habits, attendance, and behavior. Mental Models, such as flowcharts, are used to provide structure to classroom procedures. The honors program for 3rd and 4th grade students is housed at Jonas Salk Elementary. Both an accelerated and enrichment curriculum is used. A novel based approached in used in both classrooms for reading instruction. Both classrooms, with access to laptop computers, use technology extensively for all subject areas. C. ASSESSMENT OF STUDENT ACHIEVEMENT Student achievement is assessed using both lagging and leading measures. The two lagging measure are the ISTEP+ and Northwest Evaluation Association’s Measure of Academic Progress (NWEA-MAP). The ISTEP+ test is taken in the Fall and is given to all 3rd and 4th grade students. Students in grades 2-4 take the Northwest Evaluation Association’s Measure of Academic Progress (NWEA-MAP) in the Spring There are a variety of leading measures used to monitor student achievement. In Kindergarten, the Brigance and Peabody Picture and Vocabulary test are administered twice each year. The Metropolitan Readiness test is given once each year. . Teacher-created tests, math indicator quizzes, quarterly assessments in math, bi-monthly writing assessments, and daily math fact quizzes also provide important information in assessing student improvement. Data from these assessments are used to evaluate student progress and plan instruction to meet the needs of all learners. The goals set in our previous School Improvement Plan were both met and not met. Our Language Arts goal of 82% of all third graders will be at mastery level on the ISTEP+ fell short with 80% of our students meeting mastery. In fourth grade, our goal of 94% meeting mastery was exceeded with 85% of our students meeting mastery in Language Arts. In Math, our third grade goal was that 78% of our students would achieve mastery. We exceed our goal with 82% of our students meeting mastery. In fourth grade, our goal for math was that 88% of all 4th grade students would meet mastery. We fell short of our goal of 79% of our students met mastery. After analyzing the data from both the lagging and leading measures of assessment, there are priorities for immediate attention and improvement, which will be the focus of the school improvement plans. As noted in section 3 of this document, , writing development and writing application are areas of needed improvement. We also want to improve in the open-ended section of the ISTEP+ decreasing the number of students achieving only 0-1 point. We also want to close the achievement gap between our black and white students.

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D. PARENTAL PARTICIPATION The parents are a vital asset to the school in providing education support, survey data, and fund-raising projects that benefit the children as well as the teachers and staff. The PTO keeps parents informed through a monthly newsletter. A parent is also a member of the corporation Advisory Council and Continuous Improvement Council. All money raised through fundraising efforts is given back to the students. These funds provide a portion of the Scholarship Fund for Salk Elementary, ice cream for our Students of the Month, assemblies for students, classroom parties, and awards for special events. Monetary gifts are given to the teachers at the beginning of each semester to help provide supplies for each classroom. As part of our cultural competency component of our school improvement plan, the assemblies brought to our school focused on diversity. An open forum about diversity was held on evening for parents. Danny Lackey, Diversity Coordinator for Merrillville Community School Corporation led the talk in topics that ranged from parental involvement to minority stereotypes. For Black History Month, students created a museum around the building with bulletin boards of famous black inventors and sang and performed songs in music. In October, during Bullying Week, teachers read stories about accepting differences in others. “Fiddle and Feet” program introduces students to the Celtic culture of music and dance. Teachers continue the cultural competency effort in their classrooms by using a variety trade books that highlight various cultures. A strong board of 5 parents leads PTO in organizing a variety of school-wide activities. Instead of monthly PTO meetings, Family Nights were held bi-monthly. The themes for those nights include Bingo night, Winter Fest, Literacy Night, and a beach themed end of the year party. PTO also provided a special treat for Student of the Month winners, which was held after the school-wide assembly honoring these students. Parent volunteers assist with a variety of activities throughout the school year. These activities include:

� Open House � Grade level supply bag sale � Kindergarten registration � Book Fair � Christmas Gift Shop � Classroom parties � Market Day � Walking program

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E. TECHNOLOGY AS A LEARNING TOOL Salk Elementary School has some of the most current technology available to its staff and students. The Merrillville Community Schools Corporation K-4 technology curriculum is the foundation for implementing the state standards. Salk School is equipped with two PC labs containing 30 student workstations, a laser printer, Smart Board, three digital cameras, one digital video camera, and two scanners. In addition, there is a PC lab in the 3rd grade Honors class containing 19 laptop stations, a scanner, digital camera, and printers. Each workstation is connected to the corporation server to provide faster access to the Internet and to the student’s password-protected folder. All student workstations are equipped with Windows 2000 Professional. Both PC labs are equipped with a projection system connected to the teacher station, allowing for classroom instruction. A weekly schedule guarantees each class one session per week with additional time available as needed. Each grade level has a technology curriculum that is to be used to enhance the learning of the Indiana Academic Standards. To achieve writing goals, students use word processing, Kid Works, HyperStudio, and/or Power Point, to draft, edit, revise, and publish student writing and/or projects. Research skills are practiced through Internet projects using websites. Graphic organizers and mental models are created on Inspiration. Websites on the Internet are used for tutorial purposes to reinforce and maintain skills. Salk piloted the PLATO learning system this year. It was used as a remediation tool for at-risk students in 3rd and 4th grade. The Merrillville Community School Corporation and Salk Elementary are continually providing professional development opportunities for their staff in the area of technology. Professional development opportunities are offered on an as needed basis, in after-school sessions, and in the summer. Some examples of workshop topics include:

� Microsoft Word Basics � Developing Web Quests � Integrating Technology into Lessons � KidWorks � Excel for Beginners and Advanced � Multimedia using Hyperstudio � Scott-Foresman Math � Inspiration � Power Point � Web page Design

F. SAFE AND DISCIPLINED LEARNING ENVIRONMENT The administration and staff at Salk School have worked to create a secure and safe environment. A School Crisis Guide has been created and distributed. Fire, tornado, and lockdown drills are practiced. Security doors and cameras provide limited and monitored access to the building. Visitors must sign in/out and wear a dated identification badge. Parents picking up children must show identification to verify identity. Parents are asked a series of questions to verify phone calls and identity of whom is talking.

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The Merrillville Community School Corporation, as a member of the Partnership for a Drug-Free Lake County, provides extensive intervention within all its schools. Some of the interventions practiced at Salk School include Drug Abuse Resistance Education, The Officer Friendly Program, Red Ribbon Week and the drug program at Robert Crown Health Center. Clear guidelines for student behavior are provided to each student in a handbook and calendar, which is given when they enter Salk School every year. The handbook has discipline policies and operating procedures. The student’s parent is requested to review the handbook with their child and sign an acknowledgment form. The staff also reviews the handbook with the students and clarifies any questions. In addition to standard procedures for major and minor offenses, the school district has implemented a zero tolerance policy regarding serious offenses. These acts are grounds for expulsion. This year our corporation implemented a Civility Policy that provides communication guidelines for students, staff, and parents. A corporation wide focus on bullying is conducted twice during the year. The social worker, along with teachers on the bullying committee, develop activities during the bullying week. These topics are reviewed throughout the year through our school-wide Monday Morning meetings and in classroom meetings. Comprehensive, consistent, progressive discipline, homework and tardy plans have been developed. Any referrals for behavior are monitored and graphed according to the Baldrige Principles. Results are shared with students at Monday morning meetings and goals are established for the next month. The other methods used to discipline students include, but are not limited to, student and/or parent conferences, lunch or before and after-school detention, peer mediation, counseling referral, behavior contract, reprimand, warning, in-school suspension, out-of-school suspension, or expulsion. A healthy climate between students and staff in our school promotes a positive and cultural competent school experience. Through positive

interaction with the staff, student learning, self-esteem, and self-discipline are promoted. An example of this would be our Monday Morning

Meetings. Each Monday morning the principal addresses important issues emphasizing formal behavior and helping students focus on

weekly or monthly goals. Staff is available to students before school, during lunch, and after school for assistance in both academic and

social problems. Teachers implement daily morning meetings in their classroom. Teachers use their knowledge from our Ruby Payne

training to create positive relationships with students. Issues such as cultural diversity and socio-economic diversity are addressed through the

sharing and discussion portions of these meetings. Monthly activities such as Black History month, Holidays Around the World, and the

integration of multi-cultural literature add the understanding and acceptance of all cultures in our diverse population. In the 2007-2008 school

year, teachers incorporated anti-bullying techniques to their morning meetings. Students will be taught the definition of bullying, how to stop

a bully, and what to do if someone you know is being bullied.

In the 2007-2008 school year, a more positive based incentive program was used to promote formal behavior. PBIS was implemented school-wide. Two teams were established: the Universal Team created lessons and activities based on behavior data, and the

50

Secondary Team focused on those students in which the regular intervention strategies do not work. Students were taught through modeling and reinforcement the expectations for Salk. Three times a year, students were moved to stations to be taught the expectations at various areas of the school. Each week a different expectation will be the focus of our classroom meetings. The school posted the “Pirate Code” throughout the building to remind students of the expectations. Bi-weekly Cool Tools were developed and taught. All students worked on that behavior skill and were rewarded by earning tickets. The tickets went into a classroom weekly drawing for prizes out of the treasure box. Booster Weeks were held to promote following the Salk Code during special times of the year. Students that earned a certain number of tickets earned rewards such as game day, movie and popcorn, special snack, etc… The HUG program was developed. Repeat offenders of discipline were partnered up with a mentor. They checked in and checked out each day with a progress report of their behavior. Students moved in and out of the program as their behavior improved or declined.

Teachers and administrators work with students and their parents to develop a healthy home/school partnership. We have continued to implement our after-school pick-up procedure for parents whose children are not riding the bus. Students are individually released to parents/ guardian, which in turn increases the safety and protection of our students. Monthly newsletters are sent home to parents with school-wide and grade level information. Parents and teacher communicate through e-mail, phone, and assignment books. G. PROFESSIONAL DEVELOPMENT The Merrillville Community School System is committed to the professional development of the staff. There are six half-day periods dedicated to professional development. A corporation committee, Partners in Excellence (PIE), and the Continuous Improvement Council (CIC), determine the focus of each professional development day. The focus for professional development is to continue to align curriculum with new state standards and to implement the PL 221 document. The Continuous Improvement Council, consisting of teachers, staff, administrators and parents, leads the school improvement movement. This group is in charge of developing the school improvement plan and communicating issues to the rest of the community. The meetings are held after school and during the school day. The Salk School staff has been trained in the Baldrige Integrated Management System. The corporation is using the Baldrige System as a model in developing its improvement plan. Workshops are available through NWIESC and other resources depending on the availability of funding. Teachers are encouraged to continue their professional development related to personal teaching needs. Throughout the year, teachers also have the opportunity to attend various technology workshops. Classes are developed according to teacher needs, which include a range of topics. These topics include anything from basic computer literacy to web page design.

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The Teacher Enhancement Program, TEP, is available to tenured teachers as an option to teacher evaluation. Each teacher, who chooses to do so, is able to pursue an area of choice to improve instruction. Shared Information Services are utilized to provide teaching resources. In 2007-2008, our Professional Development plan was the 6 Traits of Writing. In a follow-up survey, 100% of all staff members felt they learned useful activities to meet the needs of all learners in the classroom. Our September, October, November, February, and March in-service consisted on training teachers in the 6 Traits and how to teach and implement them into their writing block. Teachers developed and shared strategies used and learned in the previous in-services. Teachers also reflected on data to analyze and revisit goals for the 2008-2009 school year. Professional development for the 2008-2009 school year will focus on ELA and math. Teachers will begin training in the newly adopted reading program, Literacy by Design. Teachers will be introduced to the components of Balanced Literacy. Teachers will learn how to used leveled readers for small group instruction. One teacher will begin training to become our Literacy Coach. This training will be provided by LASS. We will also conduct at book study and DVD study of, The Fluent Reader by Timothy Rasinski. The chapters will be divided and each teacher responsible to summarize and teach the staff. In math, we will continue to study ways to include best practices and higher order thinking strategies into problem solving.

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Student Achievement Goals

53

2.0 Goals and MeasuresEnglish/Language Arts

To increase our overall 3rd and 4th grade ISTEP+ mastery level by 1% each year.

6.0 Processes1. Mental Models2. Power Writing3. Being a Writer

4. Modeling5. Writing across the curriculum

6. Use of Technology: Internet research; Inspiration; Word

7. Grade Level appropriate activities:a. rhyming

b. Rigby Leveled readers and Sourcebook

c. vocabulary

e. journalingf. Jolly Phonics

g. Open-ended response questionsh. Daily oral language 11: 6+1 Traits

5.0 Human Resources 1. School staff

2. Parents/guardians 3. Ruby Payne

4. University students 5. Indiana Academic Standards

6. Writing Rubrics 7. 6+1 Traits

Being a Writer

3.0 Aim Highest Student Achievement

1.0 Leadership Continuous Improvement Council, Principal,

Teachers

7.0 Results 2004-2005

3rd: 91% 4th: 86%

2005-2006 3rd: 92%

4th: 83% 2006-2007 3rd grade: 81% 4th grade: 93% 2007-2008 3rd grade: 80% 4th grade: 85%

4.0 Information and Analysis1. ISTEP+ 2. NWEA

3. MCSC writing assessments

Classroom assessments t

)

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2.0 Goals and MeasuresMath

To increase our overall 3rd grade ISTEP+ mastery level by 1% and 4th grade

ISTEP+ mastery level by 2% each year.

6.0 Processes1. Mental Models2. Manipulatives3. Mountain Math

4. Think, Solve, Explain5. Grade level appropriate activities:

a. calendarb. gamesc. centers

d. daily oral mathe. spiral review6. Flex grouping

7. Mastery Math Facts program8. Think, solve, Explain

9. SSP: Remediation and Enrichment program

5.0 Human Resources1. School staff

2. Parents/guardians3. Ruby Payne

4. University students 5. Indiana Academic Standards

6. Curriculum maps7. Quarterly Assessments

3.0 AimHighest Student Achievement


Teachers

7.0 Results

2004-20053rd: 89%4th: 73%

2005-2006 3rd: 83%

4th: 78%

2006-2007 3rd: 76%

4th grade: 86%

2007-2008 3rd: 82% 4th: 79%

4.0 Information and Analysis1. ISTEP+2. NWEA

3. MCSC Assessments4. Mastering Math Facts

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2.0 Goals and MeasuresTo decrease the number of behavior

referrals, with an emphasis on respecting others, keeping hands/feet/objects to self, and following directions, by 5%

each year.

6.0 Processes1. School-wide Monday Morning Meetings

2. Daily classroom meetings3. Salk Essential Binder

4. Peer Mediation5. Bully Training/Program6. Ruby Payne Training7. Implementation of PBIS

5.0 Human Resources1. School Staff

2. Parent/Guardians3. Ruby Payne

4. Salk Essential Binder5. Bully Program 6. PBIS trainer

3.0 AimCreate a Healthy, Safe, Friendly

Learning Environment


Teachers7.0 Results

2004-2005: 314 Total ReferralsRepecting Others: 60

Hands/Feet: 49Following Directions: 88

2005-2006: 184 Total ReferralsRespecting Others: 40

Hands/Feet: 29 2006-2007 Data: 205 Referrals

Respecting Others: 44 Hands/Feet: 27

Following Directions: 35 2007-2008 Data: 648 referrals

Hands/Feet: 81 Respecting Others: 28

Following Directions: 174

4.0 Information and Analysis1. Data from AS400

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Areas of Needed Improvement

57

After analyzing the data from both the lagging and leading measures of assessment, there are priorities for immediate attention and improvement, which will be the focus of the school improvement plan. As noted in section 3 of this document, writing application,

open-ended problem solving, computation, vocabulary, and reducing the number of behavior referrals, with an emphasis on respecting others, keeping hands, feet, and objects to self, and following directions, will be our priorities for the 2008-2009 school

year.

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Scorecard

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MERRILLVILLE COMMUNITY SCHOOL CORPORATION BALANCED SCORECARD SCHOOL: Jonas E. Salk Elementary 2007-2008

Aims: 1. Implement Integrated Management System 2. Produce Highest Student Achievement 3. Provide Professional Development 4. Create Healthy, Safe, Friendly Learning Environments 5. Build Family and Community Communication and Involvement

Performance Projections for Third Grade

(Chart in Results 7.0) Performance Projections for Fourth Grade

(Chart in Results 7.0)

Actual Proj. Actual Proj. Actual Proj. Actual Proj. Actual Proj. Actual Proj. Actual Proj. Actual Proj. Goal Focus (2.0) Lagging or

Results Measures

(4.0)

Leading Measures

(4.0)

G r a d e 04/05 05/06 05/06 06/07 06/07 07/08 07/08 08/09 04/05 05/06 05/06 06/07 06/07 07/08 07/08 08/09

To increase our overall third grade math ISTEP+ mastery level by 1% and fourth grade math ISTEP+ mastery level by 2% each year.

ISTEP+ NWEA

quarterly assessments

indicator tests

mastering math facts

K-4 89% 90% 83% 84% 76% 78% 82% 83% 73% 75% 78% 80% 86% 88% 79% 81%

To increase our overall third and fourth grade Language Arts ISTEP+ mastery level by 1% each year.

ISTEP+ NWEA

MCSC writing pre&post

test

monthly & bi-monthly prompts

skills tests

from reading series

unit reading

tests

K-4 91% 92% 93% 94% 81% 82% 80% 81% 86% 87% 83% 84% 93% 94% 85% 86%

Performance Projections for K - 4

Actual Proj. Actual Proj. Actual Proj. Actual Proj. Goal Focus (2.0)

Lagging or Results

Measures (4.0)

Leading Measures

(4.0)

G r a d e 04/05 05/06 05/06 06/07 06/07 07/08 07/08 08/09

To decrease behavior referrals by 5% each year.

Data from AS400

Weekly Data from AS400 K-4 367

Total 349 175 as of

4/1/06

166 204 as of

4/1/07

193

648 as of

5-01-08 600

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Proposed Interventions and Strategies: Action Plans

Kindergarten First Grade

Second Grade Third Grade Fourth Grade

61

MERRILLVILLE COMMUNITY SCHOOL CORPORATIONWhat Are Your Strategies? School: Jonas E. Salk 2008-2009 Responsibilities: Kindergarten teachers, staff, administration GOAL: All kindergarten students will master numeral recognition up to 20. GOALS -- LAGGING AND LEADING INDICATORS

STRATEGIES EVIDENCE OF DEPLOYMENT RESOURCES REQUIRED

MCSC quarterly assessments classroom assessments observations checklists

Mountain Math lesson plans Mountain Math Program

Kdg. Readiness assessment calendar / problem of the day lesson plans calendar/overlays

mental models lesson plans and posted models Learning Structures by Ruby Payne

manipulatives lesson plans manipulatives

learning centers skills checklist learning centers

Remediation/enrichment program Lesson plans Teaching materials, power indicators

GOAL: All kindergarten students will master letter recognition and initial sound recognition. GOALS -- LAGGING AND LEADING INDICATORS


classroom assessments Kdg. Readiness assessment observations

Jolly Phonics Rigby’s Literacy by Design Balanced Literacy

lesson plans Rigby Jolly Phonics

daily practice lesson plans set of letters

calendar lesson plans calendar

learning centers skills checklist learning centers

Fountas/Pinnell Phonics Kit Lesson plans Fountas/Pinnell Phonics Kit

HWT: Handwriting without Tears Lesson plans HWT program

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MERRILLVILLE COMMUNITY SCHOOL CORPORATION

What Are Your Strategies? School: Jonas E. Salk 2008-2009 Responsibilities: First grade teachers, staff, administration GOAL: All first grade students will master phonemic awareness. GOALS -- LAGGING AND LEADING INDICATORS


rhyming assessments phonics assessments

rhyming practice using manipulatives

rhyming assessments letter tiles and books focused on word chunks

mental models lesson plans and posted models Learning Structures by Ruby Payne

Rigby phonics chart Lesson plans charts

Balanced Literacy Lesson plans Literacy by Design

GOAL: Using the MCSC writing development rubric, all first grade students will be able to write 4 complete sentences. GOALS -- LAGGING AND LEADING INDICATORS


Writing prompts Power Writing/6+1 Traits daily writing practice and rubric scores

writing prompts

Being a Writer writing journals, lesson plans manual

mental models lesson plans and posted models Learning Structures by Ruby Payne and graphic organizers

Writing across the curriculum Writing journals Science and social studies books

Integration of technology Writing samples Word, Inspiration, computer lab

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MERRILLVILLE COMMUNITY SCHOOL CORPORATIONWhat Are Your Strategies? School: Jonas E. Salk 2008-2009 Responsibilities: First grade teachers, staff, administration GOAL: All first grade students will master number sense. GOALS -- LAGGING AND LEADING INDICATORS


MCSC quarterly assessments MCSC indicator tests

Mountain Math Mountain Math student boards Mountain Math program

manipulatives and mental models lesson plans and posted models Learning Structures by Ruby Payne and manipulatives

standardized test practice lesson plans and the Indiana Practice and Test Prep from Scott Foresman

lesson plans and the Indiana Practice and Test Prep from Scott Foresman

Think, Solve, Explain Notebook Notebooks

SSP Lesson plans Teaching materials, power indicators, assessments

GOAL: All first grade students will master addition and subtraction facts to 20. GOALS -- LAGGING AND LEADING INDICATORS


MCSC quarterly assessments MCSC indicator tests Mastering Math Facts tests

Mastering Math Facts Prg. computation tests and Mastering Math Facts rocket recording sheets

Mastering Math Facts program

SSP class lists and assessment scores MCSC indicator and quarterly assessments

homework/parental involvement homework assignments homework assignments

64

MERRILLVILLE COMMUNITY SCHOOL CORPORATION What Are Your Strategies? School: Jonas E. Salk 2008-2009 Responsibilities: Second grade teachers, staff, administration GOAL: All second grade students will master vocabulary and comprehension GOALS -- LAGGING AND LEADING INDICATORS


NWEA ISTEP+ classroom reading tests

Vocabulary activities and comprehension graphic organizersBalanced Literacy

Lesson plans, charts, word ladders, student journals, graphic organizers, lesson plans, running records

Rigby reading series, vocabulary practice journals,

mental models lesson plans and posted models Learning Structures by Ruby Payne and graphic organizers

Open-ended questions added to tests in all curriculum areas

Tests, rubric score Reading series, test booklets, rubric

GOAL: Using the MCSC writing development rubric, all second grade students will score a 4. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ Writing prompts

modeling teacher planning and posted samples

literature, posted models

Power Writing writing practice and rubric score writing prompts Writing Block Student writing samples Being a Writer, Rigby series Writing across the curriculum Writing journals Science and social studies books

Integration of technology Writing samples

Word, Inspiration

6+1 Traits Writing samples, lesson plans

6+1 Traits materials

65

MERRILLVILLE COMMUNITY SCHOOL CORPORATION What Are Your Strategies? School: Jonas E. Salk 2008-2009 Responsibilities: Second grade teachers, staff, administration GOAL: All second grade students will master number sense. GOALS -- LAGGING AND LEADING INDICATORS


NWEA ISTEP+ MCSC indicator tests MCSC quarterly assessments Problem solving assessments

Mountain Math Mountain Math student sheets Mountain Math program

daily practice of number sense lessons



manipulatives and mental models

lesson plans and posted models Learning Structures by Ruby Payne and manipulatives

SSP class lists and assessment scores MCSC indicator and quarterly assessments

Think, Solve Explain Math journals Math problems, textbook

GOAL: All second grade students will master computation. GOALS -- LAGGING AND LEADING INDICATORS


NWEA ISTEP+ MCSC indicator tests MCSC quarterly assessments Mastering Math Facts tests

Mastering Math Facts Prg. computation tests and Mastering Math Facts rocket recording sheet



SSP/Think, solve, Explain SSP and assessment scores MCSC indicator and quarterly assessments

manipulatives and mental models

lesson plans and posted models Learning Structures by Ruby Payne and manipulatives

66

MERRILLVILLE COMMUNITY SCHOOL CORPORATION What Are Your Strategies?

School: Jonas E. Salk 2008-2009 Responsibilities: Third grade teachers, staff, administration GOAL: All third grade students will master vocabulary. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ unit reading tests unit social studies tests

Weekly vocabulary vocabulary notebook Rigby sourcebook

mental models lesson plans and posted models Learning Structures by Ruby Payne and grphic organizers

GOAL: Using the MCSC writing development rubric, all third grade students will score a 4. GOALS -- LAGGING AND LEADING INDICATORS



modeling teacher planning and posted samples

literature, posted models

6+1 Traits daily writing practice and rubric score, writing journals, interactive writing

writing prompts

Being a Writer Writing samples Being a Writer manual mental models lesson plans and posted models Learning Structures by Ruby

Payne and grphic organizers Open –ended questions added to

various curriculum tests Tests, rubric scores

Reading scores, tests, rubrics, Science and Social Studies books

Integration of technology Writing samples Word, Inspiration

GOAL: All third grade students will master comprehension. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ daily comprehension skills using varied genre selections through Balanced Literacy

lesson plans, skills chart Rigby Sourcebook, leveled readers,

67

MERRILLVILLE COMMUNITY SCHOOL CORPORATIONWhat Are Your Strategies?

School: Jonas E. Salk 2008-2009 Responsibilities: Third grade teachers, staff, administration GOAL: All third grade students will master number sense. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ MCSC indicator tests MCSC quarterly assessments



flex grouping for remediation and enrichment program (SSP)

class lists and assessment scores MCSC indicator and quarterly assessments

Open ended story problems Math journal Think, Solve, Explain

GOAL: All third grade students will master computation GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ MCSC indicator tests MCSC quarterly assessments Mastering Math Facts tests

Mastering Math Facts Prg. computation tests and Mastering Math Facts rocket recording sheet



(SSP) class lists and assessment scores MCSC indicator and quarterly assessments, white boards


68

MERRILLVILLE COMMUNITY SCHOOL CORPORATION What Are Your Strategies? School: Jonas E. Salk 2008-2009 Responsibilities: Fourth grade teachers, staff, administration GOAL: All fourth grade students will master literary response. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ writing across the curriculum: science and social studies

lesson plans and posted models Houghton Mifflin strategies for open-ended response questions

Weekly practice of writing strategies for literary response

lesson plans and posted models novels, textbooks

Open-ended questions added to various curriculum tests

Tests, rubric scores Reading series, tests, rubrics,

Balanced Literacy Student scores on tests Rigby’s Literacy by Design GOAL: Using the MCSC writing development rubric, all fourth grade students will score a four or higher. GOALS -- LAGGING AND LEADING INDICATORS



writing across the curriculum: science and social studies

lesson plans and posted models Houghton Mifflin strategies for open-ended response questions

Weekly modeling teacher planning and posted samples, literature, posted models, Being a Writer

Power Writing daily writing practice and rubric score writing prompts 6+1 Traits Student writing samples Training in 6+1 writing Integration of technology Writing samples Word, Internet, Inspiration

69

School: Jonas E. Salk 2008-2009 Responsibilities: Fourth grade teachers, staff, administration GOAL: All fourth grade students will master number sense. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ MSCS quarterly assessments MCSC indicator assessments

Mountain Math Mountain Math student sheets Mountain Math Program

Daily Oral Review lesson assessments Daily Oral Review book SSP class lists and assessment results MCSC indicator tests and

quarterly tests manipulatives and mental models lesson plans and posted models Learning Structures by Ruby

Payne and manipulatives Problem of the day Math journal

Problem of the day Think, Solve, Explain Math assessments

Math problems, textbook GOAL: All fourth grade students will master computation. GOALS -- LAGGING AND LEADING INDICATORS


ISTEP+ MSCS quarterly assessments MCSC indicator assessments Mastering Math Facts

Mountain Math Mountain Math student sheets Mountain Math Program

Daily Oral Review lesson assessments Daily Oral Review book SSP class lists and assessment results MCSC indicator tests and

quarterly tests manipulatives and mental models lesson plans and posted models Learning Structures by Ruby

Payne and manipulatives Mastering Math Facts computation tests and Mastering

Math Facts rocket recording sheet Mastering Math Facts Program

Think, Solve, Explain Practice sheets Problem of the day

70

MERRILLVILLE COMMUNITY SCHOOL CORPORATIONWhat Are Your Strategies? Behavior School: Jonas E. Salk 2008-2009 Responsibilities: All staff, parents, students GOAL: To decrease behavior referrals, with an emphasis on respecting others, keeping hands, feet, and objects to self, respect of adults and others, and following directions, by 5% each year. GOALS -- LAGGING AND LEADING INDICATORS


Data from AS400 Monday Morning Meeting calendar of topics weekly data from AS400, character education topics,

Classroom meetings calendar of topics, schedule, lesson plans

Salk essential binder, calendar of topics, classroom meetings video

Peer Mediation data from mediations Social worker, student training, , mediation materials

Ruby Payne training professional development plan, feedback from staff

Ruby Payne trainers, A Framework for Understanding Poverty and Learning Structures by Ruby Payne

PBIS: Positive Behavior Intervention Strategies

Guidelines to program Treasure Tickets, guidelines, prizes, matrix

71

Strategies Timeline

Grade Level Process Implementation Review Revise k-4 Mountain Math Fall 2005 Spring 2008 Yearly: As needed k-4 Mental Models 2006-2007 Spring 2008 Yearly: As needed

1st - 4th SSP/Rem/Enrich/Flex Grouping 2006-2007 Spring 2008 Yearly: As needed

1st - 4th Mastering Math Facts Fall 2005 Spring 2008 Yearly: As needed

1st - 4th Writing Across Curriculum Fall 2005 Spring 2008 Yearly: As needed

K-4 Six Traits Writing Prg. Fall 2007 Spring 2008 Yearly: As needed

1st - 4th Integrating Technology 2006-2007 Spring 2008 Yearly: As needed

K-4 Problem Solving 2006-2007 Spring 2008 Yearly: As needed K-4 Morning Meetings Fall 2005 Spring 2008 Yearly: As needed

K-4 PBIS: Pirate Treasure Program 2007-2008 Spring 2008

Yearly: As needed

K-4 Balanced Literacy 2008-2010 Spring 2009/2010 Yearly: As Needed

72


Professional Development Plan

73

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

1. What is your school’s vision toward which this Professional Development Program will lead? (The vision may be taken from your school improvement plan or created for this document.)

The Merrillville community has long enjoyed a reputation for the professional competence and character of it faculty, staff and

administration. The professional staff understands and accepts personal responsibility for achieving the mission of the school corporation.

The school system is committed to designing an organization of learning that seeks continuous improvement and quality, resulting in highest

student achievement

Learning environments throughout the school corporation are energized by a sense of awe, curiosity, and enthusiasm generated by

knowledgeable, caring adults who ignite and sustain the desire to learn. Teachers who use a wide range of teaching methods cause students to

become inspired learners. Students find the content of their subjects to be meaningful and applicable to the next stage of their development as

learners.

Parents are actively involved in the education of their children and have entered into a highly functional partnership with the schools.

The school system provides excellent communication to homes so that parents feel fully informed about their student’s educational plan and

progress toward its fulfillment. Exemplary programs are available to parents who seek more knowledge and skills related to effective

responsible parenting. Parents take responsibility for knowing and supporting school policies and classroom standards. They establish and

maintain high expectations for scholarship and citizenship.

Clearly written goals, aligned with rigorous academic standards, have been established that go far beyond the minimum standards

required by the Indiana Department of Education. Highest student achievement drives our professional community. Our professional

development plan will lead us to accomplishing our goals set in our school improvement plan.

Diversity is embraced and encourages as part of our Salk culture. Students are taught acceptance through our respect program.

Students state a pledge every morning agreeing to be respectful through their thoughts, words, and actions. In morning meetings, diversity is

embraced through student sharing of experiences. Activities occur during Black History Month, Disabilities Month, Cinco de Mayo, and

74

other cultural/diversity holidays. Through our Ruby Payne training, we have embraced a culture of providing resources, teaching hidden

rules, and creating relationships. Multi-cultural literature is used year round to complete our cultural competence.

2. What is (are) the goal(s) of your Professional Development Program?

1. To increase our overall 3rd grade ISTEP+ mastery level by 1% and 4th grade ISTEP+ mastery level by 2% each year in

Math.

2. To increase our overall ISTEP+ mastery level by 1% each year in Language Arts.

3. To decrease the number of behavior referrals, with an emphasis on respecting others by keeping hands, feet, and

objects to self, respect to adults and others, and following directions, by 5% each year.

TARGET AREA GOAL: Math

Teachers will continue to research best practices and strategies to improve computation and problem solving. Ideas will be

shared at Focus meetings and/or grade level meetings.

TARGET AREA GOAL: Language ARts

Teachers will continuously review the ideas learned in the 2007-2008 training in 6+1 Traits.

Teachers will implement writing strategies using the 6+1 Traits and the newly adopted Being a Writer textbook.

Teachers will begin their training in Balanced Literacy by receiving training in Rigby’s Literacy by Design. Also, book and

DVD study of Tim Rasinksi’s, The Road to Comprehension will begin our journey into implementing literacy best practices.

75

TARGET AREA GOAL: Behavior

Teachers will continue to implement research based behavior techniques learned from our 2007-2008 training in PBIS. Tiers 1

and 2 will be refined for the 2008-2009 school year. . The Secondary Team will complete their training with a 1 day session

and the Tertiary training, 3 days, will be completed by the end of the 2008-2009 school year. Wrap-around services for at-risk

students will be learned.

The corporation bullying committee is investigating a Bullying Program. Strategies and discussion about bullying will be

conducted in classroom meetings. Two weeks, one in each semester, will focus on bullying. Activities will developed by the

corporation bullying committee and our Salk Safe Schools committee.

Ruby Payne ideas will be reviewed for the teachers.

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FORM C (CONTINUED)

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

All staff members and stakeholders have been trained in Baldrige Quality tools for school improvement by a team of colleagues.

� Professional development and review in understanding of various socio-economic and cultural issues and their impact on student achievement and behavior will continue to be provided through certified Ruby Payne trainers to all staff members.

Professional development in learning structures from Ruby Payne will continue to be provided to teachers. This will aid teachers in creating lesson plans using mental models that will impact student achievement.

Grade level and school-wide meetings will be held to discuss implementation of learning structures and Balanced Literacy. Impact

of student achievement will be monitored through ISTEP+, NWEA, and classroom assessments.

Grade level and school-wide meetings will be held to discuss impact of Ruby Payne and PBIS training on student discipline and student/parent/school relationships. Discipline data from AS400 will be used to monitor referrals.

Staff will continue to be trained in PBIS: Positive Behavior Intervention Strategies. The Universal Team will be bi-weekly to

develop strategies and lessons that will be used by all grade levels. Recess aides and support staff will be involved in the training, too. The Secondary Team will complete their training and the Tertiary team will begin their 3 day training in the 2008-2009 school year.

Balanced Literacy training will begin with Rigby’s Literacy by Design. Book and DVD study on best practices in reading

comprehension, fluency, and vocabulary will be the focus of professional development for the 2008-2009 school year.

Staff will implement strategies learned from 6+1 Traits training in 2007-2008. Professional development and training will be provided from Being a Writer.. Two teacher facilitators will train the staff during our professional development days. Follow-up sessions will be hosted on an as needed basis. Lessons will be developed and implemented into the writing block in grades K-4.

77

FORM D ACTION PLAN School Goal # __1__(MATH) To increase our overall 3rd grade ISTEP+ mastery level by 1% and 4th grade ISTEP+ mastery level by 2% each year.

Activity* Intended Audience

Stakeholders

Person Responsible

Collaborative Partners Needed

Time Line (Include completion date)

Resources (People, materials, time)

Need Have

Investigate strategies to improve problem solving and computation skills including mental models from Ruby Payne.

Teachers Teachers, principal Teachers from other schools to share ideas,

2008-2009 Internet, math resource books, teachers

$0.00

Continue to understand and align our SSP calendars and indicator assessments with the new Core Standards

Teachers Teachers, principal Indiana Department of Education, teachers,

2008-2009 Internet, Core Standards, SSP calendars, indicator assessments, lessons for SSP

$2500.00 X

Development of intervention plan for RTI

Teachers, Universal Team

Teachers, principals NISEC 2008-2009 RTI materials, intervention resources

$500 x

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FORM D ACTION PLAN School Goal # __2__(Language Arts) To increase our overall ISTEP+ mastery level by 1% each year.


Stakeholders

Person Responsible




Need Have

Rigby’s Literacy by Design training

Teachers Rigby trainers, Balanced Literacy Team, principal

Rigby, teachers 2008-2009 Rigby materials, trainer, teachers

$2,000 x

Balanced Literacy Training using book study and Tim Rasinksi’s DVD training set Development of intervention plan for RTI

TEachers Teachers, Universal team

Balanced Literacy team, principal Universal team, principal

Rigby, teachers NISEC

2008-2009 2008-2009

Computer lab, DVD training kit, teachers, Balanced Literacy Team, Fluent Reader and Goodbye Round Robin REading RTI, intervention resources

$200 $500

x x

79

FORM D ACTION PLAN

School Goal # 3 (BEHAVIOR) To decrease the number of behavior referrals by 5% each year


Stakeholders

Person Responsible




Need Have

Training of Secondary and Tertiary teams for PBIS

Kara Bonin, Terry Harris, Kim Dolan, Jan Andrews, Diana Welch

PBIS trainer PBIS trainers, Merrillville Community School Corporation, Jonas E. Salk

Summer 2008 and 2008-2009 school year

PBIS materials $500 X

80

Jonas E. Salk Professional Development Plan 2008-2009

Date Goal Process(es) Required Resources How will the effectiveness of the day be evaluated?

September 10, 2008 To learn about research based writing strategies and newly adopted textbook

Being a Writer textbook training Being a Writer trainer Teachers will share and demonstrate lessons in their grade levels and classrooms from Being a Writer

October 23, 2008 PIE determined PIE determined PIE determined Evaluations provided by PIE

November 18, 2008 To learn about Balanced Literacy through Rigby training of small group instruction and whole group instruction

Research based instructional strategies from Balanced Literacy Framework

Rigby Trainer, Balanced Literacy Team

Teachers will begin implementing small group instruction. Running records, lesson plans, benchmark assessments will determine effectiveness of training

February 2, 2009 To continue to investigate effective math instructional strategies for TSE and SSP.

Teachers will collaborate and develop SSP lessons and TSE problems based on ISTEP weaknesses

SSP calendar, TSE problems, ISTEP problems, math resources

Spring open-ended ISTEP data will show improvement from Fall in the Open ended response

March 3, 2009 To learn about the Balanced Literacy Framework and research based literacy practices

Tim Rasinski’s Road to Comprehension DVD series will be used to introduced Balanced Literacy

Principal, Literacy Coach, DVD series

Survey from teachers

April 23, 2009 To learn about the Balanced Literacy Framework and research based literacy practices

Tim Rasinski’s Road to Comprehension DVD series will be used to introduced Balanced Literacy

Principal, Literacy Coach, DVD series

Survey from teachers

May 8, 2009 To examine assessment results to assess yearly progress

Review goals and data in order to plan for 2009-2010

ISTEP+, writing, math facts, kindergarten data

Results from examining data. Written goals for next year.

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FORM E

EVALUATION Please answer these questions for each school goal from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal # 1 From your school improvement plan Statement of School Goal: Mathematics

To increase our overall 3rd grade ISTEP+ mastery level by 1% and 4th grade ISTEP+ mastery level by 2% each year. Summary of data and evidence upon which this school goal was based: 2007 ISTEP+ data: 3rd grade 82% 4th grade 79% What new knowledge, skills, and attitudes towards learning will result from your Professional Development Program?

• Continued understanding of students from various socio-economic and cultural backgrounds • Understanding of learning structures that will enhance student achievement for students from various socio-economic and cultural

backgrounds • Continued development of mental models that will increase student achievement • Continued development of instructional strategies that address different types of students and learning styles • Continued remediation and enrichment strategies through SSP • Intervention strategies to close achievement gaps

What data and evidence related to new knowledge, skills, and attitudes towards learning will you collect to evaluate the Professional

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

Results of: ISTEP+: mastery level (Pass, Pass+) 2008 : 3rd grade Math: 83% 4th grade Math: 81%

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Based on the data from ISTEP+, our staff will make adjustments to our professional development program as needed. We may increase or follow-up with additional training, look at teachers who are using the models successfully and have them give additional training, and make decisions as to the continuation or termination of our professional development.

FORM E

EVALUATION

Please answer these questions for each school goal from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal #2 From your school improvement plan Statement of School Goal: Language Arts

To increase our overall third and fourth grade ISTEP+ mastery level by 1% each year. I. Summary of data and evidence upon which this school goal was based:

ISTEP+ 2007: 3rd grade ELA: 80% 4th grade ELA: 85%

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

• Becoming a Professional Learning Community by reading and learning about best practices in Literacy instruction • Implementing Balanced Literacy through Literacy by Design • Understanding of research based writing strategies through 6+1 Traits using Being a Writer • Learning small group instruction and teaching students at the zone of proximal development • Learning intervention strategies for closing achievement gap through RTI

What data and evidence related to new knowledge, skills, and attitudes toward learning will you collect to evaluate the Professional Development’s impact

on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.) Results of:

ISTEP+: mastery level (Pass, Pass+) 2008: 3rd grade: 81% 4th grade 86% Running Records and Reads Assessment from Literacy by Design

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Based on the data from ISTEP+, our staff will make adjustments to our professional development program as needed. We may increase or follow-up with additional training, look at teachers who are using the models successfully and have them give additional training, and make decisions as to the continuation or termination of our professional

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FORM E EVALUATION

Please answer these questions for each school goal from your SIP that your Professional Development Program is addressing. (The Professional Development Program should be limited to addressing no more than three school goals from your SIP.) School Goal #3 From your school improvement plan

Statement of School Goal: Behavior To decrease the number of behavior referrals, with an emphasis on respecting others by keeping hands, feet, and

objects to self, respecting adults and others, and following directions, by 5% each year. Summary of data and evidence upon which this school goal was based: 2007-2008 AS400 data: (As of 3rd grading period) 648 behavior referrals

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

• Continued training to work with students from various socio-economic and cultural backgrounds and • Continued understanding of relationship and family structures that will impact student behavior in school • Continued understanding of the importance in creating relationships with students. • Training in researched based behavior intervention strategies. Use of more positive behavior intervention strategies. • Training in Tier 2 and Tier 3 behavior intervention strategies. • Learning how to intervene with repeat behavior offenders

6. What data and evidence related to new knowledge, skills, and attitudes toward learning will you collect to evaluate the Professional Development Program=s impact on progress toward this school goal? (NOTE: If the data or evidence are quantitative, state the numerical goal you hope to achieve.) AS400 data: Number of referrals 2008-2009: 600 or less by end of 3rd grading period (5/1/08) Based on the data from ISTEP+, our staff will make adjustments to our professional development program as needed. We may increase or follow-up with additional training, look at teachers who are using the models successfully and have them give additional training, and make decisions as to the continuation or termination of our professional development.

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

Federal Source

Amount

State Sources

Amount

School Corp.

Sources

Amount

School Sources Include Grants

and partnerships

Amount

Total Amount ofEach Row

P.L. 221 Professional Development

$6303.30

$6303.30

Total each “Amount” column

PL 221 Professional Development

$6303.30

Amount Allocated to Professional Development

PL 221 Professional Development

$6303.30

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PROFESSIONAL DEVELOPMENT FUNDS UTILIZATION 2007-2008

Funds were allocated and utilized for the following Professional Development pursuant to the Jonas Salk Elementary P.L. 221 plan.

PBIS Workshop with Trainer $1,025

PBIS Coaches planning and Universal training $805.87

6+1 Workshop (Smekens) for Coaches $1.029.89

6+1 Coaches planning and training $805.87

Grade Level Math strategy development (SSP/TSE) $625.26

Curriculum planning for PBIS, PL221, Balanced Literacy $616.23

Total: $4908.12

Carried over to 2008-2009 $1553.62

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SURVEY INFORMATION The following information is needed by the Indiana Department of Education. It will used to identify best practices to share with other schools. THE ANSWERS WILL NOT BE PART OF THE SCORING RUBRIC FOR YOUR GRANT. Your cooperation in answering these two questions is greatly appreciated. Please limit your answers to one page and do not use less than a ten-point font. 1. Will time be organized differently in your school to accommodate professional development? If so, how? Grade levels are given common planning time throughout the school year. Teachers meet bi-weekly as a grade level to discuss

curricular issues and discuss best practices being used in individual classrooms. Student data is also disaggregated to create

remediation and enrichment programs throughout the school year at each grade level.

Currently, the school corporation allows for six ½ days for professional development (September, November, February, March,

April and May). One (1) full day is scheduled in August. Roving substitutes are also used to provide a longer block of time for grade

level and vertical teams to meet and work on curriculum issues. Professional Development in the areas of behavior, technology, and

curriculum are scheduled for after school and during the Summer.

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

Technology will be used in the delivery of information for our professional development:

• E-mails will be used for collaboration • Power point for Ruby Payne and 6+1 Traits training • Videos and audios support both 6+1 Traits and Ruby Payne training • Internet used to research strategies for best practices in vocabulary, reading, and math • Various web sites to access lesson plans • Reads Assessment for Literacy by Design • Road To Comprehension DVD series

Jonas E. Salk Elementary School School Improvement Plan 2008-2009

Documents