metropolitan school district of warren township - BoardDocs

METROPOLITAN SCHOOL DISTRICT OF WARREN TOWNSHIP

Hawthorne Elementary School Indianapolis, Indiana

Corporation #5360 School #5370

School Improvement Plan

July 1, 2008 – June 30, 2011

Metropolitan School District of Warren Township School Hawthorne Elementary School Address 8301 E. Rawles Avenue City/State/Zip Indianapolis, Indiana 46219-7730 Corporation # 5360 School # 5370 Grades K-5 Enrollment 460

School Improvement Plan 2008 - 2011

Dr. Peggy Hinckley, Superintendent Mr. Jay Wise, President, Board of Education Phil Talbert, Principal

TABLE OF CONTENTS

School Improvement Committee _____________________________________________________1

Reporting Requirements ___________________________________________________________2

School Improvement and Achievement Plan____________________________________________3

Appendix A_____________________________________________________________________14

Appendix B_____________________________________________________________________33

Appendix C_____________________________________________________________________66

Appendix D____________________________________________________________________ 70

Appendix E_____________________________________________________________________79 Appendix F ____________________________________________________________________82

-1-

School Hawthorne Elementary School

School Improvement Committee

COMMITTEE MEMBERS

NAME POSITION SIGNATURE

Chairperson Marna Draper Teacher

Chairperson Yolanda Gonzalez Teacher

Member Phil Talbert Principal

Member Pat Patterson Dean for Student Services

Member Mary Wynn Teacher

Member Preciss Powell Parent

Member Lisa West Parent

Member Steve Sarjent Community Member

Reporting Requirements

-2-

(1) An introduction, including the following: (a) Narrative description of the school

Hawthorne Elementary is located in the southern part of the Metropolitan School District of Warren Township in Indianapolis and Marion County. Its constituents are those families who choose the traditional school calendar as opposed to the year round calendar. Hawthorne Elementary serves approximately 460 students. The students and families are some of the most needy in the district. At Hawthorne School, 54% qualify for free lunch, with 14% qualifying for reduced lunch. Thus, the school has a total of 68% of students qualifying for free or reduced lunch. Hawthorne is a suburban school with urban characteristics. Fifty-two staff members attend to the diverse needs of the student population and families.

(b) Narrative description of the community Hawthorne Elementary School is located in the southern part of Warren Township, which is in the east central section of Marion County. The school district consists of single family homes, condominiums, apartment complexes, and mobile homes, as well as industrial parks, businesses, manufacturing buildings, a large retail mall, and farmland. Warren Township Schools serve a diverse population of 44.1% African American, 43.3% Caucasian, 6.7% Hispanic, and 5.9% from several other nationalities. Slightly over 55.5% of the district’s students are on the free and reduced lunch program.

(c) Narrative description of the educational programs Hawthorne has many educational programs to address the needs of the students. Reading Recovery is offered at first grade. This program is an individual intervention program designed for at-risk children. The goal of this program is to bring these at-risk students to a level where they can be full participants in their classroom. For grades kindergarten through third, Hawthorne Elementary has received the Reading First Grant from the federal government. Reading First is a focused nationwide effort to enable all students to become successful early readers. Reading First is authorized by Title 1, Part B, Subpart 1 of the Elementary and Secondary Act, as amended by the No Child Left Behind Act of 2001 and focuses on ensuring all children will read on or above grade level by the end of third grade.

-3-

Hawthorne offers full-day kindergarten in two classrooms and one half-day classroom. Benefits of full-day kindergarten are additional learning opportunities in reading and math. The 3 Tier Model is being used in all grades, kindergarten through five. Tier I provides 90 minutes of uninterrupted instruction on the 5 Essential Components of Reading: Phonemic Awareness, Phonics, Comprehension, Vocabulary and Fluency. Using the district adopted series, Macmillan Treasures, all students receive Tier I instruction. Tier II provides an additional 30 minutes of instruction for those students needing further instruction in one or more of the five components. Hawthorne uses Voyager Passport, Scott Foresman Sidewalks, and Benchmark Start Up, Build Up, and Spiral Up Programs for Tier II instruction. All of these interventions are scientifically based reading researched. Students in this tier receive 120 minutes of reading instruction daily. Tier III provides an additional sixty minutes of instruction for students who are not making accelerated progress in Tier II. Macmillan Triumphs and Orton-Gillingham are two scientifically based reading researched interventions used in this tier. Students in this tier are given 150 minutes of reading instruction daily. All students are given benchmark assessments three times per year using DIBELS (Dynamic Indicators of Basic Early Literacy Skills) or VIP (Vital Indicators of Progress). Student progress is monitored bi-weekly for our most needy students, monthly for students at the strategic level, and every 6 weeks for students working at grade level. Kindergarten through third grade teachers participate in monthly data meetings. The team consists of grade level teachers, the literacy coach, principal, and special education teachers. Data is analyzed so that teachers can adjust instruction as necessary. A data wall is used and updated frequently to show student progress. In addition to the Tier III Model for reading, students receive differentiated instruction in math through Success Period. This daily thirty minute block of time allows teachers to analyze achievement data from learning logs and place students in remediation, maintenance, or enrichment groups. Hawthorne students learn math problem solving skills through Word Problems Made Easy. Students use manipulatives and other hands-on activities to practice other math skills. A school-wide mini-economy program also helps the Hawthorne students develop better math skills. The Hawthorne Elementary art, music, and physical education programs work together to provide well-rounded opportunities for every student. The art department participates in the Warren Township Spring Elementary Art Show. Hawthorne students’ art is also

-4-

displayed during American Education Week at Washington Square Mall. Intermediate students also receive the opportunity to help design and make props and backdrops for the winter program and spring musical. The music department has a school-wide winter program and a third grade musical in the spring. The fourth grade attends a concert by the Indianapolis Symphony Orchestra at the Hilbert Circle Theatre. Every other year, fourth and fifth grade students participate in the Warren Township Elementary Musical. The fourth and fifth grade choir performs at Treefest, a winter community concert, at City Market and Miller’s Merry Manor with the Student Council, and a spring community concert at Greentree Assisted Living. The fifth grade choir students perform alongside students from the other ten elementary schools in the Warren Township Vocal Fine Arts Festival. The physical education program includes the Warren Township Homefest 1K Fun Run, Warrior Cross Country Camp, Warren Wrestling Club, girls and boys basketball programs, girls softball clinic, Wellness Extravaganza at the Warren Field House, and a fifth grade trip to the National Institute for Fitness and Sports.

Technology programs at Hawthorne are PLATO, a computer-based tutorial, for grades kindergarten through five and Earobics (grades kindergarten and first). Earobics is an auditory phonemic awareness and letter identification program. Other technology used to enhance instruction includes iRESPOND, ELMO, SMARTboards, and United Video Streaming. Students also access the Macmillan website which correlates to the adopted reading series. Voyager, Ticket to Ride, offers explicit directions in the area of the five components.

Strategies the staff uses in instruction that are appropriate for the students include: graphic organizers, goal setting, rubrics, kinesthetic approaches, and higher level questioning. Computers are used as a strategy for visual learners. Computers, PowerPoint, and SMARTboards are also strategies used in instruction. Additional learning opportunities are also presented in the form of small group interventions and Academic Camp. These additional interventions are taught using a different modality than the original instruction.

(2) A description of the curriculum and information concerning the location of a copy of the

curriculum available for inspection by members of the public The Hawthorne Elementary School curriculum is the curriculum for the M.S.D. of Warren Township. It is based on and aligned with the Indiana Academic Standards.

Copies of the curriculum are available at our school, at the district office, and on the Web at www.warren.k12.in.us. Throughout the school year, different parts of the curriculum are distributed to parents.

-5-

(3) A description and name of the assessments that will be used in the school in addition to ISTEP+ Schools in Warren Township participate in the CTBS/5 (Terra Nova) standardized

testing program in grades two, three, four, five, seven, and nine. Grade one students at Hawthorne Elementary also participate in Terra Nova – CAT, which is a required outcome assessment for the Reading First Grant. The purpose of using Terra Nova is to provide principals and teachers information needed for appropriate instruction and monitoring student growth. All grades use the three week calendar assessments provided by the district. The Observation Assessment Survey is given to all at-risk students at Hawthorne at the beginning of the year. This test serves both as a diagnostic and evaluation tool. Hawthorne Elementary also participates in the Reading First Grant. The assessment component of this grant requires all kindergarten through grade three students to participate in Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessments. DIBELS assessments fulfill two purposes: screening and progress monitoring in the areas of phonemic awareness, phonics, vocabulary, comprehension, and fluency.

(4) A statement of mission, vision, or beliefs We, the staff of Hawthorne Elementary, in partnership with our community, are committed to providing a safe and caring environment in which each student feels valued while developing socially, emotionally, intellectually and physically. We are dedicated to offering a positive learning environment which encourages each child to be a successful learner with high student achievement. We actively support the belief that a positive school and home environment will foster a love of life-long learning.

(5) Data, including graphs, from the annual performance report.

See Appendix A

(6) Data related to performance indicators other than those included in the annual performance report.

See Appendix B

-6-

(7) Other information about educational programming and the learning environment.

See Appendix C

(8) Information about how the school’s curriculum supports the achievement of Indiana Academic Standards

MSD of Warren Township's curriculum is written for grades kindergarten through twelve to address all of the Academic Standards in each grade level and curriculum area.

(9) Information about how the school’s instructional strategies support the achievement of Indiana Academic Standards

During the past five years, Reading First has been implemented in grades kindergarten through third. Reading First is a research-based assessment driven program aimed at bringing children to grade level or above reading levels. Hawthorne utilizes the 8 Step Process. After instruction and the three-week calendar assessments, students are placed into small groups for remediation, maintenance, or enrichment. The school designates a block of time on a daily basis for these groups. A curriculum calendar directs instruction of the Indiana Academic Standards. Grade level teams and the principal review the standards and assessments of the standards every three weeks. Daily common planning time for grade levels facilitates standards-based instruction. Hawthorne’s mini-economy addresses the Indiana Standards in math. Math activities are used to help in math fact mastery. An academic camp in language arts and math is offered to Hawthorne students who need remediation prior to ISTEP as an opportunity for test preparation.

Special Education IEP’s (Individualized Education Plan) are tied to the Indiana Academic Standards. Hawthorne provides inclusion for Special Education students, which helps them in preparation for state testing, as well as Tier 3 time.

-7-

(10) Analysis of student achievement based on ISTEP+ and other assessment strategies In examining six years of grade three ISTEP+ test results, language conventions and writing applications are consistently lower than other areas of language arts. Disaggregation of ISTEP+ data reveals that the gap between achievement levels of African American students and Caucasian students has narrowed, regardless of socioeconomic status. In examining six years of grade three ISTEP+ test results, geometry, number sense, and computation are consistently lower than other areas of mathematics. A gap remains between African American and Caucasian students, as well as paid and free lunch students.

In examining four years of grade four ISTEP+ test results, writing process, writing applications, identifying reading strategies, and language conventions are consistently lower than other areas of language arts. In examining four years of grade four ISTEP+ test results, geometry, measurement, and computation are consistently lower than other areas of mathematics. Disaggregation of ISTEP+ data reveals that there is a gap between African American students and Caucasian students, as well as between paid and free lunch students. In examining four years of grade five ISTEP+ test results, writing applications, writing process, identifying reading strategies, and reading vocabulary are consistently lower than other areas of language arts. In examining four years of grade five ISTEP+ test results, computation, data analysis, and problem solving are consistently lower than other areas of mathematics. Disaggregation of ISTEP+ data reveals that there continues to be a gap between achievement levels of African American and Caucasian students in language arts regardless of socioeconomic status. At Hawthorne, the two areas of concentration and focus will be to narrow the gap between achievement levels of special needs students as compared to the achievement of all students and to increase the number of pass plus students in all areas at all grades.

-8-

(11) Parental Participation in the school Parent involvement is a key component to student achievement. Providing opportunities for parents to be involved in their child’s education is a goal of Hawthorne Elementary School. Hawthorne provides parent/teacher conferences in the fall and spring of each year. Monthly activities are provided for parents to attend with their children to support academic achievement and parent participation. These include: Thrilling Thursday, Family Activity Night, Super Reader Program, OASIS Tutoring, Title I dinner meetings, Family Reading Nights, Math Night, Book Fair, Grandparents’ Week, Hawthorne Extravaganza, textbook evaluation, and Honor Roll receptions. Other programs and events supported by the PTA include: skating parties, HomeFest, school bookstore, Fall Festival, Valentine’s Day parties, Santa’s Secret Shop, Bingo Night, 5th Grade Commencement and party, and the Hawthorne yearbook. Parents are always welcome to attend the school and volunteer in various responsibilities which include: reading with students, working individually with students to reinforce skills, copying and making materials for classroom teachers, and chaperoning field trips.

A student planning agenda is used by teachers to communicate daily with parents and support involvement. The school maintains health services for all children so they may attend school with the best physical, mental, and emotional health conditions attainable to facilitate learning. Through a collaborative partnership with Community Hospitals of Indianapolis, Inc., students and their families may enroll in the Hawthorne Community Wellness Center for primary health care and mental health services. (12) Describe the technology initiatives that exist in the school

The Warren district continues its commitment to technological learning. Hawthorne focuses on standards using technology as well as skills in communications, computers, and broadcasting.

All Hawthorne classrooms have four student computers. Students practice language arts and math skills using PLATO. PowerPoint is available on student computers to allow students the opportunity to create slide shows based on research. Students have access to Macmillan (adopted reading series) website to reinforce instruction during literacy workstations. A universal lab is available for students who need extra support with reading and writing assignments. The technology programs included in this lab are: Dragon Naturally Speaking, Co-Writer (word prediction software), Alpha-Smart (portable keyboard that connects to student computers), and the Scan and Read Lite Program.

Encore, a computer-based IEP (Individual Education Plan) technology, is being used for case conferences.

-9-

To maintain productivity and efficiency, teachers process student attendance using the EdTracker Student Management System. Each teacher computer has internet access and Microsoft SMARTboard software. Communication is greatly enhanced by the use of e-mail for each staff member. The use of e-mail and classroom telephones with voicemail capability provides ongoing parent / teacher communication. All classrooms have a television mounted in a central location. These televisions allow students to view PowerPoint presentations, video segments from United Video Streaming, and other internet-based academic content. The iRESPOND system is a wireless response tool that gives teachers the opportunity to assess standards and indicators quickly and differentiate for instruction. It can be implemented with lessons through other pieces of technology like Microsoft PowerPoint and cuts down on the paper/pencil tasks. Students also access the Macmillan website which correlates to the adopted reading series. A Lilly Grant continues to provide funds for communication production. A live-feed television studio has been set up in Hawthorne. Students research, write, edit, produce and broadcast reports on WHHK. Editing of videos taken in or out of school is done with the V-Brick equipment provided by the grant. The district provides technical support with a number of computer technicians available to keep Hawthorne’s computers in working order and to answer technical questions. The media center has a computerized card catalog called ATHENA. A centralized VCR/DVD system is connected to classroom cable televisions and can be accessed from the media center. Adjacent to the media center is a computer lab for use by the classrooms. Hawthorne has several digital cameras and camcorders available for staff use. The Reading First Grant provided Palm Pilots for DIBELS testing for each teacher involved. Earobics, a phonics intervention program used in kindergarten and first grade, has been purchased with Reading First funds. The grant has also provided a TV-VCR, camcorder, and digital camera for modeling lessons or staff development opportunities.

(13) Describe the school’s plan to maintain a safe and disciplined learning environment Hawthorne Elementary operates under a safe school plan in accordance with the plan adopted for the Metropolitan School District of Warren Township. Areas pertaining to Hawthorne Elementary are as follows:

• Access to the school is restricted by locked doors with keyless entry. • Visitors have only one door to access the main office, and all visitors must sign in. • A pass is required for adults to enter classrooms. • The staff is alerted to the need to verify the status of non-students in the building

who do not have a pass. • Administrators are available through various electronic means.

-10-

• Fire and severe weather drills are practiced according to state mandates. • Internal and external lockdown and evacuation drills are practiced under the

direction of the Warren Township Police Department. • The Wellness Center counselor provides conflict resolution groups, in conjunction

with Community Hospital. Individual teacher referrals may also be made to the Wellness Center.

• The Dean of Student Services provides various conflict resolution strategies to teachers and students.

• Teachers at Hawthorne have individual discipline and classroom management plans in order to promote positive student behavior.

• Students are required to carry passes and walk with a buddy when moving throughout the building.

• Students at Hawthorne are uniformly dressed. • Hawthorne students are transported to a neighboring school for before and after

school care. • Student Rights and Responsibility Handbooks are given to all students to be

reviewed and signed by parents. • Students in grades one through five are expected to maintain a daily planning

agenda. • Mini-economy is used as a school-wide incentive program. • Security cameras and an alarm system protect and monitor the school. • VICON NET Digital Video Management System allows administrators to view

segments from the security cameras throughout the building. • Hawthorne staff has universal access on the interior doors. Timed locks have been

installed on the exterior doors. • An automated external defibrillator device has been installed in a central location. • The Hawthorne office staff has been trained in Cardio Pulmonary Resuscitation. • All staff members are required to view the video “Bloodborne Pathogens”. • Hawthorne has established a Nonviolent Crisis Intervention Team. • Fourth and fifth grade students participate in Bullying Prevention and Conflict

Resolution Skills at the Peace Learning Center provided by the Lilly Grant. • A district-wide automated phone message system, Connect Ed, notifies parents of

various school issues. • On-Line Parent Access allows parents to view their children’s attendance and

discipline. • Network and Internet Access Policy and Computer Usage Rules are shared and

signed by all staff and students. • Parents must have a current background check approved by both the Indiana State

Police and Indianapolis Metropolitan Police Department before working with students.

• Students must be signed out by an approved parent, guardian or other adult before leaving the building.

-11-

• The Hawk Talk, Hawthorne’s weekly newsletter, provides parents with up-to-date information. Many teachers also provide parents with a classroom newsletter.

• A School Effectiveness Team (SET) meets monthly to discuss school-wide issues. (14) Professional Development Initiatives

Professional development programs available to the staff are Respecting Diversity and Ruby Payne training based on her book A Framework for Understanding Poverty. The T.E.S.A. model, Teacher Expectation and Student Achievement, is a program offered to encourage relationship-building strategies with the students. Primary staff has received curriculum-related training for using DIBELS, Voyager, Reading First, and Earobics. Cognitive Coaching training has been provided for various staff in grades kindergarten through five. Intermediate grades have been utilizing Word Problems Made Easy and Mary Lynn Woods’ Reading Process. Teachers in grades four and five have been trained in Voyager Passport and literacy workstations. Reading Recovery has been in use at Hawthorne for the past fourteen years. Staff members participate in process checks to continually monitor the implementation of the 8-Step Process, focusing on school-wide student academic success. The staff has been participating in reading and studying applications of the text Making the Most of Small Groups. In the area of technology, staff has been trained to use PLATO, VBrick, SMARTboard, and iRESPOND to complement classroom instruction. All staff use Microsoft Outlook. A number of staff members have been participants in Palm Pilot training for DIBELS assessments. First and second year teachers participate in a two-year Professional Development Plan, which includes the following: Respecting Diversity, Proactive Classroom Management, Effective Communication, Instructional Strategies, and Technology. Debbie Diller and Gretchen Childs have facilitated training in literacy workstations for all staff members.

See Appendix D

(15) Cultural Competency

a) Hawthorne serves a racially diverse population, with 43.3% Caucasian, 44.1% African- American, 5.9% Multi-Racial, and 6.7% Hispanic. Currently 68% of Hawthorne’s population participates in the free and reduced lunch program.

b) Strategies teachers use at Hawthorne in their instruction that are appropriate for our students of diversity include:

• Student/Teacher goal setting • Test talks with teachers and administration • Writing Rubrics • Higher level questioning • Additional learning opportunities (Success Period) in the form of enrichment,

remediation, and acceleration using a different modality than the original instruction.

• Differentiation of instruction in all academic areas. • Maintenance activities built into district academic calendar. • Extended-day opportunities for remediation and maintenance.

c) Professional development to increase cultural competency among staff and students include:

• REACH training (Respecting Ethnic and Cultural Heritage) • Ruby Payne’s work based on “A Framework for Understanding”. • TESA (Teacher “Expectations and Student Achievement) • Capturing Kids’ Hearts, presented by The Flippen Group

-13-

School Improvement and Achievement Plan (Organization of Information) July 1, 2008 – June 30, 2011

School Hawthorne Elementary School Attendance Rate 04-05 – 95.9 05-06 – 95.3 06-07 – 95.1 % of Students Meeting ISTEP+ Academic Standards in Language Arts Grade 3 69% Grade 4 71% Grade 5 75% Grade 6 61% % of Students Meeting ISTEP+ Academic Standards in Mathematics Grade 3 51% Grade 4 82% Grade 5 83% Grade 6 78% Graduation Rate (High School only) 1. Specific areas where school improvement is needed immediately:

Improvement is needed immediately in the area of reading and mathematics. The best measure available in these areas is the actual achievement scores on ISTEP+. In reading, the areas of greatest need include language conventions, reading strategies, and reading vocabulary. In writing, the areas of greatest need include writing applications and the writing process. In mathematics, the areas of greatest need include problem solving/reasoning, geometry, number sense, computation, data analysis, and measurement.

2.

Benchmarks for progress that specify how and to what extent the school expects to make continuous improvement in all areas of the education system:

Each year, Hawthorne Elementary School would expect to achieve an 18% increase in the number of students passing both language arts and math at grade three on the ISTEP+ test. Each year, Hawthorne Elementary School would expect to achieve a 10% increase in the number of students passing both language arts and math at grade four on the ISTEP+ test. Each year, Hawthorne Elementary School would expect to achieve an 8% increase in the number of students passing both language arts and math at grade five on the ISTEP+ test. Each year, Hawthorne Elementary School would expect to achieve an 8% increase in the number of students passing both language arts and math at grade six on the ISTEP+ test.

-14-

3. Academic Honors Diploma and Core 40 (High School only):

% of Academic Honors Diplomas: % of Core 40 Diplomas:

(A) Provisions to offer courses that allow all students to become eligible to earn the Academic Honors Diploma:

-15-

4. School Improvement Goals

See Appendix E

5. Statutes and rules to be waived:

Hawthorne does not have any statutes and/or rules to be waived.

-16-

6. Three (3) year time line for implementation, review, and revision:

Ongoing (2008-2011)

• Continued sharing of best practices • Peer coaching and modeling • Mentoring • Parent workshops and Title One Gatherings • Staff development in alternative assessment • Grade level team planning • Technology workshops for staff and parents • Teacher workshops in instruction • Inclusion workshops • PLATO training for all staff • 8-Step Process • Questioning Training (K-5) • Acuity Training (Gr. 3 – 5) • Wireless Generation Training • Differentiated Instruction Training • Learning strategies for parents • SMARTboard training • VBrick training • Nonviolent Crisis training • iRESPOND training • Response to intervention training 2008-2009 • PLATO training for all staff • Parent workshops and Title One Gatherings • Staff read (to be determined) • Cognitive Coaching • Questioning Training (K-5) • Acuity Training (Gr. 3 – 5) • Wireless Generation Training • Differentiated Instruction Training • Learning strategies for parents • SMARTboard training • VBrick training • Nonviolent Crisis training • iRESPOND training • Response to intervention training

-17-

2009-2010 • Learning strategies for parents • Staff read (to be determined) • Parent workshops and Title One Gatherings • Questioning Training (K-5) • Acuity Training (Gr. 3 – 5) • Wireless Generation Training • Differentiated Instruction Training • Learning strategies for parents • SMARTboard training • VBrick training • Nonviolent Crisis training • iRESPOND training • Response to intervention training 2010-2011 • Learning strategies for parents • Staff read (to be determined) • Parent workshops and Title One Gatherings • Questioning Training (K-5) • Acuity Training (Gr. 3 – 5) • Wireless Generation Training • Differentiated Instruction Training • Learning strategies for parents • SMARTboard training • VBrick training • Nonviolent Crisis training • iRESPOND training • Response to intervention training Annual Review • The achievement of students will be reviewed annually by the principal, school

improvement committee, teachers, and other stakeholders in Hawthorne Elementary School.

• The achievement review will include data provided by the Indiana Department of Education, ISTEP+ data, results of local assessments, portfolio exhibits, and other broad indicators of student achievement.

-18-

Appendix E

SCHOOL IMPROVEMENT GOAL #1

(Goals are based on school data and are measurable) GOAL: Hawthorne’s Expectations For Reading / Language Arts • Eighty-five percent or more of the students will pass the ISTEP+ in grades three through six.

Interventions based on School Improvement Goal: • Develop strategies to improve reading comprehension. • Continue to focus on the writing process. • Use rubrics in all classrooms as a form of assessment. • Continue Scientifically Based Reading Research strategies. • Daily and weekly monitoring of student progress with adjustments and instruction to meet

student needs. • Continued utilization of technology to support instruction and student learning.

Professional development that is coordinated with proposed interventions and that supports sustainable school improvement efforts. • PLATO • Continue sharing of best practices • Peer coaching and modeling • Mentoring • Staff development in alternative assessment • Team planning for teaching and assessing state standards • Training in differentiated instruction • Use website, www.macmillanmh.com to provide reinforcement of reading skills for students.

SCHOOL IMPROVEMENT GOAL #2 (Goals are based on school data and are measurable)

GOAL: Hawthorne’s Expectations For Mathematics • Eighty-five percent or more of the students will pass the ISTEP+ in grades three through six.

Interventions based on School Improvement Goal: • Develop strategies to improve computation skills. • Use available technology to support classroom instruction in math. • Develop higher order thinking skills/problem solving. • Math clubs and incentive programs. • School-wide basic math fact incentive program. • Develop strategies to challenge all students in mathematics. • Daily and weekly monitoring of student progress with adjustments and instruction to meet

student needs

Professional development that is coordinated with proposed interventions and that supports sustainable school improvement efforts. • PLATO • Staff development in alternative assessment. • Team planning for teaching and assessing state standards • Training in differentiated instruction • Math websites • Workshops to support higher order thinking skills / problem solving.