2020-21 School Improvement Plan

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2020-21 School Improvement Plan

Boone Meadow Elementary – 5555 South Main Street – Whitestown, IN 46075

317/873.2226 – Corporation Number: 0630 – School Number: 0544

Grades: Preschool - Grade 4 – Student Enrollment: 556

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School Improvement Planning Team

Tom Hundley – Principal/Parent/Community Member

Lauren Kersey – Assistant Principal

Kristi Sloan – Guidance Counselor

Abigail Fox – Student Support Services Team

Amanda Rennard – Kindergarten Teacher

Kara Benson – STEM Coach and Teacher/Community Member

Erika Sorrells – Kindergarten Teacher/Parent/Community Member

Jonann Lamaster – 1st/2nd Grade Teacher/Parent/Community Member

Jill Neal – 1st/2nd Grade Teacher/ Parent/Community Member

Kayla Meyer – 3rd/4th Grade Teacher

Lindsay McGuire – 3rd/4th Grade Teacher

Garrett Stephens – Wellness Teacher

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Section I: School Profile

Statements of Mission and Vision In Zionsville Community Schools we respect all individuals and honor what their differences bring to our learning

community. Our core mission demands that we equip our students to thrive in the diverse, globally-connected

communities where they will learn, work, and live.

Mission: Zionsville Community Schools provide customized 21st century experiences that ensure maximum

student growth leading to productive citizenship in the world community.

Vision: The following belief statements reflect the collective core values of Zionsville community educators and

therefore drive programming and decision-making at Boone Meadow Elementary School.

Students: At the heart of all our decision-making is the fundamental recognition that our students are capable of

great things and our responsibility is to fully develop their human potential.

Teachers: To maximize the impact of our learning organization, meaningful and significant relationships within the

school community must drive our professional practice.

Teaching and Learning: Optimal learning occurs when students, teachers, and families are reflective and are

immersed in a mutually beneficial relationship that embraces continual development.

Environment (physical space and culture): A safe and inviting physical and emotional environment inspires

innovation, risk-taking, and powerful learning.

Relationships/Community: Building and maintaining positive relationships is the foundation for significant learning

Brief Description of the School The first new elementary school in Zionsville in over ten years, Boone Meadow Elementary School opened its

doors in fall 2013, serving preschool through grade 4 students. Boone Meadow Elementary School is part of

Zionsville Community Schools, which is located in the southeast corner of Boone County, serving Eagle and

Union Townships. The current population of Eagle and Union Townships is approximately 16,000 people, and

the average household consists of 2.9 people. The socio-economic makeup of the Zionsville community is

comprised primarily of middle to upper income families. The other schools comprising the district include one

high school, two middle schools, four additional elementary schools, and one developmental pre-school. The

total enrollment in the corporation is approximately 7500 students, including preschool programming. There has

been consistent, rapid growth each year in corporation enrollment for the past decade, and the trend is

expected to continue. A summary of current student enrollment at Boone Meadow is presented below:

Grade Level Enrollment

Preschool 15

Kindergarten 112

First Grade 123

Second Grade 102

Third Grade 105

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Fourth Grade 99

Total 556

The majority of the Boone Meadow teaching staff was recruited from existing schools within the Zionsville Community School Corporation four months prior to the official opening of the school. This has been a tremendous strength of Boone Meadow, as the staff members were already familiar with the community values, State and local curricula, and the school community members’ expectations of high student achievement. Boone Meadow Elementary is a two-story brick school building located 15 miles northwest of downtown Indianapolis, and serves preschool through fourth grade students who live within the surrounding neighborhoods of single-family dwellings, townhomes, and apartment complexes. Building amenities include 30 classrooms equipped with a classroom library, document camera, sound field system, computer stations, and instructional materials and manipulatives. A library/media center, gymnasium, music and art rooms, two computer labs, “auditeria,” and playground, provide additional areas for all students to learn and explore. Per the 2010 Census, Zionsville’s population of nearly 25,000 inhabitants increased by approximately 61% since the 2000 Census. Within the approximately 52 square miles of the town, Zionsville is comprised of numerous residential areas, where there exists a fleeting influence of farming but steady market for small business. The average age of Zionsville residents is 39.6, and the level of educational attainment (66% of the residents have earned at least Bachelor’s Degree) and median household income ($108,440) far exceed that of the state average. The socioeconomic background of Zionsville’s students is reflected in the noteworthy percentage of community members who are professional executives, physicians, attorneys, and engineers. The current enrollment is 556 students, consisting of the following breakdown by population groups:

Ethnicity and Race Count

American Indian/Alaskan Native 2 (.36%)

Asian 69 (12.41%)

Black/African American 19 (3.42%)

White/Caucasian 411 (73.92%)

Hispanic 23 (4.14%)

Bi-racial or Multi-racial 29 (5.22%)

Native Hawaiian or Other Pacific Islander 1 (.18%)

Unclassified 2 (.36%)

Total 556

The staff includes one principal, one assistant principal, one guidance counselor, 26 certified K-grade 4 teachers, two elementary multi-categorical special education teachers, part-time occupational and physical therapists, one speech and language pathologist, one literacy coach, one wellness (physical education) teacher, one music teacher, one art teacher, and one STEM teacher/coach. Additional staff who support the students and certified staff of Boone Meadow include a part-time ENL instructor, two secretaries, a school nurse, nine special education instructional assistants, three custodians, six cafeteria workers, and eight bus drivers. There are

Additional Student Groups Count

Free/Reduced Lunch 26 (4.68%)

Special Education 59 (10.61%)

High Ability 35 (6.29%)

English Language Learners 10 (1.8%)

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currently six sections of full-day kindergarten, six sections of first grade, five sections of second grade, five sections of third grade, and four sections of fourth grade. Certified specialists in art, music, STEM (science, technology, engineering, math), and library science guide our students in the fine and performing arts, sciences and literature. Before- and after-school childcare services are available for families through the income earning division of the school corporation.

Description and Location of the Curriculum The staff at Boone Meadow Elementary believe that students with strong academic foundations will enable

them to process higher order and critical thinking skills. The curriculum at Boone Meadow Elementary School is

a comprehensive program which sets the framework for all instruction. Curriculum and instruction is based on

local Zionsville Community Schools Programming and the IAS: College and Career Standards in the subject areas

of language arts, mathematics, social studies, and science. In addition to core academic instruction, students

are immersed in a well-rounded school experience through weekly participation in the special area programs of

media, technology, music, art, and wellness. Teachers utilize adopted academic materials and work

collaboratively to ensure that the individual needs of each are being met, and that consistency across grade

levels and the sequential progression of knowledge and skills occurs.

Activities and lessons are supplemented with academically appropriate materials. Curriculum mapping and

pacing guides are used to coordinate and organize the sequential progression of skills. The curriculum is revised

and mapped in each subject area in a rotating cycle in the year that precedes material selection/adoption for

that subject. Textbooks and related instructional resources are adopted in a district-wide process to support

consistent standards-based instruction. Instructional program reviews are completed as a key component of the

adoption process. Primary instructional resources for elementary students include Everyday Mathematics, Units

of Study in Reading by Lucy Calkins and Project Staff, and Units of Study in Writing by Lucy Calkins and Project

Staff. School personnel and parents have access to all curriculum maps and curriculum materials on the district

website (www.zcs.k12.in.us). Additionally, materials are housed at the school library and at the ZCS central

office.

In addition to core curriculum programming, a variety of extra and co-curricular opportunities are offered through the earned income division of ZCS for students be ore and after school including, fine and performing arts, strategic thinking and logic clubs, Student Ambassadors (student council), world languages (Spanish and French), technology, sports, martial arts, and many more. Most of these programming opportunities are available through the district Eagle Recreational programs. Additionally, throughout the school year multiple fine and performing arts events, as well as, math, science, wellness, and literacy nights are sponsored by the Boone Meadow staff and the Parent-Teacher Organization. Each grade level presents at least one annual student-facilitated exhibit highlighting the curricular studies of that grade; kindergarten Sing and Read-in, first grade Young Author’s Celebration, second grade Insect Expo and Market Day, third grade Specialty Fair, the fourth grade Famous Hoosiers Living Wax Museum and Science Fair. In the 2020-21 school year, many of these events may not be possible to occur school-wide. Instead, teachers may find opportunities to share their learning virtually with families and the school community.

Description of Assessment Instruments

A variety of assessments are used by teachers and staff at Boone Meadow Elementary. Informal classroom

checklists and assessments, teacher-created curriculum-based measures and formative assessments are used to

http://www.zcs.k12.in.us/

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monitor daily instruction and student progress. In addition, the following formal assessments are routinely

administered:

NWEA (Northwest Evaluation Association) - The Measure of Academic Progress (MAP) testing in

language arts, reading, and mathematics is conducted in the early fall, winter (as needed), and late

spring for students in grades one through four. Norm-referenced information, including a scaled score, is

provided to monitor student progress locally and compared to national norms.

Fountas & Pinnell Comprehensive Reading Record Benchmark (at least two times per year) - A

comprehensive running record is administered in grades K-4 to provide a guided reading level and error

analysis data on student reading behaviors, which inform reading instructional goals.

Words Their Way Inventory (at least two times per year) – An encoding assessment used by teachers to

identify student’s spelling developmental stage, administered to students in grades K-4.

Literacy Screeners (primarily Kindergarten and first grades) – These screeners are administered mid-year

for Kindergarteners, and beginning-of-year for first graders to assess students who may display signs of

dyslexia.

Math Fact Fluency (at least two times per year) - A fluency assessment is administered to all students

three times per year to assess automaticity of math facts.

Cognitive Abilities Test (kindergarten and second grades) – CogAT is an assessment that measures

reasoning skills with several different types of verbal, non-verbal, figural and quantitative reasoning

questions. This is administered to all kindergarten and second grade students to aid in identifying

students for advanced curriculum programing. New first, third, and fourth graders are also tested each

year, resulting in a CogAT score for every student.

ILEARN (3rd and 4th grades only) – This statewide assessment is administered each spring.

IREAD-3 (3rd grade only) - An assessment developed to measure foundational reading standards

through grade three.

In addition to these assessment tools, end-of-year assessments are completed to monitor student growth and

progress. Finally, all grade levels utilize a standards-based report card to monitor growth and proficiency of

each standard over the course of the school year.

Summary of Benchmark Assessments:

Benchmark Assessment K 1st` 2nd 3rd 4th

NWEA Assessments Administered: Fall, Winter (excluding K), Spring

Fountas & Pinnell Administered Fall, Winter, Spring

Words Their Way Inventories Administered: Fall, Winter, Spring

Literacy Screeners Administered: Winter of K, Fall of 1st

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Math Fact Fluency Assessment Administered: Fall, Winter, Spring

CogAT Administered: Spring

ILEARN Administered: Spring

IREAD-3 Administered: Spring

Section II: Summary of Data

Due to school closure in March, 2020 from COVID-19 concerns, data was not collected in the spring of last

school year. Therefore, the data presented below is from prior school years. We will rely on our pre-assessment

and fall data collection processes to determine student readiness for instruction.

ILEARN Language Arts Results 2018-19

Grade 3 ILEARN ELA % Pass 74.0%

Grade 4 ILEARN ELA % Pass 66.0%

ISTEP+ Language Arts Results 2014-15 2015-16 2016-17 2017-18

Grade 3 ISTEP + ELA % Pass 92.6% 93.1% 91.03% 83.33%

Grade 4 ISTEP + ELA % Pass 98.1% 91.8% 91.3% 89.9%

IREAD-3 Results 2015 2016 2017 2018 2019

IREAD-3 % Pass 100.00% 98.30% 95.90% 96.15% 94.1%

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ILEARN Math Results 2018-19

Grade 3 ILEARN Math % Pass 86.0%

Grade 4 ILEARN Math % Pass 84.0%

ISTEP+ Math Results 2014-15 2015-16 2016-17 2017-18

Grade 3 ISTEP + Math % Pass 95.1% 87.9% 93.06% 82.1%

Grade 4 ISTEP + Math % Pass 96.3% 87.8% 88.57% 93.7%

5146

3244

0%

20%

40%

60%

80%

100%

3rd Grade 4th Grade

2017-18 ISTEP+ ELA Percent Pass and Pass+

Pass+

Pass

83 90

38 38

44

56

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

3rd Grade 4th Grade

2017-18 ISTEP+ Math Percent Passing and Pass+

Pass+

Pass

94

82

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ILEARN Science Results 2018-19

Grade 4 ILEARN Sci % Pass 76.0%

ISTEP+ Science Results

Grade 4 ISTEP + Sci % Pass 98.1% 91.3% 87.14% 92.41%

NWEA Language Arts Data

2018-19 Student Growth Summary (compared to projected growth):

65 6861 60

83

5763

73

42

72

53

68 65

0

20

40

60

80

100

Kindergarten 1st grade 2nd grade 3rd grade 4th grade

Percent of Students Meeting or Exceeding Projected Growth Goal by Grade Level (Fall to Spring)

2016-17 2017-18 2018-19

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NWEA Math Data

6370

55

7889

6167

75

6172 67 69 73

0

20

40

60

80

100

Kindergarten 1st grade 2nd grade 3rd grade 4th grade

Percent of Students Meeting or Exceeding Projected Growth Goal by Grade Level (Fall to Spring)

2016-17 2017-18 2018-19

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Social-Emotional Learning Data

Attendance Rates

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2018-19 Student Engagement Survey Results, compared to 2017-18:

2018-19 Student-rated top 5 statements on HumanEx engagement survey:

96.80% 96.90% 96.76% 96.96%

0.00%

20.00%

40.00%

60.00%

80.00%

100.00%

2015-16 2016-17 2017-18 2018-19

School-wide Attendance Rates

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2017-18 Student-rated top 5 statements on HumanEx engagement survey:

2018-19 Student-rated bottom 5 statements on HumanEx engagement survey:

2017-18 Student-rated bottom 5 statements on HumanEx engagement survey:

2018-19 Satisfaction and engagement snapshot (compared to 2017-18):

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Conclusions about Student Achievement and Objectives for a Three-Year Period: Students at Boone Meadow Elementary School achieve well above the state average on ILEARN, ISTEP+, IREAD3,

and above the national average on NWEA’s Measure of Academic Progress. Test results are analyzed

continuously throughout each year in an effort to identify areas of the curriculum in need of strengthening to

ensure that student achievement levels continue to improve. Such a practice is implemented while bearing in

mind the individual growth of each student, cohort groups, and assessing student growth in terms of longitude

trends. Boone Meadow continues to perform in the higher percentages of state expectations. Below is a

breakdown of strengths and challenges in Language Arts and Mathematics data. As we gather beginning of year

data, these goals may be modified to reflect the most current needs of our students.

English/Language Arts Data Statements:

Strengths:

3 out of 5 grade levels had at least 65% of students meet or exceed NWEA projected growth goals from

Fall 2018 – Spring 2019.

Cohorts moving from 2nd to 3rd and from 3rd to 4th grades had larger percentages of students meet or

exceed projected growth goals on NWEA.

70% of 3rd and 4th grade students passed ILEARN, exceeding state average pass rates.

94% of 3rd grade students passed IREAD3, demonstrating proficiency in reading foundation skills.

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Challenges:

Kindergarten and 2nd grade cohorts had less than 55% of students meet or exceed their projected

growth goals on NWEA from Fall 2018 – Spring 2019.

Cohorts moving from 1st grade to 2nd grade have historically demonstrated a decline in achievement of

projected growth goals.

In K-2 grade bands, the NWEA goal area of Writing reflects relative low achievement.

In K-2 grade bands, the NWEA goal area of Reading Foundations reflects an area of need.

In 2nd and 4th grades, the NWEA goal area of Nonfiction reflects a relative area of need.

Objectives:

By Spring 2021, at least 70% of students in grades 1-4 will meet or exceed their projected growth goal

on NWEA Reading.

Math Data Statements:

Strengths:

Every grade level had more than 60% of students meet or exceed their projected growth goals on NWEA

Cohorts moving from 2nd to 3rd grades, and from 3rd to 4th grades had a larger percentage of students

meet or exceed their projected growth goals on NWEA.

85% of 3rd and 4th graders passed ILEARN, far exceeding state averages.

Challenges:

NWEA goal area of Computation demonstrated low achievement in grades K-4.

Objectives:

By spring 2021, at least 70% of students in grades 1-4 will meet or exceed their projected growth goal.

In grades K-4, the computation strand area will demonstrate students in average or above achievement.

Social-Emotional Learning Statements:

Strengths:

School-wide attendance is consistently above 96%.

End-of-year family input surveys provide overwhelmingly positive feedback.

Student Engagement Survey (SES) results highlight positive teacher-student relationships.

Eight of twelve categories on SES demonstrated an increase in overall mean from spring 2018 to 2019.

Over 85% of 3rd and 4th grade students report mid- to high levels of engagement and mid- to high levels

of satisfaction on the end-of-year SES.

Challenges:

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The student engagement survey indicates lowest scores in areas of survival needs and choice.

Choice has received the lowest score for two consecutive years.

Overall satisfaction and engagement has declined since 2015.

Objectives:

On 2021 student engagement survey, increase overall score in Choice to 3.50.

On 2021 student engagement survey, have at least 90% of students report mid- to high levels of

engagement and mid- to high levels of satisfaction.

Section III: Conclusions about Current Programming and Learning Environment

Educational Programming to Support Achievement of the Indiana Academic Standards Under the leadership of the Zionsville Community Schools administrators, committees review and modify each

curricular area two years prior to a new textbook adoption. This committee formation commences as a building-

level task force, and then becomes a district-level committee when all school task forces are combined and

parents are added to the representation.

In the year directly before curricular materials are adopted for a particular discipline, this district-wide

committee is responsible for revising the written curriculum, not only to coincide with the Indiana Academic

Standards in that subject area, but also to consider the ways in which our students can go above and beyond

those standards. This committee also creates a master curriculum map for the subject area under review.

Master maps are available to be used as guidelines for teacher creation of individual curriculum maps.

At the school level, grade level teams and professional learning communities will engage in ongoing practice to

analyze the effectiveness of curriculum and instruction on student learning outcomes. This collaborative practice

will allow teachers to more effectively develop learning plans that emphasize student transfer of key skills and

understandings emphasized in each unit.

The Zionsville curriculum exceeds minimum state expectations in all areas: language arts, mathematics,

technology, science, social studies, health, fine arts, and physical education. Our adopted language arts series

and math series, as well as recently adopted science ISI kits (Indiana Science Initiative) were all chosen because

they provide materials for several levels within each grade level. Reading and Writing Units of Study by Columbia

University Teacher Reading and Writing Project, as well as Words Their Way are integral resources infused

throughout our literacy instructional model. In addition, supporting programs, field trips, and guest speakers for

the school year are chosen based on how these experiences will enhance the curriculum.

Analysis of Instructional Strategies with Indiana Academic Standards A variety of effective instructional strategies are employed to teach the Indiana Academic Standards. Using a

balanced literacy framework, the workshop model drives our main practices during literacy and math blocks.

Individual conferences, strategy grouping, guided reading, word study which provides leveled reading

instruction, is used throughout the grades K-4. Differentiation strategies are used at all grade levels to meet the

needs of individual learners. Research of best practice and analysis of student data guide us in our continuous

search for the most effective way to deliver instruction to all of our students. All Boone Meadow teachers

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recently adopted Teachers College Reading and Writing Project Units of Study (Reading and Writing) as an

organizational structure (Workshop) of the Gradual Release of Autonomy for literacy acquisition in a 125 minute

integrated Literacy Block. An emphasis on guided reading structures supports intentional approaches for striving

learners.

Analysis of Student Achievement Based on ILEARN and other Assessments

Challenge Statement #1:

Lower percentages of students attain their Reading NWEA projected growth goals than math goals.

Inquiry Questions:

How might we more effectively determine next steps for students in literacy development?

How might we increase the amount of time students spend on meaningful and purposeful application of

learning through integrated experiences?

Strategic Action Steps:

As a team, we will revisit and refine our understanding of a workshop framework to develop higher

levels of consistency across grade levels, and understand the role of workshop structures within a larger

umbrella or balanced literacy.

Classroom teachers will strategically utilize responsive instructional moves within a balanced literacy

approach to reading and writing.

Teachers will purposefully implement Teachers College Reading and Writing Units of Study to ensure

alignment of reading and writing skills with high levels of cognitive challenge, and a focus on transfer of

learning through application.

Teams will collaboratively investigate, unpack, and identify the core, essential standards and skills within

the school year and within units to focus on developing depth of understanding.

Teams will collaboratively develop, implement, and analyze common formative assessments as well as

performance task assessments to continuously monitor students’ depth of understanding.

Professional development will focus on writing instruction and the opportunities to utilize reciprocity in

reading instruction.


School-wide NWEA data identifies a need in all grade levels in the math goal area of computation.

Inquiry Questions:

How might we increase the culture of mathematical thinking within our school?

How might we investigate instructional practices that will lead to positive student outcomes in the area

of computation, including a goal of flexible thinking with numbers?

How might we collaborate to analyze student learning data in order to provide responsive, intentional,

and strategic supports to students?

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Staff will analyze student learning data within PLC structures to identify specifically within computation

to intentionally respond where students need strategic supports.

Teachers will utilize instructional strategies with students within a math workshop model to deepen

computation skills through collaborative structures.

Teachers will increase in use of Math Fact Fluency inventories to observe mathematical thinking

behaviors, and provide direct instruction to increase student flexibility and fluency with numbers.


Student engagement survey indicates an overall dip in students who are both highly engaged and highly

satisfied in their learning experience at Boone Meadow.

Inquiry Questions:

How might we build our understandings of cultural and global differences within our school community?

How might we consider the ways cultural aspects contribute to students’ sense of belonging and

engagement?

How might we grow collectively to best serve our increasingly diverse population academically, socially,

and emotionally?


Professional development will focus on self-examination within cultural understandings in order to

reflect and build awareness of ourselves within a global world.

School-wide audits of cultural representations within our school will be completed to provide baseline

information about how we are developing a learning environment in which all are represented and

celebrated.

To further illustrate forward planning and actionable next steps, a three-year professional development

template is embedded in the areas of literacy, math, and SEL. These goals are fluid and may change as needed

when new areas of strengths and challenges are identified.

Time-frame

Goal/Purpose District- Level Building- Level Teams Individuals

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YEAR 1 Fall Semester 2020

LITERACY: - Develop common understandings and definitions regarding balanced literacy framework – Why is this the best approach? What does it look like/sound like in action within classrooms and at varying grade levels? How do we prioritize components of literacy? What does it take to be balanced? - Cultivating a culture that these elements are a convergence of student access to varying levels of support. - Shifting thinking about planning from daily to weekly and balance across larger time frames.

- Building admin and literacy coaches led by Celena Larkey. - Monthly focus on components of balanced literacy. Visit a different building each month. - Teachers explore/ investigate the use of at least 1 Unit of Study in each Reading and Writing to acquaint themselves with the structure, depth, content, etc. Consider how it relates to the elements of balanced literacy.

- Monthly focus on components of balanced literacy led primarily by literacy coach. Also depicting differences across grade levels/bands. Sept: Read Aloud to support launching: building shared texts and classroom community. Oct: Shared Reading (and embedded phonics K-2). Nov: Word Study with emphasis on linking grammar in isolation to application. Dec: Word study with focus on differentiate spelling instruction and interactive writing.

- Use time during one session per month as a PLC to review the guiding documents created by literacy coach to create opportunity for a “deeper dive” within teams. - Ts unpack and recalibrate Units of Study to understand how they fit within the Balanced Literacy umbrella. Teams set year-long trail guides. What do the units have to offer? What more can we get out of these? How might we delineate different components? - Teams unpack at least 1 UoS in Reading to acquaint with structure, depth, content. Consider how it relates to

Reflection, and refinement of individual practice as related to maintaining the integrity or goal of a balanced literacy approach. Engage in a coaching cycle with literacy coach. Q1 coaching cycle: Balanced Literacy outside of workshop. Q2 coaching cycle: bridging skills in isolation to application

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elements of balanced literacy

SEL: - Continuation of building cultural understandings. - Deepening our restorative practice and responsive classroom approaches. - Refinement of Second Step implementation - Teacher resiliency focus upon reentry to school

- What do we “let go of” and reprioritize as a result of COVID induced eLearning experiences?

- Continuation of building cultural understandings through literacy lens. - Lean into restorative practices and responsive classroom approaches beginning with agreed expectations in common spaces. Use Conscious Discipline to guide professional learning.

- Integration of culturally responsive mentor texts. Some teams may also implement cross- curricular approach, including Teaching Tolerance Social Justice standards and Global Concepts. - Related Arts team continues development of integrated units with a cultural understanding lens

- Ts continue self-reflection work from 2019-20; begin self-review of classroom and practices to be more culturally responsive

MATH: -Primary focus, time, and energy will be on Literacy

- STEM team reading Limitless Mind and Mathematical

- NCTM conference (October); can we send a core “math

-Teams choose data strands for areas of focus

- Ongoing coaching and implementation

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and SEL goals in Year 1; therefore, in math, no specific building goals will be set, but we continue to refine our current practices based on data-driven responsiveness to students and best practices - We will use this time to build a “math lead group” from BME to prepare for Years 2 and 3 PD.

Mindsets by Jo Boaler to guide professional development

lead group” from BME to attend?

and partner with STEM coach to address student need through PLC structures. - Some teams may be ready to develop performance assessments

of best practices.

YEAR 1 Spring Semester 2021

LITERACY: - Continue to investigate and explore what balanced literacy looks like/sounds like in our classrooms. - Develop common understandings of how elements of balanced literacy are “weighted” at different grade levels.

- Building admin. and literacy coaches continue with Celena Larkey on monthly basis. - Teachers explore/ investigate the use of at least 1 Unit of Study in each Reading and Writing to acquaint themselves with the structure, depth, content, etc. Consider how it relates to the elements of balanced literacy.

- Highlight/celebrate/ share how teachers are implementing the components of balanced literacy in their classrooms. - Considerations for how to use the various resources available to us within each component of balanced literacy. Feb: Interactive read aloud and word study with emphasis on vocab Mar: integration of word study skills within shared

- Utilize one session per month as a PLC for learning lab to highlight focus the components of balanced literacy, or focus on using a specific resource or strategy within balanced literacy. (Team-directed based on student needs.) - Ts unpack at least 1 Unit of Study in Writing to acquaint

- Individualized focus on one area of Balanced Literacy. Self-directed PD – choose one component of balanced literacy to “team up” with other staff members for ongoing learning (Teams plan, teach, assess, and reflect together) - Professional texts, articles, videos provided

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reading experience Apr:

themselves with the structure, depth, content. Consider how it relates to elements of Balanced Literacy.

by literacy coaches and admin. - Ts continue with exploration/ investigation of UoS in their classrooms and through coaching.

SEL: - Begin making adjustments to instructional practices that are culturally responsive through a literacy lens. - Refinement of implementation of Second Step curriculum

- Meanwhile, continuing restorative practices and responsive classroom approaches. - Family Gatherings continue throughout building - School-wide signage to showcase “I care for myself, I care for others, and I care for this space” - Global Concepts introduction

- Integration of culturally responsive mentor texts. Some teams may also implement cross-curricular approach, including Teaching Tolerance Social Justice standards and Global Concepts. - Continuation of community service approach; celebration of students’ positive impact on their world

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MATH: - Develop/define the role of our “math lead group” and identify how it will serve students and teachers in years 2 and 3.

- STEM team finishes Limitless Mind and Mathematical Mindsets by Jo Boaler to guide professional development -Brainstorm and build a set of evolving “Math Belief Statements” to guide our work. (Utilize a process from an ICTM session and work with Flessners)

- HASTI and ICTM conferences (February) for Math and Science. Can we send a core “math lead group” to attend? - Math Lead Group to draft BME math belief statements

- Teams continue to use PLC structures to respond to student needs and data review. - With coach, explore integration of multiple math resources to meet student needs - Some teams will work on math “units of study” and performance assessments

- Coaching cycles with STEM coach to practice instructional strategies and curricular materials

YEAR 1 Summer 2021

Lean in to the Workshop component of Balanced Literacy, learn how to best lead in this ongoing implementation. Why do we believe Workshop is the best structure for students to practice independently? What is the best way to utilize the Units?

Ps attend TCRWP in NYC for Reading or Writing Institute

For BME - attend a PLC Institute to grow in capacity to leverage PLCs to measure student growth and impact efficacy of teachers to respond to student needs. (This may occur during Spring of 2021 as well)

Encourage teams to engage in a related book study – perhaps a Serravallo text? Or the green book from UoS? Other ideas?

Recharge. Continuation of individual PD.

Year 1 (2020-2021) Resources and Estimated Costs: - Celena Larkey consultant: approximately $10,000

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- TCRWP Summer Institute: approximately $8,000 (ZEF grant awarded for 5 Ps; an additional $6k for Aps to also attend)

- Related professional math and literacy texts: approximately $500 - Conference costs: $3,000


LITERACY: - Continuation of application of components of balanced literacy. - A focus on developing or deepening understanding of workshop structure/model and its role in literacy instruction. Why do we believe Workshop is the best structure for students to practice independently?

- Access to another consultant to assist/guide with implementation and application of learning. (Serravallo? Carl Anderson? Cornelius Minor? Other?) - Lit coaches and admin. work directly with this consultant on monthly basis. - Teachers asked to use at least two units of study in each reading and writing with continued team-level unpacking procedures.

- Coaches primarily lead building level PD on elements of workshop. (Green book from Units of Study?) Perhaps each month is a focus on each of the components of workshop. (T’s with 5+ years exp. – focus on structure and systems T’s with <5 years exp. – focus on conferring and assessments) - Additionally, school wide PD on how to integrate units with cross-curricular needs. Expanding on scope and sequence work, including performance assessment practices.

- Teams begin using the PLC process to assess the impact of one area of balanced literacy. (i.e. K/1st grade focus on impact of word study/ phonics and 3rd/4th focus on impact of shared reading, etc.) - Teams use Learning Labs of shared lessons as part of PLC process. - Mid or Late Fall: Consultant visits in the building to support teams with implementation of workshop.

- Reflection, and refinement of their individual practice as related to the maintaining the integrity or goal of a workshop structure and implementation of Units of Study. - Engage in coaching cycle with literacy coach with focus on one aspect of workshop.

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SEL: - Develop cross-curricular connections and cultural understandings to content

- Learn about access and equity through a math lens (imbed learning about employability standards?)

MATH: - Reflection of current practices to build a common foundation and language for our core beliefs of mathematics; determining what is present that should remain and what needs refinement

- Possible book studies: Principles to Actions Becoming the Math Teacher . . .

- Brainstorm and build a set of evolving “Math Belief Statements” to guide our work. (Utilize a process from an ICTM session and work with Flessners) - Possible Book Studies: Math Mindsets Becoming the Math Teacher . . . Pop-ins: NCTMs 8 Effective Teaching Practices Personal Goal Setting based on “Best Practice” Looking at EDM through the NCTM 8 Effective Teaching Practices Lens

- Based on PD and Math Belief Statements, Evaluate current math instruction strengths and areas for growth. - Consider/reflect on access and equity in math instruction

- Personal goal setting and work in coaching cycles with coach based on personal growth areas and student need connected to “Best Teaching Practices”.


LITERACY: Finding success in application of workshop structures, and maintaining a solid understanding of its role within balanced literacy.

Continue work with consultant – deeper dive into the nuances between guided reading and strategy groups within workshop.

Lit Coach primarily leads the building PD on small group instruction within workshop structure and its relation to responsive instruction.

Early spring and Late spring – in conjunction with a consultant, teams engage in collaborative learning labs to observe one

Job-imbedded PD through coaching cycles to learn how to weave in multiple resources and address cross-curricular

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Exposure to culturally responsive texts and approaches as well as across content areas will be important. Ongoing work with scope and sequence to blend UoS, cross-curricular standards/themes, Teaching Tolerance Social Justice standards and Global Concepts.

another in utilizing guided reading and strategy groups. Could also tie in conferring here. May or may not occur across content areas. Teams create a performance assessment for at least 1 unit of study.

learning goals in a workshop structure. Teachers may choose one specific component of workshop to focus on. Ideally, cycles are driven by student-centered outcomes.

SEL:

MATH: - Bringing our beliefs to life and action in the classroom - Build capacity of best practices and effective instructional approaches (concrete representations and multi-step problem solving) - Determining best structures in math to attain our beliefs – Math workshop? Balanced Math?

- Celebrate/highlight where we see evidence of our math beliefs present in teaching and learning - Possible Book Studies: Math Mindsets, Becoming the Math Teacher - Pop-ins: NCTMs 8 Effective Teaching Practices Personal Goal Setting based on “Best Practice” Looking at EDM through the NCTM

- Teams choose a belief or area of focus to develop together - Begin thinking in “units of study” for math – how might we restructure components of our resources to work in most effective ways. (is this a place for the possibility of action research?)

- Personal goal setting and work in coaching cycles with coach based on personal growth areas and student need connected to “Best Teaching Practices”.

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What should be present every math block? What matters most?

8 Effective Teaching Practices Lens

YEAR 2 Summer 2022

Strengthening our knowledge and understanding of leveraging Units of Study within workshop structure, and continuing to build shared leadership.

Homegrown Institute with TCRWP. Creation/development of a district-wide literacy leadership team.

Literacy Leaders within the building are identified and encouraged to serve as leaders in ongoing literacy practices.

Book study? Recharge. Continue individual PD

Year 2 (2021-2022) Resources and Estimated Costs: - Consultant cost: Approximately $10-12,000 - Homegrown Institute cost: Approximately ?? - Serravallo texts @ Workshop: approximately $300


LITERACY: Full implementation of balanced literacy, including the reading and writing units of study. Development of cross-curricular units through reading and writing instruction.

Refinement of literacy units with integrated content, including thoughtful approaches to cultural understandings, social justice standards, and global concepts.

Responsive approach to team needs, including new teacher support structures. Utilize a spiral approach to PD: 1. New to concept 2. Using, but confusing 3. Refining 4. Extending

Responsive coaching cycles based on student and teacher needs. Coaching cycles and learning labs continue. Individualized PD approach.

MATH: - Developing flexible math thinkers through problem

- Pop-ins: Low-floor High Ceiling Tasks w/ multiple entry points (Mindset

-Integration of multiple resources along with following

- Coaching cycles with STEM coach to practice

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solving and multi-step problems - Deepening numeracy skills through increased use of concrete representation of math thinking across grade levels

Mathematics, Open Middle website, DOK 3 tasks, 3 Act Math) - Opening up the math tasks we already have in EDM to make them richer for kids. Gradual Reveal as a teaching strategy for Problem Solving - Possible Book Studies: Children’s Mathematics: CGI - Pop-ins: Making the Most of Manipulatives Making Math Visual (Repeat from Last Year)

the integrity of EDM to provide rich math problem solving experiences. Teams plan with A-B-C format in mind - Study and use Mindset Mathematics Grade Level Book to incorporate visual, open-ended tasks - Put together progressions from grade levels into a cohesive document to guide instruction across grade levels.

instructional strategies of utilizing concrete representation, including manipulatives at all grade levels


LITERACY: Learning how to monitor the impact on student growth based on these adjustments, and becoming responsive in our instruction based on student needs.

Refinement of literacy units with integrated content, including thoughtful approaches to cultural understandings, social justice standards, and global concepts.

Responsive approach to team needs, including new teacher support structures. Utilize a spiral approach to PD: 1. New to concept 2. Using, but confusing 3. Refining 4. Extending

Responsive coaching cycles based on student and teacher needs. Coaching cycles and learning labs continue. Individualized PD approach.

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SEL: - Ongoing refinement of best practices based on student needs.

MATH: - Ongoing refinement of practices, based on student needs.

Year 3 (2022-2023) Resources and Estimated Costs: - -

Parental Participation Parents are supportive of Boone Meadow Elementary School, BRAVO volunteers, field trip chaperones,

enrichment programs, and the Boone Meadow Elementary Parent-Teacher Organization. The Parent-Teacher

Organization is very active in assisting the school. The organization demonstrates their interest by being a

positive support group, and earning funds to provide programs, equipment, books, student supplies, and

student acknowledgements and incentives. Formal family conferences are held at the end of the first grading

period, and are attended by an extremely high percentage of the Boone Meadow parents. This past year, a

majority of our general education classes participated in student-led conferences, and all are planning to

implement in the fall of 2018. In addition, it is common practice for teachers to facilitate additional informal

conferences with parents throughout the school year. Creation and distribution of classroom and school-wide

communication (Friday Flyer) keep parents abreast of current events. Parents’ emphasis on education is

demonstrated by the high percentage of student attendance, which is consistently 96.7% percent for the school

year.

Technology as a Learning Tool The use of technology is evident each school day in multiple capacities. Boone Meadow uses technology as a

tool when appropriate to extend and enrich the learning in a classroom; it does not replace the teaching and

learning in classrooms. Two well-equipped computer labs are used by students for writing, to produce multi-

media projects, and other standards-based lessons. Add in MCR Lab Media center computers are another

resource for research and tracking reading progress. Each kindergarten through fourth grade classroom is

equipped with teacher computer, document cameras, projectors, Soundfield systems, and intra-school

broadcasting systems. Five Kindles, fifteen iPads, thirty one iPad minis, 255 Chromebooks (130 are district-

owned, while 125 are school-owned), eight iPods, and Bright Links boards are utilized through guided instruction

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by students daily work. Additionally, teachers access and utilize Blogs, RAZ Kids, Canvas, AZ Learning, BrainPop,

Canvas, VR headsets, robotics materials, and other technological tools for ongoing learning activities.

Safe and Disciplined Learning Environment Boone Meadow’s student handbook outlines the established expectations for student behavior, corporation

policies, and school procedures. The handbook is reviewed annually by a committee of students, parents,

teachers, and is adopted by the ZCS School Board of Trustees. A copy of the student handbook is provided to

each student and is available on-line through the school’s website.

Our school creates a culture of caring, respect and personal responsibility in the following ways:

Strong in Every Way

o Boone Meadow Elementary is engaged in ZCS’s Strong in Every Way Campaign. Strong in Every

Way is an aspirational human capital campaign conceived in mid-2016 to ensure optimum non-

cognitive skills growth, grit, resilience and depth of understanding for all ZCS students. Three

domains define Strong in Every Way: 1) Developing Webs of Support, 2) Developing Assets and

Resources, and 3) Developing Cultural Understandings.

Bullying Education

o In accordance with the Indiana General Assembly passing of law (HEA 1423), changing the

definition of bullying and established bullying prevention and intervention program

requirements for IDOE and all Indiana school corporations, the ZCS School Board amended and

realigned previous corporation discipline rules regarding bullying. The complete ZCS School

Board-approved bullying policy is available on the ZCS website: www.neola.com/zionsville-

in/ Additionally, the BME guidance counselor facilitates quarterly character education, “Bullying

Bystander Boot Camp”, safe schools lessons, and bullying surveys with each class, parent and

staff member. Lesson focus on: the book, “One”, by Kathryn Otoshi, defining ‘bullying’, ‘bully’,

and ‘bystander’, discussing when and how to seek adult support, and identifying ways to be a

supportive peer.

Nurturing Positive Behavior and Environments: Life Goals and Lifelines

o The Boone Meadow teachers and students embrace a positive behavior structure which

consistently guides students to focus on the expectations of Treat People Right, and Do the

Right Thing. This is consistent with all members of our school community, in all areas/times of

the school day, and in their daily personal lives. Accordingly, student-led programs, classroom

lessons, and convocations focusing on the

o “Life Goals and Lifelines” theme are facilitated monthly throughout the school year under the

direction of the school guidance counselors, with assistance from the Student Ambassadors’

Club (student council), certified and non-certified staff, principal, and school community

members.

http://www.neola.com/zionsville-in/

http://www.neola.com/zionsville-in/

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o In the 2020-21 school year, all K-4 classrooms will implement Second Step curriculum to support

the social-emotional learning needs of our school community. Additionally, classrooms will

engage in a 6-week Healing Centered Engagement curriculum developed at the district level to

highly support and integrate SEL components as students return to school for the first time since

March, 2020.

o In grades K and 1, teachers will incorporate Nurture Group curriculum at the whole group and

small group levels to support community building and socialization. Students who demonstrate

a need for Tier 2 support in these areas will meet with the school counselor for additional direct

instruction.

Community-Based Supports

o Through additional programs, such as social health lessons through the Boone County

Community Foundation, Lunch Bunch social skills class, Lifeline Luncheons, peer facilitators, and

Cadet Teaching, Boone Meadow students pair with students within the school as well as from

Zionsville West Middle School, Zionsville Community High School and local adults to be

counseled on making good, healthy choices and establishing positive lifelong habits. The overall

focus on the life goals and lifelines supports a safe, positive learning environment for all.

Safety Plan:

o In addition to the safe environment that exists inside the school, protective measures and

procedures are in place and practiced regularly to ensure safety for students and staff from the

outside world as well.

In the 2020-21 school year, significant time and resources have been spent on safety

and mitigation strategies to reduce the likelihood of students and staff contracting

COVID-19. Most notable of these approaches include cohorting, masking, and daily

healthy screening.

Student pick-up and drop-off procedures (bus riders, walkers, bikers and car riders) are

created, evaluated, and practiced for optimal safety.

All perimeter building doors are locked at all times. Visitors and volunteers must speak

through close circuit camera intercom system and state purpose of visit to gain access

into the building through the main doors; sign in, and are issued a visitors’ badge before

being permitted to proceed to any area of the building.

All volunteers are required to pass a background check prior to having direct contact

with students or staff.

Boone Meadow’s comprehensive safety and evacuation plan is reviewed and updated

by the Crisis Response Team (CRT) annually, and is practiced regularly by all staff and

students. The crisis plan includes and involves local law enforcement and fire protection

agencies, and assesses readiness for all aspects of school safety-protection; fire,

tornado, earthquake, and lockdown drills, as well as bus evacuations. The guidance

counselor is the point person for the building’s CRT.

In 2018, Boone Meadow added a full-time School Resource Officer.

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ZCS implemented a Dynamic Student Support Team to provide intervention to students

of higher social-emotional or behavioral needs.

Students, parents, and staff are surveyed yearly for the purpose of seeking input regarding comfort level within

the school environment, safety procedures, academia, and co-curricular initiatives. Feedback gleaned from the

survey is utilized to enhance existing programs, procedures, and best practices. Overall, the environment within

Boone Meadow Elementary School is one that operates on a high level of safety, cleanliness, friendliness, and

high productivity.

Professional Development

The Boone Meadow School Improvement Planning Committee meets to determine how to achieve the school

improvement goals. Elementary principals from the five elementary schools work collaboratively and often bring

together all elementary teachers during professional development meetings/opportunities in an effort to create

like programs, expectations, and instructional practices to align State and local curricula, and to support

individual school and student needs. Monthly staff meetings are utilized for the purpose of staff development

initiatives and the continuation of on-going professional development, as well as MTSS and RtI, SEL components,

and building cultural competencies. Most recently, the BME staff is engaged in developing stronger cultural

understandings and applications of The Responsive Classroom structures and practices. Furthermore, due to the

new challenges presented with the COVID-19 pandemic, teachers are engaged in developing emotional

resiliency.

The Boone Meadow Elementary School Community works effectively and collaboratively in the form of

Professional Learning Communities. At the heart of all adult learning and professional development is student-

centered outcomes. Together, we believe that effective professional development programming:

Has the goal of improving student learning at the heart of every school endeavor

Fosters a deepening of subject matter knowledge, a greater understanding of learning, and a greater appreciation of students' needs

Helps teachers and other staff meet the needs of students who learn in different ways and who come from diverse cultural, linguistic and socioeconomic backgrounds

Provides adequate time for inquiry, reflection, and mentoring, and is an important part of the normal working day

Is rigorous, sustained, and adequate to the long-term change of practice

Is directed toward teachers' intellectual development and leadership

Is teacher designed and directed, incorporates the best principles of adult learning, and involves shared decisions designed to improve the school

Balances individual priorities with school and district needs

Makes best use of new technologies

Is site-based and supportive of a clearly articulated vision for students

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(The above bulleted points taken from: Professional Learning Communities at Work: Best Practices for

Enhancing Student Achievement, DuFour and Eaker)

Additionally, as part of our professional growth and evaluation plan, each permanent and semi-permanent

teacher develops an individualized on-going professional growth plan with a focus on teaching and learning.

Throughout the year, our teachers attend conferences, classes, and workshops that are aligned to our school

improvement goals and professional development plan. Overall, professional development at Boone Meadow

Elementary School focuses on:

Embedded and on-going professional development

Professional Learning Communities framework

Twenty-first Century skills, literacy, and on-going assessments for learning

Cultural Competencies Within Boone County, Boone Meadow Elementary is the most diverse school, with nearly 30% non-Caucasian

ethnicity. It is acknowledged by Boone Meadow staff that learners within the school setting must master

cultural competency in order to be prepared and succeed in the world in which they will live. Boone Meadow

Elementary School staff and students understand the importance of the five essential elements that contribute

to a system's ability to become more culturally competent. The system (1) values diversity, (2) has the capacity

for cultural self-assessment, (3) is conscious of the "dynamics" inherent when cultures interact, (4)

institutionalizes cultural knowledge, and (5) reflects an understanding of diversity between and within cultures.

These cultural competencies are reflected in the curriculum, the educational delivery system, and the

organization itself through attitudes, structures, policies, service delivery, and special events such as guest

speakers/performers’ presentations, cross-grade level Book Buddies, food drives, Mini-Relay for Life, service

learning projects, Life Goals and Lifelines, Community Circles, Hallway Greetings, Anti-Bullying presentations,

and student-generated performances to which members of the school community are invited and encouraged

to attend.

Section IV: School Improvement

Areas of needed improvement

Language Arts:

Percentage of students who have met or exceeded their projected growth goal on Reading NWEA is

historically lower when compared to math performance.

Instructional practices and student work within writing demonstrates a need for school-wide

professional development in order to strengthen vertical alignment, integrate learning experiences, and

increase opportunities for student application.

Mathematics:

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NWEA goal area of Computation demonstrated low achievement in grades 1-4, closely followed by the

instructional goal area of Number Sense, suggesting a need to refine instructional strategies used to

develop math fact fluency among students.

Social-Emotional Learning:

Cultural understandings must be examined and deepened in order to create a learning environment in

which all students feel a sense of belonging, and personal engagement.

Statutes and Rules to be Waived There are no statutes or rules to be waived at this time.

Timeline for Implementation, Review, and Revision The school improvement plan will be implemented at the beginning of the 2020-21 school year, review will be

ongoing, and revision will occur by July 30, 2021.

Principal’s Statement of Assurance

I assure that the Boone Meadow Elementary School Professional Development Plan complies with the Indiana State Board of Education’s (herein referred to as “Board”) core principles for professional development as outlined in 511 IAC 6.2-4-3. The plan is school based and is collaboratively designed through the PL221 process for developing a School Improvement Plan. As evidenced by the Goal Statements that are written in terms of measurable student achievement, primarily based on standardized test scores and attendance rates, the PDP honors the Board’s intent that enhanced student achievement through professional development be linked to the School Improvement Plan, and to research based approaches to effective adult learning. Specifically, the Boone Meadow plan includes professional development in the areas of teaching problem solving skills, developing the writing process, data analysis training, and science based inquiry. The variety of strategies further assures that the plan utilizes best practices including job-embedded opportunities that promote collegiality and collaboration. Professional development is integrated through these strategies in such a way to build capacity through a continuum of ongoing improvement activities that are constantly focused on improved student learning as intended by the Board.

_M. Thomas Hundley_ __August 17, 2020

Tom Hundley, Principal Date

Documents

2020-21 School Improvement Plan