Title 1/PL221 School Improvement

Plan 2017-2020

September 1, 2017

201 Ferguson Road

Michigan City, Indiana 46360 (219) 873-2105- phone (219) 873-2166 - fax

Connie Bachmann, Principal Karen Timm, Secretary

Lake Hills STEM Magnet Elementary School Improvement Plan 2017-2020

Table of Contents Lake Hills School Teams 3

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Lake Hills Elementary School Introduction 4

Location and Demographics 4

Statement of Mission, Vision and Beliefs 5

Comprehensive Needs Assessment 6

ISTEP+ Student Achievement Data 7-10

IREAD and iReady 11-13

Internal Student Achievement Data 14

Attendance 15

Safe and Orderly Environment 15-16

Curriculum and Instructional Practices 16-19

Assessments 21

Professional Development 22

Family Involvement 23-24

Conclusions about Current Educational Programs 24-25

Measurable Student Achievement Goals 25

English/Language Arts 26

Mathematics 27

Climate 27-28

Schoolwide Improvement Strategies 28

Climate Goal (Support for Students, Staff, Parents) 29-34

English Language Arts Goal 34-36

Mathematics Goal 36-37

Highly Qualified Staff 38-40

Professional Development 41-42

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Parental Involvement 43-45

Cultural Competency 46

School Funding 47

Appendices: 48-55

Checkpoint Schedules/Action Plan

English Language Arts

Mathematics

Climate

MCAS Assessment Schedule

Lake Hills Elementary School Teams 2017-2018

SWP: Section 1114(b)(2)(2)(h)

Leadership Team Shelley Deutscher STEM Coordinator Leanne Lamport Curriculum Coach Sherri Wagner Kindergarten Sheri Cox First Grade Teacher Dena Roths First Grade Teacher Leanne Rogers Second Grade Teacher Cindy LoGreco Third Grade Teacher Jane Shimala Third Grade Teacher Shariann Forker Fourth Grade Teacher Penny Will Fifth Grade Teacher Janis Mitchell Sixth Grade Teacher Renee Hall School Counselor DeAnna Munoz Parent Partner/Sixth Grade Teacher Lorraine Hoffman Instructional Assistant Connie Bachmann Principal

Climate/Positive Behavior Support Team Renee Hall School Counselor Brittany Ketcham Kindergarten Teacher Dena Roths First Grade Kristal Chenault Third Grade Teacher Rachel Krieg Fourth Grade Teacher Shariann Forker Fourth Grade Teacher Laurie Tarnow School Nurse

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Megan VanGemeren Student Support Services Dan McKinney P.E. Teacher Milton Malone Elementary Alternative Program Supervisor

English Language Arts/Reading Team Leanne Lamport Curriculum Coach Sherri Cox First Grade Teacher Grace Mazur-Biestek Second Grade Teacher Jane Shimala Third Grade Teacher Erin Lozano Fourth Grade Teacher Laura Charpentier Fifth Grade Teacher DeAnna Munoz Sixth Grade Teacher Connie Eliou Student Support Services

Mathematics Team Janis Mitchell Sixth Grade Teacher Kelly Gertner Kindergarten Teacher Stephanie Tarpo Second Grade Teacher Dianna Atrosh-Ciszewski Third Grade Teacher Sarah Hernandez Fourth Grade Teacher Michelle Haas-Milligan Fifth Grade Teacher Kathleen Parker Student Support Services

Science Technology Engineering Team

Shelley Deutscher STEM Coordinator Sherri Wagner Kindergarten Teacher Austin Ricketts First Grade Teacher Leanne Rogers Second Grade Teacher Cindy LoGreco Third Grade Teacher Penny Will Sixth Grade Teacher Candace Archer Music Teacher Diane Grams Art Teacher

Lake Hills STEM Magnet Elementary School

Introduction/ Location and Demographics

Lake Hills STEM Elementary is an urban elementary school within the Michigan City Area School Corporation, it was formerly Mullen Elementary School. In fall of 2011 Lake Hills opened as a STEM (Science, Technology, Engineering, and Mathematics) Magnet school. Lake Hills was one of nine schools selected in 2015 by the Indiana Department of Education to be designated as an Indiana STEM certified school. Lake Hills was one of fifteen schools selected to participate in the Museum of Science and Industry’s Science Leadership Initiative. Lake Hills will continue with the MSI program during the 2017-18 school. Students and staff are eligible for professional development and student educational programs.

Lake Hills' instructional design is rooted in the MCAS district priorities and perspectives—high quality instruction, career preparation, viable program choices, focusing on the achievement gap.

The student population has a 75% free and reduced lunch rate and has a diverse population consisting of the following:

Black White Multi-racial Hispanic Asian

52.1% 22.8% 15.8% 9.0% 0.8%

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Lake Hills STEM Elementary School (LHSS) is set at the southeastern tip of Lake Michigan. Adjacent to the school is a community of investment and/or summer homes. The residential neighborhood consists of diverse economic groups, Lake Hills, however is an urban school. About one fifth of Lake Hills’ students live in a two parent family setting. Ninety-eight percent of Lake Hills’ student population is bused from the inner city and other schools, while two percent of the students are walkins. Lake Hills is filled to 85% of its capacity. For the 2017-18 school year 509 students are enrolled.

Enrollment by Grades Grade 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18

Kindergarten 58 43 40 78 90 73 84 75 60 80 Grade 1 54 55 48 61 74 84 73 80 72 58 Grade 2 71 52 55 56 59 69 96 70 82 84 Grade 3 50 66 52 66 62 57 71 88 72 75 Grade 4 53 46 73 54 67 59 63 71 85 72 Grade 5 46 49 59 61 61 60 72 55 64 81 Grade 6 N/A N/A N/A N/A N/A N/A 65 68 58 61

Total Enrollment 332 317 471 508 431 402 524 507 493 509

Education Identification General Education Special Education Non-English

Language Learners English Language

Learners

91% 14.6% 97% 3%

Statement of Mission, Vision and Beliefs SWP: Section 1114(b)(2)(2)(a)(g)

Mission

The mission of Lake Hills Schools, a guiding force to optimal learning, is to develop empowered, life-long learners and a unique and integrated learning experience through Science, Technology, Engineering and Mathematics. Within a STEM focused, standards-based curriculum, students and teachers develop an understanding of the world using a hands-on, investigative approach to teaching and learning. A STEM student will:

● Inquire about their world ● Think critically to answer relevant questions and challenges ● Explore through reading, research, and investigation ● Respect and be responsible for themselves, others, and the world ● Achieve and become life-long learners

Additionally, Lake Hills STEM Magnet School ensures:

● High expectations, clearly defined goals, and respect for all ● Targeted instruction delivered by highly qualified staff ● Programs that promote academic growth, and ● Collaboration among teachers, students, families, communities and agencies.

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Vision

Lake Hills STEM Magnet school inspires to provide students with innovative tools and modern technology. Promoting the highest level of academic achievement, creativity and cooperative learning through a unique and integrated learning experience in STEM (Science, Technology, Engineering and Math) that will generate student success today and in tomorrow's world.

● 100% of students will exceed grade level Indiana College and Career Readiness standards from Kindergarten to Grade 6.

● All students and staff will be knowledgeable, caring, respectful, responsible members of the Lake Hills Community.

● 100% of students will develop 21st century skills learned through an interdisciplinary, integrated, problem-based curriculum, with a focus on critical thinking, collaboration, effective oral and written communication skills, and creativity.

Lake Hills mission and vision are available on our website: mcas.k12.in.us and are published in the annual Title I handbook which is available online to parents.

Comprehensive Needs Assessment SWP: Section 1114(b)(2)(1)

SWP: Section 1114(b)(2)(2 (h)

ISTEP+ Lake Hills’ Indiana Department of Education Accountability Grade for 2012-2015 was an A. Student growth data for 2015-2016 school year determined a drop in the school grade to C.

LHSS ISTEP+ Results Percent Pass

Gr ELA '13

ELA ‘14

ELA ‘15

ELA ‘16 ELA ‘17 Ma '13

Ma ‘14

Ma ‘15

Ma ‘16

Ma ‘17

3 79 85 71 54 46 69 91 67 53 46

4 85 88 55 50 36 83 78 43 43 49

5 65 75 54 45 39 87 95 80 61 67

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6 N/A N/A 53 63 60 N/A N/A 58 65 65

Grade Sci '13

Sci ‘14

Sci ‘15

Sci ‘16

Sci ‘17

SS '13

SS ‘14 SS ‘15

SS ‘16

SS ‘17

3 4 84 94 45 49 49 5 58 74 N/A 34 35

6 N/A N/A 51 53 35

The 2015 data created a new baseline for future assessments. The ISTEP test was revised to align with the Indiana’s College and Career Readiness Standards and was a more rigorous assessment. 2016 ISTEP+ assessment continues to assess student mastery of the CCRS. Teachers, during the summer of 2017, created and revised Math and ELA district curriculum maps which are aligned to CCRS. Each grade level teacher and the Curriculum coach has a copy of the new curriculum maps. Results show that more work is needed to ensure students achieve mastery. During the 2017-18 school year the rigor of instructional strategies and programs will be utilized to meet the requirements of the new standards. Depth of Knowledge levels will be monitored in both math and reading assessments routinely. Diagnostic testing will be completed at the end of each trimester and standards mastery tests will be administered monthly to monitor students achievement of grade level standards in both reading and math . It is evident that the drop in scores begins at third grade and increases in student achievement are seen by grade six. Additionally, during the 2017-18 the Co-teaching model will be implemented in all grade levels, ensuring all students receive grade level standards based instruction while the guidelines of their Individual Educational Plans are met.

Data from 2016-17 indicated that Lake Hills’ Math and ELA ISTEP+ data is below the state’s averages, with the exception of fifth and sixth grade math. ELA in grade six is only 4 points less that the state average. Third, fourth and fifth grades’ ELA scores are below the state average. Lake Hills school staff are utilizing district created maps in ELA and Math programs to put more rigor in instruction and ensure coverage of the standards. When LHSS 2016 data is compared to LHSS 2015 data remain consistent in grade 6 in both ELA and Math, gains are noted in grade 5 in Math achievement, however scores dropped significantly in grades 3 and 4 ELA and Math,

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To address student achievement in reading, MCAS created curriculum maps in reading using the Ready Reading, Reading Street and Springboard as the main instruction resources. Five Lake Hills’ teachers with other district teachers and administrators created grade level specific reading maps that connected CCRS, technology enhanced instructional strategies, reading resources, and Spiral reviews to ensure all students achieve mastery in grades K-6. Additionally, during the summer of 2017, all LHSS teachers participated in Ready Math and Ready Reading summer professional development and Math and Reading Curriculum Map training. Ongoing professional development will be provided during the 2017-18 school year by the Principal and the Curriculum Coach during Professional Learning Communities to review and refine instructional strategies. The focus will be data driven decision making and strategies for teaching students of poverty using materials provided by Eric Jensen. Staff will review data monthly and implement strategies to target students not achieving mastery of grade level standards in reading and math. Furthermore, a rigorous program that includes diagnostic testing, monthly benchmark assessments and individual learning paths for all students will be used with fidelity to monitor student progress. Lake Hills’ has four teachers new to the district. Two new teachers are first year teachers. Additionally, two teachers were reassigned to a new grade level. A new Curriculum Coach was hired. Veteran teachers remain at each grade level. Ongoing support for new staff and reassigned staff will be provided by the Curriculum Coach and the Principal to ensure that rigor and fidelity is the mainstay at each grade level. Grade level teams have teacher leaders as members of the Building Based Leadership Team. Grade level teachers, the Student Support Staff , the Curriculum Coach and the Principal will meet once a month to review and refine instructional techniques that will ensure success for all students. The LEA will provide support as the Co-teaching model is implemented at all grade levels. English Language Arts achievement for 2017 is not reflective of 2016 data. All grades saw a drop in student achievement with the exception of fifth and sixth grades in math. The assessment data indicates a need to change our instructional methods in order to be more successful with the students we serve. Although our teachers have worked hard to increase reading and math achievement, our students are not performing at high levels. Careful and deliberate review of programs and program implementation, and instructional strtegies will be monitored by the principal and the curriculum coach. Math, ELA, STEM and Climate committees will analyze data monthly and report findings. Schedules will be monitored to ensure that adequate time is spent teaching reading and math. Teaching and support staff realize that programs and strategies need to be improved. Primary grade teachers and intermediate grade teachers are working together to support students in ELA and Math. Student mastery of CCRS in ELA is a focus for the 2017-18 school year. LHS instructional staff is working hard to increase student mastery of ELA CCRS. Ready Reading’s Adaptive Diagnostic Testing will be used two times per year to provide valuable data to improve instruction. Monthly benchmark testing/standards mastery testing will be used to refine student individual student instructional plans using the iReady Reading Program. Technology enhanced learning path for students will be used with rigor each week to improve student learning in reading. The Curriculum Coach and the Principal will provide ongoing professional development to all instructional staff.

ISTEP+ Results by Standards 2014-2017

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ISTEP+ results by standards show the percent of Lake Hills’ students compared to the previous year’s percent passing in English Language Arts and in Mathematics. The following charts compares Lake Hills’ percent passing year to year.

Lake Hills’ ELA Standards Percent Passing Grade Reading: Literature Reading: Non-fiction

and Media Literacy Writing: Genres,

Writing and Research Writing: Conventions of Standard English

‘16 ‘17 ‘16 ‘17 ‘16 ‘17 ‘16 ‘17

3 58 46 64 45 68 43 66 46

4 50 41 49 38 46 38 46 38

5 44 42 44 42 49 40 47 37

6 65 61 61 68 67 63 64 61

Lake Hills’ Math Standards Percent Passing Grade Number Sense Computation Algebraic

Thinking, Data Analysis, Statistics

Geometry and Measurement

Math Process

‘16 ‘17 ‘16 ‘17 ‘16 ‘17 ‘16 ‘17 ‘16 ‘17

3 54 43 54 43 52 45 55 45 53 37

4 54 55 49 49 49 51 56 51 58 44

5 59 61 63 58 59 48 59 76 61 79

6 62 61 62 61 64 61 70 55 67 68

The data is alarming and indicates a need for improvement. Standards reading achievement did not improve from 2016 to 2017. Scores indicate that students need more deliberate instruction in most areas. Sixth grade’s scores remain consistent year to year while other grades tend to fluctuate

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negatively. Math scores in grade four and five show improvement this year, but drops are noted at all other grade levels. Lake Hills’ instructional staff realized that an instructional shift has to take place. Teaching with rigor and student engagement will be the focus. Developing critical thinking skills in grades K-6 will be the goal. Teachers will use Webb’s Depth of Knowledge levels to meet the challenges as they refine their teaching. Adding co-teaching in each classroom will ensure high expectations and support for all students.

Lake Hills Elementary ISTEP+ Subgroup ELA and Math Achievement 2016-17 % Passing

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● Achievement gaps between whites and other subgroups exist, except hispanics and especially between special and general education students.

● Achievement gaps between whites and blacks is significant in all grade levels. ● Percentages of students passing in ELA increased by 12% and in Math by 19% from grade 3 to

grade 6, Possible reasons are: 0 Increase rigor in standards,

○ Scope and sequence of the curriculum, ○ Professional development, ○ Transiency during school year decreases in grade 6, ○ Individual students learning gaps are met, ○ Curriculum and instructional resources ○ Progress monitoring is used to plan small group instruction and support.

● The achievement gap between special education students and general education students is very significant.

0 The special education resource teacher for grades 3-6 were new staff members, ○ The fifth and sixth grade position was static with multiple teachers and substitutes, ● Achievement gaps between white and other subgroups exist.

● Achievement gap between whites and blacks increases from grade 3 to grade 6. The gap in third grade 16% and the gap in grade 6 is 29%

● Male students outperform females in grades 3 ,4,5 and 6 in math, whereas, female students outperform males in grades 3,4,5 and 6 in ELA..

Conclusions

A change in the ISTEP+ assessment resulted in significantly lower scores in both ELA and in Math throughout the state and at Lake Hills in 2015. Additionally, changing the Indiana State standards at the beginning of the 2014-2015 school year forced teachers, students and administrators to fast-track to new strategies and programs that supported student learning of the Indiana College and Career Readiness Standards. The LEA provided multiple professional development opportunities for teachers in both ELA and Math. Changes in personnel and in teaching resources impacted scores in 2017 negatively. Professional development and monitoring of student progress, data driven instruction was provided in the summer of 2017. Continued professional development, monitoring and support for teachers is planned for 2017-18. Lake Hills STEM School staff realizes the rigor of the Indiana College and Career Readiness Standards. They with the support of the LEA are making enhancements in the math programs and improving instructional strategies in ELA and in Math. The STEM program continues to provide students with real life experience in problem solving and research. The implementation of the STEM integration into the school day will continue to give students an abundance of experiential learning to

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increase their engagement and support their understanding of real world applications of ELA and Mathematics skills/standards. The principal will monitor student growth on internal assessments and work with teachers to build on students’ strengths and address weakness. Additionally, the Curriculum Coach will provide support to grades K-6 and the STEM Coordinator will continue to support the integration of ELA and STEM. IREAD Indiana third graders took the IREAD Assessment in March, 2017. At Lake Hills 88% of the third graders passed the IREAD March assessment. Eleven students attended IREAD Summer School. Two students passed the IREAD, one was retained and the others received waivers. Students who did not pass the IREAD test worked with the Curriculum Coach in a Leveled Literacy Intervention Program. In addition, they attended remediation classes during the summer and retook the IREAD test in July, 2017. Final data shows 91% of the students passing IREAD. IREAD 2013-2017

Results Percent Passing Ethnicity All Students Black Students White Students Hispanic Students Multi racial Students

2013 55/61, 90.2% 23/28, 82% 18/18, 100% n/a n/a

2014 53/58, 91.4% 23/26, 88.5% 20/21, 91% n/a n/a

2015 68/72, 94.4% 29/31 93.5% 40/41 97.5% n/a n/a

2016 83/90, 92% 49/58 84.5% 17/17 100% n/a n/a

2017 69/76, 91% 31/34, 91% 15/19, 79% 3/3, 100% 8/10, 80%

iReady Diagnostic Grades K-6 2016-17

Beginning in 2016-17, students’ mastery of CCRS was measured using the iReady Adaptive Diagnostic tests in both reading and math. The diagnostic test were administered three times per year in grades K-6. Additionally, monthly benchmark assessments are administered to track and develop individual learning plans of all students at Lake Hills School. Moreover, mCLASS diagnostic assessments are used to determine students’ strengths and weaknesses in grades K-2. Use of both these assessments will continue in 2017-18.

At or Above Grade Level

Below Grade Level

K Grade BOY 2016-2017 12% 88%

K Grade MOY 2016-2017 35% 65%

K Grade EOY 2016-2017 53% 47%

1st Grade BOY 2016-2017 7% 93%

1st Grade MOY 2016-2017 23% 77%

1st Grade EOY 2016-2017 51% 49%

2nd Grade BOY 2016-2017 14% 86%

2nd Grade MOY 2016-2017 26% 74%

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2nd Grade EOY 2016-2017 29% 71%

3rd Grade BOY 2016-2017 37% 63%

3rd Grade MOY 2016-2017 51% 49%

3rd Grade EOY 2016-2017 49% 51%

4th Grade BOY 2016-2017 9% 91%

4th Grade MOY 2016-2017 17% 83%

4th Grade EOY 2016-2017 20% 80%

5th Grade BOY 2016-2017 11% 89%

5th Grade MOY 2016-2017 25% 75%

5th Grade EOY 2016-2017 33% 67%

6th Grade BOY 2016-2017 13% 87%

6th Grade MOY 2016-2017 20% 80%

6th Grade EOY 2016-2017 31% 69%

Students in grades K-2 who demonstrate critical needs in reading receive thirty minutes daily of Leveled Literacy instruction facilitated by Instructional Assistants. All grades implement a 90 minute reading block with 60 minutes dedicated to small group instruction facilitated by the teachers with support from instructional assistants. Sequential grade scores indicate that intensive interventions must be implemented for struggling students during the 2017-18 school year. Implementing the iReady Reading Diagnostic Assessments and subsequent individualized student learning paths did positively impact student achievement. Additionally, the data reports help teachers plan targeted differentiated instruction. The percent of students passing increased in all grade levels from BOY to EOY, but a large percent of the students are still below grade level in all grades at the EOY. However, not significantly. The learning paths generated by iReady Adaptive Assessment need to be monitored and revised more closely, and so does student engagement during use. Internal Data Both formative and summative assessments are used routinely to progress monitor students achievement and to drive instruction. Data is analyzed and students’ strengths and weaknesses, as well as instructional gaps are determined. Units of Study was adopted during the 2013-14 school year. Teachers were in-serviced and used the program as the foundation the writing program. Teachers also used the class patterns and trends rubric and reporting forms as they analyzed student writing progress. Two conclusions were reached: first Units of Study is a viable instructional program that improves students’ writing, and secondly, the data collection process is extremely cumbersome as it defines nine categories to be scored on each student’s writing assessment. The ELA committee and the staff determined that the response to reading and subsequent scoring rubric will be used to monitor writing in 2017-18. Units of Study will be used as a teaching tool.

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Ready Math and the iReady adaptive assessment program is the core math program adopted for the 2016-17 school year. This program provides customized evaluations of students, instructional resources for each standard and will pinpoint gaps in instruction and increase student achievement. This program will continue to be used. Science and Social Studies instruction and assessments are developed by teachers using Pearson Science and McGraw Hill Social Studies programs. Teachers in grades 4 and 6 prepare students for the ISTEP+ Science Assessment, while teachers in grade 5 prepare students for the ISTEP+ Social Studies assessment. The STEM coordinator supports teachers in all grade levels by facilitating integration of content area subjects into the core curriculum.

Lake Hills Attendance Data 2010-2017

Attendance by Grade Level Grade 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16 2016-17

Kindergarten 95.3% 94.7% 94.4% 93.70% 92.9% 94% 93.9% 93% Grade 1 96.1% 96.1% 96.4% 95.00% 94.8% 94.8% 96.5% 93% Grade 2 96.1% 97.4% 96.1% 96.30% 95.6% 95.6% 96.1% 94% Grade 3 96.7% 96.9% 96.3% 96.10% 97.1% 96.5% 96.5% 95% Grade 4 97.0% 97.3% 96.8% 97.20% 96.5% 96.5% 96.3% 95%

Grade 5 97.9% 96.7% 96.8% 96.00% 96.8% 95.5% 95.8% 95% Grade 6 N/A N/A N/A N/A N/A 96.0% 96.4% 95% All Grades 96.1% 94.2% 94.5% 95.60% 95.5% 95.5% 95.9% 94%

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Attendance at Lake Hills is consistently around 95%. There was a 1% drop in 2016-17. Good attendance is supported by the District Attendance Officer and the school staff. Calls to the homes of absent students are made daily and attendance is monitored. Notes to parents/guardians are sent after the third, fifth and seventh absence. Parents/guardians of students with excessive unexcused absences must participate in the Project Attend Program. The Elementary Alternative program is also used for consequence of misbehaviors as an alternative to suspension to ensure students stay in school. The school celebrates good attendance by honoring students with perfect attendance and classes with attendance above 96%.

Safe and Orderly Environment

To develop consistency and uniformity in school climate a schoolwide discipline plan was developed. Schoolwide and classroom procedures were determined. The plan includes consequences as well as rewards. The plan is discussed with the students and distributed to parents at the beginning of the school year.

An elementary alternative placement program allows students to correct behaviors at school and continue instructional work in lieu of suspension. The data shows that the majority of school discipline problems are a result of class disruption and fighting. Positive Behavior is implemented at Lake Hills Elementary school. Procedures for a safe and orderly school are established by students and staff. PAWS rewards are used to reward students who independently make good choices and act as positive role models at school. Behavior plans are created by teachers, parents, and students to support students that need intense interventions. The Climate Team is in the process of reviewing and revising the program based on the Parent, Student and Teachers Surveys taken in December of 2016. It is the goal of the Climate Team to put in place a program that reduces referrals made to EAP. Revisions to our current Climate Action Plan have been made.

Elementary Alternative Program Data (EAP) 2016-2017

Cyberbullying 2 Other Inappropriate Behavior 82

Verbal Bullying 13 Physical Aggression to Staff 13

Disruption/ Insubordination 1956 Physical Aggression to Students 529

Destruction of Property 2 Profanity 33

Fighting 19 Theft 32

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Inappropriate Behavior/Sexual 17 Verbal Aggression to Staff 51

Verbal Aggression to Student 59

Total 2812

While the number of discipline referrals is significant, it must be noted that most of the infractions are due to the choices of about only 30 students. Keeping this in mind, the Lake Hills Connection Mentorship Program is being developed during the 2017 school year to help address the needs of these students.

Curriculum and Instruction Practices SWP: Section(b)(2)(2)(c) SWP:

Section(b)(2)(2)(b)(c)

Curriculum MCAS curriculum extends from Kindergarten through grade 12. Curriculum is accessible for all content areas and grade levels on the district website. The instructional day at Lake Hills STEM Magnet School is five hours and thirty-five minutes. Instructional planning is based on Indiana College and Career Readiness Standards. To ensure implementation of the intended curriculum the district has created grade level curriculum pacing guides and vocabulary lists aligned to Common Core and Indiana Standards. Lake Hills' teaching staff are members of Indiana Department of Education Learning Connection. Lake Hills STEM Magnet Elementary School provides for each student:

● A curriculum for Kindergarten through grade 6 in English Language Arts and Mathematics: 0 Core Academic Curriculum for grades K-6 includes English Language Arts (reading, writing,

speaking, listening, and language), Mathematics, Science, Social Studies, Health, Art, Music, and PE.

○ Core reading framework (Reading Street/Pearson Grade K-5 and SpringBoard Grade 6, iReady Teacher Toolbox, Adaptive Diagnostic Testing and individual learning paths for students K-6)) which includes the five components of reading, literary and informational text, and strategy instruction which is aligned to Indiana State College and Career Readiness Standards for grades K-6.

○ Core math framework is the MCAS Pacing Guide and Curriculum Map with resources, (Ready Math) supplemented in grades 3-6 with CARE Math/Algebra Readiness Program aligned with Indiana College and Career Readiness Standards.

○ Core writing framework (SpringBoard English Language Arts and Luci Calkins' Units of Study) advances writing as a response to reading and develops higher-order thinking through writing in all content areas.

○ Core Intervention programs aligned to Indiana State College and Career Readiness Standards to support students requiring supplemental support.

● A STEM curriculum aligned to Indiana College and Career Readiness Standards provides students with

opportunities to explore greater depths of all of the subjects by utilizing the skills learned in reading, writing, and mathematics:

0 STEM is the driving force of the standards-based curriculum and instruction used at LHS. ○ Students become empowered and owners of their learning;

▪ Critical Thinkers, Problem Solvers, Decision Makers ▪ Self-Confident Learners, Cooperative Learners and Independent Thinkers

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▪ Motivated Learners, Effective Communicators, and Risk Takers ● Teachers use the Indiana College and Career Readiness Standards to ensure:

○ Consistency in academic language, ○ Expectations in skills and application of practices at the end of each grade level, ○ Rigor for transfer of those essential strategies necessary for successful achievement of the

Indiana College and Career Readiness Standards ● Teachers ensure instruction is aligned to Indiana College and Career Readiness Standards by:

0 Using the IDOE's Learning Connection, ○ Creating integrated curriculum maps and pacing guides, ○ Monitoring pacing guides during grade-level collaboration to review timelines, instruction,

student achievement , and ○ Utilizing the support provided by the Curriculum Coach and STEM Coordinator

In order to ensure that all students are meeting Indiana Academic Standards, Lake Hills STEM Magnet School utilizes core programs in all academic areas.

Reading/ Balanced Literacy Program SWP: Section(b)(2)(2)(d)(f)

Grades K-6 Balanced Literacy/Readers Workshop Model (90 Minute Block)

● Whole Group Instruction: ● Booktalk, Read Aloud, Mini-lesson (5-10 minutes) ● Any combination of Three Reading Contexts/Rotations

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● ●

●

Independent Reading Students read choicebooks in their lexile range. Conferring with Teacher 20-30 minutes daily

● Small Group-Teacher Led Guided Reading

● Reading skill guided lesson based on grade level College and Career Readiness Standards. ●

20 minutes daily

● Literature Stations Reinforces Small

● Activity that reinforces skills taught in guided reading small group lesson. Includes computer reinforced lesson and purposeful activities.

● 20 minutes daily ● Whole Group Teacher Led Wrap-up, group sharing and evaluation: 5-10 minutes daily

Reading Block ● 90 minutes daily for all students—K-6 ● Tier II/III readers K-6; additional instruction daily 30-60 minutes using My Sidewalks and Leveled

Literacy. Instructional Standards-based Reading/Writing/Phonics Programs grades K-6

● Reading Street Core Reading Program K-5 ● Ready Reading pilot in grades K-6 ● Springboard Collegeboard Reading Program Gr. 6 ● i-Ready Diagnostic Reading grades K-6 ● Ready Reading Teacher Toolbox Resources ● My Sidewalks Intervention Program; Tiers II/III ● iReady Standards Mastery Assessments (2-6) ● Luci Calkins' Units of Study Writing Program ● Stephanie Harvey's ToolKit Strategies ● MCAS Reading Pacing and Curriculum Map is used with rigor K-6

Mathematics Instruction Math Block

● 60-75 minute block for all students—K-6 ● Computer/Web-based iReady Adaptive Learning Paths ● MCAS Math Pacing and Curriculum Map with the Ready Math Program is used with rigor K-6 ● iReady Diagnostic Math grades K-6 ● iReady Standards Mastery Assessments (2-6) ● CARE Math Program (Conceptual Algebraic Readiness for Everyone) is used weekly in grades 3-6 ● Professional Development and support provided by Purdue/MCAS Math Grant for grades 3-6 ● Number

Talks book as a resource for all teachers Science Instruction

● Pearson Interactive Science Program K-6 ● Museum of Science and Industry Support Programs and Professional Development for staff ● Science

Notebooks ● All students in grades K-6 work on the following Science topics in this order:

○ Life Science ○ Physical Science ○ Earth and Space Science ○ Engineering and Technology in infused in each trimester into the Science topics

STEM Instruction

● Project Lead The Way K-6 ● Engineering Design Process infused into the STEM curriculum ● Ozbots to teach coding and programing, K-6 ● Code.org activities, grades K-6

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● Scratch Coding/Blocky K-6 ● Raspberry Pi Grade 5-6

Social Studies Instruction

● McGraw Hill Indiana Standards/Social Studies hardback and online textbook, K-5 ● Holt McDougal The Western World, Grade 6 ● Benchmark Connections online, K-6 ● Text Connections, K-3 Technology

Technology is state of the art at Lake Hills Elementary. It is an integral part of the STEM focus at Lake Hills School. Technology is a tool used to advance learning in the following ways: Internet Resources, student and staff presentations, online assessments, instructional support tutoring such as, Internet Research, and geographical learning with the Electronic Globe.

Technology for students and teachers include:

● Personal wireless teaching station, a large screen monitor mounted at the front of each classroom in the intermediate grades

● Interactive Panaboards in grade 2 ● Promethean Boards in Kindergarten ● An Elmo for instructional presentations ● Third and fourth grade classrooms have a shared learning area with nineteen computers ● Four computer stations in grades K-2 classrooms ● Chromebook Mobile Labs in grades 3-6, (two per grade level) ● Sixth graders are a One-to-One classroom using Chromebooks ● Two computer labs, each with thirty computers ● 70 Ipads for classroom use ● Additional Chromebook Mobile Lab (30 chromebooks) ● Wireless notebook and electronic grade book ● District Technology Assistant provides staff and students with support in the labs and in the classrooms

when needed ● Plethora of Web-based Instructional Resources ● Distance Learning ● Reading and Math Personalized Instructional Paths

Technology is used to extend access to learning resources beyond the school day ● Parent Access of students’ progress and grades ● Google Doc ● MCAS websites ● Teacher Web pages

Expectations for students include: ● Learning online research techniques ● Word processing skills ● Presentation Skills/ Power-points ● Keyboarding skills ● Coding/Computer Programing

Instruction Instructional staff at Lake Hills STEM Magnet School is provided with a core framework to ensure all students reach high levels of mastery. Additionally, opportunities for additional time are provided for students who have difficulties reaching mastery, as well as students demonstrating advanced levels of learning.

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Grade Level teachers receive support and professional development to plan rigorous and relevant standardsfocused lessons and projects that engage students in authentic learning, teach 21st century skills and demand demonstration of mastery.

● Grade level teams have a minimum of one and one half hours weekly for collaboration. ● Collaborative activities include data collection, data analysis, and subsequent instructional planning. ●

Principal consistently provides support as the instructional leader. ● Curriculum Coach and STEM coordinator support instructional staff in the creation of

instructional integration maps K-6, standards-based lessons and effective instruction, and instructional resources.

Teachers provide a variety of ways for students to work and to learn. They provide opportunities for students to learn from each other, hear perspectives, thoughts, work collaboratively, and solve problems. Resources include:

● The Comprehension Toolkit/ Stephanie Harvey ● Gradual Release Responsibility Model ● Ready Math--Math Routines ● Project-Based Learning ● Engineering Design Model ● Number Talks ● Eric Jensen Brain Based Teaching Strategies

The Reading Leadership Team with support from the Principal, Curriculum Coach, and the staff developed a school-wide plan to address the needs of all student learning groups. The plan outlines in detail the instructional reading block, the assessment used, and interventions for all learning Tiers. The Reading Leadership Team reviews data collected at the end of each trimester, plus reviews the plan twice each year to ensure that the needs of all students are met. The ELA goals and benchmarks are included in this plan. The Math and STEM Teams with support from the Principal, STEM Coordinator, and the staff developed goals and benchmarks for all students in the area of Mathematics, Science, Technology and Engineering. Additionally, the team oversees all project-based learning projects and coordinates STEM Celebrations of Learning are held each trimester. The Math goals and benchmarks are included in this plan. The Climate/SWPBS Team with support from the Principal, the school counselor, and the staff work collaboratively to develop the school-wide SWPBS plan. They have outlined a plan to increase attendance, decrease referrals to the office and suspensions. They hold events each trimester to promote a positive school climate. The Climate goals and benchmarks are included in this plan.

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Assessments (SWP: Section 1114(b)

(2)(c)(g)

Lake Hills Elementary utilizes various assessments to obtain student information and data, and to plan instruction. Data is analyzed routinely during monthly grade level collaboration or during the weekly Professional Learning Communities Meeting. The assessments are both formative and summative, and include

● ISTEP+ ● IREAD-3 ● Reading Street Assessments ● Springboard Embedded Assessments ● Teacher-created Assessments for content area ● District Created Assessments ● iReady Adaptive Diagnostic Math and Reading Assessments ● iReady Standards Mastery Assessments

Explanation of Assessments used at Lake Hills STEM Magnet School:

● ISTEP+: measures ELA and mathematics in Grades 3-8, science in Grades 4 and 6, and social studies in Grades 5 and 7. The assessments consist of two major components, the Multiple-Choice Assessment and the Applied Skills Assessment (open-ended). The Multiple-Choice and Applied Skills assessments are criterion-referenced and are designed to measure students’ mastery of the Indiana Academic Standards. ISTEP+ will be administered in two sessions between March and May.

● IREAD-3 (Indiana Reading Evaluation and Determination): an assessment to measure foundational reading standards through grade three. Based on the Indiana Academic Standards, IREAD-3 is a summative assessment that was developed in accordance with PL 109 from 2010 that “requires the evaluation of reading skills for students who are in grade three beginning in the Spring 2012 to ensure that all students can read proficiently before moving on the grade four.” IREAD-3 includes three test sessions, that are comprised of multiple-choice questions only. The assessment is based on Indiana Academic Standards, specifically assessing foundational reading skills through grade 3.

● iReady Adaptive Diagnostic Math and Reading Assessments: assessments pinpoint student’s needs in reading and math down to the domain and sub-skill level by using sophisticated adaptive logic, and a bank of thousands of test items. Once the assessments have been completed, the Instruction component of the i-Ready program takes over, automatically placing students in lessons targeted to their needs. ● iReady Standards Mastery Math and Reading Assessments The robust feature set in i-Ready Standards Mastery was designed to prepare students for success on the new state and consortium assessments. Its rigorous assessments include a wide range of technology-enhanced items that effectively prepare students for the new assessment demands. Reports provide a simple but powerful view of students' mastery of standards at the district, school, class, and individual student level as well as item-level analysis. Teachers are also equipped with rich instructional recommendations based on Curriculum Associates' proven Ready and i-Ready instructional programs, providing support for remediation and re-teaching of standards.

● Reading Street Benchmark and Unit Assessment: a comprehensive approach to integrating the Common Core State Standards. Key features include knowledge of unit skills, writing proficiency. Assessments include: Baseline Group Tests, Weekly Selection Tests, Fresh Reads for Differentiated Test Practice, Unit and End of Year Benchmark Assessments aligned to the Common Core State Standards.

● Teacher-created/District Assessments: school-wide grade level common assessments given in grades K-6 are administered at each grade level by core content area and results are used to plan instruction and/or remediation for the next interval/ trimester. Trimester writing assessments are given at grade level K-6.

● Springboard Embedded Assessments: are tasks and questions that guide thinking and analysis. The embedded assessment are both formative and summative assessments that develop higher order thinking skills in both reading and writing.

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Professional Development

(SWP: Section 1114(b)(2)(3)(4) During the 2016-17 school year and during the summer of 2017 Lake Hills’ staff participated in professional development opportunities. Individual and small group participants shared and will continue to share information with all staff members during monthly staff meetings, Professional Learning Communities, and during grade level collaboration. Professional Development foci during the 2017-18 school year included:

● Algebraic Reasoning Training/CARE Math ● Grade level teams engaged in book studies and professional development videos on effective

instructional strategies, as well as professional dialogue relating to student data, instructional needs, and response to intervention.

● Ongoing professional development for instructional staff provided during the school day by the Curriculum Coach and the STEM Coordinator. They provided support for district curriculum implementation, instructional strategies, assessment initiatives, and STEM project-based learning.

● College and Career Readiness Standards, STEM implementation, Professional Teaching Standards, and additional book studies.

● Professional Learning Communities (weekly) focused on Math Process Standards. Teacher leaders trained and supported staff to understand and implement process standards in their daily instruction.

Professional Learning Communities twice per month during the 2017-18 school year will focus on Eric Jensen Poor Kids Rich Teaching; professional development series to improve school climate and subsequently reduce discipline referrals.

● Other PLC (twice per month) will be devoted to refining instructional strategies and supporting staff as we make instructional shifts to meet the achievement of all students.

● Lake Hills’ staff will receive additional support for LEA Special Education office, the building principal, and the curriculum coach as co-teaching is implemented.

● Lake Hills staff that attended summer professional development will also facilitate at PLC and at staff meeting on the varied programs, resources and strategies.

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Parent/Family Involvement Lake Hills’ staff and students are

committed to celebrating learning with families and the community. The STEM coach works diligently to obtain community experts to volunteer at Lake Hills throughout the school year. Parents and students celebrate their learning at the Family Nights hosted by Lake Hills’ staff throughout the year. Purdue Northwest University Science Methods’ students volunteer at two family nights providing hands on activities for families.

Participation and Family Events 2016-17 Family Events Number of Participants

Open House 250 Fun Fair 300

Trimester Awards Ceremonies 60+each trimester Parent Conference Day (fall) 250 Parent Conference Day (spring) 250 Winter Music Program 300 Spring Music Program 300 Holiday Fair 150 Jr. Achievement 6 Monthly Parent Group Meetings varied Book Fair (fall and spring) 400+ each Field Day 30 Classroom Volunteers and Study Trip Chaperons 125 Library Volunteers 3 STEM Celebrations of Learning (trimester) 400+ per event STEM After School Club volunteers (fall and spring) 12 each Coding Night 120

Community and Family Connections to Support Student Achievement

Event Month Time

Activity Description Community Back to School Rally

August Before School Begins

MCAS and community organizations provided an afternoon of food, activities, and free school supplies.

First Day of School Celebration

August School Day Parents go to class with their child(ren) to meet the teachers and attend a schoolwide assembly.

Open House August Evening Families are informed of the Title 1 program and AYP status. Families are introduced to the staff, tour the school, and visit classrooms.

Fun Fair Fall Evening Families engage in fun activities and eat supper.

Pancake Breakfast November School Day Parents/guardians and their children share breakfast, engage in games and activities, and visit classrooms.

Volunteer Recognition May School Day Community and parent volunteers are recognized and celebrated.

Field Day May School Day Parent volunteers support cooperative games.

Three STEM Celebrations of Learning

October February April

Evening Families engage in STEM related activities, visit exhibits and activities facilitated by community groups, and view student projects in their classrooms.

STEM After School Clubs Fall Spring

After School Parents and community volunteers facilitate STEM activities with K-4 students in 3 week blocks.

Girls on the Run Spring After School Sixteen girls in grades 3-5 met for 10 weeks and worked on Character Education while they trained for the 5K race.

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Conclusions About The Current Educational Program

Student Achievement Conclusions

The following conclusions are based on the ISTEP+ and Internal data analysis.

Lake Hills ISTEP+ data shows decreases in student achievement. The assessment was changed dramatically, with increased rigor and expectations. ISTEP+ data was released to schools on August 16, 2017 giving us little time to make dramatic decisions to restructure academic programs. However, the Lake Hills Leadership Teams are in the process of digging deep into the data to make instructional shifts that will engage students in productive conversations in mathematics, reading and content area subjects. Through intentional professional development teachers will improve discourse strategies and structure learning environments to deepen engagement and support learning. Using effective strategies will support students as they learn to participate in mathematical discourse and to become independent readers and learners. Lake Hills’ focus for the 2017-18 school year is to increase teacher effectiveness in ELA and Math. Support is provided by the curriculum coach and the principal.

● The curriculum coach meets monthly with grade level teams to review student data and aid teachers as they plan interventions for students not achieving grade level standards and she supports teachers their instructional strategies. Additionally, she monitors closely the balanced literacy and math programs in each classroom, and provides support to teachers as they implement the program.

● The curriculum coach monitors the instructional assistants’ progress as they support literacy in classrooms.

● Additionally classroom teachers will provide the principal with a monthly student data report highlighting student academic progress, attendance and behavior.

Overall results indicate that LHSS students continue to perform below expected levels. Diligently, the staff is working to regain the high levels of standards mastery achieved in the past. New programs in reading and in math aligned to CCRS are being used. Professional Development initiatives are supporting teachers as they lessen the achievement gaps. Teacher leaders are being utilized to support new staff to ensure that student achievement increases. Specific Areas Where Improvement is Needed Immediately Lake Hills’ curriculum and instruction are aligned with the school’s mission, vision, and goals. However, the following points need to be addressed immediately in order to improve weak areas, maintain strength, and improve School Report Card Grade to A.

● Review all current instructional strategies and collect data to analyze program effectiveness. ● More carefully align instruction with standards and iReady Math and Reading standards’ assessments. ● Begin to implement co-teaching to provide additional support strategies and progress monitoring for

special education students in reading and math. ● Review special education students’ IEP’s to reduce pull out time and provide support for them in the

general education classroom. ● Review and monitor implementation of the Balanced Literacy and Math programs to insure that

alteachers provide a minimum of 60 minutes daily of math instruction daily and 90 minutes of reading instruction daily.

● Provide additional time for at risk students to develop math and reading fluency.

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● Continue to differentiate instruction for at risk and high ability populations using more defined tiers of instruction.

Starting with the 2011-12 academic year, the State Board of Education adopted the use of a new methodology for determining a school or corporation's grade (A-F) based on students' academic growth. Lake Hills' school received a grade of B for 2011-12, an A for 2012-13, A for 2013-14 and was held harmless for 2014-15, and a C for 2015-16.

The Reading Plan and Math Plan addresses the need for improvement in instructing students in the Top 75% on ISTEP+ to make state expected growth.

ISTEP+ scores indicate the gaps between ethnic groups are not narrowing significantly at Lake Hills. Lake Hills’ students have attendance that remains steady at 94%. Solid attendance will continue with positive partnerships with home and school.

Professional Development Conclusions: The current framework addresses all three tiers of quality professional development: (1) building shared knowledge across all staff; (2) small group collaboration and problem solving to support implementation; and (3) support for individual teachers.

There is a need for more refined training in differentiated instruction for all staff, student engagement strategies, effective classroom management strategies, and curriculum expectations with ongoing support for new and current teachers.

Professional Development in curriculum and instructional planning will continue throughout the year. Additional professional development in reading and writing instructional strategies, cultural competency, math curriculum implementation, and teaching children living in poverty will continue through Professional Learning Communities.

Parent Involvement Conclusions: A variety of activities to promote positive partnerships with families is offered. Family events that offer food and entertainment are well attended; however, parent workshops connected to learning are not. Innovative strategies to involve all parents are needed. Parents readily volunteer when called, but only a small group of parents consistently attend the monthly parent group meetings. However, their dedication and work enhances community/family events, classroom projects and student initiatives.

Volunteers continue to increase in all areas; classroom instructional support, study trip chaperons, library circulation management, expert presentations at school and off campus, and after school club facilitation.

Measurable Student Achievement Goals Lake Hills’ staff has determined the following goals and benchmarks in the areas of English Language Arts, Mathematics and School Climate. It is the philosophy of the school that it is through a safe and orderly environment that real learning occurs. Each member of the Lake Hills staff participates in one of the school leadership teams. Each leadership team monitors one of the school-wide achievement goals: English Language Arts, Mathematics, and School Climate. Additionally, at least one representative from each grade level, the Curriculum coach and the STEM Coordinator are members of the school's Leadership team. The teams meet monthly, review data from both summative and formative assessments and as a result the following goals have been set.

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English Language Arts Goals

By Spring 2018-2020 100% of 3rd, 4th, 5th, 6th graders will meet Indiana College and Career Readiness Standards in Reading as measured by ISTEP+ English Language Arts assessments and IREAD assessments in grade 3.

By Spring 2018-20 100% of Kindergarten, First , Second graders will show grade level growth iReady Diagnostic Assessment.

Growth expectations are for all students in a chronological grade, independent of placement level in i-Ready

Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade Sixth Grade

46-60 46-60 39-52 30-44 19-27 19-27 15-23

Reading Benchmarks Mid-year Goal

100% of Kindergarten through Second Grade students will increase their reading level from BOY to MOY by a minimum of one level by showing growth in fluency and comprehension as measured by tmCLASS.

End year Goal

100% of Kindergarten through Second Grade students will increase their reading level from MOY to EOY by a minimum of three levels by showing growth in fluency and comprehension as measured by mCLASS .

Mid-year Goal

100% of Third, Fourth, Fifth and Sixth Grade students will show grade level growth from beginning of year iReady Diagnostic Test to mid-year iReady Diagnostic Test ● Third Grade iReady Scale Score points >15 points.

● Fourth Grade iReady Scale Score points is >10 points. ● Fifth Grade iReady Scale Score points is >10 points ● Sixth Grade iReady Scale Score points is > 8 points

End-year Goal

100% of Third, Fourth, Fifth and Sixth Grade students will show grade level growth from mid-year iReady Diagnostic Test to end-of year IReady Diagnostic Test ●

Third Grade iReady Scale Score points >15 points. ● Fourth Grade iReady Scale Score points is >9 points ● Fifth Grade iReady Scale Score points is > 9 points ● Sixth Grade iReady Scale Score points is >7 points

iReady Reading Adaptive Diagnostic Assessment 3 times per year

Writing Benchmark ● By spring 2018 (on-going), >90% of K-6 students will write on grade level

○ EOU (end of unit) Units of Study Trimester Assessments: (Beginning of trimester, middle of trimester, end of trimester)—November, February, May.

● By spring 2018( on-going) >90% of 1-6 students will score 1.5 on the short response rubric provided by the Ready Reading Program and >90% of 1-6 students will score 3 on the Ready Reading Rubric on the Extended Response portion the Interim Assessments

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Mathematics Goals By Spring 2018-2020 100% of 3rd, 4th, 5th, 6th graders will meet Indiana College and Career Readiness Standards in Mathematics as measured by ISTEP+ Mathematics assessments. Math Benchmarks

● By Spring 2018 (on going), 100% of K-6 will demonstrate grade level math standards by scoring > 80% as measured by iReady Diagnostic Math Mastery Assessments.

● 100% K-6 students will demonstrate grade level growth using iReady Diagnostic Math Assessments.

Growth expectations are for all students in a chronological grade, independent of placement level in i-Ready

Kindergarten First Grade Second Grade

Third Grade

Fourth Grade

Fifth Grade Sixth Grade

EOY Point

Growth

32-41 30-39 27-36 27-36 22-31 20-29 13-23

Climate Goal: As a result of support for continuous achievement promoted through a safe, research-based brain compatible environment and utilizing Schoolwide Positive Behavior Support (SWPBS) initiatives, by spring 2018 ≥ 90% of the Lake Hills School 3rd, 4th, and 5th grade students will meet State Standards in English Language Arts and Mathematics as measured by ISTEP+. Climate Benchmarks:

Increase student attendance: ● By spring 2018, attendance rate ≥ 96% ● By spring 2019, attendance rate

≥ 97% ● By spring 2020, attendance rate ≥ 98%

Increase student and staff satisfaction with general school environment and safety ● By spring 2018, student and staff surveys will indicate ≥ 70% satisfaction with school

climate ● By spring 2019, student and staff surveys will indicate ≥ 75.5% satisfaction with school

climate. ● By spring 2020, student and staff surveys will indicate ≥ 80% satisfaction with school

climate Decrease suspensions and office referrals

● By spring 2018, suspensions and office referrals are decreased by 5% ● By spring 2019, suspensions and office referrals are decreased by 8% ● By spring 2020, suspensions and office referrals are decreased by 12%

Increase Parent Participation in Parental Guidance and Support Programs ● By spring 2018, parent attendance is increased to 5% ● By spring 2019, parent attendance is increased by 8% ● By spring 2020, parent attendance is increased by 12%

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Schoolwide Reform Strategies SWP: Section 1114(b)(2)(2)(h)

(SWP: Section 1114(b)(2)(8)

Participatory leadership is practiced at Lake Hills School. The Schoolwide Leadership Team oversees the school improvement process. Members of the team include the principal, the school counselor, the STEM coordinator, and the Curriculum coach, teachers from various grade levels, instructional assistant, and a Lake Hill’s parent. Lake Hills has three school improvement goals: English Language Arts, Mathematics, and School Climate. Teacher-led teams ensure that each goal’s strategies are implemented based on data. The teams meet monthly to review data, monitor student progress on benchmarks, and strategy implementation. The teams report data trends, curriculum needs, strengths and weaknesses each trimester. Additionally, teams recommend and/or facilitate professional development for the staff. In conjunction with Lake Hill’s parent group grade level teams plan and work with the STEM coordinator to plan family involvement events and school wide immersion days. Student and parent surveys were conducted during December 2016/January 2017 in order to gauge the current climate of the building. Students reported these as the top strengths of our school. (Grades 3-6):

● My teacher helps me when I do not understand. ● My teacher treats me with respect. ● I am learning things that will help me when I grow up. ● I understand what is expected of me to get good grades.

The top concerns of the students were:

● All students who break the rules are treated the same. ● Students in my school understand and follow the rules. ● Students at my school treat me with respect. ● Students feel safe at my school.

Parents indicated these as the top strengths of our school:

● I respect the school principal. ● I believe the school provides a safe learning environment. ● Overall, I believe my child/children are receiving a quality education at Lake Hills.

Top parental concerns were:

● The students show respect to other students. ● There is adequate playground supervision during school. ● If your child was bullied, did the school address the issue in a timely manner?

The climate team along with a sub-team of the Building Leadership Team is brainstorming ways in which to address these concerns. Some ideas are:

● Continue to build relationships and solve problems with daily classroom community circles. ● Using and promoting a weekly life skill in class utilizing lessons from C.L.A.S.S. resources. ● Develop a schoolwide after school anti-bullying club. ● Establish a peer mediation program for grades 2-6 ● Having male mentors speak to upper grade boys about making positive daily decisions and life

choices. ● Using partner grade levels more often (different grade levels with “buddies”). ● Communicating to students what general consequences will occur for major or frequent

infractions (classroom disruption/insubordination and physical aggression toward students

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● Adjust our referral reporting procedures to accurately reflect where the referrals are most occurring in an attempt to develop interventions in those settings.

● Utilize staff to serve as volunteer mentors to those students with the most discipline referrals last year under a program called “Lake Hills’ Connections”.

○ Staff members agree to meet once per week to develop a relationship and offer assistance and support as needed.

On a positive note, in all grades 3-6, most students responded with proactive strategies to handling bullying as opposed to trying to hurt or get even with a bully.

Climate Goal/ School-Wide Positive Behavioral Interventions and Supports Research indicates and the Lake Hills staff believes that for students to achieve academic success, a safe and supportive learning environment must first be established. To increase student academic success, School-Wide Positive Behavioral Interventions and Supports (SWPBS) are promoted. SWPBS help to teach school-wide procedures to all students and to address challenging behaviors. The emphasis is on continuous, data-based improvement. All climate initiatives are designed and actualized under the umbrella of SWPBS activities.

“Improving academic and behavior outcomes is about ensuring all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. SWPBS provides an operational framework for achieving these outcomes …. SWPBS is a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.” (Office of Special Education Programs Center on Effective School-Wide Interventions, Positive Behavioral Interventions & Supports, May 4, 2009, www.pbis.org)

Climate Goal:

As a result of support for continuous achievement promoted through a safe, researchbased brain compatible environment and utilizing SWPBS initiatives, by spring 2018 ≥ 90% of the Lake Hills School 3rd, 4th, 5th and 6th grade students will meet State Standards in English Language Arts and Mathematics as measured by ISTEP+.

● By Spring 2018 > 95% ● By Spring 2019 =100% ● By Spring 2020=100%

School-wide Positive Behavior Support (SWPBS) Three-Tiered Model: TIER I

● Teach school-wide positive behavior expectations and procedures ● Provide positive reinforcement for all students.

● Give consistent consequences for problem behaviors ● Establish adequate supervision in non-classroom areas ● Provide effective instruction in classroom management ● Offer classroom guidance lessons

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Current initiatives

● Lake Hills uses four major school-wide universal behavior expectations are represented by the acronym P.A.W.S.: Practice Respect, Accept Responsibility, Work Together, and Safety Matters.

● A student management process has been developed to educate all staff on which behaviors should be handled in the classroom, both school counselor, or by the school principal.

● Specific school-wide procedures have been developed to determine what behaviors are expected in various school environments: breakfast, lunch, recess, hallway, and restroom, end of day, after-school, and bus. These procedures outline what is expected from staff and students and have been read over announcements and each one has been highlighted over the course of the school year. Teachers were also given a fall packet to assist them in teaching these standards to all students.

● Staff members distribute PAWS bucks to students when they are observed being responsible, showing respect, cooperating, and being safe. These incentives are designed to encourage students to continue practicing the expected school-wide behaviors.

● Students have the opportunity to trade in PAWS bucks for prizes or to help a staff member. ● Attempts to make our school more climate-friendly for staff, Climate Team provided small

buckets for each staff member with instructions to offer friendly notes of encouragement to one another. Also, meeting norms were recommended by Climate Team for staff and PLC meetings.

● Parents visit school during Open House. Parents are invited to classrooms to meet teachers and to school-wide assembly on first day of school.

● School Counselor does 1-2 monthly lessons in all grades focusing on academic preparation, career exploration, emotional management, goal setting, coping skills, conflict resolution and team building. Initiatives

The Climate Team, with assistance from technology specialists, will develop brief training videos with Lake Hills’ students as actors. These students will demonstrate what each behavioral expectation looks like. The DVDs will be available for use during the early part of the first semester and reinforced in early part of the second semester. There will also be a consideration for DVDS to be offered to classrooms for monthly guidance lessons.

● The Climate Team will develop a brief handout for parents about School-wide Positive Behavior Supports at Lake Hills.

● Guidelines for SWPBS updated for staff on computer shared drive. ● The 2017-18 MCAS Elementary Handbook and Code of Responsible Behavior outlines

possible consequences for a myriad of behavior concerns. The current MCAS discipline referral is a tool in which school staff can document and office staff can process students with problematic behaviors.

● In lieu of separate parenting workshops, parenting info-sessions will be provided during STEM nights. The sessions will be interactive in nature and students will be encouraged via incentives to have parents visit and obtain the information offered.

In according with HEA 14243 P.L. 285-2013, Lake Hills is implementing Anti-Bullying measures at our school:

● All students in Grades K-6 will receive a minimum of two, 30-minute guidance lessons that focus on how to respond to a bullying, and how to develop prosocial skills.

● Students in Grades 3-6 teachers/staff members, and parents will be given fall and spring surveys about the bullying climate in our school.

● An anti-bullying school-wide presentation will be offered. ● Climate Team is investigating use of anti-bullying hotline.

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● A bullying reporting system has been implemented ○ Climate Team is investigating having community agency (LaPorte County, Dunebrook)

talk with staff and parents about effects of bullying and anti-bullying measures ○ Students with ongoing problems with bullying (either bullies or targets) will receive

individual or small group support from school counselor ○ Staff subgroups will receive anti-bullying training specific to their roles (transportation,

custodial, lunch, aides, etc.) TIER II

● Target social skills instruction ● Utilize behavior plans for students as needed ● Implement alternatives to suspension ● Provide increased academic support ● Collaborate and educate parents ● Provide classroom management support ● Offer group and/or individual school counseling Initiatives ● Students are referred to our RTI team when academic or behavioral concerns exist. Parents are

contact via letter about the RtI plan and interventions are outlined. Our school continues to provide an Elementary Alternative Program (EAP) as an alternative to suspension. Information on bullying behaviors and RtI procedures is disseminated to staff yearly. Students are offered school counseling from self, staff, discipline, or parent referrals.

● Student of the Month program was re-implemented in October 2012. Students who exhibited PAWS behavior, were selected to have their pictures posted, receive a certificate, and have lunch with school principal.

● All students who are significantly struggling academically (as determined by scores, iReady Reading and Mathematics Diagnostic Assessments, and progress reports) and/or behaviorally (based on discipline referrals) will be referred to our school RtI team for Tier II or Tier III interventions.

● Climate Team reviews EAP data each trimester in order to determine what students need Tier II interventions and what behavior concerns need addressing school-wide. EAP Supervisor(s) will be invited to these meeting to provide input and suggestions.

● Student of the Month Program implemented September with more consistency each month with selection of students and postings.

TIER III ● Administer Functional Behavioral Assessment (FBA) ● Create individual Behavior Intervention Plans (BIP) ● Collaborate and educate parents ● Collaborate with student's physician or mental health professional with parent permission ● Provide intensive academic and/or counseling support through vendor counseling staff for

identified students. Initiatives ● Functional Behavior Assessments are done routinely for students being referred for an

emotional disability. ● Functional Behavior Assessments will be done at the Tier III level with permission granted

from parents. Parents will be contacted more frequently regarding problematic behaviors and/or poor academic progress.

● Climate Team will review EAP data each trimester in order to determine what students need Tier III interventions and what behavior concerns still need addressing school-wide. EAP

Supervisor(s) will be invited to these meeting to provide input and suggestions.

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TIER IV Consideration of special education referral Initiatives

● Students are referred to special education after months and sometimes years of ongoing interventions.

● Students referred to special education after it has been determined that the students has been through the RtI process with rigor and fidelity, and minimal to no academic or behavioral improvement has been achieved.

● SWPBS is the foundation for the additional support beyond daily instruction, in a brain-based academic environment which is needed. The Lake Hills’s Climate Team provides the following initiatives. These initiatives are designed to increase student performance and learning in all academic areas for all.

Support for Students ● A counselor provides support to individual students, small groups, and to classrooms

implements anti-bullying programs, and oversees the PAWS Bucks Program, and organizes career awareness initiatives.

● Student Council organizes school-wide Red Ribbon Week activities designed to teach students about the dangers of drugs and alcohol abuse and the advantages of remaining drug free.

● Frequent community meetings are held in classes, grade levels, with primary students, with intermediate students, and with the whole school to foster a positive school environment.

● An Educational Alternative Program is available daily to students struggling as they develop positive behaviors.

● The EAP program supports student learning by providing a safe-haven for students with behavior issues. The room’s design fosters a “time out” that allows students to continue learning away from the regular classroom with academic support. The EAP room has significantly reduced suspensions since the 2012-13 school year.

● Continued brain-based instruction is possible through the allied arts (PE, Music and Art) scheduling which provides students and teachers with a minimum of four half days of uninterrupted instruction. Allied Arts teachers and classroom teachers work together to infuse ELA, Math and Content areas into the fine arts and STEM into all disciplines.

● Students have opportunities for school leadership. Students become shareholders by engaging in school responsibilities and jobs such as: student store clerks, office assistants, classroom, cafeteria and buddy helpers.

● Student leadership is possible through Lake Hills’ Student Council, Daily Radio/Television Show, classmate buddies for new students, School Newspaper, and Sports.

● Students consistently demonstrating a targeted life skill are acknowledged by receiving PAWS rewards. Students can redeem earned PAWS in the counselor's office weekly for a variety of items.

● Community Programs provide support to students: Junior Achievement, Basic Aid Training, Red Cross, Michigan City Public Library Programs, Michigan City Police and Fire Departments, Lunch Buddy and Mentoring Programs, Grants from Unity Foundation, Michigan City Education Foundation, AT&T Pioneers, and other community programs that support STEM Program.

● STEM Enrichment Clubs are offered to students in grades K-6. ● Students join “Lunch and Learn” clubs which focus on specific STEM topics and career

awareness.

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● Classrooms with the highest attendance are rewarded each trimester and celebrated at awards assemblies.

● Programs that support parents in helping their children academically and behaviorally are offered 2-3 times per year, facilitated by community agencies and school staff.

· Support for Student Transitions: (SWP: Section 1114(2)(7)

● Kindergarten roundup is held in the spring for parents to register their child and tour the school. Students are given a picture book and parents receive an informational packet. Beginning with the 2012-13 school year, district provided preschool was eliminated because of budget cuts. Applications are available for preschool (community Head Start) at Kindergarten round-up and throughout the year.

● Early Care and After-Care is provided by Safe Harbor Program ● Newly enrolled students with their parents are provided a tour of the building and introduced to

their teacher and classmates. Newly enrolled students are partnered with a classmate buddy to aid in transition.

● Intermediate classes “buddy” with grades K-2 for projects and activities to develop relationships and teamwork.

● MCAS hosts a “Back to School Community Rally” which provides school supplies donated by community members and businesses for students.

● The Unity Foundation raises funds and provides “Dress for Success” clothing for Lake Hills’ students in need.

● Magnet School applications are available online each spring. ● Staff from the Middle Schools visit sixth graders to prepare for the transition to middle school.

Support for Staff Professional Learning Communities (PLC) for staff is on-going and scheduled weekly. One hour of meeting time has been mandated by the LEA for professional development. Weekly PLC is be facilitated by the principal, the Curriculum coach, and/or schoolwide teams. PLC focus is determined by student achievement needs and current district initiatives.

“Training implies that teachers must depend on new or external guidance because they don’t know enough about instruction to begin making serious improvements. But teachers do have this capability—if, that is, they pool their practical knowledge by working in teams. …True learning communities work against such dependency. Unlike typical staff development, learning communities encourage teachers to recognize and share the best of what they already know. This approach insists on the fundamental elements that workshops routinely ignore: collective follow-up, assessment, and adjustment of instruction.” (Schmoker, 2006)

● Staff recognized for individual and team accomplishments routinely in Principal’s Friday Notes. ● Collaborative Planning Time provided to staff during the working day: Substitute Teachers,

Ancillary Schedules and Professional Development Days. ● Community provides support to staff through grant programs, community volunteers, and

partnerships. ● Counselor provides Professional Development to staff regarding RtI, PBS and student support

programs, bullying, and behavior concerns.

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Support for Parents

● The Parent Module, a web-based program, provides parents access to student's grades and attendance. Indiana Parent Access Network provides information on ISTEP+ scores to parents.

● Standards-Based Report Cards communicate to parents each child’s academic and behavioral strengths and weaknesses.

● Home-School Compact provides parents, students and teachers defined roles and responsibilities.

● Lake Hills’ Parent Group meets monthly. Teachers and principal share school programs and goals.

● Regular parent information communications sent from school and staff; Newsletters, School Newspaper, Phone Calls through School Messenger, as well as personal contact.

● Home/School Connection is distributed to parents monthly. It provides parents tips and information to support student’s learning.

● Family STEM celebrations provide interactive learning activities for families.

English Language Arts Goal

By Spring 2018-2020 100% of 3rd, 4th, 5th, 6th graders will meet Indiana College and Career Readiness Standards in Reading as measured by ISTEP+ English Language Arts assessments and IREAD assessments in grade 3.

By Spring 2018-20 100% of K-6 students will show grade level growth iReady Diagnostic Assessment.

Instruction Lake Hills STEM Magnet Elementary School provides instruction that is explicit, systematic, efficient, and of high quality. Reading Street provides a research-based validated scope and sequence that meets grade level expectations. The Reading Street scope and sequence is attached at the end of this reading plan. To achieve these goals we focus on the 5 key elements to reading instruction (Phonological Awareness, Phonics Instruction, Fluency Instruction, Vocabulary Instruction, and Comprehension and Background Knowledge Instruction), using the scientifically-based balanced literacy model. An effective balanced literacy model includes:

● Sufficient and effective use of time for reading. ● Programs and materials that are based on scientifically-based reading research that target

content, skills, and strategies and are used with fidelity. ● Differentiated instruction based on student needs. ● Effective teacher instructional delivery.

Additionally, during the 2016-17 school year, Ready Reading ...iReady Adaptive Diagnostic Reading Assessments is utilized to identify learning gaps and student strengths and weaknesses. Teachers will tailor learning strategies to address these gaps to ensure mastery learning for all students. Teachers will also have access to Ready Reading Toolbox. This resource will provide teachers will instructional tools to enhance instruction. ELA Standards based Curriculum Maps were developed during the summer of 2017. Three Lake Hills teachers participated in the process. The map aligns CCRS, Reading Street, Ready Reading, and Springboard reading programs and Units of Study at all grade levels. Lake Hills STEM Magnet Elementary School classrooms adhere to the required, uninterrupted 90 minute reading instruction block.

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● Additional time for reading instruction is given to those students not meeting benchmarks. ● High ability education programs include supplemental materials reading instruction. ● In the

upper grades reading instruction is combined with content area instruction. To meet the needs of the students, the RtI three tiered model is used.

● Tier 1 students receive 90 minutes of instruction daily, ● Tier 2 students receive an additional 30 minutes of instruction daily and ● Tier 3 students

receive 60 minutes of extra instruction. The RtI model reinforces the belief that with adequate time and the use of highly qualified teachers and staff and scientifically based programs all students will learn grade level standards. Reading Street has been designated by the Reading Leadership Team to be the Core Reading Program at Lake Hills STEM Magnet Elementary School. Additionally, during the 2017-18 Ready Reading program will be piloted by all grades. Teachers will continue to use iReady Reading resources and diagnostic testing will be utilized by all teachers to ensure mastery learning of standards. It was also determined by the staff that interventions in grades K-2 will include Fontas & Pinnell Leveled Literacy Intervention (LLI) for the Tier II and Tier III readers and My Sidewalks for II grade 3 students. The coteaching model will be used during the 2017-18 school year. Fundations will be used in grades K-2 to supplement phonics instruction. Springboard Reading Program with Ready Reading will be used in grade 6.

● My Sidewalks and Fontas and Pinnell are used as tier remediation/intervention in grades K-3. ● Students in grades 4,5, 6 use My Sidewalks as their tier remediation. ● Each classroom teacher

follows the Balanced Literacy Model daily. Initiatives: ● Standards-Based Report Cards ensure deliberate and intentional teaching. ● Data-driven

decision making will drive the instructional shift. ● Standard-Based Report Cards communicate to parents each child’s academic and behavioral

strengths and weaknesses. ● Co-teaching will allow for more intense and individualized instruction in the general education

setting increasing access to grade level standards education for all students while decreasing stigma for students with special needs. Other resources include Stephanie Harvey’s Toolkit, Vocabulary development strategies.

● LEA provides professional development in best practices by providing a Curriculum Coach and teacher in-services.

● The Curriculum Coach provides support for teachers to improve instructional strategies, and provides support to students through daily small group interventions.

● Effective, timely additional assistance for students who have difficulty meeting standards at proficient and advanced level through differentiated instruction, parent conferences, and support staff interventions.

● Students whose achievement is below grade level are enrolled in summer school. ● Instructional Assistants attend bi-monthly professional development with the Curriculum Coach

to develop small group support, management techniques, instructional materials use and data collection.

● Instructional Assistants support the reading block and Tier 2 and Tier 3 interventions. ● Additional support for Tier 3 students is provided in the Resource Room by a certified teacher.

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Mathematics Goal

By Spring 2018-2020 100% of 3rd, 4th, 5th, 6th graders will meet Indiana College and Career Readiness Standards in Mathematics as measured by ISTEP+ Mathematics assessments. . During the summer of 2016 the MCAS developed a district-wide math plan. The purpose of this plan is to assist teachers in guiding students toward mastery of grade level Indiana College and Career Readiness Standards. District-wide grade level teachers were provided curriculum maps, a math block framework, teacher created standards based assessment, guidance on how to use the curriculum, and instructions on assessments. The MCAS’ framework maps math instruction throughout the year and provides a sequence and pacing of the CCRS standards in such a way that makes sense and supports the students in our classrooms. Teachers at LHS routinely use the following resources:

● Ready Math Program ● iReady Assessments: Adaptive Diagnostic and Standards Mastery ● Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5 ● CARE Math (Conceptual Algebra Reasoning for All) ● Web-based resources (myips, engageny, learn zillion, khan academy, cpalms…etc) ● Math

Exemplars The MCAS suggested math block framework: 1. Number Talks/Warm-up/Spiral (10/15 minutes) – During this time teachers will conduct a Math

Talk or engage students in a warm-up or spiral activity. 2. Vocabulary (5/7 minutes but may not occur daily) – During this time teachers will give explicit

instruction on relevant math and academic vocabulary that addresses the day’s lesson. These words can be tracked throughout the year by using a classroom math word wall.

3. Ready Math Guided Teaching, Direct Instruction (15/30 minutes) – During this time teachers will provide direct, explicit instruction that covers the standard(s) being taught.

4. Rotation (30/60 minutes) - During this time students will rotate through stations that are differentiated based on individual student needs. Rotations could include (but are not limited to): - Ready Math or Care Math Games - Computer Station (iReady Learning Path ) - Differentiated Teacher- led Small Group - Independent Student Work

5. Daily Fact Fluency - During this time students will practice facts (could be informally in the hallway, at the restroom, etc.).

6. Ready Math Math Routines, Word Problem Practice – During this time students will practice the skills and strategies needed to comprehend and solve word problems. The math curriculum document: This framework maps math instruction throughout the year and provides a sequence for teachers to follow.

These programs emphasize the application of mathematics to real world situations. Numbers, skills and mathematical concepts are not presented in isolation, but are linked to situations and contexts that are relevant to everyday lives. Continuing to refine and transfer new skills to the classroom, teachers teach problem solving strategies, and students use manipulatives to develop solutions for mathematical problems.

STEM Schoolwide Team provides staff support in developing and refining collaborative problem solving techniques. As a team they continuously review teaching strategies and research based best practices to advance math education and student achievement at Lake Hills School. Additionally they support staff in developing best practice strategies that will ensure the achievement of schoolwide goals and the Michigan City Area Schools’ academic goals: students by the end of 4th grade exhibit mastery of basic computation skill (addition, subtraction, multiplication, and division).

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At the three STEM Nights hosted by the Lake Hills' staff and parent group each school year, parents, students, and staff participate in Math games and STEM activities designed to increase math communication and reasoning skills. Parents and students are provided manipulatives and activities for home use. Students use math in projects and science related research/conclusions.

The STEM Team also are the key members of a partnership with the Museum of Science and Industry to refine science instruction MSI provides training and professional development to the STEM Coach and the Principal to facilitate the process with the school staff.

Highly Qualified Staff (SWP: Section 1114(b)(2)(5)

For 2017-2019 highly qualified Lake Hills staff consists of a principal, twenty-two K-6 classroom teachers, one curriculum coach, STEM Coordinator, part-time school nurse, three and one-half special education teachers, assisted by three paraprofessional, three full time and two part-time ancillary staff members, a part-time speech teacher, a counselor, a part time librarian, and eight instructional assistants in grades K-6.

Lake Hills, a modern facility, offers participatory leadership, commitment to all students, and state-ofthe-art technology to attract highly qualified teachers. Most teachers apply to the district office and then qualified applicants are interviewed by the Principal and the school team. The district’s goal is to ensure that all instructional staff is highly qualified. The district monitors qualifications. If an employed teacher is not highly qualified, the district provides on-going support and a timeline for teachers to become highly qualified. The principal monitors the status of staff members. First and second year teachers are assigned teacher mentors. Under the leadership of the building principal all staff receive professional development throughout the year to promote student achievement.

All instructional assistants and paraprofessionals must have two years of college credits or have passed the Para Pro Test before they are hired.

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Highly Qualified Teachers for School Year 2017-2018

Teacher Name: Teaching Assignment:

Indicator of HQ status on Verification Form: ● Bachelor’s Degree earned? ● Valid Indiana Elementary Education teaching license

or Special Education teaching license that includes elementary school settings?

● Plus one of the following: ● Passed Praxis II “Elementary Education: Curriculum,

Instruction and Assessment”? ● Passed the NTE (National Teacher Exam) “Education

in the Elementary School”? ● Considered HQ in another state? ● NBPTS Certification? ● *100 Points on the HOUSSE rubric? (only for veteran

teachers hired prior to 2006-2007 and have not changed teaching assignments)

Location of Verification

Form and supporting

documentation:

Kelley Gertner

Kindergarten BA Elementary Education

MCAS Admin. Bldg.

Brittany Ketcham Kindergarten BA Elementary Education MCAS Admin. Bldg.

Sheri Wagner

Kindergarten BA and Masters in Elementary Education Kindergarten Endorsement

Reading Endorsement

MCAS Admin. Bldg.

Sheri Cox

1st Grade BA Elementary Education and Bible Reading Recovery Certified

MCAS Admin. Bldg.

Austin Ricketts 1st Grade BA Elementary Education MCAS Admin. Bldg.

Dena Roths

1st Grade BS Elementary Education MCAS Admin. Bldg.

Grace Mazur- Biestek

2nd Grade BA Early Childhood Education ESL Certification

MA Education

MCAS Admin. Bldg.

Leanne Rogers

2nd Grade BS Elementary Education MCAS Admin. Bldg.

Stephanie Tarpo 2nd Grade BA Sociology with a concentration in Criminal Justice Transition to Teaching Program

MCAS Admin. Bldg.

Kristal Chenault 3rd Grade Telecommunications Teacher Certification Preparation

MCAS Admin. Bldg.

Dianna Ciszewski 3rd Grade MS Elementary Education MCAS Admin. Bldg.

Cindy (Post) LoGreco

3rd Grade BS Elementary Education Masters Education

Special Education Endorsement

MCAS Admin. Bldg.

Jane Shimala

3rd Grade BA Elementary Education MCAS Admin. Bldg.

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Continue Highly Qualified Teachers

Sarah Hernandez

4th Grade BA Elementary Education Reading Endorsement

MCAS Admin. Bldg.

Rachel Krieg 4th Grade Bachelor’s Music MDIL Elementary

MCAS Admin. Bldg.

Erin Lozano

4th Grade BA Elementary Education Kindergarten Endorsement K-8 Reading Endorsement

MCAS Admin. Bldg.

Laura Charpentier

5th Grade BA Elementary Education Endorsement Mild/Mental Handicap

MCAS Admin. Bldg

Shariann Forker

5th Grade BA Elementary Education Reading Endorsement

MCAS Admin. Bldg.

Michelle Haas- Milligan

5th Grade BA Communications BA Education

MS Elementary Education

MCAS Admin. Bldg.

Penny Will

6th Grade BS Elementary Education Masters in Elementary Education

MCAS Admin. Bldg.

Janis Mitchell

6th Grade MA Elementary Education K-8 Computer Education K-12 Endorsement

MCAS Admin. Bldg.

Deanna Munoz

6th Grade BS Elementary Education MS Elementary Education Reading

Endorsement

MCAS Admin. Bldg.

Connie Eliou Student Support Services

Bachelors Education Generalist Masters Special Education Mild Interventions

MCAS Admin. Bldg.

Kathy Parker Student Support Services

General Education Emergency Special Education License

MCAS Admin. Bldg.

Megan VanGemeren

Student Support Services

Bachelors in Elementary and Special Education MCAS Admin. Bldg.

Diane Grams

Art Bachelors Fine Arts Masters and PhD in Sociology of Culture

MCAS Admin. Bldg.

Candace Archer Music Bachelors Music Education

MCAS Admin. Bldg.

Daniel McKinney

Physical Education

Master Special Education/Kinesiology MBA - Licensed in Business/Physical Education

MCAS Admin. Bldg.

Renee Hall

Counselor MS Counseling and Guidance Education MCAS Admin. Bldg.

Leanne Lamport Curriculum Coach

BA Elementary Education MCAS Admin. Bldg.

Shelley Deutscher

STEM Coach

BA Elementary Education MS Education

MCAS Admin. Bldg.

Connie Bachmann

Principal MS Elementary Education Elementary Administration

Art K-8

MCAS Admin. Bldg.

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Events to Support Student Learning

Event Month Time Activity Description

STEM Celebrations of Learning

Trimesters Evening Families engage in STEM related activities, listen to experts in the field of STEM, and view student Problem Based Learning Accomplishments.

Book Fair Fall Spring

School Day Evening

Books for home libraries are available for purchase.

Awards Ceremonies Trimesters School Day Parents join their child(ren) to acknowledge their achievements in academics, citizenship, and attendance .

Music Programs December April

School Day Evening

Students share musical performances with their families.

Reading is Fundamental (RIF)

Twice a Year School Day A community member reads books to second and third graders. Students receive a book to take home.

Parent Conferences 2x per year Evening Parents, students, and teachers review achievement to date and set learning goals.

Study Trips Throughout the Year

School Day Grade level teams visit places in the community to extend and enrich their learning of the Indiana State Standards in Science and Social Studies.

Jr. Achievement Spring School Day Parent and community volunteers present lessons based on grade-level economics standards.

Lunch and Learn Clubs Throughout the Year

lunch Community organizations and Purdue North Central staff present lessons on a variety of STEM related topics to students in grades 2-6.

Science Bowl Team January breakfast lunch

Students in grades 4-6 compete online in three areas: team, individual and experiment answering questions based on the state science standards.

Math Bowl Team February breakfast lunch

Students in grades 4-6 compete in person at another elementary school answering questions based on College and Career Ready Math Standards.

Robotics Team Fall lunch, Saturdays

Students in grades 5-6 compete in person at the regional competition in three areas (robotics, core values, and service learning).

Computer Club Throughout the Year

After School Students in grades 5-6 stay after school to learn computer coding skills and programming.

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Community Speakers Throughout the Year

School Day Community experts share their knowledge with classes based on grade level standards and skills.

Professional Development (SWP: Section 1114(b)(2)(3)(4)

At Lake Hills Elementary, professional development activities support high quality implementation of core classroom strategies. The specific areas of focus area are providing a climate conducive to learning through School-wide Positive Behavior Support (SWPBS), balanced literacy, STEM curriculum integration, and Mathematics (Readu Math, partnership with Purdue Northwest). These activities are developed through whole group, small group and individual support. Four times a month the staff meets as a Professional Learning Community. Agendas are determined by the staff’s needs, and the students’ achievement needs. Professional development is provided during

● The summer ● Professional development days ● Staff meetings ● Professional Learning Communities ● Grade-level collaboration time

Curriculum Coach, STEM Coordinator and/or Principal meet with ● Grade-level teams monthly ● Individual teachers as needed ● Cross grade-level teams ● Instructional Assistant bimonthly

English Language Arts Team, Climate Team, and STEM Team will survey the staff twice during the year to determine professional development needs and monitor student achievement in each of the PL 221 goals.

The Professional Development Core Principle Model (SWP: Section 1114(b)(2)(3)(4)

Whole group to build shared knowledge ● Book Studies ● Faculty Meetings ● District Lead Initiatives and Teacher Training (Math/Science Initiatives, Curriculum Planning:

Math, Science and Reading, Google Docs) ● School-wide Positive Behavior Support Training

Small Group to build collaborative problem-solving ● Grade Level Meetings ● Cross Grade Level Meetings ● Professional Learning Communities (District Wednesdays) ● Curriculum Mapping

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● School-wide Planning Teams (Climate, English Language Arts, STEM) ● Book Studies (Dependent on needs and interests) ● Individual support to build instructional competence ● Partner Teacher support provided through modeling ● Curriculum Coach support through the sharing of instructional strategies, best practices, data

collection and interpretation and modeling ● Principal support given through classroom observation, hallway walks, conferencing ● Peer Observation-Feedback ● Goal Setting and Student Learning Objective (SLO) with Principal ● Teacher Observation with

Feedback

Leadership and Teacher Effectiveness (SWP: Section 1114(b)(2)(5)

Decision making is shared at Lake Hills Elementary. The professional development committee, representative of the staff, shares in the planning of professional development. Other decisions made throughout the school year are shared among staff members at faculty meetings.

● In 2011, the Indiana General Assembly passed the law (IC 20-28-11.5) mandating evaluation of all teachers and administrators every year.

● Beginning in the 2013 school year, MCAS implemented RISE as the district-wide system for evaluating teacher effectiveness.

Goals of RISE, MCAS, and Lake Hills STEM Magnet School

● Create an atmosphere of continued professional development and growth for all teachers and administrators.

● Create a collegial relationship between teachers and administrators utilizing the rubric as an assessment tool that will provide meaningful feedback for growth and development during observations, evaluation and professional development.

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Parental Involvement Plan

(SWP: Section 1114(b)(2)(6)(a)(b)

Lake Hills School has a strong history of parent involvement. As an urban school, Lake Hills strives to build positive relationships by supporting student and parent learning through family centered activities and programs. Lake Hills has a large high poverty population with complicated family lives therefore there is a need to provide opportunities that will build a trusting environment and encourage families to feel welcomed in our school. Lake Hills seeks collaborative connection between parents, teachers & staff, principal and community agencies. The following events provide opportunities for parents to become engaged with their child’s learning and school. Lake Hills has teams consisting of teachers and parents to plan school events. 2016-17 Parent Involvement Events – Events to Build Positive Relationships

Event Month Time Activity Description

Community Back to School Rally

August Before School Begins

MCAS and community organizations provided an afternoon of food, activities, and free school supplies.

First Day of School Celebration

August School Day Parents go to class with their child(ren) to meet the teachers and attend a schoolwide assembly.

Open House August Evening Families are informed of the Title 1 program and AYP status. Families are introduced to the staff, tour the school, and visit classrooms.

Fun Fair Fall Evening Families engage in fun activities and eat supper.

Pancake Breakfast May School Day Parents/guardians and their children share breakfast, engage in games and activities, and visit classrooms.

Volunteer Recognition May School Day Community and parent volunteers are recognized and celebrated.

Field Day June School Day Parent volunteers support cooperative games.

Three STEM October Evening Families engage in STEM related activities, visit

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Celebrations of Learning

February April

exhibits and activities facilitated by community groups, and view student projects in their classrooms.

STEM After School Clubs

Fall Spring

After School

Parents and community volunteers facilitate STEM activities with K-4 students in 4 week blocks.

Parents are surveyed at the beginning of the school year in order to plan for specific workshops based on their interests. A family resource center is available to provide parents with information about community agencies, hold meetings, have computer access and check out literature for adults and children. Additionally, coats, hats, gloves, umbrellas and school supplies are available to families if needed. The family resource room is also equipped with state of the art technology for parent and community use. The counselor and school nurse enlist community agencies for individual support for students and/or parents. The Lake Hills Parent Group meets monthly. They raise funds to support school programs and classroom projects. They plan family events to foster fellowship among families and staff and increase school pride. The Fun Fair, Field Day and Three STEM Family Nights are events that the Lake Hills’ Parent Group fund and facilitate. They also provide snacks for family nights.

Parents are included in the decision making process through their voluntary participation in school wide committees: English Language Arts, STEM, and Climate. A parenting newsletter published by Resources by Educators provide age-appropriate tips and ideas that today’s busy families can use to: improve school success, boost the home and school partnership, enhance parenting skills, build positive character traits, and develop healthy eating and fitness habits. Monthly newsletters are also provided by teachers and by the principal. Announcements of school events are facilitated through the School Messenger, an automated call out system and informational flyers.

Cultural Competency SWP: Section(b)(2)(2)(e)

The student population at Lake Hills, although diverse, has a majority of students who are identified as coming from families of poverty (78%), and a majority of students African-American (59%). The staff, however, is predominantly Caucasian – 83% of classroom teachers, ancillary teachers, office and custodial staff. Sixty-three percent of the instructional assistants are African American. However, even though there are economic and ethnic disparities between the staff and the students, meeting the needs of the each student and promoting a safe, orderly environment are focused on daily. Two times during the school year the Lake Hills staff will have specific professional development to ensure that cultural competency is understood, embraced, and practiced by all. Lake Hills has a school-wide discipline plan with rewards and consequences for students for consistency in classroom and school-wide procedures. High expectations are communicated to individuals, small groups, classes, and school staff – with student input on procedures and goals. Students from grades K-6 actively participate in Student Council and Lifeskills classroom instruction facilitated by the Counselor and teachers. They lead school awards assemblies, they organize and

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maintain a school-wide recycling program and they act as school ambassadors to visitors and new students. Attendance is monitored closely, with parent contact from the school on all absences, and additional interventions if absenteeism is chronic. The Lake Hills' office staff makes daily calls to students that are absent. Letters are sent to parents after 3, 5 and 7 absences. Parents/guardians are referred to Project Attend after the tenth absence. Students have multiple opportunities for leadership and responsibility through classroom and schoolwide jobs and student clubs such as the Radio Show, School Newspaper, and Sports. The district provides transportation for students, so they can participate in after school remediation or clubs. Academic needs of all students are also addressed. Teachers use frequent formative and summative assessments to group students through collaboration and support from instructional assistants and volunteers to provide additional instruction for non-mastered skills. Teachers also promote student collaboration through differentiation and problem based learning. Safe Harbor Program provides before-school and after-school care and homework help for K-6 students until 6 PM each school day. Our staff commits to partnerships with the parents. There are frequent communications to parents through personal phone calls, daily folders, teacher newsletters, parent conferences and school messenger call outs. Family events are held regularly: Open House, Family STEM Nights, Pancake Breakfast, winter and spring Music Programs to develop fellowship and school participation among the parents. Parents needing transportation to teacher-parent conferences, General Intervention Meetings and Case Conferences are transported by school personnel. The parent resource center has an abundance of parenting literature, support group information, interactive learning kits, and clothes. Parents are welcome to use this center to borrow materials, obtain supplies, information. The principal, teacher, parent and student sign a Compact each year, pledging to provide the support needed so that each child is successful.

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School Funding

SWP: Section 1114(b)(2)(10)

Grants provide additional staff and programs to Lake Hills’ students and families. Federal grant support that funnels through the Indiana Department of Education to MCAS includes Title 1, Title II(A) for Professional Development and Class Size Reduction, The Gifted and Talented grant also is provided through the state to support high ability students. Special Education programs are also supported through federal grant monies.

Competitive federal grants specifically include the Secondary and Elementary Counseling Grant which supports school counselors and social workers. MCAS has received three Math/Science Partnership Grants to support professional development in math, science, technology and engineering. Several competitive technology grants also support our programs.

Support programs for after-school, mentoring and family support and planning are funded through federal monies including the 21st Century Grant, Federal mentoring grant and Tobacco-free Grant.

Local grants support teacher initiatives in the classroom include: Unity Foundation Grants, Michigan City Education Foundation grants,. Teachers also obtain funding through national incentives like Donors Choose and national chains. Current grants received by staff include: Project CONNECT—Climate Change, Whole Foods Foundations, Fran Oberlie Education Grant, and the Challenger Center. Partnerships with community agencies such as Purdue Northwest, Indiana Dunes National Lakeshore, LaPorte County Soil and Water Conservation District, and community businesses provide tutoring, guest speakers, study trips, and funding. Museum of Science and Industry grant provides professional development for staff and educational programs for students.

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Appendix

47

Climate Checkpoint Schedule 2018-2020: Implementation and Progress Monitoring

As a result of support for continuous achievement promoted through a safe, research-based brain compatible environment and utilizing SWPBS initiatives, by spring 2018 ≥ 90% of the Lake Hills

School 3rd, 4th, 5th and 6th grade students will meet State Standards in English Language Arts and Mathematics as measured by ISTEP+.

Checkpoint #1 Date: Data Analysis: November

Checkpoint #2 Date: Data Analysis: February

Checkpoint #3 Date: Data Analysis:

May

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Student Achievement Increase student attendance: By spring 2018,

● Attendance rate ≥ 97%

● Increase student and staff satisfaction with general school environment and safety

● By spring 2018, student and staff surveys will indicate ≥ 70% satisfaction with school climate

● Decrease suspensions and office referrals By spring 2018, Suspensions and office referrals are decreased by 5% and

Increase Parent Participation in Parental Guidance and Support Programs By spring 2019, Parent attendance is increased to 5% at school-wide events Student Assessments

● Student Climate Surveys

● Discipline Referrals Reports

● Trimester EAP Report

Student Assessment Data: Responsibility of Grade Level Teams, Principal, Support Services, and Climate Team Gather Data

● Discipline referral reports

● Suspension Reports ● Trimester EAP room

data ● Teacher discipline

reports ● Monthly Counselor’s

Report ● RtI Referrals

Prepare ● Data Summary

Internal ● Data Summary

ISTEP+ and iReady ● Summary Analysis of

data Share

● Inform staff of data trends—strengths and weaknesses in students' achievement and learning gaps

● Identify students classified below standards in Math/ELA and plan interventions

● Identify students that have frequent referrals

● Determine students in need of behavior intervention plans

Student Assessment Data: Responsibility of Grade Level Teams, Principal, Support Services, and Climate Team Gather Data

● Discipline referral reports

● Suspension Reports ● Trimester EAP room

data ● Teacher discipline

reports ● Monthly Counselor’s

Report ● RtI Referrals Prepare ● Data Summary Internal ● Summary Analysis of

data Share

● Inform staff of data trends—strengths and weaknesses in students' achievement and learning gaps

● Identify students classified below standards in Math/ELA and plan interventions

● Identify students that have frequent referrals

● Determine students in need of behavior intervention plans

Student Assessment Data: Responsibility of Grade Level Teams, Principal, Support Services, and Climate Team Gather Data

● Discipline referral reports

● Suspension Reports ● Trimester EAP room

data ● Teacher discipline

reports ● Monthly Counselor’s

Report ● RtI Referrals

Prepare

● Data Summary Internal ● Summary Analysis of

data Share

● Inform staff of data trends—strengths and weaknesses in students' achievement and learning gaps

● Identify students classified below standards in Math/ELA and plan interventions

● Identify students that have frequent referrals

● Determine students in need of behavior intervention plans

Continue Climate Checkpoint Schedules 2018-19 and Progress Monitoring

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Classroom Implementation ● Positive Behavior Support

Program ● Classroom Rules ● School-wide “Respect

Statement” ● Programs to promote

school spirit ● PAWS rewards Program ● Parent Access to

student's academic/attendance/dis cipline records on-line

Organizational Framework

● Positive Behavior Support

Classroom Implementation Artifacts

● RISE Teachers Student Learning Objective

● RISE Domains Effective Teaching

● Curriculum Coach and Grade level team collaboration notes

● Home-School Compact ● School Procedures

posted in classroom and throughout building ● Grade Level

Collaboration Record ● Student work displayed

with standards

Parent Involvement Artifacts

● Sign in sheets for STEM Cerebration Family Nights, Nurturing Programs

● On line access reports ● Agenda and minutes from

Parent Group Monthly Meetings

● Phone logs ● Parent Conference Sign In

Sheets

Classroom Implementation Data/Artifacts

Gather Data

● Lesson Plans ● Classroom procedures

posted ● PLC agendas ● Monthly EAP Reports ● Principal's Discipline Log

Prepare

● Data Summary Internal ● Data Summary ISTEP+ ● Summary Analysis of

data

Share

● Inform staff of data trends—strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Classroom Implementation Data/Artifacts

Gather Data

● Lesson Plans ● Classroom procedures

posted ● PLC agendas ● Monthly EAP Reports ● Principal's Discipline Log

Prepare

● Data Summary Internal ● Data Summary ISTEP+ ● Summary Analysis of data

Share

● Inform staff of data trends—strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Data/Artifacts Gather Data

● ●

● ● ●

Prepare

● ● ●

Share

●

●

Classroom Implementation

Lesson Plans Classroom procedures posted PLC agendas Monthly EAP Reports Principal's Discipline Log

Data Summary Internal Data Summary ISTEP+ Summary Analysis of data

Inform staff of data trends— strengths and weaknesses of student achievement and determine effectiveness of instructional practices Review and revise Schoolwide Plan for subsequent years

50

Mathematics Checkpoint Schedule 2017-2020 Implementation and Progress Monitoring

By Spring 2018-2020 100% of 3rd, 4th, 5th, 6th graders will meet Indiana College and Career Readiness Standards in Mathematics as measured by ISTEP+ Mathematics assessments.

Checkpoint #1 Date: Data Analysis: November

Checkpoint #2 Date: Data Analysis: February

Checkpoint #3 Date: Data Analysis:

May

Student Achievement: Math Benchmarks: Students demonstrate grade level math skills by > 80% as measured by District Assessments ∙ By spring 2018,

86% of K-6 students.

∙ By spring 2019, 93% of K-6 students

∙ By spring 2020, 100% of K-6 students

∙ Targeted Growth iReady --

∙ K-32-41 ∙ 1- 30-39 ∙ 2-3 27-36 ∙ 4-22-31 ∙ 5-20-29 ∙ 6-13-23 Student assessments District Assessment CARE Math Problems Sets iReady Adaptive Diagnostic Test 3x per year. Ready Standards Mastery Tests Monthly Ready Unit Tests

Student Assessment Data: Responsibility of Grade Level Teams, Math Team

Gather Data. District Assessments

● iReady Adaptive Diagnostic Test I

● i Ready Standards Mastery Assessment

● Ready Unit Test ● iReady Individual Student

Summaries…. Instructional Grouping

ISTEP+ gr.3-6 Identification of students who in the Bottom 25% and students who are in the Top 75% and their growth based on Indiana Growth Model Data/Learning Connection.

Prepare ● Data Summary Internal ● Data Summary ISTEP+ ● Data Summary iReady ● Comprehensive Summary

Analysis of data

Gather DataDistrict Assessments

●

●

● ●

Prepare ● ●

● ●

Student Assessment Data:

Responsibility of Grade Level Teams and Math Team

.

iReady Adaptive Diagnostic Test I i Ready Standards Mastery Assessment iReady Unit Test iReady Individual Student Summaries…. Instructional Grouping

Data Summary Internal Data Summary ISTEP+ Data Summary iReady Comprehensive Summary Analysis of data

Student A

Gather DataDistrict Assessments

● ● ● ●

Prepare ● ● ●

ssessment Data: Responsibility of Grade Level Teams and Math Team

∙ .

iReady Adaptive Diagnostic Test I i Ready Standards Mastery Assessment Ready Unit Test iReady Individual Student Summaries….Instructional Grouping

Data Summary Internal Data Summary ISTEP+ Data Summary iReady

Comprehensive Summary Analysis of data

Share

●

●

●

●

Inform staff of data trends—strengths and weaknesses in students' achievement and learning gaps

Identify students classified below standards in Math and plan interventions

Identify students scoring below 75% on iReady Diagnostic Tests

Differentiate Instruction to meet needs of all students/Progress Monitor

Share

●

●

●

●

Inform staff of data trends—strengths and weaknesses in students' achievement and learning gaps Identify students classified below standards in Math and plan interventions. Grade Level summaries of students gains on individual learning paths Identify students scoring below 75% on iReady Diagnostic Tests

Share

●

●

●

●

Inform staff of data trends— strengths and weaknesses in students' achievement and learning gaps Identify students classified below standards in Math and plan interventions. Grade Level summaries of students gains on individual learning paths Identify students scoring below 75% on iReady Diagnostic Tests

51

Continue: Mathematics Checkpoint Schedule 2017-2020 Implementation and Progress Monitoring

Implementation Benchmarks 60-75 minutes of math instruction each day

● iReady Guided Lessons and Math Routines

CARE Math Grade 3-6 once a week Test taking skills Indiana State Standards and College Career Readiness Standards Organizational Framework District Math Plan

Math Talks Spiral Reviews iReady Instructional Math Lessons iReady Math Routines Rote fact acquisition through independent practice

Classroom Implementation Artifacts ● RISE Teachers Student

Learning Objective ● RISE Domains Effective

Teaching ● Curriculum Coach and Grade

level team collaboration notes ● Home-School Compact ● Teacher Lesson Plans ● Grade Level Collaboration

Record ● Student work displayed with

standards ● LHS Math Data Collection

Forms

Classroom Implementation Data/Artifacts District Created Curriculum Map with iReady Resources , Spiral Reviews

Gather Data Lesson Plans reflect the District Curriculum Map

Daily Schedules

Classroom procedures posted PLC agendas

Principal Observations of iReady Lessons with feedback

Data for student engagement/SLO Data

Prepare

Data Summary Internal

Data Summary ISTEP+ and iReady

Summary Analysis of data

Intervention Summaries for students below grade level and far below

Interventions for students far Above Grade level

Share

Inform staff of data trends—strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Classroom Implementation Data/Artifacts District Created Curriculum Map with iReady Resources , Spiral Reviews

Gather Data Lesson Plans reflect the District Curriculum Map

Daily Schedules

Classroom procedures posted PLC agendas

Principal Observations of iReady Lessons with feedback

Data for student engagement/SLO Data

Prepare

Data Summary Internal

Data Summary ISTEP+ and iReady

Summary Analysis of data

Intervention Summaries for students below grade level and far below

Interventions for students far Above Grade level

Share

Inform staff of data trends— strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Classroom Implementation Data/Artifacts District Created Curriculum Map with iReady Resources , Spiral Reviews

Gather Data Lesson Plans reflect the District Curriculum Map

Daily Schedules

Classroom procedures posted PLC agendas

Principal Observations of iReady Lessons with feedback

Data for student engagement/SLO Data

Prepare

Data Summary Internal

Data Summary ISTEP+ and iReady

Summary Analysis of data

Intervention Summaries for students below grade level and far below

Interventions for students far Above Grade level

Share

Inform staff of data trends—strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Review and revise Schoolwide Plan for subsequent years

52

English Language Arts Checkpoint Schedule 2017-2020: Implementation and Progress Monitoring

By Spring 2018-2020 100% of 3rd, 4th, 5th, 6th graders will meet Indiana College and Career Readiness Standards in Reading as measured by ISTEP+ English Language Arts assessments and IREAD assessments in grade 3. By Spring 2018-20 100% of Kindergarten, First , Second graders will show grade level growth iReady Diagnostic Assessment. Checkpoint #1

Date: Data Analysis: November

Checkpoint #2 Date: Data Analysis:

February

Checkpoint #3 Date: Data Analysis: May

53

Student Achievement ELA Mid-year: 100% of K-2 students will increase their reading level from BOY to MOY by a minimum of one level by showing growth in fluency and comprehension as measured by mCLASS

100% of Grades 3-6 students will show growth on d iReady Adaptive Diagnostic Reading Assessment MOY iReady Growth Gr. 3- 15 points. Gr. 4-5- 10 points. Gr. 6 -8 points End-year:

100% of K-2 students will increase their reading level from MOY to EOY by a minimum of one level by showing growth on the mCLASS Assessment

100% of Grades 3-6 on i Ready D.A. Gr. 3- 15 points. Gr. 4-5- 9 points. Gr. 6 -7 points Writing Benchmarks and iReady Adaptive Diagnostic Reading Assessment

100% of K-6 students will increase writing application skills as measured by grade level rubric..MCAS posted Rubric Writing Rubric grades 3-6 Indiana State Standards

Student Assessments

• Units of Study Writing Program using MCAS Rubric

• Reading Street Interium Assessments

• Grade 6 SpringBoard Embedded Assessments

• iReady Adaptive Diagnostic

Assessments

Student Assessment Data: Responsibility of Grade Level Teams and Reading Leadership Team Gather Data

Units of Study Baseline Assessment SpringBoard Embedded Assessments Reading Street Baseline Assessment, Unit Tests Assessments for targeted students grade 4/5 and special education iReady Adaptive Diagnostic Reading Assessment ISTEP+ gr.3-6 Progress Monitoring Data Assessments for SpEd and targeted readers

Identification of students who in the Bottom 25% and students who are in the Top 75% and their growth based on Indiana Growth Model Data/Learning Connection

Prepare Data Summary Internal Data Summary ISTEP+ Summary Analysis of data Interventions for Tier I,II,III students and Students Far Above grade Level Standards

Share

Inform staff of data trends— strengths and weaknesses in students' achievement and learning gaps

Identify students classified as Tier I, II,III

Differentiate Instruction to meet needs of all students

Student Assessment Data: Responsibility of Grade Level Teams and Reading Leadership Team Gather Data

SpringBoard Embedded Assessments Unit Tests for targeted students grade 4/5 and special education iReady Adaptive Diagnostic Reading Assessment ISTEP+ gr.3-6 Progress Monitoring Data for SpEd and targeted readers

Prepare Data Summary Internal Data Summary ISTEP+ Summary Analysis of data Interventions for Tier I,II,III students and Students Far Above grade Level Standards Diagnostic Reports from iReady programs.

Share

Inform staff of data trends— strengths and weaknesses in students' achievement and learning gaps

Review identified students classified as Tier I, II,III and regroup as needed

Differentiate Instruction to meet needs of all students

Student Assessment Data: Responsibility of Grade Level Teams and Reading Leadership Team Gather Data SpringBoard Embedded Assessments Unit Tests for targeted students grade 4/5 and special education iReady Adaptive Diagnostic Reading Assessment ISTEP+ gr.3-6 Progress Monitoring Data r SpEd and targeted readers

Prepare Data Summary Internal Data Summary ISTEP+ Summary Analysis of data Interventions for Tier I,II,III students and Students Far Above grade Level Standards Diagnostic Reports from and iReady programs.

Share

Inform staff of data trends—strengths and weaknesses in students' achievement and learning gaps

Review identified students classified as Tier I, II,III

Document progress students made

English Language Arts Checkpoint Schedule 2018--2020: Implementation and Progress Monitoring

54

Classroom Implementation Tier 1 students receive 90 minutes of instruction daily, Tier 2 students receive an additional 30 minutes of instruction daily and Tier 3 students receive 60 minutes of extra instruction. Organizational Framework

▪ Reading Street/Pearson Core Reading Program K-5

▪ My Sidewalks Intervention Program K-3

▪ Balanced Literacy Model ▪ LLI Interventions ▪ iReady Reading Diagnostic

Learning Path

▪ Instructional Resources: Gradual Release Model, Comprehension Toolkit, Robert Marzono's Vocabulary,

▪ Units of Study Classroom Implementation Artifacts

∙ RISE Teachers Student Learning Objective

∙ RISE Domains Effective Teaching

∙ Curriculum Coach and Grade level team collaboration notes

∙ Home-School Compact ∙ Teacher Lesson Plans ∙ KWL Grade Level

Collaboration Record ▪ Student work displayed with

standards

Classroom Implementation Data/Artifacts Reading Street Scope and Sequence Charts Intervention Programs: My Sidewalks, iReady Reading Resources/Teacher Toolbox iReady Central Lesson Plans Student Assessment Reports LLI

Gather Data Daily Schedules Classroom procedures posted Reading Street Assessment Reports iReady Reports and Progress Monitoring Reports PLC agendas Principal Observations of Reading Street with feedback Data for student engagement/SLO Data

Prepare

Data Summary Internal

Data Summary ISTEP+

Summary Analysis of data

Intervention Summaries for Tier I,II,III students and Students Far Above grade Level Standards

Share

Inform staff of data trends—strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Classroom Implementation Data/Artifacts Reading Street Scope and Sequence Charts Intervention Programs: My Sidewalks, iReady Reading Resources/Teacher Toolbox iReady Central Lesson Plans Student Assessment Reports LLI

Gather Data

Daily Schedules Classroom procedures posted Reading Street Assessment Reports iReady Reports 4 and Progress Monitoring Reports PLC agendas Principal Observations of Reading Street with feedback Data for student engagement/SLO Data

Prepare

Data Summary Internal

Data Summary ISTEP+

Summary Analysis of data

Intervention Summaries for Tier I,II,III students and Students Far Above grade Level Standards

Share

Inform staff of data trends— strengths and weaknesses of student achievement and determine effectiveness of instructional practices

Classroom Implementation Data/Artifacts Reading Street Scope and Sequence Charts Intervention Programs: My Sidewalks, iReady Reading Resources/Teacher Toolbox iReady Central Lesson Plans Student Assessment Reports LLI

Gather Data

Daily Schedules Classroom procedures posted Reading Street Assessment Reports iReady Reports and Progress Monitoring Reports PLC agendas Principal Observations of Reading Street with feedback Data for student engagement/SLO Data

Prepare

Data Summary Internal

Data Summary ISTEP+

Summary Analysis of data

Intervention Summaries for Tier I,II,III students and Students Far Above grade Level Standards

Inform staff of data trends— strengths and weaknesses of student achievement and determine effectiveness of instructional practices

55

Michigan City Area Schools Assessment Window 2017- 2018

Month Assessment Window Begins Window Ends Participants

August/Sept. Ready Math/Reading Diagnostic 1 mCLASS BOY WIDA Screener Ready Math/Reading Standards Mastery

08/16/17 8/16/17 9//25/17 TBA

09.20/17 9/20/17 9/20/17 TBA

Grades K-6 K-2 Newly Identified ELL Gr. 2-6

October CogAT Screener Ready Math Standards Mastery

10/02/17 TBA

10/11 TBA

Gr. K,3,6 Gr. 2-6

November CogAT-7 Full Assessment Ready Math/Reading Standards Mastery

11/27 TBA

12/01 TBA

Identified Students in Grades K-3, 6 Gr. 2-6

December Ready Math/Reading Diagnostic 2 Ready Math/Reading Standards Mastery

12/4 TBA

Grades K-6 Gr.2-6

January mCLASS WIDA Ready Math/Reading Standards Mastery

01/04/18 01/04

TBA

01/27 01/27

TBA

Grades K-2 Appropriate Students

Gr. 2-6

February ISTEP+ Part 1 Applied Skills Ready Math/Reading Standards Mastery

02/26/18

TBA

03/09

TBA

Grades 3-8

Gr. 2-6

March IREAD 3

Ready Math/Reading Standards Mastery

03/12/18

TBA

03/17/17

TBA

Third Grade

Gr. 2-6

April Ready Math/Reading Standards Mastery

ISTEP+ Part 2 MC and grid response

TBA

04/16/18

TBA

Grades 2-6

Grades 3-6

56

May mCLASS

05/07/18

Gr. K-2

June/July IREAD 3 07/17/18 07/18/18 Grade 3 Retesters

57