core-docs.s3.amazonaws.com · Web viewHighly Qualified Teachers SWP #3. On-going Professional Development for Staff SWP #4. Strategies to Attract Highly Qualified Staff SWP #5

STRATEGIC & CONTINUOUS TITLE I SCHOOLWIDE PROGRAMSchool Improvement & Achievement Plan

2016-2018

School Name Selma Elementary School

School Address 200 South East Street, Selma, IN, 47383

School Telephone 765-282-2455

School Fax 765-281-3730

School Number 1381

Corporation Number 1895

Elementary PrincipalMr. Joel D. Mahaffey

Superintendent of SchoolsMr. Bryan Rausch

Board of TrusteesMr. Keith Davis, President

Mr. Bob CookMr. Kevin Thomas

Mr. Carry YoungbloodMr. Shawn Estep

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Table of Contents

Acknowledgement Page 3Selma Elementary Vision Statement 4Selma Elementary Mission Statement 5Liberty-Perry School Mission Statement 5Narrative School Description 6Indiana PL 221 Requirements Curriculum and Instruction Assessments Attendance Objectives Technology as a Learning Tool Safe and Disciplined Learning Environment

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17Title I School-wide Program Components Comprehensive Needs Assessment SWP #1 Summary of Data Action Plan/School-wide Reform Strategies SWP #2 Highly Qualified Teachers SWP #3 On-going Professional Development for Staff SWP #4 Strategies to Attract Highly Qualified Staff SWP #5 Strategies to Increase Parent Involvement SWP #6 Transition Plans from Early Childhood SWP #7 Teacher Decision-making SWP #8 Timely, Additional Assistance SWP #9 Coordination of Funds/Consolidate Programs SWP #10

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Bibliography 43Timeline 45Approval/Sign-Off Form 46

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Acknowledgement Page:

The individuals listed below served on the school improvement/leadership committee for Selma Elementary School. The following team worked to develop, provide perspective, and submit this plan for improving learning and student achievement.

Certified Team Members:

Mr. Joel, D. Mahaffey Elementary PrincipalMiss. Ashley Trehearne Kindergarten TeacherMrs. Mackenzie Kerr Second Grade TeacherMrs. Amy Riggins Third Grade TeacherMrs. Gail Peck Fourth Grade TeacherMrs. Kristi Bowen Fifth Grade TeacherMrs. Sarah Slaven SLPMrs. Amanda Moore Guidance Counselor

Classified Team Members:Mrs. Jamie Noble Technology Coordinator

Parent/Community Representation:Mrs. Tabitha Wise ParentMrs. Daniell Hill Parent

2015-16 Meeting Dates:

The 2015-16 improvement/leadership team met on the following dates to update, create, and formalize the 2016-17 PL221 and SWP for Selma Elementary School.

Fall 2015: Spring 2016:

9/09/2015 1/06/201611/19/201312/15/2015

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SELMA ELEMENTARY

VISION DATA

CHARACTER:

% showing responsibility for turning in homework consistently (all grades) 100%% following their Lifeskills and DOING THE RIGHT THING (all grades) 100%% TREATING PEOPLE RIGHT! 100%

ISTEP:

% passing all ISTEP tests (all grades and subjects) 100%% passing ISTEP Language Arts (all grades) 100%% passing ISTEP Mathematics (all grades) 100%

GRADE LEVEL:

% performing at or above grade level – mathematics (each semester) 100%

% performing at or above grade level – reading (each semester) 100%

% performing at or above grade level – writing (each semester) 100%

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SELMA ELEMENTARY MISSION STATEMENT:

The mission of the administration, faculty, staff, parents, and community of Selma Elementary School is to provide a safe and caring environment in which each child is respected and is given the opportunity to develop values, character, and attitudes. Each child also acquires skills necessary for a contemporary society and assistance from instructional leaders who remain progressive in techniques and open to change. The curriculum serves educational, emotional, social, and physical needs to help each child become a productive member of society.

LIBERTY-PERRY COMMUNITY SCHOOL CORPORATION MISSION STATEMENT:

The mission of the administration, faculty staff, parents, and community of the Liberty-Perry Community School Corporation is to provide a safe and caring environment in which each child is respected and is given the opportunity to develop values, character, and positive attitudes. Each child also acquires skills necessary for a contemporary society with assistance from instructional leaders who remain progressive in techniques and open to change. The schools serve educational, emotional, social, and physical needs so that each child becomes a productive member of society.

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A PROFILE OF SELMA ELEMENTARY SCHOOL:

At the time of the April 13th, 2010 School Board Meeting, it was decided to close Perry Elementary, effective the last day of the 2009-2010 School Year. Perry Elementary housed grades kindergarten and first. As a result of the closing of Perry Elementary School, Selma Elementary now houses all elementary grade levels, beginning the Fall Semester of 2010 (k-5).

Selma Elementary Selma Elementary School is located in the town of Selma, Indiana, four miles east of Muncie in Delaware County. At present, 530 students are enrolled in grades K, 1, 2, 3, 4, and 5.

Selma Elementary is the only elementary school that services the Liberty-Perry Community School Corporation. At the conclusion of the 2009-2010 school year, Perry Elementary was closed as a result of budgetary cuts and decline in enrollment. Since this time, Selma Elementary School remains the sole elementary school in the Liberty-Perry Community School Corporation.

Selma is currently a Title I funded school. This is a result of the number of students who qualify for the free and reduced lunch program. At present time, 50% of students attending Selma Elementary qualify for free and/or reduced lunch. It is because of statistics, that Selma Elementary was approved as a “SchoolWide” Title I School beginning with the 2010-2011 School Year.

The student population is predominately Caucasion. Over the past nine years the enthnicity percentages have varied from 0%-1%. At this time, 54% of the student population is female and 46% of the population is male.

Teachers offer a rich and varied curriculum that is both child-centered and responsive to individual needs. By attending professional seminars and enrolling in courses, Selma’s teachers exhibit a desire to stay current and to grow in their professions.

In addition to weekly instruction in music, art, physical education, counseling, literacy, and library, students have access to programs for group and one-on-one counseling, learning differences, special reading, and high ability education. A drug awareness program, DARE, is utilized at the fifth grade level to educate children on the negative effects of alcohol and drug use. Selma community members are often invited to the classroom to share a talent or skill, such as writing, historical research or foreign language.

Cultural and academic partnerships are available through Ball State University, Minnestrista Cultural Center, the Horizon Center, and the Children’s Museum.

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Locally, Selma is located close to Prairie Creek Reservoir, the National Academy for Model Aeronautics, and the Cardinal Greenway. Selma’s students benefit from these resources through field trips, speakers, student teachers, and educational consultants.

The community of Selma can be characterized by the pride it takes in its children. At the annual Selma Bluebird Days, students are showcased in a talent show, which is one of the highlights of the festival. Fundraisers for education, such as the annual Ice Cream Social are consistently successful. The Community Christmas Sing is another well-attended event, giving the community of Selma an additional way to show support for its students. The Selma Enhancement Committee has been established by citizens in the town of Selma to showcase the special characteristics of the community.

Being a small, rural town community, most residents of the school district work in Muncie, Anderson, Fort Wayne, or Indianapolis. Although few school parents are actively engaged in farming, Selma has been able to preserve its identity as a rural community.

Building History

Selma Elementary was originally built in 1954 on a 12-acre site, on the southeast side of Selma, with 12 classrooms, a library, offices, gymnasium/cafeteria, kitchen, and boiler room. A ten-room addition was constructed in 1962 along with a special reading room, health suite, and faculty room.

In 1994, a major renovation was undertaken, and many improvements were made. A new gymnasium was added. Also added were a new entrance lobby, music room, and an art room complete with a kiln. The old gym/cafeteria was converted into a carpeted cafetorium, complete with a half-round stage that is wired for sound and lighting. The entire building was refurbished, and is a beautiful facility throughout.

During the Fall 2006 Semester, Koorsen Fire and Security installed a security system and access control system in Selma Elementary School. This security system is a mix of perimeter and interior detection devices. Every exterior door is equipped with a touch pad sensor. Hallways and high traffic areas are protected by interior motion detectors, The system, capable of 150 users, is managed from three English display keypads on site.

A new telephone system was installed in the fall of 2006 in every classroom. Each room has a direct link to the front office, other classrooms, and the public telephone system.

A new construction project began in March of 2016. The project was finalized the Fall of 2016. This project added two general education classrooms, one special education classroom along with its own restroom and sensory room, a set of

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male/female restroom, one staff restroom, one custodial storage area, and a small resource room.

CURRICULUM & INSTRUCTION:

The Indiana Academic Standards (IAS) are the backbone of the curriculum at Selma Elementary School. The school curriculum is a comprehensive plan to provide a K-12 continuum of options and services that meet the needs, abilities, and interests of the Selma students. A committee of teachers, parents, and administrators is selected and given the task of curriculum review on an annual basis. This is done in conjunction with the textbook adoption process. At this time, it is a local decision to determine subject adoption during any given year. The textbook committee then selects the materials that most effectively cover the corporation-adopted curriculum.

The challenge of implementing the curriculum is supported the school’s leadership committee. Teachers are responsible for making certain that their instruction will lead to the achievement of the Indiana Academic Standards and new Common Core.

Copies of the curriculum and the Indiana Standards are available in the Selma Elementary School front office and the Liberty-Perry Community School Central Office located at 105 South County Road 650 East, Selma, Indiana.

Initiatives to be implemented, or the continued implementation during the 2016-2017 school year will consist of NWEA Assessment and Skills Navigator Progarm, a 90-120 minute Reading block, the new instruction based on the DOE’s curriculum mapping system, a typing initiative for third grade students, Balanced Literacy Reading Program in each classroom, use of ipad2s and macbook labs for all students, an enrichment/acceleration high ability program for k-5 students, a leveled reading library, and a continued emphasis on the CLASSworks Culture and Community Strands. Selma Elementary’s RtI plan will continue to be strengthened and based on student data from the school’s needs assessment. New initiatives for the 2017-18 School Year includes the continued implementation of NWEA, a web-based curriculum that provides additional computer based activities in the areas of English/Language Arts, Math, Social Studies, and Science for students in grades K-5. Also, students in grades K-2nd will continue to be provided with a new eText Leveled Reader Ipad Application to supplement each classrooms balanced literacy reading groups.

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ASSESSMENTS:

Selma Elementary School uses a variety of assessment tools to gather data on our students. Students in grades three through five participate in ISTEP+ testing each year. Other assessment tools available include Star Reading, Star Math, Accelerated Reading, Accelerated Math, DIBELS, Brigance Reading Inventory, SRI Lexile and NWEA Assessments. All teachers use informal assessments in their classrooms on a daily basis using a variety of methods (observation, textbook-generated tests, teacher-generated tests, anecdotal notes, etc.).

ATTENDANCE OBJECTIVES:

The attendance goal each year for Selma Elementary is to be at or above the state average, plus showing improvement over the previous year. Attendance concerns are addressed with parents through communication such as phone calls, meetings, correspondence in the form of letters, and if necessary, a referral to the Department of Children Services. Home visits may be conducted by the principal and guidance counselor, to investigate compulsory education violations. Perfect attendance and excellent attendance awards are given to students who qualify during the honor programs held each year.

TECHNOLOGY AS A LEARNING TOOL:

Selma Elementary operates under a tech cart system. This mobile lab that provides students the opportunity to develop and practice literacy and math skills. Students in grades two to five utilize the instructional resources provided through a web-based program known as Study Island and Skills Navigator. Students have access to numerous software materials as well as Star Reading and Accelerated Reading. Additionally, computers and Ipads are available in each classroom to student use. A corporation technology director is available and on-call to provide technical assistance and professional development to teachers and staff.Selma Elementary currently offers multiple mobile macbook and iPad labs.

The following information is the Liberty-Perry Community Technology Plan for all schools.

Corp #1895 Liberty-Perry School Corporation

Superintendent: Bryan [email protected] ph. 765-282-5615Director of Technology: [email protected] ph. 765-289-7323

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mailto:[email protected]

mailto:[email protected]

Plan Period: 2010 to 2013

Geographically, Liberty-Perry Community School Corporation is located in east central Indiana, four miles east of Muncie in Delaware County. The corporation consists of two elementary schools, one middle school, and one high school. Wapahani High School includes grades nine through twelve, Selma Middle School grades six through eight, Selma Elementary School grades two through five, and Perry Elementary School includes Kindergarten and first grade. The rural town of Selma is a bedroom community for the city of Muncie, and is considered the “parent” town for the school corporation. Many of the community members work in manufacturing or service jobs in Muncie, which is also the site of the Ball State University campus. Although there are several quality small businesses in the community, the school corporation remains the largest employer and the center of community activity.

Our vision speaks to two broad areas:

It is our vision to use technology in accordance with the five High Tech School goals as the most up-to-date technological resources as a window to the world so that students are not confined to the limited resources available in our small school and rural setting. This will extend the classroom so that students will inquire, research and gain insight to new ways of thinking in an technology rich learning environment.

Liberty-Perry Community School Corporation Mission Statement

The mission of the administration, faculty, staff, parents, and community of Liberty-Perry Community School Corporation is to provide a safe and caring environment in which each child is respected and is given the opportunity to develop values, character, and positive attitudes. Each child also acquires skills necessary for a contemporary society with assistance from instructional leaders who remain progressive in techniques and open to change.

Technology Mission Statement

The mission of Liberty-Perry School Corporation is to promote an environment that provides lifelong educational opportunities for the entire learning community. All students have the opportunity to acquire skills necessary for a contemporary society with assistance from instructional leaders who remain progressive in techniques and open to change. Curriculum infused with technology serves educational, emotional, social, and physical needs so that each child becomes a productive member of society. The Liberty-Perry Community School Corporation is committed to "building successful tomorrows today".

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Goals

It is our objective to integrate technology into the classroom in order to motivate and encourage our students to become skillful problem solvers and strong intellectual thinkers. The curriculum will be structured around Indiana’s Academic Standards.-The corporation libraries will have updated computers to allow streaming video to be used along with Follett library software installed. Internet connection will be used to allow students to access internet resources for internet research.

-Open source software will be used throughout the corporation to cut cost & increase student and teacher productivity.

-Moodle servers will provide a managed teacher-student learning environment.

-Ifolder servers will provide student document remote storage services.

-File servers will provide data for Accelerated Math and Accelerated Reader software programs to be accessed from any location in our corporation.

-All math and science teachers will be trained to use and have Elmo’s and LCD projectors in their classrooms.

-Environmental Science classes will implement a computer generated Weatherstation into the curriculum.

-Plato credit retrieval systems will be implemented at Wapahani High School

-Accelerated Math program will be used in Special Education students.

-Web design classes and Cisco training classes will continue to develop.

-Math Advanced instructural Projects will continue and expand using “smartboard” technologies.

-Skills Navigator computer curriculum software will be integrated into the special education and pre-algebra curriculums.

-7th grade students expand the use of computer probes into the science curriculum.

-Excel for graphing and measurements will be used with the middle school students.

Current Technology Infrastructure

State and Federal grant funding, and school board capital project commitment have provided the financial backbone for the technology used to improve the quality of teaching and learning in our schools. Currently, all four schools and the superintendent’s office have high speed access to the Internet. Wapahani High School and Selma Middle School are connected by a fiber network and share access to the Internet via a T1 line

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combined with 16 mb high speed cable modem. Selma Elementary School is connected to the Internet by a T1 line. Selma Elementary bandwidth is also expanded by a high-speed cable modem. The Superintendents Office has Internet access via a high-speed cable modem. All schools are connected internally with a 100mbs Cat 5 Ethernet networks throughout. All schools have wireless access points positioned to provide wireless Internet access thoughout.

Selma Elementary School Technology 1 wireless computer lab4 curriculum software lab3 ipad2 wireless lab Every staff member has an up to date computer and iPad.

Future Technology Environment

Fiber connectivity will be established between all 4 schools in the corporation to share and maximize available bandwidth. Upgrade network backbone from 100mbs to 1000mbs within buildings.

Multimedia LCD projection systems will be available in classrooms that do not currently have them.

Technology support Teaching and Learning

Teacher presentations will be delivered via multimedia to tap into the various learning modes of students. Students will use technology as a means to develop and deliver products and presentations for authentic purposes. Technology will also provide for individualized instruction to meet the remediation and enrichment needs of our students, provide guided practice in research, and Internet research access to obtain the information necessary for success. Students learning experience will be maximized in the classroom by providing differentiated learning experiences through the use of technology.

Additional Telecommunication Services

LPS is not currently using PBX, VOIP, ect.

Maintaining and Replacing Technology Equipment

All corporation student and teacher technology equipment are reviewed on a needs basis and on a 3month cycle where labs are maintained on a scheduled rotation basis. Most equipment is repaired in house or replaced if repairs are not cost effective. Summer maintenance programs are also utilized where every computer in the corporation is inspected for both hardware and software integrity.

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Criteria to Select Appropriate Educational Technology

Selecting the right equipment is a process that involves getting the best technology for the best price. The process includes reviews of technology, networking with other schools, site visits and general knowledge of available technologies. Finding out what works and what is best for students and staff is also part of the process. Involving staff is critical to the selection process. Finding reliable venders and holding them accountable for their software and hardware is also crucial.

School Name: Selma Elementary School Grades k-5

Principal: Joel Mahaffey [email protected] 765-282-2455

Technology Plan 2010-2010

1. Integration of Technology into the Curriculum

Selma Elementary administration and teaching staff have made a strong commitment to integrate technology and the Internet into the curriculum as outlined in the PL 221 Plan and the original Technology Plan of the Liberty-Perry Community School Corporation. Technology at Selma Elementary currently addresses the administrative needs of staff and the learning processes of students.

Specifically, all teachers at all grade levels are utilizing or expanding, in a lab situation, their use of Accelerated Reader, Skills Navigator, and selected math software as outlined in the supportive instructional initiatives of the PL 221 Plan for the school. The Internet home page for teachers is directed to education sites, with specific emphasis on professional development sites. Each classroom has one or more student computers available for make-up lab work, individual student education enhancement, and remediation work.

Selma Elementary students will use the internet to research various topics in all grades. They will use this research to develop a deeper understanding of their topic of interest. They will use Microsoft Word to learn to write short stories and papers from the research they have done. Math and Science students will use livestream video to enhance learning and deepen their understanding of the topic.

2. Professional DevelopmentThe Liberty-Perry Community School Corporation will support the continued professional development of all staff by providing them with the resources they need to stay current in their field and implement best practices in teaching and learning.

A three tier interlinked strategy will be employed to make sure that the staff will have the training and support they need. All levels of training will possess some commonalities but will eventually be customized and personalized to meet individual needs. Teachers

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will receive training within the corporation as well as opportunities to attend technology seminars and workshops offered elsewhere. Training will be offered at predetermined times as well as additional training tailored to individual needs as circumstances arise. As an incentive, teachers will be compensated for their time and commitment and release time will be made available to attend seminars and meet for the purpose of sharing questions and discoveries with their colleagues.

The three levels of training will be categorically divided into using the equipment, working with the software and Internet resources, and integrating technology into the curriculum. Teachers will be asked to inventory their current technology skills and attitudes to serve as a benchmark to help identify individual needs and customize training.

Integrating technology is a significant part of the professional development strategies at Selma Elementary. After-school workshops are offered to guide and assist teachers in their use of technology for curriculum enhancement. A certified on-site technology support staff member has been assigned to help teachers with software and hardware concerns. This support staff works one-on-one with teachers on software instruction before, during and after the regular school day. Utilizing software that aligns with state standards at specific grade levels is the primary focus of all technology teacher training and professional development.

We have several new teachers who will be entering Level I training activities. We are very proud of the success we have had in changing teacher attitudes toward professional development and the use of technology. We will continue with all 3 levels of our professional development program.

Technology training will be led by Mr. Mike Elder, technology director, for the corporation. All teachers will participate and be encouraged to use the new technology by publicly recognizing them at staff meetings and in our school newsletter. To train the staff we will use the train the trainer model. Our staff has responded well to being trained by their colleagues in the past. We will also bring in practitioners from local schools to train our teachers using data driven strategies they have incorporated into their curriculum.

3. Needs Assessment StrategiesEvaluation of software and hardware needs is a process that has and will continue to be on-going as outlined in the Liberty-Perry Technology Plan. Teachers log their class use of lab software and hardware, making comments and suggestions, which are shared with other staff members. Assessment begins with the documentation of completion as outlined in the recommendation section of PL 221 Plan and continues to the benchmarks and indicators of performance, which include ISTEP testing, classroom testing data, test preparation materials, and Terra Nova testing. 4. Overall program assessmentContinuous school improvement is reliant on feedback from all stakeholders (teachers, parents, students and patrons) through surveys, interviews. Observations will also be made by administrators and department heads. Student

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performance on standardized tests will be evaluated and measured in comparison to state averages for student and school improvement. The technology plan will be updated each spring by Mike Elder, technology director, while data is collected by Joel Mahaffey, elementary school principal, and evaluated.

Professional DevelopmentThe Liberty-Perry Community School Corporation will support the continued professional development of all staff by providing them with the resources they need to stay current in their field and implement best practices in teaching and learning.

A three tier interlinked strategy will be employed to make sure that the staff will have the training and support they need. All levels of training will possess some commonalities but will eventually be customized and personalized to meet individual needs. Teachers will receive training within the corporation as well as opportunities to attend technology seminars and workshops offered elsewhere. Training will be offered at predetermined times as well as additional training tailored to individual needs as circumstances arise. As an incentive, teachers will be compensated for their time and commitment and release time will be made available to attend seminars and meet for the purpose of sharing questions and discoveries with their colleagues.

The three levels of training will be categorically divided into using the equipment, working with the software and Internet resources, and integrating technology into the curriculum. Teachers will be asked to inventory their current technology skills and attitudes to serve as a benchmark to help identify individual needs and customize training.

Integrating technology is a significant part of the professional development strategies at Perry Elementary. After-school workshops are offered to guide and assist teachers in their use of technology for curriculum enhancement. A certified on-site technology support staff member has been assigned to help teachers with software and hardware concerns. This support staff works one-on-one with teachers on software instruction before, during and after the regular school day. Utilizing software that aligns with state standards at specific grade levels is the primary focus of all technology teacher training and professional development.

Technology training will be led by Mr. Mike Elder, technology director, for the corporation. All teachers will participate and be encouraged to use the new technology by publicly recognizing them at staff meetings and in our school newsletter. To train the staff we will use the train the trainer model. Our staff has responded well to being trained by their colleagues in the past. We will also bring in practitioners from local schools to train our teachers using data driven strategies they have incorporated into their curriculum.

1. Needs Assessment Strategies

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Evaluation of software and hardware needs is a process that has and will continue to be on-going as outlined in the Liberty-Perry Technology Plan. Assessment includes evaluation of percentage scoring of students on ISTEP+.

4. Overall program assessment

Continuous school improvement is reliant on feedback from all stakeholders (teachers, parents, students and patrons) through surveys, interviews. Observations will also be made by administrators and department heads. Student performance on standardized tests will be evaluated and measured in comparison to state averages for student and school improvement. The technology plan will be updated each spring by Mike Elder, technology director, while data is collected by Bonnie Coffman, elementary school principal, and evaluated.

SAFE & DISCIPLINED LEARNING ENVIRONMENT:

Selma Elementary School has an Emergency Preparedness Plan, which is reviewed annually and kept inside each classroom, along with emergency supplies. Evacuation and drill routes/maps/plans are located near each exit in all building rooms. Plans are prepared by the school Safety Specialist based on input from local community fire, police, and emergency management departments.

Fire drills are held each month, while tornado and lockdown drills are held bi-monthly. Evacuation and emergency drills and routes are posted in each classroom and all common areas such as the gym and Cafetorium.

School-wide student expectations are stated in our teacher and student/parent handbooks, and include guidelines and expectations for hallway, restroom, cafeteria, and convocation behaviors. Classroom expectations are developed by the classroom teachers on an individual basis and are on file in the principal’s office.

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Comprehensive Needs AssessmentSWP Component #1:

An updated comprehensive needs assessment of all students was used to create the school wide comprehensive plan to improve teaching and learning. The needs assessment includes data collection and analysis including instructional recommendations. Selma Elementary staff and parents participated in creating the plan through the school wide planning process and school improvement planning process. The plan is evaluated annually to determine whether the key strategies of the school wide program have increased the achievement of students, especially those below grade level benchmarks. Evaluation and assessment data are used to revise the plan. The School Improvement Team used this analysis to further determine goals, objectives, and strategies for the 2016-17 school year.

2006-2007~ Earned AYP in all 17 categories~ Exemplary Progress (PL 221)

Grade ISTEP+ ENG/LA ISTEP+ MATH TOTAL % PASS BOTH

3rd 78.% 74% 66%

4th 73% 78% 67%

5th 76% 75% 67.7%

2007-2008~ Earned AYP in all 17 categories~ Exemplary Progress (PL 221)


3rd 79% 74% 67%

4th 82% 72% 67.8%

5th 80% 79.5 72.7%

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2008-2009~ AYP Not Assessed~ PL221 Not Assessed


3rd 71.4% Fall / 73% Spring 70% Fall / 72% Spring 63% Fall / 65% Spring

4th 73% Fall / 78% Spring 80% Fall / 77% Spring 67% Fall / 71% Spring

5th 86% Fall / 86% Spring 81% Fall / 89% Spring 77% Fall / 83% Spring

2009-2010~ Earned AYP in all 17 categories~ Exemplary Progress (PL221)


3rd 78% 77.5% 73%

4th 79% 74% 68.1%

5th 77.5% 90% 75.3%

2010-2011~ Earned AYP in all 17 categories~ Exemplary Progress~ School Grade = A


3rd 85% 78.3% 75.4%

4th 81.5% 86.1% 78.5%

5th 81% 84% 74.2%

*2011-2012~ Assigned a D Letter Grade


3rd 84% 85.1% 79.7%

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4th 76.1% 73% 63.6%

5th 72.6% 86.6 72%

2012-2013

~ Assigned an “A” Letter Grade

Grade ISTEP+ ENG/LA ISTEP+ MATH TOTAL % PASS BOTH3rd 90% 80% 85%4th 85% 77.5% 81%5th 80.7% 80% 80%

ISTEP+ 2012-13 BREAKDOWN

PROFICIENCY RESULTS BY GRADE LEVELGRADE ENG/LA PASS % MATH PASS % OTHER PASS %5TH 80% 80% SS 75%4TH 86% 78% SCI NOT RELEASED3RD 90% 80% NO OTHER TESTED SUBJ.

ACHIEVEMENT COMPARISON 2012/2013 SPRING ISTEP+2012 Spring Overall Pass Both – 78%2013 Spring Overall Pass Both – 82.5%

2012 Spring Pass English/LA – 76%2013 Spring Pass English/LA – 85%

2012 Spring Pass Math – 80%2013 Spring Pass Math – 80%*Overall achievement grew 4.5% from Spring 2012 to Spring 2013 ISTEP+.

SAME GROUP STUDENT GROUP OVERALL PERFORMANCE2012-2013 4th-5th ENGLISH*Grew 7%2012-2013 4th-5th MATH*Grew 11%

2012-2013 3rd-4th English*Grew 2%2012-2013 3rd-4th Math*Fell 7%

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2013-2014 SCHOOL PERFORMANCE DATA – Earned A Grade

3rd ISTEP+ English/LA 90% Passing3rd ISTEP+ Math 84% Passing3rd IREAD THREE 95% Passing

4th ISTEP+ English/LA 92% Passing4th ISTEP+ Math 87% Passing4th ISTEP+ Science 89% Passing

5th ISTEP+ English/LA 95% Passing5th ISTEP+ Math 97% Passing5th ISTEP+ SS 88% Passing

Kindergarten Mclass TRC Level C 95%1st Grade Mclass TRC Level I 82%2nd Grade Mclass TRC Level N 91%

3rd Grade Academic Standards – Percent MasteryVocabulary 88%Nonfictional Text 86%Literary Text 89%Writing Process 91%Writing Applications 89%Language Conventions 90%Number Sense 79%Computation 84%Algebra 83%Geometry 84%Measurement 85%Problem Solving 82%

4th Grade Academic Standards – Percent MasteryVocabulary 89%Nonfiction Text 86%Literary Text 88%Writing Process 90%Writing Applications 92%Language Conventions 92%Number Sense 86%Computation 79%Algebra 83%Geometry 83%

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Measurement 87%Data Analysis 87%Problem Solving 87%5th Grade Academic Standards – Percent MasteryVocabulary 96%Nonfiction Text 94%Literary Text 94%Writing Process 97%Writing Applications 97%Language Conventions 97% Number Sense 96%Computation 97% Algebra 97%Geometry 96%Measurement 96%Data Analysis 97%Problem Solving 96%

3rd Grade Writing Prompt Scores – Percent Points Obtained0 0% 1 0% 2 6% 3 14% 4 56% 5 14% 6 5%

4th Grade Writing Prompt Scores – Percent Point Obtained0 0% 1 0% 2 5% 3 20% 4 53% 5 18% 6 3%

5th Grade Writing Prompt Scores – Percent Point Obtained0 0% 1 0% 2 3% 3 12% 4 47% 5 29% 6 7%

2014-15 School ISTEP+ Breakdown – Earned a B Letter Grade

Grade 3 (60 Students Tested)Reading Lit 92% MasteryReading Nonfiction and Media 95% MasteryWriting Genres and Research Process 93% Mastery Total LA Pass 93.3%Writing Conventions 92% Mastery Total Math Pass 93.3%Number Sense 95% MasteryComputation 93% MasteryAlgebraic Thinking 95% MasteryGeometry and Measurement 92% Mastery

Grade 4 (104 Students Tested)Reading Lit 66% MasteryReading Nonfiction and Media 68% Mastery Total LA Pass 70%Writing Genres and Res. 70% Mastery Total Math Pass 65%Writing Conventions 68% MasteryNumber Sense 68% Mastery

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Computation 64% MasteryAlgebraic Thinking 66% MasteryGeometry and Measurement 64% Mastery

Grade 5 (86 Students Tested)Reading Lit 65% MasteryReading Nonfiction and Media 65% MasteryWriting Genres 67% Mastery Total LA Pass 67%Writing Conventions 71% Mastery Total Math Pass 70%Number Sense 69% MasteryComputation 69% MasteryAlgebraic Thinking 66% MasteryGeometry and Measurement 72% Mastery

2015-2016 School ISTEP+ Achievement Data

3rd Grade English/LATotal Tested P+ P DNP UND PASS RATE84 8 48 28 0 67%3rd Grade MathTotal Tested P+ P DNP UND PASS RATE84 24 34 26 1 69%

4th Grade English/LATotal Tested P+ P DNP UND PASS RATE70 16 37 17 0 76%4th Grade MathTotal Tested P+ P DNP UND PASS RATE69 13 27 29 1 58%4th Grade ScienceTotal Tested P+ P DNP UND PASS RATE70 14 43 13 0 81%

5th Grade English/LATotal Tested P+ P DNP UND PASS RATE105 23 56 26 0 75%5th Grade MathTotal Tested P+ P DNP UND PASS RATE105 9 46 50 0 52%5th Grade ScienceTotal Tested P+ P DNP UND PASS RATE105 26 54 25 0 76%

School Passing Eng/LA 73% School Passing Math 60%

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Students Participating/Qualifying for Free and/or Reduced Lunch(Corporation Wide %s)School Year % Free/Reduced Change from Previous

2006-2007 34% n/a

2007-2008 36% +2%

2008-2009 39% +3%

2009-2010 43% +4%

2010-2011 45% +2%

2011-2012 48% +3%

2012-2013 51% +3%

2013-2014 52% +1%

2014-2015 52% No Change

2015-2016 52% No Change

2016-2017 9/9/16 50%

Student Enrollment Data *2007 Second Grade was added to SES*2010 Kindergarten and First Grades added to SES

Year Total Enrollment

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2006-2007 274

2007-2008 353

2008-2009 336

2009-2010 341

2010-2011 476

2011-2012 475

2012-2013 467

2013-2014 480

2014-2015 520

2015-2016 523

2016-2017 519 9/9/16

SWP Component #1Summary of Needs Assessment:

Based on the analysis of data included in this report and the instructional implications, the School Improvement/P.L. 221 Committee determined goals, benchmarks, and strategies for implementation during the 2016-17 school years.

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Provide students reading instruction at their instructional levels Provide a school-wide focus on moving away from the basal

series to more forms of authentic assessments Maintain a focused effort on implementing Differentiated

Instruction in the classroom Provide reading/language interventions for tier II and III students Provide parents with information and opportunities to improve

their knowledge on academics, behavior, and school attendance Provide meaningful professional development opportunities for

teachers and staff Increase instructional time for the areas of English/LA and Math Provide systematic, focused and timely remediation to students

who have not met NWEA benchmarks Continue to utilize the new SRI and NWEA assessments

beginning with the 2016-17 and continuing in the 2017-18 school year.

Incorporate intervention blocks to focus on specific learning standards.

SWP Reform StrategiesSWP Component #2:

GOAL #1During the 2016-17 school year, non-proficient students (as indicated by ISTEP+ E/LA) at Selma Elementary will improve their reading comprehension, reading fluency, and writing process skills as measured by an increase in the percentage of students scoring in the Pass and Pass+ levels on ISTEP+ English/LA assessment and by percent of

Benchmarks/Goals:2016-17 – At a minimum, 75% of Selma Elementary students in grades 3-5 will pass English/LA on ISTEP+.

2017 – NO ISTEP GOAL

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GOAL #2During the 2016-17 school year, non-proficient students (as indicated by ISTEP+ Mathematics) at Selma Elementary School will improve their basic understanding in all subgroups (as identified on ISTEP+) by an increase in the percentage of students scoring in the Pass and Pass+ levels on ISTEP+ Mathematics.

Benchmarks/Goals:2016-17 – At a minimum, 75% of Selma Elementary students in grades 3-5 will pass Mathematics on ISTEP+.

2017 – NO ISTEP GOAL

GOAL #3Attendance Rate: At least 97%, with improvement over previous year.

Goal #4NWEA 2016-17 – All students in grades k-5th: 80% of all students will reach RIT Score Proficiency.

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Strategy Student Group

Scientifically Based Research

Current Practice or Predicted Implementation

Monitoring of Implementation

Student Assessment

District Wide Initiative

Increased Learning Time

PD Needed

Teachers will implement best practices of differentiated classroom instruction (MATH and English/LA focus)

Supportive learning environments

Continuous assessments

CLASSworks

Community

Climate

Curriculum

All tiers of students

Angelo, Thomas (14 principles for good teaching)

Harvey, Stephanie (research grades 3-8)

Jensen, Eric (teaching with the brain in mind)

US Dep. Ed. (helping every child to become a reader)

Tovani, Chris (helping children to

Implementation began 2009-2010 school year

Admin observations

Interventionist/ coaching

CLASSworks PD

Peer teacher/ collaboration

Lesson Plans

DIBELS

SRA Monitoring

Star Reading

Star Math

Terra Nova

ISTEP+

Brigance Reading Inv.

Yes Yes Continued PD with CLASSworks focusing on differentiated instructional strategies on staff training days throughout the school year

Zimmerman, S. (7 keys to comprehension)

Hutchins, C. (7 keys to comprehension)

Book Studies

Continued PD

6+1 Traits

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Flexible Grouping/Small group intervention

become better readers)

CLASSworks

IN Writing Proj.

Reading Project





Student Assessment



PD Needed

Reading comprehension strategies are implemented and visible within the classrooms

All tiers of students

IN Writing Project

Reading Project

National Reading Panel

CLASSworks Curriculum/ Instructional Strategies

SRA – Corrective Reading Strategies

Predicted beginning Fall 2010

Schoolwide focus to be implemented based on reading research and student testing data

Lesson Plans

Admin Observations

Peer Teacher/ Collaboration

Staff/Teacher Coach

Star Reading

DIBELS

ISTEP+

SRA Data

Fountas and Pinnell

Running Records

Yes Yes Book Studies

CLASSworks Reading Instruction Training Days

Zimmerman, S. (7 keys to comprehension)

Hutchins, C. (7 keys to comprehension)

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Reading Intervention/ Remediation Groups

All tiers IN Writing Project

Reading Project


CLASSworks Curriculum/ Instructional Strategies

SRA –Reading Strategies

Predicted beginning Fall 2010

Data Collection

Teacher monitoring

Training Coach

Star Reading

DIBELS

ISTEP+

SRA Data

Fountas and Pinnell

Running Records

No Yes CLASSworks ongoing training in Fountas/Pinnell and Reading Project student grouping

Book Studies and Staff Research

Continued training and support by school interventionist/ coach





Student Assessment



PD Needed

IN Reading Project Support Groups

All Students

Zimmerman, S.

Hutchins, C.

Predicted Fall 2010

Admin observations

Interventionist/

Star Reading

DIBELS

No Yes CLASSworks ongoing training in Fountas/Pinnell and Reading Project student grouping

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Readers Workship

Fountas/ Pinnell (Heinemann)

coaching

CLASSworks PD

Peer teacher/collaboration

Lesson Plans

Running Records

Intervention Data

ISTEP+


Book Studies and Staff Research

Continued training and support by school interventionist/ coach

Literacy Intervention Groups

SRA Corrective Rdg

SRA Mastery of Rdg

Tiers two and three

Zimmerman, S.

Hutchins, C.

SRA – Decoding Reading Strategies (2008)

Implemented Spring 2010

Teacher

Interventionist / Coach

Collaboration (teacher)

Administrator to facilitate data collections

Star Reading

DIBELS

Running Records

Intervention Data

ISTEP+

No Yes On-going traning provided to tutors, aides, and teachers throughout elementary staff

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Student Assessment



PD Needed

Utilize instructional facilitators to provide modeling, one on one coaching in differentiated instruction to classroom teachers

All tiers Research Based Clearinghouse

Fall 2010 Principal Walkthroughs

Teacher feedback

Leadership Committee

Star Reading

Star Math

DIBELS

Fountas and PinnellSTEP+Brigance

Yes Yes Ongoing staff development as scheduled by the School Improvement Team

Computer Based Instruction / Remediation

All tiers SkillsTutor Data Bank

Implemented Fall 2009

Electronic Reports

Lesson Plans

Individual Student Assessment Reports

No Yes Ongoing PD provided by elementary technology coordinator

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Technology Coordinator

Monthly Attendance incentives

Students will receive excellent and perfect attendance

IN Compulsory Education Law/requirements

Time on Task

Current Practice Attendance Officer

School Counselor

Front Office Secretary

Individual Classroom Teacher

Building Principal

Electronic Reports gathered by SDS

No Yes Book Studies

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Liberty-Perry Elementary Schools have 28 certified staff members who are Highly Qualified. The following tools are used to document Highly Qualified status:

HOUSSE RubricSuccessful Completion of the Praxis II48 Hours of College Credit

Highly Qualified Teachers in Core Content Area Classes

Teacher NameCore Content Area

Grade Level Qualification Method

Bousman, Katherine

General Education Second 100 Point on HOUSSE

Bowen, Kristi General Education Fifth 100 Points on HOUSSE

Garrett, Kalie Special Education First 100 Points on HOUSSE

Coffman, Bonnie General Education Kindergarten 100 Points on HOUSSE

Hurst, Jaymie General Education First 100 Point on HOUSSE

Pittenger, Debby General Education Fifth 100 Point on HOUSSE

Mikel, Lori Special Education Spec. Ed. 100 Point on HOUSSE

Holdren, Chris General Education Fifth 100 Points on HOUSSE

Trehearne, Ashley General Education First 100 Points on HOUSSE

Faulkner, Adam General Education Fifth 100 Points on HOUSSE

Leftkowitz, Claire Music K – 5 100 Points on HOUSSE

Bundy, Mary General Education Fourth 100 Points on HOUSSE

Devers, Connie General Education First 100 Points on HOUSSE

Henderson, Caleb General Education Physical Education 100 Point on HOUSSE

Slaven, Sarah Speech Language Pathologist

K – 5 100 Points on HOUSSE

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Mahaffey, Joel General Education Principal 100 Point on HOUSSE

Marlatt, Donna General Education Fourth 100 Point on HOUSSE

Cole, Jeff General Education Spec. Ed. 100 Points on HOUSSE

Peck, Gail General Education Fourth 100 Point on HOUSSE

Peters, Jennifer General Education First 100 Points on HOUSSE

Reece, Rebecca General Education Fourth 100 Point on HOUSSE

Riggins, Amy General Education Third 100 Point on HOUSSE

Ridge, Amanda General Education Second 100 Points on HOUSSE

Kerr, Mackenzie General Education Second 100 Points on HOUSSE

Swallow, Lynn General Education Second 100 Points on HOUSSE

Thrasher, Amanda General Education Third 100 Points on HOUSSE

Shreve, Nancy General Education Kindergarten 100 Points on HOUSSE

Craycraft, Matthew Special Education K-5 100 Points on HOUSSE

Moore, Amanda Guidance Counselor

K-5 N/A

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Selma Elementary

200 South East Street

Selma, IN 47383

765.282.2455

August 14, 2016

Dear Parents/Guardian,

Liberty-Perry School Corporation participates in the Federal Title I program to assist our students in obtaining academic success. At Selma Elementary School, Title I services are available to all students in need of extra assistance in the area of reading. This assistance is in addition to the regular instruction the students receive in the classroom.

As part of the guidelines of the Title I program, you are entitled to know that all of our teachers have met state qualifications and licensing criteria for the grade level and subjects they teach. In addition, you are entitled to know if any of the teaching staff who work with your child(ren) are currently teaching under an emergency permit, or on a temporary status. At this time, Selma Elementary School does have any staff members working under an emergency permit or on a temporary status. You will be notified if a teacher is hired with regards to either teaching status.

The Liberty- Perry School Corporation does employ instructional assistants to assist in the Title I Program. Liberty-Perry School Corporation only hires instructional assistants who meet the requirements of being highly qualified. At this time, all instructional assistants meet this requirement. The criteria for meeting the highly qualified standard can be obtained through the school office.

It is the mission of the Liberty-Perry School Corporation to help each student reach the maximum in terms of achievement. In order to fulfill our mission, we are always looking to employ those individuals who are the best qualified to work with your children. Please feel free to call me to obtain information regarding licensing and qualifications of those working with your children.

Sincerely,

Joel Mahaffey, Principal

Perry and Selma Elementary Schools

Liberty-Perry School Corporation

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Selma Elementary

200 South East Street

Selma, IN 47383

765.282.2455

HIGHLY QUALIFIED NOTICE

August 14, 2016

To Whom It May Concern:

All teaching staff members at Selma Elementary School are considered “Highly Qualified” under the No Child Left Behind (NCLB) standards. Information confirming the “Highly Qualified” status of the staff members is housed at Selma Elementary School in the principal’s office and at the Liberty-Perry School Corporation’s Central Office. These records are open to inspection by parents, upon their request.

Sincerely,

Joel Mahaffey, Principal

Liberty-Perry School Corporation

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High Quality and on going Professional Development for Teachers, Principals, and Paraprofessionals

SWP Component #4:

Selma Elementary utilizes many forms of professional development. Teachers and staff have opportunities to attend professional development sessions offered by the corporation, elementary leadership committee, and by attending off-site workshops and conferences. All elementary professional development activities are based on the current C.L.A.S.S.works initiative. The overall betterment of Language Arts/English and Mathematics instructional delivery is the primary focus in regards to improving best teaching practices.

Selma Elementary School will continue to closely research and identify professional development opportunities for the following initiatives:

1) C.L.A.S.S.works2) Elementary Classroom Reading Inventories3) Curriculum Based Assessment4) Fountas and Pinnell

Professional Development training days will be provided through the elementary C.L.A.S.S.works membership. Training will consist of 5-7 full days to improve classroom structure and instruction throughout the school year. All staff members (teachers, aides, paras, administration) will benefit from the C.L.A.S.S.works training days.

Throughout the 2016-17 school year, teachers will collaborate with each other to design lesson plans based on the “Reader’s Workshop” and “IWP” strategies.

Peer training is an ongoing professional development support offered to all teachers and staff. Specific focuses are developing and supporting classroom climate, curriculum, community, and brain-based instruction. A common collaboration time has been established to promote and support professional development opportunities throughout the school day.

Other examples of professional development include book studies, textbook/standard investigations, power standards identification, and creating partnerships with another Indiana CLASS schools.

The evaluation of teacher professional development includes informal observations, teacher lesson plans, staff assessment/evaluation forms, and actual teacher application of knowledge in classroom. Application of knowledge will be based on performance assessments created by each grade level team.

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Strategies to attract high-quality, highly qualified teachers to Selma Elementary School

SWP Component #5:

Selma Elementary School, in conjunction with the Liberty-Perry Community School Corporation, will recruit high quality staff through electronic postings on the DOE website, local Liberty-Perry Community School Corporation website, as well as physical posting at central office and throughout all district schools. The Liberty-Perry Community School Corporation offers competitive teacher salaries and benefits. New teachers are provided with a comprehensive district and school first year teacher orientation process, as well as an ongoing induction support process throughout the school year, with on-going professional development, and complying with the Indiana Department of Education’s Indiana Mentoring Assessment Program.

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Strategies to Increase Parent EngagementSWP Component #6, #6A, and #6B:

During the Fall 2009 Semester, Selma Elementary School established a C.L.A.S.S. Leadership Committee designed to address all components of school improvement. Among these components, exist information regarding parent involvement, and the need to increase parental involvement at Selma Elementary School. Below, you will find descriptions and strategies that meet the requirements of SWP components #6, #6A, and #6B.

#6 Strategies to Increase Parental Involvement

~ The Elementary Leadership committee will meet on a regular basis throughout the year to evaluate the effectives of all parent involvement strategies.~ The Liberty-Perry Community School Corporation Parent Involvement Policy is distributed during the time of fall registration/orientation to all parents.~ Selma Elementary will continue to host effective “Parents’ Night” meetings twice each year to provide programming and school information, as well as parent literacy resources to improve the home/school relationship.~ An elementary Leveled Reading Library will be available for grade k-5 to better meet the individual reading levels of all students. This library will be available for parents to review and utilize through the school year and summer.~ The Parents’ Right to Know Letter and Home School Compact are included in the official elementary student handbook. Parents are required to sign off to acknowledge they have received this information.~ Monthly PTO meetings will take place to provide school information to interested individuals. Parents are also encouraged to participate on the elementary PTO.

#6A Describe how the school will provide individual academic assessment results to parents

~ All teachers employed at Selma Elementary will conduct no less than two parent teacher conferences each school year to review individual student achievements and assessments.~ All parents have access to the online student data system known as “Power School” to review individual academic assessment.~ All school and classroom assessments will be shared by the classroom teacher at the time of the established parent/teacher meetings.~ ISTEP+ information is provided to parents by the distribution of individual student report sheets (when available).~ Through the RtI Tier process, teachers will notify parents through frequent communication regarding individual progress monitoring and tier movements at the time of data meetings.~ Parents are invited to attend individual RtI data meetings for their child(ren).

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#6B Strategies to involve parents in the planning, review, and improvement of the schoolwide plan

~ Two parent representatives will be assigned to the Elementary Leadership Committee each year. ~ The Elementary Leadership committee will meet on a regular basis throughout the year to evaluate the effectives of all parent involvement strategies. * The teacher leadership committee is responsible for the planning, reviewing, and improvement of the elementary schoolwide plan, Textbook Adoption, Student Handbook, and school pl221 plans.

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Plans for Assisting Pre-School Children in Transition from Early Childhood Programs

SWP Component #7:

Due the decision to close Perry Elementary at the conclusion of the 2009-2010 school year, the Liberty-Perry/Monroe Central preschool program will move to the Monroe Central School Corporation beginning with the 2010 school year. The movement and transition of this program will be at the direction and discretion of G.R.I.C. and the Monroe Central School Corporation.

Below, the transition plan from Early Childhood Programs to Pre-School is outlined:

~ Early Childhood (First Steps) Agencies notify the G.R.I.C. preschool coordinator when a child is eligible to enroll.~ A transition meeting is held with the coordinator and family.~ A determination for placement and/or additional testing is made by the conference committee.~ If placed, additional testing is administered for updated information.~ If placed, the child is placed in the preschool program (prior to year of admission) to evaluate and observe behavior and performance.

Additional Information

As a result of school consolidation, Selma Elementary will house all kindergarten and first grade classrooms. At this time, students enrolled in kindergarten benefit from a full day program. Selma Elementary has discussed the potential of housing a preschool program, but due to limited space, is not able to at this time. Preschool students will now transition directly into Selma Elementary for grades k-5. An orientation is being developed to improve this transition between corporations and buildings.

Preschool Transition to Kindergarten Process

Talk with parents about transition at the case conference prior to the kindergarten transition case conference.2. Discuss child's needs with preschool staff in December/January to determine if any testing/reevaluation data is needed.3. Inform parents of any testing/reevaluation data necessary to determine services for Kindergarten. 4. Obtain signed permission to test for necessary testing.

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5. Arrange case conference with receiving school personnel.6. Inform parents of kindergarten registration at appropriate school of legal settlement.7. Hold case conference with parents, receiving school personnel and preschool staff involved with student.8. Send student folders to receiving school.

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Opportunities and Expectations for teachers to be included in the decision-making related to the use of academic assessment results

leading to the improvement of student achievementSWP Component #8:

All teachers and instructional staff at Selma Elementary School participate in analyzing student achievement data to improve the effectiveness of classroom instruction. Data is reviewed during a daily, common, collaboration time on a regular basis. A plan for remediation is developed by each grade-level RtI team. Each team consists of teachers, Title I staff, building Principal, special education staff, and guidance counselor.

The forms of assessment used in identifying the appropriate level of tier or instructional support are as follows:

1) Skills Navigator2) ISTEP+ (3-5)3) SRI Lexile (3-5)4) Classroom Performance5) NWEA6) Study Island (3-5)

Each grade level RtI team will work together to review grade-wide benchmark and individual student progress monitoring data to determine appropriate levels of instruction for each group/individual student. At-risk students are referred to either small group classroom support and/or a daily, intensive curriculum intervention.

Students who are identified for small group and/or daily intervention support will be progressed monitored throughout each month of school. Data meetings will take place to evaluate classroom instruction and intervention support. Possible data meeting outcomes are as follows:

A student may be referred to additional testing if the data collected supports the need for more information.

The tier level of support may be adjusted according to the level of improvement made or lack there of.

Additional classroom assessments are required before additional recommendations are made.

o Running records, subject area assessments, informal teacher made assessment….

The Selma Elementary Leadership Committee recognizes the importance of empowering all stakeholders with the ability to make decisions based on data and “what’s best for kids!” By providing the appropriate assessments and supports needed, teachers will continue to play a vital role in making decisions regarding the

47

effectiveness of academic assessments leading to the improvement of students achievement.for each grade level designed to support all groups of students.

Activities and programs at the school level to ensure that students having difficulty mastering proficient

and advanced levels of the academic achievement are provided with effective, timely additional assistance

SWP Component #9:

Selma Elementary School strives to meet the needs of all students, regardless of need. At this time, students having difficulty mastering proficient levels of academic achievement in grades k-5 are provide with weekly remediation/intervention in the areas of reading and mathematics.

See the below table to specific remediation/interventions for each grade level designed to support all groups of students.

Grade Level Student Group

Type of Support

Type of Intervention

Frequency Subject(s)

Kindergarten Benchmark

Gen. Education curriculum

Classroom Instruction

Daily All

Kindergarten Some Risk Small Group

Waterford

Differentiated Instruction

CBA

Daily

Twice/Weekly

Reading Language Arts

Kindergarten At-Risk Small Group

Intervention Block


Triumphs Treasures Remediation

Daily Reading Language Arts

Kindergarten Special Ed. IEP IEP IEP IEP

Kindergarten High Ability

Small Group Enrichment Acceleration


First Benchmar Gen. Classroom Daily All

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Grade k Education Curriculum

Instruction

First Grade

Some Risk Small Group

Waterford


CBA

Daily

Twice/Weekly


First Grade

At-Risk Small Group

Intervention Block

Differentiated instruction

Triumphs Treasures Remediation


First Grade

Special Ed. IEP IEP IEP IEP

First Grade

High Ability



Second Grade

Benchmark

Gen. Education Curriculum


Daily All

Second Grade

Some-Risk Small Group

Skills Tutor


CBA

Daily

Once/Weekly


Second Grade

At-Risk Small Group

Intervention Block


SRA Reading Mastery

Daily

Daily


Second Grade


Second Grade

High Ability


Twice/Weekly Multi

Third Grade

Benchmark



Daily All

Third Grade

Some-Risk Small Group Differentiated Instruction

Daily Reading Language

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Skills Tutor CBA Once/Weekly Arts

Third Grade

At-Risk Small Group

Intervention Block


SRA Reading Mastery


Third Grade


Third Grade

High Ability


Twice/Weekly Multi

Fourth Grade

Benchmark



Daily All

Fourth Grade


Skills Tutor

Differentiated instruction

CBA

Daily

Once/Weekly


Fourth Grade

At-Risk Small Group

Skills Tutor

Intervention Block


CBA

SRA Corrective Reading

Daily

Once/Weekly

Daily


Fourth Grade


Fourth Grade

High Ability


Three/Weekly Multi

Fifth Grade

Benchmark



Daily All

Fifth Grade


Skills Tutor


CBA

Daily

Once/Weekly


Fifth Grade

At-Risk Small Group Differentiated Instruction

Daily Reading Language

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Skills Tutor

Intervention

CBA

SRA Corrective Reading

Once/Weekly

Daily

Arts

Fifth Grade


Fifth Grade

High Ability


Three/Weekly Multi

Description of activities and programs:

This curriculum varies at each grade level as a result of individual grade level State standards.

Students who qualify for the high ability program will work with specialized teachers in the area of high ability, and are provided with opportunities to excel in areas of interests, content, and product. High ability teachers focus their instruction on individual desires of gifted students and differentiate their instruction accordingly.

Students who are identified to receive Special Education services will be supported by an individual education plan (IEP) that will outline a specific course of support to meet specific goals (as established in the IEP).

Students having difficulty mastering proficient levels of academic achievement in grades k-5 are provided with remediation/intervention in the areas of reading and language arts. These students will be provided with a daily, small group reading support (Reader’s Workshop/IN Writing Project) and/or a combination of small group reading support and an intensive reading support program (SRA Corrective Reading/Reading Mastery).

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Coordination and integration of federal, state, and local funds; and resources such as in-kind services and program components

SWP Component #10:

The Liberty-Perry Community School Corporation is aware that we have the option to consolidate grant funding such as High Ability, Title II, and IDEA. While the school has chose to coordinate the program efforts, Liberty-Perry Community School Corporation does not consolidate grant funding.

A list of programs that will be consolidated under the schoolwide plan (if applicable)

SWP Component #10A:

Title I funding is used to supplement other programs within the school. Other federal, state and local funding is coordinated and integrated by The Liberty-Perry School Corporation and building level administration. The General Fund provides assistance for teacher salaries, as well as, instructional assistants in all schools and for school level materials needed to enhance instruction. Title II – Part A Funds are used for class size reduction and professional development. IDEA funds are used to provide educational opportunities for our special education population. PL221 State Professional Development monies are used to provide for on-going professional development for teachers at Selma Elementary School in areas aligned with our goals of school improvement.

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Bibliography of Research

Culham, R. (2005). 6+1 Traits of Writing. New York: Scholastic Inc.

Zimmerman, S. (2003). 7 Keys to Comprehension. New York: Three Rivers Press.

Tomlinson, C. (1999). The Differentiated Classroom. Alexandria, VA: Association for Supervision and Curriculum Development

Fletcher, R., & Portalupi, J (2001). Writing Workshop. Portsmouth , NH: HEINEMANN

McTighe, J., & Tomlinson, C. (2006). Integrating Differentiated Instruction. Alexandria, VA: Association for Supervision and Curriculum Development

Kurns, S., & Tilly, W.D. (2008). Response to Intervention: Blueprints for Implementation, National Association of State Directors of Special Education (NASDSE) and Council of Administrators of Special Education (CASE).

Medina, J. (2010). Brain Rules. New York: Pear Press

Tovani, C. (2004). I read it, but I don’t get it. Portland, ME: Stenhouse Publishers

Jenson, Eric. (2005). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development.

Harvey, S. (2010). Comprehension Toolkit. Portsmouth, NH: HEINEMANN

Fountas, I., & Pinnell, G. (2001). Guiding Readers and Writers. Portsmouth, NH: HEINEMANN

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TIMELINE

This document establishes a framework for continuous school improvement. It represents a single, comprehensive plan to fulfill the requirements of Public Law 221, and the requirements of a School-wide program under Title I, part A. While it provides us focus for the next three years (fall 2016-spring 2019) it also will continue to be an evolving, changing document.

The student achievement goals identified in this document will remain in place for a three-year period. Strategies and interventions identified in this plan will be implemented beginning the 2016-17 school year. The strategies, activities and interventions will be reviewed on a regular basis by the school leadership/improvement team to determine whether they are (1) being fully and appropriated implemented by the staff and (2) are having the intended impact on student achievement.

Adjustments will be made in professional development efforts, assessment areas and measures, strategies, activities, and interventions as deemed by the school leadership/improvement team.

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COMMITTEE SIGN-OFF FORM

Committee: 2016-17 Leadership CommitteeDocument: 2016-17 Selma Elementary Schoolwide Plan

Name/Date Position SiteJoel D. Mahaffey Elementary Principal Selma Elementary School

Nancy Shreve Kindergarten Teacher Selma Elementary School

Jessica Semler First Grade Teacher Selma Elementary School

Mackenzie Kerr Second Grade Teacher Selma Elementary School

Amy Riggins Third Grade Teacher Selma Elementary School

Gail Peck Fourth Grade Teacher Selma Elementary School

Kristi Bowen Fifth Grade Teacher Selma Elementary School

Danielle HIll Title I Specialist Selma Elementary School

Tabitha Wise Parent Rep. Selma Elementary School

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Documents

core-docs.s3.amazonaws.com · Web viewHighly Qualified Teachers SWP #3. On-going Professional Development for Staff SWP #4. Strategies to Attract Highly Qualified Staff SWP #5