TIMOTHY BALL ELEMENTARY SCHOOL IMPROVEMENT PLAN

TIMOTHY BALL ELEMENTARY

SCHOOL IMPROVEMENT PLAN

3913

Submitted

September 2012

CROWN POINT COMMUNITY

SCHOOL CORPORATION

4660

Table Of Contents

Section Topic

1 Introduction

2 Statement of Mission-Vision-Beliefs

3 Description of Students

4 Student Performance Data

5 School Data

6 Family and Community Data

7 Conclusions

8 School Improvement Action Plan

9 Professional Development Plan

Introduction

School Improvement and Achievement Committee

P.L. 221

Members

Colleen Campbell, Teacher

Lynn Carlson, Teacher

Shelley Haas, Teacher

Megan Owczarzak, Teacher

Jennifer Walstra, Teacher

Linda Sullivan, Teacher

TBA, Community Member

TBA, Community Member

Arthur A. Equihua, Principal

The Timothy Ball School Improvement and Achievement Committee met three times

between January 2011 and September 2012. Information from the committee was shared

with faculty members during scheduled in-service and faculty meetings. Faculty input

gathered throughout the school year was then brought to the committee for review. This

document represents collaboration between the parents, community, and faculty of

Timothy Ball Elementary School.

General Overview: Timothy Ball Elementary School is one of seven elementary school

in the Crown Point Community School Corporation. It is one of three Title I buildings.

Currently, the school houses the following classrooms:

• 3 Kindergarten Classrooms 64 students

• 4 First Grade Classrooms 87 students

• 3 Second Grade Classrooms 62 students

• 4 Third Grade Classrooms 100 students

• 3 Fourth Grade Classrooms 71 students

• 4 Fifth Grade Classrooms 89 students

• 2 ED Self-Contained 9 students

It should be noted that the self contained special needs room, at times, have students in

the regular setting for portions of the school day.

Timothy Ball participates in a High Ability program. There are currently 20 fourth grade

students and 26 fifth grade students in the program. The High Ability program consists

of enrichment in the regular classroom along with pullout sessions.

Title I funds are used to provide support to students at all grade levels in the following

ways:

• 8 paraprofessionals serving as tutors for small group instruction

• 2 Interventionists with 2 paraprofessionals

• After school tutoring program

• Summer library hours

Curriculum: Timothy Ball Elementary shares curriculum development with the Crown

Point Community School Corporation. The corporation curriculum is aligned with the

Indiana Academic Standards. Each teacher at Timothy Ball Elementary is provided with

a corporation curriculum binder that contains the curriculum that they are responsible for

teaching. In addition, a K-12 corporation curriculum binder is kept in the principal’s

office and the media center as a resource. All teachers are provided with the Indiana

Academic Standards as they are revised by the state. Teachers also utilize copies of the

language arts and mathematics academic standards in chart form to map the curriculum.

This year is our second year in a three year roll-out of new National Standards.

Kindergarten represents the first class that will complete their K-12 experience on this

new curriculum.

Assessment: The Crown Point Community School Corporation has evolved quite a bit

over the last 5 years in the area of assessments. Our recent visit from NCA/CASI left us

with a feeling that we have a wide variety of assessments for students. However, we

need to find ways to streamline these assessments and utilize them more regularly and

efficiently. Here is a list of the assessments we currently administer:

ISTEP/IREAD mCLASS Acuity

Terra Nova STAR Reader STAR Early Literacy

STAR Math InView

There are a number of other assessment systems that are utilized to progress monitor

students as they work toward educational objectives and goals.

Technology: Timothy Ball maintains a school-wide computer network with internet

connection. Three wireless, mobile labs are available for all students. A mini lab is

housed in the library for internet and other research work. Each classroom has three

networked computers. Each teacher has a windows notebook computer that is used for

grades and other class work. The student management software is provided by Regional

Data Services and is connected to a corporation LAN. Each teacher has a workstation

that will connect to the LAN and as a result they are able to see student data including

standardized test results. The school utilizes the following technological aids:

• Star Math

• Star Reading

• Star Early Literacy

• Accelerated Reader

• High speed scanners

• SMART boards and SMART Table

• text-to-speech software

• Reading A-Z

• FASTT Math

• Education City

• Odyssey Math

• Dreambox

• Mimio Interactive System

The school corporation has outlined and allotted funds to support the following plan for

technology in all schools:

• Improved communication through:

o Hosted web service that includes :

� Calendar editing

� Easily updated teacher websites

� Easily updated web information from administrators

� Easily updated information for extracurricular groups and teams

� Electronic emergency notification system

� Improved school/ home communication

o Moodle Server

� Staff online course management

� Staff development

• Continuous upgrade of network infrastructure to improve bandwidth and efficient

access to information and data

• United Streaming educational video on demand

o Curriculum related video

� With support material

� Aligned to state standards

o Staff development videos

• Destiny Media Center Resource Management and Online Catalog System

o Improved access to information in media center collections

• Technology training and staff development

• Educational Media

o Video camcorders available to staff for:

� Instruction

� Student production

� Mentee documentation

o Video document cameras (Elmos )

o Digital (still cameras)

o LCD projectors

o Electronic whiteboard technologies

� Smartboard

� E-instruction tablets

o Electronic quiz response pads (clickers) and software

o “Emerging technologies” and software

o Computer upgrades and replacement following a scheduled replacement

plan

o Equipment and software needs identified by administrators and staff

Statement of:

Mission

Vision

Beliefs

MISSION STATEMENT

The mission of Timothy Ball School is to provide opportunities for students to develop

personal pride, integrity, responsibility and respect through the learning process while

expanding the individual educationally, socially, culturally, and technologically, through

positive example and quality commitment of parents, community and staff.

VISION

The Timothy Ball School Community is a school community empowering students to be

life-long learners through high behavioral and academic expectations.

WE BELIEVE:

• In providing opportunities for students to be successful by meeting their

individual needs.

• That all members of the Timothy Ball school community are treated with respect

and dignity.

• That education is a life-long process that is the shared responsibility of the home,

school, and community.

• In the individuality of every student and their ability to learn.

• That positive student attitude should be fostered through their involvement in the

learning process.

• In the value of teachers and their professional judgment.

• That school should provide a safe, healthy, environment for each student that is

conducive to learning.

• That technology is a vital element in the teaching/learning process.

• That school should provide opportunities for students to successfully adapt to a

rapidly changing global community.

• In the constant review and upgrading of curriculum.

• In creating partnerships with the community.

• In facilitating opportunities for personal and professional growth.

• That a student should be taught strategies for learning and appropriate decision

making.

Description of Students

The Timothy Ball student population is a rather homogenous group. Ethnicity analysis

shows that we are predominately made up of white students with a small presence of

Hispanic, Asian, Black, Native American, and Multi-Racial students.

The socio-economic makeup of the school clientele is varied with student homes ranging

from small older homes to large more affluent homes in newer subdivisions and

multifamily dwellings. Timothy Ball Elementary has almost 34% of its students

participating in the free and reduced lunch program that qualifies the school for Title I

funding to support Language Arts and mathematics instruction. The percentage has

shown a steady increase since 2004.

The language minority population is minimal with only seven students reported in

January of 2012.

Timothy Ball participates in a High Ability program. There are currently 20 fourth grade

students and 26 fifth grade students in the program. The High Ability program consists

of enrichment in the regular classroom along with pullout sessions.

The special education population has basically remained unchanged in the last 4 years.

The number of students with communication disorders, learning disabilities, or mild

mental impairments has remained fairly constant. For 8+ years two full time emotional

handicapped rooms have been moved to Timothy Ball.

Student Performance Data

League Comparisons

Given the late release of data by the IDOE, we will add League Comparisons at a future

date.

Timothy Ball Elementary School League Schools:

TBA

Timothy Ball

3 Year Trend

Percent Passing

Entire School spring spring spring 3 yr Avg

ELA 2010 2011 2012

Grade 3 86 92 94 90.66667

Grade 4 86 96 85 89

Grade 5 85 84 93 87.33333

MATH 2010 2011 2012

Grade 3 82 92 89 87.66667

Grade 4 84 87 85 85.33333

Grade 5 92 97 97 95.33333

Percent Pass

+ Entire School fall spring spring

ELA 2010 2011 2012

Grade 3 9 18 21.9 16.3

Grade 4 19 13 16.8 16.26667

Grade 5 18 20 31.2 23.06667

MATH 2010 2011 2012

Grade 3 25 38 38.3 33.76667

Grade 4 21 28 30.3 26.43333

Grade 5 33 55 55 47.66667

Timothy Ball Grade Level

Language Arts and Math Data

Spring 2011 ISTEP

% Pass

Both

% Pass

ELA

%Pass+

ELA

% Pass

Math

% Pass+

Math

Grade 3 88.5% 92.0% 18.4% 92.0% 37.9%

Grade 4 88.2% 98.7% 13.2% 89.5% 28.9%

Grade 5 82.4% 83.5% 19.8% 96.7% 54.9%

Timothy Ball Grade Level

Language Arts and Math Data

Spring 2012 ISTEP

% Pass

Both

% Pass

ELA

%Pass+

ELA

% Pass

Math

% Pass+

Math

Grade 3 86.3% 95% 22% 85% 38%

Grade 4 78.4% 86% 17% 89% 30%

Grade 5 91.3% 94% 31% 98% 55%

For the second year in a row, we have posted record pass rates at TBall. Some

hidden highlights are:

• Each grade level has posted higher Pass+ numbers for second year

• Over half of our 5th

graders posted a Pass+ in math.

School Data

The enrollment has continued to be in the 475 to 500 student range. Current enrollment

in August 2012 was 474.

The table below details the faculty and staff that serve the Timothy Ball School

Community.

Licensed

Teachers

Licensed Special

Education Teachers

Additional

Staff

Support Staff 1 Principal 1 full time Learning

Resource Education

Facilitator

3 Paraprofessionals

in the EH room

1 full time

paraprofessionals in

LRE

1Librarian/Media

Specialist

21 Classroom

Teachers

1 full time Teacher of

the Emotional

Handicapped

8 Title I

Paraprofessionals

1 PBS

Parprofessional

1 part-time Nurse

1 part-time Art

Teacher

2 part-time Speech

Teachers

2 Remediation Aide

2 Instructional Para

1 Treasurer

1 Secretary

1 full time

Music Teacher

1 part-time English

as a Second

Language

Paraprofessional

1 Head Custodian

2 Custodians

1 part time

Physical

Education

Teacher

1 part-time High

Ability Teacher

1 High Ability

Paraprofessional

1 Cafeteria Manger

2 Cafeteria Workers

2 Cafeteria Monitors

Student Survey Results:

Timothy Ball students agree that:

• My teachers want students to learn.

• My school does not allow cheating.

• My teachers do a good job teaching me.

• My principal and teachers care about the students.

Timothy Ball students are most concerned about:

• Bullies

• Opportunities to use computers to learn

• Teachers listening to their ideas

Teacher Survey Results: Timothy Ball teachers feel positively that:.

• Teachers use a variety of teaching strategies and learning activities to help

students learn.

• Students have a variety of resources to help them learn.

• Our school is doing a good job teaching language arts.

• Cheating is strongly discouraged

• The education offered to our students is of high quality.

Timothy Ball teachers are most concerned about:

• Class sizes

• Bullies

• Student Discipline

Support Staff Survey Results:

Timothy Ball support staff feels positively that:

• Students are recognized for success

• Drugs are not a problem at school.

• Cheating is discouraged.

• Students have a variety of resources to help them learn.

• Our students’ family members feel welcome at our school.

Timothy Ball support staff is most concerned about:

• Class sizes

• Bullies

• Opportunities to upgrade skills

Family and Community Data

Timothy Ball Elementary is one of seven elementary schools in the Crown Point

Community School Corporation that includes the City of Crown Point, part of Cedar

Lake, Center Township and Winfield Township. The school is located in the north end

of Crown Point at 720 West Summit Street. The school was originally located at 200

East North Street. That site is an Indiana historical landmark and now the corporation

central office. The new school was opened in 1979 and at the time enrolled 400 students.

Timothy Ball has a Parent Teacher Organization that assists the school with funding.

Attendance is generally low at PTO meetings but is on the rise since 2010. However,

parent involvement and support throughout the school year is healthy. The school

conducts parent conferences in the fall. Agenda books, a homework hotline, RDS parent

access, and teacher voice mail are used to promote communication, as well as a weekly

menu/newsletter. Currently, Tball is communicating with as little paper as possible.

There are less than twenty families receiving information on paper as opposed to

electronic medium.

Parent Survey Results:

Timothy Ball parents agree that:

• Cheating is discouraged

• The quality of schools influenced their decision to live in this community

• All students and staff are treated with respect, regardless of race, religion, or

gender

• The school provides a safe an orderly environment for learning.

Timothy Ball parents are most concerned about:

• Bullies

• Class sizes

Conclusions

The School Improvement Committee reviewed the previous improvement plan along with current

data presented in this document.

• Safe and disciplined learning environment: Timothy Ball is committed to teaching

life-skills to all students. A theme has emerged at our school through phrase we use

regularly: all Tball students will become Fit For Life. This is achieved by developing

Academic, Physical, and Social Fitness. Once again, our data suggests that our school

community is pleased with the overall school environment. It is worthy of noting that a

relational aggression curriculum will be implemented through a PBS program created and

implemented by all faculty and staff. This effort is already in progress based on feedback

received from parents, students, faculty, and staff…..and…..thankfully…..a new PBS

Paraprofessional.

• Parental Participation: Parental involvement at Timothy Ball is alive and well for

school events, assemblies, music programs, academic competitions, and field trips. One

noticeable change is in our PTO. In the past, parental involvement in planning and

organization was limited at PTO meetings and school improvement committee functions.

We are witnessing much growth in parent support. The affects have been nothing but

positive and we sure hope this trend continues.

• Technology as a learning tool: Timothy Ball utilizes technology at all grade levels.

Current uses of technology with all students will continue. Tball faculty, staff and

students have always enjoyed the use of technology to support instructional efforts. Our

school community will continue to increase the use of technology to enhance basic math

and reading skills. New math software will be used in grades 1-5 to improve the

acquisition of basic math skills. Benchmarks will be identified at each grade level and

student celebrations and incentives will be implemented, as well. The same will be done

for Accelerated Reader for basic reading skills. The faculty and staff is well aware of the

fact that these two components must be used in concert with small group instruction,

guided reading, Everyday Math, and other best practice instructional techniques. They

will not be viewed as a “stand alone” instructional method. There will be an infusion of

SMART lessons and interactive white board instruction over the next 3 years.

• Target Area Goals: Timothy Ball has shown steady improvement over the years in both

ELA and Math. AYP has been met 4 out of the last 5 years…..2012 data is still

forthcoming. In the last two years Timothy Ball posted record scores on the ISTEP

exam in both Language Arts and Math. Last year alone Tball improved 5% when

compared to the prior year. Nonetheless, the “Promised Land” of 90% passing across the

board has not yet been achieved. The areas where our students struggle are consistent,

despite fewer of them falling in this category.

Target Area: English/Language Arts Goal 1: By the year 2015, 90% of the K-5 students will be proficient readers and writers

as demonstrated by:

� 90% of the students in the non-mobile cohort group of grade five scoring above

the Indiana Academic Standard for Language Arts.

� 90% of the students in a non-mobile cohort group of grade three scoring above

the Indiana Academic Standard for Language Arts.

� A non-mobile cohort group of grade 3 in the year 2011 will show a 4% increase

in the number of students above the Indiana Academic Standard in Language

Arts in grade 5 , in the year 2014.

Measures of Data Used to Determine the Target Area Goal.

Test Data

• Language Arts disaggregation data from all grades indicates that the most likely

breakout groups are SES and special education. Performance data in these

breakout groups are, at times, as high as the regular population. However, these

subgroups consistently perform below the regular population and below our 90%

benchmark.

Target Area: Mathematics Goal 2: By the year 2015, 90% of the K-5 students will be proficient in mathematics

skills as demonstrated by:

• 90% of the students in the nonmobile cohort group of grade five scoring above

the Indiana Academic Standard for Mathematics.

• 90% of the students in a nonmobile cohort group of grade three scoring above the

Indiana Academic Standard for Mathematics.

• A non-mobile cohort group of grade 3 in the year 2012 will show a 4% increase

in the number of students above the Indiana Academic Standard in Mathematics

in grade 5, year 2014.

Measures of Data Used to Determine the Target Area Goal.

Test Data

More students in the non-mobile group grade 3 in 2009 and grade 6 in 2012 showed

an improvement. This is definitely a compliment to the effort of the faculty and staff

at Timothy Ball. However, further analysis reveals opportunities for improvement.

Applied skills analysis from 2010-2012 ISTEP reveals that our students struggle with

multi-step problem solving in all grades.

Mathematics disaggregation data from all grades indicates that the most likely

breakout groups are SES and special education. Performance is mixed. However,

these groups consistently perform below the regular population.

.

Interventions: The faculty and staff feel current interventions are working. Timothy

Ball has shown stable, sustained improvement over the last 5 years. However, data

analysis suggests that refinement of current interventions is needed. In all honesty, this is

a never-ending cycle of implementation, analysis, and adjustment of supports. Simply

stated, grade level analysis of current intervention application is necessary. In addition, a

school-wide commitment to efficient use of best practice interventions must be attained.

Target Area: Reading and Language Arts

Intervention 1: Standards Based Small Group Instruction and Learning Centers will be implemented in

grades 1 through 5.

Strategies:

� Star Reading will be used to group students for Small Group Instruction

� Star Reading, ISTEP, Guided Reading, 6+1 Traits of Writing and the Language

Arts Standards will be used to plan Small Group Instruction.

� Students in a grade level will be grouped by similar skill level using Star Reading

and standardized test results. Grade level homerooms will be divided into groups

with the help of 2-4 non-certified aides. Within each homeroom a licensed

teacher will be paired with an aide(s). They will each take a group that is similar

in skills. This will allow the aide to alter the lesson plan that the teacher has

already made for his/her group.

� mCLASS, Acuity, STAR Reader, and ISTEP/IREAD results will be used to

evaluate the effectiveness of the Language Arts Small Group Instruction.

Intervention 2: Reading and writing (Literacy) will be a primary focus for all grades.

Strategies:

� Continue to instill proper writings skills through 6+1 Traits of Writing

� Continue to support the implementation Learning Centers in grades 1-5

� Continue to support the implementation of Guided Reading in grades 1-5

� A school-wide incentive program for Accelerated Reader, a computerized

reading program, will be adjusted for all students in all classes to celebrate

Language Arts success.

� Improve the communication of the Language Arts Standards. Parents will

receive letters that explain the various standards and the instruction provided, as

well as, how they may help their children.

� Use the ISTEP writing rubric for assessment and instruction.

� Share the ISTEP writing rubric with parents and students.

� Use the ISTEP applied skills tests that are released by the D.O.E. to teach literary

response and critical reading.

� Differentiation of instruction will be planned for advanced students within the

regular classroom time.

� Integrate reading and writing into all areas of the curriculum including specials –

art, music, and physical education.

� Assessments in class will be closely aligned to the ISTEP format

Intervention 3:

Interventions for struggling readers in grades 1-5 will be provided.

� ISTEP, Acuity, and mCLASS test results will be used to identify struggling

readers.

� An after-school remediation program will target struggling readers in grades 1-5.

� Various levels of support, remediation, and supplemental instruction will be

organized and implemented by an RTI team.

� Supplemental software will be implemented where useful to support the

Language Arts efforts of all learners.

Target Area: Mathematics

Intervention 1: Standards Based Small Group Instruction will be implemented in grades 1 through 5.

Strategies:

� Star Math and mCLASS Math will be used to group students for Small Group

Instruction

� Star Math, ISTEP, and the Mathematics Standards will be used to plan Small

Group Instruction.

� Students in a grade level will be grouped by similar skill level using Star Math

and standardized test results. Grade level homerooms will be divided into groups

with the help of 2-4 non-certified aides. Within each homeroom a licensed

teacher will be paired with an aide(s). They will each take a group that is similar

in skills. This will allow the aide to alter the lesson plan that the teacher has

already made for his/her group.

� A school-wide “Mathlete” program will be reviewed and adjusted to

maintain a global focus on math success.

� New support software will be implemented for students needing

enrichment and remediation. (Odyssey, Dreambox, EDay Math)

Intervention 2:

Students will receive instruction and assessments using the ISTEP Applied Skills Rubric.

Strategies:

� The Applied Skills scans and the scoring guides will be used to provide teachers

practice using the ISTEP math rubric.

� Exercises in class will be closely related to those offered on ISTEP exams.

� Timed tests for basic math skills and problem solving skills will be implemented

grades 1-5 along with the use of fluency software.

� Communicate the mathematics standards to parents using publications.

� Math ISTEP practice booklets will be used for struggling students preparing for

high stakes exams

� Map the standards covered through the integration of math with hands-on science

activities.

Intervention 3: Incorporate the use of manipulatives, technology, Everyday Math, and Inquiry Math

strategies into the daily math instruction.

Strategies:

� Continue the training of teachers in the use of Inquiry Math and the

implementation of the Everyday textbooks and supplemental materials.

� Use Inquiry Math strategies to improve number sense and problem solving.

� Use local assessment data to drive instruction and supports

� Mathematics will be integrated into all areas of the curriculum including specials

–art, music, and physical education.

� Provide a student/parent reference book that will help parents help their children

with math.

� Integrate math standards into the hands-on science activities.

Professional Development: Timothy Ball has done a wonderful job of internalizing our

school improvement goals and then working to improve skills, practices, and methodologies

that support these goals. All that said, there are external factors which also impact our

professional development efforts: state laws, national standard adjustments, local financial

struggles, and on and on. Prior to the end of the 2010-2011 school year, each grade level

team was asked to make a list of development activities that they felt they needed to engage

in over the next few years to improve instruction. The data that was collected

overwhelmingly pointed to a small list of activities directed at goal achievement.

Cultural Competency: The committee analyzed the disaggregated test data. Two breakout

groups continue to emerge as sub populations at Timothy Ball: special needs and

freee/reduced lunch. Timothy Ball will create a PBS discussion group to develop ways to

create positive behavioral supports to help all students achieve success and make responsible

decisions. This committee will generate an increased awareness and opportunity for the

celebration of student success in the academic, physical, and social arenas…..ensuring that all

Tball students become “Fit for Life”.

School Improvement Action Plans

Timothy Ball Elementary School

English Language Arts Action Plan

2012-2013 Grade level implementation of best practice methodologies above School Year Grade level collaboration to continue after-school and summer remediation

program for Title I students Guided Reading and Learning Centers discussions and development Standards discussion and development PBS Discussion, planning, development Marzano Teacher Evaluation Model Café/Daily 5/Jr. Great Book Discussions Standardized Assessment Analysis

• ISTEP/IREAD • CTBS • Acuity • mCLASS


program for Title I students Guided reading and Learning Centers discussion and development Standards discussion and development PBS Discussion, planning, development Marzano Teacher Evaluation Model Café/Daily 5/Jr. Great Book Discussions Standardized Assessment Analysis



program for Title I students Guided Reading and Learning Centers discussion and development Standards discussion and development PBS Discussion, planning, development Marzano Teacher Evaluation Model Standardized Assessment Analysis


It should be noted that each year the staff will discuss and review any number of technology support programs that coincide with our Language Arts instructional efforts. These support programs are not utilized by every teacher. However, the technology is put to use where a particular student would gain from it.

School Improvement Action Plan

School: Timothy Ball Elementary School Date: September 1, 2011

Goal Statement: By the year 2015, 90% of the K-5 students will be proficient readers Essence (two or three specific skills): 1. Response to Literature 2. Reading Comprehension 3. Writing Support Data (used to select the goal): 1. ISTEP Applied Skills 2. Acuity 3. League Comparisons

Standardized Assessment(s): 2010-2012 ISTEP ELA for grades 3-5, IREAD 3 Terra Nova

Local Assessment(s): 1. mCLASS K and 2 2. Current AR activity 1-5 3. Acuity 3-5

Benchmark: 90% of all students 3-5 will pass ELA ISTEP in 2015

Strategy/Intervention: Guided Reading/6+1 Writing /Leveled Literacy/High Noon/Fundations/iPAD apps

Research supporting this strategy/intervention: Best practice

Activities to implement the intervention (including professional development) such as:

Person(s) Accountable

Timeline Begin End

Resource

Small Group Guided Reading Instruction Café/Daily 5/Marzano/Jr. Great Book Discussions Accelerated Reader Program Learning Center implementation Regular ISTEP theme book usage Teacher modeling of proper reading and writing Grade Level Curriculum Review PBS program implementation Discussion of new standards impact Master Schedule Revision to allow for daily focus on skill gaps Regular grade level meetings to assess progress of all students After school remediation program

Faculty Faculty Faculty/Adm Faculty/Adm Faculty Faculty Faculty/Adm Faculty/AdmFaculty/Adm Adm Faculty/Adm Faculty/Adm

Fall 12 Fall 12 Fall 12 Spr 12 Fall 12 Fall 12 Spr 12 Spr 12 Spr 12 Spr 12 Fall 12 Spr 12

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Fall 14 Spr 13 Ongoing Ongoing Ongoing

NA NA Software Prof Dev NA NA Prof De Release Summer Prof Dev Funds

Timothy Ball Elementary School

Math Action Plan

2012-2013 Grade level implementation of best practice methodologies above School Year Grade level collaboration to continue after-school and summer remediation program for Title I

students Everyday Math Discussion and Development Odyssey and Dreambox Development and Discussion Standards discussion and development PBS Discussion, planning, development Standardized Assessment Analysis

• ISTEP • CTBS • Acuity • mCLASS







It should be noted that each year the staff will discuss and review any number of technology support programs that coincide with our Math instructional efforts. These support programs are not utilized by every teacher. However, the technology is put to use where a particular student would gain from it.

School Improvement Action Plan

School: Timothy Ball Elementary School Date: September 1, 2011

Goal Statement: By the year 2015, 90% of the K-5 students will be proficient in mathematics skills Essence (two or three specific skills): 1. Problem Solving 2. Computation Support Data (used to select the goal): 1. ISTEP Applied Skills 2. Staff Feedback 3. League comparisons

Standardized Assessment(s): 2010-2012ISTEP Math for grades 3-5.

Local Assessment(s): 4. STAR Math 1-5 5. Acuity 3-5 6. mCLASS Math

Benchmark: 90% of all students 3-5 will pass Math ISTEP in 2015

Strategy/Intervention: Inquiry Math, Math Facts In A Flash, FASTT Math, Odyssey, Dream Box, Education City/iPAD apps

Research supporting this strategy/intervention: Best practice

Activities to implement the intervention (including professional development) such as:

Person(s) Accountable

Timeline Begin End

Resource

Small Group Math Instruction Timed Tests School-wide Mathlete Program Monthly meetings to discuss Everyday math adoption materials Regular ISTEP theme book usage Teacher modeling of proper problem solving Grade Level Curriculum Review Math technology refresher workshops Problem of the Day Master Schedule Revision to allow for daily focus on skill gaps Regular grade level meetings to assess progress of all students

After school remediation program

Faculty Faculty Faculty/Adm Faculty/Adm Faculty Faculty Faculty/Adm Faculty/Adm Faculty Adm Faculty/Adm

Fall 12 Fall 12 Fall 12 Fall 12 Fall 12 Fall 12 Fall 12 Fall 12 Fall 12 Spr 12 Fall 12

Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing Ongoing

NA NA Software Prof Dev NA NA Prof Dev Prof Dev NA Summer Prof Dev

Professional Development Plan

School Name: Timothy Ball Elementary School School Year: 2012-2013, 2013-2014, 2014-2015

Professional Development Goal: All teachers will acquire skills necessary to engage in effective instruction in the areas

of reading and writing.

Monitoring

Student Achievement

Data Sources

1. Standardized Assessments

2. Acuity, mCLASS

3. Acc. Reader Data

Benchmark: Students will engage in regular, individualized instruction in the areas of reading and

writing.

Teacher Implementation

Data Sources

1. Acc. Reader Data

2. Acuity, mCLASS

3. Grade Level Instr.Analysis

Professional

Development Activity Audience Facilitator Financial Resources Target Date(s) of Activity

Learning Center Discuss

School visitations

PALS discussion

National Standards Review

Curriculum Review

Café/Daily 5 Discussion

Mimio Training

PBS Discussion

Technology Workshops

Marzano Model-Eval

Jr.Great Books

Faculty, staff, admin











Tball Staff Leaders

Grade Level or Ind. Teach

Tball Staff Leaders

Administration/J. Hardman

Administration/J. Hardman

Admin/Tball Staff Leaders

Tball Staff Leaders

Tball Staff Leaders

TBall Staff Leaders

TBall Staff Leaders


NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

NA

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

School Name: Timothy Ball Elementary School School Year: 2012-2013, 2013-2014, 2014-2015

Professional Development Goal: All teachers will acquire skills necessary to engage in effective instruction in the areas

of basic math fact acquisition and problem solving.

Monitoring

Student Achievement

Data Sources

1. Standardized Assessments

2. Acuity and mCLASS

3. Math Facts Flash Data

Benchmark: Students will engage in regular, individualized instruction in the areas of basic math

facts and problem solving.

Teacher Implementation

Data Sources

1. Math Facts Flash Data

2. Acuity,mCLASS

3. Grade Level Inst Analysis

Professional

Development Activity Audience Facilitator Financial Resources Target Date(s) of Activity

Everyday Math Discussion

Odyssey Math Discussion

Dreambox Discussion

National Standard Review

Curriculum Review

PBS Discussions

Marzano Model-Eval











Admin/J Hardman

Admin/JHardman

Admin, Tball Staff Leaders

Admin, Tball Staff Leaders

NA

NA

NA

NA

NA

NA

NA

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Fall 2012/Ongoing

Documents

TIMOTHY BALL ELEMENTARY SCHOOL IMPROVEMENT PLAN