William McKinley School 39 (5539) - asainstitute.org fileSchool Improvement Plan - PL221 Version - 2008-2011 May 16, 2008 16:07:43 William McKinley School 39 (5539) Indianapolis Public

School Improvement Plan - PL221 Version - 2008-2011

May 16, 2008 16:07:43

William McKinley School 39 (5539)

Indianapolis Public Schools

Indianapolis, IN

This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan wasdeveloped with assistance from the:

Indiana Student Achievement Institute931 25th StreetColumbus, IN 47201Phone: 812-669-0009Email: [email protected]: http://www.asainstitute.org

http://www.asainstitute.org/publicsip

Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 6Vision Statement........................... 7Academic Goals........................... 9Areas of Concern............................. 11Strategies......................... 14Professional Development............... 20Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 25Force Field Excerpt............................ 26To-Do List....................... 49Continuous Improvement Timeline

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School Improvement Plan IntroductionWilliam McKinley School 39

This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that wasdeveloped by the Indiana Student Achievement Institute. In addition to containing the strategies our school and communityidentified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meetthe expectations of:

Indiana Student Achievement InstitutePL221Title I School WideNCAIPS

Participation

The following people were involved in developing this School Improvement Plan

Teachers Students Parent representatives Community representatives

Process

Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:

1. Establish a local culture of high expectations 2. Create a common vision for student success 3. Analyze achievement data and set realistic data targets for each of the next three years 4. Analyze force field data and identify concerns within the following areas.

Academic expectations Curriculum content Instructional practices Classroom assessment

Extra help Student guidance Learning environment

5. Research strategies to address our concerns and select high-leverage strategies to implement 6. Develop a to-do list for each strategy

Using Data for Decision-Marking

The Vision-to-Action process relies heavily on data as a foundation for decision-making.

1. Achievement Data – To what degree are students prepared for success at the next educational level, and ultimately for successin postsecondary education and a global economy?

2. Force Field Data – What conditions in the school and community interfere with high student achievement? 3. Strategy Data – Is the strategy having the desired impact on adults and students?

Implementation Next Year

Our work next year will be guided by the to-do list that we have developed for each strategy. We will also maintain anImplementation Binder for each strategy that contains the following documents:

1. Strategy Plan 2. Evidence that the strategy was implemented 3. Progress reports (containing strategy evaluation data)

Questions about the School Improvement Plan should be directed to the building principal.

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Reviewer GuideIndiana Public Law 221

The following table directs the reviewer to the section of the School Improvement Plan PDF File that contains each componentrequired by Indiana Public Law 221. An expanded copy of the School Improvement Plan containing the actual data used in thecreation of this School Improvement Plan may be found at www.asainstitute.org/publicsip. During the implementation of this plan,the school will be able to present a "School Improvement Implementation" binder including documentation that the strategiesdescribed in this plan were implemented as planned.

PL221 REQUIREMENT Required Location in this Plan

1 Description and location of curriculum Force Field Excerpt *

Titles and descriptions of assessment instruments to be used in additionto ISTEP+

Force Field Excerpt *

2 Statement of mission, vision, or belief (suggested but not required) Vision Statement

3 Summary of data derived from an assessment (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

4 Conclusions about the school curriculum, instructional strategies, andstudent achievement (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

Conclusion - Parent involvement Strategy Summary (Strategy A)

Conclusion - Technology as a learning tool Strategy Summary (Strategy B)

Conclusion - Safe and discipline learning environment Strategy Summary (Strategy C)

Conclusion – Professional development Professional Development

5 Goal – Attendance rate Strategy Summary (Strategy D)

Goals - % meeting ISTEP Standards Academic Goals

Goals - % graduating (high schools only) Academic Goals

6 Specific areas where improvement is needed immediately Academic GoalsAreas of ConcernStrategies

7 Benchmarks for progress Academic Goals

8 Academic Honors Diploma and Core 40 – course offerings Strategy Summary (Strategy E)

Academic Honors Diploma and Core 40 – encouragement Strategy Summary (Strategy F)

9 Proposed interventions / strategies (suggested but not required) Strategy Summary (All strategies)

10 Professional development that a) emphasizes improvement of studentlearning and performance, b) supports research-based, sustainableschool improvement efforts, c) aligns with the core principles ofprofessional development, includes methods to improve culturalcompetency.

Professional Development

11 Statutes and rules to be waived Force Field Excerpt *

12 Three (3) year time line for implementation, review, and revision Continuous Improvement TimelineTo-Do List

13 Exceptional Learners – Gifted ** Strategy Summary (Strategy G1)

14 Exceptional Learners – Special Education ** Strategy Summary (Strategy G2)

* The full Force Field Report may be obtained from the school’s online School Improvement Plan at www.asainstitute.org/publicsip** In 2006 DOE began asking schools to report how they were addressing the needs of exceptional learners on the DOE SchoolImprovement Plan Review and Revise Report. Therefore, InSAI requires schools to create strategies to meet the needs of"exceptional learners." DOE defines exceptional learns as both "gifted" and "special education" students.

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Who Wrote this School Improvement Plan?Many individuals were involved in the creation of this school improvement plan. The Steering Team facilitated discussions involvingall teachers, all students, and community representatives including parents. Once these groups came to consensus on the DataTargets, Areas of Concern, and Strategies, strategy chairs and task forces were established to 1) develop a comprehensiveimplementation plan and 2) ensure that the plan is implemented next year.

Steering TeamLinda Burchfield - Administrator Rhondalyn Cornett - Teacher Robert Cotter - Teacher Tracy Dawson - School Katrina Hague - Community Susan Mahoney - Teacher Cindy Thompson - Teacher Mark Wilson - Parent/Guardian

Strategy Chairs

Linda Burchfield Rhondalyn Cornett Robert Cotter Tracy Dawson Susan Mahoney DaJuan Major Carla McCandless Cindy Thompson Mark Wilson

Community CouncilEd Bratcher - Grandparent SSgt. Josh Brown - Soldier Rachel Cooper Jane Dall - Lawyer Jerry Day - Retired Martha Day - Volunteer Donya Eldridge - Programming Girls Inc. Katrina Hague - Therapist MSgt. Britt King - Military Karen Mann - Adult Education Yvonne Margedant - Grantwriter Carl Mills - Banker James Pennell - Professor Ben Plybon - Retired Rev. Bonnie Plybon - Minister Charlene Rees - Parent Carol Roberts - Grandparent Mark Wilson - Parent Liaison

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Vision StatementThe Vision Statement was developed by all teachers, all students, and members of the community. The foundation of the statementidentifies the core convictions upon which this school improvement plan is built and answers the question, "What do our studentsdeserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part ofthe vision statement describes ideal adults who are striving to provide students with the things they deserve. The third part of thevision statement describes the ideal students in a school and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. This lofty data serves as the focal point for theremainder of the school improvement plan and requires the school and community to work toward every student succeeding at ahigh level.

We believe all students deserve:

a school environment surrounded by caring adults who have high expectations that all students can and will learn. We believe thatall students have the right to learn in a safe and secure environment. All adults and students are active in providing a school andhome connection that values the social, emotional, and educational well being of every child. We believe that all the adults in ourlearning community will strive to be exemplary role models while providing stimulating, rigorous lessons that prepare students to besuccessful in school and life.

All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:

By believing and living these core convictions, all teachers agree to: Provide high-quality curriculum and instruction in a supportiveand effective learning environment that enables all participating children to meet the state’s student academic achievementstandards as follows: --Provide an environment conducive to learning and a high quality curriculum that will enable all children tomeet or exceed state performance standards --Provide rigorous and challenging lessons that prepare students to be lifelonglearners --Provide meaningful and appropriate homework activities --Maintain open lines of communication with parents andstudents from the school --Help every child grow to his/her potential through the use of appropriate instructional strategies andmaterials, small group activities and real world problems which require them to use the content they have learned --Holdparent-teacher conferences annually during which expectations and beliefs will be discussed as it relates to the individual childâsachievement. --Provide parents with bi-weekly reports on their childâs progress and provide reasonable access to staff forconferences. --Provide parents opportunities to volunteer and participate in their childâs class, and to observe classroom activities.As a parent or guardian, to support the core convictions, all parents agree to: --Encourage my child everyday to do his/her best--Inquire each day about my childâs day and to review material learned --Regular school attendance --Making sure that homeworkis completed --Monitoring amount of television my child watches. --Volunteering in my childâs classroom. --Participating, asappropriate, in decisions relating to my childâs education. --Promoting positive use of my childâs extracurricular time. --Provide ahome environment that encourages academic achievement --Communicate regularly with the teachers by conferences, calls ornotes. --Monitor student so that he/she gets enough rest, eats healthy meals and develops good health habits

In this environment where all adults are living by their core convictions, all students:

will share the responsibility to improve academic achievement in the following ways: --Come to school enthusiastically and ready tolearn --Do my homework every day and ask for help when I need to. --Read at least 30 minutes every day outside of school time.--Give my parents or the adult who is responsible for my welfare all notices and information received by me from my school everyday. --Get plenty of rest each day. --Attend school regularly and on time --Respect others and myself

As a result of these efforts, our school’s student achievement data is as follows:

% of students who 3rd graders mastering ISTEP essential skills: 100% % of students who 4th graders mastering ISTEP essential skills: 100% % of students who 5th graders mastering ISTEP essential skills: 100% % of students who 6th graders mastering ISTEP essential skills: 100%

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Academic GoalsAfter analyzing longitudinal data that was disaggregated by the student groups identified in No Child Left Behind, teachers,students, parents, and community members identified achievement data targets for the next three years. These targets representacademic areas (subjects) which we wish to improve and specific groups of students we have targeted for improvement (e.g. 6thgraders). Our vision data represents our "dream" for all students. The data targets listed below each school year represent realisticsteps toward that dream.

All Students (126 days) - ISTEP PL221 Category Placement Performance

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData

Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual

71.09 69.7 73.2 75.42 77.68 80 82.4 100

FEMALE - MATHEMATICS

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


64.3 77 64.3 69 64.3 71.3 71.3 78.7 100

FREE/REDUCED LUNCH - ENGLISH/LANGUAGE ARTS

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


65.7 69 65.7 70 65.7 72.6 72.6 79.5 100

SPECIAL ED - ENGLISH/LANGUAGE ARTS

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


65.7 46 65.7 41 72.6 72.6 72.6 79.5 100

SPECIAL ED - MATHEMATICS

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


64.3 54 64.3 53 71.5 71.5 71.5 78.7 100

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TOTAL 4TH GRADE - LANGUAGE CONVENTIONS

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


65.7 76 65.7 67 72.6 65 72.6 72.6 79.5 100

TOTAL 4TH GRADE - MATH PROBLEM SOLVING

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


65.3 75 65.3 62 64.3 95 71.5 71.5 79.5 100

TOTAL 4TH GRADE - READING VOCABULARY

2005-2006 2006-2007 2007-2008 2008-2009 2009-2010 2010-2011VisionData


65.7 69 65.7 61 72.6 70 72.6 72.6 79.5 100

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Areas of ConcernTeachers, students, parents, and community members analyzed data in seven areas known to impact student achievement: 1)expectations, 2) curriculum content, 3) instructional practices, 4) classroom assessments, 5) extra help, 6) student guidance, and 7)the learning environment. We identified areas that we must address in order to reach our academic goals. Those areas are listedbelow as "Local Areas of Concern". Organizations outside of our school (e.g. the Indiana General Assembly) have identified areasof concern for all schools and have required schools to address those areas. These are listed below as "Required Areas ofConcern." Each Area of Concern listed below is followed by the condition in our school or community that led us to believe that thisis an Area of Concern.

Local Areas of Concern

Required Areas of ConcernA. Parent Involvement

B. Technology Coordination

C. Safe and Disciplined Learning Environment

D. Attendance

G1. Exceptional Learners - Gifted

G2. Exceptional Learners - Special Education

H. Cultural Competency

I. Focused Instruction / Curriculum

J. Instruction by Highly Qualified Teachers

K. Attracting Highly Qualified Teachers

L. Early Childhood Assistance

M. Assessment Results to Parents

O. Extended Learning Activities

P. Teacher Mentoring Program

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Q. School-Parent Involvement Policy

R. Parent Right-to-Know Letter

S. School-Parent Compact

T. Annual Parent Meeting

U. Targeted Assistance

AA. Curriculum Mapping

BB. Benchmark Assessments

CC. TESA

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StrategiesAfter identifying areas of concern, teachers, students, parents, and community members researched proven strategies and selectedstrategies that our school and/or community will implement to impact our areas of concern. Local strategies are those identified byour teachers, students, parents, and community to address our areas of concern. Required strategies meet various state and/orfederal regulations.

Required StrategiesA. Parent Involvement: Parent Liaison

The parent liaison will provide information, peer support and training for parents in IPS through 1) a minimum of 10 home visitsper month, 2) phone calls to homes, and 3) workshops throughout the school year, August-May.

B. Technology Coordination: School Technology

School staff, teachers, assistants and administrators, will implement the school site technology plan that is aligned to the districttechnology plan throughout the school year year, August-May.


Throughout the school year, teachers will implement school-wide building procedures which include the district discipline policyin multiple settings within the school to reduce online discipline referrals.

D. Attendance

Students will improve their attendance per IPS guidelines throughout the school year.


Teachers provide differentiated instruction across curriculum areas throughout the year. Additional support materials providedin adopted texts. Media Center has collection of materials which provide extended learning opportunities


Throughout the year, classroom teachers and special education teachers provide differentiated instruction across thecurriculum areas and follow accommodations mandated through each student’s individual education plans.


Two faculty meetings hosted by the Multicultural Cadre, and will include presentations to heighten cultural awareness. Weeklyschool agenda will have "Thought of the Week" to address cultural competency.

I. Focused Instruction / Curriculum: 6+1 Traits for Writing

Teachers will implement the 6+1 Traits for Writing instructional and assessment practices through the school year, August-May.

I. Focused Instruction / Curriculum: Problem Solving

Students are taught problem solving math skills in whole group and small group settings during specified times. Title One andInclusion teachers are pushing into the classroom as least 30 minutes for 2-5 days per week (depending on grade level). Theyare focusing on the lowest achieving students as based upon by math district benchmarks.

I. Focused Instruction / Curriculum: Reading Comprehension

Students are taught reading comprehension in whole group and small group settings daily during a structured reading block. Anadditional 30 minutes (2-5 days per week depending upon grade level) is given to students who did not pass DIBELS and havebeen identified as the lowest achieving students. The Title One and Inclusion teachers will push into the classroom and supportthe general education teacher and students.


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SBDM committee will interview and recommend for hire only teaches from the list of "highly qualified" teachers provided by theDistrict Office.


The Administration of William McKinley 39 will follow IPS District Human Resources Guidelines in hiring highly qualified staff.


Teachers will implement the schools’ plan to ready all students for Kindergarten by providing materials to parents of preschoolage children at various meetings and locations regarding the upcoming school year.

M. Assessment Results to Parents

Parent workshops will be held in August and October. These workshops are where test results are distributed and explained toparents in a format that they can understand.

O. Extended Learning Activities: After school tutoring

Throughout the school year tutoring is provided by teachers after school for students who did not pass the most recentbenchmark tests in Language Arts or Math.

P. Teacher Mentoring Program: Principal Walk-throughs

Principals will conduct "walk throughs" with each teacher during which the principal will look for student orientation to work,curriculum decisions, delivery of instruction, read the walls, and health/safety issues throughout the school year, August-May.The principal will provide mentoring to teachers as needed.


Throughout the year, the school will: involve parents in developing the school-parent involvement policy, provide supportnecessary for effective parent involvement activities, build the capacity for strong parental involvement through programinformation, materials and training, provide coordination with other programs like Even Start, educate staff members aboutbuilding good relationships with parents, communicate monthly with parents and offer parents opportunities to be involved in classrooms.


The Title I team will develop two letters intended to inform parents about their rights to information about their student’s teacher.The first letter focuses on letting the parents know that they may request information about their child’s teacher qualificationsand explains the procedure for obtaining this information. This letter is distributed upon enrollment. The second letter is a noticeto parents that their child is not being taught by a highly qualified teacher. This second letter is sent within two weeks of thestatus change of any teacher and/or is distributed upon the enrollment students in the class of such a teacher.


The School-Parent Compact is developed with input from parents and distributed to students at the beginning of the schoolyear or when the students enroll throughout the year. The Parent Liaison, Title I staff, and Administrator invite parents via theFebruary newsletter to voice any concerns or suggestions about the School-Parent Compact by phone, letter or email to theirchild’s teacher. All suggestions/concerns are considered as the School-Parent Compact is revised in March.


The Title One program is explained to parents and the types of opportunities available to the students in reading and math. Thiswill be presented within the first month of the beginning of the school year. The Parent Involvement Policy and theSchool-Parent Compact will be explained in detail, as well.


See (I) Focused Instruction: Problem Solving and Reading Comprehension Strategies.


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Teachers will discuss and unwrap the meaning underlying the state standards in terms of specific student skills duringstructured teacher planning time throughout the school year, August-May.


Teachers will follow the IPS pacing guides; implement quarterly benchmark assessments in Math, English, Science and SocialStudies; and provide remediation for students throughout the school year, August - May.

CC. TESA: Phase II

Using the T.E.S.A. model, teachers will become sensitized to their expectations of all students and interact with students on amore equitable basis with an emphasis on involving low achievers and quiet students in classroom discussions and activitiesthroughout the school year, August- May.

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Professional DevelopmentThese professional development activities will be implemented to help participants develop the knowledge and skills they need tosuccessfully implement the strategy.

A. Parent Involvement: Parent Liaison

Professional Development Activity Funding Activity Purpose

Parent Workshops Source:Title I Amount: $300.00

InformationSkill Building

Brief Description Intended Participants Activity Format

Title 1 Staff at each school will provide Parent Liaisons with materials,ideals, and instructions for monthly work packets they will take to parentsduring home visits.

Other Talk toPresentation/WorkshopPeer CoachingCollaborative Problem SolvingNetworking/Site Visit


Parent Liaison Professional Development Source:Title I Amount: $

InformationSkill BuildingFeedback/Support


Monthly meeting with Title 1 Parent Facilitator will provide on-going staffdevelopment for all Parent Liaisons.

Other Talk toPresentation/WorkshopStudy GroupPeer CoachingCollaborative ProblemSolving



Mastery of ISTE for Administrators Source:General Fund Amount: $0



Central office will provide professional development for administratorstandards in technology

Administrators Presentation/Workshop

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Mastery of ISTE for InSAI Technology Strategy Chairs Source:General Fund Amount: $0



Central office will provide professional development for the InSAITechnology Strategy Chairs on the ISTE standards.

TeachersOther

Presentation/Workshop


K-8 Mastery of ISTE for Teachers Source:General Fund Amount: $0



InSAI Technology Strategy Chairs will provide professional development forthe school staff.

Teachers Presentation/Workshop

I. Focused Instruction / Curriculum: 6+1 Traits for Writing


6+1 Training: Focus on Ideas Source:General Fund Amount: $0

InformationSkill BuildingFeedback/SupportRefinement


Central office staff will provide âFocus on Ideasâ training during aprincipalsâ meeting with the expectation that the principals will train theirstaff following the implementation window. Principals will provide âFocus onIdeasâ training for their staff based on training provided for them by Central Office.

TeachersAdministrators

Talk toPresentation/WorkshopCollaborative ProblemSolving


6+1 Training: Focus on Organization Source:General Fund Amount: $0



Central office staff will provide âFocus on Organizationâ training during aprincipalsâ meeting with the expectation that the principals will train theirstaff following the implementation window. Principals will provide âFocus onOrganizationâ training for their staff based on training provided for them byCentral Office.



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6+1 Training: Focus of Sentence Fluency Source:General Fund Amount: $0



Central office staff will provide âFocus on Sentence Fluencyâ training duringa principalsâ meeting with the expectation that the principals will train theirstaff following the implementation window. Principals will provide âFocus onSentence Fluencyâ training for their staff based on training provided forthem by Central Office.




6+1 Training: Focus on Conventions Source:General Fund Amount: $0



Central office staff will provide âFocus on Conventionsâ training during aprincipalsâ meeting with the expectation that the principals will train theirstaff following the implementation window. Principals will provide âFocus onConventionsâ training for their staff based on training provided for them byCentral Office.



I. Focused Instruction / Curriculum: Problem SolvingNo professional development is needed for this strategy.

I. Focused Instruction / Curriculum: Reading ComprehensionNo professional development is needed for this strategy.

L. Early Childhood AssistanceNo professional development is needed for this strategy.

O. Extended Learning Activities: After school tutoringNo professional development is needed for this strategy.


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Principal Walkthroughs/Mentoring--Focus: Looking at the Environment Source:General Fund Amount: $0

Skill BuildingFeedback/SupportRefinement


Teachers needing help with looking at the environment will be identifiedduring principal walkthroughs. Principals will then mentor those teachers.


Talk toProfessional ReadingOther


Principal Walkthroughs--Focus: Overview and Software Training Source:General Fund Amount: $0



Principals will receive an overview and training on software used forprincipal walkthroughs.

Administrators Presentation/Workshop


Principal Walkthroughs/Mentoring--Focus: Curriculum Source:Genral Fund Amount: $0



Teachers needing help with curriculum will be identified during principalwalkthroughs. Principals will then mentor those teachers.




Principal Walkthroughs/Mentoring--Focus: Looking at Instruction Source:General Fund Amount: $0



Teachers needing help with instruction will be identified during principalwalkthroughs. Principals will then mentor those teachers.




Principal Walkthroughs/Mentoring--Focus: Looking at the Learner Source:General Fund Amount: $0



Teachers needing help with looking at the learner will be identified duringprincipal walkthroughs. Principals will then mentor those teachers.



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Principal Walkthroughs/Mentoring--Focus: Looking at Differentiation Source:General Fund Amount: $0



Teachers needing help with differentiation will be identified during principalwalkthroughs. Principals will then mentor those teachers.




Principal Walkthroughs/Mentoring--Focus: Analyzing Data Source:General Fund Amount: $0



Teachers needing help with analyzing data will be identified during principalwalkthroughs. Principals will then mentor those teachers.



Q. School-Parent Involvement PolicyNo professional development is needed for this strategy.

U. Targeted AssistanceNo professional development is needed for this strategy.



Mapping - Tier III Group: Pacing/Consensus Leadership Team Source:General Fund Amount: $0



Overview of mapping and sharing what has been done in other TierGroups/Grade-level Curriculum Mapping, including Rubicon Atlas.


Talk toPresentation/WorkshopProfessional ReadingOther

BB. Benchmark AssessmentsNo professional development is needed for this strategy.

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CC. TESA: Phase II


Phase II Coordinator Training Source:General Fund Amount: $0



Training of TESA coordinators (one administrator, one union-approvedteacher) in preparation of the training of trainers TESA workshops, Day 1and Day 2.


Talk toPresentation/WorkshopOther


TESA Awareness Session Source:General Fund Amount: $0

Information


The TESA coordinators shall present an initial TESA awareness session tothe faculty.


Talk toPresentation/WorkshopOther

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Relationship Report -- Areas of Concern / Strategies / Data TargetsFormer Areas of Concern Summary

This report shows the relationship between the Areas of Concern, Strategies, and Data Targets. This report shows the following foreach area of concern: 1) the achievement area(s) that are being negatively impacted by the concern and 2) the strategies we willimplement to eliminate the concern. Basically, when we implement the strategies, the areas of concern should disappear. Once theareas of concern are gone, achievement should increase.

Local Areas of Concern

Required Areas of Concern

A. Parent Involvement (PL221, Title I, IPS)

Data Targets Influenced by This Concern:

FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS TOTAL 4TH GRADE -- READING VOCABULARY

Strategies to Impact This Concern:

A. Parent Involvement: Parent Liaison Q. School-Parent Involvement Policy

B. Technology Coordination (PL221, IPS)


TOTAL 4TH GRADE -- READING VOCABULARY



C. Safe and Disciplined Learning Environment (PL221)


TOTAL 4TH GRADE -- LANGUAGE CONVENTIONS TOTAL 4TH GRADE -- MATH PROBLEM SOLVING TOTAL 4TH GRADE -- READING VOCABULARY



D. Attendance (PL221)


FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- MATHEMATICS


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D. Attendance

G1. Exceptional Learners - Gifted (PL221)


FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS



G2. Exceptional Learners - Special Education (PL221)


SPECIAL ED -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- MATHEMATICS



H. Cultural Competency (PL221)





I. Focused Instruction / Curriculum (Title I, IPS)


FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS TOTAL 4TH GRADE -- LANGUAGE CONVENTIONS TOTAL 4TH GRADE -- READING VOCABULARY


I. Focused Instruction / Curriculum: Reading Comprehension I. Focused Instruction / Curriculum: 6+1 Traits for Writing I. Focused Instruction / Curriculum: Problem Solving U. Targeted Assistance

J. Instruction by Highly Qualified Teachers (Title I)



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K. Attracting Highly Qualified Teachers (Title I)


FEMALE -- MATHEMATICS



L. Early Childhood Assistance (Title I)


FEMALE -- MATHEMATICS FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- MATHEMATICS



M. Assessment Results to Parents (Title I)




M. Assessment Results to Parents R. Parent Right-to-Know Letter

O. Extended Learning Activities (Title I)




O. Extended Learning Activities: After school tutoring

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P. Teacher Mentoring Program (IPS)


FEMALE -- MATHEMATICS FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- MATHEMATICS TOTAL 4TH GRADE -- LANGUAGE CONVENTIONS TOTAL 4TH GRADE -- MATH PROBLEM SOLVING TOTAL 4TH GRADE -- READING VOCABULARY



Q. School-Parent Involvement Policy (Title I)





R. Parent Right-to-Know Letter (Title I)





S. School-Parent Compact (Title I)





T. Annual Parent Meeting (Title I)





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U. Targeted Assistance (Title I)





AA. Curriculum Mapping (IPS)


FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS TOTAL 4TH GRADE -- LANGUAGE CONVENTIONS TOTAL 4TH GRADE -- READING VOCABULARY



BB. Benchmark Assessments (IPS)


FEMALE -- MATHEMATICS FREE/REDUCED LUNCH -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- MATHEMATICS TOTAL 4TH GRADE -- LANGUAGE CONVENTIONS TOTAL 4TH GRADE -- MATH PROBLEM SOLVING TOTAL 4TH GRADE -- READING VOCABULARY



CC. TESA (IPS)


SPECIAL ED -- ENGLISH/LANGUAGE ARTS SPECIAL ED -- MATHEMATICS


CC. TESA: Phase II

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Force Field ExcerptThe Force Field reports are lengthy reports analyzed by the teachers, students, parents, and community members to help identifythe areas of concern. The Force Field excerpt found below contains information that must be included in the School ImprovementPlan to meet the requirements of Indiana Public Law 221.

Description and location of curriculum: Media Center and Main Office Force FieldReport B: Curriculum Additional Data#1

Titles and descriptions of assessment instruments to be used inaddition to ISTEP+:

Grades 3-6 ISTEP Force FieldReport C: Assessment Additional Data#1

Statutes and rules to be waived: None Force FieldReport G: EnvironmentAdditional Data#2

Program Consolidation Plan: Not Consolidating -- Not allowed byDistrict

Force FieldReport G: EnvironmentAdditional Data#2

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To-Do ListThis to-do list includes implementation, professional development, anti-resistance, and evaluation action steps for each strategy andwill serve as a road map as we implement our School Improvement Plan.

Report by strategy. Showing completed and yet-to-be-completed action steps.

Benchmark AssessmentsAug 18, 2008: Discuss with teachers the importance of providing remediation

Person : PrincipalActivity : Benchmark Remediation

Aug 18, 2008: Encourage support staff to assist students who need benchmark remediation Person : PrincipalActivity : Benchmark Remediation

Aug 18, 2008: Encourage teachers to set up remediation schedules 30 minutes per day which includes regrouping studentsand implementing sponge activities

Person : PrincipalActivity : Benchmark Remediation

Oct 8, 2008: Give Benchmarks every 9 weeks. Person : TeachersActivity : Benchmark Assessments

Oct 10, 2008: Check Principal Walkthrough Sheets Person : Mrs. BurchfieldActivity : Collect baseline data

Oct 10, 2008: Check completed benchmark assesments Person : Mrs. BurchfieldActivity : Collect baseline data

Oct 10, 2008: Check teacher lesson plans Person : Mrs. BurchfieldActivity : Collect baseline data

Oct 10, 2008: Collect Teacher and Support Staff Surveys Person : Mrs. BurchfieldActivity : Collect baseline data

Dec 9, 2008: Give Benchmarks every 9 weeks. Person : TeachersActivity : Benchmark Assessments

Jan 5, 2009: Check Principal Walkthrough Sheets Person : Mrs. BurchfieldActivity : Collect first semester/trimester follow up data

Jan 6, 2009: Collect Teacher and Support Staff Surveys Person : Mr. MajorActivity : Collect first semester/trimester follow up data

Jan 16, 2009: Check completed benchmark assesments Person : Robert CotterActivity : Collect first semester/trimester follow up data

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Jan 16, 2009: Check teacher lesson plans Person : Mrs. BurchfieldActivity : Collect first semester/trimester follow up data

Feb 10, 2009: Give Benchmarks every 9 weeks. Person : TeachersActivity : Benchmark Assessments

Apr 14, 2009: Give Benchmarks every 9 weeks. Person : TeachersActivity : Benchmark Assessments

May 15, 2009: Check Principal Walkthrough Sheets Person : Mrs. BurchfieldActivity : Collect final semester/trimester follow up data

May 15, 2009: Check teacher lesson plans Person : Mrs. BurchfieldActivity : Collect final semester/trimester follow up data

May 15, 2009: Collect Teacher and Support Staff Surveys Person : Mrs. BurchfieldActivity : Collect final semester/trimester follow up data

May 26, 2009: Check completed benchmark assesments Person : Mrs. BurchfieldActivity : Collect final semester/trimester follow up data

Curriculum MappingApr 12, 2008: Attend mapping training.

Person : Tier III Group from School 39Activity : Mapping - Tier III Group: Pacing/Consensus Leadership Team

Jun 12, 2008: Attend mapping training. Person : Tier III Group from School 39Activity : Mapping - Tier III Group: Pacing/Consensus Leadership Team

Jun 13, 2008: Attend mapping training. Person : Tier III Group from School 39Activity : Mapping - Tier III Group: Pacing/Consensus Leadership Team

Aug 5, 2008: Attend mapping training. Person : Tier III Group from School 39Activity : Mapping - Tier III Group: Pacing/Consensus Leadership Team

Early Childhood AssistanceMay 9, 2008: Survey parents about their use of the preschool packets.

Person : Carla McCandlessActivity : Collect baseline data

May 14, 2008: Compile data and submit report to InSAI steering team. Person : Carla McCandlessActivity : Collect baseline data

Aug 11, 2008: Distribute invitations for Fall Open House to area agencies, families Person : Mark WilsonActivity : Information Packet Disbursement

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Aug 12, 2008: Have packets ready to distribute to parents of preschoolers who attend Fall Open House.

Person : Carla McCandlessActivity : Information Packet Disbursement

Aug 12, 2008: Keep a sign-in sheet of parents who take a packet for themselves or someone they know. Person : Carla McCandlessActivity : Information Packet Disbursement

Aug 19, 2008: Survey parents about their use of preschool packets. Person : Carla McCandlessActivity : Collect first semester/trimester follow up data

Sep 12, 2008: Complile data and submit report to InSAI steering team. Person : Carla McCandlessActivity : Collect first semester/trimester follow up data

Apr 7, 2009: Meet with Kindergarten team and decide what needs to be added/subtracted from the previous years activites andor packets.

Person : Carla McCandlessActivity : Early Childhood Implementation

Apr 14, 2009: Compile packets including readiness checklist, flashcards of letters and numbers that can be cut apart, list ofappropriate read aloud books, school calendar, etc.

Person : Carla McCandlessActivity : Early Childhood Implementation

Apr 14, 2009: meet with office to give information regarding packets. Person : Carla McCandlessActivity : Talk and retalk

Apr 28, 2009: Meet with office to acknowledge consistent support. Person : Carla McCandlessActivity : Talk and retalk

Apr 29, 2009: Copy and staple forms. Person : Carla McCandlessActivity : Early Childhood Implementation

May 2, 2009: Meet with Mark Wilson to go over plan Person : Carla McCandlessActivity : Talk and Retalk

May 5, 2009: Invite area preschool teachers and parents to open house Person : Mark WilsonActivity : Spring Open House

May 8, 2009: Survey parents about their use of preschool packets. Person : Carla McCandlessActivity : Collect final semester/trimester follow up data

May 12, 2009: Distribute packets to boundary community agencies, i.e., library, preschools, neighborhood agencies Person : Mark WilsonActivity : Information Packet Disbursement

May 13, 2009: Compile data and submit report to InSAI steering team. Person : Carla McCandlessActivity : Collect final semester/trimester follow up data

May 14, 2009: Meet with Kindergarten teachers to go over plan Person : Carla McCandlessActivity : Talk and Retalk

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May 19, 2009: Distribute packets to incoming kindergaren parents

Person : Carla McCandlessActivity : Spring Open House

May 19, 2009: Prepare a sign-in sheet for parents who take packets for themselves or someone they know with a preschooler. Person : Carla McCandlessActivity : Spring Open House

Extended Learning ActivitiesMay 22, 2008: Collect teacher lesson plans from tutoring sessions

Person : Cindy ThompsonActivity : Collect baseline data

Aug 3, 2008: contact Title I and Safe Haven Person : AdministratorActivity : Obtain funding

Aug 11, 2008: Prepare a brochure that outlines the tutoring plan for the 2008-09 school year. Person : Cindy ThompsonActivity : Parent Information about Tutoring Plan

Aug 20, 2008: Table with information at Open House Person : Cindy ThompsonActivity : Parent Information about Tutoring Plan

Aug 21, 2008: Send email to teachers with a job description Person : AdministratorActivity : Hire Teachers for Tutoring

Aug 28, 2008: Interview applicants Person : AdministratorActivity : Hire Teachers for Tutoring

Sep 4, 2008: Contracts are signed by tutors Person : AdministratorActivity : Hire Teachers for Tutoring

Sep 11, 2008: Call transportation office to schedule an after school tutoring bus. Person : AdministratorActivity : Arrange for Transportation

Sep 30, 2008: Meet with hired teachers to set up the tutoring schedule after each 4 1/2 week benchmark. Person : Linda BurchfieldActivity : Tutoring Sessions

Oct 1, 2008: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring

Person : Cindy ThompsonActivity : Establish students who are to be tutored

Oct 1, 2008: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

Oct 10, 2008: After identifying students to be tutored, determine how many teachers are needed for tutoring using a 10 to 1ratio.

Person : Cindy ThompsonActivity : Tutoring Sessions

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Oct 15, 2008: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.

Person : Homeroom TeachersActivity : Tutoring Sessions

Oct 20, 2008: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.

Person : Tutoring TeachersActivity : Tutoring Sessions

Oct 29, 2008: Table with information at Parents In Touch day. Person : Cindy ThompsonActivity : Parent Information about Tutoring Plan

Nov 1, 2008: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


Nov 1, 2008: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

Nov 15, 2008: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Nov 20, 2008: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.


Dec 1, 2008: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


Dec 1, 2008: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

Dec 15, 2008: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Dec 20, 2008: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.


Jan 7, 2009: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


Jan 7, 2009: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

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Jan 15, 2009: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Jan 20, 2009: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.


Jan 23, 2009: Collect teacher lesson plans from tutoring sessions Person : Cindy ThompsonActivity : Collect first semester/trimester follow up data

Feb 1, 2009: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


Feb 1, 2009: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

Feb 15, 2009: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Feb 20, 2009: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.


Mar 1, 2009: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


Mar 1, 2009: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

Mar 15, 2009: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Mar 20, 2009: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.


Apr 1, 2009: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


Apr 1, 2009: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

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Apr 15, 2009: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Apr 20, 2009: Collect teacher lesson plans from tutoring sessions Person : Cindy ThompsonActivity : Collect final semester/trimester follow up data

Apr 20, 2009: After each benchmark, tutoring teachers plan tutoring sessions based on standards the students have notmastered according to the benchnmark data.


May 1, 2009: After each benchmark obtain lists by grade level of students who scored below 43% on ELA or Math portion andassign to tutoring


May 1, 2009: After each benchmark notify parents of students who need to be tutored Person : Cindy ThompsonActivity : Parent notification of students to be tutored

May 15, 2009: After eachbenchmark, provide hired teachers with detailed benchmark data for each identified studentreferencing standards that they need to work on.


Focused Instruction / CurriculumMay 18, 2008: collect data from principal and record

Person : Susan MahoneyActivity : Collect baseline data

May 18, 2008: Teachers submit lesson plans to Principal Person : PrincipalActivity : Collect baseline data

May 18, 2008: The principal tallies the % of teachers who indicate on their lesson plans Title One and Inclusion teacherassistance for Problem Solving

Person : Susan MahoneyActivity : Collect baseline data

Aug 13, 2008: Talk and retalk during staff meetings once per quarter. Person : Mrs. BurchfieldActivity : Talk and retalk

Aug 15, 2008: Teachers submit lesson plans to Principal Person : PrincipalActivity : Collect baseline data

Aug 18, 2008: Collect data from principal and record. Person : Susan MahoneyActivity : Collect baseline data

Aug 18, 2008: The principal tallies the % of teachers who indicate on their lesson plans Title One and Inclusion teacherassistance for Reading Comprehension.

Person : PrincipalActivity : Collect baseline data

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Aug 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.

Person : Teachers/PrincipalActivity : Lesson Plans

Aug 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Aug 18, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving

Person : Teachers/StudentsActivity : Lesson Plans

Aug 22, 2008: Meet in grade level STPT meetings and discuss and plan 6+1 Traits for Writing within the classroom. Person : TeachersActivity : Develop 6+1 Traits for Writing Strategies

Aug 25, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Aug 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion

Person : Teachers/PrincipalActivity : Schedules

Aug 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Aug 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Aug 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Aug 27, 2008: Talk and retalk with the staff about their concerns and staff meetings quarterly Person : Mrs. BurchfieldActivity : Talk and Retalk

Aug 27, 2008: Use staff meetings and PBA days to briefly discuss 6+1 Traits for Writing and how it can be more effective withinthe classroom.

Person : Administrators/TeachersActivity : Talk and Retalk

Sep 9, 2008: Have students use strategies when writing and bring samples of their writing to STPT for discussion. Person : TeachersActivity : Use and implement strategies within the classroom

Sep 12, 2008: Collect and record data from STPT Meeting Notes Person : Rhondalyn CornettActivity : Collect baseline data

Sep 12, 2008: Collect and record data from Student writing submitted by teachers Person : Rhondalyn CornettActivity : Collect baseline data

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Sep 12, 2008: Collect and record data from Writing Data Sheet

Person : Rhondalyn CornettActivity : Collect baseline data

Sep 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Sep 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Sep 18, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Sep 25, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Sep 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Sep 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Sep 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Sep 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Oct 1, 2008: Central office will provide "Focus on Ideas" training during a principals’ meeting with the expectation that theprincipals will train their staff following the implementation window.

Person : Mrs. BurchfieldActivity : 6+1 Training: Focus on Ideas

Oct 4, 2008: Talk and retalk during staff meetings once per quarter Person : Mrs. BurchfieldActivity : Talk and retalk

Oct 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Oct 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


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Oct 18, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Oct 25, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Oct 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Oct 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Oct 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Oct 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Oct 29, 2008: Talk and retalk with the staff about their concerns and staff meetings quarterly Person : Mrs. BurchfieldActivity : Talk and Retalk

Nov 1, 2008: Principals will provide training for their staff based on training provided for them by Central Office. Person : TeachersActivity : 6+1 Training: Focus on Ideas

Nov 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Nov 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Nov 18, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Nov 25, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Nov 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


35

Nov 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Nov 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Nov 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Dec 1, 2008: Central office staff will provide "Focus on Organization" training during a principals’ meeting with the expectationthat the principals will train their staff following the implementation window.

Person : Mrs. BurchfieldActivity : 6+1 Training: Focus on Organization

Dec 5, 2008: Talk and retalk during staff meetings once per quarter Person : Mrs. BurchfieldActivity : Talk and retalk

Dec 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Dec 18, 2008: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Dec 18, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Dec 18, 2008: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Dec 20, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Dec 20, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Dec 25, 2008: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Dec 25, 2008: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

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Jan 1, 2009: Principals will provide "Focus on Organization" training for their staff based on training provided for them byCentral Office.

Person : TeachersActivity : 6+1 Training: Focus on Organization

Jan 5, 2009: collect data from principal and record Person : Susan MahoneyActivity : Collect first semester/trimester follow up data

Jan 5, 2009: Collect data from principal and record Person : Susan MahoneyActivity : Collect first semester/trimester follow up data

Jan 5, 2009: he principal tallies the % of teachers who indicate on their lesson plans Title One and Inclusion teacher assistancefor Reading Comprehension

Person : PrincipalActivity : Collect first semester/trimester follow up data

Jan 5, 2009: Teachers submit lesson plans to Principal Person : PrincipalActivity : Collect first semester/trimester follow up data

Jan 5, 2009: Teachers submit lesson plans to Principal Person : PrincipalActivity : Collect first semester/trimester follow up data

Jan 5, 2009: The principal tallies the % of teachers who indicate on their lesson plans Title One and Inclusion teacherassistance for Problem Solving

Person : Susan MahoneyActivity : Collect first semester/trimester follow up data

Jan 7, 2009: Talk and retalk with the staff about their concerns and staff meetings quarterly Person : Mrs. BurchfieldActivity : Talk and Retalk

Jan 9, 2009: Collect and record data from Student writing submitted by teachers Person : Rhondalyn CornettActivity : Collect first semester/trimester follow up data

Jan 9, 2009: Collect and record data from Writing Data Sheets Person : Rhondalyn CornettActivity : Collect first semester/trimester follow up data

Jan 9, 2009: Collect and recorne data from STPT Meeting Notes Person : Rhondalyn CornettActivity : Collect first semester/trimester follow up data

Jan 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Jan 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Jan 18, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


37

Jan 25, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Jan 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Jan 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Jan 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Jan 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Feb 1, 2009: Central office staff will provide "Focus on Sentence Fluency" training during a principals’ meeting with theexpectation that the principals will train their staff following the implementation window.

Person : Mrs. BurchfieldActivity : 6+1 Training: Focus of Sentence Fluency

Feb 6, 2009: Talk and retalk during staff meetings once per quarter Person : Mrs. BurchfieldActivity : Talk and retalk

Feb 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Feb 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Feb 18, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Feb 25, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Feb 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Feb 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


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Feb 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Feb 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Mar 1, 2009: Principals will provide "Focus on Sentence Fluency" training for their staff based upon training provided for themby Central Office.

Person : TeachersActivity : 6+1 Training: Focus of Sentence Fluency

Mar 3, 2009: Talk and retalk with the staff about their concerns and staff meetings quarterly Person : Mrs. BurchfieldActivity : Talk and Retalk

Mar 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Mar 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Mar 18, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Mar 25, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Mar 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Mar 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Mar 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Mar 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Apr 1, 2009: Central office staff will provide "Focus on Conventions" training during a principals’ meeting with the expectationthat the principals will train their staff following the implementation window.

Person : Mrs. BurchfieldActivity : 6+1 Training: Focus on Conventions

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Apr 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


Apr 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


Apr 18, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


Apr 25, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


Apr 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Apr 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


Apr 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

Apr 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

May 1, 2009: Principals will provide "Focus on Conventions" training for thier staff based on training provided for them byCentral Office.

Person : TeachersActivity : 6+1 Training: Focus on Conventions

May 5, 2009: Talk and retalk with the staff about their concerns and staff meetings quarterly Person : Mrs. BurchfieldActivity : Talk and Retalk

May 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Problem Solving services from Title One and Inclusion.


May 18, 2009: All general education teachers will submit weekly lesson plans to the principal indicating when students arereceiving Reading Comprehension services from Title One and Inclusion


May 18, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Problem Solving


40

May 19, 2009: Collect and record data from STPT Meeting Notes Person : Rhondalyn CornettActivity : Collect final semester/trimester follow up data

May 19, 2009: Collect and record data from Student writing submitted by teachers Person : Rhondalyn CornettActivity : Collect final semester/trimester follow up data

May 19, 2009: Collect and record data from Writing Data Sheet Person : Rhondalyn CornettActivity : Collect final semester/trimester follow up data

May 23, 2009: Teachers submit lesson plans to Principal Person : PrincipalActivity : Collect final semester/trimester follow up data

May 25, 2009: Title One and Inclusion teachers will submit weekly lession plans to the principal idicating when they areservicing students for Reading Comprehension


May 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


May 25, 2009: General Education teachers will submit schedules to the principal indicating when students will be receivingservices from Title One and Inclusion


May 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

May 25, 2009: Title One and Inclusion teacher will submit schedules to the principal indicating when they are servicing students Person : Teachers/PrincipalActivity : Schedules

May 26, 2009: collect data from principal and record Person : Susan MahoneyActivity : Collect final semester/trimester follow up data

May 26, 2009: Collect data from principal and record Person : Susan MahoneyActivity : Collect final semester/trimester follow up data

May 26, 2009: he principal tallies the % of teachers who indicate on their lesson plans Title One and Inclusion teacherassistance for Reading Comprehension

Person : principalActivity : Collect final semester/trimester follow up data

May 26, 2009: Teachers submit lesson plans to Principal Person : PrincipalActivity : Collect final semester/trimester follow up data

May 26, 2009: The principal tallies the % of teachers who indicate on their lesson plans Title One and Inclusion teacherassistance for Problem Solving

Person : Susan MahoneyActivity : Collect final semester/trimester follow up data

41

Parent InvolvementAug 22, 2008: Discuss issuse and concerns with staff.

Person : Mark WilsonActivity : Talk and retalk

Sep 1, 2008: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Sep 3, 2008: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Sep 3, 2008: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Sep 12, 2008: collect parent liaison report and assess InSAI Force Field Report Person : Mark WilsonActivity : Collect baseline data

Sep 12, 2008: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Sep 15, 2008: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Oct 1, 2008: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Oct 1, 2008: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Oct 1, 2008: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Oct 10, 2008: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Oct 15, 2008: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Oct 24, 2008: Discuss issuse and concerns with staff. Person : Mark WilsonActivity : Talk and retalk

Nov 1, 2008: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Nov 4, 2008: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

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Nov 4, 2008: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Nov 13, 2008: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Nov 15, 2008: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Dec 1, 2008: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Dec 3, 2008: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Dec 3, 2008: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Dec 12, 2008: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Dec 15, 2008: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Dec 25, 2008: Discuss issuse and concerns with staff. Person : Mark WilsonActivity : Talk and retalk

Dec 31, 2008: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Dec 31, 2008: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Jan 1, 2009: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Jan 9, 2009: collect parent liaison report and assess InSAI Force Field Report Person : Mark WilsonActivity : Collect first semester/trimester follow up data

Jan 9, 2009: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Jan 15, 2009: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

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Feb 1, 2009: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Feb 4, 2009: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Feb 4, 2009: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Feb 6, 2009: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Feb 15, 2009: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Feb 26, 2009: Discuss issuse and concerns with staff. Person : Mark WilsonActivity : Talk and retalk

Mar 1, 2009: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Mar 4, 2009: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Mar 4, 2009: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Mar 13, 2009: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

Mar 15, 2009: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Apr 1, 2009: Attend Parent Liaison meeting with Title 1 Facilitator Person : PrincipalActivity : Parent Liaison Professional Development

Apr 8, 2009: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

Apr 8, 2009: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

Apr 10, 2009: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

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Apr 15, 2009: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

Apr 30, 2009: Discuss issuse and concerns with staff. Person : Mark WilsonActivity : Talk and retalk

May 6, 2009: 10 home visits will be made monthly for intensive students. Person : Mark WilsonActivity : Home Visits

May 6, 2009: Monthly phone calls made to intensive students. Person : Mark WilsonActivity : Phone calls home

May 15, 2009: Provide Parent Liaison with materials, ideals, and instructions for work packet Person : Title 1 StaffActivity : Parent Workshops

May 19, 2009: collect parent liaison report and assess InSAI Force Field Report Person : Mark WilsonActivity : Collect final semester/trimester follow up data

May 20, 2009: Visit Homes Person : Parent LiaisonActivity : Parent Workshops

School-Parent Involvement PolicyAug , 2008: make home visits as needed to ensure that home/school problems get resolved in a direct manner.

Person : Parent Liaison, Mark WilsonActivity : Build capacity for strong parental involvement

Aug , 2008: provide information to parents as needed on how to apply for a criminal background check and other documentsneeded to allow them to assist students in School 39 classrooms.

Person : AdministratorActivity : Build capacity for strong parental involvement

Aug , 2008: provide outreach through the Early Childhood Assistance (see Strategy L). Person : Tracy DawsonActivity : Build capacity for strong parental involvement

Aug , 2008: send home a monthly newsletter using parent friendly language. Person : AdministratorActivity : Build capacity for strong parental involvement

Aug , 2008: send home weekly progress reports/graded papers to keep parents informed. Person : K-6 Homeroom TeachersActivity : Build capacity for strong parental involvement

Aug 21, 2008: Parent Liaison receives training in facilitating parent workshops that focus on student academic achievement. Person : Parent Liaison, Mark WilsonActivity : Provide Support for Parent Involvement Activities

Sep 16, 2008: share ideas at staff meetings for building good relationships with parents and/or on how to communicate withparents concerning homework and classroom behavior.

Person : Title I Staff and Parent LiaisonActivity : Build capacity for strong parental involvement

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Sep 30, 2008: host an Annual Title I Parent Meeting in September, 2008 to explain the program and how their students andthemselves can be involved in improving achievement.

Person : Title I StaffActivity : Build capacity for strong parental involvement

Oct 1, 2008: Beginning in October, 2008, Parent Liaison coordinates 3 on-site workshops for parents. Person : Parent Liaison, Mark WilsonActivity : Provide Support for Parent Involvement Activities

Oct 29, 2008: provide parents with workshop training in literacy, mathematics and/or parenting tips. Person : Parent Liaison, Title I StaffActivity : Build capacity for strong parental involvement

Mar 2, 2009: Parent Liaison reviews the current policy with parents and gathers input to use in revision of the plan. Person : Parent Liaison, Mark WilsonActivity : Developing the School-Parent Involvement Plan

Teacher Mentoring ProgramSep 4, 2008: Principals will receive an overview and training on software used for principal walkthroughs.

Person : District providesActivity : Principal Walkthroughs--Focus: Overview and Software Training

Sep 17, 2008: Principals deliver a presentation regarding principal walkthroughs to staff. Person : AdministratorActivity : Principal Walkthroughs--Focus: Overview and Software Training

Oct 6, 2008: Teachers needing help with curriculum will be identified during principal walkthroughs and then be mentored bythe principal.

Person : AdministratorActivity : Principal Walkthroughs/Mentoring--Focus: Curriculum

Nov 3, 2008: Teachers needing help with instruction will be identified during principal walkthroughs and be mentored by theprincipal.

Person : AdministratorActivity : Principal Walkthroughs/Mentoring--Focus: Looking at Instruction

Dec 1, 2008: Teachers needing help with looking at the learner will be identified during principal walkthroughs and mentored bythe principal.

Person : AdministratorActivity : Principal Walkthroughs/Mentoring--Focus: Looking at the Learner

Jan 5, 2009: Teachers needing help with looking at the environmnet will be identified during principal walkthroughs andmentored by the principal.

Person : AdministratorActivity : Principal Walkthroughs/Mentoring--Focus: Looking at the Environment

Feb 2, 2009: Teachers needing help with differentiation will be identified during principal walkthroughs and mentored by theprincipal.

Person : AdministratorActivity : Principal Walkthroughs/Mentoring--Focus: Looking at Differentiation

Mar 2, 2009: Teachers needing help analyzing data will be identified during principal walkthroughs and mentored by theprincipal.

Person : AdministratorActivity : Principal Walkthroughs/Mentoring--Focus: Analyzing Data

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Technology CoordinationOct 1, 2008: Administrators attend professional development for ISTE provided by the district.

Person : PrincipalActivity : Mastery of ISTE for Administrators

Oct 15, 2008: Central office will provide professional development for the InSAI Technology Stratey Chairs on the ISTEstandards.

Person : Susan MahoneyActivity : Mastery of ISTE for InSAI Technology Strategy Chairs

Oct 26, 2008: InSAI Technology Strategy Chair will provide professional development for the school staff on ISTE standards. Person : TeachersActivity : K-8 Mastery of ISTE for Teachers

Dec 2, 2008: Administrators attend professional development for ISTE provided by the district. Person : PrincipalActivity : Mastery of ISTE for Administrators

Dec 16, 2008: Central office will provide professional development for the InSAI Technology Stratey Chairs on the ISTEstandards.


Dec 27, 2008: InSAI Technology Strategy Chair will provide professional development for the school staff on ISTE standards. Person : TeachersActivity : K-8 Mastery of ISTE for Teachers

Feb 3, 2009: Administrators attend professional development for ISTE provided by the district. Person : PrincipalActivity : Mastery of ISTE for Administrators

Feb 17, 2009: Central office will provide professional development for the InSAI Technology Stratey Chairs on the ISTEstandards.


Feb 28, 2009: InSAI Technology Strategy Chair will provide professional development for the school staff on ISTE standards. Person : TeachersActivity : K-8 Mastery of ISTE for Teachers

Apr 7, 2009: Administrators attend professional development for ISTE provided by the district. Person : PrincipalActivity : Mastery of ISTE for Administrators

Apr 21, 2009: Central office will provide professional development for the InSAI Technology Stratey Chairs on the ISTEstandards.


May 2, 2009: InSAI Technology Strategy Chair will provide professional development for the school staff on ISTE standards. Person : TeachersActivity : K-8 Mastery of ISTE for Teachers

TESAFeb 21, 2009: Attend the training of TESA coordinators (one administrator, one union-approved teacher) in preparation of thetraining of trainers TESA workshop.

Person : one administrator and one union-approved teacherActivity : Phase II Coordinator Training

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Mar 14, 2009: Attend the training of TESA coordinators (one administrator, one union-approved teacher) in preparation of thetraining of trainers TESA workshop, Day 2.

Person : one administrator and one union-approved teacherActivity : Phase II Coordinator Training

Apr 15, 2009: Teachers attend the TESA awareness presentation. Person : TeachersActivity : TESA Awareness Session

Apr 15, 2009: The TESA coordinators shall present an initial TESA awareness session to the full faculty. Person : TeachersActivity : TESA Awareness Session

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Indiana Student Achievement Institute

Continuous Improvement TimelineThe table below shows the timeline we will follow in reviewing and revising our School Improvement Plan each year.

First Year Schools Second Year Schools Third Year and Beyond

Schools

Oct Session 1:Getting Started

Local Mtgs: Rationale for Change

New Steering Team Member (optional)

Session 1:Improvement Plan Implementation

New Steering Team Member (optional)

Session 1: Kick-Off / Monitoring / Mentoring

Nov Session 2 Visioning

Tech Training 1 (two people per school)

Local Mtgs: Visioning

Tech Training 1 (optional)

Local Mtgs – SIP ImplementationRoles & Responsibilities


Local Mtgs – SIP ImplementationRoles & Responsibilities

Dec Session 3:Achievement Data Analysis

Local Mtgs: Achievement Data Targets

Session 2:SIP Evaluation & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan Session 4:Areas of Concern & Research Assignments

Local Mtgs: Areas of Concern

Session 2:SIP Review & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan 31 Session 5:InSAI Conference on Learning

Strategy Research Group Meetings:Local Mtgs – Strategy Selection

InSAI Conference on Learning (optional)

InSAI Conference on Learning (optional)

Feb / Mar

Session 6: (strategy chairs only)Strategy Plans

Tech Training 2 (two people per school)

Strategy Task Force Mtg – Strategy Plans

Session 3 (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Session 3: (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Apr 1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

Session 7:Strategy Plan Review:One hour individual appointment



May 1st Fri in May: Revisions due online

3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)

1st Fri in May: Revisions due online


1st Fri in May: Revisions due online


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Documents

William McKinley School 39 (5539) - asainstitute.org fileSchool Improvement Plan - PL221 Version - 2008-2011 May 16, 2008 16:07:43 William McKinley School 39 (5539) Indianapolis Public