Indiana Student Achievement Institute: Central Middle School - Strategy Plan Report (Sun May 19 10:50:35 EDT 2013)
SIP 2010-2011
Teachers will meet with parents of high ability students and an IB consultant in the fall to discuss the IB curriculum and expectations.
Strategy Chair: Michael Sargent (msargent@kokomoschools.com)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:High Impact - Outside |
Energy Level:Low |
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Our school will provide an in-service that teaches staff ways to communicate better with parents. During the in-service we will educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.
Strategy Chair: Kaye Hicks (khicks@kokomo.k12.in.us)
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Focus:Specific |
Impact Level:Low Impact |
Energy Level:Low |
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Central Middle school will inform parents of the Indiana PIRC website (http://www.fscp.org/index.asp) by placing a link to the PIRC website on our school website and including an insert about the PIRC website in the school newsletter.
Strategy Chair: Kaye Hicks (khicks@kokomo.k12.in.us)
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Focus:Specific |
Impact Level:High Impact - Outside |
Energy Level:Low |
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The Math Teachers will test the 6th grade KEY/Acc students during the fall semester of 2010 to determine their enrollment in Algebra for 7th grade. All students in 6th grade KEY/Acc math will be tested to determine their math competency. Any 6th grade student with a raw score of 91+ as well as pass plus on ISTEP will be accelerated to 7th grade advanced math which will enable them to take Algebra as a 7th grader.
Strategy Chair: Justin Smith (jlsmith@kokomo.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:Low Impact |
Energy Level:Medium |
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Who are you trying to change with this strategy? Math Teachers What behavior or attitude is the strategy trying to change? Encourage math teachers to look for more students to enroll into Algebra 1 as a middle school student. What will you count to see if the targeted change occurred? Number of teachers providing a rigorous curriculum that increases the number of teacher recomendations of general education students for Algebra I. Actual and target data:
Baseline
09-10Follow Up
10-11
1st Semester / 1st TrimesterFollow Up
10-11
2nd Semester / Last Trimester4 5 5
Who are you trying to change with this strategy? Students What behavior or attitude is the strategy trying to change? Involvement in Algebra help sessions during enrichment and after school What will you count to see if the targeted change occurred? Student Involvement in Algebra help sessions during enrichment and after school Actual and target data:
Baseline
09-10Follow Up
10-11
1st Semester / 1st TrimesterFollow Up
10-11
2nd Semester / Last Trimester100% 100%
PK-12 curriculum will be aligned vertically and horizontally for the content areas of mathematics, science, social studies and English/Language arts. The district chairs will 1) plan and provide professional development related to curriculum design based on "Understanding by Design," and 2) provide opportunities for building-level strategy chairs and curriculum designers to work. Curriculum designers (teachers appointed by the teachers' association) will 1) attend training provided by the district, 2) develop curriculum, and 3) share information with the staff, and 4) generate consensus on the curriculum. The school's strategy chair will 1) attend training provided by the district, 2) work with the curriculum designers to a) share information with the staff, and b) generate consensus on the curriculum.
Strategy Chair: Patricia O'Brien (pobrien@kokomo.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
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Throughout the school year, teachers will implement the Simple Six Writing Process. The task force team will develop a school prompt attack policy/procedure. English/LA teachers will teach Simple Six Writing phases. All content area teachers will implement the school-wide prompt procedure.
Strategy Chair: Vickie Linehan (slinehan@kokomoschools.com)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
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Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Teachers will require students to write for a variety of purposes and audiences using standard conventions, appropriate world choice, and sufficient detail to convey their message in all written work. What will you count to see if the targeted change occurred? percentage of teachers who indicate each week that they have appropriately incorporated writing into their content areas. Actual and target data:
Baseline
09-10Follow Up
10-11
1st Semester / 1st TrimesterFollow Up
10-11
2nd Semester / Last Trimester32% 50% 75%
Staff is required by the Kokomo Center Schools Human Resource Department to meet the requirements of NCLB prior to hiring. The principal at the school verifies that each staff meets the requirements of NCLB by checking records in the HR department and by discussing qualifications with staff. The principal will maintain a list of all teachers in the building that indicates whether or not each teacher holds a valid Indiana teaching license and that each teacher has demonstrated subject matter knowledge (PRAXIS, NTS, HOUSSE, CAS). If non-highly qualified teachers exist in the school, the school will provide professional development activities to assist the non-highly qualified teacher(s) in meeting the highly qualified teacher requirements. All instructional paraprofessionals will be required to meet the requirements of NCLB by providing copies of college/university transcripts and/or providing documentation of a passing score on the ParaPro. The documentation will be reviewed by HR and the principal.
Strategy Chair: Kaye Hicks (khicks@kokomoschools.com)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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The Parent Right to Know Letter is printed in the Kokomo Center Schools Guide to Policies and Procedures handbook and is distributed to all parents by mail and during enrollment. The letter is to inform parents that they have the right to request and receive information in a timely manner regarding the professional qualifications of their student's classroom teachers. Parents are required to sign a form signifying they have received/read the information in the handbook, including the parent right to know letter.
Strategy Chair: Kaye Hicks (khicks@kokomoschools.com)
| Strategy plan components: Title & Description | |||
Focus:Specific |
Impact Level:Low Impact |
Energy Level:Low |
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The Parent Right to Know Letter (Non Highly Qualified) is distributed in a timely fashion to parents of students who have been assigned, or been taught for 4 or more consecutive weeks by, a teacher who is not highly qualified.
Strategy Chair: Kaye Hicks (khicks@kokomoschools.com)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:Low Impact |
Energy Level:Low |
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Our school will develop a school-parent compact that outlines how parents, the entire school staff, and students share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State's high standards. The school-parent compact will be revised and reviewed annually by staff and parents. The compact will be shared with parents and students during parent conferences. Moreover, it is mailed to all parents.
Strategy Chair: Kaye Hicks (khicks@kokomo.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus:Specific |
Impact Level:Low Impact |
Energy Level:Low |
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Parents are invited to attend the annual Title I meeting to learn about the school's participation in Title I, Part A programs, and to explain the Title I, Part A requirements and the right of parents to be involved in those programs. Meetings are held at the school with sessions during the day and the evening. Parents are given copies of the Parent Involvement Policy, School-Parent Compact and the School Improvement Plan. Parent input is encouraged and discussed as revisions are made to these documents. Documentation including an agenda and a parent sign-in sheet will be kept in preparation for a DOE monitoring visit.
Strategy Chair: Kaye Hicks (khicks@kokomo.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus:Specific |
Impact Level:Low Impact |
Energy Level:Low |
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During the daily enrichment period, English and Math teachers will provide remediation to students who did not pass the English and/or Math portion of the ISTEP.
Strategy Chair: Laura Upchurch (lupchurch@kokomo.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
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Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Teachers will institute various methods of remediation, including, but not limited to, Study Island, Acuity Remediation, and teacher made materials. What will you count to see if the targeted change occurred? percentage of teachers (Math/English) utilizing remediation strategies. Actual and target data:
Baseline
09-10Follow Up
10-11
1st Semester / 1st TrimesterFollow Up
10-11
2nd Semester / Last Trimester50% 75% 100% 40%