Indiana Student Achievement Institute: James Whitcomb Riley Sch 43 - Strategy Plan Report (Tue May 21 15:21:17 EDT 2013)
SIP 2009-2010
The administrator will conduct "walk through" with each teacher at least once a week during which the administrator will look for student orientation to work, curriculum decisions, delivery of instruction, read the walls, teacher expectations (TESA), cultural competencies and health/safety issues throughout the school year,. The principal will provide mentoring to teachers as needed.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
Forces Addressed:
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We are concerned that...
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Others are concerned about our... |
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Teachers will follow the IPS pacing guides for Math, Science, and Social Studies and the Language Arts consensus/pacing maps; implement three predictor assessments in Math, Language Arts, Science, and Social Studies throughout the school year, End of semester assessments in Math, Language Arts, Science, and Social Studies will be given at the end of second and fourth grading period.
Strategy Chair: Michelle November (novembem@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that...
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Others are concerned about our... |
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Submission of lesson plans that follow the IPS Pacing Guides for Math, Science, and Social Studies and the Language Arts Pacing Maps What will you count to see if the targeted change occurred? % of teachers that follow the IPS Pacing Guides for Math, Science, and Social Studies and the Language Arts Pacing Maps Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Administration of Predictor and End of Semester Tests What will you count to see if the targeted change occurred? % of teachers who administer these assessments Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Implementation of lessons that follow the IPS Pacing Guides for Math, Science, and Social Studies and the Language Arts Pacing Maps What will you count to see if the targeted change occurred? % of teachers who implement lessons that follow the IPS Pacing Guides for Math, Science, and Social Studies and the Language Arts Pacing Maps Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Teachers provide remediation for students who do not pass the Predictor and End of Semester assessment(s). What will you count to see if the targeted change occurred? % of teachers who provide remediation for students who do not pass the Predictor and End of Semester assessment(s) Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Teachers implement sponge activities that mirror common deficit indicators identified by the Predictor Assessment What will you count to see if the targeted change occurred? % of teachers who implement sponge activities that mirror common deficit indicators identified by the Predictor Assessment Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Teachers regroup and re-teach students based on the results of the Predictor Assessment What will you count to see if the targeted change occurred? % of teachers who regroup and re-teach students based on the results of the Predictor Assessment Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Who are you trying to change with this strategy? Support Staff What behavior or attitude is the strategy trying to change? We would like support staff to provide assistance to students who do not pass the Predictor and/or Eno of Semester Assessments. What will you count to see if the targeted change occurred? % of support staff who provide assistance to students who do not pass the Predictor and/or Eno of Semester Assessments. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 75 75
The school will develop and require a Graduation Plan for student in grades 6 through 12.
Strategy Chair: Crystal Johnson (johnsocf@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
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Impact Level: |
Energy Level:High |
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? Parents What behavior or attitude is the strategy trying to change? Parents see education is the key to their child’s future and therefore they need to graduate from high school. To achieve this the students must take the time to plan and prepare for life after high school. What will you count to see if the targeted change occurred? % of Grades 6-12 parents who participate by being involved in their child/’s Graduation Plan % of the students in grades 6-12 who have a Graduation Plan in place which meets all the requirements for each grade level. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester0% 100% 100%
Who are you trying to change with this strategy? Students What behavior or attitude is the strategy trying to change? Students see education is the key to their future and therefore they need to graduate from high school. To achieve this the students must take the time to plan and prepare for life after high school. What will you count to see if the targeted change occurred? % of the students in grades 6-12 who have a Graduation Plan in place which meets all the requirements for each grade level. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester0% 100% 100%
Who are you trying to change with this strategy? Counselor/Social Worker What behavior or attitude is the strategy trying to change? We would like to have the counselors and /or social workers work with each student and student’s parent(s) in developing a plan for their future educational plans. What will you count to see if the targeted change occurred? % of counselors and /or social workers who work students and the student’s parent(s) to develop (Grade 6) and update (Grades 7-11) the Graduation plan each year. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester0% 100% 100%
Using TESA model, teachers will become sensitized to their expectations of all students and interact with students on a more equitable basis with an emphasis on involving perceived low and perceived high achievers in the teaching and learning process throughout the school year.
Strategy Chair: Chrishell Sam (samcd@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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Student groups this strategy is designed to impact:
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Parent Liaisons provide information, peer support, and training for parents in IPS through 1) a minimum of 5 home visits per month, 2) phone calls to homes, and 3) workshops throughout the school year, August-May.
Strategy Chair: Linda Fields (fieldsll@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? Parents of Intensive Students What behavior or attitude is the strategy trying to change? Attend one or more parent workshops What will you count to see if the targeted change occurred? Percent of students whose parents/guardians attend at least one parent workshop Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester20% 20% 20%
Who are you trying to change with this strategy? Parent Liaison What behavior or attitude is the strategy trying to change? Call the homes of intensive students each month What will you count to see if the targeted change occurred? Percent of intensive students' homes that recieve monthly phone calls from the parent liaisons Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester20% 20% 20%
Who are you trying to change with this strategy? Parent Liaison What behavior or attitude is the strategy trying to change? Visit the homes of intensive students (based on DIBELS) each month What will you count to see if the targeted change occurred? Percent of the intensive students' homes that have monthly visits by the parent liaison Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester20% 20% 20%
Who are you trying to change with this strategy? Title 1 Staff Members What behavior or attitude is the strategy trying to change? Attend one or more parent workshops What will you count to see if the targeted change occurred? Number who attend at least one parent workshop Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester2 1 1
Who are you trying to change with this strategy? Parents What behavior or attitude is the strategy trying to change? Talk to their children about school What will you count to see if the targeted change occurred? Report that they talk to their children daily about school Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester50% 50% 50%
Who are you trying to change with this strategy? Parents What behavior or attitude is the strategy trying to change? Talk to their children's teachers What will you count to see if the targeted change occurred? Report that they communicate with their children's teachers on a regular basis Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester50%
Who are you trying to change with this strategy? Parent Liasions What behavior or attitude is the strategy trying to change? We would like to increase parent liasion visits to students' homes. What will you count to see if the targeted change occurred? % of Intensive students' homes that have monthly visits by Parent Liasions. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester20% 20% 20%
Tier III and IV Leaderships teams will present to staff members the consensus/pacing maps and individual maps for Language Arts. Teachers will be instructed how to add to the individual maps so that it becomes the teachers lesson plans for Language Arts throughout each week during the school year, August-May. Also, teachers will consistently use the district Language Arts Pacing/Consensus Maps in grades K-12 and individually map the units of instruction using the Rubicon Atlas Software throughout the school year.
Strategy Chair: Tammy Jones (jonesta@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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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 see the benefits of consistently following the district Language Arts Pacing/Consensus Maps and by using the individual skeleton maps they develop. It will raise overall student achievement, which will result in higher test scores for their What will you count to see if the targeted change occurred? % of teachers who have followed the district Pacing/Consensus Maps in Language Arts by using the unit skeltal maps to develop their daily instructional strategies. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 90% 100%
Teachers will implement in their daily instructional practices across the curriculum with a focus on Language the 5-5-3-3 District-Wide Strategies of Comprehension Strategies, Vocabulary Strategies, Test Taking Strategies and Writing Strategies through the school year, August – May.
Strategy Chair: Karen Stuart (stuartk@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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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 routinely implement the Comprehension and Vocabulary, Test Taking and Writing strategies as part of their daily instructional teaching practice. What will you count to see if the targeted change occurred? % of eachers who attend the training and will routinely implement the Comprehension and Vocabulary, Test Taking and Writing strategies as part of their daily instructional teaching practice. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100 100
Schools will continue to maintain a staff of highly qualified teachers throughout the school year, August-May by communicating with the IPS Human Resources Department. We will only interview and select candidates from a list provided by this department.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Schools will use the IPS Human Resources Department list of potential highly qualified teachers to interview for positions in our building throughout the school year, August-May. IPS Human Resources Department will promote through their recruiting process and give recommendations to schools for interviews. The SBDM committee will continue to use the current interview process to attract highly qualified teachers. Highly successful student teachers will be recommended for an interview for future positions
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Throughout the school year, a transition planning team involving school personnel and families will implement a jointly developed plan to help promote a smooth transition to Kindergarten, August-May.
Strategy Chair: Mary Boand (boandm@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? Parent's belief that they can help teach their child to prepare him/her for Kindergarten. What behavior or attitude is the strategy trying to change? Trying to empower parents to see themselves as important teachers to their children. What will you count to see if the targeted change occurred? Check lists will be filled out at Kindergarten registration, then filled out during the first week of Kindergarten to compare skills acquired over the summer in preparation for school. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 75 80
Who are you trying to change with this strategy? Parents What behavior or attitude is the strategy trying to change? Coordinating and integrating parent involvement programs and activities with such groups as Head Start, Even Start, et al. What will you count to see if the targeted change occurred? % of preschool and Kindergarten parents who attend the workshops Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 100% 100%
Classroom teachers will continue to send home weekly progress reports, midterm grades, and report cards to inform parents of their child's academic progress. In addition, standardized test scores will be sent home in a timely manner throughout the school year, August-May.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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The school will verify that the IPS District has sent to all parents the Parent Notice – School Improvement including the specific responsibilities of the school, LEA and SEA.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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Data Targets Addressed: |
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The school will participate in the After School Tutoring Program provided through IPS Title I Supplemental Educational Services.
Strategy Chair: Martha Levenson (levensom@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
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We are concerned that... |
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Data Targets Addressed: |
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The school will participate in the services provided by the district including mentoring provided by the district directors, the instructional coaches, TESA model (peer to peer), InSAI building level strategy chairperson.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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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 view, discuss, and reflect on good teaching practices and incorporate into their daily teaching. What will you count to see if the targeted change occurred? % of targeted teachers who participate Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester100 100
Schools will continue to implement the Title I Parent Involvement Policy throughout the school year, August-May.
Strategy Chair: Tarra Jones (jonestt@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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At the beginning of the school year, the school will verify that the IPS District has sent a Parent Right-to-Know letter about teacher qualifications throughout the school year, August-May.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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The school will send home a notice if children are not being taught by a highly qualified teacher throughout the school year, August-May.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Schools will continue the use of the School-Parent Compact that is discussed and distributed at Open House that all parents agree to and sign at the beginning of the 2009-2010 school year.
Strategy Chair: Mary Natali (natalim@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Schools will continue to hold an annual parent meeting during the first month of school to inform parents about the Parent Involvement Policy, the School Parent Compact and the Title I program (i.e. services available, staff members, schedule, and types of activities for students and parents to do a home) and its impact on student achievement throughout the school year, August-May.
Strategy Chair: Mary Natali (natalim@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Throughout the year, our Free/Reduced Lunch Students will be provided with 30 minutes of remediation during the school day.
Strategy Chair: Danella Stinson (stinsond@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? % of teachers who target students for remediation based on areas of need on Acuity (4-6) or DIBELS (K-3) What will you count to see if the targeted change occurred? % of teachers who target students for remediation based on areas of need on Acuity (4-6) or DIBELS (K-3) Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester100% 100%
Throughout the year, Special Education students will work with Special Education Resource teachers on a daily basis (students' instruction time will be deemed by their IEP). Resource teachers will remediate students based on their academic needs.
Strategy Chair: Stacy Abels (abelss@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Who are you trying to change with this strategy? Teachers What behavior or attitude is the strategy trying to change? Having teachers implement intentional remediation to Special Education students, based on IEP's. What will you count to see if the targeted change occurred? % of teachers who can explain, with documentation, their instructional decisions for remediation, based on IEP's. Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last Trimester100% 100%
The school will participate in a Peer Review of our School Improvement Plan with a representative of a school that has been successful in meeting AYP in the spring of 2010 after InSAI has approved our School Improvement Plan.
Strategy Chair: Kamona Coleman-McDowell (mcdowelk@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus: |
Impact Level: |
Energy Level:Low - continuation |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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Teachers will schedule additional 30 minutes intervention/remediation time into their daily instructional time for students whose score indicates yellow grouping on DIBELS, SRI, Predictor Assessments, and End of Semester Assessments. Teachers will schedule an additional 40-60 minutes invention/remediation time into their daily instructional time for students whose scores indicates red grouping on DIBELS, SRI, Predicator Assessments, and End of Semester Assessments throughout the school year, August-May.
Strategy Chair: Jody Canada (canadaj@ips.k12.in.us)
| Strategy plan components: Title & Description, Task Force Roster, Strategy Data, To-Do List | |||
Focus: |
Impact Level: |
Energy Level:High |
Forces Addressed:
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We are concerned that... |
Others are concerned about our...
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Data Targets Addressed: |
Student groups this strategy is designed to impact:
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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 increase the amount of direct remediation with designated data, based on DIBELS. What will you count to see if the targeted change occurred? % of teachers who increase the amount of direct remediation provided to students Actual and target data:
Baseline
08-09Follow Up
09-10
1st Semester / 1st TrimesterFollow Up
09-10
2nd Semester / Last TrimesterN/A 50% 75%