Indiana Student Achievement Institute: Meredith Nicholson School 96 - Strategy Plan Report (Thu May 23 20:12:17 EDT 2013)
SIP 2011-2012
The administrator will conduct "walk throughs" with each teacher at least once a week during which the administrator will look for the following: student orientation to work, curriculum decisions, delivery of instruction, appropriate materials on walls, teacher expectations (TESA), cultural competencies and health/safety issues. The principal will provide mentoring to teachers as needed.
Strategy Chair: Linda Ededuwa (ededuwal@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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Teachers will: 1) follow the IPS pacing/consensus maps for Math, Science, and Social Studies and the Language Arts, 2) implement benchmark assessments in Math, Language Arts, Science, and Social Studies, and 3) implement end-of-semester assessments in Math, Language Arts, Science, and Social Studies.
Strategy Chair: Debra Eckler (ecklerd@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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School 96 will implement our Cultural Competency Action Plan by following the Districts mandates throughout the year by; forming a cadre team, including topics in our staff meetings, planning events and communication with our parents and community, providing bi-lingual communication, communicating with our staff, following district professional development, conferences, MLK programs, summits, festivals, media offerings and field trip schedules, participating in the assessment tool, using provided website and toolkit, providing culturally relevant learning materials, including the study of the DVD Historic Journey, updating our school climate, continuing our student council, incorporating our current data trends and tweaking our plan for the following school year.
Strategy Chair: Mark Wade (wadem@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
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All teachers will use formative and summative assessment results to guide daily instructional decisions for intentional targeted reteaching, scaffolding, and effective interventions in all content areas.
Strategy Chair: Debra Eckler (ecklerd@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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All students will keep data folders including Acuity, DIBELS, benchmark assessments, and ISTEP based on grade level. Teachers will have conferences with students to discuss the students progress and plan for improvement each nine weeks.
Strategy Chair: Colleen Abels (walshc@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
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All teachers will engage students in using evidence as a basis for conclusions. Teachers will model, provide guided practice, and opportunities for independent practice of the 5-5-3-3 strategies as a means to demonstrate evidence based conclusions. The students will daily engage these strategies in writing, discussions, investigations, debates, and other learning experiences in all content areas.
Strategy Chair: Susan Mason (masons@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:Medium |
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All teachers will implement the paced curriculum as designed in the given time frame in Math, Science, Social Studies, and English Language Arts. Administrators will monitor implementation, and teachers who are not adhering to the pacing guide will participate in professional development activities.
Strategy Chair: Linda Ededuwa (ededuwal@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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Who are you trying to change with this strategy? All Teachers in core content areas What behavior or attitude is the strategy trying to change? All teachers preparing students in a timely manner to ensure properly teaching all required concepts What will you count to see if the targeted change occurred? The percent of all teachers who are adhering to the district pacing guide. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100% 100%
Teachers in all content areas will utilize planning time to develop lesson plans and prepare materials. These plans will include student-led discussions, questioning, integrating technology, using manipulatives, modeling, exhibiting content knowledge, utilizing critical vocabulary, and participating in investigations to engage students in active learning.
Strategy Chair: Linda Ededuwa (ededuwal@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
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Science, social studies, math and ELA teachers will utilize reading comprehension strategies throughout the school year to enable students to access challenging text. Teachers will use the 5-5-3-3 strategies in the core academic areas. Teachers will have Word Walls with academic vocabulary displayed in their classrooms. Some of the strategies include quick writes, highlighting important words, sketch to stretch, note taking, summarizing, literature circles, making dictionaries, journals, learning logs, and collaborative writing.
Strategy Chair: Colleen Abels (walshc@ips.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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Teachers will implement Response to Instruction including a tier 1 core and tier 2 and 3 interventions. The school will run reports using the IPS Data Warehouse for each child after each benchmark scrimmage and ISTEP assessment. The teachers will provide each student with immediate feedback after each assessment. The teachers will then provide individualized instruction in reading and/or math for students who do not meet a standard of mastery. Response to Instruction (RtI) will improve educational outcomes for all students in Reading and/or Math. Response to Instruction will meet the needs of all students at risk for failure in Reading and/or Math. Response to Instruction will promote a well-integrated system connecting general, compensatory, gifted, and special education in providing high quality, standards-based instruction/intervention that is matched to students’ academic, social-emotional, and behavioral needs. RtI will enable educators to use instructional interventions in response to students' specific areas of need as soon as those needs become apparent. It will create an educational system that focuses on success for all learners by identifying struggling learners early. NOTE: THE IPS DISTRICT REQUIRES SCHOOLS TO IMPLEMENT RtI ACTIVITIES AND FOLLOW THE DISTRICT PROVIDED 'TO DO LIST'. SCHOOLS SHOULD ADD THE ACTIVITIES TO THE 'TO DO LIST' WHEN THEY ARE PROVIDED BY JOAN HARRELL VIA EMAIL.
Strategy Chair: Colleen Abels (walshc@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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Data Targets Addressed:
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Who are you trying to change with this strategy? Teachers and Staff Members What behavior or attitude is the strategy trying to change? Teachers provide intervention activity to student who do not meet standard of mastery. What will you count to see if the targeted change occurred? % of teachers who participate in RTI process. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester65% 80% 90%
Principals and Content Area Directors will expect to see teachers in all content areas using classroom rituals and routines that will set a learning environment that has clear structure, maximizes daily instructional time, and provides student engagement for entire classroom time.
Strategy Chair: Linda Ededuwa (ededuwal@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Medium |
Forces Addressed:
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Using the TESA model, teachers will become sensitized to their achievement 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: Debra Eckler (ecklerd@ips.k12.in.us)
| Strategy plan components: Title & Description | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:Low - continuation |
Forces Addressed:
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Data Targets Addressed:
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Teachers will use the Rubicon Atlas software to develop individual maps in English/LA, Math, Social Studies, Art, and PE for the school year.
Strategy Chair: Betty Danner (dannerb@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:General |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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Data Targets Addressed:
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Who are you trying to change with this strategy? K-6 grade teachers What behavior or attitude is the strategy trying to change? K-6 grade teachers will use Rubicon Atlas for curriculum lesson mapping/planning of Math and Social Studies. What will you count to see if the targeted change occurred? % of K-6 grade teachers who use Rubicon Atlas for curriculum lesson mapping/planning of Math and Social Studies. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100% 100%
Who are you trying to change with this strategy? K-6 grade Teachers What behavior or attitude is the strategy trying to change? K-6 grade Teachers will use Rubicon Atlas for curriculum lesson mapping/planning in English/LA, Physical Education, and the Visual Arts What will you count to see if the targeted change occurred? % of K-6 grade Teachers who use Rubicon Atlas for curriculum lesson mapping/planning in English/LA, Physical Education, and the Visual Arts Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100% 100%
Who are you trying to change with this strategy? 7 -12 grade English/LA, Physical Education and the Visual Arts Teachers What behavior or attitude is the strategy trying to change? 7 -12 grade English/LA, Physical Education and the Visual Arts Teachers will use Rubicon Atlas for curriculum lesson mapping/planning What will you count to see if the targeted change occurred? % of 7 -12 grade English/LA, Physical Education and the Visual Arts Teachers who use Rubicon Atlas for curriculum lesson mapping/planning Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100% 100%
Who are you trying to change with this strategy? 7-12 grade Math and Social Studies teachers What behavior or attitude is the strategy trying to change? 7-12 grade Math and Social Studies teachers will use Rubicon Atlas for curriculum lesson mapping/planning What will you count to see if the targeted change occurred? % of 7-12 grade Math and Social Studies teachers who use Rubicon Atlas for curriculum lesson mapping/planning Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester100% 100%
Who are you trying to change with this strategy? teachers What behavior or attitude is the strategy trying to change? teacher use of Rubicon for lesson planning What will you count to see if the targeted change occurred? principal report of Rubicon usage Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester45 100 100
Teachers of all content areas will daily implement and engage students in literacy strategies. These research-based literacy strategies include Discussion and Verbalizing Understanding, Questioning, Writing to Communicate Understanding, Making Thinking Visible, and Concept/Vocabulary Development. District Content Directors and Coaches will provide training in specific content areas through staff meetings, structured teacher planning time, or professional learning communities.
Strategy Chair: Colleen Miles (milesc@ips.k12.in.us)
| Strategy plan components: Title & Description, Strategy Data, To-Do List | |||
Focus:Specific |
Impact Level:High Impact - Inside |
Energy Level:High |
Forces Addressed:
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Data Targets Addressed:
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Who are you trying to change with this strategy? All Teachers What behavior or attitude is the strategy trying to change? Teachers of all content areas will implement literacy strategies in their classrooms that are specific for their content area. What will you count to see if the targeted change occurred? % of all teachers who weekly implement literacy strategies in their classrooms that are specific for their content area. Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester65 100% 100%
After two years of professional development from IUPUI, all teachers at School 96 will implement strategies to advance the cognitive, linguistic, and social development of our school’s English language learners. These strategies are designed using the Inclusive Pedagogy Model advocated and researched by the Indiana University School of Education. This model includes using collaboration, classroom strategies, guiding principles, and cognitive learning domains to best instruct English language learners. Our staff will implement an- ESL/Mainstream teacher collaboration plan, create a monthly ESL professional development newsletter, use instructional conversation centers with task cards, use graphic novels and comics to promote reading comprehension, form a literacy committee, and design ways to involve parents in helping their children with literacy skills in their first and second languages throughout the year.
Strategy Chair: Colleen Turner (turnerc@ips.k12.in.us)
| Strategy plan components: Title & Description, 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 use checklist of strategies for instruction of English language learners What will you count to see if the targeted change occurred? % of teachers who use checklist of strategies for instruction of English language learners Actual and target data:
Baseline
10-11Follow Up
11-12
1st Semester / 1st TrimesterFollow Up
11-12
2nd Semester / Last Trimester12 24 24
School counselors will assist students with the initial development and annual review of the Indiana Graduation Plan. The Indiana Graduation Plan will be part of the student's permanent record, will include a core 40 program of study, and will acknowledge the importance of good citizenship, attendance, and diligent study habits. The plan will also lead to graduation and enable students upon successful completion to enroll in a post-secondary institution.
Strategy Chair: Deidre Knop (knopd@ips.k12.in.us)
| Strategy plan components: Title & Description, To-Do List | |||
Focus:General |
Impact Level:High Impact - Outside |
Energy Level:Medium |
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