Indiana Student Achievement Institute: Document 20
Battle Ground Elem Sch
Backpack Food Program
10% of our F/R population in grades K-2 will be identified to participate in the Backpack food program. Members from the Lion's Club and the Optimist Club will purchase food and pack the bags each Thursday. School personnel (Resource room para-educator,administrator, student council chair) will distribute packs for identified students to take home each Friday.
Impact Level: High Impact - Outside
Energy Level: High
Focus: Specific
Positive Behavior Support Schoolwide System
What: Positive Behavior Support School-Wide Program Who: Teacher, Parent Leader Team (All Staff Participation) When: Year 1 2010-2011- During the fall semester 2010: Explore, Observe, Consult Behavior programs: Choose or Modify for our needs. During the spring semester 2010-2011: Train Teachers, implement, pilot. Full implementation will begin in the 2011-2012 school year.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
A. Parent Involvement: Family Library Nights
Family's will be allowed to visit and check out books together at our school's library on a quarterly basis from 4 pm to 6 pm. Grade level teachers/Title staff will present best practices in reading at each library night. Materials will be offered to families. Topics will include: understanding the school's leveled literacy program, reading to make connections to self, texts, and world, comprehension strategies, and successful partner reading.
Impact Level: High Impact - Inside
Energy Level: Medium
Focus: General
A. Parent Involvement: Math Learning Night
Math games are presented in stations to families by the Title 1 staff during the first semester of the school year. Families learn the instructions and practice the games together under guidance from Title I staff. Game materials are sent home with each family at the end of the evening. Purpose of the games will be to introduce a family fun way to practice computation and problem solving skills. Games teach number sense, problem solving, probability, etc. Record keeping may include creating/interpreting charts and graphs. The Math Learning night event will take place in semester 1, prior to winter break. Strategy team will record family attendance.
Impact Level: High Impact - Inside
Energy Level: High
Focus: General
A. Parent Involvement: Standard and Assessment Workshop
In the fall and spring, the school will host Standards and Assessment Workshops. School personnel will outline the local and state assessments utilized in our school. Assessments and strategies will be demonstrated. All parents will be invited to attend with special emphasis on reaching parents of students who do not demonstrate benchmark performance on DIBELS, Acuity and ISTEP. Workshops will include strategies to assist parents in: Monitoring student progress in school: Personnel will explain progress monitoring aspects of assessments and how to interpret growth charts. How to talk to Child's teacher about improving achievement: Strategies such as utilizing school and teacher web pages and utilizing the assignment notebook parent note section will be addressed. Effective parent teacher conferencing tips will be shared. Using Technology: Parents will be introduced to the many tools located on websites such as the DOE Istep+ sections as well as programs available to support school math computation and vocabulary/spelling goals.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
A. Parent Involvement: Standards Based Activities Days
Parents, community businesses, community organizations, teachers, and staff will work together to conduct one standards based activity day for each grade level during the year. They will also plan an annual week of school wide standards based activities. Parents and teachers will plan themed hands-on activities. Volunteer parents will instruct students in stations in the Parent Involvement Room. Teachers will assist student groups as they move from station to station. In addition, community businesses and community organizations will provide resources and volunteers for each day. The organizations and businesses include but are not limited to: Wal-Mart, Lions Club, Optimist Club, Starr Associates and Purdue University.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
B. Educator Training - Parent Involvement
Throughout the school year, Battle Ground teachers will be educated by administration and guest speakers during IIB professional development time on various ways to encourage parent involvement.
Impact Level: High Impact - Outside
Energy Level: Low - continuation
Focus: Specific
C. Outreach to Preschool Parent Involvement Programs: TSC Corporation Preschool Committee
A DVD outlining corporation kindergarten policies and practices including kindergarten readiness will be created by TSC students. This video will be shared with preschool providers as well as families of incoming kindergarteners. The video will be distributed annually in conjunction with Spring Round-up.
Impact Level: High Impact - Outside
Energy Level: Medium
Focus: Specific
E. Parent Information Resource Center Website
The Title I Web-site will include a link to the Indiana Parent Information Resource Center Website: www.fscp.org. Teachers will share information about the Parent Information Resource Center Website with parents at Fall Open House (day before school) and Grade Level Parent Meetings (first 2 weeks of school). The website will also be included in School Newsletters (standard running article)as part of the Title 1 Parent Packets and on our school website.
Impact Level: Low Impact
Energy Level: Low
Focus: General
F. Encourage Rigorous Curriculum: Language Arts-Reading Motivational Convocations
This strategy provides an enriched and accelerated curriculum for students. Prior to selecting this strategy for inclusion in the School Improvement Plan, all teachers and the Community Council (including parent representatives) participated in discussions about students' need for academic rigor to prepare them for a global economy. The faculty and Community Council also reviewed force field data (needs assessment) to help identify strengths and weaknesses in our school's curriculum rigor. Three times per year, staff members will perform themed based-originally written convocation skits which encourage reading and language arts skills. All students will attend the performances and will be challenged to earn Accelerated Reader points. Those points will be converted into school cash to be spent on talent time with teachers. Teachers will be "purchased" to play games with, bake with, read with, create jewelry with, etc. Our school will monitor three types of data to help us understand the degree to which this strategy is meeting student needs: 1) Strategy data will help us determine the degree to which the adults changed their practices; 2) Force field data will help us determine the degree to which student needs changed; 3) Achievement data will help us determine if the changes in adult practices and student needs had an impact on student achievement. Based on our follow-up data which we will review at the end of each semester next school year, we will make adjustments to this strategy as appropriate.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
F. Encourage Rigorous Curriculum: Literacy Coach
This strategy provides an enriched and accelerated curriculum for students. Prior to selecting this strategy for inclusion in the School Improvement Plan, all teachers and the Community Council (including parent representatives) participated in discussions about students' need for academic rigor to prepare them for a global economy. The faculty and Community Council also reviewed force field data (needs assessment) to help identify strengths and weaknesses in our school's curriculum rigor. Throughout the year, teachers will be coached on best practices to foster student success on academic standards. The literacy coach will be available for consult daily and will be on-site at least one week per quarter. The literacy coach will provide instruction related to differentiated instruction as well as language arts and writing standards. Students will succeed in rigorous courses as a result of this strategy in that the differentiated strategies gleaned from coaching and the ongoing support from coach to teacher will change instruction to better meet individual student needs. The literacy coach will log teachers assisted and outline progress made. Our school will monitor three types of data to help us understand the degree to which this strategy is meeting student needs: 1) Strategy data will help us determine the degree to which the adults changed their practices; 2) Force field data will help us determine the degree to which student needs changed; 3) Achievement data will help us determine if the changes in adult practices and student needs had an impact on student achievement. Based on our follow-up data which we will review at the end of each semester next school year, we will make adjustments to this strategy as appropriate.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
F. Encourage Rigorous Curriculum: Math Standard Alignment
Strategy committee will explore resources to assist grade level teams with aligning newly adopted math text to the Indiana State Standards. Committee will meet in September to select a consultant. The consultant will begin working with grade level teams prior to the end of the school year.
Impact Level: High Impact - Inside
Energy Level: Medium
Focus: Specific
I. Focused Academic Area: STEM Curriculum Focus 2-5
This strategy increases the quality in an academic area where our students achieve at a lower level in comparison to their performance in other academic areas. Prior to selecting this strategy for inclusion in the School Improvement Plan, all teachers and our Community Council (including parent representatives) completed three tasks: 1) They analyzed achievement data and identified an academic area in which our students are weak in comparison to their achievement in other areas; 2) They analyzed force field data (needs assessment) and identified student needs; 3) They explored a variety of possible strategies to address the student needs. Following these three steps, the faculty and Community Council selected this strategy for implementation next year. Science, Technology, Engineering, MATH :STEM curriculum will be utilized in all 2-5 classrooms. Materials will include Engineering is Elementary (EIE) curriculum and MEA (problem solving) units. Dr. Eric Mann and Ron Carr from Gifted Education Resource Institute (GERI) at Purdue University, along with graduate assistants will provide the units, professional support, and consultation. Teachers will use the EIE units throughout the school year-these standards based, math focused lessons will begin by October, 2010. Our school will monitor three types of data to help us understand the degree to which this strategy is meeting student needs: 1) Strategy data will help us determine the degree to which the adults changed their practices; 2) Force field data will help us determine the degree to which student needs changed; 3) Achievement data will help us determine if the changes in adult practices and student needs had an impact on student achievement. Based on our follow-up data which we will review at the end of each semester next school year, we will make adjustments to this strategy as appropriate.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
J. Instruction by Highly Qualified Teachers
To ensure that all of our students are taught by highly qualified teachers and paraprofessionals, we will 1) hire only highly qualified teachers and paraprofessional, 2) help those who are not highly qualified develop and implement a personalized plan for becoming highly qualified, 3) make sure that our low-achieving students are taught by highly qualified teachers and paraprofessionals. Each year, the school will maintain a list of all teachers in the building including the following information: * Whether or not each teacher holds a valid Indiana Teaching license. * How each teacher has demonstrated subject matter knowledge (Praxis, HOUSSE, NTE, CAS) * If non highly qualified teachers exist in the school, one or more activities designed to assist the non-Highly qualified teacher(s) in meeting highly qualified teacher requirements will be offered including: --Notice for workshops/conferences to assist in meeting HQ status will be delivered electronically and in mailbox to non-HQ teacher. --Non HQ teachers will meet with personnel representative quarterly to assure progress toward HQ status. Also, we will make parents aware of the school's progress in employing all high qualified teachers and professionals by mailing a letter of explanation during the first quarter of each school year.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
K. Attracting Highly Qualified Teachers
Battle Ground Elementary will interview and hire only highly qualified teachers. Administrators from the corporation will annually attend recruitment fairs and interview days throughout Indiana to attract highly qualified teachers. To ensure that students are taught by highly qualified teachers, we will 1) review teacher qualifications annually, 2) assign only highly qualified teachers to low achieving students, and 3) encourage our highly qualified teachers to stay at our school by continuing to have a close partnership with Purdue University. Battle Ground Elementary will continue to participate in teacher education programs by providing Purdue Elementary Education students with classroom experience through Purdue's Block III program. Battle Ground Elementary will also continue to host Student Teachers. By creating partnerships with our local university and with the community, we will continue to attract highly qualified teachers. Battle Ground Elementary will also encourage our highly qualified teachers to remain by providing a supportive and caring environment and by providing high quality professional development opportunities.
Impact Level: High Impact - Inside
Energy Level: Low - continuation
Focus: Specific
L. Student Transition: Kindergarten Open House
In early May, parents of incoming kindergarten students will be invited to BGE's Kindergarten Open House. The parents will be introduced to their child's teacher for the upcoming year. The teacher will go over procedures, transitional helps, and ideas to help build readiness skills for their kindergartner. Activities are planned for those children who may attend with their parents. Information will be shared regarding the CAPE program sponsored by the Community Family Resource Center and funded by Lilly Grant dollars. Families will receive hands-on active learning materials that introduce and reinforce kindergarten readiness skills. Parents will receive printed information outlining age appropriate readiness skills.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
L. Student Transition: Make-It Take It For Childcare Providers
During the first semester, area childcare providers including church, private daycare programs, and in-home providers, will be invited to an informational meeting/make-it take-it night. Kindergarten teachers and Title I staff will highlight Indiana standards for kindergarten, kindergarten assessments, and daily routines for kindergarteners. Attendees will learn many strategies to utilize in their facility/home to prepare students for transition to kindergarten. Participants will create materials to use in instructing their clients and take these materials with them at the end of the session.
Impact Level: High Impact - Outside
Energy Level: High
Focus: Specific
L. Student Transition: Special Education Preschools Continual Contact
Principal and Kindergarten teachers will work with the special education director/appointee to foster continual contact with potential school attendees. * Director will notify school when a potential future student (indicated by an in-district address) enrolls in one of the special education preschools. * Kindergarten teacher/administrator will visit the preschool and meet the student, parents and teacher. * Teacher will be in contact with the preschool teacher, student, and parents once each semester from initial contact until transition to kindergarten. Information shared will include, but is not limited to: --Assessment overview for kindergarteners including what to expect on DIBELS. --Early literacy strategies such as how to read with children using trade books and poetry for vocabulary and early-reading skills. --Beginning number sense strategies including 1:1 correspondence. --Parent tips such as what to expect socially and emotionally with this transition.
Impact Level: High Impact - Inside
Energy Level: Medium
Focus: Specific
M. Parent Notice - Assessment Results
In the Fall, the school will hold a Standards and Assessment Workshop for parents to introduce the assessments used at the school. The assessment reporting language and home report sheets will also be discussed at that time. This workshop is described in detail under A. Parent Involvement: Standard and Assessment Workshop. Following each assessment period, teachers will send results home with students along with a FAQ sheet in easy to understand format within 10 days of the closing of the assessment window (excluding ISTEP+ results which will be sent within 10 school days of receiving from DOE).
Impact Level: High Impact - Inside
Energy Level: Low - continuation
Focus: Specific
Q. School-Parent Involvement Policy
Parents are invited to participate in the annual review of the school-parent Involvement Policy at the corporation and school level. It will be reviewed according to the Indiana DOE guidelines. This policy will be distributed at the beginning of the school year during registration.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
R1. Parent Right-to-Know Letter - Qualifications
Battle Ground Title I staff will mail a Parent Right-to-Know letter to inform the 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 including all DOE requirements to all parents in the month of September.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
R2. Parent Right-to-Know Letter - Non-Qualified Teacher
Battle Ground Administrator will mail in a timely manner a letter to parents of any student being taught by a teacher who is not highly qualified for 4 or more consecutive weeks.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
S. School-Parent Compact
Parents are invited to participate in the review/revise of the School-Parent Compact in the Spring. This compact will include all DOE requirements. This compact will be explained and signed by parents, school staff, and student during Meet the Teacher Night in August. Title I Lead staff will be responsible for this mandate.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
T. Annual Parent Meeting
During the first quarter of the school year, the Title I staff will hold the annual parent meeting at two convenient times: 9:00 am and 7 pm. All Title I parents will be invited through a written invitation sent home with Title I students. The meetings agenda will inform the parents of the school's participation in Title I, the requirements of the program and the parents' right to be involved. A meeting agenda and parent sign-in sheet will be kept for DOE monitoring.
Impact Level: Low Impact
Energy Level: Low - continuation
Focus: Specific
U. Focused Student Group: Math Club
This strategy addresses the needs of a student group who are low achieving in comparison to their peers. Prior to selecting this strategy for inclusion in the School Improvement Plan, all teachers and the Community Council (including parent representatives) completed three tasks: 1) They analyzed achievement data and identified a student group who low achieving in comparison to their peers, 2) They analyzed force field data (needs assessment) that was disaggregated by the NCLB student groups to help them understand why students in the targeted student group are performing at a lower level; and 3) They explored a variety of possible strategies to address the targeted student group's needs. Following these three steps, the faculty and Community Council selected this strategy for implementation next year. Students not meeting math standards based on Dibels, ISTEP and/or Acuity will be invited to attend daily Math Club. The club will meet each school morning for 30 minutes. Title I staff will instruct students as they utilize the Fasttmath program in the computer lab. Data collected will include the Fasttmath beginning benchmark score and quarterly progress made. Data will be collected via the program's reporting options. Our school will monitor three types of data to help us understand the degree to which this strategy is meeting student needs: 1) Strategy data will help us determine the degree to which the adults changed their practices; 2) Force field data will help us determine the degree to which student needs changed; 3) Achievement data will help us determine if the changes in adult practices and student needs had an impact on student achievement. Based on our follow-up data which we will review at the end of each semester next school year, we will make adjustments to this strategy as appropriate.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
U. Focused Student Group: Meet the Author- Math and Reading
This strategy addresses the needs of a student group who are low achieving in comparison to their peers. Prior to selecting this strategy for inclusion in the School Improvement Plan, all teachers and the Community Council (including parent representatives) completed three tasks: 1) They analyzed achievement data and identified a student group who low achieving in comparison to their peers, 2) They analyzed force field data (needs assessment) that was disaggregated by the NCLB student groups to help them understand why students in the targeted student group are performing at a lower level; and 3) They explored a variety of possible strategies to address the targeted student group's needs. Following these three steps, the faculty and Community Council selected this strategy for implementation next year. During the annual author visit tentatively scheduled for April, 2011, the author will hold special additional sessions with F/R students. Each F/R student will recieve an invitation to particpate in this session and will also receive a free book that the author will autograph. Title 1 staff and author will share the math/reading connection, exploring problem solving skills in creating books, math topics outlined in books, and how reading crosses the curriculum. Our school will monitor three types of data to help us understand the degree to which this strategy is meeting student needs: 1) Strategy data will help us determine the degree to which the adults changed their practices; 2) Force field data will help us determine the degree to which student needs changed; 3) Achievement data will help us determine if the changes in adult practices and student needs had an impact on student achievement. Based on our follow-up data which we will review at the end of each semester next school year, we will make adjustments to this strategy as appropriate.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific
W. Timely Additional Assistance: Reading Club
Based on performance on ISTEP/Dibels/Acuity assessments, F/R students will be selected to attend Reading Club 30 minutes before school on school days. Title I staff will instruct students and utilize the Accelerated Reader program. Data collected will include initial lexile and reading level and quarterly progress reports via the program.
Impact Level: High Impact - Inside
Energy Level: Medium
Focus: Specific
W. Timely Additional Assistance: School Day Standards Assistance (Tutoring)
Based on results gleaned from Dibels, Istep and Acuity, students not meeting standards will receive extra instruction in the area of need via daily standards focused tutoring by Title I staff members. Sessions will last 20-30 minutes and instruction will be given to small groups of students with similar needs. Groups will be flexible as the year progresses. Based on DIBELS and Acuity, students may enter or exit the groups on an as needed basis. Scores will be used for placement in this tutoring program. Curriculum used may include Harcourt Trophies Intervention, Scholastic, Leveled Literacy Intervention, and Do The Math by Marilyn Burns. As part of this strategy, classroom teachers will provide thematic, integrated instruction, designed to accommodate the needs of various learning styles.
Impact Level: High Impact - Inside
Energy Level: High
Focus: Specific