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1 2013- 2014 Julia E. Test Intermediate School Richmond Community Schools Submitted December 5, 2013 School Improvement Plan
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2013-2014
Julia E. Test Intermediate School
Richmond Community Schools
Submitted December 5, 2013
School Improvement Plan
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Table of Contents
I. INTRODUCTION
A. Narrative description of the community and school……………………………..4
B. Description and location of the school’s curriculum………………………….....5
C. Titles, descriptions, and plan for implementation of
assessment instruments
1. Assessment tools…………………………………………………….….……….6
2. Impact of assessment program
3. Implementation plan
D. Opportunities for teachers to be included in decision-making …..………………7
related to the use of academic assessment results
E. Commitment to highly qualified teachers in all core content areas………………..8
II. STATEMENT OF VISION, MISSION, AND BELIEFS …………………...…………..8
III. SUMMARY OF DATA…………………………………………………………….……..9
A. Analysis of data from the Annual Performance Report………………………….10
B. Attendance rate………………...………………………………………………...11
C. ISTEP+ Performance ……………………………………………………………11
D. Data related to other performance indicators ……………………………………12
E. Other information about educational programming and the
learning environment ……………………………………...……………………16
1. Safe and disciplined learning environment ……………………………...16
2. Implementation of schoolwide reform strategies that
provide opportunities for all children to meet proficient
and advanced levels of academic achievement and which
use effective scientifically based research methods and
instructional practices …………………………………………………17
3. Educational programs, increasing the amount of learning
time, and activities to ensure that students having difficult
mastering proficient and advanced academic achievement
are provided with effective, timely additional assistance………………..18
4. Plans for assisting children in transition ………………………………..19
IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT AND GOALS ……….21
A. Focus Area 1: Language Arts - Strengths and challenges noted from
comprehensive needs assessment, including information about how
the school’s curriculum and instructional strategies support the
achievement of Indiana’s academic standards ………………………………..…21
B. Focus Area 2: Mathematics - Strengths and challenges noted from
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comprehensive needs assessment, including information about how the school’s
curriculum and instructional strategies support the
achievement of Indiana’s academic standards …………………………………..22
C. Focus Area 3: Behavior - Strengths and challenges noted from
comprehensive needs assessment, including information about how
the school’s curriculum and instructional strategies support the
achievement of Indiana’s academic standards ……………………………..……24
D. Parental involvement ……………………………………………………….…...25
1. Strategies to increase parental involvement
2. Description of how school provides individual academic
results to parents
3. Strategies to involve parents in planning, review, and
improvement of school wide plan
E. Technology as a learning tool ………………………….………………………28
F. Impact of professional development ………………….………………………..28
G. Cultural competency ……………………………………………………………29
V. STUDENT ACHIEVEMENT OBJECTIVES ………………………………………….29
A. Attendance rate ………………………………………………………………….29
B. ISTEP+ performance (grades 3 -8) ……………………………………………...29
C. Areas where improvement is needed immediately ……………………………...30
VI. BENCHMARKS FOR PROGRESS …………………………………………………….31
VII. PROPOSED INTERVENTIONS BASED ON SCHOOL IMPROVEMENT GOALS ...31
VIII. PROFESSIONAL DEVELOPMENT PLAN …………………………………………...31
IX. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY …..38
A. Statutes and rules the school wishes to have suspended
from operation
B. Coordination and integration of federal, state, and local funds
C. A list of programs that will be consolidated under school wide plan
APPENDICES ………………………………………………………………………………...39
A. Supporting data – Comprehensive Needs Assessment ………………………………31
B. Richmond Community Schools Vision, Goals, Practice, and Mission …………...…39
C. District Assessment Calendar ……………………………………...………………..40
D. Focus-Targeted School Designation…………………………………………………41
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I. INTRODUCTION A. Narrative Description of the Community and School
1. The Community
Based on the census of 2010 there are 42,104 people residing within the boundaries of the Richmond Community Schools district. The racial makeup of the city is 88% white, 8% Black or African American, <1% American Indian and Alaskan Native, 1% Asian, <1% Native Hawaiian or Other Pacific Islander, 1.8% Some Other Race, with 3.8% of the population identifying with more than one race. There is a wide variety of housing in the district, ranging from small studio apartments to grand single-family homes. Of the 15,511 households in Richmond, 28 % have children under the age of 18. Within these households, 39% have married couples living together, 15% have a female household with no husband present, and 39% are non-families. Thirty-three percent of all households are made up of individuals and 15% have someone living alone who is 65 years of age or older. The average household size is 2.25 and the average family size is 2.85. In Richmond, the age of the population is spread out with 33% under the age of 18. The median age in Richmond is 38.5 years. The median income for a household in the district is $34,971, and the median income for a family is $42,885. The per capita income for the city is $21,263. Nineteen percent of the population and 16% of families are below the poverty line. Out of the total population, 28% of those under the age of 18 and 11% of those 65 and older are living below the poverty line.
2. The School
Julia E. Test was opened in September of 1922. The building is named for a long time dedicated teacher in the Richmond community. The building was originally built as a high school. Since that time it has been a junior high school, a middle school for grades 6-8, a middle school for grades 7-8 and is now, one of two public intermediate schools grades 5-8, that serve the Richmond community. In recent years, Test’s enrollment has declined as Richmond’s population has declined. Enrollment for the 2013-2014 school year has declined from 619 to 598. Additionally Test supports two off site programs at the Hibberd building; the LOGOS program includes 100 High Ability students and the Lifeskills program serving 21 Intermediate school students with severe and profound disabilities bringing our total student count to 719. The population features affluent and economically deprived, as well as academically gifted or challenged students. The population reflects the Richmond community in that currently 76% of the students qualify for free and or reduced lunches. Test qualifies as a school-wide Title I program. Our population includes 18% students identified with special needs.
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Test has 46 full-time teachers including a librarian, counselor one instructional coaches, two interventionists, and five special needs teachers. There are six additional teachers who travel among 2/3 buildings and 8 teachers serving special programs LOGOS and Life Skills at Hibberd. The administrative staff includes a principal and assistant principal. Support staff includes a Communities In Schools liaison, In School Restriction liaison, an Administrative Assistant for Student Discipline, a School Resource Officer, 4 Centerstone (local mental health service) employees, a behavioral consultant, 13 paraprofessionals, a part-time nurse, a full-time CNA, a secretary, a treasurer, a part-time athletic director, 3 environmental services employees, and 7 cafeteria employees. Beginning in 2005-06, Test began using a trimester schedule. Periods 1-5 are 69 minutes in length. Period 6 meets four days a week for 39 minutes during which time the students participate in various assigned activities which include: Sustained Silent Reading and writing, remediation, high-ability services, test taking preparation skills, or social skills training. Grades 5 & 6 are semi-departmentalized with teachers teaming for reading and math /science/ social studies. Every Tuesday the student day ends at 2:49 in order for the staff to participate in a 30-90 minute staff development opportunity. One Tuesday per month is designated as SUPER TUESDAY when the staff participates in a 90 minute staff development activity. Staff development activities have a data-driven focus and activities to facilitate student learning with emphasis on our English/ Language Arts, Math and Behavior goals. Additional Staff development activities or implementation/reflection occurs each Thursday in Professional Learning Communities as a follow-up to Tuesday professional development meetings.
B. Description and Location of the Curriculum
Richmond Community Schools’ written curriculum is based on the Indiana Academic Standards and elements of the Common Core Curriculum. Each teacher has a copy of the standards in their classroom. Additionally, instruction is aligned with the Indiana Department of Education Curriculum Maps and Guidance Documents. The Indiana Academic Standards and the IDOE Curriculum Maps can be accessed online at the Richmond Community Schools website at www.rcs.k12.in.us
Curriculum in the Richmond Community Schools will be:
1. Aligned with State and National Standards: As the state curriculum maps are updated to reflect the transition to the National Core Standards, instruction will be aligned to ensure consistency with the curriculum maps. Building administrators take an active role in communicating with teachers, parents, and students in explaining the curriculum and how curriculum objectives are being met at Test Intermediate School.
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Administrators observe instruction to ensure that the curriculum is being implemented and that learning is evident by reviewing student work, classroom displays, and assessment data.
2. Aligned with Instruction and Assessment: Curriculum will drive instruction and assessment, and all will be in alignment.
3. Rigorous and Challenging for all Students: In all content areas and grade levels, the curriculum will go beyond basic skills and reflect higher order thinking.
4. Relevant and Meaningful to Students: In all content areas and grade levels of instruction, the curriculum will be relevant and meaningful to the lives of the students. Teachers and students will be encouraged to make connections to other disciplines and to real life. Students will be expected to be able to explain what they are learning and why it is important to learn that particular skill or concept.
5. Appropriate to the Learner: In all content areas and at all levels of instruction, curriculum will be instructed to accommodate the diverse groups of learners who have different readiness levels, learning styles, and interests. Teachers will implement a variety of instructional strategies, assessments, resources, and flexible grouping patterns to meet the needs of all learners.
C. Titles, Descriptions, and Plan for Implementation of Assessment Instruments
Assessing the progress of students is a major priority in Richmond Community Schools. The comprehensive assessment plan is designed for four purposes: Outcome measures are used to measure growth over time and to evaluate the overall effectiveness of the instructional program. Diagnostic measures help teachers plan instruction and provide in-depth information about student skill levels and needs. Screening measures provide information to determine which students are at risk and in need of intervention. Progress monitoring measures help determine if students receiving additional support and interventions are making adequate progress or in need of more intensive or different support or interventions.
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Many assessment tools fill more than one purpose, and RCS has developed and implemented an assessment plan that is carried out district-wide.
Richmond Community Schools
Assessment Plan
Grade Levels
Screening Formative Progress
Monitoring Summative Schedule
Pre-LAS Test K-12 Enrollment
Peabody Picture Vocabulary Test K 1 x year
STAR Reading K-4 3 x year
STAR Math K-4 3 x year
STAR Reading 5-8 as needed
STAR Math 5-8 as needed
Writing Assessments K-8 2-3 x year
Acuity Diagnostic K-2 6 x year
Acuity Diagnostic 3-8 4 x year
IREAD 3 1 x year
LAS Links K-12 1 x year
ISTEP+/IMAST/ISTAR K-12 1 x year
End of Course Assessments 9-12 3 x year
Scholastic Reading Inventory 5-12 as needed
Common Formative Assessments (Algebra)
7-12 4 x year
Common Formative Assessments (English)
7-12 4 x year
A copy of the District Assessment Calendar for the upcoming school year is included as an
appendix to this plan.
D. Opportunities for Teachers to Be Included in Decision-making Related to the Use of Academic Assessment Results
Every teacher uses data from the district assessments, as well as a variety of classroom assessments to evaluate the learning growth of his/her students. The information gleaned from careful analysis of the assessments is used to guide instruction. Teachers receive training on accessing and interpreting the data through their Tuesday afternoon professional development and grade level teams meet monthly to review the data and plan their instructional response. Aside from ISTEP+, the assessment tools provide real-time data, and all teachers have access to the data from their teacher workstations. Assessment results are used
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to create data walls to ensure that every student’s progress is tracked, and appropriate instructional strategies are implemented. Through a process of tiered interventions, teachers are intensely involved in the decision point meetings to process related assessment and classroom data.
E. Commitment to Highly Qualified Teachers and Paraprofessionals All Test teachers are deemed to be highly qualified. Teachers may be highly qualified as demonstrated by successful completion of the National Teacher Examination or the HOUSSE Rubric. All staff credentials are available in the Human Resources Office of Richmond Community Schools.
Richmond Community Schools is fortunate to attract and hire the very best professionals available to staff our schools. Richmond Community Schools, along with Test Intermediate School, have many strategies in place to ensure that highly qualified individuals are employed. Human resources personnel and school administrators visit college recruitment days, and maintain direct contact with local colleges and universities. Richmond Community Schools maintains an attractive and user-friendly website where vacancies are publicized and applications can be completed online. Employment opportunities are also posted on the Indiana Department of Education website (www.doe.in.gov) Additionally, Richmond Community Schools works closely with colleges and universities in the placement and supervision of student teachers, where potential employees can be observed over a period of time. II. STATEMENT OF MISSION, VISION, AND BELIEFS 1. School Vision/Mission: The mission of Test Intermediate School is to provide a positive, safe, caring environment for students of diverse backgrounds, so that all students will experience personal and intellectual growth.
2. School Belief Statements:
Student academic achievement is the primary focus of the school. Students will learn and demonstrate the TEST ROAR EXPECTATIONS of responsibility, organization, acceptance, and respect as they relate to themselves, others and school property. Students will acquire, develop, and exhibit character traits that will make them productive, organized citizens and positive contributors to society. The school encourages the formation of partnerships with parents, students, and community.
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III. SUMMARY OF DATA
Reconfiguration of grade levels and programs with in Richmond Community Schools has made comparisons of some historical performance data for students at Test Intermediate School difficult. Where possible, we have outlined percentages as a comparison of data over time with the goal of identifying trends in demographic changes that might inform specific school wide strengths and challenges to be addressed. In order to best represent our current student population and make data based decisions that positively impact student performance this year, we have constructed comparison data for grades 5-7 by looking at the data from our feeder schools. We anticipate this document will be subject to revision as new and more comprehensive data are available.
2010-11 2011-12 2012-13
Free and
Reduced Lunch 61 65 76
ENL .7 2.3 8
SPED 21.5 19 19.4
Ethnicity At Test
0%
15%1%
8%
76%
Ethnicity 2012-13
American Indian Black Asian Hispanic White
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Analysis of Data from the Annual Performance Report
Julia E. Test Intermediate School 8997
Indicator 10-11 11-'12 12-'13*
Student enrollment 418 435 761
Grade 5 Percent Passing Math standard
81
Grade 5 percent Passing E/LA Standard
68
Grade 5 Percent Passing Social Studies 56
Grade 6 Percent Passing Math standard
75
Grade 6 percent Passing E/LA Standard
73
Grade 6 percent Passing Science 67
Grade 7 Percent Passing Math standard 76 65 68
Grade 7 percent Passing E/LA Standard 75 75 61
Grade 7 Percent Passing Social Studies 64 55
Grade 8 Percent Passing Math standard 73 83 77
Grade 8 percent Passing E/LA Standard 70 66 70
Grade 8 Percent Enrolled in Algebra I 63 77 76
Grade 8 Percent Passing ECA Algebra 1 100 88
Grade 8 Percent Enrolled in Geometry 10 10 18
Attendance Rate 95. 96.2
Number of Students with 10 or more unexcused days absent 11 9 63
Number of student suspended 81 89 127
Number of students Expelled 24 28 34
Number of suspensions/ expulsions involving drugs, alcohol, or weapons 3 5 4
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B. Attendance Rate Regular school attendance is an important and essential part of the education process. Daily attendance is directly related to success in school. Students who have good attendance generally achieve higher grades, enjoy school more, and are better prepared for the work world after graduation. Over the last five years, the attendance rate at Test Intermediate School has remained fairly stable. Excessive absenteeism, even for excused reasons, may require intervention. The responsibility for a student being present at school every day rests with the parent and the student. The school will work with the family to help ensure the student is in school every day. After reasonable efforts by the school have been exhausted and the student continues to have attendance problems, the school may seek assistance from other community agencies. Test Intermediate School has a number of safety nets in place to provide support to students for whom attendance is creating a barrier to learning, including:
Communities in Schools Site Coordinator who can work with families.
School Resource Officer
Daily personal contact to inquire about absent students by attendance liaison
District Attendance Officer
C. ISTEP+ Performance from Spring 2013
2013 ISTEP+ for Test Intermediate School
Grade
% Passing
Lang. Conventions
Literary Text Informational Text
Vocab Writing Applications
Writing process
Grade 5 68 70 71 68 69 73 70
Grade 6 73 74 74 73 75 78 78
Grade 7 61 65 65 65 63 67 68
Grade 8 70 74 75 72 71 74 73
Overall 71.2
Male 60%
SPED 30%
Eth/Black 53%
Fr/ Redu 61%
Female 74%
Gen ED 73%
Paid 81%
ENG 69%
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Grade %
Passing Algebra
concepts Computation Data Stats PS Geometry Measure # Sense
Prob Solving
Grade 5 81 84 85 76 79 77 82 79
Grade 6 75 78 77 76 76 76 76 76
Grade 7 68 73 70 68 71 73 74 70
Grade 8 77 88 76 73 74 79 86 75
Overall 76.6%
Male 74%
SPED 45%
Eth/Black 60%
Fr/ Redu 68%
Female 76%
Gen ED 79%
ENG 76%
Paid 89%
As Test examines ISTEP+ data for the past 3 years, the three sub groups that most consistently underperform are the black, free/reduced lunch, and special education populations. The school continues to focus resources and efforts toward strategies that increase achievement of these groups. Examination of approximate numbers for the current 2012-13 school year reveals that male students, particularly in the area of ELA, may also be a low performing group. One question that could be addressed is effectiveness of educational program services for students who are represented in more than one low performing group, (i.e. Black males or students receiving free and reduced lunch with SPED services.) where two or more of these targeted groups intersect. How has the decline in numbers of students completing IMAST impacted ISTEP Pass Rate for SPED students? D. Other Performance Indicators
Acuity Predictive assessment administered to all students 3 times per year (2012-2013) English/ Language Arts area of relative weakness continues to be Writing Process and Writing Applications across all grade levels.
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73
79
64
77
0
10
20
30
40
50
60
70
80
90
1 2 3 4
Acuity C E/LA 2012-13
% predicted to pass
6 7 85
Math Math areas of relative weakness are Geometry and problem solving across all grade levels along with a noted weakness in computation demonstrated persistently in the grade 8 cohort over 3 years of data.
79
74
79
83
68
70
72
74
76
78
80
82
84
1 2 3 4
Acuity C Math 2012-13
6 7 85
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Scholastic Reading Inventory (SRI) (administered 4 times per year) (2012-2013)
Test students showed overall growth in Reading comprehension. 590 students tested during the first and last testing sessions of the year. Our school wide percentage of students at proficient and advanced levels moved from 53% in August to 65% in May representing a significant progress to close the achievement gap for our students as measured against a rigorous national standard. The average growth for students grade 6-8 is considered to be 75 points. The average growth for Test Students was 77.5 Those making the most significant gains were Special Education students- scoring an average of 146 Lexile points growth and students participating in Read 180 classrooms- scoring an average of 99 points growth. (Growth Summary Report)
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Response to Instruction (RtI)- Ongoing Assuring that each student performing below grade level expectation receives additional service in areas of identified weakness and that progress is monitored frequently to inform adjustments in the student’s educational plan to work toward on- grade level achievement.
Response to Instruction 2012-13
Total students Grade 5 6 7 8
Tier 2 Tier 3 Tier 2 Tier 3
Students receiving
intervention
Reading 77 13 11 9 9 67
Math 63 9 15 9 12 39
Behavior 141 31 43 39 23
Word of the Week- WOW Test (School developed assessment of acquisition of academic vocabulary taught across content areas throughout the school year.)
Word of the week was inconsistently taught and assessed/reported during the 2012-13 school year.
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Data shows a steady increase in average scores on the assessment.
Math Fact Mastery (Timed tests are administered monthly)
Math fact mastery has increased in all areas.
E. The Learning Environment
1. Safe and Disciplined Learning Environment
Richmond Community Schools has implemented Positive Behavior Intervention and Supports (PBIS) district-wide. PBIS is a proactive approach based on a three-tiered model of prevention and intervention aimed at creating safe and effective schools. Emphasis is placed on teaching and reinforcing important social skills and data-based problem-solving to address existing behavioral concerns.
Test Intermediate School is in the fifth year of implementation of PBIS. The school has instituted an acknowledgement system, Check in & Check out, teaching scripts for eight major areas of the school, as well as, weekly and trimester incentive programs. A team of school personnel has been certified in Crisis Prevention Intervention CPI and trained in verbal de-escalation techniques. All teachers participated in professional development using Fred Jones classroom management and engagement routines. While the number of office referrals has increased significantly, ninety-six percent of our students demonstrate safe, responsible behavior daily.
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Test Intermediate School also follows the Richmond Community Schools Uniform Code of Conduct. A copy of the Code is distributed and reviewed with all students at the beginning of the year. In addition, the RCS Code of Conduct is reviewed with students who have been referred to the office. Copies of the RCS Code of Conduct are available in the front office of the School. Test Intermediate School has a Safety Committee whose role is to perform an annual safety audit and make recommendations for improvement. The safety committee also conducts a yearly review of the Test Intermediate School emergency Plan. The monthly meetings are comprised of an administrator, teachers, a custodian, the School Resource Officer and paraprofessionals.
2. Implementation of School-wide Reform Strategies The process for continuous school improvement is guided by the CPASS process. The school improvement plan, through a prescribed process, is reviewed and updated annually. Administrative and teacher review data at regular intervals ensures appropriate response to the data to ensure student academic achievement. There are ongoing data conversations at the district, school, and grade levels, and there is an expectation that those discussions will guide instructional decisions. In addition to providing valuable information at the student level, the data also provide information for evaluation of instructional strategies across the school and district. Richmond Community Schools adheres to the responsibility to implement strategies which are scientifically research-based, and thus likely to deliver results, the data provide information at the district and school level to determine whether those results are being realized with our students.
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3. Educational Programs At the heart of a school are its educational programs. Due to the high mobility rate of students in the RCS district, many of the educational programs are consistent across all schools. First and foremost, educational programming in Richmond Community Schools is designed to ensure that all students have the opportunity to meet proficient and advanced levels of academic achievement. Given our diverse population of learners, it is acknowledged that some students may require more instructional time or effective, timely assistance in order to meet these proficient and advanced levels of academic achievement. To ensure a reliable process so that every child receives the needed assistance, Test Intermediate School is implementing Response to Instruction (RtI). Response to Instruction is a process of implementing high-quality, scientifically validated instructional practices based on learner needs, monitoring student progress, and adjusting instruction based on student’s responses. At Tier I, all students are instructed in the core instructional curriculum, with the teacher responding to individual student needs within the core instruction. Tier 2 is comprised of the core instructional program and the addition of supplemental and highly differentiated instruction. Tier 3 continues instruction in the core instructional program with the addition of intensive resources. Teams meet regularly to discuss the progress of individual students and make instructional decisions in response to progress monitoring data at decision point meetings. At Test Intermediate School, English Language Learners receive support through the use of assistive technology – Rosetta Stone, after school tutoring, access to an interpreter for parent communication, as well as an intervention class focused on special supports for ENL students.
a. Intermediate School High Ability Students at Test In 2012-2013, High Ability students in grades 5 and 6 participated in WINGS, a project –based learning lab located at the Hibberd building. The WINGS participants attended one day per week and participated in ASPIRE science and foreign language classes available to identified high ability students not in LOGOS. This program was discontinued by the district for the 2013-2014 school year. In the 2013-14 school year, students identified as high ability will participate in activities during the 6th period time designated for differentiated activities as well as have access to math classes at a higher grade. High Ability students in 7-8th grade are able to participate in Spanish, Honors English, Algebra, Geometry, and ASPIRE classes in the areas of science and foreign language. Algebra, Geometry, and Spanish students may receive high school credit provided they pass ECA and maintain an A or B average.
b. Intermediate School LOGOS
The LOGOS LAB, a program for identified high ability students, is part of the Test community housed at the Hibberd building. One hundred 5-8th graders participate in the non-graded, project based program. The students spend the majority of their day with 6 G/T teachers where they are in small learning groups for project groups (two researched projects per year),
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humanities, French culture and language, and science. Eighth grade French students may earn high school credit upon successful completion of the course and the end of course assessment. Algebra and Geometry instruction is also part of the curriculum. During the 5th period of the day the LOGOS students may choose to be part of a Test elective class including band, orchestra, Spanish, PE, health.
4. Transitions
A. Elementary to Intermediate School Transition
Intermediate school Principal and Vice-Principal visit elementary schools to share information about orientation meetings, and answer questions that students or parents have.
Students visit the Intermediate school to see classes in session and begin to learn their way around the building. Students are matched with “Student Ambassadors” and attend lunch. The principals, counselor, and other school personnel speak to the students about intermediate school expectations and answer any questions students might have.
Parent/family orientation opportunities are offered at several different times to provide families with a chance to tour the intermediate school building, and hear an overview of intermediate school expectations and procedures from the principal and school leadership. This is followed by a question and answer period.
5th grade students attend ½ day before 6-8 grade students begin school in August as an orientation.
Families are encouraged to seek additional support through meetings with the principal and school counselor.
B. Intermediate School to High School Transition
Parents are invited to participate in an orientation meeting in January of their student’s 8th grade year.
Eighth grade students meet individually with the intermediate school counselor to complete high school scheduling
Parents may meet with the counselor to complete high school scheduling
Special Education Teacher from RHS attends case conferences to coordinate schedules and services for incoming 8th grade special education students
Students visit the RHS Career Center
Students visit RHS in small groups during their 8th grade year
An activity fair is held to introduce students to RHS extracurricular opportunities
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Support personnel (CIS Coordinator/Centerstone/Special Education Teachers) meet with RHS representatives to ensure continuation of services
Kick-off mentors from RHS introduced to incoming freshman in the spring of their 8th grade year
First day of school activities at RHS will include parent activities
Keystone Course for all freshman at RHS during the first semester
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IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT
A. Focus Area: Language Arts
Data Statements Indicating the Need for a Goal Guiding Principles Leading to Strategies
Strengths
Each student working below grade level has received intervention or additional instructional support.
Demographic groups who are underperforming are making accelerated gains toward grade level proficiency
Challenges
Students receiving special education and/or free and reduced lunch are achieving below expected rates on ISTEP+.
Writing skills have shown decline.
Teachers report that students struggle to transfer vocabulary and sentence construction skills into writing in other contexts.
Students’ lack of background knowledge continues to be a challenge in incorporating academic vocabulary and building complex processes for comprehension and concept development.
Meeting the needs of every student requires that teachers have very clear goals, practical ways to monitor progress, and varied strategies to differentiate for instruction.
Teachers working within the Indiana Reading Framework in grades 5-8 find it difficult to plan for writing process instruction.
A Handbook for Classroom Instruction that Works, Marzano, Robert J. -This text provides teachers with a common set of evidence based components for effective instruction. - Students benefit when effective strategies for learning are applied across content area settings. Creating Writers through 6+1 Traits Assessment and Instruction. Spandel, Vicki. Pearson. 2009
- Close examination of student strengths and needs allows teachers to differentiate instruction and measure growth in writers’ capacity over time.
The Simple 6 for Secondary Writers. Kay Davidson. Pieces of Learning. 2008 -Students become effective writers when they have direct instruction on a simple analytical rubric.
Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Carnegie Corporation of New York and published by the Alliance for Excellent Education. 2006
Writing to Read: Evidence for How Writing can Improve Reading. Graham, Steve and Hebert, Michael. Vanderbilt University. Alliance for Excellent Education. 2010 -These three reports identify the instructional components and infrastructural support elements that are essential in effective literacy programs serving middle grades. The recommendations focus our work at Test on the strategies that are most effective and those that best serve our population. Mindful of Words: Spelling and Vocabulary Explorations 4-8. Ganske, Kathy, 2008. Guilford Press
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Everyday Editing. Anderson, Jeff. ASCD 2008 -These works provide teachers with specific instructional strategies and examples that can be taken directly into the classroom to address challenges demonstrated by our students and evidenced in our data related to vocabulary acquisition and ability to apply grammatical conventions in applied writing.
http://www.doe.in.gov/achievement/curriculum/reading-and-literacy-frameworks
IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT
A. Focus Area: Mathematics
Data Statements Indicating the Need for a Goal Guiding Principles Leading to Strategies
Strengths
Overall, math achievement on ISTEP+ is a relative strength at Test. Cohort data is showing growth in student achievement over time at Test.
Scheduling allows for diversity in preparedness to be more easily addressed within the math classroom.
79% of 76 enrolled Algebra students passed the End of Course Assessment in 2013.
Challenges
Sustained motivation and engagement remain challenges for many of our underperforming students in math.
Foundations of Success: Report of the National Mathematics Advisory Panel 2008 -This report identifies the instructional components and infrastructural support elements that are essential in effective mathematics programs serving middle grades. The recommendations focus our work at Test on the strategies that are most effective and those that best serve our population.
A Handbook for Classroom Instruction that Works. Marzano, Robert J. The Art and Science of Teaching: a Comprehensive Framework for Effective Instruction. Marzano, Robert J.
-These texts provide teachers with a common set of evidence based components for effective instruction.
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Math problem solving is inconsistent across settings within the school.
There is a wide spectrum of achievement levels among students at each grade level. (i.e. entering 5th graders who lack mastery of basic operations ranging to those prepared for high school level algebra and geometry)
Students entering Test lack basic prerequisite skills, i.e. fractions and basic math facts in all four operations.
The ten guiding questions posed in the text will allow Test to build a framework for instruction that better serves all students.
Integrated Learning Design for Increased Results. Ed. 3 : Practical Methods for Aligning Standards, Curricula, Instruction, and Assessments to Improve Student Mastery. Steve Benjamin, 2011
-This book outlines the work that Dr. Benjamin has recommended for Test to implement evidence based mastery teaching school wide.
http://www.doe.in.gov/achievement/curriculum/resources-implementing-indianas-common-core-standards
The Indiana Department of Education has provided guidance documents, curriculum maps and other resources to assist schools who are transitioning to the Common Core State Standards (CCSS)
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IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT
A. Focus Area: Behavior
Data Statements Indicating the Need for a Goal Guiding Principles Leading to Strategies
Strengths
Comparison data show that Test surpasses all national PBIS expectations with regard to discipline.
Strengths of the current PBIS efforts
Full implementation of PBIS Universal Tier I efforts as indicated by scores of 80% or higher on the annual School Evaluation Tool and Benchmarks of Quality- www.pbis.org
Second Steps Curriculum is being delivered to all 5-8th grade students on a consistent basis- Committee for Children Website http://www.cfchildren.org/
Challenges
Test has experienced difficulty maintaining consistent school wide expectations due to the two year turn-around of students.
It is a challenge to immerse transient students into the PBIS school wide expectations after the initial teaching of expectations.
The 2012-13 school year had a student turnover of 75% and 50% of the staff were new. Combining students and teachers from 6 buildings with different expectations and procedures was a significant challenge.
Office referrals increased significantly.
PBIS
-The large majority of student behavior can be managed with a system that provides direct instruction of clear, common expectations for multiple settings within the school. Consistent acknowledgement of prosocial behaviors promotes creates positive momentum for good behavior. Use of PBIS data helps staff focus on behavior changes for students with a variety of needs. Second Steps
-Direct instruction using the anti- bullying curriculum helps us deal with ongoing issues related to diversity and acceptance among students.
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E. Parental Involvement-
1. Strategies to increase parental involvement Parents are encouraged to participate in their child’s education in the following ways:
Attending Back to School night to meet teachers
Attendance and participation in the annual Test Expo held in April accompanied by a literacy component that includes a free book give-away for all ages.
Attending PTO meetings and volunteering at various school activities.
Attending Parent/Teacher conferences
Becoming part of the School Improvement Team
Mentoring Attendance at the Test Expo has been very strong. Families are able to see examples of the type of work and projects students have been doing throughout the year.
2. Provision of Individual Academic Results to Parents Parents at Test intermediate School receive information about their student’s individual academic results in a variety of ways. Through the PowerSchool Parent Portal, parents may view their student’s classroom performance on a daily basis, and may elect to receive email updates on a regular schedule. Report cards are mailed home at the end of every trimester, and parents may meet with teachers by appointment throughout the year. Parent-teacher conferences are held two times per year. A copy of the results of standardized assessments are provided to each student’s family by mail.
3. Strategies to involve parents in planning, review, and improvement of schoolwide program
Test Intermediate Results of Parent Survey- Spring 2013 Sixty-four Test parents/guardians typed in the school “Test” for this survey. Gender: Male 15% (9) Female 85% (53) Race: American Indian or Alaska Native 1% (1) Asian 0 Black or African American 1% (1)
Hispanic 0 Native Hawaiian 0
White 92% (57) Two or more races 6% (3) Richmond Community Schools provides a safe learning environment. Strongly Agree Agree Neutral Disagree Strongly Disagree 19% (12) 41% (26) 27% (17) 13% (8) 0%
26
Comments:
“There appears to be a great deal of fighting at Test Middle school, 5th and 6th graders with no
recess time appears to be creating some major issues. I know the sometime weekly fights are
kept very quiet but the children talk. My youngest son has always liked school and looked
forward to going and seeing his friends, this year pushed into a middle school has been very
difficult for him. He was choked in a classroom with a teacher sitting in the room and almost
passed out, when an aide went by and see what was happening. Not acceptable.”
Did you attend one or more events to help your child succeed in school? (Examples – Open House, parent night, parent workshops, etc.) Yes 100% (64) No 0% Don’t know 0% N/A 0% Overall, how would you describe the level of work your children have been provided while in school? Too Easy 23% (14) About Right 29% (18) Challenging but an appropriate level 45% (28) Too Hard 3% (2) No opinion/Not sure 0%
Which of the following types of communication do you prefer? Print (mailed or sent home with child) 16% (29) E-mails 25% (47) Texts 14% (26) One Call 25% (44) Phone Calls 17% (16) Other 3% (2) (Other responses: “Not everyone uses facebook.” “Anything is good and preferably in advance. The one calls have been very helpful when we get them.”)
All of my child’s teachers provide an equitable curriculum that meets his/her learning needs. Strongly Agree Agree Neutral Disagree Strongly Disagree 15% (6) 61% (25) 10% (4) 10% (4) 4% (2) All of my child’s teacher use a variety of teaching strategies and learning activities Strongly Agree Agree Neutral Disagree Strongly Disagree 12% (5) 57% (24) 19% (8) 12% (5) 0% All of my child’s teachers meet his/her learning needs by individualizing instruction Strongly Agree Agree Neutral Disagree Strongly Disagree 10% (4) 41% (17) 10% (4) 34% (14) 5% (2) All of my child’s teachers help me to understand my child’s progress. Strongly Agree Agree Neutral Disagree Strongly Disagree 12% (5) 39% (17) 18% (8) 26% (11) 5% (2)
27
All of my child’s teachers keep my informed regularly of how my child is being graded. Strongly Agree Agree Neutral Disagree Strongly disagree 10% (4) 32% (13) 17% (7) 37% (15) 4% (2) As a parent, I know my child sees a relationship between what is being taught and his/her everyday life. Strongly Agree Agree Neutral Disagree Strongly Disagree 15% (6) 45% (19) 26% (11) 12% (5) 2% (1) As a parent, I know all the expectations for learning in my child’s classes. Strongly Agree Agree Neutral Disagree Strongly Disagree 12% (5) 46% (20) 19% (8) 21% (9) 2% (1) As a parent, I know that my child has at least one adult advocate in the school. Strongly Agree Agree Neutral Disagree Strongly Disagree 27% (11) 46% (19) 15% (6) 12% (5) 0%
As a parent, I know my child is given multiple assessments to measure his/her understanding of what was taught. Strongly Agree Agree Neutral Disagree Strongly Disagree 21% (9) 43% (18) 19% (8) 12% (5) 5% (2)
As a parent, I know my child has up-to-date computers and other technology to learn from. Strongly Agree Agree Neutral Disagree Strongly Disagree 21% (8) 60% (24) 15% (6) 2% (1) 2% (1)
As a parent, I know my child has access to support services based on his/her identified needs. Strongly Agree Agree Neutral Disagree Strongly Disagree 17% (7) 43% (18) 24% (10) 14% (6) 2% (1)
Building specific comments:
“I have had a couple of bad experiences with Test already and this is the first year that my children have attended there. I reported a teacher calling my child stupid to another class and there was absolutely nothing done about it. I feel that they listen to what the teachers have to say about situations and not what students and parents have to say. I have also had problems with the principle there. He has lied about things to me and I don't appreciate it.”
“My child struggled through the transition of two teachers in the course of one year at Test. One left with a career change the other wasn't able to stay long. This is a problem which needs addressing, but I have not a clue in how to do it.“
“My son goes to Test, and I would have liked to have seen more info on my son's progress. Through-out the year, I never really knew what his grades were or if he was needing help in any areas. It was definitely a change from the way elementary schools were.”
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“One of my twins at Test keeps getting put in honors classes based on his ISTEP scores, but he keeps FAILING these classes. I have asked that he not be put in them, but he STILL keeps getting put in them. Does NO ONE see that despite his test scores, he can NOT handle the workload of these classes? How many times does he have to fail before someone notices?!”
Data compiled from Survey Monkey results “RCS Parent Survey 2013” Bridget Hazelbaker [email protected] 765.973.3329
Each year, as the School Improvement Team is formed, parents are invited to participate in the
planning process, with invitations being sent via newsletter, website, and personal contact.
E. Technology as a Learning Tool
Test students have the opportunity to work with a variety of technology including but not limited
to computers, internet, PowerPoint presentations, virtual labs, digital cameras, scanners,
document cameras, video/filming, as well as a variety of software. Teachers use technology to
enhance the curriculum in a variety of ways such as:
• Research
• As a teaching tool to improve technology skills
• Use of appropriate software in reading, math, science, and social studies
• Providing extended learning opportunities to expand a student’s interests
• As a means of personal staff development in order to enhance integration into the
classroom
• ISTEP+, Acuity, SRI and STAR Assessments
• Mobi/clickers for math and science classes to increase student engagement and collect
formative assessment data
• Smart Board Technology in all classrooms grade 5-6 and Read 180 classrooms
• FACS Lab
• Technology elective classes 5-8 gr.
• Integrated TV/Computer for Decision Point Meetings and Case Conferences
Our building is equipped with distance learning capabilities, video networking, and video
retrieval. We also have three 30 station computer labs adjacent to our media center. In addition,
we have ceiling mounted LCD/AVIO projectors, 3 free standing LCD projectors, 2 scanners, and
2 flip cams. Each classroom is also equipped with a 27 inch television with a VCR and/or DVD
player. The library has automated check-out programs for all students. Our trained technology
consultant conducts professional development opportunities throughout the year as needed.
F. Impact of Professional Development
Professional development is an ongoing process. Richmond Community Schools provides
secondary schools 30 minutes to 90 minutes per week for professional development of staff by
dismissing students 35 minutes early every Tuesday to accomplish the goals of continuous
29
improvement of student achievement. One Tuesday per month, staff spends 90 minutes in staff
development. Test teachers have focused their staff development in the areas of PBIS, new
teacher evaluations and its impact on instruction, data-driven instruction, and differentiation.
Test Intermediate School currently has an Instructional Coach who facilitates half-day
professional development for English and Math teachers. In addition, the Instructional Coach is
also instrumental in providing staff development during Tuesday professional development. The
Instructional Coach also helps individual teachers disaggregate and plan for use of classroom
data.
The Test Intermediate School Professional Development Plan complies with the following core
principles:
1. Is school based and collaboratively designed, and encourages participants to work
collaboratively.
2. Has a primary focus on state and local academic standards
3. Enables teachers to improve expertise in subject knowledge and teaching
strategies, uses of technologies, and other essential elements in teaching to high
standards.
4. Furthers the alignment of standards, curriculum, and assessment.
5. Includes measurement activities to ensure the transfer of new knowledge and
skills to classroom instruction.
G. Cultural Competency
The PBIS committee participates in discussions about Cultural Competency regarding the impact
and influence of race, culture, ethnicity, language, sexual orientation, socio-economics, and class
on educational practice.
V. STUDENT ACHIEVEMENT OBJECTIVES
A. Attendance Rate
It is the goal of Richmond Community Schools that each student maintain an attendance rate of
95% or better. Attendance has been included as a primary goal at Test Intermediate School to
ensure that the average attendance rate continually improves with a minimum target of 95%.
Current attendance rate is 96.2%.
B. ISTEP+ Performance
The goal of Richmond Community Schools is that by 2020, 90% of all students show proficiency
on state and local standards. Currently, 71.2% of Test Intermediate School students received a
score of Pass or Pass+ on the ISTEP+ E/LA Assessment. 76.6% of Test Intermediate School
students received a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment. Our goal for
the 2013-2014 school year is that 80% of our students will receive a score of Pass or Pass+ on
the ISTEP+ ELA and Mathematics assessments.
30
C. Areas Where Improvement is Needed Immediately
Based on the comprehensive needs assessment, all of the areas identified as areas of weakness
are included in this plan for immediate improvement
Language Arts
Process Writing
Reading comprehension
Math
Problem Solving
Computation
Behavior
Reduction in office referrals
31
School: Test Intermediate School Focus Area: Language Arts
V. Student Achievement Objectives
Goal: 90% of students will meet Indiana Academic Standards in Language Arts as measured by ISTEP+ or ECA assessments.
VI. Benchmarks for Progress: Current Performance: Spring 2013, 71.2% of Test Intermediate School students received a score of Pass or Pass+ on the ISTEP+ E/LA Assessment
Year 1: By Spring 2014, 80% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment
Year 2: By Spring 2015, 85% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment
Year 3: By Spring of 2016 , 90% of students will receive a score of Pass or pass+ on the End of Year Language Arts Assessment
VII. Proposed Interventions VIII. Professional Development
Begin
Date
Action Steps
Responsible
Party
Begin
Date
Professional
Development
Responsible
Party
Evidence of
Implementation
Evidence of
Impact
Fall 2013
Expand systematic
writing routine for
Language Arts classes
with a focus on fidelity
in all classrooms and
across disciplines using
the writing applications
ISTEP+ rubric
Teachers
Instructional
Coach
Administrators
Tri I
2013
Expand use of
research based
practices for
explicit writing
instruction in every
classroom.
Teachers
Instructional
Coach
Administrators
Observed
classroom writing
lessons, Trimester
writing prompts
and data
collection. Class
and student goal
tracking based on
mastery of content
vocabulary.
Two days per
week are
dedicated to
writing
instruction in
Language Arts
class. Increase
of student
writing scores
are documented
each trimester.
Tri II
2013
Student assessment
data collected and
utilized to guide
instruction.
All Teachers
Instructional
Coach
Administrators
Student
assessment data
submitted to
Coach and
Administrators
during 5-8 Data
meetings.
Data for student
assessment is
collected that
shows an
increase in
overall writing
scores.
2013
Through regularly
scheduled coaching
cycles and E/LA dept.
professional
development sessions,
teachers will use class
and student data to
Teachers
Lit. coordinator
Administrators
Tri I
2013
Implement
common formative
assessments as a
method to maintain
a system for all
teachers and
students to track
Teachers
Instructional
Coach
Administrators
Teachers
understand how to
represent the
progress of their
students
statistically and
collaborate to act
Classroom and
student goals
for leading data
are developed
and revisited
regularly.
Teachers center
32
inform instructional
decisions and report
student achievement
through RISE
progress, identify
areas of need and
act on trends over
time.- use
examples to
illustrate how data
will be represented
in RISE evaluation
system.
when students are
not mastering
standards.
discussions of
student data on
the progress of
individuals and
groups.
monthly
2013
Use SMART goals
based on
summative
STAR/ISTEP+ and
CFA data to guide
classroom
instruction.
Teachers
Instructional
Coach
Administrators
Teachers look
carefully at daily
learning targets
and develop
specific plans to
act upon student
achievement data
through RISE
Students make
accelerated
growth on
STAR tests and
classroom level
measures.
monthly
2013
Plan and use
differentiated
instruction
techniques to
identify the lowest
25% grouping and
maximize
individual student
growth.
Teachers
Instructional
Coach
Administrators
Teachers
document the
effective use of a
variety of
instructional
techniques to meet
the needs all of
learners.
Students make
accelerated
growth on
STAR
assessments
33
2013
Read and write to
increase literary
analysis using evidence
from the text to support
conclusions.
All E/LA teachers will
implement the
Literature/
informational reading
requirements of the
Common Core State
Standards, Indiana
Curriculum Map and
the Indiana Reading
Framework.
Teachers
Academic Coach
Administrators
Tri II
2013
Implement the
Expand rigorous
written response to
literature including
personal reactions,
analyzing and
interpreting text
through
Independent
Reading.
E/LA Teachers
Instructional
Coach
Administrators
Teachers base
assessment of
written responses
to literature on
evidence based
practices and
grade level
expectations
Students are
prepared for
content that
appears on
Acuity quarterly
assessments.
The quality of
student “long
write” responses
to literature are
improved
Tri 3
2014
Plan effective
instruction of
writing processes
and various text
structures.
E/LATeachers
Instructional
Coach
Lit Coordinator
Teachers
implement units of
study that prepare
student writers for
a variety of
writing
requirements
Students write
effectively for a
variety of
purposes in all
content areas.
Fall 2013
Expand support system
for Language Arts
instruction and
remediation
Administrators Fall
2013
Hired an additional
interventionist to
accommodate the
needs of RTI
students in 7th and
8th grade
Admin 5/6 & 7/8
Interventionist
Coach
34
School: Test Intermediate School Focus Area: Mathematics
V. Student Achievement Objectives
Goal: 90% of students will meet Indiana Academic Standards in Mathematics as measured by ISTEP+
VI. Benchmarks for Progress Current Performance: Spring 2013, 76.6% of Test Intermediate School students received a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment
Year 1: By Spring 2014, 80% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment
Year 2: By Spring 2015, 85% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment
Year 3: By Spring of 2016, 90% of students will receive a score of Pass or Pass+ on the End of Year Mathematics Assessment
VII. Proposed Interventions VIII. Professional Development
Begin
Date
Action Steps
Responsible
Party
Begin
Date
Professional Development Responsible
Party
Evidence of
Implementation
Evidence of
Impact
Fall
2013
Use Class and
Student data from
common
formative
assessments to
inform
instructional
decisions and
report student
achievement
through the RISE
model
Teachers Administrators
Tri I
2013
Create and maintain a system for
teachers and students to track
progress, identify areas of need and
act on trends over time using Daily
Math Review (DMR) and report
results through the RISE model of
teacher effectiveness.
Instructional
Coach
Teachers Administrators
Teachers
understand how to
represent the
progress of their
students
statistically
All Students
will
demonstrate
growth in
mathematical
achievement
based on
analysis of
individual
and group
data sources.
Fall
2013
Use differentiated scheduling and
instruction to accommodate explicit
instruction and curriculum
compacting to achieve accelerated
growth.
Instructional
Coach
Teachers Administrators
Students are
grouped for
instruction based
on individual
needs
Fall
2013
Implement a Pre/ Posttest /
summative assessment based on
STAR testing within the RISE
model to inform supportive
scheduling, check for student
mastery of content.
Instructional
Coach
Teachers
Student
achievement data
informs
instructional
decisions
Develop
understanding Teachers
Administrators
Fall
2013
Integrate written explanation,
response and conversation which
Math
Teachers
Teachers
explicitly teach
Students will
learn and use
35
Fall
2013
and solidarity
around evidence
based, integrated
math strategies
and problem
solving.
reflects students’ ability to problem
solve in mathematical contexts.
Administrators problem solving
steps
problem
solving steps
taught in
math and
increase their
growth in
STAR
assessments.
Tri I
2013
Create and implement a Problem of
the Week (POW) based on
quarterly standards to emphasize
practice mathematical problem
solving skills.
Teachers,
Instructional
Coach
Teachers reflect
on successes and
challenges of
implementation
2013
Through
regularly
scheduled
coaching and
Math dept.
Professional
development,
align instruction
with Indiana
State and
Common Core
curriculum using
adopted text
Teachers Administrators
Tri I
2013
Evaluate the components of
effective instructional models and
differentiation.
Instructional
Coach
Teachers Administrators
Teachers use
differentiated
instruction to
support student
learning.
Increased
Student
achievement
on ISTEP +
and ECA.
Tri II
2013
Through Professional Development
plan and analyze formative
assessment of related learning
targets within units of instruction of
adopted text and document student
achievement within the RISE
model.
Instructional
Coach
Teachers Administrators
Teachers use
formative
assessment
proficiently
Month
ly
2013
Planned weekly basic math fact
remediation and assessment related
to raising student achievement in
computation
Instructional
Coach
Teachers Administrators
Weekly
assessment data is
collected and used
to plan further
remediation
36
School: Test Intermediate School Focus Area: Behavior
V. Student Achievement Objectives
Goal: 99% of students will demonstrate responsible behavior on a daily basis as measured by office discipline referrals (ODR). Reduction in total
number of ODRs
VI. Benchmarks for Progress: Current Performance: Spring 2013, 96% of Test Intermediate School students demonstrated responsible behavior. 2,070 ODRs.
Year 1: Spring 2014, 97% of Test Intermediate School students demonstrated responsible behavior. 1,500 ODRs.
Year 2: Spring 2015, 98% of Test Intermediate School students demonstrated responsible behavior. 1,200 ODRs.
Year 3: Spring 2016, 99% of Test Intermediate School students demonstrated responsible behavior. 1,000 ODRs.
VII. Proposed Interventions VIII. Professional Development
Begin
Date
Action Steps
Responsible
Party
Begin
Date
Professional
Development
Responsible
Party
Evidence of
Implementation
Evidence of
Impact
Fall 2013
Implementation of
evidence based behavioral
practices with fidelity and
accountability
All Staff
Fall
2013 Teachers will be provided
with professional
development in the areas of
active engagement and
positive classroom
procedures (Fred Jones,
CPI, verbal de-escalation
training annually, fostering
positive relationships,
characteristics of mental
illnesses, diagnosis of
mental illness, Harry
Wong)
All Staff
District
Behavior
specialists
Reduction of office
referrals, wide use
of a variety of
behavioral
interventions
documented on
referrals
PBIS Expectations
are taught and
retaught to all
students each
Trimester.
Student
academic and
behavioral
progress as
evidenced by
data provided
by the RCS
behavior
analyst
2013
Implementation of pro
social skills and behaviors
Second Steps and Steps to
Respect
Admin
Fall
2013 Teachers will be provided
with professional
development on Second
Steps and Steps to Respect
All Staff
District
Behavior
specialist
Reduction of office
referrals
Student
academic and
behavioral
progress as
evidenced by
data
2013
Implementation of Incident
Management data
collection tool to inform
All Staff
Fall
2013 Staff will be provided with
Professional development
on interpretation of Incident
Management
All Staff
District
Behavior
specialists
Reduction of office
referrals
Student
academic and
behavioral
progress as
evidenced by
37
decision making about
behavior
data
Fall 2013
PBIS Team Meetings to
review and discuss
behavior data and school-
wide incentives
PBIS Team
Admin
Continu
ed from
2012
Staff will be trained in
techniques and strategies to
improve behavior for all
student during PD and
PLCs. Teachers will also be
provided with school-wide
and classroom behavior
data.
All Staff
Administrators
Teachers will utilize
behavior strategies
on a daily basis and
use behavior data to
be proactive with
student behavior.
Student
academic and
behavioral
progress as
evidenced by
data
Tri II
Weekly behavior RTI
meetings to discuss
individual student behavior
and determine appropriate
interventions to support
student behavior.
RTI Behavior
Team
Tri II
2013 Staff will be trained on
CICO procedures during
PD and PLCs.
All Staff
Administrators
Behavior
Specialist
Individual student
data will be tracked
and utilized to plan
future interventions.
Student
academic and
behavioral
progress as
evidenced by
data
38
IX. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY
The objective of the School Improvement Team is to lead the development of a school
improvement plan that addresses student achievement needs, to monitor the implementation of
the plan, and to revise the plan as needed. Members of the School Improvement Team
collaborate throughout the year to evaluate and amend the School Improvement Plan as
appropriate. The plan is submitted to the RCS Board of School Trustees in the spring, and is
available for viewing on the Test Intermediate School webpage once approved.
A. Statutes and Rules the School Wishes to have Suspended from Operation
At this time, Test Intermediate School is not applying for any waivers.
B. Coordination and integration of federal, state, and local funds
There is district and building coordination of funding for programs and services to support
student learning. While funds are not consolidated, each of the individual funding sources is
used to create a system of educational programs and services designed to improve student
academic achievement. Title II funds provide support for building and district level
professional development. Title III funds support staff and supplies to meet the needs of our
English-language learners. Special education funds provide staff and supplies to meet the needs
of students identified as eligible for special education services. Test Intermediate School
coordinates program efforts, but does not choose to consolidate funds.
C. List of programs consolidated under schoolwide plan:
Professional Development is funded through Title II Part A and PL 221 School Improvement
grant.
Technology resources are purchased through Title II Part D.
Special Education programming is funded through Individuals with Disabilities Educational
Act.
39
Appendix
Richmond Community Schools
Board Vision
Richmond Community Schools will be a high performing, well respected public school system
that will make the community proud. Excellent student achievement, graduation rate, and
attendance will be our hallmarks.
Board Goals
Brain research indicates there is a window of opportunity, birth through nine, during which
students must acquire a mastery of literacy capabilities essential for reading; thus promoting
student success in school, society, and the workplace. We, therefore, pledge intense
determination to ensure that all students read before age ten. Further we pledge that:
RCS students will experience appropriate, research based instruction.
Each student’s potential, abilities and interests will be enhanced by their learning
experiences.
All students will graduate understanding the value of education, learning and
personal responsibility.
Students will be prepared to be successful in college or the workforce.
The curriculum will be aligned to Indiana academic standards.
All students will experience ongoing appropriate literacy instruction through their
school careers.
Board Practices
Our employees will be recognized, evaluated, and rewarded for their contributions
to the success of all our students.
Available resources will be deliberately allocated to support high performance
goals.
Accountability will be demonstrated through continuous improvement with data
driven measurables.
Mission Statement
Richmond Schools in partnership with the community will help all children believe in
themselves, respect others, and experience the joy of learning. Through effective teaching,
children will first learn the basic skills, including thinking skills, using words, numbers and
ideas. In addition, children will be given the opportunity to learn more of what they want and
need to know. Adults will model behavior that will teach children to resolve conflict
successfully, take risks with new ideas, and understand that they can err without being judged.
40
RCS Assessment Plan
Richmond Community Schools Assessment Plan
Grade Levels
Screening Formative Progress Monitoring
Summative Schedule
Pre-LAS Test K-12 Enrollment
Peabody Picture Vocabulary Test K 1 x year
STAR Reading K-4 3 x year
STAR Math K-4 3 x year
STAR Reading 5-8 as needed
STAR Math 5-8 as needed
Writing Assessments K-8 2-3 x year
Acuity Diagnostic K-2 6 x year
Acuity Diagnostic 3-8 4 x year
IREAD K-2 K-2 1 x year
IREAD-3 3 1 x year
LAS Links K-12 1 x year
ISTEP+/IMAST/ISTAR K-12 1 x year
End of Course Assessments 9-12 3 x year
Scholastic Reading Inventory 5-12 2-3 x year
Common Formative Assessments 7-12 4 x year
41
Focus-Targeted School Designation
Schools must demonstrate adequate annual progress on each Annual Measurable Objective
(AMO) for each metric. Title 1 schools that do not meet expectations for a particular subgroup(s)
are identified as Focus-Targeted schools.
Based on the 2011-2012 data, Test was identified as a Focus-Targeted school. Test earned a
letter grade of C and did not meet Annual Measurable Objective (AMO) proficiency goals in the
subgroups of ELA of all students, ELA African American, ELA White, ELA Free and Reduced.
AMO Goal Percentage Pass Percentage
All Students 77% 71%
African American 57% 51%
White 81% 74%
Free and Reduced 66% 63%
We are required to submit a school improvement plan annually to the IDOE for review and
approval that includes interventions for the missed AMO’s listed above. We are required to send
home a letter to parents indicating that the school did not meet AMO’s for the identified
subgroups. Additionally, we must complete a questionnaire with the IDOE regarding how
subgroups were addressed in the 2012-2013 school improvement plan.
The following was implemented by Test for the 2012-2013 school year:
READ 180 – This is an intensive program that targets students that are 1-2 grade levels below in
reading. It utilizes whole group instruction, small group instruction, individual reading, and
computer-based learning modules. All three sections of this course meet five days per week.
Tutoring – After school tutoring was offered to students who were identified in Tier II and III in
the RTI process. Tutoring focused on filling in splinter skills for these students. Splinter skills
were identified from the predictive Acuity Item-Analysis and/or Success Maker student reports.
Transportation was provided.
Success Maker - This is a digital learning program that is used as a supplement to the regular
curriculum. This digital curriculum is a research based program that addresses a wide spectrum
of learning modalities to help every learner succeed. Success Maker instructs students at their
level so they are receiving personalized learning. Students receive preview, review, remediation
and extension activities based on their needs to build on concepts covered during regular,
teacher-led instruction. Content can be assigned to students by concept or standard.
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Learning Enrichment and Academic Progress (LEAP) – This was an intervention period that
all Fifth and Sixth grade classes participated in on a daily basis. Every day, classes designated
30 minutes to ELA remedial instruction and 30 minutes to Mathematics remedial instruction to
fill in splinter skills as identified through Acuity and Success Maker data. This was in addition to
the Tier I instruction that was provided to students during the 90-minute Reading Block and
Mathematics instruction.
Interventionist - The interventionist delivered interventions to effectively resolve the learning
problems of the students. The students were monitored to determine the effects of the
intervention(s) and troubleshoot. The interventions were delivered with fidelity. Decisions were
made along the way about the need for more intensive or less intensive interventions. Students
would progress to higher tiers, lower tiers or discontinue interventions.
Reading Resource Classes – This was a trimester course that was offered to seventh and eighth
grade students that were working below grade level in reading. The curriculum was
individualized per student needs as identified through Acuity and SRI data. The intent of this
course was to fill in splinter skills for students in the class.
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