Paul C. Garrison Elementary School Improvement Plan

NCA Standards Assessment Report

Mrs. Kelly Andrews, Principal

9/15/2011

ii

Table of Contents

I. INTRODUCTION

A. Narrative description of the community and school1. The Community2. The School

B. Description and location of the school’s curriculum

C. Titles, descriptions, and plan for implementation of assessment instruments

1. Assessment tools2. Impact of assessment program3. Implementation plan

D. Opportunities for teachers to be included in decision-making related to the use of academic assessment results

E. Commitment to highly qualified teachers in all core content areas

II. STATEMENT OF VISION, MISSION, AND BELIEFS A. Richmond Community SchoolsB. Paul C. Garrison Elementary School

1. School Mission2. School Vision3. School Belief Statements

III. SUMMARY OF DATAA. Analysis of data from the Annual Performance ReportB. Attendance rateC. ISTEP+ PerformanceD. Data related to other performance indicators

1. Acuity2. Fountes and Pinnell Reading3. School Stakeholder Summary

E. The Learning Environment1. Safe and disciplined learning environment

a. Positive Behavior Intervention Supportb. Disciplinary Procedures and Documentationc. School Safety Committee

2. Implementation of school-wide reform strategies that provide opportunities for all children to meet proficientand advanced levels of academic achievement and which use effective scientifically based research methods and instructional practices

3. Educational programs, increasing the amount of learning time, and activities to ensure that students having difficult

mastering proficient and advanced academic achievementare provided with effective, timely additional assistance

a. Students with Special Needsb. Response to Interventionc. Language Arts for High Ability Studentsd. Elementary Math for High Ability Studentse. Elementary LOGOS

4. Transitionsa. Preschool to Elementary School Transitionb. Elementary to Middle School Transition

IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT AND GOALSA. Focus Area 1: Language Arts - Strengths and challenge noted from

comprehensive needs assessment, including information about howthe school’s curriculum and instructional strategies support the achievement of Indiana’s academic standards

B. Focus Area 2: Mathematics - 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

C. Focus Area 3: Behavior - Strengths and challenges noted from comprehensive needs assessment, including information about howthe school’s curriculum and instructional strategies support theachievement of Indiana’s academic standards

D. Parental involvement1. Strategies to increase parental involvement2. Provision of individual academic results to parents3. Strategies to involve parents in planning, review, and

improvement of school-wide plan

E. Analysis of Student Achievement

F. Technology as a learning tool1. Technology Integration2. Technology Assessment and Evaluation

G. Impact of professional development

H. Cultural competency

V. STUDENT ACHIEVEMENT OBJECTIVES

A. Attendance rate B. ISTEP+ Performance

1. Language Arts2. Mathematics3. Behavior

VI. BENCHMARKS FOR PROGRESS

VII. PROPOSED INTERVENTIONS BASED ON SCHOOL IMPROVEMENT GOALS

VIII. PROFESSIONAL DEVELOPMENT PLAN

IX. AREAS WHERE IMPROVEMENT IS NEEDED IMMEDIATELY

X. SUBMISSION OF SCHOOL IMPROVEMENT PLAN TO GOVERNING BODY

A. Statutes and rules the school wishes to have suspendedfrom operation

B. Coordination and integration of federal, state, and local funds

C. A list of programs that will be consolidated under school-wide plan

XI. APPENDICES

A. Richmond Community Schools Vision, Goals, Practice, and MissionB. NCA Standards ReportC. Title 1 Parent Involvement PolicyD. Parent Involvement Evaluation FormE. School-Parent CompactF. School Improvement Teams RosterG. Title 1 Plan and BudgetH. School Improvement Team Sign OffI. District Assessment CalendarJ. Supporting data – Comprehensive Needs Assessment

*An item in italics indicates a Title I School-wide Plan/School Improvement Plan requirement

I. INTRODUCTIONA. 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

Paul C. Garrison Elementary is a K-6 school in Richmond, Indiana in the rural southeast corner of Wayne County outside of the Richmond city limits. It serves students who live in single family homes, both in a rural setting outside of the city and in neighborhoods inside the city, as well as three large income dependent apartment complexes located in the far corners of the district. Garrison’s school district covers the largest square mileage of all the elementary schools. Regularly, families join us from distant parts of the world: China, South Africa, India, Japan, and Mexico, to name a few, which adds to our diversity. Opened in 1972 with an “open concept” design, the facility is in need of upgrades and repairs with a design that will promote academic success. Garrison is scheduled to undergo a major renovation to be completed at a time to be later determined. The Townsend Cabin, that features a delightful local history, was relocated to the Garrison property in 1976. It is the centerpiece of “Cabin Days” each fall when school-wide activities are planned around one of three historical themes.

The school certified staff includes:

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o One principal, o Fifteen grade-level teachers for grades K-6o Two special education resource teachers, o One part-time social worker, o One Interventionisto One Literacy Coach o a part-time Speech/Language Pathologist, o a full-time Library Media Specialist, o a 3/5 part-time art teacher, o a 3/5 part-time music teacher, o a 3/5 part-time physical education teacher. The average class size at Garrison Elementary is 20 students per classroom. Fourteen of 15 classroom teachers work with 43 students with special needs. Garrison Elementary is currently a School Wide School for Title I. Garrison employs highly qualified teachers in all core content area classes. A letter is sent at the beginning of each school year describing this information for all parents. The teaching staff is dedicated and experienced, modeling lifelong learning by engaging in professional development, applying it in their own classrooms, and then reflecting on the impact on student achievement. A little more than 50% of the teaching staff has 10 or more years of experience and 25% of the staff are or will be eligible for retirement within the next few years. Teacher recruitment is coordinated at the district level. Richmond Community Schools will employ a number of strategies to attract and retain highly qualified teachers, including: visiting university job fairs; posting open positions on the Department of Education website, advertising with university education departments; and providing student teaching opportunities for pre-service teachers.When a new teacher comes to Garrison Elementary, they are partnered with an experienced teacher who serves as his/her mentor to assist them in getting acclimated to the school. The Literacy coach provides additional training to support them. Additional support is also provided in Positive Behavior Support and Second Steps by the building’s PBIS Team. All teachers are evaluated on a regular basis to provide additional support by the principal. Novice teachers are evaluated annually and tenured teachers are evaluated on a three year cycle until 2012 when all teachers will be on an annual evaluation cycle. All teachers are evaluated utilizing a research based rubric (Danielson). Non-certified staff members in the building include:o Three full time instructional assistants for Special Educationo Two full time instructional assistants for Kindergarten.o All instructional paraprofessionals meet NCLB requirements to be considered

highly qualifiedo Two and a half custodians,

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o One clerical/health assistant, o One secretary. All support staff are evaluated annually by the principal. Volunteers are present regularly and help in the classrooms, library and office.Factors determining socio-economic status include a 55% rate of students (183 students) who receive free or reduced lunch in the current 2010-2011 school year. Approximately 162 (49%) are on free lunch while approximately 21 (6%) are on reduced lunch. This has increased from 53% reported in the 2009-2010 school year.

45.00%

49.00%

6.00%

2011 Socio-Economic Status

PaidFreeReduced

In addition to regular core subjects, fine arts, music, physical education, library, and special needs classes, the following programs and/or services are provided: nursing services, a high ability program, YMCA after school program, Boys and Girls Club after school care and counseling groups facilitated by the school social worker. Various academic and sport-related activities are offered after school and Girl Scouts meet monthly. Breakfast and lunch are served daily.

Technology at Garrison Elementary School is providing its students with up-to-date technological opportunities; which engage students in the instructional process and allow them to become a global learning community. Garrison has an interactive website that provides information on school events, accomplishments, links to individual teacher websites, and other school information. The learning center in the library has a scan/computer software system that effectively monitors all book check in/checks out procedures and provides web contacts for book related subjects. In 2011-2012, SmartBoard technology systems will be installed in seven classrooms to enhance the digital part of the new reading and math curriculum. Two of the systems are courtesy of the school PTO. Eight Netbooks will be in use for assessment and progress monitoring. Currently each classroom has 2-4 PC workstations connected to the network, with some classrooms having five. Other technology at Garrison includes: TV’s, telephones, 2 LCD projectors, VCR/DVD players connected to TV’s in every room, access to overhead projectors, 3 I-PADS, and Internet access in every room. Software is continuously updated to support curriculum. The computer lab currently has a 30-station PC computer lab equipped

3

with a portable Smart Board. Richmond Community Schools has also purchased student licenses for SuccessMaker to be used to supplement instruction in grades K-6, and Rosetta Stone is available for our ESL population.

B. Description and Location of the Curriculum

Richmond Community Schools’ written curriculum is based on the Indiana Academic Standards. Each teacher has a copy of the standards in their classroom. Additionally, instruction is aligned with the Indiana Department of Education Curriculum Maps. The Indiana Academic Standards and the IDOE Curriculum Maps are available in the Garrison Elementary School office, and 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 will take an active role in communicating with teachers, parents, and students in explaining the curriculum and how curriculum objectives are being met in their schools. They will 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

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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.

Many assessment tools fill more than one purpose, and RCS has developed and implemented an assessment plan that is carried out district-wide. For the 2011-2012 school year, m-Class Reading and m-Class Math will be added at the kindergarten through second grade. The following chart portrays the Assessment Plan. A copy of the District Assessment Calendar for the upcoming school year is included as an appendix to this plan.

Richmond Community SchoolsAssessment Plan

GradeLevels Screening Formative Progress

Monitoring Summative Schedule

Pre-LAS Test K-12 EnrollmentPeabody Picture Vocabulary Test K 1 x yearmClass Reading 3D K-2 3 x yearmClass Math K-2 3 x yearWriting Assessments K-8 2-3 x yearAcuity Predictive 3-8 3 x yearAcuity Diagnostic (Fairview) 3-6 4 x yearIREAD K-3 1 x yearLAS Links K-12 1 x yearISTEP+ 3-8 1 x yearEnd of Course Assessments 9-12 3 x yearScholastic Reading Inventory 7-8 1 x yearCommon Core Assessments (Algebra) 7-12 4 x yearCommon Core Assessments (English) 9-12 4 x year

D. Opportunities for Teachers to Be Included in Decision-making Related to the Use of Academic Assessment Results

5

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 guides 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 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-making process related to the use of assessment data.

E. Commitment to Highly Qualified Teachers and Paraprofessionals

All Garrison Elementary teachers are deemed to be highly qualified, and all paraprofessionals in Title I buildings 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, while paraprofessionals may be deemed highly qualified through completion of 60 college credit hours or successful completion of the PRAXIS Examination. 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 Garrison Elementary 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

A. Richmond Community Schools

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Garrison Elementary School is a part of the Richmond Community Schools Corporation. As a member school, it is aligned with the district’s Vision Statement, Mission Statement and Goals, which are included in the Appendix to this plan.

B. Paul C. Garrison Elementary School

1. School Mission

Building Knowledge, One Log at a Time.

2. School Vision

C onnections to the real world A chievement for ALL B est practice instruction I nquiring minds for lifelong learning in a N urturing, caring, creative community

3. School Belief Statements:

1. We believe that all students have a right to an orderly, safe, and secure learning environment.

2. We believe schools must cultivate a culture of respect and students should be taught concepts of equality, tolerance, and importance of making good choices.

3. We believe student success breeds success.4. We believe all children can learn.5. We believe all student work has dignity and value.6. We believe students, teachers, and parents share the responsibility for learning.7. We believe all students will be challenged to work to their full potential.8. We believe that student success in all endeavors is the result of hard work,

perseverance, and natural endowment.9. We believe that all students will be taught in a manner that best fits individual

learning styles and abilities.10. We believe that all students will be taught an appreciation for the fine arts.

III. SUMMARY OF DATAAnalysis of Data from the Annual Performance Report

A. Analysis of Data from the Annual Performance Report

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Summary Statement:In meeting academic standards under ISTEP+ in Spring 2011: For the past six years, Garrison has exceeded the State average in ELA and Math

performance on the ISTEP+, 75% of the third grade students at Garrison Elementary passed both the Language Arts

and Math sections of the test, 8% higher than in Spring 2010, 82% of the fourth grade passed both, 18% higher than in Spring 2010, 76.2% of 5th grade, 6.8% lower than in Spring 2010, and 85.2% of 6th grade students passed both sections, 5.2% higher than in Spring 2010. The all school percentage passing both English/Language Arts and Math in Spring 2011

86.6% an 9.3% improvement.

Garrison Students % of Passing ISTEP+ Both

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2004 2005 2006 2007 2008 2009 2010 20110

10

20

30

40

50

60

70

80

90

100

68

45

65

52 55 58

6775

53

80

6270

7770

64

82

71

50

70 7062

74

8376.2

60

7369

78 75 7480

85.2

63.1 62.266.5 67.2 69.5

74.5 75.180

3rd4th5th6thAll

Grade 3 Grade 4 Grade 5 Grade 6 All0

10

20

30

40

50

60

70

80

90

100

68

53

71

6063.1

45

80

50

73

62.26562

70 69 66.5

52

70 70

78

67.2

55

77

62

7569.5

58

7774 74 74.5

6764

8380

75.17582

76.2

85.280

20042005200620072008200920102011

7th Grade Garrison StudentsClass of 2016 Passing ISTEP+

9

ELA Math Total0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

67%

77%

65%72%

83%

70%65%

83%

63%

75%81%

74%82% 84%

80%

2006

2007

2008

2009

2010

6th Grade Garrison StudentsClass of 2017 Passing ISTEP+

ELA Math Both0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

63% 62%

52%

84% 84%77%

86%

72% 70%

83%

94%

83%89%

84% 85%

20072008200920102011

5th Grade Garrison Students

10

Class of 2018 Passing ISTEP+

ELA Math Total0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

61%

73%

57%

72%

63%58%

74% 71%64%

83%88%

76%

2008200920102011

4rd Grade Garrison StudentsClass of 2019 Passing ISTEP+

ELA Math Both0

10

20

30

40

50

60

70

80

90

100

81

7067

9286

82

20102011

3rd Grade Garrison StudentsClass of 2020 Passing ISTEP+

11

ELA Math Both0

10

20

30

40

50

60

70

80

90

100

88.6

79.575

2011

Attendance is specifically addressed in Part B, and that further analysis of ISTEP+ data, included disaggregation of results, is addressed in Part C.

B. Attendance Rate

Garrison’s attendance rate for 2010-11 was 96.6%. This is the highest rate to date. 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

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attendance rate at Garrison Elementary has remained fairly stable at or above the state average.

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.

In addition to RCS attendance procedures, Garrison Elementary School has implemented a system of incentives and rewards to encourage improved student attendance, including:

Weekly attendance celebrating the all school attendance and the grade level with the best weekly attendance

Perfect Attendance Awards at Trimester Outstanding Attendance Awards at Trimester

In addition to incentives to proactively address student attendance, Garrison Elementary 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 works with families Check In and Check Out Daily telephone contact to inquire about missing students Family conferences to address specific situations

C. ISTEP+ Performance

A total of 194 students were counted for Garrison for the ISTEP+ assessment in the Performance Pass Determination for Spring 2011. In English Language Arts, 170 students passed, and in Mathematics, 152 students passed giving Garrison an 86.6% pass rate for both.

In the Spring of 2010, 111/137 on-site students passed ELA and 117/137 passed Math for a total of 83.2%.

In the Spring of 2009, 103/135 on-site students passed ELA and 99/136 passed Math for a total of 74.5%.

Improvement % Determination: 2011= 9.3%, 2010 = 8.7%, 2009 = 5.6%, 2008 = 5.0% with a 3 year average of 7.9%

Garrison Elementary has a PL 221 Status of Exemplary Progress.AYP for NCLB

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ELA Math Both0

102030405060708090

100

76.8 76.8 74.581.3 80.8 78.6

89.7 87.4 87.9

200920102011

The following charts are based on the students who physically took the test on the Garrison campus in the spring of 2011.

2011 Language Arts Disaggregated Data

Grade 3 Grade 4 Grade 5 Grade 60

10

20

30

40

50

60

70

80

90

10087 86 87

75

8692

79

9495100

88 89

81 8275

8592

95 93 92

5055

5043

8591

8689

8690

8389

MaleFemalePaidFree/RedGen EdSpec EdWhiteNon-Eng

2011 Math Disaggregated Data

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Grade 3 Grade 4 Grade 5 Grade 60

10

20

30

40

50

60

70

80

90

100

83 86

96

707379 79

97

8489 92 93

7379 81 81

86 88

9792

38

55 55 57

8288 89 89

7784

88 89

MaleFemalePaidFree/RedGen EdSpec EdWhiteNon-Eng

D. Other Performance Indicators

AcuityThe Acuity predictive assessment in Language Arts and Math showed significantly lower scores than ISTEP+ produced in Spring 2010. However, math was a stronger content area than Language Arts which was also evidenced in the ISTEP+ Spring 2010 assessment. In the Spring 2011, the predictive scores indicate a less promising ISTEP assessment of up to -3% loss.

Acuity Language Arts 2010 - 2011

2020 2019 2018 20170

10

20

30

40

50

60

70

80

9076

72 7278

69

83

747977 77 75

79

FallWinterSpring

Acuity Math 2010 – 2011

15

2020 2019 2018 20170

10

20

30

40

50

60

70

80

90

7266

77 80

6774

8186

73

81

70

85

FallWinterSpring

Fountes and Pinnell ReadingIn Spring 2011, staff reported that 80% of all students grades K-6 were reading at or above grade level. There was an 8% decrease in student growth in reading from the fall benchmark of 88%. This correlates well to the Spring 2011 Acuity scores that also indicate a decrease in academic performance. In 2010-11, students below grade level (5% of the general education student population not including 15% of students with IEP’s) were placed in Tier level interventions that included opportunities in Leveled Literacy Intervention, Reading Recovery, (a Title 1 initiative), daily guided reading groups, My Reading Coach, Rosetta Stone for English Language Learners, Acuity instruction, Successmaker, and other creative interventions implemented by the classroom teachers.

Fountes and Pinnell Reading Levels

Kdg 1st 2nd 3rd 4th 5th 6th Overall0

10

20

30

40

50

60

70

80

90

100100

88

64

82

9488 88 88

6762 64

7784 82 85

74

60

79

70

8590

80

94

80

Fall 10Winter10-11Spring 11

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School Stakeholder Summary:

1

2

3

4Summary of Parent Survey 2011

In the winter of 2011, a parent survey, developed by RCS, was distributed to all parents of Garrison students during Parent Teacher conferences. Responses of the parent and guardians were primarily in the “agree” to “strongly agree” categories. Their approval dropped in response to the questions of students showing respect to other students and the new report card.

There were 59 surveys returned representing 102 students. This represents only 31% our students at Garrison:

o 100% said that they support their child’s learning at homeo 100% of the families felt welcome at schoolo 100% of the families felt that their child was safe at schoolo 98% felt that their child’s teacher helped them to help their child at homeo 97% felt that Garrison met the academic needs of their childreno 93% like the school’s report cards/progress reportso 88% felt that students show respect for other students

To continue ongoing conversation with families, a section of the school newsletter, Pioneer Press is dedicated to feedback opportunities for parents. The “Praises, Comments, and Concerns” section gives parents an opportunity to send back communication to the principal that can be shared with the staff to reflect on community praises and concerns. To date, only a few have been returned, however, all have been positive.

Garrison has an implemented Positive Behavior Support Program that is supplemented with the M.O.P./A.A.A.A. program initiated in 2007. The M.O.P. rules

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help students to stop and think before they act or speak introducing the question: “Could this action or my words hurt Me, Others, or Property? The four A’s help students understand that when mistakes happen they are then required to Admit their mistake, Accept the consequences, Apologize for the wrong thing they did or said, and to make Amends. The Second Steps curriculum is provided to students at least one time per week in each classroom as well as Project Wisdom that is incorporated with morning words of wisdom to begin each day. The Steps to Respect program will be launched in the fall of 2011 for grades 4-6. While discipline referrals have remained stable over the past 4 years, it is apparent there is still a perception that students do not show respect for one another. Garrison will need to continue to explore this area of perceived need.

Summary of Student Surveys 2011

I belo

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care

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belie

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can l

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The w

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I can

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I hav

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My fam

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s I ca

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0

1

2

3

Summary of K - 3rd Grade Student Survey 2010/2011

18

I belo

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I am sa

fe

I hav

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lear

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I like

this

scho

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This sc

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belie

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can l

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The w

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do in

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akes

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I kno

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supp

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to be

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I am a

good

stud

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I can

be a

bette

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I beh

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scho

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Studen

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0

1

2

3Summary of 4th - 6th Grade Student Survey 2010/2011

Overall, students appear to have a good opinion of Garrison Elementary. However, a distinct theme resonating from our student population is that there is a concern that students are not friendly toward one another. This coincides with the parent survey observation that students do not show respect for one another. Other areas of concern are that some students feel they don’t belong and don’t have fun learning. Second Steps, a character education program built into the weekly curriculum, continues to address the issue of student friendliness and empathy to create a sense of belonging. The five pillars of Positive Behavior Support, Respect, Responsibility, Honesty, Caring and Safety, are goals that are promoted each month with a Student of the Month recognition breakfast. Positive remarks are written for each student and then sent in a card to their home recognizing their character accomplishments. Each Trimester, students are selected for the overall Character Ambassador Award. Staff members participate in a Positive Postcard campaign recognizing students personally and sending a postcard to their home with the specific positive attribute. A monthly positive club opportunity for students, (Fabulous Fridays) will be implemented through Positive Behavior Intervention Support for the 2011-12 school year.

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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.

a. Positive Behavior Intervention SupportPositive Behavior Intervention Support is about improving student academic and behavior outcomes by ensuring that all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. School-wide Positive Behavior Intervention Support provides an operational framework for achieving these outcomes. More importantly, SWPBIS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

In general, SWPBIS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

These four elements are guided by six important principles:

Develop a continuum of scientifically based behavior and academic interventions and supports

Use data to make decisions and solve problems Arrange the environment to prevent the development and occurrence of

problem behavior Teach and encourage pro social skills and behaviors Implement evidence-based behavioral practices with fidelity and

accountability Screen universally and monitor student performance & progress continuously

Outcomes for schools that establish systems to implement SWPBS with integrity and durability have teaching and learning environments that are:

Less reactive, aversive, dangerous, and exclusionary, and More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g., attendance,

tardies, antisocial behavior), Improve supports for students whose behaviors require more specialized

assistance (e.g., emotional and behavioral disorders, mental health), and Most importantly, maximize academic engagement and achievement for all

students.

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Many Garrison Elementary Staff use the common language from our M.O.P and A.A.A.A. program which is an extension of the Positive Behavior Intervention Support school-wide expectations of Respect, Responsibility, Caring, Honesty and Safety. The school wide MOP Rules and Four A’s are posted in the classrooms and are utilized to promote positive behavior by helping students understand and make amends when they make a mistake. This helps students and staff to continuously reinforce right choices and consequences in the same manner. During the months of December, March and May, primary students may earn MOP tickets and Intermediate student may earn Respect tickets by being caught making right choices. Incentives to receive a MOP ticket or Respect ticket are given daily during those periods and also with special end of the week drawings. Training for all students in the expectations of Positive Behavior Intervention Support occurs during the first week of each school year. The expectations are reiterated regularly by classroom teachers and staff throughout the year. Expectation banners are hung in the main hall and the cafeteria. Expectation posters are hung in every classroom. Both of these are visual reminders to students of the Positive Expectations for all students at Garrison. Expectations are embedded in the training of positive behavior in the areas of the cafeteria, hallway, restroom, and playground. Students are recognized for positive behavior through a monthly nomination by their teacher and/or classmates. A recognition breakfast is held each month for these students and the written comments are mailed home to parents. A Positive Postcard campaign is well underway with the goal that every student will receive a positive postcard in the mail to their home by the end of the school year.

Second Steps is a character education curriculum utilized at every grade level at least one time per week. The school social worker extends activities through this program in each classroom. All teachers have a classroom management plan that highlights the consequences for right and wrong choices. Teachers use written and verbal praise, free time in the classroom, choice time, treats, recess time, conduct grades, and other positive reinforcement agents to promote good decision-making. The teachers use many of these same means to encourage students to avoid poor decision-making. Most Garrison Elementary students want to meet their teachers’ expectations, and they usually accomplish this. A vast majority of all discipline is handled by classroom teachers. Examples of consequences include but are not limited to the following: Primary grades : letters to parents, and/or a visit to the principal’s office. Intermediate grades : includes consequences similar to primary grades, as well

as lunch detention, after school detention

b. Disciplinary Procedures and Documentation

When administrative assistance is needed, teachers fill out an Office Discipline Referral form and send it along with the student (many times escorted) to the office. Teachers use the PBIS Discipline Referral Flow Chart to assist their determination between a major and a minor observed student behavior. The Principal investigates the allegation and makes a determination as to what or if consequences are deemed necessary. Garrison Elementary School documented 106 referrals to the office of the Principal by the end of the 2010-2011. Twenty percent of the referrals resulted in in-school suspensions, while 5% resulted in out-of-school suspensions. Students with disabilities make up 16% of the student population. Students with disabilities accounted for 44% of the referrals, with 10

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incidents assigned to in-school suspension and 5 incidents assigned to out-of school suspension. Of the 106 incidents, 46 students (14%) of the school population were involved; however, 4 of the students had more than 5 incidents each and all 4 students participate in counseling each week with the School Social Worker. It is notable that 86% of the student population has not received an office referral to date.

Discipline Data

Kdg 1st 2nd 3rd 4th 5th 6th Overall0

50

100

150

200

250

513 10

23 16

43

13

158

724 25 21 24

50 48

231

214 12 13 10 10

29

90

11 4

2512 15 14

25

106

2007-082008-092009-102010-11

The number of suspensions and expulsions from this building are as follows: 2003-2004: 43 out of school suspensions, no expulsions 2004-2005: 30 out of school suspensions, no expulsions 2005-2006: 24 out of school suspensions, no expulsions 2006-2007: 15 out of school suspensions, no expulsions 2007-2008: 19 out of school suspensions, no expulsions 2008-2009: 32 out of school suspensions, 1 expulsion 2009-2010: 2 out of school suspensions, 1 expulsion 2010-2011: 5 out of school suspensions, 1 expulsion

The expectations for student behavior including the district dress code have been outlined in the student handbook for 2011-2012. The student handbook is distributed to all students on the first day of school. Teachers go over the handbook rules at the beginning of the school year.

At Garrison Elementary School, students are expected to:1. Abide by national, state, and local laws, as well as the rules of the school.2. Respect the rights of others.3. Act courteously to adults and fellow students.

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4. Be prompt to school and attentive in class.5. Work cooperatively with others when involved in accomplishing a common goal.

Inappropriate behaviors are listed and disciplinary consequences are stated in the student handbook. Due process is given to every student every time a discipline referral is sent to the office. Each student has the opportunity to hear:1. An oral statement of charges against him/her.2. A summary of evidence against him/her.3. Opportunities to explain his/her conduct.

When repetitive behaviors impede a student’s ability to be successful in school, the Multi-Disciplinary Intervention Team may be asked to intervene. The team consists of teachers, parents, administrators, and in some cases, the student. One purpose of the M-Team is to assess the behaviors and develop strategies to change the behavior. In the case of a student with special needs, this same process is done through a case conference and is called a Functional Behavior Assessment. A Behavior Intervention Plan may be developed from this process. A student may be suspended out of school for a period up to 10 days for student misconduct or substantial disobedience. Students are afforded due process and parents are notified immediately. A written statement describing the misconduct and action taken are sent to the parents. Any act that breaks local, state, or federal law is grounds for suspension and could result in expulsion from school for up to one calendar year. The expulsion procedure is outlined in Section 13 of the Indiana Code 20-8.1-5.1-13.

If the disciplinary action for a student with special needs indicates a change in placement, a case conference is held within 10 school days to review the relationship between the student’s disability and the behavior that prompted the disciplinary action. This meeting is called a Manifestation Determination. Examples of a change of placement may be a series of suspensions that determine removal from the school for more than 10 instructional days or the consideration of expulsion.

c. School Safety CommitteeGarrison Elementary School has a School Safety Committee, whose role is to perform and annual safety audit and make recommendations for improvement. Discipline policies and practices are adhered to according to RCS district policies. In order to ensure that Garrison Elementary School is a safe environment for learning, the following positive actions have been taken:o Monthly fire drills / quarterly storm drillso Emergency Crisis Plan revised yearlyo Crisis Team with a minimum of one Crisis Drill per yearo First Aid Kits, flashlights, two way radios in classroomso Visitor Sign-In, nametags (all visitors stop by the office first)o All doors are locked after buses arrive/ Monitored Entranceso Digital radios are used by the principal, health assistant, Para’s and teachers to

communicate with other staff members in various parts of the building o Phones have been placed in all classroomso Universal Precautions training is provided on a yearly basis for all staff members

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o The school has a social worker in the building 2½ days per week to advise children and listen to students with difficult circumstances

o Medications for children are locked away until needed and administered only by our health assistant or school secretary

o Several adults in the building are annually certified in First Aid and CPRo Staff use of Positive Behavior Support Expectations and MOP/AAAAo Staggered dismissal times for car riders and buseso Bullying lessons as per Indiana Statuteo Bus drivers bring students back to school if no one is homeo One Call phone system for change in plan dayso Monthly calendars and timely notices for change of plan dayso Emergency forms in classroom, office, and teacher computerso Discipline referral forms for documentation and parent notificationo Playground equipment inspected and repairedo Doors monitored by cameraso Crisis Prevention Intervention certified staff memberso Panic buttons in the classroomso Car and bus adult supervisiono Emergency Dismissal Formso Criminal background checks on all volunteerso RN on staff one day per weeko Traffic for car riders directed away from buseso Supervision in gym and cafeteria for early arrivalso Chaperones for field trips, review medical forms for students before leaving bldg.o Staff walked the emergency evacuation route in August 2007 with the land

owner next to the schoolo New configuration of buses for arrival and dismissalo New ID tags and Garrison lanyards provided to all staffo Updated training and identification of the Crisis Teamo Second Steps curriculum delivered at least one time per week at every grade

level

Suggested needs:o Facility upgrades for safety and convenience for all stakeholderso Revisit and update the evacuation plan with Director of Buildings and Grounds

2. Implementation of School-wide Reform Strategies

The process for continuous school improvement is guided by the NCA process. The school improvement plan, through a prescribed process, is reviewed and updated annually. Administrative and teacher data review 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

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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.

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. In order to ensure a reliable process for ensuring that every child receives the needed assistance, all schools in the Richmond Community Schools district have implemented Response to Intervention. Response to Intervention 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 instructional resources. Tier 3 continues instruction in the core instructional program with the addition of intensive resources. A complete explanation of the RTI procedures and forms is available in the school office.

a. Students with Special NeedsIn addition to providing supports for struggling learners through the RTI process, Richmond Community Schools provides a continuum of special education services for those students found eligible through the identification process outlined in Article 7. At Garrison Elementary School, 14% (43 students) of Garrison Elementary are students identified with learning disabilities, mild mental disabilities, emotional disabilities, autism spectrum disorder, and other health impairments. Garrison Elementary serves students with resource classes and speech and language therapy. Garrison Elementary students receive services of itinerant speech, occupational and physical therapists, an English as a Second Language paraprofessional, a school nurse, and certified teachers that work with students with visual and hearing impairments. The overall school enrollment includes students with diverse learning needs. Students with individual education plans receive a continuum of services from partial-day direct instruction, inclusion to consultation only. All students attend related arts classes (music, art, library, and/or physical education). Garrison also serves students identified with medical needs under Section 504 of Article 7 under IDEA. Students receive accommodations for their medical needs with regard to their educational services.

b. Response to InterventionFor students identified for intervention, progress monitoring occurs at least every two weeks, with decision points after at least three data points. Students identified as one grade level below in reading are placed on a Tier II intervention working with the classroom teacher utilizing a myriad of resources including the Pearson RTI kit

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for strategic intervention as well as more time spent on Successmaker. A Tier III intervention for students not making adequate progress at Tier II may include Small Group with Interventionist utilizing My Sidewalks, My Reading Coach, Successmaker, and Rosetta Stone for ESL students.

Richmond Community Schools, as a district, has defined Response to Intervention (RTI) as: “The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.” Further, Richmond Community Schools has been determined to approach RTI as a systemic change rather than as a part of the identification process for students suspected of having a specific learning disability. Thus, RTI is being implemented for the core areas of Reading, Mathematics, and Behavior. Given its use in the identification of students with SLD, Reading was the first area to be refined for implementation, and was implemented district-wide at the elementary level during the 2009-2010 school year. During the 2009-2010 school year, there was continuing discussion and refinement of the RTI process for Mathematics and Behavior, and both were implemented during the 2010-2011 school year.

Students identified as demonstrating strong academic potential and/or achievement are eligible for differentiated instructional programs.

c. Language Arts for High Ability Students

K-6 students who are performing significantly above grade level are identified through reading benchmarks and writing assessments. Our teachers participate in rigorous training in the literacy instruction and are equipped to meet the literacy needs of all ability levels. Individual buildings cluster group students or provide flexible groupings during language arts so that high ability readers and writers can be challenged by their peers in literature discussions and authors’ circles and receive guided reading instruction to match their levels of performance. Buildings are also encouraged to develop Writer’s Clubs with local authors to mentor students who are exceptional writers.

d. Elementary Math for High Ability StudentsStudent math performance is carefully monitored through three annual benchmarks with a district assessment, as well as through daily class assignments. Students who demonstrate mastery of most grade level standards at the beginning of the school year may opt for subject acceleration and receive math instruction at an appropriate grade level.

e. Elementary LOGOS

Students who excel in all academic areas or have the potential to do so, or who show ability and aptitude for complex thinking and creativity, may be identified for general intellectual services. At the elementary level, this is an enrichment pullout program designed to encourage critical thinking, research, creativity, and topic exploration. Students identified with these gifts participate one morning or afternoon per week.

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Each trimester, pullout teachers prepare a focused program of study in social studies, language arts, or science. During the fall semester, classes study history and leadership with a culminating event at the Wayne County Historical Museum. During the research trimester, studies culminate in a “Summit” to share research projects. This is facilitated by the LOGOS middle school students. The science trimester engages students in a science fair.

Students who have not been identified as high general intellectual may also be recommended by their teachers through ASPIRE rating scales and participate in the trimester of study that is appropriate for their gifts, interests, and abilities.

In 2009-10, the High Ability program was expanded to include a cohort group of twenty-five 6th grade students in a self-contained class experience housed at Test Middle School. Another cohort group of 6th grade students were selected to participate in a self-contained “Early College” program housed at Dennis Middle School. Both programs are aimed at reaching higher ability students to enrich their educational needs. Both programs affect the class size for 6 th grade students at Garrison to some degree.

4. Transitions

a. Preschool to Elementary School Transition

Transitions from early childhood programs to kindergarten programs are coordinated at the district level. In order to ensure that preschool students have smooth transition to kindergarten, the RCS Early Childhood Coordinator will provide, in April of every year, the building principal with a list of students from the RCS preschool classrooms or Head Start programs, as well as any known students enrolled in a private preschool program, who will be enrolling in kindergarten the following year. The building principal will then make contact with each family to invite them to kindergarten registration. Additionally, each family will receive a letter of welcome, along with the booklet, “Transition to Kindergarten.”

b. Elementary to Middle School Transition

Middle School Counselors visit sixth grade students during the spring to talk about expectations, review scheduling options, share information about orientation meetings, and answer questions that students have.

“On the Road to Middle School”: All sixth grade students come together for a half day orientation with all of their future classmates. Students participate in activities to acclimate to middle school expectations and students participate in the Reality Store. During the activities the students are grouped with students from other middle school feeder schools to begin getting to know future classmates. At this time students also make a commitment to graduate from high school.

Students visit the middle school to see classes in session and begin to learn their way around the building. The Principal speaks to the students about middle school expectations and answers any questions students might have.

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Parent/family orientation opportunities are offered at several different times to provide families with a chance to tour the middle school building, and hear an overview of middle school expectations and procedures from the principal and school leadership. This is followed by a question and answer period.

Families are encouraged to seek additional support through meetings with the principal and school counselor.

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IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENTA. Focus Area: Language Arts

Data Statements Indicatingthe Need for a Goal

Guiding Principles Leading to Strategies

Strengths Based on the 2011 ISTEP+,

Literary Text, Writing Process, Vocabulary, and Writing Applications were the strongest areas.

Based on the 2011 ISTEP+,89.7% of all students passed the ELA portion.

Based on the 2011 ISTEP+ 73.8% of special education students passed ELA. (31/42 students)

Challenges Based on the 2011 ISTEP+,

Language Conventions and Non Fiction texts were the weakest areas.

The percentage of students qualifying for free or reduced-price lunch has increased from 53% to 55% passing at 86%.

Based on the 2011 ISTEP+,11 special education students did not pass the ELA test.

Effective  programs  are  driven  by  reading  research,  not  ideology Effective  programs emphasize direct, systematic, intensive, and

sustained  reading Effective  programs  require  school wide  buy in  before  they  are

adopted Effective  programs  are  supported  by  initial  professional

development  and extended  follow-up  training  throughout the school  year

When  implementing an  effective  program, the  school  needs  to be  committed  to  the integrity  of  the  program ’s  instructional approach  and  materials

Effective  programs  make effective use of instructional time, provide multiple reading opportunities, and employ a variety  of  reading assessments

Schacter, J. (n.d.). Reading programs that work: A review of programs for pre-kindergarten to 4th grade. Retrieved from: http://www.mff.org/pubs/ME279.pdf

IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENT

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B. Focus Area: MathematicsData Statements Indicating the

Need for a GoalGuiding Principles Leading to Strategies

Strengths Based on the 2011 ISTEP+,

Measurement and Geometry were the strongest areas.

Based on the 2011 ISTEP+,87.4% of all students passed the Math portion.

Based on the 2011 ISTEP+ 71.3% of special education students passed Math. (30/42 students)

Challenges Based on the 2011 ISTEP+,

Algebraic Functions, Computation and Number Sense were the weakest areas.

The percentage of students qualifying for free or reduced-price lunch has increased from 53% to 55% passing at 83.7%.

Based on the 2011 ISTEP+,12 special education students did not pass the Math test.

Effective  programs  are  driven  by research,  not  ideology Effective programs emphasize direct, systematic, intensive

instruction Effective  programs  require  school wide  buy in  before  they  are

adopted Effective  programs  are  supported  by  initial  professional

development  and extended  follow-up  training  throughout the school  year

When implementing an effective program, the school needs to be committed to the integrity of the program’s instructional approach and materials

Effective  programs  make effective use of instructional time, provide multiple instructional opportunities, and employ a variety  of math  assessments

Principles and Standards for School Mathematics, National Council of Teachers of Mathematics, 2000.

IV. SUMMARY OF COMPREHENSIVE NEEDS ASSESSMENTC. Focus Area: Behavior

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Data Statements Indicatingthe Need for a Goal

Guiding Principles Leading to Strategies

Strengths

Garrison has effective procedures for dealing with discipline.

Garrison’s expectations and rules have effectively been developed.

The Garrison Faculty is committed to and supports a school wide behavior program.

Challenges

There continues to be a perception by parents that students are not respectful with each other.

Student and family involvement with SWPBIS has not yet been developed.

Students are yet to be involved in the selection of school wide rewards.

Effective  programs  make effective use of instructional time, provide multiple instructional opportunities, and employ a variety  of behavioral assessments

Behaviors are learned, and rather than punishment, replacement behaviors should be taught. Behavior is learned and can be taught.

Behavior is lawful and predictable. Behavior occurrences are affected by environmental factors that

interact with biophysical characteristics of the individual. Understanding the relation between physiology factors and

environmental variables is a critical feature when supporting students with behavioral, social, emotional, and mental health issues.

Assessing and manipulating environmental factors can predictably affect occurrences of behavior.

Data collection and use for active decision-making are important for continuous intervention, program, and system improvement.

(School-wide Positive Behavior Support Implementers’ Blueprint and Self-Assessment. Center on Positive Behavioral Interventions and Supports, University of Oregon, 2004, Retrieved from: http://www.osepideasthatwork.org/toolkit/behvr_pos_b.asp .)

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D. Parental Involvement1. Strategies to increase parental involvement

Parent Teacher Conferences are held twice each year. Over the past 4 years, Garrison averaged approximately 88% attendance. Last school year the configuration for conference times changed and the percentage of on-site conferences changed as well. Teachers compensated by holding phone and e-mail conferences as well as conferencing outside the scheduled time to accommodate parent schedules. Spring 2010 saw 70% of parents on site with 22% of conferences held either by phone, e-mail, or outside the scheduled time. Spring 2011 had 85% of parents on site and 15% held either by phone, e-mail or outside the scheduled time.

Title 1 Literacy Nights are held three times per year. The first in 2010-2011 was held during the Garrison Cabin Days week in the fall. Approximately 211 family members attended the Pioneer Days themed event. The second Literacy Night was held on a very frigid evening in January with a theme “Number the Stars”, a focus on the Jewish occupation during World War II. The Starlab was incorporated and is an annual part of this winter Literacy Night. About 134 family members attended this event that featured a Readers Theater comprised of sixth grade students. The third Literacy Night planned for the 2010 – 2011 school year focused on literacy and was held in April with a Super Heroes theme with about 140 in attendance. It incorporated the bi-annual Book Fair and Kindergarten Round Up. The Garrison PTO is a vital element to the successes of Literacy Nights as they volunteer, create menus for dinners and provide the staff with much needed assistance to offer educational opportunities for parents to be partners in the school life for their child.

Parents and staff discussed during a spring staff meeting their evaluation of programming that has driven planning for events for the upcoming year. It was noted that parents and staff alike appreciated the themed events as it provided for a positive climate and for increased attendance and participation. Therefore, a 3-year theme cycle was developed in partnership with the PTO so every student will experience each theme twice during their years at Garrison. The PTO supports these programs with dinner menus and props to build enthusiasm and participation. The teaching staff provide for literacy stations to build parental involvement in the curriculum.

Fall Cabin Days Literacy Nights will rotate the following themes: Pioneer Life Tall Tales (2011-12) Native American LifeWinter Literacy Nights will rotate the following themes: Underground Railroad Number the Stars Polar Express (2011-12)Spring Literacy Nights will rotate the following themes: Hollywood (2011-12) The 50’s Super Heroes

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Communities in Schools, Parents as Leaders, the PowerSchool Parent Portal, Parent Teacher Organization, Study Buddies, West End Bank, the Pioneer Press, the RCS Garrison webpage are all areas that have a large impact on parent involvement, participation, and inclusion. The Communities in Schools liaison works with families daily to provide services and resources in times of hardship. Currently this position serves over 20 students and their families at Garrison with Level 2 services (Comprehensive Intervention) in a variety of ways, from finding dress code appropriate clothing, to providing information for the food bank or utility reconnections, after school tutoring and programming, attendance monitoring, transportation to and from events, including Parent Teacher Conferences. These are just some of the ways she is providing services to our students and families in need. Parents as Leaders is a new program that we continue to explore as a communication tool particularly for parents who might not feel a connection to the school setting. The PTO is a large involved group of parents who support Garrison Elementary in a multitude of ways. Many are regular volunteers in the building during the school day, but are visible at most all events whether through participation or leadership. They work closely with the principal and staff to create a climate of connective-ness within the Garrison community.

Regular communication with parents is shared through the bi-monthly Pioneer Press, Parent Teacher Conferences, mid-term reports, Report Cards, case conferences, phone, e-mail and One Call messages. Garrison Elementary School provides an annual meeting, generally in the fall of the school year, to outline the Parent Involvement Policy. Parents will be informed annually regarding the Parent Information and Resource Center both at the Garrison site and in Indianapolis.

2. Provision of Individual Academic Results to Parents

Parents at Garrison Elementary 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.

Results of standardized assessments are provided via mail.

3. Strategies to involve parents in planning, review, and improvement of school-wide program

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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

1. Technology Integration Garrison Elementary School is equipped with a 30 station computer lab with a

teacher presentation center including an LCD projector and Smart Board available for use. Each classroom is equipped with at least 3-5 student computers (new as of November 2009) and one teacher computer. Staff and students have access to a variety of software programs including Microsoft Office Suite, Accelerated Reader, Accelerated Math, Cornerstone Math, Internet Explorer, Inspiration, Kidspiration, and KidPix. Each classroom also has a VCR as well as one DVD per classroom for integration of curriculum appropriate video presentations. In 2011-12, seven Smart Board systems will be installed in classrooms. Two systems were donated by the PTO and in place in Grade 6 for the beginning of the school year. Garrison Elementary School will integrate technology into the curriculum throughout

the 2011 – 2012 academic year as follows: Teachers will use Inspiration and Kidspiration software programs to support NCA

language arts goals for improving the writing process. Teachers will use Acuity Instructional Resources and Math Facts in a Flash

software programs to support NCA mathematics goals for improving measurement and problem solving skills.

Technology Consultant and Media Specialist will work with classroom teachers to provide technology instruction that supports classroom learning and NCA goals.

Teachers will instruct students in computer etiquette and internet safety by offering workshops to parents, teachers, and students and developing an internet safety mentor program.

Teachers will work toward meeting national technology standards at their grade levels.

Teachers will use the computer lab for class projects such as PowerPoint presentations, teaching and applying Word applications, and using the Internet for reports, as well as teacher directed activities using new software, thus enhancing the instruction of academic standards in English / language arts, math, science, and social studies.

Teachers will provide remediation opportunities for students in small groups or as individuals using relevant software such as Accelerated Reader, Acuity Instructional Resources, Read, Write and Type, and Math Facts in a Flash.

Teachers will use VCRs and DVD players in classroom to integrate curriculum appropriate, standards based video presentation to enhance their lesson and unit instruction.

Teachers will fully implement the use of Power Teacher and Power School so that parents, students and administrators will be kept informed on the performance of individuals and groups of students.

The technology team will develop an audio - visual station that teachers and students will use to create presentations and record performance based assessments on DVD for parents to view.

Rosetta Stone, My Reading Coach, and Successmaker are software programs for reading intervention utilized for Tier 2 and Tier 3 interventions.

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2. Technology Assessment and EvaluationA process of how the need for the Internet, telecommunications and other

technology in the school will be assessed:The NCA team has a technology subcommittee to review and evaluate the effectiveness of the building technology plan and to suggest modifications to the plan if needed. The subcommittee meets as a regular function of the NCA accreditation process.

A strategy of how the overall program will continuously be assessed and evaluated:

Maintain a computer lab usage schedule. Develop rubrics to assess student work. Teacher lesson plans will reflect integration of technology instruction. Teachers will keep personal notes regarding the use of the computer lab and

related issues and provide to Technology Consultant. Reviewing student products for future needs regarding the computer lab. Timely completion of all related permissions for Internet use will occur. The Technology subcommittee of the NCA team will develop suggestions and

procedures for best utilization of the computer lab. The Library Media Specialist will assess student effort and conduct in the area of

technology in Power Teacher.

This technology plan will continually be assessed and evaluated through the annual revision and monitoring of the NCA plan. The following assessment tools are used to determine technology needs and to document and measure growth in technology skills and integration.

Ongoing survey of staff members for needs and desires in technology instruction.

Attendance records and evaluation forms for all building technology staff development activities maintained by the building Technology Consultant.

Building performance on ISTEP+ and district approved assessments. District-wide technology use survey to measure growth from year to year. Review of student products based on rubrics created by teachers. Review of the usage of parent or student access on PowerSchool.

F. Impact of Professional Development

Garrison Elementary School will plan and participate in staff development activities and plan strategies throughout the 2011– 2012 academic year as follows:

In-service on the use of Power Teacher, Power School, and RCS Moodle. Continued in-service on the use of digital still and video cameras, LCD projectors,

Smart Boards, and other audio-visual aides.

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Continued in-service on the use of Kidspiration, Inspiration, and other available software.

Inform the faculty of national technology standards and work together to develop grade level activities to meet these standards.

Reinforce computer usage expectations and internet safety. Teachers will make lesson plans indicating the use of the computer lab and

related activities available to building principal upon request. Teachers will investigate the use of the Internet as related to student research. Peer training in areas of expertise will be accessible for all staff members. Building technology consultant will attend the Indiana Computer Educators

conference and workshops in order to share new curriculum and information with staff.

The Garrison Elementary 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 standards3. Enable 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

Each school in the RCS district has a staff member participating in a study group focusing on cultural competency. The group that is known as the “Worriers,” is involved in ongoing professional development which they then share with their school colleagues. In addition to the provision of professional development, the worriers are charged with viewing all school decisions through the eyes of cultural competency to ensure that all perspectives are considered in the decision-making process. Garrison Elementary School staff participates in and will continue to attend workshops developed by our building “Worrier” to enhance and update our knowledge of cultural differences. This will be a yearly event as understanding differences is a life-long learning process.

36

As can be seen in the graph above, Garrison is predominately white with about 20% minorities. Our multiracial population is more than twice our African American numbers, and combined they form the dominant minority group. Our current population includes one family from South Africa, three families from India, one family from Japan, and three Hispanic families. We appreciate the diversity this brings us, and we celebrate by hanging the flags of each country represented in the gym. We serve the needs of students whose home language is other than English by immersing them in the general classroom and providing individual or small group tutoring sessions. We have a Title 3 paraprofessional who attends to their needs 5.5 hours per week.

V. STUDENT ACHIEVEMENT OBJECTIVESA. Attendance Rate

It is the goal of Richmond Community Schools that each student maintains an attendance rate of 95% or better. Attendance has been included as a primary goal at Garrison Elementary School to ensure that the average attendance rate continually improves with a minimum target of 95%. Garrison has been at or above the state average in the past 4 years with a high of 96.6% in 2011.

37

Historical Attendance for Garrison Elementary

2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-1193.50%

94.00%

94.50%

95.00%

95.50%

96.00%

96.50%

97.00%

97.50%

98.00%

98.50%

95th %State AvgGarrison

38

School: Paul C. Garrison Elementary School Focus Area: Language Arts/ReadingV. Student Achievement Objectives

Goal: 100% of students will meet Indiana Academic Standards in Language Arts as measured by ISTEP+ assessments.VI. Benchmarks for Progress:

Paul C. Garrison Elementary received a score of 89.7% Pass on the ISTEP+ Language Arts Assessment in Spring 2011.Year 1: By Spring 2012, 90% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment and 80% of third grade students will demonstrate proficiency in reading as measured by IREAD-3.Year 2: By Spring 2013, 95% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment and 85% of third grade students will demonstrate proficiency in reading as measured by IREAD-3.Year 3: By Spring 2014, 100% of students will receive a score of Pass or Pass+ on the ISTEP+ Language Arts Assessment and 90% of third grade students will demonstrate proficiency in reading as measured by IREAD-3.

VII. Proposed Interventions VIII. Professional DevelopmentBegin Date Action Steps

Responsible Party

Begin Date

Professional Development

Responsible Party

Evidence of Implementation

Evidence of Impact

2011-2012

Implementation of the Indiana

Reading Framework

All Staff 2011-2012

Teachers will be provided professional

development in the Indiana Reading

Framework

All Staff

Indiana Reading Framework

implemented as evidenced by

classroom practice

Student academic

progress as evidenced

by data

2011-2012

Implementation of formative and

summative reading

assessments

All Staff 2011-2012

Teachers will be provided professional

development in the areas of formative and

summative assessments, and data analysis

All Staff

Administration of formative and

summative reading

assessments

Student academic

progress as evidenced

by data

39

2011-2012

Implementation of the Core SBRR

Reading ProgramAll Staff 2011-

2012

Teachers will be provided professional

development in the delivery of the CORE,

supplemental, and intervention or

replacement programs with fidelity using their

scope and sequence.

All Staff Daily classroom practice

Student academic

progress as evidenced

by data

2011-2012

Implementation of supplemental

reading program to address

deficiencies

All Staff2011-2012

Delivery of effective differentiated instruction

for students at risk of reading difficulty or

extensions/alternatives for high ability students

All Staff

Daily intervention

program inside the classroom

Student academic

progress as evidenced

by data

2011-2012

Implementation of an intervention

reading program designed to meet

the needs of students reading well below grade

level

All Staff2011-2012

Delivery of effective differentiated instruction

for students at risk of reading difficulty or

extensions/alternatives for high ability students

Instructional Coach and

Interventionist

Daily intervention

program outside the classroom

Student academic

progress as evidenced

by data

2011-2012

Implementation of 90 minute

uninterrupted reading block

All Staff 2011-2012

Teachers will be provided professional

development in the area of the five essential

components of reading instruction inside the 90

minute uninterrupted reading block

All Staff

Evidence of the five components

being implemented

daily within the 90 minute

reading block

Student academic

progress as evidenced

by data

40

School: Paul C. Garrison Elementary School Focus Area: MathematicsV. Student Achievement Objectives

Goal: 100% of students will meet Indiana Academic Standards in Mathematics as measured by ISTEP+ assessments.VI. Benchmarks for Progress:

Paul C. Garrison Elementary School received a score of 87.4% pass on ISTEP+ Mathematics Assessment in Spring 2011.Year 1: By Spring 2012, 90% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics AssessmentYear 2: By Spring 2013, 95% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics AssessmentYear 3: By Spring 2014, 100% of students will receive a score of Pass or Pass+ on the ISTEP+ Mathematics Assessment

VII. Proposed Interventions VIII. Professional DevelopmentBegin Date Action Steps

Responsible Party

Begin Date

Professional Development

Responsible Party

Evidence of Implementation

Evidence of Impact

2011-2012

Implementation of the Simple Six TM

for Math

All Staff2011-2012

Teachers will be provided professional

development in the implementation of Simple Six TM for

Math

All Staff

Teachers will be implementing math problem solving in the

classroom

Student academic

progress as evidenced

by data

2011-2012

Implementation of Core Math program

All Staff2011-2012

Teachers will be provided professional

development in the delivery of the Core, supplemental, and

intervention or replacement programs

with fidelity using their scope and sequence

All Staff Daily classroom practice

Student academic

progress as evidenced

by data

41

2011-2012

Implementation of formative and

summative math assessments All Staff

2011-2012

Teachers will be provided professional

development in the areas of formative and

summative assessments and data

analysis

All Staff

Evidence of formative and

summative math assessments

Student academic

progress as evidenced

by data

2011-2012

Implementation of RTI Math

programs for students

All Staff2011-2012

Teachers will be provided professional

development in the delivery of effective

differentiated instruction for

students at risk of math difficulty or

extensions/alternatives for high ability

students

All Staff

Daily intervention

program inside the classroom

Student academic

progress as evidenced

by data

School: Paul C. Garrison Elementary School Focus Area: BehaviorV. Student Achievement Objectives

Goal: Implement and maintain consistent school-wide behavioral expectations and procedures to support positive student behavior, as measured by a score of 80% or above on the School-wide Evaluation Tool (SET) and a score of 80% or above on the Benchmarks of Quality (BOQ) annual assessments.VI. Benchmarks for Progress:

42

Paul C. Garrison Elementary had an annual evaluation score of 79.7 on the SET and 65 on the BOQ in Spring 2011.Year 1: Annual evaluation scores of 80% or above on the SET and a score of 70% or above on the BOQYear 2: Annual evaluation scores of 80% or above on the SET and a score of 75% or above on the BOQYear 3: Annual evaluation scores of 80% or above on the SET and a score of 80% or above on the BOQ

VII. Proposed Interventions VIII. Professional DevelopmentBegin Date Action Steps

Responsible Party

Begin Date

Professional Development

Responsible Party

Evidence of Implementation

Evidence of Impact

2011-2012

Implementation of evidence-based

behavioral practices with fidelity and accountability

(PBIS)CPI and Verbal De-

escalation)

All Staff 2011-2012

Teachers will be provided with professional

development in the areas of

active engagement and

positive classroom

management (CPI, verbal de-

escalation training annually)

All StaffReduction of

discipline referrals

Student academic

and behavioral progress as evidenced

by data

2011-2012

Implementation of pro social skills and behaviors (Second

Steps)

All Staff 2011-2012

Teachers will be provided with professional

development on Second Steps

All StaffReduction of

discipline referral

Student academic

and behavioral progress as evidenced

by data

2011-2012

Implementation of SWIS data

collection tool to inform decision

All Staff 2011-2012

Staff will be provided with professional

development on SWIS

Office StaffDistrict

Behavior Specialists

Accurate data reporting

Student academic and

behavioral progress as

evidenced by data

43

making (School Wide Information

System)

2011-2012

Implementation of Check In/Check Out for students based on discipline data

PBIS Team 2011-2012

Staff will be provided

professional development on Check In/Check Out procedures

Behavior Specialist

Fidelity of Check In/Check Out procedures

Student academic and

behavioral progress as

evidenced by data

2011-2012

Implementation of Steps to Respect (Grades 3-6) to address bullying

All Staff 2011-2012

Staff will be provided

professional development on Steps to Respect

District Steps to Respect Trainer

Lessons provided with efficacy and

fidelity

Student academic and

behavioral progress as

evidenced by data

2011-2012

Utilization of academic and

behavioral data to develop supports for students (Response

to Instruction

All Staff 2011-2012

Staff will be provided

professional development on

RTI behavior procedures and

plans

Behavior Specialist

Implementation of RTI

procedures and plans

Student academic and

behavioral progress as

evidenced by data

44

IX. 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.Critical Issues1. More students need to pass the state summative assessment.

Continue to align curricula with the Indiana state standards and the new Common Core. Fully implement Scientifically Based Reading Research for literacy instruction and include curriculum mapping for literacy

Aim for greater consistency in teaching the curriculum K-6. Arm students with sound test taking skills and organization strategies for

writing. Improve student learning for students with disabilities and students in

poverty.

2. Teachers need more instructional strategies in the following areas: Non-fiction texts and language conventions Computation, algebraic functions, and number sense

Both areas will continue to be addressed through Tuesday Professional Development meetings.

3. The Garrison Elementary administrator, teachers, and support staff will develop a better understanding of an inclusive school model through Response to Intervention and continue to create a continuum of services for all students. Create a workable model of an inclusive school through Response to

Intervention that encompasses a continuum of services. Develop more teaming strategies between teachers. Learn more strategies to differentiate instruction and assessment to meet the

educational needs of all students.

4. Disaggregated data indicates concern and will require further study with regard to impoverished students. Data meetings are held one Tuesday per month and at monthly grade level meetings.

5. Another area of concern requiring further study is the difference that may exist between the white middle class way of thinking (our staff) and the culture of poverty. The professional development provided by the “Worrier’s program will continue to address this issue. The staff has read the book, “Teaching with Poverty in Mind” over the summer of 2010 and studied together during the summer retreat held in August 2010 with follow up throughout the 10-11 school year.

6. Garrison will need to maintain the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants. A building renovation plan is on the RCS district 5-year plan. A walk through by architects to begin developing a design for renovation took place in January 2010. A blueprint has been presented to the staff and community for input. A timeline has been established for renovation with more details to be announced.

7. Garrison will need to ensure that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff

45

consulting, referral, and educational and career planning. At this time, Garrison employs part time services but the need is greater than what we are able to provide at this time. A case worker from Centerstone has now been assigned to Garrison to work with students receiving outside services to connect with them during the school day. Our School Social Worker and Communities in Schools Liaison will continue to address this issue. The school principal leads the 6th grade through the graduation plan and the students participate in the “On the Road to Middle School” with the Reality Store each spring.

8. Garrison will need to make a more concerted effort to solicit the knowledge and skills of stakeholders to enhance the work of the school. The Oversight Team will continue to meet regularly throughout the school year. Staff meetings are held at least 7 times per school year.

9. Garrison will need to implement a higher level of engagement with stakeholders in the processes of continuous improvement. Sharing successes with the RCS Board of Trustees as well as regular communication through the Pioneer Press and the Palladium Item will provide frequent updates. An added section at least 3 times per year, “ Praises, Comments, and Concerns,” to the Pioneer Press will foster more communication with the families of Garrison.

10. Garrison will need to ensure with a higher level of engagement that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning. The mission and vision for Garrison is attached to every publication school wide and posted in the building.

11. Garrison will need to monitor and communicate with a higher level of engagement the results of improvement efforts to stakeholders. This will be shared at the regular meetings of the Oversight Team, yearly updates with the RCS School Board, in the Pioneer Press, and at regular staff meetings.

X. 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 Garrison Elementary School webpage once approved.

A. Statutes and Rules the School Wishes to have suspended from Operation

46

At this time, Paul C. Garrison Elementary 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 1 funds are used to provide programs to supplement the core curriculum and a full time Literacy Coach. 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. Garrison Elementary coordinates program efforts, but does not choose to consolidate funds.

C. List of programs consolidated under school-wide plan:

Professional Development funded through Title II Part A and PL 221 School Improvement grant as well as Title I resources

Technology resources purchased through Title II Part D Intervention programs such as Leveled Literacy Intervention funded from the

General Fund Response to Intervention Process funded through IDEA Special Education programming funded through Individuals with Disabilities

Educational Act Literacy Coach funded through Title I Communities in Schools funded through the Safe Schools/Healthy Students Grant Positive Behavior Intervention Support and Behavior Specialists funded through

Safe Schools/Healthy Students Grand and the Individuals with Disabilities Educational Act

School-based Mental Health Workers funded through the Safe Schools/Healthy Students Grant

47

XI. AppendixAppendix A

Richmond Community SchoolsBoard 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 performancegoals.

Accountability will be demonstrated through continuous improvement with data driven measures.

Mission Statement

Richmond Schools in partnership with the community will help all children believe inthemselves, 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.

Appendix BNCA Standards Report

48

Vision & PurposeSTANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

In fulfillment of this standard, the school: Not

Ev

iden

tEm

ergi

ng O

pera

tio

nal

Hig

hly

Func

tio

1. Establishes a vision for the school in collaboration with its stakeholders

X

1. Communicates the vision and purpose to build stakeholder understanding and support

X

1.3

Identifies goals to advance the vision X

1. Develops and continuously maintains a profile of the school, its students, and the community

X

1. Ensures that the school’s vision and purpose guide the teaching and learning process

X

1. Reviews its vision and purpose systematically and revises them when appropriate

X

49

Definitions of Indicators Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus QuestionsPlease respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders?o Our staff meets in small learning community groups and grade level team

meetings to discuss, suggest, and develop ideas based on the vision statement.

o The Literacy, Science, and Math Nights with parents focus on communicating ways to improve science, social studies, math, and literacy skills to enhance the vision through learning activities.

o The Garrison staff communicates to parents and stakeholders through the use of classroom newsletters and the school newsletter, “The Pioneer Press.” The mission and the vision statement are reiterated in the school newsletter reminding our constituents of our commitment to our students.

2. What is the school’s process for developing a profile and systematically maintaining and using information that describes the school, its students, and their performance? o Garrison works through small learning teams that work on all areas of the

NCA plan. Each team has the opportunity to share out their findings in all staff team meetings that contribute to the plan.

o Garrison will utilize Acuity, DIBELS, Successmaker, Pearson Reading Street assessments and the Fountas and Pinnell Benchmark reading program as diagnostic tools to direct the focus of student instruction.

o The Literacy Wall is a visual tool that systematically monitors student literacy performance. It is updated regularly by each classroom teacher as students continually make progress.

50

o The Math Stars Wall rewards students as they master each operation and completes the Math Facts in a Flash program.

o The staff collects data 3 times each year that reflects student learning to be used in the C-PASS presentation to the Superintendent.

3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process? o Teacher evaluations are conducted by the principal.o The principal walks through each classroom regularly to monitor curricular

implementation.o The Literacy Coach involves staff in professional development and models

the curricular methods in all classrooms.o Response to Intervention Plans are developed for each student at risk and

shared with the principal and parents. Progress monitoring of these students keeps the focus for improvement.

o Response to Intervention has been implemented utilizing the three Tier approach updating the process as necessary.

4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness? o The vision and mission statements are revisited yearly. Updates and

changes are made as needed.o Checklists of goals and strategies reviewed regularly.

o Through weekly announcements, the principal will reinforce the mission, vision, and expectations of the school.

51

Governance & LeadershipSTANDARD: The school provides governance and leadership that promote student performance and school effectiveness.Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: N

ot

Evid

ent

Emer

ging

Ope

rati

onal H

ighl

y Fu

ncti

ona

2.1 Establishes policies and procedures that provide for the effective operation of the school

X

52

2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school

X

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations

X

In fulfillment of this standard, the school has leadership that:2.4 Employs a system that provides for analysis and review of

student performance and school effectivenessX

2.5 Fosters a learning community X2.6 Provides teachers and students opportunities to lead X2.7 Provides stakeholders meaningful roles in the decision-

making process that promote a culture of participation, responsibility, and ownership

X

2.8 Controls curricular and extracurricular activities that are sponsored by the school

X

2.9 Responds to community expectations and stakeholder satisfaction

X

2.1 Implements an evaluation system that provides for the professional growth of all personnel

X

Definitions of Indicator Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school? o Staff and student handbooks are distributed at the beginning of each

school year at an all staff retreat.

53

o The Principal effectively communicates through e-mail and staff meetings any policy and procedure issues.

o All students and parents are encouraged to attend Meet Your Teacher Night on the evening prior to the first day of school.

o Reading, Math, and Science Literacy Nights keep parents updated and involved in curriculum.

o Written communication in the form of classroom newsletters (weekly) and the Pioneer Press (bimonthly) are sent home to each family.

o The Garrison Web Page is updated on a regular basis.o The Garrison Emergency Plan is reviewed and updated annually.

2. What process does the school’s leadership use to evaluate school effectiveness and student performance? o Benchmarks are administered at scheduled intervals throughout the year.o Progress Monitoring (standardized and informal) is used to provide

continuous feedback.o The Principal meets with teachers to review RTI implementation at

monthly grade level meetings.o The Principal analyzes data collected through observational walk throughs

for curriculum implementation.

3. In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process? o The Principal’s Advisory Council meets to clarify communication between

administration and staff.o Teachers, community members and parents participate on the NCA team.o All teachers choose a Professional Learning Community in which to

participate. (Literacy, Technology, General Education Intervention, Special Events, Social/Caring)

o Monthly faculty meetings are held the second Tuesday of every month.o Experienced faculty serves as mentors to beginning teachers.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation? o Each year the Student Life Grant is used to provide extracurricular

opportunities for students.o Multi-age grouping is utilized based on student needs.o Curriculum training is provided for all staff.o Response to Intervention programs are being implemented throughout the

building.

54

Teaching & LearningSTANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

In fulfillment of this standard, the school: Not

Ev

iden

tEm

ergi

ng O

pera

tio

nal

Hig

hly

Func

tio

3.1 Develops and implements curriculum based on clearly defined expectations for student learning

X

3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning

X

3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices

X

3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice

X

3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity

X

3. Allocates and protects instructional time to support student learning

X

3. Provides for articulation and alignment between and among all levels of schools

X

3. Implements interventions to help students meet expectations for student learning

X

3. Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

X

3. Provides comprehensive information and media services that support the curricular and instructional programs

X

55

3. Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

X

Definitions of Indicator Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus QuestionsPlease respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning? o Teachers will follow the Indiana Academic State Standards and the New

Common Core Standards.o A new math curriculum and a new reading curriculum will be introduced

using much of the same language across grade levelso Literacy Intervention is in place for those students who need extra support

in reading.o My Reading Coach is a Tier 3 intervention in place for students below the

benchmark in reading.o Math Facts in a Flash is used across all grade levels to ensure students

have practice and eventually master the basic facts.o Successmaker is used as another technology tool and a Tier 2 intervention

to support student learning in mathematics and literacy.

2. In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students? o Pearson Reading Street has been selected for the new reading curriculum

that is scientifically based research in reading that will require explicit and direct instruction.

o A new math curriculum has been selected that aligns with the new Common Core Standards.

56

o Response to Intervention is a systematic approach to providing increased support for our at risk students.

o Rosetta Stone for English Language Learners and Successmaker are now available to students for literacy interventions and support.

3. What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum? o Weekly professional development for all staffo Literacy coaching for all staffo Math training in new curriculumo A professional library has been established for teacher reference.o Pearson Reading Street training for the new reading curriculumo Teachers meet at least monthly in grade level team meetings with the

Principal to discuss data, RTI and to plan and evaluate their teaching and curriculum. Meeting minutes will be submitted.

4. How does the school provide every student access to comprehensive information, instructional technology, and media services? o There are 3-5 computers in each classroom.o There is one portable Smartboard. o The Garrison Computer lab is utilized daily and each classroom is assigned

to a weekly class period.o Each classroom has a TV with a video and DVD player available.o Textbooks on tape are available for any student in need.o A Library Media Specialist is full time at Garrison.o One teacher serves as a technology specialist for Garrison.

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Documenting and Using ResultsSTANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

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4. Establishes performance measures for student learning that yield information that is reliable, valid, and bias free

X

4. Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning

X

4. Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

X

4. Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

X

4. Communicates the results of student performance and school effectiveness to all stakeholders

X

4. Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

X

4. Demonstrates verifiable growth in student performance X

4. Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

X

Data Used: 6+1 Traits Writing, reading benchmarks and running records, DIBELS, Acuity, ISTEP+ Observation Survey, Spelling Inventory, Math Facts in a Flash, Successmaker, My Reading Coach

Definitions of Indicator Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus QuestionsPlease respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. How is the assessment system currently used in your school to analyze changes in student performance? o The assessment system is used to forecast areas where more emphasis is

needed to guide instruction.o The assessment system is used to form Intervention groupso The assessment system is used to form guided reading, writing and word

study groups.

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o Changes in student performance are tracked through progress monitoring.

2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students? o The assessment results are sent home in a timely fashion.o The assessment reports are used to formulate Response to Intervention

groups for students falling behind.o Response to Intervention is implemented utilizing a three tier approach to

monitor student progress of students needing assistance beyond the general curriculum.

o The assessment tools are completed using the district timelines.o Parent Teacher conferences, which are scheduled twice per year, are

ongoing as necessary to keep all stakeholders involved in the process.

3. How are data used to understand and improve overall school effectiveness?o NCA goals were updated according to the evidence of challenges and

strengths.o A shift to consistent programs and assessments yields consistent data.o The Principal utilizes C-PASS to track all school data and share with staff

to formulate and track goals progress.

4. How are teachers trained to understand and use data in the classroom? o Teachers utilize independent researcho Teachers utilize professional readingo Teachers participate in data discussionso Teachers utilize professional development in the following areas:

Literacy Writing Math/Technology (Measurement and Problem Solving) Acuity training Successmaker training Upcoming training for new textbook adoptions

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Resource & Support SystemsSTANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staffs that are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

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5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities

X

5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)

X

5.3 Ensures that all staff participate in a continuous program of professional development

X

5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

X

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

X

5.6 Monitors all financial transactions through a recognized, regularly audited accounting system

X

5. Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants

X

5. Possesses a written security and crisis management plan with appropriate training for stakeholders

X

5. Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning

X

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5.1 Provides appropriate support for students with special needs X

Definitions of Indicator Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus QuestionsPlease respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

2. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff? o The RCS District Human Resource Office handles recruitment and

induction.o The Garrison Principal screens applications and interviews potential

candidates with a team of staff.o The Garrison Principal evaluates current staff utilizing the district

assessment tools.o Garrison has three State/University certified Mentor Teachers to aid in the

development of new teachers in their first two years of instruction.

3. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement? o Regular discussions take place with staff on allocation.o Building budget allocations are assigned by the district. Staff may

requisition equipment, supplies and materials with approval of the Principal who oversees the building budget.

o The Principal’s Advisory Council meets as needed to provide input.o The district allocates personnel and the Principal, with input from the staff,

makes teacher assignments to meet the vision and purpose of the school.o At this time, district budget cuts have impeded upon human resources in

special education. With growing numbers of students with IEP’s and personnel cuts from 3 to 2 certified teachers, it is difficult to provide adequate services to all students in need.

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4. How does the leadership ensure a safe and orderly environment for students and staff? o The Garrison Emergency Plan is updated yearly and reviewed in August

with staff and students.o A practice evacuation drill with staff to the evacuation site was done in

August 2007 and is reviewed and evaluated with new and returning staff annually. Plans for an updated staff practice evacuation drill will occur in August 2011.

o Practice drills monthly with students and staff in compliance with State laws.

o Classroom, arrival, dismissal, hallway, cafeteria, assembly, and restroom procedures through Positive Behavior Support are in place. Procedures for all expectations are taught the first week of school and reviewed periodically throughout the year. The procedures are also in place in the classrooms and are reviewed throughout the year as necessary.

o Garrison Elementary was built in 1972 and is on the list for renovation. The building is outdated with an open concept where classrooms have no walls. The HVAC system will be updated in the summer of 2011 with the purchase of a new chiller. Further renovation construction will be addressed within the district’s 5 year plan when funding is available.

5. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student? o A school Social Worker and case manager is each on staff part time to

support the emotional and social needs of students. Student needs and family situations are increasing each year and impact student achievement.

o A Communities in Schools Liaison is in place for support of families in crisis. They are on-site 35 hours per week. This position oversees the recruitment of the 21st Century Scholarship program available to students in grade 6.

o The Multi-Disciplinary Intervention Team meets when requested to discuss needs of students in regard to Tier III interventions.

o Tier II intervention groups are formed by grade level teams.o Progress monitoring through the Response for Interventions’ three tier

system for achievement occurs regularly at 2 week intervals minimally.

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Stakeholder Communications & RelationshipsSTANDARD: The school fosters effective communications and relationships with and among its stakeholders.Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

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6. Fosters collaboration with community stakeholders to support student learning

X

6. Has formal channels to listen to and communicate with stakeholders

X

6. Solicits the knowledge and skills of stakeholders to enhance the work of the school

X

6. Communicates the expectations for student learning and goals for improvement to all stakeholders

X

6. Provides information about students, their performance, and school effectiveness that is meaningful and useful to stakeholders

X

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Definitions of Indicator Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus QuestionsPlease respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction? o Parent letters are sent home weekly by most classroom teachers. There is

an effort to return phone calls and e-mails within a 24 hour period.o A few classroom teachers have developed a classroom webpage for active

interaction and information delivery.o Parents and students were asked to complete a Spring Survey to give

input on the perception of the school climate. Parents generally perceive Garrison as an active learning center and a welcome place for their children.

o A school wide bi-monthly newsletter, The Pioneer Press, is sent home with each student with information about the school’s activities and is posted on the school website.

o The Principal utilizes an e-mail distribution list of parents to solicit opinions on various topics. While this is a good avenue, it still does not yet reach all stakeholders.

o The NCA Oversight Team is a combination of teaching staff, parents and community leaders who oversee the planning and implementation of the school wide school improvement plan. The team meets 3-4 times each year.

2. How does the school’s leadership foster a learning community?

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o Spell Bowl, Science Bowl, and Math Bowl Teams are ongoing academic extracurricular activities implemented to increase academic influences to the curriculum. All teams compete in the State competition sponsored by Purdue University.

o Garrison hosts Reading Literacy, Science Literacy, and Math Literacy Family Nights co-sponsored by the PTO to foster better understanding of the academic curriculum and to encourage parent participation with the academics.

o Professional Learning Community Teams are formed to research and share pertinent information for our school.

o Cabin Days is a yearly celebration and tradition where a variety of themes are studied with hands on experiences for students. Family Night is held every year.

o Students’ creative and artistic abilities are showcased for families to view at the Annual Art Show in conjunction with the all school music program at Richmond Civic Hall Performing Arts Center.

o K-Kids Club has an active involvement of 75 students in grades 4-6. Students must maintain grades and good behavior to foster leadership throughout the school.

o The National Elementary Honor Society was nationally chartered in 2008 and has an active membership of approximately 35 students each year from Grades 4, 5, and 6. This organization focuses on scholarship, leadership, character and service.

3. What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness? o Garrison Elementary keeps open and on-going communication with all

stakeholders through the following means: Parent Letters Pioneer Press Parent Teacher Conferences 2X per year Calls made to home Parent meeting concerning report card and writing rubric Personal Education Contracts Response to Intervention Multi-disciplinary Intervention meetings Annual Case Reviews for students with IEP’s and 504’s E-mail to and from parents One Call System School website

o Progress Reports and Report Cards are sent home on the district schedule.o Powerschool is available to parents through the Parent Portal. Parents can

view assignments and grades regularly.o C-PASS is an information gathering tool utilized by the Principal to share

documentation of the school as a whole. It is collected 3 times per year and submitted to the Superintendent and then shared with staff.

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Commitment to Continuous ImprovementSTANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

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7. Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)

X7. Engages stakeholders in the processes of continuous

improvementX

7. Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning X

7. Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals X

7. Monitors and communicates the results of improvement efforts to stakeholders

X

7. Evaluates and documents the effectiveness and impact of its continuous process of improvement

X

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Definitions of Indicator Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implementedHighly Functional Evidence indicates practices and procedures are fully integrated and

effectively and consistently implemented

Focus QuestionsPlease respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness?o Garrison participates in the process of examining multiple sources of data

including, but not limited to: ISTEP+, Acuity, DIBELS, classroom observations, Successmaker, Math unit assessments, Reading benchmarks, and Writing prompts through C-PASS.

o As a result of the data analysis students receive instruction and/or intervention according to their needs. This includes ASPIRE for high ability students, progress monitoring and Response to Intervention Tier levels for at risk students.

o Assignments and report cards are aligned to the standards.

2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school? o Data analysis and progress monitoring of each student give Garrison staff

the information to progress students toward the vision and purpose of the school outlined in the plan.

o Conferencing with all students in reading, writing and math is a regular occurrence and occurs more often with students at risk.

o Regular staff discussions through grade level team meetings concerning goals and alignment takes place in order to understand where we are in achieving the goals.

o Improvement goals will be monitored with the Garrison Data Wall located in the main hall of the school.

o The Literacy Wall is updated as each student increases their level of reading.

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3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals? o Reading implementation including on-site trainers for coaching and

modeling of the curriculum.o Teacher/principal meetings to support professional development.o Grade level team meetings to discuss strategies to achieve improvement

goals.o Planning of weekly professional development by the Literacy Coach to

ensure on going professional development in the district literacy initiative.o With the vision and purpose in place, staff and stakeholders continue to

align the expectations for student learning.o NCA Professional Development team continues to investigate

economically sound professional development options.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders? o Trimester progress monitoring reports submitted to the Principal.o Acuity, DIBELS, M-Class, Spelling inventories, reading level monitoring,

and writing prompt assessments are submitted to the literacy coach upon completion of the assessment.

o Conferences with stakeholders, staff and parents.o C-PASS data reporting meeting with the Superintendent.o Newsletters to the stakeholders and submitted to the website.o Information and access on school websiteo Oversight Team in place that consists of parents, community leaders and

staff members led by the Principal.o Communication to stakeholders is ongoing through many modes. We will

continue to explore additional measures to include stakeholders and to ensure the consistency of the communication.

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Appendix C

Garrison Elementary Title 1 Parent Involvement Policy2011-2012

Garrison Elementary intends to follow the parental policy guidelines in accordance with the No Child Left Behind Act of 2001 as listed below. Garrison Elementary will distribute this policy to parents of students participating in the Title 1 program at an annual meeting to be held by September 2011. These guidelines will be updated annually through the work of our Title 1 Parent Advisory Council which meets quarterly.

Policy Guidelines

Convene an annual meeting – Garrison Elementary will convene an annual parent meeting by September 2011 for all parents of students participating in the Title 1 Program. Notification of this meeting is sent to all parents of participating students so as to encourage attendance by all. (Will be published in the August addition of the Pioneer Press) Meeting was held on August 15, 2011.

Explain the requirements and the rights of the parents to be involved – At the annual meeting, and through parent publications, newsletters, meetings and workshop opportunities – Garrison Elementary openly and willingly encourages parent involvement in the school. The school informs all parents of their right to be involved in the education of their child (ren), and asks that parents participate in the planning, review and improvements of programs within the building through membership on the Title 1 Parent Advisory Council.

Offer a flexible schedule of meetings – Garrison Elementary offers opportunities for parents to be involved at convenient times throughout the school year. Family Literacy Nights are held on identified evenings, workshops will also held at different times for those parents who need flexible time accommodations. Dissemination of flyers announcing the events to families are available and sent through the school newsletter (The Pioneer Press) so as to encourage participation by all.

Involve parents in an organized, ongoing and timely way to plan, review, and improve the Title 1 Program – Garrison Elementary forms a Title 1 Parent Advisory Council which meets biannually to allow parents to formulate suggestions, share experiences with other parents, and participate as appropriate in the decisions related to the education of their children if

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such parents so desire. Notification of the formation of the Title 1 Parent Advisory Team is disseminated to families each year.

As a Title 1 school, Garrison Elementary, will provide parents of participating children timely information about Title 1 programs and opportunities available which will include:

o A description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress, and the proficiency levels students are expected to meet.

o Opportunities for regular meetings to formulate suggestions, share experiences with other parents, and participate as appropriate in the decisions related to the education of their children if such parents so desire.

o Materials and literacy/technology training that is made available to parents to help to improve their children’s achievement through the establishment of a Parent Resource Center within the school, and through a variety of workshops available to parents throughout the year.

o The opportunity to work with Title 1 staff to educate educators in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school.

o The development of a Parent Resource Center at Garrison in addition to the Indiana Partnerships Center located in Indianapolis and how they will provide the opportunity for Title 1 staff to coordinate programs and activities with Head Start, the Early Learning Family Center, and public preschool programs within the local area.

o Information regarding how the Title 1 Staff works to form partnerships with community based organizations and businesses to help support schools within the school district.

Respond to parent suggestions as practicably as possible – Garrison Title 1 staff will respond to parents’ suggestions in a timely manner and inform parents of their opportunity to bring comments to the district level if parents are dissatisfied with the school’s Title 1 program – through our Title 1 Inquiry Procedure. Parents are informed of this Procedure Committee at the annual meeting which is held in the Fall Trimester each year and through parent publications.

Garrison Elementary shall jointly develop, with parents, of participating children, a school-parent-student compact – This compact outlines how parents, the entire school staff, and students will share the responsibility for improved student achievement and the means by which the school and parents will build and develop a partnership to help children meet state standards. Members of the Title 1 Parent Advisory Council will jointly develop and review the school-parent-student compact annually through quarterly meetings. A copy of the School-Parent –Student Compact is attached.

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Thank you for your time and attention to this document.

Appendix DParent Involvement Evaluation Form

Name of Function or Activity ___________________________________________

Date of Activity __________________

Name (optional) _____________________________________________________

Grade level of students ________________

1. What did you think the strengths of this activity were?

2. If we were to have this activity again, what might be some ways that we could improve it?

3. Are there other activities that you might like for us to include in the future?

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Appendix EPaul C. Garrison Elementary School School-Parent Compact

The staff of Garrison Elementary School and the parents of the students participating in activities, services and programs funded by Title I, Part A for No Child Left Behind Act of 2001, agree that this compact outlines ways parents, school staff, and students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.This school-parent compact is in effect during school year: 2011-2012.

SCHOOL RESPONSIBILITIESProvide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows: Academic curriculum is aligned with state standards as outlined in the PL221. Staff development is an on- going process that leads to high quality classroom instruction.Hold parent-teacher conferences (at least annually in elementary schools) during which this compact will be discussed as it relates to the individual child’s achievement. August 15, 2011 at my child’s school

Provide parents with frequent reports on their child’s progress. Six week progress report card and Trimester Report Card.

Provide parents reasonable access to staff. Via telephone, voice-mail, e-mail and internet website, conferences as requested

Provide a highly qualified staff. All staff (100%) meets criteria for highly qualified status.

Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as follows: Visitations and classroom volunteers are welcomed. Parents are encouraged to call and arrange time for visitations. Interested individuals may contact teachers, PTO and the office about volunteering at school.

TEACHER RESPONSIBILITIES Know that students are people who deserve my respect. Teach students to with an awareness of individual needs, using the benefits

of my education and experience, continuing to learn and grow. Create a safe and stimulating learning environment. Make sure I clearly teach all the necessary concepts to your child. Provide honest and understandable evaluations of students’ progress and

achievement to both students and parents. Model the Garrison Expectations.

PARENT RESPONSIBILITIESWe, as parents, will support our child’s learning in the following ways:

By sending my child to school each day and on time Make sure my child is well fed and rested, clean, has a positive attitude and

necessary school supplies Provide a homework area and regular schedule so that my child can study or

read at home each evening. Make sure homework is completed

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Volunteer in my child’s classroom. Participate, as appropriate, in decisions relating to my child’s education. Promote positive use of my child’s extracurricular time. Treat my child with respect, love and support. Help my child to understand what his/her responsibilities are to the school, to

the family, and to himself/herself. Make every effort to attend school functions: Literacy Nights, Parent Teacher

Conferences, Meet Your Teacher Night, and other school events.

STUDENT RESPONSIBILITIESWe, as students, will share the responsibility to improve our academic skills and through the achievement of the state’s high standards.

Complete my in class assignments and homework every day and ask for help when needed.

Read at least 30 minutes every day outside of school time. Give my parents or guardian, who is responsible for my care, all notices and

information received by me from my school every day. Take all papers home and give to my parents.

Respect and cooperate with all adults in the school. Come to class on time, prepared to work. Follow the Garrison Expectations at all times

Student_____________________________________________________

Parents_____________________________________________________

Teacher_____________________________________________________

Principal__Mrs. Kelly Andrews _ ____________________

Appendix F

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Paul C. Garrison Elementary SchoolSchool Improvement Teams

2011 - 2012Oversight/School Improvement Goals/Data Profile

*Kelly Andrews *Steve Surles *Samantha BrownDenise Jones Jan Frye Mary Robinson

Diana Weatherly Susan Hatcher-Miller Sally BartonSarah Vance Jamie SchwartzPam Cochran Aubrey Wildey

Michele Brehm - ParentLinda Helton – Grandparent Mission/Vision Statement

Deana Davis – ParentBecky Logue – TLC Pet Hospital *Diana WeatherlyRobin Henry – West End Bank Sarah Vance

Joan Bartel – Reid Hospital Pam CochranKim Poinsett-First Bank Denise Jones

Technology Safe School Professional Development*Kevin Schamel *Tom Moore *Kendra BeisnerJackie Cermak Hanna Hoogenboom Jennifer WeslerJody Marsee Laura Arndt Jeanne Hendricks

Ryan Higgins Grahm Selm

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Appendix G

Title 1 Plan and Budget(See DOE Title 1 Website for 8943)

Appendix H

School Improvement Team Sign Off

Appendix I

2011-12 District Assessment CalendarGrade Assessment Assessment

Window Begins

Assessment Window

Ends

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All Grades - New ENL Students

Students Pre-LAS Test

8/15/2011 9/30/2011

All Grades - New ENL during School

year

Students Pre-LAS Test

Within 2 weeks of enrollment

All Grades - ENL Students

LAS Links February ? March?

K PPVT 8/15/2011 9/9/2011K mClass Reading

3D - BOY8/22/2011 9/19/2011

K mClass Math - BOY

9/12/2011 10/7/2011

K mClass Reading 3D - MOY

1/9/2012 2/3/2012

K mClass Math - MOY

1/30/2012 2/24/2012

K IREAD-K March?K Writing - Spring

TBD2/27/2012 3/16/2012

K mClass Reading 3D - EOY

4/16/2012 5/11/2012

K mClass Math 3D - EOY

4/30/2012 5/25/2012

1 mClass Reading 3D - BOY

8/22/2011 9/19/2011

1 mClass Math - BOY

9/12/2011 10/7/2011

1 Writing - Mid Year 11/28/2011 12/16/20111 mClass Reading

3D - MOY1/9/2012 2/3/2012

1 mClass Math - MOY

1/30/2012 2/24/2012

1 Writing - TBD 2/6/2012 2/17/20121 IREAD-1 March - TBD1 Writing - Spring

TBD2/27/2012 3/16/2012

1 mClass Reading 3D - EOY

4/16/2012 5/11/2012

1 mClass Math 3D - EOY

4/30/2012 5/25/2012

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2 mClass Reading 3D - BOY

8/22/2011 9/19/2011

2 mClass Math - BOY

9/12/2011 10/7/2011

2 Writing - Mid Year 11/28/2011 12/16/20112 mClass Reading

3D - MOY1/9/2012 2/3/2012

2 mClass Math - MOY

1/30/2012 2/24/2012

2 Writing - TBD 2/6/2012 2/17/20122 IREAD-2 March - TBD2 Writing - Spring

TBD2/27/2012 3/16/2012

2 mClass Reading 3D - EOY

4/16/2012 5/11/2012

2 mClass Math 3D - EOY

4/30/2012 5/25/2012

3 Acuity Predictive A ELA/Math

9/26/2011 10/7/2011

3 Writing - TBD 11/1/2011 11/11/20113 Acuity Predictive

B ELA/Math11/28/2011 12/9/2011

3 Writing - TBD 2/6/2012 2/17/20123 Acuity Predictive

C ELA/Math2/8/2012 2/23/2012

3 IREAD-3 March - TBD3 ISTEP+ Applied

Skills3/5/2012 3/14/2012

3 Writing - TBD 4/1/2011 4/13/20123 ISTEP+ Multiple

Choice4/30/2012 5/9/2012

4 Acuity Predictive A ELA/Math

9/26/2011 10/7/2011

4 Writing - TBD 11/1/2011 11/11/20114 Acuity Predictive

B ELA/Math11/28/2011 12/9/2011

4 Acuity Predicitve B Science

12/5/2011 12/16/2011

4 Acuity Predicitve C Science

2/1/2012 2/15/2012

4 Writing - TBD 2/6/2012 2/17/20124 Acuity Predictive 2/8/2012 2/23/2012

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C ELA/Math4 ISTEP+ Applied

Skills3/5/2012 3/14/2012

4 Writing - TBD 4/1/2011 4/13/20124 ISTEP+ Multiple

Choice4/30/2012 5/9/2012

5 Acuity Predictive A ELA/Math

9/26/2011 10/7/2011

5 Writing - TBD 11/1/2011 11/11/20115 Acuity Predictive

B ELA/Math11/28/2011 12/9/2011

5 Acuity Predictive C Social Studies

2/1/2012 2/15/2012

5 Acuity Predictive B Social Studies

12/5/2012 12/16/2012

5 Writing - TBD 2/6/2012 2/17/20125 Acuity Predictive

C ELA/Math2/8/2012 2/23/2012

5 ISTEP+ Applied Skills

3/5/2012 3/14/2012

5 Writing - TBD 4/1/2012 4/13/20125 ISTEP+ Multiple

Choice4/30/2012 5/9/2012

6 Acuity Predictive A ELA/Math

9/26/2011 10/7/2011

6 Writing - TBD 11/1/2011 11/11/20116 Acuity Predictive

B ELA/Math11/28/2011 12/9/2011

6 Acuity Predictive B Science

12/5/2011 12/16/2011

6 Acuity Predictive C Science

2/1/2012 2/15/2012

6 Writing - TBD 2/6/2012 2/17/20126 Acuity Predictive

C ELA/Math2/8/2012 2/23/2012

6 ISTEP+ Applied Skills

3/5/2012 3/14/2012

6 ISTEP+ Multiple Choice

4/30/2012 5/9/2012

7 Acuity Predictive A ELA/Math

9/26/2011 10/7/2011

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7 Writing - TBD 11/1/2011 11/11/20117 (Algebra) Common Core

Assessment - Algebra 1

TBD

7 Acuity Predictive B ELA/Math

11/28/2011 12/9/2011

7 Acuity Predictive B Social Studies

12/5/2011 12/15/2011

7 (Algebra) Common Core Assessment -

Algebra 1

TBD

7 Acuity Predicitve C Social Studies

2/1/2012 2/15/2012

7 Writing - TBD 2/6/2012 2/17/20127 Acuity Predictive

C ELA/Math2/8/2012 2/23/2012

7 (Algebra) Common Core Assessment -

Algebra 1

TBD

7 ISTEP+ Applied Skills

3/5/2012 3/14/2012

7 Writing - TBD 4/1/2011 4/13/20127 ISTEP+ Multiple

Choice4/30/2012 5/9/2012

7 (Algebra) End of Course Assessment

4/23/2012 6/6/2012

8 Acuity Predictive A ELA/Math

9/26/2011 10/7/2011

8 Writing - TBD 11/1/2011 11/11/20118 (Algebra) Common Core

Assessment - Algebra 1

TBD

8 Acuity Predictive B ELA/Math

11/28/2011 12/9/2011

8 Writing - TBD 2/6/2012 2/17/20128 (Algebra) Common Core

Assessment - Algebra 1

TBD

8 Acuity Predictive C ELA/Math

2/8/2012 2/23/2012

8 (Algebra) Common Core Assessment -

Algebra 1

TBD

8 ISTEP+ Applied 3/5/2012 3/14/2012

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Skills8 Writing - TBD 4/1/2011 4/13/20128 ISTEP+ Multiple

Choice4/30/2012 5/9/2012

8 (Algebra) End of Course Assessment

4/23/2012 6/6/2012

English 9 Common Core Assessment -

English 9

TBD

Algebra 1 Common Core Assessment -

Algebra 1

TBD

English 10 Comon Core Assessment -

English 10

TBD

Algebra 1 End of Course Assessment (Fall)

10/17/2011 11/11/2011

Biology End of Course Assessment (Fall)

10/17/2011 11/11/2011

English 10 End of Course Assessment (Fall)

10/17/2011 11/11/2011

English 9 Common Core Assessment -

English 9

TBD

Algebra 1 Common Core Assessment -

Algebra 1

TBD

English 10 Comon Core Assessment -

English 10

TBD

Algebra 1 End of Course Assessment (Late

Winter)

2/13/2012 3/9/2012

Biology End of Course Assessment (Late

Winter)

2/13/2012 3/9/2012

English 10 End of Course Assessment (Late

Winter)

2/13/2012 3/9/2012

English 9 Common Core Assessment -

English 9

TBD

Algebra 1 Common Core Assessment -

TBD

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Algebra 1English 10 Comon Core

Assessment - English 10

TBD

Algebra 1 End of Course Assessment

(Spring)

4/23/2012 6/6/2012

Biology End of Course Assessment

(Spring)

4/23/2012 6/6/2012

English 10 End of Course Assessment

(Spring)

4/23/2012 6/6/2012

Algebra 1 End of Course Assessment (Summer)

Biology End of Course Assessment (Summer)

English 10 End of Course Assessment (Summer)

Appendix JComprehensive Needs Assessment

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School Strengths1. There is an increased awareness

of the Indiana Academic Standards and now the new Common Core Standards on the part of all constituents: administrators, teachers, instructional assistants, parents, and students

2. Textbook Adoption Committees are focusing on the new Common Core standards. As we prepare to adopt a new Math Series, we are committed (as a corporation) to adopting the texts that provide the best tools for meeting the Indiana Academic Standards and the Common Core. This same priority was true in adopting Science, Social Studies, and Language Arts texts.

3. During 2010-2011 the library circulation total was 17,651, just slightly lower from the previous year circulation of 17,840.

4. Most grade level teams plan their lessons collaboratively to ensure that all academic standards are addressed at appropriate times throughout the year as each grade level has common planning time every day.

5. There is a cooperative effort among schools in the Richmond Community School Corporation to share ideas and methods of teaching the academic standards in ways that promote student learning.

6. Garrison Elementary School is looking forward to implementing a Scientifically Based Reading Research curriculum in the fall of 2011. In addition, a new math series will complement literacy.

7. Large Group Instruction8. Small Group Instruction9. Interdisciplinary Instruction10.Teacher Directed Instruction -Teacher Directed Questioning

School Needs1. More students need to pass the

ISTEP+ test. Continue to align curricula with

the standards. Fully implement SBRR for literacy instruction and include curriculum mapping for literacy

Aim for greater consistency in teaching the curriculum K-6.

Arm students with sound test taking skills and organization strategies for writing.

Improve student learning for students with disabilities and students in poverty.

2. Teachers need more instructional strategies in the following areas: Writing Processes and

Applications Measurement and Problem

SolvingBoth areas will be addressed through Tuesday Professional Development meetings.

3. The Garrison Elementary administrator, teachers, and support staff will develop a better understanding of an inclusive school model through Response to Intervention and continue to create a continuum of services for all students. Create a workable model of an

inclusive school through Response to Intervention that encompasses a continuum of services.

Develop more teaming strategies between teachers.

Learn more strategies to differentiate instruction and assessment to meet the educational needs of all students.

4. Disaggregated data indicates concern and will require further study with regard to impoverished students.

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11.Student Centered Instruction -Student Directed Questioning12.Multi-Disciplinary Intervention

(This is a team that meets to discuss ideas and interventions to help students that are struggling academically, socially, and/or emotionally. The team is comprised of the school principal, resource teachers, Title I teachers, social worker, parents, and classroom teachers.)

13.Peer editing/collaboration14.Learning Centers15.Reading and Writing Across the

Curriculum16.Teacher and Student modeling of

the writing process17.Teacher-Student

Conferencing/Individualized remediation

18.Use of visual aids, manipulatives, and hands on activities in all content areas

19.Instructional Assistant/Parent Volunteers used for one-on-one and small group remediation and enrichment

20.Monthly at-home reading logs21.Daily Oral Language System22.Journal writing23.Peer writing buddies24.Time for independent reading25.Silent reading followed by

discussion26.Grouping by interests or book

choice27.Three Family Literacy Nights28.Art Fair in conjunction with

Literacy Nights29.Fifth Grade Social Studies Fair30.Reading Recovery Instruction31.Guiding Parents through Guided

Reading and Writing Workshops32.Parents as Leaders through

Communities in Schools33.Use of technology as a teaching

toolo Microsoft Word/Writing

composition & Grammar

Data meetings are held one Tuesday per month and at monthly grade level meetings.

5. Another area of concern requiring further study is the difference that may exist between the white middle class way of thinking (our staff) and the culture of poverty The professional development provided by the “Worrier’s program will continue to address this issue. The staff will read the book, “Teaching with Poverty in Mind” over the summer of 2010 and study together during the summer retreat held in August 2010.

6. Garrison will need to maintain the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants. A building renovation plan is on the RCS district 5-year plan. A walk through by architects to begin developing a design for renovation took place in January 2009. A blueprint has been presented to the staff and community for input.

7. Garrison will need to ensure that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning. At this time, Garrison employs part time services but the need is greater than what we are able to provide at this time. A case worker from Centerstone has now been assigned to Garrison to work with students receiving outside services to connect with them during the school day. Our School Social Worker and Communities in Schools Liaison will continue to address this issue. The school principal leads the 6th

grade through the graduation plan and the students participate in the “On the Road to Middle School” with the Reality Store each spring.

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o Internet Accessing/Research

o Excel/Creating Graphs and Charts

o PowerPoint/Presentation, Outline, and Communication Skills

o Use of Digital Camerao My Skills Tutoro Math series website

34.Garrison Elementary provides instructional strategies supporting the achievement of Indiana academic standards. This list reflects an overview of many instructional strategies currently used in our classrooms. These strategies can be used as a springboard to further student learning.

8. Garrison will need to make a more concerted effort to solicit the knowledge and skills of stakeholders to enhance the work of the school. The Oversight Team will continue to meet regularly throughout the school year. Staff meetings are held at least 7 times per school year.

9. Garrison will need to implement a higher level of engagement with stakeholders in the processes of continuous improvement. Sharing successes with the RCS Board of Trustees as well as regular communication through the Pioneer Press and the Palladium Item will provide frequent updates. An added section, “ Praises, Comments, and Concerns,” at least 3 times per year to the Pioneer Press will foster more communication with the families of Garrison.

10. Garrison will need to ensure with a higher level of engagement that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning. The mission and vision for Garrison is attached to every publication school wide and posted in the building.

11. Garrison will need to monitor and communicate with a higher level of engagement the results of improvement efforts to stakeholders. This will be shared at the regular meetings of the Oversight Team, yearly updates with the RCS School Board, in the Pioneer Press, and at regular staff meetings.

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