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1
METROPOLITAN SCHOOL DISTRICT OF
LAWRENCE TOWNSHIP INDIANAPOLIS, INDIANA
School Improvement Plan
In Accordance with Public Law 221
2011-2014
SUNNYSIDE SCHOOL OF INTERNATIONAL STUDIES
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School Address: 6345 Sunnyside Road, Indianapolis, IN 46236
School Phone Number: 317-964-4500
School Fax Number: 317-823-3418
School DOE Number: 5299
School Corporation Number: 5330
_____________________________________________________________
Principal Signature , Date
Erica Buchanan
_____________________________________________________________
Superintendant Signature, Date
Dr. Concetta Raimondi
____________________________________________________________
School Board President Signature, Date
Ms. Carol Helmus
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Table of Contents
Section Page
Community Profile
• Introduction
• Description of the School Community
• Description & Location of Curriculum
• Safe & Disciplined Learning Environment
• Trend Data on Student Population by Subgroup
4-6
Vision & Purpose
• District Mission Statement
• School Based Purpose/Major Initiatives
7
Governance & Leadership
• School Improvement Team/Committee
• Description of Decision Making Process for Teaching & Learning
• Graph of Leadership Structure (Admin., Teams, Chairs,
Committees, etc.)
8-9
Documenting & Using Results
• Assessment Descriptions by Grade
• Description of Ongoing Data Review Process
• 8 Year Trend Data on Student Achievement & Attendance by
Subgroups
• Summary of Data: Skill Strengths & Skill Weaknesses
10-13
Teaching & Learning
• Student Achievement Goals (Based on Data)
• Benchmarks for Progress Monitoring
• Instructional Strategies Cultural Competence & Technology as a
Tool for Learning
13-17
Resources & Support Systems
• Professional Development Plan
18-19
Stakeholder Communication & Relationships
• Parent Involvement & Participation
• Description of Stakeholder Input Opportunities with Timeline
• Description of Stakeholder Partnerships & Programs
20-21
Commitment to Continuous Improvement
• Description of the Continuous Improvement Review Process
• District Continuous Improvement Goals
22
Appendix
• A: Schedule of Improvement
• B: Technology
• C: Environmental Rubric
23-25
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Community Profile
Introduction
The Metropolitan School District of Lawrence Township (MSDLT) is located in the
northern section of Indianapolis, Indiana and Marion County. It is a dynamic community
with broad diversity in cultures, religions, ethnic groups, races and socioeconomic levels.
MSDLT has been an educational leader in Indiana for the past forty years.
MSDLT offers a comprehensive educational curriculum with special activities and
programs geared to provide enrichment, exploration, and instructional and differentiation
that allows the district to meet the needs and goals of each individual student support for
students. Parents have always played an active role in the operations of the district.
In addition, MSDLT provides quality education in award winning schools built on a
foundation of outstanding educators, administrators, school board members, and
supportive parents. Our vision is "Superior Schools in a Supportive Community."
The purpose of the School Improvement Plan is to evaluate the effectiveness of our
initiatives, develop goals based on data analysis, establish priority for improvement,
identify strategies and create an action plan for deployment.
Description of School Community
Sunnyside Elementary School is a fully accredited urban school in M S D Lawrence
Township located in Indianapolis, IN 46236-1306. The school opened on August 17,
1998, operates with a traditional schedule, and serves 678 students in Grades 1-6.
Description & Location of the School Curriculum
MSDLT evaluates curriculum every six years in conjunction with the state textbook
adoption process. The goal of the program evaluation, curriculum/standards revision and
textbook adoption cycle is to provide and educational program that enables all students to
learn and achieve to the highest possible level. Additionally, MSDLT has developed
curriculum/standards guides in special areas, elective areas & academic core areas of
English/Language Arts, Math, Science, and Social Studies. The curriculum guides
incorporate the most recent Indiana Academic Standards; the district character values,
district technology proficiencies and district media proficiencies. Lastly, the
LAWRENCE Board of Education approves all curriculum guides. A curriculum guide
for each level is available in on the website, teacher workrooms, Principal offices and in
conference rooms. All standards are posted on the district website.
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School Website: http://sunnyside.ltschools.org/
District Website: http://www.MSDLT.k12.in.us/administration/inst/inst.html
Safe & Disciplined Learning Environment
The School Improvement Committee will review and revise the Safe Schools Plan to
ensure it is up to date and aligned with district policy annually.
Lawrence Township and Sunnyside School of International Studies have worked hard to
provide a safe environment for all students. In looking at our township-wide mission and
strategies, Lawrence Township included safe schools as one of their goals for all
students. This very detailed compilation of policies and procedures provides guidelines
for the prevention of and reaction to crisis incidents. It addresses issues that could impact
our school at any level. It outlines programs for prevention and recognition of possible
problems. Checklists are also provided which help assess the potential for problems as
well as how to react during a crisis.
Lawrence Township is also involved in programs that work toward preventing student
problems. We have programs such as peer facilitators, (a mentoring program with high
school students), behavior support mentors, safe school talks, student leadership
opportunities, and our Building-Wide Support Plan called “Wise Choices for the World.”
Sunnyside has school-wide expectations for success called:
Wise Choices for the World
Own your responsibilities
Respect yourself and others
Live safely
Directly involve yourself in learning
Administrators, faculty, and staff members at Sunnyside convey the relevance of each
“wise choice” to students on a consistent, daily basis. The students also have a character
pledge and families as well as guardians are aware of the common language used at
school for student expectations. Students are also aware of the consequences when
actions are not aligned with the expectations. Character Education for positive peer social
interactions, such as Second Steps, is integrated into classroom learning. It is an ongoing,
long-term process of helping students understand how to navigate through situations that
require coping skills, determination, and resiliency.
These initiatives will continue as a part of our safe schools policy. We will determine the
success of our Safe Schools/Character initiative through the reduced number of office
referrals and incidents within the school. The number of student referrals should decrease
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as our programs continue in character education. We should also see improvement with
our more severe students because of anger management programs, peer mediation, and
outside agencies involvement with students.
All Lawrence Township schools participate in several programs that provide information
to students and parents concerning safety issues. We have three security drills, severe
weather, fire, and code blue drills. Code Blue is our drill for a disturbance or security
concern in the building. Each staff member has a designated folder containing our safe
school information with complete instructions for all emergencies. We have also
installed security devices such as a front door bell for all that enter, security cameras in
the front office, and a system for sign-in and guest badges for all who come to our
building. All Lawrence Township schools are to provide a handbook outlining the safety
procedures for the township and their individual school.
Trend Data on Student Population by Subgroup
Over the past 13 years, our demographics have changed. In the 2010-2011 school year,
with district-wide redistricting, our student population was represented by the following
subgroup percentages: one percent of our students were Asian, twenty-four percent of our
students were black (compared to thirty-five percent for the previous school year), thirty-
two percent were Hispanic (compared to nineteen percent for the previous school year),
thirty-two percent were white (compared to thirty-give percent the previous year), and ten
percent were multi-racial (compared to nine percent for the previous school year).
In the 2011-2012 school year, our school is represented by the following subgroup
percentages: : one percent of our students were Asian, twenty-three percent of our
students are black, thirty-six percent are Hispanic, thirty percent are white, and ten
percent are multi-racial.
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Vision & Purpose
The system establishes and communicates a shared purpose and direction for improving the performance
of students and the effectiveness of the system.
MSDLT Mission Statement
The mission of the Metropolitan School District of Lawrence Township is to empower all
students with the knowledge, skills, compassion, and integrity needed to contribute and
succeed as self-directed, life-long learners in a competitive global community.
District Improvement Initiatives to be address in this school improvement plan:
1. Reduce and eliminate racial academic achievement disparities and ensure equity in
everything we do.
2. Deploy Professional Learning Community teams to increase collaboration and
improve learning and teaching.
3. Increase deployment effectiveness of Core Curriculum:
⋅ Project Approach in all grades (Katz and Chard)
⋅ Readers Workshop (Fletcher and Collins)
⋅ Guided Reading/Small Group Instruction (Taberski, Fountas & Pinnell)
⋅ Writers Workshop (Wood-Ray and Anderson)
⋅ Vocabulary (Marzano)
⋅ Balanced Math - Five Easy Steps (Ainsworth and Christensen)
⋅ Science and Social Studies (Indiana State Standards)
⋅ Culturally Relevant Strategies (PEG)
Mission of Sunnyside:
As a School of International Studies, we want children to become “globally conscious
and internationally minded” through a rigorous curriculum aligned with State Standards.
Our children need to learn how to navigate in the world beyond Sunnyside and
understand the value of connecting with other cultures. We will no longer seek
understanding in isolation, but rather through collaboration…. embracing the beauty of
our strengths and diversity! Importantly, we want our students to become critical thinkers
and have an influential voice throughout the community as World Class Citizens. Our
children have the power to “empower” others and convey their thoughts surrounding
global issues. We want them to become agents of change and perpetuate a movement that
will “pay if forward” as well as uplift generations to come.
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Governance & Leadership
The system provides governance and leadership that promote student performance and system
effectiveness.
2011-2012 School Improvement Team/Committee
The plan and annual review has been made with input from a committee of persons interested in
the school, including administrators, teachers, parents, and community and business leaders
appointed by the principal. Teacher appointments to the committee have been made in accordance
with IC 20-29. Guideline Elementary = 10-15 members,
Role/Title Name
Principal, Chair Erica Buchanan
Asst. to the Principal Tierney Anderson
Grade 1 Amanda Kartchner
Grade 2 Rhonda Brandt/ Jennie Willard
Grade 3 Jodi Sarkovics
Grade 4 Judy Canfield
Grade 5 Carol Mills
Grade 6 Jamie Rahmany
Equity/PASS/CARE Michelle Abernathy
Core Curriculum Co. Jill McEldowney and Robin Bigham
Related Arts Kristen Thornsberry
Environment Team Leader Jamie Rahmany
LEA Carol Mills
IDMT Leslie Snoke
Annual School Improvement Plan Input Process
The School Improvement Team met once a month to review goals and determine
effectiveness of the plan.
Description of Decision Making Process for Teaching and Learning
The PLC Teams are grade level teams that meet weekly using a formal, Professional
Learning Communities process. Their goal is to improve teaching and learning through
collaboration using the data-driven decision-making process (DDDM). Grade level teams
discuss student growth, learning targets, action research, and plans for improvement. This
enhances a culture of intentionality within our building.
Additionally, there are weekly staff meetings that address the following components:
Equity (Cultural Competency), Core Curriculum, and Project/Environment. Process
owners of these components devise professional development opportunities for educators
to consistently strengthen their practices.
Grade
Level
Grade Level Teachers *Leadership Credentials of Team
Leaders
First *Amanda
Kartchner
Ashley
Connor
Scarlett Swim Melissa Capin Brittany Baker
Second *Jennie Willard Abigail
Young
Sarah
McDaniel
Jan Whitten
Rhonda Brandt
(1/2
STRETCH)
Tiffany Clark
Third *Jodi Sarkovics Cathy Imel Traci Odle Haley Owens 5 Easy Steps Trainer/District Wide
Literacy II Training
Fourth Ayana Wilson *Pam Gresk Katie Yarber Judy Canfield
(3/4
STRETCH)
5 Easy Steps/Literacy Trained
Fifth *Carol Mills Michelle
Abernathy
Kathy Hazlett Ann Stinson 5 Easy Steps Trained
Literacy, Reading Recovery
Sixth *Jamie Rahmany Valencia
Williams
Emily Elrod Jenny Goff
(5/6
STRETCH)
Literacy II Training/Math
The Intervention Decision Making Team (IDMT)
Process Owners: Grade level teachers, Resource, and ESL Staff
Purpose
• To provide a systematic, consistent method to monitor all learners to ensure they are
receiving the necessary support(s) academically and/or behaviorally.
• To clearly define all intervention options including tier level descriptors.
• To thoroughly examine the interventions that have been utilized per individual student, in
order to make an impactful/purposeful decision in regards to additional intensive
interventions that could be put into practice.
Process
• Teacher’s will implement strategies and interventions derived from the Invention Doc.
(complied by SS teachers and Resource Team resources); documenting the start date and end
date of implementation.
• Complete referral form and submit to Erica Buchanan and Natalie Stewart.
• Meeting will be arranged with participants from the Resource/ESL Team and Grade Level
Team teachers who impact student or are knowledgeable of grade level content area of
concern.
• An examination of the interventions used will take place and additional plans of support will
be devised. Thus, challenging interventions used and if it met the need of the child.
Documenting & Using Results
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The system enacts a comprehensive assessment system that monitors and documents performance and uses these
results to improve student performance and school effectiveness.
School Assessment Descriptions—Elementary
Instructional
Area
Assessment
Purpose
Assessment Title & Content Area
(please briefly note what the assessment
measures)
Grade(s) Timeline
Administered
English
Language
Proficiency
Screening LAS Links English Proficiency
Placement Test
K - 6 Within 30 days of
enrollment at the
beginning of the year or
within 2 weeks of
student’s enrollment
during the school year
Validation LAS Links English Language
Proficiency Test
K - 6
(Levels 1–4)
Winter
Progress
Monitoring
STAR Early Literacy or Reading (Early
Learning Centers)
K - 2 Beginning, middle, and
end of year for all
students
Reading Formative Developmental Reading Assessment
(DRA)
K - 6 Beginning and end of
year for all students;
also mid-year for some
students performing
below grade level
Formative Mini-Assessments (PLC) K-6 Bi-weekly
Screening &
Progress
Monitoring
STAR Reading 3 - 6 Beginning and end of
year for all students;
also mid-year for some
students performing
below grade level
Progress
Monitoring
Acuity Reading Common Assessments
and Benchmark Assessments
2 - 6 Quarterly
Writing Formative Writing Rubrics (based on 6+1) K - 6 Three times per year
Math Screening &
Progress
Monitoring
STAR Math 2 - 6 Beginning and end of
year for all students;
also mid-year for some
students performing
below grade level
Formative Mini-Assessments (PLC) K-6 Bi-weekly
Progress
Monitoring
Acuity Math Common Assessments
and Benchmark Assessments
2 - 6 Quarterly
LA and Math Summative ISTEP+ Writing (Open Ended) 3 - 6 Early spring
Summative ISTEP+ Progress (Multiple Choice) 3 - 6 Late spring
Summative ISTAR Special
Education
students
student who
do not take
ISTEP+
Spring
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Description of Ongoing Data Review Process
The school conducts regular reviews of student achievement data from the multiple assessments
administered during the school year. Data reviews begin with an analysis of the ISTEP+ performance by
grade level, classroom and student. The data from the screening assessment given at the beginning of the
school year provides information about the most common weaknesses that need to be addressed. Each
PLC team selects the areas of weakness upon which to focus and creates mini-assessments (pre and post
tests) that are used by each team to determine the students and subgroup of students who are struggling,
determine the errors each student is making, develop learning strategies to correct those errors and then
retest to determine how well those strategies worked. The process continues until the PLC team goal has
been achieved. The results from the mini post-assessments are validated by the STAR and ACUITY
tests.
Eight Year Trend Data on Attendance
ISTEP: 3rd
Grade Area of Weakness- ESL ELA and Mathematics (All Content Areas)
ESL
State 5325 66%
SS 36 61%
Hispanic Subgroup
State 7766 69%
SS 45 58%
In English and Language Arts, the following components were a weakness for 3rd Grade:
Vocabulary, Literary Text, Writing Process, Writing Applications, and Language Conventions
(as followed):
ISTEP: 4th Grade Area of Weakness- Mathematics
Hispanic Subgroup
State 7343 69%
SS 50 54%
White Subgroup
State 53467 82%
SS 29 62%
09-10 96.6%
08-09 96.7%
07-08 96.9%
06-07 97.0%
05-06 96.8%
04-05 96.7%
03-04 96.8%
02-03 96.4%
01-02 96.5%
00-01 96.6%
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Learning and Teaching
The system provides research-based curriculum and instructional methods that facilitate achievement for all
students.
The School Equity Transformation Plan supports the MSDLT School Board policy on Equity
and the District Equity Transformation Plan in Leadership, Learning and Achievement, and
Families and Community. The following graphic reflects the key relationships and work focus:
Goal #1: Excellence for All Students
The school goal for 2011-2012 is to increase the overall achievement levels by 7% compared to 2011
Spring ISTEP+ results in both Language Arts and Math.
% passing ISTEP Language Arts Math
3rd
Grade Goal 75% 75%
4th Grade Goal 75% 75%
5th Grade Goal 75% 75%
6th Grade Goal 80% 80%%
School Goal 78% 78%
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Goal #2: Reduce the Racial Achievement Disparities
The pursuit of equity in all aspects of the school is a foundational principle. Reducing racial achievement
disparities is the overarching objective of MSDLT. The school goal is to reduce the racial academic
achievement gap from 6% to 3% for Black students as compared to White students and from 29% to
19% for Hispanic students as compared to White students in Language Arts
Goal #3: Reduce the Racial Achievement Disparities
The school goal for 2011-2012 is to increase overall achievement levels by 7% compared to
2010 Spring ISTEP and reduce the racial academic achievement gap from 17% to 7% for Black
students as compared to White students and 27% to 17% for Hispanic students as compared to
White students in Mathematics.
Common Improvement Strategies and Practices
The following strategies will be deployed school-wide in support of the equity and academic
achievement goals:
1. The School Equity Transformation Plan focuses on three critical components:
Leadership:
⋅ Administrators and teacher leaders will create the conditions and climate in the school to
eliminate racial achievement disparities
⋅ Administrators and teacher leaders will demonstrate through their behavior a personal
belief system that supports eliminating racial disparities
⋅ Administrators will articulate an equity vision aligned to the district vision
⋅ Administrators and the school Equity Team will complete training as the foundational
framework for eliminating racial achievement disparities
Learning and Achievement:
⋅ A CARE team is formed and members have completed CARE team seminars and
Beyond Diversity Training
⋅ The CARE Team teachers will attend six seminars facilitated by Pacific Education Group
(PEG)
⋅ Existing organization structures (ICT, PLC teams, etc.) will learn strategies from the
CARE team teachers and deploy instructional strategies that accelerate learning of
underachieving students with fidelity.
Families and Community:
⋅ Administrators will ensure school and community affiliated organization will increase
family of color participation and engagement in decision making committees by 25%
⋅ Administrators will create an effective and more efficient data entry system
⋅ The school will create effective and more efficient ways to engage and communicate with
families of color by December 1, 2011
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⋅ Administrators and teachers will develop the capacity of the school to involve and engage
families of color
A detailed time-bound action plan is included in the appendix.
2. Professional Learning Communities:
⋅ The MSDLT PLC process will be broadly and effectively deployed in every PLC team.
⋅ All teachers are expected and required to collaborate and participation in PLC teams
⋅ Focus of PLC team meetings and work are to address the areas in reading and writing that
are root causes that prevents students in each grade level to not master mini-assessments
or progress monitoring assessments (STAR, ACUITY).
⋅ PLC Teams will focus on specific group of students from either the Black or Hispanic
subgroups.
⋅ Teachers will create and use mini assessments (either DIBELS, test items from ACUITY
or teacher made) to track progress and identify student errors
⋅ Teachers will collaborative examine and score student work to identify and correct
student errors. (teachers may exchange papers to score)
⋅ Teachers will engage in action research and mid-course corrections.
⋅ Teachers will implement with fidelity the most-effective instructional practices for the
targeted students identified by their respective PLC teams.
⋅ Student achievement data from pre and post mini assessments will be recorded, reported
and used to improve teachers’ learning of student errors so that those errors can be
eliminated.
⋅ All PLC teams will document the instructional practices for the units of study they are
improving for each access by all teachers and store them electronically in a server or file
easily accessed by all teachers in all grades.
3. Project Approach
⋅ Adequate time is set aside each week for project work in every general education classroom.
⋅ Administrators and teachers have the knowledge of the components of each phase of project
and have evidence of meeting the expectations of each phase.
⋅ Teachers work with the MSDLT instructional coaches to improve their skills in
implementing the project approach.
⋅ Every teacher will complete all three phases of a project for a minimum 1-2 projects per
semester.
⋅ Administrators will approve the topic and the teacher’s web for each project.
⋅
4. Guided Reading/Small Group Instruction
⋅ The school will deploy Guided Reading across all grades and classrooms. The groups will be
based on Fountas and Pinnell and Taberski published research.
⋅ Audits of fidelity will be conducted and documented throughout the school year.
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5. Readers Workshop
⋅ The school will deploy Reading Workshop across all grades and classrooms. The Workshop
will be based on Wood-Ray and Anderson published research.
⋅ Audits of fidelity will be conducted and documented throughout the school year.
6. Writers Workshop
⋅ The school will deploy Writers Workshop across all grades and classrooms. The Workshop
will be based on Matt Glovers training received in 2009-2010 and 2010-2011.
⋅ Writing samples will be scored each quarter using the state writing rubric. Data will be
collected and reported during weekly PLCs.
⋅ Audits of fidelity will be conducted and documented throughout the school year.
7. Vocabulary
⋅ The school will effectively deploy Building Vocabulary in all grades and classrooms. The
instructional strategies will be based on Robert Marzano’s research and book Building
Academic Vocabulary.
⋅ All teachers will teach 3-5 new words per week in each content area. Front-end, Back-end,
timely introduction of words, Word Walls and student vocabulary folders will be
implemented in all grade levels.
⋅ Common assessments will be used to determine students’ growth in vocabulary.
⋅ Quality audits to determine fidelity will occur throughout the year.
8. Math
⋅ The school will implement Five Easy Steps to a Balanced Math program as published by
Ainsworth and Christensen.
⋅ Common assessments will be developed and used to determine students’ growth in
vocabulary.
⋅ Quality audits to determine fidelity will occur throughout the year.
⋅
Technology as a Tool for Learning
See Appendix B
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Indicators of Success:
The growth in student achievement will be determined by the progress students make based upon
the mean score improvement from the 1st test to the 3
rd test as measured by the following
assessments:
School Name
Elementary Student
Achievement
Performance
Assessments
1st Assessment
(Baseline)
2nd
Assessments
% Improveme
nt
%
Improveme
nt
Improvement Range Mean
% Passin
g
Mean
% Passin
g
Mean Score % Passing
Acuity in LA (Predictive)
Acuity in math
(Predictive)
Early STAR Reading
(Grades 1-2)
Early STAR Math
(Grades 1-2)
STAR Reading (Grades
3-6)
STAR Math (Grades 3-6)
Writing (6+1 Rubric)
Reading Comprehension
(DRA)
Number Sense (Acuity)
Average % Improvement 0.0
17
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Resources & Support Systems
The system has the resources and services necessary to support its vision and purpose and to ensure
achievement for all students.
Strategy #1: School Equity Transformation
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Instructional Equity Training CARE team Seminars are
scheduled in
2011-2013
Progress Monitoring assessment
results
Equity Team training Continued
training
ISTEP+ Results, Progress
Monitoring through DATA binders
assessed weekly
Partnership for Academically
Successful Students (PASS)
PASS Team seminars
scheduled in
2011-2012
Satisfaction Surveys
Book Studies (Race) SIP team Principal and
teachers
Progress Monitoring, Community
feedback
Strategy #2: PLC Teams and IDMT teams
Professional Development Plan
Professional
Development Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review
to Monitor PD
Implementation
“How will you know what
impact the PD is having on
achievement?”
PLC Team collaboration,
inquiry and embedded
learning
Grade Level Teams Weekly – one
hour per grade
level
Progress Monitoring
assessment results for the
specific student subgroups and
content areas of focus.
MSDLT Quality Audit of
PLCs
Intervention Decision
Making Team
Grd Level
Teams/ESL/Resource
Bi-Monthly Individualized Student Data
and Teacher Documentation of
Interventions
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Strategy #3: Project Approach
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Project Approach Phases II and
III Coaching for teachers
MSDLT
Project
Coaches
2011-2013 Project Approach Quality Audit
findings and ratings
Project Approach Phases II and
III Coaching for administrators
MSDLT
Project
Coaches
2011-2013 Performance Measurement
Evaluation of Administrators
Strategy #4: Language Arts – Literacy Instruction
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Reading Workshop Teachers Summer 2013 Parental Input, PLCs, Acuity,
Teacher DATA binders, ISTEP,
and Student Responsiveness
Writing Workshop Teachers Summer 2013 Parental Input, PLCs, Acuity,
Teacher DATA binders, ISTEP,
and Student Responsiveness
Building Vocabulary Teachers On going Parental Input, PLCs, Acuity,
Teacher DATA binders, ISTEP,
and Student Responsiveness
Strategy #5: Math
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on achievement?”
Five Easy Steps to a Balanced
Math Program
Teachers
and Adm.
Summer –
School year
Parental Input, PLCs, Acuity,
Teacher DATA binders, ISTEP, and
Student Responsiveness
Teaching Number Sense K-1
Teachers
Summer –
School year
Parental Input, PLCs, Acuity,
Teacher DATA binders, ISTEP, and
Student Responsiveness
Teaching multi-step problem
solving
Teachers Summer –
school year
Parental Input, PLCs, Acuity,
Teacher DATA binders, ISTEP, and
Student Responsiveness
20
Stakeholder Communications & Relationships
The system fosters effective communications and relationships with and among its stakeholders.
Description of Family Involvement & Engagement to Support Learning Goals
As a part of our school vision, the main priority is to build positive relationships with families
and students. Over the years, there has been a disconnection between schools and the
communities in which they serve. Therefore, our mission is to rebuild our “village” and work in
partnership with families. In order to close our achievement gaps, families must support the work
that takes place in the classroom. We can no longer work in isolation and Sunnyside teachers are
aware of their responsibility to inform parents of student curricular goals. Teachers have
communication logs that are also viewed by building leaders (Principal and ATP). We want all
families to be cognizant of learning opportunities and resources they can utilize to support
student achievement.
The Sunnyside Family Association (SFA) meets monthly to discuss student and school-related
issues. They generate positive school experiences for the school community and work to support
Sunnyside staff members in a multitude of ways. We have parent volunteers on a daily basis
helping as Room Parents. They assist teachers with their instructional framework; taking the time
to engage small groups of students in instructional activities pertaining to reading, writing, and
math.
Our PASS Team has intentional discussions about race, student achievement, and how the
environment/teaching styles impact students of color. Last year, our families completed a survey
which indicated that some families of color believed that our school or teachers were not
invitational. Therefore, our PET (Project and Environment Team) devised an Environmental
Rubric for teachers to utilize in their classrooms. Thus, the PASS team will access this year if the
indicators on the survey have changed.
Families also receive a bi-weekly newsletter and a weekly Connect-Ed call regarding school
information and instruction. In the Fall of 2011, Sunnyside is hosting ISTEP evenings for each
grade level in order to address student data and curricular goals with families.
Parent and community involvement is reviewed and revised annually by the Sunnyside School
Improvement Team, the Sunnyside Family Association, and the Sunnyside staff. Our school
community believes that no significant learning can occur without first developing a significant
relationship with home, school and community.
Last year, we also devised a School Community Council called Connecting with the
Community or CWC. Local businesses and diversity organizations (that support our
International Focus) committed to meet with our school monthly to discuss student needs and
how we can additionally strengthen our community.
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Stakeholder Input Opportunities to Support Goals
Stakeholder Input Name & Description Who Participates Timeline
PASS team Parents and Family
Members selected
from Black and
Hispanic Community
2011- 2013
SFA (Sunnyside Family Association)
Families/Staff Ongoing
Connecting With the Community CWC/Staff 2011-2013
NCEBC- National Council for Educating Black Children Students (Tutoring) 2011-2013
Description of Stakeholder Partnerships & Programs to Support Goals
• Gallahue Mental Health Services - an onsite mental health worker that works with
students/families needing mental health counseling/services.
• The International Center of Indianapolis- provide educational opportunities for students
that align with our magnet focus and academic standards. This partnership was established
through CWC.
• NCEBC- tutoring 4 days a week after school for Sunnyside students
Environment Rubric:
See Appendix C
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Commitment to Continuous Improvement
The system establishes, implements, and monitors a continuous process of improvement that focuses on
student performance.
Preparation and management to an Action Plan
Monthly progress reviews will be conducted by the principal and the SIP team to ensure
strategies and practices are being effectively deployed with fidelity.
Documentation of Core (Common) Practices
As grade level PLC teams identify practices that have had excellent success with Black and
Hispanic students (and thereby improving learning of all students), the practices will be
documented as Core or Common Practices on the school server or quality system website.
Fidelity of the PLC Process
The principal is responsible for the effectiveness and fidelity of the PLC process at the school.
Evidence of attendance and participation at the PLC team meetings as well as observations from
classroom instruction will be provided during the management reviews.
Description of the SIP Management Review Process in 2010-2013
School Improvement Plan progress reviews will be conducted by the Assistant Superintendent
on an ongoing basis. The principal will bring evidence of effective deployment of Equity
strategies, PLCs, Project Approach, Guided Reading, Readers and Writers Workshop, Building
Vocabulary and Balanced Math. Data from the formative assessments listed in this improvement
plan will be provided. The reviews will be conducted on an ongoing basis.
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Appendix
APPENDIX A
The following is the annual schedule for School Improvement Planning:
Annual
Continuous
Improvement
Responsibility June -
July
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
SIP
Deployment
Planning
Principal X X X
SIP Review for
all staff
Principal X X
12-13SIP
Collaboration
& Report
Preparation
(Principal &
SIP Team)
X X X X
Progress
Monitoring
Report of 2011-
2012 SIP
(By Principal to
Management
Review Group)
X X X X
12-13 SIP
Collaboration
(Principal &
Supervisor)
X
Draft of 2012-
13 SIP Due to
Supervisor
Principal X
(3/1)
LEA Review of
12-13 SIP for
PD Section
LEA X X
12-13 SIP
Review &
Feedback by
QA Team to
Principal
Quality
Management
Review Group
X
Final 12-13 SIP
Due to
Supervisor
Principal Board
Approva
l
X
(5/1)
DOE-RR
Forms
Completed
Principal By June
Deadline
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Appendix B
Technology as a Tool for Learning
The technology plan will be reviewed each year by our School Improvement Committee and our
Technology Committee to ensure that it is up to date and complies with our school and district
initiatives.
Teachers integrate technology in various ways to highlight all subjects. Technology is used as a
learning tool to enhance both teaching and learning. The goal is to integrate technology across
the curriculum to facilitate improved student learning. We not only use computers, but also
include overhead projectors, digital cameras, scanners, video and connections with
TV/computers and/or projectors/computers.
Activities that support technology integration:
• Multimedia presentations by students and teachers
• Internet access for inquiry, research and investigation
• Software activities for remediation, practice, and enrichment
• Word processing to develop the writing process
• Mind mapping to demonstrate conceptual understanding
• Electronically dispersing information between teacher and student
• Communication between parents and teachers through our website
• Technology Coach
• Office Suite Products - Inspiration/Publisher
• Accelerated Reader
• E-Class participation by teachers and students
• Promethean Boards in all elementary classrooms
A technology committee, with representation from each grade level, meets regularly to address
the concerns, needs, and growth opportunities for staff. The committee is responsible for “data
mining” at each grade level. Using data at all levels will help teachers revise and review our
plan through student achievement gains.
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Appendix C: Environmental Rubric
Following parental surveys, Sunnyside teachers devised a rubric to determine areas of focus that
would honor families and students.
Environment Factors Guiding Questions Evidence
Diversity Does the environment or display(s) represent
our student population and the communities in
which we serve?
Invitational Does the environment create a sense of
belonging?... ownership? …for students and
families?
Student Centered Does the environment reflect the Image of the
Child?
Provocation Does the environment or visual representation
generate student interest?
Authentic Learning Does the environment or the display(s)
demonstrate meaningful, relevant
work?...Could the student(s) study the topic
beyond the classroom?
Does the work incorporate Indiana Academic
Standards?
Are multiple forms of technology utilized?
Documentation Is the story told?
Are artifacts displayed as evidence of the
learning?
Is the story presented in a way that all families
can understand (bilingual)?
Does the environment or display(s) show a
progression of student learning?
Is the story told in multiple ways? (PPT,
display, pictures, classroom books, etc)