school improvement plan 2014-15

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Scipio Elementary School Plan

2014-2015

Donna Eaton, Principal

6230 N. St. Hwy 7

Scipio, IN 47273

Phone: 812-392-2055

Fax: 812-392-2562

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School Plan Index

I. Introduction- Vision/Mission/Beliefs and School Profile pp. 3-14

II. Comprehensive Needs Assessment pp. 15-20

III. Implementation of school-wide reform strategies pp. 20-21

IV. Highly qualified pp. 22-24

V. On-going professional development p. 24

VI. Strategies to attract highly-qualified pp. 24-25

VII. Strategies to increase parent involvement pp. 25-27

A. Academic assessment results

B. School planning process

VIII. Preschool planning and programs pp. 27-28

IX. Decision-making processes p. 28

X. Additional student academic assistance p. 29

XI. Coordination and integration of all funds and resources p. 29

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Vision, Mission, and Beliefs

Vision Statement

Scipio Elementary is committed to providing a safe, caring environment; high student

achievement; positive behavioral expectations, and an open partnership among school, home and

community.

Mission

Our mission is to create a positive environment so that all students learn the skills necessary to

reach their full potential to become independent, life-long learners.

Belief Statements:

At Scipio Elementary we believe…

State standards are the framework of the curriculum.

In a cooperative, flexible environment, all students can reach their full potential.

Students will benefit from high academic and behavioral expectations.

Parental support is important to achieve positive student behavioral and academic goals.

Lifelong guidelines help students achieve their personal best.

Collaboration enables teachers to design quality work.

Professional development encourages teacher growth.

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Jennings County Schools Mission

Our mission is to inspire and empower our students to reach their full potential as life-long

learners and productive members of a global community.

Belief Statements

We believe that an open and positive environment promotes respect, honesty and trust.

We believe that lifelong learning encourages creativity, responsibility and productivity.

We believe that the partnership among schools, families and the community is essential to the

complete educational experience.

We believe that each person is unique and has value.

We believe that when each person contributes, the individual and community thrive.

We believe that understanding diversity enhances our lives and community.

We believe that goal setting and high expectations lead to success.

We believe that everyone can learn.

Strategic Objectives

By 2017, our students will identify and pursue the skills needed to continually develop their

potential.

By 2017, our students will invest time and energy to enrich their community.

By 2017, our students will continually be empowered as life-long learners.

Strategies

We will ensure all employees understand, engage in and commit to our mission and strategic

objectives.

We will ensure our community understands supports and contributes to our mission.

We will align all curricula, programs, services, policies, procedures and resources to achieve our

mission and strategic objectives.

We will collaboratively develop and implement a plan for using technology to optimize our

mission.

Strategic Delimiters

We will not adopt any new program or service unless it:

Aligns with and contributes to our mission and/or

Aligns with or reduces current practices.

We will not allow “old stories,” perceptions or excuses to limit us or our mission.

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School-wide Planning Team

Title I School-wide Core Planning Team

Chairperson Donna Eaton, Principal

Co-Chairperson Pamela Lovegrove, Teacher

Advisor Teresa Helton, Title 1 Director

School-wide Planning Team

Counselor Kelli Gambrel

Parent Heather Craft

Title 1 Teacher Jessica Hall

Teacher Julian Smith

Teacher Rose Bishop

Teacher Cheryl DuMond

Teacher Carey Norris

The School-wide Core Planning Team met with colleagues in their specific area to gather ideas

and suggestions relating to the different components of the School-wide Plan. Data discussions

were held during staff meetings, grade level work days, and collaboration meetings. Utilizing

the data from DIBELS, mCLASS, STAR Reader, STAR Math, ISTEP and classroom

assessments, instructional needs were determined for 2014-2015.

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Overview of School-wide Plan

After analyzing implementation of our goals and strategies for 2013-14 and our current ISTEP+

and mClass DIBELS/TRC data, as a building staff we will continue to improve upon the goals

and initiatives that are currently proving to be successful. The core instruction will be

strengthened with differentiated classroom instruction. The Response to Intervention Model has

guided the teachers and paraprofessionals in providing strategic interventions for students having

difficulty.

Tier 1: Core Instructional Interventions

The whole class (all students) receives scientific, research-based instruction in mathematics and

language arts.

Whole and small group differentiated instruction takes place.

90-minute daily core language arts instruction in the five essentials (phonemic awareness,

phonics, vocabulary, comprehension, and fluency.)

60-minute daily core math instruction.

The core curriculum should be effective for approximately 80% of students. Therefore, if a

significant percentage of students are not successful, the curriculum and/or instruction should be

examined for contributing factors.

Benchmark testing, and/or universal screening, of all students takes place at periodic intervals

throughout the year (e.g., fall, winter, and spring).

Based on the results of this benchmark testing, a percentage of students (approximately 15%) are

identified for Tier 2 Intervention.

Tier 2: Targeted Group Interventions for Language Arts and/or Math

Supplemental, research-based instruction takes place for small groups of students who haven’t

responded to the core curriculum and need additional support.

30 minutes daily beyond the Tier 1 core program.

Additional interventions in small groups of 3 or 5 students with similar needs are implemented.

Based upon continuous progress monitoring, students may move back to Tier 1, modifications to

the Tier 2 Interventions may be made, or students may be identified for Tier 3. Typically 5% of

students are identified for Tier 3.

Tier 3: Targeted Intensive Interventions for Language Arts and/or Math

More intense and explicit research-based instruction takes place for individuals or smaller groups

of 2 or 3 students who haven’t responded to Tier 2 interventions and need additional support.

This tier includes high-risk students experiencing considerable difficulty.

These students receive up to an additional 60 minutes of intensive intervention in addition to the

90-minute (60 minute Math) Tier 1 core curriculum.

Based on continuous progress monitoring, students may move back to Tier 2, remain at Tier 3, or

be recommended for special education services based on a comprehensive assessment and

evaluation.

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School and Community Profile

Scipio Elementary, located in Scipio, Indiana, is one of seven elementary schools within

Jennings County School Corporation. It is a public school which includes students in grades

kindergarten through grade six. Our current enrollment is 307 students who are served by 24

certified staff, 7 teacher assistants, 1 school nurse, and 12 support staff. Our mascot is Scipio

Tigers with school colors of green and white.

Scipio Elementary is located in the northern part of Jennings County. The site originally was the

home of Scipio School with the first commencement ceremony in 1895 and horse drawn school

buses in the early 1920’s. The Scipio school was rebuilt two separate times due to fire

destroying two of the buildings. Following, the site was utilized to open the first elementary

school in 1949. Since that time, several construction and renovations have taken place to create

the building which currently houses our Scipio Elementary students. The oldest section of our

building consists of 3 classrooms built in 1968. An addition of 2 smaller classrooms and 2

regular classrooms was added in 1990 and the cafeteria was relocated and shared as a

gymnasium. Due to continued growth in enrollment, another addition of 2 phases took place in

1997-1998. The first phase was the addition of 2 classrooms and a gymnasium with stage.

During the 2nd phase, 2 additional classrooms and a set of student restrooms were constructed,

the cafeteria was relocated to the old gym area, and the old cafeteria was renovated into a media

center with 12 student computers. In 2001, the sewage treatment area was renovated and

replaced with a drip irrigation system. The final construction project of 3.5 million dollars was

completed in 2006. During that construction, all of the old, wooden part of the building

constructed before 1968 was demolished. Newly constructed sections were 3 large kindergarten

rooms each with their own handicapped accessible restrooms, 8 regular classrooms, 1 renovated

classroom, a new set of student restrooms, a computer lab, teacher workroom, and office

complex with health office and guidance area.

The majority of our student population resides in Geneva Township and are transported to and

from school by bus. We have 12 bus routes for Scipio and 5 buses that shuttle students to the

middle and high school. There is also 1 special education bus which picks up and delivers

special needs students to our building.

At Scipio Elementary, student learning and school safety are our priorities. Our educational

program is based on the IN Academic Standards, our school vision, mission, and beliefs, and

quality, engaging work designed for students.

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SCHOOL SAFETY:

School safety and a positive school culture are a priority and goal we work to achieve each day at Scipio

Elementary. One of our school goals is to create an inviting and positive climate for our students and

staff.

We have school and district Emergency Preparedness Plans with a school crisis team to guide us when an

emergency situation might occur. In order to be prepared for situations, we conduct monthly fire drills,

bus evacuations each semester, tornado drills each semester, and lockdown/intruder drills each semester.

In addition, we maintain material safety sheets for all products used at school in case of ingestion or

contact. Material safety data sheets, our Jennings County School Corporation Emergency Preparedness

Manual, and our Fire and Safety Plan Inspection and Drill Records are kept on file in the principal’s

office.

At Scipio, we also maintain two-way radios for all crisis team members and each grade level that we

utilize throughout the school day. These provide an additional means for communication in the event we

have no power or phones.

At the corporation level, we have trained school specialty officers that create guidelines and procedures to

keep our school environment safe. They conduct lockdown drills at each school one time per semester.

Specific safety concerns regarding buildings and grounds at the school site are handled by the

maintenance department if they cannot be remedied by site custodians or utility workers assigned to site

duties.

At Scipio Elementary, our Crisis Response Team members are:

1. Donna Eaton principal

2. Kelli Gambrel counselor

3. Pam Beeman treasurer

4. Linda Minger head custodian

5. Leeann Kelley cafeteria manager

6. Dawn Koors nurse

7. Tony Bean music teacher

8. Darian Castetter P.E. teacher

The principal is to be certain that someone has been assigned to cover the classroom/duties of any (CRT)

member since they will be away from their room during the crisis.

Description and location of curriculum:

Based on these beliefs and mission, the school improvement framework for Scipio Elementary and

Jennings County School Corporation is the Strategic Planning Process that was conducted during the

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2012-2013 school year and updated annually. During the Spring/Fall of 2012, our district completed and

adopted a five year strategic plan. While keeping the mission of “inspiring and empowering students” at

the forefront, our teachers utilize the IN Academic Standards in conjunction with Career and College

Readiness standards to ensure we have a curriculum that meets and exceeds state expectations. Our

teachers also utilize state approved and district adopted texts as learning resources and tools with students.

A copy of our School Improvement plan is maintained at both our school and our district administration

office. The following adopted texts are utilized by our teachers for ensuring all IN Academic Standards

and skills are taught throughout the school year. Copies of these texts, along with our curriculum and

school data are available at our building for public view:

Pearson/Scott Foresman Reading K-6 Harcourt Math K-6

Scott Foresman Social Studies K-6 Harcourt Brace Health K-6

Scott Foresman Science K-6

MacMillan/McGraw-Hill Music K-6

Our core curriculum follows the Indiana Department of Education Curriculum Maps for teaching the IN

Academic Standards (IAS) for reading, English/language arts, math, science, social studies, fine arts, and

physical education. Our teachers utilize texts approved by the state and adopted by our district.

Our curriculum and instruction is also supported and supplemented with technology and software

programs. With wireless internet access, resources are almost limitless. In addition, programs such as

Microsoft Word, Excel, PowerPoint, Publisher, Pearson Success.net, Harcourt Math, Accelerated Math

and reading, Moby Max, Academy of Reading, and more are utilized to provide instruction and learning

practice for students.

SCHOOL DISCIPLINE

Scipio Elementary provides a disciplined environment for the purpose of optimum learning by students

based on district policies and procedures. These procedures and expectations are shared with students and

parents at the start of each school year to begin the communication process.

During the 2013-2014 school year, all staff members were trained in the use of Time to Teach, a program

that creates research based instruction to provide students and staff with the tools necessary to manage

student behavior. Teachers provide Teach-To’s for routine classroom and building procedures allowing

student to see the appropriate way to complete these procedures. Staff members have also been trained in

remain calm and responding correctly, determining which behaviors should be ignored or addressed,

avoiding power struggles, providing personal space, and using diffusers. Students learn how to control

their actions and refocus on an item that has interfered with the learning of their classmates and

themselves.

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These Teach-To’s are demonstrated thoroughly during the first two weeks of school and reviewed

throughout the year. Teachers document student positive and negative behavior using LiveSchool and

enter discipline reports through our Student Management software.

Our school-wide expectations are as follows, based on the Lifelong Guidelines:

Student Expectations

Procedures for: “The Hallway”

Walk quietly

Stay to the right of the hall

Stay in a straight line

Keep hands behind your back or in your pockets

Keep your feet to self

Procedures for: “The Classroom”

Arrive on time

Do your personal best

Bring materials and homework

Study and complete assignments on time

Raise hand and wait to be recognized

Use appropriate language

Speak in a quiet voice

Stay on task

Follow directions and rules

Procedures for: “The Restroom”

Use restroom only when needed

Respect privacy of others

Wait your turn

Keep the restroom clean

Use soap and tissue responsibly

Hush, rush, flush, and don’t forget to wash

Procedures for: “The Cafeteria”

Be Prepared

Use restroom before entering

Wash hands before entering

Wait quietly in line

Follow directions and food line procedures

Be Polite

Say please and thank you

Wait your turn

Chew with your mouth closed

Remain quiet while eating

Be Productive

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Eat all your food

Clean your space after you are finished

Be Prompt

Eat in a timely manner

Procedures for: “The Computer Room”

Use quiet voice

Use headphones when needed

Stay at your work station

Listen and follow directions

Return headphones, turn off monitor, and push in chair when finished

Procedures for: “The Library”

Listen and follow directions

Choose a book quickly

Keep the books in order

Use whispering voice

Keep hands and feet to yourself

Read

Return books on time

Procedures for: “The Playground”

Have an appropriate activity in mind

Bring playground equipment out with you

Wait your turn

Behave in a safe and appropriate manner at all times

Use recess time to get exercise

Line up quickly and quietly when directed

Staff Expectations

Each Classroom will post:

The Tiger pledge

The Lifelong Guidelines

The Classroom Rules

The Schedule for the day

Each Classroom will have:

iPads available for recording positive/negative point system in LiveSchool

A positive program in place for students to earn incentives for good behavior

All staff members:

Recognize a student outside of their classroom who is demonstrating a Lifeskill by filling out a

Tiger Pawsitive Paw and submitting it to the principal. Students will be recognized by the

principal during announcements, and the paw will be displayed on the TIGER bulletin board.

Recess supervisors:

Students who misbehave should be assigned to walk or sit out of play. Any minor issues need to

be taken care of at recess time or continued during the next recess, so instruction time is not taken

for disputes started at recess.

If a student has needs beyond recess, note the inappropriate behavior in LiveSchool and inform

the classroom teacher. If further disciplinary actions are needed, the teacher and/or principal will

complete the discipline report in our Student Management software.

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If a child is injured or verbally/physically aggressive, then the supervisor should radio the office

stating the reason a student is being sent. (i.e. to see nurse, counselor, and/or principal).

All referrals to the office will be documented in the health office and/or in our Student

Management software program.

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Scipio Behavior Intervention Plan and Response to Instruction

Scipio Elementary joined the JCSC in the implementation of Time to Teach in 2014. This

behavior intervention plan creates research based instruction to provide students and teachers with the

tools necessary to manage classroom behavior. Teachers provide Teach-To’s for routine classroom

procedures allowing students to see the appropriate way to complete these procedures. Teacher also

have been trained in remaining calm and responding correctly, determining which behaviors should be

ignored or addressed, avoiding power struggles, providing personal space, and using diffusers. Students

learn how to control their actions and refocus on an item that has interfered with the learning of their

classmates and themselves.

These Teach-To’s are demonstrated thoroughly during the first two weeks of school and

throughout the year as needed. Teachers document student misbehavior using LiveSchool and

discipline reports through our Student Management Software.

Tier 1:

Behavior expectations for the classrooms, hallways, restrooms, cafeteria, library,

computer lab, and playground will be taught using Teach-To’s and will be implemented

throughout the building by all staff.

Student misbehavior will be tracked using LiveSchool-parents will receive written

documentation of misbehavior each week.

Students will complete a Refocus sheet when their behavior or actions interferes with

their learning or the learning of their classmates.

Classroom teachers will provide incentives that students may earn on a weekly basis.

Each month at an unannounced time, the principal will schedule a school-wide incentive

for good behavior called, “It Pays to Behave.”

The following steps will be followed when a student does not meet a behavior

expectation:

o He/she will lose a point in LiveSchool and will possibly complete a Refocus sheet.

o Students will receive twenty-five points each week to determine their weekly

Citizenship grade.

o Students that use profanity, verbally or physically abuse another, steal, or are

severely disrespectful to an adult will be referred immediately to the principal.

o When a student has demonstrated multiple incidents of behavior concerns, the

teacher may recommend the student to the General Education Intervention Team

and begin behavior interventions in Tier 2.

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Tier 2:

Classroom teacher will complete a Behavior Concern Form from the Scipio Staff

Handbook and submit it to the principal.

The teacher contacts parents to explain the concerns and what will occur next.

The principal provides a Hawthorne pre-referral form to the teacher in order to identify

areas of behavior concern.

Upon returning the pre-referral form, intervention strategies will be provided to the

teacher with a documentation form. The teacher may consult with the General Education

Intervention Team for additional strategies and interventions.

The school counselor will work with the teacher and/or student during the

implementation process and progress monitoring. If behavior warrants, the counselor

will complete a Functional Behavior Assessment and Behavior Intervention Plan

(FBA/BIP).

The teacher will record progress or the lack of progress on the documentation form and

report back to the principal in no later than one month.

At the point the teacher feels the student is not making adequate progress, the principal

will be notified and a meeting will be held with the classroom teacher, principal, parent,

and support staff to determine if the student needs Tier 3 interventions.

Tier 3:

Once a student begins Tier 3, he/she will have an Individualized Behavior Plan.

If the student is being recommended for testing, the principal should submit the

appropriate referral form to the Special Education Director and the school counselor

and/or teacher will complete the data gathering forms within five days to be submitted.

This plan will be shared with staff, students, and parents at the beginning of each school year.

The school counselor will teach social and Lifeskills lessons for all classrooms monthly. For

students with behavior concerns, Hawthorne interventions, behavior plans, and behavior

contracts will be implemented as part of the RtI process. In addition to implementing the

school-wide plan, collaboration meeting will be held every six weeks to address individual

needs of students. Additionally, teachers will maintain progress discipline records for

students in the Student Management software, communicate behavioral concerns to parents,

and assign consequences in a consistent manner. Each classroom will establish classroom

rules with rewards and consequences to maintain a positive learning environment. Our

school-wide recognition for student success and achievement will occur on a daily basis to

improve self-esteem, school culture, and climate.

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COMPONENT 1: Comprehensive Needs Assessment

The Title 1 School-wide Planning Team utilized data from various assessment sources to analyze

the strengths and weaknesses of Scipio Elementary. Data sources include: K-2—Dibels, mClass

TRC, 3-6—ISTEP+,parent surveys, Harmony, classroom observations, teacher-created

summative & formative assessments, teacher/student discussions, and parent focus group

discussions.

In the past 3 years, boys have scores lower than girls in language arts, while girls score lower

than boys in math. Two of the 3 years, special education had high growth in both language and

math. For general education students, achievement increased all 3 years in language and 2 of the

3 years in math. Paid students improved all 3 years in achievement. For prior year bottom 25%,

students had high growth in all 3 years for language and high growth for 2 of the 3 years in math.

In achievement, students improved all 3 years in both language and math. Although the student

population decreases and the poverty rate increases, we are showing an increase in the overall

passing rate of our Scipio Elementary students and particularly our students most in need who

are identified as either special education and/or in the prior bottom 25%.

Scipio teachers use a variety of technology to teach the Indiana Academic Standards for College

and Career Readiness in their daily lessons.

Based on data, Scipio Elementary is viewed by parents as a safe and welcoming place for their

children while receiving challenging work. Parents of Scipio attend school events that are more

entertainment based rather than instructional related. Title 1 family involvement attendance has

greatly improved over the past three years. Events held during the day are better attended than

those held in the evening. Our parents overwhelmingly indicated they have a say in the decision

making process of their child’s education. More activities are needed to involve parents in the

educational process.

Most of our students and staff indicate that the climate of Scipio is pleasant and encouraging. It

is noted that vertical planning time is almost nonexistent. Teachers meet before or after school

to discuss cross-grade level topics.

The data from the Comprehensive Needs Assessment was not surprising to our team, as we have

been gathering and analyzing data for the past few years. We did find that the gender gap for

reading and math was more pronounced than originally thought. This area needs to be addressed

through various strategies.

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Scipio Elementary Data to Support Comprehensive Needs

ISTEP+ results for Spring 2010 to 2013:

Grade Eng/LA Comparison Math Comparison

3-2010 Scipio 80.8% State 79% +1.8% Scipio 75.0% State 75% 0.0%

3-2011 Scipio 90% State 83% +7.0% Scipio 79.5% State 78% +1.5%

3-2012 Scipio 83.3% State 85% -1.7% Scipio 81.3% State 79% +2.3%

3-2013 Scipio 85% State 85% 0.0% Scipio 87 % State 80% +7%

3-2014 Scipio 93% State 82% +9% Scipio 82% State 79% +3%

4-2010 Scipio 82.5% State 77% +5.5% Scipio 80.0% State 75% +5.0%

4-2011 Scipio 84.0% State 82% +2.0% Scipio 82.0% State 79% +3.0%

4-2012 Scipio 68.8% State 82% -13.2% Scipio 70.8% State 79% - 8.2%

4-2013 Scipio 83% State 84.3% -1.3% Scipio 83% State 83% 0.0%

4-2014 Scipio 80% State 85% -5% Scipio 98% State 82 % +16%


5-2011 Scipio 86.0% State 75% +11% Scipio 94.0% State 86% +8%

5-2012 Scipio 77.2% State 78% - 0.8% Scipio 89.5% State 86% +3.5%

5-2013 Scipio 74% State 79.2% - 5.2% Scipio 98% State 87% +11%



6-2011 Scipio 81.0% State 76% +5% Scipio 77.0% State 80% -3%

6-2012 Scipio 70.7% State 78% - 7.3% Scipio 75.6% State 82% - 6.4%

6-2013 Scipio 85% State 77.7% +8% Scipio 89% State 84% +5%


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Overall School data ISTEP+ results for 2009, 2010, 2011, 2012, and 2013

Percent passing L/A 2009 2010 2011 2012 2013 2014 Growth

70.45% 72.59% 85.5% 75.3% 82.1% 89% +6.9%

Percent passing math 2009 2010 2011 2012 2013 2014 Growth

73.18% 79.19% 83.3% 79.9% 92.8% 91% -1.8%

Based on Spring 2011 ISTEP+ the following standards need immediate attention in the following

grade levels:

Grade 3 Algebra and Geometry

Grade 4 Algebra and Geometry

Grade 5 Non-fiction/informational text and literary text responses

Grade 6 Vocabulary, Non-fiction/informational text, and literary text responses

All math standards


grade levels:

Grade 3 Non-fiction/informational text, writing applications, and language conventions

Algebra & functions, Measurement, and problem-solving

Grade 4 Vocabulary, non-fiction/Info text, literary text, writing process, writing application, and

language convention

Number sense, computation, algebra & functions, geometry, measurement, and

problem-solving

Grade 5 Vocabulary, nonfiction/info text, literary text , writing process, and writing application


language convention


problem-solving


grade levels:

Grade 3 Non-fiction/informational text, literary text, writing applications, and language

conventions

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Algebra & functions, geometry, measurement, and problem-solving

Grade 4 Literary text, writing process, writing application, and

language conventions

Number sense, computation, algebra & functions, geometry, measurement, data analysis

and problem-solving

Grade 5 Vocabulary, nonfiction/info text, literary text , writing process, writing applications, and

language conventions


language convention


problem-solving


grade levels:

Grade 3 Algebra & functions

Grade 4 Literary text, writing process

Grade 5 Algebra & functions

Grade 6 Literary text

Scipio PL221 Status:

2007 Academic Watch

2008 Academic Progress

2010 Academic Watch Performance 76.8% Improvement 0.7%

2011 Exemplary

2012 A-F Grading System 2.25 C

2013 Exemplary A

2014 A-F Grading System No information available at this time

DIBELS/MCLASS ASSESSMENT RESULTS FOR K-2:

GRADE YEAR %PROFICIENT (GREEN) ON EOY (End of Year) Assessment

K 2010-11 83%

K 2012-13 71%

K 2013-14 82%

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1ST 2009 75%

1ST 2010-11 73%

1st 2011-12 66%

1st 2012-13 60%

1st 2013-14 67%

2ND 2009 76.5%

2ND 2010-11 69%

2ND 2011-12 64.4%

2nd 2012-13 60.3%

2nd 2013-14 52.9%

DIBELS SUMMARY:

Our goal for DIBELS is to have 80% or more at or above grade level on the end-of-the-year benchmark.

In order to meet this goal, we will continue to provide core instruction on the five reading components

and additional instruction in tiers 2 and 3 to move more students to the proficient level. For 2014-2015,

we will collect data relative to students’ TRC level instead of using the overall score.

ATTENDANCE/ENROLLMENT/POVERTY DATA:

YEAR ENROLLMENT ATTENDANCE RATE PERCENT POVERTY

2006-07 386 96.74% 42%

2007-08 394 96.1% 49%

2008-09 380 96.26% 54%

2009-10 362 95.87% 60%

2010-11 382 95.0% 60%

2011-12 370 96.5% 61%

2012-13 348 96.2% 60%

2013-14 301 97.2% 58%

Trend data indicates that from 2006-2013, as our poverty rate increased, school attendance rates have

decreased. Our attendance dropped significantly during 2013-2014, and our attendance rate improved

from prior years. During the 2013-2014 school year, our team implemented additional incentives for

good attendance and procedures for attempting to contact parents about attendance. We still have a large

number of students that have more than ten absences a year-this is an issue that we will address in the

next year.

PARENT INVOLVEMENT DATA for Back-to-School Event Attendance:

August 2008 53%

August 2009 92%

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August 2010 86%

August 2011 88%

August 2012 89%

August 2013 90%

October Parent/Teacher Conferences:

Oct. 2009 99%

Oct. 2010 95.3%

Oct. 2011 96.5%

Oct. 2012 96%

Oct. 2013 100%

Additional data information:

Sign-in sheets are maintained in the school office which indicates volunteers and community

organizations are involved in our building on a daily basis. Our school has one foster grandparent, two

parents/grandparents who work as substitutes, two cadet teachers from Jennings County High School, and

many volunteers. Additionally, community organizations such as police officers, the Extension Office,

Soil and Water Conservation Office, Muscatatuck Wildlife Refuge, Lake Hardy, and local businesses

provide programs for our students throughout the school year.

CONCLUSIONS

Based on this data, our school team feels we need to continue our focus on improving reading skills using

non-fiction, myths, poetry, plays and dramas with emphasis on higher-level skills such as inference,

generalizations, and conclusions. Our focus standards must be vocabulary, non-fiction/informational text

and literary text. Additionally, we will concentrate on problem-solving with math related to reading and

understanding on how to work the problems. Another focus for math will be algebra and functions.

Our Reading Plan Team will be revisited to ensure additional instruction and focus on our identified

reading standards. The plan incorporates detailed reading instruction for all of our students in grades K-6.

It also includes 90 minutes of core reading instruction daily. This time will be uninterrupted for K-6.

Then, students will have opportunities for an additional 30-60 minutes of daily reading instruction based

on need from assessment data (remedial and enrichment).

Even though we had many areas of growth, we do not have 80% or more of our students reading

proficiently at all grade levels. Scores definitely indicate a deficiency in our percent passing for students

with 504 plans. Our staff will continue to implement interventions and strategies to address the needs for

this particular group of students.

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Additionally, we feel it is important to continue to work with parents and encourage their involvement

with the educational process through good behavior and attendance. It is important for parents to

understand what their children are expected to learn and that it is essential for students to be in attendance

at school in order to reach their potential. We will continue to provide incentives and implement action

steps to improve attendance and the current school-wide discipline curriculum will be re-evaluated to

provide our Tier 1 core behavior instruction while providing more consistency with behavior expectations

throughout our school and from one grade level to the next.

COMPONENT 2: Implementation of Schoolwide Reform Strategies

GOAL #1

Scipio Elementary students’ Language Arts scores will be raised to at least 80%. Scores already

at 80% or above will be increased by 2%. Providing consistent research-based quality

instruction will help close the achievement gap between the general population and the prior

<25% and the gender subgroups.

MEASUREMENT OF GOAL #1

District benchmark assessments will be utilized to determine student mastery of standards with a

score of 80 percent. Grades K-2 will also utilize mClass DIBELS/TRC assessment results and

grades 3-6 will utilize ISTEP+ data.

BENCHMARKS FOR GOAL #1

Language Arts Scores

2013-2014: Scores will increase by 2% for a passing rate of 87%. Goal met

2014-2015: Scores will increase by 2% for a passing rate of 89%.



Scipio Elementary teachers will use the Indiana Academic State Standards for College and

Career Readiness instruction guides to establish grade level curriculum for Language Arts. The

balanced literacy approach is used in all grades for an uninterrupted 90 minute reading block

daily. Below is a list of a variety of effective methods and instructional strategies used by the

teaching staff:

Literature Circles Daily 5

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Daily Café Cooperative learning

Modeling Working with words

6 Traits writing Big 5

Full day kindergarten Tiger Time groups

Learning centers Book buddies

Writing buddies Moby Max

Computer lab activities Academy of Reading

Accelerated Reader iPads

Apple TV

Scipio Elementary teachers will use the Indiana Academic State Standards for College and

Career Readiness and instruction guides to establish grade level curriculum for math. Below is

listed a variety of effective methods and instructional strategies used by our teaching staff:

Small and whole group instruction Hands on learning experiences

Accelerated Math Mountain Math

Math journals Modeling

Cooperative learning Centers

Manipulatives Moby Max

Reading Strategies:

Provide daily literacy group instruction for grades K-6

Balanced literacy instruction in grades K-6 is provided for 90-120 minutes daily--

including: Direct instruction in guided reading, self-selected reading, vocabulary,

and word study

Tier remediation programs are provided during the school day

Daily RtI instruction is provided for 30 minutes in grades K-6

Weekly lessons on non-fiction/information text and literary text

Math Strategies:

60 minutes of daily math instruction focusing on the Indiana State Academic

Standards and Common Core Standards

Focus on maintenance and acceleration of basic math skills and computation in

grades K-6

Tier remediation programs are provided during the school day

Daily RtI instruction is provided in grades K-6

Weekly mini-lesson and practice on algebra and functions and problem-solving

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COMPONENT #3: Highly Qualified Staff

All classroom teachers and paraprofessionals are highly qualified. This information is filed in the Scipio

Elementary School’s Principal’s office and the Jennings County School Corporation’s office. Parents

may view this documentation upon request.

Scipio Elementary School Staff 2014-2015

Staff Member Assignment Indicator of HQ status

Amber Asche 6th grade classroom teacher

Bachelor’s Degree

Elementary Teaching License

100 points

Emily Ponsler 4th grade classroom teacher

Bachelor’s Degree


PRAXIS II

Tony Bean K-6 Music teacher

Bachelor’s Degree

Master’s Degree


100 points

Rose M. Bishop 2nd grade classroom teacher

Bachelor’s Degree


100 points

Lisa Lykins 3rd grade classroom teacher

Bachelor’s Degree


PRAXIS II

Angela Burton 2nd grade classroom teacher

Bachelor’s Degree

Master’s Degree


100 points

Darian Castetter K-6 PE teacher

Bachelor’s Degree


PRAXIS II

Melissa Davidson 5th grade classroom teacher

Bachelor’s Degree

Master’s Degree


100 points

Heather Craft 1st grade classroom teacher

Bachelor’s Degree


PRAXIS II

Audra Hack 1st grade classroom teacher

Bachelor’s Degree


100 points

Penny Hipskind

Kindergarten classroom

teacher

Bachelor’s Degree


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100 points

Suzanne Wilson 5th grade classroom teacher

Bachelor’s Degree


PRAXIS II

Pamela Lovegrove 4th grade classroom teacher

Bachelor’s Degree


100 points

Carey Norris 4th grade classroom teacher

Bachelor’s Degree


Special Education License

100 points

Wendy Shoop Kindergarten classroom

teacher

Bachelor’s Degree


100 points

Julian Smith 6th grade classroom teacher

Bachelor’s Degree


100 points

Jessica Hall Title 1 teacher

Bachelor’s Degree


PRAXIS II

Kelli Gambrel School Counselor

Master’s in School Counseling

PRAXIS II

K-12 Counseling License

Susan Wilson Primary special education

teacher

Bachelor’s Degree

Master’s Degree

100 points

Jennifer Barber Speech teacher

Bachelor’s Degree

Master’s Degree


100 points

Cheryl DuMond 3rd grade classroom teacher

Bachelor’s Degree


100 points

Priscilla Petro Paraprofessional Associate’s Degree

Jennifer Wilds Paraprofessional PRAXIS II

Dawn Koors School Nurse Registered Nurse

Sheryl Barringer Paraprofessional PRAXIS II

Maryca Henry Paraprofessional 70 credit hours

Angie Rhoades Paraprofessional PRAXIS II

Vanessa Shepherd Paraprofessional-librarian PRAXIS II

Connie Wilson Paraprofessional PRAXIS II

Sue Jackson Paraprofessional PRAXIS II

Debra Woodard Paraprofessional PRAXIS II

Sara Prince

Paraprofessional

Bachelor’s Degree


PRAXIS II

Kelly Ernstes Paraprofessional PRAXIS II

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COMPONENT #4: Professional Development

Our professional development will focus on improving instruction related to our reading and

mathematics goals and utilizing resources from the district’s Curriculum Senate and the Indiana

Department of Education to continue to develop grade level appropriate instruction and

assessment.

Additionally, training and work sessions will be held to analyze assessment data from DIBELS,

mClass, Acuity, ISTEP+, and benchmarks to evaluate and plan instruction that needs to take

place for language arts and math during core (tier 1), RtI (tier 2), and Tier 3. The professional

development schedule will be as follows: each grade level will have one session every six weeks

for analyzing data and planning instruction with the principal, weekly grade level collaboration

time, one whole staff professional development session each month, and other professional

development as necessary for technology and other instructional information.

COMPONENT #5:

Strategies to Attract High-Quality, Highly Qualified Teachers

Scipio Elementary School is committed to attracting new high-quality teachers and supporting

the current high-quality staff according to the NCLB and School-wide Title guidelines. Teachers

and paraprofessionals provide documentation to verify highly qualified status. The following

incentives are in place to encourage the most highly qualified staff to Scipio Elementary:

All positions at each school and at the central office will be posted on the

corporation website.

Continued professional development opportunities will be available for new and

current teachers and paraprofessionals.

Collaboration time allotted

Access to resources and materials

Mentoring opportunities for new teachers

Cadet teaching opportunities through the high school

Upon request classroom teachers may observe other classrooms.

High quality paraprofessional support

Technology is constantly being updated and upgraded.

Technology training as needed

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Nonessential teaching duties limited

Paperwork is limited to essential components. Items are reviewed for necessity

and omitted if not needed.

District networking opportunities through email, Learning Connections,

Moodle, and district team meetings.

Teachers are encouraged to serve on steering and planning committees

Community of affordable housing

Performance based incentives have been developed by the District

Competitive salaries and benefits

Sick days

Bereavement days

Sick bank

Professional days

Professional Growth Points earned through professional development activities

Summer vacation

Vacation times throughout school year

Free health clinic for staff participating in the corporation health insurance

Nice, clean school facilities

COMPONENT #6: Parent Involvement

Strategies to increase parent involvement:

Dinners/Food/Snacks available during special events

Title 1 parent activities to target specific grade levels offered at different times of the day and

evening.

Invitations to parents to participate in school and classroom activities, Back-to-School

events, conferences, RtI meetings, PTO events, literacy activities, and all school

performances and events.

Combine events into one night to make it more convenient for parents.

Provide assistance to parents in utilizing technology to access their student(s) discipline,

grades, progress, and assessment information.

In summary:

Community members and parents are involved in our school and have opportunities to learn

about the education of their children through opportunities to participate in school activities and

through regular school communications such as our weekly school newsletter and continuous up-

dates on our school website. A monthly Home-School Connection is sent home to provide

parents with activities to complete at home, good study practices for home, and other resource

ideas. At the start of school in August, parents are invited to attend our Back to School night to

get information about all school programs and procedures at Scipio Elementary. They have an

opportunity to meet the teachers and learn about classroom procedures as well. They will also be

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provided use of computers in the lab for the purpose of filling out 6th grade applications for 21st

Century Scholars and updating student emergency and contact information for the current

student management system. Additionally, parents have access to Indiana Academic Standards

(College and Career Readiness standards), JCSC curriculum, and Harmony at home. Our

guidance counselor and teaching staff meet with parents throughout the year to provide ideas and

resources for working with their students at home.

Our school has quarterly PTO meetings in which parents may attend to learn about special

programs. In October, all parents are invited to attend our Parent/Teacher Conferences to learn

about their child’s progress and then, in February parents may request another conference with

the teacher. Each spring, we also have Kindergarten round-up. At this time, parents have the

opportunity to meet with teachers to learn about our Kindergarten program and to view student

work. The student and parent are also invited to attend our Pre-K day activities to learn more

about coming to kindergarten. Finally, throughout the year, we have numerous opportunities for

families and community members to visit our school for activities including Title 1 Parent

Involvement nights, music programs, special grade level activities, Grandparent Days, our

Veteran’s program, Science Fair, JCS district meetings, our Awards Program, and the PTO

school carnival. Our Title 1 teacher will invite families to reading nights and other activities for

assisting their students at home and provide some take-home kits for parent-child use.

Additionally, we have parent and/or community representatives on our school improvement

committee, our textbook adoption committee, and as substitutes during the school year. We also

have many parent and grandparent volunteers who help in our classrooms, library, and for

special events.

Subject matter and courses are reviewed on a regular basis. Curriculum Standards have been

developed in alignment with the Indiana State Academic Standards and local needs. Parents are

encouraged and welcomed as active participants in the process.

Ways assessment results and performance will be shared with parents:

At October Parent/Teacher conferences, teachers will share the following assessment

information: K-2 will share Beginning of Year DIBELS/mClass and latest progress monitoring

reports while 3-6 will share Beginning of Year STAR Reader, STAR math, Acuity Readiness,

and district benchmark assessments.

Quarterly report cards to include classroom grades, Tier 3 progress reports, latest assessment

results from district benchmark assessments, and DIBELS/mClass for grades K-2 will be sent

home in October, January, March, and May.

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Midterm grade reports will be sent home to parents in September, November, February, and

April. For K-2, the most recent progress monitoring report will be sent home and for 3-6 STAR

reader, STAR math growth reports, and Acuity reports will be sent home.

Parent reports for Acuity, IREAD3 and ISTEP+ will be sent home as soon as available following

the assessments for 3-6.

RtI meetings will be held to discuss additional data for students who have tier 3 academic needs

as needed throughout the year.

February conferences will be scheduled to review progress with parents whose students are

having difficulties.

Opportunities for parents to be involved in the process:

Parents are invited to serve on our school improvement team, reading plan committee, textbook

adoption committee, and others as needed throughout the school year.

Additionally, parents are invited to participate in district strategic planning, as well as, surveys

such as the comprehensive needs assessment process.

We have an open-door policy for parents to be able to share any ideas and/or concerns related to

school.

COMPONENT #7: Early Childhood/Preschool programs

Our Title I and Special Education Director work in collaboration with Head Start, Preschools in

our community, and the Special Education Preschool program for the purpose of getting services

to preschool-aged students to enable them to get skills needed to begin Kindergarten.

Our Title I staff provide Preschool Days during the spring to provide parents with literacy and

developmental information for helping their student prepare for entry to school.

Information is provided to our school from Head Start and local private Preschool programs to

make a smooth transitions for those students moving into Kindergarten.

Conferences for special needs preschoolers are held to include the teachers the student will have

at the elementary in order to develop a transition/service plan for them to be successful in

Kindergarten.

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COMPONENT #8: Opportunities and Expectations for Teachers

All teachers are included in professional development opportunities offered throughout

the year. Release time will be provided for sessions during the school day.

All teachers are provided common planning time at their grade level for 40 minutes each

day. During this time, at a minimum of once weekly, teachers are expected to collaborate

related to the planning of instruction.

All teachers serve or choose a representative to serve on our school improvement/Title I

School-wide/Reading Plan team. This group will meet almost monthly to review data,

implement strategies, and determine areas for continued improvement to develop the plan

for the following school year.

A representative will be chosen by the teachers to serve on the Building Based

Discussion committee. The purpose of this committee is to bring items of concern and

praise to the building principal and group for discussion.

A building based discussion team will be formed to discuss items of concern/praise for

the building. This committee will meet every two months or more frequently if needed.

The teachers’ association meets monthly and all needed items are shared through

discussions. Additionally, the association president is responsible for approving all

school professional development plans.

COMPONENT #9: Additional Instructional Opportunities for

Students

Data from Beginning, Middle, and End of Year or benchmark assessments to include: K-2

DIBELS/mCLASS, progress monitoring, and district benchmark assessments and/or 3-6 STAR

reader, STAR math, Acuity and/or district benchmark assessments will be utilized to determine

student groupings for Tiers 1, 2, and 3. Additional instruction daily will be provided for students

identified as needing interventions in language arts and math as well as enrichment opportunities

for those students demonstrating high ability. Groups will be realigned at the midterm and end

of each quarter. Students in Tiers 2 and 3 will be provided additional instruction as follows:

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Tier 2: Targeted Group Interventions for Language Arts and/or Math

Supplemental, research-based instruction takes place for small groups of students who do not

demonstrate success with just the core curriculum. These students are provided an additional

30 minutes of daily instruction in a group of 3-5 students based on the skills they needed.

Teachers progress monitor these students every 2-4 weeks to determine if Tier 2 instruction is

still needed and/or if additional support is needed through Tier 3.

Tier 3: Targeted Intensive Interventions for Language Arts and/or Math

Students who are still not meeting benchmarks with the added 30 minutes of daily, small

group support, were moved into Tier 3 groups to receive 30 minutes of additional instruction

each day in addition to the core curriculum. This additional instruction will take place in the

classroom, in the Title 1 room, or in the special education resource classroom.

COMPONENT #10: Utilization of funds and resources

Funds received by the district such as Title I, Full time Kindergarten grant, and Special

Education Funds will all be utilized to carry out the mission, vision, and beliefs of the school and

to ensure students receive the instruction needed to meet the performance goals of this plan. All

funds and resources will enable teachers to meet the expectations for providing all students with

quality instruction, meeting individual needs, implementing instructional strategies, and

participate in professional development opportunities to support their work.

school improvement plan 2014-15

Documents