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Osolo Elementary School September 2014

SCHOOL IMPROVEMENT PLAN

Osolo Elementary School 24975 County Road 6 East

Elkhart, Indiana (574)262-5590

Elkhart Community Schools

Gary Gardner, Principal

Holly Conley, Assistant Principal

2014-2015


Table of Contents

Components of the Plan* Page # Narrative description of the school and community 4 Statement of mission, vision, or beliefs 5 Statutes and rules the school wishes to have suspended from operation 5 Description and location of the school’s curriculum 5 Titles and descriptions of assessment instruments 6 Plan for submission of the plan to the governing body 7 Attendance rate 8 Safe and disciplined learning environment 8 Increasing the Amount of Learning Time 9 Highly qualified teachers in all core content area classes 9 Strategies to attract high-quality, highly qualified teachers 10 Parental involvement • Strategies to increase parental involvement 10 • Description of how school provides individual academic

results to parents 10 • Strategies to involve parents in planning, review and

improvement of the schoolwide plan 11 • Plans for assisting children to transition into, through, and out of school 11 Cultural Competency • Identify the racial, ethnic, language minority, cultural, exceptional learning,11

and socioeconomic groups that are included in the school’s population • Incorporate culturally appropriate strategies for increasing educational

opportunities and educational performance for each group in the school’s plan • Recommend areas in which additional professional development is necessary

to increase cultural competency in the school’s educational environment Opportunities for teachers to be included in decision-making related to the use of academic assessment results 12


Activities to ensure that students having difficulty mastering proficient and advanced academic achievement are provided with effective, timely additional assistance 12 Coordination and integration of federal, state, and local funds 13 Action plan 14

• Provides opportunities for all children to meet proficient and advanced levels of academic achievement

• Strengthens the core academic program • Increases the amount of learning time • Includes strategies for serving underserved populations • Includes strategies to address the needs of all children • Are consistent with state and local improvement plans Yes • Technology as a learning tool • Cultural Competency • High quality and on-going professional development for

teachers, principals, and paraprofessionals • Rationale (for each academic goal)

Data Analysis Implementation of school-wide reform strategies that use effective scientifically based research methods and instructional practices

Appendix

• ISTEP+ Historical Data 21 • IREAD-3 Historical Data 22 • Verification of Highly Qualified 23-24 • Title 1 School-wide Checklist 25

*An item in italics indicates a Title I Schoolwide Plan requirement


Narrative Description of the School and Community Introduction: The city of Elkhart, with a population of nearly 52,000 is located in north central Indiana approximately 102 miles due east of Chicago, Illinois and 130 miles northeast of Indianapolis, Indiana. Osolo Elementary School serves an attendance district encompassing the north central portion of Elkhart. This district consists of segments of the city, suburban areas, mobile home parks, apartments, and weekly rental hotels. Osolo has 93 transfer students from other Elkhart Community Schools, based on minority transfer or other parent requests. Osolo’s enrollment is 478 students, served by 36 certified faculty and 16 classified staff members.

Osolo Elementary School is comprised of a diverse and changing population. The majority of students (52%) are Caucasian. The second largest population is Hispanic (33%). The percentage of Multiracial students is 8%, while the percentage of African American students is 6%. Our Asian and American Indian populations account for just under 1% of our population.


Over 50% of Osolo’s student population has received free or reduced lunch for the past ten years. Currently 63% of Osolo students receive free or reduced lunches (54% free, 9% reduced).

Mission, Vision, or Beliefs Osolo Elementary School’s Mission is:

“Expecting and Reaching Our Personal Best” Osolo Elementary School’s Mission was revised in 2009, with input from staff and school community. Statutes and rules the school wishes to have suspended from operation Osolo Elementary School is not applying for any waivers at this time. Description and Location of Curriculum Osolo Elementary School’s Language Arts program uses a Core Reading Program that was adopted in 2011 (Houghton Mifflin Harcourt- Journeys) that is based on the Indiana Academic College & Career Ready Standards. Teachers implement this new curriculum with fidelity during the 90-minute daily reading block (uninterrupted in grades K-3), in accordance with the Indiana Reading Framework. Every child will be assessed, provided interventions, and progress monitored in accordance with the Indiana Reading Guidance document. Grade


Level Essential Language Arts Curriculum Maps and Instructional Calendars can be accessed in each classroom with a composite copy on the district common drive. Math curriculum is based on the Indiana Academic College & Career Ready Standards with pacing aligned with the Everyday Mathematics Program. The complete scope and sequence of the EDM program is located on the district common drive. Titles and Descriptions of Assessment Instruments Window Assessments (grades 2-6) Window Assessments, developed by the district and aligned with Indiana State Standards, the Core Reading Program, and the District Curriculum maps, are available electronically to teachers on the district common drive. DIBELS/TRC (grade Kindergarten – 2) The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and Text and Reading Comprehension (TRC) is a set of procedures and measures for assessing the acquisition of early literacy skills from kindergarten through second grade. They are designed to be short measures used to regularly monitor the development of early literacy and early reading skills. There are benchmarks three times a year, and more frequent progress monitoring for those students not yet proficient. MClass Math Assessment (grades K-2) The MClass Math Assessment is given at least three times a year to all students and measures overall math achievement, as well as the sub-skills of counting, number identification, quantity discrimination, next number, number facts, and computation. There are benchmarks three times a year, and progress monitoring for those students not yet proficient. ACUITY (Grades 3-6) ACUITY is an online assessment given three times per year to all students in grades 3 through 6. It is used to measure specific skills in language arts and math aligned to the Indiana Academic College & Career Ready Standards. Teachers use the results to inform instruction. IREAD (Grade 3) IREAD is a state assessment given to all third grade students to assess reading proficiency at the end of the year. Indiana Statewide Testing for Educational Progress Plus (ISTEP+) ISTEP+ is an annual standardized, criterion-referenced test mandated by the state for all students in grades 3 through 10. It is used as the basis for determining Adequate Yearly Progress.


Plan for Submission/Updating Schoolwide Plan The School Improvement Team for Osolo Elementary School is comprised of a representative group of classroom teachers, a special education teacher, and building administrators. Those members are Gary Gardner, Principal; Holly Conley, Assistant Principal, Trista Delgado (Kindergarten teacher) Chelli Allen(1st grade teacher), Terry Parrish (2nd grade teacher), Deb Bachman (2nd grade teacher), Annette Butcher (3rd grade teacher), Bethany Keever (4th grade teacher), Kelle Price (5th grade teacher), Tonya Stoltzfus-Miller (6th grade teacher), Diane Ummel (ENL teacher), Cindy Whittaker (Special Education teacher), Tierah Rodman (Special Education teacher),Deb Rorie (Certified Interventionist), Carrie Repaich (Certified Interventionist), Shelley Green (Instructional Assistant), De Shawn Barnes (Parent Support Coordinator), and Nancy Rodman (Parent). To develop the original Title I school-wide improvement plan, the School Improvement Team met throughout the 2008-2009 school year to develop the School Improvement Plan. Beginning with a Comprehensive Needs Assessment, the team identified relevant data in the following five categories: Student and Program Assessment; Curriculum and Instruction; School Organization and Management; School Climate; Family and Community Involvement. After our priority needs were identified, the entire certified staff embarked on inquiry based study groups to research best practices to support our learning needs. From these study groups, guiding principles and related instructional best practices were documented and shared with the rest of the staff members for their input (see sources cited in appendix). Our School Improvement Action Plan continues to be based on these guiding principles and research-based instructional best practices. Implementation of the School Improvement Plan is the responsibility of the entire Osolo Elementary School staff. Each year the School Improvement Team continues to monitor and analyze data. The team meets monthly to review/monitor the level of implementation of the plan and make necessary adjustments to the plan based on data. The team revises the plan for each school year. The current School Improvement Plan can be found on page 14.


Attendance Rate

Safe and Disciplined Learning Environment As a school that practices School-Wide Positive Behavior Support (SW-PBS) and Olweus Bullying Prevention, Osolo Elementary maintains a safe and disciplined learning environment. As stated in the Student Handbook, “Bullying, fighting, or intimidation of any type will not be tolerated at Osolo School”. This is also district policy as stated in The Guidelines for Good School Order, which is given to each student upon enrollment. The SW-PBS/Olweus Bullying Prevention team, comprised of classroom teachers, special teachers, and non-certified personnel, meets monthly to review discipline data, and address issues of concern. The entire staff (certified and non-certified) has been trained in bullying prevention and positive behavior support. An Olweus Bullying Prevention Survey is given to students in grades 3 through 6 annually, and the data is reviewed by the SW-PBS team, as well as by the school as a whole. Problem locations are identified and, with input from the staff, interventions are implemented.


Increasing the Amount of Learning Time Opportunities to increase learning time at Osolo Elementary School include Homework Power Hour, which is a component of the Boys and Girls Club and open to all K- 6th graders. Power Hour meets every day of the week, all school year. There are presently over 190 members of the club with an average daily attendance of 110 students. Highly Qualified Teachers and Paraprofessionals Elkhart Community Schools’ plan to hire and maintain highly qualified staff members is as follows: Teachers:

• No teacher is hired unless that teacher holds a current IN license to teach the area for which they have been hired.

• Teachers are not hired to teach in an area for which they do not have licensure in that specific area.

• The Personnel Department maintains on-going records of teachers’ certification expiration dates.

• The Personnel Department sends out regular and timely communication three times each year to teachers as reminders to re-new licenses.

• The Personnel Department follows up communication with personal phone calls to ensure that all teachers maintain current licenses in the area in which they have been hired to teach.

• Communication from the Personnel Department to teachers concerning licenses states that no teacher will be allowed to start the school year without a current license on file.

• Master contract language in agreement with The Elkhart Teachers Association and Elkhart Community Schools states that any teacher who does not maintain appropriate and current licensure is in violation of their contract and forfeits employment.

Paraprofessionals: • Over the last three years, all currently employed paraprofessionals have been

provided a multitude of opportunities to study for and take the Para Pro Assessment through ETS. Elkhart is a computer test site also.

• From January 2002 until the present, any person hired as a paraprofessional had to meet the requirements of two years of college, or an associate’s degree, or passing scores on the Para Pro prior to being allowed to apply for a position. This practice continues to date.

(Scanned document verifying specific information can be found in Appendix page 23)


Strategies to Attract High-Quality, Highly-Qualifie d Teachers Elkhart Community Schools posts job openings on the district website and with universities. Administrators attend interview programs at universities located in Indiana, as well as Southern Michigan. All candidates are required to meet the requirements of being highly qualified. Candidates take an online screening prior to being interviewed. All interviews are digitally video-taped, so that all administrators can have access to the interview. The second round interviews are conducted at the individual school with the administrators of the building as well as a small interview team of teachers. During the second interview, candidates are given scenarios to respond to on how they would handle a certain situation. They are also given standards and asked to give examples of how they would teach this standard to the low, average, and high learner. To reduce teacher turnover, ensuring that the high-quality teachers we hire stay long-term, we assign each new teacher to a mentor teacher who meets regularly to support and assist with the transition to the school. Each grade-level team is also expected to help the new hire become familiar with the grade-level expectations during their collaboration time. Parental Involvement Parent involvement is critical to student success. To that end, Osolo School teachers will be communicating information and expectations to parents on a regular basis through communication folders and/or assignment notebooks, according to grade level established guidelines. In addition, a published and posted homework policy will keep parents informed about and supportive of their child’s learning. A Student Handbook (English and Spanish) is sent home at the beginning of the year to all parents. Coordinated by our Parent Support Coordinator, Family Reading Nights, I-READ Parent Information Meetings, and All Pro Dad Events will be held to further help parents in the education of their children, particularly that of reading. Monthly newsletters (English and Spanish), including ideas for parent involvement in their child’s learning at home and at school, are sent home with each child. Results of academic assessments such as ISTEP are mailed to parents in both English and Spanish. Included in the cover letter is an open invitation to discuss the results with their child’s teacher and/or principal. Additionally, with the new Reading Plan, the parent of any K-3 student who exhibits a reading deficiency must be notified of the student’s deficiency with a description and explanation, understandable to the parents, of the exact nature of the students’ difficulty in learning and lack of achievement in reading. What constitutes a deficiency must be addressed in the plan. The parent must be included in the development of a progress-monitoring plan that is aligned to the state’s RTI document and must be


informed that the student will be given intensive reading instruction and intervention until the deficiency is corrected. The parent of any student who exhibits a substantial deficiency in reading must be notified of the following in writing, as reflected in the RTI guidance document:

� That the child has a reading deficiency � A description of the current and proposed supplemental instructional

services provided to the child to remediate the reading deficiency � Strategies for parents to use in helping their child succeed � That if the child’s reading deficiency is not remediated by the end of third

grade (such that the student does not pass the IREAD3 Assessment), the child should be required to attend summer school and must be retained unless he or she meets the requirements for exemption.

Transition Plans Every effort is made to help preschool students with a smooth transition into Kindergarten at Osolo School. Beginning in October each year, a ‘Building Bobcats Program’ is offered to parents of preschoolers who live within the Osolo district. Meeting once a week for two hours, parents partner with their preschooler to work on activities in preparation for school. A ‘Kindergarten Round-Up’ is publicized throughout area preschool programs (including Head Start) and within the community at large and is held in April each year. Future kindergarten students and parents are able to see the school, including the classrooms, meet the staff and current kindergarten parents, and even tour a school bus. Case conferences are held in May for preschool students who are on an IEP, and kindergarten classroom teachers are assigned at that time. Additionally, all kindergarten students are able to participate in “Kindergarten Club”, which is a 4-week, half-day literacy-based summer program. Recognizing that transition from school to school can be difficult for children and disruptive to learning, Osolo School provides a weekly ‘New Student Orientation’, planned by our Social Worker and facilitated by student leaders for all of our new students. Plans begin in April to assist transition from sixth grade to middle school. Seventh grade counselors and some former students visit Osolo School to talk to sixth graders about middle school. Prior to school starting in August, students are able to visit the school and sign up for classes. A few students are identified as needing additional support with the transition, and are provided a more individual transition plan. Cultural Competency Students at Osolo School represent diverse racial, ethnic, language, socioeconomic, and cultural backgrounds, as well as exceptional learning needs


and styles. It is critical that all staff identify the diversity that is represented in the school’s population, especially those that may be different than their own. The School Improvement Team, School-Wide Positive Behavior Support Team, General Education Intervention Team, and grade level teams will monitor disaggregated data, incorporating culturally appropriate strategies where students need additional support. Professional development in Cultural Competency to better understand the cultures and expectations of our students and parents may be incorporated into monthly Staff Meetings, as well as additional professional development where necessary. Opportunities for Teachers to be included in Decisi on-Making Students are dismissed 40 minutes early every Wednesday to provide teachers time to meet in grade levels or as a staff to analyze student proficiency on common formative assessments or look at effective teaching strategies for delivering instruction. This release time is used to ensure that students continually progress towards the school academic goals. Every three weeks, teachers participate in Learning Log Meetings facilitated by the principal. Teachers and administrators review student data from grade level assessments, and assign students to remediation or enrichment based on the results. In addition to Early Release Days and Learning Log Meetings, teachers also collaboratively analyze student proficiency on ISTEP (grades 3-6), MCLASS (grades K-2), and ACUITY (grades 3-6). Timely additional assistance Teachers collaborate in grade level collaboration teams at least once a month to analyze student proficiency on common formative assessments. Through this 8-step data process, students who are not proficient are identified. Grade level teachers, together with special education teachers, instructional coaches, or ENL teacher, use the 8-Step Process to assess proficiency and identify skills to remediate/re-teach/enrich during ½ hour daily intervention time, called Success Period. Students are regrouped according to need every three to four weeks. A typical Success cycle includes three weeks of Reading skill focus and one week of Math skill focus. Responses to students who are not proficient include flexible grouping, differentiated curriculum, CARES Mentor, push-in support by Instructional Assistants or certified Interventionists, or referral to GEI.


Coordination and Integration of Federal, State, and Local Funds While the school has chosen to coordinate the program efforts, it will not consolidate program funds at this time. All fund expenditures and budgetary coordination, within Title 1 schools, are coordinated at the district level. Coordinated programs include Title 1, special education, and English as a second language. Title 1 funds provide four certified Interventionists, an office translator, and a Parent Support Coordinator. Additionally, the funds facilitate time for monthly Family Reading Nights, professional development, and monitoring the implementation of the school improvement plan.

Osolo Elementary September 2014 14

Osolo Elementary June 13, 2014 PRIORITY AREA OF IMPROVEMENT #1

SCHOOL IMPROVEMENT PLAN (Revised format of IDOE document) PHASE 1: ROOT CAUSE ANALYSIS

PAI 1 Focus Student proficiency

Subject English Language Arts

Grade(s) K-6

Subgroup or Improvement

Focus

Grades 3-6

Description of PAI 1 After reviewing ISTEP data for 5 years, we finally met our goal of 70% for the first time by improving from 65% to 72% in spring

2013. Our concern is to ensure we maintain this continual growth and not fall back below the 70% mark of the previous 4 years.

Root Cause Of PAI 1 The root cause of the previous poor performance was lack of knowledge of and consistency of implementation of the Core

reading curriculum. We provided professional development and monitored implementation last year that helped improve

student achievement. We think the root cause of a return to previous levels of student passing rates would be the lack of

monitoring and providing feedback to teachers to continue their improvement of fidelity in implementation.

Alignment of PAI 1 to Mass

Insight’s High–Performing, High

Poverty schools Framework -

Domains

DOMAIN #2 Readiness to teach


Insight’s High–Performing, High


Indicators

INDICATOR 2.3 Professional Teaching Culture


Insight’s High Performing, High


Elements

ELEMENT – 2.3b The principal uses classroom observation and analysis of learning outcomes to improve and learning

PHASE 2: DATA-DRIVEN INTERVENTION SELECTION

Intervention(s) for PAI 1 The administrators will conduct informal classroom visits with written feedback focused on elements of reading instruction a


minimum of three times per semester. These will be in addition to the official evaluation walk-through.

Description of how intervention(s)

for PAI 1 align to the previously

identified root cause and element

from the HPHP framework.

The constant monitoring with feedback will increase fidelity of implementation and consistent instruction of the reading

program and give teachers the information they need to improve instruction.

Target(s) for PAI 1

interventions(s)

All students K-6

IMPLEMENTATION PLAN FOR INTERVENTION(S) TO ADDRESS PAI 1

SMART GOAL 80% of students grade 3-6 will score proficient on ELA ISTEP in the spring of 2014.

BENCHMARKS 80% or above of students grades 3-6 will score proficient on the Journeys Unit Test 3 times per year.

80% of students grade 3-6 will score proficient (Tier 3 & 4) on ACUITY ELA assessments.

First Action Step, Time line

and Responsibilities for

Implementation

Communicate the list with teachers.

Second Action Step, Time

line and Responsibilities for

Implementation

Conduct classroom visits regularly during the 90-minute Reading Instruction.

Provide written feedback to teachers.

Third Action Step, Time line


Implementation

Provide professional development as needed beginning Jan.

Share effective instructional strategies with the staff throughout the year during Wednesday early release time.

Fourth Action Step, Time


Implementation

Provide a differentiated program for all ELLs based on their proficiency levels. ELL students will receive services and support

aligned with the new WIDA standards.

PRIORITY AREA OF IMPROVEMENT #2 PHASE 1: ROOT CAUSE ANALYSIS



Subject English language Arts

Grade(s) K-6


Focus All students

Description of PAI 2 After reviewing ISTEP data for 5 years, we finally met our goal of 70% for the first time by improving from 66% to 72% in spring

2013. Our concern is to ensure we maintain this continual growth and not fall back below the 70% mark of the previous 4 years.

Root Cause Of PAI 2 We focused last year on implementing the 8-step process with fidelity. We made progress in the implementation and saw

improved student scores as a result. There have been many district changes in the school day, amount of time for teachers to

collaborate and in the support given to the 8-step process. In order for this process to be most effective, we need continued

emphasis on the 8-step process to ensure it is firmly and effectively rooted in practice.


Insight’s High–Performing,

High Poverty schools

Framework - Domains

DOMAIN: Readiness to teach


Insight’s High–Performing,


Framework - Indicators

INDICATOR: 2.2 Personalization of Instruction


Insight’s High-Performing,


Framework - Elements

ELEMENT: 2.2a The school utilizes a coherent system to provide detailed tracking and analysis of assessment results.


Intervention(s) for PAI 2 Implement the 8-Step Process with fidelity.


Description of how

intervention(s) for PAI 2

align to the previously

identified root cause and

element from the HPHP

framework.

Use of the 8-step process provides a regular and timely dissemination of data that leads to a clear and well-rounded

understanding of student performance and progress over time. This process provides teachers data and information to address

student needs in a timely manner.

Target(s) for PAI 2

interventions(s)

The 8-step targets all student K-6 students and is taught by all staff members under the direction of certified teachers during a

daily 30-minute SUCCESS period.

IMPLEMENTATION PLAN FOR INTERVENTION(S) TO ADDRESS PAI 2

SMART GOAL 80% of students grade 3-6 will score proficient on ELA ISTEP in the spring of 2014.

BENCHMARKS 80% or above of students grades 3-6 will score proficient on the Journeys Unit Test 3 times per year.

80% of students grade 3-6 will score proficient (Tier 3 & 4) on ACUITY ELA assessments.



Implementation

All teachers will use formative assessments to assess student learning aligned to the standards in the reading curriculum

beginning August 15, 2014. Assessments may be teacher created, district created, standardized measures, or from the Journeys

basal reading series.



Implementation

All grade level teachers will collaboratively regroup students every three weeks based on the formative assessment data for

remediation or enrichment groups during the daily 30-minute SUCCESS period beginning September 8, 2014. Special attention

will be given to the performance and growth of students in ALL subgroups to ensure that all subgroups meet AMOs.



Implementation

Building administrators will meet with each K-6 grade level team during Learning Log meetings beginning August 29 during

school as scheduled to discuss the assessment results and implications for regrouping and instructional strategies to use during

SUCCESS period.

Fourth Action Step, Time


Implementation

All certified teachers will plan and teach skill-based lessons as well as provide lesson plans and materials for the instructional

assistants to use in the daily 30-minute SUCCESS period beginning September 8 Instructional assistants are under the direct

supervision of a certified teacher.

Fifth Action Step, Time line


Implementation

For the 2014-15 school year the LEA is providing professional development regarding implementation of the new WIDA

standards for all ELL teachers, technical assistants, and classroom teachers. ELL teachers are collaborating with classroom

teachers, co-teaching and modeling the newly-learned strategies in the general education classroom and staff meetings. We

are providing a differentiated program for all ELLs based on their proficiency levels.


PRIORITY AREA OF IMPROVEMENT #3

PHASE 1: ROOT CAUSE ANALYSIS


Subject Math

Grade(s) K-6


Focus

All K-6 students

Description of PAI 3 We met our 70% goal from last year, increasing 4% from 66% to 70% passing. Our concern is that we might fall back below the

70% mark, because our 3rd

and 4th

grades only had 63% passing in 2013. The scores are not consistently improving by grade or

by cohort over 5 years.

Root Cause Of PAI 3 The root cause of our uneven performance in the past is a lack of consistency in implementing a process to provide timely

remediation for deficit skills according to assessment results.


Insight’s High –Performing,


Framework - Domains

DOMAIN: Readiness to learn




Framework - Indicators

INDICATOR: 2.2 Personalization of Instruction




Framework - Elements

ELEMENT: 2.2b Teachers use data gathered from multiple assessments to plan instruction and activities that match the

learning needs of students.



Intervention(s) for PAI 3 Implementation of daily math review boxes in each classroom, followed by review and teacher feedback. Intervention will

begin by September 1, 2015.

Description of how

intervention(s) for PAI 3

align to the previously

identified root cause and

element from the HPHP

framework.

Teachers will create math review boxes for deficit skills as identified by classroom data results and provide individual feedback.

The use of math review boxes will provide a consistent process for timely math remediation in all grade levels.

Target(s) for PAI 3

interventions(s)

All K-6 students will participate in completing math review boxes.

IMPLEMENTATION PLAN FOR INTERVENTION(S)

TO ADDRESS PAI 3

SMART GOAL 80% of students in grades 3-6 will score proficient on Math ISTEP+ in Spring of 2014.

BENCHMARKS 80% of students grade 3-6 will score proficient (Tier 3 & 4) on ACUITY Math assessments Quarterly.



Implementation

Most of our teachers received training in the 5 Easy Steps in math in the Summer of 2013.



Implementation

Teachers will begin developing math review boxes based on classroom data beginning September 1, 2014.



Implementation

Classroom visits by the district math coach to determine the level of implementation and professional development needs

followed by professional development support provided by district math coach as needed.

ALIGNMENT TO FEDERAL TURNAROUND PRINCIPLES

The USDOE has 7

Turnaround Principles.

Priority (“F”) schools are

required to show how each

of these principles is

addressed by at least one of

the interventions proposed

N/A #1 Provide strong leadership by (1) reviewing the performance of the current principal; (2) either replacing the principal

if such a change is necessary to ensure strong and effective leadership or demonstrating to IDOE that the current principal has

a track record in improving achievement and has the ability to lead the turnaround effort; and (3) providing the principal with

operational flexibility in the areas of scheduling, staff, curriculum and budget.

PAI 1 & 3-Building administrators will provide feedback regarding the level of implementation of the

Journeys reading program. The district math coach will provide feedback regarding the level of


above. Focus schools (“D”)

are required to show how

Turnaround Principles

specific to their priority

areas for improvement are

addressed by at least one of

the interventions proposed

above. For those principles

that Focus schools are not

targeting interventions

towards, please insert “N/A”

in the textbox.

implementation of the math daily review boxes. #2 Ensure that teachers are effective and able to improve

instruction by: (1) reviewing the quality of all staff and retaining only those who are determined to be effective and have the

ability to be successful in the turnaround effort; (2) preventing ineffective teachers from transferring to these schools; (3)

providing job-embedded, on-going professional development informed by the teacher evaluation and support systems and tied

to teacher and student needs.

PAI 2 & 3-The school day continues to be redesigned to allow for a 30-minute Success period daily for

additional enrichment and remediation. The elementary student day has been revised the past two

years and this year is 50 minutes longer than it was in 2012-13, allowing us to add math review boxes

into the daily schedule. #3 Redesign the school day, week or year to include additional time for student learning and

teacher collaboration.

PAI 1-The Journeys reading program is a state approved robust core curriculum implemented with

fidelity that addresses students’ learning needs and standards. #4 Strengthen the school’s instructional

program based on student needs and ensuring that the instructional program is research-based, rigorous, and aligned with

state academic content standards.

PAI 2-The use of the 8-Step Process includes teachers collaborating and reviewing data every three

weeks with building administrators. #5 Use data to inform instruction and for continuous improvement, including by

providing time for collaboration on the use of data.

N/A #6 Establish a school environment that improves school safety and discipline and addressing other non-academic factors

that impact student achievement, such as students’ social, emotional, and health needs.

N/A #7 Provide ongoing mechanisms for family and community engagement.

Osolo Elementary 21

Appendix Historical ISTEP Results

2009 2010 2011 2012 2013

2014

OSOLO

% Students receiving Free or Reduced Lunch 71.3 81.1 76.7 80.6 83.0

63.0

% English as a Second Language 25.1 25.8 30.0 30.1 27.2

27.9

Grade

3 Language Arts 54 57 54 67 77 73.4

Mathematics 55 54 56 49 63 69.2

4 Language Arts 56 51 73 74 65 82.5

Mathematics 62 58 73 60 63 71.4

5 Language Arts 52 48 58 60 68 68.4

Mathematics 66 73 72 80 71 87.7

6 Language Arts 55 46 56 59 78 64.4

Mathematics 70 66 69 78 82 78.6

All

Grades Language Arts 54 51 60 65 72

72

Mathematics 63 63 67 66 70

76.5

Osolo Elementary 22

IREAD-3 Results

Osolo Elementary 23

Highly Qualified Teachers

Osolo Elementary 24

Highly Qualified Paraprofessional List September 4, 2014 Employee Job/Position Time Location Degree

1 Para-

Media/Library

0112 Osolo Compliant Para

Test

2 Para- Special

Needs

0112 Osolo BS Bachelors

Degree

3 Para- Keyboarding 0112 Osolo Compliant Para

Test

4 Para- Instructional 0112 Osolo Compliant Para

Test

5 Para- Instructional 0112 Osolo Compliant Para

Test

6 Para- Special

Needs

0112 Osolo Compliant Para

Test

7 Para- Translator 0112 Osolo Compliant Credit

Hours

This document has been verified by Doug Thorne, Executive Director of Personnel and Legal Services So that the Elkhart Community Schools can be in compliance with I.C.5-14-3-4(b)(8) this information is reported without the disclosure of confidential information.

Osolo Elementary 25

Title 1 Schoolwide Checklist Components of a Schoolwide Plan*: Found on Page #: 1. A comprehensive needs assessment of the whole school 7

2. Implementation of schoolwide reform strategies that: 14-20

� Provide opportunities for all children to meet proficient and advanced levels of student academic achievement � Use effective methods and instructional strategies that are based on scientifically based research that: � Strengthens the core academic program � Increases the amount of learning time � Includes strategies for serving underserved populations � Includes strategies to address the needs of all children in the school, but particularly low achieving children and those at risk of not meeting state standards � Address how the school will determine if those needs of the children have been met � Are consistent with and are designed to implement state and local improvement plans, if any

3. Highly qualified teachers in all core content area classes 9, 23

4. High quality and on-going professional development for teachers, principals, and paraprofessionals

15, 19

5. Strategies to attract high-quality, highly qualified teachers to this school 10

6. Strategies to increase parental involvement, such as literary services 10

6 a. Description how the school will provide individual academic assessment results to parents

10

6 b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan

10

7. Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or a state-run preschool program

11

8. Opportunities and expectations for teachers to be included in the decision making related to the use of academic assessment results leading to the improvement of student achievement

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9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance

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10. Coordination and integration of federal, state and local funds; and resources such as in-kind services and program components

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10 a. A list of programs that will be consolidated under the schoolwide plan (if applicable)

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school improvement plan - elkhart community … · osolo elementary school september 2014 page 1...

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