East Side Elementary School's 2012 - 2013 ... - Edinburgh CSC

East Side Elementary School Improvement Plan 2012-2013
I. KEY STRATEGY Corporation Goal: In response to the goals of ECSC, this goal supports growth in the area of curriculum and instruction.
Vision Statement: “ECSC inspires pride in life long learning.” Mission Statement: “Developing pride through excellence.”
Goal: Student mastery of content as evidenced by 87% or more of students passing the English/Language Arts portion of the Spring 2013 ISTEP+, as well as
87% or more passing Math. Students benchmarking on DIBELS end-of-year [EOY] assessment for grades K-2 will increase by at least 10% over 2012 EOY
data. Within three years, our passing rate will improve to at least 90% passing in ELA/Math on ISTEP+.
Strategy: 1. Teachers will utilize state curriculum maps to ensure they follow a logical sequence
and are aligned appropriately. 2. Staff members will use data to drive instruction and make
flexible grouping decisions; specific benchmarks and goals will be utilized. 3. Per the
Elementary Reading Plan requirements, staff members will participate in a year’s worth of
focused discussion on improving reading instruction.
ACTION STEPS:
1. The principal and all teachers/paraprofessionals will continue to
be highly qualified, and will be provided with high quality
professional development opportunities on an ongoing basis.
2. The data team along with grade level teams will conduct
ongoing analysis of student assessment data to inform
instruction and interventions.
Data team will meet regularly with grade level teams for data
analysis
3. Qualitative and quantitative data will be collected and
analyzed.
Turn data percentages into actual numbers of students [i.e. A
five percent improvement translates into three additional
students passing ISTEP+]
Standards will be included in daily lesson plans
4. Teachers will streamline data and results, and share assessment
results with parents regularly.
5. Teachers will implement research-based instructional
strategies.
6. Continue progress monitoring for building-wide interventions
7. Building-wide schedule reflects commitment to flexible
grouping and larger blocks of instructional time; 90 minutes of
core uninterrupted Language Arts instruction embedded within
1
Data/Assessments:
PROFESSIONAL DEVELOPMENT
We assure that no less than 10% of our
Title I budget each year will used to
provide high quality professional
development
a.State Curriculum
Maps
b. English/Language
Arts 90-Minute Core
Block
Improvements and benchmarks will be assessed using
ISTEP+, DIBELS, STEEP, Acuity, and RTI progress monitoring
a. Training
on Learning
Connections
- time to
collaborate
and plan
b.
Workshops,
Learning
Connections,
and
research on
the 90
Minute Core
Block of
RESEARCH/RESOURCES
a. IDOE Curriculum Mapping/ Common
Core Transition Map resources:
http://dc.doe.in.gov/Standards/Acade
micStandards/index.shtml
http://www.doe.in.gov/commoncore/
b. Resources from the Learning
Connections community: Literacy Liaisons

a larger literacy block, and 60 minutes of core uninterrupted
Math instruction daily
8. Coordination and integration of available technology to
enhance student learning- Compass, Airliners, Smart Boards,
iPads, etc.
9. In an effort to continue recruiting and retaining high quality
teachers, we will increase teacher mentoring, training, and
support opportunities
release time for classroom visits
training opportunities with interventionist
recruitment at college job fairs by administration
plan second staff retreat for summer 2013 as appropriately
funded
------------------------------------------------------------------------------------------------
Current data:
2011-2012 EOY benchmark %:
DIBELS NEXT
Kdg: 76% ,1 st : 53%,2 nd : 58% (average 63%)
DIBELS MATH
Kdg:60%, 1 st :54%, 2 nd : 39% (average 51%)
2011-2012 ISTEP+ passing %:
Math: 87.4%
ELA: 88.5%
East Side Elementary School Improvement Plan 2012-2013
c. Technology inservices:
Tech
Tuesdays
PERSON(S) RESPONSIBLE:
2
Instruction
for ELA.
Every other
monthly
staff
meeting will
be focused
on Reading
Instruction
c. bi-weekly
after school
on Tuesdays
for any
interested
staff
member
c. The technology coordinator or assistant
will be available to provide inservices/refresher
courses on available
technologies
All grade level/specials’ area teachers will utilize state curriculum maps.
LEADERS: Principal, Curriculum Coordinator, Leadership Team, Grade Level
and Committee Chairpersons

East Side Elementary School Improvement Plan 2012-2013
II. LOW ACHIEVERS Corporation Goal: In response to the goals of ECSC, this goal supports growth in the areas of pride and curriculum and
instruction.
Vision Statement: “ECSC inspires pride in life long learning.” Mission Statement: “Developing pride through excellence.”
Goal: Over the course of the next three years, the achievement gap between Special Education and General Education students, as well as the gap
between Free and Reduced students and paid lunch students, will continue to decrease.
Strategy: 1. Increase motivation for students to improve academic performance, discipline,
and attendance. 2. Through regular data analysis, effective differentiated instruction, and
appropriate interventions, the low achieving students will progress academically to perform
on-grade level.
ACTION STEPS:
1. Special Education and Free & Reduced are the two subgroups
where we see achievement gaps in comparison to the general
population.
For grades 3-5, 20-25% of the student population is
identified special education. This includes students
receiving speech and language services.
67.9% of student population, Free & Reduced [F&R]
On the Spring 2012 ISTEP+, overall passing percentage
for Special Education ELA was 60% (compared to
88.5% overall passing rate) and 79% in Math
(compared to 87.4% overall passing rate). Overall
passing percentage for F&R in ELA was 79% (compared
to 88.5% overall passing rate) and 83% in Math
(compared to 87.4% overall passing rate). This
translates to an achievement gap for special education
students of 28.5% in ELA and 8.4% in Math. The
achievement gap for F&R was 9.5% in ELA and 4.4% in
Math.
Although 67.9% of our students qualify for F&R lunch
status, the percentage of frequent tardies (4+) for F&R
is 82% of all frequent tardies.
Of the 75 students with discipline referrals resulting in
a consequence from office in 2011-2012, 85% were
F&R students (64), 26% were special education (20),
PROFESSIONAL DEVELOPMENT
We assure that no less than 10% of our
Title I budget each year will used to
provide high quality professional
development
a. Title I Camp and
Interventionist
b. Book Clubdifferentiated
by
teacher choice/
need (based on a
list of book choices)
3
Data/Assessments: formative and summative data: ISTEP+,
SDS discipline and attendance data, DIBLES, STEEP, RTI
progress monitoring data
a. work with
individual
teachers to
help best
meet their
students
needs
b. bimonthly
staff
meetings
RESEARCH/RESOURCES/RATIONALE
a.http://www.lindamoodbell.com/
http://www.smekenseducation.com/
b. book titles below:
A Framework for Understanding Poverty by
Ruby K. Payne
http://www.amazon.com/Framework-
Understanding-Poverty-Ruby-
Payne/dp/1929229488
Classroom Instruction that Works by Robert
J. Marzano, Debra J. Pickering, and Jane E.
Pollock
http://www.amazon.com/Classroom-
Instruction-That-Works-Research-
Based/dp/0871205041
Dealing With Difficult Parents (and With
Parents in Difficult Situations) by Todd
Whitaker and Douglas J. Fiore

and 25% were both F&R and special education (19).
2. Our low-achieving students need motivation to achieve up to
their potential.
We will continue our college readiness focus using the No
Excuses University model
We will implement new building-wide
incentives/motivators for students and families to improve
academics, attendance, and discipline
The global connect phone system, school website, and
Twitter will be used as a motivational communication tools
between school and home
3. Math: ISTEP scores were overall above state cut scores, areas
to focus continued improvement include Problem Solving,
Algebra Functions and Computation. In grades K-5 the overall
percentage of students reaching the End-of-Year [EOY]
benchmarks for DIBELS MATH (K-2) and STEEP MATH (3-5)
computational fluency was 44% in 2011-2012. K: 60%, 1 st
grade: 54%, 2 nd : 39%, 3 rd : 29%, 4 th : 42%, 5 th : 42%. 42% of
kindergarteners reached the EOY benchmark for Number
Naming.
There will be a daily focus and opportunities for practice in
timed facts and computation at all grade levels
Formative assessments will be developed and utilized to collect
evidence of daily/weekly progress and make data driven
instructional decisions
Research based instructional strategies from previous
Professional development, i.e. differentiation, classroom
instruction that works, etc. will be revisited and incorporated
into instruction
2. ELA: ISTEP scores were overall above state cut scores, areas
to focus continued improvement are Language Conventions,
East Side Elementary School Improvement Plan 2012-2013
c. formative vs.
summative
assessments
d. Best practices
training sessions for
Instructional Aides
e. Revisit, seek, and
utilize researchbased
instruction
and interventions in
daily instruction
4
c. ongoing
d. ongoing
as needed
e. ongoing
http://books.google.com/books/about/
Dealing_with_Difficult_Parents.html?id
=eC4pMCINb8sC
Teach Like a Champion: 49 Techniques That
Put Students on the Path to College by Doug
Lemov
http://www.josseybass.com/WileyCDA/Wil
eyTitle/productCd-0470550473.html
Teach Like a Techie by Lori Elliott
http://www.crystalspringsbooks.com/techn
ology/teach-like-a-techie:-20-tools-forreaching-the-digitalgeneration/Page_1/550209.html
c. Formative and Summative Assessments
in the classroom:
http://www.nmsa.org/Publications/WebEx
clusive/Assessment/tabid/1120/Default.asp
x
Curriculum Frameworks- activities, pre and
post assessments, etc.
http://dc.doe.in.gov/Standards/AcademicSt
andards/index.shtml
d. We will provide opportunities for IA
professional development to help them
best support school improvement goals.
e. The What Works Clearinghouse
http://www.w-w-c.org/ established by the
U.S. Department of Education’s

Vocabulary, Writing process and Writing Applications.
ELA: K-2 DIBELS scores show 53-76% (62.33% avg) and 3-5
STEEP Oral Reading Fluency scores show 68-82% (73.33% avg) of our
students met EOY benchmark goals in early literacy skills, thus we have
an additional focus on continuing improvement of Oral Reading Fluency
Skills.
Our 12-13 staff book club will be differentiated by teacher
choice focused on integrating technology, engaging students, or
improving reading/vocabulary instruction
Daily authentic opportunities for Language Conventions
practice will be provided at all grade levels
Accelerated Reader will continue as a motivational tool and
support for reading comprehension.
Formative assessments will be developed and utilized to collect
evidence of daily/weekly progress and make data driven
instructional decisions
Revisit research based instructional strategies from previous
Professional development, i.e. differentiation, classroom
instruction that works, etc. and incorporate into instruction
Supports to strengthen core academic subjects for all low-achievers,
1. Flexible student grouping will be utilized to provide
differentiated instruction within the classroom and for class
placement
2. Along with the general education teacher, Title I teachers,
Special Education teachers, and/or support staff will be used to
lower the student-to-teacher ratio in classrooms with low
achieving students to better provide individualized instruction
3. General Education Intervention meetings (GEI) will be held to
continue to analyze student information and problem-solve
strategies to meet student needs
4. RtI (Response to Instruction), a three-tiered model of student
instructional support, will continue to serve as the framework
East Side Elementary School Improvement Plan 2012-2013
PERSON(S) RESPONSIBLE:
5
Institute of Education Sciences to provide
educators, policymakers, and the public
with a central,
independent, and trusted source of
scientific evidence of what works in
education.
Classroom Instruction that Works. Robert
Marzano.
Learning Connections resources
All staff members will maintain a focus and commitment to motivating our
students.
All grade level teachers are responsible for incorporating computation and
authentic language conventions practice into daily lesson plans, and using
formative and summative assessments to make instructional decisions on
a weekly basis.
All instructional aides will support school improvement goals as well.
LEADERS: Principal, Counselor, Grade Level Chairpersons, CAMP
commander

for support at East Side.
5. Students will participate in DIBELS, Acuity, and/or STEEP
assessments three times a year following as follows:
1. All K - 2 students will participate in DIBELS Next
assessment three times per year.
2. All 3 - 5 students will participate in STEEP Math
assessments three times per year.
3. All 3 - 5 students will participate in STEEP Maze
assessments three times per year.
4. All 3 - 5 students will participate in STEEP Oral Reading
Fluency assessments three times per year.
5. All 3-5 students will participate in Acuity Predictive
assessments three times a year.
6. The Data Team will meet regularly with general education
teachers to share DIBELS and STEEP assessment results and
progress monitoring data and discuss how that information can
drive instruction. Acuity data and planning will also be
discussed.
7. Scientific research-based computer interventions such as
Earobics, Reading Center, Headsprout Early Reading,
Headsprout Reading Comprehension, Read Naturally,
ReadAbout, and FASTT Math will continue to be used with nonidentified
students whose scores fall in the strategic range.
8. Our CAMP (Creative Activities Multi-Intelligence Place) teacher
and Interventionist will provide intensive small group
instruction with students needing intervention four days a
week, and they will provide focused enrichment for high ability
students one day per week.
East Side Elementary School Improvement Plan 2012-2013
6

East Side Elementary School Improvement Plan 2012-2013
III. HIGH ABILITY STUDENTS Corporation Goal: In response to the goals of ECSC, this goal supports growth in the area of curriculum and instruction.
Vision Statement: “ECSC inspires pride in life long learning.” Mission Statement: “Developing pride through excellence.”
Goal: The percentage of students earning a “Pass Plus” on ISTEP+ will continue to increase.
Strategy: Through increased identification, regular data analysis, effective differentiated
instruction, and appropriate enrichment opportunities, the high achieving students will
continue to show advanced academic growth above and beyond their current level of
achievement.
ACTION STEPS:
1. Math: 3 rd grade: 29% Pass+ in 2012 compared to 53% in 2011
4 th grade: 24% Pass+ in 2012 compared to 15% in 2011
5 th grade: 22% Pass+ in 2012 compared to 22 % in 2011
2. ELA: 3 rd grade: 9% Pass+ in 2012 compared to 20% in 2011
4 th grade: 20% Pass+ in 2012 compared to 13% in 2011
5 th grade: 14% Pass+ in 2012 compared to 11% in 2011
3. Identification #’s in 2011-2012:
3 rd : HA G: 4, HA M: 14, HA L: 2
4 th : HA G: 13, HA M: 12, HA L: 2
5 th : HA G: 6, HA M: 7, HA L: 6
4. Use student profile to determine students with high
achievement, and/or high ability/ potential for high ability
5. Provide parent recommendation opportunities for
identification purposes
6. Provide differentiated instruction within the High Ability
classroom by a licensed GT/HA teacher
7. Use the KOI to identify specific areas of giftedness
8. Implement Guidance Counseling Plan for High Ability students
to meet their specific social and emotional needs
9. Regular district-wide High Ability Broad-based Planning
Committee meetings
10. Continue exploring opportunities for increased enrichment
opportunities outside of the classroom i.e. mentoring program,
after-school or summer enrichment program
11. CAMP utilized one day each week for additional extension or
enrichment for high ability classes
7
Data/Assessments: ISTEP+, graded assignments
Improvements and benchmarks will be assessed using,
DIBLES, STEEP, KOI, CoGat
PROFESSIONAL DEVELOPMENT RESEARCH/RESOURCES
a. Indiana
Association for the
Gifted [IAG]
PERSON(S) RESPONSIBLE:
a. annual
conference
often
attended by
HA teachers
a. Indiana Association for the Gifted:
http://www.iagonline.org/Indiana_Association_for_the_Gi
fted/IAG_Home.html
a. Indiana Dept. of Education- High Ability:
http://www.doe.in.gov/exceptional/gt/wel
come.html
LEADERS: High Ability Teachers, High Ability Coordinator, Counselor

IV. FAMILY AND COMMUNITY
INVOLVEMENT
East Side Elementary School Improvement Plan 2012-2013
Corporation Goal: In response to the goals of ECSC, this goal supports growth in the areas of pride and curriculum and
instruction.
Vision Statement: “ECSC inspires pride in life long learning.” Mission Statement: “Developing pride through excellence.”
Goal: Student mastery of content as evidenced by 87% or more of students passing the English/Language Arts portion of the Spring 2013 ISTEP+, as well as
87% or more passing Math. Students benchmarking on DIBELS end-of-year [EOY] assessment for grades K-2 will increase by at least 10% over 2012 EOY
data. Within three years, our passing rate will improve to at least 90% passing in ELA/Math on ISTEP+.
Strategy: 1. Continue working to improve communication regarding academic progress and
needs with parents. 2. Increase effective parental involvement in the school through a
variety of means
ACTION STEPS:
1. During the Open House, parents will be encouraged to commit
time/effort to at least one school event during the school year through signup
lists for each opportunity
Utilize as an opportunity to share classroom expectations,
procedures, proficiency levels students are expected to meet, goalsetting,
character traits, Take 5, etc.
At Parent/Teacher conferences, Title I school-parent compact will
be shared
2. Regularly update the school website and communicate via Twitter. All
teachers will be encouraged to have a classroom website that parents and
students can navigate to find helpful information and links that supports
student learning, up-to-date classroom information, etc.
Share pertinent overall school academic information and school
improvement goals
Build positive rapport
Include upcoming opportunities for families to be involved at
school
Include tips and strategies to help parents assist their child’s
learning at home
Inform parents of community resources
Celebrate the achievements of our students
3. Maintain and inform parents of parent resource materials, including
training on Parent Connect
8
Data/Assessments: documentation of letters mailed/sent
home, meetings held [attendance logs]
PROFESSIONAL DEVELOPMENT RESEARCH/RESOURCES
a. parent
involvement
discussions
wrapped into
Leadership Team
meetings
b. parent
involvement
coordinator will
incorporate best
practice in parent
involvement to
increase parent
involvement
a. monthly
b. ongoing
b. School-Parent-Community Partnership
Resource Book, Indiana Dept. of Education:
http://www.doe.in.gov/publications/pdf_ot
her/SFCPnarrative.pdf
The Indiana Partnerships Center
http://www.fscp.org/
U.S. Dept. of Education, parent resources:
http://www.ed.gov/parents/landing.jhtml

4. Teachers will communicate regularly with parents to share qualitative and
quantitative data, especially pertinent school-wide assessments and discuss
the overall academic achievement of the child. When appropriate to a
child’s needs, interventions will be explained.
5. Maintain regular school-home communication via the student agenda in
grades 3-5, and weekly folders in grades K-2
6. Communication through email, voicemail, and the school website for
parents will be continued and the use of technology for communication will
increase.
7. Commitment to overall positive communication/relationship building with
parents/guardians
8. Communicate with ELL families through translated communication from
school on a regular basis, and have interpreters available for conferences
9. Elicit and make use of parent volunteers by collaborating with community
members
10. Collaborate with Edinburgh Wright-Hageman Library, Camp Atterbury,
and other community resources
11. Continue monthly Family Nights aligned with the IN Academic Standards
12.Provide parents with the opportunity to participate in the planning,
reviewing, and improvement of the School Improvement Plan and Title I
program
Parent information meeting
Link to our School improvement plan posted on East Side’s website
Encourage comments and conversations regarding school-wide
plan
13. Parent coordinator will help create/host regular informational
meetings/sessions in addition to Family Night to help parents learn effective
ways to support their child’s learning; can be linked to No Excuses University
preparation as well. Flexible meeting schedule will be offered
East Side Elementary School Improvement Plan 2012-2013
PERSON(S) RESPONSIBLE:
All teachers are responsible for maximizing parent involvement and
communication for all students within his/her classroom
LEADERS: Parent Involvement Coordinator, Principal, Counselor
9

V. TRANSITIONS AND
COLLABORATION
East Side Elementary School Improvement Plan 2012-2013
Corporation Goal: In response to the goals of ECSC, this goal supports growth in the area of curriculum and instruction.
Vision Statement: “ECSC inspires pride in life long learning.” Mission Statement: “Developing pride through excellence.”
Goal: Student mastery of content as evidenced by 87% or more of students passing the English/Language Arts portion of the Spring 2013 ISTEP+, as well as
87% or more passing Math. Students benchmarking on DIBELS end-of-year [EOY] assessment for grades K-2 will increase by at least 10% over 2012 EOY
data. Within three years, our passing rate will improve to at least 90% passing in ELA/Math on ISTEP+.
Strategy: Plan collaboration and improve communication between grade levels and pivotal
transitions to better meet students’ academic and developmental needs.
ACTION STEPS:
1. Kindergarten teachers will meet in Spring with the special education
pre-school teacher regarding readiness skills and kindergarten
expectations, to discuss and plan for incoming students.
2. The Johnson County Learning Center pre-school and Special Education
pre-school students entering Kindergarten will be invited to visit East
Side Elementary in the spring in preparation for entering Kindergarten.
3. Kindergarten teachers will meet with pre-school teachers in October
and April to collaborate regarding readiness skills and kindergarten
expectations.
4. Fifth and sixth grade teachers will meet to discuss transition strategies
to align curriculum, instruction, expectations and the continuation of our
goals and strategies at least once a year via email, interoffice mail,
conference, or phone conference.
5. Cross grade-level meetings bimonthly to plan transition strategies to
support all students, and discuss gaps and expectations.
10
Data/Assessments: documentation of meetings
PROFESSIONAL DEVELOPMENT RESEARCH/RESOURCES
a. transition
resources
a. share as
needed
a. Indiana Department of Education,
Division of Early Learning and Literacy:
http://www.doe.in.gov/primetime/
b. The Transition to Middle School. Donna
Schumacher:
http://www.ericdigests.org/1999-
2/middle.htm

6. Students participate in 5 th Grade Academy transitional program
7. Transition conferences will be held for all fifth grade special
education students to plan for middle school changes
8. We do not financially consolidate, but we coordinate and integrate
federal, state, and local funding such as: Title I grant, Full Day
Kindergarten grant, High Ability grant, Special Education funding, etc.
East Side Elementary School Improvement Plan 2012-2013
PERSON(S) RESPONSIBLE:
LEADERS: Principal, Kindergarten teachers, Pre-School teacher, 5 th grade
teachers, Counselor
11