Title I Schoolwide Plan â 2016-2017
Title I Schoolwide Plan – 2016-2017 Mooresville Consolidated School Corporation - #5930
School Name: North Madison Elementary School School Number: 6385 Principal: Stephanie McGaha School Improvement Status: 2016-2017
Component #1: Comprehensive Needs Assessment of the whole school Vision: North Madison Elementary School, working with all stakeholders, will provide a safe learning environment with a focus on academic accomplishments while encouraging students to become lifelong learners and responsible citizens. Mission: North Madison Elementary School will be student centered with our primary focus on student growth and success. Students’ needs are identified through data analysis and addressed to promote learning while utilizing differentiated instruction. Beliefs: North Madison Elementary School believes… All students can achieve academic success when teachers utilize technology, differentiate instruction, and recognize varied learning styles. Continuous professional development is key to educating the workforce of the future. That with modeling and encouragement, students will strive to meet high expectations. All students should be encouraged to be creative thinkers, problem solvers, and effective communicators in order to become productive members in society. A cooperative partnership among the student, school, and involved family and community is essential for student growth and development. North Madison Elementary is located in Camby, IN and is a part of the Mooresville Consolidated School Corporation. Mooresville is a suburban community of 9,273 citizens and is located seven miles southwest of Indianapolis. North Madison’s construction was started in 1956 and student’s started attending in 1958. The first year’s enrollment was 210 students. Since then, the building has had 3 additions to the original structure and currently houses approximately 700 students.
710 700 690 680 670 660 650 640 630 620 610 2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
North Madison has a School Improvement Committee that meets bi-monthly before school. It is composed of the principal, three primary teachers, and four intermediate teachers as well as a special area teacher. At various times, the committee has an assortment of parents, community members and support staff who participate with the School Improvement Committee to complete various tasks. These tasks incude reviewing student assessment data, discussing best instructional practices, celebrating school achievements, and brainstorming ways to improve the school environment. The information from these meetings is then shared with the staff at faculty meetings and through email. Utilizing various means of communication, the entire staff has involvement and takes ownership in our School Improvement Plan along with other goals or programs that we adopt.
Currently, the staff at North Madison is incorporating a balanced literacy framework for teaching reading. The framework consists of a minimum of 90 minutes of daily reading instruction and focuses on five key elements, which includes phonemic awareness, phonics, fluency, vocabulary, and comprehension. Classrooms at North Madison are self-contained with a focus on balanced literacy and integration of content area instruction. The high ability program for identified students grades K-6 is inclusive with the general education students. These students are grouped at each grade level. However, they are not in self-contained high ability classrooms. They are integrated among students of all other ability levels through cluster grouping. These students are identified for language arts and/or math, and the high ability teacher(s) in each grade level differentiates instruction for them by providing project-based learning that centers upon the principles of Bloom’s Taxonomy.
Component #2: Implementation of schoolwide reform strategies that: Instructional Initiatives
Timeline
Benchmarks/ Indicators
Professional Development
Assessment
Teachers will utilize a 90-minute (minimum)
Daily
Teacher lesson plan will
Continued training on
ISTEP+ NWEA
reading block daily with all students. Instructional focus will be on core reading strategies, reading at instructional levels, and vocabulary/word work.
Teachers will integrate Daily Science and Social Studies resources into the daily reading block with a focus on core reading strategies (determining important information, summarize/synthesize, monitor/clarify, and asking questions).
identify strategy focus. Assessment results used to determine reading progress (NWEA and common assessments). Administrative walkthrough data. Teacher lesson plans will identify strategy focus. Assessments used to determine reading progress (NWEA, and common assessments. Administrative walkthrough data. Assessment results used to determine mastery of grade-level standards.
Students identified as achieving mastery or non-mastery of gradelevel standards will have additional opportunities for enrichment or remediation during the school day. Additional reading opportunities will be provided to students scoring in the lowest 20% through Tier 2 interventions 4 times per week for 30 minutes per session
On-going
On-going
Assessments used to determine reading progress (NWEA, and common assessments. TIPS Team input.
Additional reading
On-going
Assessments
differentiated instruction. Continued training on the school literacy framework components. Training and utilization of Smekens small group strategies Training on non-fiction reading strategies. Continued training on differentiated instruction.
District Common Assessments NWEA Standardsbased Classroom Assessments
Continued training on differentiated instruction. On-going training on utilizing effective interventions. Continued training on differentiated instruction. On-going training on utilizing effective interventions.
District Common Assessments. Standardsbased Classroom Assessments
Continued
ISTEP+
ISTEP+ NWEA District Common Assessments DIBELS Standardsbased Classroom Assessments
ISTEP+ NWEA District Common Assessments DIBELS Standardsbased Classroom Assessments
opportunities will be provided to students whose data shows a more significant need through Tier 3 interventions 4 times per week for 30 minutes per session Guest Speakers and visitors from the community will offer several reading experiences a year in each classroom.
On-going
Utilization of the 6traits writing framework for all grades K-6.
On-going
used to training on determine differentiated reading instruction. progress On-going (NWEA, training on and common utilizing assessments. effective TIPS Team interventions. input. Assessments in Teachers will listening and be advised of comprehension multiple using ISTEP+, opportunities NWEA, and such as the common MPL librarian assessments visits, Parent volunteers, and/or visiting authors. Assessments Continued used to training on determine Writers writing workshop progress On-going (ISTEP+, NWEA, training on 6and common traits writing assessments) framework
NWEA District Common Assessments Standardsbased Classroom Assessments ISTEP+ NWEA District Common Assessments Standardsbased Classroom Assessments
ISTEP+ NWEA District Common Assessments Standardsbased Classroom Assessments
Goal: To increase the percentage of students passing the Math portion of the ISTEP+ assessment with a focus on Problem Solving and Number Sense. Students will On-going Assessments Continued ISTEP+ participate in data used to training NWEA driven Tier 2 pulldetermine technology District out groups for math available. Common small group proficiency Training with Assessments instruction as (ISTEP, NWEA Aides on Standardsneeded. and common resources based assessments) available such Classroom Daily schedules as IPad, Frog Assessments Administrative Games and walk through Manipulatives. data Students will On-going Assessments Continued ISTEP+ utilize MobyMax used to training NWEA and Study Island determine technology District programming to math available. Common remediate their proficiency Training with Assessments
Math skills at school as well as at home.
(ISTEP, NWEA and common assessments) Daily schedules Administrative walk through data
Aides on resources available such as IPad, Frog Games and Manipulatives.
Standardsbased Classroom Assessments
Component #3: Highly qualified teachers in all core content area classes North Madison Elementary School Highly Qualified Teachers for School Year 2015-2016: Indicator of HQ status on Verification Form: Bachelor’s Degree earned? Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings? Plus one of the following: Passed Praxis II “Elementary Education: Teacher Teaching Curriculum, Instruction and Assessment”? or Name: Assignment: CASA Passed the NTE (National Teacher Exam) “Education in the Elementary School”? Considered HQ in another state? NBPTS Certification? *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments) Valid Indiana Elementary Education teaching Amy Alte Kindergarten license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Nichole Moore
Kindergarten
Location of Verification Form and supporting documentation:
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Educ. Center Personnel File
Valid Indiana Elementary Education teaching
Educ. Center
Beverly Nay
Kindergarten
Jill Jenkins
First Grade
Kim Muston
First Grade
Heather Pence
First Grade
Karalee Stinson
First Grade
Tara Stewart
Second Grade
Melissa Steinkamp
Second Grade
Kathy Teders
Second Grade
license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Valid Indiana Elementary Education teaching license or Special Education teaching license that
Educ. Center Personnel File
Educ. Center Personnel File
includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Tracy Gercak
Third Grade
Mindy Mayo
Third Grade
Liane McClure
Third Grade
Kristian Neal
Third Grade
Karen Daniel Fourth Grade
Sheila Thomas
Fourth Grade
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Stacy Thomas
Fourth Grade
Shannon Witte
Fourth Grade
Joy Browning
Fifth Grade
Lauri Daum
Fifth Grade
Melissa Wells
Fifth Grade
Christie Shafer
Fifth Grade
Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Educ. Center Valid Indiana Elementary Education teaching license Personnel File or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Kelly Beesley
Sixth Grade
Angela Pugh
Sixth Grade
Kara Sherfick
Randy Saxton
Holly Brimberry
Sixth Grade
Physical Education
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Art
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Music
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Second Grade
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings
Educ. Center Personnel File
Dawn Ireland
Jordin Chope
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Tammy Hammon
Special Educ. Teacher
Amy Hoffman
Speech Teacher
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Bachelor’s Degree earned HQ #7 24 academic credits/ degree in core academic subject
Educ. Center Personnel File
Educ. Center Personnel File
Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals Our school staff is dedicated to continuous and meaningful professional development. We use our current local and state assessment data, best practices, and staff needs assessments to determine the direction of our professional development time. We utilize a Professional Learning Community model (PLC) to make the best use of our time. Teachers meet multiple times each week as a grade level to discuss the best practices specific to their grade-level. Teachers utilize PLC time one time per week to research best next practices. Primary and Intermediate teachers meet frequently to share ideas and best practices across gradelevels. Our staff meets at least one time per month for whole staff professional development training. During this time we utilize book studies, guest speakers, webinars, and teacher experts. Individual staff members attend conferences throughout the school year. As teachers return from these conferences, they meet with other staff members to share the information they have gained. Corporation grade level teams meet 4 times per year to target core standards and create common assessments. Professional Development Activities Indiana Association of Principal
Teacher Evaluation Training Nonviolent Crisis Intervention Orton Gillingham Sensory Breaks Done Well Edmentum Training Ongoing, job embedded professional development will continue in the area of literacy throughout the school year. Throughout the rest of the 2014-2015 school year, teachers will be involved in ongoing professional development for teaching techniques as well as literacy through book studies. Professional Learning Communities.
Component #5: Strategies to attract high-quality, highly qualified teachers to this school North Madison is fortunate to have a low rate of teacher turnover. With the addition of 3 new teachers in the past 4 years, one of which was a transfer from within the corporation, our staff’s focus on student achievement has been quite consistent. Our interview process often includes a small committee that allows for additional input and questions for the candidate. When available, North Madison is willing to host practicum teachers from various Colleges and Universities as a means to attract future teachers. As a Corporation, Mooresville participates in local and regional job fairs to learn more about potential candidates.
Component #6: Strategies to increase parental involvement a.
Component #6a: North Madison parents and other family members participate in field trips, classroom activities, PTO events, Book Fair, Santa Shop and the annual picnic. Parents and family members regularly visit as guest speakers and often donate snacks and other supplies to be utilized in their child’s classroom. Families also attend other events such as Back to School Nights, Goodies with Grandparents, Title 1 Math and Literacy events and Zumba classes. Our PTO has partnered with our Title 1 Department to host very successful Family Night events for our North Madison families. We also offer family information nights for our Title 1 program at the beginning of the school year. A variety of methods and activities have been put in place at the school and district levels to assist parents in their understanding of their child’s academic performance. Written documents and oral presentations will reflect a minimum use of jargon. Assessments terms that must be used will be explained and examples will be provided.
Component #6b: Parents are an essential part of the North Madison community. Our staff partners with parents in a variety of roles, including in the development of Title 1 plans as well as School Improvement plans. Parents serve on the committee and often these documents are discussed and reviewed at PTO meetings/events in an effort to allow for optimal parent input.
Component #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 Mooresville schools has a plan in place to assist our Preschool students as they transition to Kindergarten. Transitioning students are assessed by the developmental preschool multidisciplinary team to determine if the student continues to meet the need for special education services. Based on the outcome of those evaluation results, the case conference committee will develop a plan that would meet the academic needs of the student. Members of the case conference committee may include but not limited to current teacher of record, therapist, school psychologist, special education administrator, parent, receiving school staff and administration. Several preschool students are offered preparing for Kindergarten packets to work on over the summer that help the students get a “jump start” academically.
Component #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. Through data meetings between the student/teacher, teacher/principal, teacher/grade level team, and principal/superintendent discussions on student assessment will be woven into the culture of North Madison Elementary School. Data meetings will drive instruction to better meet the needs of individual students, classrooms, and schools. An assessment calendar will be created through the Grade Level Meeting Teams to better implement a viable plan and to use data for planning additional interventions, professional development, instructional strategies and especially curriculum enhancements.
Component #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 a. North Madison’s educational programming is designed around research-based instructional and intervention strategies that offer more direct instruction, intensive and rigorous interventions for our struggling students with enrichment opportunities for our high achievers.
b. North Madison Elementary currently has a one week jump start summer camp for students in Kindergarten with little to no school experience. Students also receive summer packets to encourage them to continue their academics during the summer months. North Madison is also offering a summer jump start to 5-6 grade students to build their foundational skills prior to the start of school. Students will also be progress monitored throughout the school year. Students in need of Tier III Interventions are identified through common assessments as well as their achievement
scores through NWEA standardized test. Students who are identified as T3 students are then instructed through small group instruction.
Component #10: Coordination and integration of federal, state and local funds; and resources such as in-kind services and program components All federal, state, and locally funded programs in place in our school currently function as independent entities. The school will coordinate the following programs efforts. Title I-Part A Title II-Part A (Preparing, Training, and Recruiting HQ Staff) Title III-Part A (Language Instruction for LEP and Immigrant Students) IDEA-Individuals with Disabilities Act (Part B) Full Day Kindergarten Grant High Ability Grant
Component #10a: A list of programs that will be consolidated under the schoolwide plan (if applicable)
School Name: North Madison Elementary School School Number: 6385 Principal: Stephanie McGaha School Improvement Status: 2016-2017
Component #1: Comprehensive Needs Assessment of the whole school Vision: North Madison Elementary School, working with all stakeholders, will provide a safe learning environment with a focus on academic accomplishments while encouraging students to become lifelong learners and responsible citizens. Mission: North Madison Elementary School will be student centered with our primary focus on student growth and success. Students’ needs are identified through data analysis and addressed to promote learning while utilizing differentiated instruction. Beliefs: North Madison Elementary School believes… All students can achieve academic success when teachers utilize technology, differentiate instruction, and recognize varied learning styles. Continuous professional development is key to educating the workforce of the future. That with modeling and encouragement, students will strive to meet high expectations. All students should be encouraged to be creative thinkers, problem solvers, and effective communicators in order to become productive members in society. A cooperative partnership among the student, school, and involved family and community is essential for student growth and development. North Madison Elementary is located in Camby, IN and is a part of the Mooresville Consolidated School Corporation. Mooresville is a suburban community of 9,273 citizens and is located seven miles southwest of Indianapolis. North Madison’s construction was started in 1956 and student’s started attending in 1958. The first year’s enrollment was 210 students. Since then, the building has had 3 additions to the original structure and currently houses approximately 700 students.
710 700 690 680 670 660 650 640 630 620 610 2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
North Madison has a School Improvement Committee that meets bi-monthly before school. It is composed of the principal, three primary teachers, and four intermediate teachers as well as a special area teacher. At various times, the committee has an assortment of parents, community members and support staff who participate with the School Improvement Committee to complete various tasks. These tasks incude reviewing student assessment data, discussing best instructional practices, celebrating school achievements, and brainstorming ways to improve the school environment. The information from these meetings is then shared with the staff at faculty meetings and through email. Utilizing various means of communication, the entire staff has involvement and takes ownership in our School Improvement Plan along with other goals or programs that we adopt.
Currently, the staff at North Madison is incorporating a balanced literacy framework for teaching reading. The framework consists of a minimum of 90 minutes of daily reading instruction and focuses on five key elements, which includes phonemic awareness, phonics, fluency, vocabulary, and comprehension. Classrooms at North Madison are self-contained with a focus on balanced literacy and integration of content area instruction. The high ability program for identified students grades K-6 is inclusive with the general education students. These students are grouped at each grade level. However, they are not in self-contained high ability classrooms. They are integrated among students of all other ability levels through cluster grouping. These students are identified for language arts and/or math, and the high ability teacher(s) in each grade level differentiates instruction for them by providing project-based learning that centers upon the principles of Bloom’s Taxonomy.
Component #2: Implementation of schoolwide reform strategies that: Instructional Initiatives
Timeline
Benchmarks/ Indicators
Professional Development
Assessment
Teachers will utilize a 90-minute (minimum)
Daily
Teacher lesson plan will
Continued training on
ISTEP+ NWEA
reading block daily with all students. Instructional focus will be on core reading strategies, reading at instructional levels, and vocabulary/word work.
Teachers will integrate Daily Science and Social Studies resources into the daily reading block with a focus on core reading strategies (determining important information, summarize/synthesize, monitor/clarify, and asking questions).
identify strategy focus. Assessment results used to determine reading progress (NWEA and common assessments). Administrative walkthrough data. Teacher lesson plans will identify strategy focus. Assessments used to determine reading progress (NWEA, and common assessments. Administrative walkthrough data. Assessment results used to determine mastery of grade-level standards.
Students identified as achieving mastery or non-mastery of gradelevel standards will have additional opportunities for enrichment or remediation during the school day. Additional reading opportunities will be provided to students scoring in the lowest 20% through Tier 2 interventions 4 times per week for 30 minutes per session
On-going
On-going
Assessments used to determine reading progress (NWEA, and common assessments. TIPS Team input.
Additional reading
On-going
Assessments
differentiated instruction. Continued training on the school literacy framework components. Training and utilization of Smekens small group strategies Training on non-fiction reading strategies. Continued training on differentiated instruction.
District Common Assessments NWEA Standardsbased Classroom Assessments
Continued training on differentiated instruction. On-going training on utilizing effective interventions. Continued training on differentiated instruction. On-going training on utilizing effective interventions.
District Common Assessments. Standardsbased Classroom Assessments
Continued
ISTEP+
ISTEP+ NWEA District Common Assessments DIBELS Standardsbased Classroom Assessments
ISTEP+ NWEA District Common Assessments DIBELS Standardsbased Classroom Assessments
opportunities will be provided to students whose data shows a more significant need through Tier 3 interventions 4 times per week for 30 minutes per session Guest Speakers and visitors from the community will offer several reading experiences a year in each classroom.
On-going
Utilization of the 6traits writing framework for all grades K-6.
On-going
used to training on determine differentiated reading instruction. progress On-going (NWEA, training on and common utilizing assessments. effective TIPS Team interventions. input. Assessments in Teachers will listening and be advised of comprehension multiple using ISTEP+, opportunities NWEA, and such as the common MPL librarian assessments visits, Parent volunteers, and/or visiting authors. Assessments Continued used to training on determine Writers writing workshop progress On-going (ISTEP+, NWEA, training on 6and common traits writing assessments) framework
NWEA District Common Assessments Standardsbased Classroom Assessments ISTEP+ NWEA District Common Assessments Standardsbased Classroom Assessments
ISTEP+ NWEA District Common Assessments Standardsbased Classroom Assessments
Goal: To increase the percentage of students passing the Math portion of the ISTEP+ assessment with a focus on Problem Solving and Number Sense. Students will On-going Assessments Continued ISTEP+ participate in data used to training NWEA driven Tier 2 pulldetermine technology District out groups for math available. Common small group proficiency Training with Assessments instruction as (ISTEP, NWEA Aides on Standardsneeded. and common resources based assessments) available such Classroom Daily schedules as IPad, Frog Assessments Administrative Games and walk through Manipulatives. data Students will On-going Assessments Continued ISTEP+ utilize MobyMax used to training NWEA and Study Island determine technology District programming to math available. Common remediate their proficiency Training with Assessments
Math skills at school as well as at home.
(ISTEP, NWEA and common assessments) Daily schedules Administrative walk through data
Aides on resources available such as IPad, Frog Games and Manipulatives.
Standardsbased Classroom Assessments
Component #3: Highly qualified teachers in all core content area classes North Madison Elementary School Highly Qualified Teachers for School Year 2015-2016: Indicator of HQ status on Verification Form: Bachelor’s Degree earned? Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings? Plus one of the following: Passed Praxis II “Elementary Education: Teacher Teaching Curriculum, Instruction and Assessment”? or Name: Assignment: CASA Passed the NTE (National Teacher Exam) “Education in the Elementary School”? Considered HQ in another state? NBPTS Certification? *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments) Valid Indiana Elementary Education teaching Amy Alte Kindergarten license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Nichole Moore
Kindergarten
Location of Verification Form and supporting documentation:
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Educ. Center Personnel File
Valid Indiana Elementary Education teaching
Educ. Center
Beverly Nay
Kindergarten
Jill Jenkins
First Grade
Kim Muston
First Grade
Heather Pence
First Grade
Karalee Stinson
First Grade
Tara Stewart
Second Grade
Melissa Steinkamp
Second Grade
Kathy Teders
Second Grade
license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Valid Indiana Elementary Education teaching license or Special Education teaching license that
Educ. Center Personnel File
Educ. Center Personnel File
includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Tracy Gercak
Third Grade
Mindy Mayo
Third Grade
Liane McClure
Third Grade
Kristian Neal
Third Grade
Karen Daniel Fourth Grade
Sheila Thomas
Fourth Grade
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Stacy Thomas
Fourth Grade
Shannon Witte
Fourth Grade
Joy Browning
Fifth Grade
Lauri Daum
Fifth Grade
Melissa Wells
Fifth Grade
Christie Shafer
Fifth Grade
Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Educ. Center Valid Indiana Elementary Education teaching license Personnel File or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license Educ. Center or Special Education teaching license that includes Personnel File elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Kelly Beesley
Sixth Grade
Angela Pugh
Sixth Grade
Kara Sherfick
Randy Saxton
Holly Brimberry
Sixth Grade
Physical Education
Educ. Center Personnel File
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Educ. Center Personnel File
Art
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Music
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings *100 Points on the HOUSSE rubric? (only for veteran teachers hired prior to 2006-2007 and have not changed teaching assignments)
Educ. Center Personnel File
Second Grade
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings
Educ. Center Personnel File
Dawn Ireland
Jordin Chope
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School”
Tammy Hammon
Special Educ. Teacher
Amy Hoffman
Speech Teacher
Valid Indiana Elementary Education teaching license or Special Education teaching license that includes elementary school settings Passed Praxis II “Elementary Education: Curriculum, Instruction and Assessment” Passed the NTE (National Teacher Exam) “Education in the Elementary School” Bachelor’s Degree earned HQ #7 24 academic credits/ degree in core academic subject
Educ. Center Personnel File
Educ. Center Personnel File
Component 4: High-quality and ongoing professional development for teachers, principals, and paraprofessionals Our school staff is dedicated to continuous and meaningful professional development. We use our current local and state assessment data, best practices, and staff needs assessments to determine the direction of our professional development time. We utilize a Professional Learning Community model (PLC) to make the best use of our time. Teachers meet multiple times each week as a grade level to discuss the best practices specific to their grade-level. Teachers utilize PLC time one time per week to research best next practices. Primary and Intermediate teachers meet frequently to share ideas and best practices across gradelevels. Our staff meets at least one time per month for whole staff professional development training. During this time we utilize book studies, guest speakers, webinars, and teacher experts. Individual staff members attend conferences throughout the school year. As teachers return from these conferences, they meet with other staff members to share the information they have gained. Corporation grade level teams meet 4 times per year to target core standards and create common assessments. Professional Development Activities Indiana Association of Principal
Teacher Evaluation Training Nonviolent Crisis Intervention Orton Gillingham Sensory Breaks Done Well Edmentum Training Ongoing, job embedded professional development will continue in the area of literacy throughout the school year. Throughout the rest of the 2014-2015 school year, teachers will be involved in ongoing professional development for teaching techniques as well as literacy through book studies. Professional Learning Communities.
Component #5: Strategies to attract high-quality, highly qualified teachers to this school North Madison is fortunate to have a low rate of teacher turnover. With the addition of 3 new teachers in the past 4 years, one of which was a transfer from within the corporation, our staff’s focus on student achievement has been quite consistent. Our interview process often includes a small committee that allows for additional input and questions for the candidate. When available, North Madison is willing to host practicum teachers from various Colleges and Universities as a means to attract future teachers. As a Corporation, Mooresville participates in local and regional job fairs to learn more about potential candidates.
Component #6: Strategies to increase parental involvement a.
Component #6a: North Madison parents and other family members participate in field trips, classroom activities, PTO events, Book Fair, Santa Shop and the annual picnic. Parents and family members regularly visit as guest speakers and often donate snacks and other supplies to be utilized in their child’s classroom. Families also attend other events such as Back to School Nights, Goodies with Grandparents, Title 1 Math and Literacy events and Zumba classes. Our PTO has partnered with our Title 1 Department to host very successful Family Night events for our North Madison families. We also offer family information nights for our Title 1 program at the beginning of the school year. A variety of methods and activities have been put in place at the school and district levels to assist parents in their understanding of their child’s academic performance. Written documents and oral presentations will reflect a minimum use of jargon. Assessments terms that must be used will be explained and examples will be provided.
Component #6b: Parents are an essential part of the North Madison community. Our staff partners with parents in a variety of roles, including in the development of Title 1 plans as well as School Improvement plans. Parents serve on the committee and often these documents are discussed and reviewed at PTO meetings/events in an effort to allow for optimal parent input.
Component #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 Mooresville schools has a plan in place to assist our Preschool students as they transition to Kindergarten. Transitioning students are assessed by the developmental preschool multidisciplinary team to determine if the student continues to meet the need for special education services. Based on the outcome of those evaluation results, the case conference committee will develop a plan that would meet the academic needs of the student. Members of the case conference committee may include but not limited to current teacher of record, therapist, school psychologist, special education administrator, parent, receiving school staff and administration. Several preschool students are offered preparing for Kindergarten packets to work on over the summer that help the students get a “jump start” academically.
Component #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. Through data meetings between the student/teacher, teacher/principal, teacher/grade level team, and principal/superintendent discussions on student assessment will be woven into the culture of North Madison Elementary School. Data meetings will drive instruction to better meet the needs of individual students, classrooms, and schools. An assessment calendar will be created through the Grade Level Meeting Teams to better implement a viable plan and to use data for planning additional interventions, professional development, instructional strategies and especially curriculum enhancements.
Component #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 a. North Madison’s educational programming is designed around research-based instructional and intervention strategies that offer more direct instruction, intensive and rigorous interventions for our struggling students with enrichment opportunities for our high achievers.
b. North Madison Elementary currently has a one week jump start summer camp for students in Kindergarten with little to no school experience. Students also receive summer packets to encourage them to continue their academics during the summer months. North Madison is also offering a summer jump start to 5-6 grade students to build their foundational skills prior to the start of school. Students will also be progress monitored throughout the school year. Students in need of Tier III Interventions are identified through common assessments as well as their achievement
scores through NWEA standardized test. Students who are identified as T3 students are then instructed through small group instruction.
Component #10: Coordination and integration of federal, state and local funds; and resources such as in-kind services and program components All federal, state, and locally funded programs in place in our school currently function as independent entities. The school will coordinate the following programs efforts. Title I-Part A Title II-Part A (Preparing, Training, and Recruiting HQ Staff) Title III-Part A (Language Instruction for LEP and Immigrant Students) IDEA-Individuals with Disabilities Act (Part B) Full Day Kindergarten Grant High Ability Grant
Component #10a: A list of programs that will be consolidated under the schoolwide plan (if applicable)
