cannon elem school 5/15/2012 4:38:21 pm school improvement ... · pdf fileis this school...

Local Board Approved 01/18/2012

Initial Submission 02/01/2012

Plan Resubmitted

ISBE Monitoring Completed

Cannon Elem School

5/15/2012 4:38:21 PM School Improvement Plan 2011 of 55

©2011 Illinois Interactive Report Card, Northern Illinois University

PRELIMINARY INFORMATION

RCDT Number: 540921180242001

District Name: Danville CCSD 118 School Name: Cannon Elem School

Superintendent: Mr. Mark Denman Principal: Mrs. Kimberly Pabst

District Address: 516 N Jackson St School Address: 1202 E Main St

City/State/Zip: Danville, IL 61832 4677 City/State/Zip: Danville, IL 61832 6004

District Telephone#: Label Extn: 2174441004 0 School Telephone#: Extn: 2174442600

District Email: [email protected] School Email:

Is this plan for a Title I School? Yes No nmlkj nmlkj

Cannon Elem School



Section I-A Data & Analysis - Report Card Data

Item 1 - 2011 AYP Report

2011 DIFFERENTIATED ACCOUNTABILITY CLASSIFICATION

Is this School making Adequate Yearly Progress (AYP)? No Has this School been identified for School Improvement according to the AYP

specifications of the federal No Child Left Behind Act?

Yes

Is this School making AYP in Reading? No 2011-12 Federal Improvement Status Choice

Is this School making AYP in Mathematics? No 2011-12 State Improvement Status Academic Early Warning Year 1

Percentage Tested on State Tests Percent Meeting/Exceeding Standards* Other Indicators

Reading Mathematics Reading Mathematics Attendance Rate Graduation Rate

Student Groups % Met AYP % Met AYP %

Safe**

Harbor

Target

Met AYP %

Safe**

Harbor

Target

Met AYP % Met AYP % Met AYP

State AYP Minimum

Target95.0 95.0 85.0 85.0 91.0 82.0

All 99.3 Yes 99.3 Yes 50.5 No 69.5 No 94.2 Yes

White 100.0 Yes 100.0 Yes

Black 98.4 Yes 98.4 Yes 48.9 No 68.9 No

Hispanic

Asian

American Indian

Two or More Races

Native

Hawaiian/Pacific

Islander

LEP

Students with

Disabilities

Economically

Disadvantaged99.2 Yes 99.2 Yes 47.6 62.9 No 69.0 80.9 No 94.0

Four Conditions Are Required For Making Adequate Yearly Progress(AYP)

1. At least 95% tested in reading and mathematics for every student group. If the current year participation rate is less than 95%, this condition may be met

if the average of the current and preceding year rates is at least 95%, or if the average of the current and two preceding years is at least 95%. Only

actual participation rates are printed. If the participation rate printed is less than 95% and yet this school makes AYP, it means that the 95% condition

was met by averaging.

2. At least 85% meeting/exceeding standards in reading and mathematics for every group. For any group with less than 85% meeting/exceeding standards, a

95% confidence interval was applied. Subgroups may meet this condition through Safe Harbor provisions. ***

3. For schools not making AYP solely because the IEP group fails to have 85% meeting/exceeding standards, 14% may be added to this variable in accordance

with the federal 2% flexibility provision.

4. At least 91% attendance rate for non-high schools and at least 82% graduation rate for high schools.

* Includes only students enrolled as of 05/01/2010.

** Safe Harbor Targets of 85% or above are not printed.

*** Subgroups with fewer than 45 students are not reported. Safe Harbor only applies to subgroups of 45 or more. In order for Safe Harbor to apply, a subgroup

must decrease by 10% the percentage of scores that did not meet state standards from the previous year plus meet the other indicators (attendance rate for

non-high schools and graduation rate for high schools) for the subgroup. For subgroups that do not meet their Safe Harbor Targets, a 75% confidence interval is

applied. Safe Harbor allows schools an alternate method to meet subgroup minimum targets on achievement.

The Differentiated Accountability classification for the School is: Comprehensive

Is this School making AYP in the "ALL" subgroup in reading? No

Is this School making AYP in the "ALL" subgroup in math? No

In 2008, the Illinois State Board of Education (ISBE) was one of 6 states to be chosen by the US Department of Education to participate in the Differentiated

Accountability Pilot Program. The Differentiated Accountability classification applies only to schools in federal improvement status that do not make AYP.

The classification is a descriptor (i.e., focused or comprehensive) that is added to a school’s improvement status. Current Title I requirements do not change.

The classification assists in distinguishing between schools that need focused support versus more comprehensive interventions.

If a school does make AYP in ALL-student group in both reading and math, this school will be classified as a focused school; otherwise, the school will be

identified as a comprehensive school.

Cannon Elem School




Item 2 - 2011 AMAO Report

Schools are not accountable for AMAO. This is a district level requirement only.

Cannon Elem School




Item 3 - School Information

Note: Hyphens in the table indicate that data is not relevant for your plan.

School Information

2004 2005 2006 2007 2008 2009 2010 2011

Attendance Rate (%) 94.5 94.4 95.3 93.9 94.4 94.7 93.9 94.2

Truancy Rate (%) 0.0 1.0 0.4 1.4 4.4 4.3 2.2 5.0

Mobility Rate (%) 24.9 30.1 35.3 42.5 45.1 68.1 32.4 36.7

HS Graduation Rate, if applicable (%) - - - - - - - -

HS Dropout Rate, if applicable (%) - - - - - - - -

School Population (#) 330 328 283 291 259 273 270 307

Low Income (%) 78.8 83.8 83.7 80.4 86.9 85.7 91.1 90.6

Limited English Proficient (LEP) (%) 0.0 0.0 0.7 4.5 4.2 3.7 2.2 3.3

Students with Disabilities (%) - - - - - - 10.4 14.3

White, non-Hispanic (%) 43.3 41.8 41.7 37.8 42.5 39.6 39.3 37.1

Black, non-Hispanic (%) 47.6 47.9 44.2 49.8 43.6 41.4 45.6 43.6

Hispanic (%) 8.8 10.1 11.3 11.0 8.5 12.5 8.5 10.4

Asian (%) 0.0 0.3 0.0 0.0 0.0 0.4 0.4 0.0

American Indian(%) 0.3 0.0 1.1 0.0 0.0 0.0 0.0 0.0

Two or More Races (%) - 0.0 1.8 1.4 5.4 6.2 6.3 8.5

Native Hawaiian/Pacific Islander (%) - - - - - - - 0.3

Cannon Elem School




Item 4 - Student Race/Ethnicity


YearWhite

(%)

Black

(%)

Hispanic

(%)

Asian

(%)

American

Indian

(%)

Two Or More

Races

(%)

Native

Hawaiian/

Pacific Islander

(%)

S

C

H

O

O

L

2000 51.6 41.9 6.5 - - - -

2001 51.5 41.3 7.2 - - - -

2002 43.9 47.4 8.8 - - - -

2003 46.3 45.0 8.4 0.3 - - -

2004 43.3 47.6 8.8 - 0.3 - -

2005 41.8 47.9 10.1 0.3 - - -

2006 41.7 44.2 11.3 - 1.1 1.8 -

2007 37.8 49.8 11.0 - - 1.4 -

2008 42.5 43.6 8.5 - - 5.4 -

2009 39.6 41.4 12.5 0.4 - 6.2 -

2010 39.3 45.6 8.5 0.4 - 6.3 -

2011 37.1 43.6 10.4 - - 8.5 0.3

D

I

S

T

R

I

C

T

2000 59.6 34.1 4.9 1.3 0.1 - -

2001 59.4 34.1 4.9 1.1 0.5 - -

2002 58.4 34.7 5.4 1.3 0.2 - -

2003 56.1 36.9 5.5 1.3 0.2 - -

2004 55.2 37.6 5.8 1.1 0.3 - -

2005 54.9 37.8 6.0 1.1 0.2 - -

2006 51.7 40.0 6.3 1.1 0.2 0.7 -

2007 50.5 40.4 6.2 1.2 0.1 1.6 -

2008 49.0 41.1 6.3 1.3 0.1 2.2 -

2009 47.7 41.3 6.6 1.1 0.1 3.2 -

2010 47.5 40.5 6.7 1.0 0.1 4.2 -

2011 45.9 40.2 7.1 0.8 0.4 5.4 0.1

S

T

A

T

E

2000 61.1 20.9 14.6 3.3 0.2 - -

2001 60.1 20.9 15.4 3.4 0.2 - -

2002 59.3 20.8 16.2 3.5 0.2 - -

2003 58.6 20.7 17.0 3.6 0.2 - -

2004 57.7 20.8 17.7 3.6 0.2 - -

2005 56.7 20.3 18.3 3.7 0.2 0.7 -

2006 55.7 19.9 18.7 3.8 0.2 1.8 -

2007 54.9 19.6 19.3 3.8 0.2 2.2 -

2008 54.0 19.2 19.9 3.9 0.2 2.7 -

2009 53.3 19.1 20.8 4.1 0.2 2.5 -

2010 52.8 18.8 21.1 4.2 0.2 2.9 -

2011 51.4 18.3 23.0 4.1 0.3 2.8 0.1

Cannon Elem School




Item 5 - Educational Environment


Year LEP

(%)

Low Income

(%)

Parental

Involvement

(%)

Attendance

(%)

Mobility

(%)

Chronic Truants

(N)

Chronic

Truancy

(%)

HS Dropout

Rate

(%)

HS Graduation

Rate

(%)

S

C

H

O

O

L

2000 - 77.3 100.0 94.4 37.0 28 10.3 - -

2001 - 81.3 100.0 93.9 55.8 1 0.3 - -

2002 - 80.0 100.0 92.7 23.1 2 0.7 - -

2003 - 75.4 100.0 94.3 21.4 - - - -

2004 - 78.8 100.0 94.5 24.9 - - - -

2005 - 83.8 100.0 94.4 30.1 3 1.0 - -

2006 0.7 83.7 100.0 95.3 35.3 1 0.4 - -

2007 4.5 80.4 100.0 93.9 42.5 4 1.4 - -

2008 4.2 86.9 100.0 94.4 45.1 11 4.4 - -

2009 3.7 85.7 100.0 94.7 68.1 11 4.3 - -

2010 2.2 91.1 100.0 93.9 32.4 6 2.2 - -

2011 3.3 90.6 100.0 94.2 36.7 15 5.0 - -

D

I

S

T

R

I

C

T

2000 - 56.1 100.0 92.8 35.4 282 4.9 12.0 66.2

2001 - 54.2 96.7 92.4 36.6 238 3.9 9.7 66.3

2002 - 55.7 97.7 92.0 25.8 241 3.9 11.3 68.2

2003 - 61.1 95.0 92.9 31.4 223 3.9 8.5 72.7

2004 0.1 49.8 97.5 92.8 25.0 295 4.9 7.6 71.5

2005 0.6 64.2 97.6 92.4 32.9 442 7.3 8.0 70.4

2006 0.2 67.3 90.9 92.6 32.9 381 6.3 9.9 70.8

2007 0.7 65.9 93.7 91.8 35.3 580 9.7 8.4 71.4

2008 1.1 65.5 94.5 92.2 34.2 601 10.0 8.7 75.3

2009 2.1 69.8 97.6 93.2 40.8 159 2.7 6.8 75.7

2010 1.6 70.7 98.9 93.1 29.8 139 2.4 6.0 79.6

2011 1.7 73.4 99.4 92.6 30.2 196 3.4 5.8 77.9

S

T

A

T

E

2000 6.1 36.7 97.2 93.9 17.5 45,109 2.4 5.8 82.6

2001 6.3 36.9 94.5 93.7 17.2 42,813 2.2 5.7 83.2

2002 6.7 37.5 95.0 94.0 16.5 39,225 2.0 5.1 85.2

2003 6.3 37.9 95.7 94.0 16.4 37,525 1.9 4.9 86.0

2004 6.7 39.0 96.3 94.2 16.8 40,764 2.1 4.6 86.6

2005 6.6 40.0 95.7 93.9 16.1 43,152 2.2 4.0 87.4

2006 6.6 40.0 96.6 94.0 16.0 44,836 2.2 3.5 87.8

2007 7.2 40.9 96.1 93.7 15.2 49,056 2.5 3.5 85.9

2008 7.5 41.1 96.8 93.3 14.9 49,858 2.5 4.1 86.5

2009 8.0 42.9 96.7 93.7 13.5 73,245 3.7 3.5 87.1

2010 7.6 45.4 96.2 93.9 13.0 72,383 3.6 3.8 87.8

2011 8.8 48.1 96.0 94.0 12.8 63,067 3.2 2.7 83.8

Cannon Elem School



Section I A Data & Analysis - Report Card Data

Item 6 - Enrollment Trends


YearSchool

(N)

Grade 3

(N)

Grade 4

(N)

Grade 5

(N)

Grade 7

(N)

Grade 8

(N)

Grade 11

(N)

S

C

H

O

O

L

2000 277 - - - - - -

2001 305 - - - - - -

2002 285 42 56 48 - - -

2003 309 47 47 51 - - -

2004 330 53 39 53 - - -

2005 328 49 55 40 - - -

2006 283 29 43 44 - - -

2007 291 61 38 40 - - -

2008 259 41 54 30 - - -

2009 273 41 45 50 - - -

2010 270 42 47 43 - - -

2011 307 55 57 51 - - -

D

I

S

T

R

I

C

T

2000 6,030 - - - - - -

2001 6,117 523 497 479 421 440 288

2002 6,250 531 501 494 462 427 286

2003 6,217 507 516 468 480 431 313

2004 6,379 506 514 528 489 470 305

2005 6,356 503 505 509 515 449 300

2006 6,470 462 532 488 512 488 287

2007 6,476 505 473 498 528 480 316

2008 6,418 511 510 462 508 507 281

2009 6,219 489 496 474 462 463 296

2010 6,199 479 458 482 458 434 360

2011 6,151 473 471 476 466 431 363

S

T

A

T

E

2000 1,983,991 - - - - - -

2001 2,007,170 164,791 161,546 162,001 151,270 148,194 123,816

2002 2,029,821 - - - - - -

2003 2,044,539 164,413 157,570 159,499 160,924 156,451 138,559

2004 2,060,048 161,329 160,246 158,367 162,933 160,271 139,504

2005 2,062,912 156,370 158,622 160,365 162,047 162,192 142,828

2006 2,075,277 155,155 154,372 158,822 160,362 160,911 147,500

2007 2,077,856 155,356 153,480 154,719 162,594 159,038 150,475

2008 2,074,167 155,578 152,895 153,347 160,039 161,310 149,710

2009 2,070,125 156,512 152,736 152,820 155,433 158,700 144,822

2010 2,064,312 155,468 154,389 152,681 154,465 154,982 146,919

2011 2,074,806 153,516 153,301 154,241 153,981 153,986 151,059

Cannon Elem School




Item 7 - Educator Data

**Educator Data is available only for district level**


YearTotal Teacher

FTE

(N)

Average

Teacher

Experience

(Years)

Average

Teacher Salary

($)

Teachers with

Bachelor's

Degree

(%)

Teachers with

Master's Degree

(%)

Pupil-Teacher

Ratio

(Elementary)

Pupil-Teacher

Ratio

(HighSchool)

Teachers w/

Emergency/

Provisional

Credentials

(%)

Classes not

taught by

Highly

Qualified

Teachers

(%)

D

I

S

T

R

I

C

T

2000 436 17 41,723 56 44 16 18 - -

2001 436 18 44,702 55 45 17 18 - -

2002 424 18 49,604 54 45 18 17 - 1

2003 420 18 52,136 55 45 18 18 1 -

2004 373 17 54,778 55 45 21 20 - -

2005 382 16 56,243 52 48 19 21 1 -

2006 384 16 57,682 50 50 20 20 1 -

2007 364 16 59,940 49 51 20 23 - -

2008 381 16 58,691 46 54 19 21 - -

2009 399 15 61,344 48 52 19 20 - -

2010 382 13 59,694 52 48 19 20 1 -

2011 367 14 60,752 50 50 19 21 1 -

S

T

A

T

E

2000 122,671 15 45,766 53 47 19 18 - -

2001 125,735 15 47,929 54 46 19 18 - -

2002 126,544 14 49,702 54 46 19 18 2 2

2003 129,068 14 51,672 54 46 18 18 3 2

2004 125,702 14 54,446 51 49 19 19 2 2

2005 128,079 14 55,558 50 49 19 18 2 2

2006 127,010 13 56,685 49 51 19 19 2 1

2007 127,010 13 58,275 48 52 19 19 2 3

2008 131,488 12 60,871 47 53 18 18 1 1

2009 133,017 13 61,402 44 56 18 18 1 1

2010 132,502 13 63,296 42 57 18 18 1 1

2011 128,262 13 64,978 40 60 19 19 1 1

Cannon Elem School




Item 8a - Assessment Data (Reading)


ISAT - % Meets + Exceeds for Reading for Grades 3-8, 2006-2011

Grade 3 Grade 4 Grade 5

2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011

AYP Benchmark

% Meets + Exceeds 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0

All 53.6 55.2 48.9 59.4 49.0 53.2 61.9 52.8 51.1 48.9 46.5 38.5 66.7 55.3 65.5 62.8 77.2 55.8

White 69.2 57.9 60.0 56.3 50.0 52.6 60.0 53.4 63.1 66.7 50.0 50.0 63.1 60.0 50.0 78.5 78.9 66.7

Black 38.5 50.0 26.7 50.0 48.0 50.0 58.3 44.4 39.1 31.8 47.6 24.0 65.2 52.0 73.3 50.0 76.2 57.9

Hispanic - - - - - - - - - - - - - - - - - -

Asian - - - - - - - - - - - - - - - - - -

American Indian - - - - - - - - - - - - - - - - - -

Two or More Races - - - - - - - - - - - - - - - - - -

LEP - - - - - - - - - - - - - - - - - -

Students with

Disabilities - 30.8 - - 41.6 18.2 - - - 20.0 - 33.3 - - - - - -

Low Income 52.4 51.2 47.2 57.6 46.6 48.8 56.8 48.2 44.7 44.8 47.5 36.0 71.0 51.4 61.9 60.0 75.6 57.9

Native Hawaiian/Pacific

Islander - - - - - - - - - - - - - - - - - -


2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011

AYP Benchmark

% Meets + Exceeds 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0

All - - - - - - - - - - - - - - - - - -

White - - - - - - - - - - - - - - - - - -

Black - - - - - - - - - - - - - - - - - -

Hispanic - - - - - - - - - - - - - - - - - -

Asian - - - - - - - - - - - - - - - - - -

American Indian - - - - - - - - - - - - - - - - - -

Two or More Races - - - - - - - - - - - - - - - - - -

LEP - - - - - - - - - - - - - - - - - -

Students with

Disabilities - - - - - - - - - - - - - - - - - -

Low Income - - - - - - - - - - - - - - - - - -


Islander - - - - - - - - - - - - - - - - - -

Cannon Elem School




Item 8b - Assessment Data (Mathematics)


ISAT - % Meets + Exceeds for Mathematics for Grades 3-8, 2006-2011


2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011

AYP Benchmark

% Meets + Exceeds 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0

All 62.0 75.8 76.8 81.1 68.1 68.1 64.2 78.4 87.2 76.7 69.8 61.5 75.6 71.0 82.8 90.7 88.6 76.8

White 78.5 79.0 88.0 87.5 75.0 73.7 60.0 68.8 94.8 88.9 92.8 55.6 84.2 80.0 75.0 100.0 89.4 93.4

Black 38.5 73.6 60.0 75.0 64.0 50.0 62.5 88.9 78.2 68.1 61.9 68.0 65.2 64.0 86.7 81.8 90.5 68.4

Hispanic - - - - - - - - - - - - - - - - - -

Asian - - - - - - - - - - - - - - - - - -

American Indian - - - - - - - - - - - - - - - - - -

Two or More Races - - - - - - - - - - - - - - - - - -

LEP - - - - - - - - - - - - - - - - - -

Students with

Disabilities - 53.8 - - 58.3 63.6 - - - 60.0 - 33.3 - - - - - -

Low Income 50.0 74.4 75.0 81.8 68.9 65.8 59.5 76.7 84.2 73.7 70.0 60.0 73.7 68.6 76.2 88.6 87.8 79.0


Islander - - - - - - - - - - - - - - - - - -


2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011 2006 2007 2008 2009 2010 2011

AYP Benchmark

% Meets + Exceeds 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0 47.5 55.0 62.5 70.0 77.5 85.0

All - - - - - - - - - - - - - - - - - -

White - - - - - - - - - - - - - - - - - -

Black - - - - - - - - - - - - - - - - - -

Hispanic - - - - - - - - - - - - - - - - - -

Asian - - - - - - - - - - - - - - - - - -

American Indian - - - - - - - - - - - - - - - - - -

Two or More Races - - - - - - - - - - - - - - - - - -

LEP - - - - - - - - - - - - - - - - - -

Students with

Disabilities - - - - - - - - - - - - - - - - - -

Low Income - - - - - - - - - - - - - - - - - -


Islander - - - - - - - - - - - - - - - - - -

Cannon Elem School




Data – What do the School Report Card data tell you about student performance in your school? What areas of weakness are indicated by these data? What areas of strength are

indicated?

The 2011 Adequate Yearly Progress (AYP) Status Report for Cannon Elementary School indicates that Cannon met Adequate Yearly Progress in the area of attendance however did

not meet AYP in the areas of reading and math for the All group and the Black and Economically Disadvantaged subgroups.

Cannon Elementary School saw an overall decrease of 9.3% for the All group in reading. The Black subgroup, a new subgroup for Cannon, had a rate of 48.9% meeting or

exceeding in the area of reading with the Economically Disadvantaged subgroup showing an 11.2% decrease in the area of reading.

In the area of math, the All group had a decrease of 8.7%. Cannon's Black subgroup, a new subgroup, had a rate of 68.9% meeting or exceeding AYP status. The subgroup of

Economically Disadvantaged had a decrease of 9.8%.

Cannon Elementary School's attendance rate, an increase of .3%, is 3.2% above the state target of 91%.

According to the school report card, a 4.3% increase in the area of mobility was shown. During the 2010 school year, the mobility rate was 32.4% with the 2011 year mobility rate

being 36.7%. This rate is 23.9% above the State of Illinois rate.

For the 2011 school year, Cannon shows a low-income rate of 90.6%. This is 42.5% higher than the State of Illinois.

Student scores in reading decreased from 2010 to 2011. Decreases were seen in the All and Black groups for reading in fourth grade in 2011 and in the All, White and Black groups

in fifth grade in 2011, compared to scores in 2010.

Student scores in math decreased from 2010 to 2011. Decreases were seen in the All and White groups for math in fourth grade in 2011 and in the All and Black groups in fifth

grade in 2011, compared to scores in 2010. A decrease was seen in third grade for Black students in 2011, compared to 2010.

Cannon Elem School



Factors - What factors are likely to have contributed to these results? Consider both external and internal factors to the school.

1. At Cannon Elementary School, 100% of the teachers are highly qualified.

2. Professional Development is provided to Cannon Elementary staff members twice each month. These early release days give staff 1.5 hours of professional development targeted

toward the needs of Cannon Elementary students.

3. Some students and parents fail to recognize the importance of testing, which leads to poor testing results.

4. The mobility rate at Cannon (36.7%) increased from last year. It is still higher than both district (30.2%) and state (12.8%) mobility rates.

5. The percentage of students from economically disadvantaged homes is 90.6%. This is 17.2% higher than the district rate and 42.5% higher than the state percentage rate.

Conclusions - What do these factors imply for next steps in improvement planning? These conclusions will be carried forward to Part D (Key Factors).

1. Cannon staff will work on intensifying daily instruction.

2. Movement of classroom teachers to different grade levels has taken place.

3. Additional staff have been hired to assist with daily instructional teaching (i.e., Instructional Teacher, Instructional Teaching Assistant.)

3. Staff will continue the implementation of differentiated instruction at all grade levels. Professional Development will be provided to all staff members to better assist with

differentiated instructional activities.

4. Cannon staff will create a universal, 30-minute, reading and math time at both the primary and intermediate levels. These times will be devoted to intensive reading and math

instruction at the student's individual needs based on assessment data.

5. Continued implementation of Positive Behavior Interventions and Supports (PBIS) will take place at Cannon. Staff, student and parent training will be provided for individual

academic and behavioral success.

6. The Secondary PBIS team will work with students to create interventions needed for individual student academic and behavioral success.

7. Data collected through Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next,) AIMSweb in the area of math, Discovery Education, ITBS, CogAT and ISAT will be analyzed to

identify the instructional needs of individual students.

8. Staff will meet regularly to analyze student rates of improvement for reading fluency based on results from DIBELS Next progress monitoring. Instruction will be adjusted to

continue to allow students who are reading below grade level to move closer to reaching their grade level expectation.

9. Student instruction will be based on students’ individual needs as a result of the data collected for each of the assessments listed above.

10. Cannon will emphasize the importance of daily attendance with daily classroom attendance charts, student praise, monthly classroom and grade level incentives, home visits,

attendance groups (overseen by the school social worker), and support from the district truancy officer.

11. Cannon staff will continue to encourage the importance of standardized testing to both students and parents through providing teaching tips in monthly newsletters and

holding ISAT nights for students and parents.

Cannon Elem School




1. Cannon staff will work on intensifying daily instruction.

2. Movement of classroom teachers to different grade levels has taken place.

3. Additional staff have been hired to assist with daily instructional teaching (i.e., Instructional Teacher, Instructional Teaching Assistant.)

3. Staff will continue the implementation of differentiated instruction at all grade levels. Professional Development will be provided to all staff members to better assist with

differentiated instructional activities.

4. Cannon staff will create a universal, 30-minute, reading and math time at both the primary and intermediate levels. These times will be devoted to intensive reading and math

instruction at the student's individual needs based on assessment data.

5. Continued implementation of Positive Behavior Interventions and Supports (PBIS) will take place at Cannon. Staff, student and parent training will be provided for individual

academic and behavioral success.

6. The Secondary PBIS team will work with students to create interventions needed for individual student academic and behavioral success.

7. Data collected through Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next,) AIMSweb in the area of math, Discovery Education, ITBS, CogAT and ISAT will be analyzed to

identify the instructional needs of individual students.

8. Staff will meet regularly to analyze student rates of improvement for reading fluency based on results from DIBELS Next progress monitoring. Instruction will be adjusted to

continue to allow students who are reading below grade level to move closer to reaching their grade level expectation.

9. Student instruction will be based on students’ individual needs as a result of the data collected for each of the assessments listed above.

10. Cannon will emphasize the importance of daily attendance with daily classroom attendance charts, student praise, monthly classroom and grade level incentives, home visits,

attendance groups (overseen by the school social worker), and support from the district truancy officer.

11. Cannon staff will continue to encourage the importance of standardized testing to both students and parents through providing teaching tips in monthly newsletters and

holding ISAT nights for students and parents.

Section I-B Data & Analysis - Local Assessment Data (Optional)

Data - Briefly describe the relevant local assessment data used in this plan. What do these data tell you? What areas of weakness are indicated by these data? What areas of

strength are apparent?

1. Cannon implements Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next.) This program measures the five big areas of early literacy: phonological awareness, phonics,

fluency, comprehension and vocabulary. Students are benchmarked three times a year: fall, winter and spring. These benchmarks provide individual information on students in

kindergarten through fifth grade. Students who benchmark as "intensive" and "strategic" will be progress monitored weekly and students benchmarking as "benchmark" are

monitored biweekly. During the 2011-2012 school year, 37.5% of Cannon students met the benchmark goal for the fall.

2. Cannon continually assesses student learning based on the current curriculum. Observations, charts and graphs (rates of improvements), progress reports and report cards are

used to monitor and adjust teaching to meet the needs of all students.

3. AIMSweb assessments for math provide staff with information regarding mastery of skills. This information can be used to provide additional instruction.

4. Students in grades second through fifth complete the Iowa Test of Basic Skills in the fall. This assessment is used to help guide the school's reading and math instruction for the

upcoming school year. This test will provide longitudinal data to determine student strengths and weaknesses. Results from these tests are analyzed to develop and implement

whole group, small group, and individual instruction.

5. English Language Learners (ELL) are given the ACCESS test. This assessment is used to determine student individual needs in the area of English language proficiency.

6. Cannon will continue to implement PBIS to address students' needs in the areas of behavior and academics. The Universal PBIS team will work on promoting successful, positive

behaviors and social development with the entire school body. The Secondary PBIS team will work with students who show more of an individual need for support through

analyzing data on a monthly basis. These students will have a Check-In-Check-Out (CICO) daily individualized behavior charting system.

7. Cannon staff have been trained and will continue training on the Nurtured Heart Approach. Two staff-wide book circles will be completed and biweekly classroom observations

will take place by the NHA consultant. Ongoing training with the consultant will take place in round-table discussions.

8. All students in grades three through five will participate in the Discovery Education Assessment. Teachers, along with the school Data Instructional Facilitator and

administration, will analyze student results to better drive classroom instruction and create individualized plans for web-based learning. The results of the student assessment will

also be used to guide classroom instruction. Teachers will use the data to create probes focusing on the area(s) of concern for the classroom. This program is aligned with the

Illinois Standards Achievement Test (ISAT).

Cannon Elem School



Section I-B Data & Analysis - Local Assessment Data (Optional)

Data - Briefly describe the relevant local assessment data used in this plan. What do these data tell you? What areas of weakness are indicated by these data? What areas of

strength are apparent?

1. Cannon implements Dynamic Indicators of Basic Early Literacy Skills (DIBELS Next.) This program measures the five big areas of early literacy: phonological awareness, phonics,

fluency, comprehension and vocabulary. Students are benchmarked three times a year: fall, winter and spring. These benchmarks provide individual information on students in

kindergarten through fifth grade. Students who benchmark as "intensive" and "strategic" will be progress monitored weekly and students benchmarking as "benchmark" are

monitored biweekly. During the 2011-2012 school year, 37.5% of Cannon students met the benchmark goal for the fall.

2. Cannon continually assesses student learning based on the current curriculum. Observations, charts and graphs (rates of improvements), progress reports and report cards are

used to monitor and adjust teaching to meet the needs of all students.

3. AIMSweb assessments for math provide staff with information regarding mastery of skills. This information can be used to provide additional instruction.

4. Students in grades second through fifth complete the Iowa Test of Basic Skills in the fall. This assessment is used to help guide the school's reading and math instruction for the

upcoming school year. This test will provide longitudinal data to determine student strengths and weaknesses. Results from these tests are analyzed to develop and implement

whole group, small group, and individual instruction.

5. English Language Learners (ELL) are given the ACCESS test. This assessment is used to determine student individual needs in the area of English language proficiency.

6. Cannon will continue to implement PBIS to address students' needs in the areas of behavior and academics. The Universal PBIS team will work on promoting successful, positive

behaviors and social development with the entire school body. The Secondary PBIS team will work with students who show more of an individual need for support through

analyzing data on a monthly basis. These students will have a Check-In-Check-Out (CICO) daily individualized behavior charting system.

7. Cannon staff have been trained and will continue training on the Nurtured Heart Approach. Two staff-wide book circles will be completed and biweekly classroom observations

will take place by the NHA consultant. Ongoing training with the consultant will take place in round-table discussions.

8. All students in grades three through five will participate in the Discovery Education Assessment. Teachers, along with the school Data Instructional Facilitator and

administration, will analyze student results to better drive classroom instruction and create individualized plans for web-based learning. The results of the student assessment will

also be used to guide classroom instruction. Teachers will use the data to create probes focusing on the area(s) of concern for the classroom. This program is aligned with the

Illinois Standards Achievement Test (ISAT).


1. Data gathered through local assessments has been crucial in assisting staff in the planning of daily instruction.

2. The assessment data (DIBELS Next, AIMSweb, Discovery Education, ITBS, CogAT and ACCESS) assists teachers in creating daily individualized instruction to better meet student

needs. These assessment results assist in creating small groups and intervention groups.

3. All students in kindergarten through second grade received math instruction through Saxon math prior to this school year. Students in grades three through five complete

math through the Harcourt math series.

4. PBIS data allows staff members the opportunity to analyze specific student behaviors.

5. Cannon has a high mobility rate of 36.7%, which negatively impacts student achievement.

6. Cannon has a high percentage of students that are from low-income households, 90.6%, which is 42.5% higher than the state's average.

Cannon Elem School




1. Data gathered through local assessments has been crucial in assisting staff in the planning of daily instruction.

2. The assessment data (DIBELS Next, AIMSweb, Discovery Education, ITBS, CogAT and ACCESS) assists teachers in creating daily individualized instruction to better meet student

needs. These assessment results assist in creating small groups and intervention groups.

3. All students in kindergarten through second grade received math instruction through Saxon math prior to this school year. Students in grades three through five complete

math through the Harcourt math series.

4. PBIS data allows staff members the opportunity to analyze specific student behaviors.

5. Cannon has a high mobility rate of 36.7%, which negatively impacts student achievement.

6. Cannon has a high percentage of students that are from low-income households, 90.6%, which is 42.5% higher than the state's average.


1. Reading curriculum needs to continue to be implemented with fidelity and focused on the areas of concern based on data.

2. Reading and math curriculum needs to be supplemented with research-based interventions to better meet the individual needs of the students. These interventions should

address areas of concern not covered by the provided basal.

3. Local assessments need to continue to be analyzed, compared and discussed across grade levels. These results provide staff with instructional information and direction. Staff

will focus on the effective use of local assessment data.

4. Due to Cannon's high percentage of students coming from low-income households and the high-mobility rate, instructional practices must be based on individual student data.

5. Full implementation of PBIS, both Universal and Secondary, is needed to reach all students at Cannon. In-services will be provided, on a needed basis, to better the

understanding and implementation of PBIS.

6. Full implementation of the Nurtured Heart Approach is needed to gain student trust and security.

Section I-C Data & Analysis - Other Data (Optional)

Item 1 - Attributes and Challenges

Data - Briefly describe attributes and challenges of the school and community that have affected student performance. What do these data and/or information tell you?

1. Cannon's mobility rate (36.7%) and low-income rate (90.6%) are both significantly higher than that of the State.

2. The community of Danville continues to experience a high unemployment rate and a rise in poverty.

3. With the many existing challenges, one attribute is that Cannon is the "neighborhood school" in Danville.

4. Learning is positively impacted by Cannon's attendance (94.2%,) which is the slightly higher than the State's rate of attendance.

Cannon Elem School




Item 1 - Attributes and Challenges

Data - Briefly describe attributes and challenges of the school and community that have affected student performance. What do these data and/or information tell you?

1. Cannon's mobility rate (36.7%) and low-income rate (90.6%) are both significantly higher than that of the State.

2. The community of Danville continues to experience a high unemployment rate and a rise in poverty.

3. With the many existing challenges, one attribute is that Cannon is the "neighborhood school" in Danville.

4. Learning is positively impacted by Cannon's attendance (94.2%,) which is the slightly higher than the State's rate of attendance.

Factors - In what ways, if any, have these attributes and challenges contributed to student performance results?

1. Individual student achievement is hindered by high mobility. Students who come into the classroom from other schools or from being home-schooled have a wide variety of

knowledge and abilities. Determining these student's abilities and assessment results is difficult.

2. External factors affect students in various ways: lack of concentration, lack of social and emotional skills and diminished focus on the importance of learning.


1. To address the needs of diverse learners, staff development is needed with a focus on differentiated instruction and analyzing assessment results at all grade levels.

2. Local assessment data needs to be analyzed and used to create and drive classroom and group instruction to better meet the individual needs of all students.


Item 2 - Educator Qualifications, Staff Capacity, and Professional Development

Data - Briefly describe data on educator qualifications and data and/or information about staff capacity and professional development opportunities related to areas of weakness

and strength. What do these data and information tell you?

1. All Cannon staff are highly qualified.

2. Twice each month staff members attend professional development concentrating on classroom instruction and building needs. These early release days provide the staff with 1.5

hours of in-service pertaining to differentiated instruction, the five big areas of reading, reading strategies, WIN group activities/interventions, computation and concept strategies

for math, data assessment and classroom management techniques.

3. Three times throughout the school year, staff members attend Content Area Team (CAT) meetings, working with district grade level teachers.

4. The district provides professional development academies. These optional academies offer a variety of training opportunities throughout the school year in the areas of reading

instruction, intervention materials, understanding and utilizing data and research on poverty's effects on learning.

Cannon Elem School




Item 2 - Educator Qualifications, Staff Capacity, and Professional Development

Data - Briefly describe data on educator qualifications and data and/or information about staff capacity and professional development opportunities related to areas of weakness

and strength. What do these data and information tell you?

1. All Cannon staff are highly qualified.

2. Twice each month staff members attend professional development concentrating on classroom instruction and building needs. These early release days provide the staff with 1.5

hours of in-service pertaining to differentiated instruction, the five big areas of reading, reading strategies, WIN group activities/interventions, computation and concept strategies

for math, data assessment and classroom management techniques.

3. Three times throughout the school year, staff members attend Content Area Team (CAT) meetings, working with district grade level teachers.

4. The district provides professional development academies. These optional academies offer a variety of training opportunities throughout the school year in the areas of reading

instruction, intervention materials, understanding and utilizing data and research on poverty's effects on learning.

Factors - In what ways, if any, have educator qualifications, staff capacity, and professional development contributed to student performance results?

1. Cannon staff have a wide range of teacher experiences. The mix of experience enriches the educational opportunities for students and staff.

2. With professional development based on utilizing individual student data and instructional resources, Cannon staff will ensure that what is being taught within the classroom is

aligned with our district curriculum and state standards.

3. Cannon currently has a Data Instructional Facilitator (DIF) working with small groups of students and assisting teachers with skill level activities and differentiated instructional

materials for daily use within all grade level classrooms. Local assessment data is used to better assist in creating the activities used within classroom and small group instruction.

4. Cannon has one Instructional Teacher working with small groups of students in the area of reading throughout the school year.

5. Cannon has two Instructional Teaching Assistants assisting in classrooms with intervention and small group reading instruction of reading throughout the school year.

6. Cannon has one Retired Teacher working with small groups of students in the area of reading throughout the school year.

7. Professional development in the areas of differentiated instruction, diversity, research-based interventions, data analysis and Response to Intervention (RtI) will continue

throughout the year for Cannon staff.

Cannon Elem School




1. Professional development activities including differentiated instruction, the five big areas of reading, math strategies and RtI and data analysis need to continue throughout the

school year.

2. Staff development time is utilized to review local assessment data to form intervention groups and to design appropriate instruction.

3. Third grade classrooms will increase core reading time to 100-minute blocks, allowing 30 additional minutes, daily.

4. Students performing well below their grade level peers will receive additional reading instructional time with Cannon's Instructional Teacher, Retired Teacher, Instructional

Teaching Assistants, or Data Instructional Facilitator.

5. Cannon's Instructions Teaching Assistants, Data Instructional Facilitator, experienced school teachers and volunteers will provide extra support by assisting students in the areas

of reading and math with research-based interventions.


Item 3 - Parent Involvement

Data - Briefly describe data on parent involvement. What do these data tell you?

1. Cannon has 100% parental contact and parent participation at teacher conferences, as reported on the 2010 School Report Card.

2. Parents visit Cannon throughout the day on a daily basis. Phone calls are frequently made home by Cannon staff and administration.

3. One day per month is dedicated to parent involvement (Parents are Wonderful Day).

4. All students in kindergarten through second grade have a daily homework folder. This folder assists with daily communication from parent to teacher and teacher to parent. In

third through fifth grade, communication is required daily through the use of agendas. These are great tools for communication.

5. Cannon will be offering ISAT Nights for parents of students in grades three through five. These three nights will provide parents and students with information about the ISAT

and offer support for assisting students in preparation for the upcoming test.

6. Cannon will offer a reading and math night to families, promoting academic success and teaching tips for parents to use routinely at home.

7. Cannon will hold Family Council and Booster Club meetings at least quarterly throughout the school year.

Cannon Elem School




Item 3 - Parent Involvement

Data - Briefly describe data on parent involvement. What do these data tell you?

1. Cannon has 100% parental contact and parent participation at teacher conferences, as reported on the 2010 School Report Card.

2. Parents visit Cannon throughout the day on a daily basis. Phone calls are frequently made home by Cannon staff and administration.

3. One day per month is dedicated to parent involvement (Parents are Wonderful Day).

4. All students in kindergarten through second grade have a daily homework folder. This folder assists with daily communication from parent to teacher and teacher to parent. In

third through fifth grade, communication is required daily through the use of agendas. These are great tools for communication.

5. Cannon will be offering ISAT Nights for parents of students in grades three through five. These three nights will provide parents and students with information about the ISAT

and offer support for assisting students in preparation for the upcoming test.

6. Cannon will offer a reading and math night to families, promoting academic success and teaching tips for parents to use routinely at home.

7. Cannon will hold Family Council and Booster Club meetings at least quarterly throughout the school year.

Factors - In what ways, if any, has parent involvement contributed to student performance results?

1. Parent involvement is crucial in the academic success of our building. While parents are invited into the Cannon building to volunteer and visit classrooms, they are also invited

to attend two parent-teacher conferences throughout the school year. Parents are also invited to visit Cannon during semester honors assemblies, musical programs, field trips,

ISAT Nights, Reading Night, Math Night, Family Council meetings, Booster Club activities, open house and activities put on by the Cannon staff.

2. The Cannon Booster Club meets at least four times a year. The Booster Club helps support Cannon by fundraising and having activities that bring parents, family members and

community members into the school.

3. Cannon has a Family Council that meets four times a year and consists of parents and the administrator. This group serves as an advisory panel to review educational programs

and focus on areas of concern for the building as a whole.

4. Two parents from Cannon serve on the District #118 No Child Left Behind Committee. This committee meets quarterly to discuss best practices for the Danville District.

5. Some parents lack the necessary educational background to help and support their child's academic learning needs. There are also parents who have had poor school

experiences that now make them feel uncomfortable within the school setting.

6. Some parents work nontraditional hours, making it difficult for daily involvement at school and at home with assistance on school work.

7. Parental support and involvement creates a positive model for students to follow.

Cannon Elem School




1. Cannon will continue to communicate daily with parents through grade level folders and agendas. Phone calls home will continue as needed from teachers and administration.

2. Cannon will continue to encourage parents to become actively involved participants in the Family Council, Booster Club and PAW Days (parent involvement days).

3. Cannon will inform parents of upcoming events through the school website, monthly newsletters and AlertNow phone messaging system. Tips for helping students in academics

will be given on both the Cannon website and throughout monthly newsletters.

4. Cannon will help educate parents by implementing ISAT Nights, Reading Nights and Math Nights during the FY 2011-2012 and FY 2012-20113 school year.

Section I-D Data & Analysis - Key Factors

From the factor pages (I-A, I-B, and I-C), identify key factors that are within the school’s capacity to change or control and which have contributed to low achievement. What

conclusions about next steps have you reached from reviewing available data and information and about all the factors affecting student achievement?

1. To meet the individual needs of Cannon students, staff members will supplement daily curriculum with differentiated instruction, research-based interventions, extended core

reading and math time, additional intervention time flexible groups focusing on individual student needs identified through local and district assessment results.

2. Cannon staff members will analyze local and district assessments to drive daily instructional needs for the students at Cannon School.

3. Cannon's percentage rates in the area of reading for all subgroups show a lack of students meeting or exceeding state standards. These percentages show a need for increased

attention in the area of reading. Core reading times will be increased for students in third grade. Additional skill specific reading groups will be added for students across all

grade levels with the support from additional teaching staff.

4. Cannon's percentage rates in the area of math for all subgroups show a lack of students meeting or exceeding state standards. These percentages show a need for increased

attention in the area of math. Core math times will be increased for all grade levels and skill specific math groups will be added for students across all grade levels with support

from additional teaching staff.

5. Cannon will create a plan to assist with increasing parental involvement and participation. Cannon will continue to invite parents into the building through newsletters, notes

home, Family Council and Booster Club meetings and many special events throughout the school year.

Cannon Elem School



Section I-D Data & Analysis - Key Factors

From the factor pages (I-A, I-B, and I-C), identify key factors that are within the school’s capacity to change or control and which have contributed to low achievement. What

conclusions about next steps have you reached from reviewing available data and information and about all the factors affecting student achievement?

1. To meet the individual needs of Cannon students, staff members will supplement daily curriculum with differentiated instruction, research-based interventions, extended core

reading and math time, additional intervention time flexible groups focusing on individual student needs identified through local and district assessment results.

2. Cannon staff members will analyze local and district assessments to drive daily instructional needs for the students at Cannon School.

3. Cannon's percentage rates in the area of reading for all subgroups show a lack of students meeting or exceeding state standards. These percentages show a need for increased

attention in the area of reading. Core reading times will be increased for students in third grade. Additional skill specific reading groups will be added for students across all

grade levels with the support from additional teaching staff.

4. Cannon's percentage rates in the area of math for all subgroups show a lack of students meeting or exceeding state standards. These percentages show a need for increased

attention in the area of math. Core math times will be increased for all grade levels and skill specific math groups will be added for students across all grade levels with support

from additional teaching staff.

5. Cannon will create a plan to assist with increasing parental involvement and participation. Cannon will continue to invite parents into the building through newsletters, notes

home, Family Council and Booster Club meetings and many special events throughout the school year.

Cannon Elem School



Action Plan Objectives and Deficiencies

Objective

Number

Title

(click the link to edit any objective)Deficiencies Addressed

1

Cannon Elementary School will increase reading scores in All groups and subgroups by 42% to meet the 92.5% Adequate

Yearly Progress goal set by the State of Illinois for FY 2011-2012 and FY 2012-2013. Reading scores in the Black subgroup will

increase by 43.6% and reading scores in the Economically Disadvantaged subgroup will increase by 44.9% to meet the 92.5%

Adequate Yearly Progress goal set by the State of Illinois for FY 2011-2012 and FY 2012-2013.

1,3,5,

2

Cannon Elementary School will increase math scores in All groups and subgroups by 23% to meet the 92.5% Adequate Yearly

Progress goal set by the State of Illinois for FY 2011-2012 and FY 2012-2013. Students in the subgroup of Economically

Disadvantaged will increase 23.5% to meet the 92.5% Adequate Yearly Progress goal set by the State of Illinois with students

in the Black subgroup increasing scores by 23.6% to meet the 92.5% Adequate Yearly Progress goal set by the State of

Illinois for FY 2011-2012 and FY 2012-2013.

2,4,6,

The following deficiencies have been identified from the most recent AYP Report for your school.

1. School is deficient in Reading Meets and Exceeds gfedcb

2. School is deficient in Mathematics Meets and Exceeds gfedcb

3. Black students are deficient in Reading Meets and Exceeds gfedcb

4. Black students are deficient in Mathematics Meets and Exceeds gfedcb

5. Low Income students are deficient in Reading Meets and Exceeds gfedcb

6. Low Income students are deficient in Mathematics Meets and Exceedsgfedcb

Cannon Elem School



Section II-A Action Plan - Objectives

Objective 1

Objective 1 Description

Cannon Elementary School will increase reading scores to meet the 92.5% Adequate Yearly Progress goal set forth by the state. Current achievement in reading shows 50.5% of All

students meeting or exceeding standards, 48.9% of Black students meeting or exceeding and 47.6% of the Economically Disadvantaged students meeting or exceeding standards.

The All subgroup percentage, 50.5%, will increase 42% to meet the state goal. The Black subgroup will increase 43.6% with the Economically Disadvantaged subgroup increasing

44.9% to meet state standards. Students, staff and parents will be provided with local and state assessment data to drive instruction.

This objective addresses the following areas of AYP deficiency:

Cannon Elementary School will increase reading scores in All groups and subgroups by 42% to meet the 92.5% Adequate Yearly Progress goal set by the State of Illinois for FY 2011-

2012 and FY 2012-2013. Reading scores in the Black subgroup will increase by 43.6% and reading scores in the Economically Disadvantaged subgroup will increase by 44.9% to meet

the 92.5% Adequate Yearly Progress goal set by the State of Illinois for FY 2011-2012 and FY 2012-2013.


2. School is deficient in Mathematics Meets and Exceeds gfedc


4. Black students are deficient in Mathematics Meets and Exceeds gfedc


6. Low Income students are deficient in Mathematics Meets and Exceedsgfedc

Cannon Elem School




Objective 1


Cannon Elementary School will increase reading scores to meet the 92.5% Adequate Yearly Progress goal set forth by the state. Current achievement in reading shows 50.5% of All

students meeting or exceeding standards, 48.9% of Black students meeting or exceeding and 47.6% of the Economically Disadvantaged students meeting or exceeding standards.

The All subgroup percentage, 50.5%, will increase 42% to meet the state goal. The Black subgroup will increase 43.6% with the Economically Disadvantaged subgroup increasing

44.9% to meet state standards. Students, staff and parents will be provided with local and state assessment data to drive instruction.






2. School is deficient in Mathematics Meets and Exceeds gfedc


4. Black students are deficient in Mathematics Meets and Exceeds gfedc


6. Low Income students are deficient in Mathematics Meets and Exceedsgfedc

Section II-B Action Plan - Strategies and Activities for Students

Objective 1 Title :




TimeLine Budget

Strategies and Activities Start Date End Date Fund Source Amount($)

1

Student in kindergarten through second grade will participate in 30-

minute universal, intervention time in the area of reading, based on

student individual needs.

09/05/2011 06/07/2013 During School Title I 0

2

Students in third through fifth grade will participate in 30-minute

universal, intervention time in the area of reading, based on student

individual needs.


3 Students in kindergarten through third grade will participate in 100-

minutes of daily core reading instructional time. 08/29/2011 06/07/2013 During School Title I 0

4 Students in fourth through fifth grade students participate in 70-


5 Students will participate in the Accelerated Reading Program (AR) to

improve individual reading fluency and comprehension. 09/05/2011 06/07/2013 During School Title I 2,500

6 Students will be placed into groups based on DIBELS Next benchmark

results and results from Discovery Education testing. 09/05/2011 06/07/2013 During School Title I 0

7

Students that benchmark on DIBELS Next as "intensive" and "strategic"

will be progress monitored weekly with "benchmark" students progress

monitored bi-weekly.


8

Students will be assessed through the Discovery Education Assessment

program to identify strengths and weaknesses in relation to the ISAT

and Common Core State Standards.

09/26/2011 06/07/2013 During School Title I 3,200

9 Students in second through fifth grade will take the Iowa Test of Basic

Skills to determine student strengths and weaknesses. 09/12/2011 09/21/2012 During School Title I 4,800

10

Students in grades second through fifth will complete the

comprehension section of DIBELS Next (DAZE) benchmark testing three

times throughout the school year and progress monitoring on a bi-

weekly basis.


11 Students will utilize the computer program Education City to focus on

individual student needs. 09/05/2011 06/07/2013 During School Title I 2,000

12

Students performing in the bottom 10%-25% of the district average will

receive additional, intensive small group instruction through Read

Naturally by the Instructional Teaching Assistant or Reading

Improvement Paraprofessional.


13

Students performing in the bottom 1% - 10% of the district average will

receive additional intensive small group instruction in Great Leaps and

Read Naturally from the Instructional Teaching Assistant and Reading



14 Students will use technology to research given information and

complete skill specific activities. 08/29/2011 06/07/2013 During School Title I 0

15

Students in grades kindergarten and first, will be instructed using

Saxon Phonics in conjunction with the Harcourt Reading Series during

core reading instructional time.


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Objective 1 Title :




TimeLine Budget


1

Student in kindergarten through second grade will participate in 30-

minute universal, intervention time in the area of reading, based on

student individual needs.


2

Students in third through fifth grade will participate in 30-minute

universal, intervention time in the area of reading, based on student

individual needs.


3 Students in kindergarten through third grade will participate in 100-


4 Students in fourth through fifth grade students participate in 70-


5 Students will participate in the Accelerated Reading Program (AR) to

improve individual reading fluency and comprehension. 09/05/2011 06/07/2013 During School Title I 2,500

6 Students will be placed into groups based on DIBELS Next benchmark

results and results from Discovery Education testing. 09/05/2011 06/07/2013 During School Title I 0

7

Students that benchmark on DIBELS Next as "intensive" and "strategic"

will be progress monitored weekly with "benchmark" students progress

monitored bi-weekly.


8

Students will be assessed through the Discovery Education Assessment

program to identify strengths and weaknesses in relation to the ISAT

and Common Core State Standards.


9 Students in second through fifth grade will take the Iowa Test of Basic

Skills to determine student strengths and weaknesses. 09/12/2011 09/21/2012 During School Title I 4,800

10

Students in grades second through fifth will complete the

comprehension section of DIBELS Next (DAZE) benchmark testing three

times throughout the school year and progress monitoring on a bi-

weekly basis.


11 Students will utilize the computer program Education City to focus on

individual student needs. 09/05/2011 06/07/2013 During School Title I 2,000

12

Students performing in the bottom 10%-25% of the district average will

receive additional, intensive small group instruction through Read

Naturally by the Instructional Teaching Assistant or Reading



13

Students performing in the bottom 1% - 10% of the district average will

receive additional intensive small group instruction in Great Leaps and

Read Naturally from the Instructional Teaching Assistant and Reading



14 Students will use technology to research given information and

complete skill specific activities. 08/29/2011 06/07/2013 During School Title I 0

15

Students in grades kindergarten and first, will be instructed using

Saxon Phonics in conjunction with the Harcourt Reading Series during

core reading instructional time.


Section II-C Action Plan - Professional Development Strategies and Activities

Objective 1 Title :




TimeLine Budget


1

Cannon staff members will continue training in differentiated

instructional strategies at twice monthly development days. Training

will be completed by the administrator, Data Instructional Facilitator

and Cannon staff members. (Student strategy #1-4, 6-9 and 10)

09/07/2011 06/07/2013 After School Title I 0

2

Cannon staff will be trained on analyzing local and district assessment

results by the administration, Data Instructional Facilitator and school

psychologist on a monthly basis. (Student strategy #6-9 and 10)


3

Cannon staff members will meet three times during the school year

with other District #118 grade level staff members to share ideas and

strategies focusing on reading.


4

Cannon's Data Instructional Facilitator and Computer Resource

Professional will continue to train staff members in grades three

through five on Discovery Education. (Student strategy #1, 2 and 15)


5 Cannon staff members will be trained on Question Answer Response

(QAR) strategies. (Student strategy #1-4, 10, 12 and 13) 11/02/2011 06/07/2013 After School Title I 90

6 Cannon staff will attend sessions on reading comprehension strategies

on a monthly basis. (Student strategy #1-4, 10, 12 and 13) 09/07/2011 02/08/2012 After School Title I 0

7

Cannon staff members will particiapte in two Nurtured Heart Approach

book circles to improve the climate of the school and to keep students

in class and focused on learning. (Student strategy #1-4)

09/13/2011 06/07/2013 After School Title I 1,280

8 Staff will implement reading strategies taught through Houghton Mifflin

Harcourt (HMH) training at all grade levels. (Student strategy #1-4) 08/29/2011 06/07/2013 During School Title I 3,500

9

Classroom teachers, Instructional Teaching Assistants, Instructional

Teacher, Data Instructional Facilitator and retired teachers will use

Michael Heggerty, K-PALS, PALS, Explode the Code, Great Leaps, Six-

Minute Solutions, Rewards, Read Naturally, HMH interventions,

Trophies Intervention Kits, Systematic Sequential Phonics and monthly

reading strategies to work on prereading and reading skills. (Student

strategy #1-4, 12 and 13)


Cannon Elem School




Objective 1 Title :




TimeLine Budget


1

Cannon staff members will continue training in differentiated

instructional strategies at twice monthly development days. Training

will be completed by the administrator, Data Instructional Facilitator

and Cannon staff members. (Student strategy #1-4, 6-9 and 10)


2

Cannon staff will be trained on analyzing local and district assessment

results by the administration, Data Instructional Facilitator and school

psychologist on a monthly basis. (Student strategy #6-9 and 10)


3

Cannon staff members will meet three times during the school year

with other District #118 grade level staff members to share ideas and

strategies focusing on reading.


4

Cannon's Data Instructional Facilitator and Computer Resource

Professional will continue to train staff members in grades three

through five on Discovery Education. (Student strategy #1, 2 and 15)


5 Cannon staff members will be trained on Question Answer Response

(QAR) strategies. (Student strategy #1-4, 10, 12 and 13) 11/02/2011 06/07/2013 After School Title I 90

6 Cannon staff will attend sessions on reading comprehension strategies

on a monthly basis. (Student strategy #1-4, 10, 12 and 13) 09/07/2011 02/08/2012 After School Title I 0

7

Cannon staff members will particiapte in two Nurtured Heart Approach

book circles to improve the climate of the school and to keep students

in class and focused on learning. (Student strategy #1-4)


8 Staff will implement reading strategies taught through Houghton Mifflin

Harcourt (HMH) training at all grade levels. (Student strategy #1-4) 08/29/2011 06/07/2013 During School Title I 3,500

9

Classroom teachers, Instructional Teaching Assistants, Instructional

Teacher, Data Instructional Facilitator and retired teachers will use

Michael Heggerty, K-PALS, PALS, Explode the Code, Great Leaps, Six-

Minute Solutions, Rewards, Read Naturally, HMH interventions,

Trophies Intervention Kits, Systematic Sequential Phonics and monthly

reading strategies to work on prereading and reading skills. (Student

strategy #1-4, 12 and 13)


Cannon Elem School



Section II-D Action Plan - Parent Involvement Strategies and Activities

Objective 1 Title :




TimeLine Budget


1

Parents will receive daily homework folders for students in

kindergarten through second grade to keep open communication

between school and home. (Student strategy #1-4)

08/29/2011 06/07/2013 During School Other 350

2 Parents will receive feedback, daily, through agenda books for students

in grades third through fifth. (Student strategy #1-4) 08/29/2011 06/07/2013 During School Other 750

3 Parents will be in communication with staff members in person and/or

over the phone continually. (Student strategy #1-4) 08/29/2011 06/07/2013 During School Title I 0

4

Parent participation is needed in the academic area of reading through

the Accelerated Reader books (AR) that go home with students daily in

order to improve student reading skills. (Student strategy #5)


5

Parents will receive newsletters, both classroom and school-wide, will

be sent home monthly with upcoming instructional activities and

reading comprehension strategies listed. (Student strategy #1-4, 8 and

5)

09/01/2011 06/07/2013 After School Other 125

6

Parents will have access to Cannon's website which lists multiple

academic web-based sites for students and parents. (Student strategy

#14)


7 Parents will have access to student grades through the Family Access

computer program. (Student strategy #1-4 and 15) 08/29/2011 06/07/2013 During School Title I 2,760

8 Parents will have the opportunity to attend Cannon ISAT Nights for

students in grades three through five. (Student strategy #1-4 and 8-10) 01/10/2012 06/07/2013 After School Title I 500

9

Parents will have the opportunity to communicate with teachers on

individual student progress through progress reports, report cards and

parent teacher conferences. (Student strategy #1-4 and 15)


10 Parents of kindergarten students will be supplied with Scholastic News

weekly. 09/05/2011 06/07/2013 During School Other 500

11

Parents will receive DIBELS letters with student reading data and

instructional ideas for parents to help students at home in the area of

reading. (Student strategy #6, 7 and 10)


12 Parents will be provided the opportunity to attend a Reading Night

providing reading strategy ideas to implement at home. 02/09/2012 06/07/2013 After School Title I 1,000

13 Parents will receive a letter (School of Choice) regarding the state

mandates for not making AYP in Reading. 05/27/2011 06/07/2013 After School Title I 350

Cannon Elem School




Objective 1 Title :




TimeLine Budget


1

Parents will receive daily homework folders for students in

kindergarten through second grade to keep open communication

between school and home. (Student strategy #1-4)

08/29/2011 06/07/2013 During School Other 350

2 Parents will receive feedback, daily, through agenda books for students

in grades third through fifth. (Student strategy #1-4) 08/29/2011 06/07/2013 During School Other 750

3 Parents will be in communication with staff members in person and/or

over the phone continually. (Student strategy #1-4) 08/29/2011 06/07/2013 During School Title I 0

4

Parent participation is needed in the academic area of reading through

the Accelerated Reader books (AR) that go home with students daily in

order to improve student reading skills. (Student strategy #5)


5

Parents will receive newsletters, both classroom and school-wide, will

be sent home monthly with upcoming instructional activities and

reading comprehension strategies listed. (Student strategy #1-4, 8 and

5)

09/01/2011 06/07/2013 After School Other 125

6

Parents will have access to Cannon's website which lists multiple

academic web-based sites for students and parents. (Student strategy

#14)


7 Parents will have access to student grades through the Family Access

computer program. (Student strategy #1-4 and 15) 08/29/2011 06/07/2013 During School Title I 2,760

8 Parents will have the opportunity to attend Cannon ISAT Nights for

students in grades three through five. (Student strategy #1-4 and 8-10) 01/10/2012 06/07/2013 After School Title I 500

9

Parents will have the opportunity to communicate with teachers on

individual student progress through progress reports, report cards and

parent teacher conferences. (Student strategy #1-4 and 15)


10 Parents of kindergarten students will be supplied with Scholastic News

weekly. 09/05/2011 06/07/2013 During School Other 500

11

Parents will receive DIBELS letters with student reading data and

instructional ideas for parents to help students at home in the area of

reading. (Student strategy #6, 7 and 10)


12 Parents will be provided the opportunity to attend a Reading Night

providing reading strategy ideas to implement at home. 02/09/2012 06/07/2013 After School Title I 1,000


mandates for not making AYP in Reading. 05/27/2011 06/07/2013 After School Title I 350

Section II-E Action Plan - Monitoring

Objective 1 Title :




Monitoring - Include the process for monitoring the effectiveness of the strategies and activities for the objective and identify the person(s) responsible for overseeing the work.

Describe the process and measures of success of this objective. (How will school personnel monitor the effectiveness of the strategies and activities?)

Cannon staff will meet twice monthly to receive professional development regarding reading comprehension strategies: Connecting, Visualizing, Predicting, Building Background

Knowledge, Inferencing, Synthesizing, Retelling, Determining Importance, Fixing Up and QAR. Training for differentiated instructional strategies will be given to staff from the Data

Instructional Facilitator, staff members and administration.

Monthly staff meetings will be held to discuss local and state assessments, DIBELS Next and Discovery Education.

Classroom teachers will meet regularly (every six to eight weeks) with the grade level Problem Solving Team to discuss individual student Rate of Improvements and student

successes with research-based interventions that are being implemented in class and during intervention time. At these meetings, individual student data will be reviewed to see if

students need to be moved within the flexible small groups. Additional Individual Problem Solving meetings will take place when necessary based on individual student data.

Daily walk-through observations will be completed by the adminstrator to ensure the fidelity of instructional implementation. The Data Instructional Facilitator will assist classroom

teachers with instructional implementation as necessary.

Designate the name and role of the person(s) (e.g., Karen Smith, assistant principal) overseeing the strategies and activities in the action plan to achieve each objective.

Name Title

1 Kimberly Pabst Principal

2 Melissa Cortapassi Data Instructional Facilitator

3 Donna Stewart Unit Leader - Special Education Teacher

4 Tamera Medina Instructional Teaching Assistant

5 Sadie Baer Instructional Teaching Assistant

6 Julie Cox Title I Coordinator

7 Sarah Wilson Psychologist

8 Jennifer Pickering Instructional Teacher

Cannon Elem School




Objective 1 Title :






Cannon staff will meet twice monthly to receive professional development regarding reading comprehension strategies: Connecting, Visualizing, Predicting, Building Background

Knowledge, Inferencing, Synthesizing, Retelling, Determining Importance, Fixing Up and QAR. Training for differentiated instructional strategies will be given to staff from the Data

Instructional Facilitator, staff members and administration.

Monthly staff meetings will be held to discuss local and state assessments, DIBELS Next and Discovery Education.

Classroom teachers will meet regularly (every six to eight weeks) with the grade level Problem Solving Team to discuss individual student Rate of Improvements and student

successes with research-based interventions that are being implemented in class and during intervention time. At these meetings, individual student data will be reviewed to see if

students need to be moved within the flexible small groups. Additional Individual Problem Solving meetings will take place when necessary based on individual student data.

Daily walk-through observations will be completed by the adminstrator to ensure the fidelity of instructional implementation. The Data Instructional Facilitator will assist classroom

teachers with instructional implementation as necessary.


Name Title




4 Tamera Medina Instructional Teaching Assistant

5 Sadie Baer Instructional Teaching Assistant

6 Julie Cox Title I Coordinator


8 Jennifer Pickering Instructional Teacher


Objective 2


Cannon Elementary School will increase math scores to meet the 92.5% Adequate Yearly Progress goal set forth by the state for FY 2011-2012 and FY 2012-2013. Current

achievement in math shows 69.5% of all students meeting or exceeding standards. This percentage, 69.5%, will increase 23% to meet the state goal. Students in the Black subgroup

show a 68.9% of meeting or exceeding standards. This percentage, 68.9%, will increase 23.6% to meet the state goal for FY 2011-2012 and FY 2012-2013. The students in the

Economically Disadvantaged subgroup will increase 23.5% from the current 69.0% to meet the state goal for FY 2011-2012 and FY 2012-2013. Students, staff and parents will be

provided with local and state assessment data to drive instruction.


Cannon Elementary School will increase math scores in All groups and subgroups by 23% to meet the 92.5% Adequate Yearly Progress goal set by the State of Illinois for FY 2011-2012

and FY 2012-2013. Students in the subgroup of Economically Disadvantaged will increase 23.5% to meet the 92.5% Adequate Yearly Progress goal set by the State of Illinois with

students in the Black subgroup increasing scores by 23.6% to meet the 92.5% Adequate Yearly Progress goal set by the State of Illinois for FY 2011-2012 and FY 2012-2013.

1. School is deficient in Reading Meets and Exceeds gfedc


3. Black students are deficient in Reading Meets and Exceeds gfedc


5. Low Income students are deficient in Reading Meets and Exceeds gfedc


Cannon Elem School




Objective 2


Cannon Elementary School will increase math scores to meet the 92.5% Adequate Yearly Progress goal set forth by the state for FY 2011-2012 and FY 2012-2013. Current

achievement in math shows 69.5% of all students meeting or exceeding standards. This percentage, 69.5%, will increase 23% to meet the state goal. Students in the Black subgroup

show a 68.9% of meeting or exceeding standards. This percentage, 68.9%, will increase 23.6% to meet the state goal for FY 2011-2012 and FY 2012-2013. The students in the

Economically Disadvantaged subgroup will increase 23.5% from the current 69.0% to meet the state goal for FY 2011-2012 and FY 2012-2013. Students, staff and parents will be

provided with local and state assessment data to drive instruction.





1. School is deficient in Reading Meets and Exceeds gfedc


3. Black students are deficient in Reading Meets and Exceeds gfedc


5. Low Income students are deficient in Reading Meets and Exceeds gfedc



Objective 2 Title :




TimeLine Budget


1 Students in kindergarten through fifth grade will receive 70 minutes of

core math instruction on a daily basis. 08/29/2011 06/07/2013 During School Title I 0

2

Students in kindergarten through fifth grade will receive an additional

30 minutes of math intervention time on a daily basis. The small groups

will emphasize objectives based on student individual needs.


3

Students in grades third through fifth will be assessed using the

Discovery Education program, aligned to ISAT and Common Core State

Standards. The information supplied will be used to guide classroom

instruction.


4

Students in second through fifth grade will complete the Iowa Test of

Basic Skills. The information supplied will be used to guide instruction

and to create small groups.


5

Students at all grade levels will participate in the IXLmath program,

focusing on math facts and computation. This program is aligned to the

Common Core State Standards.


6 Students will participate in the Education City computer program. 09/05/2011 06/07/2013 During School Title I 2,000

7 Students in grades three through five will complete sample ISAT math

questions every Friday. 11/11/2011 03/15/2013 During School Title I 0

8 Students will complete Drops in a Bucket math weekly. 09/05/2011 06/07/2013 During School Title I 0

9 Classroom teachers will provide math PALS instruction two days per

week, focusing on number correspondence and computation. 09/26/2011 06/07/2013 During School Other 240

10 Students will complete monthly progress monitoring using AIMSweb

math COMP and math CAP assessments to drive instructional practices. 09/06/2011 06/07/2013 During School Title I 2,400

11 Students will be provided skill based assessments through the use of

technology. 09/26/2011 06/07/2013 During School Title I 0

Cannon Elem School




Objective 2 Title :




TimeLine Budget


1 Students in kindergarten through fifth grade will receive 70 minutes of

core math instruction on a daily basis. 08/29/2011 06/07/2013 During School Title I 0

2

Students in kindergarten through fifth grade will receive an additional

30 minutes of math intervention time on a daily basis. The small groups

will emphasize objectives based on student individual needs.


3

Students in grades third through fifth will be assessed using the

Discovery Education program, aligned to ISAT and Common Core State

Standards. The information supplied will be used to guide classroom

instruction.


4

Students in second through fifth grade will complete the Iowa Test of

Basic Skills. The information supplied will be used to guide instruction

and to create small groups.


5

Students at all grade levels will participate in the IXLmath program,

focusing on math facts and computation. This program is aligned to the

Common Core State Standards.


6 Students will participate in the Education City computer program. 09/05/2011 06/07/2013 During School Title I 2,000

7 Students in grades three through five will complete sample ISAT math

questions every Friday. 11/11/2011 03/15/2013 During School Title I 0

8 Students will complete Drops in a Bucket math weekly. 09/05/2011 06/07/2013 During School Title I 0

9 Classroom teachers will provide math PALS instruction two days per

week, focusing on number correspondence and computation. 09/26/2011 06/07/2013 During School Other 240

10 Students will complete monthly progress monitoring using AIMSweb

math COMP and math CAP assessments to drive instructional practices. 09/06/2011 06/07/2013 During School Title I 2,400

11 Students will be provided skill based assessments through the use of

technology. 09/26/2011 06/07/2013 During School Title I 0


Objective 2 Title :




TimeLine Budget


1

Staff at all grade levels will participate in differentiated instruction

training in the area of math provided by a district math coach.

(Student strategy #1, 2 and 7)


2

Staff will meet in grade level groups to review AIMSweb, ITBS and

Discovery Education Assessments. Staff will develop plans for reteaching

with the assessment results. (Student strategy #1-4, 6, 10 and 11)


3 The district math coach will provide weekly modeling lessons based on

staff needs. (Student strategy #1, 2, 5 and 9) 09/21/2011 06/07/2013 During School Title I 50,000

4

Kindergarten through second grade will implement enVision math series

with selected third through fifth grade teachers piloting this series,

which is aligned to Common Core State Standards.


5

Classroom teachers will be provided with the district math fact timeline

and offered development opportunities for implementation. (Student

strategy #5, and 8-10)


Cannon Elem School




Objective 2 Title :




TimeLine Budget


1

Staff at all grade levels will participate in differentiated instruction

training in the area of math provided by a district math coach.

(Student strategy #1, 2 and 7)


2

Staff will meet in grade level groups to review AIMSweb, ITBS and

Discovery Education Assessments. Staff will develop plans for reteaching

with the assessment results. (Student strategy #1-4, 6, 10 and 11)


3 The district math coach will provide weekly modeling lessons based on

staff needs. (Student strategy #1, 2, 5 and 9) 09/21/2011 06/07/2013 During School Title I 50,000

4

Kindergarten through second grade will implement enVision math series

with selected third through fifth grade teachers piloting this series,

which is aligned to Common Core State Standards.


5

Classroom teachers will be provided with the district math fact timeline

and offered development opportunities for implementation. (Student

strategy #5, and 8-10)



Objective 2 Title :




TimeLine Budget


1 Parents will have daily communication with staff members through

homework folders and agenda books. (Student strategy #1, 2 and 11) 08/29/2011 06/07/2013 During School Title I 350

2

Parents will have daily access to the Family Access program. This

program will provide parents with student math grades and

assignments. (Student strategy #1, 2, 5 and 7)


3

Parents of students in grade three through five will have the

opportunity to attend three ISAT Nights to better help their child(ren)

at home in the area of math. (Student strategy #7)


4

Parents will receive student progress reports, report cards and will

communicate with teachers and other staff members at parent-teacher

conferences. This will provide parents with information regarding their

child's academic progress in the area of math. (Student strategy #1, 2,

5 and 7)


5

Parents will receive monthly newsletters with up-to-date information

on math skills being taught in the classroom. (Student strategy #1, 2, 5

and 10)


6 Parents have access to the district and school websites which give

resources for math assistance. (Student strategy #11) 08/22/2011 06/07/2013 During School Title I 0

7

Parents will have the opportunity to attend Cannon's Math Night.

Parents will be provided with strategies and manipulatives to assist

their child(ren) at home. (Student strategy #3, 5-7, and 9-11)


8

Parents will be provided with AIMSweb data reports on their child(ren).

Strategies for addressing areas of deficiencies will be offered to

parents. (Student strategy #10)



mandates for not making AYP in Math. 05/27/2011 06/07/2013 After School Title I 350

Cannon Elem School




Objective 2 Title :




TimeLine Budget


1 Parents will have daily communication with staff members through

homework folders and agenda books. (Student strategy #1, 2 and 11) 08/29/2011 06/07/2013 During School Title I 350

2

Parents will have daily access to the Family Access program. This

program will provide parents with student math grades and

assignments. (Student strategy #1, 2, 5 and 7)


3

Parents of students in grade three through five will have the

opportunity to attend three ISAT Nights to better help their child(ren)

at home in the area of math. (Student strategy #7)


4

Parents will receive student progress reports, report cards and will

communicate with teachers and other staff members at parent-teacher

conferences. This will provide parents with information regarding their

child's academic progress in the area of math. (Student strategy #1, 2,

5 and 7)


5

Parents will receive monthly newsletters with up-to-date information

on math skills being taught in the classroom. (Student strategy #1, 2, 5

and 10)


6 Parents have access to the district and school websites which give

resources for math assistance. (Student strategy #11) 08/22/2011 06/07/2013 During School Title I 0

7

Parents will have the opportunity to attend Cannon's Math Night.

Parents will be provided with strategies and manipulatives to assist

their child(ren) at home. (Student strategy #3, 5-7, and 9-11)


8

Parents will be provided with AIMSweb data reports on their child(ren).

Strategies for addressing areas of deficiencies will be offered to

parents. (Student strategy #10)



mandates for not making AYP in Math. 05/27/2011 06/07/2013 After School Title I 350


Objective 2 Title :






Cannon staff will monitor math progress across grade levels through data analysis. Data will come from AIMSweb, IXLmath.com, Math PALS, ITBS scores and Discovery Education.

Data will continue to be reviewed by grade level teachers, administration and the Data Instructional Facilitator.

Classroom observations will be completed by the administrator to monitor the fidelity of instructional implementation.

Grade level teachers will keep adequate records of individual student strengths and weaknesses during small group WIN time. Staff members will attend workshops for

differentiated instruction, grade level district Content Area Team (CAT) meetings and presentations given by the district math coach and fellow staff members.

The Cannon School Improvement Plan team will meeting bi-monthly to review the school improvement plan and progress toward goals.


Name Title



3 Donna Stewart Unit Leader

4 Nicole Zaayer District Math Coach


Cannon Elem School




Objective 2 Title :






Cannon staff will monitor math progress across grade levels through data analysis. Data will come from AIMSweb, IXLmath.com, Math PALS, ITBS scores and Discovery Education.

Data will continue to be reviewed by grade level teachers, administration and the Data Instructional Facilitator.

Classroom observations will be completed by the administrator to monitor the fidelity of instructional implementation.

Grade level teachers will keep adequate records of individual student strengths and weaknesses during small group WIN time. Staff members will attend workshops for

differentiated instruction, grade level district Content Area Team (CAT) meetings and presentations given by the district math coach and fellow staff members.

The Cannon School Improvement Plan team will meeting bi-monthly to review the school improvement plan and progress toward goals.


Name Title



3 Donna Stewart Unit Leader

4 Nicole Zaayer District Math Coach


Cannon Elem School



Section III - Development, Review and Implementation

Part A. Parent Notification*

This section describes how the plan has been developed and reviewed and identifies the support in place to ensure implementation.

Parent Notification - Describe how the school has provided written notice about the school’s academic status identification to parents of each student in a format and, to the

extent practicable, in a language that the parents can understand. (*Requirement for Title I Schools only.)

Parent involvement is a key component of a successful educational program. On August 30, 2011, Cannon invited parents into the school for an “Open House” night. We began the

night with an introduction to our goals for the school year, academically and behaviorally, and talked about our newly implemented Nurtured Heart Approach and our PBIS goals

for the year. Staff members were introduced and families were led into classrooms to meet and greet teachers and staff.

Cannon will hold ISAT Nights for parents of students in grades three through five to educate parents on how to help their children with academics from home. A reading night and

a math night are planned for this school year to increase parent involvement and awareness of how to assist children at home. Cannon holds parent-teacher conferences in the

fall and spring for parents to meet with teachers one-on-one. Student progress is reviewed and time is given for questions, comments and concerns. Teachers also discuss

AIMSweb and DIBELS Next scores from assessments. Cannon has implemented a parent involvement day, PAW day (Parents are Wonderful), once a month for parents to come into

the school and volunteer. All parents are asked to join in on the educational process of our student body.

The Cannon Family Council meets at least four times a year. This council is open to all parents. During these meetings, the council reviews goals that they have set for the school

year and discuss concerns and issues. The Family Council also has a role in the development of the School Improvement Plan.

Cannon has a Booster Club. This group meets at least four times a year. The Booster Club also helps purchase items for students and staff.

At a district level, Cannon has representatives serving on the No Child Left Behind Council, Student Achievement Task Force and Ownership in Education Committees. All parents

are invited to join each of these committees.

Cannon parents received a letter regarding "Early School of Choice" in May, 2011 and a reminder letter in August, 2011.

To inform parents on student achievement and success, parents are able to stay connected to Cannon through monthly newsletters and the school and district websites. Parents

can receive information about their child through the Family Access site. This provides parents with student grades, attendance and homework assignments. Cannon parents will

continue to receive phone calls from the school and the AlertNow system when absent from school. AlertNow phone calls are also made to remind parents of upcoming school

events.

Cannon Elem School




Part A. Parent Notification*

This section describes how the plan has been developed and reviewed and identifies the support in place to ensure implementation.

Parent Notification - Describe how the school has provided written notice about the school’s academic status identification to parents of each student in a format and, to the

extent practicable, in a language that the parents can understand. (*Requirement for Title I Schools only.)

Parent involvement is a key component of a successful educational program. On August 30, 2011, Cannon invited parents into the school for an “Open House” night. We began the

night with an introduction to our goals for the school year, academically and behaviorally, and talked about our newly implemented Nurtured Heart Approach and our PBIS goals

for the year. Staff members were introduced and families were led into classrooms to meet and greet teachers and staff.

Cannon will hold ISAT Nights for parents of students in grades three through five to educate parents on how to help their children with academics from home. A reading night and

a math night are planned for this school year to increase parent involvement and awareness of how to assist children at home. Cannon holds parent-teacher conferences in the

fall and spring for parents to meet with teachers one-on-one. Student progress is reviewed and time is given for questions, comments and concerns. Teachers also discuss

AIMSweb and DIBELS Next scores from assessments. Cannon has implemented a parent involvement day, PAW day (Parents are Wonderful), once a month for parents to come into

the school and volunteer. All parents are asked to join in on the educational process of our student body.

The Cannon Family Council meets at least four times a year. This council is open to all parents. During these meetings, the council reviews goals that they have set for the school

year and discuss concerns and issues. The Family Council also has a role in the development of the School Improvement Plan.

Cannon has a Booster Club. This group meets at least four times a year. The Booster Club also helps purchase items for students and staff.

At a district level, Cannon has representatives serving on the No Child Left Behind Council, Student Achievement Task Force and Ownership in Education Committees. All parents

are invited to join each of these committees.

Cannon parents received a letter regarding "Early School of Choice" in May, 2011 and a reminder letter in August, 2011.

To inform parents on student achievement and success, parents are able to stay connected to Cannon through monthly newsletters and the school and district websites. Parents

can receive information about their child through the Family Access site. This provides parents with student grades, attendance and homework assignments. Cannon parents will

continue to receive phone calls from the school and the AlertNow system when absent from school. AlertNow phone calls are also made to remind parents of upcoming school

events.


Part B. Stakeholder Involvement

Stakeholder Involvement - Describe specifically how stakeholders (including parents, school staff, and outside experts) have been consulted in the development of the plan. The

names and titles of the school improvement team or plan developers must be identified here.

The staff at Cannon Elementary met during professional development days to discuss, review and develop an action plan to meet the needs of the students at Cannon. Members

of Cannon's Family Council and Booster Club met and will continue to meet to review the goals and action plans created by staff members and to offer ongoing input and support.

Unit Leaders met and will continue to meet, sharing ideas for classroom support and instruction. Monthly staff meetings will continue throughout the school year to review, make

changes and discuss the school plan. The School Improvement Plan team will meet bi-monthly to review progress toward both reading and math goals.

The School Improvement Plan was reviewed by a Peer Review team created by the local Regional Office of Education.

Name Title




4 Marilyn Myers Kindergarten Teacher

5 Alissa Wright First Grade Teacher

6 Adrian Taylor Fifth Grade Teacher


8 Alisha Wheaton Parent

9 DeMarko Wright Peer Review Team; Garfield Elementary Principal

10 Lore Eells Peer Review Team; Mabel Elementary Principal

11 Christine Cahill Peer Review Team; Carrie Busey Librarian

12 Erika Uskali Peer Review Team; ROE Staff Development Coordinator

Cannon Elem School




Part C. Peer Review Process

Peer Review - Describe the district’s peer review and approval process. Peer review teams should include teachers and administrators from schools and districts similar to the

one in improvement, but significantly more successful in meeting the learning needs of their students. As appropriate, peer reviewers may be teachers from other schools,

personnel from other districts, Regional Office of Education staff, Intermediate Service Center staff, RESPRO staff, university faculty, consultants, et al., or combinations thereof.

RESPRO staff serving on a School Support Team should not serve on a peer review team in the same district. The peer review should precede the local board approval and must be

completed within 45 days of receiving the school improvement plan.For further description of the peer review process see LEA and School Improvement: Non-Regulatory

Guidance, July 21, 2006, at http://www.ed.gov/policy/elsec/guid/schoolimprovementguid.doc.

Description of peer review process including participants and date(s) of peer review.

District #118 uses a recursive process to review all School Improvement Plans. Each building's School Improvement Plan is reviewed by the building Leadership Team, Family Council

and Peer Review team made up by the local Regional Office of Education before being presented to the Associate Superintendent. The Associate Superintendent has a district-

level committee comprised of instructional experts who evaluate the plan and make recommendations for modifications. The Associate Superintendent will then meet with

building leaders who will revise and resubmit the plan to the district office for final approval.

The administrator, a member of the School Improvement Team, from Cannon School participated in a Peer Review Session hosted by ROE SchoolWorks on December 13, 2011.

During the session Cannon's administrator presented our plan to other educators from around the area (see list below). Each member of the Peer Review Team read the plan,

asked clarifying questions about action plan components, discussed implementation of strategies/activities, and posed questions about monitoring processes. After discussion the

team provided Cannon School with feedback and presented suggestions for strategies and activities that could be incorporated into the plan. The Peer Review Team were:

Kimberly Pabst, Cannon School Principal; DeMarko Wright, Garfield School Principal; Lore Eells, Mabel School Principal; Christine Cahill, Carrie Busey Librarian; Erika Uskali, ROE

Staff Development Coordinator.

Cannon Elem School




Part D. Teacher Mentoring Process

Teacher Mentoring Process - Describe the teacher mentoring program. Mentoring programs pair novice teachers with more experienced professionals who serve as role models

and provide practical support and encouragement. Schools have complete discretion in deciding what else the teacher mentoring program should provide.

District #118 implemented a Teacher Mentoring Program for all new to the district teachers for the 2011 school year. New to the district teachers were also assigned a mentor

from their respective buildings. They spent one day, prior to the beginning of the school year, in an orientation. Mentors were present at this meeting. In addition, Danville

District #118 hired a veteran teacher to oversee the mentoring process for the entire year.


Part E. District Responsibilities

District Responsibilities - Specify the services and resources that the district has provided to revise the plan and other services that the district will provide toward

implementation of strategies and activities. District technical assistance should include data analysis, identification of the school’s challenges in implementing professional

development requirements, the resulting need-related technical assistance and professional development to effect changes in instruction, and analysis and revision of the

school’s budget (NCLB, Section 1116). If applicable, identify corrective actions or restructuring options taken by the district.

District #118 has in place an extensive internal support system designed to assist all buildings with their plans for implementing school improvement strategies.

The Office of Educational Support Programs leads the initiative to support overall improvement in student achievement. Within this office, the Curriculum Coordinator oversees

curriculum alignment and review meetings. Title 1 Coordinators serve as instructional coaches to teachers in grades K-5 across the district, providing support for data anyalysis as

well as professional development. Math Coaches provide professional development, model lessons, and support data analysis to assist teachers in improving math instruction.

The Early Childhood Block Grant Coordinator oversees the child-find activities of the district. These activities are held on a monthly basis and facilitate district services to young

children in need of early intervention and support.

The Alternative Education Administrator oversees district-wide implementation of the Positive Behavior Intervention and Supports program (PBIS,) offering training and

implementation support to all staff.

The Computer Resource teacher works with all staff in the building to conduct software-training sessions, help find and evaluate web resources and provide assistance,

encouragement and ideas for integrating technology into the curriculum.

The Director of Technology and Information Systems oversees the implementation and maintenance of all technology in the district.

The Student Achievement Task Force is comprised of a representative from each building and members of the community. The Task Force evaluates major district issues

and recommends appropriate strategies to address those issues.

Cannon Elem School




Part E. District Responsibilities

District Responsibilities - Specify the services and resources that the district has provided to revise the plan and other services that the district will provide toward

implementation of strategies and activities. District technical assistance should include data analysis, identification of the school’s challenges in implementing professional

development requirements, the resulting need-related technical assistance and professional development to effect changes in instruction, and analysis and revision of the

school’s budget (NCLB, Section 1116). If applicable, identify corrective actions or restructuring options taken by the district.

District #118 has in place an extensive internal support system designed to assist all buildings with their plans for implementing school improvement strategies.

The Office of Educational Support Programs leads the initiative to support overall improvement in student achievement. Within this office, the Curriculum Coordinator oversees

curriculum alignment and review meetings. Title 1 Coordinators serve as instructional coaches to teachers in grades K-5 across the district, providing support for data anyalysis as

well as professional development. Math Coaches provide professional development, model lessons, and support data analysis to assist teachers in improving math instruction.

The Early Childhood Block Grant Coordinator oversees the child-find activities of the district. These activities are held on a monthly basis and facilitate district services to young

children in need of early intervention and support.

The Alternative Education Administrator oversees district-wide implementation of the Positive Behavior Intervention and Supports program (PBIS,) offering training and

implementation support to all staff.

The Computer Resource teacher works with all staff in the building to conduct software-training sessions, help find and evaluate web resources and provide assistance,

encouragement and ideas for integrating technology into the curriculum.

The Director of Technology and Information Systems oversees the implementation and maintenance of all technology in the district.

The Student Achievement Task Force is comprised of a representative from each building and members of the community. The Task Force evaluates major district issues

and recommends appropriate strategies to address those issues.

Corrective Actions taken by a district for a Title I school that failed to meet AdequateYearly Progress for a fourth annual calculation (Corrective Action Status) should be aligned

with the strategies and activities of this plan. The district must take one or more of the following actions in such a school per NCLB, Section 1116(b)(7)(C)(iv). (Check all that apply.)

gfedc Require implementation of a new research-based curriculum of instructional program;

gfedc Extension of the school year or school day;

gfedc Replacement of staff members relevant to the school’s low performance;

gfedc Significant decrease in management authority at the school level;

gfedc Replacement of the principal;

gfedc Restructuring the internal organization of the school;

gfedc Appointment of an outside expert to advise the school.

Cannon Elem School



Restructuring Options (allowed in Illinois) selected by a district for a Title I school that failed to meet Adequate Yearly Progress for a fifth annual calculation (Restructuring Status)

should be aligned with the strategies and activities of this plan. The district must take one or more of the following options in such a school. (Please check all that apply.)

gfedc Reopening the school as a public charter school, consistent with Article 27A of the School Code (105 ILCS 5/Art. 27A.);

gfedc Replacing all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make AYP;

gfedc Entering into a contract with a private entity, such as a private management company, with a demonstrated record of effectiveness, to operate the school as a public

school;

gfedc Implementing any other major restructuring of the school’s governance that makes fundamental reform in:

gfedc governance and management, and/or

gfedc financing and material resources, and/or

gfedc staffing.


Part F. State Responsibilities

State Responsibilities - Specify the services and resources that ISBE, RESPROS, and other service providers have provided the school during the development and review of this

plan and other services that will be provided during the implementation of the plan. ISBE shall provide technical assistance to the school if district fails to do so.

The Regional Office of Education provides inservices for staff members throughout the year. The Illinois State Board of Education provides help through the online website available

to all as a resource. The Illinois Principals Association provides workshops for teachers and administrators.

Cannon Elem School



Name Title

1

Cannon Elem School



Section IV-A Local Board Action

DATE APPROVED by Local Board: 01/18/2012

A. ASSURANCES

1. The district has provided written notice in a timely manner about the improvement identification to parents of each student enrolled in the school, in a format and, to the

extent practicable, in a language that the parents can understand (NCLB, Section 1116(c)(6)).

2. Strategies and activities have been founded in scientifically based research as required by NCLB, Section 1116(b)(3)(A)(i) and as defined in NCLB, Section 9101(37).

3. Technical assistance provided by the district serving the school is founded on scientifically based research (NCLB, Section 1116(b)(4)(C)) as defined in NCLB, Section 9101

(37).

4. The plan includes strategies and activities that support the implementation of the Illinois Learning Standards and ensures alignment of curriculum, instruction, and

assessments with the Illinois Learning Standards.

5. The school will spend at least 10 percent of the funds made available under Section 1113 of NCLB for the purpose of providing teachers and the principal high-quality

professional development. (Title I schools only.)

B.SUPERINTENDENT'S CERTIFICATION

By submitting the plan on behalf of the school the district superintendent certifies to ISBE that all the assurances and information provided in the plan are true and correct and

that the improvement plan has been duly approved by the local school board. By sending e-mail notification of the plan completion from the Submit Your Plan page (Section IV-C)

the plan shall be deemed to be executed by the superintendent on behalf of the school.

Cannon Elem School



Section IV-B ISBE Monitoring

PART I - SECTIONS I and II OF THE PLAN

ANALYSIS OF DATA

YesYes NoNo nmlkj nmlkj Have the areas of low achievement been clearly identified? [C]

YesYes NoNo nmlkj nmlkj Does the SIP include analysis of report card data that sufficiently clarify the areas of weakness? [C]

YesYes NoNo nmlkj nmlkj Is it clear that the areas of weakness are broad or narrow and whether they affect many or few students? [C]

YesYes NoNo nmlkj nmlkj Does the analysis, along with other optional data, provide clear direction for the selection of the objectives, strategies, and activities? [C]

LOCAL ASSESSMENT DATA (OPTIONAL)

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj If included, is there evidence that the SIP team analyzed optional data to clarify the areas of weakness?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do these local assessment results add clarity to the state assessment data?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Does the analysis, along with the other data, provide clear direction for the selection of the objectives, strategies, and activities?

OTHER DATA (OPTIONAL)

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjIf included, has the SIP team analyzed other available data to clarify the areas of weakness in order to target improvement strategies and

activities?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do the other data add clarity to the state assessment data?


IDENTIFICATION OF KEY FACTORS

YesYes NoNo nmlkj nmlkj Have data or research been used to determine the key factors believed to cause low performance? [C]

YesYes NoNo nmlkj nmlkj Are the key factors within the district’s capacity to change or control? [C]

CLARITY OF OBJECTIVES

YesYes NoNo nmlkj nmlkj Has the SIP team stated measurable objectives that clarify the present areas needed for improvement for the two years of the plan? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do the objectives address all areas of AYP deficiency? [C]

ALIGNMENT OF STRATEGIES AND ACTIVITIES

YesYes NoNo nmlkj nmlkj Is there a clear relationship between the key factors believed to have caused low achievement and the strategies and activities selected?

YesYes NoNo nmlkj nmlkj Will the selected strategies and activities likely improve student learning and achievement? [C]

YesYes NoNo nmlkj nmlkj Are the strategies and activities measurable? [C]

YesYes NoNo nmlkj nmlkj Are the measures of progress for the strategies and activities clearly identified? [C]

YesYes NoNo nmlkj nmlkj Are expectations for classroom behavior and practice related to the objectives clear? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Is professional development aligned with the strategies and activities for students? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjDo the professional development strategies and activities directly address the factors that caused the school to be identified in status or in

special education non-compliance?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do the parent involvement strategies clearly align with the strategies and activities for students? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjDo these parent activities relate to the factors contributing to low achievement and will they engage parents in sharing responsibility for

student learning?

YesYes NoNo nmlkj nmlkj Are timelines reasonable and resources coordinated to achieve the objectives? [C]

MONITORING

YesYes NoNo nmlkj nmlkj Is it clear who will oversee progress of the objectives and take responsibility for ensuring implementation of the plan? [C]

YesYes NoNo nmlkj nmlkj Will the collection of strategies and activities, along with the monitoring process, provide sufficient direction for plan implementers? [C]

PART I - COMMENTS

Cannon Elem School



Section IV-B ISBE Monitoring

PART I - SECTIONS I and II OF THE PLAN

ANALYSIS OF DATA

YesYes NoNo nmlkj nmlkj Have the areas of low achievement been clearly identified? [C]

YesYes NoNo nmlkj nmlkj Does the SIP include analysis of report card data that sufficiently clarify the areas of weakness? [C]

YesYes NoNo nmlkj nmlkj Is it clear that the areas of weakness are broad or narrow and whether they affect many or few students? [C]

YesYes NoNo nmlkj nmlkj Does the analysis, along with other optional data, provide clear direction for the selection of the objectives, strategies, and activities? [C]

LOCAL ASSESSMENT DATA (OPTIONAL)

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj If included, is there evidence that the SIP team analyzed optional data to clarify the areas of weakness?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do these local assessment results add clarity to the state assessment data?


OTHER DATA (OPTIONAL)

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjIf included, has the SIP team analyzed other available data to clarify the areas of weakness in order to target improvement strategies and

activities?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do the other data add clarity to the state assessment data?


IDENTIFICATION OF KEY FACTORS

YesYes NoNo nmlkj nmlkj Have data or research been used to determine the key factors believed to cause low performance? [C]

YesYes NoNo nmlkj nmlkj Are the key factors within the district’s capacity to change or control? [C]

CLARITY OF OBJECTIVES

YesYes NoNo nmlkj nmlkj Has the SIP team stated measurable objectives that clarify the present areas needed for improvement for the two years of the plan? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do the objectives address all areas of AYP deficiency? [C]

ALIGNMENT OF STRATEGIES AND ACTIVITIES

YesYes NoNo nmlkj nmlkj Is there a clear relationship between the key factors believed to have caused low achievement and the strategies and activities selected?

YesYes NoNo nmlkj nmlkj Will the selected strategies and activities likely improve student learning and achievement? [C]

YesYes NoNo nmlkj nmlkj Are the strategies and activities measurable? [C]

YesYes NoNo nmlkj nmlkj Are the measures of progress for the strategies and activities clearly identified? [C]

YesYes NoNo nmlkj nmlkj Are expectations for classroom behavior and practice related to the objectives clear? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Is professional development aligned with the strategies and activities for students? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjDo the professional development strategies and activities directly address the factors that caused the school to be identified in status or in

special education non-compliance?

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj Do the parent involvement strategies clearly align with the strategies and activities for students? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjDo these parent activities relate to the factors contributing to low achievement and will they engage parents in sharing responsibility for

student learning?

YesYes NoNo nmlkj nmlkj Are timelines reasonable and resources coordinated to achieve the objectives? [C]

MONITORING

YesYes NoNo nmlkj nmlkj Is it clear who will oversee progress of the objectives and take responsibility for ensuring implementation of the plan? [C]

YesYes NoNo nmlkj nmlkj Will the collection of strategies and activities, along with the monitoring process, provide sufficient direction for plan implementers? [C]

PART I - COMMENTS

PART II - SECTIONS III and IV OF THE PLAN

PARENT NOTIFICATION

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjDoes this plan describe how the school has provided written notice about the school’s academic status identification to parents of each

student in a format and, to the extent practicable, in a language that parents can understand? (Title I Schools Only) [C]

STAKEHOLDER INVOLVEMENT

YesYes NoNo nmlkj nmlkj Does the plan describe how stakeholders have been consulted? [C]

YesYes NoNo nmlkj nmlkjDoes the SIP team include a cross section of teachers, experts, parents, and other stakeholders to develop a plan on behalf of students that

will best effect necessary changes? [C]

PEER REVIEW

YesYes NoNo nmlkj nmlkjIs the peer review process described and is there evidence that this plan has been subjected to rigorous review to ensure that it will have

“the greatest likelihood” of ensuring that all groups will achieve AYP? [C]

TEACHER MENTORING PROCESS

YesYes NoNo nmlkj nmlkjIs it clear how the school is ensuring that teachers are receiving the support needed for their professional growth and to retain them in the

profession? [C]

DISTRICT RESPONSIBILITES

YesYes NoNo nmlkj nmlkj Is it clear what support the district will provide to ensure the success of the plan? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj If applicable, is it clear what corrective actions or restructuring options the district is taking with this school? [C]

STATE RESPONSIBILITES

YesYes NoNo nmlkj nmlkjDoes the plan indicate what support outside providers have given in developing the plan and what support, if any, is expected for its

implementation? [C]

SCHOOL SUPPORT TEAM

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjHave the names and titles of School Support Team members been listed in the plan? Does the team appear to have the expertise to support

this school in regards to the school improvement plan? [C]

APPROVAL DATE OF LOCAL BOARD

YesYes NoNo nmlkj nmlkj The plan indicates the approval date of this plan. [C]

PART II - COMMENTS

Cannon Elem School



PART II - SECTIONS III and IV OF THE PLAN

PARENT NOTIFICATION

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjDoes this plan describe how the school has provided written notice about the school’s academic status identification to parents of each

student in a format and, to the extent practicable, in a language that parents can understand? (Title I Schools Only) [C]

STAKEHOLDER INVOLVEMENT

YesYes NoNo nmlkj nmlkj Does the plan describe how stakeholders have been consulted? [C]

YesYes NoNo nmlkj nmlkjDoes the SIP team include a cross section of teachers, experts, parents, and other stakeholders to develop a plan on behalf of students that

will best effect necessary changes? [C]

PEER REVIEW

YesYes NoNo nmlkj nmlkjIs the peer review process described and is there evidence that this plan has been subjected to rigorous review to ensure that it will have

“the greatest likelihood” of ensuring that all groups will achieve AYP? [C]

TEACHER MENTORING PROCESS

YesYes NoNo nmlkj nmlkjIs it clear how the school is ensuring that teachers are receiving the support needed for their professional growth and to retain them in the

profession? [C]

DISTRICT RESPONSIBILITES

YesYes NoNo nmlkj nmlkj Is it clear what support the district will provide to ensure the success of the plan? [C]

YesYes NoNo N/AN/A nmlkj nmlkj nmlkj If applicable, is it clear what corrective actions or restructuring options the district is taking with this school? [C]

STATE RESPONSIBILITES

YesYes NoNo nmlkj nmlkjDoes the plan indicate what support outside providers have given in developing the plan and what support, if any, is expected for its

implementation? [C]

SCHOOL SUPPORT TEAM

YesYes NoNo N/AN/A nmlkj nmlkj nmlkjHave the names and titles of School Support Team members been listed in the plan? Does the team appear to have the expertise to support

this school in regards to the school improvement plan? [C]

APPROVAL DATE OF LOCAL BOARD

YesYes NoNo nmlkj nmlkj The plan indicates the approval date of this plan. [C]

PART II - COMMENTS

Cannon Elem School



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