hope intermediate school (0409) · hope intermediate school (0409) flat rock-hawcreek school corp...

School Improvement Plan - PL221 Version - 2009-2012

June 3, 2009 13:17:06

Hope Intermediate School (0409)

Flat Rock-Hawcreek School Corp

Hope, IN

This plan will be revised annually. Updates may be found each June at http://www.asainstitute.org/publicsip. The plan wasdeveloped with assistance from the:

Indiana Student Achievement Institute931 25th StreetColumbus, IN 47201Phone: 812-669-0009Email: [email protected]: http://www.asainstitute.org

http://www.asainstitute.org/publicsip

Table of Contents...................... 3School Improvement Plan Introduction........................... 4Reviewer Guide.................... 5Who Wrote this School Improvement Plan?........................... 7Vision Statement........................... 8Academic Goals........................... 9Areas of Concern............................. 10Strategies......................... 11Professional Development............... 13Relationship Report -- Areas of Concern / Strategies / Data Targets.......................... 15Force Field Excerpt............................ 16To-Do List....................... 22Continuous Improvement Timeline

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School Improvement Plan IntroductionHope Intermediate School

This school improvement plan was developed using a vision-based and data-driven process called Vision-to-Action that wasdeveloped by the Indiana Student Achievement Institute. In addition to containing the strategies our school and communityidentified as key to raising student achievement and closing achievement gaps in our school, this plan contains strategies that meetthe expectations of:

Indiana Student Achievement InstitutePL221

Participation

The following people were involved in developing this School Improvement Plan

Teachers Students Parent representatives Community representatives

Process

Those involved in developing this School Improvement Plan participated in a series of discussions related to the Vision-to-Action steps:

1. Establish a local culture of high expectations 2. Create a common vision for student success 3. Analyze achievement data and set realistic data targets for each of the next three years 4. Analyze force field data and identify concerns within the following areas.

Academic expectations Curriculum content Instructional practices Classroom assessment

Extra help Student guidance Learning environment

5. Research strategies to address our concerns and select high-leverage strategies to implement 6. Develop a to-do list for each strategy

Using Data for Decision-Marking

The Vision-to-Action process relies heavily on data as a foundation for decision-making.

1. Achievement Data – To what degree are students prepared for success at the next educational level, and ultimately for successin postsecondary education and a global economy?

2. Force Field Data – What conditions in the school and community interfere with high student achievement? 3. Strategy Data – Is the strategy having the desired impact on adults and students?

Implementation Next Year

Our work next year will be guided by the to-do list that we have developed for each strategy. We will also maintain anImplementation Binder for each strategy that contains the following documents:

1. Strategy Plan 2. Evidence that the strategy was implemented 3. Progress reports (containing strategy evaluation data)

Questions about the School Improvement Plan should be directed to the building principal.

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Reviewer GuideIndiana Public Law 221

The following table directs the reviewer to the section of the School Improvement Plan PDF File that contains each componentrequired by Indiana Public Law 221. An expanded copy of the School Improvement Plan containing the actual data used in thecreation of this School Improvement Plan may be found at www.asainstitute.org/publicsip. During the implementation of this plan,the school will be able to present a "School Improvement Implementation" binder including documentation that the strategiesdescribed in this plan were implemented as planned.

PL221 REQUIREMENT Required Location in this Plan

1 Description and location of curriculum Force Field Excerpt *

Titles and descriptions of assessment instruments to be used in additionto ISTEP+

Force Field Excerpt *

2 Statement of mission, vision, or belief (suggested but not required) Vision Statement

3 Summary of data derived from an assessment (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

4 Conclusions about the school curriculum, instructional strategies, andstudent achievement (implied but not required)

May be obtained from the school’s onlineSchool Improvement Plan at www.asainstitute.org/publicsip

Conclusion - Parent involvement Strategy Summary (Strategy A)

Conclusion - Technology as a learning tool Strategy Summary (Strategy B)

Conclusion - Safe and discipline learning environment Strategy Summary (Strategy C)

Conclusion – Professional development Professional Development

5 Goal – Attendance rate Strategy Summary (Strategy D)

Goals - % meeting ISTEP Standards Academic Goals

Goals - % graduating (high schools only) Academic Goals

6 Specific areas where improvement is needed immediately Academic GoalsAreas of ConcernStrategies

7 Benchmarks for progress Academic Goals

8 Academic Honors Diploma and Core 40 – course offerings Strategy Summary (Strategy E)

Academic Honors Diploma and Core 40 – encouragement Strategy Summary (Strategy F)

9 Proposed interventions / strategies (suggested but not required) Strategy Summary (All strategies)

10 Professional development that a) emphasizes improvement of studentlearning and performance, b) supports research-based, sustainableschool improvement efforts, c) aligns with the core principles ofprofessional development, includes methods to improve culturalcompetency.

Professional Development

11 Statutes and rules to be waived Force Field Excerpt *

12 Three (3) year time line for implementation, review, and revision Continuous Improvement TimelineTo-Do List

13 Exceptional Learners – Gifted ** Strategy Summary (Strategy G1)

14 Exceptional Learners – Special Education ** Strategy Summary (Strategy G2)

* The full Force Field Report may be obtained from the school’s online School Improvement Plan at www.asainstitute.org/publicsip** In 2006 DOE began asking schools to report how they were addressing the needs of exceptional learners on the DOE SchoolImprovement Plan Review and Revise Report. Therefore, InSAI requires schools to create strategies to meet the needs of"exceptional learners." DOE defines exceptional learns as both "gifted" and "special education" students.

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Who Wrote this School Improvement Plan?Many individuals were involved in the creation of this school improvement plan. The Steering Team facilitated discussions involvingall teachers, all students, and community representatives including parents. Once these groups came to consensus on the DataTargets, Areas of Concern, and Strategies, strategy chairs and task forces were established to 1) develop a comprehensiveimplementation plan and 2) ensure that the plan is implemented next year.

Steering TeamDan Fleming - Teacher Amy Keller - School Counselor Amy Knight - Teacher Pete Law - Teacher Shawn Michener - Teacher Sherry Philpot - Teacher Becky Schoen - Parent/Guardian Lisa Smith - Administrator Shawn Thayer - Community Representative (Business)

Strategy ChairsAmy Knight Deb McIntyre Faith Richards Lisa Smith David Webster

Community CouncilBecky Baker-Schoen - Stay at home Mom Ruth Ann Blair Lee Ann Chipman Deanna Compton Vicki Cooper - Mom Cris Craig Phil Deardorff - Superintendent Gretchen Drake - music teacher Dianne Flack - Teacher Dan Fleming - Teacher Kristine Gross Spencer Gross - CEO Julie Gulick - Director Vicki Hamilton - School Secretary Shannon Harper - Teaching Assistant Mindy Hunnicut - Doctor Laura Jones - Engineer Amy Keller - Counselor Brooke Kroger - Teacher Shawn Lange - City Council Member Shelley Lange - Office Worker Pete Law - Teacher Tim Mauzy - High School Teacher Deb McIntyre - Teacher Melissa Newcomb - Dr. Assistant Paula Owen

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Sherry Philpot - Teacher Faith Richards - Special Ed. Teacher Michelle Robb Lisa Smith - Principal Carol Sutherland - Works from Home Tabetha Tedder - teacher Lisa Thayer - School Secretary Shawn Thayer David Webster - Teacher Lisa Webster - teacher Mike Wilkerson - Principal Dawn Wilson - Stay at Home Mom Laurie Wilson - Lifeskills Teacher

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Vision StatementThe Vision Statement was developed by all teachers, all students, and members of the community. The foundation of the statementidentifies the core convictions upon which this school improvement plan is built and answers the question, "What do our studentsdeserve in order to be successful learners, responsible citizens, and productive members of a global economy?" The second part ofthe vision statement describes ideal adults who are striving to provide students with the things they deserve. The third part of thevision statement describes the ideal students in a school and community where adults live by their convictions. The last part of thevision statement includes ideal data that represent the community’s dreams. This lofty data serves as the focal point for theremainder of the school improvement plan and requires the school and community to work toward every student succeeding at ahigh level.

We believe all students deserve:

caring, supportive teachers and the knowledge that he is loved and respected as an unique individual. We believe each studentdeserves an engaging relevant and rigorous academic program, which is individualized to each learning style. We believe eachstudent deserves a safe, stimulating, and inviting environment which fosters mutual respect. Students also deserve positive, caringrelationships with adults and peers. Further we believe that each student deserves to have high expectations and the meansavailable to reach those expectations.

All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:

All community members, parents, and school staff value quality education and have high expectations for every student. They alsoplace a high value on education, which sets a good example for our students. These core convictions and high expectations aremodeled by every adult. Adults listen to students and are available to students. They treat students with respect and fairness. Adultsempathize with student concerns and demonstrate belief in each individual. To demonstrate concern for the individual student thelearning environment is safe and non-threatening. The environmental tone is positive, cheerful, and stimulating. Discipline isconsistent and focused on strengthening the individual.

All teachers demonstrate a love of teaching and learning. They are well-prepared and knowledgeable of best practices in education.Learning is active and exciting. Teachers use a variety of teaching methods and assessment methods to address many differentlearning styles. Instruction is multi-tiered, reaching students of all ability levels in an encouraging way. Teachers present content thatis challenging, and they provide extra time and support for students requiring it. Teachers hold high expectations for students. Theclassroom is an arena for academic and emotional growth for every student.

Parents are actively involved in their childrenâs education. They are comfortable at school and often volunteer time and resources.They encourage their children and believe in their success. Parents support the school and its curriculum by discussing school dailywith their children. They provide an environment conducive to studying at home, and they support their children with homework.Parents utilize weekly newsletters from teachers to understand what activities will be covered the following week. Parents takeresponsibility for sending their children to school with all the essentials to be successful. Parents listen to their children and supportthem in academic and emotional growth.

Community members are vitally involved in the education of our students at Hope Intermediate. They volunteer as mentors in theschools, and they provide opportunities for real-life application of skills in their business.

In this environment where all adults are living by their core convictions, all students:

are highly engaged in learning, demonstrate good citizenship, and team building skills. All students display appropriate behavior andaccept responsibility for their actions. They enjoy learning and are highly successful creative problem solvers. They respect oneanother and the adults interacting with them. They are secure and driven to be the best they can be through goal setting. Theyencourage others to grow academically and emotionally. These core convictions will help them become respected successfullifelong learners and productive citizens.

As a result of these efforts, our school’s student achievement data is as follows:

% of students who are passing ISTEP Language Arts: 100% % of students who are passing ISTEP Math: 100% % of students who are on grade level according to Star Reading: 100% % of students who are on grade level according to Star Math: 100%

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Academic GoalsAfter analyzing longitudinal data that was disaggregated by the student groups identified in No Child Left Behind, teachers,students, parents, and community members identified achievement data targets for the next three years. These targets representacademic areas (subjects) which we wish to improve and specific groups of students we have targeted for improvement (e.g. 6thgraders). Our vision data represents our "dream" for all students. The data targets listed below each school year represent realisticsteps toward that dream.

All Special Ed - % of students passing ISTEP Lang. Arts

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData

Target Actual Target Actual Target Actual Target Actual Target Actual Target Actual

39 30 39 50 55 51 55 57 60 100

All students - % passing ISTEP Language Arts

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


75 73 75 77 80 81 85 89 92 100

All students - % passing ISTEP Math

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


74 72 74 77 80 77 81 83 86 100

All Students (126 days) - ISTEP PL221 Category Placement Performance

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012VisionData


75 73 75 77 80 78 80 82 85 100

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Areas of ConcernTeachers, students, parents, and community members analyzed data in seven areas known to impact student achievement: 1)expectations, 2) curriculum content, 3) instructional practices, 4) classroom assessments, 5) extra help, 6) student guidance, and 7)the learning environment. We identified areas that we must address in order to reach our academic goals. Those areas are listedbelow as "Local Areas of Concern". Organizations outside of our school (e.g. the Indiana General Assembly) have identified areasof concern for all schools and have required schools to address those areas. These are listed below as "Required Areas ofConcern." Each Area of Concern listed below is followed by the condition in our school or community that led us to believe that thisis an Area of Concern.

Local Areas of ConcernConcern: Instruction is not focused on writing traits.

Teacher discussion identified lack of focus on writing as the reason for lower writing scores.

Concern: Safe and Disciplined Learning Environment

12% of our male students in grades 3-6 don’t feel safe at school and 40% of our community does not know if our studentsfeel safe at school. This should not be a question considering a school should always be known as a safe place.

Concern: Attendance

Attendance rate is below the required rate of 97% by the Indiana Department of Educaiton. Improvement needs to bemade in order to become a four star school. Our attendance rate last year was 96.2%. We have seen improvement sinceimplementing Calendar Crew, but the staff and administration would like to have it at 97%.

Required Areas of ConcernF. Encourage Rigorous Curriculum

I. Focused Academic Area

U. Focused Student Group

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StrategiesAfter identifying areas of concern, teachers, students, parents, and community members researched proven strategies and selectedstrategies that our school and/or community will implement to impact our areas of concern. Local strategies are those identified byour teachers, students, parents, and community to address our areas of concern. Required strategies meet various state and/orfederal regulations.

Local StrategiesAttendance —

Classrooms will receive recognition for good attendance on a weekly, nine week, and semester basis. Teachers will notify theoffice of perfect attendance for each week. Each nine weeks classrooms will track daily attendance and receive a certificate forperfect attendance. Each month the top grade level classroom will be announced on morning announcements. The top threeclassrooms will also be announced and displayed on the whiteboard in the front commons. The top classroom will receive thePTO Banner to display in their classroom for the month that they qualified as the top classroom. Students with perfectattendance each quarter will receive restaurant gift certificates. Students with perfect attendance at the semester will receiverecognition by the PTO with a reward. Students with perfect attendance for the year will receive certificates and ribbons at theend of the year awards program. Students with poor attendance will be apart of Calendar Crew to track daily attendance.

Safe and Disciplined Learning Environment —

This plan revolves around three initiatives. The first is the M.O.P. which involves three questions: Will this hurt me or get me introuble? Will this hurt others or get them in trouble? Will this damage property, mine or someone elses? If breaking a M.O.P.rule, then students must go through the 4 "A" process where they will Admit, Apologize, Accept the consequences, and makeAmends to the best of their ability. Our second initiative is the Project Peace Program where students learn how to handleconflicts diplomatically resulting in peaceful resolutions. Our final initiative is the A+ Goal Program where students writebehavior and academic goals for each nine weeks. All of these initiatives are supported by a morning Pledge of Respect. Inaddition, they will be supported by our Special Teachers on Friday as they provide a variety of reinforcing activities for all grade levels.

Required StrategiesF. Encourage Rigorous Curriculum: RTI —

The focus of this strategy plan is to create tiered reading levels to meet individual student’s needs. These tiers will be createdby using a universal screener. This screener will be a curriculum based measure and will be given to the entire population threetimes a year.

I. Focused Academic Area: 6 + 1 Writing Traits —

The teachers will continue to implement 6 + 1 Writing Traits for aligning students on the writing prompt for the ISTEP+ test. The6 + 1 Writing Traits consist of the following traits: Conventions, Word Choice, Voice, Sentence Fluency, Ideas, Content, andPresentation-which is the + 1. The 6 + 1 Trait Writing framework is a powerful way to learn and use a common language torefer to characteristics of writing as well as create a common vision of what ’good’ writing looks like. Teachers and students canuse the 6+1 Trait model to pinpoint areas of strength and weakness as they continue to focus on improved writing. The practiceand modeling of these traits will help the students to familiarize themselves with the rubric in which they are graded on theirwriting prompt for ISTEP testing.

U. Focused Student Group: Special Education-Lang. Arts —

The focus of this strategy is on academic remediation of special education students who did not pass ISTEP+ and those whopassed the test marginally. The strategy is of annual duration through Study Club. Starting in September, Study Club meets onTuesdays and Thursdays. These students will have help with homework and will be given individual instruction based on eachstudents’ academic needs. The committee will contact IUPUC, IU-Autism Resource Center, and Riley Autism Center to see ifthere are persons to serve as resources to the school.

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Professional DevelopmentAlignment with the School Improvement Plan : The Professional Development Plan is directly aligned with strategies found in theSchool Improvement Plan. Professional development activities enhance educator’s knowledge within one or more of the followingareas: a) expectations, b) curriculum content, c) classroom instruction, d) classroom assessment, e) extra help, f) guidance, and g)the learning environment. The amount of funding allocated for each professional development activity and the funding source islisted for each professional development activity.

Effective Learning Process : The Professional Development Plan was written by teacher-leaders and includes activities that willhelp teachers develop the knowledge and skills needed to successfully implement the strategies listed in the School ImprovementPlan. The plan includes a variety of formats for professional development. Activities have been embedded in the school day asappropriate. The plan also includes activities designed to provide teachers with feedback over time. Finally, "strategy data" iscollected for comprehensive strategies that identifies the degree to which the strategy has brought about a positive changes in adult practices.

Professional Growth Environment : Each strategy is supported by a "strategy chair." Strategy chairs are responsible for 1) writing(with support from colleagues) a strategy plan including on-going professional development activities, anti-resistance, andevaluation activities, 2) providing on-going mentoring their colleagues in the implementation of the strategy, 3) analyzing theeffectiveness of the strategy, and 4) making a recommendation to the faculty with respect to whether or not the strategy should be sustained.

F. Encourage Rigorous Curriculum: RTI

Professional Development Activity Funding Activity Purpose

Teachers will need to be trained on how to use the Universal Screener. Source:ProfessionalDevelopment Grant Amount: $2000

Skill Building

Brief Description Intended Participants Activity Format

The facilitator will instruction teachers on how to administer the universalscreener for each student in the classroom. It will be given three times per year.

TeachersCounselorsAdministrators

Presentation/Workshop


Teachers will need to be trained on how to enter data into a web basedsystem to store all the data.

Source:ProfessionalDevelopment Grant Amount: $5400

Skill Building


Once the teachers have collected data, they will learn how to input the datainto a web based program that will chart the strengths and weaknesses foreach individual student.



I. Focused Academic Area: 6 + 1 Writing Traits

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Teachers will share writing activities that have been used to developparticular writing traits.

Source:ProfessionalDevelopment Grant Amount: $2050

InformationSkill BuildingFeedback/SupportRefinement


Teacher will bring writing lesson plans to share with the staff. The writingtraits have been broken down and each grade level will share theresponsibility of an assigned writing trait.

TeachersAdministrators



Teachers will need to revisit upcoming strategies of the 6 + 1 TraitsWriting Program.

Source:ProfessionalDevelopment Grant Amount: $2300.00

Skill BuildingFeedback/SupportRefinement


The facilitator will review previously taught writing traits and answerquestions on application in the classroom.




Teachers will choose anchor papers for the traits of organization,ideas, and voice.

Source:N/A Amount: $0

InformationSkill BuildingFeedback/SupportRefinement


Teachers will bring student work to a staff meeting, after being instructed onthe 6 + 1 Writing Traits of organization, ideas, and voice, and practiceassessing the work with a rubic specific to each trait. Anchor papers will alsobe chosen


Study Group

U. Focused Student Group: Special Education-Lang. ArtsNo professional development is needed for this strategy.

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Relationship Report -- Areas of Concern / Strategies / Data TargetsFormer Areas of Concern Summary

This report shows the relationship between the Areas of Concern, Strategies, and Data Targets. This report shows the following foreach area of concern: 1) the achievement area(s) that are being negatively impacted by the concern and 2) the strategies we willimplement to eliminate the concern. Basically, when we implement the strategies, the areas of concern should disappear. Once theareas of concern are gone, achievement should increase.

Local Areas of Concern

Concern: Instruction is not focused on writing traits.

Data Targets Influenced by This Concern:

All students -- % passing ISTEP Language Arts

Strategies to Impact This Concern:


Concern: Safe and Disciplined Learning Environment


All students -- % passing ISTEP Language Arts All students -- % passing ISTEP Math All Students (126 days) -- ISTEP PL221 Category Placement Performance


Safe and Disciplined Learning Environment

Concern: Attendance




Attendance

Required Areas of Concern

F. Encourage Rigorous Curriculum (PL221)




F. Encourage Rigorous Curriculum: RTI

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I. Focused Academic Area (PL221)


All students -- % passing ISTEP Language Arts All Students (126 days) -- ISTEP PL221 Category Placement Performance



U. Focused Student Group (PL221)


All Special Ed -- % of students passing ISTEP Lang. Arts


U. Focused Student Group: Special Education-Lang. Arts

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Force Field ExcerptThe Force Field reports are lengthy reports analyzed by the teachers, students, parents, and community members to help identifythe areas of concern. The Force Field excerpt found below contains information that must be included in the School ImprovementPlan to meet the requirements of Indiana Public Law 221.

Description andlocation of curriculum:

Principal’s Office and Each Classroom Force FieldReport B:Curriculum AdditionalData #1

Titles and descriptionsof assessmentinstruments to be usedin addition to ISTEP+:

STAR Reading is an assessment to determine the reading level of each student, measureindividual and class growth, and forecast results on standardized tests with the accurate,reliable, and efficient assessment students can complete in approximately 10 minutes.STAR Math is an assessment to determine the math level of each student, measureindividual and class growth, and forecast results on standardized tests with the accurate,reliable, and efficient assessment students can complete in approximately 15 minutes.

Force FieldReport C:Assessment AdditionalData #1

Statutes and rules tobe waived:

N/A Force FieldReport G: EnvironmentAdditionalData #2

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To-Do ListThis to-do list includes implementation, professional development, anti-resistance, and evaluation action steps for each strategy andwill serve as a road map as we implement our School Improvement Plan.

Report by strategy. Showing completed and yet-to-be-completed action steps.

Encourage Rigorous CurriculumAug , 2009 : Training on Universal Screener

Person : PrincipalActivity : Teachers will be trained on how to use an universal screener to gather baseline data for all student

Aug , 2009 : Training will be scheduled for the teachers. Person : Mrs. SmithActivity : Teachers will need to be trained on how to enter data into a web based system to store all the data.

Aug , 2009 : Training for teachers for the Universal Screener. Person : Mrs. SmithActivity : Teachers will need to be trained on how to use the Universal Screener.

Aug , 2009 : Time will be scheduled for teachers to administer the universal screener to each student in their classroom. Person : Mrs. SmithActivity : Time will be given to the classroom teacher to administer the universal screener to each student in

Sep , 2009: Teachers will assess each student’s fluency by checking their number of words read per minute. Person : Classroom TeachersActivity : Teachers will use the universal screener to assess students in Reading.

Sep 1, 2009: Teachers will assess student’s fluency by collecting the number of words read per minute. Person : Homeroom TeachersActivity : Collect baseline data

Dec 15, 2009: Teachers will assess student’s fluency by collecting the number of words read per minute. Person : Homeroom TeachersActivity : Collect first semester/trimester follow up data

Jan , 2010 : Teachers will assess each student’s fluency by checking their number of words read per minute. Person : Classroom TeachersActivity : Teachers will use the universal screener to assess students in Reading.

Jan , 2010 : Time will be scheduled for teachers to administer the universal screener to each student in their classroom. Person : Mrs. SmithActivity : Time will be given to the classroom teacher to administer the universal screener to each student in

May , 2010: Teachers will assess each student’s fluency by checking their number of words read per minute. Person : Classroom TeachersActivity : Teachers will use the universal screener to assess students in Reading.

May , 2010: Time will be scheduled for teachers to administer the universal screener to each student in their classroom. Person : Mrs. SmithActivity : Time will be given to the classroom teacher to administer the universal screener to each student in

May 15, 2010: Teachers will assess student’s fluency by collecting the number of words read per minute. Person : Homeroom TeachersActivity : Collect final semester/trimester follow up data

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Focused Academic AreaAug 14, 2009 : Collect and record % of teachers who implement 6+1 Writing Traits

Person : Deb McIntyreActivity : Collect baseline data

Aug 17, 2009 : Revisit 6 + 1 Wrting Traits strategies at staff meeting. Person : Principal and teachersActivity : Teachers will need to revisit upcoming strategies of the 6 + 1 Traits Writing Program.

Aug 19, 2009 : Teachers will assess student responses to the ISTEP writing prompt from spring of 2009. Person : Deb McIntyreActivity : Collect baseline data

Sep , 2009: Select anchor papers for organization Person : Classroom TeachersActivity : Teachers will choose anchor papers for the traits of organization, ideas, and voice.

Sep , 2009: Select anchor papers for organization Person : Classroom TeachersActivity : Teachers will choose anchor papers for the traits of organization, ideas, and voice.

Sep , 2009: Teachers will share student work and discuss implementation during staff meetings. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

Oct , 2009 : Select anchor papers for ideas Person : Classroom TeachersActivity : Teachers will choose anchor papers for the traits of organization, ideas, and voice.

Oct , 2009 : Select anchor papers for ideas Person : Classroom TeachersActivity : Teachers will choose anchor papers for the traits of organization, ideas, and voice.

Oct , 2009 : Teachers will share student work and discuss implementation during staff meetings. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

Nov , 2009 : Select anchor papers for voice Person : Classroom TeachersActivity : Teachers will choose anchor papers for the traits of organization, ideas, and voice.

Nov , 2009 : Select anchor papers for voice Person : Classroom TeachersActivity : Teachers will choose anchor papers for the traits of organization, ideas, and voice.

Nov , 2009 : Teachers will share student work and discuss implementation during staff meetings. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

Dec 14, 2009: Collect and record % of teachers who implement 6+1 Writing Traits Person : Deb McIntyreActivity : Collect first semester/trimester follow up data

Dec 14, 2009: Teachers will use state rubric to assess their classroom student repsonse to a common writing prompt. Person : Deb McIntyreActivity : Collect first semester/trimester follow up data

Jan , 2010 : Traits of Organization and Ideas Person : 3rd Grade TeachersActivity : Teachers will implement writing traits on a daily basis and share writing activities they have used

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Jan , 2010 : Traits of organization and ideas Person : 3rd Grade TeachersActivity : Teachers will share writing activities that have been used to develop particular writing traits.

Jan , 2010 : Teachers will share student work and discuss implementation during a staff meeting. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

Feb , 2010: Traits of Voice and Word Choice Person : 4th Grade TeachersActivity : Teachers will implement writing traits on a daily basis and share writing activities they have used

Feb , 2010: Traits of voice and word choice Person : 4th Grade TeachersActivity : Teachers will share writing activities that have been used to develop particular writing traits.

Feb , 2010: Teachers will share student work and discuss implementation during a staff meeting. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

Mar , 2010: Traits of Sentence Fluency and Conventions Person : 5th Grade TeachersActivity : Teachers will implement writing traits on a daily basis and share writing activities they have used

Mar , 2010: Traits of sentence fluency and conventions Person : 5th Grade TeachersActivity : Teachers will share writing activities that have been used to develop particular writing traits.

Mar , 2010: Teachers will share student work and discuss implementation during a staff meeting. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

Apr , 2010 : Selection of two traits of their choice to Present Person : 6th Grade TeachersActivity : Teachers will implement writing traits on a daily basis and share writing activities they have used

Apr , 2010 : Two traits of choice to present Person : 6th Grade TeachersActivity : Teachers will share writing activities that have been used to develop particular writing traits.

Apr , 2010 : Teachers will share student work and discuss implementation during a staff meeting. Person : Classroom TeachersActivity : Time will be given to discuss results of 6 + 1 implementation with colleagues.

May 12, 2010: Collect and record % of teachers who implement 6+1 Writing Traits Person : Deb McIntyreActivity : Collect final semester/trimester follow up data

May 12, 2010: Teachers will assess student responses to the ISTEP writing prompt from spring of 2010. Person : Deb McIntyreActivity : Collect final semester/trimester follow up data

Focused Student GroupAug 20, 2009 : Binder will be created to track students attending Study Club

Person : Faith RichardsActivity : Teachers will organize Study Club.

Sep , 2009: Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.

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Sep 4, 2009: Invitations will be created to make the students and parents aware of Study Club.

Person : Lisa SmithActivity : Teachers will organize Study Club.

Sep 4, 2009: Study Club calendar created to establish dates when the meetings take place. Person : Pete LawActivity : Teachers will organize Study Club.

Sep 7, 2009: Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.




Oct , 2009 : Notice at Parent/Teacher Classroom Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Oct 5, 2009 : Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.




Nov 2, 2009 : Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Nov 2, 2009 : Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.



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Dec 7, 2009: Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Dec 7, 2009: Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.

Dec 14, 2009: Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Dec 19, 2009: Collect and record % of teacher placing notice of study club in classroom newsletter Person : Faith RichardsActivity : Collect baseline data

Dec 19, 2009: Collect and record % of teacher placing notice of study club in classroom newsletter Person : Faith RichardsActivity : Collect first semester/trimester follow up data

Jan 11, 2010 : Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Jan 11, 2010 : Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.



Feb 1, 2010: Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Feb 1, 2010: Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.



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Mar 1, 2010: Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Mar 1, 2010: Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.




Apr 5, 2010 : Notice in classroom newsletter Person : Classroom TeachersActivity : Teachers will keep in constant contact with students to insure attendance.

Apr 5, 2010 : Notice in school newsletter Person : Mrs. SmithActivity : Teachers will keep in constant contact with students to insure attendance.




May 24, 2010: Collect and record % of teacher placing notice of study club in classroom newsletter Person : Faith RichardsActivity : Collect final semester/trimester follow up data

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Indiana Student Achievement Institute

Continuous Improvement Timeline

First Year Schools Second Year Schools Third Year and Beyond

Schools

Oct Session 1:Getting Started

Local Mtgs: Rationale for Change

New Steering Team Member (optional)

Session 1:Improvement Plan Implementation

New Steering Team Member (optional)

Session 1: Kick-Off / Monitoring / Mentoring

Nov Session 2 Visioning

Tech Training 1 (two people per school)

Local Mtgs: Visioning

Tech Training 1 (optional)

Local Mtgs – SIP ImplementationRoles & Responsibilities


Local Mtgs – SIP ImplementationRoles & Responsibilities

Dec Session 3:Achievement Data Analysis

Local Mtgs: Achievement Data Targets

Session 2:SIP Evaluation & Revision

Local Mtgs: Sch. Imp. Plan Revision

Jan Session 4:Areas of Concern & Research Assignments

Local Mtgs: Areas of Concern

Session 2:SIP Review & Revision

Local Mtgs: Sch. Imp. Plan Revision

Session 5:

Feb 3 Session 6:InSAI Conference on Learning

Strategy Research Group Meetings:Local Mtgs – Strategy Selection

InSAI Conference on Learning (optional)

InSAI Conference on Learning (optional)

Feb / Mar

Session 7: (strategy chairs only)Strategy Plans

Tech Training 2 (two people per school)

Strategy Task Force Mtg – Strategy Plans

Session 3 (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Session 3: (strategy chairs only):Writing Strategy Plans


Strategy Committees – Strategy Plans

Apr 1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

1st Fri. in April: All submissions due online

Session 7:Strategy Plan Review:One hour individual appointment



May 1st Fri in May: Revisions due online

3rd Fri in May: Schools mail hardcopies(after status of all submissions is“meets criteria”)

1st Fri in May: Revisions due online


1st Fri in May: Revisions due online


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