indian springs middle school

2020-2021 Performance Excellence Plan

INDIAN SPRINGS MIDDLE SCHOOL School Number – 9180

Corporation - 8665

1692 South State Road 9 Columbia City, IN 46725

Principal: Jan Boylen

Assistant Principal: Kyle Nelson Dean of Students: Meggan Hoag

Telephone: 260.244.5148

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Explanation of Acronyms

Acronym Explanation 504 Section 504 (Part of the Rehabilitation Act of 1973) ACT America College Testing ACT-EXPLORE America College Testing (Middle School Version) AED Automatic Electronic Defibrillator AIMS Goals and Mission of the District and the School APR Annual Performance Review AYP Adequate Yearly Progress BOE Board of Education CAD Computer Aided Design CCHS Columbia City High School CEO Action Team Leader C.L.A.S.S. Connected Learning Assures Successful Students CPI Crisis Prevention Intervention CPR Cardio-Pulmonary Resuscitation DNP Did Not Pass ECA/CORE 40 End of Course Assessments ELL English Language Learner F & P Fountas and Pinnell GPA Grade Point Average GTT Gateway to Technology HA High Ability IDOE Indiana Department of Education IEP Individualized Education Plan ILEARN Indiana Learning Evaluation Assessment Readiness Network IRCA Indiana Resource Center for Autism ISMS Indian Springs Middle School ISTA Indiana State Teachers Association KBIT – 2 Kaufman Brief Intelligence Test, Second Edition. MAP Measure of Academic Progress MRSA Methicillin-Resistant Staphylococcus Aureus NCLB No Child Left Behind (Federal Accountability Legislation) NEA National Education Association NETS National Education Technology Standards NWEA Northwest Evaluation Association OSS Out of School Suspension PAC Principal Advisory Council PBL Project Based Learning P.L. 221 Public Law 221 (Indiana’s Accountability Legislation) PDSA Plan, Do, Study, Act PSAT Pre-Scholastic Aptitude Test S/P/T Conference Student/Parent/Teacher Conference RtI Response to Instruction SIP School Improvement Plan SIGS Scales for Identifying Gifted Students STEM Science Technology Engineering and Mathematics

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WCCS Whitley County Consolidated Schools WCTA Whitley Classroom Teachers Association

I. Introduction A. School, Community, and Educational Programs

The rural school community of Columbia City is situated in Whitley County where the population is registered as approximately 9.155 within the city limits and 33,292 for the entire county (2010 census). This northeastern Indiana County stretches over 335 square miles. Growth in Whitley County is measured both physically, with the addition of housing and residential areas, and economically, with the business/commercial upstarts and expansions that are occurring.

Indian Springs Middle School (ISMS) opened in August of 1996 and houses approximately 840 students in grades 6, 7, and 8 (Figure 1-1). Sitting on approximately 160 acres, it is the only public middle school serving the residents of Columbia City. Students merge from four elementary schools representing townships surrounding Columbia City: Mary Raber, Coesse, Little Turtle, and Northern Heights.

Figure 1-1 Enrollment Profile

Year Grade Female Male Total by grade

Total by

School

Total CORE teachers per wing

Total Related

Arts teachers

Office Support Staff per

wing

Support

Staff all grades

2014-15 6 7 8

146 124 120

122 146 134

278 281 273

832 10 10 10

9

1 1 1

16.25*

2015-16 6 7 8

131 122 152

148 143 130

279 265 282

826 10 10 10

9

1 1 1

16.25*

2016-17 6 7 8

111 132 124

138 142 144

249 274 268

791 10 10 10

9

1 1 1

18.25*

2017-18 6 7 8

114 117 139

140 136 148

254 253 287

794 10 10 10

9

1 1 1

18.25*

2018-19 6 7 8

133 118 122

156 118 122

289 255 258

802 10 10 10

9

1 1 1

16*

2019-20 6 7 8

144 135 115

167 148 160

292 295 251

838 10 9

1 1 1

16*

* The number of support staff does not include cooks, custodians, or bus drivers. Ninety percent of the student population is registered as Caucasian. Ten percent of the student population represents minority backgrounds. Special needs students with Individualized Education Plans (IEP), which include special education, high ability (HA), English Language Learners (ELL), and Section 504 students, compose 17.1 percent of the ISMS population. The number of students qualifying for Free/Reduced Lunch and/or Books is recorded at 30 percent. (Figure 1-2).

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Figure 1-2 Selected Demographic Trends Impacting ISMS

Indicator 2015-16 2016-17 2017-18 2018-19 2019-20 Enrollment 826 791 794 804 838

Free/Reduced Lunch 26.6% 25.5% 31% 31% 29.9% Special Needs Students* 14.8% 18.9% 17% 19% 17.1% Black/African American .4% .5% .6% .5% .6%

Hispanic 2.8% 2.9% 3.1% 3.4% 4.8% Native Hawaiian/Other Pacific Islander 0% 0% 0% 0% 0%

American Indian/Alaskan Native .6% .05% .4% .4% .4% Asian .6% 1.0% .4% .4% .4%

Multi-Racial/two or more races 1.7% 2.4% 4% 4.9% 3.6%

* Special needs students are defined as students who qualify for areas outside general education. This includes special education and English Language Learners. The employee base at ISMS is composed of one principal, one assistant principal and one dean of students, (Figure 1-3), forty-four licensed teachers, two licensed counselors, a licensed nurse, and an activities coordinator. Certified teachers are bound by a master contract between the Whitley County Teachers Association (WCTA) and Whitley County Consolidated Schools (WCCS). Sixty-four percent of the certified teachers at ISMS are members of the National Education Association (NEA), Indiana State Teacher Association (ISTA), and WCTA. There is no bargaining unit for classified staff; however, they have a council for representation with the district management.

Grade levels at ISMS are divided into two teams of five teachers who teach the core classes of math, social studies, language arts-writing, language arts-literature and science. Through the team concept, teachers cooperate, collaborate, and are empowered to make decisions (Figure 1-4). The school is divided into three wings with one grade level in each wing. Teams of teachers meet daily to plan together in a teaming format. Communication among teams and administrators occurs bi-monthly in wing meetings. Each week the math, language arts (both writing and literature), science, and social studies teachers have the opportunity to meet with other teachers in their grade level subject area. These meetings provide for collaboration on units of study within each class discipline and interdisciplinary unit. Additional meetings include Discovery Mondays which are led by administrators, and every Wednesday morning the regular schedule is changed to allow for 45 minutes for school-wide trainings. Representatives from each action team and administrators meet monthly at a CEO meeting to share and learn issues that pertain to school-wide work and procedures aligned with ISMS goals and initiatives. Staff meetings occur throughout the year to increase communication and effectiveness of action teams. Administration collaborates with district administrators and building representatives to increase communication and district cohesiveness. Communication is encouraged by offering parent/teacher/student conferences.

Figure 1-3 Parent/Teacher/Student Conferences

16-17 17-18 18-19 19-20

Percentage of involvement 65% 62% 87% 84%

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Figure 1-4 Collaboration Timelines

Team Collaboration Frequency and Duration Core Academic Team Team Meeting 3 days a week/30 min

Grade Level/Related Arts/Administrators Discovery Monday Bi-Monthly/30 min Grade Level/Related Arts Wing Meeting Bi-Monthly/30 min

Subject Area Subject Area Meeting Weekly/30-45 min Subject Area Subject Area/School-Wide As needed Subject Area Resource Adoption As needed

Building Representatives ISMS Handbook As needed Counselors Counselor/Administrative Meeting Weekly/1 hour Counselors Counselor/District Monthly/2 hours

Classified Staff Classified Monthly/30 min Classified Staff Head Custodian/Principal Weekly/1 hour CEO Meetings All Action Teams Represented Monthly/30 min School Nurse School Nurse/District Monthly/1-2 hours

PAC WCTA/Administration Monthly/30 min Resource Teachers Resource/Administrative Meeting Weekly /1 hour Resource Teachers Resource/District Quarterly/2-3 hours

Action Teams-Goal Specific Action Team Meeting Monthly/20 min New Teachers Flight Training As needed New Teachers New Teachers/District As needed

Innovation Technology Team District Varies Administrators Team Meetings As needed Administrators Administrative Meeting/District Monthly/3 hours Administrators Safety As needed Administrators Elementary Administrator Team Bi-Monthly/3 hour Administrators Secondary Administrator Team As needed Administrators Passages/Community Quarterly

Administrators/Guidance/Resource/SRO Threat Assessment Team Monthly/1 hour Administrators Technology/District As needed Administrators Educational Task Force As needed Administrators Teacher Evaluation/District As needed Administrators Retention/District Annually/3 hours Administrators Core Curriculum/District As needed Administrators Textbook Adoption As needed Administrators Handbook/District As needed

Certified Staff and Select Support Staff 45-Minute Delay District Goal Planning and CoMIT Every Wednesday

Digital Citizenship Committee District Goal As needed B. Description and Location of Curriculum ISMS fully implements differentiated reading and math classes as a strategy to facilitate improvement in all academic areas. The following programs help to reach our ISMS school goals and to increase student learning:

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Writing 1. The writing classes are encouraged to utilize the RACE model and give a pre and post-extended

response two times a year. The literature classes give a pre and post-practice read/write response two times a year.

2. Writing prompts are assessed in writing classes. The read/write prompt is assessed in literature classes. Results from writing prompts are used to differentiate instruction for remediation and enrichment.

Literature 1. Literature classes are part of the core subjects for which all students receive grades. The curriculum is

based on state standards while also incorporating non-fiction topics covered in math, social studies and science classes. The reading classes are composed of various skill levels. The teachers incorporate the Fountas and Pinnell assessment tool, which allows literature teachers to tailor instruction for students who struggle with reading comprehension. Data supports this opportunity to address reading scores and growth for our student population. The assessment results of the Fountas and Pinnell program are utilized with our struggling readers during activity time.

2. Resource instructional reading is provided for students who did not pass (DNP) ILEARN and perform significantly below grade level according to NWEA scores. Classes are organized to address those students who show difficulty decoding text (as determined by NWEA scores and Fountas & Pinnell Tests). Instruction for a select few utilizes the Wilson Language series and Fountas & Pinnell resources to improve basic phonics, phonemic awareness, fluency, and spelling during literature class time as an alternative lesson.

4. An after-school Homework Club facilitates remediation and assistance with homework. The club is offered to all students in grades 6-8.

Math

1. Math classes are organized according to NWEA scores to accommodate differing levels of ability. At each grade level, there are classes that address grade level state standards, one year above grade level, and two years above grade level. For example, ISMS offers in 6th grade: 6th grade level math, 7th grade level math and 8th grade level math. In 7th grade, ISMS offers 7th grade math, 8th grade math and Algebra. In 8th grade, ISMS offers 8th grade math, Algebra, and Geometry.

2. Math remedial activity classes are provided for students who DNP ILEARN and a math essentials for “bubble students”.

3. An after-school Homework Club facilitates remediation and assistance with homework. The club is offered to all students in grades 6 – 8.

4. Paraprofessionals and resource teachers assist in general education classes to reinforce curriculum concepts and skills for students with special needs.

Figure 1-5 Language Arts-Writing Curriculum

Subject Grade Level Description

Language Arts-Writing

6th

All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:

● Grammar and conventions ● 6+1 Traits of Writing ● Public speaking ● Writing based on different genres ● Writing application including revision and editing techniques

7th All units are based on the Indiana College and Career Ready Standards. These standards include the areas of:

● Writing application including revision and editing techniques

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● Demonstrate a command of English grammar conventions and usage

● Public speaking ● Conduct research assignments focusing on the research process

and the topic under study ● 6+1 Traits of Writing ● Develop and refine writing skills by writing for different purposes

and to specific audiences ● Cite several pieces of textual evidence to support analysis of what

the text is saying explicitly, as well as inferences drawn from the text for short answer responses and for essays

8th


● Grammar and conventions ● Writing based on different genres ● Application of writing to real life situations ● 6+1 Traits of Writing ● Research papers

Figure 1-6 Language Arts-Literature Curriculum


Language Arts- Literature

6th


● Word recognition ● Reading comprehension ● Literary analysis

7th


● Knowledge of word parts and relationships ● Connection to essential literacy components through reading

various genres ● Analysis and response to historical and cultural works of literature

8th

All units are based on the Indiana College and Career Ready Standards After instruction in these standards, students will:

● Read and comprehend a variety of literature and nonfiction texts, independently and proficiently

● Build understanding of literature using knowledge of literary structure and by analyzing and inferring about literacy elements and themes

● Build understanding of nonfiction texts by evaluating specific claims and by using knowledge of structural organization and author’s purpose and message

● Use critical reading skills to real life situations ● Acquire, refine and apply vocabulary using various strategies and

sources ● Build comprehension of meaning of text and literacy techniques

that writers use

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Figure 1-7 Math Curriculum Subject Grade Level Description

Math

6th

All units are based on the College and Career Ready Standards. These standards include the areas of:

● Decimals ● Fractions ● Integers ● Percentages ● Geometric concepts ● Problem solving ● Measurement

7th


● Number Sense ● Computation ● Algebra and Functions ● Geometry and Measurement ● Data analysis ● Probability ● Statistics

8th


● Number Sense ● Computation ● Algebra ● Functions ● Geometry ● Measurement ● Data analysis ● Probability ● Problem solving

Figure 1-8 Science Curriculum


Science 6th

All units are based on the Indiana State Science Standards. These standards include the core areas of:

● The nature of science with emphasis on scientific method procedure

● Design Process identifies a need or problem to solve, brainstorm solutions, design a prototype and redesign if necessary.

● The nature of technology and how it is used to solve problems in society, data collection and analysis, and communication.

● Physical science with an emphasis on motion and energy, and how energy is transmitted through matter and space.

● Earth and space science with emphasis on the systems and earth events.

● Life science and their interdependence and transformations of matter and energy.

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7th

All units are based on the Indiana State Science Standards. These standards include the areas of:

● Scientific method with emphasis on conclusions and reflection ● Compare and contrast forces and their applications to Newton’s 3

laws. ● In depth studies of geology, ranging from the core of the earth to

plate movements and their resulting effects (earthquakes, seafloor spreading, volcanoes, etc.)

● Minerals, rock types and fossils are classified using tools to identify them (Moh’s scale of Hardness, Geologic Time Scale, Rock Cycle, etc.)

● Glacial formations and the resulting effect on Indiana’s landscape ● Energy properties and heat transfer ● Compare and contrast animal and plant cells functions and roles

as they pertain to reproduction and responding to their environment.

● Technology applications such as creating a device for an energy transformation

The science department’s philosophy is to have students master the standards by utilizing various resources. Students are immersed with hands-on activities and inquiry based learning. Special emphasis is based on real-life applications and experiences in order for the students to make connections. Many labs and activities focus on taking the experience and pulling together the components for a solid conclusion.

8th

All units are based on the Indiana State Standards for Introduction to Agriculture, Food, and Natural Resources, as well as the 8th grade Science Standards. These standards include the areas of:

● Agriculture and Careers- Defining agriculture, the development of agriculture, and the importance of agriculture to our local, state, and national economy, agricultural careers, and the skills necessary to achieve those careers.

● Leadership- communication skills, the role of FFA in leadership development, and furthering the development of leadership skills

● Natural Resources/Earth and Space Systems – Earth’s spheres, pollution, conservation, and how the use of natural resources affects agricultural industries such as forestry, outdoor recreation, and animal and plant production.

● Physical Science – matter, periodic table, atoms, compounds, chemical equations, physical and chemical reactions

● Food Science- Innovations in food science, food nutrition and exploration of nutrients and their effect on people and animals, food processing and consumption

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● Animal Science- animal terminology, animal physiology, animal nutrition, careers in animal science, companion animal care and production

● Life Science – chromosomes, DNA, genes, heredity, mutations, Punnett squares, plants vs animals

● Plant Science- photosynthesis and respiration, plant anatomy, plant physiology, plant production and management

● Agricultural Power, Structure, and Technology (Science, Technology, & Engineering) – Properties of natural and engineered materials, examine agricultural technology and innovation

Careful consideration is also made to incorporate the following 8th grade Indiana State Science Standards: Physical Science, Earth and Space Systems, Life Science and STEM standards. Eighth grade students are immersed in hands-on activities and inquiry based learning. Labs, activities, and projects center on real-life applications that encompass problem solving for students to grasp a true understanding of the content.

Figure 1-9 Social Studies Curriculum


Social Studies

6th

All units are based on the Indiana State Social Studies Standards. These standards include the areas of:

● Map skills ● Ancient civilizations of Greece and Rome ● Study of Europe into the Medieval Period ● Renaissance and the study of Modern Europe in which students

engage in research-based project by studying a modern European nation including World War I and II

● Study of Aztec, Inca, and Maya as they compare and contrast the Meso-American civilizations - Students continue in Latin America with a look at Mexico including its geography, history, and culture.

● Canada, our northern neighbor, is compared and contrasted to the United States

● World War I and World War II

7th

All units are based on the Indiana State Social Studies Standards. These standards include the areas of: Standard 1 — History Students will examine the major movements, events and figures that contributed to the development of Africa, Asia and the Southwest Pacific from ancient civilizations to modern times by examining religious

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institutions, trade and cultural interactions, political institutions, and technological developments. Standard 2 — Civics and Government Students will trace the development of different forms of government in different historical eras and compare various contemporary political structures in Africa, Asia, and the Southwest Pacific in terms of power, approach to human rights, and roles of citizens. Standard 3 — Geography Students will explain how atmospheric and oceanic systems affect the seasons and climate. They will understand and use technology and grid systems to identify and locate places geographically. They will identify and categorize the major geographic characteristics and regions of Africa, Asia and the Southwest Pacific. They will also name and locate major physical features, countries and major cities and will use geographic skills and technology to examine geographic relationships within and between these regions and the rest of the world. Standard 4 — Economics Students will examine the influence of physical and cultural factors upon the economic systems found in countries of Africa, Asia and the Southwest Pacific.

8th

All units are based on the Indiana State Social Studies Standards. These standards include the areas of:

● US Geography and Map Skills ● American Revolution and The Founding Era ● Principles and Foundations of the United States Government;

founding documents and their applications to later periods of national history and to civic and political life

● National development including westward expansion and social reform movements

● Civil War and Reconstruction

Figure 1-10 Related Arts Curriculum


Related Arts

Physical Education 6th – 8th

Standard 1: The physically literate individual will demonstrate competency in a variety of motor skills and movement patterns. Standard 2: The physically literate individual applies knowledge of concepts, principles, strategies and tactics related to movement and performance. Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness. Standard 4: The physically literate individual exhibits responsible personal and social behavior that respects self and others.

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Standard 5: The physically literate individual recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Exploring Music 6th – 8th

All units are based on the Indiana State Music Standards. These standards include the areas of:

● Music Theory ● Transcription ● Note Values and Counting ● Rhythmic Dictation ● Key Signatures ● Intervals ● Chords

● Creating and understanding musical expression and emotion ● Music History 1600-1900 ● Finger Exercises and simple songs on piano keyboards ● Reading and Writing for Literacy

Art 6th – 8th

All units are based on the Indiana State Art Standards. These standards include the areas of:

● Two-dimensional art ● Three-dimensional art ● Acquisition of knowledge and development of art concepts;

exploration of personal expression through problem solving activities; development of conceptual, analytical and technical skills in art history, criticism, aesthetics, and production; and investigation of multi-cultural art

● Exploration of a variety of media including: drawing, painting, printmaking, sculpture, ceramics, photography, and mixed media

● Reading and Writing for Literacy

Music Appreciation 6th – 8th

All units are based on the Indiana State Music Standards. These standards include the areas of:

● Exploration of classical music, contemporary music, Broadway, reggae, jazz, opera, and blues

● Opportunity to dance, clap rhythms, and sing ● Travel all around the world through exposure to music; songs

from Africa to China to Europe to American folk ● Discussion of the hardships of great classical composers ● Identification of instruments through the music of marching

bands ● Depiction of the ranges of the human voice ● Reading and Writing for Literacy

STEM 6th – 8th

All units are based on the Indiana State Technology Standards. These standards include the areas of:

● Communication Technology, Construction Technology, Manufacturing Technology, Transportation Technology, and Energy and the Environment.

● (6th grade) Bridge design and testing using West Point Bridge Design software using PLTW Gateway course material covering design and modeling module

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● (7th grade) Graphic Design using Adobe Illustrator and PLTW Gateway course material design and modeling module

● (8th grade) Three different areas of study that include: PLTW Gateway course material from the design and modeling module, alternative energy, and video production and editing.

● (8th grade) Rotation between the Technology Education lab television studio with production and editing.

● (8th grade-selected students) PLTW Gateway to Technology program which includes 3-D Parametric Modeling and Automation and Robotics

● Reading and Writing for Literacy

Family and Consumer

Science

6th – 8th

Family Skills class strives to help students learn to take care of themselves and future families. All units are based on the Family and Consumer Science Standards. These standards include the areas of:

● (6th grade) Basic nutrition, serving size, kitchen safety, measuring and preparation of foods, child development/babysitting

● (7th grade) Interpersonal relations, conflict resolution, nutrition, food prep role of healthy foods in prevention of cardiovascular disease, obesity, cancer and diabetes, leadership and citizenship

● ( 8th grade) College expenses, goals and decision making, food prep, role of healthy foods in prevention of cardiovascular disease, obesity, cancer and diabetes,

● Reading and Writing for Literacy – research articles for all grade levels / reading directions for labs (several formats)

● Applying Social Studies through Leadership and Citizenship ● Applying math through consumer applications ● Applying science through food chemistry – cookie lab,

nutrition C. Assessment Instruments in Addition to ISTEP+/ILEARN Figure 1-12 Assessment Instruments

Test Name Description Timeline Leading/Lagging

Indiana Learning Evaluation

Assessment Readiness Network (ILEARN)

ILEARN measures what students know and are able to do at each grade level. Based on Indiana’s Academic Standards, ILEARN provides a learning check-up to make sure students are on track and signal whether they need extra help

Annual Lagging

Fountas and Pinnell Assessment of

Reading

Fountas and Pinnell is an assessment of individual student achievement which identifies the student’s level of instruction in fluency, word accuracy and comprehension.

As needed Leading

Northwest Evaluation

Association (NWEA) Measures of

Academic Progress (MAP)

Nationally-normed MAP are state-aligned computerized adaptive tests that accurately reflect the instructional level of each student and measure growth over time

Tri-Annual Lagging

Pre/Post Common Assessments

Assesses state standards, specifically Core Standards, taught during the quarter and guides instruction

After each content

area unit Leading

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Las Links Assessment

This annual assessment is used to determine the student’s current level of English proficiency. Annual Leading

I. Figure 2-1 ISMS Mission, Vision, Core Values, and Key Goals

III. Summary of Data

ISMS is able to monitor their mission through the use of: student data, Indiana Learning Evaluation Assessment Readiness Network (ILEARN), Measures of Academic Progress (MAP) scores, Fountas and Pinnell for DNP students on the English/LA portion of ILEARN, and by tracking attendance. All Algebra and Gateway to Technology (GTT) students have the opportunity to participate in America College Testing (ACT-EXPLORE). All eighth grade students have the opportunity to participate in the Pre-Scholastic Aptitude Test (PSAT). All of these measures are designed to facilitate growth and learning for students.

A. Data including Annual Performance Report

ISMS goals are derived by using a drill-down process and focusing on assessment performance and school-wide data. Examining historical trend data, action teams are able to create programs to reach individual student needs. (Figure 3-1 and 3-2).

ISMS student attendance total average is 97.07 %. State minimum is 95% for AYP purposes. This has created the need for attendance to be the second goal for Indian Springs. To ensure continued success in the area of

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reading, mathematics, and writing, ISMS has implemented strategies to help students maintain high performance and to increase scores for low-performing students.

Figure 3-1 Annual Performance Report

Indicator 16-17 ISTEP

17-18 ISTEP

18-19 ILEARN

19-20 ILEARN

Public School State

Results Student Enrollment 791 794 804 NA Grade 6 Percent Passing ISTEP+/ILEARN Math Standard 63% 65% 35% NA NA

Grade 6 Percent Passing ISTEP+/ILEARN Language Arts Standard

68% 69% 41% NA NA

Grade 6 Percent Passing ISTEP+/ILEARN Science Standard

74% 78% 61% NA NA

Grade 7 Percent Passing ISTEP+/ILEARN Math Standard 54% 49% 49% NA NA


71% 69% 58% NA NA

Grade 7 Percent Passing ISTEP+/ILEARN Social Studies Standard

74% 68% NA NA NA

Grade 8 Percent Passing ISTEP+/ILEARN Math Standard 58% 66% 37% NA NA


64% 70% 60% NA NA

Percent of 7th Graders Enrolled in Algebra I 11% 4% NA

Percent of 8th Graders Enrolled in Algebra I 46% 38% 42% 32% NA

Percent of 8th Graders Enrolled in Geometry NA 10% 14% 9% NA

Attendance Rate 96.38% 96.35% 96.14% 97.07% 95% minimum

Number of Students with More Than 10 Unexcused Days Absent

35 34 64 32 NA

Number of Students who have Dropped Out 0 0 0 0 NA

Number of Students Suspended 41 46 45 57 NA Number of Students Expelled 0 2 1 3 NA Number of Expulsions and Suspensions Involving Drugs, Weapons, or Alcohol

0 0 1 1 NA

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Figure 3-2 ISTEP+/ILEARN Performance Drilldown Aligned with ISMS Goals

ISMS Goal Measures/Indicators 2015-16 2016-17 2017-18 2018-19 2019-20

Increase the percentage of students at each grade level who pass ISTEP+/ILEARN in English /Language and Math to 90% by 2020

% of students who meet or

exceed the ISTEP+/ILEARN performance standards

English/LA & Math - All Grades

English/LA – All Grades Math – All Grades

English /LA – Grade 6

English /LA – Grade 7 English /LA – Grade 8

Math – Grade 6 Math – Grade 7 Math – Grade 8

57% 74% 66%

73% 71% 72% 64% 57% 51%

63%

68% 58%

68%

71% 64% 63% 54% 58%

65% 69% 60%

69%

69% 70% 65% 49% 66%

NA NA NA

41% 58% 60% 35% 49% 37%

NA NA NA NA NA NA NA NA NA

% AYP Segments for Math ISTEP+/ILEARN

Male – Grade 6

Female – Grade 6 Spec. Ed – Grade 6

Free/Reduced – Grade 6 Male – Grade 7


Free/Reduced – Grade 7 Male – Grade 8


Free/Reduced – Grade 8

68% 60% 30% 49% 57% 58% 30% 33% 48% 54% 16% 34%

66% 59% 29% 42% 57% 51% 23% 34% 56% 60% 23% 40%

61% 70% 27% 51% 52% 46% 12% 36% 62% 70% 30% 48%

38% 31% 12% N/A 47% 51% 14% NA 38% 37% 9% NA

NA NA NA NA NA NA NA NA NA NA NA NA

B. Performance Indicators other than those included in the Annual Performance Report

Within the academic community, our key comparative data includes ISTEP+/ILEARN (Figure 3-2), student attendance (Figure 3-3), and Fountas and Pinnell (Figure 3-4). Information gained from the IDOE website is used for comparison and benchmarking work. Using the drill down process for segments of our student

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population, we can study our performance as it relates to ethnicity, free/reduced lunch, special education and other demographic segments.

Figure 3-3 ISMS Attendance

ISMS Goal Measures/Indicators 2016-17 2017-18 2018-19 2019-20

Increase student attendance from 97.05% to 98%

by 2021

% student attendance IDOE report from Skyward 96.38 % 96.35 % 96.14% 97.07%

Figure 3-4 ISMS Fountas and Pinnell- 6th, 7th and 8th grade

ISMS Goal Measures/Indicators 2016-17 2017-18 2018-19 2019-20

Increase the percentage of

students at each grade level who

pass ISTEP+/ILEARN in Reading/LA and Writing from 69%

to 90% by 2021

% of students who improved (6-8) 65% 85.8% 97% 78%

% of students who improved three or more levels (6-8) 43% 28%

43%

35%

% of students who passed ISTEP+/ILEARN ELA (entire school)

68% 69% NA NA

Drilldown of data:

● Students did not receive remediation or specific instruction in F&P during distance learning in the last 2 months of school which may be the cause of lower improvement percentages

● Not all students were able to be tested for end of the year progress since students were home. ● Teachers continued to provide F&P instruction during remediation and class time while students

attended on campus for the first 3 quarters of the year. ● Eighth (97%) and sixth (85%) grade progress of at least one level was excellent--the seventh (63%)

grade class has a large percentage of students with disabilities. Sixth (44%) and 8th (47%) grades also higher percentages of progress of at least 3 levels or more compared to 7th grade (20%)

C. Educational Programming and Learning Environment

ISMS goals determine action plans and help to determine educational programs that are designed around specific requirements. Driven by the school mission statement where “Where Everyone Learns,” this systematic approach keeps all educational design activities in alignment with our goals, which are correlated

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with stakeholder needs and expectations. Figure 3-7 outlines the learning programs employed and how they assist ISMS with the design and delivery of education services to our students.

Figure 3-7 ISMS Learning Programs Program Purpose Measures

Assessment Design Use formative and summative assessment to define achievement

Pre-post Tests

Common Assessments

Career Day

Provide exposure to a variety of occupations from our community. Eighth grade students select two

sessions based on their career interests.

Post-evaluations

Conventional Classroom Instruction

Offer curriculum through differentiation and a variety of

learning styles

Students’ grades, Classroom assessments,

Progress reports

Evidence Based Practices

Implement practices that have been proven effective for all students, especially students on the Autism

Spectrum

Students’ grades, Classroom assessments, IEP goals and objectives, Progress reports,

Individual assessments matched to needs of students

High Ability Curriculum Meet the unique learning needs of each individual student

MAP, pre/post test scores, ILEARN, Classroom grades,

Common assessments, CORE 40, KBIT, SIGS

Identification of Students with Special Needs

Assignment of students to existing programs (IEP, HA, ELL and 504)

and improvement of program components

Students’ grades, Classroom assessments,

Progress reports, Psychological reports, Individual assessments matched to needs of students

IRCA (Indiana Resource for Autism)

Provide training for staff members to help meet the needs of students on the

autism spectrum

Students’ grades, Classroom assessments, IEP goals and objectives, Progress reports,

Psychological reports, Individual assessments matched to needs of

students

LA/Math Remediation Classes

Assist students in LA/Math remediation to meet grade level

standards

Classroom grades, Classroom test results, Common assessments,

MAP

LEGO Robotics Provide STEM opportunity for students

Classroom outcomes

Leveled Math Classes Meet the unique learning needs of each individual student

MAP, pre/post test scores, ILEARN, Classroom grades,

Common assessments

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Project Based Learning (PBL)

Provide a real-life application to curricular content and teamwork

applying 21st century skills

Classroom grades, peer evaluations, project presentations

and rubrics

Project Lead the Way/Gateway to

Technology

Provide STEM opportunity for students, provide interactive, relative,

project based learning for students interested in engineering career(s)

Students pursuing PLTW curriculum at high school level,

End of course survey

Response to Instruction Provide interventions and support for at-risk students

Review of student performance on a regular basis

Technology Integrated Remediation Programs

(examples: Kahn Academy and Moby Max)

Provide interactive instruction targeting a variety of learning styles Program score reports

Career Exploration

It is the goal for students to leave ISMS with a career focus to help guide course selection and diploma decisions at the high school level. ISMS uses Indiana’s Roadmap for Student Success (see figure 3-8) to assure that all skills are taught. There are now three pathways of study: 1. Business, Education and Communication 2. Health and Human Services 3. Manufacturing, Engineering and Technology

Figure 3-8 Indiana's Roadmap for Student Success

Compentencies 6th 7th 8th Other Counselors

Complete items in K-5 grade level span Elementary Counselors

Complete a graduation plan Counselors

Complete a job shadowing experience or interview someone in a career field of interest Writing

Create a resume Literature

Take the Exploring College and Careers course Encompasses all

competencies

Participate in high school orientation HS 9th Grade Orientation

Be exposed to financial literacy unit Family Skills

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Sign up for the 21st Century Scholars program, if eligible

Open House; College Go!

Week; Manchester Post

Activity

Select a diploma path and complete a 4 year course plan

8th-9th Transition

Learning style application Literatu

re

Extracurricular options applicable to interests Counselors

Analyze test results to identify strengths Literature

Pre-Manchester & Post

Manchester; College Go!

Week

Perseverance towards work and learning PRIDE

High school options, including CTE 8th-9th

Transition

All postsecondary options and admission criteria

Manchester Post Activity; College

Go! Week

Course options needed for desired education and career Career Day (8th)

Skills needed for today’s workforce

Charitable Champions, Career Day

Career interests (interest inventory) Social Studies

Manchester Post

Activity Literature

Factors to consider when selecting a career

Career Pathways Presentation

(6th)

How to use online tools to explore occupations

Career Pathways Presentation

(6th)

- 20 -

The relationship between education/training and life goals Career Day (8th)

Respectful behaviors Literature PRIDE

Personal stressors and stress management PE PE

Interpersonal skills to work well with others Literature

Project Based Learni

ng

Career Pathways: MS Guidance Counselors work with CCHS to initiate career exploration at the middle school level. Career Exploration begins at grade 6 with work towards completing the competencies on the Indiana Roadmap. At ISMS grades 6, 7, and 8 participate in College Go Week, interest inventories, career guidance lessons during activity rotations, and the Indiana Roadmap curriculum. Additionally, in grade 6, students participate in JA in a Day and visit local manufacturing facilities. In grade 7, students explore post-secondary education with a field trip to Manchester College and the Wawasee Career Center. Eighth grade students complete interest inventories, as well as participate in a career day.

Transition ISMS works with WCCS elementary schools and CCHS to help provide smooth transitions as students are matriculated to the next grade level and a building change is involved. Most transition activities occur in the winter and spring.

● A video is shared with elementary schools for incoming sixth graders to introduce them to the middle school concept.

● All fifth grade teachers and students visit ISMS to tour the building, meet various staff and eat lunch in the cafeteria.

● A meeting is held to share information about ISMS with the incoming sixth grade parents. ● A meeting is held and communication shared in regards to math programming at ISMS. ● Special education staff coordinate transition services district-wide to help ensure individualized

needs will continue to be met at the next grade level. ● Eighth grade students may select to participate in PSAT. The purpose of offering this test is to

build student awareness of concepts and vocabulary on the SAT. ● Eighth grade students meet individually with ISMS counselors to make a diploma choice and

complete a meaningful future plan at the beginning of second semester. This plan entails students identifying their current Pathway of Study and selecting their elective high school classes. Students also identify their current career interests and their personal strengths that will allow them to be successful in their chosen area.

● Eighth grade students and their guardians meet with high school guidance counselors to finalize their CCHS freshman course selections and answer questions about the transition to high school.

● Eighth grade high ability students participate in ACT. The purpose of offering this test is to build student awareness of concepts and vocabulary on the ACT.

High Ability Education All teachers are encouraged to differentiate classroom curriculum to bring out the strengths of ISMS high ability students. High ability units concentrate on: technology, problem-based learning, and interdisciplinary topics and skills. Current practice in ability grouping for math at ISMS allows for a fluid transition in

- 21 -

providing required Indiana initiatives. ISMS reading teachers contribute names of selected reading materials that would address the high ability lexile levels. ISMS staff members are actively involved in curriculum planning and development for high ability students. Financial and physical resources are available through a grant. ISMS staff continue to work with the district’s High Ability Coordinator to verify program goals presented by the broad-based planning committee are met. Four teachers took a high ability course through Taylor University to help write a challenging curriculum to address the high-ability student. Mission Educating All Children, One Child at a Time Philosophy By fostering the development of skills across the cognitive and affective areas, students become more effective, intellectual, and creative. To meet the needs of these high ability students, home and school must unite to encourage and nurture the development of creativity, higher level thinking skills, and research skills with experiences and materials that extend the regular curriculum. Goals

1. Program Design The development of appropriate programming for HA learners must be an integral part of the general education school day.

2. Identification HA learners must be assessed to determine appropriate educational services. WCCS’s identification procedures are equitable, comprehensive, and ongoing. They reflect the Indiana definition of HA students and identify at a minimum those students with HA in the general intellectual domain, specific academic domains, and other areas as identified by WCCS.

3. Curriculum and Instruction

The HA learner will be provided an opportunity to work with a differentiated curriculum in a flexible educational setting.

4. Counseling and Guidance

Implementation of a counseling and guidance plan to support the unique socio-emotional needs of HA students.

5. Professional Development

Professional development opportunities are offered for all school staff involved in the education of HA students.

6. Program Evaluation

An annual program evaluation is undertaken to improve the effectiveness of services to HA students. Definitions High Ability (top 1-3% of each grade level)

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Individuals perform at or show potential for performing at an outstanding level of accomplishment in at least one domain when compared to other students of the same age, experience, or environment; and is characterized by exceptional gifts, talents, or interests. High Performing (top quartile) The High Performing student is usually highly motivated, has a strong work ethic, and does well in the classroom.

IV. Conclusions about Current Educational Programming Indian Springs Middle School uses three criteria to determine if a program is essential to learning: (1) it is aligned and critical to the achievement of our vision that we are a school “where everyone learns” and our mission of “providing opportunities to increase growth and learning by addressing individual student needs,” (2) it involves staff and resources in providing learning and development, and (3) it addresses our goals which in turn have a positive effect on students, staff, and parents. A. Educational Programming and Learning Environment An organizational culture conducive to high performance and a motivated workforce is fostered by allowing all faculty and staff to play an important role in the execution of all plans. Through the team teaching concept, teachers are able to cooperate, collaborate, and are empowered to make decisions. This teaming provides opportunities for collaboration on units of study within each class discipline and curricular community involvement (Figure 4-1).

Figure 4-1 Collaborative Educational Programming with Community Involvement

Organization Assistance Provided Why developed? State Standards Who Is Responsible?

Riley Children’s Hospital

ISMS collects and provides pop can

tabs Community Service

Social Studies and

Guidance Student Council

Bowen Center RSP-

Rehabilitation Service Providers

To help support middle school students be

successful Service Programs

Bowen Center and Whitley County

Consolidated Schools Community Volunteers

Career Day Speakers

To enhance students career exploration Guidance Guidance

Veteran’s Day Activities

Guest Speakers- letters, speakers,

tributes Community Service

Social Studies and Service Programs

8th Grade Social Studies and Language Arts

Teachers

Turkey Run

6th – 8th grade collects money to

pay for Thanksgiving

meals for those in need

Community Service Service Programs

ISMS staff, counselors and student council

Drama, Band and Choir Performances

ISMS provides free entertainment

for the community

Aligns with curriculum standards and public speaking standards

Music Karyle Genth and Carolyn Hindbaugh

- 23 -

Whitley County Law Enforcement

Assesses the building for safety

and makes suggestions to ensure safety

Aligns with School and Board Goals

Guidance and Administration Administration

Eagles in Flight 5K

YMCA, Anytime Fitness, Peak Performance

Ortho, CC Vet, Teghtmeyer ACE, Parkview Health, Brewha, Kroger, Wal-Mart, Run Indiana, West

Park Skate Center, Star

Financial Ins, Papa John’s, Micropulse,

Running Around, and Bones

Theater

Provides a fundraiser for the school where healthy living is promoted and students are actively

involved

PE and Health Standards Administration

ISMS Fish Fry Community Dan’s Fish Fry

Creates a community activity where citizens can enjoy being served by student council and

the entertainment provided by ISMS band

and choir members

Service Standards Administration and Support Staff

Manchester University Field

Trip

Whitley County Community Foundation

Allows 7th grade students to experience a college campus and to

consider higher education opportunities.

Guidance Standard Guidance and 7th Grade Staff

Wawasee Career Center

Allows 7th grade students to experience a

career center and consider training after or

during high school

Guidance Standard Guidance and 7th Grade Staff

Letter Writing Project

Honor Flight Attendees

Writing encouraging letters to individuals

involved in the Honor Flight

Writing Standard 6th Grade Writing Teachers

Battle of the Books Peabody Library- Jill Maxton

Encourages reading comprehension by

quizzing of selected novels

Literacy Standards Various Grade Level Literature teachers

Charitable Champions

Various Non-Profits in

Whitley County

Developed to enhance student awareness of

non-profits in our community

Civics and Government

Standards Writing Standards

8th Grade teachers

- 24 -

PBL-Survivor Guest Speaker- Paul Mills and Gallery Walk

Students worked together to develop a

survival plan

Social Studies Standards

Language Standards Literacy Standards

7th Grade Eagle teachers

Genius Hour

Various Individuals in the community based

on expertise

Students worked to develop a project based

on their interests/passion

Language and Literacy Standards 7th Grade Star teachers

Hygiene Dupont Ortho

Guest speaker shared with 6th grade PE

classes the importance of brushing teeth and

flossing.

Health and PE Standards

PE Department

JA In A Day

Junior Achievement and

local business leaders

Career lessons and activities Career Satandards 6th Grade Teachers

Figure 4-2 outlines initiatives employed by teachers to align curriculum to the Indiana State Standards and Core Standards. Team planning sessions and professional development time provide opportunities for teachers to design, plan, study, and act upon the curriculum programs and ensure the achievement of Indiana Academic Standards. Remediation and enrichment is planned based on student data results. Teachers continually reflect to make sure the tools are meeting students’ academic needs. Figure 4-2 Curriculum Initiatives

Initiatives Description Norm-referenced Assessments See Figure 1-10 Assessment Instruments

Subject Curriculum See Figure 1-5 through 1-9 Curriculum Descriptions Curriculum Maps 36 week plan of how/when each Indiana State Standard is addressed

Common Core Assessments Core subjects at each grade level create assessments to align with

curriculum map. The same assessment is given to all students across grade level.

Support Programs See Figure 4-3 Academic Support Programs Academic support programs assist ISMS with the design and delivery of educational services to our students as shown in Figure 4-3. Figure 4-3 Academic Support Programs

Program Services Offered Key Performance Requirements

School-wide differentiation

● A variety of instructional techniques to meet the needs of individualized learners in the

●Increased scores on ILEARN and MAP ●Increased reading ability ●Increased academic level of comprehension

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general education classroom according to learning style, ability, and interest

Wilson Reading

●Phonemic awareness and spelling strategies for struggling readers

●Increased scores on ILEARN and MAP ●Increased reading ability

Moby Max ●Computerized program for core subject skills ●Increased ability in areas related to the subject topic

Kahn Academy

● On-line lessons aligned to state standards for students needing additional support or challenges

● Complete mastery of state standards in the areas of math and language arts

● Increased scores on ILEARN and MAP

Rosetta Stone ● On-line English language immersion

● Increased English language proficiency for ELL students

● Increased reading, listening, speaking and writing skills for ELL students

Special Education

● Academic/behavioral/occupational therapy/speech assistance for identified students

● Increased number of students meeting 100% of goals listed in their IEPs.

●Continual academic improvement

High Ability ● Accelerated instruction for identified HA students

● Increased scores on ISTEP+/ILEARN and MAP ● Increased Pass+ scores on ISTEP+/ILEARN and

MAP ● Increased percentage of students completing

assignments and projects over and above requirements

Response to Instruction

● Provide academic and behavior supports for identified at-risk students

● Increased scores on ISTEP+/ILEARN and MAP ● Increased percentage of students completing

assignments and projects over and above requirements

● Increased number of students mastering state standards

Activity ● Remediation, Tutorials, and enrichments

● Increased number of students mastering state standards

● Increased number of students in attendance

Language Arts Remediation

● Remedial reading instruction on specific reading skills and strategies

●Remedial writing instruction on targeted weak areas

● Increased scores on ISTEP+/ILEARN, and MAP

Leveled Math Classes

● Accelerated 6th grade math through Algebra offered to students according to their ability

● See Section 1B for description

● Increased scores on ISTEP+/ILEARN and MAP ● Increased percentage of students who pass Algebra

ECA test

After-school Programs

● Tutoring and enrichment for students in all subject areas

● Increased scores on ISTEP+/ILEARN and MAP ● Increased academic level of competence

EAGLE Classroom

● Educational and life skill focus for students who have multiple disabilities

● Increased ability to function independently ● Increased socialization skills ● Increased academic level of competence ● Increased percentage of students who meet IEP

objectives

- 26 -

Social Skills Groups

● Social skill strategies for students who struggle

● Decrease discipline referrals ● Decrease out-of-school suspensions ● Decrease incidences of harassment ● Increase attendance

Fountas and Pinnell

● Provides reading comprehension leveling for students who did not pass I-STEP

● Provides a breakdown of individuals’ skills in order to drive instruction

● Increased students passing Language Arts on ISTEP+/ILEARN

● Increased academic level of reading comprehension ●Increased confidence for students who struggle with

reading comprehension

C. Analysis of Student Achievement (based on ISTEP+/ILEARN) Within the academic community, our key comparative data includes ISTEP+/ILEARN, NWEA-MAP and student attendance. Information gained from the IDOE is used for comparison and benchmarking work. Using the drill down for segments of our student population, we can study our performance as it relates to ethnicity, free/reduced lunch, special education, and gender. All of this information is used by the Action Teams at ISMS to determine the need for instructional programs based on the needs identified by student achievement. Figure 4-4 outlines the planning process of student achievement drill down and communication. Figure 4-4 Systematic Planning Process

Guiding Factors Communicate Deploy

Establish ISMS

Policies and Procedures

District Policy ∙ Staff participation and

feedback ∙ Strategic plans Administrative approval

∙ ISMS Web-site ∙ Action Teams ∙ Newsletter/publications ∙ Video announcements ∙ Posters and Data Wall School Board Meetings

∙ Wing Meetings Staff Meetings ∙ Flight Training ∙ School Improvement Plan ∙ Curriculum Planning Subject Meetings Handbooks CEO Meetings

Set Performance Expectations

∙ Federal/State/District Goals

∙ Benchmarked schools ISMS school goals ∙ ISMS trend data

∙ Action Team-CEO ∙ Newsletters ∙ Wing/Team Meetings Subject Area Meetings

∙ School Improvement Plan ∙ PDSA process ∙ Action Plans ∙ Student Data Folders Common Core Assessment Drilldown

Create

environment for learning

(Implementation)

∙ Performance gap identification

∙ Student placement ∙ Staff Development ∙ Appropriation resource

∙ Staff Meetings ∙ Newsletters/Reports ∙ ISMS Website Voyager ∙ Action Teams Skyward

∙ Action Plans ∙ Flight Training ∙ Support Services ∙ School Improvement Plan Instructional strategies (Figure 4-3) SWOT

- 27 -

Figure 4-5 ISMS Data/Programming Correlation The following figures are derived from data drilldowns by ISMS Action Teams from the 2018-2019 school year. Figure 4-6 Attendance Data

DATA 15-16 16-17 17-18 18-19 19-20

Enrollment Numbers WCCS 3565 3467 3599 3609 3512 ISMS 830 797 794 802 840

% of Student Attendance

ISMS 97.05% 96.38% 96.35% 96.14% 97.07% Target 98% 98% 98% 98% 98%

Attendance Drilldown:

● ISMS has consistently met the 95% state goal for attendance. ● Communication and follow through with the local prosecuting attorney is a priority for those students

missing more than 10 days of school. ● Guidance teachers at ISMS work to find the root cause and address students and families to help

reduce excessive absences. ● An incentive program was used to support students who struggled the most with attendance over time.

This program was a success; however, only a small number of students were included. Figure 4-7 Safety Action Team

DATA 16-17 17-18 18-19 19-20

# of Accidents in the Building

(Staff) ISMS 14 9 4 3

- 28 -

# of Accidents in the Building (Students)

6th Grade 34 10 20 5 7th Grade 42 18 19 4 8th Grade 53 18 18 3

# of Accidents in Building (Visitors)

ISMS 1 0 1 0

# of Students with OSS


# of Students with Expulsion


# of Students Suspended from

the Bus


# of School Safety Drills/Events

Fire 10 10 10 6 Tornado 3 3 2 1

Earthquake 3 3 1 1

Lockdown Level 1 3 3 3 2 Level 2 1 1 0 1

Bus Evacuations

3 3 4 2

% of Staff Trained on

Health Issues

Bloodborne Pathogens 100% of staff was

trained on these topics.

100% of staff was


100% of staff was


100% of staff was


Diabetes Muscle/Skeletal Care

Seizures Asthma/Allergy/Anaphylaxis

Obesity/Exercise MRSA

Head Injuries/Concussions % of Staff Trained CPR/AED 67% 25% 100% 100%

Safety Action Team Data Drilldown:

● Two safety table top activities were conducted. ● Random drugs testing implemented grades 6-12. ● Safety books were overhauled and distributed to staff. ● A quick tip line was integrated for anonymous reporting in place of old system. ● A new PA system was installed in the school. ● A panic button was added at the front desk. ● 30+ cameras were added on the school property. ● Safety bags were distributed to all staff members. ● Drills were practiced according to guidelines. ● The Crisis Team has practiced on a regular basis.

- 29 -

● CPR was offered. ● Suicide (QPR) information was presented--all teachers have been trained. ● A training was completed in the fall for active shooters.

Figure 4-8 Literacy Action Team ISTEP+/ILEARN ISMS Overall Performance

DATA 17-18 18-19 19-20 ISTEP+/ILEARN

% Pass English/Language &

Math

All Grades 6-8 65% NA NA

State Average NA NA NA

ISTEP+/ILEARN Class of 2026 (Current 6th grade)

DATA 6th (19-20)

7th

(20-21) 8th

(21-22)

ISTEP+/ILEARN % Pass English/Language

State Average NA

ISMS NA

AYP Segments for ISTEP+/ILEARN % Pass English/Language

Male NA

Female NA

Special Ed NA

Free/Reduced NA Literacy Action Team Data Drilldown:

● NA


DATA 6th (18-19)

7th

(19-20) 8th

(20-21)


State Average 47% NA

ISMS 41% NA


Male 41% NA

Female 41% NA

Special Ed 17% NA

Free/Reduced NA NA Literacy Action Team Data Drilldown:

● NA

- 30 -


DATA 6th (17-18)

7th

(18-19) 8th

(19-20)


State Average NA 49% NA

ISMS 69% 58% NA


Male 61% 47% NA

Female 78% 71% NA

Special Ed 33% 19% NA

Free/Reduced 58% NA NA Literacy Action Team Data Drilldown:

● NA NWEA Testing NWEA Class of 2026 (Current 6th grade)

NWEA DATA 6th (19-20)

7th (20-21)

8th (21-22)

Spring Language Growth Summary

% of students meeting growth projection

NA

Spring Reading Growth Summary


NA

NWEA Class of 2025 (Current 7th grade)


7th (19-20)

8th (20-21)



62% NA



59% NA


NWEA DATA 6th 7th 8th

- 31 -

(17-18) (18-19) (19-20)



58% 54% NA



60% 51% NA

Literacy Action Team Data Drilldown:

● NA Figure 4-9 Math Action Team Trends/Observations: ISTEP+/ILEARN ISMS Overall Performance

DATA 17-18 18-19 19-20 ISTEP+/ILEARN

% Pass English/Language &

Math

All Grades 6-8 65% NA NA

State Average NA NA NA

Math Action Team Data Drilldown:

● NA ISTEP+/ILEARN Class of 2026 (Current 6th grade)

DATA 6th

(18-19) 7th

(19-20) 8th

(20-21)

ISTEP+/ILEARN % Pass Mathematics State Average 46% NA

ISMS 35% NA

AYP Segments for ISTEP+/ILEARN % Pass Mathematics

Male 38% NA

Female 31% NA

Special Ed 12% NA

Free/Reduced NA NA Math Action Team Data Drilldown:


DATA 6th

(18-19) 7th

(19-20) 8th

(20-21) ISTEP+/ILEARN % Pass Mathematics State Average 46% NA

- 32 -

ISMS 35% NA


Male 38% NA

Female 31% NA

Special Ed 12% NA

Free/Reduced NA NA Math Action Team Data Drilldown:


DATA 6th

(17-18) 7th

(18-19) 8th

(19-20)

ISTEP+/ILEARN % Pass Mathematics State Average NA 41% NA

ISMS 65% 49% NA


Male 61% 47% NA Female 70% 51% NA

Special Ed 27% 14% NA Free/Reduced 51% NA NA

Math Action Team Data Drilldown:

● NA NWEA Class of 2026 (Current 6th grade)


Spring Math Growth Summary


NA



7th (19-20)

Spring Math Growth Summary


42% NA



7th (18-19)

8th (19-20)

Spring Math Growth Summary 65% 41% NA

- 33 -


Strengths Strategies

Meeting Math Needs and Abilities- Specifically at and above grade level students.

In 6th grade, ISMS offers 6th grade math, 7th grade math and 8th grade math. In 7th grade, ISMS offers 7th grade math, 8th grade math and algebra. In 8th grade, ISMS offers 8th grade math, algebra, and geometry.

Meeting Needs of Struggling Math Students-Specifically below grade level students.

ISMS offers a math remediation class that is additional to their math core class. We also created a math essentials class for the 2019-2020 school year for those students who are bubble ISTEP+/ILEARN students.

Meeting Needs of Bubble Math Students Math Essentials class was created to support our students on the bubble for ILEARN.

Areas of Concern Strategies to Improve

Lack of problem solving skills from students in ALL grade levels and with ALL ability levels.

Close Reading - “Close reading is thoughtful, critical analysis of a text that focuses on significant details or patterns in order to develop a deep, precise understanding of the text's form, craft, meanings, etc.” Critical Thinking - level of questioning and other items reviewed to support student growth Collaboration - A team oriented flow to a classroom to increase number of supports by including students as teachers during daily classroom operations. Growth Mindset and Mathematical Mindset Authors: Carol Dweck and Jo Boaler The growth mindset is a way of thinking. It can transform the way a student thinks and approaches math. Curriculum Development Math Remediation Math Essentials

Minimal or decrease of growth from students that are approximately 4 to 6 years below grade level. Students are getting passed from one grade level to another and falling further and further behind.

Growth Mindset and Mathematical Mindset Authors: Carol Dweck and Jo Boaler The growth mindset is a way of thinking. It can transform the way a student thinks and approaches math. Ability Grouping Students that are 4 to 6 years below grade level will be placed in the same classroom and work at slower pace to master foundational grade level standards. An additional teacher or teacher’s aide will be placed in the classroom to support the needs of the students. Remediation

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Students that are below grade level will be placed in an additional class each day to help bridge the gap between math standards not mastered yet. Essentials Students on the bubble for ILEARN will be placed in a 30 minute enrichment class to strengthen their math skills.

D. Parental Participation Figure 4-9 Parent Participation

Event Grade Level Who Is Responsible? Parent Teacher Student Conferences All All Grades

Bulletin Boards All Grades All Grades Celebrations All Grades All Grades

Back to School Night All Grades All Grades Fish Fry All Grades Administrators

5K Fund Raiser All Grades Administrators Battle of the Books All Grades Literature Teachers

Arena Screening (7 and 8th grade) All Grades Administrators and ISMS School Nurse

Memorial Day Recognition 6th Grade Dan Smith and Martin Desch Chicago Field Trip 7th Grade 7th Grade Teachers

Manchester University Study Trip 7th Grade Guidance Teachers Wawasee Career Center 7th Grade Guidance Teachers

PSAT 8th Grade Administrators/Guidance

Project Lead the Way 8th Grade Administrators & Dave Parker

Henry Ford Study Trip 8th Grade 8th Grade Teachers

Land Auction Simulation 8th grade 8th Grade Social Studies Teachers

Box Tops 8th Grade Amy Shearer Survivor Day

@ Chain-O-Lakes State Park 8th Grade Amy Shearer

Career Day 8th Grade Guidance Counselors Mississinewa 1812 Study Trip 8th Grade Amy Shearer

Parents partner with teachers at ISMS to help meet individual student needs. The school communicates expectations via the Parent Handbook that lists specific information at the district level, the Student Handbook with specific information at ISMS, Skyward database (student grades, discipline, attendance, and lesson plans), mass emails, monthly Eagle Star newsletter, phone dialer messages, and transitional parent meetings. Other connections include the grade-level teachers, principals, resource teachers, and counselors. Support areas for parents include district Food Services (food suppliers and kitchen workers supplying meals to students and adults), psychologists, speech therapists, occupational therapist, physical therapist, Bowen

- 35 -

Center, Whitley County Probation, Lighthouse, the school nurse for health services, and District Transportation Services. Information is communicated with parents and staff in a variety of ways (Figure 4-13). Figure 4-10 Methods of Parent Communication at ISMS

Daily/Weekly Monthly Other ∙ E-mail ∙ Telephones ∙ Agendas ∙ ISMS Website ∙ Open Door Policy ∙ Extracurricular Events ∙ Skyward online grade book ∙ Skyward dialer

∙ School Board Meetings ∙ ΒΟΕ Work Sessions ∙ Eagle-Star Newsletter ∙ Post & Mail Newspaper ∙ WCCS Magazine

∙ Student/Parent/Teacher conferences ∙ Open House ∙ Parent Meetings ∙ Display cases ∙ Special Events ∙ PRIDE Award ∙ IEP, ELL, HA, and 504 case conferences ∙ RtI Meetings ∙ Honor Roll Breakfast ∙ Principal Meetings

∙ School Improvement Parent Committee

∙ Parent University

∙ Telephone Auto Dialer ∙ Billboard for campus

∙ Eagles Nest Blog

E. Technology as a Learning Tool Whitley County Consolidated Schools began the process of becoming a 1:1 corporation several years ago. In the 2014-2015 school year the technology infrastructure was updated to prepare for the changes in technology use. Input was gathered and presented to the school board by a newly created innovative task force. The corporation also hired the consultant group, Five Star, to help ease the transition to digital curriculum. Teachers used the 2015-2016 school year to prepare for the changes in curriculum. The 1:1 initiative was implemented in the 2016-2017 school year. Each year, presentations about a 1:1 school environment are shared with parents and students. Staff training is conducted each Wednesday during 45-minute delays on incorporating best practices using technology. Technology is used widely across all three grade levels at Indian Springs. There is a variety of programs that are used and taught each day. Some of the uses for technology include remediation programs, online maps and research projects, student presentations, current event issues, virtual labs or webquests, video editing, problem-based learning activities and differentiation. To accommodate teachers’ needs and provide additional strategies for the implementation of technology, tutorial videos are available to help refresh or instruct staff. Example video topics include: Skyward, Mimeo, Google Apps for Education, making a PDF, and GoGuardian. Technology activity classes are held at each grade level to help students review and introduce new technology concepts. Each grade level explores network skills, Internet safety, cyberbullying, digital citizenship, and basic software skills. Google Apps for Education fundamentals are divided among grade levels to ensure progression and application of skills sixth through eighth grade in these programs.

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ISMS offers a full web-site which may be accessed to secure many kinds of information such as schedules, calendars, staff profiles, curriculum, and extracurricular events. Our website can be found at the following link: ISMS webpage . Skyward gives parents instant access to student information via the Internet. Information such as attendance, discipline referrals, grades, and clinic visits are updated daily through Skyward. Classroom resources and assignments are located in Google Classroom. We work closely with our district Technology Department to ensure reliability of hardware and software as well as user friendliness. Because we align data management with our strategic goals, we maintain a fairly simple approach to data collection, analysis, use, and reporting. We rely on the Technology Department to share information about the most up-to-date hardware and software systems. Knowledgeable personnel are quick to serve and are readily available through the Technology Help Desk phone line or online with the BMC Track-IT System. The District Technology Department ensures that the service, hardware and software they provide are effective, efficient, reliable, and user friendly. Technicians can work remotely from their base station and also come into the school to work with hardware. Data is collected at the district level on all calls made. Technology is also incorporated into our learning process through Moby Max and Kahn Academy. These programs offer lessons aligned to state standards using a licensed program on the Internet. They can be accessed both at school and at home where parents can offer support. School personnel document the results of their input through specific assessments in order to determine if mastery is reached. Technology is used to aid instruction, incorporate differentiation in the classroom, assessment, and for record keeping. Many assessments are computerized and are part of a student informational database, Skyward. Technology is integrated into the curriculum and is used in numerous ways by the teacher to support classroom instruction. Each student has their own device. Students use the Internet for research purposes, class assignments and class notes. Students use Destiny One Search as a research tool. Technology is also used for various writing assignments, problem-based learning projects, presentations, and web quests. Use of the Internet is closely monitored and archived daily. The Technology Action Team goals are to:

● Ensure that technology instruction and student goals are aligned to NETS ● Identify and share technology best practices ● Plan and evaluate training for teachers on new and existing technologies ● Identify, evaluate, and prioritize new and existing technologies

F. Safe and Disciplined Learning Environment Legal and Ethical Behavior Administrators foster an environment for legal and ethical behaviors by conveying clear expectations. ISMS administrators communicate the importance of moral and professional principles by being role models, sharing district and school policy, and emphasizing the life skills we have integrated into our school environment. Ethical practices are important at ISMS. All staff members, full-time and part-time, are provided a Staff Handbook at the beginning of each school year. Within the handbook, there is information regarding professional expectations of staff. Maintaining a high degree of ethical behavior requires a staff to be knowledgeable of current policies and procedures to provide consistency with the students. In addition, each staff member models ethical practices by focusing on PRIDE--Persistence, Respectfulness, Initiative,

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https://www.wccsonline.com/Domain/10

Dependability, and Efficiency. Administration also handles any individual situations that may arise based on ethical practices. Safety and Emergency Procedures A crisis plan is in place to prepare staff and students for disasters and emergencies. The administrators attend the Indiana School Specialists Safety Trainings to learn about current best practices for safety and crisis situations each year. The ISMS Safety Specialists work directly with the School Safety Action Team to educate staff members on best practices, oversee emergency drills and procedures, and document problems that may arise throughout the school year. At the onset of each school year, the School Safety Action Team provides an updated emergency plan for each teacher and staff member to display in their room or office area. Spontaneous, random drills are performed throughout the school year to address emergency procedures (Figure 4-11). The response time of students and staff is recorded following each drill, and necessary changes are made to maximize response efficiency. The School Safety Action Team completes a PDSA for each drill procedure to locate areas of strength and weaknesses. In an effort to prepare our school, staff, and students for an emergency, a comprehensive crisis plan is currently in place. For example, employee/visitor's identification cards and check-in procedures are in place to keep accurate records of all people entering and leaving the building during the school day. Figure 4-11 Emergency Drills

Drill Description Location

Fire Level 1 Students participate in monthly fire drills by responding to an alarm and exiting the building at designated doors

Surrounding parking lot areas

Fire Level 2

In the event of an actual fire, students follow an additional plan to move away from the building to a secondary location. This plan is signaled to teachers and students on a bull horn.

Little Turtle Elementary School

Earthquake Students participate in practice drills in which they take cover underneath their desks. Classroom

Tornado Students participate in drills by responding to an alarm. Students move to specified locations within the building and kneel with hands covering their head.

In Eagle and Star team areas, restrooms, and locker rooms

Bus Evacuation Students practice bus evacuations throughout the school year using emergency bus exits. Bus loop

Yellow Lockdown

Students respond to an intercom announcement. Teachers lock classroom doors. Door and window blinds are closed. Students are cleared from hallways. Students and teachers must remain in the classroom and teaching continues as normal.

Classroom

Red Lockdown

Students respond to an intercom announcement. Teachers lock classroom doors. Door and window blinds are closed. Students are cleared from hallways. Classroom lights are turned off. Students are moved to furthest corner away from windows and doors.

Classroom

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Administrators will unlock classroom doors when lockdown is completed.

School administrators maintain a close relationship with local law enforcement officials through frequent meetings with the local Probation Officer and the School Resource Officer who counsels students regarding behaviors that have resulted in violation of the law and are in violation of the school policy. In addition, work has been completed with our district transportation director to develop processes for preventing/managing bus-related accidents and training for issues that may occur to and from school. (See Figure 4-8 and 4-15 Safety Action Team) Non-Violent Crisis Intervention Prevention and management for disaster and emergency preparedness are addressed through the Non-violent Crisis Intervention Team. During the 2019-2020 school year, staff members from various disciplines, including non-instructional staff, were re-trained to de-escalate possible violent situations in a nonviolent manner using the Crisis Prevention Institute (CPI) nonviolent crisis intervention training. New members were also trained to replace members who were no longer employed by WCCS. Members of the Crisis Intervention Team meet regularly to practice physical procedures learned during the certification process. After episodes occur, the Crisis Intervention Team has been trained to debrief all individuals involved. This team meets regularly to review procedures. G. Professional Development Staff Development To develop personal leadership attributes, professional development and training of faculty and staff are offered and align to our school goals and action plans. Staff development needs are provided internally as much as possible (teachers sharing techniques with others, staff-led sessions on technology, reading strategies, etc.) by placing our teachers in a leadership position within the school. By allowing our own staff to develop and provide training sessions, we recognize local excellence while ensuring efficient use of resources. Flight Training ISMS has developed a system of training new teachers (Flight Training) on policies and procedures that are crucial to job performance. These trainings will occur “just in time” for teachers to implement what they have learned. The goal is not to overwhelm new staff with all of WCCS initiatives at the beginning of the year, but to give necessary training and information as they need it. Figure 4-12 Flight Training Topics

C.L.A.S.S. Connected Learning Assures Successful Students - A brain-compatible program complete with a climate, community and curriculum component.

Data Folders Folders where data is recorded, kept, and analyzed regarding student, staff, and school progress towards yearly goals.

ILEARN Administration

Indiana Learning Evaluation Assessment Readiness Network is a paper / pencil and electronic assessment in grades 3-8 that assesses which standards a student has mastered in English / language arts, math, science and social studies (selected grades only).

MAP Measures of Academic Progress – Computerized version of NWEA assessments in reading, math, and language arts that find where a student is academically along a learning continuum. These assessments are given three times a year.

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Media Center Capabilities / Technology Available

Technology training for WCCS hardware, software, education programs, and media center materials.

RtI

Response to Instruction is a leveled approach that offers a variety of interventions to staff members to help a child in the area of concern. As students move through the RtI levels, their needs become more involved and the interventions become more intense. RtI requires documentation and tracking of results from interventions, whether positive or negative.

Common Assessments/Core 40

These exams assess students’ mastery of the Indiana academic standards for a particular subject. They are also used by some teachers as a pre-test to the curriculum and as an indication for remediation/re-teaching.

SIP/Action Teams

School Improvement Plan is designed to analyze a school, its programs, and its progress tied directly to achievement. Yearly goals are set for each school, action teams are formed by the staff to work directly with the goals, data is kept and analyzed, and progress is monitored. Yearly review and update of the plan occurs and is submitted to the Indiana Department of Education.

Discipline Basic classroom management is discussed. The discipline part of the handbook is explained so that new teachers are consistent with the rest of the school when disciplining students.

Evaluations

Teacher Performance Evaluation System is a system in which the new teacher and the principal evaluate performance in the first and second year of teaching. This program is a two-year process that involves observations and meetings to discuss areas of strength and weakness.

Special Education

Special education is the education of students with special needs in a way that addresses the student’s individual differences and needs. The resource teachers are involved with individually planned and systematically monitored arrangement of teaching procedures, adapted equipment and materials, accessible settings and other interventions designed to help learners with special needs achieve a higher level of personal self-sufficiency and success.

Reading

1. Resource Instructional Reading is provided for students who did not pass (DNP) ISTEP+/ILEARN and perform significantly below grade level according to NWEA scores, classes and Wilson Placement Tests. Classes are structured to meet the needs of students participating in RtI and/or special education. Instruction is centered on the Wilson Language series to improve basic phonics, phonemic awareness, fluency, and spelling. The Fountas and Pinnell program is used throughout the school for students who are reading below grade level.

2. Core Team Reading Classes are provided for students who did and DNP ILEARN and are performing near or above grade level. Classes are organized by ability level in order to meet individualized needs as determined by NWEA MAP RIT scores. Classes are structured to meet the needs of students participating in RtI, general/special education, and HA. Teachers facilitate reading nonfiction 90% of the time and fiction 10% of the time while incorporating reading skill instruction. The Verbalizing/Visualizing strategy is a focus to improve reading comprehension for all students in the DNP ILEARN reading classes.

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3. Paraprofessionals assist in general education classes to help reinforce curriculum concepts and skills for students with special needs.

Parents

Information about conferencing with parents is given for both the team meeting and one-on-one teacher/parent meeting scenarios. Specific responsibilities might be assigned to teachers in the team meeting setting. Tips for staying calm, positive, and professional also helps prepare new teachers to learn how to successfully interact with parents.

Forms

Forms are used by staff, parents, and students. Many different forms are used to obtain written approval or permission from administrators or to have a tangible copy of student and parent information on file. Such forms would include athletic forms, health forms, after school clubs, field study trips, etc.

Acronyms

Acronyms are abbreviations designated to terms used school-wide. These terms may be disciplinary, academic, social, or pertain to special needs. (Examples: CPI= Crisis Prevention Intervention, IEP= Individualized Education Plan, NCLB= No Child Left Behind, OSS= Out of School Suspension)

Report Cards A report card is a measure of a student's performance. Report cards are issued by the school to the student and the student's parents four times yearly.

Socratic Seminars In a Socratic Seminar, participants seek deeper understanding of complex ideas in the text through rigorously thoughtful dialogue, rather than by memorizing bits of information.

Graphic Organizers

A graphic organizer is an instructional tool used to illustrate a student or class's knowledge about a topic or section of text.

Professional Development

The district provides 45-minute delays each week and focuses on the best practices of collaboration and the integration of technology into the curriculum. The district trained three teachers and the administrators to be trainers for the staff. Evaluation

In order to maintain a high level of teacher initiative and empowerment at ISMS, every teacher is scored using a rubric co-designed by the administration and WCTA. It is designed to help teachers grow and be highly qualified. Data and observations are included in the final rubric evaluation for teachers. Veteran teachers are observed at least twice a school year, meanwhile, teachers new to the system are observed twice a semester. Conversations are held to help guide individuals to grow and become highly-qualified. This system was first implemented during the 2016-2017 school year.

Train the Trainer

WCCS and ISMS incorporate a concept called “Train the Trainer.” When a new program or initiative is implemented, selected staff, either by appointment or by volunteering, are trained so they can then train their peers. This concept has been used for Differentiation, Continuous School Improvement, Skyward, Reading, Safety, and other major staff development initiatives. In addition, information regarding staff and their training areas is readily available should someone need help or support for a particular program. Staff members are given an opportunity to identify areas where training is needed through meetings, questionnaires, one-on-one and affinity charts. H. Recognition of Students Figure 4-13 Recognition of Students

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Student Recognition Description

All A Honor Roll Students achieve all A’s for each quarter. This is celebrated at the Honors Breakfast.

A/B Honor Roll Students achieve all A/B’s for each quarter. This is celebrated at the Honors Breakfast.

Top Ten NWEA Students who perform in the top 10 on the NWEA are celebrated at the Honors Breakfast.

Perfect Attendance Students who have perfect attendance for every quarter are celebrated at the Honors Breakfast.

PRIDE Award The PRIDE award is given to 2 students from each core team each month. Characteristics which will determine who teachers select will be as follows: Persistence, Respectfulness, Initiative, Dependability, and Efficiency.

All A Honor Roll Celebration Students achieve all A’s all year celebrate at the end of the year at a pizza party.

Catch a Star A program designed to recognize students who follow the life skills. This is celebrated throughout the year.

Growth on MAP Recognition of students who show improvement on MAP tests. This is celebrated throughout the year.

Top Scholars An award given to students who have the highest GPA at the end of the year in each core area. This is celebrated at Eighth Grade Transition Ceremony.

Athletic Awards

Students are recognized on each athletic and academic team for most improved, positive attitude, and leadership. These are celebrated throughout the year at the end of each team’s season. An overall athletic award is given to a male and a female student at Eighth Grade Transition Ceremony who have demonstrated leadership and excellence in multiple sports.

Daughters of the American Revolution

An award is given to a student in each eighth grade section who has an intense interest in social studies and a good understanding of the concepts taught in the subject. This occurs at the Eighth Grade Transition Ceremony.

Semester/Quarter Incentive Parties

Academic and Behavior Goals must be met to attend.

I. Recognition of Staff Administration continues to seek methods for encouraging and motivating staff to reach their full potential. Informal activities to recognize staff for their contributions to school performance include personalized notes in mailboxes, e-mail notes, staff breakfasts, luncheons, and recognition on daily video announcements. Staff members also have the opportunity to dress casually on selected Fridays. Figure 4-16 Recognition of Staff Staff Recognition Description

Weekly Newsletter Staff are recognized on the weekly Voyager for showing ways of collaborating and helping others

Personal Notes Staff may receive notes acknowledging their specific contributions to ISMS. Jeans Day Coupons are given for exceptional performance as given by administration

Teacher Appreciation Week Teacher Appreciation Week is celebrated with thoughtful and appreciated gestures from school personnel. These activities support our value of Faculty, Staff and Partner Appreciation.

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V. Student Achievement Objective/Goals A. Attendance Rate The student attendance rate at ISMS for the 2019-2020 school year was 97.07%. ISMS goal for attendance is 98%. In order to achieve this goal, the following procedures are in place and being refined: Working with Court System

● When students acquire 10 absences, names may be submitted to the Whitley County Prosecuting Attorney.

● The parent, student, and prosecutor or probation office meet to discuss absences. ● The probation officer/prosecutor is then notified for each additional absence beyond the original 10

days. ● A process is being developed to fine-tune communication between the court system and the school. ● An attendance incentive program using a positive approach to intervention for students who are

habitual attendance concerns.

B. Percentage of Students Meeting Academic Standards See Figure 4-10 and 4-11 Literacy and Math Action Team Data Tables for data breakdown of ILEARN, MAP, and other assessment results. VI. Specific Areas Where Improvement is Needed Immediately Figure 6-1 Listen and Learn Tools, Group, Frequency and Information

Listening Tool Group Frequency Information

Survey Students As needed Gather feedback on specific issues:

high school transition, bullying, schedule, pertinent concerns

Focus Group Parents As needed Feedback on resources, 8th Grade Transition Program, and electives

offered E-Mail All stakeholders As needed Two-way communication

VII. Benchmarks for Progress Administrators create an environment for organizational learning through the use of the PDSA process (Figure 6-2). All Action Teams and departments are required to evaluate the success of programs using this format in order to keep programming consistent with vision and mission goals. Figure 7-1 illustrates collaborative efforts between various work groups at ISMS. Schedules are consistently maintained to ensure meeting times and program effectiveness. Figure 7-1 Work Group Collaboration and Frequency

Work Group Collaboration Frequency and Duration Teaching Team Team Meeting Daily/30 min

Grade Level Wing Meeting Bi-Monthly/45 min Subject Area Subject Area Meeting Weekly/30-45 min Counselors Counselor/Administrative Meeting Weekly /1 hour Counselors Counselor/District Meeting Monthly/2 hours

Classified Staff Classified Monthly/30 min

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Classified Staff Head Custodian/District Weekly/1 hour CEO Meetings All Action Teams Represented Monthly/30 min

Media Specialist Media Specialist/District Bi-Annually/2 hours School Nurse School Nurse/District Monthly/1-2 hours

PAC WCTA/Administration Monthly/30 min WCTA District Discussion WCTA/Administration Monthly/2 hours

Resource Teachers Resource/Administrative Meeting Weekly/1 hour Resource Teachers Resource/District Level Quarterly/2-3 hours

Technology Task Force Resource/District Level Monthly Action Teams-Goal Specific Action Team Meeting Monthly/30 min

New Teachers Flight Training As Needed Administrators Team Meeting As Needed Administrators Administrative Meeting/District Monthly/3 hours

Action plans for the major processes are written by the action teams through the PDSA process. Action teams are scheduled to meet on a regular basis (monthly) to monitor current action plans using in-process measures. CEO’s attend regular monthly meetings to report on progress and concerns. Directives are shared at this time, and then are shared during wing meetings. All professional development opportunities are aligned with school goals and action team initiatives (Figures 4-7 and 7-2). Figure 7-2 Quality Improvement Team Structure and Liaison Connection

ISMS Mission Goals Action

Team CEO 2019-2020 Summary

ISMS will

provide opportunities to

increase growth

and learning for every student

Reduce the # of student and staff

injuries

Safety Brian Cass

● Staff participated in 2 Tabletop Exercises ● Updated school safety binder for 2019-2020

school year ● Organized CPI 6 week training schedule and

documentation ● Drill down at least 3 levels safety data from

SIP ● Continue to monitor injuries, suspensions, and

expulsions ● Installed 30+ cameras at ISMS. ● Implemented a random drug screening policy

grades 6-12. ● Installed panic button at front desk. ● Had front entrance construction completed to

increase security in building. ● Safety drills are planned and conducted during

various times of the school year. Continued practice of lock downs drills at both levels.

● Recertification of crisis team. ● Participation in the state-wide earthquake drill ● All staff was trained in the fall regarding active

shooters. ● Safety bags distributed to all staff members.

Reduce the # of out-of-school

suspensions and expulsions

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● Scheduled a state police cyber crimes presentation for staff and students (had to cancel as a result of COVID).

● Scheduled drug dogs (had to cancel as a result of COVID).

Increase the percentage of

students at each grade level who

pass ISTEP+/ILEAR

N in Reading/LA,

Math and. Writing to 90%

by 2020

Literacy

Cori Ziliak

● Implement reading groups with reading teachers--Low/Low group will work in resource

● Use dynamic reports in MAP to determine groups (working with elementary to get this info) along with teacher recommendation

● Track data on the Assessment Summary Form ● Fountas and Pinnell records were

implemented in each grade level by the Literature teacher. Summaries were collected and shared at the end of the year for # of individuals who grew.

● Close reading and writing--read passage/write response--start with short paragraphs and move to longer articles

Math Carmen Hughes

● Drill Down at least 3 levels NWEA and ISTEP scores across school

● Reflect on NWEA data from AMP for 7th grade students and update qualifying cut scores moving into the 8th grade.

● End of year classroom evaluation form for students

● Continue to align standards and curriculum from grade 6-8

● Create an Assessment Summary Form for grades 6-8

● Reflect on current remediation setup and utilize data to adjust for the 2019-2020 school year.

● Communicate math placement status to parents after the start of the new year

● Document shifts and communicate with administration on those students need to adjust track

● Leveled classes were continued in 6th through 8th grade, with some 7th grade students earning high school Algebra I credit and some 8th grade students being given the opportunity to earn high school Geometry credit.

Maintain staff using quality principles and techniques for

Technology

Kasey Blake

● 45-minute delays focused on integrating technology into the classroom.

● Discussed best way to rollout ILearn without having backup devices.

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organizational improvement

● Established protocol for chromebook collection.

100% of staff is trained and implements

district initiatives

Human Resourc

es

Brooke Stanley

● Their goal is to focus on creating a positive climate throughout the building as they encourage and motivate others to be their best.

● Activities were planned once a month to increase morale.

● Money was collected on Wednesdays- Pay Up to Dress Down was implemented to help fund for special activities.

VIII. Academic Honors Diploma and Core 40 A. Provisions to offer courses that allow all students to become eligible to earn the Academic Honors Diploma. ISMS offers the following courses and programs to encourage high academic achievement:

● 6th grade offers 7th grade math to qualifying students ● 7th grade offers Algebra to qualifying students ● 8th grade offers Geometry to qualifying students ● High ability/high achieving literature class for each grade level team ● Differentiation in all academic classes ● Enrichment during Activities Class

B. Provisions to encourage all students to earn an Academic Honors Diploma or complete the Core 40 curriculum ISMS offers the following opportunity and programs to encourage high academic achievement:

● 8th grade students may take the PSAT and/or ACT EXPLORE ● Career Day ● High Ability Program ● High School Transition Program ● Indiana’s Roadmap for Student Success ● JA In A Day ● Gateway to Technology Program ● PRIDE

VIII. Proposed Interventions Figure 8-1 School Goals Matched with Proposed Interventions

School Goal Proposed Intervention

Increase the percentage of students at each grade level who pass

● Reading Program (Section I.B.) ● Math Program (Section I.B.) ● High Ability (Section III.C.)

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ISTEP+/ILEARN in Reading/LA, Math and Writing to 90% by 2020

● Writing Prompts (Figure 4.3 and Section I.B) ● Academic Support Programs (Figure 4.3) ● Assessment Tracking by Literacy and Math Action

Teams (Figure 4-10 and 4-11) ● Professional Development aligned with school goals ● Research-based Initiatives (MAP, Fountas and Pinnell,

Mild Disabilities Activity Class) ● RtI (Figure 3-7 and Figure 4-3)

Increase student attendance from 96.3% to 98% by 2020

● Attendance Tracking (Section V.A. and Figure 4-6) ● Safety/Bullying Program (Section IV.F.) ● Social Skills Groups (Figure 4-3) ● Partnership with Whitley County Court System

(Section V.A.) ● RtI (Figure 3-7 and Figure 4-3)

IX. Professional Development to Support Sustainable SIP Efforts

● 45-Minute Delays to support technology and best practices ● Flight Trainings for new teachers ● Action teams will communicate data tracking and initiatives through professional development

meetings ● Data and benchmark tracking ● Safety and Crisis training for all staff, including mock crisis situations for CPI ● Subject curriculum ● Health concerns ● Best Practices ● Technology for teacher and student use

X. Statutes and Rules to be Waived

● There are no statutes to be waived this year that are specific for our school. The state of Indiana designated specific guidelines could be waived for all schools in Indiana (for example--state testing) when submitting the school improvement plan at this time.

XI. Three Year Time Line for Implementation, Review, and Revision Year 1 (2020 – 2021)

● PDSA prior goals and implementation for readjustment ● Revisit and adopt school-wide goals ● Align school initiatives and data tracking with school wide goals ● Plan professional development to support school goals and initiatives ● Provide training on symptoms of COVID-19, prevention techniques, and district/school procedures ● Make necessary changes to the Process Binder, if needed ● Design technology training for high level integration into the curriculum ● Encourage and develop strategies for instruction that incorporate high levels of thinking, real-life

application, problem-based learning and 21st Century Skills ● Continue to implement the district technology training.

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● Continue to focus on curriculum and instructional development Year 2 (2021 – 2022)

● PDSA prior goals and implementation for readjustment ● Revisit and adopt school-wide goals ● Align action team initiatives and data tracking with school wide goals ● Plan professional development to support school goals and initiatives ● Make necessary changes to the Process Binder, if needed ● Provide technology training for high level integration into the curriculum ● Encourage and develop strategies for instruction that incorporate high levels of thinking, real-life

application, problem-based learning and 21st Century Skills ● Continue to implement the district technology training. ● Continue curriculum and instructional development

Year 3 (2022 – 2023)

● PDSA prior goals and implementation for readjustment ● Revisit and adopt school-wide goals ● Align action team initiatives and data tracking with school wide goals ● Plan professional development to support school goals and initiatives ● Make necessary changes to the Process Binder, if needed ● Technology training for high level integration into the curriculum ● Encourage and develop strategies for instruction that incorporate high levels of thinking, real-life

application, problem-based learning and 21st Century Skills ● Continue to implement the district technology training. ● Continue curriculum and instructional development

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indian springs middle school

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