st. lawrence elementary schoolst. lawrence elementary school e 3 school and community description...

St. Lawrence Elementary School

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St. Lawrence Elementary School School Improvement Plan

2016-2017

St. Lawrence School 1902 Meharry Street

Lafayette, Indiana 47904-1442 Phone: 765-742-4450

email: [email protected]

http://stlaw.lcss.org/

Principal Mrs. Jody Williams

Member of the Diocese of Lafayette-in-Indiana and Lafayette Catholic Schools System

St. Lawrence School


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St. Lawrence Elementary School Profile

Purpose Statement Utilizing a curriculum infused with the Gospel, the faculty and staff reinforce the Catholic values instilled by the parents, the primary educators. In a caring, homelike atmosphere, we are committed to developing the whole child by:

ª teaching the Catholic faith as a way of life in which time, talent, and treasure are shared with God and others;

ª fostering a healthy learning environment where self-esteem, respect, leadership and responsibility are nurtured;

ª providing a diverse, integrated curriculum which develops strong basic skills;

ª challenging students to become independent thinkers, communicators, and conscientious members of today’s highly technological society;

ª striving to inspire an enthusiasm for life long learning in a safe, disciplined environment.

Lafayette Catholic Schools Mission Statement The Lafayette Catholic School system, centered on Jesus Christ, educates the whole person in a culture that is:

- sustained by Gospel witness and service - imbued with a Catholic worldview - supported by a community of faith - distinguished by academic excellence and - committed to student success.

Vision: He shepherds. We shape. They shine. S Strong Catholic formation H High Academic Standards A Accessibility P Positive Christian Environment E Excellent Teachers and Facilities


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Belief Statement of the Lafayette Catholic School System

We believe that the issue of providing a quality Catholic education to all of our children is of the utmost importance to the future well-being and salvation of our Church, our nation and our community. We Believe:

U All persons have an inalienable right to a quality education “in virtue of their dignity as human persons” and that all have a right to an education that develop{s} harmoniously their physical, moral, spiritual and intellectual qualities.”

U A quality education can be attained only in an orderly, just, and non-violent environment.

U Administrators have the responsibility to ensure the overall Catholic Christian environment in which all participants in the system are respected.

U While recognizing the primary role of parents in the education of children that there are educational duties and responsibilities vested in civil and religious authority in order to better provide for the common good of all people.

U Parents are responsible to enter into cooperative relationships with those delegated with educating their children.

U Teachers, administrators, the Board of Education and the Board of Trustees are responsible to collaborate with parents in all decisions relating to the education of their students.

U The goal of all education is to foster the development of the total person. This formation needs to provide students with opportunities for moral and spiritual growth to complement their intellectual and physical development.

U Students need to have a desire and willingness to grow in their overall formation in their academic and personal life.

U Each student is provided with and expected to maintain an environment that is conducive to learning and that is orderly and respectful of each individual, regardless of the student’s social, cultural or personal status.

U All members of the Lafayette Catholic School System, employees, students and parents are expected to fully embrace the mission and the policies of the Lafayette Catholic Schools.

WebelievethatthechallengeswefaceinthisendeavorcanonlybemetandovercomeifwejointogetherwithJesusChrist,putasideallthatmightpotentiallydivideus,andseektoserveourcommongoalofprovidingallofouryoungpeoplewithaqualityeducationthatwillprovidethemwiththeknowledgeandskillstolivehappy,productiveandrewardinglives.


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School and Community Description St. Lawrence School is located in the former Monon Railroad historic district in the city of Lafayette, Indiana. Lafayette is located 63 miles northwest of Indianapolis and 108 miles southeast of Chicago. Lafayette has a strong local economy, educated and skilled workforce, high quality of life, low crime rate and enthusiastic support of industrial and business development. A student living in Tippecanoe County may be enrolled in one of three public school corporations – Lafayette School Corporation, Tippecanoe County Schools, or the West Lafayette Community Schools. There are also a number of non-public and charter schools in the area. Students at St. Lawrence come from all three public school districts

and several other school systems located in surrounding counties.

Tippecanoe County - Largest City: Lafayette, Indiana – Area: 499.80 sq miles Population: 71,111 (2015) West Lafayette, Indiana – Population: 45,550 (2015)

Historical and Cultural Resources Purdue University, located in West Lafayette, is the site for concerts, plays, art exhibits, and cultural events. The Long Center for the Performing Arts, which offers a variety of musical events, is within easy reach of St. Lawrence School.

Tippecanoe County - 2010

Tippecanoe County 2014 Tippecanoe County 2015

Total 172,780 Total 183,074 185,826

White 84% White 85.4% 84.7%

Black 4% Black 4.9% 5.1%

Asian 6.2% Asian 7.2% 7.7% Other 2.5% Other 2.1% 2.5%

Hispanic 7.5% Hispanic 8.0% 8.1% Non-Hispanic 80.4% Non-Hispanic 92% 91.9%

Free and Reduced Fee Lunch Recipients-Laf 2016- 10,439 2.1% of State Unemployment Rate – August 2015 2.9% Average per capita personal income $34,725.00 Median household income $46,276.00 Population and families living below poverty line

22.1% of population (20.3% under age 18)


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Fort Ouiatenon, a park in West Lafayette, hosts a recreation of an 18th Century French and Indian encampment to which the fourth graders are invited. The Tippecanoe Battlefield Historical Museum is open to visitors. Wolf Park, a unique wildlife park is also a resource for students. The Greater Lafayette Museum of Art shows a permanent collection and also features major national traveling exhibits. The Tippecanoe County Historical Museum displays artifacts of the county’s history. These are within student easy driving distance. The Lafayette Area is rich in wonderful community resources for our students. St. Lawrence School utilizes these resources in a variety of ways. We partner with Purdue University to supervise student teachers and Block 1 students. We take advantage of convocations, Chemistry Week, Insectiganza at Purdue and other community resources such as The D.A.R.E. Program, dentist visits, nursing students projects, Ag Day, Symphony on the Go, Fire show, Camp Tecumseh, Tippecanoe Battle Field, Prophets Town, Make A Splash Project, Feast of the Hunters Moon, concerts, shows and visiting St. Anthony Nursing Home. We also invite veterans to school for a special recognition. Religious Education Background There are four Catholic Churches in Lafayette: St. Ann, St. Boniface, St. Lawrence, and St. Mary Cathedral. With the exception of St. Ann, the other churches have an elementary school on their campus. In West Lafayette there are Blessed Sacrament and St. Thomas Aquinas. All six parishes currently have students in the Lafayette Catholic Schools. St. Lawrence Parish was founded in 1895 in response to population growth in the northern part of Lafayette. This growth was due largely to the opening of the Monon Railroad Repair and Maintenance Shops. The Catholic families coming to Lafayette were largely recent immigrants of Eastern European descent. The original St. Lawrence Parish building was constructed in 1896. It served as church, school, and residence of the two Sisters of St. Francis who taught there in those years. The fundamental spirit of family has been maintained. The school is blessed with volunteers, not only parents of the students, but many come from the larger parish community. This support is significant in enhancing one’s sense of family. In 1957 Central Catholic High School was constructed for students in grades 9 to 12. Then in 1975 there was a merger of two schools. St. Mary School taught students from kindergarten to grade 5, and St. Boniface took students in grades 6 to 8. A central business office was established. St. Lawrence remained with grades K to 8. Later in 1986, the students in grades 7 and 8 from both St. Lawrence and St. Boniface were moved to Central Catholic. This was done to encourage continued attendance into the Central Catholic High School. This required a reorganization of elementary grades. St. Mary’s School now houses students in kindergarten to grade 3, and St. Boniface has students in grades 4, 5, and 6. St. Lawrence kept students from kindergarten to grade 6. Both St. Lawrence and St. Boniface graduate their students to Central Catholic for grades 7 to 12.


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Present Structure of the Lafayette Catholic School System The Bishop is responsible for the supervision as well as the fostering of catechesis in the Diocese of Lafayette-in-Indiana. The Director of the Pastoral Office for Education is the chief administrator for our Catholic schools. The Director reports to and is supervised by the Bishop (or his Delegate). As canonical administrator, the pastor is responsible and has specific duties with respect to the Catholicity of teaching, school identity, and fiscal responsibility. The pastor is charged with acting as the representative of the parish with respect to the facilities of the parish, all contracts and finances of the school or associated groups. The Board of Trustees of the Lafayette Catholic School System is responsible for the organization and its activities in the areas of Catholicity, Budget and Financial Viability and Leadership. The Board of Directors is a “Board of Limited Jurisdiction”, responsible to oversee the operation of the Lafayette Catholic School System. The Board will oversee the management of the affairs of the Lafayette Catholic School System Corporation and its affiliated schools. The Executive Director shall be the person having overall responsibility for all functions and operations for the Lafayette Catholic School System, including but not limited to the approval, hiring, evaluation, and rehiring or termination of all Lafayette Catholic School System central office staff and the principals of all schools operated by the Lafayette Catholic School System. The Executive Director will act in accordance with all school and diocesan policies and procedures. The four schools, St. Lawrence, St. Mary’s, St. Boniface, and Central Catholic share the same Development Office and Business Office. The enrollment is: Number of Students

This school year the Pre-school programs were brought into our school system previously affiliated with their parishes. This is one reason why the numbers are larger this year. The 2016-2017 school year has 18 dedicated lay teachers on the school staff. This includes 12 fulltime classroom teachers and 6 part time ‘specials’ teachers such as

Lafayette Catholic Schools

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

St. Mary School Grades K - 3

180 171 168 174 230

St. Boniface School Grades 4 – 6

133 123 129 123 129

St. Lawrence School Grades K – 6

237 246 242 219 272

Central Catholic Jr. Sr. High Grades 7 - 12

382 396 412 434 432

Total Enrollment

932 936 951 950 1063


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counseling, art, music, physical education, and technology. We also have on staff a full time administrative assistant, several part-time school aides, lunch supervisors, and a maintenance man. We also utilize a number of volunteers in our building.

St. Lawrence School Unique Insights Educational Programming & Related Service Pre-school - we accept 3 and 4 year olds for a variety of days. We do offer an all day program for 4 year olds (pre-K). We have 1 full and 1 part time teacher. Kindergarten – we accept all day and part day students - 1 full time highly qualified teacher. Grades 1 thru 6 – 10 self-contained classrooms with highly qualified teachers, P.E. teacher, music teacher, art teacher, technology teacher, librarian, Title one teacher, special services through our public school system, resource teacher, classroom aide, counselor, custodian, secretary, and principal. Additional Programs that Support Education: Accelerated Reader, STAR Assessments for both Math and Reading, DIBELS, Waterford, INSPECT, Spelling, Math, Geography competitions, Scholastic Book Fair, Health Fair, Fire Prevention Week, PBIS Behavior Plan, Weekly Mass, D.A.R.E. program, special convocations, Veterans Day, Grandparents Day, volunteer programs, field day, Red Ribbon Week, Chemistry Week, guest speakers, field trips, Writers Workshop-6 traits, Earth Day, Symphony on the Go, visit Nursing Home, stewardship, choir, band, Girl & Boy scouts, sports, safety patrol, and student council. Our after-school enrichment program includes, chess, Spanish, computer programming, and Legos. Curriculum Grades Pre-school through sixth are implementing the Indiana Academic Standards in their classrooms. Pre-school thru second grade utilize the Superkids Reading Program which is a phonics-based, comprehensive, core language arts curriculum. The key to the program’s success is its systematic and explicit phonics instruction that provides the foundation from which all other reading skills evolve. Superkids provides careful, explicit instruction in the complete sequence of skills students need to become proficient readers. This explicit instruction guarantees that nothing is left to chance, that no child falls between the cracks. Pre-school offers Happily Ever After which is the beginning of the Superkids program. Grades three thru six implement the Houghton Mifflin Journeys Language Arts series. We adopted this year My Math for grades K thru 5 and Big Ideas for grade 6. We also utilize FOSS/Delta modular kits for inquiry based science. Technology is incorporated in all subject areas and this is enhanced through the use of new Interactive Boards in each classroom. Students are taught keyboarding as early as 2nd grade. We are able to utilize our Language Arts and Math programs on the internet for enhancement of what is being taught in the classroom. All the teachers have a Mac Air Laptop computer and an iPad. We have gone wireless so now the teachers are able


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to utilize technology more effectively in the classroom. A Technology Integration Specialist has been hired along with a technology coach who will be in the building to help teachers with using technology in the classroom. New this year, beginning in September, each student was assigned an iPad. We also have new learning platforms such as Waterford, INSPECT, STAR 360 for both reading and math and ALEKS. Each teacher has a copy of a Standards Checklist Binder which includes the Indiana Academic Standards for their grade. We also use PlanBook.com for writing lesson plans. Indiana standards can be easily added into the lesson. A copy of the curriculum can be obtained from the school office. Safe and Disciplined Learning Environment Creating a safe, disciplined environment at St. Lawrence School is a high priority. Safety is an ongoing concern and we are always mindful of events and circumstances that can occur at any time. Being aware of our building and surroundings is vital in helping to keep everyone safe. Our Crisis Management Plan is reviewed each year which details emergency and safety procedures. In each classroom and office, we have an emergency backpack which includes the Crisis Management Plan binder and flip chart, a first aid kit, CPR mask, flashlight, water, notepad and pencils/pens. In several locations around the school campus we have Spill Kits which contain gloves, towels, goggles, apron, bleach/water bottle, and vomit absorbent. In the gym we have an AED device. Most staff members are trained in CPR/AED use. Our school doors are locked during school hours. We have an intercom/monitor system at our front door and at our library entrance door for our after school care program. In our main office, we have visual capabilities of all our school entrances and campus. All visitors are required to sign in and wear a visitor’s pass. Each year we are visited by police, fire, and insurance personnel who walk through the building giving us insight into the safety of our building and procedures. We are blessed to have a number of police and firemen as active parents who also give us valuable input as to being as safe as we can be. We know we can call on them for any questions and circumstances that may arise. Our school discipline plan was developed from PBIS - Positive Behavior Intervention and Supports. PBIS promotes positive behaviors in students. Strategies have been developed that manage student behavior in all school settings with all school personal, parents and students informed of guidelines and procedures. All students are accountable with support to behave in ways that positively affect them personally, academically, socially, and safely. PBIS is designed to positively affect not only the student behavior, but student quality of life. We also implement The Protecting God’s Children program which educates and trains adults about the dangers of abuse, the warning signs of abuse, the ways to prevent abuse, the methods of properly reporting suspicions of abuse, and responding to allegations of abuse. In relation to this, we use Child’s Lures Program in teaching these skills to our children. One skill we emphasize is that the students play an important role and have responsibility in helping to keep their school safe and violence-free. We strive to reinforce positive behavior on a daily basis. Weekly we recognize students which are nominated for living the Virtue of the Week. Students are also


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recognized for positive behavior which includes in the classroom as well as the playground. Inappropriate choices are discussed with each child with consequences/plans put in place based on the student’s actions. To help ensure a safe and orderly environment our established procedures and rules are included in a Parent/Child handbook which is given out at the beginning of the school year. Additional information is included in the faculty handbook. Parent Involvement We believe that parents are our students’ first and most influential teachers. At the beginning of each school year, our PTO actively encourages parents to help in the education of their children. Through SCRIP, our PTO helps to support activities and materials for our school. St. Lawrence sponsors a variety of activities involving parents and families which include: parent/teacher conferences, open house, book fair, 2 musicals, grandparents day, Veterans program, field day, holiday room parties, field trips, room parents, 2 outside of school fun evenings, Culver’s night, monthly luncheons for the whole school, bringing in outside speakers/cultural enrichment programs, AR involvement, matching new family with mentoring family and SIP committee. All volunteers must go through Protocol-Child Abuse Training and a background check before working with our students. Communication – class newsletters, school weekly newsletter, daily emails, all go through Harmony, our database management program. Thursday Folders (office information home in red folders), notes home, open house, conferences, web site, school system quarterly info home, assignment notebooks grades 2 thru 6, progress reports home every 4 weeks, school parent/student handbook, open door policy with administration. We send out daily announcements with important information and reminders. Info also goes out through Facebook and twitter. Parenting – PTO involvement, parents involved quickly when issues arise, Home Communications newsletter sent home weekly, parenting skill opportunities provided thru parish, parents who specialize in areas are utilized, staff is knowledgeable about where parents can get help, info is sent home from community when received in Thursday folders. Student Learning – info is sent home at beginning of year on expected standards for subjects and grade levels, student projects requiring parental involvement is utilized, parents input is requested, parents are encouraged to help children with Accelerated Reader. Volunteering – at the beginning of the school year, parents are invited to volunteer in many areas throughout the school year, we do have regular volunteers who are part of our school family, we do continually ask for others to help on a regular basis, cards are made for volunteers thanking them for their service, we have a Mass and reception for them at the end of the school year where the student council serve them. School Decision Making – administration and teachers attend PTO meetings on a regular basis, parents are on the Board of Directors, parents have the opportunity to attend monthly meetings for input.


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Community Collaboration – business representatives are involved in many aspects including technology, governing boards, uniforms, curriculum and activities involving the students Technology Initiatives There are many initiatives in place that were implemented by the LCSS. Last year a new Director of Learning Design and Technology was hired. We also hired an assistant director of Learning Design. Last year we had hoped to have iPads for grades 3 thru 6, but we were able to get them for all of our students – pre-school thru 6th grade! We are still using our computer lab which is equipped with 28 student computers. Our library has 3 computers. All the teachers have a Mac Aire Laptop and iPad. We went with several new learning platforms: Waterford, INSPECT, ALEKS, STAR 360 for reading and math, MobyMax along with several other apps for the iPads. All classrooms have new, larger interactive boards with the short throw projectors. These are awesome! On all the computers/iPads, the students may take Accelerated Reader quizzes. Teachers may access reports at any time. In computer lab, our students learn keyboarding along with taking AR quizzes, and are on-line utilizing our Math and Reading series for enhancement of what they are learning in the classroom. They do PowerPoint projects and other activities as deemed by their teachers. We are on a system network. All reports are done on the teachers’ computer: attendance, milk count, progress reports, and report cards. Teachers do their lesson plans on the computer using Planbook.com. Teachers also utilize the Learning Connection. We are into our sixth year of using Harmony with this year it was updated to Harmony 3. This is a school database which is being implemented across the whole Lafayette Catholic School System. We made the switch from NWEA-Measure of Academic Process after 4 years to Acuity two years ago, but we decided not to do Acuity this year with the changes they had. We look forward to implementing our new learning platforms into our curriculum and using the data to drive instruction and monitor growth and success of each child. We have cable in all of our classrooms. The teachers make use of Cable in the Classroom provided by our local cable company. Professional Development Professional development this year is almost every week to learn our new systems. It is still embedded throughout the school year in the form of: Monthly faculty/staff meetings, system wide in-service days, 4 full days, utilizing The Master Teacher Prof. Devel weekly program, attending various workshops and in-services, net-working with each other and teachers from other schools. This school year our all school goal continues to be writing. Last school year we subscribed to the Smekens Writing WebPds which we spent the first semester watching and implementing into our classrooms. Materials and resources were purchased such as books to help the teachers


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introduce the 6 Traits of Writing. We are continuing with Math as we saw dramatic growth in previous years and want to keep this going. Methods to Improve Cultural Competency Respect and responsibility is emphasized here at St. Lawrence. We believe that God created all of us equal and are very special with our own gifts and talents. These are to be celebrated. The development of cultural competency is ongoing as we are all learning and striving to understand the diversity of our student population and the different customs associated with culture, racial experience, language, backgrounds, gender, nationality and/or other experiences. The teachers and staff understand that the way a child may think or behave could be influenced by their background. We strive to get to know each child and family and the circumstances in which they live. Teachers work together to plan grade level and/or cross grade level activities to highlight customs, events, etc. Our textbooks incorporate stories and examples from many different cultures to give us all a better perspective on the diversity. Respect and understanding is given to families with different customs than what many of us are familiar with. They are encouraged to share their differences with us. Our PTO is working with Purdue University in bringing cultural rich programs to our school. We had a program on China in 2014, Ireland 2015, Native Americans in 2016 and we are looking forward to Thailand for 2017! Accreditation On March 17 and 18, 2011 we were visited by 5 five members of the AdvancEd Quality Assurance Review Team. The team looked at the efficacy of our school improvement efforts, the effectiveness of our methods for quality assurance and the extent of how we met the AdvancEd standards. There are seven standards on which we were being assessed. 1. Vision and Purpose 2. Governance and Leadership 3. Teaching and Learning 4. Documenting and Using Results 5. Resources and Support Systems 6. Stakeholder Communications and Relationships 7. Commitment to Continuous Improvement During their two day visit, the team interviewed our stakeholders who consisted of 3 administrators and leadership team members, 17 teachers, 6 support staff, 12 parents and community members, and 14 students. The summary of the team’s findings include: Commendations:

s The resourcefulness and “can do spirit” of St. Lawrence Elementary positively supports student learning. s The Catholic identity and sense of family strongly supports the mission and vision

of the school *****Required actions:

s Establish a formal system to document and analyze student assessment and intervention data.


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s Designate collaborative planning time to intentionally focus on student learning. Our ratings by standard: 1. Vision and Purpose Highly Functional 2. Governance and Leadership Highly Functional 3. Teaching and Learning Operational 4. Documenting and Using Results Operational 5. Resources and Support Systems Highly Functional 6. Stakeholder Communications and Relationships Highly Functional 7. Commitment to Continuous Improvement Operational Highly Functional - The school is exceptional in its demonstration of the standard and exhibits practices not commonly found in other schools. A small percentage of schools have standards ratings at this level. Operational - The school is demonstrating the standards and using practices commonly found in other schools. Many schools have standards ratings at this level. Emerging - The school is beginning to put in place the practices necessary to meet the standard but is not meeting it. Many schools have standards ratings at this level. Not Evident - The school has not put practices in place or beginning efforts to meet the standard. Some schools have standards ratings at this level. ****Our 2 year Accreditation Progress Report addressing our required actions was due April, 2013. Required actions:

s Establish a formal system to document and analyze student assessment and intervention data.

s Designate collaborative planning time to intentionally focus on student learning. On June 5, 2013, AdvancED accepted our report and granted continuation of our accreditation term with no findings or additional recommendations.

We were fully accredited through June 30, 2016 This past school year we participated with the District Wide Accreditation with the Diocese-of-Lafayette-in-Indiana. There were 9 members from across the country and visited us the week of April 11, 2016. We were not one of the 9 out of 18 schools selected for the visit, but our administration did participate in an interview with the team. To prepare for this visit we were in Assist with AdvancEd and completed diagnostics, surveys, reports, assurances, and the School Improvement Plan. As a follow-up, St. Lawrence will have an internal review in the spring of 2018. EXISTING SCHOOL DATA

St. Lawrence Attendance

Data Collection Instruments for Student Data The attendance is taken daily on the teachers’ computers and in the school office. This attendance is also recorded on the State of Indiana Form.


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Analysis of Data for Students The attendance rate for St. Lawrence School is very good. There does not seem to be a problem with students being absent very often, but we can certainly work to improve it. We are more concerned with tardies with a few students. Presentation of Data for Students Attendance Rate for St. Lawrence Students

Year St. Lawrence School D425

2015-2016 97.5% 2014-2015 97.4% 2013-2014 97.44% 2012-2013 97.56% 2011-2012 97.66% 2010-2011 97.28% 2009-2010 97.34% 2008-2009 96.79% 2007-2008 97%

Implications for Action: Student Data Attendance Student Performance Goals We have kept our attendance rate over 97%. We hope to continue. This was accomplished by:

a. providing an incentive at the beginning of the school year for good attendance.

b. Reinforcing good health habits throughout the school year. c. Tracking attendance on a regular basis and contacting families

where this is an issue.


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Black - 3 Asian or Pacific Islander - 0 Asian - 2 Hispanic – 28 White - 178 Multiracial - 8 English Language Learners – 5 2.3% of students

Free meals – 20 9.1% Reduced price meals - 6 2.7% Paid meals - 193 88.1%

Instructional Data

Data Source


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Existing Instructional Data: ISTEP/IREAD3/Acuity

2008 - 09 2009-10 2010 - 11 2011 – 12

2012 - 13

2013-14

2014-15

2015-16

Improve

ment Status

Exemplary Commendable Commendable B A A A A

P.L. 221 Results (source Indiana Department of Education)


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English/Language Arts

Math

Grade 3 Grade4 Grade 5 Grade 6

%Pass+ %Pass DNP %Pass+ %Pass DNP %Pass+ %Pass DNP %Pass+ %Pass DNP

2010/11 22 78 0 18 75 7 27 54 19 40 56 4

#students 9 32 0 5 21 2 7 14 5 10 14 1 2011/12 17 76 3 28 61 11 28 72 0 42 50 8

#students 5 22 1 10 22 4 7 18 0 11 13 2 2012/13 33 67 0 33 60 7 51 43 7 54 43 4

#students 10 20 0 10 18 2 18 15 2 15 12 1

2013/14 15 76 9 45 55 0 34 59 7 58 33 9

#students 5 26 3 14 17 0 10 17 2 19 11 3

2014-15 14 72 14 21 71 6 57 37 7 69 31 0

#students 7 36 7 7 24 2 17 11 2 20 9 0

2015-16 19 65 15 23 62 15 45 39 16 66 31 3

#students 5 17 4 11 29 7 14 12 5 19 9 1

Grade 3 Grade4 Grade 5 Grade 6

%Pass+ %Pass DNP %Pass+ %Pass DNP %Pass+ %Pass DNP %Pass+ %Pass DNP

2010/11 27 61 12 14 71 14 27 58 15 12 72 16

#students 11 25 5 4 20 4 7 15 4 3 18 4 2011/12 17 62 17 19 50 11 8 80 12 31 62 8

#students 5 18 5 7 18 31 2 20 3 8 16 2 2012/13 53 43 3 40 50 10 43 54 3 43 57 0

#students 16 13 1 12 15 3 15 19 1 12 16 0 2013/14 32 65 3 61 39 0 38 62 0 55 45 0

#students 11 22 1 19 12 0 11 18 0 18 15 0

2014/15 12 50 38 29 59 12 57 40 3 34 62 3

#students 6 25 19 10 20 4 17 12 1 10 18 1

2015-16 35 42 23 38 49 13 26 65 10 66 28 7

#students 9 11 6 18 23 6 8 20 3 19 8 2


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English/Language Arts St. Lawrence %Pass # of Students %Did Not Pass # of Students Total # of Students

2011 Grade 3 100 41 0 0 41 Grade 4 93 26 7 2 28 Grade 5 81 21 19 5 26 Grade 6 96 24 4 1 25

2012 Grade 3 93 27 6 1/1 undetermined 29 Grade 4 89 32 11 4 36 Grade 5 100 25 0 0 25 Grade 6 92 24 8 2 26 2013

Grade 3 100 30 0 0 30 Grade 4 93 28 7 2 30 Grade 5 94 33 6 2 35 Grade 6 96 27 4 1 28 2014

Grade 3 91.18 31 8.82 3 34 Grade 4 100 31 0 0 31 Grade 5 93.10 27 6.9 2 29 Grade 6 90.91 30 9.09 3 33 2015 Grade 3 86 43 14 7 50 Grade 4 92 31 6 2 33 Grade 5 94 28 7 2 30 Grade 6 100 29 0 0 29 2016 Grade 3 84 22 15 4 26 Grade 4 85 40 15 7 47 Grade 5 84 26 16 5 31 Grade 6 97 28 3 1 29


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Mathematics St. Lawrence %Pass # of Students %Did Not Pass # of Students Total # of Students

2011 Grade 3 88 36 12 5 41 Grade 4 85 24 14 4 28 Grade 5 85 22 15 4 26 Grade 6 84 21 16 4 25

2012 Grade 3 79 23 20 5/1undetermined 29

Grade 4 69 25 31 11 36 Grade 5 88 22 12 3 25 Grade 6 92 24 8 2 26

2013 Grade 3 79 23 20 5/1undetermined 29


2014 Grade 3 97.06 33 2.94 1 34


2015

Grade 3 62 31 38 19 50 Grade 4 88 30 12 4 34 Grade 5 97 29 3 1 30 Grade 6 96 28 3 1 29 2016 Grade 3 77 20 23 6 26 Grade 4 87 41 13 6 47 Grade 5 91 28 10 3 31 Grade 6 94 27 7 2 29


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English/LanguageArts Mathematics Both2012 94 82 792013 96 96 942014 94 99 932015 92 83 812016 87 87 79

0102030405060708090100

PercentofStudentsPassingISTEP+AllGrades

Grade3 Grade4 Grade5 Grade62012 93 89 100 922013 100 93 94 962014 91 100 93 912015 86 94 93 1002016 85 85 84 97

75

80

85

90

95

100

English/LanguageArtsISTEP+PercentofStudentswhopassed


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Grade3 Grade4 Grade5 Grade62012 79 69 88 932013 97 90 97 1002014 97 100 100 1002015 62 88 97 972016 77 87 90 93

0102030405060708090100

MathematicsISTEP+PercentofStudentswhopassed


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Disaggregation of Data MATH


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____________________________ENGLISH/LANGUAGE ARTS_____________________


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# Students

Analysis of Data In the 2012-13 school year, we committed to using our Professional Development Days to focus on Math. After working with Mr. Walker from Purdue and focusing on problem solving and doing a more effective job with implementing the envision Math through 2014-15, we have been very pleased with the results. We were excited to see our overall math scores improve from 81.7% in 2012 to 95.9% in 2013 and to 99% in 2014! With 2015 and the drastic changes with ISTEP+, we did see our test scores drop. At this point, we have looked at the data, but realized that it cannot be compared with previous years and that it is not very reliable as an indicator of what our students can perform with all the issues and concerns associated with it. So looking over the data from ISTEP+ for school year and the other assessment we used last school year such as Acuity, DIBELS, STAR, and classroom assessments as well as teacher observations, we decided to keep our all school goal for improving Writing. We do plan on maintaining Math. We are keeping reading as a goal as we are interested in seeing how well the Super Kids program is helping the children to succeed and we would like to give it another year. When looking at our data to this point, we are happy with what we are seeing.

2011-12 2012-13 2013-14 2014-15 2015-16State 85.7 91.4 90.8 84.2St.Lawrence 100 100 97.1 96Summer 100 100 100

75

80

85

90

95

100

Percent

IREAD3Data

29 30 34 50 26


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Implications for Action: Instructional Data Student Performance Goals The potential student performance goals identified in the data include:

1 .Improve Writing skills across the curriculum. 2. Improve Reading skills across the curriculum. 3. Improve Math skills across the curriculum.

Other Data Needed Classroom test scores Clarifying Goals Assessment data will be analyzed several times over the school year to determine if interventions have increased student scores and if our goals are on track and reachable. Other actions needed Teachers will attend in-services to learn about best practices in writing and reading and focus on differentiating instruction to meet the needs of all our students.

Disaggregation of Data

After the standardized test results were assembled, the faculty attempted to discern what may have been the reason why some students did not achieve grade level or meet the standards determined by the state. One of the groups we decided to disaggregate was gender. Did more boys or girls not achieve to grade level in language? When that data was isolated it was found that there was no significant difference in the percentage of boys or girls who did not “pass the test” in language. The faculty then considered our identified free and reduced students. Teachers do not know who the free or reduced students are in their classrooms. We noticed that a few of our students who did not pass are free and reduced. We also looked at other aspects of their lives. We are stepping up help at school for these students to help supplement what may be missing at home. The final aspect that we considered was race – white or other. Overall, there is not much evidence that this is a factor in Pass/DNP for us. All three conditions that we considered proved not to be factors for not achieving grade level performance. This may certainly be because our numbers are so low for a good disaggregation.

Summary We believe we have examined our school in terms of what is currently taking place in teaching and learning. By examining the current status of our students’ performance, we tried to focus on data that would help us select appropriate goal areas. We believe we have made the correct selection with both of our goals.


Page9

Goal 1: Improving Writing skills across the curriculum. Goal 2: Improving Reading skills across the curriculum. Goal 3: Improving Math skills across the curriculum. This profiling process has given us a clearer picture of our starting point and is the document we will now use as a guide as we develop our school improvement plan for the 2015-2016 school year. We recognize that by utilizing the scores from ISTEP, Acuity, DIBELS, Star Reading and other assessments such as theme tests, pre and post tests, and teacher made tests, we could gain a clearer insight of our school’s improvement goals. We chose the following as Student Performance Goal #1: All students will improve their writing skills across the curriculum. We chose this goal based on the following data from the following sources: ISTEP Test of Essential Skills Acuity Pretests We have noticed that our English/LA scores have decline slightly but still good at 87% passing for all grades. We have been trained on Writers Workshop but some teachers have not been implementing it effectively. This school year we will be revisiting strategies we learned from last year…. Smeken’s professional development which uses Six Traits and also incorporated into Writers Workshop. We will also be focusing on Language Conventions. We chose the following as Student Performance Goal #2: All students will improve their reading skills across the curriculum. We chose this goal based on the following data from the following sources: ISTEP Test of Essential Skills Acuity Star Reader DIBELS Teacher created assessments/observations After careful study of standardized test results, it was determined that vocabulary was an area of consistent concern. Although the students may be performing at grade level, it is still an area of concern along with comprehension. Research shows that improving vocabulary skills will improve students’ performances in all areas. Our goal is to improve students’ ability to derive meaning from the printed page, and we feel developing vocabulary along with other research based strategies for improving reading will improve reading for our students. We will be also focusing on Nonfiction/Informational Text. After implementing Accelerated Reader the past six years we have seen some great improvement. We would like to continue using this as it is a program that is working. We chose the following as Student Performance Goal #3: All students will improve their mathematical skills across the curriculum. We chose this goal based on the following data from the following sources: ISTEP Test of Essential Skills


Page10

My Math and Big Ideas pretests Acuity Teacher created assessments/observations This past school year with ISTEP+ we did see our 3rd grades scores drop though they were up from last year. We did find their test to be very challenging. With adopting new math books for this school year we would like to work on improving our Math scores across the board.


School Improvement Action Plan

St. Lawrence Elementary School Target Area: Mathematics

Goal: All students will improve their mathematics skills across the curriculum

Intervention #1 Students will improve their computation skills.

Person Accountable

Begin End

Strategy: Teachers will use a variety of instructional formats (small groups, individual explorations, peer instruction, whole-class discussions, project work) and effective questioning. Resource: -Van DeWalle, J.A., Karp, K.S., Bay-Williams, J. Elementary and Middle School Mathematics - Teaching Developmentally. Boston: Pearson, 2013. -Boaler, Jo. What’s Math Got To Do With It?. New York: Penguin Group, 2008. -Leinwand, Steven. Accessible Mathematics 10 Instructional Shifts That Raise Student Achievement. Portsmouth: Heinemann, 2009. -Sullivan, P., Lilburn, P. Good Questions for Math Teaching. Sausalito, CA: Scholastic Math Solutions, 2005. Staff Development: Teachers will:

• network with each other sharing insights and ideas • use Waterford and ALEKs scores to monitor an assess students

progress & provide additional instruction/practice • create positive atmosphere in classroom

Teachers Principal

Aug. 16 June 17

Strategy: Teachers will use differentiated instruction in the classroom and classroom help students to understand the meaning of key concepts and number and operation sense Resource:-Van DeWalle, J.A., Karp, K.S., Bay-Williams, J. Elementary and Middle School Mathematics - Teaching Developmentally. Boston: Pearson, 2013. -Differentiating Instruction Videos ASCD -Tomlinson, C.A., McTighe, J. Integrating and Differentiated Instruction Understanding by Design. Alexandria, VA: ASCD Pearson, 2006. -Leinwand, Steven. Accessible Mathematics 10 Instructional Shifts That Raise Student Achievement. Portsmouth: Heinemann, 2009. Staff Development: Teachers will:

• use assignments for individual students • assign extra help for those students who need it at the time

Teachers Principal

Aug. 16

June 17

Strategy: Teachers will continue using sequential practice in the classroom. the classroom. Resource:-Otter Creek Institute Ashlock, R. Error Patterns in Computation. Boston: Pearson, 2010. Staff Development: Teachers will :

• network with each other sharing insights, ideas and success stories • examine student work together to gain common understanding of desired

student outcomes

Teachers Principal Students

Aug. 16

June 17


Intervention #2 Students will improve their problem solving skills

Person Accountable

Begin

End

Strategy: Teachers will continue to receive training in problem solving methods/ problem solving methods. common core. Resource: -AIMS Education Foundation -IN Core Curriculum -Van DeWalle, J.A., Karp, K.S., Bay-Williams, J. Elementary and Middle School Mathematics - Teaching Developmentally. Boston: Pearson, 2013 -Smith, Janet A. 90 Instructional Strategies for the Classroom. Marion, IL: Pieces of Learning, 2006. -PDXpert: Tips and Tactics for Better Math Teaching Staff Development: Teachers will:

• view PD xPert Collection DVD and implement strategies learned. • Implement problem-solving in their classrooms daily

Teachers Principal

Aug. 16

June 17

Strategy: Teachers will use the problem solving lessons from their series that have a variety of structure and solution paths. Resource: -My Math and Big Ideals series -IN Core Curriculum -Internet Web sites Staff Development: Teachers will :

• use current Math series for daily ideas • network with each other sharing insights, ideas and success stories • explore the Internet to find new and unusual problems

Teachers Students

Aug. 16

June 17

Strategy: Teachers will implement strategies such as open-ended problems and extended problem-solving projects along with using geometry in problem solving Resource: -NCREL.org -illuminationsnctm.org/ -lesson plans/index.html -various other websites per teacher usage -Van DeWalle, J.A., Karp, K.S., Bay-Williams, J. Elementary and Middle School Mathematics - Teaching Developmentally. Boston: Pearson, 2013 Staff Development: Teachers will:


student outcomes

Teachers

Aug. 16

June 17


Assessment: Support Data: test scores ISTEP scores Waterford Acuity from last year ISTEP Chapter tests (Pre and Post) Teacher Surveys Portfolios Problem Solving Guide Waterford Student Surveys ALEKS

Intervention #3 Students will be provided math activities to strengthen math skills.

Person Accountable

Begin End

Strategy: Teachers will utilize mathematics as communication by discussing, reading, writing, and listening to math ideas. Resource: -Differentiating Instruction - ASCD -Brookhart, S.M. How to Give Effective Feedback to Your Students. Alexandria, VA: ASCD, 2008. -Marzano, Robert J. The Art & Science of Teaching. Alexandrie, VA: ASCD, 2007. Staff Development: Teachers will:

• implement math in their Science/Social Studies instruction • network with each other sharing insights, ideas and success stories

Teachers Principal

Aug. 16

June 17

Strategy: Teachers will implement the use of manipulatives. Resource: -My Math and Big Ideas Math grade 6 Staff Development: Teachers will:

• focus on the school goal in Math and the specific strategies determined to achieve that goal

• network with each other sharing insights, ideas and success stories

Teachers Principal

Aug. 16

June 17

Strategy: Teachers will use software selected that enhances a variety of math enhances a variety of math skills in multiple curricular areas. skills in multiple curricular areas. Resource: -SunBurst - Key Skills -PDXpert Collection -Indiana Core Curriculum -NCREL/Tenmarks/Achieve the Core’ -enVision Math/NCTM/Holt McDougal Staff Development: Teachers will:

• network with each other sharing insights, ideas and success stories • assess the programs twice during the year

Teachers Principal Technology Committee

Aug. 16

June 17


School Improvement Action Plan St. Lawrence Elementary School

Target Area: Reading

Goal: All students will improve their reading skills across the curriculum.

Intervention #1 Students will increase comprehension levels.

Person Accountable

Begin

End

Strategy: Teachers will provide explicit instruction, build word knowledge, and directly teach skills and strategies for word analysis (phonemic awareness, phonics, word recognition, structural analysis, context clues, and vocabulary). Resource:-Indiana State Standards -Ellery, V. Creating Strategic Readers: Techniques for Developing Competency in Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Newark, DE: International Reading Association, 2009. -Pinnell, G. S., Fountas, I.C. When Readers Struggle: Teaching that Works K-3. Portsmouth, NH: Heinemann, 2004. Staff Development: Teachers will:

• network with each other, sharing the most successful methods for teaching phonics.

• use teachers’ editions of language arts books to broaden their understanding of the process.

Teachers Parents Principal

Aug. 16

June 17

Strategy: Teachers will routinely monitor and assess the reading levels and progress of individual students. Resource:- -Dudley-Marling, C., Paugh, P. A Classroom Teachers Guide to Struggling Readers. Portsmouth, NH: Heinemann, 2004. -Indiana State Standards/Common Core Standards -Houghton Mifflin Reading- Journeys -SuperKids Reading Program K – 2 Staff Development: Teachers will:

• will reflectively study the strategies used to help determine the most effective methods.

• will use these evaluations to direct and inform instruction.


Aug. 16

June 17

Strategy: Teachers will give students extensive opportunities to read for a variety of purposes and to apply what is read every day. Discussion and writing are used by students to organize their thinking and they reflect on what they read for specific purposes. Resource:- -Indiana State Standards -Fountas, Irene, and Pinell, Gay Su. Comprehending and Fluency – thinking, talking, and writing about reading, K-8. Portsmouth, NH: Heinemann, 2006. Staff Development: Teachers will:

• peer coach, demonstrating their successes. • will network with each other, sharing ideas and insights at monthly

faculty meetings.


Aug. 16

June 17


Intervention #2 Students will increase vocabulary

Person Accountable

Begin

End

Strategy: Teachers will utilize Accelerated Reader with students taking reading and vocabulary quizzes on the computer. Resource: -Teaching Critical Vocabulary -U.S. Dept. of Education Web Site -Routman, Regie. Reading Essentials: The Specifics You Need to Teach Reading Well. Portsmouth, NH: Heinemann, 2003. Staff Development: Teachers will:

• Attend inservice focusing on increasing student reading/vocabulary across the curriculum

• Using Journeys & SuperKids Reading Series • Form grade level study groups to investigate best practices for

increasing vocabulary. • Implement additional vocabulary words from across the curriculum

Teachers Principal Parents

Aug. 16

June 17

Strategy: Teachers will teach prefixes and suffixes. Resource:-U.S. Dept. of Education Web Site -Marzano, R.J., Norford, J.S., Paynter, D.R., Pickering, D.J., Gaddy, B.B. Handbook for Classroom Instruction that Works. Alexandria, VA: ASCD, 2001. Staff Development: Teachers will:

• Use TE of reading series to uncover new methods for teaching base words, prefixes and suffixes.

• will network with each other, sharing ideas and insights at monthly faculty meetings.

Teachers Principal

Aug. 16

June 17

Strategy:Teachers will assess students with STAR Assessment program at least 2 times a year using computer Resource: Renaissance Learning Staff Development: Teachers will:

• will network with head librarian • will reflectively study the strategies used to help determine the most

effective methods.

Teachers Students Principal

Sept. 16

June 17


Intervention #3 Students will practice identifying similarities and differences.

Person Accountable

Begin End

Strategy: Teachers will teach classification and categories. Resource:-U.S. Dept. of Education Web Site -Marzano, R.J., Norford, J.S., Paynter, D.R., Pickering, D.J., Gaddy, B.B. Handbook for Classroom Instruction that Works. Alexandria, VA: ASCD, 2001. Staff Development: Teachers will:

• form a study group, meeting monthly to discuss methods of best practices.


Teachers Principal

Aug. 16

June 17

Strategy: Teachers will teach analogies. Resource: -Marzano, R.J., Norford, J.S., Paynter, D.R., Pickering, D.J., Gaddy, B.B. Handbook for Classroom Instruction that Works. Alexandria, VA: ASCD, 2001. -Sprenger, Marilee. Teaching The Critical Vocabulary of the Common Core-55 Words That Make or Break Student Understanding. Alexandria, VA: ASCD, 2013. Staff Development: Teachers will:


Teachers Principal

Aug. 16

June 17

Strategy: Teachers provide guidance in utilizing Venn Graphs Diagrams Resource: -Marzano, R.J., Norford, J.S., Paynter, D.R., Pickering, D.J., Gaddy, B.B. Handbook for Classroom Instruction that Works. Alexandria, VA: ASCD, 2001. -Sprenger, Marilee. Teaching The Critical Vocabulary of the Common Core-55 Words That Make or Break Student Understanding. Alexandria, VA: ASCD, 2013. -Tate, Marcia L. Reading and Language Arts Worksheets – Don’t Grow Dendrites: 20 Literacy Strategies that Engage the Brain. Thousand Oaks, CA: Corwin Press, 2005. Staff Development: Teachers will:

• use TE of language art series to enhance the variety of methods used in the classroom.

• will network with each other, sharing ideas and insights.

Teachers Principal

Aug. 16 June 17

Assessment: ISTEP scores Support Data: test scores Unit tests ISTEP tests Teacher made DIBELS DIBELS STAR reader Accelerated Reader/Star scores Mountain Language program Teacher survey


School Improvement Action Plan St. Lawrence Elementary School

Target Area: Writing

Goal: All students will improve their writing skills across the curriculum

Intervention #1 Students will learn the guidelines for the Writing Process

Person Accountable

Begin End

Strategy: Teachers will utilize one or more professional development sessions. Resource: -Indiana State Standards -The Writing Site -PDXPert Content Instruction: Tips & Tactics for Better Writing Instruction: The Master Teacher -Smekens Web Professional Development Staff Development: Teachers will:

• network with each other sharing insights and ideas

Teachers Principal

Nov. 16 June 17

Strategy: Teachers will give extensive prewriting experience Resource:-Fletcher, Ralph and Portalupi, JoAnn. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. -Sloan, Megan S. Into Writing: The Primary Teacher’s Guide to Writing Workshop. Portsmouth, NH: Heinemann, 2009. Staff Development: Teachers will:

• network with each other sharing insights and ideas • attend workshops throughout the school year

Teachers Principal

Aug. 16

June 17

Strategy: Teachers will make the classroom a supportive setting for shared Learning. Resource: -Fletcher, Ralph and Portalupi, JoAnn. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. Ray, K.W. and Cruz, M.C. Independent Writing: One Teacher – 32 Needs, topics, and Plans. Portsmouth, NH: Heinemann, 2004. Staff Development: Teachers will :



Aug. 16

June 17


Intervention #2 Students will be given opportunities to write across the curriculum for different purposes

Person Accountable

Begin

End

Strategy: Teachers will implement strategies learned in training. Resource: -Fletcher, Ralph and Portalupi, JoAnn. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. -Sloan, Megan S. Into Writing: The Primary Teacher’s Guide to Writing Workshop. Portsmouth, NH: Heinemann, 2009. Staff Development: Teachers will:

• participate in workshops focusing on the school goal in writing and the specific strategies determined to achieve that goal

Teachers Principal

Sept. 16

June 17

Strategy: Teachers will model the process of writing through instruction and support all stages of the writing process. Resource: -Fletcher, Ralph and Portalupi, JoAnn. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. -Sloan, Megan S. Into Writing: The Primary Teacher’s Guide to Writing Workshop. Portsmouth, NH: Heinemann, 2009. -Bender, J.M., Calkins, Lucy. The Resourceful Writing Teacher: A Handbook of Essential Skills and Strategies. Portsmouth, NH: Heinemann, 2007. Staff Development: Teachers will :


Teachers

Aug. 16

June 17

Strategy: Teachers will utilize the learning of grammar and mechanics in context. Resource: -Fletcher, Ralph and Portalupi, JoAnn. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. -Sloan, Megan S. Into Writing: The Primary Teacher’s Guide to Writing Workshop. Portsmouth, NH: Heinemann, 2009. -Feigelson, Dan. P. Practical Punctuation: Lessons on Rule Making and Rule Breaking in Elementary Writing. Portsmouth, NH: Heinemann, 2008. -Ehrenworth, M. and Vinton, Vicki. The Power of Grammar: Unconventional approaches to the Conventions of Language. Portsmouth, NH: Heinemann, 2005. Staff Development: Teachers will:

• focus on the school goal in writing and the specific strategies determined to achieve that goal


Teachers Students Principal

Aug. 16

June 17


Intervention #3 Students will provide writing samples of various forms

Person Accountable

Begin

End

Strategy: Teachers will differentiate instruction. Resource:-Dudley-Marling, Curt and Paugh, Patricia. A Classroom Teacher’s Guide to Struggling Writers: How to provide differentiated support & ongoing assessment. Portsmouth, NH: Heinemann, 2009. -Tomlinson, Carol Ann & McTighe, Jay. Integrating and Differentiated Instruction: Understanding by Design. Alexandria, VA: ASCD, 2006. Staff Development: Teachers will:

• participate in workshops focusing on the school goal in writing and differentiating instruction in the classroom



Aug. 16

June 17

Strategy: Teachers will use writing skills in multiple curricular areas. Resource:[email protected]; Kristina Smekens newsletter -ISTEM Science Notebooks -Angelillo, Janet, and Ray, Katie Wood. Writing About Reading: From book talk to Literary Essays. Portsmouth, NH: Heinemann, 2003. Staff Development: Teachers will:

• focus on the school goal in writing and the specific strategies determined to achieve that goal

• use Science Notebooks • network with each other sharing insights, ideas and success stories


Aug. 16

June 17

Strategy: Teachers will give constructive and efficient assessments. Resource: -Fletcher, Ralph and Portalupi, JoAnn. Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann, 2001. -Sloan, Megan S. Into Writing: The Primary Teacher’s Guide to Writing Workshop. Portsmouth, NH: Heinemann, 2009. -Anderson, Carl. Assessing Writers. Portsmouth, NH: Heinemann, 2005. -Anderson, Carl, and Calkins, Lucy. How’s it Going?: A practical guide to conferring with student writers. Portsmouth, NH: Heinemann, 2000. Staff Development: Teachers will:


student outcomes

Teachers Principal

Aug. 16 June 17

Assessment: ISTEP scores Support Data: test scores Writing Samples (Pre and Post) ISTEP scores Portfolios Teacher Surveys & Portfolio

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