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School Improvement Plan

Anderson Community School CorporationCorporation #5275

For the period of2016 - 2018 (Updated Data and Goals)

Tenth Street Elementary School1

School #4977

David Suchocki, Principal

Steering Committee Membership....................................................................................... 4

Corporation Mission Statement………………………………………………………….. 5

School Vision Statement and Core Beliefs………………………………………………. 5

School Profile…………………………………………………………………………….. 5

Conclusion About the Educational Program…………………………………………... 10

Exceptional Learners…………………………………………………………………….. 12

Technology……………………………………………………………………………….. 13

Cultural Competency…………………………………………………………………….. 14

Safe and Discipline Learning Environment……………………………………………...14

Parent Participation……………………………………………………………………… 15

Assessments Used in Addition to ISTEP+……………………………………………… 16

Data Analysis – Annual Performance Report………………………………………….. 14

ISTEP+ Data Analysis……………………………………………………………….. 17-22

Measurable Goals to Close Achievement Gap……………………………………… 14-27

Action Plan……………………………………………………………………………. 28-34

Professional Development Plan………………………………………………………….. 35

Documentation of Support by Anderson Federation of Teachers……………………... 37

Waived Statutes and Rules………………………………………………………………. 37

Certificate of Submission………………………………………………………………… 38

Review by ACSC Board of School Trustees……………………………………………. 38

References……………………………………………………………………………..… 39

The following committee members comprise the School Improvement Committee and School Wide Planning Team

___________________________________________ , Principal/Chairperson David Suchocki

___________________________________________ , Literacy/Data Coach/Co-Chair Kelly Ogden

___________________________________________ , Special Education Teacher Mitzi Martin

___________________________________________ , Teacher Melanie McCoy

___________________________________________ , Teacher Karen Thompson

___________________________________________ , Parent Christy Goen

___________________________________________ , Teacher Jessica Gray

___________________________________________ , Teacher Stacey Eddinger

___________________________________________ , Teacher Kelly Ogden

____________________________________, Title I CoordinatorPam Storm

The following is Anderson Community School’s Mission Statement:

"The mission is to create a safe environment that has the best interest of students in mind that promotes the betterment of

students holistically. With school community collaboration, data driven decision making, moral and character building, we are dedicated to developing within students the skills and abilities necessary to improve both attendance and behavior while

simultaneously improving standardized test scores exponentially over time."

The following is the Vision Statement for Tenth Street Elementary School:

“Tenth Street Elementary School is a school of learning communities where all students are engaged and challenged to achieve their personal best and where they can develop character and skills needed to be contributing members of a diverse

society.”

“Soaring to Excellence”

Location: Tenth Street Elementary School is located on the northeast side of Anderson. It is located in a residential area with neighborhoods surrounding the school in most directions. The majority of the homes are single-family houses where many are occupied by the owner while others are occupied by renters. Our school is boundaries on the north by 8th Street and on the south by 10th Street. These are two-lane streets that can have heavy traffic at times. Also in the near vicinity are churches to the immediate east and west, a dance studio, and a fitness center. Anderson, an urban community of nearly 58,000 people, is located in central Madison County.

Brief History: The original part of the physical building was constructed in 1963. A major reconstruction was completed in 1991 that included a new gymnasium, cafeteria, new roof, new classrooms, and carpeting throughout the building. Anderson Community Schools went through a re-districting of the elementary schools in 2006 which resulted in Tenth Street losing the city of Chesterfield and picking up the old Park Place district. In 2009, four out of nine elementary buildings were closed. In 2010, all elementary buildings in Anderson Community School Corporation were reconfigured into Primary (K-3) or Intermediate (4-6) buildings. Tenth Street Elementary School became one of five Primary (K-3) buildings in Anderson. In 2010 there was another redistricting plan that brought back Chesterfield but eliminated both neighborhoods north of State Road 32 and west of Rangeline Road. Since the end of the 2005-2006 school year, our percentage of free and reduced lunch students has gone from under 50% to currently over 89%. Beginning with the 2012-2013 school year we again saw another change in configuration as we now have grades K-5 in all elementary school buildings. Due to an increase in the number of students in our elementary school, beginning with the 2015-2016 school year, all kindergarten students were moved to Killbuck Kindergarten Center. Tenth Street Elementary School also lost their three high ability classes to Eastside Elementary School and housed grades 1-5, one, and four self-contained special education classes.

Student Population and Demographics: Tenth Street Elementary has a student population of 559 students in grades 1 - 5. A variety of characteristics contribute to the uniqueness of our student population. Tenth Street services a vast range of

School Vision Statement

School Profile

students from various economic backgrounds shown in the statistics below. Our free and reduced population has continued to increase while our paid students have continued to decrease the past five years. Our overall ethnicity has been fairly consistent throughout the past five years.

Ethnicity, Free/Reduced Lunch, and Gender:

Ethnicity: 2014-2015: 64% White, 20% Black, 8% Multiracial, 7% Hispanic, 1% Other 2015-2016: 61% White, 21%, Black, 9%, Multiracial, 7% Hispanic, 2% 2016-2017: 60% White, 21%, Black, 12%, Multiracial, 7% Hispanic, Other, <0 Other

Overall Free/Reduced Lunch: 2014-2015: 87%2015-2016: 89%2016-2017: 90%

Gender: 2014-2015: 54% Males and 46% Females 2015-2016: 55% Males and 45% Females

2016-2017: 57% Males and 43 % Females

Staff: The 2016-17 staff of Tenth Street Elementary consist of thirty teaching staff members, two Title I reading teachers, one social worker, one nurse, one literacy/data coach, sixteen para-professionals, four part-time special service people (Autism Specialist, Occupational Therapist, Physical Therapist, and Psychologist), one registrar, one bookkeeper, three custodians, 12 general education bus drivers, 5 special education bus drivers, 17 cafeteria workers, one dean, and one administrator.

Highly Qualified Teachers in Content Areas: All teachers at Tenth Street Elementary meet NCLB guidelines for being “highly qualified”. Teachers are Highly Qualified through having a bachelor’s or master’s degree, a valid Indiana Elementary teaching license or Special Education license and one of the following: passed the Praxis II, passed the NTE, NBPTS certified or passed the HOUSSE rubric with ≥ 100 points. Para-professionals/classroom assistants also meet the highly qualified guidelines under NCLB (through PRAXIS, teacher’s license, or two or more years of college). Documentation is on file in the district personnel office.

Highly Qualified Teachers for School Year 2017-

2018:

Teacher Name:

Teaching Assignme

nt:

Indicator of HQ status on Verification Form:◻ Bachelor’s Degree earned?◻ Valid Indiana Elementary Education teaching license or

Special Education teaching license that includes elementary school settings?

Plus one of the following:◻ Passed Praxis II “Elementary Education: Curriculum,

Instruction and Assessment”?◻ Passed the NTE (National Teacher Exam) “Education in

the Elementary School”?◻ Considered HQ in another state?◻ NBPTS Certification?◻ *100 Points on the HOUSSE rubric? (only for veteran

teachers hired prior to 2006-2007 and have not changed teaching assignments)

Location of Verification Form and

supporting documentati

on:

Kimberly Knight

K-1 Special Ed

Bachelor’s Degree, Elementary Teaching License, Ele Mild Intervention, Praxis

Central Off.. –HR

Mitzi Martin 1-3 Special Ed.

Bachelor’s Degree, Elementary Teaching License, Ele Mild Intervention, Praxis

Central Off.. –HR

Jennifer Short 2-3 Special Ed.

Bachelor’s Degree, Elementary Teaching License & Mild Interventions, Praxis

Central Off.. –HR

Brad Nelson 3-5 Special Ed.

Bachelor’s Degree, Business Administration, Emergency Teaching License

Central Off.. –HR

Krista Grove 3-5 Special Ed.

Master’s Degree, Learning Disabled Teaching License, HOUSSE Central Off.. –HR

Valerie Roberson

Speech Master’s Degree, Communication Disorders, School Services in Speech, Language and Hearing Professional License, ASHA Certificate of Clinical Competence, Praxis

Central Off.. –HR

Alexis Scherrer Speech Master’s Degree, Criminal Justice & Speech Pathology, Certificate of Clinical Competence, HOUSSE

Central Off.. –HR

Jessica Buell 1st Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off.. –HR

Sarah Painter 1st Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off.. –HR

Nicole Dean 1st Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off.. –HR

Jennifer Knight 1st Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off. – HR

Karen Thompson

1st Grade Master’s Degree, Early Childhood Teaching License, NBPTS Central Off. – HR

Melanie McCoy 2nd Grade Master’s Degree, Elementary Teaching License, Praxis (Kindergarten Endorsement)

Central Off. – HR

Jennifer Hayes 2nd Grade Master’s Degree, Elementary Teaching License & Special Ed.,, Praxis Central Off. –

HR

Nicole Jones 2nd Grade Bachelor’s Degree, General Education & Elementary Teaching License, Praxis

Central Off. – HR

Ann Ockomon 2nd Grade Bachelor’s Degree + 30,1-6, 7/8 Non-Dept., Elementary Teaching License, Praxis

Central Off. – HR

Carly Olinger 2nd Grade Bachelor’s Degree, Elementary Teaching License, LD, Praxis Central Off. – HR

Susan Daoust 3rd Grade Master’s Degree, Elementary Teaching License,, NTE Central Off. – HR

Jessica Gray 3rd Grade Bachelor’s Degree, Elementary Generalist, Mild Intervention, Teaching License, CORE, Praxis

Central Off. – HR

Gina King 3rd Grade Master’s Degree, Elementary Teaching License, NTE Central Off. – HR

Jaami Bailey 3rd Grade Bachelor’s Degree, Elementary Teaching License (Kindergarten Endorsement), Mathematics Concentration Area, Praxis

Central Off. – HR

Alberta Pettigrew

4th Grade Master’s Degree, Elementary Teaching License, HOUSSE (Reading & Kindergarten)

Central Off. – HR

Stacey Eddinger

4th Grade Bachelor’s Degree, Elementary Teaching License, NTE Central Off. - HR

Shawn Keller 4th Grade Master’s Degree, Elementary & Special Education Teaching License, NTE

Central Off. – HR

Michelle Jackson

4th Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off. – HR

Matthew Geiger

5th Grade Bachelor’s Degree, Elementary with Mathematics Concentration, Teaching License, Praxis

Central Off. – HR

Carly Gannom 5th Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off. – HR

Molly Brown 5th Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off. – HR

Christy Goen 5th Grade Bachelor’s Degree, Elementary Teaching License, Praxis Central Off. – HR

James Harvey Physical Ed. Master’s Degree, P.E., History, Curriculum & Instruction, Praxis Central Off. – HR

Donna McFadden

Library Bachelor’s Degree, Elementary Teaching License, Praxis Central Off. – HR

Melody Carr Art Bachelor’s Degree, Art Teaching License, Praxis Central Off. – HR

Kathy Cooper Reading Special.

Master’s Degree, Elementary Teaching License, Learning & Severe Disabled, HOUSSE

Central Off. – HR

Shannon Hobbs Reading Special.

Bachelor’s Degree, Elementary Teaching License, Early Childhood, Praxis

Central Off. – HR

Jennifer Tanksley

Social Worker

Licensed Social Worker through Professional Licensing Agency Central Off. – HR

Monte (Phil) King

Dean Bachelor’s Degree, Elementary Teaching License, NTE Central Off. - HR

Kelly Ogden Literacy/Data Coach

Master’s Degree, Physical Education & Health Teaching License, K-12, Praxis

Central Off. – HR

Judy KImmer Music Bachelor’s Degree, Elementary Teaching License, Voice and General Music (K-12) Praxis

Central Off. – HR

David Suchocki Principal Pending Master’s Degree, Elementary Teaching License,

Administration Elementary and Secondary

In conjunction with the district, Tenth Street strives to attract and retain highly qualified staff through a variety of ways including the following:

● Teachers have the opportunity to meet at least once weekly to analyze data, and discuss strategies to help increase student achievement. Tenth Street has a professional library which provides resources on topics/strategies selected as key initiative and best practice. Beginning in the 2010-2011 school year a Literacy/Data Coach worked with teachers to analyze data, help implement testing, and work with teachers to develop more effective teaching strategies. Tenth Street has two reading specialists to work with lower ability students in the area of reading.

● Tenth Street has a hard working, dedicated staff that is welcoming and willing to help others. The staff works well together and maintains high expectations of all students and staff.

● Fundraisers and Title I funds provide Tenth Street with additional resources to support instruction. There are multiple sets of leveled texts to use for differentiating literacy instruction as well as books for professional study.

● Tenth Street has access to a full-time social worker who works with students that have emotional, physical, and academic problems. The social worker also works with students who have attendance and tardy issues. These students have to be in the lower tier of our student population.

● Tenth Street also houses “Meridian Services” within the school to help bridge the home and students with behavior issues.

● The Anderson Community School Corporation provides a competitive salary and benefit package.● Anderson Community School Corporation offers teachers, para-professionals, and principals professional

development in areas such as Benchmark, Everyday Math, Thinking Math, Daily 5, Café`, Wireless Generation, School-Wide Positive Behavior Support, Bully Prevention, disaggregation and analysis of data, CAPE, Learning Connection, CPR, Diabetic Training, and ER & D which includes: Thinking Math, Parent Involvement, Reading Comprehension, and Managing Anti-Social Behavior. During 2016-2017 school year, professional development included: Building Relationships, Behavior, Small Groups (CIM - Comprehension Intervention Model Summary), Reading Strategies, EDM, Google Drive – “All Things Google”, Close Reads, and PowerSchool. Teachers also have the opportunity to participate in e-learning and the above mentioned professional development throughout the school year and during the summer.

● The 8-Step Process was implemented in the 2011-2012 school year. Professional development has been and continues to be provided by the Indiana Department of Education and the Anderson Community School Corporation. The Leadership Team has also been provided with three “Process Checks” on the 8-Step Process and how it is going throughout the year. At least one person from each grade level team throughout the district has been a part of the 8-Step Calendar and the assessments that come with it, in reviewing and adjusting the calendar and/or assessments for the next school year.

Teacher Mentoring: Teachers at Tenth Street receive support and assistance to increase the effectiveness of their instruction in the following ways:

● In order to increase consistent implementation of programs and strategies with rigor and fidelity across classrooms and grade levels, an instructional calendar was provided for each grade level. Training and building level support is available for our Reading series Benchmark.

● Beginning in the summer of 2011 a team of teachers from Tenth Street was trained in the 8-Step Process through

the IDOE with Patricia Davenport and Peggy Hinkley. The 8-Step Process has assisted teachers in analyzing data and improving instruction for all students. 8-Step Process Checks continue to be a part of analyzing data and improving instruction for all students with Beth Clark as our corporation coordinator. There are two Process Checks scheduled for the 2016-2017 school year.

● ACSC conducts an orientation meeting for all teachers new to the district and provides training in the areas of Benchmark reading, Everyday Math, NWEA, IXL Math, SRI, mCLASS, Power School,and Pivot, a data warehouse program.

● Anderson Community School Corporation School Board accepted and has implemented the Peer Assistance Review (PAR) model beginning with the 2009-2010 school year. The PAR model involves both peer review and support throughout a school year. It is also used as a vehicle designed to assist teachers who are performing below acceptable standards. The plan was adapted from the Toledo Model for Educator Evaluation. New teachers are placed on a probationary status for two years. The first year is the intern year whereby the first year teacher is assigned an intern consulting teacher who will conduct all observations and evaluations. Second year teachers are evaluated according to guidelines contained in the PAR booklet, but all procedures are conducted by the building principal.

Teachers Included in Decision Making: Teachers are actively engaged in making decisions at Tenth Street dealing with students, procedures, school-wide positive behavior support, school wide planning, PL 221, and safety issues. Teacher meetings assist in getting input from teachers on a range of issues. Progress monitoring, mCLASS, IREAD, NWEA, IXL Math/ELA, Benchmark, SRI, ISTEP+, and other assessments help teachers in forming small reading groups, math groups for both remedial and enrichment. RtI meetings will determine what extra academic or behavior strategies are needed to be used for Tier 2 and Tier 3 students. Teachers participate in learning log and grade level meetings to identify ability groups, determine instructional strategies, and modify the instructional calendar (pacing guide) as needed. Teachers from every grade level from every school have been pulled to review, make corrections, and update the instructional calendar and 3 week mini assessments for the 8-Step calendar each semester.

This section contains statements regarding required provisions of 511 IAC 6.3 that deal with the school’s educational program. Each provision is identified by its own heading and narrative summary.

Curriculum

Anderson Community Schools, as a corporation, reviews and revises curriculum on a six (6) year rotating basis that follows the state guidelines for textbook adoption. During the adoption year for each subject area, a committee is appointed

Conclusions About the Educational Program

comprised of teachers, parents, and administrators. This committee is charged with selecting curriculum for the subject area. The curriculum is developed in conjunction with and aligned to state College and Career area standards. The completed Anderson Community Schools’ curriculum guide includes curriculum that is aligned with state standards, resources, and assessments by grading periods. Completed curriculum guides and instructional calendars are given to each teacher. Curriculum guides and instructional calendars are also posted on the ACSC web page and copies are also placed in the school’s professional library and administrative office.

Students at Tenth Street Elementary are offered a challenging curriculum in a traditional setting. Teachers differentiate instruction that both supports and reflects the CCRS while using the ACSC adoption programs in all curricular areas. The curriculum is located in every classroom.

The following strategies/programs are used to strengthen the core academic programs and increase consistent implementation of core programs strategies/practices across the curriculum, classrooms, and grade levels:

● 8-Step Calendar● Collection of data from a variety of sources such as mClass, Everyday Math, 8-Step 3-week assessments, ISTEP+,

IREAD, NWEA, Canvas, IXL Math/ELA, SRI, Benchmark, Progress Monitoring, 1:1 chromebooks and Pivot.● Grade Level collaboration and learning log meetings are held at least once monthly to share data, instructional

strategies, RtI, and core program components lead by administrator, literacy/data coach, or teachers.

Educational Programs

● 8-Step Process● Success Period in the 8-Step Process● Benchmark Reading Series● Everyday Math● Book It● Prevent Bullying Program● IXL● Big Universe● Peacemakers● School-Wide Positive Behavior Support● Special classes include Physical Education, Music, Art, and Library● Rotary Club Mentoring Group (first grade)● AU tutoring (third grade)

Instructional Strategies

Anderson Community Schools’ curriculum documents outline the content to be taught to students and the sample methods used to teach this content. The documents also outline the assessment process used to evaluate what students are expected to know and be able to do to meet the CCRS These documents are posted on the ACSC webpage and are also located in the teachers’ classrooms, the library, and the administrative office at each school. These documents outline expectations for student learning within each content area.

Anderson Community School’s curriculum supports the achievement of CCRS. Knowledge and skills within content areas are identified and outlined. Our curriculum documents present an overview of classroom experiences necessary to address content area knowledge and skills so that all students work toward meeting or exceeding the Indiana standards.

Anderson Community School’s teachers develop curriculum and lessons using best practices. Teachers are trained at conferences, workshops, and during professional development opportunities offered at school in the best practices shown by research to improve student learning. Case conferences, 504 conferences, and RtI conferences are periodically held to assure that individual educational plans are appropriate to meet the needs of students with special needs.

The 8-Step Process was implemented during the 2011-2012 school year with Patricia Davenport and Peggy Hinkley providing the staff development to building teams. Teachers use the 8-Step Process to plan, create, and implement all math and Language Arts Standards. These strategies have included small flexible groups and re-teaching skills when needed. It also gives Tier 2 students and high ability students an additional 30 minutes in English/Language Arts and Math for remediation or enrichment.

Tenth Street teachers use a variety of instructional formats to ensure that the grade-appropriate skills are presented, reinforced, mastered, and reviewed. Much emphasis is placed on thinking and reasoning strategies. Teachers focus on providing all students with quality knowledge work that encourages them to perform at increasingly higher levels. Best practice strategies from Marzano are used by teachers to ensure increased student achievement. Teachers use a mixture of instructional strategies including: modeling, textbooks, trade books, SMART board lessons, drill and practice, individual and small flexible groupings, whole group, bulletin boards, Chromebooks, Mounted projectors, listening centers, working with words, guided reading and writing, enrichment, and remediation. Reading Specialists provide small group instruction to below level students in reading and language arts. Retired teachers, volunteer reading mentors such as The Anderson Rotary Club, and Anderson University students help students struggling in reading, writing, and math. Students work in cooperative groups, as peer tutors, partner reading, and learning centers. Research shows that students learn through a variety of experiences. Tenth Street provides many experiences such as field trips, science experiments, curriculum enriched convocations, and hands on projects. Students are actively engaged in positive learning experiences, enabling them to enjoy a rewarding experience and to become a successful member of an ever-changing society.

Exceptional Learners

Anderson Community Schools High Ability Program

Anderson Community School Corporation established a Broad Based Planning Committee, BBPC, to update yearly goals for our high ability students. This diverse committee, represented by ACSC staff, parents, and community members, is given the challenge to meet the needs of these students by:

● Planning activities and ensuring high ability students in grades K-12 are given appropriate educational experiences.

● Providing multifaceted assessments to identify high ability students including students with economic disadvantages, diverse cultural backgrounds, or disabilities.

● Distributing staff development materials to every school. These materials give teachers the opportunity to develop

and implement appropriately differentiated instruction in each academic subject based on the latest research.

Each school in Anderson Community School Corporation follows the guidelines set by Indiana State Code (IC 20-36) and our Broad Based Planning Committee. Our goals of continuous student improvement meet and fulfill the major components of PL 221.

Anderson Community Schools also provides services to those students eligible for special education services under the Individual with Disabilities Education Act (IDEA). A wide-range of special education services is provided. Students receive services as described in the Individualized Education Plan (IEP), and classroom teachers work cooperatively with special education teachers to ensure that every child receives a Free and Appropriate Public Education (FAP).

Technology as a Learning Tool

Anderson Community Schools provides the resources for current technological equipment, professional development and technical support for students, staff, and the community to improve achievement. Technology is integrated as a natural part of the educational process in order to enhance learning in a changing global society.

Technology is an integral part of daily life. Teachers at Tenth Street make educational use of this technology that facilitates student learning and the acquisition of knowledge. A variety of hardware and software components are utilized to meet the needs and learning styles of our students.

Tenth Street utilizes a variety of technology components and peripheral devices, such as:● 124 - Dell computers with student access (4 in every teachers classroom)● Every teacher has at least one iPad● 10 Ipads per class in second grade● 10 Ipads per class in first grade● Calculators● SMART Boards● Two Chromebook Carts● All fifth grade students have 1:1 chromebooks● Listening Centers in 24 classrooms● LCD projectors, document camera, digital camera● 2 – Student Computer Labs containing 28 and 30 Dell computers

A variety of computer software is used to help students achieve high academic standards. Various programs help process information. Some software motivates and enriches students reading skills in the classroom. Writing programs allow students to record information and ideas. Information can be synthesized, organized, and graphed using spreadsheets, timelines, and database software. Students are able to display or view a final published product.

● Microsoft Office● Benchmark Reading Series● Big Universe● Scholastic Reading Inventory (SRI)● CD Rom reference sources● IXL Math and Language Arts● Google Docs.

● SUMDOG Competitions

Students are also given the opportunity to locate and evaluate information from the internet using search engines. Special area teachers such as art and music provide interdisciplinary and cultural competency integration with the use of technology.

Teachers use technology to analyze student achievement. These include:● (mCLASS testing) (Grades 1-2)● Electronic Report Cards (1-5 – every 9 weeks)● Benchmark Reading Series● Big Universe● SRI (Grades 3-5)● Pivot – new data warehouse● 8-Step Assessments (Grades 3, 4, and 5)● NWEA Testing (Grades 1, 2, 3, 4, and 5)● Canvas● IXL Math and Language Arts

Cultural Competency

Tenth Street Elementary School is a culturally diverse school with a sensitive faculty committed to maintain a safe environment where all students’ instructional needs are met. The school improvement plan includes strategies to address the needs of all children in the school, but particularly low achieving children and those at risk of not meeting state standards are emphasized. Teachers are encouraged to read articles and/or books on culturally diverse students and families. These articles and/or books will be given to teachers and shared at staff meetings in the same format as book talks. The goals of these articles and/or books are to help teachers understand the cultural differences among students and their families. Teachers will develop a better understanding of meeting the needs of a diverse population. The teachers will also utilize the understanding of the student and family experiences to assist students in learning new material. Teachers will continue to use instructional strategies from sources like Robert Marzano, Patricia Davenport, Peggy Hinkley, and others that address the needs of the different sub groups and cultures. Effective instructional strategies will actively engage students through advance organizers, scaffolding, hands-on manipulatives, and visualization.

Teachers will analyze all assessment data to provide the identified students with more purposeful instructional time, re-teaching, and small flexible groups. The 8-Step Process will assist teachers in understanding what students know and can do, based on three week assessments. Regrouping, re-teaching skills and using the instructional calendar and pacing guides will direct instruction. Students will be given remediation or acceleration on their specific strengths and weaknesses in Language Arts and Math throughout the school year. A list of articles and books being used throughout the school year is located under references in the back of this document. During the 2015-2016 school Black History month, Johnny Wilson and Carl Erskine were special speakers for the 4th and 5th graders. Because the City of Anderson celebrated its 150 years of being a city this year, there were 150 different facts announced over the public address system that included diversity of famous people from the City of Anderson.

Safe and Disciplined Learning Environment

In keeping with the Anderson Community School’s commitment to maintain schools that are safe, wholesome, and conducive to learning, Tenth Street is a very active participant in a number of safety initiatives. These initiatives include

building specific Crisis Management Plans that addresses preparation, mitigation and prevention, as well as response and recovery. These plans are reviewed and revised as necessary on a consistent basis, and have also been inspected and approved by the Anderson Police Department.

The corporation has also developed a district Safety and Crisis Management Handbook for all buildings and will continue each school year providing safety and crisis management training for all employees on a regular basis. There has also been a substantial investment by the corporation in an instant messaging system that provides a rapid and coordinated response by email or phone to all of the district stakeholders in a matter of minutes should a crisis or emergency arise.

Tenth Street, along with the district, is committed to the safety process. We believe good planning and continued preparation will provide an effective and immediate response if an emergency or crisis of any magnitude arises.

In 2016, Tenth Street Elementary School had their second set of doors moved back, so that it forces visitors to the building to enter the office to sign in before entering the rest of the building.

Parent Participation

Parents assist in planning, reviewing, and improving the PL 221 plan and developing the School-Wide plan through representation on the SWP/PL 221 team and participation at the Annual Parent meeting. Parents help develop the parent policy through representation on the Parent Policy Committee. The parent policy is also revised at the Annual Parent Meeting.

Tenth Street’s Title One Annual Parent Meeting is held in August. Every year a Title One Annual Parent Meeting will be held at the beginning of the school year. During the meeting, the administrator explains the Target Title One program at Tenth Street and the services that the students will be receiving.

Tenth Street provides individual academic assessment results to parents for ISTEP+, IREAD, Wireless Generation, SRI, and NWEA. These results are shared through parent-teacher conferences, midterm reports, quarterly report cards, phone calls, and communicating with parents via email. Parents are also notified via a letter if their child has been sent to the (RtI) Response to Instruction team. The letter informs the parent of the interventions being put in place to help the student. These interventions will be monitored regularly to determine if the intervention is successful. Parents are also invited to the meeting to discuss their child’s academic needs.

Families and teachers work collaboratively to place education first. Parents are co-partners in the learning process. Opportunities that encourage parent involvement include: assignment notebooks, Thursday folders, weekly newsletters, individualized student reports, phone calls and/or email, open house, home visitations, parent-teacher conferences, behavioral checklists, classroom visitations, field trip chaperones, room mothers, parent club, fundraisers, carnival, school volunteers, programs, convocations, reading challenges, Parent Connect, and homework. Parent/Teacher conferences are well attended with approximately 90% of the parents meeting with teachers to discuss their child’s progress.

The Tenth Street staff is looking at ways to get more families involved in the school. Art exhibits, musical programs, Literacy Night, CAPE, Second Harvest Food Distribution, Parent/Teacher Club and Book Fair are just a few of the

activities planned for the school year. The Tenth Street staff realizes that family participation is vital for student success and will continue to strive to promote activities to support parental involvement.

Assessments Used in Addition to ISTEP+

● 8-Step Process – 3 week assessments● Everyday Math assessments● Wireless Generation Benchmarks – 1 – 2 (BOY, MOY, EOY)● NWEA Testing – Grades 1, 2, 3, 4, and 5● IXL Math and Language Arts● Scholastic Reading Inventory (SRI) – Quarterly ● Progress Monitoring:

▪ 1st Grade – Checkpoint 1 = NWF, Checkpoint 2 = ORF▪ Reading Specialists will progress monitor monthly using the above assessments

Coordination and Integration of Federal, State, and Local Funds and Resources

Currently, Tenth Street Elementary School benefits from federal, state, and local funding. Tenth Street is a Title One School and has trained professionals who are paid through Title I, Part A funds. A literacy/data coach, two reading specialists, and a social worker combine their efforts to support student success.

The school social worker provides parents/guardians printed educational information; helps coordinate the literacy nights, and provides money for food and book incentives. The district treasurer allocates State funds per building for expenses such as texts, guest teachers, staff development, etc. Program funds will not be consolidated, however programs will be coordinated. Locally, Tenth Street receives a yearly budget amount. This money supports daily expenditures, including building and classroom supplies, printing, repairs, etc. The building level treasurer monitors these funds.

Comprehensive Needs Assessment (CNA)

Tenth Street Elementary School Data

Student achievement data was analyzed during learning log and grade level meetings and by the school-wide planning team through the Comprehensive Needs Assessment. Data sources used in the CNA includes ISTEP+, IREAD, mCLASS Wireless Generation, NWEA,8-Step Assessments, and surveys (student, parent, and teacher). The data analysis will determine if student needs are being met, strengths are continued, weaknesses are improved, and if current strategies are working.

ISTEP+ Performance Data by Academic Standard

Grade 3-Mathematics Standards % Mastery

Standard: Spring 2016 Spring 2017

#1-Number Sense 43 42

#2-Computation 40 39

#3-Algebraic Thinking-Data Analysis 40 26

#4-Geometry-Measurement 36 40

#5-Mathematical Process 36 40

Grade 3-English/Language Arts Standards % Mastery


#1-Reading Literature 52 58

#2-Reading Nonfiction and Media Literacy 57 56

#3-Writing Genres, Writing and Research Process 54 59

#4-Writing: Conventions of Standard English 56 58










Tenth Street Elementary Spring 2017 NWEA Results

1st Grade

NormMeanRIT

DistrictMeanRIT

TSEMeanRIT

# at or above grade level RIT / Total # students(% of students)

Grade LevelWeakness

177.1 170.7 167.9 37/132(28%)

Foundations, Reading Literature and Nonfiction, Vocabulary

180.3 175.1 169.5 39/132(30%)

Geometry/Measurement and Data Analysis

2nd Grade

NormMeanRIT

DistrictMeanRIT

TSEMeanRIT

# at or above grade level RIT

Grade LevelWeakness

188.4 188 184.9 53/113(47%)

Reading Foundations

191.7 194.3 190.5 64/113

(57%)Computation, Algebraic Thinking

3rd Grade

NormMeanRIT

DistrictMeanRIT

TSEMeanRIT


Grade LevelWeakness

198.5 196 194.1 49/110(45%)

Vocabulary

203 200.1 198.1 48/110(44%)

Computation, Algebraic Thinking

4th Grade

NormMeanRIT

DistrictMeanRIT

TSEMeanRIT


Grade LevelWeakness

205.8 205.1 206.3 56/108(52%)

Literature

213.1 212.4 212.5 54/108(50%)

Data Analysis, Statistics

5th Grade

NormMeanRIT

DistrictMeanRIT

TSEMeanRIT


Grade LevelWeakness

211.7 208.2 209.3 43/94(46%)

Literature, nonfiction

221 220.2 217 38/94

(40%)Number Sense, Computation

Goal Measures

Data Targeted

2016 2017 Data 2017

Targeted (cohort)

2018

Goal 1: Improve Student

Achievement

% Passing ISTEP+ E/LA 60.52%

3rd Grade 51.2% 58% 60%

% Passing ISTEP+ Math 3rd Grade 42.2% 42.05% 38% 41%

% Passing ISTEP+

E/LA 4th Grade 64.8% 59.36% 56% 59%

% Passing ISTEP+ Math 4th Grade 50.5% 66.64% 64% 41%

% Passing ISTEP+

E/LA 5th Grade 39.2% 51.52% 48% 60%

% Passing ISTEP+ Math 5th Grade 51.52% 48% 65%

Goal 2: Increase

Attendance Rate

% of participation in parent/teacher conferences

80%

Parents and/or Volunteers Hours 100

Goal 3: Data Analysis of

Professional Development

% of staff participation in professional

development activities80%

Goal MeasuresData

2017 Data 2018

Goal 4: Safe School

Environment

Improve Suspension

Rates

Out of School Suspensions 125

Expulsion Rates Expulsions 0

State Required Safety Drills

Required state reporting for tornado, fire, &

earthquake100%

Lockdown Drills 2 per semester 100%

Reviewed and revised

drills per current standards

100%

Passed Fire Marshall Inspection 100%

Disaggregation Summary of Students who passed ISTEPELA

Grade and ISTEP test date

All Female

Male Black

White Hisp Multi-Racial

Paid Lunch

F/R Lunch

SpEd Gen Ed

Grade 3 2015

56% 50% 37% 62% 68% 52% 23% 58%

Grade 3 2016

42% 56% 46% 31% 54% 45% 70% 69% 48% 14% 50%

Grade 32017

60% 55% 47% 56% 71% 75% 55% 29% 71%

ELA


All Female Male Black

White Multi-Racial

Paid Lunch

F/R Lunch

SpEd Gen Ed

Grade 4 52% 54% 42% 62% 82% 50% 31%

2015

Grade 4 2016

31%

66% 62% 58% 68% 83% 63% 64% 10% 64%

Grade 42017

55% 57% 44% 59% 57% 56% 40% 50%

ELA



White Multi-Racial

Paid Lunch

F/R Lunch

SpEd Gen Ed

Grade 5 2015

79% 58% 58% 71% 87% 62% 38%

Grade 5 2016

27% 45% 31% 21% 47% 50% 78% 33% 21% 38%

Grade 52017

58% 37% 30% 56% 47% 38% 50%

Math


All Female

Male Black

White

Hisp Multi-Racial

Paid Lunch

F/R Lunch

SpEd Gen Ed

Grade 3 2015

58% 41% 26% 48% 82% 34% 8% 43%

Grade 3 2016

42%

35% 40% 27% 47% 45% 20% 38% 41% 14% 40%

Grade 32017

34% 42% 26% 39% 47% 63% 34% 29% 42%

MATH



White Multi-Racial

Paid Lunch

F/R Lunch

SpEd Gen Ed

Grade 4 2015

48% 61% 39% 64% 77% 50% 48% 57%

Grade 4 2016

31%

47% 53% 33% 57% 50% 50% 50% 0% 50%

Grade 42017

49% 75% 61% 72% 36% 63% 70% 62%

Math



White Multi-Racial

Paid Lunch

F/R Lunch

SpEd Gen Ed

Grade 5 2015

84% 80% 79% 83% 97% 79% 70% 83%

Grade 5 2016

27% 38% 28% 11% 43% 50% 56% 31% 21% 33%

Grade 5 2017

50% 47% 30% 56% 46% 38% 50%

Goal Action Plan – Goal #1

PL 221 Corrective Action (Y/N): NTitle I School Improvement (Y/N): NSubgroups Identified for Improvement: All StudentsGoal #1: For each of the next three years, students will achieve measurable continuous improvement in total ISTEP+ scores in Mathematics of at least 3 percentage points increase over the previous year in grades 3, 4, & 5.Baseline: Spring 2014 Data: 3rd Grade – 56.9%, 4th Grade – 76.0%, 5th Grade – 83.7%Year 1 Target: Spring 2015: 3rd Grade – 60%, (39%) 4th Grade – 79%, (56%) 5th Grade – 86.7%, (84%)Year 2 Target: Spring 2016: 3rd Grade - 42% (39%) 4th Grade - 60% (50%) 5th Grade - 87% (32%)Year 3 Target: Spring 2017: 3rd Grade - 42% (38%) 4th Grade - 53% (64%) 5th Grade - 35% (48%)Goal - Spring 2018 - 3rd Grade - 45%, 4th Grade (50%), 5th Grade (65%)Support Data/Findings from Data: Weaknesses – (2017) 3 rd Graders

1. 36% - Algebraic Thinking (40%) - 2018 Goal 39% - Computation (42%) - 2018 Goal 4 th Graders

1. 54% - Mathematical Process 2018 (57%) - Goal5 th Graders

1. 49% - mastered Computation -2018 (51%) - Goal2. 48% - mastered Number Sense - 2018 (51%) - Goal3. 49% - mastered Algebraic Thinking - 2018 (51%) - Goal

Interventions:● Success Time – 30 minutes daily tutorial

interventions meeting students where they are.● Sixty minutes of Everyday Math program including

the home links, math games, math messages, and exit slips.

● An additional 30 minutes of RtI Tier 2 intervention and acceleration

● Instructional calendar based on the 8-Step Process● Strategies from Marzano’s A handbook for

Classroom Instruction that Works● Flexible small group instruction● IXL

Research/Best Practice for Intervention:● Everyday Math program and materials● Success Time using the 8-Step Process● Closing the Achievement Gap: No Excuses by

Patricia Davenport and Gerald Anderson, Ed.D● A Handbook for Classroom Instruction That Works by

Robert J. Marzano

Interventions:● Success Time – 30 minutes daily tutorial

interventions meeting students where they are.● Sixty minutes of Everyday Math program including

the home links, math games, math messages, and exit slips.

● An additional 30 minutes of RtI Tier 2 intervention and acceleration

● Instructional calendar based on the 8-Step Process● Strategies from Marzano’s A handbook for

Classroom Instruction that Works● Flexible small group instruction● IXL

Research/Best Practice for Intervention:● Everyday Math program and materials● Success Time using the 8-Step Process● Closing the Achievement Gap: No Excuses by

Patricia Davenport and Gerald Anderson, Ed.D● A Handbook for Classroom Instruction That Works by

Robert J. Marzano

Strategies for Implementation

1. Students will have 60 minutes of uninterrupted Everyday Math daily

2. Students will receive an additional 30 minutes of Everyday Math for RtI Tier 2 and acceleration

3. Instructional calendar will be revised and developed through the 8-Step Process which will align with the CCR Standards

4. Students will practice multistep problem solving and computation problems using Everyday Math materials

5. Create Math vocabulary lists by grade using a compare and contrast between Everyday Math and ISTEP+ for grades 2-3

Person(s) Responsible

Teachers,Administrator

Teachers,Administrator

Teachers, Administrator



Start

Aug. 2017

Aug. 2017

Aug. 2017

Aug. 2017

Aug. 2017

End

June 2018

June 2018

June 2018

June 2018

June 2018

Resources

Teachers, Everyday Math materials, Instructional Calendar





Staff Development:Indiana Math Initiative workshops, district professional development, and ER & D.Grade level and Learning Log meetings will be held to investigate and research activities to help students with math facts, multi-step problems and to develop consistent math vocabulary with standardized testing and across all grade levels. Continue with the 8-Step Process to identify different level groups after a few weeks so teachers can best help the students increase achievement.Evaluation:Data from ISTEP+, Wireless Generation, 8-Step assessments, and SRI reports – NWEA and mCLASS testing.

Goal Action Plan – Goal #2PL 221 Corrective Action (Y/N): NTitle I School Improvement (Y/N): NSubgroups Identified for Improvement: Free/Reduced StudentsGoal #2: For each of the next three years, students will achieve measurable continuous improvement in total ISTEP+ scores in Language Arts of at least 3 percentage points increase over the previous year in grades 3, 4, & 5.Baseline: Spring 2014 Data: 3rd Grade – 68.8%, 4th Grade – 82.7%, 5th Grade – 68.1%Year 1 Target: Spring 2015: 3rd Grade – 71.8% (55%), 4th Grade – 85.7% (57%), 5th Grade – 71.1% (68%) Year 2 Target: Spring 2016: 3rd Grade - 58% (49%), 4th Grade - 60% (64%), 5th Grade - 71% (37%)Year 3 Target: Spring 2017: 3rd Grade - 51% (55%) 4th Grade - (67%), 5th Grade - 36% (47%)Target Goal - Sprig 2018: 3rd Grade - 58% 4th Grade - (59%) 5th Grade (50%)Support Data/Findings from Data: Weaknesses 3 rd Graders

1. 60% - mastered Reading Non Fiction and Media Literacy (56%) 4 th Graders

1. 56%% - mastered Writing Genres, Writing and Research Process (59%) - 2018 Goal2. 59% - mastered Writing Conventions of Standard English (62%) 2018 Goal

5 th Graders 1. 43% - mastered Writing Conventions of Standard English (46%) 2018 Goal2. 47% - mastered Reading Nonfiction and Media Literacy (50%) 2018 Goal

Standardized Assessments: ISTEP+, IREAD, NWEA, 8-Step Process AssessmentsInterventions:

● 90 minutes of direct literacy instruction using the Benchmark series

● An additional 30 minute block for grammar, spelling, and writing.

● An additional 30 minute block for RtI, Tier 2 students for intervention and acceleration

● Instructional calendar based on the 8-Step Process● Flexible grouping● IXL assignments during computer time and/or

during reading block.

Research/Best Practice for Intervention:● The Fluent Reader by Timothy V. Raskinski● Improving Comprehension with Think-Aloud

Strategies by Jeffrey D. Wilhelm, PhD.● Stretching Students’ Vocabulary by Karen

Bromley● Closing the Achievement Gap: No Excuses by

Patricia Davenport and Gerald Anderson, Ed.D● Daily 5 by Joan Bushey and Gail Moser● Café` by Joan Bushey and Gail Moser

Strategies for Implementation: Person(s) Responsible

Start End Resources

1. All students will receive a daily minimum of 90 minutes of literacy instruction covering the 5 areas of reading instruction including phonics, phonemic awareness, vocabulary, fluency, and comprehension.

2. All student s will receive instruction consisting of whole group, flexible small groups, read to self, partner read, and word work.

3. All students will receive an additional 30 minute block for grammar, spelling, and writing.

4. Students in RtI, Tier 2 will receive an additional 30 minutes for intervention and acceleration.

5. Revised instructional calendar developed through the 8-Step Process aligned with the standards and 3 week assessments

6. Teachers will use best practice strategies in developing student vocabulary.

7. Teachers will have students justify thinking from the weekly text selections, fresh reads, and read-alouds.




Teachers, Reading Specialists, Administrator



Teachers

Aug. 2017

Aug. 2017

Aug. 2017

Aug. 2017

Aug 2017

Aug 2017

Aug. 2017

June 2018

June 2018

June 2018

June 2018

June 2018

Teachers, Benchmark reading series, Reading centers

Teachers, Benchmark reading series, Reading centers

Teachers, Benchmark reading series, supplemental materials

Teachers, Reading Specialists, Benchmark reading series, supplemental materials

Teachers, Benchmark reading series, 8-Step Process

Teachers, ISTEP+ common vocabulary words

Teachers, Benchmark reading series, 8-Step

Staff Development:Strategies found in The Fluent Reader by Rasinski and Improving Comprehension with Think-Aloud Strategies by Wilhelm along with The Daily 5 by and Café` by will be the focus of book talks in professional development. District initiative

workshops with Benchmark will be utilized.Grade level and Learning Log meetings will be held to investigate and research activities to help students with vocabulary, writing skills, and word recognition. Continue with the 8-Step Process to identify different level groups after a few weeks so teachers can best help the students increase achievement.Evaluation:Data from ISTEP+, Wireless Generation, 8-Step assessments, NWEA and SRI

Goal Action Plan – Goal #3Goal #3: Students will maintain an attendance rate of at least 95%Year 2018: Target of 96% attendance rateSupport Data (from the Profile):Attendance rate for 2014-2015 school year was 95.41%Attendance rate for 2015-2016 school year was 95.66%Attendance rate for 2016-2017 school year was 95.7%

Interventions:● School personnel will communicate with

students, parents, and other agencies regarding attendance and provide incentives to students for good attendance.

Research/Best Practice for Intervention:● Closing the Achievement Gap: No Excuses by

Patricia Davenport and Gerald Anderson, Ed.D● A Handbook for Classroom Instruction That

Works by Robert J. Marzano● What Works In Schools by Robert J. Marzano

Strategies for Implementation: Person(s) Responsible

Start End Resources

1. Teachers will encourage students to improve attendance by earning individual rewards.

2. Teachers will encourage students to receive classroom awards for having perfect attendance day by day.

3. School Social Worker will work with parents on attendance issues

4. Students can earn Positive Behavior Rewards

Faculty, Administrator

Faculty, Administrator

School Social Worker, Administrator

August 2017

Aug. 2017

Aug. 2017

June 2018

June 2018

June 2018

Certificates, ribbons, pencils, ice cream, popcorn, SMILE bucks, coupons from different restaurants

Popcorn, letters to spell out “Perfect Attendance”, SMILE bucksPowerSchool

Positive Behavior Support Materials

5. Students can earn the honor of Citizen of the Month for showing good behavior, having good attendance, showing good character, and being a good citizen



Aug. 2017

Aug. 2017

June 2018

June 2018

School developed certificate, picture of student, laminating material, paper

Staff Development:Teachers will discuss and focus on strategies from Energy Bus by Jon Gordon and A Handbook for Classroom Instruction that Works by Robert J. Marzano, et al. Closing the Achievement Gap: No Excuses by Patricia Davenport and Gerald Anderson, Ed.D. Articles and on Cultural Competency.Evaluation:Indiana Department of Education attendance reports comparing year to year attendance rates.

Goal Action Plan – Goal #4PL 221 Corrective Action (Y/N): NTitle I School Improvement (Y/N): NSubgroups Identified for Improvement: Free/Reduced StudentsGoal #4: Increase student achievement by 3% in the culturally diverse subgroup: Free/ReducedBaseline: 2016: Year 2: Data: 2016

● 3rd Grade Language Arts - Free/Reduced = 48% (55%) passed in 2017● 3rd Grade Math- Free/Reduced = 41% (34%) passed in 2017● 4th Grade Language Arts - Free/Reduced = 64% (56%) passed in 2017● 4th Grade Math- Free/Reduced = 50% (63%) passed in 2017● 5th Grade Language Arts - Free/Reduced = 33% (47%) passed in 2017● 5th Grade Math- Free/Reduced = 31% (46%) passed on 2017

2018 Data Goal● 3rd Grade Lang. Arts - Free/Reduced = 59%● 3rd Grade Math - Free/Reduced = 37%● 4th Grade Lang. Arts - Free/Reduced = 59%● 4th Grade Lang. Arts - Free/Reduced = 66%● 5th Grade Lang. Arts - Free/Reduced = 50%● 5th Grade Lang Arts - Free/Reduced = 34%

Support Data/Findings:Indiana Department of Education ISTEP+ results, NWEA and school demographicsStandardized Assessments:ISTEP+, NWEA, and 8-Step AssessmentsInterventions:Teachers will read and discuss a variety of articles and books on cultural competency.

Research/Best Practice for Interventions:Closing the Achievement Gap: No Excuses by Patricia Davenport and Gerald Anderson, Ed.D

Strategies for Implementation Person(s)

ResponsibleStart End Resources

1. Teachers will use the information from articles and books to learn more about Cultural Competency. The articles and books will be shared at staff meetings by different groups of teachers

2. The 8-Step Process will be used to improve student achievement and close the achievement gap.

3. Teachers will continue to teach and implement the Positive Behavior Support system in their classrooms.

4. A five step discipline system or a clip chart will be developed and implemented. These steps are to be included for all discipline issues except for issues that put the safety of students at risk.





Aug 2017

Aug 2017

Aug 2017

Aug 2017

June 2018

June 2018

June 2018

June 2018

Books, articles, and videos dealing with diverse populations of students and families.

Peggy Hinkley, Patricia Davenport’s 8-Step Process along with her book, instructional calendar and assessments

Positive Behavior Rewards, SMILE bucks, and SMILE Wagon

Classroom discipline policies.

Staff Development:Teachers will read and discuss at faculty or grade level meetings various articles on Cultural Competency.Evaluation:ISTEP+ and NWEA results of the different demographic subgroups.

Professional Development Program

Goal #1: All teachers are trained in the best practices shown by research to improve skills

in problem solving and computation which include multi-step problems andexplaining answers. There are also trained to engage students in active, learning mathematics.

Strategy #1:Teachers will review grade level, classroom, and individual student assessments using 8-Step assessments, ISTEP+. NWEA, Wireless Generation, and Everyday Math

Action Plan:Administrator and Literacy/Data Coach will provide professional development sessions to review and disaggregate 8-Step assessments, ISTEP+, and Wireless Generation using the data warehouse Pivot. These data analysis sessions will take place during faculty, learning log, and grade level meetings.

Persons Responsible: Building administrator, Data/Literacy Coach, and Teachers Timeline for Completion: Aug. 2017 – on-going.

Strategy #2: Teachers will incorporate Daily 5 into their 90 minute reading block.Action Plan: Using district wide training in Daily 5, teachers will utilize to drive their instruction in their classroom

Persons Responsible: Teachers and Building Administrator Timeline for Completion: June 2017

Strategy #3:Tenth Street’s Literacy/Data Coach will video engaging lessons to share with teachers during grade level and learning log meeting

Action Plan: By sharing the videos with other teachers at different grade levels, teachers willsee different ways to engage students in active learning and be able to collaborate with one-another of what was successful in engaging learning in classrooms.

Persons Responsible: Literacy/Data Coach, Teachers, and Administrator Timeline for Completion: June 2017

Evaluation of Goal:

Staff/PD, grade level, and learning log meetings will be attended by 98% of the teachers. Student performance data will be analyzed. Teachers will feel comfortable in using the new data warehouse Pivot. Daily 5 will be implemented in all classrooms.


Goal #2: The teachers will examine and implement strategies for improving the writingprocess in reading/language arts.

Strategy #1: Teachers will have staff development on strategies to improve the writing process in students using Writer’s Workshop.

Action Plan: Christy Moore will lead teachers in staff development on Writer’s Workshop andthe writing process. Teachers will also see the process modeled in the classroom with students.

Persons Responsible: Building administrator and Teachers Timeline for Completion: 2017-ongoing

Strategy # 2: The 8-Step Process will continue to be utilized by teachers with the help of arevised instructional calendar. Teachers will use strategies to improvestudent achievement, develop consistent delivery of instruction, and set highexpectations for all students at each grade level.

Action Plan: Teachers will continually revise and update the instructional calendar whereneeded throughout the year by looking ahead at the assessments that will be given to drive their instruction in the classroom. By looking ahead, teachers can anticipate what prerequisite skills need to be in place before teaching the lesson.

Persons Responsible: Teachers, Administrator, 8-Step Process Team Timeline for Completion: 2017 – on-going.

Evaluation of Goal: Staff/PD, grade level, and learning log meetings will be attended by

98% of the teachers. Student performance data will be analyzed. Teachers willfeel comfortable in using the new data warehouse Pivot. Daily 5 will be implemented in all classrooms.


Goal #3: Cultural Competency – The faculty will examine strategies differentiatinginstruction to close the achievement gap for students with a variety of learningstyles.

Strategy #1: Teachers will read and share a variety of articles and books on culturalcompetency and diverse student populations.

Action Plan: The teachers will read a series of article or information from books to develop abetter understanding of families and students from diverse populations.

Persons Responsible: Building administrator and teachers. Timeline for Completion: 2017-On-goingStrategy #2:All staff will use Positive Behavior Support to help create a positive learning climate that is conscious of working across cultures, age, race, gender, and socio-economic backgrounds and where diversity of the school community is considered and valued.

Action Plan: All staff will be updated at the beginning of the school year about our Positive Behavior Support plan and implement it with fidelity throughout the year. Students will learn the expectations for every aspect of the school including the cafeteria, restrooms, buses, classrooms, hallways, and recess.

Person Responsible: Positive Behavior Support Team, Teachers, Staff, and Students Timeline for Completion: 2017 – On-going.

Evaluation of Goal:

Teachers will use the information and strategies learned from these articles and book talks to better relate to, assist, and help children and their families in the learning process. Teachers will look at improvement of student achievement in the data comparing sub-groups.

Documentation of Support by Anderson Federation of Teachers

As required by 511 IAC 6.2-3-3, I, as the exclusive representative of the Anderson Federation of Teachers, have reviewed and support the Professional Development Section of the Continuous School Improvement Plan for Tenth Street Elementary School.

____________________________________________________ Signature of Exclusive Representative

____________________________________________________ Date

Waived Statutes and Rules

X No statutes or rules have been waived at this time.

______ The following list of statutes and rules have been waived

Certificate of Submission

The committee, comprised of the building principal, administrators, teachers, parents, and community member(s), have submitted the final draft of the Strategic and Continuous Improvement and Achievement Plan to the superintendent. The school improvement committee has considered the recommendations of the superintendent and revised the plan at their discretion. The final plan has been presented to the superintendent and the school board.

____________________________________________ __________________________________ Signature of Building Principal Date

This school improvement plan has been reviewed in accordance with the timelines established under I.C. 20-10.2-3-2.

Reviewed by Anderson Community Schools Board of School Trustees

WHEREAS a three year Continuous School Improvement Plan has been developed and coordinated by the building principal with input from a committee of persons which included the principal, teachers, parents, students, and community member(s) for Tenth Street Elementary School, and

WHEREAS, the Superintendent of Schools has reviewed the plan to ensure that the plan aligns with the school corporation’s mission statement, goals, and expectations, and

WHEREAS, the governing body is required under Indiana Law to review said plan, and

WHEREAS, the governing body reviewed this plan on this date, _______________________________at the Administration Building located at 1600 Hillcrest Avenue, Anderson, IN 46011

THEREFORE BE IT KNOWN that the governing body will submit this plan to the Indiana Department of Education as required under 511 AC 6.2-3-5 Sec. 5 and directs that a copy of this plan remain on file for public review in the office of the building principal.

_____________________________________________ __________________________________ Signature of Superintendent Date

This school improvement plan has been reviewed in accordance with the timelines established under I.C. 20-10.2-3-2.

References

Bazron, Barbara; Osher, David; Fleischman, Steve. “Creating Culturally Responsive Schools.” Educational Leadership, Sept 2005, Vol. 63 Issue 1, p83-84.

Cowan, Peter. “What is Cultural Competency? One Teacher’s Perspective.” Indiana Project for Latin American Cultural Competency. http://indiana.edu/~iplacc/

Davenport, Patricia and Gerald Anderson. Closing the Achievement Gap: No Excuses. Huston, TX; APQC Publications, 2002.

Howard, Gary R. “As Diversity Grows, So Must We.” Educational Leadership, Mar 2007, Vol. 64 Issue 6, p 16-22.

Marzano, Robert J. Classroom Instruction That Works: Research-based Strategies for Increasing Student Achievement. Alexanderia, VA: ASCD, 2001.

Slocumb, Paul D. Ed.D. Removing the Mask: Giftedness in Poverty. Highland, TX: Aha! Process, Inc., 2000.

Tomlinson, Carol Ann and Caroline Cunningham Eidson. Differentiation in Practice: a Resource Guide for Differentiating Curriculum. Alexandria, VA: ASCD, 2003.

Zemelman, Steven, Harvey Daniels, and Arthur Hyde. Best Practice: New Standards for Teacheing and Learning in America’s Schools. Portsmouth, NH: Heineman 1999.

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