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Paul C. Garrison Elementary SchoolSchool Improvement Plan

and

NCA Standards Assessment Report2008-2011

To Be SubmittedMay 2010

BOARD VISIONRichmond Community Schools will be a high performing, well respected public school system that will make the community proud. Excellent student achievement, graduation rate, and attendance will be our hallmarks.

BOARD GOALS Brain research indicates there is a window of opportunity, birth through nine, during which students must acquire a mastery of literacy capabilities essential for reading; thus promoting student success in school, society, and the workplace. We, therefore, pledge intense determination to ensure that all students read before age ten. Further we pledge that:

RCS students will experience appropriate, research based instruction.

Each student’s potential, abilities and interests will be enhanced by their learning experiences.

All students will graduate understanding the value of education, learning and personal responsibility.

Students will be prepared to be successful in college or the workforce.

The curriculum will be aligned to Indiana academic standards. All students will experience ongoing appropriate literacy instruction

through their school careers.

BOARD PRACTICES Our employees will be recognized, evaluated, and rewarded for

their contributions to the success of all our students. Available resources will be deliberately allocated to support high

performance goals. Accountability will be demonstrated through continuous

improvement with data driven measurables.

MISSION STATEMENTRichmond Schools in partnership with the community will help all children believe in themselves, respect others, and experience the joy of learning.Through effective teaching, children will first learn the basic skills, including thinking skills, using words, numbers and ideas. In addition, children will be given the opportunity to learn more of what they want and need to know.Adults will model behavior that will teach children to resolve conflict successfully, take risks with new ideas, and understand that they can err without being judged.

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Richmond Community Schools Goals, Benchmarks and Measures:GOAL: CONTINUOUS IMPROVEMENT IN STUDENT ACHIEVEMENT IS EVIDENTStudents will be academically prepared to move to their next educational level.

a. First grade students will have 80% or higher automaticity with addition and subtraction facts.

i. Pass level 18 in Math Facts In A Flashb. Second grade students will read to learn by 3rd grade.

i. Fountas & Pinnell Benchmark Reading Level Mc. Third grade students will summarize their thoughts and

concepts in simple paragraphs.i. Pass Indiana 3rd Grade Writing Assessment

d. Fourth grade students will have 80% or higher automaticity with multiplication and division facts.

i. Pass levels 26 and 27 of Math Facts In A Flashe. Sixth grade students will read expository text at grade level and

write grade appropriate reports.i. Fountas & Pinnell Benchmark Reading Level Yii. Pass Indiana 6th Grade Writing Assessment

f.Eighth grade students will be ready to take Algebra 1 in 9th grade.i. Pass District Math Assessment and/or 8th Grade Math

ISTEP+g. Eighth grade students will be ready to read and write to learn in

high school.i. Pass English/Language Arts ISTEP+

h. Students will pass Indiana End of Course Assessments.i. Pass Algebra 1, Algebra 2, Biology, & English 10 End of

Course Assessmentsi. An integrated and focused intervention system will provide

acceleration for students who are off track for success.i. Percent of students receiving interventions who get back

on track to succeedj. Students will graduate.

i. Graduation RateGOAL: CONTINUOUS IMPROVEMENT IN QUALITY IS EVIDENT FOR EVERY INDIVIDUAL, EVERY SCHOOL, AND THE DISTRICT.Students will be socially prepared to move to their next academic level.

a. All students will demonstrate personal responsibility with good attendance and behavior choices.

i. Percent of students with 95% or higher Attendance Rateii. Percent of students with no office referrals

b. All students will understand and use conflict resolution skills.i. Percent of students with no suspensions

c. All students will have a post secondary education and career plan.

i. 6th grade survey of education and career goalsii. Key Stone/Cap Stone post secondary goal setting and

implementation projectiii. Percent of eligible students enrolled in 21st Century

Scholars Plan

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All schools will be learning communities that maximize the individual potential of community members.

a. Schools are safe and secure.i. Student and Parent Surveys

b. Students participate in extracurricular activities.i. Percent of students actively participating in extracurricular clubs/activities

c. Teachers model the importance of personal growth.i. Participation in School Improvement Professional Development Plans

d. Parents and the community are involved in meaningful support of education.

i. Log of participation at each building

Community Demographics:

Facts about the school’s community:

Quick FactsRichmon

d IndianaPopulation, 2003 estimate 38,201 6,195,643

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http://quickfacts.census.gov/qfd/meta/long_304163.htm

Population, percent change, April 1, 2000 to July 1, 2003 -2.4% 1.9%Population, 2000 39,124 6,080,485Population, percent change, 1990 to 2000 -1.5% 9.7%Persons under 5 years old, percent, 2000 6.8% 7.0%Persons under 18 years old, percent, 2000 23.4% 25.9%Persons 65 years old and over, percent, 2000 16.4% 12.4%Female persons, percent, 2000 53.0% 51.0%White persons, percent, 2000 (a) 86.8% 87.5%Black or African American persons, percent, 2000 (a) 8.9% 8.4%American Indian and Alaska Native persons, percent, 2000 (a) 0.3% 0.3%Asian persons, percent, 2000 (a) 0.8% 1.0%Native Hawaiian and Other Pacific Islander, percent, 2000 (a) 0.1% ZPersons reporting some other race, percent, 2000 (a) 1.1% 1.6%Persons reporting two or more races, percent, 2000 2.1% 1.2%Persons of Hispanic or Latino origin, percent, 2000 2.0% 3.5%Living in same house in 1995 and 2000, pct 5 yrs old & over 50.3% 55.0%Foreign born persons, percent, 2000 2.4% 3.1%Language other than English spoken at home, pct age 5+, 2000 5.0% 6.4%High school graduates, percent of persons age 25+, 2000 74.6% 82.1%Bachelor’s degree or higher, pct of persons age 25+, 2000 13.8% 19.4%Mean travel time to work (minutes), workers age 16+, 2000 14.9 22.6Housing units, 2000 17,647 2,532,319Homeownership rate, 2000 58.7% 71.4%Median value of owner-occupied housing units, 2000 $73,000 $94,300Households, 2000 16,287 2,336,306Persons per household, 2000 2.29 2.53Median household income, 1999 $30,210 $41,567Per capita money income, 1999 $17,096 $20,397Persons below poverty, percent, 1999 15.7% 9.5%

P.L. 221 Requirements for Paul C. Garrison Elementary School

I. IntroductionA. Narrative description of the school, the community, and the

educational programs

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Paul C. Garrison Elementary is a K-6 school in Richmond, Indiana in the rural southeast corner of Wayne County outside of the Richmond city limits. It serves students who live in single family homes, both in a rural setting outside of the city and in neighborhoods inside the city, as well as three large income dependent apartment complexes located in the far corners of the district. Garrison’s school district covers the largest square mileage of all the elementary schools. Regularly, families join us from distant parts of the world: China, South Africa, India, Japan, and Mexico, to name a few, which adds to our diversity. Opened in 1972 with an “open concept” design, the facility is in need of upgrades and repairs with a design that will promote academic success. Garrison will undergo a major renovation to be completed and ready to celebrate the 40th anniversary in 2012. The Townsend Cabin, that features a delightful local history, was relocated to the Garrison property in 1976. It is the centerpiece of “Cabin Days” each fall when school-wide activities are planned around one of three historical themes.Garrison Elementary has a computer lab with 30 PC workstations. Each teacher has an opportunity to take his/her class to the lab for a visit each week and can also sign-up for additional times. Currently each classroom has 1-4 PC workstations, with some classrooms having five. Other technology at Garrison includes: TV’s, telephones, 2 LCD projectors, VCR/DVD players connected to TV’s in every room, access to overhead projectors, and Internet access in every room. Garrison also has one portable interactive Smartboard. Software is continuously updated to support curriculum.

The school certified staff includes:o One principal, o Seventeen grade-level teachers for grades K-6, two of which are ½ timeo Two special education resource teachers, o One part-time social worker, o One part-time Title 1 Reading Recovery teacher, o Two Literacy Coaches, each are ½ time o One part-time Leveled Literacy Interventionisto a Speech/Language Pathologist, o a Library Media Specialist, o a full-time art teacher, o a 4/5 part-time music teacher, o a 3/5 part-time physical education teacher.

The average class size at Garrison Elementary is 21 students per classroom. Thirteen of 15 classroom teachers work with 48 students with special needs. Garrison Elementary is currently a Targeted Assistance School for Title I. Garrison employs highly qualified teachers in all core content area classes. A letter is sent at the beginning of each school year describing this information for all parents. The teaching staff is dedicated and experienced, modeling lifelong learning by engaging in professional development, applying it in their own classrooms, and then reflecting on the impact on student achievement. A little more than 50% of the teaching staff has 10 or more years of experience and 25% of the staff are or will be eligible for retirement within the next few years. Teacher recruitment is coordinated at the district level. Richmond Community Schools will employ a number of strategies to attract and retain highly qualified teachers, including: visiting university job fairs; posting open positions on the

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Department of Education website, advertising with university education departments; and providing student teaching opportunities for pre-service teachers.When a new teacher comes to Garrison Elementary, they are partnered with an experienced teacher who serves as his/her mentor to assist them in getting acclimated to the school. Literacy coaches provide additional training in the framework to support them. Additional support is also provided in Positive Behavior Support and Second Steps by the building’s PBS Team. All teachers are evaluated on a regular basis to provide additional support by the principal. Novice teachers are evaluated annually and tenured teachers are evaluated on a three year cycle. All teachers are evaluated utilizing a research based rubric (Danielson). Non-certified staff members in the building include:

o Four full time instructional assistants (two part time special education assistants that job share, and three full time special education assistants),

o All instructional paraprofessionals meet NCLB requirements to be considered highly qualified

o Two and a half custodians, o One clerical/health assistant, o One secretary.

All support staff are evaluated annually by the principal. Volunteers are present regularly and help in the classrooms, library and office.Factors determining socio-economic status include a 53% rate of students who receive free or reduced lunch in the current 2009-2010 school year. This has increased from 51% reported in the 2008-2009 school year and equal to 2007-2008. (Figure 1)

Figure 1

Response to Intervention: Richmond Community Schools, as a district, has defined Response to Intervention (RTI) as: “The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.” Further, Richmond Community Schools has been determined to approach RTI as a systemic change rather than as a part of the

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identification process for students suspected of having a specific learning disability. Thus, RTI is being implemented for the core areas of Reading, Mathematics, and Behavior. Given its use in the identification of students with SLD, Reading was the first area to be refined for implementation, and was implemented district-wide at the elementary level during the 2009-2010 school year. The Fountas and Pinnell text reading level, determined through either the F & P Benchmark Assessment or through running record, is the progress monitoring tool being used in all elementary schools across the district. Thematic, integrated instruction, designed to accommodate the needs of various learning styles is provided as a Tier I intervention for all students in the general classroom setting. For students identified for Tier II or Tier III intervention, progress monitoring occurs at least every two weeks, with decision points after at least three data points. During the 2009-2010 school year, there has been continuing discussion and refinement of the RTI process for Mathematics and Behavior, and both should be fully implemented during the 2010-2011 school year.

Curriculum Mapping:Curriculum mapping is seen as a tool for strengthening vertical alignment of curriculum and access to shared resources and materials that support best instructional practices. Each school will set aside time on a monthly basis to review and reflect upon current practices using current curriculum maps with the goal of identifying gaps and redundancies that need to addressed. Richmond Community Schools, as a district, is in phase one of curriculum mapping. Phase I: 2009-2010 district map designed for Language Arts/English Teachers in these subject areas trained to diary map Phase II: 2010-2011 district map will be created in math and science Teachers in these subject areas trained to diary map Phase III: 2011-2012 all other subjects will be brought into the curriculum mapping process. Teachers in these subject areas trained to diary map.

Funding Sources:There is district and building coordination of funding for programs and services to support student learning. While funds are not consolidated, each of the individual funding sources is used to create a system of educational programs and services designed to improve student academic achievement. Title 1 funds are used to provide programs to supplement the core curriculum, including Reading Recovery and a ½ time Primary Literacy Coach. Title II funds provide support for building and district level professional development. Title III funds support staff and supplies to meet the needs of our English-language learners. Special education funds provide staff and supplies to meet the needs of students identified as eligible for special education services. Garrison Elementary coordinates program efforts, but does not choose to consolidate funds. Programs funded at Garrison Elementary include:

Professional Development funded through Title II Part A and PL 221 School Improvement grant as well as Title I resourcesTechnology resources purchased through Title II Part DReading Recovery Continuing Contact Professional Development funded through an Early Literacy Intervention GrantIntervention programs such as Leveled Literacy Intervention funded from the General FundResponse to Intervention Process funded through IDEASpecial Education programming funded through Individuals with Disabilities Educational ActPrimary Literacy Coach funded through Title ICommunities in Schools funded through the Safe Schools/Healthy Students Grant

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Positive Behavior Support and Behavior Coaches funded through Safe Schools/Healthy Students Grand and the Individuals with Disabilities Educational ActSchool-based Mental Health Workers funded through the Safe Schools/Healthy Students Grant

Years from now, the image of a Garrison Elementary education will not reflect the kind of structure Garrison Elementary was, but rather the type of home Garrison provided for its students to become life-long learners in an ever-changing society.

School Demographics for Paul C. Garrison Elementary

Figure 2

Performance Data

Year AttendanceRate

Free LunchCount

ReducedLunchCount

FreeLunchPercent

2000-01 95.7% 109 27 34% 2001-02 95.8% 92 30 31% 2002-03 95.2% 133 14 37% 2003-04 94.9% 166 16 42% 2004-05 95.2% 186 28 49% 2005-06 95.4% 127 22 38% 2006-07 95.3% 155 41 42% 2007-08 96.3% 150 23 47%2008-092009-10

96.1% 96.3%

158156

2022

48% 47%

Figure 3Enrollment Data

Year TotalEnrollment

1996-97 3591997-98 3521998-99 3231999-00 3132000-01 323

2009-10 Ethnic Breakdown

White 264Black 14

Hispanic 7Asian 10

Native American 0Multi-racial 37

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2001-02 2942002-03 3552003-04 3912004-05 3832005-06 3322006-07 3722007-08 3582008-092009-10

327332

B. Description and location of curriculum: Curriculums for all courses and grades are available on the Richmond Community Schools web site either at Staff Links or on the RCSNAS.

C. Titles and Descriptions of assessment instruments to be used in addition to ISTEP+

Triangulation of Data

Goal #1ISTEP+ Writing Applications

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Data Point 1

ISTEP+ Writing Applications Grades 3, 4, 5, and 6

Fall and Spring Scores

Goal #1

Garrison students will improve student writing process and application scores by 6% each year as measured by ISTEP+.

Data Point 2

Fall, Winter, Spring Writing Prompt Scores as measured by 6+1 Rubrics.

Data Point 3

F& P Reading Benchmarks, PPVT, DIBELS and Acuity

Goal #1: WritingIn Spring 2009, Writing Process, Writing Applications, and Language Conventions continue to be the lowest scoring sections on the Language Arts portion of the ISTEP+ Testing, however a marked increase by 3rd and 5th grade is encouraging. The chart indicates the percentage passing in each grade level.

2009 3rd 4th 5th 6thWriting Process 72 86 74 76Writing Applications 72 90 74 76Language Conventions 70 88 75 76

2008 3rd 4th 5th 6thWriting Process 59 91 67 78Writing Applications 64 86 67 82Language Conventions 61 84 63 79

The ISTEP+ writing prompt is graded on a scale of 0 to 6, with 6 being a perfect score. In 3rd to 6th grade

o 8 students received the score of 6, 5% o 15 students scored a 5, 10%o 60 students scored a 4, 40%o 50 students scored a 3, 33%o 13 students scored a 2, 9%o 4 students scored a 1, 3%o 3 students scored a zero, 2%

In the Spring of 2009, 83 students or 55% earned a score of 4 or above. In the fall of 2008, 85 students, or 47% earned a passing score. These scores show a 3 year decline from 117 students, or 59% earning a score of 4 or above in 2007.The results indicate that the majority of students are scoring below a 4 on the writing. The Goals team further examined that the ISTEP+ results indicated that there are some students who would have earned a PASS+ if their writing scores had

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been in the 4 to 6 point range. This trend is consistent with ISTEP+ results from 2003-2008. By putting an emphasis on writing, Garrison will work to increase the number of students receiving a 4, 5, or 6 on the Writing Rubric.In an effort to address student academic weaknesses, Garrison Elementary teachers developed a fall, winter, and spring writing prompt. The writing prompt is scored using the 6+ 1 Traits of Writing Rubric. The results indicate that writing is an area of weakness for students at Garrison. In the spring of 2009, it is noted that only 58% of our students increased their writing scores from fall to spring. This will continue to be an area of focus for the Garrison staff. When given a specific writing prompt, teachers report students have consistently expressed concerns and frustrations with this type of assignment. Therefore, we note that students lack confidence in the area of writing for a specific purpose. When administering the ISTEP+, Garrison teachers observed this to be a laborious task for the students and they often gave up easily on the writing assessment or were finished considerably under the allotted time. Teachers noted that students continue to have difficulty organizing their thoughts to begin the writing process or often do not have enough to write about when they do get started. It is also observed as we assess and analyze student writing pieces that students have less experiences from which to draw upon to create writing pieces. Garrison will look into a more active field trip schedule to provide opportunities for students to draw on in which to be inspired to write. The overall consensus is that Writing Applications and Writing Processes are areas that continue to need attention.

Goal #2

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Data Point 1

ISTEP+: Measurement & Problem SolvingGrades 3, 4, 5, and 6

Spring Scores

Goal #2

Garrison students will demonstrate a minimum of 5% growth in the areas of Measurement &

Problem Solving in Math on ISTEP+.

Data Point 2

Acuity Measurement & Problem Solving:Grades 3, 4, 5, and 6

Spring Growth Scores and Grade Level Predictive Scores

Data Point 3

Everyday Math Pre & Post Assessments and Mathematics Mastery Grades for

Grades K - 6

Goal # 2 Math The ISTEP+ test of 2003 showed that 68% of our third graders and 64% of our sixth graders passed the Number Sense portion of the test, while on the 2004 test 69% of our third graders and 62% of our sixth graders passed. This showed a need to emphasize Number Sense in our math instruction. On the 2007 test, 62% of the third graders passed and 80% of the sixth graders passed. We saw an increase in 2008 to 75% for Grade 3 and 88% for Grade 6. The Goals Team indicated that this showed improvement in the sixth grade cohort from 69% to 88%, therefore the Goals Team looked for other areas of need including fact computation, problem solving and measurement. In order to address these weaknesses, Garrison staff utilizes Math Facts in a Flash and have each student maintain a vocabulary notebook to ensure a common language in Math. They also have a daily practice section in math instruction which review and practices past concepts. A pre and post assessment in for all math concepts, utilizing Everyday Mathematics to measure growth in all areas of mathematics for each school year will be conducted. Mastery grades in mathematics will continue to be measured as well.

As the district addresses RtI for mathematics, Garrison will continue to provide ongoing interventions in Mathematics for students in need. Tier level interventions will become available for mathematics in 2010-2011 district-wide.

2009 3rd 4th 5th 6thMeasurement 65 74 79 88Problem Solving 60 74 79 88Computation 58 77 81 90

2008 3rd 4th 5th 6thMeasurement 66 89 81 88Problem Solving 73 77 77 83Computation 75 82 81 90

II. Statement of Mission, Vision and Belief

Paul C. Garrison Elementary School’s

Mission StatementBuilding Knowledge, One Log at a Time.

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Vision Statement/Acrostic

C onnections to the real world A chievement for ALL B est practice instruction I nquiring minds for lifelong learning in a N urturing, caring, creative community

School Belief Statements1. We believe that all students have a right to an orderly, safe, and secure

learning environment.2. We believe schools must cultivate a culture of respect and students should

be taught concepts of equality, tolerance, and importance of making good choices.

3. We believe student success breeds success.4. We believe all children can learn.5. We believe all student work has dignity and value.6. We believe students, teachers, and parents share the responsibility for

learning.7. We believe all students will be challenged to work to their full potential.8. We believe that student success in all endeavors is the result of hard work,

perseverance, and natural endowment.9. We believe that all students will be taught in a manner that best fits

individual learning styles and abilities.10. We believe that all students will be taught an appreciation for the fine arts.

III. Summary of data, derived from an assessment of the current status of educational programmingA. Data, including graphs from the annual performance report

School Performance

Paul C. Garrison Elementary School Richmond 8943

Figure 4 School ResultsINDICATOR 06-07 07-08 08-09 09-10 State

Results

Student Enrollment 372 355 318 332Grade 3 % Passing Math 77 62 73 69 70Grade 3 % Passing ELA 67 63 61 81 75Grade 4 % Passing Math 76 83 84 71 73Grade 4 % Passing ELAGrade 4 % Passing Sci

64 72 84 7476

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Grade 5 % Passing Math 81 77 83 94 7714

Grade 5 % Passing ELA 75 75 67 83 74Grade 5 % Passing SS 70 64 73 79 64Grade 6 % Passing Math 81 90 88 84 79Grade 6 % Passing ELAGrade 6 % Passing Sci

73 84 78 8270

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Avg. Class Size 20 15 18 20 22Attendance Rate 95.3 96.3 96.1 96.3 96.1# of Students < 10 UnExcused Absences

7 3 7 9

# of Students Suspended 15 5 17 2# of Students Expelled 0 0 1 1# of Exp & Suspensions w/Drugs, Weapons or Alcohol

1 0 3 1

Figure 5

Garrison Language Arts NCLB Goals to 2013

78 78

73.469.8

73.2 72.2

76.8

70 7073 71.4 72.2 72.2

80.282.4

84.686.8

89 8991.2

93.495.6

97.8100

7376

7982

85 8588

9194

97100

72

30

40

50

60

70

80

90

100

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008 2009 2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

Garrison Actual

State Actual

Garrison Projected

State Projected

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Figure 6

Garrison Math NCLB Goals to 2013

67.1 67.3

74.778.6 77.8 76.8

7173 74 73.7 74.6 75 75

70.3973.68

76.97

83.55 83.5586.84

90.1393.42

96.71100

73.976.8

79.782.6

85.588.4

91.394.2

97.1100

81.6680.26

85.5

30

40

50

60

70

80

90

100

2003-2004

2004-2005

2005-2006

2006-2007

2007-2008

2008 2009 2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

Garrison Actual

State Actual

Garrison Projected

State Projected

Figure 7ISTEP Avg Pct Pass – All Tested Grades ELA and Math

Summary Statement:In meeting academic standards under ISTEP+ in Spring 2009: For the past four years, Garrison has exceeded the State average in ELA and

Math performance on the ISTEP+, 58% of the third grade students at Garrison Elementary passed both the

Language Arts and Math sections of the test, 3% higher than in Fall 2008,16

70% of the fourth grade passed both, 7% lower than in Fall 2008, 74% of 5th grade, 12% higher than in Fall 2008, and 74% of 6th grade students passed both sections, 1% lower than in Fall 2008. The all school average passing both English/Language Arts and Math in Spring

2009 was 76.8%, .1 % lower than in Fall 2008. The all school actual percentage of passing both English/Language Arts and Math

in Spring 2009 was 69.1%, 1.9% higher than in Fall 2008. (Figure 8)

Figure 8Garrison Actual % of Passing ISTEP+ Both

Students with Disabilities Passing ISTEP+Fifteen percent (48 students) of the Garrison Elementary 332 student population are students identified with disabilities: 1% of 3rd grade students with disabilities, a 19% decrease, 80% of 4th grade students with disabilities, a 47% increase, 36% of 5th grade students with disabilities, a 5% increase, and 56% of 6th grade students passed the both sections of the ISTEP+ test in Spring

2009, a 31% increase, 42% of all students with disabilities passed ELA, a 2% decrease, 42% of all students with disabilities passed Math an 29% decrease, 42% of all students with disabilities passed both sections in Spring 2009.

Figure 98th Grade Garrison Students at Test Middle School

Figure 1017

7th Grade Garrison Students at Test Middle School

Figure 116th Grade Garrison Students


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Figure 143rd Grade Garrison Students

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B. Data related to performance indicators other than those included in the annual performance report

Figure 15Spring 2010 Writing Applications

ISTEP+ WritingAs noted in the graph above, most of our students are scoring in the 3-4-5 point range. (Note: A score of 4 is considered a passing score, while a score of 3 is not passing). Garrison staff believes that these scores directly impact the overall pass rate in English Language Arts and Mathematics. Therefore, writing, using the 6+1 Traits model, will continue to be a focused goal for the next three years.

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75% of Grade 3 posted a passing score 80% of Grade 4 posted a passing score 85% of Grade 5 posted a passing score 92% of Grade 6 posted a passing score 83% of all students posted a passing score in Writing Applications.

AcuityThe Acuity predictive assessment in Language Arts and Math showed significantly lower scores than ISTEP+ produced in Spring 2009. (Figure 16) However, it did show that math was a stronger content area than Language Arts which was also evidenced in the ISTEP+ Spring 2009 assessment. In the Spring 2010, the predictive scores rose sharply indicating a more promising ISTEP assessment. Language Arts is becoming stronger perhaps due to the Literacy Collaborative.

Figure 16

Figure 17

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Fountes and Pinnell ReadingIn Spring 2009, staff reported that 78% of all students grades K-6 were reading at or above grade level. (Figure 18) There was a 17% increase in student growth in reading from the fall benchmark. This correlates well to the Spring 2009 ISTEP+ scores. Students below grade level (7% of the general education student population not including 15% of students with IEP’s) are placed in Tier level interventions that include opportunities in Leveled Literacy Intervention, Reading Recovery, (a Title 1 initiative), daily guided reading groups, My Reading Coach, Rosetta Stone for English Language Learners, Acuity instruction, Successmaker (making its debut at Garrison in March 2010), and other creative interventions implemented by the classroom teachers. At the end of the first Trimester 2009, 70% of Garrison students were reading at or above grade level, a 9% increase from the fall of 2009.

Figure 18

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C. Other information about educational programming and the learning environment

Honor RollStudents in grades 3, 4, 5, and 6 earning Honor Roll status in 2009-2010 directly correlates with students earning a Pass or Pass+ on ISTEP+. In the Fall Trimester of 2009, 35% of the student body (Grades 3-6) earned the Principal’s Honor Roll status, an increase of 3%, (an average of 90% or higher in all academic courses) and 40% earned the Teacher’s Honor Roll, (80% average in all academic courses), an increase of 2%. After the first Trimester, 75% of our students in grades 3-6 are attaining an 80% average or higher in all academic courses, an increase of 5% over the 2008-09 school year. After the Winter Trimester, 40% of Intermediate students earned an Honor Roll certificate.

Attendance:Daily attendance, in 2008-2009 at Garrison Elementary averaged 96.1%, with all grade levels falling within 2% of the average. This is a .2% decrease from the previous year. Attendance at Garrison increased by 1% in 2007-08 with active attendance procedures in place. Garrison was above the state average for the first time since 1992 in 2007-08 and equaled the state average in 2008-09. (Figure 19)

Figure 19Historical Attendance for Garrison Elementary

New guidelines from the school district that are supported by the Wayne County Prosecutor have directly impacted the attendance rate given parent education of the guidelines and a more focused effort on the part of the office staff to enforce the guidelines. However, during the Fall and Winter of 2009-2010, the outbreak of H1N1 caused a multitude of absences due to illness, therefore the attendance rate for the entire school year is anticipated to be lower than normal as seen in Figure 20.

Figure 20

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Figure 21

School Programs:Garrison Elementary also involves its students in many programs.

Fifth grade is involved in the D.A.R.E. Program, (Drug Abuse Resistance Education), which is an effort by law enforcement and school personnel to help students resist drugs and violence

Positive Behavior Support /Garrison Expectations: Respect, Responsibility, Safety, Caring, and Honesty

M.O.P. (Me, Others, Property) Helping students to understand wrong choices A.A.A.A. (Admit, Apologize, Accept, Amends) instruction (a program focused on making

right choices) Second Steps Character Education Program Disabilities Awareness Program Recycling program. WGNN, The Garrison News Network: Our school news crew, consisting of students in

grade 6 meeting each morning for a live broadcast to present local, state, national, and international news

Project Wisdom – Morning words of wisdom to begin each day West End Bank Branch employees K-Kids Club (a joint program through Richmond Noon Kiwanis) National Elementary Honor Society (Charter Year 2009) 6th Grade Financial Literacy Class with West End Bank

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Garrison students have a wide variety of extra-curricular opportunities available to them. Students are academically challenged through participation in:

Math Bowl Spell Bowl Science Bowl Spelling Bee Circle the State with Song Book-It

Garrison students are athletically challenged through participation in: RCS Basketball for grades 3-6 Hub League Football Boston Run First Tee Golf

Children learn the importance of community service through involvement in:

Kiwanis K-Kids Club Food drives Clothing drives Recycling School community helpers National Elementary Honor Society West End BankRichmond Community School Corporation provides additional athletic opportunities for our students that include football, basketball, and wrestling. Many of these programs do not meet on the Garrison campus, but they are open to all students enrolled in the Richmond Schools.

PTO:Garrison is fortunate to have an active Parent Teacher Organization (P.T.O.) that sponsors many student activities and is supportive of the staff. Some of the projects they sponsor include: Spring Carnival Very Important Person Day in the Spring Yearly fund-raisers in the fall and spring Monthly School Skates Educators’ Appreciation Week Cabin Days and Family Nights Tee Shirts for students participating in DARE, Boston Run, Math Bowl, Spell Bowl,

Science Bowl, and 6th Grade Camping Trip Sixth Grade Promotion- refreshments Sponsor dinners at the Math and Science Literacy Family Nights End of the year lunch for all students Field Day refreshments Teacher & Staff Appreciation Lunch the last day of school Refreshments for Kindergarten Round UpPTO funds are used to provide student and staff with supplies that otherwise could not be purchased. In addition to P.T.O., Garrison also has active volunteers through Study Buddies that is visible in the school on a daily basis, helping to provide students with learning opportunities.

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School Services:Garrison Elementary School currently has one Social Worker on staff that is in the building two and a half days per week. A case manager from Centerstone Mental Health also visits the building regularly on or about three days per week. A Behavior Specialist is assigned to Garrison one day per week to support staff in Positive Behavior initiatives. This service has been invaluable to the social and emotional needs of the students. Many incidents of discipline referral have been averted due to the intervention provided by the social worker, behavior specialist, or case manager. Their service to the school has impacted the Positive Behavior Support model in a positive manner.Garrison Elementary School also enjoys a liaison with Communities in Schools that works with students and families connecting their needs to community services. Partnered with the social worker and the K-Kids Club, they organized a food drive for our most at risk families at Thanksgiving.

School PartnershipsGarrison Elementary currently partners with West End Bank. West End Bank provides a bank branch on the school site and encourages students to open savings accounts into which they may make weekly deposits. West End provides employee volunteers to interview and hire students to maintain the branch on a weekly basis. West End Bank also provides incentives and monetary support to initiatives that support student learning. They underwrote an overnight camping experience for the 6th grade this spring that we hope will become an annual event. Other important partners include:

Paust Printers The Logo Shoppe Warm Glow Candle Company

Transition Elementary to Middle SchoolSocial and Emotional Support

1. Middle School Counselors visit sixth grade students during the spring to talk about expectations, review scheduling options, share information about orientation meetings, and answer questions that students have.2. “On the Road to Middle School”: All sixth grade students come together for a half day orientation with all of their future classmates. Students participate in activities to acclimate to middle school expectations and students participate in the Reality Store. During the activities the students are grouped with students from other middle school feeder schools to begin getting to know future classmates. At this time students also make a commitment to graduate from high school. 3. Students visit the middle school to see classes in session and begin to learn their way around the building. The Principal speaks to the students about middle school expectations and answers any questions students might have.4. Parent/family orientation opportunities are offered at several different times to provide families with a chance to tour the middle school building, and hear an overview of middle school expectations and procedures from the principal and school leadership. This is followed by a question and answer period. 5. Families are encouraged to seek additional support through meetings with the principal and school counselor.

Academic Support1. Sixth grade teachers complete academic profiles on each student that include the most recent achievement data, recommendations the teacher has about the student’s academic needs, and intervention status or IEP status.

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2. Sixth grade students take a locally developed math test that is used to probe their overall ability. This test result along with teacher recommendation and spring achievement information on the district’s nationally normed assessment are used to place students appropriately in math classes.3. Sixth Grade students complete a Post Secondary Interest Survey that is used in middle school to help teachers support student interests and continue post secondary goal setting activities.4. Teachers are starting to work on strengthening curriculum alignment from elementary school to middle school. This includes identifying those skills that should be secure prior to middle schools and building on the skills and instructional strategies that have been started in elementary school.5. Sixth grade students complete the Graduation Plan and have the opportunity to sign up for the 21st Century Scholarship.

IV. Conclusions about the current educational programming, derived from an assessment of the current status of educational programmingA. Information about how the school’s curriculum supports the

achievement of Indiana academic standards

Meeting the needs of all students Students with Special Needs

Fifteen percent (48 students) of Garrison Elementary are students identified with learning disabilities, mild mental disabilities, emotional disabilities, autism spectrum disorder, and other health impairments. Garrison Elementary serves students with resource classes and speech and language therapy. Garrison Elementary students receive services of itinerant speech, occupational and physical therapists, an English as a Second Language paraprofessional, a school nurse, and certified teachers that work with students with visual and hearing impairments. The overall school enrollment includes students with diverse learning needs. Students with individual education plans receive a continuum of services from partial-day direct instruction, inclusion to consultation only. All students attend related arts classes (music, art, library, and/or physical education). Garrison also serves students identified with medical needs under Section 504 of Article 7 under IDEA. Students receive accommodations for their medical needs with regard to their educational services.

Response to InterventionThe Fountas and Pinnell text reading level, determined through either the F & P Benchmark Assessment or through running record, is the progress monitoring tool being used in all elementary schools across the district. For students identified for intervention, progress monitoring occurs at least every two weeks, with decision points after at least three data points. Students identified as one grade level below

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in reading are placed on a Personal Education Contract and Tier 1 services which may include daily guided reading within the classroom. For students identified as 2 or more levels below grade level, a Tier II intervention may be employed such as Leveled Literacy Intervention, Oral Language Development, Successmaker, and/or Acuity instructional resources. A Tier III intervention for students not making adequate progress at Tier II may include Reading Recovery, My Reading Coach, Successmaker, and Rosetta Stone for ESL students.

Richmond Community Schools, as a district, has defined Response to Intervention (RTI) as: “The practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions.” Further, Richmond Community Schools has been determined to approach RTI as a systemic change rather than as a part of the identification process for students suspected of having a specific learning disability. Thus, RTI is being implemented for the core areas of Reading, Mathematics, and Behavior. Given its use in the identification of students with SLD, Reading was the first area to be refined for implementation, and was implemented district-wide at the elementary level during the 2009-2010 school year. During the 2009-2010 school year, there has been continuing discussion and refinement of the RTI process for Mathematics and Behavior, and both should be fully implemented during the 2010-2011 school year.

Elementary Language Arts for High Ability StudentsK-6 students who are performing significantly above grade level are identified through reading benchmarks and writing assessments. Our teachers participate in rigorous training in the Comprehensive Literacy Framework and are equipped to meet the literacy needs of all ability levels. Individual buildings cluster group students or provide flexible groupings during language arts so that high ability readers and writers can be challenged by their peers in literature discussions and authors’ circles and receive guided reading instruction to match their levels of performance. Buildings are also encouraged to develop Writer’s Clubs with local authors to mentor students who are exceptional writers.

Elementary Math for High Ability StudentsStudent math performance is carefully monitored through three annual benchmarks with a district assessment, as well as through daily class assignments. Students who demonstrate mastery of most grade level standards at the beginning of the school year may opt for subject acceleration and receive math instruction at an appropriate grade level.

Elementary LOGOSStudents who excel in all academic areas or have the potential to do so, or who show ability and aptitude for complex thinking and creativity, may be identified for general intellectual services. At the elementary level, this is an enrichment pullout program designed to encourage critical thinking, research, creativity, and topic exploration. Students identified with these gifts participate one morning or afternoon per week. Each trimester, pullout teachers prepare a focused program of study in social studies, language arts, or science. During the fall semester, classes study history and leadership with a culminating event at the Wayne County Historical Museum.

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During the research trimester, studies culminate in a “Summit” to share research projects. This is facilitated by the LOGOS middle school students. The science trimester engages students in a science fair. Students who have not been identified as high general intellectual may also be recommended by their teachers through ASPIRE rating scales and participate in the trimester of study that is appropriate for their gifts, interests, and abilities.In 2009-10, the High Ability program was expanded to include a cohort group of twenty-five 6th grade students in a self-contained class experience housed at Test Middle School. Another cohort group of 6th grade students were selected to participate in a self-contained “Early College” program housed at Dennis Middle School. Both programs are aimed at reaching higher ability students to enrich their educational needs. Both programs affect the class size for 6th grade students at Garrison to some degree.

B. Information about how the school’s instructional strategies support the achievement of Indiana Academic Standards

o Teachers follow Academic State Standards in all subject areaso Everyday Math curriculum and Literacy Collaborative use the same

language across grade levelso Fountas and Pinnell benchmarks align with literacy standardso Reading Recovery works within literacy frameworkso Leveled Literacy Intervention is in place for those students who

need extra support in reading.o My Reading Coach is a Tier 3 intervention in place for students

below the benchmark in reading.o Math Facts in a Flash is used across all grade levels to ensure

students have practice and eventually master the basic facts.o Successmaker has debuted in March 2010 as another technology

tool to support student learning in mathematics and literacy.

C. Analysis of student achievement based on ISTEP+ and other assessment strategies

All of the assessments utilized by Garrison Elementary School indicate increments of growth measurable by ISTEP+. Ongoing assessments throughout the school year include, but are not limited to:

F & P Running Records F & P Benchmark DIBELS PPVT for Kindergarten Acuity Successmaker

D. Parental participation in the school

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Parent Teacher Conferences are held twice each year. Over the past 3 years, Garrison averaged approximately 88% attendance. During this school year the configuration for conference times changed and the percentage of on site conferences changed as well. Teachers compensated by holding phone and e-mail conferences as well as conferencing outside the scheduled time to accommodate parent schedules. Fall 2009 saw 75% of parents on site with 20% of conferences held either by phone, e-mail, or outside the scheduled time. Spring 2010 had 70% of parents on site and 22% held either by phone, e-mail or outside the scheduled time. Snow days interfered with conferences this year and yielded a smaller percentage, however, both teachers and parents find the conferences held over a whole week are more convenient and have yielded a higher percentage of contact.

Title 1 Literacy Nights are held three times per year. The first in 2009-10 was held during the Garrison Cabin Days week in the fall. Despite a very rainy evening, over 300 family members attended the Native American themed event. The second Literacy Night was held on a very frigid evening in December with a theme “Follow the North Star”, a focus on the Underground Railroad. The Starlab was incorporated and is an annual part of this winter Literacy Night. Over 150 family members attended this event that featured Harriet Tubman reading in the Townsend Cabin located on the Garrison grounds. The third Literacy Night planned for the 2009 – 2010 school year focused on literacy in mathematics and was held in April with a 50’s Sock Hop theme. Itl incorporated the bi-annual Book Fair and Kindergarten Round Up. The Garrison PTO is a vital element to the successes of Literacy Nights as they volunteer, create menus for dinners and provide the staff with much needed assistance to offer an educational opportunity for parents to be partners in the school life for their child.

Parents and staff discussed during a spring staff meeting their evaluation of programming that has driven planning for events for the upcoming year. It was noted that parents and staff alike appreciated the themed events as it provided for a positive climate and for increased attendance and participation. Therefore, a 3-year theme cycle will be developed so every student will experience each theme twice during their years at Garrison. The PTO supports these programs with dinner menus and props to build enthusiasm and participation. The teaching staff provide for literacy stations to build parental involvement in the curriculum.

Fall Cabin Days Literacy Nights will rotate the following themes: Pioneer Life Tall Tales Native American Life

Winter Literacy Nights will rotate the following themes: Underground Railroad Polar Express Holidays Around the World

Spring Literacy Nights will rotate the following themes: Hollywood The 50’s Tropical Island

Communities in Schools, Parents as Leaders, the PowerSchool Parent Portal, Parent Teacher Organization, Study Buddies, West End Bank, the Pioneer Press, the RCS Garrison webpage are all areas that have a large impact on parent involvement, participation, and inclusion. The Communities in Schools liaison works with families daily to provide services and resources in times of hardship. Currently she is serving over 20 students and their families at Garrison with Level 2 services (Comprehensive Intervention) in a variety of ways, from finding dress code

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appropriate clothing, to providing information for the food bank or utility reconnections, after school tutoring and programming, attendance monitoring, transportation to and from events, including Parent Teacher Conferences. These are just some of the ways she is providing services to our students and families in need. Parents as Leaders is a new program that we are exploring to provide as a communication tool particularly for parents who might not feel a connection to the school setting.

The PTO is a large involved group of parents who support Garrison Elementary in a multitude of ways. Many are regular volunteers in the building during the school day, but are visible at most all events whether through participation or leadership. They work closely with the principal and staff to create a climate of connective-ness within the Garrison community.

Regular communication with parents is shared through the bi-monthly Pioneer Press, Parent Teacher Conferences, mid-term reports, Report Cards, case conferences, phone, e-mail and One Call messages. Garrison Elementary School provides an annual meeting, generally in the fall of the school year, to outline the Parent Involvement Policy. Parents will be informed annually regarding the Parent Information and Resource Center both at the Garrison site and in Indianapolis.

Pre-School Transition:Transitions from early childhood programs to kindergarten programs are coordinated at the district level. In order to ensure that preschool students have smooth transition to kindergarten, the RCS Early Childhood Coordinator will provide, in April of every year, the building principal with a list of students from the RCS preschool classrooms or Head Start programs, as well as any known students enrolled in a private preschool program, who will be enrolling in kindergarten the following year. The building principal will then make contact with each family to invite them to kindergarten registration. Additionally, each family will receive a letter of welcome, along with the booklet, “Transition to Kindergarten.”

Title 1:Garrison Elementary has revised the Parent Involvement Policy and the Parent School Compact in order to meet the criteria to move from a Targeted Assisted School toward application to become a School Wide Title 1 school beginning in 2010-2011. An event evaluation survey will be utilized for all attendees at each all school event beginning in 2010-11 to drive planning for future Literacy Nights and other family events. The NCA Oversight Team has spent many hours preparing the school improvement plan that will meet the needs of all children at Garrison Elementary. (See Appendix 6)

School Stakeholder Summary: (Summarize survey and interview data)

Figure 22

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Summary of Parent Survey

1

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In the winter of 2010, a parent survey, developed by RCS, was distributed to all parents of Garrison students during Parent Teacher conferences. Responses of the parent and guardians were primarily in the “agree” to “strongly agree” categories. Their approval dropped in response to the questions of students showing respect to other students and the new report card.There were 143 surveys returned. This represents 65% of our families at Garrison:

o 100% said that they support their child’s learning at homeo 100% of the families felt welcome at schoolo 97% of the families felt that their child was safe at schoolo 95% felt that their child’s teacher helped them to help their child at homeo 94% felt that Garrison met the academic needs of their childreno 72% felt that students show respect for other students

To continue ongoing conversation with families, a section of the bimonthly Pioneer Press is dedicated to regular feedback opportunities for parents. The “Praises, Comments, and Concerns” section will give parents an opportunity to send back regular communication to the principal that can be shared with the staff to reflect on community praises and concerns.

Garrison has a implemented Positive Behavior Support Program that is supplemented with the M.O.P./A.A.A.A. program initiated in 2007. The M.O.P. rules help students to stop and think before they act or speak introducing the question: “Could this action or my words hurt Me, Others, or Property? The four A’s help students understand that when mistakes happen they are then required to Admit their mistake, Accept the consequences, Apologize for the wrong thing they did or said, and to make Amends. The Second Steps curriculum is provided to students at least one time per week in each classroom as well as Project Wisdom that is incorporated with morning words of wisdom to begin each day. While discipline referrals have remained stable over the past 3 years, it is apparent there is still a perception that students do not show respect for one another. Garrison will need to continue to explore this area of perceived need.

Figure 2332

Summary of K - 3rd Grade Student Survey

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Figure 24Summary of 4th - 6th Grade Student Survey

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Overall, students appear to have a good opinion of Garrison Elementary. However, a distinct theme resonating from our student population is that there is a concern that students are not friendly toward one another. Other areas of concern are that some students feel they don’t belong and don’t have fun learning. Second Steps, a character education program built into the weekly curriculum, continues to address the issue of student friendliness and empathy to create a sense of belonging. The five pillars of Positive Behavior Support, Respect, Responsibility, Honesty, Caring and Safety, are goals that are promoted each month with a Student of the Month recognition breakfast. Positive remarks are written for each student and then sent in a card to their home recognizing their character accomplishments. Each

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Trimester, students are selected for the overall Character Award. Staff members participate in a Positive Postcard campaign recognizing students personally and sending a postcard to their home with the specific positive attribute.

Vision & PurposeSTANDARD: The school establishes and communicates a shared purpose and direction for improving the performance of students and the effectiveness of the school.Impact Statement: A school is successful in meeting this standard when it commits to a shared purpose and direction. The school establishes expectations for student learning aligned with the school’s vision that is supported by school personnel and external stakeholders. These expectations serve as the focus for assessing student performance and school effectiveness. The school’s vision guides allocations of time and human, material, and fiscal resources.

Indicators RubricPlease indicate the degree to which the noted practices/processes are in place in the school. The responses to the rubric should help the school identify areas of strength and opportunities for improvement as well as guide and inform the school’s responses to the focus questions and examples of evidence.

INDICATORS

In fulfillment of this standard, the school: Not

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1. Establishes a vision for the school in collaboration with its stakeholders

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1. Communicates the vision and purpose to build stakeholder understanding and support

X

1.3

Identifies goals to advance the vision X

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1. Develops and continuously maintains a profile of the school, its students, and the community

X

1. Ensures that the school’s vision and purpose guide the teaching and learning process

X

1. Reviews its vision and purpose systematically and revises them when appropriate

X

Definitions of Indicators Rubric

Not Evident Little or no evidence exists

Emerging Evidence indicates early or preliminary stages of implementation of practice

Operational Evidence indicates practices and procedures are actively implemented

Highly Functional Evidence indicates practices and procedures are fully integrated and effectively and consistently implemented

Focus QuestionsPlease respond to the following questions regarding the processes that are in place to support the school’s implementation of the research-based practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing and building understanding of and commitment to the vision statement among stakeholders?o Our staff meets in small learning community groups and grade level

team meetings as well as Literacy Collaborative Teams to discuss, suggest, and develop ideas based on the vision statement.

o The Literacy, Science, and Math Nights with parents focus on communicating ways to improve science, social studies, math, and literacy skills to enhance the vision.

o The Garrison staff communicates to parents and stakeholders through the use of classroom newsletters and the school newsletter, “The Pioneer Press.” The mission and the vision statement are reiterated in the school newsletter reminding our constituents of our commitment to our students.

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2. What is the school’s process for developing a profile and systematically maintaining and using information that describes the school, its students, and their performance? o Garrison works through small learning teams that work on all areas

of the NCA plan. Each team has the opportunity to share out their findings in all staff team meetings that contribute to the plan.

o Garrison has utilized Acuity, DIBELS, and the Fountas and Pinnell Benchmark reading program as diagnostic tools to direct the focus of student instruction.

o The Literacy Wall is a visual tool that systematically monitors student literacy performance. It is updated regularly by each classroom teacher as students continually make progress.

o The Math Stars Wall rewards students as they master each operation and completes the Math Facts in a Flash program.

o The staff collects data 3 times each year that reflects student learning to be used in the C-PASS presentation to the Superintendent.

3. How does the leadership ensure that the school’s vision, purpose, and goals guide the teaching and learning process? o Teacher evaluations are conducted by the principal.o The principal walks through and collects data to monitor the

Literacy Collaborative implementation.o The Literacy Coaches involve staff in professional development and

models the collaborative methods in all classrooms.o Personal Education Plans are developed for each student at risk and

shared with the principal and parents. Progress monitoring of these students keeps the focus for improvement.

o Response to Intervention has been implemented utilizing the three Tier approach.

4. What process is used to ensure that the vision and purpose of the school remain current and aligned with the school’s expectations for student learning and school effectiveness? o The vision and mission statements are revisited yearly. Updates

and changes are made as needed.o Checklists of goals and strategies reviewed regularly.

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Governance & LeadershipSTANDARD: The school provides governance and leadership that promote student performance and school effectiveness.Impact Statement: A school is successful in meeting this standard when it has leaders who are advocates for the school’s vision and improvement efforts. The leaders provide direction and allocate resources to implement curricular and co-curricular programs that enable students to achieve expectations for their learning. Leaders encourage collaboration and shared responsibility for school improvement among stakeholders. The school’s policies, procedures, and organizational conditions ensure equity of learning opportunities and support for innovation.


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INDICATORS

In fulfillment of this standard, the school operates under the jurisdiction of a governing board that: N

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2.1 Establishes policies and procedures that provide for the effective operation of the school

X

2.2 Recognizes and preserves the executive, administrative, and leadership prerogatives of the administrative head of the school

X

2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations

X

In fulfillment of this standard, the school has leadership that:2.4 Employs a system that provides for analysis

and review of student performance and school effectiveness

X

2.5 Fosters a learning community X2.6 Provides teachers and students

opportunities to leadX

2.7 Provides stakeholders meaningful roles in the decision-making process that promote a culture of participation, responsibility, and ownership

X

2.8 Controls curricular and extracurricular activities that are sponsored by the school

X

2.9 Responds to community expectations and stakeholder satisfaction

X

2.10

Implements an evaluation system that provides for the professional growth of all personnel

X

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Definitions of Indicator Rubric





Focus Questions Please respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. What is the process for establishing, communicating, and implementing policies and procedures for the effective operation of the school? o Teacher and student handbooks are distributed at the beginning of

each school year at an all staff retreat.o The Principal effectively communicates through e-mail and staff

meetings any policy and procedure issues.o All students and parents are encouraged to attend Meet Your

Teacher Night on the evening prior to the first day of school.o Reading, Math, and Science Literacy Nights keep parents updated

and involved in curriculum.o Written communication in the form of classroom newsletters

(weekly) and the Pioneer Press(bimonthly) are sent home to each family.

o The Garrison Web Page is updated on a regular basis.o The Garrison Emergency Plan is reviewed and updated annually.

2. What process does the school’s leadership use to evaluate school effectiveness and student performance? o Benchmarks are administered at scheduled intervals throughout

the year.o Progress Monitoring (standardized and informal) is used to provide

continuous feedback.o The Principal meets with teachers to review Personal Education

Contracts at least twice per year.o The Principal analyzes data collected through observational walk

throughs for Literacy Collaborative implementation.

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3. In what ways are stakeholders, including staff, given opportunities to provide leadership and to contribute to the decision-making process? o The Principal’s Advisory Council meets to clarify communication

between administration and staff.o Teachers, community members and parents participate on the NCA

team.o All teachers choose a Professional Learning Community in which to

participate. (Literacy, Technology, General Education Intervention, Special Events, Social/Caring)

o Monthly faculty meetings are held the second Tuesday of every month.

o Experienced facult serve as mentors to beginning teachers.

4. What policies and processes are in place to ensure equity of learning opportunities and support for innovation? o Each year the Student Life Grant is used to provide extracurricular

opportunities for students.o Multi-age grouping is utilized based on student needs.o Literacy Collaborative training is provided for primary and

intermediate staff.o Response to Intervention programs are being implemented

throughout the building.

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Teaching & LearningSTANDARD: The school provides research-based curriculum and instructional methods that facilitate achievement for all students.Impact Statement: A school is successful in meeting this standard when it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations. Teachers give students feedback to improve their performance.


INDICATORS


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3.1 Develops and implements curriculum based on clearly defined expectations for student learning

X

3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning

X

3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices

X

3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice

X

3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity

X

3.6 Allocates and protects instructional time to support student learning

X

3.7 Provides for articulation and alignment between and among all levels of schools

X

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3.8 Implements interventions to help students meet expectations for student learning

X

3.9 Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

X

3.10

Provides comprehensive information and media services that support the curricular and instructional programs

X

3.11

Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

X






Focus QuestionsPlease respond to the following questions that focus on the processes that are in place to support the school’s implementation of the practices outlined in the indicators rubric. Responses to these questions should support the school’s self-assessment on the indicators rubric. Be thorough and concise in your answers, focusing on quality and depth over quantity.

1. How does the school ensure that the curriculum, instructional strategies, and assessments are aligned and articulated across grade levels in support of the expectations for student learning? o Teachers follow Academic State Standardso Everyday Math curriculum and Literacy Collaborative use the same

language across grade levelso Fountas and Pinnell benchmarks align with literacy standardso Reading Recovery works within literacy frameworkso Leveled Literacy Intervention is in place for those students who

need extra support in reading.o My Reading Coach is a Tier 3 intervention in place for students

below the benchmark in reading.o Math Facts in a Flash is used across all grade levels to ensure

students have practice and eventually master the basic facts.42

o Successmaker will debut in March 2010 as another technology tool to support student learning in mathematics and literacy.

2. In what ways does the school ensure the implementation of research-based instructional strategies, innovations, and activities that facilitate achievement for all students? o The lowest achieving first grade students participate in the Reading

Recovery Program.o All students participate in the Literacy Collaborative Frameworks for

reading and writing instruction.o Everyday Mathematics has a differentiated component that

teachers can use to help struggling students and accelerate the high achievers.

o Response to Intervention is a systematic approach to providing increased support for our at risk students.

o Rosetta Stone for English Language Learners and Successmaker are now available to students for literacy interventions and support.

3. What processes are implemented to ensure that teachers are well-prepared and effectively implementing the curriculum? o Weekly professional development for all staffo Literacy coaching by primary and intermediate coaches (1/2 time)o Everyday Math trainingo A professional library has been established for teacher reference.o A Literacy Collaborative Checklist helps teachers to ensure they are

utilizing the framework to its full effect.o Teachers meet at least monthly in grade level team meetings to

plan and evaluate their teaching and curriculum. Meeting minutes are submitted to the Principal.

4. How does the school provide every student access to comprehensive information, instructional technology, and media services? o There are 3-5 computers in each classroom.o There is one portable Smartboard. o The Garrison Computer lab is utilized daily and each classroom is

assigned to a weekly class period.o Each classroom has a TV with a video and DVD player available.o Textbooks on tape are available for any student in need.o A Library Media Specialist is full time at Garrison.o One teacher serves as a technology specialist for Garrison.

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Documenting and Using ResultsSTANDARD: The school enacts a comprehensive assessment system that monitors and documents performance and uses these results to improve student performance and school effectiveness.Impact Statement: A school is successful in meeting this standard when it uses a comprehensive assessment system based on clearly defined performance measures. The system is used to assess student performance on expectations for student learning, evaluate the effectiveness of curriculum and instruction, and determine interventions to improve student performance. The assessment system yields timely and accurate information that is meaningful and useful to school leaders, teachers, and other stakeholders in understanding student performance, school effectiveness, and the results of improvement efforts.


INDICATORS


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4. Establishes performance measures for student learning that yield information that is

X

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reliable, valid, and bias free4. Develops and implements a comprehensive

assessment system for assessing progress toward meeting the expectations for student learning

X

4. Uses student assessment data for making decisions for continuous improvement of teaching and learning processes

X

4. Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance

X

4. Communicates the results of student performance and school effectiveness to all stakeholders

X

4. Uses comparison and trend data of student performance from comparable schools in evaluating its effectiveness

X

4. Demonstrates verifiable growth in student performance

X

4. Maintains a secure, accurate, and complete student record system in accordance with state and federal regulations

X

Data Used: 6+1 Traits Writing, reading benchmarks and running records, DIBELS, Acuity, ISTEP+ Observation Survey, Spelling Inventory, Math Facts in a Flash, Successmaker, My Reading Coach







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1. How is the assessment system currently used in your school to analyze changes in student performance? o The assessment system is used to forecast areas where more

emphasis is needed to guide instruction.o The assessment system is used to form Intervention groupso The assessment system is used to form guided reading, writing and

word study groups.o Changes in student performance are tracked through progress

monitoring.

2. What are you doing to ensure that assessment results are timely, relevant, and communicated in a way that can be used by teachers, students, parents, and external stakeholders to aid the performance of individual students? o The assessment results are sent home in a timely fashion.o The assessment reports are used to formulate Personal Education

Contracts with Response to Intervention for students and parents for students falling behind.

o Response to Intervention is implemented utilizing a three tier approach to monitor student progress of students needing assistance beyond the general curriculum.

o The assessment tools are completed using the district timelines.o Parent Teacher conferences, which are scheduled twice per year,

are ongoing as necessary to keep all stakeholders involved in the process.

3. How are data used to understand and improve overall school effectiveness?o NCA goals were updated according to the evidence of deficits and

strengths.o A shift to consistent programs and assessments yields consistent

data.o The Principal utilizes C-PASS to track all school data and share with

staff to formulate and track goals progress.

4. How are teachers trained to understand and use data in the classroom? o Teachers utilize independent researcho Teachers utilize professional readingo Teachers participate in data discussionso Teachers utilize professional development in the following areas:

Literacy Collaborative Writing 6+1 Traits Math/Technology (Measurement and Problem Solving) Acuity training Successmaker training

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Resource & Support SystemsSTANDARD: The school has the resources and services necessary to support its vision and purpose and to ensure achievement for all students.Impact Statement: A school is successful in meeting this standard when it has sufficient human, material, and fiscal resources to implement a curriculum that enables students to achieve expectations for student learning, to meet special needs, and to comply with applicable regulations. The school employs and allocates staff that are well qualified for their assignments. The school provides ongoing learning opportunities for all staff to improve their effectiveness. The school ensures compliance with applicable local, state, and federal regulations.


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5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities

X

5.2 Assigns professional staff responsibilities based on their qualifications (i.e., professional preparation, ability, knowledge, and experience)

X

5.3 Ensures that all staff participate in a continuous program of professional development

X

5.4 Provides and assigns staff that are sufficient in number to meet the vision and purpose of the school

X

5.5 Budgets sufficient resources to support its educational programs and to implement its plans for improvement

X

5.6 Monitors all financial transactions through a recognized, regularly audited accounting system

X

5.7 Maintains the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants

X

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5.8 Possesses a written security and crisis management plan with appropriate training for stakeholders

X

5.9 Ensures that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning

X

5.10

Provides appropriate support for students with special needs

X







1. What is the process for recruitment, induction, placement, development, evaluation, and retention of qualified teachers, administrators, and support staff? o The RCS District Human Resource Office handles recruitment and

induction.o The Garrison Principal screens applications and interviews potential

candidates with a team of staff.o The Garrison Principal evaluates current staff utilizing the district

assessment tools.o Garrison has three State/University certified Mentor Teachers to aid

in the development of new teachers in their first two years of instruction.

2. How does the leadership ensure that the allocation of financial resources is supportive of the school’s vision, educational programs, and its plans for school improvement? o Regular discussions take place with staff on allocation.

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o Building budget allocations are assigned by the district. Staff may requisition equipment, supplies and materials with approval of the Principal who oversees the building budget.

o The Principal’s Advisory Council meets as needed to provide input.o The district allocates personnel and the Principal, with input from

the staff, makes teacher assignments to meet the vision and purpose of the school.

o At this time, district budget cuts have impeded upon human resources in special education. With growing numbers of students with IEP’s and personnel cuts from 3 to 2 certified teachers, it is difficult to provide adequate services to all students in need.

3. How does the leadership ensure a safe and orderly environment for students and staff? o The Garrison Emergency Plan is updated yearly and reviewed in

August with staff and students.o A practice evacuation drill with staff to the evacuation site was

done in August 2007 and is reviewed and evaluated with new and returning staff annually.

o Practice drills monthly with students and staff in compliance with State laws.

o Classroom, arrival, dismissal, hallway, cafeteria, assembly, and restroom procedures through Positive Behavior Support are in place The procedures for all expectations are taught the first week of school and reviewed periodically throughout the year. The procedures are also in place in the classrooms and are reviewed throughout the year as necessary.

o Garrison Elementary was built in 1972 and is on the list for renovation. The building is outdated with an open concept where classrooms have no walls. This will be addressed within the district’s 5 year plan when funding is available.

4. What process is used to ensure and monitor that each student has access to guidance and resource services that meet the needs of the student? o A school Social Worker and case manager are each on staff part

time to support the emotional and social needs of students. Student needs and family situations are increasing each year and impact student achievement.

o A Communities in Schools Liaison is in place for support of families in crisis. They are on-site 35 hours per week. This position will oversee the recruitment of the 21st Century Scholarship program available to students in grade 6.

o The Multi-Disciplinary Intervention Team meets when requested to discuss needs of students in regard to Tier II and Tier III interventions.

o Intervention groups are formed as needed.o Personal Education Contracts for students most at risk are

completed and progress monitored through the Response for Intervention three tier system for achievement.

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Stakeholder Communications & RelationshipsSTANDARD: The school fosters effective communications and relationships with and among its stakeholders.Impact Statement: A school is successful in meeting this standard when it has the understanding, commitment, and support of stakeholders. School personnel seek opportunities for collaboration and shared leadership among stakeholders to help students learn and advance improvement efforts.


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6. Fosters collaboration with community stakeholders to support student learning

X

6. Has formal channels to listen to and communicate with stakeholders

X

6. Solicits the knowledge and skills of stakeholders to enhance the work of the school

X

6. Communicates the expectations for student learning and goals for improvement to all

X

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stakeholders6. Provides information about students, their

performance, and school effectiveness that is meaningful and useful to stakeholders

X







1. How does the school’s leadership ensure that the school is responsive to community expectations and stakeholder satisfaction? o Parent letters are sent home weekly by most classroom teachers.

There is an effort to return phone calls and e-mails within a 24 hour period.

o A few classroom teachers have developed a classroom webpage for active interaction and information delivery.

o Parents and students were asked to complete a Spring Survey to give input on the perception of the school climate. Parents generally perceive Garrison as an active learning center and a welcome place for their children.

o A school wide bi-monthly newsletter, The Pioneer Press, is sent home with each student with information about the school’s activities.

o The Principal utilizes an e-mail distribution list of parents to solicit opinions on various topics. While this is a good avenue, it still does not yet reach all stakeholders.

o The NCA Oversight Team is a combination of teaching staff, parents and community leaders who oversees the planning and implementation of the school wide school improvement plan. The team meets 3-4 times each year.

2. How does the school’s leadership foster a learning community?

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o Spell Bowl, Science Bowl, and Math Bowl Teams were implemented this school year to increase academic influences to the curriculum. All teams compete in the State competition sponsored by Purdue University.

o Garrison hosts Science Literacy and Math Literacy Family Nights co-sponsored by the PTO to foster better understanding of Everyday Mathematics, the Literacy Collaborative Frameworks and encourage interest in science.

o Professional Learning Community Teams are formed to research and share pertinent information for our school.

o Cabin Days is a yearly celebration and tradition where a variety of themes are studied with hands on experiences for students. Family Night is held every 2 years.

o Students’ creative and artistic abilities are showcased for families to view at the Annual Art Show.

o K-Kids Club has an active involvement of 75 students in grades 4-6. Students must maintain grades and good behavior to foster leadership throughout the school.

3. What avenues are used to communicate information to stakeholders about students, their performance, and school effectiveness? o Garrison Elementary keeps open and on-going communication with

all stakeholders through the following means: Parent Letters Pioneer Press Parent Teacher Conferences 2X per year Calls made to home Parent meeting concerning report card and writing rubric Personal Education Contracts Response to Intervention Multi-disciplinary Intervention meetings Annual Case Reviews for students with IEP’s and 504’s E-mail to and from parents One Call System

o Progress Reports and Report Cards are sent home on the district schedule.

o Powerschool is available to parents through the Parent Portal. Parents can view assignments and grades regularly.

o C-PASS is an information gathering tool utilized by the Principal to share documentation of the school as a whole. It is collected 3 times per year and submitted to the Superintendent and then shared with staff.

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Commitment to Continuous ImprovementSTANDARD: The school establishes, implements, and monitors a continuous process of improvement that focuses on student performance.Impact Statement: A school is successful in meeting this standard when it implements a collaborative and ongoing process for improvement that aligns the functions of the school with the expectations for student learning. Improvement efforts are sustained and the school demonstrates progress in improving student performance and school effectiveness. New improvement efforts are informed by the results of earlier efforts through reflection and assessment of the improvement process.


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7. Engages in a continuous process of improvement that articulates the vision and purpose the school is pursuing (Vision); maintains a rich and current description of students, their performance, school effectiveness, and the school community (Profile); employs goals and interventions to improve student performance (Plan); and documents and uses the results to inform what happens next (Results)

X

7. Engages stakeholders in the processes of continuous improvement

X

7. Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning

X

7. Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals

X

7. Monitors and communicates the results of improvement efforts to stakeholders

X

7. Evaluates and documents the effectiveness X

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6 and impact of its continuous process of improvement




Operational Evidence indicates practices and procedures are actively implementedHighly Functional Evidence indicates practices and procedures are fully integrated

and effectively and consistently implemented


1. What is the process for continuous improvement used by the school and what are the results that this process is delivering for student performance and school effectiveness?o Garrison participates in the process of examining multiple sources

of data including, but not limited to: ISTEP+, Acuity, DIBELS, classroom observations, Everyday Math unit assessments, Reading benchmarks, and Writing prompts through C-PASS.

o As a result of the data analysis students receive instruction and/or intervention according to their needs. This includes ASPIRE for high ability students, progress monitoring and Personal Education Contracts for at risk students, and integration of Response to Intervention model.

o Assignments and report cards are aligned to the standards.

2. What steps are taken to ensure that the improvement goals reflect student learning needs that are aligned with the vision and purpose of the school? o Data analysis and progress monitoring of each student give

Garrison staff the information to progress students toward the vision and purpose of the school outlined in the plan.

o Conferencing with all students in reading, writing and math is a regular occurrence and occurs more often with students at risk.

o Regular staff discussions concerning goals and alignment takes place in order to understand where we are in achieving the goals.

o Improvement goals will be monitored with the Garrison Wall of Fame as a visual reminder each Trimester.

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o The Literacy Wall is updated as each student increases their level of reading.

3. What process is used to ensure that the school personnel are provided professional development and technical assistance to implement interventions and achieve improvement goals? o Literacy Collaborative implementation including on-site trainers for

coaching and modeling of the frameworks.o Teacher/principal meetings to support professional development.o Grade level and team meetings to discuss strategies to achieve

improvement goals.o Planning of weekly professional development by the Literacy

Coaches to ensure on going professional development in the district literacy initiative.

o With the vision and purpose in place, staff and stakeholders continue to align the expectations for student learning.

o NCA Professional Development team continues to investigate economically sound professional development options.

4. How does the leadership ensure that the improvement plan is implemented, monitored, achieved, and communicated to stakeholders? o Trimester progress monitoring reports submitted to the Principal.o Spelling inventories, reading level monitoring, and writing prompt

assessments are submitted each trimester to the literacy collaborative coaches.

o Conferences with stakeholders, staff and parents.o C-PASS data reporting meeting with the Superintendent.o Newsletters to the stakeholders and submitted to the website.o Information and access on school websiteo Oversight Team in place that consists of parents, community

leaders and staff members led by the Principal.o Communication to stakeholders is ongoing through many modes.

We will continue to explore additional measures to include stakeholders and to ensure the consistency of the communication.

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PL 221 Requirements:E. Technology as a learning tool:

Technology IntegrationGarrison Elementary School is equipped with a 30 station computer lab with a teacher presentation center including an LCD projector and Smart Board available for use. Each classroom is equipped with at least 3-5 student computers (new as of November 2009) and one teacher computer. Staff and students have access to a variety of software programs including Microsoft Office Suite, Accelerated Reader, Accelerated Math, Cornerstone Math, Internet Explorer, Inspiration, Kidspiration, and KidPix. Each classroom also has a VCR as well as one DVD per classroom for integration of curriculum appropriate video presentations.Garrison Elementary School will integrate technology into the curriculum throughout the 2010 – 2011 academic year as follows:

Teachers will use Inspiration and Kidspiration software programs to support NCA language arts goals for improving the writing process.

Teachers will use Acuity Instructional Resources and Math Facts in a Flash software programs to support NCA mathematics goals for improving measurement and problem solving skills.

Technology Consultant and Media Specialist will work with classroom teachers to provide technology instruction that supports classroom learning and NCA goals.

Teachers will instruct students in computer etiquette and internet safety by offering workshops to parents, teachers, and students and developing an internet safety mentor program.

Teachers will work toward meeting national technology standards at their grade levels.

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Teachers will use the computer lab for class projects such as PowerPoint presentations, teaching and applying Word applications, and using the Internet for reports, as well as teacher directed activities using new software, thus enhancing the instruction of academic standards in English / language arts, math, science, and social studies.

Teachers will provide remediation opportunities for students in small groups or as individuals using relevant software such as Accelerated Reader, Acuity Instructional Resources, Read, Write and Type, and Math Facts in a Flash.

Teachers will use VCRs and DVD players in classroom to integrate curriculum appropriate, standards based video presentation to enhance their lesson and unit instruction.

Teachers will fully implement the use of Power Teacher and Power School so that parents, students and administrators will be kept informed on the performance of individuals and groups of students.

The technology team will develop an audio - visual station that teachers and students will use to create presentations and record performance based assessments on DVD for parents to view.

Rosetta Stone, My Reading Coach, and Successmaker are new software programs for reading intervention new in 2009 – 2010.

Technology Professional DevelopmentGarrison Elementary School will plan and participate in staff development activities and plan strategies throughout the 2010 – 2011 academic year as follows: In-service on the use of Power Teacher, Power School, and RCS Moodle. Continued in-service on the use of digital still and video cameras, LCD

projectors, Smart Boards, and other audio-visual aides. Continued in-service on the use of Kidspiration, Inspiration, and other

available software. Inform the faculty of national technology standards and work together to

develop grade level activities to meet these standards. Reinforce computer usage expectations and internet safety. Teachers will make lesson plans indicating the use of the computer lab and

related activities available to building principal upon request. Teachers will investigate the use of the Internet as related to student

research. Peer training in areas of expertise will be accessible for all staff members. Building technology consultant will attend the Indiana Computer Educators

conference and workshops in order to share new curriculum and information with staff.

Technology Assessment and EvaluationA process of how the need for the Internet, telecommunications and other technology in the school will be assessed:

The NCA team has a technology subcommittee to review and evaluate the effectiveness of the building technology plan and to suggest modifications to the plan if needed. The subcommittee meets as a regular function of the NCA accreditation process.

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A strategy of how the overall program will continuously be assessed and evaluated: Maintain a computer lab usage schedule. Develop rubrics to assess student work. Teacher lesson plans will reflect integration of technology instruction. Teachers will keep personal notes regarding the use of the computer lab and

related issues and provide to Technology Consultant. Reviewing student products for future needs regarding the computer lab. Timely completion of all related permissions for Internet use will occur. The Technology subcommittee of the NCA team will develop suggestions and

procedures for best utilization of the computer lab. The Library Media Specialist will assess student effort and conduct in the area

of technology in Power Teacher.

This technology plan will continually be assessed and evaluated through the annual revision and monitoring of the NCA plan. The following assessment tools are used to determine technology needs and to document and measure growth in technology skills and integration.

Ongoing survey of staff members for needs and desires in technology instruction.

Attendance records and evaluation forms for all building technology staff development activities maintained by the building Technology Consultant.

Building performance on ISTEP+ and district approved assessments. District-wide technology use survey to measure growth from year to year. Review of student products based on rubrics created by teachers. Review of the usage of parent or student access on PowerSchool.

F. Safe and disciplined learning environment:

Discipline policies and practices are adhered to according to RCS district policies. In order to ensure that Garrison Elementary School is a safe environment for learning, the following positive actions have been taken:

o Monthly fire drills / quarterly storm drillso Emergency Crisis Plan revised yearlyo Crisis Team with a minimum of one Crisis Drill per yearo First Aid Kits, flashlights, two way radios in classroomso Visitor Sign-In, nametags (all visitors stop by the office first)o All doors are locked after buses arrive/ Monitored Entranceso Digital radios are used by the principal, health assistant, para’s and teachers

to communicate with other staff members in various parts of the building o Phones have been placed in all classroomso Universal Precautions training is provided on a yearly basis for all staff

memberso The school has a social worker in the building 2½ days per week to advise

children and listen to students with difficult circumstanceso Medications for children are locked away until needed and administered only

by our health assistant or school secretaryo Several adults in the building are annually certified in First Aid and CPRo Staff use of Positive Behavior Support Expectations and MOP/AAAAo Staggered dismissal times for car riders and buseso Bullying lessons as per Indiana Statute

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o Bus drivers bring students back to school if no one is homeo One Call phone system for change in plan dayso Monthly calendars and timely notices for change of plan dayso Emergency forms in classroom, office, and teacher computerso Discipline referral forms for documentation and parent notificationo Playground equipment inspected and repairedo Doors monitored by cameraso Crisis Prevention Intervention certified staff memberso Panic buttons in the classroomso Car and bus adult supervisiono Emergency Dismissal Formso Criminal background checks on all volunteerso RN on staff one day per weeko Traffic for car riders directed away from buseso Supervision in gym and cafeteria for early arrivalso Chaperones for field trips, review medical forms for students before leaving

bldgo Staff walked the emergency evacuation route in August 2007 with the land

owner next to the schoolo New configuration of buses for arrival and dismissalo New ID tags and Garrison lanyards provided to all staffo Updated training and identification of the Crisis Teamo Second Steps curriculum delivered at least one time per week at every grade

level

Suggested needs:o Facility upgrades for safety and convenience for all stakeholderso Revisit and update the evacuation plan with Director of Buildings and

Grounds

Positive Behavior SupportPositive Behavior Support is about improving student academic and behavior outcomes by ensuring that all students have access to the most effective and accurately implemented instructional and behavioral practices and interventions possible. School-wide Positive Behavior Support provides an operational framework for achieving these outcomes. More importantly, SWPBS is NOT a curriculum, intervention, or practice, but IS a decision making framework that guides selection, integration, and implementation of the best evidence-based academic and behavioral practices for improving important academic and behavior outcomes for all students.

In general, SWPBS emphasizes four integrated elements: (a) data for decision making, (b) measurable outcomes supported and evaluated by data, (c) practices with evidence that these outcomes are achievable, and (d) systems that efficiently and effectively support implementation of these practices.

These four elements are guided by six important principles: Develop a continuum of scientifically based behavior and academic

interventions and supports Use data to make decisions and solve problems Arrange the environment to prevent the development and occurrence of

problem behavior Teach and encourage pro social skills and behaviors

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Implement evidence-based behavioral practices with fidelity and accountability

Screen universally and monitor student performance & progress continuously

Outcomes for schools that establish systems to implement SWPBS with integrity and durability have teaching and learning environments that are:

Less reactive, aversive, dangerous, and exclusionary, and More engaging, responsive, preventive, and productive Address classroom management and disciplinary issues (e.g.,

attendance, tardies, antisocial behavior), Improve supports for students whose behaviors require more

specialized assistance (e.g., emotional and behavioral disorders, mental health), and

Most importantly, maximize academic engagement and achievement for all students.

Many Garrison Elementary Staff use the common language from our M.O.P and A.A.A.A. program which is an extension of the Positive Behavior Support school-wide expectations of Respect, Responsibility, Caring, Honesty and Safety. The school wide MOP Rules and Four A’s are posted in the classrooms and are utilized to promote positive behavior by helping students understand and make amends when they make a mistake. This helps students and staff to continuously reinforce right choices and consequences in the same manner. During the months of December, March and May, primary students may earn MOP tickets by being caught making right choices. Intermediate teachers with the assistance of the PBS team are creating incentive programs developed specifically with the intermediate student in mind. Incentives to receive a MOP ticket by primary students are given daily during those periods and also with special end of the week drawings. Training for all students in the expectations of Positive Behavior Support occurs during the first week of each school year. The expectations are reiterated regularly by classroom teachers and staff throughout the year. Expectation banners are hung in the main hall and the cafeteria. Expectation posters are hung in every classroom. Both of these are visual reminders to students of the Positive Expectations for all students at Garrison. Expectations are embedded in the training of positive behavior in the areas of the cafeteria, hallway, restroom, and playground. Students are recognized for positive behavior through a monthly nomination by their teacher and/or classmates. A recognition breakfast is held each month for these students and the written comments are mailed home to parents. A Positive Postcard campaign has been initiated with the goal that every student will receive a positive postcard in the mail to their home by the end of the school year.

Second Steps is a character education curriculum utilized at every grade level at least one time per week. The school social worker extends activities through this program in each classroom. All teachers have a classroom management plan that highlights the consequences for right and wrong choices. Teachers use written and verbal praise, free time in the classroom, choice time, treats, recess time, conduct grades, and other positive reinforcement agents to promote good decision-making. The teachers use many of these same means to encourage students to avoid poor decision-making. Most Garrison Elementary students want to meet their teachers’ expectations, and they usually accomplish this. A vast majority of all discipline is handled by classroom teachers. Examples of consequences include but are not limited to the following:

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Primary grades : letters to parents, and/or a visit to the principal’s office. Intermediate grades : includes consequences similar to primary grades, as well

as lunch detention, after school detention

Disciplinary Procedures and DocumentationHowever, when administrative assistance is needed, teachers fill out an Office Discipline Referral form and send it along with the student (escorted) to the office. At that point the Principal investigates the allegation and makes a determination as to what or if consequences are deemed necessary. Garrison Elementary School documented 72 referrals to the office of the Principal by the end of the Winter Trimester of 2010. Thirty one percent of the referrals resulted in in-school suspensions, while less than 1% resulted in out-of-school suspensions. One student was expelled during this school year. Students with disabilities make up 14% of the student population. Students with disabilities accounted for 24% of the referrals, with 6 incidents assigned to in-school suspension and 1 incident assigned to out-of school suspension. One was expelled. Of the 72 incidents, 38 students (12%) were involved; however, 3 of the students had more than 5 incidents each and all 3 students participate in counseling each week with the School Social Worker. It is notable that 88% of the student population has not received an office referral to date. (Figure 24)

Figure 24

The number of suspensions and expulsions from this building are as follows: 2003-2004: 43 out of school suspensions, no expulsions 2004-2005: 30 out of school suspensions, no expulsions 2005-2006: 24 out of school suspensions, no expulsions 2006-2007: 15 out of school suspensions, no expulsions 2007-2008: 19 out of school suspensions, no expulsions 2008-2009: 32 out of school suspensions, 1 expulsion 2009-2010: 2 out of school suspensions, 1 expulsion

The expectations for student behavior including the district dress code have been outlined in the student handbook for 2010-2011. The student handbook is distributed to all students on the first day of school. Teachers go over the handbook rules at the beginning of the school year.

At Garrison Elementary School, students are expected to:1. Abide by national, state, and local laws, as well as the rules of the school.2. Respect the rights of others.

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3. Act courteously to adults and fellow students.4. Be prompt to school and attentive in class.5. Work cooperatively with others when involved in accomplishing a common goal.

Inappropriate behaviors are listed and disciplinary consequences are stated in the student handbook. Due process is given to every student every time a discipline referral is sent to the office. Each student has the opportunity to hear:1. An oral statement of charges against him/her.2. A summary of evidence against him/her.3. An opportunity to explain his/her conduct.

When repetitive behaviors impede a student’s ability to be successful in school, the Multi-Disciplinary Intervention Team may be asked to intervene. The team consists of teachers, parents, administrators, and in some cases, the student. One purpose of the M-Team is to assess the behaviors and develop strategies to change the behavior. In the case of a student with special needs, this same process is done through a case conference and is called a Functional Behavior Assessment. A Behavior Intervention Plan may be developed from this process. A student may be suspended out of school for a period up to 10 days for student misconduct or substantial disobedience. Students are afforded due process and parents are notified immediately. A written statement describing the misconduct and action taken are sent to the parents. Any act that breaks local, state, or federal law is grounds for suspension and could result in expulsion from school for up to one calendar year. The expulsion procedure is outlined in Section 13 of the Indiana Code 20-8.1-5.1-13.

If the disciplinary action for a student with special needs indicates a change in placement, a case conference is held within 10 school days to review the relationship between the student’s disability and the behavior that prompted the disciplinary action. This meeting is called a Manifestation Determination. Examples of a change of placement may be a series of suspensions that determine removal from the school for more than 10 instructional days or the consideration of expulsion.

G. Professional Development

Professional development is an ongoing process. Richmond Community Schools provides 1 – 1 ½ hours per week for professional development of staff by dismissing students an hour early every Tuesday. To accomplish the goals of continuous improvement of student achievement in writing and math problem solving, Garrison teachers have focused their staff development in the components of the Literacy Collaborative Framework and Everyday Mathematics. Primary teachers are completing their 4th year of training while intermediate teachers are completing their first full year of training. The staff continues to receive professional development in Response to Intervention and Positive Behavior Support. In the last 4 years, staff have utilized this time for training in the Literacy Collaborative frameworks, analyzing data, collaborative teamwork for Professional Learning Communities that include a Principal’s Advisory Council, Positive Behavior Support, Multidisciplinary Team, Grade level teams, Crisis Team and School Improvement Teams. The district also utilizes time occasionally for district wide training efforts in technology and literacy.

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Methods in place to improve the cultural competency of teachers, administrators, staff, parents and students:

Cultural Competency in Education Figure 25

As can be seen in the graph, Garrison is predominately white with 7% minorities. Our multiracial population is more than twice our African American numbers, and combined they form the dominant minority group. Our current population includes two families from South Africa, three families from India, one family from China, one family from Japan, one family from Korea, and six Hispanic families. We appreciate the diversity this brings us, and we celebrate by hanging the flags of each country represented in the gym. We serve the needs of students whose home language is other than English by immersing them in the general classroom and providing individual or small group tutoring sessions. We have a Title 3 paraprofessional who attends to their needs 5.5 hours per week. The staff participated in and will continue to attend workshops developed by our building “Worrier” to enhance and update our knowledge of cultural differences. This will be a yearly event as understanding differences is a life-long learning process.

Garrison is well represented in our High Ability services. Approximately 64 students, (20% of the student population) participate in the pullout program serving students with high general ability and creativity once a week. We also address the needs of students who perform in the top 15% of the general population through flexible groupings during language arts and math. Our fifth and sixth grades departmentalize and organize math classes by pacing needs. Two teachers trained in special education serve children with special needs K-6. Our goal is to work with children as inclusively as possible, bringing services to the general classroom as much as we can. However, we realize some students need more intensive services, and we provide that through pullout classes with a specific focus to accelerate growth in deficit areas.

Our students come from diverse socio-economic backgrounds. This is our great strength, because in our own student body we represent the ideals of public education in America—to provide equal opportunity for all students to learn in a climate of respect and understanding regardless of race, ethnicity, or economic advantages. However, these differences can also be our greatest challenge. Currently, approximately 53% of our student population receives free or reduced lunch support. When we disaggregate our ISTEP data, (Figures 26 & 27) we find an

2009-10 Ethnic BreakdownWhite 264Black 13

Hispanic 7Asian 10

Multi-racial 37

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achievement gap exists in language arts and math between our paid and our free or reduced lunch students.

Figure 26

Figure 27

In 2005-2006, Garrison received targeted Title I assistance. We have used this money to provide a literacy coach along with our Reading Recovery teacher. Prior to 2009, we also provided 1-2 Title 1 paraprofessionals (all of which were certified teachers) to assist with small group interventions. Our school board has defined a comprehensive literacy framework we believe will help us accelerate learners who may come with fewer background experiences that support school success. Intensive training in the framework prepares teachers to meet the needs of all learners. We have already seen considerable impact with all day kindergarten, which we initiated seven years ago. The extra time in school for our youngest learners is decreasing the numbers of students who require retention and providing

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increased language experience to support literacy learning through the amount of readiness.

When we provide flexible grouping for the needs of our high ability students, we reduce class sizes during critical learning times and permit classroom teachers to focus more closely on the needs of their average to low average performing students. Flexible grouping in math, for our older students, also enables teachers to adjust the pace of learning so that all students have the time they need to master important content.

V. Student achievement objectives, derived from an assessment of the current status of educational programming, including the following:A. Attendance Rate

Attendance RateYear 95th

Percentile State Average(Public and Nonpublic)

Paul C Garrison Elem Sch8943

2008-09 Preliminary Data 97.7% Preliminary Data 96.1% Preliminary Data 96.1%2007-08 97.6% 95.9% 96.3%2006-07 97.7% 95.8% 95.3%2005-06 98.2% 96.0% 95.4%2004-05 97.7% 95.9% 95.2%2003-04 97.8% 95.9% 94.9%2002-03 97.5% 95.8% 95.2%2001-02 97.6% 95.9% 95.8%2000-01 97.6% 95.7% 95.7%1999-00 97.7% 95.9% 95.9%1998-99 97.6% 95.7% 95.3%1997-98 97.5% 95.7% 94.4%1996-97 97.5% 95.6% 94.9%1995-96 97.5% 95.5% 94.7%1994-95 97.5% 95.4% 95.1%1993-94 97.6% 95.4% 95.4%1992-93 97.4% 95.4% 95.6%

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http://newdew4.doe.state.in.us/htbin/nearbench.sh?var1=0&var2=95.62&var3=1993&var4=0.10&var5=8943

http://newdew4.doe.state.in.us/htbin/topbench.sh?var1=0&var2=97.44&var3=1993

































B. Percentage of students meeting academic standards under the ISTEP+ program

ISTEP Avg Pct Pass - All Tested Grades E/LA and Math

Year 95thPercentile

State Average

(Public and Nonpublic)

Paul C Garrison Elem Sch8943

2008.2-09 92.1% 71.4% 76.8%2008-09 92.6% 73.7% 76.9%2007-08 92.9% 73.4% 75.5%2006-07 92.5% 72.6% 74.2%2005-06 92.6% 72.9% 71.3%2004-05 92.5% 71.7% 71.5%2003-04 92.0% 71.0% 70.5%2002-03 90.4% 68.7% 73.0%2001-02 88.7% 65.4% 66.3%2000-01 88.8% 65.4% 65.2%1999-00 89.7% 66.4% 68.0%1998-99 88.5% 66.2% 65.3%1997-98 88.7% 66.6% 69.6%

C. Graduation RateGraduation rate does not apply to Garrison Elementary School

VI. Specific areas where improvement is needed immediatelySchool Self Assessment

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School Strengths There is an increased awareness of the

Indiana Academic Standards on the part of all constituents: administrators, teachers, instructional assistants, parents, and students

The High Ability Program has been rewritten to align with the State Guidelines.

Textbook Adoption Committees are focusing on the standards. As we prepare to adopt a new Math Series, we are committed (as a corporation) to adopting the texts that provide the best tools for meeting the Indiana Academic Standards. This same priority was true in our adoption of Science, Social Studies, and Language Arts texts over the past three years.

During 2008-2009 the library circulation total was 19,528; down from the previous years circulation of 26,583.

Most grade level teams plan their lessons collaboratively to ensure that all academic standards are addressed at appropriate times throughout the year as each grade level has common planning time every day.

There is a cooperative effort among schools in the Richmond Community School Corporation to share ideas and methods of teaching the academic standards in ways that promote student learning.

Many teachers participate in classes that focus on coordinating the Indiana Academic Standards with the curriculum (computer workshops, Indiana Web Academy, and professional development opportunities through the corporation.)

Garrison Elementary School is now in its 3rd year creating a balanced literacy project school wide as the primary level is fully implemented in the Literacy Collaborative and the Intermediate level has begun full implementation during 2009-2010.

Large Group Instruction Small Group Instruction Interdisciplinary Instruction Teacher Directed Instruction -Teacher Directed Questioning

School NeedsCritical Issues1. More students need to pass the ISTEP+

test. Continue to align curricula with the

standards. Fully implement Literacy Collaborative Framework for literacy instruction and include curriculum mapping for literacy

Aim for greater consistency in teaching the curriculum K-6.

Arm students with sound test taking skills and organization strategies for writing.

Improve student learning for students with disabilities and students in poverty.

2. Teachers need more instructional strategies in the following areas: Writing Processes and Applications Measurement and Problem Solving

Both areas will be addressed through Tuesday Professional Development meetings.

3. The Garrison Elementary administrator, teachers, and support staff will develop a better understanding of an inclusive school model through Response to Intervention and continue to create a continuum of services for all students. Create a workable model of an

inclusive school through Response to Intervention that encompasses a continuum of services.

Develop more teaming strategies between teachers.

Learn more strategies to differentiate instruction and assessment to meet the educational needs of all students.

4. Disaggregated data indicates concern and will require further study with regard to impoverished students. Data meetings are held one Tuesday per month and at monthly grade level meetings.

5. Another area of concern requiring further study is the difference that may exist between the white middle class way of thinking (our staff) and the culture of poverty The professional development provided by the “Worrier’s program will continue to

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Student Centered Instruction -Student Directed Questioning Multi-Disciplinary Intervention (This is

a team that meets to discuss ideas and interventions to help students that are struggling academically, socially, and/or emotionally. The team is comprised of the school principal, resource teachers, Title I teachers, social worker, parents, and classroom teachers.)

Peer editing/collaboration Learning Centers Reading and Writing Across the

Curriculum Teacher and Student modeling of the

writing process School wide writing notebooks and

folders 6+1 Traits of Writing Teacher-Student

Conferencing/Individualized remediation

Use of visual aids, manipulatives, and hands on activities in all content areas

Instructional Assistant/Parent Volunteers used for one-on-one and small group remediation and enrichment

Monthly at-home reading logs Daily Oral Language System Journal writing Peer writing buddies Time for independent reading Silent reading followed by discussion Grouping by interests or book choice Three Family Literacy Nights Art Fair in conjunction with Literacy

Nights Fifth Grade Social Studies Fair Reading Recovery Instruction Guiding Parents through Guided

Reading and Writing Workshops Parents as Leaders through

Communities in Schools Use of technology as a teaching tool

o Microsoft Word/Writing composition & Grammar

o Internet Accessing/Researcho Excel/Creating Graphs and

Chartso PowerPoint/Presentation,

Outline, and Communication Skills

address this issue. The staff will read the book, “Teaching with Poverty in Mind” over the summer of 2010 and study together during the summer retreat held in August 2010.

6. Garrison will need to maintain the site, facilities, services, and equipment to provide an environment that is safe and orderly for all occupants. A building renovation plan is on the RCS district 5-year plan. A walk through by architects to begin developing a design for renovation took place in January 2009. A blueprint has been presented to the staff and community for input. A timeline has been established for renovation with completion destined for 2012.

7. Garrison will need to ensure that each student has access to guidance services that include, but are not limited to, counseling, appraisal, mentoring, staff consulting, referral, and educational and career planning. At this time, Garrison employs part time services but the need is greater than what we are able to provide at this time. A case worker from Centerstone has now been assigned to Garrison to work with students receiving outside services to connect with them during the school day. Our School Social Worker and Communities in Schools Liaison will continue to address this issue. The school principal leads the 6th grade through the graduation plan and the students participate in the “On the Road to Middle School” with the Reality Store each spring.

8. Garrison will need to make a more concerted effort to solicit the knowledge and skills of stakeholders to enhance the work of the school. The Oversight Team will continue to meet regularly throughout the school year. Staff meetings are held at least 7 times per school year.

9. Garrison will need to implement a higher level of engagement with stakeholders in the processes of continuous improvement. Sharing successes with the RCS Board of Trustees as well as regular communication through the Pioneer Press and the Palladium Item will provide frequent updates. An

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o Use of Digital Camerao My Skills Tutoro Math series website

Garrison Elementary provides instructional strategies supporting the achievement of Indiana academic standards. This list reflects an overview of many instructional strategies currently used in our classrooms. These strategies can be used as a springboard to further student learning.

added section, “ Praises, Comments, and Concerns,” to the Pioneer Press will foster more communication with the families of Garrison.

10. Garrison will need to ensure with a higher level of engagement that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning. The mission and vision for Garrison is attached to every publication school wide and posted in the building.

11. Garrison will need to monitor and communicate with a higher level of engagement the results of improvement efforts to stakeholders. This will be shared at the regular meetings of the Oversight Team, yearly updates with the RCS School Board, in the Pioneer Press, and at regular staff meetings.

VII. Benchmarks for progress that specify how and to what extent the school expects to make continuous improvement in all areas of the education system.

Achievement ObjectivesGoal 1: Garrison Elementary students will improve student writing process and application scores by 6% each year as measured by ISTEP+. This improvement will ensure Garrison students of meeting the trajectory by 2013.

Benchmarks for Progress2010-2011:

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Students’ Fall, Winter, and Spring writing prompt will be evaluated under the guidelines of the 6+1 Traits of rubric. Students will demonstrate increased mastery of writing from the fall writing prompt to their spring writing prompt.

Assessment: % or number of students that increase score from fall to spring. Spring 2009: 58% Spring 2010:

Garrison Elementary students will demonstrate an increase mastery of writing applications skills that are assessed on annual standardized testing.

Assessment: % or # of students receiving a passing score of 4 or above on the ISTEP writing applications. Spring 2009: 54% Spring 2010:

The Fountas and Pinnell reading benchmark assessment as well as Observation Survey, DIBELS, Acuity, and PPVT will be used to measure growth in reading as correlated to increase mastery in writing.

Assessment: % or # of students at or above the benchmark in the F & P Benchmark assessments for literacy each spring. Spring 2009: 76% Spring 2010:

2011-2012: Students’ Fall, Winter, and Spring writing prompt will be evaluated under the guidelines of the 6+1 Traits of rubric. Students will demonstrate increased mastery of writing from the fall writing prompt to their spring writing prompt.

Assessment: % or number of students that increase score from fall to spring. Spring 2009: 58% Spring 2010:

Garrison Elementary students will demonstrate an increase mastery of writing applications skills that are assessed on annual standardized testing.

Assessment: % or # of students receiving a passing score of 4 or above on the ISTEP writing applications. Spring 2009: 54% Spring 2010:

The Fountas and Pinnell reading benchmark assessment as well as Observation Survey, DIBELS, Acuity, and PPVT will be used to measure growth in reading as correlated to increase mastery in writing.

Assessment: % or # of students at or above the benchmark in the F & P Benchmark assessments for literacy each spring. Spring 2009: 76% Spring 2010:

Goal 2: Garrison Elementary students will demonstrate a minimum of 5% growth in the area of Measurement and Problem Solving in Mathematics on ISTEP+. This improvement will ensure Garrison students of meeting the trajectory by 2013.

Benchmarks for Progress2009-2010: (Area of focus: Number Sense) Garrison Elementary Students will demonstrate increased mastery in number sense on annual standardized testing.

Assessment: % or # of students that receive a score at or above the State average as measured by ISTEP+. Fall 2008: 83%, Spring 2009: 82% Spring 2010:

Students will demonstrate improved mastery on grade level number sense assessments.

Assessment: % or # of students that pass with a mastery grade the grade level end of the year number sense assessment each spring. Spring 2009: 59% Spring 2010:

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Students will demonstrate regular mastery of the concepts of number sense in classroom work that is assessed.

Assessment: % or # of students that receive mastery grades in mathematics each spring. Spring 2009: 64% Spring 2010:

2010-2011: (Area of focus: Measurement and Problem Solving) Garrison Elementary Students will demonstrate increased mastery in measurement and problem solving on annual standardized testing.

Assessment: % or # of students that receive a score at or above the State average as measured by ISTEP+. Spring 2009: 82%, Spring 2010:

Students will demonstrate increased mastery on grade level pre to post assessments.

Assessment: % or # of students that show mastery level gains from the pre to the post mathematics grade level assessment.

Fall 2010 to Spring 2011: Students will demonstrate regular mastery of the concepts of measurement and problem solving in classroom work that is assessed.

Assessment: % or # of students that receive mastery grades in mathematics each spring. Spring 2009: 64%, Spring 2010:

2011-2012: (Area of focus: Measurement and Problem Solving) Garrison Elementary Students will demonstrate increased mastery in measurement and problem solving on annual standardized testing.

Assessment: % or # of students that receive a score at or above the State average as measured by ISTEP+. Spring 2009: 82%, Spring 2010:

Students will demonstrate increased mastery on grade level pre to post assessments.

Assessment: % or # of students that show mastery level gains from the pre to the post mathematics grade level assessment.

Fall 2011 to Spring 2012: Students will demonstrate regular mastery of the concepts of measurement and problem solving in classroom work that is assessed.

Assessment: % or # of students that receive mastery grades in mathematics each spring. Spring 2009: 64% Spring 2010:

VIII. Academic Honors diploma and Core 40, including the following:

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A. Provisions to offer courses that allow all student to become eligible to earn the Academic Honors Diploma

The Academic Honors Diploma does not apply to Garrison Elementary.

B. Provisions to encourage all student to earn an Academic Honors Diploma or complete the CORE 40 curriculum

Neither the Academic Honors Diploma nor the CORE 40 curriculum applies to Garrison Elementary.

IX. Proposed interventions based on school improvement goals.

See attached Action Plan, Appendix 1

X. Professional development that is coordinated with proposed interventions and that supports sustainable school improvement efforts.

A. A summary of analysis of data regarding student learning.B. Strategies, programs, and services to address student

learning needs.C. Activities to implement the strategies, program, and

servicesD. The evaluation of activities that will be conducted

See attached Professional Development Plan that addresses A, B, C, and D above, Appendix 2

E. An assurance that the program complies with the board’s core principles for professional development.

The Garrison Elementary Professional Development Plan complies with the following core principles:

4. Is school based and collaboratively designed, and encourages participants to work collaboratively.

5. Has a primary focus on state and local academic standards6. Enable teachers to improve expertise in subject knowledge and

teaching strategies, uses of technologies, and other essential elements in teaching to high standards.

7. Furthers the alignment of standards, curriculum, and assessment.

8. Includes measurement activities to ensure the transfer of new knowledge and skills to classroom instruction.

XI. Statutes and Rules to be waivedGarrison Elementary will not be waiving any rules or statutes at this time.

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Appendix 1

Garrison Elementary Action Plan

Appendix 2

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Garrison Elementary Professional Development PlanRCS Professional Development Evaluation Form

Appendix 3

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Garrison NCA and School Improvement Staff TeamsGarrison Elementary Staff Roster

Appendix 4NCA Oversight Team Sign Off

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Appendix 5Title 1 Plan and Budget

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Appendix 6Title 1

Parent Involvement PolicyEvaluation of Programs Survey

School – Parent Compact

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