North Elementary School

School Improvement Plan 2012-2013

440 North 10th Street Noblesville, IN 46060

317.773.0482

School Website: http://north.noblesvilleschools.org

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Table of Contents Section 1: School Profile Pages 3-6 Section 2: Summary of Data Pages 7-16 Section 3: Conclusions about current Pages 17-19 educational programming and learning environment Section 4: Specific areas where Page 20 improvement is needed immediately Section 5: Statutes and rules to be waived Page 20 Section 6: Timeline for implementation, Page 20 review, and revision Language Arts Goal Template Page 21 Math Goal Template Page 22

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Section 1: A. Mission, Vision, and Beliefs

Noblesville Schools

NORTH ELEMENTARY

VISION DATA

CHARACTER: % showing responsibility for turning in homework consistently (all grades) 100% % following their Lifeskills and DOING THE RIGHT THING (all grades) 100% % TREATING PEOPLE RIGHT! 100% ISTEP+: % passing ISTEP+ Language Arts (all grades) 100% % passing ISTEP+ Mathematics (all grades) 100% % passing ISTEP+ Science (4th grade) 100% GRADE LEVEL: % performing at or above grade level – mathematics (each semester) 100% % performing at or above grade level – reading (each semester) 100% % performing at or above grade level – writing (each semester) 100%

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North’s Core Convictions

ALL STUDENTS AT NORTH DESERVE…

a safe and nurturing environment. to be valued. the expectation of reaching their fullest potential. to be given the necessary tools and resources to succeed academically and socially. to have their individual needs met. to be respected. to be treated fairly. to be inspired. to have fun. the opportunity to shine.

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B. Narrative Description of School, Community, and Educational Programs North Elementary is located in the heart of downtown Noblesville, Indiana and is one of the older elementaries in Noblesville Schools. North has a projected enrollment of 540 students in Kindergarten through Fifth Grade for the 2012-2013 school year. The North PTO is active in supporting and raising funds to support the teachers and activities for students. North Elementary is currently in a state of fluctuation as we experience two years of redistricting and grade level redistribution. In the first round of redistricting that took place in 2011 enrollment grew approximately 150 students. We are projected to lose 150 different students for the 2012-2013 school year. In addition, 5th grade will be returning for the 2012-2013 school year. The socio-economic characteristics of our student body are as follows:

Year Paid Lunch Reduced Lunch Free Lunch

2011-2012 62% 6.3% 31.6%

2010-2011 60% 8% 32%

2009-2010 61% 7% 32%

Approximately 90% of students at North are White with the remaining 10% being made up of Multiracial, Black, Hispanic, and Asian. North teachers follow a balanced literacy framework that includes Reading Workshop, Writing Workshop, and Word Study. Teachers will implement a 75 minute math block utilizing the Everyday Math program that was adopted this past school year. North students that struggle with academics or behavior begin interventions immediately. If the child responds to these interventions, then the general education plan continues as scheduled. If a child continues to struggle, then additional interventions are implemented as part of the Response to Instruction plan. If a child is not responding to interventions, he/she will be referred to special education. Approximately 17% of students are served by an Individual Education Plan (IEP.) North also serves many students in reading remediation in Grades K-2 through Title I services, a federally funded program. Title I services include Leveled Literacy Intervention, Road to the Code, and Road to Reading. High ability students receive rigorous and advanced instruction in language arts and/or mathematics. Students qualify for high ability programming through a district-wide process that includes several measures of achievement and potential. Instruction in kindergarten and first grade is provided through differentiation within

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the classroom. Beginning in second grade, students may be regrouped or placed in the high ability classroom for advanced math. The high ability program in grades three through five is known as FOCUS (Flexible Opportunities to Challenge US). In grades K-5, 8% of North’s students qualified for the FOCUS program for the 2012-2013 school year.

C. Description and Location of Curriculum The curriculum at North Elementary is based on the Indiana State Academic Standards and the Common Core State Standards. Curriculum maps have been created using the Common Core State Standards and Indiana Academic Standards. Curriculum maps for each grade level can be found at http://curriculum.noblesville.schoolfusion.us.

D. Titles and Descriptions of Assessment Instruments to Be Used In Addition to ISTEP+ DIBELS – Dynamic Indicators of Basic Early Literacy Skills – frequent measures in the area of fluency, phonics, and phonemic awareness for grades K-3 TRC – Text Reading Comprehension - reading benchmark assessments to determine reading levels and comprehension skills for grades K-2 mClass Math Assessment - math benchmark assessments to determine math proficiency levels for grades K-2 Fountas and Pinnell Benchmarking Assessment – reading benchmark assessments to determine reading levels and comprehension skills for grades 3-4 Acuity – predictive measures in English/Language Arts, mathematics, and science based on the Indiana State Academic Standards iREAD Assessment - measures foundational reading standards in grade three to ensure all students can read proficiently before moving on to grade four

E. Secondary: Core 40, Core 40 with Academic Honors, and Core 40 with Technical Honors Diplomas Not applicable to North Elementary School.

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Section 2: Summary of Data

F. Data, including graphics, from the Annual Performance Report

Noted trends: The above chart shows the past three years performance of North Elementary’s Langauage Arts ISTEP+ scores compared to the state averages for 3rd and 4th grade. North Elementary continues to score above state average. Third grade has remained consistent with 90% passing for the past 3 years. Fourth grade increased from 83% passing in 2010-11 to 85% passing in 2011-12. Using the state trend line as a basis for comparison, it is evident that North Elementary is not on the same trajectory for grade 3 but mirrors state growth for 4th grade in 2010-11 through 2011-12. Based on the above data, a conclusion one could draw would be the need to increase rigor in grade 3 and to look deeply at curriculum pacing and depth. The grade has a strong passing percentage, but increasing levels of proficiency is a necessity. Grade 4 shows a positive trend toward increased achievement. Continued focus on literacy will need to be maintained.

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Noted Trends: The above chart shows the past three years performance of North Elementary’s Math ISTEP+ scores compared to the state averages for 3rd and 4th grade. The state trend line shows an upward progression toward percent proficient. North Elementary students in grade 3 show a decline in passing percentage in 2011-12 while 4th grade students show a significant increase . Based on the data above, it is evident 3rd grade math scores are an area for focused attention. With the addition of common core standards and Everyday Math in the 2012-13 school year, attention will need to be paid to effective instructional strategies to regain the same state trend in math.

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Noted Trends: The above chart shows the past three years performance of North Elementary’s Science ISTEP+ scores compared to the state averages for 4th grade. Trend data for North Elementary in the area of Science indicates a significant increase from 81% passing in 2010-11 to 86% passing in 2011-12. Increased proficiency for 4th grade mirrors North Elementary’s increase ISTEP+ Math scores. Areas of celebrated growth were evident in both Science and Math in 2011-12. North Elementary students outperform their state level peers in all content areas. Additionally, as the state trend for ISTEP + scores in Science varies, North Elementary scores exceeded previous achievements and are on a solid incline. ISTEP+ Pass +

2010-2011 % Pass + 2011-2012 % Pass +

3rd Grade LA 24% 18%

3rd Grade Math 44% 34%

4th Grade LA 11% 32%

4th Grade Math 24% 33%

4th Grade Science 18% 40%

The percent of students scoring Pass+ on the ISTEP+ assessment declined in 3rd grade from the previous school year. Fourth grade increased the percent of students scoring Pass+ in LA, Math, and Science.

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IREAD Based on 2012 IREAD test data, 93% of third graders passed the first assessment. After the retest in June, 99% of third graders passed the IREAD assessment. Of the one percent not passing, those students met the criteria for the Good Cause Exemption set forth by the Indiana Department of Education. G. Data related to Performance Indicators other than in Annual Performance Report

Noted Trends: The above chart shows the Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY) percentage of students reading at or above grade level according to the TRC and Fountas and Pinnell Benchmarking Assessments. The data indicates North Elementary students start Kindergarten at benchmark. Second and 4th grade students show a positive trend line toward increasing the percentage of students reading at or above grade level. Kindergarten, 1st grade, and 3rd grade show varying levels of proficiency and each of those grades end the year with fewer percent at grade level than during the BOY assessment. A conclusion to note is the need for deeper data to shed light on the variations of text proficiency. A deeper look at type of text and relative performance is noted below.

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Noted Trends: The above chart shows the Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY) informational text performance for 3rd and 4th grade students on the Acuity assessment. The data above shows 64% of 3rd grade students ended the year proficient in reading and comprehending non-fiction text as measured by Acuity. Sixty-three percent of 4th grade students ended the year proficient in the same area. When comparing this set of data with the previous data on Reading Levels with the TRC and Fountas and Pinnell, one can note a near mirroring image of EOY proficiency levels. Evidence from the data indicates an area of challenge with grade level informational text. Approximatly 62-67% of students in both 3rd and 4th grade start the year proficient with text from the previous grade level, similar to how they end the year on grade level text. A conclusion to be drawn is that students are showing progress, but not at a rate fast enough to accelerate the trend line for percent proficient.

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Noted Trends: The above chart shows the Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY) computation performance for K, 1st, and 2nd grade students on the mCLASS assessment. Content of this assessment tool changes each testing session to reflect developmentally appropriate benchmarks. Data above reflects percent proficiency at specific points of the school year and is aligned to state curriculum maps. Kindergarten shows a progressive increase in the area of computation. Fifty-nine percent of kindergarteners scored proficient in the area of computation on the End of Year assessment. First grade student scores vary throughout the year. According to current data only 23% of North Elementary students were at the expectated benchmark by the EOY assessment in 2011-12. Second grade students started strong with 37% meeting benchmark for the BOY assessment. The EOY assessment for 2nd grade shows decreased levels of proficiency with a mere 18% meeting benchmark expectations. Observational data and anecdotal information from classroom teachers regarding mClass indicates a potential concern with test validity. Students were tested by an outside source, test administration fidelity is an area to monitor for future sessions. Teachers report computation is an area of challenge but mClass scores do not portray an accurate picture of computation ability by students in grades K, 1st, and 2nd at North Elementary. One conclusion to draw is the need to have corresponding classroom data to reflect teachers’ anecdotal information.

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Noted Trends: The above chart shows the Beginning of Year (BOY), Middle of Year (MOY), and End of Year (EOY) computation performance for 3rd and 4th grade students on the Acuity assessment. Similar to mClass, the Acuity assessment measures specific skills each session that correspond with state curriculum maps and grade level expectations for specific points in the year. Third grade students began the 2011-12 school year with 53% proficiency. This data indicates that nearly half of the 3rd grade students mastered and retained computation skills from the previous year. The EOY assessment indicates that 78% of 3rd grade students were proficient with 3rd grade computation skills. Fourth grade data indicates 78% of students began the 2011-12 school year proficient on grade level expectations. End of Year assessment indicates nearly 80% of 4th grade students were proficient on computation. A conclusion to be drawn using this data is that both 3rd grade and 4th grade students are not showing high levels of computation skill retention. Forty-seven percent of 3rd grade students and 22% of 4th grade students are starting the year without mastery of previous grade level computation skills. Summer learning loss and teacher practices are areas to consider for further analysis.

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H. Percentage of Students Meeting Academic Standards under ISTEP+

Noted Trends: The above chart shows the performance of North Elementary’s informational text ISTEP+ scores for the past two years for 3rd and 4th grade. Looking at a relative cohort group it is evident that informational text is showing a downward trend. Third grade students in 2010-11 performed at 94% proficiency on non-fiction text, while the same group of students as 4th graders in 2011-12 decreased to 83% proficient.

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Noted Trends: The above chart shows the performance of North Elementary’s Math computation ISTEP+ scores for the past two years for 3rd and 4th grade. The data indicates that the relative cohort group of 2010-11 third graders and 2011-12 fourth graders maintained high levels of performance. In 2010-11 third grade showed 85% proficiency on ISTEP+ computation and that same group of students as 4th graders exceeded previous success by reaching 87% proficiency.

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I. Attendance Rate Attendance is a priority at North Elementary. Each morning students recite a pledge on doing the right thing for character education. One part of this pledge is “everyday matters and everybody counts”. This line focuses on the importance of attending school each and every day. Students are recognized quarterly and annually for excellent attendance. If a student begins a pattern of tardiness or absences, the school follows the ACES (Attending Class Equals Success) Attendance Program adopted by Noblesville Schools. Below is the attendance rate as recorded by the Indiana Department of Education for the past three school years:

Year State Average North Attendance

2011-2012 Not available 96.6%

2010-2011 95.9% 96.5%

2009-2010 95.8% 96.4%

J. Graduation Rate for High School Not applicable to North Elementary School.

K. Other Information About Educational Programming and Learning Environment Noblesville Schools implemented full day kindergarten in the fall of 2011. For the school year 2012-2013, North is projected to have 95% participation in full day kindergarten where students will receive instruction using the Indiana Common Core Standards. Noblesville Schools is redistributing grade levels and fifth grade will return to North Elementary for the 2012-2013 school year.

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Section 3: Conclusions About Current Educational Programming and Learning

Environment

L. North’s Curriculum Supports Academic Standards Noblesville Schools has created curriculum maps for Language Arts, Math, Science, and Social Studies that reflect the Indiana and Common Core State Standards. North staff revised yearlong plans to match the district curriculum maps that are used in planning.

M. North’s Instructional Strategies Support Academic Standards North’s teachers use a balanced literacy framework that includes interactive read alouds, shared reading, guided reading, independent reading, word work, shared writing, guided writing, and independent writing. Fountas and Pinnell’s Strategic Actions as well as the Indiana and Common Core State Standards are supported through all parts of the balanced literacy framework. Everyday Math will be used for math instruction. The program includes a spiraling component that provides a consistent review of math skills and reinforces strategies for mastering grade-level math Indiana and Common Core State Standards.

N. Analysis of Student Achievement Based upon the results of ISTEP+ Language Arts, Acuity, DIBELS, TRC, and Fountas and Pinnell Reading Levels the combined data presented informational text as an area in need of growth. Additionally, after reviewing proficiency on ISTEP+ Mathematics and Science, mCLASS, and Acuity the combined data presented computation as an area of desired improvement. Reading Analysis of ISTEP+ indicated a flat line in improvement in grade 3 and minimal progress in grade 4. Upon deeper analysis of ISTEP+ subtests, Acuity, DIBELS, and reading levels, informational text became evident as an area of needed growth. The cohort group of 3rd-4th grade students show a significant decline in proficiency with non-fiction text over the time period of 2010-2012. This alarming decline led to deeper analysis and a backward mapping type approach to see when and where our problem begins. TRC data indicates kindergarten students are coming to North

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Elementary with the needed prerequisite reading skills. However, all future grade levels vary in levels of performance. This inconsistency will be addressed with an intentional focus on effective strategies for teaching informational text. The Literacy Specialist will meet regularly with teachers to provide professional development on appropriate reading strategies. Professional Learning Communities will have an intentional focus on data discussion including dissection of informational text scores. Math Based upon the breakdown of ISTEP+ Math, the data presented computation as an area of concern. After reviewing mCLASS data for kindergarten, first, and second and Acuity data for third and fourth the concern was affirmed. While the cohort 3rd – 4th grade group displayed a strong performance of 87% proficient on the computation subtest on ISTEP+, no other grade comes close to this level of performance. An additional finding is the apparent challenges with computation retention. According to Acuity results, students are starting the year with only a small majority mastering previous grade level computation standards. This creates an undue challenge on current grade level teachers in having to remediate before progressing to state required standards. Through analysis and discussion with teachers a lack of consistency in materials being used to teach computation skills became evident. This inconsistency will be addressed through the implementation of CCSS and Everyday Math across all grade levels. Teachers will receive professional development throughout implementation to assure computation strategies are being integrated. Progress will be tracked by students and teachers throughout the school year. Following regular analysis, intervention and enrichment opportunities will be put in place.

O. Parental Participation in the School To help North’s students be successful, North Elementary encourages every parent or guardian to be active participants in the school. Participation includes, but is not limited to volunteering in the classroom or library media center, attending field trips, eating lunch with his/her child, attending parent/teacher conferences, representing North on district-wide committees, Field Day assistance, and helping with and serving on the PTO.

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P. Provision to Maintain a Safe and Disciplined Learning Environment for Students and Staff North Elementary’s learning environment is based on the motto “Do the Right Thing, Treat People Right.” See the Core Convictions on page 4 for a listing of North’s beliefs. Students participate in monthly lifeskill convocations to highlight safe and positive behaviors in school. Teachers also incorporate lifeskills into instruction to reinforce positive behavior. North is in its fourth year of implementing PBIS (Positive Behavioral Interventions Supports) for behavior. This proactive approach towards discipline has been implemented throughout North. Teachers collect and report data weekly on the behaviors in their classrooms. The PBIS committee meets to track and monitor data. Support is provided with positive strategies and interventions that teachers implement in the classroom.

Q. Technology as a Learning Tool The faculty has had training on using Web 2.0 tools and has been integrating them into yearlong plans. These tools support teachers in using the 21st Century Skills of collaboration, creativity, communication, and critical thinking. Document cameras, mounted projectors, and mobile computer labs expand the opportunities for technology integration in the classroom. See school improvement templates on pages 21 and 22 for specific technology strategies.

R. Professional Development Program North Elementary offers continuous professional development for staff members. Early Release Days and Staff Meetings are used for school-wide professional development focused on best practice and instructional strategies. In 2012-2013, teachers will work as “Guides” in researching and delivering material to staff members. The five identified areas are 21st Century Skills, Formative Assessment, Informational Text, Learning Objectives, and Math Processing Skills. These areas were determined based on the 2012-2013 School Improvement Plan, Noblesville Schools initiatives, and the new Teacher Evaluation Program. This information will be carried over into weekly grade-level PLC’s. Based on data and observations, professional development will then be differentiated for each teacher. This will be accomplished by utilizing staff members with strengths in those areas to work with those who need additional support.

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Section 4: Specific Areas Where Improvement is Needed Immediately

According to ISTEP+ data, IREAD data, benchmark records, and locally developed assessments, students at North Elementary scored lower on informational text than other areas of literacy. Based on ISTEP+ data, benchmark records, and locally developed assessments students at North Elementary scored lower on math computation than other areas of mathematics. Scores have increased for special education and free/reduced lunch students; however, there continues to be a gap.

Section 5: Statutes and Rules to be Waived

There are no statutes or rules to be waived at this time.

Section 6: Timeline

June 30- Submit SIP to Central Office July 31- SIP returned with feedback September 6- Submit revised SIP to Central Office September 18- Submit SIP to Board of School Trustees September 28- Submit board-approved SIP to the IDOE

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Strategic and Continuous School Improvement and Achievement Plan

Goal 90% of third, fourth, and fifth graders will master the Informational Text section of ISTEP+ Targeted Subgroups Free/Reduced lunch, Special Education, High Ability

Benchmark(s) Reading Level NF Benchmark (% of students) • Kindergarten MOY- 100%, EOY- 100% • 1st Grade MOY- 80%, EOY- 90% • 2nd Grade MOY- 80%, EOY- 90%

Acuity nonfiction/informational text score • 3rd – Test A 80%, Test B 90%, Test C 90% • 4th – Test A 80%, Test B 90%, Test C 90% • 5th – Test A 80%, Test B 90%, Test C 90%

Supporting Data Assessments Acuity (nonfiction/informational text) • 3rd- A-62%, B-56%, C-64% • 4th- A-68%, B-75%, C-62% ISTEP+ (nonfiction/informational text) • 3rd- 94% (2011); 92% (2012) • 4th- 83% (2011); 86% (2012) IREAD (informational text) • 3rd- 81.9%

Standardized Locally Developed • ISTEP+ • Acuity • TRC (nonfiction) • F&P Benchmark kits (nonfiction) • IREAD

• Unit Tests • Informal running records • Student response journals • Research journals

Intervention Research / Best Practice Resources Students will increase reading comprehension of informational text through

• Searching for and using information

• Inferring and visualizing • Making connections • Determining Importance • Synthesizing • Critiquing • Analyzing

• The Continuum of Literacy Learning by Fountas and Pinnell

• Comprehending and Fluency by Fountas and Pinnell

• Guiding Readers and Writers by Fountas and Pinnell

• Guided Inquiry by Carol Kuthua • Inquiry Circles by Stephanie Harvey

and Harvey Daniels • Strategies that Work by Harvey and

Goudvis

• Common Core State Standards • ReadingA-Z.com • Leveled library • Rigby-Literacy by Design • Library Media Center • School librarian • Title 1 Teachers • Interventionist • Books listed in Research • Topic Study (The Guides)

Activities Instructional Media / Technology Professional Development

• Teachers will be purposeful in providing direct instruction of nonfiction text features

• Teachers will include nonfiction texts in their reading instruction a minimum of 50% of the time

• Teachers will be purposeful in selecting higher order questions

• Teachers will use reader’s notebooks for students to reflect knowledge of nonfiction text

• Literacy Specialist will model comprehension strategies of nonfiction text to staff

• Collaboration with the school librarian to design research/inquiry projects that provide students an opportunity to learn and practice informational text structures.

• Acuity • Online data bases-INSPIRE, Bookflix,

PebbleGo, Trueflix, • Book trailers to support nonfiction

choices • Resources from library collection,

parent collection, leveled library, teacher collection

• Professional Book Study • Strategic Actions • Professional Learning Communities • Early Release days • Topic Study (The Guides) • Balanced Literacy • Data Analysis teams • Literacy Specialist/Media Specialist • Ghost Walks

Classroom Level Monitoring System

Cultural Competency

Teacher implementation: • PLC notes • Class book lists posted • Guided Reading plans • Running Records available • Data collection

Leadership practices: • Classroom walkthroughs • Data Meetings • Data Board

• Tutors/mentors • Differentiated Instruction • Response to Instruction (RtI) • Intervention Groups

• Positive Behavior Intervention System (PBIS)

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Strategic and Continuous School Improvement and Achievement Plan

Goal 90% of third, fourth, and fifth graders will master the Computation section of ISTEP+ Targeted Subgroups Free/Reduced lunch, Special Education, High Ability

Benchmark(s) mClass Computation Score • Kindergarten MOY- 65%, EOY- 90% • 1st Grade MOY- 65%, EOY- 80% • 2nd Grade MOY- 60%, EOY- 70%

Acuity computation score • 3rd – Test A 80%, Test B 90%, Test C 90% • 4th – Test A 80%, Test B 90%, Test C 90% • 5th – Test A 80%, Test B 90%, Test C 90%

Supporting Data Assessments mCLASS (K/1st- overall score; 2nd- computation score) % at benchmark • K- BOY- 34%; MOY- 52%; EOY- 60% • 1st - BOY- 33%; MOY- 39%;

EOY- 23% • 2nd- BOY- 37%; MOY- 21%;

EOY- 18% Acuity (computation scores) • 3rd - Test A- 54%, B- 71%, C- 79% • 4th - Test A- 78%, B- 83%, C- 81% ISTEP+ (computation scores) • 3rd - 86% (2011); 78% (2012) • 4th - 78% in 2011; 88% (2012)

Standardized Locally Developed

• Acuity • ISTEP+ • IMAST • mCLASS • Chapter/Unit tests from

Everyday Math

• Weekly fact check • Formative/summative

assessments developed by grade levels

Intervention Research / Best Practice Resources Students will improve computation through: • Participating in Math Lab if their

computation data shows they are below grade level

• Participating in games that reinforce computation strategies

• University of Chicago (Everyday Math)

• Everd, L. Addition, Subtraction, and Algebraic Reasonings, Houghton Mifflin.

• Chambers, D. editor, Putting Research into Practice in the Elementary Grades. NCTM.

• Indiana State Standards • Common Core State Standards • Everyday Math materials and

manipulatives • Math Magician • Investigate Rocket Math

Activities Instructional Media / Technology Professional Development

• Teachers will develop student-centered objectives for mathematics that support computation

• Teachers will follow the scope and sequence of Everyday Math curriculum

• Teachers will implement with fidelity the fact practice component of Everyday Math

• Teachers will utilize the online resources of Everyday Math addressing computation

• Teachers will provide materials for tracking progress of math facts

• Math Magician • McGraw Hill Education website • Collaboration with the school

librarian to design projects that provide students an opportunity to apply computation skills.

• Acuity • Resources from library

collection, parent collection, leveled library, teacher collection

• PLC’s • Everyday Math training • Early Release Days • mClass training/discussions

Classroom Level Monitoring System

Cultural Competency

Teacher implementation: • PLC notes • Lesson plans • Data collection

Leadership practices: • Classroom walkthroughs • Data Meetings • Data Board

• Tutors/mentors • Differentiated Instruction • Response to Instruction (RtI) • Intervention Groups • Positive Behavior Intervention System (PBIS)