WINFIELD ELEMENTARY SCHOOL 2012 - 2015 Little People, Big Dreams
Transcript of WINFIELD ELEMENTARY SCHOOL 2012 - 2015 Little People, Big Dreams
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WINFIELD ELEMENTARY SCHOOL2012 - 2015
Little People, Big Dreams, Bright Future
In Service to the Winfield CommunityPatricia A. Carnahan
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SCHOOL IMPROVEMENT TEAMSCHOOL IMPROVEMENT TEAMSCHOOL IMPROVEMENT TEAMSCHOOL IMPROVEMENT TEAM
SCHOOL IMPROVEMENT COMMITTEE
MEMBERS
Mrs. Patricia A. Carnahan PrincipalMrs. Melissa Curran TeacherMs. Sarah Ferraro TeacherMrs. Sarah Johnson Teacher
Mrs. Amanda Kosiba Teacher
Mrs. Melissa Taylor Teacher
Mrs. Lynda Smith Parent
Mrs. Peddycord Parent
Winfield Elementary School Improvement Committee, in conjunction with theFaculty and Staff, wrote the School Improvement Plan. We studied and analyzed our ISTEP+ achievement scores, Terra Nova Scores, District Assessments, andWinfield Teacher Assessments. We evaluated our programs, services, resources,instructional practices, and professional development program. Based on the resultsof our study and analysis, we designed our Continuous School Improvement Plan for 2012 – 2015.
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TABLE OF CONTENTS
SECTION 1 – INTRODUCTION PAGE� Narrative Description of the School 5� Narrative Description of the Community 6� Narrative Description of the Educational Programs 7,8� Description and Location of the Curriculum 9,10� Titles and Description of Assessment Instruments 11.12
SECTION 2 – STATEMENTS PAGE� Statement of Vision 14� Statement of Mission 14� Statement of Beliefs 14
SECTION 3 – DESCRIPTION OF STUDENTS PAGE� Characteristics of Winfield Students 16� Participation in Special Programs 17 - 19� Participation in Student Services 20
SECTION 4 – STUDENT PERFORMANCE DATA PAGE� 3rd Grade ISTEP+ LA/Math Achievement Data 22 - 27� Attendance 28� 1st Grade Terra Nova LA Achievement Data 29,30� 1st Grade Terra Nova Math Achievement Data 31
SECTION 4 – STUDENT PERFORMANCE DATA CONTINUED PAGE� STAR Early Literacy 33� STAR Reading 34� STAR Math 35� mClass Reading TRC 36,37� Retentions 37
SECTION 5 – SCHOOL DATA PAGE� Information on Instructional Practices 39� Information on Technology 40� Perception Survey Data from Students, Teachers, Support Staff 41.42
SECTION 6 – FAMILY AND COMMUNITY DATA PAGE� Communication between the School and other Stakeholders 44� Participation of School Community 45� Characteristics of Staff, Family, and Community 46.47� Perception Survey Data from Parents 48
SECTON 7 – CONCLUSIONS PAGECurriculum 50Instructional Strategies 50Student Achievement 51Parental Participation 52Technology 52Safe and Disciplined Learning Environment 52Professional Development 52
SECTION 8 – SCHOOL IMPROVEMENT ACTION PLAN 53 - 57
SECTION 9 – PROFESSIONAL DEVELOPMENT PLAN 58 – 59
Section 10 – STATUTES TO BE WAIVED 60
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INTRODUCTION
Section 1
� Narrative Description of the School page 6
� Narrative Description of the Community page 7
� Narrative Description of the Educational Programs page 8, 9
� Description and Location of the Curriculum page 10, 11, 12
� Titles and Description of Assessment Instruments page 13, 14
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WINFIELD ELEMENTARY SCHOOLNarrative Description
Winfield Elementary School is committed to providing students with an academic program based on high standards and high expectations. Our grade configuration of kindergarten through second grade has enabled the faculty to research, study, prepare, and teach to the appropriateness of primary students. The articulation between grade levels has grown stronger as we work and learn collaboratively from each other within three grade levels. We share a vision that continuously focuses on the learning needs of our unique student population.
Winfield Elementary School has many strengths! A dedicated and professional staff who are united in their commitment to meet the potential of every student. A Parent-Teacher-Organization who is dedicated in their efforts to provide academic materials and motivational rewards for the school, and organizational events to encourage family relationships. Teachers and parents together have created a strong bond that goes a long way in ensuring the success of each and every child.
Winfield Elementary School currently serves 446 students in grades Kindergarten through Second Grade. The grade configuration of our school has changed several times over the years as the result of a rising student population. Winfield was originally a K-6 school but changed to a K-3 school when a second elementary school was built to alleviate the overcrowding conditions. In 2005 overcrowding again forced a change in our grade level configuration. We became a K-2 school.
Winfield Elementary School (K-2) is the “Feeder School” to Jerry Ross Elementary School (3-5). Approximately 90% of our students enter Jerry Ross Elementary after second grade. Assessment results from Winfield as well as Jerry Ross help to drive our curriculum.
Winfield Elementary School provides optional breakfast and hot lunches for students cooked in our school kitchen by our Cafeteria Manager and three cafeteria assistants. An automated payment system supports parents in their knowledge of student eating habits. In 2010–2011 the Crown Pont Community School Corporation implemented a “Healthy Choice” school lunch program and received a national award from the White House.
Winfield Elementary School is part of the Crown Point Community School Corporation and one of seven elementary schools. In January of 2007, the school corporation completed a Long Range Facility Plan to address the continued growth of the entire Crown Point Community. In 2009 the Crown Point Community School Corporation became accredited by the AdvancED/North Central Association Commission of Accreditation and School Improvement. The CPCS Corporation was awarded District Accreditation as a Quality School System.
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WINFIELD COMMUNITYNarrative Description
The Town of Winfield is named for General Winfield Scott. The Township of Winfield is located in Crown Point, Indiana and can trace its roots – and its name – to the mid 19th century. Organized in 1843, Winfield has a total area of 12.3 square miles and was incorporated as a township in 1993. Winfield Township includes the communities of Leroy, Palmer, and Winfield. It is located seven miles east of Crown Point and 36.4 miles east of Chicago.
The Winfield Community is able to take advantage of Chicago’s rich and varied cultural environment. Many of our community members have visited major art, natural history and science museums as well as a lakefront aquarium and a planetarium. Some of our community members have attended the world-renowned symphony and opera company. There are also a variety of theaters as well as two zoos for community members to visit.
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WINFIELD EDUCATIONAL PROGRAMSNarrative Description
Winfield Elementary School utilizes a variety of educational programs to promote educational excellence. These programs support the development of self-directed lifelong learners, creative problem solvers, and responsible citizens by facilitating opportunities for students to use individual abilities to achieve their personal best.
LANGUAGE ARTS
� Four Blocks Reading & Writing
� Junior Great Books
� Journal Writing
� Six Trait Writing
� Power Writing
� Accelerated Reading
� Houghton Mifflin Reading Series
� Reading A – Z
� Guided Reading – ETA
� 600 Minute Reading Club
� Weekly Magazines
� Drops in the Bucket Reading, Writing
� Scot Foresman Spelling
� Modern Curriculum Press Phonics
� Tucker Signing Phonics
� Explode the Code
� Daily Oral Language
� Lang Arts Software Program
HEALTH
� McGraw Hill Health Series
� Hand Washing Presentation
� Dental Hygenist Presentation
� Field Trips (Survive Alive, Fire Station)
MATH
� Everyday Math
� Inquiry Math Lessons
� Accelerated Math
� Computation Software – MFF
� Drops in the Bucket Problem Solving
� Daily Math Problem
� Daily Oral Math
� Math Skills Tutoring
SOCIAL STUDIES
� K - Scot Foresman Big Book & Weekly Readers
� 1st – Mac-Millan McGraw Hill Big Book
� 2nd – Houghton Miffline Books
� CPCS Corporation Social Studies Performance Task
� Guest Speakers
� Junior Achievement
� Field Trips (Bailey Homestead, Apple Orchard)
SCIENCE
� FOSS Science
� Lab Experiences
� 4-H Embryology
� EnvironMobile
� Buzz Engram/NIPSCO
� Field Trips (Museums, Zoos)
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WINFIELD EDUCATIONAL PROGRAMSCONTINUED
ART
� Art Textbook Series
� Art Displays
� Art Website
� Creative Arts Fair
� Young Rembrandts
MUSIC
� Music Textbook Series
� H.S. and M.S. Band Concert
� H.S. and M.S. Orchestra Concert
� Creative Arts Fair
PHYSICAL EDUCATION
� Physical Education Curriculum
� Field Day
� Jump Rope for Heart
� Kiddie 500
COMPUTER LAB
� 35 lab computers
� Software Programs
� 3 computers per classroom
� Rennaisance Place
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DESCRIPTION OF CURRICULUM
The Crown Point Community School Corporation previously developed the curriculum vertically and horizontally to the Indiana Standards but is currently revising the curriculum to meet the Common Core Standards. The curriculum will then be articulated through the Content Standards and Essential Understandings which define the important knowledge and skills that all students must acquire at each grade level.
District textbook selection and adoption schedules now follow the Indiana Standards and CommonCore Standards for textbook adoption. The state approved textbooks are displayed at central office. A committee of teachers, administrators, and parents review and evaluate textbook materials. When a selection is completed, a recommendation is sent to the Crown Point Corporation School Board.
Language Arts – The Language Arts Curriculum involves the student in lifetime learning skills such as reading, writing, speaking, and listening. A variety of resources are used including: state adopted textbook series, student journals, writing portfolios, newspaper, and community resource people. Student activities may include reading buddies, guided reading groups, and opportunities for public speaking. Student needs are met with a variety of basic, average, and challenging reading and writing materials. Students participate in the Accelerated Reading Program and Reading and Writing Assessments throughout the school year.
Mathematics – The Mathematics Curriculum prepares students for a lifetime of learning with a variety of resources – computer software programs, calculators, economy units, textbook series, and hands-on materials. Basic math skills are developed in all students with a variety of techniques. Critical problem solving is also developed through inquiry-based instructional practices.
Social Studies – The Social Studies Curriculum develops citizenship, positive values, and beliefs through the studies of information provided in the state adopted textbooks, supplemental materials, videos, speakers, presentations, and field trips. Each student is required to complete a Social Studies Performance Task.
Science – The Science Curriculum uses a “hands-on” approach with FOSS Modules. The students demonstrate their learning in a variety of ways that require many dimensions of cognitive performance. In addition, community programs such as the EnvironMobile support environmental life skills.
Health – The Health Curriculum provides our students with the skills that should lead them to responsible health behaviors. Our students develop both knowledge and skills to avoid health risks now and in the future. The students are presented with information from the state adopted textbook, health videos, and community safety programs. Community health centers present real life demonstrations on hand washing, germ control, dental care, and general body care.,
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DESCRIPTION OF CURRICULUM CONTINUED
Music – The Music Curriculum provides a variety of experiences that allow students to experience the many facets of musical skills such as singing, playing instruments, listening, creating, and performing. The sequential progression of music education provides for the understanding and appreciation of music concepts such as rhythm, melody, harmony, form, an expressive elements. Students culminate their learning with musical performances. The curriculum is supported by a textbook series and video programming.
Art – The Art Curriculum provides for the progression and sequence of skills and the promotion of the understanding of the elements and principles of art. The students have their work displayed within the school, central office, and local community art centers. The curriculum is supported by a textbook series and video programming.
Physical Education – The Physical Education Curriculum fosters the sequential progression of motor, cognitive, emotional, and social development. Our program is flexible and designed to accommodate individual differences. Planned programs and instructional strategies are used to
provide success-oriented experiences.
LOCATION OF CURRICULUM
The Crown Point Community School Corporation curriculum is available for review on the Corporation Web Site. All subject areas K – 12 are available to the public.
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TITLES AND DESCRIPTION OF ASSESSMENT INSTRUMENTS
FORMATIVE ASSESSMENTmClass:Reading 3D and mClass Math assessments provide early screening for Grades K-2. These
assessments are predictors to ISTEP+ achievement success.
STANDARDIZED TESTS
The Terra Nova Multiple Assessment is taken by first graders in the spring of the school year. These assessment results are used to:
� Provide a comprehensive record of the student’s achievement.
� Provide a source of information for instructional planning specific to the student.
� Describe achievement in terms of National Percentiles.
� Determine areas of strength and need.
� Provide a record for students in a class.
� Evaluate individual and group achievement compared to the nation and the local program.
� Provide analysis of group objectives mastery using the percent of students mastering each objective and average Objectives Performance Indexes (OPI).
� Analyze curriculum strengths and areas of need.
� Gives administrators narrative and graphical information to evaluate the overall effectiveness of the educational program.
� Provide information about group performance in norm-referenced terms for instructional planning.
SCHOOL ASSESSMENTS
School assessments are taken by students during the School year
� Star Reader Computerized Assessment – Grades one and two. Reports: Reading Range/Diagnostic/Growth/Snapshot/Parent
� Each Star Test is tailored to the student and selectively adjusts each question to the student’s ability level. The Snapshot Report groups students into low, average, and high groups. The Growth Report delineates pre and post test scores with graphical growth data.
� Star Math Computerized Assessment – First and Second Grade.
Reports: Math Range/Diagnostic/Growth/Snapshot/Parent
� Star Early Literacy Computerized Assessment – Kindergarten and First Grade.
The Star Early Literacy for Reading Readiness is used during the School year and identifies three levels of young readers: Emergent; Transitional; Probable. These assessments are used to measure progress and refine instruction. Seven areas are assessed: General Readiness; Graphophonemic; Knowledge; Phonemic Awareness; Phonics; Structural Analysis; Vocabulary; Comprehension.
� Content Assessment – Grades kindergarten to two. Textbook Assessments are given at appropriate times to measure proficiency of skills.
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TITLES AND DESCRIPTION OF SCHOOL ASSESSMENT INSTRUMENTSCONTINUED
� EPSF – Kindergarten Entrance Assessment
The Early Prevention of School Failure is designed to encourage School success for all
kindergarten students. This screening test is administered in the spring prior to the student’s kindergarten year. The screening program assesses five important skill areas: Gross Motor; Fine Motor; Visual; Auditory; Language.
� Teacher Assessments – Kindergarten, First and Second Grade
� Performance Tasks – Kindergarten, First and Second Grade
� Peabody Assessment – Kindergarten and TK1 Placement.
� Writing Prompts – Kindergarten, First and Second Grade
� Math Assessments – Kindergarten, First and Second Grade
� District Social Studies Performance Tasks – Kindergarten, First and Second
SCHOOL CLIMATE ASSESSMENTS
The Crown Point School Corporation conducted a randomly selected parent survey. Additional surveys were completed by Teachers and Support Staff. A special survey was completed by randomly selected students from each grade level to address the specific climate of the students at Winfield Elementary School.
The survey topics included:
* Quality of the Instructional Program
* Support for Student Learning
* School Climate/Environment for Learning
* Parent/School Relationships
* Resource Management
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STATEMENTS
Section 2
� Statement of Vision page 15
� Statement of Mission page 15
� Statement of Beliefs page 15
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WINFIELD’S VISION
It is the Vision of Winfield Elementary School toeducate every child with quality instruction and high expectations in
a nurturing environment.
It is the mission of Winfield Elementary School, a partnership of students, staff,
families, and community, to provide continuous academic progress in a
physically and emotionally safe environment. Winfield School will produce
self-directed lifelong learners, creative problem solvers, and responsible
citizens by facilitating opportunities for students to use individual abilities to
achieve their personal best.
WINFIELD BELIEFS
WE BELIEVE……
• Students are our number one priority.
• In the value of the individual.
• That students need to be taught how to learn and how to make decisions.
• In providing opportunities for students to be successful.
• In fostering positive student attitude.
• In comprehensive education that meets the need of the individual student.
• In the worth of teachers and their professional judgment.
• Education is a life long process.
• Education is the shared responsibility of the home, School, and community.
• Schools should provide an environment that is safe, healthy, and conducive to learning.
• Schools should teach good citizenship and democratic principles.
• Technology should enhance the learning process.
• Excellence in education is a key to survival of the individual and our nation in the global society.
• In the constant review and revision of the curriculum aligned to the standards.
• In expansion of educational programs outside the School setting.
• In local community-based decision making.
• The State of Indiana needs to provide sufficient financial resources to accomplish the requirements set forth in Public Law 221.
WINFIELD’S EDUCATIONAL MISSION
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DESCRIPTION OF STUDENTS
Section 3
� Characteristics Grade Levels page 18
Ethnicity page 18
Free and Reduced Lunch page 18
Gender page 19
� Participation in Special ProgramsExceptional Learners page 20
Speech page 20
ESL page 20
TK/1 page 20
At-Risk page 20
Highly Abled page 20
Multiculturalism page 21
PAWS page 21
� Participation in Student ServicesSchool Food Services page 22
Nursing Services page 22
PBIS Paraprofessional Services page 22
Response to Instruction Services page 22
Girl Scouts/Brownies page 22
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WINFIELD STUDENTS
Winfield Elementary School is the home of 450 students in grades kindergarten through second grade.. There are six half-day kindergarten classes with a 18:1 student - teacher ratio. Two full day kindergarten classes to support our at-risk students with a 16:1 student-teacher ratio. First grade students are assigned to one of eight classes with a 20:1 student-teacher ratio. Second grade students are also assigned to one of eight classes with a 21:1 student-teacher ratio.
Our student economic level is above average. Approximately 77 students out of 450 students receive free or reduced lunches. In most cases our students come to school healthy, both physically and emotionally , and are ready to learn.
Our student population is minimally diverse with an ethnic population of:
White 367 81%
Hispanic 58 13%
Asian 6 1%
Black 16 4%
Nat. Amer. 0%
Enrollment 2011-2012 by Grade Level
Enrollment 2011-2012 by Ethnicity
Enrollment 2011-2012 by Socio-economic Status
White
Hispanic
Asian
Afr Amer
Nat Amer
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WINFIELD STUDENTS CONTINUED
We have approximately 31 ESL students in our school supported by classroom and pullout services. Kindergarteners: 13 studentsFirst Graders: 8 studentsSecond Graders: 10 students
We currently have 230 males and 220 female students in our school.
Kindergarteners74 males 68 females
First Graders 71 males 74 females
Second Grade 85 males 78 females
Enrollment 2011-2012 by ESL
Enrollment 2011-2012 by Gender
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SPECIAL PROGRAMS
Exceptional Learners - Qualification for special needs services is based on diagnosis, screening, and teacher/parent referral through the RtI Tiered process. All students are assigned to a regular classroom, but may be assisted with small group instruction in a Learning Center or regular classroom. Programs and services are provided on a continuum ranging from consultation with regular education teachers, up through residential placement seven days a week. These programs and services are designed to ensure that appropriate programs are available to all children with disabilities and that the least restrictive program placement for each child is determined based upon the child's unique needs rather than program availability.
Language, Speech, and Hearing Program: A speech and language specialist is assigned to our school to assist students with identified needs. Qualification for speech services is based on diagnosis, screening, and teacher/parent referral through the RtI Tiered process.
Limited English Students (ESL Program) – Students with a home language other than English are tested for placement in a pull-out Language Instruction Educational Program. Our goal is for the student to become proficient in the English language and display achievement of the Standards (Indiana and Core). Each student has an Individual Learning Plan which is updated annually. Techniques and strategies such as controlled vocabulary, use of visual aides, hands-on activities, and primary language support to help students succeed in strengthening and learning English is implemented according to student levels.
Full Day Kindergarten – In the Spring before entering kindergarten, each student is assessed through the Early Prevention of School Failure. Our Full Day Kindergarten offers more opportunities to experience language, creative play, literacy and numeracy. The Full Day Kindergarten program is very valuable to the whole school process.
Highly-Able Students – At each grade level a range of highly-able students are cluster grouped to address their need for a compacted curriculum. We use a variety of assessment tools to determine the groupings for each grade level.
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SPECIAL PROGRAMSCONTINUED
Multiculturalism - Winfield Elementary School integrates various cultures and backgrounds into the everyday life of the classroom as well as inviting students to enrich discussions with their own ethnic traditions and experiences. Our teachers work together to highlight cultural pride with academic and festive learning experiences (Chinese New Year, Cinquo De Maya , Martin Luther King Day, Ethnic Heroes, etc.). The media center houses numerous books and videos on famous men and women from various ethnic backgrounds.
PAWS – PAWS is an evidenced based plan for improving discipline and behavior within our school. It includes a way to teach, support, and acknowledge positive behavior expectations that are embedded in the school culture. The plan uses a graduated discipline system to ensure that serious behaviors that may threaten school safety are met with severe consequences, but more minor misbehavior and disruption is dealt with through less severe interventions. The program is supported by a PBIS paraprofessional who is directly responsible for the implementation of our Tiered behavioral process.
Gender Achievement – We try to reach all our students –boys and girls- by varying our instructional methods in ways that can reach all learners. We use hands on materials, incorporate technology with learning games, foster integration of genders during cooperative learning, read both fiction and nonfiction books in class. We try not to unwittingly contribute to gender discrimination by using boy strategies and girl strategies but a mixture of strategies that reach all learners.
Discriminatory Behavior – We try to model inclusiveness in all learning and social activities. Our instructional framework invites learners to participate actively, share responsibility, explore issues of common interest, and interact cooperatively. Our environment assists students in developing their ideas about themselves and others, creates conditions under which children initiate conversation.
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STUDENT SERVICES
School Food Service – The students may participate in a Breakfast and Lunch Program.
Menus for breakfast and lunch are provided to parents each month. The parents are encouraged to help their children make healthy food choices. Each Winfield student has a meal account that he/she may use at any time. Parents may prepay for meals to be purchased through this account. Some pupils are eligible for "free" or "reduced-price" lunches under the National School Lunch Program. Application forms and information concerning eligibility are available in our school office.
Nursing Services - The school nurse provides assistance in training school staff on medical issues, develops Emergency Health Plans for children with medical conditions, consults with staff related to student health concerns, and serves as a liaison for parents, schools and the community in numerous health matters. Services are confidential and free.
PBIS Paraprofessional – Our school has a PBIS Paraprofessional on site every day. The paraprofessional promotes, maintains, and provides direct lines of communications between the home and school personnel with regard to the social, interpersonal, safety, and general well-being of our students.
Extended Care Services – Our school district offers a before and afternoon school program from 6:00 a.m. to 6:00 p.m. at several school sites. Half Day Kindergarten students have the opportunity to attend during their off school time. Fees are within reason and less than community child care services.
Response to Instruction - Our school RtI program provides all students with the support they need to be successful as early as possible in the school career. Tier 1 provides support in the classroom with their teacher. Tier 2 provides support outside the classroom with a tutor in a small group. Tier 3 provides support outside the classroom with a tutor one-on-one. The students are progress monitored frequently to determine progress.
Girl Scouts/Brownies – The scouting program for girls is active and an effective way to support the school environment in academic, social, and emotional levels as well as community citizenship.
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STUDENT PERFORMANCE DATA
Section 4
3rd GRADE ISTEP+ LA/MATH ACHIEVEMENT DATA 3 Year Trend
IREAD page 22� All Students page 23� All Students by Academic Standards Summary page 24� By Gender page 25� By Special/General Ed page 26� By Free/Reduced page 27� By League Schools page 28
ATTENDANCE� By League Schools page 291ST GRADE TERRA NOVA LA ACHIEVEMENT DATA3 Year Trend� Reading page 30
Oral ComprehensionBasic UnderstandingAnalyze TextRd/Wt StrategiesIntroduction to Print
� Vocabulary page 30Word MeaningWords in Context
� Word Analysis page 31ConsonantsSight WordsVowels
1ST GRADE TERRA NOVA MATH ACHIEVEMENT DATA3 Year Trend� Mathematics page 32
Number & Number RelationsComputation & EstimationMeasurementGeometry & Spatial SenseData, Stats, & ReasoningProblem Solving & Communication
� Math Computation page 32Add Whole NumbersSubtract Whole Numbers
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IREAD – 3 PASSING PERCENTAGES
SCHOOL PASS DNP PERCENT
JERRY ROSS
165 2 99%
CROWNPOINT SCHOOLS
566 9 98.4%DISTRICT AVERAGE
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3rd Grade ACHIEVEMENT DATA - ISTEP+LANGUAGE ARTS & MATH
3 Year TrendAll Students
3rd Grade ACHIEVEMENT DATA - ISTEP+LANGUAGE ARTS & MATH
3 Year TrendAll Students
Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math for all students.
Analysis of Data:This data indicates an upward trend in achievement for both ELA and Math. There continues to be an increase in Math achievement. We have entered the 90th percentile area for both LA and Math.
ELA: 91% 94.7% 98.1%MATH: 80% 90.1% 92.3%
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3rd Grade Achievement Data – ISTEP+LA and Math Academic Standards Summary
English/LA 2010 2011 2012
Vocabulary 92% 95% 97%
Nonfiction/InfoText
92% 94% 95%
Literacy Text 93% 95% 96%
Writing Process
93% 94% 97%
Writing Applications
94% 94% 97%
Language Conventions
93% 94% 97%
Mathematics 2010 2011 2012
Number Sense 88% 92% 93%
Computation 87% 89% 93%
Algebra & Functions
86% 86% 91%
Geometry 86% 90% 92%
Measurement 88% 90% 93%
Problem Solving
89% 91% 92%
Description of Data:The table lists the ELA Academic Standards Summary trend for 3 years.
Analysis of Data:This data indicates 90th percentile achievement scores for the last 3 years. There was continued increase in achievement. These are great scores.
Description of Data:The table lists the Math Academic Standards Summary trend for 3 years.
Analysis of Data:This data indicates 90th percentile achievement scores for the last two years. There was continued increase in achievement. These are great scores.
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ACHIEVEMENT DATA - 3rd Grade ISTEP+LANGUAGE ARTS & MATH
3 Year Trend by GENDER
Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math by Gender.
Analysis of Data:The data indicates achievement within the 90th percentile area for both ELA and Math.
E/LA
MATH
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ACHIEVEMENT DATA - 3rd Grade ISTEP+LANGUAGE ARTS & MATH
3 Year Trend by Special Ed/General Ed
Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math. It compares the Special Education population with the General Education population.
Analysis of Data:The data indicates both ELA and Math achievement scores have increased for our special education students into the 90th percentile area..
ELA Spec Educ: 75% 73% 92%ELA Gen Educ: 94% 96% 97%
MATH Spec Educ: 75% 87% 92%MATH Gen Educ: 88% 90% 91%
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ACHIEVEMENT DATA - 3rd Grade ISTEP+LANGUAGE ARTS & MATH
3 Year Trend by Free/Reduced
Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math. It compares the Free and Reduced population with the Paid population.
Analysis of Data:The data indicates that our Free/Reduced student population is below the achievement level of our Paid student population.
ELA Free/Reduced: 77% 72% 88%ELA Paid: 95% 95% 98%
MATH Free/Reduced: 74% 89% 79%MATH Paid: 90% 90% 93%
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ACHIEVEMENT DATA - ISTEP+Comparison to League Schools
BOTHPASSING
ELAPASSING
ELAPASS+
MATHPASSING
MATHPASS+
Covington 87.4% 88.3% NA% 88.5% NA
Thorpe 96.4% 96.4% NA% 99.3% NA
MapleGlen
89.3% 93.3% NA% 90.7% NA
Reagan 84.5% 95.5% NA% 84.5% NA
M Frank Harris
98.3% 98.3% NA% 98.3% NA
Winfield 92.3% 96% 31% 91% 44%
Description of Data:This table lists the 3rd grade ISTEP+ Language Arts and Math scores for our League Schools.
Analysis of Data:The data indicates that Winfield is within the League Range of Scores. Our Pass+ scores have increased significantly over the last 3 years.
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ATTENDANCE
Comparison to League Schools
Description of Data:This table lists the Attendance Rate for Winfield and their League Schools for the past 3 years.
Analysis of Data:The Winfield Attendance Rate is between 96% and 97% for the last 3 years. Our League Schools are also between 96% and 97%.
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TERRA NOVA - 1ST GRADELANGUAGE ARTS - 3 YEAR TREND
READING 2010 2011 2012
OralComprehension
86% 86% 86%
Basic Understanding
89% 90% 90%
Analyze Text
81% 80% 80%
Rd/WtStrategies
82% 81% 81%
Introduction toPrint
91% 91% 91%
Description of Data:This table lists the 1st grade Terra Nova Language Arts Reading Scores.
Analysis of Data:The data indicates two areas within the 90th percentile and 3 scores remain in the 80th percentile area. Winfield would like all of their scores within the 90th percentile area.
VOCABULARY 2010 2011 2012
WordMeaning
79% 78% 78%
Words in Context
83% 82% 84%
Description of Data:The table lists the 1st grade Terra Nova Language Arts Vocabulary Scores.
Analysis of Data:The data indicates very little growth from the previous years. Vocabulary remains a focus area for growth.
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WORD ANALYSIS
2010 2011 2012
Consonants 95% 94% 95%
Sight Words 97% 95% 96%
Vowels 76% 73% 77%
Description of Data:The table lists the 1st grade Terra Nova Language Arts Word Analysis scores.
Analysis of Data: The data indicates very little growth from the previous years. Word Analysis remains a focus area for growth.
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MATHEMATICS 2010 2011 2012
Number &Number Relations
83% 83% 85%
Computation &Estimation
91% 90% 92%
Measurement 70% 69% 70%
Geometry &Spatial Sense
94% 94% 94%
Data, Stats, &Probability
87% 86% 88%
Problem Solving & Reasoning
72% 71% 72%
Communication 83% 83% 84%
Description of Data:The table lists the 1st grade Terra Nova Mathematics scores.
Analysis of Data:The data indicates slight increase in growth. Measurement and Problem Solving continue to be focus areas.
TERRA NOVA - FIRST GRADEMATH -- 3 YEAR TREND
MATHCOMPUTATION
2010 2011 2012
Add Whole Numbers
96% 95% 96%
Subtract WholeNumbers
86% 87% 90%
Description of Data:The table lists the 1st grade Terra Nova scores for Math Computation.
Analysis of Data:The data indicates that these achievement scores are within the 90th
percentile area. The instructional strategies have been effective.
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STUDENT PERFORMANCE DATA
Section 4 Continued
ACCELERATED READING
� STAR EARLY LITERACY – 3 Year TrendHalf Day Kindergarten page 34
Full Day Kindergarten page 34
� STAR READING – 3 Year TrendFirst Grade page 35
Second Grade page 35
� STAR MATH – 3 Year TrendFirst Grade page 36
Second Grade page 36
� mCLASS READING TRC – 2 Year TrendKindergarten page 37
First Grade page 37
Second Grade page 38
� RETENTIONS Second Grade pageFirst Grade pageKindergarten page
34
ACCELERATED READING STAR EARLY LITERACY
KINDERGARTEN
3 YEAR TREND
HALF DAYKINDERGARTEN
2009 2010 2012
ProbableReader
28% 35% 46%
Transitional Reader
48% 43% 41%
Emergent Reader
24% 22% 13%
Description of Data:The table lists the STAR Early Literacy scores for Probable, Transitional, and Emergent Readers for Half Day Kindergarten students.
Analysis of Data:The data indicates a strong increase in Probable Readers and a strong decrease in Emergent Readers.
FULL DAYKINDERGARTEN
2010 2011 2012
ProbableReader
13% 20% 9%
Transitional Reader
53% 40% 44%
Emergent Reader
34% 40% 47%
Description of Data:The table lists the STAR Early Literacy scores for Probable, Transitional, and Emergent Readers for Full Day Kindergarten.
Analysis of Data:The data indicates a decrease in the number of students not meeting achievement levels of Transitional and Probable Readers.
35
ACCELERATED READING - STAR READNG 1ST AND 2ND GRADE
1ST
GradeS.S. G.E. PR NCE IRL EST
ORFZPD
2010 285 2.5 77 65.4 2.2 NA 2.3-3.3
2011 264 2.4 69 60.6 2.1 73 2.2-3.2
2012 263 2.4 69 60.6 2.1 72 2.2-3.2
Description of Data:The table lists the 1st grade STAR Reading average mastery level scores.
Analysis of Data:The data indicates above expected grade level mastery of G.E. 1.9.
2nd Grade
S.S. G.E. PR NCE IRL ESTORF
ZPD
2010 409 3.5 71 61.9 3.4 NA 2.8 – 4.0
2011 424 3.7 69 60.6 3.6 113 2.9 – 4.2
2012 413 3.6 67 59.3 3.5 108 2.8 – 4.1
Description of Data:The table lists the 2nd grade STAR Reading average mastery level scores.
Analysis of Data:The data indicates above grade level mastery of G.E. 2.9
36
STAR MATH 1ST AND 2ND GRADE
1ST
GradeS.S. G.E. PR NCE
2010 483 2.5 80 67.8
2011 466 2.3 76 64.9
2012 498 2.6 84 70.6
2nd Grade
S.S. G.E. PR NCE
2010 573 3.4 74 63.2
2011 580 3.5 67.4 67.4
2012 608 3.8 85 71.9
Description of Data:This table lists the 1st grade STAR Math average mastery level scores.
Analysis of Data:The data indicates above grade level mastery of G.E. 1.9.
Description of Data:The table lists the 2nd grade STAR Math average mastery level scores.
Analysis of Data:The data indicates above grade level mastery of G.E. 2.9.
37
mClass Assessments – ReadingText Reading Comprehension
2 year Trend
KindergartenEOY B
2010 2011 2012
BelowProficient
3% 5% 8%
Proficient EOY B 17% 27% 20%
Above Proficient
80% 68% 72%
TOTALAT OR ABOVE PROFICIENT
97% 95% 92%
Description of Data:This table lists the percent of kindergarten students who scored Below Proficient, Proficient, and Above Proficient at the end of the school year. All students are expected to reach a Text Reading Comprehension Level B.
Analysis of Data:In 2010 97% of kindergarten students were at or above the TRC Level B.In 2011 95% of kindergarten students were at or above the TRC Level B.In 2012 92% of kindergarten students were at or above the TRC Level B.
First GradeEOY I
2010 2011 2012
Far BelowProficient
9% 9% 4%
BelowProficient
19% 18% 25%
Proficient EOY I 25% 45% 38%
Above Proficient
47% 28% 33%
TOTAL AT OR ABOVE PROFICIENT
72% 73% 71%
Description of Data:This table lists the percent of First Grade students who scored Far Below Proficient, Below Proficient, Proficient, and Above Proficient at the end of the school year. All students are expected to reach a Text Reading Comprehension Level I.
Analysis of Data:In 2010 72% of First Grade students were at or above the TRC Level I.In 2011 73% of First Grade students were at or above the TRC Level I.In 2012 71% of First Grade students were at or above the TRC Level I.
38
Second GradeEOY L
2010 2011 2012
Far BelowProficient
6% 2% 5%
BelowProficient
9% 9% 5%
Proficient EOY L 9% 8% 16%
Above Proficient
76% 81% 74%
TOTAL AT ORABOVE
85% 89% 90%
Description of Data:This table lists the percent of Second Grade students who scored Far Below Proficient, Below Proficient, Proficient, and Above Proficient at the end of the school year. All students are expected to reach a Text Reading Comprehension Level L.
Analysis of Data:In 2010 85% of Second Grade students were at or above the TRC Level L.In 2011 89% of Second Grade students were at or above the TRC Level L.In 2012 90% of Second Grade students were at or above the TRC Level L.
mClass Assessments – ReadingText Reading Comprehension
2 year Trend
RETENTIONS
2009 2010 2011 2012
2ND Grade 0 1 0 0
1st Grade 3 3 2 2
Kindergarten 1 0 3/TK1 1/TK!
39
SCHOOL DATA
Section 5
� Information on Instructional Practices page 40
� Information on Technology page 41
� Perception Survey Data from Students, Teachers, Support Staff page 42
40
WINFIELD INSTRUCTIONAL PRACTICES
CROWNPOINT
SUMMERSCHOOL
WINFIELDSUMMER
PROGRAM
DROPSIN THE BUCKET
HOUGHTOMMIFFLINSERIES
BOOK IT
6 HOUR READING
CLUB
4 BLOCKSTRATEGIES
GUIDED READINGGROUPS
ARREADING
LANG.ARTS
MCPPHONICS
DAILYORALLANG.
ACTIVITIES
TUCKERSIGNING
ETALITERACY
RESOURCE
QUARTERLY’WRITING
PROMPTS
WRITINGPORTFOLIOS
GUIDED READINGGROUPS
6+1WRITING TRAITS
DAILY WRITINGJOURNAL
LANG.ARTS
MATH SKILLS REVIEW
CROWN POINTSUMMER SCHOOL
SUMMER REVIEWPROGRAM
ATWINFIELD
DROPS IN A BUCKET
MATH PROBLEMS
OF THEDAY DAILY
ORAL MATH
QUARTERLYMATHTESTS
COMPUTATIONPRACTICE
MATH FACTSIN A
FLASH
PURDUE PARTERSHIP
FOR INQUIRY MATH
INQUIRY MATH
PRACTICES
SKILLS TUTORASSESSMENTS
MATH TEXTBOOK
SERIES
MATH
DIRECT INSTRUCTIONLectureDrill & PracticeCompare & ContrastGuided InstructionShared Instruction
INTERACTIVEBrainstormingPeer Partner LearningDiscussionThink, Pair, ShareProblem Solving
INDIRECT INSTRUCTIONInquiryConcept Formation
INDEPENDENTJournalsComputer Assisted
InstructionSelf-Selected Reading
Whole groupSmall group Skill groups
Cooperative groups
EXPERIENTIALRole PlayingField Trips
Compare andContrast
41
TECHNOLOGY
This document represents an overview of areas that I are recognized as desirable, but can be modified to meet the needs of individual buildings in our district. The support for these items and programming will be part of a continuous, long-range plan.
• Technology funds have been allotted to support the following at each building:
• Improved communication through:– Hosted web service that includes :
• Calendar editing• Easily updated teacher websites• Easily updated web information from administrators• Easily updated information for extracurricular groups and teams• Electronic emergency notification system• Improved school/ home communication
– Moodle Server• Staff online course management• Staff development
• Continuous upgrade of network infrastructure to improve bandwidth and efficient access to information and data
• United Streaming educational video on demand– Curriculum related video
• With support material• Aligned to state standards
– Staff development videos
• Destiny Media Center Resource Management and Online Catalog System– Improved access to information in media center collections
• Technology training and staff development• Educational Media
– Video camcorders available to staff for:• Instruction• Student production• Mentee documentation
– Video document cameras (Elmos )– Digital (still cameras)– LCD projectors– Electronic whiteboard technologies
• Smartboard• E-instruction tablets
– Electronic quiz response pads (clickers) and software– “Emerging technologies” and software– Computer upgrades and replacement following a scheduled replacement plan– Equipment and software needs identified by administrators and staff
42
The Crown Point Community School Corporation incorporated the Survey Tool from AdvancED to gather perceptions from parents, teachers, staff, and the community to assess:
� Quality of the Instructional Program
� Support for Student Learning
� School Climate/Environment for Learning
� School Organization and Administration
PERCEPTION SURVEY DATA TEACHERS AND SUPPORT STAFF
Teacher Opinion Survey� Quality of the Instructional Program: Avg: 4.42 out of 5.0� Support for Student Learning: Avg: 4.46 out of 5.0� School Climate/Environment for Learning: Avg: 4.38 out of 5.0� School Organization and Administration: Avg: 4.41 out of 5.0
Support Staff Opinion Survey� Quality of the Instructional Program: Avg: 4.43 out of 5.0� Support for Student Learning: Avg: 4.70 out of 5.0� School Climate/Environment for Learning: Avg: 4.42 out of 5.0� School Organization and Administration: Avg: 4.28 out of 5.0
5 – Strongly Agree4 – Agree3 – Score of 3 or above indicates positive opinions.
43
2nd Grade30 students
Q1
Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9
BestAnswer
27 20 24 29 27 28 28 28 19
OK 2 8 6 1 3 2 2 2 11
Concern 1 2 1 0 0 0 0 0 0
1. My school work is just right too hard too easy2. I like coming to school a lot a little not at all3. I feel safe at school a lot a little not at all4. I learn at school a lot a little not at all5. My teacher cares about me a lot a little not at all6. My principal cares about me a lot a little not at all7. I do my personal best most of the time sometimes never8. I behave well at school most of the time sometimes never9. Students at my school are
friendly most of the time sometimes never
Survey Questions Best Answer Okay Concern
1st Grade32 students
Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9
BestAnswer
27 20 25 29 30 30 27 29 21
OK 3 8 7 3 2 2 5 3 12
Concern 2 4 0 0 0 0 0 0 0
Kdg29students
Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9
BestAnswer
25 23 19 26 21 20 21 21 20
OK 0 3 9 2 5 5 6 5 8
Concern 4 3 1 1 3 4 2 3 1
The students are most vulnerable for a negative interaction in the areas of the bus, cafeteria, and lunchroom.
PERCEPTION SURVEY DATA- STUDENTS
44
FAMILY AND COMMUNITY DATA
Section 6
� Communication between the School and other Stakeholders page 44
� Participation page 45
� Characteristics of Staff, Family, and Community page 46
� Perception Survey Data from Parents page 47
45
COMMUNICATION BETWEEN SCHOOL AND OTHER STAKEHOLDERS
TEACHER COMMUNICATION
� Weekly Faculty/Professional Development Meetings
� Monthly Grade Level Meetings
� Curriculum Meetings
� Workshops/Conferences
� Textbook Committee Meetings
� Faculty Handbook
� School Improvement Meetings
STAKEHOLDER COMMUNICATION
� Weekly School Newsletter
� Weekly Classroom Newsletter
� AlertNow
� Parent Access
� Morning School Announcements
� Faculty Handbook
� Schoolhouse News (district)
� PTO Meetings
� School Improvement Meetings
� Textbook Committee Meetings
� Parent Nights
STUDENT COMMUNICATION
� Student Handbook
� Morning School Announcements
� Assemblies
� PBIS Expectation Plan
46
PARTICIPATION OF SCHOOL COMMUNITY
Parents Volunteer� Supporting seasonal celebrations.� Designing hallway bulletin boards.� Assisting in classroom projects.� Serving as chaperones.� Attending music programs.� Working the Book Fairs.� Assisting teachers with student tutoring.� Assisting teachers to remediate small
groups.� Attending parenting workshops.
PTO Supports our Academic Endeavors� Donating $300 per teacher for educational
tools.� Purchasing classroom books.� Sponsoring school assemblies.� Supporting multicultural activities.� Funding High School Graduate
Scholarship.� Providing academic achievement
incentives.
PTO Supports our School Climate� Building a Picnic Shelter.� Funding “Student of the Month”.� Funding Babysitting at PTO meetings.� Purchasing nutritional treats and pencils
during standardized testing.� Organizing and funding “Red Ribbon
Week”.� Funding magnetic school calendars.� Organizing and funding School Directory.� Organizing and funding “Special Someones
Day”.� Funding of “Field Day”.� Funding landscaping projects.� Funding outdoor school signage.� Organizing and running “Winterfest”.� Funding free Family Fun Nights.
Community Partnerships� Connecting with the Lions Club.� Connecting with local restaurants.� Connecting with church Food Pantries.� Connecting with American Red Cross.
47
CHARACTERISTICS of FACULTY
Winfield Elementary School has a dedicated faculty of 21 full-time grade level classroom teachers. We also have Art, Music, and P.E. teachers who teach part-time at Winfield but who work full-time as itinerant teachers between several of the elementary schools.
Our teachers are highly qualified professionals. As dedicated professionals they grow in their knowledge of the curriculum and practice research-based instructional strategies. All of our teachers are licensed and many have Masters Degrees. All of our teachers participate in district and school professional development on a regular basis.
1
2
3
4
5
43%
23%
19%
5%
14%
0 – 5 YEARS
6 – 10 YEARS
AVG YEARSOF
EXPERIENCE
11 – 15 YEARS
20+ YEARS
16 – 20 YEARS
GRADE LEVEL CLASSROOM TEACHERS
0 – 5 YEARS1 ART TEACHER
6 – 10 YEARS 1 P.E. TEACHER1 MUSIC TEACHER
11 – 15 YEARS NA
16 – 20 YEARS NA
20+ YEARS 2 ART TEACHERS
SPECIALS TEACHERS
AVG YEARS OF EXPERIENCE
48
CHARACTERISTICS of the COMMUNITY
Government:Winfield is a town in Winfield Township, Lake County, Indiana, United States. The population was 4,383 at the 2010 census. The town was incorporated 1993, making it one of the newest towns in the county. Prior to that time it had been part of Winfield Township as an unincorporated town. Winfield is named for General Winfield Scott.
Geography: According to the United States Census Bureau, the town has a total area of 12.3 square miles.
Demographics: As of the census of 2010, there were 4,383 people, 692 households, and 581 families residing in the town. The population density was 356.3 people per square mile.
Ethnicity: The racial makeup of the town includes:85% White 4% African American 1% Native American 1% Asian
Hispanic or Latino of any race were 9% of the population.
Income: The median income for a household in the town was $65,641, and the median income for a family was $70,489. The per capita income for the town was $24,765. About o.9% of families and 2.8% of the population was below the poverty line, including 2.4% of those under the age of 18 and 8.5% of those age 65 or over.
49
The Crown Point Community School Corporation incorporated the Survey Tool from AdvancED to gather perceptions from parents, teachers, staff, and the community to assess:
� Quality of Instructional Programs.� Support for Student Learning.� School Climate/Environment for Learning� Parent/School Relationships.� Resource Management.
PERCEPTION SURVEY DATA - PARENTS
5 – Strongly Agree4 – Agree3 – Score of 3 or above indicates positive opinions.
Parent Opinion Survey Average Scores� Quality of the Instructional Program: Avg: 4.31 out of 5.0
� Support for Student Learning: Avg: 4.29 out of 5.0
� School Climate/Environment for Learning: Avg: 4.42 out of 5.0
� Parent/School Relationships: Avg: 4.48 out of 5.0
� Resource Management: Avg: 4.37 out of 5.0
50
CONCLUSIONS
Section 7
Conclusions about Curriculum page 50
Conclusions about Instructional Strategies page 50
Conclusions about Student Achievement page 51
Conclusions about Parental Participation page 52
Conclusions about Technology page 52
Conclusions about Safe and Disciplined Learning Environment page 53
Conclusions about Professional Development page 53
51
CONCLUSIONS
Conclusions about out CurriculumThe curriculum utilized by Winfield Elementary School has supported the Indiana Standards through a balanced curriculum approach. Our students have received a balanced curriculum and possess the knowledge, skills, and ability to transfer and connect ideas across disciplines as documented by our successful standardized tests.� We will need to focus on and engage our students in the new Common Core
Standards including new vocabulary and new areas not previously covered by our Indiana Standards.
Conclusions about our Instructional StrategiesOur teachers have utilized best practices into our daily instruction. Our instructional practices have been driven by collaborative reflection on the results of our assessments. Our assessments have driven our instructional practices. These are some of the instructional practices that have been successful.� Cluster Grouping has offered our students the opportunity to grow and develop and to
receive services that match their curriculum levels of achievement. � Flexible Grouping has been successfully used for differentiated instruction and
intervention groups.� Guided Reading has provided our students with the opportunity to learn how to
process a variety of increasingly challenging texts with understanding and fluency.� Self-Selected Reading has ensured our students experiences of daily readalouds
and/or time for reading books of their choice and on their level.� Tucker Signing /Phonics Strategies have encouraged confidence in our students to
decode easily, accurately, and fast using a multisensory approach. It has worked especially well with students who struggle with regular reading programs.
� Building Blocks and Four Blocks has been utilized to support our balanced literacy program.
� Accelerated Reading has built a reading culture throughout our school and made reading practices more effective.
� Math Facts in a Flash has ensured that our students gain the automatic recall that problem solving mastery requires.
� We will need to continue with grade level teacher research and implementation of Best Practice Math and Reading Instructional Strategies.
� We will need to implement all of the common core standards and instructional strategies with fidelity by all teachers.
52
Conclusions about Student Achievement� ISTEP+ data indicates that ELA and Math achievement is on an upward trend. � ISTEP+ data indicates that ELA and Math achievement are within the range of our
League Schools.� ISTEP+ data indicates that ELA and Math achievement far exceeds the state
achievement levels.� ISTEP+ data indicates that both ELA and Math achievement has reached the 90th
percentile.� ISTEP+ data indicates that ELA achievement for Special Education population has
stagnated but the previous gap for Math achievement has been closed.� We will need to engage fully in the research based District Core Curriculum with fidelity
and with a focus on the achievement levels of our Special Education students.
� STAR Early Literacy Half Day Kindergarten data indicates a strong increase in Probable Readers.
� STAR Early Literacy Full Day Kindergarten data indicates an increase in Probable Readers from the Transitional Levels but also an increase in Emergent Reader Levels.
� STAR Reading and STAR Math First Grade data indicates above grade level mastery levels.
� STAR Reading and STAR Math Second Grade data indicates above grade level mastery levels.
� mClass data indicates that ELA TRC levels are at or above expected TRC levels for Kindergarten within the 90th percentile range; for First Grade within the 70th percentile range, and for Second Grade within the 80th percentile range.
� We will need to consider the fluency levels and stamina levels of our readers. Our students find it difficult to work efficiently with time-constraints and/or with endurance toward completion.
� Terra Nova LA data indicates continued good achievement levels. However, we have a slight decline in three areas.
� We will need to focus on Analyzing Text, Word Meaning, and Vowels.� Terra Nova Math data indicates continued good achievement levels. However, we have
a slight decline in two areas.� We will need to focus on Measurement and Problem Solving with multiple steps.
� Winfield has been recognized as a Four STAR School.� Winfield has been recognized as an Exemplary School.� Winfield has made AYP consistently since 2002.� Winfield has reached the “A” category for P.L.221.
53
Conclusions about Parental Participation� Parental participation as volunteers and participants at all school functions continues
to be high. � Parental participation as volunteers and participants at all PTO functions continues to
be high.� Volunteer service hours for classroom assistance has reached an all time high of
over 4,954 hours of volunteer service.
Conclusions about Technology as a Learning Tool� Winfield School has viewed technology as a powerful instructional tool . � Technology has extended student knowledge and independence in our K – 2 school. � As a dynamic resource, technology has enriched our classroom instruction,
extended project-based learning and facilitated student research. � Technology has also enhanced the learning and extension of literacy skills and
mathematics reasoning. � Technology has supported our school improvement goals.
Conclusions about Safe and Disciplined Learning Environment� Winfield School has implemented a PBIS Discipline Plan (PAWS).� Winfield School has a locked doors policy.� A video surveillance system is used to identify all visitors.� All visitors must sign a visitor’s log and receive a visitor’s pass.� Adults taking students out of school must complete a sign-out procedure.� Parents must notify the school office if other adults will be picking-up their children.� Car riders are picked up in a different location at dismissal for security procedures.� A Crisis Team meets regularly to review Crisis Response Plans and trains with the
Safety and Security Officer.� Emergency Response Plans are accessible to everyone who works or visits within
our school.� Winfield conducts all drills as mandated.
Conclusions about Professional DevelopmentIn order to accomplish all goals our Professional Development Plan, we relied on workshop/conference presenters; visitations to other schools; local universities; and colleagues within our building and the district.� Built Shared Knowledge: Those teachers who attended workshops/conferences
provided mini-workshops to the other teachers during faculty meetings.� Collaborative Problem Solving: Teachers met to analyze data, adjust instruction,
create interventions, and developed differentiated strategies.� Individual Support: Some teachers were provided support from their peers in their
areas of specific needs.� Ongoing Staff Development: Teachers were provided professional development
every Wednesday during Late Start time.� Professional Development Opportunities 2008 – 2011:Increasing Student Learning Nonviolent Crisis Intervention EveryDay Math Core Standards Teaching Vocabulary Efficiently Effective Teaching of Vocabulary Math Conferences mClass TrainiingInternet Safety School Wires Training PE Workshop Nursing Conference PALS Training Kindergarten Conference RTT Centers Literacy Stations Observations at other schools Translating your SIP into the Classroom Renaissance Workshop AIMS Web Training Widening the Circle Inclusion ConferenceSchool Safety Specialist Academy CPR AED 1st Aide Chicken Embryology mClass Analysis Cluster Grouping
54
School Improvement Action Plan
School: Winfield Elementary School Date: September 20, 2012
Goal Statement: ALL STUDENTS WILL BE PROFICIENT READERS.
Essence:Students should be able to read on a regular basis with increased stamina and confidence.
Support Data:1. ISTEP+ Language Arts2. mClass3. Terra Nova4. STAR Early Literacy5. STAR Reading
Standardized Assessment(s):1. ISTEP+ 3rd Grade 2. TERRA NOVA 1st Grade3. mClass Assessments4. STAR Early Literacy5. STAR Reading
Local Assessment(s):1. Teacher Classroom Observation2. Reading Textbook Assessments
Benchmark: ISTEP+ - 3rd Grade Students will maintain a passing rate within the 90th plus percentile on Language Arts.mClass - 2nd Grade Students will increase their reading proficiency level to 92%.Terra Nova - 1st Grade Students will increase their Analyzing Text standard mastery level to 83%Terra Nova – 1st Grade Students will increase their Word Meaning standard mastery level to 81%.STAR Early Literacy – Half Day Kindergarten students will increase their Probable Reader Level to 50%.STAR Early Literacy – Full Day Kindergarten (at-risk) students will increase their Probable Reader Levels to 25%.
Strategy/Intervention A: To implement purposeful Read-Alouds from a variety of genres to model fluency and love of literature.
Research supporting this strategy/intervention:Jim Trelease The Read Aloud HandbookLester Laminack Reading Aloud Across the Curriculum.Mem Fox Reading Magis: Why Reading Aloud to Our Children Will Change Their Lives Forever.Gail Boushey The Daily Five: Fostering Literacy Independence in the Elementary Grades.
Activities to implement the intervention
Teachers will purposely read aloud from a variety of genres to model fluency and love of literature.� Schedule distraction-free predictable times for read-
alouds.� Select a variety of genre:• Match to age appropriate language.• Reflect cultural diversity.• Develop a sense of story.• Develop oral language. � Preselect places in text to build suspense, clarify, and
predict.� Relate literature to current theme, unit, or skill.� Build background knowledge and vocabulary.� Model appropriate reading strategies such as:• Predicting• Visualizing• Inferring• Synthesizing• Questioning• Informing
Person(s) Accountable
Teacher
TimelineBegin End
Sept 2012
June 2015
Resources
Read-Aloud Books
Thematic Units
Variety of Books with Various Cultures
55
Strategy/Intervention B:“Long and Strong”An Individual Reading Rubric will be used to monitor students during independent reading to determine stamina of reading and intensity.
Research supporting this strategy/intervention:
Lucy Calkins The Art of Teaching
Activities to implement the intervention Person(s) Accountable
TimelineBegin End
2012-2015
Resources
Teachers will design a rubric developmentally appropriate for each grade level.
Teachers will introduce the students to the Reading Rubric and the theme of “Long and Strong”.
Teachers will help students set rubric goal levels.
Teachers will monitor students during independent reading in a variety of settings.
Teachers will use a rubric to score students according to their successful implementation of independent reading.
Teachers will conference with students to share rubric scores, to encourage students, and to set new goals.
Teachers
Students
Teachers
Teachers,
Teachers
Teachers, Students
Sept
Oct
Nov
Nov
Nov
Nov
Oct
Nov
Jan
May
May
May
Rubric Samples
Posters –“Long and Strong” Rubric Chart
56
Strategy/Intervention C: To provide students with specific strategies to use during independent reading.
Research supporting this strategy/intervention:Maureen McLaughlin Research-Based Reading Lessons for K –3Nicole Outsen Teaching Comprehension Strategies All Readers
Need: Mini Lessons
Activities to implement the intervention Person(s) Accountable
Timeline
Begin End2012 - 2015
Resources
The teacher will develop a reading mini-lesson to help the entire class learn something about reading through the use of a specific strategy.
The students will apply the strategy during independent reading and self-selected appropriate leveled book.
Monitor students working independently.
At the end of the period, the mini-lesson strategy is revisited.
Teachers
Students
Teachers
Teachers
Sept
Sept
Sept
Sept
June
June
June
June
Mini –Lessons
Monitor Tracking Forms
57
Strategy/Intervention D: To Build Reading Confidence
Research supporting this strategy/intervention:
Lucy Calkins The Art of TeachingCathy Block & Michael Pressley Comprehension Instruction
Tim Rasinski Assessing Reading Fluency
Tim Rasinski The Fluent Reader: Oral Reading StrategiesNational Institute for Literacy Put Reading First
Activities to implement the intervention Person(s) Accountable
Timeline
Begin End2012 - 2015
Resources
Select texts that are of interest to the student.
Select texts that encompass the students’ prior knowledge.
Use confidence building exercises.� Model good oral reading.� Teach students phrasing to develop fluency.� Choral Reading� Echo Reading� Tape Recorded Reading� Reader’s Theater� Poetry Readings� Self-Selected Reading� Paired Reading� Repeated Reading � Partner Reading
TeacherStudent
TeacherStudent
Teacher
Sept
Sept
Sept
June
June
June
Texts fromInterest Inventories
Confidence Building Texts
58
School Improvement Action Plan
School: Winfield Elementary School Date: September 20, 2012
Goal Statement: ALL STUDENTS WILL BE PROFICIENT MATHEMATICIANS.
Essence:Students should be able to problem solve with stamina and confidence. Students should be proficient mathematicians with the support of the new Everyday Math Series.
Support Data:1. ISTEP+ Math2. Terra Nova3. STAR Math
Standardized Assessment(s):1. ISTEP+ 3rd Grade 2. TERRA NOVA 1st
Grade3. STAR Math
Local Assessment(s):1. Teacher Classroom Observation2. Math Textbook Assessments3. STAR Math
Benchmark: ISTEP+ - 3rd Grade Students will maintain a passing rate within the 90th plus percentile Math.Terra Nova – 1st Grade Students will increase their Problem Solving standard mastery level to 75%%.STAR Math – 1st Grade Students will increase their Scale Score to 480 plus.STAR Math – 2nd Grade Students will increase their Scale Score to 580 plus.
Strategy/Intervention: To successfully implement the Every Day Math Series. Research supporting this
strategy/intervention:
Center for Elementary Math and Science Education at the University of Chicago.
Activities to implement the intervention
� Connecting the study of mathematics to real world, age- appropriate contexts.
� Providing multiple avenues for representing and solving problems including the use of manipulatives, tools, spoken and written words, pictures, diagrams, and symbols.
� Incorporating individual, partner, and small group activities that make it possible for teachers to provide individualized feedback and assistance.
� Encourage risk-taking by establishing a learning environment that respects multiple problem solving strategies.
� Building multiple exposures to concepts and skills and providing frequent opportunities for review and practice.
� Providing engaging open-ended activities that can easily be customized to meet the needs of students with a range of abilities.
Persons
Accountable
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Timeline
Begin End20112– 2015
Sept
June
Resources
Textbook
Manipulatives
Pictures
Charts
Graphs
59
Ongoing Development+ Art & Science of Teaching -Marzanno+School Improvement Plan+ Guided Reading Practices+Tucker Signing+Stamina & Confidence Research Strategies+Junior Great Books
Build Shared Knowledge+ Art & Science of TeachingStrategy Training+Daily 5/Café Strategies + LA Workshop Attendance+ School and Classroom Visitations+ GT Department Training
Collaborative Problem Solving+ Reflecting on the Art & Science of Teaching –Book & Video Study+Analyzing Data+ Adjusting Instruction+ Creating Interventions+ Differentiating for Highly Abled.
Individual Support+ Reflection of Individual Needs+ Planning for Individual Support + Peer Feed Back
All Teachers and Staff
All Teachers
AllTeachers
AllTeachers
Experts, Attendees, Department Heads, Coaches, TrainersPrincipal
Grade Level TeamsTrainers, District Department HeadsPrincipal
Grade Level TeamsTrainers, District
Department Heads
Principal
Trainers, District
Department Heads
Principal
Professional Grant MoniesPTO FundsCorporation PD Funds
Professional Grant MoniesPTO FundsCorporation PD Funds
Professional Grant MoniesPTO FundsCorporation PD Funds
Professional Grant MoniesPTO FundsCorporation PD Funds
2012 - 2015
2012 – 2015
2012 - 2015
2012 – 2015
School Name: Winfield Elementary School School Year: 2012 - 20135 Professional Development Goal: All students will be proficient readers.Essence: Students should be able to read on a regular basis
with increased stamina and confidence,
MonitoringStudent Achievement Data Sources
1. ISTEP + 3rd Grade2. mClass All3. Terra Nova 1st Grade
Benchmark: ISTEP+ 3rd Grade: Maintain passing rate within
the 90th plus percentile.mClass 2nd Grade: Increase reading proficiency level to 92%
Terra Nova 1st Grade: Analyzing Text standard mastery to 83%
Terra Nova 1st Grade: Word Meaning standard mastery to 81%STAR Early Literacy .5 Kdg: Increase Probable Reader level to 50%STAR Early Literacy FD Kindergarten: Increase Probable
Reader level to 25%
Teacher Implementation Data Sources
1. STAR Early Literacy2. STAR Reading3. Textbook Assessments
PROFESSIONAL DEVELOPMENT
60
School Name: Winfield Elementary School School Year: 2012 - 2015
Professional Development Goal: All students will be proficient mathematicians.Essence: Students will become more proficient in the area
of problem solving.
MonitoringStudent Achievement Data Sources 1. ISTEP + 3rd Grade
2. Terra Nova 1st Grade
Benchmark: ISTEP+ 3rd Grade: Maintain passing rate
within the 90th plus percentile.mClass 2nd Grade: Increase reading proficiency level to 92%
Terra Nova 1st Grade: Increase Problem Solving standard
mastery level to 75%.STAR Math 2nd Grade: Increase Scale Score to 580 plus.
Teacher Implementation Data Sources
1. STAR Math2. Textbook Assessments
Professional Development Activity
Audience Facilitator Financial Resources Target Date(s) of Activity
Ongoing Development+ Everyday Math+STAR Math Reports+ Inquiry Math Strategies
Build Shared Knowledge+ Everyday Math Practices+ Workshop Attendance+ School Visitations+ Classroom Observations
Collaborative Problem Solving+ Analyzing Data+ Adjusting Instruction+ Creating Interventions+ Differentiating for Highly Abled.
Individual Support+ Reflection of Individual Needs+ Planning for Individual Support +Peer Feed Back
All Teachers and Staff
All Teachers
Grade Level Teachers
Grade Level Teachers
Experts, Attendees, Department Heads, Coaches, TrainersPrincipal
Experts, Attendees, Department Heads, Coaches, TrainersPrincipal
Experts, Attendees, Department Heads, Coaches, TrainersPrincipal
Trainers,
District
Department
Heads
Principal
Professional Grant MoniesPTO FundsCorporation PD Funds
Professional Grant MoniesPTO FundsCorporation PD Funds
Professional Grant MoniesPTO FundsCorporation PD Funds
Professional Grant MoniesPTO FundsCorporation PD Funds
2012 - 2015
2012 - 2015
2012 - 2015
2012 - 2015
PROFESSIONAL DEVELOPMENT
61
STATUTES TO BE WAIVEDSECTION 10
There are no rules to be waived.