(NAME OF YOUR SCHOOL) SCHOOL IMPROVEMENT PLAN FORMAT Page Number __2-4___
Description and location of curriculum
__4-9___
Titles and descriptions of assessment instruments to be used in addition to ISTEP+
__9-10__
Parental participation in the school
__10-13_
Technology as a learning tool
__13-15_
Safe and disciplined learning environment
__15-16_
Professional development
__16-17_
Professional development that is coordinated with proposed interventions and that supports sustainable school improvement efforts
__17___
Cultural competency
__17___
Attendance rate
__18___
Percentage of students meeting academic standards under the ISTEP+ program
__17___
Graduation rate (for secondary schools)
__20___
Specific areas where improvement is needed immediately
__21___
Benchmarks for progress that specify how and to what extent the school expects to make continuous improvement in all areas of the educational system
__21___
Provisions to offer courses that allow all students to become eligible to earn the Academic Honors Diploma
__21___
Provisions to encourage all students to earn an Academic Honors Diploma or to complete the Core 40 curriculum
__21___
Statutes and rules to be waived
__22-23_
Three-year timeline for implementation, review, and revision
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Description and Location of Curriculum Materials The following curriculum guides are located in the district Curriculum and Instruction Office as well as in all classrooms of teachers for the specific content areas. AIDS Curriculum Guide – Grades K – 12 Contact: Holly Pies - 462-4459 Indiana law IC 20-10.1-4-10 requires each school corporation to include AIDS instruction in its curriculum and to integrate this instruction to the extent possible with information on other dangerous communicable diseases. The guide contains information that will provide assistance to teachers pursuant to this law. Art Curriculum Guide – Grades K – 12 Contact: Janet Brosmer - 462-4357 The Indiana Academic Standards for Visual Arts will be incorporated in the summation of a year’s teaching at each grade level. The VCSC Curriculum Guide for Art includes two and three dimensional art experiences, progressing from the simpler, direct use of materials for younger students to more complex experiences for older students. Career and Technical Education Curriculum Guide – High School 9-12 : Contact: Doug Dillion - 462-4470 Contents: Career Pathways include: Building & Facilities Maintenance; Construction Trades; Drafting and Design; Fashion, Textiles and Design; Graphic Imaging Technology; Interactive Media/Web Page Design; Radio and Television; Visual Communications; Business Management and Entrepreneurship; Early Childhood Education; Education Professions; Accounting and Finance; Therapeutic and Diagnostic Health Careers; Nursing; Emergency Medical Services; Hospitality Management; Human and Social Services; Computer Programming; PC Support/Networking Systems; Electronics Technology; Manufacturing; Precision Machine Technology; Process Engineering; Project Lead the Way (Engineering); Robotics; Welding Technology; Marketing; Automotive Collision Repair; Automotive Services Technology; Logistics; Work-Based Learning; Supplemental college and career pathway courses and certifications. Course syllabi are available on the VCSC-CTE website: http://metadot.vigoco.k12.in.us/metadot/index.pl?id=4576&isa=Category&op=show ELL Curriculum – Grades K – 12 Contact: Janet Brosmer - 462-4357 The Indiana Department of Education Division of Language Minority and Migrant Programs defines English Language Proficiency Levels from Level 1 (Beginner) to Levels 5-6 (Fluent English Proficient). WIDA addresses attainment of English proficiency throughout Grades K-12 and describe what LEP (Limited English Proficient) students are capable of demonstrating at each level. Foreign Language Curriculum Guide – High School Contact: Janet Brosmer - 462-4357 The VCSC Foreign Language Curriculum Guide for Grades 9-12 includes the Indiana Academic
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Standards for World Languages and course outlines divided into trimesters for all languages currently taught at the high school level. Also included are vocabulary lists for each language. EMC materials are used for teaching French and German. McGraw-Hill materials are used for Spanish. Pearson Prentice Hall materials are used for teaching Latin. Gifted/Talented Curriculum Guide Contact: Holly Pies - 462-4459 The Gifted/Talented Program includes grades 2/3 classrooms and grades 4/5 classrooms at four elementary sites, G/T classes in three middle schools, and Advanced Placement classes in three high schools. The Gifted/Talented Curriculum Guide includes: Curriculum Goals, How to Achieve These Goals, and Strategies For Success With Gifted Learners. Health Curriculum Guide – Grades K – 9 Contact: Holly Pies - 462-4459 The guide includes: Indiana Academic Standards for Health, Health Skills, Textbook Resources, and Additional Resources. The textbook series used for K-5 is Macmillan/McGraw-Hill; grades 6-8 is Glencoe McGraw-Hill; and grade 9 is Pearson. Language Arts Curriculum Guide – Grades K – 12 Contact: Janet Brosmer - 462-4357 The VCSC English/Language Arts Curriculum Guides for Grades K-5 and 6-12 include Indiana Academic Standards of English/Language Arts, pacing guides, course syllabi (6-12), assessment materials, the Indiana Reading List from the Department of Education, ISTEP+ resource materials, and supplemental resources. Elementary teachers use the Macmillan/McGraw-Hill reading and language arts programs and the Zaner Bloser handwriting program. English teachers use Perfection Learning – Writing With Power and Pearson Literature materials. High school English teachers use the Sadlier Grammar for Writing and Pearson Literature. Math Curriculum Guide – Grades K – 12 Contact: John Newport – 462-4149 The guide is available at www.vigoschools.org/math and includes downloads and links for math course syllabi, Indiana Academic Content Standards, professional organizations, and student and teacher resources. Elementary teachers use the McGraw-Hill Everyday Math series. Middle School teachers use Glencoe Indiana Math Course 1-3 series. High school teachers use Glencoe-McGrawHill. Music Curriculum Guide – Grades K – 12 Contact: Jeff Clutter – 462-4479 The VCSC Music Curriculum Guide contains pacing guides for elementary, middle, and high school music courses including alignment to the Indiana Academic Standards. Elementary and middle school general music courses utilize the Pearson/Silver Burdett Interactive Music series. Middle school choir uses Masterworks Press Exercise Books. Middle and high school band use Standards of Excellence methods books. Middle and high school orchestra use Essential Elements methods books.
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Physical Education Curriculum Guide – Grades 9 – 12 Contact: Holly Pies – 462-4459 Contents: The guide includes: Physical Education Curriculum for PE I and PE II, Indiana Department of Education Physical Education Proficiency Guide, ASCD Best Practice Information, Physical Education Sample Syllabi (Elective Courses) , and Instruction Activities. Science Curriculum Guide – Grades K – 12 Contact: John Newport – 462-4149 The guide is available at www.vigoschools.org/science and includes downloads and links for science course syllabi, Indiana Academic Contest Standards, professional organizations, and student teacher resources. Elementary and middle teachers use Pearson Interactive Science and high school teachers use Pearson, McGraw-Hill, and Cengage. Social Studies Curriculum Guide – Grades K – 12 Contact: Holly Pies – 462-4459 The social studies guide includes: Indiana Academic Standards for Social Studies, the scope and sequence for all social studies courses, a pacing guide for elementary social studies (K-5), the course syllabi for all middle school social studies courses, and the course syllabi for all high school social studies courses. Teachers in grades K-5 use Macmillan/McGraw-Hill. Middle school teachers use Glencoe/McGraw-Hill. High school teachers use Association for Asian Studies, Inc., Bedford, Freeman and Worth, Cengage Publishing, EMC, Glencoe/McGraw-Hill, Holt McDougal, Houghton-Mifflin Harcourt, Indiana Chamber of Commerce, New York Times upfront, Pearson, and USA Today. Titles and Descriptions of Assessment Instruments
ASSESSMENT FRAMEWORK-REVISION 2017 (REVISED 6/27/17) INDIANA GRADE
(MANDATED)
K-2 K-2 K – 12
CURRICULUM Area
WIDA – Access
Reading Math English as a Second Language
VCSC DIBELS Next (Dynamic Indicators of Basic Early Literacy Skills) Quarterlies (Corporation)
1
E/LA & Math
Scholastic Reading Inventory Writing Prompts (Corporation) GT Assessment
*1
Reading
Observation Survey
K–8
Reading
1-5
Writing
TIMELINE 3 times/yr Benchmark 1 – August Benchmark 2 – January Benchmark 3 - May 4 times/yr Spring (January/February) Placement (after enrollment) Fall/Spring Fall/Spring February *Reading Recovery only; in accordance with RR Guidelines 4
2
English and Math
3–8
Eng. & Math
3 – 8, 10
ISTAR
4, 8, & 12
Terra Nova: Math, Reading, and Test of Cognitive Skills Acuity – Custom Benchmark Diagnostic
Fall 3 times/yr Oct., Feb., & May Oct., Jan., and April
NAEP
Eng., Math, Sci., & S.S. Math, Reading, Writing & Art
3
ISTEP+
English and Math
3
IREAD - 3
Reading
Spring (Feb/Mar & April/May) Spring (March) & Summer Retake
4
ISTEP+
Eng., Math, & Sci.
Spring (Feb/Mar & April/May)
5
ISTEP+
Eng., Math, & S.S.
Spring (Feb/Mar & April/May)
6 7
ISTEP+ ISTEP+
Eng., Math, & Sci. Eng., Math, & S.S.
Spring (Feb/Mar & April/May) Spring (/Feb/Mar & April/May)
8
ISTEP+
English and Math
Spring (Feb/Mar & April/May)
10 8
ISTEP+
English, Math, & Science Math
9 – 10
January - March
Spring (Feb/Mar & April/May) Grade 8 Algebra Test Semester 1/Semester 2 As students are enrolled in Acuity – Custom Midterm course (Except Eng. 9 – 3)
10,11
PSAT/NMSQT
Eng. & Math Reading, Writing, Language, & Math Reading, Writing, Language, & Math
10- 12 10 - 12
End-of-Course End-of-Course
*Algebra I *English 10
As student completes course As student completes course
Accuplacer
ELA & Math
October and February
10
11
PSAT 10
College Board
October
College Board
October
Assessment Framework – Descriptions Revised 6/27/17 ACCUPLACER - Early diagnostic testing, plus intervention for students who are not yet collegeready, can lead to proficiency by the time students’ graduate from high school. The test selected by the Indiana Department of Education is ACCUPLACER, which is a computer-adaptive testing system developed by The College Board. These exams provide both scores for placement into college courses as well as diagnostic scores that can be used to “drill down” and identify students’ strengths and specific areas of need. The results and information from the ACCUPLACER exams provide schools with a detailed assessment of students’ skills, which will assist in course selection and remediation plans for students. This online assessment covers reading and Algebra. On average 5
most students take 30 – 40 minutes to complete and results are instantaneous once the student clicks submit. If a student requests, results can be printed as well. ACUITY – Acuity is a formative assessment that is aligned to important standard-based curriculum. It integrates reports and instructional resources – all designed to help educators rapidly improve student achievement. An Acuity Custom Assessment Development Committee was created for each grade or subject area and they designed an assessment that was aligned to VCSC pacing guides and syllabi. Reports from these tailored assessments will allow educators to have clear, actionable results and insights in minutes after administering. Subject matter, purpose, student time spent and schedule, time and format for results. DIBELS Next - DIBELS are measures that help teachers and schools determine how students are performing on important reading skills. DIBELS stands for Dynamic Indicators of Basic Early Literacy Skills. The critical skills necessary for successful beginning reading include: phonemic awareness, phonics, fluency, vocabulary, and comprehension. The DIBELS measures assess students on four of these five critical skills, which are often referred to as the “Big Ideas” of reading. DIBELS assessments are designed to make screening decisions within a problem-solving model. So when a student scores below benchmark, it actually provides an opportunity to engage in proactive, preventive teaching to change outcomes. This a commercial assessment that the corporation has chosen to use. It can take up to six minutes each time an assessment is taken. Not all students take all six different measures. Results can be shared in a variety of ways. One source is electronic and this is immediate. Teachers can also save a report in PDF format and share with parents. END-OF-COURSE – (Algebra 1 and English 10) The ISTEP+ End of Course Assessments (ECAs) are criterion-referenced state assessments developed specifically for students completing their instruction in Algebra I or English 10. Both assessments measure student achievement according to the Indiana Academic Standards that were adopted by the Indiana State Board of Education. Algebra I consists of four item types: constructed-response, multiple-choice, gridded-response, and graphing. English 10 consists of three item types: constructed-response, multiple-choice, and a writing prompt. Both assessments were used as a graduation requirement at one time. They are being phased out as such and for the 2017/2018 school year, they will only be given to current seniors that still need to pass one or the other. Testing takes about 2 ½ hours for each test. Electronic results are available about 3 – 4 weeks after testing and at that time students are told verbally whether they passed or not. After about 6 – 8 weeks, paper reports are available and they are either handed to students to take home or mailed home. GRADE 8 ALGEBRA TEST – This is a corporation created and scored test that is given to all grade eight students taking Algebra 1. The grading scale is approved by the teachers and is used in determining both a student’s progress in this subject as well as a part of their grade. A student has two opportunities to take and pass part one and part two. The test is given at the end of the course. Testing takes about 70 minutes and results are shared and discussed with students after all eligible students have been tested.
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GT ASSESSMENT - A test of G/T potential is administered to all grade one students in February. The results of this test, along with multiple other factors, are reviewed before students are recommended for the grade two G/T Program. This assessment is a commercially purchased test that assesses three domains: verbal, quantitative, and nonverbal. Each of the six sub-tests takes 20 – 25 minutes to complete. Results are shared with parents in writing in May of each year. I-READ 3 -The purpose of the state’s Indiana Reading Evaluation and Determination (IREAD-3) assessment is to measure foundational reading standards through grade three. Based on the Indiana Academic Standards, IREAD-3 is a summative assessment that was developed in accordance with HEA 1367 (also known as PL 109 from 2010) which "requires the evaluation of reading skills for students who are in grade three beginning in the Spring of 2012 to ensure that all students can read proficiently before moving on to grade four.” This assessment takes about two and one-half hours to complete. Results come in a paper format about 4 – 5 weeks after the assessment is given. That paper report is sent home with students to share with their parent/guardian. The principal at each school contacts the home of each student that does not pass. In addition, students who do not pass the spring test attend remediation and participate in a summer retake. ISTAR- Federal law (IDEA 2008) and state law require that all students participate in Indiana’s assessment system. For most students with special needs, this law requires participation in ISTEP+ assessments, with or without accommodations. For students with significant cognitive disabilities, however, the Case Conference Committee may determine that an alternate assessment based on alternate achievement standards (AA‐AAS) is the most appropriate assessment. The grades and subjects tested are exactly the same as current ISTEP+ guidelines. The test is untimed as students are allowed as much time as they need on an individual basis. Results are returned to the district in August following the academic year in which all three parts of the assessment were given. Those electronic results are shared with building principals who make paper copies to be sent home to parents. The criteria for determining eligibility to participate are available at: http://www.doe.in.gov/sites/default/files/assessment/criteria-determining-participation-istar.pdf ISTEP+ - The purpose of the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) program is to measure student achievement in the subject areas of English/language arts, mathematics, science, and social studies. In particular, ISTEP+ reports student achievement levels according to the Indiana Academic Standards that were adopted by the Indiana State Board of Education. ISTEP+ reflects new college- and career- ready 2014 ELA and math standards. The ISTEP+ assessment is criterion-referenced and is designed to measure students’ mastery of the standards. Student performance on ISTEP+ is part of school accountability. Beginning with the 2016/2017 school year, passing the grade 10 English/Language Arts and math ISTEP+ will serve as a graduation requirement. Students spend no more than 724 minutes taking all of the sections that make up this assessment and results are shared with students and parents electronically and with a paper report as soon as both are made available by the vendor.
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MATH QUARTERLIES – These assessments are corporation created and scored. They measure the progress of students in grades K – 2 in the math program adopted by the corporation. Teachers have pacing guides, and these assessments follow the sequence and timing of those guides and are administered four times a year. Each assessment takes about one hour to complete. Results are normally available one week after students complete the quarterly and they are either shared with parents during a conference, with a phone call, or by sending a paper report home in student’s backpacks. NAEP - The purpose of the National Assessment of Educational Progress (NAEP), also known as "The Nation's Report Card," is to determine performance for a selected sample of students within Indiana. NAEP is administered annually to students in grades 4, 8, and 12, and can be used to compare student performance across the United States and over time. This assessment can cover Mathematics, Reading, Writing, U.S. History, or Geography depending on the grade tested and the current year. Testing takes about two hours. Results are released via email and typically they are posted 16 – 17 months after the assessment is administered. OBSERVATION SURVEY – An Observation Survey of Early Literacy Achievement (Clay, 2002, 2005) provides a systematic way of capturing early reading and writing behaviors and is the primary assessment tool used in Reading Recovery. All of the tasks were developed in research studies to assess emergent literacy in young children. This is a commercial product that the corporation chooses to use. It can take various amounts of time ranging from 30 to more than 60 minutes to take based on the student’s text level and academic growth. Results are shared with parents if the student qualifies for Reading Recovery or is discontinued from the program. SCHOLASTIC READING INVENTORY - Scholastic Reading Inventory (SRI) is a “computeradaptive” reading comprehension test. The SRI assesses student reading levels (Lexile), tracks students’ growth over time, matches readers to text, and helps guide instruction. The computer software automatically monitors the response to every question and “adapts” the questions based on the student’s ability. If the student misses a question, the next question is slightly easier. If the student answers correctly, the next question will be slightly harder. This is a corporation initiated commercial assessment. The time needed to take the assessments varies with the skill level of the student. Students receive immediate feedback after taking each assessment. Depending on the school setting, parents might receive a letter identifying results or sometimes results are shared during parent conferences. TERRA NOVA – This commercial assessment provides detailed diagnostic information, precise norm-referenced achievement scores, a full complement of criterion-referenced objective mastery scores, and performance-level information. Terra Nova is part of our corporations comprehensive assessment program. It uses selected-response items to provide detailed comparative and diagnostic information about reading, language, and mathematics. The InView portion of this assessment presents students with innovative items that assess skills such as understanding verbal and quantitative concepts and analyzing and comprehending relationships between verbal and nonverbal 8
stimuli. This assessment takes about five and one half hours to administrate and results are returned both in an electronic format as well as a paper report that is sent home. VCSC WRITING PROMPTS – Corporation created writing prompts are administered to 1st through 5th grade students in the fall and spring of each school year. The purposes of the prompts are to monitor student growth in writing applications and language conventions. The prompts are scored based on the ISTEP+ writing rubrics. Revised writing prompts were established for the 2015-2016 school year. VCSC prompts have been rewritten to reflect the changes that occurred with the ISTEP + prompts. The new prompts for grades 2-5 include a paragraph numbered reading passage with the writing prompts being based on the passage read. Normally this assessment takes between 30 and 40 minutes. Teachers are encouraged to share results with students after the prompts are scored as well presenting a pre and post comparison in the spring after the second administration of this exercise. WIDA - WIDA (World-Class Instructional Design and Assessments) will be used in Indiana to determine a student's level of English proficiency. The placement test (W-APT), administered upon the student's arrival in the United States, is used to determine appropriate services for the student. The annual assessment (ACCESS for ELLs), administered in late winter, determines the student's current level of English proficiency and is used for accountability purposes. This assessment takes about 40 – 50 minutes to take and results from the placement test are shared with parents as soon as data is available. Parents receive a report in May that indicates the results of the annual assessment. Parental Participation In The School Parental participation at McLean High School remains an on-going concern. Because many of our parents are disengaged, encouraging them to become partners in their child’s education continues to be a challenge. The following are the ways in which we encourage our parents to participate. Student Conferences: Student conferences are held for a variety of reasons and include: attendance and truancy issues, inappropriate behaviors, peer/staff conflicts, academic failure, student wellbeing concerns, and special education issues. Direct parent contact is always attempted when scheduling meetings and is preferred over written notification. School Assessment: Parents are invited to be on school and corporation level committees to help assess and make recommendations/suggestions on areas for improvement. The information obtained from these committees is used for in house evaluations as well as for our AdvancedEd accreditation and on-site reviews. Case Conferences: For those McLean students with IEP’s, parents are encouraged to participate in their student(s) education by attending conferences scheduled throughout the school year to discuss issues such as: academic planning, attendance, behavior, academic success, and program placement. Open House: Each fall we host an open house in the evening and parents are encouraged to attend through written notification as well as telephone calls home. Refreshments and door prizes are 9
offered as a way to entice parents to come and see their student(s) classroom and meet their teachers. Title One Parent Meetings: The McLean Title I program offers a Fall Annual Parent evening meeting and a Spring Annual Parent afternoon meeting each year. At these meetings, Title I services, paper work, and data notebooks are reviewed along with a family engagement activity. In addition, the Title I teacher and counselor go on home visits and meets with parents individually at the school throughout the year to engage parents and allow them to have feedback into the program’s opportunities. Praise/Failure Notes Home: Teachers send written correspondence and make personal telephone calls to keep parents appraised of their student’s performance for such things as academic success/failure, behavior (inappropriate or improvement), attendance, etc. Technology as a Learning Tool - High School (updated 5/2017) Technology is used effectively to enhance instruction and help students reach higher learning goals. Technology Resource Teachers Each school has at least one Technology Resource Teacher (TRT) who provides frontline technical support and training. Training is facilitated using a variety of settings, including one-on-one instruction, small group, and faculty meetings. A wide variety of technical instruction is presented at the building level: the use of instructional hardware and tools, software, Microsoft Office applications in the classroom, Internet-based instruction, use of the Inspire and Britannica Online websites, and digital content and search tools. Textbook Software Training Every six years, a new textbook adoption occurs in each curricular area that is supplemented with rich technology resources. It is important that teachers are provided with training in the new software that is aligned with their new text and materials. Technology resources include computer test generators, lesson plan templates, interactive websites for student support, and related website curricular materials support. Imagine Program The Imagine Program is a Microsoft program to provide students, teachers, and computer labs with software design and development tools at no charge. This program provides the opportunity to work and build with professional software and programming tools and the freedom to experiment with them outside a corporate or enterprise environment. In addition to building programming and development skills, it offers an opportunity to explore programming, systems administration, and databases free from the consequences of errors and mistakes associated with production systems. Scholastic Reading Inventory Scholastic Reading Inventory (SRI) is a computerized reading assessment used in grades 2-12 to assist teachers in diagnosing student reading levels. The SRI provides numerous reports for the classroom teacher in monitoring student reading progress and provides additional reports to the school improvement team for monitoring school goals. 10
Scholastic Reading Counts Scholastic Reading Counts (SRC) is a program which allows students to test their reading comprehension by taking quizzes on self-selected reading materials. There are thousands of titles available, which include many of the school media center resources. Adobe Creative Suite The Adobe Creative Suite is a series of software suites of graphic design, video editing, and web development applications used in the CTE programs. Acuity High School The purpose of high school acuity is to provide a benchmark measurement to indicate if students are on track. Assessment reports provide standards-aligned performance data, which support an educator’s ability to inform instruction at the student, class, school, and corporation level. High School Acuity assessments are associated with the following classes: Algebra I-1, Algebra I-2, English 9-1, English 9-2, and English 10-1, English 10-2. Each course’s first trimester assessment will cover materials from the beginning of the trimester to week 4.5. Each course’s second trimester will cover materials from the beginning of the trimester to week 4.5. ALEKS Assessment and LEarning in Knowledge Spaces (ALEKS) is a Web-based, artificially intelligent assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the student on the topics she is most ready to learn. As a student works through a course, ALEKS periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student who shows a high level of mastery of an ALEKS course will be successful in the actual course she is taking. READ LIVE Read Live is a comprehensive set of research-based programs that assesses reading and engages students with a motivating curriculum that supports fluency, vocabulary, comprehension, and phonics. Teachers can easily differentiate instruction to meet the needs of a wide range of students, from elementary through high school. Britannica Online Britannica Online offers a full range of reference materials, including four complete encyclopedias, online journals and magazines, multimedia items, learning activities, and is aligned to the state standards. Follett Destiny Library System This library management system provides simple, effective searches for media center materials and Web-based materials. It provides the information in a seamless manner, making research easy and
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robust for any grade level. It also includes features which allow students to create booklists, make recommendations to one another, post book reviews, and generate bibliographies. Inspire Inspire is Indiana's virtual library. In conjunction with the academic, public, school and special libraries of Indiana, Inspire offers access to a full range of commercial databases and other electronic resources to support the educational, cultural, personal and economic interests of Hoosiers from their homes, offices, libraries, schools and businesses in Indiana. Microsoft Office This full-featured software provides opportunities for students to improve writing skills, analyze data, and create multimedia presentations. These activities are essential for every student to attain 21st century skills. Included with the licensing for this software are a home use program for Teachers and Office 365 for students. Inspiration This graphic organizer can be used in many areas of curriculum. Writing can be enhanced by prewriting activities that organize thoughts into meaningful patterns. Data can be organized and analyzed using the graphical interface. Process flow can be graphed to illustrate the flow of work and processes. Pearson Connexus Pearson Connexus (formerly Gradpoint) is a web-based program used to deliver digital curriculum to students for credit recovery and remediation. Students are able to move through the curriculum at their own pace and can work on assignments anywhere they have access to the internet. Project Lead the Way PLTW programs give students hands-on project-based experiences and expose them to areas of science and technology not traditionally encountered in the secondary curriculum. PLTW students use the Autodesk Software Suite including AutoCAD, Inventor, and Revit to create mechanical and architectural CAD drawings and designs. Career and Technology Education (CTE) A wide variety of career oriented technology and software are available in the CTE programs, including SurfCam - Computer Aided Machining Software, MasterCam - Computer Aided Machining Software, Enroute - Computer Aided Machining Software, and Corel Draw - Design software. In association with an industry partner, Yaskawa Motoman, the Corporation offers automation and robotics career pathways. Students are trained on a variety of robots and systems that include industrial, humanoid, and mobile robotics. PRISM Rose-Hulman Institute of Technology's PRISM Project is a free resource that provides collections of online resources for Indiana educators in the fields of science, technology, engineering, and mathematics (STEM). The VCSC has partnered with PRISM to provide professional development and instructional resources to Math and Science teachers at all three levels. The tools include training in the use of an LMS platform maintained by the PRISM staff, content training in 12
mathematics and science that is aligned to Indiana State Standards, and embedded professional development in middle school math and science classrooms. Safari Montage Safari Montage provides a Video Streaming Library of educational video from the industry's leading video publishers aligned with current curriculum standards. Its Learning Object Repository can manage individual digital resources, Video Streaming Library, and IPTV & Live Media Streaming. It provides a single interface by which to access all of the district’s digital resources whether at school or at home. Prototyping New Technology New technologies are prototyped to assess their utility in the classroom. Google Expeditions, a technology for immersive virtual reality field trips, and the use of iPads as data collection devices in AP Science are being prototyped at the High School Level.
SAFE AND DISCIPLINED LEARNING ENVIRONMENT (UPDATED 5/2017) The Vigo County School Corporation has endeavored to provide a safe school environment in all schools. An emphasis on prevention, intervention and crisis response has taken place in our schools. Prevention of school violence includes education and counseling as appropriate. All schools have a crisis plan and a plan for intervention when necessary. Crisis response includes the development and implementation of crisis plans specific to the school site as well as having general guidelines for the entire school corporation. Periodic meetings between school administration and law enforcement, prosecutor and emergency responders take place to improve school safety. Safe schools are one of the six goals of VCSC. School safety and security is a priority that has been emphasized to ensure that a positive and secure environment exists in all schools.
HERE ARE SOME OF THE STEPS THAT THE VIGO COUNTY SCHOOL CORPORATION HAS TAKEN:
Building level School Safety Committees in all Vigo County Schools. Comprehensive K-12 Emergency Preparedness/Crisis Intervention Plan (Policies, Procedures and Guidelines). A speedier “lockdown” plan for all schools. Training for police who work in schools on autism. Police Liaison Program – T. H. Police and Vigo County Sheriff Departments. As of April of 2013, the Vigo County School Corporation in cooperation with the Vigo County Council, the Sheriff’s Department, the Terre Haute Police Department as well as the Prosecutor’s office implemented a School Protection Officer program in every school in the VCSC. Installation of security kiosks at all high schools with a police officer to check visitor I.D.’s and maintain a high level of school security. Instructions to all schools on using the sex offender registry to identify potential sex offenders in the school community. Terre Haute City Police Officers assigned to middle schools and visit elementary schools on a regular or as needed basis. 13
Suspension, expulsion and/or arrest of students who bring weapons or drugs to school. Sexual harassment policies and procedures for students and staff. Confidential Hotline through “CrimeStoppers” and “Lifeline”. Limited Access – locking all external doors. Installation of buzzer systems to all middle and elementary schools with video and audio to screen visitors to schools. ID badges for every staff member. Guest sign in procedures. ID badges for guests and volunteers. Supervision of halls, lunchroom and rest rooms by teachers, administrators and staff. Dog search procedures for lockers and cars. Hand held radio units for administrators, staff on supervision and custodians. Corporation-wide emergency radio network system tested weekly. Alternative School learning programs (6-12). Ongoing school safety and security awareness staff development for administrators, teachers and staff. Conflict Resolution and Anger Management, Peer Mediation, Peer Facilitator Programs, and the HERO Anti-Bullying Program. Cooperative program with Family Service for the evaluation of troubled students. Drug education program free to students with drug issues. Expanded education and monitoring of students at the Juvenile Justice Center and after the student has been released and returns to the school. Camera systems at all schools with central office access to all schools by remote video access. Working with police to give access to school camera’s to law enforcement in mobile vehicles. Use of wand metal detectors in all secondary schools with availability of walk-through metal detectors. Crisis alerts by email to specific school areas affected by events or incidents. Mobile School Incident Command Center available to all schools. Each school makes reference to the Vigo County School Corporation bullying policy that is available online through the Student Services website. The policy makes chronic and repeated bullying a violation that may lead to suspension and/or expulsion. Annual training for school staff on bullying. A reporting system in place for schools to report bullying and note the details and consequences. Annual lessons for students on bullying. Schools and parents have access to the Student Services website that gives them helpful information on items such as teen suicide, bullying, and use of drugs. School Board policy restricting access to schools for any person on the National Sex Offender Registry as well as the State Registry. Security audits completed at every school. Revised school plans each September. Many buses are equipped with security cameras. Use of metal detector system for all School Board meetings and the presence of a police officer. Phone system with caller I.D. at every school. Board policy on Civility by visitors in the schools. Drills at schools several times a year. Emphasis on active shooter plans and procedures. Restraint and Time Out plan for each school is part of the emergency plans. 14
A full-time police office is placed at every school in the Vigo County School Corporation on every student/teacher day. Tracking arrests that are school related on an annual basis. Reporting incidents of gang affiliation to the State Police. A new “Criminal Gang Policy” enacted for 2016-17 including staff awareness, student education and new reporting procedures. Expanded criminal history checks with Department of Child Services check included as well as checks with the Department of Education for license revocation of potential applicants.
Professional Development for High Schools
School improvement plans have been underway throughout the school year. School improvement teams have been trained in ASSIST (Adaptive System of School Improvement Support Tools – AdvancEd), to facilitate quality, continuous school improvement.
A districtwide video bundle of professional development opportunities in literacy was purchased from Smekens Education webPD. Each school selected nine videos to be viewed by teachers in their building beginning in January 2016. The videos focused on writing, reading comprehension, content literacy, complex text, and disciplinary literacy. Teachers were provided with a realistic view of how various strategies could be implemented in their own classrooms to help improve student learning in all of the literacy areas.
Curriculum coordinators met with high school department chairpersons to review curriculum in content areas and emphasize the importance of aligning curriculum with SAT expectations.
In November, the staff at the Swope Art Gallery invited all art teachers to the gallery education center for an art mounting technique workshop. This provided a timely professional development session, as the teachers prepared student work for the Swope Student Art Exhibition.
The Department for Economic Education at Indiana State University provided an election workshop in September about election topics, as well as available classroom resources that teachers could access at no cost. Materials were distributed to those who attended, and a discussion was facilitated regarding ways the department could assist teachers with curriculum on the topic of economic education.
In December 2016, all English Language Learner (ELL) educational assistants attended a two hour professional development meeting. During this meeting requirements for ELL documentation was reviewed and they received test security training for the January WIDA administration.
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During June 2017, the Vigo County School Corporation was in the final year of a three-year Math and Science Partnership Grant with Indiana State University and Rose Hulman Institute of Technology. This professional development opportunity provided teachers with Masters Level college credits. Teachers engaged in an 80-hour intensive workshop to explore the areas of mathematics and work toward dual credit credentialing.
In November 2016, all principals invited a community member to participate in the principal for a day program. Principals and community members collaborated about leadership skills that help meet the needs of all students.
A Health Issues In-Service took place during Spring 2017. Teachers and counselors learned about valuable community partnerships that can assist in students’ social/emotional development. Community representatives shared a wealth of resources and materials that are available.
Textbooks in the content areas of science and health were adopted in Spring 2017. In preparation for the adoption, textbook companies hosted presentations regarding the newest edition of their textbooks and supplementary materials. Since technology pieces are a large component of these overall programs, a demonstration took place during each presentation to highlight those program pieces. Several teachers attended the optional presentations throughout Vigo County, K-12. These meetings provided valuable insight for teachers before they voted on the company of their choice.
Professional Development That Is Coordinated With Proposed Interventions And That Supports Sustainable School Improvement Efforts (A) McLean’s professional development program includes a differentiated instruction component to help all students (high achievers, academically challenged students, socioeconomic difficulties, and ethnic backgrounds) meet and/or surpass their academic standards. (i)
Our school has analyzed our End of Course Assessment data and documented English/Language Arts Standard 2 (Reading Comprehension and Analysis of Nonfiction and Informal text) and Standard 3 (Reading Comprehension and Analysis of Literary Text) as areas for additional professional development. We have looked at individual student performance in terms of strengths and weaknesses on these standards.
(ii)
Improving reading comprehension has shown to be an effective tool for enhancing students’ learning of content material. Reading comprehension activities have been implemented across all content areas to promote enhancement in learning.
(iii)
Activities to implement these strategies, programs, and services are included on the School Improvement Action Plan at the end of the document.
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(iv)
Activities to evaluate are included on the School Improvement Action Plan at the end of the document.
(B) The program aligns with the Core Principles for Professional Development. The professional development reflects research–based approaches to effective adult learning. Content specific inservices and small group reflections are used to foster collegiality and self-directed professional development opportunities. Cultural Competency Cultural competency supports an awareness and appreciation of diversity amongst students, teachers, administrators, and support staff members. The school is dedicated to cultural competency in all aspects of the educational opportunities and experiences provided to students. Differentiation is an instructional best-practice to meet the individual needs of students within the classroom environment. To accompany differentiation, cultural competency is present within the curriculum our students experience each day. One example includes the adopted Language Arts program and curriculum, which aligns with our dedication to the development of cultural awareness and the appreciation of diversity. Elementary classrooms utilize McGraw-Hill’s Reading Wonders series, while middle and high school classrooms utilize Pearson’s Literature series. Both programs include genres for students to explore with the inclusion of a multitude of geographical locations represented in the settings of each piece of text, along with various cultures. Characters of various ethnicities and abilities are also immersed and embedded throughout each text within the selected series to support the curriculum implemented. Characters also represent a plethora of family dynamics and emotions throughout life experiences that students are able to create connections with based on his or her own life experiences. The digital platform provides another way for students to access immersive experience to explore other cultures through text. Each classroom strives to create an inviting, equitable learning environment to implement curriculum and instruction. Attendance Rate
Your School
Attendance Rate – Overall 2012-13 2013-14 2014-15 83.8% 86.6% 86%
2015-16 79.7%
2016-17 77.5%
Graduation Rate
Your School
Graduation Rate (4 Years or Less) 2012-13 2013-14 2014-15 59.3% 86.4% 65.2%
2015-16 44.8%
2016-17 54%
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ISTEP+ Indiana Academic Standards in English/Language Arts (% Passing) Grade 10 Reading: Literature
2016 12.50
2017 6.06
Reading: Non Fiction & Media Literacy
18.75
3.03
Writing: Genres, Writing & Research Process
12.50
9.09
Writing: Conventions of Standard English
31.25
6.06
ISTEP+ Indiana Academic Standards in Mathematics (% Passing) Grade 10
2016
2017
Number Sense & Computation
5.88
0.00
Geometry & Measurement
11.76
0.00
Data Analysis, Statistics, & Probability
11.76
0.00
Linear Equations & Inequalities Functions
0.00 11.76
0.00
Systems of Equations – Inequalities
0.00
Quadratic – Exponential Equations – Functions
0.00
Mathematical Process
5.88
0.00
ISTEP+ Indiana Academic Standards in Science (% Passing) Grade 10 The Nature of Science
2016 16.67
2017 2.63
Cellular Structure – Chemistry – Reproduction
16.67
7.89
Matter Cycles – Energy Transfer – Interdependence
16.67
5.26
Genetics – Molecular Basis of Heredity – Evolution
16.67
2.63
End-of-Course State Assessment 18
Algebra 1 (High School) Total Number Tested Average Scale Score Proficiency Rating (% Passed)
VCSC 53
State** 4302
33.3%
36.9%
2015 41 504 22%
2016 20 398 0%
2017 2 539 50
Biology 1 Total Number Tested Average Scale Score Proficiency Rating (% Passed)
VCSC 454
State 34993
42.1%
43%
VCSC 713
State 58918
70%
71.5%
2015 10 431 10%
2016 NA NA NA
2017 NA NA NA
2015 35 376 54%
2016 27 234 18%
2017 3 199 0
English 10 Total Number Tested Average Scale Score Proficiency Rating (% Passed)
2016-17 2015-16 2014-15 2013-14
High School Diplomas and Types Diplomas, % Core 40 Diplomas % Honors School Average State Average School Average State Average 10% NA 11% NA 7% NA 8% NA
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2016-17 2015-16 2014-15 2013-14
Advanced Placement Data Percent Taking Percent of Exams 3 or Above School Average State Average School Average State Average NA NA NA NA NA NA NA NA
Critical Reading State School Average Average 2015-16 490 2014-15 496 2013-14 497
NA 300 610
SAT Mathematics State School Average Average 493 499 500
NA 240 500
Writing State Average
School Average
470 478 477
NA 370 445
Specific Areas Where Improvement Is Needed Immediately The school has identified the following school improvement goals in English/language arts and mathematics: These goals have been identified due to student progress on specific state standards: English/Language Arts Standard 1 Reading: Word Recognition, Fluency, and Vocabulary Development; Standard 2 Comprehension and Analysis of Nonfiction and Informational Text; Standard 3 Reading: Comprehension and Analysis Of Literary Text; Standard 4 Writing: Processes and Features; Standard 5 Writing: Different Types of Writing and their Characteristics; Standard 6 Writing: English Language Conventions. These goals have been identified based on McLean student End of Course Assessment scores. Teachers have reviewed the date, discussed individual student performance, and classroom performance. It was agreed that the reason for many of the scores is the reading comprehension ability of the students. The reading comprehension affects not only the Language Arts portion of the End of Course Assessment, but the mathematics as well. We are specifically addressing reading comprehension in our school improvement plan. Mathematics Standard 1 Number Sense; Standard 2 Computation; Standard 3 Algebra and Functions; Standard 4 Geometry; Standard 5 Measurement; Standard 6 Data Analysis and Probability; and Standard 7 Problem Solving.
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We are working on other standards within the classroom as well. Each week students work on problems to help them build their skills within each standard. Benchmarks for Progress The state of Indiana is using an A-F PL 221 Category System for accountability and expected performance. Our school currently has a grade of _No Grade_in the PL 221 Category System. Last year, our school had a grade of _No Grade_. Provisions to Offer Courses that Allow All Students to Become Eligible to Earn the Academic Honors Diploma Our school offers a wide range of courses that allow all students to become eligible to earn the Academic Honors Diploma. The Curriculum Guide, published by our Guidance Department, published by our Guidance Department, clearly lists these courses and their descriptions for students and parents. Provisions to Encourage All Students to Earn an Academic Honors Diploma Or to Complete the Core 40 Curriculum Our trimester schedule provides students with many opportunities and flexibility to earn the required credits for the Academic Honors Diploma and Core 40 Diploma. In addition, the district offers a Performing Art’s Workshop in the summer for students to earn a Fine Arts credit. Counselors visit classrooms on a scheduled basis to inform and encourage students to take rigorous coursework. Statutes and Rules To Be Waived Three-Year Timeline for Implementations, Review, and Revisions The attached School Improvement Action Plan illustrates how and to what extent the school expects to make continuous improvement across all content areas. A three-year timeline for implementation, review, and revision is included on the attached School Improvement Action Plans.
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School Improvement Action Plan (English/Language Arts) Goal All students will improve reading comprehension across the curriculum. Support Data (from the Profile) Parent/student feedback, ISTEP/ECA results, SRI results, staff feedback
Standardized Assessments End of Course Assessment SRI
Intervention/Strategy Students will participate in Scholastic Reading Counts/Inventory Program to help improve their reading comprehension across the curriculum.
Activities to Implement the Intervention/Strategy
Person(s) Accountable
Students will choose books of their choice, within their reading Lexile. Students will be provided with in school time to read their books and take their assessment. Students will learn new vocabulary indirectly through incidental learning in outside reading experiences. Student will learn new vocabulary from highlighted text using computer technology.
All staff that work directly and indirectly with students.
Local Assessments Local teacher developed assessment based on Indiana academic standards by grade level Research/Best Practice Sources From Reading Next: a vision for Action and Research in Middle and High School Literacy (pp.12-19) From the Report of the Nation Reading Panel, Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction (pp. 15-18)
Three-year Timeline Beg End 8/16
5/19
Resources
Reading materials of different reading levels and topics with available assessments. Library time to choose materials and take assessments.
Staff Development Support Staff will be trained on what the Scholastic Reading Counts Program is what it requires and how to administer the assessments. They will also learn what data is available from the assessment and how that data can be used to help the students improve their reading skills.
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School Improvement Action Plan (Mathematics) Goal All students will improve data analysis and algebra skill by solving word problems. Support Data (from the Profile) ECA Algebra I
Standardized Assessments ECA Algebra I
Intervention/Strategy Teachers will integrate data analysis and algebraic skills in daily lessons.
Activities to Implement the Intervention/Strategy
Person(s) Accountable
Teachers will model problem solving processes with and for students stressing data analysis and algebraic standards to solve word problems.
Classroom teachers and/or administrators
Teachers will feature problem solving in all content areas and provide multiple opportunities for students to communicate thinking processes both orally and written. Teachers will use “ problem of the day” or “problem of the week” to improve data analysis and algebraic skills.
Local Assessments Exams given (3) times per year Acuity
Research/Best Practice Sources Research Briefings on Decision Making and Problem solving. (Simon, Herbert A. 1986) by the National Academy of Sciences.
Three-year Timeline Beg End 8/16
5/19
Resources
Computers, overhead projector, scientific calculators, graphing calculators.
Staff Development Support Teachers will utilize and coordinate activities with math liaison to improve technology and problem solving skills. Teachers will coordinate crosscurricular activities during early dismissals or staff meetings. Teachers will coordinate crosscurricular activities during early dismissals or staff meetings. Math teachers will assist other content areas with appropriate lessons.
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