Indiana Department of Education - Kahler Middle School

Transcription

Indiana Department of Education
Professional Development Program
Due Date: 28 September 2012
School Information
School Name:
Kahler Middle School
County/Corp/School Lake County/Lake Central School Corporation/#3841
Address: 600 Joliet Street
Dyer, IN 46311
Phone:
(219) 865-3535
Fax: (219) 865-4428
Name of Principal:
Mrs. Karen Brownell
Principal’s e-mail address:
[email protected]
Grade levels included in school:
5-6-7-8
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KAHLER MIDDLE SCHOOL
SCHOOL IMPROVEMENT PLAN
*COMMITTEE MEMBERS*
ADMINISTRATORS
Karen Brownell, Principal
Timothy Doyle, Assistant Principal
Erin Spinks, Guidance Counselor
Kristina Ochman, Guidance Counselor
TEACHING STAFF
Laura Bloom-Johnson, Language Arts Department Chairperson
Elizabeth Potesta, Social Studies Department Chairperson
Scott King, Math Department Chairperson
Chris Gaines, Science Department Chairperson
Frankie Schiller, Special Education Teacher
Bill Gray, Specials/PE/Health Teacher
Mrs. Carrie Kleckner, Home School Facilitator
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SCHOOL IMRPOVEMENT PLAN
#1
A. Description of Kahler Middle School, the community, and the
educational programs
B. Description and location of curriculum
C. Titles and descriptions of assessment instruments to be used in
addition to Indiana Statewide Testing for Education Progress
Plus, ( ISTEP+)
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INTRODUCTION TO
2012-2013 SCHOOL YEAR
Kahler Middle School is located in Northwest Indiana, twenty-five miles south-southeast of
Chicago. Kahler Middle School is one of three middle schools that service the students of Dyer,
Schererville, and St. John, Indiana. Clark Middle School opened in January of 2008 which
resulted in the reconfiguration of all the middle schools to 5th – 8th buildings. All three schools
provide the educational foundations for the middle schools which serve the Lake Central School
Corporation.
The economic structure of our community is comprised of mainly commercial and light industrial
businesses. With an enrollment of 1282 in 2007, the community has continued to see an increase
in the enrollment for all Lake Central Schools. The ethnic breakdown for Kahler Middle School
is comprised of 1041 (81%) Caucasians, 40 (3%) African Americans, 119 (9%) Hispanics, 31
(2%) Asians, 8 (1%) Native Americans, and 43 (3%) multi-racial students. While Kahler has
students that span the socio-economic spectrum, the majority of the Kahler Middle School
students come from middle to upper-middle class households.
The staff at Kahler believes that all students can learn. Accordingly, we have several support
services in place to help us fulfill this belief. Kahler Middle School addresses the needs of all
children through a variety of programs. The special needs of every child are always provided for
in the least restrictive environment. Currently, Kahler Middle School services the following areas
of exceptionality: Learning Disabled, Mild Disabilities, Hearing Impairment, Visual Impairment,
Emotionally Disabled, Physically/Orthopedic ally Handicapped, Other Health Impairment,
Speech, Severely and Profoundly Mentally Handicapped, and Autistic. In addition, the Kahler
Middle School special education program is supported by the Westlake Special Education
Cooperative. Kahler Middle School teachers work collaboratively to insure that each student has
the opportunity to learn and experience success as documented by the student’s Individualized
Education Plan (I.E.P.).
The Kahler Middle School Middle School staff is composed of 56 professional educators, 55% of
whom hold a Master’s Degree. This number includes 2 administrators (1 Principal and 1
Assistant Principal), 2 guidance counselors, a school service provider, a school psychologist, and
a nurse. Our staff development program assures that our students will receive the highest quality
instruction based on the latest teaching knowledge and research. The staff is encouraged to
attend State and National conferences based on their area of expertise. In addition, our staff
strives to create a school climate where students realize they are cared about and appreciated as
individuals.
The current facility is comprised of two parts--the old and new part. The older section of the
building (which used to be Dyer High School) was built in the early 1960’s, while the new
section opened in 1994. The facility is designed to meet the needs of the middle school aged
student. In addition, the facility is equipped with a vast amount of technology in place which
currently meets the needs of the Kahler Middle School student body.
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Description and Location of Curriculum
#1B
The curriculum aligns with the state standards as established by the Indiana
Department of Education. Teachers receive a copy of the Indiana Academic
Standards, which assists them in following the established curriculum. All
parents receive a copy of the Indiana Academic Standards appropriate for
their child’s grade level.
In addition, all students receive a copy of their Applied Skills test booklet
from the ISTEP + test. After a meeting and presentation with the parents
regarding this booklet, the staff spends class time analyzing the booklets
with the students in their language arts and math classes. The students are
encouraged to take the booklets home after the review in class for the
parents to review.
In regard to ISTEP + testing, parents receive a copy of their child’s scores in
the mail with a letter from the principal explaining certain criteria as
identified by the State. Students who do not receive a “passing score” are
provided remediation throughout the year.
Kahler also offers a math and language arts lab during the week for students
who need additional help on homework or need/require extra tutoring.
Some teachers spend 1-1 time before and after school working with students.
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CURRICULUM
Our curriculum is aligned with the state standards at each grade level. The core
curriculum is presented by teachers who utilize various educational strategies in
presenting the lessons. In addition to the core courses which all student take, a variety of
exploratory courses are available. An advisory program addresses the affective needs of
our students A program for gifted students in language arts and math is offered within the
framework of the school day. A typical class schedule for a Kahler student is comprised
of the following courses:
5th Grade Subjects
6th Grade Subjects
English/Reading Block
Math
Science
Social Studies
English/Literature/
Math
Science
Social Studies
Fine Arts Elective (1 yr)
Band
Choir
Special’s classes
Art
Music
Physical Education
Computers
Art (12 weeks)`
Intro to Technology (12 weeks)
Physical Education/Health (18 weeks)
Computers (18 weeks)
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7th Grade Subjects
8th Grade Subjects
English/Literature
Math
Science
Social Studies
Physical Education (18 weeks)
Computers
English/Literature
Math
Science
Social Studies
Physical Education
Computers
Fine Arts (1 year)
Fine Arts (1 year)
Band
Choir
Band
Choir
Art//Technology/Enrichment
Art/Technology/Enrichment
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Task 1
Task 2
Task 3
Task 4
Descriptive Writing
Narrative Writing
Persuasive Writing
Informative Writing
6th Grade
Task 1
Task 2
Task 3
Task 4
Descriptive Writing
Narrative Writing
Persuasive Writing
Response to Literature
7th Grade
Task 1
Task 2
Task 3
Task 4
Autobiographical Writing
Poetry Response
Persuasive Writing
8th Grade
Task 1
Task 2
Task 3
Task 4
Research Writing
Persuasive Writing
Narrative Writing
Kahler Middle School students use organizational patterns, research and technology, and
evaluate and revise their work. Standard 6 (Written English Language Conventions) is
covered in English classes with the use of Daily Oral Language an lessons teaching
specifically to each grade’s standard.
Standard 7 (Listening and Speaking Skills, Strategies, and Applications) is met in
Literature and English classes. Students research or compose various papers or journal
entries which they then deliver orally to the class. Book talks or reports are another way
of implementing the speaking standards into the curriculum. Merit teachers are currently
working with our high school department chairwoman, Penny Tokoly, to develop a
corporation-wide speech contest for middle school students called LC Speaks.
Kahler Middle School is lucky to have programs in the language arts department which
help its students. One such program is Language Arts Lab, a forty-five minute session
which meets six times per week before and after school, during which students receive
tutoring. Students can get assistance on any assignment they are completing for their
language arts teachers. Many also receive advanced tutoring for upcoming tests. These
labs help to foster and understanding of the discipline and growth in our students’
confidence in the classroom.
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Kahler Middle School participates in Accelerated Reader. Through language arts
teachers, students have the opportunity to choose books for free reading. After reading a
title, students may test on the book using Accelerated Reader. Students who pass tests
are awarded points which they can utilize for various prizes at the end of the year. We
have enjoyed great success with this program, as we can see our students get excited
about reading.
MATHEMATICS
The mathematics curriculum of Kahler Middle School is designed to meet the needs of a
student population with a broad range of mathematical abilities and educational
backgrounds. While the majority of our students are “average”, we have a large number
of students who function below grade level and another large group who require the
challenge of higher-level concepts. Because of these extremes, our math curriculum
allows some student to reinforce and improve upon grade level skills with other students
pursue advanced math concepts in Algebra I. Ability, readiness, and achievement
determine student placement. We strive to place students at the level which will provide
them the greatest challenge for their abilities.
At the 5th and 6th grade level, the Kahler math curriculum embraces a highly structured
approach to learning math. The two most important program components are the
incremental development of math concepts and their continuous practice after
development. Mastery of concepts is not expected until students have practiced and
reviewed the skill and concepts throughout the year. Assessments are done regularly,
corrective work is provided, and retests are used to reassess progress. The math
department provides tutoring labs before and after the regular school day for students in
need of extra help.
The basic mathematical content of the Kahler Curriculum is:
1. Number Sense
2. Computation
3. Algebra and Functions
4. Geometry
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5. Measurement
6. Data Analysis and Probability
7. Problem Solving
The Lake Central School Corporation Math Standards include and build upon the Indiana
Standards and those of the National Council for Teachers of Mathematics.
The structured nature of our approach seeks to achieve automation of fundamental skills
to free students’ minds so they can consider more abstract concepts. Because automation
can result in boredom, we provide activities outside of the structured program to enable
students to apply their skills in various non-text situations. These activities may include
participation in competitions and problem solving situations related to class projects and
field trips.
The fundamental goal of the math curriculum is to prepare our students so they can
readily apply learned skills and concepts to new situations, whether they are higher –level
math courses or real-world problem situations. Students who experience success are
generally able to do this. We will continue to search for curriculum improvements that
result in documented student success.
SCIENCE
Kahler Middle School’s science curriculum is carefully aligned to the Indiana State Standards.
These standards were recently awarded a grade of “A” by the Thomas B. Fordham along with six
other states in the country, following the long standing tradition of high standards in science
instruction found in Indiana. Thus, when designing our science program, our goal became to
provide age-appropriate learning experiences to coincide with each of the seven main standards in
order to ensure the understanding of the fundamental concepts and principles about The Nature of
Science and Technology, Scientific Thinking, the Physical Setting, The Living Environment, The
Mathematical World, Historical Perspectives, and the Common Themes of Science. These
experiences are designed to allow students allow students to:
-Display confidence in accepting their own observations.
-Accept the results of investigations as tentative knowledge.
-Identify, assess, and use information for various reliable and relevant print and non-print
sources.
-Comprehend scientific material presented through a variety of media, for example,
written, oral graphic, and mathematical.
-Evaluate “scientific” claims through guided classroom activities.
-Use various kinds of equipments to enhance their observations.
-Differentiate constants from variables.
-Perceive similarities and differences in objects.
-Develop and use classification schemes to group objects.
-State cause-and-effect relationships from observations of related events.
-Measure by choosing the appropriate units to increase the accuracy.
-Convey information in a clear and concise manner, using a variety of techniques, such as
written, oral, graphic or mathematic.
-Organize information in appropriate graphs, charts, and tables.
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-Interprets data to arrive at possible solutions.
-Maintain an accurate record of experimental procedures and results.
-Construct a physical representation, drawing, or mental image to explain observed
phenomena.
-Work cooperatively within groups, recognizing that each individual within the group can
contribute to a common or shared goal.
-Identify the significance of the interactions between science, technology, and society.
-Apply a variety of problem solving skills in both classroom and real-life situations.
At the completion of eighth grade, students will have covered topics in the areas of Earth and
Space Science, Life Science and Physical Science. It may be necessary during each school year
for the teacher to review or teach enabling skills in order to ensure students master those
standards set at the 6th, 7th, and 8th grade levels.
We remain committed to our hands-on, exploratory science program. We believe that students
need a balanced program which includes the necessary content material to ensure that our
students are experiencing a growth in scientific literacy. To accomplish this goal, we provide
activities that reinforce the vocabulary wile requiring students to use correct grammar, spelling
and writing skills. Collecting, displaying and explaining data opportunities for students to
practice organizing and presenting the information in such a way that their ideas are clearly
understood. Research indicates that writing about science improves not only science vocabulary
but also performance in reading and thinking within the discipline. We firmly believe that all
students should be gaining knowledge and skills in science in order to prepare them to live in a
world increasingly shaped by science technology.
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SOCIAL STUDIES
Our goal includes the development of informed, responsible citizens, active within our
democracy. We attempt to integrate a strong knowledge base with the skills for inquiry,
thinking and participation. There are five content areas addressed:
History
Civics and Government
Geography
Economics and Individuals
Society and Culture
DEVELOPMENT, FORMATION, AND ORIGINATION OF THE UNITED
STATES OF AMERICA
Fifth grade students study the United States, focusing on the influence of physical
and cultural environments on national origins, growth, and development up to 1800.
Emphasis is on the study of Native American Indian cultures, European exploration,
colonization settlement, revolution against the British rule, the founding of the Republic
and the beginning of the United States.
The content area standards and the types of learning experiences provided to the student
in fifth grade are:
HISTORY - Students will describe the historical movements that influenced the
development of the United States from pre-Columbian times up to 1800, with an
emphasis on the American Revolution and the founding of the United States.
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CIVICS AND GOVERNMENT - Students will identify main components and
characteristics of the United States government. They will identify and explain key ideas
in government from the colonial and founding periods that continue to shape civic and
political life.
GEOGRAPHY - Students will describe the Earth/sun relationship and use global grid
systems. They will identify regions; describe physical and cultural characteristics; and
locate states, capitals and major physical features of the United States. They will also
explain the changing interaction of people with their environment in regions of the
United States and show how the United States is related geographically to the rest of the
world.
ECONOMICS - Students will describe the productive resources and market relationships
that influence the way people produce goods and services and earn a living in the United
States in different historical periods.
INDIVIDUALS, SOCIETY, AND CULTURES – Students will identify individuals and
groups that have contributed to the development of the United States, investigate the way
that individuals and groups cooperate to adapt to the environment and resolve conflicts,
and examine the challenges faced and the contributions made by various cultural groups
to American society.
PEOPLE, PLACES, AND CULTURES IN EUROPE AND THE AMERICAS
Sixth grade students study the regions and countries of Europe and the Americas,
including geographical, historical, economic, political and cultural relationships. The
areas emphasized are Europe, North and South America, including Central America and
the Caribbean.
The content area standards and the types of learning experiences provided to students in
sixth grade are:
HISTORY-Students will examine the key historic movements, events, and the figures
that contributed to the development of the modern European and American nations from early
civilizations to early modern times.
CIVICS AND GOVERNMENT-Students will compare and contrast forms of
government in different historical periods with contemporary political structures o Europe and the
Americas and examine the rights and responsibilities of individuals in different political systems.
GEOGRAPHY-Students will identify the characteristics of climate regions in Europe
and the Americas and describe major physical features, countries, and cities of Europe and the
Western Hemisphere.
ECONOMICS-Students will examine the influence of physical and cultural factors
upon the economic systems of countries in Europe and the Americas.
INDIVIUALS, SOCIETY AND CULTURE-Students will examine the role of
individuals and groups in societies of Europe and the Americas, identify connections among
cultures and trace the influence of cultures of the past and present societies. They will also
analyze patterns of change, including the impact of scientific and technological innovations and
examine the role of artistic expression in selected cultures of Europe and the technological
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innovations and examine the role of artistic expression in selected cultures of Europe and the
Americas.
PEOPLE, PLACES, AND CULTURES IN AFRICA, ASIA, AND THE
SOUTHWEST PACIFIC
Seventh grade students study the regions and nations of Africa, Asia, and the Southwest
Pacific, including historical, geographical, economic, political, and cultural relationships. This
study includes the following regions:
Africa
Southwest and Central Asia,
South Asia
East Asia
The Southwest Pacific (Australia, New Zealand, and Oceania).
HISTORY-Students will examine the major movements, events, and figures that
contributed to the development of nations in modern Africa, Asia and the Southwest
Pacific from ancient civilizations to early modern times.
CIVICS AND GOVERNMENT-Students will trace the historic development of different
forms of government and compare various contemporary governments in Africa, Asia, and the
Southwest Pacific.
GEOGRAPHY-Students will explain how Earth/Sun relationships affect the atmospheric and
oceanic circulation systems, the seasons, climate, and explain global time zones and their relation
to longitude. They will identify and categorize the major geographic characteristics and regions
of Africa, Asia, and the Southwest Pacific. They will also name and locate major physical
features, countries, and major cities, and use geographic skills and technology to examine
geographic relationships within and between these regions and the rest of the world.
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ECONOMICS-Students will examine the influence of physical and cultural factors upon the
economic systems found in countries of Africa, Asia and the Southwest Pacific.
INDIVIDUALS, SOCIETY AND CULTURE-Students will examine the role of
individuals and groups in societies of Africa, Asia, and the Southwest Pacific, identify
connections among cultures, and trace the influence of cultures of the past on present societies.
They will also analyze patterns of change, including the impact of scientific and technological
innovations and examine the role artistic expression in selected cultures.
UNITED STATES HISTORY – GROWNTH AND DEVLOPMENT
Eighth grade students will focus upon United States history, beginning
with a brief review of early history, including the revolution and the
founding era, and the principles of the United State and Indiana
Constitutions, as well as other founding documents and the applications to
subsequent periods of national history and to civic and political life.
Students then study national development, westward expansion, social
reform movements and the Civil War and Reconstruction.
HISTORY-Students will examine the relationship and significance of themes,
concepts, and movement sin the development of United States history, including review
of key ideas related to the discover, exploration, and colonization of America, and the
revolution and founding era. This will be followed by emphasis on social reform,
national development and westward expansion, and the Civil War and Reconstruction
period.
CIVICS AND GOVERNMENT-students will explain the major principles, values,
and the institutions of constitutional government and citizenship, which are based on the
founding documents of the United States.
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GEOGRAPHY-Students will identify the major geographic characteristics of the
United States and its regions. They will name and locate the major physical features of
the United States, each of the states, and major cities, and use geographic skills and
technology to examine the influence of geographic factors on national development.
ECONOMICS-Students will identify, describe, and evaluate the influence of
economic factors on national development from the founding of the nation to the end of
Reconstruction.
INDIVIDUALS, SOCIETY, AND CULTURE-Students will examine the
influence of individuals, ideas, and cultural movements in the development of the United
States. They will consider the impact of scientific and technological developments on
cultural life, and analyze the importance of artistic expression in the development of the
American nation.
SPECIAL EDUCATION
Special education services are provided through Westlake Special Education Cooperative
for students in all areas of disability by teachers who are highly qualified in their subject
areas. Special education classes at Kahler Middle School follow the Indiana State
Standards and the local curriculum for each subject and grade level.
Accommodations are provided in instruction and assignments, as well as assessment,
based on the Individual Education Plan (IEP) of each student and the current needs of
each student.
Students with moderate and severe disabilities are instructed or directed by the goals of
the Individualized Education Plan of each student, and are assessed using ISTAR, and in
some cases ISTEP. Individualized Education Plans are developed using ICAN.
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SOCIAL DYNAMICS/RESOURCE
The Emotional Disabilities program offers a Social Dynamics/Resource class. The Social
Dynamics portion includes group counseling provided by our School Services Provider.
Topics range from anger management to peer pressure. The Resource component
involves students having an opportunity to complete work from other classes, particularly
general education subjects. Students are provided support in preparation for taking
quizzes and tests, as well as reinforcement with concepts learned in core classes.
Remediation in basic skills and instruction in study skills are also included.
PHYSICAL EDUCATION 2008
All students at grades 6th, 7th and 8th spend 18 weeks in physical
education class, five days a week for forty five minutes a day. Students at 5th
grade spend 1 day a week for forty five minutes all year long. The physical
education program provides physical activity for all students and is aligned
with the Indian State Standards and NASPE National Standards. Emphasis
throughout the program is on living a healthy lifestyle, being fit and being
able to participate in team sports, individual sports and recreational games.
Basic skills are taught in a variety of lifetime and competitive activities so
that a student experiences many types of activities during his/her three years
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at Kahler. Various skills tests are used to assess performance and written
tests are given to assess knowledge of the rules, history and skills for each
activity. An adaptive program is provided for students who cannot
participate in the regular PE program.
The following activities are included in the PE curriculum and listed by
grade level.
6th Grade
7th Grade
8th Grade
5th Grade
Bowling
Fitness
Archery
Ball Sports
Ball Sports
Golf
Football
Team Building
Circuit
Leisure Games
Intermediate Fitness
Cooperative
Training/Fitness
Activities
Games
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Fundamental
Racket/Net Sports
Racket Sports
Movements
Fundamental
Movements
Intro to Fitness
Square Dance
Recreational Games
Basic Fitness
Intro to Strength &
Strength &
Intermediate
Throwing &
Conditioning
Conditioning
Strength Training
Catching
Square Dance
Ultimate Frisbee
Outdoor Sports
Wellness
Throwing &
Volleyball
Net Sports
Catching
HEALTH 2008
6th Grade Health:
Students are instructed in health topics while participating in the 18
week Physical Education program. Topics covered consist of the following;
nutrition, wellness, fitness components, and body systems. A written test is
given to evaluate knowledge and comprehension of material.
7th Grade Health/CPR:
The 7th grade curriculum is designed with an emphasis on improving
student’s overall wellness including Physical, Emotional, Mental and Social
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Health. Within the four and half weeks in the Health class a primary focus is
placed on the value of physical activity and fitness as well as the importance
of good nutrition. Stress management and addictive substances are also
discussed. The students are assessed through class participation, written
assignments, practical applications and a written evaluation.
8th Grade Health/Family Living:
“Family Living” is a nine week course designed to help students to
identify improvement areas in their mental, emotional, physical and social
aspects of life. Nutritional information, stress management techniques,
problem identification and goal setting strategies are also included along
with information about human sexuality. In human sexuality, topics range
from relationships, changes during puberty, birth control, teen pregnancy
and STD’s. The students are assessed through tests, class participation and
written evaluations
COMPUTERS
Students in sixth and seventh grade attend computers for four and a half weeks. The
students in eighth grade attend computers for nine weeks. All subjects are taught at the
introductory or review level due to time constraints. All subjects require hands-on
participation and written assessments.
6th Grade
Introduction to Keyboarding
Introduction to Word Processing
Introduction to Power Point
Presentations
7th Grade
Review and improvement of
keyboarding
Introduction to spreadsheets
using excel
Introduction to Desktop
Publishing using Publishers
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8th Grade
Review and improvement of
keyboarding
Introduction to HTML
Programming
Introduction to Web Design
Principles
Introduction to Internet Terms and
Proper Internet Search Techniques
Software
MLA Report Typing
Introduction to Letter and
Memorandums
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Introduction to Web Design
using Frontpage
Review of Spreadsheets using
Excel
Introduction to Database using
Access
TECHNOLOGY
In Technology, Kahler students are exposed to a new multi-media hands-on approach
called modular technology. The new laboratory includes different workstations, which
show technology at the introductory level. Each station has an individual content area
such as Desktop Publishing, Fiber Optics & Lasers, and Flight Simulations. Each pair of
students rotates from station to station every 5-7 days learning that particular technology.
As an example, at the flight simulation, a student would read the objectives, take a pretest, go through seven lessons, build a model plane, and learn how to fly using an actual
yoke and rudder control found in a cockpit. This program is introduced only to the sixth
and seventh grade students.
The eighth grade students continue with the motorized hands-on woodworking to
produce a project. Flexibility is the key to this type of program.
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VISUAL ARTS
General Art
The general art program is part of a fine arts rotation at all grade levels. The general art classes
meet one period per day for either nine or eighteen weeks. Students in the general art rotation
will explore the elements and principles of art. The students will also be introduced to some basic
art history and art criticism. Eighth grade students can choose either 2-dimensional art or 3dimensional art or take both classes.
Talented Art
The talented art program is a year-long course. Talented art is offered at the seventh and eighth
grade levels. Kahler’s art teacher recommends 6th and 7th grade students for talented art. New
students to the corporation can be recommended for talented art one of two ways. They may
submit examples for their artwork or complete a general art course and transfer into talented art
upon the recommendation of their art teacher. Recommendations are made based on the student’s
ability to work independently, complete a task, master basic art skills, demonstrate appropriate
conduct and show the desire to be in the program. Students in the talented art program will
develop their art skills and techniques by using the elements and principles of art. The students
will also explore basic art history and art criticism.
5th Grade Art
The fifth grade art program is a year-long course. The classes meet one period per week. These
students are introduced to a variety of media focusing on the use of the elements and principles of
art.
CHORAL DEPARTMENT
6TH, 7TH, & 8TH Grade Choir & Hand-bell Curriculum
Choir
6th, 7th, & 8th grade choirs learn the pedagogy of singing including breath control, head tone,
intonation, dynamics, posture, diction and presentation. They are tested on identifying pitches in
clefs, identifying and counting rhythms, and definitions of musical terms. Clapping rhythms,
singing scale numbers, and sight singing are also covered along with folk songs, music history as
it applies to their music and styles such as spirituals. Counterpoint and syncopation are also
taught.
Each grade increases in difficulty. Sixth grade students learn to sing two-part harmony while
seventh and eight graders learn to sing three-part harmony. Three concerts are performed year
and often an ISSMA organized contest is attended.
Hand-bells
Hand-bell classes learn proper bell techniques and specialty techniques. They are tested on
playing rhythms; reading and counting rhythms, pitch names and musical terms. Performance
etiquette, cooperation skill and working as a team are stressed. A bell festival with our sister
middle schools and the high school bell choir is conducted each spring.
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BAND
6TH Grade Band
Level:
Practice Time:
Skills:
Text:
Required
Performances:
Training
15-20 minutes 4-7 times a week
Posture, playing position, embouchure (how mouth fits around the mouthpiece),
breathing, tone production, tonguing, counting simple rhythms, identification of
notes of the staff, memorization of fingerings, aural identification of rhythms
and melodic intervals.
Essential Elements (purple book)
Winter Concert, Spring Concert
7th Grade Band
Level:
Practice Time:
Skills:
Text:
Required
Performances:
Beginning
20-30 minutes 4-7 times a week
Grand master scale, dotted rhythms, cut-time, 6/8 time, alternate fingerings,
expression, phrasing, articulations.
Essential Elements (green book)
Grade 1.5-2 music
Lake Central Homecoming Parade, Winter Concert,
ISSMA Organizational Contest, Spring Concert
8th Grade Band
Level:
Practice Time:
Skills:
Text:
Required
Performances:
Intermediate
30+ minutes 4-7 times a week
Phrasing, nuance, expression, changing meters, changing key signatures,
syncopation.
Essential Elements (black book)
Foundations for Superior
Lake Central Homecoming Parade, Winter Concert,
ISSMA Organizational Contest, Spring Concert
Jazz Band
Audition only rehearsals: Tuesdays and Thursdays, 7:30 – 8:30am
Regular attendance is mandatory
Skills:
Jazz styles, rhythms, improvisation
Text:
Book/CD Essential Elements for Jazz Ensemble
Medium easy-Medium Music
Required
Performances:
Winter Concert, Spring Concert, Jazz Concert
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MUSIC KEYBOARDING
In Music Keyboarding students learn the fundamentals of music through music theory. The music theory
lessons include activities involving aural skills. Students also learn to improvise melodies on the keyboard.
Piano technique is established at the 7th grade level. The students learn to apply the technique to music.
Each student is given at least 15 minutes to practice during each class period. Students are evaluated on
piano pieces they have prepared in class. These evaluations are considered playing tests. In addition to
playing the keyboards, the students learn to prepare for their recital. Students perform a memorized piano
piece at the year’s end recital. The following is an outline of each grade level.
SEVENTH GRADE
Music Theory:
Improvisation:
Repertoire:
Performance:
EIGHTH GRADE
Note Names
Music Theory:
Rhythmic Dictation
Note Values
Intervals
Rhythmic Dictation
Melodic Dictation
Time Signature
Key Signatures
Ties & slurs
Additional note values
Harmony
Composition
Articulation
Flats, Sharps, Natural
Signs
Additional Italian
terms
Major & Minor
Pentachords
Music based on
pentachords
Music from historical
periods
Improvisation:
Major & minor scales
Repertoire:
Patriotic music
Music from historical
periods
Holiday Music
Pop Music
Pop Music
Recital
Performance:
Project:
25
Recital
Compact disc
Composition
GENERAL MUSIC
In General Music, students learn to understand elements of music, appreciate lives of composers,
and recognize the value of music history. At each grade level, students learn to apply musical
information through performance, composition, and analysis. The following is an outline of what
is covered in each grade level.
6th GRADE
7TH GRADE
8TH GRADE
Rhythm
Rhythm
Elements of Music
Melody
Tempo
Music of Today
Tone Color
Folk Music from U.S. and
Other countries
Dynamics
Music of Past Generations
Instruments of the Orchestra
Skills for Playing Baritone
Ukulele
Harmony
Melody
26
MEDIA CENTER
Services
Every day is Library Day in the Kahler Middle School media Center. Our Media Center
welcomes individual students, small groups, classes and staff members from 8:00 a.m. until 4:00
p.m. daily. There are often simultaneous activities in the library with one class checking out
books, another class researching topics for assignments, while smaller groups take Accelerated
Reader quizzes.
Students are encouraged to read and do class work in our attractive, comfortable library stocked
with a diverse high-interest collection of books and magazines. Knowledgeable library staff is
always available to help students or teachers find materials they need for pleasure reading or
research. Fourteen computers are available for research and Accelerated Reader quizzes. A
vertical file is kept with magazine and newspaper clippings on popular topics to aid in students’
research.
During lunch periods, the library is usually open for students to read, catch up on their
schoolwork, play chess, or work jigsaw puzzles. There are library activities like Accelerated
Reader, Kahler Clues and Library Lotto available for student participation.
Accelerated Reader is a motivational computer-generated program for students to use in
conjunction with class work and pleasure reading. There are Accelerated Reader multiple choice
quizzes corresponding with books in our library and elsewhere. As a student finishes reading a
book for pleasure or as part of an assignment, he or she may take the accelerated Reader quiz for
that book, to accumulate points based on the score of the test. The points buy prizes purchased
through the Language Arts Department. A major library goal is to have enough AR quizzes so
that students can read almost any book and be able to get AR points for their effort. The
Accelerated Reader Program for students is an important part of our library service.
Kahler Clues is a weekly research challenge with librarian-generated questions based on the
yearly school theme. The overall winner receives an engraved trophy. Kahler clues encourages
students to read and do research in books and online.
Library Lotto is a monthly drawing from short book reports on bookmarks submitted by students
who read books from our library or elsewhere. The prize is a brand new book of the student’s
choice. Even reluctant readers think a new book is a cool prize. Kahler Clues and Library Lotto
winners are included in morning announcements to give recognition to readers and researchers
who use the library.
Young Hoosier Book Award is a state-wide program to motivate students to read by holding an
election for their favorite books. Kahler participates in YHBA as a way to inspire pleasure
reading among our students. Read Across America is a nationwide program sponsored by the
NEA to celebrate reading and motivate young readers. It occurs every year in early March on Dr.
Seuss’ birthday. The library asks our PTO for money to buy pencils, cupcakes or other small
gifts for our students as a reminder to read.
Every year during the first week of May, we have the Scholastic Book Fair as a fundraiser to
benefit the library. Students can buy books, small gifts, and posters. Our book fairs have been
27
popular, lucrative and well wroth the work involved. Books and AR quizzes are purchased with
profits from the book fairs.
We have had several book drives during the past few years as a way to acquire new-to-us books
for our students, since our budgets have been cut. Book exchanges are other events that our
Media Center has tried in order to in crease the number and variety of books that our students
come in contact with during the year. Several students from each grade level help in the library
during lunch periods every day. They check materials in and out, shelve paperbacks, help with
bulletin boards, and sometimes assist students with research and Readers Advisory.
The library hosts live morning announcements, club meetings, academic contests, and special
events. The library staff schedules and programs videos for classrooms, the LGI, the cafeteria
and lobby kiosks by using the Safari Pathway System. The Kahler Middle School Library is a
busy, well used part of our school due to the services our library staff provides. Our goals are to
keep everybody happy, to encourage student library literacy, facilitate learning and support
instruction by Kahler’s teaching staff.
Duties
Media Specialist:
As Media Specialist, the librarian manages the library budges, equipment, facilities, and staff.
All activities are scheduled through the librarian. A daily schedule is kept for library and library
classroom use to avoid too many classes and groups in the library at once. Classes may come to
the library regularly on a weekly or biweekly basis or they may come for extra checkout or
research periods. Small groups or individual students may come to the library any time that they
have their teacher’s permission.
The librarian evaluates all aspects of the library daily. The library secretary and the librarian
weed out the library inventory on an ongoing basis so that the library has only current,
appropriate, of high–interest, useful books and magazines on the shelves. The staff seeks input
from both students and staff about materials that should be in the collection and those that have
outlived their appeal. The librarian has shopping lists for books, magazines and AR quizzes
based on staff and student suggestions, reviews that have been read and books that are in stores.
Accelerated Reader is a motivational reading program strongly encouraged by the administration
and teachers. The librarian buys quizzes for books that are in the library and purchases quizzes
for new books as they are ordered. The librarian keeps the AR program up to date and running,
selecting and ordering AR books and quizzes, marking the AR books for easy identification by
students, and having current AR title lists available. The quizzes are sent electronically and
downloaded into the computers.
28
Readers’ Advisory is a major part of the Kahler Middle School day. The library staff helps
students find books or magazines to read for pleasure or to use for research. In order to be adept
at finding different types of books and author for the diverse student population, the Kahler
Middle School staff reads from the library collection constantly. The Kahler Middle School staff
is advised on books that may be useful for units and/or books that are fun to read. Reading
books, newspapers and magazines from the library collection are modeled to pique the interest of
the students.
Program development is an on going project. The librarian researched questions for Kahler
Clues, posts the questions, and keeps track of weekly winners as well as those students who
haven’t won but get correct answers on Excel spreadsheets. Kahler Clues posters, certificates as
prizes for weekly winners and announcements of the latest winners are made by the library staff.
A book, chosen by the current month’s Library Lotto winner, is purchased monthly.
Introductory and study skills classes are taught upon request to facilitate use of the Media Center.
An ongoing project is to research and distribute Internet web sites that will be useful and
interesting to staff and students. All print and non-print library materials including equipment by
requests and curriculum requirements are ordered by the librarian. In order to augment the
severely cut regular library budgets, the librarian participates in grant applications. After the
materials are received, the librarian and the library secretary catalog and prepare the books for
shelving and engrave equipment for inventory purposes. The library staff order, supply and
maintain equipment for the Kahler Middle School staff including overhead projectors, boom
boxes, laptop computers, digital cameras and camcorders. They keep records of equipment
checkout and call for repairs when necessary. At the end of each school year the library staff
inventories the collections to determine the needs of the Media Center for the next school year.
The library staff checks library materials in and out for students, staff and parents using the Dynix
automated system. The library staff interviews, trains and supervises the library helpers. They
troubleshoot Televisions and the AR system throughout the Kahler Middle School. Substitute
teachers who are not familiar with the Safari system receive special help. If the system crashes,
the library staff notifies the repair people at Infotech.
The Kahler Middle School librarian participates in professional development seminars and
activities to maintain fresh ideas. The librarian regularly reads journals and uses the Internet to
keep up with library trends and to search for newly available grant options.
29
Library Secretary:
The Library Secretary is busy at all times through out the school year in the Kahler Media Center.
The Library Secretary greets students, checks out and re-shelves books, repairs materials
including books, magazines and pamphlets, recalcitrant televisions, and programs videos on a
daily basis. The Library Secretary is the school laminator, preserves posters and instructional
materials for staff members. The following are some more of this position’s responsibilities.
Engraves inventory information on equipment
Performs small repairs
Changes displays and bulletin boards
Catalogs and prepares new books and materials
Updates the vertical file weekly
Orders and fills the pencil machine
30
TITLE & DESCRIPTION OF ASSESSMENT
INSTRUMENTS IN ADDITION TO ISTEP +
#1 C
The staff at Kahler Middle School is committed to providing a quality education for its
students. Teachers are concerned about the educational growth and development of all
students. Therefore, in addition to the Indiana Statewide Test for Educational Progress
Plus, (ISTEP + ) Kahler Middle School will also assess its students by using improved
assessment in language arts and math, as well as additional performance tasks conducted
during the year.
Students will also be assessed through the remediation (Study Island0 program software.
This lab will provide students with the opportunity to improve their skills in areas that
have been deemed “below standard” by the state tests. The Kahler Middle School staff
will continue to foster the development and enrichment of the curriculum by utilizing
such strategies as Mastery and Cooperative Learning on a daily basis for all students. It
is our goal that through these strategies, students will begin to acquire, develop, and
utilize those skills that will enable them to be successful students.
The students and staff at Kahler continue to work on improving state test scores. As part
of the Student Success Process (SSP), all students are taught (through mini-lessons) those
specific skills noted as weaknesses. After receiving the mini-lessons, all students are
assessed on the specific skill. The students who score below mastery are required to
attend tutoring sessions with members of the teaching staff. After the tutoring sessions,
students are reassessed. In May, all students are administered the End of Year test (EOY)
to determine the targeted skills for the upcoming year. At the 5-8 grade levels, all staff
administers the tests to the students on a 2 hour delay schedule. After the assessment, the
results are tabulated and the 5-8 grade representatives meet to select their skills for the
upcoming year. In addition, staff is provided with professional development monies as
they work throughout the summer preparing the necessary skill packets and tutoring
materials. Also, the staff creates assessments based upon the selected skill areas. It is
our goal to see that all students receive the necessary instruction/remediation/ or tutoring
required to make them successful learners.
31
#2
Statement of mission, vision, and beliefs.
32
STATEMENT OF MISSION, VISION, AND BELIEFS
#2
Kahler Middle School, part of the Lake Central School Corporation, has
subscribed to the following Mission Statement, Belief statement, and
Strategic Parameters for our students and staff.
LAKE CENTRAL SCHOOL CORPORATION’S MISSION
The mission of the Lake Central School Corporation, as a family,
community, and school partnership, is to ensure that each student becomes a
self-directed learner and a contributing responsible citizen through an
instructional delivery system that engages students in achieving their
personal best.
LAKE CENTRAL SCHOOL CORPORATION’S BELIEFS
We Believe:
 Each individual has dignity and worth.
 Students are our number one priority.
 People are responsible for their actions.
 Excellence will only be achieved through continuous improvement.
 Everyone can learn.
 People learn in different ways and at different rates.
 Teachers are critically important in every student’s education.
 Education is a responsibility shared by students, staff, families and the
entire community.
 School provides a foundation for a lifetime of learning.
 A positive school environment is essential for learning.
 Success builds self-confidence.
 Educated and involved citizens are necessary to sustain a democratic
society.
33
LAKE CENTRAL SCHOOL COPORATION’S STRATEGIC
PARAMETERS
We will always…
 Adhere to our statement of beliefs and mission and base our decisions
upon the best interests of our students.
 Provide opportunities for staff, parents, students, and the community
to have input in decisions that affect their vital interests.
 Communicate system-wide change efforts to all members of the Lake
Central School Corporation partnership.
 Provide an inviting, safe and non-threatening atmosphere in our
schools.
 Provide academic challenge.
We will never…
 Tolerate disrespectful behavior from anyone.
 Tolerate behavior which prevents students from learning.
 Hire employees who are unwilling to commit to our Strategic Plan.
 Allow inadequate fund to prevent us from pursuing our Strategic Plan
objectives.
 Adopt a new program unless
- it makes a positive contribution to the mission
- the benefits justify the costs; and
- provisions are made for staff development and evaluation.
 Retain a program unless it contributes to achieving the mission and
the benefits justify the costs.
34
SCHOOL IMPROVEMENT PLAN
#3
A. Date, including graphs, from the annual performance report.
B. Date related to performance indicators other than those included in
the annual performance report.
C. Other information about educational programming and the learning
environment.
35
Data From the Annual Performance Report
#3A
The graphs on the following pages illustrate that the majority of Kahler Middle School
students are experiencing success. The overall percentage of students passing the ISTEP
test is well above the state average, as noted in the following charts.
36
37
38
39
40
41
42
43
44
45
46
47
48
Grade 6 Percentage Passing ISTEP + Language Arts Standard
Year
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 F2008 S2009 2010
20
11
20
12
82
80
State
Average
Kahler
Middle
School
62
61
53
51
70
71
71
75
85
71
66
79
79
83
72
72
87
81
73
73
70
81
84
81
84
Year
State
Average
Kahler
Middle
School
No data
available
prior to
2004
2004 2005 2006 2007 F2008 S2009 2010 2011 2012
70
70
69
71
70
68
83
82
84
79
83
83
49
83
84
85
Year
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 F2008 S2009 2010
State
Average 74 70
69
69
65
66
69
70
68
70
69
66
Kahler
Middle
School
85
77
84
75
68
81
77
79
80
83
76
72
85
20
11
20
12
81
79
20
11
20
12
79
84
Grade 6 Percentage Passing ISTEP + Math Standard
Year
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 F2008 S2009 2010
State
Average
60
62
64
62
69
73
75
79
81
81
80
74
Kahler
Middle
School
79
80
83
76
84
85
88
89
88
89
87
83
89
Year
State
Average
Kahler
Middle
School
No data
available
prior to
2004
2004 2005 2006 2007 F2008 S2009 2010 2011 2012
74
77
78
80
82
69
83
88
88
88
88
80
50
82
NA
80
F2008 S2009
Year
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007
State
Average 67
64
65
67
68
72
72
73
72
75
75
68
Kahler
Middle
School
80
71
87
83
83
80
85
88
83
82
81
84
20
10
20
11
20
12
85
80
83
Grade 7 Percentage Passing ISTEP + Science Standard
No data available
prior to 2005
Year
2005 2006 2007 F2008 2011
State Average
53
55
58
58
Kahler Middle
School
65
66
65
67
NA
Grade 5 Percentage Passing ISTEP + Science Standard
Year
No data available prior to
2007
2008 2011
State Average
65
Kahler Middle
School
76
51
NA
Grade 5 Percentage Passing ISTEP + Language Arts and Math
Year
State Average
LA
No data available prior
to 2007
F2008 S2009 2010 2011 2012
75
71
State Average
Math
78
77
KMS LA
85
80
76
79
81
KMS Math
86
85
87
88
90
Grade 5 and 7 Percentage Passing ISTEP+ Social Studies
Year
No data available prior to 2010
2010 2011 2012
Grade 5
70
74
74
77
70
83
State Average 5
Grade 7
State Average 7
52
Grade 6 Percentage Passing ISTEP+ Science Standard
Year
No data available prior to 2010
2010 2011 2012
State Average
Kahler Middle School
77
71
78
Data Related to Performance Indicators other than those
included in the Annual Performance Report
#3 B
Included in this section is data obtained from tracking a group of students from 6th to 8th
grade as they participated in the Student Success Process (SSP). This data includes
students that participated in the tutorials and subsequent assessments for a minimum of
two times. Also included are their ISTEP scores as related Kahler’s average scores. Data
shows that short-term improvement in selected skills is evident. Data is not conclusive
for long term ISTEP+ improvement. This is an area that needs further data analysis.
NOTE: Excel files attached separately.
53
The Student Success Process (SSP) is designed to maximize the number of students who
demonstrate success on standardized tests through the systematic analysis of student
performance data, development of an instructional calendar, delivery of focused minilessons, administration of frequent mini-assessments, and the application of tutorials and
enrichment strategies. The entire process is standards-based and is built on years of solid
educational and psychological research including mastery learning, effective schools,
learning theory, and expectations theory. The process is modeled after the highly
successful approaches used at Pearl River, NY; Brazosport, TX; and other nationallyrecognized schools. Kahler Middle School implements the Student Success Process at
the sixth through the eighth grade levels currently; however, we will begin the process in
the fifth grade once data is available for this grade level.
S.S.P. Target Skills:
Math
2007-2008
6th Grade
Skill
1
2
3
4
5
State Standard
5.1.6
5.1.2
5.5.2
5.2.2
5.2.4
54
Concept
Prime and Composite
Rounding Decimals
Perimeter and Area
Adding/Subtracting Fractions
Multiply/Divide Fractions
7th Grade
Skill
1
2
3
4
5
State Standard
6.1.2
6.2.1-6.2.2
6.3.6
6.2.3
6.5.2/6.5.3
Concept
Absolute Value
Integers
Order of Operations
Multiply/Divide Decimals
Converting Measures
State Standard
7.3.3
7.1.1
7.5.4
7.2.3
7.6.7
Concept
Correct Algebraic Terms
Scientific Notation
Area
Discount/Mark-up
Possible 3 Arrangement of Objects
8th Grade
Skill
1
2
3
4
5
S.S.P. Target Skills:
Language Arts:
6th Grade
Skill
1
2
3
4
5
State Standard
5.6.6
5.2.2
5.3.1
5.6.5
5.2.1
Concept
Capitalization
Sequential or Chronological
Literary Characteristics
Punctuation
Locating Information
Skill
1
2
3
4
5
State Standard
6.3.1
6.3.5
6.1.5
6.3.7
6.6.3
Concept
Genres of Writing
Third Person
Words w/ Slight Differences
Literary Devices
Punctuation
7th Grade
8th Grade
Skill
State Standard
55
Concept
1
2
3
4
5
7.1.3
7.6.4
7.3.4
7.6.6
7.2.3
Context to Clarify Word Meaning
Parts of Speech
Theme and Main Ideas
Semi-Colons, Hyphens, and Brackets
Cause and Effect
#5
Student achievement objectives, derived from an
assessment of the current status of educational
programming, including the follow:
A. Attendance rate.
B. Percentage of students meeting academic standards
under the ISTEP program.
56
School Improvement Plan
#4A&B
The curriculum at Kahler Middle School supports the achievement of the academic
standards by engaging all students in an environment of creatively- planned lessons.
Students are challenged daily with lessons that are connected directly to the state
standards. All teachers are responsible for addressing the standards in their subject areas.
In addition to teaching the state standards, all teachers are engaged in addressing the
needs of the students by assessing their strengths and weaknesses. This process is known
as the Student Success Process (SSP). Students are assessed with an End of Year
Assessment which provides the staff with areas of strengths and weaknesses as per state
standards. Those standards noted as weak are taught to the students through mini-lessons
(5- minutes long) in their noted core area classes (math and/or language arts). After a
period of approximately two weeks, the students are assessed in their SRT classes. Those
students that master the assessment are encouraged to do enrichment activities that
correlate with the standards. Students who do not master the assessments are assigned to
a tutorial session that meets for up to two weeks. After the tutorial sessions, students are
reassessed and the scores are noted on the SSP data charts.
57
The instructional strategies that have been addressed by the faculty are in line with
activities that correlate with the Indiana Academic Standards. All strategies have been
designed to provide professional growth opportunities for the faculty. The strategies, as
outlined, will provide the necessary in-service training, challenging the teachers to utilize
higher order thinking skills, and maintain a sound balance with school achievement.
The curriculum and strategies that have been developed are aligned with the State
Standards, as well as the National Staff Development Council's Standards for Staff
Development. It is our intent and goal as professional educators to see that all Kahler
students succeed academically.
58
Conclusions
#4C
The staff at Kahler Middle School continues to be concerned with the low scores that
some of the students exhibit throughout the year. Through data analysis, it has been
found that many of the students who score low on the ISTEP + test are students who have
the following characteristics:
1. Have not attended the Lake Central School Corporation throughout elementary
school.
2. Have moved several times throughout their academic school years.
3. Are often 1-3 years below the school academic grade levels.
4. Do not seem to have the same basic knowledge base.
5. Even though they have been in advanced classes at their previous school, they
may find that they are still 1-2 years below our academic levels.
6. Reading and math levels are exceptionally lower than other Kahler students.
However, many of our students score in the pass and pass + range of the ISTEP + test.
With this in mind, it is our desire to continue to challenge all students. One method that
the staff will continue to use is the SSP Process. This process allows the staff to assess
the students in a formalized manner other than with the state assessments. The SSP
process allows the school to obtain data from a variety of measures which allows us the
ability to implement a detailed plan to address the deficits as noted.
The students at Kahler are provided with a vast array of skills-building techniques.
Whether these are focused on during SRT class or in the group settings in the classroom,
the staff spends quality time discussing the strengths and weaknesses with each child. In
addition, the math and language arts teachers spend time, during the day, going over the
Applied Skill Booklets that are provided for by the state department. Also, the language
arts department chairperson presents an overview for the students dealing with
assessment and appropriate writing techniques. This review has been a benefit for the
student body.
59
Parental Participation in the School
#4D
Parental participation is encouraged in a variety of areas at Kahler Middle School.
Parents are always welcome to visit, attend conferences, and help with a variety of P.T.O.
projects.
Parental attendance at special events at Kahler Middle School is always outstanding.
Included in these parent events are our Open House on two separate nights, Parent
Teacher Conferences, an explanation of ISTEP + results, and our 4th Grade Orientation
Night.
60
PTO
The school will teach children
How to read, but the environment of the home must teach them what to
read.
The school can teach them how to think,
but the home must teach them
what to believe
Charles A. Wellis
INFORMATION HANDBOOK
Welcome to
219-865-3535
ASK FOR EXT. 400
The purpose of this brochure is to introduce you to the Kahler Parent
Teacher Organization, Inc. (PTO)
Our objectives:
 To help keep the students active and interested in the school and
community.
 To support the best programs and activities for the students,
through volunteer help or with monies earned by the PTO.
 To provide parents an opportunity to be involved in a school-related
organization.
We hope you will be able to help in some way; being on a committee,
volunteering, or supporting the fundraisers.
Suggestions for new fund raisers, student activities, and other ways to
use funds are always welcome.
Meetings are usually the last Monday of the month.
61
Bowling
Bowling is scheduled on in-service half days. Students pay a special rate for bowling and
the PTO provides pizza and pop to the students. Parent chaperones are needed to help
sell tickets during student lunch periods a couple of days prior and to chaperone the
event.
The Blast
This is an after school “fun fair” type event for all Kahler students. The event includes
inflatable games, DJ, food and much more. Volunteers are needed to help in the planning
process and many volunteers are needed to carry out the event.
Book Fair
Volunteers are needed to assist in Kahler’s Book fair held during the school day to help
in the supporting the library at Kahler.
Decorating Committee
This committee decorates the cafeteria for holidays and change in seasons, as time
permits. This is a big (but fun) job that requires a lot of hands and creative ideas. This is
usually done after school or early evenings.
Market Day
Market Day volunteers are needed every other month to make the “pick-up” process go
smoothly. Pick-up is at Bibich Elementary School on scheduled Tuesdays.
Newsletter
A group is needed to help assemble the Kahler newsletter, usually in an assembly line
fashion. The work is usually done in the mornings or early afternoon every other month.
Popcorn/Special Treat Days
Volunteers are needed to pop popcorn, serve treats, (such as ice cream) for students
during school lunch periods on scheduled Fridays throughout the year.
ISTEP Treats
Treats and water are provided to all students one day during the week of ISTEP testing.
Volunteers are needed to help organize the treats and water to be handed out to the
students.
62
Fund-raising
Kahler PTO generally has two to three fund raisers during the school year. These help
fund all of the various activities provided to the students. Volunteers are needed to help
in numerous ways with each fund-raise, such as getting information out to all Kahler
families, collecting order forms, sorting and passing out of items up delivery.
End of School Year Picnic
The PTO provides all the food, drinks and a DJ for entertainment at the end of the year
for all students/staff during student lunch periods. Many volunteers are needed to help
serve lunch and beverages.
Concession Stands
The Kahler PTO operates the indoor concession stand during volleyball, wrestling and
basketball seasons. The outdoor concession stand is operated during football and track
seasons. The committee works with the team’s coaches. Parents of participating athletes
are asked to volunteer. Additional volunteers are always needed to fill in.
Teacher and Staff Appreciation
During the National Appreciation Week the PTO plans and carries out a “Thank You”
activity. Volunteers are needed to help carry out the event.
63
Technology as a Learning Tool
#4E
The Kahler staff will be given a technology survey to determine the level of technology
use and any needs that the staff may have in terms of technology. This attached survey
will be distributed during our first in-service in 2008-2009.
Currently, Kahler offers three fully equipped computer labs for student use. All
classrooms have Internet access. All Kahler teachers use Gradequick to post their
students’ grades to Edline. Edline allows parents to go online and view their child’s
grades. The Kahler teachers are currently required to post grades to Edline every 4 ½
weeks. Kahler teachers have access to Smartboards, a class set of wireless laptop
computers, and many other technologies.
Each teacher has a classroom computer and printer to use to make instructional material.
In addition, Outlook Express email, RDS attendance reporting and student information
system are some of the technological systems that are available for staff.
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Technology as a Learning Tool
#4E
The Kahler staff will be given a technology survey to determine the level of technology
use and any needs that the staff may have in terms of technology. This attached survey
will be distributed during our first in-service in 2008-2009.
Currently, Kahler offers three fully equipped computer labs for student use. All
classrooms have Internet access. All Kahler teachers use Gradequick to post their
students’ grades to Edline. Edline allows parents to go online and view their child’s
grades. The Kahler teachers are currently required to post grades to Edline every 4 ½
weeks. Kahler teachers have access to Smartboards, a class set of wireless laptop
computers, and many other technologies.
Each teacher has a classroom computer and printer to use to make instructional material.
In addition, Outlook Express email, RDS attendance reporting and student information
system are some of the technological systems that are available for staff.
65
In January 2006, a survey was given to the Kahler student body seeking input on several
areas regarding the performance of the school. The purpose of the survey was to gather
data relative to student’s perceptions of Kahler and their study habits as a part of the
School Improvement Plan.
The following data suggests that Kahler is a safe place for students (85% of the
students who returned the surveys indicated that they felt safe in the environment at
school). Additionally, 91% of the students felt like they fit in. This is a major factor for
a school population of approximately 1253 students.
As noted by the survey, there are several of concerns that need to be addressed with
the faculty and student body. Those areas include the following issues:
Safe on my bus
84% indicated that they do feel safe
Picked on at school
26% indicated that they have been picked on
Seen others being picked on 70% indicated they have seen others being picked on
Teachers care about me
50% feel that the teachers care about the students
Teachers care about success for students 60% feel that the staff do care
Grade for Kahler
25% (A)
51% (B)
16% ( C)
4% (D)
4% (F)
Overall, personal grades that they students hope to achieve
31% (A)
50% (B)
16% ( C )
4 % (D)
***A copy of the student survey follows on the proceeding pages. In addition the data
summary chart provides more specific results pertaining to each area/question as
identified.
According to state reports and a review of our discipline information, Kahler is a safe
place. A total of disciplinary referrals were handled by the administrative team during
the 2004-2005 school year. A total of
suspensions were issued and
expulsions
were recorded.
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Student Survey
We want to know your feelings about Kahler. Please answer all questions as honestly as
you can. These results will help us to determine how we are doing as a school.
For questions 1 - 12, use “True” or “False” to respond.
1. _____
2. _____
3. _____
4. _____
5. _____
6. _____
7. _____
8. _____
9. _____
10. _____
standards.
11. _____
12. _____
concepts.
I feel that I fit in at Kahler
I feel that Kahler is a safe place.
I have a regular job (paper route, baby-sitting, etc.) outside my home.
I have a set time and place to do my homework.
I have access to the Internet at home.
I have used Edline to check my grades.
I feel safe on my bus.
I have been picked on at school.
I have seen other students being picked on at school.
I think that SSP (Student Success Process) is helping me to learn state
I have enough time to eat lunch daily.
My 4 1/2 week specials class is long enough to thoroughly grasp the
Use the following scale for questions 13 and 14.
A. Always
B. Most of the time
C. Never
13. _____
14. _____
My teachers care about my success at school.
My teachers care about me as a person.
Answer the following multiple-choice questions.
15. _____
If I oversleep or miss my bus in the morning, I
A. walk or ride my bike to school
B. get a ride from a parent or other adult
C. stay home
16. _____
After school I usually study and do homework for
A. 30 minutes to 1 hour
B. 1-2 hours
C. 2 - 3 hours
D. more than 3 hours
E. not at all
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17. _____
clubs,
The greatest number of after school activities (music lessons, sports teams,
gymnastics, CCD, youth group, scouts, etc.) I am (or will be) involved in
at any one time is
A. 0
B. 1-3
C. 4-6
D. more than 6
18. _____
Last year I missed this many school days due to illness.
A. 0
19. _____
B. 1-3
C. 4-5
D. 6 or more
Last year I missed this many school days due to family vacations.
A. 0
B. 1-3
C. 4-5
D. 6 or more
20. _____
Since school has started this year, I have attended Math Lab or LA Lab
approximately this many times.
A. 0
B. 1-3
C. 4-5
D. 6 or more
21. _____
My first year in the Lake Central School Corporation was in
A. kindergarten
B. grades 1-3
C. grades 4-5
D. grade 6
E. grades 7-8
22. _____
The grades I expect to get in most of my classes are
A. mostly A’s
B. A’s & B’s
C. B’s & C’s
D. C’s and D’s
23. _____
If I had to give Kahler an overall grade it would be
A. A
B. B
C. C
D. D
Use the remainder of this page to write in any comments you think would be
helpful for us in judging the quality of our school.
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E. F
According to state reports and a review of our discipline information, Kahler is a safe
place. A total of 99 suspensions were issued and 7 expulsions were recorded.
Student Survey
2005-2006 School Year
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The school lunches need to be more healthy.
Treat everyone with equal treatment.
Kahler Middle School, in my opinion, focuses so much on testing that I feel
overwhelmed by the amount of studying needed. I also feel that students are
behaving and acting inappropriately. I also find that some classes like, shop, sewing,
and 8th grade health should not be needed, and that if you are in Band, choir, etc. you
should be able to take Art, etc.
I hate Kahler.
No school is perfect.
I don’t like this school, especially the teachers and the principals. I only like a few
teachers who care about me and I care about them.
For question # 15, I can get a ride to school if I miss the bus, but if both parents are
working (Tuesday/Thursday), I won’t be able to get to school.
More discipline towards kids who pick on others or who are misbehaving.
I like it the way it is.
I think we would have a better bathroom if they were clean.
We need bigger lockers.
All day long I get picked on by everyone.
I think we need more lunch tables/chairs because there is not enough room for all of
the students at lunch.
School is o.k.
Overall our school is a good place but I see a lot of kids being picked on.
The school is good to me and it is a good school. It is high quality.
We should have a little more time in the hallways. Friends are an important part of a
teen’s life.
Most of the other students don’t care about anything.
I don’t like the fact that the 7/8 grade hallways are crowded and hard to get through.
The teachers don’t have us save our homework for the whole year and then take it as
a grade.
Make lunch longer.
People at Kahler should watch the lunch tables to see if someone knocks people’s
books off of the tables so that they could use it. First come-first serve.
Teachers should watch what happens in the hallways--fights.
You should perform more shows in the gyms or something. Make lunch longer.
Most teachers make it fun to learn. I think a lot of the kids will have success.
If someone is picked on in the halls, they should be suspended.
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I think we should extend school for 1 hour at 6th period and have a free period--play
in the gym, study, etc.
I think advisory should be moved to the middle of the day so kids can do homework.
I also think that Kahler should have a swimming pool and it should be part of gym
class.
I think that advisory should be at least 10 minutes longer, at the most. Drama club be
for all grades, not just 8th grade students.
We should have a shorter advisory in the morning, just like until the announcements
are over. Then in the middle of the day have a 45 minute study hall so we can catch
up on our work and get help if we are struggling with a class.
A study hall would be great so that the kids won’t miss any more homework
assignments.
Even the drug thing scares me and makes me think 10 times before even thinking
about drugs. This is why I don’t do drugs.
The teachers care about the class and not just one kid.
I think the lunch lines should stay open a little longer and the gym offerings should be
changed.
Study hall.
We should have more sports for 6th grade students because when you are in
something for your school, you feel welcome and since its 6th graders first year at
Kahler and there is no sports, they don’t feel welcomed.
I think that they should offer language classes--French, Spanish, and German.
Great!
I think we should improve our school food. I don’t think that we should serve French
fries anymore. If our theme is “fit for life” then the fries are not helping.
This paper should have more choices next time--some people don’t ride the bus.
I think that Kahler is a good/o.k. school but there are some really rude kids. Calling
names and being picked on is not appropriate.
I think Kahler is a very nice school and cares about the students grades. But I think
that lunch time is a little strict--the ladies need to be more careful calling the people
out of the line for running or cutting--sometimes they are wrong.
I think we should have bigger lockers.
Kahler is awesome.
If the teachers would help us with assignments instead of deal with their own stuff. I
think that us kids would get much better grades and a better understanding of what is
going on.
The school should use their cameras more to see the building.
I think that I get too much homework. Certain teachers do not care.
Too much romance at school.
Certain teachers yell at the students.
SSP takes away from important advisory activities.
Overall, Kahler is a great school.
I think our school is o.k. I don’t think that you give us enough time to eat lunch.
Well, I think the school is nice. I like a lot of the teachers.
You guys should have more activities like a Talent Show.
We should have more than 5 minutes for passing time.
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Do more to monitor the buses.
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Overall, you are divided into a group at school and if you not in a group, you are
picked on-so school is not that safe sometimes.
I think the dress code for the dance should be changed and the girls should be able to
sign out to get their hair done.
Too many budget cuts.
I think for “grad” we should get to wear dresses like they did last year. Just because
the last years students’ were bad, doesn’t mean we should be punished.
It’s good, safe, and most of the time--fun.
More lunch time.
I like the school but I don’t like some of the things we do.
At lunch the kids that want to brush their teeth should get to leave earlier.
I disagree. I think that girls for the 8th grade dance don’t have to cover their shoulders
because it is outside of the school. Certain teachers should be fired.
Easier classes.
We should have more fun at Kahler.
Make school safer.
Bigger lockers.
More time between classes.
Teachers should be nicer and should not get so mad so easy.
More time for lunch.
Teachers should supervise in the classroom--being in the hallways they take up too
much space.
We need to play the guitar more in the classroom.
I think we should get bigger lockers and earlier school days so we can get out earlier.
We need more time to eat lunch.
Bigger and better lockers.
More time between classes.
I have been picked on because I am Mexican.
We could use bigger lockers and newer instruments for Band.
I think the school is great.
I think Kahler is the best school I have attended. Keep up the good work.
Carpeting in the 7th grade hallway.
Lockers are too small.
Better café food.
No more Styrofoam trays.
Longer lunch period and less school time.
Make longer lunch periods and get rid of the Styrofoam trays.
The teachers should not give out that much homework or if they do they should give
everyone a study hall, like they do in high school.
I don’t respect the sports system for basketball. I think it is all political. I have to
drive out of here to play basketball. There should be B teams.
I think that the food at lunch should be healthier. I have seen a lot of my friends gain
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weight since being at Kahler.
There are too many fights.
The teachers need to stop giving so much homework.
Need nicer teachers.
Not to use the ID’s to get lunch and make lunch longer.
Less homework.
I think that in 8th grade when the people from Watson have to go to Grimmer or
Clark, we should have our choice where we want to go. I would want to stay at
Kahler.
I think you should judge the school on how the teachers teach the students and how
the school is run by the principal and staff of Kahler.
Some teachers are creepy.
Some teachers need to stop letting their opinions affect the grades of written
assignments.
I think some Kahler teachers are unaware that kids have LIVES outside of school. I
have missed 10 events because of too much homework.
Our gym uniforms are horrible. Girls should be allowed to tie shirts and roll up
shorts.
I think the gyms are too big and ugly.
I don’t like our gym classes. Our gym uniforms are ugly and if you don’t want to buy
other uniforms let the girls rollup their shorts and tie their shirts because they are too
big. Kids have no room in their lockers. More lunch choices during lunch cause we
hardly ever have anything new.
Lunches could be better
Better food please. I am begging you.
We need more time to eat lunch.
Eliminate advisory so we get out earlier.
More lunch time.
I think the homework amount is ridiculous because after school, after all day of work,
I have to do a couple hours of homework ( I am in adv. math) and I have other
things to do. Less homework.
I would have longer periods of time to go over the lessons and less homework and
more school work. Also, I would have more pep rallies. I would also have foods that
are fresh.
I would give less homework. Sometimes it is ridiculous. We have other activities
that we do after school. It is hard to do homework at night when you want to go to
bed. That would make Kahler a better school.
There is way too much homework for the kids that are in honors classes. Especially
when there are also extra-curricular activities that we have to do also.
Have a tennis and soccer team.
The school is very nice looking. The school has nice teachers. The food at Kahler is
very good.
Give less homework.
The specials are a complete waste of time and school lunches could be better.
Give less homework; less tests; more lunch time; less strict on the tardies--big school;
I don’t think there is a point to Edline and SSP.
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Feed us better food and less money for French fries.
Get better food--cooked healthier.
I think it is a good school.
I think we should have more activities like spirit day and K-Day! Just more
competitions.
Longer lunch periods.
If they are sick, let them be.
Less strict dress code.
It is a great school. Make lunch longer and specials longer.
I think that there should be language classes--French, German, and Spanish.
I really need less homework.
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Parent Survey
A survey will be given to all of the parents of Kahler’s students at registration for the
2008-2009 school year. The following is a copy of the survey that will be distributed.
These responses will indicate what the school needs to do, to better inform the parents
about their child’s progress. This can be accomplished through our newsletters, website
and parent meetings. Additionally the data will indicate what efforts should be made to
keep parents involved in the school as their son/daughter gets older.
***The most recent results from this survey follow on the proceeding pages as well.
These results are from the survey given to parents in the 2005-2006 school year. In
addition the data summary chart provides more specific results pertaining to each
area/question as identified. These will be updated with new survey results once they are
received.
74
Parent Survey
The staff at Kahler is currently working on the School Improvement Plan for the
state of Indiana. We would appreciate your help if you could take a few minutes
and answer these questions about Kahler. Thanks for your support. We want to
know your feelings about Kahler. Please answer all questions as honestly as you can.
These results will help us to determine how we are doing as a school.
Send your completed survey to school with your child or mail to:
Kahler Middle School;
c/o Mrs. Karen Brownell
600 Joliet Street
Dyer, IN 46311.
For questions 1 - 25, use A for “True” or B for “False.”
1. _____
My child feels that he/she fits in at Kahler.
2. _____
I feel that Kahler is a safe place.
3. _____
My child’s teachers care about my child’s success at school.
4. _____
My child’s teachers care about my child as a person.
5. _____
I feel welcome at Kahler.
6. _____
There is open two-way communication between the school and the home.
7. _____
I know what SSP (Student Success Program) is.
8. _____
My child receives extra help when needed.
9. _____
I am satisfied with the extent of my child’s learning in most classes.
10. _____
Kahler’s program prepares my child for high school.
11. _____
Kahler’s program meets the emotional and social needs of my child.
12. _____
Kahler’s teachers are approachable.
13. _____
Kahler’s administrators are approachable.
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14. _____
Kahler’s counselors are approachable.
15. _____
Kahler is clean and comfortable.
16. _____
There is a spirit of cooperation at Kahler.
17. _____
My child enjoys going to school.
18. _____
I feel that parent input is considered when making academic decisions.
19. _____
Parents are involved in major academic decisions at Kahler.
20. _____
My child has adequate access to technology at Kahler.
21. _____
Lab.
I am aware that Kahler offers help programs such as LA Lab and Math
22. _____
I receive Kahler’s newsletter in the mail.
23. _____
I have checked Kahler’s website for news.
24. _____
My child requires my help with homework.
25. _____
The specials classes, such as art, music, PE, etc., offered at Kahler meet
the needs of my child.
Please answer the following multiple-choice questions.
26. _____
I use Edline to view my child’s grades this often.
A. Weekly
B. Twice a month C. Monthly
D. Never
27. _____
I have been inside Kahler approximately this many times this school year.
A. 0 B. 1
C. 2 or 3
D. 4 or 5
E. 6 or more
28. _____
watching
My child spends this much recreational time per night on the computer,
TV, and/or playing video games.
A. None
B. Less than an hour
C. 1-2 hours D. 2+
hours
29. _____
My child spends this much time nightly on homework.
A. None
B. less than 30 minutes
C. 30-60 minutes
D. 1 - 2 hours
E. More than 2 hours
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30. _____
clubs,
The greatest number of after school activities (music lessons, sports teams,
gymnastics, CCD, youth group, scouts, etc.) my child is (or will be)
involved in at
any one time is
A. 0
B. 1-3
31. _____
illness.
D. more than 6
Last year my child missed approximately this many school days due to
A. 0
32. _____
C. 4-6
B. 1-3
C. 4-5
D. 6 or more
Last year my child missed this many school days due to family vacations.
A. 0
B. 1-3
C. 4-5
D. 6 or more
33. _____
The grades I expect my child to get are
A. mostly A’s
B. A’s & B’s
C. B’s & C’s
D. C ’s and D’s
34. _____
The highest level of education I expect my child to finish is
A. high school
B. GED
C. trade school
D. college
35. _____
If I had to give Kahler an overall grade it would be
A. A
B. B
C. C
D. D
E. F
Please use the remainder of this sheet to address any areas of celebration or concern
you deem useful in our quest to better Kahler Middle School.
77
Professional Development
#4 G
The staff at Kahler Middle School has been involved in a variety of Professional
Development activities throughout the year. As educators, it is important that we
continue to be challenged as we strive to educate the students of the future. During the
2007-2008 school year, the Kahler staff has been involved in the following types of staff
development:
Autism Structured Learning Workshop
Challenger Center Training
CPR Instructor Conference/Update
CRISS Workshop Training
Curriculum Coordination meeting
DRA (Development Reading Assessment)
Disability Awareness Activities
EDMARK Program Training
Empowering Students
Evacuation Training
Functional Behavior Planning and Training
HASTI Conference
IATCC- Track and Cross Country Conference
ICAN Training for special education staff
Indiana Middle Level Association State Conference--IMLEA
Indiana Computers Conference (ICE Conference)
La Rabida Hospital – Training for nurses
Language Arts Textbook Caravan and Selection Meetings
Merit Training
Nancy Atwell Writing Conference
New Teacher Training
Phoenix Training
Robotics Training
Star Lab Training
Teacher to Teacher Observations at other schools and within Kahler
Training in Trache Care
Transition Plans
West lake Team meetings
Wilson Reading Training
Woodcock Johnson Training
In addition, the staff has continued to receive professional development in regard to the ½
day in-service schedule. The staff has participated in these activities throughout the year.
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Staff In-Service Training
2006-2007
2007-2008
Kahler Middle School was engaged in transitional activities during the 2006-2007 and
2007-2008 school year to prepare for the reorganization of our school and the opening of
a new middle school in our district. Fifth grade was added to our building in January,
2008 and approximately 1/3 of our 6th – 8th grade students were relocated to another
facility. All of our in-service days during this time period were devoted to curriculum
alignment and articulation, scheduling issues, and preparation activities for relocating
students, teachers, equipment, and materials. Teachers and departments continued to
work on school improvement initiatives during professional development time and
departmental meetings.
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#5
Student achievement objectives, derived from an
assessment of the current status of educational
programming, including the follow:
A. Attendance rate.
B. Percentage of students meeting academic standards
under the ISTEP program.
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81
#6
Specific areas where improvement is needed immediately.
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Specific Areas Where Improvement is Needed Immediately
#6
There are many areas where the school is currently meeting the state
expectations regarding academic ability and development. However, the
school improvement committee has decided that the following areas for
improvement need to be recognized as concerns for our school:
1. Students need to continue to build “Character Development Skills.”
2. Safety issues pertaining to “bullying” as documented by past student
surveys and observations.
3. The addition of 5th grade to our school has added some unique
challenges in scheduling, team/staff development, and continuity of
curriculum related issues.
4. Implementation of at risk students and special education students into
the general education classes in co-lab settings.
These areas are noted where improvement is needed in order for Kahler to
maintain the high standards that we has set as a staff. However, in assessing
our current educational program, the School Improvement Committee has
made the recommendation for improvement in the areas of Written
Development and Problem Solving. Even though these areas have been
noted for improvement, the data does not reflect that these areas are
considered “areas for immediate improvement” but rather areas that we
need to continue to focus on in order to maintain the high standards that we
have set. With the current focus on improving the standards in language arts
and math, (per SSP Skills), it is our goal that the areas listed will continue to
improve as the state increases the cut scores for passing in each core area.
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#7
Benchmarks for progress that specify how and to what extent
the school expects to make continuous improvement in all
areas of the educational system.
#8
Academic honors diploma and Core 40, including the
following:
A. Provisions to offer courses that allow all students to become eligible
to earn the academic honors diploma.
B. Provisions to encourage all students to earn an academic honors
diploma or complete the Core 40 curriculum.
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Benchmarks for Progress
#7
It is our goal that students who attend Kahler Middle School will continue to increase
their achievement scores yearly. With this goal and the state beginning to categorize
schools, our goal is for Kahler Middle School to become an Exemplary middle school.
The benchmarks/criteria for improvement will be measured by the assessment of our
current scores in the areas of English/Language Arts and Math. The two goals that are
addressed are in alignment with each course that is taught at Kahler. Additionally,
through data analysis the staff will become aware of the weaknesses as noted by the
Student Success Process (SSP) methods.
Students who do not pass the ISTEP + will receive a remediation service throughout the
school year. Students in need of remediation are serviced through summer school
programming, resource lab, SSP tutorials, CCC lab, Math and Language Arts labs, ISAP
tutoring, Math Lab class, and Student Resource Time (SRT). Placement in a remediation
service may be contingent upon parental involvement, teacher recommendation, and
student willingness to seek remediation services.
All staff members are responsible for creating, developing, and implementing a process
(through Staff and Professional Development) whereby they will individually strive to
improve each goal area. It is our focus as educators to assist, develop, and create an
environment that is conducive to an excellent program.
Academic Honors Diploma and Core 40
#8
Academic honors diploma and Core 40 do not apply to Kahler Middle School.
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#9
Proposed interventions based on school improvement goals.
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#10
Professional development.
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Form C
1. What is your school’s vision toward which this Professional
Development program will lead?
The staff at Kahler Middle School is committed to providing its students with a quality
education. All students will learn skills, values, and knowledge which will empower
them to be contributing responsible citizens. We believe education is the responsibility
of students, staff, parents, and the entire community. Professional Development this year
will focus on the implementation of the RISE Teacher Evaluation Process. Growth
Model Data will be evaluated and assimilated into the School Improvement Plan.
This document has been prepared with the primary goal of all student s achieving and
being challenged daily. Through research and data collection, this plan will provide the
staff with updates on assessment strategies, networking opportunities, sharing of ideas
and action research methods.
2. What is (are) the goal(s) of your Professional Development Program?
The school Improvement Committee has identified the following areas (goals) for its
Professional Development Program:
Continue to increase the percentage of all students who pass the Written
Applications Component of the ISTEP + test by a minimum of 2%.
1. Increase the percentage of 5th grade students who pass the Written Applications
Component of the ISTEP+ test from 82% to 83%.
Increase the percentage of 6th grade students who pass the Written Applications
Component of the ISTEP+ test from79% to 83%.
2. Increase the percentage of 5th grade students who pass the Problem Solving
Increase the percentage of 6th grade students who pass the Problem Solving
89
Component of the ISTEP+ test from 89% to91%.
3. Increase safety awareness in the building by providing students with skills and
knowledge to prevent “bullying” and other issues from hindering a safe and disciplined
learning environment. The Character Education program should be developed and fully
implemented.
4. Increase the attendance rate by .5%.
3. How will all staff members be involved in continuous learning? How
will continuous learning e embedded in practice?
All staff members at Kahler Middle School will be involved in the continuous learning
component of instruction. Teachers and assistants will continue to receive training
during department meetings, study groups, mentoring opportunities, one-hour faculty
meetings, ISAP time, peer-coaching sessions, and in-service days. It is our goal that a
quality education be the continued focus for every child every day,
Continuous learning will be embedded in practice as a result of all staff members using
the same terminology regarding rubrics, writing development components, problemsolving strategies, and educational philosophy of the Lake Central School Corporation.
The staff will evaluate data on a regular basis as we examine best practices for teaching
our students.
Continuous learning will occur as a result of our staff’s dedication and desire to see that
the Kahler students succeed. Data and assignments will be evaluated per department and
disciplines to assess whether or not teachers and students are meeting the necessary
strategies/requirements for success in accordance with ISTEP +.
It is our goal that with the Indiana Academic Standards as our main teaching strategy, all
students will be prepared to pass the ISTEP+ test. The primary function of the Kahler
teachers is to prepare out students with the knowledge, skills, and understanding set
fourth in the Standards. Success is critical as we strive to increase our scores on the State
Assessments.
A secondary goal is for the staff to implement new strategies/techniques based on
research data. As the staff disaggregates and analyzes data from Student Success
Process, ISTEP+ assessments, and teacher directed assessments, the formidable goal is to
make sure that the students are being challenged with a curriculum that is enriching;
standard based, and follows the guidelines of the Lake Central School Corporation.
90
The Student Success Process (SSP) will continue as we analyze the strengths and
weaknesses of our students. This data will allow us to focus on those areas where deficits
are noted on the end of year Assessment test (CTB McGraw-Hill). These tests will
provide direction for the staff as we look to improve the educational components of the
curriculum.
ACTION PLAN
School Goal #1
Increase percentage of 5th grade students who pass the Written Application Component of the ISTEP+ test
from 82% to 83%
from 81% to 83 %
from 79% to 83%
from 86% to 87%
**Information collected from ISTEP+ tests. 5th grade data is estimated because of the reconfiguration of
schools.
Activity
Intended
Audience
Person
Responsible
In-service
Training
Faculty
Members
Dept. Chair
Collaborative
Partners
Needed
Presenters
Rubric-Writing
In-Service
6+ Writing
Traits
Workshop
Department
Sharing
Computer
Training
ISAP Time
Collaboration
5th Grade
Faculty/Students
Dept Chair
LA Faculty
08-10
English Dept
Staff
Dept Chair
LA Faculty
08-10
Faculty
Members
Faculty
Members
Faculty
Members
Faculty
Admin
LA Faculty
08-09
Dept Chair
Admin
08-10
Admin
Faculty
08-10
Admin
Faculty
08-09
91
Timeline
08-10
Resources
Presenter,
Written
Examples
Student
Samples
Presenter
Workshop
Student
Samples
In-service
Student
Samples
In-service
Transition
Members
Members
ACTION PLAN
School Goal #2
Increase percentage of 5th grade students who pass the Problem Solving Component of the ISTEP+ test
from 83% to 85%
from 89% to 91 %
from 89% to 91%
from 83% to 85%
**Information collected from ISTEP+ tests. 5th grade data is estimated because of the reconfiguration of
schools.
Activity
In-service
Training
Creation of
Weblink
Computer
Training
Department
Sharing
ISAP Time
Collaboration
5th Grade
Transition
Intended
Audience
Faculty
Members
Faculty/Students
Faculty
Members
Faculty
Members
Faculty
Members
Faculty
Members
Person
Responsible
Collaborative
Partners
Needed
Presenters
Dept. Chair
Dept Chair and
Admin
Dept Chair
Timeline
08-10
Presenter
08-10
08-10
Admin
Math Faculty
08-09
Admin
Faculty
08-10
Admin
Faculty
Members
08-09
92
Resources
Presenter
Workshop
Student
Samples
Student
Samples
In-service
ACTION PLAN
School Goal #3
Our goal is to increase safety awareness in the building by providing students with skills and knowledge to
prevent bullying and other issues from hindering a safe and disciplined learning environment.
Activity
Advisory
Plans
Focusing on
Issues
Research
study of
appropriate
educational
material
Staff
Development
Analyze Data
Pertaining to
Safety and
Bullying
Issues
Student
Assembly
Attendance
Issues
Intended
Audience
Person
Responsible
Students
Character Ed
Committee
Faculty/Students
Character Ed
Committee
Staff
Admin
Faculty
Members
Collaborative
Partners
Needed
Counselors
Timeline
Resources
08-10
Materials
08-10
Staff/Materials
Presenter
08-10
Character Ed
Committee
Counselors
08-09
Presenter
Workshop
Data Material
Students
Admin/Counselors
08-10
Presenter
Staff/Students
Admin
Character Ed
Committee
Attendance
Committee
08-09
Juvenile
Authorities
93
Evaluation
School Goal #1
Our goal is to increase the percentage of students who pass the Written Application
Component of the ISTEP+ by an average (varies per grade level) of 2% each year for
the next three years.
1. Summary of data and evidence upon which this school goal was based
An analysis of the current data revealed that 82% of 5th grade students, 81 % of 6th grade
students, 79% of 7th grade students, and 86% of 8th grade students mastered the Written
Application portion of the ISTEP+ test.
2. What new knowledge, skills, and attitudes toward learning will result from your
Professional Development Program?
The staff and students will continue to use the ISTEP+ rubric to analyze and evaluate
writing. They will also come to the understanding that writing is a skill which transcends
the curriculum.
It is our goal to provide training with the staff in relation to the Indiana Academic
Standards. In addition, the Applied Skill booklets will be discussed with students at
school and also a web link will be added to our school website giving parents an
explanation of the tests. We will continue to utilize the program from CTB McGraw-Hill
(Student Success Process) that pertains to mini-lessons, assessments, and enrichment
activities.
3. What data and evidence related to new knowledge, skills and attitudes toward
learning will you collect to evaluate the Professional Development Program’s impact
on progress toward this school goal?
94
It is our goal to show an increase in the number of student that master the Written
Applications component of the ISTEP+ test.
Through the ISTEP+ test and SSP assessments, we will continue to monitor and analyze
data pertinent to Kahler by department meetings, staff in-services, and parent workshops.
Evaluation
School Goal #2
Our goal is to increase the percentage of students who pass the Problem Solving
Component of the ISTEP+ by an average (varies per grade level) of 2% each year for
the next three years.
An analysis of the current data revealed that 83% of 5th grade students, 89 % of 6th grade
students, 89% of 7th grade students, and 83% of 8th grade students mastered the Problem
Solving portion of the ISTEP+ test.
The staff and students will learn various techniques to address and solve problems. They
will also come to the understanding that problem solving is a skill that transcends the
curriculum.
The Applied Skill booklets will be discussed with students at school and also a web link
will be added to our school website giving parents an explanation of the tests. We will
continue to utilize the program from CTB McGraw-Hill (Student Success Process) that
pertains to mini-lessons, assessments, and enrichment activities.
95
It is our goal to show an increase in the number of student that master the Problem
Solving component of the ISTEP+ test.
Through the ISTEP+ test and SSP assessments, we will continue to monitor and analyze
data pertinent to Kahler by department meetings, staff in-services, and parent workshops.
In addition, through the incorporation of a remediation class (math) our goal is to focus
on students with weak skills and provide support to them during the school day.
Evaluation
School Goal #3
Our goal is to increase safety awareness in the building by providing students with skills
and knowledge to prevent “bullying” and other issues from hindering a safe and
disciplined learning environment.
An analysis of the data found in the student survey (2005-2006) indicates that “bullying”
is an issue for many of our students. This is also supported by discipline records and
teacher/counselor observations. Teachers and the School Improvement Committee are of
the belief that immediate improvement is necessary to support a safe and disciplined
learning environment.
Attendance is another immediate concern as our average is dropping from 96.6% to
96.3%. This is a serious concern because it is an indicator for exemplary school standing,
and research indicates that students who attend school on a regular basis are more
successful.
Kahler will provide training to staff on character education and begin to implement
character development activities to the students through our advisory program. During
the 2007-2008 school year, a Character Education committee was established to plan
educational activities for the students on a monthly basis. In-service training is necessary
for staff development in this area. Implementation by staff is difficult because of the
materials available and the lack of appropriate training.
96
Students, staff, and parents will be more aware of the Indiana Compulsory Attendance
Law. A comprehensive attendance incentive program will be conducted to encourage
student attendance on a regular basis. An attendance committee was recently established
during the spring of 2008 in order to provide leadership in this initiative.
A student survey and parent survey will be conducted during the fall of 2008 to collect
recent data on our students. Periodic surveys to the student and parent population will be
used to help monitor the success of the Character Education Program. Discipline records
will help to provide some relevant data.
It is our goal to become an exemplary middle school within the State of Indiana. Our goal
is to show an increase of .5% in attendance rate as reported by the Indiana State
Performance Summary Data.
The Kahler staff is committed to seeing that all students are provided a quality education.
Therefore it is our goal to examine data, analyze results, and prepare a plan to address the
needs of the entire student body.
97
#11
Statutes and rules to be waived.
#12
Three (3) year timeline for implementation, review and revision.
98
Statutes and Rules to be Waived
#11
Kahler Middle School is not requesting to have any statutes and rules
waived in regard to Public Law 221/Student Achievement Plan.
Three (3) Year Timeline for Implementation, Review and
Revisions
#12
The staff at Kahler Middle School is committed to maintaining a quality
education for all of its students. Therefore, it is our goal to implement the
plan as identified in our Professional Development Plan. As a committee of
educators, we must continue to evaluate the data every semester and make
the appropriate changes as needed. Therefore, every year the committee will
review this document with the faulty and changes will be made accordingly.
The entire plan was rewritten during the 2005-2006 school year. Since that
time, Kahler Middle School has gone through a major re-organization
project which has changed the configuration from a 6 through 8 facility to a
5 through 8 facility. The 5th grade entered the school in January of 2008 and
approximately 1/3 of our student body re-located to other middle schools
within our district. Since this transition occurred this year, our plan was
only revised to reflect the changes and was not completely rewritten.
The School Improvement Co0mmittee met during the spring of 2008. The
committee revised the 2005/2006 plant o reflect our new configuration. The
concern of the committee is that the data is not reflective of the student
population that is now at Kahler Middle School. The intent of the
committee is to analyze our new data during the upcoming school year and
revise our goals at that time to reflect the current data.
99

Indiana Department of Education - Kahler Middle School

Transcription

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