Fishback Creek Public Academy - Metropolitan School District of

Transcription

Fishback Creek Public Academy
Metropolitan School District of Pike Township
8301 W. 86th Street
Indianapolis, Indiana
Fabrice Decaudin, Principal
Beth Lotti, Assistant Principal
SCHOOL IMPROVEMENT PLAN
2014-2015
Name of School: Fishback Creek Public Academy
Address: 8301 W.86th Street, Indianapolis, IN 46278
Phone:
(317) 347-8470
Principal: Fabrice Decaudin
Superintendent:
Mr. Nathaniel Jones, Ed. S.
By signing this document, I demonstrate my support for the School Improvement Plan submitted by the above-mentioned school district.
School Improvement Team Members:
NAME
Fabrice Decaudin
Beth Lotti
Kathy Cooper
Valerie Ligon
Susie Swenson
Jon Fleetwood
Abby Loe
Amy Hedges
Gina Weaver
AFFILIATION
Principal
Assistant Principal
Parent
SIGNATURE
DATE
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
2
Table of Contents
Title I Schoolwide Plan Component Checklist
p. 4
Statement of Mission and Vision
p. 5
I. Introduction
A.
Description of School
B.
Description of Community
C.
Parent and Community Engagement & Community Resources
D.
Description and Location of Curriculum and Description of Educational Programs
E.
Description of Assessment Instruments
p. 6
p. 10
p. 14
p. 18
p. 21
2. Additional Supports for Student Success
p. 22
3. Technology as a Learning Tool
p. 24
4. Safe and Disciplined Learning Environment
p. 26
5. Cultural Competency
p. 27
6. Coordination and Integration of Funds and Resources
p. 28
7. Summary of Data (Comprehensive Needs Assessment)
p. 28
8. School Improvement Action Plans
p. 39
9. Professional Development
p. 45
10. Statutes and Rules to be Waived
11. Appendix
p. 48
p. 49
3
Title I Schoolwide Component Checklist
Title I Schoolwide Plan:
Page Number
1. A comprehensive needs assessment of the whole school
2. Implementation of schoolwide reform strategies that:
 Provide opportunities for all children to meet proficient and advanced levels of student academic achievement
 Use effective methods and instructional strategies that are based on scientifically based research that:
 Strengthens the core academic program
 Increases the amount of learning time
 Includes strategies for serving underserved populations
 Includes strategies to address the needs of all children in the school, but particularly low achieving children and
those at risk of not meeting state standards
 Address how the school will determine if those needs of the children have been met
 Are consistent with and are designed to implement state and local improvement plans, if any
3. Highly qualified teachers in all core content area classes
4. High quality and on-going professional development for teachers, principals, and paraprofessionals
5. Strategies to attract high-quality, highly qualified teachers to this school
6. Strategies to increase parental involvement, such as literary services
6 a. Description how the school will provide individual academic assessment results to parents
6 b. Strategies to involve parents in the planning, review, and improvement of the schoolwide plan
7. Plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start,
Early Reading First, or a state-run preschool program
8. Opportunities and expectations for teachers to be included in the decision making related to the use of academic
assessment results leading to the improvement of student achievement
9. Activities and programs at the school level to ensure that students having difficulty mastering proficient and advanced
levels of the academic achievement are provided with effective, timely additional assistance
10. Coordination and integration of federal, state and local funds; and resources such as in-kind services and program
components
10 a. A list of programs that will be consolidated under the schoolwide plan (if applicable)
Pg.28-38
Pg. 20
8, 11,18,20, 3944;57-62
Pg. 6-7
Pg. 8;20;57-62
Pg. 9
Pg. 11-18
Pg. 11-18:22
Pg. 11-18;22
Pg. 20-24
Pg. 20-27;38-44
Pg.11-13;22;3844
Pg.20-27
Pg.27
4
MSD of Pike Township Mission Statement
(Updated with input from all stakeholders 2011)
MSD of Pike Township aims to develop students who:
 develop an intrinsic passion for learning in and beyond school
 take ownership and develop independence through choice and participation in authentic learning environments
 challenge their intellectual curiosity using inquiry, critical thinking, multiple perspectives and problem solving
 communicate their thoughts and ideas effectively through shared dialogue and collaboration
 develop global understanding and respect of various cultures
 accept risks in order to be an agent of change in society
 reflect on their learning and see innovative possibilities
Core Beliefs
(Updated with input from all stakeholders 2011)
1. Students learn best when they are actively engaged in a learning process that uses a variety of instructional
approaches.
2. Student achievement and growth improves when relevant learning goals are set and feedback is provided through
assessment.
3. The school community benefits from a safe and inviting environment that fosters mutual respect for all differences and
values students’ prior educational and cultural backgrounds.
4. Students meet high expectations when provided opportunities to develop socially, emotionally and academically.
5. Students benefit when effective educators engage in practices that are student centered and support ongoing
improvement of teaching and learning.
6. Students benefit when school, family, and caregivers are active partners in education and have high expectations for
success.
5
1. Introduction
A. Description of School
Fishback Creek Public Academy is located in the northwest corner of Pike Township at 8301 West 86th Street, which is also in the northwest
corner of Marion County. Fishback Creek Public Academy is an urban school that serves a diverse population with a wide variety of ethnic and
socioeconomic backgrounds that reflect Pike Township. Fishback is a Continuous Calendar School (Year Round) so we do not follow the
traditional calendar.
2014-15 Enrollment and Demographics
School
FCPA
School
FCPA
Pre-K
44
Kdg
76
1st
87
2nd
92
3rd
98
Asian Black Hispanic Multi White
3%
48%
10%
11% 28%
4th
92
5th
92
Exc. Lrn.
18%
Total
581
ENL
10%
SES
40%
Highly-Qualified Staff
0-2 Years Experience
3-5 Years Experience
6+ Years Experience
Bachelors Degree
Masters Degree
3
8
27
17
21
7%
21%
72%
45%
55%
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First Name
Last
Name
Katherine
Abel
Lana
Christine
Beers
Billings
Julianne
Boushehry 7/30/1999 Third Grade
Holly
Collins
Monica
Nicholas
Fabrice
Condon
Cooper
Decaudin
Jennifer
Alicia
Jonathan
Filka
8/18/1998 Second Grade
Fisher
3/26/2012 Third Grade
Fleetwood 8/10/2011 First Grade
Christine
Gordon
Hire Date
Department Name
8/4/2003 Third Grade
7/31/1998 Kindergarten
9/27/2004 Fourth Grade
7/31/1998 Second Grade
8/4/2009 Fifth Grade (HA)
7/1/2011 Administrative
8/19/1996 Kindergarten
Christopher Gordon
7/31/1998 Physical Education
Amy
Kristin
Amanda
Jaclyn
Amanda
Harmon
Harnest
Hedges
Helman
Hoff
8/4/2003
8/6/2007
8/11/2003
8/6/2007
9/26/2011
Melanie
Audrey
Elise
Joy
Kelly
Kirby
1/6/1999 Special Education Preschool
8/14/2006 Exceptional Learners
Second Grade
First Grade
Special Education Preschool
Third Grade (HA)
Fifth Grade
Degree/Rules
M/Rules 4647
M/Bulletin
400
B/Rules 46-47
M/Rules 4647
M/Rules 4647
M/Rules 4647
B/Rules 2002
M/Rules 2002
M/Rules 4647
B/Rules 2002
B/Rules 2002
M/Rules 4647
M/Rules 4647
M/Rules 4647
B/Rules 2002
B/Rules 46-47
B/Rules 2002
B/Rules 2002
M/Bulletin
400
M/Rules 2002
B/REPA
HQ
Method
Licensure Area
Praxis II
General Elementary (1-6; 7/8 Non Dept)
HOUSSE
NTE
General Elementary; MR
General Elementary
NTE
General Elementary/Reading
Praxis II
General Elementary; MiMH
HOUSSE
Praxis II
N/A
General Elementary; 7/8 ND
Primary/Intermediate Generalist
Building Level Administrator
HOUSSE
Praxis II
Praxis II
General Elementary; ESL
Preschool; Elementary Generalist
HOUSSE
General Elementary/Kdg
N/A
PE
Praxis II
Praxis II
Praxis II
Praxis II
Praxis II
General Elementary
Primary/Intermediate Gen; Mild Interv.
Early Childhood Sped; General Elem; Kdg
Primary/Interm Generalist
HOUSSE
N/A
Praxis II
Choral (General); LD; MiMH
Communications Disorders
Mild Intervention K-6; Elem. Generalist
7
Christiana
Lahmon
Christopher Laurino
8/2/2004 Fifth Grade
Valerie
Abigail
Ligon
Loe
8/4/2003 First Grade
8/6/2012 Fourth Grade (HA)
Beth
Crystal
Travis
Tiehl
Lotti
Lowery
Munson
Reynolds
7/28/2003
8/5/2008
8/8/2011
8/2/2004
Aleeya
Cynthia
Reynolds
Schwein
7/31/2002 Music
Janice
Shade
1/17/1989 Second Grade (HA)
Joan
Shepherd
Susan
Jennifer
Gabriella
Swenson
Tolle
Villamil
8/11/2008 Librarians
8/6/2010 First Grade (HA)
Sarah
Gina
Wall
Weaver
8/4/2009 Fifth Grade
8/15/2005 Curriculum and Programs
Administrative
Exceptional Learners
Visual Arts
Kindergarten Full Day
M/Rules 4647
B/Rules 2002
M/Rules 4647
B/Rules 2002
M/Rules 4647
M/Rules 2002
B/REPA
B/Rules 46-47
M/Rules 4647
B/Rules 46-47
M/Rules 4647
M/Rules 4647
M/Bulletin
400
B/Rules 46-47
B/Rules 2002
M/Rules 4647
B/Rules 46-47
Praxis II
Praxis II
General Elementary; Kdg; Spanish
Mild Intervention
HOUSSE
Praxis II
General Elementary
N/A
Praxis II
Praxis II
Praxis II
Elementary Administration
Intense Intervention
Visual Arts P-12
General Elementary; Kdg
N/A
Praxis II
Speech/Lang/Hearing Clinician
Music: General, Choral, Instrumental
HOUSSE
General Elementary; Kindergarten
HOUSSE
Gen Elem/SEH/LD
HOUSSE
Praxis II
Praxis II
LD; Men. Ret; Gen Elem; Lib Svcs
General Elementary(6/7 ND); Kdg
Praxis II
Praxis II
General Elementary
Occupational Education
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Recruitment of Highly Qualified Staff
Component 5: Strategies to Attract Highly Qualified Teachers to the School
The Metropolitan School District of Pike Township strives to hire the very best teacher candidates to serve the students, parents, and
staff of the district. It is imperative that all employees are treated with respect and dignity throughout the employment process.
Through Pike’s expectation of reaching the next level in service to their students, they are committed to hiring individuals who meet
the requirements of highly qualified under the provisions of No Child Left Behind and who have the passion and desire to make a
difference in the lives of all students.
Characteristics of employees that are important to the Board and Superintendent are:
 Willingness to make students “first” in all decisions
 Ability to communicate clearly and appropriately
 Willingness to support the needs of the school district, department and schools
 Ability to implement the district’s vision and support its mission
 Willingness to participate in district initiatives and activities to help advance Pike to the next level of excellence
 Willingness to serve as a positive ambassador for the school district, sharing its many positives throughout the community
 Willingness to invest in his/her professional development to strengthen skills and increase knowledge
 Possess the appropriate license, skills and training to perform the assigned duties
 Ability to work with our diverse population and challenge all students to succeed
 Present a professional appearance
Employment and recruitment strategies to enhance the employment of highly-qualified teachers are:
 Partnerships developed with local and area universities to help identify and attract the best candidates
 Extensive use of district website to advertise current and projected teaching vacancies
 Listing of vacancies on various list serve websites to include the Indiana Department of Education, local and area universities,
and appropriate professional organizations
 Conduct team approach interviews for all candidates to fully assess individual teaching talents and abilities
 Conduct extensive criminal background and reference checks on all candidates to ensure they meet the acceptable
characteristics listed above and are a proper fit for our district
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B. Description of Community
Pike Township is a residential urban community of approximately 77,895 people with an assessed valuation of $4.4 billion, resulting in
one of the lowest tax rates in the state of Indiana. The Pike community has a well-balanced mix of light industry and varied retail and
shopping plazas that offer a variety of dining, entertainment, and employment opportunities. Located in the northwest section of
Marion County, district boundaries include 96th Street on the north, Township Line Road on the east, 38th Street on the south, and
County Line Road on the west.
Pike Township is recognized as a richly diverse community throughout the state of Indiana and, The MSD of Pike Township proudly reflects
its community's rich racial, cultural, ethnic and socio-economic diversity. Pike schools have an 88% population of multiethnic students. The
district has more than 760 international students who represent 69 countries and speak 58 native languages.
American
Indian
Asian
Black
Hispanic
Native
Hawaiian
Two or
More Races
White
0.1%
2.0%
59.0%
20.6%
0.0%
6.7%
11.6%
English
Language
Learners
16.9%
Exceptional
Learners
Free &
Reduced
13.6%
64.2%
The MSD of Pike Township is one of the largest school communities in the metropolitan Indianapolis area, with over 11,069 scholars,
from kindergarten to high school. It offers a wide variety of educational programs to support the varied needs of its growing student
population. All learners are immersed in a college going culture and, at the high school level, scholars are offered the opportunity to
participate in the prestigious International Baccalaureate Program, take advantage of Dual Credit Courses, and encouraged to
participate in Advanced Placement courses.
The MSD of Pike Township’s facilities are considered some of the most beautiful and technologically advanced in the Midwest. All
schools are equipped with state-of-the-art media centers, classrooms, lunch rooms, and gymnasiums. The student to computer ratio
for the district is approximately 1.5 to 1, among the highest in the state. Educators and scholars also have access to technology and
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techno-educational delivery systems such as: Interactive White Boards (Interwrite, Promethean, Mimio); Learner Response Systems;
Individualized 1 to1 Technology Professional Development available to teachers when needed or requested in addition to On-Line,
On-Demand Professional Development; Interactive Learning Management System that includes collaboration tools for teachers (My
Big Campus); IPads, Ipods, and Mobile Device Management; Document Cameras; Mobi Tablets; and Distance Learning Access.
The district is comprised of 14 schools: nine elementary schools, three middle schools, and a high school with a separate and
completely independent Freshman Center. The MSD of Pike Township has two calendar options available to parents - traditional and
continuous (year-round). Three of the elementary schools, Fishback Creek Public Academy, New Augusta Public Academy South, and
Eagle Creek Elementary and one middle school, New Augusta Public Academy North, operate on a continuous calendar schedule. An
alternative school, the Pike Preparatory Academy, is available for middle and high school students who benefit from an alternative
learning environment. Scholars also have access to exemplary athletic facilities, the Pike Performing Arts Center, a planetarium, and
the Community Computer Lab.
C. Parent and Community Engagement and Involvement
District and building administrators actively seek and maintain community input and involvement in all aspects of school programs and
operations. The district and school employs an extensive network of communication tools to ensure community awareness and involvement.
Some district examples include the Pike website, quarterly district newsletter, school newsletters, Skyward student management system, local
media, and automated phone system (Blackboard Connect). Fishback Creek’s parents and guardians utilize email, phone, conferences, and
learning logs to communicate regularly with school personnel.
Fishback Creek Public Academy currently works closely with parent and community groups to convey information about the district’s
emphasis on the college and career ready Indiana academic standards. The college and career ready standards are the basis for instruction,
assessment and reporting student progress and achievement. We believe that parents will obtain a clearer understanding about their child’s
ongoing learning process and provide new ideas for supporting the learning process in the home environment.
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To increase parent and community engagement, the following strategies will be implemented:
Fishback Creek encourages and welcomes parental involvement and participation in all aspects of the school. The PTO and teaching staff
collaborate to plan events and activities for families. The school calendar reflects numerous activities including:
 The Ice Cream Social-beginning of the year welcoming all
families back to school
 Scholastic Book Fairs
 Evening musical performances
 Fall Festival
 Family Fitness Night when families can use our equipment
to play and get fit
 Run for the Arts – an annual fundraiser designed to raise
money for cultural arts programs
 Grandpersons’ Day
 Muffins with Mom
 Donuts with Dad
 Student Ambassadors: Pennies for Patients, Can Food
Drive, and Pop tabs for Riley
 Young Audiences
 Roller Skating Parties
 Risk Watch with the Pike Fire Department
 Field Day
 Relay for Life
 Study trips
 Learning Celebrations
 Parent Teacher Conferences





















Back to School Night
Oasis Tutors
Scrabble Club
Chess Club
News Crew
Acting Club
Art Workshops
Fitness Explorers
Boy and Girl Scouts
Chorale
Math and Science Nights
Wellness/Literacy Night
Blood Drive
Million Mile Walk
Water Safety
4-H
BullySafe Indiana
Gallery Nights
Fishback Creek Parent Academy
Lego Robotics Club
Stop Motion Club
The Fishback Creek parent community is very involved in school life as evidenced by our consistent and high parent volunteer rate. Parents
come in daily to work with children and assist teachers. This keeps parents aware of classroom practices and activities, which helps to bridge
understanding of what we do. Our parent volunteers primarily work with children when they volunteer.
12
Parent/community involvement and engagement activities planned for the 2014-2015 school year include the
following:
August 19: Back to School Night/ Title1Meeting
Title 1 video and PowerPoint linked to website
September 5: Grandparent’s Day
October: Spirit Day/Homecoming Carnival
November: Book Fair/Science Night
December: Fundraiser Mega Party
February 6: Health Fair Night
February: Book Fair Week- February Family Night/Fishback Literacy Fair
April 22: Kindergarten Round Up
April 23: Math Night
May 1: Father Daughter Dance
May 9: Mom’s Muffins/Flower Sale
June 13: Dad’s Donuts
Aug/Sept/Oct/Nov./Jan./Apr: Skating Party
June: Fishback’s Finale/Field Day
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Community Resource Chart
Type of organization or
Agency
Name
Social Service Agencies
Family Service Association
Contact Person
and Number
Potential Resources available to
impact the school
Tonya Monnier
317-387-2212
Cummins Behavioral Health Lisa Deese
317-347-5509
Foster Care, Assistance for low
income families, Help to find jobs
Individual and small group counseling
for emotional and social behavior skills.
Pecar Health Center
General
317-630-6451
Health Agencies
Community Family Practice
Group
Dr. Mecca Maxey-Smartt, MD
10122 East 10th Street
Suite 100
Indianapolis, Indiana 46229
Pre-natal examinations, dental services,
routine check-ups, immunizations,
nutrition programs and health
screenings for children with vision,
hearing, tuberculosis and scoliosis
problems.
Medical care support.
Public Safety Agencies
Pike Police
Department/Security
Pike Fire department
Educational Institutions
IUPUI
Allen Kasper
317-388-9290
Capt. Dane Murray
317-347 -5860
Inga Randall
317-99-3179
General
317-940-9385
Butler University
Provides protection when needed and
materials to pass out to students.
Provides fire safety materials to the
schools
Student teachers, researchers, field
experience, etc.
Provides student teachers and
professional development for teachers
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Educational Institutions
Foundations
Faith based Agencies
Businesses
Pike Educational
Foundation
Elaine Raszkowski
(317) 387-2542
[email protected]
Sharing Place West
General
(317) 298-3180
[email protected]
Eagle Creek Community
Church
General
[email protected]
(317) 291-9619
Traders Point Christian
Church
General
[email protected]
Pike Township
Administrator
General – ask for Township
administrator when calling
(317) 327-5157
[email protected]
Chicago Title Insurance
General
101 West Ohio Indianapolis,
Indiana (317) 684-3800
Charlotte Thurman
5313 West 74th Street
317.824.0900
www.henryschein.cm
Henry Schein Company
Writes grants for services for pike and
teaches teachers how to write grants.
Enhances education by providing
scholarships for students and grants for
teacher driven projects
Provides clothing and food
Accepts donated clothing and
redistributes it at no charge to persons
in need
Provides emergency food assistance for
residents in the following zip codes:
46123 (Avon), 46214, 46222, 46224,
46234, 46241, 46254, 46260, 46268
and 46278
Assists with the establishment of new
neighborhood organizations. Brings
community groups together that may
benefit from combining forces in
addressing common issues. Attends
community meetings to hear citizen
and business concerns first hand and
addresses them with the appropriate
government official.
Provided presents and foods for
families during the holidays
Provided book bags filled with school
supplies.
15
Jimmy Johns
5550 West 86th
317.337.9183
Provided sandwiches and coupons for
teachers.
Panera Bread
Justin Holmes
317.871.0833
www.panerabread.com
Emmanuel Smith
5811 East 38th Street
317.547.5814
William Shrewsberry
7168 Graham Road
Suite 100
317.841.4799
7125 Georgetown Rd.
Indianapolis, IN 46268
317.295.0875
9111 Michigan Rd.
317.876.5480
6525 Zionsville Rd. Indianapolis,
IN 46268
317.275.4480
317-876-3420
Donated food for various school
functions.
Mary McDonald
7625 New Augusta Road
317-513-3798
Intergenerational tutoring
Lavina, Smith and Summers
Funeral Home
Shrewsberry and
Associates
Marco’s Pizza
Texas Roadhouse
Indianapolis Public Library
Pike Branch
Chilis
Oasis Tutoring
Donations for school uniforms.
Donations for school uniforms.
Discounts and achievement incentives
Library Card sign-ups, visits
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Teacher’s Credit Union
5130 West 71st Street
Coldstone Creamery
Abuelo’s
Big Blue Colts Camp
Phil Andrews
317-808-5322
Play 60 Initiative
Culvers
5020 West 71st Street
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D. Description and Location of Curriculum and Description of Educational Programs
Curriculum is aligned with the guidance of the Indiana Academic Standards college and career ready adopted by
the Indiana State Board of Education. Curriculum maps have been developed for K-12 in all content areas to serve
as a guide for instruction and assessment. Copies of the curriculum for the MSD of Pike Township are available at
the administrative office at 6901 Zionsville Road and on the web at www.pike.k12.in.us. In addition, copies of the
curriculum may be found at Fishback Creek Public Academy located at 8301 West 86th Street, Indianapolis, Indiana.
Appropriate parts of the curriculum are routinely distributed to parents as are copies of the Indiana Academic
Standards for each grade level.
The M.S.D. of Pike Township utilizes a balanced literacy program which includes reader’s and writer’s workshop. A
90-minute reading block is implemented daily anchored within a Unit of Study that includes direct, explicit, ongrade level instruction, independent reading at student’s level, one-on-one and small group conferring, small group
strategy and/or guided reading groups, vocabulary and word study and writing in response to reading. Literacy
instruction continues with a 60-minute writing block as well as reading and writing across the curriculum. Math
instruction includes Envision mathematics as an instructional resource along with small group instruction to
respond to students’ needs. K-8 Scope & Sequence curriculum guidance has been developed for consistent ELA &
math instruction across the district.
Curriculum Advisory Teams in each content area are established to strengthen K-12 articulation. These teams also
provide: ongoing program evaluation, review and select appropriate materials, develop common assessments,
network with colleagues on best instructional practices, collect input from stakeholders, review current research
practices, and analyze student data to align teaching strategies with student needs.
A process is in place for teachers to review curriculum alignment, maps and assessment tools annually. A
Standards-Based Education Committee, comprised of K-12 educators, review the teacher recommendations as a
part of this evaluation and renewal process.
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MSD of Pike Township teachers follow a district-created Model for Effective Instruction: A Guide to Best Practices (see
appendix) which includes numerous best practices founded in educational research. This model is a part of the
criteria used in the teacher evaluation process which details goals and expectations for teaching and learning.
Student engagement is emphasized in this model through effective classroom organization, a positive learning
environment, stimulating instruction and ongoing assessment. Data-driven instruction is emphasized through the
thorough analysis of formative and summative assessment data using such tools as NWEA, Acuity, ISTEP +,
ACCESS, Benchmark assessments, running records, and pre- and post- classroom assessments.
The Fishback Creek Public Academy curriculum follows the State standards and the M.S.D. of Pike Township
curriculum maps and scope and sequences for instruction. Teachers work in Professional Learning Communities.
In these communities, teachers plan lessons based on the results of student assessments. As part of differentiating
instruction, schools cluster groups of students who function academically higher in one classroom at each grade
level. This is to accommodate students who function high academically, but did not meet the cut off for High
Ability qualifications. This second tier of High Abilities programming came to all elementary schools in the 20082009 school year. This program is different than the high abilities self-contained classroom in that the curriculum is
not accelerated but rather enriched with an emphasis on critical thinking skills. Cluster grouping is a method of
organizing a heterogeneous grade level by purposefully placing academically talented students with similar abilities
in classrooms so that they may be provided with a more rigorous and differentiated instructional program.
Cluster grouping classrooms will offer instruction with a peer group of students who have similar abilities and
talents within a general education classroom setting. Comparable to, but not synonymous with the Honors
Program at the middle school, students will benefit from opportunities that enrich and challenge them throughout
their elementary school experience. High Abilities testing data will determine students that qualify for Cluster
Classroom placement.
District administrators promote management and foster collaboration of all departments in an effort to effectively
maintain continuous improvement of student achievement. The district administrators along with the Strategic
Planning Committee provide direction for the building principals and cultivate a deeper understanding of the school
improvement planning process. Activities are shared to help schools focus on methods to strengthen the learning
climate, instructional practice, and student achievement. Data review, analysis, and reflection are part of an
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organizational structure that is designed and used to continually revisit instructional effectiveness and student
needs.
During the 2013-2014 school year, the Fishback Creek Public Academy School Improvement Committee
analyzed data and set goals for school progress. Teachers provided input and supporting strategies for school
improvement. In PLCs and Core team meetings teachers analyzed data to improve instructional strategies and
student achievement. The school administration met with all grade levels to discuss grade level goals, instructional
audit results, retention, and ISTEP+ performance.
Student Data to Drive Instruction:
Fishback Creek educators will look at data at the beginning of the 2014-2015 school year to identify areas of need.
During the first trimester, instructional staff will meet with administration to refine our PLC process. Outside
experts will be brought in to support teachers (i.e., district data specialist) through this exploration.
Teachers will work with grade levels and identify areas of improvement. Each grade level will find a common area
of improvement and develop their plan to improve the area of weakness. The plans will include professional
readings and shared strategies. Grade levels will continue to look at data to monitor goals and make changes
throughout the school year. With grade levels developing their own goals, educators will be focused on continual
improvement throughout the school year which allows them to meet the needs of all students. All plans and
minutes of meetings will be uploaded to the Fishback Creek Common Drive where it will be accessible to all
instructional staff.
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School Wide Areas of Focus:
Staff meets weekly throughout the year for professional development and PLC and/or District professional
development. August-October will focus on Developing a Positive Classroom Environment: Procedures, routines,
and expectations, acknowledging and reinforcing positive behavior, relationship and community building,
engagement and collaborative structures, culturally responsive teaching, response to data. November-January will
focus on High Expectations for Academic Growth and Achievement: Reader’s and Writer’s Workshop with an
emphasis on conferring/small group instruction/writing development. January-April will focus on Responsive
Writing and Test-Taking Strategies: Constructed Response, Extended Response, Organization strategies and
Essays. April-June will focus on Differentiated Professional Development: teachers will attend and continue to
hone skills that focus on their area of need.
Each grade level will organize their grade level data in a way meaningful to them (folders, binders, etc.). Grade
levels will use their organization system to progress monitor, find areas of strength/weakness, and support best
practices.
E. Description of Assessment Instruments
The MSD of Pike Township utilizes a comprehensive collection of assessment instruments in order to monitor
the education progress of all students. The complete list of assessments is as follows:
 Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) – ISTEP+ is a standardized test that is
mandated by the State for all students in grades 3-8 and tests math and language arts skills. In 5th and 7th
grades, science is also tested. In 4th and 6th grades, social studies is tested as well.
 ISTEP+ End of Course Assessments (ECAs) – ECAs are standardized assessments required for students
enrolled in English 10 and Algebra I as the state mandated graduation examination. Students also are
21
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




required to take a Biology I End of Course Assessment; however, students do not have to pass this
assessment as a graduation requirement.
Indiana Reading Evaluation and Determination (IREAD-3) – IREAD 3 is a foundational reading skills
assessment required by all students in third grade as required by state mandate.
Indiana Standards Tool for Alternate Reporting (ISTAR) – used for students in grades 3-8 and 10 whose
individual education plans designate as an alternative assessment to ISTEP+.
ACCESS – ACCESS is a standardized language acquisition assessment that assesses speaking, listening,
reading, and writing. It is administered annually to limited English proficient students in grades K-12 as
required by federal mandate.
Acuity (Predictive and Readiness) – Acuity is for students in grades 3-8 to assess reading and mathematics
three times per year. Students in grades 4 and 6 take a predictive science test. Students in grades 5 and 7
take a predictive social studies test. Students enrolled in Algebra I and English 10 take Acuity as a predictive
assessment for how students may perform on ISTEP+ End of Course Assessments (ECAs).
Northwest Evaluation Association (NWEA) – NWEA is an assessment given two times per year for students
in grades K-2 in the areas of reading and mathematics to measure student growth over time based on
national norms.
Otis-Lennon School Ability Test (OLSAT), Test of Mathematical Abilities for Gifted Students (TOMAGS),
and Cognitive Abilities Test (CogAT) – are assessments utilized for the identification of students for the
high abilities program.
2. Additional Supports for Student Success
Assistance for Students in Need of Additional Academic Support
Fishback Creek Public Academy uses a variety of timely, and effective instructional practices to meet the needs of
students as well as providing additional assistance for students experiencing difficulty mastering the standards.
Response to Instruction is a process that documents how well students respond to changes in instruction. The
instruction is research based interventions in the general education classroom. These interventions are monitored
22
and students are assessed for progress. Data collected from monitoring is used to shape instruction and
educational decisions. Professional Learning Communities (PLC) meet weekly to discuss strategies to meet
student needs. These strategies are documented and assessed. The Core team meets once a week to ensure
students’ instructional and social needs are met. Students are referred to Core when strategies have been
exhausted at the PLC level and students are not making the necessary progress based on the data. Students in
grades 3, 4, and 5 are tutored in preparation for ISTEP+. Title I, Special Education and English Language Learner
staff collaborate with general education teachers to address diverse student needs to prepare for this statewide
test. Teachers use differentiated instruction in reading and in math. Oasis tutors work with first through third
grade students on reading. Students from IUPUI and Marion University work with students as well.
Support for Transitions from Preschool to Kindergarten and 5th to 6th Grade
Pike Township also collaborates with all Pike preschools/daycares on a quarterly basis in an effort to strengthen
early childhood experiences and prepare future Pike students for Kindergarten. These sessions are facilitated by
Pike Kindergarten teachers and instructional coaches to increase awareness of Indiana Academic Standards and
research-based instructional practices at the Kindergarten level. In addition, Pike has opened a pilot pre-school site
that is available to Pike employees and community members. Curriculum is based on the Foundations to the
Indiana Academic Standards Once students are enrolled in Pike, they become part of a strong network that
ensures that their individual needs are met. Students’ needs are met through Collaborative Team meetings that
encompass School Psychologists, Speech Lang. Pathologists, ENL, Title I, Behavior Consultant, and administrators
to ensure a seamless transition from classroom interventions to tiered services K-12. Pike township also offers an
annual kindergarten round up at a central location to help parents prepare for this transition.
At Fishback Creek Public Academy we are offer tours throughout the school year where parents can visit and ask
questions of the building administrator regarding the educational facility and the kindergarten curriculum.
5th-6th Grade Transitions
Support for Transitions from 5th to 6th
23
Fishback Creek Public Academy offers a variety of activities and events to ensure the successful transition of
student from 5th to 6th grade.
Activities include:
 Tour of the middle school and introduction to middle school administrators and counselors
 Family Orientation Night in June and August at the middle school (Phoenix Experience)
 Summer schedule pick-up at the middle school (tours continue, practice locker combinations, etc.)
 Music program at Pike Performing Arts Center to introduce musical opportunities at the middle school and
high school
 Fifth grade teachers send information to the middle school about their students
 Students with special needs’ teacher and administrator meet with the middle school to discuss IEPs, 504s, and
Core Team interventions
 FCPA administrator shares with middle school administrator information about children that may benefit from
early administrator contact
 Fifth graders prepare for adherence to the middle school dress code
 Fifth grade teachers help students learn how to check grades online and pull off missing assignments
3. Technology as a Learning Tool
Fishback Creek Public Academy is equipped with the necessary technology to support student learning. There are
2 computer labs with printers and software. Each classroom has a teacher and student stations. Each Community is
equipped with 10 desktop computers creating a mini lab along with the three classroom computers in each
classroom. The systems are networked with Internet access. There is a video network that extends to each
instructional area in the building offering centralized video distribution, television broadcasting and distance
24
learning. A variety of peripherals are available throughout the building including scanners, digital cameras, and
optical image projection. The staff uses this technology as a tool for learning throughout the curriculum. Students
frequently use computers for writing, research, and preparing electronic presentations. The computers are also
used for skill practice. Fishback Creek Public Academy telecommunication technology has allowed classes to take
distance learning fieldtrips. Teachers are trained to use the available technology and software. Technology is also
used in analyzing assessment data and research and developing best instructional practices.
The following technological tools are used at Fishback Creek Public Academy:
LCD projectors
Overheads
Distance Learning
iPods
iPads
Video/Digital Cameras
Mobis
Document Cameras
SmartBoards
Classroom Performance Systems Clicker
Netbooks
Desktops
Scanners
Laptops
Software:
FastMatth
World Book Online
Discovery Learning
Acuity
eBooks
Catalyst Audio Books
Brain Pop
Destiny/Destiny Quest
Rosetta Stone Classroom
Rosetta Stone Foundations for K-12
25
Assistive Technology such as:
BoardMaker software
Big Mack (voice output device)
Go Talk (voice output device)
4. Safe and Disciplined Learning Environment
In order to provide a safe and disciplined learning environment, Fishback Creek Public Academy completed the
HEA1419 plan which encompasses student engagement strategies and collaborative structures, Positive Behavior
Intervention Supports, Pike Support Academy, and Cummins Behavioral Health, as a means to achieving a safe and
orderly environment. Based on district expectations, teachers develop standards-based lessons that keep students
engaged thus reducing the incidence of misbehavior. Student achievement at Fishback Creek Public Academy will
continue to increase as teachers create a safe environment where each student can be respected, learn in a safe
environment, and grow as an individual. Through the PBIS PLC, teachers can gain the support and training
necessary to provide a safe learning environment. Fishback Creek will continue implementing the HEA 1419 plan
during the 2014-2015 school year which was designed and created to improve behavior and discipline in school.
This plan focuses on classroom management, mental health services, compliance with zero tolerance laws and
policies, family strengthening programs, school programs, methods and procedures for suspensions, and annual
review of discipline data.
Schools also implement the Bully Safe Indiana curriculum.
There is a district wide discipline plan that outlines a list of infractions and consequences. Students, staff, and
patrons are expected to follow the Human Dignity policy in maintain the respect and dignity of all. Behavior plans
are develop with the assistance of teachers and parents to positively support student performance at school.
Students who have repeated social or behavioral problems are referred to Cummins Behavioral Health for
support. In addition, the M.S.D. of Pike Township implements Positive Behavior and Intervention Supports (PBIS)
26
in all schools at the classroom and school level. Professional development is provided by district-level staff and
school-based PBIS teams are in place at each building.
5. Cultural Competency
The Fishback Creek Public Academy community is a diverse environment of African American, Caucasian,
Hispanic, Asian, and African students. The staff welcomes these differences through community circles,
parent/student conferences, and celebrating student’s cultural heritage. Community Circle, and by using Kagan
Cooperative Learning Structures, is a culturally competent instructional strategy because it celebrates each
student’s opinions, prior knowledge and experiences, uniqueness, and talents.
Other culturally competent strategies and events would include:
 Displaying and reading books that show diversity
 Displaying pictures and photographs that show diversity
 Allowing students to display family photographs in the classroom
 Student of the Week activities
 Inquiry Projects that allow for student choice and interest
 Honoring all students’ backgrounds, cultural heritage, ethnicity, gender, abilities, etc.
 Focusing on all students’ assets
The staff works hard to make sure parents are informed in the English language and native language of instructional
and extracurricular events. An appreciation of cultures is embedded in instruction. The staff reflects the student
population. Because students see themselves in the staff who serve them, students have role models they can
emulate and make social connections. The staff collaborates to structure curriculum in enabling students to view
concepts, issues, events, and themes from the perspective of different cultural groups. The staff strengthens the
assessment practices and procedures to reflect the diversity of student strengths and appreciation of multiple
intelligences. Teachers differentiate lessons to meet the learning needs of all students.
27
6. Coordination and Integration of Funds and Resources
While Fishback Creek Public Academy has chosen to coordinate the program efforts, we will not consolidate
program funds at this time. Therefore, we will ensure that all Title I, Part A funds are used to address specific
educational needs of children as well as our goals articulated in the schoolwide plan. Additionally, all children are
allowed to participate in activities funded by Title I, Part A funds aligned with the schoolwide plan.
7. Summary of Data (Comprehensive Needs Assessment)
The data collected for the CNA is summarized in the following:
The tables below indicate where FCPA has placed since 2007 in the areas of Mathematics and Language Arts.
28
Math and Language Arts continue to show lower growth and higher achievement. It is our goal to move FCPA to the Higher Growth/Higher
Achievement Quadrant.
29
The following table identifies the percentage of students, overall and by subgroups, who passed the spring ISTEP+ (Indiana Statewide
Testing for Educational Progress Plus). Subgroup categories are identified when there are 10 or more qualifying students at that grade
level.
ISTEP+/IMAST/ISTAR Data
FCPA
3rd Overall
3rd Black
3rd White
3rd SpEd
3rd F/R
3rd LEP
4th Overall
4th Black
4th White
4th SpEd
4th F/R
4th LEP
5th Overall
5th Black
5th White
5th SpEd
5th F/R
5th LEP
Total Overall
Total Black
Total White
Total SpEd
Total F/R
Total LEP
11-12 %
Pass ELA
89%
77%
100%
75%
83%
70%
86%
85%
96%
82%
83%
64%
73%
67%
83%
43%
70%
71%
82%
76%
94%
61%
79%
68%
12-13 %
Pass ELA
90%
89%
95%
85%
85%
80%
76%
74%
89%
76%
63%
25%
78%
75%
89%
80%
67%
54%
81%
80%
91%
80%
72%
47%
13-14 %
Pass ELA
84%
93%
88%
82%
79%
45%
86%
89%
88%
77%
83%
50%
78%
77%
88%
92%
58%
40%
83%
87%
88%
83%
75%
44%
11-12 %
Pass Math
87%
84%
96%
83%
80%
80%
75%
65%
85%
55%
67%
64%
85%
79%
96%
76%
80%
71%
82%
76%
92%
73%
76%
71%
12-13 %
Pass Math
85%
79%
95%
54%
88%
100%
73%
68%
89%
69%
53%
50%
88%
81%
100%
90%
80%
85%
82%
77%
95%
69%
74%
73%
13-14 %
Pass Math
85%
86%
96%
64%
82%
55%
83%
80%
88%
69%
83%
83%
80%
74%
88%
92%
68%
67%
83%
80%
91%
75%
78%
66%
30
The data reflects that we are beginning to bridge the gap between our White and Black students. Our Black demographic scores have increased
overall over the last 3 years. We do see an increased need to focus on our LEP population. To aid us in our work to close the achievement gap,
we will begin holding vertical articulation to determine why these gaps exist. We will consult with district specialists. Through teacher PLC
meetings, teachers look for trends in the data of our LEP and Black subgroup to determine need and discuss various strategies during PLC
meetings to adjust instruction accordingly.
The following table identifies the percent of students that are proficient in each standard on the 2009-2010, 2010-2011, 2011-2012,
2012-2013 and 2013-2014.
Percent of Students Proficient on Indiana Academic Standards
Standard
3rd – Vocabulary
3rd – Nonfiction/Informational Text
3rd – Literary Text
3rd – Writing Process
3rd – Writing Applications
3rd – Language Conventions
3rd – Number Sense
3rd – Computation
3rd – Algebra & Functions
3rd – Geometry
3rd – Measurement
3rd – Problem Solving
4th – Vocabulary
4th – Nonfiction/Informational Text
4th – Literary Text
4th – Writing Process
4th – Writing Applications
4th – Language Conventions
4th – Number Sense
4th – Computation
4th – Algebra & Functions
4th – Geometry
4th – Measurement
2009-10
82
82
84
85
85
87
72
73
73
74
76
75
79
79
77
79
80
81
69
65
66
67
63
2010-11
93
94
92
93
95
93
94
91
93
94
94
97
79
81
84
84
76
75
68
59
71
78
73
2011-12
89
85
87
87
89
89
84
85
79
84
83
82
87
84
78
84
84
84
74
70
74
71
72
2012-13
88
88
89
90
89
89
86
80
81
78
84
86
74
78
69
74
74
73
80
75
79
78
73
2013-14
80
83
84
83
82
83
81
86
81
86
85
85
85
90
79
86
90
90
83
83
83
81
81
31
4th – Data Analysis & Probability
4th – Problem Solving
5th – Vocabulary
5th – Computation
5th – Algebra
5th – Geometry
5th – Measurement
5th – Problem Solving
68
73
82
79
79
83
83
83
85
90
89
89
89
89
88
67
80
67
71
70
71
76
74
78
77
76
77
78
79
79
72
75
73
73
75
76
80
76
86
84
85
85
87
86
84
72
75
76
76
76
80
81
78
84
89
88
89
88
82
87
76
81
76
76
76
74
77
78
83
82
78
82
81
77
80
32



After analyzing the data by following an entire cohort, it is apparent that we have significant drops once students enter 4th grade.
We did see an increase in scores in all areas except Nonfiction/Informational Text and the Writing Process. We need to work on
retention of grade level information.
Following that same cohort in mathematics, students dropped in all areas in once they hit 4th grade. Once the students entered 5th
grades the scores went up in all areas except in Algebra and Functions.
Trends show a decrease in mastery in E/LA when student enter the fourth grade and fifth grade while math scores rise in 5th grade.
Our plan is to address this continual decrease in 4th grade by having more vertical articulation meetings across grade levels. We will
also look at the implementation and execution of lesson planning to fully meet the needs of all learners. Teacher grade level
assignments have also been changed throughout the school. We will seek input from district specialists in the area of Mathematics and
Language Arts to help guide this discussion.
The following table provides the percent of students receiving a particular score on the ISTEP+ Applied Skills Writing Applications and
Language Conventions Frequency Distribution rubric.
ISTEP+ Applied Skills Writing Applications and Language Conventions
Frequency Distribution by Percentage of Students
Grade
3rd Writ. App.
3rd Lang. Conv.
Year
1 point
2 points
3 points
4 points
5 points
6 points
2011
0
5
30
40
25
0
2012
0
7
33
43
11
0
2013
2
12
24
43
12
4
2014
0
13
32
36
14
2
2011
1
1
36
60
2012
0
21
49
27
2013
0
8
40
49
2014
0
16
31
51
33
4th Writ. App.
4th Lang. Conv.
5th Writ. App.
5th Lang. Conv.
2011
2
16
43
33
3
0
2012
0
10
29
44
12
3
2013
1
20
34
33
5
1
2014
1
10
42
35
5
4
2011
1
14
39
44
2012
0
22
49
27
2013
1
18
38
38
2014
2
10
42
42
2011
1
6
39
42
8
1
2012
0
3
31
50
14
3
2013
0
2
41
47
7
1
2014
0
4
27
58
11
0
2011
1
8
42
47
2012
0
8
66
25
2013
0
3
33
63
2014
0
6
36
57
Review of this data shows the following:
 When following the 2012 cohort we were able to see an increase in students scoring 4 points out of 6 in Writing Applications in 5th
grade. Again the 4th graders dropped but showed a 20% increase in 5th grade.
We will continue to address this through vertical articulation among grade levels and input from district specialist in the area of writing.
Our instructional coach will work with teachers during the Writing Workshop block to make sure teachers are utilizing the workshop
time effectively.
34
The following tables provide the annual Northwest Evaluation Assessment (NWEA) MAP RIT growth and average RIT scores for all
grade levels compared to the NWEA norm.
NWEA Average RIT Growth
Grade
K Rdg
K Math
1st Rdg
1st Math
2nd Rdg
2nd Math
09-10
09-10
10-11
10-11
11-12
11-12
12-13
12-13
13-14
13-14
FCPA
Norm
FCPA
Norm
FCPA
Norm
FCPA
Norm
FCPA
Norm
Growth Growth Growth Growth Growth Growth Growth Growth Growth Growth
16.5
11.4
15.4
11.4
16.5
14.7
16.9
14.6
17.2
15.0
17.3
13.0
18.0
13.0
18.0
15.4
20.3
15.1
22.4
16.4
15.2
13.0
14.9
16.9
14.9
16.9
19.7
16.9
21.0
16.9
17.4
14.7
16.0
15.3
15.8
14.4
23.6
15.0
23.1
15.2
6.7
12.0
14.4
13.9
13.0
13.4
10.8
12.8
14.0
13.1
8.2
12.5
12.9
12.9
9.7
12.6
12.5
12.5
17.2
13.0
Year-End NWEA Average RIT Score
Grade
K Rdg
K Math
1st Rdg
1st Math
2nd Rdg
2nd Math
09-10
FCPA
Avg
159.4
160.4
178.5
183.8
190.3
193.6
09-10
Norm
Avg
156.3
158.1
171.9
176.7
189.6
190.8
10-11
FCPA
Avg
163.6
165.5
179.2
182.7
188.8
193.0
10-11
Norm
Avg
156.3
158.1
171.9
176.7
189.6
190.8
11-12
FCPA
Avg
162.7
164.7
185.2
187.7
191.0
191.9
11-12
Norm
Avg
157.7
159.1
176.9
179.0
189.6
191.3
12-13
FCPA
Avg
163.2
168.2
185.0
191.0
193.1
195.4
12-13
Norm
Avg
157.7
159.1
176.9
179.0
189.6
191.3
13-14
FCPA
Avg
160.7
162.8
186.1
190.3
194.5
197.4
13-14
Norm
Avg
157.7
159.1
176.9
179.0
189.6
191.3
Review of this data shows that Fishback Creek’s Average End of Year NWEA Average RIT score was higher than the norm group in
reading and math in all but the 2010-11 school year in 2nd grade reading.
35
2013-14 Percentage of Points Obtained on Acuity
Standard
3rd – Overall ELA
3rd – Vocabulary
3rd – Nonfiction/Informational Text
3rd – Literary Text
3rd – Writing Process
3rd – Writing Applications
3rd – Language Conventions
3rd – Overall Math
3rd – Number Sense
3rd – Computation
3rd – Algebra & Functions
3rd – Geometry
3rd – Measurement
4th – Overall ELA
4th – Vocabulary
4th – Overall Math
4th – Computation
4th – Algebra & Functions
4th – Geometry
4th – Measurement
5th – Overall ELA
5th – Vocabulary
5th – Overall Math
5th – Computation
5th – Algebra
5th – Geometry
Acuity A
68
72
65
69
57
64
69
81
90
78
87
79
62
67
74
69
60
61
79
67
67
76
84
66
54
60
55
70
68
67
64
56
70
81
65
75
77
55
63
Acuity B
64
70
57
74
46
47
68
78
90
89
76
66
57
62
69
72
60
52
56
36
67
72
81
67
62
52
62
70
66
73
61
81
56
88
64
79
72
45
70
Acuity C
67
72
68
70
55
63
69
78
86
94
64
81
65
56
55
59
53
30
47
71
71
73
79
75
72
61
69
69
70
74
61
68
56
79
68
86
60
59
58
36
5th – Measurement
58
53
64
45
79
74
This is our third year using the Acuity predictive tests. The data above compares students overall points earned in each subcategory. Test A
measures 2/3 previous year standards 1/3 grade level, Test B 2/3 grade level, 1/3 previous year, and Test A all grade level standards. Teachers
break down the data and look for student mastery in the skills taught.
2011-2014 ISTEP+/IMAST/ISTAR Percentage Passing
3rd Grade 2011 E/LA % Pass 3rd Grade 2012 E/LA % Pass
92%
88%
3rd Grade 2013 E/LA % Pass
90%
3rd Grade 2014 E/LA % Pass
84%
4th Grade 2011 E/LA % Pass
79%
(-7) 85%
(-12) 76%
(-4) 86%
69%
5th Grade 2012 E/LA % Pass 5th Grade 2013 E/LA % Pass 5th Grade 2014 E/LA % Pass
(-7) 72%
(-7) 78%
(+2) 78%
3rd Grade 2011 Math % Pass
93%
85%
85%
85%
4th Grade 2011 Math % Pass
66%
(-19) 74%
(-12) 73%
(-2) 83%
74%
(+20) 86%
(+14) 88%
(+7) 80%
The data represented above contains percentage passing ISTEP+/IMAST/ISTAR English/language arts and math. At FCPA our student
turnover is very low. We can rely more on our data that are gleaned from following grade levels when we look at it horizontally as well
as by cohort.
You will notice a decline once students enter 4th and 5th grades in English Language Arts with the exception of 5th grade 2014. You will
see an increase in math scores once students enter 5th grade following their 4th grade year. Once again we have the 4th grade drop of
followed by an increase in 5th grade.
37
Teacher Survey Results:
38
The Next Steps for FCPA
As we continue to analyze our needs we plan on implementing the following steps to help address the data trends:








Teachers will meet in grade level PLCs to monitor student data and teacher strategies
FCPA educators will meet with district specialist to enhance classroom instruction in the area of Math and Language Arts
We will work with fellow teachers through Literacy and Math PLC’s
We will simplify our RtI process to become more responsive to student needs
We will have vertical articulation meetings among grade levels to discuss strengths and weaknesses of each cohort
We will utilize the Quality Assurance Review process to monitor compliance toward Math and Language Arts Goals led by our Math and
Literacy PLC
We will look into securing more technology for our students and teachers.
Teachers will share successful strategies during professional development meetings
39
7. School Improvement Action Plans
The Fishback Creek Public Academy staff and school improvement committee annually reviews and analyzes student achievement
data. This analysis drives changes to improve instructional practices. The following documents and goal descriptions outline in detail
Fishback Creek’s plan to improve student achievement in math and language arts.
Attendance Goal and Strategies
Fishback Creek Public Academy attendance during the 2013-14 school year was 97.3%. During the 2014-2015 school year, all
students at Fishback Creek will improve the overall cumulative attendance rate by .7% as measured by attendance records in order to
reach 98% attendance.
To improve attendance at Fishback Creek Public Academy, the following strategies will be implemented:
 Students will be recognized for perfect attendance on morning announcements each trimester.
 Students will be recognized for perfect attendance in the newsletter each trimester.
 The school newsletter will highlight the importance of good attendance including the bi-weekly school wide attendance rate.
 Parents will be notified of attendance and tardy concerns by letter, contact by district attendance officer, and through the
Core Team process.
40
MSD of Pike Township
School Improvement Goal Action Plan
Reading/Language Arts
GOAL 1: The percent of students in grades 3-5 passing will meet or exceed the state percent passing by 5% on the 2015 ELA portion of ISTEP+.
Benchmark: 80% of grade 3-5 students will increase E/LA Acuity Readiness scores by 10 percentage points from Readiness 1 to 3. 90% of Third Grade students will
pass the 2015 IREAD-3 test. 80% of students in each classroom K-2 will meet their target growth in Reading NWEA test from Fall to Spring 2015.
Timeline: August 2014 to June 2015
Instructional Strategies: Priority Areas for Improvement
1. Fully implement readers/writers workshop in all K-5 classrooms.
2. Conduct frequent checks for understanding responding with appropriate adjustments of instruction during every lesson.
3. Confer with students and keep conferring notes during independent reading and writing.
4. Teachers meet in grade level to discuss student assessment trends in writing.
5. Staff will provide Rosetta Stone for LEP students.
6. Selected staff will provide LEP students with purposeful after school tutoring in Language Arts.
7. LEP students will be placed in Summer Stretch remediation that do not pass IREAD-3. LEP students will be placed in Summer Stretch that do not pass ISTEP+
or show need in non ISTEP+ grades.
8. All levels of Depth of Knowledge questions, tasks, and activities will be implemented in all classroom
Instructional Strategies Implementation Effectiveness Measures:
Instructional Strategies
1. Fully implement readers/writers workshop
in all K-5 classrooms.
Instructional Effectiveness Goals:
90% of all teachers demonstrate fidelity to fully
implementing readers/writers workshop by
December 2014 and 100% by March 2015.
Instructional Effectiveness Measure
The principal/Instructional coach will meet with
grade levels monthly to discuss the
implementation of workshops and assist
41
2. Conduct frequent checks for understanding
responding with appropriate adjustments of
instruction during every lesson
100% of all teachers demonstrate fidelity to
frequent checks of understanding and adjusting
instruction appropriately in response to the
checks for understanding by December 2015.
3. Confer with students and keep conferring
notes during independent reading, writing,
math, or any other independent work time
daily
80% of teachers demonstrate daily conferring
with students by October 2014 and 90% by
March 2015.
4. Teachers meet in grade levels to analyze
student writing
100% of all grade levels upload their PLC forms
to the FCPA common drive PLC Folder on an
ongoing basis.
90% of LEP students will participate weekly.
5. Staff will provide Rosetta Stone for LEP
students.
6. Selected staff will provide LEP students with
purposeful IREAD/ISTEP+ after school tutoring
in Language Arts.
7. 3rd grade LEP students will be placed in Summer
Stretch remediations that do not pass IREAD-3.
LEP students will be placed in Summer Stretch
that do not pass ISTEP+ or show need in non
ISTEP+ grades.
8. All levels of Depth of Knowledge questions,
tasks, and activities will be implemented in
all classroom
Goal Action Plan
95% of LEP students will participate weekly.
100% of students with Good Cause exception that
do not pass IREAD-3 will be asked to attend
Summer Stretch remediation.
100% of students that do not pass ISTEP+ or
need additional assistance will be asked to attend
100% of staff will participate in DOK professional
development.
teachers.
Monitoring students writer’s notebooks
The variety of methods teachers use to check for
understanding will be recorded on PLC
documents uploaded to the FCPA common drive.
Principal/instructional Coach will monitor use of
conferring notes and anecdotal records of
students in all classrooms through monthly
meetings with teachers/grade levels.
Observation evidence of teachers conferring with
students during independent reading, writing,
math, and other independent work time during
each Trimester in 2014-2015.
Collection of student work samples
Instructional Coach will monitor effectiveness of
program through Running Records.
LEP students will show growth or pass the
IREAD/ISTEP+ assessment.
80% of students invited will pass IREAD-3
80% of students invited will increase at least one
level on their running record.
Teacher include DOK references in Lesson Plans
and Classroom objectives.
42
Student
Group
#1-#4, #8
All students
Evidence and Scientifically Based Research
`
Assessments
PLC
Assessments
Classroom
Assessments
Running
Records
Readers and Writers Workshop Model for teaching
reading and writing
Pike Township Best Practices and Scope and Sequence
document
District
Wide
Initiative
Increase
Learning
Time
Yes
Yes
NWEA
Acuity
Works Their Way
By Bear, Invernizzi, Johnston, Templeton and Helman
Word Nerds
By Overturf, Montgomery & Smith
(See detailed
PD listed in
Appendix)
The Art of
Teaching
Reading by
Lucy Calkins
School
Administrators
Instructional
Coach
Teacher Leaders
Monthly PD Inservice:
Conferring,
PLC process
during PD
Webbs Depth of Knowledge district resources
Effective Literacy and English Language Instruction for
English Learners in the Elementary Grades
Teacher Academic Content and Literacy to English
Learners in Elementary and Middle School
From WWCH
Person (s)
Responsible
The Art of
Teaching
Writing by Lucy
Calkins
Phonics and Poetry Lessons
Fountas and Pinnell
#5-#8
Subgroups
Hispanic
ELP
PD Needs &
Resources
#5-#7
April
2015
IREAD-3
ISTEP+
Running
Records
NWEA
Monthly PD Inservice:
Explicit/Implicit
Vocabulary
Instruction and
Word Work
Yes
Yes
Focused PD on
ELP and
Hispanic
subgroups
School
Administrators
Instructional
Coach
Teacher Leaders
43
School Improvement Goal Action Plan
Mathematics
GOAL 2: The percent of students in grades 3-5 will meet or exceed the state percent passing by 5% on the 2015 mathematics portion of Spring ISTEP+ test.
Benchmark: 80% of 3-5 students will increase Math Acuity Readiness scores by 10 percentage points from Readiness 1 to 3. 80% of students in grades K-2 will meet
their target growth from Fall to Spring on the Math NWEA 2015 test.
Timeline: August 2014 to June 2015
Instructional Strategies: Priority Areas for Improvement
1. Conduct frequent checks for understanding responding with appropriate adjustments of instruction during every lesson.
2. Teachers participate in training with Ryan Flessner on extending their implementation of the process standards for mathematics through problem solving.
3. Explicitly teach multi-step problem solving.
4. Students explain and justify answers in writing and/or in discussions with peer groups, and whole class daily.
5. Implement teaching of appropriate mathematical practices daily.
6. Teachers meet in grade level to analyze student’s assessments in mathematics.
7. Selected staff will provide Hispanic students with purposeful after school tutoring in Math.
8. Hispanic students will be placed in Summer Stretch that do not pass ISTEP+ or show need in non ISTEP+ grades.
9. All levels of Depth of Knowledge questions, tasks, and activities will be implemented in all classroom.
10. All staff will participate in professional development from the district Math Specialists
Instructional Strategies Implementation Effectiveness Measures:
Instructional Strategies
Instructional Effectiveness Goals:
Instructional Effectiveness Measure
1. Conduct frequent checks for understanding
responding with appropriate adjustments
of instruction during every lesson.
100% of all teachers demonstrate fidelity to
frequent checks of understanding and adjusting
instruction appropriately in response to the checks
for understanding by December 2014.
The principal/Instructional coach will meet with
grade levels monthly to discuss the implementation
of methods of checking for understand and assist
teachers as needed.
2. Teachers participate in training with Ryan
100% of teachers participating in training will
Teachers will share knowledge through school
44
Flessner on to extend their implementation
of the process standards for mathematics
through problem solving. Teach math facts,
families and factors, and conduct daily
spiral reviews to develop math fluency for
at least 10 – 15 minutes daily.
demonstrate effectiveness by June 2015.
professional development sessions.
3. Explicitly teach multi-step problem solving.
50% of teachers demonstrate effectiveness by
February 2014, and 90% of teachers by June 2015.
Teachers will include this in their weekly lesson
plans uploaded to the FCPA common drive.
4. Students explain and justify answers in
writing and/or discuss in peer groups, and
whole class daily.
December 2014.
Teachers will collect student’s responses via exit
slips, math notebooks and review through grade
level PLC’s.
5. Implement teaching of appropriate
mathematical practices daily.
December 2014 and 100% of teachers by March
2015.
Teachers will work with District level specialist on
improving the implementation of appropriate
mathematical practices.
6. Teachers meet in grade level to analyze
student assessments in mathematics.
100% of all grade levels upload weekly PLC forms to
the FCPA common drive.
Instructional team/Math PLC will monitor the
fidelity in which the PLC forms are submitted and
offer feedback when needed.
7. Selected staff will provide Hispanic students
with purposeful after school tutoring in
Math.
8. Hispanic students will be placed in Summer
Stretch that do not pass ISTEP+ or show
need in non ISTEP+ grades.
9. All levels of Depth of Knowledge questions,
tasks, and activities will be implemented in
all classroom.
10. All staff will participate in professional
development from the district Math
Specialists
95% of Hispanic students will participate weekly.
Hispanic students will show growth or pass the
ISTEP+ assessment.
100% of students that do not pass ISTEP+ or
need additional assistance will be asked to attend
100% of staff will participate in DOK professional
development.
80% of students invited will increase at least one
level on their running record.
50% of staff will implement Balanced Math
practices by June 2015
50% of classroom lesson plans will reflect Balance
Mathematics lessons.
Teachers include DOK references in Lesson Plans
and Classroom objectives.
45
Goal Action Plan
Student
Group
#1-6 All
Students
Evidence and Scientifically Based Research
Indiana Mathematical Process Standards
Making Sense by Hiebert
Envision Intervention Kit
Start
Date
Assessments
August
2014
And
Ongoing
NWEA
Acuity
Math Matters
By Chapin and Johnson
Intentional Talk
By Kazemi & Hintz
Yes
Yes
PD Needs &
Resources
(See detailed
PD listed in
Appendix)
Person (s)
Responsible
School
Administrators
Instructional Coach
Teacher Leaders
In-service:
Incorporating
The
Mathematical
Practices in
Every Math
Lesson
Good Questions for Math Teaching K-6
By Sullivan and Lilburn
Balanced Mathematics
By University of Wisconsin
Increase
Learning
Time
Common
Assessments
From Reading to Math
By Maggie Siena
#7-#10
Hispanic
District
Wide
Initiative
November
2014
And
Ongoing
NWEA
Acuity
ISTEP+
9. Professional Development
Fishback Creek Public Academy teachers meet bi-weekly to participate in professional development activities to support
student achievement. Implementation guidelines are used to assist teachers in their ongoing goal setting to strengthen
their instructional practice. New teachers are paired with mentor teachers to ensure that they are meeting best
practices as established by the district and state. As a result, professional development opportunities are designed and
available through before school, after-school and occasional weekend sessions, Professional Learning Communities,
summer institutes, and instructional coaching and modeling.
46
Fishback Creek Public Academy builds a culture of continuous improvement through Professional Learning Communities.
Teachers meet weekly to discuss strategies and monitor student progress. Core team meetings are scheduled weekly to
assist teachers in this process. A team of teachers meet to develop additional strategies for students who are not making
improvements through the PLC process. School activities support academic goals and citizenship.
The Fishback Creek Public Academy staff embraces professional development. The school district provides professional
development opportunities for existing staff and new staff members. Professional development covers a wide range of
staff needs. Some examples are: exploring our new Benchmark Reading Series and Scope and Sequence to enhance
classroom instruction, implementing our PLC Data Process with fidelity, Using Skills Streaming to address behavior in the
classroom, Brain Compatible learning for students. Follow up trainings or support continues so staff can make
improvements in instruction. Opportunities for professional development are scheduled throughout the school year.
Experts in an instructional area are willing to work with teachers on an as needed and individual basis. Additionally,
these professional experiences are connected to RISE competencies in order to assist educators in the understanding of
the RISE model.
Mentoring new teachers is an important piece of our professional development. New teacher meetings are scheduled
throughout the school year to address any additional questions. New teachers are placed with a mentor who provides
support for the first two years. Grade level teammates support new teachers on an as needed basis and through grade
level planning.
The MSD of Pike Township has a comprehensive K-12 professional development program that focuses on enhancing the
instruction of teachers through the identification of research-based best practices, knowledge to use data to guide
teaching decisions and support for implementation through an instructional coaching model. The intended outcome was
and continues to be improved student achievement.
Pike’s professional development model emphasizing school improvement is achieved through workshops, instructional
technology trainings, coaching, model teaching, planning meetings, book studies and facilitation based on the specific
needs identified by each school. Fishback Creek Public Academy has participated in a variety of collaborative, standardsbased, professional development sessions aligned with curriculum and assessments such as: CPI Training, Curriculum
Mapping, Positive Behavior Intervention Supports Training, Best Practice Institute, Connected Learning Assures
Successful Students (C.L.A.S.S.) trainings, Skyward Training, Science Cohort, and SBE committee. The instructional
47
coaching model is one of many keys to unlocking the potential within Pike teachers to equip them to better meet the
academic needs of Fishback Creek Public Academy’s diverse students. In addition, this professional development model is
instrumental in supporting Fishback Creek Public Academy in achieving sustainable school improvement efforts. To
ensure the transfer of new knowledge and skills into practice, teachers are observed and evaluated throughout the year.
These tools are then used by district and building staff to monitor instructional practice and to guide professional
development goal setting.
Other professional development opportunities coordinated to enhance teachers’ understandings of high expectations and
to improve cultural competency at Fishback Creek Public Academy involved teachers participating in C.L.A.S.S. trainings,
TEACH Butler Science and Math workshops and IUPUI’s Standards for Effective Pedagogy workshop during the summer,
as well as other district sponsored summer professional development opportunities within Pike Township. (See the
detailed district Professional Development Plan in the Appendix).
Fishback Creek Public Academy Professional Development Plan
Professional
Development
2014-2015 Dates
Person(s) Responsible
Topic
Readers Workshop
Ongoing PD meetings
and workshop
Trimester 1,2and 3
District Literacy Specialist, Instructional
Coach
Literacy PLC
Conferring, mini lessons, aligning Workshop to Acuity and
NWEA data, Maintaining Reader’s workshop notebook
DOK
Writers Workshop
Ongoing PD meetings
and workshop
Trimester 1,2 and 3
District Literacy Specialist, Instructional
Coach
Literacy PLC
Conferring, Mini Lessons, aligning Workshop lessons to Acuity
and NWEA data Writing Process and Application, maintaining a
Writer’s Workshop Notebook, DOK
48
Research Cycle
Classroom
Management
Data Analysis
School Security
Math Workshop
RISE Evaluation
Cultural Competency
STEM
Ongoing PD meetings
and workshop
Trimester 1, 2 and 3
Ongoing PD meetings
and workshop
Trimester 1 and as
needed
Ongoing PD meetings
and workshop
Trimester 1, 2 and 3
Ongoing PD meetings
and workshop
Trimester 1,2, and 3
Ongoing PD meetings
and workshop
Trimester 1,2 and 3
Ongoing PD meetings
and workshop
Trimester 1, 2, and 3
Ongoing PD meetings
and workshop
Trimester 1, 2, and 3
Ongoing PD meetings
and workshops Trimester
1,2, and 3
Media Specialist and Collaborating
Teachers
Inquiry
Road to Research
District Behavior Specialist
PBIS PLC
Positive Behavior Support
Behavior Plans
Literacy PLC
Math PLC
PBIS PLC
Science PLC
Technology PLC
District Level Specialist
Classroom Assessments/NWEA/ISTEP/Acuity reports
Crisis Team
School Security
District Specialist
Math PLC
Math Workshop
Indiana College and Career Ready Standards
Incorporating Literacy Standards into Math, DOK
Superintendent, Director of Human
Resources, Building Level Administrators
SLO
RISE Competencies
District Academic Support Specialist
Instructional Coach
Culturally Responsive Teaching
STEM Cohort
District STEM representative
Cross curricular implementation of STEM
10. Statutes to Be Waived
Fishback Creek Public Academy is not applying for any waivers.
49
50
Appendix
51

Teachers will:





Teach new college and career ready Indiana Academic Standards-Based
Curriculum using Pike Scope & Sequence and Curriculum Maps
Use data-driven instruction to support individual student needs: Acuity,
NWEA, ISTEP+/ECA, ACCESS, Common Assessments, Running Records,
Aimsweb Writing Rubrics, and other formative classroom assessments










Implement Balanced Literacy Model through Readers’ and Writers’ Workshop
K-8 and Adolescent Literacy Model 6-12

Integrate STEM using inquiry methods into all content areas
Classroom Organization




Implement standards-based assessment using Pike’s Guiding Principles and
Grading Practices
Identifies learning objectives/goals that are
aligned to standards and student needs
Create classroom expectations and
effective procedures with students
Post and review daily class schedule or
agenda along with learning goals
Communicate with parents through a
variety of means in their first language
when possible
Provide clear oral and written instructions
for assignments and classroom activities
Utilize effective classroom management
strategies to support learning
Implement grade level/school wide
procedures and Board of Education
policies
Conduct transitions that maximize
instructional time
Utilize appropriate technology for
planning, instruction and assessment
Establish routines and predictable
structures
Learning Environment












Build positive relationships with students
Establish a positive learning environment for
ALL students


Use appropriate verbal and non-verbal
communication

Use anchor charts and other class displays
linked to learning

Create a supportive learning community
within the classroom environment
Conducts class meetings or community
circles
Encourage positive home-school
connections
Implement district life lines
Recognize that technology is an essential
part of the students’ culture and create an
environment that fosters its use
Build collaborative structures to support
student learning
Utilize Positive Behavioral Interventions & Supports (PBIS)
Actively participate in Professional Learning Communities (PLCs)
Use a variety of media and technology resources to access, organize, and
analyze information
Collaborate with building and district support personnel to enhance student
achievement
Participate in professional development to improve instructional practice and
increase student achievement
Instruction
Respect the uniqueness of ALL students
Display representative samples of student
work
Implement balanced mathematics curriculum integrating the Process Standards
for Mathematics using these components: Teaching the lesson (guided &
independent practice); Daily spiral review; Problem solving/reasoning; Integrated
writing
Demonstrate a thorough knowledge of the
core curriculum outlined in Scope & Sequence
documents
Encourage student autonomy and selfdirection
Implement a variety of strategies/
interventions in core curriculum
Use best research-based instructional
practices:
 Balanced literacy and math
 Brain-compatible learning
 Conferring/instructional conversations
 Content integration
 Cooperative learning
 Critical/Higher order thinking skills
 Culturally responsive
 Developmentally appropriate
 Inquiry-based learning
 Differentiated instruction based on
individual student data
 Direct, explicit teaching during mini lesson,
conferring, & in small groups
 Flexible grouping
 Problem or Project- based learning
 Real life connections
 Student engagement
 Student-centered
 STEM integration
Assessment




Set ambitious, realistic learning goals with
students to improve achievement based
on student data
Adapt instruction based on formative
assessment results discussed in PLC’s
Use frequent formal and informal checks
for understanding
Implement Guiding Principles and Grading
Practices:
 Ensure that grades represent only
individual student achievement
 Practice effective and consistent use of
criterion-referenced learning goals for
grade
 Practice appropriate design and use of
formative assessments
 Involve students in the learning and
assessment process
 Practice appropriate design of
summative assessments
 Use appropriate grading calculations
 Communicate effectively information
regarding grading practices and student
achievement
 Use most consistent level of
achievement and most recent
information
The Goal: Increased K-12 Academic Success
This tool was compiled to support the best practices in the MSD of Pike Township and to serve as a reminder of what good
instruction looks like. It clearly defines the ineffective practices that consume valuable and precious educator time and are not
researched based. Therefore, if educators eliminate ineffective practices and focus their time on best practices, student engagement
and achievement increases.
Ineffective Practice
Literacy Practices: Ineffective Practices vs. Best Practices
Best Practice
Exclusive whole group instruction
Educator selects all reading and writing
materials
Only the basal or textbook is used to
teach reading or content areas
Educator not revealing their interests in
reading and writing
Using materials that do not represent the
various cultures and ethnic groups in Pike
Teaching skills in isolation
Teaching isolated skills in workbooks,
worksheets or drills.
Teaching reading as a single one-step act
Teaching the textbook from cover to
cover
Students participate in solitary seat work
for the majority of the day
Students are grouped by reading level for
all instruction.
Differentiated instruction – less whole group and more small group to meet varying
needs of students
Students are given an opportunity to select materials that interest them
Using a variety of materials appropriate to the students’ reading level to teach reading
and all content areas
Educator shares personal interest in reading and writing with students
Integrates the use of culturally diverse materials to support relevance, bridge
connections, and enhance student learning.
Imbed skills in a context with emphasis on comprehension
Teaching skills in the context of whole or meaningful literature and using math games
Teaching reading as a process
Teaching using the curriculum maps to ensure an integrated, meaningful instructional
practice
Students participate in social collaborative activities with much discussion and interaction
Students are grouped by interest, book choice or reading level
53
Round Robin oral reading
Students are given little or no chance to
write
Writing assignments read only by
Educator
Writing taught only in language arts
Not allowing pre-conventional spelling in
students’ early writing.
Segregation of reading to reading time
Evaluation focused on individual low-level
sub-skills
Measuring the effectiveness of a reading
program only by test scores
Teaching spelling through memorization
and spelling tests
Excessive homework is assigned which
leads to excessive grading
Educator completes all grading and
focuses on errors only not growth
Activities are planned that are fun or
cute but do not enhance learning.
Primary Educators teach letter and sound
recognition through the letter of the
week.
Lessons are planned without using any
student or classroom data.
Lesson are planned without referring to
student learning goals
Use various methods of reading aloud (choral, echo, popcorn reading etc.) or silent
reading followed by discussion. Please note that read aloud would take place most frequently
in primary grades and less after that.
Students are given time to write throughout the day in all content areas
Writing for real audiences, publishing for the class and for wider communities
Writing across the curriculum as a tool for learning
Encouraging invented spelling in students’ early writing
Integrating reading in content areas (example: historical novels in Social Studies.)
Evaluation that focuses on holistic, higher order thinking processes
Measuring effectiveness of reading program by students’ reading habits, attitudes,
comprehension, and test scores
Teaching students about how words work through word study and writing
The amount of homework is limited to only meaningful tasks which reduces grading
Educator uses a constructive and efficient method of grading writing (grade a few
selected pieces, view growth and encourage risk taking and honest expression)
Activities are planned that have rich curricular connections that enhance learning and
related to standards
Educators teach all letters every day through shared writing, interactive writing, writer’s
workshop etc.
Lessons are planned to address the varying student needs based on data (observations,
student work, classroom assessments, standardized assessments etc)
Lessons are planned using data and student learning goals to guide differentiated
instruction
54
Educator focused environment where the
Educator is responsible for all
organizational tasks (handing out
materials, tracking student progress,
room set-up etc.)
Teaching in isolation without the support
of colleagues.
Not maximizing instructional time or
using professional judgment (sending or
reading emails during instructional time,
using phone, talking to other adults, etc.)
Create classroom environment with all
store purchased materials.
A classroom environment where
students are not respected (sarcasm,
humiliation)
Student focused environment where the students share responsibility for organizational
tasks and are empowered to take an active role in their learning
Collaborating with colleagues to share ideas, lessons, interventions and solutions to
challenges
Maximizing instructional time by continuous Educator engagement (asking questions that
promote higher order thinking, taking anecdotal notes, listening to students to increase
understanding of student needs, teaching in small groups, building relationships etc.)
Create classroom environment with students using their work exercising caution to
avoid clutter
Classroom environment where students are respected, supported, and valued
Sources:

Best Practice New Standards for Teaching and Learning in America’s Schools by Zemelman, Daniels, Hyde

MSD of Pike Township Model for Effective Instruction: Guide to Best Practices

MSD of Pike Township Implementation Guideline
55
Fishback Creek Public Academy  Title I School-Parent Compact  2014-2015
Fishback Creek Public Academy, and the families of the students participating in activities, services, and programs funded by Title
1 for No Child Left Behind Act of 2001, agree that this compact outlines how the entire school staff, students and families will
partner in the responsibilities to support student success in school and in life.
Staff Responsibilities
Do the Right Thing:
Treat People Right:
*
Provide a safe and supportive learning
*
Set high expectations and help every child be
environment.
successful in meeting the College-and-Career Ready
*
Teach classes with an interesting and challenging
Indiana Academic Standards.
curriculum that promotes student achievement.
*
Communicate frequently and meet annually with
*
Motivate students to learn.
families about student progress and the school- parent
*
Actively participate in collaborative decision
compact.
making with parents and school colleagues to make our
*
Provide opportunities for parents to volunteer,
school accessible and welcoming for all community
participate, and observe in the classroom.
partners.
*
Participate in professional development
*
Respect the school, students, staff and families.
opportunities that improve teaching and learning and
support the formation of partnerships with families and
the community.
Student Responsibilities
Do the Right Thing:
Treat People Right:
*
Come to school ready to learn and work hard.
*
Know and follow school and class rules.
*
Bring necessary materials, completed assignments
*
Communicate regularly with my parents and
and homework.
teachers about school experiences so that they can help me
*
Limit my TV watching, video game playing, and
to be successful in school.
internet usage.
*
Respect the school, classmates, staff and families.
*
Read and write at home daily.
56
Family/Parent Responsibilities
Treat People Right:
*
Communicate the importance of education and
Do the Right Thing:
learning to my child.
*
Read to my child or encourage my child to read every
*
Respect the school, staff, students and families.
day.
*
Regularly monitor my child's progress in school
*
Ensure that my child attends school every day and
*
Provide a quiet time and place for homework and
gets adequate sleep, regular medical attention, proper
monitor TV viewing.
nutrition and exercise.
*
Communicate through conversations/questions
*
Participate, as appropriate, in decisions about my
about my child’s school day.
child’s education.
*
Attend parent-teacher conferences.
___________________________
Teacher
___________________________
Student
___________________________
Parent/Guardian
57
Fishback Creek Public Academy strives to build relationships with all families, students and community members. We are committed to engaging all
partnerships in a positive and encouraging manner that increases learning in all students.
Fishback Creek Public Academy will provide:
 Engage parents in multiple opportunities to jointly develop and discuss:
o Parent Engagement Policy
o School Improvement Plan
o Home and School Compact
 All families with a timely description of Fishback Creek Public Academy’s Title I programs
o Annual Title I meeting within the first month of school
o Back-to-school night (August 2013)
o Read Write Explore Nights (3 total- 1 per trimester)
 Offer flexible times for parents to meet and discuss student progress
 Opportunities for feedback from all partnerships during and after all meetings or events
 Engagement opportunities for all families, students and community members in communication through multiple means
Parent Engagement Opportunities:
 Active involvement:
o Volunteer in the classroom or school
o Chaperone study trips
o Attend school-wide meetings
 Consistent communication:
o Fishbowl Newsletter (electronic and hard copy)
o Fishback Creek Public Academy website
o E-dialer
o Parent conferences
o Back to school night
o
o
Gallery nights
All events hosted by the school
58


Student support:
o Parent resource room within the media center that all partnerships have access to.
o Assistance in understanding Indiana Academic Standards
o Access to materials on how to help support and improve student achievement
Participate on policy and decision-making committees
o Provide feedback and input on school wide events and initiatives
Professional Development Plan
2014-2015
Professional
Development
2014-2015
Dates
Topic
New Teacher Orientation
7/21/14 – 7/24/14
7/31/14, 8/4/14
Orientation, literacy practices, mathematical practices, content area literacy,
classroom management, student engagement, and student information systems
School-Based Professional
Development
Professional development sessions
during teacher contract time held
before or after school at elementary,
middle school, high school
Based on Strategies for Improving Student Achievement and Areas of Focus listed
on last page of this document
Annual District
Best Practice Institute & Workshops
ElevatED Conference–
July 2014
Professional educators & authors as well as teacher prepared workshops offer best
practices as choice to colleagues. Topics based on Strategies for Improving Student
Achievement and Best Practices that are aligned with the Areas of Focus listed on
p.4. Sample topics:, Neuroscience and Education, Strategies on Teaching and
Assessing, Goals, Rubrics, & Objectives, Differentiation & Data-Based Instruction,
Reader’s & Writer’s Workshop, Thinking Maps, Technology Integration, Science
On-going Before and After-School
Sessions
Utilizing Data to Plan Lessons, Setting Ambitious and Measureable Goals,
Standards-Based Unit Plans and Assessments, Objective-Driven Lesson Plans,
Student Progress Monitoring, Student Learning Objectives, Student Engagement,
Checking for Understanding, Modify Instruction as Needed, Higher Level
Instruction Strategies, Maximize Instruction Time, Classroom Culture &
Community, Setting High Expectations for Academic Success
District and school based
monthly after school optional meetings
Teachers network and problem solve with specialty groups (counselors, exceptional
learners, art, music, P.E., media, high ability, or K-8 grade level teams or
RISE Review
After School/Saturday
Workshops
60
Professional
Development
2014-2015
Dates
Topic
departments) Sample topics: Technology Tools, Inquiry, Thinking Maps, IAS,
RISE Competencies, Six Standards for Effective Pedagogy (ELL), classroom
management, student engagement, Crisis Prevention Intervention, Sheltered
Instruction, New Comer/ELL
Principals & Assistant Principals
Professional Development
Principals: 9/16/14, 10/7/14, 11/11/14,
12/2/14, 4/21/15
Assistant Principals: 9/23/14,
10/14/14,11/18/14, 12/9/14
Topics determined through needs assessment to enhance instructional leadership
capacity of administrators. Primary focus on student achievement and growth,
teacher evaluation process, and school improvement efforts (i.e. professional
learning communities, quality assurance reviews)
Instructional Coaching &
Technology Training, Data Coaches,
Technology Integration Specialists,
Department Chairs, Vertical Team
Leaders
School- Based, Ongoing
Format includes coaching, model teaching, lesson planning, workshops, and oneon-one support as needed in teacher classrooms.
Topics related to literacy, math, ELL, RTI, data-driven instruction, culturally
responsive teaching, technology integration, standards-based education, Indiana
Academic Standards, curriculum mapping, common assessments, & reading and
writing across curriculum, Effective Pedagogy for ELL Learners, Sheltered
Instruction
IUPUI Federal Grant Partnership
2012-2015
Instructional Coaching Strategies for school-based coaches and administrators
Response to Instruction & Positive
Behavior Support Collaborative
Team Meetings
Elementary & Middle School
Team Meetings TBD
High School Team Meetings TBD
Strengthening core curriculum, student interventions, evidence based practices,
positive behavior support strategies, core team protocols, data-based decision
making, documentation, problem solving, assessments
Response to Intervention Made Easy
On-line course consists of 12 modules – Pat Quinn
On-line Learning
Open to all educators
On Demand Service
Orientation Sessions
Response to Instruction Made Easy
On-line course consists of 12 modules – Pat Quinn
School Improvement Network: PD360 - Middle School Only
61
Professional
Development
2014-2015
Dates
Flipped Classrooms, One-to-One computing, Classroom environment with a
Technology Focus, Critical Thinking, Engaged learners
Youth CareerConnect Grant
21st Century Community
Learning Centers
Math & Science Cohort (MSP)
NMSI Grant
IUPUI/ELL Training & Coaching
IDOE STEM Training
Hoosier Writing Project
Title Grants
After- School Book Studies K-2, 3-5,
MS, HS
Topic
TEACH Butler Summer Institute
Math Study Group
Pre-AP & AP Training
IB Training
Media Specialist Workshops
State, Regional and National
Conferences
Ongoing optional book studies - book
selection determined by group
Algebra readiness, math content training, & mathematical practices
Reader’s & Writer’s Workshop, Units of Study, Math Workshop
Thinking Maps, inquiry, critical thinking, technology integration, professional
learning communities, college going culture, Six Standards of Effective Pedagogy
(ELL), Sheltered Instruction Observation Protocol (SIOP), behavior management,
The Culturally Responsive Teacher: How Understanding Culture Positively
Impacts Instruction and Student Achievement, WIDA Standards Implementation
(ELL)
Possible School Selections
Growing Readers by Kathy Collins, About Authors by Katie Wood Ray
The Inside Guide to the Reading-Writing Classroom by Leslie Blauman, Study
Driven by Katie Wood Ray, When Kids Can’t Read by Kyleen Beers, Time for
Reading in Social Studies, Science and Math by Laura Robb, Readicide by Kelly
Gallagher, Number Sense Routines by Jessica Shumway, Comprehension &
Collaboration by Stephanie Harvey & Harvey Daniels, Writing Workshop by
Ralph Fetcher and JoAnn Portalupi, Good Questions for Math Teaching by Peter
Sullivan & Pat Lilburn, The Reading Workshop by Frank Serafini, Teaching
Essentials by Reggie Routman, Subjects Matter: Every Teacher’s Guide to
Content-Area Reading by Harvey Daniels and Steven Zemelman, The Words Came
Down (ELL) by Emilie Parker, Educating Everybody’s Children: Diverse Teaching
Strategies for Diverse Learners by Robert Cole, Book Love by Penny Kittle, Teach
Like a Champion by Doug Lemov
Possible District Selections
K-2 Teaching with Intention by Debbie Diller, 3-8 The Inside Guide to ReadingWriting Classrooms by Leslie Blauman, HS Inquiry Circles by Harvey Daniels
and Stephen Harvey, K-12 Choice Words by Peter Johnston, & Tess Pardini,
Making Sense by James Hiebert, The Literacy Principal by David Booth and
Jennifer Rowsel, Pathways to the Common Core by Lucy Calkins and Mary
Ehrenworth, Leaders of Learning by Richard Dufour and Robert Marzano,
Maximizing Learning for English Language Learners by the Association for
Supervision & Curriculum Development
62
Professional
Development
2014-2015
Dates
Classified Staff Skills Training
Ongoing depending on group
Topic
Instructional Assistants – Literacy, classroom behavior management
School Secretaries – Invitational Practices, technology, business practices
Transportation – Positive Behavior Support, behavior management, technology
Custodians – Pest Management, use of chemicals, maintenance, technology
63
Professional Development Focus for 2014-2015
The areas of focus for district professional development have been identified through:
o Analysis of student achievement data
o District Strategic Planning Committee
o RISE Teacher Evaluation Competencies (Domain 2)
o School Improvement, Title I School-wide Planning, Indiana Flexibility Waiver
o Input from cabinet, principals, assistant principals and teachers
o Implementation of 2014 Indiana Academic Standards (IAS)
District and building professional development will focus on:
o SIP Process/Title I School-wide and District Strategic Plan K-12 (including data analysis and review)
o Developing a Positive Classroom Environment
 Procedures, routines, & expectations
 Relationships & Community Building
 Engagement & community building
 Culturally responsive Teaching
 Response to data
o High Expectations for Academic Growth & Achievement
 Implement district best practices with fidelity
 Increased rigor across all content areas
 Reader’s & Writer’s Workshop (k-8) focus conferring/small group instruction/writing development
 Writing process
o Increasing achievement of English Language Learners (ELL) Grades K-12
 Sheltered Instruction Observation Protocol
 Six Standards of Effective Pedagogy by Stephanie Stoll Dalton
o Response to Instruction (RTI)
 Academic and behavioral interventions
 Differentiated instruction and flexible grouping
 Positive Behavior Intervention Support (PBIS)
 Classroom management/Student engagement
 Assessment (Formative to guide instruction)
 Culturally Responsive Teaching
 WIDA Standards Implementation
o Model for Effective Instruction: A Guide to Best Practices
64
o
o
 Inquiry, Critical Thinking, Problem Solving
 STEM Integration
Professional Learning Communities (PLT at PHS)
Grant requirements
 STEM content and pedagogy
 School improvement/comprehensive improvement
 Youth CareerConnect Grant; STEM integration strategies
65
Timeline for Submission and Updating the Consolidated
P.L. 221/Title I Schoolwide/School Improvement Plan
September – July
August
Last week of August
First Week in September
Second week of September
September 15
September
School staff and parent/community representatives
review plan and gather data; research best practices;
for the annual revision of this three-year plan
Invite parents to review the draft of the plan and
offer feedback/suggestions for modifications at Backto-School Night/Annual Title I Meeting
Submit draft of plan to the Academic Support
Specialist and Director of Curriculum and Programs
for review.
Superintendent and District Staff will review and
provide feedback. Pike Classroom Teachers
Association (PCTA) will also review all school plans
and provide district staff feedback.
Final revisions to be completed and submit final draft
to the Academic Support Specialist and Director of
Curriculum and Programs. Superintendent and PCTA
will sign SIP Assurance forms to be kept on file.
Submit final plan to Indiana Department of
Education.
Submit to School Board
Glossary of Terms and Acronyms
ACCESS
AYP
C.L.A.S.S.
CORE
CRS
DIBELS
ELL
Exceptional
Learners
HA
Assessment that evaluates reading, writing, listening, speaking, and comprehension skills of English Language
Learners.
(Adequate Yearly Progress) Annual calculation to determine if students are improving their performance based
on the established annual targets.
(Connecting Learning Assures Successful Students) The CLASS philosophy embraces the eight components
needed to create a brain compatible learning environment.
A team of professionals who address the difficulties of a student’s behavioral, emotional and academic
problems
(Classroom Response System) Technology used to make the learning environment interactive and engaging,
providing assessment of student comprehension, increased student performance, automatic grading, and
increased classroom productivity.
(Dynamic Indicators of Basic Early Literacy Skills) Assessments that measure the five early literacy
components: phonological awareness, alphabetic principle, vocabulary, comprehension, and fluency with
connected text.
(English Language Learners)
Students with IEP under Article 7
(High Ability)
ISTAR
( Indiana Standards Tool for Alternative Reporting)
ISTEP+
(Indiana Statewide Testing for Educational Progress - Plus)
LEP
(Limited English Proficiency)
MAP
(Measure of Academic Progress)
NWEA
(Northwestern Evaluation Association) Research-based assessments, professional training, and consulting
services to improve teaching and learning.
OASIS
Intergenerational tutoring to improve students’ reading ability, academic performance and attitudes about
learning
67
PBIS
(Positive Behavior Intervention Supports) A set of strategies and systems to increase the capacity of schools
to reduce disruption and educate all students on proper behavior.
PLC
(Professional Learning Community) Educators working collaboratively in teams
PTO
(Parent Teacher Organization)
Running Record
RIF Grant
An assessment that shows the whole picture of a child as reader. Through this assessment, the teacher can
assess miscues, fluency and comprehension.
(Reading is Fundamental) Prepares and motivates children to read by delivering free books and literacy
resources to children and families
RIT
The average score for all students who were tested at the same time
RTI
(Response to Instruction) A multi-step approach to providing services and interventions to students who
struggle with learning
SES
(Socioeconomic Status)
Title I
Title III
The purpose of this federally funded entitlement grant is to improve the academic achievement of the
disadvantaged and to ensure that all children have a fair, equal, and significant opportunity to obtain a highquality education
The purpose of this federally funded entitlement grant is to provided additional resources to schools to
advance the achievement of students who are determined to be limited English proficient (LEP).
68

Fishback Creek Public Academy - Metropolitan School District of

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