Title I Schoolwide Plan Checklist – Table of Contents
Directions: Review the Title I Schoolwide Plans prior to mailing to the IDOE to ensure that all requirements
listed below have been met. Insert the page number where each component can be found in the column to
the right. If a plan does not include all ten components, it is out of compliance with NCLB requirements and
will need to be adjusted.
Components of a Schoolwide Plan*:
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)
Found on Page #:
See PL221 Plan:
Pages 9-10
See PL221 Plan:
Pages 62-67
See PL221 Plan:
Page 11
See PL221 Plan:
Page 68-69
See PL221 Plan:
Page 12
See PL221 Plan:
Pages 23-24
See PL221 Plan:
Page 25
See PL221 Plan:
Page 25
See PL221 Plan:
Page 58-59
See PL221 Plan:
Page 56-57
See PL221 Plan:
Page 58
See PL221 Plan:
Page 70
See PL221 Plan:
Page 71
LEAVENWORTH
ELEMENTARY
SCHOOL
________________________
______
"Home of the Wyandottes"
________________________
______
346 East State Road 62
Leavenworth, Indiana 47137
Phone: (812) 739-2210
Fax: (812) 739-2211
2
SCHOOL IMPROVEMENT COMMITTEE
CHAIR:
Kelly Birkla,
Third Grade Teacher
Members:
Erin Hammond
Kindergarten Teacher
Carly Kaiser
First Grade Teacher
Laura Hanger
Special Education Aid
Mary Fetz
Title 1 Coordinator
Pam Karnes
Kindergarten Teacher
Kathy Craig
Second Grade Teacher
Laura Watts
Forth Grade Teacher
Karen Cox
Sixth Grade Teacher
Jill Stutzman
Parent
Beth Lahue
Community Leader
3
Development of Mission Statement, Vision and Beliefs
To develop Leavenworth Elementary School’s Mission Statement, our school staff
reviewed our current mission statement and several examples of other mission
statements. Considering ours and other samples, they revised our original mission
statement. The revised statement was presented to the committee again for final review.
The final Mission Statement was finalized and presented to our school staff.
Leavenworth Elementary has chosen to apply the Crawford County Community School
vision to our school. This vision was developed by a committee of teachers and
administrators across the corporation.
Development of our beliefs was compiled from the entire school staff. A list of beliefs
was presented as a guide for developing the ideology of our school-community. From
these samples a final list was presented for review to the school staff and final approval
was made by our committee.
Mission Statement
Leavenworth Elementary is committed to providing a child-centered, nurturing and
secure environment that provides the foundation where children can achieve their full
potential through partnerships with home, school and community. We will accomplish
this by promoting enthusiastic and cooperative learning where each child will become a
responsible, respectful, and contributing citizen.
Vision Statement
Growing Toward Greatness
4
Belief Statements
Education is the key to improving the quality of life.
Student learning is the chief priority of the school.
We will provide a safe and secure learning environment.
All students have an equal opportunity to achieve and excel.
Student learning comes in different ways and should be provided with a variety of
instruction and experiential learning approaches.
Students learn best when they are actively engaged in the learning process.
We will foster a shared responsibility between the school staff, students, parents and
community in the learning process.
High expectations will result in high achievement.
5
Leavenworth Elementary School
School Improvement Plan
Indiana Public Law 221
No child Left Behind
This school improvement plan will serve as a guide to engage our school community in a
process of continuous improvement. We will use this guide to demonstrate a strategic
plan of initiatives that we believe may be a helpful tool in meeting the expectations and
accountability of district, state and federal requirements.
6
Leavenworth Elementary School Profile
The Community
Crawford County Community School Corporation serves the educational needs of all
students in Crawford County. Located in the states south-central region 40 minutes west
of Louisville, KY, Crawford County leads the nation in commuter miles traveled to the
workplace. Our school district consists of one centrally located junior/senior high school
and five small community elementary schools.
The Demographic Data
Our enrollment is currently 215 students, which is 12% higher than five years ago. The
estimated median income in 2005 was $24,700 (it was $24,375 in 2000) and the median
house/condo value in 2005 was $79,800 (it was 70,600 in 2000). For our community
population 25 years and older, 51% have a high school education, 11% have a bachelor’s
degree or higher and 8.2% has graduate or professional degrees. This information
blended with our local survey information of how many Leavenworth Elementary high
school graduates move on to post high school educational opportunities will serve as a
basis for a direction we want our school to move forward.
The School
Leavenworth Elementary is a traditional elementary school enrolling 215 kindergartensixth grade students. The current campus is comprised of one building. Prior to 1976
this campus housed two buildings, a high school and a grade school but that year
consolidation left only an elementary school for those buildings. In 1997 another
renovation saw the old elementary building demolished and the gym/old high school
building renovated into the current building of 16 classrooms, a library, multi-ed
classroom, gym, cafeteria, and administrative office complex. There are two sections of
kindergarten through fourth grade, one section each of fifth, and sixth grade. Special
Education is provided for speech and hearing, mildly mentally handicapped and learning
disabled. We are also a Title 1 school and offer remediation programs in the primary and
intermediate grade levels. There are twelve full time general education teachers and one
full time special education teacher. We have one part time teacher in physical education,
part time instructional assistants in library and technology and a volunteer art/music
instructor. Our instructional staff also includes five Title I instructional assistants, an at
risk liaison and a classroom aide.
7
Title I Schoolwide Component #1
Comprehensive Needs Assessment
The Leavenworth Elementary planning team collected data using the data guides
provided by the Indiana Department of Education. Staff members, parents, and students
were asked to complete surveys concerning their attitudes toward the Leavenworth
Elementary environment and academic progress. All staff members were also asked to
list parent involvement, technology usage, and professional development. Random
samples of teachers were taken to chart parent communication and classroom
interruptions. The planning team analyzed ISTEP+ and NWEA test scores. Teachers
participated in district wide curriculum alignment meetings where they streamlined the
district’s curriculum and developed quarterly benchmark tests.
We offered an online survey at the beginning of our CNA process. The following
survey results represent the perception of our school through our students, parents, and
staff members.
Parent Results

96% feel Leavenworth Elementary is a safe school

91% feel Leavenworth Elementary is clean and well maintained

73% agree that teachers have similar expectations

93% feel Mr. Key clearly explains proper behavior

96% have a positive attitude toward Leavenworth Elementary

87% are satisfied with their students academic progress
Student Results

87% feel Leavenworth Elementary is a safe school

86% feel Leavenworth Elementary is clean and well maintained

74% agree that teachers have similar expectations

84% feel Mr. Key clearly explains proper behavior

84% have a positive attitude toward Leavenworth Elementary

89% are satisfied with their students academic progress
Staff Results

100% feel Leavenworth Elementary is a safe school

68% feel Leavenworth Elementary is clean and well maintained

69% agree that teachers have similar expectations

84% feel Mr. Key clearly explains proper behavior

95% have a positive attitude toward Leavenworth Elementary

84% are satisfied with their students academic progress
8
Upon reviewing the data that was collected, Leavenworth Elementary has defined
the following strengths:

Parents, students and staff survey responses clearly showed agreement in most
areas

Parent communication and involvement

Student safety

High expectations academically and behaviorally

Positive attitude toward school

Satisfied with academic progress

Friendly staff

Met AYP in all grades and subject areas

Reading Comprehension and literary response

Measurement
While reviewing ISTEP+ data our team recognized a trend of low scores in the areas
of writing application and math problem solving (see test data section). We identified
these areas of concern previously when compiling data for our existing PL 221 School
Improvement Plan. We have utilized the Schoolwide Process to analyze current practices
and refine our strategies.
We currently use NWEA to assess student growth from fall to spring. Our initial
student scores have reinforced our findings in relation to ISTEP+, but this data is not
conclusive due to the number of assessments taken and our understanding of the data.
From the analysis of the data from online surveys, ISTEP+, and current NWEA scores
Leavenworth Elementary School would like to pursue improvements in the areas of:

Teachers need to focus professional development around stated goals

Keep teachers in the classrooms by diversifying committee members

Writing applications

Problem solving
After careful consideration, Leavenworth Elementary will continue to support the
teaching staff with professional development in the areas of writing applications and
problem solving. Teachers participated in district wide curriculum alignment meetings
where they streamlined the district’s curriculum and developed quarterly benchmark
tests. Through the curriculum alignment process, the school will have a clearly defined
writing rubric to ensure that expectations are consistent. The pacing guides, developed
by the curriculum alignment team, require the teachers to ensure that students have the
ability to perform multi-step problem solving tasks which are assessed through the
quarterly benchmark assessments.
9
Title I Schoolwide Component #3
Highly Qualified Teachers in Core Content Area Classes
Teacher Name
Pam Karnes
Erin Hammond
Lissa Powell
Carly Kaiser
Kathy Craig
Jamie
Haverstock
Kelly Birkla
Brooke Mohr
Laura Watts
Eric Emerson
Terry Hollis
Karen Cox
Marvina White
Mary Fetz
Amanda Clarke
Melissa Bravo
Christina Hay
Nerissa Fraime
Juanita Harvey
Beth Lahue
Laura Hanger
Debbie Meyer
Wes Wright
Tim Chastain
Bethany Chanley
Core Content Area
General Education
General Education
General Education
General Education
General Education
General Education
Grade Level
K
K
1
1
2
2
Qualification Method
HOUSSE
HOUSSE
HOUSSE
Praxis II
HOUSSE
Praxis II
General Education
General Education
Reading, Language
Arts
Science, Social
Studies
Math
Writing,
Language Arts
Special Education
Title 1
3
3
4-6
HOUSSE
Praxis II
HOUSSE
4-6
Praxis II
4-6
4-6
HOUSSE
HOUSSE
K-6
Lead Title 1
Reading Recovery
4-6
K-1
2-3
4-6
K-6
K-6
K-6
HOUSSE
Praxis II
K-6
K-6
K-6
K-6
Bachelor of Science
HOUSSE
Praxis II
Bachelor of Science
Title 1
Title 1
Title 1
Title 1
Remediation Aide
Instructional Asst.
Special Education
Instructional Asst.
Library Aide
Physical Education
Technology Aide
C.A.R.E.S. site
coordinator
Praxis II
Praxis II
Praxis II
Para-Pro
Bachelor of Science
Bachelor of Arts
Para-Pro
10
Title I Schoolwide Component #5
Strategies to attract high-quality, highly qualified teachers to this school
Crawford County Community Schools prides itself on the low turnover rate of its
certified instructional staff. This is directly linked to an above average salary, an
exceptional and affordable insurance plan, a very strong leadership team, and regular
school improvements that include technology, aesthetic appeal, and functionality. When
these components are found in one School Corporation it is easy to understand why
Crawford County Community Schools are an attractive place to work.
Principals have established sound practices to improve recruitment policies. The
most profound impact of the hiring process has been the creation of administrative teams
to oversee the hiring process. These teams interview, research, and openly discuss
possible candidates so that the best person is hired for Crawford County. Recently and
mostly due to the update of our website, candidates are able to view and apply for
positions online. This is one way that we hope to attract more applicants.
Once the perfect candidate is hired, they are enrolled into our New Teacher
Induction Program. This program was designed by the administrative team and newly
hired teachers to help first year teachers adjust to the demands of the job. Activities
include: assigning a mentor teacher, regular meetings with a mentor, and more
opportunities for observation.
11
Snapshot
Ethnicity 2008-2009
White 100%
Free Lunch 2008-2009
Paid 50%
Free 38%
Reduced 13%
Free Lunch Percentage
50%
40%
30%
Free Lunch Percentage
20%
10%
0%
2004-05
2005-06
2006-07
2007-08
2008-09
12
ISTEP TEST PERFORMANCE - Percentage of Students Passing Both Language
and Math
100
90
90
80
70
60
79
78 78
84
83
70
6159
55
50
52
76
76
65
63
57
48
89
84
3rd Grade
4th Grade
5th Grade
6th Grade
45
40
30
20
10
0
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
Sub-Group Cohort 2008-09 6th Grade
English/Lang. Arts Pct Passing
4 Year Period
100
80
87
80 78
84
82 80
78 79 79
83
100
92 88 94
78 79 82
58
60
89 91 88
86
76
64 67 67
2005-06
2006-07
2007-08
40
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
13
Sub-Group Cohort 2008-09 5th Grade
English/Lang. Arts Pct Passing
3 Year Period
100
80
80
70
73
64
55
60
60
62
80 77
70 68
74
67
62
60
69
67
76 78
2006-07
2007-08
40
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
Sub-Group Cohort 2008-09 4th Grade
English/Lang. Arts Pct Passing
2 Year Period
94
100
80
86
76
88
72 72
67
57
60
73 74
72 72
47
2007-08
54
40
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
14
Sub-Group 2008-09 3rd Grade
English/Lang. Arts Pct Passing
1 Year Period
100
84
80
79
73
80
79
79
79
60
2008-09
40
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
Sub-Group Cohort 2008-09 6th Grade
Math Pct Passing
4 Year Period
100
89
100
91
88 90 90
80
80
10094 94
82
83 83
73
70
61
60
9410092
88 89 89
62
61
2005-06
53
2006-07
42
2007-08
40
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
15
Sub-Group Cohort 2008-09 5th Grade
Math Pct Passing
3 Year Period
120
80
70
100
90 91
90
100
73
73
90
82
83
85
89
80
71
94
81
89
75
71
2006-07
60
2007-08
40
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
Sub-Group Cohort 2008-09 4th Grade
Math Pct Passing
2 Year Period
94
100
81
80
65
71
73
69
57
60
69
62
69
62
59
2007-08
40 38
40
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
16
Sub-Group 2008-09 3rd Grade
Math Pct Passing
1 Year Period
100
87
80
79
79
74
80
79
79
60
2008-09
40
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
Sub-Group All Students 3-6
Percent Passing Both English and Math
2008-09
100
80
71717373
60
70
5756 60
72
6465 67
83 8579
71
77
7173 70
73
6565 67
575753
50
2005-06
2006-07
44
36
2728
40
2007-08
2008-09
20
0
Female
Male
White
Paid
Redcd/Fr
Non-Lim
Spc Ed
Gen Ed
17
Performance Data
98.5
98
97.5
Attendance Rate
97
96.5
96
95.5
2004-05
2005-06
2006-07
2007-08
2008-09
Leavenworth Elementary School Attendance Rate by Grade 2008-09
100
99
99
98
98.4
98.2
97.3
98.3
97.6
97.2
97
96.1
96
95
94
Kind
1st
2nd
3rd
4th
5th
6th
State Avg
Leavenworth Elementary School Attendance Rate by Ethnicity and Gender 2008-09
98.5
98
97.5
97
96.5
96
95.5
95
White
Female
Male
State Avg
18
Enrollment Data
200809
200
200708
193
200607
Total
Enrollment
185
200506
190
200405
199
170
180
190
200
210
Teacher Data
25
20
Teachers (Full Time)
15
Students Per Teacher
10
Average Experience
5
0
2004-05
2005-06
2006-07
2007-08
2008-09
Percent Teacher with Masters Degree
Masters
50%
50%
Bachelors
19
Percent of District Spending 2006-07
50
40
50
41
Crawford County
State
30
20
13 15
10
5
5
15 14
12 10
9
5
0
Salaries
Instrc. Cost
Student
Supt.
Admin/Oper. Build/Equip Debt Ser.
5
1
Other
20
Passing ISTEP+ Cohort Class Progression Chart
2008-09 Sixth Grade
100
90
88
79
78
90
79
83
80
61
60
Math
40
Language Arts
20
0
2005-06
2006-07
2007-08
2008-09
2008-09 Fifth Grade
90
100
80
82
71
70
62
68
60
Math
40
Language Arts
20
0
2006-07
2007-08
2008-09
2008-09 Fourth Grade
100
80
69
72
72
62
60
Math
40
Language Arts
20
0
2007-08
2008-09
21
2008-09 Third Grade
100
79
79
80
Math
60
Language
Arts
40
20
0
2008-09
22
Parental Involvement
Leavenworth Elementary has several parent involvement opportunities:
1.
2.
3.
4.
5.
6.
A Parent-Teacher Organization which meets the first Wednesday monthly.
Parent-Teacher Fall Conferences (October)
Book Fairs Fall and Spring
Christmas Program
Grandparents Day (Fall)
Fun Friday (Spring) Program of various high interest crafts and things-to-do from
parents and community members.
7. School Newsletter
8. Library Helpers
9. Parent Committee Members: Text Book Adoptions, School Improvement,
Kindergarten Enrollment, & Graduation
10. Bingo for Books
11. Book Buy (Fall & Spring) to Borders Books
12. Movie Night
13. Fall Festival
14. Summer Packet Camping Trip
15. RIF Giveaway
16. Dr. Seuss at the Library
23
Title I Schoolwide Component # 6
Strategies to increase parental involvement, such as literary services
Leavenworth Elementary encourages and supports parent involvement in student
learning. Parents have the opportunity to participate in a variety of academic/non –
academic student enrichment formats.
Activity/Resource
How to increase
attendance/use?
Feedback and
adjustments
Professional development
for parent involvement
Parent resource room
- physically inviting
area
- frequent reminders
- distribute list of
available resources
- personal, friendly
and easily accessed
- predictable, easily
recognized formats
- encourage teachers
to distribute email
addresses
- advertise school
website and
Harmony resources
- sign-in sheet
- wish list for additional
resources
- semi-annual evaluation
- introduce resource room at
open house
- advertise on school
website
- parent feedback on
timeliness and value of
communication
- encourage teachers to
collect parent email
addresses
- increase hands-on
professional development
for teachers to effectively
use Harmony resources
- phone calls to
parents of at-risk
students to
encourage attendance
- School Messenger
calls to announce
sign-up for
conference times.
- inform parents of
dates and times using
the School
Messenger system,
newspaper
announcements, and
school billboard
- offer both day and
evening registration
- sign-in sheets
- anonymous parent
survey
- increase teacher
knowledge of how NWEA
scores reflect student
progress and goals so this
information can be better
communicated to parents
- sign-in sheet
- explain Title I program
and student expectations to
parents
Communication
- homework
assignments sheets
- assignment plan
books
- phone calls
- emails
- weekly folders
- informal
communication
- Harmony
- School Messenger
- School website
- Event fliers
Parent conferences
Registration/Annual Title
I Parent Meeting
24
times
PTO
-
Open House
Fall Festival
Camping Trip
Haunted House
Christmas
Program
Secret Santa Shop
Staff/Volunteer
Luncheon
Fun Day
Field Day
Student of the
Month
End of Semester
Drawings
Field Trips
- advertise in local
newspaper, with
fliers, on the school
website and school
billboard
- send reminders
- sign in sheets
- verbal evaluations at
PTO meetings
- health department presents
information about current
health concerns and hygiene
- 21st Century Scholars
presents information about
financial aid and college
opportunities
Title I Schoolwide Component #6a
Description of how the school will provide individual academic assessment results to
parents
Leavenworth Elementary provides individual academic results to parents through the
following methods:
- ISTEP+ and NWEA scores are sent home to parents with students in their
weekly folders.
- Resource sheets explaining how to interpret scores are sent home and made
available to parents.
- Fall NWEA scores are discussed with parents at parent/teacher conferences in
October.
- Spring NWEA scores are discussed with parents at the PTO Spring Fling to
compare and evaluate student progress.
Title I Schoolwide Component #6b
25
Strategies to involve parents in planning, review, and improvement of the school
wide plan
-
Parents are included as members of the school wide plan, book adoption, district
accreditation and PL221 committees.
Parents were given the opportunity to complete surveys regarding the school
atmosphere for the comprehensive needs assessment.
PTO members are involved in all aspects of parent involvement.
School wide planning team will present the plan during a PTO meeting and ask
for feedback.
Post completed school wide plan on the school’s website and invite parent
feedback.
Create a parent advisory panel to discuss and evaluate school wide plan,
parent/teacher compacts and parent involvement policy. This group will also act
as a sounding board for parent concerns and to aid parent input into school policy.
26
Analysis of Survey Data
These are locally developed survey’s that were conducted during the fall semester of
2006. We grouped these as follows:
Primary Student Survey
Intermediate Student Survey
Junior High (Eighth Grade) Survey
High School Senior Survey
Elementary (K-6) Parent Survey,
Teacher Survey
The opinions of students, teachers, parents, and community about the quality of education
at our school were broken down into five main categories of the opinion inventory.





Educational Future
School Rules & Safe Environment
Curriculum & Teaching Methods
Parent and community Involvement
Expectations for Education Process
The outstanding information gathered from these surveys are listed below.





Our community want our children going to post high school training
Our children plan on going to post high school training
Communication with parents of children with disabilities is difficult
Better Writing Skills
Less than half our children have a college education
27
Parent/Community Survey Results
Surveys were sent out to all households of parents K-6 which totaled approximately
160 locations. The opportunity for both parents to respond was encouraged. We were
returned approximately 65% or 100 of those surveys.
Survey results show that parents in our school have a very positive outlook at the
school as a whole. The overwhelming majority indicated that our children show quality
work as indicated from sources they receive from test score comparison. They believe
that their children receive quality instruction where the climate is positive and conducive
to learning. Communication between the school and the parents is good and they believe
that we have a safe school environment with children that are well-behaved.
Our school will prepare me for the best jobs.
100
80
82
60
40
Percentage
20
8
10
0
YES
NO
DON'T
KNOW
Our school is safe and secure.
100
80
60
40
Percentage
20
0
Yes
No
Don't
Know
28
Our school challenges our students with quality curriculum and provides help to
meet the needs of our children.
100
88
80
60
40
Percentage
20
6
6
NO
Don't
Know
0
YES
Opinions are welcome from parent and community members.
100
92
80
60
40
Percentage
20
7
0
YES
NO
1
DON"T
KNOW
Students, parents, teachers and community members have high expectations of our
students.
100
88
80
60
40
Percentage
20
8
4
NO
Don't
Know
0
YES
29
Elementary Student Survey Results
The surveys were sent out to all 185 students in grades K-6. The survey we used for
the primary was a simple version of the general information we were seeking. The
intermediate version had more detail but still seeking the same information.
Survey results show that students in our school have a very positive outlook at the
school as a whole. The majority of the students indicated that they show quality work as
indicated from sources they receive from their teachers. They believe that they are
receiving quality instruction where the climate is positive and conducive to learning.
Communication between the school and their parents is good and they believe that they
have a safe school environment with children that are well-behaved. They did indicate
that they do not talk to their parents much about their education.
Our school will prepare me for the best jobs.
100
86
80
60
40
Percentage
20
4
0
YES
NO
10
Don't
Know
Our school is safe and secure.
100
95
80
60
40
Percentage
20
0
YES
2
3
NO
Don't
Know
30
Our school challenges us with quality curriculum and provides help to meet our
needs.
100
96
80
60
40
Percentage
20
0
YES
3
1
NO
Don't
Know
We see parents and community members (volunteers) in our school.
100
87
80
60
40
Percentage
20
11
2
0
YES
NO
Don't
Know
We have, along with parents, teachers and community member’s high expectations.
100
92
80
60
40
Percentage
20
6
2
NO
Don't
Know
0
YES
31
Elementary Teacher Survey Results
Surveys were sent out to all teachers K-6 which totaled approximately 14 including
itinerate teachers to our building. We encouraged everyone to participate and informed
them that the survey was confidential so that all information would not be skewed. We
were returned approximately 55% of those surveys.
Survey results show that teachers in our school have a very positive outlook at the
school as a whole. The majority indicated that our children show quality work as
indicated from sources they receive from test score comparison. They did express a
concern that not all students would be able to pass hard subject material. They believe
that our children receive quality instruction where the climate is positive and conducive
to learning. However the results of this question indicate that our students have no
counseling services. Communication between the school and the parents is good and
they believe that we have a safe school environment with children that are well-behaved.
They did express concern that parents of children with learning difficulties were difficult
to make communication with the school.
Our children will be prepared for the best jobs.
100
98
80
60
40
Percentage
20
0
YES
0.5
1.5
NO
Don't
Know
Our school is safe and secure.
100
99
80
60
40
Percentage
20
0
YES
0
NO
1
Don't
Know
32
Our school challenges our students with quality curriculum and provides help to
meet the needs of our children.
80
70
60
50
40
30
20
10
0
76
Percentage
24
YES
NO
0
Don't
Know
Opinions are welcome from parent and community members.
100
88
80
60
40
Percentage
20
0
YES
4
8
NO
Don't
Know
Students, parents, teachers and community members have high expectations of our
students.
80
70
60
50
40
30
20
10
0
72
Percentage
24
4
YES
NO
Don't
Know
33
Junior High (8th) Student Survey Results
This survey was given to all 8th grade students at Crawford County Junior High
School. They were given the heading to select the elementary they attended. We
received back 100% of all Leavenworth Elementary still attending the junior high. The
survey pertained to how well prepared they felt they were prepared upon leaving
elementary school for the rigors of junior high. We scaled this with a traditional grading
scale of A-F. We still focused on the five main categories mentioned above.
Were you
prepared for the junior high?
100
80
82
60
40
Percentage
20
12
6
0
YES
NO
Don't
Know
Did you feel your elementary was safe and secure?
100
96
80
60
40
Percentage
20
4
0
YES
NO
0
Don't
Know
34
Did your school challenge you with quality curriculum and provide help to meet
your needs?
100
80
84
60
40
Percentage
20
14
2
0
YES
NO
Don't
Know
Did you believe that students, parents, teachers and community members had high
expectations of you?
80
70
60
50
40
30
20
10
0
77
Percentage
18
5
YES
NO
Don't
Know
Upon graduation I want to
100
82
80
60
40
Percentage
14
20
4
0
Attd College Attd Vocation Get a job @
School
hourly wage
35
What could we have done better to prepare you for the future?
Carreer
Education
24
28
Better Writing
Skills
Useful
Instruction
More P.E.
21
18
9
Misc.
36
Senior Student Survey Results
This survey was given to all seniors at Crawford County High School. They were
given the heading to select the elementary they attended. We received back 60% of all
Leavenworth Elementary who were still attending and on track to graduate. 80% of the
seniors that returned survey indicated they were going to college. The survey pertained
to how well prepared they felt they were upon leaving elementary school. We were also
interested in the number of our students who were planning on continuing their education
after high school and what we could do to improve. We scaled this with a traditional
grading scale of A-F but still focused on the five main categories mentioned in the
heading.
My elementary school prepared me for the best jobs.
80
78
70
60
50
40
Percentage
30
20
10
6
10
6
0
YES
NO
Don't Know
N/A
Did you feel your elementary was safe and secure?
100
94
80
60
40
Percentage
20
0
YES
3
3
NO
Don't
Know
37
What areas of the curriculum were you the weakest?
Current
Events,
73
Science,
52
Math, 20
Math
Reading ,
22
Reading
Writing,
68
Science
Writing
Current Events
Did you believe that students, parents, teachers and community members had high
expectations of you?
70
66
60
50
40
28
30
Percentage
20
10
6
0
YES
NO
Don't
Know
Upon graduation I want to
80
70
60
50
40
30
20
10
0
75
Percentage
16
9
Attd College Attd Vocation Get a job @
School
hourly wage
38
What could we have done better to prepare you for the future?
6
Carreer
Education
18
Better Writing
Skills
54
Science
22
Misc
High Sch to
work Force
40%
High Sch. To
College
52%
High Sch to
Vo-Tec
8%
Food
service/Accomodation 34%
Professional Services 20%
20
34
Gen. merchandise 8%
6
Public Admin. 6%
6
Transportaion 6%
Furniture Products 6%
6
8
20
Edcuational Services 20%
39
E/LA OPI/IPI Scores by Class
2008-09 6th Grade Leavenworth Students
84
90
80
70
62
80
79
75
74
72
72
69
63
59
54
60
50
2006-07 Cut Score
40
2006-07 Ave. Score
30
20
10
0
Read Vocab Read Comp
90
80
70
60
50
40
30
20
10
0
59
69
Writ Proc
75
Writ App
Lang.Conv
82
74
65
53
49
55
2007-08 Cut Score
2007-08 Ave. Score
Read Vocab
90
80
70
60
50
40
30
20
10
0
75
73
64
Lit Resp
Read Comp
Lit Resp
Writ Proc
Writ App
Lang Conv
82
80
79
70
71
70
58
56
70
73
60
46
2008-09 Cut Score
2008-09 Ave. Score
Vocab
Nonfict Text
Lit Text
Writ Proc
Writ App
Lang Conv
40
Difference in Scores 3 Year Period
18
16
14
12
10
8
6
4
2
0
16
16
15
13
10
1212
15
15
13
11
1010 10
999
7
2006-07 Difference
10
9
8
8
999
6
2007-08 Difference
2008-09 Difference
Average Difference
Read
Vocab
Read
Comp
Nonfict Lit Resp Lit Text
Text
Writ
Proc
Writ App
Lang
Conv
2008-09 5th Grade Leavenworth Students
100
90
80
70
60
50
40
30
20
10
0
76
81
66
70
76
63 67
2006-07 Cut Score
2006-07 Ave. Score
Read
Vocab
90
80
70
60
50
40
30
20
10
0
72
84 87
75
Read
Comp
Lit.
Resp
Writ.
Proc
81
Writ.
App.
Lang.
Conv
80
72
69
58
64
72
77
53 57
54
2007-08 Cut Score
2007-08 Ave. Score
Read
Vocab
Read
Comp
Lit Resp
Writ
Proc
Writ
App
Lang
Conv
41
90
80
70
60
50
40
30
20
10
0
65
71
67
58
57
64
60
72
66
59
79
64
2008-09 Cut Score
2008-09 Ave. Score
Vocab
Nonfict Lit Text
Text
Writ
Proc
Writ App
Lang
Conv
Difference in Scores 3 Year Period
11
12
9
10
8
6
5
666
99
10 10
77
6
8
6
6
7
2006-07 Difference
7
44
5
4
4
5
5
3
2007-08 Difference
2008-09 Difference
Avereage Difference
2
0
Read
Vocab
Read
Comp
Nonfict Lit Resp Lit Text
Text
Writ
Proc
Writ App
Lang
Conv
2008-09 4th Grade Leavenworth Students
90
80
70
60
50
40
30
20
10
0
76 79
75
65
76
74
65
82 85
65
61
69
2007-08 Cut Score
2007-08 Ave. Score
Read
Vocab
Read
Comp
Lit Resp
Writ
Proc
Writ
App
Lang
Conv
42
80
70
60
50
40
30
20
10
0
74
73
66
64
72
68
62
62
61
61
54
53
2008-09 Cut Score
2008-09 Ave. Score
Vocab
Nonfict Lit Text
Text
Writ
Proc
Writ App
Lang
Conv
Difference in Scores 2 Year Period
1313
14
12
10
8
6
4
10
1111
10 10
9
11
9
9
7
9
8 8 8
7
2007-08 Difference
6
3
3
2008-09 Difference
Average Difference
2
0
Read
Vocab
Read
Comp
Nonfict Lit Resp Lit Text
Text
Writ
Proc
Writ App
Lang
Conv
2008-09 3rd Grade Leavenworth Students
90
80
70
60
50
40
30
20
10
0
82
74
67
66
58
58
47
48
69
71
60
49
2008-09 Cut Score
2008-09 Ave. Score
Vocab
Nonfict Lit Text
Text
Writ
Proc
Writ App
Lang
Conv
43
Difference in Scores 1 Year Period
25
20
20
17
16
15
11
10
2008-09 Difference
9
10
5
0
Vocab
Nonfict Text
Lit Text
Writ Proc
Writ App
Lang Conv
Average Percentage Scores
Grades 3-6 2006-07
100
Read Vocab
80
Read Comp
60
Lit Resp
Writng Proc
40
Writng App
20
Lang Conv
0
Grade3
Grade 4
Grade 5
Grade 6
Average
Grades 3-6 2007-08
100
Read Vocab
80
Read Comp
60
Lit Resp
Writng Proc
40
Writng App
20
Lang Conv
0
Grade3
Grade 4
Grade 5
Grade 6
Average
44
Grades 3-6 2008-09
100
Vocab
80
Nonfict Text
60
Lit Text
40
Writng Proc
Writng App
20
Lang Conv
0
Grade3
Grade 4
Grade 5
Grade 6
Average
45
Math OPI/IPI Scores by Class
2008-09 6th Grade Leavenworth Students
100
80
75
62
82
72
70
67
56
60
56
69
55
2006-07 Cut Score
40
26
2006-07 Ave Score
11
20
0
Num Senc
Computa
100
Geom
Meas
Data Ana
Prob Solv
88
75
80
60
Alg
74
68
69
65
56
54
53
47
31
40
42
37
2007-08 Cut Score
2007-08 Ave Score
20
20
0
Num Senc
70
Alg
52
44
47
38
40
Geom
Meas
Data Ana
Prob Solv
59
57
60
50
Computa
45
36
43
40
33
31
26
30
19
2008-09 Cut Score
2008-09 Ave Score
20
10
0
Num Senc
Computa
Alg
Geom
Meas
Data Ana
Prob Solv
46
Difference in Scores 3 Year Period
30
25
20
2006-07 Difference
2007-08 Difference
2008-09 Difference
Average Difference
15
10
5
0
Num Senc
Computa
Alg
Geom
Meas
Data Ana
Prob Solv
2008-09 5th Grade Leavenworth Students
100
80
86
76
80
84
74
79
84
65
78
64
60
60
2006-07 Cut Score
46
2006-07 Ave Score
40
20
0
Num Senc
80
70
60
50
40
30
20
10
0
Computa
Geom
Meas
73
75
76
73
56
Alg
69
57
50
53
Data Ana
Prob Solv
59
53
2007-08 Cut Score
27
Num Senc
Computa
Alg
Geom
Meas
Data Ana
2007-08 Ave Score
Prob Solv
47
80
70
60
50
40
30
20
10
0
68
59
63
57
46
46
57
42
58
55
48
41
2008-09 Cut Score
40
30
Num Senc
Computa
Alg
Geom
Meas
Data Ana
2008-09 Ave Score
Prob Solv
Difference in Scores 3 Year Period
30
25
20
2006-07 Difference
2007-08 Difference
2008-09 Difference
Average Difference
15
10
5
0
Num Senc
Computa
Alg
Geom
Meas
Data Ana
Prob Solv
2008-09 4th Grade Leavenworth Students
100
80
74 78
76
81
66
71
62
68
65
72
54
60
44
2007-08 Cut Score
2007-08 Ave Score
40
20
0
Num Senc
Computa
Alg
Geom
Meas
Data Ana
Prob Solv
48
80
70
60
50
40
30
20
10
0
57
72 74
65 66
63
62
55
55
48
48
40
34
26
Num Senc
Computa
Alg
Geom
Meas
Data Ana
2008-09 Cut Score
2008-09 Ave Score
Prob Solv
Difference in Scores 2 Year Period
12
10
8
2007-08 Difference
2008-09 Difference
Average Difference
6
4
2
0
Num Senc
Computa
Alg
Geom
Meas
Data Ana
Prob Solv
2008-09 3rd Grade Leavenworth Students
100
80
86
71
79
76
65
55
60
73
63
59
44
40
42
2008-09 Cut Score
2008-09 Ave Score
22
20
0
Num Senc
Computa
Alg
Geom
Meas
Prob Solv
49
Difference in Scores 1 Year Period
25
19
20
15
15
14
20
14
11
2008-09 Difference
10
5
0
Num Senc
Computa
Alg
Geom
Meas
Prob Sol
Average Percentage Scores
Grades 3-6 2006-07
120
Number Sence
100
Computation
80
Algebra
60
Geometry
Measurement
40
Data Analysis
20
Problem Solving
0
Grade3
Grade 4
Grade 5
Grade 6
Average
Grades 3-6 2007-08
100
Number Sence
80
Computation
60
Algebra
Geometry
40
Measurement
Data Analysis
20
Problem Solving
0
Grade3
Grade 4
Grade 5
Grade 6
Average
50
Grades 3-6 2008-09
100
Number Sence
80
Computation
60
Algebra
40
Geometry
Measurement
20
Data Analysis
0
Problem Solving
Grade3
Grade 4
Grade 5
Grade 6
Average
51
Leavenworth Elementary Curriculum
Description:
The description and curriculum for each grade are developed through a district level
committee of teachers and administrators who meet and evaluate practices for revision
yearly during grade level meetings and are based on the Indiana Standards for Learning.
The approved curriculum includes Power Standards, those standards and performance
indicators that students are expected to demonstrate at each of our grade levels along with
assessments and instructional strategies, vocabulary terms and other materials.
Location:
The approved curriculum for each grade level and content area is located in the
principal’s office for all grades. Each classroom also has a copy of the Indiana Standards
for Learning and any revisions (updates) of the approved curriculum content documents
through the grade level meetings.
52
Safe and Disciplined Environment
Leavenworth Elementary provides a copy of the expected student behaviors to
students, parents, and staff members. This plan includes a plan of discipline for the
classroom and transportation system and is given on the day the student enrolls.
Crawford County Community Schools has a school safety plan. Administrators
have been trained on safety skills from the School Safety Specialist Academy for the
State of Indiana. Our school practices drills and safe school procedures as prescribed by
the state of Indiana.
Our school offers programs promoting non-violence and self-respect. We instruct
students at the fifth grade level with Project Lead where our judicial system in the county
brings several members of the law enforcement community to our school.
Currently we have an attendance policy in place that progresses from a three day
letter, to a five day, to an eight day, and a ten day letter. Upon notification of a ten day
letter, parents are directed to meet with an attendance committee which includes a nurse,
teacher, administrator, probation officer, and at-risk liaison at the court house.
Beginning in 2007-08 we will have in place a phone system of attendance/absence
notification to ensure that parents are aware of children not attending.
Emergency Preparedness Plans are posted in each room indicating the safe route
for fire drills and safe areas for each room in the case of tornado and a school wide
lockdown.
Currently there is surveillance cameras located at each entrance to the building
and all doors are locked except for the front door access to the office area. Our school
has a security buzzer with camera to allow office staff to open the front door.
Our survey indicates that our children are perceived safe by staff, parents and
students.
53
Technology as a Learning Tool
Technology has continued to be updated at Leavenworth Elementary. We
currently have a computer lab which houses thirty computers. Each individual teacher
schedules time for students to use these machines. We are fortunate to have high speed
technology that has necessary safeguards to prevent the improper use of the internet. Our
students use the computers as lessons are mixed with the delivery of knowledge and
remediation.
We also use the NWEA system of assessment, in which students use computers to
complete a series of questions that are constantly adjusted to individual ability levels.
Each classroom has a TV, VCR, and DVD player which enhance student learning
through visual communication. We have joined the Center for Interactive Learning and
Collaboration. This networking system allows us to bring the world to our children, live.
We received a grant to purchase the equipment necessary to interact with others around
the state, nation, and world to deliver these programs. This allows us to offer curriculum
that once was not affordable.
We currently have four SMART Boards and plan to equip more classrooms as
funding is available. This technology will allow teachers to engage students more fully
by combining visual elements with physical actions.
Assessment Instruments
Many assessments are used to measure academic progress at Leavenworth Elementary.
The following is a list of the various assessments currently used:

ISTEP+ for third, forth, fifth, and sixth grades

NWEA for all grades

Otis Lennon Test at the second grade

Teacher designed pre and post test aligned with quarterly assessments

Unit Tests

Surveys, referrals, and teacher observation of student work, and discipline records
for assessment of goals
54
Title I Schoolwide Component 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 the
student achievement.
- Our professional development enables teachers to make informed educational
decisions and provides them with the necessary skills. Refer to component 4.
- Our teachers collaborate on a regular basis through formal and informal
communication. These include curriculum alignment, grade level meetings and
cross grade level meetings. Teachers have an organizational meeting at the
beginning of the school year to discuss goals for the year. Classroom teachers
meet with resource teachers and Title I instructors on a regular basis to discuss
individual and small group needs based on skill specific progress monitoring.
- Leavenworth Elementary communicates information to stakeholders as noted in
component 6a & 6b.
- Collaboration at Leavenworth Elementary, including planning, data analysis,
professional development and monitoring, is completed through ISTEP+ analysis
at the grade level and subject area. Teachers and Title I instructors discuss and
document their plans weekly in meetings. Title I and classroom teachers compile
data from ISTEP+, NWEA, classroom assessments, and teacher checklists to
determine individual student needs.
- Classroom teachers will receive professional development that provides
information and resources which will allow them to take full advantage of NWEA
and ISTEP+ data.
- Teachers evaluate ISTEP+ and quarterly benchmark assessments to differentiate
instruction throughout the classroom. Professional development will be provided
to allow teachers to take advantage of the information that NWEA provides.
Administrators and teachers maintain data binders for NWEA and ISTEP+.
Teachers will use the binders to organize, review, and interpret their classroom
data to plan and differentiate instruction and remediation. Weekly collaboration and
professional development occurs during grade level meetings and informal meetings
between teachers.
Data binders must include:









ISTEP+
Proficiency Roster
Academic Standards Summary
Applied Skills Frequency Distribution
Class Academic Standards
Disaggregated Summary Report
School Proficiency Performance Report
Individual Student Reports
NWEA
Norm Reference Chart
Class/Grade Report by RIT for Reading, Math, and LU
55










District Summary Report by Grade
Copy of current Student Progress Reports
Quarterly Benchmark Assessments
To be determined
Leavenworth Appendix
NWEA instructions
ISTEP+ access information
Indiana standards checklist/pacing guide checklist
Otis Lennon for grades two and five
Title list
Resource Room list
Free/Reduced list
Specific Areas Where Improvement is Needed
Immediately
ISTEP + trend data reveals that we have a definite weakness in language arts, particularly
in the OPI/IPI standard 5 scores of writing applications. Our data suggest this weakness
is across the curriculum in grades three through six. The focus of our goal is to improve
student’s skills to write narratives, research papers, responses, persuasive letters,
descriptions, problem and solution papers.
Title I Schoolwide Component #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
Annual examination of programs and services that address the learning needs of all
students is required by our PL221 planning process. In addition, the students who did not
pass ISTEP+ are provided additional instruction. This is done through focus groups
where students progress at their own rate of mastery. This instruction is monitored by
classroom or Title I teachers.
Students in third through eighth grades are also provided summer learning opportunities
in summer school through CARES, our before and after school program. CARES also
offers homework assistance, tutoring, enrichment activities and a reading pals program.
Currently, kindergarten through sixth grade students are identified for the Title I program
using NWEA Measures of Academic Progress tests, ISTEP+, classroom assessments and
Title I checklists. Kindergarten through sixth grade students who do not meet
benchmarks are provided additional instruction in deficient areas by resource teachers,
para-professionals, or in small group settings by the grade level teachers. Students who
56
move in during the year are assessed using the NWEA Measures of Academic Progress
tests, classroom assessments, and Title I checklists.
Our school wide literacy and math curriculum assures that the students are taught grade
level standards throughout the school year. They are also taught reading, writing and
math at their appropriate instructional levels using their individual learning styles.
Title I Schoolwide Component 7
Plans for assisting preschool children in the transition from early childhood
programs
Preschool students are first invited to our elementary schools during Kindergarten
Round-Up which occurs in late February to early March. Students and parents meet the
Kindergarten teacher to discuss expectations and procedures and to visit the classroom.
They also meet the school nurse to participate in a vision screening.
Students who are enrolled in Head Start are invited to our school later in the year
to eat lunch in our cafeteria, visit the classroom, and become accustomed to the building
and its facilities.
In addition to these opportunities, our C.A.R.E.S. summer program offers a
special series of days to incoming Kindergarten students that provide learning
opportunities that are based on State Academic standards for Kindergarten students.
During this time, students are taught letter and number recognition, given opportunities to
improve social skills, taught by modeling, and participate in engaging academic
activities.
Prior to the beginning of school, parents and students are invited to attend
Registration Days. This event allows students and parents to visit the school, become
acclimated to the environment, and discuss ideas and concerns with Title I staff, teachers,
and administrators.
From a survey that was sent to our special needs pre-Kindergarten teacher, Mrs.
Guerra, we found that our school is failing to communicate with future students.
Leavenworth Elementary school houses our county-wide special needs preschool. This
classroom has students from all five elementary schools that have been identified as
needing special assistance to prepare them for Kindergarten. At her request, our school
will send home letters and notices that would normally be sent to all elementary students
starting January 2010. All events and programs that are open to our Kindergarten
through sixth grade students will now include our future students from the Special Needs
Preschool. Mrs. Guerra receive a copy of the information via email, and she will
distribute it to our incoming Kindergarten students.
Beginning the 2010-2011 school year we have decided to implement a plan to
make our Kindergarten Round-Up practices more beneficial to Kindergarten teachers,
parents, and students. During this time parents and students will spend time with our
Kindergarten teachers to learn about procedures and expectations of the Kindergarten
class. Then the student will be invited to participate in activities to measure the student’s
readiness for Kindergarten. This information will be readily available to the teacher and
appropriate strategies can be given to aid in areas of concern. It is important to our staff
57
that we assess incoming students and then offer strategies for parents to use at home prior
to the school year.
During Kindergarten Roundup we plan to offer informational brochures that
summarize what children should know prior to entering Kindergarten. Also noted in the
brochure will be contacts of services and programs available to preschool children.
These brochures will also be available in the County Health Department office and local
doctor’s offices.
58
Goal
All students will improve writing applications.
Triangulation of Data
Improvement is needed in the area of Writing Application. This will best be measured on
the actual ISTEP+ test. Weekly assessment will be expected from writing pieces at each
grade level and finally benchmark assessment in the classroom will be early indicators of
improvement in this area.
Data Point #1:
ISTEP+ Scores
Data Point #2:
Surveys from Students K-12
Data Point #3:
Surveys from Teachers and Parents
59
Leavenworth Elementary School
NCA/ PL221 SCHOOL IMPROVEMENT ACTION PLAN
School: Leavenworth Elementary School
% of Students Meeting Standards in Language Arts:
Grade 3 79 Grade 4 72 Grade 5 68 Grade 6 83
% of Students Meeting Standards in Language Arts & Mathematics:
Grade 3 71 Grade 4 54 Grade 5 64 Grade 6 76
Student Attendance Rate 98%
Year: 2010-2011
% of Students Meeting Standards in Mathematics:
Grade 3 79 Grade 4 62 Grade 5 82 Grade 6 90
Goal: All students will improve writing applications by 2% on the ISTEP+.
Support Data (from the Profile):
Standardized Assessments:
Local Assessments:
ISTEP+ in Language Arts (grades 3-6)
ISTEP+ ELA OPI/IPI Writing Application
Weekly Writing Development Rubric
Otis Lennon Test (grades 2-5)
Grades 3, 4, 5, and 6
Quarterly Benchmark Assessment
Intervention:
Research/Best Practice Sources:
Benchmarks and Indicators of Performance:
Instructional staff will implement strategies to
6+1 Trait Writing Knowledge
85% of Leavenworth Elementary Students will
increase writing application scores.
4 Block
pass Language Arts portion of the ISTEP+
Standards based curriculum pacing guides
Quarterly Benchmark Assessment
Writing Scores from classroom
Activities to Implement the Intervention:
Person(s)
Timeline
Resources
Accountable:
1.
Professional Development
Activities:
Teachers will use these strategies to improve writing
All Teachers , Title
Begin
End
Indiana
1. All grade levels will receive
skills.
I and Remediation
Fall
Spring
Academic
training in the 6+1 Trait Writing
Aides
2009
2012
Standards
Knowledge(NWREL)
A. Ideas (stays on topic, focused not rambling
B. Content (in-depth information, supporting
details, strong lead, conclusion)
2. Teachers at each grade level
Title 1
will be given time to assess
C. Organization (Clear order)
Corporation
writing together so that they may
D. Style (word usage-strong verbs, descriptive
Aligned
align writing expectations and
Curriculum
focus on instruction
language)
E. Fluency (easy to read, flows smoothly)
F. Audience or Voice (original, lively, and
interesting)
G. Once per week a writing prompt will be given to
3. Teachers will receive
Writing
instruction on how data can drive
Development
instruction.
Rubric
4. Collaborative planning
students
between general ed., Title I and
H. Continue Four Block Framework in the primary
Four Block
grades
I.
special ed teachers.
5. District grade level meetings.
Research projects appropriate to their grade
Balanced
6. Support of writing applications
level.
Literacy
through literacy coach.
Approach
2. Teachers will develop a variety of formats that will
encourage students to collaborate with others.
with Literacy
Coaches
A. Teachers will provide a specific time for
students to collaborate during a writing block
~teacher-student
~small group
~writing partner
~teacher revising &
61
~teacher editing
B. Students teaching students
C. Interest level grouping
D. Topic level grouping
62
Title I Schoolwide Component #2
Reform Strategies and Practices
Strategy
Student Scientifically Current
Monitoring of
Student
District
Increased
Group Based
Practice or
Implementation Assessment Wide
Learning
Research
Projected
Initiative Time
Implementation
Professional
Development
Needed
Implement
6+1 Traits
Writing
All
students
6+1 Writing
traits
workshops
Primary
grades will
continue
writing
component
of Four
Block
6+1 Trait
Writing –
Northwest
Regional
Educational
Laboratory
Four Block –
by
Cunningham
and Hall
This is a current
and ongoing
strategy.
Teachers
ISTEP+
complete fidelity
checklist.
Quarterly
Benchmark
Grade level
Assessment
collaboration
Weekly
Classroom
classroom
observation
assessment
No
Title I
Small Group
Interventions
Special
education
Remediation
Additional
writing
application
workshops as
available
Lesson
Monitoring
63
Leavenworth Elementary School
NCA/ PL221 SCHOOL IMPROVEMENT ACTION PLAN
School: Leavenworth Elementary School
% of Students Meeting Standards in Language Arts:
Grade 3 79 Grade 4 72 Grade 5 68 Grade 6 83
% of Students Meeting Standards in Language Arts & Mathematics:
Grade 3 71 Grade 4 54 Grade 5 64 Grade 6 76
Student Attendance Rate 98%
Year: 2010-2011
% of Students Meeting Standards in Mathematics:
Grade 3 79 Grade 4 62 Grade 5 82 Grade 6 90
Goal: All students will improve problem solving skills in mathematics by 2% on the ISTEP+.
Support Data (from the Profile):
Standardized Assessments:
Local Assessments:
ISTEP+ in Mathematics (grades 3-5)
ISTEP+ Mathematics Grades 3, 4, 5, and 6
Saxon Assessments
Otis Lennon Test grades (2 & 5)
Quarterly Benchmark Assessment
Saxon Test Scores
NWEA
NWEA (all grades)
Intervention:
Research/Best Practice Sources:
Benchmarks and Indicators of
Instructional staff will implement strategies to
Saxon
Performance:
increase problem solving scores.
Standards based curriculum pacing guides
85% of Leavenworth Elementary Students
DesCartes: A Continuum of Learning (NWEA)
will pass Mathematics portion of the
Knowledge Academy (NWEA)
ISTEP+
Quarterly Benchmark Assessment
Activities to Implement the Intervention:
Person(s)
Timeline
Resources
Accountable:
1.
Teachers will use these strategies to improve problem solving
All Teachers ,
Professional Development
Activities:
Begin
End
Indiana
1. All grade levels will receive
64
skills.
A. Incorporate problem solving daily.
Title I and
Fall
Spring
Academic
training in use of NWEA
Remediation Aides
2009
2012
Standards
resources.
B. Emphasize multi-step, open-ended mathematical
problems.
2. Teachers at each grade
Title 1
C. Use standards based pacing guides to drive
classroom curriculum.
2. Teachers will develop a variety of formats that will encourage
assess math curriculum so
Corporation
that they may align math
Aligned
expectations and focus on
Curriculum
instruction
students to collaborate with others.
A. Teachers will provide a specific time for students to
collaborate during a mathematics lessons
level will be given time to
3. Teachers will receive
NWEA
instruction on how data can
interventions
drive instruction.
a.
teacher-student
(DesCartes,
4. Collaborative planning
b.
small groups with instructor
Knowledge
between general ed., Title I
of
and special ed. teachers.
Academy)
5. District grade level
B. Students teaching student
c.
Peer tutoring
d.
Independent small groups
meetings.
C. Leveled grouping
65
Title I Schoolwide Component #2
Reform Strategies and Practices
Strategy
Student
Group
Scientifically
Based
Research
Current
Practice or
Projected
Implementation
Monitoring of
Implementation
Student
Assessment
District
Wide
Initiative
Increased
Learning
Time
Professional
Development
Needed
Implement
daily
problem
solving of
multi-step,
open-ended
problems
All
students
SAXON –
Educational
Research
Institute of
America
This is a current
and ongoing
strategy.
Teachers
complete fidelity
checklist.
ISTEP+
No
Title I
NWEA
resources
training
Daily Saxon
instruction
Gear
instruction
toward
standards
NWEA –
Northwest
Evaluation
Association
Indiana
Academic
Standards
Grade level
collaboration
Classroom
observation
Quarterly
Benchmark
Assessment
Classroom
assessment
Small Group
interventions
Special
education
and
remediation
Additional
problem
solving
workshops as
available
Lesson
Monitoring
based
curriculum
pacing
guides
66
Title I Schoolwide Component #4
High quality and on-going professional development for teachers, principals, and
paraprofessionals
Professional development opportunities are offered to all staff members including
paraprofessionals. Items listed in blue relate directly to our goal in writing applications
as noted on page 62-64. Items listed in red relate directly to our goal in problem solving
as noted on page 65-67. Items listed in green relate to both goals.
Date
2004 - ongoing
(monthly)
2008-2009
March 2008 March 2009
July 2008
August 2008 and
2009 - ongoing (as
new staff is hired)
August 2008 and
2009 - ongoing
(yearly)
Fall 2008 and Fall
2009
August 2008 ongoing (when
available)
December 2008
June 2009 –
ongoing (bimonthly)
Topic
Reading
Recovery
Objective
To learn to about the process
of providing Reading
Recovery.
Evaluation
The Reading Recovery teacher
will provide intense daily
instruction to first grade students
which ties reading and writing
skills together.
Star Lab
How to set up and use the
The school will be able to reserve
Star Lab equipment
and use the Star Lab that is
provided by the SIEC.
How to Get
How to be proactive in
Teachers will use the
Parents on
getting parents to support the communication techniques in their
Your Side
teacher, student and learning classrooms to support parent
process
involvement.
Increasing
Increase comprehension and
Classroom teachers will use skills
Literacy
balance the literacy program
to provide interventions. Teaches
Comprehension
will use questioning techniques to
increase comprehension
Title I
To introduce Title I
Title I staff will use the
orientation
guidelines to new Title I staff. information gained at orientation
to provide quality supplemental
instruction.
Title I retreat
To provide general skills to
Title I staff will use information
use in the classroom.
from this retreat to provide
supplemental instruction.
6 Traits
Teaches how to teach basic
Classroom teachers will
Writing
writing skills and provides
implement the six traits in their
assessment criteria
writing lessons.
NWEA
To learn to administer the
Teachers will use student scores to
NWEA test and use the data
evaluate student needs and set
collected
goals. Data is used for Title I
student selection.
Ruby Payne
To understand poverty in the Teachers will be able to better
classroom
understand student behaviors and
academic attitudes as they relate to
socio-economic status.
Literacy
Literacy coach training
Literacy coach will use skills to
Cohort
support a balanced literacy
approach throughout the school.
August 2009 ongoing (monthly)
Literacy Coach
Team
September 2009
BASIC
How to implement RTI
Masters Course
September 4 –
December 2008
Mentor
Certification
To learn to be a mentor for
new teachers
December 2008 –
ongoing (when
available)
High ability
January 2009
Dr. Jean
To prepare the high ability
coordinator to identify the
students and meet their
specific needs.
Language Arts and Math
instruction
April 2009
Transition to
Algebra
April 2009 –
ongoing (when
available)
October 2009
Harmony
October 1, 2009
Reading
literacy
November 11, 2009
RTI
December 2009
Making the
Grade in Math
Math adoption
and applied
skills
Ongoing assessment of
literacy coach program
How to better teach algebra
to students in intermediate
grades
Use of software,
communication
Literacy coaches will review and
support the literacy coaching
program.
Teacher will share information
from this course with the RTI
team.
Mentor teachers will provide
assistance to new teachers in the
areas of portfolios, classroom
issues, etc.
The high ability coordinator will
use the information to evaluate
and challenge our high ability
students.
Kindergarten teacher will
implement music and kinesthetic
activities to support language and
math instruction.
Intermediate math teacher will be
able to provide more concise
algebra instruction.
All teachers will use harmony
software on a daily basis.
Curriculum adoption
information and introduce
new math ISTEP standards
Intermediate math teacher will be
familiar with new standards in
order to provide accurate grade
level instruction.
Literacy Centers
Kindergarten teachers will adapt
their current centers to include
more literacy based activities.
To streamline the goal-setting The RTI team will use the model
process, choose appropriate
to set goals, and interventions for
interventions and select
students that teachers have
appropriate data for
referred to the committee.
evaluation
Increase math performance
The intermediate math teacher
across all levels, Title I, and
will implement strategies from
special ed.
this course in his classroom.
68
Leavenworth Elementary School
Results-Based Staff Development Plan
Staff Development Outcome
Teacher Indicators
Target Area Goal from SIP
All staff will learn the 6+1 Trait
Writing Knowledge (NWERL) &
will align writing expectations to
focus on instruction.
Lesson Plans
Workshop participation
Benchmark Assessment
ISTEP+
Grade Level Meeting
Outcomes
Students will improve
writing applications
across the curriculum
as measured on ISTEP+
Effective Staff
Development Steps
Knowledge
Model/Demonstration
Low Risk Practice
With Feedback
On-the-job Practice
With Feedback
Implementation
Activities
All grade levels will
Receive 6+1 Trait
Writing Knowledge
Teachers will use
strategies to
improve writing skills
Staff at each grade
level will assess
writing and align
strategies.
Writing Development
Rubric listing scored
Components
Documented
Evidence of Each
Step
Workshop attendance
and participation
Mike Key-Principal
Certified Staff
Non-Certified Staff
Lesson plans, Portfolio Mike Key, Laura
Writing Development Watts, Karen Cox
Rubric
Carly Kaiser
Strategy Rubric
Mike Key
Development Checklist All primary staff
Grade level meetings
Laura Watts
Student rubric score
sheets
Lesson plans
Benchmarks
Follow-up for Current All instructional staff Grade level meetings
Staff
certified & para will Checklist
be provided updated documentation
training and
evaluated bi-annually
Long-Term
Maintenance Plan for
New Staff
All instructional staff
will get in-service
training, evaluation,
& training for new
teachers
Person Responsible
Mike Key
All certified staff &
instructional aide
staff
Mike Key
All instructional
Staff
Timeline
08/07
to
11/07
08/07 to 05/09
08/07 to 05/09
08/07 to 05/09
08/07 to 05/09
Any CRU’s
Mike Key
Documented workshop
attendance
continuing education
69
Title I Schoolwide Component 10, 10a
Coordination and Integration of Federal, State, and Local Funds and resources such
as in-kind services and program components.
Component 10a: A list of programs that will be consolidated under the school-wide
plan (if applicable)
We understand that funding sources can be consolidated; however Crawford County
School Corporation does not participate in the consolidation of federal, state, and local
funds.
Title I funding is used to supplement other programs within the school. Other federal,
state and local funding is coordinated and integrated by Crawford County Schools
Corporation and building level administration. The General Fund provides assistance for
teacher salaries, as well as, instructional assistants in all schools and for school level
materials needed to enhance instruction. Title II – Part A Funds are used for class size
reduction and Title II – Part D Funds are used for technology education. IDEA funds are
used to provide educational opportunities for our special education population.
PL221 State Professional Development monies are used to provide for on-going
professional development for teachers at Leavenworth Elementary in areas aligned with
our goals of improving writing applications and problem solving. However, this funding
will cease in the 2010-2011 school year.
70