Snider High School Improvement Plan
2010-2015
The FWCS School Improvement Planning Process
FWCS school improvement planning is a data-informed, focused, dynamic, continuous improvement process specifically designed and
implemented to ensure education of all students to high standards. This process includes the tight alignment of the following cyclical
planning steps:
1.
2.
3.
4.
5.
Analysis
Targets
Research
Action Steps
Professional Development
Schools are expected to implement their plan’s specific action steps, monitor progress using student and staff performance data, and
make adjustments to the plan based on the analysis. The monitoring process will occur formally each quarter to align with balanced
scorecard updates. Schools will file progress reports with their Area Administrator who will submit regular summary reports to the
Superintendent. The monitor/adjustment process will ensure that the plan is dynamic and continually meets the specific dataidentified needs of the school.
Development, implementation and revision of the school improvement plan is the responsibility of the school planning team as
coordinated by the school principal.
How to Complete your School Improvement Plan
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D:\106743203.doc
Table of Contents and PL 221/SIP Requirements
The FWCS School Improvement Planning Process ............................................................................................................................................... 1
FWCS VISION ........................................................................................................................................................................................................... 3
FWCS MISSION ........................................................................................................................................................................................................ 3
FWCS CORE VALUES ............................................................................................................................................................................................... 3
FWCS GOALS ........................................................................................................................................................................................................... 3
GUIDING PHILOSOPHY ............................................................................................................................................................................................ 3
SCHOOL IMPROVEMENT SMART GOALS ................................................................................................................................................................ 4
ACTION PLAN – English/Language Arts ........................................................................................................................................................... 5
ACTION PLAN – Math ......................................................................................................................................................................................... 7
ACTION PLAN – Graduation Rate .................................................................................................................................................................... 10
ACTION PLAN – Achievement Gap .................................................................................................................................................................. 13
ACTION PLAN – Attendance Rate .................................................................................................................................................................... 16
FWCS Data Analysis Quarterly Report Worksheet: Assessment/Item Analysis Reports ................................................................................ 19
Description and Location of Curriculum ............................................................................................................................................................ 20
Titles and Descriptions of Assessments ............................................................................................................................................................ 20
ISTEP+ End-of-Course Assessments .................................................................................................................................................................... 22
Opportunities for Staff to be Included in Assessment Decisions ..................................................................................................................... 22
Plan for Submission and Updating PL 221/SIP Plan .......................................................................................................................................... 22
Timeline for Submission/Updating PL 221/SIP Plan .......................................................................................................................................... 23
Parental Participation and Community Involvement in Schools ....................................................................................................................... 23
Technology as a Learning Tool ........................................................................................................................................................................... 24
Safe and Disciplined Learning Environment ...................................................................................................................................................... 25
Attendance Rate ................................................................................................................................................................................................... 25
Graduation ............................................................................................................................................................................................................ 25
Core 40 and Honors Diplomas ............................................................................................................................................................................ 26
Cultural Competency ........................................................................................................................................................................................... 26
Benchmarks for Improvement ............................................................................................................................................................................. 26
Statutes and Rules to be Waived ......................................................................................................................................................................... 27
APPENDIX .............................................................................................................................................................................................................. 28
FWCS Pyramid for Success™ ............................................................................................................................................................................ 29
High Ability Academic Emphasis ................................................................................................................................................................ 30
FWCS Data Analysis Weekly Report Worksheet: Assessment/Item Analysis Reports ................................................................................ 34
Annual Performance Report ............................................................................................................................................................................ 35
School Profile ................................................................................................................................................................................................... 36
Snider High School Improvement Plan
2010-2015
FWCS VISION
Fort Wayne Community Schools will be the school system of choice and a source of community pride.
FWCS MISSION
Fort Wayne Community Schools educates all students to high standards enabling them to become productive, responsible citizens.
FWCS CORE VALUES
We value:
– student achievement as the heart of our work.
– equity in educational opportunities.
– the diversity and uniqueness of our district and community.
– the accountability of the school board, the administration, employees and teaching professionals.
– open and honest communication with our community, parents, and students.
– partnerships with business, governmental, and community agencies.
– our community’s support, sacrifice, and contributions.
– the ability to change and meet all challenges.
– facilities that are clean, safe, and well-maintained.
FWCS GOALS
I.
Achieve and Maintain Academic Excellence

Eliminate the achievement gap among all groups of students by maximizing the achievement of all.
II.
Engage Parents and the Community

Engage all segments of the community to support the education of young people.
III. Operate Effectively with Integrity and Fiscal Responsibility

Demonstrate effective and efficient use of taxpayer dollars by using best management practices and systematic long range
planning.
GUIDING PHILOSOPHY
Continuous Improvement
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SCHOOL IMPROVEMENT SMART GOALS
Goal topics are required by the State
1. English/Language Arts:
 70% of students at Snider High School will pass the English 10 End-of-Course Assessment
2. Math:
 70% of students at Snider High School will pass the Algebra I End-of-Course Assessment
3. Graduation Rate:
 The 2014-year graduation rate at Snider High School will be 85.3%
4. Achievement Gap - The number of failures each grade period for African American students at Snider High School will
decrease by 20%.
5. Attendance Rate – Increase Snider yearly attendance rate to 96.5% by improving the daily attendance average for 2 nd and 3rd
quarters during the 2010-11 school-years.
4
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ACTION PLAN – English/Language Arts
Goal 1: 70% of students at Snider High School will pass the English 10 End-of-Course Assessment
I understand the
results.
What does the data
tell me about my
weakness?
Summary analysis
on the data and
describe the data
sources consulted
that indicate the
need for the goal.
35% of students
passed GQE
Language Arts in
2009
56.6% of students
passed English 10
ECA in 2010
I understand my
responsibility in the
results.
I understand what needs
to be done differently to
get different results.
Rationale for Action*
List Action
Student scores on the
English 10 ECA will
improve by 13.4% to meet
our 70% passing rate
goal.
Students will take common
assessments every three
weeks in English 10
classes. Teachers will
analyze data from these
assessments to determine
current levels, set goals,
collaborate, and then
share and create lessons
to improve upon those
levels.
Research supports that
teaching has 6 to 10
times as much impact on
achievement as all other
factors combined.
Research supports that
continuous, structured
teacher collaboration
improves the quality of
teaching and student
learning.
By assuring rigorous and
relevant teaching and
learning in English
classrooms, Snider
I am able to implement
the changes to get
different results.
Pre and post tests will be
given to students in
English 10 classes.
List PD Required and
for Whom**
Teachers:
 Quad D lessons
 Pyramid for
Success
 Criterion Writing
 FWCS Moral
Purpose
 Professional
Learning
Communities
 Research-based
instructional
strategies
 Differentiated
instruction
Our professional learning
community will use
Wednesday professional
development days to share
and review data, examine
student work, and discuss
research-based best
Administrators:
 Observing Quad D
lessons
 Monitoring
Pyramid for
Success strategies
 Balanced Score
5
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I understand the new
results.
Progress Monitoring
Project Change/Target
Common, frequent
assessments
Pre and post test data
ECA results
FWCS Data Analysis Weekly
Report Worksheet
Team/department
collaboration notes
Administrator classroom
visits and documentation
of Quad D lessons,
research based
instructional strategies
and interventions
Administrator computer
lab visits and
documentation of Criterion
students will be actively
engaged in their learning.
By providing
differentiated instruction
all students will be
provided with appropriate
and challenging content
and processes in the
classroom.
practices of instruction in
order to implement
school-wide goals for
improving ECA scores.
Ensure all 9th and 10th
grade students experience
a minimum of four
opportunities throughout
the school year to use
Criterion writing.
Ensure that all students
receive continuous
rigorous and relevant
instruction in all classes
throughout the school year
through Quad D lessons.
For the above,
summarize how this
goal will be
measured. What will
be the evidence of
student learning?
(BSC measures and
sources of data to be
added)



Card
Observing/evaluati
ng teachers
Professional
Learning
Communities
Differentiated
instruction
writing lessons
Criterion writing data
Pyramid for Success
documented interventions
Mandatory Extended Day
data
Research:
Results Now
Schmoker, Mike
ASCD, 2006
Activating the Desire to
Learn
Sullo, Bob
ASCD, 2007
Students with failing
grades in English will
receive appropriate
Formative Assessment for
academic interventions per English/Language Arts
the FWCS Pyramid for
Benjamin, Amy
Success. Ninth and tenth
Eye on Education, 2008
grade students failing
more than one core
subject will be assigned to
Mandatory Extended Day.
Pre and post tests will be analyzed to monitor growth. Common assessments every three weeks will be used to
measure progress towards the English/Language Arts goal of 70%. Data will be analyzed to correlate slow
progress to absenteeism and/or behavior referrals. End of course assessments will document student learning.
Leading indicators of progress, or the lack thereof, also include quarterly and semester grades.
*Specific areas for improvement. **List PD required and for whom and scientifically tested research documents read.
6
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ACTION PLAN – Math
Goal 2: 70% of students at Snider High School will pass the Algebra I End-of-Course Assessment
I understand the
results.
What does the data
tell me about my
weakness?
Summary analysis
on the data and
describe the data
sources consulted
that indicate the
need for the goal.
39% of students
passed GQE Math in
2009
47.83% of students
passed Algebra I
ECA in 2010
I understand my
responsibility in the
results.
I understand what needs
to be done differently to
get different results.
Rationale for Action*
List Action
Student scores on the
Algebra I ECA will improve
by 22.17% to meet our 70%
passing rate goal.
Students will take common
assessments every three
weeks in Algebra I classes.
Teachers will analyze data
from these assessments to
determine current levels,
set goals, collaborate, and
then share and create
lessons to improve upon
those levels.
Research supports that
teaching has 6 to 10 times
as much impact on
achievement as all other
factors combined.
Research supports that
assessments can be a
learning experience as
students come to an
appreciation for the
application of mathematics
in solving real-life
problems. Project
assessments allow
students to do their work
over time and make
corrections and revisions.
Pre and post tests will be
given to students in
Algebra I classes.
Our professional learning
community will use
Wednesday professional
development days to share
and review data, examine
student work, and discuss
research-based best
practices of instruction in
7
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I am able to implement
the changes to get
different results.
List PD Required and
for Whom**
Teachers:
 Quad D lessons
 Pyramid for
Success
 Interdisciplinary
units
 Project-based
Learning
 FWCS Moral
Purpose
 Professional
Learning
Communities
 Research-based
instructional
strategies
 Differentiated
instruction
Administrators:
 Observing Quad
D lessons
 Monitoring
I understand the new
results.
Progress Monitoring
Project Change/Target
Common, frequent
assessments
Pre and post test data
ECA results
FWCS Data Analysis
Weekly Report Worksheet
Team/department
collaboration notes
Administrator classroom
visits and documentation
of Quad D lessons,
research based
instructional strategies
and interventions
Administrator classroom
visits and documentation
of Project-based Learning
Projects allow for the
assessment of students’
ability to integrate and
connect mathematical
ideas.
Research supports that
continuous, structured
teacher collaboration
improves the quality of
teaching and student
learning.
By assuring rigorous and
relevant teaching and
learning in Math
classrooms, Snider
students will be actively
engaged in their learning.
By providing differentiated
instruction all students will
be provided with
appropriate and
challenging content and
processes in the
classroom.
By implementing
interdisciplinary units
school-wide students will
experience skill
development, engagement,
conceptual understanding
or application of
mathematical processes in
a variety of classroom
activities.
order to implement schoolwide goals for improving
ECA scores.
Ensure Algebra I students
experience a minimum of
two Project Based Learning
units in Math.
Ensure that all students
receive continuous
rigorous and relevant
instruction in all classes
throughout the school year
through Quad D lessons.
Ensure that all Algebra I
students will experience a
minimum of one
interdisciplinary unit each
semester involving the
utilization of math skills.
Students with failing
grades in math will receive
appropriate academic
interventions per the FWCS
Pyramid for Success.
Ninth and tenth grade
students failing more than
one core subject will be
assigned to Mandatory
Extended Day.
8
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





Pyramid for
Success
strategies
Balanced Score
Card
Observing/evalua
ting teachers
Professional
Learning
Communities
Differentiated
instruction
Interdisciplinary
units
Project-based
Learning
Research:
Results Now
Schmoker, Mike
ASCD, 2006
Assessment in Middle
and High School
Mathematics
Brahier, Daniel J.
Eye on Education, 2001
and interdisciplinary units
Pyramid for Success
documented interventions
Mandatory Extended Day
data
For the above,
summarize how this
goal will be
measured. What will
be the evidence of
student learning?
(BSC measures and
sources of data to be
added)
Pre and post tests will be analyzed to monitor growth. Common assessments every three weeks will be used to
measure progress towards the Algebra I goal of 70%. Data will be analyzed to correlate slow progress to
absenteeism and/or behavior referrals. End of course assessments will document student learning. Leading
indicators of progress, or the lack thereof, also include quarterly and semester grades. The use of Project-based
learning activities and interdisciplinary units will be monitored and analyzed to measure the impact on student
achievement. Grades on these types of units will be compared to traditional test grades.
*Specific areas for improvement. **List PD required and for whom and scientifically tested research documents read.
9
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ACTION PLAN – Graduation Rate
Goal 3: The 2014 graduation rate at Snider High School will be 85.3%.
I understand the
results.
What does the data
tell me about my
weakness?
Summary analysis
on the data and
describe the data
sources consulted
that indicate the
need for the goal.
I understand my
responsibility in the
results.
I understand what needs
to be done differently to
get different results.
I am able to implement
the changes to get
different results.
Rationale for Action*
List Action
List PD Required and
for Whom**
2007 – 2008 Snider
graduation rate:
88%
Our non-waiver
graduation rate will
improve by 3.3% to reach
our goal of 85.3% in
2014.
2008 – 2009 Snider
graduation rate:
90%
19 seniors did not
graduate with their class
from Snider in June, 2010
2008 – 2009 Snider
Non-waiver
graduation rate:
82%
Students must pass the
Algebra I ECA and English
10 ECA in order to
graduate from
Snider High School.
All freshmen will have the
same counselor the first
year at Snider. Students
will be assigned to the
same counselor during
their sophomore through
senior year of high school.
This will provide continuity
and provide a relationship
between the counselor and
student.
Teachers:
 Navigation 101
 Compass Learning
 Differentiated
instruction
 DOE/FWCS
graduation
requirements
 Quad D lessons
 FWCS Pyramid of
Success
2013 – 2014 Nonwaiver graduation
rate will be 85.3%
Research demonstrates
that course success may
be the best predictor of
graduation. A study of
Chicago schools found
that students with a B
average or better in their
freshman year have more
All freshmen will be
enrolled in a block at
Snider during their first
year. This block will
provide a familiar group of
students and teachers to
help make that first year of
transition from middle to
high school a smoother
one. Block teachers will
work collaboratively to
monitor grades and
10
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Administrators:
 Navigation 101
 Compass Learning
 Differentiated
instruction
 DOE/FWCS
graduation
requirements
 Quad D lessons
 FWCS Pyramid of
Success
I understand the new
results.
Progress Monitoring
Project Change/Target
Counselor assignments
Extended Day data
Attendance data
Parent conferences data
Nine week and semester
grades
Administrators will
observe Navigation 101
being used in computer
labs.
Students enrolled in
alternative programs.
Credit recovery data from
Compass Learning usage
Common frequent
assessments
than a 95% chance of
graduating. Freshmen
with less than a C average
are more likely to drop
out than to graduate.
Course grades are also
the best predictors of
improvements on test
scores and college
graduation.
As students fall behind in
their classwork, they lack
credits, are required to
repeat classes and
become older than their
peers in these classes.
This makes them more
likely to drop out.
Absenteeism, cutting
classes, and truancy have
all been found to be
highly correlated with
dropping out.
In a large longitudinal
study, students who had
high absenteeism, cut
classes at least once a
week, or were tardy ten
or more times in a single
month were more than
six times as likely as their
peers to drop out. Nearly
90% of freshmen who
missed less than a week
of school per semester
graduated, regardless of
their eighth-grade test
scores.
attendance in order to
identify students in danger
early in the school year.
All students will use
Navigation 101 during all
four years of high school.
This is a web-based career
exploration program that
will help them explore
potential future college
and career opportunities.
The following strategies
will be utilized to increase
students’ course success,
including improving and
personalizing instruction,
providing extra learning
time, striking a balance
between relevance and
rigor, and providing
support for students who
are struggling with skills
or content. Parent
conferences will be held
on a regular basis to
ensure they are involved in
the early warning stages.
Alternate options for
students struggling in a
traditional high school will
be explored such as Anthis
Career Center, Youth Life
Skills, and Nova Net
classes at Ward Alternative
School. Compass Learning
may be used by students
for credit recovery during
summer school or the
11
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Research
ECA results
Using Early-Warning Data
to Improve Graduation
Rates
Pinkus, Lyndsay
Alliance For Excellent
Education, 2008
Failure Is Not An Option
Blankstein, Alan M.
Corwin Press, 2004
Student credit analysis
data
FWCS Pyramid of Success
documented interventions
By assuring rigorous and
relevant learning in
classrooms through Quad
D lessons, Snider seniors
will be engaged in their
learning and choose to be
in school and on time.
regular school year.
Targeting students in
their freshmen year with
less than a C average and
working closely with them
continuously throughout
high school in making
course selections,
monitoring grades,
attendance, and
discipline will provide
early and ongoing
intervention.
Students enrolled in
Algebra I and English 10
will take pre and post
tests, as well as common
assessments during those
classes every three weeks.
Snider will take a
strategic approach that
includes both preventive
and responsive strategies
to ensure that students
attend school regularly,
select appropriate
classes, maintain good
grades, and graduate
from high school.
For the above,
summarize how this
goal will be measured.
What will be the
evidence of student
learning? (BSC
measures and sources
of data to be added).


Students will take the
Algebra I and English 10
ECA tests until they receive
a passing score to qualify
for graduation.
Counselors will meet with
students assigned to them
at least two times per year
to review course selection,
required classes, and
credits earned.
The FWCS Pyramid of
Success will be used to
address students who are
failing classes, poor
attendance, and many
discipline referrals in order
to provide early and
continuous intervention
throughout the four years
of high school.
Counselors will work closely with students beginning in their freshman year to identify those with failing
grades and lack of credits, poor attendance, and behavior issues. The FWCS Pyramid of Success will be used
to develop interventions for these students making sure to include parents in the intervention process. ECA
results will be reviewed and monitored by counselors for all students enrolled in Algebra I and English 10
classes as soon as results are made available. Students who do not pass the class and/or the assessment, will
be identified and an intervention plan will be put into place for the next school year.
Counselors will meet with students assigned to them at least two times per year to review course selection,
required classes, and credits earned beginning in their freshman year.
12
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ACTION PLAN – Achievement Gap
Goal 4: Achievement Gap: The number of failures each grade period for African American students at Snider High School will decrease
by 20%.
I understand the
results.
What does the data
tell me about my
weakness?
Summary analysis
on the data and
describe the data
sources consulted
that indicate the
need for the goal.
I understand my
responsibility in the
results.
I understand what needs
to be done differently to
get different results.
I am able to implement
the changes to get
different results.
Rationale for Action*
List Action
List PD Required and
for Whom**
7.5% of African
American tenth
grade students had
one or more Fs on
their report card the
last quarter of the
2009 – 2010 school
year.
Research demonstrates
that in order to increase
the achievement levels of
minority and low-income
students, we need to
focus on what really
matters: high standards
accompanied by a
rigorous curriculum,
good teachers, and
providing more time and
more instruction for low
performing students who
are not reading at or near
grade level.
Ninth and tenth grade
students of all ethnicities
with Lexile scores below
850 will receive additional
instruction in literacy by
enrolling in a Reading lab
class at the beginning of
the 2010 – 2011 school
year.
5.5% of African
American eleventh
grade students had
one or more Fs on
their report card the
last quarter of the
2009 – 2010 school
Additional instructional
time devoted to literacy
and mathematics for lowperforming students and
training for teachers are
all essential in closing the
achievement gap.
10% of African
American ninth
grade students had
one or more Fs on
their report card the
last quarter of the
2009 – 2010 school
year.
Ninth grade African
American students who
have one or more failing
grades in a core subject
after the first three weeks
of the first grading period
will be mandated to attend
Extended Day. Students
remain in Extended Day
for a minimum of three
weeks and have the
opportunity to earn their
way out.
13
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Teachers:
 Analyzing student
data
 SRI
 FWCS Pyramid of
Success
 Acuity
 Quad D lessons
 Differentiated
instruction
Administrators”
 Analyzing student
data
 SRI
 FWCS Pyramid of
Success
 Acuity
 Quad D lessons
 Differentiated
instruction
I understand the new
results.
Progress Monitoring
Project Change/Target
SRI scores
Nine week and semester
grades of African
American students
Extended Day data
Tuesday/Thursday
tutoring data
Common frequent
assessments
Parent conferences data
(African American
students/parents)
ECA results
FWCS Pyramid of Success
documented interventions
for African American
year.
students
African
American
students and White
students
reading
proficient or above
Quarter 4, 2010:
9th
10th
11th
AA
61%
47
46%
White
85%
85%
85%
Research demonstrates
that course success may
be the best predictor of
graduation. During the
freshman year, African
American students who
have more than one
failing grade in their core
subjects on their interim
report must be identified
after the first three weeks
of the first grading period
and continuous
monitoring every three
weeks will occur
throughout the school
year.
African American
students entering the
ninth grade and tenth
grade students with SRI
(lexile) scores below 850
will be given additional
instruction in literacy.
The scores from their
Spring 2010 SRI tests will
be used.
All freshmen, including
African American
students, will be enrolled
in a block at Snider
during their first year.
This block will provide a
familiar group of students
and teachers to help
make that first year of
transition from middle to
high school a smoother
African American students
in grades ten, eleven, and
twelve who have one or
more failing grades in a
core subject after the first
nine-week grading period
will be invited/required to
attend after-school
tutoring taught by Snider
teachers on Tuesdays and
Thursdays.
The FWCS Pyramid of
Success will be used to
address students who are
failing classes, poor
attendance, and many
discipline referrals in order
to provide early and
continuous intervention
throughout the four years
of high school. Parent
conferences will be held to
keep parents involved in
the process.
Ninth grade block teachers
will work with African
American students who do
not pass either of the ECA
tests during Extended Day
also.
Ensure that all students
receive rigorous and
relevant instruction
throughout the school year
by using Quad D lessons
and differentiated
instruction
14
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Research:
Closing the Achievement
Gap
Haycock, Kati
Educational Leadership,
2001
Differentiated
Professional Development
Bowgren, Linda
Solution Tree Press, 2010
Raising the Bar and
Closing the Gap:
Whatever It Takes
DuFour, Richard et. 1l
Solution Tree Press, 2010
Failure Is Not an Option
Blankstein, Alan
Corwin Press, 2004
Administrators will
observe Quad D lessons
during classroom visits.
Administrators will
observe differentiated
instruction during
classroom visits.
one. Block teachers will
work collaboratively to
monitor grades and
attendance in order to
identify students in
danger early in the school
year.
For the above,
summarize how this
goal will be
measured. What will
be the evidence of
student learning?
(BSC measures and
sources of data to be
added).
In order to increase the achievement levels of minority and low-income students, we need to focus on: high
standards accompanied by a rigorous curriculum, providing teachers with PD to ensure a variety of instructional
strategies are being implemented in the classrooms, and providing more time and more instruction for low
performing students who are not reading at or near grade level. Ensure that all students receive continuous
rigorous and relevant instruction in all classes throughout the school year through Quad D lessons and
differentiated instruction. FWCS Pyramid of Success will be used to assist African American students who have
failing grades and do not pass ECA.
*Specific areas for improvement. **List PD required and for whom and scientifically tested research documents read.
15
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ACTION PLAN – Attendance Rate
Goal 5: Attendance Rate: Increases Snider yearly attendance rate to 96.5% by improving the daily attendance average for 2 nd and 3rd
quarters during the 2010-11 school-years.
I understand the
results.
What does the data
tell me about my
weakness?
Summary analysis
on the data and
describe the data
sources consulted
that indicate the
need for the goal.
An attendance
pattern at Snider HS
emerges over a fouryear period of
increased absences
during 2nd and 3rd
quarters. The
attendance rate dip
touches all grade
levels and racial
groups. Data shows
a significant gap
within the annual
dips between FullPay and F & R Lunch
students of 3 – 4%.
Although each year
brings different
students and other
variables, the trend
of attendance rate
dips in 2nd and 3rd
quarter appears to
be a recurring
I understand my
responsibility in the
results.
I understand what needs
to be done differently to
get different results.
I am able to implement
the changes to get
different results.
I understand the new
results.
Rationale for Action*
List Action
List PD Required and
for Whom**
Progress Monitoring
Project Change/Target
Research supports that
students who are
engaged in their learning
develop habits of mind
that support good school
attendance.
Ensure all students
experience a minimum of
one (1) Project Based
Learning unit and rigorous
and relevant instruction in
their classes throughout
the year through Quad D
Lessons and ensure that
students with failing
grades and recurring
attendance receive
appropriate academic and
behavioral interventions
per the FWCS Pyramid for
Interventions.
Students who become
disengaged resulting in
excessive absence during
2nd and 3rd quarters will
impact 50% of their
learning year in core
academic subjects
including E/LA & math
which are assessed by
ECA’s.
By assuring rigorous and
relevant learning in
classrooms, Snider
students will be engaged
in their learning and
Teachers:
 Quad D Lessons
 Project Based Learning
 Pyramid for Success
Administrators:
 Observing Quad D
Lessons
 Observing Project
Based Learning
 Monitoring Pyramid
for Success strategies
for attendance
Research:
Institute for Learning:
Habits of Mind and
Principles of Learning
Buck Institute: Project
Based Learning
Model Schools Research
on School Reform
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Administrative classroom
visits and documentation
of Quad D Lessons,
interventions, and Project
Based Learning Units.
RTI + documented
interventions
Common, frequent
assessments
ECA results
PD Day agendas
Team/department
collaboration notes
weakness.
Data sources:
choose to be at school
174 days or more this
year.
Indiana Stage DOE
School Data website
FWCS CIMS Snider
Attendance Reports
Snider school-wide
attendance rate
was 95.9% which
.1% below state
requirements.
According to Snider
attendance data
retrieved from the
data warehouse the
dates with the
lowest daily
attendance rate
was the day after
Memorial Day with
an overall
attendance rate of
81%. During the
2009-10 school
year, there were
days where the
overall attendance
rate was 90% or
below with an
average attendance
rate of 87.7% for
those seen days.
Data sources:
Rationale for Action*
List Action
Targeting those seven
days will allow us the
greatest opportunity to
impact our overall
attendance rate. The dip
touches all economic and
racial groups. Research
links high attendance rate
with high achievement.
Increasing attendance on
those days has the
potential to improve
student achievement
because seven school
days represent
approximately 4% of the
school year.
Ensure school culture
supportive of sustaining
high, improved
attendance rate on target
days
Communication

Newsletters

Banners

Posters

Announcements

Barometer/Dashbo
ard

SLC: Student
empowerment and
personal
responsibility

Parent phone calls
and home visits as
needed

Guidance support
and follow-up with
students with
absences above
five days (5)

Communicate with
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List PD Required and
for Whom**
Progress Monitoring
Project Change/Target
Student Services:
Student Services
Personnel:
 CIMS as needed
for generating
reports
 Graphics software
for creating
communication
tools
 Roles &
responsibilities for
nurturing culture
for high
attendance among
administration,
teachers, staff,
parents, and
students
Research:
Roby, Dr. Douglas E.
“Research on School
Attendance and Student
Achievement: A Study of
Ohio Schools,”
Educational Research
Quarterly, Vol.28.1.
Daily attendance rate for
target days reported as a %
to staff and students
Snider absence and tardy
policies & procedures
implemented consistently
and completely (Student
Services)
SOCAP proceedings
Newsletter updates to
stakeholders
QIT meeting updates
Grade-level/department
meeting updates
BSC measures –
Attendance data forwarded
quarterly for BSC update
Indiana Stage DOE
School Data
website
FWCS data
warehouse
FWCS CIMS Snider
Attendance Reports
For the above,
summarize how this
goal will be
measured. What will
be the evidence of
student learning?
(BSC measures and
sources of data to be
added).
seniors as “Senior
Skip Day” nears
Attendance.pdf
Incentives
To be applied to the target
days (TBD by QIT and
student advisory input)
CIMS attendance reports for Snider HS will be used to measure progress towards the school attendance rate goal
of 96.5%. Lagging: End of course assessments will document student learning. Leading: Data will be analyzed
to correlate high absence with slow progress on three-week assessments.
Leading indicators of progress, or the lack thereof, also include weekly, quarterly, semester, and yearly Snider
attendance reports
*Specific areas for improvement. **List PD required and for whom and scientifically tested research documents read.
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FWCS Data Analysis Quarterly Report Worksheet:
Assessment/Item Analysis Reports
Due on BSC Quarterly Reporting Dates
Date: __________________________________________ Grade Level or Department: _______________________________________
FWCS Process for Data Analysis:
Test:________________________________________________________

I understand the results.

I understand my responsibility in the results.

I understand what needs to be done differently to get different results.

I am able to implement the changes to get the results.

I understand the new results.
Data - List actual data for review
(i.e. BSC, Acuity, SRI, Attendance, SMART, Date Check
Points, Grades, etc.)
Target
Result
Target Area for this Quarter
Targeted Goal of SIP- Specific area of focus
during this quarter
Action Step addressed- list details of the
work done to accomplish the action
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Progress Monitoring- measurable impact of
the action
Snider High School
Description and Location of Curriculum
The Fort Wayne Community Schools (FWCS) K-12 curriculum is based on the Indiana Academic Standards and is provided to students
in accordance with the Course and Program Descriptions for Indiana Schools. The curriculum includes a planned sequence of learning
experiences of adequate breadth and depth so that all students can learn at high levels and acquire skills to ensure that every child
graduates from high school, globally competitive for work and post secondary education and prepared for life in the 21 st Century. The
FWCS Core Curriculum identifies the skills and concepts that all students are to learn in required courses. For each subject area, the
district identifies research-based and effective teaching strategies and practices. It is coordinated across the content areas and
articulated among the various grade levels. A support curriculum provides similar information for courses not required for graduation.
For each content area, the district identifies research-based effective teaching practices. These strategies serve as a framework of
instruction—they identify the educational practices that are expected in FWCS classrooms. Principals, teachers, and instructional
support staff receive on-going professional development in the use of the FWCS instructional models and frameworks. The curriculum
allows teachers to provide instruction to address students’ specific needs which include high ability students, special education
students, students for whom English is a new language, and other students with individualized needs.
A copy of the school’s curriculum is on the FWCS Curriculum Mapper website. In addition, a copy of the Secondary Comprehensive
Literacy Model (SCLM) and the FWCS Mathematics Model are available in the school’s office and in each teacher’s classroom.
A web-based Curriculum Management System houses all documents reflecting the state’s academic standards and resources to
support the curriculum. The Curriculum Management System houses direct links to state standards, frameworks lessons, frameworks
assessments, pacing documents including quarterly skill sequences for those subjects assessed on the ISTEP+, curriculum mapping
sample maps, a curriculum mapping template, directions to create and use curriculum maps, links on differentiating instruction, links
on using a Levels of Service High Ability Program, links to the FWCS research-based instructional models, links to the Institute for
Learning’s Principles of Learning, and links to examples and information on informal and formal assessments including strategies for
looking at student work and using instructional data to drive instruction. Stakeholders may access the Curriculum Management System
using a guest login to the FWCS intranet.
Parents receive information about their child’s progress through quarterly standards-based report cards in grades K-5. Teachers mark
each standard indicator as performing below, approaches, masters, or exceeds grade level. Parents of students in middle and high
school receive quarterly report cards. Information addressing standards can be found on the FWCS website and are available yearly to
parents in a booklet.
Titles and Descriptions of Assessments
The Fort Wayne Community Schools’ Assessment System is a suite of assessments aligned to FWCS and Indiana academic standards in
reading/language arts and mathematics encompassing grades K-12. Designed as a critical component of a strong instructional
program, the assessments are used to measure student learning and to identify student, class, school, and district strengths and
weaknesses. Results of the assessments are used to inform instructional decision and modify instruction to ensure success for all
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students. Conscientious use of the Assessment System will lead to an alignment of the written, taught, and tested curricula, which will
result in improved student learning.
The Assessment System for grades 9-12 includes the following components:
Scholastic Reading Inventory (SRI)
The SRI is a computer-adaptive reading assessment and progress monitoring for grades 4-12. In a Computer Lab, SRI administration
time is approximately 30-45 minutes. Results from the SRI help with progress monitoring, provide actionable information for
determining reading level (Lexile), comprehension, and instructional needs. Student scores include criterion- and norm-referenced
results, percentile rank, NCE score, grade-level standard, performance standard, and Lexile.
Acuity
 Custom Tests: A curricular team created custom tests using state standard indicators housed in the Acuity assessment system
to ensure adequate data analysis capability. The assessments are administered every three weeks in Algebra I and English I.
Results are used to determine indicators for reteaching and the remediation needs of individual students. Teachers can use
the Acuity item bank to create mini-assessments or practice problems/questions to address student performance deficiencies.
Compass Learning Assessments
 Pre-assessment: A pre-assessment has been created on web-based Compass Learning that assesses all incoming 9th grade
students on 6th, 7th, and 8th grade math indicators to determine students’ learning deficiencies. The results of the preassessment will be used to create customized learning paths for students on the Compass Learning program.
 Post-assessment: A post-assessment using Compass Learning will be administered three (3) weeks prior to the Algebra I Endof-Course Assessment. Data from the post-assessment will be used to determine remediation needs of individual students.
Literacy Pre-Assessments
 English 9 Reading Pre-assessment: All 9th grade students are administered a pre-assessment in English that is in a format
that is similar to the English 10 End-of-Course Assessment. The assessment is housed in Acuity assessment system to ensure
adequate data analysis capability. Results from the pre-assessment are used to inform instruction.
 English 10 Reading Pre-assessment: All 10th grade students are administered a pre-assessment in English that is in a format
that is similar to the English 11 End-of-Course Assessment. The assessment is housed in Acuity assessment system to ensure
adequate data analysis capability. Results from the pre-assessment are used to inform instruction.
Writing Prompts
 SAT Writing Prompt: 11th grade students are administered an SAT style writing prompt that is scored with a rubric. Results
from the writing prompt are used to determine students’ instructional needs in preparation for the SAT exam.
 College Application Essay: 12th grade students are administered a college application style essay that is scored with a rubric.
Results from the writing prompt are used to determine students’ instructional needs in preparation for the college application
process.
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ISTEP+ End-of-Course Assessments
High school students take the Algebra I, English 10, and Biology I End-of-Course Assessments. Beginning with the class of 2012, both
the Algebra I and English 10 End-of-Course Assessments will replace the Indiana Graduation Qualifying Examination.
Opportunities for Staff to be Included in Assessment Decisions
State mandated assessments (ISTEP+ End-of-Course Assessment) are directed by the IDOE Division of Assessment and results are
reviewed by staff and the Quality Improvement Team (Q.I.T.). District level summative assessments are selected by the administration
with input from teachers through building level discussions, and district level discussions. Formative assessments are selected by the
district’s curriculum department, and the administration, with teacher input. Formative assessments may be commonly used across
the district, such as ACUITY, DIBELS, and SRI.
At Snider High School, teachers participate in the analysis of student achievement data in weekly collaborations. Included in
collaboration meetings are general education classroom teachers, student interventionists, building coaches, special education
teachers, special area teachers and other pertinent instructional and support staff. In addition, the Q.I.T. which is led by the principal
and comprised of representatives from primary and intermediate grades, special areas, support staff, parents, and the community
analyze student achievement data and assessments. Assessments and use of the assessments are discussed during Q.I.T. meetings
and then information is provided to staff for their input.
Plan for Submission and Updating PL 221/SIP Plan
The Snider High School Quality Improvement Team led by the principal and consisting of teachers, paraprofessionals, parents, and community
members is responsible for creating the PL 221/Title I Schoolwide Plan with regular input from the school staff. The members of Snider High School’s
Quality Improvement Team are:
Name
Deborah Watson
Nicole Detter-Smith
Christina Ehle-Fails
Lori Heiges
Greg Hermance
Laura Hinton
Kevin Klee
Barry Menor
Kerry Miller
Donna Roof
John Todor
Jill Wysong
Lantz Mintch
Position
Administrator—Snider High School Principal
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Teacher—Snider High School
Parent/Community
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Dawn Freimuth
Cheryl Evans
Kathy McVaigh
Natalie Trout
Maggie Lengacher
Christiana Hicks
9th-Grade Student
Parent/Community
Parent/Community
Parent/Community
Student—Senior Class President
Student—Junior Class President
Student—Sophomore Class President
TBD
Timeline for Submission/Updating PL 221/SIP Plan
September – August
September
September 7
September 15
September
Review plan and gather data; research best practices; revise plan.
Invite parents to review the draft of the plan and offer
feedback/suggestions for modifications.
Submit plan to FWCS Area Administrator and Program Manager
for submission to the Board.
Submit final plan to Indiana Department of Education.
Submit to School Board
Parental Participation and Community Involvement in Schools
ATHLETICS:
THE SNIDER ATHLETIC BOOSTER CLUB FUNCTIONS AS A SUPPORT GROUP FOR THE SNIDER ATHLETIC DEPARTMENT. THEIR PRIMARY
FUNCTIONS INCLUDE FUNDRAISING, RECOGNITION, CONVEYING CONCERNS TO INJURED ATHLETES, AND ASSISTING THE TEAMS IN
MANY OTHER WAYS.
THE DIRECTOR OF ATHLETICS IS A MEMBER OF THE BOARD AND COMMNICATES CONCERNS AND ISSUSE REGARDING THE STUDENT
ATHLETES AT SNIDER. ALTHOUGH THE SABC BOARD IS NOT A POLICY MAKING ORGANIZATION, THEIR INPUT IS ALWAYS A STRONG
CONSIDERATION WHEN SETTING POLICY FOR THE SNIDER ATHLETIC DEPARTMENT.
PARENT, TEACHER, STUDENT ASSOCIATION (PTSA)
PERFORMANCE ARTS BOOSTERS (PAB):
THE PTSA / PAB ARE COMPRISED OF PARENTS, STUDENTS TEACHERS AND ADMINISTRATORS. THEY FUNCTION AS A SUPPORT GROUP
FOR MANY SNIDER ACTIVITIES.
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VIA MONTHLY MEETINGS, SCHOOL TOPICS, EVENTS, AND CONCERNS ARE DISCUSSED. UPON MEETING AND DIALOGING WITH THESE
GROUPS, THEIR CONCERNS, SUGGESTIONS AND FEEDBACK ARE TAKEN INTO CONSIDERATION WHEN DECISIONS ARE MADE.
BOTH GROUPS SERVE AS AN INTEGRAL PIECE IN STUDENT / ACTIVITY RELATED DECISIONS.
BOTH GROUPS RAISE FUNDS TO SUPPORT A VARIETY OF SCHOOL BASED ACTIVITIES. BOTH GROUPS ARE INSTRUMENTAL IN PROVIDING
ON-GOING EVENTS THAT PROMOTE A SENSE OF COMMUNITY.
Technology as a Learning Tool
Here at Snider High School the students are very fortunate to have access not only to computers but also other instructional
technology. Our students benefit educationally in many ways. We are now wireless network capable. Our three general-purpose
computer labs are frequently filled with students who are accessing information.
Numerous classes utilize the labs for preparation of presentations using PowerPoint. They also do research using the internet
and prepare term/research papers using both Criterion and Word. Students doing research have access at school and home to the five
databases that FWCS subscribes to (Culturegrams, EBSCO Points of View, Inspire, Galenet, and World Book Online). Students also have
access to Destiny, which is our electronic card catalog for library materials. This allows them to access data at school and home, and
they can request interlibrary loans from other Fort Wayne Community Schools. One of our labs has Plato software installed for English
and Math remediation. These labs have been used for various assessments such as SRI and ECA. These assessments allow teachers to
drive instruction.
We have Compass Learning on our computers that were used for Extended Year. We plan to use this as well for Extended Day.
Freshman use Navigation 101 for career planning. Snider also has three Business Department labs that are used for direct instruction
in Digital Communications, Web design, programming, and computer applications. Project Lead the Way uses computers regularly.
This opportunity allows students to access the internet that includes data gathering and analysis.
Snider has approximately half of the classrooms equipped with installed LCD projector systems plus there are additional LCD
projectors available on mobile carts. All teachers have access to TV’s with VCR/DVD players and overhead projectors. Our building is
set up to provide large group presentation venues in the TLR and the Auditorium. All teachers have their own desktop or laptop
computer that they can use to monitor and track student progress. They can also access Learn 360 which gives them video streaming
of instructional materials. Our math and English teachers use their computers to access data from Acuity to make instructional
decisions for their students. The staff has access to Gold Seal Lessons that promote Rigorous and Relevant Instruction. They use the
DOE website to locate core curriculum standards and direct their instruction. We use Edline and Gradequick to frequently update
parents and students of their educational progress. This is a tool that allows the staff to communicate with parents on a regular basis
about grades and assignments.
Our students have the opportunity to do virtual fieldtrips through ACE Link. Currently our Project Lead the Way classes are using our
Interactive Promethean Board to display educational information to the students that also allows for student and teacher collaboration.
In addition to written texts, there are several copies of books on tape/CD in the building that students have access to. Snider also
maintains an extensive local audiovisual library of DVD’s and VHS tapes for classroom instructional support. Along with the AV library
we have a video distribution system that allows multiple classrooms to view the same program.
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Safe and Disciplined Learning Environment
Fort Wayne Community Schools is committed to providing a safe and secure learning environment for all students and staff. FWCS
issues a Student Parent Handbook that includes the Student Rights and Responsibilities: Behavior Code to all families before the start
of each school year. This document outlines guidelines and procedures to help ensure an appropriate environment for students to
have the opportunity to reach their potential. Specific discipline violations and consequences are outlined in order to inform parents
and students of expectations. In addition, legal violations regarding police assistance are outlined. Transportation guidelines,
extracurricular codes and expulsion procedures are also included. Our safety committee is in place and meets regularly to review and
adjust our plan as needed.
In addition to following specific disciplinary guidelines, FWCS also offers a variety of services such as student assistance programs and
conflict mediation programs designed to help students be successful. The support and assistance of parents are essential in helping
students understand and follow appropriate behavior. FWCS staff members are committed to working cooperatively with parents in a
courteous and prompt manner to resolve concerns.
Bullying
Fort Wayne Community Schools defines bullying as overt, repeated acts or gestures, including verbal or written communications
transmitted; physical acts committed; or any other behaviors committed by a student or group of students against another student
with the intent to harass, ridicule, humiliate, intimidate, or harm the other student. The conflict mediator, counselor and/or assistant
principal at Snider High School provides character education to students as a deterrent to bullying and other inappropriate behavior,
and seek to build internal motivation for good citizenship. Students who break rules are subject to disciplinary consequences by
teachers, administrators or other school personnel. There are six levels of consequences for offences. Minimum and maximum levels
of disciplinary consequences are progressive in nature and move to a more serious consequence with each violation. In the case of
more serious offenses, the consequences may not be progressive in nature but reflect the seriousness of the situation.
Attendance Rate
There is a strong relationship between student attendance and student academic achievement. Consequently, it is critical that student
attendance rate is high. A primary goal regarding attendance is to ensure that the average attendance rate is continually improving
with a minimal target of 95%. Currently, Snider High School has an attendance rate of 95.6% (for the 2009-10 school year). The
school will closely monitor both individual and aggregate attendance. Collection of student attendance rates, analysis of that data,
and adjustments to the school improvement plan to address that data is an integral part of the school’s school improvement process.
Additionally, the school will report attendance rate improvement progress on a quarterly basis to the superintendent via the school’s
Balanced Scorecard.
Graduation
An FWCS priority is graduation of all students at high levels of academic achievement. To that end, all courses that do not lead to
additional study or direct use in the workplace have been eliminated. The district has a District Master Course file of secondary
courses in which most courses listed qualify as Academic Honors and Core 40 courses (except for Vocational and Technical Education
courses). Because no low level courses are offered within the district, students have ready access to the courses leading to Core 40,
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Core 40 with Academic Honors, or Core 40 with Technical Honors. The district does offer a few introductory courses in Basic Skills to
students entering school for the first time in their lives. Since Fort Wayne is a relocation site for many Catholic Charities refugees, we
have a substantial population of students who have no prior schooling.
Core 40 and Honors Diplomas
All middle and high school students are encouraged to take courses leading to an Academic Honors, Technical Honors, or Core 40
Diploma. Counselors, teachers, and administrators provide course planning information during middle school and early high school
years, and then monitor student completion of a designated course of study to encourage the more challenging diploma options.
Cultural Competency
Fort Wayne Community Schools ensures appropriate response to each student through culturally-proficient processes and crosscultural practices. Cultural proficiency is reflected in processes and practices which prepare school staffs to work systematically in a
cross-cultural environment and to educate all children to high levels. The school environment and classroom instruction reflect core
knowledge and practices to ensure that all stakeholders receive equitable services that meet individual and group needs, are culturally
responsive, and recognizes that each culture has unique needs. The staff has used disaggregated data to determine which special
populations need particular best practices to help students achieve and to provide our teachers with appropriate professional
development to implement these best practices with fidelity. Our Action Plan addresses these areas of response.
Snider High School seeks to improve the staff’s cultural proficiency through various professional development opportunities offered by
the district. Realizing that cultural proficiency is a process, not an event, FWCS offers on-going, tiered professional development
modules to school leaders and staffs that address foundations for understanding the various cultures served by FWCS, educational
frameworks, and tools to improve culturally-proficient instruction. In addition, FWCS provides curriculum facilitators who incorporate
culturally-proficient instruction within embedded professional development and during in-service sessions.
In addition, Snider High School provides interpreters of several languages to parents and other stakeholders who are non-English
speaking. Documents published by the school and district are translated in languages specific to the needs of the audience. FWCS
offers a strong home and school-based support system for all ELL families.
Benchmarks for Improvement
Snider High School and the FWCS district support staff have established clear goals and targets for the coming year. The plan is based
on a comprehensive needs assessment that includes data analysis and identifying areas of concern based on that analysis. The
evidence of this can be seen in the action plan. A quarterly review of the action plan based on the data analysis will occur four times
during the school year. Benchmarks/targets have been established for each school goal. The balance scorecard clearly defines trend
data and targets for future improvement.
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Measure
Baseline
Benchmarks
Graduation Rate
88%
85.3%
Attendance Rate
95.5%
96.5%
Algebra I ECA
48%
70%
Statutes and Rules to be Waived
Snider High School is not seeking any waivers for the 2010-2011 school year.
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APPENDIX
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FWCS Pyramid for Success™
Introduction
The FWCS Pyramid for Success™ model details a systematic way of organizing and delivering appropriate responses to all students for
their Academic and Readiness to Learn social, emotional, and behavioral needs. The Pyramid for Success™ encompasses the FWCS
version of the RtI process. RtI reflects both Response to Intervention and Response to Instruction. Together they address a variety of
needs from pre-referral for special education evaluation activities to personalized plans that stretch high ability students to achieve
above grade level.
Pyramid for Success™ Three Tier Model
The Pyramid for Success™ is a district-wide system of progressive responses that provides value added
support for all students for their Academic and Readiness to Learn needs. The Pyramid provides a framework
for delivery of services that ensures all students can achieve at high levels and maximize their potential.
Services include evidence based core practices, Targeted Instruction and Targeted Interventions, and
Intensive Personalized Plans for students with the greatest needs. Movement through the Pyramid is fluid,
flexible, and data driven.
Tier I: Foundation for All Students
Tier I is the foundation for addressing the Academic and Readiness to Learn needs of all students. This
foundation includes core academic standards, and grade level appropriate social, emotional, and behavioral
expectations for all. Scientifically based practices support students’ successes. Screening, progress
monitoring, and pre-post assessments guide data based decision making. Differentiated challenges and
supports allow at least 80-90% of all students to be successful and to maximize their potential.
Tier 2: Targeted Responses
Tier 2 provides targeted, data based responses in addition to the Tier I foundation for all students. Five to ten percent of students may
need these focused challenges or supports in order to be successful and maximize their potential. Progress monitoring assessments
and processes document student progress and guide decision making.
Tier 3: Intensive Personalized Responses
Tier 3 is designed to address specific individual needs. For students who struggle the most, this requires precise, intensive and
personalized plans. For students with high abilities, this might include individualized challenges. About 1-5% of students will require
Tier 3 responses that go beyond the differentiated practices and targeted responses of Tiers 1 and 2 in order to be successful. Tier 3
may include an alternative to the Tier 1 foundation for parts or all of the school day.
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High Ability Academic Emphasis
The High Ability pathway through the Pyramid includes scientifically based instruction with
differentiated enhancements. Students who have the ability to perform above grade level are given
opportunities to maximize growth. Students’ responses to instruction are monitored and a problem
solving process is used when students need more challenge. Screening assessments are used at grades
3, 5, and 8 to identify students who have the potential ability to perform above grade level, however
students may be tagged as high ability at any grade. Progress monitoring assessments are used to
chart students’ gains and rate of progress. Outcome assessments are used to compare students’
progress with grade level and above grade level standards. Instructional decisions are data driven and
movement through the Pyramid is designed to be fluid and flexible.
Tier 1
Tier 2
Population
Served
All students
80-90% should be successful in
Tier 1 with differentiation
Content
Research based Core Instruction
differentiated with
enhancements
5-10% of students who need
more challenge along with Tier
1
Targeted Instructional
Opportunities occur along with
the core to support student
growth above grade level
Intensive, Personalized Instruction
that may include an alternate
replacement core for parts or all
of the school day
Assessments
Pre/Post assessments
Pre/Post assessments
Pre/Post assessments
Group Size
Per general education class size
or small group
or individual
Time Parameters
Daily per general education
schedule
Group size varies according to
the Targeted Instructional
Opportunity per personalized
plan
Daily per general education
schedule per the opportunity
and the personalized plan
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Tier 3
1-5% of students who need more
than Tier 1 & Tier 2 Instruction
Small group or individual services
per personalized plan
Per personalized plan
FWCS High Ability Service Model
Fort Wayne Community Schools is committed to meeting the need for a comprehensive and continuous Levels of Service (LoS) program
for High Ability students. The program is included within the FWCS Pyramid for Success™ three tier model. High ability students are
served in all three tiers.
LEVEL I Services for ALL STUDENTS occurring in Tier 1
Differentiated Core Instruction with Enhancements
 The classroom teacher has primary responsibility for providing differentiated instruction.
 All students are provided with appropriate and challenging content and processes both in the classroom and/or through
events outside the classroom.
 Content is delivered to more than one student at a time in small group or whole group settings.
 Instructional enhancements or activities are offered by invitation or on a voluntary basis, are of short-term duration, and
may vary over time based on changing content and student needs.
 Content or activities are designed to deepen understanding and emphasize discovery and capacity building.
 Differentiated classroom instruction may include: an emphasis on creative and critical thinking skills and tools,
adjustments for individual learning styles, extended group projects, flexible grouping, small groups for reading, literature
circles, or mini-courses.
 Services provided outside the core school schedule may include: creative programs or contests, science/interest fairs,
special interest or hobby groups/clubs, field trips, guest speakers, or specialty related arts classes.
LEVEL II Services for SOME STUDENTS occurring in Tier 2
Differentiated Targeted Instruction
 Services are based on a Program Service Plan developed by the Student Support Team.
 Targeted Instruction is based on data and is offered in addition to Core Instruction.
 The services supplement, but do not replace Core Instruction.
 Targeted Instruction is based on student strengths and interests, pre/post tests or screening assessments, and may occur
in the classroom or outside the school day.
 Content is delivered to more than one student at a time.
 In addition to Level I services, students may participate in Honors or advanced classes, curriculum compacting, advanced
school or community programs, or competition groups formed by audition.
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LEVEL III Services for a FEW STUDENTS occurring in Tier 3
Intensive Personalized Instruction
 Services are based on a Program Service Plan developed by the Student Support Team.
 The Program Service plan details responses to the student’s need for individualized services.
 In-depth studies may be used to provide high levels of challenge.
 Grade level acceleration may include early admission to kindergarten, movement to higher grade levels for specific
instruction, grade advancement, or early graduation.
 Replacement cores classes may include: dual enrollment in college courses, Advanced Placement classes, International
Baccalaureate classes, or mentorships.
Multifaceted Student Assessment Plan (Identification Process)
1. In grades 3, 5, and 8, scores from assessments are collected for an initial screening pool. In addition, students in other grades
who have been nominated by a teacher or parent are included in the initial screening pool. Assessments include: CogAT
(Cognitive Abilities Test) and ISTEP+. Primary students (grades K- 2) may be added to the pool using information from their
classroom work and other assessment data. Students are included with a minimum of one qualifying score.
2. Students with a CogAT SAS score of 130+ are automatically tagged “General Intellectual.”
3. Additional data is collected for all other students in the initial screening pool, including: SIGS (Scales for Identifying Gifted
Students), Lexile/DIBELS, and Acuity.
4. If an ability and/or content achievement test score is needed then SAGES-2 (Screening Assessment for Gifted Elementary and
Middle School Students) or CogAT will be used on an individual basis for additional information.
5. Students in grades 3+ who meet the high ability criteria of CogAT of 120+ AND 2 areas of achievement are placed in a
placement pool. All students in grades K – 2 who are referred will be put in the placement pool and further data will be
collected.
6. The placement committee reviews the data available and tagging determinations are made.
7. Buildings are notified of tagged students.
8. Buildings notify parents of tagging.
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Tier 1 High Ability Supports Options
Student Name:______________________________________________
Document enhancements to the core curriculum that have been implemented to address the student’s specific needs prior to convening a Student
Support Team meeting. Support options are not listed in order of implementation, but should be selected for use based on identified student needs.

Tier 1 Support Options
Adjusted questioning strategies during instruction to emphasize higher-level thinking
CONTENT
Required students to explain their thinking regarding answers to questions
Used pre-assessment and adjusted instruction/assessments accordingly
Provided enrichment activities to supplement grade level work – activities accelerated and/or broadened student learning
Tiered instruction via the use of resources at the student’s advanced instructional level
PROCESS
Compacted the curriculum by pre-assessment, documentation of learning, and adding enriched or accelerated work to replace
grade level content
Accelerated student within grade level classroom
Used “Think, Pair, Share” and “Turn and Talk” techniques to increase
student interaction
Determined and accessed the student’s preferred learning style
Allowed the student to work with a partner or in a small group depending
on preferred learning style
Grouped or paired students by readiness profile – advanced students together
PRODUCT
Tiered instruction by varying the process the student uses to learn
Utilized open-ended tasks – graphic organizers, exit cards, projects
Allowed choice from approved assessments that emphasize higher order thinking , problem solving, and applied knowledge–
format, topic
Tiered instruction raising expectations for advanced task outcomes
Tiered instruction by readiness through the use of products or assessments tiered for advanced ability
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n
t io
ali
za
on
rs
Mark what you are focusing on today:
Precision
Professional Learning
Personalization
FWCS Process for Data Analysis:

I understand the results.

I understand my responsibility in the results.

I understand what needs to be done differently to get
different results.

I am able to implement the changes to get the results.

I understand the new results.
Pe
Date: __________________________________________ Grade Level or Department: _________________________
MORAL
PURPOSE
Professional
Learning
Only complete sections addressed at today’s meeting.
PRECISION
Data - List actual data for review
(i.e. BSC, Acuity, SRI, Attendance, SMART,
Grades, etc.)
PROFESSIONAL LEARNING
PERSONALIZATION
Target Area for this Week
Targeted Area – Discussion Notes
Instructional Solution
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Result – Measured by:
n
io
For Wednesday Delay Use
s
ci
Assessment/Item Analysis Reports
e
Pr
FWCS Data Analysis Weekly Report Worksheet:
Annual Performance Report
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School
Profile
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