Goshen Community Schools Elementary Schools’ PL-221 Improvement Plans

School Name Percent of students who passed the English/Language Arts portion (Spring 14) Percent of students who passed the English/Language Arts portion (Spring 15) ELA difference (Spring 14) to (Spring 15) Model Elementary School66.2%54.90%-11.27% Waterford Elementary School75.9%64.00%-11.88% Chamberlain Elementary School 67.8%48.20%-19.60% Chandler Elementary School74.2%61.40%-12.75% Parkside Elementary School77.1%59.50%-17.59% Prairie View Elementary School 78.7%70.90%-7.81% West Goshen Elementary School 71.7%57.50%-14.22% District Goshen Community Schools67.1%57.60%-9.46% ISTEP ELA Comparison

School Name Percent of students who passed the math portion (Spring 14) Percent of students who passed the math portion (Spring 15) Math Difference (Spring 14) to (Spring 15) Model Elementary School76.8%63.00%-13.78% Waterford Elementary School81.1%59.90%-21.19% Chamberlain Elementary School 74.7%43.40%-31.33% Chandler Elementary School74.3%56.80%-17.46% Parkside Elementary School73.3%54.70%-18.63% Prairie View Elementary School 83.8%73.40%-10.42% West Goshen Elementary School 66.2%55.60%-10.56% District Goshen Community Schools75.6%56.50%-19.07% ISTEP Math Comparison

Indiana College and Career Readiness Standards (ICCRS)  In order to reach the higher rigor required by the ICCRS, Goshen Community Schools created new curriculum maps  This school year the implementation of these maps has been the subject of professional development in the elementary schools

Four goals of the Curriculum Maps:  Vertical coherence: When a curriculum is vertically aligned or vertically coherent, what students learn in one lesson, course, or grade level prepares them for the next lesson, course, or grade level.  Horizontal coherence: When a curriculum is horizontally aligned or horizontally coherent, what students are learning in one fifth grade class, for example, mirrors what other students are learning in a different fifth grade class.  Subject-area coherence: When a curriculum is coherent within a subject area—such as mathematics, science, or history—it may be aligned both within and across grade levels.  Interdisciplinary coherence: When a curriculum is coherent across multiple subject areas—such as mathematics, science, and history—it may be aligned both within and across grade levels. Hidden curriculum (2014, August 26). In S. Abbott (Ed.), The glossary of education reform.

GCS Elementary School Improvement Goal for Students demonstrate at least one school year’s academic growth in language arts and math. Objectives:  Student ISTEP+ and NWEA scores show at least one year’s growth and each school will receive a 5 on the TAP school growth measures The following strategies will be used by the schools:  The district Reponse to Intervention (RtI) coach will develop and help each building implement a plan that is aligned with the district goals.  Students who are below grade-level benchmarks will receive interventions through the school’s Title I framework (All schools receive Title I funds). They might include:  Sheltered Instruction Observation Program (SIOP)  ALEKS (math)  System 44 (reading)  NWEA Skills navigator  Positive Behavior Support (PBS)

 Interventions (continued)  Connecting Learning Assures Student Success (CLASS)  Leveled Learning Intervention (LLI)  2 nd Grade Reading Camp  3 rd Grade Iread Camp  Extended school day for invited students  Teachers are improving their instructional effectiveness in teaching reading, writing, and math through weekly professional development embedded within the school day through the TAP system. Specific attention will be given to teaching with learning goals, and providing effective feedback to students.  A data process is being used in all the elementary schools to analyze and determine student need.  Master teachers will help teachers continue to improve their use of assessment data to drive instruction and improve student learning.

Chamberlain: PL 221 Highlights Expeditionary Learning  Implementation of Expeditionary Learning Model which emphasizes high achievement through active student centered learning, character growth, collaboration, and shared leadership. TAP  Stay the Course on High Quality Instruction through TAP Components FOCUSED Chamberlain Work Plan  Use of our FOCUSED Chamberlain Work Plan to drive all professional development and decision making Goal 1. Instruction Focus 2. Curriculum Focus 3. CREW Focus  Data Driven Decision Making  Data Driven Decision Making and Dialogue involving staff, students, families RTI /MTSS  Continued focus on the RTI /MTSS model to serve and meet academic, social, emotional, behavioral, needs (struggling through advanced) with support from District RTI Coordinator  FACE  FACE – Family and Community Engagement to increase the home and school partnership  Strategic use of SIG  Strategic use of SIG (School Improvement Grant – Transformational Model) Funding

Chandler: PL 221 Plan Highlights  Continuing to utilize the GCS Curriculum Maps to plan and implement an instructional program that is rigorous and aligned to the Indiana Academic Standards  Incorporating data driven decision making, using the 8 Step Data Utilization Process and a Response to Intervention approach, to provide students opportunities for enrichment and intervention  Building proficiency for all students in the Science, Technology, Engineering, Math (STEM) disciplines, and providing real-world problem solving scenarios that require students to use 21 st century learning skills.  Plans include expanding current Project Lead the Way (PLTW) modules into longer, cross curricular units of study.  Implementing Positive Behavior Intervention Supports (PBIS) to create a respectful, responsible, and safe community where students and staff practice a growth-mindset by making and learning from mistakes  Providing targeted, intentional, student centered Professional Development utilizing the TAP framework

Model Elementary PL221 Plan Highlights  Rigorous instruction based on the Indiana College and Career Readiness Standards  A commitment to TAP for job-embedded professional development that is focused on a field-tested strategy to improve achievement, use of the instructional rubric to increase instructional effectiveness, and weekly teacher support.  Project-Based Learning and 1:1 technology to ensure students can think, create, collaborate, and problem solve at higher levels.  Collaborative teams who analyze summative and formative assessment data to determine and monitor students who require Tier 2 or 3 interventions.  An increase in opportunities for parents to be involved in our school.

Parkside: PL 221 Highlights  Continued focus on instruction through the TAP best teaching strategies.  Continued focus on instruction using the District Curriculum Maps as the model of our scope and sequence.  Continue to develop avenues of differentiated instruction for all students focus on ELL students in core instruction.  Continue daily “ Pit ” (Parkside intervention time) to support RTI model  Continue data analysis using NWEA, STI, formative assessments  Implement Close Reading to promote analytical thinking and deepening students understanding of complex text.  Implement Math problem-solving research based strategy to improve students’ ability to deepen understanding and solve numerical problems.

PrairieView: PL 221 Highlights  Continued focus on instruction through the TAP components  Continued focus on instruction using the District Curriculum Guides as the model of our scope and sequence  Continue to develop avenues of differentiated instruction for all students  Continue to refine our RTI process with the help of the new central office RTI coach  Engage the staff in the book study, Leader in Me, as a source to develop student directed leadership  Implement Close Reading Strategies to assure all students are equipped to navigate grade level text.

Waterford: PL 221 Highlights  Continued focus on instruction through the TAP component framework  Continued focus on instruction using the District Curriculum Maps as the model of our scope and sequence  Continue daily “Success” via the 8-step process model  Continue daily intervention to support our RTI model  Continue regular data analysis focusing on NWEA, STI, and classroom formative assessments  Implementation of the ELL Co-Teaching model  Incorporate the use of Jan Richardson’s Guided Reading lesson plans  Implementation of Close Reading to strengthen analytical thinking and allow our students to deepen their understanding of complex text

West Goshen: PL 221 Highlights  Continued focus on quality instruction in every classroom through TAP evaluations; cluster follow-up, teacher support plans and teacher goal setting  Continued focus on quality professional development based on the needs of our students and staff (cluster meetings; TLT meetings)  Continued focus on quality curriculum integration using GCS’s curriculum Maps and common assessments  Continue refining our RtI process through the ongoing analysis of all data sources (NWEA, STI, ISTEP+, classroom formative assessments, behaviors) and support from our RtI district coach  Continue deepening our understanding of the College and Career Readiness Standards by deconstructing the standards, specific planning of depth of knowledge questions, and identifying the rigor of the instruction that needs to take place.  Move forward into the candidate phase of becoming an IB PYP school

Seven unique and distinctly different elementary schools...