1. ROBERT A. TAFT MIDDLE SCHOOL Principal: Michael C. Hazen Assistant to the Principal: David F. Demaree Our mission is to prepare today’s students for tomorrow’s challenges by developing students who think critically and take ownership of their own learning, character, and achievement.

2. ROBERT A. TAFT MIDDLE SCHOOL ACCOMPLISHMENTS FOR 2013-2014 Four Star School Status 2013-2014 2011-2012 Designated a letter grade of an “A” 2013-2014 2011-2012

3. ROBERT A. TAFT MIDDLE SCHOOL ACCOMPLISHMENTS FOR 2013-2015 Received Four Star School Status from the state of Indiana. Designated an “A” school by the Indiana Department of Education. Implemented a spring musical performed by the Taft Drama Club. The first phenomenal hit was “Schoolhouse Rock Jr., Live.” This year’s performance was a smashing rendition of “Annie Jr.” Established a stakeholder committee to create more partnerships with parents and local businesses to participate in the decision-making process to better Robert A. Taft Middle School for our students. Placed 17 th in the state for Science Olympiad. Placed 21 st in the state for Academic Super Bowl. Raised funds for Taft’s PTA Scholarship Endowment Fund that increased the balance to over $47,000 that is on deposit with the Crown Point Community Foundation. Three scholarships will be awarded to Taft students graduating from Crown Point High School. Named a “Miracle school” by Riley’s Children’s Hospital. Had an 8 th grade student qualify for the State Geography Bee during the 2013-2014 school year. This year, we had a 6 th grade student also qualify for this event. Launched a “Student of the Month” program. Converted the Robotics club to a team and they began participating in regional competitions.

4. ROBERT A. TAFT MIDDLE SCHOOL REPORT CARDS 201220132014 ABA

5. ROBERT A. TAFT MIDDLE SCHOOL 2013-2014 REPORT CARD Overall Student Performance Taft students exceeded the 90% passing rate and 83.5% state average for mathematics. Taft students reached an 88% passing rate which is above the 81% state average for ELA.

6. ROBERT A. TAFT MIDDLE SCHOOL 2013-2014 REPORT CARD Student Growth Student growth did not affect our letter grade. In mathematics, we missed the bonus target by 0.8% for top 75% of students achieving high growth.

7. ROBERT A. TAFT MIDDLE SCHOOL ISTEP+ % PASSING TRENDS PASSING BOTH MATH & ELA

8. ROBERT A. TAFT MIDDLE SCHOOL ISTEP+ % PASSING TRENDS MATHEMATICS

9. ROBERT A. TAFT MIDDLE SCHOOL ISTEP+ % PASSING TRENDS LANGUAGE ARTS

10. ROBERT A. TAFT MIDDLE SCHOOL 6 TH GRADE MATHEMATICS ISTEP+ RESULTS IN COMPARISON TO LEAGUE SCHOOLS This ISTEP+ trend data for 6 th grade math shows that from 2010-2014, the percentage of students passing the ISTEP+ math test gradually increases, and our percentage of students passing is comparable with our league schools. This information lets us know that we are hovering around the 90% pass rate for the past few years, and we have some area for improvement within our league of schools.

11. ROBERT A. TAFT MIDDLE SCHOOL 6 TH GRADE ELA ISTEP+ RESULTS IN COMPARISON TO LEAGUE SCHOOLS This ISTEP+ trend data for 6 th grade language arts shows that from 2010-2014, the percentage of students passing the ISTEP+ language arts test gradually increases, and our percentage of students passing is comparable with our league schools. This information lets us know that we are on average hovering a little below the 90% pass rate for the past few years, and we are towards the top of our league of schools based on our passing rate.

12. ROBERT A. TAFT MIDDLE SCHOOL 7 TH GRADE MATHEMATICS ISTEP+ RESULTS IN COMPARISON TO LEAGUE SCHOOLS This ISTEP+ trend data for 7 th grade math shows that from 2010-2014, the percentage of students passing the ISTEP+ math test jumped from 82% in 2012 to above the 90% passing rate. When comparing the passing rates of Robert A. Taft Middle School’s students with our league schools’ students, our passing rate falls within the range of scores. This means that we are making improvements in this area and need to continue implementing strategies and best practices that have proven successful with our students.

13. ROBERT A. TAFT MIDDLE SCHOOL 7 TH GRADE ELA ISTEP+ RESULTS IN COMPARISON TO LEAGUE SCHOOLS This ISTEP+ trend data for 7 th grade language arts shows that from 2010-2014, the percentage of students passing the ISTEP+ language arts test shows a range from 85%-90%. When comparing the passing rate of Robert A. Taft Middle School students with our league schools’ students, our passing rates are comparable and have been towards the top for the past two years. This means that we are making improvements in this area and need to continue implementing strategies and best practices that have proven successful with our students.

14. ROBERT A. TAFT MIDDLE SCHOOL 8 TH GRADE MATHEMATICS ISTEP+ RESULTS IN COMPARISON TO LEAGUE SCHOOLS This ISTEP+ trend data for 8 th grade math shows that from 2010-2014, the percentage of students passing the ISTEP+ math test shows a fluctuation between 86% and 91% for the past five years. When comparing the passing rates of Robert A. Taft Middle School students with our league schools’ students, our passing rates fall within the range of all our league schools. This data tells us that we still have room to improve when compared to our league schools.

15. ROBERT A. TAFT MIDDLE SCHOOL 8 TH GRADE ELA ISTEP+ RESULTS IN COMPARISON TO LEAGUE SCHOOLS This ISTEP+ trend data for 8 th grade language arts shows that from 2010-2014, the percentage of students passing the ISTEP+ language arts test consistently hovers between 87%-89%, with the exception of 2011. When comparing the passing rates of Robert A. Taft Middle School students with our league schools’ students, we fall within the range of scores from our league schools and have been inching towards the top for the past two years. This means that we are making improvements in this area and need to continue implementing strategies and best practices that have proven successful with our students.

16. ROBERT A. TAFT MIDDLE SCHOOL ACT EXPLORE RESULTS FOR 6 TH GRADE This data shows us that our students are performing above the benchmark in English whereas the students are performing below the benchmark in math, reading, and science. This was the students first year taking the ACT Explore test.

17. ROBERT A. TAFT MIDDLE SCHOOL ACT EXPLORE RESULTS FOR 7 TH GRADE This data shows us that by 7 th grade, students are making progress towards the benchmark scores. Students are exceeding the benchmark in English and math. However, students are still below the benchmark in reading and science.

18. ROBERT A. TAFT MIDDLE SCHOOL ACT EXPLORE RESULTS FOR 8 TH GRADE Last year, 2014, was the first year that 8 th grade students were administered the ACT Explore in the spring. Previously, this assessment had been given in November. The 2014 spring ACT administration has established baseline scores for subsequent test data. This data shows us that by 8 th grade, students are exceeding the benchmark in all areas.

19. Teaching and Assessing for Learning The schools’ curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning. ADVANC ED STANDARD 3

20. INDICATOR 3.1

21. INDICATOR 3.1 EVIDENCE Core Subjects  Math, Language Arts, Science, Social Studies RtI period for all grades Encore Subjects  Physical Education, Health, Family and Consumer Science, Engineering Technology, Exploring Music, Visual Arts, Explore Course Electives  Band, Choir, Orchestra

22. INDICATOR 3.1 EVIDENCE CONTINUING Challenging High Ability Students 6 th grade Honors Math  covers 7 th grade standards for both current 6 th graders and qualifying elementary students. 6 th grade Honors Language Arts  covers 7 th grade standards for both current 6 th graders and qualifying elementary students. 7 th grade Honors Math  covers 8 th grade standards for current qualifying 6 th and 7 th students. 8 th grade Honors Math  covers Algebra standards for current qualifying 7 th and 8 th grade students.. Several 8 th grade students have taken Honors Biology, English Honors 9, and Honors Geometry for credit through CPHS.

23. INDICATOR 3.2

24. Multiple Assessments  Informal, Formative, Summative, Acuity Readiness, Star Reading, Star Math, ISTEP+, ACT Explore Common assessments complete in most courses Emphasis is on using informal and formative assessments to guide instruction Currently course building for CP 2.0 Initiative INDICATOR 3.2 EVIDENCE

25. INDICATOR 3.3

26. Teachers write daily learning goals for each class Technology utilized throughout the school Teachers collaborate in departments horizontally and vertically to create scope and sequences that align with common learning goals and various common assessments. INDICATOR 3.3 EVIDENCE

27. INDICATOR 3.4

28. INDICATOR 3.4 EVIDENCE Marzano’s iObservation evaluation system has been implemented Multiple classroom observations and teacher conferences take place Student achievement and student growth is paramount Teacher effectiveness ratings have been implemented 98% of teachers were rated as highly effective or effective based on the Marzano’s iObservation evaluation system and school test scores

29. INDICATOR 3.5

30. INDICATOR 3.5 EVIDENCE Academic team planning outside of school day Articulation activities and tasks Preparation of common assessments Focused professional development Marzano’s iObservation elements Differentiated Instruction Google Docs integration Complex text RTI Writing in the Content Areas Collaborative course building

31. INDICATOR 3.6

32. Students are informed of both daily and long-term learning goals Assessment data is used to inform instruction and curriculum decisions Feedback is given students in a timely manner Instruction is modified based on data analysis Students are placed in the three RTI tiers based on data from various assessments INDICATOR 3.6 EVIDENCE

33. INDICATOR 3.7

34. New teachers participate in a corporation-wide induction program New teachers are assigned mentors Mentors meet on a regular basis with the principal High expectations are communicated INDICATOR 3.7 EVIDENCE

35. INDICATOR 3.8

36. Weekly school messenger voicemail School website Teacher/team websites Team emails and telephone conversations Parent portal on RDS system Quarterly newsletter Teacher homework message line Parent-teacher Conferences (implemented in 2014- 2015) INDICATOR 3.8

37. INDICATOR 3.9

38. INDICATOR 3.9 EVIDENCE Concept of academic teaming is in place to create schools within a school and smaller learning communities Currently in the planning stages of implementing a student advocacy program because building appropriate student relationships is essential to students’ success.

39. INDICATOR 3.10

40. INDICATOR 3.10 EVIDENCE Common grading practices are being developed Grade reporting is adequate

41. INDICATOR 3.11

42. INDICATOR 3.11 EVIDENCE Professional development sessions offered for teachers based on School Improvement Goals and AdvancED Marzano’s iObservation elements Differentiated Instruction Google Docs integration Complex text RTI Writing in the Content Areas Articulation opportunities Department meetings Leadership meetings Faculty meetings

43. INDICATOR 3.12

44. INDICATOR 3.12 EVIDENCE Students are offered support services through Guidance Department services, PBIS (positive behavior intervention systems), ELL, and Exceptional Learner services.

45. LOOKING TO THE FUTURE