1. Timothy Ball Elementary School
November 26, 2018
Nick Ciochina

2. We start with “Why” Lead, act, and communicate from the inside out…
Our “why” is to do “whatever it takes” for each child to grow and succeed. This principle applies to how I lead, the actions of the Timothy Ball community, and also how we communicate and make decisions.
Why = Purpose & Beliefs
How = Process
What = Results
Lead, act, and communicate from the inside out…

3. TheWHY

4. January-June 2017 Looking back at the last 22 months… Diagnosis
Building relationships with teachers, staff, students, parents while observing culture, systems, programs, people, and practices
Discovery
Analysis, discussion, and review of all data and information to make informed decisions and action plans
Direction
Setting goals, establishing, and communicating plans for strategy, structural, and personnel changes to implement in school year

5. Check on Effectiveness of Changes
August 2017 – June 2018
Implement Changes
Protect instructional time
Align our data collection, analysis, and use
Utilize our morning collaboration time
Reduce the variability of instruction
Check on Effectiveness of Changes
Did the changes we put in place prove effective? Are there more adjustments and changes to be made?

6. Diagnose, Discover, Direction
August present
Continue and Sharpen
With data showing our changes were effective, we are continuing and deepening them with a sharpened focus on individual learning.
Diagnose, Discover, Direction
What else can be improved? Continue to build relationships, continue to analyze all data sources, continue to monitor goals and make adjustments.

7. School Accountability Grade A
+13.0
87.8 B
87.0 B
+0.8

8. DOE Report Card

9. ISTEP+ Performance 2017-18 76.2 79.7 78.0 ELA Math Combined 2015-16
75.9
70.7
73.3
76.1
75.7
76.2
79.7
78.0

10. ISTEP+ Growth 2017-18 126 120.9 123.5 ELA Math Combined 2015-16 99.4
102
100.7
98.8
100.3
99.6
126
120.9
123.5

13. Subgroup Performance

14. Male vs. Female ISTEP+ Performance

15. mClass grades K-2 (Text Reading Comprehension TRC)

16. 2017-2018 Improvements and Accomplishments
Earned an “A” grade from the Indiana Department of Education.
Overall points on the DOE report card improved from 87.8 in 2017 to in 2018.
Performance domain points have improved five percentage points since
Growth Domain points improved from 99.6 in 2017 to in 2018
Free/Reduced population is closing the achievement gap in comparison to the entire school population in both Reading and Math.
Robotics Team – World Champion Design Award
Bulldog Buddies Student Advocacy Program
Philanthropic effort to raise over $5000 for IN Leukemia and Lymphoma Society
Extensive extracurricular opportunities: Science Olympiad, Math Bowl, Spell Bowl, Student Council, Robotics, Lego Club, National Elementary Honor Society, Girls on the Run, daVinci Club
Crossroads Chamber of Commerce Inspiring Educator winner: Andrew Jurczak
Almost 3,000 student works of art uploaded to Artsonia
Hosted Crown Point first responders for school training

17. Areas for continuous improvement
Continue to support and develop teachers’ abilities to teach with meaningful, engaging, and effective practices and strategies
Continue to encourage and support the PLC process and a collaborative morning calendar
Continue to strengthen our Data Analysis Process
Promote social and emotional learning and the well-being of students, staff, teachers, and families
Continue to drive parent and stakeholder involvement and collaboration
Narrow achievement gap for students with special needs
Continue development of targeted programming to continue to narrow the gap between male and female subgroup

18. STAKEHOLDER FEEDBACK – STAKEHOLDER INVOLVEMENT – ACTION
AdvancEd Standard 1.2
Stakeholders collectively demonstrate actions to ensure the achievement of the institution’s purpose and desired outcomes for learners
STAKEHOLDER FEEDBACK – STAKEHOLDER INVOLVEMENT – ACTION
Parent Education Nights
Title I Parent Night
Open House
Parent-Teacher Conferences
School Improvement Team collaboration
Stakeholder Surveys

19. HONEST FEEDBACK – TRUSTING RELATIONSHIPS
AdvancEd Standard 1.6
Leaders implement staff supervision and evaluation processes to improve professional practice and organizational effectiveness
HONEST FEEDBACK – TRUSTING RELATIONSHIPS
Marzano iObservation
Mentoring
Instructional Rounds
Instructional Coaching

20. DATA – SCHOOL IMPROVEMENT – ACTION PLANS
AdvancEd Standard 1.7
Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning
DATA – SCHOOL IMPROVEMENT – ACTION PLANS
Professional Learning Community (PLC) Process
PLC Notes
Wednesday Professional Development
Data Process
Data Sheets

21. FIT FOR LIFE – SOCIAL EMOTIONAL LEARNING
AdvancEd Standard 2.3
Develops learners’ attitudes, beliefs and skills needed for success
FIT FOR LIFE – SOCIAL EMOTIONAL LEARNING
– HIGH EXPECTATIONS
Multi-Tiered Systems of Support
Learning Goals and Scales
Tracking Progress
Emotional Disability Program
Positive Behavior Interventions & Supports (PBIS)
Home-School Facilitator
Second Steps
Bulldog Buddies
Extracurricular Activities

22. DATA PROCESS – ENGAGEMENT – INDIVIDUALIZE
AdvancEd Standard 2.7
Instruction is monitored and adjusted to meet individual learners’ needs and the institutions’ learning expectations.
DATA PROCESS – ENGAGEMENT – INDIVIDUALIZE
Data analysis and use
Data informed planning
PLC discussions
Engagement tactics
Professional Development (PD) on personalized learning

23. AdvancEd Standards 2.10 and 2.11
Learning progress is reliably assessed and consistently and clearly communicated.
Educators gather, analyze, and use formative and summative data that lead to demonstrable improvement of student learning.
DATA PROCESS – PLC PROCESS
– PARENT COMMUNICATION
Parent communication
STAR Reading, STAR Math, mClass, Grades
Buzz Agenda Feature
Data meetings quarterly
PLC discussions and notes

24. SCHOOL IMPROVEMENT – STAKEHOLDER FEEDBACK
AdvancEd Standard 2.12
The institution implements a process to continuously assess its programs and organizational conditions to improve student learning.
SCHOOL IMPROVEMENT – STAKEHOLDER FEEDBACK
PLC Leaders meet monthly
PLCs meet weekly
Faculty PD weekly
School Improvement Process
Stakeholder surveys and opportunities for collaboration

25. RELATIONSHIPS – PROFESSIONAL DEVELOPMENT
AdvancEd Standard 3.1
The institution plans and delivers professional learning to improve the learning environment, learner achievement, and the institution’s effectiveness.
RELATIONSHIPS – PROFESSIONAL DEVELOPMENT
– PLC PROCESS
CLEAR literacy coaching
LEARN Academy
Smekens WebPD
Bridges in Mathematics training
Words their Way training
Jr. Great Books on site training
Building level PD (Guided Reading, Marzano, Data Analysis)

26. MENTORS – INSTRUCTIONAL ROUNDS – COACHING
AdvancEd Standard 3.3
The institution provides induction, mentoring, and coaching programs that ensure all staff members have the knowledge and skills to improve student performance and organizational effectiveness.
MENTORS – INSTRUCTIONAL ROUNDS – COACHING
Continuation of new teacher orientation
Mentor relationship
New teacher meetings with principal
Literacy Coaching
Instructional Rounds

27. CPCSC AdvancEd Required Actions
Student Advocacy
Bulldog Buddies program
Same advisor during six year career at Timothy Ball
Social-Emotional Learning Team
Differentiation and Personalization
Professional Needs Survey
Professional Development
Individual Goal Setting
Four questions –
1. How do I feel? 2. Am I interested? 3. Is this important to me? 4. Can I do this?

28. “The way we go about our work matters more than anything else.”
Collective Teacher Efficacy (d = 1.57):
It involves helping all teachers understand that the way we go about our work has a significant impact on student results – for better or worse.
Simultaneously, it involves stopping us from using other factors (e.g. home life, socio-economic status, motivation) as an excuse for poor progress.
Yes, these factors hinder learning, but great teachers will always try to make a difference despite this, and they often succeed.
(Hattie, 2016)