White 50 96 High - The percentage of pass rate for white students was lower than the total percentage of all students who passed. 72% passing 74% - Growth of 2% for all students 76% - Growth of 2% for all students 78% - Growth of 2% for all students 80% - Growth of 2% for all students. Students with Disabilities 27 12 High - The percentage of pass rate for students with disabilities was significantly lower than the total percentage of all students who passed. 30% passing 32% - Growth of 2% for all students 34% - Growth of 2% for all students 36% - Growth of 2% for all students 38% - Growth of 2% for all students
Student Groups - Math % of this passing # of students passing in this group How severe is this group’s failure in comparison to the school’s rate? In what ways are the learning needs of this group unique? SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal Example: LEP 35% 52 HIGH - No prior formal schooling; from culture. 40% passing 45% passing 50% passing 55% passing 60% passing
All Students 70 143 High – The average of all students in our middle school ISTEP+ assessment is lower than the State Average. 72% passing 74% - Growth of 2% for all students 76% - Growth of 2% for all students 78% - Growth of 2% for all students 80% - Growth of 2% for all students African American 0 0 n/a n/a n/a n/a n/a n/a Islander 0 0 n/a n/a n/a n/a n/a n/a Hispanic 100 4 Maintain the 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Maintain 100% pass rate
White 71 135 Low - The percentage of pass rate for White students was higher than the total percentage of all students who passed. 76% passing 78% - Growth of 2% for all students 80% - Growth of 2% for all students 82% - Growth of 2% for all students 84% - Growth of 2% for all students Students with Disabilities 38 17 High - The percentage of pass rate for students with disabilities was significantly lower than the total percentage of all students who passed. 40% passing 45% - Growth of 5% for all students 50% - Growth of 5% for all students 55% - Growth of 5% for all students 60% - Growth of 5% for all students
LEP 100 3 Maintain the 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Maintain 100% pass rate Free/Reduced Lunch 59 72 High – The percentage of pass rate for students with Free/Reduced Lunch was lower than the total percentage of all students who passed. 62% passing 64% - Growth of 2% for all students 66% - Growth of 2% for all students 68% - Growth of 2% for all students 70% - Growth of 2% for all students HS required - % of of ECA who pass by 12th n/a n/a n/a n/a n/a n/a n/a n/a
Complete the table below for each available subgroup that did not pass in English/language Arts and/or mathematics. This section identifies the school’s needs assessment and goals – there is not a “required” number of subgroups which should be designated as “High, Med, Low” Risk. Complete the table below for your overall student population. Overall Achievement BASELINE SY 2014-2015 SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal Percent of students proficient on ISTEP (Both ELA and Math) (3-8) 72.4 74 76 78 80 82 Percent of students proficient on (ELA) (3-8) 79.8 81 83 85 86 87 Percent of students proficient on ISTEP (Math) (3-8) 80.4 82 84 86 87 88 Percent of students proficient on IREAD (Spring Test Only) (3) 85.7 86 87 88 89 90 10th grade ECA pass rate (English 10) 62 64 66 68 70 72 10th grade ECA pass rate (Algebra I) 70 72 74 76 77 78 Non-Waiver Graduation Rate – HS only n/a n/a n/a n/a n/a n/a College enrollment – HS only n/a n/a n/a n/a n/a n/a Leading Indicators BASELINE SY 2014-2015 SY 2015-2016 Goal SY 2016-2017 Goal SY 2017-2018 Goal SY 2018-2019 Goal SY 2019-2020 Goal 1. Number of minutes within the school year that students are required to attend school 76,500 76,500 76,500 76,500 76,500 76,500 2. Number of daily minutes of math instruction 50 50 + 30extra minutes offered daily 50 + 30extra minutes offered daily 50 + 30extra minutes offered daily 50 + 30extra minutes offered 50 + 30extra minutes offered daily
In the past, our middle school was able to employ one ELA teacher per grade and one math teacher per grade. Because of budget cuts, this is now not possible for our school. We currently employ one ELA and one math teacher in 6th grade; however, we are unable to do the same for 7th and 8th grade. One full-time math teacher teaches both 7th and 8th grade. One full-time ELA teacher teaches both 7th and 8th grade, with the support for one class of high ability in both grades, which is taught by a high school ELA teacher. In the past, our middle school was able to procure time for team planning. This has not been the situation for several years because of budget cuts. Our teachers are not able to work together on cross-curricular strategies nearly as much as would benefit. It is apparent that there is a direct need for time to work collaboratively. As part of collecting data from teachers and monitoring the application and teaching of Indiana State Standards, the principal collected weekly lesson plans from core teachers (ELA, Math, Science Social Studies) during the 2014-2015 school year. Through review of these lessons, it is clear that the non-Language Arts teachers made attempts to apply the new ISTEP+ Literacy Standards within their subjects, but need much more assistance to incorporate reading and writing skills that will help our students attain higher ISTEP+ scores and become more competent in all subject areas. With the implementation of data-driven instruction and analysis of the ISTEP+ and ACUITY scores throughout the school year, the current principal has spent an immense amount of time disaggregating data. Because of this, it has put a strain on his time to meet the additional responsibilities as principal. There is a dire need for a data coach to work directly with the principal and other administrators, as well as train teachers in applying data in the best manner possible to benefit our students. As a priority school due to our school letter grade, we worked directly with an IDOE Outreach Coordinator several times throughout the 2014-2015 school year. She conducted several classroom and school-wide observations, as well as Turnaround Principle and Progress Reports. These reports show evidence that our teachers need professional development assistance in implementation of standard-based lessons, as well as time to work collaboratively, to increase educational success for our students.
The breakdown of data illustrates where we are lacking in success. We are showing a major drop off with the students with disabilities and students with free and reduced lunches. These two subgroups have been historically a problem area when results returned after the ISTEP testing. This grant will allow us to put the pieces in place to address these focus areas to drive the improvement needed to show the anticipated gains. Our plan for success is to reach the goals displayed on the right side of the table with the assistance of this grant. We are projecting growth in most of the columns each year and our hope is with this financial support we can attain such improvements to put our school in a better position to show the positive attributes we possess. and show an increase in achievement all students in grades 6-8. The staff members at the middle school are focused on showing the improvement necessary to elevate our school letter grade and assessment scores since it is a poor reflection on their efforts. The average for IREAD meets expectations at 85.7. The ISTEP averages are slightly lower with ELA a 79.8 and Math a 80.4. Unfortunately, the combined ELA and Math average is 72.4. Professional Development and Instructional Assistance are two ways to help teachers improve their approach to assist in the wave a change. Improved Community Involvement and Increased Parental Participation will also support the process of change for our school. The focus is for improvement in all areas to support student achievement to reflect growth in our school. math and ELA instruction for all students. We want to provide those opportunities for all students to show the necessary growth for overall improvement. Math instruction will see a major increase in the 6th grade. We created a schedule for those students to incorporate an extra math lab to support the regular classroom instruction. The will provide students extra time for one-on-one instruction and in-class collaboration with other students and instructors to assist in improved understanding of the material. Students in each grade in the middle school will be offered an extra 30 minutes of tutorial focus if needed on a daily basis. The goal of this is to provide any needed assistance to drive school wide improvement. We created an opportunity in the schedule for all 6th grade students to have 100 minutes a day of ELA instruction with the goal of improved understanding of the state literacy standards. 7th and 8th grade students will see similar support as students who are not in honors ELA will also have 100 minutes of ELA class time
ELA Academic Goal By the end of the 2019-2020 school year, Edinburgh Middle School as evidenced by the Spring 2020 State Standardized Test will increase our overall ELA performance total to 80% overall passing. Math Academic Goal By the end of the 2019-2020 school year, Edinburgh Middle School as evidenced by the Spring 2020 Standardized Test will increase our overall Math performance total to 80% overall passing. Other Academic Goal (optional) n/a Part 5b: Selection of Improvement Model – Planning Year – 2015-2016
RESTART Planning Year - SY 2015-2016 Focus Areas Action and Person(s) Responsible Timeline Description and Details Budgeted Principal Changes and Flexibility Building Culture n/a Phase one (1st quarter) n/a n/a Effectiveness of staff and recruitment/ retainment of staff Professional Development n/a Phase two (2nd quarter) n/a n/a Principal Changes and Flexibility Instructional Programs Professional Development n/a three (3rd quarter) n/a n/a Building Culture Family and Community Engagement n/a Phase four (4th quarter) n/a n/a Effectiveness of staff and recruitment/ retainment of staff Instructional Programs Professional Development n/a Phase five (summer 2016) n/a n/a
Effectiveness of staff and recruitment/ retainment of staff Professional Development Continue Hiring Process from above - Employ Data/Math Coach Employ Literacy Employ Social Worker/Outreach Coordinator to help support students and parental involvement Employ Substitute Teachers to Assist with professional development Employ Instructional Assistant to help support student needs. Ruby “Addressing the Challenges of Poverty National Conference” Conference – October 4 – October 6 in Cincinnati, Ohio. (4 staff members to attend.) Phase two (2nd quarter) Continue Hiring Process from above - Social Worker/Outreach Coordinator assists in relationship building with students and families in the community. Data/Math Coach begins disaggregating data and creating professional development plans to share the information. Literacy Coach begins to examine lesson plans, student writing, and standardized assessments. Coach begins working with Continue from above - Social Coordinator - $65,000 Data/Math - $60,000 Literacy Coach - $60,000 Part – Time Substitute Teacher - $1,200
students individually and in small groups. Continue with Professional Development opportunities. Instructional Assistant - $12,000 Conference - $3,500 Instructional Programs Professional Development Data/Math Coach and Literacy Coach implement professional development during the school day. Substitute Teacher works in the classrooms to provide time for professional development. Instructional Assistant continues to work with students and teachers. Phase three (3rd quarter) Data/Math Coach and Literacy Coach begin individualized professional development during planning periods and meetings. Social Worker/Outreach Coordinator with students on individual needs, setting educational One Book, One Community - no cost at current time, during the initial stages. – implemented through Internet and
Building Culture Family and Community Engagement Continue planning for One Book, One Community. Data/Math Coach and Literacy Coach continue working with students and teachers. Phase four (4th quarter) Gather support within the community for One Book, One Community. Conferences with teachers and students continue. Effectiveness of staff and recruitment/ retainment of staff Instructional Programs Professional Development Evaluations of teachers, Principal, Dean of Students, Literacy Data/Math Coach, and Social Worker/Outreach Coordinator. 4-Day Literacy Conference covering broad scope of Literacy topics. Phase five (summer 2016) Review evaluations and standardized test data to determine the effectiveness of the newly created positions and the implementation of the grant. Apply for any needed Amendments to the SIG Grant. No additional cost. $5,200 – Smekens Conference
and execution of SIG grant. and execution of SIG grant. and execution of SIG grant. Use of Teacher Evaluation System which takes student growth into account as a significant factor Our school currently uses a modified version of the RISE model which includes student growth in the evaluation process for math and ELA teachers. Continue modified RISE model to show improved performance on the ISTEP+ tests as well as instructional growth. Continue using modified RISE model to show improved performance on the ISTEP+ tests as well as instructional growth. Continue using modified RISE model to show improved performance on the ISTEP+ tests as well as instructional growth. No additional cost. Provide with financial incentives and opportunities for leadership development Implement strategies to support professional development (ex. – workshops, conferences) Professional Development Substitute Provide financial support through Professional Development to assist in the growth of staff members. Ex. – conference expenses. Provide financial support through Professional Development to assist in the growth of staff members. Ex. – conference expenses. Provide financial support through Professional Development to assist in the growth of staff members. Ex. – conference expenses. $5,200 – Conference expenses. Professional Development Substitute - $1,200.
teacher will be utilized to provide individual conferences with teachers and coaches. Increased learning time for students and staff members Provide an option of after school tutoring and supplemental instruction. Staff members have an opportunity to work with coaches to support growth in their specific subject matter. Offer students the opportunity Offer 2- 5 week tutoring sessions prior to both rounds of the ISTEP+ tests (one in February and one in April) This will take place two days a week after school during the 5 week period. Offer students the opportunity for educational support 30 minutes prior to Offer 2- 5 week tutoring sessions prior to both rounds of the ISTEP+ tests (one in February and one in April) This will take place two days a week after school during the 5 week period. Offer students the opportunity for educational support 30 minutes prior to Offer 2- 5 week tutoring sessions prior to both rounds of the ISTEP+ tests (one in February and one in April) This will take place two days a week after school during the 5 week period. Offer students the opportunity for educational support 30 $4,950 total for tutoring program. Before and after school instructional assistance will be provisions of the Data/Math Coach and Literacy Coach responsibilities, created by a flexible
for educational support 30 minutes prior to and 30 minutes following regular school hours. They will be provided individual instruction based on the needs of the student or from a reference by a teacher. Instructional Assistant will work throughout the building to support teachers and students. and 30 minutes following regular school hours. They will be provided individual instruction based on the needs of the student or from a reference by a teacher. 4-Day Literacy Conference covering broad scope of Literacy topics. and 30 minutes following regular school hours. They will be provided individual instruction based on the needs of the student or from a reference by a teacher. 4-Day Literacy Conference covering broad scope of Literacy topics. minutes prior to and 30 minutes following regular school hours. They will be provided individual instruction based on the needs of the student or from a reference by a teacher. 4-Day Literacy Conference covering scope of Literacy topics. schedule for both positions. Instructional Assistant - $12,000 Smekens Literacy Conference - $5,200
Part 5e: Selection of Improvement Model – DISTRICT Sustainability Year - SY 2020-2021 Complete the table below detailing the sustainability plan for AFTER SIG funding – indicate what areas and interventions the district plans to sustain AFTER grant funding, and with what funds the district plans to sustain said interventions. Areas Action Steps and Person(s) Responsible Timeline Description and Details OTHER FUNDS and Budgeted Items Effectiveness of staff and retainment of staff Data/Math Coach position converts into a part-time Data Coach to sustain continuity for staff members and students. This support will continue to provide opportunities to process the data needed to help drive the instruction for teachers. one (1st quarter) Proposal for sustaining this position to be provided through the school’s general fund. General Fund Instructional Programs Instructional Assistant will continue employment on a part-time basis to assist teachers, students, and time for professional development. Phase two (2nd quarter) Proposal for sustaining Instructional Assistant position in to support implemented instructional programs, students, and professional development. $12,000 General Fund Leadership Professional Development Principal, Dean of Students and administration will continue working with data to support teacher lessons. three (3rd quarter) Expectations for lessons and the opportunity to collaborate during school day will be supported by administration. No additional cost. Maintaining Culture Family and Community Engagement One Book, One Community four (4th quarter) Grants and community support will be sought after for the sustainment of this program. No anticipated additional cost due to venture.