School Improvement Plan

The comprehensive Indiana School Improvement Plan aligns the improvement requirements for
schools under Title I, ESSA, and The Student Achievement Plan (SAP) for focus and priority schools.
The following people were involved in the development of this School Improvement Plan: Shannon
Cauble, Principal, Jill Pinkerton, Assistant Principal, Paige Manns, Title I Teacher, Ashley Hudson,
Instructional Coach, Certified Staff and Stakeholders.

Describe the school's size, community/communities, location, and changes it has
experienced in the last three years. Include demographic information about the students,
staff, and community at large. What unique features and challenges are associated with the
community/communities the school serves?

The Tippecanoe School Corporation is a comprehensive K-12 public school corporation located in
north central Indiana, about one hour north of Indianapolis. Established in 1962, TSC encompasses
437 square miles in Tippecanoe County. Portions of Lafayette, West Lafayette and the main campus
of Purdue University are within the district boundaries. TSC operates two high schools, six middle
schools and 11 elementary schools serving approximately 13,000 students. The district draws
students from suburban areas of Greater Lafayette, as well as outlying rural areas. To address
continued growth, TSC has created a long-range building program, which will add additional schools
and classrooms in the future.
Mayflower Mill Elementary is located in the southern part of Tippecanoe County serves 600 students
K-5 with 58% students qualifying for free or reduced lunch through the National School Lunch
Program. Mayflower Mill Elementary School operates a school-wide Title I program to provide
students with extra assistance in reading and math. Mayflower Mill Elementary provides a caring,
safe, and energetic environment that is conducive to student learning.

At Mayflower Mill Elementary School, our mission is to provide a challenging and engaging
curriculum, apply best teaching practices to maximize student growth, and incorporate social
emotional learning in a loving environment.

We believe all students deserve a safe and structured learning environment. We believe all
students deserve to be surrounded by dedicated adults who believe in them, encourage them, and
have high expectations for their success. We believe all students deserve teachers who utilize a
wide variety of instructional strategies to help them achieve. We believe all students deserve
opportunities to experience the world around them and to become productive citizens in a global
society. We also believe that parents are our partners in education and play a key role in student
success. As a school community, we will strive each day to give all of our students the tools they
need to become responsible well-educated citizens

The TSC’s Mission is to strive to educate our students to reach their academic potential in an environment that
encourages confidence, competence and a desire for learning. The district’s goals can be found at
https://www.tsc.k12.in.us/uploaded/Board/TSC_Board_Goals_2017-2020_dcpdf.pdf.

Mayflower Mill’s curriculum is based on the Indiana Academic Standards located
http://www.doe.in.gov/standards. Curriculum maps based on these standards are located in the
Principal’s Office for inspection by members of the public.

At Mayflower Mill Elementary, we believe integrating technology into the instructional process has
the potential to positively impact the educational experiences we provide to our students. The
availability of technology and high quality digital resources allows for students to demonstrate
creativity and innovation, to communicate and collaborate, to research and evaluate information,
and to think critically. Digital tools, resources, and practices are embedded into the curriculum to
support the school’s instructional goals and enhance student achievement. Mayflower Mill
Elementary has class sets of iPads in Kindergarten and first grade and class sets of Chromebooks
for students in grades 2-5.

At Mayflower Mill Elementary School, our population includes students, staff, and faculty of different
racial, ethinic, and socioeconomic backgrounds. We are adept at adapting our pedagogy to a
number of different approaches to reflect the unique requirements like English as a second
language, trauma responsive classrooms, and exceptional learning. Through our daily community
circles, classroom lessons, guest speakers, field trips, family engagement and communication, we
provide our students with multiple ways to learn, understand, and respect the differences among our
students, staff, and faculty. We have a Resiliency Team comprised of certified and non-certified
staff that provides support for students and teachers through direct services and professional
development to help put neuroscience practices, social-emotional learning, and both physical and
mental wellness into the forefront of our school community. Additionally, the Tippecanoe School
Corporations employs a neuroscience educator and mental health liaison to support brain
development and support in and out of the classrooms.
Administrators, social workers, and instructional coaches work together to develop areas of
opportunities for additional cultural competency learning, as well as recognizing implicit bias.
Through professional development, staff and faculty will have the opportunity to further their cultural
competency and create a classroom community and lessons that are suitably tailored to the needs
of our diverse population and the gain skills to be global citizens.

1. Which areas demonstrate positive growth and are above expected levels of performance? (Cohort
groups, TSC, and State)
❖ Our English Learners outperformed all other sub-groups on iLearn in 2022
❖ 4th and 5th grade iLearn math scores in 2022 were higher than both the district and state
averages
❖ 5th grade social studies iLearn scores were higher than the state average in 2021.
❖ 4th and 5th Grade students increased performance
❖ 2nd Grade students showed growth on the Reading NWEA from the beginning of 2021 to the
end of the year assessment in 2022

2. Which area indicates the highest performance?
❖ 2021 3rd grade Cohort increased math proficiency by 10% in 4th grade 2022
❖ 2021 4th grade Cohort increased math proficiency by 15% in 5th grade 2022

1. Which areas are below expected levels of performance? (Cohort groups, TSC, and State)
❖ 75% of 3rd graders pass the iRead3, which is below the TSC average
❖ 3rd grade ELA proficiency on the iLearn is significantly lower than the TSC and state average
❖ Kindergarten below proficiency increased in reading and math from the Fall to Spring on
NWEA.

2. Which area indicates the lowest performance?
❖ Using multiple measures of data, our reading and English and Language performance is the
lowest across all grade levels.
❖ Our special education students, African American Students, and Free and Reduced Lunch
students perform lower than all other sub-groups in all areas of the iLearn.

Description of Program
Mayflower Mill Elementary School implements a 90 minute reading block K-5. Each literacy block contains
phonemic awareness practice, phonics instruction, vocabulary instruction, small group instruction based on
reading level data, and time to read books at instructional and independent levels.

Goal 1: 80% of Mayflower Mill Elementary School students in grades 3-5 will demonstrate proficiency
by passing the English/Language Arts portion of the iLearn by May 24, 2023.
Strategy 1: Title I staff will provide 45 minutes of small group push-in instruction using leveled readers
or decodable texts to provide students with direct instruction in comprehension and fluency strategies.
Title I staff is responsible.
Strategy 2: To increase phonemic awareness in grades K-2, teachers will be provided professional
development in using Michael Heggerty Phonemic Awareness System. Title I aides will use Kilpatrick’s
one minute drills to remediate in small groups. Teachers and Title I staff are responsible.
Strategy 3: All teachers K-5 will be responsible for communicating reading levels and reading progress
to parents through parent/teacher conferences, report card comments, and providing NWEA Reading
Reports 3 times per year.
Strategy 4: All K-5 teachers will be provided quality professional development throughout the school
year in reading data collection and “next steps” to utilize data to enhance instructional practices by our
instructional coach. Additionally, new teachers K-5 will participate in a coaching round and have the
opportunity to observe master teachers. Ashley Hudson, instructional coach is responsible.

Goal #2: 90% of Kindergarten students will know 26/26 letters and sounds by May 2023.
Strategy 1: Letters and sounds will be tested quarterly and progress will be communicated with
parents. Teachers are responsible.
Strategy 2: Title I staff will be trained to implement Jan Richardson’s Letter Tracing to provide
targeted intervention for students not making progress on letters and sounds. Title I staff responsible.

Description of Program: Mayflower Mill Elementary School implements a 60 minute Math instructional
block. Teachers utilize the Ready Math textbook, supplemental materials, and technology based resources such
as XtraMath, IXL, and iREADY.

Goal 1: 80% of Mayflower Mill Elementary School students will demonstrate proficiency by passing the
Math portion of the iLearn by May 2023.
Strategy 1: Students in grades 3-5 will receive direct instruction from Highly Qualified teachers. Shannon
Cauble is responsible.
Strategy 2: All teachers K-5 will be responsible for communicating math progress to parents through
parent/teacher conferences, report card comments, and providing NWEA Math Reports 3 times per year.
Strategy 3: Highly qualified instructional assistants will provide push-in small group mathematics
instructional support for 30 minutes daily to supplement direct instruction and assist with mastery
learning.

Description of Program: Mayflower Mill Elementary staff will continue to teach and support
behavioral expectations, as well as implement proactive educational neuroscience practices. K-5
teachers will utilize SEL lessons, monitor student behavior data, and provide behavior interventions as
necessary.

Goal: Decrease student suspensions of African American students from 7.2% to less than 5%.

Strategy 1: K-5 teachers will explicitly teach behavioral expectations based on the PBIS calendar
Strategy 2: The Behavior Problem Solving Teams will meet bi-monthly to support K-5 teachers in
developing behavior interventions and behavior plans to support students in achieving the behavior
benchmarks.
Strategy 3: K-5 teachers will teach neuroanatomy lessons including the parts of the brain and function.
This will serve as the basis for students to learn and practice regulation. All staff will encourage and
model focused attention practices to help students regulate
Strategy 4: K-5 Teachers will lead Morning Meeting daily to build community and promote the use of
a classroom calming corner.
Strategy 4: Title I staff will continue to implement the CLIMB Program. The CLIMB staff will
support student behavior within the classroom setting and will provide teachers with Tier 3 interventions
for students. In lieu of suspension, students will be referred to the CLIMB program to learn behavioral
and SEL skills to be successful in the regular classroom. CLIMB staff will provide students and
teachers with on-going behavioral support after the student returns to the classroom. CLIMB
interventions will be in place throughout the school year based on teacher request and office discipline
referrals. Jessica Harris, Shannon Cauble, and Jill Pinkerton are responsible.
Strategy 5: Throughout the 2022-2023 school year, our Student Service Coordinator will provide
individual and small group social and emotional learning opportunities as identified by K-5 teachers
and/or as requested by students. Additionally, the Student Services Coordinator will refer students for
outside mental health support and provide parents with school and community resources information.
Strategy 6: The Resiliency Team will provide professional development regarding best practices in
neuroscience. The team will utilize the strategies and train certified and non-certified staff to better
support students.
Strategy 7: Teachers will provide SEL instruction based on our School Theme during each quarter of
the 2022-2023 school year.