School Improvement Plan
Mayflower Mill Elementary School (8005)
2016-2017 School Improvement Plan
Tippecanoe School Corporation
Lafayette, IN
Mayflower Mill Elementary School
200 East 500 South
Lafayette, Indiana 47909
765-538-3875
Shannon Cauble, Principal
- Executive Summary
- Improvement Plan Stakeholder Involvement
- Student Performance Diagnostic
- Literacy and Mathematics Instruction
- SEL Instruction and PBIS Plan
- Title 1 School-wide Plan Requirements
Executive Summary
EXECUTIVE SUMMARY
School Improvement Plan Introduction
The comprehensive Indiana School Improvement Plan aligns the improvement requirements for schools under Title I, PL221, 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, Clint Wilson, Assistant Principal, Nancy Nargi, Title I Teacher; Certified Staff and Stakeholders.
Description of the School and Community
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 620 students K-5 with 52% 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.
Vision Statement
We believe this vision statement emcompasses everything that is important to us at Mayflower Mill Elementary. We enjoy and appreciate the partnerships we have in the community, as well as, the community we strive to build in our classrooms and our school. It is important that we not only create learners in our society, but also leaders. This also goes for our staff. We are lifelong learners and leaders in our school community.
We believe all students deserve:
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
All adults in our community are living by these core convictions daily and as a result, show the following attitudes and actions:
Adults in our community live by these core convictions daily and as a result, show the following attitudes and actions. All educators, parents, and community members place a high value on education. To ensure that all children learn, adults provide a safe and caring environment. All teachers are passionate about their profession, are knowledgeable of current educational research and best practices, and are prepared to educate our future citizens. Teachers will present challenging curriculum. Teachers will use a variety of instructional and assessment tools to address the different learning styles. Parents are actively involved with their children’s education and promote positive behavior in and out of the classroom. Parents will volunteer at school, come to school activities, and talk with both their child and his teacher on a regular basis. Community members are also highly involved in the school. Local businesses will encourage employees to do tutoring and mentoring in the schools, and employees will partner with teachers to create real-world application for their curriculum. Businesses will facilitate field trips and provide guest speakers to allow students to observe and experience career opportunities.
In this environment where all adults are living by their core convictions, all students:
In this environment where adults live by their core convictions, all students will be highly motivated to learn. They will be willing to take risks and set high goals for themselves. All students will be engaged in their learning. Students will show respect and take responsibility for their education. They will learn important team building skills by working in small and large groups. They will demonstrate mastery through a variety of authentic assessments and experiences. All students accept challenges, show motivation, and put forth their personal best.
As a result of these efforts; our school’s student achievement data goals are as follows:
- 100% of students will pass ISTEP+ English Language Arts and Math.
- 100% of students will be at or above grade level reading according to TRC and Fountas & Pinnell Benchmark tests at the end of the school year.
- 100% of students will show 1 year growth on the NWEA MAP assessment.
Additional Information
Description and Location of Curriculum
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.
Title and Description of Assessment Instruments to be Used in Addition to ISTEP+
Benchmark assessments will be administered 3 times per year by certified teaching staff. Reading benchmark assessment, TRC, will be administered for students in grades K-2. Teachers will administer the Fountas and Pinnell Benchmark Assessment System for students in grades 3-5 at the beginning, middle and end of the school year. NWEA will be administered in grades K-5 three times per year . Additionally IREAD will be administered in the Spring for students in grade 3.
Improvement Plan Stakeholder Involvement
IMPROVEMENT PLAN STAKEHOLDER INVOLVEMENT
1. Describe the process used to engage a variety of stakeholders in the development of the institution’s improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them?
Mayflower Mill Elementary reached out to stakeholders using a variety of school communication methods (electronic newsletter, facebook, mass emails, school website). Input was solicited from students, teachers, parents, and community representatives through a stakeholder survey. The survey was completed electronically, which allowed stakeholders to complete the survey and submit their input at a time that was convenient to their schedules. For stakeholders without internet access, they were invited to come into the school office and use one of our computers to complete the survey. School staff were available to assist as needed.
2. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process?
The Mayflower Mill School Improvement Team was comprised mostly of Mayflower Mill Elementary staff members. As data was analyzed, ideas were generated, and decisions made, this information was shared with stakeholders who indicated a desire to remain involved in the process. These stakeholders were then able to provide their input which factored into the final school improvement plan.
3. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its process.
The school improvement plan is uploaded to the Mayflower Mill Elementary website. Notice is provided annually, and the plan is accessible via the school website.
Student Performance Diagnostic
STUDENT PERFORMANCE DIAGNOSTIC
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by state, district, or other entities, determine the quality and reliability of the given assessments and show the alignment of the assessments to the school’s curriculum.
School Letter Grade: (Preliminary: B)
ISTEP+ Data
3-5 White Students passing ISTEP+ English Language Arts
2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
83 | 87 | 73.4 | 89 | 69.9 | 91 | 100 | ||
3-5 - All student passing ISTEP+ English Language Arts
2011-2012 | 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
81 | 83 | 85 | 82 | 87 | 65.9 | 89 | 64.5 | 91 | 100 | |||
Free and Reduced Lunch Students - passing ISTEP+ in English Language Arts (AYP)
2011-2012 | 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
75% | 71 | 78% | 76 | 78 | 76 | 80 | 50.8 | 82 | 53.4 | 84 | 100% | |
Special Education Students - Passing ISTEP+ English Language Arts (AYP Data)
2011-2012 | 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
68% | 70% | 73% | 51 | 56 | 52 | 61 | 23.5 | 66 | 71 | 100% | ||
3-5 Students passing ISTEP+ Mathematics
2014-2015 | 2015-2016 | 2016-2017 | 2017-2018 | 2018-2019 | 2019-2020 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
61 | 70 | 66 | 75 | 78 | 82 | 85 | 100 | |||||
NWEA FAll 2016 Data
Grade | Math RIT Fall 2016 | TSC RIT FAll 2016 | % at or above benchmark | LA RIT Fall 2016 | TSC RIT Fall 2016 | % at or above benchmark | |
Kindergarten | 136.4 | 139.1 | 40% | 139.1 | 141.3 | 51% | |
First Grade | 156.1 | 161.2 | 39% | 157.4 | 161.8 | 41% | |
Second Grade | 176 | 180.8 | 55% | 176.2 | 179.9 | 56% | |
Third Grade | 186.7 | 189.8 | 42% | 186 | 191.3 | 50% | |
Fourth Grade | 203 | 203.3 | 55% | 199.6 | 202.2 | 61% | |
Fifth Grade | 209.9 | 212.1 | 45% | 203 | 208.6 | 45% |
Areas of Notable Achievement
- Which areas demonstrate positive growth and are above expected levels of performance? (Cohort groups, TSC, and State)
- In Grades 3-5, the number of students receiving free/reduced lunch had a had a higher pass percentage than the state average in language arts
- In Grades 3-5, Mayflower Mill had a higher pass percentage in Language Arts for multiracial students by 8%.
- In Grades 3-5, Mayflower Mill’s pass percentage in math was higher than both the state and corporation average.
- 5th Grade Math and Language Arts were above TSC and State averages in 2015-2016.
- Which area indicates the highest performance?
- 5th Grade Math and Language Arts for 2015-2016 ISTEP .
- NWEA: 4th Grade Language Arts with 61% at or above benchmark
- Which of the above reported findings on ISTEP+ are consistent with NWEA?
- 4th Grade NWEA Language Arts scores or consistent with the ISTEP+ scores.
- 5th grade math ISTEP scores were higher than NWEA.
Areas in Need of Improvement
- Which areas are below expected levels of performance? (Cohort groups, TSC, and State)
- Math and Language Arts NWEA data suggests that our students perform below the TSC average.
- Only 56% of students in grades 3-5 pass both Math and Language Arts portion of the ISTEP.
2. Which area indicates the lowest performance?
- K-2 NWEA data for both math and language arts show only 39-51% of students are at or above benchmark, which is significantly below the TSC average.
- 3rd grade math ISTEP scores from 2015-2016 are at a 57%, which is below the corporation average.
Literacy and Mathematics Instruction
STUDENT PERFORMANCE DIAGNOSTIC
The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment results required by state, district, or other entities, determine the quality and reliability of the given assessments and show the alignment of the assessments to the school’s curriculum.
School Letter Grade: (Preliminary: B)
ISTEP+ Data
3-5 White Students passing ISTEP+ English Language Arts
2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
83 | 87 | 73.4 | 89 | 69.9 | 91 | 100 | ||
3-5 - All student passing ISTEP+ English Language Arts
2011-2012 | 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
81 | 83 | 85 | 82 | 87 | 65.9 | 89 | 64.5 | 91 | 100 | |||
Free and Reduced Lunch Students - passing ISTEP+ in English Language Arts (AYP)
2011-2012 | 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
75% | 71 | 78% | 76 | 78 | 76 | 80 | 50.8 | 82 | 53.4 | 84 | 100% | |
Special Education Students - Passing ISTEP+ English Language Arts (AYP Data)
2011-2012 | 2012-2013 | 2013-2014 | 2014-2015 | 2015-2016 | 2016-2017 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
68% | 70% | 73% | 51 | 56 | 52 | 61 | 23.5 | 66 | 71 | 100% | ||
3-5 Students passing ISTEP+ Mathematics
2014-2015 | 2015-2016 | 2016-2017 | 2017-2018 | 2018-2019 | 2019-2020 | Vision Data | ||||||
Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | Target | Actual | |
61 | 70 | 66 | 75 | 78 | 82 | 85 | 100 | |||||
NWEA FAll 2016 Data
Grade | Math RIT Fall 2016 | TSC RIT FAll 2016 | % at or above benchmark | LA RIT Fall 2016 | TSC RIT Fall 2016 | % at or above benchmark | |
Kindergarten | 136.4 | 139.1 | 40% | 139.1 | 141.3 | 51% | |
First Grade | 156.1 | 161.2 | 39% | 157.4 | 161.8 | 41% | |
Second Grade | 176 | 180.8 | 55% | 176.2 | 179.9 | 56% | |
Third Grade | 186.7 | 189.8 | 42% | 186 | 191.3 | 50% | |
Fourth Grade | 203 | 203.3 | 55% | 199.6 | 202.2 | 61% | |
Fifth Grade | 209.9 | 212.1 | 45% | 203 | 208.6 | 45% |
Areas of Notable Achievement
- Which areas demonstrate positive growth and are above expected levels of performance? (Cohort groups, TSC, and State)
- In Grades 3-5, the number of students receiving free/reduced lunch had a had a higher pass percentage than the state average in language arts
- In Grades 3-5, Mayflower Mill had a higher pass percentage in Language Arts for multiracial students by 8%.
- In Grades 3-5, Mayflower Mill’s pass percentage in math was higher than both the state and corporation average.
- 5th Grade Math and Language Arts were above TSC and State averages in 2015-2016.
- Which area indicates the highest performance?
- 5th Grade Math and Language Arts for 2015-2016 ISTEP .
- NWEA: 4th Grade Language Arts with 61% at or above benchmark
- Which of the above reported findings on ISTEP+ are consistent with NWEA?
- 4th Grade NWEA Language Arts scores or consistent with the ISTEP+ scores.
- 5th grade math ISTEP scores were higher than NWEA.
Areas in Need of Improvement
- Which areas are below expected levels of performance? (Cohort groups, TSC, and State)
- Math and Language Arts NWEA data suggests that our students perform below the TSC average.
- Only 56% of students in grades 3-5 pass both Math and Language Arts portion of the ISTEP.
2. Which area indicates the lowest performance?
- K-2 NWEA data for both math and language arts show only 39-51% of students are at or above benchmark, which is significantly below the TSC average.
- 3rd grade math ISTEP scores from 2015-2016 are at a 57%, which is below the corporation average.
SEL Instruction and PBIS Plan
SEL INSTRUCTION AND PBIS PLAN
Description of PBIS Program: Mayflower Mill Elementary staff will continue to teach and support behavioral expectations based on our 5 Grinder Goals during the 2016-2017 school year. K-5 teachers will utilize explicit lessons developed by our PBIS Integration team, monitor student behavior data, and provide behavior interventions as necessary.
Goal 1: Less than 20% of students in grades 3-5 will report that other student’s behavior interferes with their learning.
Strategy 1: K-5 teachers will explicitly teach behavioral expectations for the first 45 days of school based on the PBIS curriculum developed by our Integration Team. The Integration Team will develop additional lessons based on behavior data collected by teachers each month.
Strategy 2: The Positive Peeps Committee will plan monthly behavioral celebrations as an incentive for students with 85% or better behavior each month. The Integration Team will prepare booster social skills lessons for students to participate in if their behavior is below the 85% expectation.
Strategy 3: The Behavior Problem Solving Teams will meet monthly to support K-5 teachers in developing behavior interventions and behavior plans to support students in achieving the behavior benchmarks.
Strategy 4: K-5 teachers and support staff will be provided professional development in increasing student engagement, classroom management, and/or de-escalation strategies in August, December, January, and March.
Strategy 5: 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 Clint Wilson are responsible.
Strategy 6: Throughout the 2016-2017 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.
Title 1 School-wide Plan Requirements
TITLE 1 SCHOOLWIDE PLAN REQUIREMENTS
The school assures the following requirements have been met (Sections 111(b)(1), 1114 (b)(1)(A) and the 1309 (s) of the Elementary and Secondary Education Act (ESEA).
Title I Schoolwide Plan Requirements
Label | Assurance | Response | Comment |
1. | A Comprehensive Needs Assessment (CNA) of the whole school has been completed. | Yes | Teachers in grades K-2 will use the TRC reading assessments 3 times a year (September, January, and April). Teachers will complete the assessments by the corporation deadlines. Teachers in grades 3-5 will use Fountas and Pinnell Benchmark assessments in reading two times a year (beginning and end of year). Grades 3-5 will use Fountas and Pinnell Benchmark for middle of the year for students below benchmark only. In addition, they will use NWEA Assessments in Language Arts and Math three times each year (September, November, and February). Teachers will be responsible for making sure all of their students complete the assessments. Data meetings will be held to discuss the results of the assessment to create small groups for remediation and acceleration, and review best practices. |
Label | Assurance | Response | Comment |
2. | There is implementation of schoolwide reform strategies that provide opportunities for all children to meet proficient and advanced levels of student academic achievement. | Yes | Mayflower Mill; Elementary provides an enriched and accelerated curriculum for students. Teachers and parents complete recommendation sheets to determine who will be assessed for possible qualification. This process occurs each spring for grades 1-5. Qualifying K-1st students will be placed in a pull-out enrichment program. This program will begin in the second semester each year, and the enrichment teacher will provide students with 30 minutes per week of instruction in a rigorous curriculum. Qualifying 2nd-5th grade students will be placed in a self-contained 2/3 or 4/5 high ability class. High ability classroom teachers will daily offer those students a rigorous and accelerated curriculum. Additionally, general education teachers will use differentiated, small group instruction based on student text levels and/or assessment data in reading and math to continue to challenge students on a daily basis. Mayflower Mill teachers conduct a core 90 minute reading block K-5. During the 90 minute reading block, the classroom teacher and highly qualified instructional assistants will work with students for 30 minutes in small groups or one-on-one to provide explicit instruction with leveled texts or self-selected good fit books. |
Label | Assurance | Response | Comment |
3. | There is implementation of schoolwide reform strategies that use effective methods and instructional strategies that are based on scientifically based research that: strengthens the core academic program, increases the amount of learning time, includes strategies for serving underserved populations, includes strategies to address the needs of all children in the school, but particularly low achieving children and those at risk of not meeting state standards, address how the school will determine if those needs of the children have been met, and are consistent with, and are designed to implement state and local improvement plans, if any. | Yes | Grade level teachers, Title I staff, and the building administrator will meet to discuss student data collected through the TRC, Fountas and Pinnell text leveling, and NWEA and ISTEP to determine students in need of secondary interventions. Students identified as at-risk or not making adequate progress will receive targeted interventions 3-5 times per week outside of the 90 minute reading block by a highly qualified instructional assistant or certified teacher. Specific interventions include, but are not limited to Leveled Literacy Intervention, Reading Eggs, and Ready Math, or a researched based intervention as determined by the team.. Progress will be monitored to determine if interventions should change. |
Label | Assurance | Response | Comment |
4. | There are highly qualified teachers in all core content area classes. | Yes | Instruction by Highly Qualified Paraprofessionals. To ensure that all of our students are taught by highly qualified paraprofessionals, we will 1) hire only highly qualified paraprofessionals, 2) help those who are not highly qualified develop and implement a personalized plan for becoming highly qualified, 3) make sure that our low-achieving students are taught by highly qualified paraprofessionals. Tippecanoe School Corporation maintains an expectation that all paraprofessionals are highly qualified in elementary classrooms, and Title I positions. Corporation expectations include: 1. All current paraprofessionals in the school are highly qualified. The corporation maintains the expectation that any future paraprofessionals hired will be highly qualified at the time of their hiring. 2. Information is available at the corporation and school level for paraprofessional candidates to become highly qualified before hiring can occur. 3. A list is maintained at the building level and with the corporation personnel office of all paraprofessionals’ highly qualified status and method for qualification. Instruction by Highly Qualified Teachers To ensure that all of our students are taught by highly qualified teachers, we will 1) hire only highly qualified teachers, 2) help those who are not highly qualified develop and implement a personalized plan for becoming highly qualified, 3) make sure that our low-achieving students are taught by highly qualified teachers. Tippecanoe School Corporation maintains an expectation that all teachers are highly qualified in elementary classrooms and Title I positions. Corporation expectations include: 1. All teachers holding a valid Indiana Teaching License. 2. Identification of how each teacher qualifies as highly qualified whether by PRAXIS, NTE, HOUSE, or CAS. 4. Information is available at the corporation and school level for teacher candidates to become highly qualified before hiring can occur. 5. A list is maintained at the building level and with the corporation personnel office of all teachers and their highly qualified status and method for qualification. This list is continuously updated each August with new hires into the building by the building level principal and sent to the corporation office for a master list. 7. If a teacher is found to not be HQ in a particular area, a plan is developed for this teacher to become highly qualified, or the teacher is moved to a position in which they are highly qualified. Support is offered at the building and corporation level about how to take and pass the PRAXIS exam. In special education teaching situations, in-services are provided by the local special education cooperative to ensure HOUSSE points are gathered to meet the required need as well. Also, we will make parents aware of the school’s progress in employing all high qualified teachers and professionals by mailing an informational letter during the first quarter of each school year. |
Label | Assurance | Response | Comment |
5. | There is high quality and on-going professional development for teachers, principals, and paraprofessionals. | Yes | Professional development is embedded into the daily and weekly schedules for all Mayflower Mill Elementary School staff. Every morning, certified staff meet for 30 minutes of professional development activities. Paraprofessionals receive bi-weekly professional development from the instructional coach or certified Title I teachers.. Additionally, all staff have access to the instructional coach for individualized professional development. |
Label | Assurance | Response | Comment |
6. | There are strategies to attract high-quality, highly qualified teachers to this school. | Yes | To attract highly qualified teachers, Mayflower Mill Elementary will continue to participate in teacher education programs by providing Purdue Elementary Education students with classroom experience through their practicum experiences, as well as through student-teaching experiences. We will also continue our many community partnerships and encourage new support networks for our students and teachers. Most importantly, we will encourage our highly qualified teachers to remain by providing a supportive and caring environment and by providing high quality professional development opportunities. |
Label | Assurance | Response | Comment |
7. | There are strategies to increase parental involvement, such as literary services. | Yes | .Mayflower Mill Elementary School is committed to supporting parents in their child’s educational journey. Mayflower Mill will host an Open House prior to the start of school. Additionally, Mayflower Mill teachers will conduct 3 Parent University programs per year to provide parents with both instruction and activities that parents can do with their children based on our school improvement goals. Additionally, Mayflower Mill Elementary School staff will partner with our Parent Advisory Council to provide events and activities to increase parent involvement in all facets of their children’s academic experience, such as The MME Carnival, Family Art Night, and Pink Walrus Night. |
Label | Assurance | Response | Comment |
8. | The school will provide individual academic assessment results to parents. If so, describe how this will be done. | Yes | The administration of Mayflower Mill Elementary School will distribute both on-line logins and parent copies of ISTEP+ results, as soon as they are received from the Indiana Department of Education. During fall and spring parent/teacher conferences, parents of kindergarten through second grade will be provided with TRC assessment results and third through fifth will receive Fountas and Pinnell Text Levels. In addition to grades, parents will be provided with NWEA Scores K-5. Translators will be available as needed to assist in data interpretation. |
Label | Assurance | Response | Comment |
9. | There are strategies to involve parents in the planning, review, and improvement of the schoolwide plan. | Yes | Parent involvement in the school improvement process is encouraged and solicited throughout the process. Surveys are utilized to solicit information parents and community members. Additionally, parents are invited to join a committee where school improvement strategies are shared, data is reviewed, and ideas are generated about how to move forward in improving the education that Mayflower Mill Elementary School students receive. |
Label | Assurance | Response | Comment |
10. | There are plans for assisting preschool children in the transition from early childhood programs such as Head Start, Even Start, Early Reading First, or a state-run preschool program. | Yes | A Corporation Preschool Committee consisting of the Title I Lead Teachers will work to foster collaboration between the elementary schools, preschools, and Head Start programs which feed into the elementary school to foster understanding and to ensure student success. The emphasis of this committee will be to: 1) Provide a forum to develop communication between the Title I buildings and the local preschools with emphasis on parent involvement and curriculum. 2) Transition between preschool and Title I buildings. 3) Identifying preschool needs that can be assisted by schools. 4) Behavioral expectations and how these can be implemented at home to make transition to school easier. 5) Parent Involvement strategies that the schools can use to reach the parents with students already in pre-school. At Mayflower Mill Elementary School, is fortunate to partner with the Greater Lafayette United Way to provide Countdown to Kindergarten Camp in conjunction with our summer school program in June. Students with little or no pre-school experience are invited to participate in Camp for 3 weeks to prepare both academically and socially for kindergarten. Additionally, Mayflower Mill Elementary School hosts a Born Learning Academy where parents and caregivers of preschool students are provided with practical, user-friendly ideas to turn everyday activities into learning moments and better prepare children for kindergarten. Mayflower Mill hosts Kindergarten University in April to provide information about Mayflower Mill’s Kindergarten Program, school information, information from our Parent Advisory Council. |
Label | Assurance | Response | Comment |
11. | There are opportunities and expectations for teachers to be included in the decision making related to the use of academic assessment results leading to the improvement of student achievement. | Yes | Teachers are continuously involved in the collection and analysis of academic assessment data. Through the Instructional Improvement Block (IIB), teachers are regularly analyzing at all levels and their input is solicited on how Mayflower Mill Elementary can improve student achievement as a result. Additionally, teachers are invited to serve on committees where school-wide policies and decisions are made. |
Label | Assurance | Response | Comment |
12. | There are activities and programs at the school level to ensure that students having difficulty | Yes | Grade level teachers, Title I staff, and building administrators will meet to discuss student data collected through the TRC, Fountas and Pinnell text leveling, and NWEA to determine students in need of secondary interventions. Students identified as at-risk or not making adequate progress will receive targeted interventions 3-5 times per |
mastering proficient and advanced levels of the academic achievement are provided with effective, timely additional assistance. | week outside of the 90 minute reading block by a highly qualified instructional assistant or certified teacher. Progress will be monitored to determine if interventions should change. |
Label | Assurance | Response | Comment |
13. | The school participates in the coordination and integration of federal, state, and local funds; and resources such as in-kind services and program components. | No | Mayflower Mill Elementary does not consolidate our funds, but coordinate our program services. The Title Lead teacher coordinates all Tier 2 services including ELL, intervention, remediation, and Title I services. This includes identification of students and scheduling of programs. |
Label | Assurance | Response | Comment |
14. | Does the school plan to consolidate programs under the schoolwide program? | No | Mayflower Mill Elementary School has chosen not to combine federal, state, and local funds. Mayflower Mill Elementary School is aware that option is available. Although the Mayflower Mill Elementary School chooses not to combine funds, Mayflower Mill Elementary considers all available monies before making decisions as to how funds will be spent. Great care is taken to ensure that all Title I funding is used to supplement, not supplant programs. |
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