School Improvement Plan
Mayflower Mill Elementary School (8005)
2022-2023 School Improvement Plan
Tippecanoe School Corporation
Mayflower Mill Elementary School
200 East 500 South
Lafayette, Indiana 47909
Shannon Cauble, Principal
- Executive Summary
- School's Purpose
- Notable Achievements and Areas of Improvement
- Improvement Plan Stakeholder Involvement
- Student Performance Diagnostic
- Instructional Goals
- Title I Schoolwide Plan Requirements
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.
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
Mayflower Mill Elementary School has a tradition of providing a warm and enriching educational
environment focusing on the development of the whole child. Our staff consistently seeks ways to
provide the best educational opportunities and social and emotional support for our students. A brief
summary of previous years is described below:
● Since its inception, Mayflower Mill students have performed well on IREAD-3. Students
reading below level and/or at-risk of not passing are provided with interventions tailored to their
● In an effort to provide students with leveled intensive reading support, Mayflower Mill has
developed a multi-tiered system of support. Highly qualified support staff push into the reading
block for 30 minutes K-5 to increase the frequency of small group reading instruction. Below
level students are identified for strategic intervention provided at an additional time for 30
minutes outside the reading block. Our data supports this strategic effort.
● Mayflower Mill Elementary has been on the journey of being a Trauma Responsive School.
School staff consistently reviews behavioral and attendance data to support students’ diverse
needs. Mayflower Mill has created an alternative to suspension program to give students
appropriate skills and support to reduce recidivism and create an enhanced school experience.
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. 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
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.
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.
*Most recent school State Grade and Federal Rating available from the Indiana DOE at the
time of submission (May 2020)
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
❖ 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
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
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
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
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
Strategy 7: Teachers will provide SEL instruction based on our School Theme during each quarter of
the 2022-2023 school year.
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).
|1||A Comprehensive Needs Assessment (CNA) of the whole school has been
|Yes||Kindergarten teachers will assess students on letters and sounds 4 times per year. Grade 1 will use a phonics placement screener to target phonics skills deficits in small group instruction. Students in grade 1 reading above an H will be assessed using the TRC reading assessments 3 times a year (September, January, and April). Teachers will complete the assessments by the corporation deadlines. Title I staff will assess phonemic awareness in grades K-2 three times per year. Letters and sounds will be assessed K-2 until mastery is achieved. 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.
K-2 students will receive targeted assistance in deficit areas as identified
our Dyslexia screener.
A Parent Survey will be given in the Winter.
|2||There is implementation
of schoolwide reform
strategies that provide
opportunities for all
children to meet proficient
and advanced levels of
|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. Students in K-1 will receive 30 minutes of
enrichment through STEM instruction by the IDEA teacher 10 times per
year.. 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.
|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.
|4||There are highly
qualified teachers in
all core content area
Instruction by Highly Qualified Paraprofessionals.
Instruction by Highly Qualified Teachers
|5||There is high quality
|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
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.
such as literary
|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 Mil will conducta
Family Wellness Night to help parents learn neuroscience practices and
Playworks games. 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.
|8||The school will
to parents. If so,
describe how this will
|Yes||The administration of Mayflower Mill Elementary School will distribute
both on-line logins and parent copies of iLearn 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.
involve parents in
improvement of the
|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.
|10||There are plans for
children in the
transition from early
such as Head Start,
Even Start, Early
Reading First, or a
|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.
Mayflower Mill hosts Kindergarten University in April to provide information
about Mayflower Mill’s Kindergarten Program, school information, information
from our Parent Advisory Council.
teachers to be
included in the
related to the use of
leading to the
|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
Additionally, teachers are invited to serve on committees where school-wide
policies and decisions are made.
|12||There are activities
and programs at the
school level to ensure
that students having
difficulty mastering proficient
and advanced levels of
provided with effective,
|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 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.
participates in the
integration of federal,
state, and local funds;
and resources such as
in-kind services and
|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.
|14||Does the school plan
programs under the
|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
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