EXECUTIVE SUMMARY 

Introduction 

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. 

Description of the School 

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 628 students K-5 with 55% 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. 

School’s Purpose 

Mission Statement 

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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. 

Vision Statement 

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 

District Goals 

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. 

Notable Achievements and Areas of Improvement 

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 specific needs. 

● 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. 

Additional Information 

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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. 

Technology 

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. 

Cultural Competency 

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.

 

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 

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) 

2017-2018 School Letter Grade: B 

2016-2017 School Letter Grade: B 

2015-2016 School Letter Grade: B 

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State Testing Data 

3-5 passing English Language Arts 

ISTEP 

2015-2016 

ISTEP 

2016-2017 

ISTEP 

2017-2018 

iLearn 

2018-2019 Vision Data 

All 

Students 

Target Actual Target Actual Target Actual Target Actual 89 64.5 91 58.8 91 56.7 80 45.7 100 

White 89 69.9 91 65 91 70.7 80 57 100 Black 80 18.6 100 Special Ed. 18.2 80 4.7 F/R 82 53.4 84 42 86 39.2 100% 

3-5 Students passing state Mathematics Assessment 

ISTEP 

2015-2016 

ISTEP 

2016-2017 

ISTEP 

2017-2018 

iLearn 

2018-2019 Vision 

Target Actual Target Actual Target Actual Target Actual Data 

All Students 70 66 75 61.7 78 59.3 78 54.3 100 White 78 67 100 Black 78 18.6 100 

Special Ed 78 10 100 F/R 

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iRead-3 

2015-2016 2016-2017 2017-2018 2018-2019 2019-2020 88.9 82.7 83.8 84.6 COVID 

NWEA 2016 Data (Mean) 

Grade Math RIT 

Winter 

‘17 

Math RIT 

Spring ‘17 

Math RIT Fall 

‘17 

Math RIT 

Winter ‘18 

Math RIT 

Spring ‘18 

Math RIT Fall 

‘18 

Math RIT 

Winter ‘19 

Math RIT 

Spring ‘19 

Math RIT Fall 

‘19 

Grade K 

First 

Grade 

Second Grade 

Third Grade 

Fourth Grade 

Fifth 

Grade 

150.3 155.9 133.7 150.3 157.3 135.5 146.7 155.1 134.4 172.8 181.5 156 167.9 175.6 160.1 170.7 177.7 155.9 188.7 196.3 181 192.2 200.8 172 179.9 184.9 173.7 196.6 201 186.3 195.7 202.1 190.7 196.4 200.6 187.7 210.6 217.6 198.3 206.1 213.9 203.3 209.4 211.6 201.5 220.2 227.3 213.6 222.9 232.3 211.1 218.7 223.1 214.4 

Grade LA RIT 

Winter 

‘17 

LA 

RIT 

Spring ‘17 

LA RIT Fall ‘17 

LA 

RIT 

Winter ‘18 

LA 

RIT 

Spring ‘18 

LA RIT Fall ‘18 

LA 

RIT 

Winter ‘19 

LA 

RIT 

Spring ‘19 

LA RIT Fall ‘19 

Grade K 

First 

Grade 

Second Grade 

Third Grade 

Fourth Grade 

Fifth 

Grade 

150.1 155.9 135.8 150.3 158.9 139.4 142.6 154.3 139.1 

171.2 179 155.1 167.3 174.6 159.9 170.1 177.7 158.3 

181 188.9 178.1 189.7 184.9 171.8 178.3 181.7 172.9 

193.7 194.7 185.2 194.7 196.9 188.6 194.3 196.4 185.6 

205.2 206.4 193.1 200.2 200.8 197 201.9 203.2 197.4 

211.6 212 204.6 211.1 214.4 201.4 207.5 209.1 206.3 

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Areas of Notable Achievement 

1. Which areas demonstrate positive growth and are above expected levels of performance? (Cohort groups, TSC, and State) 

❖ As evidenced by iLearn, MME 4th grade ELA “at proficiency” and “above proficiency” were above the state average. 

❖ As evidenced by iLearn, MME 4th and 5th grade Math passing rate was higher than the state and corporation average. 

❖ As evidenced by NWEA, 1st grade ELA scores grew 17.8 points from Fall to Spring, which is above the national norm. 

❖ As evidenced by NWEA, 5th grade ELA scores grew 7.7 points from Fall to Spring, which is above the national norm. 5th grade Math scores grew at a higher rate than the national norm and the scores were in line with the norm by Spring 2019. 

 

2. Which area indicates the highest performance? 

❖ 4th Grade ELA iLearn 

❖ 4th and 5th grade Math iLearn 

Areas in Need of Improvement 

1. Which areas are below expected levels of performance? (Cohort groups, TSC, and State) ❖ 84% of 3rd graders pass the iRead3, which is below the TSC average 

❖ 3rd grade math proficiency on the iLearn is significantly lower than the TSC average ❖ Grades 3-5 ELA scores on iLearn are lower than the state and TSC average. 

❖ 3rd grade (53%) and 5th grade (54%) Language Arts scores were significantly below level.  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. 

Attendance 

 Attendance 

School Year Overall Attendance Percent 

2018-2019 95.3% 

2017-2018 95.6% 

2016-2017 95.3% 

MME 2018-2019 IN 2018-2019 

Model Attendees 64.5% 65.3% 

Yr. 2 Measurable Goal To increase our Model Attendees to 70% for the 2020-2021 school year. 

Yr. 3 Measurable Goal To increase our Model Attendees to 75% for the 2021-2022 school year. *Due to changes in how accountability is reported, more data will be provided in future years. *

 

LITERACY INSTRUCTION 

Description of Program 

Mayflower Mill Elementary School implements a 90 minute reading block K-5. Each literacy block contains a mini-lesson, word work for K-2, 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, 2021. 

Strategy 1: Title I staff will provide 45 minutes of small group push-in instruction using leveled readers to provide students with direct instruction in comprehension and fluency strategies. Title I staff is responsible. 

Strategy 3: Using assessment data from TRC or Fountas and Pinnell data, as well as NWEA, students will be targeted for pull-out interventions if they are at least 6 months behind in reading using multiple measures.. Interventionists will work with students outside the 90 minute reading block and will collect and monitor data. K-5 teachers and interventionists are responsible. 

Strategy 4: 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 5: 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 6 week coaching round and have the opportunity to observe master teachers. Ashley Hudson, instructional coach is responsible. 

Strategy 6: Teachers in grades K-5 will use data from vertically aligned curriculum maps for English Language Arts to identify core instructional needs, as well as an acceleration plan. Common assessments and data meetings will occur at the end of each unit. 

MATHEMATICS INSTRUCTION 

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 and each grade level will show improvement in the NWEA Math mean grade 

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level RIT score from Fall 2020 to Spring 2021. 

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. 

SEL INSTRUCTION AND EDUCATIONAL NEUROSCIENCE 

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 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 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 2020-2021 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 

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outside mental health support and provide parents with school and community resources information. 

Strategy 6: The Adversity 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 2020-2021 school year.

 

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. 

A Parent Survey will be given in the Fall and Spring. 

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. 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. 

Label Assurance Response Comment 

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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. 

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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 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. 

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 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. 

Label Assurance Respo nse 

Comment 

9. There are 

strategies to 

involve parents in 

the planning, 

review, and 

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. 

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schoolwide plan. 

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. 

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 

mastering proficient 

and advanced levels of 

the academic 

achievement are 

provided with effective, 

timely additional 

assistance. 

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. 

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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.