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, Jill Pinkerton, Assistant Principal, Holly Richard, 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 628 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:
1. 100% of students will pass iLearn English Language Arts and Math.
2. 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.
3. 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 ILEARN

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

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.

2017-2018 School Letter Grade: B

2016-2017 School Letter Grade: B

2015-2016 School Letter Grade: B

ISTEP+ Data

3-5 White Students passing ISTEP+ English Language Arts

3-5 - All student passing ISTEP+ English Language Arts

Free and Reduced Lunch Students - passing ISTEP+ in English Language Arts (AYP)

Special Education Students - Passing ISTEP+ English Language Arts (AYP Data)

3-5 Students passing ISTEP+ Mathematics

NWEA Math Data

NWEA ELA Data

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 NWEA, the Spring 2017 and the Fall 2017 scores in both Language and mathfrom grade 1 to grade 2 stayed consistent and above the national norms.
❖ As evidenced by the NWEA, even grade levels that were below the national average were withinthe standard deviation.
❖ In Grades 3-5, students in the top 75% and bottom 25% showed significant growth in bothLanguage Arts and Math on the 2017-2018 ISTEP+
❖ The growth domain increased from 2015-2016 to 2016-2017 and again in 2017-20182.

Which area indicates the highest performance?
❖ 5th Grade math scores were our highest performing areas as evidenced by the ISTEP+ .
❖ 93%of “paid” 5th grade students passed Math and 83% of “paid” 4th grade students passed ELA.

3. Which of the above reported findings on ISTEP+ are consistent with NWEA?
❖ 5th grade math students performed well above the national norm on the NWEA.
❖ 3rd grade NWEA scores are the lowest in both Language Arts and Math for all three assessmentwindows and show the greatest deficit as compared to the national norms.

Areas in Need of Improvement

1. Which areas are below expected levels of performance? (Cohort groups, TSC, and State)
❖ Third grade iRead 3 scores have fallen each year for the past 3 years with 83% of students passing with a re-test, and stayed status quo for 2017-2018 with 83% passing.
❖ 3rd grade (53%) and 5th grade (54%) Language Arts scores were significantly below level.
❖ Students in grades 3-5 qualifying for free or reduced meals performed significantly lower than their higher SES peers.
❖ African American students pass rate in ELA was 20% in 2017-2018 and math passing rate was only slightly better at 25%.

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.

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, 2019.

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 2: Teachers in grades K-2 will utilize TRC and grades 3-5 will utilize Fountas and Pinnell leveling systems to drive instruction and monitor student literacy growth. Leveling will take place in August 2018 - April 2019, with benchmarks a minimum of three times per year. All teachers in grades K-5 are responsible.
Strategy 3: Teachers in grades K-5 will utilize the Lucy Calkins’ Writing Units of Study to increase students’ understanding of writing components. Writing instruction will begin on day 1 of the 2018-2019 school year and will continue until the end of the year. All teachers in grades K-5 are responsible.
Strategy 4: 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 5: 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 6: All K-5 teachers and Title I support staff 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 7: Teachers in grade K-5 will create vertically aligned curriculum maps for English Language Arts to identify core instructional needs, as well as an acceleration plan. Teachers will create a pacing guide with common formative assessments.

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 level RIT score from Fall 2018 to Spring 2019.

Strategy 1: Students in grades 3-5 will receive direct instruction from Highly Qualified teachers. Shannon Cauble is responsible.
Strategy 2: K-5 teachers will be provided professional development time to discuss and review NWEA and iReady Math data to inform instruction and monitor student progress. Shannon Cauble and Ashley Hudson.
Strategy 3: 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.

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 2018-2019school 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.
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 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 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 2018-2019 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: An Adversity Team will be developed to receive professional development regarding best practices in neuroscience. The team will utilize the strategies and train certified and non-certified staff to better support students.

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