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 ISTEP+ 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.

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

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.

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.

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.

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.