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METROPOLITAN SCHOOL DISTRICT OF
LAWRENCE TOWNSHIP INDIANAPOLIS, INDIANA
School Improvement Plan
In Accordance with Public Law 221
2012-2015
Early Learning Center @ Amy Beverland
Early Learning Center @ Brook Park
Early Learning Center @ Mary Castle
Early Learning Center @ Winding Ridge
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School Address: ELC @ Amy Beverland: 11660 Fox Rd, 46236
ELC @ Brook Park: 5249 N David St., 46226
ELC @ Mary Castle 8510 East 82nd
St., 46256
ELC @ Winding Ridge 11845 East 46th St., 46236
School Phone Number: 317- 423-8214
317-423-8215
317-423-8216
317-423-8217
School DOE Number: 5284
School Corporation Number: 5330
_____________________________________________________________
Principal Signature Date
_____________________________________________________________
Superintendant Signature Date
Dr. Shawn Smith, Superintendent
____________________________________________________________
School Board President Signature, Date
Mrs. Kathy Varie , President
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Table of Contents
Section Page
Community Profile
Introduction
Description of the School Community
Description & Location of Curriculum
Safe & Disciplined Learning Environment
Trend Data on Student Population by Subgroup
4
Vision & Purpose
District Mission Statement
School Based Purpose/Major Initiatives
6
Governance & Leadership
School Improvement Team/Committee
Description of Decision Making Process for Teaching & Learning
Graph of Leadership Structure (Admin., Teams, Chairs, Committees, etc.)
7
Documenting & Using Results
Assessment Descriptions by Grade
Description of Ongoing Data Review Process
8 Year Trend Data on Student Achievement & Attendance by Subgroups
Summary of Data: Skill Strengths & Skill Weaknesses
8
Teaching & Learning
Student Achievement Goals (Based on Data)
Benchmarks for Progress Monitoring
Instructional Strategies Cultural Competence & Technology as a Tool for
Learning
10
Resources & Support Systems
Professional Development Plan
16
Stakeholder Communication & Relationships
Parent Involvement & Participation
Description of Stakeholder Input Opportunities with Timeline
Description of Stakeholder Partnerships & Programs
18
Commitment to Continuous Improvement
Description of the Continuous Improvement Review Process
District Continuous Improvement Goals
19
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Community Profile
Introduction
The Metropolitan School District of Lawrence Township (MSDLT) is located in the northern
section of Indianapolis, Indiana and Marion County. It is a dynamic community with broad
diversity in cultures, religions, ethnic groups, races and socioeconomic levels. MSDLT has been
an educational leader in Indiana for the past forty years.
MSDLT offers a comprehensive educational curriculum with special activities and programs
geared to provide enrichment, exploration, and instructional and differentiation that allows the
district to meet the needs and goals of each individual student support for students. Parents have
always played an active role in the operations of the district.
In addition, MSDLT provides quality education in award winning schools built on a foundation
of outstanding educators, administrators, school board members, and supportive parents. Our
vision is "Superior Schools in a Supportive Community."
The purpose of the School Improvement Plan is to evaluate the effectiveness of our initiatives,
develop goals based on data analysis, establish priority for improvement, identify strategies and
create an action plan for deployment.
Description of School Community
The Early Learning Centers are fully accredited urban schools in M S D Lawrence Township
located in Indianapolis, IN 46236-1306. The schools opened in Aug, of 2005, operates with a
traditional schedule, and serves 1200 students in Preschool and Kindergarten.
Description & Location of the School Curriculum
MSDLT evaluates curriculum every six years in conjunction with the state textbook adoption
process. The goal of the program evaluation, curriculum/standards revision and textbook
adoption cycle is to provide and educational program that enables all students to learn and
achieve to the highest possible level. Additionally, MSDLT has developed curriculum/standards
guides in special areas, elective areas & academic core areas of English/Language Arts, Math,
Science, and Social Studies. The curriculum guides incorporate the most recent Indiana
Academic Standards; the district character values, district technology proficiencies and district
media proficiencies. Lastly, the LAWRENCE Board of Education approves all curriculum
guides. A curriculum guide for each level is available in on the website, teacher workrooms,
Principal offices and in conference rooms. All standards are posted on the district website.
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School Website: ltschools.org
District Website: http://www.MSDLT.k12.in.us/administration/inst/inst.html
Safe & Disciplined Learning Environment
The School Improvement Committee will review and revise the Safe Schools Plan to ensure it is up to
date and aligned with district policy annually.
Lawrence Township and this school have worked hard to provide a safe environment for all students. In
looking at our township-wide mission and strategies, Lawrence Township included safe schools as one of
their goals for all students. This very detailed compilation of policies and procedures provides guidelines
for the prevention of and reaction to crisis incidents. It addresses issues that could impact our school at
any level. It outlines programs for prevention and recognition of possible problems. Checklists are also
provided which help assess the potential for problems as well as how to react during a crisis. All
Lawrence Township schools participate in several programs that provide information to students and
parents concerning safety issues. We have three security drills, severe weather, fire, and code blue drills.
Code Blue is our drill for a disturbance or security concern in the building. Each staff member has a
designated folder containing our safe school information with complete instructions for all emergencies.
We have also installed security devices such as a front door bell for all that enter, security cameras in the
front office, and a system for sign-in and guest badges for all who come to our building. All Lawrence
Township schools are to provide a handbook outlining the safety procedures for the township and their
individual school.
Lawrence Township is also involved in programs that work toward preventing student problems. We
have programs such as peer facilitators, (a mentoring program with high school students), peer mediation,
safe school talks, student leadership opportunities, and our Character Education initiative. Our township
and school provide daily reminders and learning opportunities for Character Education. Our students
participate in a building-wide program that starts with a character pledge, a weekly character word, and
ongoing instruction on the meaning of each life-skill. Teachers provide classroom reminders about the
life-skills in their room and monthly correspondence to parents. Our township has offered several
workshops on how to incorporate character education into our buildings. Even our discipline referrals use
the wording from our character education program. Staff and students can dialogue using the same
terminology about character education due to the required use of character education terms and
procedures.
These initiatives will continue as a part of our safe schools policy. We will determine the success of our
Safe Schools/Character initiative through the reduced number of office referrals and incidents within the
school. The number of student referrals should decrease as our programs continue in character education.
We should also see improvement with our more severe students because of anger management programs,
peer mediation, and outside agencies involvement with students.
Character Education is integrated into classroom learning. It is an ongoing, long-term process of helping
students understand and practice good character traits and habits. Character Education is based on the
Life Long Guidelines and the Life-skills for Character, and all staff members are expected to model and
teach them daily. Other citizenship components include Student Council, (grades 3-5).
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Vision & Purpose
The system establishes and communicates a shared purpose and direction for improving the performance of students
and the effectiveness of the system.
MSDLT Mission Statement
The mission of the Metropolitan School District of Lawrence Township is to empower all
students with the knowledge, skills, compassion, and integrity needed to contribute and succeed
as self-directed, life-long learners in a competitive global community.
District Improvement Initiatives to be address in this school improvement plan:
1. Reduce and eliminate racial academic achievement disparities and ensure equity in
everything we do.
2. Deploy Professional Learning Community teams to increase collaboration and improve
learning and teaching.
3. Increase deployment effectiveness of Core Curriculum:
Project Approach in all grades (Katz and Chard)
Readers Workshop (Fletcher and Collins)
Guided Reading (Fountas and Pinnell)
Writers Workshop (Wood-Ray and Anderson)
Vocabulary (Marzano)
Balanced Math - Five Easy Steps (Ainsworth and Christensen)
Science and Social Studies (Common Core State Standards)
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Governance & Leadership
The system provides governance and leadership that promote student performance and system effectiveness.
2010-2011 School Improvement Team/Committee
The plan and annual review has been made with input from a committee of persons interested in the
school, including administrators, teachers, parents, and community and business leaders appointed by the
principal. Teacher appointments to the committee have been made in accordance with IC 20-29.
Guideline Elementary = 10-15 members,
Role/Title Name
1. Principal Erin Sughrue
2. Principal Candace Ewing
3. Principal Conni Davis
4. Principal Frank Jackson
6. Title I Compliance Jodi Peyton
7. Title I Data and Instruction Coach Kristin Scibienski
8. Coordinator of ELC Exceptional Learning Diann Oberlin
Annual School Improvement Plan Input Process
The team met throughout the year monthly to create the goals. By consistently examining
data in Professional Learning Communities and collaborating with teachers, the goals were
developed based on the needs of our students.
Documenting & Using Results
The system enacts a comprehensive assessment system that monitors and documents performance and uses these
results to improve student performance and school effectiveness.
School Assessment Descriptions—Elementary
Instructional
Area
Assessment
Purpose
Assessment Title & Content Area
(please briefly note what the
assessment measures)
Grade(s) Timeline
Administered
English
Language
Proficiency
Screening LAS Links English Proficiency
Placement Test
K - 6 Within 30 days of
enrollment at the
beginning of the year
or within 2 weeks of
student’s enrollment
during the school year
Validation LAS Links English Language
Proficiency Test
K - 6
(Levels 1–
4)
Winter
Progress
Monitoring
STAR Early Literacy or Reading
(Early Learning Centers)
K - 2 Beginning, middle,
and end of year for all
students
Reading Formative Developmental Reading
Assessment (DRA)
K - 6 Beginning and end of
year for all students;
also mid-year for
some students
performing below
grade level
Formative Mini-Assessments (PLC) K-6 Bi-weekly
Screening
& Progress
Monitoring
STAR Reading 3 - 6 Beginning and end of
year for all students;
also mid-year for
some students
performing below
grade level
Progress
Monitoring
Acuity Reading Common
Assessments and Benchmark
Assessments
2 - 6 Quarterly
Writing Formative Writing Rubrics (based on 6+1) K - 6 Three times per year
Math Screening
& Progress
Monitoring
STAR Math 2 - 6 Beginning and end of
year for all students;
also mid-year for
some students
performing below
grade level
Formative Mini-Assessments (PLC) K-6 Bi-weekly
Progress
Monitoring
Acuity Math Common Assessments
and Benchmark Assessments
2 - 6 Quarterly
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LA and Math Summative ISTEP+ Writing (Open Ended) 3 - 6 Early spring
Summative ISTEP+ Progress (Multiple Choice) 3 - 6 Late spring
Summative ISTAR Special
Education
students
student who
do not take
ISTEP+
Spring
Description of Ongoing Data Review Process
The school conducts regular reviews of student achievement data from the multiple assessments
administered during the school year. Data reviews begin with an analysis of the ISTEP+
performance by grade level, classroom and student. The data from the screening assessment
given at the beginning of the school year provides information about the most common
weaknesses that need to be addressed. Each PLC team selects the areas of weakness upon which
to focus and creates mini-assessments (pre and post tests) that are used by each team to
determine the students and subgroup of students who are struggling, determine the errors each
student is making, develop learning strategies to correct those errors and then retest to determine
how well those strategies worked. The process continues until the PLC team goal has been
achieved. The results from the mini post-assessments are validated by the STAR and ACUITY
tests.
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Learning and Teaching
The system provides research-based curriculum and instructional methods that facilitate achievement for all
students.
The School Equity Transformation Plan supports the MSDLT School Board policy on Equity
and the District Equity Transformation Plan in Leadership, Learning and Achievement, and
Families and Community. The following graphic reflects the key relationships and work focus:
Goal #1: Excellence for All Students
The school goal for 2012-2013 is to increase the overall achievement levels by 3% compared to
2012 Spring ISTEP+ results in both Language Arts and Math.
% passing ISTEP Language Arts Math
3rd
Grade Goal NA NA
4th
Grade Goal NA NA
5th
Grade Goal NA NA
6th
Grade Goal NA NA
School Goal NA NA
Goal #2: Reduce the Racial Achievement Disparities
The pursuit of equity in all aspects of the school is a foundational principle. Reducing racial
achievement disparities is the overarching objective of MSDLT. The school goal is to reduce the
racial academic achievement gap from ____10__% to ___0__% for Black students as compared
to White students and from _13_____% to __0___% for Hispanic students as compared to
White students in Language Arts
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Common Improvement Strategies and Practices
The following strategies will be deployed school-wide in support of the equity and academic
achievement goals:
1. The School Equity Transformation Plan focuses on three critical components:
Leadership:
Administrators and teacher leaders will create the conditions and climate in the school to
eliminate racial achievement disparities
Administrators and teacher leaders will demonstrate through their behavior a personal
belief system that supports eliminating racial disparities
Administrators will articulate an equity vision aligned to the district vision
Administrators and the school Equity Team will complete training as the foundational
framework for eliminating racial achievement disparities
Learning and Achievement:
A CARE team is formed and members have completed CARE team seminars and
Beyond Diversity Training
The CARE Team teachers will attend six seminars facilitated by Pacific Education
Group (PEG)
Existing organization structures (ICT, PLC teams, etc.) will learn strategies from the
CARE team teachers and deploy instructional strategies that accelerate learning of
underachieving students with fidelity.
Families and Community:
Administrators will ensure school and community affiliated organization will increase
family of color participation and engagement in decision making committees by 25%
Administrators will create an effective and more efficient data entry system
The school will create effective and more efficient ways to engage and communicate
with families of color by June 1, 2013
Administrators and teachers will develop the capacity of the school to involve and
engage families of color
A detailed time-bound action plan is included in the appendix.
2. Professional Learning Communities:
The MSDLT PLC process will be broadly and effectively deployed in every PLC
team.
All teachers are expected and required to collaborate and participation in PLC teams
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Focus of PLC team meetings and work are to address the areas in reading and writing
that are root causes that prevents students in each grade level to not master mini-
assessments or progress monitoring assessments (STAR, ACUITY).
PLC Teams will focus on specific group of students from either the Black or Hispanic
subgroups.
Teachers will create and use mini assessments (either DIBELS, test items from
ACUITY or teacher made) to track progress and identify student errors
Teachers will collaborative examine and score student work to identify and correct
student errors. (teachers may exchange papers to score)
Teachers will engage in action research and mid-course corrections.
Teachers will implement with fidelity the most-effective instructional practices for
the targeted students identified by their respective PLC teams.
Student achievement data from pre and post mini assessments will be recorded,
reported and used to improve teachers’ learning of student errors so that those errors
can be eliminated.
All PLC teams will document the instructional practices for the units of study they are
improving for each access by all teachers and store them electronically in a server or
file easily accessed by all teachers in all grades.
3. Project Approach
Adequate time is set aside each week for project work in every general education
classroom.
Administrators and teachers have the knowledge of the components of each phase of
project and have evidence of meeting the expectations of each phase.
Teachers work with the MSDLT Project coaches to improve their skills in implementing
the project approach.
Every teacher will complete all three phases of a project for a minimum 1-2 projects per
semester.
Administrators will approve the topic and the teacher’s web for each project.
Audits of fidelity will be conducted and documented throughout the school year.
4. Guided Reading
The school will deploy Guided Reading across all grades and classrooms. Guided
Reading will be based on Fountas and Pinnell published research.
Audits of fidelity will be conducted and documented throughout the school year.
5. Readers Workshop
The school will deploy Reading Workshop across all grades and classrooms. The
Workshop will be based on Wood-Ray and Anderson published research.
Audits of fidelity will be conducted and documented throughout the school year.
13
6. Writers Workshop
The school will deploy Writers Workshop across all grades and classrooms. The
Workshop will be based on Matt Glovers training received in 2009-2012.
Writing samples will be scored each quarter using a commonly developed rubric. Data
will be collected and reported as part of PLC Meetings.
Audits of fidelity will be conducted and documented throughout the school year.
7. Vocabulary
The school will effectively deploy Building Vocabulary in all grades and classrooms.
The instructional strategies will be based on Robert Marzano’s research and book
Building Academic Vocabulary.
All teachers will teach 3-5 new words per week in each content area. Front-end, Back-
end, timely introduction of words, Word Walls and student vocabulary folders will be
implemented in all grade levels.
Common assessments will be developed and used to determine students’ growth in
vocabulary.
Quality audits to determine fidelity will occur throughout the year.
8. Math
The school will implement Five Easy Steps to a Balanced Math program as published by
Ainsworth and Christensen.
Common assessments will be developed and used to determine students’ growth in
vocabulary.
Quality audits to determine fidelity will occur throughout the year.
Technology as a Tool for Learning
The technology plan will be reviewed each year by our School Improvement Committee and our
Technology Committee to ensure that it is up to date and complies with our school and district
initiatives.
14
Teachers integrate technology in various ways to highlight all subjects. Technology is used as a
learning tool to enhance both teaching and learning. The goal is to integrate technology across
the curriculum to facilitate improved student learning. We not only use computers, but also
include overhead projectors, digital cameras, scanners, video and connections with
TV/computers and/or projectors/computers.
Activities that support technology integration:
Multimedia presentations by students and teachers
Internet access for inquiry, research and investigation
Software activities for remediation, practice, and enrichment
Word processing to develop the writing process
Mind mapping to demonstrate conceptual understanding
Electronically dispersing information between teacher and student
Communication between parents and teachers through our website
Technology Coach
Office Suite Products - Inspiration/Publisher
Accelerated Reader
E-Class participation by teachers and students
15
Indicators of Success:
The growth in student achievement will be determined by the progress students make based upon
the mean score improvement from the 1st test to the 3
rd test as measured by the following
assessments:
School Name
Elementary Student
Achievement
Performance
Assessments
1st Assessment
(Baseline) 2nd Assessments
% Improvement
%
Improvement
Improvement Range Mean % Passing
Mean % Passing
Mean Score % Passing
Acuity in LA (Predictive)
Acuity in math
(Predictive)
Early STAR Reading
(Grades 1-2)
Early STAR Math
(Grades 1-2)
STAR Reading (Grades
3-6)
STAR Math (Grades 3-6)
Writing (6+1 Rubric)
Reading Comprehension
(DRA)
Number Sense (Acuity)
Average % Improvement 0.0
16
Resources & Support Systems
The system has the resources and services necessary to support its vision and purpose and to ensure achievement
for all students.
Strategy #1: School Equity Transformation
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Instructional Equity Training CARE team Continued
training
Progress Monitoring assessment
results
Equity Team training Continued
training
Partnership for Academically
Successful Students (PASS)
PASS Team Continued
training
Satisfaction Surveys
Book Studies (Race) SIP team Principal and
teachers
Strategy #2: PLC Teams and IC Teams
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
PLC Team collaboration,
inquiry and embedded learning
Grade Level
Teams
Weekly – one
hour per grade
level
Progress Monitoring assessment
results for the specific student
subgroups and content areas of
focus.
MSDLT Quality Audit of PLCs
ICT team training
Strategy #3: Project Approach
Professional Development Plan
17
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Project Approach Phases II and
III Coaching for teachers
MSDLT
Project
Coaches
2010-2011 Project Approach Quality Audit
findings and ratings
Project Approach Phases II and
III Coaching for administrators
MSDLT
Project
Coaches
2010-2011 Performance Measurement
Evaluation of Administrators
Strategy #4: Language Arts – Literacy Instruction
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on
achievement?”
Reading Workshop
Writing Workshop
Building Vocabulary
Strategy #5: Math
Professional Development Plan
Professional Development
Description
Participants Learning &
Implementation
Timeline
Annual Student Data Review to
Monitor PD Implementation
“How will you know what impact
the PD is having on achievement?”
Five Easy Steps to a Balanced
Math Program
Teaching Number Sense
Teaching multi-step problem
solving
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Stakeholder Communications & Relationships
The system fosters effective communications and relationships with and among its stakeholders.
Description of Family Involvement & Engagement to Support Learning Goals
Stakeholder Input Opportunities to Support Goals
Stakeholder Input Name & Description Who Participates Timeline
PASS team Parents and Family
Members selected
from Black and
Hispanic
Community
2012-2013
ELFA Families of Early
Learning Center
Students
2012-2013
Description of Stakeholder Partnerships & Programs to Support Goals
Four times a year families come together to brainstorm and problem solve about the needs of the
students and families in the Early Learning Centers. By engaging in literacy and math activities,
families and children create a positive home-school connection as well as strengthen the family
bond and loyalty to the service of ALL children at the Early Learning Centers. Feedback from
families during these events, help the team in creating goals that continue to strengthen this
partnership and ensure a quality experience for all.
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Commitment to Continuous Improvement
The system establishes, implements, and monitors a continuous process of improvement that focuses on student
performance.
Preparation and management to an Action Plan
Monthly progress reviews will be conducted by the principal and the SIP team to ensure
strategies and practices are being effectively deployed with fidelity.
Documentation of Core (Common) Practices
As grade level PLC teams identify practices that have had excellent success with Black and
Hispanic students (and thereby improving learning of all students), the practices will be
documented as Core or Common Practices on the school server or quality system website.
Fidelity of the PLC Process
The principal is responsible for the effectiveness and fidelity of the PLC process at the school.
Evidence of attendance and participation at the PLC team meetings as well as observations from
classroom instruction will be provided during the management reviews.
20
Appendix
APPENDIX A
The following is the annual schedule for School Improvement Planning:
Annual
Continuous
Improvement
Responsibility June -
July
Aug Sept Oct Nov Dec Jan Feb Mar Apr May
SIP Deployment
Planning
Principal X X X
SIP Review for
all staff
Principal X X
10-11 SIP
Collaboration &
Report
Preparation
(Principal & SIP
Team)
X X X X
Progress
Monitoring
Report of 2010-
2011 SIP
(By Principal to
Management
Review Group)
X X X X
11-12 SIP
Collaboration
(Principal &
Supervisor)
X
Draft of 2011-12
SIP Due to
Supervisor
Principal X
(3/1)
LEA Review of
11-12 SIP for
PD Section
LEA X X
11-12 SIP
Review &
Feedback by QA
Team to Principal
Quality
Management
Review Group
X
Final 11-12 SIP
Due to
Supervisor
Principal Board
Approval
X
(5/1)
DOE-RR Forms
Completed
Principal By June
Deadline
