WINFIELD ELEMENTARY SCHOOL 2011 - 2014 Little People, Big Dreams

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WINFIELD ELEMENTARY SCHOOL2011 - 2014

Little People, Big Dreams, Bright Future

In Service to the Winfield CommunityPatricia A. Carnahan

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SCHOOL IMPROVEMENT TEAM

SCHOOL IMPROVEMENT COMMITTEEMEMBERS

Mrs. Patricia A. Carnahan PrincipalMrs. Melissa Curran TeacherMs. Sarah Ferraro TeacherMrs. Sarah Johnson Teacher Mrs. Amanda Kosiba TeacherMrs. Melissa Taylor Teacher

Mrs. LYnda Smith ParentMrs. Peddycord Parent

Winfield Elementary School Improvement Committee, in conjunction with theFaculty and Staff, wrote the School Improvement Plan. We studied and analyzed our ISTEP+ achievement scores, Terra Nova Scores, District Assessments, andWinfield Teacher Assessments. We evaluated our programs, services, resources,instructional practices, and professional development program. Based on the resultsof our study and analysis, we designed our Continuous School Improvement Plan for 2011 – 2014.

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TABLE OF CONTENTS

SECTION 1 – INTRODUCTION PAGE� Narrative Description of the School 5� Narrative Description of the Community 6� Narrative Description of the Educational Programs 7,8� Description and Location of the Curriculum 9,10� Titles and Description of Assessment Instruments 11.12

SECTION 2 – STATEMENTS PAGE� Statement of Vision 14� Statement of Mission 14� Statement of Beliefs 14

SECTION 3 – DESCRIPTION OF STUDENTS PAGE� Characteristics of Winfield Students 16� Participation in Special Programs 17 - 19� Participation in Student Services 20

SECTION 4 – STUDENT PERFORMANCE DATA PAGE� 3rd Grade ISTEP+ LA/Math Achievement Data 22 - 27� Attendance 28� 1st Grade Terra Nova LA Achievement Data 29,30� 1st Grade Terra Nova Math Achievement Data 31

SECTION 4 – STUDENT PERFORMANCE DATA CONTINUED PAGE� STAR Early Literacy 33� STAR Reading 34� STAR Math 35� mClass Reading TRC 36,37� Retentions 37

SECTION 5 – SCHOOL DATA PAGE� Information on Instructional Practices 39� Information on Technology 40� Perception Survey Data from Students, Teachers, Support Staff 41.42

SECTION 6 – FAMILY AND COMMUNITY DATA PAGE� Communication between the School and other Stakeholders 44� Participation of School Community 45� Characteristics of Staff, Family, and Community 46.47� Perception Survey Data from Parents 48

SECTON 7 – CONCLUSIONS PAGECurriculum 50Instructional Strategies 50Student Achievement 51Parental Participation 52Technology 52Safe and Disciplined Learning Environment 52Professional Development 52

SECTION 8 – SCHOOL IMPROVEMENT ACTION PLAN 53 - 57

SECTION 9 – PROFESSIONAL DEVELOPMENT PLAN 58 – 59

Section 10 – STATUTES TO BE WAIVED 60

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INTRODUCTIONSection 1

� Narrative Description of the School page 6

� Narrative Description of the Community page 7

� Narrative Description of the Educational Programs page 8, 9

� Description and Location of the Curriculum page 10, 11, 12

� Titles and Description of Assessment Instruments page 13, 14

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WINFIELD ELEMENTARY SCHOOLNarrative Description

Winfield Elementary School is committed to providing students with an academic program based on high standards and high expectations. Our grade configuration of kindergarten through second grade has enabled the faculty to research, study, prepare, and teach to the appropriateness of primary students. The articulation between grade levels has grown stronger as we work and learn collaboratively from each other within three grade levels. We share a vision that continuously focuses on the learning needs of our unique student population.

Winfield Elementary School has many strengths! A dedicated and professional staff who are united in their commitment to meet the potential of every student. A Parent-Teacher-Organization who is dedicated in their efforts to provide academic materials and motivational rewards for the school, and organizational events to encourage family relationships. Teachers and parents together have created a strong bond that goes a long way in ensuring the success of each and every child.

Winfield Elementary School currently serves 450 students in grades Kindergarten through Second Grade. The grade configuration of our school has changed several times over the years as the result of a rising student population. Winfield was originally a K-6 school but changed to a K-3 school when a second elementary school was built to alleviate the overcrowding conditions. In 2005 overcrowding again forced a change in our grade level configuration. We became a K-2 school.

Winfield Elementary School (K-2) is the “Feeder School” to Jerry Ross Elementary School (3-5). Approximately 90% of our students enter Jerry Ross Elementary after second grade. Assessment results from Winfield as well as Jerry Ross help to drive our curriculum.

Winfield Elementary School provides optional breakfast and hot lunches for students cooked in our school kitchen by our Cafeteria Manager and three cafeteria assistants. An automated payment system supports parents in their knowledge of student eating habits. In 2010–2011 the Crown Pont Community School Corporation implemented a “Healthy Choice” school lunch program and received a national award from the White House.

Winfield Elementary School is part of the Crown Point Community School Corporation and one of seven elementary schools. In January of 2007, the school corporation completed a Long Range Facility Plan to address the continued growth of the entire Crown Point Community. In 2009 the Crown Point Community School Corporation became accredited by the AdvancED/North Central Association Commission of Accreditation and School Improvement. The CPCS Corporation was awarded District Accreditation as a Quality School System.

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WINFIELD COMMUNITYNarrative Description

The Town of Winfield is named for General Winfield Scott. The Township of Winfield is located in Crown Point, Indiana and can trace its roots – and its name – to the mid 19th century. Organized in 1843, Winfield has a total area of 12.3 square miles and was incorporated as a township in 1993. Winfield Township includes the communities of Leroy, Palmer, and Winfield. It is located seven miles east of Crown Point and 36.4 miles east of Chicago.

The Winfield Community is able to take advantage of Chicago’s rich and varied cultural environment. Many of our community members have visited major art, natural history and science museums as well as a lakefront aquarium and a planetarium. Some of our community members have attended the world-renowned symphony and opera company. There are also a variety of theaters as well as two zoos for community members to visit.

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WINFIELD EDUCATIONAL PROGRAMSNarrative Description

Winfield Elementary School utilizes a variety of educational programs to promote educational excellence. These programs support the development of self-directed lifelong learners, creative problem solvers, and responsible citizens by facilitating opportunities for students to use individual abilities to achieve their personal best.

LANGUAGE ARTS� Four Blocks Reading & Writing� Journal Writing� Six Trait Writing� Power Writing� Accelerated Reading� Houghton Mifflin Reading Series� Reading A – Z� Guided Reading – ETA� 600 Minute Reading Club� Weekly Magazines� Drops in the Bucket Reading, Writing� Scot Foresman Spelling� Modern Curriculum Press Phonics� Tucker Signing Phonics� Explode the Code � Daily Oral Language� Lang Arts Software Program

HEALTH� McGraw Hill Health Series� Hand Washing Presentation� Dental Hygenist Presentation� Field Trips (Survive Alive, Fire Station)

MATH� Everyday Math� Inquiry Math Lessons� Accelerated Math� Computation Software – MFF� Drops in the Bucket Problem Solving� Daily Math Problem� Daily Oral Math� Math Skills Tutoring

SOCIAL STUDIES� K - Scot Foresman Big Book & Weekly

Readers� 1st – Mac-Millan McGraw Hill Big Book� 2nd – Houghton Miffline Books� CPCS Corporation Social Studies

Performance Task� Guest Speakers� Junior Achievement� Field Trips (Bailey Homestead, Apple

Orchard)

SCIENCE� FOSS Science� Lab Experiences� 4-H Embryology� EnvironMobile� Buzz Engram/NIPSCO� Field Trips (Museums, Zoos)

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WINFIELD EDUCATIONAL PROGRAMSCONTINUED

ART� Art Textbook Series� Art Displays � Art Website� Creative Arts Fair� Young Rembrandts

MUSIC� Music Textbook Series� H.S. and M.S. Band Concert� H.S. and M.S. Orchestra Concert� Creative Arts Fair

PHYSICAL EDUCATION� Physical Education Curriculum� Field Day� Jump Rope for Heart� Kiddie 500

COMPUTER LAB� 35 lab computers� Software Programs� 3 computers per classroom� Rennaisance Place

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DESCRIPTION OF CURRICULUM

The Crown Point Community School Corporation previously developed the curriculum vertically and horizontally to the Indiana Standards but is currently revising the curriculum to meet the Common Core Standards. The curriculum will then be articulated through the Content Standards and Essential Understandings which define the important knowledge and skills that all students must acquire at each grade level.

District textbook selection and adoption schedules now follow the Indiana Standards and CommonCore Standards for textbook adoption. The state approved textbooks are displayed at central office. A committee of teachers, administrators, and parents review and evaluate textbook materials. When a selection is completed, a recommendation is sent to the Crown Point Corporation School Board.

Language Arts – The Language Arts Curriculum involves the student in lifetime learning skills such as reading, writing, speaking, and listening. A variety of resources are used including: state adopted textbook series, student journals, writing portfolios, newspaper, and community resource people. Student activities may include reading buddies, guided reading groups, and opportunities for public speaking. Student needs are met with a variety of basic, average, and challenging reading and writing materials. Students participate in the Accelerated Reading Program and Reading and Writing Assessments throughout the school year.

Mathematics – The Mathematics Curriculum prepares students for a lifetime of learning with a variety of resources – computer software programs, calculators, economy units, textbook series, and hands-on materials. Basic math skills are developed in all students with a variety of techniques. Critical problem solving is also developed through inquiry-based instructional practices.

Social Studies – The Social Studies Curriculum develops citizenship, positive values, and beliefs through the studies of information provided in the state adopted textbooks, supplemental materials, videos, speakers, presentations, and field trips. Each student is required to complete a Social Studies Performance Task.

Science – The Science Curriculum uses a “hands-on” approach with FOSS Modules. The students demonstrate their learning in a variety of ways that require many dimensions of cognitive performance. In addition, community programs such as the EnvironMobile support environmental life skills.

Health – The Health Curriculum provides our students with the skills that should lead them to responsible health behaviors. Our students develop both knowledge and skills to avoid health risks now and in the future. The students are presented with information from the state adopted textbook, health videos, and community safety programs. Community health centers present real life demonstrations on hand washing, germ control, dental care, and general body care.,

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DESCRIPTION OF CURRICULUM CONTINUED

Music – The Music Curriculum provides a variety of experiences that allow students to experience the many facets of musical skills such as singing, playing instruments, listening, creating, and performing. The sequential progression of music education provides for the understanding and appreciation of music concepts such as rhythm, melody, harmony, form, an expressive elements. Students culminate their learning with musical performances. The curriculum is supported by a textbook series and video programming.

Art – The Art Curriculum provides for the progression and sequence of skills and the promotion of the understanding of the elements and principles of art. The students have their work displayed within the school, central office, and local community art centers. The curriculum is supported by a textbook series and video programming.

Physical Education – The Physical Education Curriculum fosters the sequential progression of motor, cognitive, emotional, and social development. Our program is flexible and designed to accommodate individual differences. Planned programs and instructional strategies are used to provide success-oriented experiences.

LOCATION OF CURRICULUM

The Crown Point Community School Corporation curriculum is available for review on the Corporation Web Site. All subject areas K – 12 are available to the public.

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TITLES AND DESCRIPTION OF ASSESSMENT INSTRUMENTS

FORMATIVE ASSESSMENTmClass:Reading 3D and mClass Math assessments provide early screening for Grades K-2. These

assessments are predictors to ISTEP+ achievement success.

STANDARDIZED TESTSThe Terra Nova Multiple Assessment is taken by first graders in the spring of the school year. These

assessment results are used to:� Provide a comprehensive record of the student’s achievement. � Provide a source of information for instructional planning specific to the student.� Describe achievement in terms of National Percentiles.� Determine areas of strength and need.� Provide a record for students in a class.� Evaluate individual and group achievement compared to the nation and the local program.� Provide analysis of group objectives mastery using the percent of students mastering each

objective and average Objectives Performance Indexes (OPI).� Analyze curriculum strengths and areas of need.� Gives administrators narrative and graphical information to evaluate the overall effectiveness of

the educational program.� Provide information about group performance in norm-referenced terms for instructional

planning.

SCHOOL ASSESSMENTSSchool assessments are taken by students during the School year� Star Reader Computerized Assessment – Grades one and two.

Reports: Reading Range/Diagnostic/Growth/Snapshot/Parent � Each Star Test is tailored to the student and selectively adjusts each question to the student’s

ability level. The Snapshot Report groups students into low, average, and high groups. The Growth Report delineates pre and post test scores with graphical growth data.

� Star Math Computerized Assessment – First and Second Grade.Reports: Math Range/Diagnostic/Growth/Snapshot/Parent

� Star Early Literacy Computerized Assessment – Kindergarten and First Grade.The Star Early Literacy for Reading Readiness is used during the School year and identifies three levels of young readers: Emergent; Transitional; Probable. These assessments are used to measure progress and refine instruction. Seven areas are assessed: General Readiness; Graphophonemic; Knowledge; Phonemic Awareness; Phonics; Structural Analysis; Vocabulary; Comprehension.

� Content Assessment – Grades kindergarten to two. Textbook Assessments are given at appropriate times to measure proficiency of skills.

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TITLES AND DESCRIPTION OF SCHOOL ASSESSMENT INSTRUMENTSCONTINUED

� EPSF – Kindergarten Entrance AssessmentThe Early Prevention of School Failure is designed to encourage School success for all kindergarten students. This screening test is administered in the spring prior to the student’s kindergarten year. The screening program assesses five important skill areas: Gross Motor; Fine Motor; Visual; Auditory; Language.

� Teacher Assessments – Kindergarten, First and Second Grade

� Performance Tasks – Kindergarten, First and Second Grade

� Peabody Assessment – Kindergarten and TK1 Placement.� Writing Prompts – Kindergarten, First and Second Grade

� Math Assessments – Kindergarten, First and Second Grade

� District Social Studies Performance Tasks – Kindergarten, First and Second

SCHOOL CLIMATE ASSESSMENTSThe Crown Point School Corporation conducted a randomly selected parent survey. Additional surveys

were completed by Teachers and Support Staff. A special survey was completed by randomly selected students from each grade level to address the specific climate of the students at Winfield Elementary School.

The survey topics included:* Quality of the Instructional Program* Support for Student Learning* School Climate/Environment for Learning* Parent/School Relationships* Resource Management

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STATEMENTSSection 2

� Statement of Vision page 15

� Statement of Mission page 15

� Statement of Beliefs page 15

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WINFIELD’S VISION

It is the Vision of Winfield Elementary School toeducate every child with quality instruction and high expectations in

a nurturing environment.

It is the mission of Winfield Elementary School, a partnership of students, staff, families, and community, to provide continuous academic progress in a physically and emotionally safe environment. Winfield School will produce self-directed lifelong learners, creative problem solvers, and responsible citizens by facilitating opportunities for students to use individual abilities to achieve their personal best.

WINFIELD BELIEFSWE BELIEVE……

• Students are our number one priority.• In the value of the individual.• That students need to be taught how to learn and how to make decisions.• In providing opportunities for students to be successful.• In fostering positive student attitude.• In comprehensive education that meets the need of the individual student.• In the worth of teachers and their professional judgment.• Education is a life long process.• Education is the shared responsibility of the home, School, and community.• Schools should provide an environment that is safe, healthy, and conducive to

learning.• Schools should teach good citizenship and democratic principles.• Technology should enhance the learning process.• Excellence in education is a key to survival of the individual and our nation in the

global society.• In the constant review and revision of the curriculum aligned to the standards.• In expansion of educational programs outside the School setting.• In local community-based decision making.• The State of Indiana needs to provide sufficient financial resources to accomplish

the requirements set forth in Public Law 221.

WINFIELD’S EDUCATIONAL MISSION

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DESCRIPTION OF STUDENTSSection 3

� Characteristics Grade Levels page 18Ethnicity page 18Free and Reduced Lunch page 18Gender page 19

� Participation in Special ProgramsExceptional Learners page 20Speech page 20ESL page 20TK/1 page 20At-Risk page 20Highly Abled page 20Multiculturalism page 21PAWS page 21

� Participation in Student ServicesSchool Food Services page 22Nursing Services page 22PBIS Paraprofessional Services page 22Response to Instruction Services page 22Girl Scouts/Brownies page 22

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WINFIELD STUDENTS

Winfield Elementary School is the home of 450 students in grades kindergarten through second grade.. There are six half-day kindergarten classes with a 18:1 student - teacher ratio. Two full day kindergarten classes to support our at-risk students with a 16:1 student-teacher ratio. First grade students are assigned to one of eight classes with a 20:1 student-teacher ratio. Second grade students are also assigned to one of eight classes with a 21:1 student-teacher ratio.

Our student economic level is above average. Approximately 77 students out of 450 students receive free or reduced lunches. In most cases our students come to school healthy, both physically and emotionally , and are ready to learn.

Our student population is minimally diverse with an ethnic population of: White 367 81%Hispanic 58 13%Asian 6 1%Black 16 4%Nat. Amer. 0%

Enrollment 2011-2012 by Grade Level

Enrollment 2011-2012 by Ethnicity

Enrollment 2011-2012 by Socio-economic Status

White

Hispanic

Asian

Afr Amer

Nat Amer

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WINFIELD STUDENTS CONTINUED

We have approximately 31 ESL students in our school supported by classroom and pullout services. Kindergarteners: 13 studentsFirst Graders: 8 studentsSecond Graders: 10 students

We currently have 230 males and 220 female students in our school.

Kindergarteners74 males 68 females

First Graders 71 males 74 females

Second Grade 85 males 78 females

Enrollment 2011-2012 by ESL

Enrollment 2011-2012 by Gender

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SPECIAL PROGRAMS

Exceptional Learners - Qualification for special needs services is based on diagnosis, screening, and teacher/parent referral through the RtI Tiered process. All students are assigned to a regular classroom, but may be assisted with small group instruction in a Learning Center or regular classroom. Programs and services are provided on a continuum ranging from consultation with regular education teachers, up through residential placement seven days a week. These programs and services are designed to ensure that appropriate programs are available to all children with disabilities and that the least restrictive program placement for each child is determined based upon the child's unique needs rather than program availability.

Language, Speech, and Hearing Program: A speech and language specialist is assigned to our school to assist students with identified needs. Qualification for speech services is based on diagnosis, screening, and teacher/parent referral through the RtI Tiered process.

Limited English Students (ESL Program) – Students with a home language other than English are tested for placement in a pull-out Language Instruction Educational Program. Our goal is for the student to become proficient in the English language and display achievement of the Standards (Indiana and Core). Each student has an Individual Learning Plan which is updated annually. Techniques and strategies such as controlled vocabulary, use of visual aides, hands-on activities, and primary language support to help students succeed in strengthening and learning English is implemented according to student levels.

TK/1 Program – This program extends the transition from Kindergarten to 1st Grade by providing an interim year between kindergarten and first. An interim year gives the student the benefit of time to mature and become more confident academically, socially, and emotionally, while allowing them to move forward at a faster pace to ensure a solid foundation for beginning 1st Grade the following year.

At-Risk Students (Full Day Kindergarten) – In the Spring before entering kindergarten, each student is assessed as at-risk through the Early Prevention of School Failure. CPCSC determines which students qualify for support based on the assessment results. Our Full Day Kindergarten offers more opportunities to experience language, creative play, literacy and numeracy. The Full Day Kindergarten program is very valuable to the whole school process.

Highly-Able Students – At each grade level a range of highly-able students are cluster grouped to address their need for a compacted curriculum. We use a variety of assessment tools to determine the groupings for each grade level.

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SPECIAL PROGRAMSCONTINUED

Multiculturalism - Winfield Elementary School integrates various cultures and backgrounds into the everyday life of the classroom as well as inviting students to enrich discussions with their own ethnic traditions and experiences. Our teachers work together to highlight cultural pride with academic and festive learning experiences (Chinese New Year, Cinquo De Maya , Martin Luther King Day, Ethnic Heroes, etc.). The media center houses numerous books and videos on famous men and women from various ethnic backgrounds.

PAWS – PAWS is an evidenced based plan for improving discipline and behavior within our school. It includes a way to teach, support, and acknowledge positive behavior expectations that are embedded in the school culture. The plan uses a graduated discipline system to ensure that serious behaviors that may threaten school safety are met with severe consequences, but more minor misbehavior and disruption is dealt with through less severe interventions. The program is supported by a PBIS paraprofessional who is directly responsible for the implementation of our Tiered behavioral process.

Gender Achievement – We try to reach all our students –boys and girls- by varying our instructional methods in ways that can reach all learners. We use hands on materials, incorporate technology with learning games, foster integration of genders during cooperative learning, read both fiction and nonfiction books in class. We try not to unwittingly contribute to gender discrimination by using boy strategies and girl strategies but a mixture of strategies that reach all learners.

Discriminatory Behavior – We try to model inclusiveness in all learning and social activities. Our instructional framework invites learners to participate actively, share responsibility, explore issues of common interest, and interact cooperatively. Our environment assists students in developing their ideas about themselves and others, creates conditions under which children initiate conversation.

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STUDENT SERVICES

School Food Service – The students may participate in a Breakfast and Lunch Program. Menus for breakfast and lunch are provided to parents each month. The parents are encouraged to help their children make healthy food choices. Each Winfield student has a meal account that he/she may use at any time. Parents may prepay for meals to be purchased through this account. Some pupils are eligible for "free" or "reduced-price" lunches under the National School Lunch Program. Application forms and information concerning eligibility are available in our school office.

Nursing Services - The school nurse provides assistance in training school staff on medical issues, develops Emergency Health Plans for children with medical conditions, consults with staff related to student health concerns, and serves as a liaison for parents, schools and the community in numerous health matters. Services are confidential and free.

PBIS Paraprofessional – Our school has a PBIS Paraprofessional on site every day. The paraprofessional promotes, maintains, and provides direct lines of communications between the home and school personnel with regard to the social, interpersonal, safety, and general well-being of our students.

Extended Care Services – Our school district offers a before and afternoon school program from 6:00 a.m. to 6:00 p.m. at several school sites. Half Day Kindergarten students have the opportunity to attend during their off school time. Fees are within reason and less than community child care services.

Response to Instruction - Our school RtI program provides all students with the support they need to be successful as early as possible in the school career. Tier 1 provides support in the classroom with their teacher. Tier 2 provides support outside the classroom with a tutor in a small group. Tier 3 provides support outside the classroom with a tutor one-on-one. The students are progress monitored frequently to determine progress.

Girl Scouts/Brownies – The scouting program for girls is active and an effective way to support the school environment in academic, social, and emotional levels as well as community citizenship.

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STUDENT PERFORMANCE DATASection 4

3rd GRADE ISTEP+ LA/MATH ACHIEVEMENT DATA 3 Year Trend � All Students page 24� All Students by Academic Standards Summary page 25� By Gender page 25� By Special/General Ed page 26� By Free/Reduced page 27� By League Schools page 28

ATTENDANCE� By League Schools page 29

1ST GRADE TERRA NOVA LA ACHIEVEMENT DATA3 Year Trend� Reading page 30

Oral ComprehensionBasic UnderstandingAnalyze TextRd/Wt StrategiesIntroduction to Print

� Vocabulary page 30Word MeaningWords in Context

� Word Analysis page 31ConsonantsSight WordsVowels

1ST GRADE TERRA NOVA MATH ACHIEVEMENT DATA3 Year Trend� Mathematics page 32

Number & Number RelationsComputation & EstimationMeasurementGeometry & Spatial SenseData, Stats, & ReasoningProblem Solving & Communication

� Math Computation page 32Add Whole NumbersSubtract Whole Numbers

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70

75

80

85

90

95

100

2009 2010 2011

ELA

Math

94.7%

90.1%87%

80%

84%

3rd Grade ACHIEVEMENT DATA - ISTEP+LANGUAGE ARTS & MATH

3 Year TrendAll Students

3rd Grade ACHIEVEMENT DATA - ISTEP+LANGUAGE ARTS & MATH

3 Year TrendAll Students

Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math for all students.

Analysis of Data:This data indicates an upward trend in achievement for both ELA and Math. There was a significant increase in Math achievement. We have reached the 90th percentile for both LA and Math.

91%

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3rd Grade Achievement Data – ISTEP+LA and Math Academic Standards Summary

English/LA 2009 2010 2011

Vocabulary NA 92% 95%

Nonfiction/InfoText

NA 92% 94%

Literacy Text NA 93% 95%

Writing Process

NA 93% 94%

Writing Applications

NA 94% 94%

Language Conventions

NA 93% 94%

Mathematics 2009 2010 2011

Number Sense NA 88% 92%

Computation NA 87% 89%

Algebra & Functions

NA 86% 86%

Geometry NA 86% 90%

Measurement NA 88% 90%

Problem Solving

NA 89% 91%

Description of Data:The table lists the LA Academic Standards Summary trend for 2 years.

Analysis of Data:This data indicates 90th percentile achievement scores for the last 2 years. There was also a small increase this year. These are great scores.

Description of Data:The table lists the Math Academic Standards Summary trend for 2 years.

Analysis of Data:This data indicates four areas in the 90th percentile and two areas in the high 80th percentile. There was a small increase this year. There are great scores.

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ACHIEVEMENT DATA - 3rd Grade ISTEP+LANGUAGE ARTS & MATH

3 Year Trend by GENDER

0%10%20%30%40%50%60%70%80%90%

100%

2009 2010 2011

Males

Females

ELA

Math

75%

80%

85%

90%

95%

100%

2009 2010 2011

Males

Females

Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math by Gender.

Analysis of Data:The data indicates an a significant increase in ELA for males and a small increase in Math for males.The data indicates relatively no change in ELA and Math for females.

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3 Year Trend by Special Ed/General Ed

0%

20%

40%

60%

80%

100%

120%

2009 2010 2011

Sp. Ed.

Gen. Ed.

0%10%20%30%40%50%60%70%80%90%

100%

2009 2010 2011

Sp. Ed.

Gen. Ed.

ELA

Math

Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math. It compares the Special Education population with the General Education population.

Analysis of Data:The ELA data indicates a slight increase in the gap.The Math data indicates a significant decrease in the gap.

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3 Year Trend by Free/Reduced

0%10%20%30%40%50%60%70%80%90%

100%

2009 2010 2011

F/R

Paid

ELA

0%

20%

40%

60%

80%

100%

2009 2010 2011

F/R

Paid

Math

Description of Data:This graph displays a 3 year trend for 3rd grade ISTEP+ Language Arts and Math. It compares the Free and Reduced population with the Paid population.

Analysis of Data:The ELA data indicates no gap between the F/R and Paid populations.The Math data indicates no gap between the F/R and Paid populations.

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ACHIEVEMENT DATA - ISTEP+Comparison to League Schools

BOTHPASSING

ELAPASSING

ELAPASS+

MATHPASSING

MATHPASS+

Covington 89% 90.8% 19.3% 94.2% 49.2%

Thorpe 91.5% 94.7% 19.1% 92.6% 58.5%

MapleGlen

91.3% 94.2% 27.5% 93.1% 51.4%

Reagan 91.5% 92.6% 17% 91.6% 38.9%

M Frank Harris

92.2% 94.1% 25.5% 98% 54.9%

Winfield 88.3% 94.7% 18.1% 90.1% 45%

Description of Data:This table lists the 3rd grade ISTEP+ Language Arts and Math scores for our League Schools.

Analysis of Data:The data indicates that Winfield is within the League Range of Scores. Our Pass+ scores have increased significantly.

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ATTENDANCE

Comparison to League Schools

Description of Data:This table lists the Attendance Rate for Winfield and their League Schools for the past 3 years.

Analysis of Data:The Winfield Attendance Rate is between 96% and 97% for the last 3 years. Our League Schools are also between 96% and 97%.

95.50% 96.00% 96.50% 97.00% 97.50%

Covington

Thorpe

Maple Glen

Reagan

Mary Frank Harris

Winfield

2010

2009

2008

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TERRA NOVA - 1ST GRADELANGUAGE ARTS - 3 YEAR TREND

READING 2009 2010 2011

OralComprehension

82% 86% 86%

Basic Understanding

85% 89% 90%

Analyze Text

74% 81% 80%

Rd/WtStrategies

76% 82% 81%

Introduction toPrint

88% 91% 91%

Description of Data:This table lists the 2nd grade Terra Nova Language Arts Reading Scores.

Analysis of Data:The data indicates very little growth from the previous year.

VOCABULARY 2009 2010 2011

WordMeaning

73% 79% 78%

Words in Context

79% 83% 82%

Description of Data:The table lists the 2nd grade Terra Nova Language Arts Vocabulary Scores.

Analysis of Data:The data indicates very little growth from the previous years.

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WORD ANALYSIS

2009 2010 2011

Consonants 92% 95% 94%

Sight Words 93% 97% 95%

Vowels 69% 76% 73%

Description of Data:The table lists the 2nd grade Terra Nova Language Arts Word Analysis scores.

Analysis of Data: The data indicates very little growth. Vowels area is weak.

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MATHEMATICS 2009 2010 2011

Number &Number Relations

77% 83% 83%

Computation &Estimation

86% 91% 90%

Measurement 65% 70% 69%

Geometry &Spatial Sense

92% 94% 94%

Data, Stats, &Probability

81% 87% 86%

Problem Solving & Reasoning

67% 72% 71%

Communication 77% 83% 83%

Description of Data:The table lists the 2nd grade Terra Nova Mathematics scores.

Analysis of Data:The data indicates very little growth. Measurement area is weak.

TERRA NOVA - FIRST GRADEMATH -- 3 YEAR TREND

MATHCOMPUTATION

2009 2010 2011

Add Whole Numbers

92% 96% 95%

Subtract WholeNumbers

82% 86% 87%

Description of Data:The table lists the 2nd grade Terra Nova scores for Math Computation.

Analysis of Data:The data indicates strong scores but very little growth.

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STUDENT PERFORMANCE DATASection 4 Continued

ACCELERATED READING

� STAR EARLY LITERACY – 3 Year TrendHalf Day Kindergarten page 34Full Day Kindergarten page 34

� STAR READING – 3 Year TrendFirst Grade page 35Second Grade page 35

� STAR MATH – 3 Year TrendFirst Grade page 36Second Grade page 36

� mCLASS READING TRC – 2 Year TrendKindergarten page 37First Grade page 37Second Grade page 38

� RETENTIONS Second Grade pageFirst Grade pageKindergarten page

33

ACCELERATED READING STAR EARLY LITERACY

KINDERGARTEN

3 YEAR TREND

HALF DAYKINDERGARTEN

2009 2010 2011

ProbableReader

28% 35% 45%

Transitional Reader

48% 43% 39%

Emergent Reader

24% 22% 16%

Description of Data:The table lists the STAR Early Literacy scores for Probable, Transitional, and Emergent Readers for Half Day Kindergarten

Analysis of Data:The data indicates a strong increase in Probable Readers and a strong decrease in Emergent Readers.

FULL DAYKINDERGARTEN

2009 2010 2011

ProbableReader

13% 13% 20%

Transitional Reader

68% 53% 40%

Emergent Reader

19% 34% 40%

Description of Data:The table lists the STAR Early Literacy scores for Probable, Transitional, and Emergent Readers for Full Day Kindergarten.

Analysis of Data:The data indicates a strong increase in Probable Readers but a decrease in Transitional Readers.

34

ACCELERATED READING - STAR READNG 1ST AND 2ND GRADE

1ST

GradeS.S. G.E. PR NCE IRL EST

ORFZPD

2009 130 1.6 55 52.9 PP

2010 285 2.5 77 65.4 2.2 2.3-3.3

2011 264 2.4 69 60.6 2.1 73 2.2-3.2

Description of Data:The table lists the 1st grade STAR Reading average mastery level scores.

Analysis of Data:The data indicates above grade level mastery.

2nd Grade

S.S. G.E. PR NCE IRL ESTORF

ZPD

2009 260 2.3 62 56.3 1.8

2010 409 3.5 71 61.9 3.4 2.8 – 4.0

2011 424 3.7 69 60.6 3.6 113 2.9 – 4.2

Description of Data:The table lists the 2nd grade STAR Reading average mastery level scores.


35

STAR MATH 1ST AND 2ND GRADE

1ST

GradeS.S. G.E. PR NCE

2009 392 1.7 70 60.9

2010 483 2.5 80 67.8

2011 466 2.3 76 64.9

2nd Grade

S.S. G.E. PR NCE

2009 451 2.2 59 54.9

2010 573 3.4 74 63.2

2011 580 3.5 67.4 67.4

Description of Data:This table lists the 1st grade STAR Math average mastery level scores.


Description of Data:The table lists the 2nd grade STAR Math average mastery level scores.


36

mClass Assessments – ReadingText Reading Comprehension

2 year Trend

KindergartenEOY B

2010 2011

BelowProficient

3% 5%

Proficient EOY B 17% 27%

Above Proficient

80% 68%

Description of Data:This table lists the percent of kindergarten students who scored Below Proficient, Proficient, and Above Proficient at the end of the school year. All students are expected to reach a Text Reading Comprehension Level B.

Analysis of Data:In 2010 97% of kindergarten students were at or above the TRC Level B.In 2011 95% of kindergarten students were at or above the TRC Level B.

First GradeEOY I

2010 2011

Far BelowProficient

9% 9%

BelowProficient

19% 18%

Proficient EOY I 25% 45%

Above Proficient

47% 28%

Description of Data:This table lists the percent of First Grade students who scored Far Below Proficient, Below Proficient, Proficient, and Above Proficient at the end of the school year. All students are expected to reach a Text Reading Comprehension Level I.

Analysis of Data:In 2010 72% of First Grade students were at or above the TRC Level I.In 2011 73% of First Grade students were at or above the TRC Level I.

37

Second GradeEOY L

2010 2011

Far BelowProficient

6% 2%

BelowProficient

9% 9%

Proficient EOY L 9% 8%

Above Proficient

76% 81%

Description of Data:This table lists the percent of Second Grade students who scored Far Below Proficient, Below Proficient, Proficient, and Above Proficient at the end of the school year. All students are expected to reach a Text Reading Comprehension Level L.

Analysis of Data:In 2010 85% of Second Grade students were at or above the TRC Level L.In 2011 89% of Second Grade students were at or above the TRC Level L.

mClass Assessments – ReadingText Reading Comprehension

2 year Trend

RETENTIONS

2009 2010 2011

2ND

Grade0 1 0

1st

Grade3 3 2

Kindergarten 1 0 3/TK1

38

SCHOOL DATASection 5

� Information on Instructional Practices page 40

� Information on Technology page 41

� Perception Survey Data from Students, Teachers, Support Staff page 42

39

WINFIELD INSTRUCTIONAL PRACTICES

CROWNPOINT

SUMMERSCHOOL

WINFIELDSUMMER

PROGRAM

DROPSIN THE BUCKET

HOUGHTOMMIFFLINSERIES

BOOK IT

6 HOUR READING

CLUB

4 BLOCKSTRATEGIES

GUIDED READINGGROUPS

ARREADING

LANG.ARTS

MCPPHONICS

DAILYORALLANG.

ACTIVITIES

TUCKERSIGNING

ETALITERACY

RESOURCE

QUARTERLY’WRITING

PROMPTS

WRITINGPORTFOLIOS

GUIDED READINGGROUPS

6+1WRITING TRAITS

DAILY WRITINGJOURNAL

LANG.ARTS

MATH SKILLS REVIEW

CROWN POINTSUMMER SCHOOL

SUMMER REVIEWPROGRAM

ATWINFIELD

DROPS IN A BUCKET

MATH PROBLEMS

OF THEDAY DAILY

ORAL MATH

QUARTERLYMATHTESTS

COMPUTATIONPRACTICE

MATH FACTSIN A

FLASH

PURDUE PARTERSHIP

FOR INQUIRY MATH

INQUIRY MATH

PRACTICES

SKILLS TUTORASSESSMENTS

MATH TEXTBOOK

SERIES

MATH

DIRECT INSTRUCTIONLectureDrill & PracticeCompare & ContrastGuided InstructionShared Instruction

INTERACTIVEBrainstormingPeer Partner LearningDiscussionThink, Pair, ShareProblem Solving

INDIRECT INSTRUCTIONInquiryConcept Formation

INDEPENDENTJournalsComputer Assisted

InstructionSelf-Selected Reading

Whole groupSmall group Skill groups

Cooperative groups

EXPERIENTIALRole PlayingField Trips

Compare andContrast

40

TECHNOLOGY

This document represents an overview of areas that I are recognized as desirable, but can be modified to meet the needs of individual buildings in our district. The support for these items and programming will be part of a continuous, long-range plan.

• Technology funds have been allotted to support the following at each building:

• Improved communication through:– Hosted web service that includes :

• Calendar editing• Easily updated teacher websites• Easily updated web information from administrators• Easily updated information for extracurricular groups and teams• Electronic emergency notification system• Improved school/ home communication

– Moodle Server• Staff online course management• Staff development

• Continuous upgrade of network infrastructure to improve bandwidth and efficient access to information and data

• United Streaming educational video on demand– Curriculum related video

• With support material• Aligned to state standards

– Staff development videos• Destiny Media Center Resource Management and Online Catalog System

– Improved access to information in media center collections• Technology training and staff development• Educational Media

– Video camcorders available to staff for:• Instruction• Student production• Mentee documentation

– Video document cameras (Elmos )– Digital (still cameras)– LCD projectors– Electronic whiteboard technologies

• Smartboard• E-instruction tablets

– Electronic quiz response pads (clickers) and software– “Emerging technologies” and software– Computer upgrades and replacement following a scheduled replacement plan– Equipment and software needs identified by administrators and staff

41

The Crown Point Community School Corporation incorporated the Survey Tool from AdvancED to gather perceptions from parents, teachers, staff, and the community to assess:

� Quality of the Instructional Program

� Support for Student Learning

� School Climate/Environment for Learning

� School Organization and Administration

PERCEPTION SURVEY DATA TEACHERS AND SUPPORT STAFF

Teacher Opinion Survey� Quality of the Instructional Program: Avg: 4.42 out of 5.0� Support for Student Learning: Avg: 4.46 out of 5.0� School Climate/Environment for Learning: Avg: 4.38 out of 5.0� School Organization and Administration: Avg: 4.41 out of 5.0

Support Staff Opinion Survey� Quality of the Instructional Program: Avg: 4.43 out of 5.0� Support for Student Learning: Avg: 4.70 out of 5.0� School Climate/Environment for Learning: Avg: 4.42 out of 5.0� School Organization and Administration: Avg: 4.28 out of 5.0

5 – Strongly Agree4 – Agree3 – Score of 3 or above indicates positive opinions.

42

2nd Grade30 students

Q1

Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9

BestAnswer

27 20 24 29 27 28 28 28 19

OK 2 8 6 1 3 2 2 2 11

Concern 1 2 1 0 0 0 0 0 0

1. My school work is just right too hard too easy2. I like coming to school a lot a little not at all3. I feel safe at school a lot a little not at all4. I learn at school a lot a little not at all5. My teacher cares about me a lot a little not at all6. My principal cares about me a lot a little not at all7. I do my personal best most of the time sometimes never8. I behave well at school most of the time sometimes never9. Students at my school are

friendly most of the time sometimes never

Survey Questions Best Answer Okay Concern

1st Grade32 students

Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9

BestAnswer

27 20 25 29 30 30 27 29 21

OK 3 8 7 3 2 2 5 3 12

Concern 2 4 0 0 0 0 0 0 0

Kdg29students

Q 1 Q 2 Q 3 Q 4 Q 5 Q 6 Q 7 Q 8 Q 9

BestAnswer

25 23 19 26 21 20 21 21 20

OK 0 3 9 2 5 5 6 5 8

Concern 4 3 1 1 3 4 2 3 1

The students are most vulnerable for a negative interaction in the areas of the bus, cafeteria, and lunchroom.

PERCEPTION SURVEY DATA- STUDENTS

43

FAMILY AND COMMUNITY DATASection 6

� Communication between the School and other Stakeholders page 44

� Participation page 45

� Characteristics of Staff, Family, and Community page 46

� Perception Survey Data from Parents page 47

44

COMMUNICATION BETWEEN SCHOOL AND OTHER STAKEHOLDERS

TEACHER COMMUNICATION � Weekly Faculty/Professional Development Meetings� Monthly Grade Level Meetings� Curriculum Meetings� Workshops/Conferences� Textbook Committee Meetings� Faculty Handbook� School Improvement Meetings

STAKEHOLDER COMMUNICATION� Weekly School Newsletter� Weekly Classroom Newsletter� AlertNow� Parent Access� Morning School Announcements� Faculty Handbook� Schoolhouse News (district)� PTO Meetings� School Improvement Meetings� Textbook Committee Meetings� Parent Nights

STUDENT COMMUNICATION� Student Handbook� Morning School Announcements� Assemblies� PBIS Expectation Plan

45

PARTICIPATION OF SCHOOL COMMUNITYParents Volunteer� Supporting seasonal celebrations.� Designing hallway bulletin boards.� Assisting in classroom projects.� Serving as chaperones.� Attending music programs.� Working the Book Fairs.� Assisting teachers with student tutoring.� Assisting teachers to remediate small

groups.� Attending parenting workshops.

PTO Supports our Academic Endeavors� Donating $300 per teacher for educational

tools.� Purchasing classroom books.� Sponsoring school assemblies.� Supporting multicultural activities.� Funding High School Graduate

Scholarship.� Providing academic achievement

incentives.

PTO Supports our School Climate� Building a Picnic Shelter.� Funding “Student of the Month”.� Funding Babysitting at PTO meetings.� Purchasing nutritional treats and pencils

during standardized testing.� Organizing and funding “Red Ribbon

Week”.� Funding magnetic school calendars.� Organizing and funding School Directory.� Organizing and funding “Special Someones

Day”.� Funding of “Field Day”.� Funding landscaping projects.� Funding outdoor school signage.� Organizing and running “Winterfest”.� Funding free Family Fun Nights.

Community Partnerships� Connecting with the Lions Club.� Connecting with local restaurants.� Connecting with church Food Pantries.� Connecting with American Red Cross.

46

CHARACTERISTICS of FACULTY

Winfield Elementary School has a dedicated faculty of 21 full-time grade level classroom teachers. We also have Art, Music, and P.E. teachers who teach part-time at Winfield but who work full-time as itinerant teachers between several of the elementary schools.

Our teachers are highly qualified professionals. As dedicated professionals they grow in their knowledge of the curriculum and practice research-based instructional strategies. All of our teachers are licensed and many have Masters Degrees. All of our teachers participate in district and school professional development on a regular basis.

1

2

3

4

5

43%

23%

19%

5%

14%

0 – 5 YEARS

6 – 10 YEARS

AVG YEARSOF

EXPERIENCE

11 – 15 YEARS

20+ YEARS

16 – 20 YEARS

GRADE LEVEL CLASSROOM TEACHERS

0 – 5 YEARS1 ART TEACHER

6 – 10 YEARS 1 P.E. TEACHER1 MUSIC TEACHER

11 – 15 YEARS NA

16 – 20 YEARS NA

20+ YEARS 2 ART TEACHERS

SPECIALS TEACHERSAVG YEARS OF EXPERIENCE

47

CHARACTERISTICS of the COMMUNITY

Government:Winfield is a town in Winfield Township, Lake County, Indiana, United States. The population was 4,383 at the 2010 census. The town was incorporated 1993, making it one of the newest towns in the county. Prior to that time it had been part of Winfield Township as an unincorporated town. Winfield is named for General Winfield Scott.

Geography: According to the United States Census Bureau, the town has a total area of 12.3 square miles.

Demographics: As of the census of 2010, there were 4,383 people, 692 households, and 581 families residing in the town. The population density was 356.3 people per square mile.

Ethnicity: The racial makeup of the town includes:85% White 4% African American 1% Native American 1% Asian

Hispanic or Latino of any race were 9% of the population.

Income: The median income for a household in the town was $65,641, and the median income for a family was $70,489. The per capita income for the town was $24,765. About o.9% of families and 2.8% of the population was below the poverty line, including 2.4% of those under the age of 18 and 8.5% of those age 65 or over.

48

The Crown Point Community School Corporation incorporated the Survey Tool from AdvancED to gather perceptions from parents, teachers, staff, and the community to assess:

� Quality of Instructional Programs.� Support for Student Learning.� School Climate/Environment for Learning� Parent/School Relationships.� Resource Management.

PERCEPTION SURVEY DATA - PARENTS

5 – Strongly Agree4 – Agree3 – Score of 3 or above indicates positive opinions.

Parent Opinion Survey Average Scores� Quality of the Instructional Program: Avg: 4.31 out of 5.0

� Support for Student Learning: Avg: 4.29 out of 5.0

� School Climate/Environment for Learning: Avg: 4.42 out of 5.0

� Parent/School Relationships: Avg: 4.48 out of 5.0

� Resource Management: Avg: 4.37 out of 5.0

49

CONCLUSIONS Section 7

Conclusions about Curriculum page 50

Conclusions about Instructional Strategies page 50

Conclusions about Student Achievement page 51

Conclusions about Parental Participation page 52

Conclusions about Technology page 52

Conclusions about Safe and Disciplined Learning Environment page 53

Conclusions about Professional Development page 53

50

CONCLUSIONS

Conclusions about out CurriculumThe curriculum utilized by Winfield Elementary School has supported the Indiana Standards through a balanced curriculum approach. Our students have received a balanced curriculum and possess the knowledge, skills, and ability to transfer and connect ideas across disciplines as documented by our successful standardized tests.� We will need to focus on and engage our students in the new Common Core

Standards including new vocabulary and new areas not previously covered by our Indiana Standards.

Conclusions about our Instructional StrategiesOur teachers have utilized best practices into our daily instruction. Our instructional practices have been driven by collaborative reflection on the results of our assessments. Our assessments have driven our instructional practices. These are some of the instructional practices that have been successful.� Cluster Grouping has offered our students the opportunity to grow and develop and to

receive services that match their curriculum levels of achievement. � Flexible Grouping has been successfully used for differentiated instruction and

intervention groups.� Guided Reading has provided our students with the opportunity to learn how to

process a variety of increasingly challenging texts with understanding and fluency.� Self-Selected Reading has ensured our students experiences of daily readalouds

and/or time for reading books of their choice and on their level.� Tucker Signing /Phonics Strategies have encouraged confidence in our students to

decode easily, accurately, and fast using a multisensory approach. It has worked especially well with students who struggle with regular reading programs.

� Building Blocks and Four Blocks has been utilized to support our balanced literacy program.

� Accelerated Reading has built a reading culture throughout our school and made reading practices more effective.

� Math Facts in a Flash has ensured that our students gain the automatic recall that problem solving mastery requires.

� We will need to continue with grade level teacher planning, especially on the topic of using the newly adopted Every Day Math Series.

� We will need to implement our instructional strategies with fidelity by all teachers.

51

Conclusions about Student Achievement� ISTEP+ data indicates that ELA and Math achievement is on an upward trend. � ISTEP+ data indicates that ELA and Math achievement are within the range of our

League Schools.� ISTEP+ data indicates that ELA and Math achievement far exceeds the state

achievement levels.� ISTEP+ data indicates that both ELA and Math achievement has reached the 90th

percentile.� ISTEP+ data indicates that ELA achievement for Special Education population has

stagnated but the previous gap for Math achievement has been closed.� We will need to engage fully in Every Day Math, our new math series, with fidelity and

with a focus on our Special Education students.

� STAR Early Literacy Half Day Kindergarten data indicates a strong increase in Probable Readers.

� STAR Early Literacy Full Day Kindergarten data indicates an increase in Probable Readers from the Transitional Levels but also an increase in Emergent Reader Levels.

� STAR Reading and STAR Math First Grade data indicates above grade level mastery levels.

� STAR Reading and STAR Math Second Grade data indicates above grade level mastery levels.

� mClass data indicates that ELA TRC levels are at or above expected TRC levels for Kindergarten within the 90th percentile range; for First Grade within the 70th percentile range, and for Second Grade within the 80th percentile range.

� We will need to consider the fluency levels and stamina levels of our readers. Our students find it difficult to work efficiently with time-constraints and/or with endurance toward completion.

� Terra Nova LA data indicates continued good achievement levels. However, we have a slight decline in three areas.

� We will need to focus on Analyzing Text, Word Meaning, and Vowels.� Terra Nova Math data indicates continued good achievement levels. However, we have

a slight decline in two areas.� We will need to focus on Measurement and Problem Solving with multiple steps.

� Winfield has been recognized as a Four STAR School.� Winfield has been recognized as an Exemplary School.� Winfield has made AYP consistently since 2002.� Winfield has reached the “A” category for P.L.221.

52

Conclusions about Parental Participation� Parental participation as volunteers and participants at all school functions continues

to be high. � Parental participation as volunteers and participants at all PTO functions continues to

be high.� Volunteer service hours for classroom assistance has reached an all time high of

over 3900 hours of service.

Conclusions about Technology as a Learning Tool� Winfield School has viewed technology as a powerful instructional tool . � Technology has extended student knowledge and independence in our K – 2 school. � As a dynamic resource, technology has enriched our classroom instruction,

extended project-based learning and facilitated student research. � Technology has also enhanced the learning and extension of literacy skills and

mathematics reasoning. � Technology has supported our school improvement goals.

Conclusions about Safe and Disciplined Learning Environment� Winfield School has implemented a PBIS Discipline Plan (PAWS).� Winfield School has a locked doors policy.� A video surveillance system is used to identify all visitors.� All visitors must sign a visitor’s log and receive a visitor’s pass.� Adults taking students out of school must complete a sign-out procedure.� Parents must notify the school office if other adults will be picking-up their children.� Car riders are picked up in a different location at dismissal for security procedures.� A Crisis Team meets regularly to review Crisis Response Plans and trains with the

Safety and Security Officer.� Emergency Response Plans are accessible to everyone who works or visits within

our school.� Winfield conducts all drills as mandated.

Conclusions about Professional DevelopmentIn order to accomplish all goals our Professional Development Plan, we relied on workshop/conference presenters; visitations to other schools; local universities; and colleagues within our building and the district.� Built Shared Knowledge: Those teachers who attended workshops/conferences

provided mini-workshops to the other teachers during faculty meetings.� Collaborative Problem Solving: Teachers met to analyze data, adjust instruction,

create interventions, and developed differentiated strategies.� Individual Support: Some teachers were provided support from their peers in their

areas of specific needs.� Ongoing Staff Development: Teachers were provided professional development

every Wednesday during Late Start time.� Professional Development Opportunities 2008 – 2011:Increasing Student Learning Nonviolent Crisis Intervention EveryDay Math Core Standards Teaching Vocabulary Efficiently Effective Teaching of Vocabulary Math Conferences mClass TrainiingInternet Safety School Wires Training PE Workshop Nursing Conference PALS Training Kindergarten Conference RTT Centers Literacy Stations Observations at other schools Translating your SIP into the Classroom Renaissance Workshop AIMS Web Training Widening the Circle Inclusion ConferenceSchool Safety Specialist Academy CPR AED 1st Aide Chicken Embryology mClass Analysis Cluster Grouping

53

School Improvement Action Plan

School: Winfield Elementary School Date: September 15, 2011

Goal Statement: ALL STUDENTS WILL BE PROFICIENT READERS.

Essence:Students should be able to read on a regular basis with increased stamina and confidence.

Support Data:1. ISTEP+ Language Arts2. mClass3. Terra Nova4. STAR Early Literacy5. STAR Reading

Standardized Assessment(s):1. ISTEP+ 3rd Grade 2. TERRA NOVA 1st Grade3. mClass Assessments4. STAR Early Literacy5. STAR Reading

Local Assessment(s):1. Teacher Classroom Observation2. Reading Textbook Assessments

Benchmark: ISTEP+ - 3rd Grade Students will maintain a passing rate within the 90th plus percentile on Language Arts.mClass - 2nd Grade Students will increase their reading proficiency level to 92%.Terra Nova - 1st Grade Students will increase their Analyzing Text standard mastery level to 83%Terra Nova – 1st Grade Students will increase their Word Meaning standard mastery level to 81%.STAR Early Literacy – Half Day Kindergarten students will increase their Probable Reader Level to 50%.STAR Early Literacy – Full Day Kindergarten (at-risk) students will increase their Probable Reader Levels to 25%.

Strategy/Intervention A: To implement purposeful Read-Alouds from a variety of genres to model fluency and love of literature.

Research supporting this strategy/intervention:Jim Trelease The Read Aloud HandbookLester Laminack Reading Aloud Across the Curriculum.Mem Fox Reading Magis: Why Reading Aloud to Our Children Will Change Their Lives Forever.Gail Boushey The Daily Five: Fostering Literacy Independence in the Elementary Grades.

Activities to implement the intervention

Teachers will purposely read aloud from a variety of genres to model fluency and love of literature.� Schedule distraction-free predictable times for read-

alouds.� Select a variety of genre: Match to age appropriate language. Reflect cultural diversity. Develop a sense of story. Develop oral language. � Preselect places in text to build suspense, clarify,

and predict.� Relate literature to current theme, unit, or skill.� Build background knowledge and vocabulary.� Model appropriate reading strategies such as: Predicting Visualizing Inferring Synthesizing Questioning Informing

Person(s) Accountable

Teacher

TimelineBegin End

Sept 2011

June 2014

Resources

Read-Aloud Books

Thematic Units

Variety of Books with Various Cultures

54

Strategy/Intervention B:“Long and Strong”An Individual Reading Rubric will be used to monitor students during independent reading to determine stamina of reading and intensity.

Research supporting this strategy/intervention:

Lucy Calkins The Art of Teaching

Activities to implement the intervention Person(s) Accountable

TimelineBegin End

2011-2014Resources

Teachers will design a rubric developmentally appropriate for each grade level.

Teachers will introduce the students to the Reading Rubric and the theme of “Long and Strong”.

Teachers will help students set rubric goal levels.

Teachers will monitor students during independent reading in a variety of settings.

Teachers will use a rubric to score students according to their successful implementation of independent reading.

Teachers will conference with students to share rubric scores, to encourage students, and to set new goals.

Teachers

Students

Teachers

Teachers,

Teachers

Teachers, Students

Sept

Oct

Nov

Nov

Nov

Nov

Oct

Nov

Jan

May

May

May

Rubric Samples

Posters –“Long and Strong” Rubric Chart

55

Strategy/Intervention C: To provide students with specific strategies to use during independent reading.

Research supporting this strategy/intervention:Maureen McLaughlin Research-Based Reading Lessons for K –3Nicole Outsen Teaching Comprehension Strategies All Readers Need: Mini Lessons


TimelineBegin End

2011 - 2014Resources

The teacher will develop a reading mini-lesson to help the entire class learn something about reading through the use of a specific strategy.

The students will apply the strategy during independent reading and self-selected appropriate leveled book.

Monitor students working independently.

At the end of the period, the mini-lesson strategy is revisited.

Teachers

Students

Teachers

Teachers

Sept

Sept

Sept

Sept

June

June

June

June

Mini –Lessons

Monitor Tracking Forms

56

Strategy/Intervention D: To Build Reading Confidence

Research supporting this strategy/intervention:Lucy Calkins The Art of TeachingCathy Block & Michael Pressley Comprehension InstructionTim Rasinski Assessing Reading FluencyTim Rasinski The Fluent Reader: Oral Reading StrategiesNational Institute for Literacy Put Reading First


TimelineBegin End

2011 - 2014Resources

Select texts that are of interest to the student.

Select texts that encompass the students’ prior knowledge.

Use confidence building exercises.� Model good oral reading.� Teach students phrasing to develop fluency.� Choral Reading� Echo Reading� Tape Recorded Reading� Reader’s Theater� Poetry Readings� Self-Selected Reading� Paired Reading� Repeated Reading � Partner Reading

TeacherStudent

TeacherStudent

Teacher

Sept

Sept

Sept

June

June

June

Texts fromInterest Inventories

Confidence Building Texts

57

School Improvement Action Plan

School: Winfield Elementary School Date: September 15, 2011

Goal Statement: ALL STUDENTS WILL BE PROFICIENT MATHEMATICIANS.

Essence:Students should be able to problem solve with stamina and confidence. Students should be proficient mathematicians with the support of the new Everyday Math Series.

Support Data:1. ISTEP+ Math2. Terra Nova3. STAR Math

Standardized Assessment(s):1. ISTEP+ 3rd Grade 2. TERRA NOVA 1st

Grade3. STAR Math

Local Assessment(s):1. Teacher Classroom Observation2. Math Textbook Assessments3. STAR Math

Benchmark: ISTEP+ - 3rd Grade Students will maintain a passing rate within the 90th plus percentile Math.Terra Nova – 1st Grade Students will increase their Problem Solving standard mastery level to 75%%.STAR Math – 1st Grade Students will increase their Scale Score to 480 plus.STAR Math – 2nd Grade Students will increase their Scale Score to 580 plus.

Strategy/Intervention: To successfully implement the Every Day Math Series. Research supporting this

strategy/intervention:

Center for Elementary Math and Science Education at the University of Chicago.

Activities to implement the intervention

� Connecting the study of mathematics to real world, age- appropriate contexts.

� Providing multiple avenues for representing and solving problems including the use of manipulatives, tools, spoken and written words, pictures, diagrams, and symbols.

� Incorporating individual, partner, and small group activities that make it possible for teachers to provide individualized feedback and assistance.

� Encourage risk-taking by establishing a learning environment that respects multiple problem solving strategies.

� Building multiple exposures to concepts and skills and providing frequent opportunities for review and practice.

� Providing engaging open-ended activities that can easily be customized to meet the needs of students with a range of abilities.

PersonsAccountable

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

TimelineBegin End

2011 – 2014

Sept

June

Resources

Textbook

Manipulatives

Pictures

Charts

Graphs

58

Ongoing Development+ School Improvement Plan+ Guided Reading Practices+Tucker Signing+Stamina & Confidence Research Strategies

Build Shared Knowledge+ Daily 5/Café Strategies + LA Workshop Attendance+ School Visitations+ GT Department Training

Collaborative Problem Solving+ Analyzing Data+ Adjusting Instruction+ Creating Interventions+ Differentiating for Highly Abled.

Individual Support+ Reflection of Individual Needs+ Planning for Individual Support + Peer Feed Back

All Teachers and Staff

All Teachers

Grade Level Teachers


School Improvement Team

Experts, Attendees, Department Heads, Coaches, Trainers

Grade Level Teams

Grade Level Teams

Professional Grant MoniesPTO FundsCorporation PD Funds




2011 - 2014

2011 – 2014

2010 - 2014

2010 - 2011

School Name: Winfield Elementary School School Year: 2011 - 2012

Professional Development Goal: All students will be proficient readers.Essence: Students should be able to read on a regular basis with increased stamina and confidence,

MonitoringStudent Achievement Data Sources

1. ISTEP + 3rd Grade2. mClass All3. Terra Nova 1st Grade

Benchmark: ISTEP+ 3rd Grade: Maintain passing rate within the 90th plus percentile.mClass 2nd Grade: Increase reading proficiency level to 92%Terra Nova 1st Grade: Analyzing Text standard mastery to 83%Terra Nova 1st Grade: Word Meaning standard mastery to 81%STAR Early Literacy .5 Kdg: Increase Probable Reader level to 50%STAR Early Literacy FD Kindergarten: Increase Probable Reader level to 25%

Teacher Implementation Data Sources

1. STAR Early Literacy2. STAR Reading3. Textbook Assessments

PROFESSIONAL DEVELOPMENT

59

School Name: Winfield Elementary School School Year: 2011 - 2012 Professional Development Goal: All students will be proficient mathematicians.Essence: Students will become more proficient in the area of problem solving.

MonitoringStudent Achievement Data Sources 1. ISTEP + 3rd Grade

2. Terra Nova 1st Grade

Benchmark: ISTEP+ 3rd Grade: Maintain passing rate within the 90th plus percentile.mClass 2nd Grade: Increase reading proficiency level to 92%Terra Nova 1st Grade: Increase Problem Solving standard mastery level to 75%.STAR Math 2nd Grade: Increase Scale Score to 580 plus.

Teacher Implementation Data Sources

1. STAR Math2. Textbook Assessments

Professional Development Activity Audience Facilitator Financial Resources Target Date(s) of Activity

Ongoing Development+ Everyday Math+STAR Math Reports+ Inquiry Math Strategies

Build Shared Knowledge+ Everyday Math Practices+ Workshop Attendance+ School Visitations+ Classroom Observations

Collaborative Problem Solving+ Analyzing Data+ Adjusting Instruction+ Creating Interventions+ Differentiating for Highly Abled.

Individual Support+ Reflection of Individual Needs+ Planning for Individual Support +Peer Feed Back

All Teachers and Staff

All Teachers



School Improvement Team/Principal

Experts, Attendees, Department Heads, Coaches, Trainers

Grade Level Teams/Principal

Grade Level Teams/Principal





2011 - 2014

2011 - 2014

2011 - 2014

2011 - 2014

PROFESSIONAL DEVELOPMENT

60

STATUTES TO BE WAIVEDSECTION 10

There are no rules to be waived.

Documents

WINFIELD ELEMENTARY SCHOOL 2011 - 2014 Little People, Big Dreams