SCHOOL IMPROVEMENT PLAN RENSSELAER CENTRAL ELEMENTARY SCHOOLS - RENSSELAER CENTRAL SCHOOL CORPORATION - Indiana Department of ...
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SCHOOL IMPROVEMENT PLAN
RENSSELAER CENTRAL
ELEMENTARY SCHOOLS
Rensselaer Central Primary School
Van Rensselaer Elementary School
RENSSELAER CENTRAL
SCHOOL CORPORATION
JENNIFER NORRIS CHAD WYNN
RCPS PRINCIPAL VAN PRINCIPAL
2020-2021Table of Contents Components of the Plan Page # School Profile 4 Corporation Mission Statement 5 School Belief Statement 5 Waived Statutes and Rules 5 Plan for Submission/Updating School-wide Plan 5 Data Analysis 6 Conclusions About Educational Programming 8 Student Performance Goals 13 Professional Development Plan 17 Appendix A. Highly Qualified Teachers & Paraprofessionals 18 Documentation of Annual Review 20
RENSSELAER CENTRAL ELEMENTARY SCHOOLS
SCHOOL IMPROVEMENT PLAN
Prepared in compliance with Indiana Public Law 221
This school improvement plan is submitted on behalf of the Rensselaer Elementary Schools (RCES) which
includes Rensselaer Central Primary School (P-2) and Van Rensselaer Elementary School (3-5). Members were
appointed in compliance with Indiana Public Law 221. The plan is structured using guidelines provided by the
rules approved by the State Board of Education.
Members of the School Improvement Plan
Jennifer Norris RCPS Principal
Chad Wynn Van Principal
Bobbi Jo Sammons Literacy Coach
Chastidy Chapman Literacy Coach
Sara Clouse Kindergarten
Jodi Hickman First Grade Teacher
Debra Bryant Second Grade Teacher
Sarah Taylor Third Grade Teacher
Jessica Davis Fourth Grade Teacher
Denise Yentes Fifth Grade Teacher
Sydney Weber Special Education Teacher
Michelle Hanna School Counselor
Staci Hannon ParentSchool Profile
Rensselaer Central Elementary Schools consists of two buildings: Rensselaer Central Primary School (P-2) and
Van Rensselaer Intermediate School (3-5). They are located in a small, rural community in Jasper County. The student
population consists of approximately 780 students. It is a predominantly Caucasian community with a growing Hispanic
population. The schools’ average poverty level is approximately fifty-three percent.
Rensselaer Central Elementary Schools consists of 95 staff members serving the student population. All teachers
and paraprofessionals are identified as Highly Qualified by approved indicators from the State of Indiana.1 Strategies to
attract high-quality and highly qualified teachers are first conducted through our central office. Vacancies are posted on
the Indiana Department of Education website. All vacancies with necessary teacher criteria are faxed to all college
placement offices in Indiana. The principals review applications, select a pool of candidate and interview potential
candidates. The second round interview consists of the principal and a committee of teachers. Following the interviews
the committee makes a recommendation to the principal. The selected candidate’s credentials are checked before hiring
the teacher.
Rensselaer attendance rates have been consistently in the 90th percentile. Areas of attendance that continue to hurt
overall attendance rates are inconsistency in kindergarten attendance, as well as transient students that are continually
enrolling, withdrawing and re-enrolling at school. However, over the last three years, our attendance rate has been
consistently steady. Rensselaer is emphasizing the importance of being at school every day via a corporation wide Project
Attend incentive and pertinent discussions with parents.
Rensselaer Central Elementary Schools Positive Attendance Rate
2015-2016 2016-2017 2017-2018 2018-2019 2019-2020
98 95.7 96.4 95.2
Educational programs continue to become more focused each year. A balanced literacy framework is established
in all K-5 classrooms. Ever mindful of struggling learners, Rensselaer has aligned its practices with the MTSS model.
Data-driven decisions place students in targeted intervention groups based upon academic needs. Spring-boarding off of
successful reading interventions, Rensselaer is extending the model into the area of math. Individual math assessment
results target student needs for intervention into several grade levels.
Academically-oriented preschool experiences are lacking in the incoming Kindergarten students at Rensselaer.
An academic preschool experience consists of a certified preschool instructor teaching state standards. This significantly
impacts the educational experiences and vocabulary of our student population making them ill-prepared to read at grade
level. To combat this trend, three Pre-Kindergarten classrooms have been created. These classrooms are full day
programs and service approximately fifteen students apiece.
The K-5 curriculum is based on the 2017/2018 Indiana Academic Standards and Common Core State Standards.
Curriculum has been reviewed on a yearly basis and mapped for instructional use and review every semester. Each
teacher has a copy of the map for his or her grade level to assist in the pursuit to achieve higher levels of fidelity to state
standards. Maps for all grades are available in the principal’s office and the superintendent’s office. With the
implementation of the new common core standards, curriculum maps are being reviewed and revised to assure
consistency with newly adopted state academic standards.
Rensselaer students are evaluated utilizing numerous assessments. Local assessments include: Pearson Reading
Baseline (K-2), McGraw-Hill Wonders Baseline (3-5), Weekly and Unit Tests, Brigance, NWEA Map Growth K-2,
NWEA Map Growth, WIDA, ESGI, Accelerated Reader, Accelerated Math and Checklists/Rubrics. These assessments
occur throughout the school year to provide benchmarks for progress and to drive instruction in the classroom. CogAT is
administered during the second semester of kindergarten, second and fifth grades. This test was specifically selected to
identify and target the needs of our high ability population. Students third grade are assessed utilizing IREAD
assessments. The third, fourth and fifth grade ILEARN tests are administered in the spring. Results are analyzed to adjust
instructional strategies.
At this time, RCES does not integrate funds. However, the LEA does provide funds through grants and
corporation monies to provide high quality programming for its students.
1
See Appendix A for chart of Highly Qualified Teachers and ParaprofessionalCorporation Mission Statement
THE MISSION OF THE RENSSELAER CENTRAL SCHOOLS CORPORATION IS TO PROVIDE AN
APPROPRIATE EDUCATIONAL PROGRAM AND LEARNING ENVIRONMENT WHICH WILL
EFFECTIVELY:
1. Meet the educational needs of its students and citizens.
2. Help its students accomplish educational goals that are
*Significant
*Durable
*Transferable
School Belief Statement
The Rensselaer Central Elementary Schools faculty has the following beliefs:
1. Every student deserves a safe environment.
2. All students warrant a quality education.
3. The right to be challenged is essential to the continued growth of students.
4. All people in the building are responsible for the education of all students.
5. Rules are put in place for the safety of all.
6. All children need to have adequate nutritional needs met.
7. All children deserve materials/textbooks that are appropriate for their levels.
8. All children have the right to services, which meet their physical and educational needs.
Waived Statutes and Rules
Rensselaer Central Elementary Schools (Rensselaer Central Primary School and Van Rensselaer Elementary
School) are not applying for any waivers.
Plan for Submission/Updating School-wide Plan
This continuous school improvement plan is submitted on behalf of the Rensselaer Central Elementary
Schools staff and plan committee. It was prepared under the leadership of the building principals working in
cooperation with the school improvement committee. The plan is structured using the guidelines provided by
the Indiana State Board of Education. This plan is Rensselaer Central Elementary School’s commitment to
provide continuous school improvement and achievement for our students.
The committee worked throughout the school year on the Title One School-wide Plan and Continuous
Improvement Planning Process. The school improvement committee met to conduct a comprehensive needs
assessment to identify priority needs and develop an action plan for both elementary schools.
Staff members at Rensselaer Central Elementary Schools are committed to monitoring, reviewing and
revising the School Improvement Plan. Committee meetings will be scheduled during the school year. In order
to make continuous progress, strategies will be reviewed and revised when necessary to meet our stated school
goals.Data Analysis
Data analysis of ILEARN provides the following information in the academic areas of English Language Arts
and Math for third, fourth and fifth grade students.
I. ILEARN English Language Arts and Math Scores, 2018-2019
80% ILEARN English/Language Arts Totals
70%
60%
Above Proficiency
50%
At Proficiency
40% 37%
33% 33% 31% Approaching Proficiency
30%
30%
Below Proficiency
20%
23% 22%23%
20% 17% 18%
13%
10%
0%
3rd 4th 5th
80% ILEARN Math Totals
70%
60%
50% Above Proficiency
At Proficiency
40%
35% Approaching Proficiency
31% 30%
30% 28% Below Proficiency
24% 23%23% 25% 25%
21%
20% 17%
16%
10%
0%
3rd 4th 5th
Comparisons of current year overall scores per grade level indicate that our 3rd-5th grade scores are above state
average in ELA. In Math, only 4th grade remains above state average. Professional development on best
practice teaching strategies that match the new assessment will continue to be the focus of the 2020-2021 school
year.II. ISTEP+/ILEARN English Language Arts and Math Scores, 2015-2019
ISTEP+/ILEARN English Language Arts, 2015-
2019
80%
70%
60%
50%
40%
30%
20%
10%
0%
3rd 4th 5th
2015-2016 71% 75% 65%
2016-2017 70% 59% 60%
2017-2018 77% 64% 69%
2018-2019 49% 55% 51%
ISTEP+/ILEARN Math, 2015-2019
80%
70%
60%
50%
40%
30%
20%
10%
0%
3rd 4th 5th
2015-2016 60% 56% 71%
2016-2017 58% 57% 75%
2017-2018 52% 55% 72%
2018-2019 52% 54% 46%
Analysis of this four year tracking history indicates that all grade levels in ELA maintain scores above state
average regardless of the changes in the learning standards and testing formats. Math scores indicate that
changes to classroom practices must be made to accommodate more rigorous tasks and new depth of knowledge
expectations.Conclusions About Educational Programming
Curriculum
The language arts curriculum addresses the five components of reading within a Balanced Literacy
framework. During the uninterrupted 90 minute reading block, in grades K-5, teachers focus on phonemic
awareness, phonics, vocabulary, comprehension and fluency. Progress is monitored through baseline, weekly
and unit Pearson Reading Street and McGraw-Hill Wonders assessments. The use of specific interventions is
determined by data analysis. Available interventions include Fountas & Pinnell Leveled Literacy Intervention,
Scott Foresman’s Early Reading Intervention, McMillan McGraw-Hill Triumphs, Pearson My Sidewalks, Read
Naturally, Read Naturally GATE, Words Their Way, Word Warm-Ups, Rasinski Fluency Binders, Take Aim,
Read for Real, Wilson Fundations, Wilson Reading System and Increasing Fluency. A curriculum map specific
to each grade level paces and guides the instruction of ELA on a quarterly and yearly basis. Formative
assessments are analyzed frequently to monitor student growth, guide classroom instruction and provide
necessary interventions. Overall, we are above state average based on our current ILEARN scores. However,
we will need to continue the analysis of the data to identify gaps in the curriculum as well as our own personal
instruction.
During the 2017-2018 school year, the K-5 school improvement team determined that the adoption of
Lucy Calkins Units of Study for Writing would be the most comprehension curriculum to meet the requirements
of the Indiana Academic Standards and our student needs. At the beginning of the 2018-2019, grade level kits
were purchased for all classroom teachers and training in both the Writer’s Workshop and Units of Study
curriculum was provided. Curriculum maps and pacing guides were also created. We will continue to
implement Units of Study for Writing and focus on improving our instruction and the students’ writing ability.
A new math curriculum was adopted during the 2017-2018 school year. The series provides a rigorous
curriculum designed to meet the current demands of the Indiana State Standards. A curriculum map specific to
each grade level paces and guides the instruction of math on a quarterly and yearly basis. Student progress is
determined through a quarterly common assessment taken by all students in grades K-5. Furthermore,
technology programs, like IXL and Accelerated Math, will continue to be utilized to provide review,
remediation and acceleration for all students.
Instructional Strategies
The instructional strategies that are being used at RCES have been chosen to support the Indiana State
Standards. Data analysis of NWEA assessments and core reading program assessments provide the major thrust
of our ongoing changes in instructional strategies. The ILEARN and technological approaches such as
Accelerated Reader, are additional pieces that are utilized to guide instruction throughout the year and from
year to year. Some of the following are strategies being utilized: compacting, tiered lessons, use of resource
rooms, small group instruction, flexible grouping, intervention groups, learning centers, peer tutoring, peer
teaching, and tutoring sessions.
The ILEARN, NWEA assessments, unit tests, quarterly assessments and technological approaches such
as Accelerated Math are utilized to indicate areas of improvement in math achievement. Strategies currently
being implemented are: justification of answers, solution processes, flexible grouping, small group instruction,
use of manipulatives, cooperative learning, use of technology, problem-solving strategies, timed computation
tests, estimation, and measurement activities.
RCES students who have trouble mastering state standards in reading and math are identified in two
ways. First, students who do not pass ILEARN are targeted for assistance. In addition, students who do not
pass the benchmark assessments in reading and math are also targeted for additional assistance. Presently, we
have remediation and instructional assistants who work with students daily on standards that they have not
mastered. Individual assistance and/or small group instruction is the basic format of assistance. After-school
tutoring and summer school opportunities are available to extend learning for at-risk students. Certified
teachers focus primarily on reinforcing language arts and math standards.Assessment
The Rensselaer Central Elementary Schools School Improvement Plan represents another year that
Rensselaer teachers have been actively engaged in the process of data analysis. Various assessments utilized by
Rensselaer teachers include:
NWEA—This assessment, given three times per year, is utilized to identify individual student
proficiency on grade level standards and their growth throughout the year.
Diagnostic Assessments—These assessments, modeled after DIBELS and DAZE, are utilized after each
of the NWEA windows to gather additional information pertaining to the strengths and needs of
individual students. Weekly progress monitoring is maintained on students who are in need of
additional services to develop grade level standards.
Running Records—In Grades K-2, running records are completed two or three times a year. This
information is utilized to guide daily teacher instruction, small groups and intervention. In grades 3-5,
running records are utilized as needed to guide interventions for students.
ELA Core Curriculum Assessments—Teacher complete daily informal assessments to guide their
weekly instruction. Weekly and unit core assessments are given to determine student mastery of taught
material.
Math Core Curriculum Assessments— Teacher complete daily informal assessments to guide their
weekly instruction. Weekly and unit core assessments are given to determine student mastery of taught
material.
Math Quarterly Assessment—Assessments are given to determine student mastery of materials taught
each quarter. Data is utilized to provide remediation lessons and interventions to struggling students.
Despite our best efforts, some students still struggle to meet grade level standards, as required by ESSA. These
students are brought before our MTSS team to discuss further options. Options include a change in
intervention, screenings, consultation with school psychologists and referrals for psycho-educational evaluation
as needed.
Teachers have opportunities throughout the school year and during school breaks to receive professional
development on all assessment types. As new initiatives develop in the schools, teachers receive full day
formal trainings on the use of the assessments with follow ups scheduled on a quarterly basis.
Parent Involvement
Rensselaer Central Elementary Schools parent participation opportunities include but are not limited to:
Meet the Teacher Night: Parents will have the opportunity to help their child get organized and receive
vital information about school.
Volunteering: Parents are encouraged to volunteer at the school and visit their child in school.
Music Programs: Grade Level Music Programs are held to invite families into school for an evening of
entertainment.
Parent Workshops: Parent programs and parent/child workshop will be offered to the parents. Topics
will range from developing student responsibility and discipline to study skills, reading, math and
writing.
Committees: Parents will serve on the school-wide improvement committee. At the annual Title I
meeting, parents will have the chance to volunteer to serve on this committee. The committee will meet
four times a year to plan, review and improve the school-wide plan. Parents on the committee will be
briefed on all parts of the plan. Parents will also participate in committees for textbook adoption.
Parent-Teacher Organization: PTO organizes a number of annual events promoting a cohesive
environment attractive to the parent population through the use of family-friendly events.
Multiple times, throughout the school year, parents will receive reports providing information about the school
and/or their children. These reports include but are not limited to:
ILEARN results are sent home to parents with a letter from the principal. Any parent who has questions
may call their child’s teacher or principal for an explanation of the test results.
IREAD results are sent home to parents with a letter from the principal. Any parent who has questions
may call their child’s teacher or principal for an explanation of the test results. NWEA results are sent home to parents after each testing session. Any parent who has questions may
call their child’s teacher or principal for an explanation of the test results.
ESGI results are sent home to parents of kindergarten students quarterly. Any parent who has questions
may call their child’s teacher or principal for an explanation of the test results. Each parent receives a
packet of educational materials to be utilized at home, which reflect the specific needs of the individual
student.
In spite of our best efforts to encourage parental involvement, many parents are not involved in the critical day-
to-day supervision of their children’s academic progress and experiences. RCES will continue to reach out to
all parents and emphasize the importance of parental involvement in the lives of students.
Technology
Rensselaer Central Elementary Schools buildings house at least one computer lab each. Each teacher
has been issued a MacBook Air and an iPad for classroom use. Furthermore, all students, K-2, have access to
an individual iPad in their classroom daily. Students in grades 3-5 have an iPad, which is brought to school and
taken home daily. Furthermore, all classrooms are equipped with Interactive White Boards and Air Play
capabilities. All teachers have received, and continue to receive, professional development for the integration
of technology across the curriculum.
Computer programs consist of Microsoft Office, and grade level specific software. These programs
enable teachers to differentiate curriculum to accelerate higher levels of learning and remediate special needs.
Applications for iPads including Educreations, Numbers, Pages, Keynote, Notability, iPhoto, iMovie, and
Quizlet have been purchased for student use across the corporation. Every computer and iPad is equipped with
NWEA, Accelerated Reader, Accelerated Math, iXL and Internet access. The Accelerated Reader and Math
programs will be used diagnostically on a daily basis. NWEA will be utilized three times a year to determine
individual student growth.
Usernames and passwords are provided to families for use with the new ILEARN parent website.
Teachers frequently compile lists of Internet sites to build professional knowledge, which strengthens our
abilities to reach all students. Students are also encouraged to use the Internet to gain a better understanding of
the world around them through Web quests, research projects, and websites.
All students participate in distance learning utilizing the school issued devices. Educators are required
to push out learning assignments by 9am CST on each distance learning day. Instruction provided via lessons is
expected to be a continuation of the learning that is happening in real time in the classroom. SeeSaw and
Canvas are the learning management platforms utilized to deliver the daily lessons and facilitate student and
teacher interactions. Students and families receive training on how to operate these platforms prior to any
distance learning occurs.
Safe and Disciplined Learning Environment
The safety of students and staff is the top priority of Rensselaer Central Elementary Schools. While we
cannot prevent all emergencies, we can be prepared to respond quickly, efficiently, and appropriately. Crisis
management procedures involving the principal and teachers as team leaders have been established for incidents
such as vehicular accidents, bomb threats, building destruction, disasters, and building security. To handle an
individual student or adult crisis, there are RCES staff members, administrators, teachers and aides, who are
certified in Therapeutic Crisis Intervention. Small teams are called to respond immediately when safety is
threatened.
Furthermore, Rensselaer Central Elementary Schools have a school-wide Positive Behavior
Interventions and Supports (PBIS) plan, which is supported by teachers, staff, parents, and the administration.
Staff members work together to maintain order and discipline at all times using a positive discipline approach.
Such a disciplined learning environment promotes productive teaching and learning.
RCES anti-bullying policy is published annually in the student handbook. It defines bullying as “overt
repeated acts or gestures, including verbal or written communications transmitted, physical acts committed, or
any other behavior committed by a student or group of students against another student with the intent to harass,
ridicule, humiliate, intimidate, or harm the other student. This policy applies when a student is on school
grounds immediately before or during school hours, immediately after school hours or any other time when theschool is being used by a school group, off school grounds at a school activity, function, or event, traveling to or
from school or a school activity, function, or event or while using property or equipment provided by the
school.”
When bullying occurs, members of staff report it to a principal. Students who are found guilty of
bullying can and will be subject to a school consequence including, but not limited to, in-school suspension,
out-of-school suspension, and expulsion from Rensselaer Central Schools.
RCES suicide awareness and prevention policy is published annually on our corporation website. This
policy is written for the adult personnel in the corporation and identifies the requirements and guidelines for
preventing and handling suicide risk. Our school counselor makes the Indiana Comprehensive Resource Guide
for Suicide Prevention and Response available to all personnel in the schools. Furthermore, all employees are
required to complete a suicide awareness and prevention course delivered via Safe Schools bi-annually.
Professional Development
Professional development has been identified through a process of analyzing student achievement data
and recognizing existing concerns. Time spent researching and implementing best practice strategies in literacy
has provided a solid foundation for development of the 90 minute literacy block. Our staff has attended on-site
visits to exemplary schools to see successful programs that have been implemented over a number of years.
In order to improve instruction in our elementary schools, Title I will employ two literacy coaches, one
for each elementary building, to model good instructional practices and coach teachers in language arts. She
will model research-based strategies that will improve quality instructional practices as well as increased
student learning.
Supportive coaching will be provided by two literacy coaches to all K-5 teachers. Topics covered are
based on the needs of the students as well as the needs of the teacher. Specific areas to be addressed in the
coming year are Tier 2 and 3 interventions, small group reading instruction, common core standards, writing
instruction, differentiated learning and data analysis.
As a corporation, Rensselaer has made a commitment to the development of our teachers. Two
Wednesdays per month, teachers are asked to come in early to participate in professional development of
various forms. Our Technology Integration Coaches uses at least one Wednesday per quarter to provide support
for teachers with new programs and opportunities relating to technology as a learning tool. Another week is
reserved for grade level professional development or whole school professional development topics, such as
introduction of new teaching materials, mapping of Indiana Academic standards and development of our
quarterly common assessments.
The faculty at RCES is challenged to incorporate new ideas and programs. Initiative is taken by all
members to include new faculty members in ongoing strategies and programs. New faculty members are also
acclimated to the school’s strategic goals for school improvement through an informal mentoring program.
Cultural Competency
Students at RCES who have been identified as children in need of special education services have their
needs met in a variety of ways. Children with communication disorders receive therapy from a Speech-
Language Pathologist in pull out and group sessions. Occupational and physical therapists service special
education students with fine and gross motor concerns. Consultants are also available for children who are
physically, visually, and hearing challenged. Those students who are kindergarten through fifth grade with
identifications, such as learning disability, have opportunities to meet in a resource room to obtain additional
support for academics. Our corporation special education preschool has been designed to provide preschool
students with special needs the opportunity to develop necessary skills to increase educational success in the
future.
Students who are identified as members of a disadvantaged socioeconomic group are being supported by
services on a preferential basis. Areas that are being addressed are math language arts skills, reading, writing
and other topics identified by the current Indiana state standards and associated with the ILEARN. Some
training in Ruby Payne’s Poverty framework needs to occur to develop a deeper understanding of the
educational, emotional and social issues these children bring with them to school.RCES services a relatively small community of language-minority students specifically from the
Hispanic culture. A full-time teacher’s assistant is available to assist these children, their parents and their
teachers as needed. Children are ability grouped to receive the appropriate instruction to encourage and
enhance their skill levels. Classroom teachers are using guided reading, managed independent learning stations,
and writing workshops to develop student language and usage on a daily basis. Research into appropriate
programs for the specific development of language is being completed this year to determine ways to strengthen
our language instruction. Furthermore, teachers are addressing the racial, ethnic, and cultural differences of
their students through a wider variety of activities throughout the language arts, science, and social studies
curriculum.
Career Awareness and Development
Rensselaer Central Elementary Schools offer career awareness and development through a variety of avenues.
Both schools participate in Junior Achievement activities during the school year. Kindergarten and fifth graders
experience a Career Day or Fair annually. Our school counselor prepares lessons and activities to coordinate
with College Go! Week. Van Rensselaer hosts a career-focused club for Robotics. Both schools have a Maker
Space lab where students are able to explore different types of STEM activities.
Transition Plan
Rensselaer Central Elementary Schools offer several opportunities for transition of students from grade level to
grade level within the building and transition from building to building.
Every year in May:
o Community preschools visit and tour the Rensselaer Central Primary School to familiarize
incoming kindergarten students with the building and staff.
o Second grade students visit and tour Van Elementary School to familiarize themselves with
the building and staff.
o Fifth grade students visit and tour Rensselaer Central Middle School to familiarize
themselves with the building and staff.
Grade level teachers meet with their students’ next year teacher to share pertinent information about
students.
All parents are invited to attend a Meet the Teacher Night held during the first week of school.
Parents have the opportunity to visit with their child’s teacher and learn of expectations for the
school year.
Each year in April, a kindergarten call-out is held for parents and prospective kindergarten students.Student Performance Goals
Rensselaer Central Elementary Schools are striving for continued growth on all standardized assessments. With
the change from ISTEP+ to ILEARN, our goals for 2018-2021 are to establish new baselines, which reflect our
high expectations for growth of all students.
Goal 1: RCES students, in grades K-2, will pass with 75% proficiency on the ELA portion of the 3rd grade
ILEARN.
Grade Level or Department: primary, grades Preschool-2
Strategies for Achievement
Content Area Strategies to be Implemented in Each Content Area
Strategy 1: Students will increase their awareness of word meanings through explicit and
systematic instruction.
Strategy 2: Students will build phonics skills and automaticity to increase fluency and develop
English/Language Arts comprehension strategies.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, Checklists,
NWEA, ESGI, Accelerated Reader, Running Records
Strategy 1: Students will tell or write to explain reasoning and justify procedures in problem
solving using correct mathematical vocabulary terms.
Mathematics Strategy 2: Students will be able to read, write, listen, ask questions, think, and communicate about
math concepts.
Local Assessment: Accelerated Math, Ready Math, Daily Calendar, NWEA
Strategy 1: Students will draw and/or write to demonstrate knowledge of science vocabulary.
Science Strategy 2: Students will read, listen and respond to expository texts.
Local Assessment: Open-ended questions, Checklists, Graphic Organizers
Strategy 1: Students will utilize a content area vocabulary wall for reference.
Strategy 2: Students will draw and/or write to demonstrate knowledge of social studies topics.
Social Studies Local Assessment: Open-ended questions, Rubrics, Teacher observations, Graphic Organizers,
Checklists
Strategy 1: Students will increase language development through explicit vocabulary instruction.
Strategy 2: Students will read appropriate material at their level and give a three sentence summary
Special Education with a cohesive beginning, middle, and end.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders and My Sidewalks
assessments, Checklists, Accelerated Reader, NWEA, ESGI
Strategy 1: Students will analyze and utilize multi-syllabic words and word derivatives to enrich
their reading, speaking and writing vocabulary.
Strategy 2: Students will be grouped to meet individual learning needs in order to help them
High Ability develop deeper understanding of all story elements.
Local Assessment: CogAT, Rubrics, NWEA, Graphic Organizers, Projects, Socrative, Quizlet,
ESGI
Strategy 1: Students will increase language development through explicit vocabulary instruction.
Strategy 2: Students will develop understanding of formal and informal register (discourse) and the
Socioeconomic appropriate uses of both.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, Accelerated
Reader, NWEA, ESGI, Socrative, Quizlet
Strategy 1: Students will increase language development through explicit vocabulary instruction.
Strategy 2: Students will be provided with varieties of reading materials to match the interests of
Gender the male population.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, Accelerated
Reader, NWEA, ESGI, Socrative, QuizletGoal 1: RCES students, in grades 3-5, will pass with 75% proficiency on the grade level ELA portion of
ILEARN.
Grade Level or Department: intermediate, grades 3-5
Strategies for Achievement
Content Area Strategies to be Implemented in Each Content Area
Strategy 1: Students will increase their awareness of word meanings through
explicit and systematic instruction.
English/Language Arts Strategy 2: Students will build phonics skills and automaticity to increase fluency
and develop comprehension strategies.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, NWEA,
Accelerated Reader, IREAD 3, Socrative
Strategy 1: Students will use correct mathematical vocabulary words, numbers or
symbols to solve story problems.
Mathematics Strategy 2: Students will analyze problems, reading for relevant information in
order to choose strategies to solve problems.
Local Assessment: Accelerated Math, Ready Math, NWEA, I AM, ILEARN
Strategy 1: Students will effectively utilize content specific vocabulary in short
written responses to questions related to the subject area.
Science Strategy 2: Students will read, reread, identify and analyze pertinent information
to improve comprehension.
Local Assessment: National Geographic assessments, National Geographic Science Log, Graphic
Organizers, ILEARN Socrative
Strategy 1: Students will effectively utilize content specific vocabulary in short
written responses to questions related to the subject area.
Social Studies Strategy 2: Students will read, reread, identify and analyze pertinent information
to improve comprehension.
Local Assessment: Textbook assessments, Open-ended questions, Rubrics, Writing prompts,
Graphic Organizers, Checklists, ILEARN
Strategy 1: Students will increase language development through explicit
vocabulary instruction.
Special Education Strategy 2: Students will increase their ability to analyze literature through the use
of graphic organizers and written response.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, I AM, ILEARN,
NWEA, Accelerated Reader, IREAD 3, Socrative, Quizlet
Strategy 1: Students will enrich their reading, speaking and writing vocabularies
through advanced word activities.
High Ability Strategy 2: Students will synthesize, analyze and evaluate text independently
drawing conclusions and connections based on their reading.
Local Assessment: CogAT, Rubrics, NWEA, Accelerated Reader, Writing Journals, Graphic
Organizers, ILEARN, IREAD 3, Socrative
Strategy 1: Students will increase language development through explicit
vocabulary instruction.
Socioeconomic Strategy 2: Students will interact with culturally appropriate texts to develop
connections with greater comprehension of the written word.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, Accelerated
Reader, NWEA, ILEARN, IREAD 3, Socrative
Strategy 1: Students will increase language development through explicit
vocabulary instruction.
Gender Strategy 2: Students will be provided with varieties of reading materials to match
the interests of the male population.
Local Assessment: Pearson Reading Street/McGraw-Hill Wonders assessments, Accelerated
Reader, NWEA, IREAD 3, SocrativeGoal 2: RCES students, in grades K-2, will pass with 75% proficiency on the Math portion of the 3rd grade
ILEARN.
Grade Level or Department: primary, grades Preschool-2
Strategies for Achievement
Content Area Strategies to be Implemented in Each Content Area
Strategy 1: Students will precisely use definitions and math vocabulary to convey
their reasoning and understanding of mathematics.
English/Language Arts Strategy 2: Students will participate in opportunities to listen to solution strategies
of others, discuss alternative solutions and defend their own thinking.
Local Assessment: Ready Math, NWEA, Classroom Assessments
Strategy 1: Students will understand the meaning of the problem and look for
multiple entry points to its solution.
Mathematics Strategy 2: Students will apply prior knowledge and think critically to solve math
problems.
Local Assessment: Ready Math, NWEA, Classroom Assessments
Strategy 1: Students will explore graphing, analyzing data, measurement and
conversions.
Science Strategy 2: Students will use mathematical processes to investigate and reason
through scientific problems.
Local Assessment: Class assessments, NWEA, Journaling, Ready Math
Strategy 1: Students will utilize process standards during calendar activities.
Strategy 2: Students will connect their mathematical learning to appropriate real-
Social Studies
world contexts.
Local Assessment: Ready Math, NWEA, Classroom Assessments
Strategy 1: Students will use access various materials, models, tools and tech
based resources to solve problems.
Special Education Strategy 2: Students will use math vocabulary to determine prerequisite steps
necessary to solve a problem.
Local Assessment: Ready Math, NWEA, Classroom Assessments
Strategy 1: Students will discuss, think critically and apply mathematical
processes to real world situations/problems.
High Ability
Strategy 2: Students will represent their thinking wile problem solving.
Local Assessment: Ready Math, NWEA, Classroom Assessments, CogAT
Strategy 1: Students will increase their working mathematical vocabulary for
solving problems.
Socioeconomic Strategy 2: Students will improve math foundational skills through hands-on
experiences while collaborating with local community organizations.
Local Assessment: Ready Math, NWEA, Classroom Assessments, IXL
Strategy 1: Students will participate in hands-on activities to develop a deeper
understanding of mathematical processes.
Gender Strategy 2: Students will engage in activities that provide reference to the real
world use of mathematics.
Local Assessment: Ready Math, NWEA, Classroom Assessments, CogAT, IXLGoal 2: RCES students, in grades 3-5, will pass with 75% proficiency on the grade level Math portion of
ILEARN.
Grade Level or Department: intermediate, grades 3-5
Strategies for Achievement
Content Area Strategies to be Implemented in Each Content Area
Strategy 1: Students will understand the language of a problem using
mathematical vocabulary to accurately compute answers to word problems.
English/Language Arts Strategy 2: Students will write explanations of how to compute a specific set of
problems.
Local Assessment: Ready Math, NWEA, Classroom Assessments, ILEARN
Strategy 1: Students will persevere in rich problem-based tasks that encourage
them to reach a solution.
Mathematics Strategy 2: Students will demonstrate their flexibility in representing mathematics
in a number of ways.
Local Assessment: Ready Math, NWEA, Classroom Assessments, ILEARN
Strategy 1: Students will explore graphing, analyzing data, measurement and
conversions.
Science Strategy 2: Students will use mathematical processes to investigate and reason
through scientific problems.
Local Assessment: Ready Math, NWEA, Classroom Assessments, ILEARN
Strategy 1: Students will understand, utilize and construct timelines and graphs to
accurately compute answers to problems.
Social Studies
Strategy 2: Students will demonstrate knowledge of map skills.
Local Assessment: Ready Math, NWEA, Classroom Assessments, ILEARN
Strategy 1: Students will understand the meaning of a problem and look for
multiple entry points to its solution.
Special Education Strategy 2: Students will calculate accurately and efficiently, expressing
numerical answer with a degree of precision.
Local Assessment: Ready Math, NWEA, Classroom Assessments, ILEARN
Strategy 1: Students will analyze and apply real world data in problem solving
situations with multiple solutions.
High Ability
Strategy 2: Students will represent their thinking while problem solving.
Local Assessment: Ready Math, NWEA, CogAT, ILEARN
Strategy 1: Students will access and build prior knowledge to develop an
understanding of mathematical processes.
Socioeconomic
Strategy 2: Students will actively participate in mathematical discourse.
Local Assessment: Ready Math, ILEARN
Strategy 1: Students will show their work and explain their thought processes.
Strategy 2: Students will choose and apply the model that best fits them (risk-
Gender
taking) after exposure to several strategies.
Local Assessment: Ready Math, NWEA, ILEARNProfessional Development Plan
Professional Development Goal: The Rensselaer Central Elementary Schools staff will participate in
professional development activities that will develop continuous improvement in ELA and Math of our
students.
Professional Development Activities:
Technology Integration Strategies
READY Math
Lucy Calkins Units of Study in Writing
McGraw-Hill Wonders
Orton Gillingham for Dyslexia Intervention
2020-2021 NWEA
SIOP
Professional Conventions
Indiana Academic Standards
Curriculum Mapping/Common Assessments
Data Tracking
ILEARN Blueprints and Item Specifications
Professional Development Activities:
Technology Integration Strategies
READY Math
Lucy Calkins Units of Study in Writing
Orton Gillingham for Dyslexia Intervention
2021-2022 NWEA
SIOP
Professional Conventions
Indiana Academic Standards
Curriculum Mapping/Common Assessments
ILEARN Blueprints and Item Specifications
Evaluation of Professional Development:
These activities provide opportunities for developing strategies to reach our goals in English Language Arts and
Math. After attending professional workshops or on-site school visits, all staff members are encouraged to
provide a verbal narrative evaluating the effectiveness of the workshop or visit. Through discussion with
administration, it is determined whether this information is valuable enough to distribute among the staff and
how that will occur.APPENDIX A: HIGHLY QUALIFIED TEACHERS AND PARAPROFESSIONALS
Teacher’s Name Teaching Assignment Indicator of Being Highly
Qualified
1. Cheryl Andrick Librarian HOUSSE
2. Nicole Baltes Kindergarten Teacher
3. Kimberly Barton 1st Grade Teacher PRAXIS II
4. Debra Bryant 2nd Grade Teacher HOUSSE & NTE
5. Jacqueline Buczek 1st Grade Teacher PRAXIS II
6. Jessica Cawby Special Education Teacher HOUSSE
7. Chastidy Chapman Literacy Coach HOUSSE & NTE
8. Sarah Clouse Kindergarten Teacher PRAXIS II
9. Emily Cripe 4th Grade Teacher NTE
10. Jessica Davis 4th Grade Teacher PRAXIS II
11. Maureen Deno 3rd Grade Teacher NTE
12. Julie DeYoung Kindergarten Teacher HOUSSE
13. Jamie Fields Art Teacher PRAXIS II
14. Rebecca Fuller Special Education Teacher PRAXIS I, II & III
15. Kelly Geleott Kindergarten Teacher HOUSSE
16. Michelle Hanna School Counselor PRAXIS II
17. Kelly Harvey Kindergarten Teacher NTE
18. Jodi Hickman 1st Grade Teacher NTE
19. Sarah Hurd 3rd Grade Teacher PRAXIS II
20. Jessica Jones 5th Grade Teacher PRAXIS II
21. Kimberly Jones Special Education Teacher PRAXIS II
22. Beth Korniak 3rd Grade Teacher HOUSSE
23. Renee Mattocks 2nd Grade Teacher HOUSSE
24. Heather Muzek 1st Grade Teacher HOUSSE
25. Kaitlyn Ostendorf 4th Grade Teacher PRAXIS II
26. Talaina Pinkerton 1st Grade Teacher PRAXIS II
27. Wes Radtke 5th Grade Teacher PRAXIS II
28. Marcy Ritchie 4th Grade Teacher PRAXIS II
29. Kelle Rowan 2nd Grade Teacher NTE
30. Bobbi Jo Sammons Literacy Coach HOUSSE & NTE
31. Alexa Schiavone 3rd Grade Teacher PRAXIS II
32. Jennifer Schnelle 2nd Grade Teacher NTE
33. Sarah Taylor 3rd Grade Teacher PRAXIS
34. Timothy Taylor 5th Grade Teacher PRAXIS II
35. Peyton Webb 4th Grade Teacher PEARSON CORE
36. Sydney Weber Special Education Teacher PEARSON CORE
37. Penny Whaley Special Education Teacher PRAXIS II
38. Ashton Wireman Special Education Teacher PRAXIS II
39. Angela Wuethrich 2nd Grade Teacher PRAXIS II
40. Daniel Yeager Special Education Teacher PRAXIS II
41. Denise Yentes 5th Grade Teacher HOUSSE
42. Kimberly Zeilmann Special Education Teacher PRAXIS II
43.
44.
45.Paraprofessionals Assignment Indicator of Being Highly
Qualified
1. Lorie Barber Special Education Non-Instructional
2. Shelia Barton Special Education Passed Parapro Assessment
3. Katie Bilyeu Pre-School Teacher BS in Education
4. Kelly Brown Instructional Assistant Passed Parapro Assessment
5. Jessa Burkhart Computer Assistant Passed Parapro Assessment
6. Harmony Calhoun Instructional Assistant 2 years of College
7. Tina Canaday Instructional Assistant Non-Instructional
8. Debra Cook Instructional Assistant Passed Parapro Assessment
9. Tammy Craig Music Assistant Passed Parapro Assessment
10. Beverly Crynes Instructional Assistant Passed Parapro Assessment
11. Jordan Daniels Instructional Assistant Passed Parapro Assessment
12. Tammy DeBoard Special Education Non-Instructional
13. Tracy DeVault Special Education
14. Tasia Dobson Pre-School Teacher Associates Degree
15. Megan Dowell Special Education Passed Parapro Assessment
16. Madison Drollinger Instructional Assistant Associates Degree
17. Cathy Eldridge Library Assistant Passed Parapro Assessment
18. Natasha Elliott Instructional Assistant Passed Parapro Assessment
19. Meghan England Special Education
20. Patricia Herrera ESL Aide 2 years of College
21. Chyanne Hesson Special Education Passed Parapro Assessment
22. Kim Hewitt Instructional Assistant Passed Parapro Assessment
23. Amber Lock Special Education Non-Instructional
24. Molly Loveland Instructional Assistant Passed Parapro Assessment
25. Amber Maginot Special Education Non-Instructional
26. Patricia Mattocks Instructional Assistant Passed Parapro Assessment
27. Lorraine Myers Special Education Non-Instructional
28. Jenna Nagel Instructional Assistant
29. Terra Neidigh Instructional Assistant
30. Leia Pinkerman Instructional Assistant Passed Parapro Assessment
31. RaeAnn Ploughe Special Education Non-Instructional
32. Helen Quick Instructional Assistant
33. Zandra Ratcliff ESL Aide Passed Parapro Assessment
34. Danae Render Instructional Assistant Passed Parapro Assessment
35. Christine Schultz Special Education Passed Parapro Assessment
36. Kristina Wyrick Instructional Assistant
37.
38.
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