SIP 2019-2022 SCHOOL YEAR - Maple Elementary School 0869 - September 6, 2019
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Maple Elementary School
0869
SIP
2019-2022 SCHOOL YEAR
September 6, 2019
1
Table of Contents
Page
I. SIP Planning Team Members 3
II. Introduction (School Profile) 4
○ Description of School and Community 4
○ Student/Staff Demographic 4
○ Parent Participation
6
○ Attendance
○ Transition Plan 6
○ Technology as a learning tool 7
○ Safe and Disciplined Learning Environment- PRIDE 7
○ Professional Development 8
● Vision, Mission, Core Beliefs/Values 9
● Description and Location of Curriculum
11
● Title and descriptions of Formative and Summative Assessments
12
III. Comprehensive Needs Assessment 13
● Statements /charts from assessment data
○ ISTEP/ILEARN/IREAD/ECA
○ STAR/CQA
○ Survey
● Analysis – summary of data statements
DATA WISE ACTION PLAN
IV. Focus Areas 22
● Data Wise plan with goals and action
○ Goal 1 – English/Language Arts
○ Goal 2 – Mathematics
○ Goal 3 – PRIDE (must include attendance)
○ Goal 4 – Graduation (High School only)
V. Cultural Competency 29
VI. Academic Honors Diploma and Core 40
VII. Statutes and rules to be waived 31
2
VIII.Appendix 33
I. I. CNA Planning Team
CNA Planning Team Members
NAME POSITION ROLE/Committee
Virenda Principal Facilitator
Cunningham-Lester
Scott Hatton Assistant Principal Facilitator
Susan Ward AIC ELA Team
Katelan McCullum AIC ELA Team
Mindy Riley Teacher ELA Team
Carrie McCoy Teacher Math Team
Laura Wortman Teacher PRIDE Team
Sharon Leavell- Teacher PRIDE Team
Marshall
LeaAnn Griffis Teacher ELA Team
Jenifer Rickard Teacher Pride Team
3II. School Profile
Introduction
Narrative Description of School and Community
Greater Clark County Schools is the largest of three school districts in Clark County Indiana, serving
approximately 11,000 students. The Greater Clark County School district comprises 215 square miles,
including schools in the cities of Jeffersonville, located on the Ohio River, Clarksville, the second largest
community in the region, Charlestown and New Washington. The corporation has twelve elementary
schools, four middle schools and three high schools strategically located to serve a geographically and
ethnically diverse community.
Franklin Square Elementary is comprised of the merging of Maple Elementary School and Spring Hill
Elementary School in the Fall of 2020. The combined population of Franklin Square Elementary is
anticipated to be 375 students, preschool through 5th grade. 276 students qualify for free or reduced
lunch, which is 73.6% of the total student population. Both Maple and Spring Hill Elementaries have
implemented the option available to schools participating in the National School Lunch and School
Breakfast Programs called the Community Eligibility Provision (CEP). Under this program, all students
(100%) are eligible to receive free breakfast, lunch, and a fresh fruit or vegetable snack.
Maple and Spring Hill Elementary Schools are located in the city of Jeffersonville. The schools can be
found on the “sunny side” of the Ohio River just five minutes north of Louisville, Kentucky. Maple and
Spring Hill are two of twelve elementary schools in the Greater Clark County School System, the
nineteenth largest school corporation in the state. Students who attend Maple and Spring Hill feed into
two middle schools and eventually into one of three high schools. The Franklin Square Elementary areas
are comprised of mostly public housing, single family houses, and a nearby homeless shelter. The Port
Fulton Neighborhood Association is very diverse with a strong community partner. The community
surrounding the school takes a lot of pride in the Franklin Square Elementary School and is invested in
its success.
Student Demographics
At the beginning of the 2018-19 school year, the population of Maple Elementary School was 190
students. The current population is 16% African American, 11% Hispanic, 54% White/ Non-Hispanic,
and 19% Multiracial. In the Fall of 2018, 73.1% of the students qualified for free or reduced lunch.
Currently, 3.3% of Maple students are English Language Learners, and 7% of Maple students receive
special education services.
At the beginning of the 2018-19 school year, the population of Spring Hill Elementary School was
183 students. The population continues to be approximately 32% Black, 28% White/Non Hispanic,
13% Hispanic, and 27% Multiracial. The ethnicity at Spring Hill Elementary has remained fairly
constant in all ethnicity groups, with the Hispanic and Multiracial groups showing the most growth.
The special education population runs about 18%, consisting of approximately 33 students in special
4education rooms, with three inclusion students. 3% of Spring Hill students are qualified as English
Language Learners.
Parent Participation (Title 1 #6)
A. Parents will be given information about Title I at the Annual Title I Parent Meeting.
B. Expectations of parents and students include:
1. Sending children to school every day, on time, and prepared to learn.
2. Children are to read to someone or be read to on a daily basis.
3. Parents and students will participate in after school family activities when possible.
C. Newsletters/information will be sent home from classroom teachers, the principal, and
coaches/activity sponsors on a timely basis.
D. Various forms of academic assessments will be used to measure student progress:
a. Kindergarten Skills Checklist
b. ILEARN (grades 3, 4, and 5)
c. NWEA Map Growth
d. NWEA Map Fluency
e. McGraw-Hill text levels
Results of these assessments will be communicated to parents through the use of the Title I
Parent/Teacher Compacts. These forms will be introduced to parents during Fall Conferences.
E. Throughout the year parents and students will be invited to participate in activities that will facilitate
family involvement in the school:
1. Back to School Night
2. Literacy Nights
3. Fall/Spring Festival
4. Field Day
5. Grade level awards programs
F. A Parent Teacher Organization exists to support the students and staff of the school through
volunteerism and fundraising.
G. Parent –Teacher Conferences are held each Fall to give parents the opportunity to meet with teachers
regarding their children’s progress. Open communication between parents and teachers is vital to
student success, so our goal is to make personal contact with 100% of parents during Parent-Teacher
Conference time.
Highly Qualified Teachers (Title 1 #3)
All certified staff have met the requirements as Highly Qualified Teachers according to the HOUSSE
Rubric. The Highly Qualified Teacher Verifications (see Appendix pgs. xx-xx) are kept on file in the
main office.
A new teacher orientation is offered before the beginning of each school year to provide an overview of
corporation expectations and provide resources for teachers at the corporation level. New teachers are
assigned a mentor teacher to support them in their first two years of teaching. An Academic
Improvement Coordinator is available to all certified teachers in the building to coach and support
teachers in the implementation of literacy initiatives and IMPACT. Content lead teachers are identified
in the building as a resource person for professional development. Maple and Spring Hill Elementary
School teachers participate in professional development and grade level collaboration opportunities
during Period 0 (8:10-8:50 a.m.) each morning. These professional development opportunities are
5designed to support instructional practices in district initiatives, such as IMPACT, PRIDE, Guided
Literacy Framework, and Balanced Math. In addition, Period 0 time is used to analyze classroom and
school-wide data and student work samples. (Title 1 #3)
Attendance/ Truancy Prevention (Title 1 #2c)
Greater Clark County Schools attendance policy: Beginning with the 2019-2020 school year, Greater
Clark County Schools implemented an updated attendance policy. In partnership with the Clark County
Probation Department, parents and students are subject to a court referral if their attendance reaches 25
unexcused absences during the school year.
Once a student reaches five absences, a phone call to the parent is made to discuss the reasons behind
the student’s absences and offer medical services through a student wellness center, available free of
charge. The guardians and students are provided educational information regarding possible
consequences of truancy in Clark County. If a student’s absences do not improve after the phone call,
and with an accumulation of fifteen total unexcused absences, the first legal notice is sent home.
After a student reaches twenty-five unexcused absences, the principal or his/her designee will send a
second legal notice, complete a “Truancy Affidavit” and will refer the student to a truancy officer from
Clark County. A Clark County judge will assess the student’s situation and proceed with either a
misdemeanor charge for truancy or neglect, probation, Child Advocacy and Parental Support Program or
other resources.
Transition (Title 1 #7)
To assist students in the transition from home or preschool to Kindergarten, students and parents are
invited to Kindergarten Camp in April. A Back to School Night is held the week before the first day of
school so Kindergarten parents and students can meet the teachers and see their classrooms.
Each elementary building in Greater Clark County houses a preschool, with the exception of Maple
Elementary. Greater Clark provides a half-day, certified preschool teacher for Maple students housed at
Spring Hill Elementary. This program is suited to the needs of all children, including preschool children
with special needs and those of poverty. In addition, preschool parents are invited twice per school year
to conference with the preschool teacher and to discuss Kindergarten readiness.
Greater Clark County Schools hold a Bridging Week each Spring for current and future parents to tour
elementary, middle and high schools during the school day. Parents will have the chance to meet some
of the school staff, have a tour of the buildings, and ask the principal questions about the school.
6In the Spring of each school year, counselors from River Valley and Parkview Middle Schools meets
with 5th grade students to walk students through the process of registering for 6th grade elective classes.
5th grade students also visit Parkview as well as River Valley and take a tour guided by a student
ambassador. The 6th counselor also meets with the 5th grade teacher, the elementary special needs
teacher, and the principal to plan for appropriate class placement for students moving into 6th grade.
Parkview and River Valley Middle Schools offer parent orientation nights in the Spring, and a half-day
6th grade “camp” before the start of school.
Technology (Title 1#2)
Greater Clark is using technology to create authentic learning experiences and to empower all learners to
take ownership of their learning. Greater Clark County Schools has a 1 to 1 initiative for students in
Grades 3 through 12. Every student has use of a Chromebook to increase engagement and to integrate
technology across the curriculum. Teachers and students leverage tools like interactive whiteboards,
ActivInspire, HP Chromebooks, Google Classroom, Google Apps for Education, online textbooks,
EasyTech, PowerSchool Unified, Class Dojo and more in partnership with our curriculum maps and
pacing guides to support student learning. All technology integration and professional development is
incorporated within our Numeracy, Literacy, and College and Career Readiness frameworks.
Safe and Disciplined Environment (PRIDE) (Title 1 #10)
The staff of Maple and Spring Hill Elementary Schools work diligently on a daily basis to promote their
purpose through a wide variety of programming and expectations for our students. To cultivate
character development within Greater Clark County Schools, a focus on soft skills and character
development has been implemented across the district. This initiative is called PRIDE (Persistence,
Respectfulness, Initiative, Responsibility, and Efficiency). PRIDE has been implemented throughout all
aspects of Maple and Spring Hill Elementary Schools. Behavior expectations in all areas of the building
are based around character traits that remind students to display PRIDE.
The purpose of Franklin Square Elementary School is to develop a community of learners who feel safe,
challenged and inspired by providing exemplary instruction and a positive learning environment that
will establish high expectations for students, staff, and the community while inspiring all students to
pursue excellence in both academics and character.
The following information concerns the safe and orderly environment at Maple and Spring Hill
Elementary Schools:
7Nature of Facility * All doors are locked at all times –the only entrance into the
building is through the main office.
* All classroom doors are locked at all times.
* Every classroom and instructional area is equipped with
telephones that dial both throughout the building and through
outside lines.
* Every classroom also has an intercom communication with the
office.
Safety * Visitors must show a valid identification and then be “buzzed”
Procedure into the front entrance door to enter the building.
* All substitute teachers must sign-in and out from the building and
must wear a sub badge while in the building.
* Before visitors may enter, they must sign in. When they leave,
they must do so through the main entrance.
* All staff members are required to wear staff identification at all
times.
* Other safety procedures conducted: fire drills are conducted
monthly; intruder drills quarterly; and earthquake/tornado/
evacuation drills are conducted on a regular basis.
Professional Development
Professional development is provided to all staff (teachers, principals, and paraprofessionals) throughout
the school year and during the summer to prepare them to help students meet the expectation of
Indiana’s College and Career Ready Standards. GCCS allows teachers “Period 0” as a dedicated time to
provide job-embedded professional development 3-5 times weekly. Professional development is
focused on corporation initiatives and areas of improvement for individual schools. School
Psychological Services, which oversees Special Education, Highly Able, Title I, and English Language
Learners, provides specialized professional development in addition to that of individual school plans.
Collaboration among staff occurs through grade level and cross grade level meeting, as well as through
staff development meetings.
VISION, MISSION, BELIEFS
8The mission of Maple Elementary School is to develop a community of learners (students, staff, and
parents) who:
● Feel safe, challenged and inspired.
● Are driven toward student achievement.
● Engage in quality learning experiences that lead to independence.
● Prepare students for collegiate and occupational success.
● Build a life-long love for learning.
Vision of Maple Elementary School
Maple Elementary will provide exemplary instruction and a positive learning environment that will
establish high expectations for students, staff, and the community while inspiring all students to pursue
excellence in both academics and character.
Belief Statements of Maple Elementary
● Learning occurs when applied to real life situations.
● Students from pre-K through adults can learn and deserve support in becoming lifelong learners.
● There are conditions that must be present for learning to occur.
● Knowing the learner is central to all decisions about instruction.
● Learning is developmental and is based on a growth mindset. All learners achieve at different rates
and progress is consolidated through plateaus of learning.
● Teaching and learning are continuous interactions based upon information gathered and used during
instruction and application.
● Learning is supported through a variety of approaches.
● Learning increases when done in a supportive community.
● Reflection is essential to learning.
● Effective instruction is based on attempts, ample practice, and varying levels of support.
● Self-evaluation promotes effective and independent learning.
● Resources (books, materials, experiences) are the servant and not the master of learning.
● There must be professional dialogue (conversation) about teaching and learning.
(Adapted from RCOwen Learning Network, 2004)
Spring Hill Elementary’s Purpose Statement:
The purpose of Spring Hill Elementary is to improve the education of every student and challenge each
child to become a lifelong learner.
Spring Hill Elementary’s Mission:
9Spring Hill Elementary creates an educational environment where students, staff, parents, and
community unite to challenge and prepare lifelong learners to become productive members of our
community.
Spring Hill Elementary’s Vision:
Spring Hill Elementary will be a valued provider of optimal learning in our school community.
Spring Hill Elementary’s Beliefs:
We Believe…
● in mutual respect throughout our school.
● a positive attitude will encourage a strong work ethic and a supportive school climate.
● a professional learning community will enhance our collaborative culture and provide a focus on
student achievement and learning by all.
● all staff members and students will have high expectations for themselves and one another.
● all students can learn in a variety of ways and at different rates based on their individuality.
● all students must be challenged and given opportunities to develop and expand their knowledge.
● all students need strategies to help them grow academically, socially, and emotionally.
Description and Location of Curriculum
Description and Location of Curriculum
GCCS curriculum is aligned with state standards. Curriculum information is located in the main office
as well as on the schools’ PowerSchool LMS pages. All certified staff has been trained in using the
Greater Clark Pacing Guide for their grade level/course. Teachers in grades K-12 have pacing guides
10for: Language Arts, Math, Science, Social Studies and other content areas, which are aligned to the 2014
Indiana College and Career Standards. Performance data linked to the maps is routinely reviewed to
guide process for improving instruction and aligning the formative -assessment process. Curriculum
development occurs in the following areas:
Language Arts
Mathematics
Science/Health
Social Studies
Library Media Skills
Music
Art
Physical Education
Technology Education
In order to understand the level of implementation of key programs and strategies, implementation data
are collected and analyzed as evidenced by observations, walk-throughs, collaboration, and student work
samples. Students failing ILEARN participate in remediation during the school day, and after school
programs. Supplemental programs are monitored and evaluated with assessments. Student grades and
report cards are aligned with Indiana Academic Standards and ILEARN as evidenced by correlations of
student grades with scores on ILEARN. The interventions that will address critical areas will include:
Formative and Summative Assessments
Titles and Descriptions of Assessment Instruments
ELA Reading/Writing:
Dyslexia Screening - Per state requirements, students in kindergarten, 1st and 2nd grade will be
screened for Dyslexia. Our school will primarily utilize NWEA Fluency Assessment to screen most
components.
11NWEA MAP Growth - Kindergarten (Winter benchmark), Grade 1, Grade 2 Teachers will
administer the NWEA Map Growth assessment to screen students for dyslexia. Students who fail to
make progress will be monitored for the possibility of testing for special education.
NWEA MAP Growth Reading - Gr 1--5 teachers will administer NWEA Reading screening 3 times
per year. Students who score red/yellow on STAR Reading screening will be progress monitored using
NWEA Reading every two-three weeks.
Writing Benchmark Assessments – These assessments focus on Indiana College and Career State
Standards. They provide students with exposure to writing prompts in specific genres. Teachers score
the writing assessments with the Indiana Writing Rubric (Gr.)
Running Records - (K--1) Teachers will administer running records using McGraw Hill benchmark and
progress monitoring materials or other similar materials to determine a guided reading level for those
students. Students will be progress monitored using running records at least monthly.
Common Quarterly Assessments – Grades teachers utilize CQA and Learning Check assessments
aligned to standards and a corporation prescribed pacing of skills/standards on a quarterly basis to assess
ELA standards taught. Students not meeting mastery level on the CQA and Learning Check assessments
will be remediated in small group and given the opportunity to retake assessments following
remediation.
ILearn (ELA) –Teachers will administer the ILearn summative accountability assessment in the spring
for grades 3 to 5. This assessment measures student achievement and growth according to Indiana
academic standards.
ELA Kindergarten checklist is administered quarterly for all students. Kindergarten students are tested
on: identifying upper and lower case letters, letter sounds, sight words, and phonemic awareness. A total
mastery is reported quarterly.
Dyslexia Screening - Indiana law established a universal screening process. Under this law, all students
in kindergarten through grade two shall be universally screened for characteristics of dyslexia annually
in all six subset areas using a screener approved by IDOE. Universal screeners must include measures in
all of the following subsets: phonological and phonemic awareness, sound symbol recognition, alphabet
knowledge, decoding, rapid naming, and encoding.
The performance criteria (i.e. cut-points, benchmarks) from the Universal Screener will determine if the
student is unlikely to achieve reading goals without additional targeted intensive support, those who are
considered “at risk” and “at some risk”. Universal screeners are a predictive assessment that measures
risk factors for characteristics of dyslexia through a “snapshot” of the student’s reading. The results
may not provide the details needed to develop an instructional plan of appropriate interventions. To
gain more detailed information the student will be given a Level I Dyslexia Screener. If additional
12diagnostic information is needed, a Level II screener may be administered to determine the best
intervention programming for that student.
ELA Kindergarten checklist is administered quarterly for all students. Kindergarten students are tested
on: identifying upper and lower case letters, letter sounds, sight words, and phonemic awareness. A total
mastery is reported quarterly.
Math:
NWEA MAP Growth - Gr 1--5 teachers will administer NWEA Math screening 3 times per year.
Students who score red/yellow on NWEA Math screening will be progress monitored using NWEA
Math every two weeks.
Common Quarterly Assessments – Grades Gr. teachers utilize CQA and Learning Check assessments
aligned to standards and a corporation prescribed pacing of skills/standards on a quarterly basis to assess
ELA standards taught. Students not meeting mastery level on the CQA and Learning Check assessments
will be remediated in small group and given the opportunity to retake assessments following
remediation.
ILearn (Math)–Teachers will administer the ILearn summative accountability assessment in the spring
for grades 3 to 5. This assessment measures student achievement and growth according to Indiana
academic standards.
Math Kindergarten checklist is administered quarterly for all students. Kindergarten students are
tested on: recognizing and writing numbers to 20, counting to 100 by ones and tens, Quantity
discrimination, missing numbers and a 1 to 1 match of objects to numbers. A total mastery is reported
quarterly.
Comprehensive Needs Assessment
Elementary Summary Sheet for Key ISTEP+/ILEARN Data
English/Language Arts (ELA) Mathematics (Math)
ELA - OVERALL MATH – OVERALL
Number of students passing/total assessed (%) Number of students passing/total assessed (%)
13Grade Spring 17 Spring 18 Spring 19 Grade Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
3M 22/32=69% 22/40=55% 13/26=50% 3M 18/32=56% 20/40=50% 13/26=50%
3 SH 26/37=70% 14/25=56% 11/27=41% 3 SH 18/37-49% 10/25=40% 13/27=48%
3 total 48/69=69% 36/65=55% 24/53=45% 3 total 36/69=52% 30/65=46% 26/53=49%
4M 23/35=66% 14/23=61% 12/36=33% 4M 16/35=46% 11/23=48% 14/36=39%
4 SH 20/32=63% 19/31=61% 5/27=19% 4 SH 17/31=55% 13/31=42% 10/27=37%
4 total 43/67=64% 33/54=61% 17/63=27% 4 total 33/67=49% 24/54=44% 24/63=38%
5M 15/22=68% 18/34=53% 9/30=30% 5M 12/22=55% 15/34=44% 11/30=37%
5 SH 13/22=59% 14/25=56% 12/29=41% 5 SH 9/22=41% 12/25=48% 9/29=31%
5 total 28/44=64% 32/59=54% 21/59=36% 5 total 21/44=48% 27/59=46% 20/59=34%
Total 119/180=66% 72/178=40% 62/175=35% Total 90/180=50% 81/178=45% 70/175=40%
ELA - KEY SUBGROUPS: Total MATH - KEY SUBGROUPS: Total
Number of students passing/total assessed (%) Number of students passing/total assessed (%)
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
SpEd M 4/10=40% 6/13=46% 3/12 = 25% SpEd M 3/10=30% 6/13=46% 3/12 = 25%
SpEd SH 18/29=62% 9/18=50% 2/21=10% SpEd SH 12/29=41% 11/18=61% 9/21=43%
14SpEd Total 22/39=56% 15/31=48% 5/33 = 15% SpEd Total 15/39=38% 17/31=55% 12/33 = 36%
F/R M 40/62=65% 35/71=49% 21 /68=31% F/R M 27/62=44% 25/71=35% 23/68=34%
F/R SH 45/76=59% 42/74=57% 27/83=33% F/R SH 37/76=49% 32/74=43% 31/83=37%
F/R Total 85/138=62% 77/145=53 48 F/R Total 64/138=46% 57/145=39% 54/151=36
% /151=32% %
LEP M 1/3=33% 2/3=67% ¼ = 25% LEP M 1/3=33% 1/3=33% 0/4 = 0%
LEP SH 2/2=100% 2/2=100% 6/9=67% LEP SH 2/2=100% 2/2=100% 3/9=33%
LEP total 3/5=60% 4/5=80% 7/13=54% LEP total 3/5=60% 3/5=60% 3/13=23%
Black M 8/17=47% 4/16=25% 3/15 = 20% Black M 11/17=65% 4/16=25% 2/15 = 13%
Black SH 18/34=53% 18/37=49% 7/29=24% Black SH 15/34=44% 13/37=35% 9/29=31%
BlackTotal 26/51=51% 22/53=42% 10/44 = BlackTotal 26/51=51% 17/53=46% 11/44 =
23% 25%
35/45=78% 33/49=67% 23/51 = White M 27/43=63% 32/49=65% 19/51 =
White M
45% 37%
White SH 19/30=63% 10/18=56% 9/22=41% White SH 25/29=86% 9/18=50% 11/18=61%
WhiteTotal 54/75=72% 43/57=75% 32/73 = WhiteTotal 52/72=72% 41/57=72% 29 /69=
44% 42%
Hisp M 9/13=69% 4/9=44% 5/12 = Hisp M 7/13=54% 3/8=38% 6/12 = 50%
42%
Hisp SH 10/10=100% 11/13=85% 7/15=47% Hisp SH 6/10=60% 7/13=54% 7/15=47%
Hisp Total 19/23=83% 15/22=68% 12 Hisp Total 13/23=57% 10/21=48% 13/27=48%
/27=44%
Multi -M 8/14=57% 10/22=45% 3/13 = Multi -M 5/14=36% 7/22=32% 3/13 = 23%
23%
Multi - SH 12/17=71% 8/13=62% 5/17=29% Multi - SH 8/17=47% 6/13=46% 5/17=29%
15Mult -Total 20/31=65% 18/35=51% 8 /30 = Mult -Total 13/31=42% 13/35=37% 8/30 = 27%
27%
Maple Elementary Subgroup Data
ELA - KEY SUBGROUPS: Grade 3 MATH - KEY SUBGROUPS: Grade 3
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
Sp Ed 2/4=50% 3/7=43% ⅕ =20% Sp Ed 2/4=50% 4/7=57% ⅗=20%
Free/Red 16/26=62% 13/30=43% 10/19=53% Free/Red 12/26=46% 11/30=37% 10/19=53%
LEP 1/1=100% 0/1=0% 0/1=0% LEP 1/1=100% 0/1=0% 0/1=0%
Black 4/6=67% 2/5=40% ⅓= 33% Black 5/6=83% 0/5=0% ⅓=33%
White 12/17=71% 15/20=75% 8/15 = 53% White 8/17=47% 14/20=70% 8/15 = 53%
Hispanic 3 /4=75% 0/3=0% ⅗ = 60% Hispanic 4/4=100% 0/3=0% ⅗ = 60%
Multiracial 3/5=60% 5/12=42% ⅓ = 33% Multiracial 1/5=20% 5/12=42% ⅓ = 33%
ELA - KEY SUBGROUPS: Grade 4 MATH - KEY SUBGROUPS: Grade 4
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
Sp Ed 2/4=50% 2/4=50% 1/4 = 25% Sp Ed 1/4=25% 1/4=25% 1/4 = 25%
Free/Red 14/21=67% 11/18=61% 6/25=24% Free/Red 9/21=43% 7/18=39% 6/25=24%
LEP 0/2=0% 2/2=100% 1/2 = 50% LEP 0/2=0% 1/2 = 50% 0/2 = 0%
Black 2/6=33% 1/4 = 25% 0/4 = 0% Black 2/6=33% 3/4=75% 0/4 = 0%
White 15/17=88% 8/12=67% 8 /20=40% White 11/17=65% 6/12=50% 11/20=55%
16Hispanic 3/5=60% 0/2=0% 2/4=50% Hispanic 1/5=20% 2/2=100% 1/4 = 25%
Multiracial 3/7=43% 2/4=50% 2/7 = 29% Multiracial 2/7=29% 1/4=25% 1/7 = 14%
ELA – KEY SUBGROUPS: Grade 5 MATH – KEY SUBGROUPS: Grade 5
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
Sp Ed 0/2=-0% 1/2 = 50% 1/3 = 33% Sp Ed 0/2=-0% 1/2 = 50% 0/3 = 0%
Free/Red 10/15=73% 11/23=48% 5/24=21% Free/Red 6/15=40% 7/23=30% 7/24=29%
LEP NA NA 0/1 = 0% LEP NA NA 0/1 = 0%
Black 2/5=40% 1/7=14% 2/8 = 25% Black 3/5=60% 1/7=14% 1/8 = 13%
White 8/11=73% 10/17=59% 7/16 = 44% White 8/11=73% 12/17=71% 7/16 = 44%
Hispanic 3/ 4=75% 4/4=100% 0/3 = 0% Hispanic 2/ 4=50% 1/4=25% 2/3 = 67%
Multiracial 2/2=100% 3/6=50% 0/3 = 0% Multiracial 1/2=50% 1/6=50% 1/3 = 33%
Spring Hill Elementary Subgroup Data
ELA - KEY SUBGROUPS: Gr 3 MATH - KEY SUBGROUPS: Grade 3
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
Sp Ed 9/9=100% 2/5=40% 2/9=22% Sp Ed 4/9=44% 3/5=60% 3/9=33%
Free/Red 20/31=65% 13/24=54% 10/26=38% Free/Red 14/31=43% 9/24=38% 12/26=46%
LEP 2/2=100% 1/1=100% 1/1=100% LEP 2/2=100% 1/1=100% 0/1=0%
Black 4/9=44% 9/16=56% 4/11=36% Black 3/9=33% 4/16=25% 6/11=55%
White 9/14=64% 0/3=0% 4/8=50% White 6/14=43% 2/3=67% 4/8=50%
17Hispanic 6/6=100% 3/3=100% 2/2=100% Hispanic 5/6=83% 3/3=100% 1/2=50%
Multiracial 7/8=87% 2/3=67% 1/6=17% Multiracial 4/8=50% 1/3=33% 2/6=33%
ELA - KEY SUBGROUPS: Grade 4 MATH - KEY SUBGROUPS: Grade 4
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
Sp Ed 5/12=42% 3/6=50% 0/5=0% Sp Ed 5/12=42% 3/6=50% 3/5=60%
Free/Red 15/26=58% 18/29=62% 5/28=18% Free/Red 15/26=58% 12/29=41% 10/28=36%
LEP NA 1/1=100% 2/3=67% LEP NA 1/1=100% 1/3=33%
Black 8/12=67% 2/9=22% 1/11=9% Black 6/12=50% 2/9=22% 2/11=18%
White 6/10=60% 6/10=60% 2/5=40% White 7/9=78% 4/10=40% 5/5=100%
Hispanic 3/3=100% 7/7=100% 2/6=33% Hispanic 1/3=33% 4/7=57% 3/6=50%
Multiracial 3/7=43% 4/5=80% 0/5=0% Multiracial 3/7=43% 3/5=60% 0/5=0%
ELA - KEY SUBGROUPS: Grade 5 MATH - KEY SUBGROUPS: Grade 5
Group Spring 17 Spring 18 Spring 19 Group Spring 17 Spring 18 Spring 19
ISTEP ISTEP ILEARN ISTEP ISTEP ILEARN
Sp Ed 4/8=50% 4/7=57% 0/7=0% Sp Ed 3/8=37% 5/7=71% 3/7=43%
Free/Red 10/19=53% 11/21=52% 12/29=41% Free/Red 8/19=42% 11/21=52% 9/29=31%
LEP NA NA 3/5= 60% LEP NA NA 2/5= 40%
Black 6/13=46% 7/12=58% 2/7=29% Black 6/13=46% 7/12=58% 1/7=14%
White 4/6=67% 4/5=80% 3/9=33% White 2/6=33% 3/5=60% 2/9=22%
Hispanic 1/1=100% 1/3=33% 3/7=43% Hispanic 0/1=0% 0/3=0% 3/7=43%
18Multiracial 2/2=100% 2/5=40% 4/6=67% Multiracial 1/2=50% 2/5=40% 3/6=50%
Growth points from state assessment
Subject ISTEP 15-16 ISTEP 16-17 ISTEP 17-18 ILEARN 18-19
ELA M 107.8 88.3 78.9
ELA SH 99.8 105.5 90.4
Total Average 103.8 96.9 84.6
Math M 108.6 88.3 78.9
Math SH 100.5 97 77.9
Total Average 104.5 92.6 78.4
ISTEP+ Spring 2018 Academic Standards Summary
Gr. 3 ELA BATTERY
Total Students Reported
Content Area/Standard Maple Total # SHES Total # Combined Total
Mastered Mastered Mastered and %
English/Language Arts 21 14 35/65 54%
Reading: Literature and Vocabulary 23 13 36/65 55%
Reading: Nonfiction, Vocabulary and Media Literacy 20 14 34/65 52%
Writing: Genres, Writing Process, Research Process 21 14 35/65 54%
Writing: Conventions of Standard English 19 14 33/65 51%
Gr. 4 ELA BATTERY
Total Students Reported
Content Area/Standard Maple Total # SHES Total # Mastered Combines Total
Mastered Mastered and %
English/Language Arts 14 19 33/51 61%
Reading: Literature and Vocabulary 13 21 34/51 67%
19Reading: Nonfiction, Vocabulary and Media 12 16 28/51 55%
Literacy
Writing: Genres, Writing Process, Research Process 14 18 32/51 63%
Writing: Conventions of Standard English 15 17 32/51 63%
Gr. 5 ELA BATTERY
Total Students Reported
Content Area/Standard Maple Total # SHES Total # Combines Total Mastered
Mastered Mastered and %
English/Language Arts 16 13 29/57 51%
Reading: Literature and Vocabulary 18 14 32/57 56%
Reading: Nonfiction, Vocabulary and Media 18 13 31/57 54%
Literacy
Writing: Genres, Writing Process, Research Process 20 15 35/57 61%
Writing: Conventions of Standard English 20 12 32/57 56%
ELA Writing Analysis: Extended Response Questions
Spring 2018 ISTEP+ written responses
Constructed Response only Extended Response only Conventions in open response
Reading Literature Writing Genres, Process, Research questions
Students scoring Students scoring 4/6 Students scoring
4/6 3/4
Maple Spring Hill Maple Spring Hill Maple Spring Hill
Grade 3 4/40 10% 2/25 8% 6/40 15% 7/25 28% 14/40 35% 18/25 72%
(current 4th)
Grade 4 8/22 36% 4/29 14% 12/22 55% 10/29 34% 16/22 73% 21/29 72%
(current 5th)
Grade 5 3/33 9% 2/24 8% 3/33 9% 3/24 13% 19/33 58% 11/24 46%
(current 6th)
Gr. 3 Math BATTERY
Total Students Reported
20Content Area/Standard Maple Total # SHES Total # Mastered Combines Total Mastered and
Mastered %
Number Sense 21 7 28/65 43%
Computation 20 8 28/65 43%
Algebraic Thinking and Data Analysis 19 11 30/65 46%
Geometry and Measurement 20 10 30/65 46%
Mathematical Processes 21 10 31/65 48%
Gr. 4 Math BATTERY
Total Students Reported
Content Area/Standard Maple Total # SHES Total # Combines Total Mastered and %
Mastered Mastered
Number Sense 11 12 23/51 45%
Computation 11 13 24/51 47%
Algebraic Thinking and Data Analysis 11 12 23/51 45%
Geometry and Measurement 12 11 23/51 45%
Mathematical Processes 9 15 24/51 47%
Gr. 5 Math BATTERY
Total Students Reported
Content Area/Standard Maple Total # SHES Total # Combines Total Mastered and %
Mastered Mastered
Number Sense 15 12 27/58 47%
Computation 15 13 27/58 48%
Algebraic Thinking and Data Analysis 11 15 26/58 48%
Geometry and Measurement 13 11 24/58 41%
Mathematical Processes 18 12 30/58 52%
Spring 2018 ISTEP+ Math Application responses
Algebraic Thinking and Data Algebraic Thinking and Data Mathematical Mathematical Processes
Analysis (Gr.3&4) / Geometry Analysis (Gr.3&4) / Processes Open Ended
(Gr. 5) Geometry (Gr. 5) Open Ended 3/3
Open Ended Items Open Ended Items 2/3
2/3 3/3
Maple Spring Hill Maple Spring Hill Maple Spring Maple Spring Hill
Hill
21Grade 3 14/40 35% 12/25 48% 4/40 3/25 13/40 12/25 4/40 10% 2/25
(current 4th) 10% 12% 33% 48% 8%
Grade 4 7/22 32% 10/29 34% 7/22 6/29 2/22 6/29 0/22 3/29
(current 5th) 32% 21% 9% 21% 0% 10%
Grade 5 6/33 18% 8/24 3/33 4/24 17% 9/33 27% 8/24 4/33 5/24
(current 6th) 33% 9% 33% 12% 21%
ELA - KEY SUBGROUPS for IREAD
Number of students passing/total assessed (%)
Group Spring 19
IREAD
SpEd M 1/ 4 = 25%
SpEd SH 6 / 8 = 75%
SpEd Total 7 / 12 = 58%
F/R M 14 /20 = 70%
F/R SH 24 / 26=92%
F/R Total 38 / 46=83%
LEP M 0 / 1 = 0%
LEP SH 0 / 0 = 0%
LEP total 0 / 1 = 0%
Black M 3 / 4 = 75%
Black SH 11 / 11 = 100%
BlackTotal 14 / 15 = 93%
White M 14 /17 = 82%
White SH 7 / 8 = 88%
22WhiteTotal 21 / 25 = 84%
Hisp M 3 / 5 = 60%
Hisp SH 2 / 2 = 100%
Hisp Total 5 / 7 = 72%
Multi -M 3 / 3 = 100%
Multi - SH 5 / 6 = 83%
Mult -Total 8 / 9 = 89%
Office Referral Data for 2018-19
Maple Spring Hill Total
Destruction of 2/96 0/57 2/153
Property 2% 0% 1%
Disrespect 5/96 3/57 8/153
5% 5% 5%
Disruption/Defiance 27/96 32/57 60/153
28% 56% 39%
Fighting 5/96 2/57 7/153
5% 4% 5%
Inappropriate 12/96 2/57 14/153
Language 13% 4% 9%
Physical Aggression 37/96 12/57 49/153
39% 21% 32%
Theft 2/96 0/57 2/153
2% 0% 1%
Technology Violation 6/96 0/57 6/153
6% 0% 4%
Bathroom 0/96 1/57 1/153
Misconduct 0% 2% 1%
23Bus Misconduct 0/96 2/57 2/153
0% 4% 1%
Bullying 0/96 3/57 3/153
0% 5% 2%
(Add data statements for State assessment, add other data – STAR, CQA, Running Records, Checklist,
etc.
https://www.google.com/intl/en_us/policies/privacy/?fg=1
24Action Plan – DATA WISE
Data Summary and Inquiry Action Plan - Goal 1
1. Area of Focus: ELA--Responding to Text - RACE
2. Learner-Centered Problem: Data indicates that students are not closely reading text in
order to support their answers with text evidence. Their written responses are not
anchored in text and are not sufficient to gain all points on the applied portion of the ELA
section of ILEARN. Specifically, students are not adding enough details from the text
and are not adequately explaining, extending and/or justifying answers to receive full
points.
3. Problem of Practice: Creating a system that includes the gradual release model
focusing on extended response questions.
4. Choose a solution: Begin with a 3 week launch then designate a day of the week
when teachers will focus on modeling RACE within their writing block time.
5. Plan to Assess Progress - Goal 1
Short Term Goal: At least 80% of students will demonstrate proficiency when
answering open-ended responses when utilizing the RACE Scoring Rubric.
Evidence to Check: The RACE scoring rubric will be used on a classroom sample
question one time per nine weeks or on one Learning Check Question during the 9 weeks
Medium Term Goal: On end of quarter CQA Open Response Questions, 80% of
students will score equal to or greater than a 3 out of 4 possible points on the Extended
Response Performance Task Rubric.
Evidence to Check: The Extended Response Performance Task Rubric will be used on
the Open Ended Response Question(s) on the end of Quarter CQA test.
Long term Goal: At least 80% of students will score Proficient on ILEARN Open Response
Questions
25Evidence to Check: ILEARN ELA Open Response Question Data
Action Plan - Goal 1
Task (What specific tasks will you Who (will complete task?) When (will task be assessed?)
implement to reach goal?)
3 weeks of writing instruction will Classroom Teachers August - October
be focused on the gradual release of
the RACE strategy before moving
the strategy into literacy blocks.
Create a Primary RACE graphic Classroom Teachers Quarter 1
organizer that mirrors the
Intermediate level rubric.
Have an extended response question
on a Common Learning Check or a Classroom Teachers Quarterly
teacher created learning check. Use
the RACE rubric to evaluate
students’ use of RACE.
Build stamina, especially with older Classroom Teachers Quarterly
students, for independent reading AIC/Interventionist
and writing. Special Education Teacher
Word study/ Vocabulary strategies Classroom Teachers Quarterly
AIC/Interventionist
Special Education Teacher
Para Educators
Notice and Note --- Close reading Classroom Teachers Quarter 2
(Book study) Interventionist
Special Education Teacher
Differentiation Classroom Teachers August-June
Guided reading groups will take AIC/Interventionist
place in every classroom to teach Special Education Teacher
reading and word work skills at the Para Educators
students’ reading and skill level.
Students performing below grade
level in reading will meet for an
additional 30-45 minutes of reading
instruction during IMPACT time.
26Professional Development Tammy Nuxoll Quarterly
Bring Tammy Nuxoll in to Classroom Teachers
present/model the RACE graphic Special Education Teacher
organizer (head) strategy for all
teachers.
Quarter 2
Review Total Participation All Certified Staff
Techniques by Himmele and
Himmele
Do a book study of Notice and Note All Certified Staff Quarter 2-Quarter 3
in order to build teachers’ foundation
in close reading strategies.
Parent Involvement Principal/Ass’t Principal Monthly
A Parent Connect sheet focused on Classroom Teachers
reading will be included with at least
one parent newsletter.
Current ELA scores will be shared Classroom Teachers November
with parents during Parent-Teacher
Conferences.
Action Plan – DATA WISE
Data Summary and Inquiry Action Plan - Goal 2
1. Area of Focus: Numeracy-Conceptual Understanding of Mathematics
2. Learner-Centered Problem: While students are able to perform basic computation, they are not
able to use numbers flexibly.
3. Problem of Practice: Math instruction is often centered around procedural knowledge of math
skills, rather than conceptual understanding.
4. Choose a solution: Students will perform a weekly problem solving task that allows students to
illustrate flexible use of numbers and strategies.
5. Plan to Assess Progress - Goal 2
Short term
27Goal: 80% or greater of students in grades 2-5 will demonstrate conceptual understanding through
flexible use of strategies as measured by bi-weekly DMR assessments.
Evidence to Check: Students will complete DMR in class daily. Once per month teachers will bring
samples of DMR and a use of strategies will be assessed.
Medium term
Goal: 80% or greater of students in grades 2-5 will demonstrate mastery of problem solving as measured
by the end of quarter CQA performance task.
Evidence to Check: After CQA’s are complete, data from each classroom will be collected, and student
scores on the performance task will be discussed, including key errors and next steps in instruction.
Long term
Goal: 80% or greater of our students in Grades 3-5 will earn a passing score on ILEARN Math
Performance Tasks.
Evidence to Check: ILEARN math performance task data will be analyzed for key errors.
Action Plan - Goal 2
Task (What specific tasks will you Who (will complete task?) When (will task be assessed?)
implement to reach goal?)
Teacher collaboration time will be Classroom Teachers Quarterly
spent each quarter planning Special Education Teacher
appropriate number sense routines to
match/support standards being
taught according to the Math pacing
guide.
More mental math and focus on Classroom Teachers Daily
math fact fluency Special Education Teacher
Model multi-step math problems Classroom Teachers Weekly
Special Education Teacher
DMR will reflect number sense Classroom Teachers Daily
283-Act Tasks and Numberless Word Classroom Teachers Quarterly
Problems Special Education Teacher
Collaborate with grade level team
and find word problems that align
with quarterly standards
Model problem solving using Classroom Teachers Quarterly
problems from Smarter Balance. Special Education Teacher
Add a multi-step problem to each Classroom Teachers Quarterly
learning check to evaluate students’ Special Education Teacher
use of problem solving
Differentiation Classroom Teachers Daily
Small group instruction will be done Para Educators
within the math block several times a
week to reteach skills.
Professional Development Classroom Teachers Quarter 1
Q1 Teachers will do walkthroughs to
see number sense routines in other
classrooms
Review Total Participation
Techniques by Himmele and All Certified Staff Quarter 2
Himmele
Parent Involvement Principal/Ass’t Principal Monthly
A Parent Connect sheet focused on Classroom Teachers
math will be included with at least
one parent newsletter.
Current math scores will be shared November
with parents during Parent-Teacher
Conferences.
29Action Plan – DATA WISE
Data Summary and Inquiry Action Plan - Goal 3
1. Area of Focus: PRIDE/Attendance--Norming Expectations for Behavior Management
2. Learner-Centered Problem: While staff implement many strategies to address disruptions,
repeated disruptions are still referred out of the classroom.
3. Problem of Practice: Students are not being taught social skills and appropriate ways to handle
negative emotions.
4. Choose a solution: A behavior matrix for tiers of behavior will be developed, along with
corresponding actions for addressing behaviors. Appropriate social behaviors will be taught in the
classrooms during a designated PRIDE time.
5. Plan to Assess Progress - Goal 3
Short term
Goal: 100% of teachers will implement the use of PRIDE folders (purple) to house
evidence of PRIDE lessons and student reflections.
Evidence to Check: A quarterly gallery walk will be held during Period 0 to share ideas
for PRIDE lessons and organization of folders.
Medium term
Goal: A matrix of tiered behaviors and corresponding actions will be implemented by all
staff during the 2019-20 school year.
Evidence to Check - Office behavior referrals will be reviewed at the end of each quarter
to ensure alignment of behaviors and actions to the Behavior Matrix.
Long term
Goal: 100% of teachers will implement consistent PRIDE expectations and school-wide
system of behavior management that will be part of the Franklin Square Elementary
PRIDE Plan.
With improved behavior and consistent expectation, student attendance will be at or
above the state average.
Evidence to Check: Quarterly walkthrough data will show teachers are following the
combined school-wide PRIDE plan.
Quarterly attendance data will be monitored.
30Action Plan - Goal 3
Task (What specific tasks will you Who (will complete task?) When (will task be assessed?)
implement to reach goal?)
PRIDE committee will develop and PRIDE committee On-going
implement a matrix of tiered Principal/Ass’t Principal
behaviors and corresponding actions.
PRIDE folders will be implemented Classroom Teachers On-going
in each classroom to house materials
and reflections about behavior
lessons.
A block of time will be designated Classroom Teachers On-going
for each class/grade level in the
master schedule for the teaching of
PRIDE and social skills.
Monthly rewards for students All certified staff Monthly
meeting PRIDE expectations will be
offered to students who meet given
requirements.
Students with perfect attendance for Principal/Ass’t Principal Quarterly
each quarter are recognized. Classes BIC
with perfect attendance are Classroom Teachers
recognized with a hallway display
and recognition on the school
announcements.
A school store will be available to All certified staff Weekly
students who earn a given number of Office staff/ BIC
“High Fives” and “Pirate Bucks”. Principal/Ass’t Principal
Students will go to the office/BIC
office to purchase items.
Differentiation
Students will be placed on tiered Classroom teachers On-going
behavior plans by need. Tier 2 Special education teacher
students will receive a behavior plan School Psychologist
that requires some amount of support BIC
outside the classroom. Tier 3 Principal/Ass’t Principal
students will have an FBA
conducted and a formal Behavior
Intervention Plan implemented.
31Students exhibiting extreme Classroom teachers
disruptive behaviors in the classroom Special education teacher Weekly, as needed
are brought to an RtI committee to School Psychologist
review strategies/ interventions tried BIC
in the classroom and for teachers to Principal/Ass’t Principal
gain additional ideas and feedback
for supporting these students in the
classroom.
Professional Development All certified staff Quarter 1-Ongoing
Teachers will continue the book
study of Help for Billy to learn
strategies for helping students who
come from traumatic circumstances.
An LMS page in PowerSchool will Classroom teachers
be developed to house PRIDE Special education teacher Quarter 1-Ongoing
resources and lesson resources for Principal/Ass’t Principal
teaching social skills during the
PRIDE block.
Parent Involvement
Teachers will make information All certified staff Back to School Night/On-going
regarding Class Dojo available to
parents on Back to School Night.
Class Dojo will be utilized for
communication with parents about All certified staff On-going
classroom happenings and individual
student behavior.
A PRIDE trifold will be given to Office staff/Principal Back to School Night/ On-going for
parents at the beginning of the new students
school year during Back to School
Night and in the student planners for
new students.
PRIDE activities will be
communicated to parents through Office staff/Principal Monthly
monthly newsletters.
Cultural Competency based on subgroup data
Example: Subgroup -Data chart from ISTEP/ILEARN/other assessments
Franklin Square Elementary School strives to create a culturally sensitive environment where all
students can succeed. The mission, vision and belief statements support a nurturing environment where
32all students feel safe and respected. Franklin Square Elementary School provides all students a
challenging curriculum in both academic and social skills. Specific subgroup challenges are addressed in
content benchmark goals, which are addressed through IMPACT, small group, and individualized
instruction on a daily basis.
Category Percentage of Percentage of Strategies
Students at Students at
Maple Spring Hill
Racial Diversity 54% White 28% White Each student’s needs are considered on an individual basis and
19% Multiracial 27% Multiracial interventions are provided as appropriate. We strive to be
16% Black 32% Black inclusive of all races, ethnicities, genders, etc. in the
11% Hispanic 13% Hispanic representations we portray in curriculum, such as literature,
0% Asian 0% Asian photographs, etc.
Minority 3.7% 3.0% Language minority students are assessed using WIDA. Once
Languages language proficiency is determined, an Individual Learning Plan is
developed for each student to meet specific needs.
High Ability 2.0% 2.0% Identified high ability students are involved in a pull-out
enrichment program weekly with a specialized high ability
teacher. Students work on cross-curricular activities based on a
common theme, and activities culminate with an enrichment field
trip. We believe that it is important for the school, the home, and
the community to work together to provide appropriate and
challenging learning experiences for children.
Special 7.2% 18% Maple and Spring Hill Elementary Schools offer a continuum of
Education special education services designed to meet the needs of students
with a diagnosed disability. The goal is to minimize the gap
between the achievement of special education students and
general education students by working with students in their least
restrictive environment.
Free and 63.2% Free 82.4% Free To meet the needs of our students of poverty, our schools have
Reduced Lunch 9.9% Reduced 3.8% Reduced partnered with a variety of community agencies to provide medical
26.9% Paid 13.7% Paid care, dental, vision, and nutritional needs of our students. (Maple)
Dare to Care provides food to many of our students so that they
may take food home each week for the weekend as part of our
Backpack Club. Communities in Schools arranges for
optometrists to visit the school each year to conduct vision
screenings for 1st graders. In addition, Communities in Schools
provides Centerstone therapists to do individual and family
therapy to address mental health needs. Mobile Dentist visits both
schools twice per school year to provide free dental exams to
students.
33End of SHES Maple Combined
Year STAR STAR STAR Total
Reading Reading
Data %-ile Rank %-ile
2018-19 Rank
Black 15/44 7/26 22/70
34% 27% 31%
White 23/40 45/88 68/128
58% 51% 53%
Multi 9/29 10/27 19/56
31% 37% 34%
Hisp. 13/22 9/18 22/40
59% 50% 55%
Other N/A 0/1 0/1
0% 0%
Sped 7/30 0/14 7/44
23% 0% 16%
F/R Lunch 53/123 44/118 97/241
43% 37% 40%
ELL 8/13 1/6 9/19
62% 17% 47%
High 2/2 10/10 12/12
Ability 100% 100% 100%
End of SHES Maple Combined
Year STAR Math STAR Total
%-ile Rank Math
STAR %-ile
Data Rank
2018-19
34Black 22/44 14/26 36/70
50% 54% 51%
White 31/40 51/88 82/128
78% 58% 64%
Multi 16/29 13/27 29/56
55% 48% 52%
Hisp. 18/22 9/18 27/40
82% 50% 67.5%
Other N/A 0/1 0/1
0% 0%
Sped 20/30 2/14 22/34
67% 14% 65%
F/R 78/123 62/118 140/241
Lunch 63% 53% 58%
ELL 12/13 2/6 14/19
92% 33% 74%
High 2/2 10/10 12/12
Ability 100% 100% 100%
35Career Awareness and Career Development
The four standards: Mindsets (M), Work Ethic (WE), Learning Strategies (LS), and
Social and Emotional Skills (SE) are integrated in multiple ways during the students
instructional day to build Career awareness.
Mindsets- Teachers model and teach students that making mistakes is part of learning.
They provide constructive feedback on their work and consistently encourage next steps.
Creating an environment that is safe as well as building student self-confidence is crucial.
Work Ethic- Daily, our students are learning how to show: Persistence, Respectfulness,
Initiative, Dependability, and Efficiency. Grade 5 students earn a Work Ethic Certificate
at the end of the school year.
Learning Strategies- Students are taught many strategies to utilize both inside and
outside of the classroom so that they can communicate effectively, solve problems, make
decisions, and bring awareness to individual interests and skills.
Social and Emotional Skills- A significant amount of time is spent teaching and
modeling appropriate behaviors, just as we teach and model both Literacy and Numeracy.
Teachers integrate read alouds and mini lessons to help students learn to self regulate and
manage their emotions.
36No statutes and/or rules
will be waived by
Maple Elementary
School.
0869
Fall, 2019
Year
37Appendix
○ PL221 Professional Development Calendar
○ Literacy-Reading Framework
○ Writing Framework
○ Math Framework
○ Highly Qualified Verification Form
○ Parent Compact - school
3839
P.L. 221 Calendar
2019-2020
Greater Clark County Schools
Week Events Professional Development Group
August 5-9, 2019 Professional Development for Building BLT Team
BLT Meeting Leadership Teams
First Teacher Day Reviewing Action Plan
Faculty Meeting Highly Effective Teaming All Teachers
August 12-16, 2019 Period 0 PD-Unwrapping Standards (Math/ELA) Principal/AIC; & all
teachers
August 19-23, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Lyndsay Combs: Math PD Conceptual teachers
Math/ grade-level meetings
Book Study: Help For Billy/Social and
Emotional Trauma
August 26-30, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Tammy Nuxoll: RACE PD teachers
E-Learning/Google Classroom PD
September 2-6, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
NWEA Training teachers
Tammy Nuxoll: Modeling
Book Study: Help For Billy/Social and
Emotional Trauma
September 9-13, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Bullying PD teachers
September 16-20, 2019 Teacher Only Day District professional development for all Principal/AIC; & all
teachers-highly effective training/Math teachers
PD
Book Study: Help For Billy/Social and
Emotional Trauma
September 23-27, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Elearning-Google Classroom PD teachers
September 30-October 4, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Help For Billy/Social and teachers
Emotional Trauma
Lyndsay Combs: Unwrap Math
Standards
NWEA Fluency Training
October 7-11, 2019 Fall Break
Week Events Professional Development Group
40October 14-18, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Race Graphic Organizer PD teachers
Book Study: Help For Billy/Social and
Emotional Trauma
October 21-25, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Numberless Word Problems PD teachers
Total Participation PD
October 28-November 1, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Help For Billy teachers
November 4-8, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Parent Teacher Conferences teachers
Book Study: Notice & Note: Strategies
for Close Reading
November 11-14, 2019 Period 0 Grade level Collaboration Principal/AIC; & all
Problem Solving Student Samples teachers
Book Study: Help For Billy
November 18-22, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Notice & Note: Strategies teachers
for Close Reading
November 25-29, 2019 Thanksgiving Break
December 2-6, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Help For Billy/Social and teachers
Emotional Trauma
December 9-13, 2019 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Notice & Note: Strategies teachers
for Close Reading
December 16-20, 2019 Period 0 Grade Level Data Analysis Principal/AIC; & all
Book Study: Help For Billy teachers
December 23-27, 2019 Winter Break
December 30-January 3, 2020 Winter Break
January 6-10, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Help For Billy/Social and teachers
Emotional Trauma
January 13-17, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Notice & Note: Strategies teachers
for Close Reading
January 20-24, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
Book Study: Help For Billy teachers
January 27-31, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
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for Close Reading
February 3-7 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
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February 10-14, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
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for Close Reading
February 17-21, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
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February 24-28, 2020 Period 0 Grade Level collaboration/data analysis Principal/AIC; & all
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