Indiana School Improvement Plan Timothy Ball Elementary School · Our functions can be best...

DR

AFT

Indiana School Improvement Plan

Timothy Ball Elementary School

Crown Point Community School Corp

Mr. Arthur Equihua

720 West Summit Street Crown Point, IN 46307

Document Generated On November 30, 2016

DR

AFT

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

Self Assessment

Introduction 12 Standard 1: Purpose and Direction 13 Standard 2: Governance and Leadership 15 Standard 3: Teaching and Assessing for Learning 19 Standard 4: Resources and Support Systems 26 Standard 5: Using Results for Continuous Improvement 31 Report Summary 35

DR

AFT

Student Performance Diagnostic

Introduction 37 Student Performance Data 38 Evaluative Criteria and Rubrics 39 Areas of Notable Achievement 40 Areas in Need of Improvement 41 Report Summary 42

Stakeholder Feedback Diagnostic

Introduction 44 Stakeholder Feedback Data 45 Evaluative Criteria and Rubrics 46 Areas of Notable Achievement 47 Areas in Need of Improvement 48 Report Summary 49

2016-2019 Timothy Ball Goal-Action-Plan

Overview 51 Goals Summary 52

Goal 1: All students at Timothy Ball will be proficient readers. 53

Goal 2: All students at Timothy Ball will be proficient at math. 55

Activity Summary by Funding Source 58 Conclusion 60

DR

AFT

DR

AFT

Introduction

The comprehensive Indiana School Improvement Plan aligns the improvement requirements for schools under Title I, PL221,

and the Student Achievement Plan (SAP) for focus and priority schools.

Indiana School Improvement PlanTimothy Ball Elementary School

SY 2016-2017 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

DR

AFT

Executive Summary



DR

AFT

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



DR

AFT

Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Timothy Ball Elementary School is one of seven elementary schools in the Crown Point Community School Corporation. Enrollment as of

November 23, 2016, was 524 students. Timothy Ball is a Title I school and has the second largest percent of Free/Reduced students in the

corporation. We host a self-contained K-5 ED program with 8 students remaining in that environment. It should be noted that the self-

contained special needs room, at times, has students in the regular setting for portions of the school day. The total number of students in the

self-contained room does not represent the number of students serviced by the ED teacher and staff. The total number of students receiving

ED services is approximately 25. Timothy Ball participates in a High Ability program. There are currently 14 fourth grade students and 12

fifth grade students in the program. The High Ability program consists of enrichment in the regular classroom along with pullout sessions. In

addition to our ED program and Title I program, we are starting to see a new challenge emerge for our school: transient students. We are

starting to track new enrollments and withdrawals in a school year. In 2015-2016 we saw more than 100 new students cross our doorstep

and over 80 students withdraw. (this does not include incoming K and exiting 5th)

The city has a population of approximately 28,000. It is mostly a homogenous community when it comes to race with 88% of the inhabitants

being white, which is slightly over the state average. 91% of the population have a high school degree and 29% have a Bachelor's degree or

higher.



DR

AFT

School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The mission of Timothy Ball School is to provide opportunities for students to develop personal pride, integrity, responsibility and respect

through the learning process while expanding the individual educationally, socially, culturally, and technologically, through positive example

and quality commitment of parents, community and staff.

VISION

The Timothy Ball School Community is a school community empowering students to be life-long learners through high behavioral and

academic expectations.

WE BELIEVE:

-In providing opportunities for students to be successful by meeting their individual needs.

-That all members of the Timothy Ball School Community are treated with respect and dignity.

-That education is a life-long process that is the shared responsibility of the home, school, and community.

-In the individuality of every student and their ability to learn.

-That positive student attitude should be fostered through their involvement in the learning process.

-In the value of teachers and their professional judgment.

-That school should provide a safe, healthy, environment for each student that is conducive to learning.

-That technology is a vital element in the teaching/learning process.

-That school should provide opportunities for students to successfully adapt to a rapidly changing global community.

-In the constant review and upgrading of curriculum.

-In creating partnerships with the community.

-In facilitating opportunities for personal and professional growth.

-That a student should be taught strategies for learning and appropriate decision making.

Our functions can be best described by our school slogan. All aspects of our school serve to develop one of the three fitness areas.

SCHOOL SLOGAN:

Timothy Ball students are FIT FOR LIFE

by developing: Academic Fitness-Physical Fitness-Social Fitness



DR

AFT

Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Our most notable achievements have been in the increasing performance on our ISTEP+ growth scores in both the pass and pass+

categories. There has been a significant increase in the number of pass+ scores, especially in Math. Math seems to be our strong suit as a

school. However, the 2016 ISTEP scores showed and stronger ELA pass rate for the first time in several years. Meanwhile, ELA

achievement scores on state standardized tests are not as high as we would like them to be. We feel we are on the right path for a

correction this year as we have adjusted the use of reading incentive programs within our school and launched a new 1:1 student computer

program with a newly designed ELA curriculum. Other notable achievements are receiving an "A" grade from the state of Indiana for the last

7 years, developing a strong/systemic RTI program, introducing a PBS program that is run by a part-time paraprofessional, hosting numerous

philanthropic events in our school, and hosting the local Spell and Math Bowl competitions for the last 17 years. Furthermore, we have just

introduced a new Student Advocacy Program called "Bulldog Buddies". Here students are paired with a staff member for 5 straight years in

order to ensure that there is some one other than the homeroom teacher who has a strong connection with every student. Bulldog Buddies

meets 7 times a year and utilizes Career Cruising software. In the future we would like to strengthen our Special Needs programming,

student support systems, and Reading and Math performance across all grades.



DR

AFT

Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Additional information that we would share is the evolution of our new teacher evaluation system. Rooted in research from Dr. Robert

Marzano, our school corporation will be utilizing the iObservation tool and will focus on 6 specific elements as we continue to nurture and

grow this evaluation process. It is a bit daunting for all involved as we are all learning together moving forward. There is much potential for

this program as it provides a nice platform for dialogue on relevant topics that are based on research. Combined with the new state

accountability law for student performance, it has been the largest K-12 initiative in the history of our school corporation.....until now. Also, it

should be noted that our new CP2.0 curriculum for ELA and one-to-one student computer ratio are starting to take root in year 2 of their

existence. Every student in grades K-12 has a Chromebook and has access to newly designed curriculum maps, supportive software, and

progress monitoring system. CP2.0 is now THE largest corporation-wide effort in the history of our school corporation. A final note to add

this year is the change of leadership in the principal position. In January of 2017, Nick Ciochina, currently a middle school assistant principal

in Crown Point, will take over for Art Equihua as principal. A transition team has been formed with the help of a grant from Indiana University

to help with this change.



DR

AFT

Improvement Plan Stakeholder Involvement



DR

AFT

Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



DR

AFT

Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Timothy Ball Elementary School utilizes a school improvement committee comprised of faculty, staff, and parents, to discuss and make

decisions on behalf of the school. Information is shared at meetings that are held up to 4 times each year to complete this process. In

addition, information is gathered from PTO meetings, professional development initiatives, and other special interest committees to ensure a

global consideration of improvement topics. This year is particularly unique in that there will be a change in leadership at the principal

position. Art Equihua will be replaced by Nick Ciochinal. Through a grand from Indiana University Kelly School of business, a transition

committee has been formed to allow Nick to move into his new role with school improvement topics serving as the focus of this new

committee. (Timothy Ball Transition Team) Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The improvement committee is comprised of intermediate teachers, primary teachers, special needs teachers, principal, at large community

members. The representations allow for multiple perspectives within our school process. Their responsibilities are:

-gather useful information from their particular sub-group

-attend scheduled school improvement committee meetings

-provide meaningful input and feedback during the meetings

-process and interpret data when necessary Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The final plan will be shared with the faculty and staff during a staff meeting. Parents will receive a notification that the plan is complete

along with a link to the full plan on our website. Central office leadership and school board will receive a hard copy and web link, as well.

Updates are shared in a similar fashion annually.



DR

AFT

Self Assessment



DR

AFT

Introduction AdvancED's Self Assessment (SA) diagnostic is based on the AdvancED Standards of Quality, which serves as the foundation of the

accreditation and continuous improvement process. The SA is a valuable tool for collaboratively engaging staff members and stakeholders in

purposeful, honest dialogue and reflection to assess the institution's adherence to the Standards, and guide its continuous improvement

efforts. The SA includes the institution's self-ratings of and the evidence cited for each of the indicators, comments that explain the indicator's

ratings and an overall narrative for each Standard. The results of the SA are reviewed by the External Review Team as one essential

component of the preparation process for the institution's External Review.



DR

AFT

Standard 1: Purpose and Direction

The school maintains and communicates a purpose and direction that commit to high expectations for learning as well as shared values and

beliefs about teaching and learning.

Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating1.1 The school engages in a

systematic, inclusive, andcomprehensive process toreview, revise, and communicatea school purpose for studentsuccess.

The process for review, revision, andcommunication of the school's purposeis clearly documented, and a record ofthe use and results of the process ismaintained. The process is formalizedand implemented with fidelity on aregular schedule. The process includesparticipation by representatives selectedat random from all stakeholder groups.The purpose statement clearly focuseson student success.

•Survey results

•Examples ofcommunications tostakeholders about theschool's purpose (i.e.website, newsletters,annual report, studenthandbook)

•Communication plan tostakeholders regarding theschool's purpose

•Minutes from meetingsrelated to development ofthe school's purpose

•Documentation ordescription of the processfor creating the school'spurpose including the roleof stakeholders

•Purpose statements -past and present

•regularly scheduled:-staff meetings-PTA meetings-specific committee/eventmeetings-surveys

Level 4

Indicator Statement or Question Response Evidence Rating1.2 The school's leadership and staff

commit to a culture that is basedon shared values and beliefsabout teaching and learning andsupports challenging, equitableeducational programs andlearning experiences for allstudents that includeachievement of learning, thinking,and life skills.

Commitment to shared values andbeliefs about teaching and learning isclearly evident in documentation anddecision making. This commitment isalways reflected in communicationamong leaders and staff. Challengingeducational programs and equitablelearning experiences are implemented ina measurable way so that all studentsachieve learning, thinking, and life skillsnecessary for success. Evidenceindicates a strong commitment toinstructional practices that include activestudent engagement, a focus on depthof understanding, and the application ofknowledge and skills. School leadershipand staff hold one another accountableto high expectations for professionalpractice.

•Agendas and/or minutesthat reference acommitment to thecomponents of theschool's statement ofpurpose

•Survey results

•The school's statement ofpurpose

•-State Curriculum-CP2.O curriculum-PBS program-Bulldog Buddies Program-Fit For Life Program

Level 4



DR

AFT

Reflect upon your responses to each of the indicators and performance levels by considering and responding to the following

questions when drafting your narrative response. Use language from the performance level descriptions to guide your writing.

Cite sources of evidence External Review team members may be interested in reviewing. Standard 1 shows strength in all areas of this standard. Central office leadership, local building leadership, and faculty/staff members meet,

plan and discuss shared goals, visions and efforts that are all focused on student achievement. These meetings, discussions, and

communications happen with intent and are held on a regular basis throughout the year. These events are becoming enriched as the

corporation develops a common vocabulary and description of student learning targets through the Common Core and Robert Marzano

literature, and the newly created CP2.0 curriculum modules. In the past, these discussions, conclusions, and vocabularies might have

contained unique local meaning and application in each building. We are beginning to see a more universally accepted vision and direction

evolve. A challenge that we must solve to continue to improve here is in the area of specials. Given that we share specials teachers, there

is not a set schedule for them to meet and collaborate like grade level teachers within the same building are able to. We try to free them up

on Wednesdays to meet occasionally, but we have not come up with a solution to this challenge yet.

Indicator Statement or Question Response Evidence Rating1.3 The school's leadership

implements a continuousimprovement process thatprovides clear direction forimproving conditions that supportstudent learning.

School leaders require the use of adocumented, systematic continuousimprovement process for improvingstudent learning and the conditions thatsupport learning. All stakeholder groupswork collaboratively and consistently inauthentic and meaningful ways that buildand sustain ownership of the school'spurpose and direction. School personnelsystematically maintain, use, andcommunicate a profile with current andcomprehensive data on student andschool performance. The profile containsthorough analyses of a broad range ofdata used to identify goals for theimprovement of achievement andinstruction that are aligned with theschool's purpose. All improvement goalshave measurable performance targets.The process includes action planningthat identifies measurable objectives,strategies, activities, resources, andtimelines for achieving all improvementgoals. School personnel hold oneanother accountable for and evaluatethe overall quality of the implementationof all interventions and strategies. Theprocess is reviewed and evaluatedregularly. Documentation that theprocess is implemented with fidelity andyields improved student achievementand instruction is available andcommunicated to stakeholders.

•Survey results

•The school data profile

•Agenda, minutes fromcontinuous improvementplanning meetings

•Communication plan andartifacts that show two-way communication tostaff and stakeholders

•The school continuousimprovement plan

•-updated SIP Plan-professional developmentplan-grade level teammeetings-special interestcommittees

Level 4



DR

AFT

Standard 2: Governance and Leadership

The school operates under governance and leadership that promote and support student performance and school effectiveness.

Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating2.1 The governing body establishes

policies and supports practicesthat ensure effectiveadministration of the school.

Policies and practices clearly anddirectly support the school's purpose anddirection and the effective operation ofthe school. Policies and practicesrequire and have mechanisms in placefor monitoring effective instruction andassessment that produce equitable andchallenging learning experiences for allstudents. There are policies andpractices requiring and giving directionfor professional growth of all staff.Policies and practices provide clearrequirements, direction for, andoversight of fiscal management.

•Student handbooks

•Governing body policies,procedures, and practices

•School handbooks

•-Teacher iObservationsoftware-Safety protocols-Curriculum developmentprotocols-Facility use protocols

Level 4

Indicator Statement or Question Response Evidence Rating2.2 The governing body operates

responsibly and functionseffectively.

The governing body has implemented aprocess to evaluate its decisions andactions to ensure they are in accordancewith defined roles and responsibilities, aformally adopted code of ethics, and freeof conflict of interest. Governing bodymembers are required to participate in asystematic, formal professionaldevelopment process regarding the rolesand responsibilities of the governingbody and its individual members. Theprofessional development curriculumalso includes conflict resolution,decision-making, supervision andevaluation, and fiscal responsibility.Members comply with all policies,procedures, laws, and regulations andfunction as a cohesive unit for thebenefit of student learning.

•Governing body minutesrelating to training

•Communication plan toinform all staff on code ofethics, responsibilities,conflict of interest

•Assurances, certifications

•Findings of internal andexternal reviews ofcompliance with laws,regulations, and policies

•Historical compliancedata

•Governing body policieson roles andresponsibilities, conflict ofinterest

•-school board meetings-school board retreats-GCN tutorials-external safety,accounting, and facilityaudits-long range planning forfacilities, curriculum, andbudgets

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating2.3 The governing body ensures that

the school leadership has theautonomy to meet goals forachievement and instruction andto manage day-to-day operationseffectively.

The governing body consistentlyprotects, supports, and respects theautonomy of school leadership toaccomplish goals for achievement andinstruction and to manage day-to-dayoperations of the school. The governingbody maintains a clear distinctionbetween its roles and responsibilitiesand those of school leadership.

•Roles and responsibilitiesof school leadership

•School improvement plandeveloped by the school

•Stakeholder input andfeedback

•Maintenance ofconsistent academicoversight, planning, andresource allocation

•Communicationsregarding board actions

•Survey results regardingfunctions of the governingbody

•Agendas and minutes ofmeetings

•-monthly leadershipmeetings-walk and talks to sharelocal efforts-breakfasts to share localefforts-tasty tidbits to share localefforts

Level 4

Indicator Statement or Question Response Evidence Rating2.4 Leadership and staff foster a

culture consistent with theschool's purpose and direction.

Leaders and staff deliberately andconsistently align their decisions andactions toward continuous improvementto achieve the school's purpose. Theyencourage, support, and expect allstudents to be held to high standards inall courses of study. All stakeholders arecollectively accountable for studentlearning. School leaders actively andconsistently support and encourageinnovation, collaboration, sharedleadership, and rigorous professionalgrowth. The culture is characterized bycollaboration and a sense of communityamong all stakeholders.

•Examples of collaborationand shared leadership

•Survey results

•Examples of decisionsaligned with the school'sstatement of purpose

•Examples of decisions insupport of the school'scontinuous improvementplan

•-Fit For Life Programs-Faculty Meetings-Focus Group Meetings-Grade Level Meetings-RTI meetings-IEP meetings-Bulldog Buddies

Level 4



DR

AFT



Cite sources of evidence External Review team members may be interested in reviewing. This standard area also shows strength. Central office leadership and building leadership strive to provide high expectations for student

learning processes but still allow for much autonomy in bringing these processes to life in the classroom. Communication and celebration of

successes is articulated through faculty meetings, grade level meetings, board meetings, board retreats, media releases, and websites. A

considerable amount of resource has been dedicated to professional development in the areas of , technology, Literacy Coaching, On-line

curriculum development, Student Crisis Management, and School safety. Despite the lack of funding coming from the state, our corporation

continues to excel in finding opportunities to advance faculty and staff knowledge. There is a concern of the presence of sufficient staffing in

Indicator Statement or Question Response Evidence Rating2.5 Leadership engages stakeholders

effectively in support of theschool's purpose and direction.

Leaders consistently communicateeffectively with appropriate and variedrepresentatives from stakeholdergroups, provide opportunities forstakeholders to shape decisions, solicitfeedback and respond to stakeholders,work collaboratively on schoolimprovement efforts, and provide andsupport meaningful leadership roles forstakeholders. School leaders' proactiveand persistent efforts result inmeasurable, active stakeholderparticipation; positive engagement in theschool; a strong sense of community;and ownership.

•Minutes from meetingswith stakeholders

•Copies of surveys orscreen shots from onlinesurveys

•Survey responses

•Communication plan

•-PTO meetings-special event meetingswith stakeholders-meetings with localfoundation leadership-school board retreats thatgather community input

Level 4

Indicator Statement or Question Response Evidence Rating2.6 Leadership and staff supervision

and evaluation processes resultin improved professional practiceand student success.

The primary focus of the criteria andprocesses of supervision and evaluationis improving professional practice andensuring student success. Supervisionand evaluation processes areconsistently and regularly implemented.The results of the supervision andevaluation processes are analyzedcarefully and used to monitor andeffectively adjust professional practiceand ensure student learning.

•Governing body policy onsupervision and evaluation

•Supervision andevaluation documents withcriteria for improvingprofessional practice andstudent success noted

•Representativesupervision and evaluationreports

•Faculty and staff engagein meaningful discussionsand experiences allstemming from the Art andScience of Teaching byRobert Marzano. Theschool corporationsevaluation tool is based onMarzano software andprinciples. Teachersrotate between a formativeand summative evaluationevery four years.-iObservation tool-domain 1 characteristics-Marzano/Haittediscussions

Level 4



DR

AFT

some areas but not in others.



DR

AFT

Standard 3: Teaching and Assessing for Learning

The school's curriculum, instructional design, and assessment practices guide and ensure teacher effectiveness and student learning.

Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating3.1 The school's curriculum provides

equitable and challenginglearning experiences that ensureall students have sufficientopportunities to develop learning,thinking, and life skills that lead tosuccess at the next level.

Curriculum and learning experiences ineach course/class provide all studentswith challenging and equitableopportunities to develop learning skills,thinking skills, and life skills that alignwith the school's purpose. Evidenceclearly indicates curriculum and learningexperiences prepare students forsuccess at the next level. Likecourses/classes have the same highlearning expectations. Learning activitiesare individualized for each student in away that supports achievement ofexpectations.

•Survey results

•Lesson plans

•Learning expectations fordifferent courses

•Posted learningobjectives

•Representative samplesof student work acrosscourses

•Course schedules

•Course descriptions

•Descriptions ofinstructional techniques

•The curriculum can foundin any of the followinglocations:-DOE Website-Textbooks-BUZZ learningmanagement system-Learning Goals andScales Documents-Indiana AcademicStandards

Level 4

Indicator Statement or Question Response Evidence Rating3.2 Curriculum, instruction, and

assessment are monitored andadjusted systematically inresponse to data from multipleassessments of student learningand an examination ofprofessional practice.

Using data from multiple assessments ofstudent learning and an examination ofprofessional practice, school personnelsystematically monitor and adjustcurriculum, instruction, and assessmentto ensure vertical and horizontalalignment and alignment with theschool's goals for achievement andinstruction and statement of purpose.There is a systematic, collaborativeprocess in place to ensure alignmenteach time curriculum, instruction, and/orassessments are reviewed or revised.The continuous improvement processhas clear guidelines to ensure thatvertical and horizontal alignment as wellas alignment with the school's purposeare maintained and enhanced incurriculum, instruction, and assessment.

•Curriculum guides

•A description of thesystematic review processfor curriculum, instruction,and assessment

•Common assessments

•Curriculum writingprocess

•Products – scope andsequence, curriculummaps

•Lesson plans aligned tothe curriculum

•-regular CP2.0 curriculumbuild meetings-builder access to facultyfeedback-semi-annual semestercurriculum reviewmeetings

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating3.3 Teachers engage students in

their learning throughinstructional strategies thatensure achievement of learningexpectations.

Teachers are consistent and deliberatein planning and using instructionalstrategies that require studentcollaboration, self-reflection, anddevelopment of critical thinking skills.Teachers personalize instructionalstrategies and interventions to addressindividual learning needs of eachstudent. Teachers consistently useinstructional strategies that requirestudents to apply knowledge and skills,integrate content and skills with otherdisciplines, and use technologies asinstructional resources and learningtools.

•Teacher evaluationcriteria

•Professional developmentfocused on thesestrategies

•Authentic assessments

•Examples of teacher useof technology as aninstructional resource

•Examples of student useof technology as a learningtool

•Student workdemonstrating theapplication of knowledge

•Findings from supervisorwalk-thrus andobservations

•Faculty and staff engagein best practice, high affectsize instructionaltechniques. The researchbased practices can befound in John Hattie'sbook, "Visible Learning"The information from thistext and the Marzanosoftware provide thefoundation for ourinstructional practices.-iObservation Domain 1data-high affect sizediscussions on classroompractice

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating3.4 School leaders monitor and

support the improvement ofinstructional practices of teachersto ensure student success.

School leaders formally and consistentlymonitor instructional practices throughsupervision and evaluation proceduresbeyond classroom observation to ensurethat they 1) are aligned with the school'svalues and beliefs about teaching andlearning, 2) are teaching the approvedcurriculum, 3) are directly engaged withall students in the oversight of theirlearning, and 4) use content-specificstandards of professional practice.

•Curriculum maps

•Documentation ofcollection of lesson plansand grade books

•Supervision andevaluation procedures

•Peer or mentoringopportunities andinteractions

•Recognition of teacherswith regard to thesepractices

•Examples ofimprovements toinstructional practicesresulting from theevaluation process

•Administrative classroomobservation protocols andlogs

•-iObservation feedback tostaff-Domain 1 descriptorsavailable to staff-Literacy Coach classroomobservations-sharing successfulpractice at facultymeetings-Learn Academy courseson best practice

Level 4

Indicator Statement or Question Response Evidence Rating3.5 Teachers participate in

collaborative learningcommunities to improveinstruction and student learning.

All members of the school staffparticipate in collaborative learningcommunities that meet both informallyand formally on a regular schedule.Frequent collaboration occurs acrossgrade levels and content areas. Staffmembers implement a formal processthat promotes productive discussionabout student learning. Learning from,using, and discussing the results ofinquiry practices such as actionresearch, the examination of studentwork, reflection, study teams, and peercoaching are a part of the daily routine ofschool staff members. School personnelcan clearly link collaboration toimprovement results in instructionalpractice and student performance.

•Common language,protocols and reportingtools

•Agendas and minutes ofcollaborative learningcommittees

•Calendar/schedule oflearning communitymeetings

•Peer coaching guidelinesand procedures

•Examples ofimprovements to contentand instructional practiceresulting fromcollaboration

•-faculty meetings-grade level meetings-corporation horizontalarticulation meetings-CP2.0 build and feedbackmeetings-weekly PLC meetings

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating3.6 Teachers implement the school's

instructional process in support ofstudent learning.

All teachers systematically use aninstructional process that clearly informsstudents of learning expectations andstandards of performance. Exemplarsare provided to guide and informstudents. The process requires the useof multiple measures, including formativeassessments, to inform the ongoingmodification of instruction and providedata for possible curriculum revision.The process provides students withspecific and immediate feedback abouttheir learning.

•Examples of learningexpectations andstandards of performance

•Examples ofassessments thatprompted modification ininstruction

•Samples of exemplarsused to guide and informstudent learning

•-corporation wideassessment schedule-local assessments basedon student needs-regular RTI meetings foracademics and behavior-benchmark standardizedassessment analysis

Level 4

Indicator Statement or Question Response Evidence Rating3.7 Mentoring, coaching, and

induction programs supportinstructional improvementconsistent with the school'svalues and beliefs about teachingand learning.

All school personnel are engaged insystematic mentoring, coaching, andinduction programs that are consistentwith the school's values and beliefsabout teaching, learning, and theconditions that support learning. Theseprograms set high expectations for allschool personnel and include valid andreliable measures of performance.

•Records of meetings andwalk thrus/feedbacksessions

•Professional learningcalendar with activities forinstructional support ofnew staff

•Descriptions andschedules of mentoring,coaching, and inductionprograms with referencesto school beliefs andvalues about teaching andlearning

•-iObservation results-Literacy Coachobservations and meetings-New Teacher Academy

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating3.8 The school engages families in

meaningful ways in theirchildren's education and keepsthem informed of their children'slearning progress.

Programs that engage families inmeaningful ways in their children'seducation are designed, implemented,and evaluated. Families have multipleways of staying informed of theirchildren's learning progress.

•Volunteer program withvariety of options forparticipation

•List of varied activitiesand communicationsmodes with families, e.g.,info portal, online,newsletters, parentcenters, academic nights,open house, early releasedays

•Calendar outlining whenand how families areprovided information onchild's progress

•Parental/family/caregiverinvolvement plan includingactivities, timeframes, andevaluation process

•-parent teacherconferences (99%attendance rate)-RTI meetings with parents-quarterly progress reports-open house-family literacy nights-individual parentconferences-weekly parent contactsare documented by facultyand staff

Level 4

Indicator Statement or Question Response Evidence Rating3.9 The school has a formal structure

whereby each student is wellknown by at least one adultadvocate in the school whosupports that student'seducational experience.

School personnel participate in astructure that gives them long-terminteraction with individual students,allowing them to build strongrelationships over time with the studentand related adults. All studentsparticipate in the structure. The structureallows the school employee to gainsignificant insight into and serve as anadvocate for the student's needsregarding learning skills, thinking skills,and life skills.

•List of students matchedto adult advocate

•Curriculum and activitiesof formal adult advocatestructure

•Master schedule with timefor formal adult advocatestructure

•Description of formaladult advocate structures

•-implementation ofBulldog Buddies program-ccSpark software housesstudent adviser rosters-regularly scheduledBulldog Buddies day withbest practice curriculum

Level 4



DR

AFT



Cite sources of evidence External Review team members may be interested in reviewing. This is a strong area for our school and our corporation. Given the changes in curriculum over the last 5 years with full day Kindergarten and

the transition from State Standards to Common Core, the faculty and staff has been able to plan accordingly to ensure strong learning

Indicator Statement or Question Response Evidence Rating3.10 Grading and reporting are based

on clearly defined criteria thatrepresent the attainment ofcontent knowledge and skills andare consistent across gradelevels and courses.

All teachers consistently use commongrading and reporting policies,processes, and procedures based onclearly defined criteria that representeach student's attainment of contentknowledge and skills. These policies,processes, and procedures areimplemented without fail across all gradelevels and all courses. All stakeholdersare aware of the policies, processes,and procedures. The policies,processes, and procedures are formallyand regularly evaluated.

•Sample report cards foreach grade level and forall courses

•Policies, processes, andprocedures on grading andreporting

•-new Kindergarten reportcard-BUZZ online gradebook

Level 4

Indicator Statement or Question Response Evidence Rating3.11 All staff members participate in a

continuous program ofprofessional learning.

All staff members participate in arigorous, continuous program ofprofessional learning that is aligned withthe school's purpose and direction.Professional development is based onan assessment of needs of the schooland the individual. The program buildsmeasurable capacity among allprofessional and support staff. Theprogram is rigorously and systematicallyevaluated for effectiveness in improvinginstruction, student learning, and theconditions that support learning.

•Evaluation tools forprofessional learning

•Faculty and Staffprofessional developmenttopic include, but are notlimited to:-guided reading-literacy tools (Jr. GreatBooks, RAZ Kids, Fountasand Pinnell, BURST, HighNoon)-math tools (Dreambox,FASST math, Odysseymath)-CP 2.0 Buzz supportivesoftware and links throughNetrekker

Level 4

Indicator Statement or Question Response Evidence Rating3.12 The school provides and

coordinates learning supportservices to meet the uniquelearning needs of students.

School personnel systematically andcontinuously use data to identify uniquelearning needs of all students at alllevels of proficiency as well as otherlearning needs (such as secondlanguages). School personnel staycurrent on research related to uniquecharacteristics of learning (such aslearning styles, multiple intelligences,personality type indicators) and provideor coordinate related individualizedlearning support services to all students.

•List of learning supportservices and studentpopulation served by suchservices

•Data used to identifyunique learning needs ofstudents

•-regular RTI meetings-intervention inventorykept up to date-teacher led generaleducation intervention-PBS supports throughSecond Steps-level system in specialneeds rooms

Level 4



DR

AFT

experiences are created in the classrooms. Regular meetings at each grade level, refresher courses on teaching strategies, curriculum

maps provided by our office of curriculum and instruction, and planning sessions across grade levels have helped this area remain strong,

especially with the launching of CP2.0 teacher created curriculum. The evolution of iObservation will help our schools discuss and document

best practices more effectively, with the overall goal being the improvement of student learning. The new teacher orientation programming

has been a very positive addition over the last 5 years. Our staff believes that this particular area has outpaced the improvements in the

support of current staff. However, a new learning academy has been created for current staff to take classes offered by our own teachers in

areas of interest. This standard should continue to improve and remain strong over the years to come.



DR

AFT

Standard 4: Resources and Support Systems

The school has resources and provides services that support its purpose and direction to ensure success for all students.

Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating4.1 Qualified professional and

support staff are sufficient innumber to fulfill their roles andresponsibilities necessary tosupport the school's purpose,direction, and the educationalprogram.

Clearly defined policies, processes, andprocedures ensure that school leadershave access to, hire, place, and retainqualified professional and support staff.School leaders use a formal, systematicprocess to determine the number ofpersonnel necessary to fill all the rolesand responsibilities necessary to supportthe school purpose, educationalprograms, and continuous improvement.Sustained fiscal resources are availableto fund all positions necessary toachieve the purpose and direction of theschool.

•School budgets for thelast three years

•Policies, processes,procedures and otherdocumentation related tothe hiring, placement andretention of professionaland support staff

•Assessments of staffingneeds

•Documentation of highlyqualified staff

•-regular staffing meetingsin late spring and early fall-collaborative interviewprocess with allelementary principals-special needs staffingmeetings-Tile I budget meetingtwice each year

Level 4

Indicator Statement or Question Response Evidence Rating4.2 Instructional time, material

resources, and fiscal resourcesare sufficient to support thepurpose and direction of theschool.

Instructional time, material resources,and fiscal resources are focused solelyon supporting the purpose and directionof the school. Instructional time isfiercely protected in policy and practice.School leaders exhaust every option tosecure material and fiscal resources tomeet the needs of all students. Schoolleaders measurably demonstrate thatinstructional time, material resources,and fiscal resources are allocated sothat all students have equitableopportunities to attain challenginglearning expectations. Efforts toward thecontinuous improvement of instructionand operations concentrate on achievingthe school's purpose and direction.

•Examples of efforts ofschool leaders to securenecessary material andfiscal resources

•School schedule

•the maximum amount ofsupports are provided toschools through generalfund or special fundingsources (title I, II, etc):-Dreambox-Fasst Math-Odyssey Math-NatGeo-RAZ kids-Brain Pop-Spelling City-STAR software-Acuity software-ccSpark-eBooks

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating4.3 The school maintains facilities,

services, and equipment toprovide a safe, clean, and healthyenvironment for all students andstaff.

School leaders have adopted orcollaboratively created clear definitionsand expectations for maintaining safety,cleanliness, and a healthy environmentand they have shared these definitionsand expectations with all stakeholders.All school personnel and students areaccountable for maintaining theseexpectations. Valid measures are inplace that allow for continuous trackingof these conditions. Improvement plansare developed and implemented byappropriate personnel to continuouslyimprove these conditions. The results ofimprovement efforts are systematicallyevaluated regularly.

•Documentation ofcompliance with local andstate inspectionsrequirements

•Documentation ofemergency proceduressuch as fire drills,evacuation and otheremergency procedures.

•Safety committeeresponsibilities, meetingschedules, and minutes

•All schools regularlyparticipate in:-lock downs-fire and storm drills-safety training-CPI training-external facility auditsfrom local fire department-local table top training ledby school resource officer-safety specialistcertification training-playground equipmentsafety audits-facility space efficiencyaudits-alcohol and tobaccosurveys-sharing of local sexoffender data-bus safety checks-discipline data reviews

Level 4

Indicator Statement or Question Response Evidence Rating4.4 Students and school personnel

use a range of media andinformation resources to supportthe school's educationalprograms.

All students and school personnel haveaccess to an exceptional collection ofmedia and information resourcesnecessary to achieve the educationalprograms of the school. Qualifiedpersonnel in sufficient numbers areavailable to assist students and schoolpersonnel in learning about the tools andlocations for finding and retrievinginformation.

•Budget related to mediaand information resourceacquisition

•Data on media andinformation resourcesavailable to students andstaff

•-CP2.0 curriculum buildinvolving supportiveresource bundles-grade level meetings todetermine tools best suitedfor student population-staff access to onlinecontent (assumingresponsible use, i.e.YouTube)

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating4.5 The technology infrastructure

supports the school's teaching,learning, and operational needs.

The technology infrastructure is modern,fully functional, and meets the teaching,learning, and operational needs of allstakeholders. School personnel developand administer needs assessments anduse the resulting data to develop andimplement a technology plan tocontinuously improve technologyservices and infrastructure.

•Technology plan andbudget to improvetechnology services andinfrastructure

•Assessments to informdevelopment of technologyplan

•Policies relative totechnology use

•-1:1 student device ratio-improved and enhancednetwork to handle onlinetraffic-local student devicereplacement/repair-multiple network checksto assure successfultechnology operation-upgrading classroomstandard technology in allclassrooms (flat screen tv,doc camera, lcd projector,wireless network, teachercomputers)-security camera system inall buildings-fob entry for all buildingsallowing for secured doorsat all times-new crisis badges wornby chosen staff

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating4.6 The school provides support

services to meet the physical,social, and emotional needs ofthe student population beingserved.

School personnel implement a clearlydefined process to determine thephysical, social, and emotional needs ofeach student in the school. Schoolpersonnel provide or coordinateprograms to meet the needs of allstudents. Valid and reliable measures ofprogram effectiveness are in place, andschool personnel use the data fromthese measures to regularly evaluate allprograms. Improvement plans related tothese programs are designed andimplemented to more effectively meetthe needs of all students.

•Student assessmentsystem for identifyingstudent needs

•Agreements with schoolcommunity agencies forstudent-family support

•Social classes andservices, e.g., bullying,character education

•List of support servicesavailable to students

•-School wide PBISprogram led by in-housePBIS paraprofessional-Second Steps programfor proactive crisismanagement-PAWS programcelebrating goodcitizenship-New Student Groups tosupport new families toTBall-Reading Buddies-Bulldog Buddies studentAdvocacy program drivenby Career Cruisinng-On site Home SchoolFacilitator-RTI program thataddresses academicsAND behaviors throughprogress monitoring andbest practice intervention

Level 4



DR

AFT



Cite sources of evidence External Review team members may be interested in reviewing. Our facilities are well maintained, clean, and inviting, and above all, SAFE. Recent upgrading of campus camera systems and entry Sallie

Ports have greatly increased our school security. Qualified support-staff members are hired when needed and appropriate training of those

staff members are offered. Examples at Timothy Ball would be RDS training for secretaries and treasurers, compliance training for nurses,

and CPI training for all members in our building that help in crisis given our student population. There has been improvement recently in the

area of supporting student emotional needs by adding a PBS paraprofessional in every elementary building and a home-school facilitator

servicing all elementary buildings. These supports are over 4 years old now and are starting to take root in each elementary school.

Ongoing training, discussions, and professional development sessions are underway to ensure its future effectiveness. An additional item

that has made this standard very strong is our technology. Timothy Ball is maintained with top notch technology and feels that this resource

is vital to providing meaningful learning experiences and support for our students. Every teacher, student, and support staff member has

their own device to access to provide and support a high quality learning experience for students. The recent launch of CP2.0 1:1 student

device ratio has led us into a slight implementation dip with technology use. However, within the first semester, faculty and staff agree that

the presence of technology in the hands of every learning is becoming more natural each week. Continuous collaborations, training, and

planning sessions will ensure that we remain on a positive trajectory in this area.

Indicator Statement or Question Response Evidence Rating4.7 The school provides services that

support the counseling,assessment, referral, educational,and career planning needs of allstudents.

School personnel implement a clearlydefined, systematic process todetermine the counseling, assessment,referral, educational, and careerplanning needs of all students. Schoolpersonnel provide or coordinateprograms necessary to meet the needsof all students. Valid and reliablemeasures of program effectiveness arein place, and school personnel use thedata from these measures to regularlyevaluate all programs. Improvementplans related to these programs aredesigned and implemented to moreeffectively meet the needs of allstudents.

•List of services availablerelated to counseling,assessment, referral,educational, and careerplanning

•Budget for counseling,assessment, referral,educational and careerplanning

•Description of IEPprocess

•Description of referralprocess

•-extensive RTI systemaddressing behavior andacademics-IEP meetings that involveoutside entities whennecessary (MAAPservices)-in house Home SchoolFacilitator-social skills curriculumoffered through PBSprogram-social skills curriculumoffered through EDprogram-school-wide PAWSprogram celebrating goodcitizenship-Career Cruising softwarethat creates student profilebased career basedinterests

Level 4



DR

AFT

Standard 5: Using Results for Continuous Improvement

The school implements a comprehensive assessment system that generates a range of data about student learning and school effectiveness

and uses the results to guide continuous improvement.

Overall Rating: 4.0

Indicator Statement or Question Response Evidence Rating5.1 The school establishes and

maintains a clearly defined andcomprehensive studentassessment system.

School personnel maintain andconsistently use a comprehensiveassessment system that produces datafrom multiple assessment measures,including locally developed andstandardized assessments aboutstudent learning and schoolperformance. The system ensuresconsistent measurement across allclassrooms and courses. Allassessments are proven reliable andbias free. The system is regularly andsystematically evaluated for reliabilityand effectiveness in improvinginstruction, student learning, and theconditions that support learning.

•Documentation ordescription of evaluationtools/protocols

•Brief description ofstudent assessmentsystem including range ofdata produced fromstandardized and localassessments on studentlearning and schoolperformance

•Crown Point elementaryschools utilize the sameassessment tools andschedule forimplementation. Thebattery of assessmentsincludes:-ISTEP-IREAD-mClass Reading-mClass Math-Early STAR Literacy-STAR reading-STAR math-Acuity-Terra Nova-In View-CogAT-WIDA-ISTAR-Aimsweb-Fountass and PinellLeveled Literacy

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating5.2 Professional and support staff

continuously collect, analyze, andapply learning from a range ofdata sources, includingcomparison and trend data aboutstudent learning, instruction,program evaluation, andorganizational conditions.

Systematic processes and proceduresfor collecting, analyzing, and applyinglearning from all data sources aredocumented and used consistently byprofessional and support staff. Datasources include comparison and trenddata that provide a comprehensive andcomplete picture of student learning,instruction, the effectiveness ofprograms, and the conditions thatsupport learning. All school personneluse data to design, implement, andevaluate continuous improvement plansto improve student learning, instruction,the effectiveness of programs, andorganizational conditions.

•Written protocols andprocedures for datacollection and analysis

•Examples of use of datato design, implement, andevaluate continuousimprovement plans andapply learning

•List of data sourcesrelated to student learning,instruction, programeffectiveness, andconditions that supportlearning

•-regular data analysisduring grade levelmeetings-RTI committee works withstaff to gather necessarydata to build successfulsupport plans-RTI meetings are heldtwice a week with parentsto review/revise/developplans-behavioral and academicdata are used for RTImeetings, IEP caseconferences, behaviorplans, and general edinterventions-data also drivesscheduling, studentmovement around thebuilding, parent drop offand pick up, andevacuation procedures

Level 4

Indicator Statement or Question Response Evidence Rating5.3 Professional and support staff are

trained in the evaluation,interpretation, and use of data.

All professional and support staffmembers are regularly andsystematically assessed and trained in arigorous, individualized professionaldevelopment program related to theevaluation, interpretation, and use ofdata.

•Policies specific to datatraining

•Documentation ofattendance and trainingrelated to data use

•Training materials specificto the evaluation,interpretation, and use ofdata

•-RTI committee leadsstaff meeting to discusscollection, preparation,and presentation of data-staff policy to collect datafor 6 weeks and changeintervention if necessaryprior to referral-school psychologists aidin staff understanding ofdata use-regular grade levelmeetings to analyze andinterpret data

Level 4



DR

AFT

Indicator Statement or Question Response Evidence Rating5.4 The school engages in a

continuous process to determineverifiable improvement in studentlearning, including readiness forand success at the next level.

Policies and procedures clearly defineand describe a process for analyzingdata that determine verifiableimprovement in student learningincluding readiness for and success atthe next level. Results indicatesignificant improvement, and schoolpersonnel systematically andconsistently use these results to design,implement, and evaluate the results ofcontinuous improvement action plansrelated to student learning, includingreadiness for and success at the nextlevel.

•Agendas, minutes ofmeetings related toanalysis of data

•Description of process foranalyzing data todetermine verifiableimprovement in studentlearning

•Examples of use ofresults to evaluatecontinuous improvementaction plans

•Evidence of studentreadiness for the next level

•Evidence of studentgrowth

•Evidence of studentsuccess at the next level

•-all staff members utilizedata tracking mechanismswith all students-students track, share, andcelebrate growth towardlearning goals-school corporationbenchmarks are shared byall elementary schools forBOY, MOY, and EOYassessments-additional screenings areused to determineeligibility into HA programsand special needsprograms

Level 4



DR

AFT



Cite sources of evidence External Review team members may be interested in reviewing. This area has truly evolved into an area of strength over the last 5 years. The elementary schools have a specific set of assessments and

data that are regularly reviewed to drive instruction and track student progress. Benchmark assessments and progress monitoring are now

regular practices in all elementary buildings. We have developed a strong collection of best-practice interventions used with our students in

need. Each year our staff members are becoming more skilled on the use of this data to ensure proper support, instruction, and intervention

for continued growth. The creation of CP2.0 assessments and resources has only improved this area for our faculty, staff, and students. We

pride ourselves on a strong tiered support system driven by data and supported by staff and Title I resources. Our RTI system involves

meeting with 4 families every week and sharing data, progress, and support system success or failure with them.

Indicator Statement or Question Response Evidence Rating5.5 Leadership monitors and

communicates comprehensiveinformation about studentlearning, conditions that supportstudent learning, and theachievement of schoolimprovement goals tostakeholders.

Leaders monitor comprehensiveinformation about student learning,conditions that support student learning,and the achievement of schoolimprovement goals. Leaders regularlycommunicate results using multipledelivery methods and in appropriatedegrees of sophistication for allstakeholder groups.

•Minutes of boardmeetings regardingachievement of studentlearning goals

•Communication planregarding student learning,conditions that supportlearning, and achievementof school improvementgoals to stakeholders

•Sample communicationsto stakeholders regardingstudent learning,conditions that supportlearning, and achievementof school improvementgoals

•School quality controlprocedures for monitoringinformation about studentlearning, conditions thatsupport learning, and theachievement of schoolimprovement goals

•-annual school boardreports presented toschool board-school board reports areshared online with schoolcommunity-school improvementplans, action plans, andprofessional developmentplans are shared onlinewith school community-weekly school newslettersand announcementsprovide stakeholders withcurrent information

Level 4



DR

AFT

Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Standard 1: Purpose and Direction

Standard 2: Governance and Leadership

Standard 3: Teaching and Assessing for Learning

Standard 4: Resources and Support Systems

Standard 5: Using Results for Continuous Improvement

4

4

4

4

4



DR

AFT

Student Performance Diagnostic



DR

AFT

Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



DR

AFT

Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes Attached you will find the student

performance data from TimothyBall Elementary School for the2015-2016 school year.

Tball StudentPerformance Data



DR

AFT

Evaluative Criteria and Rubrics

Overall Rating: 3.0

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is acceptably analyzed and presentedwith reasonable clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is at or above what wouldotherwise be expected.

Level 3

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and that minimal or no change hasoccurred in these achievement gaps.

Level 1



DR

AFT

Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Timothy Ball has a goal of 90% proficiency in ELA and Math, in addition to 65% growth in these areas. We are not consistently hitting this

mark in each of these content areas in all grades. However, we are starting to draw nearer to this target more frequently each year. The

new ISTEP test affected us dramatically. In our second year of this test, we have remained stable and have shown strong growth, despite

flat passing rates. Describe the area(s) that show a positive trend in performance. Overall, the trend for ELA and Math has been positive. Looking at our growth graphs this can be seen in our "bubble path" over the two year

period of the new test. Our growth numbers are strong and passing rates will, hopefully, follow if our growth trends continue. Which area(s) indicate the overall highest performance? The highest overall performance is in the area of ELA grade 3. Which subgroup(s) show a trend toward increasing performance? There are no significant sub-groups showing increasing performance. Overall, our school's ISTEP+ "bubble path" shows a trend for

increasing growth in all grades with a slight increase in achievement in all grades. Between which subgroups is the achievement gap closing? This is a challenging area for us in that we do not have significant subgroups, according to the state's qualifiers. The subgroups that we track

most closely are gender, special needs, and free and reduced lunch. These groups have shown improvement along with the entire

population. Our ELL populations have a strong ISTEP passing rate. Which of the above reported findings are consistent with findings from other data sources? STAR data shows higher passing scores in lower grades. These scores decline slightly in grades 3,4,5. This trend is also visible in ISTEP

scores.



DR

AFT

Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Overall, Timothy Ball has performed a bit lower in ELA than in Math. This trend has reversed itself in the last two year. This may have to do

with the new ISTEP test. Currently our Math scores lag a little bit behind the ELA scores. Overall, our target is 90% passing rates in 3, 4,

and 5. Describe the area(s) that show a negative trend in performance. With the new ISTEP test, our scores in all areas have declined. However, in year two of this test, we have shown stability in passing rates

and solid growth in student performance. This is encouraging, in that stable growth will lead to improved passing rates in the near future. Which area(s) indicate the overall lowest performance? The 4th grade class of 2014-2015 and the 5th grade class of 2015-2016 is a cohort that has shown low performance after the 3rd grade year.

This holds true in both ELA and Math performance on ISTEP. Which subgroup(s) show a trend toward decreasing performance? There are no significant sub-groups showing decreasing performance. Overall, our passing rates for special needs or free and reduced

lunch students pass at a significantly lower rate than the remainder of the population. Between which subgroups is the achievement gap becoming greater? We do not show a widening gap in an area. However, our special needs and free and reduced lunch student populations continue to lag

other populations in passing rate performance. Which of the above reported findings are consistent with findings from other data sources? STAR scores confirm lower Language Arts and Math performance in intermediate grades in comparison to primary grades.



DR

AFT

Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3



DR

AFT

Stakeholder Feedback Diagnostic



DR

AFT

Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



DR

AFT

Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes Timothy Ball

DiagnosticsStakeholderPerceptions



DR

AFT

Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



DR

AFT

Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? The two areas of satisfaction are that our school is a safe place and that our purpose statement is clearly focused on student success. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? The overall satisfaction of stakeholders has been positive. There is no clear data showing increasing stakeholder satisfaction trends. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The most global feedback source is our parent survey. We do not obtain global information from stakeholders to establish trends from any

other feedback source.



DR

AFT

Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Our lowest levels of satisfaction from stakeholders are in the areas of keeping parents informed of student performance and support services

available to students. Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? An overall trend is not present in data or surveys. However, there is a noticeable challenge to keep parents connected through our new

parent portal and other electronic mediums. What are the implications for these stakeholder perceptions? The increased availability of student information online has created disconnection between school and home as parents learn to transition

from communication and connectivity through print mediums to connection through technology. This is further enhanced with no systematic

or systemic plan for parent-teacher conferences. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? We have not shared in our plan any additional feedback sources to confirm consistency. We do see inconsistent login patterns with RDS

parent portal.



DR

AFT

Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



DR

AFT




DR

AFT

Overview

Plan Name


Plan Description

Timothy Ball Elementary School will focus on ELA and Math.



DR

AFTGoals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All students at Timothy Ball will be proficient

readers.Objectives:1Strategies:3Activities:5

Academic $8000

2 All students at Timothy Ball will be proficient atmath.

Objectives:1Strategies:3Activities:4

Academic $5000



DR

AFTGoal 1: All students at Timothy Ball will be proficient readers.

Strategy 1: Guided Reading - Teachers will create leveled grouping of students that will engage in a reading activity that allows the teacher to make strategic teaching decisions,

on the student's level, in small group, guided portions of their reading block. Research Cited: CLEAR Evidence of success: STAR and mCLASS benchmark assessments and annual ISTEP/iREAD assessments.

Measurable Objective 1:90% of All Students will demonstrate a proficiency at or above state and local benchmarks in English Language Arts by 06/01/2019 as measured by ISTEP,mCLASS, STAR Reading.

Activity - Guided Reading Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Train teachers in best practice Guided Reading AcademicSupportProgram

08/16/2016 06/01/2017 $3000 General Fund Office ofCurriculumandInstructionLocal LiteracyCoachesFaculty andStaffBuildingPrincipal

Activity - Students will engage in daily guided reading lessons duringliteracy block

Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



DR

AFT

Strategy 2: Teachers will best practice methods with high effect size. - Teachers will implement strategies from Learning Sciences International Domain 1, Design questions 1 and

3. Specifically, learning goals and scales, tracking student progress, examining similarities and differences, examining errors in reasoning, practicing skills and

strategies, and revising knowledge. Research Cited: John Hattie, Robert Marzano Evidence of success: classroom observations during reading blocks, feedback from iObservation data collection

Leveled groups of student will engage in a small group reading activity thatallows the teacher to make strategic instructional decisions on readingtechnique of each student.

AcademicSupportProgram,DirectInstruction

08/18/2016 06/01/2019 $0 No FundingRequired

homeroomteacher,interventionists, specialneedslicensedteachers

Activity - Grade Level Collaboration Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade level teams will meet to discuss reading block activities, protocols,and behaviors.

BehavioralSupportProgram

08/18/2016 06/02/2017 $0 Other Faculty andstaff willutilizeallocatedminutes eachweek tocomplete thisactivity. Nofunds orrelease timeis needed forthis activity.

Activity - Implementation of best practice activities Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



DR

AFT

Strategy 3: CP2.0 Curriculum Review - Regular planning, building, and adjustments to CP2.0 ELA curriculum will take place at each grade level. Research Cited: What Works Clearninghouse, CLEAR, Jr. Great Books Evidence of success: STAR and mCLASS benchmark assessments and ISTEP/iREAD assessments. Notes and minutes from CP2.0 builds and restructures will also

serve as measurement tools.

Goal 2: All students at Timothy Ball will be proficient at math.

Strategy 1:

Teachers will implements practices discussed in reading block planningmeetings. (paired reading, Readers Theater, robust classroom libraries,classroom routines, data collection and student progress tracking)



homeroomteachers,interventionists, literacycoaches,special needsstaff

Activity - Personalized Learning ELA Curriculum Review Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will meet and communicate regularly to make improvements toPersonalized Learning ELA curriculum in the learning management systemto align to learning goals and create and adapt for unique student needs.

AcademicSupportProgram

08/18/2016 06/01/2019 $5000 General Fund CP2.0builders,curriculumreviewvolunteers,faculty andstaff

Measurable Objective 1:90% of All Students will demonstrate a proficiency Meet local benchmarks and state benchmarks in Mathematics by 06/01/2018 as measured by STAR math,mCLASS math, ISTEP.



DR

AFTCore Math Curriculum Fidelity - Teachers will utilize Everyday Math strategies with fidelity.

Research Cited: What Works Clearinghouse, Math build resources Evidence of success: STAR Math, mCLASS math, ISTEP scores

Strategy 2: Personalized adaptive math instruction - students will utilize adaptive software for math instruction that will allow them to grow on their personalized path and at their

personalized pace. Research Cited: SREE Evidence of success: Dreambox usage data, STAR Math, mCLASS math, ISTEP

Activity - Math Block Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will implement a 60 minute daily math block. AcademicSupportProgram


Faculty,support staff,buildingprincipal

Activity - Dreambox Usage Review Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Grade level teams will review Dreambox usage on a quarterly basis AcademicSupportProgram


Faculty, staff,buildingprincipal

Activity - Dreambox activity goals will be set by grade level teams.(minutes or lesson goals)

Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will meet weekly for Dreambox data review to provideintervention, instructional support, and math feedback to students.



homeroomteachers,special needsstaff, title Istaff



DR

AFT

Strategy 3: Personilized Learning Curriculum Review - Crown Point Math Builders will complete and refine the Personalized Learning Math Curriculum along with supportive tools

and assessments. Research Cited: What Works Clearinghouse Evidence of success: Build meetings, faculty meetings, grade level meetings, curriculum review meetings

Activity - Personalized Learning Math Build Meetings Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Faculty and staff will meet regularly to build and refine the PersonalizedLearning Math curriculum.


01/04/2016 06/01/2019 $5000 General Fund Office ofcurriculumandinstruction,buildingprincipal,Math buildteam, Mathreviewvolunteers,faculty andstaff



DR

AFTActivity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Other

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Dreambox Usage Review Grade level teams will review Dreambox usage on aquarterly basis


01/01/2016 06/01/2019 $0 Faculty, staff,buildingprincipal

Students will engage in dailyguided reading lessonsduring literacy block

Leveled groups of student will engage in a small groupreading activity that allows the teacher to make strategicinstructional decisions on reading technique of eachstudent.


08/18/2016 06/01/2019 $0 homeroomteacher,interventionists, specialneedslicensedteachers

Dreambox activity goals willbe set by grade level teams.(minutes or lesson goals)

Teachers will meet weekly for Dreambox data review toprovide intervention, instructional support, and mathfeedback to students.


08/18/2016 06/01/2019 $0 homeroomteachers,special needsstaff, title Istaff

Math Block Teachers will implement a 60 minute daily math block. AcademicSupportProgram

08/18/2016 06/01/2019 $0 Faculty,support staff,buildingprincipal

Implementation of bestpractice activities

Teachers will implements practices discussed in readingblock planning meetings. (paired reading, ReadersTheater, robust classroom libraries, classroom routines,data collection and student progress tracking)


08/16/2016 06/01/2018 $0 homeroomteachers,interventionists, literacycoaches,special needsstaff

Total $0


StaffResponsible



DR

AFT

General Fund

Grade Level Collaboration Grade level teams will meet to discuss reading blockactivities, protocols, and behaviors.

BehavioralSupportProgram

08/18/2016 06/02/2017 $0 Faculty andstaff willutilizeallocatedminutes eachweek tocomplete thisactivity. Nofunds orrelease timeis needed forthis activity.

Total $0


StaffResponsible

Personalized Learning MathBuild Meetings

Faculty and staff will meet regularly to build and refine thePersonalized Learning Math curriculum.


01/04/2016 06/01/2019 $5000 Office ofcurriculumandinstruction,buildingprincipal,Math buildteam, Mathreviewvolunteers,faculty andstaff

Personalized Learning ELACurriculum Review

Teachers will meet and communicate regularly to makeimprovements to Personalized Learning ELA curriculum inthe learning management system to align to learning goalsand create and adapt for unique student needs.


08/18/2016 06/01/2019 $5000 CP2.0builders,curriculumreviewvolunteers,faculty andstaff

Guided Reading Training Train teachers in best practice Guided Reading AcademicSupportProgram

08/16/2016 06/01/2017 $3000 Office ofCurriculumandInstructionLocal LiteracyCoachesFaculty andStaffBuildingPrincipal

Total $13000



DR

AFTConclusion

The Indiana School Improvement Plan is designed to be comprehensive and for continuous improvement. Systemic use and

consistent reflection are encouraged to update the status of the goals in order to make school improvement continuous and

actionable.



Professional Development Plan

School Name: Timothy Ball Elementary School Monitoring

Professional Development Goal: Elementary teachers improve their skills to teach the literacy continuum.

Student Achievement

Data Sources

1.Star Reading

2. mClass TRC

Benchmarks: 90% of students reading at their instructional reading level by the end of each year.

95% of students demonstrating at least 1 year instructional reading level growth.

Teacher Implementation

Data Sources

1. Attendance

2. Coaching sessions

3. Training sessions

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

Continuing contact

Literacy Coach training

7 primary teachers

7 intermediate teachers

(2 per school)

CLEAR – Center for

Literacy Education and

Research

Purdue University

Title II 2016-2017, 2017-2018,

2018-2019

3 contacts with the

facilitator each semester


Professional Development Goal: Elementary teachers improve their skills teaching English/Language Arts.

Student Achievement

Data Sources

1.ISTEP+ ELA

2.Star Reading

3. mClass TRC

Benchmarks: 90% of students reading at their instructional reading level by the end of each year.

95% of students demonstrating at least 1 year instructional reading level growth.

90% of students pass ISTEP+ English/Language Arts at the college and career

benchmark.

The median growth percentile for students on the ISTEP+ English/Language Arts test

60 or higher.


Data Sources

1. Attendance

2. Observations


Understanding the

Curriculum Framework

K-5 Teachers Assistant Director of

Curriculum and Principals

Title II and General Fund 2016-2017

Using Mentor Texts K-5 Teachers Assistant Director of

Curriculum and Principals

Title II and General Fund 2016-2017

Guided Reading K-5 Teachers Literacy Coaches Title II and General Fund 2016-2017, 2017-2018,

2018-2019

Close Reading K-5 Teachers Assistant Director of

Curriculum and Principals Title II and General Fund 2016-2017, 2017-2018

Writing – Narrative,

Informative and

Argumentative

K-5 Teachers Assistant Director of

Curriculum and Principals Title II and General Fund 2016-2017, 2017-2018

Professional Development Plan


Professional Development Goal: Elementary teachers improve their skills for students to deepen understanding.

Student Achievement

Data Sources

1.ISTEP+ ELA and Math

2.Star Reading and Math

Benchmarks: 90% of students pass ISTEP+ English/Language Arts and math at the college and

career benchmark.

The median growth percentile for students on the ISTEP+ English/Language Arts test

65 or higher.


Data Sources

1. Attendance

2. Observations


Read, understand and

discuss the “Essential for

Achieving Rigor” by

Robert Marzano

Elements 17, 18, 19, 20

Principals Director of Curriculum None 2016-2017

Read the Curriculum and

Instruction Newsletter for

Elements 17, 18, 19, 20

“Essential for Achieving

Rigor” by Robert Marzano

Principals and K-5 teachers Assistant Director of

Curriculum

None 2016-2017

Read, understand, discuss,

implement the “Essential

for Achieving Rigor” by

Robert Marzano

Elements 17, 18, 19, 20

K-5 Teachers Principals None 2016-2017, 2017-2018,

2018-2019

Since the new test in 14-15, we have seen test scores stabilize a bit. The large dip our current 5th

graders experiences in the prior year was recovered a bit, but was still below our normal ELA passing

rate.

83.7%

58.8%

88.0%

81.4% 80.6%

63.8%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

3 4 5

ISTEP ELA 2-YEAR

14-15

15-16

78.6%

61.8%

77.0% 78.6%

72.0%

60.9%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

3 4 5

ISTEP MATH 2-YEAR

14-15

15-16

Pass plus rates are strong in Math and ELA. Both show at or above 30% of our students achieve at this

level. Grade 4 math this year was exceptionally strong at 38.7.

29.6%

14.7%

43.0%

28.6% 29.0%

20.3%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

50.0%

3 4 5

ISTEP Pass+ ELA 2-YEAR

14-15

15-16

36.7%

13.2%

34.0% 32.8%

38.7%

29.0%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

40.0%

45.0%

3 4 5

ISTEP Pass+ MATH 2-YEAR

14-15

15-16

There is not enough data to draw conclusions yet on Social Studies. Science has shown a strong

improvement.

55.2%

74.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

4

ISTEP SCIENCE 2-YEAR

14-15

15-16

0.0%

66.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

5

SOCIAL STUDIES 1-YEAR

14-15

15-16

4.5%

22.6%

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

4

ISTEP SCIENCE Pass+ 2-YEAR

14-15

15-16

0.0%

15.9%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

14.0%

16.0%

18.0%

5

SOCIAL STUDIES Pass+ 1-YEAR

14-15

15-16

Our Title I scores are encouraging in the area of ELA. This population has touted a lower passing rate in

years past. However, the ELA pass rates were very good. Math was near or above 60%, but not as high

as ELA. More focus on ELA support has a been a point of emphasis at Tball.

76.3%

57.1%

75.0% 75.0%

82.1%

61.5%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

3 4 5

ISTEP Pass ELA 2-YEAR Title I

14-15

15-16

78.9%

57.1% 53.6%

58.3%

75.0%

57.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

3 4 5

ISTEP Pass MATH 2-YEAR Title I

14-15

15-16

Our students with IEPs do not pass at a rate as high as our Title I students. These percentages range

from 25 to 65 in a given year. This data point is tricky to pin down, as we receive special needs students

from different schools at different times of the year. It is an area worth taking a hard look at.

53.3%

41.7% 42.9%

33.3%

53.8%

27.3%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

3 4 5

ISTEP Pass ELA 2-YEAR IEP

14-15

15-16

66.7%

25.0% 28.6%

44.4%

30.8%

36.4%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

3 4 5

ISTEP Pass MATH 2-YEAR IEP

14-15

15-16

Language learner pass rates are amazing.

100.0%

0.0% 0.0%

80.0%

100.0% 100.0%

0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

3 4 5

ISTEP Pass+ ELA 2-YEAR ELL

14-15

15-16

0.0%

100.0% 100.0%

80.0%

100.0%

0.0% 0.0%

20.0%

40.0%

60.0%

80.0%

100.0%

120.0%

3 4 5

ISTEP Pass+ MATH 2-YEAR ELL

14-15

15-16

Star scores in reading and math show strength in grades 1-2 and then start to fall off in grades 3-5. We

have started to address this with taking emphasis off of Accelerated Reader and reading for “points”.

More emphasis is being placed on guided reading and reading for enjoyment and discussion.

70.6%

82.5%

73.7%

40.0%

52.1%

65.2% 68.1%

80.6%

57.0%

50.7%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

1 2 3 4 5

STAR READING 2-YEAR

14-15

15-16

78.3%

92.1%

67.0%

43.9%

58.3%

85.7% 90.4%

82.6%

71.7%

52.2%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

1 2 3 4 5

STAR MATH 2-YEAR

14-15

15-16

K literacy data tells us that our younger learners are starting their reading careers off well. However, we

are not certain how well Early Star Literacy data translates to other literacy scores in grade 1.

90.8%

86.9%

84.0%

85.0%

86.0%

87.0%

88.0%

89.0%

90.0%

91.0%

92.0%

K

EARLY STAR LIT 2-YEAR

14-15

15-16

SCHOOL CORPORATION ISTEP GROWTH PERCENTAGES

ELA 4 5 6 7 8 ALL

ALL 52 55 47 41.5 53 50

PP2 42 61 46.5 50 52 52

PP1 42 56 45 46 56 49

P3 58 47 45 33 58 50

P2 54 53 44 40 50 48

P1 49 53.5 48 34 46 48

DNP3 48 59 48 50.5 57 51

DNP2 69 54 43 37.5 57 51

DNP1 40 60 71 44.5 43 52

Math 4 5 6 7 8 ALL

ALL 55 52 43 50 42.5 49

PP2 60 48.5 47 58 53 52

PP1 60.5 49 39 48 32 47

P3 54 52 39.5 52.5 45.5 50

P2 47.5 60 36.5 54 35 46

P1 52 45 44 49 36 45.5

DNP3 61.5 57 49.5 50 46.5 50

DNP2 45 63 46 48 44 48

DNP1 53 52 70 40 45.5 47.5

Subject 4 5 6 7 8 ALL

PP2 Growth Percentile per grade by Pass+ score on 2015 ISTEP+ PP1

P3

Growth Percentile per grade by Pass score on 2015 ISTEP+ P2

P1

DNP3 Growth Percentile per grade by

Did Not Pass score on 2015 ISTEP+ DNP2

DNP1

TIMOTHY BALL ISTEP GROWTH PERCENTAGES

ELA 4 5 6 7 8 ALL

ALL 52 54 #NUM! #NUM! #NUM! 53

PP2 49 46.5 #NUM! #NUM! 49 49

PP1 69 45 #NUM! #NUM! #NUM! 56

P3 60 64 #NUM! #NUM! #NUM! 62.5

P2 57.5 42 #NUM! #NUM! #NUM! 54

P1 49 39 #NUM! #NUM! #NUM! 49

DNP3 60 45.5 #NUM! #NUM! #NUM! 59

DNP2 36.5 52.5 #NUM! #NUM! #NUM! 50.5

DNP1 18 54.5 #NUM! #NUM! #NUM! 52

Math 4 5 6 7 8 ALL

ALL 48 55 #NUM! #NUM! #NUM! 50.5

PP2 69.5 69.5 #NUM! #NUM! #NUM! 69.5

PP1 50 73 #NUM! #NUM! #NUM! 52

P3 53 57.5 #NUM! #NUM! #NUM! 57.5

P2 37.5 34.5 #NUM! #NUM! #NUM! 35.5

P1 31 44 #NUM! #NUM! #NUM! 34

DNP3 57.5 56 #NUM! #NUM! #NUM! 56

DNP2 33.5 65 #NUM! #NUM! #NUM! 40

DNP1 66 49 #NUM! #NUM! #NUM! 55.5

Tball showed strong growth numbers. Granted, we took a big hit in the first year of the new ISTEP test.

However, it is good to see that we charted some strong growth in year two. This trend needs to

continue to allow for passing rates to climb, as well.

Indiana School Improvement Plan Timothy Ball Elementary School · Our functions can be best...

Documents

Transcript of Indiana School Improvement Plan Timothy Ball Elementary School · Our functions can be best...