Jonas E. Salk Elementary School School Improvement Plan 2009-2010

 
Jonas E. Salk Elementary School School Improvement Plan 2009-2010
Jonas E. Salk Elementary School
   School Improvement Plan
           2009-2010

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Jonas E. Salk Elementary School School Improvement Plan 2009-2010
Jonas E. Salk Elementary School

Community and School Profile

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Jonas E. Salk Elementary School School Improvement Plan 2009-2010
Introduction

A. Community and School Profile

Jonas E. Salk Elementary School is located in the northwest corner of Indiana in the town of Merrillville. Merrillville covers 35 square miles in
Lake County and ranks 22nd in community size in the state. It is part of the Gary Metropolitan Statistical Area. It is bordered by Crown Point to
the south, Hobart to the east, Gary to the north, and Griffith and Schererville to the west.

Merrillville is primarily a residential community with a population of approximately 35.000. Many residents commute to either the industrial
areas of north Lake County, Porter County, or to Chicago for employment. Neighboring Salk School, the median sale prices of homes in the
Lincoln Gardens subdivision is $110,000, and the median sale price of those in the Independence Hill area is $95,000.

Salk School is one of five public elementary schools in the Merrillville Community School Corporation. The building was constructed in 1960,
followed by a series of additions and improvements in 1961, 1963, 1967, 1969, 1982, and 2005. Renovation was completed in 2007 with the
addition of 13 new classrooms including two computer labs, science lab, and multi-purpose room.

Salk School has an enrollment of 539 students in grades K- 4. The male/female ratio is 50 per cent male and 50 per cent female. Forty-two
percent of the students receive free lunches and twelve percent receive reduced-price meals. The ethnic background of the students is 42 percent
Caucasian, 13 percent Hispanic, 36 percent African-American, 2 percent Asian, and 8 percent multi-racial.

Although the number and the diversity of Salk families remains relatively stable. Our stability index is 84%.

The Merrillville School Corporation reduces overcrowded classrooms in other elementary schools by placing new students in classrooms of
another school with fewer students.

Our Principal, Kara S. Bonin, has been an educator for the past 15 years, serving as teacher at the elementary and middle school level.
She is completing her 5th year as principal.

There are 25 classroom teachers with an average class size of 22 students in K-4. 28% percent of the teachers have been at Salk over 25 years.
Ten teachers hold master’s degrees in education and ten have special endorsements or additional endorsements.

Nine certified employees provide instruction or services in art, physical education, music, Remedial reading, support services, speech therapy,
and in the learning disabilities of mild and moderate mental handicaps. English for the foreign-speaking services are provided at another
elementary.

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Jonas E. Salk Elementary School School Improvement Plan 2009-2010
Salk School provides two moderate mentally handicapped classrooms. These are self-contained classrooms. One class serves the primary level
students, and the other class serves the intermediate students. These classes serve all designated students in the Merrillville district. In addition,
there is a resource room with an LRE teacher serving all grade levels.

The support staff includes one full-time secretary, one part-time secretary, a computer technology aide, a full-time media clerk, and a
behavioral/instructional aide, a cafeteria staff of four and four custodians. There are 7 aides for playground and cafeteria supervision. A full-
time teacher aide is responsible for photocopying, laminating, and meeting other various teacher needs. A full-time school nurse is in the
building. . Four para-professionals assist students with special needs.

Salk School continues to house the Honors program for the elementary schools. Students from each of the five elementary schools are selected at
the end of second grade to participate in a self-contained gifted-talented program in grades three and four.

In order to keep communication open between parents and staff, we have parent conferences and a parent information line, which informs
parents of student homework assignments, information regarding lunch, school calendar and other activities. To better communicate with
parents, a Synre phone system has been installed. Monthly principal newsletters, P.T.O. newsletters and monthly meetings with principal and
P.T.O board members also allow communication between school and home.

Every day that school is in session, after-school extended day care is available. An all day program for pre-school children of working parents
from 6:00 a.m. to 6:00 p.m. is provided.

After-school programs, which include Girl Scout and Boy Scout after-school activities; Young Rembrandts and Merrillville Jr. Pirate basketball,
are held in the evenings.

B. Description and Location of Curriculum
The curriculum for language arts, math, social studies, science, art, music, and physical education is based on the Indiana Academic Standards.
We have created curriculum maps for math, social studies, and science. All of the certified staff, K-4, has been instructed in 4-block language
arts program, power writing program, 6+1 Traits, mental models, and mastering math facts program and are implemented daily in the classroom
The Baldrige Integrated Management System as the basis for the design of the curriculum. Copies of the curriculum are located in the classroom,
central office of the Merrillville School Corporation, the office of Salk School, and the Merrillville Corporation website. Updated copies are
distributed as needed.

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C. Assessment Instruments

The Indiana Statewide Testing for Educational Progress-Plus (ISTEP+) is given to all third and fourth grade students. The Northwest Evaluation
Association, NWEA, test is given to all Grade 2 students in the spring.. The results are shared with the parents. A record is kept on the progress
of each student as an individual from year to year which is the purpose and focus of the test.
ISTAR is used to evaluate MOMH students in third and fourth grade.

Universal screening of all students is conducted 3x a year. For grade 2-4, the Rigby Reads Assessment for comprehension is used. Dibels is used
in grades K-4. The Merrillville Community School Corporation Kindergarten Readiness test is given to all incoming kindergarten students.
In the year 2009-2010, Aquity will be used for grades 2-4, and the Scholastic Reading Inventory will be used for grades 1-4. Formal and informal
running records will also be given by teachers in grades K-4. In the spring Metropolitan Early Childhood Assessment is given in the spring to all
kindergarten students. Results are used from these various assessments to identify Title 1 and Remedial Reading students and possible students
for RTI. Assessment results are provided to parents, while teachers use assessments to create flexible grouping for Guided Reading.

Students in grades 1-4 are evaluated on math Power indicators. They are regrouped for remediation and enrichment.                Quarterly math
assessments are conducted.

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Jonas E. Salk Elementary
School Vision and Mission Statement

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II. Statement of Vision and Mission
Merrillville Community School Corporation Vision Statement

At the crossroads of Northwest Indiana, the Merrillville Community Corporation creates a hometown feeling in a metropolitan area. This sprawling school community,
nestled in comfortable neighborhoods settings, offers attractive, well-maintained and safe schools and a comprehensive curriculum with state-of-the-art technology. A
wide range of educational programs and activities are equally available to all, from pre-school to senior citizens. Families are woven into a tapestry representing various
ethnic, racial and religious traditions united by the common bond of seeking a quality education for community.

People feel a close connection to the school system due to the emphasis on communication. Communication is the core that allows for a collaborative relationship among
the school staff, parents and community. These relationships foster and support the learning experiences that challenge each student at a level appropriate to the
individual’s needs and interests.

The Merrillville community has long enjoyed a reputation for the professional competence and character of it faculty, staff and administration. The professional staff
understands and accepts personal responsibility for achieving the mission of the school corporation. The school system is committed to designing an organization of
learning that seeks continuous improvement and quality, resulting in highest student achievement. Clearly written goals, aligned with rigorous academic standards, have
been established that go far beyond the minimum standards required by the Indiana Department of Education. These goals also focus on developing independent, life-
long learners and responsible, productive citizens.

Learning environments throughout the school corporation are energized by a sense of awe, curiosity, and enthusiasm generated by knowledgeable, caring adults who
ignite and sustain the desire to learn. Teachers who use a wide range of teaching methods cause students to become inspired learners. Students find the content of their
subjects to be meaningful and applicable to the next stage of their development as learners. Each student is motivated to take ownership for learning resulting in the
mastery of basic skills, literacy in a wide range of subjects and proficiency in the use of technology.

Students are able to make intelligent academic, personal and career choices as a result of individual counseling and community-based learning opportunities. Career
exploration activities are provided through internships and mentoring with local business people, civic leaders and government officials. Other interests are pursued
through participation in curricular and co-curricular activities. Upon graduation, students are then prepared to further their vocational and academic goals leading to
productive and satisfying career choices.

Parents are actively involved in the education of their children and have entered into a highly functional partnership with the schools. The school system provides
excellent communication to homes so that parents feel fully informed about their student’s educational plan and progress toward its fulfillment. Exemplary programs are
available to parents who seek more knowledge and skills related to effective responsible parenting. Parents take responsibility for knowing and supporting school policies
and classroom standards. They establish and maintain high expectations for scholarship and citizenship.
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Parents enthusiastically support their students in activities by attending school programs and events. They further support the schools by working as volunteers in a wide
variety of ways that enrich the school district’s capacity to provide opportunities for all it students.

Citizens served by the Merrillville Schools take pride in the cultural diversity of their school community. Individuals respect the heritage and traditions of the many
groups living compatibly together. People feel their school system provides equal opportunities for all, values everyone’s input, and is fair and just. The Merrillville
community School Corporation exists to uphold this vision.

Jonas E. Salk Vision Statement

Salk School is a safe and welcoming environment where everyone abides by the Pirate Code by being responsible, respectful, and safe. Researched based best practices
are used for both instructional and behavior purposes. These strategies will close the achievement gap while facilitating highest student achievement.

Belief Statements
    • We believe it is our job to facilitate students to become independent learners and thinkers
    • We believe that education should be interesting and fun
    • We believe in teaching all students the necessary skills to be successful both in school and in life
    • We believe in building positive relationships with the entire Salk family
    • We believe in providing a safe, caring place to learn

Jonas E. Salk Mission Statement

In collaboration with parents and community, we will:
     • Create a respectful, supportive, and safe environment
     • Assist students to strive towards mastery of academic standards
     • Prepare students to be responsible and productive citizens

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Jonas E. Salk Elementary
            Data Analysis

ISTEP+   NWEA   DISCIPLINE ATTENDANCE   WRITING

           QUARTERLY ASSESSMENTS

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III. DATA SUMMARY
The status of the educational programming at Jonas Salk Elementary is derived using data collected from a variety of lagging and leading
measures. The ISTEP+ (3rd and 4th grades) is the lagging measure used to assess academic achievement of students. Leading measures used
to assess the success of the educational programming at Jonas Salk Elementary include classroom tests, benchmark reading levels, individual
indicator tests for math, and quarterly math assessments. Attendance and discipline data is also collected to complete the educational
programming picture of Salk.

2008 ISTEP+ SUMMARY OF RESULTS

3rd Grade
83% of all students passed English/Language Arts and 80% passed Math. There were no significant gaps in ELA. However, in math,
there is a significant gap between our African American Students and Caucasian students (71% and 85%) .

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4th Grade
84% of all students passed English/Language Arts and 82% passed Math. There is significant gap in ELA academic achievement
among 4th African American and Caucasian students (81% and 90%) and male and female students (82% and 92%). In math
achievement, there is a significant gap between African American and Caucasian (72% and 88%).

2008 SPRING NWEA SUMMARY OF RESULTS
2nd Grade
Overall, the 2nd grade students scored below the National norms in the areas of reading and math. Areas of concern include
computation, Vocabulary, and writing application.

TECHNOLOGY USAGE
Classrooms attend the computer lab once a week for 40 minutes. Jonas Salk Elementary has a 98% attendance rate for scheduled computer
times. A technology map is used for technology curriculum.

ATTENDANCE
Attendance continues to be an area of concern. Jonas Salk Elementary average attendance percentage for 2008-2009 school year was 95.8%.
This is below the state average.

DISCIPLINE
A referral may be given by the teacher, aides, or principal. A student that has received a referral receives one of the following consequences:
recess detention, lunch detention, isolation, or timeout. They may also have received an in-school or out-of-school suspension. As of April
22, 2009 , there have been 518 referrals.

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12
13
14
15
16
17
18
19
20
21
22
23
24
Salk - Grade 3
                      Percent Passing ISTEP

100

                           91                   92
 90                        89
                 87
                                                83              82
 80                                                     81      80
                 79
         76                                             76
         73
 70

 60

 50

 40

 30

 20

 10

  0
      2002    2003      2004              2005       2006    2007

                                Eng/LA   Math

                                                                     25
Salk - Grade 4
                Percent Passing ISTEP

100

                                           93
90
         86                                86      85
                 83
80                                                 79
                 78
         73
70

60

50

40

30

20

10

 0
      2004    2005                      2006    2007

                       Eng/LA    Math

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Achievement GAP
                                              English - Grade 3 Salk
                                             Percent Above Standard

100
                                                                95
                                             92                                    93
90                                                              91                                 91
                                             88                 88                 87
                                             86                 86                                                   85
         83                                                                                                          83
80                        81                                                       80                                80
                                                                                                   79
         77
                                                                                                                     72
70
                                                                                                   68

60
                          56
                          53
50

40       40

30

20

10

 0
      2001         2002                   2003             2004                2005            2006               2007

              Caucasian        Hispanic      African American        Free and Reduced Lunch   Special Education

                                                                                                                          27
Achievement GAP
                                  English - Grade 4/Salk
                                 Percent Above Standard

120

100                                                                                             100
                                                                98
                                   95
                                                                92                              93
         90                                                     90
         87
         86                                                     85
                                                                84                              84
         82
80                                 80

         72                        71                                                           72
                                   69

60                                                                                              60

40

20

 0
      2004                     2005                          2006                            2007

      Caucasian   Hispanic   African American   Free and Reduced Lunch   Special Education      LEP

                                                                                                      28
Achievement GAP
                                               Math - Grade 3 Salk
                                             Percent Above Standard

100      100
                                                               95
90                                                             91
                                                               89
                                                               88              88                               88
                              87                                                                                87
         85                                                                                     85
         n/a                  n/a            83                                83
80                                           80                                                                 80
                                             77
                                             73
70                                                             71
                                                                               67               68              67

60

50                            50

40                            40

30       30

20

10

 0
      2001                 2002          2003               2004            2005            2006           2007

               Caucasian      Hispanic   African American    Free and Reduced Lunch   Special Education   LEP

                                                                                                                     29
Achievement GAP
                                   Math - Grade 4/Salk
                                 Percent Above Standard

120

100                                                             100
                                                                95
                                   90                           90
                                   88
                                                                                                85
         82                                                     83
80                                                                                              80
         78                                                                                     78
         74
         73
                                   71
                                   69
                                                                66                              66
60
         56

40

20

 0
      2004                     2005                          2006                            2007

      Caucasian   Hispanic   African American   Free and Reduced Lunch   Special Education      LEP

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ISTEP WRITING APPLICATION DATA

                   0             1            2            3   4        5             6
   2007
  Grade 3          0             0            7        32      37       20            4
  Grade 4          0             0            2        20      60       17            1
   2006
  Grade 3          0             1            5        24      59       11            0
  Grade 4          0             0            1        23      73        3            0
   2005
  Grade 3          0             3            30       49      11       3             0
  Grade 4          0             3            28       47      17       2             0

Third Grade ISTEP+: Math
Applied Skills Frequency Distribution
 Item #            Points Poss.      0 Pts.        1 pt.       2 Pts.        3 Pts.
 Number sense      2                 2%            4%          95%
 Number Sense      2                 30%           5%          65%
 Problem solving   3                 8%            36%         33%           23%
 Problem solving   2                 31%           32%         37%
 Problem solving   3                 25%           5%          14%           54%
 Problem solving   2                 77%           4%          19%
 Problem solving   3                 10%           26%         59%           5%
 Geometry          2                 22%           62%         16%

Fourth Grade ISTEP+: Math
Applied Skills Frequency Distribution
 Item #                Points Poss.  0 Pts.        1 Pt.       2 Pts.        3 Pts.
 Algebra and functions 2             33%           30%         35%
 Measurement           2             13%           19%         68%
 Problem Solving       2             61%           10%         28%
 Problem Solving       3             37%           9%          19%           34%
 Problem solving       2             42%           27%         29%
 Number sense          2             12%           34%         54%
 Number Sense          2             22%           44%         32%
 Geometry              2             51%           19%         29%
 Computation
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                       2             40%           19%         40%
 Computation           2             28%           34%         36%
 Problem Solving       2             66%           6%          28%
32
Second Grade NWEA Mean RIT Score

            200

            198

            196

            194

            192
RIT Score

                                                                                 Language
                                                                                 Math
                                                                                 Reading
            190

            188

            186

            184

            182
                  2002   2003   2004       2005        2006        2007   2008

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3rd Grade NWEA Mean RIT Score

            210

            208

            206

            204

            202
RIT Score

                                                                               Language
                                                                               Math
                                                                               Reading
            200

            198

            196

            194

            192
                  2002   2003   2004       2005       2006       2007   2008

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4th Grade NWEA Mean RIT Score

            218

            216

            214

            212
RIT Score

                                                                               Language
                                                                               Math
                                                                               Reading
            210

            208

            206

            204
                  2002   2003   2004       2005        2006      2007   2008

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English/Language Arts - Grade 3
                                        Spring NWEA Predicting Fall ISTEP 2007
100
                                                                                   94
                                                                                        90
90
                                                                                              84
                                                                                                   80                          81
80                                                                                                                   78
                     74
                                              71                                                                72
70                                                                                                                        68

60                            58                          57
                                   56                                    55
                                         51
50
      44                                                       45
                                                                    43
           41
40              38

30

20

10

 0
           Fieler                  Iddings                     Miller                    Salk                        Wood

                          Spring NWEA Rdg          Spring NWEA LA        Spring NWEA Rdg+LA        Fall ISTEP

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English/Language Arts - Grade 4
                                        Spring NWEA Predicting Fall ISTEP 2007

100

90
                                                                                                   85
                                                                                                                               80
80                                                                                                              77   76
                              73   74                                              74   73
                                              72                                                                          71
70                                       67
                     65                                   64             65                   65
      60                                                       59
60
           55
                                                                    53
                51
50

40

30

20

10

 0
           Fieler                  Iddings                     Miller                    Salk                        Wood

                          Spring NWEA Rdg          Spring NWEA LA        Spring NWEA Rdg+LA        Fall ISTEP

                                                                                                                                    37
Mathematics - Grade 3
                               Spring NWEA Predicting Fall ISTEP 2007

100

90
                                                                                   84
                                                                                               82
80                  77

                                                                                                         69
70                                                                                                  67

60

                                  51
50
                         45
                                                   42            41
40    37

30

20

10

 0
           Fieler         Iddings                       Miller                          Salk         Wood

                              Grade 3 Math Spring NWEA                Grade 3 Math Fall ISTEP

                                                                                                              38
Mathematics - Grade 4
                              Spring NWEA Predicting Fall ISTEP 2007

100

90

                                                                                               79
80                                                                                                       76
                                 75                                                74
                    72                                                                              71
70
                         62
60
                                                                 54
      52
50
                                                   43

40

30

20

10

 0
           Fieler         Iddings                       Miller                          Salk         Wood

                              Grade 4 Math Spring NWEA                Grade 4 Math Fall ISTEP

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Discipline Violations Longitudinal Data

                                                2004-     2005-   2006-   2007-
                                                2005      2006    2007    2008
        Refusing to Follow Directions            63        39      35      174
Does Not Keep Hands, Feet, Objects to Self        30        27      27      81
       Disrespectful to another student           17        22      29      28
  Use of Improper/Inappropriate language           6        18      10      42
  Excessive Talking in class, cafeteria, hall    19         4       4      144
    Cheating on class assignment or test          8         0      10       19
     Repeatedly not finishing homework           236       239     206      1
             Disrepectful to adult                28        13      15      58
              Lying to someone                    6         5       8       27
                   Fighting                       18        28      33      16
    Threatened to harm another student           11         3      12       10
          Throwing food in cafeteria               2         0       0       0
    Comet to school after the starting bell       37        82     225       0
     Major or minor vadalism to school            2          5       2       7
                   Stealing                        5         5       4      14
         Misbeahving on school bus                4         1       2       18
Forging or attmepting to forge someone else       7         0       4       3
Miscellaneous behavior vilation and/or severe     5          3       3       5
  Possession of deadly weapon/look alike          1         1       1       1

                                                                                  40
Behavior Referrals

                      180

                      160                                                                 161

                      140                                                        142

                      120
Number of Referrals

                      100
                                                                                                         2005-2006
                                                                                                         2006-2007
                                                                                                         2007-2008
                      80
                                                                                                    75

                                 64
                      60                   60      58
                                                   51      52
                                                   45
                      40

                                                                     30                   32
                                           29              29
                                                           28                             29        27
                                           24                        24
                      20                                                         21
                                                                                 19
                                 18
                                 10                                  10                             9
                        0
                            Aug/Sept.   Oct.    Nov.    Dec.       Jan        Feb.     March    April

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Jonas E. Salk School (K-6)
                                                                                 2007-2008 Annual Quality of Education Parent Survey

We appreciate your willingness to take a few minutes to complete this short survey. Your thoughtful responses to each of the items will help us to improve further the quality of education that is provided to our
students and your children. Please return the completed survey to the school in the report card envelope no later than April 7, 2006.

                                                                                    Strongly      Agree          Disagree         Strongly     Do not
                                                                                     Agree                                        Disagree     know
1. I feel welcomed in my child’s school.                                          105            33          1                0               1

2. My child is safe at school.                                                    98             41          0                0               0

3. The school meets the social needs of my child.                                 82             53          4                0               1

4. The school meets the academic needs of my child.                               94             43          1                1               1

5. The school expects quality work from my child.                                 100            38          0                1               1

6. The school succeeds in preparing my child for the ISTEP+ test.                 85             37          3                0               13
7. The school provides sufficient and appropriate information regarding my        89             47          4                0               0
     child’s progress.
8. The school provides regular communication to me about school news,             82             54          3                1               0
     activities, and events.
9. School staff maintain consistent discipline which is conducive to learning.    81             52          4                0               3
10. The school provides challenging instruction in the language arts (reading,    81             52          2                1               3
      writing, listening, and speaking.)
11. The school provides challenging instruction in mathematics.                   85             49          3                1               2
12. The school provides challenging instruction in science.                       75             50          4                0               11

13. The school provides challenging instruction in social studies (geography,     75             51          2                0               11
      history, ….).
14. The school prepares my child to use computers and technology.                 91             43          2                0               4
15. The school is preparing my child to be successful in the future.              86             49          3                0               1
16.The school staff encourages children to be respectful and responsible.         108            32          0                0               0

17. Students are treated equally and fairly.                                      84             49          5                0               2

                                                                                                                                                                                                                      42
Jonas E. Salk Elementary
Current Status of Educational Programming

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A. SCHOOL CURRICULUM AND STATE STANDARDS

Salk school is committed in seeking continuous improvement and quality in achieving highest student achievement. The curriculum in each
core academic area is aligned to the Indiana Academic Standards. A committee is used to determine which textbooks are best aligned with
the State Standards and provide appropriate instruction for struggling, average, and accelerated students. Supplemental materials are used to
complete pieces that may be weak or missing from adopted textbook programs. In order to align all grade levels and schools, curriculum maps
are used in Social Studies, Math, and Science. It is the goal of the corporation to create a curriculum map for all core subject areas. To
further align the curriculum with the state standards, the Merrillville Community Schools Writing Rubric, K-12, was developed. In order to
promote reading comprehension, the Required Reading program also aligns books recommended by the state to the Merrillville reading
curriculum.

Teachers meet on a regular basis to discuss the curriculum, identify where skills are or are not being learned and develop a plan that will
assure improved student learning in the future. Grade levels work collaboratively to provide tutorial, maintenance, and enrichment for
students throughout the school year. Focus Meetings are held monthly to discuss curricular and instructional strategies that are working in
the classroom.

Merrillville Community Schools offers a summer school program with a strong focus on essential skills. This program helps prepare students
for taking the ISTEP+ in the fall.

B. INSTRUCTIONAL STRATEGIES AND STATE STANDARDS

A variety of instructional strategies are used to promote student learning that is aligned with the Indiana Academic Standards. Teachers at
Jonas Salk Elementary will be using Rigby’s, “Literacy by Design” balanced literacy textbook to teach reading. Power Writing, 6+1
Traits and the Merrillville Community Schools writing rubrics are two of the tools used to teach writing. In Kindergarten, Rigby and the
Jolly Phonics series will be used for reading instruction and Handwriting Without Tears program are used for handwriting.

SSP: Student Success Process for Math is used in grades 1-4 for math instruction. Think, Solve, and Explain, Mountain Math, Daily Oral
Math, and Math Facts Made Easy are just a few of the instructional strategies used to teach the Indiana Academic Standards in math.
A variety of supplemental programs encourage students to continue working on skills aligned with the Indiana Academic Standards.
Academic extensions of the classroom include: Spell. Bowl competition, Book-It, Pirate Reading Program, Six Flags Reading Club,
planetarium instruction, curricula-related field trips, and special school-wide assemblies.

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In the classroom, teachers differentiate instruction to meet the needs of all learners. Instructional strategies, such as hands-on activities, visual
aides, field trips, and role-playing create an excitement for learning in the classroom. Teachers also meet the needs of individual students
through small-group or one-on-one instruction.

The Baldrige Quality Schools principles are the framework for continuous school improvement. Baldrige strategies place the ownership of
learning on the learner. Each classroom creates a mission statement. Classrooms and students set goals and chart improvement in areas of
work habits, attendance, and behavior. Mental Models, such as flowcharts, are used to provide structure to classroom procedures.

The honors program for 3rd and 4th grade students is housed at Jonas Salk Elementary. Both an accelerated and enrichment curriculum is
used. A novel based approached in used in both classrooms for reading instruction. Both classrooms, with access to laptop computers, use
technology extensively for all subject areas.

C. ASSESSMENT OF STUDENT ACHIEVEMENT

Student achievement is assessed using both lagging and leading measures. The two lagging measure are the ISTEP+ and Northwest
Evaluation Association’s Measure of Academic Progress (NWEA-MAP). The ISTEP+ test is taken in the Fall and is given to all 3rd and 4th
grade students. Students in grades 2-4 take the Northwest Evaluation Association’s Measure of Academic Progress (NWEA-MAP) in the
Spring

There are a variety of leading measures used to monitor student achievement. In Kindergarten, the Brigance and Peabody Picture and
Vocabulary test are administered twice each year. The Metropolitan Readiness test is given once each year. . Teacher-created tests, math
indicator quizzes, quarterly assessments in math, bi-monthly writing assessments, and daily math fact quizzes also provide important
information in assessing student improvement. Data from these assessments are used to evaluate student progress and plan instruction to
meet the needs of all learners.

The goals set in our previous School Improvement Plan were both met and not met. Our Language Arts goal of 82% of all third
graders will be at mastery level on the ISTEP+ fell short with 80% of our students meeting mastery. In fourth grade, our goal of 94%
meeting mastery was exceeded with 85% of our students meeting mastery in Language Arts. In Math, our third grade goal was that
78% of our students would achieve mastery. We exceed our goal with 82% of our students meeting mastery. In fourth grade, our goal
for math was that 88% of all 4th grade students would meet mastery. We fell short of our goal of 79% of our students met mastery.

After analyzing the data from both the lagging and leading measures of assessment, there are priorities for immediate attention and
improvement, which will be the focus of the school improvement plans. As noted in section 3 of this document, , writing development
and writing application are areas of needed improvement. We also want to improve in the open-ended section of the ISTEP+
decreasing the number of students achieving only 0-1 point. We also want to close the achievement gap between our black and white
students.

                                                                                                                                                  45
D. PARENTAL PARTICIPATION

The parents are a vital asset to the school in providing education support, survey data, and fund-raising projects that benefit the children as
well as the teachers and staff. The PTO keeps parents informed through a monthly newsletter. A parent is also a member of the corporation
Advisory Council and Continuous Improvement Council.

All money raised through fundraising efforts is given back to the students. These funds provide a portion of the Scholarship Fund for Salk
Elementary, ice cream for our Students of the Month, assemblies for students, classroom parties, and awards for special events. Monetary
gifts are given to the teachers at the beginning of each semester to help provide supplies for each classroom.

As part of our cultural competency component of our school improvement plan, the assemblies brought to our school focused on
diversity. An open forum about diversity was held on evening for parents. Danny Lackey, Diversity Coordinator for Merrillville
Community School Corporation led the talk in topics that ranged from parental involvement to minority stereotypes. For Black
History Month, students created a museum around the building with bulletin boards of famous black inventors and sang and
performed songs in music. In October, during Bullying Week, teachers read stories about accepting differences in others. “Fiddle
and Feet” program introduces students to the Celtic culture of music and dance. Teachers continue the cultural competency effort in
their classrooms by using a variety trade books that highlight various cultures.

A strong board of 5 parents leads PTO in organizing a variety of school-wide activities. Instead of monthly PTO meetings, Family Nights
were held bi-monthly. The themes for those nights include Bingo night, Winter Fest, Literacy Night, and a beach themed end of the year
party. PTO also provided a special treat for Student of the Month winners, which was held after the school-wide assembly honoring these
students.

Parent volunteers assist with a variety of activities throughout the school year. These activities include:
       Open House
       Grade level supply bag sale
       Kindergarten registration
       Book Fair
       Christmas Gift Shop
       Classroom parties
       Market Day
       Walking program

                                                                                                                                                  46
E. TECHNOLOGY AS A LEARNING TOOL

Salk Elementary School has some of the most current technology available to its staff and students. The Merrillville Community Schools
Corporation K-4 technology curriculum is the foundation for implementing the state standards.

Salk School is equipped with two PC labs containing 30 student workstations, a laser printer, Smart Board, three digital cameras, one digital
video camera, and two scanners. In addition, there is a PC lab in the 3rd grade Honors class containing 19 laptop stations, a scanner, digital
camera, and printers. Each workstation is connected to the corporation server to provide faster access to the Internet and to the student’s
password-protected folder. All student workstations are equipped with Windows 2000 Professional. Both PC labs are equipped with a
projection system connected to the teacher station, allowing for classroom instruction.

A weekly schedule guarantees each class one session per week with additional time available as needed. Each grade level has a
technology curriculum that is to be used to enhance the learning of the Indiana Academic Standards. To achieve writing goals, students use
word processing, Kid Works, HyperStudio, and/or Power Point, to draft, edit, revise, and publish student writing and/or projects. Research
skills are practiced through Internet projects using websites. Graphic organizers and mental models are created on Inspiration. Websites on
the Internet are used for tutorial purposes to reinforce and maintain skills. Salk piloted the PLATO learning system this year. It was used
as a remediation tool for at-risk students in 3rd and 4th grade.
The Merrillville Community School Corporation and Salk Elementary are continually providing professional development opportunities for
their staff in the area of technology. Professional development opportunities are offered on an as needed basis, in after-school sessions, and in
the summer. Some examples of workshop topics include:
         Microsoft Word Basics
         Developing Web Quests
         Integrating Technology into Lessons
         KidWorks
         Excel for Beginners and Advanced
         Multimedia using Hyperstudio
         Scott-Foresman Math
         Inspiration
         Power Point
         Web page Design

F. SAFE AND DISCIPLINED LEARNING ENVIRONMENT

The administration and staff at Salk School have worked to create a secure and safe environment. A School Crisis Guide has been
created and distributed. Fire, tornado, and lockdown drills are practiced. Security doors and cameras provide limited and
monitored access to the building. Visitors must sign in/out and wear a dated identification badge. Parents picking up children must
show identification to verify identity. Parents are asked a series of questions to verify phone calls and identity of whom is talking.

                                                                                                                                              47
The Merrillville Community School Corporation, as a member of the Partnership for a Drug-Free Lake County, provides extensive
intervention within all its schools. Some of the interventions practiced at Salk School include Drug Abuse Resistance Education, The Officer
Friendly Program, Red Ribbon Week and the drug program at Robert Crown Health Center.

Clear guidelines for student behavior are provided to each student in a handbook and calendar, which is given when they enter Salk School
every year. The handbook has discipline policies and operating procedures. The student’s parent is requested to review the handbook with
their child and sign an acknowledgment form. The staff also reviews the handbook with the students and clarifies any questions. In addition
to standard procedures for major and minor offenses, the school district has implemented a zero tolerance policy regarding serious offenses.
These acts are grounds for expulsion. This year our corporation implemented a Civility Policy that provides communication guidelines for
students, staff, and parents. A corporation wide focus on bullying is conducted twice during the year. The social worker, along with
teachers on the bullying committee, develop activities during the bullying week. These topics are reviewed throughout the year
through our school-wide Monday Morning meetings and in classroom meetings.

Comprehensive, consistent, progressive discipline, homework and tardy plans have been developed. Any referrals for behavior are monitored
and graphed according to the Baldrige Principles. Results are shared with students at Monday morning meetings and goals are established for
the next month. The other methods used to discipline students include, but are not limited to, student and/or parent conferences, lunch or
before and after-school detention, peer mediation, counseling referral, behavior contract, reprimand, warning, in-school suspension, out-of-
school suspension, or expulsion.

A healthy climate between students and staff in our school promotes a positive and cultural competent school experience. Through positive
interaction with the staff, student learning, self-esteem, and self-discipline are promoted. An example of this would be our Monday Morning
Meetings. Each Monday morning the principal addresses important issues emphasizing formal behavior and helping students focus on
weekly or monthly goals. Staff is available to students before school, during lunch, and after school for assistance in both academic and
social problems. Teachers implement daily morning meetings in their classroom. Teachers use their knowledge from our Ruby Payne
training to create positive relationships with students. Issues such as cultural diversity and socio-economic diversity are addressed through the
sharing and discussion portions of these meetings. Monthly activities such as Black History month, Holidays Around the World, and the
integration of multi-cultural literature add the understanding and acceptance of all cultures in our diverse population. In the 2007-2008 school
year, teachers incorporated anti-bullying techniques to their morning meetings. Students will be taught the definition of bullying, how to stop
a bully, and what to do if someone you know is being bullied.

In the 2007-2008 school year, a more positive based incentive program was used to promote formal behavior. PBIS was implemented
school-wide. Two teams were established: the Universal Team created lessons and activities based on behavior data, and the
                                                                                                                             48
Secondary Team focused on those students in which the regular intervention strategies do not work. Students were taught through
modeling and reinforcement the expectations for Salk. Three times a year, students were moved to stations to be taught the
expectations at various areas of the school. Each week a different expectation will be the focus of our classroom meetings. The school
posted the “Pirate Code” throughout the building to remind students of the expectations. Bi-weekly Cool Tools were developed and
taught. All students worked on that behavior skill and were rewarded by earning tickets. The tickets went into a classroom weekly
drawing for prizes out of the treasure box. Booster Weeks were held to promote following the Salk Code during special times of the
year. Students that earned a certain number of tickets earned rewards such as game day, movie and popcorn, special snack, etc…
The HUG program was developed. Repeat offenders of discipline were partnered up with a mentor. They checked in and checked out
each day with a progress report of their behavior. Students moved in and out of the program as their behavior improved or declined.

 Teachers and administrators work with students and their parents to develop a healthy home/school partnership. We have continued to
implement our after-school pick-up procedure for parents whose children are not riding the bus. Students are individually released to parents/
guardian, which in turn increases the safety and protection of our students. Monthly newsletters are sent home to parents with school-wide
and grade level information. Parents and teacher communicate through e-mail, phone, and assignment books.

G. PROFESSIONAL DEVELOPMENT

The Merrillville Community School System is committed to the professional development of the staff. There are six half-day periods
dedicated to professional development. A corporation committee, Partners in Excellence (PIE), and the Continuous Improvement Council
(CIC), determine the focus of each professional development day. The focus for professional development is to continue to align curriculum
with new state standards and to implement the PL 221 document.

The Continuous Improvement Council, consisting of teachers, staff, administrators and parents, leads the school improvement movement.
This group is in charge of developing the school improvement plan and communicating issues to the rest of the community. The meetings are
held after school and during the school day.

The Salk School staff has been trained in the Baldrige Integrated Management System. The corporation is using the Baldrige System as a
model in developing its improvement plan.

Workshops are available through NWIESC and other resources depending on the availability of funding. Teachers are encouraged to
continue their professional development related to personal teaching needs. Throughout the year, teachers also have the opportunity to attend
various technology workshops. Classes are developed according to teacher needs, which include a range of topics. These topics include
anything from basic computer literacy to web page design.

                                                                                                                                           49
The Teacher Enhancement Program, TEP, is available to tenured teachers as an option to teacher evaluation. Each teacher, who chooses to do
so, is able to pursue an area of choice to improve instruction.

Shared Information Services are utilized to provide teaching resources.

In 2007-2008, our Professional Development plan was the 6 Traits of Writing. In a follow-up survey, 100% of all staff members felt
they learned useful activities to meet the needs of all learners in the classroom. Our September, October, November, February, and
March in-service consisted on training teachers in the 6 Traits and how to teach and implement them into their writing block.
Teachers developed and shared strategies used and learned in the previous in-services. Teachers also reflected on data to analyze and
revisit goals for the 2008-2009 school year.

Professional development for the 2008-2009 school year will focus on ELA and math. Teachers will begin training in the newly
adopted reading program, Literacy by Design. Teachers will be introduced to the components of Balanced Literacy. Teachers will
learn how to used leveled readers for small group instruction. One teacher will begin training to become our Literacy Coach. This
training will be provided by LASS. We will also conduct at book study and DVD study of, The Fluent Reader by Timothy Rasinski.
The chapters will be divided and each teacher responsible to summarize and teach the staff. In math, we will continue to study ways
to include best practices and higher order thinking strategies into problem solving.

                                                                                                                                       50
Jonas E. Salk Elementary
Student Achievement Goals

                            51
1.0 Leadership
                                  Continuous Improvement Council, Principal,
                                                    Teachers

                                                                                                 7.0 Results
                3.0 Aim
    Highest Student Achievement                                                                   2004-2005
                                                                                                   3rd: 91%
                                                                                                   4th: 86%

                                                                                                  2005-2006
                                                                                                  3rd: 92%
                                                                                                   4th: 83%

                                                                                                 2006-2007
                                                                                                  rd
                                                                                                 3 grade: 81%
                                                                                                  th
                                                                                                 4 grade: 93%

                                                                                                 2007-2008
                                             2.0 Goals and Measures                               rd
                                                                                                 3 grade: 80%
                                              English/Language Arts                               th
                                                                                                 4 grade: 85%

                                    To increase our overall 3rd and 4th grade
                                    ISTEP+ mastery level by 1% each year.

                                                                                   4.0 Information and Analysis
                                                                                              1. ISTEP+
                                                                                              2. NWEA
      5.0 Human Resources
                                                                                   3. MCSC writing assessments
           1. School staff
        2. Parents/guardians
                                                                                    Classroom assessments
           3. Ruby Payne                            6.0 Processes
      4. University students                       1. Mental Models                 t
 5. Indiana Academic Standards
                                                   2. Power Writing                          )
6. Writing Rubrics                                 3. Being a Writer
           7. 6+1 Traits
          Being a Writer                               4. Modeling
                                           5. Writing across the curriculum
                                     6. Use of Technology: Internet research;
                                                    Inspiration; Word
                                        7. Grade Level appropriate activities:
                                                        a. rhyming
                                         b. Rigby Leveled readers and Sourcebook
                                                    c. vocabulary

                                                      e. journaling
                                                  f. Jolly Phonics
                                        g. Open-ended response questions
                                               h. Daily oral language
                                               11: 6+1 Traits

                                                                                                                  52
1.0 Leadership
                                Continuous Improvement Council, Principal,
                                                Teachers

                                                                                         7.0 Results
             3.0 Aim
                                                                                         2004-2005
  Highest Student Achievement
                                                                                          3rd: 89%
                                                                                          4th: 73%

                                                                                         2005-2006
                                                                                          3rd: 83%
                                                                                          4th: 78%

                                                                                        2006-2007
                                                                                          3rd: 76%
                                                                                       th
                                                                                      4 grade: 86%
                                         2.0 Goals and Measures
                                                                                        2007-2008
                                                  Math                                   3rd: 82%
                                                                                         4th: 79%
                                 To increase our overall 3rd grade ISTEP+
                                   mastery level by 1% and 4th grade
                                 ISTEP+ mastery level by 2% each year.

     5.0 Human Resources                                                     4.0 Information and Analysis
         1. School staff                                                               1. ISTEP+
      2. Parents/guardians                                                             2. NWEA
         3. Ruby Payne                                                          3. MCSC Assessments
     4. University students                      6.0 Processes                 4. Mastering Math Facts
5. Indiana Academic Standards                  1. Mental Models
      6. Curriculum maps                        2. Manipulatives
   7. Quarterly Assessments                    3. Mountain Math
                                           4. Think, Solve, Explain
                                    5. Grade level appropriate activities:
                                                   a. calendar
                                                    b. games
                                                   c. centers
                                               d. daily oral math
                                                e. spiral review
                                                6. Flex grouping
                                       7. Mastery Math Facts program
                                        8. Think, solve, Explain
                                9. SSP: Remediation and Enrichment program

                                                                                                            53
1.0 Leadership
                                   Continuous Improvement Council, Principal,
                                                   Teachers
                                                                                            7.0 Results
                                                                                   2004-2005: 314 Total Referrals
            3.0 Aim                                                                    Repecting Others: 60
Create a Healthy, Safe, Friendly                                                          Hands/Feet: 49
     Learning Environment                                                             Following Directions: 88
                                                                                   2005-2006: 184 Total Referrals
                                                                                       Respecting Others: 40
                                                                                           Hands/Feet: 29
                                                                                    2006-2007 Data: 205 Referrals
                                                                                        Respecting Others: 44
                                                                                           Hands/Feet: 27
                                                                                       Following Directions: 35
                                                                                    2007-2008 Data: 648 referrals
                                                                                           Hands/Feet: 81
                                                                                        Respecting Others: 28
                                              2.0 Goals and Measures                  Following Directions: 174
                                       To decrease the number of behavior
                                    referrals, with an emphasis on respecting
                                      others, keeping hands/feet/objects to
                                       self, and following directions, by 5%
                                                      each year.

    5.0 Human Resources
        1. School Staff
                                                                                4.0 Information and Analysis
     2. Parent/Guardians
                                                                                     1. Data from AS400
        3. Ruby Payne
   4. Salk Essential Binder
5. Bully Program                                    6.0 Processes
6. PBIS trainer                      1. School-wide Monday Morning Meetings
                                           2. Daily classroom meetings
                                              3. Salk Essential Binder
                                                  4. Peer Mediation
                                             5. Bully Training/Program
                                              6. Ruby Payne Training
                                             7. Implementation of PBIS

                                                                                                                    54
Jonas E. Salk Elementary
Areas of Needed Improvement

                              55
After analyzing the data from both the lagging and leading measures of assessment, there are priorities for immediate attention and
 improvement, which will be the focus of the school improvement plan. As noted in section 3 of this document, writing application,
    open-ended problem solving, computation, vocabulary, and reducing the number of behavior referrals, with an emphasis on
  respecting others, keeping hands, feet, and objects to self, and following directions, will be our priorities for the 2008-2009 school
                                                                  year.

                                                                                                                                      56
Jonas E. Salk Elementary
       Scorecard

                           57
MERRILLVILLE COMMUNITY SCHOOL CORPORATION
                             BALANCED SCORECARD                                    SCHOOL: Jonas E. Salk Elementary                                        2007-2008

Aims: 1. Implement Integrated Management System
     2. Produce Highest Student Achievement
     3. Provide Professional Development
     4. Create Healthy, Safe, Friendly Learning Environments
     5. Build Family and Community Communication and Involvement

                                                                             Performance Projections for Third Grade                                Performance Projections for Fourth Grade
                                                      G                               (Chart in Results 7.0)                                                 (Chart in Results 7.0)
                      Lagging or
                                      Leading         r
                       Results                                 Actual      Proj.   Actual   Proj.   Actual   Proj.      Actual   Proj.   Actual   Proj.   Actual   Proj.   Actual   Proj.   Actual   Proj.
 Goal Focus (2.0)                     Measures        a
                      Measures
                                        (4.0)         d
                         (4.0)
                                                      e        04/05      05/06    05/06    06/07   06/07    07/08      07/08    08/09   04/05    05/06   05/06    06/07   06/07    07/08   07/08    08/09

To increase our
overall third grade                    quarterly
math ISTEP+                          assessments
mastery level by
                       ISTEP+
1% and fourth
                        NWEA
                                    indicator tests   K-4      89%        90%      83%      84%     76%      78%        82%      83%     73%      75%     78%      80%     86%      88%     79%      81%
grade math
ISTEP+ mastery                        mastering
level by 2% each                      math facts
year.
                                    MCSC writing
                                     pre&post
                                        test
To increase our
                                      monthly &
overall third and
                                      bi-monthly
fourth grade
                       ISTEP+          prompts
Language Arts
                        NWEA                          K-4      91%        92%      93%      94%     81%      82%        80%      81%     86%      87%     83%      84%     93%      94%     85%      86%
ISTEP+ mastery
                                       skills tests
level by 1% each
                                     from reading
year.
                                         series

                                     unit reading
                                         tests
                                                      G                                                              Performance Projections for K - 4
                      Lagging or
                                      Leading         r
                       Results
 Goal Focus (2.0)                     Measures        a
                      Measures
                                        (4.0)         d        Actual      Proj.   Actual   Proj.   Actual   Proj.      Actual   Proj.
                         (4.0)
                                                      e        04/05      05/06    05/06    06/07   06/07    07/08      07/08    08/09

                                                                                                                        648
                                                                                    175              204                as of
To decrease
                      Data from      Weekly Data               367                   as               as
behavior referrals
                       AS400         from AS400       K-4
                                                               Total
                                                                           349       of
                                                                                            166       of
                                                                                                             193         5-
by 5% each year.
                                                                                   4/1/06           4/1/07               01-
                                                                                                                         08      600
                                                                                                                                                                                               58
Jonas E. Salk Elementary
Proposed Interventions and Strategies: Action Plans
                     Kindergarten
                      First Grade
                     Second Grade
                      Third Grade
                     Fourth Grade

                                                      59
MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?
School: Jonas E. Salk                  2008-2009        Responsibilities: Kindergarten teachers, staff, administration
GOAL: All kindergarten students will master numeral recognition up to 20.
GOALS -- LAGGING AND LEADING STRATEGIES                                 EVIDENCE OF DEPLOYMENT               RESOURCES REQUIRED
INDICATORS
MCSC quarterly assessments           Mountain Math                      lesson plans                         Mountain Math Program
classroom assessments
observations
checklists
Kdg. Readiness assessment            calendar / problem of the day      lesson plans                         calendar/overlays
                                    mental models                     lesson plans and posted models     Learning Structures by Ruby
                                                                                                         Payne
                                    manipulatives                     lesson plans                       manipulatives
                                    learning centers                  skills checklist                   learning centers
                                    Remediation/enrichment program    Lesson plans                       Teaching materials, power
                                                                                                         indicators
GOAL: All kindergarten students will master letter recognition and initial sound recognition.
GOALS -- LAGGING AND LEADING STRATEGIES                                    EVIDENCE OF DEPLOYMENT        RESOURCES REQUIRED
INDICATORS
classroom assessments                Jolly Phonics                         lesson plans                  Rigby
Kdg. Readiness assessment            Rigby’s Literacy by Design                                          Jolly Phonics
observations                         Balanced Literacy
                                     daily practice                        lesson plans                  set of letters
                                    calendar                          lesson plans                       calendar
                                    learning centers                  skills checklist                   learning centers
                                    Fountas/Pinnell Phonics Kit       Lesson plans                       Fountas/Pinnell Phonics Kit
                                    HWT: Handwriting without Tears    Lesson plans                       HWT program

                                                                                                                                       60
MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?
School: Jonas E. Salk                  2008-2009        Responsibilities: First grade teachers, staff, administration
GOAL: All first grade students will master phonemic awareness.
GOALS -- LAGGING AND LEADING STRATEGIES                                EVIDENCE OF DEPLOYMENT                RESOURCES REQUIRED
INDICATORS
rhyming assessments                  rhyming practice using            rhyming assessments                   letter tiles and books focused on
phonics assessments                  manipulatives                                                           word chunks
                                     mental models                     lesson plans and posted models        Learning Structures by Ruby
                                                                                                             Payne
                                      Rigby phonics chart              Lesson plans                          charts
                                     Balanced Literacy                   Lesson plans                        Literacy by Design

GOAL: Using the MCSC writing development rubric, all first grade students will be able to write 4 complete sentences.
GOALS -- LAGGING AND LEADING STRATEGIES                               EVIDENCE OF DEPLOYMENT                RESOURCES REQUIRED
INDICATORS
Writing prompts                   Power Writing/6+1 Traits            daily writing practice and rubric     writing prompts
                                                                      scores
                                  Being a Writer                      writing journals, lesson plans        manual
                                     mental models                      lesson plans and posted models      Learning Structures by Ruby
                                                                                                            Payne and graphic organizers
                                     Writing across the curriculum      Writing journals
                                                                                                            Science and social studies books
                                     Integration of technology          Writing samples
                                                                                                            Word, Inspiration, computer lab

                                                                                                                                                 61
MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?
School: Jonas E. Salk                   2008-2009         Responsibilities: First grade teachers, staff, administration
GOAL: All first grade students will master number sense.
GOALS -- LAGGING AND LEADING STRATEGIES                                EVIDENCE OF DEPLOYMENT                 RESOURCES REQUIRED
INDICATORS
MCSC quarterly assessments           Mountain Math                     Mountain Math student boards           Mountain Math program
MCSC indicator tests
                                     manipulatives and mental models lesson plans and posted models           Learning Structures by Ruby
                                                                                                              Payne and manipulatives
                                     standardized test practice        lesson plans and the Indiana           lesson plans and the Indiana
                                                                       Practice and Test Prep from Scott Practice and Test Prep from
                                                                       Foresman                               Scott Foresman

                                     Think, Solve, Explain              Notebook                            Notebooks
                                    SSP                                 Lesson plans                        Teaching materials, power
                                                                                                            indicators, assessments

GOAL: All first grade students will master addition and subtraction facts to 20.
GOALS -- LAGGING AND LEADING STRATEGIES                                 EVIDENCE OF DEPLOYMENT             RESOURCES REQUIRED
INDICATORS
MCSC quarterly assessments           Mastering Math Facts Prg.          computation tests and Mastering    Mastering Math Facts program
MCSC indicator tests                                                    Math Facts rocket recording sheets
Mastering Math Facts tests
                                     SSP                                class lists and assessment scores MCSC indicator and quarterly
                                                                                                           assessments
                                     homework/parental involvement homework assignments                    homework assignments

                                                                                                                                             62
MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?
School: Jonas E. Salk                 2008-2009           Responsibilities: Second grade teachers, staff, administration
GOAL: All second grade students will master vocabulary and comprehension
GOALS -- LAGGING AND LEADING STRATEGIES                                  EVIDENCE OF DEPLOYMENT              RESOURCES REQUIRED
INDICATORS
NWEA                                Vocabulary activities and             Lesson plans, charts, word         Rigby reading series, vocabulary
ISTEP+                              comprehension graphic organizers ladders, student journals, graphic practice journals,
classroom reading tests             Balanced Literacy                    organizers, lesson plans, running
                                                                         records
                                    mental models                        lesson plans and posted models      Learning Structures by Ruby
                                                                                                             Payne and graphic organizers
                                     Open-ended questions added to Tests, rubric score                       Reading series, test booklets,
                                    tests in all curriculum areas                                            rubric

GOAL: Using the MCSC writing development rubric, all second grade students will score a 4.
GOALS -- LAGGING AND LEADING STRATEGIES                              EVIDENCE OF DEPLOYMENT                 RESOURCES REQUIRED
INDICATORS
ISTEP+
Writing prompts
                                  modeling                           teacher planning and posted            literature, posted models
                                                                     samples
                                  Power Writing                      writing practice and rubric score      writing prompts
                                  Writing Block                      Student writing samples                Being a Writer, Rigby series
                                   Writing across the curriculum     Writing journals                       Science and social studies books
                                                                     Writing samples
                                  Integration of technology                                                 Word, Inspiration
                                                                     Writing samples, lesson plans
                                  6+1 Traits                                                                6+1 Traits materials

                                                                                                                                               63
MERRILLVILLE COMMUNITY SCHOOL CORPORATION

What Are Your Strategies?
School: Jonas E. Salk                 2008-2009       Responsibilities: Second grade teachers, staff, administration
GOAL: All second grade students will master number sense.
GOALS -- LAGGING AND          STRATEGIES                   EVIDENCE OF DEPLOYMENT                   RESOURCES REQUIRED
LEADING INDICATORS
NWEA                          Mountain Math                Mountain Math student sheets             Mountain Math program
ISTEP+
MCSC indicator tests
MCSC quarterly assessments
Problem solving assessments
                              daily practice of number     lesson plans and the Indiana Practice lesson plans and the Indiana
                              sense lessons                and Test Prep from Scott Foresman        Practice and Test Prep from
                                                                                                    Scott Foresman
                              manipulatives and mental     lesson plans and posted models           Learning Structures by Ruby
                              models                                                                Payne and manipulatives
                              SSP                          class lists and assessment scores        MCSC indicator and quarterly
                                                                                                    assessments
                              Think, Solve Explain         Math journals                            Math problems, textbook
GOAL: All second grade students will master computation.
GOALS -- LAGGING AND          STRATEGIES                     EVIDENCE OF DEPLOYMENT                RESOURCES REQUIRED
LEADING INDICATORS
NWEA                          Mastering Math Facts Prg.      computation tests and Mastering Math Mastering Math Facts
ISTEP+                                                       Facts rocket recording sheet         program
MCSC indicator tests
MCSC quarterly assessments
Mastering Math Facts tests
                              Mountain Math                  Mountain Math student sheets          Mountain Math program
                               SSP/Think, solve, Explain     SSP and assessment scores             MCSC indicator and quarterly
                                                                                                   assessments
                               manipulatives and mental      lesson plans and posted models        Learning Structures by Ruby
                               models                                                              Payne and manipulatives

                                                                                                                                   64
MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?

School:   Jonas E. Salk              2008-2009           Responsibilities: Third grade teachers, staff, administration
GOAL: All third grade students will master vocabulary.
GOALS -- LAGGING AND LEADING STRATEGIES                                EVIDENCE OF DEPLOYMENT               RESOURCES REQUIRED
INDICATORS
 ISTEP+                              Weekly vocabulary                 vocabulary notebook                  Rigby sourcebook
unit reading tests
unit social studies tests
                                     mental models                     lesson plans and posted models       Learning Structures by Ruby
                                                                                                            Payne and grphic organizers
GOAL: Using the MCSC writing development rubric, all third grade students will score a 4.
GOALS -- LAGGING AND LEADING STRATEGIES                               EVIDENCE OF DEPLOYMENT                RESOURCES REQUIRED
INDICATORS
ISTEP+                            modeling                            teacher planning and posted           literature, posted models
 Writing prompts                                                      samples

                                   6+1 Traits                     daily writing practice and rubric    writing prompts
                                                                  score, writing journals, interactive
                                                                  writing
                                   Being a Writer                 Writing samples                      Being a Writer manual
                                   mental models                  lesson plans and posted models       Learning Structures by Ruby
                                                                                                       Payne and grphic organizers
                                   Open –ended questions added to Tests, rubric scores
                                   various curriculum tests                                            Reading scores, tests, rubrics,
                                                                                                       Science and Social Studies
                                                                                                       books
                                   Integration of technology           Writing samples
                                                                                                            Word, Inspiration
GOAL: All third grade students will master comprehension.
GOALS -- LAGGING AND LEADING STRATEGIES                               EVIDENCE OF DEPLOYMENT                RESOURCES REQUIRED
INDICATORS
ISTEP+                               daily comprehension skills using lesson plans, skills chart             Rigby Sourcebook, leveled
                                     varied genre selections through                                        readers,
                                     Balanced Literacy

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MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?

School: Jonas E. Salk            2008-2009       Responsibilities: Third grade teachers, staff, administration
GOAL: All third grade students will master number sense.
GOALS -- LAGGING AND LEADING STRATEGIES                              EVIDENCE OF DEPLOYMENT                      RESOURCES REQUIRED
INDICATORS
 ISTEP+                              Mountain Math                   Mountain Math student sheets                Mountain Math program
MCSC indicator tests
MCSC quarterly assessments
                                     manipulatives and mental models lesson plans and posted models     Learning Structures by Ruby
                                                                                                        Payne and manipulatives
                                    flex grouping for remediation and class lists and assessment scores MCSC indicator and quarterly
                                    enrichment program (SSP)                                            assessments
                                    Open ended story problems              Math journal                          Think, Solve, Explain

GOAL: All third grade students will master computation
GOALS -- LAGGING AND LEADING STRATEGIES                                    EVIDENCE OF DEPLOYMENT                RESOURCES REQUIRED
INDICATORS
ISTEP+                               Mastering Math Facts Prg.             computation tests and Mastering Mastering Math Facts program
MCSC indicator tests                                                       Math Facts rocket recording sheet
MCSC quarterly assessments
Mastering Math Facts tests
                                     Mountain Math                         Mountain Math student sheets          Mountain Math program
                                    (SSP)                           class lists and assessment scores MCSC indicator and quarterly
                                                                                                      assessments, white boards
                                    manipulatives and mental models lesson plans and posted models    Learning Structures by Ruby
                                                                                                      Payne and manipulatives

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MERRILLVILLE COMMUNITY SCHOOL CORPORATION
What Are Your Strategies?
School: Jonas E. Salk                    2008-2009            Responsibilities: Fourth grade teachers, staff, administration
GOAL: All fourth grade students will master literary response.
GOALS -- LAGGING AND LEADING            STRATEGIES                              EVIDENCE OF DEPLOYMENT                  RESOURCES REQUIRED
INDICATORS
 ISTEP+                                 writing across the curriculum: science lesson plans and posted models           Houghton Mifflin strategies for open-
                                        and social studies                                                              ended response questions
                                        Weekly practice of writing strategies lesson plans and posted models            novels, textbooks
                                        for literary response
                                         Open-ended questions added to          Tests, rubric scores                    Reading series, tests, rubrics,
                                        various curriculum tests
                                         Balanced Literacy                      Student scores on tests                  Rigby’s Literacy by Design
GOAL: Using the MCSC writing development rubric, all fourth grade students will score a four or higher.
GOALS -- LAGGING AND LEADING            STRATEGIES                              EVIDENCE OF DEPLOYMENT                  RESOURCES REQUIRED
INDICATORS
ISTEP+                                  writing across the curriculum: science lesson plans and posted models           Houghton Mifflin strategies for open-
Writing prompts                         and social studies                                                              ended response questions
                                        Weekly modeling                         teacher planning and posted samples, literature, posted models, Being a
                                                                                                                        Writer
                                        Power Writing                           daily writing practice and rubric score writing prompts
                                        6+1 Traits                              Student writing samples                 Training in 6+1 writing
                                        Integration of technology               Writing samples                         Word, Internet, Inspiration

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