ICMS SCHOOL IMPROVEMENT PLAN 2013-14

November 1, 2013

TABLE OF CONTENTS
Mission Statement ..3 Beliefs .3 School Description 4 Demographic Data.4 Cultural Component .5 Profile ..6 Description and Location of Curriculum .7 Curriculum and Instructional Practices to Support the Academic Standards.7 Parental Involvement ..8 Community Involvement ...8 Technology as a Learning Tool ..9 Safe and Disciplined School Environment ..10 Student Data ..11 ISTEP+ ..11 Attendance Records.21 Summary of Data .22 Benchmarks for Progress..22 School Improvement Plan.22 Assessment of School Improvement Plan.26 Data Collection Timeline.27 Professional Development Plan..28 Professional Development Timeline.29 Evaluation of Professional Development Plan.35

MISSION STATEMENT
Indian Creek Middle School provides a quality educational program by setting and achieving goals that will enhance the welfare, growth, and development of our students. (Revised November 12, 2003)

BELIEFS
(established May 17, 2012) We, the ICMS staff, believe our students, staff, parents, and community must work together to maximize student achievement. our students should participate in a wide variety of activities and experiences. our students need positive role models in their lives. our students should treat others with respect and accept responsibility for their actions. our students must combine discipline and responsibility for academic achievement. our students learning environment should be safe, positive, and engaging. our students should be challenged academically and held to high expectations.

SCHOOL DESCRIPTION
Name: Indian Creek Middle School Corporation: Nineveh-Hensley-Jackson United School Corporation Corporation Number: 4255 Accreditation Year: 2012-13 Address: 801 S. Indian Creek Drive Trafalgar IN 46181 Phone: (317)878-2130 Fax: (317)878-2149 Principal: Connie Richhart Enrollment: approximately 470 Indiana School Number: 3418

Indian Creek Middle School houses approximately 470 students in grades six, seven, and eight. The school serves students from Nineveh and Hensley Townships in Johnson County and from Jackson Township in Morgan County. The corporation is a predominately rural area, including the towns of Nineveh, Trafalgar, Princes Lakes, and Morgantown. Indian Creek Middle School was built in 1976. A major renovation of the school began in July of 2002 and was completed in August of 2004. The renovation included the following: 1. Classroom space increased from approximately 600 square feet to 900 square feet, and 2. Reconfiguration of the current interior of the building to include a large group instruction room, four new science rooms, an update of the HV AC system, increased space in the cafeteria, and new technology infrastructure. Renovations in the summer of 2012 included re-tiling the locker rooms and restrooms off the Commons area and replacing the riggings and stage curtains in the auditorium. Additional technology upgrades were completed in the spring and summer of 2013 in order to support the use of iPads by all students.

DEMOGRAPHIC DATA

CULTURAL COMPONENT
Indian Creek Middle School has a very homogeneous population. Of the 519 students enrolled at some point during the 2010-11 school year, 499 were white, 4 were multi-racial, 7 Hispanic, 3 Asian, and 6 black. On a socioeconomic level, 364 students pay for their lunches, 119 students receive free lunches, and 36 pay reduced lunch prices. Although the school make-up is homogeneous, many activities and lessons are used throughout the year to help make students aware of the diversity found in our society and throughout the world. Examples of these include District-wide Martin Luther King Jr. observance; Grade level activities on the contributions of Dr. King; Eighth grade Holocaust unit; African cultural festival; Canned food drive Japanese culture PowerPoint; Language activities Various activities during Black History Month; School psychologist presentation regarding the varied needs of autistic students; Sharing information about self, family, favorites, etc.; Various activities in sixth grade Language Arts classes based on The Slave Dancer, Holes, and The Cay; Units on bullying, character education, and tolerance; Famous people in Science reports; Activities about Rosa Parks and the Childrens March; Spanish I class for selected 8th graders Underground Railroad activities; and Numerous activities and lessons through Social Studies classes on various cultures. The school corporation provides training, activities, and other opportunities for improving the cultural competency of all stakeholders. Professional development plans for this can be found later in this document. As the activities and trainings increase, awareness of differences in many areas is increasing.

PROFILE
Indian Creek Middle School houses grades six through eight. The building has 28 classrooms that are utilized on a daily basis. The building also supports a full-sized gymnasium, an auditorium, four computer labs, four Special Education suites, a teachers lounge, an area for chemical storage, the districts technology department, an administrators suite, choir and band areas, a media center, a wrestling practice area, and a cafeteria which is shared with the high school. Connie Richhart serves as the building principal and Sean Zachery as the assistant principal. There are twenty-six full-time and one half-time certified teachers, three certified teachers who are shared with other buildings in the corporation, one counselor, a technology director, a test coordinator, and a media specialist. Six instructional assistants work in special education classes, and a full-time assistant is utilized in the media center. We also house a Special Services liaison, an in-school suspension/high school Credit Recovery supervisor, three technology employees, and two transition specialists. Other support staff members include four custodians. The cafeteria, which is shared with the high school, supports a cafeteria manager and approximately twelve employees. Indian Creek Middle School provides many opportunities for the academic, physical, and social growth of students. Leadership groups such as the Student Council are open to all students. Interscholastic athletic teams available include cross country, basketball, volleyball, football, swimming and diving, wrestling, volleyball, tennis, golf, and track. Eight instructional periods divide the school day. The required curriculum includes Language Arts, reading, mathematics, social studies, science, physical education, health, visual arts, family and consumer science, general music, and business. Band and choir are offered as elective classes. Select groups of 8th graders are enrolled in Algebra I and Spanish I for high school credit. Technology supports all curricular areas. A 1-1 project implemented in August 2012 gave each sixth grader access to a netbook for use throughout the school day. This project was expanded in the fall of 2013 so that each ICMS student has an iPad for use in his/her classes every day. The Indian Creek Media Specialist and library assistant administer the media center and all its related activities. The Media Specialist plans, arranges, and implements the library information program and supports the educational philosophy and objectives of the school district. Students receive instructional information and technology skills in the Media Center and within classrooms with collaboration with the Media Specialist and teaching staff. The Media Center maintains an atmosphere which encourages student and faculty use. The Media Center sponsors two Book Fairs during

the school year and encourages reading on an ongoing basis through the Reading Counts Program and participation in the Young Hoosier Author Book Award Program. The Media Center also rewards students several times during the year for reading activities in the form of pizza parties and reading contests. The Media Center supports and tracks technology use throughout the middle school and works closely with the technology department to determine current and future technology and information needs. The Media Specialist arranges workshops for staff members and further encourages professional development through a current collection of professional journals and literature.

DESCRIPTION AND LOCATION OF CURRICULUM

The curriculum for our district is aligned vertically K-12 and is based on state standards and the transition to Common Core Standards. Teachers can easily access state standards for use in their classrooms from their classroom computers. Key ideas from the curriculum are also available on the corporation website. Initial work with the state curriculum mapping began in the 2010-11 school year, and ICMS began transitioning to the Common Core standards during the 2012-13 school year.

CURRICULUM AND INSTRUCTIONAL PRACTICES TO SUPPORT THE ACADEMIC STANDARDS

The curriculum at Indian Creek Middle School reflects the Indiana State Standards in Education. Students were issued iPads at the beginning of the 2013-14 school year in order to provide students with more varied and up-to-date resources. Access to the state standards is available through the corporation website(www.indiancreekschools.com).

PARENTAL INVOLVEMENT
Indian Creek Middle School offers numerous ways for parents to become involved. Parents participate in parent/teacher conferences, student athletic programs, student musical programs, dances, field trips, after-school activities, and clubs. Parents are also involved through the annual Open House, Parent/Teacher conferences, various forms of communication, and even as substitute teachers, volunteers, and staff members. Parents also assist with fundraising activities and school committees. Our mass calling and student management parent access systems make it easier for parents to be involved in their childrens education. Our ultimate goal is to involve every parent in some way during the school year.

COMMUNITY INVOLVEMENT
Local businesses support Indian Creek Middle School in a variety of ways. Several local food businesses provide rewards for academic achievement and our tiered discipline system. Various organizations sponsor essay, poetry, art, and other contests. The NHJ Foundation was founded during the 2011-12 school year by a group of community residents and awarded its first grants to teachers in May 2012. Music at the Creek was established in the fall of 2012 as an annual fundraiser and community event to support the Foundation. Community volunteers also help with our annual FastTrack Day which provides back to school supplies for needy families. Funding for this program comes from United Way and through local donations. The Student Council as well as each years seventh grade students complete service projects for the school and the community. Several charities such as Riley Hospital, the Leukemia Foundation, and the Susan G. Komen Breast Cancer Foundation are recipients of funds collected by our service groups. Our Media Center offers extended hours on Tuesday nights. In addition to students, community residents are welcome to use our facilities during that time. Our facilities are also used by the community outside of school hours. The Bantam League football organizations as well as AAU and Indy Hoops teams regularly use our athletic facilities. Our cafeteria is used for several gatherings throughout the year including alumni banquets and receptions. The auditorium is often used by various organizations for presentations and meetings.

TECHNOLOGY AS A LEARNING TOOL

Indian Creek Middle School relies heavily on technology as a learning tool. Our building houses the corporation technology department which supports the educational needs of students and instructs staff in the effective use of technology to support the curriculum. In addition to our teaching lab, staff members have access to four computer labs. Software and apps are available to support all subject areas. Our card catalog is computerized, and our Media Center and technology department combine funds to provide the following paid subscriptions for student and staff use: Learn 360, web feeds, and World Book Online. Criterion is used in all Language Arts classes to support student writing skills. All classrooms have Internet access, every student now has an iPad, and students are able to complete assignments and projects using both print and online sources. Digital cameras, slates, Ladibugs, media carts, and video equipment are available for classroom use. Since the 2004-05 school year, our yearbook is being produced digitally. Some textbooks are also available online. Technology is also used as a support for learning. Infinite Campus is used for the management of all student records as well as to keep parents apprised of assignments and grades, and SchoolReach is used to send mass calls to parents and staff. ICMS also administers some standardized tests, including Acuity, Core 40 Algebra, and ISTEP, online in order to receive feedback in a more timely manner. My Big Campus was added as a classroom management tool in 2013 to help organize weekly plans, assignments, and resources for students and parents as we made the transition to iPads.

SAFE AND DISCIPLINED SCHOOL ENVIRONMENT

Our school provides a safe environment for the students by requiring all visitors to register at the office and wear visitors badges throughout the building. All doors, with the exception of the main entrance, are locked during the school day, limiting access to the building. A crisis team exists to protect the students in the case of a threatening situation. Two crisis evacuation drills are held annually, and monthly lockdown drills areconducted. An intercom system and phones in each classroom in the building provide communication between the office and classrooms in case of an emergency. Established school and bus rules provide a safe and disciplined environment for the students. Steps implemented to ensure an environment that is conducive to learning instruction and learning are listed below: Students and staff recite the Pledge of Allegiance each morning before instruction. A moment of silence is held each morning in order for students to get their thoughts in order for the day. All new staff members and volunteers undergo a criminal background check before employment. Signs on all doors instruct visitors to report to the office. Anyone entering the building during school hours must enter through the office area. The inner school doors are locked during that time. Students are supervised at all times. Fire drills occur monthly, and all other drills are held as required. Every classroom posts emergency drill procedures in plain view for students. The staff has been trained to respond to bomb threats. Bus evacuation drills are held for all riders. The school employs one full-time counselor, and two others are available part-time through Adult and Child services. Students participate in drug, alcohol, and tobacco prevention programs. ICMS is a tobacco-free campus. Student handbook rules support a safe environment. Video cameras are utilized throughout the building. Johnson County Emergency Management staff periodically brings in a team to assess the overall safety of the building.

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STUDENT DATA
The following instruments were selected to collect data regarding students: ISTEP+ Attendance records NOTE: Acuity is used throughout the year for progress monitoring.

ISTEP+
PERCENTAGE OF STUDENTS MEETING ACADEMIC STANDARDS UNDER ISTEP+

Grade 6 Language Arts Standard 20012-13 2011-12 2010-11 Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School 77 87.9 78 70 76 79

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2009-10 2008-09

Indiana Indian Creek Middle School Indiana Indian Creek Middle School

74 71 73 71

Grade 6 Mathematics Standard 2012-13 2011-12 2010-11 2009-10 Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School 83.5 85.8 82 82 80 81 79 82 80 83

2008-09

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Grade 7 Language Arts Standard 2012-13 2011-12 2010-11 2009-10 2008-09 Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Grade 7 Mathematics Standard 2012-13 2011-12 2010-11 Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School 79.7 91.3 78 86 75 78 73.3 87.9 75 74 77 80 72 81 70 74

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2009-10 2008-09

Indiana Indian Creek Middle School Indiana Indian Creek Middle School Grade 8 Language Arts Standard

75 80 82 87

2012-13 2011-12 2010-11 2009-10 2008-09

Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School

75.3 80.1 73 75 72 70 70 82 69 72

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Grade 8 Mathematics Standard 2012-13 2011-12 2010-11 2009-10 2008-09 Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School Indiana Indian Creek Middle School 80.7 91.0 80 82 77 85 75 87 75 89

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Disaggregated Scores
E/LA All Spring 2008 6 7 8 71 82 67 2009-10 71 81 82 2010-11 79 80 70 2011-12 70 74 75 2012-13 87 86 79

E/LA Female Spring 2008 6 7 8 75 81 68 2009-10 84 84 81 2010-11 83 89 80 2011-12 79 78 90 2012-13 88 89 81

E/LA Male Spring 2008 6 7 8 67 84 65 2009-10 61 77 81 2010-11 75 73 62 2011-12 63 71 61 2012-13 87 84 77

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E/LA White Spring 2008 6 7 8 67 83 67 2009-10 71 80 82 2010-11 79 82 71 2011-12 69 74 77 2012-13 88 86 79

E/LA Other Ethnicity Not enough students any year to report E/LA Paid Lunch Spring 2008 6 7 8 E/LA Free/Reduced 6 7 8 71 82 72 Spring 2008 60 83 38 2009-10 73 84 84 2009-10 67 73 76 2009-10 71 81 82 2010-11 82 84 78 2010-11 74 72 55 2010-11 79 81 72 2011-12 82 76 79 2011-12 50 72 66 2011-12 70 75 75 2012-13 89 90 82 2012-13 83 77 70 2012-13 87 86 80

E/LA Non-English Learners Spring 2008 6 67 7 82 8 67

E/LA English Learners Not enough students any year to report

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E/LA Special Education Spring 2008 6 7 8 27 58 20

2009-10 50 NA 56 2009-10 74 88 85

2010-11 46 55 NA 2010-11 85 88 75

2011-12 16 25 42 2011-12 78 87 79

2012-13 78 56 35 2012-13 89 90 86

E/LA General Education Spring 2008 6 7 8 Math/All Spring 2008 6 7 8 Math/Female Spring 2008 6 7 8 81 78 73 80 82 77 72 86 72

2009-10 82 79 87

2010-11 80 78 85

2011-12 82 86 82

2012-13 85 90 89

2009-10 89 80 83

2010-11 73 85 91

2011-12 84 82 89

2012-13 83 89 86

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Math/Male Spring 2008 6 7 8 Math/White Spring 2008 6 7 8 79 82 77 2009-10 82 79 88 2010-11 80 79 86 2011-12 81 86 84 2012-13 84 90 89 78 85 80 2009-10 76 78 92 2010-11 89 74 81 2011-12 80 89 76 2012-13 86 91 92

Math/ Other Ethnicity Not enough students any year to report Math/ Paid Lunch Spring 2008 6 7 8 Math/ Free-Reduced Spring 2008 6 7 8 67 72 65 2009-10 72 69 76 2010-11 69 70 76 2011-12 74 85 77 2012-13 80 81 80 85 85 70 2009-10 86 85 92 2010-11 87 82 91 2011-12 86 86 84 2012-13 87 94 93

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Math/ Non-English Learners Spring 2008 6 7 8 80 82 76

2009-10 82 79 87

2010-11 81 79 87

2011-12 82 86 82

2012-13 85 90 90

Math/ English Learners Not enough students any year to report Math/ Special Education Spring 2008 6 7 8 20 37 40 2009-10 38 NA 50 2010-11 43 36 NA 2011-12 47 50 58 2012-13 61 72 75

Math/ General Education Spring 2008 6 7 8 86 89 81

2009-10 88 84 92

2010-11 88 83 91

2011-12 87 91 84

2012-13 88 93 91

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ATTENDANCE RECORDS
In 2012-13, IDOE started reporting attendance by grade level as well as overall. The figures below represent state/ICMS. Grade 6 7 8 All three grades 2007-08 96.4/96.9 96.1/96.6 95.8/96.3 96.1/96.6 2008-09 96.6/96.2 96.3/96.3 96.0/96.2 96.3/96.2 2009-10 96.2/96.2 96.1/95.9 95.7/96.3 96.0/96.1 2010-11 96.4/95.7 96.1/95.4 95.8/95.4 96.1/95.5 2001-12 96.6/96.4 96.3/95.9 96.0/95.1 96.3/95.8

The five-year attendance rate average for all three grades for ICMS (96.0) is slightly below the state average (96.2).

ATTENDANCE GOAL/STRATEGIES
Attendance Goal: Indian Creek Middle School will raise their attendance rate by 0.1% for the 2013-14 school year. Strategies A. Monthly goals will be set, and rewards and incentives established to encourage student attendance. B. Our automated calling system will be utilized to alert parents of student absences. C. We will collaborate with the Johnson County Community Corrections Family Resource Office in a pilot program to support families of students who have excessive absences.

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SUMMARY OF DATA
In order to improve our school, we collected and analyzed academic data. Our overall goal is to increase the ISTEP passing percent at each grade level in Math by three(2) percentage points or more and in English/Language Arts by five(3) percentage points or more. Special emphasis across the curriculum will be given to nonfiction/informative text and to number sense, algebraic functions, and geometry.

BENCHMARKS FOR PROGRESS

Indian Creek Middle School has grades six, seven, and eight. ISTEP+ scores will be the main indicator for the school. Beginning with the 2011-12 school year, Acuity scores will serve as a secondary indicator. Through continued implementation, analysis, review, and revision of the school improvement and staff development plans, Indian Creek Middle School expects to improve student achievement by at least four(4) percentage points in English/Language Arts and at least three(3) percentage points Math this year.

SCHOOL IMPROVEMENT PLAN

Student Performance Goal: Indian Creek Middle School will increase its ISTEP passing percent at each grade level in Math by three(3) percentage points or more and in English/Language Arts by four(4) percentage points or more. Special emphasis across the curriculum will be given to nonfiction/informational text and to number sense, algebraic functions, and geometry. Strategies 1. Content area teachers will include at least one major or three-four minor activities which support the school goals each grading period.

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2. Differentiated activities and lesson plans based on ability levels will be used in all classes. 3. Basic skills development classes will be provided in additional to the regular class for those students who did not pass ISTEP and /or show low achievement on Acuity.. 4. Co-teaching and collaborative classes with additional adult help will be provided for those students who are identified via test scores and teacher recommendation. 5. A Zero Hour Program is established to address those students who do not complete assignments and projects. Parents Are informed if students are frequently assigned to this program. 6. Classroom management strategies designed to increase student engagement and decrease classroom disruptions will be utilized in all classrooms through our Tiered Discipline Program. 7. Classroom strategies used will be research-based. 8. Visits will be made to successful middle schools as evidenced by their ISTEP scores. 9. School-wide incentives will be initiated to support the school goals 10. Criterion and TextEditor will be used to support writing goals. 11. Acuity will be used to identify specific areas of deficiency. 12. Daily schedules and testing schedules will be evaluated and revised as needed. 13. The RISE model will be utilized to help identify areas of instructional need. 14. The Transition to Common Core Standards materials provided by DOE will be reviewed to make sure the important and critical standards are being covered in the 2012-13 curriculum. 15. Mini lessons for use during Homeroom will be implemented to support ISTEP standards and testtaking skills. 16. Each student will have an iPad to help access curriculum support materials and assessments. 17. My Big Campus will be utilized for students and parents to access classroom materials and agendas. A. Staff Development Suggestions to Implement These Strategies 1. Staff members will review the components of the RISE evaluation model. 2. English/Language Arts and Math teachers will review the use of Acuity and its resources. 3. The English/Language Arts and Math teachers will introduce other content area teachers to the areas of focus and share suggestion for strategies and materials with them. 4. The transition to Common Core Standards will continue unless otherwise directed by the state.

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5. Technology training will be provided as identified by the teachers and building administrators. 6. Various trainings will be provided to support the iPads and the 1:1 transition.

B. Timeline of Activities for Strategies 1. First Year a. Content area teachers across the curriculum will include activities/lessons which support both their curriculum and the school improvement goals. b. English/Language Arts and Math teachers will continue to address all standards in their content areas with an emphasized focus on those targeted in this plan. c. Students will be identified and placed in collaborative class sections and basic skills development classes based on test scores, grades, and teacher recommendations. d. Criteria for evaluation and incentives for improvement will be identified. e. The transition to Common Core Standards will continue. f. The School Discipline Committee will continue to evaluate and revise the Tiered Discipline Plan. New incentives will be added to the program. g. Data will be analyzed throughout the year and used to determine strategy changes. h. Specific topics for trainings which support our goals will be determined by the staff and provided through Early Release afternoons and staff meetings. i. Trainings will continue to be provided as needed as we transition our evaluations to the RISE model. j. Criteria will be determined to evaluate the Zero Hour Program. k. Daily schedules and testing schedules will be evaluated and revised as needed. l. A data room will be established to help us better see and analyze student data. m. Research will begin toward a possible move to Professional Learning Communities. n. If the research supports a move to Professional Learning Communities, a means of evaluating them will be established

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2. Second Year a. Focus areas will be revised and revised based on current data. b. Content area teachers will continue to identify strategies and activities to address focus areas of the school improvement plan with the help of the English/Language Arts and Math teachers. c. Students who struggle with the focus are skills for this area and provide strategies for remediation will continue to be identified based on current data and placed in the proper classes. d. Evaluation criteria and incentives for improvement will be reviewed and revised as needed. e. The transition to Common Core Standards will continue as new areas are available. f. The Zero Hour Program will be evaluated and revised as needed. g. The Discipline Committee will continue to evaluate and revise the Response to Intervention methods of our Tiered Discipline Program. h. Specific topics for trainings which support our goals will be determined by the staff and provided through Early Release afternoons and staff meetings. i. Professional Learning Communities will be piloted, if the research from Year 1 supports it. j. If Professional Learning Communities are piloted, the criteria established in Year 1 will be used to evaluate and revise them. k. The evaluation criteria for Professional Learning Communities will be revised as deemed necessary. 3. Third Year a. Focus areas will be revised and reviewed based on current data b. Content area teachers will continue to identify strategies and activities to address focus areas of the school improvement plan with the help of the English/Language Arts and Math teachers. c. Students who struggle with the focus area skills will continue to be identified based on current data and placed in the proper classes and/or provided other means of support. d. Evaluation criteria and incentives for improvement will be reviewed and revised as needed. e. The transition to Common Core Standards will continue as areas become available. f. The Zero Hour Program will be evaluated and revised as needed.

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g. The Discipline Committee will continue to evaluate and revise the Response to Intervention methods of our Tiered Discipline Program. h. Specific topics for trainings which support our goals will be determined by the staff and provided through Early Release afternoons and staff meetings. i. If approved after the pilot year, Professional Learning Communities qill be established. j. Professional Learning Communities will be revised as needed, based on the criteria established in Year 1 and revised in Year 2. C. Resources Needed to Implement Strategies 1. Teacher resource magazines/journals 2. Internet 3. State standards 4. Common Core Standards 5. Consultants 6. Books and journals 7. Time for discussions and evaluations 8. Time and funding to attend conferences and workshops 9. Software/iPad Apps 10. Criterion 11. The School Leaders Guide to Professional Learning Communities at Work (DuFour and DuFourt 2012) 12. This We Believe: Keys to Educating Young Adolescents (NMSA 2010) 13. Protocols for Professional Learning (Easton 2009)

ASSESSMENT OF SCHOOL IMPROVEMENT PLAN

A. To measure a quality education for all students at Indian Creek Middle School, the following assessment tools will be used: 1. ISTEP+ - test designed to assess student performance on basic skills

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2. Acuity 3. Other data collection methods chosen by the classroom teacher (e.g. Criterion, RISE assessment tools, LDAs) and approved by the administration B. The collection of student and instructional data will be made using the following: 1. Data from ISTEP and Acuity will be obtained from the DOE and McGraw-Hill websites. 2. Various other data collection methods deemed appropriate by the classroom teacher and approved by administration C. All data collected will be analyzed for direction in curricular planning. 1. All ISTEP+, Acuity, and other data collected will be analyzed with respect to curriculum objectives, state standards, and applicable Common Core Standards. 2. All analyzed data will be made available to staff members.

DATA COLLECTION TIMELINE

A. First Year 1. Continue to analyze ISTEP+ and Acuity results 2. Continue to analyze results of any other data collected by the classroom teacher. 3. Use analysis of data to guide curriculum revision, school improvement strategies, development plans B. Second Year 1. Continue to implement Acuity testing and analyze results 2. Continue to analyze ISTEP+ results 3. Continue to analyze the results of other data collections chosen by the classroom 4. Use analysis of data to guide curriculum revision, school improvement strategies, development plans C. Third Year 1. Continue to implement Acuity testing and analyze results 2. Continue to analyze ISTEP+ 3. Continue to analyze the results of other data collections chosen by the classroom

and staff

teachers and staff

teachers

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4. Use analysis of data to guide curriculum revision, school improvement strategies, and staff development plans

PROFESSIONAL DEVELOPMENT PLAN

Professional development for the teaching staff is a high priority at Indian Creek Middle School. Professional Development Support A. Staff members are encouraged to attend conferences, workshops, seminars, and visit other schools; and corporation funds help finance attendance. B. In-services and trainings as deemed necessary by the administration and/or staff will be provided during Early Release afternoons and staff meetings. C. All teachers are formally evaluated every year using rubrics based on the RISE model D. NHJ provides awareness and assistance plans for staff members who show signs of struggling with instructional effectiveness. E. Indian Creek Middle School provides weekly calendars and memorandums to keep teachers and staff informed of current issues. F. The school corporation allots days to be used for continuing education. G. The technology department provides after-school and summer training sessions which are open to all staff members. H. The school corporation provides activities and opportunities for improving the cultural competency of all stakeholders. I. Each content area department meets at least once a month to review standards and share ideas and strategies.

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PROFESSIONAL DEVELOPMENT TIMELINE

Date August 13 August 13 August 13 September 13 September 13 September 13 October 13 October 13 October 13 October 13 October 13 November 13 November 13 November 13 November 13 2013-14 Activity Continue transition to Common Core Standards as directed by IDOE Evaluate and revise Response to Intervention strategies Staff development for 1:1 transition and Autism Review ISTEP data Strategies determined by classroom to support school-wide improvement efforts Administer Acuity tests Final determinations of 2012-13 classroom and targeted student learning objectives Strategies determined by classroom to support school-wide improvement efforts Staff development as determined by individual teacher goals and school improvement goals focus on 1:1 transition Bullying, and Learn 360 Analyze Acuity scores Design and create a school-wide data room Begin work on School Improvement Plan revision Submit School Improvement Plan to the state Administer Acuity tests Staff development as determined by individual teacher goals and school improvement goals, focusing on 1:1 transition, the public library, and Person(s) Responsible Teachers/Administrators Teachers, Administrators through the discipline committee Administrators/Technology Department Administrators/Test Coordinators/Teachers Administrators/Teachers Test coordinator/ Administrators /Teachers Administrators/Teachers Administrators/Teachers Administrators/Teachers/Technology Department Teachers/Administrators Teachers Administrators/School Improvement Team Principal Administrators/ Test Coordinator/Teachers Administrators/Teachers/Consultants/Technology Department

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December 13 December 13 January 14 January 14

grade level needs Analyze Acuity results Staff development as determined by individual teacher goals and school improvement goals, focusing on the research regarding Professional Learning Communities Evaluate and revise remediation efforts for struggling students Staff development as determined by individual teacher goals and school improvement goals, continuing to focus on the research regarding Professional Learning Communities Continue transition to Common Core Standards work Begin determining staff development changes for 2014-15 Staff development as determined by individual teacher goals and school improvement goals, focusing on the research regarding Professional Learning Communities Administer Acuity tests and analyze results Administer ISTEP+ Staff development as determined by individual teacher goals and school improvement goals, focus on research regarding the establishment of Professional Learning Communities Continue transition to Common Core Standards work Administer Algebra ECA Staff development as determined by individual teacher goals and school improvement goals, focusing on setting protocols for Professional

Administrators/ Test Coordinator/Teachers Administrators

Administrators/Teachers Administrators

January 14 February 14 February 14

Administrators/Teachers Administrators/SIT Administrators/Teachers

February 14 March 14 March 14

Administrators, Test Coordinator/Teachers NHJ Test Coordinator Administrators

April 14 May 14 May 14

Administrators/Teachers Teachers Administrators

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May 14 May 14 June 14

Learning Communities Review research and make decision as to whether to pilot Professional Learning Communities during 2014-15 Determine specific staff development for 2014-15 Analyze Spring 2014 ISTEP scores and make final revisions to School Improvement Plan

Administrators/Teachers School Improvement Team

Date August 14 August 14 August 14 August 14 August 14 August 14

2014-15 Activity Review ISTEP data Revise SIP goals and strategies if needed Continue transition to Common Core Standards Evaluate and revise Response to Intervention strategies If research support it, establish Professional Learning Communities pilot program Staff development as determined by individual teacher goals and school improvement goals, focusing on implementation of Professional Learning Communities Administer Acuity tests Final determinations of 2014-15 classroom and targeted student learning objectives Strategies determined by classroom to support school-wide improvement efforts Submit School Improvement Plan to superintendent and state Staff development as determined by individual

Person(s) Responsible Administrators/Test coordinator/Teachers School Improvement Team Teachers/Administrators Teachers, Administrators Administrators/Teachers Administrators/ Teachers

September 14 September 14

Test coordinator/ Administrators /Teachers Administrators/Teachers Administrators/Teachers Principal Administrators/Teachers

September 14 October 14

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October 14 November 14 November 14 November 14 December 14 December 14 January 15 January 15

teacher goals and school improvement goals, focusing on implementation of Professional Learning Communities Analyze Acuity scores Begin work on School Improvement Plan revision Administer Acuity tests Staff development as determined by individual teacher goals and school improvement goals, continuing to focus on the implementation of Professional Learning Communities Analyze Acuity results Staff development as determined by individual teacher goals and school improvement goals, continuing the focus on implementation of Professional Learning Communities Evaluate and revise remediation efforts for struggling students Staff development as determined by individual teacher goals and school improvement goals, continuing to focus on implementing Professional Learning Communities Continue transition to Common Core Standards work Begin determining staff development changes for 2015-16 Staff development as determined by individual teacher goals and school improvement goals, continuing to focus on implementing Professional Learning Communities Administer Acuity tests and analyze results

Teachers/Administrators Administrators/School Improvement Team Administrators/ Test Coordinator/Teachers Administrators/Teachers

Administrators/ Test Coordinator/Teachers Administrators/Teachers

Administrators/Teachers Administrators/Teachers

January 15 February 15 February 15

Administrators/Teachers Administrators/SIT Administrators/Teachers

February 15

Administrators, Test Coordinator/Teachers

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March 15 March 15

Administer ISTEP+ Staff development as determined by individual teacher goals and school improvement goals, continuing to focus on implementing Professional Learning Communities Continue transition to Common Core Standards work Administer Algebra ECA Staff development as determined by individual teacher goals and school improvement goals, focusing on the evaluation and revision of Professional Learning Communities for the 201516 school year Evaluate and revise, if needed, Professional Learning Communities pilot program Determine specific staff development for 2015-16 Analyze Spring 2015 ISTEP scores and make final revisions to School Improvement Plan

NHJ Test Coordinator Administrators/Teachers

April 15 May 15 May 15

Administrators/Teachers Teachers Administrators/Teachers

May 15 May 15 June 15

Administrators/Teachers School Improvement Team

Date August 15 August 15 August 15 August 15 August 15 August 15 September 15

2015-16 Activity Review ISTEP data Revise SIP goals and strategies if needed Continue transition to Common Core Standards Evaluate and revise Response to Intervention strategies Establish Professional Learning Communities , if evaluation of pilot program warrants Staff development as determined by individual teacher goals and school improvement goals Administer Acuity tests

Person(s) Responsible Administrators/Test coordinator/Teachers School Improvement Team Teachers/Administrators Teachers, Administrators Admionistrators/Teachers Administrators/ Teachers Test coordinator/ Administrators

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September 15 September 15 September 15 September 15 October 15 October 15 November 15 November 15 November 15 December 15 December 15 January 16 January 16 January 16 February 16 February 16 February 16

Administer Acuity tests Final determinations of 2015-16 classroom and targeted student learning objectives Strategies determined by classroom to support school-wide improvement efforts Submit School Improvement Plan to superintendent and state Staff development as determined by individual teacher goals and school improvement goals Analyze Acuity scores Begin work on School Improvement Plan revision Administer Acuity tests Staff development as determined by individual teacher goals and school improvement goals Analyze Acuity results Staff development as determined by individual teacher goals and school improvement goals Evaluate and revise remediation efforts for struggling students Staff development as determined by individual teacher goals and school improvement goals Continue transition to Common Core Standards work Begin determining staff development changes for 2016-17 Staff development as determined by individual teacher goals and school improvement goals Administer Acuity tests and analyze results

/Teachers Test coordinator/ Administrators /Teachers Administrators/Teachers Administrators/Teachers Principal Administrators/Teachers Teachers/Administrators Administrators/School Improvement Team Administrators/ Test Coordinator/Teachers Administrators/Teachers Administrators/ Test Coordinator/Teachers Administrators/Teachers Administrators/Teachers Administrators/Teachers Administrators/Teachers Administrators/SIT Administrators/Teachers Administrators, Test Coordinator/Teachers

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March 16 March 16 April 16 May 16 May 16 May 16 June 16

Administer ISTEP+ Staff development as determined by individual teacher goals and school improvement goals Continue transition to Common Core Standards work Administer Algebra ECA Staff development as determined by individual teacher goals and school improvement goals Determine specific staff development for 201617 Analyze Spring 2016 ISTEP scores and make final revisions to School Improvement Plan

NHJ Test Coordinator Administrators/Teachers Administrators/Teachers Teachers Administrators/Teachers Administrators/Teachers School Improvement Team

Evaluation of Professional Development Plan A. Staff surveys will contain items of staff development concern. B. Feedback regarding staff development will be gathered through conversations with individual staff members. C. The Professional Development Plan will be revised annually to reflect the data gathered.

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