Final Sip 2018 2019 PDF

2018-2019
School Improvement Plan

Mrs. Cheryl Klinker, Principal

1720 E. Wallen Road
Fort Wayne, IN 46825

2018-2019 School Improvement Narrative Summary

2018 School Improvement Summary Narrative
Description of the School

St. Vincent de Paul Catholic School is located in the Northwest section of Allen County in Fort
Wayne, Indiana. This unique location allows St. Vincent to draw students from a wide area
serviced by Northwest Allen County Schools, Fort Wayne Community Schools, and East Allen
County Schools. Not only does St. Vincent serve Fort Wayne families, but many students come
from surrounding areas, such as Huntertown, Leo, Auburn, Harlan, Spencerville, Albion and
Garrett, to attend St. Vincent's. The area is largely suburban with residential housing divisions
made of single- family dwellings and some apartments and condominiums. Parkview Hospital,
the largest hospital facility in Allen County has a growing medical complex in our section of the
county providing more job opportunities for new families moving into the area. Manchester
University also built a Pharmaceutical College adjacent to the medical park in the same area.

Demographic information for the 46825 zip code shows the 2nd largest population increase in
the Fort Wayne Area from 2010-2016 in information gathered by the State of Indiana.

Infant Baptisms per Year
2014 2015 2016 2017
Baptisms 111 119 95 97

Children Registered in the Parish
2016 2017
3 year olds 111
4 year olds 115
5 year olds 128
6 year olds 146
Total 500 748

Individual parishioners living in nearby Zip Codes
2014 2017
46818 312 955
46825 838 2,156
46845 1181 4,087

Median Income by Zip Code
2014 2017
46818 $40,000 $55,848
46825 $46,000 $51,069
46845 $70,000 $83,284

A new church was built in 2000 due to the large number of families moving into the area.
Despite the size of the new church, five Masses are celebrated each weekend with an extra
Mass added to the schedule during the winter months.
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The school itself, located at the corner of Auburn and Wallen Roads has expanded its facilities
twice since 2000 when the new church was built to service parish growth. The previous church
that was connected to the school was converted to an Activity Center including a full-scale
gymnasium. This expansion also added seven classrooms, a second computer lab, a science lab
and new library.
Expansion began again in the fall of 2007 with the addition of four kindergarten classrooms
and four more general classrooms to open in the fall of 2008. The main body of the school
currently contains 40 classrooms. There are two art classrooms and a small, neighboring room
used for a kiln. Two classrooms in the basement are dedicated to vocal and instrumental music
respectively. There are 8 Junior High classrooms and homerooms. There is one room for
student academic interventions and one room that houses the special education department.
Another room in the 6th grade hallway is used for Health class, and reading and math
intervention with small group instruction. There is also a classroom for a Talent Development
teacher housing a Guided Reading Library. The social worker also has a classroom allowing
whole classroom visits.
The addition of a Kindergarten program added 80 to 88 students. A decision was made in
2005 to no longer admit more than 90 students per level in grades 1 through 8 due to staffing
limitations. Current enrollment for 2018-2019 is 747.
Over the past year, due to the generosity of St. Vincent Parishioners, the 8 Junior High
Classrooms were updated and renovated to more fully allow for a 21st Century Learning
environment. These updates better facilitate the ability for creativity, collaboration,
communication and critical thinking among the students over all subject areas.
Enrollment Trends
Grade 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18
Kindergarten 73 66 75 75 81 81
Grade 1 83 79 71 78 80 86
Grade 2 90 86 87 74 86 80
Grade 3 76 88 86 83 78 84
Grade 4 89 78 90 90 91 75
Grade 5 88 89 81 86 90 90
Grade 6 81 88 89 81 83 89
Grade 7 79 84 90 89 78 81
Grade 8 87 79 80 90 84 74
Total 746 737 749 746 751 740
School Choice Scholarship Recipients

2011-12 2012-13 2013-14 2014-15 2016-17 2017-18
6 51 158 192 267 262
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Other
2014-15 2015-16 2016-17 2017-2018
Free and Reduced 94 114 116 134
ELL 56 55 67 70
SGO 42 38 48 53
School Enrollment Demographics Summary

2015-16 2016-17 2017-2018
American Indian/Alaskan 1 1 2
Black 13 14 15
Asian 32 42 42
Hispanic 51 59 65
White 623 605 585
Multi-racial 21 31 31
Attendance rates at St. Vincent's for the past five years are slightly higher than the state
average.
Grade 2013-14 2014-15 2015-16 2016-17 2017-2018
All Grades 96.6 96.9 96.5 96.4 96.4
State Avg 96.1 95.8 95.8 95.7
Community Partnerships
Dupont Hospital, Bob Buescher Homes, Century 21 Bradley, Katie Brown, Realtor, OMI
Orthodontics, Digital Custom Photography, Dupont Orthodontics,
Dupont Vision Center, Hallmark Home Mortgage, Lancia Homes, Lima Road Dentistry,
Orthodontic Specialty Services, Parrish Orthodontics, Preferred Automotive Group
Summit Orthodontics, Summit Mortgage, WIRCO, Inc.
Classrooms and Curricular Personnel

Kindergarten classes are made up of four classrooms and limited to a total of 88 students. Each
grade level grade one through grade six has three classes of approximately 30 students. Grades
seven and eight have four classes with a limited total of 90 students. Grades K through four
have one paraprofessional assigned for each room. Grade five has 1½ paraprofessionals, grade
six has one paraprofessional and grade seven and eight have 1 ½ paraprofessionals. The
resource department employs 2 ½ certified special education teachers, 1½ certified
interventionists and 4 paraprofessionals. Additionally, the school employs 30 certified
classroom teachers, 2 certified PE teachers, 2 certified art teachers, 2 certified music teachers, a
certified librarian, a certified technology coach, a certified computer teacher, a certified teacher
for Talent Development, a certified Social Worker and 3 certified administrators.
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Other Personnel
Other service personnel include the parish facilities manager and custodial staff, kitchen
director and kitchen staff, and After School Care director and staff. The school office has an
administrative assistant, attendance clerk, accounts payable, full-time nurse and receptionists.

School’s Purpose
The vision of the school is "Building a Community in Christ for Today and Tomorrow." We
accomplish our vision through our mission statement that says, "The mission of the St. Vincent
de Paul School community is to enable all its students to live their Catholic faith and achieve
academic success in a safe and effective environment." We foster academic excellence in a
profoundly Catholic environment under the pastoral leadership of Father Daniel Scheidt.
Most important to the curriculum at St. Vincent's is its Catholic Identity. Intertwined in all of
the programs is the presence of Christ and the inspiration for every member of the school
community to behave Christ-like both in and out of the classroom. One All-Mass attended by
the entire school is scheduled each week and a second Mass scheduled in the week for classes
K-2, 3-4, 5-6, and 7-8 students on separate days. Eucharistic Adoration is available once each
month for the entire day.
As a condition of employment, teachers of religion, must participate in the Diocese's
Education for Ministry Program so as to achieve the Education for Ministry Basic Catechist
Certificate. The teacher handbook also includes specific guidelines and recommendations for
integrating Catholicity in all subjects.
Students take religion classes at every level and are given the chance to participate in all-
school liturgies and other religious activities. Parish priests visit classrooms regularly to provide
lessons on the Catholic faith and to engage socially with students. Individual classrooms engage
in community service projects throughout the year, and each year the entire student body
chooses a charity to support through special activities scheduled during "We Care" week.
Past school service projects have included providing funds for the Women's Care Center in
Fort Wayne, Riley Hospital in Indianapolis, and the church's sister parish in the Honduras. A
yearly drive in November for the St. Vincent de Paul Food Pantry.

In 2018 teachers updated what they believe are the core values of our school as follows:
We believe ALL students can learn.
• By providing a variety of instructional strategies and best practices to meet the multiple
learning needs of all students.
• By providing a safe, respectful, responsible and secure environment.
We believe in sharing the beauty of our faith and teaching Christian values.
• Through the belief that all children of God are made in the image and likeness of Christ.
• Through prayer, Christ-like role models, service, and extra-curricular programs.
• Through integrating the gospel values and Catholic teachings in our curriculum.
We believe professional growth and collaboration is the means to achieve our mission.
• Through embracing the value of life-long learning spiritually and academically.
• Through a school and parish community that provides a strategic plan to ensure future
growth and excellence.
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A researched based program called the Olweus Bully Protection Program is implemented
through weekly “community meetings” in each general education classroom. This program
along with our PBIS (Positive Behavior Intervention System) help to create a safe and effective
learning environment.

Notable Achievements an Areas of Improvement
Academics
St. Vincent de Paul Catholic School is fully accredited. The school continues to offer an
outstanding faculty, rigorous academics dedicated to meeting state standards, numerous fine
arts opportunities, an extensive list of extracurricular activities and widespread community
service, all of which fulfill the mission statement of the school. The curriculum is an ongoing
initiative through the diocese in conjunction with diocesan teachers using a collaborative
framework through the University of Notre Dame. The diocesan curriculum is tied to the state
standards for each grade level and subject. Teachers refer to both the diocesan curriculum and
state standards during lesson planning. An area of improvement lies in the development of
performance assessments tied to diocesan curricular objectives. The Diocesan curriculum is
available in grade level classrooms and in Canvas.
Eighty to eighty-five percent of graduates attend Bishop Dwenger High School. It is expected
that St. Vincent's students are ready to complete requirements for the Academic Honors
diploma or the CORE 40 diploma.

Assessment
ISTEP scores average much higher than state averages across all grade levels in both
Language Arts and Math. Other more intensive standardized assessments such as NWEA are
used to identify areas for individual growth and to guide teachers in providing differentiated
instruction. Students identified with academic weaknesses in certain areas receive direct
interventions and are more closely progress monitored. Teachers collaborate at least weekly to
analyze student data to assure each student’s responsiveness to instruction.

ISTEP Results
Total Pass 2015-2016 2016-2017 2017-2018
ELA 87.2 88.7 87.8
MATH 79.4 79.9 83.3
Total Pass Points 166.6 168.6 171.1
Total Growth
ELA 117.1 110.1 108.3
MATH 105.8 93.2 118.0
Total Growth Points 222.9 203.3 226.3
Accountability Grade A A embargoed

Benchmark assessments are administered three times a year. St. Vincent school utilizes NWEA
for all students in grades K-8. In addition, early literacy and numeracy skills are evaluated in
grades K-2 using Aimsweb. NWEA is also used as a placement test for new students.
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The RIT data from NWEA is used to establish goals for each class in literacy and math that will
lead students to reach projected growth by the end of the year. A school-wide goal is to reach a
NWEA mean at the 85% level for each class, grade level and subject area. An area for
improvement is to be deliberate in our progress monitoring and engaging students in their own
progress monitoring through the use of data folders.
READING
NWEA
85%
TARGET Spring
Spring 2018 Spring 2017 Spring 2016 Spring 2015
K 164 172.4 172.2 168 171
1 184 192.2 186.6 189 194
2 196 200.1 200.3 202 208
3 206 207.8 210.8 208 209
4 213 216.7 212.2 214 215
5 218 221.5 221.3 223 222
6 222 224.2 225.4 226 224
7 225 229.2 230.6 229 229
8 228 235.5 232.5 234 236
MATH
NWEA
TARGET
85% Spring
Spring 2018 Spring 2017 Spring 2016 Spring 2015
K 166 172.9 173.8 170 171
1 187 195.1 193.9 192 194
2 199 201.7 201.1 200 213
3 210 213.4 212.3 212 211
4 221 221.8 216.8 217 222
5 230 231.4 229.1 233 233
6 234 234.3 236.8 239 236
7 237 242.4 242.8 238 241
8 241 251 243.3 243 238
St. Vincent School takes advantage of the State’s formative assessment grant each year.
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School Improvement
The School Improvement Plan is a living document that guides the decision-making in the
school regarding academics. The plan was developed in alignment with AdvancEd. All faculty
members contribute to the plan and its fulfillment during collaboration meetings and in
individual committee meetings. Professional Development for all school staff is strongly
encouraged by the administrative team and is related to skills necessary for fulfilling the plan
and the school's mission. An early dismissal by thirty minutes each Wednesday provides
opportunity for teacher collaboration and professional development. Additionally, each grade
level team is provided weekly common planning time to engage in the activities of a
professional learning community. In the 2018-2019 school year St. Vincent added six one hour
delays throughout the year for students in order that teachers could engage in collaboration
and professional development.
Cross curricular Continuous Learning Teams dig deep into the standards and curriculum to
locate cross curricular essential skills for instructional focus. Goals are written and teams meet
weekly during one collaboration to assess student progress on identified essential skills.
In addition to our SIP goals, grade level teachers and cross content teachers work together in
Continuous Learning Teams to unpack the standards and curriculum to identify essential skills
necessary for advanced skill development. Then they develop SMART goals for targeted skill
development.
2018-2019 SMART Goals for Continuous Learning Teams
What do you want ALL students to be able to do by May 1, 2019?

Team/Members: All our students will be As measured by: Or measured by:
able to:
Kindergarten and Write number 0-2- & Oral counting Writing numbers 0-
Library count to 100 by 1’s & 10’s quarterly 20 quarterly
Kristen Bader, Kelly
Steele, Amy Ray,
Annlyse Whitman,
Diane Vachon
First Grade and P.E. Solve real-world An end-of-the-year End-of-the-year

Anna Dowty, Amy problems involving performance grade level written
Johnson, Stacy addition and subtraction assessment assessment
Haraburda, Ken within 20
Battershell
Second Grade, Solve real world problems Classroom NWEA

Resource and involving formal/informal
Enrichment addition/subtraction assessments
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able to:
Laura Geraghty, within 100 using multiple
Maryalice Beach, strategies
Jennifer Kolmerten,
Amanda Arnold,
Stephanie Nees

Third Grade and Add and subtract up to Possibly AimsWeb Basic 20-question
Interventionists 1,000 (progress monitoring) test quarterly
Kim Hutt, Paula
Murphy, Nikki Leeson,
Meredith Phipps,
Michelle Miller

Fourth Grade and Express whole numbers A formative Performance
Music as fractions assessment (quiz) assessment (rhythm
Julie Burns, Davah cards in Music class)
Engle, Jennifer
Schuhmacher, Vanessa
Proulx

Fifth Grade, Computer Multiply multi-digit Baseline timed NWEA computation
and Art numbers fluently multiplication test strand
Ashley Wilson, Lee
Pepple, Melissa
Weaver, Erin Rahrig,
Brenda Mundroff,
Caroline Weber

Sixth Grade, Music and Apply ratio concepts and Performance Formative
P.E. ratio reasoning to solve assessment created by assessment,
Maggie Schenkel, Mary real world math problems our team summative
Turner, Becky Blevins, assessment
Nathan Richter, Kelsey
Buschman

Junior High Math, Solve one & two-step NWEA Algebra scores Quizzes and unit
Social Studies, Science equations at least at “Average” tests with at least
and Special Education “C” average or 70%
Chris Scudder, Amy accuracy
Dumford, Matt VanRyn,
Lisa Morr, Carol
Wincowski, Kamy
Schreck

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able to:
Junior High English & Find two pieces of text Teacher rubric
Language Arts, evidence to support a
Religion and Spanish given prompt
Matt Wolff, Kim
Heisler, Nicola Matty,
Lizeth Diaz

2018-2019 Matching ILEARN Targets to Standards to Curriculum across
Disciplines to Improve Student Learning

Team: Kindergarten and Library
Members: Kristen Bader, Kelly Steele, Amy Ray, Annie Whitman, Diane Vachon
Subject: Math
• ILEARN Reporting Category:
• Standard: NS. 1, 2, 4
• Diocesan Curriculum Unit Goal: SWBAT: Demonstrate numerical knowledge of numbers 0-20
by writing, recognition and one-to-one correspondence, as well as rote counting to 100 by 1’s
and by 10’s from 10 (10, 20, 30. . . )

Team: First Grade and P.E.
Members: Anna Dowty, Amy Johnson, Stacy Haraburda, Ken Battershell
Subject: Math
• Standard: 1.CA-2
• Diocesan Curriculum Unit Goal: SWBAT: SWBAT solve addition and subtraction word problems
and equations within 20 using multiple strategies/manipulatives
Cross-curricular subject #1: Physical Education
• Standard: 1.1.7.B Manipulative skills (throws overhand in an emerging pattern)
• Diocesan Curriculum Unit Goal: SWBAT: SWBAT add each team member’s physical activity in
patterns

Team: Second Grade, Special Education, Art and Enrichment
Members: Laura Geraghty, Maryalice Beach, Jennifer Kolmerten, Amanda Arnold, Jenna
Fowler, Stephanie Nees
Subject: Math
• ILEARN Reporting Category: Algebraic Thinking and Data Analysis
• Standard: 3.AT.1, 2.CA.4
• Diocesan Curriculum Unit Goal: SWBAT: Solve one- and two-step addition and subtraction
problems within 1,000 using various strategies
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Cross-curricular subject #1: Content Connectors

• Standard: Computation goal 2 grade 2
• Diocesan Curriculum Unit Goal: SWBAT: Solve real-world problems involving addition and
subtraction

Cross-curricular subject #2: Art
• Standard: 2.W.8
• Diocesan Curriculum Unit Goal: SWBAT: Create a project that stems from a learned subject
within the self-contained classroom and subject matter in visual art.

Team: Third Grade and Interventionists
Members: Kim Hutt, Paula Murphy, Nikki Leeson, Michelle Miller, Meredith Phipps
Subject: Math
• Standard: 3.C.1 – Add and subtract whole numbers fluently within 1,000
• Diocesan Curriculum Unit Goal: SWBAT: Solve real-world problems involving addition,
subtraction, multiplication and division of whole numbers, fractions and decimals (up to 1,000)
Cross-curricular subject #1: Social Studies
• Standard: 3.34 – Graphing
• Diocesan Curriculum Unit Goal: SWBAT:
Cross-curricular subject #2: Content Connectors
• Standard:

Team: Fourth Grade and Music
Members: Davah Engle, Jenny Schuhmacher, Julie Burns and Vanessa Proulx
Subject: Math
• ILEARN Reporting Category: Number Sense
• Standard: 4.NS.3 – Express whole numbers as fractions and recognize fractions that [missing
text here?]
• Diocesan Curriculum Unit Goal: SWBAT: Produce fractions from unit fractions and whole
numbers using operations
Cross-curricular subject #1: Music
• Standard: Cr.11.5.2 – Notation: Unit #2 adding dotted half notes, whole and half rests
• Diocesan Curriculum Unit Goal: SWBAT: Create, rotate and perform songs in a variety of
meters
Cross-curricular subject #2: Science
• Standard: SEPS-3 (Constructing & Preferring Investigations)

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Team: Fifth Grade, Computer, Art

Members: Ashley Wilson, Melissa Weaver, Lee Pepple ,Erin Rahrig, Carolyn Weber, Brenda
Mundroff
Subject: Math
• ILEARN Reporting Category: Grade 5 Math
• Standard: 5.C.1 – Multiply multi-digit whole numbers fluently using standard algorithmic
approach
• Diocesan Curriculum Unit Goal: SWBAT: Solve multiplication and division problems of whole
numbers and decimals, including variables, expressions and equations
Cross-curricular subject #1: Computer
• Standard: 3-5.PA.2 – Use digital tools to gather, manipulate and modify data for use by a
program
• Diocesan Curriculum Unit Goal: SWBAT: Apply technology tools to collect, organize and
present data in real-world situations
• Standard: 5.PS.1 – Describe and measure the volume and mass of a sample given material
• Diocesan Curriculum Unit Goal: SWBAT: Observe and measure materials and changes to
provide evidence of conservation of matter
Cross-curricular subject #3: Art
• Standard: 5.RI.1 – Determine meaning of general and academic vocabulary in a text relevant to
a grade topic subject area
• Diocesan Curriculum Unit Goal: SWBAT: Integrate art with a core subject curriculum through
tests and art production
Other: Read science LR when doing text feature scavenger hunt so they are exposed to
terminology again

Team: Sixth Grade, Music and P.E.
Members: Maggie Schenkel, Mary Turner, Becky Blevins, Nathan Richter, Kelsey Bushman
Subject: Math
• ILEARN Reporting Category: Math
• Standard: 6C.2
• Diocesan Curriculum Unit Goal: SWBAT: Apply ratio concepts and ratio reasoning to solve real-
world math problems
• Standard: 6C.2
• Diocesan Curriculum Unit Goal: SWBAT: Interpret primary and secondary documents, charts,
maps and graphs (temperatures and elevations)
Cross-curricular subject #2: Music
• Standard: Cn.2.8.1 – Describe and explore how the study of music applies to language arts,
mathematics and science
• Diocesan Curriculum Unit Goal: SWBAT: Use chord patterns, note values up to eighth notes,
simple meters, treble clefs, melodies and musical terms
Cross-curricular subject #3: Physical Education
• Standard: 6C.2
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• Diocesan Curriculum Unit Goal: SWBAT: Apply math concepts with 80% accuracy in various
physical activity settings (i.e. stations, basketball, etc.)
Team: Junior High Math, Social Studies, Science and Special Education
Members: Chris Scudder, Amy Dumford, Matt VanRyn, Lisa Morr, Carol Wincowski, Kamy
Schreck
Subject: Math
• ILEARN Reporting Category: Algebra and Functions
• Standard: 8.AF.1 & 7.AF.2
• Diocesan Curriculum Unit Goal: SWBAT: SWBAT Write and solve equations and inequalities in
one variable; SWBAT Use properties to rewrite expressions and solve for a variable in one-, two-
and multi-step equations

• Standard: 7.PS.5 F=m.a
• Diocesan Curriculum Unit Goal: SWBAT: Model Newton’s three laws of motion relating force to
the motion of objects
• Standard: 7.4.2 – Economics
• Diocesan Curriculum Unit Goal: SWBAT: Explain regional trade practices in the Eastern
Hemisphere
Cross-curricular subject #3: Content Connections
• Standard:
• MA.8.AF.1.a.1: Solve linear equations with two steps based on real world problems.
• MA.7.AF.2.a.1: Solve equations with up to two variables based on real-world problems.
MA.7.AF.2.a.2: Use variables to represent quantities in a real-world or mathematical problem
to solve linear equations.
• Diocesan Curriculum Unit Goal: SWBAT: analyze linear equations and systems of linear
equations.
Team: Junior High English & Language Arts, Religion and Spanish
Members: Matt Wolff, Kim Heisler, Nicola Matty, Lizeth Diaz, Amalia Quiroz-Kline
Subject: English & Language Arts
• ILEARN Reporting Category: Key Ideas & Textual Support/Vocabulary
• Standard: 7.RN.2.1 – Cite the textual evidence that most strongly supports and analysis of what
the text says.
• Diocesan Curriculum Unit Goal: SWBAT: SWBAT Cite the textual evidence that supports what a
text says.
School Safety and the Learning Environment

The Olweus Bullying Prevention Program is a researched base program adopted by St. Vincent
in 2010. A yearly survey of students provides an assessment for teachers and administrators to
focus on the school climate among students related to bullying. Our "Community in Christ
Responsibilities," detail the responsibilities our community has in preventing bullying. Every
staff member including kitchen and maintenance are trained to recognize and intervene in
bullying situations.
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In 2015-2016 St. Vincent implemented PBIS (Positive Behavior Intervention Systems). The
school behavior data at that time indicated a large number of referrals resulting in detentions
and in school suspensions. Since then many of our staff have been regionally and nationally
trained. All training results in those staff training school staff. In the spring of 2018, a trainer
from Midwest PBIS came to the school and trained groups of teachers. Teachers leaders are
part of PBIS teacher leadership committees that focus on tiered interventions for student
behavior. All staff are involved in leadership committees that support students and school
initiatives.
Two School Safety Specialists are on staff and two more teachers are being trained the 2018-
2019 school year. Monthly drills are scheduled and a school safety committee assures that all
school safety checklists and requirements are met each year.
The school facilities continue to be updated. In 2014 a panic alert system was installed on
both sides of the building and connected with the Fort Wayne Police Department. Security
cameras have been installed in the entrance to the building and office and throughout the
building and campus. Recently in 2018 a Homeland Security Grant was secured and much of the
most vulnerable glass and doors have been upgraded with bullet proof glass.
Eight classrooms were renovated in the summer of 2018. A 21st Century Team consisting of
school board members, teachers, parents, principal and students researched and evaluated 21st
century learning environments to increase Collaboration, Critical Thinking, Communication, and
Creative Problem Solving. It was decided to renovate our 7th and 8th grade rooms to reflect the
instructional strategies of 21st teaching and technology use in the classroom. Renovations
included a floor to ceiling remodel and updated classroom furniture and were completed
before school started in August 2018.

Summary of Teacher and Staff Coaching and Evaluation Model
Teachers are routinely evaluated using the Diocesan RISE template on a rotating three year
cycle. Each year all teacher lesson plans are accessed and evaluated by the administration
using. Informal administrative walkthroughs and the ELEOT tool are also used to record student
classroom engagement.

Technology
St. Vincent implemented a pilot program of iPads in 6th grade for 2013-2014. Every student
in 6th grade had an iPad to take home. In preparation for the pilot, a committee consisting of
parents, teachers and technology staff at St Vincent's visited various schools with a 1-to-1
program. We learned from these visits that training, infrastructure, and a learning management
system were key elements for success.
In 2014-2015 the program was expanded to include all middle school students in grades 5
through 8. All students received training on iPad Basics and Digital Citizenship before being
allowed to take the devices home. They are assigned to a specific device for the duration of the
3 year life of the device to enhance a sense of responsibility and ownership. Throughout the
school year, the Technology Director was inside the classroom teaching classes to both students
and teacher on various iPad apps.
Now in 2016-2017 grades 3-8 are using 1 to 1 iPads. We continue to improve growth
projections for all students by differentiating more individually especially for our lower
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achieving students and our higher achieving students thereby raising our state school grade
back to the original A or Exemplary rating.
In 2017-2018 laptop computers were offered to classroom teachers. Our teachers are
becoming proficient with Canvas, a learning platform. Students access online lessons and
important class information on Canvas. This propels our students into the 21st century learning
where the focus is on problem solving and creative thinking.

Family Engagement
Families offer strong support in time, talent and treasure so that the St. Vincent de Paul
Catholic School vision of "Building a Community in Christ" is consistently realized and
recognized. The School Board has 12 members composed of parents and parishioners who
advise the principal and pastor on issues regarding the school. The primary goal of the board is
to monitor the school committees and update the Strategic Plan. Parents and parishioners
compose the school committees as named: Athletics, Fine Arts, Technology, Facilities, Policy,
Finance, HASA (Home and School Association), Discernment, Principal Evaluation,
Advancement, Strategic Plan, Catholic Identity, and an ad hoc 21st Century Learning team. The
Home and School Association provides opportunities for parent involvement and volunteering.
Additionally, the school’s only fundraiser, supported through HASA volunteers, provides
additional funding for student enrichment activities such as field trips and school programs not
generally funded through the school budget.

School Improvement Plan SMART Goal Summary

SIP Summary
Below are our three SMART goals for School Improvement and the first phase of progress
monitoring. Full SIP development, interventions and strategies are located in this document
Data to be
Staff to Involve Reviewed
Interventions/ Benchmark of in Progress During
Strategies Success
Monitoring Progress
Goals Monitoring
Annual SMART Goal 1:
By May 30, 2019 all Basic skill
students in grades 3-8 will progress
monitoring. Fall NWEA Teachers/
demonstrate proficiency in scores- mean at Continuous NWEA data
math achievement at a top 15% learning teams
collective mean of 85% on Computation
the ILEARN assessment. monitoring K-4
Annual SMART Goal 2
Annual SMART Goal 2: All
College and Develop a Performance
students will complete a
career readiness performance Teaching teams assessment
performance assessment
instruction assessment for Administration reviewed by
at least one per semester
first semester coalition
in math by May 2019.
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Student data
folders
Annual SMART Goal 3
Annual SMART Goal 3: A professional
Professional
By May 2019 boys will development plan
reflect a reduction to 75% Action research Coalition development
for classroom
of total behavior data plan reviewed
engagement
sheets.
See Complete Roadmap for the School Improvement Plan
Results of 2018 Staff, Community, Student Catholic Identity Program Effectiveness Surveys
Parent and Community Survey

192 parents responded out of 420 families. 46% response rate an average score of 3.85/5.0.
Parents feel that a strength for St. Vincent School is that the school’s mission clearly expresses a
commitment to Catholic education. Additionally, parents feel that the school provides an
academically rigorous Catholic religion program taught by qualified teachers. Parents scored
the lowest on matters regarding knowing about the budget development process, how it is
done and sharing it with the community. Implications may be that the school board finds a way
to share the budgeting process with families.
Student Survey
217 students were surveyed. The average score is 3.43. Students also scored the highest in
items relating to the school’s mission and teaching religion. The lowest score relating to how
students view we are attracting new students to the school.
Staff Survey
64 staff members participated in the survey out of about 100 for 64% responding rate. The
average score was 4.51. The highest scores involved how the community prays together and
that symbols of the Catholic faith are displayed in the school. The lowest score at 4.05 was
“The learning environment in our school fosters self- discipline so that students can become
more independent learners.” In an effort to foster self-discipline our school continues to
develop a PBIS program. Our teachers receive extensive training and then come back to train
more teachers.
16

School Improvement Plan Template
Indiana Department of Education

School Improvement Plan-2018
School Name St. Vincent de Paul School
Local Education Agency Name St. Vincent de Paul School
School Year 2018-2019
Note: School Improvement Plan must be available to and accessible for the public.
School Improvement Plan Template
Phases
I. Form a School Improvement Plan development team
II. Review focus areas, key findings, and root causes
III. Describe the school’s core components to identify opportunities to address focus areas
IV. Select evidence-based interventions that address the school’s focus areas
V. Design a professional development plan
VI. Develop a roadmap to guide implementation of the school improvement plan
1
I. Form a School Improvement Plan development team
SIP Development Team Members
Name Stakeholder Group(s) Role(s)
Cheryl Klinker Admin Principal
Kathleen Mulligan Admin Behavior Data
Nicole Suvar Admin Data
Stephanie Nees Coalition Teacher Leader
Amy Johnson Coalition Teacher Leader
Coalition- Teachers Coalition Teacher Leaders
Jodi Helmer Social Worker
PBIS Leadership Teacher Leaders
2
II. Review focus areas, key findings, and root causes
Review of Focus Area 1
Description of Focus Area 1: Math Achievement- Student data indicates that math
achievement and growth is a lower area for St. Vincent.
Modified Description of Focus Area 1:
Description of key findings for Root causes for key findings from Focus Area 1
Focus Area 1 (strength or area for
growth)
(Click here to return to the (Click here to return to the root causes for Focus Area
description of key findings for Focus 1’s key findings from the CNA)
Area 1 from the CNA)
Teachers indicate that students do not have a deep
2018- increase in math ILEARN knowledge base of basic skills including computation
scores in most grade levels. and perseverance in critically thinking through complex
Continue to see lower scores in the problems.
4th and 5th grades.
Modified description of key findings Modified root causes for key findings based on the SIP
for Focus Area 1 based on the SIP development team’s discussion
development team’s discussion
Description of Focus Area 2: Critical Thinking- Students will demonstrate critical thinking
across the curriculum.
growth)
Students lack perseverance through Research says that perseverance increases with
complex critical thinking exercises increased engagement. Student engagement will
3
as evidence by poor performance increase when students become data knowledgeable
on multi step problems and and can connect college and career readiness skills to
performance assessments their own personal data.
Description of Focus Area 3:Increase positive behaviors in our neediest students.
growth)
Our behavior data suggests that we The disaggregated data shows that boys are written up
often have four times more referrals more than girls. Classroom engagement and student
for boys than girls. teacher relationships may be a root cause area.
4
III. Describe the school’s core components.
Description of Core Component: Safe Learning Environment
1. How will the school maintain a safe and disciplined learning environment for students
and teachers?
2. How will the school ensure clear expectations are communicated to students?
3. How will the school create an environment in which there is genuine respect for
students and a belief in their capability?
4. How will the school utilize a multi-pronged approach including early intervention and
positive behavior support to create a safe learning environment?
Safety and protection of our students is our highest priority. No singular approach can
supplant how preventive measures and reinforcement of effective behaviors achieve
this objective. Firstly, all our staff members and volunteers undergo Safe Environment
training and complete background checks. This way we can be sure the people our
students encounter every day in school are thoroughly vetted. We maintain a School
Safety Plan that is reviewed annually; and have created a Safety Committee that
meets twice quarterly to address emergent safety concerns. We complete safety drills
and review our safety plan on a regular basis. Two members of our staff have been
trained as Safety Specialists who participate in monthly School Safety Commission
meetings where they collaborate with local law enforcement and other pertinent
government agencies. All staff members are required to complete the following safety
training programs: student health awareness and allergy training, suicide prevention,
CPR and Diabetes training. Finally, and most basically, several of our outer doors are
bulletproof.
While maintaining a safe environment for our students, we also focus on discipline to
promote the children’s welfare. Some of the initiatives we have undertaken to help
encourage a controlled but positive learning environment include our Olweus
Anti-Bullying Program, a researched based program, which includes Community in
Christ weekly class meetings. Numerous staff members are trained in PBIS – Positive
Behavior Intervention Supports. And everyone on staff who works in the classroom
receives professional development on the most current effective discipline strategies.
Our tiered intervention program includes increasing levels of intervention depending
on individual needs. It begins with pre-teaching expectations and builds from there.
Discipline is focused on reconciliation and the repairing of relationships. Behavior
consequences are designed to align with the behaviors exhibited and serve as
restitution to the community. Privacy and the dignity of the student are also integral to
the process. The students, themselves, can also have a positive impact on their
school environment. We believe the students will take more ownership of their overall
environment if they are directly involved in how it’s managed, so we invite certain
students to be Conflict Managers.Conflict Managers are selected upper grade
students that assist at recess to help students in the lower grades resolve conflicts that
occur at recess. Students with obvious leadership qualities are also encouraged to
pursue leadership positions within student organizations, such as Student Leadership
and the Junior High Referee Program. This is a win-win – the students involved feel a
5
greater level of ownership in how the school operates, and by observing those student
leaders, other students are motivated to aspire to those roles.
Our administration strives to make sure that all students are aware of and understand
what is expected of them while at school—both academically and behaviorally. The
expectations are taught and practiced in detail to the students annually, with periodic
booster lessons throughout the year. Reminders of expectations are posted in every
classroom and in the hallways. We also ensure that expectations correspond to
individual student’s abilities. Growth mindset principles are incorporated into lessons,
classroom decorations, and student interactions and encouragements. We produce a
Parent-Student handbook every year that lists behavioral and academic expectations.
Classroom rules are posted in the classrooms and on our Canvas platform. Our
referral system is used to clarify expectations and incorporates reteaching of positive
behaviors. Behavior Data Sheets outline specific student behavior that needs
redirected. The form is used by teachers to inform parents of student behavioral
struggles at school. Our administrative staff carefully logs the data collected on the
Behavior Data Sheets so that school wide data can be analyzed and inform behavioral
teaching and instruction. Our Community in Christ Expectations are: “Be Safe, Be
Respectful, Be Responsible”
Description of Core Component: Curriculum
1. Provide an overview of the school’s curriculum, including, but not limited to:
● A description of the school’s curriculum review and adoption process;
● A description of the school’s curriculum for Tier I instruction as well as a brief
rationale for using these curricular resources;
● A description of the school’s curriculum academic interventions as well as a brief
rationale for using these curricular resources; and
● A description of the culturally responsive curricular materials, if any, that the school
is using to ensure all students’ cultural differences are recognized and appreciated.
Note: Please ensure there is a copy of the curriculum available for inspection by members of
the public as required by 511 Indiana Administrative Code 6.2-3.
The curriculum is developed in conjunction with ACE Notre Dame. Our teachers
collaborate with others throughout the diocese to develop a curriculum that meets or
exceeds the Indiana standards for each grade level. From Textbook Caravan to team
evaluation, our teachers thoroughly scrutinize each textbook before adopting it for use
at St. Vincent de Paul School.
Teachers periodically will evaluate and choose new curricular materials that align with
the Indiana standards and Diocesan curriculum. In committees, teachers evaluate
materials and align assess the materials cross an approved rubric. Teachers may
also research and utilize other materials that show promise of best practices and
evidence based instruction. Several websites also offer reviews of materials and
teacher access third party evaluators to assess learning materials.
6
Periodic review using math reteaching and enrichment materials, IXL, resources
provided with our textbooks, leveled readers, Great Leaps, AimsWeb, No Red Ink,
Raz Kids, and Reading A-Z all ensure effective evaluation and timely intervention.
Cultural differences are recognized and appreciated through a variety of mentor
textbooks from the Allen County Public Library; Olweus discussions and lessons; and
materials borrowed from religious education.
Description of Core Component: Assessment
1. Provide an overview of the assessments that will be used in the school in addition to
the statewide testing system, including, but not limited to:
● A description of the school’s interim assessments, including the frequency with which
they will be administered;
● A brief rationale for using these interim assessments;
● A description of how teachers and staff will be provided ongoing professional
development to support their use of student data from these interim assessments to
inform instruction;
● A description of the school’s expectations for daily and/or weekly formative
assessments (e.g., exit tickets); and
● A description of how teachers and staff will be provided ongoing professional
development to support their use of daily and/or weekly formative assessments to
inform instruction.
We use the following assessments in addition to our state testing: NWEA- 3 times a year,
Aimsweb- 3 times a year, AR tests- weekly-quarterly, WIDA- once a year, and math fact
fluency- benchmarked each quarter and tested weekly.
The interim assessments help to inform instruction so that teachers can deliver instruction
that best matches student needs.
Weekly professional development time and weekly grade level collaboration times provide
opportunity for ongoing professional development in formative assessments at the weekly and
daily checks for understanding. Collaboration occurs frequently at the grade levels, cross
curricular levels and vertical levels. Additionally, other training such as NWEA, ILEARN are
made available to all teachers. Teachers have access to funding (Title I, II, III) to support any
other training in assessments.
7
Daily checks for understanding can be seen in our classrooms in the form of small group
instruction, thumbs up thumbs down, exit tickets, class discussion, canvas quizzes, white
boards, Kahoot, Generation Genius. Weekly assessments take the form of weekly reading
tests, spelling tests, vocabulary tests, math fact tests.
Description of Core Component: Instruction
1. What strategies will teachers and staff use to promote authentic versus compliant
student engagement?
2. How will teachers and staff bridge cultural differences through effective
communication?
3. What strategies will teachers and staff use to provide all students with opportunities to
learn at all Depth of Knowledge levels?
4. What strategies will teachers and staff use to monitor and adjust instruction during
individual lessons?
5. What strategies and systems will the school put in place to ensure teachers vary their
instructional strategies?
6. How will teachers and staff vary their instructional strategies to accommodate diverse
learning styles and language proficiency?
As a general approach, our educators highlight individual needs, provide enrichment

opportunities and empowerment to encourage personal initiative and ownership in students
as they gauge their own pace of learning. Options are given with leveled questions, and
meeting them where they are according to their assessed abilities. Teachers engender
confidence and greater participation through leveled small groups, pre-teaching and
intervention. Cultural differences are bridged using contextual connection between curriculum
and ethnicity, repetition of directions given, and blending of cultural holidays with daily
instruction. Depth of student knowledge is achieved using any number of tools that include
higher level comprehension prompts, project based learning, adult support, guidance, and
designed lesson plans that advance from—not toward— desired outcomes. Formative
assessment is utilized during (scaffolding questions) and after (re-teach, exit tickets) skill
instruction as needed. Lesson plans are adapted for variance and differentiation, including
use of online lesson planning, mentoring programs, administrative walk-throughs, access to
technology and professional development. Not only do we vary the delivery methods of
instruction, we specifically adapt the content to meet different skill levels. Through small
groups, leveled reading, kinesthetic activities, reading tests to students with language
barriers, peer modeling and student tutors, our instructional strategies are designed to
accommodate diverse learning styles and language proficiencies.
8
Description of Core Component: Cultural Competency
1. Provide an overview of the school’s cultural competency strategies, including, but not
limited to:
● A description of the school’s methods for improving the cultural competency of the
school’s teachers, administrators, staff, parents, and students;
● A description of how teachers and staff will learn about students’ cultures;
● A description of how teachers and staff will utilize resources in the students’
communities;
● A description of the school’s methods for increasing educational opportunities and
educational performance for each student subgroup; and
● A description of the areas in which additional professional development is necessary
to increase cultural competency in the school’s educational environment.
St. Vincent de Paul achieves its cultural competency through WIDA training for teachers,
PBIS cultural data analysis to ensure fairness among all our students, discussion and
recognition of various ethnic celebrations, such as Cinco de Mayo, and utilizing bilingual
hymns during school Mass. Our teachers and staff are in continuous collaboration with
families, parents and community resources like Fr. Peter Dee De, associate pastor at the
Cathedral of the Immaculate Conception, and an immigrant from then Burma (1980) serving
Fort Wayne’s significant Burmese population. Fr. Peter is also a valuable resource to St.
Vincent’s as one of several translators for our teacher conferences and parent meetings.
Segments of Social Studies, Literature and Spanish classes are dedicated to shared
discussion among students about their home culture, which provides broad cross-cultural
context for both teachers and students. Student subgroups are currently classified by a
quantity of ten, however, because St. Vincent’s does not see a lot of ethnic discrepancy from
one subgroup to the next, we are actively pursuing alternative methods of classification,
including consideration of comparisons among our students receiving free/reduced lunch. St.
Vincent’s is not complacent in its pursuit of cultural competency. We are actively trying to
connect with our students from no religious background—drawing on the effective connection
between these students and our younger associate pastor, Fr. Jay. Our teachers and staff
are engaged in professional development in identifying, understanding and engaging students
in our major ethnic groups or from lower socio-economic backgrounds.
9
Description of Core Component: Family Engagement
1. How will the school work to maximize the engagement of family members in the
school, including to improve student academic outcomes?
2. What strategies will the school use to increase family and community engagement,
including family literacy programs?
3. What strategies will the school use to understand parents’ hopes, concerns, and
suggestions?
4. How will the school keep parents apprised of services offered by the school?
5. How will the school ensure its staff have the cross-cultural skills necessary for
successful collaboration with family members?
Note: When describing the school’s parent and family engagement policy, please be sure to
include a school-parent compact outlining shared responsibility for high student academic
achievement, per 511 Indiana Administrative Code 6.2-3.
The intersection of staff and parents at St. Vincent’s is a central component of our academic
success. Family engagement is essential to how our school functions and thrives. Through a
variety of initiatives, we involve our parents at every level of their comfort and interest. The
Canvas and PowerSchool programs give families the autonomy to monitor their children’s
grades and homework assignments and provide direct communication with our teachers.
Parents also have the ability in PowerSchool to adjust the frequency of notifications regarding
their child’s academic progress to suit their level of interest and involvement. Academic or
behavioral issues are more quickly identified to allow urgent and effective intervention through
effective SIT(Student Intervention Team) meetings or other face-to-face encounters between
teachers and parents.
There are a host of other technology-based resources for our families. Our school website
contains several student and parent aids to supplement and enhance literacy in math, reading
and science. Announcements, the school calendar, and current and upcoming events are
consistently updated and made available through our school website, Facebook and Twitter
accounts. We also communicate directly with our parents through the weekly school News
Blast, classroom newsletters and School Messenger. Engagement extends not only to our
school families, but to the community at large through newly installed digital marquees at two
school entrances, announcements placed in our parish bulletin, on our parish website and on
Redeemer Radio.
Parents are invited and relied upon to play an active role in school activities. We could not
thrive the way we do without the participation of parents on our school board, athletic board
and, of course, our Home and School Association (“HASA”), a dedicated group of parent
volunteers. With full support from St. Vincent de Paul School, there are frequent volunteer
opportunities in the classrooms and cafeteria, driving to or chaperoning field trips, and sitting
10
with children at Mass, adoration and prayer services. There are music and choir concerts,
Literacy Night for grades K-2, and our annual open house; as well as charitable endeavors
such as We Care Week, the St. Vincent de Paul Society and both grade- and classroom-level
service projects throughout the year.
The breadth of activities and outreach to our school families could not be complete without the
dedication and willingness of our teachers and staff to make themselves accessible to a
multi-cultural demographic. We pursue ELL and PBIS cultural training, utilize community
resources to help communicate with English learners and bring in speakers to talk with
teachers.
Description of Core Component: Technology
1. How will the school coordinate its technology initiatives, in service of improving student
academic outcomes?
Technology initiatives for hardware and software are taken to ensure technology has a proper
place in instruction supporting curriculum needs and improving student outcomes. Our 1-to-1
iPad program for grades 3rd through 8th allows students to easily access critical online digital
based textbook resources, an LMS and school-wide assessments such as NWEA. Our 1-3
ratio of iPads provides the same access for our students in grades K through 2nd. Digital
classroom assessments allow our teachers the ability of quickly evaluate student outcomes
and then having the flexibility of adapting and differentiating instruction.
A team of 5 technology staff members has the responsibility for the following:
● Teaching our computer curriculum and digital citizenship standards,
● Maintaining our network infrastructure,
● Providing hardware and software support and
● Develop staff opportunities for additional training.
Our budget process supports a yearly review of our hardware and software requirements.
This process requires the input of the technology team as well as classroom teachers.
11
Description of Core Component: Transition to Elementary School (for elementary schools
only)
Note: For more information about Indiana’s graduation pathways, please review t his memo
from the Indiana State Board of Education.
1. How will the school assist preschool students with the transition to elementary school?
Parents are provided a readiness checklist in the Kindergarten enrollment packet as well as
the Kindergarten Round-Up in May. Kindergarten Round-Up includes student observations of
pre-learning skills. Additionally, parents are provided with key expectations of Kindergarten. A
preschool information sheet is requested from each child enrolled in preschool. We also
utilize AIMSWEB testing in the beginning of August for letter naming/sounds, number
identification, oral counting and quantity discrimination. Intervention begins the first week of
school for all students and progress monitoring occurs until mastery is achieved in these
essential skills.
IV. Select evidence-based interventions that address the school’s focus areas
Evidence-Based Interventions Math Achievement
Summarize the strategies from the core components in SIP Phase 3 that address this focus
area:
Our adherence to our diocesan curriculum and matching standards to our classroom
instruction help to support math achievement. Adding resources for extra practice,
intervention and evaluation such as IXL, and Great Leaps provides progress
monitoring and assessment toward the goal. NWEA benchmark testing provides data
for teachers to analyze and target instruction. Differentiated instruction such as math
centers and putting similar learning styles together helps to ensure all students are
met at their instructional level for optimum improvement.
ot sufficiently
Describe the key findings and root causes, if any, for this focus area that are n
addressed by these strategies from the core components:
Basic skill development and perseverance through complex problems
Describe the evidence-based intervention(s) that the school has identified to address the key
findings and root causes for this focus area that are not sufficiently addressed by strategies
from the core components:
12
Basic skill fluency such as basic fact practice and testing for mastery. Vertical
collaboration between grade levels and across contents that identify essential skills for
mastery.
Evidence-Based Interventions for Critical Thinking
area:
Our teachers provide differentiated instruction for all levels of learners. Our talent
development director engages students in activities that enable students to problem
solve and think critically. The resource team works with general education teachers to
assist in scaffolding instruction for our most needy students including those with IEP/
ISP. NWEA testing helps to identify students skills and readiness for complex
problems. Our diocesan curriculum was written by Diocesan teachers at the highest
level of Bloom’s Taxonomy appropriate for the grade level and essential skill.
ot sufficiently
Describe the key findings and root causes, if any, for this focus area that are n
Engaging students in tasks that involve understanding the skills necessary for college
and career readiness. Students that can describe their own data and its impact on
their learning goals.
College and career readiness training for students. Creating data folders that assist
students in understanding the impact their achievement has on learning goals.
Increasing instructional engagement through the use of data folders that students
update and then share with parents in a student led conference.
Evidence-Based Interventions for increase positive behaviors
area:
Our PBIS program and professional development in this area support efforts in
increasing positive behaviors.
13
Describe the key findings and root causes, if any, for this focus area that are not sufficiently
Additional research and professional development is needed to assure student

engagement with instruction in the classroom especially with boys.
Action research to find evidence based engagement strategies in the classroom and
especially for boys.
V. Design a professional development plan
Note: Indiana Administrative Code requires that each school provide an assurance through the
signature of an exclusive representative of the LEA that the professional development program
complies with the State Board’s core principles for professional development. (511 IAC 6.2-3)
Professional Development Plan
Set Goals
Given the school’s improvement priorities (e.g., strategies for its core components and
evidence-based interventions) define goals for this professional development plan. Provide a
brief rationale for each professional development goal in relation to one or more of the
school’s focus areas.
PD Goal Description Goal Rationale

Goal #
1 Math Achievement- All Students will Math scores across all data indicates a
demonstrate growth in math weakness in student achievement.
achievement.
2 All students will demonstrate critical Students need to become data

thinking across the curriculum. knowledgeable and develop urgency in
persevering in critical thinking exercises.
3 Increase positive behaviors in our Our behavior data suggests that we often
neediest students. have four times more referrals for boys than
14
girls.
Professional Development Offerings
For each of the school’s professional development goals, define how administrators, teachers,
and/or staff will receive professional development both in terms of their initial training as well
as ongoing professional development to support implementation.
PD Initial Professional Development Follow-up Professional Development to

Goal # Support Implementation
1 Teachers and administrators will receive Ongoing Math PD in areas including: small
professional development in the area of group math intervention and centers, STEM,
mathematical processes and instructional and project based learning.
practices that enhance student
achievement.
2 Professional development needed in the PD in college and career readiness training

area of unpacking the standards and and developing student led conferences and
curriculum, and developing student data performance assessment development.
folders.
3 Professional development in the area of Engagement strategies in the classroom

instruction boys vs girls. across genders.
Professional Development Resources
For each of the school’s professional development goals, identify the resources needed to
meet these goals through initial and follow-up professional development.
PD Resources Needed for Initial PD Resources Needed for Follow-up PD to

Goal # Support Implementation
1 Resources needed include high quality

Access to high quality professional workshops and conferences, funding for PD,
development. Funding for PD. substitute teachers. Follow up PD will
include developing common assessments.
2 High quality PD in college and career

Collaboration time is needed across standards and how to develop students
disciplines to create essential skills portfolios that reflect what students can
documents that reflect what students do. High quality PD in developing and
will be able to do. evaluating performance assessments.
3 Access to high quality professional High quality PD in classroom engagement

development. Funding for PD. and developing relationships with students.
15
Professional Development Evaluation
For each of the school’s professional development goals, define the method(s) for measuring
the impact of the associated professional development. Map out an evaluation plan by
identifying the individual(s) responsible for collecting, analyzing, and facilitating the review of
data to assess the impact of the professional development as well as when this evaluation will
occur.
PD Method(s) for Measuring PD Impact Plan for Measuring PD Impact

Goal #
1 Teachers will progress monitoring student

Impact of PD will be measured by math achievement with formative common
scores across math summative assessments at least two times per quarter.
assessments. Teachers will work together in
cross disciplinary teams to identify essential
skills and develop goals for student
achievement.
2 Impact of PD measured by ongoing PD impact measured by student

progress monitoring of student products and efficacy in running student
proficiencies of essential skills done by led conferences as measured by
teacher teams and checked through teachers and parent feedback.
team collaboration notes by Performance assessment data collected
administration. . by teachers.
3 Impact on PD will be measured through Continue to collect and record data from our
analyzing behavioral data and its behavior data sheets
implications for gender equality.
16
VI. SIP Summary
Staff to Involve in Data to be

Interventions/ Benchmark of Reviewed During
Progress
Strategies Success Progress
Monitoring
Goals Monitoring
Annual SMART
Goal 1:
By May 30, 2019
all students in
grades 3-8 will
demonstrate
Teachers/
proficiency in Fall NWEA scores-
Continuous NWEA data
math achievement Basic skill progress mean at top 15%
learning teams
at a collective monitoring.
mean of 85% on
the ILEARN Computation
assessment. monitoring K-4
Annual SMART
Goal 2
Annual SMART
Goal 2: All
students will
Develop a Performance
complete a College and career
performance Teaching teams assessment
performance readiness
assessment for first Administration reviewed by
assessment at instruction
semester coalition
least one per
semester in math Student data
by May 2019. folders
Annual SMART
Goal 3
Annual SMART
Goal 3: By May A professional
Professional
2019 boys will development plan
Action research Coalition development plan
reflect 75% of for classroom
reviewed
total behavior engagement
data sheets.
See Complete School Improvement Plan
17

School Improvement Plan Goals

School Improvement Plan Development/Goals
Annual SMART Goal 1: By May 30, 2019

all students in grades 3-8 will
demonstrate proficiency in math
achievement at a collective mean of 85%.
Aligned Focus Area(s): Math Achievement
Timeline Checkpoint 1 - Fall NWEA Checkpoint 2 - Winter NWEA
Professional Development to be Opportunities for the District to Provide
Improvement Strategy or Intervention Provided for this Strategy Support for this Strategy Benchmark of Success Key Action Steps Staff Responsible for Key Action Steps Benchmark of Success
Basic skill progress monitoring Formative assessment development Time to collaborate Fall NWEA scores- mean at top 15% Progress monitoring Teachers winter NWEA scores- mean at top 15%
Vertical collaboration Region 8 PD opportunities develop common assessments Continuous learning teams
Computation monitoring K-4 Grade level and cross curricular
collaboration to create common
assessments
Long-Term Vision of Success

Imagine that your school meets this annual Resources Needed to Achieve this Year 2 Resources Needed to Achieve this Year 3
SMART goal. Building on this progress, what Year 2 Goal: Goal Year 3 Goal Goal
would you aspire to see your school By May 30, 2020 all students in grades 3-8 By May 30, 2021 all students in grades 3-8
accomplish over the next two years in areas will demonstrate proficiency in math will demonstrate proficiency in math
related to this goal? achievement at a collective mean of 87%. achievement at a collective mean of 89%.
1
Annual SMART Goal 1: By May 30, 2019

all students in grades 3-8 will
demonstrate proficiency in math
achievement at a collective mean of 85%.
Aligned Focus Area(s): Math Achievement
Timeline Checkpoint 2 - Winter NWEA Checkpoint 3 Spring NWEA
Improvement Strategy or Intervention Key Action Steps Staff Responsible for Key Action Steps Benchmark of Success Key Action Steps Staff Responsible for Key Action Steps
Basic skill progress monitoring Progress monitoring Teachers Spring NWEA scores- mean at top 15% Progress monitoring Teachers
develop common assessments Continuous learning teams develop common assessments Continuous learning teams
Computation monitoring K-4

Imagine that your school meets this annual
SMART goal. Building on this progress, what
would you aspire to see your school
accomplish over the next two years in areas
related to this goal?
2
Annual SMART Goal 2: All students will

complete a performance assessment at
least one per semester in math by May
2019.
Aligned Focus Area(s):Critical Thinking Across the Curriculum
Timeline Checkpoint 1 January 2019 Checkpoint 2 :May 2019
Critical thinking activities performance assessment development One assessment completed performance assessment development Teaching teams One assessment completed
College and career readiness instruction Student data folders Performance assessement PD Administration
Student data folders
college and career readiness
Imagine that your school meets this annual Resources Needed to Achieve this Year 2 Resources Needed to Achieve this Year 3
SMART goal. Building on this progress, what Year 2 Goal Goal Year 3 Goal Goal
would you aspire to see your school Annual SMART Goal 2: All students will Annual SMART Goal 2: All students will
accomplish over the next two years in areas complete a performance assessment at complete a performance assessment at
related to this goal? least one per quarter in math. least two per quarter in math.
3
Annual SMART Goal 2: All students will

complete a performance assessment at
least one per semester in math by May
2019.
Aligned Focus Area(s):Critical Thinking Across the Curriculum
Timeline Checkpoint 2 :May 2019 Checkpoint 3 (Add time frame for this checkpoint here)
Critical thinking activities performance assessment development Teaching teams
College and career readiness instruction Performance assessement PD Administration

Student data folders

4
Annual SMART Goal 3: By May 2019 boys

will reflect 75% of total behavior data
sheets.
Aligned Focus Area(s):
Timeline Checkpoint 1Fall 2018 Checkpoint 2 Winter 2019
A professional development plan for Teachers engage in professional

Action research FInd PD in classroom engagement classroom engagement develop action research groups Coalition development in classroom engagement
research classroom engagement for boys

Resources Needed to Achieve this Year 2 Resources Needed to Achieve this Year 3
Imagine that your school meets this annual Year 2 Goal Goal Year 3 Goal Goal
accomplish over the next two years in areas By May 2020 data will boys reflect 68% of By May 2021 data will boys reflect 60% of
related to this goal? total behavior data sheets. total behavior data sheets.
5
Annual SMART Goal 3: By May 2019 boys

will reflect 75% of total behavior data
sheets.
Aligned Focus Area(s):
Timeline Checkpoint 2 Winter 2019 Checkpoint 3 : Spring 2019
Action plan to improve student

Action research plan PD time and collaboration time Administration engagement in the classroom collaboration to share best practices teaching teams
Best practices for engaging boys in the
classroom
Reduction in behavior data in boys data analysis all staff

6
Timeline for Checkpoints Checkpoint 1 Fall 2018 Ch

Plan - Do - Study - Act Cycle PLAN STUDY [1] ACT [2] PLAN
Staff Responsible for Staff to Involve in Progress Data to be Reviewed During Date for Progress Data-Supported Lessons Revisions to Make to Benchmark of Staff Responsible for Progress
Benchmark of Success Progress Monitoring Monitoring Progress Monitoring Monitoring Learned Improvement Strategies Success Monitoring
Annual SMART Goal 1
Annual SMART Goal 1: By
May 30, 2019 all students in
grades 3-8 will demonstrate
Fall NWEA scores- mean Teachers/ Continuous learning winter NWEA scores-
proficiency in math NWEA data November 2018
at top 15% teams mean at top 15%
achievement at a collective
mean of 85% on the ILEARN
assessment.
Annual SMART Goal 2
students will complete a Develop a perfomance
Teaching teams Performance assessment One assessment
performance assessment at assessment for first November 2018
Administration reviewed by coalition completed
least one per semester in semester
math by May 2019.
Annual SMART Goal 3

A professional
May 2019 boys will reflect Profesional development plan
development plan for Coalition December 2018 Teachers engage in
75% of total behavior data reviewed
classroom engagement professional
sheets.
development in
classroom engagement
7
Timeline for Checkpoints Checkpoint 2 Winter 2019 Checkpoint 3 Spring 2019

Plan - Do - Study - Act Cycle PLAN STUDY [3] ACT [4] PLAN
Staff to Involve in Progress Data to be Reviewed During Date for Progress Data-Supported Lessons Revisions to Make to Benchmark of Staff Responsible for Progress Staff to Involve in Progress Data to be Reviewed During
Monitoring Progress Monitoring Monitoring Learned Improvement Strategies Success Monitoring Monitoring Progress Monitoring
Annual SMART Goal 1
Teachers Spring NWEA scores- Teachers
proficiency in math Winter NWEA score Febraury 1, 2019 NWEA data
Continuous learning teams mean at top 15% Continuous learning teams
assessment.
Annual SMART Goal 2
Teaching teams Performance assessment One assessment Teaching teams Performance assessment
performance assessment at February 15, 2019
Administration exemplars completed Administration exemplars
least one per semester in
math by May 2019.
Annual SMART Goal 3
Action plan to improve
student engagement in
the classroom. Best
May 2019 boys will reflect Time spent in PD for classroom
Administration February 28, 2019 practices for engaging Teaching teams. All staff Behavior Data
75% of total behavior data engagement
boys in the classroom.
sheets.
Reduction in behavior
data in boys
8
Checkpoint
Timeline for3Checkpoints
Spring 2019
Plan - Do - Study - Act Cycle STUDY [5] ACT [6]
Date for Progress Data-Supported Lessons Revisions to Make to
Monitoring Learned Improvement Strategies
Annual SMART Goal 1
proficiency in math May 15, 2019
assessment.
Annual SMART Goal 2
performance assessment at May 15, 2019
least one per semester in
math by May 2019.
Annual SMART Goal 3

May 2019 boys will reflect
May 2019
75% of total behavior data
sheets.
9

Pertinent Improvement Plan Data
Student Demographics
SY15-16 SY16-17 SY17-18

# of students Percentage State Average # of students Percentage State Average # of students Percentage State -wide %
All students 747 753 740
Male 384 51.41% 382 50.73% 359 48.51%
Female 363 48.59% 371 49.27% 381 51.49%
American Indian or
Alaska Native 1 0.13% 1 0.13% 2 0.27%
Asian 33 4.42% 42 5.58% 42 5.68%
Native Hawaiian or
other Pacific Islander 0 0.00% 0 0.00% 0 0.00%
Black or African
American 13 1.74% 15 1.99% 15 2.03%
Hispanic or Latino 50 6.69% 59 7.84% 65 8.78%
White 629 84.20% 605 80.35% 585 79.05% 69%
Two or more races 21 2.81% 31 4.12% 31 4.19%
Exceptional Learners 53 7.10% 52 6.91% 56 7.57% 14.7 %

English Learners 55 7.36% 67 8.90% 71 9.59%
Qualify for Free or
Reduced Priced Meals 109 14.59% 117 15.54% 121 16.35% 48%
Homeless Students 0 0.00% 0 0.00% 0 0.00%
Migratory Students 0 0.00% 0 0.00% 0 0.00%
1
Student Attendance and Behavior
SY15-16 SY16-17 SY17-18

% of students % of students
% of students % of students approaching chronically
% of students chronically approaching % of students chronically absent
approaching absent (missing chronically chronically absent absent (missing 10%
chronically absent 10% or more of absent (missing (missing 10% or % of Average (missing 5-9% or more of
Average daily (missing 5-9% of total school % of students Average daily 5-9% of total more of total students daily of total school total school % of students
attendance % tardy total school days) days) truant attendance % tardy school days) school days) truant attendance % tardy days) days) truant
School-level data 96.55% 1.37% 0.13% 0.02% 0% 96.36% 2.00% 0.12% 0.06% 0% 96.42% 1.31% 0.41% 0.25% 0%
SY15-16 SY16-17 SY17-18 SY15-16 SY16-17 SY17-18

# of incidents # of incidents # of incidents # of consequences# of consequences
# of consequences
Out of school
Incidents of bullying 4 5 19 suspension 0 7 7
In school
Restraints and seclusions suspension 17 33 22
Removal to
an interim
alternative
education
Illicit drug related setting
Expulsion
Alcohol related with services
Expulsion
without
Weapons possession 0 2 2 services
Violent incident with physical Community
injury service
Juvenile
Violent incident without justice
physical injury referral
Disrespect/noncompliance to Law
adults boys/girls enforcement
136/43 99/16 87/14 referral
Classroom Disruption boys/girls
68/14 77/14 70/14 Restitution

Substance
Office Referrals(Behavior abuse
Data Sheets) BOYS 78.90% 82% 82% counseling
Substance
Office Referrals(Behavior abuse
Data Sheets) Girls 21% 17% 17% treatment
Students with more than 2 Conflict
referrals Boys/Girls 76/14 70/13 69/11 resolution
Counseling
Other (Add description)
Other (Add description)
SY15-16
Native Hawaiian
American Indian or other Pacific Black or African Hispanic or Two or more Exceptional Homeless Migratory
or Alaska Native Asian Islander American Latino White races Learners English Learners Students Students
Out of school suspensions (#
and %)
In school suspensions (#
and %) 3 14
Removal to an interim
alternative education setting
Expulsion with services
Expulsion without services
SY16-17
Native Hawaiian
Out of school suspensions (# and %) 2 1 4
and %) 1 8 23 1
2
Student Attendance and Behavior
SY17-18
Native Hawaiian
Out of school suspensions (# and %) 1 5 1
and %) 2 4 12 4
3
Student Academic Outcomes - Lit
Literacy / ELA Data Data Source: ISTEP

SY15-16
Overall % proficient Grade 3 % proficient Grade 4 % proficient Grade 5% proficient Grade 6 % proficient Grade 7 % proficient Grade 8 % proficient
All students 87.2 90 80 84 94 90 86
Male 83 78 85 92 91 87
Female 98 83 83 95 88 84
American Indian or Alaska Native
Asian *** *** *** *** ***
Native Hawaiian or other Pacific
Islander
Black or African American *** *** *** ***
Hispanic or Latino *** *** *** *** *** ***
White 90 84 86 94 89 88
Two or more races *** *** *** *** *** ***
General Education
Exceptional Learners *** 70 *** *** 50 ***
Non-English Language Learners 90 80 85 94 90 87
English Learners *** *** *** *** *** ***
Qualify for Free or Reduced
Priced Meals 83 50 *** *** 91 80
Homeless Students
Migratory Students

SY16-17
Overall % proficient Grade 3% proficient Grade 4% proficient Grade 5% proficient Grade 6% proficient Grade 7% proficient Grade 8 % proficient
All students 88.7 95 80 83 95 92 87
Male 92 78 84 97 91 90
Female 98 82 83 93 93 82
Asian *** *** *** ***
Islander
Black or African American *** *** *** *** ***
White 95 78 82 96 95 72
Two or more races *** *** *** *** *** ***
General Education 96 84 84 96 92 95
Exceptional Learners *** *** *** *** *** ***
4
Student Academic Outcomes - Lit

Priced Meals 100 86 63 *** *** ***
Homeless Students
Migratory Students

SY17-18
Overall % proficient Grade 3 % proficient Grade 4 % proficient Grade 5 % proficient Grade 6 % proficient Grade 7 % proficient Grade 8 % proficient
All students 87.8 92 84 78 87 92 95
Male 88 85 75 78 94 90
Female 97 82 80 95 91 98
American Indian or Alaska Native *** *** *** *** ***
Asian *** *** *** *** ***
Islander *** *** *** *** ***
Hispanic or Latino *** *** 80 *** ***
White 95 85 79 87 91 97
Two or more races *** *** *** *** ***
Exceptional Learners 64 60 *** ***
English Learners *** *** *** *** ***
Priced Meals 83 69 75 77 *** ***
Homeless Students
Migratory Students *** ***
5
Student Academic Outcomes - Mat
Math Data Data Source: ISTEP

SY15-16
Overall % proficient Grade 3% proficient Grade 4% proficient Grade 5% proficient Grade 6% proficient Grade 7% proficient Grade 8 % proficient
All students 79.4 82 66 88 96 78 69
Male 80 69 87 92 84 78
Female 84 63 89 100 68 59
Asian *** *** *** *** ***
Islander
Black or African American *** *** *** ***
White 85 67 89 97 80 69
Two or more races *** *** *** *** *** ***
General Education
Exceptional Learners *** 40 *** *** 50 ***
Priced Meals 75 63 *** *** 73 70
Homeless Students
Migratory Students

SY16-17
Overall % proficient Grade 3 % proficient Grade 4 % proficient Grade 5% proficient Grade 6% proficient Grade 7% proficient Grade 8% proficient
All students 79.9 83 75 78 90 79 73
Male 89 76 75 89 71 78
Female 78 74 80 91 86 67
Asian *** *** *** ***
Islander
White 83 75 79 91 78 74
Two or more races *** *** *** *** *** ***
Exceptional Learners *** *** *** *** *** ***
6
Student Academic Outcomes - Mat

Priced Meals 77 64 63 *** *** ***
Homeless Students
Migratory Students

SY17-18
All students 83.3 87 86 77 81 85 86
Male 88 85 75 85 86 83
Female 86 87 78 77 84 88
American Indian or Alaska Native *** *** *** *** *** ***
Asian *** *** *** *** *** ***
Islander *** *** *** *** *** ***
Black or African American *** *** *** *** *** ***
Hispanic or Latino *** *** *** 80 *** ***
White 92 87 79 82 86 87
Two or more races *** *** *** *** *** ***
Exceptional Learners 82 70 *** *** *** ***
Priced Meals 83 77 67 77 *** ***
Homeless Students
Migratory Students *** *** *** *** ***
7
ISTEP Graphs
Lang Arts Passing Mean

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Spr 2015 89.4 81.2 81 87.4 93.4 86.6
Spr 2016 90.4 81.1 83.7 93.8 89.9 87.3 87.7
Spr 2017 95 80 83 95 92 86 88.5
Spr 2018 92 84 78 87 92 95 88
8
ISTEP Graphs
Math Passing Mean

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8
Spr 2015 77.4 81.4 86.3 83 71.3 76.6
Spr 2016 81.9 66.7 88.4 96.3 77.5 68.9 79.95
Spr 2017 84 75 77 90 80 74 80
Spr 2018 87 86 77 81 85 86 83.67
9
NWEA data- ELA
Literacy / ELA Data Data Source 2: NWEA

SY15-16
All students 93.6
Male
Female
Asian
Islander
Black or African American
Hispanic or Latino
White
Two or more races
General Education
Exceptional Learners
Non-English Language Learners
English Learners
Priced Meals
Homeless Students
Migratory Students

SY16-17
Overall % proficient Grade 3% proficient Grade 4% proficient Grade 5% proficient Grade 6% proficient Grade 7% proficient Grade 8% proficient
All students 87.7 91 80.2 85.6 85.2 92.2 90.2
Male
Female
Asian
Islander
Hispanic or Latino
White
Two or more races
General Education
English Learners
10
NWEA data- ELA

Priced Meals
Homeless Students
Migratory Students

SY17-18
All students 88.9 86.7 89 87.5 88.9 92.4 93.2
Male 86.9 83.3 88.2 82.5 84.8 94.4 93.3
Female 90.9 91.4 89.7 91.8 93.2 90.7 93
American Indian or Alaska Native 100
Asian 88.5 100 85.7 100 100
Islander
Black or African American 81.8 50 100 100 100 100
Hispanic or Latino 72.9 62.5 87.5 87.5 66.7 100 80
White 90.8 92.2 88.9 86.8 91.7 91.3 93.7
Two or more races 87.5 50 100 100 66.7 100 100
General Education
English Learners
Priced Meals
Homeless Students
Migratory Students
11
NWEA data-Math
Math Data Data Source 2: NWEA

SY15-16
Overall % proficient Grade 3 % proficient Grade 4% proficient Grade 5% proficient Grade 6% proficient Grade 7% proficient Grade 8% proficient
All students 93.1
Male
Female
Asian
Islander
Hispanic or Latino
White
Two or more races
General Education
English Learners
Priced Meals
Homeless Students
Migratory Students

SY16-17
All students 82.1 84.6 67 85.6 90.1 74 76.8
Male
Female
Asian
Islander
Hispanic or Latino
White
Two or more races
General Education
English Learners
12
NWEA data-Math

Priced Meals
Homeless Students
Migratory Students

SY17-18
All students 85.7 91.6 86.3 83 80 81 87.7
Male 85.5 89.6 82.4 82.5 80.4 83.3 86.7
Female 85.6 94.3 89.7 81.6 79.5 79.1 88.4
American Indian or Alaska Native 100
Asian 88.5 100 71.4 100 100
Islander
Black or African American 81.8 50 100 100 100 100
Hispanic or Latino 70.8 62.5 87.5 62.5 77.8 60 80
White 86.2 95.3 87 82.9 77.8 81.2 87.3
Two or more races 100 100 100 100 100 100 100
General Education
English Learners
Priced Meals
Homeless Students
Migratory Students
13
Staff Demographics
SY15-16 SY16-17 SY17-18

# of instructional # of instructional # of instructional
staff Percentage staff Percentage staff Percentage
All instructional staff 45 46 46
Male 4 8.89% 4 8.70% 5 10.87%
Female 41 91.11% 42 91.30% 41 89.13%
American Indian or
Alaska Native 1 2.22% 0 0.00% 0 0.00%
Asian 0 0.00% 0 0.00% 0 0.00%
Native Hawaiian or other
Pacific Islander 0 0.00% 0 0.00% 0 0.00%
Black or African
American 0 0.00% 0 0.00% 0 0.00%
White 42 93.33% 44 95.65% 43 93.48%
Two or more races 1 2.22% 0 0.00% 1 2.17%
SY15-16 SY16-17 SY17-18

# of non- # of non- # of non-
instructional staff Percentage instructional staff Percentage instructional staff Percentage
All non-instructional staff 52 62 65
Male 9 17.31% 12 19.35% 12 18.46%
Female 44 84.62% 52 0.00% 54 83.08%
American Indian or
Alaska Native 0 0.00% 0 0.00% 0 0.00%
Asian 0 0.00% 0 0.00% 0 0.00%
Native Hawaiian or other
Pacific Islander 0 0.00% 0 0.00% 0 0.00%
Black or African
American 0 0.00% 0 0.00% 0 0.00%
White 52 100.00% 62 100.00% 65 100.00%
Two or more races 0 0.00% 0 0.00% 0 0
14
Staff Profile
For instructional staff SY15-16 SY16-17 SY17-18

# of classroom teachers 45 46 46
% National Board Certified
Teachers 86.67% 86.96% 86.96%
# of emergency permits 4 3 3
For instructional staff SY15-16 SY16-17 SY17-18

0-1 2-5 5+ 0-1 2-5 5+ 0-1 2-5 5+
# of years in the classroom 3 9 33 2 9 35 3 9 34
# of years at this school 21 3 21 12 14 21 9 17 20
For the Principal SY15-16 SY16-17 SY17-18

0-1 2-5 5+ 0-1 2-5 5+ 0-1 2-5 5+
# of years as Principal 2 1 1 1 1
# of years as Principal at
this school 2 2 2
15

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2018-2019

School Improvement Plan

Description of the School

School Choice Scholarship Recipients

School Enrollment Demographics Summary

Classrooms and Curricular Personnel

2018-2019 SMART Goals for Continuous Learning Teams

What do you want ALL students to be able to do by May 1, 2019?

First Grade and P.E. Solve real-world An end-of-the-year End-of-the-year

Second Grade, Solve real world problems Classroom NWEA

Team/Members: All our students will be As measured by: Or measured by:

Team/Members: All our students will be As measured by: Or measured by:

Cross-curricular subject #1: Content Connectors

Team: Fifth Grade, Computer, Art

Cross-curricular subject #1: Science

School Safety and the Learning Environment

Parent and Community Survey

School Name St. Vincent de Paul School

Local Education Agency Name St. Vincent de Paul School

School Year 2018-2019

School Improvement Plan Template

I. Form a School Improvement Plan development team

II. Review focus areas, key findings, and root causes

V. Design a professional development plan

VI. Develop a roadmap to guide implementation of the school improvement plan

SIP Development Team Members

Name Stakeholder Group(s) Role(s)

Cheryl Klinker Admin Principal

Kathleen Mulligan Admin Behavior Data

Nicole Suvar Admin Data

Stephanie Nees Coalition Teacher Leader

Amy Johnson Coalition Teacher Leader

Coalition- Teachers Coalition Teacher Leaders

Jodi Helmer Social Worker

PBIS Leadership Teacher Leaders

Review of Focus Area 1

Modified Description of Focus Area 1:

Review of Focus Area 2

Modified Description of Focus Area 2:

Review of Focus Area 3

Description of Focus Area 3:​Increase positive behaviors in our neediest students.

Modified Description of Focus Area 3:

Description of Core Component: Safe Learning Environment

Description of Core Component: Curriculum

Description of Core Component: Assessment

Description of Core Component: Instruction

As a general approach, our educators highlight individual needs, provide enrichment

Description of Core Component: Technology

Evidence-Based Interventions Math Achievement

Basic skill development and perseverance through complex problems

Evidence-Based Interventions for Critical Thinking

Evidence-Based Interventions for increase positive behaviors

Additional research and professional development is needed to assure student

V. Design a professional development plan

Professional Development Plan

PD Goal Description Goal Rationale

2 All students will demonstrate critical Students need to become data

Professional Development Offerings

PD Initial Professional Development Follow-up Professional Development to

2 Professional development needed in the PD in college and career readiness training

3 Professional development in the area of Engagement strategies in the classroom

Professional Development Resources

PD Resources Needed for Initial PD Resources Needed for Follow-up PD to

Description of Focus Area 3:Increase positive behaviors in our neediest students.