SCHOOL IMPROVEMENT PLAN Henryville Elementary School 215 N. Ferguson Henryville, IN 47126 2008-2011 Introduction Henryville Elementary is a Pre K - 6th grade public school that has been completely renovated with additional space in 2004. It currently houses 597 students and 35 instructional staff members. It is one of 3 elementary schools in West Clark Community Schools. Henryville Elementary is located in Henryville, Indiana, nineteen miles north of Louisville KY. The facilities at Henryville Elementary consist of 33 classrooms, a Title 1, Inclusion resource room, gymnasium, music room, art room and media center. Henryville Elementary Students Henryville Elementary has a current 2008-2009 enrollment configuration by grade level as follows: Pre-K 28 Grade K 77 Grade 1 77 Grade 2 95 Grade 3 90 Grade 4 74 Grade 5 79 Grade 6 77 Total students 597 Henryville Elementary has a funded program that focuses on helping “at risk” students and the special needs of all students. Henryville Elementary also has a gifted and talented Navigator Program for identified students. Henryville Elementary also houses and coordinates programs and facility use with a Clark County Head Start program. Students at Henryville Elementary scored above the predicted scores. On the 2008-09 ISTEP + test our third grade reflected that 76% passed the ISTEP + standard in language and 69% in math. Fourth grade had a 77% passing rate in English and 69% in Math. Fifth graders scored 68% in language, 78% in Math and 67% in Science. Sixth grade language scores indicated that 69% of the students passed and 84% passed in math. West Clark Community School Corporation Henryville Elementary is part of the West Clark Community Schools, one of 3 school districts in Clark County. West Clark Community Schools serves 3,796 students in 3 elementary schools, 1 middle school, 2 Junior and Senior high schools, and 1 Senior high school. West Clark Community School’s total expenditure per pupil is $8500 below the state average of $10600. The average 07-08 teacher salary is $45,329 which is below the state average of $47,832. The 07-08 average teacher age is 43 years, whereas the average in the state is 42. (Appendix A, pages 1 -17) The Community of Henryville, Indiana The Henryville Elementary attendance area encompasses all elementary age students in Union and Monroe Townships, an area of approximately 75 square miles. Within the two townships that make up our attendance area there are approximately 6700 residents with over 99% classified as white in the 2000 census. The census also indicates that 27.8% of the population does not have a high school or equivalent diploma. 48% do have a high school diploma or equivalent, and 17.8% have bachelors or Higher education. (Appendix A) Twenty percent of the attendance area residences earn less than $15,000 each year, 55% earn less than $35,000, and 80% earn less than $50,000. About 6% are below the poverty level as cited by the 2000 census. This poverty is further evidenced by the fact that 38% of our students now qualify for “Free or Reduced Assistance”. (Appendix B) Attendance and Mobility Student attendance rates at Henryville Elementary have remained consistent over the past year. The average daily attendance remains 96.4% according to the Indiana Department of Education benchmark data in the 2006-2007 year. Enrollment has decreased over 8 percent in the past year. The area is presently seeing significant housing development while population growth has slowed. The mobility rate is currently at about 7 percent annually. (Appendix B, page 2) Henryville Elementary Staff The staff at Henryville Elementary includes: 26 regular classroom teachers, 4 specialized area teachers, 2 reading specialists and 3 special education teachers. On an average, the teachers have been teaching 13.8 years and have an average age of 43 years. The numbers of years the teachers have taught, grade level and credentials are included in the school’s data collection. (Appendix C) Additional personnel include the School Principal, School Counselor, treasurer, secretary, three custodians, media specialist, library aide, 14 special needs assistants and food services workers. (Appendix C) Other support personnel available to assist in meeting the needs of Henryville Elementary students include the district psychologist, a part time school nurse, a CNA office assistant, a speech and language specialist, and computer technicians. Our Principal Henryville Elementary principal, Dr. Glenn Riggs, has served with Henryville Elementary School for 5 years. He has 32 years of experience serving as a teacher, principal, and Superintendent. He holds four degrees in education. Dr. Riggs was awarded his doctorate degree in 1993 from Indiana University with a major in School Administration and a minor in Instructional Systems technology. Safety, Cleanliness, and Adequacy of School Facilities Henryville Elementary and the district are both committed to having a safe and clean environment for learning. At the site level, there is an Emergency Preparedness Plan and a Fire Safety and Evacuation Plan that is reviewed annually. Regular fire and emergency drills are held. Planning for various potential emergencies is coordinated with regional agencies and with the West Clark Community Schools district. The school plans stress safety for the students first. At least one coordinated fire drill is held monthly in accordance with state law. Two tornado drills are performed each semester. One emergency disaster drill is performed per school year. Specific safety concerns regarding buildings and grounds at the school site are handled by the maintenance department if they cannot be remedied by site custodians or utility workers assigned to site duties. Our professional staff of 3 custodians performs basic cleaning operations in every classroom every day. Other aspects of the school/district safety program include: District safety committee and an Emergency Preparedness Plan Fire safety inspections and Fire Safety Plan Bus safety evacuations School safety committee Safety Resource Officer Classroom Discipline/Learning Climate/ Parental support Henryville Elementary provides a disciplined, and stimulating, learning climate for students. The climate for learning at Henryville Elementary is enhanced by involved parents. Parents are encouraged to become involved in school communities and councils, to help with homework, and to encourage and honor their child’s successes. HES has a very active and supportive PTO. The PTO most recently provided funds and labor to install a large playground with equipment suited for elementary age students. Student discipline is the responsibility of all Henryville Elementary staff members. A major goal is to provide a positive climate for learning in order to assure student achievement, enhance self-esteem, and develop positive social behavior. To reach this goal, Henryville Elementary offers many opportunities for student participation and recognition. Students are encouraged and expected to maintain appropriate behavior at all times because disruptions interfere with learning. Student handbooks and other information about school and classroom rules are distributed at the beginning of each school year. Student positive behavior is discussed on a regular basis. School- wide emphasis and programming is conducted annually through character education themes. All stakeholders on a regular basis review subject matter and courses. Academic curricula have been developed in alignment with State Academic Standards and local needs. Parents are encouraged and welcome to be active participants in the process. Counseling and Other Student Support Services Students at Henryville Elementary receive a high level of support services from an outstanding staff. The school has a full time counselor on staff. (Appendix C, page 4) Other support personnel available to assist in meeting the needs of Henryville Elementary students include the Clark County Special Education Cooperative, a part time school nurse, 1.5 speech and language specialists, bus drivers, a maintenance person, custodians, food service workers, and network computer engineers. Communities in Schools assist by providing personnel to remediate students. A mental health counselor is available upon referral and for case management services. School Programs Henryville Elementary School programs include: Gifted and Talented programs, Spell Bowl, Math Bowl, Chorus, Music Programs, 2-day Chicago trip, Student Council, Science Fair, Art Fair, Young Authors, sports programs (cross country, volleyball, basketball, track, and cheerleading), sports camps (tennis, golf, and basketball), Title 1, speech and language development, RIF, Read Across America, Field Day, Post Office, 6th grade band, DARE, Student Safety Patrol, After-School Technology Program and Jumpstart. Henryville Elementary also has an active after-school program (Stay and Play) that services many of the students attending the school. Statement of VALUES Values and Beliefs We believe… • All students can learn. • Learning can and should be fun and hands-on. • Students will benefit from cooperative learning, thematic instruction, and integrated instruction across the curriculum. • Student achievement can increase through the use of authentic and self-assessment when it is used to drive instruction. • Students should be exposed to varied technologies. • Students need to gain an understanding of and appreciation for diverse cultures and gain a cultural competency. • Students are entitled to a safe, respectful environment. • Effective instruction addresses differences in student learning styles. • Instruction should be challenging for all students, with quality work as the outcome. • Professional development should focus on student learning and be a process of continuous growth. • A love of teaching and concern for children is the primary part of the school climate. The mission of Henryville Elementary is… “To educate students and to prepare them to become positive contributors to society.” Shared Vision The following are the curricular, instructional, assessment, and environmental factors that support effective learning for Henryville Elementary students: Curriculum Henryville Elementary provides: • Emphasis on literacy and math skills. • Additional specific remediation curricula at all levels. • Supplemental resources (technology, independent reading libraries, field trips, guest speakers, distance education). • A curriculum that is varied and aligned with Indiana Academic standards. • Teacher participation in selection of curricular materials. • Standards-driven programming. • Teacher training in Technology • Communication to parents about curriculum and essential standards. • Timely delivery of curriculum materials year round. • Pacing / timeline for literacy, and math curriculum that take into account classes with large percentage of students below grade level. • Curriculum materials that include strategies for different skill levels in the same classroom. • Curriculum materials that support "cultural competency”. The Henryville Elementary Curriculum is located in printed format in the Principal’s office, teacher classrooms, and via electronic format on our computer desktops through the Indiana Department of Education Web site where the Indiana Academics Standards appear on line. These standards are our curriculum. Parents receive the printed copies of the Indiana Academic Standards at each grade level early each school year. Instruction • Systematic skills instruction within a meaningful context for students – hands on learning, literature-based, real world experiences – that support student success. • Consistent use of effective research-based instructional practices across grade levels to gain student mastery. • Instruction to meet the diverse needs of students, through a variety of strategies and modalities. • Integrated, thematic instruction to support student learning and retention. • Flexible grouping based on periodic assessment, within or across classrooms, since defining student skill levels is essential for timely mastery of skills. • Initial instruction of new skills followed by consistent practice (including homework). • Productive, academic use of the entire school day as an essential part of student success. • Grade level (team) meetings as an essential support system to articulate general curriculum, systematic instructional practices, and collaborative instructional decisions related to student performance. • Preservation of uninterrupted instructional time. • Consistent programming and focus on the state standards. • Opportunities for teachers to observe colleague’s instructional methods. Learning Environment • Safe and healthy rooms. • Respect and validation for all ideas. • Opportunities to speak without hurting others. • Opportunities to listen responsibly. • A place to teach / learn. • A place to make mistakes and to learn from them. • A place to have materials, supplies, appropriate teaching and learning tools. • Freedom from disturbances. • Appropriate supervision on school grounds. • A quality play area with sufficient space. • Technology rich environments. Operational norms • Each member of this school will strive to understand the other person before trying to be understood. • We will not make assumptions. We will ask for clarification. • We will not talk behind each other’s backs. • There will be no cross talk in open meetings. • Feelings will be expressed openly, without judgment. • There is no such thing as failure; there are only results. • There are win-win solutions to every problem. We will find them. • Our commitment is to help every student succeed. All of our actions are focused on this commitment. • We value trust and will act with trustworthiness. SUMMARY OF DATA Assessment Instruments Assessment instruments used at Henryville Elementary School consist of: ISTEP+ (3rd, 4th, 5th and 6th grades), report cards, teacher made assessments covering subject matter tests, student self-assessments, Reading Counts, DRA-2, Orchard, Wasatch testing (learning/assessment tool), and the Rigby PM Benchmark assessment (reading inventory at varying levels). The Reading Specialist reports use of the Observation Survey, Informal Reading Inventory Ready Diagnostic Kit form the Center for Applied Research in Education, previous CTBS tests, and K-2 Indiana State Reading Assessment, as well as teacher made letter and sound recognition. The current trend in Henryville Elementary School indicates successes that are above the predicted performance for 2006-07. The 2007 ISTEP results indicate: Grade 3 English 76% Total Pass Grade 3 Math 69% Total Pass (Appendix D) Grade 4 English 77% Total Pass Grade 4 Math 69% Total Pass (Appendix G) Grade 5 English 68% Total Pass Grade 5 Math 78% Total Pass Grade 5 Science 67% Total Pass (Appendix E) Grade 6 English 69% Total Pass Grade 6 Math 84% Total Pass (Appendix F) The 4th grade average score in Language Arts was above State average. The 6th grade Math and 5th grade Science average scores were also above State average. The 3rd grade average score in Language Arts was at State Average. The 5th grade average score in Math was also at State Average. The 5th grade and 6th grade average scores were below State average in Language Arts. The 3rd grade and 4th grade average scores in Math were below the State average. ISTEP Passing (2007-08) The overall test scores for Henryville Elementary were 73.8% above the state of Indiana overall average of 73.3 %. (Appendix H) Attendance Henryville Elementary had overall attendance rate that was 96.4% which is above the Indiana state average of 95.8%. (Appendix I) The overall academic climate at Henryville Elementary is one that promotes success and is driven by the Indiana Academic Standards. The specific strategies will be addressed later in the section addressing our goals and strategies. CONCLUSIONS Academic Performance As presented in the data (Appendix B), Henryville Elementary School continues to make progress in the incremental ISTEP passing rate. The Annual School report card indicates that Henryville Elementary did continue to make academic progress in 2002 -2007. (Appendix J) 2001 –02 66.5% Overall Passing ISTEP 2002 –03 67.8% Overall Passing 2003-04 70.6% Overall Passing 2004-05 73.6 % Overall Passing 2005-06 72.09 % Overall Passing 2006-2007 73. 1% Overall Passing 2007-2008 (Appendix H) 73.8% Overall Passing Attendance There are also positive change indicators in the increase of student attendance at Henryville Elementary School. It appears that many of the strategies put in place beginning in 2001 are having an impact on students attending school. This will continue to be one of the strategies in our future plans. 2001 –02 94.4% 2002-03 95.6% 4. 96.1% 5. 95.9% 2005-06 95.9% 2006-07 96.4% (Appendix H) Adequate Yearly Progress The Annual School Report Card 2006-07 (Appendix J) for Henryville Elementary School indicates successful Adequate Yearly Progress (AYP). The AYP summary report indicates some needed improvement in Special Education math. The documentation shows a lower than predicted score. (73% Pass) This is the same as West Clark Community Schools (73% Pass), and the same as State average (73% Pass). (Appendix J) Overall Henryville Elementary students continue to make progress in incremental steps. The focus of our improvement plan will be to continue to refine our curricular structure. Special attention to Kindergarten through second grade literacy skills will be fundamental to success in the third through sixth grade language scores. Attention will also be given to improving math, especially with our Special Education population. The utilization of distance education through videoconferences, as well as United Streaming, will also enhance our opportunities for growth in cultural competency. The 2008-2011 use of this technology does indeed allow for visits with peoples and places that would have not been permitted any other way. GOALS AND BENCHMARKS For Immediate Improvement The goals for Henryville Elementary School are written where specific areas of improvement are needed. They are as follows: 1. Continual review of the Indiana Academic standards; and further alignment of the curriculum within and across grade levels in 2008-2011. 2. Increase the Henryville Elementary School student attendance rate to 96.5% by 2011. 3. Advance Henryville Elementary School ISTEP scores to a level at or above Indiana state average percentage passing in Math, Language, and Science by 2011. PROPOSED STRATEGIES Goal 1 Standard Based Learning Strategies 2008-09 Strategies 1. Connect standard based learning with student ability and interest. 2. Align and document all subject areas based on standards in given planning time. 3. Increase Team Teaching opportunities by using given planning time. 4. Utilize technology throughout the curriculum. 5. Teach Thematic units and collaborate with special area teachers. 6. Use a research based data driven method of instruction. 7. Implement a program that would recognize math achievement. 8. Align and document teaching strategies and student expectations across grade levels. 2009-10 Strategies 1. Connect standard based learning with student ability and interest. 2. Align and document all subject areas based on standards in given planning time. 3. Increase Team Teaching opportunities by using given planning time. 4. Continue use of technology throughout the curriculum. 5. Teach Thematic units and collaborate with special area teachers. 6. Use a research based data driven method of instruction. 7. Continue the program that would recognize math achievement. 8. Align and document teaching strategies and student expectations across grade levels. 2010-11 Strategies 1. Connect standard based learning with student ability and interest. 2. Align and document all subject areas based on standards in given planning time. 3. Increase Team Teaching opportunities by using given planning time. 4. Continue use of technology throughout the curriculum. 5. Teach Thematic units and collaborate with special area teachers. 6. Use a research based data driven method of instruction. 7. Continue the program that would recognize math achievement. 8. Align and document teaching strategies and student expectations across grade levels.

Goal 2 Increase attendance to 96.5% by 2011 Strategies 2008-09 Strategies 1. Continue attendance calling plan. 2. Provide a nurturing school environment. (Ex: lunch, breakfast, snack break, parent involvement, nurse, counselor, sheriff) 3. Implement “good practices” and make learning exciting for children. 4. Provide opportunities for exciting learning. (Science / Art fair, parent night, Henryville Authors Program, technology) 5. Perfect Attendance/Behavior Reward Policy (i.e. Pajama Day, Hat Day, Spirit Week, No Homework Pass, Lunch with Principal) 6. Consistent enforcement of the Attendance Plan 7. Implement Principal’s Math Club 2009-10 Strategies 1. Attendance calling plan. 2. Continue nurturing school environment. (Breakfast, snack, lunch, annual school theme) 3. Implement “good practices” and make learning exciting for children. 4. Provide opportunities for exciting learning. (Science fair, parent night, Henryville Authors Program, technology) 5. Perfect Attendance/Behavior Reward Policy 6. Consistent enforcement of the Attendance Plan 7. Continue Principal’s Math Club 20010-11 Strategies 1. Continue calling plan. 2. Provide a nurturing school environment. (Breakfast, snack, lunch, annual school theme) 3. Implement “good practices” and make learning exciting for children. 4. Provide opportunities for exciting learning. (Science fair, parent night, Henryville Authors Program, technology) 5. Perfect Attendance/Behavior Reward Policy 6. Consistent enforcement of the Attendance Plan. 7. Continue Principal’s Math Club Goal 3 Overall ISTEP scores will be at or above State of Indiana percentage passing in Math, Language Arts, and Science. Strategies 2008-09 Strategies 1. Align all subject areas based on standards in a given planning time. 2. Implement “best” practices and create an exciting learning environment. 3. Use Henryville Authors Program to encourage different genres of writing. 4. Use a Science Fair to encourage the use of all of subject areas, especially Science, in creating Science projects. 5. Identify individuals and use remediation groups to help students with needed skills, especially in math. 6. Develop a cross-curricular plan utilizing a framework. 7. Develop Interdisciplinary thematic units and follow up with project based learning within grade levels. 8. Provide grade level standards for new teachers. 9. Review standards from previous year prior to giving Standardized Testing (ISTEP). 10. Provide a nurturing school environment. (Ex: Parent Involvement, Writing Night, Literacy Night) 11. Ongoing assessment and remediation utilizing the Orchard program and other technology. 12. Investigate research regarding mathematic instruction. 13. Design instruction to meet varied learners, especially in primary math. 2009-10 Strategies 1. Align all subject areas based on standards in a given planning time. 2. Implement “best” practices and create an exciting learning environment. 3. Use Henryville Authors Program to encourage different genres of writing. 4. Use a Science/Art/Language Arts Fair to encourage the use of all of subject areas, especially Science, in creating Science projects. 5. Continue to identify individuals and use remediation groups to help students with needed skills, especially in math. 6. Develop a cross-curricular plan utilizing a framework. 7. Continue to develop Interdisciplinary thematic units and follow up with project based learning within grade levels. 8. Provide grade level standards for new teachers. 9. Review standards from previous year prior to giving Standardized Testing (ISTEP). 10. Provide a nurturing school environment. (Ex: Parent Involvement, Writing Night, Literacy Night). 11. Ongoing assessment and remediation utilizing the Orchard program and other technology. 12. Integrate strategies regarding contemporary mathematic instruction. 13. Design instruction to meet varied learners, especially in primary math. 2010-11 Strategies 1. Align all subject areas based on standards in a given planning time. 2. Implement “best” practices and create an exciting learning environment. 3. Use Henryville Authors Program to encourage different genres of writing. 4. Use a Science/Art/Language Arts Fair to encourage the use of all of subject areas, especially Science, in creating Science projects. 5. Continue to identify individuals and use remediation groups to help students with needed skills, especially in math. 6. Develop a cross-curricular plan utilizing a framework. 7. Continue to develop Interdisciplinary thematic units and follow up with project based learning within grade levels. 8. Provide grade level standards for new teachers. 9. Review standards from previous year prior to giving Standardized Testing (ISTEP). 10. Provide a nurturing school environment. (Ex: Parent Involvement, Writing Night, Literacy Night) 11. Ongoing assessment and remediation utilizing the Orchard program and other technology. 12. Investigate research regarding mathematic instruction. 13. Design instruction to meet varied learners, especially in primary math. PROFESSIONAL DEVELOPMENT The 2008-09 professional development plan for Henryville Elementary School and West Clark Community Schools indicates a tremendous commitment to technology as a learning tool, overall integration of Indiana Academic Standards into the curriculum and improving the cultural competency of staff. Henryville Elementary has engaged in videoconferencing taking us to places that we would otherwise not be able to experience. We have also implemented utilization of “United Streaming” bringing in technological resources that may not have been available. We have focused on the integration of technology in the classroom. Additional in-service has included a Reading Series consultant to provide further understanding and expertise in utilizing “centers” and our curriculum materials. Henryville Elementary has focused on grade level research, alignment and documentation of curriculum. In addition we have communicated across grade level, examined standards and denoted mastery level. A Henryville Elementary website has been created and is continually updated to include additional web links that teachers, parents and students may use for expanding their intellectual and cultural competencies. (Appendix K) The following is the plan for the 2008-09 year: Professional Development 2008-2009 In-Service 1: • Continue to integrate, document and place curriculum standards in a framework collaborating in grade level groups and across grade levels. (Goal 1 and Goal 3) • Subs for fifth and sixth grade levels. (AM time) • Fifth and sixth grades meet with Special Area teachers. (PM) In-Service 2: • Continue to integrate, document and place curriculum standards in a framework collaborating in grade level groups and across grade levels. (Goal 1and Goal 3) • Subs for third and fourth grade levels. (AM time) • Third and fourth grades meet with Special Area teachers.(PM) In-Service 3: • Continue to integrate, document and place curriculum standards in a framework collaborating in grade level groups and across grade levels. (Goal 1 and Goal 3) • Subs for K-2 grade levels. (AM time) • K-2 grades meet with Special Area teachers.(PM) In-Service 4: (Full day in-service): • Technology (student academic remediation and reinforcement software and teacher technology tools / skills) (Goal 1, Goal 2 and Goal 3) (AM time) • Grade level curriculum review (PM time) In-Service 5: • PL 221, NCLB, HES Improvement Plan - Review and Revise the Plan In-Service 6: • Continue to integrate, document and place curriculum standards in a framework collaborating in grade level groups and across grade levels. (Goal 1 and Goal 3)

Description of Professional Development Plan 1. The first three half days of in service for the 2008-09 Professional Development Plan will be utilized focusing on the Indiana Academic Standards, curriculum documentation and alignment in a framework . During In-Service #1, the plan is to have sub teachers for the morning in the 5th and 6th grade classrooms so the teachers will have the entire day to examine, document and align the curriculum. The day will be spent in reviewing, revising and aligning the curriculum with the Indiana standards within and across these grade levels. All other grade levels will focus on standards and curriculum for the scheduled half day. The primary emphasis for these days will be this alignment of standards with a focus on student learning and performance. Efforts will be made as noted in our “Values and Beliefs” to include and improve activities that enhance cultural competency in these study groups. A similar format of study will be continued in the subsequent in-service day with full day study activity for third and fourth. Following this again in In-Service #3, the K-2 teachers will be structured for a full day in the same fashion. The goal is that we will review, revise, document and integrate the Indiana Standards through the year 2008-09. 2. In-service #4 will be technology and instructional training day for all staff. The plan is to continue to expand the use of technology with this all day workshop. All staff will participate in various workshops. (Goal 1 and Goal 2) 3. In-service #5 will be utilized in examining our progress and also review the ISTEP data, strategies and programs. We will also have the opportunity to revise our Continuous Improvement Plan for submission. 4. In-service #6 Professional Development will be grade level and across grade level meetings to insure standards alignment and to facilitate the transition of students between grade levels. 1