South Knox Middle High School Local Education Agency Name South

Unified Comprehensive Needs Assessment and School Improvement Plan

School Name South Knox Middle High School

Local Education Agency Name South Knox School Corporation

School Year 2020-2021

Note: This Comprehensive Needs Assessment and School Improvement Plan must be available to and accessible for the public.

Comprehensive Needs Assessment Template

Phases

I.Establish a Comprehensive Needs Assessment planning team

II.Develop a vision of excellence

III.Create a school profile

IV.Identify focus areas

V.Collect additional data on focus areas

VI.Analyze data to determine key findings and root causes

I.Establish a Comprehensive Needs Assessment planning team

CNA Planning Team Members

Name Stakeholder Group(s) Role(s)

David Couchenour Building Administration Principal

Matt Toothman Building Administration Asst. Principal

Sheryl Schaefer-Jones District Administration Special Education Director

Greg Laake Staff Teacher/SIP Co-Chair

Betsy Couchenour Staff Teacher/SIP Co-Chair

Dawn Sparks Staff HS SPED Teacher

Shawn Parish Staff MS SPED Teacher

Carrie Staggs Staff/Family Guidance/Parent

Tina Kunkler-Laake Staff ELA Teacher/ELA Department Head

Michelle Ellerman Community Agency Prevention Specialist

Kayci Dycus Corporation Office Curriculum Director

Joe Keller Staff Math Teacher/Math Department Head

Note: Use the tables below to name the topics that committees will study to support the CNA process as well as the members of these committees, modifying the tables as needed. Note: TSI identified schools must include a domain of study specific to each subgroup identified as low performing. Committee’s Domain of Study: Special Education students not Passing Both Math and ELA on State Standardized Assessments

Name Stakeholder Group(s) Role(s)

Sheryl Schaefer-Jones District Administration Special Education Director

David Couchenour Building Administration Principal

Dawn Sparks Staff HS SPED Teacher

Shawn Parish Staff MS SPED Teacher

Develop a vision of excellence

Vision of Excellence

South Knox Middle High School is located in rural Southwestern Indiana. It was built in 1967 with major remodeling and renovations having taken place in 2017. We are a 7-12 building that houses 580 students and 33 teachers. The student population is 96.5% white, 11% of our students are special needs, and we have 34.5% that qualify for Free and Reduced lunches. We have achieved a School Grade “A” from the Department of Education for 3 straight years.

The vision of South Knox Middle High School is to equip all students with the confidence, skills, and support to achieve their full academic potential while developing the social and emotional skills needed to succeed in all aspects of post-secondary life. We aim to accomplish this vision by providing exemplary educational opportunities within a safe, nurturing learning environment. We dedicate ourselves to the optimum academic and personal growth of each student.

The South Knox Middle and High School Staff provide a secure and engaging learning environment that facilitates learning to a diverse group of students. This is achieved by meeting each student at his or her individual learning abilities. In order to attain successful student and staff engagement, administration facilitates professional development opportunities and dedication to meeting the rigor of Indiana’s Academic Standards.

Aspirations and expectations for students We aspire to equip all students with the confidence, skills, and support to achieve their full academic potential while developing the social and emotional skills needed to succeed in all aspects of post-secondary life.

Responsibilities of adults who work in the school Provide a secure and engaging learning environment that facilitates learning to a diverse group of students while maintaining high expectations for all students.

Partnerships and collaborations to support the school’s continuous improvement  Children and Family Services  South Knox Education Foundation  Pre Employment Training Services, Vocational Rehab and KCARC  Knox County CEO Program (Creating Entrepreneurial Opportunities)  Work-based learning  Twin Rivers  PLTW  Close proximity to Vincennes University allows students to conveniently take classes on campus  Dual Credit  Peer tutoring class

Intents and purposes of schoolwide programs and initiatives  To help each child foster relationships with peers and adults in the building  To make available to all of our student population extracurricular activities through which they can achieve success  To provide every student abundant, meaningful opportunities to explore their interests and achieve valuable experience to bolster future success

Aspirational measures of success What we say in our mission Sources of data and evidence

Exemplary educational opportunities  % of students in leadership roles  Number of students participating in future career opportunities  Twin Rivers  Internships  Cadet Teaching  Vincennes University classes  Work Based Learning  Extracurricular participation  Feedback from past graduates

Safe, Nurturing learning environment  Discipline Referrals  Bus Referrals  Suspension/Expulsion  Teachers on Duty and in hallways  All exterior and interior doors locked  Renovation to further enhance safety and handicap accessibility  Conduct numerous safety drills  Multiple AED’s placed around the campus  Professional development on emergency response  Safety kits in all classrooms

Optimum academic and personal  Scores on state assessments growth of each student.  Growth of students Progress on Benchmark assessments  Attendance Rate  Tardiness  Homework completion  Graduation Rate

Other sources of data/evidence  Subject grades, individual student work, staff attendance, staff surveys, professional development participation

II. Create a school profile

School Profile

South Knox Middle High School is a one building facility that educates five hundred seventy- six (576) students in grades 7-12. The school consists of thirty (30) classrooms. Students have access to four computer labs and additional computers in the media center. We also have an Agriculture and Welding Lab, Wood Shop, and a Greenhouse that we can use for additional instruction. All of our Language Arts classrooms are equipped with Chromebooks for student usage. Our Project Lead the Way classroom is fully equipped with computers for students in addition to three 3-D printers. We have twenty-two (22) Chromebook carts throughout the building that teachers can use for instruction. All grades are on the same bell schedule and share several classrooms and the cafeteria. Generally, students are in classes with peers of their same age. South Knox Middle High School is located in southern Knox County, Indiana approximately six miles southeast of Vincennes. The area surrounding the corporation is a predominantly rural farming community. South Knox draws students from several small towns and some students from the larger city of Vincennes. Knox County’s largest employment opportunities come from the career areas of education and health services. Along with these white collar jobs, Knox County residents gain employment through mining, farming, and other blue collar jobs. South Knox School Corporation was formed in the early 1960s. It included five small county schools located in southern Knox County – Decker, Decker Chapel, Fritchton, Monroe City and Wheatland. In 1967 the schools combined to form South Knox High School, which opened in August of 1967 for grades 6-12. The elementary students in grades K-5 attended the old Decker School and the old Monroe City School, which was renamed South Knox Elementary. A new K-6 South Knox Elementary opened adjacent to South Knox Middle-High School in August of 1999 replacing the Decker and South Knox Elementary. The sixth grade was then moved from South Knox Middle-High to the new South Knox Elementary. The two schools are located on an attractive 80 acre site. The Middle-High school currently staffs thirty-three (33) full time teachers. In addition, there are two special education teachers each paired with teaching assistants. The school employs seven (7) individuals who work as assistants throughout the building. The school also employs three (3) technology staff members. The administrative staff consists of a principal, an assistant principal, an athletic director, a transportation director, two guidance counselors. a librarian, a maintenance director, treasurer, prevention specialist, office secretary, and a guidance department secretary. In addition to these staff members, the school also employs a full-time nurse and shares a speech pathologist with the elementary school. Of the 576 students enrolled at South Knox for the 2018-2019 school year, there are 291 males and 285 females. Three students are part of our Knox County Special Education Coop, and attend classes at Vincennes Lincoln High School. Class sizes are as follows: Grade 7 has 110 students, Grade 8 has 96 students, Grade 9 has 97 students, Grade 10 has 89 students, Grade 11 has 83 students, and Grade 12 has 101 students. The number of non-Caucasian students is ten (10). The number of students receiving free lunch is one Hundred thirty-one (131) and the number of students receiving reduced lunch is sixty- two (62). There are sixty-five (65) students receiving Special Education accommodations in the middle and high school. There are one hundred thirty-four (134) students who live outside of the South Knox school district whose parents choose to send them to South Knox. Students are encouraged to participate in many extracurricular activities that are available at South Knox Middle-High School. These activities include: National Junior Honor Society (middle school), National Honor Society (high school), High School and Middle School Student Council, High School and Middle School Spell Bowl, High School and Middle School Academic Super Bowl Teams, Drama Club, Pep Band, Concert Band, Marching Band, Art Club (middle and high school), FACS, FFA, FCA, Dance Team, Cheerleading, BPA, Newspaper, Yearbook, Foreign Language Club and interscholastic competition in high school and middle school cross country, soccer, volleyball, basketball, baseball, softball, track, tennis, and golf. Students participating in athletics must meet the requirements of the South Knox Middle-High School Athletic Code which sets both academic and conduct standards for athletes. The Middle-High school building has been well maintained and is in excellent condition. Administration has made it a priority to ensure the building has been updated over the years and that all areas of the building and grounds are safe for its students. Modernization to many of the learning spaces has occurred within the past several years. Rooms have been updated to accommodate new teaching technologies; such as computer and remediation labs for student usage. The corporation has installed energy efficient lighting and a new heating and cooling system to help in reducing costs. Recent projects for the building have included the complete remodeling of student restrooms, individual classrooms, the band/music classroom, the choir classroom, and the library. We also just finished a construction project that introduced a new Athletic and Front office lobby, new locker rooms, new administration and guidance offices, new cafeteria and kitchen, new Art room, and remodeling of our Ag and Wood shop areas. Improvements have also been made to outdoor facilities as well. Most recently, the baseball and soccer fields have had new lighting installed and a new press boxes concessions and restrooms were built. Two additional soccer practice fields were created in 2015. The wastewater treatment facility has also been upgraded to meet IDEM standards.

Vision

At South Knox Middle High School, all students will be equipped with the confidence, skills, and support to achieve their full academic potential while developing the social and emotional skills needed to succeed in all aspects of post-secondary life.

Mission Statement

The mission of South Knox Middle High School is to provide exemplary educational opportunities within a safe, nurturing learning environment. We dedicate ourselves to the optimum academic and personal growth of each student.

Core Beliefs or Core Values

 Well Rounded Individuals  Hardworking, Compassionate and Caring  Safe School Environment  Respectful  Academically Challenging  Safe, Secure, Clean Environment  Professional Faculty and Staff  Responsible  Mastery of Academic Standards  Citizenship  Lifelong Learning  Soft Skills Development  Cultural Competency  Engagement

Student Demographics https://docs.google.com/spreadsheets/d/14Z2XTlZsow1XV3XxLetZUCFNt6tuTb6A2nBEegTI

mWo/edit#gid=429469962

Staff Demographics

The staff at South Knox Middle High School are similar in race and ethnicity, but varied in experience. Approximately 95% of instructional staff are white.

Staff Demographic: https://docs.google.com/spreadsheets/d/14Z2XTlZsow1XV3XxLetZUCFNt6tuTb6A2nBEegTI mWo/edit#gid=811534321

Staff Profile: https://docs.google.com/spreadsheets/d/14Z2XTlZsow1XV3XxLetZUCFNt6tuTb6A2nBEegTI mWo/edit#gid=2070243962

Student Behavior

The staff at South Knox Middle High School is dedicated to providing a safe and nurturing learning environment. Students and their parents/guardians are given a copy of the student handbook each year and are made aware of the school’s policies and procedures. In the handbook, specific behavioral guidelines and disciplinary procedures are explicitly explained. A Staff handbook is also updated and given at the beginning of each school year highlighting student discipline procedures. https://docs.google.com/spreadsheets/d/14Z2XTlZsow1XV3XxLetZUCFNt6tuTb6A2nBEegTI mWo/edit#gid=1588130653

Student Academic Outcomes

The foundation for our vision is to ensure all students are equipped to achieve their full academic potential. We provide high quality learning opportunities and expect students to perform to their highest capabilities. This vision provides continuous guidance as we analyze student academic data and student outcome objectives. During the previous year, student outcomes related to our school improvement plan were...

ILEARN was implemented at the 7th and 8th grade level beginning in 2018-19 school year

7th grade ELA ILEARN results  South Knox = 54  Indiana = 49 7th grade MATH ILEARN results  South Knox = 57  Indiana = 41

8th grade ELA ILEARN results  South Knox = 44  Indiana = 50 7th grade MATH ILEARN results  South Knox = 40  Indiana = 37

It was the first year ILEARN was taken, so we cannot compare previous results. South Knox did score above the State Average in 3 out of 4 categories. 3. Tenth Grade ISTEP Results

10th Grade English/Language Arts

2016-17 2017-18 2018-19

SKMHS 65.2 69.8 63.3

Indiana 60.7 46 62.4

10th Grade Math

2016-17 2017-18 2018-19

SKMHS 44.4 53.8 43

Indiana 36.9 28 35.3 ELA = https://docs.google.com/spreadsheets/d/1EDonqTIYuoS4jn6- QQ7ymiC7PzHV8R7nKrG3w_Vns9Y/edit#gid=1834833303

MATH = https://docs.google.com/spreadsheets/d/1EDonqTIYuoS4jn6- QQ7ymiC7PzHV8R7nKrG3w_Vns9Y/edit#gid=819832084

Additional Outcomes related to our School Improvement Plan:

Attendance Rate Trend Year South Knox IN Public Schools

2012-13 95.2 95.1

2013-14 95.3 95.3

2014-15 94.6 94.9

2015-16 95.4

2016-17 94.8

2017-18 95.8

Graduation Rate

Year South Knox IN Public Schools

2013-14 89.2 90

2014-15 97.6 89.1

2015-16 97.4 89.1

2016-17 95.4 87.2

2017-18 98.7 88.2

Summary of Current School Improvement Strategies

A. 95% Attendance Rate o phone calls home every day at 10AM B. 95% Graduation Rate O Implementation of Credit Recovery program O Weekly grade check / mentoring program. O Creation of South Knox Learning Center, an alternative program for students who have needs that do not conform to a traditional school day. These needs include pregnancy, child care, job demands, an inability to succeed in traditional classroom setting or lack the necessary credits to be on pace to graduate on time. C. 80% of students passing ILEARN math O Study Island benchmark testing 3 times a year O ILEARN prep in MS Homerooms twice a week D. 75% of students passing ILEARN language arts O Study Island benchmark testing 3 times a year O ILEARN prep in MS Homerooms twice a week E 70% of graduates earning dual credit O Teachers obtaining graduate hours to become dual credit approved F. 45% graduates earning Academic Honors Diploma G. 10% graduates earning Technical Honors Diploma H. 35% graduates earning Core 40 Diploma

 S

Summary of Core Curricula

The curriculum for South Knox Middle High School is developed by the South Knox School Corporation, based on the Indiana Academic Standards. Curriculum for each subject - mathematics, language arts (including reading, English, spelling, and writing), social studies, science/health, the arts, and physical education - are reviewed and revised during the year of state textbook/resource adoption. Copies of the curriculum are available at South Knox Middle High School during the school year between 8:00am and 4:00pm. South Knox has a student-focused curriculum that considers many determinants for a holistic approach to student needs. One of the primary goals is to successfully implement the new college and career ready state standards throughout the curriculum. Following with the standards are the concrete goals of improving reading comprehension, continuing advancement in writing and oral communication, and focusing more on non-fiction subject matter. Each of these components should be cross-curricular. However, the primary goal is to facilitate reading comprehension across the curriculum and allow each student to meet their comprehension goals. Through tri-yearly assessments, data evaluation, and implementing curriculum changes, the administration, faculty, and staff can diversify classroom models to meet the same diversities among the students’ comprehension abilities. After establishing baseline data, the faculty will strive to find age appropriate material that spans a variety of subject areas and a variety of Lexile score levels that meet the different needs of the students. An increase in comprehension should facilitate a growth of understanding in all subject areas throughout the curriculum.

Summary of Formative and Summative Assessments South Knox Middle High School utilizes a number of assessments to evaluate students’ academic progress. Academic assessment data is used by school personnel to plan on grade-level, remedial, and enrichment instruction.

Summative ILEARN, ISTEP+10, ILEARN Biology, PSAT Formative Math XL Study Island Classroom Assessments Edulastic

Summary of Academic Intervention and Enrichment Programs

The staff at South Knox Middle High School believes in having high expectations for all students and in meeting students at their academic levels. Core instruction is differentiated by classroom teachers, taking into account content, learning processes, and expected outcomes. Students who need additional support are given the opportunity to participate in tutoring, MS ILEARN PREP, SKLC. Students who need additional enrichment are given the opportunity to participate in Academic Teams, Dual Credit Courses, Academic Teams, Library Reading Programs, Project Discovery, Life Skills,

List of Other Programs for Students (Schoolwide or Targeted to Specific Groups of Students)

South Knox Middle High School provides students with a wide range of programs to foster the development of academic, social, and emotional skills. Programs include:

 Academic Teams (Fine Arts, English, Math, Science, Social Studies, Spell Bowl)  Book Club  Business Professionals of America  Creative Writing Club  Family and Consumer Science Club  Fellowship of Christian Athletes  Foreign Language Club  Interact Club (Rotary)  Kiwanis KEY Club  National Art Honor Society  National FFA Organization  National Honor Society  Student Council  Youth Leadership Knox County

Summary of Teacher and Staff Recruitment, Selection, Induction, and Retention Strategies

Hiring quality and then retaining quality teachers and staff is imperative to the success of South Knox Middle High School. Our School and community routinely receives numerous applications for positions based on our reputation of excellence in education and safety.

Recruitment: Our School and community recruits itself. South Knox Middle High School is extremely fortunate in having high quality applicants consistently interested in open teaching positions. We welcome student teachers as a way to not only train, but also recruit new staff. The orientation program helps initiate teachers into the procedures of the building and get them started with resources - people and documents - for the everyday events of school.

Selection: Each position that is hired is done with a committee that includes the Superintendent, Principal, Guidance Counselor, Teacher from the subject area, and a school board member. By doing this we insure that all interested and vested parties are represented. This helps us interview and select teachers based on questions that are all encompassing and thorough in all the areas that a teacher has to deal with. This helps us to interview and select teachers based on an all encompassing and thorough assessment.

Induction: Once hired, we give all of our new staff a “training day.” This is a half day session where new hires will be trained by a veteran teacher on our student information system, Harmony. New staff are taught how to Set up a class, create assignments, take attendance, send messages, etc. New staff also meet with our Corporation Technology director and/or our school computer aide to help them become familiar with logins and pw’s necessary for email, Harmony, computer login, etc. After that, we treat them to lunch

Retention: Our school community, environment, cleanliness, safety, and commitment to quality education helps to retain our teachers. Administration understands that the demands put on today’s teachers far outreach providing meaningful learning opportunities for their students. Administration values each teacher’s individual strengths and fully supports each teacher in their pursuit of educating students. Furthermore, administration provides experienced guidance and constructive feedback for the betterment of any instructional intervention needed. As a result, teachers feel professionally respected and confident in their ability to pursue educational opportunities.

Summary of Teacher and Staff Professional Learning Opportunities

Teacher and staff development priorities are identified based on teacher requests. The school board has approved two half-day professional development opportunities where staff participated in state mandated training. Additional professional development opportunities include In-house experts, SIEC, ISTA, Regional, State and National conferences and School Safety Training

Summary of Teacher and Staff Coaching and Evaluation Model

South Knox Middle High School utilizes the RISE system to evaluate faculty. Teachers are evaluated based on requirements set forth by the state and was developed by the school corporation and the local teachers’ association collectively. The principal evaluates each teacher informally throughout each school year and conducts at least 2 formal observations yearly. ILEARN Professional development for ELA and Math teachers

Summary of Key Family and Community Engagement Strategies

Communication and Access is a key component to building a successful student. At South Knox Middle High School we use several different avenues to keep our families and community involved and aware of what is happening in our school.

School Website: Facebook page: School Messenger: Phone, Text, email Student Handbook Weekly Grade Checks and Mentoring Parent-Teacher Night: Parent Meetings with groups of teachers Teachers email and/or call home with concerns Progress Reports

List of Community Partnerships

There are a number of community organizations and facilities that offer South Knox students access, as well as provide academic, recreational and support services. Although some of the following facilities are not in the South Knox district, they are so close in vicinity (Vincennes) that a number of our students routinely access them.

Blue Jeans Center, Monroe City -Sports leagues, tutoring, free meals, library Knox County 4-H Knox county Public Library -Educational Materials and youth programming Good Samaritan Hospital –Fit Kids, student volunteer programs Area Churches YMCA Area Golf Courses – free facilities for school teams South Knox Education Foundation South Knox Athletic Boosters South Knox Music Boosters Junior Achievement Relay for Life Think Pink Vocational Rehabilitation of Knox County Twin River Vocational Program Youth Leadership Knox County Knox County Community Foundation – YIP, Freshen-Up, scholarships KCARC – student employment program Knox County Development Corporation – Tour of Opportunity Southwest Purdue Agricultural Center – FFA involvement in Day On The Farm KETA (Kids Equipped to Achieve) Kiwanis – KEY Club Knox County Sheriff's Department – Safety Resource Officers Boy and Girls Scouts of America Vincennes State Historic Sites Vincennes University – College and Career planning Vincennes Police Department and Head Start – Shop with a Cop

III. Identify focus areas Note: Any TSI-identified subgroups must be included as a focus area. While TSI schools may choose to identify additional focus areas, they are only required to address the focus areas aligned to their identified subgroups. Identification of Focus Areas for Additional Data Collection and Analysis by Comparing the School’s Vision of Excellence and the School Profile

Special Education students passing both portions (Math and ELA) of State Mandated Tests

Description of the Gaps Identified between the Vision of Excellence and School Profile

https://docs.google.com/document/d/17hiMyyI7QTihBusS6u4rlxwyPkYtxrvvidlM16Zwa KU/edit?usp=sharing

Description of Focus Area 1

Students with Disabilities Subgroup Performance.

Assessments reveal that students with disabilities score below their grade level peers in passing both Math and ELA. ISTEP+ results have shown an inconsistency in proficiency scores over the past five year period, with percentages both increasing and decreasing. In SY 2013-2014 percent passing both Math and ELA was 20%. In SY 2014-2015 percent passing was 8.7%. IN SY 2015-2016 percent passing was 21.1%. Results were unavailable for SY 2016-2017, and 3.7% in SY 2017-2018.

Staff Surveys conducted at the beginning of 19-20 School year indicate that 23% of South Knox Middle High School (SKMHS) teachers feel “prepared” to teach SPED students in their classroom. 63% felt “somewhat prepared.” SKMHS has two full time SPED teachers who are teacher of record for our 65 SPED students. Each SPED teacher has an instructional assistant that is in their classroom during the day. SKMHS shares a Speech and Language pathologist with the neighboring Elementary school. When asked if they would be interested in Co-Teaching with a SPED teacher, 13% indicated that they would be very interested, and 53% indicated that they would be “somewhat interested.” These numbers indicate to the committee that the interest is their to initiate a co-teaching curriculum in some of our Classes. We followed up the questions with open ended questions. The results and feedback from these will help to guide our school improvement plan as we aim to help curb the drop in SPED performance on our State Mandated tests.

IV. Collect additional data on focus areas

Additional Data Sources Collected

Study Island, Classroom Grades, Discipline Referrals, Attendance Records, ECA Involvement, Teacher Survey

Additional Data Collected for Focus Area 1

Description of additional data collected for focus area 1: Teacher Survey and Study Island Benchmark assessments Key takeaway from the data.

Survey given to teachers

1) Our teachers would like more PD in terms of teaching SPED kids.

a. Main type of PD include

i. How to come up with accurate modifications

ii. How to read the accommodations

iii. Differentiation

2) Our teachers would love more time with our SPED teachers to truly understand the needs of their students.

a. Monthly meetings with groups of teachers

3) Our teachers would like to meet with previous years teachers to find out what worked in the past.

4) Our teachers would welcome ideas and strategies about how to incorporate ELA and Math into their General ed classes that AREN’T ELA or Math.

Study Island Benchmark assessments from last year.

1) Predictions from Benchmark assessments about who could pass the ISTEP were right on in Math 10

2) Predictions from Benchmark assessments about who could pass the ISTEP were not right on in ELA 10…. 23 passed that were predicted to fail

a. What this tells me

i. Our 10th graders are all over the place in Math at the 10th grade level… Algebra II, Geometry, Math 10, and Algebra

1. In the past 3 years we have tried to place all Sophomores in an Algebra related class, ie Math 10, Algebra II, this has helped, but we need to make sure we are doing the Benchmarks and using the data to determine where weaknesses are.

ii. All of our 10th graders are in the same ELA 10 class.

1. I believe that because they are in the same class with the same teacher, the data is easier to assess and the teachers are more consistent in disseminating the needs to the entire group.

Summary of Stakeholder Feedback Data

Stakeh Metho Number Links to data reports and/or summaries of key takeaways older d(s) of group used stakehol to ders collect Who feedb provide ack d feedbac k

Exampl Exam Exampl Example: Embedded link to a report provided by the family e: ple: e: 54 via survey vendor Family Surve survey, membe y, 8 via rs focus focus group group

Teache Teach 30 https://docs.google.com/document/d/1buQ9IgN64KuIT2azO8ZI

rs er 5zjarBxcWOtovVQlFH1Gsu0/edit Surve y

Analyze data to determine key findings and root causes

Note: The focus areas outlined below should address (1) student achievement in relation to rigorous state academic standards and (2) the needs of those children who are failing or are at- risk of failing to meet the rigorous state academic standards.

Data Analysis, Key Findings, and Root Causes

Benchmark Assessments for SPED students in 18-19 SY indicates that the predictor of outcome on 10th Grade Math standardized tests is consistent with the actual outcome. All but two 10th Grade Math predictions were correct. Predictor of outcome on 10th Grade ELA standardized tests is not consistent with the actual outcome. 23 of our ELA Predictions were incorrect. In all 23, the predictor indicated that the student would fail. All 23 passed.

Focus Area 1

Conclusions from data quality check for Focus Area 1:

 The CNA team feels the data collected and utilized to inform focus area 1 is adequate.  Desired additional data sources to take into account for next year o Teacher Surveys regarding our Special Education population o Study Island Benchmark Assessments

Updated description of Focus Area 1 (based on additional data collected during phase four of the CNA process):

Assessments reveal that students with disabilities score below their grade level peers in passing both math and English/language arts. ISTEP+ results have shown an inconsistency in proficiency scores over the past five year period, with percentages both increasing and decreasing. In SY 2013-2014 percent passing both Math and ELA was 20%. In SY 2014- 2015 percent passing was 8.7%. IN SY 2015-2016 percent passing was 21.1%. Results were unavailable for SY 2016-2017, and 3.7% in SY 2017-2018.

Staff surveys conducted indicate 85% of the South Knox teaching staff that they feel prepared/very prepared instructing special education students in their classrooms. In addition to feeling prepared the staff is interested and willing to team teach with a special education teacher at a rate of 66%. Staff specified techniques currently being utilized in the classroom i.e.

South Knox Middle High School has two full time special education teachers who act as a teacher of record for all 65 students with disabilities in classrooms. One shared speech and language pathologist and one shared school psychologist who also provides services to students with disabilities.

Graduation rate data from 2018 shows that, at the district level, 100% of students with disabilities graduate, which is much higher than the state average at 72.77%.

Description of key findings for Summary of supporting Root causes for key findings from Focus Area 1 (strength or data for key findings from Focus Area 1 area for growth) Focus Area 1

 Our students with  State test scores  Changes in student disabilities population are low and population call for a more is growing, increasing declining. direct approach to three times the  Interventions are teaching students with population since 2014. not occurring for disabilities  ISTEP+ data has students not  Continuous and quick been inconsistent with meeting changes in state testing rises and falls in ELA standards. and requirements have and math since 2014, made it difficult to adjust with the biggest teaching methods to meet decline in 2018. state expectations  Graduation Pathways allow students to graduate without passing mandated tests. This decreases their motivation to achieve a passing score.  Teachers not focusing on

standards based teaching.

School Improvement Plan Template

Note: If you are planning to use this School Improvement Plan template to ensure you are fulfilling all of the school improvement planning requirements in Indiana Code, but are not completing the Comprehensive Needs Assessment (CNA) portion of this template, you must complete a School Profile (CNA Phase 3) to ensure all requirements are met. Please use this link to access a template for the School Profile.

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 I.Form a School Improvement Plan development team

SIP Development Team Members

Name Stakeholder Group(s) Role(s)

David Couchenour Building Administration Principal

Matt Toothman Building Administration Assistant Principal

Kayci Dycus Corporation Office Curriculum Director

Greg Laake Staff SIP Co-Chair/Teacher

Betsy Couchenour Staff SIP Co-Chair/Teacher

Dawn Sparks Staff HS SPED Teacher

Shawn Parish Staff MS SPED Teacher

Tina Kunkler-Laake Staff ELA Teacher/ELA Department Head

Joe Keller Staff Math Teacher/Math Department Head

Michelle Ellerman Community Agency Prevention Specialist

Committee’s Domain of Study: Special Education students not Passing Both Math and ELA on State Standardized Assessments

Name Stakeholder Group(s) Role(s)

David Couchenour Building Administration Principal

Dawn Sparks Staff HS SPED Teacher

Shawn Parish Staff MS SPED Teacher

Committee’s Focus: Increasing the number of SPED students passing both ELA and Math on state standardized testing

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

If you did complete the Comprehensive Needs Assessment (CNA) template, to guide the presentation and discussion in this SIP phase, please use the text from Phase 6 of the CNA to complete all but the greyed cells below. The greyed cells should be completed after the presentation, based on questions and ideas raised during the SIP development team’s discussion.

Review of Focus Area 1

Description of Focus Area 1:

Students with Disabilities Subgroup Performance.

Modified Description of Focus Area 1:

Description of key findings for Focus Root causes for key findings from Focus Area 1 Area 1 (strength or area for growth)

 Our students with disabilities  Changes in student population call for a more population is growing, direct approach to teaching students with disabilities increasing three times the  Continuous and quick changes in state testing and population since 2014. requirements have made it difficult to adjust teaching  ISTEP+ data has been methods to meet state expectations inconsistent with rises and falls  Graduation Pathways allow students to graduate in ELA and math since 2014, without passing mandated tests. This decreases with the biggest decline in their motivation to achieve a passing score. 2018.  Teachers not focusing on standards based teaching.

Modified description of key findings for Modified root causes for key findings based on the Focus Area 1 based on the SIP SIP development team’s discussion development team’s discussion

 ISTEP+ data has been  More students are being identified as inconsistent with rises and falls a student in need of special services in ELA and math since 2014. than in previous years.  Students with disabilities  Constant and quick changes at the population have grown state level make it difficult to adjust substantially. teaching methodologies.  Graduation Pathways does not provide the urgency to pass state mandated tests due to students being able to graduate without a passing score.  A need to focus more on standards based teaching.

III. Describe the school’s core components to identify opportunities to address focus areas

Note: In the tables below, the SIP development team will describe many of the school’s core elements, such as curriculum and assessment. After describing each core element, the SIP development team is encouraged to reflect on the extent to which the school’s approach to this core element will help it address a key finding or contributing factor from one or more of its focus areas. It is possible that a core element may not be applicable to each focus area. In these cases, the SIP development team is encouraged to write “not applicable” in the cell, but only after careful reflection.

Description of Core Component: Safe Learning Environment Safe and Disciplined Learning Environment The corporation has developed a comprehensive Emergency Action Plan, which is updated annually. Each classroom contains a “red folder” which contains the Emergency Management Plan and resources for use during an emergency. The Plan is also distributed via email to all staff at the beginning of the school with directions for staff members to save the plan to their computer desktop. The Safety Committee is chaired by Matt Toothman, Assistant Principal and David Couchenour, Principal who are the building representatives. Members are Annette Wallace, Aide; Travis Herb, Teacher; Janet Houchin, Aide; Jeff Rode, Teacher; Toby Like, Teacher; Kaci Obermeyer, Aide; Kara Street, Teacher; Caryn Atkins, Teacher; Renee Cramer, Teacher; Daniel Short, SRO; Peggy Lafferty, Aide; Rita Reel, School Nurse; Guidance Carrie Staggs, Guidance Counselor; Scott Staggs, Assistant Principal at SKE; Tim Marsee, Director of Maintenance.

Other safety measures employed by the school: · Employ a sheriff’s deputy (School Resource Officer-SRO-Officer Short) who is on site during the school day. · School Safety Meetings: We have two a semester. · Staff members are assigned bus and parking lot duty before and after school. Only one door with buzzer access (located in sight of the office secretary) is open to visitors during the day in the front lobby. It is locked and visitors have to state why they are here and then will be buzzed in. All exterior doors are locked throughout the day. · Sign out/Sign In sheets are used to track visitors. Always read and inspect who they are. Guests wear visitor badges to identify themselves. Question unfamiliar people in the building. · Sign out/Sign In sheets are used to track students who leave during the day for appointments · Participation in County Wide Emergency Management Preparedness Training. Complete monthly fire drills, earthquake drills and tornado/weather drills each semester. Also complete “code drills”. · Analyze and deliberate two accident scenarios with School Safety teams once a semester. · All faculty and staff wear school issued photo IDs. · “Safe Buckets” that contain flashlights, bottles of water, crowbars and medical kits were distributed throughout the building. · Keeping doors locked during class and when not in use (lunch, activity period, computer lab, etc). Keep closets doors locked, maintenance doors locked, locker room doors locked that are not in use. · Teachers are in hallways between passing periods. Improving student supervision is one of the most effective prevention tools for schools. · Report child abuse, sexting, child molesting immediately. · Cameras: 32 working cameras that are synced with the Knox County Sheriff’s department · Drug testing: give monthly randoms and drug test E-Cigarette users · Lightning alerts: alarm on the building indicating lightning in the area · Key fobs: each teacher has a key fob to enter exterior doors. · Our campus is very clean and well maintained which shows the message that we have Care and Concern. · Searches (lockers, etc): Educators have the power to preserve physical plant and public property. Reasonable suspicion that a crime has been or is in the process of being committed can warrant a search. · Tobacco free campus with metal signs put up around school · Seven AEDs . New Protective Laminate on all exterior windows and doors

Gap Analysis: Safe Learning Environment

How will the school’s plan In what ways does the school’s plan for fostering a safe for fostering a safe learning learning environment not help the school address its focus environment also help the areas? school address its focus areas?

For Focus Area 1: For Focus Area 1:

Students will feel safe in School safety drills can heightened sensitivities with some their environment making students with special needs. These also cause a schedule learning academic content adjustment which can make some students anxious. School a daily focus. safety drills need to be conducted at a time where minimal instructional time is lost. Students with specific anxieties can be warned prior to planned safety drills.

Description of Core Component: Curriculum

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.

Gap Analysis: Curriculum

How will the school’s curricular In what ways do the school’s curricular resources not resources also help the school help the school address its focus areas? address its focus areas?

For Focus Area 1: For Focus Area 1:

With a student focused curriculum, There is a lack of researched based interventions teachers will have the ability to available for Tier II and Tier III students. Teachers modify the core curriculum to better have not yet been trained on implementing MTSS or meet the needs of all students. using Universal Designs for Learning.

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; o Benchmark Assessments administered Quarterly leading up to State Mandated testing o Edulastic used in Freshmen Algebra classes to test and practice state standards  A brief rationale for using these interim assessments; o Benchmark assessments and Edulastic not only give kids an opportunity to “practice” for Standardized tests, but they also give teachers crucial data on areas of Weakness. Teachers then use this data to guide their instruction  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; o Our Corporation curriculum coordinator will analyze the data and search for appropriate PD to help the teachers disseminate the data to their students  A description of the school’s expectations for daily and/or weekly formative assessments (e.g., exit tickets); and o Each teacher does “bell ringers” and “exit tickets” daily to help check for understanding  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. o Same as above with our Benchmark assessments. Corp Curriculum Coordinator will look for PD o We also encourage our teachers to “teach the teachers” by sharing what works well in their own classroom

South Knox Middle High School utilizes a number of assessments to evaluate students’ academic progress. Academic assessment data is used by school personnel to plan on grade level, remedial, and enrichment instruction.

Daily each teacher may do a bell ringer and/or exit tickets to help check for understanding. Benchmark testing is administered quarterly through Study Island. This enables teachers to modify instruction to meet students at their individual learning levels and ensure content mastery. This also provides an opportunity for students to “practice” for standardized tests. The corporation Curriculum Director will then analyze the data and search for appropriate professional development opportunities to further inform instruction. It is also encouraged for teachers to share with their peers what works well in their own classroom through staff events.

Gap Analysis: Assessment

How will the school’s assessment plan In what ways does the school’s assessment plan also help the school address its focus not help the school address its focus areas? areas?

For Focus Area 1: For Focus Area 1:

Teachers will focus on utilizing data Not all teachers are aware of how to analyze received from informal and formal student test results. Further professional assessments to modify their instruction. development is needed for some staff members.

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? a. Teachers will utilize Bloom’s Taxonomy to design assignments and assessments using all DOK levels. 4. What strategies will teachers and staff use to monitor and adjust instruction during individual lessons? . Constant checks for understanding 5. What strategies and systems will the school put in place to ensure teachers vary their instructional strategies? . South Knox has undergone many changes to improve class structure and the student learning environment. We have evaluated and changed the daily schedule to include extended time in class and have decreased the time periods that do not contribute to student learning. Each department has added personnel solely to benefit more collaborative teaching time between faculty, staff, and the students. Computerized laboratories have been established to aid the students who require intervention. Also, each room has a classroom set of Chromebooks and one classroom has a set of iPads to increase opportunities for student use of technology. These changes facilitate a more favorable learning environment with a better staff to student ratio and educational resources to benefit student’s at all academic levels.

6. How will teachers and staff vary their instructional strategies to accommodate diverse learning styles and language proficiency? a. Vigilant evaluation and monitoring of student ability levels allow faculty to determine the needs of each student in the classroom. Evaluating student need will establish more concise modifications to the current subject material so that students can achieve within their ability level, maintaining a consistent rigor for each student. Through the individualized planning, the students will be able to achieve at a level that does not undermine their current intellect, but allows them to maintain a level of success.

Gap Analysis: Instruction

How will the school’s plan for instruction also In what ways does the school’s plan for help the school address its focus areas? instruction not help the school address its focus areas?

For Focus Area 1: Students with special For Focus Area 1: Some classroom teachers services will benefit from teachers evaluating are not prepared to provide differentiated student needs and in turn providing true instruction. Further professional development modifications in the general ed classroom. is needed.

Description of Core Component: Cultural Competency

Cultural Competency Component The School Improvement Committee has identified the following groups within our school population based on data collected during the 2017-2018 school year: A. Racial Groups: White = 97% Hispanic = 1% Multiracial = 1% African American = 1%

B. Ethnic Groups: Nearly all of the school populous is American of European descent, with a strong German influence. Most would be classified as Christian, both Catholic and Protestant. There is a small amount of Multicultural and Hispanic influence. C. Language-Minority Groups: All of the school populous speaks English and there are no students who are Limited English Proficient. D. Cultural Groups: Nearly all of the school populous is of European descent and are typical midwest Americans in their customs and cultural makeup. E. Exceptional Learning Groups: -For students who excel in or simply want to be further challenged in any academic area, South Knox Middle/High School offers a plethora of opportunities to grow and develop those strengths and even compete at the local, state and national levels. These opportunities include English, Math, Social Studies, Science, and Spelling academic teams, Business Professionals of America (BPA), Future Farmers of America (FFA), Family, Career, and Community Leaders of America (FCCLA), Spanish Club, and Project Lead the Way (PLTW). Students who excel in the area of mathematics as seventh graders are given the opportunity to enroll in Algebra I as 8th graders. The top seven students (GPA) in the seventh and eighth grades are invited to participate in a summer enrichment program. F. Socioeconomic Groups: Paid Meals = 70% Free and Reduced Meals = 30%

II. Strategies for increasing educational opportunities and educational performance are Culturally appropriate. The strategies outlined are applicable and appropriate for the subgroups identified in section I above, as well as for the general school population.

Gap Analysis: Cultural Competency

How will the school’s cultural competency In what ways does the school’s cultural plan also help the school address its focus competency plan not help the school address areas? its focus areas?

For Focus Area 1: N/A For Focus Area 1: N/A

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?

Parental Involvement It is the goal of South Knox that all parents are involved through partnerships, volunteering, mentoring, and attendance at school functions. All faculty and staff accept, support, and enforce the established academic behavior policies. Parental involvement is part of our current educational programming in the Conclusion of School Wide Educational Programming: Analysis, Goals, and Strategies. When parents are given opportunities by educators to contribute to the growth and progress of their sons and daughters it opens lines of communication. This gives our school the ability to facilitate new programs and curriculum with the support of the parental community. Having an open door policy with parents’ shows them that, as educators, our number one priority is the success of their student. Partnerships between the school and the parental community is essential: By asking parents for their input on their students personal learning objectives we are facilitating opportunities to collaborate and develop a viable course of action that is in the students’ best interest. Regular communication between administration, faculty, staff, and parents facilitates open communication, providing solutions for any problems or concerns. The use of e-mail, phone, Harmony (where homework and grades are posted), gives opportunities for teachers and parents to voice their concerns and give diplomatic feedback. Any warranted face-to-face meetings should be done as needed. This partnership ensures parents are updated with their student’s progress, including coursework, assessments, and behavioral responsibilities.

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.

Gap Analysis: Family Engagement

How will the school’s family engagement plan In what ways does the school’s family also help the school address its focus areas? engagement plan not help the school address its focus areas?

For Focus Area 1: For Focus Area 1:

South Knox Middle High School encourages It has not shared the Benchmark assessment parent involvement and input in their child’s data with parents. This will be a focus education. moving forward

Description of Core Component: Technology

1. How will the school coordinate its technology initiatives, in service of improving student academic outcomes?

Technology as a Learning Tool The school is equipped with an up-to-date technology infrastructure. The Middle-High School and South Knox Elementary School share a local area network consisting of a fiber backbone. A direct 20mbps connection to the Internet is employed at each building. Every classroom and office is wired for network access. The corporation’s infrastructure now includes wireless access points throughout the corporation, making all parts of SKM/HS Wi-Fi accessible. There are four computer labs that are available for instruction and testing. Our high school English classrooms are each outfitted with 30 computers, and our middle school English classrooms each have 30 computers or 30 chrome books. Each class has a Chromebook cart that is equipped with 30 Chromebooks each that have been assigned to each of the science, social studies, math, and vocational/arts departments. Additionally, there are 25 iPad minis for use by the Career and Technical Education (CTE) classes, and 16 Ipads that are available in our Anatomy and Physiology class. The school utilizes Harmony as the student management software. Teachers use an electronic grade book that is integrated with the student management program. The infrastructure and additional bandwidth needs are continually evaluated and upgrades will be made on an on-demand basis. Most of the faculty and staff at South Knox School Corporation have taken an interest in technology and are actively using it in their classrooms. All classrooms have existing interactive technology for student use. Interactive whiteboards and Smart Boards were installed in the summer of 2011. Many classrooms have document cameras and student response systems. Many teachers also utilize online classroom supports such as Google Classroom.

Gap Analysis: Technology

How will the school’s technology plan also help In what ways does the school’s technology the school address its focus areas? plan not help the school address its focus areas?

For Focus Area 1: For Focus Area 1:

We are administering benchmark testing, as Some teachers may not be trained on well as provide accommodations through available accommodations and in utilizing online tools, using our available technology. technology to meet those accommodations. Math XL and Edulastic are other means of technology that we will use to help all students gain a better understanding of key components

Description of Core Component: High School Graduation Supports (for High Schools only)

Note: For more information about Indiana’s graduation pathways, please review this memo from the Indiana State Board of Education.

1. How will the school promote opportunities for secondary education and workforce to students (e.g., Advanced Placement, International Baccalaureate, Dual Credit)? a. Dual Credit 2. How will all students be encouraged to earn an academic honors diploma or complete the Core 40 curriculum? . All Students begin their Freshman year on a Core 40 track. We also incorporate 2 HS classes in our 8th grade electives that give them 2 credits towards Core 40 before they enter HS. a. Learning Center is provided 3. What courses will the school offer to ensure all students can be eligible to receive an academic honors diploma? . Foreign Language a. Multiple Sciences: Chemistry, Anatomy, Biology, Biology II i.Animal Science, Food Science 4. How will all students be provided opportunities to demonstrate employability skills? . Twin Rivers, Work Based Learning, Internships, Preparing for College and Careers, Intro to Business, 5. How will all students have an opportunity to complete a postsecondary readiness competency? . College and career readiness begins when students enter our building in 7th grade. Each year the counselors meet with students at each grade level to provide information about graduation requirements, Core-40 with Academic Honors, Technical Honors, Core-40, and general diploma requirements. Drive of Your Life.org, TripToCollege.org and LearnMore are all websites used for students in 7-12 to guide them to career and higher education choices. A county wide conference takes place in October each year for all freshman students. The conference focus is on making good choices to help advance students’ educational and personal goals. The Knox County Community Foundation sponsors the Freshman Conference and the high school counselor serves as an adult committee member. All juniors participate in a campus visit to Vincennes University each year. Students meet with department heads in their area of interest and tour the campus. All Juniors take part in the Knox County “Tour of Opportunity” which is a field trip to various businesses and industries throughout Knox County. Seniors take part in Knox County Senior Day during College Go Week. A lunch and motivational speaker is provided by Vincennes University.

Students at South Knox Middle-High School are encouraged to take academically challenging classes. At the present time we offer eight dual credit classes from the Core Transfer Library. Seniors may also earn dual credit by taking courses on Vincennes University Campus during the school day. On our A-F Accountability Report Card “College and Career Readiness,” 57 of 79 (72%) seniors earned dual college credit while in high school during 2014-2015. 47 of 74 (63.5%) seniors earned dual college credit while in high school during the 2015-2016 school year. 54 of 83 (72.3%) seniors earned dual college credit while in high school during the 2016-2017 school year. 64 of 83 seniors earned dual college credit while in high school during the 2017-2018 school year.

Project based learning is offered through various pathways. South Knox offers Career and Technical Education (CTE) courses including Project Lead the Way (PLTW), Welding, Education Professionals, and Human Anatomy and Physiology I and II. Juniors and seniors also have the opportunity to participate in career and technical education programs through Twin Rivers. These programs include Automotive Service Tech, Construction Technology, Cosmetology, and Health Science located off campus. Twin Rivers also offers 19 career and technical programs that seniors may apply to attend, 16 of which with Vincennes University, and 3 of which with Ivy Tech. College and career information is provided to parents through emails and the school website.

Gap Analysis: High School Graduation Supports

How will the school’s graduation supports In what ways does the school’s graduation also help the school address its focus supports not help the school address its focus areas? areas?

For Focus Area 1: Our supports will place For Focus Area 1: Graduation Supports are in SPED students in classes that should not place to put all students on both a Core 40 only help them get the credits they need to diploma track AND a Graduation Pathway graduate, but at the same time place them track. This ensures that even if a child does in a remediation or stimulation class in both not pass a state mandated test they will still ELA and Math receive a diploma.

IV. Select evidence-based interventions that address the school’s focus areas

Evidence-Based Interventions for Focus Area 1

Summarize the strategies from the core components in SIP Phase 3 that address this focus area:

Safe Learning Environment:  Students will feel safe in their environment making learning academic content a daily focus.

Curriculum:  teachers will modify the core curriculum to better meet the needs of all students.

Assessment:  Summative and interim assessments will be given throughout the school year. Data will be analyzed to inform instructional practices.

Instruction:  Teachers will evaluate student needs and in turn gain better insight to accommodations and provide true modifications in the general ed classroom.

Family Engagement:  Parental involvement and communication will continue in the form of weekly updates, progress reports, Harmony Online tools, emails, phone calls and Meetings.

Technology:  Several methods of Technology will be used to help all students understand Key components in curriculum. It will also help to familiarize students with the online testing procedures.

High School Graduation Supports:  SPED students will be in a remediation or stimulation class in both ELA and Math

Describe the key findings and root causes, if any, for this focus area that are not sufficiently addressed by these strategies from the core components:

Curriculum:  There is a lack of researched based interventions available for Tier II and Tier III students. Teachers have not yet been trained on implementing MTSS or using Universal Designs for Learning.

Assessment:  Not all teachers are aware of how to analyze student test results. Further professional development is needed for some staff members.

Instruction:  Some classroom teachers are not prepared to provide differentiated instruction.

Family Engagement:  We have not shared the Benchmark assessment data with parents. This will be a focus moving forward

Technology:  Some teachers may not be trained on available accommodations and in utilizing technology to meet those accommodations

High School Graduation Supports:  Graduation Supports are in place to put all students on both a Core 40 diploma track AND a Graduation Pathway track. This ensures that even if a child does not pass a state mandated test they will still receive a diploma. 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:

Curriculum:  Curriculum Coordinator will work with Gen ed teachers at SKMHS to create a pool of additional resources and techniques that can be used to help implement ELA and Math across the curriculum

Assessment:  Benchmark assessments will be given quarterly and the feedback received will be distributed to staff.  SPED teachers will use feedback received from Benchmarks to help formulate a plan on how to address weaknesses in SPED students

Instruction:  Data indicates a desire for Teachers to collaborate more with SPED instructors. Specific times will be set aside for this  Data indicates that teachers are not familiar with accommodations and not sufficient at creating Modifications. Monthly meetings with SPED teachers will be set aside for this

Family Engagement:  Benchmark assessment results will be shared with families. An informative session with parents sponsored by our SPED teachers will be initiated

Technology:  Math and ELA teachers will be given PD on the ILEARN assessment and how to navigate the online portion  Students will be given benchmark assessments quarterly to not only practice for the State Mandated assessment, but also to practice how to use the online testing program

High School Graduation Supports:  SPED Students are put in classes that will not only create an opportunity to get them College and Career ready, but also ensure that they graduate with a Pathway. Extra emphasis in the form of PD to teachers will be given on having SPED students pass the State mandated exams.

V. Design a professional development plan

Please complete this section of the SIP using this template, the template provided below, or a locally-developed resource that fulfills the requirements outlined in the “Connections to State and Federal Requirements” section of SIP Phase 5.

Be sure to include a discussion of how professional development will, at a minimum, (1) increase cultural competency in the school's educational environment and (2) improve instruction using student assessment data.

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 Provide collaboration time for All involved are advocates for students special education teachers and success. Accommodations and modifications general ed teachers. are known by all parties.

2 Properly evaluate Benchmark If Assessments are used correctly, our assessments to gain the accurate teachers will gain a better understanding or NEEDS of our SPED and General where our students weaknesses are and in Ed population turn that will help guide our instruction moving forward

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 Begin implementing Monthly Send Grade Levels and Departments to other meetings with both grade level and Appropriate trainings outside of our school to departments with our SPED get an understanding of what may be working instructors in different areas 2 Train teachers on how to properly Teach the Teacher: use our in-house experts evaluate Benchmark assessments to evaluate and collaborate with department on to gain the accurate NEEDS of our how to truly understand and support our SPED and General Ed population students specific needs

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 Time Time and subs for teachers out of the building

2 Time and subs for teachers out of Same the building

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  Journals and logs/minutes Students performance on classroom from SPED teachers on assessments that focus on Tier II and DOK meetings questions  Assessments

2 Evaluating Benchmark assessments Looking at Benchmark assessments AND quarterly State Mandated Testing results

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

Please complete this section of the SIP using this template or a locally-developed resource that fulfills the requirements outlined in the “Connections to State and Federal Requirements” section of SIP Phase 6.

Professional Development Plan

Set Goals

PD Goal Description Goal Rationale Goal #

1 Provide collaboration time for All involved are advocates for students special education teachers and success. Accommodations and modifications general ed teachers. are known by all parties.

Professional Development Offerings

PD Initial Professional Development Follow-up Professional Development to Goal Support Implementation #

2 Train teachers on how to properly Teach the Teacher: use our in-house experts evaluate Benchmark assessments to evaluate and collaborate with department on to gain the accurate NEEDS of our how to truly understand and support our SPED and General Ed population students specific needs.

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 Time Time and subs for teachers out of the building

2 Time and subs for teachers out of Same the building

Professional Development Evaluation

PD Method(s) for Measuring PD Impact Plan for Measuring PD Impact Goal #

1  Journals and logs/minutes Students performance on classroom from SPED teachers on assessments that focus on Tier II and DOK meetings questions  Assessments

2 Evaluating Benchmark assessments Looking at Benchmark assessments AND quarterly State Mandated Testing results