Nicholas A Hermes Elem School
Comprehensive Plan Report
Key Indicators are shown in RED.
Illinois SIP
Educator Quality
Leadership
Indicator
Status
Assessment
ID01 - SS-A team structure is officially incorporated into the school improvement plan
and school governance policy. (1012)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 12/07/2010
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
We currently have a School Improvement Team that consists
of adminstrators and teachers, which represent all grade
levels and both Bilingual and English teachers. This team is
currently coordinated by a first grade teacher. This team
meets twice a month or more if needed to create and revise
the School Improvement Plan and coordinate it among the
grade levels. We also meet in grade level teams to develop
standards-based curriculum. In terms of a School Community
Council, we have a parent liaison who coordinates parent
events and involvement within our school. We need to have
these three teams coordinate and communicate in order to
facilitate school improvement. 10/25/11 Reviewed
Plan
Assigned to:
Not yet assigned
Indicator
CII7 - All staff interactions in all meetings (staff, problem solving, committees, planning,
conferences, etc.) and in the instructional setting reflect a "Culture of Candor" and a
climate of trust, respect and collaboration that is focused on norms and adult social and
emotional competencies. (2337)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 03/13/2012
Page: 1 of 40
Evidence:
Indicator
Status
Assessment
Plan
Our school is organized around a "Culture of Candor" and a
climate of trust, respect and collaboration that is focused on
norms and adult social and emotional competencies. Through
the development of a Building Leadership Team professional
learning communities are functioning at all grade levels. These
PLC Teams exhibit a level of transparency as they share
Fountas and Pinnell Data and Think Link Scores of each
teacher. The culture of candor has been fostered by such
behaviors as:
Telling the truth at all levels.
Encouraging
people to speak truth to power.
Rewarding contrarians. We
work to recognize challenges
Practice having unpleasant
conversations.
Diversify our sources of information in order
to make decisions.
Admit mistakes. In order to sustain
these efforts administration and staff will commit to: 1. Norms
established for BLT, Problem Solving, PBIS, Committees,
Faculty Meetings. 2. Continue to collect Fountas and Pinnell
Data and Think Link Data and be transparent in sharing the
data. 3. Analyzing data and creating goal setting meetings
with individual teachers and grade level teams. 4. The
continuation of peer coaching for PLC development, staff
development, and building level initiatives.
ID06 - SS-The principal maintains a file of the agendas, work products, and minutes of all
teams. (1017)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently the principal maintains a file of school policies and
procedures. This document is updated every year. We have a
schedule, and programs are documented on a yearly calendar
at the beginning of the school year that is updated as needed.
The schedule is also put into a weekly bulletin. Formal,
informal and summative observation data is collected by the
principal. Perception data and proceedings of teams are
collected on a limited basis at this point. 10/25/11 Reviewed
Assigned to:
Not yet assigned
Page: 2 of 40
Indicator
ID07 - SS-A Leadership Team consisting of the principal, teachers who lead the
Instructional Teams, and other key professional staff meets regularly (twice a month or
more for an hour each meeting). (1018)
Status
Objective Met 9/22/2011 9/22/2011
Assessment
Level of Development:
Initial: Limited Development 12/07/2010
Objective Met - 09/22/2011 09/22/2011
Plan
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
We currently have a Leadership Team with representatives
from each of the grade levels. We are meeting twice a month
for forty-five minutes. We meet to discuss school policy, the
School Improvement Plan, and other instructional issues. The
members of the team are not currently going to grade levels
to communicate what the Leadership Team is working on. We
would like to facilitate a strong connection between the
Leadership Team and the Grade Level/Instructional Teams.
Assigned to:
Joy Dong
How it will look when fully met:
The Leadership Team will consist of grade level leaders and
administration, and will meet bi-monthly for a focused
meeting which will include an agenda and minutes.
Target Date:
03/01/2011
Tasks:
1. Locate a community member to join the Leadership Team.
Assigned to:
Tracy Patel
Target Completion Date:
02/01/2011
Comments:
This person should attend one meeting per month, be kept in
the loop, and share their opinions on team business. Possible
people are Jolyn Garcia, Terri Cassidy, Rocio Ibarra, Rozanna
Herrera (2nd grade parent of Juan Chiu), and Jose Manuel
Rivera's mother (3rd grader).
9/22/11
Rozanna Herrera is our parent community member, and
Ignacio Cervantes is our community leader representative.
Task Completed:
09/22/2011
2. A meeting schedule will be established.
Assigned to:
Nicole Clarke
Target Completion Date:
01/14/2011
Comments:
A schedule for Leadership Team meeting was created and
sent out to all team members.
9/22/11
We have an updated schedule for the 2011-2012 school year.
Page: 3 of 40
Task Completed:
01/14/2011
3. An agenda will be created prior to each meeting outlining meeting objectives.
Assigned to:
Mavis DeMar
Target Completion Date:
01/21/2011
Comments:
An agenda framework will be created. This framework will be
kept in a central location for team members to add their topics
for discussion and time needed. The principal will prioritize
these items and create a final agenda for the meeting.
9/22/11
This has been completed! :o)
Task Completed:
09/22/2011
4. Meeting norms will be established and reviewed at the beginning of each meeting to maintain
meeting focus.
Assigned to:
Kristin Wind
Target Completion Date:
01/14/2011
Comments:
9/22/11
We have established meeting norms and review them at the
beginning of each meeting. We also have norms at PLC grade
levels.
Page: 4 of 40
Task Completed:
Implement
09/22/2011
Percent Task Complete:
Objective Met:
09/22/2011 09/22/2011
Experience:
9/22/2011
This objective was discussed and accomplished in the spring
of 2011 and reviewed in the fall of 2011. The BLT and grade
level teams worked collaboratively!
9/22/2011
This objective was discussed and accomplished in the spring
of 2011 and reviewed in the fall of 2011. The BLT and grade
level teams worked collaboratively!
9/22/2011
This objective was discussed and accomplished in the spring
of 2011 and reviewed in the fall of 2011. The BLT and grade
level teams worked collaboratively!
Sustain:
9/22/2011
Norms will be reviewed on a regular basis (they are visible on
each agenda and subject to revision at each meeting).
9/22/2011
Norms will be reviewed on a regular basis (they are visible on
each agenda and subject to revision at each meeting).
9/22/2011
Norms will be reviewed on a regular basis (they are visible on
each agenda and subject to revision at each meeting).
Evidence:
9/22/2011
Documents (agendas, norms, etc.) will be stored in the BLT
binder as well as electronically.
9/22/2011
Documents (agendas, norms, etc.) will be stored in the BLT
binder as well as electronically.
9/22/2011
Documents (agendas, norms, etc.) will be stored in the BLT
binder as well as electronically.
Indicator
Status
Assessment
ID08 - SS-The Leadership Team serves as a conduit of communication to the faculty and
staff. (1019)
Tasks completed: 2 of 3 (67%)
Level of Development:
Initial: Limited Development 12/07/2010
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
We currently have a Leadership Team with representatives
from each of the grade levels. We are meeting twice a month
for forty-five minutes. We meet to discuss school policy, the
Page: 5 of 40
development:
Plan
School Improvement Plan, and other instructional issues. The
members of the team are not currently going to grade levels
to communicate what the Leadership Team is working on. We
would like to facilitate a strong connection between the
Leadership Team and the Grade Level/Instructional Teams.
Assigned to:
Tracy Patel
How it will look when fully met:
The Leadership Team will regularly communicate with the
faculty and staff.
Target Date:
01/31/2011
Tasks:
1. Leadership Team members will establish a protocol for communicating leadership information
to their grade level teams.
Assigned to:
Nicole Prentiss
Target Completion Date:
01/21/2011
Comments:
This form will include our names, meeting norms, topics of
discussion, tasks, due dates and work products.
9/22/11
BLT minutes are sent out to each BLT member; they are
reviewed at their respective PLC grade level team meetings.
Task Completed:
09/22/2011
2. A protocol will be established for all staff (certified and non-certified), correlated with the PBIS
foundations, that outlines the school's purpose, their role in it, and how to interact positively
with students, staff, and visitors.
Assigned to:
Nicole Clarke
Target Completion Date:
05/02/2011
Comments:
School norms are established. A positive, invigorating day will
be planned for back to school. Groups to include are office
staff, custodial staff, lunch staff, parent mentors, academic
assistants, and certified staff.
9/22/11
The leadership vision was shared and collaborated upon. PLC
grade level teams similarly created vision statements and PLC
grade level meeting norms! All above-mentioned members
with the exception of custodial staff and parent mentors were
included. The BLT will share the vision with custodial staff
and parent mentors in the near future.
12/8/11
The BLT met to reevaluate our progress. The principal and
assistant principal will create a presentation about the
protocol listed in the task to present to non-certified staff.
3. An overview of Leadership Team business will be shared at the beginning of each faculty
meeting. A form will be created that determines who is sharing and what needs to be shared
with the staff.
Assigned to:
Tracy Patel
Target Completion Date:
01/31/2011
Page: 6 of 40
Comments:
9/22/11
As a part of the current faculty meeting agenda, there is builtin time dedicated to BLT updates; should PLC grade level
teams be interested in sharing information at a faculty
meeting, they can sign-up to be placed on the agenda.
Task Completed:
09/22/2011
Implement
Percent Task Complete:
Indicator
ID10 - SS-The school’s Leadership Team regularly looks at school performance data and
aggregated classroom observation data and uses that data to make decisions about
school improvement and professional development needs. (1021)
Status
Assessment
Tasks completed: 2 of 3 (67%)
In Plan / No Tasks Created
Level of Development:
Initial: No development or Implementation 12/07/2010
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
We meet as a Leadership Team on a regular basis. The team
used data to write the current School Improvement Plan. Data
is not looked at on a regular basis by the School Improvement
Team although administration does use the data. We need to
have the School Improvement Team interpret data at the
school, classroom and student level. We will compare our
school's data to that of the district and state. We will use this
data to make decisions about school improvement and
professional development needs. Reviewed 10/25/11
Plan
Assigned to:
Not yet assigned
Indicator
IE06 - SP-The principal keeps a focus on instructional improvement and student learning
outcomes. (1027)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 7 of 40
Describe current level of
development:
Student achievement is the central goal of the school.
Teachers meet with the principal to set goals specific to
student achievement. The goals are co-created by the teacher
and principal and are measurable. High expectations are set
for student achievement and teacher instruction by the
adminstration. The principal exhibits the leader characteristics
of optimism, honesty, and consideration. Adminstration uses
informal observation data to hone teacher's instructional
practice. The principal is moving the school in the direction of
strengthening instruction that is based on on-going data
analysis. Reviewed 10/25/11
Plan
Assigned to:
Not yet assigned
Indicator
IE07 - SP-The principal monitors curriculum and classroom instruction regularly. (1028)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Student achievement is the central goal of the school.
Teachers meet with the principal to set goals specific to
student achievement. The goals are co-created by the teacher
and principal and are measurable. High expectations are set
for student achievement and teacher instruction by the
adminstration. The principal exhibits the leader characteristics
of optimism, honesty, and consideration. Adminstration uses
informal observation data to hone teacher's instructional
practice. The principal is moving the school in the direction of
strengthening instruction that is based on on-going data
analysis. Reviewed 10/25/11
Plan
Assigned to:
Not yet assigned
Indicator
IE08 - SC-The principal spends at least 50% of his/her time working directly with
teachers to improve instruction, including classroom observations. (1029)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 01/26/2012
Evidence:
Both the principal and assistant principal regularly visit
classrooms and conduct pre- and post- observation
conferences (both formal and informal) throughout the school
year. They provide ample and constructive feedback, which is
discussed personally with each teacher. They also strive to
find resources to support teaching and learning needs as
identified. Time is structured around staff and student needs.
Additionally, they are personally invested in each staff
member, making themselves available for teachers'
professional and personal needs.
Page: 8 of 40
Indicator
Status
Assessment
Plan
IE09 - SC-The principal challenges and monitors unsound teaching practices and
supports the correction of them. (1030)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
The principal and assistant principal routinely observe and
provide feedback to teachers through formal and informal
observations/conferences. Feedback is discussed and
collaboratively reflected upon, including both anecdotal notes
and student data. Teachers are expected to analyze student
data in order to reflect on teaching practices. SMART goals are
created by grade level and individually.
Assigned to:
Not yet assigned
Educator Quality
Professional Development
Indicator
Status
Assessment
Plan
IF05 - SC-Professional development for teachers includes self-assessment related to
indicators of effective teaching and classroom management. (1039)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
District 131 and Hermes currently holds options for
professional development days in regards to data analysis.
Data analysis and teacher effectiveness reflection is currently
taking priority within Hermes PLCs. Teachers accept
responsibility for teaching their students. They believe that
students are capable of learning. They re-teach as necessary
and alter materials as needed. Teachers give priority to
student learning. Classrooms are well-managed and
organized. Teachers follow curriculum pacing expectations and
are supplementing their unit plans. Teachers actively instruct
and teach with the intention of student mastery. Teachers
foster a supportive learning environment. PLCs are actively
collaborating to improve curriculum pacing and design within
each grade level.
Assigned to:
Not yet assigned
Page: 9 of 40
Indicator
Status
Assessment
CL16 - Professional development for teachers is determined by data (including classroom
observations and review of lesson plans) that demonstrate the preparation for and
application of Learning Supports. (2338)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 03/13/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, data is collected via formal and informal classroom
observations and review of lesson plans, as well as recurring
formal assessments including Fountas & Pinnell and Discovery
Education. Data patterns discovered determine learning
supports for student achievement.
Plan
Assigned to:
Not yet assigned
Indicator
CL17 - Professional development for teachers is determined by data (including classroom
observations and review of lesson plans) that demonstrate teachers' attention to
academic, social, emotional, and behavioral expectations and standards. (2339)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 03/13/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, data is collected via formal and informal classroom
observations and review of lesson plans, as well as recurring
formal assessments including Fountas & Pinnell and Discovery
Education. Data patterns discovered determine learning
supports for student achievement. SWIS data is collected
through school-wide PBIS. Universal and secondary
interventions are determined by analyses of SWIS data.
Professional development has been provided in relation to the
Common Core standards, and teachers have begun developing
units that incorporate them.
Plan
Assigned to:
Not yet assigned
Indicator
IF08 - SP-Professional development for the whole faculty includes assessment of
strengths and areas in need of improvement from classroom observations of indicators of
effective teaching. (1042)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Page: 10 of 40
Plan
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
All teachers attended professional development on ISAT data
and Reading Goal 1B and 1C skills and strategies and were
given a checklist to craft an action plan and return it to the
principal. Plan procedures were then highlighted in lesson
plans. Grade level teams participated in a book study of "Test
Talk", which combines best practices in reading with test
preparation. Teachers then participated in training on
embedding test preparation into reading instruction based on
the book study. All teachers were involved in a workshop on
increasing student engagement in learning and differentiating
during daily instruction. Teachers were provided with
professional development on the Daily 5 and CAFE and were
given the option to attend bi-monthly support sessions. The
principal has chosen professional development to increase
teacher effectiveness based on classroom observations.
Reviewed 10/25/11
Assigned to:
Not yet assigned
Teaching and Learning
Aligned Instruction-Curriculum
Indicator
IIA01 - SC-SP-Instructional Teams develop standards-aligned units of instruction for
each subject and grade level. (1045)
Status
Objective Met 12/8/2011
Assessment
Level of Development:
Initial: No development or Implementation 01/04/2011
Objective Met - 12/08/2011
Will include in plan
Plan
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently our school has curriculum binders which outline the
state standards to be taught by each grade level. We will
develop standards-aligned unit plans in grade level teams that
guide instruction and assure mastery of standards-based
objectives. We will also provide opportunities for enhanced
learning.
Assigned to:
Margarita Flores
How it will look when fully met:
Standards-aligned units of instruction will be developed for
each grade level in the subject of reading, which include
concepts, skills, standards, objectives, criteria for mastery,
and common assessments.
Target Date:
05/02/2011
Tasks:
Page: 11 of 40
1. Dr. Sejnost will give a presentation on the common core standards to the whole staff at a
faculty meeting.
Assigned to:
Jonna Brandt
Target Completion Date:
02/15/2011
Comments:
9/22/11
Dr. Sejnost gave a fantastic and informative presentation in
the spring of 2011! :)
Task Completed:
09/22/2011
2. The Leadership Team will view the instructional videos from Indicators in Action developed by
Indistar to prepare for whole staff training.
Assigned to:
Nicole Clarke
Target Completion Date:
02/17/2011
Comments:
Workbooks will be needed for each team member.
9/22/11
The BLT viewed, discussed, and presented sections of
instructional videos from Indicators in Action to the rest of the
staff in the spring of 2011.
Task Completed:
09/22/2011
3. The Leadership Team will present the Indicators in Action to the staff.
Assigned to:
Mavis DeMar
Target Completion Date:
03/21/2011
Comments:
9/22/11
The original goal was to present the unit building portion of
Indicators for Action. This was completed during the spring of
2011.
Task Completed:
09/22/2011
4. The unit plan template will be shared at our next faculty meeting, September 26, 2011.
Assigned to:
Mavis DeMar
Target Completion Date:
09/26/2011
Comments:
Every grade level has access to the Common Core standards
(purchased for them on a flip chart the previous year); they
will be responsible for duplicating these for their PLC grade
level binders. Explain enhanced, prerequisite, and target
clearly at the meeting. Time has been allotted this year for
BLT/PLC grade level team planning!
Page: 12 of 40
Task Completed:
Implement
09/26/2011
Percent Task Complete:
Objective Met:
12/08/2011
Experience:
12/8/2011
The building leadership team created a unit plan template. It
was presented to the staff during the spring of 2011. A staff
development day was provided in the spring of 2011 for
teachers to begin instructional planning aligned to Common
Core standards using the template. Teachers continued the
planning process during a half day of team planning and an
additional staff development day in the fall of 2011.
Sustain:
12/8/2011
Teachers continue to develop their curriculum planning in PLC
meetings on a regular basis during the school year.
Evidence:
12/8/2011
Lesson plans are on teachers' desks. Developed unit plans
are also documented in Rising Star binders by grade levels.
Teaching and Learning
Differentiated Instruction
Indicator
Status
Assessment
IIC01 - SC-SS-Units of instruction include specific learning activities aligned to
objectives. (1083)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Page: 13 of 40
Opportunity Score:
2
Describe current level of
development:
Currently, we have grade level binders which outline the
standards to be mastered at each grade level for each subject.
We need to develop unit plans with differentiated activities
and common assessments. The unit plans will include three
tiered objectives-prerequisite, target and enhanced. Reviewed
10/25/11
Plan
Assigned to:
Not yet assigned
Indicator
IIC03 - SC-Materials for standards-aligned learning activities are well-organized, labeled,
and stored for convenient use by teachers. (1085)
Status
Assessment
Plan
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently we have a leveled library for differentiation for
Guided Reading. We also have intervention kits that go along
with Harcourt, however not available to all teachers because
many are missing. We have an intervention kit for EnVision
Math, but we do not have the manipulatives that belong with
the kit. We are lacking science materials for our textbook
series. There are no levels of differentiation for our Social
Studies curriculum.
Assigned to:
Not yet assigned
Teaching and Learning
Instruction
Indicator
Status
Assessment
IIIA01 - SC-SS-All teachers are guided by a document that aligns standards, curriculum,
instruction, and assessment. (1063)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 12/07/2010
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 14 of 40
Describe current level of
development:
Currently there is a district-wide curriculum pacing guide for
language arts, math, and ESL. Grade level PLCs have begun to
design Common Core-based unit plans with pre- and postassessments and accompanying activities. Grade level PLCs
design units based on a school-wide unit planning template,
which includes Common Core standards, objectives,
differentiation strategies for prerequisite, target, and
enhanced levels, assessment, and re-teaching. These typically
last 3-6 weeks.
Plan
Assigned to:
Not yet assigned
Indicator
IIIA02 - SC-All teachers develop weekly lesson plans based on aligned units of
instruction. (1064)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/10/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently there is a district-wide curriculum pacing guide for
language arts, math, and ESL. Grade level PLCs have begun to
design Common Core-based unit plans with pre- and postassessments and accompanying activities. Grade level PLCs
design units based on a school-wide unit planning template,
which includes Common Core standards, objectives,
differentiation strategies for prerequisite, target, and
enhanced levels, assessment, and re-teaching. These units
typically are intended for 3-6 weeks worth of instruction.
Plan
Assigned to:
Not yet assigned
Indicator
IIIA06 - SP-All teachers test frequently using a variety of evaluation methods and
maintain a record of the results. (1068)
Status
Objective Met 4/17/2012
Page: 15 of 40
Assessment
Level of Development:
Initial: Limited Development 09/22/2011
Objective Met - 04/17/2012
Plan
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Diagnostic-Prescriptive Assessments PLC grade level teams
are using Envision (math) pre-tests and post-tests to assess
each unit, Harcourt (language arts) end-of-selection tests and
pre- and post- theme assessments, Avenues (ESL) unit
assessments, and science and social studies unit tests.
Embedded Assessments PLC grade level teams are using
Envision Quick-Checks (math), running records during reading
conferences or guided reading groups, and informal
assessments throughout daily lessons (which vary by teacher,
e.g. exit slips, class discussion, samples of class work, etc.).
Periodic Assessments PLC grade level teams are currently
developing common assessments for different subjects per
grade level. We are currently using ThinkLink, district writing
assessment, Avenues (ESL) annual pre- and postassessments, and Fountas & Pinnell reading benchmark
assessment system. Envision (math) intervention tests and
Harcourt diagnostic tests are being used by some staff
members. Annual Assessments Grades 3-5 takes the ISAT
(reading and math for all, and science for grade 4) test
annually, and all students in the bilingual program take the
ACCESS (4 domains of English proficiency) test annually.
Assigned to:
Jessica Schmidt
How it will look when fully met:
Diagnostic-Prescriptive Assessments PLC grade level teams
will use Envision (math) pre-tests and post-tests to assess
each unit, Harcourt (language arts) end-of-selection tests and
pre- and post- theme assessments, Avenues (ESL) unit
assessments, and science and social studies unit tests.
Embedded Assessments PLC grade level teams will use
Envision Quick-Checks (math), running records during reading
conferences or guided reading groups, and informal
assessments throughout daily lessons (which vary by teacher,
e.g. exit slips, class discussion, samples of class work, etc.).
Periodic Assessments PLC grade level teams will develop and
administer common assessments for different subjects per
grade level. Teachers will use ThinkLink, district writing
assessment, Avenues (ESL) annual pre- and postassessments, and Fountas & Pinnell reading benchmark
assessment system. Envision (math) intervention tests and
Harcourt diagnostic tests will be used by some staff members.
Annual Assessments If developed by the state of Illinois, K-2
students will take the annual, statewide, standardized
assessment; 3-5 students will take the annual, statewide,
standardized assessment.
Target Date:
05/31/2012
Tasks:
Page: 16 of 40
1. The BLT will create a school-wide compilation of the following categorized assessments:
diagnostic-prescriptive, embedded, periodic, and annual. This will be shared at grade level PLC
meetings by BLT members and stored in the Rising Star Indicators binder.
Assigned to:
Jessica Schmidt
Target Completion Date:
01/31/2012
Comments:
The BLT created a school-wide compilation of the following
categorized assessments: diagnostic-prescriptive, embedded,
periodic, and annual. This was shared at grade level PLC
meetings by BLT members and stored in the Rising Star
Indicators binder.
Task Completed:
01/26/2012
2. The teachers will utilize the Hermes test summary spreadsheet to record the following
assessment data: ISAT, Fountas & Pinnell reading tests, and ThinkLink Math and Reading data,
and common assessment data. These assessments will be aligned with district deadlines.
Assigned to:
BLT members
Target Completion Date:
01/31/2012
Comments:
The district assessment coordinator provided professional
development at Hermes for teachers to triangulate their data
in order to inform instruction. Data analyzed included ISAT
results, Fountas & Pinnell reading tests, ThinkLink Math and
Reading data, and common assessment data. This took place
on 1/23/12.
Task Completed:
01/23/2012
3. The BLT will create a test assessment summary template for grade level PLC-created common
assessments for skills and strategies. BLT members will share this with their grade level PLCs
and store it in their Rising Star Indicators binder.
Assigned to:
Jonna Brandt
Target Completion Date:
01/31/2012
Comments:
The BLT created a test assessment summary template for
grade level PLC-created common assessments for skills and
strategies. BLT members shared this with their grade level
PLCs and stored results in their Rising Star Indicators binders.
Page: 17 of 40
Task Completed:
Implement
01/26/2012
Percent Task Complete:
Objective Met:
04/17/2012
Experience:
4/17/2012
The Testing Summary Template was created to record the
following test results: ThinkLink math and reading results,
ISAT results, district writing samples, and Fountas & Pinnell
reading levels. In addition, a list of available assessments
was created and shared with grade level PLCs for additional
data input. This data was analyzed and updated per district
testing windows. Finally, all data was shared with each grade
level PLC.
Sustain:
4/17/2012
Each grade level PLC will continue to update student data as
the year progresses and the final round of testing occurs in
May, 2012. May data results will be shared with receiving
teachers for the 2012-2013 school year and used to inform
placement for summer school.
Evidence:
4/17/2012
The Testing Summary Template was created to record the
following test results: ThinkLink math and reading results,
ISAT results, district writing samples, and Fountas & Pinnell
reading levels. In addition, a list of available assessments
was created and shared with grade level PLCs for additional
data input. This data was analyzed and updated per district
testing windows. Finally, all data was shared with each grade
level PLC.
Indicator
IIIA07 - SP-All teachers differentiate assignments (individualize instruction) in response
to individual student performance on pre-tests and other methods of assessment. (1069)
Status
Objective Met 4/17/2012
Assessment
Level of Development:
Initial: Limited Development 09/22/2011
Objective Met - 04/17/2012
Plan
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
PLC grade level teams will be presented with a unit template
including the components of target objective, pre-test and
post-test item, prerequisite objective, and enhanced objective.
They will be developing these units during PLC grade level
team meetings.
Assigned to:
Jonna Brandt
How it will look when fully met:
Grade level PLCs will utilize the unit plan template
incorporating the following components: Common Corerelated topic, link to four essential questions of a PLC (What
do we want kids to know? How do we know if they've learned
it? What do we do if they didn't? What do we do if they
Page: 18 of 40
already know it?), tasks, action needed, and differentiation
strategies.
Target Date:
12/31/2011
Tasks:
1. The BLT will develop a unit template for use by all teachers including the following
components: Common Core-related topic, link to four essential questions of a PLC (What do we
want kids to know? How do we know if they've learned it? What do we do if they didn't? What
do we do if they already know it?), tasks, action needed, and differentiation strategies.
Implement
Indicator
Status
Assessment
Assigned to:
Jonna Brandt
Target Completion Date:
12/31/2011
Comments:
The BLT developed a unit template for use by all teachers
including the following components: Common Core-related
topic, link to four essential questions of a PLC (What do we
want kids to know? How do we know if they've learned it?
What do we do if they didn't? What do we do if they already
know it?), tasks, action needed, and differentiation strategies.
Task Completed:
05/20/2011
Percent Task Complete:
Objective Met:
04/17/2012
Experience:
4/17/2012
The unit template was created and presented to staff on
5/23/11.
Sustain:
4/17/2012
The template will be revisited and reviewed by all grade level
PLCs. Feedback will be collected and the template will be
adapted accordingly.
Evidence:
4/17/2012
The unit template was created and presented to staff on
5/23/11.
TL2 - All teachers establish in their lesson plans and explicitly define to students high
and realistic academic, physical, social, emotional, and behavioral expectations for their
learning so that they know what is needed for them to achieve at proficient levels.
(2331)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 19 of 40
Describe current level of
development:
Currently Hermes has implemented PLC grade level teams and
we are furthering the development of unit planning/lesson
plans. The framework has been laid for PLCs, and teams are
working toward curriculum and pacing alignment. Unit plans
are being developed with the following components: state
academic standards, grade level benchmarks and performance
indicators, district curriculum, scope and sequence of district
curriculum, expectations of state assessment for relevant
grades and subjects, district assessments, individual
classroom lesson plans, textbook series resources, and other
specific grade level/subject resources. After these plans are
developed (along with common assessments), PLC teams
assess and inform instruction based upon student results. This
data is also used to identify which students need more
instructional support and which ones need enhanced or
extended curriculum. Best practices include holistic
development of every child, including social and emotional
development. Hermes is in its 4th year of PBIS, and has now
implemented tier 3 of the RTI triangle. Common language,
rewards, and consequences are used throughout the school to
communicate behavioral expectations. All students are trained
on PBIS behavioral expectations throughout the school
biannually, and the entire school participates in a monthly
"Reward Friday" to reward students who have earned
"Panther Paws" (behavioral incentives for following "The
Hermes Way"). Additionally, the Hermes staff was trained on
an introductory session on the Nurtured Heart Approach.
Plan
Assigned to:
Not yet assigned
Indicator
TL1 - SC-All teachers demonstrate in their lesson plans the content knowledge necessary
to challenge and motivate students to high levels of learning. (2332)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 20 of 40
Describe current level of
development:
Currently, professional development is offered district-wide
through Teacher Institute Days and School-Improvement
Days. These options are based on district and administrativedirectives. Teachers occasionally have choice in the
professional development in which they will participate. The
bilingual department regularly surveys teachers to determine
which professional development opportunities to offer, and
teachers choose from these options. As part of the teacher
evaluation process, needs for professional development are
often targeted, and steps towards improvement are
recommended. These steps often include localized
professional development involving references to available
resources and professionals within the building. After
reviewing all teacher evaluations, the administrators target
common needs for the building with the intention of seeking
further professional development opportunities for the entire
staff. These are implemented through School-Improvement
Days and staff meetings.
Plan
Assigned to:
Not yet assigned
Indicator
CL19 - All teachers model physical, social, emotional, behavioral, and cognitive
competencies. (2334)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 02/23/2012
Evidence:
We have been using PBIS for 4 years. The PBIS system allows
behaviors to be modeled through training at the beginning of
the year and in January. Behaviors are also modeled weekly
through Cool Tools presented by 5th grade students. Teachers
create anchor charts with students to display expected
behaviors. Many teachers also use clip charts for behavior.
This recognizes both positive and negative behaviors and
students are given the opportunity to change the behavior.
Our social worker presents lessons in the classroom to model
behaviors and also works with individual students to reinforce
positive behavior. We are involved in the Peaceful Schools
Program that models social, emotional, and behavioral
expectations. Additionally, we are a Bucket Filling School
where teachers model emotional affirmation of teachers and
students. We also will be implementing the Nurtured Heart
Approach and its goal: to support the socio-emotional and
academic development of children.
Page: 21 of 40
Indicator
Status
Assessment
Plan
IIIA35 - SP-Students are engaged and on task. (1161)
Tasks completed: 2 of 3 (67%)
Level of Development:
Initial: Limited Development 01/04/2011
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, according to our Focus Walk data, most students
are engaged in direct instruction. Some classrooms are using
student centered learning, but we want to implement
consistently authentic project-based learning through unit
design for all classrooms. All classrooms have a focus board
that identifies the lesson objective, vocabulary and skills and
strategies being taught. Bilingual classrooms must display and
update content language objectives weekly. Corrective
feedback is monitored through teacher evaluation and formal
and informal observations. Positive reinforcement is fostered
through the Universal and Secondary PBIS structures that
have been put into place.
Assigned to:
Ann Johnson
How it will look when fully met:
Students will be engaged and on task during instructional
time.
Target Date:
05/01/2011
Tasks:
1. During the book study of Total Participation Techniques, participants will learn the four
components of effective student engagement: cues, engagement, corrective feedback, and
reinforcement.
Assigned to:
Ann Johnson
Target Completion Date:
05/31/2012
Comments:
2. Teachers will participate in a book study on Inquiry Circles, presented by Roberta Sejnost.
Assigned to:
Ann Johnson
Target Completion Date:
05/31/2011
Comments:
Task Completed:
05/31/2011
3. Teachers will participate in a book study on Reading Across the Curriculum, presented by
Roberta Sejnost, focusing on cues, engagement, and reinforcement.
Assigned to:
Ann Johnson
Target Completion Date:
05/31/2011
Comments:
Task Completed:
Implement
Percent Task Complete:
05/31/2011
Tasks completed: 2 of 3 (67%)
Page: 22 of 40
Indicator
Status
Assessment
TL9 - SC-All teachers incorporate the use of technology in their classrooms when it
enhances instruction and builds 21st Century Learning Skills. (2335)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, use of technology within each classroom varies
greatly, depending on various grants and technology available
(several 4th and 5th grade classrooms have Senteo Response
Systems, classroom computers, GPS units, colored printers,
and cameras; additionally, the third grade bilingual and
sheltered classrooms have access to a Macintosh laptop cart).
Every room has a SMART board and SMART board technology
training was provided for all staff. Some teachers consistently
implement student projects created with word-processing
programs and other presentation software (e.g. Microsoft
Word, PowerPoint, Prezi, Kidspiration, and Publisher).
Plan
Assigned to:
Not yet assigned
Indicator
IIIC12 - SP-All teachers engage all students (e.g., encourage silent students to
participate). (1109)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 09/22/2011
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Student engagement is assessed frequently through Focus
Walks and observations (both formal and informal).
Professional development for the promotion of student
engagement is routinely provided for staff member (e.g.
certain staff members were trained in the use of Inquiry
Circles in the spring of 2011, and staff members will be
trained related to their core curriculum standards to continue
it within their PLC grade level teams with the "train the
trainer" dispersion of information ). Specific issues of student
engagement address time management and classroom
management for optimal use of instructional time and the use
of engaging activities (e.g. various forms of student
discussion). Through the use of a book study, teachers will
learn and implement specific student participation strategies.
Plan
Assigned to:
Not yet assigned
Indicator
CL22 - All teachers acknowledge appropriate student behaviors and desired social skills
and provide differential attention/response to inappropriate behaviors. (2336)
Page: 23 of 40
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 02/23/2012
Evidence:
We have been implementing PBIS for four years and students
earn panther paws for good behavior. They redeem these
panther paws for reward Fridays; students use their paws to
gain entrance to an activity of their choice once a month. We
also look at PBIS data to create a goal and lower the number
of referrals in a specific area of behavior. The students are
rewarded quarterly when the school-wide goal is met.
Through the Cool Tools students are taught replacement
behaviors to decrease inappropriate behavior. Students and/or
classrooms can receive warm fuzzies for positive behaviors.
Classrooms that receive ten warm fuzzies receive a certificate
and two Wendy's certificates to be raffled. Many teachers use
a clip chart behavior system that focuses on positive and
negative choices. Students are acknowledged for positive
behaviors and teachers may have individual reward systems
based on this chart. Teachers also may use their own behavior
systems to address positive and negative behavior. If students
do not respond to universal behavioral systems, there is a
multi-tiered approach to support them. First, data is collected
through classroom and office discipline referrals (CDRs and
ODRs). This is entered into the data system (SWIS) and
analyzed by the secondary PBIS team. Students are redflagged and qualify for the goal-setting behavior incentive
program, “Check-In-Check-Out” or “Check-N-Connect.”
Progress is monitored and, if needed, is addressed through
behavior intervention plans/functional behavioral analyses
(BIP/FBA).
Teaching and Learning
Assessment
Indicator
Status
Assessment
IIB01 - SC-Units of instruction include pre-/post-tests to assess student mastery of
standards-based objectives. (1048)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 24 of 40
Describe current level of
development:
We have begun the process of working with PLCs to create
pre-tests and post-tests for units of instruction. Many PLCs are
utilizing the post-tests that come with our reading and math
series. However, only some grade levels currently pre-test
each unit. The math tests could be used as a pre-test, but the
reading assessments are comprehension tests on the story of
the week and therefore would not be effective as pre-tests.
Sheltered and bilingual classrooms use pre and post
assessments for the Avenues ESL program. PLCs are working
on Common Core curriculum units and developing pre- and
post-tests.
Plan
Assigned to:
Not yet assigned
Indicator
IIB03 - SC-Unit pre-test and post-test results are reviewed by the Instructional Team.
(1050)
Status
Assessment
Plan
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
PLCs are creating units and mapping the curriculum. A
template has been created and teams are in the process of
using the template to develop their units, including pre- and
post- assessment. The components of the unit plans include
common core standards, activities, resources, differentiation,
teaching strategies, objectives and pre and post assessments.
Grade level PLCs are at various stages in this process.
Assigned to:
Not yet assigned
Teaching and Learning
Periodic Assessment
Indicator
Status
Assessment
IID02 - SC-The school tests each student at least 3 times each year to determine
progress toward standards-based objectives. (1054)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 25 of 40
Describe current level of
development:
Currently, most of our school grade levels implement the
following assessments: diagnostic-prescriptive assessments
(Envision and Harcourt pre- and post-tests), embedded
assessments (common assessments, Quick-Checks and
graphic organizers), periodic assessments (district writing
samples, Fountas and Pinnell, E-Assessments and Think-Link)
and annual assessments (ISATs and ACCESS).
Plan
Assigned to:
Not yet assigned
Indicator
IID03 - SC-Teachers receive timely reports of results from standardized and objectivesbased tests. (1055)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, Diagnostic-Prescriptive, Embedded and Periodic
Assessments are electronically or teacher-scored (e.g. quick
turn-around) while Annual Assessments may take longer to
receive reports (examples: ACCESS and ISAT reports come in
months later which at times is pushed into the next school
year, so the data can’t be revised and analyzed by the current
teacher).
Plan
Assigned to:
Not yet assigned
Indicator
IID04 - SS-The school maintains a central database that includes each student’s test
scores, placement information, demographic information, attendance, behavior
indicators, and other variables useful to teachers. (1116)
Status
Assessment
Plan
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 09/22/2011
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, test score databases are kept electronically by the
principal and literacy coach and utilized for placement
information. Demographic and attendance information is
collected and displayed on the school report card. Behavioral
data (SWIS) is kept electronically by the PBIS program. Next
year, the district will transition into Infinite Campus! Reviewed
10/25/11
Assigned to:
Not yet assigned
Page: 26 of 40
Indicator
Status
Assessment
Plan
IID06 - SS-Yearly learning goals are set for the school by the Leadership Team, utilizing
student learning data. (1057)
Tasks completed: 2 of 4 (50%)
Level of Development:
Initial: No development or Implementation 12/07/2010
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
We meet as a Leadership Team on a regular basis. The team
used data to write the current School Improvement Plan. We
need to have the School Improvement Team interpret data at
the school, classroom and student levels. Currently data is not
being collected in the following areas: evaluation of school
programs, operational data, and perceptions data.
Furthermore, not all of the data we have collected is being
used by the team to create yearly learning goals. Reviewed
10/25/11
Assigned to:
Nicole Prentiss
How it will look when fully met:
The BLT will meet on a regular basis. Using school data, such
as teacher perception surveys, evaluations of school
programs, and learning data. Under the guidance of the BLT,
each grade level PLC will create yearly learning goals.
Target Date:
12/31/2011
Tasks:
1. BLT team members will facilitate goal-setting for student learning at their grade level PLC
meetings. Each grade level will organize and analyze Fountas & Pinnell reading data to
determine whether students are receiving appropriate interventions and support. Based on this,
reading goals will be determined.
Assigned to:
Grade Level PLCs
Target Completion Date:
12/31/2011
Comments:
Task Completed:
11/10/2011
2. Grade level yearly goals set by grade level PLCs will be analyzed by the BLT and school goals
will be developed accordingly.
Assigned to:
BLT
Target Completion Date:
12/31/2011
Comments:
4/17/12
Grade level, school-wide, yearly and quarterly goals for
reading and writing have been developed and analyzed per
grade level. Students needing interventions have been
identified.
Task Completed:
04/17/2012
3. Create parent and student surveys to gather perception information.
Assigned to:
Nicole Prentiss and Mavis DeMar
Target Completion Date:
06/13/2012
Comments:
Page: 27 of 40
4. Analyze parent and student survey results.
Assigned to:
BLT
Target Completion Date:
12/15/2012
Comments:
Implement
Percent Task Complete:
Indicator
IID07 - SC-SS-The Leadership Team monitors school-level student learning data. (1058)
Status
Assessment
Plan
Tasks completed: 2 of 4 (50%)
Tasks completed: 3 of 5 (60%)
Level of Development:
Initial: No development or Implementation 12/07/2010
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
We need to have the School Improvement Team interpret
data at the school, classroom and student level. Currently
data is not being collected in the following areas: evaluation
of school programs, operational data, and perceptions data.
Learning data is currently used by the classroom teacher to
inform instruction, but no assistance is given by the School
Improvement Team. The School Improvement Team is not
providing a Data-based decision making process to help the
teachers use their data effectively. Although the principal is
monitoring teacher data, the team is not currently monitoring
the teachers' use of data. Reviewed 10/25/11
Assigned to:
Tracy Patel
How it will look when fully met:
The BLT will review grade level PLC learning data and goals.
Target Date:
02/28/2012
Tasks:
1. The grade level PLCs will create their learning goals based on student learning data.
Assigned to:
Angie Najera
Target Completion Date:
12/31/2011
Comments:
Megan Hellgeth will also work on this task.
4/17/12
Each grade level PLC has created their learning goals based
on student learning data. These are documented on the
SMART goal flow chart.
Task Completed:
05/24/2012
2. The BLT will develop and finalize the PLC minutes template for directing, monitoring, and
reporting data.
Assigned to:
Jonna Brandt
Target Completion Date:
12/31/2011
Page: 28 of 40
Comments:
Joy Dong will help!
The PLC minutes template is completed and updated per
grade level, and is utilized regularly.
Task Completed:
11/01/2011
3. The BLT will develop a format for a data wall which will organize and display student data by
grade level.
Assigned to:
Joy Dong
Target Completion Date:
01/31/2012
Comments:
Student data has been analyzed by grade level and is
displayed in a spreadsheet to show growth from the first
testing period to the second testing period.
Task Completed:
01/09/2012
4. Grade level PLCs will implement the use of the data wall to organize and monitor student
achievement.
Assigned to:
Tracy Patel
Target Completion Date:
02/28/2012
Comments:
5. The BLT will review PLC learning data and goals (based on the grade level PLC data walls).
Assigned to:
BLT members
Target Completion Date:
02/28/2012
Comments:
Implement
Percent Task Complete:
Indicator
IID08 - SC-SP-Instructional Teams review student learning data (academic, physical,
social, emotional, behavioral) to assess and make decisions about curriculum and
instructional strategies. (1059)
Status
Assessment
Tasks completed: 3 of 5 (60%)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 09/22/2011
Index:
3
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
PLC grade level teams currently meet bimonthly and have
database decision making opportunities guided by their grade
level templates and unit planning templates, which identify the
following: 1) What do we want the children to know and be
able to do (Common Core Standards), 2) How will we know
they've learned it (assessment), 3) What evidence we will
collect to identify strengths and weaknesses, and 4) What will
we do when students have not learned the material or
exhibited the ability? Who will we be re-teaching? What
resources will we use? How will material be taught (strategies,
skills, etc.)? This will require changes in current policy and
budget conditions (e.g. additional district money allotted for
subs/planning).
Page: 29 of 40
Plan
Assigned to:
Indicator
IID09 - SC-Instructional Teams use student learning data to plan instruction. (1060)
Status
Assessment
Not yet assigned
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently, grade levels are aligning their language arts
curriculum to the Common Core Standards. For example,
during grade level PLC meetings we are making data-driven
decision regarding common assessment and what we want
the students to know and be able to do. However, we are
working towards the implementation of a data wall by grade
level that will help teachers differentiate instruction and
monitor student growth.
Plan
Assigned to:
Not yet assigned
Indicator
IID10 - Instructional Teams use student learning data to identify students in need of
instructional support or enhancement. (1061)
Status
Assessment
Plan
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Currently Hermes has implemented PLC grade level teams and
we are furthering the development of unit planning. The
framework has been laid for PLCs, and teams are working
toward curriculum and pacing alignment. Unit plans are being
developed with the following components: state academic
standards, grade level benchmarks and performance
indicators, district curriculum, scope and sequence of district
curriculum, expectations of state assessment for relevant
grades and subjects, district assessments, individual
classroom lesson plans, textbook series resources, and other
specific grade level/subject resources. After these plans are
developed (along with common assessments), PLC teams
assess and inform instruction based upon student results. This
data is also used to identify which students need more
instructional support and which ones need enhanced or
extended curriculum.
Assigned to:
Not yet assigned
Page: 30 of 40
Learning Environment
Community and Family Engagement
Indicator
Status
Assessment
IVA03 - SP-The school's Compact outlines the responsibilities/expectations of teachers,
primary caregivers, and students. (1113)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
The current compact includes responsibilities for the parents
and students in the areas of homework, attendance, study
skills, participating in decision making and school involvement.
We will add statements regarding reading and student
behavior to the compact. Teacher responsibilities need to be
outlined in the compact. Reviewed 10/25/11 Reviewed:
2/23/12
Plan
Assigned to:
Not yet assigned
Indicator
IVD01 - SP-The school's Compact is annually distributed to teachers, school personnel,
primary caregivers, and students. (1114)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
The compact is distributed annually. We will make changes to
include reading goals and student behavior in our compact.
Teacher responsibilities need to be included in our school
compact. Reviewed 10/25/11 Reviewed: 2/23/12
Plan
Assigned to:
Not yet assigned
Indicator
IVD02 - SP-The "ongoing conversation" between school personnel and primary
caregivers is candid, supportive, and flows in both directions. (1115)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/04/2011
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Page: 31 of 40
Opportunity Score:
2
Describe current level of
development:
Currently most teachers are sending out classroom
newsletters that explain what is going on in the classroom.
Administration sends out a published home and school letter.
We need to improve communication regarding academics at
Hermes School. Reviewed 10/25/11 Reviewed 2/23/12:
Currently, a problem exists with the ability to translate
methods of communication effectively. Teachers are planning
to develop a checklist of objectives taught with levels of
achievement (below; meets; exceeds)to indicate student
achievement. THe checklists will be distributed to parents on a
quarterly basis.
Plan
Assigned to:
Not yet assigned
Indicator
IVD03 - SC-SP-The school regularly and clearly communicates with primary caregivers
about its expectations of them and the importance of the "curriculum of the home."
(1155)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 01/04/2011
Evidence:
Parents have been informed of programs and activities
through classroom newsletters and flyers. Family activities
have been planned throughout the year to promote positive
interaction between parent/child/school. These include Math
Night, Reading Night, and various social events (e.g. Cookies
with Santa, Fall Festival, dances, etc.). Parents have been
involved in the Parent Family Nurturing Program, which
develops positive parenting skills and in turn, promotes
academic support in the home. Personnel have been readily
available to translate English/Spanish as needed. The district
has invited parents to meetings to explain ISAT results and
discuss how these results are used in Reading and Math
instruction. Parents also have been given ways to support
instruction in the home. We currently have monthly
opportunities for parents to meet with the principal and
assistant principal to discuss any concerns and share ideas.
Reviewed and revised 4/17/12
Indicator
Status
Assessment
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
CF1 - All teachers share school policy on homework with primary caregivers. (2340)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 32 of 40
Describe current level of
development:
Currently, all grade levels require the students to complete
assigned homework, which includes: math practice, a spelling
contract, and a reading log. Most teachers use homework as a
component of the students “Effort” grade on their report
cards. Teachers monitor daily homework completion and
feedback is given to students and parents on a weekly basis.
A clearly defined school wide policy regarding homework
needs to be established and implemented.
Plan
Assigned to:
Not yet assigned
Indicator
CL6 - SC-School Leadership and primary caregivers engage in regular communication to
provide mutual supports and guidance between home and school for all aspects of
student learning. (2341)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 01/26/2012
Index:
9
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
3
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Information is shared with parents through: Bimonthly
principal newsletters, open houses, parent-teacher
conferences, principal home calls and visits, and "Salsa/
Donuts with parents and the principal". The online component
is not fully implemented, but there is a 3-year plan for parent
access. Parents are involved with all areas of student learning
through: PTO, Parent-mentoring program, lunch/recess
monitors, volunteers, assistance with non-confidential clerical
services, and social and academic classes available to parents
via Hermes Parent Liason. Hermes will be fully implemented
with the online component. With Infinite Campus, parents will
be able to access the database to see their children's grades
and participate in online communication. Reviewed 2/23/12
Plan
Assigned to:
Not yet assigned
Indicator
CL15 - All teachers communicate regularly with primary caregivers and encourage them
to participate as active partners in teaching and reinforcing physical, social, emotional,
behavioral, and academic competencies. (2342)
Status
Assessment
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
2
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
1
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 33 of 40
Describe current level of
development:
Currently, teachers send home bimonthly newsletters
communicating classroom and school events. Communication
styles vary from teacher to teacher, but the following means
of communication are used: assignment notebooks, email,
phone, and letters. At the beginning of the year, teachers
send home classroom policies, procedures, and expectations.
School-wide events (e.g. Curriculum Night, Math Night,
Reading Night, social events, etc.) are communicated via
letters and sent home with each child. Students receive
individualized, specific, and constructive feedback through
report card comments and Fountas & Pinnell reading reports.
Constructive feedback is also presented to parents during
parent-teacher conferences (biannually). A goal we are
working towards is creating grade-level checklists listing
objectives/standards taught and an indication of whether each
child met, did not meet, or exceeded mastery of each
objective/standard. This would ideally be sent home quarterly
(with report cards). However, this would need to be approved
at the district level prior to development. Reviewed 4/17/12
Teacher websites are up and running, complete with bios and
containing other information such as assignments, special
events, homework, resources, etc. Revised 4/17/12
Plan
Assigned to:
Not yet assigned
Indicator
IIIB06 - SC-SP-All teachers systematically report to primary caregivers the student’s
mastery of specific standards-based objectives. (1097)
Status
Assessment
Plan
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 09/27/2011
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
At this point, the district doesn't have a standards-based
report card; however, at Hermes, we do communicate with
parents via teachers' biweekly newsletters, a letter from the
principal notifying parents school expectations of the
"curriculum of the home," parent bulletin board, school and
academic expectations communicated through curriculum
night, a parent liaison, daily assignment notebooks, and
adaptations and modifications of specific standards are
developed and communicated by special education and
resource teachers. Reviewed 2/23/12 Currently, the Report
Card and Grading Task Force is creating Kindergarten,
standards-based report cards which will begin implementation
during the Fall of 2012. Teachers will be implementing Infinite
Campus grading for their report cards starting the Fall of 2012
-2013 (For Kindergarten), which parents will be able to
access.
Assigned to:
Not yet assigned
Page: 34 of 40
Indicator
Status
Assessment
Plan
IE13 - The principal offers frequent opportunities for stakeholders to voice constructive
critique of the school’s progress and suggestions for improvement. (1034)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Schoolwide goals and objectives and the foci of new programs
have been clearly articulated via staff meetings and
professional development activities. Staff stability is fostered
through a rubric based interviewing process which leads to the
hiring of highly qualified teachers. THe implementation of
Professional Learning Communities and cooperative planning
gives faculty a formal role in communication and decision
making using a variety of methods of decision making leads to
a support work milieu. On a less formal level,leadership has
worked to promote staff collaboration by discussing
instructional issues regularly in informal exchanges with
teachers, by soliciting teachers’ opinions, by showing respect
and consideration for staff and their ideas, and by
encouraging direct, informal communication among staff.
Hermes had encourgaed a high level of parental involvement
and support, wherein parents serve as mentors, volunteers
and tutors. Hermes School communicates with parents on a
regular basis, including informing parents of programs and
activities; obtaining human resources for both regular and
extracurricular programs; establishing programs that promote
contact between teachers and parents; interacting personally
to promote the school to important community groups;
providing educational activities and other programs for
parents to learn about the curriculum used to teach their
children; and developing systems that parents can use to work
with their children at home on the academic skills being
stressed in the school program.
Assigned to:
Not yet assigned
Learning Environment
Conditions for Learning
Indicator
Status
Assessment
CL1 - The school's Learning Support System includes academic, physical, social,
emotional, and behavioral programming based on school-wide, targeted group and
individualized needs. (2343)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Page: 35 of 40
Opportunity Score:
2
Describe current level of
development:
To meet the academic, physical, social, emotional and
behavioral needs of our school population we currently follow
the three tiered Positive Behavioral Intervention System
model. PBIS includes school side training in both the fall and
spring, Check-In Check-Out and Check-In Connect. To reach
the social, emotional and behavioral needs of targeted groups
of students the school community has implemented small
group supports such as “Breakfast Club”, “Lunch Bunches”,
“Lunch with the Principal” and “Strong Kids”. The
implementation of the above listed programs has contributed
to the reduction of disruptive behavior while increasing
academic engaged time.
Plan
Assigned to:
Not yet assigned
Indicator
CL2 - School Leadership identifies and allocates/reallocates resources needed for
Learning Supports' implementation. (2344)
Status
Assessment
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Teachers have identified students not meeting expected
standards in reading. For these identified students, two
sessions of Guided Reading are provided daily. Currently Read
180, Systems 44 and Title One teachers provide instructional
support for these identified students. A comprehensive
schedule has been created to enable the Instruction Support
staff to meet with students and provide instruction based on
data of identified needs.A plan of action to monitor student
progress and make appropriate adaptations to instruction has
been developed. Partnerships have been formed with North
Cenral College, Aurora University and the Regional Office of
Education to provide additional resources such as interns,
practicum teachers, Type 75 candidates and coaching.
Plan
Assigned to:
Not yet assigned
Indicator
CL3 - School Leadership monitors and evaluates the implementation of Learning
Supports' programming through an on-going data collection system. (2345)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 03/13/2012
Page: 36 of 40
Evidence:
School Leadership monitors and evaluates the implementation
of Learning Supports' by collecting academic data which
includes: 1. Fountas and Pinnell-3 times a year, Discovery
Education Interventions-3 times a year, Read 180 and System
44. 2. PLC'ss and Grade Level Smart Goals are set using this
initial data after each testing period. 3. Behavioral data is
collected on a schoolwide basis to guide decision making. This
includes data collection via PBIS- Check In/Check Out, Check
and Connect, and Problem Solving Data. In order to sustain
these efforts teachers create SMART Goals and move students
into RtI Intervention groups.
Indicator
CL4 - All school personnel actively model and foster a positive school environment where
students feel valued and are challenged to be engaged and grow cognitively. (2346)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 02/23/2012
Evidence:
Hermes has a safe and orderly school environment. PBIS
provides our school with a structured system that allows for a
productive climate and culture. Student engagement is a
priority and is monitored by administration via walk throughs
and classroom observations. Hermes staff collaborated to
develop a school wide vision that supports a climate that is
positive, caring, supportive, and respectful of all learners with
high expectations for all students to learn.
Indicator
Status
Assessment
CL5 - School Leadership actively models and fosters a positive school environment where
staff members feel valued and are challenged to be engaged and grow professionally.
(2347)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 02/23/2012
Index:
6
(Priority Score x Opportunity Score)
Priority Score:
3
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Describe current level of
development:
Hermes School Leadership challenge the staff to be engaged
and grow professionally. Professional development is a priority
"in house" to address current focuses on all areas of student
development (social, emotional, academic). This professional
development may be requested by teachers, but not all funds
are available to meet those needs. However, now through
Scholastic U we have "Just in Time" professional development
that is grade-level/ topic specific (Language Arts and Math) in
which teachers and administrators can collaborate to prioritize
and match needs. Most teachers perceive that they are valued
by administration within the school community.
Plan
Assigned to:
Not yet assigned
Indicator
CL7 - SS-The environment of the school (physical, social, emotional, and behavioral) is
safe, welcoming, and conducive to learning. (2348)
Page: 37 of 40
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 09/22/2011
Evidence:
The Leadership Vision has been established by the BLT: "We
nurture the holistic development of each member in our
learning community while fostering critical thinking skills and
inspiring life-long learning." The Recess Task Force has
developed a recess mission statement, fundraised for
playground equipment, designed structured play on blacktop
(based on student survey results), are painting and artistically
designing the blacktop, have purchased playground
equipment, and are training staff members on behavioral
expectations and playground activities. Students will follow
"The Hermes Way" on the playground - they will be safe,
respectful, responsible, and kind! The PBIS Team has been
firmly established (its 4th year), clear expectations of "The
Hermes Way" are established and communicated to staff,
students, and parents. Secondary level behavioral
interventions include and are not limited to Check-In-CheckOut, Check-In-Connect, and small skill-based groups. Tertiary
level behavioral interventions are currently being developed as
needs arise. School-wide training for "Bucket Filling" has taken
place (staff, students, and parents); buckets and books have
been purchased for each classroom, posters and banners have
been hung around the school, students are reminded to "fill
buckets" in daily announcements, and "bucket filler" award
certificates have been created to recognize when students
make choices to "fill buckets."
Indicator
CL8 - The school culture supports teachers in practicing effective and responsive
instruction to meet individual student needs. (2349)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 02/23/2012
Evidence:
The differentiation piece is an expectation in which teachers
are responsive to individual student needs. Reading
instruction is differentiated within guided reading using leveled
libraries, interventions are in place for students who are
striving to reach grade level proficiency, and within schoolwide intervention programs (Read 180, System 44, parent
mentors working with small groups, Soar to Success). Envision
math curriculum allows for differentiation using enrichment
activities, reteaching activities, and intervention lessons.
Gifted students are clustered and supported with a reading
program called "Jacobs Ladder" and have several other
available resources to enrich their learning. Teachers have
received specific training (GES) to meet the needs of the
gifted learner. Behavioral Interventions are tiered into an RTI
triangle. Our school-wide system is the Universal PBIS level,
tier 2 is the Check-in-Check-out and Check n' Connect, and
tier 3 includes "wrap arounds" and a curriculum for small
group behavioral and social support. Students in the
transitional bilingual education program are differentiated
according to their English Language Proficiency Level.
Page: 38 of 40
Indicator
CL9 - All teachers invite valid and reliable Learning Supports identified by their school
leadership into their classrooms including but not limited to programs/strategies, coteaching opportunities, and consultation. (2350)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 02/23/2012
Evidence:
Currently, teachers have the opportunity to attend hands-on
professional development that supports the common core
curriculum. Teachers also participate in ongoing coaching and
consultation with peers, administrators and curriculum
specialists. After teachers participate in professional
development and have time to implement the new practices
into their classroom, timely and constructive feedback is
provided. In Professional Learning Communities teachers work
cooperatively to improve relational trust which is the
foundation of a successful school.
Indicator
CL10 - The school culture promotes and supports the academic, physical, social,
emotional, and behavioral skill development and engagement of students . (2351)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 03/20/2012
Evidence:
At Hermes, the following programs are in effect for each
domain of skill development: - Physical: Breakfast and lunch
program, extracurricular activities (e.g. 5th grade intramurals,
Saturday sports, Turkey Trot after-school run, the Heart
Adventure – aerobic fitness, Plunge into Fitness – calendarregulated exercise, Body and the Brain – wellness education) Social/Emotional: Go Green Club, mentoring programs (e.g.
Rosary, Big Brothers/Big Sisters), social worker programs
(e.g. Lunch Bunch, Strong Kids, Rainbows) - Academic: AfterSchool Program, homework clubs, tutoring opportunities
(Aurora University), RTI - Behavioral: PBIS (e.g. Check in
Check Out, Check-N-Connect – individualized behavior
incentive plans with mentors for students with specific
behavioral needs), RTI, Problem Solving, small group
interventions, truancy support (e.g. attendance and tardiness
contracts, family meetings, home visits)
Indicator
Status
Assessment
CL11 - The school culture promotes and supports the physical, social, emotional, and
behavioral health of all school personnel. (2352)
In Plan / No Tasks Created
Level of Development:
Initial: Limited Development 04/10/2012
Index:
4
(Priority Score x Opportunity Score)
Priority Score:
2
(3 - highest, 2 - medium, 1 - lowest)
Opportunity Score:
2
(3 - relatively easy to address, 2 accomplished within current policy and budget
conditions, 1 - requires changes in current
policy and budget conditions)
Page: 39 of 40
Describe current level of
development:
At the district level, many supportive programs are in place,
including stress management classes, family counseling,
wellness programs, and mentoring training related to new
teachers' interests and needs. Also, exercise classes are
offered throughout the district. Although many teachers in the
building may be aware of these wellness opportunities, the
participation rate is unknown. Teachers meet beyond
contractual time to collaborate on student learning. Relational
trust is difficult to gauge. It is encouraged and fostered by
administration and teams.
Plan
Assigned to:
Not yet assigned
Indicator
CL12 - All school personnel work effectively and equitably with racially, culturally,
linguistically, and economically diverse students. (2353)
Status
Full Implementation
Assessment
Level of Development:
Initial: Full Implementation 03/13/2012
Evidence:
All school personnel work effectively and equitably with
racially, culturally, linguistically, and economically diverse
students. This is accomplished in the following ways: 1.
Students in poverty are provided: a. free and reduced lunches
b. schools supplies and back packs c. coat, mitten and scarf
drives d. Thanksgiving meals c. Christmas gifts 2. Students
with diabilities are provided: a. Resource teachers b. Push-in
instructional support c. Self contained instruction when
appropriate d. Special Education students are mainstreamed
into special classes such as music, art, etc. 3. Students
meeting academic needs a. RtI support is available and
includes Systems 44, Read 180, small group istruction in
reading and math b. Problem Solving teams meet weekly to
provide teachers with intervention support. c. Teachers are
knowledgeable in methods of identifying students who may
require special education identification. In addition, PLC's are
in the process of constructing units of instruction based on
Common Core standards and alligned to student interest.
Within these units, teachers differentiate instruction to meet
the needs of each individual students learning styles. 4. For all
students, the following are available a. Social workers who
work with students via the Communities and School program
b. Family counseling c. Big Brother/Big Sister after school
program d. After school homework and socialization program
These programs will continue in order to sustain these efforts
May 17, 2012
Page: 40 of 40