School Improvement Plan
Sand Creek Intermediate 2015-2016
Intended Outcomes
Mission Statement
The Sand Creek Intermediate School staff strives to
challenge students to reach their maximum potential as
life-long learners. Through a nurturing educational
environment, we will create awareness of cultural diversity,
model fine character development, and pattern a sense of
community, thus encouraging our students to become
contributing members of our diverse society.
Intended Outcomes
Vision Statement
Sand Creek Intermediate School is a collaborative community which provides a
comprehensive education for students in fifth and sixth grades. Our school
promotes academic excellence through a flexible curriculum that meets the needs
of all learners. Our curriculum enhances exploration of thought, artistic creativity,
and physical activity. Sand Creek Intermediate is devoted to sharing responsibility
with the family and community to challenge each student, encourage excellence,
and promote good character and responsible citizenship. Sand Creek
Intermediate is dedicated to being a premier school community as part of the HSE
21 initiative that will equip all students to succeed in continuing educational
experiences which lie ahead as life-long scholars.
Intended Outcomes Belief Statement
• The Sand Creek Intermediate Staff and students believe in and implement The
Fish! For Schools Philosophy of character education. This belief guides students
toward making a positive impact on others and creates a positive experience for
students and staff at SCIS.
• Our school believes in a professional working partnership with all members of the
school community, working collaboratively toward a common goal for our
students.
• A safe, secure, and inviting school is essential for learning.
• The entire Sand Creek Intermediate family: students, faculty, staff, parents, and
community can positively impact the learning process.
• The Sand Creek curriculum is based on state and district curriculum standards,
taught in integration with one another, as appropriate for learning. As members of
professional learning communities, all teachers and staff share best practices to
increase student achievement.
Intended Outcomes
Long-term Outcomes
• Increase student achievement through enhanced sense of belonging:
-Decrease academic team size to increase capability of teachers to understand and meet student
needs allowing for differentiation of instruction
• Enhance student academic opportunities:
-HSE 21 Objectives: Student Centered Approach, Cognitive Curriculum, Fundamental Classroom
Conditions, and Transfer of Learning
• Enhance student services:
-Increase wrap-around services and capacity to create opportunities for student learning and to
close achievement gaps- providing teacher-supported services, such as after-school remediation
services (Learning Club), utilization of the Family Resource Center, and implementation of the
PBIS program. (See Action Plan: responsive assessment practices, mentoring, ASPIRE, RtI)
Intended Outcomes/Examine Status
PL221 Status History
Final
PL 221
Status
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
2015-2016
Exemplary
Progress
(A)
Exemplary
Progress
B
A
B
B (C)
GOAL: A
Intended Outcomes/Examine Status
Language Arts ISTEP Achievement Goal:
90% Overall Pass
-2012/2013: 87.3% Overall Pass
-2013/2014: 85.7% Overall Pass
-2014/2015: 73.6% Overall Pass
-2014/2015: 71.2% 5th Grade Pass
-2014/2015: 73.2% 6th Grade Pass
-2014/2015 Subgroups:
http://compass.doe.in.gov/dashboard
/istep.aspx?type=school&id=2479
Intended Outcomes/Examine Status
Language Arts Growth
2013-2014
2014-2015
2015-2016 Goal
Bottom 25% High
Growth
37.9
36.0
42.5
Top 75% High
Growth
25.8
32.5
36.2
Overall Low
Growth
42.4
35.9
<28.0
Intended Outcomes/Examine Status
Math ISTEP Achievement Goal:
90% Pass
-2012/2013: 91.0% Overall Pass
-2013/2014: 93.5% Overall Pass
-2014/2015: 75.3% Overall Pass
-2014/2015: 77.0% 5th Grade Pass
-2014/2015: 71.1% 6th Grade Pass
-2014/2015 Subgroups:
http://compass.doe.in.gov/dashboard
/istep.aspx?type=school&id=2479
Intended Outcomes/Examine Status
Math Growth
2013-2014
2014-2015
2015-2016 Goal
Bottom 25% High
Growth
43.7
31.1
44.9
Top 75% High
Growth
35.3
28.1
39.2
Overall Low
Growth
29.0
39.1
<28.0
Intended Outcomes/Examine Status
Social Studies ISTEP Achievement Goal:
85% Pass
-2012/2013: 85.5% Overall Pass
-2013/2014: 81.4% Overall Pass
-2014/2015: NA
Intended Outcomes/Examine Status
Science ISTEP Achievement Goal:
90% Pass
-2012/2013: 85.5% Overall Pass
-2013/2014: 89.2% Overall Pass
-2014/2015: 80%
-Subgroups:
http://compass.doe.in.gov/dashboard/istep.aspx?type=sch
ool&id=2479
Intended Outcomes/Examine Status
NWEA Student Math Growth Summary
Intended Outcomes/Examine Status
NWEA Student Reading Growth Summary
Intended Outcomes/Examine Status
Achieve 3000 Winter 2016
Intended Outcomes/Examine Status
Achieve 3000 Winter 2016
Programming Goals
Instructional Tools
Goal
NWEA
>90% of students reach year-end growth goal
Achieve 3000
-2 lessons per week (across all content areas)
-Students will use targeted comprehension strategies and
evidence-based responses
-Answer activity questions at 75%
-Close lexile and CCR gaps by year end
-Teachers use informed learning paths to explicitly teach and
reteach in order to target specific instructional strategies.
VMath
-Successfully complete at least the grade-level module by
year end for fluency and maintenance.
Front Row
-Successfully complete-grade-level CC domains
-Teachers use growth page to progress monitor learning and
adjust instruction.
Action Plan:
https://prezi.com/ovm1b24ivnz4/school-improvement-plan-20152016/?utm_campaign=share&utm_medium=copy
-Student Services
-Content Area
-Stakeholder Involvement
-21 Century Learning
Environment
Action Plan: Student Assessment
Shift
1.
Standards-Based
Grading
2.
Behavior
Participation
Action
Reflective grading practices in which formative activities/assessments drive instruction up to the point of
summative assessments. Grades will be heavily determined by summative assessments. Skyward assignments are
labeled, and reflect the curriculum standards
/ -Reflected in the work habits section of report card
-Addressed through PBIS with the intention of improving behaviors to increase student learning and achievement.
3. Late / Missing work
-Report late or missing work in work habit section of report card as important feedback to parents and teachers
about patterns of engagement
-We will discontinue percentage off for late work. We believe all work is worthy of task completion and is an
important life skill. We will put working lunches, as well as the use of student logs and incentives, etc… into place.
-NHI (or 0%) in report card for missing work until turned in
-Students with missing work may receive additional opportunities or realign privileges until work is completed (i.e.
recess, working lunch, stay before/after school)
-Communicate and plan with our school families regarding missing assignments.
4. Remediation
-Students who score in the D & F range on assignments should have the opportunity to receive some level of
remediation.
Implement, Monitor, Adjust
• Monthly Academic Team Meetings: Focus on student needs, instructional
•
•
•
•
implementation, and student data, as it is feedback on our instruction
Monthly PLC Meetings: Focus on teaching and learning, studying patterns, and
professional development
Monthly School Advisory Committee Meetings: Focus on school & district issues,
celebrate school and staff successes, analyze school needs, and set goals.
Professional Development: Focus on 21st century learning opportunities, datadriven instruction, and student services
Comparative Staff & Family Survey: 2014/2105 to 2015/2016