Timothy Ball Elementary School

Timothy Ball Elementary School

November 26, 2018 Timothy Ball Elementary School Nick Ciochina We start with Why Why = Purpose & Beliefs How = Process What = Results Our why is to do whatever it takes for each child to grow and succeed. This principle applies to how I lead, the actions of the

Timothy Ball community, and also how we communicate and make decisions. Lead, act, and communicate from the inside out The W H Y Looking back at the last 22 months January-June 2017 Diagnosis Building relationships with teachers, staff, students, parents while observing culture, systems, programs, people, and practices Discovery

Analysis, discussion, and review of all data and information to make informed decisions and action plans Direction Setting goals, establishing, and communicating plans for strategy, structural, and personnel changes to implement in 17-18 school year August 2017 June 2018 Implement Changes Protect instructional time Align our data collection, analysis, and use Utilize our morning collaboration time Reduce the variability of instruction Check on Effectiveness of Changes Did the changes we put in place prove effective? Are there more adjustments and changes to be made? August 2018 - present Continue and Sharpen With data showing our changes were effective, we are continuing and deepening them with a sharpened focus on individual learning. Diagnose, Discover, Direction

What else can be improved? Continue to build relationships, continue to analyze all data sources, continue to monitor goals and make adjustments. School Accountability Grade +1 3. 0 20172018 100.8 A 20152016 87.0 B +0. 8 20162017 87.8 B 2017-18 DOE Report Card

ISTEP+ Performance ELA Math Combined 2015-16 75.9 70.7 73.3 2016-17 76.1 75.7 75.9 201718

76.2 79.7 78.0 ISTEP+ Growth ELA Math Combined 2015-16 99.4 102 100.7 2016-17

98.8 100.3 99.6 201718 126 120.9 123.5 ISTEP+ ELA 4 Year Trend 100 90 80 82.7 77.1 70 14-15

15-16 16-17 17-18 67.1 60 50 40 30 20 10 0 3rd 4th 5th ISTEP+ (Pass+) ELA 4 Year Trend 60 50 48

40 30 20 21.7 26.3 10 0 3rd 4th 5th 14-15 15-16 16-17 17-18 ISTEP+ Math 4 Year Trend 100 90

88 80 78.3 70 71.1 14-15 15-16 16-17 17-18 60 50 40 30 20 10 0 3rd 4th

5th ISTEP+ (Pass+) Math 4 Year Trend 60 50 49.3 40 30 34.9 32.9 20 10 0 3rd 4th 5th

14-15 15-16 16-17 17-18 Subgroup Performance Male vs. Female ISTEP+ Performance mClass grades K-2 (Text Reading Comprehension TRC) 100% 90% 33.8% 80% 70% 64.0% 66.7%

60% 50% 40.0% 40% 7.8% 30% 20% 10% 0% K RC T - y nc e c ofi

Pr % g in d a Re 13.3% 15.0% 11.3% 12.2% 8 -1 7 1 20 de

ra G 1 RC T - Far Below Proficient y nc e c ofi Pr % g in d a Re

23.3% 1.2% 11.6% 8 -1 7 1 20 de ra G Below Proficient 2 RC T - Proficient

y nc e c ofi Pr % g in d a Re 8 -1 7 1 20 Above Proficient 2017-2018 Improvements and Accomplishments

Earned an A grade from the Indiana Department of Education. Overall points on the DOE report card improved from 87.8 in 2017 to 100.8 in 2018. Performance domain points have improved five percentage points since 2016. Growth Domain points improved from 99.6 in 2017 to 123.5 in 2018 Free/Reduced population is closing the achievement gap in comparison to the entire school population in both Reading and Math. Robotics Team World Champion Design Award

Bulldog Buddies Student Advocacy Program Philanthropic effort to raise over $5000 for IN Leukemia and Lymphoma Society Extensive extracurricular opportunities: Science Olympiad, Math Bowl, Spell Bowl, Student Council, Robotics, Lego Club, National Elementary Honor Society, Girls on the Run, daVinci Club Crossroads Chamber of Commerce Inspiring Educator winner: Andrew Jurczak Almost 3,000 student works of art uploaded to Artsonia Hosted Crown Point first responders for school training Areas for continuous improvement Continue to support and develop teachers abilities to teach with meaningful, engaging, and effective practices and strategies Continue to encourage and support the PLC process and a collaborative morning calendar

Continue to strengthen our Data Analysis Process Promote social and emotional learning and the well-being of students, staff, teachers, and families Continue to drive parent and stakeholder involvement and collaboration Narrow achievement gap for students with special needs Continue development of targeted programming to continue to narrow the gap between male and female subgroup AdvancEd Standard 1.2 Stakeholders collectively demonstrate actions to ensure the

achievement of the institutions purpose and desired outcomes for learners STAKEHOLDER FEEDBACK STAKEHOLDER INVOLVEMENT ACTION Parent Education Nights Title I Parent Night Open House Parent-Teacher Conferences School Improvement Team collaboration Stakeholder Surveys AdvancEd Standard 1.6 Leaders implement staff supervision and evaluation processes to improve professional practice and organizational effectiveness HONEST FEEDBACK TRUSTING RELATIONSHIPS

Marzano iObservation Mentoring Instructional Rounds Instructional Coaching AdvancEd Standard 1.7 Leaders implement operational processes and procedures to ensure organizational effectiveness in support of teaching and learning DATA SCHOOL IMPROVEMENT ACTION PLANS Professional Learning Community (PLC) Process PLC Notes Wednesday Professional Development Data Process Data Sheets AdvancEd Standard 2.3

Develops learners attitudes, beliefs and skills needed for success FIT FOR LIFE SOCIAL EMOTIONAL LEARNING HIGH EXPECTATIONS Multi-Tiered Systems of Support Learning Goals and Scales Tracking Progress Emotional Disability Program Positive Behavior Interventions & Supports (PBIS) Home-School Facilitator Second Steps Bulldog Buddies Extracurricular Activities

AdvancEd Standard 2.7 Instruction is monitored and adjusted to meet individual learners needs and the institutions learning expectations. DATA PROCESS ENGAGEMENT INDIVIDUALIZE Data analysis and use Data informed planning PLC discussions Engagement tactics Professional Development (PD) on personalized learning AdvancEd Standards 2.10 and 2.11 Learning progress is reliably assessed and consistently and clearly communicated. DATA PROCESS PLC PROCESS PARENT COMMUNICATION

Parent communication STAR Reading, STAR Math, mClass, Grades Buzz Agenda Feature Data meetings quarterly Educators gather,and analyze, PLC discussions notesand use formative and summative data that lead to demonstrable improvement of student learning. AdvancEd Standard 2.12 The institution implements a process to continuously assess its programs and organizational conditions to improve student learning. SCHOOL IMPROVEMENT STAKEHOLDER FEEDBACK

PLC Leaders meet monthly PLCs meet weekly Faculty PD weekly School Improvement Process Stakeholder surveys and opportunities for collaboration AdvancEd Standard 3.1 The institution plans and delivers professional learning to improve the learning environment, learner achievement, and the institutions effectiveness. RELATIONSHIPS PROFESSIONAL DEVELOPMENT PLC PROCESS CLEAR literacy coaching LEARN Academy Smekens WebPD Bridges in Mathematics

training Words their Way training Jr. Great Books on site training Building level PD (Guided Reading, Marzano, Data Analysis) AdvancEd Standard 3.3 The institution provides induction, mentoring, and coaching programs that ensure all staff members have the knowledge and skills to improve student performance and organizational effectiveness. MENTORS INSTRUCTIONAL ROUNDS COACHING Continuation of new teacher orientation Mentor relationship New teacher meetings with principal Literacy Coaching Instructional Rounds CPCSC AdvancEd Required Actions

Student Advocacy Bulldog Buddies program Same advisor during six year career at Timothy Ball Social-Emotional Learning Team Differentiation and Personalization Professional Needs Survey Professional Development Individual Goal Setting Four questions 1. 2. 3. 4. How do I feel?

Am I interested? Is this important to me? Can I do this? The way we go about our work matters more than anything else. Collective Teacher Efficacy (d = 1.57): It involves helping all teachers understand that the way we go about our work has a significant impact on student results for better or worse. Simultaneously, it involves stopping us from using other factors (e.g. home life, socioeconomic status, motivation) as an excuse for poor progress. Yes, these factors hinder learning, but great teachers will always try to make a difference despite this, and they often succeed. (Hattie, 2016)

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