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(NAME OF YOUR SCHOOL)

SCHOOL IMPROVEMENT PLAN FORMAT

Page

Number

____2__ Description and location of curriculum

____5__ Titles and descriptions of assessment instruments to be used in addition to ISTEP+

____11_ Parental participation in the school

____11_ Technology as a learning tool

____15_ Safe and disciplined learning environment

____16_ Professional development

____18_ Professional development that is coordinated with proposed interventions and that

supports sustainable school improvement efforts

____19_ Cultural competency

____19_ Attendance rate

____20_ Percentage of students meeting academic standards under the ISTEP+ program

____20_ Graduation rate (for secondary schools)

____23_ Specific areas where improvement is needed immediately

____23_ Benchmarks for progress that specify how and to what extent the school expects to

make continuous improvement in all areas of the educational system

____23_ Provisions to offer courses that allow all students to become eligible to earn the

Academic Honors Diploma

____23_ Provisions to encourage all students to earn an Academic Honors Diploma or to

complete the Core 40 curriculum

____23_ Statutes and rules to be waived

____24_ Three-year timeline for implementation, review, and revision

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High School

Description and Location of Curriculum Materials

The following curriculum guides are located on the Curriculum and Instruction website, as well

as in all classrooms of teachers for the specific content areas.

AIDS Curriculum Guide – Grades K – 12 Contact: Holly Pies - 462-4459

Indiana law IC 20-10.1-4-10 requires each school corporation to include AIDS instruction in its

curriculum and to integrate this instruction to the extent possible with information on other

dangerous communicable diseases. The guide contains information that will provide assistance to

teachers pursuant to this law.

Art Curriculum Guide – Grades K – 12 Contact: Janet Brosmer - 462-4357

The Indiana Academic Standards for Visual Arts will be incorporated in the summation of a year’s

teaching at each grade level. The VCSC Curriculum Guide for Art includes two- and three-

dimensional art experiences, progressing from the simpler, direct use of materials for younger

students to more complex experiences for older students.

Career and Technical Education Curriculum Guide – High School 9-12 :

Contact: Doug Dillion - 462-4470

Career Pathways include: Building & Facilities Maintenance; Construction Trades; Drafting and

Design; Fashion, Textiles and Design; Graphic Imaging Technology; Interactive Media/Web Page

Design; Radio and Television; Visual Communications; Business Management and

Entrepreneurship; Early Childhood Education; Education Professions; Accounting and Finance;

Therapeutic and Diagnostic Health Careers; Nursing; Emergency Medical Services; Hospitality

Management; Human and Social Services; Computer Programming; PC Support/Networking

Systems; Electronics Technology; Manufacturing; Precision Machine Technology; Process

Engineering; Project Lead the Way (Engineering); Robotics; Welding Technology; Marketing;

Automotive Collision Repair; Automotive Services Technology; Logistics; Work-Based Learning;

Supplemental college and career pathway courses and certifications. Course syllabi are available on

the VCSC-CTE website:

http://metadot.vigoco.k12.in.us/metadot/index.pl?id=4576&isa=Category&op=show

ELL Curriculum – Grades K – 12 Contact: Janet Brosmer - 462-4357

The Indiana Department of Education Division of Language Minority and Migrant Programs

defines English Language Proficiency Levels from Level 1 (Beginner) to Levels 5-6 (Fluent English

Proficient). WIDA addresses attainment of English proficiency throughout Grades K-12 and

describe what LEP (Limited English Proficient) students are capable of demonstrating at each level.

Foreign Language Curriculum Guide – High School Contact: Janet Brosmer - 462-4357

The VCSC Foreign Language Curriculum Guide for Grades 9-12 includes the Indiana Academic

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Standards for World Languages and course outlines divided into semesters for all languages

currently taught at the high school level. Also included are vocabulary lists for each language.

EMC/Carnegie Learning materials are used for teaching German. Vista Learning materials are used

for teaching French. Savvas materials are used for Spanish. Cambridge materials are used for

teaching Latin. The Integrated Chinese Textbook, 4th edition is used to teach Chinese.

Gifted/Talented Curriculum Guide Contact: Holly Pies - 462-4459

The Gifted/Talented Program includes self-contained classrooms at two elementary sites, grades 2-

5, G/T classes in three middle schools, and Advanced Placement classes in three high schools. The

Gifted/Talented Curriculum Guide includes: Curriculum Goals, How to Achieve These Goals, and

Strategies for Success with Gifted Learners.

Health Curriculum Guide – Grades K – 9 Contact: Holly Pies - 462-4459

The guide includes: Indiana Academic Standards for Health and Wellness, Health Skills, Textbook

Resources, and Additional Resources. The textbook series used for K-5 is Macmillan/McGraw-

Hill; grades 6-8 is Glencoe McGraw-Hill; and grade 9 is Pearson.

Language Arts Curriculum Guide – Grades K – 12 Contact: Janet Brosmer - 462-4357

The VCSC English/Language Arts Curriculum Guides for Grades 6-12 include Indiana Academic

Standards of English/Language Arts, pacing guides, course syllabi (6-12), assessment materials, the

Indiana Reading List from the Department of Education, ISTEP+ resource materials, and

supplemental resources. High school English teachers use Houghton Mifflin Harcourt Into

Literature for Literature, Grammar and Writing.

Math Curriculum Guide – Grades K – 12 Contact: John Newport – 462-4149

The guide is available on the Curriculum and Instruction website, and includes downloads and links

for math course syllabi, Indiana Academic Standards, professional organizations, and student and

teacher resources. Middle school teachers use Glencoe Indiana Math Course 1-3 series. High

school teachers use Glencoe-McGraw-Hill.

Music Curriculum Guide – Grades K – 12 Contact: 462-4479

The VCSC Music Curriculum Guide contains pacing guides for elementary, middle and high school

music courses including alignment to the Indiana Academic Standards. Elementary music utilizes

the Feierabend First Steps and Conversational Solfege materials. Middle school general music

utilizes the Pearson Interactive Music series. Middle school choir utilizes Masterworks Press

Exercise Books. Middle and high school band utilize Sound Innovations method books. Middle and

high school orchestra utilize Essential Elements and Essential Technique method books.

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Physical Education Curriculum Guide – Grades 9 – 12 Contact: Holly Pies – 462-4459

The guide includes: Physical Education Curriculum for PE I and PE II, Indiana Academic

Standards for Physical Education, ASCD Best Practice Information, Physical Education Sample

Syllabi (Elective Courses) , and Instruction Activities.

Science Curriculum Guide – Grades K – 12 Contact: John Newport – 462-4149

The guide is available on the Curriculum and Instruction website, and includes downloads and links

for science course syllabi, Indiana Academic Standards, professional organizations, and student

teacher resources. Elementary and middle teachers use Pearson Interactive Science and high school

teachers use Pearson, McGraw-Hill, and Cengage.

Social Studies Curriculum Guide – Grades K – 12 Contact: Holly Pies – 462-4459

The social studies guide includes: Indiana Academic Standards for Social Studies, the scope and

sequence for all social studies courses, a pacing guide for elementary social studies (K-5), the

course syllabi for all middle school social studies courses, and the course syllabi for all high school

social studies courses. High school teachers use Association for Asian Studies, Inc., Bedford,

Freeman and Worth, Cengage Publishing, EMC, Glencoe/McGraw-Hill, Houghton-Mifflin

Harcourt, Indiana Chamber of Commerce, New York Times upfront, Savvas, and USA Today.

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Titles and Descriptions of Assessment Instruments

MONTHLY ASSESSMENT TIMELINE 2020/2021 (Revised 7/20/20)

GRADE ASSESSMENT TESTING WINDOW

JULY 2020

11-12 ISTEP+ Grade 10 Summer Restest July 20 – Aug. 14 Canceled

AUGUST 2020

K – 2 DIBELS Next (Benchmark 1) August 14 – Sept 2

(Includes Dyslexia Screeners)

1 – 5 VCSC Pre Writing Prompts August 24 – 28

SEPTEMBER 2020

3 – 8 ClearSight (Formerly AIRWays) September 7 – October 2

ELA and Math Interim 1

K – 2 NWEA Level 1 Dyslexia Screening September 21-October 2

(Students from 2019-2020 SY)

OCTOBER 2020

K – 2 Math Benchmark * October 19 – 22

10 – 11 PSAT/NMSQT October 14 (Alt. October 28)

NOVEMBER 2020

11 – 12 ISTEP+ Grade 10 Winter Retest November 9 – December 11

Parts 1 & 2

DECEMBER 2020

3 – 8 Math Benchmark December 7 - 11

Semester 1

9 – 12 ILEARN Biology End-of-Course November 30 – December 17

JANUARY 2021

K – 2 DIBELS Next (Benchmark 2) January 5 – 21

(Includes Dyslexia Screeners)

K – 2 Dyslexia Screener (Arkansas Rapid January 25-February 5

Naming and Words Their Way)

Primary Spelling Inventory)

K – 12 WIDA ACCESS January 11 – February 26

3 – 8 ClearSight (Formerly AIRWays) January 11 – February 5

ELA & Math Interim 2

4 and 8 NAEP (Only at Select Schools) January 25 – March 5

8 Algebra 1-1 (Corporation) January 13

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GRADE ASSESSMENT TESTING WINDOW

FEBRUARY 2021

K – 2 Math Benchmark * February 1 - 5

1 GT Assessment February 8 – 24

11 – 12 ISTEP+ Grade 10 Spring Retest February 2 – February26

Parts 1 & 2

K – 2 NWEA Level 1 Dyslexia Screening February 22-March 5

(Students from 2020-2021 SY)

MARCH 2021

3 IREAD3 Spring Test March 8 – 19

8 Algebra 1-1 Retest (Corporation) March 10

APRIL 2021

1 – 5 VCSC Post Writing Prompts April 12 – 15

K – 2 DIBELS Next (Benchmark 3) April 26 – May 12

3 – 8 ILEARN April 19 – May 14

3 – 8, and 10 I AM April 5 – May 14

9 - 12 ILEARN Biology End-Of-Course April 19 – May 21

9 – 12 Optional U.S. Government ECA April 19 – May 21

MAY 2021

K – 2 Math Benchmark* May 3 – 6

3 – 8 Math Benchmark May 3 – 14

Semester 2

8 Algebra 1-2 (Corporation) May 12

3 IREAD-3 Retest (Summer) May 25 – July 16

JULY 2021

10 ISTEP+ Grade 10 Summer TBD

Retest Parts 1 & 2

3 IREAD3 Summer Retest May 25 – July 16

Assessment Framework – Descriptions

Revised 9/3/20

ALGEBRA TEST GRADE 8 (Corporation) – This is a corporation created and scored test that is

given to all grade eight students taking Algebra 1. The grading scale is approved by the teachers and

is used in determining both a student’s progress in this subject as well as a part of their grade. A

student has two opportunities to take and pass part one and part two. The test is given at the end of

the course. Testing takes about 70 minutes and results are shared and discussed with students after

all eligible students have been tested.

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ClearSight (formerly AIRWays) - Formative assessments and the use of their data to guide

classroom instruction at the individual student level result in increased academic success. Indiana’s

Formative Assessment Grant provides funding to schools for formative assessment programs, tools,

and professional development in order to increase data-driven instructional practices and enrich

learning for all students. Working together, the ClearSight test developers, computer scientists and

statisticians have designed a test delivery system that offers innovative, machine-scored items on

fixed and adaptive forms. The ClearSight assessment gathers evidence about specific student skills

and knowledge by requiring students to take a more hands-on approach to test questions and by

examining the characteristics of student responses. It is an online test system that has been designed

to be fully accessible to all students. ClearSight uses a standards-based adaptive testing algorithm

that ensures that every student is tested on the full breadth and depth of content standards even

while it adapts test item difficulty to student skill level. On average, most students complete

assessments in one class period.

I AM – This assessment measures student achievement and growth according to Indiana’s Alternate

Academic Standards also known as Content Connectors. I AM is the summative accountability

assessment for students with significant cognitive disabilities in grades 3-8 and 10. It assesses:

● English/Language Arts (Grades 3-8 and 10)

● Mathematics (Grades 3-8 and 10)

● Science (Grades 4 and 6 and 10)

● Social Studies (Grade 5)

The Case Conference Committee (CCC) determines, based on the criteria provided and the

student’s individual and unique needs, whether a student with disabilities will participate in general

education assessments with or without testing accommodations, or in the alternate assessment with

or without accommodations. The alternate assessment is based on alternate achievement

standards/content connectors. The CCC must be informed that the decision to participate in an

alternate assessment means the student will have limited or modified exposure to the grade level

standards that may have a significant impact on the student’s academic outcomes and post-

secondary opportunities.

ILEARN - Indiana Learning Evaluation Assessment Readiness Network (ILEARN) measures

student achievement and growth according to Indiana Academic Standards. ILEARN is the

summative accountability assessment for Indiana students and assesses:

● English/Language Arts (ELA) (Grades 3-8)

● Mathematics (Grades 3-8)

● Science (Grades 4 and 6)

● Social Studies (Grade 5)

● High School Biology End of Course Assessment

ILEARN is a computer-adaptive assessment for Mathematics, ELA, Science, and Biology.

Computer-adaptive assessments adjust the test questions that students see based on their

performance. This adaptation allows each student to receive an individualized assessment that

provides more precise data about student achievement. ILEARN Social Studies is an online fixed-

form assessment, meaning all students will receive the same test questions when taking this

assessment. The primary testing mode is online. Regular print, large print, and braille materials are

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only available for students as an accommodation. Cut scores are posted on the IDOE Office of

Student Assessment website.

ILEARN BIOLOGY END-OF-COURSE - Students enrolled in Biology must participate in the

ILEARN Biology ECA upon completion of the Biology course, regardless of their enrolled grade

level. Indiana educators designed the ILEARN Biology ECA to meet ESSA requirements and as

such, is not designed to serve as or be used in calculating students’ final course grades. The results

of the ILEARN Biology ECA are not incorporated in a school’s accountability determinations.

Students may participate in the ILEARN Biology ECA during any one of the approved testing

windows that coincide with schools’ semester or trimester schedules at course completion. Results

will be available by July. There is no retest opportunity for the ILEARN Biology ECA. Cut scores

are posted on the IDOE Office of Student Assessment website.

ILEARN U.S. GOVERNMENT END-OF-COURSE (Optional) - High school students enrolled in

U.S. Government may take the optional ILEARN U.S. Government End-of-Course Assessment

upon completion of the course. Indiana educators designed the ILEARN U.S. Government ECA to

serve as a final exam to be given at the end of the course. Decisions about the use of results when

calculating students’ final course grades may be indicated at the school or corporation level. The

results of the ILEARN U.S. Government ECA are not incorporated in a school’s accountability

determinations. Classroom, school and corporation reporting should inform curricular decisions.

Students may participate in the ILEARN U.S. Government ECA during the spring test window

only. There is no retest opportunity for the ILEARN U.S. Government ECA. Cut scores are posted

on the IDOE Office of Student Assessment website.

ISTEP+ - The purpose of the Indiana Statewide Testing for Educational Progress-Plus (ISTEP+)

Graduation Qualifying Exam (GQE) program is to measure student achievement in the subject areas

of English/language arts, mathematics, science, and social studies. In particular, ISTEP+ reports

student achievement levels according to the Indiana Academic Standards that were adopted by the

Indiana State Board of Education. ISTEP+ reflects new college- and career- ready 2014 ELA and

math standards. The ISTEP+ assessment is criterion-referenced and is designed to measure

students’ mastery of the standards. Beginning with the 2016/2017 school year, passing the grade 10

English/Language Arts and math ISTEP+ will serve as a graduation requirement. Students spend

no more than 724 minutes taking all of the sections that make up this assessment and results are

shared with students and parents electronically and with a paper report as soon as both are made

available by the vendor. The following chart outlines participation requirements for high school

students.

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Assessment Students

Eligible

Main Purpose Participation Requirements

ISTEP+

Retest

Cohorts 2019-

2022

Graduation

Qualifying

Examination

(GQE)

Schools must offer students the

opportunity. Students are not required to

participate.

ISTEP+

Spring 2021

Retest

Cohorts 2019-

2022

High School

Accountability

and Graduation

Qualifying

Examination

(GQE)

For cohort 2022, school must administer

and students must participate. For cohorts

2019-2021, school must offer students the

opportunity and students are not required

to participate.

MATH BENCHMARK GRADES 3 - 8 – These assessments are corporation created and scored.

They measure the progress of students in grades 3 - 8 in the math program adopted by the

corporation. Teachers have pacing guides, and these assessments follow the sequence and timing of

those guides and are administered twice a year. Each assessment takes about one class period to

complete. Results are normally available one-two weeks after students complete the assessment and

they are either shared with parents during a conference, with a phone call, or by sending a paper

report home in student’s backpacks. Beginning in the 2020-2021 school year, the assessments will

be administered in an online Google Form format.

NAEP - The purpose of the National Assessment of Educational Progress (NAEP), also known as

"The Nation's Report Card," is to determine performance for a selected sample of students within

Indiana. NAEP is administered annually to students in grades 4, 8, and 12, and can be used to

compare student performance across the United States and over time. This assessment can cover

Mathematics, Reading, Writing, U.S. History, or Geography depending on the grade tested and the

current year. Testing takes about two hours. Results are released via email and typically they are

posted 16 – 17 months after the assessment is administered.

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PSAT – The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a

standardized assessment administered by College Board and co-sponsored by the National Merit

Scholarship Corporation (NMSC) in the United States. The State of Indiana provides funds (as

appropriated in HEA 1001 [2019]) to measure students’ college- and career-readiness, indicate

student academic strengths and challenges, and provide additional support to students (I.C. 20-32-9-

3). PSAT/NMSQT may be administered to students in grade 10 and/or grade 11 for this purpose.

This assessment contains a focus on the knowledge, skills, and understandings that research has

identified as most important for college and career readiness and success. There is an emphasis on

the meaning of words in extended contexts and on how word choice shapes meaning, tone, and

context. This assessment consists of a Reading, Writing, Language, and math test. It takes 2 hours

and 45 minutes to complete and is scored with a “rights only” method.

SAT FOR HIGH SCHOOL ACCOUNTABILITY - Indiana will use the SAT to fulfill requirements

listed in Indiana Code 20-32-5.1-7(d) for high school accountability. Students may also use scores

to fulfill some high school graduation requirements. SAT assesses high school Mathematics,

Reading, and Writing standards in grade 11. The SAT is administered in the spring of each school

year, beginning Spring 2022. The SAT is taken at school during the school day at a time specified

by IDOE. It is an online assessment with paper provided as an accommodation only. The SAT

consists of multiple-choice and numeric response items along with one essay. Students will receive

standard SAT scores as well as a proficiency levels specific to Indiana. The cut scores for these

proficiency levels will be determined by Indiana educators following the first test administration.

Students may elect to send their SAT score reports to up to four colleges/universities at no charge.

READING INVENTORY - Reading Inventory (RI) is a “computer-adaptive” reading

comprehension test. The RI assesses student reading levels (Lexile), tracks students’ growth over

time, matches readers to text, and helps guide instruction. The computer software automatically

monitors the response to every question and “adapts” the questions based on the student’s ability. If

the student misses a question, the next question is slightly easier. If the student answers correctly,

the next question will be slightly harder. This is a corporation initiated commercial assessment. The

time needed to take the assessments varies with the skill level of the student. Students receive

immediate feedback after taking each assessment. Depending on the school setting, parents might

receive a letter identifying results or sometimes results are shared during parent conferences.

WIDA ACCESS - The Elementary and Secondary Education Act, as amended by the Every Student

Succeeds Act (ESSA), requires state education agencies to establish and implement standardized,

statewide entrance and exit procedures for English learners (Section 3113). In accordance with

federal regulations, all states are required to:

● identify the languages other than English present in their student population;

● assess the language proficiency of students in order to place them in the appropriate

language development program; and

● administer an annual assessment of English proficiency, which includes measuring a

student’s oral language, reading, and writing skills in English.

The purpose of the English Language Proficiency Assessments is to determine a student's level of

English proficiency. WIDA ACCESS is the English Language Proficiency Assessment

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administered in Indiana. The W-APT placement test (kindergarten) and the WIDA Screener (grades

1-12) function as a screener that is used for both initial and English Language (EL) program

placement of students who are identified as Limited English Proficient (LEP). The annual

assessment, ACCESS and Alternate Access, is administered to determine a student's current level of

English proficiency. The annual assessment is also used for accountability purposes and is

administered in January and February with results provided to parents in May.

Parental Participation in The School

(You will complete- How we are trying to maximize parental participation in the school.)

Technology as a Learning Tool - High School (updated 6/2019)

Technology is used effectively to enhance instruction and help students reach higher learning goals.

Technology Resource Teachers

Each school has at least one Technology Resource Teacher (43 TRTs across 28 schools) who

provides frontline technical support and training. Training is facilitated using a variety of settings,

including one-on-one instruction, small group, and faculty meetings. A wide variety of technical

instruction is presented at the building level: the use of instructional hardware and tools, software,

Microsoft Office applications in the classroom, Internet-based instruction, use of the Inspire and

Britannica Online websites, and digital content and search tools.

Teacher Leaders

Each school has one Teacher Leader (26 TLs) who provides support and instruction with

Chromebooks, Canvas, and G Suite. Training is facilitated using a variety of settings, including

faculty meetings, grade-level groups, and one-on-one instruction. Teacher Leaders present

professional development in a train-the-trainer model. Each month, TLs learn from district experts

who specialize in Canvas, G Suite, and/or Chromebooks. They also learn from expert consultants

from FIVESTAR, focusing on the Awesome 8: Harness the Power of Collaboration, Connect

Learning to your Individual Story, Reflect Intentionally on Learning and Growth, Spark Curiosity

for Education, Produce Authentic and Original Work, Think Critically and Creatively, Share

Beyond the Classroom Wall, and Use Technology to be a Digital Leader.

Canvas

Students in grades 3-12 are using Canvas, the district’s official LMS. Canvas accounts enable

teachers to communicate directly with students and to conduct engaging classroom activities during

the regular school year and during remote learning. In Canvas, teachers organize lesson plans,

quizzes, assignments, and projects that students can access anytime.

G Suite Collaboration and Productivity Tools

G Suite helps students collaborate through the use of their Chromebooks and transforms how they

work with cloud-based applications like Gmail, Docs, Drive, Calendar, and Meet.

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Khan Academy

Khan Academy is a free resource for all grade levels focused on math, science and engineering,

computing, arts and humanities, economics and finance, test prep, and college, careers, and more. It

serves as the official SAT practice resource, through a college readiness partnership with the

College Board. Khan Academy Kids is a new app specifically designed to provide interactive and

engaging learning opportunities for kindergarten through second grade students. Teachers

participated in professional development prior to the beginning of the school year and have also

received continuous learning experiences and support as they implement Khan Academy in their

instruction.

Textbook Software Training

Every six years, a new textbook adoption occurs in each curricular area that is supplemented with

rich technology resources. It is important that teachers are provided with training in the new

software that is aligned with their new text and materials. Technology resources include computer

test generators, lesson plan templates, interactive websites for student support, and related website

curricular materials support.

Microsoft Azure Dev Tools for Teaching

Azure Dev Tools for Teaching is a Microsoft program to provide students, teachers, and computer

labs with software design and development tools at no charge. This program provides the

opportunity to work and build with professional software and programming tools and the freedom

to experiment with them outside a corporate or enterprise environment. In addition to building

programming and development skills, it offers an opportunity to explore programming, systems

administration, and databases free from the consequences of errors and mistakes associated with

production systems.

Scholastic Reading Inventory

Scholastic Reading Inventory (SRI) is a computerized reading assessment used in grades 2-12 to

assist teachers in diagnosing student reading levels. The SRI provides numerous reports for the

classroom teacher in monitoring student reading progress and provides additional reports to the

school improvement team for monitoring school goals.

Scholastic Reading Counts

Scholastic Reading Counts (SRC) is a program which allows students to test their reading

comprehension by taking quizzes on self-selected reading materials. There are thousands of titles

available, which include many of the school media center resources.

Adobe Creative Suite

The Adobe Creative Suite is a series of software suites of graphic design, video editing, and web

development applications used in the CTE programs.

ALEKS

Assessment and LEarning in Knowledge Spaces (ALEKS) is a Web-based, artificially intelligent

assessment and learning system. ALEKS uses adaptive questioning to quickly and accurately

determine exactly what a student knows and doesn't know in a course. ALEKS then instructs the

student on the topics she is most ready to learn. As a student works through a course, ALEKS

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periodically reassesses the student to ensure that topics learned are also retained. ALEKS courses

are very complete in their topic coverage and ALEKS avoids multiple-choice questions. A student

who shows a high level of mastery of an ALEKS course will be successful in the actual course she

is taking.

READ LIVE

Read Live is a comprehensive set of research-based programs that assesses reading and engages

students with a motivating curriculum that supports fluency, vocabulary, comprehension, and

phonics. Teachers can easily differentiate instruction to meet the needs of a wide range of students,

from elementary through high school.

Britannica Online

Britannica Online offers a full range of reference materials, including four complete encyclopedias,

online journals and magazines, multimedia items, learning activities, and is aligned to the State

Standards.

Follett Destiny Library System

This library management system provides simple, effective searches for media center materials and

Web-based materials. It provides the information in a seamless manner, making research easy and

robust for any grade level. It also includes features which allow students to create booklists, make

recommendations to one another, post book reviews, and generate bibliographies.

Inspire

Inspire is Indiana's virtual library. In conjunction with the academic, public, school and special

libraries of Indiana, Inspire offers access to a full range of commercial databases and other

electronic resources to support the educational, cultural, personal and economic interests of

Hoosiers from their homes, offices, libraries, schools and businesses in Indiana.

Microsoft Office

This full-featured software provides opportunities for students to improve writing skills, analyze

data, and create multimedia presentations. These activities are essential for every student to attain

21st century skills. Included with the licensing for this software are a home use program for

Teachers and Office 365 for students.

Inspiration

This graphic organizer can be used in many areas of curriculum. Writing can be enhanced by pre-

writing activities that organize thoughts into meaningful patterns. Data can be organized and

analyzed using the graphical interface. Process flow can be graphed to illustrate the flow of work

and processes.

Edmentum

Edmentum is a web-based program used to deliver digital curriculum to students for credit recovery

and remediation. Students are able to move through the curriculum at their own pace and can work

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on assignments anywhere they have access to the internet. Edmentum is also used to provide

curriculum to Virtual School students.

Pearson Literature (Pearson Realize)

Pearson Literature utilizes the Pearson Realize Learning Management System to access both teacher

and student editions of the adopted text. Pearson Realize is the online destination for standards-

aligned content, flexible class management tools, and embedded assessments that deliver rich data

instantly to teachers.

Project Lead the Way

PLTW programs give students hands-on project-based experiences and expose them to areas of

science, technology, engineering, and mathematics not traditionally encountered in the secondary

curriculum. PLTW students use the Autodesk Software Suite including AutoCAD, Inventor, and

Revit to create mechanical and architectural CAD drawings and designs.

Career and Technical Education (CTE)

A wide variety of career-oriented technology and software are available in the CTE programs,

including Computer Aided Machining Software, Design software, Computer Numerical Controlled

Machines, various degrees of automation, lasers, industrial robotic technology, multiple

programming languages, code readers, and humanoid technology.

PRISM

Rose-Hulman Institute of Technology's PRISM Project is a free resource that provides collections

of online resources for Indiana educators in the fields of science, technology, engineering, and

mathematics (STEM). The VCSC has partnered with PRISM to provide professional development

and instructional resources to Math and Science teachers at all three levels. The tools include

training in the use of an LMS platform maintained by the PRISM staff, content training in

mathematics and science that is aligned to Indiana State Standards, and embedded professional

development in middle school math and science classrooms.

Safari-Montage

Safari-Montage provides a Video Streaming Library of educational video from the industry's

leading video publishers, aligned with current curriculum standards. Its Learning Object Repository

can manage individual digital resources, Video Streaming Library, and IPTV & Live Media

Streaming. It provides a single interface by which to access all of the district’s digital resources

whether at school or at home.

Prototyping New Technology

New technologies are prototyped to assess their utility in the classroom. Google Expeditions, a

technology for immersive virtual reality field trips, and the use of iPads for standardized

assessments and as data collection devices in AP Science are being prototyped at the High School

Level.

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SAFE AND DISCIPLINED LEARNING ENVIRONMENT (UPDATED 8/2020)

The Vigo County School Corporation has endeavored to provide safe school environments in all

schools. An emphasis on prevention, intervention and crisis response has taken place in our

schools. Prevention of school violence includes education and counseling as appropriate. All

schools have a crisis plan and a plan for intervention when necessary. Crisis response includes the

development and implementation of crisis plans specific to the school site as well as having general

guidelines for the entire school corporation. Periodic meetings between school administration and

law enforcement and prosecutor and emergency responders take place to improve school safety.

Safe schools are one of the six goals of VCSC. School safety and security is a priority that has been

emphasized to ensure that a positive and secure environment exists in all schools.

HERE ARE SOME OF THE STEPS THAT THE VIGO COUNTY SCHOOL CORPORATION HAS

TAKEN: • Building level School Safety Committees in all Vigo County Schools.

• Comprehensive K-12 Emergency Preparedness/Crisis Intervention Plan (Policies, Procedures

and Guidelines).

• New safety protocols and terminology for the 2018-2019 school year.

• Police Liaison Program – T. H. Police and Vigo County Sheriff Departments.

• The Vigo County School Corporation in cooperation with the Vigo County Council, the

Sheriff’s Department, the Terre Haute Police Department as well as the Prosecutor’s office

implements a School Protection Officer program in every school in the VCSC.

• Installation of security kiosks at all high schools with a police officer to check visitor I.D.’s and

maintain a high level of school security.

• Instructions to all schools on using the sex offender registry to identify potential sex offenders in

the school community.

• Terre Haute City Police Officers are assigned to middle schools and visit elementary schools on

a regular or as needed basis.

• Suspension, expulsion and/or arrest of students who bring weapons or drugs to school.

• Sexual harassment policies and procedures for students and staff.

• Confidential Hotline through “CrimeStoppers” and “Lifeline”. Will launch junior

“Crimestoppers” in 2018-2019.

• Limited Access – locking all external doors.

• Installation of buzzer systems to all middle and elementary schools with video and audio to

screen visitors to schools.

• ID badges for every staff member.

• Guest sign in procedures. ID badges for guests and volunteers.

• Supervision of halls, lunchroom and rest rooms by teachers, administrators and staff.

• Dog search procedures for lockers and cars.

• Handheld radio units for administrators, staff on supervision and custodians.

• Corporation-wide emergency radio network system tested weekly.

• Alternative School learning programs (6-12).

• Ongoing school safety and security awareness staff development for administrators, teachers

and staff.

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• Cooperative program with Family Service for the evaluation of troubled students.

• Drug education program free to students with drug issues.

• Expanded education and monitoring of students at the Juvenile Justice Center and after the

student has been released and returns to the school.

• Camera systems at all schools with central office access to all schools by remote video access.

• Working with police to give access to school cameras to law enforcement in mobile vehicles.

• Use of wand metal detectors in all secondary schools.

• Crisis alerts by email to specific school areas affected by events or incidents.

• Mobile School Incident Command Center available to all schools.

• Each school makes reference to the VCSC bullying policy that is available online through the

Student Services website. The policy makes chronic and repeated bullying a violation that may

lead to suspension and/or expulsion. Annual training for school staff on bullying. A reporting

system in place for schools to report bullying and note the details and consequences. Annual

lessons for students on bullying.

• Schools and parents have access to the Student Services website that gives them helpful

information on items such as teen suicide, bullying, and use of drugs.

• School Board policy restricting access to schools for any person on the National Sex Offender

Registry as well as the State Registry.

• Security audits completed at every school.

• Revised school plans each September.

• Many buses are equipped with security cameras.

• Use of metal detector system for all School Board meetings and the presence of a police officer.

• Phone system with caller I.D. at every school.

• Board policy on Civility by visitors in the schools.

• Drills at schools several times a year. Emphasis on active shooter plans and procedures.

• Restraint and Time Out plan for each school is part of the emergency plans.

• A full-time police office is placed at every school in the Vigo County School Corporation on

every student/teacher day.

• Tracking arrests that are school related on an annual basis.

• Reporting incidents of gang affiliation to the State Police.

• A new “Criminal Gang Policy” enacted for 2016-17 including staff awareness, student

education and new reporting procedures.

• Expanded criminal history checks with Department of Child Services check included as well as

checks with the Department of Education for license revocation of potential applicants.

September 2020

High Schools - District Staff Development

● A Health Issues In-Service takes place each spring. Teachers and school nurses learn about

valuable community partnerships that can support students’ social/emotional development.

Community representatives share a wealth of available resources.

● Academic coordinators from each VCSC high school attend the Academic Coaches’ Conference

each Fall. Coaches are provided with valuable information that helps them plan for upcoming

academic competitions. Academic competitions take place throughout the district during the

academic year to provide enrichment experiences and academic growth beyond the classroom.

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● Curriculum Coordinators meet with department chairpersons throughout the academic year. The

focus includes the following: Aligning curriculum with Indiana College and Career Standards;

reviewing assessments in content areas; discussing current course offerings; and aligning

curriculum with SAT expectations.

● Khan Academy resources are shared during after school workshops with middle and high school

teachers. This resource prides itself on providing expert-created content for all grade levels

focused on math, science and engineering, computing, arts and humanities, economics and

finance, test prep, and college, careers, and more. It serves as the official SAT practice resource,

through a college readiness partnership with College Board.

● All schools are continuously involved in school improvement. Schools have been provided with

copies of School, Family, and Community Partnerships Your Handbook for Action (Epstein and

Associates, 4th ed) to use in professional development work. The test includes the six types of

research-based family and community involvement.

● District -wide projects take place throughout the year. Those include: Formative assessment

data review, district math improvement planning and development of math resources.

● The District Math Coach supports school based ALEKS initiatives that are needed at each high

school. Today’s math classrooms are preparing students to be College and Career Ready.

ALEKS provides students with individualized instruction beyond the classroom to support

mastery of College and Career Ready Standards of Mathematics.

● The Corporation Test Coordinator provides professional development to School Test

Coordinators on test security, testing procedures, online platform navigation, and reports

training.

● Today’s math and science classrooms are preparing students to be College and Career

Ready. The new Graduation Pathway options will require students to take challenging math and

science courses in high school. Standards-based professional development sessions will be

conducted according to district data indicating areas of need.

● Teachers will attend state and national conferences in mathematics and science to learn the

latest classroom strategies.

● All schools are continuously involved in school improvement. ASCD Quick Reference Guides

are continuously shared with teachers regarding best practices and useful strategies to

implement in all content area classrooms.

● Technology Integration Training - Grades K-12

In May 2020, all teachers received new Chromebooks and participated in six hours of required

professional development focused on technology integration and remote learning. The

professional development enabled teachers to learn more about Chromebook navigation, GSuite

components, and the Canvas Learning Management System (LMS).

• District teacher liaisons –

District teacher liaisons are leading professional development training for VCSC staff

about effective communication and extended learning tools during school closure. The virtual

training sessions focus on Canvas, Skyward Messenger Center, G Suite programs, and other

digital communication tools. This professional development is enabling staff members to

conduct virtual meetings to collaborate and share information with one another quickly and

effectively. Families and students benefit from the ease in which the teachers are using

Skyward to take attendance, communicate with them about concerns or questions, and provide

timely feedback.

● Canvas LMS Training - Grades 3-12

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Two week-long Canvas trainings took place in June and July for teachers of students in grades

3-12. The workshops focused on five important topics in delivering remote learning:

navigating a learning management system, adding content and organization, developing quizzes

and assessments, promoting collaboration and communication, and conducting grading and

feedback. The district has issued students their own school email accounts and purchased

Canvas licenses for teachers and students. Teachers will also have 24-hour Canvas support to

enable both in school and out of school learning. This summer, curriculum coordinators and

Canvas liaisons are facilitating small group sessions where teachers collaborate by subject areas

in developing online classrooms.

● Technology Integration Teacher Leaders - Grades K-12

Through a Career Ladders Grant, for School Years 2020-2021 and 2021-2022, each school will

have a designated teacher to lead professional development for technology integration. Under

the leadership of district curriculum coaches, teacher leaders will attend monthly meetings to

learn about technology integration, lead professional learning communities, provide classroom

coaching, and mentor new teachers. Through the grant, the VCSC has contracted with a state

technology vendor to seek out new knowledge about innovative instructional strategies. The

teacher leaders will work closely with technology resource teachers to implement the rollout of

mobile devices and to assist teachers in delivering digital curriculum.

Professional Development That Is Coordinated with Proposed Interventions and That

Supports Sustainable School Improvement Efforts

Schools must complete this section about professional development at the school. Please complete

and then delete the italics part.

The professional development program should include the following:

(A) A narrative that includes:

(i) A summary analysis of data regarding student learning.

(ii) Strategies, programs, and services to address student learning needs.

(iii) Activities to implement the strategies, programs, and services.

(iv) Evaluation that will be conducted of the impact of the activities.

(B) An assurance that the program complies with the board’s core principles for

professional development.

Sample Response

(A)

(i) Our school has analyzed our ISTEP+ data and documented English/language Arts Standard 4

(Writing: Processes and Features) and Standard 5 (Writing: Applications) as areas for additional

professional development. On Standard 4 our students demonstrated ___% mastery and on

Standard 5 our students had ___% mastery. We have looked at individual student performance in

terms of strengths and weaknesses on these standards.

(ii) Writing has been shown to be an effective tool for enhancing students’ learning of content

material. Writing-to-learn activities are implemented across all content areas to promote

enhancement in learning.

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(iii) Activities to implement these strategies, programs, and services are included on the School

Improvement Action Plan at the end of the document.

(iv) Activities to evaluate are included on the School Improvement Action Plan at the end of the

document.

(B) The program aligns with the Core Principles for Professional Development. The professional

development reflects research-based approaches to effective adult learning. A variety of types of

learning such as content-specific in-services and small group reflection are used to foster

collegiality and self-directed professional development opportunities.

Cultural Competency

Cultural competency supports an awareness and appreciation of diversity amongst students, teachers, administrators, and support staff members. The school is dedicated to cultural competency in all aspects of the educational opportunities and experiences provided to students. Differentiation is an instructional best-practice to meet the individual needs of students within the classroom environment. To accompany differentiation, cultural competency is present within the curriculum our students experience each day. One example includes the adopted Language Arts program and curriculum, which aligns with our dedication to the development of cultural awareness and the appreciation of diversity. Elementary classrooms utilize McGraw-Hill’s Wonders 2020 series, while middle and high school classrooms utilize Pearson’s Literature series. Both programs include genres for students to explore with the inclusion of a multitude of geographical locations represented in the settings of each piece of text, along with various cultures. Characters of various ethnicities and abilities are also immersed and embedded throughout each text within the selected series to support the curriculum implemented. Characters also represent a plethora of family dynamics and emotions throughout life experiences that students are able to create connections with based on his or her own life experiences. The digital platform provides another way for students to access immersive experience to explore other cultures through text. Each classroom strives to create an inviting, equitable learning environment to implement curriculum and instruction.

Attendance Rate

Attendance Rate – Overall

2015-16 2016-17 2017-18 2018-19 2019-20

Your School n/a n/a n/a n/a n/a

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Graduation Rate

Graduation Rate (4 Years or Less)

2014-15 2015-16 2016-17 2017-18 2018-19

Your School n/a n/a n/a n/a n/a

ISTEP+ GRADE TEN

% Meeting E/LA Standards % Meeting Mathematics Standards

2018 2017 2016 2018 2017 2016

YOUR School n/a n/a n/a YOUR School n/a n/a n/a

VCSC 59 57 VCSC 32 28

IN 61 59 IN 37 35

% Meeting Science Standards

2018 2017 2016

YOUR School n/a n/a n/a

VCSC 55 54

IN 57 59

* Starting in 2017 Pearson no longer calculated percentages if less than 10 students

- Information not available

ISTEP+ Indiana Academic Standards in English/Language Arts (% Passing)

Grade 10 2016 2017 2018

Reading: Literature

n/a n/a n/a

Reading: Non-Fiction & Media Literacy

n/a n/a n/a

Writing: Genres, Writing & Research Process

n/a n/a n/a

Writing: Conventions of Standard English

n/a n/a n/a

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ISTEP+ Indiana Academic Standards in Mathematics (% Passing)

Grade 10 2016 2017 2018

Number Sense & Computation n/a n/a n/a

Geometry & Measurement n/a n/a n/a

Data Analysis, Statistics, & Probability n/a

n/a n/a

Linear Equations & Inequalities n/a n/a n/a

Functions n/a n/a n/a

Systems of Equations – Inequalities n/a n/a n/a

Quadratic – Exponential Equations – Functions n/a n/a n/a

Mathematical Process n/a n/a n/a

ISTEP+ Indiana Academic Standards in Science (% Passing)

Grade 10 2016 2017 2018

The Nature of Science

n/a n/a n/a

Cellular Structure – Chemistry – Reproduction

n/a n/a n/a

Matter Cycles – Energy Transfer – Interdependence

n/a n/a n/a

Genetics – Molecular Basis of Heredity – Evolution

n/a n/a n/a

End-of-Course State Assessment

Algebra 1 (High School)

VCSC State** 2016 2017 2018

Total Number Tested n/a n/a n/a

Average Scale Score n/a n/a n/a

Proficiency Rating (% Passed) n/a n/a n/a

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Biology 1

VCSC State 2016 2017 2018

Total Number Tested n/a n/a n/a

Average Scale Score n/a n/a n/a

Proficiency Rating (% Passed) n/a n/a n/a

English 10

VCSC State 2016 2017 2018

Total Number Tested n/a n/a n/a

Average Scale Score n/a n/a n/a

Proficiency Rating (% Passed) n/a n/a n/a

High School Diplomas and Types

Diplomas, % Core 40 Diplomas % Honors

State Average School Average State Average School Average

2019-20 n/a

2018-19 n/a n/a

2017-18 n/a n/a

Advanced Placement Data

Percent Taking Percent of Exams 3 or Above

State Average School Average State Average School Average

2019-20

2018-19 n/a n/a

2017-18 n/a n/a

2016-17 n/a n/a

SAT

Critical Reading Mathematics Writing

State

Average

School

Average

State

Average

School

Average

State

Average

School

Average

2018-19 n/a n/a n/a

2017-18 n/a n/a n/a

2016-17 n/a n/a n/a

2015-16 n/a n/a n/a

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Specific Areas Where Improvement Is Needed Immediately

The school has identified the following school improvement goals in English/language arts and

mathematics:

These goals have been identified due to student progress on specific state standards: (select specific

ones and tell mastery percentages)

(You may need to use these standards in your response)

Benchmarks for Progress

The state of Indiana is using an A-F PL 221 Category System for accountability and expected

performance. Our school currently has a grade of _NA___in the PL 221 Category System. Last

year, our school had a grade of _NA____.

Provisions to Offer Courses that Allow All Students to Become Eligible to Earn the Academic

Honors Diploma

Our school offers a wide range of courses that allow all students to become eligible to earn the

Academic Honors Diploma. The Curriculum Guide, published by our Guidance Department,

published by our Guidance Department, clearly lists these courses and their descriptions for

students and parents.

Provisions to Encourage All Students to Earn an Academic Honors Diploma or to Complete

the Core 40 Curriculum

Our trimester schedule provides students with many opportunities and flexibility to earn the

required credits for the Academic Honors Diploma and Core 40 Diploma. In addition, the district

offers a Performing Art’s Workshop in the summer for students to earn a Fine Arts credit.

Counselors visit classrooms on a scheduled basis to inform and encourage students to take rigorous

coursework.

Statutes and Rules to Be Waived

Three-Year Timeline for Implementations, Review, and Revisions

The attached School Improvement Action Plan illustrates how and to what extent the school

expects to make continuous improvement across all content areas. A three-year timeline for

implementation, review, and revision is included on the attached School Improvement Action Plans.

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School Improvement Action Plan (English/Language Arts)

Goal: Students will demonstrate improvement in their reading comprehension

Support Data (from the Profile)

PSAT, ISTEP, success in online courses

Standardized Assessments

Language Arts ISTEP

Local Assessments

N/a

Intervention/Strategy

Success coaches will communicate and provide assistance as needed

Research/Best Practice Sources

1. Ed Options teachers

Activities to Implement the Intervention/Strategy Person(s)

Accountable

Three-year

Timeline

Resources Staff Development

Support

Beg End

1. Weekly contact

2. Mentor Sessions

3. Provide in person tutoring sessions

4. Success

Coaches 20-21 23-24 Ed Options

implementation

specialist

1. Professional

development with

Edmentum

2. Success coach training

3. Coaches meetings

25

School Improvement Action Plan (Mathematics)

Goal: Students will improve their skills in the mathematical areas of algebra and functions, as well as data analysis and statistics.

Support Data (from the Profile)

PSAT, SAT, ISTEP

Standardized Assessments

ISTEP+

Local Assessments

n/a

Intervention/Strategy

Success coaches will communicate and provide assistance as needed

Research/Best Practice Sources

Ed Options teachers

Activities to Implement the Intervention/Strategy Person(s)

Accountable

Three-year

Timeline

Resources Staff Development

Support

Beg End

1. Weekly contact

2. Mentor Sessions

Provide in person tutoring sessions

1. Success

Coaches

20-21 23-24 Ed options

implementation

specialist

1. Professional

development with

Edmentum

2. Success coach training

3. Coaches meetings

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