1. education
2. school

School Improvement Plan
Cover Sheet
School and District Information
1. REGION-COUNTY-DISTRICT-TYPE CODE:
51-084-1860-03
2. DISTRICT NAME / NUMBER:
SPRINGFIELD PUBLIC SCHOOL DISTRICT
3. PRINCIPAL
KERRY PURCELL
4. SCHOOL NAME:
HARVARD PARK ELEMENTARY SCHOOL
5. SCHOOL ADDRESS:
2501 S. 11TH STREET
SPRINGFIELD, ILLINOIS 62703
6. GRADE LEVELS OF THE SCHOOL:
K-5
7. YEARS COVERED BY THE PLAN:
2005-2007
8. CONTACT PERSON:
KERRY PURCELLL, PRINCIPAL
9. PHONE NUMBER:
(217) 525-3214
10. EMAIL ADDRESS:
[email protected]
11. Title I
X
Non-Title I
12. COMPREHENSIVE SCHOOL REFORM:
X
No __ Yes
Model ________________
CSR Implementation: Year 1 _____ Year 2 _____ Year 3 _____
13. CURRENT SCHOOL STATUS:
Year
1
2
3
4
5
(Check one box.)
Non-Title
Title I
Academic Early Warning
Academic Early Warning
Academic Watch
Restructuring Plan
Restructuring Implementation
X
Choice
Choice/Supplemental Educational Services
Corrective Action
Restructuring
1
2.0 School Information
School
Year
2001-2002
School
Year
2002-2003
School Year
2003-2004
Attendance rate (%)
93.2
91.5
91.9
Truancy rate (%)
Mobility rate (%)
Expulsion rate (%)
Retention rate (%)
HS graduation rate (%)
HS dropout rate (%)
Teachers working out of field (#)
5
42.2
NA
1.7
NA
NA
0
5.8
36.1
NA
4.3
NA
NA
0
5.4
35.1
NA
NA
NA
NA
0
Paraprofessionals in Title 1 Funded Schools (#) with
less than 2 years of training and/or education degree
4
3
3
Adequate Yearly Progress (AYP) (Composite %)
40
45
45
2.1 Basic Information
2
School
Year
2004-2005
Grade levels in the school
School Population (#)
ES-5
451
By grade level
ES = 40
K = 71
1 = 65
2 = 64
3 = 61
4 = 73
5 = 76
(10-1 data)
Limited English Proficient (LEP) Population (#/%)
Gifted Population (#/%)
Special Education Population (#/%)
Caucasian (#/%)
Hispanic (#/%)
African-American (#/%)
American Indian (#/%)
Asian (#/%)
Low Income (%)
Number of full student attendance days
NA-Not Applicable
0.0%
18/4.3
113/27.4
218/50.3
3/0.2
227/48.1
2/0.5
4/0.9
83
175
NAV-No Available Information
3
ES-5
404
ES = 40
K = 65
1 = 62
2 = 59
3 = 63
4 = 54
5 = 61
0.3%
19/5.2
92/25.2
186/48.0
3/0.8
202/50.0
3/0.3
4/1.0
NA
175
ES-5
376
ES = 40
K = 57
1 = 57
2 = 53
3 = 56
4 = 63
5 = 61
0.0%
NAV
88/27.1
185/49.5
4/1.1
178/47.6
2/0.5
5/1.3
85.6
175
2.2 SCHOOL CHARACTERISTICS
Harvard Park Elementary School opened the 2004-2005 school year with a sense of excitement and joy due in part to the growing
success we are having as measured by the ISAT and other assessments. We were hopeful to safe harbor or meet in all areas of the
ISAT, yet knew that was almost impossible given the fact that it was just three short years ago that the school made AYP in only 4 out
of 20 hurdles. This year, AYP was made in 16 out of 17 hurdles. We are pleased with the accomplishments and greeted the challenge
of meeting in our African-American reading cell with confidence.
As a Title One, Reading First, and Ball Partnership School, we recognize that we have many resources which support our efforts to
achieve academic excellence in all areas. We are careful and cautious as we allocate our resources to support the needs of all our
learners, paying close attention to our targeted students which we serve. With that in mind, we continue to offer flexible delivery
services, which change as we look at assessment data to service all of our students at Harvard Park Elementary School. Some
examples of our delivery models are as follows:
 At grade K, we realized that the beginning of the school year should be devoted to establishing routine and building relationships.
Thus, we chose not to concentrate our Title One services at this grade level. Rather, our focus is on providing classroom teachers
with the support of our Reading First Coach as they continue to refine and enhance instructional practices to align to grade level
standards and benchmarks. In addition, this year, they are paying close attention to creating a sense of balance and they
appreciate the need to provide a print rich environment, which is developmentally appropriate.
 At grade 1, we are using DRA, Dibels, and Extended Response scores to drive our decision-making. Those students reading below
grade level are offered a “double dose” of reading instruction by our Reading Recovery/Title One staff. Title One teachers are
servicing grade one students both in the classroom and in flexible “pull out” groups in a “double dose” model. Our Reading First
Coach is also servicing the teaching staff and students at grade 1.
 At grade 2, we are using DRA, Dibels, and Extended Response scores to drive our decision-making. Title services, coupled with
service from our Reading First Coach, have supported the needs of these young learners and their classroom teachers. One
classroom teacher looped with her first grade students to second grade. In analyzing data to date, we see that these students are
progressing further and faster than their same grade peers. We attribute this to the fact that a strong sense of family is present in
this classroom thus reducing the need to focus on creating and learning classroom expectations at the beginning of the year.
Learning began almost immediately as routines were already learned and in place from the previous year. We are anxious and
hopeful as we continue to pay close attention to the data from this classroom.
 At grade 3, we are using DRA, Dibels, Extended Response, and MAS from grade 2 to drive our decision-making. As an ISAT
grade, we recognize the need to provide intense Title One and Reading First services to this grade level focusing on our targeted
students who, based on the MAS, are predicted to not meet on the ISAT. Again, as in grade 2, we used looping to support the
needs of our students. At this grade level, two out of the three classroom teachers looped with their students. In both cases, again,
we are seeing the success of this model.
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At grade 4, we are using DRA, Dibels, Extended Response, and ISAT from grade 3 to drive our decision-making. This particular
class of students, have in the past, struggled both academically as well as behaviorally. With this in mind, we have made certain to
provide ongoing support through Title One. Our Title One coach has worked with classroom teachers to provide them with supports
as they look at how to provide instructional practices to meet the needs of these learners.
 At grade 5, we are using DRA, Dibels, Extended Response, and ISAT from grades 3 and 4 to drive our decision-making.
Recognizing that fifth grade is an important transitional grade, we reallocated staff to create a new third section of fifth grade. We
are seeing huge benefits to lower class size at this grade. This intervention coupled with the support from Title One services,
including the coaching model, has proved to be successful.
As we move through the 2004-2005 school year, we recognize and support the notion to continue to think “outside the box”. We know
that we must continue to use our data to best meet the needs of our students.

Numerous other school and community characteristics impact Harvard Park Elementary School in a positive way thus leading to
continued improvement in student achievement. The teaching staff is extremely dedicated and hardworking and has remained stable
over the course of the last several years which has helped to create a sense of community within the building. The addition of a
principal’s assistant, which has remained stable over the last three years, has had a huge impact on the ability for the principal to be the
instructional leader of the school. Staff has participated in a vast array of professional development enabling them to enhance their
already strong instructional teaching practices.
The creative use of staff to provide delivery to students based on student needs rather than adult needs has been presented, accepted,
and implemented. Other factors, which are linked directly to continued improvement in student achievement, include:
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
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An instructional focus
The use of data to drive instruction
High expectations for all learners
High expectations for staff
Implementation of a standards based report card and standards based classrooms
Use of resources, programs and people to meet the needs of the total child
Strong parent, community and district support
Building Organization –
Harvard Park Elementary School is an Early Start through fifth grade school with a student population of 404 students. The students
are serviced in the following settings:
 Early Start – 2 half-day programs
 Kindergarten – 3 sections
 First Grade – 3 sections (1 classroom reduction section included in this figure)
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Second Grade – 3 sections
Third Grade – 3 sections
Fourth Grade – 2 sections
Fifth Grade – 3 sections
Instructional mentally impaired classroom
2 Cross-Categorical classrooms
In addition to the classroom teachers, our staff includes:
 2 building administrators
 1 school secretary
 1 Title I parent educator
 1 Reading First coach
 1 Intermediate literacy coach (paid for with Title One dollars)
 1 physical education teacher (shared with other buildings)
 1 music teacher (shared with other buildings)
 1 art teacher (shared with other buildings)
 1.5 learning disabilities teachers
 1 speech and language pathologists
 1 Student Assistance Program leader
st
 1 21 Century Program Leader
 4 Title I teachers
 .5 LPN
 3 kindergarten teaching assistants
 1 early start teaching assistant
 3 special needs attendants
 1 case manager (shared with other buildings)
 1 school psychologist (shared with other buildings)
 1 school social worker (shared with other buildings)
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We are Special!
Harvard Park Elementary School was the first school in Springfield, Illinois to become affiliated with the Ball Foundation. Beginning
in the fall of 2000, Harvard Park Elementary School entered into a partnership with Springfield District #186, Springfield
Education Association, and the Ball Foundation. Being affiliated with this partnership has allowed Harvard Park Elementary
School to become engaged in meaningful professional development opportunities that will hopefully enable us to increase student
achievement. Currently, Harvard Park Elementary School is working with the Ball Foundation and Focus on Results to implement
strong promising practices around our instructional focus of responding to print.
In addition, since becoming a high priority school, the community has embraced Harvard Park Elementary School like never before.
We continue to have a growing partnership between Harvard Park Elementary School and the Harvard Park Neighborhood
Association, the Harvard Park Baptist Church, the Boys and Girls Club, Horace Mann Educators, Systemax, and the Foster
Grandparent Program. The University of Illinois at Springfield has offered some of its students to serve as paid tutors thus
decreasing the adult to student ratio in nearly all of our classrooms. The outpouring from the community has been incredible and
continues to offer new and exciting opportunities for additional partnerships. We believe that these opportunities will help us to increase
student achievement and build on the positive, caring, and safe climate that we foster.
We have a needs list!
We are committed to increasing student achievement at Harvard Park Elementary School. We know that in order to do this we need
to make certain that we continue to focus our efforts on improving climate, using promising practices, and increasing the effective
use of staff and time. We are looking for funds to support the following to make sure that we, indeed, are able to improve climate,
use promising practices, and increase the effective use of staff and time. If we were to access additional funds we would wish to:
 Hire both a full time on-site psychologist and social worker
 Hire a mental health counselor to work on site
 Access additional funding for parent opportunities to grow and learn (GED courses on-site, parent training, etc.)
 Hire a curriculum expert in the area of mathematics to help facilitate the use of best instructional practices at all grade levels
 Secure funds to maintain our literacy coach paid for currently out of Reading First dollars
 Access funds to send staff to professional development opportunities that align with our focus area
 Hire a consultant to work with staff on collaboration
 Access funds to provide a summer school program for our identified target students
 Access funds to purchase a large van to be able to transport families to parent events and community agencies
 Access flexible/fluid funds to purchase materials and services based on student needs
 In the event that the district does not pass the next referendum we would like to be able to access funds to continue supporting our
current program
7
Student Achievement
Student achievement is very important to all stakeholders at Harvard Park Elementary School. Assessments over time indicate that
our students’ overall test scores continue to improve. In the past, students who met standards in kindergarten do not fair well as they
move throughout the grades. This concerned us greatly. As we move further into our work with the Ball Foundation, Focus on
Results, and Reading First, we are seeing this trend improve.
Detailed analysis of student achievement is reported later in this document.
Attributes of the School
Harvard Park Elementary School believes that all children can achieve twenty-first century learning standards and benchmarks
through effective effort. Harvard Park Elementary School is working to build a community of learners, promoting student confidence,
effort, and standards-based academic goals.
Upon becoming a No Child Left Behind school of choice, we have reevaluated our programs and have narrowed our vision. We
continue to focus on school climate, use of promising practices, and utilization of instructional and professional planning time.
In order to establish a positive school climate, we are addressing both the needs of the students and of the staff. The Positive
Behavior Intervention Strategies program has been implemented to increase student motivation and achievement. We are also
using current research and assessment results to drive our instruction. Finally, we are evaluating our use of professional and
instructional time to increase student achievement.
While keeping these broad focus areas in mind, we are also committed to our instructional focus:
All students at Harvard Park School will grow in their ability to respond to print both orally and in writing. Ongoing school,
district and state assessments will measure growth.
By defining a focus area, we are able to increase the depth and breadth of our knowledge that should ultimately continue to impact
student achievement in a positive way.
Our school is unique in that we have a 21st Century Learning Community, Early Start intervention, 2 cross-categorical classrooms, one
self contained mentally impaired classroom, Flexible Service Delivery, and excellent support from the district and community.
Challenges of the District/School
Due to the failure of a referendum to increase funds for the Springfield Public School District, our district has made severe budget cuts.
Our District is facing a reduction of support services that has directly impacted Harvard Park Elementary School. We no longer have
a librarian, technology support, nor band for our fifth grade students. Budget cuts at the district level have also caused an increase in
average class size.
8
Another challenge at Harvard Park Elementary School is the percentage of students living in poverty. Eighty-six percent of our
students are living in poverty. Directly related to our poverty percentage is our high mobility rate of at least thirty five percent annually.
The enormity of these challenges has negatively affected student achievement.
Analyzing of our assessment data revealed that our African American population is our “identified/targeted group”. We also recognize
that our students who “meet” on standardized tests are not “stand alone” achievers. They, too, need intense interventions to achieve
success. The abundance of students needing strong instructional supports is a challenge. Although Harvard Park Elementary
School became a school of choice under NCLB, less than five students who were eligible to transfer due to low achievement elected
such an option.
Parent involvement, which has seen a rapid rise in participation, continues to be something we desire to improve. Research shows that
when the school and the home work together, students are more likely to be successful learners at school. Our parents, many of whom
are hourly wage earners, are as involved as they can be given their circumstance. However, sometimes work presents a hurdle which
they cannot overcome. In addition, many of our parents lack a high school diploma resulting in them having difficulty supporting the
educational needs of their child. We are currently working on investigating the possibility of providing a GED program on site for such
parents. We realize and value the importance of parental involvement and continue to seek ways of improving this.
The stipulations associated with NCLB, while having the best intentions; pose a huge stressor for our staff, students, and other
stakeholders. With every passing day that we approach the “corrective action” stage, we become worried that the hurdle will be too
high for us to jump. While we wholeheartedly believe that all students can and should learn, we also are realistic in our belief that not
all students can and will learn at the same pace. We believe 100% that we are a successful school and we have seen many gains not
portrayed in a single test score. Our worry is that in the end, that may not be good enough for the powers that deem these sanctions as
ones that will “fix” the school. We can only hope that those who make the final decisions will realize that Harvard Park is more than just
the ISAT and that are students are so much more than a single score.
The staff and community of Harvard Park have responded to these needs by implementing a variety of programs designed to meet the
needs of the total child. Listed below are samplings of those programs that we have put into place:
Academic programs designed to meet the needs of our learners:
 Standards based classrooms at all grade levels
 Use of three block literacy framework
 Implementation of two hour uninterrupted literacy block
 Guided reading groups
 Daily independent reading
 Daily interactive read aloud
 Use of conferencing to drive instruction
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Mathematical instruction based on critical thinking and problem solving
Collaborative teaching models
Flexible service delivery
Reading Recovery
Flexible Title service delivery
Foster Grandparent program
University of Illinois at Springfield tutoring/mentoring program
LD and Speech services
Breakthrough to Literacy at ES and grade K
Early Start program for our preschool students
21st Century Learning Community
PAVE
Girls on the Run
Parent workshops
Programs designed to meet the economic and other hardships for our students and their families:
 Free and reduced breakfast and lunch program
 Full time parent educator
 Truancy program
 Ameritech shoe program
 First Day fund
 Camp Care a Lot
 Miles of Smiles
 Strong working relationship with Springfield Mental Health
 PBIS
 SAP
 Second Step
 Problem Solving Team (academics)
 Targeted Team (behavior)
 Child Advocacy
 PAVE
 Student of the Week
 Promises (adapted from “The Essential 55”)
 Red Ribbon Week
 Gotcha (catch a child being good
10
Programs/initiatives designed to create an engaging learning environment for all:
 Ball Foundation
 Focus on Results
 Reading First
 21st Century learning community
 Monthly professional development through Reading First
 School improvement in-services directly aligned to student achievement
 Collaborative planning model
 Weekly staff newsletter with professional ideas
 Classroom newsletter
 School newsletter to families
 RIF program
 Shared decision making
 Birthday books
 Books in the home through participation in family events
 Monthly family events focused on strong literacy practices
Programs in place to support student’s social and emotional needs
 Full implementation of PBIS
 Home-school connection through office with a commitment from building administration to conduct home visits
 SAP
 Targeted Team
 Problem Solving
 Mentors
 HUGS program
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2.3 COMMUNITY CHARACTERISTICS
Springfield Public School District 186 is the ninth largest school district in the State of Illinois. Home to over 15,000+ students in 36
schools, 2 early start centers, 24 elementary schools, 5 middle schools, 3 high schools, 1 alternative school and 1 adult center.
The District Staff is made up of over 1100 teachers. Of these teachers the average teaching experience is 14 years, 56% hold masters
degrees, the remainder hold bachelor’s degrees and over three million dollars are appropriated for professional development.
Support programs in our district include: Federal Title positions and parent educators, Instructional coaches, tutoring, mentoring, Title 1
funding Reading Recovery and Break-Through to Literacy. The district is fortunate to be the recipient of over $20 million dollars in
grants. These resources keep us moving forward in literacy, leadership and after-school programming. 62% of the funding sources for
the district operations are received through property taxes, corporate personal property investments, tuition and fees, 27% state and
11% federal. The district tax rate is $4.48/$100. Operating expenditures per pupil is $8516. The district’s overall 03-04 budget was $135
million. Springfield public schools face financial difficulties due to the local TIF Districts as well as the high number of state government
buildings and properties that do not provide property tax revenue.
District 186 has site leadership teams that work collaboratively to make responsible decisions for each school and its students,
collaboration between District leadership and the Springfield Education Association on issues such as student performance, choice
schools and professional development. The cooperative relationship opens lines of communication and maintains our primary focus of
student achievement. Programs and initiatives in District 186 are: Ball Partnership, Reading Recovery, Literacy Model, Shared
Decision-making, Project LINCOL’N, Information System, 21st Century Grant, Early Start, PBIS, FLEX, SCOPE and Daycare, High
School Academies, Student Assistance Program, Leadership Training, Ball Charter School, Feitshans-Edison School, Balanced
Calendars, Iles and Franklin Gifted, REA and Reading First, Early Start Reading First, Excellence in Financial Reporting for 17 years.
Our high schools are working hard to graduate students ready to meet the challenges that await them. In the last 2 years 4 students
from SSHS have scored a perfect 36 on the ACT exam. In the last 3 years LHS has doubled the number of students who have scored
in the 99th percentile. An average of 9% of the SHS senior class has scored a 30 or above. In the past 5 years there have been 22
National Merit Finalists. Sixty percent of our high school students attend post secondary schools and approximately 1 million dollars
were awarded in scholarship to the 03-04 graduating class.
As the district makes decisions, they are always centered and focused on the goals of the Superintendent and School Board. These
goals are Improve student achievement, communication and outreach, opportunities for parent involvement, school construction and to
remain fiscally responsible.
Springfield, Illinois has been identified by the Federal Government as one of three "empowerment zone and enterprise community
program" areas in the state. As such, the city has been singled out as a poverty-stricken inner-city community in need of assistance.
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Several of the District school buildings lie within the census tracts determined to be "Enterprise Zones": Lincoln Technology Magnet
School, Feitshans-Edison School, Lanphier High School, Washington Middle School, Matheny Elementary School and McClernand
Elementary Schools. While the student population in Springfield is diverse, their learning needs are universal. They must learn to think,
to understand concepts and ideas, to apply what they learn, and to be able to pose questions and to solve problems. It is the goal of the
faculty and administrators of District 186 to provide all students an education to enable them be productive citizens in the global work
force of the 21st century.
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3.0 Data Collection and Information
3.1 STATE ASSESSMENT DATA: ISAT
2002, 2003, & 2004 ISAT Results
Harvard Park Elementary School
Percent of Students Meeting/Exceeding the ILS in Reading and Mathematics
Composite
Scores
Grade 3
Reading
Grade 3
Math
Grade 5
Reading
Grade 5
Math
All Students 02
37%
52%
33%
30%
All Students 03
34%
55%
36%
61%
All Students 04
37%
58%
38%
57%
27%
39%
14%
14%
27%
42%
26%
56%
25%
43%
25%
57%
52%
72%
49%
44%
41%
67%
48%
67%
50%
71%
57%
59%
---
---
---
---
---
---
---
---
---
---
---
---
Black
(Non-Hispanic) 02
Black
(Non-Hispanic) 03
Black
(Non-Hispanic) 04
White
(Non-Hispanic) 02
White
(Non-Hispanic) 03
White
(Non-Hispanic) 04
American
Indian 02
American
Indian 03
American
Indian 04
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Composite
Scores
Grade 3
Reading
Grade 3
Math
Grade 5
Reading
Grade 5
Math
Asian 02
**
**
**
**
Asian 03
---
---
**
**
Asian 04
**
**
**
**
Hispanic 02
**
**
---
---
Hispanic 03
---
---
---
---
Hispanic 04
---
---
**
**
Low-Income 02
33%
47%
24%
27%
Low-Income 03
32%
53%
34%
63%
Low-Income 04
38%
55%
42%
64%
Disabled 02
38%
46%
11%
7%
Disabled 03
6%
35%
42%
62%
Disabled 04
40%
50%
25%
23%
LEP 02
---
---
---
---
LEP 03
---
---
---
---
LEP 04
---
---
---
---
2002 Adequate Size Group-Less than 5 students represented in cell. No students represented in cell.
2003 & 2004 Adequate Size Group-Less than 10 students represented in cell. No students represented in cell.
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2004 Illinois Standards Achievement Test (ISAT)
Reading Multiple Choice Results for All Students
Percent of Multiple-Choice Test Items Answered Correctly
School Average
Reading
Grade 3
Grade 5
Literary Works
Informational Sources
57
60
62
53
59.5
56.5
Explicit Ideas
Inferences from Text
62
56
63
60
62.5
58
Vocabulary
61
51
56
Word Analysis (Grade 3 Only)
60
NA
NA
Comprehension
Application of Strategies
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2004 Illinois Standards Achievement Test (ISAT)
Reading Extended Response Results
Percent of Responses Receiving a Score of 0, 1, 2, 3, or 4
Scores of 3 & 4 Meet/Exceed the Illinois Learning Standards
Reading
Grade 3
Pass
Pass
Description
How well the student
identifies important
information and uses it to
interpret the text through
analysis, evaluation, &/or
comparison and contrast.
Score
4
3
2
1
0
1
2
Pass
1
6
7
24
School
Average
Grade 5
Pass
2
Pass
1
Pass
2
0
0
3
3.5
17
2
8
13
12.5
31
50
52
40
41.5
45
37
24
46
52
41.5
38
2
2
0
0
1
1
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2004 Illinois Standards Achievement Test (ISAT)
Mathematics Multiple Choice Results for All Students
Percent of Multiple-Choice Test Items Answered Correctly
Grade 3
Grade 5
School
Average
Estimation/Number Sense/Computation
52
54
53
Algebraic Patterns/Variables
51
50
50.5
Algebraic Relationships/Representations
55
51
53
Geometric Concepts
56
54
55
Geometric Relationships
54
59
56.5
Measurement
54
51
52.5
Data Organization/Analysis
63
54
58.5
Probability
60
56
58
Mathematics
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3.2 LOCAL ASSESSMENT DATA
Multiple Assessment Series (MAS) Trend Data
The MAS is given annually to grade 2 to assess and monitor students’ reading, writing, and mathematical abilities. It is also a predictor
for ISAT performance and is used to support school wide decision-making as it relates to future services at grade 3. Below is the trend
data for MAS as it relates to Harvard Park Elementary School.
Year
2001
2002
2003
2004
Apply
Knowledg
e of
Numbers
62.2
59.4
55.9
62.0
Estimate Use
and
Measure.
Compute
Tools
54.4
64.4
59.8
63.8
35.6
52.5
41.0
58.0
Year
Fiction- Explicit
2001
2002
2003
2004
65.7
58.0
67.8
79.0
Harvard Park Elementary School
MAS – Grade 2
Math
Trend Data
Apply
Use
Use Geometric
Number
Algebraic
Concepts
Patterns and
Concepts
Relation.
68.9
43.0
73.3
49.2
43.5
75.5
44.1
45.8
81.4
72.0
53.0
91.0
Harvard Park Elementary School
MAS - Grade 2
Reading
Trend Data
Fiction - Implicit
Non-fiction - Explicit
51.1
49.3
20.3
9.0
73.9
52.3
62.7
63.0
Number represents percent of students who met or exceeded
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Collect Organize &
Analyze
Total
77.8
67.2
69.5
61.0
63.1
56.5
30.5
43.0
Non-fiction –
Implicit
58.1
49.5
25.4
40.0
Total
58.2
51.8
22.0
21.0
Iowa Test of Basic Skills (ITBS) Trend Data
Grade 4
The ITBS is given annually to assess student’s progress in reading, language, mathematics, science, and social science at Grade 4. It
is also used to provide data to identify students for the District’s gifted programs and talent pools. Below is trend data for ITBS as it
relates to Harvard Park.
2001
2002
2003
2001
2002
2003
2001
2002
2003
Reading
Vocabulary Comprehension Reading
Total
36.1
42.8
38.9
38.7
37.1
37.7
47.0
47.4
47.1
Concepts/Estimation
37.1
35.9
46.0
Spelling
Language
Capitalization Punctuation
40.2
36.8
45.4
40.5
37.0
44.1
Math
Problem Solving Data
44.8
37.1
50.4
Social Studies
Social Studies Total
Science
Science Total
42.3
35.4
46.8
39.3
36.6
45.2
36.7
38.0
42.3
Math Total
37.4
31.9
48.7
Usage/
Expression
39.9
37.1
46.4
Math Computation
34.5
29.9
42.8
Sources of Information
Maps and Diagrams Reference Materials
39.3
37.1
47.8
20
39.3
42.9
46.6
Language
Total
37.0
35.1
43.7
Sources of
Information – Total
38.5
38.9
46.8
Naglieri Non-Verbal Ability Test (NNAT)
This test is given annually in kindergarten to assess students’ non-verbal intelligence. Data from the assessment is used to identify
students who might qualify for Iles Gifted Magnet School here in Springfield School District #186, as well as the gifted talent pool.
During the 2003-2004 school year, six of our kindergarten students qualified and were offered invitations to Iles Gifted Magnet School.
The summary of all kindergarten students who were administered the Naglieri are as follows:
Grade K
2003-2004 Results
Percentile
76-99 percentile
51-75 percentile
26-50 percentile
1-25 percentile
Number of Kdg. Students
11
11
16
21
21
Dibels
Harvard Park DIBELS Spring 2004
Number and Percent of Students Meeting Targets
T = Target Score (Low Risk)
Kindergarten
# Students
Harvard Park 60
District 472
Grade One
# Students
Harvard Park 52
District 429
Grade Two
# Students
Harvard Park 47
District 402
Grade Three
# Students
Harvard Park 52
District 397
Letter Naming Fluency
T = 40+
Phoneme Segmentation
Fluency
T = 35+
Nonsense
Word Fluency
T = 25+
#
%
#
%
#
%
20
206
33%
44%
19
216
32%
46%
15
180
25%
38%
Phoneme Segmentation
Fluency
T = 35
Nonsense Word Fluency
T = 50
#
%
#
%
#
%
40%
60%
12
121
23%
28%
18
164
35%
38%
#
%
9
19%
110
27%
Retell Fluency
#
Oral Reading Fluency
T = 110
#
%
11
90
21%
23%
22
%
Retell Fluency
#
%
Word Use Fluency
%
Retell Fluency
#
#
Oral Reading Fluency
T = 40
21
257
Oral Reading Fluency
T = 90
Word Use Fluency
#
%
Word Use Fluency
%
#
%
Harvard Park ISEL Spring 2004
Number and Percent of Students Meeting Targets
T = Year-End Target Score
Kindergarten
Alph #
# Students
55
District 336
T = 52
32
220
Grade One
# Students
39
District 292
Grade Two
# Students
46
District 297
Alph
%
58%
65%
LSound
#
T = 25
12
136
Spell
#
T=5
10
101
S List
#
T = 15
20
205
LSound
%
31%
47%
Spell
%
22%
34%
WrRec
#
T = 18
14
148
S List
%
36%
61%
PhAw
#
T=9
30
238
DSpell
#
T = 23
13
78
WrRec
%
30%
50%
PhAw
%
55%
71%
DSpell
%
33%
27%
Fluency
#
T = 90
6
99
Fluency
%
13%
33%
Snapshots
Alphabet Recognition
Story Listening
Phonemic Awareness
Matching Words
Letter Sounds
Developmental Spelling
Word Recognition
Comprehension
Spelling
Fluency
Extended Response
Accuracy
Comprehension
23
MatWo
#
T=8
41
251
MatWo
%
75%
75%
WrRec
#
T = 21
20
151
ExtResp
#
T=7
9
102
LSound
#
T = 19
37
248
WrRec
%
51%
52%
ExtResp
%
20%
34%
Accurac
#
T = 96%
15
143
LSound
%
67%
74%
DSpell
#
T = 14
41
242
Comp
#
T = 10
19
164
Accurac
%
33%
48%
DSpell
%
75%
72%
Comp
%
49%
56%
Compre
#
T=7
17
139
Compre
%
37%
47%
3.3 EDUCATOR DATA
Educator Characteristics and Qualifications
School
28
Total Full Time Employees (FTE)
Average Teacher Experience (in years)
Bachelor’s Degree (%)
Master’s degree or higher (%)
White, non-Hispanic Teachers (FTE)
Black, non-Hispanic Teachers (FTE)
American Indian / Alaskan Native Teachers (FTE)
Asian or Pacific Islander Teachers (FTE)
Hispanic Teachers (FTE)
Male Teachers (FTE)
Female Teachers (FTE)
State
125,702
10.5 yrs.
60.71%
39.29%
28
0
District
1049
25 pt. Time
13.29
51.6%
48.4%
92.8%
6.1%
0
0
0
1
27
0%
.4%
.8%
18.2%
81.8%
0.1%
1.0%
4.0%
23.4%
76.6%
13.8
51.3%
48.6%
85%
9.8%
Total teachers
(FTE)
1-5 years experience
6-10 years experience
11-15 years experience
16+ years experience
28
9 or 32.14%
7 or 25%
6 or 21.43%
6 or 21.43%
For additional information regarding professional development training see 6.2 narrative.
Data Quality
Data was provided by Human Resource Department based on District personnel records.
24
3.4 PROFESSIONAL DEVELOPMENT DATA
The District has offered all schools the opportunity to “own” their school in-service days, which has enabled us to provide outstanding
professional development. As a staff, we recognize and support the notion that ongoing professional development directly impacts
student achievement. We pride ourselves in looking at professional development as “just in time” training which supports the needs of
our staff thus positively impacting the achievement of our learners. Beyond the professional development days built into our school
calendar our school uses additional time, such as faculty meeting and after school meetings to address our school focus. The monthly
faculty meetings each have a learning component centered on our instructional focus and monthly “Discover, Dine, and Do” after school
meetings which address the components of our Reading First Grant. Our specific professional development days are as follows: (6.4)
September 21,
2004
October 20, 2004
November
December 7, 2004
January 12, 2005
February 21, 2005
March 4, 2005
April 21, 2005
May 10, 2005
May 27, 2005
Building level work around our instructional focus, SMARTe goals, and non-negotiables
Building level work around data interpretation pertinent to each grade level which led to the creation of targeted
intervention plans and grade level action plans
Building level work around refining and approving SMARTe goals and non-negotiables with grade level work to
follow on what that looks like at the respective grade level
Building level work around conferencing
Building level work on creating a protocol for looking at assignments
Building level work around building a community of practice within the school setting
To be data driven
To be data driven
To be data driven
Revisit data, celebrate successes, looking at next year
Promising Practice Market Fair
Teachers at Harvard Park School continue to be deeply embedded in professional development training offered through our Reading
First Grant, Focus on Results, District and University level courses, etc. As a recipient of the Reading First grant, teachers at Harvard
Park Elementary School have had the opportunity to engage in ongoing professional development during the past two years. Book
Studies are offered for all K through third grade teachers, including reading and resource teachers. The use of Title dollars allows for
us to expand and open these book studies to all grade levels. During these book studies teachers discuss techniques of best practice
literacy instruction. Ideas are tried in the classrooms and then lessons are shared with colleagues. The after-school workshops, offered
25
by the Reading First, are based around best practice instruction for teaching children to respond to print. Specific topics included
making connections, questioning, visualizing, determining importance, making inferences and synthesizing are addressed with a large
portion of this professional development focused on helping teachers gain an awareness and understanding of how assessments are
critical for driving instruction. Specifically, professional development around conferencing has been offered as we continue to look at
ways to gain better understanding of our students as learners. Finally, through our Reading First professional development we have
also focused on our non-negotiables: responding, read alouds, and independent reading and the promising instructional practices
which support those non-negotiables. A District evaluation form is completed by all attending staff after the professional development.
The questions on the form allow for not only teacher reflections but also inform District personnel of feedback.
The Ball Foundation has offered extensive training from Focus on Results. Over the past two years our work as an ILT has focused on
creating an instructional focus, which allows us to streamline and fine tune our teaching practices centered on an academic area of
deficit. As an ILT, we have disseminated this newly acquired information to our staff through minutes, grade level meetings, staff
meetings, and school in-service opportunities. As a result, all staff is becoming proficient at using data to drive our instruction around
our focus of responding to print. The following is the Focus on Results Professional Development that our ILT members participate
in:(6.4)
September 13, 2004
October 25, 2004
Building level work around our instructional focus, SMARTe goals, and non-negotiables
Building level work around data interpretation pertinent to each grade level which led to the creation of targeted
intervention plans and grade level action plans
Building level work around refining and approving SMARTe goals and non-negotiables with grade level work to
follow on what that looks like at the respective grade level
November 29, 2004
December 1, 2004
January 10, 2005
February 14, 2005
April 11, 2005
May 16, 2005
Focus information on academic rigor walk throughs
Building level work around conferencing, Focus information on working with families and communities and what
makes a good assignment
Building level work on creating a protocol for looking at assignments
Building level work around building a community of practice within the school setting,Focus information on
using feedback from school walk throughs, developing SMARTe goals to target and work with specific groups
of students
Focus information on examining professional development plans and determining how to align these to
promising practices
Promising practices
To be data driven
26
The Focus on Results Professional Development days concludes with the completion of an evaluation. The evaluation includes each
activity covered during the day and allows for reflective time. These evaluations are used by the presenters to develop future
professional development days.
Site Scientifically Based Research (SBR) methods in support of professional development methods (6.6):
Focus professional development for all general and special education faculty on improving student performance while balancing
pedagogy and subject matter content. (Beacons of Excellence Schools, Feb. 2002)
Building the capacity of the school system by providing staff the flexibility to choose what professional development opportunities were
most useful, then providing professional development that was ongoing and in-depth. (Driven to Succeed, 2002, The University of
Texas at Austin)
Professional development plan that is developed with and by teachers; is driven by data; aligns all activities with the instructional focus;
and evaluates the effectiveness of activities. (Annenberg Foundation)
Schools must look at student work and data as a basis for identifying students’ needs, improving instruction and assignments,
assessing student progress, and informing and directing professional development. (Plan for Excellence)
3.5 PARENT/FAMILY INVOLVEMENT DATA
Parent Contact Document
Recorded by the Parent Educator at Harvard Park
Number of:
Conferences with parent(s)
Workshop Participants
Phone Calls
Home Visits
Referrals to Social Services
Transport parent/family
Notices/Flyers
Open House Attendance
2002-2003
4
282
158
305
131
47
10760
125
27
2003-2004
18
204
234
275
80
49
7941
120
Springfield Public School District 186 -Title I
Parent Program Evaluation – 2002-03
There were 54 evaluations returned at Harvard Park (1125
district wide.) The following are results for questions on the
evaluations:
Have you participated in Title I/Family workshops or
programs this year? (Activities: Grade Level
Workshops, Reading & Math Nights, Homework Help,
Tips for Test Taking)
 Does your school encourage you and your family to
participate in school activities?
 Do the parent workshops/programs benefit you and
your child/ren?
 Do you feel the student, parent, teacher "schoolwide
compact" is successfully used at your school? (This is
the agreement or compact students, teachers, parents,
etc. signed that explained the expectations for each
group during this school year.) *
6. Does the parent/teacher conference give you a good
understanding of your child's school progress? (1 in the
fall - you can always ask for a conference during the year.)
7. Does your work/school schedule prohibit you from
attending activities at school?
District
Yes
School
Yes
District
No
School
No
65%
67%
33%
30%
94%
52%
3%
24%
2%
13%
69%
54%
11%
22%
20%
24%
73%
44%
5%
17%
9%
90%
78%
2%
11%
42%
26%
50%
56%

Rank ordered answers for #8 and #9.
8. Please check/list 2 suggestions that would help
to increase parent participation- (at your school):
9. Please check all areas your school should
provide more information on:
Childcare:
9
Title I:
8
HARVARD PARK
Transport-ation:
11
Grade Level
skills: 18
District
Unmark-ed
School
Unmark-ed
District
School
Some-what
Some-what
3%
1%
11%
13%
13%
26%
5%
11%
3%
0%
5%
18%
3%
0%
Different Activity
Positive
Communi-cation:
times:
Atmosphere:
18
6
7
Parenting:
Testing:
Schoolwide
Math:
Reading
12
16
Plan:
*4. What programs would benefit you/your child/ren? (See list at school.)
28
Other:*
Learning
Standards
Springfield Public School District 186 -Title I
Parent Program Evaluation – 2003-04
There were 23 evaluations returned at Harvard Park (361 Students)
6%. The following are results for questions on the evaluations:
1. Have you participated in Title I/Family workshops or programs
this year? (Activities: Grade Level Workshops, Reading & Math
Nights, Homework Help, Tips for Test Taking)
2. Does your school encourage you and your family to participate
in school activities?
3. Do the parent workshops/programs benefit you and your
child/ren?*
4. Does your work/school schedule prohibit you from attending
parent programs/workshops at school?
7. Do you feel the student, parent, teacher "compact" is
successfully used at your school? (This is the agreement or
compact students, teachers, parents, etc. signed that explained
the expectations for each group during this school year.)
8. Does the parent/teacher conference give you a good
understanding of your child's school progress? (1 in the fall - you
can always ask for a conference during the year.)
Rank ordered answers for #5 and #6.
5. Please check/list 2 suggestions that would help to
increase parent participation- (at your school):
6. What information or parent
programs/workshops would you like your school
to provide? (Check all you would like.):
Childcare:
8
TitleI
5
Health
11
HARVARD PARK
District
Yes
School
Yes
District
No
School
No
District
Unmarked
School
Unmarked
District
School
Somewhat
Somewhat
69%
44%
31%
56%
97%
91%
2%
4%
1%
5%
%
78%
61%
12%
26%
9%
13%
1%
44%
48%
45%
39%
7%
4%
4%
9%
72%
74%
3%
4%
4%
5%
21%
17%
86%
83%
1%
13%
4%
4%
9%
%
Transportation: 4
Grade
Level
skills: 11
Different Activity times:
13
Parenting
11
Testing
8
Positive
Atmosphere: 3
Schoolwide Plan:
5
Math:
9
Communication:
6
Reading:
11
Learning
St.: 10
*3. What programs would benefit you/your child/ren? (See list at school.)
DATA QUALITY
The parent program evaluation survey is an informal survey given to all parents annually by the school’s parent educator. The same
survey is distributed in 20 elementary Title I schools so data is assessed at the school and District level. The purpose of the survey is
to gather parental input for schools to assess parent satisfaction with Title I programs and school activities as well as assess future
needs to be addressed by the school. District #186 recorded a 29% return of surveys in 2003-2004.
29
3.6 ADDITIONAL TYPES OF DATA
Suspension Data
Harvard Park Elementary School
Number of suspensions of Harvard Park
Number of suspensions of elementary school with
similar enrollments
Total Number of suspensions in all district elementary
schools
184 (2001-2002)
59 (2001-2002)
596 (2001-2002)
130 (2002-2003)
34 (2002-2003)
1263(2002-2003)
130 (2003-2004)
70 (2003-2004)
1226 (2003-2004)
The number of out of school suspensions is continuing to decline as we get further entrenched into full implementation of PBIS. While
we know that students cannot stay in school when they pose a safety issue to self or others, we also recognize that students must be in
school to learn. Therefore, we continue to offer ways to best teach replacement behaviors for our students to use at school. We know
that many of our students do not have other “tools” to use to express their anger so they fight. We recognize that it is our responsibility,
along with the help of the family, to empower these students to use other tools.
HARVARD PARK BUILDING REVIEW TEAM INFORMATION
A COMPARISON OF STUDENT REFERRALS
2002-2003
SCHOOL
NON-BLACK
BLACK
TOTAL
TOTAL
ENROLLMENT
PERCENTAGE RATE
Harvard Park
6
13
19
30
357
5%
2003-2004
SCHOOL
NON-BLACK
BLACK
TOTAL
TOTAL
ENROLLMENT
PERCENTAGE RATE
Harvard Park
15
17
32
366
9%
A DISAGGREGATED LOOK AT STUDENTS REFERRED TO BUILDING REVIEW TEAM
2003-2004
SCHOOL
WHITE FEMALE
WHITE MALE
BLACK FEMALE
BLACK MALE
OTHER
FEMALE
OTHER
MALE
Harvard Park
3
8
5
12
0
4
ACTUAL NUMBER OF REFERRALS FOR A CASE STUDY EVALUATION WITH DISAGGREGATED INFORMATION
2003-2004
SCHOOL
REFERRALS FOR
CASE STUDY
EVALUATION
WHITE
FEMALE
WHITE
MALE
BLACK
FEMALE
BLACK
MALE
OTHER
FEMALE
OTHER
MALE
Harvard Park
20
3
5
2
6
0
4
DATA QUALITY
The Building Team data is gathered at the regularly scheduled meetings. Minutes are recorded at each meeting, which includes not
only information and strategies to address student needs but also the data in the above-mentioned charts. This data is kept on all
elementary buildings in the District.
31
Walkthrough Data
Walkthroughs have taken the professional development at Harvard Park Elementary School to the next level. Through our work with
Focus on Results, we recognize and understand that walkthroughs provide us with critical information that enables us to tweak and
enhance strong instructional practices, which positively impact student learning. Walkthroughs have become embedded into every day
life at Harvard Park with our first walkthrough occurring during the 2003-2004 school year. The intensity of our walkthroughs has
heightened to walkthroughs, which now focus on academic rigor. We welcomed walkthroughs into our buildings gently and gingerly
with the focus being away from instructional practices at the onset. Initially, participants on walkthroughs would primarily be “sweeping
the walls” in order to see how that “prime real estate” space was being used to support instruction. Most recently, our walkthroughs
have focused on the rigor within and across grade levels. The evidence and I wonderings gleaned from these walkthroughs have
provided us with critical and beneficial information which has taken our instruction to enhanced levels thus raising the bar for instruction
and achievement of students. Some of the evidence that has been present throughout walkthroughs include, but are not limited to:
lots of text available for students
clear emphasis on responding
scaffolding present
teaching in every classroom
students engaged in learning
authentic work displayed in most rooms
culture is that of learning
rubrics and exemplars are in most classrooms
modeled and shared writing present
kids know how to talk about books
current student work displayed around focus
teacher modeling evident
students can talk about supports on wall
students know purpose for response journals
rigor within grade level over time is present
Higher level questioning is present
Graphic organizers used to support learning
Desk charts are utilized for supports
Quick writes are being used
Think pair share
AB partners
Say Something
Literature discussions
Use of exemplars
32
Our I wonderings, though they have been worded different over time, fall into the three basic premises outlined below:
How do we create consistency of instruction and learning within and across grade levels?
How do we create rigor across grade levels?
How do we begin to look at the assignment in connection with the product?
DATA QUALITY
The Walk Through data is a qualitative type of data that is gathered within the school. The Walk Through process is a promising
practice promoted by our District. This promising practice reinforces attention to an instructional and learning focus in the school’s
improvement plan by gathering observational data. This data is another way to examine school and student performance. Walk
Throughs stimulate collegial conversation, provide an opportunity to learn from others, and deepens understandings and practices with
continuous feedback and improvement.
The process of the Walk Through includes many steps. Before a Walk Through the school faculty or instructional team decides what
evidence will be looked for throughout the school. The Walk Through then begins with the principal sharing information about the
school. This may include demographics and how the school’s focus was determined. The Walk Through team, made up of around 4
people, then visit each classroom looking for specific evidence. The evidence and wonderings are recorded to share in the debriefing.
The last step is the debriefing where the team shares the evidence and wonderings with the principal and member of the instructional
team.
33
3.7 DATA QUALITY
Data Collection Methods
Surveys
Observations
Documents
Formal Assessments
Staff surveys connected to the bulletin
Parent surveys at family events
End of the year exit survey for staff
End of the year exit survey for parents
Opportunities during the 2004-2005 school year for peer observationsopportunities for walk throughs by all staff
Standards based report cards
Behavior reports
Suspension letters
Assessment data
Illinois Standardized Assessment Test (ISAT), Multiple Assessment Series (MAS), Extended
Response, Dibels, Developmental Reading Assessment (DRA), ITBS
4.0 Data Analysis
4.1 SUMMARIES OF DATA FOR DEPENDENT VARIABLES (3.1/3.2)
Summary of Data
ISAT Reading
When comparing the 2004 ISAT Reading Scores with the 2003 results we can see that Harvard Park Elementary School made a 3%
increase at the third grade level and an 2% increase at the 5th grade level. Although there was an increase in scores, they are still
below NCLB standards. Data shows that most composite scores showed gains or remained stable except in the area of extended
response. Increases may have occurred because of programs set in place to aid in student progress. This trend has been true over
time. Programs such as guided reading, balanced literacy, reader’s workshop, focused interventions, an instructional focus and support
staff funded through the Reading First and Title all contributed to the rise in scores.
Extended response scores continue to be a puzzle for us. While we recognize that this is an area of concern for us, it puzzles us that a
mere 30% of our students met or exceeded on passage one at grade 3 in reading extended response and 24% on passage two at the
same grade level. Of more concern, we had a mere 10% (combined passage one and two) meet at grade 5. Our ongoing
assessments through the year indicate that we should have more students score in the “meets” area on this portion of the ISAT. Again,
34
while we know that we could improve in this area, we see a gap in what students do on a daily basis and what they do on test day. We
continue to work with our District office to try and pinpoint the cause of scores that are so low overall. In the meantime, we continue to
be committed to following our instructional focus and what we know to be good teaching practices in hopes of seeing these scores rise
during the 04-05 testing year.
ISAT Math
Results indicate that third grade scores increased 3% but fifth grade scores declined 4%. Pleasing to us is that both scores are above
the goal set forth by NCLB. We continue to couple what we know about promising practices in teaching of math with the Mimosa
mathematics series. We also recognize and support the need to do more talking, higher-level thinking, and explaining our solutions as
it relates to math instruction. We continue to seek the advice and support of our District math department to help us enhance our
instructional practices in this area.
MAS
Second Grade – Math
When looking at trend data over time, we see that our math scores fluctuate with the lowest performing year overall being in 2003.
When analyzing last year’s data, we see that we continue to fall short as we look at our computation scores. We recognize this as a
concern across all grade levels and are working on the creation of some academic entry tasks to help our students become fluent in
their basic computation skills. We know this is a lifelong skill they must have. We are pleased that in 6 out of the 7 subcategories our
scores increased with an almost 30% increase noted in the “Apply Number Patterns and Relations”. As an ISAT predicator we are
using this information to create target groups.
MAS
Second Grade – Reading
Trend data over time indicates that are students still struggle with the implicit thinking associated with fiction text. However, we are
pleased with the 12% increase in scores in the “fiction-explicit” hurdle. We work very hard at getting the students to understand the big
idea through talking and responding to print in a variety of ways. We are hopeful that with our continued efforts aligned with our focus,
coupled with our non-negotiables, that we will continue to see an increase in this area.
Dibels and ISEL
Data from the Dibels and ISEL indicate that we continue to score below the district average in all areas with the exception of
developmental spelling. We are particularly concerned with fluency, as we know the direct impact this has on the reader’s ability to gain
meaning through the completion of reading a passage. At grade K, we have made the commitment to focus on letter naming as we
realize that this will help, as these young learners become readers. As we look at the “Target Score” for each grade level in regards to
fluency, we note that less than 50% of our students at each grade level fall within the low risk range. In fact, at grades 2 and 3 we have
only 19% and 21% respectively. With the research showing students who are not reading at grade level by the end of grade 3 are less
likely to be successful throughout their school career than those who are reading at grade level, we see many red flags. The ISEL
35
brings to the surface many of the same concerns. The ISEL indicates that comprehension presents a significant challenge. We are
currently addressing this by exposing our young learners to promising instructional practices such as five-finger retells, think-pairshare/say something, etc. We continue to analyze and reflect on current Dibels data and ISEL data acquired at the beginning of the
year. We know and believe that early intervention is the key to school success.
ITBS
The Iowa Test of Basic Skills assesses student achievement in several content areas. This type of test allowed us to get an external
look at the performance of our students and school in comparison to the rest of the nation. This test was given in late winter and
administered over a series of days. Grade 4 students took ITBS level 10, which is a Complete Battery Test. Students were assessed
in Reading, Language, Mathematics, Social Studies, Science, and Sources of Information. The principal and the staff to identify
academic strengths and needs within their academic program at the school level use the information obtained from this assessment.
Based on the 2003 ITBS standardized test results, fourth grade students at Harvard Park Elementary School showed growth in all
content areas. Academic gains ranged from a 4% gain to an almost 20% gain across all content areas. Harvard Park’s Core Total
had an increase of 17% from 2001-2002. The results from the ITBS reflect the accomplishments of implemented programs and
demonstrate our year-to-year progress.
Comparisons and Trends
When analyzing student performance during the 2001-2002 school year we noted that the total number of students meeting standards
declined greatly from grades K-4 (our grades 1-5 students for the 2002-2003 school year). ISAT scores at grade three indicate that 17
students met or exceeded standards while a horrific 44 students were either in the below or academic warning categories. Finally,
ITBS scores at grade four indicated that only 1 student fell within the meets range while 69 students did not meet.
Three short years later, tables have turned dramatically. Given 17 hurdles to jump in the ISAT, we are proud to say we met in 16. The
targeted cell is our African-American cell. We realize this and are committed to targeting financial and staff resources into meeting the
needs of these students. Our ITBS scores remain stable and provide us promise as we look at what our students can do across a
variety of content areas. Our MAS scores are a strong predictor for ISAT performance at grade 3. We recognize this and have used
every piece of individual data to create target teams based on needs. We feel confident in our continued improvements as we look at
assessments across all grade levels. While we recognize that in many eyes, we are looked upon as a failing school, we beg to differ.
We have evidence from authentic assessments done in classrooms to state mandated assessments such as the ISAT that we are and
continue to make outstanding academic gains.
36
Educator Data and Professional Development
The 28 educators at Harvard Park have been teaching for an average of 10.5 years. Approximately 32% of the teaching staff has five or
less years of experience. 25% have between 6 and 10 years of experience and almost 43% have 11 or more years experience
teaching. They are mostly white females with the exception of one white male. Harvard Park also enlists the assistance of 8
paraprofessionals.
Harvard Park’s teaching staff participates regularly in professional development activities around their school focus. There are monthly
professional development opportunities as well as regular ongoing grade level meetings, book studies, planning sessions, professional
readings, and other professional meetings. (For additional information see section 3.4). By providing ample opportunities as well as a
variety of modes of presentation, Harvard Park believes they can improve their staff’s instructional knowledge and continues to seek out
the most effective forms of professional development. There efforts are supported by the increased student achievement that is
evidenced by the testing administered to the students (see 4.1)
Parent/Family Involvement
Increased Parent Involvement is an area Harvard Park continually seeks to improve. To monitor and evaluate this effort, the number of
parent contacts were recorded for the last two school years. There were increases in the number of conferences with parents
increasing from 4 in 2003 to 18 in 2004, the number of phone calls to parents increased by 76 calls (from 158 to 234), and an increase
of two on parent family transport. Decreases were seen in parent workshop participation (decrease of 78 attendees), open house
attendance (decrease of 5), the number of notices/flyers sent home (decrease of 2819), home visits (decrease of 30 visits), and
referrals to Social Services (decrease of 51 referrals).
Decreases in the number of notices/flyers and in the workshop attendance are due in part to the increased number of phone calls and a
more targeted approach to parent workshops that target the identified group that did not meet AYP. There was also a decrease in the
number of parent workshops available in the 2003-2004 school year that affects the number of flyers and the attendance. Home visits
and Social Service referrals have decreased in part to the increased efforts from the previous year in building strong relationships with
the Harvard Park families. Harvard Park is now better equipped to deal with behavioral situations as well as family needs from these
strong relationships that have been created.
Additional surveys compiled and collected by the Parent Educator at Harvard Park for the past two school years indicates that parents
feel a strong encouragement to participate in school activities and feel very positive about conferences. This corroborates the 2003
Illinois School Report Card in which 98% of parents at Harvard Park attended the conferences, or were contacted by phone or letter
regarding their child’s school progress. The 2004 Illinois School Report Card reports that 100% of Harvard Park parents participated in
conferences. Families were also asked to rank order suggestions to increase parent participation. Ranking high in the past two surveys
is providing childcare and in the 2003 survey parents indicated that different activity time would increase participation. Also noted from
the survey from the school year 2002-2003 is that parents were most eager to learn about grade level skills as well as parenting ideas.
37
4.2. DIAGNOSIS OF PERFORMANCE TARGETS (4.1)
Harvard Park Elementary School continues to face a gap in academic achievement in relation to the NCLB standards. Despite the hard
work of our families and staff, the scores from the state did not reflect adequate progress in one area. According to the 2004
standardized test scores, reading with our African American group continues to be an area of deficit. We continue to strive to find and
put into place research based on best practices in order to achieve academic success for ALL students.
Strategy
Expanding current modes of
responding to print instruction
Target
reading scores for
African-American
students
will adequately improve
performance in
38
TARGET # 1: Reading scores will increase by a minimum of 7.2% for African American students at
Harvard Park Elementary School.
4.3 HY P O T H E S E S
1. 86% of the Harvard Park students live in poverty. 158 out of 160 African-American students at
Harvard Park receive free and reduced lunch.
2. Reduction of support services such as the loss of a librarian, technology support, and
increased class size.
T
A
3. Parent involvement needs improvement. Many of the Harvard Park parents work hourly wage
jobs preventing them from full participation with all school activities.
4. Many Harvard Park parents lack a high school diploma, which can make it difficult for them to
help their children with their academic needs.
5. Harvard Park has a high mobility rate that disrupts the continuity of the educational process
and requires constant reevaluation as new students move in and old students move out of the
school’s attendance area.
6. Limited student experiences and resources due to financial hardships for 86% of the students
R
G
E
7. ISAT reading extended response scores were low for tested third and fifth grade students70%
not meeting at third grade and 90% not meeting at fifth grade.
8. More minority males are referred to student review than any other subgroup, but not
necessarily referred for case studies.
9. Harvard Park has a high number of student suspensions that could be tied to the mobility rate
in part to the students being unable to make stable connections to the students, staff, and school
due to the instability of the students’ housing situation.
10. Teachers need additional professional development on Reading Extended Response.
39
T
4.4 DATA SUMMARY FOR INDEPENDENT VARIABLES
Due to the high poverty rate in the African-American population at Harvard Park
Elementary, many of these students have limited resources at home as well as limited
world experiences. This poverty rate also is connected to the high mobility rate that
prevents students and families from making connections with the school community.
Due to these poor connections, students are more likely to become disengaged in the
learning process and develop gaps in their academic skills that result in low school
performance levels. Low performing students tend to also become behavior problems as
a result of not being mentally engaged in their surroundings which can lead to office
visits, suspensions, and student review referrals. The end result is students with low
reading abilities that are unable to achieve on performance tasks such as reading
extended response.
4.5 CAUSAL F A C T O R S
1. According to professional judgment and supported by data, students’ inability to
be successful in the reading extended response performance task decreases the
overall reading scores as measured by ISAT.
2. Research supports that oral communication is the building block for written
communication. Consistent opportunities to do both are necessary for students to
improve in responding to text. Previously there has not been as evident of a focus
on the oral response opportunity.
3. Teachers need adequate training in facilitating students’ responses to print
instruction through multiple modalities according to the individual student needs.
4.6 SELECTION OF STRATEGY
1. Expanding the current modes of responding to print instruction to include
oral and written forms will increase reading achievement for African
American students by a minimum of 7.2%.
40
5.0 Action Plan HARVARD PARK
School Years: 2005-2007
STRATEGY (5.1)
Expanding the current modes of responding to
print instruction to include oral and written forms
TARGET (4.2)
will adequately improve performance in
ACTIVITY (5.2)
Activity #1
Support reading comprehension and response to text
through the use of Student/teacher Conferencing
TIMELINE
(5.3)
As part of the 3block literature
model teacher
will utilize
conferencing on
a monthly basis.
reading achievement for African American
students by a minimum of 7.2%.
ROLES &
RESPONSIBILITIES
(5.7)
Anecdotal notes kept
by classroom teachers
and support staff
MEASURES FOR THE
ACTIVITY
(5.8)
Students will improve their
ability to respond to print
by analyzing their own
responses with the
assistance of a teacher.
Anecdotal notes
RESOURCES FOR
ACTIVITY
(5.4)
District-adopted
teaching materials
All classroom and
support teachers.
Students will continue to
improve their oral reading
skills as they learn from
their teacher. Informal
observations.
Classroom and/or
School Literature
Libraries
____________________________________________
Scientific research base (5.6)—1998 ISBE 14 Best
Practices in Reading: Teachers routinely monitor and
assess the reading levels and progress of individual
students. This ongoing evaluation directs and informs
instruction.
Activity # 2
Use Daily Interactive Read Alouds
to model appropriate reading response and strengthen
the k-12 reading program.
Scientific research base (5.6)-The Little Red Reading Book (ISBE, 1997) lists essential
components which include hearing good stories
Teachers are
reading aloud to
students each
day to model
fluent reading.
ACTIVITY (5.2)
Activity # 3
Encourage Independent Reading of text to increase
reading fluency.
TIMELINE
(5.3)
Daily, as part of
the 3-block
literature model
ROLES &
RESPONSIBILITIES
(5.7)
All classroom and
support teachers.
MEASURES FOR THE
ACTIVITY
(5.8)
Students will continue to
improve their independent
reading skills as measure
rd
th
on the 3 and 5 grade
nd
ISAT reading sections, 2
grade MAS, DIBELS, and
ISEL.
RESOURCES FOR
ACTIVITY
(5.4)
Instructional-level texts,
self-selected materials
All classroom and
support teachers
To be assessed
Mid-quarter and at the end
of each quarter on District
Quarterly reading
assessments
District-adopted
teaching materials,
response journals for
each student
____________________________________________
_
Scientific research base (5.6)—1998 ISBE 14 Best
Practices in Reading: Students have opportunities for
sustained reading (oral and/or silent) every day to
increase fluency and vocabulary.
Activity # 4
Responding to a variety of text to improve students’
ability to think critically about their reading.
To be assessed
Mid-quarter and
at the end of
each quarter
____________________________________________
_
Scientific research base (5.6)—1998 ISBE 14 Best
Practices in Reading: Students have extensive
opportunities to read for a variety of purposes and to
apply what is read every day. Students use discussion
and writing to organize their thinking, and they reflect on
what they read for specific purposes.
42
ACTIVITY (5.2)
Activity #5
Parent and Family Involvement activities around the
school focus to increase parental knowledge of best
practices around responding to reading.
TIMELINE
(5.3)
Continue
periodically
during the school
years
ROLES &
RESPONSIBILITIES
(5.7)
Parent Educator,
Classroom and support
teachers, Principal and
Asst. Principal
MEASURES FOR THE
ACTIVITY
(5.8)
Attendance at activities
RESOURCES FOR
ACTIVITY
(5.4)
Title I budget to include:
Foods, paper supplies,
and books/journals @
$2000.00 total
Instructional Leadership
Team which includes
but not limited to
teachers, staff, and
administration
Implementation with staff
Department of
Instruction
– Family literacy nights, muffins with mom, donuts
with dad, parent book study
____________________________________________
_
Scientific research base (5.6)—1998 ISBE 14 Best
Practices in Reading: Families, communities, and
schools collaborate to support literacy development of
students at home and school.
Activity #6
Participate in Focus on Results so that the school
leadership and stakeholders can effectively increase
student achievement and communicate the school’s
focus.
Continue during
the school yearmeet 8 times
____________________________________________
_
Scientific research base (5.6)— Focus on Results web
site is www.focusonresults.net, which contains
documented research results
43
ACTIVITY (5.2)
Activity #7
TIMELINE
(5.3)
Throughout
school years
ROLES &
RESPONSIBILITIES
(5.7)
Instructional Leadership
Team
MEASURES FOR THE
ACTIVITY
(5.8)
Use of phase chart
provided by Focus on
Results
RESOURCES FOR
ACTIVITY
(5.4)
Department of
Instruction
Throughout
school years
Design Team members
and school staff
PBIS data
Department of
Instruction
Development and maintenance of an Instructional
Leadership Team to guide the stakeholders in teaching
and learning.
____________________________________________
_
Scientific research base (5.6)— The ILT is part of the
Focus on Results training
Activity #8
PBIS design team creates a positive and effective
environment that promotes learning.
____________________________________________
_
Scientific research base (5.6)— PBIS web site is www.
PBIS.org which contains documented research results
Sources of Revenue – (5.9)
Title I
$273,800
Salaries=$184,485
Benefits=$70,907
Purchased Service=$3000
Supplies/Materials=$10,908
Parent Activities=$4500
Title
II
Title
IV
Title
VI
Tech
CTE
Reading First
$175,000
Salaries=$124,376
Supplies/Materials=$50,623
44
CSR
st
21
CCLC
REAP
Gen
Rev
Sum
Brdgs
Other
BALL
$10,000
Sub
cost for
Focus
on
Results
6.0 Professional Development
6.1 DATA USE
Staff members at Harvard Park Elementary School are given numerous opportunities to participate in professional
development. These opportunities come in a variety of ways. “Academic I wonders” are included each week in the staff bulletin.
The “academic I wonders” are presented in question form allowing staff to reflect and respond personally in reference to how
they can enhance their instructional practices as they pertain to our instructional focus. Through the Reading First and Title I
grants all staff are invited and encouraged to participate in book studies, professional learning groups, and professional
development time (linked to planning time). It is in these groups that staff members are given instruction on how to implement
the seven Scientifically Based Reading Research (SBRR’s). Positive Behavioral Intervention Systems (PBIS) trainings
are made available to all staff as we continue to go deeper in our understanding of the implications that climate and relationships
play into academic success. Finally, other trainings that directly relate to our instructional focus are made available to all staff.
Springfield School District #186 continues to lead the way in terms of offering outstanding professional development
opportunities for all staff members of our district. The District Literacy and Math coordinators continue to offer district staff the
expertise and services of teacher instructional leaders (TIL’s). District Literacy and Math courses are offered yearly and focus on
scientifically based research, standards, and best practices. Written communication in regards to best practices can be
accessed by staff via the Springfield School District #186 website (http://www.springfield.k12.il.us) and Literacy and Math
newsletters.
At Harvard Park Elementary School we are committed to being lifelong learners. We know that it is imperative that we
understand how to implement best practices into our daily classroom instruction.
6.2 QUALIFIED AND EFFECTIVE EDUCATORS (See chart 6.2-6.8)
Teachers at Harvard Park School continue to be deeply embedded in professional development training offered through our
Reading First Grant, Focus on Results, District and University level courses, etc. As a recipient of the Reading First grant,
teachers at Harvard Park Elementary School have had the opportunity to engage in ongoing professional development during
the past two years. Book Studies are offered for all K through third grade teachers, including reading and resource teachers.
The use of Title dollars allows for us to expand and open these book studies to all grade levels. During these book studies
teachers discuss techniques of best practice literacy instruction. Ideas are tried in the classrooms and then lessons are shared
with colleagues. The after-school workshops, offered by the Reading First, are based around best practice instruction for
teaching children to respond to print. Specific topics included making connections, questioning, visualizing, determining
importance, making inferences and synthesizing are addressed with a large portion of this professional development focused on
45
helping teachers gain an awareness and understanding of how assessments are critical for driving instruction. Specifically,
professional development around conferencing has been offered as we continue to look at ways to gain better understanding of
our students as learners. Finally, through our Reading First professional development we have also focused on our non
negotiables: responding, read alouds, and independent reading and the promising instructional practices which support
those non-negotiables.
Harvard Park has been participating in Focus On Results since 2002-2003. This program asks schools to examine their
resources, student achievement, instruction practices, and ways to become a more effective learning community. The school
staff is in the process of creating and maintaining an Instructional Leadership Team that continually analyzes data around
instructional best practices used in the learning environment and that are aligned to the school’s instructional focus. This team
represents the interests of the entire staff and has multiple forms of communication with the staff to share the ILT’s learning
around instruction. This team also helps guide professional development for the staff to enhance learning for students and staff.
The teachers at Harvard Park use the collaborative planning model to increase the effectiveness of their instruction as well as to
create communities of learning. The grade level teachers plan curriculum, assessment, strategies, and examine student work.
This serves to increase and adapt instructional best practices to better serve the needs of students and increase teacher
knowledge.
46
Professional Development Plan for Harvard Park Elementary School
6.2 Highly Qualified Educators
6.3 Relation to
Goals/Activities in
Action Plan
6.5 Resources
ongoing Reading First
professional development
opportunities (see detailed
schedule within document)
relates activities
1-4
-training provided
for K through
grade 3
classroom and
support teachers
-Reading First
Grant
resources/funds
used
Focus on Results training
(Monthly from September-May
of the years 2003-2006)
Relates to
activity 6,7, 8
-training offered
to all Harvard
Park staff
-Ball Foundation
dollars used
-District
Funds/resources
PBIS Design Team
(Meets weekly throughout the
school years)
relates to activity
8
-Support offered
to all Harvard
Park staff
- District
resources used
Creation and maintenance of
ILT
(Starting fall of 2003 and
continually ongoing)
Relates to
activities 1-8
-Title One and
district resources
used
6.6 Scientific Research Base for the
content Also see 3.4/5.6
6.7
Integration of
Technology
6.8 Evaluation
Continuous
Improvement
-all Reading First activities relate to
seven SBRR’s
-Reading First professional learning
groups
-monthly Reading First meetings
-peer/colleague mentoring during
collaborative planning time
-administrative support
-district literacy coordinators
support
-Training will help us to find an
academic focus aligned with state
standards
-training will help us learn how to
better use assessment to drive our
instruction
-peer/colleague mentoring during
collaborative planning time
-administrative support
-central office support
-research shows that
climate/behavior directly impacts
student achievement
-administrative support
-district support
-training on how to
utilize the
information on the
District web site in
regards to Literacy
will be offered at an
after school
Reading First
meeting
-evaluations
completed at
monthly trainings
-CPDU’s offered
-utilization of
District web site to
analyze
assessment data
which will ultimately
help us to drive our
instruction
-evaluated
inservice at
completion
-CPDU’s offered
-use of technology
to input behavior
reports and analyze
data
-training for all staff
on how to use the
information system
conducted and
ongoing
- use of technology,
specifically our
information system,
will aide the team in
the analyzing of
data
-design team will
evaluate behavior
reports on a
monthly basis
-evaluated
inservice at
completion
-CPDU’s offered
-team will make decision based on
student assessment data provided
-recommendations for promising
practices and strong instructional
practices will be shared with the
school as a whole
47
-ILT will evaluate
classroom
instruction and
use of best
practices
6.4 SCHEDULING
Refer to Section 3.4 for Scheduling of Professional Development.
6.7 INTEGRATION OF TECHNOLOGY (Also in chart on page 44)
We believe that as we prepare students for the 21st Century, integration of technology is an important and valuable resource. At
grades pre-K and K, all students are exposed to the Breakthrough to Literacy program offering them hands on literacy
experiences at their instructional level. Mobile I-labs are used at all grade levels as tools to offer research, publishing, and
problem solving opportunities. The use of the online standards based report card allows teachers to access information on
students in a “just in time” fashion. The PBIS committee uses technology to access up to the minute data on student behavior.
The use of technology is also important to input behavior reports and analyze behavior data as part of the PBIS. Technology is
embedded into all facets of our educational program and serves as a strong resource directly linked to student achievement.
Additional training on how to utilize the information on the District web site in regards to Literacy will be offered at an after school
Reading First meeting. The utilization of the web site will help us with analysis of assessment data which will ultimately help
drive our instruction.
6.8 EVALUATION / CONTINUOUS IMPROVEMENT (Also in chart on page 44)
As a staff at Harvard Park Elementary School we understand the importance of reflecting on professional development
opportunities that are presented to us. This year, all of our professional development opportunities will align directly with our
instructional focus on our action plan connected to it. At the end of each professional development opportunity we are asking
that staff complete a reflection form, which connects their new learning to their instructional practices.
At the beginning of the year, the staff members each began their own reflection journal. In that journal they are beginning to
capture significant learning moments for them as professionals. As we go back through these reflection journals, we hope to see
patterns and trends developing in terms of overall growth and movement as a group of lifelong learners.
We are using conferencing and goal setting with our students as well. Again, we recognize the power of the learner taking stock
in the growth s/he has made. With their classroom teachers and other support staff, students beginning at pre-k are looking at
and making comments about their work, their growth, and the next steps. We are trying to facilitate a system for capturing this
data and are currently participating in a Community of Practice around this topic to come up with some possible ways to gather
and archive these thoughts, reflections, and goals. Students are able to articulate their strengths and their areas of improvement
because of this powerful process.
48
6.9 MENTORING
The Framework Induction Program
Springfield School District #186, in conjunction with National Louis University and the Springfield Education Association, offers a
Teacher Mentor (Induction) Program. Based upon the research recommendations for new teacher induction programs,
Springfield School District #186 offers a two-year voluntary program to all new teachers within the district. The district uses the
Educational Testing Service Pathwise Model based on extensive research on teacher induction. Mentors and District Trainers
receive extensive training from ETS/Pathwise certified trainers. Mentors attend four Mentor Meetings and 6 Mentor Training
Sessions. Mentors are knowledgeable in their field and make an effort to keep current with best practices and professional
literature. Protégé (new teachers) attend seven monthly meetings. They actively meet with their mentors, are self-reflective and
set goals. The district provides a new teacher orientation day prior to the start of the school year.
The Foundation: A Framework for Teaching
The Framework Induction Program is founded on the research-based definition of teaching described in Charlotte Danielson’s
Enhancing Professional Practice: A Framework for Teaching (ASCD, 1996). The Framework for Teaching is the centerpiece of
this comprehensive professional development program. The Framework for Teaching provides educators with a common
language for talking about teaching and clear levels of performance to use in analyzing and reflecting upon their work. Twentytwo critical components of teaching have been identified and documented through empirical studies. Successful applications of
these components have been shown to promote improved student learning. The Framework Induction Program assists mentors
in presenting these components to beginning teachers.
Program Overview
The Framework Induction Program prepares mentors to assist beginning teachers as they transition from the university or other
environments to classroom practice. Mentors first participate in an interactive training session. Then they use a carefully
designed package of materials focused on the process of teaching in order to guide beginning teachers to become reflective
practitioners. Activities are developed for each of The Four Domains in the Framework for Teaching: (1) Planning and
Preparation, (2) Classroom Environment, (3) Instruction, and (4) Professional Responsibilities.
The program combines three essential elements for developing and sustaining teacher quality in support of student learning:
•
•
•
A common language for talking about and assessing teaching
Clear and concrete levels of performance to aid self-assessment
Structured events through which beginning teachers, with the assistance of a mentor, can develop their skills
49
Training for Mentors
Preparation for mentoring begins with a multi-day workshop. Using best teaching practices, mentors are trained to support and
guide beginning teachers. Interactive and in-depth, the training also offers opportunities for mentors to reflect on their own
practice as they provide guidance to beginning teachers. After the training sessions, mentors leave with a set of materials
created to effectively structure conversations about teaching practices.
Participants in the training sessions will have the opportunity to learn:
•
•
•
•
The roles and practices of a mentor to promote effective decision-making in beginning teachers’ lesson planning and
preparation
How to assess teaching through observation techniques, examination of artifacts, and analysis of student work
How to apply strategies for teaching to standards
Techniques for coaching and providing feedback for the purposes of improving practice
Evaluation of the Program
Evaluation consists of a formal entrance and exit survey written by a member of the ITEP team at National Louis University. The
surveys are given to both mentors and protégés. In addition to these, participants are also given locally written informal surveys
periodically. Data from these surveys are used to help determine the success of the program as well as shape future programs.
50
Evidence Base: Research and Proven Practices
Linkage of student achievement to teacher qualifications: Darling-Hammond (2000), Ferguson (1991), Goldhaver & Brewer
(1997), and Mayer, Mullens & Moore (2000).
Research on the Pathwise model:
Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: ASCD.
Danielson, C., Jackson, A. & Olege, M. (1998). Investing in Beginning teachers: the California Model.
Danielson, C. & McGreal, T. (2000). Teacher Evaluation: To Enhance Professional Practice
Dwyer, C. (1994). Development of the Knowledge Base for Praxis II
ETS. (December 2001). Implementation and Effects of a Statewide New Teacher induction Program: Case studies of
CFASST Teachers
ETS. Praxis III: Classroom Performance Assessments – ETS criteria used as basis for Framework development
Gitomer, D. H., Latham, A.S., & Aiomek, R. (1999). The Academic Quality of Prospective Teachers.
Powers, D.E. (1992). Assessing the Classroom Performance of Beginning Teachers.
Thompson, M. (September 2001). Case Studies of CFASST Beginning Teachers: A Summary Report. ETS.
WestEd. (March 2001). The Effect of BTSA on Employment Retention Rates of Participating Teachers.
Also see: http://www.ets.org
During the 2004-2005 school year, Harvard Park Elementary School had two new teachers who are new to the district, the
school, and the profession. With the help of a partnership with National-Louis University and Springfield District #186, a
colleague within the school has mentored this new teacher. Both the protégé and the mentor were trained in best practices. The
mentor served as a sounding board and a support for our new teacher. Through funds from the National -Louis University, both
the protégé and the mentor were paid for attendance at after-school trainings and meetings.
In addition to the formalized mentoring program highlighted above, the new staff members to our building were offered the
opportunity to meet with the building principal monthly to discuss issues, uncertainties, successes, and roadblocks.
Finally, design team members from PBIS assigned themselves to groups of teachers to serve as support mentors as we fully
implement PBIS school-wide.
51
7.0 Illinois Learning Standards (ILS) Implementation
7.1 ALIGNMENT OF CURRICULUM, INSTRUCTION AND ASSESSMENT
In 1996, the Board of Education for Springfield Public School District #186 developed a “Master Plan” calling for the development
of a standards-based curriculum for Springfield Public Schools. Since that time, over 350 teachers, curriculum coordinators, and
administrators developed grade specific standards and benchmarks for kindergarten through eighth grades and course specific
standards and benchmarks for high school. The goals of the standards based curriculum are to create high expectations for
student learning and to improve student academic achievement through a curriculum that is uniform in nature across the school
district.
Springfield Public School District #186 standards and benchmarks were written to be in alignment with the Illinois Learning
Standards in the areas of reading, mathematics, writing, science, social science, physical development & health, and fine arts.
For each benchmark, a body of knowledge was written which communicates the essential knowledge that students must know or
be able to do at a specific grade level or in a course. The body of knowledge illustrates the progressive development of what
students need to learn across a series of grades. Pacing charts and curriculum guides were developed to guide teachers
through their quarterly instruction. These guides ensure that students master annual academic expectations.
Professional Development Opportunities in Standards and Benchmarks
Springfield Public School District #186 has a coordinator of standards and benchmarks who is responsible along with other
members of the Department of Instruction to provide systematic training on standards, benchmarks and the body of knowledge.
Systematic training on standards and benchmarks has been in place since 1999. The training schedule has been as follows:
1999-2000
Grades K-3 teachers and principals
2000-2001
Grades 4-5 and principals
New staff in Grades K-3
2001-2002
Grades 6-8 teachers and principals
Middle and High School Foreign Language teachers
New staff in Grades K-3 and 4-5
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2002-2003
High School Science and Mathematics teachers and principals
New staff in Grades K-3, 4-5, and 6-8
2003-2004
High School English and Social Science teachers and principals
New staff in Grades K-3, 4-5, and 6-8
2004-2005
Early Start teachers and High School Career and Technical Education teachers
Uniform and in depth training for schools using the standards based report card
New staff in Grades K-3, 4-5, 6-8, and 9-12
2005-2006
Uniform and in depth training for schools using the standards based report card
New staff in Grades K-3, 4-5, 6-8, and 9-12
7.2 STANDARDS-ALIGNED CLASSROOMS
With the support of Springfield School District #186 staff, we believe that we are well on our way to having all of our classrooms
support and implement standards based instruction. To help us ensure that we continue to keep and bring staff “on board”, we
implemented the district’s standards based report card in 2002-2003. We believe that this has helped us to focus our
instruction. Training from our district’s standard coordinator has helped us effectively utilize this type of reporting system. The
use of rubrics guides classroom assignments and expectations of the ILS. Within all classrooms at Harvard Park the
standards/benchmarks are posted, as noted in walkthrough data and principal observation. As teachers plan lessons, the
benchmarks are included as part of the planning and implementation of these lessons. Classroom and school newsletters
reference the ILS in order to communicate the expectations to parents. The standards are also present in special education
students’ Individualized Education Plan.
7.3 ILS PRACTICES AND PROCEDURES
At Harvard Park Elementary School, it is a school-wide belief that all classrooms should be standards based. Teachers are
expected to use student work, assessments, and standards to drive instruction. Standards are taught to students so that they
can begin to understand what they are learning. Standards are posted in classrooms and in hallways. Standards and
53
benchmarks being taught are included and referenced in teacher plan books. Standards are shared with parents and other
stakeholders.
Through the teacher evaluation process, the building principal is responsible for assessing the depth to which standards are
embedded into the classroom and into the instruction being observed both informally and formally.
Beginning in the fall of 2002, teachers were expected to begin using the standards based report card to report progress to
students, parents, and other appropriate stakeholders. Along with the report card, comes the use of the 4, 3, 2, and 1 grading
system. Rubrics will continue to be an integral part in helping to accurately assess student work.
7.4 REVIEW OF ILS PRACTICES AND PROCEDURES
Several School Improvement Days are used to review and revise practices and procedures related to the Illinois Learning
Standards implementation. School Improvement Days include examining practices in guided reading, conferencing, writing
responses, and the use of read alouds with emphasis on correlating instruction to the standards. This ongoing and systematic
review ensures that the Illinois Learning Standards are an integral part of instruction at Harvard Park.
8.0 Family and Community Involvement
8.1 DATA USE
The data from 3.5 is used to inform strategies and activities. Each year data from the parent educator is analyzed to determine
additional strategies that may be put in place or the refinement of current activities.
8.2 STAKEHOLDER INVOLVEMENT IN SIP PROCESS
The following community stakeholders are involved in the support of our school and in the SIP process through the provision of
time, resources, and various forms of information:
Our external supports include:
Boys and Girls Club and District 186 to provide 21st Century before and after school program
In the Spring of 2001, Springfield Public School District 186 in collaboration with the Boys and Girls Clubs of Springfield received
funding from the United States Department of Education to establish and operate four Community Learning Centers. These sites
were located at: Matheny Elementary School, McClernand Elementary School, Jefferson Middle School, and Springfield High
School. In the Spring of 2003, sites were added at Feitshans-Edison Magnet School, Harvard Park Elementary School and
Wanless Elementary School through funding from IL State Board of Education. In May 2004 funding from the United States
54
Department of Education ended, closing sites at Springfield High School, Jefferson Middle School and Matheny and McClernand
Elementary Schools. However, Matheny was able to continue operation with carry over funds and Jefferson and McClernand,
along with Enos and Graham Elementary Schools were funded through the IL State Board of Education in July of 2004.
These after-school programs fulfill the Educational, Health, Social Service, Cultural, and Recreational needs of our children in
each site. In addition, they also provide a safe place during after-school hours while contributing to Academic Enrichment, LifeSkills, and Social Competency Skills Training. Programs begin in September and run throughout the school year, with individual
calendars for each site. Programs begin after school dismisses at each site and typically operate until approximately 6:00 p.m.
Students of elementary and middle school age who attend the schools named as 21st Century Community Learning Centers and
their families are eligible to participate in the program. All eight sites are open to both students and adults.
Girl Scouts to provide PAVE program for 3rd – 5th grade students
P.A.V.E. the Way is an anti-violence education program through the Land of Lincoln Girl Scouts. Girls are often challenged and
face situations that relate to violence in our world. This program addresses issues girls deal with today such as: stress and anger
management, conflict resolution, cliques, bullies, and self-esteem. This program is delivered to girls in collaboration with schools
(during the school day), social service agencies, summer park programs, and church organizations to assist in their socioemotional well-being. P.A.V.E. the Way has expanded the program to reach girls and young women who have come in contact
or are incarcerated at the Sangamon County Juvenile Detention Center and Lincoln Correctional Center. Girl Scouts, Land of
Lincoln Council was awarded a one-year grant, Girl Scouting in Detention Centers, made available by Girl Scouts of the
U.S.A. The goal is to reach high-risk girls and provide them with tools to help enhance positive outlooks/values, acquire critical
thinking skills, gain higher self-esteem, identify healthy vs. unhealthy relationships, and to gain a stronger sense of cultural
differences.
Horace Mann Insurance to provide financial support for technology needs
Horace Mann Insurance Company provided Harvard Park Elementary School with $4000.00 to be used in the purchase of
technology needs for the building. More updated technology accessories were bought to enhance the computer lab at the school
so that all learners could benefit form the generous gift.
Foster Grandparents to provide grandparents who serve as tutors
Harvard Park is one of seven schools in the District to participate in the Foster Grandparent program. This program provides
lower income senior citizens with the opportunity to be an active member of society by assisting children to achieve academic,
social and emotional goals. Through mentoring, Foster Grandparents help children develop the skills, confidence, and strength
to achieve a brighter, more productive future.
Girls on the Run
The partnership promotes the education and preparation of our fourth grade girls for a lifetime of self-respect and healthy
living. Girls on the Run is a non-profit prevention program that encourages preteen girls to develop self-respect and healthy
55
lifestyles through running. The curricula address all aspects of girls' development - their physical, emotional, mental, social and
spiritual well-being. Girls on the Run International (GOTRI) is the parent organization of more than 100 Girls on the Run councils
across the United States and Canada. GOTRI establishes, trains and supports a network of community-level councils with local
volunteers. The volunteers serve as role models to the girls through coaching the 12-week, 24 lesson curricula. The curriculum is
delivered in these areas through after-school programs, recreation centers and other non-profit settings.
Ball Foundation
The Ball Springfield Partnership is a collaborative endeavor between District 186, the Ball Foundation, and the Springfield
Education Association that began in 1992. The Partnership supports and extends the implementation of continuous
improvement models in school and the central office. The Ball Foundation Education Initiatives is a reform support organization
committed to increasing student achievement by promoting systemic change in K-12 school districts. This partnership promotes
a focus on literacy and a strong commitment to build the capacity of all adults in the system to be leaders and learners so that
successful changes can be sustained. Harvard Park has been in collaboration with the Ball Foundation since 1993.
Focus on Results
Harvard Park School has been a part of Focus on Results training for two years beginning in the Fall of 03. Our Instructional
Leadership Team meets with the Focus trainers approximately one time per month. The information learned is then presented to
entire staff. The goal is to make measurable, lasting improvements in student performance, school leadership and decisionmaking, and professional development. As part of Cohort #1 we continue to develop our ILT, participate in walkthroughs and a
promising practice market fair, and continue to explore looking at assignments and student work.
Communication of the School Improvement Plan/Progress
Stakeholders
What is reported?
Standards &
Benchmarks, Learner
Parents & Stakeholders outcomes, results of
assessment measuring
student attainment of
outcomes, District
policies, SLT minutes
and agenda
How is it reported?
Parent Handbook,
School Report Card,
Building Newsletters,
PTO Newsletters,
Classroom Newsletters,
PTO meetings,
Conferences
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When is it reported?
Weekly newsletter,
assessment data sent
home when received,
school report card, SIP
annually shared with
parents at leadership
and parent meetings
Who is responsible?
Director of Research,
Development, and
Assessment; Director of
School Improvement;
Curriculum
Coordinators,
Classroom teachers,
Principals, Design
Teams, SLT Leader
Stakeholders
Students
Staff
School Board
What is reported?
Assessment data,
standards and
benchmarks, district
policy classroom news,
daily news, discipline
expectations
All Assessment results,
Best practice
information,
demographic data,
outcomes, standards,
and expectations, SLT
decision/discussions
and minutes and
agendas
ITBS, ISAT, MAS
assessment data,
demographics,
outcomes, standards,
and expectations
School Reports, ISAT
data, Demographics
Media/Community
How is it reported?
When is it reported?
Individual test results
student report cards,
newsletters,
handbooks,
announcements
Throughout the school
year as needed.
During inservice
activities, monthly
faculty meetings,
scheduled committee
meetings, e-mail, staff
bulletins, newsletters
Throughout the school
year as needed.
Who is responsible?
Teachers, Principal
Director of Research,
Development, and
Assessment; Director of
School Improvement;
Curriculum
Coordinators,
Classroom teachers,
Principals, Design
Teams, SLT Leader
Reports relative to
ITBS--June
Director of Research,
assessment results are ISAT--October
Development, and
made at school board
Demographics--October Assessment; Director of
meetings, written
Outcomes--Throughout School Improvement;
reports are included in
the school year
Curriculum
board packets
Coordinators,
State Journal Register, Throughout the school
Coordinator of
Radio, TV, School
year and at bimonthly
community relations;
Report Card, Reports at school board meetings
Director of Research,
School Board Meetings
Development, and
Assessment; Director of
School Improvement
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Stakeholders
External Support
Providers
What is reported?
Assessment data,
School Improvement
Plan
How is it reported?
When is it reported?
Charts and reports
related to assessment
data is shared, Peer
Review Process
Throughout the school
year
Who is responsible?
Director of Research,
Development, and
Assessment; Director of
School Improvement;
Curriculum
Coordinators, School
Improvement Coaches
8.3 Communication of SIP Progress
The school improvement plan and progress in the plan will be communicated to the Harvard Park Elementary School
community and the parents in the following ways:
 Newsletters sent from the office
 Standards based report card
 School report card published in the newspaper
 Channel 22
 School web site
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8.4 ROLE OF FAMILY/COMMUNITY IN THE ACTION PLAN (5.0)
Activity #5 Parent and Family Involvement
– Family literacy nights, muffins with mom, donuts with dad,
parent book study
Continued during
the school years
Parent Educator,
Classroom and support
teachers, Principal and
Asst. Principal
Attendance at activities
Title I Foods, paper
supplies,
and books/journals @
$2000.00 total
____________________________________________
_
Scientific research base (5.6)—1998 ISBE 14 Best
Practices in Reading: Families, communities, and
schools collaborate to support literacy development of
students at home and school.
Within the action plan family involvement activities have been included. Specific plans include family activities to discuss our
focus, data, and expectations with parents. Each month, Harvard Park has some type of activity, from direct conversations
promoting our focus to activities that promote quality family time. Our activities are also arranged to meet a variety of time
needs. Some activities are scheduled for before school, some during the lunchtime, and some in the early evening. Above is
the section in the action plan that includes parent and family involvement
Monthly activities are as follows:
August 25, 2004
September 16, 2004
October 15, 2004
November 10, 2004
December 14, 2004
January 25, 2005
February 15, 2005
March 2, 2005
April 20, 2005
May 24, 2005
Meet the teacher night and ice cream social
Muffins with moms
Family night
Donuts with Dads
Winter Musical
Family Night
Muffins with Moms
ISAT 101-Parent Information Luncheon
Donuts with Dads
Family Cookout
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The majority of these activities focus on the school’s target goal of expanding current modes of responding to print instruction,
emphasizing strategies for increased student achievement. The parent educator funded through Title 1 funds facilitates and
enhances parental involvement and home-based practices to assist in student achievement. These components will continue for
the duration of the plan.
8.5 ROLE OF FAMILY/COMMUNITY IN SUPPORT OF STUDENT LEARNING
All parents at Harvard Park Elementary School are encouraged to participate in their child’s educational program. Parents are
encouraged to participate in early intervention programs and adult educational opportunities.
Parents shall be provided:
A) School performance profiles through the state mandated School Report Card, published in the newspaper and also sent
home.
B) Their child’s individual student assessment results, including an interpretation of such results, state standards and the direct
learning goal.
C) A description and explanation of the ISAT tests used at the school, the forms of assessment used to measure student
progress and the proficiency levels students are expected to meet.
In November, parents schedule a conference with their child’s teacher to discuss and share student progress. At that time the
Harvard Park Elementary School Compact will be discussed and signed. The Compact contains duties of the Principal,
Students, Parent/Guardian, and Teacher that are necessary and must be carried out in order that the child succeed in meeting
the challenging academic standards that all students are expected to master.
8.6 PROCEDURES/PRACTICES/COMPACTS
We believe in the importance of parent involvement. We also know that research indicates that parent involvement is not
necessarily attendance at a one-time parent event. Rather,
Parent involvement comes in many forms. Our parents sign a compact (Title I requirement). This compact serves as a contract
for not only parents, but staff and students as well.
We know that this alone will not increase parent involvement. We believe that it will also take the school reaching out to our
families and making them feel comfortable in the school setting.
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Springfield Public School District 186 Parent Involvement Policy
All district staff shall encourage parents to participate in their child’s educational program as outlined in the school/parent
compact.
All staff shall encourage parents to participate in early intervention programs, as well as intercessions, which are offered
as part of our balanced calendar, and adult educational opportunities. Brochures and pamphlets explaining these
programs shall be made available. Information shall also be made available through weekly school newsletters.
A meeting or meetings shall be convened annually to provide parents information on Title I, report evaluation findings and
to revise the school-level policy and the school/parent compact so that it promotes more specifically the improvement of
student academic achievement.
A meeting or meetings shall be convened in the spring to involve parents in decisions regarding how Title I funds are to be
spent. Funds for parent activities shall be included in the Title I budget. Additional consultation shall be ongoing and
continue throughout the fiscal year.
Parents shall be provided:

School performance profiles, the school policy, and the parent/school compact.

Their child’s individual student assessment results, including an interpretation of such results, the state goals for learning, and
the district learner outcomes.
A description and explanation of the curriculum in use at the school, the forms of assessment used to measure student progress
and the proficiency levels students are expected to meet.
Parents shall have at least one scheduled conference to share student progress and the school parent compact. Upon request,
transportation shall be provided. Frequent reports and reasonable access to staff shall be available to parents.
The Title I program plan, if not satisfactory to parents must include any parent comments. Parent suggestions and concerns
shall receive timely responses.
The district shall provide parents the needed training and opportunities to promote school-family partnerships that will help all
students to succeed in meeting the challenging academic standards that all students are expected to master through
newsletters, pamphlets, brochures and meetings.
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All staff shall have opportunities for staff development, which will enhance school/parent communication.
District shall develop appropriate roles for community-based organizations and businesses. When appropriate, parents may
participate in the staff development.
District shall develop appropriate roles for community-based organizations and businesses to participate in the education of all
children, (i.e. incentive programs, assemblies, field trips, enrichment programs during intercession, etc.).
All staff shall encourage parents to participate in early intervention programs, as well as, intercessions, which are offered as part
of our balanced calendar and adult educational opportunities.
9.0 Support Systems
9.1 INTERNAL DISTRICT SUPPORT
Springfield Public School District #186 has a comprehensive system of support in place to support the implementation of our
goals and activities. All of the following contribute to a supportive school structure for our school such as providing professional
development training, data analysis, and in the design and implementation of quality instruction:
9.1 INTERNAL DISTRICT SUPPORT
Springfield Public School District #186 has a comprehensive system of support in place to support the implementation of our
goals and activities. The following District personnel contribute to a supportive school structure for our school.
District directors of business, communications & marketing, finance, federal programs, human resources, instruction,
LEAD’s project, operations & maintenance, school improvement, District special education, and technology personnel
provide vital information to support our school. Budget information, public relations, building operations, personnel, technology
support, special education services and technology support are important to our daily operations.
Other District personnel such as Curriculum coordinators for language arts, mathematics, science, health, social science,
physical education, and the arts as well as Teacher instructional leaders in language arts provide District classes on scientifically
based research programs and best practices. Teachers are encouraged to participate in these classes with curricular rate
reimbursement. The curriculum coordinators also provide information regarding the alignment of standards and benchmarks to
the curriculum as well as specific professional development, modeling, and/or mentoring, use of promising practices and book
studies.
62
Within the building the principal, Resource teachers (i.e., reading, Reading Recovery, Title I and special education),
Literacy team provide ongoing guidance in accordance with the school’s focus. The Harvard Park Literacy team meets
regularly to refine building literacy goals and evaluate their effectiveness. The principal, resource teachers, and reading teachers
help to plan and implement professional development to promote our focus of responding to text.
Student Assistance Program
The Student Assistance Program provides prevention education to students and staff. The program focuses on alcohol, tobacco,
drug and violence prevention. In addition to the prevention component, the program enhances student achievement through
education and interventions involving life skills, problem solving, positive choices and personal responsibility. Education based
support groups are available for students wishing to work with peer groups. School wide activities and classroom presentations
are also an important part of the program. The S.A.P. seeks to assist students in a manner that allows them to redirect attention
toward education and a successful experience at school.
Through education, skill development, and prevention, the S.A.P. strives to promote healthy, drug free students. Our SAP person
works with the staff and students on a full time basis, with the salary being paid for by Title I.
Title I parent educator
The Parent Educator is a full time position paid for by Title I monies. The Parent Educator provides a link between home and
school. Each month activities are planned to encourage parent participation.
Building site leadership team and design teams
The leadership team meets bi-monthly to promote teaching and learning within the building. Specific topics include Title I
budget, planning the professional development, communicating the focus, looking at data to support the focus. The primary role
is to help lead the school’s effort at supporting the improvement of teaching and learning. The ILT makes decisions about the
school’s instructional program and leads and monitors the implementation of a sound instructional focus.
Language arts and mathematics building facilitators
The facilitators are an important part of sharing information about language arts and mathematics with building personnel. These
people are key to serving on ILT, participate in the delivery of professional development, promote book studies, and are
considered an in-building expert. Regularly scheduled meetings are held with the Math and Reading Department to support and
enrich curriculum content, pedagogy, and promising practices.
Support from Springfield Education Association (SEA) and Springfield Principals’ Association (SPA)
These two associations continue to support the personnel within the building as well as the building focus, school improvement
action plan, and professional development plan. SEA membership is made up of approximately 1100 educators. SEA states as
one of their goals: To foster and support positive, professional relationships within a collaborative culture that enables all
63
stakeholders in a school community to address the critical issues that impact student achievement. SEA leadership has been
actively involved as participants in the Focus on Results trainings, serving on and facilitating leadership teams.
Springfield Public Schools Foundation
This non-for-profit organization supports District 186 in its effort to provide students with high quality education experiences.
The Foundation has contributed over $800,000 to District schools for special projects that include science fairs, artist-inresidency programs, library books, fine arts activities and outdoor education studies. Another aspect of the Foundation is that
teachers are encouraged to apply for classroom grants for special projects for up to $1000. The Foundation was established in
1981.
PBIS
The goal of PBIS is to identify and enhance knowledge about, and practical demonstration of, school-wide PBIS practices,
systems and outcomes and to develop, conduct and evaluate technical assistance and dissemination efforts that allow evidencebased practices to be implemented on a large scale with high durability and effectiveness. Harvard Park staff has utilized the
PBIS model for the last four years.
9.2 EXTERNAL SUPPORT
Boys and Girls Club and District 186 to provide 21st Century before and after school program
In the Spring of 2001, Springfield Public School District 186 in collaboration with the Boys and Girls Clubs of Springfield received
funding from the United States Department of Education to establish and operate four Community Learning Centers. These sites
were located at: Matheny Elementary School, McClernand Elementary School, Jefferson Middle School, and Springfield High
School. In the Spring of 2003, sites were added at Feitshans-Edison Magnet School, Harvard Park Elementary School and
Wanless Elementary School through funding from IL State Board of Education. In May 2004 funding from the United States
Department of Education ended, closing sites at Springfield High School, Jefferson Middle School and Matheny and McClernand
Elementary Schools. However, Matheny was able to continue operation with carry over funds and Jefferson and McClernand,
along with Enos and Graham Elementary Schools were funded through the IL State Board of Education in July of 2004.
These after-school programs fulfill the Educational, Health, Social Service, Cultural, and Recreational needs of our children in
each site. In addition, they also provide a safe place during after-school hours while contributing to Academic Enrichment, LifeSkills, and Social Competency Skills Training. Programs begin in September and run throughout the school year, with individual
calendars for each site. Programs begin after school dismisses at each site and typically operate until approximately 6:00 p.m.
Students of elementary and middle school age who attend the schools named as 21st Century Community Learning Centers and
their families are eligible to participate in the program. All eight sites are open to both students and adults.
64
Girl Scouts to provide PAVE program for 3rd – 5th grade students
P.A.V.E. the Way is an anti-violence education program through the Land of Lincoln Girl Scouts. Girls are often challenged and
face situations that relate to violence in our world. This program addresses issues girls deal with today such as: stress and anger
management, conflict resolution, cliques, bullies, and self-esteem. This program is delivered to girls in collaboration with schools
(during the school day), social service agencies, summer park programs, and church organizations to assist in their socioemotional well-being. P.A.V.E. the Way has expanded the program to reach girls and young women who have come in contact
or are incarcerated at the Sangamon County Juvenile Detention Center and Lincoln Correctional Center. Girl Scouts, Land of
Lincoln Council was awarded a one-year grant, Girl Scouting in Detention Centers, made available by Girl Scouts of the
U.S.A. The goal is to reach high-risk girls and provide them with tools to help enhance positive outlooks/values, acquire critical
thinking skills, gain higher self-esteem, identify healthy vs. unhealthy relationships, and to gain a stronger sense of cultural
differences.
Horace Mann Insurance to provide financial support for technology needs
Horace Mann Insurance Company provided Harvard Park Elementary School with $4000.00 to be used in the purchase of
technology needs for the building. More updated technology accessories were bought to enhance the computer lab at the school
so that all learners could benefit form the generous gift.
Foster Grandparents to provide grandparents who serve as tutors
Harvard Park is one of seven schools in the District to participate in the Foster Grandparent program. This program provides
lower income senior citizens with the opportunity to be an active member of society by assisting children to achieve academic,
social and emotional goals. Through mentoring, Foster Grandparents help children develop the skills, confidence, and strength
to achieve a brighter, more productive future.
Girls on the Run
The partnership promotes the education and preparation of our fourth grade girls for a lifetime of self-respect and healthy
living. Girls on the Run is a non-profit prevention program that encourages preteen girls to develop self-respect and healthy
lifestyles through running. The curricula address all aspects of girls' development - their physical, emotional, mental, social and
spiritual well-being. Girls on the Run International (GOTRI) is the parent organization of more than 100 Girls on the Run councils
across the United States and Canada. GOTRI establishes, trains and supports a network of community-level councils with local
volunteers. The volunteers serve as role models to the girls through coaching the 12-week, 24 lesson curricula. The curriculum is
delivered in these areas through after-school programs, recreation centers and other non-profit settings.
Ball Foundation
The Ball Springfield Partnership is a collaborative endeavor between District 186, the Ball Foundation, and the Springfield
Education Association that began in 1992. The Partnership supports and extends the implementation of continuous
improvement models in school and the central office. The Ball Foundation Education Initiatives is a reform support organization
65
committed to increasing student achievement by promoting systemic change in K-12 school districts. This partnership promotes
a focus on literacy and a strong commitment to build the capacity of all adults in the system to be leaders and learners so that
successful changes can be sustained. Harvard Park has been in collaboration with the Ball Foundation since 1993.
Focus on Results
Harvard Park School has been a part of Focus on Results training for two years beginning in the Fall of 03. Our Instructional
Leadership Team meets with the Focus trainers approximately one time per month. The information learned is then presented to
entire staff. The goal is to make measurable, lasting improvements in student performance, school leadership and decisionmaking, and professional development. As part of Cohort #1 we continue to develop our ILT, participate in walkthroughs and a
promising practice market fair, and continue to explore looking at assignments and student work.
Certain external supports maintain a written agreement for services rendered such as Ball Foundation for Focus On Results,
University of Illinois, and Boys and girls Club. Others are in kind service providers such as Horace Mann, Girl Scouts of America,
and foster grandparents.
10.0 Review, Monitoring, and Revision Processes
The School Improvement Plan is not a static document, rather an ongoing process that is monitored and revised throughout the
course of each school year. Time is used during school improvement in-service days, faculty meetings, grade level meetings,
Site and Instructional Leadership Team meetings to monitor and revise the School Improvement Plan. Review of annual state,
district and school assessment data drives the instructional focus for the school, the development of action plans including
strategies and activities, the family and community involvement activities, and the professional development plans for each
school year. Following is the process that will be used during the 2004-2005 school year. The same process will be completed
in the 2005-2006 and 2006-2007 school years as the necessary state, local, and school assessment data becomes available.
10.1 DISTRICT PEER REVIEW PROCESS
Starting in school year 2004-2005, the District Peer Review Process for Springfield Public School District #186 schools in
academic early warning or watch status will occur within 45days of the school’s deadline to submit their School Improvement
Plans to The Springfield Board of Education. Each school will be responsible to submit an electronic copy of their revised School
Improvement Plan to the Director of School Improvement. The Director of School Improvement will attach an addendum
detailing the District’s expectation for removing the school from the warning or watch school improvement status. The Director of
School Improvement will oversee the District Peer Review Team and the process to review the School Improvement Plans.
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Springfield Public School District Peer Review Schedule for 2004-2005
Date
Time
Location
Floor Conference Room
1900 West Monroe
nd
2 Floor Conference Room
1900 West Monroe
nd
2 Floor Conference Room
1900 West Monroe
2
February 1, 2005
2:00-5:00 PM
February 3, 2005
2:00-5:00 PM
February 15, 2005
2:00-5:00 PM
nd
The District Peer Review team consists of the Deputy Superintendent of Schools, the Director of School Improvement, and
representatives from the Springfield Principals’ Association and the Department of Instruction. The December 2004 ISBE School
Improvement Plan Rubric will used by the District Peer Review Team to review the School Improvement Plans submitted. Once
all School Improvement Plans have been reviewed, the Deputy Superintendent of Schools and the Director of School
Improvement will submit them to the Springfield Board of Education for approval no later than March 1, 2005.
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10.2 MONITORING PROGRESS OF THE PLAN
What is Monitored?
AYP Performance Targets
State, local and school level
assessment data
School Improvement Plan (SIP)
Action Plans
SIP Professional Development
Plans
Evidence of Student Achievement
Family & Community Involvement
Persons Responsible
Director of School Improvement,
Principals, School Improvement
Coaches, Teachers,
Site/Instructional Leadership Team
members,
Families
Director of School Improvement,
Principals, School Improvement
Coaches, Teachers,
Site/Instructional Leadership Team
members,
Families
Principals, School Improvement
Coaches, Teachers,
Site/Instructional Leadership Team
members
Principals, School Improvement
Coaches, Teachers,
Site/Instructional Leadership Team
members,
Principals, Teachers, Families
When Is It Monitored?
Upon receipt of the Illinois School
Report Card
How Is It Monitored?
During principals’ meetings with the
Director of School Improvement,
Site/Instructional team meetings,
faculty meetings, PTA/PTO/PTC
meetings
Throughout the school year as
assessment data becomes available
During school improvement inservice days, grade level meetings,
faculty meetings, and
Site/Instructional Team meetings,
PTA/PTO/PTC meetings
Quarterly
Principals, Teachers, Families,
Community Members
Throughout the course of the school
year as family and community
involvement activities occur
During school improvement inservice days, grade level meetings,
faculty meetings, and
Site/Instructional Team meetings
During school improvement inservice days, grade level meetings,
faculty meetings, and
Site/Instructional Team meetings
Weekly/Monthly classroom
assessments/ quarterly grade
reports, mid-quarter progress
reports, building Walk Throughs
During school improvement inservice days, faculty meetings,
Site/Instructional Team meetings,
PTA/PTO/PTC meetings, Title I
meetings
Bi-Annually
Quarterly
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10.3 REVISION OF THE PLAN
School Improvement Plan Revision Process
What is Revised?
School Improvement
Plan
(SIP)
Persons Responsible
Principals, School
Improvement Coaches,
Teachers, Site/Instructional
Leadership Team members
When Is It Revised?
Throughout the school year
SIP Action Plans
Principals, School
Improvement Coaches,
Teachers, Site/Instructional
Leadership Team members
Throughout the school year
Family & Community
Involvement
Principals, Teachers,
Families, Community
Members
Throughout the school year
SIP Professional
Development Plans
Principals, School
Improvement Coaches,
Teachers, Site/Instructional
Leadership Team members,
Throughout the school year
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How is It Revised?
The Site/Instructional Leadership Team reviews the SIP annually
to determine if changes, additions, deletions need to be made in
the school demographic data, school & community characteristics,
state, local, and school assessment data, program support,
instructional strategies & activities, professional development,
parent, community involvement, etc. This is accomplished during
school improvement in-service days, faculty meetings, and
Site/Instructional Team meetings
Revision of SIP action plans occurs after annual state, local and
school level data is reviewed as a part of the school improvement
planning process. This is done during school improvement inservice days, grade level meetings, faculty meetings, and
Site/Instructional Team meetings
Revision of the Family & Community Involvement activities occurs
as a part of the revision of the SIP Action Plan as well as the
revision of the Family & Community Involvement section of the
School Improvement Plan.
After the annual SIP Action Plans are developed, revisions are
made to the annual Professional Development Plan so that it is in
alignment to supporting the instructional strategies and activities in
the SIP Action Plan. These revisions are done during school
improvement in-service days, faculty meetings, and
Site/Instructional Team meetings
Addendum to the 2005-2007 School Improvement Plans
Springfield Public School District #186
Expectations for Improving Student Performance and Removing Schools from
the Academic Early Warning List and the Academic Watch List
The expectations of Springfield Public School District #186 for our AEWL and AWL schools are
based in research coupled with the Districts’ promising practices, which have resulted in
improved student performance. These best practices include:
School Improvement Plans that are written in accordance with the guidelines set forth by the
Illinois State Board of Education.
Demographic, academic, and school assessment data analyzed annually to determine an
instructional focus in reading &/or mathematics and to monitor progress in student
performance.
Writing Instructional Action Plans detailing the instructional focus in reading &/or mathematics
and the specific activities needed to improve student performance.
Aligning each school’s Professional Development Plan to the Instructional Action Plan
including principal participation in Interest Groups and their completion of linkage statements to
show evidence of the extension of PD as ongoing and supported.
Conducting Family/Community Involvement activities to support of student learning.
Inclusion of special education teachers in all professional development designed to improve
instruction and the academic achievement of students.
Participation of teaching staff in Standards Training and the implementation of our standards
based curriculum.
Participation of teaching staff in A Framework for Understanding Poverty training.
Reading First Schools will implement the new reading curriculum, use instructional coaches
and assess their student progress using DIBELS, ISEL and 1st Grade DRA.
At elementary and middle schools, a balanced 3-block literacy curriculum will be taught which
includes reader’s workshop, writer’s workshop, and word study. At high schools, literacy
instruction includes reading, writing, and vocabulary across the curriculum.
Implementation of the District identified mathematics curriculum for all grade levels.
Schools are expected to use academic assessment data to identify students not meeting
reading and mathematics learning standards. These students should receive targeted
instruction to meet their identified needs.
Schools participating in the Focus on Results Professional Development Training will have
Instructional Leadership Teams, develop an instructional focus, participate in and implement
the PD, and conduct school Walk Throughs to monitor student progress.
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