Peoria Heights

Grade School

500 East Glen Avenue

Peoria Heights,

Illinois 61616

School Improvement Plan, School Year

2008-2009

Peoria Heights Grade School

500 East Glen Avenue

Peoria Heights, Illinois 61616

School Improvement Plan, School Year 2008-2009

School Mission Statement

It is the Mission of Peoria Heights Grade School to provide a safe, positive, and healthy school environment by maintaining a growing and evolving learning atmosphere that will motivate, challenge, and prepare students for their future. This will be attained by delivering carefully structured learning opportunities within a diverse curriculum, and by fostering social programs for student growth that reflect the combined efforts of all elements of the community of Peoria Heights. The school environment will be characterized by a high degree of student achievement, mutual respect, cooperation, communication, and personal responsibility.

Section #1

Demographic Information:

A. General Information – Peoria Heights Grade School is the single Peoria Heights elementary school serving students in grades PreK through Grade 8. The Village of Peoria Heights, population approximately 7500, is surrounded on three sides by the city of Peoria, and on the fourth side by the Illinois River. The community is “land locked”, with no possibility of future community land growth expansion. There is very strong community identity and pride. Community residents are proud of their schools and recognize them as a strong element of community identity. Village residents have strongly fought previous attempts to consolidate their schools with those in Peoria. There is diversity in village resident wealth, from very low, to very high, within the confines of a comparatively small geographic area. There are a substantial number of retired and elderly residents in the community, who are very supportive of our efforts to educate children in this community. There is predominantly light manufacturing, business – commercial and residential property in the community which contributes to the tax base which supports the community schools. The loss of some industry in the community and negative tax multipliers placed on much residential property in the community in the 1980’s, led to a financial realignment of the delivery of many district educational services. Overall, district curriculum is both diversified and strong, despite financial constraints that burden most school districts. Curriculum and extracurricular offerings effectively meets the needs of an evolving and gradually growing community and student population. That student population is predominantly white, with a sprinkling of minority students in the two district schools. Many students who graduate from district schools stay in or return to this community to raise their families. Many of the social / societal problems which plague Peoria city schools near Peoria Heights, including violence, gang involvement, drug use, the presence of weapons, etc., are virtually non-existent in Peoria Heights schools. There is a strong degree of faculty-staff support for district schools. Many employees and school board members are former students. Employee turnover is minimal. Some faculty positions were eliminated at the end of the FY 04 school year, to reduce district operating expenses and maintain an effort to keep a balanced school budget. There is a positive working relationship between the schools and village government, who are involved in and support our educational programs. Peoria Heights is a small, close knit community, with small town flavor, though surrounded by an urban community population. School district spirit and pride and community spirit and pride complement each other.

B. Attendance – Our school attendance rate is normally high. For school year 2007 – 2008 the average attendance rate for the then elementary school was 93.6%. Parents generally recognize the importance of student attendance and require children to be in attendance at school. Teachers conference with the parents of any students whose attendance may be negatively effecting their academic performance, as does the school office, to encourage parents to establish attendance at school as a family priority. Average attendance rates for prior school years are as follows:

2002-2003 – 94.8% Attendance Rate

2003-2004 – 94.7% Attendance Rate

2004-2005 – 94.3% Attendance Rate

2005-2006 – 94.8% Attendance Rate

2006-2007 – 94.3% Attendance Rate

2007-2008 – 93.6% Attendance Rate

C. Truancy – Our school truancy rate is most often 0% or usually less than 3%. The relatively stable percent is attributed to more intensified identification, reporting, and follow–up of suspected truants by school and local police department personnel. Teachers will immediately report to the school office the names of any students whose absences are questioned. Our school works with the Peoria County R.O.E. truancy unit, “TARGET”, who provides assistance in truancy follow-up. Assistance is also offered through the Peoria Heights Police Department’s police liaison officer who makes personal contact with parents of suspected truants. The Village of Peoria Heights enforces Village Ordinance # 1149, which may levy a fine against parents ranging from $60 to $500 per day for each day that a child is truant from school. The school district benefits from the support provided by the agencies that work with us to stop truancy of students.

2002-2003 – 0.7% Chronic Truant Rate

2003-2004 – 1.7% Chronic Truant Rate

2004-2005 – 0.8% Chronic Truancy Rate

2005-2006 – 0.5% Chronic Truant Rate

2006-2007 – 0.7% Chronic Truancy Rate

2007-2008 – 2.0% Chronic Truancy Rate

D. Mobility – Student mobility is a problem in this community that impacts our school. Our school attendance area contains much rental property. There is a steady change of renters with children. One especially large apartment complex just off Galena Road accounts for numbers of students who move into and out of this community each year. Some rental property, as it becomes available on the real estate market, is purchased and becomes a permanently owned family dwelling. Many prior students of Peoria Heights Schools who grew up in this community, are now moving back into the community to raise their families here. Our hope is that the mobility rate will decline in the future as younger families move into and stay in this community. Residential property in Peoria Heights has held a strong market value, and new families are drawn to the community by the school district. The mobility rate decline is partially a reflection of a desire to live in the community, and a desire of families to have children attend Heights Grade School. The prior school year mobility rates are as follows:

2002-2003 (122 students) = 20.5% Mobility Rate

2003-2004 (115 students) = 18.2% Mobility Rate

2004-2005 (85 students) = 14.1% Mobility Rate

2005-2006 (83 students) = 14.1% Mobility Rate

2006-2007 (113 students) = 20.4% Mobility Rate

2007-2008 (117 students) = 20.2% Mobility Rate

E. Retention – Students are retained as recommendations are made by the classroom teachers. The rate of student retentions is generally low. Teachers are skilled at identifying areas of student academic need early. They then aggressively address that need and are, in most cases, able to improve the student’s skill level to a level that warrants promotion. Often, students retained are transfer students who come in at a point in the school year with skills that are inadequate to the point that we cannot correct them prior to the end of the school year, warranting a retention. Retentions are experienced mostly in grades K-3. Retention rates for prior school years are as follows:

2002-2003 = 6 of 595 students = 1.00%

2003-2004 = 15 of 631 students = 2.3%

2004-2005 = 14 of 596 students = 2.3%

2005-2006 = 15 of 631 students = 2.4%

2006-2007 = 19 of 598 students = 3.1%

2007-2008 = 16 of 583 students = 2.7%

F. Expulsion Rate –A small number of students have been expelled from Peoria Heights Grade School.

2002-2003 = 3 students = .0050%

2003-2004 = 3 students = .0047%

2004-2005 = 0 students = .0000%

2005-2006 = 3 students = .0016%

2006-2007 = 1 students = .0017%

2007-2008 = 0 students = .0000%

Section #2:

Achievement of Fundamental Learning Areas

Scholastic Testing Services provides comprehensive assessment testing of all students in grades K-11 to determine their degree of mastery of the Illinois Learning Standards in all Fundamental Learning areas. Based on most current data collected from this testing, (a group standard attainment percentage of 70% or less), during the 2007-2008 school year, the following standards based goals are identified for intensified instruction to students during the 2008-2009 school year to promote better mastery of the standard, and are also identified for teacher review for revision of methodology used to teach the concept at the current grade level of testing:

Peoria Heights Grade School, Community Unit District #325

Grade K - Mathematics State Goal #6, #8 (Refine teaching concept at Grade K)

Grade 1 - Language Arts State Goal #4 (Refine teaching concept at Grade K)

Grade 1 – Mathematics State Goal #6, #7, #8, #10 (Refine teaching concept at Grade K)

Grade 1 – Science State Goal #13 (Refine teaching concept at Grade K)

Grade 1 – Social Studies State Goal #14, #15, #16, (Refine concept teaching at Grade K)

Grade 1 – Physical Development & Health Goals # 19, (Refine concept teaching at Grade K)

Grade 1 – Fine Arts State Goal 325, #26, #27 (Refine teaching concept at Grade K)

Grade 2 - Language Arts State Goal NONE (Refine teaching concept at Grade 1)

Grade 2 – Mathematics State Goal NONE (Refine teaching concept at Grade 1)

Grade 2 – Science State Goal NONE (Refine teaching concept at Grade 1)

Grade 2 – Social Studies State Goal NONE (Refine concept teaching at Grade 1)

Grade 2 – Physical Development & Health Goal #!9, #20, #22, #23, #24, (Refine concept teaching at Grade 1)

Grade 2 – Fine Arts State Goal #25, #26, #27 (Refine teaching concept at Grade 1)

Grade 3 - Language Arts State Goal #2 #4, #5 (Refine teaching concept at Grade 2)

Grade 3 – Mathematics State Goal #6, #7, #8, #9, #10 (Refine teaching concept at Grade 2)

Grade 3 – Science State Goal #11, #12, #13 (Refine teaching concept at Grade 2)

Grade 3 – Social Studies State Goal #14, #15, #16, #18 (Refine concept teaching at Grade 2)

Grade 3 – Physical Development & Health Goal NONE, (Refine concept teaching at Grade 2)

Grade 3 – Fine Arts State Goal #25, #26, #27 (Refine teaching concept at Grade 2)

Grade 4 – Language Arts State Goal !1, #2, #4, #5 (Refine concept teaching at Grade 3)

Grade 4 – Mathematics State Goal #6, #7, #8, #9, #10 (Refine concept teaching at Grade 3)

Grade 4 – Science State Goals # 11, #12, #13 (Refine concept teaching at Grade 3)

Grade 4 – Social Studies State Goal #14, #15, #16, #17, #18 (Refine concept teaching at Grade 3)

Grade 4 – Physical Development & Health Goals # 19, #20, #22, #23 (Refine concept

teaching at Grade 3)

Grade 4 – Fine Arts State Goal #25, #26, #27 (Refine teaching concept at Grade 3)

Grade 5 – Language Arts Goals # 1, #2, #3, #5 (Refine teaching concept at Grade 4)

Grade 5 – Mathematics State Goals #6, #7, #8, #10 (Refine concept teaching at Grade 4)

Grade 5 – Science State Goals NONE (Refine concept teaching at Grade 4)

Grade 5 – Social Studies State Goal #14, #15, #16 (Refine concept teaching at Grade 4)

Grade 5 – Physical Development & Health Goals #20, #22, #23 (Refine concept

teaching at Grade 4)

Grade 5 – Fine Arts State Goal #26, #27 (Refine teaching concept at Grade 4)

Grade 6 – Language Arts Goals # 1, #2, #3, #4, #5 (Refine teaching concept at Grade 5)

Grade 6 – Mathematics State Goal #6, #7, #8, #9, #10 (Refine concept teaching at Grade 5)

Grade 6 – Science State Goals #12, #13 (Refine concept teaching at Grade 5)

Grade 6 – Social Studies State Goals #14, #15, #16, #17, #18 (Refine teaching concept at Grade 5)

Grade 6 –Health & Physical Development Goal #19, #20, #22, #23, #24 (Refine teaching concept at Grade 5)

Grade 6 – Fine Arts State Goal #25, #26, #27 (Refine teaching concept at Grade 5)

Grade 7 – Language Arts State Goals#2, #4, (Refine concept teaching at Grade 6)

Grade 7 – Mathematics State Goals #6, #7, #8, #9, #10 (Refine concept teaching at Grade 6)

Grade 7 – Science State Goals NONE (Refine concept teaching at Grade 6)

Grade 7 – Social Studies Goal #14, #15, #16, (Refine concept teaching at Grade 6)

Grade 7 –Health & Physical Development Goal #19, #21, #23, #24 (Refine concept teaching at Grade 6)

Grade 7 – Fine Arts State Goal #26, #27 (Refine concept teaching at Grade 6)

Grade 8 – Language Arts State Goals NONE (Refine concept teaching at Grade 7)

Grade 8 – Mathematics State Goals #9, #10 (Refine concept teaching at Grade 7)

Grade 8 – Science State Goals NONE (Refine concept teaching at Grade 7)

Grade 8 – Social Studies Goal #14, #15, #16 (Refine concept teaching at Grade 7)

Grade 8 –Health & Physical Development Goal NONE (Refine concept teaching at Grade 7)

Grade 8 – Fine Arts State Goal #25, #26, #27 (Refine concept teaching at Grade 7)

For each of the above goals identified as not achieved the teachers will:

a. Review all available STS data regarding student achievement of goals and student responses to specific test prompts correlated to those goals not achieved.

b. Reinforce the teaching of textbook material correlated to those goals.

c. Meet with fellow teachers at your grade level to conference with and share information, materials, teaching techniques, resources information, etc., to assist in student goal mastery.

d. Provide the teachers with staff development opportunities to strengthen their subject area knowledge and teaching methods employed in those subject areas identified

e. Supplement, as needed, textbook material with teacher secured and/or created materials to provide student practice or additional study opportunities that will lead to goals skill mastery.

f. Determine the cost of any specialized supplies and/or materials needed to enhance goal achievement, and discuss securing these items with the building principal.

g. Develop instruments and/or methods to assess for attainment of skills mastery after six weeks and twelve weeks of instruction.

h. Re-teach for greater skills mastery as need is indicated by administered assessments.

Note: See “Results Analysis and School Improvement Activities Report”, 2007 -2008 STS Achievement Testing Data Grade Level Summaries. Targets reflect identified academic areas of intervention to improve mastery of state goals by Heights Grade School students.

Areas of successes include:

1. Curriculum refinements have been made in all subject areas.

2. The student-teacher ratio is low in most classrooms. (Increase at grades 4, 5, and 6)

3. Textbook updates are ongoing, reflecting current educational thought and trend.

4. Curriculum alignment and refinements to achievement by all students of the Illinois Learning Standards continues.

5. Teachers receive ongoing Professional Development training to enhance teaching skills.

6. Multiple, varied assessment instruments are being even further refined for classroom performance reference use.

7. Character Education is being stressed and utilized as a means of improving the overall school behavioral climate.

8. The school is better accessing local community resources as a means of enhancing classroom educational offerings, and overall, higher academic expectations of and performance by students are being achieved.

9. The school is participating in a number of joint, cooperative educational efforts with other school districts in our Educational Region area. Steady academic gains in virtually all core subject academic areas are being realized.

10. Students benefit from access to a modern educational environment, more conducive to student comfort and learning.

11. Student availability to technology has been enhanced with enhanced use of high speed, instantaneous on-line access at Peoria Heights Grade School.

12. Library / Media Center materials for student use are being upgraded continually.

The district and school has taken a proactive role to promote the participation of community residents in school activities, to increase their involvement and pride in Peoria Heights Public Schools.

13. A formal K-8 “Writing Curriculum” has resulted in a more uniform approach across classrooms to promote student mastery of writing skills.

14. The Response to Intervention initiative (RTI) has been implemented and full training of all teachers toi best utilize RTI services is in progress as the program is implemented and refined.

For each of the above goals identified as not achieved at the 70% (65% in School year 06-07) or more target, the teachers will:

a. Review all available STS data regarding student achievement of goals and student responses to specific test prompts correlated to those goals not achieved.

b. Reinforce the teaching of textbook material correlated to those goals.

c. Meet with fellow teachers at your grade level to conference with and share information, materials, teaching techniques, resources information, etc., that will assist in the student mastery of those goals.

d. Provide the teachers with staff development opportunities to strengthen their subject area knowledge and teaching methods employed in those subject areas identified.

e. Supplement, as needed, textbook material with teacher secured and/or created materials to provide student practice or additional study opportunities that will lead to goals skill mastery.

f. Determine the cost of any specialized supplies and/or materials needed to enhance goal achievement, and discuss securing these items with the building principal.

g. Develop instruments and/or methods to assess for attainment of skills mastery after six weeks and twelve weeks of instruction.

h. Re-teach for greater skills mastery as need is indicated via evaluation of administered assessments.

Note:

See “Results Analysis and School Improvement Activities Report”, 2006 -2007 STS Achievement Testing Data Grade Level Summaries, attached.

Section #3:

State Assessment Results Information

Our staff feels it important to note that ISAT scores for Peoria Heights Grade School are unfavorably affected by student mobility and by the state mandate that special education student scores on those tests be included as all school scores are reported for IGAP/ISAT testing. Much of our small school population is composed of students receiving special education services at ISAT test grade levels. Accommodations designated by the state to allow those students to participate in ISAT testing do not always yield valid test scores. A significant number of invalid student scores, factored into an already small student population being tested, will yield skewed school test score results that may well be an inaccurate indication of learning that is taking place in the school. Though we test all available students who are here for testing during the testing dates, AYP numbers driven by percentages of students tested within each sub-category, can unfairly place a school’s educational intent and progress in question when the 95% students tested figure may not be met, and not be met by reasons beyond the control of the school. Mobility also becomes a factor of concern as students come to attend our school in mid school year from outside our school district. These are primarily students from low income families, and are often underachievers because of a poor framework of schooling support they are exposed to in the home environment. These moves happen often after Winter Break, with children entering our school in January. Within several weeks these students, in a single classroom grade level, sometimes with as few as 15-20 students, take STS Achievement Tests in February, and ISAT tests in April with little, or sometimes no preparation to do so received from our school. We sometimes have had one third of the total student enrollment at our school in a single grade level ISAT testing, be Special Education students with limited abilities. These students should be tested, but their scores should not be averaged with those of the general student population for ISAT score reporting purposes. They should be collected and examined separately as a unique student population with unique, varying ability levels and educational needs.

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ISAT Test Score Summary Interpretation: 2007-2008 Testing

Grade 3: Total Students in Grade = 69 (100%)

IEP students represented in report = 4 = (0%)

Non IEP students represented in report = 69 (100%)

IEP students not participating in testing = 0 (0.0%)

Unscored = 0 students (0%)

Fewer than 10 students with IEPs – No Data Reported

Grade 4: Total Students in Grade = 67 (100%)

IEP students represented in report = 7 = (0%)*

Non IEP students represented in report = 60(90%)

IEP students not participating in testing = 0 (0%)

Unscored = 0 students (0%)

*Fewer than 10 students with IEPs – No Data Reported

Grade 5: Total Students in Grade = 58 (100%)

IEP students represented in report = 9 = (0%)*

Non IEP students represented in report = 49 (84%)

IEP students not participating in testing = 0 (0%)

Unscored = 0 students (0%)

*Fewer than 10 students with IEPs – No Data Reported

Grade 6: Total Students in Grade = 65 (100%)

IEP students represented in report = 5 = (0%)*

Non IEP students represented in report = 60(92%)

IEP students not participating in testing = 0 (0%)

Unscored = 0 students (0%)

*Fewer than 10 students with IEPs – No Data Reported

Grade 7: Total Students in Grade = 67 (100%)*

IEP students represented in report = 7 = (0%)

Non IEP students represented in report = 60 (90%)

IEP students not participating in testing = 0 (0%)

Unscored = 0 students (0%)

*Fewer than 10 students with IEPs – No Data Reported

Grade 8: Total Students in Grade = 50 (100%)

IEP students represented in report = 10 (21%)*

Non IEP students represented in report = 40 (80%)

IEP students not participating in testing = 0 (0%)

Unscored = 0 students (0%)

*Fewer than 10 students with IEPs – No Data Reported

ISAT test scores for Peoria Heights Grade School at grades 3, 4, 5, 7, and 8 were generally comparable to those of students performing across the state of Illinois. Peoria Heights Grade School School continues to average about 25% of students tested, as special education, IEP, students among all students represented in test scores from taken state ISAT tests at the Grades 3, 4, 5, 7, and 8. Scores were significantly higher for non-IEP students in most subject areas of testing at all ISAT testing grades. Score gains and declines are compared to prior school year ISAT test data. There is limited score availability in grade levels where there are fewer than ten special education, IEP students, hampering our efforts to address the needs of these children.

61 % of all students in Grade 3 met or exceeded Reading Standards (a .1% increase)

85% of all students in Grade 3 met or exceeded Mathematics Standards (a 11 % increase)

No data was available for IEP students

51 % of all students in Grade 4 met or exceeded Reading Standards (an 8% decrease)

65% of all students in Grade 4 met or exceeded Mathematics Standards (a 9% decrease)

63% of all students in Grade 4 met or exceeded Science Standards (a 9% decrease)

No data was available for IEP students

63% of all students in Grade 5 met or exceeded Reading Standards (a .2% increase)

83% of all students in Grade 5 met or exceeded Mathematics Standards (an 1% increase)

No data was available for IEP students

82 % of all students in Grade 6 met or exceeded Reading Standards (a 19% increase)

89% of all students in Grade 6 met or exceeded Mathematics Standards (a 3% increase)

No data was available for IEP students

88 % of all students in Grade 7 met or exceeded Reading Standards (a 6% increase)

80% of all students in Grade 7 met or exceeded Mathematics Standards (a 1% increase)

79% of all students in Grade 7 met or exceeded Science Standards

No data was available for IEP students

83% of all students in Grade 8 met or exceeded Reading Standards (a 6% decrease)

76% of all students in Grade 8 met or exceeded Mathematics Standards (5% increase)

41% of all IEP students in Grade 8 met or exceeded Reading Standards (13% decrease)

45% of all IEP students in Grade 8 met or exceeded Mathematics Standards (a 22% increase)

State provided grade level Performance Profiles for grades 3, 4, 5, 7 and 8 were reviewed by school administration and teachers, with the following facts and implications identified:

Reading, Grade 3 Avg. # of correct responses

Vocab Development 4.1(st4.3) Target

Reading Strategies 2.9(st3.1) Target

Reading Comprehension 14.7(st16.5) Target

Literature 7.8(st8.8) Target

Math, Grade 3

Number Sense 14.4(st15.2) Target

Measurement 7.4(st8.3) Target

Algebra 5.5(st5.6) Target

Geometry 8.6(st9.9) Target

Data Analysis, Statistics, Probability 6.5(st6.7) Target

Writing, Grade 3

Focus 0.0(st0.0) No Testing

Support 0.0(st0.0) No Testing

Organization 0.0(st0.0) No Testing

Conventions 0.0(st0.0) No Testing

Integration 0.0(st0.0) No Testing

Total 0.0(st0.0) No Testing

Reading, Grade 4 Avg. # of correct responses

Vocab Development 3.8(st4.9) Target

Reading Strategies 3.6(st4.0) Target

Reading Comprehension 13.7(st16.4) Target

Literature 6.2(st7.3) Target

Math, Grade 4

Number Sense 12.6(st15.0) Target

Measurement 5.8(st7.2) Target

Algebra 4.5(st5.4) Target

Geometry 8.0(st9.5) Target

Data Analysis, Statistics, Probability 5.7(st6.4) Target

Science Grade 4

Science Inquiry & Tech Design 8.7(st10.1) Target

Life & Environmental Sciences 9.5(st10.2) Target

Matter, Energy, Forces 7.0(st7.7) Target

Earth and Space Sciences 8.9(st9.6) Target

Safety, Practices of Science, Measurement 8.0(st9.3) Target

Technology/Science/Society

Reading, Grade 5 Avg. # of correct responses

Vocab Development 4.3(st4.3)

Reading Strategies 2.5(st2.6) Target

Reading Comprehension 17.8(st18.0) Target

Literature 9.2(st9.6) Target

Math, Grade 5

Number Sense 11.6(st12.0) Target

Measurement 4.9(st5.6) Target

Algebra 8.7(st9.5) Target

Geometry 8.5(st8.3)

Data Analysis, Statistics, Probability 5.5(st5.7) Target

Writing, Grade 5

Data Available – Spring 2008 Data (Most Recent) – Percent of students scoring 4-6 range

Focus 84(st86) Target

Support 56(st47) Overall: % Meeting or exceeding state standard:

Organization 57(st48) School – 58 State - 50

Conventions Target

Integration 58(st50)

Reading, Grade 6 Avg. # of correct responses

Vocab Development 4.3(st4.6) Target

Reading Strategies 2.4(st2.5) Target

Reading Comprehension 17.9(st18.8) Target

Literature 8.5(st19.3) Target

Math, Grade 6

Number Sense 10.2(st10.0)

Measurement 7.3(st7.5) Target

Algebra 11.1(st11.4) Target

Geometry 8.5(st8.4)

Data Analysis, Statistics, Probability 5.7(st6.0) Target

Reading, Grade 7 Avg. # of correct responses

Vocab Development 4.9(st4.6)

Reading Strategies 3.2(st3.0)

Reading Comprehension 19.1(st17.6)

Literature 9.9(st9.1)

Math, Grade 7

Number Sense 6.2(st7.2) Target

Measurement 5.7(st6.2) Target

Algebra 8.4(st10.1) Target

Geometry 8.5(st8.7) Target

Data Analysis, Statistics, Probability 6.2(st6.8) Target

Science Grade 7

Science Inquiry & Tech Design 9.6(st9.3)

Life & Environmental Sciences 11.4(st10.2)

Matter, Energy, Forces 9.7(st9.3)

Earth and Space Sciences 9.7(st8.6)

Safety, Practices of Science, Measurement 9.2(st9.0)

Technology/Science/Society

Physical Development & Health Grade 7

NO 2008 Data Available – 2004 Data (Most Recent)

Physical Development 56(st58) Target

Health 62(st61)

Fine Arts Grade 7

NO 2008 Data Available – 2004 Data (Most Recent)

Sensory, Organizational Expressive qualities 67(st65)

Similarities, connections, distinctions 75(st64)

Process tools, technologies 64(st62)

Art function in history and society 62(st62)

How arts shape history and society 50(st49)

Dance 67(st66)

Drama / Theater 78(st70)

Music 50(st53) Target

Visual Arts 64(st59) Target

Reading, Grade 8 Avg. # of correct responses

Vocab Development 3.6(st3.5)

Reading Strategies 4.0(st3.6)

Reading Comprehension 20.0(st18.6)

Literature 10.9(st10.3)

Math, Grade 8

Number Sense 8.5(st8.2)

Measurement 4.7(st4.4)

Algebra 10.8(st10.5)

Geometry 8.0(st7.9)

Data Analysis, Statistics, Probability 7.1(st6.6)

Writing, Grade 8 - Persuasive

Data Available – Spring 2008 Data (Most Recent) – Percent of students scoring 4-6 range

Focus 80(st80)

Support 67(st56) Overall: % Meeting or exceeding state standard:

Organization 69(st56) School – 79 State - 63

Conventions Target

Integration 71(st58)

Writing, Grade 8 - Narrative

Data Available – Spring 2008 Data (Most Recent) – Percent of students scoring 4-6 range

Focus 75(st69)

Support 85(st69) Overall: % Meeting or exceeding state standard:

Organization 75(st65) School – 79 State - 63

Conventions Target

Integration 75(st68)

This report identifies only areas targeted for intensified teaching efforts for improvement during the 2008-2009 school year. School achievement data is compared to the “state average” (st) score achieved statewide. Underlined sections are targets for improvement via our school’s “School Improvement Plan” for the 2008-2009 school year, with underlining and bold facing indicating highest priority need. For a more thorough explanation of all factors contributing to school scores, or an analysis of all available scores data, in all subject areas, at all district schools, discuss scores with the school principal and see scores summary information available from the school principal’s office.

* Important Note:

A significant number of reported Grade 3, 4, 5, 7, and 8 scores are from Special Education students tested. Some of these students do not attend schools in our district, yet their scores are reported to be included with those of our district schools. The Special Education student IEP does not provide for, nor does the student’s performance ability level allow the child to master many subject skills that will enable them to perform well on state IGAP tests. Students are tested as mandated by state law, with their scores sometimes significantly impacting overall classroom averages in the grade levels of these Special Education students. Classroom average scores on these tests, excluding participating Special Education students, are reported by the state to be significantly higher.

1. All Fine Arts is identified for continued intensified teaching efforts in the 2008-2009 school year. This is a continuation of efforts started in the 1999-2000 School Improvement Plan. Peoria Heights Grade School scores in Fine Arts are at or up to 11% above all state average test scores in Fine Arts.

2. All Physical Development and Health goals are identified for continued intensified teaching efforts at all grade levels in the 2008-2009 school year.

3. Grade 2, 4, 5, 6, 7, and Grade 8 Mathematics, in all sub-test areas, is a heavy target of emphasis for the 2008-2009 school year.

4. Grade 4, 5, 6, and 7 Social Studies, in all sub-test areas, is a heavy target of emphasis for the 2008-2009 school year.

Note:

You may reference STS Illinois Standards Achievement Test, Performance Profile, Standards Analysis, and Participation Summary sheets and available, upon request, ISAT Testing Data Summaries are for school year 2007-2008.

Section #4:

Factors Contributing to Underachievement by Students

a. Student Mobility – Student Mobility is a factor we contend with each school year which negatively impacts the performance of many of our students. Yearly mobility rate ranges from a low of 20% to a high of 30% each school year. We often see some children in our school who have been in as many as three to four schools in the same school year.

b. Poor family Support or Involvement – Many parents are poorly prepared with basic parenting skills. Single parent families, grandparents assuming parenting responsibilities for grandchildren, open hostility within families, economic needs of families requiring one or more parents to hold down multiple jobs, latchkey children, etc., are all factors which negatively impact the desire or ability of parents to adequately support their children’s educational efforts.

c. Behavioral Problems – Some students exhibit behavioral problems which hamper their learning. Behavioral expectations at school are not always reinforced in the home, resulting in open student defiance of authority figures, including parents and teachers at school.

d. Transfer Students Coming from Out of State to Illinois – Students transfer into our schools at time with skills far below those of their fellow students who have received years of schooling in Illinois. These students have difficulty in “catching up” and “keeping up” at times with their fellow students. We also question at times if some students we receive may have been simply “socially promoted”.

e. Student Emotional Problems – Many of our students carry into the school emotional problems that negatively impact learning. Family divorce situations, alcoholism and drug abuse by parents, etc., all effect student achievement.

f. Classroom Overcrowding – We have seen a slight decrease in student enrollments in grade K. We now have larger classes in grades 4, 5, and 6 as well. Larger class numbers equates to less instructional assistance time the teacher has to spend with each individual child. This has been partially alleviated via the use of available district “Class Reduction Grant Funds” for the 2007-2008 school year.

g. Overcrowded Teaching Schedule – Teachers have too much to teach to students and too little time to do it in. Their daily schedules are packed, requiring them to prioritize what they teach. Expectations are for them to achieve more and more with students each year. This expectation contributes to teacher stress and burnout, negatively effecting teacher and student achievement performance.

h. Access to Technology – Great strides have been made in providing more technology to teachers for their use with students in the classroom, but more needs to be done. The primary prohibitive factor is equipment cost, and limited access to funds has resulted in the loss of full-time availability to a technology coordinator readily available to assist teachers and administrators.

i. Teacher Training – Providing more teacher training to enable teachers to most efficiently use available technology is needed. Time slots currently used to achieve this are too few and too short. Our teachers have greatly varying degrees of skill and comfort in the use of technology, making it difficult to meet the needs of everyone via district technology training sessions offered.

j. Textbooks – Providing ready student access to the most current textbooks and textbook support materials is a costly proposition that we fight yearly. Textbooks are rotated and replaced as needed, but our school district is forced, due to financial constraints, to sometimes use textbook series longer than would normally be advised. Supplemental publisher products, including workbooks, software, manipulatives, etc., are also quite costly. Their access for use in the classroom to enhance teaching is a secondary, additional major textbook expense. The current state allocated “Free Textbook” dollars provide some help, but represent only a small portion of the total dollars our district spends on textbooks yearly. Having greater access to needed funds for textbooks would definitely benefit our school’s educational program as a whole.

k. A significant number of students who receive educational services qualify to receive Title I remedial reading intervention services. These students must receive Title I and any other needed supplemental educational services that they require to empower them to be successful in the achievement of mastery of the Illinois Learning Standards. This School Improvement Plan recognizes the need to implement Title I services in a way that maximizes the broadest amount of benefit to the maximum number of students receiving remedial reading instructional intervention. Title I services will complement the overall potential of all our teachers and their students to realize the achievement of Illinois Learning Standard goals in the future.

Section #5:

Measurable Goals for Improving the Educational Program and Student Performance.

1. Goal: Improve student and teacher use of the school media center and technology to enhance learning. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal: Teachers at all grade levels will use the library to teach important student skills, such as alphabetizing, the Dewey Decimal System, use of the card catalog, research methodologies, etc.

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: No cost is anticipated, unless a stipend is provided to teachers or the school librarian for any additional training hours that may be required to better familiarize teachers with media center use procedures.

iv. Professional Development Activities: Teachers will meet with the media center teacher to develop a procedure and coordinate efforts to better utilize media center facilities. Teachers may attend workshops or training sessions to better familiarize themselves with the skills they need to promote effective media center use by students.

Process Monitoring and Plan Revision: Teachers will monitor their frequency of use of the media center and will revise classroom curriculum offerings to promote use of and increase student’s knowledge of the school media center.

2. Goal: Promote a sense of student responsibility and school and community pride. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal:

Establish a teacher committee to develop a “Pride in Peoria Heights Community History” unit to implement at classroom grades 1-6.

Educate students about community unique identity.

Identify community service activities for student involvement.

Incorporate teaching student responsibility lesson units in the classroom curriculum.

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: $350

iv. Professional Development Activities: No need anticipated.

v. Process Monitoring and Plan Revision: Committee will review achievement of goal progress monthly and revise activities as is needed to facilitate achievement of the goals.

3. Goal: Develop new and refine existing policies and procedures to provide for and safeguard the welfare of all people visiting, working at, or attending Peoria Heights Grade School . (Continuation from school year 07)

i. Measurable Steps Taken to Achieve Goal: Develop and refine policies that will ensure the safety of everyone at all times at Peoria Heights Grade School. Purchase defibrillator units for public access use at PHGS.

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: Any expense incurred will be taken care of via Life–Safety funds or will be paid for via available district dollars.

iv. Professional Development Activities: Project requirements will be outlined to teachers at a teacher meeting where a committee will be appointed to see this project through to completion. Administrative assistance will be provided as is needed. Training for defibrillator use and CPR will be provided by Red Cross certified trainers to all district employees.

v. Process Monitoring and Plan Revision: Ongoing by committee, reflecting input from all building personnel and school parents.

4. Goal: Better align individual classroom units of instruction to reflect and promote the achievement of the Illinois Learning Standards and local district learning objectives. (Continuation of activities continued and developed from school year 06)

i. Measurable Steps Taken to Achieve Goal: Develop daily lesson plans and activities which are correlated to the Illinois Goals for learning and district learning objectives

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: No cost is anticipated. Teacher early release or planning time may be used for this activity. A pay stipend may be provided if activities require teacher time beyond normal school hours.

iv. Professional Development Activities: Project requirements will be outlined to teachers at a teacher meeting. Administrative assistance will be provided as is needed. Textbook, publisher provided content correlations will be utilized by teachers completing this teacher planning activity.

v. Process Monitoring and Plan Revision: Teacher plan books will be collected and reviewed weekly to monitor teacher compliance with the correlation development.

5. Goal: Improve student behaviors, conflict resolution skills, and self-esteem. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal:

Refine and expand a school-wide positive behaviors and rewards program to recognize students and improve positive peer relationships. Provide opportunities to train teachers in ways to improve student self esteem. Inform parents of school efforts to improve student behaviors and self esteem and encourage them to support those efforts in the home environment.

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: $500

iv. Professional Development Activities: Teacher training in methodology that may be employed to improve student self esteem.

v. Process Monitoring and Plan Revision: Track incidents of student misbehavior to assess intervention plan success. Consult with school administration and teachers to track / assess indicated gains in students successfully maintaining positive peer relationships and having a more positive self-image.

6. Goal: Empower teachers to better utilize available assessment data, and develop new local assessment instruments, to enhance their instructional efforts in the classroom. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal:

Train teachers on the efficient analysis and utilization of available testing data to improve their curriculum and classroom teaching / planning efforts.

ii. Activities Timeline: Training completed by April 1^st, with a goal of having teachers use in May, data secured from March testing, as planning for the 2004-2005 school year begins.

iii. Activities Budget: $500 for supplies and speaker presentation fees.

iv. Professional Development Activities: Scholastic Testing Services representatives will conduct teacher training to give teachers the needed data review and application skills.

v. Process Monitoring and Plan Revision: Assess success of teacher training and their effective use of available assessment data via teacher surveys and interviews.

7. Goal: Refine local goals for learning at all grade levels for all subject areas. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal:

Review current local goals for learning.

Establish procedure for updating local goals for learning, involving both teacher and administrative input.

Correlate local goals for learning to the Illinois Learning Standards ( Identify as ILS goal or supplemental educational goal).

ii. Activities Timeline: Ongoing during the school year, with a target completion date for all goal revision completed by May 1^st.

iii. Activities Budget: Paid with available School Improvement Grant fund dollars, supplemented with local district dollars as needed.

iv. Professional Development Activities: No need anticipated.

v. Process Monitoring and Plan Revision: Distribute newly revised goals to all teachers for their examination and use in curriculum and classroom activities planning and development.

8. Goal: Teachers will share student performance data and classroom observations with fellow teachers at the next grade level who are receiving those students for the next school year of instruction. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal: Teachers will meet with fellow teachers yearly, prior to the beginning of the new school year, to share student assessment data and general classroom information with each other to utilize in planning units of instruction..

ii. Activities Timeline: Meetings will be held between May 1 and the first full day of student attendance in August for the new school year.

iii. Activities Budget: No cost is anticipated.

iv. Professional Development Activities: Teachers will share with each other ways they plan to utilize the information gained, that all teachers may benefit from the ideas of their colleagues. The STS company will provide training to district teachers on the interpretation and use of yearly administered achievement tests for students.

v. Process Monitoring and Plan Revision: Administration will monitor, through a review of each classroom’s lesson plans, teacher compliance to teaching the school curriculum at each grade level.

9. Goal: Promote better student attendance (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal: Teachers will monitor student attendance carefully, and will notify the building principal of any suspected truancy, which will be reported to appropriate agencies for their follow-up and intervention.

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: No cost is anticipated.

iv. Professional Development Activities: Teachers will maintain ongoing communication with the school administration and the local police department and will use their assistance to intervene early with any suspected student truancy cases.

v. Process Monitoring and Plan Revision: Administration will monitor, via teacher contacts and a review of attendance records at each grade level, and follow-up with agency referral, any suspected cases of student truancy.

10. Goal: Prepare students for future careers in society by teaching, providing, and instilling appropriate “life-long career awareness and choice opportunities/options” within each child at each grade level, K-8. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal: A committee will be appointed to determine the best way to achieve the stated goal, select materials to be used by teachers, determine program costs, and develop a program implementation timeline for the school.

ii. Activities Timeline: Refine the careers awareness curriculum components, first initiated in FY2002, and continue implementing any newly adopted career activities in classroom curriculums.

iii. Activities Budget: A review will be conducted of available “career education” units of instruction and classroom materials which are currently on the market and available for purchase and use. Costs are not expected to be prohibitive, dependent upon available grant dollars used to fund in-district teacher training sessions. An expenditure of no more than $600 is anticipated.

iv. Professional Development Activities: Teachers may attend workshops to inform them of how they may, acting individually within their classrooms, and working cooperatively as part of a school family group, best utilize available career education materials.

v. Process Monitoring and Plan Revision: Teachers will be surveyed to assess the degree of satisfaction with district provided training and/or informational career education materials.

11. Goal: Continue implement and refinement of the RTI Program and team that will work with teachers and families to address issues interfering with the ability of the students to participate and achieve in the mastery of educational goals and to promote student welfare and success. (Implementation Year 09)

i. Measurable Steps Taken to Achieve Goal: Train RTI team members and educate all employees of their role in RTI. Implement a school-wide team of trained RTI professionals, supported by knowledgeable teachers who will identify and refer students who are at risk, and provide resources to assist the students in overcoming whatever education related issues they may have brought to school.

ii. Activities Timeline: Ongoing during the school year.

iii. Activities Budget: Anticipated costs may be provided for through available funding via the ROE or other grant related sources.

iv. Professional Development Activities: RTI team members will oversee staff development, supported by local ROE and SEAPCo RTI training workshops. RTI team members and teachers will attend available trainings / workshops. RTI team members will conduct training on a regular basis to discuss referrals and intervention plans.

v. Process Monitoring and Plan Revision: Track referrals from teachers, parents, and other students, as well as reasons for these referrals. Track intervention strategies. Track parent involvement (See: ISBE Year End Report, FY 08). RTI team meets on a regular basis to review and revise strategies, forms, and interventions.

12. Goal: Increase student extracurricular activities participation opportunities to develop student positive socialization skills and involvement in school-sponsored activities. (Continuation from school year 08)

i. Measurable Steps Taken to Achieve Goal:

Assess / survey student interest in a variety of student extracurricular activities.

Identify community resources to utilize to provide student extracurricular activity opportunities.

Identify those willing to serve as paid or volunteer sponsors for such activities.

Determine space availability and need to conduct such programs.

Institute extracurricular programs as interest, access to sponsors, program cost, and spatial considerations will allow.

ii. Activities Timeline: Ongoing during school year. A goal to implement and have three programs in place and functioning by January 1^st is established.

iii. Activities Budget: Will vary depending number of programs developed and on whether volunteer vs. paid services are secured to provide extracurricular programs. Exact cost determinations will be calculated as costs are incurred. Tentatively budget $500.

iv. Professional Development Activities: Need will vary depending upon access to skilled activities coordinators. Training will be provided as its need is identified or as program sponsors request access to training.

v. Process Monitoring and Plan Revision:

Are programs in place and operating to provide student services by target date?

How many students are participating in newly sponsored extracurricular activities?

What individual student and/or school benefits of newly created extracurricular activities can be identified?

Modify program offerings as participation, cost, and space warrants.

It is important to note that some of these goals cannot be fully attained by the end of the one-year duration of this school improvement plan. Great strides may be made toward goal achievement, but many goals identified will require ongoing, yearly effort to yield results that will positively impact the educational program. Some goals may be identified multiple years as important goals to address via the plan.

Section #6:

Annual Internal Quality Assurance Review (August 15, 2008)

1. Student Performance in Achieving:

i. State Goals for Learning - School curriculum is in the advanced stages of revision to best align daily teaching efforts to the Illinois Learning Standards. Local learning objectives which supplement Illinois Learning Standards reflect a recognition of and a direct attempt to address unique community needs and factors reflected in our community-school student population. Special instructional emphasis this school year is targeted top Mathematics and Science. Factors impacting learning include a high percent of low-income family students and a high degree of student mobility. Local assessment instruments, ISAT scores, and teacher classroom observations indicate steady, positive progress in raising school percentages of students attaining mastery of Illinois Learning Standards and local learning objectives. Assessment scores of Special Education, IEP, students completing this testing have been surprisingly high, considering special limitations and/or challenges these students experience. Teaching is effective and staff development activities are refining teacher skills and focusing teaching efforts to achieve desired goals at all grade levels. Learning progress is heavily impacted by a significant degree of or a lack of parent support, student mobility rate, classroom size in grades 4-6, and limited instructional contact time between the teacher and students during a school day, via an overcrowded curriculum. Providing needed teacher training opportunities also is important to achieving positive results via teaching, especially in the area of technology utilization. Teachers are dedicated, optimistic, and caring in meeting the academic, and also the emotional needs of their students. Progress and achievement is steady, positive, and goal driven. Teachers effectively utilize all available resources to enhance instruction, have refined curriculum offerings, and assess student mastery of skills by students with a variety of assessment instruments. Teaching efforts are continually redirected as needed. Student progress and achievement are a direct result of the carefully planned instructional efforts of skilled teachers who are dedicated to improving their skills and methodology. Achievement of goals with students is planned and deliberate.

ii. Illinois Learning Standards – See Comments Above

iii. Local Learning Objectives – See Comments Above

2. Areas of Needed Improvement

i. Train teachers to better develop and utilize local assessment data in curriculum planning and classroom instructional delivery.

ii. Promote better parent support of teacher efforts in the home.

iii. Plan, and provide needed teacher training and/or in-service opportunities in educational technology uses and applications.

iv. Train teachers to better assist students in overcoming obstacles in their lives that are interfering with the learning process.

v. Assist teachers in the process of coming into compliance with new Illinois State Teacher Certification requirements.

vi. Implement a positive behaviors, safe schools, positive conflict resolution program to reduce student incidences of confrontational behavior and promote a school environment more conducive to learning.

vii. Promote more effective teacher classroom support of the media center and computer lab facilities.

viii. Promote better student attendance.

ix. Promote Mathematics, Science, and Fine Arts learning opportunities for students.

x. Promote in-classroom Gifted Education offerings and participation

opportunities.

xi Incorporate RTI as a beneficial extension of the schools academic efforts to promote student welfare and success and a positive school environment.

3. Appropriate Changes to be Implemented:

i. Develop and utilize more effective local assessment instruments.

ii. Promote parent-teacher contact and cooperative efforts in the education of students.

iii. Organize, conduct, and evaluate teacher technology training workshops.

iv. Work with the Regional Office of Education to inform teachers of new re-certification requirements, and to assist teachers in coming into compliance with new State of Illinois Teacher Certification mandates.

v. Train teachers who will lead others in the development and implementation of a positive conduct, safe schools, no conflict, positive school environment program.

vi. Refine the support role of the Peoria Heights Police Department and the R.O.E.,“Target”, truancy office to reduce the frequency of truant students.

vii. Provide Fine Arts teacher training and student participation and learning opportunities to promote Mathematics, Science, and Fine Arts education in the classroom.

viii. Promote the activities of a SAFE Committee, to provide via teachers, assistance to students in overcoming obstacles to learning.

ix. Update computer lab and available technology for student reference and classroom use.

x. Establish RTI team and begin the delivery of RTI services

Section #7:

Annual Peoria Heights Grade School Staff Development Plan

(Training opportunities promoted during the 2008-2009 School Year):

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Note: Limited access to state funds have resulted in the reduction of the number or training sessions and/or workshops that teachers will be allowed to attend this school year. Teachers should carefully select those they elect to attend to maximize benefit that will be derived. As the budget financial concerns are better addressed, teacher opportunities to attend professional development activities will be increased.

Staff development opportunities will be afforded to all district teachers and administrators that will increase their professional expertise and enhance their professional performance in working with students and their fellow educators in achieving the mission and goals of Peoria Heights Grade School.

Teachers will be informed by school administration of available training sessions which they may pursue. All district policies regarding applying for and attending staff development training sessions will be observed.

Teachers should note and take advantage of those training opportunities that will assist them in meeting new / evolving teacher certification requirements outlined by the Illinois State Board of Education.

Based upon a review of all available, most current school achievement data, combined with input secured from building faculty and staff members and administration, the following staff development training opportunities are recommended for all Peoria Heights Grade School teachers to pursue during the 2008-2009 school year. Training opportunities may be provided via attending workshops, conferences, seminars, through in-district provided training, at the Two Rivers Professional Development Center, via university coursework, reading professional literature, visiting and observing other programs / classrooms in operation, or by conferencing with professional colleagues. Presentation topics that are recognized as valuable in strengthening the teacher’s classroom performance and providing maximum student benefit are activities related to:

Response to Intervention School Legal Issues / Employee Liability

Reading Comprehension Critical Thinking / Application Skills

Teaching Persuasive Writing Motivating Students

Teacher Certification Enhancing Personal Technology Skills

Library Facility Instructional Support Use Computer Lab Instructional Support Use

Student Intervention Strategies (Academic) Personality Types and Their Needs

Parent-Teacher Cooperative efforts School-Student-Personnel Safety

Integrating Fine Arts Into the Curriculum Illinois Alternative Assessment

Careers / Vocational Education Non-Traditional Career Options

Student Counseling Managing Combative Students

Utilizing Educational Technology First Aid Techniques

Mathematics (Teaching) Reinforcing Writing Skills (Narrative)

Geometry Challenges of Special Needs Students

Algebra Innovative Educational Strategies

Measurement Student Data Analysis

Curriculum Alignment to Learning Standards Effective Re-teaching of Students

Peoria Heights Public Schools, C.U.S.D.#325

District-Wide Parental Involvement Policy

PART I. GENERAL EXPECTATIONS

NOTE: Each district in its District-wide Parental Involvement Policy must establish the district’s expectations for parental involvement. [Section 1118(a)(2), ESEA.]

The Peoria Heights Public School District agrees to implement the following statutory requirements:

· The school district will put into operation programs, activities and procedures for the involvement of parents in all of its schools with Title I, Part A programs, consistent with section 1118 of the Elementary and Secondary Education Act (ESEA). Those programs, activities and procedures, including the process of school review and improvement under section 1116, will be planned and operated with meaningful consultation with parents of participating children.

· Consistent with section 1118, the school district will work with its schools to ensure that the required school-level parental involvement policies meet the requirements of section 1118(b) of the ESEA, and each include, as a component, a school-parent compact consistent with section 1118(d) of the ESEA.

· The school district will incorporate this district-wide parental involvement policy into its LEA plan developed under section 1112 of the ESEA. In carrying out the Title I, Part A parental involvement requirements, to the extent practicable, the school district and its schools will provide full opportunities for the participation of parents with limited English proficiency, parents with disabilities, and parents of migratory children, including providing information and school reports required under section 1111 of the ESEA in an understandable and uniform format and including alternative formats upon request and, to the extent practicable, in a language parents understand.

· If the LEA plan for Title I, Part A, developed under section 1112 of the ESEA, is not satisfactory to the parents of participating children, the school district will submit any parent comments with the plan when the school district submits the plan to the State Department of Education.

· The school district will involve the parents of children served in Title I, Part A schools in decisions about how the 1 percent of Title I, Part A funds reserved for parental involvement is spent, and will ensure that not less than 95 percent of the 1 percent reserved goes directly to the schools.

· The school district will provide such other reasonable support for parental involvement activities under section 1118 of the ESEA as the parents may request.

· The school district will be governed by the following statutory definition of parental involvement, and expects that its Title I schools will carry out programs, activities, and procedures in accordance with this definition:

Parental involvement means the participation of parents in regular, two-way, and meaningful communication involving student academic learning and other school activities, including ensuring—

(A) that parents play an integral role in assisting their child’s learning;

(B) that parents are encouraged to be actively involved in their child’seducation at school;

(C)that parents are full partners in their child’s education and are included, as appropriate, in decision-making and on advisory committees to assist in the education of their child;

(D the carrying out of other activities, such as those described in section 1118 of the ESEA.

PART II. DESCRIPTION OF HOW DISTRICT WILL IMPLEMENT REQUIRED DISTRICT-WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS

NOTE: The District-wide Parental Involvement Policy must include a description of how the district will implement or accomplish each of the following components. [Section 1118(a)(2), ESEA

1. The Peoria Heights Public School District will take the following actions to involve parents in the joint development of its district-wide parental involvement plan under section 1118 of the ESEA:

1. Establish screening procedures and entry criteria for students participating in the Title One Program

2. Notify each child's parents in a timely manner that the child has been selected to participate in Title One, and of the nature of program services that are available for the child to participate in and benefit from.

3. Secure written parental or guardian consent for student participation in the Title I program.

4. Notify each chi ld's parents of the object i ves of the Title I program and of any unique or individual Title 1 program objectives established for their child.

5. Periodically repor t to each child's parents or guardian, the child's progress in the Title I program.

6. Schedule conferences, as needed, for individual parents or teachers of participating Title students

7. Provide, when requested or deemed beneficial, materials and/or suggestions to parents, to help them promote the education of their children, and the mastery of important reading skills at home.

8. Solicit parent's suggestions in the planning, development, effective, delivery of services, and overall operation of the Title I program.

9. Consult with parents about how the school can work with parents to even better achieve Title I program objectives.

10. Open lines of communication with the home, to ensure that the needs, concerns, or opinions of parents are voiced and appropriately responded to .

11. Work to secure ongoing parent support of the Title I program, Its goals, course of skills study, and activities.

2. The Peoria Heights Public School District will take the following actions to involve parents in the process of school review and improvement under section 1116 of the ESEA:

(See #1 Above)

3. The Peoria Heights Public School District will provide the following necessary coordination, technical assistance, and other support to assist Title I, Part A schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance:

Title I technical support will be provided to facilitate students use of technology and reading comprehension student software that will enhance learning, promote reading comprehension skills, and will encourage student mastery of reading comprehension goals of the Illinois Learning Standards. Technical support will include access to the district Technology Coordinator and her services to expedite the use and maintenance of all Title I computers and computer peripherals.

4. The Peoria Heights Public School District will coordinate and integrate parental involvement strategies in Part A with parental involvement strategies under the following other programs: [Insert programs, such as: Head Start, Reading First, Early Reading First, Even Start, Parents As Teachers, Home Instruction Program for Preschool Youngsters, and state-operated preschool programs] by:

The Bright Futures Pre-School Program in District #325 is aware of Title I program goals of parent involvement outlined in the Title I Parent Information Hand Book, and supports program efforts to keep parents well informed and active participants in the delivery of services to Bright Futures preschool student. A parent-educator is employed within this program to facilitate the delivery of these informational services to parents.

5. The Peoria Heights Public School District will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of its Title I, Part A schools. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school district will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary (and with the involvement of parents), its parental involvement policies.

a. Parents will be encouraged to maintain open lines of communication with all Title 1 Personnel, including teachers and building administrators.

b. Title I personnel will meet with parents at times convenient to foster parent attendance.

c. Parents will be invited and encouraged to attend Title I meetings and conferences to discuss overall program concerns and their own child’s individual progress.

d. Parents will be surveyed about Title I program operations and Program offerings.

e. Survey results will be administrator compiled with results disseminated to all interested parties as well as to the Board of Education and parents.

6. The Peoria Heights Public School District will build school and parent capacity for strong parental involvement, in order to ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement through the following activities specifically described below:

A. The school district will, with the assistance of its Title I, Part A schools, provide assistance to parents of children served by the school district or school, as appropriate, in understanding topics such as the following, by undertaking the actions described in this paragraph --

· the state’s academic content standards,

· the state’s student academic achievement standards,

· the state and local academic assessments including alternate assessments,

· the requirements of Part A,

· how to monitor their child’s progress, and

· how to work with educators:

1. Interested parents will be invited to attend district sponsored training sessions.

2. Informational topics will be addressed and questions and concerns will be addressed at parent scheduled individual conferences and group meetings.

3. The school will help promote contact between the home and the Illinois State Board of education to secure informational literature, brochures, pamphlets, etc., that are available to serve as parent resources in better understanding the services available to assist their child via the Title I program service offerings.

B. The school district will, with the assistance of its schools, provide materials and training to help parents work with their children to improve their children’s academic achievement, such as literacy training, and using technology, as appropriate, to foster parental involvement, by:

1. The District will provide printed information to parents that will assist them in developing parenting skills that will enhance student success (Title I Parent Information Book)

C. The school district will, with the assistance of its schools and parents, educate its teachers, pupil services personnel, principals and other staff, in how to reach out to, communicate with, and work with parents as equal partners in the value and utility of contributions of parents, and in how to implement and coordinate parent programs and build ties between parents and schools, by:

1. The district will provide training opportunities to teachers that will enhance communication skills in dealing effectively with and informing parents.

2. The District will provide support printed information to teachers that will assist them in developing instructional teaching skills that will enhance student success.

D. The school district will, to the extent feasible and appropriate, coordinate and integrate parental involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program, public preschool, and other programs. The school will also conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children, by:

A Parent Information/Education Library is available for parent use for parents to research current topics of educational interest that may assist them in the raising / schooling of their child.

E. The school district will take the following actions to ensure that information related to the school and parent-programs, meetings, and other activities is sent to the parents of participating children in an understandable and uniform format, including alternative formats upon request, and, to the extent practicable, in a language the parents can understand:

Parents will be informed via personal contacts, notes home from teachers and administrators, and the Parent Newsletter available both in hard copy at the school office, via the mail, or online at the school website. Any special accommodations that need to be made for parents due to disability, religious, language, or cultural concerns will be addressed to facilitate timely and effective communication with the home.

PART III. DISCRETIONARY DISTRICT-WIDE PARENTAL INVOLVEMENT POLICY COMPONENTS

NOTE: The District-wide Parental Involvement Policy may include additional paragraphs listing and describing other discretionary activities that the school district, in consultation with its parents, chooses to undertake to build parents’ capacity for involvement in the school and school system to support their children’s academic achievement, such as the following discretionary activities listed under section 1118(e) of the ESEA:

· involving parents in the development of training for teachers, principals, and other educators to improve the effectiveness of that training;

· providing necessary literacy training for parents from Title I, Part A funds, if the school district has exhausted all other reasonably available sources of funding for that training;

· paying reasonable and necessary expenses associated with parental involvement activities, including transportation and child care costs, to enable parents to participate in school-related meetings and training sessions;

· training parents to enhance the involvement of other parents;

· arranging school meetings at a variety of times or conducting in-home conferences between teachers or other educators who work directly with participating children, arrange meetings with parents who are unable to attend conferences at school; in order to maximize parental involvement and participation in their children’s education;

· adopting and implementing model approaches to improving parental involvement;

· establishing a district-wide parent advisory council to provide advice on all matters related to parental involvement in Title I, Part A programs;

· developing appropriate roles for community-based organizations and businesses, including faith-based organizations, in parental involvement activities.

PART IV. ADOPTION

This District-wide Parental Involvement Policy has been developed jointly with, and reflects input of parents of children participating in Title I, Part A programs, district teachers, and district administration, as evidenced by meeting minutes of the Title I meetings conducted during the 2007-2008 school year, and as affirmed to by the building administrator.

This policy was adopted by Peoria Heights Grade School and will be in effect until the policy is rescinded, or until it is updated, or modified to reflect new federal program compliance mandates. The school district will distribute this policy to all parents of participating Title I, Part A children. This policy will be distributed to all parents as part of the PHGS Parent Student Handbook both distributed to families, and available on line at the district website at www.phcusd325.net (click on “Schools”, click on the “PHGS Photo”, click on “Information”, click on “Parent –Student Handbook”.

_______________________________ December 15, 2005

Gene Beltz, Principal, CUSD #325 Program Director

A copy of this School Improvement Plan is available in the principals’ office. The listed faculty and staff have members have had the opportunity to provide input, and have reviewed the plan:

NAME Date NAME Date

____________________ _____________ ____________________ ______________

This plan was filed with the

“Two Rivers Professional Development Center” on

_________________________ (Date), by ____________________________, Principal,

_________________________ (Date), by ____________________________, Superintendent,

Peoria Heights Grade School, Peoria Heights, Illinois

To : All Faculty & Staff members From: Mr. Beltz 1-08-09

The PHGS School Improvement Plan for 2008–2009, (First Draft), is now available for your review. The final plan must be filed with the ROE, Two Rivers Professional Development Center, ASAP.

Miss Reichert will be giving you instructions on how and where to access and view this plan via the district server. Please review the plan ASAP, and copy any sections you desire or the entire plan if you wish.

I need any suggestion (IN WRITING) for SIP revisions, additions, and/or deletions, to me no later than January 23^rd. I will work to incorporate your suggestions in the second REVISED copy you will have the opportunity to view.

By February 1, 2009, I will place the hard copy of the final plan outside my office in a white binder. Please sign the sign off page at the front of the plan to indicate you have reviewed the plan and have had the opportunity to provide input, See me with any questions.

Thanks!! GB

To : All Faculty & Staff members From: Mr. Beltz 1-08-09

The PHGS School Improvement Plan for 2008–2009, (First Draft), is now available for your review. The final plan must be filed with the ROE, Two Rivers Professional Development Center, ASAP.

Thanks!! GB