East Elementary Title 1
Vision: East Elementary School will actively encourage the development of a “personal best” for all students by providing a school environment
which will enable them to meet the challenge of living and working in an increasingly complex society.
Goals: East Elementary students are expected to exhibit continuous improvements in Language Arts. By the spring of 2027, students in
grades 3-6 will achieve an average of 53% proficiency or above proficiency on the ILEARN ELA assessment. This reflects an annual increase of 1.5%.
Curriculum: East Elementary School uses the Indiana Academic Standards as a curricular framework. These standards can be accessed through the SMCSC website. District and school-wide leadership teams utilize an ongoing curriculum revision process. As a Title I Schoolwide School, the school implements programs and activities to ensure that students who have difficulty mastering proficient and advanced levels of academic achievement are provided with effective and timely additional assistance. To ensure students who have difficulty mastering content, the school implements the MTSS Response to Instruction (RTI) model for reading and mathematics.
Through this model, 90 minutes of reading/writing and 60 minutes of core mathematics instruction are provided daily, constituting Tier-I. Tier-II and Tier-III provide small group intervention to students demonstrating need based on normed assessments, classroom performance, and progress monitoring.
Key ELA and math learning tools include:
| Reading, Language Arts, and Writing | SuperKids, K-1 Recipe for Reading, K-2 Into Reading, 2-6 Writable, 3-6 |
| Mathematics | Everyday Math, K-6 |
Teachers within each grade level participate in data meetings to discuss student progress and benchmark results. In this data meeting, teachers, coaches, and administrators determine which students need intervention (Tier II and Tier III) and what intervention should the students participate in that best meets each student's needs.
Assessment data used to determine need includes:
| Benchmark assessments |
NWEA MAP, K-2 |
| Progress monitoring |
MVRC progress |
| Teacher input | Based on student's daily work, class assessments |
The key evidence-based strategies identified to support these goals include the implementation of professional learning communities to build collective teacher efficacy and ongoing improvement of evidence-based instructional strategies for all RTI levels. Collective teacher efficacy is shown to provide the most impact on student achievement based on the work of John Hattie.