Naturalization Examination Policy

Beech Grove City Schools Test Security Policy

Teachers are continuously assessing student achievement to guide them in developing appropriate teaching strategies. Both formal and informal assessments are used to assess student achievement. Each assessment services a purpose and includes unique information about student progress. Beech Grove City Schools has selected assessment instruments that complement ISTEP+ and provide valuable information to help understand what is necessary for the student to be more successful. A review of ISTEP+, NWEA, ACUITY, mCLASS, Fountas Pinnell, and Accelerated Reader is presented to give an understanding of what each assessment contributes and the purposes they serve.

ISTEP+ (STATE REQUIRED TEST)

During the spring, grades 3-8 students participate in the administration of the ISTEP+. It is considered a criterion-referenced test that was specifically designed to evaluate Indiana’s curriculum as defined by the English/Language Arts and Mathematics standards. In grades 5, 7, 9 science standards are also assessed. They measure material that Indiana students should have been taught and should have mastered by the end of each grade. Results are reported in scale scores with the labels of Pass+, Pass, and Did Not Pass. The percent of students in each category is further disaggregated by Special Education, Limited English Proficiency, Gender, Social Economic, and Ethnicity. Each standard is analyzed using the average Indiana Performance Index (IPI). Strengths and weaknesses in the curriculum can be evaluated by comparing the Corporation mean IPI to the Indiana IPI. The purpose of the ISTEP+ is to determine the mastery level of Indiana standards for students, schools, and corporations. It is used to compare Indiana schools and determine their status for No Child Left Behind and Public Law 221. Grade 9 Algebra students and grade 10 English students must pass the ECA, to receive a high school diploma without a waiver.

NWEA’S MEASURES OF ACADEMIC PROGRESS (MAP)

The Northwest Evaluation Association and the Beech Grove City Schools have entered into a collaborative agreement to collect data designed to measure achievement level growth. A series of three computerized leveled tests are given two or three times a year in grades 1-3 for reading, language, and math. The test questions are selected to match the ISTEP+ and are grouped for each Indiana standard. The series of tests are nationally normed using over 1.05 million students from 323 school districts in 24 states. The district and teacher reports show two kinds of scores, percentile scores, and RIT scale scores. Percentile scores are used to compare students to other students across the nation of similar age and grade. The RIT scale score shows a student’s current achievement level and compares it to previous testing season allowing for measurement of their growth. Individual growth profiles are constructed to ensure that continuous academic progress is on target. Growth not only compares to national standards for each grade but within the various achievement ranges throughout the learning continuum. Growth data is calculated for the student, class, grade, and school to determine that the growth is adequate to pass the ISTEP+ and is comparable to other schools across the nation. The NWEA tests are given to make sure each student is progressing at their proper individual rate, give teachers information on strengths and weakness within the classroom, and examine the effectiveness of the curriculum for each Indiana standard. This is the only nationally normed tested given at these grade levels.

ACUITY

The purpose of the Acuity assessments is to provide diagnostic measures for grade 3-8 students in English/language arts, mathematics, science, and social studies. Assessment reports provide standards-aligned performance data, which support an educator’s ability to inform instruction at the student-, class-, school-, and corporation-level. There are four types of assessments available in the online Acuity assessment system including Predictive, Standard Diagnostic, Curriculum Map-Aligned, and Tailored Diagnostic.

MCLASS

The purpose of the mCLASS assessments is to provide diagnostic measures for K-2 students in literacy and numeracy. mCLASS: Reading 3D and mCLASS: Math help identify students’ foundational skills and provide teachers with instructional suggestions based on student performance on benchmark assessments and regular progress monitoring.

FOUNTAS PINNELL

A one-on-one, comprehensive assessment to determine instructional and independent reading levels and reliably place students at an appropriate level from A–N, based on the Fountas and Pinnell Text Level Gradient™

ACCELERATED READER

Accelerated Reader is an assessment that primarily determines whether or not a child has read a book. The software provides additional information to students regarding reading rates, amount of reading, and other variables related to reading.

Continuous Progress is an educational philosophy through which individual student learning follows a sequential and developmentally appropriate continuum of knowledge articulated in the Core Curriculum Standards adopted by the Board of Education.

The continuous progress philosophy requires teachers to be cognizant of each child’s learning needs and his/her achievement. Classroom instruction is designed to challenge students to work at their most successful level in order that they may achieve their potential.

Instructional strategies include teaching and re-teaching students who do not master required standards the first time. Grouping within classrooms is flexible, short-term, and focused on meeting students’ learning needs.

The mission of Beech Grove City Schools, in partnership with parents and the community, is to build a culture of excellence in which all students are challenged to meet high academic standards, motivated to become life-long learners, and prepared for success in a competitive global society.

One strategy utilized to accomplish our mission is the implementation of a corporation-wide character education program. Character traits were identified based on a community survey. The program includes the integration of these character traits into our social studies core curriculum standards and a monthly focus on selected character traits that are highlighted during the school year.

PATRIOTISM

• Showing honor and respect for your country
• Accepting the duties, rights, and responsibilities of being or becoming an American citizen
• Acting bravely for a good reason
• Cooperation
• Working with others toward a common goal and respecting their opinions and unique qualities
• Acting with fairness toward others in accordance with rules
• Demonstrating a calmness and a willingness to wait when necessary

GENEROSITY

• Giving something to others
• supporting others with encouraging words and deeds
• Honesty
• being truthful
• committing yourself to do what is right
• acting in a responsible, dependable, and trustworthy manner
• being known by others as reliable, dependable, and honest

POSITIVE ATTITUDE

• trying to find the best in any situation
• doing positive things that help others
• being steadfast and constant toward people, groups, institutions, or ideals that are positive
• being pleased with goals that you have accomplished
• striving to reach your personal best
• desiring to accomplish worthwhile goals by using your time wisely

RESPECT

• displaying good manners and behaving in polite ways
• demonstrating respect for the opinions and unique qualities of others
• treating others and their property as they would like to be treated
• regarding and treating yourself as a person who is worthwhile

RESPONSIBILITY

• taking ownership of and admitting to your own behavior
• persisting in efforts to improve yourself or a situation, even when it would be easier to give up
• taking positive control of your own behavior

The mission of Beech Grove City Schools is to develop literate and responsible students who are able to demonstrate mastery of the Indiana Academic Standards and who are effectively prepared for success.

One strategy utilized to accomplish our mission is the implementation of a “continuous progress” model of teaching where all students are challenged in a data-driven, systematic way to meet high academic standards. Continuous Progress is an educational philosophy where individual student learning follows a sequential and developmentally appropriate continuum of knowledge articulated in the Core Curriculum Standards adopted by the Board of Education.

Student achievement is assessed using both formal and informal measurements. In Kindergarten and grade 1, language arts skills are evaluated using the NWEA and mCLASS. Grades 3- 8 are given the ISTEP+ test in language arts and math, which evaluates the standards recognized by the Indiana Department of Education. In grades 2-3, the Measures of Academic Progress assessment developed by the Northwest Evaluation Association are given twice a year in reading, language usage, and math. Applied Writing Skills (Grades K-8) are evaluated a minimum of twice a year using grade specific rubrics. Teacher observations, parental input, teacher issued letter grades, completion of required courses (Grades 9- 12), and student products supplement our assessment measures.

When a student consistently achieves below an expected level of performance and basic remediation efforts fail to work, a General Education Intervention (GEI) program is implemented. A collaborative team of teachers and the principal will meet with the parents to discuss the achievement concerns and develop a GEI plan to focus on the students learning difficulties. The plan is put into writing and a copy given to the classroom teacher, to all staff who are involved with the child’s education, and the parents. The principal and classroom teacher monitor the effectiveness of the plan and modify the plan when necessary to meet the student’s learning needs. Participants in a GEI conference may also consider a referral for testing to determine if a student has a specific learning handicap.

GRADES K-12

The mission of Beech Grove City Schools is to develop literate and responsible students who are able to demonstrate mastery of the Indiana Academic Standards and who are effectively prepared for success.

In order to accomplish our mission, a “continuous progress” model is utilized where all students are challenged in a data-driven, systematic way to reach their potential. “Continuous Progress” is an educational philosophy where individual student learning follows a sequential and developmentally appropriate continuum of knowledge articulated in the Core Curriculum Standards adopted by the Board of Education.

Student achievement for high ability students is assessed using both formal and informal measurements. In Kindergarten through grade 3, language arts and math skills are evaluated using mCLASS. In grades 4-8 language arts and math skills are evaluated using Acuity. Grades 3-8 are given the ISTEP+ test in language arts and math, which evaluates the standards recognized by the Indiana Department of Education. In grades 2-3, the Measures of Academic Progress assessment developed by the Northwest Evaluation Association are given twice a year in reading, language usage, and math. Reading ability (Grades 1-8) is evaluated using Accelerated Reader or Electronic Bookshelf. Applied Writing Skills (Grades K-8) are evaluated a minimum of twice a year using grade specific rubrics. Teacher observations, parental input, teacher issued letter grades, completion of required courses (Grades 9-12), advanced placement tests, and student products supplement our assessment measures.

Grade K-6 students demonstrating high ability in language arts and/or math will have a learning plan customized to meet their individual needs. The language arts and/or math teachers will identify appropriate learning goals that correspond to the student’s achievement and ability level. Parents will receive a copy of the plan and review it with teachers in the fall and make modifications as necessary. Students will be assigned to classes that include students with a variety of ability levels. Teachers use differentiated instruction and grouping and regrouping instructional strategies. Progress toward the learning goals will be evaluated regularly and end of the year achievement will be reviewed with parents in the spring.

Grade 7-9 high ability students are heterogeneously grouped into grade level teams. Each team organizes students into learning sub-groups using data from our various assessment measures. Each team develops a plan for grouping and re-grouping of students having high ability in the core curriculum areas (Reading/Literature, Writing, Algebra). This allows students to be challenged at their appropriate academic level. Higher level thinking skills, writing, math, and communication, as well as research skills are emphasized in the high ability groups. At the Middle School, students have the opportunity to participate in high ability classes in Language Arts, Science, Pre-Algebra, and Algebra 1. Ninth grade high ability students are eligible to enroll in English 9 Honors class and Algebra 2.

Grade 10-12 high ability students are eligible to enroll in Honors and Advanced Placement classes based on data from our various assessment measures, successful completion of prerequisite courses, as well as parent and teacher recommendation. English Honors classes are available at each grade level and Advanced Placement classes are offered in English, Biology, Physics, and Calculus. Students enrolled in Advanced Placement classes in English, Math, or Science may take the Advanced Placement exam for college credit.

TITLE I: THE MISSION OF TITLE I IS TO PROVIDE A CONTINUUM OF SERVICES AND RESOURCES THAT ENRICH CURRICULUM AND INSTRUCTION, PROMOTE INTERACTION AND COORDINATION OF RESOURCES, AND RESULT IN EXCELLENCE AND HIGH EXPECTATIONS FOR EDUCATORS, STUDENTS, AND FAMILIES. THROUGH COLLECTIVE EFFORTS, WE ENDEAVOR TO INCREASE ACCOUNTABILITY FOR ALL PARTICIPANTS IN THE EDUCATIONAL PROCESS; ENHANCE COOPERATION BETWEEN SCHOOL AND HOME; PROVIDE EDUCATORS WITH GREATER AUTONOMY FOR SHARED DECISION-MAKING, AND MOST IMPORTANTLY, PROMOTE INCREASED EDUCATIONAL PERFORMANCE OF STUDENTS.

HORNET PARK ELEMENTARY SCHOOL

Hornet Park offers a Schoolwide Title I Program (HP-SW) which promotes flexibility and coordination with funding to upgrade the entire educational program and ensure that needs of all students are met and student outcomes and performance improve. The HP-SW addresses the needs of all children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

All K-1 students receive core instruction, as well as differentiated, small group instruction during their Core Tier I class period. In addition, identified at-risk students are given additional best practice instruction in reading/English language arts on a one-to-one basis for 20 minutes a day, 3-5 days a week depending upon need, provided by two certified teachers and one certified teaching assistant, all highly qualified. An additional third layer of skill-based instructional support is provided to small groups during the 30 – 40-minute schoolwide “Remediation/Enrichment” period provided by certified teachers and instructional aids. Student progress is monitored using Fountas & Pinnell Benchmark Assessment System (BAS), IReady diagnostic, and teacher anecdotal feedback. Students are progress monitored and assessed regularly with the Fountas & Pinnell BAS based on their individual growth. If students show proficiency of the reading/English language arts standards using the assessment tools and reach Fountas & Pinnell “on grade” level, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

With the addition of At Home (virtual) learning this year, services mirror those described above for At School learners. All students have an IPad and accessories needed for virtual learning at home. Teachers provide five synchronous learning opportunities per day for students to log in and connect live with their teacher for instruction; Community Circle, Reading 1, Reading 2, Math, Related Arts, and Closing Circle. At Risk students also have the opportunity to attend a live synchronous one-to one or small group tier II intervention lesson throughout the week. Students that cannot attend the live lesson during the day have the opportunity to engage in recorded lessons and all activities via Canvas.

Social Emotional Learning (SEL) is an additional layer of support provided to all K-1 students as part of our HP-SWTIP. Teachers are trained in and implement Community Circles, Calm Classrooms, PBIS, and Restorative Practices in every classroom. A supplemental SEL curriculum with strategies and resources is also provided to every student in HeaRT, a related arts class, once a week.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; sight word and reading instructional strategies at the Grandparents’ evening; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement 

Hornet Park Elementary School Title I Parent Involvement Policy

School-Student-Parent/Guardian/Family Compact

Parents Right To Know

CENTRAL ELEMENTARY SCHOOL

Central Elementary offers a Schoolwide Title I Program (CE-SW) which promotes flexibility and coordination with funding to upgrade the entire educational program and ensure that needs of all students are met and student outcomes and performance improve. The CE-SW addresses the needs of all children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

All 2-3 students receive core instruction, as well as differentiated, small group instruction during their Core Tier I Reading period. In addition, identified at-risk students are given additional best practice instruction in reading/English language arts in small-group (3-4 students) pull out settings for 30 minutes a day, 5 days a week, provided by two certified teachers, both highly qualified, one certified teaching assistant, and one instructional assistant. Students are pulled out of the science/social studies literacy period during small group instructional time or Reading Independent Learning Opportunity times to alleviate missing CORE instruction. Fountas and Pinnell Leveled Literacy Intervention System is used as the basis for Tier II instructional support, assessment, and progress monitoring.

With the addition of At Home (virtual) learning this year, services mirror those described above for At School learners. All students have an IPad and accessories needed for virtual learning at home. Teachers provide five synchronous learning opportunities per day for students to log in and connect live with their teacher for instruction; Community Circle, Reading 1, Reading 2, Math, Related Arts, and Closing Circle. At Risk students also have the opportunity to attend a live synchronous one-to-one or small group tier II intervention lesson throughout the week. Students that cannot attend the live lessons during the day have the opportunity to engage in the recorded lessons and all activities via Canvas.

Central Elementary is the recipient of the Gold Star Counselling Award for their commitment to supporting student’s social emotional learning (SEL) needs. In addition to Reading/ELA, and Math intervention, students receive social emotional learning support through various means and resources. Cliff Hackman, school counselor, provides teachers training on the Calm Classroom, Trauma Informed Care, Mindful Moments, Botvin Life Skills, Community Circles, PBIS, and Restorative Practices. He also provides intervention, support and strategies to small groups of students based on common needs on a daily basis. SEL student progress is monitored using school student behavior data, use of resources data, student surveys, teacher surveys, and continued observations/anecdotal feedback.

Academic student progress is monitored using Fountas & Pinnell Benchmark Assessment System (BAS), IReady diagnostic, IRead, ILearn, and teacher anecdotal feedback. Students are progress monitored and assessed regularly with the Fountas & Pinnell BAS based on their individual growth. If students show proficiency of the reading/English language arts standards using the assessment tools and reach Fountas & Pinnell “on grade” level, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First semester family events include parent teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; sight word and reading instructional strategies at the Grandparents’ evening; and hands on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement 

Central Elementary School Title I Parent Involvement 

School-Student-Parent/Guardian/Family Compact 

Parents Right To Know

SOUTH GROVE INTERMEDIATE SCHOOL

South Grove offers a Schoolwide Title I Program which promotes flexibility and coordination with funding to upgrade the entire educational program and ensure that needs of all students are met and student outcomes and performance improve. The SW program addresses the needs of all children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

All 4-6 students receive core instruction, as well as differentiated, small group instruction during their Core Tier I class periods. In addition, identified at-risk students are given additional best practice instruction in reading/English language arts on a one-to-one basis or in small group intervention for 30 minutes a day, 5 days a week, provided by two certified teachers, both  highly qualified.  Student progress is monitored using Fountas & Pinnell Benchmark Assessment System (BAS), IReady diagnostic, and teacher anecdotal feedback. Students are progress monitored and assessed regularly with the Fountas & Pinnell BAS based on their individual growth. If students show proficiency of the reading/English language arts standards using the assessment tools and reach Fountas & Pinnell “on grade” level, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

With the addition of At Home (virtual) learning this year, services mirror those described above for At School learners.  All students have a chromebook and accessories needed for virtual learning at home. Teachers provide 3-5  synchronous learning opportunities per day for students to log in and connect live with their teachers for instruction; Community Circle, Reading/ELA, Science/Social Studies, Math, and Related Arts.  At Risk students also have the opportunity to attend a live synchronous one-to one or small group  tier II intervention lesson throughout the week. Students that cannot attend the live lessons during the day have the opportunity to engage in the recorded  lessons and all activities via Canvas.

Social Emotional Learning (SEL) is an additional layer of support provided to all 4-6 students as part of our school program. Teachers are trained in and implement Community Circles, Calm Classrooms, PBIS, and Restorative Practices in every classroom. A supplemental SEL curriculum with strategies and resources is also provided to every student in Wellness, a related arts class, once a week.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; various learning activities during the Family Fun Learning Night ; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement Policy

South Grove Intermediate School Title I Parent Involvement Policy

School-Student-Parent/Guardian/Family Compact 

Parents Right To Know

BEECH GROVE MIDDLE SCHOOL

Beech Grove Middle School is a Targeted Assistance Title I Program (BGMS – TAS). The BGMS – TAS program addresses the needs of a targeted group of children, particularly those at risk of not meeting challenging IN academic standards through both tiered, differentiated instruction and additional support activities which may include counseling, school-based mental health programs, specialized instructional support services, mentoring services, and other strategies to improve students’ skills outside the academic subject areas.

Students are targeted and identified based on academic performance on standardized assessments (ILearn), norm referenced/diagnostic assessments (IReady, Fountas and Pinnell BAS), lexile reading levels, standards-based formative assessments, and teacher feedback. Progress is monitored and re-evaluated each semester.

Targeted students receive core instruction, as well as differentiated, small group instruction during their Core Tier I Reading/ELA and Math periods. A layer of Tier II remedial instructional support is given to the targeted students in 80 minute blocks of time during reading/English language arts and/or math labs every other day. Depending on the students’ needs, they could have both a reading/ELA lab and a math lab. During the labs, students receive whole group instruction, small group instruction, and independent work time/assistance based on specific skills needed at their independent levels. Best practice instructional strategies are provided by six certified teachers, three of which are highly qualified. In addition to the Tier II labs, students are offered after school tutoring in both reading/ELA and math three days a week for an hour at a time provided by certified teachers.

Social Emotional Learning components are embedded into the BGMS – TAS Program to ensure all academic, social and emotional needs are addressed and supported through valuable resources and research-based strategies. Students are assigned to a specific HRT/Success class that meets daily for 45 minutes to address and support individual student goal setting, progress monitoring, mentoring, college and career planning, etc. Beech Grove Middle School also has a Peer Mentor Program for targeted at-risk students. The Instructional Coach chooses model students, trains them in social emotional and academic peer mentoring, matches them with targeted students, and provides support to all involved. This peer mentoring program has proven to be successful to ALL students involved.

Academic student progress is monitored using IReady diagnostic, ILearn, PSAT, Fountas and Pinnell BAS, local common benchmarks and anecdotal feedback and observation of student behaviors and academic performance. Students are assessed and progress monitored throughout each 9 weeks. At first semester’s end, student data and progress is re-evaluated, at which time changes in scheduling and resources may be made accordingly to meet the needs of the targeted students. If students show proficiency of the reading/English language arts standards using the assessment tools and reach “on grade” level performance targets, they may be exited from Title I services and monitored on a consultative level. As students test out of the program, additional at-risk students are provided Title I services.

A series of Family Involvement Programs are available to work with parents and students on related topics and how to use materials that will increase reading achievement in addition to semester Family Events that provide learning experiences and opportunities to the school community in which they may not otherwise have access. First-semester family events include parent-teacher informational and strategy meetings; communication, calming, and instructional activities at the Beech Grove Fall Festival; sight word and reading instructional strategies at the Grandparents’ evening; and hands-on, interactive learning stations at Children’s Museum Family Event. The Indianapolis Children’s Museum provides various outreach programs in which families interactively engage in learning activities. Second-semester family events include parent-teacher informational and strategy meetings; spring parent involvement event; and a STEM family event promoting STEM learning through hands-on activity stations with engaging hands-on explorations as well as STEM creations families make and take home.

Beech Grove City Schools’ District Title I Parent Involvement Policy

School-Student-Parent/Guardian/Family Compact

Parents Right To Know

BGCS District Report Card

Hornet Park Report Card

Central Elementary Report Card

South Grove Intermediate School Report Card

BG Middle School Report Card

BG High School Report Card

2019-2020 District Report Card

CORE VALUES

Motto
Building a Culture of Excellence

Guiding Philosophy
A process of continuous improvement that uses evidence-based strategies based on performance results to support students, parents, employees, and the community to exceed expectations

Vision
The academic achievement and career preparation of all Beech Grove students will be the best in Marion County and will rank in the top 25% of all public schools in Indiana.

Mission
The mission of Beech Grove City Schools is to build a culture of excellence in which all students meet high standards, become life-long learners, and become successful in a competitive global society.

Documents:

• Stakeholders
• Core Values

ALIGN DASHBOARDS

ESTABLISH PERFORMANCE TARGETS

SYSTEM-TO-SYSTEM TALKS

QUALITY TOOLS

BEST PRACTICES

Identify Internal/External Best Practices

• Mathematics
• Science
• Social Studies
• 8 Step Process

NO EXCUSES CULTURE

CELEBRATION/RECOGNITION

Please contact Amy Reeves at areeves@bgcs.k12.in.us with any questions.

DYSLEXIA GUIDE

9-12 PROGRAM

Beech Grove High School has a block eight schedule allowing students to pursue a complete academic curriculum yet still have an opportunity to explore several elective interests. All students are expected to complete as much of the Indiana Departments of Education’s prescribed Core 40 curriculum as possible. This will ensure their preparedness for several possible options upon graduation. Students considering a four-year college are expected to complete all courses listed in the Core 40 program and extend into an Academic Honors Diploma program. Beech Grove High School currently offers an array of courses that encourages and recognizes academic achievement. Students are made aware of the requirements for varying academic diplomas prior to leaving middle school. As students continue to excel in their academic endeavors, juniors and seniors are encouraged to enroll in Advanced Placement courses. These students are then eligible to take Advanced Placement Exams for potential college credit.

Ninth grade students learn basic language arts, mathematics, science, and social studies core curriculum skills articulated in the Language Arts Curriculum Standards Guide adopted by the Board of Education. Students select 4 courses per semester and are expected to earn a total of 15 credits their ninth grade year. Ninth grade students are assigned to heterogeneously grouped teams of approximately 100 students and taught within a flexible block schedule. Student teams are assigned to a corresponding team of teachers for the school year.

ASSESSMENT OF STANDARDS

Assessment data is a significant component of the high school program. Much of the assessment is focused on performance – what students can do rather than what they know. Students are given a series of formative assessments to determine what standards they already have mastered, they do not spend their time learning something they already know. In this situation, instruction focuses on the next standard on the continuum. If the test shows they have not mastered the standard, they receive additional instruction on that standard. High school students are formally assessed in nine-week grading periods in each of the core curriculum areas.

As part of Indiana’s school accountability system, End-of-Course Assessments (ECA) are designed to ensure the quality, and rigor of Core 40 courses. Aligned with Indiana’s Academic Standards, ECAs measure what students know and are able to do upon completion of targeted Core 40 courses which include Algebra I, English 10 and Biology I.

SUPPORT SERVICES

Guidance services at Beech Grove High School include helping with college and vocational planning, selecting appropriate high school courses, coping with typical adolescent problems, and referring students and parents to professional services should they be needed. The guidance department serves students in all areas relating to the school environment. Counselors routinely meet with their students at least two times a school year. Students are encouraged to see their counselors at any time they need assistance with an academic or personal problem. A special education teacher is available to work with students who have learning handicaps. A nurse is available to work with students, parents, and staff to provide information about healthy living habits and to support students who are ill. An English as a Second Language Assistant is available to work with non-English speaking students.

7-8 PROGRAM

Middle school students learn basic language arts, mathematics, science, and social studies core curriculum skills articulated in the Common Core Curriculum Standards Guide adopted by the Board of Education. Character education traits are integrated into the curriculum. Students learn basic core curriculum skills in a continuous progress philosophy. They are assigned to heterogeneously grouped teams and taught within a flexible block schedule. Students are formally assessed in nine-week grading periods in each of the core and related curriculum areas. Those with high ability levels are challenged to learn core curriculum skills at their level of ability. Beech Grove Middle School follows the Beech Grove City Schools Program Plan for High Ability Students. Students with low achievement levels receive remediation articulated in the Beech Grove City Schools Program Plan for Low Achieving Students. Everyone participates daily in “LEARNING CONNECTION” activities that focus on core curriculum standards. Teachers utilize a variety of instructional strategies that include enrichment and remediation activities. Students may elect band or choir as an additional learning opportunity. Those with counseling needs are eligible for in-school counseling services and those with special education needs are eligible for in-school special education services. Middle school students are eligible to participate in interscholastic sports and co-curricular activities if academically eligible.

ASSESSMENT OF STANDARDS

Assessment data is a significant component of the middle school program. Much of the assessment is focused on performance – what students can do rather than what they know. Students are given a series of formative common assessments to determine what standards they already have mastered, they do not spend their time learning something they already know. In this situation, instruction focuses on the next standard on the continuum. If the test shows they have not mastered the standard, they receive additional instruction on that standard.

SUPPORT SERVICES

A special education teacher is available to work with students who have special learning needs. A home school advisor is available to work with students, parents, and staff to provide assistance for attendance and behavior problems. A nursing assistant is available to work with students, parents, and staff to provide information about healthy living habits and to support students who are ill. An English as a Second Language Assistant is available to work with non-English speaking students.

CONTINUOUS PROGRESS

Continuous Progress is an educational philosophy through which individual student learning follows a sequential and developmentally appropriate continuum of knowledge articulated in the Core Curriculum Standards adopted by the Board of Education. The continuous progress philosophy requires teachers to be cognizant of each child’s learning needs and his/her achievement. Classroom instruction is designed to challenge students to work at their most successful level in order that they may achieve their potential. Instructional strategies include teaching and re-teaching students who do not master the required standards the first time. Grouping within classrooms is flexible, short-term, and focused on meeting students’ learning needs.

4-6 PROGRAM

Intermediate grade students learn basic language arts, mathematics, science and social studies core curriculum skills articulated in the Language Arts Curriculum Standards Guide adopted by the Board of Education. Character education traits are integrated into the social studies curriculum. Students learn related curriculum (art, music, physical education, and applied technology) skills from a staff of related curriculum teachers. Each student is assigned to one related curriculum experience each day. Throughout the course of the year, each student receives nine weeks of instruction in each related curriculum area. They learn basic core curriculum skills in a continuous progress philosophy. Students are assigned to heterogeneously grouped classrooms and taught utilizing a team approach to instruction.

ASSESSMENT OF STANDARDS

Assessment data is a significant component of the fourth, fifth and sixth-grade program. Much of the assessment is focused on performance – what students can do rather than what they know. Students are given a series of formative assessments to determine what standards they already have mastered, they do not spend their time learning something they already know. In this situation, instruction focuses on the next standard on the continuum. If the test shows they have not mastered the standard, they receive additional instruction on that standard. Intermediate grade students are formally assessed in nine-week grading periods in each of the core curriculum areas. Students with high ability levels are challenged to learn core curriculum skills at their level of ability. South Grove Elementary School follows the Beech Grove City Schools Program Plan for High Ability Students. Students with low achievement levels receive remediation articulated in the Beech Grove City Schools Program Plan for Low Achieving Students. Intermediate grade students participate daily in “LEARNING CONNECTION” activities that focus on core curriculum standards. Teachers utilize a variety of instructional strategies that include enrichment and remediation activities.

SUPPORT SERVICES

Sixth-grade students may elect band or choir as an additional learning opportunity. Students with individual or group counseling needs are eligible for in-school counseling services. A special education teacher is available to work with students who have learning handicaps. A home school advisor is available to work with students, parents, and staff to provide assistance for attendance and behavior problems. A nursing assistant is available to work with students, parents, and staff to provide information about healthy living habits and to support students who are ill. An English as a Second Language Assistant is available to work with non-English speaking students.

2-3 PROGRAM

Elementary grade students learn basic language arts and mathematics core curriculum skills articulated in the Common Core Curriculum Standards Guide adopted by the Board of Education. They learn basic core curriculum skills using a continuous progress philosophy. Students are assigned to heterogeneously grouped classrooms and taught utilizing a team approach to instruction. They are formally assessed in nine-week grading periods in each of the core curriculum areas. Students with individual or group counseling needs are eligible for in-school counseling services and those with special education needs are eligible for in-school special education services.

TEAMING AND LOOPING

Students with different abilities are grouped in each classroom and three or four classrooms are grouped into teams with a combination of second and third-grade teachers. Students are assigned to a looping class where they have the same teacher for two years. Research shows that these classroom organizational patterns allow students to progress more rapidly. These patterns also allow teachers and parents to become more familiar with each other and to work more closely together.

ASSESSMENT OF STANDARDS

Assessment data is a significant component of the second and third-grade program. Much of the assessment is focused on performance – what students can do rather than what they know. Students are given pre-tests before instruction occurs and post-tests after instruction is completed. If the pre-test shows students already have mastered a standard, they do not spend their time learning something they already know. In this situation, instruction focuses on the next standard on the continuum. If the post-test shows they have not mastered the standard, they receive additional instruction on that standard.

REPORTING TO PARENTS

Students are assessed on curriculum standards regularly and a detailed report is given to parents each nine weeks. Benchmarks establish the level at which students should achieve for each grading period. The report includes information about standards a student has successfully mastered, standards on which he/she is still working, and standards he/she should have mastered for each nine weeks. Parent-teacher conferences are scheduled in the fall and spring to review in more detail the achievement of each student. All of these means of reporting enable parents and teachers to focus more specifically on areas for improvement and challenge.

SUPPORT SERVICES

A special education teacher is available to work with students who have learning handicaps. A home school advisor is available to work with students, parents, and staff to provide assistance for attendance and behavior problems. A nursing assistant is available to work with students, parents, and staff to provide information about healthy living habits and to support students who are ill. An English as a Second Language Assistant is available to work with non-English speaking students.

K-1 PROGRAM

The K-1 program focuses on the core curriculum areas of language arts, mathematics, science, and social studies. Character traits are integrated into the social studies standards. In each core area students progress through a continuum of learning experiences designed for mastery of academic standards. Students have multiple opportunities to learn at a high level in each curriculum area. Teachers provide challenging instruction, monitor progress, and assess achievement.

RELATED CURRICULUM

Kindergarten and first-grade students have learning opportunities in the related curriculum areas of art, music, physical education, and applied technology. Teachers who are trained in each of these areas provide instruction. Students are assigned for approximately 40 minutes each day to one of the related curriculum areas rotating through all four classes every four days.

CLASSROOM ORGANIZATION/TEACHER TEAMS

Students are heterogeneously grouped in each classroom and three or four classrooms are grouped into teams with a combination of kindergarten and first grade. Students are assigned to a looping class where they have the same teacher for two years. Some students may be assigned to a kindergarten class that moves as a group to a different first-grade teacher who is a part of the same team. Other students may be in a kindergarten or first-grade class that teams from time to time with a class or classes of the other grade level.

For example, two kindergarten and two first grade classes may be a part of the same team. However, from time to time during the week students may be grouped by achievement, interest, or learning style rather than by grade level. Research shows that these classroom organizational patterns allow students to progress more rapidly. These patterns also allow teachers and parents to become more familiar with each other and to work more closely together.

CONTINUOUS PROGRESS PHILOSOPHY

Continuous Progress is an educational philosophy where individual student learning follows a sequential and developmentally appropriate continuum of knowledge articulated in the Core Curriculum Standards adopted by the Board of Education. The continuous progress philosophy enables teachers to be more aware of each child’s learning needs and his/her achievement. Classroom instruction is designed to challenge students to work at the level where they can be most successful and where they can move to higher levels of achievement. Instructional strategies include teaching and re-teaching students who do not master required standards. Grouping within classrooms is flexible, short-term, and focuses on meeting students’ learning needs.

Teachers utilize academic centers that reinforce instruction in language arts, math, science, and social studies. Centers allow for differentiated learning activities. While some students are assigned to work in centers other students work with the teacher in small groups on enrichment or remediation activities.

ASSESSMENT OF STANDARDS

Assessment data is a significant component of the kindergarten and first grade program. Much of the assessment is focused on performance – what students can do rather than what they know. For example, there is less emphasis on assessment that requires students to match a letter to a sound and more emphasis on assessment that requires students to demonstrate they can use the sound when writing a sentence. Students are given pre-tests before instruction occurs and post-tests after instruction is completed. If the pre-test shows students already have mastered a standard, they do not spend their time learning something they already know. In this situation instruction focuses on the next standard on the continuum. If the post-test shows they have not mastered the standard, they receive additional instruction on that standard.

REPORTING TO PARENTS

Students are assessed on curriculum standards regularly and a detailed report is given to parents each nine weeks. Benchmarks establish the level at which students should achieve for each grading period. The report includes information about standards a student has successfully mastered, standards on which he/she is still working, and standards he/she should have mastered for each nine weeks. Parent-teacher conferences are scheduled in the fall and spring to review in more detail the achievement of each student. All of these means of reporting enable parents and teachers to focus more specifically on areas for improvement and challenge.

REMEDIATION

When a student begins to fall behind where he/she should be in any curriculum area, the classroom teacher provides additional learning opportunities. When a student still does not master the required standards the teacher develops an individualized plan to assist the student. The plan is in writing, shared with the parent, and implemented during the school day. The student receives remediation until the appropriate standards are mastered. The K-1 school follows the Beech Grove City Schools Program Plan for Low Achieving Students.

ENRICHMENT

Students who achieve beyond the established benchmarks in a specific curriculum area have opportunities for enrichment activities. These activities challenge them to achieve at a higher level. The K-1 school follows the Beech Grove City Schools Program Plan for High Ability Students.

SUPPORT SERVICES

• A special education teacher is available to work with students who have learning handicaps.
• A home school advisor is available to work with students, parents, and staff to provide assistance for attendance and behavior problems.
• A nursing assistant is available to work with students, parents, and staff to provide information about healthy living habits and to support students who are ill.
• An English as a Second Language Assistant is available to work with non-English speaking students.