School Profile

 

Tecumseh Junior High School, located within the city of Lafayette, Indiana, is home to all of the 7th and 8th grade students in the Lafayette School Corporation. The Lafayette School Corporation is comprised of eight elementary schools, one intermediate school, one junior high school, and two high schools.

 

Description of Greater Lafayette

The Greater Lafayette area has a population of over 100,000 residents. The Tecumseh school-community is best described as one of significant diversity and opportunity. Multiple manufacturing employers anchor the local economy and Higher Education is available through Purdue University and Ivy Tech State College.

 

Make-up of the student body

There are 1,111 students enrolled in grades 7-8 with a full time faculty of 77 certified staff members and 130 staff members overall. Over 70% of the students enrolled at Tecumseh qualify for free or reduced lunch and textbook assistance. The enrollment by ethnicity reveals that 43.7% of students are White, 29.5% Hispanic, 18.7% Black, 7.3% Multiracial, and .2% Asian, .3% American Indian.

 

Nearly 20% of the students enrolled received Special Education services and 7% are identified as English Learners. An additional 4% of the enrollment have a Section 504 plan as well.

 

School Organization

Each grade level is comprised or four interdisciplinary teams. Each team contains a math, language arts, science, and social studies teacher. Team teachers share approximately 130 students between them. The location of team teacher classrooms and the lockers of the students on that team are in close proximity to each other. The close proximity reduces the amount of travel time between classes and helps foster a close connection between the team teachers and their students. The school day is organized into seven 53-minute periods with a 30-minute lunch in the middle. Specific instructional support is available to students with exceptionalities. This support includes, High Ability programming, Special Education programming, and English Learner programming.

 

 

Vision

The vision of Tecumseh Junior High School (TJHS) is to create an environment where all students and staff become the best version of themselves each and every day.

Mission Statement

TJHS partners with school-community stakeholders to provide a safe, supportive, and challenging learning environment for all students. Through meaningful and intentional interactions, TJHS students will gain knowledge and develop the skills necessary to become productive and responsible citizens.

 

Core Beliefs or Core Values

  • ¨prepares students for high school, college and/or a career.
  • ¨acknowledges and embraces the needs of the Tecumseh student in the moment and beyond.
  • ¨uses instructional time efficiently.
  • ¨extends learning beyond the school walls and school day.
  • ¨develops students to self-advocate and to take ownership of their learning.
  • ¨involves students in literacy; learning is not a passive activity.
  • ¨provides students with a well-rounded education.
  • ¨provides opportunities for extended learning outside of the school day.
  • ¨creates opportunities for positive relationships in the school-community.

 

Student Demographics

Detailed demographic data for TJHS can be found here under the student demographic tab.

Staff Demographics

The demographics of the staff at TJHS has changed significantly during the past five years. A concerted effort has been made to assemble a staff that is more reflective of the student demographics at TJHS. As a result, the staff has become more racially and culturally diverse as well as more male. In addition, the TJHS staff reflects a wide range of age and experiences. A detailed demographic of the TJHS staff can be found here under the staff profile and staff demographics tab.

Student Behavior

The Lafayette School Corporation Board of School Trustees has set out the framework for which the TJHS student behavior expectations and practices are built upon. The Board of Trustees believes that learning takes place in an environment that is safe, caring, positive, cooperative, pleasant, and challenging. It is the policy of the Lafayette School Corporation to provide students with an environment that will enable them to focus upon learning as their major goal. In order for the expected learning environment to exist, students must conduct themselves with self-control, exhibiting respect for the rights of fellow students, teachers, administrators, and other employees. Self-discipline is the controlling behavior. Self-discipline is best defined as the control exhibited in an individual’s behavior so that the civil rights and dignity of others are protected. Parental involvement, guidance, and support are necessary aspects in the development of student self-discipline. Behavior of any student that disrupts the learning environment of others or creates conditions, which jeopardize the safety of others, will cause discipline procedures to be initiated by teachers, and/or administrative personnel. School personnel will use discipline procedures throughout the corporation in order to maintain the expected learning environment. Lafayette School Corporation does not discriminate on the basis of race, sex, or national origin in regard to disciplinary actions against students who choose to violate school corporation rules and regulations.

 

TJHS believes that the first step in creating an environment where students exhibit positive behavior is to clearly define expectations. The Tecumseh Student Handbook is shared with students, parents, and staff electronically at the beginning of the year. The staff at TJHS then reviews the handbook with students during the first week of school. The Tecumseh administrative team conducts quarterly Expectation Workshops with all students throughout the school year. Expectations of student behavior, for specific locations, is documented on the Tecumseh Success Traits Matrix that can be found here. TJHS has an active PBIS Committee that analyzes student behavior data and develops strategies to encourage students to exhibit positive behavior.

 

The administrative team at TJHS utilizes a discipline matrix to guide student discipline decision making. The discipline matrix provides a clear definition of behavior categories accompanied by a progressive list of consequences by offense. The matrix also provides a list of potential discipline outcomes that blend a combination of traditional consequences with restorative justice actions such as School Court and a Restorative Justice Circle. Student discipline decisions are based on the premise that an effective consequence changes the undesired behavior while building a stronger bond with the student.

 

At the beginning of each year, the staff at TJHS is provided with a Teacher/Office Managed Behavior document. This document classifies student behavior into four levels. Each level contains a description of the behavior, suggested responses, and who is responsible for administering the response. Teachers are encouraged to utilize the student management system to log teacher-managed responses to student behavior. Teachers are also expected to communicate regularly with parents and especially during situations in which the student has been referred to an administrator. This log provides a record of the student’s behavior for teachers, administration, and parents. Teachers exclusively utilize the student management system to capture disciplinary office referrals.

 

 

The TJHS School Improvement Team has identified the climate goals below to measure outcomes that impact student behavior.

 

 

  • ¨Climate Goals
    • By Quarter 4 of the 2018-2019 school year, the number of office referrals will be reduced by 20% from quarter 1 of the 2018-2019 school year
    • 75% of students will participate in either an extra or co-curricular opportunity during the 2018-2019 school year
    • 80% of students will have model attendance as identified by the IDOE

 

 

Detailed Student Attendance and Behavior data for TJHS can be found here.

 

 

Student Academic Outcomes

The vision of Tecumseh Junior High School (TJHS) is to create an environment where all students and staff become the best version of themselves each and every day. TJHS partners with school-community stakeholders to provide a safe, supportive, and challenging learning environment for all students. Through meaningful and intentional interactions, TJHS students will gain knowledge and develop the skills necessary to become productive and responsible citizens. For the 2019-2020 school year student outcomes related to academic growth and proficiency are:

 

 

  • ¨Language Arts
  • By spring 2021, the percentage of grades 7-8 students passing the E/LA state assessment will increase by 15% over the percentage of students passing in the spring 2019
  • By spring 2019, 61 % of students in grade 7 are predicted to pass the state assessment by the SPRING Reading NWEA
  • By spring 2019, 54 % of students in grade 8 are predicted to pass the state assessment by the SPRING Reading NWEA
  • By spring 2019, 41% EL students will make adequate growth on the WIDA 2.0 assessment
  • ¨Math
    • By spring 2021, the percentage of grade 7-8 students passing the Math state assessment will increase by 15% over the percentage of students passing in the spring 2019
    • By spring 2019, 49% of students in grades 7 are predicted to pass the state assessment by the SPRING Math NWEA
    • By spring 2019, 52% of students in grades are predicted to pass the state assessment by the SPRING Math NWEA

 

 

Detailed student academic outcome information is available here.

Summary of Current School Improvement Strategies

¨ Language Arts

  • Provide daily opportunities to analyze informational text through Close Reading activities.(discuss during SIG)
  • Provide direct vocab. across the curriculum using intentional and explicit instruction of tier 2 words weekly
  • Provide informational text experiences weekly (discuss during SIG)
  • Provide 106 minutes Language Arts instruction to all students daily
  • Provide Tier II support during silent reading for students in the bottom 25% as identified by 2018 ISTEP+ E/LA results
  • Collaboration Wednesday schedule for PLC time

    ¨ Math

  • Provide students with opportunities to solve multi-step problems at least 3 x a week
  • Provide students with enhanced bell ringers (CCRA) which align with ISTEP+ format 3 x a week
  • Provide a yearlong Math Lab class for students in the bottom 25% as identified by 17-18 ISTEP+ Math results
  • Provide opportunities for students to engage in meaningful discourse during math class at least once per week

    ¨ Climate

  • Conduct expectation and counselor workshops for all students quarterly
  • Conduct weekly circle discussions during 1st period
  • Utilize Youth Liaison support for students exhibiting Tier III behaviors(modify strategy to capture tier II supports)
  • Increase the implementation of PBIS strategies (Student of the Week, Turnaround Student Awards, Broncho Store)
  • Add attendance as a criteria to earn the Broncho Party & provide Tier III support to the lowest attending TJHS students via small group interventions

 

 

Summary of Core Curricula

TJHS provides a comprehensive curriculum for students. It emphasizes instruction in essential skills and knowledge, as well as an opportunity for exploratory experiences that meet the varied needs and interests of early adolescents. Course offerings are on the required and recommended curriculum provided by the Indiana Department of Education in combination with the expectations of the Lafayette School Corporation Board of Trustees. Specific curriculum maps for each course were developed by each department. The Indiana Academic Standards serve as the foundation for each curriculum map.

 

 

Grade 7

Grade 8

Language Arts—36 Weeks

Language Arts—36 Weeks

Science—36 Weeks

Science—36 Weeks

Math—36 Weeks

Math—36 Weeks

Social Studies—36 Weeks

Social Studies—36 Weeks

Art - 9 Weeks

FACS – 9 Weeks

Health - 9 Weeks

Technology Education - 9 Weeks

Physical Education – 18 Weeks

Physical Education-18 Weeks

Foreign Language--18 Weeks (elective)

Foreign Language--18 Weeks (elective)

Performing Arts or RA Rotation--36 weeks (elective)

Performing Arts or RA Rotation--36 weeks (elective)

RA Rotation=PE (Semester), Art, Computer

RA Rotation=PCC (Semester), Art, Health

 

 

Special Education

In addition to the regular curriculum, the junior high school provides a program for students with special educational needs.

Every child has the right to a free, appropriate public education – even a child with the most severe disability. This right was established in the Individuals with Disabilities Education Improvement Act (IDEA). In Indiana, Article 7 governs and implements IDEA. Children with special educational needs in our school corporation are served by Greater Lafayette Area Special Services (GLASS). GLASS is a cooperative program with the Lafayette School Corporation, Tippecanoe School Corporation, and West Lafayette School Corporation. GLASS serves students with disabilities. Special education is considered “special” because specific methods, programs, and teaching techniques are developed to meet each child’s particular needs and abilities.

One of the most significant changes in public policy brought about by IDEA is involvement of parents in every step of providing services for their disabled child. A child may be referred to GLASS for evaluation by a teacher, principal, or parent. Parental permission must be obtained before any testing specifically related to determining qualification for special services may be done. If a special education placement seems advisable based on the test results, the parents and education professionals work together in the planning of the educational program for that individual child and, subsequently, in the educational placement decision. The rights of the parents are specified in IDEA so that parents may protect the rights of their children. The school maintains the following special services for the benefit of all students: Psychological Services personnel assist other members of the school community and parents in producing the optimal learning environment for the growth of each student in grades kindergarten through twelve. They may assist staff in planning for remediation in learning and adjustment, provide in-service training, or consult with staff in the areas of curriculum development, motivation, evaluation, assessment, group process, behavior management, and mental health. The Special Services department may refer students with special problems to appropriate agencies located at Purdue University or in the Greater Lafayette community. School age children who are found to be disabled are generally placed in special programs in the Lafayette School Corporation. Speech and Hearing services are available for those in need of educational professionals with such specialized training.

 

High Ability

The Lafayette School Corporation is committed to the implementation of a program for High Ability students that will develop skills and attitudes that lead to a life of learning, self-development, and service to society. The Lafayette School Corporation High Ability Program for High Ability students is based on a consideration of the characteristics and needs of gifted youth. It addresses the concerns of students, parents, educators, and the community in its attempt to meet the needs of student’s gifted in general intellectual ability, specific academic aptitude, leadership, creativity, and the visual and performing arts. The K-12 program provides for the sequential development of higher level thinking skills, study at an appropriate pace and level, appropriate materials, opportunities for independent study and research, and appropriate activities within the school and in the community.

Individual building programs vary because of the number and needs of gifted students. Secondary programs may include Challenge (Honors) classes, Mentorships, and Individual Challenge Plans (I.C.P.). Eligibility for placement in the High Ability Program is determined by consideration of achievement test scores, academic records, teacher recommendations, parent referral, student self-referral, and other relevant information. Parents who feel their children have need for High Ability Program services may refer their children for consideration for placement by contacting the High Ability Coordinator. TJHS offers two tiers of High Ability. The first tier is referred to as EXCEL and typically provides services for students achieving in the 95th percentile or higher. The second tier is referred to as Challenge and typically provided services for students achieving in the 90th through 94th percentile.

 

Digital Conversion

TJHS is a 1 to 1 school. As a result, every student has access to a take home laptop for the purpose of enhancing the overall educational experience and to enhance the delivery of content. The digital conversion is intended increase, improve, and enhance instructional opportunities for all students.

 

Summary of Formative and Summative Assessments

Titles and Descriptions of Assessment Instruments

Schedule of Student Achievement Impact Assessments

Category

Instrument

Gr. 7

Gr. 8

Federal/State Requirement

WIDA 2.0

Spring

Federal/State Requirement

ILEARN

Spring

Federal/State Requirement

IAM (Alternate Measure)

Spring

Local Requirement

NWEA Math

 

NWEA Reading

 

Fall, Winter, Spring

Local Requirement

8 Step Teacher Created Chunk Assessments (transitioning to Common Assessments)

Two to Three times Quarterly

 

 

WIDA 2.0 (World-Class Instructional Design and Assessments for English Language Learners)

The purpose of the English Language Proficiency Assessments is to determine a student's level of English proficiency. WIDA ACCESS is the English Language Proficiency Assessment administered in Indiana. The W-APT placement test (kindergarten) and the WIDA Screener (grades 1-12) function as a screener that is used for both initial and English Language (EL) program placement of students who are identified as Limited English Proficient (LEP). The annual assessment, ACCESS and Alternate Access, is administered to determine a student's current level of English proficiency. The annual assessment is also used for accountability purposes.

 

 

ILEARN (Indiana Learning Evaluation Assessment Readiness Network)

ILEARN is a computer-adaptive test for Mathematics and English/Language Arts. Computer-adaptive assessments adjust the test questions that students see based on their performance. This adaptation allows each student to receive an individualized assessment that provides more precise data about student achievement. ILEARN measures student achievement and growth according to Indiana Academic Standards. ILEARN is the summative accountability assessment for Indiana students and assesses:

  • English/Language Arts (Grades 3-8)
  • Mathematics (Grades 3-8)
  • Science (Grades 4 and 6)
  • Social Studies (Grade 5)
  • Biology (High School)
  • U.S. Government – Optional (High School)

 

 

 

 

IAM (Iindiana’s Alternate Measure)

I AM measures student achievement and growth according to Indiana’s Content Connectors aligned to the Indiana Academic Standards. I AM is the summative accountability assessment for students with significant cognitive disabilities in grades 3-8 and 10. It assesses:

  • English/Language Arts (Grades 3-8 and 10)
  • Mathematics (Grades 3-8 and 10)
  • Science (Grades 4, 6, and Biology)
  • Social Studies (Grade 5)

 

 

NWEA (MAP)

Measures of Academic Progress® (MAP®) creates a personalized assessment experience by adapting to each student’s learning level—precisely measuring student progress and growth for each individual.

 

 

Teacher Created Chunk Assessments

Teacher created common assessments are being developed for each class. Internally, they are referred to as the “Chunk” assessments. Chunk assessments provide a formative check for understanding multiple time throughout a quarter. Data from the Chunk assessments is then analyzed and used to make adjustments to instruction and provide intentional tutorials for students that need additional time to master the content

 

Summary of Academic Intervention and Enrichment Programs

It is the vision of Tecumseh Junior High School to create an environment where all students and staff become the best version of themselves each and every day. This vision is rooted in a growth mindset that guides the work of the TJHS staff. In order to help students become the best version of themselves each and every day, TJHS employs a three Tier approach to support. The administration and School Improvement Team regularly collect, review, and analyze school-wide data to identify areas of strength and areas of needed improvement. This analysis then forms the foundation for decisions regarding Tier I, Tier II, and Tier III supports.

 

Tier I Supports Include:

  • Comprehensive Core Curriculum
  • Common Curriculum Maps and Pacing Guides
  • Interdisciplinary Team Configuration
  • Circles
  • Handbook Review with Students
  • PBIS
    • Incentive Luncheon
    • Student of the Week
    • Ticket Draw
    • Broncho Store
    • Broncho Party
  • Quarterly Counselor Lessons
  • Quarterly Expectation Workshops

 

Tier II Supports Include:

  • Math Lab Classes
  • Co-Taught Classes
  • High Ability Classes
  • English Learner Classes
  • Resource Classes
  • Boys Council
  • Girls Circle
  • Tutoring
  • Small Group counseling
  • SSR Groups
  • Gear Up Tutors In Class
  • Homework Club
  • Individual Counseling
  • Student Empowerment Training

 

Tier III Supports Include:

  • Self-contained Special Education
  • Resource Classes
  • Gear Up Individual & Small Group
  • Interactive Journaling
  • Aggression Replacement Training
  • Why Try Group
  • RISE Alternative School
  • Individual Case Management
  • Self Harm Counseling
  • Grief Group
  • Self Harm Protocol
  • School Court
  • BIP –Behavior Intervention Plan
  • Summer Transition Program

List of Other Programs for Students (Schoolwide or Targeted to Specific Groups of Students)

In addition to the intervention and enrichment programs listed above, TJHS also offers a wide range of co-curricular and extra-curricular offerings.

 

Extra-curricular Offerings

  • Volleyball
  • Cheerleading
  • Football
  • Boys’ Tennis
  • Girls’ Tennis
  • Girls’ Golf
  • Boys’ Golf
  • Cross Country
  • Boys’ Basketball
  • Girls’ Basketball
  • Wrestling
  • Swimming & Diving
  • Track and Field
  • Softball
  • Baseball
  • Jazz Band
  • Tecumseh Singers
  • Foreign Language Club
  • Student Council
  • Yearbook Club
  • Chess Team
  • Drama Club
  • Academic Competition
  • Robotics Club
  • IT Club
  • FCA

     

    Co-Curricular Offerings

  • Band
  • Choir
  • Orchestra

Summary of Teacher and Staff Recruitment, Selection, Induction, and Retention Strategies

It is the goal of TJHS to hire and retain a high quality staff. During the hiring process, the administration goes beyond content competency to identify candidates that also exemplify the sentiments contained in the TJHS vision. Specifically, candidates are evaluated on their ability to project a growth mindset, relational skills, as well as their content competency.

 

Recruitment

TJHS works closely with Purdue University to identify partnership opportunities that will benefit both organizations. TJHS hosts numerous methods class students as well as student teachers from Purdue University each year. This partnership helps that administration at TJHS identify candidates that are effective with students and have a mindset that aligns with the vision of the school. In addition, the district and school-level administration participate in multiple job fairs throughout the state. Vacancies are posted both locally on the IDOE job posting portal.

 

Selection

Prior to interviews being set up, the administration conducts a “paper screener” of the candidates that have applied for the position. The purpose of the screener is to filter out candidates that are not properly qualified for the position. Once the interview pool is identified and interviews are set up, first round interviews are conducted. After each first round interview, the interview team debriefs on the candidate. After all first round interviews aer conducted, the top candidates are identified and invited back for a second round interview. During the second round interview, the candidate is asked a different set of questions with an increased focus on content knowledge and a lesson demonstation. The interview teams are comprised of administration, team members, and department members. Post interview, multiple reference calls are made to ensure that the interview team has all the information necessary to make a sound hiring decision. Once a top candidate is identified, they meet with the Associate Superintendent over Human Resources to check licensing and to clarify salary and fringe benefit information.

 

Induction

Newly hired teachers participate in a multi-day district-level training prior to their first teaching day. This training covers multiple topics and strives to provide that new staff the basic tools they need to be successful during their first year of teaching. In addition to the district-level training, the TJHS admin provides monthly training for the new teacher cohort. Both instructional coaches then work with the new teachers regarding technology and overall mentorship related support.

 

Retention

When asked about what they enjoy about TJHS, the staff quickly mentions peer relationships and working with a diverse student population. The decision to return to interdisciplinary teams was intentionally made to create more intimate and close teacher and student environment. These close units are referred to as teams and each team reflects the personalities of the staff members on that team. Beyond their team assignment, teachers are also part of a content specific department or PLC that focuses on curriculum development and the analysis of student performance. These PLCs are relatively large-in-size ranging between 4 and 8 staff members. A Social Committee works to plan activities for the staff outside of school and staff celebrations are woven into many faculty meetings.

 

Autonomy within their classroom

Summary of Teacher and Staff Professional Learning Opportunities

Tecumseh Junior High School (TJHS) has focused on providing a blend of Social Emotional and Academic professional development opportunities for staff. Opportunities included but were not limited to:

 

  • Cultural responsiveness training
  • English Language Learners data analysis and action planning
  • Implicit Bias training
  • MTSS training
  • Cognitive Coaching training
  • Edulsatic Formative Assessment training
  • Pearson Math & Science Curriculum training
  • SafeSchools Online Trainings
    • Child Abuse Reporting training
    • Health Emergencies:Seizures training
    • Sexual Harassment training
  • Gradual Release of Instruction training
  • Close Reading training

 

 

 

Summary of Teacher and Staff Coaching and Evaluation Model

 

Tecumseh Junior High School (TJHS) provides instructional coaches to support the staff. In collaboration with all TJHS stakeholders, they support the staff by identifying needs and skill gaps, tracking student growth and performance, and determining potential instructional strategies to support the identified needs. They plan, organize, and provide site-based training. The coaches model and share effective instructional teaching strategies and best practices with teachers, such as the use of technology and hands-on tools in order to enhance student learning and increase student achievement. Additionally, they help create high quality assessments that communicate student progress.

The Digital Instructional Coach:

  • cultivates an active and working knowledge of emerging technology trends and applications for learning.
  • provides recommendations for teacher and staff development relative to technology integration and use of classroom tools and applications.
  • collaborates with staff to design and implement innovative technology enhanced instruction and activities to increase student engagement and learning.

The Instructional Mathematics Coach:

  • collaborates with grade level departments to create curriculum maps and pacing guides.
  • fosters relationships with newer teachers to provide instructional feedback and support.
  • supports struggling teachers in meeting the objectives in a support dialogue plan when necessary.
  • identifies and provides professional development opportunities for the math department in conjunction with Purdue University.

 

 

 

The formal evaluation model is based on the requirements of the State of Indiana. A “Modified” RISE model is used to evaluate teachers on an annual basis. The “Modified” RISE process results in an overall teacher rating of Highly Effective, Effective, Improvement Necessary, or Ineffective for each teacher.

 

Lafayette School Corporation Rise Model of Teacher Evaluation

The LSC Rise Teacher Evaluation Model is an adapted version of the Indiana Department of Education Rise model. While complex in nature, it consists of two main components, teacher professional practice as evaluated by administrative observations and student learning as measured by various student performance data outcomes.

 

Teacher Professional Practice

Teacher professional practice will be measured by long and short administrative observations culminating with the completion at the end of the year of the Teacher Effectiveness Rubric (TER) which will result in an effectiveness rating worth 80% of the overall final rating of a teacher. Observations will be according to the following procedures:

- Each teacher will be observed by an administrator at least once via a long observation (ideally one each semester) that will last around 40 minutes. The observation may be announced or unannounced and there is no requirement to pre-conference with the teacher, however, the administrator or the teacher may request a pre-conference meeting if the observation is announced. Written and/or oral feedback will be provided by the administrator to the teacher. The administrator will use the current LSC evaluation tool during long observations.

 

- Administrators will perform at least two (2) short observations that last around 10 minutes in length. Short observations will not be announced. The teacher will receive feedback. This feedback may come in electronic form. The current conversational audit form will be utilized during short observations.

 

- Administrators may request, or teachers may submit without request, documents which support the teachers’ effort in the classroom to help with the final scoring of the teachers’ effectiveness. This is especially true in domain 1, planning and domain 3, leadership. Lesson plans, unit plans, instructional materials, assessment instruments, team/department meeting documents, phone logs, notes from parent-teacher conferences, PGP’s from professional development etc. can all be helpful to an administrator as they prepare to make a final scoring of a teachers’ effectiveness.

 

- Final scoring of the TER will be done at the end of the year. Administrators will utilize the results of the LSC evaluation tool, LSC instructional audit, other documents provided by the teacher, and professional judgment to score the teachers effectiveness on the Teacher Effectiveness Rubric (TER) document.

 

- When scoring the final TER the administrator will score each indicator of each domain with a 4 for highly effective, 3 for effective, 2 for needs improvement and 1 for ineffective. Once scoring is complete the administrator will add up the total points and divide by the number of indicators.

 

- Core Professionalism plays a role in the final scoring as well. The LSC Teacher Effectiveness Rubric outlines 4 areas of core professionalism. If the teacher meets the standards set forth for each core professionalism area then the scoring from Domains 1, 2, and 3 will not change. However, a half point is deducted from the overall TER rubric if any standard is not met.

 

Summary of Key Family and Community Engagement Strategies

It is the mission of TJHS to partner with school-community stakeholders to provide a safe, supportive, and challenging learning environment for all students. Working closely with these stakeholders ultimately results in better overall outcomes for students. Key family and community engagement strategies include:

  • Student-led Conferences which are held once in the fall and once in the spring.Student-led Conferences present an opportunity for students to meet with their parents and share a portfolio of their work, current grades, and to set future academic goals.
  • Report Cards which are distributed at the conclusion of each nine weeks
  • Progress Reports which are distributed in the middle of each nine weeks
  • School Website which includes a calendar of events, staff contact information, student services requests, programming information, student handbook, and celebrations of student and staff successes
  • Weekly Bulletin which provides a summary of the upcoming school-wide activities to students, parents, and staff
  • Parent Texts and Emails which communicate information about emergencies and serve as reminder for important school-wide events
  • Extra and Co-curricular performances which provide an opportunity for students to showcase their talents and growth to their families
  • 7th Grade Orientation which provides new families an opportunity to learn about TJHS in preparation for the new school year
  • Chili Supper
  • PowerSchool

 

List of Community Partnerships

The TJHS school-community is supported by numerous partnerships and collaborations. These partnerships and collaborations have enabled the staff at TJHS to build its capacity to support the continuous growth of TJHS students. Below is a list of the various collaborations and partnerships that support the TJHS school-community.

 

  • Social Emotional Support-Tippecanoe County Youth Services
    • A Youth Liaison is provided to TJHS students through a MOU between Tippecanoe County Youth Services and the Lafayette School Corporation.The Youth Liaison provides Tier II and Tier III social and emotional support to TJHS students.
  • Academic Support-Gear Up Federal Grant managed by Purdue University
    • Funds from the Gear Up grant provide instructional support to Science and Math teachers by assigned instructional tutors to TJHS classroom teachers.The Gear Up funds also support a weekly after school event that focuses on a STEM activity and homework help.
  • Academic Support-Purdue University GK 12
    • Graduate students from Purdue University GK-12 fellows volunteer to serve as "visiting scholars" the GK 12 fellow and the program coordinator work together to integrate research and new instructional approaches into classrooms.Fellows observe the classroom first, then by gradually co-teaching classes work up to teaching the lesson they developed as the primary teacher
  • Mental Health Services-Valley Oaks
    • Individual student case management within the school building.
  • Student Safety-School Resource Officer
    • Position created through a Memorandum of Understanding between the Lafayette School Corporation and the Lafayette Police Department.The School Resource Office works exclusively in the schools and serves as a liaison between the police department and the school corporation.The School Resource Officer serves as the primary law enforcement official that addresses criminal activity within the school.
  • Student Support-United Way of Greater Lafayette
    • Facilitates a guest lecture series in which local professionals meet with TJHS students afterschool.The meetings provide an opportunity for TJHS students to learn more about various professions and to begin to formulate a vision of where they want to end up professionally.
  • Student Support-Junior Achievement
    • Provides financial curriculum to the TJHS FACS teachers.Also provides an opportunity for 8th grade FACS students to participate in a Finance Park financial simulation.