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School Improvement Plan

Fall Creek Junior High is in a suburban community located northeast of Indianapolis, Indiana. Opening the 2013-2014 school year, Fall Creek Junior High became the fourth junior high in HSE Schools. Fall Creek Junior High has 993 students. The student population is expected to continue to increase in the coming years. The staff consists of 88 total individuals, 62 certified and 26 classified staff members.

School Improvement Plan

The Indiana Department of Education (IDOE) requires that each school improvement plan contain the following components. This document addresses each of the plan requirements. Objectives for continuous improvement in, at minimum, the areas of attendance rate, ILEARN proficiency rates, and graduation rates for the school to achieve over a three-year period and how the school expects to meet these objectives. The goals and interventions established for continuous improvement in the school plan address this requirement. Data for each school in the district can be found here.

Specific areas identified by the school where improvement is needed immediately, and how the school will address these areas. The goals and interventions established for continuous improvement in the school plan address this requirement. A list of the statutes and rules the school wishes to have suspended from operation for the school (if any). The school does not wish to have any statutes or rules suspended.

Description and name of the assessments that will be used by the school in addition to:


  • NWEA

  • ACT

  • PSAT

  • SAT

  • AP/IB Exams

  • IREAD 3


  • IAM

  • WIDA

  • Fountas and Pinnell Reading Levels

Provision outlining how the school will address the learning needs of all students, including exceptional learners. Hamilton Southeastern Schools provides excellence in education and opportunities that ensure the success of each student. Throughout their educational journey, all students are taught a robust curriculum. Students are regularly assessed through formative and standardized opportunities and have the opportunity to produce authentic products which demonstrate their learning. The results of these assessments and other student examples of learning are used to ensure that the learning needs of all students are met, including exceptional learners.

Provision to maximize parental participation in the school. Each school encourages, supports, and promotes parental involvement through formal and informal opportunities. Each school has an established Parent Teacher Organization (PTO) that engages interested parents in intentional opportunities to assist the school. Additionally, each school staff provides opportunities for parents or guardians to support the school. 

Provision to maximize a safe and disciplined learning environment for all students and teachers. Hamilton Southeastern Schools (HSE) is committed to providing a safe and welcoming learning environment. Comprehensive all-hazard safety plans are collaboratively developed with members of each building’s multi-professional safety team, including INDOE certified Safety Specialists along with City of Fishers police officers serving as SROs. These safety plans are audited each year by the district safety team and certified to the INDOE. SROs assist our schools in conducting State required drills involving fire, tornado, and man-made incidents. HSE believes that no single initiative will produce safe schools; rather, it takes a multitude of safety layers to ensure safe schools. HSE Schools will continue to emphasize prevention training and awareness of trauma informed best practices. HSE utilizes a web-based training platform to educate all staff members of a variety of safety topics. The modules that the staff are required to complete are tracked to ensure compliance on a variety of all-hazards topics including bullying, harassment, suicide prevention, child abuse, bloodborne pathogens just to name a few. Table-top discussions led by building[1]based safety team members are completed at the building levels during staff meetings to reinforce the web-based training requirements.

Methods to improve cultural competency of teachers, administrators, staff, parents and students, including the identification of all racial, ethnic, language-minority, cultural, exceptional learning, and socioeconomic groups represented in the school’s student population; culturally appropriate strategies for increasing educational opportunities and educational performance for represented groups that are incorporated in the school’s plan; and areas identified as requiring additional professional development to increase cultural competency in the school. Each school has developed an Inclusive Excellence Plan intended to guide the efforts of the school to address cultural competency, access and opportunity, and professional development. The Inclusive Excellence Plan is developed by the school’s equity team in collaboration with the building administration and supports this requirement.
A professional development program that includes: a narrative of student learning data: strategies, programs and services to address student learning needs; activities to implement such strategies; and an evaluation of the impact of such strategies. The goals for each school include data that outlines the need for the stated goal. Each goal includes desired outcomes and interventions to achieve those outcomes which include professional development.

Assurance that the professional development program complies with the local school board’s core principles for professional development. Each school’s professional development plan is reviewed by their building and the corporation exclusive representatives. In addition to the review by the exclusive representative, the superintendent and district administration also review the professional development plans. The signed corporation document is housed at the district office and with each school.