martin grade school schoolwide / school improvement plan …€¦ · · 2011-01-05martin grade...

Martin Grade School Schoolwide / School Improvement Plan for 2010-2012

Bennett County School District

Stacy Halverson, Elementary Principal P.O. Box 580 201 Fifth St. Martin, SD 57551

[email protected] 605-685-6717

School Board Approval January 12, 2009 Submitted to DOE on January 13, 2009 School Board Approval December 14, 2009 Submitted to DOE on December 18, 2009

Mission Statement – As an institution of education our mission is to empower our students with the ability to reach their full intellectual, physical, creative, emotional, and social potential, thus enabling them to be successful, contributing members of society. Our goals are: to facilitate maximum learning for all students, to create a community of lifetime learners, to recognize and accept each student as a unique individual, to maintain a safe environment for each student, to promote parent education and involvement with their child’s education, and to encourage and provide on-going teacher and staff educational opportunities. PROGRAM DEVELOPMENT - A plan must be completed for each building in school improvement, for those Title I schools planning to implement a schoolwide program, and for districts in improvement. The district or school improvement plan must be developed with the input of parents, community, staff, and at least one outside expert. Documentation of planning and implementation activities must be included. The role of the LEA in the planning and support of the plan must be documented. District/school mission and vision statements and philosophy should be incorporated into the plan. Profile information and a description of the indicators used to evaluate the program are included. The plan must cover a two-year time period, be evaluated annually, and revised as needed. The historical background of the plan should be noted and updated annually. 1.1 List the names and titles of the members of the planning team. (The planning team must include parents, school staff, district representation, outside expert, SST

member.) A copy of the Planning Framework needs to be included in the ONSITE document.

Parents Kaye Hodson, Tara Fanning, Mike Killinger, Danielle McDonnell School Staff Cheryl Witt (Preschool), Vernie Arnold (1st Grade), Joyce Strain (3rd Grade), Carol DeVries (4th Grade), Mikaela O’Bryan (5th

Grade), Jeanene Fuchs (Literacy Coach), Marlene Janis (SPED), Kathy Smith (Guidance Counselor), Teresa Risse (Intervention Teacher), Julie Kaltenbach (Alternative Classroom), Kim VanderMay (Paraprofessional), Ivy Birdsall (SPED Director), Stacy Halverson (Elementary Principal)

District Representation Belinda Ready (Federal Programs and Title I Director) and Todd Alexander (School Board) Outside Expert Jeanne Cowan (SDIG+), TIE SST Bob Rose 1.2 List the dates of each planning meeting, who attended and a brief overview of the agenda.

Sign in sheets, meeting agendas, purposes, and outcomes records need to be included in the ONSITE documentation.

June 3 – Annual Review June 27 – July 1 Belinda Ready, Stacy Halverson, Ivy Birdsall, Jeanene Fuchs, Joyce Strain, Kim VanderMay, Carol Risse, Anita Hicks Data Retreat in Pierre July 27-28 – Belinda Ready, Stacy Halverson, Ivy Birdsall, Jeanene Fuchs, Joyce Strain, Carol Risse, Kim VanderMay BLT/Leadership Team at Conference August 11 – SIP Belinda Ready, Stacy Halverson, Ivy Birdsall, Jeanene Fuchs, Joyce Strain, Carol Risse

Planned presentation to staff on Data Retreat

August 16 – District In-service – ALL Martin Grade School Staff Data Retreat presentation – Goals and Objectives – Strategies for reading and math

September 20 – SIP – Attendance – Goals – Transition Component – Monitoring Component – SES – TAT/RTI –AR – 1003(a)

October 19 – SIP - Kim VanderMay, Julie Kaltenbach, Teresa Risse, Vernie Arnold, Stacy Halverson, Joyce Strain, Jeanene Fuchs, Cheryl Witt, Ivy Birdsall, Marlene Janis, Carol Risse, Belinda Ready SIP Components, Goals/Objectives/Strategies, Individual Learning Plans and Logs, Data Retreat – November 5,

1003(a) Grant, Classroom Assessment Sheets, SES, tutoring, Financial Update/Budget, Curriculum Maps, Aimsweb Webinar November 1 – 1003(a) Carol Risse, Joyce Strain, Marj Oleske, Marlene Janis, Ivy Birdsall, Vernie Arnold, Stacy Halverson, Belinda Ready Review of 1003(a) 2009-2010, Ideas for 2010-2011 application November 5 – DATA ANALYSIS – Stacy Halverson, Terry Laverack, Carol Risse, Ivy Birdsall, Jeanene Fuchs, Teresa Risse, Mike Anderson, Mark Buchmann, Marlene Janis, Shar Johnson, Kathy Smith, Vernie Arnold AimsWeb, Orchard, Achievement Series, First Quarter Report Cards, Title IV, Title II Part D, Parent Surveys November 15 – SIP December 2 – Public Review December 13 – SIP January 17 – SIP February 21 – SIP March 21 – SIP April 18 – SIP June 1 – SIP – Annual Review 1.3 What part did the planning team members play in the development of the plan? School Improvement Team members analyze data as it becomes available, are responsible for writing and monitoring the implementation of the School Improvement Plan based on the data reviewed, make on-going decisions and changes to the SIP as needed throughout the school year. The SIP team makes budgetary decisions for the use of Title I funds at MGS.

1.4 What is the time period for this plan? This SIP will be implemented in the fall of 2010 and go through the spring of 2012 (with on-going evaluation and progress monitoring). 2.1 Describe the district/school’s geographic location, boundaries, demographic data/descriptive information regarding students and community, and staffing patterns

in a narrative format. Martin Grade School, Martin, SD, is located in Bennett County, bordered by Nebraska to the south, Rosebud Indian Reservation to the east and the Pine Ridge Indian Reservation to the north and west. The majority of MGS’s population is Native American. Approximately 76% of the students qualify for free or reduced lunch. Statistics from the 21st Century Program include “childhood poverty in Bennett County (48.8%) is over three times that of South Dakota as a whole. Families in Bennett County, with less than 65% of the state median family income, are over three times as likely to live in poverty than families throughout South Dakota. Agriculture is the primary industry in Bennett County with over 80% of the tax revenue generated through agricultural land. Employment outside agriculture is very limited. Government services (federal, state and school) represent the second largest industry, followed by a few small retail businesses and service industry jobs.” Class size averages 20 students with two sections at each grade level kindergarten through sixth grade (with three sections of first grade this year). There is a preschool program for students turning FOUR by September 1 along with a SPED preschool program for children birth to three and for four year olds. Ten paraprofessionals work with students in preschool – sixth grade on a rotating basis to assist students in need. There are three full-time special education teachers, one certified speech pathologist and one speech aide). Additional certified staff includes a math intervention teacher, a guidance counselor, .5 vocal, .5 instrumental, .5 technology and 1 PE teacher. A technology aide is housed at MGS full time to assist staff with technology set up, maintenance and a resource. A nurse in on duty at MGS daily. The Reading First grant led to the implementation of a Reading Coach and three intervention teachers to work with strategic and intervention students. These positions remain after funding for Reading First was depleted and are funded through regular Title I. 2.2 Insert a table outlining these student characteristics (# of students and % of enrollment): ethnicity, special education, gifted and talented, LEP, economically

disadvantaged, and migrant. Characteristics Number of Students / Percent of Enrollment

as of October 1 2007 2008 2009 2010 2011 Number Enrolled 265 228 254 251 Caucasian 63 / 24% 53 / 23% 53 / 21% 48 / 19% Native American 198 / 75% 170 / 75% 165 / 65% 162 / 64% Black 2 / <1% 2 / <1% 1 / <1% 1 / <1% Other Ethnicity 2 / <1% 3 / <1% 7 / 3% 11 / <1% Two or More Ethnicity - - 30 / 11% 29 / 12% Special Education 17 / 6% 24/ 11% 19 / 3.5% 19 / 8% Gifted and Talented NA NA NA NA English Language Learner NA NA NA NA Free and Reduced Lunch 173 / 76% 181 / 79% 198 / 78% 206 / 82% Migrant NA NA NA NA

2.3 What is the mobility rate of the district/school? During the 2009 – 2010 school year 300 students enrolled during the school year. 63 students entered or exited at some point during the school year. This showed a mobility rate of 21% for MGS. 2.4 Provide discipline statistics, including levels of incidence There were 103 referrals to the office for minor infractions. Two students were suspended from school (half day to three days). 2.5 Identify the specific area(s) where the district/school did not make AYP and the score(s) (percent proficient or advanced) for identified areas/subgroups. Martin Grade School is on Level Two School Improvement for attendance with an attendance rate of 93.96% and ALERT for math for not meeting the AMO target. Proficiency Rates for Reading: 65% - All students, 81% white, 59% Native American, 64% Economically Disadvantage, 29% Students with Disabilities, 58% males and 75% females Proficiency Rates for Math; 64% - All students, 81% white, 57% Native American, 61% Economically Disadvantage, 29% Students with Disabilities, 61% males and 70% females 3.1 If applicable, Title Me Level 3 – Identify the corrective action taken by the LEA with regards to the district/school. NA 3.2 If applicable, Title I Level 4 – Describe the process the LEA will be taking to develop a restructuring plan. The restructuring plan will be submitted to DOE as an

addendum to the School Improvement Plan no later than June 1st of the restructuring plan year. NA 3.3 If applicable, Title I – Level 5 – Describe how the LEA implemented the restructuring plan for alternative governance at the beginning of the school year. NA 4.1 Who is your SST (School Support Team) member? Describe the consultation of the SST during the development stage of the district/school improvement and the

schoolwide plan. Documentation of contact needs to be included in the ONSITE document. Bob Rose – Mr. Rose reviewed the MGS plan in the spring of 2008 and made some recommendations to the team (fewer goals, add more mentoring and professional development specifics). In October of 2008 Mr. Rose was emailed that the MGS plan would change to the new PILOT format but retain the current information, add new data and make changes as the year progressed. Helen Usera was the SST during the 2009-2010 school year. She reviewed the plan and approved it on December 9, 2009. Bob Rose was named the SST for 2010-2011. He did an overview of the SIP goals from the data retreat on September 1. Plan components will be emailed to him, as they are reviewed/amended during the school year and prior to the Peer Review.

4.2 What outside experts and/or consultants provided assistance in the development of the plan? Describe the assistance provided by the outside expert. Documentation of outside experts needs to be included in the ONSITE document.

Jeanne Cowan and Lacey Hougland, SDIG+, work with the Mrs. Ready and the BLT team providing professional development to coincide with the SDIG+ grant and growth data from the Dakota STEP. A Data Retreat was held in Pierre on June 27-July 1 led by Judy Sargant, Diane Lowery and Beth Schiltz. A team attended and focused on the GOALS/OBJECTIVES/STRATEGIES needed for MGS based on recent data. 4.3 Which SEA staff was contacted to provide assistance with the plan? Describe the assistance provided by the SEA.

Documentation of contact with the SEA needs to be included in the ONSITE document. Belinda Ready, Title I Director, makes contact with Diane Lowery, Beth Schiltz, Paul Schreiner and Rob Hoffman by phone or email as needed to meet the requirements and compliance. Betsy Chapman provides assistance with SES questions and programs. Dawn Smith provides assistance with Parent Involvement and Schoolwide Programs. Diane Lowery and Beth Schiltz helped facilitate a data retreat that staff attended. 4.4 What are the responsibilities of the school, the district and the state in the development and implementation of the plan? The Bennett County School Board has given the responsibility to the Martin Grade School Principal, Stacy Halverson, and the staff to meet the requirements of the School Improvement Plan and compliance with NCLB requirements. The Bennett County School District shall support the decisions with financial assistance, personnel, planning time and professional development to meet the goals of the SIP. The district hired Belinda Ready to be the Federal Programs Director to provide guidance for implementation and compliance. The South Dakota Department of Education will support the MGS School Improvement Plan with technical assistance as needed and requested. 5.1 Why was the plan first developed? Provide information about the development of the original plan and its intent. Martin Grade School has been a SCHOOLWIDE building since 1999. Numerous meetings and planning went into the development of the first MGS Schoolwide Plan focusing on meeting the needs of ALL Martin Grade School students. The Schoolwide Plan has been evaluated, reviewed, and changed as the process has evolved along with new requirements. When MGS was identified for School Improvement, meetings were held to make the necessary changes from a Schoolwide Plan to a School Improvement Plan. The goals of the plan continued to focus on student achievement and professional development. 5.2 Explain how the plan is updated annually, noting major revisions in the plan. The School Improvement Plan is updated annually in June. The public is invited to review the SIP, analyze the data to see if the current goals and objectives are meeting the needs of the students, and if not, make the necessary changes. The DOE Goals Evaluation form is completed at this meeting along with budget recommendations. The SIP is worked into the Consolidated Application planning at this meeting. Ongoing revision of the SIP is done throughout the school year as the SIP team reviews data, monitors student progress and is informed of needed changes. The SIP is presented to the Bennett County School Board each June and again after AYP determination is complete. The SIP is reviewed with MGS staff at the August in-service and periodically through the year at Grade Level meetings.

COMPREHENSIVE NEEDS ASSESSMENT – An up-to-date, comprehensive needs assessment of the entire school must be completed. The results obtained from the needs assessment must be included, noting both strengths and weaknesses. Conclusions drawn from these results must be described. Documentation of this process and analysis of the results must be kept on file. 1.1 Did the planning team attend a Data Retreat? If so, when was it held, who facilitated the retreat and what data was analyzed? Staff attended a Data Retreat on June 27- July 1 I Pierre facilitated by Judy Sargant, Diane Lowery and Beth Schiltz. Data analyzed included the Dakota STEP, Reading First Stanford Reading Test, DIBELS, eMetrics and an overview of other data in the Data Binder (to be reviewed at a later date.) 1.2 Explain the data analysis process used, date(s) held and team members attending.

Sign in sheets, agenda and data reports need to be included in the ONSITE document. Data is analyzed as it becomes available during the school year. When the SIP team meets, Mrs. Ready facilitates the meeting. Team members read the data and identify three strengths and challenges individually. The team then comes to consensus on the strengths and challenges, generate a hypothesis, formulate possible goals, objectives and strategies and then integrates them with current goals, objectives and strategies or amends the current ones. Reading and math data is analyzed at Grade Level meetings (held one time a month). There are also intervention meetings by grade level each month, and collaboration meetings between grade levels once each month. School Improvement information is shared at the monthly staff meetings, and on Tuesday Morning meetings when changes or questions arise. Growth reports are reviewed as they become available from the SDIG+ grant program. 1.3 List the data sources reviewed with a brief narrative identifying the strengths and challenges of each source analyzed. (This may be done in table format with a

narrative describing the strengths and challenges/ Dakota STEP and other assessments, standards-based assessment reports, various achievement data, etc. are examples of other data to be analyzed. COMPLETE charts, graphs, tables, etc. of this data needs to included in the ONSITE document. NCLB Report Card, the Assessment and Accountability Charts.

DATA

SOURCE STRENGTHS CHALLENGES SUGGESTIONS SIP GOAL

Attendance MGS staff feels the Home School Coordinator has helped with attendance issues. There is data to back up what MGS has been doing to increase attendance.

The same children/families continue to have chronic attendance problems. Same homes do not SEEM to support school or education. The loss of class time affects the student’s performance. DSS, LOWO and the court system do NOT provide needed assistance.

Continue with goals and strategies Contact DSS, LOWO and the court system as students reach 5, 10 and 15 days of missed school.

Attendance

Dakota STEP

Only 2% loss in Students with Disabilities in reading 5th and 6th grade students had the highest number of proficient and advanced students in reading and math

Number of student proficient or advanced decreased in reading Students with Disabilities subgroup made a sharp drop in reading Math missed the AMO so moved to alert but there was growth shown

Continue goals and strategies Intervention groups need more specific skills addressed RTI implemented DI stressed

Attendance Math Reading

eMetrics Increased student achievement in math but not reading Standards focused on did improve

Math eMetrics NOT standard specific Still need intervention strategies

Standards were chosen for focus on during 2010-2011 Identify strategies Professional development needed

Math Reading

Aimsweb Majority of students fall into the average range Above is the same as or greater than below

Half are average, one fourth below and one fourth above There is a discrepancy between the above/below in the MAZE versus the CBM We are continuing to become familiar with Aimsweb testing

K-1 teachers have a scheduled intervention meeting to discuss appropriate interventions and to assess if those interventions are working Track each group from year to year Add intervention meetings for other grade levels

Reading

Aimsweb Scores are similar to reading (one half average, one fourth above, one fourth below) In every test except one, there are more scores in above average than below average

Not all students got tested Not every tests was taken by all grades In kindergarten, on thee missing number test, 0 was considered average There is a wider range from the below to the well above average

Assign someone to test incoming students or students who were absent Come up with an appropriate progress monitoring schedule Intervention meetings need to be held All grades will take appropriate tests at designated time for the correct amount of time. Mae a chart with instructions for administering tests properly

Math

Title II A wide variety of Too many variances Focused professional Attendance

Part A opportunities were offered to certified and non-certified staff in and out of district Funding is available

Staff needs time to implement new strategies learned More local PD

development Math strategies

Math Reading

Title II Part D

MGS has an abundance of technology available. SmartBoard Students have access to laptops We implemented man new technology skills Lots of training is available Qualified staff to share their expertise

Smartboard failure Laptops for each student in grades 4-6

Continue purchasing laptops Professional Development

Math Reading

Title IV Use of teachable moments “Everything should be addressed in Guidance” Bullying

Bullying awareness needs to begin at a younger age Professional development


Growth Reports

Not available from TIE at this time

Parent Survey February 2010

Communication, High quality education program, Reading Skills, Math Skills, Notices sent home with children. BC Booster, District newsletter

Receiving courteous attention, Students behavior, Science, Visual and Performing Arts, Website, Phone call from school personnel

Continue with current goals


Parent Survey September 2010

School is a safe place High Quality Education Reading Skills Math Skills

Well behaved students Students being treated fairly Visual/Performing Arts Character Education Dangers of Drug Use District Website KBBN

Continue providing information in a variety of forms to parents We are not recognizing these as major headaches – just issues to be aware of. Website is under construction


STAR / Accelerated Reading

Reading

STAR / Accelerated Math

Math

Orchard 4,5,6 grade in Language Arts and math in the

All students visit the Orchard lab once weekly

Test students who initially tested at 30# or below at

Reading Math

groups of above and below 40% even out 2-3gradehas a lot of kids above grade level in language arts and math 5th and 6th are almost dead even

and twice weekly for students with higher needs We re testing three times a year to determine growth

the previous grade level and have them work on those skills until December. Assign specific skill trees based on tests results (Dakota STEP, Stanford, etc.)

Stanford Reading

At Grade Level is still the highest Students were strong in phonemic awareness K, 3- Less gap for reading comprehension strategies and vocabulary development

How is reading fluency tested? We are developing vocabulary more in 1-3 than in kindergarten We are stressing phonemic awareness We are not doing enough reading comprehension

Move from modeling reading strategies to prompting and applying reading strategies Need to do more reading comprehension We need to do more vocabulary development and fluency at kindergarten

Reading

1.4 How does your data provide information about each subgroup? Data not broken out by subgroups is reviewed by the SIP team in the class data sheet. This information is shared in Intervention and Collaboration meetings. 1.5 What priorities for the school arose from the overall examination of data during the needs assessment? How will this information be used in the Schoolwide or

School Improvement Plan? Attendance rate is still not at 94% consistently. Attendance affects academics. Reading continues to improve but not all of the subgroups have reached proficiency. Math improved dramatically this past year, but none of the subgroups reached the AMO. Professional development opportunities are provided, but need to be more focused. Intervention groups and Individual Learning Plans have started. RTI and Differentiated Instruction have started but need to be increased. ALL of these priorities need to be addressed in the goals of the SIP plan. 1.6 Did the district/school participate in an audit? If so, describe the process, which facilitated the audit, when it was held, who attended, and what were the results? Not at this time – The 1003 (g) grant has an audit as a component. Mrs. Ready will arrange with DOE assistance. GOALS, OBJECTIVES, and STRATEGIES – The plan is structured to include measurable academic goals and objectives designed to address identified needs as outline in the comprehensive needs assessment, using scientifically based research strategies. An evaluation process of those goals must be included. 1.1 List the reading, math and/or graduation or attendance goals and objectives.

Both the goals and objectives must be measurable, include grade levels, subgroups and content standards as appropriate. They must align with needs identified through the comprehensive needs assessment.

List the strategies that will be used to address the goals and objectives. Strategies need to be SBR, scientifically based research. If this could be in a chart/table this piece could be given to all staff, patrons, etc.

2010-11 School Improvement Plan: READING and MATHEMATICS Overall Reading Improvement Goal as Measured by Dakota STEP: We, all staff of Martin Grade School will improve comprehension and informational text reading scores of all K-6 students to the level of 85% proficient and advanced and to increase the Native American students scores to 80% proficient and advanced on the 3-6 Dakota STEP and the K-2 Stanford Reading assessments for spring 2011.

Specific End-of-Year Measurable Reading Targets (student outcomes) by Grade Level as Measured by Local Assessments (all grade levels in the school): • K-6 AIMS Web – Benchmark • K-6 Open Court Assessments – 85% • Achievement Series is a new assessment that we will be developing targets for

this year

Overall Math Improvement Goal as Measured by Dakota STEP: We, all staff at Martin Grade School will improve skills in geometry and statistics/probability of all K-6th grade students so that 75% show proficient and advanced levels, while accelerating the performance of Native American students so that 70% are proficient and advanced on the 3rd-6th spring Dakota STEP and on the K-2 spring math assessment by April 2011.

Specific End-of-Year Measurable Math Targets (student outcomes) by Grade Level as Measured by Local Assessments: • K-6 AIMS Web – Benchmark • K-6 Saxon Assessments – 80% • Orchard – 80%

Leadership Team Members: Stacy Halverson, Belinda Ready, Ivy Birdsall, Jeanene Fuchs, Kim VanderMay, Carol Risse, Joyce Strain, Cheryl Witt, Anita Hicks Other: All staff are invited to attend meetings

Leadership Team Meeting Dates and Times. * = Monitoring Checkpoints

Aug: 16-17 Feb: 15, 4:00-6:00

Sept: 17, 8:00-10:00 Mar: 18, 12:30-2:30

Oct: 22, 12:30-2:30 Apr: 11, 4:00-6:00

Group Norms • Show up on time • Fully Participate • Listen as an ally and show respect • We won’t allow side

conversations • Help each other move forward • Avoid generalities

Specific Strategies to Improve Reading

Nov: 19, 12:30-2:30 May: 26, 1:30-3:30

Dec: 10, 12:30-2:30 June: 27-28, 8:00-4:00

Jan: 14, 12:30-2:30

• Focus on issues – keep to the point

• Accept that constructive disagreements are okay

• Work to create decisions that support the team

Reading Standards

Local Assessment Strategies:

Consider: Summative, Benchmark,

Formative and Intervention

Assessments, Local Proficiency Setting,

Student Self-Assessment, Specificity of Feedback,

Standards-Based Grading & Reporting

Local Curriculum Strategies:

Consider: Alignment, Pacing, Guaranteed

& Viable Curriculum, Aligned Resources,

Parent Communication

Classroom Instructional

Focus Strategies

Consider: Transparency of Clear Learning

Goals, Standards-Based Lesson

Planning, Reflection, Build

Background Knowledge, High Expectations &

Rigor

Instructional Delivery and Structures

Consider: Maximizing

engagement, Cooperative

Learning, Inclusion, Co-Teaching,

Differentiation, Core (Tier I) Instruction

Intervention Strategies

Consider: Sharp focus on skills in the standard, based on individual assessed needs, flexible small groups for common skill needs, targeted one-on-one, special

education,

Professional Development

Consider: Collaborative Book

Study Groups, Training

Workshops, Seminars,

Instructional Coaching, Webinars

Specifically, what will you do, how will you it, when will you do it, and who is involved? VOCABULARY Indicator 1: Students can recognize and analyze words.

Continue best practice strategies





Book study

COMPREHENSION STRATEGIES Indicator 2a: Students can comprehend text.

We will use the comprehension results of AIMS Web, Open

We will follow the pacing schedule for Open Court,

We will write weekly standard-based lesson plans,

We will provide enough time for differentiated instruction to

We will examine our intervention data to provide the most

We will have a 2-hour monthly reading meeting to analyze

Court, Teacher Observation, Achievement Series, Checklists, anecdotal records, quarterly benchmark assessments to identify comprehension strengths and weaknesses. (All reading teachers, weekly and as indicated by the core, at monthly staff meetings)

continue to align our curriculum, and send Open Court home connection letters to parents.

post daily/weekly learning goals, follow the Open Court core with fidelity, provide enough time for 4-6 reading instruction.

promote comprehension during core reading, workshop, and intervention using think alouds, graphic organizers, anchor charts, open ended questions, connections, and other teacher developed strategies to maximize engagement. We will provide effective instruction to challenge students. Collaboration among all teachers involved at grade levels will meet briefly weekly or via e-mail. (all reading teachers, sharing strategies

effective comprehension intervention instruction to directly teach individual student needs to move them from decoding to comprehension. The intervention teacher will determine each student’s time in each intervention by monitoring each student’s comprehension progress weekly.

student data, Carol Christenson (Open Court) presentations on Oct. 1 and 15, book study/ article discussions during PLC meetings, teacher-to-teacher walk-throughs, reading coach mentoring, continued RTI training, and other training as students’ needs arise with comprehension.

FLUENCY Continue best Continue best Continue best Continue best Continue best Book study

Indicator 2b: Students can fluently read text.

practice strategies

practice strategies

practice strategies USE WIDE READ ALOUDS (5 books on their desks)

practice strategies

practice strategies

TEXT ANALYSIS Indicator 3: Students can apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses.






Book study

COMPREHEND DIVERSE TEXTS Indicator 4: Students can interpret and respond to diverse, multicultural, and time period texts.






Book study

COMPREHEND INFORMATIONAL TEXTS Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts.

We will use results of AIMS Web, Open Court, Teacher Observation, Achievement Series, Checklists to identify comprehension of informational texts strengths

We will follow the pacing schedule for Open Court, continue to align our curriculum, and send Open Court home connection letters to parents. Students will be able to use

We will write weekly standard-based lesson plans, post daily/weekly learning goals, follow the Open Court core with fidelity, provide enough time for 4-6 reading

We will provide enough time for differentiated instruction to promote comprehension of informational texts during core reading, science, and social studies, workshop, and

We will examine our intervention data to provide the most effective comprehension intervention instruction of informational texts to directly teach individual student needs.

We will have a 2-hour monthly reading meeting to analyze student data, Carol Christenson (Open Court) presentations on Oct. 1 and 15, book study/ article

COMPREHEND INFORMATIONAL TEXTS Indicator 5: Students can access, analyze, synthesize, and evaluate informational texts.

We will use results of AIMS Web, Open Court, Teacher Observation, Achievement Series, Checklists to identify comprehension of informational texts strengths and weaknesses. (All reading teachers, weekly and as indicated by the core, at monthly staff meetings)

We will follow the pacing schedule for Open Court, continue to align our curriculum, and send Open Court home connection letters to parents. Students will be able to use Accelerated Reader to increase vocabulary and comprehensions skills.

We will write weekly standard-based lesson plans, post daily/weekly learning goals, follow the Open Court core with fidelity, provide enough time for 4-6 reading instruction.

We will provide enough time for differentiated instruction to promote comprehension of informational texts during core reading, science, and social studies, workshop, and intervention using think alouds, graphic organizers, anchor charts, open ended questions, connections, and other teacher developed strategies to maximize engagement. Collaboration among all teachers involved at grade levels will meet briefly weekly or via e-mail. (all reading teachers, sharing strategies

We will examine our intervention data to provide the most effective comprehension intervention instruction of informational texts to directly teach individual student needs. The intervention teacher will determine each student’s time in each intervention by monitoring each student’s comprehension progress weekly. SES (Supplemental Education Services) will be provided to identified students November – May. Tutoring for students will be provided one Friday a month and before and after school each day that school is in session.

We will have a 2-hour monthly reading meeting to analyze student data, Carol Christenson (Open Court) presentations on Oct. 1 and 15, book study/ article discussions during PLC meetings, teacher-to-teacher walk through, reading coach mentoring, continued RTI training, and other training as students’ needs arise using informational texts.

EVALUATION OF STRATEGIES List the evidence you

Specific Strategies to Improve Mathematics

Math Standards

Local Assessment Strategies:

Consider: Summative, Benchmark,

Formative and Intervention

Assessments, Local Proficiency Setting,

Student Self-Assessment, Specificity of Feedback,

Standards-Based Grading & Reporting

Local Curriculum Strategies:

Consider: Alignment, Pacing,

Guaranteed & Viable Curriculum, Aligned Resources,

Parent Communication

Classroom Instructional

Focus Consider:

Transparency of Clear Learning

Goals, Standards-Based Lesson

Planning, Reflection, Build Background Knowledge, High Expectations &

Rigor

Instructional Delivery and Structures

Consider: Maximizing

engagement, Cooperative

Learning, Inclusion, Co-Teaching,

Differentiation, Core (Tier I) Instruction

Intervention Strategies

Consider: Sharp focus on skills in the standard, based on individual assessed needs, flexible small groups for common skill needs, targeted one-on-one, special

education,

Professional Development

Consider: Collaborative Book

Study Groups, Training Workshops,

Seminars, Instructional

Coaching, Webinars

What will you do? How will you do it?

What? How? What? How?

What? How? What? How? What? How?

ALGEBRA Goal 1: Students will use the language of algebra to explore, describe, represent, and analyze number expressions and relations that represent variable quantities. • Indicator 1: Use

procedures to transform algebraic expressions.

• Indicator 2: Use a variety of algebraic concepts and methods to solve equations and






Book study

inequalities. • Indicator 3: Interpret and

develop mathematical models.

• Indicator 4: Describe and use properties and behaviors of relations, functions and inverses.

GEOMETRY Goal 2: Students will use the language of geometry to discover, analyze, and communicate geometric concepts, properties, and relationships. • Indicator 1: Use

deductive and inductive reasoning to recognize and apply properties of geometric figures.

• Indicator 2: Use properties of geometric figures to solve problems from a variety of perspectives.

We will use Saxon math assessments (lesson, informal, 1-on-1), AIMS Web, Orchard, quarterly benchmarks, and teacher observation for proficiency in geometry.

We will follow the pacing schedule for Saxon math; continue to align our curriculum, as needed to fill in gaps using Mathletics for geometry. We will include math progress reports in Wednesday folders for parents. Students may use Accelerated Math for additional skill practice.

We will write weekly standard-based lesson plans, post daily/weekly learning goals, follow the Saxon core with fidelity, and provide uninterrupted time for math geometry instruction.

We will provide enough time for geometry differentiated instruction during core math, workshop, and intervention using open ended questions, informal and one-on-one assessments, effective cooperative groups, classroom culture, hands-down policy, and other teacher developed strategies to maximize engagement. Collaboration among all teachers involved at grade levels will meet briefly

We will examine our geometry intervention data to provide the most effective intervention instruction (Orchard, Accelerated Math, Mathletics, one-on-one instruction) to directly teach individual student needs. The intervention teacher will determine each student’s time in each intervention by monitoring their progress. SES (Supplemental Education Services) will be provided to identified

We will analyze student data in grade level meetings, book study/ article discussions during PLC meetings, teacher-to-teacher walk throughs, continued RTI training, on-site training with (name) TBD. DVD’s other training as students’ needs arise.

weekly or via e-mail. (all math teachers sharing strategies

students November – May. Friday School and tutoring are available for all students.

MEASUREMENT Goal 3: Students will apply systems of measurement and use appropriate measurement tools to describe and analyze the world around them. • Indicator 1: Apply

measurement concepts in practical applications.






Book study

NUMBER SENSE Goal 4: Students will develop and use number sense to investigate the characteristics of numbers in a variety of forms and modes of operation. • Indicator 1: Analyze

the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and






Book study

relative magnitude of real numbers.

• Indicator 2: Apply number operations with real numbers and other number systems.

• Indicator 3: Develop conjectures, predictions, or estimations to solve problems and verify or justify the results.

DATA & PROBABILITY Goal 5: Students will apply statistical methods to analyze data and explore probability for making decisions and predictions. • Indicator 1: Use

statistical models to gather, analyze, and display data to draw conclusions.

• Indicator 2: Apply the concepts of probability to predict events/outcomes and solve problems.

We will use Saxon math assessments (lesson, informal, 1-on-1), AIMS Web, Orchard, quarterly benchmarks, and teacher observation to determine mastery of data and probability.

We will follow the pacing schedule for Saxon math; continue to align our curriculum, as needed to fill in gaps using Mathletics for data and probability. We will include math progress in Wednesday folders for parents.

We will write weekly standard-based lesson plans, post daily/weekly learning goals, follow the Saxon core with fidelity, and provide uninterrupted time for math data and probability instruction.

We will provide enough time for differentiated instruction during core math, workshop, and intervention using open ended questions, informal and one-on-one assessments, effective cooperative groups, classroom culture, hands-down policy, and other teacher developed strategies to maximize engagement with

We will examine our intervention data to provide the most effective data and probability intervention instruction (Orchard, Accelerated Math, Mathletics, one-on-one instruction) to directly teach individual student needs. The intervention teacher will determine each student’s time in each intervention by monitoring

We will analyze student data in grade level meetings, book study/ article discussions during PLC meetings, teacher-to-teacher walk throughs, continued RTI training, and other training as students’ needs arise for data and probability.

DATA & PROBABILITY Goal 5: Students will apply statistical methods to analyze data and explore probability for making decisions and predictions. • Indicator 1: Use

statistical models to gather, analyze, and display data to draw conclusions.

• Indicator 2: Apply the concepts of probability to predict events/outcomes and solve problems.

We will use Saxon math assessments (lesson, informal, 1-on-1), AIMS Web, Orchard, quarterly benchmarks, and teacher observation to determine mastery of data and probability.

We will follow the pacing schedule for Saxon math; continue to align our curriculum, as needed to fill in gaps using Mathletics for data and probability. We will include math progress in Wednesday folders for parents.

We will write weekly standard-based lesson plans, post daily/weekly learning goals, follow the Saxon core with fidelity, and provide uninterrupted time for math data and probability instruction.

We will provide enough time for differentiated instruction during core math, workshop, and intervention using open ended questions, informal and one-on-one assessments, effective cooperative groups, classroom culture, hands-down policy, and other teacher developed strategies to maximize engagement with data and probability. Collaboration among all teachers involved at grade levels will meet briefly weekly or via e-mail. (All math teachers sharing strategies

We will examine our intervention data to provide the most effective data and probability intervention instruction (Orchard, Accelerated Math, Mathletics, one-on-one instruction) to directly teach individual student needs. The intervention teacher will determine each student’s time in each intervention by monitoring their progress.

We will analyze student data in grade level meetings, book study/ article discussions during PLC meetings, teacher-to-teacher walk throughs, continued RTI training, and other training as students’ needs arise for data and probability.

EVALUATION OF STRATEGIES List the evidence you will collect to demonstrate effective completion and/or

Shared Leadership and Collaborative Work Consider collaborative teamwork, developing teacher leaders, shared decision-making, scheduling time for students, scheduling common time for teachers, shared vision, collective commitments

Timeline

Tasks/Action Steps:

Resources Needed (cost,

materials, staff, time,

etc.) Start Date End Date

Person Responsible/ Persons Involved Evidence of Success

Parent Involvement Consider: Parental involvement in their child’s learning, parent education, positive perceptions, parent reception into the school, parent-friendly environment, resources for parents, positive parent interactions, meaningful parent communication, practical tips

Timeline

Tasks/Action Steps:

Resources Needed (cost,

materials, staff, time,

etc.)

Start Date End Date

Person Responsible/

Persons Involved Evidence of Success

Welcome Back Parents Night District Registration

Materials

August 23, 2010

Belinda Ready Stacy

Halverson MGS Staff

Attendance Parent Surveys

Parent Communications – newsletters, purple folders, parent resource room

Technology Resources and Purple

Folders

August 2010

June 2011

Belinda Ready Stacy

Halverson MGS Staff

Surveys

Family Fun Night/Curriculum Nights September 2010

May 2011

Belinda Ready Stacy

Halverson MGS Staff

Attendance/Surveys

Roll Out Plan How will you engage all other staff members in this plan?

Timeline

Tasks/Action Steps:

Resources Needed

(cost, materials, staff, time,

etc.)

Start Date End Date

Person Responsible/

Persons Involved

Introduction: Jaws Theme

Goal # 3 By the end of the 2010-2011 school year, 94% of the MGS students will in attendance on a regular basis based on SIMS.

OBJECTIVE STRATEGY PERFORMANCE INDICATOR

By the end of the 2010-2011 school year 94% of the MGS students will attend school regularly

Students will be able to choose a book for every TWENTY days of attendance

Number of books given out and the number of students receiving seven books

Students with 98% attendance each quarter will be invited to attend a “celebration” event. (Karaoke, Wii Bowling, Movie, Game Afternoon) Each student will receive an attendance sticker, a bumper sticker and their picture in the Booster.

Number at attendance celebration each quarter

Grade levels that maintain 94% attendance each month or show growth will be rewarded with incentives (EX. Extra recess, art projects, carnival tokens, school supplies, etc.) Any classroom that has 100% attendance during any month will be awarded with a movie and popcorn party.

Grade Level attendance documentation from SIMS on monthly charts

Students with Perfect Attendance each semester will receive an ATTENDANCE t-shirt and their picture in the Booster.

Number of students receiving a t-shirt and their picture taken.

100% of the MGS parents will be provided with information and/or training on the importance of attendance and education during the 2010-2011 school year

Informational articles will be placed in the school newsletter and in Wednesday folders

Copies of information / articles will be kept on file.

Parent trainings will be held discussing attendance and academics

Attendance at trainings will be kept on file

Implementation of the Attendance Policy for all MGS students will continue during the 2010-2011school year

The MGS principal and secretary will log letters and phone calls to parents, make referrals to the States Attorney, Tribal officials, DSS or LOWO in compliance with the Attendance Policy.

SIMS data, log of phone calls, letters and referrals will be kept on file

All staff will be provided professional development on differentiated instruction and RTI through professional learning communities during the 2010-2011 school year

All staff will participate in a Book Study on “Instruction for ALL Students” by Rutherford.

Log of meetings and trainings.

2.2 How do your goals and objectives address identified content standards? Goals and objectives for math and reading were written based on data gathered from the eMetrics report from the Dakota STEP and the Stanford Reading test. 2.3 Who is responsible for the implementation of the strategies? All Martin Grade School staff is responsible for the implementation of the strategies. As a team, the MGS staff can work collaboratively and with parents to implement what is best for students. 2 4 What form of extended school year is being made available to the students? Tutoring is available for students before and after school from their classroom teacher every day that school is in session. Friday school is utilized as necessary for students behind in their class work or for needed extra assistance or instruction. Kool Kids Club (21st Century Program) provides tutoring and homework help after school and on one Friday a month. SES will be provided to over 50 identified students with seven companies in reading and/or math either during scheduled times after school in the MGS computer lab or in the student’s home. Summer School will be provided during the summer in accordance with 1003(g) grant. Extended School Year is available to students based on their IEP. 2.5 If applicable, describe how SES, Supplemental Education Services, is being utilized to raise student achievement. SES is being offered to over 50 students (at this time with a new enrollment starting after January1) for qualifying students. Individual Learning Plans and specific skills are being addressed with each provider. Contact with the provider and the school should enable conversations on student skills needed and monitoring of growth. 3.1 What assessment or other measures are used to determine the effectiveness of the strategies identified for implementation in your plan? Individual Learning Plans for students, classroom observations, surveys, attendance records, teacher logs and journals, summative and formative assessments, curriculum maps, lesson plans 3.2 What formative assessments are being used to measure progress and what is the timeline to measure this progress? Phonics Screener, DIBELS, curriculum specific assessments, DACS, STAR Reading, STAR Math, DRAs, unit tests, flashcards, Read Naturally, classroom observations, teacher logs, TPRI, Brigance, CBM 3.4 What summative assessments are used to determine that the goal has been reached?

(The Dakota STEP must be used for appropriate grade levels and content areas.)

Dakota STEP, Stanford Reading First, DIBELS, DACS, math and reading placement assessments INSTRUCTION by HIGHLY QUALIFIED STAFF - Instruction must be delivered by highly qualified staff. Paraprofessionals working in a Title I program must meet the NCLB requirements. Schools in improvement must provide teacher mentoring. Strategies developed to attract highly qualified staff must be included. 1.1 What is the number and/or percent of core content subject teachers highly qualified?

Include the PRF (Personnel Report Form) in the ONSITE document. 100% of the MGS core teachers are highly qualified. 1.2 What strategies does the district/school plan to use to assure that all content area teachers are highly qualified?

Include a copy of any plans for HQT in the ONSITE document. IF a highly qualified teacher is NOT available for hire, permission is requested from DOE before hiring. Teachers who have NOT met HQT must take the PRAXIS test or take course work to meet HQT. Title II Part A and negotiated PD money from the General Fund is used to support these requirements. 1.3 Describe how the district/school ensures that Title I paraprofessionals providing instructional service are qualified and under the direct supervision of a highly

qualified teacher? Martin Grade School does NOT hire a paraprofessional unless they meet NCLB rules. All paraprofessionals are assigned to teachers who supervise their schedule and interaction with students. They do not remove students from the proximity of the teacher. 1.4 What strategies does the district/school use to attract highly qualified teachers? Bennett County School District has a base salary of $31,746. Class sizes average twenty students. Paraprofessionals and other support staff provide extra assistance. Teachers are reimbursed $150 annually for professional development opportunities of their choosing. Many opportunities are given for staff to participate in PD either in or out of district. Stipends are paid to staff for extra work outside of the school contracted time. Bennett County School District is part of the South Dakota Incentive Grant; allowing staff to receive extra income based on their participation in PD and student growth. Bennett County School District is a four-day school, which appeals to some applicants. PROFESSIONAL DEVELOPMENT – Professional development opportunities must be provided for staff, relative to the determined needs. Options for training and support need to be available for parents and community as well. Title I schools and districts in Level 1 and 2 of School Improvement must set aside 10% of their Title I Part A allocation for professional development. The school improvement plan must incorporate teacher mentoring activities or programs.

1.1 List the professional development opportunities available for school staff and the goals they align with from the plan. List both long and short-term goals.

Include a copy of the Professional Development Plan in the ONSITE document. All Martin Grade School staff is participating in professional development on Differentiated Instruction, 21st Century Skills and RTI during the 2010-2011 school year. The BLT and PLCs will continue to work on the implementation of DI and RTI during the next three years. This aligns with all three SIP goals (attendance, reading and math). Other opportunities for professional development are based on teacher need and interest and student need and are based on the School Improvement Goals. They may include: Book Studies, Grade Level Meetings, DOE sponsored workshops, TIE sponsored workshops and/or course, Math Workshops (on-site), technology trainings (on-site), Data Retreats, ESA sponsored workshops, National Title I Conference, National/Regional/State conferences, SDIG+ and Take One, ASCD national and regional conferences, and others as approved by the administration. The Bennett County School District Professional Development Plan logs all PD for the district (who attends, what event, location, expenses, fund source and evaluation of the event by the participant and the relationship to the staff member’s job. 1.2 How will teachers implement the strategies or improve skills learned during professional development opportunities? Skills will be integrated into the current curriculum and tracked through lesson plans, observations and curriculum maps. Staff will share the new skills with their colleagues at in-service and grade level meetings. 1.3 List the professional development opportunities available for parents and/or community members and the goals they align with from the plan. National Title I conference, South Dakota Parent Resource Network Parent Conference, and a Solid Foundation partnership are all available and presented to parents for participation. Parent magazine is provided to homes. Family Fun Night presentations, SPED trainings, Make and Take events and a Resource Room provides additional trainings for parents specific to student grade levels and needs. A “Bullying” workshop will be provided to parents in January 2011. All of these opportunities relate to the goals of increased attendance, improve reading and math scores. 1.4 If applicable, what is the amount of the Title I district or school in Level 1 or 2 of School Improvement set aside of 10% of the school’/district/s Title I Part A

allocation? $71,744 from Basic Title I ($35,000 from ARRA Title I, $10,144 from SPED ARRA is also set aside) 1.5 Describe the district/school’s mentoring program. The goal of the mentoring program will be to promote professional relationships, transmit the culture of the educational system to beginning teachers, support teacher morale, communications, and collegiality, build a sense of professionalism, positive attitude, facilitate seamless transitions, prevent teacher isolation, and build self-reflection.

All new staff are paired with a “veteran” staff member to guide them in their transition to Bennett County Schools. They work with them prior to school starting and on an ongoing basis dependent on teacher need and requests. Each building administrator monitors mentoring. PARENT INVOLVEMENT and EDUCATION – Parents must be involved in the development of the plan and ongoing evaluation of the program. The plan must indicate the strategies it will use to increase parental involvement. The Parent Involvement Policy and School/Parent Compact must be included. Family activities and conferences must be planned, as well as opportunities for training. Parents must be provided assistance in interpreting test results. Methods of parent notification must be listed in the school improvement plan. 1.1 Describe how the school will provide a written notice about the school’s identification for school improvement to parents of all children

enrolled in the school. A copy of the letter must be included in ONSITE documentation.

A letter notified parents in August 2010 that the school was in School Improvement for Attendance (Level Two) and Math (Alert). Specific Information was provided in a second letter including information on Supplemental Education Services. This same letter is included in the student registration packet so all new enrollees are aware of MGS’s status. Information was provided at the Bennett County School District School Board meeting in August and September, in the Bennett County School District Newsletter and Bennett County Booster.

1.2 List the strategies used to promote effective parent involvement. Wednesday folders, DDN Campus, monthly school newsletter, KBEN TV, phone calls from staff to parents, Parent Teacher Conference, School Reach, parent participation on the School Improvement Team, Parent attendance at PEP meetings, Family Fun Nights, Curriculum Nights, SD Resource Network materials and conferences, National Title I conference The SDPRN provides materials, resources and workshops for parents during the school year. Parents are on the SIP team and others are invited to attend SI meetings during the school year to help review data, address strategies, give budget input, and offer suggestions. 1.3 When was the Parent Involvement Policy last reviewed and by who?

A copy of the Parent Involvement Policy needs to be included in the ONSITE documentation. The Parent Involvement Policy was reviewed an amended to meet federal requirements on May 6, 2009. Parents were contacted, reviewed the new requirements and amended the Parent Involvement Policy to meet federal regulations. The PIP is included in all registration packets. It will be reviewed again during the annual evaluation in June. 1.4 When was the Student/Parent Compact last reviewed and by who?

A copy of the Student/Parent Compact needs to be included in the ONSITE documentation. The Student/Parent Compact was reviewed and amended on May 6, 2010. Parents were contacted, reviewed the new requirements and amended the Student/Parent Compact to meet federal regulations. The Student/Parent Compact is included in all registration packets. It will be reviewed again during the annual evaluation in June.

1.5 When are Parent Teacher Conferences held? Parent Teacher Conferences are held twice each year (mid first and third quarters). September and February 1.6 Describe the school’s plan for progress reports.

Include sample reports in ONSITE documentation. Progress reports are given to parents at parent teacher conferences and are mailed out mid second and fourth quarter. Every Wednesday, a PURPLE WEDNESDAY folder is sent home with all MGS students. Notes of progress and student work from the week and a note from the teacher may be included. It may also inform parents of student work that is missing, ideas for helping their child at home and if a conference or phone call is requested. With the implementation of RTI and Individual Learning Plans, phone calls and meeting with parents may be scheduled to address student needs outside of Parent Teacher Conferences. 1.7 Describe what family activities are planned.

Include sign-in sheets from activities in the ONSITE documentation. August 23 – Back to School Night September 16 – Volunteer Program September 20, October 19, November 15, December 13, January 17, February 21, March 21, April 18 and June 1 – School Improvement Meetings September 30 – Make and Take Reading and Math games for Kindergarten and First Grade families October 15-16 – Parent Information and Resource Center Conference in Rapid City October 28 – Family Fun Night (Fall Themes) November 15 – Parents and Educators as Partners November 18 – Math Carnival December 9 – Family Fun Night (Christmas Songs theme) February 7 – Parent and Educators as Partners March 7 – Testing Information Night April 14 –Family Fun Night (Camping theme) May 17 – Parent Involvement Policy and Compact Review Other events include: music concerts, Veteran’s Day program, Fresh Fruit and Vegetable Program activities, attendance incentives, book fairs, family health and nutrition events, classroom presentations, holiday parties, field trips, and other activities as suggested by parents and staff 1.8 How does the district/school help parent understand assessment results? Dakota STEP results were distributed to all students in Grades 3-6 (for which the school had results) along with the DOE information sheet, Reading First (K-3) assessment results and current AimsWeb scores during the fall parent teacher conferences. Parents who did not attend conferences received their child’s reports in the mail. Teachers make a concerted effort to explain ALL assessment results to parents during conferences, in Wednesday folders and with personal contacts. The guidance counselor and principal are available to help parent understand all assessment results. Informational articles are placed in the school newsletter and/or in the Wednesday folder each month addressing assessments.

1.9 If applicable, Level 1 – Describe how parents will be informed about public school choice options. This was included in the letter sent August 4. This is included in the Student Registration Packet. 1.10 If applicable, Level 2 – Describe how parents of eligible students will be notified of supplemental service options. This was included in the letter sent September 21 to ALL Martin Grade School students. Students were chosen for SES based on their Free/Reduced status and proficiency levels. 1.11 If applicable, Level 3 – Describe how parents were notified of the corrective action taken by the district NA 1.12 If applicable, Level 4 - Describe how parents were given an opportunity to participate in the development of the restructuring plan NA 1.13 If applicable, Level 5 – Describe how parents were given the opportunity to provide comments prior to implementation of the restructuring plan NA TRANSITION - A transition plan must be in place to provide assistance for the transition of preschool students into kindergarten. This includes coordination with local and community child education and care agencies. May also include other transition plans developed by the school such as special education, building and post-secondary transition plans. 1.1 Describe the written transition plan for all four-year olds into kindergarten and the transition from elementary school or junior high school. Martin Grade School is the site of a Preschool Program. This program is open to any child in Bennett County who has reached the age of four by September 1st. Identified Special Needs students are also part of the MGS Preschool Program and are enrolled and scheduled based on need. Bennett County School District also provides an early childhood special education program providing services for students birth to school. The kindergarten teachers invite Day Care providers and the Sunrise Head Start into the building at varying times during the school year to participate in activities. The Special Education Director arranges a Child Find screening each spring; identifying children the school will provide services to prior to kindergarten enrollment, including Allen Head Start, the FACE program and area Day Cares. Each spring the Preschool and Head Start children visit the kindergarten classrooms. Their visits begin as an hour stay and expand as the teachers and program collaborate. The elementary principal meets with “prospective” kindergarten parents and students each spring to give them an overview of the school, tour the facility and a presentation of how they can best help their child prepare for kindergarten. All “new” students receive a backpack filled with supplies, a book, and resources to use during the summer to prepare them for kindergarten. New families will be invited to attend a fall orientation to meet the teachers and tour the facilities.

Sixth Grade students pair up with Junior High students and shadow them for a full day each May to give them a glimpse of JH. Parents are invited to an evening meeting to help their child register for classes, tour the facility and meet the staff as scheduled by the JH Principal. MGS will hold “Bump Up Day” each spring where each student will go to the classroom they will be attending in the fall to meet the teacher, talk about NEXT year and receive materials they can work on over the summer to prepare them for fall. 1.2 Describe the transition in and out of middle school / junior high. NA 1.3 Describe the transition into high and the transition from high school to post-secondary education or to the work force. NA 1.3 What coordination with outside agencies took place within school transitions?

Sign-in sheets and agendas need to be included in the ONSITE documentation. Badlands Head Start, Allen Head Start, area Day Care centers, Birth to Three staff, MGS Preschool and Early Childhood teachers, OLC Head Start Director, Occupational Therapist, Physical Therapist, MGS Elementary Principal, Special Education Director MONITORING AND SUPPORT – A plan must be in place for helping students experiencing difficulty. Teachers must be included in decisions on the use of assessments to determine individual student progress. These results must be shared with parents. Effective and timely assistance must be given to students. 1.1 Describe activities that will be used to ensure that students having difficulty receive timely and effective help. RTI, TAT or similar plans should be included in the ONSITE documentation. Universal screenings (AimsWeb, STAR Reading, STAR Math, Orchard and Achievement Series) are given to all students (grade appropriate). This information is recorded on CLASSROOM LEVEL data sheets and on EACH student’s Individual Learning Plan. This data is reviewed at Grade Level, Intervention and Collaboration meetings at the start of the year and through the monthly meetings. Interventions are designed to meet the needs of EACH student. If the interventions are not meeting the student needs they are adjusted or a TAT may be requested. This could lead to a Special Education referral. Grade level meetings guide staff to group students for additional instruction as needed. Reading and Math Intervention teachers work with individual or small groups of students based on need and skill level. Paraprofessionals have been trained to assist teachers in working with students on specified skills. Workshop time is incorporated into all student schedules where they are provided the opportunity for extra assistance or support. Materials and resources that are used can include: Read Naturally, Guided Reading, Reading Mastery, Corrective Reading, Open Court Interventions, Saxon Phonics, REWARDS. LIPS, Orchard, Mathletics and other SBR are available. Identified students may be enrolled in SES (Supplemental Education Services), whereby they will receive extra instruction in reading and/or math. 1.2 What assurances are there that student needs are identified on a timely basis?

Progress monitoring dates are established at the start of the year for ALL students. Grade level meetings are held twice a month and cross grade level meetings are held once a month to review data and discuss students. Individual Learning Plans are being developed for ALL students. RTI/TAT are used for further referrals. Intervention and strategic learning groups are established to work with students and their specific needs. Special Education timelines and procedures are followed for student identification, testing and placement. 1.4 What assessments are used to determine progress for individual student? Open Court Assessments, Saxon Math Assessments, Phonics Screener, TPRI, AimsWeb, Orchard, Achievement Series, teacher observations, STAR Reading and STAR Math, classroom work 1.5 What is the established process to share student individual results and progress with parents? Parent Teacher Conferences, quarterly progress reports, Wednesday folders, report cards, DDN Campus, phone calls and notes home, AimsWeb summary reports, quarterly goal pages, IEP review of goals charts, TOPS report from AR, and constant communication. FISCAL REQUIREMENTS – All resources to the district or school must be considered in structuring the plan. Time, personnel, and funding resources must be documented. Coordination and integration of programs should be described. Funds used to support the plan must be listed and their use described. 1.1 Which federal, state, or local funds are used to support the plan? How are they being used? The School Improvement Plan and the Consolidated Application determine Martin Grade School’s goals and objectives annually. When these are set, funding is arranged to meet these goals through the General Fund, Special Education Fund, Title I Part A, REAP, ARRA and any other funds that become available during the school year. Invoices and expenditures are coded to the fund source to charge out based on fund source requirements. 1.2 How is the 10% of a Title I school’s Title I Part A allocation reserved to fund highly qualified professional development, directly addressing the academic problem that caused the identification for school improvement? How will the 10% be used? There should be an increase in professional development, including teacher mentoring. MGS will need to spend $37,800 on professional development during the 2010-2011 school year. The Title I Director will need to track the expenditures of staff, purchased services, travel, stipends, etc. to ensure that $38,000 is spent. ALL funding sources for the district will be used to support the Professional Development Plan. MGS is in School Improvement for MATH and ATTENDANCE. PD will focus on Differentiated Instruction with RTI, School Improvement Planning, Data Retreats and Data Analysis on-site and/or at conferences/workshops. Staff will also attend conferences / workshops that provide strategies and knowledge on reading and math. 1.3 Describe how the district/school make available an amount equal to 20 percent of its Title I Part A allocation to provide public school choice related transportation and/or supplemental

Services. Martin Grade School is the only elementary school in the district, so CHOICE is not an option. $160,000 has been budgeted for SES for MGS and JH students for the 2010-2011 school year. 1.4 What will be the district’s responsibility be financially? The Bennett County School District will oversee the financial aspects of the fund sources, complete necessary paperwork, and fulfill compliance obligations. 1.5 How is site-based management being implemented, continued or revoked by the district? The Martin Grade School School Improvement Plan IS the program at MGS. The School Improvement Team meets to make all decisions in the best interest of students. 1.6. What resources were allocated to enable the district/school to meet the goals and objectives? Resources include funding, time, personnel, and materials. Budget Summary Report and Time Distribution sheets need to be included in the ONSITE documentation. General, Special Education, Title, REAP, ARRA, SDIG+ and other funds are all used to help MGS meet the stated goals and objectives. Personnel are hired, materials are ordered and professional development is established to meet the needs of students and programs and meet program requirements. ONGOING PROGRAM DEVELOPMENT – The school improvement / Schoolwide plan is considered a work in progress with periodic evaluation needed to assess progress towards meeting goals. The improvement plan must be developed within three months of identification of school improvement or within a one-year time period for Schoolwide programs. The school improvement plan must be peer reviewed through a process designed by the LEA. The LEA must approve the School improvement plan within 45 days after receiving the plan. The school must implement the school improvement plan immediately upon approval by the district. At a minimum, the plan must be evaluated annually and revised as needed. 1.1 What is the timeline for an annual evaluation of the implementation of the plan, the results achieved, and the effectiveness of the plan? The School Improvement Team along with additional teachers, paraprofessionals and parents, reviewed the 2009-2010 School Improvement Plan June 3, 2009. Recommendations for changes to the goals, objectives and strategies (along with budget recommendations) were made to the SIP plan at that time. The PILOT format for the School Improvement Plan will be used starting this fall. An annual review of the entire plan will be completed each June at a public meeting with the School Improvement Team and Mrs. Ready facilitating the discussion. The DOE Goal Evaluation Form will be completed at this meeting. (The 2009-2010 Evaluation Form is on file with the Title I Director.) 1.2 List the dates of periodic review, when, who attended and a synopsis of the agenda. Sign-in sheets, agendas and outcomes, Evaluation Form and School Plan checklist need to be included in the ONSITE documentation. The 2009-2010 plan was reviewed on June 3rd with changes being made at that time. Portions of the SIP are reviewed at Parent meetings, Grade Level meetings and SIP meetings during the school year.

The SIP is also reviewed at each DATA RETREAT session. Amendments to the School Improvement Plan will be made as data is reviewed, programs are reviewed and teams meet to review progress during the school year. 1.3 Did the team participate in a peer review? If so, when, where, who attended and who facilitated the review? No – plans are being made to attend a Peer Review this fall (2010). 1.5 What date was the plan approved by the LEA? December 14, 2009 1.6 How will the LEA monitor the implementation of the plan? The Title I Director, School Improvement Team and the Superintendent with quarterly checks of progress and compliance will monitor the School Improvement Plan. On-site documentation will be reviewed. 1.7 How will the plan be disseminated to the public? The Martin Grade School’s School Improvement Plan is on file in the Elementary Principal’s office, the Bennett County School District Business Office, MGS Teacher workroom and mail room, with the Parent Resource materials in the Parent Room and at the Bennett County Library. All members of the SIP team have a copy of the plan. The GOALS AND OBJECTIVES portion of the plan will be sent home with all students in January. The Bennett County School District newsletter and Bennett County Booster will notify community members that the plan has been approved and any parent, community member or staff member wanting a copy of the entire plan may request one from the MGS office.

martin grade school schoolwide / school improvement plan …€¦ · · 2011-01-05martin grade...

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