schoolwide improvement plan for west kelloggsville...

School Improvement Plan 1

Schoolwide Improvement Plan

For

West Kelloggsville Elementary

2009-2012

Home of the Rockets


INDEX

Mission Statement …………………………………………………… 3 School Improvement Stakeholders………………………………………. 3 Comprehensive Needs Assessment ……………………………………... 3-8 School Reform Strategies ……………………………………………….. 8-15 Instruction by Highly Qualified Staff …………………………………… 15 Strategies to Attract Highly Qualified Staff …………………………….. 15 High Quality and Ongoing Professional Development …………………. 15 Strategies to Attract Parental Involvement………………………………. 16-17 Pre-School Transition Strategies ………………………………………… 18 Teacher Participation in Making Assessment Decisions………………… 18-19 Timely and Additional Assistance to Students Having Difficulty Mastering the Standards……………………………… 20-22 Coordination and Integration of Federal, State and Local Programs Evaluation of Schoolwide Plan …………………………………………. 22 Appendix ……………………………………………………………….. 23


I. Mission Statements

A. District: The Kelloggsville Community will provide all students with a

solid foundation for lifelong success. B. West Kelloggsville Elementary: The Kelloggsville Community will

provide all students with a solid foundation for lifelong success.

II. School Improvement Team Stakeholders Name Position Contact Information Jeff Owen Principal 532-1595 Sheri Rankin Teacher 532-1595 Erin Sokol Teacher 532-1595 Kerri Kazmierski Teacher 532-1595 Sarah Bender Teacher 532-1595 Amy Brace Teacher 532-1595 Wendy Deur Teacher 532-1595 Kelly Hammontree Teacher 532-1595 Andrea Boverhof Teacher 532-1595 Jill DeGroot Teacher 532-1595 Barb Windsor Teacher 532-1595 Maureen Bradley Teacher 532-1595 John Ten Elshof Teacher 532-1595 Debi Pranger Parapro 532-1595 Ericka Scott Parent 532-1595 Amy Stratton Teacher 532-1595 Janel Berrington Teacher 532-1595

III. Ten Components of the Schoolwide Plan

A. Comprehensive Needs Assessment: On a regular basis, West Kelloggsville Elementary examines the demographic data of the students and families we serve. This includes student achievement data, results and progress from specific programs, survey data from parents, and other demographics.

1. Student and Staff Demographic Data: West Kelloggsville Elementary

serves students in a K-5 setting with 23 total staff. Additional support includes, 1.5 special education teachers, and 5 specials teachers in the areas of art, music, physical education, and technology. We also employ a “Rocket Reading” teacher who does a pullout program for our students


who, according to assessment data, demonstrate that they need extra support in the area of literacy.

2. Parent/Community Demographic Data: 70% of our students and families

access free or reduced lunch. We also enjoy a diverse set of ethnicities with 26% Hispanic families, 10% African American families, 4% Asian or Pacific Islander families, and 59% Caucasian families. This enables our students to experience a rich cultural exchange as part of their education. We also make concerted efforts to reach out to our families by offering a variety of programs geared to get them in the building including Parent Teacher Conferences, Rocket Family Nights, Donuts with Dad, Mornings with Moms, and Family Fun Nights.

2008-2009 Parent Teacher Conference Data Total attending Total Absent % Attending % Absent Hispanic 83 7 92% 1% African American 30 3 92% 1% Asian/ PI 13 1 92% 1% Caucasian 184 16 92% 1%

3. Perception Data (Staff and Parent): West Kelloggsville Elementary periodically administers surveys to staff and parents to gauge their perceptions on a variety of issues (see appendix for results, i.e. homework and grades, PD feedback from 3/2709, etc.). Furthermore, we complete the School Performance Indicators as part of the Education Yes! /Advance Ed School Self Assessment. Results of the survey indicate the following:

• Roughly 50% of eligible parents would be interested in having their child in an All Day Everyday Kindergarten

• 63% of parents would be in support of building a larger High School auditorium.

• 89% of parents felt their child received an appropriate amount of homework each night.

• 91% of parents felt that their child’s grades accurately reflected their ability in school.

• 96% of parents felt that the discipline system at West Kelloggsville Elementary was consistent and helped their child make good choices.

• 70% of homes have internet access


Furthermore, staff participates regularly in building wide meetings to provide input on professional development needs, Professional Learning Communities, and book studies. The staff expressed an interest with the following topics/activities:

• Book Study- Reading Essentials • The Daily Five • Technology issues • ELL Instruction

4. Process Data/Resource Integration: Kelloggsville Public Schools takes

advantage of funding from a variety of state and federal grants in an effort to fulfill its mission including: (list Title, 32A, 32D, 21st C. Grant, etc.). These resources provide important supplements to our educational program and better position students for success. Programs include “Rocket Reading” for elementary students who need literacy support, literacy coaching in writing to build capacity of all classroom teachers in writing instruction, Great Start Readiness Program” to provide a solid pre-school base and healthy transition into Kindergarten programs, All Day Every Day Kindergarten specifically for our at risk children at that level, English Language Learner support for those students who do not have English as their home language, and Read Naturally for special education students. The building and district teams review programs and assessment results regularly to determine effectiveness and make adjustments as needed. Literacy needs continue to come up as greatest areas of need and get focused intervention. Teams of teachers set SMART goals at each grade level to address this and other academic concerns. SMART goals generally focus on getting students at or above grade level in reading and writing. Specific intervention strategies include:

• Clear and consistent writing strategies and assignments, checked

by the building administrator and exchanged in grade level. • Consistent and appropriate placement in All Day Every Day

Programming • Consistent and appropriate support allocated for English Language

Learners • Consistent and appropriate placement into Rocket Reading as a

supplemental literacy intervention, making sure students do not miss literacy learning that is happening in the classroom.

• Building the capacity of staff in a variety of areas to empower them to perform to their highest potential.


Student Achievement Data MEAP Data in reading (fall of 2008):

Grade Level Group West Kelloggsville Kent Co. State 3rd All 86 88 86 Caucasian 90 94 90 ELL 100 70 75 Econ Disad. 84 80 79 4th All 85 85 83 Caucasian 96 92 88 ELL 57 55 61 Econ Disad. 81 75 73 5th All 73 85 82 Caucasian 81 92 87 ELL 40 52 56 Econ Disad. 70 74 70 The data indicates that our at-risk population is at or above the state and county average in both 3rd and 4th grade. West Kelloggsville Elementary also uses Measure of Academic Progress from NWEA to track the progress and growth of our students in the area of reading. These assessments are given three times per year (fall, winter, and spring) and the information is used in order to tailor instruction to the specific needs of our students. Teachers also make use of the growth expectations made available to us by NWEA as a result of the test being normed on 1.8 million students nationwide. Results by grade level are below:

Grade Fall RIT Diff. From Target May RIT

Diff. From Target

5 198.7 (206.7) -8 206.3(211.1) -4.8 5 198.3 (206.7) -8.4 206.6 (211.1) -4.5 4 198.9 (200.1) -1.2 208.6 (205.8) 2.8 4 193.7 (200.1) -6.4 200.1(205.8) -5.7 3 184.2 (191.6) -7.4 194.8 (199) -4.2 3 183.1 (191.6) -8.5 189.9 (199) -9.1


MEAP data in writing (fall of 2008): Grade Level Group West Kelloggsville Kent Co. State 3rd All 60 66 61 Caucasian 66 76 67 ELL N/A 32 43 Econ Disad. 58 51 48 4th All 48 50 44 Caucasian 52 58 50 ELL N/A 19 21 Econ Disad. 39 35 30 5th All 53 69 63 Caucasian 58 77 69 ELL N/A 29 35 Econ Disad. 46 54 49 Overall writing scores are lower than the county and state averages. However, scores for at-risk students are above the state and county averages in third and fourth grades. West Kelloggsville Elementary also administers building wide cold writes on a monthly basis to assess students’ ability to write in the absence of teacher coaching. These summative assessments serve as check points for progress and are assessed by a grade level teacher other than the child’s. Results are shared and discussed in grade level as well as used for professional development by the literacy staff. The data suggests improvement in writing skills, especially in the Writing from Knowledge and Experience prompts. Continued work is needed with the Peer Response.

MEAP Data in Math and Science (fall, 2008) Grade Level Group West Kelloggsville Kent Co. State (math) 3rd All 92 93 91 Caucasian 97 97 95 Hispanic 80 82 85 Econ Disad. 89 87 86 4th All 94 90 88 Caucasian 96 95 92 Hispanic 88 72 76 Econ Disad. 91 82 80 5th All 86 82 77


Caucasian 83 89 83 Hispanic 85 54 59 Econ Disad. 83 70 72 5th Science All 89 85 83 Caucasian 97 94 89 Hispanic 69 50 59 Econ Disad 88 73 72

B. Schoolwide Reform Strategies (Goals and Action Plan)

1. Literacy in the content areas

a. Rationale: students often come to us with below grade level reading and writing skills. For example, in 2008 MAP testing revealed that our students are below grade leveled when compared to students across the country taking the same tests.

b. SMART goal: 100% of our students will be at or above grade level

in reading and writing by 2012.

c. Instructional Strategies: literacy instruction will be developed in every classroom to build the capacity of the teaching staff. Specific areas of development include reading groups in upper elementary and building reading stamina in lower elementary classrooms. Writer’s workshop is also being developed and refined K-5.

d. Research Base:

The Daily 5: Fostering Literacy Independence in the Elementary Grades by Boushey and Moser (2006) Reading Essentials: The Specifics You Need to Teach Reading Well by Regie Routman (2002) The Struggling Reader – Interventions That Work by J. David Cooper, David J. Chard, and Nancy D. Kiger (2006) Lessons That Change Writers by Nancie Atwell (2007) The Art of Teaching Writing and Units of Writing for Primary Grades by Lucy Calkins (1994) Discovering the Writer Within by Barry Lane (2008)


After the End by Barry Lane (1992) Content Area Writing by Harvey Daniels (2007) National Writing Project - www.nwp.org

e. Professional Development: visits to teachers who are employing The Daily Five, Book Studies involving the works above, Conferences in the area of literacy sponsored by Kent Intermediate School District, Internal Professional Development (i.e. “What Does the Daily Five Look Like?”). Most staff have been trained in the Six Traits at Kent Intermediate School District and new staff are strongly encouraged to attend sessions on this assessment system. Internally, we presented “Becoming a Physically Fit Writing Teacher.” Finally, our writing coach visits classrooms on a regular basis to provide embedded professional development in writing instruction.

f. Parent Involvement: Parents are kept aware and involved on

what’s happening in the curriculum through classroom and building newsletters, p/t conferences, literacy nights, and Rocket Family Nights (these last two strategies involve free dinner). Parents are also shown writing samples at parent teacher conferences so they are kept aware of the strengths and weaknesses of their students writing.

g. At Risk & Sub Group Student Support: Using student

achievement data (MAP testing as well as School Reading Inventory), students that are at risk for reading are identified and placed in Rocket Reading, a pullout program that supplements ELA instruction that takes place in the classroom. Rocket Reading takes place 3 to 4 times per week with a highly qualified teacher. Special education students that have reading as a goal have access to those services as well as “Read Naturally” a fluency building program which tracks their progress as well. ELL students are also idenified through the ELPA assessment and received in class support from an ELL certified teacher. During writer’s workshop, staff are able to circulate specifically to students who struggle. Those who need additional assistance can get it from the writing consultant.

h. Evaluation: MAP reading assessments are given three times per

year (fall, winter, and spring) to monitor student progress. MEAP results are also analyzed to determine specific learning gaps;


teachers then collaborate with grade level colleagues to share research based ideas on how to intervene more effectively with struggling readers. Cold writes are completed by students in the area of Peer Response and Knowledge and Experience. These are assessed by a grade level teacher who is not the teacher of the child in order to provide more objective reporting of progress.

i. Evidence: The building principal along with the improvement

team monitor and evaluate PD, parent involvement, and support offered to at risk populations and sub groups. Staff as well monitor the progress of their students through the use of common assessments for reading. The building principal collect writing samples from classroom teachers on a regular basis as well as observing the writing instruction in classrooms to verify the use of researched based practice delivered in professional development sessions.

2. English Language Learners

a. Rationale: We have an increasing population of ELL students, and

often these students come to us with deficits in literacy needing additional suppoort

b. SMART Goal: Acclimate our ELL students as quickly as possible

through targeted support and classroom accommodation so that 100% have at or above grade level literacy measures (reading and writing).

c. Instructional Strategies: Embedded support of highly qualified

ELL teacher along with instructional strategies that support ELL student growth, specifically Sheltered Instruction Observation Protocol (SIOP model).

d. Research:

Alvarez, Laura, Corn, Jennifer. (2008) Exchanging Assessment for Accountability: The

Implications of High-Stakes Reading Assessments for English Learners in Language Arts, v85, n5, p 354-365.

Developing Skills for English Learners through Social Sciences by Amaral, Olga M., Garrison, Leslie (2007) Denton, Carolyn A., Wexler, Jade, Vaughn, Sharon and Bryan, Deanna.(2008) Intervention

Provided to Linguistically Diverse Middle School Students with Severe Reading Difficulties in Learning Disabilities Research and Practice, v23, n2, p. 79-89


Gatbonton, Elizabeth. (2008) Looking beyond Teachers' Classroom Behaviour: Novice and Experienced ESL Teachers' Pedagogical Knowledge in Language Teaching Research v12, n2, p.161-182.

Iwahori, Yurika. (2008) Developing Reading Fluency: A Study of Extensive Reading in EFL in Reading in a Foreign Language, v20, n1, p. 70-91. Kamps, Debra, Abbott, Mary, Greenwood, Charles, et al. (2007) Use of Evidence-Based,

Small-Group Reading Instruction for English Language Learners in Elementary Grades: Secondary-Tier Intervention in Learning Disability Quarterly, v30, n3, p. 153-168

Nesselrodt, Pamela S. (2007) Ramping up to Meet NCLB Mandates by Creating an ESL

Program Reflecting Effective Schools Research in Journal of Education for Students Placed At Risk (JESPAR). v12, n4, p. 441-457.

Poulsen, Robert, Hastings, Peter and Allbritton, David (2007). Tutoring Bilingual Students

with an Automated Reading Tutor that Listens in Journal of Educational Computing Research, v36, n2, p. 191-221

Walsleben, Linda.(2008). Signs of Success: District Gets Specific about the Needs of

English Language Learners and Their Teachers in Journal of Staff Development, v29, n 1, p. 18-20.

York-Barr, Jennifer, Ghere, Gail and Sommerness, Jennifer. (2007). Collaborative

Teaching to Increase ELL Student Learning: A Three-Year Urban Elementary Case Study in Journal of Education for Students Placed At Risk (JESPAR). v12, n3, p. 301-335.

Making Content Comprehensible for English Learners: The SIOP Model, 3rd Edition By Jana Echevarria, MaryEllen Vogt, Deborah J. Short http://www.siopinstitute.net/

e. Professional Development: All ELL teachers have been trained in the SIOP model and employ this when they support ELL students in the classrooms. Classroom teachers are scheduled to get this training as well. We’re also fortunate to have some on staff seeking further certifications in the area of ELL instruction.

f. Parent Involvement: we make concerted efforts to engage our ELL

parents by sending home newsletters in their native language, offering free dinners (Rocket Family Night) and classes involving computer assisted instruction in the area of language.

g. At Risk and Subgroup Student Support: ELL is its own sub group.


h. Evaluation: ELL students are regularly assessed using ELPA, MEAP, and MAP testing. Results assist teachers in determining degree of student progress and focus areas for intervention.

i. Evidence: the building principal and the improvement team

collaboratively examine the student achievement data for ELL students to determine what, if any adjustments to the instructional plan need to be made (i.e. further professional development, specific kind of intervention, etc.)

3. All Day Every Day Kindergarten

a. Rationale: Kindergarten screening as well as pre-school instruction

reveals a wide disparity of skills for students entering our kindergarten programs. tudents with SES challenges have less access to a print rich environment outside of school, and not all parents place the same emphasis on getting their child ready for school entrance.

b. SMART Goal: Bring 100% of identified at risk K students up to

grade level so they exit ready for first grade by 2012.

c. Instructional Strategies and Activities: the lengthened instructional time of an all day program affords the opportunity for the teacher to lead the class more deliberately through instructional activities and increase the time on task. Best practice methods are used throughout.

d. Research:

Comprehensive Literacy Resource for Kindergarten Teachers by Miriam P. Trehearne (2003) Literacy Instruction in Half and Whole Day Kindergarten by Lesley Mandel Morrow, Dorothy Strickland, and Deborah Woo (1998) PreSchool Teachers' Beliefs about Appropriate Early Literacy and Mathematics Education for Low and Middle SES Children by John Sun Lee and Herbert Ginsberg in Early Education and Development Kathleen Lane and Holly Menzies (2003) A School-Wide Intervention with Primary and

Secondary Levels of Support for Elementary Students: Outcomes and Considerations in Education and Treatment of Children, v26. n4, p. 431-451

Kathleen Lane and Holly Menzies (2005). The Effects of a Supplemental Early Literacy


Program for a Student at Risk: A Case Study in Preventing School Failure, v50, n1, p. 21.

e. Professional Development: Kindergarten teachers collaborate on a

regular basis (twice per month) as well as attend conferences on best practice in teaching the at risk students.

f. Parent Involvement: parents are very involved in this program

from the initial screening that determines placement through conferences and final assessments. They are kept aware of their child’s progress and engaged in ways to support their child’s learning.

g. At Risk & Subgroup Students’ Support: Students are screened for

the All Day program and those found to be at risk are funneled into it. All Day programming is the support.

h. Evaluation: We measure student progress with quarterly

assessments, MLPP, and as well as formative classroom assessments.

i. Evidence: The building administrator collects writing samples

from the All Day program as well as monitors reading progress. The building improvement team also examines student achievement data from this program as well as others.

4. Building the Capacity of Staff

a. Rationale: teaching in the 21st century is much different and more

complex than ever, and the demands on staff have never been as great. As the population we serve continues to change demographically and socioeconomically, so too we evolve in terms of our instructional delivery models and communication methods. Innovation without adequate support in the form of training and professional development is doomed to fail. We therefore feel that building the capacities of our staff in areas beyond core instruction is critical to our success.

b. SMART goal: 100% of staff will identify those skills and

knowledge gaps through survey and dialogue and access appropriate professional development in modes of their choosing.

c. Instructional Strategies and Activities: book studies, presentations,

strategy sharing within grade level, professional visits to other districts for specific reasons, participation in district study and


Board of Education committees (e.g. Homework and Grades, District Literacy, etc.), attendance (with mandatory reporting to colleagues) at local, state and national conferences, research review, online learning, etc.

d. Research:

Research on professional development schools. By Byrd, D.M. and McIntyre, D. (1999) Systems for change in literacy education: A guideto professional development. By Lyons, C.A. and Pinnel, G.S. (2001). Energizing teacher education and professional development with problem based learning

Levin, B.B. (ed.) (2001). Mitchell Shuldman (2004). Superintendent Conceptions of Institutional Conditions That

Impact Teacher Technology Integration in Journal of Research on Techology in Education, v36, n4, p. 319-343.

Joan Ferrini-Mundy, Gail Burril, and William Schmidt (2007). Building Teacher

Capacity for Implementing Curricular Coherence: Mathematics Teacher Professional Development Tasks in Journal of Mathematics Teacher Education, v10, n4-6, p. 311-324.

e. Professional Development: the learning in this section focuses on that of the leadership, both administrative and teacher, into the most effective models of professional development and ways to deliver that to staff.

f. Parent Involvement: as a critical part of the school improvement

team at both the building and district level, parents have significant input into the goals and methods of the professional development and offer useful suggestions as to areas that see as a need.

g. At Risk & Subgroup Students’ Support: the needs of the students

in a teacher’s classroom have a significant impact on the professional development sought by the classroom teacher. For example, a class that shows a trend in deficient writing scores may get more access to the Writing coach than one that excels.

h. Evaluation: We measure professional development outcomes via

teacher survey, but we also look closely at student outcomes. For example, in a recent writing workshop put on by the district, we received written feedback from staff to get a sense of how we


could improve the design and delivery. The principal as well will collect writing samples to measure growth in this area.

i. Evidence: Evidence of high quality professional development can

be found via classroom observations by the principals as well as engagement in grade level meetings and dialogue.

C. Instruction by Highly Qualified Staff: 100% of the teaching staff for Kelloggsville Public Schools are highly qualified per federal and state definitions. This is reviewed on an annual basis through report submission to the Registry of Education Professionals. We also had a successful monitoring visit from and Michigan Department of Education visitor (MiTAP) to confirm that. Funds have also been used to ensure that our paraprofessionals meet their respective standard for highly qualified.

D. Strategies to Attract High Quality Highly Qualified Teacher

to High Need Schools: Kelloggsville Public Schools in general and West Kelloggsville Elementary specifically rarely have difficulty attracting a high number of applicants for a teaching position. Turnover is rare and when transfers do take place to meet enrollment changes, we strive to make the fewest moves possible. Compensation packages are very competitive (usually within the top five in the county), and we have a well developed orientation program. New staff attend an initial orientation in the fall, receive a mentor teacher within their building, and are offered follow up meetings throughout the year. In addition to this, grade level meetings are an excellent time for new staff to hear about tried and true strategies used by more experienced, master teachers. Feedback is very important to all teachers, but especially new staff. They receive a minimum of six observations and two summative evaluations prior to spring break in their first four years. Rarely does a new teacher leave West Kelloggsville Elementary or Kelloggsville Public Schools for greener pastures. Moreover, our hiring process involves collaboration with students, teaching staff and administration. Finally, the district this year purchased an online application service (Applitrack) to broaden its application pool and find the absolute best candidates to work with our children.

E. High Quality and Ongoing Professional Development:

Professional development is broadly defined for West Kelloggsville Elementary and takes on many forms. Our overall framework borrows the following essential questions from DuFour and Eaker’s work on Professional Learning Communities:

1. What are the essential learnings in this area (grade level or department)?


Topics: GLCE alignment, Curriculum Mapping, reading and writing instruction, ELL instruction (SIOP model), early childhood best practice, etc.

2. How do we know if students are achieving in this area?(assessment)

Topics: MAP testing, MEAP analysis, Common Assessment Data, How to use data to inform instruction, etc.

3. What is the school’s response to students who fail to achieve the essential learnings (intervention)?

Topics: How to reach struggling readers and writers, Effective intervention strategies, Early Intervention, RtI,

4. What is the school’s response to students who have already mastered the

essential learnings (extension, differentiation)? Topics: Differentiated Instruction, Flexible Grouping, Gifted and Talented Techniques in the classroom, Reading Groups in Upper Elementary,

To ensure that we avoid the “flavor of the month,” professional development activities really need to fit under one of these questions and/or support the goals of the improvement plan. Methods are also varied and include the following non exhaustive list: book studies, presentations, strategy sharing within grade level, professional visits to other districts for specific reasons, participation in district study and Board of Education committees (e.g. Homework and Grades, District Literacy, etc.), attendance (with mandatory reporting to colleagues) at local, state and national conferences, research review, online learning, etc. Formal venues for professional development include grade level meetings that occur twice per month (18 hours) and days set aside by the district for professional learning (18 hours) which exceeds the requirement set forth by MDE (30 hours). Other venues chosen by staff are in addition to this.

F. Strategies to Increase Parental Involvement: The Board of Education for Kelloggsville Public Schools has a district level policy that supports parent involvement (policy # 2112), and West Kelloggsville Elementary has a building level policy in close alignment with this. Both can be found in the appendix. More important than that, however, are the activities in which the staff and administration participate in to engage our parents and enlist their support and involvement in their child’s education.

Parents are involved in the improvement teams at the district level as well as the building level and play a critical role in this process. We believe the improvement plan needs their support in order to succeed and involve them in the design, implementation and evaluation. Parents are also involved in the review and adoption of K-12 curriculum materials. Parent friendly forms of Grade Level Content Expectations are made available to


them at parent teacher conferences in order to engage them in a richer dialogue regarding their student’s progress. We also translate major publications into the native languages of our parents who speak a language other than English. At the request of our non-native English speaking parents, we purchased software in English acquisition and made time available for them in our computer lab with our ELL certified teacher. This was very well received and attended. Other specific examples of parent involvement strategies are listed below:

Strategy Who When Goal Evidence Parent Teacher Conf Parents/Staff Fall 08, 1-3 Attendance Spring 09 rate Rocket Family Night Parents/Staff Winter 09 1-3 Serving rates (free dinners followed by curriculum presentations) Rocket Raider Night Staff/Parents Fall 08 1-3 Reported (staff and Board of success rates Education members go to homes of those new to the district before the start of school) Open House Parents/Staff Fall 08 Attendance Rate Mornings with Moms Parents/Staff Spring 09 Attendance Rate Donuts with Dads Parents/Staff Winter 09 Attendance Rate

Evaluation: We evaluate the parent involvement plan by examining it and the results obtained against the criteria of Epstein’s Six Types of Parent involvement: (http://www.michigan.gov/documents/Final_Parent_Involvement_Fact_Sheet_14732_7.pdf) The school improvement team looks at these along with the parents to evaluate the year’s previous plan and make necessary modifications for the following year. Another important component of our parent involvement is the sharing and signing of the Parent Compact (see appendix). This serves to clarify the complementary roles of home and school in order to position the child


for success. This is an added component for 2009-2010 school year and will be shared at parent teacher conferences. Also during conferences, we share student assessment results with parents in language ridded of education jargon. We believe that parents desire a straightforward presentation of an accurate representation of their child’s progress, and that is the goal. Furthermore, we work together as a staff with our improvement team to identify ways in which we can most effectively work with parents as partners.

G. Pre-School Transition Strategies: We are fortunate that Kelloggsville Public Schools has as its Early Childhood Center Director a person with many years of experience as a Kindergarten teacher. That being said, the building improvement team has planned many activities to prepare our young learners for entry into West Kelloggsville Elementary

For example, K and pre-school staff meet on a regular basis to coordinate and align their curriculums in a way that ensures as much as possible a seamless transition for our youngest learners. This group also coordinates Kindergarten Round Up every spring to build a program that is parent friendly and welcoming. The building principal, of course, attends to meet and greet parents that will be new to the building.

H. Teacher Participation in Making Assessment Decisions: Rarely does a decision involving curriculum, assessment or instruction get made without significant teacher participation, input, and commitment. This is a district wide culture and West Kelloggsville Elementary certainly does this as well. Teachers meet with their grade level colleagues twice per month to discuss all of these issues and to insure horizontal alignment. Specific topics include the following:

*Curriculum Maps and pacing within the content areas *Curriculum material review and/or recommendations for change *Student assessment data analysis of both common assessments, MAP, and MEAP data. *Sharing of instructional strategies to optimize the strengths of all instructors and assist with growth areas. *Common learning time for staff in methods of data analysis, collaborative assessment of student work, rubric clarification and use, and scheduling of common assessment activities.

A central district committee of teaching staff would take responsibility for a given curriculum purchase, making a recommendation to the district


school improvement team and ultimately the Board of Education. These recommendations have always found support at both of those levels. Teachers are also encouraged to serve on the following district committees: District Literacy Committee Curriculum Review Committee Human Resources Committee Instructional Policy Committee Community Outreach Committee Operations Committee Technology Committee Creative Writing Committee

I. Timely and Additional Assistance to Students Having Difficulty Mastering the Standards: West Kelloggsville Elementary is fortunate to have a variety of assessments in place, both curriculum based as well as outside, nationally normed tests (MAP); that enable us to find out very quickly which students are likely not to be successful at the advanced or proficient level on the MEAP. These students can access a variety of additional supports:

Rocket Reading: this is a three to four day per week pullout reading intervention program for our struggling readers staffed by a 1.0 reading teacher. Key to this program is that this instruction takes place in addition to normal language arts instruction in the classroom. These students therefore get almost twice the instruction to support their reading skills. Criteria for entry include MEAP and MAP scores, teacher recommendation, and an Individual Reading Inventory. Writing Support: West Kelloggsville Elementary has the benefit of a writing coach who can assist students who struggle with the acquisition of this all important skill as well as provide ideas for the teacher on how to best support developing writers. Criteria for access include performance on common writing prompts and teacher recommendation. English Language Learners Support: West Kelloggsville Elementary has a half time ELL highly qualified teacher who provides additional support to students who, based on assessment, show us that they need this support. The goal of course is to get them to a place where they can understand and benefit from the instructional program. Criteria for entry is the ELPA screener as well as MAP testing and teacher recommendation.


All Day Every Day Kindergarten: Incoming students who are identified as at risk through the kindergarten screening process and/or preschool teacher recommendation can access the All Day program in order to give them additional academic supports and a more deliberate instructional delivery.

It should be noted that students who receive the above services get additional assessment to determine the impact of these interventions and/or to make the necessary adjustments. Furthermore, the staff works diligently to engage in professional development in the area of differentiated instruction so that students can be met at their level of learning without becoming frustrated with materials or methods that are too difficult or disengaged from those that don’t provide enough challenge. We also study ways to differentiate instruction in terms of learning style and interest of the learner. This is a common topic of grade level meetings and book studies. Students who continue to struggle after multiple interventions and measurements would be taken to child study and/or the building team to discuss the possibility of testing for special education services. Outside of the school day, at risk students can access Team 21. This program, funded by a 21st Century Grant, runs for three hours after school and students from all elementary buildings can attend. It provides supper, academic support, physical activity and social skill building. Transportation home is also provided. Student not attending Team 21 may engage in district wide intramurals organized around the major sports seasons as well as hobbies of various staff members (arts and crafts, scrap booking, etc.) West Kelloggsville Elementary offers the following: * Art and Crafts * Computer Games * Writing Club * Crocheting * Intramural Sports

J. Coordination and Integration of Federal, State and Local Programs: West Kelloggsville Elementary coordinates and integrates funds from federal, state, and local sources in order to support a variety of programs as depicted in the chart below. Each program provides an important piece to the educational puzzle for students, parents, and staff.


Schoolwide Components

Funding Source

Programs

1. Comprehensive Needs Assessment

• General Fund

• School Improvement Team • Grade Level Mtgs.

2. Schoolwide reform Strategies

• General Fund • School Improvement Team

3. Instruction by Highly Qualified Professional Staff

• Title IIA • General Fund

• All staff are currently highly qualified for their current position.

4. Strategies to Attract Highly Qualified Staff to High Needs School

• General Fund • Title IIA • PTO

• New Teacher orientation • Mentor teachers • District Professional

Development • Professional Conferences • Classroom support for field

trips and supplies • Money for classroom use

5. High Quality and Ongoing Professional Development

• Title IIA • Title III • General Fund

• Writing Essential • Daily Five • SMART Goal • PLC

6. Strategies to Increase Parental involvement

• Title I • General Fund • PTO

• Rocket Family Nights • PTO meeting • Science Nights • Parent-Teacher

Conferences 7. Preschool Transition Strategies

• 32D – GSRP • General Fund

• District level Transition Committee

• Kindergarten Round- Up • Kindergarten screening • Joint K & PreK Grade

Level meetings 8. Teacher Participation in Making Assessment Decisions

• General Fund • Title I • Title IIA • 31A

• Grade Level Mtgs. • Staff Meetings • Data use training • Rocket University

9. Timely & Additional Assistance to Students Having Difficulty Mastering the Standards

• Title I • Title IIA • Title IID • Title III • 31A • General Funds

• Rocket Reading • ELL Instruction • ELL training cohort • Paraprofessionals • Structured writing

instruction • Writing and Literacy

Coaches


West Kelloggsville Elementary coordinates and integrates funds from Title I, Title IIA, Title IID, Title III, 31A, 32D, Parent Teacher Organization funds and district general funds to support a variety of programs as noted in the chart below. Each of the staff is intended to provide students, staff, and parents with the skills and resources necessary to be successful in their educational role.

K. Evaluation of Schoolwide Plan: West Kelloggsville Elementary’s improvement team will annually evaluate the plan for its effectiveness. In doing so, we examine and analyze a variety of student assessment data including MEAP, MAP, common assessments and formative classroom assessments. Using the SMART goal process, we look for the greatest areas of need, and find ways to address it quickly and effectively. We also look for areas of success to celebrate. In addition, the EdYes! Indicators will be reviewed each year to help us find areas where we could improve.

On an informal basis, it could be said that the plan is evaluated almost daily. Conversations between teachers, parents, administration, and most importantly students, frequently have the tenor of seeking better ways to deliver instruction and enhance learning. Just like learning is a life long process, we believe evaluation is as well.

Appendix

9. Timely & Additional Assistance to Students Having Difficulty Mastering the Standards

• Title I • Title IIA • Title IID • Title III • 31A • General Funds

• Rocket Reading • ELL Instruction • ELL training cohort • Paraprofessionals • Structured writing

instruction • Writing and Literacy

Coaches • Social Work Service • Child Study Teams • Special Ed TEAM Mtgs.

10. Coordination and Integration of Federal, State & Local Programs

• General Fund • Coordination of funds is completed by State and Federal Coordinator, along with staff, administrators and Central Office.


West Kelloggsville Elementary School Parent-Student-Teacher Compact

A Promise of Commitment

PARENT/GUARDIAN AGREEMENT It is important to have my child reach his/her academic potential. Therefore, I will encourage him/her by doing the following:

see that my child attends school regularly and is punctual. establish a time and place for homework and check it regularly. read with my child daily and let my child see me read. respect the diverse cultures of the school. stay aware of what my child is learning. maintain high expectations for my child.

Parent Signature STUDENT AGREEMENT It is important that I do the best that I can. Therefore, I will do the following:

come to school each day and be in class on time. have my homework completed and turned in on time. have the supplies that I need. always try to work to the best of my ability. finish my school work and participate in classroom activities. follow all school rules. believe that I can learn and I will learn.

Student Signature TEACHER AGREEMENT Students must be given the opportunity to succeed. Therefore, I will do the following:

provide an environment conducive to learning. maintain high expectations for myself and my students utilize a wide range of teaching techniques to benefit the wide range of teaching

styles. maintain open lines of effective communication with my students and their

parents in order to support student learning. seek ways to involve parents in classroom activities. respect the students, parents and the diverse culture of the school.

Teacher Signature

schoolwide improvement plan for west kelloggsville...

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