school improvement planpub.spsd.net/thompson/documents/sip2012.pdfliteracy strategies all students...

School Improvement PlanTitle I - Schoolwide

School Year: 2012 - 2013

School District: Saginaw City School District

ISD/RESA: Saginaw ISD

School Name: Thompson Middle School

Grades Served: 6,7,8

Mr. Mit Foley

Building Code: 03532

District Approval of Plan: Authorized Official Signature and Date

Board of Education Approval of Plan: Authorized Official Signature and Date

School Improvement PlanContents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Vision, Mission and Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Goal 1: Humanities Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Language A Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11Goal 3: Mathematics Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Goal 4: Science Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Thompson Middle School

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IntroductionThe SIP is a planning tool designed to address student achievement and system needs identified through theschool's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to addressthe school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementaryand Secondary Education Act (ESEA) as applicable.The SIP is a planning tool designed to address studentachievement and system needs identified through the school's comprehensive needs assessment (CNA).Additionally, the SIP provides a method for schools to address the school improvement planning requirements ofPublic Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) asapplicable.


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School Information

School: Thompson Middle School

District: Saginaw City School District

Public/Non-Public: Public

Grades: 6,7,8

School Code Number: 03532

City: SAGINAW

State/Province: Michigan

Country: United States


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Vision, Mission and BeliefsVision Statement

The Willie E. Thompson Middle School community is dedicated to the development of principled youngpeople. Students will become inquiring, compassionate, life-long learners, and productive members of a globalsociety.

Mission StatementWillie E. Thompson Middle School is committed to advancing the intellectual, social, emotional, and physicaldevelopment of all students. Instruction will be tailored through the lens of the International BaccalaureateMiddle Years Program to meet each student's needs within a safe environment that promotes success for allstudents.

Beliefs Statement- Foster a spirit of civic responsibility, international citizenship and a foundation for 21st century skills- Demonstrate the IB Learner Profile- Exemplify the IB Approaches to Learning (ATL)- Collaborate and build relationships- Exceed the state standards- Be prepared for the Michigan High School Requirements


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GoalsName Development Status Progress Status

Humanities Goal Complete Open

Language A Goal Complete Open

Mathematics Goal Complete Open

Science Goal Complete Open

Goal 1: Humanities Goal

Content Area: Social StudiesDevelopment Status: Complete

Student Goal Statement: All students will be at grade level proficiency or higher in humanities.

Gap Statement: Based on the information from the Fall 2011 MEAP assessment data, 3% of the 6th gradestudents met or exceeded grade level expectations in humanities using the new cut scores. 10% of our studentswith disabilities show proficiency.

Cause for Gap: 1. Staff new to subject2. Staff new to grade levels having limited experience with the content3. No common grade level assessments4. No student work sample data to suggest that formal data analysis and reflection done by grade levels5. Not enough emphasis on higher order thinking skills (Quad D)6. Lack of consistent curriculum alignment and delivery of curriculum7. We do not have an appropriate tool to assess the interim progress of our students

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, SRI,ACT/Explore social studies section, Aimsweb

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? 1) Increased number of students proficient in Humanities on the MEAP2) Increase the percent and number of students in satisfactory achievement levels on the ACT/Explore3)Increase the percentage of students meeting the teaching and learning goals at each grade level.

Contact Name: Mit Foley

List of Objectives:

Name ObjectiveHumanities 1) Increase the number of students scoring proficient on the MEAP assessment 2) Increase the

percentage and number of students at grade level achievement level on the social studies portion ofthe ACT/explore 3) Increase the percentage of students demonstrating mastery of the Common CoreState Standards (CCSS) and Grade Level Content Expectations (GLCE).


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1.1. Objective: Humanities

Measurable Objective Statement to Support Goal: 1) Increase the number of students scoring proficient onthe MEAP assessment2) Increase the percentage and number of students at grade level achievement level on the social studiesportion of the ACT/explore3) Increase the percentage of students demonstrating mastery of the Common Core State Standards (CCSS)and Grade Level Content Expectations (GLCE).

List of Strategies:Name StrategyFormative andSummativeAssessments

Humanities teachers will use locally developed Humanities curriculum and assessments forhumanities instruction. Teachers will create common assessments at each grade level.Through the collaboration of the humanities teachers' professional learning community, therewill be evidence of discussion of strategies and student achievement. Student work will beanalyzed and discussed and formative and summative assessments will be developed.

Humanitiesconnections

Students will use a variety of strategies to make connections to Humanities concepts.Students will use MR HELP (5 themes of Geography) to increase understanding ofinterregional connections. Students will use Core Democratic Values to make connections totext and literature to support their position in a persuasive essay. Students will use CurrentEvents to discuss and analyze connections to economics, history, geography and civics, inconnection with the Grade Level Content Expectations.

LiteracyStrategies

All students will participate in activities to increase their literacy with informational reading.These strategies include the reading strategies learned through Ed Works, vocabularystrategies, Cornell Notes, and other best practices.

1.1.1. Strategy: Formative and Summative Assessments

Strategy Statement: Humanities teachers will use locally developed Humanities curriculum andassessments for humanities instruction. Teachers will create common assessments at each grade level.Through the collaboration of the humanities teachers' professional learning community, there will beevidence of discussion of strategies and student achievement. Student work will be analyzed and discussedand formative and summative assessments will be developed.

Selected Target Areas

What research did you review to support the use of this strategy and action plan?


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-Formative Assessment and Standards based grading by Marzano-Assessment Criteria Rubrics from the IB MYP subject guides-Reeves, Doug. (2007). Ahead of the Curve: The Power of Assessment to Transform Teaching andLearning. Solution Tree. Pg. 79-102-Dufour, Richard. (1998). Professional Learning Communities at Work-Muhammad, Anthony. (2009). Transforming School Culture

List of Activities:Activity Begin

DateEnd Date Staff Responsible

Create IB Units using IBAssessment Criteria

2012-06-13

2013-06-28

All teaching staff, administration, lead teachers, andcore curriculum specialist

1.1.1.1. Activity: Create IB Units using IB Assessment Criteria

Activity Type: Other

Activity Description: All Humanities teachers will use their common planning time and PLC time todevelop, review, and interpret formative, summative, and common assessment data. IB units will becreated and taught using the IB Aims and objectives and assessment criteria. Students will beformatively and summatively assessed throughout the units.

Planned staff responsible for implementing activity: All teaching staff, administration, lead teachers,and core curriculum specialist

Actual staff responsible for implementing activity: All humanities and resource teachers.

Planned Timeline: Begin Date - 2012-06-13, End Date - 2013-06-28

Actual Timeline: Begin Date - N/A, End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

EdWorks and IB MYP Supports School Improvement Grant (SIG) 5,000.00 IB Humanities Training School Improvement Grant (SIG) 5,000.00

1.1.2. Strategy: Humanities connections

Strategy Statement: Students will use a variety of strategies to make connections to Humanities concepts.


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Students will use MR HELP (5 themes of Geography) to increase understanding of interregionalconnections. Students will use Core Democratic Values to make connections to text and literature to supporttheir position in a persuasive essay. Students will use Current Events to discuss and analyze connections toeconomics, history, geography and civics, in connection with the Grade Level Content Expectations.



What works clearning house - Organizing Instruction and Studey to Improve Student Learning


DateEndDate

Staff Responsible

ProfessionalLearningCommunities

2012-06-13

2013-06-28

All Humanities teachers including special education teachers as wellas administration. The lead teachers, Instructional technologyspecialist, and administration will also be responsible.

1.1.2.1. Activity: Professional Learning Communities

Activity Type: Professional Development

Activity Description: Teachers will use profesional learning communities to discuss the activities anduse them to inform instruction

Planned staff responsible for implementing activity: All Humanities teachers including specialeducation teachers as well as administration. The lead teachers, Instructional technology specialist, andadministration will also be responsible.

Actual staff responsible for implementing activity:




AmountActualAmount

Common Planning Time No Funds Required


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1.1.3. Strategy: Literacy Strategies

Strategy Statement: All students will participate in activities to increase their literacy with informationalreading. These strategies include the reading strategies learned through Ed Works, vocabulary strategies,Cornell Notes, and other best practices.



What Works Clearinghouse: Improving Adolescent Literacy: Effective classroom and Intervention Practices


DateEndDate

Staff Responsible

Informational Literacydevelopment

2012-06-13

2013-06-28

All Humanities teachers, Literacy Lead, Core CurriculimSpecialist, and the IB Coordinator.

1.1.3.1. Activity: Informational Literacy development


Activity Description: Teachers will continue to participate in Ed Works professional development asprovided by the SIG grant. They will also be trained in thinking maps and RRIM strategies. Teacherswill use PLC time to discuss the implementation of these strategies and review their effectivness.

Planned staff responsible for implementing activity: All Humanities teachers, Literacy Lead, CoreCurriculim Specialist, and the IB Coordinator.

Actual staff responsible for implementing activity: All humanities and resource teachers.




AmountActualAmount

EdWorks Training School Improvement Grant (SIG) 3,000.00


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Goal 2: Language A Goal

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All students will be at grade level proficiency or higher in reading and writing.

Gap Statement: Based on our review of assessment data, 32% of our students are scoring proficient in total ELAmeasures.

Based on the information from the Fall 2011 MEAP:38% of 6th grade students were proficient in Reading. The new cut score target was 43%.32% of 7th grade students were proficient in Reading. The new cut score target was 34%.27% of 8th grade students were proficient in Reading. The new cut score target was 39%.

30% of 6th grade students with disabilities scored proficient in Reading.13% of 7th grade students with disabilities scored proficient in Reading.33% of 8th grade students with disabilities scored proficient in Reading.Specifically, the sub-group of students with disabilities have 25% proficiency compared to the 32% overall inReading.

Cause for Gap: 1. Poor and inconsistent student attendance/tardiness.2. Students are entering middle school below grade level.3. Curriculum implementation issue that requires more rigorous and relevant presentations.4. Need more available interventions for struggling students.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, Aimsweb,Scholastic, ACT/Explore

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Continuous growth on all measures of assessment: MEAP, Aimsweb,Scholastic, and ACT/Explore.

Meeting agendas and minutes, samples of lesson plans, student work samples and portfolios, and common gradelevel writing rubrics used on student work samples.


List of Objectives:

Name ObjectiveLanguageA

1. Increase in the number of students proficient on the MEAP assessment, and increase students withdisabilities subgroup by 10%. 2. Increase the number of students at grade level achievement readingportion of ACT/Explore. 3. Increase the number of students meeting the state standards as measuredthree times a year by the Aimsweb data. 4. Increase on student time on task and decrease in studentdistruptions as measured by referral data.


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2.1. Objective: Language A

Measurable Objective Statement to Support Goal: 1. Increase in the number of students proficient on theMEAP assessment, and increase students with disabilities subgroup by 10%.2. Increase the number of students at grade level achievement reading portion of ACT/Explore.3. Increase the number of students meeting the state standards as measured three times a year by the Aimswebdata.4. Increase on student time on task and decrease in student distruptions as measured by referral data.

List of Strategies:Name StrategyCommon Assessmentsframed by IB MYP

Teachers will implement common assessments at least three times per year which willdrive Response to Intervention (RTI) and classroom instruction.

Comprehensive Unitsframed by IB

All teachers will use Common Planning Time (CPT) and professional development(PD) training to develop rigorous, relevant, and highly engaging comprehensive unitsbased on Core Curriculum State Standards (CCSS) for Reading and Writing.Incorporate technology whenever appropriate.

Independent Readingframed by IB MYP

Teachers will encourage independent reading practice to enhance learning and increasebackground knowledge.

Literacy Strategiesframed by IB MYP

Implement a variety of rigorous reading, writing, vocabulary, thinking, and fluencystrategies.

2.1.1. Strategy: Common Assessments framed by IB MYP

Strategy Statement: Teachers will implement common assessments at least three times per year which willdrive Response to Intervention (RTI) and classroom instruction.



www.rtinetwork.orgwww.rti4success.orgwww.aimsweb.com (Research)www.ibo.org/research


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Administer Common Assessments fromPearson Literature Series

2012-09-04

2013-06-28

All Language A teachers SpecialEducation teachers

AIMSweb 2012-09-04

2013-06-28

English Language Arts Teachers SpecialEducation Teachers

2.1.1.1. Activity: Administer Common Assessments from Pearson LiteratureSeries


Activity Description: Teachers will administer common assessments from Pearson Literature Series atleast 3 times a year

Planned staff responsible for implementing activity: All Language A teachersSpecial Education teachers





AmountActualAmount

Additional Training from Pearson School Improvement Grant (SIG) 1,000.00

2.1.1.2. Activity: AIMSweb


Activity Description: Teachers will administer AIMSweb R-CBM and Maze to all students three timesper year.

Planned staff responsible for implementing activity: English Language Arts TeachersSpecial Education Teachers



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AmountActualAmount

Printed Materials and Release Time Title I Schoolwide 1,500.00

2.1.2. Strategy: Comprehensive Units framed by IB

Strategy Statement: All teachers will use Common Planning Time (CPT) and professional development(PD) training to develop rigorous, relevant, and highly engaging comprehensive units based on CoreCurriculum State Standards (CCSS) for Reading and Writing. Incorporate technology wheneverappropriate.



www.corestandards.org - Core Curriculum State Standardswww.sreb.com - Making Middle Grades Workwww.ibo.org/research - IB research

List of Activities:Activity Begin Date End Date Staff ResponsibleCreate Comprehensive Units 2012-06-13 2013-06-28 All teaching staff and administratorsProfessional Development 2012-06-13 2013-06-28 All staff and administrators

2.1.2.1. Activity: Create Comprehensive Units


Activity Description: All teachers will use common/planning time before, during, or after school tocreate, reflect on, and modify units based on data, IB, and Common Core State Standards.

Planned staff responsible for implementing activity: All teaching staff and administrators


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Actual staff responsible for implementing activity: All teachers including resource teachers.




AmountActualAmount

Planning Comprehensive Units School Improvement Grant (SIG) 4,000.00

2.1.2.2. Activity: Professional Development


Activity Description: Teachers will participate in professional development in Backward Design, IBunits, Thinking Maps, Kagan, examining rigor, relevance, and practice in examining student work.

Planned staff responsible for implementing activity: All staff and administrators





AmountActualAmount

PD Trainers and Consultants Title I Schoolwide 25,000.00

2.1.3. Strategy: Independent Reading framed by IB MYP

Strategy Statement: Teachers will encourage independent reading practice to enhance learning andincrease background knowledge.




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www.fcrr.orgdww.ed.govwww.eduplace.com/rdg/res/literacy/in_read1.htmlwww.ala.orgwww.ibo.org/research

List of Activities:Activity Begin Date End Date Staff ResponsibleAccelerated Reader Challenge 2012-09-04 2013-06-28 All teachers including resource teachers.School-wide Book Read 2012-09-04 2013-06-28 All staff

2.1.3.1. Activity: Accelerated Reader Challenge


Activity Description: Teachers will develop and implement an independent reading challenge withincentives utilizing Accelerated Reader.

Planned staff responsible for implementing activity: All teachers including resource teachers.





AmountActualAmount

AR Incentives and materials Title I Schoolwide 7,000.00

2.1.3.2. Activity: School-wide Book Read


Activity Description: Teachers will develop and implement an all school book read at least once a year.

Planned staff responsible for implementing activity: All staff




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AmountActualAmount

School-wide Book Read Resources Title I Schoolwide 28,000.00

2.1.4. Strategy: Literacy Strategies framed by IB MYP

Strategy Statement: Implement a variety of rigorous reading, writing, vocabulary, thinking, and fluencystrategies.

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.


www.bestevidence.orgwww.nrrf.org/research.htmwww.dww.ed.govwww.ibo.org/researchwww.balancedreading.com/fluency.html

List of Activities:Activity Begin Date End Date Staff ResponsibleScaffold Strategies 2012-06-18 2013-06-28 All teaching staff

2.1.4.1. Activity: Scaffold Strategies


Activity Description: Teachers will choose and implement 6 strategies, 2 per grade level, to scaffold therigor of student engagement.

Planned staff responsible for implementing activity: All teaching staff



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AmountActualAmount

Literacy Across The Curriclum Other 6,500.00

Goal 3: Mathematics Goal

Content Area: MathDevelopment Status: Complete

Student Goal Statement: All students will be at grade level proficiency or higher in mathematics.

Gap Statement: Based on the information from the Fall 2011 MEAP:

6% of the 6th grade students were proficient in Math. The new cut score target was 14%.7% of the 7th grade students were proficient in Math. The new cut score target was 14%.2% of the 8th grade students were proficient in Math. The new cut score target was 10%.

0% of 6th grade students with disabilities scored proficient in Math.13% of 7th grade students with disabilities scored proficient in Math.0 of 8th grade students with disabilities scored proficient in Math.

After a vertical and horizontal study of the MEAP data and a review of the PLATO data, an inverse relationshipbetween the percentage of students proficient on the MEAP and the grade level was revealed. Also, the percentageof students decreasing proficiency level from the student's previous grade was increasing.

Cause for Gap: Though the department has begun working on this gap, there continues to be a curricular as wellas behavior and attendance problem. This was determined by looking at district AIMSweb and MEAP trends aswell as building trends. Teachers were also compared and little statistical difference existed between similarteachers. Also the AIMSweb data revealed that along with a more rigorous and relevant curriculum, prerequisiteskills for success are also needed.

Multiple measures/sources of data you used to identify this gap in student achievement: State Assessment(MEAP), ACT explore, AIMSweb, grades, classroom assessment, observations, and a review of districtAIMSweb trends.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? State assessment (MEAP), ACT/Explore, AIMSweb, grades, classroomassessment, observations, review of district AIMSweb trends, and examining student work.



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List of Objectives:

Name ObjectiveMathematics 1. To improve student scores annually by 10 % points by 2012 in mathematics. (Target 78%) 2. To

improve math scores for students with disabilities annually by at least 10% points or 31% points by2012.

3.1. Objective: Mathematics

Measurable Objective Statement to Support Goal: 1. To improve student scores annually by 10 % points by2012 in mathematics. (Target 78%)2. To improve math scores for students with disabilities annually by at least 10% points or 31% points by 2012.

List of Strategies:Name StrategyCommon Assessmentsand RTI framed by IBMYP

All teachers will implement common assessments at least three times per year whichwill drive Response to Intervention (RTI) and classroom instruction as framed by theIB MYP.

Comprehensive unitsframed by IB MYP

All teachers will use Common Planning Time (CPT) and professional development(PD) training to develop rigorous, relevant and highly engaging comprehensive unitsbased on the Core Curriculum State standards (CCSS) for Mathematics. Incorporatetechnology whenever appropriate.

Positive BehaviorSupport

All staff will continue to be trained to uniformly implement MiBLSi within the IBMYP framework.

3.1.1. Strategy: Common Assessments and RTI framed by IB MYP

Strategy Statement: All teachers will implement common assessments at least three times per year whichwill drive Response to Intervention (RTI) and classroom instruction as framed by the IB MYP.



How RTI works in Secondary Schools by Johnson, Smith, and Harris


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List of Activities:Activity Begin Date End Date Staff ResponsibleRTI and AIMSweb Professional Development 2012-06-18 2013-06-28 All Staff

3.1.1.1. Activity: RTI and AIMSweb Professional Development


Activity Description: All staff will be trained in the response to intevention (RTI) model and AIMSwebdata analysis to inform and implement the RTI model within the the framework of the IB MYP.

Planned staff responsible for implementing activity: All Staff

Actual staff responsible for implementing activity: All staff




AmountActualAmount

Secondary RTI and AIMSweb Training & Support Title I School Improvement (ISI) 15,000.00

3.1.2. Strategy: Comprehensive units framed by IB MYP

Strategy Statement: All teachers will use Common Planning Time (CPT) and professional development(PD) training to develop rigorous, relevant and highly engaging comprehensive units based on the CoreCurriculum State standards (CCSS) for Mathematics. Incorporate technology whenever appropriate.

Selected Target AreasI.2.B.3 Staff believe that active student engagement is a key feature of student success and there is anexpectation that all teachers will design lessons and assessments that engage their students.III.2.C.3 Teacher input is a key feature in the analysis of professional development initiatives. Results aresolicited and analyzed based upon the changes in classroom practice, implementation of the curricular andinstructional program, and the impact on student achievement.IV.2.B.4 The school relies on collaboration in a variety of forms in order to strengthen and enhanceeducational opportunities for all students and families.


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www.corestandards.org - Core Curriculum State Standardswww.sreb.org - Making Middle Grades Workwww.ibo.org/research - IB research

List of Activities:Activity Begin Date End Date Staff ResponsibleBest Practices Professional Development 2012-06-18 2013-06-28 All staff and Administrators.Create and Modify Comprehensive Units 2012-06-18 2013-06-28 All teaching staff and administrators.

3.1.2.1. Activity: Best Practices Professional Development


Activity Description: Teachers will participate in professional development in Kagan, Thinking Maps,EdWorks, IB, CCSS, RTI, Foldables, and Examining student work.

Planned staff responsible for implementing activity: All staff and Administrators.





AmountActualAmount

PD Trainers and Consultants Title I Schoolwide 30,000.00 0.00

3.1.2.2. Activity: Create and Modify Comprehensive Units


Activity Description: Teachers will use common/planning time before, during, or after school to create,reflect on, and modigy units based on data, IB, and the Common Core State Standards.

Planned staff responsible for implementing activity: All teaching staff and administrators.



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Actual Timeline: Begin Date - 08/01/2012, End Date - 06/30/2013


AmountActualAmount

Release time and School Site Visits School Improvement Grant (SIG) 4,500.00

3.1.3. Strategy: Positive Behavior Support

Strategy Statement: All staff will continue to be trained to uniformly implement MiBLSi within the IBMYP framework.



Positive Classroom disipline by Jones

The Self - Control Classroom by Levin

List of Activities:Activity Begin Date End Date Staff ResponsibleOpening Weeks PBS Initiative 2012-06-18 2013-06-28 All staff led by the PBS and SIG team.PD on MiBLSi, Kagan, and IB MYP 2012-06-18 2013-06-28 All staff including support staff.

3.1.3.1. Activity: Opening Weeks PBS Initiative


Activity Description: The staff will create an "opening weeks school time line" that promote specificbehaviors that we are teaching and modeling to improve the climate of the school.

Planned staff responsible for implementing activity: All staff led by the PBS and SIG team.



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AmountActualAmount

PBS Planning time and Site Visits Title I Schoolwide 4,500.00

3.1.3.2. Activity: PD on MiBLSi, Kagan, and IB MYP


Activity Description: All staff will continue to be trained in the MiBlSi system of positive behaviormanagement using Kagan strategies and learner profiles. Staff will continue to align PBS efforts withinthe IB MYP framework.

Planned staff responsible for implementing activity: All staff including support staff.

Actual staff responsible for implementing activity: All staff including support staff.




AmountActualAmount

PBS Training Title I Schoolwide 20,000.00

Goal 4: Science Goal

Content Area: ScienceDevelopment Status: Complete

Student Goal Statement: All students will be at grade level proficiency or higher in science.

Gap Statement: Based on the information from the Fall 2011 MEAP, 1% of the eighth grade students met orexceeded grade level expectations in Science using the new cut scores. 0% of students with disabilities showproficiency.

Cause for Gap: 1. The science scores are below the expected proficiency for both students with and withoutdisabilities.2. Previous year pacing guides lacked the continuity in the vertical and horizontal alignment of the curriculum.


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3. We do not have an appropriate tool to assess the interim progress of our students.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP, SRI,ACT/Explore, classroom assessments and grades.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Increased number of students proficient in Science on MEAP, proficiency inthe GLCE's on common assessments, ACT Explore, classroom assignments, and test scores.


List of Objectives:

Name ObjectiveScience 1. Increase number of students scoring proficient on the MEAP assessment. 2. Increase in the number of

students at grade level achievement on the science portion of the ACT/Explore 3. Increase the number ofstudents meeting the teaching and learning goals.

4.1. Objective: Science

Measurable Objective Statement to Support Goal: 1. Increase number of students scoring proficient on theMEAP assessment.2. Increase in the number of students at grade level achievement on the science portion of the ACT/Explore3. Increase the number of students meeting the teaching and learning goals.

List of Strategies:Name StrategyBest Practices Teachers will utilize best practices such as thinking maps, Kagan Strategies, Literacy

Strategies, and the use of technology through the framework of inquiry based instruction andthe International Baccalaureate Middle Years Program (IB MYP). Through the collaborationof the science teachers' professional learning community, there will be evidence of thediscussion of strategies and student achievement.

Formative andSummativeAssessments

Science teachers will use locally developed science curriculum and assessments for scienceinstruction. Teachers will work to develop common assessments at each grade level.Through the collaboration of the science teachers' professional learning community, therewill be evidence of the discussion of strategies and student achievement. Student work willbe analyzed and discussed and formative and summative assessments will be developed.

4.1.1. Strategy: Best Practices


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Strategy Statement: Teachers will utilize best practices such as thinking maps, Kagan Strategies, LiteracyStrategies, and the use of technology through the framework of inquiry based instruction and theInternational Baccalaureate Middle Years Program (IB MYP). Through the collaboration of the scienceteachers' professional learning community, there will be evidence of the discussion of strategies and studentachievement.



www.mapthemind.com/PDF/research/research_highlights_sswtm.pdf - Research highlights from studentsucesses with thinking maps

www.marzanoresearch.com - collection of research on Marzano

Kagan training

List of Activities:Activity Begin Date End Date Staff ResponsibleLab experiences 2012-06-11 2013-06-30 All science and resource teachers.Science Fair 2012-06-11 2013-06-30 All teachers.

4.1.1.1. Activity: Lab experiences


Activity Description: Create and provide lab experiences, hands-on activities and experiences topromote higher level thinking and student engagement.

Planned staff responsible for implementing activity: All science and resource teachers.

Actual staff responsible for implementing activity: all science and resource teachers.




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AmountActualAmount

Lab Materials School Improvement Grant (SIG) 5,000.00

4.1.1.2. Activity: Science Fair


Activity Description: All science teachers will prepare students for science fair throughout the schoolyear by incorporating and consistently referencing science fair needs into the daily curriculum.

Planned staff responsible for implementing activity: All teachers.

Actual staff responsible for implementing activity: Science teachers, resource teachers.




AmountActualAmount

Science Fair Materials School Improvement Grant (SIG) 2,000.00

4.1.2. Strategy: Formative and Summative Assessments

Strategy Statement: Science teachers will use locally developed science curriculum and assessments forscience instruction. Teachers will work to develop common assessments at each grade level. Through thecollaboration of the science teachers' professional learning community, there will be evidence of thediscussion of strategies and student achievement. Student work will be analyzed and discussed andformative and summative assessments will be developed.



Effective classroom assessment:linking assessment with instruction by Garrison, Chandler, and Ehringhaus


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Create IB Units using IB AssessmentCriteria

2012-06-11

2013-06-28

All teachers including special education andLead teachers

4.1.2.1. Activity: Create IB Units using IB Assessment Criteria


Activity Description: All teachers will use their common planning time and their PLC time to develop,review, and interpret formative and summative assessment data. IB units will be created and taught usingthe IB objectives and assessment criteria. Students will be formatively and summatively assessedthroughout the unit.

Planned staff responsible for implementing activity: All teachers including special education andLead teachers

Actual staff responsible for implementing activity: All science teachers and resource teachers




AmountActualAmount

EdWorks and IB MYP Supports School Improvement Grant (SIG) 15,000.00 IB Level Science Training School Improvement Grant (SIG) 2,000.00


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Resource ProfileFunding Source Planned Amount Actual Amount

Title I School Improvement(ISI)

$15,000.00 $0.00

No Funds Required $0.00 $0.00

Other $6,500.00 $0.00

School Improvement Grant(SIG)

$46,500.00 $0.00

Title I Schoolwide $116,000.00 $0.00


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Additional RequirementsComprehensive Needs Assessment

The comprehensive needs assessment (CNA) requirement is met by completing a School Data Profile/Analysis(SDP/A), School Process Profile, and Summary Report. The comprehensive needs assessment must be completedprior to creating a new plan or annually updating an existing school improvement plan.

Use the results of the comprehensive needs assessment to develop a Schoolwide Reform Model,Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in theGoals information address all four measures of data: student achievement data, school programs/process data,perceptions data (must include teachers and parents; student data is encouraged), and demographic data.

1. How was the comprehensive needs assessment conducted?

Needs Assessments are conducted in our building in various ways:

Yearly:Through Professional Learning Communities (PLC's) made up of content area departments, the staffconducted a study of the data from the previous year (where possible) to determine the direction ofinstructional planning, parental involvement, stability, and safety of our school. Sub-group performanceand programs are evaluated and changed based of the findings. The data analyzed includes the following:

Marking Periods:Teams of teachers, grade levels, and whole staff look at the performance of students as measured againstthe content standards for that marking period. Eighth grade has Algebra tests, (called testlets in futurereference) that measure individual marking period progress based on the pacing guide. Grade levels in allcontent areas as well as with the district subject area coordinators make adjustments and hold discussionsabout student progress on the Grade Level Content Expectations (GLCE's).

2. Summarize the results obtained from the comprehensive needs assessment and general conclusions drawnfrom those results. Include information from all four measures of data: student achievement, schoolprograms/process, perception and demographic. More specific information will be included in yourGoals/Objectives/Strategies and Activities.

Students are scoring low in math and informational reading and writing. The needs assessment alsoindicates that we need to align curriculum at Thompson with Michigan Curriculum Frameworks andCommon Core State Standards. We need to foster the implementation of intervention strategies for students.Student enrollment is declining due to transient population, socioeconomic conditions, and publicperception of the school.

Schoolwide Reform Model

1. Describe the overarching, comprehensive, research-based concept/program that the school improvement

team is implementing in order to close achievement gaps of at-risk students and increase the academic


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achievement of all students.

Based on an analysis of the attached School Quality Plan, Thompson Middle School has chosen externalprovider EdWorks, LLC to assist with the transformation process, guiding its move from a traditionalmiddle school to multiple high-energy, highly-engaging small learning communities operating within thebuilding.

Personalization is achieved in three ways:1. Through the development of high-functioning small schools or small learningcommunities in an existing building.2. By building the capacity of each and every person in the school to "get the work done"through very structured professional and leadership development plans.3. By developing a culture in which the teaching and learning process focuses on individualstudent growth and achievement and thus drives everything that happens in the building(Student Achievement forms the Focal Point for the EdWorks Model.The four fundamental components--rigorous curriculum and instruction, climate and culture,aligned assessments and a system of student support--provide the foundation for the work with schools. Atotal of 36 essential elements refine the implementation strategy. Together, thesefour components, their underlying elements and the district support framework form a tightly woven,interconnected, interdependent system.The four fundamental components and 36 essential elements in the EdWorks Model include:Rigorous Curriculum and Instruction1. Rigorous, college-ready curriculum for every student, every dayJuly 14, 2010 page 102. Clear learning objectives3. Differentiated instruction4. High levels of student engagement5. Higher order thinking skills6. High payoff, short-term instructional strategies across the content areas7. Broad, school-wide early college experience8. 21st century literacy across the curriculum9. Results-driven, flexible scheduling10. On-site and online professional learning communities11. Intensive summer institutes for teachers and curriculum staffComprehensive Student Support12. Just-in-time interventions, including re-teaching, and tutoring, among other strategies13. Semi-annual student led progress review14. Accessible, detailed, easy-to-understand student progress data and portfolio15. Student Advisory System16. Accelerated Academies17. Summer Bridge Program18. Higher education partnerships19. Internships and community serviceAligned Assessments20. Baseline diagnostic data21. Short Cycle Assessment22. Classroom assessment23. State-mandated graduation tests24. College and Career Readiness tests


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25. Performance-based alternative assessment26. Teacher, school and district self-assessments27. Regular Dashboard Reports for each shareholders' shared accountability data (student,teacher, principal, administration, Board, partners, parents, community )Supportive Climate & Culture28. Safe, purposeful school environment29. Community engagement for accountability30. Students and families as primary stakeholders31. Distributed leadership from the student's desk to the superintendent's desk32. School design for personalization33. Coordination of campus-wide issues34. Personalized student growth plans with quarterly outcomes35. Results-driven goals36. A culture of continuous learning for adults

2. Describe how stakeholders were involved in the process of developing/selecting the reform model.

The school district Central Office Leadership worked in collaboration with the Saginaw EducationAssociation (SEA) Teachers Union Group. Together, the groups decided to adopt the Transformation Modelas a result of receiving the School Improvement Grant.

Curriculum Alignment that Corresponds to the Goals

1. Describe how the curriculum is aligned with State standards and how this alignment will help the school

meet the academic Goals. Describe the process for review and revision of the curriculum; evidence couldinclude a timeline for curriculum review or a description of the review process.

The state of Michigan creates standards and benchmarks. Our curriculum is aligned with the Statestandards. The district develops pacing guides that teachers use to drive the sequence of GLCE's throughoutthe year. As the teachers assess the progress of the students, they determine which GLCE's need re-teaching.

Beginning in the fall MEAP data and available Iowa Test of Basic Skills (ITBS) scores are reviewed forareas of need to target for more intensive instruction. Scholastic Reading Inventory (SRI) is done in allLanguage Arts classes to assess reading levels and comprehension.

This year we have writing portfolios in all content areas to address increased need for writing proficiency.Annually the current MEAP scores are reviewed and discussed by the entire faculty. This is done when theMEAP scores are available and then again in the fall when enrollment has been completed. The annualSchool Quality Plan is designed based on the most serious needs in the areas of English Language Arts andMathematics, most of which are identified by the MEAP scores. As the school year progresses markingperiod grades indicate areas that may need re-teaching and instructional changes.

2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how all

stakeholders are involved in the process.

The State of Michigan creates standards and benchmarks. Our curriculum is aligned with the State


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Standards. The District develops pacing guides that teachers use to drive the sequence of GLCE'sthroughout the year. As the teachers assess the progress of the students, they determine which GLCE's needre-teaching. Thompson Middle School teachers use common diagnostic, formative and summativeassessments aligned with district curriculum and the Michigan Curriculum Framework. The district andbuilding assessment schedule include: MEAP, ACT Explore, MI Acess, MMGW, ELPA, PLATO, SRI andITBS. Professional Learning Communities and Data Teams, with support and assistance of coaches andLead Teacherss work collaboratively to analyze data to inform instruction and improve studentachievement.

Instruction by Highly Qualified Professional Staff

1. Provide an assurance statement that all teachers and instructional paraprofessionals are highly qualified OR

a state-approved plan is in place for staff that does not meet requirements.

All teachers and instructional aides (paraprofessionals) hired are Highly Qualified for their positions. Allteachers or instructional aides that are transferred to another school can only select or be placed in aposition for which they are Highly Qualified and certified.

Strategies to Attract High-Quality, Highly Qualified Teachers to High Needs Schools

1. Identify the experience level of key teaching and learning personnel.

Turnover rate is 2%Thompson is a new school that opened this year. Every teacher here selected to come tothis school, and are new to this school.The teachers at Thompson Middle School are experienced as follows:0.0- year experience 11-2 years experience 13-4 years experience 45-6 years experience 17-8 years experience 19-10 years experience 510-15 years experience 815- 25 years experience 1125+ years experience 9QualificationsBachelor's degree 10Master's Degree 37Turn over rate is 2%.

2. List the specific initiatives implemented at the district and school level for attracting/keeping high-quality,

highly qualified teachers to/in high needs schools.

The initiatives utilized by the school district to attract, and recruit highly qualified teachers include: Amentoring induction program, grade-level teaming, small learning communities, New Teacher Academy,financial support to earn continuing credits to maintain certification as well as leadership opportunities viathe Lead Teacher Network.


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3. Describe the rate of teacher turnover for the school.

Teacher Turnover rate is 2%

4. If the school has identified a high teacher-turnover rate list the specific initiatives implemented to try and

lower the rate. If the school does not have a high teacher turnover rate, enter "Not applicable" in the textbox.

"Not Applicable"

High-Quality and Ongoing Professional Development

Use the results of the comprehensive needs assessment to create a written professional development plan thatidentifies ongoing, sustained professional development that is aligned to the Goals, Objectives, Strategies andSchoolwide Reform Model. The specific professional development activities must be included as Activities underthe Goals section. District professional development activities that align to the school's comprehensive needsassessment and Schoolwide Reform Model should also be included in the school-level Activities section.

Strategies to Increase Parental Involvement

1. It is critical that the school improvement team refers to the legislation included in the schoolwide schoolrubric as guidance while completing this section.

Describe, in detail, the Section 1118 (e)(1-5) and (14) and (f) strategies employed by the school to increaseparental involvement.

An informal parent/student/teacher compact was introduced to parents at fall 2008 orientation for the newThompson Middle School. Through the course of the year we have been putting together the compact,specific to Thompson, to be utilized next year. Its aim will be to support a commitment on the part of theschool, each student and parent to build partnerships of scholastic achievement and citizenship together asthe School-wide plan is implemented. Meetings are held to inform parents of state curriculum requirementsand parenting information; provide family activities, monthly parent meetings for communication to keepparents involved between home and school.Curriculum Night/Meet & Greet DayRead Across America - Read In DayLove and Logic Parenting Classes/Parenting Wisely ProgramFamily Movie Night(monthly)Family Math NightFamily Reading Night (monthly)After School Math Tutoring**"Attendance Summit": for parents featuring guest speakers focused on the importance of attendance.**Parent newsletterIncluding articles highlighting attendance.**Parent Portal(s) on Student Database System (Skyward)**Regular phone calls home regarding unexcused absences and truancy concerns**Thompson Middle School Parent Group Meetings (PTO) monthly**Career Day


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**Literacy Activities (media center-Buttman Fish Library)**Sports Banquet**Volunteer Survey (volunteer activities for parents)**National Junior Honor Society Induction Program and Banquet**Black History Program**Winter and Fall Music Concert**Winter and Fall Musical/Play (performing arts)**Science Fair

2. Describe the role of parents in the following schoolwide school plan/program areas:

2a. Design

Parents have been surveyed about the programs and perceptions of the school. Monthly meetings of theParent Group are held where the principal gives a "state of the school" type report and asks questions ofparents who attend. Input and suggestions are made through this governing body of parents andopportunities for all parents and community members are given throughout the year through workshops,informational meetings, and surveys. The building plan is open to parents for review at any time and acopy is kept in the office.

2b. Implementation


2c. Evaluation


3. Describe how the school provides individual student academic assessments results, including interpretation

of those results, in a language the parents can understand.

Parents are involved in their child's education in a variety of ways. All parents and community members aregiven the Annual Report with our MEAP scores broken down to content areas and sub-groups, however thescores are of a slightly different population due to Thompson's new school status. During fall orientations


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and then "Back to School Night" (Curriculum Night) on MEAP parent reports given in the March Student-Led conferences, SRI scores, grade level assessments in content areas, progress reports every 3 weeks, andreport cards markings every 6 weeks are shared with parents. Student-Led Conferences are scheduled twicea year for students to inform their parents of their progress in a format of student work samples as well asacademic reports from MEAP and report cards.

4. All Title I schools must have a School-Parent Compact. Describe the role of parents in the development ofthe School-Parent Compact, including the most recent review and revision of content. Elementary schoolsmust also provide an assurance statement that the compact is discussed at least annually at parent-teacherconferences.

The Thompson Middle School Parent Compact is discussed twice, once in the Spring and again in the Fallat our Annual Student-Led Conferences. In addition, the School Parent Compact is discussed during fallorientations and then "Back to School Night" (Curriculum Night), as well as Family Fun Night, FamilyReading and Math Day and at Elementary PTO meetings.

5. Describe how the parent involvement components of the schoolwide plan will be evaluated.

Parents will complete surveys.

6. Summarize the results of the evaluation and how those results will be used to improve the schoolwide

program.

Various surveys were given to parents throughout the year. Each was summarized and results were sharedwith the respective stakeholders. Departments used survey results to improve parent communication andneeds.

7. Attach the School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the

District's Board Policy in the Supporting Documentation section. Attach the School-Parent Compact in theSupporting Documentation section.

Preschool Transition Strategies

1. Describe preschool transition strategies (more than once a year visitation) and the training that is provided topreschool parents and/or teachers related to Kindergarten readiness skills. Describe other school leveltransitions that occur, if appropriate. If the school serves only middle school or high school grades, theschool may put a statement in the box that indicates this section is "Not applicable due to grade levelsserved".

All sixth incoming 5th graders participate in WEB (Where Everybody Belongs) program, which is a year-long transition program. Each incoming 5th grader is assigned an eighth grade mentor for the entireschool, and all participate in a day-long orientation program led by WEB leaders.


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During the school year in an effort to make building connections, the administration, counselors, and sixthgrade teachers visit our six elementary feeder schools and attend parent meetings to inform and promoteour school. Families are invited to various activities such as evening open house for a tour and introductionto the curriculum and programs, Family Fun Night, Read Across America, and daytime visitations for band,choir, and theater productions.At the eight grade level the Comprehensive Guidance and Counselingprogram pushes into classrooms to present a specified curriculum in preparation for high school - whichincludes conflict resolution, career planning, decision-making, time management and other skills.Educational Development Plans (EDP's) are begun in seventh grade and finalized in the eighth grade forall students. Orientations are held by the high school April-May and August; counselors visit classrooms toinform students of curriculum requirements and course offerings for ninth graders. Ninth Grade Academy isoffered in the summer for eligible students going to the ninth grade in preparation for the academic rigor ofhigh school.

Teacher Participation in Making Assessment Decisions

1. Describe how teachers participate in making assessment decisions (Ex. selection, development, frequency).

District level lead teachers from each building created the writing product requirements for the writingportfolios.Compensatory Education teachers will administer the appropriate assessments and reports for reading andmath.

Teachers will create/utilize classroom assessments in alignment with the pacing guides (GLCE's) for eachmarking period to evaluate student achievement. A lead teacher in each core content area represents ourbuilding during the decision-making process at the district level through what is called the Lead Network. Adistrict Lead teacher reports in building level department meetings, disseminates information on curriculumand informs our staff decision-making. Content area teachers develop classroom assessments based onpacing guide/benchmark attainment. Our teachers are working to produce common assessments for contentunits.

A lead teacher in each core content area represents our building during the decision-making process at thedistrict level through what is called the Lead Network. A district Lead teacher reports in building leveldepartment meetings, disseminates information on curriculum and informs our staff decision-making.Content area teachers develop classroom assessments based on pacing guide/benchmark attainment. Ourteachers are working to produce common assessments for content units.

2. Describe how teachers are involved in student achievement data analysis to improve the academic

achievement of all students.

Thompson Middle School staff will analyze MEAP and ITBS scores (when available) to drive the instructionto improve the achievement of all students. Compensatory Education teachers analyze test data and reportsto determine areas that need re-teaching or further intervention. Classroom teachers/ teams/departmentsmeet to examine student work and pacing guide progress to inform and adjust instruction.

Alternative Measures of Assessment


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1. Describe the process for developing, or the alternative measures of assessment used, that will provide

authentic assessment of pupils' achievements, skills, and competencies.

Thompson M.S. follows the district requirements for a writing portfolio at every grade level. Products fromeach core content area are collected on a semester basis and scored using rubrics from Write Source (pg.767-755 teacher's manual). Our building uses Scholastic Read 180 for Reading intervention and in the fallall students are given the Scholastic Reading Inventory (SRI) through ELA classes, to inform all teachers ofthe reading levels of their students for planning and instructional purposes.In the Strategic classes (Title I/31A students) Read 180 is used for reading intervention, Strategic Math usesAlgebraic Thinking (6th - 8th Gr) students are constantly monitored for progress. This year Algebra Testlets(8th grade) have been developed to chart progress each marking period until the end of the second semesterto determine readiness for high school Algebra and make appropriate plans at the high school for these in-coming 9th grade students.Classroom assessments (Textbook/Teacher made) are used to chart progress along, with pacing guides, todetermine areas of need to be addressed through re-teaching and/or supported through structured tutoringas the first tier of intervention.

Timely and Additional Assistance

1. Provide a summary of the effective, timely, additional assistance activities provided to students that are notmastering the State's academic achievement standards. These must also be included in greater specificity asActivities under the Goals section. Timely, additional assistance should include differentiation of instructionto meet students' individual needs within the classroom.

ReadingCompensatory Education Interventions in ReadingScholastic Read 180/Fast ForwardStructured TutorialsSmall and individualized instructionDifferentiated InstructionPupil Service Team Plan/ ReviewPLATO

MathematicsCompensatory Education Interventions in MathematicsAlgebraic ThinkingStructured TutorialsSmall and individualized instructionDifferentiated InstructionPupil Service Team Plan/ ReviewPLATO

WritingCompensatory Education Interventions in WritingStructured TutorialsSmall and Individualized Instruction


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Pupil Service Team Plan/ Review

Science & Social StudiesStructured TutorialsSmall and Individualized InstructionPupil Service Team Plan/ ReviewPLATO

ELA and MathematicsSpecial education (resource model)Compensatory Education

2. Describe the identification process for students that are not mastering the State's academic achievement

standards.

Reading:MEAPLevels 3 and 4Performance below state expectationsScholastic Reading Inventory(SRI)Unit/Chapter AssessmentsPupil Services TeamPLATO AssessmentsITBS AssessmentsMMGW AssessmentsExplore Assessments

Mathematics:MEAPLevels 3 and 4Performance below state expectationsUnit/Chapter AssessmentsPupil Services TeamAlgebra Testlets at 8th gradePLATO AssessmentsITBS AssessmentsMMGW AssessmentsExplore Assessments

Writing:MEAPLevels 3 and 4Performance below state expectationsMMGW Assessments

Science and Social Studies:MEAP Levels 3and 4ITBS AssessmentsPerformance below state expectationsUnit/Chapter Assessments


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Pupil Service Team

ELA/MathematicsDeviations/ discrepancies in performance tests by school psychologistPLATO AssessmentsMMGW AssessmentsExplore Assessments

Coordination and Integration of Federal, State and Local Programs and Resources

1. Include a list of State educational agency and local educational agency programs and other Federal

programs that will be coordinated in the Schoolwide program.

Title I, Part ATitle II, Part AEdWorks Professional DevelopmentTitle II, Part DSection 31a At-Risk21st Century ProgramSafe and Drug-Free Schools

2. Describe how federal, state and local programs and resources are coordinated to support the schoolwide

program and initiatives in your plan.

Title I, Part AType of Support:ELA Support teachers-provide intervention and supplemental instruction in ELAMath Support teachers-provide intervention and supplemental instruction in Math

Structured Tutorials-Provide intervention and supplemental instruction in reading, writing, math inextended day sessionsRead 180/System 44-Intervention software license for reading achievement.Professional Development-Monthly Inservice for ELA and Math support teachers. Core Content Areaconferences for teachers and administrators. EdWorks Research Based Improvement Strategies.

Title II, Part AProfessional Development- Differentiated Instruction, Teacher Evaluation training for Administration,Data4 Succcess

School Improvement Grant-EdWorks Coaches, Professional Development, Leadership Training.

Title II, Part D-Technology Equipment-Integration of Programs-Data projectors and SMART interactiveboards, Document cameras, laptops, graphing calculators, earphones for computer labs (reading)


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Section 31a At-Risk-Home School Aide/Counselors-Attendance Monitoring, Additional Assistance for TierII & III students.

21st Century Program-HQ Support Teachers/Integration of Programs/Additional Assistance for extendedDay-Instructional/Recreational Support for At-Risk students.

Safe and Drug Free Schools-Information dissemination, additioanl assistance, providing speakers on healthissues, drugs, etc.

The Saginaw Public Schools and Thompson Middle School also build and utilize partnerships with manycommunity entities. These include:Saginaw Kiawanas Club - provides incentives for students to increaseachievement through awards for Most Improved Student (Boy and Girl) of the YearSaginaw Valley StateUniversity - education students doing fieldwork, student teachers, Regional Math and Science Center,(Educational Kits/Support) Saginaw Bay Writing ProjectParent Involvement Policy and plan utilizingEpstein Model. Monthly Parent Group meetingsDow Event Center - Spirit Hockey tickets given to theschool as reward incentives for attendance, citizenship, academic achievement.Saginaw News - Newspapersin Education, Reading and Writing activirtiesDow Chemical - Presentations and Speakers for Career Day,classroom unitsSaginaw Cunty Mosquito Abatement Program - science educationBay City State ParkRecreation Center - science education (Ecosystems)Saginaw Fire Department - displays/ presentations onsafety Walmart / Meijer - monetary donations for parent involvement activities (Thanksgiving/Christmasfood baskets)Saginaw Valley State University - education student volunteers (TE 100), student teachers, Regional Mathand Science Center, (Educational Kits/Support) Saginaw Fire Department - displays/presentations on safetyfor parents and classroom projects Delta College - Possible Dream, ALSAME Conference (HispanicOutreach)Saginaw Valley State University - Hispanic Outreach

3. Describe how the school will use resources under Title I, Part A and from other sources to implement the

required ten schoolwide components.

Title I, Part AProvide intervention and supplemental instruction in ELAProvide intervention and supplemental instruction in MathProvide intervention and supplemental instruction in Reading, Writing, and Math in extended day sessions.Intervention software license for Reading achievementMonthly Inservice for ELA and Math support teachersCore Content Area conferences for teachers and administratorsMakingMiddle Grades Work (MMGW) Improvement strategies

Type of SupportELA Support teachersMath Support teachersStructured TutorialsRead 180Professional Development

Title II Part ADifferentiated Instruction (ASCD)Teacher Evaluation Training for Administration (Tomlinson)


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Data4 Student Success (Data4SS)MMGW - Leadership Team /Administration

Title II Part DData projectors and Smart boardsDocument Camera/CartLaptops and CartsEarphones for Computer Labs(Reading)Calculators

4. Describe the coordination and integration of Federal, State and local programs and services in a mannerapplicable to the grade level, including: violence prevention programs, nutrition programs, housingprograms, Great Start Readiness Program, adult education, vocational and technical education, and jobtraining.

Safe and Drug-Free Schools(District Parent ResouceCenter):Provides speakers on health issues, drugs, etc.21st Century Program: Extended Day - Instructional/Recreational Support for At- Risk students

Section 31a At-Risk: Home School Aide (1.0)2 Counselors (.5 ea)Social Worker (1.0):AttendanceMonitoring utilizing the Skyward Database

Title II, Part D: Data projectors and Smart boardsDocument Camera/CartLaptops and CartsEarphones forComputer Labs (Reading)Calculators

Effective Use of Technology

1. Describe the methods for effective use of technology as a way of improving learning and delivery of

services and for integration of involving technology in the curriculum.

Students at all three grade levels at Thompson have access to four computer labs. In addition, laptop cartsare available for one-to-one laptops for each student. These are used for research, writing, online classes,and specific district software programs such as Read 180.

SMART boards and ceiling mounted projectors have been installed in every classroom. Scholastic Read180, System 44, Fastt Math, PLATO are used for students not meeting state requirements and for ourstudents with disabilities.

In addition, teacher lesson plans indicate applications of technology in integrated lesson plans, the use ofSMART interactive white boards, graphing calculations, united streaming and video conferencing carts toname a few.

Evaluation of the School Improvement Plan

1. Describe how the school annually evaluates the implementation of, and results achieved by, the SIP, using

data from the State's annual assessments and other indicators of academic achievement.

At Thompson Middle School the major decision-making body is the School Quality Team Cabinet,consisting of representation from each grade level house, content area, regular, compensatory, and specialeducation, as well as a counselor and administration. When possible we have a parent group representative,


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our EdWorks Coaches and SIG representatives. We have added literacy and math coaches for the 2010-11school year. This body meets with and presents to the committee of the whole on a monthly basis, and whenneeded in between, to keep the staff informed and included in the building decision-making.

The School Quality Cabinet also works with the lead teachers in each content area and are a part of theprofessional learning communities to provide guidance for monitoring the school plan. The plan isevaluated on an annual basis and the School Quality Team and staff will revise the plan if necessary. Takingon a leadership role in studying the student achievement data from MEAP, ITBS, PLATO, Explore whenavailable, and classroom assessments, data is examined for determining goals and strategies to address theneeds of our students.The staff has been introduced to the program Data4student Success and each teacher has their own loginfor accessing student achievement data for Thompson M.S. students. This information is being used todetermine class offerings for compensatory education classes in math and reading for fall 2011.

2. Describe how the school improvement team determines whether the schoolwide program has been effective

in increasing the achievement of students who had been furthest from achieving the standards.

Teachers examine student data in department and grade level professional learning communities (PLC's).

3. Describe how the school improvement team revises the plan, as necessary, based on the results of the

evaluation, to ensure continuous improvement of students in the schoolwide program.

The School Quality Cabinet also works with the lead teachers in each content area and are a part of theprofessional learning communities to provide guidance for monitoring the school plan. The plan isevaluated on an annual basis and the School Quality Team and staff will revise the plan if necessary. Takingon a leadership role in studying the student achievement data from MEAP, ITBS when available, andclassroom assessments, data is examined for determining goals and strategies to address the needs of ourstudents.The staff has been introduced to the program Data4student Success and each teacher has their own loginfor accessing student achievement data for Thompson M.S. students. This information is being used todetermine class offerings for compensatory education classes in math and reading for fall 2011

4. Describe how school and student information and progress will be shared with all stakeholders in a language

that they can understand.

Parents are involved in their child's education in a variety of ways. All parents and community members aregiven the Annual Report with our MEAP scores broken down to content areas and sub-groups. During fallorientatations and "Curriculum Night" on MEAP parent reports given in the March Student-LedConferences, SRI scores, grade-level assessments in content areas, progress reports every 3 weeks andreport cards markings every 6 weeks are shared with parents. Student-Led Conferences are scheduled twicea year for students to inform their parents of their progress in a format of student work samples as well asacademic reports from MEAP and report cards. Parents also have access to parent portal, which allowsthem to check student progress on-line.

Building Level Decision-Making


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1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited tothe development of the Goals, Objectives, Strategies and Activities included in the school improvementplan. School board members, school building administrators, teachers and other school employees, pupils,parents of pupils attending that school, parents of pupils receiving Title I, Part A services and other residentsof the school district shall be invited and allowed to voluntarily participate in the development, review andevaluation of the district's school improvement plans.

Bi-Monthly meetings are held at which School Quality Team members are involved in the organizing,planning, action, and implementation of not only the School Quality Plan, but also other considerations tobe presented to the school staff for their information and action. All staff members are encouraged to attendSchool Quality Team meetings and to be a member of the team. Our decisions are team-oriented and votedon using consensus whenever possible. Whenever consensus is not an option, we employ 50% + 1 as amajority vote.


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AssurancesEdYES!

1. Literacy and math are tested annually in grades 1-5 (MCL 380.1280b)

Response: N/A (our school does not have grades 1-5)

Comments:

2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this).

If yes, please provide a link to the report on your website in the comments field (if applicable).

Response: Yes

Comments: http://pub.spsd.net/thompson/documents/TMSFullAnnualEducationReport2010%5b1%5d.pdf

Educational Development Plan (EDP)

1. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file.

Response: Yes

Comments:

2. Our school reviews and annually updates the EDPs to ensure academic course work alignment.

Response: Yes

Comments:

Health and Safety (HSAT)

The following assurances come directly from the Healthy School Action Tool (HSAT) Assessment(http://www.mihealthtools.org/hsat), an online tool for school buildings to assess their school healthenvironments. If your school completed the HSAT in the past year, you may refer back to your report to answerthe following assurances. Responses to these assurances are necessary - whether you've completed the HSAT ornot. These assurances are designed to help school improvement teams think about conditions for learning in theirschool, specifically related to student health and safety, and develop strategies in their school improvement plan toaddress any identified needs.

1. Our School has a written policy on school safety that supports proactive, preventative approaches to ensure

a safe school environment.

Response: Written policy, fully implemented


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http://legislature.mi.gov/doc.aspx?mcl-380-1280b

http://www.mihealthtools.org/hsat

Comments:

2. All teachers in our school have received professional development in management techniques to create

calm, orderly classrooms.

Response: Yes

Comments:

3. Our school communicates all of our health and safety policies to students, staff, substitute teachers, parents

and visitors through the parent handbook or newsletter at least once a year.

Response: Yes

Comments:

4. Our school has used data from a student health/safety assessment at least once in the past two years to assist

in planning actions that will improve our school's environment and/or to determine the impact of changesthat we have made on student attitudes and behaviors.

Response: Yes

Comments:

5. Our school has taken action on the Michigan State Board of Education Policy on Comprehensive School

Health Education.

Response: Adopted policy, fully implemented

Comments:

6. All teachers who provide health education instruction received annual professional development/continuing

education specifically related to health education.

Response: Yes

Comments:

7. The health education curriculum used in our school is the Michigan Model for Health® Curriculum.

Response: Yes

Comments:

8. The health education curriculum used in our school involves student interaction with their families and their

community.

Response: Yes

Comments:


SIP of 53

9. Our school has taken action on the Michigan State Board of Education Policy on Quality Physical

Education.


Comments:

10. At our school, physical education teachers annually participate in professional development specific to

physical education.

Response: Yes

Comments:

11. The physical education curriculum used in our school is:

Response: Exemplary Physical Education Curriculum (EPEC)

Comments:

12. At least three times during the past 12 months, our school offered programs, activities or events for

families about physical activity.

Response: No

Comments:

13. Our school offers the following amount of total weekly minutes of physical education throughout the year.

Response: 150 minutes or more at elementary level, 225 minutes or more at middle/high level

Comments:

14. Our school has taken action on the Michigan State Board of Education Policy on Nutrition Standards.


Comments:

15. The food service director/manager participated in professional development related to food or nutrition

during the past 12 months.

Response: Yes

Comments:

16. The food service director/manager supports/reinforces in the cafeteria what is taught in health education.

Response: Yes


SIP of 53

Comments:

17. During the past 12 months, our school collected information from parents to help evaluate/improve school

meals or foods offered a la carte, in concessions, school stores, vending machines, or as a part of classroomcelebrations/parties or at school events.

Response: Yes

Comments:

18. Our school makes a good faith effort to ensure that federally reimbursable school nutrition programs are

the main source of nutrition at school rather than vending or a la carte.

Response: Yes

Comments:

19. Our school has a health services provider or school nurse accessible to students.

Response: Yes, we have a health services provider or school nurse for every 650 students

Comments:

20. Our school has a written policy on school safety that involves parents, and broader community, in

collaborative efforts to help ensure a safe school environment.


Comments:

21. Our school has a system in place for collecting relevant student medical information.

Response: Yes

Comments: Skyward

22. Our school has taken action on the Michigan State Board of Education Positive Behavior Support Policy.


Comments:

23. During the past 12 months, the school counseling staff has provided professional development to school

health staff about identification and referral of students related to violence and suicide prevention.

Response: Yes

Comments:

24. During the past 12 months, the school counselor/psychologist/social worker offered information to students


SIP of 53

(presentations, materials, individual or group counseling activities, events) about bullying, harassment andother peer to peer aggression.

Response: Yes

Comments:

25. During the past 12 months, the school counselor/psychologist/social worker has collaborated with

appropriate school staff or community agencies to implement programs or activities related to bullying,harassment and other peer to peer aggression.

Response: Yes

Comments:

26. During the past 12 months, the school counseling staff identified students who are at risk of being victims

or perpetrators of violence.

Response: No

Comments:

27. Our school's mission statement includes the support of employee health and safety.

Response: Yes

Comments:

28. During the past year, our school supported staff participation in health promotion programs by having a

budget for staff health promotion.

Response: No

Comments:

29. During the past year, our school supported staff in healthy eating by providing healthy food choices at staff

meetings.

Response: Yes

Comments:

30. Our school has a written family involvement policy that advocates for strong connections between the

home, school and the community as a means of reducing barriers to student achievement.


Comments:

31. Our school has a parent education program.


SIP of 53

Response: Yes

Comments:

32. During the past 12 months, our school collected information from parents to help evaluate/improve school

health education in our school.

Response: Yes

Comments:

33. During non school hours the community has access to indoor facilities for physical activity (such as gym,

weight room, hallway for walking, pool, basketball court).

Response: Access to all indoor facilities

Comments:


SIP of 53

StakeholdersList of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business membersand, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan.

Title First Name Last Name Position E-mailMr. Mit Foley Principal [email protected]

Mr. Dan DecufAssistantPrincipal

[email protected]

Mrs. Edith Adams Teacher [email protected]

Ms. Mary AndresSIG Math LeadTeacher

[email protected]

Mr. Guy Buford Teacher [email protected]. Emma Charbeneau Teacher [email protected]. Elizabeth Clark Teacher [email protected]

Mrs. Debra CreviaSIG LiteracyLead Teacher

[email protected]

Mr. Tony Escamilia Teacher [email protected]. Laura Espinoza Teacher [email protected]. Deborah Houston-Gaitor Teacher [email protected]. Margaret Isotalo Teacher [email protected]

Mr. Joshua LittleSIG PBSCoordinator

[email protected]

Mrs. Shannon MainSIG InstructionalTechnol

[email protected]

Mr. James Makrianis Teacher [email protected]. Marilyn Reeves Teacher [email protected]. Sylvia Rodarte Teacher [email protected]. Pete Rumsey Teacher [email protected]. Kathleen Schulz Teacher [email protected]

Mrs. Julie KolobaricSIG AcceleratedLearning

[email protected]

Mr. Glenn Smith Teacher [email protected]. Hazell Thomas Teacher [email protected]

Mr. Dave WardSIG TransitionCoordinato

[email protected]

Mrs. Diana Tindall Secretary [email protected]

Ms. Mattie ThompsonCommunity andBoard Membe

[email protected]

Mr. Cedric Townsel Support Staff [email protected]. Dale Mitchner Support Staff [email protected]

Mrs. Tamara TuckerPTOPresident/Parent

[email protected]

Mrs. Bridget Wilson Teacher [email protected]. Noreen Zastrow Counselor [email protected]


SIP of 53

Mrs. Latoya SummeySIG SmallLearningCommun

[email protected]

Mr. Ed Boell Teacher [email protected]

Ms. Sallivia BrowderPTO VicePresident/Parent

[email protected]

Ms. Lucy Ratcliff Secretary [email protected]. Janice Moore Teacher [email protected]. Amanda Koch Teacher [email protected]. Maureen Wing Teacher [email protected]


SIP of 53

Statement of Non-Discrimination

Federal Office for Civil Rights

The institution complies with all federal laws and regulations prohibiting discrimination and with all requirementsand regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis ofrace, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall besubjected to discrimination in any program, service or activity for which the district/school is responsible, or forwhich it receives financial assistance from the U.S. Department of Education.

Contact Information

Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities.

Name/Position:Dr. Kelley A. Peatross, Assistant Superintendentof Human Resource/Labor Relations

Address: 550 Millard Street, Saginaw MI 48607

Telephone Number: 9893996601

References

Title VI of the Civil Rights Act of 1964The Age Discrimination Act of 1975The Americans with Disabilities Act of 1990Elliott-Larsen prohibits discrimination against religion


SIP of 53

Supporting Documentation

The following documentation was attached. These are appended to this PDF and will display in the followingpages:

School-Parent Involvement PlanSchool-Parent CompactParent Involvement PolicyParent Volunteer Survey


SIP of 53

ONE-YEAR ACTION PLAN FOR EPSTEIN MODEL

SCHEDULE OF SCHOOL, FAMILY, AND COMMUNITY PARTNERSHIPS TO REACH SCHOOL GOALS

School: Thompson Middle School School Year: 2012-2013

GOAL 1–ACADEMIC: (Select ONE curricular goal for students, such as improving reading, math, writing, science, or other skills that the school will address in the next school year.)

Improve ELA and Reading Skills

Desired Result(s) for THIS goal: The desired results for this is to decrease number of LOW scores on the MEAP. How will you measure the result(s)? MEAP Results

Organize and schedule the family and community involvement activities to support THIS goal. ACTIVITIES

(2 or more, continuing or new)

TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)

WHAT NEEDS TO BE DONE FOR

EACH ACTIVITY & WHEN?

PERSONS IN CHARGE

AND HELPING

Parent Curriculum/MEAP/Night

Parent Meet & Greet

Parenting Resource Center

(Videos:Love & Logic/Parenting Wisely, Math

Reading videos)

1, 3 & 4

Selected

evening in

September

All Grades

* Prepared student activities i.e. skits

* Practice questions for parents and students

* Print material for parents detailing helpful tips

Administration

ELA Teachers

TMS Parent Group

African American Reading Chain

Spelling Bee Competition

1, 3 & 6

Selected day

in February

All Grades

* Receive approval of selected day for school wide

participation

* Books

* Parent and community volunteers to read to

students

ELA Teachers

TMS Parent Group

Media Specialist

Read Across America – Read In Day 1, 3 & 6 Selected day

in March All Grades


participation

* Books


students

ELA Teachers

TMS Parent Group

Media Specialist

Family Reading Night/

Monthly Literacy Parent Workshop

Newsletter: focusing on Reading

“College Workshops”-Financial

Aide/Admissions/Academics/College entry test

and Career Planning

**Student-Led Conferences**

1, 3 & 6

Selected day

in February

All Grades


participation

* Books


students

ELA Teachers

TMS Parent Group

Media Specialist

Saginaw Public Library

College & Community Access

Coordinator

Any extra funds, supplies, or resources needed for these activities? Yes




GOAL 2–ACADEMIC: (Select ANOTHER curricular goal for students, such as improving reading, math, writing, science, or other skills that the school will address in the next school year.)

Improve math skills

Desired Result(s) for THIS goal: Improve mathematical concepts and theories How will you measure the result(s)? MEAP results



TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)



PERSONS IN CHARGE

AND HELPING

MEAP/Curriculum Parent Night 1, 3 & 4 Selected day

in September All Grades

* Prepared student activities i.e. skits

* Practice questions for parents and students

* Print material for parents detailing helpful tips

*Rewards-food, prizes

Math teachers

Administration

TMS Parent Group

Parents

Math coach

Math Competitions/

Family Math Night



and Career Planning

1, 2, 3,

4 & 6 All year All Grades

* Utilize math tutoring to practice

* Prizes

*Information on local competitions

*Transportation

Math tutor

Math teachers

Parents

Math coach


Coordinator

After School Math Tutoring

“Math videos for Families to Borrow” 2, 3 & 4 All year All

* Media center or classroom access

Administration

Math tutors

Parents

Math coach

Parent Math Classes **Student-Led Conferences**

Summer All grades

*Recruit parents

*Materials-food, family math kits, curriculum

*Teacher stipends

*Field trips, transportation

Math department

Parents

Math coach





GOAL 3–BEHAVIORAL: (Select ONE goal for students, such as improving behavior, attendance, respect for others, safety, or another quality that requires improvement in the next school year.)

Improve percentage and number of students demonstrating consistent daily attendance.

Desired Result(s) for THIS goal: The desired result for this goal is to decrease absenteeism How will you measure the result(s)? Attendance reports and fewer

truancy cases.



TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)



PERSONS IN CHARGE

AND HELPING

“Attendance Summit”: for parents featuring

guest speakers focused on the importance of

attendance.

**Parenting Classes & Parent Resource Center

(Love & Logic/Parenting Wisely and Small

Group Counseling)

1, 2, 5

& 6 Fall All Grades

* Receive approval for selected date and time for

“Attendance Summit”.

* * Prepare print material for parents regarding

district polices and procedures for attendance and

truancy concerns

Administration

Truancy Officer

Home School Aide

Counselors

Social Worker

Recognition Postcards for good or improved

attendance.

**Awards Ceremonies**


1, 2, 5

& 6 Fall All Grades


mailings.

* Prepare print materials i.e. cards, brochures

Administration

Truancy Officer

Home School Aide

Parents

Counselors

Parent newsletter

Including articles highlighting attendance.

Parent Portal(s)

6 Monthly All Grades

* Attendance reports need to be given to counseling

office for attendance articles

* An appropriate form for monthly attendance

drawing incentive.

Mr. Decuf

Counseling Center

TMS Staff

Home School Aide

Regular phone calls home regarding unexcused

absences and truancy concerns 2 Daily All Grades Accurate attendance reporting

Home School Aide

Staff





GOAL 4–CLIMATE OF PARTNERSHIP: (Required goal.) Identify ALL OTHER family and community partnership activities for the six types of involvement that the school will conduct to

create a welcoming school environment, not covered in GOALS 1, 2, and 3. Check Starting Points for activities that will help create a climate of partnership in the next school year:

Strengthen the six types of family and community involvement.

Desired Result(s) for THIS goal: Increased parent and community involvement How will you measure the result(s)? Surveys and sign in forms



TYPE

(1-6)

DATES OF

ACTIVITIES

GRADE

LEVEL(S)



PERSONS IN CHARGE

AND HELPING

TMS Parent Group Meetings

“Good News” Postcards, Phone calls and other

two way communications (e-mail, honeywell,

web-site, newsletter, progress reports, report

cards, flyers)

3 Once a

month All Grades

* Coordinate dates and times with parent group

president and members

Administration

Parent Group President

Parent Group Members

Staff

Career Day



and Career Planning

‘Showcase the School Day”: Student Clubs,

academic departments, PTO and partnership

activities

6 Annually All Grades


parent meeting.

* Contact speakers

* Select room assignments and schedules for

speakers

* Prepare thank you notes

Administration

Counselors

Teachers


Coordinator

Family Fun Night

Family Reading Night

Family Movie Night

Family Fitness Night

Family Math Night


Annually All Grades


Family Fun Night

* Generate resources for games and prizes

* Contact community businesses and organizations

for participation

* Prepare thank you notes

Administration

Parent Group President

Parent Group Members

Parent Resource Center

Parenting Classes

(Love & Logic/Parenting Wisely)

Quarterly Interactive Homework

1 & 6 Daily All Grades

* Establish a room

* Generate resources for center i.e. print materials,

computers and community outreach programs

Marketing Committee

School Social Worker

Parent Group

Any extra funds, supplies, or resources needed for these activities? YES

Willie E. Thompson Middle School

Mit L. Foley, Ed.S, Principal Carlton D. Jenkins, Ph.D., Superintendent

3021 Court St. Saginaw, Michigan 48602 Phone: 989-399-5600 Fax: 989-399-5615

www.spsd.net

PARENT INVOLVEMENT POLICY

Research indicates that parent involvement has multiple benefits for students and schools. Student benefits

can include improved grades and test scores, better attendance, higher rates of homework completion, more

positive attitudes towards school, less disciplinary actions, higher graduation rates and increased post-

secondary enrollment. School benefits can include improved teacher morale, better ratings of teachers by

parents, improved community perceptions and positive changes in student achievement.

With this in mind, Thompson Middle School implements the parent involvement activities outlined in Saginaw

Public School’s Board Policy # 7175 as the main focus of our school’s policy.

Thompson Middle School supports parental involvement as both a valuable resource and ally in teaching and

learning for our students. We consider parents/guardians essential partners in the educational and psycho-

social development of their children.

The building principal will act as the key liaison for parent involvement. The building principal will provide

leadership for the development and implementation of a parent involvement plan. Parent involvement may

include both school and home activities. The parent involvement plan will include specific attention to

obstacles, which preclude parent/guardian participation with intended remedies.

Recognizing that parents are the first teachers, we believe that parent involvement in our

school is not limited to, but includes:

Instilling an appreciation for the value of a sound education and a sense of individual responsibility for

learning and achievement.

Emphasizing the importance of daily attendance, attention in class, completion of all assignments and

compliance with rules of conduct.

Preparing the child for school by building positive home conditions that support learning and

appropriate behaviors.

Volunteering for and attending school-related activities, functions and events, including parent/teacher

conferences, and the Parent/Teacher Organization.

Serving on school-based committees and assisting in decision-making roles.




www.spsd.net

In order to facilitate a collaborative partnership, the school’s staff and administration, are

committed to:

Involving parents, students, and community members in advisory groups and committees at the school

level.

Maintaining an on-going effort to provide parents, students, and the community with information about

our school.

Establishing effective two-way communication with all families, respecting their diversity and various

needs.

Providing multiple ways in which parents, students, and community volunteers can support our schools

and contribute to our students’ education and well being.

Developing strategies and learning experiences to enable parents to participate actively in their

children’s education.

Providing support or training to build the staff’s capacity to effectively involve parents.

Providing support and coordination to implement and sustain appropriate parent involvement through

their child’s attendance in our school and participation in our programs.

Utilizing the school to connect students and families with community resources that provide educational

enrichment and support.

Coordinating the services and resources from other programs to maximize support to the parents and

students.

Annually evaluating the effectiveness of parent involvement strategies to identify and address barriers

to participation and to use the results to redesign the strategies for maximum participation.

To provide parents with opportunities for participation in our Title I program and services, the

school and administration will:

Convene an annual meeting to explain the Title I program and to inform parents of their right to be

involved in the program.

Involve parents in the planning, implementation, and review of the school’s Title I program and parent

involvement plan as appropriate.

Provide information about the Title I program and describe curricula, student assessments, and

proficiency levels in a language that parents can understand.

Provide parents with opportunities to submit dissenting views about the school’s Title I program and

parent involvement policies and practices.

Offer a flexible schedule of meetings.

Provide support to parents to build their capacity to be more involved in their child’s education and to

be able to help their child’s learning at home.

Create collaborative school-parent-student agreements (compacts), which outline the responsibilities

of the school staff, the parent and the student for a true partnership for improved student academic

achievement.




www.spsd.net

Thompson Middle School Teacher/Student/Parent Compact

Parent/guardian section

As a parent, please check the following items you can do to support your student

____ Check my child’s homework every night to make sure they did it or just to see

what they did in school.

____ See myself as part of a team with my child and the teacher

____ Provide motivation for my child to do well

____ Make sure my child gets to school on time

____ Ask questions of the teachers and school when I don’t know what is going on

____ Take advantage of the skyward system to see grades and assignment

____ Listen to my child’s concerns about school

____ Help with homework

____ Be a good role model

____ Make sure they go to bed at a reasonable time

____ support the teachers at school

____ Help my child study for test

____ Other ______________________________________________________

Student section

As a student, please check the following items you can do to support your learning

____ Get to class on time

____ Work and be on task

____ Go to bed at a reasonable time

____ Bring my materials to class

____ Be at school every day unless I am really sick

____ Pay close attention and listen in class

____ Complete all of my work

____ Give my best effort on my assignments

____ Have a positive attitude

____ Study for test and quizzes

____ Re check all of my work to make sure it is complete

____ Other ________________________________________________


Teacher Section

We, the Teachers and Administrators, of Thompson Middle School, agree that we can do the following

things to support the learning of students.

*Maintain high expectations for my students and myself.

*Provide enriched and challenging instruction that is aligned with state core curriculum.

*Provide an environment conducive to learning.

*Maintain open lines of communication with my students and their parents.

*Demonstrate professional behavior and a positive attitude

*Encourage students' personal best in behavior and academics.

*Respect the students, their parents, and the diverse cultures of the school.

*Model life skills, which promote good and responsible citizens.

*Enforce the rules and policies of the school consistently and fairly

Signatures:

Parent

Student

Teacher




www.spsd.net

PARENT INVOLVEMENT POLICY

Research indicates that parent involvement has multiple benefits for students and schools. Student benefits

can include improved grades and test scores, better attendance, higher rates of homework completion, more

positive attitudes towards school, less disciplinary actions, higher graduation rates and increased post-

secondary enrollment. School benefits can include improved teacher morale, better ratings of teachers by

parents, improved community perceptions and positive changes in student achievement.

With this in mind, Thompson Middle School implements the parent involvement activities outlined in Saginaw

Public School’s Board Policy # 7175 as the main focus of our school’s policy.

Thompson Middle School supports parental involvement as both a valuable resource and ally in teaching and

learning for our students. We consider parents/guardians essential partners in the educational and psycho-

social development of their children.

The building principal will act as the key liaison for parent involvement. The building principal will provide

leadership for the development and implementation of a parent involvement plan. Parent involvement may

include both school and home activities. The parent involvement plan will include specific attention to

obstacles, which preclude parent/guardian participation with intended remedies.

Recognizing that parents are the first teachers, we believe that parent involvement in our

school is not limited to, but includes:

Instilling an appreciation for the value of a sound education and a sense of individual responsibility for

learning and achievement.

Emphasizing the importance of daily attendance, attention in class, completion of all assignments and

compliance with rules of conduct.

Preparing the child for school by building positive home conditions that support learning and

appropriate behaviors.

Volunteering for and attending school-related activities, functions and events, including parent/teacher

conferences, and the Parent/Teacher Organization.

Serving on school-based committees and assisting in decision-making roles.




www.spsd.net

In order to facilitate a collaborative partnership, the school’s staff and administration, are

committed to:

Involving parents, students, and community members in advisory groups and committees at the school

level.

Maintaining an on-going effort to provide parents, students, and the community with information about

our school.

Establishing effective two-way communication with all families, respecting their diversity and various

needs.

Providing multiple ways in which parents, students, and community volunteers can support our schools

and contribute to our students’ education and well being.

Developing strategies and learning experiences to enable parents to participate actively in their

children’s education.

Providing support or training to build the staff’s capacity to effectively involve parents.

Providing support and coordination to implement and sustain appropriate parent involvement through

their child’s attendance in our school and participation in our programs.

Utilizing the school to connect students and families with community resources that provide educational

enrichment and support.

Coordinating the services and resources from other programs to maximize support to the parents and

students.

Annually evaluating the effectiveness of parent involvement strategies to identify and address barriers

to participation and to use the results to redesign the strategies for maximum participation.

To provide parents with opportunities for participation in our Title I program and services, the

school and administration will:

Convene an annual meeting to explain the Title I program and to inform parents of their right to be

involved in the program.

Involve parents in the planning, implementation, and review of the school’s Title I program and parent

involvement plan as appropriate.

Provide information about the Title I program and describe curricula, student assessments, and

proficiency levels in a language that parents can understand.

Provide parents with opportunities to submit dissenting views about the school’s Title I program and

parent involvement policies and practices.

Offer a flexible schedule of meetings.

Provide support to parents to build their capacity to be more involved in their child’s education and to

be able to help their child’s learning at home.

Create collaborative school-parent-student agreements (compacts), which outline the responsibilities

of the school staff, the parent and the student for a true partnership for improved student academic

achievement.




www.spsd.net


Parent/guardian section

As a parent, please check the following items you can do to support your student

____ Check my child’s homework every night to make sure they did it or just to see

what they did in school.

____ See myself as part of a team with my child and the teacher

____ Provide motivation for my child to do well

____ Make sure my child gets to school on time

____ Ask questions of the teachers and school when I don’t know what is going on

____ Take advantage of the skyward system to see grades and assignment

____ Listen to my child’s concerns about school

____ Help with homework

____ Be a good role model

____ Make sure they go to bed at a reasonable time

____ support the teachers at school

____ Help my child study for test

____ Other ______________________________________________________

Student section

As a student, please check the following items you can do to support your learning

____ Get to class on time

____ Work and be on task

____ Go to bed at a reasonable time

____ Bring my materials to class

____ Be at school every day unless I am really sick

____ Pay close attention and listen in class

____ Complete all of my work

____ Give my best effort on my assignments

____ Have a positive attitude

____ Study for test and quizzes

____ Re check all of my work to make sure it is complete

____ Other ________________________________________________


Teacher Section

We, the Teachers and Administrators, of Thompson Middle School, agree that we can do the following

things to support the learning of students.

*Maintain high expectations for my students and myself.

*Provide enriched and challenging instruction that is aligned with state core curriculum.

*Provide an environment conducive to learning.

*Maintain open lines of communication with my students and their parents.

*Demonstrate professional behavior and a positive attitude

*Encourage students' personal best in behavior and academics.

*Respect the students, their parents, and the diverse cultures of the school.

*Model life skills, which promote good and responsible citizens.

*Enforce the rules and policies of the school consistently and fairly

Signatures:

Parent

Student

Teacher

THOMPSON PARENT VOLUNTEER SURVEY

At Thompson Middle School, we welcome all families. The involvement and participation of our families should be one of our strengths, and every volunteer commitment, large or small, is very important. Our goal is to have every family volunteer some time, whether big or small, each semester. Again, parent involvement is crucial to the success of our extraordinary school, and our continued success. Listed below are a variety of opportunities for volunteer involvement. Please check any that interest you. If you don’t see something you are interested, please provide us your area of expertise, your special talents, interests or hobbies in the box below.

Classroom assistant Grocery shopping Library helper Laundry

Reading tutor Painting Math tutor School maintenance

Foreign language tutor Carpentry Robotics assistant

Science assistant PTA participant Media Center assistant Translator

Computer/Art/Choir/Band assistant School workdays Classroom guest speaker Recess patrol

Parent Patrol Lunch patrol Hallway Supervision

Lunch Supervision Field trip monitor

PTA/PTO support Before Bell Tutoring

Neighborhood Patrol Social Studies Tutor

Traffic Control School Plays/Musicals

PTA (Parent-Teacher Association) participant

Translator

Office Recess patrol

Greeter (Front Door)

Talent/Hobbies/Interest or Expertise to Share

1. ________________________________________________________

2. ________________________________________________________

3. ________________________________________________________

4. ________________________________________________________

5. ________________________________________________________

Student(s) Name(s)/Grade(s):___________________________________________________________

Parent’s Name(s):____________________________________________________________________

Day Phone:____________________ Cell Phone:_____________________Email:___________________

school improvement planpub.spsd.net/thompson/documents/sip2012.pdfliteracy strategies all students...

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