school improvement plan north central elementary school · evaluation: 49 2016-17 elementary school...

School Improvement Plan

North Central Elementary School

North Central Area Schools

Mr. Cody Hamilton

W5465 EAST 3RD ST HERMANSVILLE, MI 49847-9604

Document Generated On June 5, 2017

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

School Data Analysis

Introduction 12 Demographic Data 13 Process Data 15 Achievement/Outcome Data 17 Perception Data 23 Summary 26

School Additional Requirements Diagnostic

Introduction 28 School Additional Requirements Diagnostic 29

Title I Schoolwide Diagnostic

Introduction 32 Component 1: Comprehensive Needs Assessment 33 Component 2: Schoolwide Reform Strategies 35 Component 3: Instruction by Highly Qualified Staff 37 Component 4: Strategies to Attract Highly Qualified Teachers 38 Component 5: High Quality and Ongoing Professional Development 40 Component 6: Strategies to Increase Parental Involvement 41 Component 7: Preschool Transition Strategies 44 Component 8: Teacher Participation in Making Assessment Decisions 45 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 46 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources48 Evaluation: 49

2016-17 Elementary School Improvement Plan (base off of 2015-16 school year)

Overview 51 Goals Summary 52

Goal 1: All North Central Elementary students will improve their science skills 53

Goal 2: All North Central Elementary students will improve their math skills. 55

Goal 3: All North Central Elementary Students will improve their ELA skills. 58

Goal 4: All North Central Elementary Students will improve their Social Studies skills. 65

Activity Summary by Funding Source 69

Introduction

The SIP is a planning tool designed to address student achievement 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 of Public Act 25 of the Revised School Code and the Elementary and Secondary

Education Act (ESEA) as applicable.

School Improvement PlanNorth Central Elementary School

SY 2016-2017 Page 1© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? North Central Elementary School is located in Menominee County of Michigan's Upper Peninsula. The school, by its very geographical

location, has a history of years of inconsistent student enrollment. Many of our students come from struggling families trying to make ends

meet economically. Thus, a large percentage of our student enrollment qualifies for free/reduced meals. The transient population is brought

on by the lack of varied businesses employing a work force that by and large needs additional skill training. North Central Elementary is

comprised of approximately 203 students, ranging from grades Pre-K through 6. North Central Elementary School is located in Hermansville,

one of three communities that make up the North Central Area School System. While the majority of our support staff colleagues live within

the district, approximately two-thirds of the certified teaching staff live out of the district's boundaries.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The focus of our educational work and approach stems from our mission. The staff of North Central Area Schools District believes that in

order to provide a quality education for all children, we must have the cooperation of school personnel with community support. Together we

shall provide the skills necessary for developing students intellectually, socially, emotionally and physically. By establishing and maintaining

high standards, we hope to develop responsive, productive citizens who will be prepared to meet the challenges of the future.

To this aim, teachers commit to rigor and hold students to high standards of excellence. We are completing the forth year of upper

elementary departmentalization, and continue to experience successful results. Students in grades 4 - 6 move from one teacher to another in

Core Curriculum subjects. Students in the lower elementary this year have experienced a new chromebook mobilab, and many classrooms

have been equipped with whiteboards and interactive projectors to further enhance learning.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Our focus at the building level continues to be increasing scores on standardized testing, particularly in the areas of Science and Social

Studies. While MEAP scores had been considerably high in recent years, results from year one of the M-STEP once again reflected

consistency in generating high scores relative to the other districts in our area. We are awaiting results from the 2015-2016 testing cycle, and

are hopeful our academic excellence remains strongly in tact. We also completed year one of full implementation of JUMP Math, along with

FOSS Science. Both curriculum changes have generated excellent results in terms of student achievement.

Part of the end-of-the-year recognition assembly continues to be honoring those high achieving students in various academic areas. North

Central Elementary also takes part in the annual President's Education Awards Program. North Central Area Schools has adopted the 5D+

Tool for teacher evaluation purposes. While teachers have responded well to the 3 dimensions already implemented, ongoing improvement

will be necessary especially as new dimensions are added over the course of the next 3 years.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. The 2015-2016 school year brought about changes in leadership as well, at both the building and district levels. The administrative team is

excited about the direction of the district, with success for all students at the forefront of our efforts.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. The School Improvement Team consists of teachers, parents, support staff and administration. School board members are always invited,but

often can not attend due to their work schedules. Meetings are held at 7:15 to allow as many people to attend as possible. At the first

meeting there is discussion on who will run the meetings, take minutes and what is expected of everyone. Agendas are made available to

team members prior to the meetings. To allow for the board members to be knowledgeable about what is going on with in the school and

around the school improvement process a lead member of the teachers made presentations to the board every other month. This allowed

them to continuously be part of the improvement process and aware of changes and happenings within our district. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Parents, teachers, support staff and administrators meet monthly. Discussions were held on topics that correspond to the SIT team duties.

School board members were also given the information along with contact e-mails to also allow them to be part of the team. The team is lead

by the School Improvement Coordinator who is also a teacher. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The final plan will be communicated via our web site, a one page document will be given to each board member and paper copies are

available at our main office. Additionally updates will be given to stakeholders on a bi-monthly basis to allow time for questions to be

formulated and answers given.



School Data Analysis



Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members

about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement

based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process

should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the

various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a

school’s comprehensive needs assessment process.



Demographic Data

Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance,

grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate,

suspensions/expulsions, etc.

Student Demographic Data

1. In looking at the three year trend in student enrollment data, what challenges have been identified? The main challenge faced by our school is declining enrollment. Because funding is attached to this number it also impacts our school's

budget. This causes a financial challenge. Additionally, our class sizes vary greatly causing some grades to have 31 students while others

only have 17. Student Demographic Data

2. In looking at the three year trend in student attendance data, what challenges have been identified? Each year we have 50-60 students who miss 10 or more days. This year 41 students had 10 or more absences. 19 were due to illness, 61

due to trips, 10 to parental indifference and 9 due to a combination of issues. When correlating these students to top and bottom 30%, 32 of

the 41 were ED.

The challenge we are facing is parental indifference and students with chronic illnesses. We have been trying to educate parents on the

importance of coming to school each day. Additionally staff will continue to read articles by Joyce Epstein on parental involvement to help

our staff better understand how some parents view school. Student Demographic Data

3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges

have been identified? There was only two major incidences both by the same student. A full time one on one aid was hired to help alleviate this difficulty. All other

incidences have been handled with noon time detentions. Student Demographic Data

4. What action(s) could be taken to address any identified challenges with student demographic data? The staff and administration will continue to educate parents on the importance of attendance. Teacher/School Leader(s) Demographic Data

5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what

impact might this have on student achievement? Our administrator is young and brings with him enthusiasm and a can do attitude. Areas of weakness are strengthened by veteran staff who



work in collaboration to make student achievement a top priority. Teacher/School Leader(s) Demographic Data

6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student

achievement? Our staff is a mix of veteran (15 years or more) and staff with previous experience, but new to the district. Six of the ten teachers have more

than 10 years of experience. This gives the students continuity as their teachers are well versed in best practices. The newer teachers come

with experiences and are able to add to our overall knowledge base. Teacher/School Leader(s) Demographic Data

7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or

due to illness, what impact might this have on student achievement? Our administrator has been out of the building 11 days during the school year. Three were for PD the others were sick or personal. With this

being only 6% of our school days, there was no impact on student achievement. Teacher/School Leader(s) Demographic Data

8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this

have on student achievement? On average staff members were out of the classroom for 12 days. This average is high due to one staff member having health issues. Teacher/School Leader(s) Demographic Data

9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? No action is required at this time as no challenges have been identified.



Process Data

Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and

assessment.

10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as strengths? Leadership for learning was identified as an area of strength with a score of 2.25. Teaching for learning was close behind at 2.2. Both areas

show nice growth compared to last year's data. 11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as challenges? Professional Learning culture and School Family Community Relations were our lowest area both with a score of 1.75. However, both areas

are showing growth compared to last year's data. 12. How might these challenges impact student achievement? This challenge impacts student achievement with not all staff becoming knowledgeable in where their students struggle and how to best help

them. Staff also identified the need for more professional development on what to do with the data to improve student achievement and how

to meet student needs. The 5D+ teacher evaluation rubric will begin to address Curriculum and Pedagogy and Purpose. 13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School

Systems Review or the Interim Self Assessment/Self Assessment. In the School Improvement Plan it will address classroom discourse and interactions to reflect high expectations and beliefs about all

students and accountability for learning. By focusing on this staff will explore the impact data can and should have on their classroom and

how to best use the data. 14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title

III, Section 31a, IDEA, credit recovery, extended learning opportunities? Students are assessed using: DIBELS, STAR Reading, Easy CBM Math, Reading Street Baseline assessments, and STAR Math (1-6) at

least 3 times per year. Staff look at results and rank students according to scores and previous achievement in

previous grades. Once students are ranked according to our needs assessments, discussions are held between the classroom teacher, At-

Risk, aide, Title I teacher and Title I aids to see what programs will best fit the students needs. Recommendations are then made. Title I

compacts are sent home for all students. Parent reports for DIBELS, Easy CBM Math, STAR Math and STAR Reading are also sent home

for the parents information. For students with disabilities they are mainstreamed according to their IEP and all of the above assessments are

give to make sure they are given as many opportunities as their classmates.



15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available? Our school was awarded a literacy grant for reading this year. Our school will offer a three week/3 hours per day/ 3 days per week for

students in grades K-2. Community Schools does offer some extended learning opportunities for students typically in grade 3-8. Our ISD is

offering play date groups at our local school for children who live in the community and are between the ages of 2-5. 16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these

opportunities? Students were identified based upon their STAR, DIBELS and Reading Street tests. Students who were in the bottom 20th to 40th percentile

rankings had letters sent home. Parents who were interested, signed their child up. Community Schools sends home flyers in our students

Friday folders, takes out ads in the local LUFT'S advertiser and puts up flyers in our local restaurants. 17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e.

horizontal and vertical alignment, in all content courses and grade levels? This has been ongoing in our district for the past 15 years as the state has continued to change their standards and how they will be

assessed. Once again, the state is back and forth on keeping or releasing the Common Core as Michigan's standards. Some staff have

begun to use Planbook as a way to track which standards are being taught, while others highlight it in the actual standards. Fidelity has not

been reached in any subject. Math is the closest with the adoption of JUMP Math in grades 1-8 and the use of it's alignment tool. Reading is

close behind. Science in grades 4-6 used the FLOSS system this year in an attempt to bring our science curriculum into alignment with the

Next Generation Science Standards. 18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you

completed a health survey/ screener. We do not complete the screener.



Achievement/Outcome Data

Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative

assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school

completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in

each text box.

19a. Reading- Strengths

Our reading strengths are shown in grades K-2 where steady growth is show by our DIBLES and STAR Reading scores. Intensive levels

according to DIBELS fell as follows:. K= 24 to 14 a decrease of 10 students, 1st=11 to 1 a decrease of 10 students , 2nd= 10 to 6 a decrease

of 4 (number of students moving out of intensive). There was student growth at the benchmark levels as follows: K=14 to 23 a growth of 9,

1st=6 to 15 a growth of 9 , 2nd=4 to 3 a decrease of 1. (number of students moving into benchmark). Overall as a school we went from 62

students at benchmark to 89 students at benchmark by the end of the year. Similar data can be found in the STAR Reading.

The growth in these grades can be attributed to the amount of interventions they receive and the programs in place such as My Sidewalks,

Iread, Read Naturally and next year Orton Gillingham. 19b. Reading- Challenges

Reading challenges are found in grades 3-6 where DIBELS and STAR reading scores often had growth, but at rates of 1 to 3 students

moving out of intensive and into benchmark.

Classroom assessments also show a growing trend of a larger portion of ED students in the bottom 30%. All classes have male/female ratio

discrepancies for achievement but each class is different in it's area of weakness for male/female. 19c. Reading- Trends

The trends identified are a downward trend beginning in grade 3 according to DIBELS and STAR Reading. The one year of MI Step data is



not enough to identify a trend. However the MI Step data does back up the trend indicated by our other three points of data, which indicated

our ED students are showing up in higher proportions in the bottom 30%. All of the classes also have male/female ratio discrepancies,

however each class is different. 19d. Reading- Summary

Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no

challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on

tiered instruction if appropriate.

This will be addressed in our School Improvement Plan under teacher training in classroom discourse and interactions to reflect high

expectations and beliefs about all students' intellectual capabilities and create culture of inculsivity, equity and accountability for learning.

Additionally staff will be using article from Joyce Epstein to discuss challenges to ED students and families and how we can address their

learning needs in the classroom.

Administration will also review the amount of time spent in classes on reading. 20a. Writing- Strengths

Our writing strengths are show in student growth through our writing prompts. According to the scoring on the rubrics students became more

skilled at adding details, staying on topic, having appropriate beginning, middle and endings. 20b. Writing- Challenges

Challenges in writing come when comparing two pieces of information or when research on a specific topic is required that needs

referencing. Additionally our ED students are showing up in much higher percents than in previous years. Also there is 1 out of the 6 grades

with more males in the bottom than females. 20c. Writing- Trends

One trend can be noticed going from grade to grade. It is the increasing number of ED in the bottom 30%. However, if you look at the

classes a whole the number of ED students is overall higher in the lower grades, showing a growing trend towards our new families being



ED.

An emerging trend we are seeing using the data from the past three years, is difficulty writing on topics that student have not personally

experienced. Students struggle with reading informational text and then synthesizing what they have learned to write and informed paper or

to take a position. 20d. Writing- Summary








Administration will also review the amount of time spent in classes on reading informational text and writing. 21a. Math- Strengths

Our strengths in math seem to be in the lower grades and upper grades where STAR Math and Easy CBM Data indicate student growth.

Number sense and base 10 systems are also two areas that came out strong across the grades according to Easy CBM. 21b. Math- Challenges

Challenges faced in math are mostly in grades 4 and 6 having those students at the intensive level staying at the intensive level. Easy CBM

results indicate fractions in all grades are a challenge. Additionally operations and Algebraic thinking in grades 6,6,2 and in grade 6

statistics and probability show up as challenges.

Additionally our ED students are showing up in larger percents in the bottom of classroom achievement. 21c. Math- Trends



A trend that can be seen in the Easy CBM results is a decrease in the number of students in intensive and an increase in the number of

benchmark students. Grades 3 and 5 had 0 students at the intensive level.

Additionally a trend from year to year has been the increasing number of ED showing up in the bottom of classroom achievement.

Free/Reduced. The following data shows the %ED at the top and bottom of classroom achievement.

Top Bot

1 50% 62%

2 40% (2)80% (5)

3 16% 50%

4 38% (2)62%

5 22% (2)88%

6 28% (1)86% (8) 21d. Math- Summary








Administration will also review the implementation with fidelity of the JUMP Math program and the Foundations in Math Ideals. 22a. Science- Strengths

Strengths in science are difficult to summarize. Student perception data indicated it as a subject enjoyed by many students. 22b. Science- Challenges

Challenges faced in science is aligning it the Next Generation Science Standards which require much hands on learning. Additionally

classroom data indicates our ED students falling into the bottom30% at higher than classroom averages.



22c. Science- Trends Student data suggests and increasing trend in the number of ED students who are in the bottom 30% of classroom achievement. 22d. Science- Summary



tiered instruction if appropriate. This will be addressed in our School Improvement Plan under teacher training in classroom discourse and interactions to reflect high




Administration will also review the amount of time spent in classes on reading informational text and monitor the implementation of the

FLOSS Science system in grades 4-6. 23a. Social Studies- Strengths Social Studies strengths show no differences between attendance, Title I. 23b. Social Studies- Challenges Challenges in Social Studies go back to the curriculum and the state allowing this particular subject to be at a "draft" standpoint for so long.

Students have been taught using the GLCE, but resulted in very poor MI Step scores last year. 23c. Social Studies- Trends Student data suggests and increasing trend in the number of ED students who are in the bottom 30% of classroom achievement. 23d. Social Studies- Summary



tiered instruction if appropriate. This will be addressed in our School Improvement Plan under teacher training in classroom discourse and interactions to reflect high






Administration will also review the amount of time spent in classes on reading informational text.



Perception Data

Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder

Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey

feedback already collected from students, parents and staff.

24a. Student Perception Data

Which area(s) indicate the overall highest level of satisfaction among students? Strand 1 was the highest for both the lower elementary and the upper elementary (Purpose and direction) with scores of 2.92 and 2.96.

24b. Student Perception Data

Which area(s) indicate the overall lowest level of satisfaction among students? For the lower elementary Standard 3 with a score of 2.76 was the lowest (teaching and assessing for learning)

For the upper elementary it was Standard 2 with a score of 2.7 (governance and leadership) 24c. Student Perception Data

What actions will be taken to improve student satisfaction in the lowest area(s)? According to the survey students want more action taken on bullying. They want students to be taught to be "nice to each other" and "show

respect." Additionally they want our lunches to be "tastier and healthier"

Presentations this year were held on cyber bullying and in person bullying. Additionally our lunch program is looking at making changes to

how the kitchen is staffed.. 25a. Parent/Guardian Perception Data

What area(s) indicate the overall highest level of satisfaction among parents/guardians? According to the surveys Standard 5 (continuous improvement) was the highest at 4.21. According to comments parents like that our school

is friendly and has a caring and dedicated staff. Also they feel our communication is well done and our administration is involved. 25b. Parent/Guardian Perception Data

What area(s) indicate the overall lowest level of satisfaction among parents/guardians?



Standard 2 (governance and leadership) had the lowest score at 4.09- this is actually an increase over last years score of 3.87. The

comments indicate that the parents feel our hot lunch program needs to be improved as does the playground equipment. Most of the parents

had nothing bad to say. 25c.Parent/Guardian Perception Data

What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)? To improve parent satisfaction the staff and administration will continue to be open with parents about expectations, class sizes. Additionally

administration will be looking into the hot lunch program at the elementary. 26a.Teacher/Staff Perception Data

What area(s) indicate the overall highest level of satisfaction among teachers/staff? Standard 5 (Continuous Improvement) had the highest score at 3.98. Teachers also indicate through comments how they enjoy that staff are

willing to work together and feel as though the school is an extended family. 26b.Teacher/Staff Perception Data

What area(s) indicate the overall lowest level of satisfaction among teachers/staff? Standard 2 (governance and leadership) had the lowest score of 2.61- which is a full point behind every other area. Staff comments reflect

frustrations on no pay raises, lack of prep time, and not all staff being held to the same standard. 26c.Teacher/Staff Perception Data

What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)? No action is planned. 27a.Stakeholder/Community Perception Data

What area(s) indicate the overall highest level of satisfaction among stakholders/community? Same as parent



27b.Stakeholder/Community Perception Data

What area(s) indicate the overall lowest level of satisfaction among stakeholders/community? same as parent 27c.Stakeholder/Community Perception Data

What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)? same as parent



Summary

28a. Summary

Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes

and perception. The strengths in demographics is our declining enrollment seems to be slowing down. In process data our strength was Leadership for

learning with a score of 2.25. Teaching for learning was close behind at 2.2. Our strength in achievement/outcomes data is in the early

grades in reading and in all but one class math. Additionally the new math series JUMP Math and the FLOSS science systems will continue

to add to our strengths next year. In perception data our strength is that our students over all are satisfied with our school as are our parents.

For staff it is a feeling of family and working together.

Our challenges in demographic data is our shrinking student enrollment along with the state's decreasing funding where they publicly say

they are increasing funding, but behind the scenes take some other funding away. In process data our challenge was Professional Learning

culture and School Family Community Relations with scores of 1.75.professional learning culture. Achievement/outcomes had challenges in

grades 3-6 in reading and in grade 4 for math. Additionally we are seeing an increase in the number of ED students in the bottom 30% of

classroom achievement. In perception data it is bullying and the hot lunch program according to students, class size and hot lunch according

to parents and lack of pay according to teachers. 28b. Summary

How might the challenges identified in the demographic, process and perception data impact student achievement? All of these areas have the potential to impact student learning. Our job is to find ways to minimize the impact. 28c. Summary

How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities

for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign

Plan? Everything in next year's School Improvement Plan will focus around classroom environment and culture, student engagement and Purpose.

By focusing all of our PD on these three areas through books studies, articles and workshops we will work to bring a more level playing field

to all of our students.



Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.




Label Assurance Response Comment Attachment1. Literacy and math are tested annually in grades

1-5.Yes All students in grades K-6 are

tested in Reading using theDIBELS, STAR Reading andReading Street. In math studentsare tested using CBM Math andSTAR Math.

Label Assurance Response Comment Attachment2. Our school published a fully compliant annual

report. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.

No

Label Assurance Response Comment Attachment3. Our school has the 8th grade parent approved

Educational Development Plans (EDPs) on file.No NA as our school only goes up to

grades 6.

Label Assurance Response Comment Attachment4. Our school reviews and annually updates the

EDPs to ensure academic course workalignment.

No NA as we are only a K-6 building.

Label Assurance Response Comment Attachment5. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.References: Title VI of the Civil Rights Act of1964, Section 504 of the Rehabilitation Act of1973, The Age Discrimination Act of 1975, TheAmericans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.

Yes

Label Assurance Response Comment Attachment6. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Bruce TapioUS2 and 41Powers MI 49874(906) 497-5226.



Label Assurance Response Comment Attachment7. The institution has a School-Parent Involvement

Plan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.

Yes

Label Assurance Response Comment Attachment8. The institution has a School-Parent Compact. If

yes, please attach the School-Parent Compactbelow.

Yes

Label Assurance Response Comment Attachment9. The School has additional information

necessary to support your improvement plan(optional).

Yes Binders along with data sheetsavailable upon request.



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. The Comprehensive Needs Assessment must be completed

prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the Comprehensive Needs

Assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Comprehensive Needs Assessment addresses all four

types of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data

is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children

as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment process conducted? Data was collected from web sites that support STAR Reading, STAR Math, Early Literacy, DIBELS, EASY CBM Math along with grade

reports from each teacher. All data was put into tables and charts along with narratives to describe the data and trends seen. Staff along with

administrators then examined the tables and reports and wrote up our findings. Findings were shared with staff, parents and stakeholders.

Feedback was then woven into the plan as needed. 2. What were the results of the comprehensive needs assessment process? What information was concluded as a result of

analyzing perception, student achievement, school programs/process, and demographic data? The results of the comprehensive needs assessment was the realization of a growing trend for our ED students. Student data from district

and state assessments suggests an increasing trend in the number of ED students who are in the bottom 30% of classroom achievement.

Additionally the data suggests some classes have male/female inequalities when representing the top and bottom performers in a class. But

this is in a class by class basis as one class has an over represenation of females in the bottom 30% and another class has an over

represenation of males in the bottom 30%.

The strengths in demographics is our declining enrollment seems to be slowing down. In perception data our strength was leadership for

learning. Our strength in achievement/outcomes data is in math where both Easy CBM and STAR Math show a decrease in the number of

Intensive students and an increase in the number of benchmark. Additionally the new math series JUMP Math and the FLOSS science

systems have added to our strengths this year. In perception data our strength is that our students over all are satisfied with our school as

are our parents. For staff it is a feeling of family and working together.

Our challenges in demographic data is our shrinking student enrollment along with the state's decreasing funding where they publicly say

they are increasing funding, but behind the scenes take some other funding away. In process data our challenge was professional learning

culture. Achievement/outcomes had challenges in grades 3-6 in reading and in grade 4 for math. Additionally we are seeing an increase in

the number of ED students in the bottom 30% of classroom achievement. In perception data it is bullying and the hot lunch program

according to students, class size and hot lunch according to parents and lack of pay according to teachers. If a more detailed analysis is

required, more information can be uploaded. 3. How are the school goals connected to priority needs and the needs assessment process? It is clear that a detailed analysis of

multiple types of data was conducted to select the goals. The goals are directly tied to one another. As can be seen from the previous answer, a very detailed analysis was completed on STAR

Reading and Math, Easy CBM Math, DIBELS, Classroom assessments. Our School Improvement Plan will focus around classroom

environment, culture and student engagement and purpose. By focusing all of our PD on these areas through books studies, articles and

workshops we will work to bring a more level playing field to all of our students. 4. How do the goals address the needs of the whole school population? How is special recognition paid to meeting the needs of

children who are disadvantaged?



All points of data are first evaluated for the school as a whole. Needs are noted according to the grade and content. Areas needing the most

work are put at the top of the list. From there information is looked for within specific populations. Our particular school has a large population

of economically disadvantaged students. In each grade students are also looked at for the male/female success rate. Additionally a focus has

been placed on team teaching with our Special Education teacher for a more inclusive environment for all students.



Component 2: Schoolwide Reform Strategies

1. Describe the strategies in the schoolwide plan which focus on helping ALL students reach the State's standards. The overarching comprehensive, research-based concept /program that North Central Elementary School is in the process of implementing

as a Title 1 Schoolwide building is Multi Tiered System of Support. MTSS is a tiered process of instruction that will allow our school to identify

struggling students early and provide appropriate instructional interventions. This will mean more chances for success and less need for

special education services. All children will receive research based instruction in all four core areas. All at risk students will receive progress

monitoring. All classes will follow the curriculum. Parents will be aware of the details of the program. Instruction will be delivered in tiers or

levels based on needs. If the level of intervention is not successful the level of intervention will increase

2. Describe how the research-based methods and strategies in the schoolwide plan increase the quality and quantity of instruction

(which accelerates and enriches the curriculum). All classrooms in grades K-6 utilize the Accelerated Reading program. This program allow the student to work at their level and build upon

their knowledge. Assistance is given as needed in this program, but many students work independently. Additionally students in grade K-2

are using the iread program which works on skills in a sequential pattern at their own pace. In math students in grades 3-6 are using the

KAHN online math program which is tailored to each student. In grade 1 students work in the Accelerated Math Program which allows the

student to work at their level and build upon their knowledge. In addition students who are receiving Special Education Services are also

using the interactive and responsive program IXL along with MOBY Math which are both aligned with the common core.

3. Describe how the research-based reform strategies in the schoolwide plan align with the findings of the comprehensive needs

assessment. These are tied directly together as our Comprehensive Needs Assessment is compiled throughout the school year. We also review our

School Improvement Plan at least 2 times a year to make sure what we set out to accomplish is being done or if modifications need to be

made. The CNA clearly shows we need to work on math, science and social studies especially for our ED students and in some classes our

males or females. We are going to address this issue through using the 5 Dimensions of Teaching and learning. This will go in coordination

with providing MTSS and Small Group Interventions as needed. 4. Describe the strategies in the schoolwide plan which provide a level of INTERVENTIONS for students who need the most

instructional support in all major subgroups participating in the schoolwide program. Students in grades K-2 use My Sidewalks an intervention component to our whole group instruction of Reading Street. In addition all

students have access to iread, but those needing interventions are given more time and individual guidance. Iread is also utilized as a

reteach tool when My Sidewalks has not shown enough student growth is a specific area. In grade 3-6 students receive interventions through

small group assistance in each content area. Next year students who are in a Tier Two intervention will receive reading instruction in Orton



Gillingham.

Students in grades K-2 receive interventions in math through small group reteaching, with lesson plans that are put together by the teacher

that match the specific learning outcomes, MOBY Max, Kahn math and JUMP math lessons are all used to reteach. All of these are given in

small group settings to maximize student learning and feedback. Students in grades 3-6 receive in class support along with Kahn math and

small group support. Each of these allow students to work on individualized needs and re scaffold their mathematics skills.

5. Describe how the school determines if these needs of students are being met. Progress monitoring using DIBELS, STAR Math, STAR Reading, along with classroom assessments are used to see if students are making

adequate progress. If students are not making adequate progress, more intervention is given. After more interventions are given a staffing

may be held to see what other services or instructional models may be used to help this student.



Component 3: Instruction by Highly Qualified Staff

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionalsmeet the NCLB requirements for highlyqualified? Provide an assurance statement. Ifno, what is the number that is not highlyqualified and what is being done to addressthis?NOTE: A schoolwide program must have allhighly qualified instructional staff.

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLBrequirements for highly qualified? Provide anassurance statement. If no, what is the numberthat is not highly qualified and what is beingdone to address this?NOTE: A schoolwide program must have allhighly qualified instructional staff.

Yes



Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year? As of June 13 we have a turnover rate of 0 for teachers. 2. What is the experience level of key teaching and learning personnel? 0-3 years of teaching experience -3

4-13 years of teaching experience- 2

14 or more years of experience- 6 3. Describe the specific initiatives the SCHOOL has implemented to attract and retain high quality teachers regardless of the

turnover rate. School

-nice teaching facility

- spacious classrooms with new carpeting

-safe and supportive teaching environment

-friendly staff

-parents actively involved in the school

-Foster Grandparent program active in the classroom

-Cooperative and motivated students

-up to date technology

-each teacher has a laptop

-Ranked with Award Status for beating the odds 4. Describe the specific initiatives the DISTRICT has implemented to attract and retain highly qualified teachers regardless of the

turnover rate. District

-good health care plan

-SCHCEU program offered

-a small and rural school with excellent parental support and family values

-well maintained facility

-athletic programs with regional and state recognition

-recognized with in the state as Beating the Odds



5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly

qualified teachers? There is not a high turnover rate as only 1 staff member left and this was due to retirement.



Component 5: High Quality and Ongoing Professional Development

1. Describe the professional learning that the staff will receive that is aligned with the comprehensive needs assessment process

and the goals of the school improvement plan. Staff and para-pros will receive training in: Orton Gillingham, writing learning targets,Professional Learning Communities,classroom

discourse, mindset, Joyce Epstein articles to address ED students and refresher courses on best practices for teaching nonfiction. 2. Describe how this professional learning is "sustained and ongoing." Professional development is coordinated directly with our school improvement plan. The plan is written to be ongoing. Due to this the

professional development is also ongoing.

Label Assurance Response Comment Attachment3. The school's Professional Learning Plan iscomplete.

Yes Five Year PD Plan



Component 6: Strategies to Increase Parental Involvement

1. Describe how parents are (will be) involved in the design of the schoolwide plan. Parents are involved in our monthly SIT team meetings. Data was also presented twice this year to the school board. At the June SIT Team

meeting the plan is shared with the team. 2. Describe how parents are (will be) involved in the implementation of the schoolwide plan. Although parents are not directly involved in the implementation of the schoolwide-school improvement plan, they are a part of conversations

relative to implementation and serve as a liaison to other parents and parent groups to explain strategies and initiatives. 3. Describe how parents are (will be) involved in the evaluation of the schoolwide plan. A parent serves on the School Improvement team. Parents who are on the North Central Parent Group will also be given copies of our plan

at their first meeting of the school year, so they have time to give us feedback and understand what our schools overall plan is.

5. Describe how the school is carrying out the activities outlined in ESEA Section 1118 (e) 1-5, 14 and (f). 1118e(1) Information about the school's curriculum and programs are shared in the teacher's weekly newsletter which is sent home in Friday

folders and also posted on our school's web site. The districts monthly newsletter is also published in our local Luft's Advertiser. At the start

of the school year the Common Core for parents published by the National Parent Teachers Association is given to each parent for their

child's grade level. Curriculum is shared in a more one on one basis during the Title I Open House and during parent teacher

conferences.There will also be an open house at the start of the school year to address parent concerns.

North Central Elementary strives to ensure all communications are done in a parent friendly, jargon fee language.

1118e(2) During parent/teacher conferences teachers give suggestions to parents.

1118e(3) Teachers have been given and will continue to be given articles by Joyce Epstien and others in the field of parent involvement.

1118e(4)The young 4's/Great Start Readiness Program holds a recruitment for parents to attend. The Early On Program gives screenings for

hearing and vision for students entering Developmental Kindergarten and Kindergarten. The Great Stat Collaborative of Menominee County

Label Assurance Response Comment Attachment

4. Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA Section

1118 (c) through (f)?

Label Assurance Response Comment Attachment4. Does the school have a Title I ParentInvolvement policy that addresses how theschool carries out the required activities ofESEA Section 1118 (c) through (f)?

Yes Parent InvolvementPlan



Yes Parent involvement plan has held many parent support and guidance programs, some here at our building, as well as child play groups

1118e(5)North Central Elementary works to ensure that all communications are provided in a parent friendly jargon free language. If

translations services are required, assistance is provided by the Menominee ISD.

1118e(14)Parents are always welcome at North Central Elementary. Being an elementary school parents have many opportunities to

volunteer and volunteers are welcomed in all classrooms and activities.

1118f North Central Elementary works hard to ensure that parents are always welcome in our school We strive to put all of our

communications with parents and the community into a parent friendly, jargon free language. If translation services are necessary, the

Menominee ISD will provide assistance. If parents are cognitively or physically disabled, accommodations are provided as needed.

There are no migratory students at North Central at this time. If there are in the future this would change and accommodations would be

made as necessary. 6. Describe how the parent involvement component of the schoolwide plan is (will be) evaluated. A parent is on the School Improvement Team. As a member of this team their feedback and evaluation will help determine what revisions

need to be made. Parent involvement is also sought through our North Central Parent Group which meets monthly. 7. Describe how the results of the evaluation are (will be) used to improve the schoolwide program. The results will be used to help revamp the plan as needed 8. Describe how the school-parent compact is developed. North Central Elementary's parent plan was originally created by Title I staff and a teacher. Since then it has been revamped with input from

parents and surveys given during our Title I open house. 9. Describe how the School-Parent Compact is used at elementary-level parent teacher conferences. During parent teacher conferences compacts are gone over with parents to ensure a full understanding is reached for the teachers

responsibility, students responsibility and parents responsibility so all parties can work in a cohesive manner that best supports the student. 10. How is the School-Parent Compact shared with middle school or high school parents (depending on the grade span of the

school)? na as we area DK-6 buidling

Label Assurance Response Comment AttachmentThe School's School-Parent Compact isattached.

Yes School InvolvementPolicy



11. Describe how the school provides individual student academic assessment results in a language the parents can understand. Student progress reports are sent home 3 times a year between report cards, which are also sent home three times a year. STAR Reading,

STAR Math, DIBELS, Early Literacy and Easy CBM Math reports are sent home. All of these programs offer reports especially for parents

that are written in an easy to understand format. Parents also have access to their child's grades on a daily basis though Power School.North

Central strives to ensure all communications to parents about individual academic assessments are done in a parent friendly, jargon fee

language. Title I reports are also sent home 3 times per year to inform parents who has been working with their child and what kinds of

services they have been receiving. Teachers at North Central Elementary are always available via telephone, e-mail and individual

conferences to discuss student assessment results with parents



Component 7: Preschool Transition Strategies

1. In what ways does the school connect with preschool age children more than a once a year visitation to the kindergarten

classroom? Our Young 4's classroom is directly across the hall from our Kindergarten room. Students interact during hallway times, end of the day and

the teachers share story time when appropriate to facilitate the transition from preschool to kindergarten 2. What types of training does the school provide preschool parents and/or preschool teachers on the skills preschool age children

will need when they enter kindergarten? - Parents are given a copy and an explanation of the Parent's Guide to Michigan Grade Level expectations for Kindergarten during the

individual parent conference at Kindergarten Roundup.

- The Young 4's teacher does two home visits and two conferences annually where the teacher discusses expectations and programs in

Kindergarten



Component 8: Teacher Participation in Making Assessment Decisions

1. How do teachers provide their input into the decisions regarding the use of school-based academic assessments? All teachers meet regularly as a group with our principal to make decisions about academic assessments and to make adjustments in

curriculum and instruction as needed. Next year due to schedule changes, all staff will have 30 minutes of a common lunch time when

meetings can be held to ensure all have input. 2. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all

students? Each year one of our Professional Development days is dedicated to analyzing data. During the school year teachers review

assessment such as the STAR Reading, DIBELS, STAR Math and Easy CBM Math to look at student progress. During our weekly noon

meetings staff often discuss how students are doing and what can be done to help those not making progress. Staff also often discuss

student progress with our Title I teacher to see if more support would be of a benefit to the student. Teachers at the end of the year are

provided with a class summary that shows student performance on the STAR Reading, DIBELS, STAR Math and Easy CBM Math. Staff also

fill out data sheets at the end of each trimester to see who is in the bottom 30% and the top 30%. Adjustments are then made to make sure

those students in the bottom 30% are receiving the assistance they need.



Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

1. Describe the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level. The foundation of North Central Elementary's identification process is the 3-tier MTSS that serves as our building's overarching form model.

Student performance as measured by the following tools is assessed on an ongoing basis by classroom teachers and Title I staff to

determine the level of intervention needed to assist students so that they may reach an advance or proficient level.

1. DK and K- Star Early Literacy (ELA only) (class rank lowest 30%), DIBLES (Intensive and strategic if other testing shows correlating data,

Teacher referral (teacher observation/perception), classroom performance (low test scores-testing is done one on one or in small group), K

screening results, Free and reduced lunch eligible.

2. Grades 1-6 ELA only- STAR Reading (class rank lowest 30%) DIBELS (Intensive and strategic if other testing shows correlating data,

Reading Street Unit and Baseline tests, Math only- Easy CBM Math (lowest 30%), STAR Math (grades 1-6), Math assessments, All areas:

Teacher referral (teacher observation/perception), classroom performance (low test scores) Free and reduced lunch eligible 2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's

academic achievement assessment standards at an advanced or proficient level? 1. DK- Math and ELA- Classroom teacher differentiates ELA instruction through leveled readers, small flexible groups and individual

instruction as needed. Support includes Title I paraprofessional/in class and pull out. Foster Grandparent follows teachers directions to help

students.

Grade K- The classroom teacher differentiates ELA instruction through leveled readers, small flexible groups and individual instruction as

needed. My Sidewalks is also used in ELA by Title I to provide additional support that matches the material they are learning in the

classroom along with the iread program. When numbers are above 30 as they were this year an aide is also working in the classroom to help

re-teach material. In all subject areas Title I pull out/in class is also provided along with a Foster Grandparent.

Grade 1 -Classroom teacher differentiated ELA instruction through leveled readers, small flexible groups and individual instruction as

needed. My Sidewalks is also used in ELA by Title I to provide additional support that matches the material they are learning in the

classroom along with the iread program. Next year Orton-Gillingham will be used as our main program with the expectation to target all

students receiving interventions especially those tier 3 students. In all subject areas Title I pull out/in class is also provided along with a

Foster Grandparent. When the needs of the students are as high as they were this year an aide is also working in the classroom to help re-

teach material. Grade 2- The classroom teacher differentiates ELA instruction through leveled readers, small flexible groups and individual

instruction as needed. My Sidewalks is also used in ELA by Title I to provide additional support that matches the material they are learning in

the classroom along with iread and Read Naturally. In all subject areas Title I pull out/in class is also provided along with a Foster

Grandparent.To help all students achieve an advanced or proficient level the following grades have begun teaching in their certified content

area to help insure the best instruction is given to each grade. 3. How are students' individual needs being addressed through differentiated instruction in the classroom?



Teachers in grades DK-2 use small group time in ELA and Math to target students specific skills. Programs such as the leveled readers in

our Reading Street program, Kahn Math, MOBY MAX, iread, Patricia Cunninghams making words and My Sidewalks are often used. This

year we will be implementing Orton-Gillingham as our main intervention program with the expectation to target all students especially our tier

3 students. During class time. Title I staff are often in the classroom targeting the identified Title I students making sure they are

understanding the lesson and if needed working with them one on one to help master the content.

Grades 3-6 differentiate often by assigning projects that allow students to work at their level. In math Kahn math is used to help differentiate

instruction and allow students to work on a subset of skills at their own pace and level during extra work time. During reading students are

often grouped in multi level groups to allow student to help receive small group instruction on a regular basis or to temporarily form for mini-

lesson instruction for the final 30 minutes of each day small group assistance is offered to all Title I students in grades 3-6. Small group and

individual instruction is provided in all subject areas.



Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Include a LIST of

the State, local and Federal programs/resources that will be supporting the schoolwide program. Common Core standards are integrated into the plan of instruction and achievement for all students.

1. Title I, Part A

2. Title II, Part A

3. Section 31a At Risk

4. Great Start Readiness Program 2. Describe how the school will use the resources from Title I and other State, local and Federal sources to implement the ten

required schoolwide components. 1. Title 1A - Title I Teacher Salary, Sub teacher for Title I, Benefits for teacher and subs, Title I audit, Teaching supplies

A. Component 1 - CNA

B. Component 2 - Schoolwide Reform Strategies

C. Component 3- Highly Qualified Staff

D. Component 9 - Timely & Additional Assistance

A. Component 3- Highly Qualified Staff

B. Component 9 - Timely & Additional Assistance

3. Section 31a At Risk - Aides salary, Benefits for aid, teaching supplies, miscellaneous supplies and expenses

A. Component 1- CNA

B. Component 2 - Schoolwide Reform Strategies

C. Component 3- Highly Qualified Staff

D. Component 9 - Timely & Additional Assistance

3. How does the school coordinate and integrate the following Federal, State and local programs and services in a manner

applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs,

housing programs, Head Start, adult education, vocational and technical education, and job training. Through the Menominee County Sheriff Department Officer Brian works with the school district as liason officer and visits the sixth grade

classroom on a weekly basis. Through the Michigan State Extension Office Steph Bruno held monthly nutrition classes with grades pre-k

through 6th grade.



Evaluation:

1. Describe how the school evaluates, at least annually, the implementation of the schoolwide program. Throughout the school year at SIT Team meeting and staff meetings the goals of the plan are discussed to see that the plan is being

followed. In addition parts of at least three Professional Development days are used to discuss student progress and to make sure all

students needs are being met. Time is also made to look at surveys,demographic changes and program process changes as determined by

the school process rubric. If changes need to be made a discussion is had as to whether an immediate change is needed or if it is something

that needs to be addressed in the plan.

2. Describe how the school evaluates the results achieved by the schoolwide program using data from the State's annual

assessments and other indicators of academic achievement. Last year staff compared MEAP data with state results. This year if the MI Step Data was returned in a timely manner we would have use it

for comparative data. We coordinate this data with STAR Reading, STAR Math, DIBELS, Early Literacy, EASY CBM Math along with

classroom grades for an analysis of the top 30% and bottom 30%.

3. Describe how the school determines whether the schoolwide program has been effective in increasing the achievement of

students who are furthest from achieving the standards. We review DIBELS benchmark Beginning, Middle and End results, DIBELS progress monitoring, data for STAR Beginning, Middle, End

Data, iread progress charts and interventions levels, and classroom performance and classroom assessment for ELA. In math STAR

Math,Easy CBM and classroom performance are used to check on the effectiveness of the program.

4. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? We use research based programs and materials, research based methods of instruction and use data to drive our instruction. We watch

student performance and look for class and school wide trends. When weak areas are present we revise our plans to adjust our focus and

always aim to ensure that every student in continually showing improvement.



2016-17 Elementary School Improvement Plan

(base off of 2015-16 school year)



Overview

Plan Name

2016-17 Elementary School Improvement Plan (base off of 2015-16 school year)

Plan Description

This is year two of our Plan



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All North Central Elementary students will improve

their science skillsObjectives:1Strategies:2Activities:4

Academic $30718

2 All North Central Elementary students will improvetheir math skills.

Objectives:1Strategies:2Activities:5

Academic $32373

3 All North Central Elementary Students will improvetheir ELA skills.


Academic $49030

4 All North Central Elementary Students will improvetheir Social Studies skills.


Academic $30718



Goal 1: All North Central Elementary students will improve their science skills

Strategy 1: Science Targeted Intervention - Targeted intervention will be provided for students in the elementary who are under-performing in graphical analysis and non-fiction

reading comprehension. These are the two areas of science that greatly influence a student’s performance. Targeted interventions will be built on the premise of MTSS

and include:differentiated instruction, Title I teacher and para-professional in-class and pull out support. Classroom teacher one on one and small group supports: and

referral to specialized programs for additional instruction/support. Category: Science Research Cited: Karoly, L.A. Kilbrun, K.M. Cannon, JS, "Proven Benefits of Early Childhood Interventions,: Rand 2005 Tier: Tier 2

Measurable Objective 1:60% of Fourth, Fifth and Sixth grade students will demonstrate a proficiency on in Science by 06/12/2020 as measured by Mi Step and classroom performance.

Status Progress Notes Created On Created ByNot Met Our MI Step Science scores for 2014-15 were 10% for 4th grade and 17% for 7th grade, both below

the state average. The 2015-16 School year brought FLOSS science system to grades 4-6. WhenMI Step data is released this will be compared to see if improvement is being made. Additionallyclassroom average scores will be collected in the 2016-17 school year.

June 24, 2016 Tracy Hammar

Activity - Staff- Science Targeted Interventions- ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Strategy 2: Reading for informational text-Science - Staff will use part of our professional development day to look at different ways to teach students how to read for informational

Instructional staff will work with grades K-6 to continue toincorporate targeted non- fiction reading intervention strategiesin the classroom setting along with small groups to allow fordifferentiated instruction to occur meeting our MTSS overarching strategy. Title I teacher is full time from August throughJune. Two para pros at 5 hours each and one para pro at 2.5hours. Each are paid $12.73/hour.Substitute paraprofessionals @ $8.15/ hour. Substitute Title 1teacher (17 days @ $75/day).Substitute paraprofessionals @$8.15/ hour. Substitute Title 1 teacher (17 days @ $75/day).(reading informational text, reading graphs, writing across thecurriculum as applicable to science) in providing differentiatedinstruction in an MTSS format as needed with K-6 studentsunder performing in science. Support will also be given tostudents in collecting data for monthly graphing activities.

AcademicSupportProgram

Tier 2 Implement 09/01/2015 06/23/2017 $30718 Title I PartA

CodyHamilton

Activity - Monitoring of Science Targeted Interventions ActivityType


Source OfFunding

StaffResponsible

Classroom teachers will use classroom data along with 5thgrade MiStep scores to measure student growth in sciencefollowing targeted interventions along with data from monthlygraphing activities.

CurriculumDevelopment

Tier 2 Implement 09/01/2015 06/23/2017 $0 No FundingRequired

CodyHamilton

Activity - Targeted Intervention Supplies-Science ActivityType


Source OfFunding

StaffResponsible

Students who need extra assistance will use dry erase boards,dry erase markers, paper, chart paper, graphic organizers, dryerase sleeves. All of which support the Common Core. Whilestudents are given extra assistance, the rest of the class isworking on independent activities to reinforce the scienceinformational reading and writing strategies necessary to besuccessful with in the classroom.

Materials Tier 2 Implement 09/01/2015 06/23/2017 $0 No FundingRequired

CodyHamilton



text. Category: Science Research Cited: Common Core State Standards Initiative. (2010). Common

Core State Standards for English language arts & literacy

in history/social studies, science, and technical subjects.

Washington, DC: National Governors Association Center

for Best Practices and the Council of Chief State School

Officers.

Duke, N.K. (2000). 3.6 minutes per day: The scarcity of

informational texts in first grade. Reading Research

Quarterly, 35(2), 202–224.

Duke, N.K., & Bennett-Armistead, V.S. (2003). Reading &

writing informational text in the primary grades: Researchbased practices. New York: Scholastic.

Tier: Tier 1

Goal 2: All North Central Elementary students will improve their math skills.

Activity - Reading for Information Text ProfessionalDevelopment

ActivityType


Source OfFunding

StaffResponsible

.Staff will read and discuss at professional development daysthrough out the school year on: Frayer Model for Linguisticsand Marzon's Six Steps to Effective vocabulary,StructuredWord Inquiry, methods to teach non-fiction text (Evidencebased questions, visualizing vocabulary, Read, Cover,Remember, Retell), and substantive conversation which all tieinto best practices outlined in the 5 Dimensions of Teachingand Learning.

Professional Learning


BruceTapio andCodyHamilton

Measurable Objective 1:



Strategy 1: Targeted Intervention-Math - Targeted intervention will be provided for students in the elementary who are under performing in math especially pertaining to perimeter,

area, fractions, pictographs, geometry, number fluency,number sense number stories and graphing. Targeted interventions will be built on the premise of MTSS and

include: differentiated instruction, Title I teacher and para-professional in-class and pull out support. Classroom teacher one on one and small group supports: and

referral to specialized programs for additional instruction/support. Category: Mathematics Research Cited: Karoly, L.A. Kilburn, K.M., Cannon, J.S. "Proven Benefits of Early Childhood Interventions." Rand 2005

Tier: Tier 2

A 25% increase of Economically Disadvantaged students will demonstrate a proficiency in mathematical reasoning in Mathematics by 06/19/2020 as measured bySTAR Math and Easy CBM Math .

Status Progress Notes Created On Created ByNot Met Class of 2027 showed class 2027 showed small decrease in # of ED- all 3 data points are similar

Class of 2026 showed Class 2026 shows no change as percents match class aggregateClass of 2025 showed Class 2025 shows slight decrease in the # of ED in the bottom in one of thedata points, other two show no changeClass of 2024 showed Class 2024 shows decrease in the # of ED in the bottom for two of the datapoints and two of the three show an increase of ED in the top 30%Class of 2023 showed a decrease in the # of ED in the bottom 30% in all three data pointsClass of 2022 showed a decrease in the # of ED in the bottom 30% and maintaining in the top 30%


Activity - Evaluation of Math Targeted Intervention-program ActivityType


Source OfFunding

StaffResponsible

Using STAR Math, EASY CBM Math along with classroomassessments 3 times yearly and MiStep once yearly staff willanalyse student data and record growth and areas of need forall students and those receiving targeted assistance tomeasure student growth.


Tier 1 Monitor 09/01/2015 06/23/2017 $0 No FundingRequired

CodyHamilton



Strategy 2: Implementation of JUMP Mathematics - Any new staff who teach math in grades K-12 will attend a 2 day on-line webinar on JUMP math. Additionally if offered in

Marquette, new mathematics teachers may attend Foundations in Math training. Teachers in grades 1-8 will use the JUMP math with fidelity ensuring all students have

a scaffold curriculum that is vertically and horizontally aligned that meets Common Core expectations. Category: Mathematics Research Cited: http://www.jumpmath.org/jump/en/research_reports This is a report on the JUMP Math website that cites 7 active research studies

completed using the JUMP Math materials. Each active research study found tremendous student growth as based upon state achievement

tests.

http://www.jumpmath.org/jump/en/supporting_research This a report on the JUMP Math website that cites the researched based strategies and best practices that are

used through out the program Tier: Tier 1

Activity - Staff- Math Targeted Intervention- ActivityType


Source OfFunding

StaffResponsible

Instructional staff will work with grades K-6 to continue toincorporate targeted math intervention strategies in theclassroom setting along with small groups to allow fordifferentiated instruction to occur meeting our MTSS overarching strategy. Title I teacher is full time from August throughJune. Two para pros at 5 hours each and one para pro at 2.5hours. Each are paid $12.73/hour.Substitute paraprofessionals @ $8.15/ hour. Substitute Title 1teacher (17 days @ $75/day).



CodyHamilton

Activity - Supplies-Targeted Intervention Math ActivityType


Source OfFunding

StaffResponsible

For students in grades K-6 during the last 15-20 minutes ofclassroom time, students who need extra assistance will usemanipulatives, dry erase markers, paper, Kahn Math, JUMPMath interactive SMART board lessons, All of which supportthe Common Core. While students are given extra assistance,the rest of the class is working on independent activities.



CodyHamilton



Goal 3: All North Central Elementary Students will improve their ELA skills.

Activity - JUMP Math Groups ActivityType


Source OfFunding

StaffResponsible

A monthly JUMP math group will meet after school one timeper month to discuss problems, solutions, fidelity and tosupport one another. If carryover money is available a stipendof $25/ meeting will be offered. (Expect 7 people w/ 6 meetings$1050). Staff will also work on having peer to peer coachingtime built into the school day. This would entail staff going towatch each other teach JUMP math lessons and then meetingto discuss notices and wonderings. A sub would need to behired to cover one classroom. Our goal is to do this 5 timeduring the year ($75/day + $26/benefits *5=$505/day)

TeacherCollaboration,Professional Learning

Tier 1 Implement 09/23/2015 06/23/2017 $1555 Title II PartA

CodyHamilton

Activity - JUMP Math Evaluation ActivityType


Source OfFunding

StaffResponsible

Staff will use data from Easy CBM, STAR Reading and JUMPmath quizzes and test to monitor student achievement andadjust as necessary. Additionally at the end of the school yearstaff will use Easy CBM and STAR Reading results andcompare those results to the end of the year testing from the2014-15 school. Data will be evaluated for number of studentsin intensive, percent ED in the bottom 30%, and male/female.

CurriculumDevelopment, DirectInstruction

Tier 1 Evaluate 09/01/2015 06/23/2017 $0 No FundingRequired

CodyHamilton

Measurable Objective 1:80% of Kindergarten, First, Second, Third, Fourth, Fifth and Sixth grade students will complete a portfolio or performance earning scores at the top two levels inEnglish Language Arts by 06/26/2020 as measured by classroom writing samples.

Status Progress Notes Created On Created By



Strategy 1: Targeted Intervention- Writing 2015-16 - Targeted intervention will be provided for students in the elementary who are under performing in writing especially pertaining

to note taking, planning, using graphic organizers, brainstorming, language experience and building and developing an argument. Targeted interventions will be built on

the premise of MTSS and include: differentiated instruction, Title I teacher and para-professional in-class and pull out support. Classroom teacher one on one and small

group supports: and referral to specialized programs for additional instruction/support. Category: English/Language Arts Research Cited: Karoly, L.A. Kilburn, K.M., Cannon, J.S. "Proven Benefits of Early Childhood Interventions." Rand 2005 Tier: Tier 2

Strategy 2: Writing Prompts - Staff in grades K-2 will use the writing questions from their Reading Street Unit Tests and grades 3-6 will pick pieces that go will be based upon the

Common Core cross curricular section and will tie in the common core writing particulars. Category: English/Language Arts

Not Met Objective was changed June 2016 to meet staff/student feedback. June 24, 2016 Tracy Hammar

Activity - Staff- Targeted Intervention-Writing ActivityType


Source OfFunding

StaffResponsible

Staff will continue to incorporate targeted writing interventionstrategies which will aide in providing differentiated instructionin an MTSS format as needed with K-6 students underperforming in writing. Funding for this portion was placed underreading, staff-targeted intervention.



CodyHamilton

Activity - Monitoring Targeted Intervention ActivityType


Source OfFunding

StaffResponsible

In grades K-2 staff will collect grades from the writing portion ofthe Reading Street Unit Assessments to look for studentgrowth. Students in grades 3-6 will use one piece of classroomwriting each month to create a writing portfolio. This will beadded to each year and at the culmination of 6th grade sentonto the high school.



CodyHamilton



Research Cited: www.nwp.org/cs/public/print/resource/quarterly/slagle.html

http://www.nwp.org/cs/public/print/resource/922

http://www.ttms.org/PDFs/02%20Prompted%20Writing%20v001%20(Full).pdf Tier: Tier 1

Strategy 1: Targeted Intervention-Reading - Targeted intervention will be provided for students in the elementary who are under performing in reading especially pertaining to

Activity - Student Writing ActivityType


Source OfFunding

StaffResponsible

Staff will use writing pieces from grades 3-6 to generate aportfolio of their writing. Students in grades K-2 will use theirReading Street Unit tests writing pieces to generate writingpieces.

CurriculumDevelopment,SupplementalMaterials


CodyHamilton

Activity - Monitoring Monthly Writing Prompts ActivityType


Source OfFunding

StaffResponsible

Staff will evaluate student data at the end of each trimester toevaluate how students are doing..


Tier 1 Evaluate 09/01/2015 06/23/2017 $0 No FundingRequired

CodyHamilton

Measurable Objective 2:80% of Kindergarten, First, Second, Third, Fourth, Fifth and Sixth grade students will demonstrate a proficiency at the benchmark level in English Language Arts by06/26/2020 as measured by the STAR Reading and DIBELS tests.

Status Progress Notes Created On Created ByNot Met Objective was changed June 2016 to make the goal measurable with district assessments as the

state continues to change its assessment.June 24, 2016 Tracy Hammar



nonfiction Targeted interventions will be built on the premise of MTSS and include: differentiated instruction, Title I teacher and para-professional in-class and pull out

support. Classroom teacher one on one and small group supports: and referral to specialized programs for additional instruction/support. Category: English/Language Arts Research Cited: Karoly, L.A. Kilburn, K.M., Cannon, J.S. "Proven Benefits of Early Childhood Interventions." Rand 2005 Tier: Tier 2

Activity - Staff- Targeted Intervention-Reading ActivityType


Source OfFunding

StaffResponsible

Instructional staff ( Title I teacher is full time from Augustthrough June. Two para pros at 5 hours each and one para proat 2.5 hours. Each are paid $12.73/hour. Substituteparaprofessionals @ $8.15/ hour. Substitute Title 1 teacher (17days @ $75/day).Substitute paraprofessionals @ $8.15/ hour.Substitute Title 1 teacher (17 days @ $75/day) will continue toincorporate targeted reading for informational text interventionstrategies which will aide in providing differentiated instructionin an MTSS format as needed with K-6 students underperforming in reading.


Tier 2 Implement 09/01/2015 06/23/2017 $30718 Title I PartA, Title IIPart A

CodyHamilton

Activity - Monitoring Targeted Intervention Reading ActivityType


Source OfFunding

StaffResponsible

Using STAR Reading, Dibels Progress Monitoring, DIBELS 3times yearly along with classroom assessments weekly andgrades K-2 Reading Street Unit tests 6 times yearly and MiSteponce yearly staff will analyse student data and record growthand areas of need for all students and those receiving targetedassistance to measure student growth.Staff will work to create MTSS documentation of students notmeeting proficiency standards.Due to scheduling changes teaching staff will have theopportunity to use common planning time to have discussionson the data.


Tier 2 Monitor 09/01/2015 06/23/2017 $0 No FundingRequired

CodyHailton



Activity - Supplies-Targeted Intervention -Reading ActivityType


Source OfFunding

StaffResponsible

Students in grades 3-6 who have been identified as Title I , willuse the last 15 minutes of the day to work with Title I staff onreading for informational text, while the rest of the class ishaving enrichment time. Classes that have been identified ashaving the greatest need will also have support during readinginstruction time. Students will use: nonfiction books, dry eraseboards, dry erase markers, paper, pencils, graphic organizers.Students in grades K-2 who have been identified as Title I willuse their Literature group or small group time to work with TitleI staff on reading. Students will use: Orton Gillingham tosupplement our Reading Street program, informational books,dry erase boards, dry erase markers, Readers Theater books,paper, construction paper, markers, crayons, graphicorganizers, Accelerated Reader. Teaching and support staff willalso use the Interactive OG to coordinate and support theintegration of OG with our Reading Street Program.($90.00/year for one subscription) All of these support theCommon Core.

Materials Tier 2 Implement 09/01/2015 06/23/2017 $90 Title II PartA

CodyHamilton

Activity - Technology- Targeted Intervention ActivityType


Source OfFunding

StaffResponsible

Students in grades K-3 who scored insensitive on theDIBELS,.5 below grade level on the STAR Reading Test or inthe bottom 30% of the Reading Street Baseline or Unit 1 testwill use Orton Gillingham, iread ($3,000) program by Scholasticto supplement their program ( iread is a computer adaptivereading program that allows skills taught in the classroom andsmall group to be taught again in an engaging manner.),headphones and microphones to allow iread to work properly.Students who show progress in STAR Reading and ReadingStreet Unit tests, but not DIBELS will use the Read Naturallyprogram ($600) which works on fluency, comprehension anddecoding. Additionally to allow for multiple groups to worksimultaneously throughout the day 10 packs of the OG cardpacks ($310) will need to be purchased along with binders andsheet protectors to allow each group's materials to beorganized ($62). All of these support the Common Core.

AcademicSupportProgram,SupplementalMaterials,Technology


CodyHamilton



Strategy 2: Reading for informational text-Reading - Staff will use part of our professional development day to look at different ways to teach students how to read for informational

text. Category: Research Cited: Common Core State Standards Initiative. (2010). Common





Officers.



Quarterly, 35(2), 202–224.


writing informational text in the primary grades: Research based practices. New York: Scholastic.

Duke, N.K., & Bennett-Armistead, V.S. (2004, May/June).

Nonfiction reading in the primary grades: How and why

it’s good for young learners. Scholastic News Teachers’

Activity - Professional Development ActivityType


Source OfFunding

StaffResponsible

If Carry over money is available Comprehensive Orton-Gillingham training (in person) Two to five staff members willattend live training for one week on Orton-Gillingham. Thistraining will be for the staff members who did not get traininglast year, but see the benefit of using the program. Preferencewill be given to lower elementary staff first, but if money andsub are available upper elementary staff would attend theAdvanced Orton Gillingham (advanced just means grades 3-6)but need the training to meet their students needs. This liveclass also focuses on how to integrate OG into an alreadyexisting literature program. registration, hotel, sub, meals=$1075 registration + $120/night hotel (720) + $50/day meals(300) + $101/day sub (505) + $150 milage= $2750/person

AcademicSupportProgram,Professional Learning,DirectInstruction

Tier 2 GettingReady

01/04/2016 06/23/2017 $13750 Title I PartA

CodyHamilton



Edition, pp. 3–4. Available at teacher.scholastic.com/

products/classmags/files/Nell_duke_May04.pdf

Duke, N.K., Bennett-Armistead, V.S., & Roberts, E.M. (2002).

Incorporating informational text in the primary grades. In

C.M. Roller (Ed.), Comprehensive reading instruction across

the grade levels(pp. 40–54). Newark, DE: International

Reading Association.

Tier:


ActivityType


Source OfFunding

StaffResponsible

Staff will read and discuss at professional development daysthrough out the school year on: Frayer Model for Linguisticsand Marzon's Six Steps to Effective vocabulary,StructuredWord Inquiry, methods to teach non-fiction text (Evidencebased questions, visualizing vocabulary, Read, Cover,Remember, Retell), and substantive conversation which all tieinto best practices outlined in the 5 Dimensions of Teachingand Learning.



CodyHamilton

Activity - Title 1 Parent Night ActivityType


Source OfFunding

StaffResponsible

During the month of October, staff and administration will plana literary evening where all parents will be invited in to enjoy afun filled evening. Staff will have break out sessions to learnabout OG (tactile usage, blending, syllables), math (what’s thebig deal about ten, counting on, adding and multiplying usingexpanded form), literacy, and introducing the FLOSS scienceprogram. An introduction of Title 1 what it is and what it is notand how it is used in our building. This would be in conjunctionwith a football tailgating cookout involving high school athletes.

ParentInvolvement


CodyHamilton



Goal 4: All North Central Elementary Students will improve their Social Studies skills.

Strategy 1: Targeted Intervention-Social Studies - Targeted intervention will be provided for students in the elementary who are under performing in Social Studies especially

pertaining to reading for informational text. Targeted interventions will be built on the premise of MTSS and include: differentiated instruction, Title I teacher and para-

professional in-class and pull out support. Classroom teacher one on one and small group supports: and referral to specialized programs for additional

instruction/support. Category: Social Studies Research Cited: Karoly, L.A. Kilburn, K.M., Cannon, J.S. "Proven Benefits of Early Childhood Interventions." Rand 2005 Tier: Tier 2

Measurable Objective 1:A 10% increase of Third, Fourth, Fifth and Sixth grade students will demonstrate a proficiency in reading for information text in Social Studies by 06/23/2017 asmeasured by classroom assessments formal and informal along with MiStep tests in social studies..

Status Progress Notes Created On Created ByNot Met Our starting MI step score is 31% proficiency for the 5th grade SS test which is below the state

average. We don't know if the goal of a 10% increase occurred as the results are not out yet. For the2016-17 classroom average scores will also be collected.


Activity - Staff- Targeted Intervention-Social Studies ActivityType


Source OfFunding

StaffResponsible



Strategy 2:

Instructional staff ( Title I teacher is full time from Augustthrough June. Two para pros at 5 hours each and one para proat 2.5 hours. Each are paid $12.73/hour. Substituteparaprofessionals @ $8.15/ hour. Substitute Title 1 teacher (17days @ $75/day).Substitute paraprofessionals @ $8.15/ hour.Substitute Title 1 teacher (17 days @ $75/day). will continue toincorporate targeted Reading for informational text as itpertains to social studies intervention strategies which will aidein providing differentiated instruction in a MTSS format asneeded with K-6 students under performing in social studies.



CodyHamilton

Activity - Targeted Intervention-Monitor ActivityType


Source OfFunding

StaffResponsible

Using classroom assessments and MiStep staff will analysestudent data and record growth and areas of need for allstudents and those receiving targeted assistance to measurestudent growth.



CodyHamilton

Activity - Targeted Intervention Supplies/technology-SocialStudies

ActivityType


Source OfFunding

StaffResponsible

During classroom enrichment time for grades 4-6 the last 15minutes of classroom time, students who have been identifiedas Title I will receive guided practice time. They will use dryerase boards, dry erase markers, paper, graphic organizers,dry erase sleeves, tablets, maps and graph paper,Chromebooks, ipads, all of which support the Common Core. Whilestudents are given extra assistance, the rest of the class ishaving enrichment time.

Grades K-3 will be given support in class and also during smallgroup interventions in non-fiction reading strategies along withvocabulary strategies.

TeacherCollaboration,AcademicSupportProgram,Technology


CodyHamilton



Reading for informational text Professional Development - Staff will use part of our professional development day to look at different ways to teach students how to read

for informational text. Category: Social Studies Research Cited: Common Core State Standards Initiative. (2010). Common





Officers.



Quarterly, 35(2), 202–224.


writing informational text in the primary grades: Researchbased practices. New York: Scholastic.

Duke, N.K., & Bennett-Armistead, V.S. (2004, May/June).

Nonfiction reading in the primary grades: How and why

it’s good for young learners. Scholastic News Teachers’

Edition, pp. 3–4. Available at teacher.scholastic.com/

products/classmags/files/Nell_duke_May04.pdf

Duke, N.K., Bennett-Armistead, V.S., & Roberts, E.M. (2002).

Incorporating informational text in the primary grades. In

C.M. Roller (Ed.), Comprehensive reading instruction across

the grade levels(pp. 40–54). Newark, DE: International

Reading Association.

Tier: Tier 1


ActivityType


Source OfFunding

StaffResponsible



Staff will read and discuss at professional development daysthrough out the school year on: Frayer Model for Linguisticsand Marzon's Six Steps to Effective vocabulary,StructuredWord Inquiry, methods to teach non-fiction text (Evidencebased questions, visualizing vocabulary, Read, Cover,Remember, Retell), and substantive conversation which all tieinto best practices outlined in the 5 Dimensions of Teachingand Learning.


Tier 1 GettingReady

09/01/2015 06/23/2017 $0 No FundingRequired

CodyHamilton



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Part A

Activity Name Activity Description ActivityType


StaffResponsible

ProfessionalDevelopment

If Carry over money is available ComprehensiveOrton-Gillingham training (in person) Two to fivestaff members will attend live training for one weekon Orton-Gillingham. This training will be for thestaff members who did not get training last year,but see the benefit of using the program.Preference will be given to lower elementary stafffirst, but if money and sub are available upperelementary staff would attend the Advanced OrtonGillingham (advanced just means grades 3-6) butneed the training to meet their students needs.This live class also focuses on how to integrateOG into an already existing literature program.registration, hotel, sub, meals= $1075 registration+ $120/night hotel (720) + $50/day meals (300) +$101/day sub (505) + $150 milage= $2750/person

AcademicSupportProgram,Professional Learning,DirectInstruction

Tier 2 GettingReady

01/04/2016 06/23/2017 $13750 CodyHamilton

Staff- Science TargetedInterventions-

Instructional staff will work with grades K-6 tocontinue to incorporate targeted non- fictionreading intervention strategies in the classroomsetting along with small groups to allow fordifferentiated instruction to occur meeting ourMTSS over arching strategy. Title I teacher is fulltime from August through June. Two para pros at5 hours each and one para pro at 2.5 hours. Eachare paid $12.73/hour.Substitute paraprofessionals @ $8.15/ hour.Substitute Title 1 teacher (17 days @$75/day).Substitute paraprofessionals @ $8.15/hour. Substitute Title 1 teacher (17 days @$75/day). (reading informational text, readinggraphs, writing across the curriculum as applicableto science) in providing differentiated instruction inan MTSS format as needed with K-6 studentsunder performing in science. Support will also begiven to students in collecting data for monthlygraphing activities.


Tier 2 Implement 09/01/2015 06/23/2017 $30718 CodyHamilton



Title II Part A

Supplies-TargetedIntervention Math

For students in grades K-6 during the last 15-20minutes of classroom time, students who needextra assistance will use manipulatives, dry erasemarkers, paper, Kahn Math, JUMP Mathinteractive SMART board lessons, All of whichsupport the Common Core. While students aregiven extra assistance, the rest of the class isworking on independent activities.



Staff- TargetedIntervention-Reading

Instructional staff ( Title I teacher is full time fromAugust through June. Two para pros at 5 hourseach and one para pro at 2.5 hours. Each are paid$12.73/hour. Substitute paraprofessionals @$8.15/ hour. Substitute Title 1 teacher (17 days @$75/day).Substitute paraprofessionals @ $8.15/hour. Substitute Title 1 teacher (17 days @$75/day) will continue to incorporate targetedreading for informational text interventionstrategies which will aide in providingdifferentiated instruction in an MTSS format asneeded with K-6 students under performing inreading.



Staff- TargetedIntervention-SocialStudies

Instructional staff ( Title I teacher is full time fromAugust through June. Two para pros at 5 hourseach and one para pro at 2.5 hours. Each are paid$12.73/hour. Substitute paraprofessionals @$8.15/ hour. Substitute Title 1 teacher (17 days @$75/day).Substitute paraprofessionals @ $8.15/hour. Substitute Title 1 teacher (17 days @$75/day). will continue to incorporate targetedReading for informational text as it pertains tosocial studies intervention strategies which willaide in providing differentiated instruction in aMTSS format as needed with K-6 students underperforming in social studies.



Staff- Math TargetedIntervention-

Instructional staff will work with grades K-6 tocontinue to incorporate targeted math interventionstrategies in the classroom setting along withsmall groups to allow for differentiated instructionto occur meeting our MTSS over arching strategy.Title I teacher is full time from August throughJune. Two para pros at 5 hours each and onepara pro at 2.5 hours. Each are paid $12.73/hour.Substitute paraprofessionals @ $8.15/ hour.Substitute Title 1 teacher (17 days @ $75/day).





StaffResponsible



Staff- TargetedIntervention-Reading

Instructional staff ( Title I teacher is full time fromAugust through June. Two para pros at 5 hourseach and one para pro at 2.5 hours. Each are paid$12.73/hour. Substitute paraprofessionals @$8.15/ hour. Substitute Title 1 teacher (17 days @$75/day).Substitute paraprofessionals @ $8.15/hour. Substitute Title 1 teacher (17 days @$75/day) will continue to incorporate targetedreading for informational text interventionstrategies which will aide in providingdifferentiated instruction in an MTSS format asneeded with K-6 students under performing inreading.



Supplies-TargetedIntervention -Reading

Students in grades 3-6 who have been identifiedas Title I , will use the last 15 minutes of the day towork with Title I staff on reading for informationaltext, while the rest of the class is havingenrichment time. Classes that have been identifiedas having the greatest need will also have supportduring reading instruction time. Students will use:nonfiction books, dry erase boards, dry erasemarkers, paper, pencils, graphic organizers.Students in grades K-2 who have been identifiedas Title I will use their Literature group or smallgroup time to work with Title I staff on reading.Students will use: Orton Gillingham to supplementour Reading Street program, informational books,dry erase boards, dry erase markers, ReadersTheater books, paper, construction paper,markers, crayons, graphic organizers, AcceleratedReader. Teaching and support staff will also usethe Interactive OG to coordinate and support theintegration of OG with our Reading StreetProgram. ($90.00/year for one subscription) All ofthese support the Common Core.

Materials Tier 2 Implement 09/01/2015 06/23/2017 $90 CodyHamilton



No Funding Required

Technology- TargetedIntervention

Students in grades K-3 who scored insensitive onthe DIBELS,.5 below grade level on the STARReading Test or in the bottom 30% of the ReadingStreet Baseline or Unit 1 test will use OrtonGillingham, iread ($3,000) program by Scholasticto supplement their program ( iread is a computeradaptive reading program that allows skills taughtin the classroom and small group to be taughtagain in an engaging manner.), headphones andmicrophones to allow iread to work properly.Students who show progress in STAR Readingand Reading Street Unit tests, but not DIBELS willuse the Read Naturally program ($600) whichworks on fluency, comprehension and decoding.Additionally to allow for multiple groups to worksimultaneously throughout the day 10 packs of theOG card packs ($310) will need to be purchasedalong with binders and sheet protectors to alloweach group's materials to be organized ($62). Allof these support the Common Core.

AcademicSupportProgram,SupplementalMaterials,Technology


JUMP Math Groups A monthly JUMP math group will meet after schoolone time per month to discuss problems,solutions, fidelity and to support one another. Ifcarryover money is available a stipend of $25/meeting will be offered. (Expect 7 people w/ 6meetings $1050). Staff will also work on havingpeer to peer coaching time built into the schoolday. This would entail staff going to watch eachother teach JUMP math lessons and then meetingto discuss notices and wonderings. A sub wouldneed to be hired to cover one classroom. Our goalis to do this 5 time during the year ($75/day +$26/benefits *5=$505/day)

TeacherCollaboration,Professional Learning


Title 1 Parent Night During the month of October, staff andadministration will plan a literary evening where allparents will be invited in to enjoy a fun filledevening. Staff will have break out sessions tolearn about OG (tactile usage, blending, syllables),math (what’s the big deal about ten, counting on,adding and multiplying using expanded form),literacy, and introducing the FLOSS scienceprogram. An introduction of Title 1 what it is andwhat it is not and how it is used in our building.This would be in conjunction with a footballtailgating cookout involving high school athletes.

ParentInvolvement




StaffResponsible



Reading for InformationText ProfessionalDevelopment

Staff will read and discuss at professionaldevelopment days through out the school year on:Frayer Model for Linguistics and Marzon's SixSteps to Effective vocabulary,Structured WordInquiry, methods to teach non-fiction text(Evidence based questions, visualizingvocabulary, Read, Cover, Remember, Retell), andsubstantive conversation which all tie into bestpractices outlined in the 5 Dimensions of Teachingand Learning.


Tier 1 GettingReady

09/01/2015 06/23/2017 $0 CodyHamilton

Evaluation of MathTargeted Intervention-program

Using STAR Math, EASY CBM Math along withclassroom assessments 3 times yearly andMiStep once yearly staff will analyse student dataand record growth and areas of need for allstudents and those receiving targeted assistanceto measure student growth.


Tier 1 Monitor 09/01/2015 06/23/2017 $0 CodyHamilton


Staff will read and discuss at professionaldevelopment days through out the school year on:Frayer Model for Linguistics and Marzon's SixSteps to Effective vocabulary,Structured WordInquiry, methods to teach non-fiction text(Evidence based questions, visualizingvocabulary, Read, Cover, Remember, Retell), andsubstantive conversation which all tie into bestpractices outlined in the 5 Dimensions of Teachingand Learning.



Student Writing Staff will use writing pieces from grades 3-6 togenerate a portfolio of their writing. Students ingrades K-2 will use their Reading Street Unit testswriting pieces to generate writing pieces.

CurriculumDevelopment,SupplementalMaterials


Monitoring TargetedIntervention Reading

Using STAR Reading, Dibels Progress Monitoring,DIBELS 3 times yearly along with classroomassessments weekly and grades K-2 ReadingStreet Unit tests 6 times yearly and MiStep onceyearly staff will analyse student data and recordgrowth and areas of need for all students andthose receiving targeted assistance to measurestudent growth.Staff will work to create MTSS documentation ofstudents not meeting proficiency standards.Due to scheduling changes teaching staff will havethe opportunity to use common planning time tohave discussions on the data.


Tier 2 Monitor 09/01/2015 06/23/2017 $0 CodyHailton

Targeted Intervention-Monitor

Using classroom assessments and MiStep staffwill analyse student data and record growth andareas of need for all students and those receivingtargeted assistance to measure student growth.






.Staff will read and discuss at professionaldevelopment days through out the school year on:Frayer Model for Linguistics and Marzon's SixSteps to Effective vocabulary,Structured WordInquiry, methods to teach non-fiction text(Evidence based questions, visualizingvocabulary, Read, Cover, Remember, Retell), andsubstantive conversation which all tie into bestpractices outlined in the 5 Dimensions of Teachingand Learning.


Tier 1 Implement 09/01/2015 06/23/2017 $0 BruceTapio andCodyHamilton

Targeted InterventionSupplies/technology-Social Studies

During classroom enrichment time for grades 4-6the last 15 minutes of classroom time, studentswho have been identified as Title I will receiveguided practice time. They will use dry eraseboards, dry erase markers, paper, graphicorganizers, dry erase sleeves, tablets, maps andgraph paper,Chrome books, ipads, all of whichsupport the Common Core. While students aregiven extra assistance, the rest of the class ishaving enrichment time.

Grades K-3 will be given support in class and alsoduring small group interventions in non-fictionreading strategies along with vocabularystrategies.

TeacherCollaboration,AcademicSupportProgram,Technology


Monitoring MonthlyWriting Prompts

Staff will evaluate student data at the end of eachtrimester to evaluate how students are doing..


Tier 1 Evaluate 09/01/2015 06/23/2017 $0 CodyHamilton

Targeted InterventionSupplies-Science

Students who need extra assistance will use dryerase boards, dry erase markers, paper, chartpaper, graphic organizers, dry erase sleeves. Allof which support the Common Core. Whilestudents are given extra assistance, the rest of theclass is working on independent activities toreinforce the science informational reading andwriting strategies necessary to be successful within the classroom.

Materials Tier 2 Implement 09/01/2015 06/23/2017 $0 CodyHamilton

Monitoring TargetedIntervention

In grades K-2 staff will collect grades from thewriting portion of the Reading Street UnitAssessments to look for student growth. Studentsin grades 3-6 will use one piece of classroomwriting each month to create a writing portfolio.This will be added to each year and at theculmination of 6th grade sent onto the high school.



Monitoring of ScienceTargeted Interventions

Classroom teachers will use classroom data alongwith 5th grade MiStep scores to measure studentgrowth in science following targeted interventionsalong with data from monthly graphing activities.





Staff- TargetedIntervention-Writing

Staff will continue to incorporate targeted writingintervention strategies which will aide in providingdifferentiated instruction in an MTSS format asneeded with K-6 students under performing inwriting. Funding for this portion was placed underreading, staff-targeted intervention.



JUMP Math Evaluation Staff will use data from Easy CBM, STAR Readingand JUMP math quizzes and test to monitorstudent achievement and adjust as necessary.Additionally at the end of the school year staff willuse Easy CBM and STAR Reading results andcompare those results to the end of the yeartesting from the 2014-15 school. Data will beevaluated for number of students in intensive,percent ED in the bottom 30%, and male/female.

CurriculumDevelopment, DirectInstruction

Tier 1 Evaluate 09/01/2015 06/23/2017 $0 CodyHamilton



school improvement plan north central elementary school · evaluation: 49 2016-17 elementary school...

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