school improvement plan - three fires...

School Improvement PlanTitle I - Targeted Assistance

School Year: 2011 - 2012

School District: Howell Public Schools

ISD/RESA: Livingston ESA

School Name: Three Fires Elementary School

Grades Served: K,1,2,3,4,5

Principal: Ms. Kari Naghtin

Building Code: 03158

District Approval of Plan: Authorized Official Signature and Date

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

School Improvement PlanContents

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

Goal 1: English Language Arts (ELA) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Goal 3: Non-Core Subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36Goal 4: Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Goal 5: Social Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Three Fires Elementary School

SIP of 88

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


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School Information

School: Three Fires Elementary School

District: Howell Public Schools

Public/Non-Public: Public

Grades: K,1,2,3,4,5

School Code Number: 03158

City: Howell

State/Province: Michigan

Country: United States


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Vision, Mission and BeliefsVision Statement

L3= Latson Learners for Life (with Latson Rd. Elementary becoming Three Fires Elementary School in the fallof 2011, staff will be revising the vision statement)

Mission StatementThe Mission Statement for Three Fires Elementary School is as follows: The mission of the Three FiresElementary School community is to educate all students to become lifelong learners. We are dedicated toproviding a safe, kind, respectful, and responsible learning environment for all.

The mission statement for the Howell Public Schools is as follows: Howell Public Schools is an exemplarylearning community committed to taking responsibility for student achievement as we engage parents, partners,and community to maximize every student's success.

Beliefs Statement1. All students can learn.2. All students are valuable members of the school community.3. Students learn at different rates and in different ways.4. Students enter school with varying backgrounds, experiences, and talents.5. Schools control the conditions for success in the school setting.6. Students need a balanced program of academic, physical, aesthetic, and creative experiences.7. Students need to know what they are expected to learn and how mastery will be measured.8. A shared ownership of student outcomes will enable schools to make an effective difference.9. Partnerships among parents, students, school staff, and the community are critical components of studentsuccess.10. Our nation is based on democratic ideals which depend on educated individuals who are able to processinformation to be accountable citizens and to adjust to a changing society.


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GoalsName Development Status Progress Status

English Language Arts (ELA) Complete Open

Mathematics Complete Open

Non-Core Subjects Complete Open

Science Complete Open

Social Studies Complete Open

Goal 1: English Language Arts (ELA)

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All students at Three Fires Elementary School will be proficient in ELA.

Gap Statement: Based on a review of our reading MEAP data, 88% of our 3rd graders,89% of our 4th graders,and 88% of our 5th graders are proficient on the Reading MEAP. All of our sub-groups, except for the studentswith disabilities sub-group at the 3rd and 5th grade levels, performed above the state AYP Target of 77%. At the3rd and 5th grade levels, the gap between all students and students w/ disabilities is over 10%. At the 3rd gradelevel, our students w/ disabilities sub-group was 17 percentage points below the state AYP Target of 77% (60%proficient), and at the 5th grade level, our students w/ disabilities sub-group was 13 percentage points below thestate AYP Target of 77% (64% proficient), presenting even larger gaps. Writing is only assessed at the 4th gradelevel. 44% of our "all students" group performed proficiently. Our sub-groups performed as follows: 28% of the4th grade males scored proficient; 57% of the 4th grade females scored proficient; and 27% of the economicallydisadvantaged 4th graders scored proficient. We had less than 10 students with disabilities at the 4th grade level,so we did not have a sub-group proficiency reported for students with disabilities. We do know, however, that ourstudents with disabilities also need to improve in writing. Overall, the gaps in writing proficiency for all studentsand between all students and our sub-groups are significant and need to be addressed.

Cause for Gap: Contributing causes are the fact that there is a lack of specialized instruction (inconsistentresource room support and a lack of exposure to core content) for our at-risk students, we lack a common writingprogram, and we lack measurement tools for monitoring progress in reading and writing, other than the MEAPand district assessments.

Multiple measures/sources of data you used to identify this gap in student achievement: We used bothMEAP reading and writing data, MLPP/DRA data, and district writing prompt data. During the 10-11 school year,the district began using Dibels and SRI with its Title I and Special Education students.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? For the reading portion of this goal, we will use the DRA scores (studentsreading at a level 38 by the end of 3rd grade), Dibels and SRI scores for Title I and Special Education students,and MEAP scores to determine if students are reading proficiently. We will use our district writing prompts whichare scored using a rubric (scores of 4, 5, or 6 are considered proficient), and we will utilize our MEAP scores atthe 4th grade level to monitor the progress and success of the writing portion of this goal.


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Contact Name: Kari Naghtin

List of Objectives:

Name ObjectiveObjectivefor ELA

90% of all Three Fires Elementary students will be proficient on the reading MEAP at grades 3-5, and79% of all Three Fires Elementary students will be proficient on the writing MEAP at 4th grade. Inaddition, 79% of the students w/ disabilities sub-group and 79% of the economically disadvantagedsub-group will be proficient on the reading MEAP. The gender sub-groups will also have 79%proficiency. At the 4th grade level, these sub-groups will have 79% proficient on the 4th grade writingMEAP. 90% of all Three Fires Elementary School students and 79% of the students in identified sub-groups will perform proficiently on the district reading common assessments.

1.1. Objective: Objective for ELA

Measurable Objective Statement to Support Goal: 90% of all Three Fires Elementary students will beproficient on the reading MEAP at grades 3-5, and 79% of all Three Fires Elementary students will beproficient on the writing MEAP at 4th grade. In addition, 79% of the students w/ disabilities sub-group and79% of the economically disadvantaged sub-group will be proficient on the reading MEAP. The gender sub-groups will also have 79% proficiency. At the 4th grade level, these sub-groups will have 79% proficient onthe 4th grade writing MEAP. 90% of all Three Fires Elementary School students and 79% of the students inidentified sub-groups will perform proficiently on the district reading common assessments.

List of Strategies:Name StrategyImproveDocumenting &Using Results inELA

Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in ELA. Around the topics ofstudent achievement and data, teachers will collaborate as grade-level teams discussingstudent data and areas of concern with regards to individual student achievement.

Improve our Modelof ContinuousImprovement

Staff at Three Fires Elementary School will learn to effectively use the schoolimprovement process and to utilize data to guide their instruction.

Improve Teachingand Learning in ELA

Teachers will improve teaching and learning in ELA through the use of best practices, ascope and sequence of essential skills, and common assessments.

1.1.1. Strategy: Improve Documenting & Using Results in ELA

Strategy Statement: Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in ELA. Around the topics of student achievement and


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data, teachers will collaborate as grade-level teams discussing student data and areas of concern withregards to individual student achievement.

Selected Target Areas1.5 Ensures that the school's vision and purpose guide the teaching and learning process2.4 Employs a system that provides for analysis and review of student performance and schooleffectiveness3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice4.2 Develops and implements a comprehensive assessment system for assessing progress toward meetingthe expectations for student learning4.3 Uses student assessment data for making decisions for continuous improvement of teaching andlearning processes

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

Marzano's workInstructional Consultation Teams by Gravois, Rosenfeld, and Gickling

List of Activities:Activity Begin

DateEnd Date Staff Responsible

Develop an Assessment Process forELA

2011-09-06

2012-06-08

Members of the Best Practice ELA StudyTeam

Engage Staff in Data Analysis 2011-08-08

2012-06-08

Dr. Tim Falls and School Pyschologists

Learn and Implement PLC Strategies 2011-09-06

2012-06-08

All teaching staff

Teach Students to "Own" their ELAData

2011-09-06

2012-06-08

All general and special education staff

Train and Utilize Data Team Leaders 2011-09-06

2012-06-08

Trainers and Data Team Leaders

Utilize Progress Monitoring in ELA 2011-09-06

2012-06-08

Title I staff and special education teachers

Utilize Universal Screening in ELA 2011-09-06

2012-06-08

Title I and special education staff

1.1.1.1. Activity: Develop an Assessment Process for ELA

Activity Description: The district will develop an assessment process to systematically collect, analyze,


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and communicate multiple measures of ELA data.

Planned staff responsible for implementing activity: Members of the Best Practice ELA Study Team

Actual staff responsible for implementing activity:

Planned Timeline: Begin Date - 2011-09-06, End Date - 2012-06-08

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Develop an Assessment Process for ELA No Funds Required

1.1.1.2. Activity: Engage Staff in Data Analysis

Activity Type: Professional Development

Activity Description: Staff will be engaged in data analysis for the purpose of driving studentachievement.

Planned staff responsible for implementing activity: Dr. Tim Falls and School Pyschologists





AmountActualAmount

Engage Staff in Data Analysis Title II Part A 275.00

1.1.1.3. Activity: Learn and Implement PLC Strategies


Activity Description: Staff will learn and implement Professional Learning Community (PLC)Strategies.

Planned staff responsible for implementing activity: All teaching staff


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AmountActualAmount

Learn and Implement PLC Strategies Title II Part A 140.00

1.1.1.4. Activity: Teach Students to "Own" their ELA Data

Activity Description: Teachers will teach students to know, understand, and be able to share their ELAdata.

Planned staff responsible for implementing activity: All general and special education staff





AmountActualAmount

Teach Students to "Own" their ELA Data No Funds Required

1.1.1.5. Activity: Train and Utilize Data Team Leaders


Activity Description: The district will train and utilize Data Team Leaders in each elementary school.

Planned staff responsible for implementing activity: Trainers and Data Team Leaders





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AmountActualAmount

Train and Utilize Data Team Leaders Title II Part A 70.00

1.1.1.6. Activity: Utilize Progress Monitoring in ELA

Activity Description: Title I and special education teachers will utilize tools such as SRI, Dibels, DRA,MLPP, and FAST for progress monitoring in ELA.

Planned staff responsible for implementing activity: Title I staff and special education teachers





AmountActualAmount

Utilize Progress Monitoring in ELA No Funds Required

1.1.1.7. Activity: Utilize Universal Screening in ELA

Activity Description: Staff will utilize universal screening in ELA. The tools that will be used are SRIand Dibels.

Planned staff responsible for implementing activity: Title I and special education staff





AmountActualAmount

Utilize Universal Screening in ELA No Funds Required


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1.1.2. Strategy: Improve our Model of Continuous Improvement

Strategy Statement: Staff at Three Fires Elementary School will learn to effectively use the schoolimprovement process and to utilize data to guide their instruction.

Selected Target Areas1.4 Develops and continuously maintains a profile of the school, its students, and the community4.3 Uses student assessment data for making decisions for continuous improvement of teaching andlearning processes7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school ispursuing (Vision); maintains a rich and current description of students, their performance, schooleffectiveness, and the school community (Profile); employs goals and interventions to improve studentperformance (Plan); and documents and uses the results to inform what happens next (Results)7.2 Engages stakeholders in the processes of continuous improvement7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the schooland expectations for student learning7.4 Provides professional development for school personnel to help them implement improvementinterventions to achieve improvement goals7.5 Monitors and communicates the results of improvement efforts to stakeholders7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement


AdvancED Standards and the results of our AdvancED Self Assessment and the District's QAR Report fromFebruary of 2011.



Annually Evaluate the DIP's ELA Goal 2011-09-06

2012-06-08

District and Building SchoolImprovement Teams

Provide Administrator PD in SchoolImprovement

2011-09-06

2012-06-08

District Administrators

Provide PD in AdvancED SI Process & in State& Federal Mandates

2011-09-06

2012-06-08

SI Chair, and the Data Team Leader

1.1.2.1. Activity: Annually Evaluate the DIP's ELA Goal

Activity Description: Annually, the District School Improvement Team and Building SchoolImprovement Teams will evaluate the ELA goal.

Planned staff responsible for implementing activity: District and Building School Improvement


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Teams





AmountActualAmount

Annually Evaluate the DIP's ELA Goal No Funds Required

1.1.2.2. Activity: Provide Administrator PD in School Improvement


Activity Description: The district will provide opportunities for administrator PD in schoolimprovement, including data and MDE updates.

Planned staff responsible for implementing activity: District Administrators





AmountActualAmount

Provide Administrator PD in School Improvement Title II Part A 949.00

1.1.2.3. Activity: Provide PD in AdvancED SI Process & in State & FederalMandates


Activity Description: Designated staff will attend district PD opportunities and/or conferences on theAdvancED SI Process and on state and federal mandates. Three Fires Staff participating would be the SIChair and the Data Team Leader (OEAA Conference).

Planned staff responsible for implementing activity: SI Chair, and the Data Team Leader


SIP of 88





AmountActualAmount

Provide PD in AdvancED SI Process & in State and Federal Mandates Title II Part A 100.00

1.1.3. Strategy: Improve Teaching and Learning in ELA

Strategy Statement: Teachers will improve teaching and learning in ELA through the use of best practices,a scope and sequence of essential skills, and common assessments.

Selected Target Areas2.5 Fosters a learning community3.1 Develops and implements curriculum based on clearly defined expectations for student learning3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices3.4 Designs and uses instructional strategies, innovations, and activities that are research-based andreflective of best practice3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, anddemonstrates an appreciation of diversity3.6 Allocates and protects instructional time to support student learning3.8 Implements interventions to help students meet expectations for student learning4.1 Establishes performance measures for student learning that yield information that is reliable, valid, andbias free4.2 Develops and implements a comprehensive assessment system for assessing progress toward meetingthe expectations for student learning5.10 Provides appropriate support for students with special needs


Marzano's workPLC ResearchPBS ResearchInstructional Consultation Team by Gravois, Rosenfeld, and Gickling


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DateEndDate

Staff Responsible

Create a Scope & Sequence 2011-09-06

2012-06-08

Members of the Best Practice ELA Study Team

Learn and Implement Marzano'sInstructional Strategies

2011-08-08

2012-06-08

All staff involved with student instruction

Learn and Implement ReadingApprenticeship

2011-09-06

2012-06-08

Upper elementary teaching staff

Learn Instructional ConsultationStrategies

2011-08-08

2012-06-08

All general education and special educationstaff; members of the building IC Team

Learn Specialized Instruction &Progress Monitoring Strategies in ELA

2011-08-08

2012-06-08

All staff, but especially Title I and specialeducation staff

Learn to Create Common Assessments 2011-08-08

2012-06-08

Members of the Best Practice Math Study Team

Present the ELA S&S Standard(s) on aDaily Basis

2011-09-06

2012-06-08

All teachers, general education and specialeducation

Provide PD for the Title I Teacher 2011-09-06

2012-06-08

Title I Teacher

Teach and Assess the S&S Vocabulary 2011-09-06

2012-06-08

All staff

Train a District Coordinated SchoolHealth Team

2011-09-06

2012-06-08

The district and individuals selected to be on theDistrict Coordinated School Health Team

Train and Utilize School's PBSCommittee

2011-09-06

2012-06-08

The school's PBS Commitee

Utilize a Best Practice ELA Study Team 2011-08-08

2012-06-08

The district's Best Practice ELA Study Team

Utilize an Instructional Coach 2011-09-06

2012-06-08

The Instructional Coach

Utilize Title I Teacher and Aides toImplement RTI

2011-09-06

2012-06-08

The Title I Staff (teacher and aides)

1.1.3.1. Activity: Create a Scope & Sequence

Activity Description: Staff will create a Scope & Sequence inclusive of the CCS for all ELA relatedcourses.

Planned staff responsible for implementing activity: Members of the Best Practice ELA Study Team




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AmountActualAmount

Create a Scope & Sequence No Funds Required

1.1.3.2. Activity: Learn and Implement Marzano's Instructional Strategies

Activity Description: Staff will learn and implement Marzano's instructional strategies.

Planned staff responsible for implementing activity: All staff involved with student instruction





AmountActualAmount

Learn and Implement Marzano's Instructional Strategies No Funds Required

1.1.3.3. Activity: Learn and Implement Reading Apprenticeship


Activity Description: Upper elementary staff will learn and implement Reading Apprenticeship

Planned staff responsible for implementing activity: Upper elementary teaching staff





AmountActualAmount

Learn and Implement Reading Apprenticeship Title II Part A 890.00


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1.1.3.4. Activity: Learn Instructional Consultation Strategies


Activity Description: Staff will learn Instructional Consultation strategies.

Planned staff responsible for implementing activity: All general education and special education staff;members of the building IC Team





AmountActualAmount

Learn Instructional Consultation Strategies Title II Part A 650.00

1.1.3.5. Activity: Learn Specialized Instruction & Progress MonitoringStrategies in ELA


Activity Description: Staff will learn about specialized instruction and progress monitoring in ELAusing tools such as SRI, Dibels, DRA, MLPP, and FAST.

Planned staff responsible for implementing activity: All staff, but especially Title I and specialeducation staff




Fiscal Resources Needed for Activity:Resource Funding

SourcePlannedAmount

ActualAmount

Learn Specialized Instruction & Progress Monitoring Strategies inELA

Title II Part A 310.00


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1.1.3.6. Activity: Learn to Create Common Assessments


Activity Description: Staff will learn to create common assessments that reflect each essential skill inthe ELA S&S of Essential Skills.

Planned staff responsible for implementing activity: Members of the Best Practice Math Study Team





AmountActualAmount

Learn to Create Common Assessments Title II Part A 160.00

1.1.3.7. Activity: Present the ELA S&S Standard(s) on a Daily Basis

Activity Description: Staff will present the ELA S&S standard(s) (verbally and in writing) on a dailybasis as class begins and check for understanding at the conclusion of class.

Planned staff responsible for implementing activity: All teachers, general education and specialeducation





AmountActualAmount

Present the ELA S&S Standard(s) on a Daily Basis No Funds Required

1.1.3.8. Activity: Provide PD for the Title I Teacher



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Activity Description: Professional Development will be provided to the Title I Teacher throughattendance at the MRA Conference and through attendance at the Title I Boot Camp.

Planned staff responsible for implementing activity: Title I Teacher





AmountActualAmount

PD for the Title I Teacher Title II Part A 860.00

1.1.3.9. Activity: Teach and Assess the S&S Vocabulary

Activity Description: Staff will teach and assess the S&S vocabulary in ELA.

Planned staff responsible for implementing activity: All staff





AmountActualAmount

Teach and Assess the S&S Vocabulary No Funds Required

1.1.3.10. Activity: Train a District Coordinated School Health Team


Activity Description: A District Coordinated School Health Team will be trained to improve studentachievement.

Planned staff responsible for implementing activity: The district and individuals selected to be on theDistrict Coordinated School Health Team


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AmountActualAmount

Train a District Coordinated School Health Team Title II Part A 10.00

1.1.3.11. Activity: Train and Utilize School's PBS Committee


Activity Description: The school's PBS Committee will be trained and utilized to support studentachievement.

Planned staff responsible for implementing activity: The school's PBS Commitee





AmountActualAmount

Train and Utilize School's PBS Committee Title II Part A 170.00

1.1.3.12. Activity: Utilize a Best Practice ELA Study Team


Activity Description: The district will utilize a Best Practice ELA Study Team to guide its continuousimprovement in ELA. This study team will work with Tracy Parke to learn best practices in ELA.

Planned staff responsible for implementing activity: The district's Best Practice ELA Study Team




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AmountActualAmount

Utilize a Best Practice ELA Study Team Title II Part A 310.00

1.1.3.13. Activity: Utilize an Instructional Coach


Activity Description: An Instructional Coach will be utilized with teachers of grades 3-5. This teacherwill spend 2 days/month at each school to facilitate instructional walk throughs.

Planned staff responsible for implementing activity: The Instructional Coach





AmountActualAmount

Utilize and Instructional Coach Title II Part A 10,000.00

1.1.3.14. Activity: Utilize Title I Teacher and Aides to Implement RTI


Activity Description: The Title I Teacher and aides will be utilized to implement RTI.

Planned staff responsible for implementing activity: The Title I Staff (teacher and aides)





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AmountActualAmount

Utililze Title I Teacher and Aides to Implement RTI Section 31 a 22,000.00 Utilize Title I Teacher and Aides to Implement RTI Title I Part A 100,000.00

Goal 2: Mathematics

Content Area: MathDevelopment Status: Complete

Student Goal Statement: All students at Three Fires Elementary School will be proficient in mathematics.

Gap Statement: Based on a review of our math MEAP data, 96% of our 3rd graders,98% of our 4th graders, and90% of our 5th graders are proficient on the Mathematics MEAP. All of our sub-groups, except for the studentswith disabilities sub-group at the 5th grade level, performed above the state AYP Target of 74%. At the 5th gradelevel, our students w/ disabilities subgroup was 7 percentage points below the state AYP Target of 74% (67%proficient).

Cause for Gap: Contributing causes are the fact that there is a lack of specialized instruction (inconsistentresource room support and a lack of exposure to core content) for our at-risk students and a lack of progressmonitoring in the area of mathematics for students who are underachieving in math.

Multiple measures/sources of data you used to identify this gap in student achievement: We used MEAP andunit/semester/end of the year assessments in the Everyday Mathematics program. We will utilize SMI with ourTitle I and Special Education students in 2011-2012.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? We will use our unit/semester/end of year tests in Everyday Math, SMI scoresfor Title I and Special Education students, and we will utilize our MEAP scores at the 3rd-5th grade level.


List of Objectives:

Name ObjectiveObjective forMathematics

95% of all Three Fires Elementary School students will score proficient on the 3rd-5th gradeMEAP Mathematics test. 82% of all subgroup populations will score proficient on the 3rd-5thgrade MEAP Mathematics test. 82% of all Three Fires Elementary School students and 82% ofthe students in identified sub-groups will perform proficiently on the district math commonassessments.

2.1. Objective: Objective for Mathematics


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Measurable Objective Statement to Support Goal: 95% of all Three Fires Elementary School students willscore proficient on the 3rd-5th grade MEAP Mathematics test. 82% of all subgroup populations will scoreproficient on the 3rd-5th grade MEAP Mathematics test. 82% of all Three Fires Elementary School studentsand 82% of the students in identified sub-groups will perform proficiently on the district math commonassessments.

List of Strategies:Name StrategyImprove Documenting& Using Results inMathematics

Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in mathematics. Around thetopics of student achievement and data, teachers will collaborate as grade-level teamsdiscussing student data and areas of concern with regards to individual studentachievement.

Improve our Model ofContinuousImprovement


Improve Teaching &Learning inMathematics

Teachers will improve teaching and learning in mathematics through the use of bestpractices, a scope & sequence of essential skills, and common assessments.

2.1.1. Strategy: Improve Documenting & Using Results in Mathematics

Strategy Statement: Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in mathematics. Around the topics of studentachievement and data, teachers will collaborate as grade-level teams discussing student data and areas ofconcern with regards to individual student achievement.




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Develop an Assessment Process forMathematics

2011-09-06

2012-06-08

Members of the Best Practice MathStudy Team

Engage Staff in Data Analysis 2011-08-08

2012-06-08

Dr. Tim Falls and School Psychologists


2012-06-08

All teaching staff

Teach Students to "Own" their MathematicsData

2011-09-06

2012-06-08

All general and special educationteachers


2012-06-08


Utilize SMI for Progress Monitoring inMathematics

2011-09-06

2012-06-08

Title I staff and special educationteachers

2.1.1.1. Activity: Develop an Assessment Process for Mathematics

Activity Description: The district will develop an assessment process to systematically collect, analyze,and communicate multiple measures of mathematics data.






AmountActualAmount

Develop an Assessment Process for Mathematics No Funds Required

2.1.1.2. Activity: Engage Staff in Data Analysis



SIP of 88

Activity Description: Staff will be engaged in data analysis for the purpose of driving studentachievment.

Planned staff responsible for implementing activity: Dr. Tim Falls and School Psychologists





AmountActualAmount

Engage Staff in Data Analysis No Funds Required



Activity Description: Staff will learn and implement Professional Learning Community (PLC)strategies.






AmountActualAmount

Learn and Implement PLC Strategies No Funds Required

2.1.1.4. Activity: Teach Students to "Own" their Mathematics Data

Activity Description: Teachers will teach students to know, understand, and be able to share theirmathematics data.

Planned staff responsible for implementing activity: All general and special education teachers


SIP of 88





AmountActualAmount

Teach Students to "Own" their Mathematics Data No Funds Required



Activity Description: The district will train and utilize a Data Team Leader in each elementary school,






AmountActualAmount

Train and Utilize Data Team Leaders No Funds Required

2.1.1.6. Activity: Utilize SMI for Progress Monitoring in Mathematics

Activity Description: Title I and special education teachers will utilize SMI for progress monitoring inmathematics.

Planned staff responsible for implementing activity: Title I staff and special education teachers





SIP of 88


AmountActualAmount

Utilize SMI for Progress Monitoring in Mathematics No Funds Required








Annually Evaluate the DIP's Math Goal 2011-09-06

2012-06-08


Provide Administrator PD in SchoolImprovement

2011-08-08

2012-06-08

District Administrators

Provide PD in AdvancEd SI Process & in State& Federal Mandates

2011-09-06

2012-06-08

Designated staff


SIP of 88

2.1.2.1. Activity: Annually Evaluate the DIP's Math Goal

Activity Description: Annually, the District School Improvement Team and Building SchoolImprovement Teams will evaluate the mathematics goal.

Planned staff responsible for implementing activity: District and Building School ImprovementTeams





AmountActualAmount

Annually Evaluate the DIP's Math Goal No Funds Required

2.1.2.2. Activity: Provide Administrator PD in School Improvement


Activity Description: The district will provide opportunities for administrator PD in schoolimprovment, including data and MDE updates.

Planned staff responsible for implementing activity: District Administrators





AmountActualAmount

Provide Administrator PD in School Improvement No Funds Required

2.1.2.3. Activity: Provide PD in AdvancEd SI Process & in State & FederalMandates


SIP of 88


Activity Description: Designated staff will attend district PD opportunities and/or conferences on theAdvancEd SI Process and on state and federal mandates.

Planned staff responsible for implementing activity: Designated staff





AmountActualAmount

Provide PD in AdvancEd SI Process & in State & FederalMandates

No FundsRequired

2.1.3. Strategy: Improve Teaching & Learning in Mathematics

Strategy Statement: Teachers will improve teaching and learning in mathematics through the use of bestpractices, a scope & sequence of essential skills, and common assessments.



Marzano's workEveryday Math Research


SIP of 88

PLC ResearchPBS ResearchInstructional Consultation Team by Gravois, Rosenfeld, and Gickling


DateEndDate

Staff Responsible


2012-06-08



2011-08-08

2012-06-08



2011-08-08

2012-06-08



2011-08-08

2012-06-08

All general and special education staff;members of the building IC Team

Learn Specialized Instruction & ProgressMonitoring Strategies in Math

2011-08-08

2012-06-08

All staff involved in student instruction.


2012-06-08


Present the Math S&S Standard(s) on aDaily Basis

2011-09-06

2012-06-08

All teachers, general education and specialeducation.


2012-06-08

All staff

Train a District Coordinated SchoolHealth Team

2011-09-06

2012-06-08

The district and individuals selected to be onthe District Coordinated School Health Team


2011-09-06

2012-06-08

The school's PBS Committee

Utilize a Best Practice Math Study Team 2011-08-08

2012-06-08

The district's Best Practice Math Study Team

Utilize Title I Teacher and Aides toImplement RTI

2011-09-06

2012-06-08

Title I Staff (teacher and aides)


Activity Description: Staff will create a Scope & Sequence inclusive of the CCS for all math relatedcourses.





SIP of 88



AmountActualAmount









AmountActualAmount




Activity Description: Upper elementary staff will learn and implement Reading Apprenticeship.






AmountActualAmount

Learn and Implement Reading Apprenticeship No Funds Required


SIP of 88




Planned staff responsible for implementing activity: All general and special education staff; membersof the building IC Team





AmountActualAmount

Learn Instructional Consultation Strategies No Funds Required

2.1.3.5. Activity: Learn Specialized Instruction & Progress MonitoringStrategies in Math


Activity Description: Staff will learn about specialized instruction and progress monitoring inmathematics.

Planned staff responsible for implementing activity: All staff involved in student instruction.





AmountActualAmount

Learn Specialized Instruction & Progress Monitoring Strategies inMath

No FundsRequired


SIP of 88



Activity Description: Staff will learn to create commom assessments that reflect each math skill in theS&S of Essential Skills.






AmountActualAmount

Learn to Create Commmon Assessments No Funds Required

2.1.3.7. Activity: Present the Math S&S Standard(s) on a Daily Basis

Activity Description: Staff will present the math S&S standard(s) (verbally and in writing) on a dailybasis as class begins and check for understanding at the conclusion of class.

Planned staff responsible for implementing activity: All teachers, general education and specialeducation.





AmountActualAmount

Present the Math S&S Standard(s) on a Daily Basis No Funds Required


Activity Description: Staff will teach and assess the S&S Vocabulary in mathematics.


SIP of 88






AmountActualAmount


2.1.3.9. Activity: Train a District Coordinated School Health Team


Activity Description: A District Coordinated School Health Team will be trained to improve studentachievement.

Planned staff responsible for implementing activity: The district and individuals selected to be on theDistrict Coordinated School Health Team





AmountActualAmount

Train a District Coordinated School Health Team No Funds Required




Planned staff responsible for implementing activity: The school's PBS Committee



SIP of 88




AmountActualAmount

Train and Utilize School's PBS Committee No Funds Required

2.1.3.11. Activity: Utilize a Best Practice Math Study Team

Activity Description: The district will utilize a Best Practice Math Study Team to guide its continuousimprovement in mathematics.

Planned staff responsible for implementing activity: The district's Best Practice Math Study Team





AmountActualAmount

Utilize a Best Practice Math Study Team No Funds Required

2.1.3.12. Activity: Utilize Title I Teacher and Aides to Implement RTI

Activity Description: The Title I Teacher and aides will be utilized to implement RTI.

Planned staff responsible for implementing activity: Title I Staff (teacher and aides)





SIP of 88


AmountActualAmount

Utilize Title I Teacher and Aides to Implement RTI No Funds Required

Goal 3: Non-Core Subjects

Content Area: OtherDevelopment Status: Complete

Student Goal Statement: All students at Three Fires Elementary School will be proficient in non-core subjects.

Gap Statement: Baseline data will be collected during the 11-12 school year, so that progress monitoring of thenon-core subjects can begin in the 12-13 school year.

Cause for Gap: NA, due to this being a new goal.

Multiple measures/sources of data you used to identify this gap in student achievement: During the 11-12school year measures and sources of data will need to be developed and identified so that data can begin to becollected. While these measures and sources of data are being developed, we will utilize our MEAP Reading dataat grades 3-5, and our other reading measures at grades K-5 (MLPP,DRA, SRI, Dibels, etc.) All non-core teacherswill focus on reading achievement as part of their instruction.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? For the non-core areas, we will utilize the reading MEAP crieterea as ourbenchmark for success. 90% of all Three Fires Elementary students will be proficient on the reading MEAP atgrades 3-5, and 79% of all Three Fires Elementary students will be proficient on the writing MEAP at 4th grade.In addition, 79% of the students w/ disabilities sub-group and 79% of the economically disadvantaged sub-groupwill be proficient on the reading MEAP. The gender sub-groups will also have 79% proficiency. At the 4th gradelevel, these sub-groups will have 79% proficient on the 4th grade writing MEAP. 90% of all Three FiresElementary School students and 79% of the students in identified sub-groups will perform proficiently on thedistrict reading common assessments.


List of Objectives:

Name ObjectiveObjective forNon-CoreSubjects

85% of all Three Fires Elementary students will be proficient in the non-core subjects. Inaddition, 85% of students in the sub-group areas of gender, economically disadvantaged, andstudents with disabilities will be proficient in the non-core subjects.

3.1. Objective: Objective for Non-Core Subjects


SIP of 88

Measurable Objective Statement to Support Goal: 85% of all Three Fires Elementary students will beproficient in the non-core subjects. In addition, 85% of students in the sub-group areas of gender, economicallydisadvantaged, and students with disabilities will be proficient in the non-core subjects.

List of Strategies:Name StrategyImprove Documenting& Using Results in theNon-Core Subjects

Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in the non-core subjects.Around the topics of student achievement and data, teachers will collaborate asgrade-level teams discussing student data and areas of concern with regards toindividual student achievement.



Improve Teaching &Learning in the Non-Core Subjects

Teachers will improve teaching and learning in the non-core subjects through the useof best practices, a scope & sequence of essential skills, and common assessments.

3.1.1. Strategy: Improve Documenting & Using Results in the Non-CoreSubjects

Strategy Statement: Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in the non-core subjects. Around the topics of studentachievement and data, teachers will collaborate as grade-level teams discussing student data and areas ofconcern with regards to individual student achievement.




SIP of 88




Develop an Assessment Process for the Non-Core Subjects

2011-08-08

2012-06-08

Members of the Best Practice Non-CoreStudy Teams


2012-06-08

All teaching staff

Teach Students to "Own" their Non-CoreData

2011-09-06

2012-06-08

Staff responsible for teaching the non-core subjects

3.1.1.1. Activity: Develop an Assessment Process for the Non-Core Subjects

Activity Description: The district will develop an assessment process to systematically collect, analyze,and communicate multiple measures of non-core subject area data.

Planned staff responsible for implementing activity: Members of the Best Practice Non-Core StudyTeams





AmountActualAmount

Develop an Assessment Process for the Non-Core Subjects No Funds Required






SIP of 88





AmountActualAmount


3.1.1.3. Activity: Teach Students to "Own" their Non-Core Data

Activity Description: Teachers will teach students to know, understand, and be able to share their non-core data.

Planned staff responsible for implementing activity: Staff responsible for teaching the non-coresubjects





AmountActualAmount

Teach Students to "Own" their Non-Core Data No Funds Required



Selected Target Areas1.4 Develops and continuously maintains a profile of the school, its students, and the community4.3 Uses student assessment data for making decisions for continuous improvement of teaching andlearning processes7.1 Engages in a continuous process of improvement that articulates the vision and purpose the school ispursuing (Vision); maintains a rich and current description of students, their performance, schooleffectiveness, and the school community (Profile); employs goals and interventions to improve studentperformance (Plan); and documents and uses the results to inform what happens next (Results)


SIP of 88

7.2 Engages stakeholders in the processes of continuous improvement7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the schooland expectations for student learning7.4 Provides professional development for school personnel to help them implement improvementinterventions to achieve improvement goals7.5 Monitors and communicates the results of improvement efforts to stakeholders7.6 Evaluates and documents the effectiveness and impact of its continuous process of improvement





Annually Evaluate the DIP's Non-CoreGoal

2011-09-06

2012-06-08

District and Building School ImprovementTeams

3.1.2.1. Activity: Annually Evaluate the DIP's Non-Core Goal

Activity Description: Annually, the District School Improvement Team and Building SchoolImprovement Teams will evaluate the non-core goal.






AmountActualAmount

Annually Evaluate the DIP's Non-Core Goal No Funds Required

3.1.3. Strategy: Improve Teaching & Learning in the Non-Core Subjects


SIP of 88

Strategy Statement: Teachers will improve teaching and learning in the non-core subjects through the useof best practices, a scope & sequence of essential skills, and common assessments.





DateEndDate

Staff Responsible


2012-06-08

Members of the Best Practice Non-Core StudyTeams

Develop and Implement a District WorldLanguage Curriculum

2011-09-06

2012-06-08

District World Language Committee andDistrict Administrators


2011-08-08

2012-06-08



2011-08-08

2012-06-08



2011-08-08

2012-06-08



2012-06-08

Members of the Best Practice Non-Core StudyTeams

Present the Non-Core S&S Standard(s)on a Daily Basis

2011-09-06

2012-06-08

All teachers, general and special education


2012-06-08

All staff


SIP of 88


2011-09-06

2012-06-08



Activity Description: Staff will create a Scope & Sequence inclusive of the CCS for all non-core relatedcourses (provided CCS exist).






AmountActualAmount


3.1.3.2. Activity: Develop and Implement a District World LanguageCurriculum

Activity Description: A committee will develop and implement a District World Language Curriculum.

Planned staff responsible for implementing activity: District World Language Committee and DistrictAdministrators





AmountActualAmount

Develop and Implement a District World Language Curriculum No Funds Required


SIP of 88


Activity Description: Staff will learn and implement Marzano's instructional stratgies.






AmountActualAmount










AmountActualAmount






SIP of 88






AmountActualAmount




Activity Description: Staff will learn to create common assessments that reflect each non-core essentialskill in the S&S of Essential Skills.






AmountActualAmount

Learn to Create Common Assessments No Funds Required

3.1.3.7. Activity: Present the Non-Core S&S Standard(s) on a Daily Basis

Activity Description: Staff will present the non-core S&S standard(s) (verbally and in writing) on adaily basis as class begins and check for understanding at the conclusion of class.

Planned staff responsible for implementing activity: All teachers, general and special education



SIP of 88




AmountActualAmount

Present the Non-Core S&S Standard(s) on a Daily Basis No Funds Required


Activity Description: Staff will teach and assess the S&S Vocabulary in the non-core subjects.






AmountActualAmount




Activity Description: The school's PBS Committee will be trained and utililzed to support studentachievement.






SIP of 88


AmountActualAmount


Goal 4: Science

Content Area: ScienceDevelopment Status: Complete

Student Goal Statement: All students at Three Fires Elementary will be proficient in science.

Gap Statement: 90% of all Latson Rd. 5th graders scored proficient on the Science MEAP, but only 77% of our5th grade students w/disabilities scored proficient on the Science MEAP. This sub-group was at the current AYPreading target of 77%.

Cause for Gap: Contributing causes are the fact that there is a lack of specialized instruction (inconsistentresource room support and a lack of exposure to core content) for our at-risk students.

Multiple measures/sources of data you used to identify this gap in student achievement: We used MEAPdata, as well as classroom assessments in Science.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? We will use the 5th grade science MEAP test (85% proficient), as well asdistrict assessments in the area of science. We will attach the State AYP target of 85% for reading to science.


List of Objectives:

Name ObjectiveObjectivefor Science

95% of all Three Fires Elementary School students will score proficient on the 5th grade scienceMEAP test, and 85% of our 5th grade students w/ disabilities will score proficient on the 5th gradescience MEAP test. Our gender sub-groups and our economically disadvantaged sub-group will alsohave 85% proficiency on the science MEAP Test. 85% of all Three Fires Elementary School studentsand 85% of the students in identified sub-groups will perform proficiently on the district sciencecommon assessments.

4.1. Objective: Objective for Science

Measurable Objective Statement to Support Goal: 95% of all Three Fires Elementary School students willscore proficient on the 5th grade science MEAP test, and 85% of our 5th grade students w/ disabilities will


SIP of 88

score proficient on the 5th grade science MEAP test. Our gender sub-groups and our economicallydisadvantaged sub-group will also have 85% proficiency on the science MEAP Test. 85% of all Three FiresElementary School students and 85% of the students in identified sub-groups will perform proficiently on thedistrict science common assessments.

List of Strategies:Name StrategyImproveDocumenting &Using Results inScience

Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in science. Around the topics ofstudent achievement and data, teachers will collaborate as grade-level teams discussingstudent data and areas of concern with regards to individual student achievement.

Improve our Modelof ContinuousImprovement


Improve Teaching &Learning in Science

Teachers will improve teaching and learning in science through the use of bestpractices, a scope & sequence of essential skills, and common assessments.

4.1.1. Strategy: Improve Documenting & Using Results in Science

Strategy Statement: Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in science. Around the topics of student achievementand data, teachers will collaborate as grade-level teams discussing student data and areas of concern withregards to individual student achievement.





SIP of 88



Develop an Assessment Process forScience

2011-09-06

2012-06-08

Members of the Best Practice Science StudyTeam


2012-06-08

All teaching staff

Teach Students to "Own" their ScienceData

2011-09-06

2012-06-08

All general and special education staff


2012-06-08


4.1.1.1. Activity: Develop an Assessment Process for Science

Activity Description: The district will develop an assessment process to systematically collect, analyze,and communicate multiple measures of science data.

Planned staff responsible for implementing activity: Members of the Best Practice Science StudyTeam





AmountActualAmount

Develop an Assessment Process No Funds Required







SIP of 88




AmountActualAmount


4.1.1.3. Activity: Teach Students to "Own" their Science Data

Activity Description: Teachers will teach students to know, understand, and be able to share theirscience data.

Planned staff responsible for implementing activity: All general and special education staff





AmountActualAmount

Teach Students to "Own" their Science Data No Funds Required



Activity Description: The district will train and utilize Data Team Leaders in each elementary school.






SIP of 88


AmountActualAmount









Annually Evaluate the DIP's Science Goal 2011-09-06

2012-06-08



2011-09-06

2012-06-08

SI Chair and the Data Team Leader


SIP of 88

4.1.2.1. Activity: Annually Evaluate the DIP's Science Goal

Activity Description: Annually, the District School Improvement Team and Building SchoolImprovement Teams will evaluate the Science Goal.






AmountActualAmount

Annually Evaluate the DIP's Science Goal No Funds Required



Activity Description: Desisgnated staff will attend district PD opportunities and/or conferences on theAdvancED SI process and on state and federal mandates.

Planned staff responsible for implementing activity: SI Chair and the Data Team Leader





AmountActualAmount

Provide PD in AdvancED SI Process & in State & FederalMandates

No FundsRequired

4.1.3. Strategy: Improve Teaching & Learning in Science


SIP of 88

Strategy Statement: Teachers will improve teaching and learning in science through the use of bestpractices, a scope & sequence of essential skills, and common assessments.





DateEndDate

Staff Responsible


2012-06-08

Members of the Bests Practice Science StudyTeam

Learn and Implement Marzano'sStrategies

2011-08-08

2012-06-08



2011-08-08

2012-06-08



2011-08-08

2012-06-08

All general and special education staff; membersof the building IC Team

Learn to Create CommonAssessments

2011-08-08

2012-06-08

Members of the Best Practice Science StudyTeam

Present the Science S&S Standard(s)on a Daily Basis

2011-09-06

2012-06-08


Teach and Assess the S&SVocabulary

2011-09-06

2012-06-08

All staff


2011-09-06

2012-06-08



SIP of 88

Utilize a Best Practice Science StudyTeam

2011-08-08

2012-06-08

The district's Best Practice Science Study Team


Activity Description: Staff will create a Scope & Sequence inclusive of the CCS for all science courses.

Planned staff responsible for implementing activity: Members of the Bests Practice Science StudyTeam





AmountActualAmount


4.1.3.2. Activity: Learn and Implement Marzano's Strategies







AmountActualAmount

Learn & Implement Marzano's Strategies No Funds Required



SIP of 88








AmountActualAmount










AmountActualAmount




Activity Description: Staff will learn to create common assessments that reflect each science essentialskill in the S&S of Essential Skills.


SIP of 88

Planned staff responsible for implementing activity: Members of the Best Practice Science StudyTeam





AmountActualAmount


4.1.3.6. Activity: Present the Science S&S Standard(s) on a Daily Basis

Activity Description: Staff will present the science S&S standard(s) (verbally and in writing) on a dailybasis as class begins and check for understanding at the conclusion of class.






AmountActualAmount

Present the Science S&S Standard(s) on a Daily Basis No Funds Required


Activity Description: Staff will teach and assess the S&S Vocabulary in science.






SIP of 88


AmountActualAmount










AmountActualAmount


4.1.3.9. Activity: Utilize a Best Practice Science Study Team

Activity Description: The district will use a Best Practice Science Study Team to guide its continuousimprovement in science.

Planned staff responsible for implementing activity: The district's Best Practice Science Study Team





SIP of 88


AmountActualAmount

Utilize a Best Practice Science Study Team No Funds Required

Goal 5: Social Studies

Content Area: Social StudiesDevelopment Status: Complete

Student Goal Statement: All students at Three Fires Elementary School will be proficient in social studies.

Gap Statement: 85% of Howell 6th graders scored proficient on the 6th grade Social Studies MEAP test,however, at the 6th grade level only 58% of students w/ disabilities sub-group scored proficient on the 6th gradeSocial Studies MEAP test. This sub-group scored 16 percentage points below the middle school state AYPreading target of 74%.

Cause for Gap: Contributing causes are the fact that there is a lack of specialized instruction (inconsistentresource room support and a lack of exposure to core content) for our at-risk students.

Multiple measures/sources of data you used to identify this gap in student achievement: We will use the 6thgrade social studies MEAP test, as well as district assessments in the area of social studies.

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? 82% of Latson Rd. Elementary School 6th graders will score proficient on the6th grade Social Studies MEAP test, as well as district social studies assessments.


List of Objectives:

Name ObjectiveObjective forSocialStudies

95% of all Three Fires Elementary School students will score proficient on the 6th grade SocialStudies MEAP test. 82% of all students in identified subgroups will score proficient on the SocialStudies MEAP test. 82% of all Three Fires Elementary School students and 82% of the students inidentified sub-groups will perform proficiently on the district social studies common assessments.

5.1. Objective: Objective for Social Studies

Measurable Objective Statement to Support Goal: 95% of all Three Fires Elementary School students willscore proficient on the 6th grade Social Studies MEAP test. 82% of all students in identified subgroups willscore proficient on the Social Studies MEAP test. 82% of all Three Fires Elementary School students and 82%


SIP of 88

of the students in identified sub-groups will perform proficiently on the district social studies commonassessments.

List of Strategies:Name StrategyImprove Documenting& Using Results inSocial Studies

Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in social studies. Around thetopics of student achievement and data, teachers will collaborate as grade-level teamsdiscussing student data and areas of concern with regards to individual studentachievement.



Improve Teaching &Learning in SocialStudies

Teachers will improve teaching and learning in social studies through the use of bestpractices, a scope & sequence of essential skills, and common assessments.

5.1.1. Strategy: Improve Documenting & Using Results in Social Studies

Strategy Statement: Teachers will have the opportunity to participate in professional development thatfocuses on improving documenting and using results in social studies. Around the topics of studentachievement and data, teachers will collaborate as grade-level teams discussing student data and areas ofconcern with regards to individual student achievement.





SIP of 88



Develop an Assessment Process forSocial Studies

2011-09-06

2012-06-08

Members of the Best Practice Social StudiesStudy Team


2012-06-08

All teaching staff

Teach Students to "Own" their SocialStudies Data

2011-09-06

2012-06-08

All general and special education teachers


2012-06-08


5.1.1.1. Activity: Develop an Assessment Process for Social Studies

Activity Description: The district will develop an assessment process to systematically collect, analyze,and communicate multiple measures of social studies data.

Planned staff responsible for implementing activity: Members of the Best Practice Social StudiesStudy Team





AmountActualAmount

Develop an Assessment Process for Social Studies No Funds Required







SIP of 88




AmountActualAmount


5.1.1.3. Activity: Teach Students to "Own" their Social Studies Data

Activity Description: Teachers will teach students to know, understand, and be able to share their socialstudies data.

Planned staff responsible for implementing activity: All general and special education teachers





AmountActualAmount

Teach Students to "Own" their Social Studies Data No Funds Required



Activity Description: The district will train and utilize a Data Team Leader in each elementary school.






SIP of 88


AmountActualAmount









Annually Evaluate the DIP's Social Studies Goal 2011-09-06

2012-06-08



2011-09-06

2012-06-08

Designated staff


SIP of 88

5.1.2.1. Activity: Annually Evaluate the DIP's Social Studies Goal

Activity Description: Annually, the District School Improvement Team and Building SchoolImprovement Teams will evaluate the social studies goal.






AmountActualAmount

Annually Evaluate the DIP's Social Studies Goal No Funds Required



Activity Description: Designated staff will attend district PD opportunities and/or conferences on theAdvancED SI Process and on state and federal mandates.

Planned staff responsible for implementing activity: Designated staff





AmountActualAmount

Provide PD in AdvancED SI Process & in State & FederalMandates

No FundsRequired

5.1.3. Strategy: Improve Teaching & Learning in Social Studies


SIP of 88

Strategy Statement: Teachers will improve teaching and learning in social studies through the use of bestpractices, a scope & sequence of essential skills, and common assessments.





DateEndDate

Staff Responsible


2012-06-08



2011-08-08

2012-06-08



2011-08-08

2012-06-08



2011-08-08

2012-06-08



2012-06-08


Present the Social Studies S&SStandard(s) on a Daily Basis

2011-09-06

2012-06-08



2012-06-08

All staff


2011-09-06

2012-06-08



SIP of 88

Utilize a Best Practice Social StudiesStudy Team

2011-08-08

2012-06-08

The district's Best Practice Social StudiesStudy Team


Activity Description: Staff will create a Scope & Sequence inclusive of the CCS for all social studiesrelated courses.






AmountActualAmount









AmountActualAmount




SIP of 88








AmountActualAmount










AmountActualAmount




Activity Description: Staff will learn to create common assessments that reflect each social studiesessential skill in the S&S of Essential Skills.


SIP of 88






AmountActualAmount


5.1.3.6. Activity: Present the Social Studies S&S Standard(s) on a Daily Basis

Activity Description: Staff will present the social studies S&S standard(s) (verbally and in writing) on adaily basis as class begins and check for understanding at the conclusion of class.






AmountActualAmount

Present the Social Studies S&S Standard(s) on a Daily Basis No Funds Required


Activity Description: Staff will teach and assess the S&S Vocabulary in social studies.





SIP of 88



AmountActualAmount










AmountActualAmount


5.1.3.9. Activity: Utilize a Best Practice Social Studies Study Team

Activity Description: The district will utilize a Best Practice Social Studies Study Team to guide itcontinuous improvement in social studies.

Planned staff responsible for implementing activity: The district's Best Practice Social Studies StudyTeam





SIP of 88


AmountActualAmount

Utilize a Best Practice Social Studies Study Team No Funds Required


SIP of 88

Resource ProfileFunding Source Planned Amount Actual Amount

Title II Part A $14,894.00 $0.00

No Funds Required $0.00 $0.00

Section 31 a $22,000.00 $0.00

Title I Part A $100,000.00 $0.00


SIP of 88

Additional RequirementsComprehensive Needs Assessment

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

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

1. How was the comprehensive needs assessment conducted?

The School Improvement Team/Steering Committee comprised of the Principal, teachers (Title I and specialeducation teacher included), a support staff person, a parent, and a business partner, our NCA/SI Chair,and our Data Team Leader worked throughout the year to collect and analyze the data needed to conductthe comprehensive needs assessment (CNA) and complete the School Data Profile/Analysis.

2. Describe the process to identify children who are failing or most at risk of failing to meet the state core

curriculum standards in the four core academic areas.

The needs assessment process (completion of Title I Selection Sheets by each teacher at the end of the year)identified students that are at-risk in the areas of English Language Arts (ELA), Math, Science and SocialStudies. For each grade level, a needs assessment spreadsheet was developed collaboratively betweenclassroom teachers, Title 1 teachers, and principals. Level of competency using multiple objective criteriawas determined in each of the four core subject areas in each grade level. In kindergarten through secondgrade developmentally appropriate measures were used, and other factors, such as participation in HeadStart or Early Childhood Program (ECP), were taken into consideration as well. Students were rankedbased on need, and the neediest students received Title 1 support. In addition, homeless students aremonitored and receive Title 1 services if needed.

3. List the multiple, educationally, related, objective criteria established for the needs assessment process that

will be used to identify children who are failing or most at risk of failing to meet the state core curriculumstandards in the four core areas. The criteria must be consistent by grade level and content area.

All third grade teachers use the district-wide Developmental Reading Assessment (DRA), retellingassessment, district writing prompt assessment and classroom performance to determine student eligibilityfor ELA Title 1 support.

All fourth and fifth grade teachers use the district-wide writing prompt, MEAP Reading, MEAP Writing andclassroom performance to determine student eligibility for ELA Title 1 support.

All third, fourth and fifth grade teacher use Math MEAP, math unit test scores and classroom performanceto determine student eligibility for Math Title 1 support.


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All third, fourth and fifth grade teacher use science unit test scores and classroom performance to determinestudent eligibility for Science Title 1 support.

All third, fourth and fifth grade teacher use social studies unit test scores and classroom performance todetermine student eligibility for Social Studies Title 1 support.

In addition to what is listed above, Dibels data and SRI data is collected on all special education and Title Istudent.

4. Preschool through Grade 2 students shall be selected solely on the basis of such criteria as teacher judgment,interviews with parents and other developmentally appropriate academic measures. Describe those criteria,if applicable. Enter "Not Applicable" if the school does not allocate Title I funds to serve Preschool throughGrade 2 students.

All kindergarten teachers use the district-wide assessments, which include DRA, concepts of print, letteridentification, sound identification, and hearing/recording sounds. In addition, previous interventions (ex:HeadStart, Speech, Child Find, Early Childhood Program, Begindergarten, Retention) and teacherrecommendations are also used when determining student eligibility for ELA Title 1 support.

All first grade teachers use the district-wide writing prompts, DRA, and retelling assessment. In addition,previous interventions (ex: HeadStart, Speech, Child Find, Early Childhood Program, Begindergarten,Retention) and teacher recommendations are also used when determining student eligibility for ELA Title 1support.

All second grade teachers use the district-wide writing prompts, DRA, and retelling assessment. In addition,previous interventions (ex: HeadStart, Speech, Child Find, Early Childhood Program, Begindergarten,Retention) and teacher recommendations are also used when determining student eligibility for ELA Title 1support.

All kindergarten teachers use district-wide assessments, which includes number identification, oral countingby 2's, and 1 to 1 correspondence. In addition, previous interventions (ex: HeadStart, Speech, Child Find,Early Childhood Program, Begindergarten, Retention) and teacher recommendations are also used whendetermining student eligibility for Math Title 1 support.

All first grade teachers use math unit test scores/district common math assessments, previous interventions(ex: HeadStart, Speech, Child Find, Early Childhood Program, Begindergarten, Retention) and teacherrecommendations when determining student eligibility for Math Title 1 support.

All second grade teachers use math unit test scores/district common math assessments, previousinterventions (ex: HeadStart, Speech, Child Find, Early Childhood Program, Begindergarten, Retention)and teacher recommendations when determining student eligibility for Math Title 1 support.

All kindergarten, first and second grade teachers use classroom performance and teacher recommendationwhen determining student eligibility for Science Title 1 support.

All kindergarten, first and second grade teachers use classroom performance and teacher recommendationwhen determining student eligibility for Social Studies Title 1 support.


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Services for Eligible Students

The supplemental assistance provided to Title I, Part A eligible students are included as Activities within theGoals section of the school improvement plan.

Incorporated into Existing School Program Planning

1. Describe how the program planning for Title I, Part A students is incorporated into the existing school

improvement planning process.

Utilizing the Latson Road Elementary School Comprehensive Needs Assessment Report, it was determinedthat a discrepancy occurred between our economically disadvantaged sub-group of students and ourstudents with disabilities sub-group and the rest of the population in the area of reading and writing. TheSchool Improvement Steering Committee, which includes our Title 1 teacher, will determine all actionssteps and professional development required in the future to address the needs of Title 1 students in allcontent areas.

Instructional Strategies

The instructional strategies that are focused on helping eligible students who are failing or at risk of failing tomeet the State core curriculum standards in the four core academic areas must be included as Strategies within theGoals section. The strategies must be based on scientific research and minimize the amount of time students arepulled from the regular classroom.

Title I and Regular Education Coordination

1. Describe the coordination of Title I, Part A services with the traditional educational services offered at the

school, including those services offered to students with limited English proficiency (if applicable).

Regular education teachers secure a ninety minute ELA time and a sixty minute math time. Title 1 servicesare provided in addition to the sacred instructional classroom time. A daily forty-five minute enrichmenttime is developed for each grade level. It is during this enrichment time that Title 1 services are provided foreach Title 1 student throughout the day every week. Title 1 services supplement reading and math supportfor all Title 1 students. In addition, reading comprehension strategies are taught to students struggling inscience and social studies. English Language Learners (ELL) students that have opted out of the district'scentralized ELL program are serviced as needed using the needs assessment.

Livingston Education Service Agency (LESA) invited the elementary principals to discuss with preschoolparents kindergarten offerings. In addition, each elementary school holds a meet and greet w/ parents afterkindergarten round-up about the academic, social, and emotional expectations of kindergarten. For fifthgraders, there is a middle school parent orientation. Fifth grade students meet with the middle schoolprincipals to discuss middle school student expectations. In addition, middle school students can go to themiddle school before school starts to walk through their schedule and practice their locker combination.

Curriculum Alignment that Corresponds to the Goals


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

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

Howell Public Schools utilize Core Content Curricular Study Teams/Committees to develop Scope &Sequence of Essential Skills Documents in all content areas which are aligned with State standards. Thesealigned documents will help the school meet the academic Goals as they provide consistency of instruction,a framework for teachers to follow, and common assessments for monitoring student progress. HowellPublic Schools utilize a model of continuous improvement do annually the curriculum is reviewed andrevised by the Core Content Curricular Study Teams/Committees and through the District SchoolImprovement process. The district is has received district accreditation through NCA and utilizes the NCAprocess for school improvement. A NCA QAR Visit was conducted in February of 2011 and the report fromthat visit also provides guidance for the review and revision of the curriculum.

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

stakeholders are involved in the process.

Howell Public Schools determines the curriculum based on the Grade Level Content Expectations forMichigan. When and if there are major changes to the curriculum, all stakeholders are encouraged to givefeedback. The curriculum is sometimes modified or changed based on that feedback. Also, for all four corecontent areas (ELA - reading and writing, math, science, and social studies), there are common districtassessments. Teachers are expected to assess students on a regular basis in order to guide instruction withinthe curriculum.

Instruction by Highly Qualified Professional Staff

1. Provide an assurance statement that all teachers and Title I, Part A instructional paraprofessionals are highly

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

All Title 1 paraprofessionals meet the NCLB requirements and all teachers are Highly Qualified. Allrequired legal documentation is on file at the district central office.

High-Quality and Ongoing Professional Development

Use the results of the comprehensive needs assessment to create a written professional development plan thatidentifies ongoing, sustained professional development that is aligned to the Goals, Objectives and Strategies. Thespecific professional development activities must be included as Activities under the Goals section. Districtprofessional development activities that align to the school's CNA should also be included in the school-levelActivities section. Title I, Part A funded professional development in a targeted program should be focused firston Title I, Part A funded staff and secondarily, if appropriate, on other staff and individuals that work closely withTitle I, Part A students within the regular educational program if such participation will result in better addressingthe needs of the participating students.

Strategies to Increase Parental Involvement


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

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

The school involves parents in its Title 1 Targeted Assistance Program. Title 1 parents are asked for theirinput on the design, implementation, and evaluation of the Title 1 program yearly. All Title 1 parents areencouraged to attend several parent meetings yearly. The agenda and attendance at these meetings are keptin our Title 1 Monitoring Notebook. A Title 1 parent is on our school-improvement team as well.- At the first Parent-Teacher conference, parents are invited and strongly encouraged to come to the libraryto meet with the Title 1 staff.- The Title 1 staff explains to parents how the Title 1 program works, including the parents' rights to beinvolved and our parent participation plan. We review how students are assessed and chosen forparticipation in the Title 1 program, and when students are considered at grade level and dismissed fromthe Title 1 program, in parent-friendly language.- The Title 1 staff reviews the school-parent compact with parents and asks for input. This compact clearlystates what responsibilities are the teacher's, such as delivering a high quality curriculum in a supportivelearning environment. It also clearly states what responsibilities are the parent's, such as attendance andhomework completion. A signed copy of the compact is placed in the Title 1 Monitoring Notebook. Thecontent of the parent-teacher-student compact will be reviewed with a Title 1 parent focus group yearly.- The Title 1 staff has a discussion of the curriculum for each grade level, explained in parent-friendlylanguage. A copy of the State of Michigan Parent Guide for the Grade Level Content Expectations will beavailable to families. In addition, information regarding PowerSchool is available to parents/guardians, inorder to monitor their child's progress.- The Title 1 staff reviews with parents how they can help their children at home. Materials and training aregiven to parents based on their children's needs. Pamphlets are available in both English and Spanish. TheTitle 1 staff asks about additional support parents might need, and sends additional materials home asneeded. Parents are encouraged to sign up to volunteer in their child's classroom, and are always welcometo observe classroom activities.- Parents with Limited English Proficiency, disabilities, and/or migratory children are strongly encouragedto attend as well. Our ELL tutors contact parents to let them know of this opportunity.

- During second semester, parents are invited and strongly encouraged to meet with Title 1 staff again. Wereview the topics from the November meeting with any parents not able to attend. In addition:- Individual student's assessment results are discussed in parent-friendly language.- Materials and training are again available for parents.- Materials for parents to work with their children are sent home. Examples include books, math games, etc.- Yearly, each principal meets with the staff to discuss effective parent communication. Positive parentcommunication, in addition to communication when there is a problem, is emphasized.- When MEAP parent reports go home, Title 1 parents are invited to the school to discuss the results inparent-friendly language.

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

2a. Design


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Parents are involved in the design of our Title 1 programs through parent surveys and Title 1 parentnights. Each year, parents are asked for suggestions about how we can improve the design of our program.

2b. Implementation

Parents are involved in the implementation of our Title 1 program as well. At the Title 1 parent nights, aconcern that is often shared by parents is that Title 1 support will pull their child out of a core contentarea. Title I time is structured in order to coincide with the grade-level focus time; therefore students nevermiss any of the core curriculum.

2c. Evaluation

At the end of the year, a parent survey is sent home. Parents are asked to evaluate the design andimplementation of the Title 1 program, parent meetings and trainings, and how Title 1 can improvecommunication. Classroom teachers are also asked to evaluate the implementation and design of theprogram, and communication between the classroom teacher, Title 1 staff, and parents.

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

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

At the first Parent-Teacher conference, parents are invited and strongly encouraged to come to the libraryto meet with the Title 1 staff. We review how students are assessed and chosen for participation in the Title1 program, and when students are considered at grade level and dismissed from the Title 1 program, inparent-friendly language. We also review the individual child's assessment data with the parents, in parent-friendly language. After reviewing the data, we provide parents with both training and materials that can beused with their children at home to help them succeed. After MEAP parent reports are sent home, parentsare invited to come and meet with the Title 1 staff to discuss the results in parent-friendly terms.

4. Describe the role of parents in the development of the School-Parent Compact. Provide an assurancestatement that the compact is used at least annually at elementary-level parent-teacher conferences. If theschool serves only middle school or high school grades, the school may put a statement in the box thatindicates this section is "Not applicable due to grade levels served".

Parents have input through an annual survey into the development/revision of the School-Parent Compact.The School-Parent Compact is used annually at elementary-level parent teacher conferences, and allstudents receiving Title 1 Services must have a signed compact on file every year prior to receiving services.

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

The School Improvement/Steering Committee, in conjunction with the Title I Teacher and the BuildingPrincipal will annually evaluate the parent involvement components of the targeted plan. Parent/teachersurveys and information from parent meetings, etc. will be utilized as part of the evaluation.

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


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The results of the parent and teacher surveys were mostly positive. We will have a new Title I Teacher in thefall of 2011. She will be reviewing last year's surveys at the start of the year, so that improvements based onthe surveys can be implemented this year.

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

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

Preschool Transition Strategies

1. Describe preschool transition strategies (more than once a year visitation). If the school serves only middle

school or high school grades, the school may put a statement in the box that indicates this section is "Notapplicable due to grade levels served".

Great Start Livingston and the county school districts meet regularly during the school year to addresspreschool transition and strategies that will be utilized. Strategies related to "kindergarten readiness",curriculum, and whays that preschools and elementary schools can partner to support families werediscussed and implemented. This year preschool teachers began completing "transition informationalsheets" that were then sent to the school district where the student will be attending kindergarten.

Alternative Measures of Assessment

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

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

Howell Public Schools began utilizing Dibels and SRI with identified Title I students during the 10-11school year. SMI will be added and utlized during the 11-12 school year.

Coordination of Title I, Part A and Other Resources

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

Student services provided by our Special Education team are coordinated with our Title 1 services. Speech,occupational therapy, physical therapy, counseling, and social work are provided on a rotating basis withTitle 1, so eligible Title 1 students receive all services they are entitled to. ELL students who have opted outof the district's centralized program receive help from from Title 1 staff, if they qualify for Title 1 services.Students that qualify for resource room support typically receive resource room support in lieu of Title 1support because it better meets their needs, but in instances where Title 1 support is appropriate for a


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student he/she may also receive Title 1 support, along with resource room support. In addition, we use Title2A money for professional development to help all students, including our special education and Title 1students, succeed in the classroom. Title 2 D professional development money is used for technologyprofessional development. Lastly, the Title 1 program is coordinated with various other programs ourschool offers, such as the school nutrition program, Big Brothers/Big Sisters, and the McKinney-Vento Act.

Ongoing Review of Eligible Student Progress

1. Describe the ongoing process and assessment tools utilized to monitor the progress of participating eligible

students.

Quarterly, students in kindergarten through fifth grades are evaluated by their classroom teacher, using avariety of classroom and district assessments. Student data is entered into the Title 1 selection sheets, andthe neediest students are serviced through the Title 1 program. Students achieving grade-level performanceare exited form the program. All students serviced through Title 1 for reading, science and social studiesare assessed using the DIBELS and SRI (both began being utilized during the 10-11 school year).Benchmark levels are administered three times a year, and progress monitoring is completed monthly withthe students struggling with reading fluency, as determined by the DIBELS. Students receiving math supportare monitored using Part A of the Everyday Math program assessments, as well as the SMI (will be usedduring the 11-12 school year) to ensure progress is being made.

2. Describe how data will be utilized to inform instruction.

Data is used by both the classroom teacher and the Title 1 staff to inform instruction. Classroom teachersmeet monthly in grade-level teams with the intervention team to discuss their reading, writing, math, scienceand social studies assessment data. This data includes test scores, daily classroom performance, DIBELSscores, SRI scores, DRA scores, SMI scores, and writing prompt scores. The discussion includes what theclassroom teacher is doing to provide extra support to struggling students and what other support staff cando to help. Both the classroom teachers and the Title 1 staff look at what areas students are struggling in,and what research-based strategies can be used to help the students succeed.

3. Describe how data will be utilized to evaluate and, if necessary, revise the targeted assistance program

services for students.

Data is used initially to determine which students are struggling within one or more core academic areas.Students are moved in and out of the Title 1 program, as determined by their achievement in the classroomusing a variety of assessment tools, such as the DRA, writing assessments, test grades, and daily classroomperformance. Additionally, data is analyzed to determine the type of intervention appropriate for students.For instance, students struggling with fluency and decoding, are taught the F.A.S.T Reading Programstrategies. Math games are utilized with students struggling with specific concepts. These games reinforceand provide needed practice to help achieve mastery. Revisions are made to the targeted assistanceprogram services if students are not making the needed gains.

4. Describe how evaluation of program services will be used to plan professional development for teachers

related to identification of students and implementing student academic achievement standards in theclassroom.


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Professional development for teachers is based on the needs of the students. Through analysis of our school-wide data, our school improvement team discussed why some students in our building are not reaching theacademic achievement standards of their grade level. For instance, it was determined that some studentswere struggling due to their below-average oral and written vocabulary. So, with our Title 2 professionaldevelopment funds, an expert was brought in to show teachers research-based strategies they could use intheir classrooms with all students.

Effective Use of Technology

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

services and for integration of involving technology in the curriculum.

The district surveys all teachers in regard to their professional development needs for technology, andoffers classes accordingly. The district has provided many technological resources to support this schoolimprovement plan. They have provided access to PowerSchool, ParentLink, Data Director, Data4ss, SRI,SMI, DIBELS, and Google Apps to name just a few. A SmartBoard was purchased for use with our Title Istudents towards the end of the 10-11 school year - it's use will be expanded in 11-12.

Evaluation of the School Improvement Plan

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

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

The building's School Improvement Team/Steering Committee, as well as teachers in their grade levelmeetings, annually evaluate the implementation of, and results achieved by, the SIP, using data from theState's annual assessments and other indicators of academic achievement. Staff utilize a variety of tools toassist them in analyzing the date - the states "Student Data Profile/Analysis", Data Director, Data4SS, etc.to evaluation the SIP.

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

that they can understand.

A report containing statistics about our school is published annually by Howell Public Schools. Theinformation contained in this report is shared with parents at a PTO Meeting in the fall and is posted on ourschool website.

Building Level Decision-Making

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


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evaluation of the district's school improvement plans.

The Steering Committee for our School Improvement Plan meets monthly. As a staff we analyze our self-assessment and choose which areas we need to focus on for improvement. We analyze our MEAP scores todetermine where we are experiencing gaps in achievement. It is from the work done by this committee thatgoals, objectives, strategies and activities for the building SIP are developed in conjunction with the districtSIP.


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AssurancesEdYES!

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

Response: Yes

Comments:

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

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

Response: Yes

Comments: www.howellschools.com

Educational Development Plan (EDP)

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

Response: N/A (our school does not have grade 8)

Comments:

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

Response: No

Comments: N/A

Health and Safety (HSAT)

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

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

a safe school environment.

Response: Written policy, fully implemented


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

http://www.mihealthtools.org/hsat

Comments:

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

calm, orderly classrooms.

Response: Yes

Comments:

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

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

Response: Yes

Comments:

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

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

Response: Yes

Comments:

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

Health Education.

Response: Reviewed policy, but not yet adopted

Comments:

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

education specifically related to health education.

Response: Yes

Comments:

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

Response: No, but use a health education curriculum

Comments: Michigan Model for Health Curriculum is used at the middle school level and high school levelin Howell Public Schools.

Fifth grade students receive three lessons on Human Growth and Development and one lessonon HIV/AIDS in elementary school.

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

community.


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Response: Yes

Comments:

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

Education.

Response: Adopted policy, fully implemented

Comments:

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

physical education.

Response: Yes

Comments:

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

Response: Other curriculum

Comments: Howell Public Schools physical education teachers developed a Physical Education Scope &

Sequence of Essential Skills that aligns with state standards for physical education at theelementary level.

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

families about physical activity.

Response: Yes

Comments:

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

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

Comments: 155+ minutes are offered through the school's physical education program and daily recess.

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

Response: Adopted policy, but not fully implemented

Comments:

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

during the past 12 months.

Response: Yes


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Comments:

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

Response: Yes

Comments:

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

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

Response: No

Comments:

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

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

Response: Yes

Comments:

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

Response: No

Comments:

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

collaborative efforts to help ensure a safe school environment.

Response: Written policy, fully implemented

Comments:

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

Response: Yes

Comments: PowerSchool

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

Response: Adopted policy, but not fully implemented

Comments:

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


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

Response: No

Comments:

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

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

Response: Yes

Comments:

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

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

Response: Yes

Comments:

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

or perpetrators of violence.

Response: Yes

Comments:

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

Response: No

Comments:

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

budget for staff health promotion.

Response: No

Comments:

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

meetings.

Response: Yes

Comments:

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


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

Response: Written Policy, but not fully implemented

Comments: Three Fires Elementary School utilizes Board of Education Policy 2112 - Parent Involvment in

the School Program.

31. Our school has a parent education program.

Response: No

Comments:

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

health education in our school.

Response: No

Comments:

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

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

Response: Access to some indoor facilities

Comments:


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

Title First Name Last Name Position E-mailKari Naghtin Principal [email protected] Saber Kdg. Teacher [email protected]

Judy Tolles1st gradeTeacher

[email protected]

Jean Beckett2nd gradeTeacher

[email protected]

Theresa Langell3rd gradeTeacher

[email protected]

Randi Cheyne4th gradeTeacher

[email protected]

Sarah Davis4th gradeTeacher

[email protected]

Penny KaraskaSI Chair/5thgrade Teache

[email protected]

Beth Wanlass5th gradeTeacher

[email protected]

Dixie SenchukSpecialEducationTeacher

[email protected]

Lisa CainDTL/SpecialArea Teacher

[email protected]

Ryan MillerSpecial AreaTeacher

[email protected]

Amanda Walter Title I Teacher [email protected] Murray Support Staff [email protected] Gorham Title 1 Parent NARozalina Mekhael Business Partner NATBD Lower Elem. Parent NATBD Upper Elem. Parent NA


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Statement of Non-Discrimination

Federal Office for Civil Rights

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

Contact Information

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

Name/Position:Ms. Kari Naghtin, Principal, Three FiresElementary School

Address: 4125 Crooked Lake Rd., Howell, MI 48843

Telephone Number: 517-548-6387

References

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


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Supporting Documentation

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

School-Parent Involvement PlanSchool-Parent Compact


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Howell Public Schools

Bylaws & Policies

2261.01 - PARENT PARTICIPATION IN TITLE I PROGRAMS

In accordance with the requirement of Section 1118 of Title I, programs supported by Title I funds must be designed and implemented in consultation with parents of the students being served.

The Superintendent shall ensure that the Title I plan contains a written statement of guidelines which has been developed with, approved by, and distributed to parents of participating students. The guidelines shall describe how:

A. the District expects the parents to be involved in the program, including their participation in the development

of the plan;

</

B. meetings will be conducted with parents including provisions for flexible scheduling and whatever assistance the District may be able to provide parents in order to better ensure their attendance at meetings, and for providing information in a language the parents can understand;

</

C. meetings will include review and explanation of the curriculum, means of assessment, and the proficiency

levels students are expected to achieve and maintain;

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D. opportunities will be provided for parents to formulate suggestions, interact and share experiences with other

parents, and participate appropriately in the decision-making about the program and revisions in the plan;

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E. parents will be involved in the planning, review, and improvement of the Title I program;

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F. information concerning school performance profiles and their child's individual performance will be

communicated to parents;

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G. parents will be assisted in providing help to their children in achieving the objectives of the program by such means as ensuring regular attendance; monitoring television-watching; providing adequate time and the proper environment for homework; guiding nutritional and health practices; and the like;

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H. timely responses will be given to parental questions, concerns, and recommendations;

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I. the District will provide coordination, technical assistance and other support necessary to assist Title I schools

to develop effective parental participation activities to improve academic achievement;

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J. an annual evaluation of the parental involvement plan will be conducted with parents, identifying any barriers to greater parental involvement (such as limited English, limited literacy, economic disadvantage, disability, etc.) and devising strategies to improve parental involvement;

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K. the parental involvement plan will be coordinated with other programs, such as Head Start, Reading First,

Even Start, Parents as Teachers, and Home Instruction for Preschool Youngsters;

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L. other activities will be conducted as appropriate to the plan and State or Federal requirements.

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The Superintendent shall also assure that each Title I participating school develops a specific plan, with parental involvement, which:

A. convenes an annual meeting at a convenient time to which parents of participating children are invited to

attend to explain the parents’ rights to be involved and the schools obligations to develop an involvement plan;

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B. will devise a flexible meeting schedule and describe assistance to encourage parental involvement, such as

child care, transportation, home visits, or similar aid;

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C. will involve parents in an organized, on-going and timely way in the development, review and improvement of

parent involvement activities;

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D. will provide participating students’ parents with:

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1. timely information about the Title I programs;

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2. an explanation of the curriculum, the forms of academic assessment and the proficiency levels expected;

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3. regular meetings, upon request, to make suggestions and receive response regarding their student’s

education;

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E. develops jointly with parents a school-parent compact which outlines the responsibilities of the school staff, the

parents and the student for academic improvement, including:

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1. the school’s responsibility to provide high quality curriculum, and instruction in a supportive, effective

learning environment;

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2. parent’s responsibility for such things as monitoring attendance, homework, extracurricular activities and

excessive television watching; volunteering in the classroom;

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3. the importance of parent teacher communication on an on-going basis through at least annual parent teacher conferences to discuss achievement and the compact; frequent progress reports to the parents; reasonable access to the staff and opportunities to observe and participate in classroom activities.

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20 U.S.C. 6318, Elementary and Secondary Education Act of 1965 34 C.F.R. Part 200 et seq.

PARENT/STUDENT/TEACHER COMPACT

Date___________________________

Parent/Guardian Agreement

I want my child to achieve; therefore, I will encourage him/her by doing the following:

*See that my child is punctual and attends school daily. *Support the school in its efforts to maintain a positive school environment. *Emphasize the importance of learning. *Establish a set time for reading and/or practicing math. *Provide a quiet, well-lit place for my child to read and study. *Encourage and support my child’s efforts and be available for questions. *Communicate with the school staff regularly and be a part of the school day whenever possible.

*Read with my child each night and let my child see me read. Practice math with my child. Parent/Guardian Signature___________________________ Student Agreement

It is important that I work to the best of my ability; therefore, I will try to do the following:

*Have a positive attitude about school and learning. *Be focused and on-task during learning time. *Do my best at all times and ask for help when it is needed. *Complete nightly reading and return books each day. Practice math at home.

Student Signature__________________________

Teacher Agreement It is important that students achieve, therefore, I will strive to do the following: *Provide all students with high quality curriculum and instruction designed to

meet student’s needs. *Provide necessary and meaningful assistance and materials to parents so they can help with home assignments. *Communicate regularly to students and parents about student’s needs and progress. *Use special activities in the classroom to make learning enjoyable with positive reinforcement for meaningful accomplishments. *Participate in on going staff development to be the best teacher I can be.

Classroom Teacher _________________________

Title I Teacher _________________________

PLEASE RETURN TO YOUR CHILD’S TEACHER AS SOON AS

POSSIBLE!

Thank you!