School Improvement Plan
Rodgers Elementary School Lake Shore Public Schools (Macomb)
Mrs. Cynthia Sam 21601 LANSE ST SAINT CLAIR SHORES, MI 48081-1282
Document Generated On September 6, 2016
TABLE OF CONTENTS
Introduction
1
Executive Summary Introduction
3
Description of the School
4
School's Purpose
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Improvement Plan Stakeholder Involvement Introduction Improvement Planning Process
9 10
School Data Analysis Introduction
13
Demographic Data
14
Process Data
17
Achievement/Outcome Data
20
Perception Data
25
Summary
29
School Additional Requirements Diagnostic Introduction
31
School Additional Requirements Diagnostic
32
Title I Targeted Assistance Diagnostic Introduction
35
Component 1: Needs Assessment
36
Component 2: Services to Eligible Students
38
Component 3: Incorporated Into Existing School Program Planning
39
Component 4: Instructional Strategies
40
Component 5: Title I and Regular Education Coordination
42
Component 6: Instruction by Highly Qualified Staff
44
Component 7: High Quality and Ongoing Professional Development/Learning
45
Component 8: Strategies to Increase Parental Involvement
46
Component 9: Coordination of Title I and Other Resources
49
Component 10: Ongoing Review of Student Progress
50
Evaluation
51
Plan for Improvement 2016-17 Overview
53
Goals Summary
54
Goal 1: All students will become proficient readers.
55
Goal 2: All students at Rodgers Elementary will become proficient writers.
59
Goal 3: All students at Rodgers Elementary School will increase their proficiency in mathematics.
63
Goal 4: All students at Rodgers Elementary will improve vocabulary acquisition and usage in science.
66
Goal 5: All students at Rodgers Elementary will improve informational reading in social studies
Activity Summary by Funding Source
67
69
School Improvement Plan Rodgers Elementary School
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.
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School Improvement Plan Rodgers Elementary School
Executive Summary
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School Improvement Plan Rodgers Elementary School
Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it provides teaching and learning on a day to day basis.
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School Improvement Plan Rodgers Elementary School
Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include demographic information about the students, staff, and community at large. What unique features and challenges are associated with the community/communities the school serves?
(Effective April 2016) Rodgers Elementary is the largest of 3 elementary schools that service the most northern portions of the St. Clair Shores community. Our student body include 550 ECSE, Kindergarten (full day) through 5th Grade students as well as 60 AM/PM GSRP preschool students. Rodgers houses MoCI program for the entire district. Rodgers Elementary is situated on the corner of a busy commercial street and surrounded by residences. District busing is provided however many families opt to walk or drive to school. Rodgers Elementary has 178 School of Choice students (non-resident). 40.98% of our families qualify for free/reduced lunch. This percentage has stayed somewhat constant over the past 3 years. Rodgers is a Title 1 school. There are 76 staff members, 35 of which are certified classroom teachers. The Rodgers staff consists of Speech Pathologists, Intervention Specialists, a Teacher Consultant, a Student Assistance Specialist, Title One paraprofessionals and a school psychologist.
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School Improvement Plan Rodgers Elementary School
School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the school embodies its purpose through its program offerings and expectations for students.
The purpose of Rodgers Elementary is to inspire learning through collaboration and cooperation. We teach students to be safe, responsible and respectful. We use data to drive our instructional practices and create a school environment that encourages growth for all students and staff.
Mission: We shoot for the stars to make futures brighter.
Vision: Our vision at Rodgers Elementary is to create a community of lifelong learners and productive, responsible citizens and to empower all students to achieve their personal best.
Beliefs: We believe - all students are more successful in a safe, nurturing environment. - all individuals are capable of learning in different ways at varying rates and times. - all individuals are most successful when learning is a partnership shared by parents, teachers, students and community.
Rodgers School is united by school-wide programs that promote students' positive behavior, responsibility and personal best. Weekly school assemblies and activities create a strong and consistent message building-wide
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School Improvement Plan Rodgers Elementary School
Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for improvement that the school is striving to achieve in the next three years.
Rodgers Elementary Points of Pride (effective April 2016) Grant awards for staff members for technology and other resources Very active and generous Parent Teacher Club Monthly family activities like movie nights, skating. Annual Fun Fair with carnival games and auction raises necessary funds to support classroom and school projects. All busing provided for school field trips School Choir, Science Olympiad, Student Government, Girls on the Run Citizen of the Month recognized and showcased using Positive Behavior weekly assemblies and monthly reward activities Annual talent show Safety and Service Squad, Student Library Aides K-5 Technology classes, Library visits, Art, Music and Gym Peer Pals - Upper elementary students mentor younger students Annual spring Learning Fair and Art Show Annual Trunk or Treat event (fundraiser for annual field day) Community Involvement Pennies for Pasta - fundraiser for Leukemia Jump Rope for Heart - fundraising for the American Heart Association Student Council raised $1000 to make care backpacks for the St. Clair Shores Police Department. Cops for Kids toy collection Gleaners Food Bank - collection
Areas of Improvement over the past few years: - RtI and our step to provide intervention to students - Positive Behavior Support (PBS) implemented on a school-wide basis - Steady increase in student enrollment by Schools of Choice
Rodgers will make efforts to improve in the following areas over the next few years: Improve attendance - Math - Writing - Reading comprehension
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School Improvement Plan Rodgers Elementary School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
The staff at Rodgers goes above and beyond on a consistent basis to ensure that our students show growth. They think outside the box to provide meaningful lessons and activities that remediate and enrich Rodgers has a very supportive parent community and Parent Teacher Club. These stakeholders are very involved in volunteering, fundraising and providing additional funding to acquire teacher resources across all grade levels. Rodgers has student activities including Student Government, Service and Safety Squad, Library Aides and a Science Olympiad team. Rodgers students have opportunities to take field trips to local businesses, see performances, historical sites, science centers and government buildings.
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School Improvement Plan Rodgers Elementary School
Improvement Plan Stakeholder Involvement
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School Improvement Plan Rodgers Elementary School
Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline and then transferred into the sections below.
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School Improvement Plan Rodgers Elementary School
Improvement Planning Process Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate them.
(April 2016) The stakeholders are the parents, community members, teachers, support staff and students.
The parent stakeholders as a community at large participate in the school's improvement process by answering an annual online survey. The Parent Teacher Club (PTC) is a group of elected parent representatives who meet each month and forward their concerns and funding initiatives to the administration. There are 2 parent representatives on the School Improvement Team.
The teachers and support staff contribute to the school's improvement process with staff meetings, grade-level meetings and Professional Learning Community (PLC meetings) 2x monthly and regular email communication. Time is allocated after the regular school day
The students in grades 3, 4 and 5 complete online surveys during Technology class.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
(April 2016) As stakeholders, the students feedback is considered throughout the school year. Students complete several online surveys regarding Rodgers school, facilities and environment. Students representatives from each class in grades 1-5 meet twice a month in Student Council to discuss plans and programs that impact the entire school. Student representatives in Student Council meet regularly to have a positive impact on the school and student body. Fundraising efforts benefit community organizations and all-school activities bring the school together.
As stakeholders, parents are invited to complete a survey each year regarding their views of all aspects of their child(ren)'s educational experience, teacher, and school facilities. Furthermore, members of the Parent Teacher Club (PTC) regularly provide feedback to the school administration, in person, phone and email regarding funding educational initiatives, building projects and all-school activities. Monthly PTC meetings also provide frequent opportunities for parent stakeholders to communicate their concerns to the administration.
As stakeholders, teachers meet regularly with the administration, as grade-level teams, Professional Learning Communities and as a staff to develop the school's improvement plan. Meeting time is allocated to teams of teachers to provide feedback and input for the annual school improvement plan. Monthly staff meetings and leadership committee meetings provide additional opportunities for teachers to contribute to the school's improvement plan.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
A link to the Rodgers School Improvement Plan is posted annually on our school home page. The Rodgers parents learned about the SIP process from the principal at Curriculum Night. The SIP process is presented in the monthly PTC meetings and updated on the School webpage.
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School Improvement Plan Rodgers Elementary School
School Data Analysis
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School Improvement Plan Rodgers Elementary School
Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a school’s comprehensive needs assessment process.
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School Improvement Plan Rodgers Elementary School
Demographic Data Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance, grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate, suspensions/expulsions, etc.
Student Demographic Data 1. In looking at the three year trend in student enrollment data, what challenges have been identified?
(April 2016)Our enrollment has increased slightly each year. We have added sections to our grade levels where necessary. Our challenges are mainly regarding meeting the needs of our incoming kindergartners. Also, transient students that enroll late or in the middle of the year affect class size and our ability to communicate expectations in regard to school policies, curriculum, etc. It also creates gaps in academic performance, depending on content covered at the previous school.
Student Demographic Data 2. In looking at the three year trend in student attendance data, what challenges have been identified?
Our kindergarten attendance tends to be our biggest challenge. Also, there are more students with more than ten absences than in previous years.
Student Demographic Data 3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges have been identified?
(April 2016) Our discipline referrals have increased, but the same students are typically referred repeatedly. Negative behaviors tend to occur before school at line up time, during lunch recess, and occasionally in the hall on the way into the classroom after lunch. These behaviors occur when there is less supervision.
Student Demographic Data 4. What action(s) could be taken to address any identified challenges with student demographic data?
Demo Data 1: Enrollment - Reassigning classrooms to meet these needs
Demo Data 2: Attendance - A presentation has been prepared for our incoming kindergarten parents that outlines the importance of timeliness and presence. Research based information along with strategies for parents to use at home will be shared.
Demo Data 3: Student Behavior - We implemented SWIS, a progress monitoring tool for behavior, to track office referrals and student behavior.
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School Improvement Plan Rodgers Elementary School
Teacher/School Leader(s) Demographic Data 5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what impact might this have on student achievement?
(April 2016)Our leadership team of staff has a great cross-section of new and experienced teachers. There is not a significant difference in student achievement from new to experienced teachers. All school leaders bring strategies and ideas to the staff to further improve student achievement. This team meets monthly to discuss and problem-solve any issues that arise withing the building.
Teacher/School Leader(s) Demographic Data 6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student achievement?
(April 2016)The majority of Rodgers teachers have many years of teaching experience and a majority of the teachers have a Masters Degree. Rodgers students benefit from the expertise that comes from veteran teachers who have worked at Rodgers for many years. All teachers are Highly Qualified in their teaching area. There is relatively little teacher turnover which results in effective teaching teams and school-wide programs which benefit the entire student body. When new teachers are hired, they join grade-level teams with experienced, veteran teachers who mentor and guide them as they start teaching at Rodgers.
Teacher/School Leader(s) Demographic Data 7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or due to illness, what impact might this have on student achievement?
(2016) Every effort is made to make substitute lesson plans meaningful and provide continuity until the classroom teacher returns. Rodgers has a building substitute which ensures familiarity with the students, building schedules and procedures.
Students do benefit from teachers attending conferences and professional training during the school year. Teachers can immediately implement new strategies upon their return. Thankfully, a significant number of the staff development can be done remotely and after school hours with the MISD virtual training programs.
Teacher absences due to illness are unfortunate but unavoidable. Flu shots are provided by the district in the fall.
Every effort is made to utilize a building sub in order to ensure consistency when staff miss multiple days due to bereavement or maternity leave.
Teacher/School Leader(s) Demographic Data 8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this have on student achievement? SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
Every effort is made to make substitute lesson plans meaningful and provide continuity until the classroom teacher returns. Rodgers has a building substitute which ensures familiarity with the students, building schedules and procedures.
Students do benefit from teachers attending conferences and professional training during the school year. Teachers can immediately implement new strategies upon their return. Thankfully, a significant number of the staff development can be done remotely and after school hours with the MISD virtual training programs.
Teacher absences due to illness are unfortunate but unavoidable. Flu shots are provided by the district in the fall.
Every effort is made to utilize a building sub in order to ensure consistency when staff miss multiple days due to bereavement or maternity leave.
Teacher/School Leader(s) Demographic Data 9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics?
(2016)According to the 2015-16 SSR Data, staff has identified our teacher mentor program as an area requiring improvement. The teacher/school leader team will be working to address this area going into the next school year, to create a more defined and effective teacher mentor program.
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School Improvement Plan Rodgers Elementary School
Process Data Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and assessment.
10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as strengths?
(2016)Assessment, Data Collection, PLC, using data to drive instruction, Student interventions, Results-focused Instruction, Cultural Responsiveness
11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as challenges?
Safe & Supportive Environment (specifically Anti-Bullying Policy), Shared Leadership for Learning, Collective Responsibility
12. How might these challenges impact student achievement?
(2016) Including students in the Assessment process will increase the rigor and Depth of Knowledge within the classroom which will lead to improved student performance.
When the initial School Systems Review was completed, we felt we were in the Partial Implementation category for Shared Leadership for Learning based on our interpretation of the indicators. Since that time, with a better understanding and a more thorough review of our data, we feel that we are at Full Implementation. The indicator that seemed to cause an initial ranking of Partial Implementation was the need to improve our new teacher mentor program.
For Indicator T, Collective Responsibility, the evidences needed to support implementation are not currently formally in place. After reviewing procedures and informal observation data, we feel these areas are being addressed but we do not have formal data to show this at this time.
13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School Systems Review or the Interim Self Assessment/Self Assessment.
We are currently in the process of modifying and revising our PBIS plan, and have received professional development to that effect, in order to address the areas of concern as indicated for Safe & Secure Environment and Shared Leadership. Introducing SWIS to our data collection and using this data to intervene on behaviors will assist our staff
Our School Improvement goals will be revised to incorporate the strategies from Classroom Instruction that Works, which will equip teachers to continue to include students in the assessment process. We are also working to incorporate into our School Improvement Plan professional development specific to our goals. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
The staff identified Student Involvement in the Assessment Process as a area that needs improvement. We currently use student data notebooks at most grade levels. In 2016-17 all students will have a student data protocol that will be shared with parents at parent/teacher conferences.
14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title III, Section 31a, IDEA, credit recovery, extended learning opportunities?
(2016)Through our Child Study process (MTSS) we have correctly identified students with disabilities. Many of these students currently have an IEP. Others have Focused Intervention Plans that including specific learning targets unique to each student, multi-tiered interventions, and progress monitoring. These students are scheduled regularly for focused intervention and on our Intervention Specialists' schedules. All staff meet regularly throughout the school year in data conferences and PLCs to analyze new data and to revise learning targets, intervention, and skill groups accordingly.
15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available?
3rd, 4th & 5th grade students are able to participate in Science Olympiad. We also offer an extended day program through our Title 1 Services. Every student is part of an RTI group in order to receive intense intervention, reinforcement, or extend their learning in our focused content area. We have a team of Intervention Specialists that work daily with students on focused learning targets to meet their individual needs. We also utilize a team of ancillary staff, such as paraprofessionals and classroom aids, to work one-on-one or in small groups with students. We also have students identified at risk in math that participate in eSpark for additional support. We also utilize Road to the Code, Road to Reading, and Read Live.
16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these opportunities?
Our Child Study team meets weekly to discuss individual students with areas of high need in order to determine the best course of action. All staff meet regularly throughout the school year in data conferences and PLCs to analyze new data and to revise learning targets, intervention, and RtI groups accordingly. Teachers regularly schedule meetings with the building principal to discuss the best plan of action for addressing needs for specific students. NWEA test scores are also reviewed three times per year in order to identify areas of concern for students. Parents are notified through email correspondence, parent/teacher conferences, letters, and phone calls. Title 1 sends letters home to parents of students who have been recommended by their teachers. Title 1 also provides information at the Curriculum Night and Kindergarten Round up in the fall, Parent-Teacher Conferences and district-wide Open House in the spring. School and classroom newsletters inform parents about the Science Olympiad team.
17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e. horizontal and vertical alignment, in all content courses and grade levels?
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School Improvement Plan Rodgers Elementary School
(2016)Student assessments: The student growth data based on the NWEA indicates a steady growth pattern. The NWEA is assessed three times per year and measures standards taught in the Common Core. The slope of the data is actually higher than the national normative data for this year.
Teacher Data Conferences: Teachers are met with several times per year to monitor and adjust student goals based on data.
Professional Learning Communities: Bimonthly meetings with staff who service the same groups of students to plan for intervention groups.
Common Planning time is used weekly to align curriculum as a grade level. Lesson Plans: submitted to administration
18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you completed a health survey/ screener.
N/A
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School Improvement Plan Rodgers Elementary School
Achievement/Outcome Data Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in each text box.
19a. Reading- Strengths
Overall Reading is a strength in our school-wide data. According to our NWEA data, the greatest area of strength in our lower el is Vocabulary Use & Functions. Our students are performing slightly above the national norm in this area. Overall, our upper el is performing above the national norm in the area of Literature.
19b. Reading- Challenges
According to our NWEA data, the greatest challenge area in our lower el is Foundational Skills. Our students are performing slightly below the national norm in this area. The greatest challenge area in our upper el is Vocabulary Acquisition and Use.
19c. Reading- Trends
According to NWEA, all students show growth from the beginning to the end of the year. As a whole, our students are scoring at or above the national norm in all grade levels.
19d. Reading- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no SY 2016-2017 Page 20 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
School Improvement Plan Rodgers Elementary School
challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
Though reading is not an area of concern, it is an area we are consistently monitoring. Reading will be addressed in our SIP plan. Staff will continue to be trained in the MAISA units. Intervention support will still be targeted for our at risk students. NWEA will be done 3 times per year, in addition to MLPP oral running records, DIBELS, etc. for regular progress monitoring.
20a. Writing- Strengths
Extended Constructed Response is an area of strength. This has been part of our SIP plan for the past 4 years and is done with fidelity at every grade level. Scores are recorded and data is monitored multiple times per year.
20b. Writing- Challenges
Getting all staff trained in a timely fashion on the new MAISA Writing Units.
20c. Writing- Trends
While we have seen an upward trend in overall writing scores, we still have a large percentage of students who are not proficient writers.This is in large part due to the lack of a district curriculum in writing.
20d. Writing- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
It is currently being addressed by allowing a specific amount of staff members to be trained each year on the new MAISA Writing Units. The end goal is to have all staff members trained in a timely manner, along with implementing the new rubrics. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
21a. Math- Strengths
According to our NWEA data, the greatest area of strength in our lower el is geometry. Overall, our upper el greatest area of strength is numbers and operations.
21b. Math- Challenges
According to our NWEA data, the greatest challenge area in our lower el is measurement and geometry. The greatest challenge area in our upper el is also geometry and measurement.
21c. Math- Trends
With our new school-wide Math Expressions program we have seen a positive trend in numbers and operations. We are watching to see if there is the same positive trend with geometry and measurement. Another positive trend we see is basic math fact proficiency which has helped with less errors in math computation skills.
21d. Math- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
Our school improvement plan for 2015/2016 will incorporate high leverage strategies that will continue to address a high level of rigor in the math curriculum in regards to multiple representations of problems. These include advanced organizers, questions, and cues. This plan will also address the different models that are now being taught through the common core curriculum. RTI in math is being utilized throughout the entire building to provide students with tiered instruction.
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School Improvement Plan Rodgers Elementary School
22a. Science- Strengths
Our biggest strengths are using, constructing, and summarizing graphs and charts, and identifying technology used in everyday life.
22b. Science- Challenges
Our biggest weaknesses are using data samples to separate facts and opinions, planning and conducting simple and fair investigations, and observing the natural world using appropriate senses.
22c. Science- Trends
We continue to be at the state average, but continue to show low proficiency rates along with the rest of the state.
22d. Science- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
We will be adopting the NGSS.
23a. Social Studies- Strengths
Our biggest strengths are process skills, analyzing current public issues, and how values affect differences to constitutional issues.
23b. Social Studies- Challenges
Our biggest challenge is economics.
23c. Social Studies- Trends
We continue to be a little lower than the state average, and continue to show low proficiency rates along with the rest of the state.
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School Improvement Plan Rodgers Elementary School
23d. Social Studies- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
We need cross grade level communication with content being reviewed and shared. There also needs to be a gap analysis to see if there is any content that is not being covered at all.
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School Improvement Plan Rodgers Elementary School
Perception Data Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey feedback already collected from students, parents and staff.
24a. Student Perception Data
Which area(s) indicate the overall highest level of satisfaction among students?
There is a safe environment in my school and classroom. In my school my teachers want me to do my best work and encourage me to do so. My school has clear rules and consequences for behavior.
24b. Student Perception Data
Which area(s) indicate the overall lowest level of satisfaction among students?
There is a safe environment in my school and classroom. (75%) In my school my teachers want me to do my best work and encourage me to do so. (78%) My school has clear rules and consequences for behavior. (72%)
24c. Student Perception Data
What actions will be taken to improve student satisfaction in the lowest area(s)?
Students perception is that they need extra support in the classroom with a variety of academic tasks. We are working to stream line interventions for Tier 1, Tier 2, and Tier 3 students. Students sometimes feel bullied in school. SWIS - School-Wide Information System will collect data to target areas of concern.
25a. Parent/Guardian Perception Data
What area(s) indicate the overall highest level of satisfaction among parents/guardians?
Our school's purpose statement is clearly focused on student success. Our school has high expectations for students in all classes. All of my child's teachers use a variety of teaching strategies and learning activities. All of my child's teachers report on my child's progress in easy to understand language. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
Our school provides an adequate supply of learning resources that are current and in good condition.
25b. Parent/Guardian Perception Data
What area(s) indicate the overall lowest level of satisfaction among parents/guardians?
All of my child's teachers meet his/her learning needs by individualizing instruction. Our school provides excellent support services (e.g., counseling, and/or career planning). Our school's governing body operates responsibly and functions effectively.
25c.Parent/Guardian Perception Data
What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)?
Teachers will provide more information to parents in regard to which students are receiving various services and interventions during the school. This will include both at risk and advanced students. These services include Response to Intervention (for both at risk and extended learners), eSpark, Enrichment opportunities, Title I Services, Extended Day, Classroom & Parent Aids, MISD Summer Program, etc. Our school has a Student Assistance Specialist who runs support groups. All parents will be surveyed in order to determine areas of need that may not be currently addressed. Parents will also be provided with a letter in the fall informing them of our SAS program and the types of needs that can be addressed with our SAS. In response to "Our school's governing body operates responsibly and functions effectively.", a more detailed survey will be provided to determine specific areas of concern.
26a.Teacher/Staff Perception Data
What area(s) indicate the overall highest level of satisfaction among teachers/staff?
Our school has a continuous improvement process based on data, goals, actions, and measures for growth. Our school's purpose statement is clearly focused on student success. Our school's leaders expect staff members to hold all students to high academic standards. Our school's purpose statement is based on shared values and beliefs that guide decision-making. Our school uses multiple assessment measures to determine student learning and school performance.
26b.Teacher/Staff Perception Data
What area(s) indicate the overall lowest level of satisfaction among teachers/staff?
Our school ensures all staff members are trained in the evaluation, interpretation, and use of data. Our school provides opportunities for students to participate in activities that interest them. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
In our school, a formal process is in place to support new staff members in their professional practice.
26c.Teacher/Staff Perception Data
What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)?
Continued use of our current teacher evaluation program. Our administrator will review the process in order to determine areas that need addressing going forward. This will address any future concerns that staff may have regarding evaluations. Program opportunities are being added to our Schedule C positions to address activities that will interest students. Our district is currently working on developing a more effective teacher mentor program and new teacher input is being sought to determine areas of need through this mentoring program.
27a.Stakeholder/Community Perception Data
What area(s) indicate the overall highest level of satisfaction among stakholders/community?
Our school's purpose statement is clearly focused on student success. Our school has high expectations for students in all classes. All of my child's teachers use a variety of teaching strategies and learning activities. All of my child's teachers report on my child's progress in easy to understand language. Our school provides an adequate supply of learning resources that are current and in good condition.
27b.Stakeholder/Community Perception Data
What area(s) indicate the overall lowest level of satisfaction among stakeholders/community?
All of my child's teachers meet his/her learning needs by individualizing instruction. Our school provides excellent support services (e.g., counseling, and/or career planning). Our school's governing body operates responsibly and functions effectively.
27c.Stakeholder/Community Perception Data
What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)?
Teachers will provide more information to parents in regard to which students are receiving various services and interventions during the school. This will include both at risk and advanced students. These services include Response to Intervention (for both at risk and extended learners), eSpark, Enrichment opportunities, Title I Services, Extended Day, Classroom & Parent Aids, MISD Summer Program, etc. Our school has a Student Assistance Specialist who runs support groups. All parents will be surveyed in order to determine areas of need that may not be currently addressed. Parents will also be provided with a letter in the fall informing them of our SAS program and the types SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
of needs that can be addressed with our SAS. In response to "Our school's governing body operates responsibly and functions effectively.", we will need to collect more input to identify the specific areas of weakness and concern.
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School Improvement Plan Rodgers Elementary School
Summary
28a. Summary
Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes and perception.
Perception data from staff, students, and parents all indicate that they are all satisfied with the level of instruction and curriculum in our school. This supports the growth we have seen in our achievement data and outcomes across curricular areas. The challenges identified throughout our plan tend to point back to school policies and programming needs. These needs are being addressed through our Teacher Leader team meetings and the revisions to our PBIS plan. Attendance is our biggest demographic issue and we work consistently the district truancy liaison and also provide regular communication to individual families stressing the importance of good attendance.
28b. Summary
How might the challenges identified in the demographic, process and perception data impact student achievement?
Attendance can have a major impact on student achievement as poor attendance creates learning gaps for these students. It becomes increasingly difficult to make up these gains with teaching and intervention when absence numbers continue to grow. Including students in the Assessment process will increase the rigor and Depth of Knowledge within the classroom which will lead to improved student performance. Addressing the students' perception that teachers and the principal should ask more frequently how they feel about school could promote a learning environment where students feel more nurtured in regard to their emotional needs, causing them to be more ready for learning opportunities.
28c. Summary
How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign Plan?
Professional Development (CITW, MAISA, Extended Response, etc.) will be added into the activities of our plan. We will also be creating a way to get feedback from students (e.g., suggestion boxes, exit tickets, etc.). Our PBIS team will work closely with us creating activities to address student and staff perception data challenges.
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School Improvement Plan Rodgers Elementary School
School Additional Requirements Diagnostic
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Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
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School Improvement Plan Rodgers Elementary School
School Additional Requirements Diagnostic
Label 1.
Assurance Response Literacy and math are tested annually in grades Yes 1-5.
Comment Attachment All students grades Kindergarten through 5th grade are tested 3 times a year in NWEA MAP Reading ELA and Math. Kindergarten, 1st and 2nd grade participate in DIBELS NEXT and MLPP. Kindergarten - 5th grade have writing assessments annually.
Label 2.
Assurance Response Our school published a fully compliant annual Yes report. (The Annual Education Report (AER) satisfies this). If yes, please provide a link to the report in the box below.
Comment Attachment http://www.lakeshoreschools.org/ docs/AnnualEducationReportRod gers.pdf
Label 3.
Assurance Response Our school has the 8th grade parent approved No Educational Development Plans (EDPs) on file.
Comment Attachment Rodgers Elementary services students in Kindergarten through 5th Grade.
Label 4.
Assurance Our school reviews and annually updates the EDPs to ensure academic course work alignment.
Comment Not applicable. Rodgers Elementary services students grades K-5.
Attachment
Label 5.
Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, ElliottLarsen prohibits discrimination against religion.
Comment
Attachment
Response No
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School Improvement Plan Rodgers Elementary School Label 6.
Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.
Label 7.
Response Yes
Comment Mary Faley 28850 Harper Avenue St. Clair Shores, MI 48081 Assistant Superintendent for Educational Services (586) 285-8460
Attachment
Assurance Response The institution has a School-Parent Involvement Yes Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School-Parent Involvement Plan below.
Comment
Attachment Parent Involvement Plan
Label 8.
Assurance Response The institution has a School-Parent Compact. If Yes yes, please attach the School-Parent Compact below.
Comment
Attachment Home-School Compact
Label 9.
Assurance The School has additional information necessary to support your improvement plan (optional).
Comment Attachment The Rodgers SIP team used MI School Data, BAA (Bureau of Assessment and Accountability) MEAP, and Data Director. We compiled information to generate our annual goals from assessment data as well as team leaders from the Reading, Writing and Math committees.
Response Yes
The improvement plan is posted on the district website. http://www.lakeshoreschools.org/ docs/RodgersSIP.pdf
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School Improvement Plan Rodgers Elementary School
Title I Targeted Assistance Diagnostic
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Introduction This diagnostic tool is aligned to requirements for Title I Targeted Assistance schools. As described in sections 1111(b)(1), 1114 (b)(1)(A) and 1309(2) of the Elementary and Secondary Education Act (ESEA), the Comprehensive Needs Assessment (CNA) requirement is met by completing a School Data Analysis (SDA) and School Process Profile (SPP). The Comprehensive Needs Assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the Comprehensive Needs Assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Comprehensive Needs Assessment addresses all four types of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).
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School Improvement Plan Rodgers Elementary School
Component 1: Needs Assessment
1. How was the comprehensive needs assessment process conducted?
As of April 2016, the SIP chairs attended training throughout the school year at the Macomb ISD. They comprised the data committee who then presented and reviewed the process rubrics to the staff. Based on our goals in reading, writing and mathematics, the staff then met in subcommittees to review and revise our goals, objectives and strategies.
2. What process was used 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?
As of April 2016, student data is collected in reading, writing and mathematics three times a year. State Assessment data is also analyzed and students are categorized based on the score they received in each of the subjects. All student data is housed in an electronic data warehouse at the Macomb ISD. This student data is reviewed by teacher teams in conjunction with the building support staff.
The building Title I staff also pre and post test students on specific academic targeted areas.
Building needs and specific student needs are identified by the evidence in the data. Intervention specialist teams are called in when students are identified as falling below our proficient of 80% in particular areas of math, reading and writing.
3. List the multiple, educationally related, objective criteria established for the needs assessment process - consistent by grade level and content area - 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.
As of April 2016, student performance on the state assessment is analyzed by grade-level teacher teams (grades 3-5).
Grade-level performance data is also analyzed using diagnostic online assessments NWEA, MLPP data, district assessments and teacher assessments.
Data is placed on a color-coded report which identifies specific students who are at benchmark, below benchmark by 1.0-1.5 years and those students who are 2 years or more below benchmark in any core subject.
4. For schools with preschool through grade 2: Describe the identification process for preschool through grade 2 if it is based solely on criteria such as teacher judgment, interviews with parents and developmentally appropriate measures that determine which children are failing or most at risk of failing to meet the State's challenging content and student performance standards.
As of April 2016, student performance data is collected with NWEA, DIBELS, MLPP and district created assessments in reading and writing SY 2016-2017 Page 36 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
School Improvement Plan Rodgers Elementary School
are collected and analyzed throughout the year.
Daily work samples and observations of student performance are noted by teachers.
Input is also solicited from support-area teachers working within small groups in the classroom.
Kindergarten screening is performed, at the beginning of the school year, for all incoming kindergarten students. Students identified at-risk are included in intervention from the beginning of the year.
The preschool teachers conduct home interviews each year and there is an application process by which students are accepted into our needs-based preschool program at Rodgers.
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School Improvement Plan Rodgers Elementary School
Component 2: Services to Eligible Students
1. Describe the Title I, Part A program services which are provided to ensure eligible children receive supplemental assistance in the four core academic areas.
As of April 2016, the students identified for Title One intervention are those students identified as the "gap" students in the school improvement plan. Rodgers refers to those students in the SIP plan and offers remedial instruction, intervention, assessment and strategies to those students.
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School Improvement Plan Rodgers Elementary School
Component 3: Incorporated Into Existing School Program Planning
1. How is program planning for eligible students incorporated into the existing school improvement planning process?
As of April 2016, the students identified for Title One interventions are those students identified as the "gap" students in the school improvement plan. Rodgers refers to those students in the SIP plan and offers remedial instruction, intervention, assessment and strategies to those students.
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School Improvement Plan Rodgers Elementary School
Component 4: Instructional Strategies
1. Which instructional strategies in the plan focus on helping eligible students reach the State's standards in the four core curriculum academic areas?
As of April 2016, the services provided to our students through the Title I A program are embedded in the James Rodgers Elementary School Improvement Plan, which accompanies this document. Specifically, these services include: - Intervention specialists - additional staff members, many of whom are certified teachers, who work with individual students and small groups to support classroom instruction; - Student Assistance specialists - Certified social workers who support students' academic, behavioral and emotional needs; - Classroom paraprofessionals - additional staff members who support classroom learning; - CARE ( Community Assessment Referral and Education) - A Macomb County agency that works with the Lake Shore Public Schools to provide solution-focused programs and activities to help prevent and respond to real life issues including the misuse of alcohol, tobacco and other drugs; - Extended-Day School Tutoring- A before and/or after school program designed to give struggling students extra time with certified teacher (Indian Education) or paraprofessional (Title 1) that support students' academic achievement; - Differentiated instruction - Teachers design lessons that take into account students' differing levels of understanding and learning styles; - Bilingual Tutors - Lake Shore participates with the Macomb Intermediate School District in a Title III grant that provides English Language Learners with tutoring and language support; - Summer materials provided for at risk students - Additional financial support for homeless students; - Materials and supplies to support parents and students. - Curriculum Alignment that Corresponds to the Goals
2. Identify the research-based methods and strategies in the plan that ensure effective methods will be utilized to improve overall student academic achievement.
As of April 2016, focused-targeted-skill small groups are based on benchmark assessments and progress monitoring. Some research-based programs/strategies used are: Road to the Code Road to Reading Read Live Making Connections Guided Reading guided-highlighting for ELA developing early numeracy and fractions, for mathematics Tier 2Intervention strategies from Math Expressions
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3. Describe your extended (supplemental) learning program, including how it provides an accelerated quality curriculum.
Benchmark data is collected and analyzed to meet the needs of students struggling to achieve standards and benchmarks.As of April 2016, focused-targeted-skill small groups are based on benchmark assessments and progress monitoring. Some research-based programs/strategies used are: Road to the Code Road to Reading Read Live Making Connections Guided Reading guided-highlighting for ELA developing early numeracy and fractions, for mathematics Tier 2Intervention strategies from Math Expressions
Some teachers use MAISA for writing and reading instruction.
4. Describe how you ensure that students are rarely pulled from their regular classroom to receive supplemental instruction through extended learning opportunities.
Students are pulled during scheduled intervention and enrichment time. Before and after school programs are also offered. Core instruction is delivered to the entire class and intervention times are identified so that core instruction is not missed.
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School Improvement Plan Rodgers Elementary School
Component 5: Title I and Regular Education Coordination
1. In what ways do ongoing coordination and integration occur between regular education and supplemental Title I, Part A programming - including services for children with Limited English Proficiency, if applicable?
The services provided to our students through the Title I part A program are imbedded in the James Rodgers Elementary School Improvement Plan, which accompanies this document. Specifically, these services include: - Intervention specialists - additional staff members, some of whom are certified teachers, who work with individual students and small groups to support classroom instruction; - Student Assistance specialists - Certified social workers who support students' academic, behavioral and emotional needs; - Classroom paraprofessionals - additional staff members who support classroom learning; - CARE ( Community Assessment Referral and Education) - A Macomb County agency that works with the Lake Shore Public Schools to provide solution-focused programs and activities to help prevent and respond to real life issues including the misuse of alcohol, tobacco and other drugs; - After School Tutoring- An after school program designed to give struggling students extra time with certified teacher (Indian Education) or paraprofessional (Title 1) that support students' academic achievement; - Differentiated instruction - Teachers design lessons that take into account students' differing levels of understanding and learning styles; - Bilingual Tutors - Lake Shore participates with the Macomb Intermediate School District in a Title III grant that provides English Language Learners with tutoring and language support; - Tuition free summer school program for at risk students - Additional financial support for homeless students; - Materials and supplies to support parents and students. -Curriculum alignment that corresponds to the goals
2. For schools with kindergarten: Describe the school's transition plan for preschool age children that involves more than a once a year visitation to the kindergarten classroom.
As of April 2016, our school offers 3 preschool programs. One is need-based, grant-funded (Great Start Readiness Preschool) and the other is ECSE (Early Childhood Special Education). Both these programs conduct home visits at the beginning and conclusion of the school year. Preschool parents, along with K-5th grade parents, are invited to school-wide events such as Curriculum Night, District Open House, Book Fairs and PTC-sponsored events. Depending on the need of the student, a student may be "transitioned" into a Kindergarten classroom during a select period of time. This is prior to the new school year.
We have a school open house in the late winter, which incoming Kindergartners are encouraged to attend with families. There is also a Kindergarten Round-Up in the spring. A speech, language and academic screening for incoming Kindergartners is given prior to the beginning of the school year. The Kindergarten students will attend 1/2 days for the rest week of the new school year. Teachers will meet with parents in the afternoon and conference with them individually to acquaint them with classroom expectations and use this time to get to know the child better. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
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School Improvement Plan Rodgers Elementary School
Component 6: Instruction by Highly Qualified Staff
Label
Assurance Response 1. Do all of the Title I, Part A instructional Yes paraprofessionals meet the NCLB requirements for highly qualified? Provide an assurance statement regarding this.
Comment Yes all instructional paraprofessionals meet NCLB requirements.
Attachment
Label
Assurance 2. Do all of the teachers meet the NCLB requirements for highly qualified? Provide an assurance statement regarding this.
Comment Lake Shore Public Schools assures that all teachers are highly qualified.
Attachment
Response Yes
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School Improvement Plan Rodgers Elementary School
Component 7: High Quality and Ongoing Professional Development/Learning
1. What types of ongoing and sustained professional development/learning will the staff (teachers, principals, and paraprofessionals) receive to work with Title I Part A eligible children in the Targeted Assistance program or in the regular education program?
The staff has participated in a variety of professional development opportunities designed to support the work we do with both the eligible children and the regular education program. These include MAISA, eSpark (individualized math and reading program), Math Expressions, DIBELS and Read Live, NWEA administration and data analysis. A district professional development fund is in place that provides teachers with opportunity to attend at least two professional conferences annually that support building and district goals.
2. If appropriate, what types of ongoing and sustained professional development/learning will be provided to parents, pupil services personnel, and other staff who work with Title I Part A eligible children in the Targeted Assistance program or in the regular education program?
Rodgers Elementary School provides several opportunities to assist parents in understanding how to better help their students. Rodgers hosts a Curriculum Night where teachers will explain the curriculum in parent-friendly language. Parents are given information regarding assessments and progress monitoring during the Curriculum Night presentation. Additionally, articles have been printed in the Lake Shore Lines discussing curriculum and assessment in east to understand terms. Lake Shore Public Schools provide Title I parents with materials intended to help them work with their children to reach state benchmarks. Parents are given online supports and are connected to community resources that are available to them. Parents also received instruction on basic math concepts and then were given games and tools to help support their child in those concepts. In addition, training has been provided through the St. Clair Shores CARE program to help parents and teachers deal with students who have academic and behavioral difficulties.
Label
Assurance 3. Your school's professional development/learning plan or calendar is complete.
Response Yes
Comment Attachment District PD calendar requirements Rodgers PD Plan will be meet at the completion of for 2016-17 this school year and is attached.
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School Improvement Plan Rodgers Elementary School
Component 8: Strategies to Increase Parental Involvement
1. How are parents involved in the design of the Targeted Assistance program plan?
Programs are designed to encourage parental involvement . During the school year, information and time is provided to teach parents to be their child's first and best teacher. Parent needs are solicited at conference time.
2. How are parents involved in the implementation of the Targeted Assistance program plan?
Parents come to school as volunteers and work with students under the direction if the classroom teacher. Parents keep track of reading minutes at home. Parents are provided with games and skill development activities to use at home
Label
Assurance 3. Are parents involved in the evaluation of the Targeted Assistance program plan? How are parents involved in the evaluation of the Targeted Assistance program plan?
Response Yes
Comment Attachment Parents are asked to provide feedback from Title 1 programs. Parents are provided with forms at conference time to make comments, suggestions etc about our school.
4. Describe how the parent involvement activities outlined in Section 1118 e (1)-(5) and (14) and Section 1118 (f) are implemented.
1. Packets are offered to the students supplying reading material and reinforcement work. 2. At kindergarten orientation classroom volunteers are solicited. 3. Kindergarten Round-Up Title I teachers share how Title I support is available. 3. Home/School Compacts are provided and signed at the first conference. 4. Books are provided for home use. 5. Game format activities are provided to students to do at home. 6. A family game night is planned for Title 1 families. 7. Other information (ie.at-home strategies, websites, weebly, self-help) are provided as needed.
5. Describe how the parent involvement activities are evaluated.
Parent surveys are conducted and input is used to improve the plan based on student need. Teachers also keep track of the number of parents who attend the Parent-Teacher conferences each trimester.
6. Describe how the school-parent compact is developed.
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School Improvement Plan Rodgers Elementary School
Currently, we use a version of the Home-School Compact from previous years. Not only did teachers discuss this compact with their students but also with the parent during our first parent-teacher conference. We encourage participation of parents in regular, two-way, and meaningful communication concerning student academic learning and other school activities. Parents are full partners in their child's education and are included, as appropriate, in decision making and as members of advisory committees to assist in the education of their child. Rodgers holds a parent Curriculum Night in September where teachers/administrators will provide parents with assistance in understanding topics such as: - Common Core State Academic Standards in English, Math, Science and Social Studies - Current MDE Accreditation and AYP benchmarks - Requirements necessary to receive targeted assistance services and an overview of the services provided - How to monitor their child's progress - How to work with educators - A school calendar that lists parent/teacher conferences, contact information, and dates for distribution of progress reports and report cards. Furthermore, this information will be repeated throughout the school year at parent-teacher conferences, PTC meetings, and one-on-one meetings between parents and school personnel. The information noted above will also be provided on the district website, building website, teachers' newsletters, and in the Lake Shore Lines district newsletter.
Label
Assurance 7. Do you have a Title I School-Parent Compact?
Response Yes
Comment Attachment At our initial Parent-Teacher Conference in December, the Home-School Compact is reviewed with each parent in order to review the expectations that the teachers have for the student, for the parents as well as the parents' expectations of the teachers. See attached.
8. How does the school provide individual student academic assessment results in a language parents can understand?
All students are assessed tri-annually in reading, writing and math. In addition they are more frequently progressed monitored if their achievement level is below benchmark. Parents are provided this information through the report card and conferences with staff. They are offered charts to be able to see their child's progress in relationship to the peer performance. Questions are entertained by professional staff. For families requiring bilingual services, the Macomb Intermediate School District provides services to translate parent letters and other communications into languages other than English so that all parents can maintain involvement in their child's education.
Label
Assurance 9. Does the school have a Title I Parental Involvement Policy/Plan?
Response Yes
Comment In accordance with federal regulations, we have a Title I Parental Involvement Policy.
Attachment Parent Involvement Policy
10. Describe how the parent compact is used at elementary-level parent teacher conferences.
At our initial Parent-Teacher Conference, the Home/School compact is reviewed with each parent in order to review the expectations that the teachers have for the student and for the parents, as well as, the parents' expectations of the teachers. The Compact is a three way agreement between parents/guardians, teachers and students. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
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School Improvement Plan Rodgers Elementary School
Component 9: Coordination of Title I and Other Resources
1. Describe how the Federal, State and local programs are coordinated and integrated to serve eligible children.
Title One funds are used in conjunction with Section 31 A funds to hire support staff to work with Title One eligible students. Also special education personnel are used to assist in early intervention activities as described under Special Education rules.
2. Describe how the plan demonstrates coordination and integration of Federal, State and local programs and services in a manner applicable to the grade levels of the school: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
At the district level, we use the district website to promote awareness of programs and services to the familes we serve. Title I A funds are used in conjunction with General Fund and Federal at Risk (31A) dollars to support students academically, emotional, and behaviorally. Funds have been used in the following manner: CARE (District-At Risk 31A) Community Involvement Activist (Title 1A) Student Assistance Specialist At Risk (31A) Diagnostic Prescriptive Teacher/Reading (Title IA) Curriculum Intervention Specialists (District- Title 1A, At Risk 31A)
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School Improvement Plan Rodgers Elementary School
Component 10: Ongoing Review of Student Progress
1. Describe how the progress of participating students is reviewed on an ongoing basis.
All of the students at Rodgers are assessed tri-annually in core academic areas. The Michigan Literacy Progress Profile, DiBELS, NWEA math and reading assessment, state assessment writing rubrics are used. In addition, those students receiving Title I support, are assessed more frequently using teacher made assessments aimed at very specific skills. At bi-monthly professional learning community meetings, teachers review classroom data and instructional goals. Our FIT (Focus Intervention Team) meets weekly and during this time reviews student SMART goals, progress towards SMART goals and to determine the effectiveness of the interventions provided.
2. Describe how the Targeted Assistance program is revised to provide supplemental learning opportunities that enable participating children to meet the State's challenging student achievement standards.
As students' needs change as evidence through assessment, targeted assistance is revised to meet individual requirements to obtain grade level standards and benchmarks.
3. Describe how teachers have been trained to identify students who need additional assistance or how to implement student achievement standards in the classroom based on the review of student progress.
Teachers participate in Professional Learning Communities (PLC) and data conferences to desegregate data and use that data to drive instruction and remediation. Teachers also participate in professional development days provided by the district throughout the year and opportunities that they seek on their own through local conferences.
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School Improvement Plan Rodgers Elementary School
Evaluation NOTE: This is NOT a Targeted Assistance Plan Rubric Requirement---but it IS part of the process of Continuous School Improvement. This has been patterned after the Schoolwide Plan requirements, and it fulfills PA 25 requirements for an annual review of the plan.
1. Describe how the school evaluates the implementation of the Targeted Assistance program at least annually.
Through the use of district benchmark data, the school can evaluate the implementation of the targeted assistance program; specifically looking at the students that have participated in targeted assisted groups.
2. Describe how the school evaluates the results achieved by the Targeted Assistance program using data from the State's annual assessments and other indicators of academic achievement.
Specific growth of targeted assisted students is measured to evaluate the effectiveness of the program.
3. Describe how the school determines whether the Targeted Assistance program has been effective in increasing the achievement of eligible students who are furthest from achieving the standards.
The school measures each targeted assisted student's adequate yearly progress.
4. Describe the process that is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous improvement of eligible students in the Targeted Assistance program.
Identified students targeted assistance is modified by intensity and duration to insure continuous improvement.
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School Improvement Plan Rodgers Elementary School
Plan for Improvement 2016-17
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School Improvement Plan Rodgers Elementary School
Overview Plan Name Plan for Improvement 2016-17 Plan Description
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School Improvement Plan Rodgers Elementary School
Goals Summary The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section. # 1
Goal Name All students will become proficient readers.
2
All students at Rodgers Elementary will become proficient writers.
3
All students at Rodgers Elementary School will increase their proficiency in mathematics.
4
All students at Rodgers Elementary will improve vocabulary acquisition and usage in science.
5
All students at Rodgers Elementary will improve informational reading in social studies
Goal Details Objectives:3 Strategies:4 Activities:14 Objectives:3 Strategies:4 Activities:10 Objectives:3 Strategies:5 Activities:7 Objectives:1 Strategies:1 Activities:3 Objectives:1 Strategies:1 Activities:3
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Goal Type Academic
Total Funding $22000
Academic
$10000
Academic
$11750
Academic
$0
Academic
$0
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School Improvement Plan Rodgers Elementary School
Goal 1: All students will become proficient readers. Measurable Objective 1: 100% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will complete a portfolio or performance to increase student growth as measured by their NWEA RIT score in Reading by 06/02/2017 as measured by NWEA assessment. Strategy 1: Advanced Organizers - Staff will use advanced organizers to organize details to support and construct a response to a extended response questions in narrative and informational text. Category: English/Language Arts Research Cited: Marzano, R. Classroom Instruction that works, Research based strategies for increasing student achievement, Prentice Hall, 2004. 192 pgs. Print Tier: Tier 1 Activity - Extended/Constructed Response
Activity Type
Tier
Phase
Begin Date End Date
Staff will provide direct instruction and monitor narrative, Direct argumentative, and/or opinion extended/constructed responses Instruction weekly. Formal assessment and analysis of constructed reponses will be collected once per trimester to show growth.
Tier 1
Evaluate
09/06/2016 06/14/2017 $0
Activity - Data Analysis
Tier
Phase
Begin Date End Date
The staff will use Data Director to house district and state Teacher Tier 1 assessment data (MLPP, Individual Running Records and Collaborati NWEA). This data will be analyzed in PLC's to progress on monitor and drive instruction. Staff will review state, district,and common assessment data to inform program and instructional decisions.
Monitor
09/06/2016 06/15/2017 $0
Activity - MAISA Reading Professional Development
Activity Type
Phase
Begin Date End Date
Teachers will be trained in MAISA Reading units.
Professiona Tier 1 l Learning
Getting Ready
09/06/2016 06/15/2017 $10000
Activity Type
Tier
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All teaching Required staff
Source Of Funding
Staff Responsibl e No Funding All regular Required and special education teachers, Title 1 Instructors and Intervention Specialists. Source Of Funding
Staff Responsibl e Title II Part All A Instructiona l Staff Page 55
School Improvement Plan Rodgers Elementary School
Activity - Professional Learning
Activity Type
Tier
Provide staff with materials, including graphic organizers, rubrics and anchor papers. Teacher Leader will model correct format and procedure for constructing an extended response.
Professiona Tier 1 l Learning, Curriculum Developme nt
Phase
Begin Date End Date
Resource Assigned
09/05/2016 09/15/2016 $1000
Source Of Funding General Fund
Staff Responsibl e MISD Consultant, Teacher Leaders, teaching staff
Strategy 2: Researched Base Core CITW Instruction - All staff will implement the CITW, "Creating the Environment for Learning" into their reading instructional practice to increase student engagement for learning. Category: English/Language Arts Research Cited: Marzano, R. Classroom Instruction that works, Research based strategies for increasing student achievement, Prentice Hall, 2004. 192 pgs. Print Tier: Tier 1 Activity - Setting Objectives
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
All teachers will post and refer to objectives in student-friendly language throughout instruction.
Direct Instruction
Tier 1
Implement
09/06/2016 06/15/2017 $0
General Fund
Activity - Cues & Questions
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Teachers will use effective questioning techniques such as Direct think/pair/share, whiteboards, popsicle sticks, clickers, etc. and Instruction will ask questions that require deeper rigor.
Tier 1
Implement
09/06/2016 06/15/2017 $0
General Fund
Activity - Advance Organizers
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Graphic Organizers such as the Frayer's Model, t-charts, thinking maps, vocabulary frames, etc will be used to develop vocabulary, text elements, comparisons, etc.
Direct Instruction
Tier 1
Implement
09/06/2016 06/15/2017 $0
Resource Assigned
Resource Assigned
Source Of Funding
General Fund
Staff Responsibl e All General Teachers who teach reading Staff Responsibl e General Education Staff who teach reading Staff Responsibl e General Education staff who teach reading
Measurable Objective 2: 45% of Male students will demonstrate a proficiency in reading comprehension in English Language Arts by 06/15/2017 as measured by NWEA. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Rodgers Elementary School
Strategy 1: Tier 2 Intervention - Tier 2 instruction will occur after primary instruction has been given by the classroom teacher. Intervention will target specific comprehension strategies. Interventions will include guided reading at the students level as well as extra reading support 3 to 5 times per week targeting specific comprehension strategies. Category: English/Language Arts Research Cited: Professional Learning Communties (Eaker and DuFour) Classroom Instruction that Works (Marzanno) Zemelman, S., H. Daniels, and A. Hyde. Best Practices: New standards for teaching and learning in American schools . 2nd. Heinemann, 1998. 308pgs.. Print. Stone, R. Best Practices for Teaching Mathematics: What award winning classroom teachers do. Corwin Press, 2007. 104pgs.. Print. Tier: Tier 2 Activity - Intervention planning
Activity Type
Tier
Phase
Begin Date End Date
All staff responsible for Language Arts will meet three times a Academic year as a grade Support level after each benchmark data collection and make decisions Program about core instruction. Staff will identify students who need Tier 2 and Tier 3 supports. Staff also will decide which students require additional diagnostic assessments. Staff will conduct progress monitoring assessments for Tier 2 and 3 monthly.
Tier 2
Evaluate
09/06/2016 06/15/2017 $0
Activity - Data Conferences
Tier
Phase
Begin Date End Date
All teaching staff will meet with their grade level teams, support Teacher Tier 2 staff and principal at least 3 times a year to analyze MEAP Collaborati scores, NWEA scores and Rigby Levels to determine students on who needs Tier 2 and Tier 3 supports.
Implement
09/06/2016 06/15/2017 $0
Staff Responsibl e No Funding All teaching Required staff, support staff and principal.
Activity - Read Live
Tier
Phase
Begin Date End Date
Source Of Funding
Tier 2
Implement
09/06/2016 06/15/2017 $0
Activity Type
Activity Type
Students identified as needing Tier 2 support will work with Title Academic One staff using the /Read Live program. Support staff will Support progress monitor students weekly. Program
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All staff Required responsible for teaching language arts, administrat ors, Source Of Funding
Other
Staff Responsibl e Special Education & Support Staff
Page 57
School Improvement Plan Rodgers Elementary School
Activity - Road to Reading
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Students performing below average (below 40%ile on NWEA) will receive Road to Reading
Academic Support Program
Tier 2
Evaluate
09/06/2016 06/09/2017 $9000
Source Of Funding Title I Part A
Staff Responsibl e Title One parapros
Measurable Objective 3: 35% of Students with Disabilities students will demonstrate a proficiency in reading comprehension in English Language Arts by 06/15/2017 as measured by state and district assessments. Strategy 1: Intense Interventions - Individualize specific reading level programs to target specific student needs. Category: English/Language Arts Research Cited: Gersten, R., D. Copton, C.M. Connor, J. Dimino, and L. Santoro. US Department of Education. Assisting Students struggling with reading in the primary grades., 2009. Web.3 May 2011 Defour, R., R., Defour, R. Eaker and G. Karhanek. Raising the Bar and Closing the Gap; Whatever it takes. Bloomington, IN; Solution Tree Press, 2011. Tier: Tier 3 Activity - Intense intervention
Activity Type
Tier
Phase
Begin Date End Date
Voyager
Academic Support Program
Tier 3
Evaluate
09/06/2016 06/15/2017 $2000
Special Education
Activity - Reading Mastery/Corrective Reading
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Special Education staff will use Reading Mastery and Academic Corrective Reading with the Tier 3 students to improve reading Support comprehension and constructed responses. Program
Tier 3
Implement
09/06/2016 06/15/2017 $0
Special Education
Activity - Child Study Focused Intervention Meetings
Tier
Phase
Begin Date End Date
Source Of Funding
Activity Type
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Special Education & Support Staff Staff Responsibl e Special Education staff Staff Responsibl e
Page 58
School Improvement Plan Rodgers Elementary School
A child study team will meet weekly to monitor ou r lowest students and their progress toward their academic goals.
Academic Support Program
Tier 3
09/06/2016 06/15/2017 $0
No Funding Teacher Required Consultant, School Psychologi st, principal, School Assistance Specialist, Speech Pathologist, Gen Ed Teacher, Resource Room Teacher.
Goal 2: All students at Rodgers Elementary will become proficient writers. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in written expression in English Language Arts by 06/13/2024 as measured by state and district writing assessments. Strategy 1: Constructed Response - Students will produce a response to a topic by restating the topic or question, citing examples and conclusion. Category: English/Language Arts Research Cited: Freeman, M., and S. Koehler. Models for Teaching Writing-Craft Target Skills. 2nd . Maupin House Publishing, 2010. 120pgs.. Print. 6 + 1 Trait Writing Model of Instruction and Assessment provides a common language for teachers and students to communicate about the characteristics of writing and establishes a clear vision of what good writing looks like. Being a writer: A yearlong writing curriculum for grades K-6 that combines 2 decades of research in the ares of writing, motivation and learning theory with social and ethical development. Writing supports Defour,R., R. Defour, R. Eaker and G. Karhanek. Raising the bar and closing the gap: whatever it takes. Bloomington, IN: Solution Tree Press. 2011. 191pgs. Print. RtI Marzano, R. Classroom Instruction that Works; Research based strategies for increasing student achievement. Prentice Hall, 2004. 192pgs.. Print. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 59
School Improvement Plan Rodgers Elementary School
Tier: Tier 1 Activity - Narrative Response
Activity Type
Tier
Phase
Begin Date End Date
Students will write a constructed response using the RACE format to construct meaning from a narrative piece.
Direct Instruction
Tier 1
Evaluate
09/08/2015 06/08/2016 $0
Activity - Informational Response
Activity Type
Tier
Phase
Begin Date End Date
Students will write a constructed response to answer questions Direct showing meaning for informational questions with the RACE Instruction format.
Tier 1
Evaluate
09/02/2014 06/11/2015 $0
Activity - Persuasive/Opinion/Argument Response
Tier
Phase
Begin Date End Date
Students will write a response to a given topic using the OREO Direct format to state their opinion, using facts from a given source to Instruction support their opinion, in order to persuade the reader that their stand is the correct one.
Tier 1
Evaluate
09/08/2015 06/09/2016 $0
Activity - Data Analysis
Tier
Phase
Begin Date End Date
Activity Type
Activity Type
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e No Funding All general Required and special education teachers. In addition, intervention specialist and Title I parapros will support. Source Of Funding
Staff Responsibl e No Funding All general Required and special education staff. Title I and intervention specialist will support. Source Of Funding
Staff Responsibl e No Funding All general Required and special education, as well as, our intervention specialist and Title I staff. Source Of Funding
Staff Responsibl e
Page 60
School Improvement Plan Rodgers Elementary School
The staff will use Data Director to house district and state assessment (NWEA).. This data will be analyzed in PLC's and drive instruction. Staff will review 2015 state, district, and common assessments to inform program and instructional decisions.
Teacher Tier 1 Collaborati on
Getting Ready
09/08/2015 06/15/2016 $0
General Fund
Activity - MAISA Writing Professional Development
Activity Type
Phase
Begin Date End Date
Source Of Funding
Teachers will be trained in MAISA Writing units.
Professiona Tier 1 l Learning
Getting Ready
09/08/2015 06/15/2016 $10000
Tier
Resource Assigned
All regular and special education teachers, Title 1 Instructors and Intervention Specialists.
Staff Responsibl e Title II Part All Rodgers A Teachers
Strategy 2: CITW - Creating the Environment for Learning - All staff will implement the CITW, "Creating the Environment for Learning" into their reading instructional practice to increase student engagement for learning. Category: Research Cited: Classroom Instruction That Works, MarzanoDean, C B., Hubbell, E.R., Pitler, H., Stone, Bj., (2012) Classroom Instruction That Works, Researched Strategies for Increasing Student Achievement, Alexandria, VA., ASCD., Denver, CO., McREL Marzano, R.J., Frontier, T., Livivngston, D. (2011) Effective Supervision, Supporting the Art and Science of Teaching., Alexandria VA. ASCD. Tier: Tier 1 Activity - Advance Organizers
Activity Type
Tier
Graphic organizers such as the Frayer’s Model, t-charts, Direct thinking maps, vocabulary 4-square, connect 2, etc will be used Instruction to develop writing fluency & organization.
Tier 1
Activity - Setting Objectives
Activity Type
Tier
All teachers will post and refer to objectives throughout instruction.
Direct Instruction
Activity - Cues and Questions
Activity Type
Teachers will use effective questioning techniques such as Direct think/pair/share, white boards, popsicle sticks, clickers, etc. and Instruction will ask questions that require deeper rigor.
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
09/08/2015 06/01/2016 $0
General Fund
Phase
Begin Date End Date
Source Of Funding
Tier 1
Implement
09/08/2015 06/01/2016 $0
General Fund
Tier
Phase
Begin Date End Date
Source Of Funding
Tier 1
Implement
09/08/2015 06/01/2016 $0
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
General Fund
Staff Responsibl e All Staff
Staff Responsibl e All Staff Staff Responsibl e All Staff
Page 61
School Improvement Plan Rodgers Elementary School
Measurable Objective 2: 45% of Bottom 30% students will demonstrate a proficiency on state and district writing assessments in English Language Arts by 06/15/2016 as measured by NWEA. Strategy 1: Writing Intervention - All students not proficient receive writing intervention, however, our less than proficient males will receive small group intervention geared toward a specific skill identified by writing assessments. Category: Research Cited: Freeman, M., and S. Koehler. Models for Teaching Writing-Craft Target Skills. 2nd . Maupin House Publishing, 2010. 120pgs.. Print. 6 + 1 Trait Writing Model of Instruction and Assessment provides a common language for teachers and students to communicate about the characteristics of writing and establishes a clear vision of what good writing looks like. Being a writer: A yearlong writing curriculum for grades K-6 that combines 2 decades of research in the ares of writing, motivation and learning theory with social and ethical development. Writing supports Defour,R., R. Defour, R. Eaker and G. Karhanek. Raising the bar and closing the gap: whatever it takes. Bloomington, IN: Solution Tree Press. 2011. 191pgs. Print. RtI Marzano, R. Classroom Instruction that Works; Research based strategies for increasing student achievement. Prentice Hall, 2004. 192pgs.. Print. Tier: Tier 2 Activity - Writing Intervention
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Students will participate in writing clinics focused on skill deficits identified from state and district assessments.
Academic Support Program
Tier 2
Evaluate
09/08/2015 06/09/2016 $0
Source Of Funding
Staff Responsibl e No Funding All staff Required responsible for teaching ELA.
Measurable Objective 3: 30% of Bottom 30% students will demonstrate a proficiency in writing in Writing by 06/15/2016 as measured by NWEA. Strategy 1: Intense Intervention - Students with identified disabilities will be provided with a modified curriculum, utilizing the students' IEP, to work on improving their writing fluency. Category: Research Cited: Marzano, R. Classroom Instruction That Works; Research Based Strategies for Increasing Student Achievement. Prentice Hall, 2004. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 62
School Improvement Plan Rodgers Elementary School
Tier: Tier 3 Activity - Weekly Fluency Writing
Activity Type
Students will write daily and keep track of the number of words Academic that they write during each session. They will set a goal and Support monitor their progress. Program
Tier
Phase
Begin Date End Date
Resource Assigned
Tier 3
Evaluate
09/08/2015 06/01/2016 $0
Source Of Funding
Staff Responsibl e No Funding Special Required Education Staff
Goal 3: All students at Rodgers Elementary School will increase their proficiency in mathematics. Measurable Objective 1: 100% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will complete a portfolio or performance to increase student growth as measured by their NWEA RIT score in Mathematics by 06/02/2017 as measured by state and district wide assessments.. Strategy 1: Math Reasoning - All staff will utilize multiple manipulatives while instructing on each mathematical concept. Teachers will model a mathematical concept and use different manipulatives, including the use of a graphic organizer. Students will be assessed 3 times a year using a graphic organizer and corresponding rubric to demonstrate their understanding of the many representations for a given problem. Category: Mathematics Research Cited: Professional Learning Communties (Eaker and DuFour) Classroom Instruction that Works (Marzanno) Zemelman, S., H. Daniels, and A. Hyde. Best Practices: New standards for teaching and learning in American schools . 2nd. Heinemann, 1998. 308pgs.. Print. Stone, R. Best Practices for Teaching Mathematics: What award winning classroom teachers do. Corwin Press, 2007. 104pgs.. Print. Tier: Tier 1 Activity - Data Conferencing
Activity Type
Phase
Begin Date End Date
All teaching staff will meet with grade-level teams, support staff, Teacher Tier 1 and principal three times a year to analyze MEAP, NWEA, and Collaborati classroom assessment data to determine which students have on fallen behind the proficiency level.
Getting Ready
09/08/2015 06/09/2016 $0
Staff Responsibl e No Funding All general Required and special education staff
Activity - Math Reasoning
Phase
Begin Date End Date
Source Of Funding
Activity Type
Tier
Tier
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e
Page 63
School Improvement Plan Rodgers Elementary School
Students will practice writing constructed responses and Direct showing multiple representations for given open-ended Instruction problems which correlate with the Common Core expectations.
Tier 1
Getting Ready
09/06/2016 06/15/2017 $0
No Funding All general Required education and special education staff members
Strategy 2: Build Math Fact Fluency - All students will increase fluency with basic math addition, subtraction, multiplication and division facts. Category: Mathematics Research Cited: Zemelman, S., H. Daniels, and A. Hyde. Best Practices: New standards for teaching and learning in American schools . 2nd. Heinemann, 1998. 308pgs.. Print. Marzano, R. Classroom Instruction that Works; Research based strategies for increasing student achievement. Prentice Hall, 2004. 192pgs.. Print. Tomlinson, C. A., (2001). How to differentiate instruction in mixed-aility classrooms. (2nd Ed.) Alexandria, Tier: Tier 1 Activity - Basic Math Fact Practice
Activity Type
Students will review, practice and monitor their progress with Other basic math facts. Beginning with addition in kdg and 1st grade and progressing toward subtraciton, multiplication and division.
Tier
Phase
Begin Date End Date
Resource Assigned
Tier 1
Implement
09/08/2015 06/09/2016 $250
Source Of Funding General Fund
Staff Responsibl e All available staff
Strategy 3: CITW - Creating the Environment for Learning - All staff will implement the CITW, “Creating the Environment for Learning”, into their Math Instructional practice to increase student engagement and learning. Category: Research Cited: Classroom Instruction That Works, MarzanoDean, C B., Hubbell, E.R., Pitler, H., Stone, Bj., (2012) Classroom Instruction That Works, Researched Strategies for Increasing Student Achievement, Alexandria, VA., ASCD., Denver, CO., McREL Marzano, R.J., Frontier, T., Livivngston, D. (2011) Effective Supervision, Supporting the Art and Science of Teaching., Alexandria VA. ASCD. Tier: Tier 1 Activity - Questioning
Activity Type
Tier
Phase
Begin Date End Date
Teachers will use effective questioning techniques such as think, pair, share, white boards, popsicle sticks, clickers, etc and will ask questions that require deeper rigor
Direct Instruction
Tier 1
Implement
09/08/2015 06/01/2016 $0
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Source Of Funding General Fund
Staff Responsibl e All Staff
Page 64
School Improvement Plan Rodgers Elementary School
Activity - Walkthroughs
Activity Type
Tier
Teachers will receive data from walkthroughs to understand the Walkthroug Tier 1 fidelity of implementation so adjustments can be made h throughout the year.
Phase
Begin Date End Date
Resource Assigned
Monitor
09/08/2015 06/15/2016 $1500
Source Of Funding
Staff Responsibl e Title I School School Improveme Improveme nt Team nt (ISI)
Measurable Objective 2: 45% of Bottom 30% students will demonstrate a proficiency in mathematics. in Mathematics by 06/15/2016 as measured by NWEA. Strategy 1: Intervention - After giving a district wide assessment, students who score below the benchmark score on universal screening will be identified as Tier 2 students for each mathematical strand and receive intensive, systematic instruction in small groups. Category: Research Cited: Professional Learning Communties (Eaker and DuFour) Classroom Instruction that Works (Marzanno) Zemelman, S., H. Daniels, and A. Hyde. Best Practices: New standards for teaching and learning in American schools . 2nd. Heinemann, 1998. 308pgs.. Print. Stone, R. Best Practices for Teaching Mathematics: What award winning classroom teachers do. Corwin Press, 2007. 104pgs.. Print. Tier: Tier 2 Activity - Math Clinics
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Students will receive intensive mathematic instruction during these clinics 3-5 times each week on specific mathematical strands.
Academic Support Program
Tier 2
Implement
09/08/2015 06/09/2016 $10000
Source Of Funding
Staff Responsibl e Section 31a All general and special education teachers, as well as, the intervention specialist.
Measurable Objective 3: 30% of Bottom 30% students will demonstrate a proficiency in mathematics in Mathematics by 06/15/2016 as measured by NWEA. Strategy 1: Intense Instruction Intervention - Identified students will provide students with disabilities a differenitated classroom instruction and modified curriculum. Teachers and staff will utilize a student's learning style and IEP indicators to create alternative learning instruction that addresses the learning needs of special education students. Category: Research Cited: Zemelman, S., H. Daniels, and A. Hyde. Best Practices: New standards for teaching and learning in American schools . 2nd. Heinemann, 1998. 308pgs.. Print. Marzano, R. Classroom Instruction that Works; Research based strategies for increasing student achievement. Prentice Hall, 2004. 192pgs.. Print. SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 65
School Improvement Plan Rodgers Elementary School
Tomlinson, C. A., (2001). How to differentiate instruction in mixed-aility classrooms. (2nd Ed.) Alexandria, VA: ASCD Tier: Tier 3 Activity - Intensive Intervention
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Identified students with an IEP will receive intensive, individualized instruction as determined by IEP goals.
Academic Support Program
Tier 3
Implement
09/08/2015 06/09/2016 $0
Source Of Funding Special Education
Staff Responsibl e General and Special Education staff
Goal 4: All students at Rodgers Elementary will improve vocabulary acquisition and usage in science. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will demonstrate a proficiency in vocabulary and acquisition in Science by 06/13/2024 as measured by Spring State Assessments.. Strategy 1: CITW - Creating the Environment for Learning - All staff will implement the CITW, “Creating the Environment for Learning”, into their Science Instructional practice to increase student engagement and learning. Category: Research Cited: Classroom Instruction That Works, MarzanoDean, C B., Hubbell, E.R., Pitler, H., Stone, Bj., (2012) Classroom Instruction That Works, Researched Strategies for Increasing Student Achievement, Alexandria, VA., ASCD., Denver, CO., McREL Marzano, R.J., Frontier, T., Livivngston, D. (2011) Effective Supervision, Supporting the Art and Science of Teaching., Alexandria VA. ASCD. Tier: Tier 1 Activity - Advance Organizers
Activity Type
Tier
Graphic organizers such as the Frayer’s Model, t-charts, Direct thinking maps, vocabulary 4-square, connect 2, etc will be used Instruction to develop science vocabulary
Tier 1
Activity - Setting Objectives
Tier
Activity Type
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Phase
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
09/08/2015 06/09/2016 $0
General Fund
Begin Date End Date
Source Of Funding
Resource Assigned
Staff Responsibl e All Staff
Staff Responsibl e Page 66
School Improvement Plan Rodgers Elementary School
Teachers will post and refer to objectives throughout instruction.
Direct Instruction
Activity - Cues and Questions
Activity Type
Teachers will use effective questioning techniques such as Direct think/pair/share, white boards, popsicle sticks, clickers, etc. and Instruction will ask questions that require deeper rigor.
Tier
Implement
09/08/2015 06/01/2016 $0
General Fund
All Staff
Phase
Begin Date End Date
Source Of Funding
Staff Responsibl e All Staff
Tier 1
Resource Assigned
09/08/2015 06/01/2016 $0
General Fund
Goal 5: All students at Rodgers Elementary will improve informational reading in social studies Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/Reduced Lunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will demonstrate a proficiency in informational reading in Social Studies by 06/13/2024 as measured by the Spring state assessments. Strategy 1: CITW - Creating the Environment for Learning - All staff will implement the CITW, “Creating the Environment for Learning”, into their Social Studies Instructional practice to increase student engagement and learning. Category: Research Cited: Classroom Instruction That Works, MarzanoDean, C B., Hubbell, E.R., Pitler, H., Stone, Bj., (2012) Classroom Instruction That Works, Researched Strategies for Increasing Student Achievement, Alexandria, VA., ASCD., Denver, CO., McREL Marzano, R.J., Frontier, T., Livivngston, D. (2011) Effective Supervision, Supporting the Art and Science of Teaching., Alexandria VA. ASCD. Tier: Tier 1 Activity - Advance Organizers
Activity Type
Tier
Graphic organizers such as the Frayer’s Model, t-charts, Direct thinking maps, vocabulary 4-square, connect 2, etc will be used Instruction to develop social studies vocabulary
Tier 1
Activity - Setting Objectives
Activity Type
Tier
All teachers will post and refer to objectives throughout instruction.
Direct Instruction
Tier 1
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Phase
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
09/08/2015 06/01/2016 $0
General Fund
Begin Date End Date
Source Of Funding
Resource Assigned
09/08/2015 06/01/2016 $0
General Fund
Staff Responsibl e All Staff
Staff Responsibl e All Staff
Page 67
School Improvement Plan Rodgers Elementary School
Activity - Cues and Questions
Activity Type
Teachers will use effective questioning techniques such as Direct think/pair/share, white boards, popsicle sticks, clickers, etc. and Instruction will ask questions that require deeper rigor.
Tier
Phase
Begin Date End Date
Tier 1
Implement
09/08/2015 06/01/2016 $0
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Source Of Funding General Fund
Staff Responsibl e All Staff
Page 68
School Improvement Plan Rodgers Elementary School
Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I School Improvement (ISI) Activity Name
Activity Description
Activity Type
Walkthroughs
Teachers will receive data from walkthroughs to understand the fidelity of implementation so adjustments can be made throughout the year.
Activity Name MAISA Writing Professional Development MAISA Reading Professional Development
Tier
Phase
Begin Date End Date
Resource Assigned
Staff Responsibl e School Improveme nt Team
Walkthroug Tier 1 h
Monitor
09/08/2015 06/15/2016 $1500
Activity Description
Activity Type
Phase
Begin Date End Date
Teachers will be trained in MAISA Writing units.
Professiona Tier 1 l Learning
Getting Ready
09/08/2015 06/15/2016 $10000
Teachers will be trained in MAISA Reading units.
Professiona Tier 1 l Learning
Getting Ready
09/06/2016 06/15/2017 $10000
All Instructiona l Staff
Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Intensive Intervention
Identified students with an IEP will receive Academic intensive, individualized instruction as determined Support by IEP goals. Program
Tier 3
Implement
09/08/2015 06/09/2016 $0
Intense intervention
Voyager
Academic Support Program
Tier 3
Evaluate
09/06/2016 06/15/2017 $2000
Reading Mastery/Corrective Reading
Special Education staff will use Reading Mastery Academic and Corrective Reading with the Tier 3 students to Support improve reading comprehension and constructed Program responses.
Tier 3
Implement
09/06/2016 06/15/2017 $0
Staff Responsibl e General and Special Education staff Special Education & Support Staff Special Education staff
Title II Part A Tier
Resource Assigned
Staff Responsibl e All Rodgers Teachers
Special Education
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Page 69
School Improvement Plan Rodgers Elementary School
Other Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Read Live
Students identified as needing Tier 2 support will work with Title One staff using the /Read Live program. Support staff will progress monitor students weekly.
Academic Support Program
Tier 2
Implement
09/06/2016 06/15/2017 $0
Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Intervention planning
All staff responsible for Language Arts will meet three times a year as a grade level after each benchmark data collection and make decisions about core instruction. Staff will identify students who need Tier 2 and Tier 3 supports. Staff also will decide which students require additional diagnostic assessments. Staff will conduct progress monitoring assessments for Tier 2 and 3 monthly. Students will practice writing constructed responses and showing multiple representations for given open-ended problems which correlate with the Common Core expectations.
Academic Support Program
Tier 2
Evaluate
09/06/2016 06/15/2017 $0
Direct Instruction
Tier 1
Getting Ready
09/06/2016 06/15/2017 $0
Data Analysis
The staff will use Data Director to house district and state assessment data (MLPP, Individual Running Records and NWEA). This data will be analyzed in PLC's to progress monitor and drive instruction. Staff will review state, district,and common assessment data to inform program and instructional decisions.
Teacher Tier 1 Collaborati on
Monitor
09/06/2016 06/15/2017 $0
Writing Intervention
Students will participate in writing clinics focused on skill deficits identified from state and district assessments.
Academic Support Program
Evaluate
09/08/2015 06/09/2016 $0
Staff Responsibl e Special Education & Support Staff
No Funding Required
Math Reasoning
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier 2
Resource Assigned
Staff Responsibl e All staff responsible for teaching language arts, administrat ors,
All general education and special education staff members All regular and special education teachers, Title 1 Instructors and Intervention Specialists. All staff responsible for teaching ELA.
Page 70
School Improvement Plan Rodgers Elementary School
Narrative Response
Students will write a constructed response using the RACE format to construct meaning from a narrative piece.
Direct Instruction
Tier 1
Child Study Focused Intervention Meetings
A child study team will meet weekly to monitor ou r Academic lowest students and their progress toward their Support academic goals. Program
Tier 3
Evaluate
09/08/2015 06/08/2016 $0
09/06/2016 06/15/2017 $0
Weekly Fluency Writing Students will write daily and keep track of the number of words that they write during each session. They will set a goal and monitor their progress. Persuasive/Opinion/Arg Students will write a response to a given topic ument Response using the OREO format to state their opinion, using facts from a given source to support their opinion, in order to persuade the reader that their stand is the correct one.
Academic Support Program
Tier 3
Evaluate
09/08/2015 06/01/2016 $0
Direct Instruction
Tier 1
Evaluate
09/08/2015 06/09/2016 $0
Extended/Constructed Response
Direct Instruction
Tier 1
Evaluate
09/06/2016 06/14/2017 $0
Implement
09/06/2016 06/15/2017 $0
Data Conferences
Staff will provide direct instruction and monitor narrative, argumentative, and/or opinion extended/constructed responses weekly. Formal assessment and analysis of constructed reponses will be collected once per trimester to show growth. All teaching staff will meet with their grade level teams, support staff and principal at least 3 times a year to analyze MEAP scores, NWEA scores and Rigby Levels to determine students who needs Tier 2 and Tier 3 supports.
Teacher Tier 2 Collaborati on
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
All general and special education teachers. In addition, intervention specialist and Title I parapros will support. Teacher Consultant, School Psychologi st, principal, School Assistance Specialist, Speech Pathologist, Gen Ed Teacher, Resource Room Teacher. Special Education Staff All general and special education, as well as, our intervention specialist and Title I staff. All teaching staff
All teaching staff, support staff and principal. Page 71
School Improvement Plan Rodgers Elementary School
Informational Response Students will write a constructed response to answer questions showing meaning for informational questions with the RACE format.
Evaluate
09/02/2014 06/11/2015 $0
All teaching staff will meet with grade-level teams, Teacher Tier 1 support staff, and principal three times a year to Collaborati analyze MEAP, NWEA, and classroom on assessment data to determine which students have fallen behind the proficiency level.
Getting Ready
09/08/2015 06/09/2016 $0
Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Math Clinics
Students will receive intensive mathematic instruction during these clinics 3-5 times each week on specific mathematical strands.
Academic Support Program
Tier 2
Implement
09/08/2015 06/09/2016 $10000
Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Data Analysis
The staff will use Data Director to house district and state assessment (NWEA).. This data will be analyzed in PLC's and drive instruction. Staff will review 2015 state, district, and common assessments to inform program and instructional decisions.
Teacher Tier 1 Collaborati on
Getting Ready
09/08/2015 06/15/2016 $0
Advance Organizers
Graphic organizers such as the Frayer’s Model, tcharts, thinking maps, vocabulary 4-square, connect 2, etc will be used to develop science vocabulary All teachers will post and refer to objectives throughout instruction.
Direct Instruction
Tier 1
Direct Instruction
Tier 1
Data Conferencing
Direct Instruction
Tier 1
All general and special education staff. Title I and intervention specialist will support. All general and special education staff
Section 31a Resource Assigned
Staff Responsibl e All general and special education teachers, as well as, the intervention specialist.
General Fund
Setting Objectives
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Implement
Resource Assigned
09/08/2015 06/09/2016 $0
Staff Responsibl e All regular and special education teachers, Title 1 Instructors and Intervention Specialists. All Staff
09/08/2015 06/01/2016 $0
All Staff Page 72
School Improvement Plan Rodgers Elementary School
Advance Organizers
Graphic Organizers such as the Frayer's Model, t- Direct charts, thinking maps, vocabulary frames, etc will Instruction be used to develop vocabulary, text elements, comparisons, etc.
Tier 1
Advance Organizers
Graphic organizers such as the Frayer’s Model, tcharts, thinking maps, vocabulary 4-square, connect 2, etc will be used to develop social studies vocabulary Teachers will use effective questioning techniques such as think, pair, share, white boards, popsicle sticks, clickers, etc and will ask questions that require deeper rigor Teachers will use effective questioning techniques such as think/pair/share, white boards, popsicle sticks, clickers, etc. and will ask questions that require deeper rigor. Graphic organizers such as the Frayer’s Model, tcharts, thinking maps, vocabulary 4-square, connect 2, etc will be used to develop writing fluency & organization. Provide staff with materials, including graphic organizers, rubrics and anchor papers. Teacher Leader will model correct format and procedure for constructing an extended response.
Direct Instruction
Tier 1
Direct Instruction
Tier 1
Direct Instruction
Tier 1
Direct Instruction
Tier 1
Teachers will use effective questioning techniques such as think/pair/share, white boards, popsicle sticks, clickers, etc. and will ask questions that require deeper rigor. Teachers will use effective questioning techniques such as think/pair/share, white boards, popsicle sticks, clickers, etc. and will ask questions that require deeper rigor. All teachers will post and refer to objectives in student-friendly language throughout instruction.
Direct Instruction
Tier 1
Direct Instruction
Tier 1
Direct Instruction
Tier 1
Cues & Questions
Teachers will use effective questioning techniques Direct such as think/pair/share, whiteboards, popsicle Instruction sticks, clickers, etc. and will ask questions that require deeper rigor.
Tier 1
Setting Objectives
Teachers will post and refer to objectives throughout instruction.
Questioning
Cues and Questions
Advance Organizers
Professional Learning
Cues and Questions
Cues and Questions
Setting Objectives
Implement
09/08/2015 06/01/2016 $0
General Education staff who teach reading All Staff
Implement
09/08/2015 06/01/2016 $0
All Staff
Implement
09/08/2015 06/01/2016 $0
All Staff
09/08/2015 06/01/2016 $0
All Staff
09/05/2016 09/15/2016 $1000
09/08/2015 06/01/2016 $0
MISD Consultant, Teacher Leaders, teaching staff All Staff
09/08/2015 06/01/2016 $0
All Staff
Implement
09/06/2016 06/15/2017 $0
Implement
09/06/2016 06/15/2017 $0
Implement
09/08/2015 06/01/2016 $0
All General Teachers who teach reading General Education Staff who teach reading All Staff
Professiona Tier 1 l Learning, Curriculum Developme nt
Direct Instruction
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Implement
09/06/2016 06/15/2017 $0
Page 73
School Improvement Plan Rodgers Elementary School
Basic Math Fact Practice
Students will review, practice and monitor their progress with basic math facts. Beginning with addition in kdg and 1st grade and progressing toward subtraciton, multiplication and division. All teachers will post and refer to objectives throughout instruction.
Other
Tier 1
Direct Instruction
Tier 1
Activity Name
Activity Description
Activity Type
Tier
Road to Reading
Students performing below average (below 40%ile Academic on NWEA) will receive Road to Reading Support Program
Tier 2
Setting Objectives
Implement
09/08/2015 06/09/2016 $250
All available staff
09/08/2015 06/01/2016 $0
All Staff
Phase
Begin Date End Date
Evaluate
09/06/2016 06/09/2017 $9000
Staff Responsibl e Title One parapros
Title I Part A
SY 2016-2017 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Page 74
