School Improvement Plan School Year: 2010 School District: Farmington Public School District Intermediate School District: Oakland Schools School Name: Longacre Elementary School Grades Served: K,1,2,3,4 Principal: Ms. Barbara Elson Building Code: 02252
District Approval of Plan: Authorized Official Signature and Date Board of Education Approval of Plan: Authorized Official Signature and Date
Longacre Elementary School
School Improvement Plan Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 1: Writing Across Content Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 2: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Goal 3: Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Improvement Plan
3 5 6 7 7 23 29 34 35 36 36
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Longacre Elementary School
Introduction The Michigan Department of Education, Office of Education Improvement and Innovation and Office of Field Services has developed a series of documents and tools that are designed to assist schools in the creation and use of an Action Portfolio that will guide and inform the school's Continuous School Improvement Planning Process. The Action Portfolio begins with the Michigan School Improvement Framework (MSIF). The Framework was designed to: Provide schools and districts with a comprehensive framework that describes the elements of effective schools. Provide schools and districts in our state with a common way of describing the processes and protocols of practice of effective schools. Give direction to, support, and enhance the school improvement planning process. The School Improvement Framework Rubrics assess the framework at the benchmark level, and provide a continuum of practice that allows buildings to identify gaps that exist between where they are in their current practice and where they want to be. The rubrics also include the EdYES! Performance Indicators that schools must use for their annual self-assessment. The Comprehensive Needs Assessment (CNA) is another tool that has been developed as a part of the Action Portfolio. This process examines building demographics, system processes and protocols of practices, instructional program, and disaggregated student academic achievement data, so that the following questions can be answered: Who do we serve? How do we do business? Where are we now? Where do we want to be? What and where are the gaps? What is/are the root cause(s) for the gaps? How will we get to where we want to be? How will we evaluate our efforts and progress? The CNA will help a school align these system challenges with the student achievement goals the school will establish. Ensuring that your systems are aligned with the elements of effective schools, to support your instructional program goals and objectives, is the first step to establishing the continuous school improvement process. The School Improvement Plan template (SIP) has been designed to provide schools and districts with a common planning template that addresses student learning and system needs that have been identified through the schools? Comprehensive Needs Assessment. It has also been designed to address any federal, state and locally required elements that must be contained in a School Improvement Plan. The School Improvement Framework, Rubrics, CNA, and the School Improvement Planning template were developed as a comprehensive and continuous process that can provide schools and districts with a way to look at and discuss internal systems and assess where the school is, in relationship to these elements of effective schools. School Improvement Plan
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Longacre Elementary School Copies of these documents can be obtained on the web at: www.mi.gov/schoolimprovement
School Improvement Plan
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Longacre Elementary School
School Information School:
Longacre Elementary School
District:
Farmington Public School District
Public/Non-Public:
Public
Grades:
K,1,2,3,4
School Code Number:
02252
City:
Farmington
State/Province:
Michigan
Country:
United States
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Longacre Elementary School
Vision Vision Statement The vision of Longacre Elementary is high achievement by all students, where learning is our most important work.
Mission Statement Longacre School, in partnership with parents and community, will work with each student to facilitate the acquisition of skills and the integration of knowledge in order to optimize success in a changing world.
Beliefs Statement We are a school in which: Students, teachers, parents, community members, support staff, and administrators work collaboratively to create a positive learning environment to ensure all students are successful, competent and productive. Teachers hold high expectations for all students. We rely on our diversity of thought, perspective and people to build on our strengths. All students and staff feel empowered and supported. Teachers use best practice in every classroom to engage each child. Each school provides a safe, caring and nurturing environment for students, staff and parents that enables every child to experience the joy of learning. Decisions are based on data and quality information.
School Improvement Plan
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Longacre Elementary School
Goals ID
Name
Development Status Progress Status
570
Writing Across Content Areas
Approved
In Progress
5756
Reading
Approved
In Progress
5761
Mathematics
Approved
In Progress
Goal 1: Writing Across Content Areas Content Area : English Language Arts Goal Source : Continuous Improvement Development Status : Approved Student Goal Statement : All students will be proficient in written expression. Gap Statement : Gender: The average proficiency level for students in grades 3-5 on the fall 2008 MEAP Writing test is 69.3% for males and 81.3% for females. English Language Learners: The average proficiency level for students in grades 3-5 on the Fall MEAP Writing test is 70% for English Language Learners (10 out of 33 were not proficient) Cause for Gap : Student Engagement, particularly with male writers Lack of experience with writing to a prompt Language acquisition for English Language Learners Multiple measures/sources of data you used to identify this gap in student achievement : MEAP Writing GLCEs, MEAP Writing, District 6+1 Writing Assessment, Drop Everything and Write building writing prompt What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress and success of this goal? Evidence collected throughout the 2009-2010 school year will include: An increase in proficiency from the Fall and Spring Writing scores as measured by: District Fall and Spring Writing Prompts Building Drop Everything and Write writing prompts Authentic grade level common assessments
Goal Progress Update: Date
User
Progress Explanation of Status Progress Status 06/14/2010
[email protected] In Progress Progress Status changed from Open to In Progress.
School Improvement Plan
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Longacre Elementary School Contact Name : Barbara Lafer Elson
List of Objectives: ID Objective 433 By the fall of 2010, all students will increase their proficency in written expression as measured by: 1. The district writing prompt (fall 2009 and spring 2010), grades K-5 2. The narrative writing portion of the MEAP ELA assessment (grade 4) 3. Longacre Drop Everything and Write fall 2009 and spring 2010 writing prompts. 4. S.M.A.R.T. goals at each grade level will be created and updated to monitor progress at each trimester. The above will show an increase in proficiency by 5 percentage points.
1.1. Objective: School SMART Writing Goal Measurable Objective Statement to Support Goal : By the fall of 2010, all students will increase their proficency in written expression as measured by: 1. The district writing prompt (fall 2009 and spring 2010), grades K-5 2. The narrative writing portion of the MEAP ELA assessment (grade 4) 3. Longacre Drop Everything and Write fall 2009 and spring 2010 writing prompts. 4. S.M.A.R.T. goals at each grade level will be created and updated to monitor progress at each trimester. The above will show an increase in proficiency by 5 percentage points.
Objective Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
List of Strategies: ID Strategy
Locked By
433 During the 2008-2009 school year, teachers participated in staff development in the area of technology integration for the purpose of increasing student engagement in the area of writing. 433 While engaged in writer's workshop, children will have opportunities to write to various prompts and have access to numerous graphic organizers. 433 Based on ongoing student data analysis in the area of writing, teachers will provide the practical application of their grade level S.M.A.R.T. goals through a writer's workshop model.
1.1.1. Strategy: increasing student engagement through technology School Improvement Plan
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Longacre Elementary School
integration in writing Strategy Statement: During the 2008-2009 school year, teachers participated in staff development in the area of technology integration for the purpose of increasing student engagement in the area of writing. Selected Target Areas SAR 2.4 Employs a system that provides for analysis and review of student performance and school effectiveness SAR 3.11 Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program SAR 3.2 Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning SAR 3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices SAR 3.4 Supports instruction that is research-based and reflective of best practice SAR 3.7 Provides for articulation and alignment between and among all levels of schools SAR 3.8 Implements interventions to help students meet expectations for student learning SAR 4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes SAR 4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance SAR 4.5 Communicates the results of student performance and school effectiveness to all stakeholders
Other Required Information for Strategy What research did you review to support the use of this strategy and action plan? Professional Learning Communities (DuFours/Eaker) Boy Writers (Ralph Fletcher) Units of Primary Writing/Units of Writing (Calkins) Student Engagement (Ian Smith) Motivating in Author's Craft (Lester Laminack) Using Promethean techonolgy to improve student achievement (Robert Marzano) Daily Five Think, Draw, and Write Grade Level Writers (Scholastic book series) MONDO (Building vocabulary with English Language Learners) Better Answers
Strategy Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
School Improvement Plan
Explanation of Progress Status Progress Status changed from Open to In Progress
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Longacre Elementary School
List of Activities: Activity Begin Date End Date Staff Responsible Grade level teams and support staff participated in 06/01/2008 06/01/2009 Eric Getsoian, technology coaching sessions with a technology consultant consultant; grade level throughout the 2008-2009 school year to support teams; support staff building SMART goal in the area of writing. More specifically, staff was trained in Digital Storytelling, Podcasting, Moodle, Voice Thread, Blogs, Excel spreadsheets, and Webquests. All children will have access to the use of Promethean 08/01/2008 06/30/2010 Music teacher, Jennifer technology to enhance their writing experience. Bailey; 3rd, 4th, and 5th Students in kindergarten through fifth grade will have grade teachers access in their music classes to Promethean technology (interactive white boards), to Activotes, and to Voice Threads. Students in grades 3-5 will have regular access to Promethean technology in their classrooms. All K-2 classes are partnered with a 3-5 grade class as a "buddy" in order that all will have this access. Students in grades 3-5 had an opportunity to participate in a teacher-lead Technology Club to learn technology integration skills to foster growth within their own classroom environment (staff and students). Students will have access to wireless laptops for 08/27/2009 06/01/2010 Computer on Wheels "anytime, anywhere" opportunities to integrate writing (COW) proposal through technology (i.e. webquests, podcasts, digital committee: Shirley storytelling, etc.) Witgen, Jeff Rehbine, Jennifer Bailey, Barbara Lafer, Angie Ritenour, Julie Johnson (Longacre parent), Elyse Gildenberg, student representative for input
1.1.1.1. Activity: technology integration Activity Description: Grade level teams and support staff participated in coaching sessions with a technology consultant throughout the 2008-2009 school year to support building SMART goal in the area of writing. More specifically, staff was trained in Digital Storytelling, Podcasting, Moodle, Voice Thread, Blogs, Excel spreadsheets, and Webquests. Activity Type: None Planned staff responsible for implementing activity: Eric Getsoian, technology consultant; grade level teams; support staff School Improvement Plan
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Longacre Elementary School Actual staff responsible for implementing activity: Barbara Lafer, Building principal; Eric Getsoian, technology consultant, grade level teachers and support staff. Planned Timeline: Begin Date - 06/01/2008, End Date - 06/01/2009 Actual Timeline: Begin Date - 06/01/2008, End Date - 06/01/2010
Fiscal Resources Needed for Activity: Resource MACUL (Michigan Association of Computer Users for Technology)
Funding Source
Planned Actual Amount Amount
Title II Part D 15,000.00 15,000.00
Activity Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
1.1.1.2. Activity: increase student engagement through technology integration Activity Description: All children will have access to the use of Promethean technology to enhance their writing experience. Students in kindergarten through fifth grade will have access in their music classes to Promethean technology (interactive white boards), to Activotes, and to Voice Threads. Students in grades 3-5 will have regular access to Promethean technology in their classrooms. All K-2 classes are partnered with a 3-5 grade class as a "buddy" in order that all will have this access. Students in grades 3-5 had an opportunity to participate in a teacher-lead Technology Club to learn technology integration skills to foster growth within their own classroom environment (staff and students). Activity Type: Maintenance Planned staff responsible for implementing activity: Music teacher, Jennifer Bailey; 3rd, 4th, and 5th grade teachers Actual staff responsible for implementing activity: Angie Ritenour, technology club teacher; Jennifer Bailey, music teacher; Kara Artinian, Denise Vannatter, Linda Gyorke, Nancy McCoy, Elyse Gildenberg, Jeffrey Rehbine, Brian Raftery, Katie Cerne. Todd Tobin and Andrea Karl, representatives from MacProfessionals. Planned Timeline: Begin Date - 08/01/2008, End Date - 06/30/2010
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Longacre Elementary School Actual Timeline: Begin Date - 08/01/2008, End Date - 06/30/2010
Fiscal Resources Needed for Activity: Resource Funding Source MacProfessionals
Planned Amount 24,200.00
Parent donation and PTA funds
Actual Amount 24,200.00
Activity Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
1.1.1.3. Activity: increasing student access to technology Activity Description: Students will have access to wireless laptops for "anytime, anywhere" opportunities to integrate writing through technology (i.e. webquests, podcasts, digital storytelling, etc.) Activity Type: None Planned staff responsible for implementing activity: Computer on Wheels (COW) proposal committee: Shirley Witgen, Jeff Rehbine, Jennifer Bailey, Barbara Lafer, Angie Ritenour, Julie Johnson (Longacre parent), Elyse Gildenberg, student representative for input Actual staff responsible for implementing activity: Computer on Wheels (COW) proposal committee: Shirley Witgen, Jeff Rehbine, Jennifer Bailey, Barbara Lafer, Angie Ritenour, Julie Johnson (Longacre parent), Elyse Gildenberg, student representative for input, all instructional staff, Donna Haller-media technologist, Justin Ellsworth - district technology integrator Planned Timeline: Begin Date - 08/27/2009, End Date - 06/01/2010 Actual Timeline: Begin Date - 08/27/2009, End Date - 06/01/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
grant - implementation plan
district funding
School Improvement Plan
Planned Amount 0.00
Actual Amount 0.00
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Longacre Elementary School
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/14/2010
[email protected] In Students used wireless laptops for a variety Progress of writing opportunities, including podcasts, PowerPoint stories, digital storytelling, with grade level classmates and buddy classrooms. Students also had digital writing celebrations they were able to share with parents through posting on school website. Wikis were also created in some instances to provide student responses.
1.1.2. Strategy: To increase positive writing experiences in the classroom. Strategy Statement: While engaged in writer's workshop, children will have opportunities to write to various prompts and have access to numerous graphic organizers. Selected Target Areas SAR 4.2 Develops and implements a comprehensive assessment system for assessing progress toward meeting the expectations for student learning SAR 4.2 Ensures that student assessment data are used to make decisions for continuous improvement of teaching and learning SAR 4.6 Demonstrates verifiable growth in student performance that is supported by multiple sources of evidence SAR 5.1 Recruits, employs, and mentors qualified professional staff that are capable of fulfilling assigned roles and responsibilities
Other Required Information for Strategy What research did you review to support the use of this strategy and action plan? Lucy Calkins', Units of Study Robert Marzano, Using Nonlinguistic Representations Ralph Fletcher, Boy Writers Lester Laminack, Using Author's Craft Think, Draw and Write book to be used by kindergarten teachers G.L.A.D. (guiding language acquisition device) Robert Marzano, The Art and Science of Teaching
School Improvement Plan
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Longacre Elementary School
Strategy Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
List of Activities: Activity Students will have access to a variety of graphic organizers, in order to map out their thoughts before they begin writing. Having a plan will enable their thoughts to flow more fluently, thus making the whole experience enjoyable. Students will be given numerous opportunities throughout the year to write to a prompt, including; quick writes, D.E.A.W.(drop everything and write), fall/spring district writing prompts, other prompt experiences within the Calkins' unit of study. Students, with the assistance of their teacher, will generate an individual writing goal at the beginning of the first trimester based on grade level content expectations. Progress on the goal will be evaluated, charted, and modified, if necessary, by the student as he or she progresses through the units of writing.
Explanation of Progress Status Progress Status changed from Open to In Progress
Begin Date End Date Staff Responsible 09/08/2008 06/01/2009 All classroom teachers and support staff.
09/08/2008 06/01/2009 All classroom teachers and support staff.
09/02/2009 06/18/2010 Classroom teachers, Learning Center Specialist-Denise Clark, Bilingual Teacher-Suzan Naoumi, Principal-Barbara Lafer, literacy and bilingual paraprofessionals
1.1.2.1. Activity: Using graphic organizers Activity Description: Students will have access to a variety of graphic organizers, in order to map out their thoughts before they begin writing. Having a plan will enable their thoughts to flow more fluently, thus making the whole experience enjoyable. Activity Type: None Planned staff responsible for implementing activity: All classroom teachers and support staff. Actual staff responsible for implementing activity: All classroom teachers and support staff. Planned Timeline: Begin Date - 09/08/2008, End Date - 06/01/2009 Actual Timeline: Begin Date - 09/08/2008, End Date - 06/01/2009 School Improvement Plan
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Longacre Elementary School
Fiscal Resources Needed for Activity: Resource Funding Source Teacher created
Planned Amount 0.00
No Funds Required
Actual Amount 0.00
Activity Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
1.1.2.2. Activity: Students will write to prompts Activity Description: Students will be given numerous opportunities throughout the year to write to a prompt, including; quick writes, D.E.A.W.(drop everything and write), fall/spring district writing prompts, other prompt experiences within the Calkins' unit of study. Activity Type: None Planned staff responsible for implementing activity: All classroom teachers and support staff. Actual staff responsible for implementing activity: All classroom teachers and support staff. Planned Timeline: Begin Date - 09/08/2008, End Date - 06/01/2009 Actual Timeline: Begin Date - 09/08/2008, End Date - 06/01/2009
Fiscal Resources Needed for Activity: Resource
Funding Source
Teacher created/Lucy Calkin
No Funds Required
Planned Amount 0.00
Actual Amount 0.00
Activity Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
1.1.2.3. Activity: Students identify and chart progress on learning goals School Improvement Plan
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Longacre Elementary School
Activity Description: Students, with the assistance of their teacher, will generate an individual writing goal at the beginning of the first trimester based on grade level content expectations. Progress on the goal will be evaluated, charted, and modified, if necessary, by the student as he or she progresses through the units of writing. Activity Type: None Planned staff responsible for implementing activity: Classroom teachers, Learning Center SpecialistDenise Clark, Bilingual Teacher-Suzan Naoumi, Principal-Barbara Lafer, literacy and bilingual paraprofessionals Actual staff responsible for implementing activity: Classroom teachers, Learning Center SpecialistDenise Clark, Bilingual Teacher-Suzan Naoumi, Principal-Barbara Lafer, literacy and bilingual paraprofessionals Planned Timeline: Begin Date - 09/02/2009, End Date - 06/18/2010 Actual Timeline: Begin Date - 09/02/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
individual teacher choice for creating data keeper
No Funds Required
Planned Actual Amount Amount 0.00 0.00
Activity Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
1.1.3. Strategy: The application of grade level team identified S.M.A.R.T. goals Strategy Statement: Based on ongoing student data analysis in the area of writing, teachers will provide the practical application of their grade level S.M.A.R.T. goals through a writer's workshop model. Selected Target Areas SAR 3.8 Implements interventions to help students meet expectations for student learning SAR 3.9 Maintains a system-wide climate that supports student learning SAR 4.1 Establishes performance measures for student learning that yield information that is reliable, valid, and bias free SAR 4.2 Develops and implements a comprehensive assessment system for assessing progress toward School Improvement Plan
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Longacre Elementary School meeting the expectations for student learning SAR 4.4 Conducts a systematic analysis of instructional and organizational effectiveness and uses the results to improve student performance SAR 4.4 Provides a system of communication which uses a variety of methods to report student performance and system effectiveness to all stakeholders
Other Required Information for Strategy What research did you review to support the use of this strategy and action plan? Professional Learning Communities, research (Dufours/Eaker) Whatever It Takes (Dufour/Eaker) What Works in Schools (Marzano) Writer's Workshop research (Calkins) Talking, Drawing, Writing - Lessons for Our Youngest Writers (Horn/Giacobbe)
Strategy Progress Update: Date
User
Progress Status 06/14/2010
[email protected] In Progress
List of Activities: Activity
Explanation of Progress Status Progress Status changed from Open to In Progress
Staff Responsible Teachers will utilize the methods provided in the Talking, 09/08/2009 06/18/2010 Kindergarten Drawing, and Writing book (Horn/Giacobbe), by teaching classroom children to use drawing and labeling before moving onto writing teachers small moments (Calkins). First grade team will utilize Ruth Culham and the 6+1 writing 09/08/2009 06/18/2010 First grade traits binder in order to weave more mini-lessons about classroom organization into writer's workshop (Calkins). teachers Second grade teachers will choose several specific graphic 09/08/2009 06/18/2010 Second grade organizers to assist students as they progress through writer's classroom workshop lessons. The focus will be to improve organizational teachers skills in writing. Third grade teachers will confer with students on a weekly basis, 09/08/2009 06/18/2010 Third grade conducting mini-lessons that focus upon improving organization classroom skills. Third grade team will use strategies from the book, Better teachers Answers. Fourth grade teachers will teach students how to use Inspiration 09/08/2009 06/18/2010 Fourth grade Software, on their second attempt at writing, in order to compare classroom it with their first draft. The purpose is to show improvement in teachers organization through the use of this writing tool. Fifth grade teachers attended a writing series class at Oakland 09/08/2009 06/18/2010 Fifth grade
School Improvement Plan
Begin Date End Date
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Longacre Elementary School Schools, called "A Day with Lucy Calkins". Using strategies they learned at the workshops, they will teach students strategies to increase stamina and enjoyment of writing.
classroom teachers
1.1.3.1. Activity: Kindergarten Writer's Workshop Goal Activity Description: Teachers will utilize the methods provided in the Talking, Drawing, and Writing book (Horn/Giacobbe), by teaching children to use drawing and labeling before moving onto writing small moments (Calkins). Activity Type: Maintenance Planned staff responsible for implementing activity: Kindergarten classroom teachers Actual staff responsible for implementing activity: Kindergarten classroom teachers Planned Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
Talking, Drawing, Writing (Author: Horn) Lucy Calkins Units of Primary Writing
No Funds Required No Funds Required
Planned Amount 0.00 0.00
Actual Amount 0.00 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/14/2010
[email protected] In 75 per cent of kindergarten students scored Progress one point higher in the areas of ideas and content from the district fall writing prompt to the district spring writing prompt. The kindergarten S.M.A.R.T. goal asked that 85 per cent of students would improve by at least one point in ideas and content on these assessments. The scoring rubric focuses on both drawing and writing, and reflection tells us that kindergarten students focus more on drawing in the fall and emerging writers are learning to express their ideas both in words and pictures as they approach the end of their kindergarten. Next steps will include School Improvement Plan
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Longacre Elementary School encouraging writing over the summer, by using a writing journal to respond to the books they are taking home to read.
1.1.3.2. Activity: First Grade Writer's Workshop Goal Activity Description: First grade team will utilize Ruth Culham and the 6+1 writing traits binder in order to weave more mini-lessons about organization into writer's workshop (Calkins). Activity Type: Maintenance Planned staff responsible for implementing activity: First grade classroom teachers Actual staff responsible for implementing activity: First grade classroom teachers Planned Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
6 1 Writing Traits (Author: Ruth Culham) Lucy Calkins Units of Primary Writing
No Funds Required No Funds Required
Planned Amount 0.00 0.00
Actual Amount 0.00 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/14/2010
[email protected] In 77 per cent of students met the S.M.A.R.T. Progress goal, which stated by the end of the 2009 and 2010 school year 85 per cent of the students would improve at least one point in organization with a minimum score of 3 on the rubric. 100 per cent of the students scored a minimum of 3. The next suggested steps include continue with graphic organizers. Help the students make connections from oral organizers, telling stories across their hand or across pages of a booklet, to written organizers, scaffolding their learning. In addition, use more than one piece of writing as evidence for our S.M.A.R.T. goal, create a paper organizer that is very similar to the oral hand organizer to help students make the School Improvement Plan
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Longacre Elementary School transition to using written organizers.
1.1.3.3. Activity: Second grade writer's workshop goal Activity Description: Second grade teachers will choose several specific graphic organizers to assist students as they progress through writer's workshop lessons. The focus will be to improve organizational skills in writing. Activity Type: Maintenance Planned staff responsible for implementing activity: Second grade classroom teachers Actual staff responsible for implementing activity: Second grade classroom teachers Planned Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource Successful Strategies for Writing in the Content Areas (TCM)
Funding Source
Planned Actual Amount Amount No Funds Required 0.00 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/14/2010
[email protected] In 86 per cent of students met the S.M.A.R.T. Progress goal, which stated by the end of the 2009 through 2010 school year students would increase their district writing score at least one point in the area of organization. The next suggested step for the following school year is to make an intervention group to work on graphic organizers for the 10 students who did not achieve this goal.
1.1.3.4. Activity: Third grade writer's workshop goal Activity Description: Third grade teachers will confer with students on a weekly basis, conducting mini-lessons that focus upon improving organization skills. Third grade team will use strategies from the book, Better Answers. School Improvement Plan
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Longacre Elementary School Activity Type: Maintenance Planned staff responsible for implementing activity: Third grade classroom teachers Actual staff responsible for implementing activity: Third grade classroom teachers Planned Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
Better Answers (Author: Ardith Davis Cole)
No Funds Required
Planned Amount 0.00
Actual Amount 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In 62 per cent of third grade students met the Progress S.M.A.R.T. goal, which stated students would score one point higher or more in the area of ideas and content from the district fall writing prompt to the district spring writing prompt. 20 per cent of third grade students scored the same in the area of ideas/content from the district fall writing prompt to the district spring writing prompt. 60 per cent of third grade students met the S.M.A.R.T. goal, which stated students would score one point higher or more in the area of organization from the district fall writing prompt to the district spring writing prompt. 23 per cent of third grade students scored the same in the area of organization from the district fall writing prompt to the district spring writing prompt. The next suggested step is to encourage students to write over the summer by keeping a journal of their small moment stories.
1.1.3.5. Activity: Fourth grade writer's workshop goal Activity Description: Fourth grade teachers will teach students how to use Inspiration Software, on their second attempt at writing, in order to compare it with their first draft. The purpose is to show School Improvement Plan
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Longacre Elementary School improvement in organization through the use of this writing tool. Activity Type: Maintenance Planned staff responsible for implementing activity: Fourth grade classroom teachers Actual staff responsible for implementing activity: Fourth grade classroom teachers Planned Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
Inspiration Software (Wintertree Software, Inc,)
No Funds Required
Planned Actual Amount Amount 0.00 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In 88 per cent of fourth grade students met the Progress S.M.A.R.T. goal, which stated by the end of the 2009 through2010 school year, students would score a 3 or better in ideas and content using a 5 point rubric. The next suggested step is to continue to implement lessons using a variety of graphic organizers to teach students how to add details that support their key idea.
1.1.3.6. Activity: Fifth grade writer's workshop goal Activity Description: Fifth grade teachers attended a writing series class at Oakland Schools, called "A Day with Lucy Calkins". Using strategies they learned at the workshops, they will teach students strategies to increase stamina and enjoyment of writing. Activity Type: Maintenance Planned staff responsible for implementing activity: Fifth grade classroom teachers Actual staff responsible for implementing activity: Fifth grade classroom teachers Planned Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
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Longacre Elementary School Actual Timeline: Begin Date - 09/08/2009, End Date - 06/18/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
Lucy Calkins Units of Writing
No Funds Required
Planned Amount 0.00
Actual Amount 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In 75 per cent of fifth grade students met the Progress S.M.A.R.T. goal, which stated by the spring writing prompt students would achieve a score of 3 or above in the areas of ideas and content and organization. The next suggested step is to increase student stamina by incorporating technology, such as pod casting, digital story telling, and the Scate program.
Goal 2: Reading Content Area : English Language Arts Goal Source : Continuous Improvement Development Status : Approved Student Goal Statement : All students will demonstrate proficiency in comparing and contrasting across texts while reading. Gap Statement : An identified gap for our English Language Learners in grade 3 is evidenced on the fall 2008 MEAP reading assessment. Our English Language Learners reached Level I proficiency at 53% and reached Level 2 Proficiency at 41% as compared to our non-English Language Learners reaching Level I proficiency at 73% and Level II proficiency at 27%. An identified gap for our English Language Learners in grade 4 is evidenced on the fall 2008 MEAP reading assessment. Our English Language Learners reached Level I proficiency at 33% and reached Level 2 Proficiency at 50% as compared to our non-English Language Learners reaching Level I proficiency at 63% and Level II proficiency at 33%. The average proficiency level for students in grades 3-5 on the fall 2008 MEAP reading assessment was 50% in determining meaning of words and phrases in context. The average proficiency level for students in grades 3-5 on the fall 2008 MEAP reading assessment was 55% on identifying informational text patterns School Improvement Plan
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Longacre Elementary School The average proficiency level for students in grades 3-5 on the fall 2008 MEAP reading assessment was 50% in connecting personal knowledge, experience, understanding of the world to themes and perspectives in text through oral and written response. The average proficiency level for students in grades 3-5 on the fall 2008 MEAP reading assessment was 70& in explaining how authors use headings, titles, subheadings, prefaces, indices, table of contents, to enhance understanding and support key ideas. Cause for Gap : Lack of experience with comparing and contrasting across texts Language acquisition for English Language Learners Lack of experience with text features in informational and narrative text Student engagement Multiple measures/sources of data you used to identify this gap in student achievement : Fall 2008 QRI (1st5th grade)Michigan Department of Education Reading GLCEs (Kindergarten-5th grade), 3rd, 4th, and 5th grade MEAP Reading Assessment, Fountas and Pinnell fall and spring reading assessment (Kindergarten-5th grade); Readers' Workshop conferring (Kindergarten-5th grade). What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress and success of this goal? Michigan Department of Education Reading GLCEs (Kindergarten-5th grade), 3rd, 4th, and 5th grade MEAP Reading Assessment, Fountas and Pinnell fall and spring reading assessment (Kindergarten-5th grade); Readers' Workshop conferring (Kindergarten-5th grade).
Goal Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In Progress Progress Status changed from Open to In Progress
Contact Name : Barbara Elson
List of Objectives: ID Objective 6344 Students in grades 3-5 will improve their ability to compare and contrast across narrative and infor
2.1. Objective: Reading Comprehension Measurable Objective Statement to Support Goal : Students in grades 3-5 will improve their ability to compare and contrast across narrative and infor
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Objective Progress Update: Date
User
Progress Status 06/21/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
List of Strategies: ID Strategy
Locked By
6344 Teachers will utilize the Fountas and Pinnell assessment system to target student need related to reading skill development.
2.1.1. Strategy: Fountas and Pinnell Assessment & Instructional Measures Strategy Statement: Teachers will utilize the Fountas and Pinnell assessment system to target student need related to reading skill development. Selected Target Areas SAR 3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices SAR 3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice SAR 4.1 Establishes performance measures for student learning that yield information that is reliable, valid, and bias free SAR 4.3 Uses student assessment data for making decisions for continuous improvement of teaching and learning processes SAR 4.7 Demonstrates verifiable growth in student performance SAR 5.3 Ensures that all staff participate in a continuous program of professional development
Other Required Information for Strategy What research did you review to support the use of this strategy and action plan? The FPS district ELA coordinator and FPS committee recommended implementation of this assessment program. Prior to the adoption at the school level, FPS district Curriculum Frameworks Committee reviewed the program (including research) and provided approval. The following link provides supportive research: http://www.fountasandpinnellbenchmarkassessment.com/samples/benchmarkresearchbase.pdf This research is provided by Fountas and Pinnell. Classroom Instruction that Works by R.J. Marzano, D.J. Pickering and J.E. Pollock, 2001, Alexandria, VA: ASCD. School Improvement Plan
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Strategy Progress Update: Date
User
Progress Status 06/21/2010
[email protected] In Progress
List of Activities: Activity Teachers will "benchmark" their students at regular intervals, in most cases 3 times per school year. These results are kept electronically in the Pearson Inform system which provides access to generalized assessment results to teachers and administrator. Staff will use mini-lessons within the structure of Readers' Workshop to teach text features, and strategies to successfully compare and contrast across informational and narrative text. Grade level teams will create, implement, and monitor S.M.A.R.T. goals using data to drive instruction.
Explanation of Progress Status Progress Status changed from Open to In Progress
Begin Date End Date Staff Responsible 09/11/2009 06/11/2010 K-5 classroom teachers
09/11/2009 06/11/2010 K-5 classroom teachers, paraprofessionals, learning center specialist, resource room teacher 09/08/2009 06/11/2010 Classroom teachers, principal, resource room teacher, learning center specialists, bilingual teacher, literacy and bilingual paraprofessionals
2.1.1.1. Activity: Benchmark administration Activity Description: Teachers will "benchmark" their students at regular intervals, in most cases 3 times per school year. These results are kept electronically in the Pearson Inform system which provides access to generalized assessment results to teachers and administrator. Activity Type: Maintenance Planned staff responsible for implementing activity: K-5 classroom teachers Actual staff responsible for implementing activity: K-5 classroom teachers Planned Timeline: Begin Date - 09/11/2009, End Date - 06/11/2010 Actual Timeline: Begin Date - 09/11/2009, End Date - 06/11/2010
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Fiscal Resources Needed for Activity: Resource
Funding Source
Fountas and Pinnell Benchmark Assessment System: System 1 and No Funds System 2 Required
Planned Actual Amount Amount 0.00
0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In Instructional staff continued professional Progress growth in the administration and interpretation of Fountas and Pinnell Assessments. The assessment was given to all students three times during this school year with scores interpreted and next steps developed using the Continuum for Leveled Literacy.
2.1.1.2. Activity: Readers' Workshop Activity Description: Staff will use mini-lessons within the structure of Readers' Workshop to teach text features, and strategies to successfully compare and contrast across informational and narrative text. Activity Type: Maintenance Planned staff responsible for implementing activity: K-5 classroom teachers, paraprofessionals, learning center specialist, resource room teacher Actual staff responsible for implementing activity: K-5 classroom teachers, paraprofessionals, learning center specialist, resource room teacher Planned Timeline: Begin Date - 09/11/2009, End Date - 06/11/2010 Actual Timeline: Begin Date - 09/11/2009, End Date - 06/11/2010
Fiscal Resources Needed for Activity: Resource Making Meaning by Developmental Studies Center Fountas and Pinnell The Continuum of Literacy Learning
School Improvement Plan
Funding Source
Planned Amount No Funds Required 0.00 No Funds Required 0.00
Actual Amount 0.00 0.00
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Activity Progress Update: Date
User
Progress Status 06/21/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
2.1.1.3. Activity: Grade level S.M.A.R.T. goals Activity Description: Grade level teams will create, implement, and monitor S.M.A.R.T. goals using data to drive instruction. Activity Type: Maintenance Planned staff responsible for implementing activity: Classroom teachers, principal, resource room teacher, learning center specialists, bilingual teacher, literacy and bilingual paraprofessionals Actual staff responsible for implementing activity: Classroom teachers, principal, resource room teacher, learning center specialists, bilingual teacher, literacy and bilingual paraprofessionals Planned Timeline: Begin Date - 09/08/2009, End Date - 06/11/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/11/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
S.M.A.R.T. goal worksheets Grade level meeting and team time
No Funds Required No Funds Required
Planned Amount 0.00 0.00
Actual Amount 0.00 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In Data collected using Fountas and Pinnell Progress reading assessment indicated that fifth grade students were proficient at accomplishing the S.M.A.R.T. goal of increasing their scores by 2 levels in non fiction text. An area of focus includes implicit comprehension. Using the Continuum of Literacy Learning as an intervention tool is recommended along with specifically reinforcing the need to look back into the text. Additional summer resources were made available which include Compass School Improvement Plan
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Longacre Elementary School Odyssey, and leveled online texts, Review, Practice and Mastery of Michigan Grade Level Content Expectations workbooks, Farmington Public Library reading incentive program.
Goal 3: Mathematics Content Area : Math Goal Source : Continuous Improvement Development Status : Approved Student Goal Statement : All students will demonstrate proficiency in mathematics. Gap Statement : An identified gap for our non-Asian students in grade 4 (as compared to our Asian students) is evidenced on the fall 2008 MEAP math assessment. Our Asian students reached Level I proficiency at 86% as compared to our non-Asian students reaching Level I proficiency at 27% for African American students and 56% for Caucasian students. On the MEAP 2008 fall assessment, trends in the scores of our 4th grade students were identified as follows: 1. 63% proficient in the area of understanding that fractions may represent a portion of a whole unit 2. 63% proficient in the area of knowing and using common units of measurement in length, weight, and time. 3. 58% proficient in the area of measuring in mixed units with the same measurement system for length, weight, and time. 4. 74% proficient in the area of understanding relationships between sizes of standard units. 5. 68% proficient in the area of identifying, describing, building, and classifying 3-D solids based on their parts. 6. 42% proficient in the area of composing and decomposing triangles and rectangles to form other familiar 2dimensional shapes. 7. 47% proficient in the area of recognizing, naming, and using equivalent fractions with denominators 2, 4, and 8 using strips or models. 8. 26% proficient in the area of recognizing that adding and subtracting fractions with equal denominators can be modified by joining and taking away segments on a number line. 9. 47% proficient in the area of solving contextual problems about perimeters of rectangles and areas of rectangular regions. 10. 74% proficient in the area of reading and interpreting graphs in both horizontal and vertical form. Cause for Gap : Students have limited mathematical vocabulary due to the lack of application of math concepts outside of the school day. Increasing complexity of the concepts tested from grades 3-5 on the Math MEAP assessment. Possible difference between the tested curriculum and the taught curriculum, or a difference in the methods used to assess understanding of concepts. More need to scaffold mathematical instruction and concept development. More need to differentiate mathematical instruction and concept development. School Improvement Plan
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Longacre Elementary School Multiple measures/sources of data you used to identify this gap in student achievement : 3rd, 4th, and 5th grade 2008 MEAP Math Assessment; Farmington Public Schools End of Year testing, Farmington Public Schools common unit assessments, pre and post test data What are the criteria for success and what data or multiple measures of assessment will be used to monitor progress and success of this goal? 3rd, 4th, and 5th grade 2008 MEAP Math Assessment; Farmington Public Schools End of Year testing, Farmington Public Schools common unit assessments, pre and post test data
Goal Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In Progress Progress Status changed from Open to In Progress
Contact Name : Barbara Elson
List of Objectives: ID Objective 6365 80% of students "meet standards" on the Farmington Public Schools district end-of-year math assessme
3.1. Objective: Mathematics Measurable Objective Statement to Support Goal : 80% of students "meet standards" on the Farmington Public Schools district end-of-year math assessme
Objective Progress Update: Date
User
Progress Status 06/21/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
List of Strategies: ID Strategy 6365 Grade level teams will create S.M.A.R.T. goals using data to drive instruction.
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3.1.1. Strategy: S.M.A.R.T. goal Strategy Statement: Grade level teams will create S.M.A.R.T. goals using data to drive instruction. Selected Target Areas SAR 2.4 Employs a system that provides for analysis and review of student performance and school effectiveness SAR 3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices SAR 3.8 Implements interventions to help students meet expectations for student learning SAR 4.2 Ensures that student assessment data are used to make decisions for continuous improvement of teaching and learning SAR 7.3 Ensures that plans for continuous improvement are aligned with the vision and purpose of the school and expectations for student learning SAR 7.4 Provides professional development for school personnel to help them implement improvement interventions to achieve improvement goals
Other Required Information for Strategy What research did you review to support the use of this strategy and action plan? Professional Learning Communities research (DuFours and Eaker) Learning by Doing: A Handbook for Professional Learning Communities at Work (DuFour, Eaker)
Strategy Progress Update: Date
User
Progress Status 06/21/2010
[email protected] In Progress
Explanation of Progress Status Progress Status changed from Open to In Progress
List of Activities: Activity In fall of 2009, grade levels will develop initial S.M.A.R.T. goals in math.
Begin Date End Date Staff Responsible 09/08/2009 06/11/2010 Classroom teachers, principal, district Math Coordinator Number Corner includes a daily inquiry-based workout 09/08/2009 06/11/2010 Classroom teachers, designed to provide both instruction and practice related to the principal, resource big ideas in math (appropriately distributed between and within room teacher, grade levels). This may include both a whole-group instruction district Math as well as individual student practice (could be small-grouped). coordinator In some cases, support activities are provided for learners who need additional intervention with the concepts.
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3.1.1.1. Activity: S.M.A.R.T. goal development sessions Activity Description: In fall of 2009, grade levels will develop initial S.M.A.R.T. goals in math. Activity Type: Maintenance Planned staff responsible for implementing activity: Classroom teachers, principal, district Math Coordinator Actual staff responsible for implementing activity: Classroom teachers, principal, district Math Coordinator Planned Timeline: Begin Date - 09/08/2009, End Date - 06/11/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/11/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
S.M.A.R.T. goal worksheets Grade level team meeting time
No Funds Required No Funds Required
Planned Amount 0.00 0.00
Actual Amount 0.00 0.00
Activity Progress Update: Date
User
Progress Explanation of Status Progress Status 06/21/2010
[email protected] In FOURTH grade 90 per cent of fourth grade Progress students met the S.M.A.R.T. goal, which stated that students would be able to analyze geometric shapes using specific vocabulary and be able to solve contextual problems related to these terms with 75 per cent accuracy. The next suggested step is to create further intervention groups for the 10 per cent of students who did not meet this S.M.A.R.T. goal.
3.1.1.2. Activity: Bridges Math Number Corner Activity Description: Number Corner includes a daily inquiry-based workout designed to provide both instruction and practice related to the big ideas in math (appropriately distributed between and within grade levels). This may include both a whole-group instruction as well as individual student practice (could be small-grouped). In some cases, support activities are provided for learners who need additional intervention with the concepts. School Improvement Plan
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Activity Type: Maintenance Planned staff responsible for implementing activity: Classroom teachers, principal, resource room teacher, district Math coordinator Actual staff responsible for implementing activity: Classroom teachers, principal, bilingual teacher, bilingual paraprofessionals, resource room teacher, district Math coordinator Planned Timeline: Begin Date - 09/08/2009, End Date - 06/11/2010 Actual Timeline: Begin Date - 09/08/2009, End Date - 06/11/2010
Fiscal Resources Needed for Activity: Resource
Funding Source
Bridges Number Corner kits
General Funds
Planned Amount 3,000.00
Actual Amount 3,000.00
Activity Progress Update: Date
User
Progress Status 06/21/2010
[email protected] In Progress
School Improvement Plan
Explanation of Progress Status Instructional staff implemented Number Corner lessons. Next steps include full implementation of Bridges math program and ongoing staff development during implementation.
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Resource Profile Funding Source
Planned Amount
Actual Amount
General Funds
$3,000.00
$3,000.00
No Funds Required
$0.00
$0.00
Title II Part D
$15,000.00
$15,000.00
Other
$0.00
$0.00
Other
$24,200.00
$24,200.00
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Stakeholders List of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business members and, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan. Title First Name Barbara
Last Name Elson
Dannielle
Jaworski
Margie
Seegert
Kathy
Moore
Sandy
Pettengill
Wendy
Munson
Denise
Clark
Jeffrey Brian Nancy
Rehbine Raftery McCoy
Shirley
Witgen
Anna Christine
Joseph Wilson
Position principal President of PTA Vice President of PTA Vice President of Student Secretary of PTA Treasurer Reading Specialist teacher teacher teacher Media Specialist teacher teacher
E-mail
[email protected] mailto:
[email protected] mailto:
[email protected]
[email protected] mailto:
[email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected] [email protected]
1. Describe how all stakeholders are involved in the planning, design, monitoring and evaluation of this institution improvement plan. Committee members (staff and principal), meet, design plan, and discuss types of evaluations to be used, and monitor this institution improvement plan. This plan is presented to PTA board annually. 2. Describe how decisions about curriculum, instruction and assessment are made at this institution, and how all stakeholders are involved in the process. Statewide curriculum benchmarks are implemented. Instruction is based on Michigan GLCEs and standardized tests given in Michigan. Curriculum maps are developed by district committees,and followed by teachers in the building yearly. Smart goals are developed by grade level teachers and other staff members, taking assessment data into consideration. This committee monitors the process, and reports results to the PTA board. 3. Describe how institution and student information and progress will be shared with all stakeholders in a language that they can understand. Information is communicated via monthly school newsletters, classroom newsletters, at PTA meetings, at staff monthly meetings, in weekly grade level and staff PLCs, and on our school website, as well as at parent night School Improvement Plan
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Longacre Elementary School annually. Staff translators are used as necessary with bilingual families.
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Longacre Elementary School
Statement of Non-Discrimination Federal Office for Civil Rights The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this school 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 district/school is responsible, or for which it receives financial assistance from the U.S. Department of Education.
Contact Information Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out nondiscrimination responsibilities.
Position of Contact:
Barbara Elson
Address:
34850 Arundel Farmington, MI 48335
Telephone Number:
248-489-3733
References Title VI of the Civil Rights Act of 1964 The Age Discrimination Act of 1975 The Americans with Disabilities Act of 1990 Elliott-Larsen prohibits discrimination against religion
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Longacre Elementary School
Conclusion 1. What Professional Learning activities will you need to provide to support the successful implementation of this school improvement plan? *Provide staff members with practice scoring writing based on rubrics. More consistency is needed with interrater reliability. *Early release days may be utiltized to give teachers time to practice common scoring together. *Teachers may choose to utilize PLC time to review grade level classroom scores together. *Ongoing writer's workshop training can be offered by our own district and by Oakland Schoools. Teachers have an option to take beginners courses or refresher/advanced training based on the needs of the individual. *Professional books are made available for teachers to read, in order to keep current on the latest research and practices in writer's workshop. * Teachers have the opportunity to attend workshops with masters in the field. 2. How has the institution integrated its available fiscal resources to support this school improvement plan? *District pays for continuing writer's workshop staff development for staff members when possible. *Professional books have been purchased for teachers for the purpose of school improvement in the area of writing. *Conference reimbursement is given to staff who attend professional workshops that focus on writing. *District and Oakland Schools consultants are available for professional development needs in our building. 3. How has the institution assessed the need for and integrated the use of technology to support this school improvement plan? *Staff participates in annual technology surveys for the district. *Lab time for classroom writing projects using technology was difficult to schedule adequately during the past years. *Our school applied for a technology grant from the district, so we could have access to a computer lab in the media center as well as a wireless cart with a classroom set of laptops. This will give our students to more access to develop their writing skills using technology. *Our school has developed a technology committee. *Members of the technology committee attended MACUL. There, they gained many new ideas for integrating writing and technology. *Longacre School has a team of staff members that belong to MI Champions. They also bring writing and technology integration ideas to the staff. *Our school enlisted the help of a technology coach to help staff members learn programs that enhance writing skills, (ie: digital story telling, podcasting, blogs, moodle, voice threads). *Our staff uses technology to input scores and evaluate data, in order to guide future instruction and interventions. *Promethean boards were installed in grades three through five, and in the music room, in order to promote more use of technology in writing instruction.
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