School Improvement Plan

School Improvement PlanSchool Year: 2009-2010 School District: Willow Run Community SchoolsSchool Name: Henry Ford ElementaryGrades Served: pre-K, K-6Principal: Joe Ann Allen

District Code: 81150Building Code: 01632Intermediate School District Code: 81

District Approval of Plan: ________________________________ Authorized Official Signature and Date

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

School Vision Statement: The Henry Ford staff is committed to producing students who will achieve, not only academically but will also be responsible citizens who can meet the needs of their future communities.

School Mission Statement:The mission of Henry Ford Elementary School is to create a safe and positive atmosphere for learning and the opportunity to develop individual potential.

School Belief Statements:

URL location for this plan on the web:

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Index Updated 1-25-2010Mission, Vision, and beliefs 1Goal Statement #1 ELAGoal Statement #2 MathGoal Statement #3 Social Studies Goal Statement #4 Science

3, 10, 17, 23

Statement of Gap in student achievement 3, 10, 17, 23Contributing cause for Gap 3, 10, 17, 23Data Used to identify gap 3, 10, 17, 23Measurable Objective Statements 3, 10, 17, 23Multiple measures of assessments 3, 10, 17, 23Strategy Statement 3, 10, 17, 23Action Steps

Teacher Participation in Making Assessment Decisions-Embedded in Plan (Component #8)

Timely and Additional Assistance to Students Having Difficulty Mastering the Standards-Embedded in Plan (Component #9)

Differentiated instruction articulated in plan Coordination and Integration of Federal, State, and Local Programs

and Resources-Embedded in Plan (Component #10) Evaluation of schoolwide plan

4, 11, 17, 24

Research 8, 15, 21, 28Monitoring and Evaluation 8, 15, 22, 28Title I Schoolwide Required Components 29AppendicesStakeholder perception data, Public Act 25 Revised School Code School Improvement Plan Required Strategies, Parent Conference Sign in Sheet

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Action Steps CodingPrimarily Instructional Staff ResponsibilitiesPrimarily Building/Administrative ResponsibilitiesTitle I RequirementTitle III (ESL) Requirement

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State of MichiganSchool Improvement Planning Template

English Language ArtsSchool: Henry Ford Elementary School Year: 2009-2010

Section I: Comprehensive Analysis Report on Student Achievement(From the Comprehensive Needs Assessment)

Content Area: English Language Arts

(x) Active Goal () Maintenance Goal () Revised Goal

Student Goal Statement: Students will demonstrate an increase by one level utilizing the grade appropriate writing rubric. Priority will be given to 4th graders in order to increase scores on the 5th grade MEAP (Michigan Educational Assessment Plan)Statement of gap in student achievement (Need Statement): On the Fall 2008 3rd Grade MEAP Writing score, the students scored a 26%. This was a significant drop from the fall 2007 3rd grade score of 52%. This particular group of students needs extensive writing instruction. Contributing Cause for the gap in student achievement: High mobility in student population, lack of interconnected writing curriculum/instructional strategies across grade levels . There appears to be a need to align instruction, assessment, and the curriculum with state standards and content expectations. Instruction needs to be closely monitored to be sure that instruction reflects professional development in use of research based best practice. Student achievement data needs to be collected, analyzed, disaggregated by sub-populations and used to drive instruction.

List the multiple sources of data used to identify the gap in student achievement: MEAP scores, initial, mid-year, and culminating collection of classroom writing scores

Section II: Comprehensive Analysis Report on System Processes and Practices(From the Comprehensive Needs Assessment)

List the challenges that were identified during the assessment of the system processes and practices that align with this goal area:Teaching for Learning

Leadership Personal & Professional Learning

Data & Information Management

School & Community Relations

Curriculum is aligned to GLCEs

Curriculum is delivered

Best practice strategies are used

Instruction and materials used are monitored

Culture is collaborative, inquiring and data-driven

Professional development is aligned and results driven to increase student achievement.

Ongoing peer led staff development

Systematic data collection and analysis from multiple sources

Collaborative analysis between content area teams determine areas of need

Engage families in a variety of meaningful activities that will enhance student success

Community involvement in all four content areas

Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal:The number of 5th grade student scoring in levels 1 and 2 will increase by 20% on the 2010 Fall MEAP test.For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: MEAP test, classroom rubrics, Michigan Literacy Performance Profile (MLPP)Strategy Statement: All staff will plan with and use the Strategies for Writers Writing Curriculum that focuses on writing narratives with a beginning, middle, and end, on a weekly basis.

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Action Steps Staff Responsible

Timeline for Activity Resources Needed Monitoring Plan Evidence of

SuccessBegin End Resource Source Amount1.All staff will utilize the Pearson Scott-Foresman Literacy Program adopted in Fall 2009

All Staff Sept.2009

June 2010

Scott-Foresman Literacy Text

Principalmonitors instructional strategies

Students will be able to demonstrate mastery of skills learned

2.Using data, teachers will monitor & adjust instruction and do timely interventions for identified underachieving students will be provided with:

Extended time limits; modified assignments or test taking procedures.

Small group instruction.

Team teaching or cooperative teaching.

K-5 Teachers Title I TeacherTeacher Consultant

Sept.2009

June 2010

MEAP data Title I None Staff Meetings & SIP Meetings discussing strategies

Agendas, list of identified students

3.Accelerated Reader Program and Star reading tests

PrincipalAll Staff

Sept.2009

June 2010

Student Books Title I $5000 Principal monitor use

Increase student reading levels

4.Differentiated instruction: the teachers attend to student differences, balances group and individual norms, modifiescontent, process, and products

Classroom Teachers

Sept. 2009

June 2010

Instructional Strategies

None None Principal monitor lesson plans


5.Handwriting Without Tears Program

PrincipalClassroom Teachers

Sept. 2009

June 2010

Charts, Journals

Title I $2000 Principal monitor lesson plans

Lesson Plans

6.Bi-Monthly Student Data Analysis

PrincipalAll Staff

Sept2009

June 2010

Student Data Title I $25/hour staff stipends

Staff Sign in Sheets, Meeting Minutes

Adjusted Instruction to increase Student Scores

7.Staff training in use of writing rubrics

PrincipalAll Staff

Sept. 2009

June 2010

Existing Rubrics

n/a $0 Staff Meeting Agendas

All staff will use rubrics to grade student writing

8.Monthly staff meetings will focus on effective use of Strategies for Writers

PrincipalAll Staff

Sept. 2009

June 2010

Existing Curriculum

n/a $0 Building Principal monitor lesson plans

All staff lesson plans will include

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curriculum Principal observations, walk throughsStaff Meeting Agendas

Strategies for Writers

9.Incorporate writing with technology using word processing programs (Microsoft Office, PowerPoint, Excel for Students)


Sept. 2009

June 2010

Technology Writing Software-Scholastic Keys

Title I $1200 Principal observations, walk throughsLesson plans incorporating technology

Lesson Plans

10.Writing Instruction Professional Development

District, Principal

Sept. 2009

June 2010

Peer ObservationsOutside ConsultantsConferencesMaterials

Title ITitle IIa

$1700 Principal will monitor that all staff have received professional development and have implemented strategies learned

Increased student test scores

11.After School Tutoring for students identified as not proficient provided, organized, and run by building staff

All Staff Sept. 2009

June 2010

Teaching StipendsMaterials

Title I $30,000 Tutoring lesson plans using administration mandated lesson plan templates, sign in sheets, pre and post assessments

Increased scores from at-risk tutoring students

12.Keep Book Night Teachers, Para-pros

Sept. 2009

June 2010

Teacher, Para-pro stipends, supplies

Title I $1000 Sign-in sheets Increase in student interest in Reading

13.Study Island PrincipalTeachers

Sept. 2000

June 2010

Software subscription

Title I $2000 Principal monitor use

Increased student success rate on web-site quizzes

14.Implement Reading and Language Arts Centers (RLAC)during/after school

Director of Student Services

Sept. 2009

June 2010

RLAC Title I $1,500 RLAC program-specific assessments. Administration will review RLAC data

Increase in identified students literacy skills as determined on RLAC assessments

15.RLAC Professional development

RLACDirector ofStudent

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Services16. Monthly Accelerated Reader Night

Teachers, Para-pros

Sept. 2009

June 2010

Teacher, Para-pro stipends, supplies

Title I $5000 Sign-in sheets Increase in student reading levels

17.Title I Accelerated Reader Family Night

All StaffParents

Sept. 2009

June 2010

Student Books Title I $3000 Principal monitor use

Increase student reading levels, parental involvement

18.All staff will receive professional development in the National Technology Standards and infuse the standards in their lesson plans

District professional development days, DirectorOf Student Services, Educational Technology Consultant

Feb. 2010

Feb. 2010

District District Title Staff lesson plans and principal walkthroughs, and PLC’s.

Increased student problem solving and research skills and use of technology provided in the District

19.21st. Century After School Program

Eastern Michigan University

Fall 2009

Spring 2010

EasternMichigan University

Eastern Michigan University Grant

Lab assessment results, classroom assessment results, administrator walk through

Increased student achievement on local andstate standardized assessments

20.Summer Academy for At-Risk Students

District June 2010

August2010

District 31a At-Risk Funds

classroom assessment results, administrator walk through

Increased student achievement on local andstate standardized assessments

21.ELA Parent Involvement Night

Principal, ELA Committee, Title I Teacher

Spring 2010

Spring 2010

Staff Title I $1000Food, Planning Stipends,Event Stipends,Materials

Letters to Parents, agendas, handouts, sign in sheets, exit surveys

Increase student achievementas reflected by increased parental involvement.

22.Increase Parent Involvement/Participation and Communication

PrincipalSIP Team

Sept2009

June 2010

Paper,Printer Cartridges

Title I $700 Sign in Sheets, event exit surveys

Increasedparental involvement as reflected by sign in sheets

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23.Parents invited to annual fall meeting to review the school report card, the Title I plan, the parent compact, the parent involvement policy and activities, how to work with their child’s teachers, administrators, and support staff, along with all other information included in the Principal’s annual report.

PrincipalSchool Improvement Team

Fall 09 Fall 09 N/A Title I $150 Letters of invite to parents, minutes, and sign in sheets

Increased parental involvement as reflected by more parent signatures of sign in sheets

24.Parents invited to spring SIT meeting to review the needs assessment and to determine the Title I program for the following year

PrincipalTitle I coordinator

Spring 10

Spring 10

N/A Title I $150 Letters of invite to parents, minutes, and sign in sheets


25.Parents invited to annual ESL program meeting to review the needs and the program outline for Title III

Building Administration, ESL Coordinator

Fall 09 Fall 09 N/A N/A N/A Letters of invite to parents, minutes, and sign in sheets

N/A

26.Students identified speaking a primary or home language other than English on the home language survey will be assessed within ten school days of enrollment using the ELPA screener

Director of Student Services, ESL coordinator,Building secretaries, Building Administrator

Fall 09 ongoing

District District/Title III

N/A Building secretaries keep information in CA-60’s and ESL coordinator keeps record of scores

Timely identification of ESL students and coordination of services

27.Program plan for ESL identified students will include content support through the use of language objectives and instructional strategies with emphasis on reading, writing, speaking and listening in Eng.

Director of Student Services, ESL coordinator, ESL teachers, para pros and general education teachers

Fall 09 on-going

District District/Title III

Modified lesson plans with the use of strategies provided in professional development Coordinator and ESL instructor service records, Student grades will be monitored, DRP

Improved grades of ESL students, ELPA scores, exit of program and monitoring of FLEP students for two academic years

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scores, ACT and MME scores

28.Curriculum is aligned using the Mich. State ESL produced linking documents for all content areas

Student Services Coordinator, Building administration, general education teachers, ESL Coordinator

Fall 09 on-going

District State of MI Dept. of Ed.

N/A Review of lesson plans, Principal walkthroughs


Other Required InformationWhat research did you review to support the use of this strategy and action plan? The Strategies for Writers curriculum was written using the IRA goals for writing. It aligns with NCTE/IRA standards. RLAC uses Phonics First Instruction and uses differentiated instruction techniques that are prescriptive, multisensory, phonics-based, systematic, structure, and sequential. RLAC is based on Orton-Gillingham methodology, it is immediately applicable to a variety of learners in both classroom and small-group learning environments. RLAC has received accreditation through the International Multisensory Language Education council and ensures that teachers are receiving an approved curriculum that meets the needs of learners at all levels. School Renaissance (using both Accelerated Reader & STAR Reader and Accelerated Math & STAR Math as key components of school reform) was rated in the top 3rd among 22 comprehensive School reform models by the federally funded Comprehensive School Reform Quality Center and was included in the Northwest Regional Educational Laboratory’sprestigious Catalog of School Reform Models. STAR Reading meets all National Center on Student Progress Monitoring criteria for scientifically based progress-monitoring tools, was favorably reviewed by the Southwest Educational Development Laboratory, and was named as a top assessment in Reading First and Title I.What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Pearson Scott-Foresman training will take place to assist staff with familiarity to new literacy program. Ongoing peer led staff development, Michigan Reading Association (MRA) Conference Registration. RLAC training will be provided to all classroom teachers, special education teachers, and Title I staff throughout the 2009-10 school year. RLAC coaches model activities and provide feedback on lessons and activities taught in the classroom. Staff will be trained using the scientifically based method (SIOP) to make content comprehensible for English language Learners. How has the school integrated its available fiscal resources to support this strategy and action steps? Increasing utilization of current curriculum and materials, technology used in writing, substitute teachers for professional development. The school will use Title I and 31a funds and District funds. The RLAC program will be integrated with Title I, Special Education, and after-school tutoring to provide phonics instruction for low level readers and comprehensive reading strategies for those below/at /above grade level. Title I funds will be used to assist students in gaining the knowledge of language arts concepts and vocabulary necessary for MEAP proficiency.How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? The school will use technology during classroom instruction to use Study Island. After analyzing the perception data, it was discovered that even though the staff feels that the technology training provided by the district has been adequate, the majority of the staff does not use technology to teach on a regular basis. This discrepancy must be addressed on a building level.

Monitoring and EvaluationWhat are the criteria for success and what data or multiple measures of assessment will you use to monitor the progress and success of this plan? The number of 5th grade student scoring in levels 1 and 2 will increase by 20% on the 2010 Fall MEAP test. Students who are not mastering skills will be referred to the Title I teacher or the Teacher Consultant for assistance. Students will demonstrate a mastery of sounds on the RLAC/Lexia assessments, independent levels on Dibels testing and MLPP, and be at grade level or show one year’s growth on STAR testing.

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Annually, provide an outcome statement, and evidence that describes the success in meeting this goal. This goal will be reviewed with the analysis of the goal in Spring 2010. The staff will use data gathered from the State’s annual assessment, MEAP, and the Comprehensive Needs Assessment to determine if the goals were met. The staff and parents share in the evaluation process through discussion at staff meetings and day to day conversations and annual meetings. The plan will be reviewed and revised to ensure the success of all students


MathematicsSchool: Henry Ford Elementary School Year: 2009-2010


Content Area: Mathematics (x) Active Goal () Maintenance Goal () Revised GoalStudent Goal Statement: Students will improve math skills in all areas of mathematics.Statement of gap in student achievement (Need Statement): On the Fall 2008 MEAP there was a significant decline in student scores, almost 10% in each grade level. Students need more tutoring and basic facts drills.Contributing Cause for the gap in student achievement: Underutilization of manipulative math materials. There appears to be a need to align instruction, assessment, and the curriculum with state standards and content expectations. Instruction needs to be closely monitored to

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be sure that instruction reflects professional development in use of research based best practice. Student achievement data needs to be collected, analyzed, disaggregated by sub-populations and used to drive instruction. After staff discussion, there is a suggestion to begin exploring the use of an alternative math text.List the multiple sources of data used to identify the gap in student achievement: MEAP scores, Study Island scores, Classroom Assessments, STAR Math.

















Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: All grade levels will increase scores by at least 15% on the fall 2010 MEAPFor this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: MEAP test, Study Island, STAR Math, Classroom AssessmentsStrategy Statement: All staff will make manipulatives more accessible to students during math instruction and elective times with more emphasis placed upon basic computation skills and basic facts.


Timeline for Activity Resources Needed Monitoring

PlanEvidence of SuccessBegin End Resource Source Amount

1.Manipulatives incorporated into weekly lesson plans


Sept 2009

June 2010

Math Manipulatives

General FundsTitle I

$500 Principal will monitor lesson plans to ensure inclusion of manipulatives

All staff lesson plans will include Strategies for Writers

2.Use of Everyday Math Curriculum daily


Sept.2009

June 2010

Journals Title I $2500 Principal will monitor lesson plans


3.Using data, teachers will monitor & adjust instruction and do timely interventions for identified underachieving students


Sept. 2009

June 2010



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will be provided with: Extended time

limits; modified assignments or test taking procedures.



4.Differentiated instruction: the teachers attend to student differences, balances group and individual norms, modifies content, process, and products

Classroom Teachers

Sept. 2009

June 2010


None None Principal monitorlesson plans

Students will be able to demonstratemastery of skills learned

5.Incorporate data processing technology data processing programs

PrincipalAll Staff

Sept.2009

June2010

Max Data Title I $1200 Building Principal monitor lesson plans Principal observations, walk throughs

Increased student scores

6,Lunch incentive program for students to work on mathematics problems utilizing manipulatives after eating, and or flashcards for basic fact practice

PrincipalAll Staff

Sept. 2009

June 2010

Mathematics ManipulativesFlash Cards

Title I $1,000 Principal observations, walk throughsStudent Sign In Sheets

Test Results

7.Mathematics Instruction Professional Development

District, Principal

Sept. 2009

June 2010

Peer ObservationsOutside ConsultantsConferencesMaterials

Title ITitle IIa



8.Study Island PrincipalClassroom Teachers

Sept. 2009

June 2010


Title I $2000 Principal and SIP team will monitor use of Study Island to

Students will progress to games if percent

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ensure student use

correct is greater than 70%


All Staff Sept. 2009

June 2010


Title I $30,000 Tutoring lesson plans using administration mandated lesson plan templates, sign in sheets, pre and post assessments


10.Parent volunteers after school Math club

All Stakeholders

Sept.2009

June 2010

Mathematics Manipulatives/At my Seat Math Games Library from Lakeshore Elementary Catalog

Title I $250 Parent/Student Sign in sheets

Test Results

11.

21st Century After School Program


Fall 2009 Spring 2010

EasternMichiganUniversity


Lab assessment results, classroom assessment results, administrator walk through

Increasedstudent achievement on localand state standardized assessments


District June 2010

August 2010



Increased student achievement on local and state standardized assessments


District professional development days, Director of Student Services, Educational Technology Consultant

Feb2010

Feb2010

District District Staff lesson plans and principal walkthroughs, and PLC’s.


14.RLAC during and after school

Director of Student

Sept2009

June 2010

RLAC Title I RLAC program-specific

Increased math skills as

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Services assessments. Administration will review RLAC data

determined on RLAC assessments.

15.Bi-Monthly Student DataAnalysis

PrincipalAll Staff

Sept 2009

June 2010


Staff Sign in SheetsMeeting Minutes

Adjusted Instruction to Increase Student Scores

16.Math Parent Involvement Night

Principal, Math Committee, Title I Teacher

Spring 2010

Spring 2010

Staff Title I $1000Food, Planning Stipends, Event Stipends, Materials

Letters to Parents, agendas,handouts, sign in sheets, exit surveys

Increase student achievement as reflected by increased parental involvement.

17.Parents invited to annual fall meeting to review the school report card, the Title I target assist plan, the parent compact, the parent involvement policy and activities, how to work with their child’s teachers, administrators, and support staff, along with all other information included in the Principal’s annual report.




18.Increase Parent Involvement Communication

PrincipalSIP Team

Sept2009

June 2010

Paper, Printer Cartridges

Title I $700 Sign in sheets, Event exit surveys

Increased parental involvement asreflected by sign in sheets



Spring 09

Spring 09



20.Parents invited to Building Fall 09 Fall 09 N/A N/A N/A Letters of invite N/A

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annual ESL program meeting to review the needs and the program outline for Title III

Administration, ESL Coordinator

to parents, minutes, and sign in sheets



Fall 09 ongoing District District/Title III






? Modified lesson plans with the use of strategies provided in professional development Coordinator and ESL instructor service records, Student grades will be monitored, DRP scores, ACT and MME scores



Student Services Coordinator, principal, general education teachers, ESL Coordinator

Fall 09 ongoing District State of Michigan Dept. of Ed.



Other Required InformationWhat research did you review to support the use of this strategy and action plan? NCTM use of manipulatives, University of Chicago School Mathematics Project aligns with the NCTM standards. School Renaissance (using both Accelerated Reader & STAR Reader and Accelerated Math & STAR Math as key components of school reform) was rated in the top 3rd among 22 comprehensive school reform

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models by the federally funded Comprehensive School Reform Quality Center and was included in the Northwest Regional Educational Laboratory’s prestigious Catalog of School Reform Models.What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Professional development on the use of manipulatives to enhance math lessons, substitute teachers for professional development, Max Data training. Continue to train teachers in the Accelerated Math Program and the Everyday Math Program. Staff will be trained using the scientifically based method (SIOP) to make content comprehensible for English Language Learners. All staff will receive professional development in the National Technology Standards and infuse the standards in their lesson plans. RLAC training will be provided to all classroom teachers, special education teachers, and Title I staff throughout the 2009-10 school year. How has the school integrated its available fiscal resources to support this strategy and action steps? Title I funds will be used to supplement supplies for more manipulatives. The school will use Title I and 31a funds and District funds.How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? The school will use technology during classroom instruction to use Study Island. After analyzing the perception data, it was discovered that even though the staff feels that the technology training provided by the district has been adequate, the majority of the staff does not use technology to teach on a regular basis. This discrepancy must be addressed on a building level.

Monitoring and EvaluationWhat are the criteria for success and what data or multiple measures of assessment will you use to monitor the progress and success of this plan? The student scores will gain 15% on the fall 2010 MEAP scores in the areas of Measurement and Geometry. Students who are not mastering skills will be referred to the Title I teacher or the Teacher Consultant for assistance. When assessed, students will earn passing grades on Everyday Math Unit Tests & Pre/Post Tests, achieve grade level STAR Math Assessment, and Conceptual Math Assessments. Students who are not mastering skills will be referred to the Title I teacher or the Teacher Consultant for assistance.Annually, provide an outcome statement, and evidence that describes the success in meeting this goal. This goal will be reviewedwith the analysis of the goal in Spring 2010. The staff will use data gathered from the State’s annual assessment, MEAP, and the Comprehensive Needs Assessment to determine if the goals were met. The staff and parents share in the evaluation process through discussion at staff meetings and day to day conversations and annual meetings. The plan will be reviewed and revised to ensure the successof all students.

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ScienceSchool: Henry Ford Elementary School Year: 2009-2010


Content Area: Science (x) Active Goal () Maintenance Goal () Revised GoalStudent Goal Statement: All students will be proficient in Science earning a 1 or 2 on the Fall 2010 MEAP. Statement of gap in student achievement (Need Statement): On the Fall 2008 Science MEAP test, the scores of the 5th grade students dropped 8%. Contributing Cause for the gap in student achievement: There appears to be a need to align instruction, assessment, and the curriculum with state standards and content expectations. Instruction needs to be closely monitored to be sure that instruction reflects professional development in use of research based best practice. Student achievement data needs to be collected, analyzed, disaggregated by sub-populations and used to drive instruction.List the multiple sources of data used to identify the gap in student achievement: MEAP, Teacher-Made and Unit tests

















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Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: To have all students score at a level 1 or 2 on the Fall 2010 MEAP test.For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: MEAP, Teacher-Made and Unit testsStrategy Statement: All students will improve performance in the knowledge and application of science across the curriculum.






Small group instruction. Team teaching or

cooperative teaching.


Sept. 2009

June 2010



2.Differentiated instruction:the teachers attend to student differences,balances group and individual norms, modifies content, process, and products

Classroom Teachers

Sept 2009

June 2010


None None Principal monitorlesson plans



PrincipalAll Staff

Sept.2009

June2010



4.Bi-Monthly Student Data Analysis

PrincipalAll Staff

Sept2009

June 2010


Staff Sign in Sheets, Meeting Minutes

Adjusted instruction to increase student scores


Sept. 2009

June 2010


Title I $2000 SIP Team and Principal monitor use

Increased student success rate on web-site quizzes

6.After School Tutoring for students identified as not proficient provided, organized

Teachers Sept. 2009

June 2010

Teaching Stipends, Materials

Title I $30,000 Tutoring lesson plans using

Increased scores from at-risk tutoring

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and run by building staff administration mandated lesson plan template, sign in sheets, pre and post assessments

students



Feb 2010

Feb 2010



8.21st Century After School Program


Fall 2009

Spring 2010



Lab assessmentresults, classroom assessment results, administrator walk through

Increasedstudent achievement on local and state standardized assessments


District June 2010

August 2010

District 31aAt-RiskFunds


Increasedstudent achievement on local and state standardized assessments

10.RLAC during and after school Director of Student Services

Sept.09

June 2010

RLAC Title I RLAC program-specific assessments. Administration will review RLAC data

Increased math skills as determined on RLAC assessments.

11.Staff training in use of writing rubrics for the Science MEAP

PrincipalAll Staff

Sept. 2009

June 2010

Existing Rubrics

n/a $0 Principal will monitor use in lesson plans, Staff Meeting Agendas

All staff will use rubrics to grade student writing

12.Science Instruction Professional Development

District, Principal

Sept. 2009

June 2010

Peer Observations,

Title ITitle IIa

$1700 Principal will monitor that

Increased student test

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Outside Consultants,Conferences,Materials

all staff have received professional development and have implemented strategies learned

scores

13.Science Parent Involvement Night

Principal, Science Committee, Title I Teacher

Spring 2010

Spring 2010

Staff Title I $1000Food, Planning Stipends, Event Stipends,Materials


Increase student achievement as reflected by increased parental involvement.



Fall 09 Fall 09


Increased parental involvements as reflected by more parent signatures on sign in sheets



Spring 2010

Spring 2010


Increased parental involvement as reflected by more parent signatures on sign in sheets

16.Parent Involvement Communication

Principal Sept 2009

June2010


Title I $700 Sign-in sheets,Event exit surveys

Increased parental involvement as reflected by sign in sheets

17Parents invited to annual ESL program meeting to review the needs and the program outline for Title III

Building Administration, ESL Coordinator

Fall 09 Fall 09

N/A N/A N/A Letters of invite to parents, minutes, and sign in sheets

N/A

18.Students identified speaking Director of Fall 09 ongoing District District N/A Building Timely

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a primary or home language other than English on the home language survey will be assessed within ten school days of enrollment using the ELPA screener

Student Services, ESL coordinator,Building secretaries, Building Administrator

Title III secretaries keep information in CA-60’s and ESL coordinator keeps record of scores

identification of ESL students and coordination of services




? Modified lesson plans with the use of strategies provided in professional development Coordinator and ESL instructor service records, Student grades will be monitored, DRP scores, ACT and MME scores




Fall 09 ongoing District State of MI Dept. of Ed.



Other Required InformationWhat research did you review to support the use of this strategy and action plan? National Center for Research on Evaluation, Standards, and Student Testing Report: Creating Accurate Science Benchmark assessments to Inform Instruction. RLAC will also assist students in their understanding of expository text and has received accreditation through the International Multisensory language Education Council. What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action? Staff will work collaboratively to review curriculum, units, and activities and to revise Science tests. Staff will review Science data and assessments to inform and guide teacher instruction in the classroom. RLAC training will be provided to all classroom

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teachers, special education teachers, and Title I staff throughout the 2009-10 school year. All staff will receive science instruction professional developmentHow has the school integrated its available fiscal resources to support this strategy and action steps? The school will use Title I and 31a funds, District funds and special education funds How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? The school will use technology during classroom instruction to use Study Island. After analyzing the perception data, it was discovered that even though the staff feels that the technology training provided by the district has been adequate, the majority of the staff does not use technology to teach on a regular basis. This discrepancy must be addressed on a building level.

Monitoring and EvaluationWhat are the criteria for success and what data or multiple measures of assessment will you use to monitor the progress and success of this plan? All students will score a proficient score on the Fall 2010 MEAP Science test. Students who are not mastering skills will be referred to the Title I teacher or the Teacher Consultant for assistance. Annually, provide an outcome statement, and evidence that describes the success in meeting this goal. This goal will be reviewed with the analysis of the goal in Spring 2010. The staff will use data gathered from the State’s annual assessment, MEAP, and the Comprehensive Needs Assessment to determine if the goals were met. The staff and parents share in the evaluation process through discussion at staff meetings and day to day conversations and annual meetings. The plan will be reviewed and revised to ensure the success of all students.

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Social StudiesSchool: Henry Ford Elementary School Year: 2009-2010


Content Area: Social Studies (x) Active Goal () Maintenance Goal () Revised GoalStudent Goal Statement: Students will demonstrate understanding of Democracy, Geography and Citizenship and improve their ability to utilize critical thinking/problem solving skills to express those thoughts in writing.Statement of gap in student achievement (Need Statement): On the district MEAP assessment of 6th grade, only 36% of students are proficient on the MEAP portion of the test.Contributing Cause for the gap in student achievement: The classroom instruction has not appropriately addressed the development and utilization of critical thinking skills in social studies because it has been more focused on having students answer questions that can be found within text and not analysis of data. The Social Studies curriculum is not adequately aligned with the Michigan GLCEs. There appears to be a need to align instruction, assessment, and the curriculum with state standards and content expectations. Instruction needs to be closely monitored to be sure that instruction reflects professional development in use of research based best practice. Student achievement data needs to be collected, analyzed, disaggregated by sub-populations and used to drive instruction.List the multiple sources of data used to identify the gap in student achievement: MEAP, classroom assessments

















Section III: Plan to Accomplish Student Achievement Goals Measurable Objective Statement to support Goal: On the Fall 2010 MEAP, all students will increase scores by 15% over previous year’s scores.For this objective, list the multiple measure of assessments to be used that will provide authentic assessment of pupils’ achievement, skills, and competencies: MEAP, classroom assessmentsStrategy Statement: Students will demonstrate responsible conduct, how to get along with others, the basic ideals of democracy and the workings of the voting system. Students will demonstrate and understand of their world, country, state and community.Students will demonstrate an understanding of basic geographical concepts, cultural studies, and basic map reading.

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Timeline for Activity Resources Needed Monitoring Plan Evidence of

SuccessBegin End Resource Source Amount1.Students will define, discuss and practice one core democratic value per month.

PrincipalAll Staff

Sept. 2009

June 2010

Student Council, Media Center,Michigan Department of Education Web Site

General Funds

$250 Building Principal monitor lesson plans Principal observations, walk throughs

At the end of the year, all students will be able to demonstrate knowledge of all core democratic values






Sept 2009

June 2010



3.Differentiated instruction:the teachers attend to student differences,balance group andindividual norms, modify content, process, and products

ClassroomTeachers

Sept 2009

June 2010


None None Principal monitors lesson plans



PrincipalAll Staff

Sept.2009

June2010



5.Bi-Monthly Student Data Principal Sept June Student Data Title I $25/ Staff Sign in Adjusted

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Analysis All Staff 2009 2010 Hour StaffStipends

sheets, meetingMinutes

instruction, increased student scores


Teachers Sept. 2009

June 2010


Title I $30,000 Tutoring lesson plans using administration mandated templates , sign in sheets, pre and post tests


7.Social Studies Professional Development

District, Principal

Sept 2009

June 2010

Peer Observations, Outside Consultants, Conference Materials

Title ITitle IIa


Increased Student Test Scores



Feb 2010

Feb2010



9.21st Century After School Program


Fall 20098 Spring 2010EasternMichigan University

EasternMichigan UniversityGrant

Lab assessment results, classroom assessment results, administratorwalk through

Increased Studentachievement onlocal and state standardized assessments

10.Summer Academyfor At-Risk Students

District June 2010

August 2010



Increased student achievement onlocal and state standardized assessments


Sept. 2009

June 2010


Title I $2000 SIP Team and Principal monitor use

Increased student success rate

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on web-site quizzes

12.Implement Reading and Language Arts Centers (RLAC) during/after school

Director of Student Services

Sept 2009

June 2010

RLAC Title I $1,500 RLAC program-specific assessments. Administration will review RLAC data

Increase inidentified students literacy skills as determined on RLAC assessments

13.Social StudiesParent Involvement Night

Principal, Social Studies committee, Title I Teacher

Spring 2010

Spring 2010

Staff Title I $1000Food, Planning Stipends, Event Stipends, Materials


Increase student achievement as reflected by increasedparental involvement.

14.Parent Involvement Communication

Principal Sept 2009

June 2010


Title I $700 Sign in sheets, event exit surveys

Increased parental involvement as reflected by sign in sheets







Spring 09

Spring 09



17.Parents invited to Building Fall 09 Fall 09 N/A N/A N/A Letters of invite to N/A

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annual ESL program meeting to review the needs and the program outline for Title III

Administration ESL Coordinator

parents, minutes, and sign in sheets



Fall 2009

ongoing District District/Title III





Fall 09 Ongoing District District/Title III

Modified lesson plans with the use of strategies provided in professional development Coordinator and ESL instructor service records, Student grades will be monitored, DRP scores, ACT and MME scores




Fall 09 ongoing District State of MI Dept. of Ed.



Other Required InformationWhat research did you review to support the use of this strategy and action plan? National Center for Research on Evaluation, Standards, and Student Testing Report: Creating Accurate Science Benchmark assessments to Inform Instruction. RLAC will improve reading and writing skills. RLAC has received accreditation through the International Multisensory language Education Council and ensures that teachers are receiving an approved curriculum that meets the needs of learners at all levels. What Professional Learning activities will you need to provide to support the successful implementation of this strategy/action?

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Staff will work collaboratively to review curriculum, units and activities and to revise social studies tests. Staff will review Social Studies data to inform and guide teacher instruction in the classroom. Staff will be trained using the scientifically based method (SIOP) to make content comprehensible for English Language Learners. All staff will receive professional development in the National Technology Standards and infuse the standards in their lesson plans. RLAC training will be provided to all Classroom Teacher, Special Education teachers, and Title I staff throughout the 2009-2010 school year. RLAC coaches model activities and provide feedback on lessons and activities taught in the classroomHow has the school integrated its available fiscal resources to support this strategy and action steps? Substitute teachers will be utilized for professional development. The school will use Title I and 31a funds and District funds.How has the school assessed the need for, and integrated the use of, telecommunications and informational technology to support this strategy and action steps? The school will use technology during classroom instruction to use Study Island. After analyzing the perception data, it was discovered that even though the staff feels that the technology training provided by the district has been adequate, the majority of the staff does not use technology to teach on a regular basis. This discrepancy must be addressed on a building level.

Monitoring and EvaluationWhat are the criteria for success and what data or multiple measures of assessment will you use to monitor the progress and success of this plan? 6th Grade MEAP, Classroom Assessments. Students who are not mastering skills will be referred to the Title I teacher or the Teacher Consultant for assistance.Annually, provide an outcome statement, and evidence that describes the success in meeting this goal. This goal will be reviewed with the analysis of the goal in Spring 2010. The staff will use data gathered from the State’s annual assessment, MEAP, and the Comprehensive Needs Assessment to determine if the goals were met. The staff and parents share in the evaluation process through discussion at staff meetings and day to day conversations and annual meetings. The plan will be reviewed and revised to ensure the success of all students.

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Title I Schoolwide PlanRequired Components

Willow Run Community SchoolsFord Elementary

Ypsilanti, MI2009-2010

Prepared for the Michigan Department of Education

28

Table of Contents

29

1. Comprehensive Needs Assessment 31

2. Schoolwide Reform Strategies 313. Instruction by Highly Qualified Professional Staff

(Teachers and Instructional Paraprofessionals)31

4. Strategies to Attract High-Quality Highly Qualified Teachers to High Need Schools

31

5. High-Quality and Ongoing Professional Development

32

6. Strategies to Increase Parental Involvement 337. Preschool Transition Strategies 468. Teacher Participation in Making Assessment

Decisions48

9. Timely and Additional Assistance to Students Having Difficulty Mastering the Standards

49

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

50

Title I Schoolwide Required Components

1. Comprehensive Needs Assessment

The comprehensive needs assessment (CNA) requirement is met by completing the School Data Profile, School Data Analysis, School Process Profile, School Process Analysis and Summary Report.

2. Schoolwide Reform Strategies

The schoolwide reform strategies in this plan were developed by using a comprehensive needs assessment (CNA) of the school. The plan provides opportunities for all children to meet high standards. The assessment was conducted by examining all areas of the school, including a comprehensive analysis of student achievement, system processes and practices, and stakeholder perception. The conclusions drawn reflect the data represented in the charts, graphs, and statements in the CNA. The Schoolwide plan encompasses all requirements of a PA 25 schoolwide plan and a NCA/AdvancEd plan. Henry Ford Elementary School is an NCA accredited school and follows NCA accreditation guidelines.

3. INSTRUCTION BY HIGHLY QUALIFIED STAFF

All staff, teachers and instructional paraprofessionals are highly qualified having passed the necessary state and local requirements in their field.

4. Strategies to Attract High-Quality Highly Qualified Teachers to High Needs Schools

Describe the process for attracting high-quality highly qualified teachers to teach in high needs schools. Include the initiatives intended to decrease turnover and retain high quality staff.

Due to the proximity of the district to Eastern Michigan University and University of Michigan, many pre-student teachers and student teachers are placed in the building. The building interviews student teachers before consenting to their placement. By doing this, the school is able to get the highest quality student teachers and is able to hire them if there are positions open. The Willow Run Community Schools District attends job fairs to promote the district, acquiring applications of professionals that may be needed in the future. The district abides by NCLB (No Child Left Behind) legislation in hiring all staff. The district has a mentoring program in place for non-tenured teachers. Teachers are assigned a mentor within the building for four years to offer support and guidance. The district provides professional development opportunities on the state and national level.

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

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School-Level Teacher Quality ReportFord Highly

QualifiedB.A. BA + 15

credit hours

M.A. M.A.+ 15 credit hours

M.A.+30 credit hours

Professional Qualifications of All Public Elementary School Teachers

18.6 1.5 3.0 13.1 1.0

Para Professionals4

5. High-Quality and Ongoing Professional DevelopmentHigh-quality ongoing professional development should be clearly identified in the school improvement action plan.

Action StepsHigh Quality and Ongoing Professional Development



Pearson Scott-Foresman Literacy Program Training

District Training Sept2009

June 2010

District Lesson Plans Student Mastery of Skills

Peer Led Accelerated Reader Workshops

Reading Committee

Sept. 2009

June 2010

Staff AR Reports Growth Reports

Peer Led Writing Rubric Training

Writing Committee

Sept.2009

June 2010

Staff Rubrics/Writing Samples

MEAP Scores

Peer Led Accelerated Math Training

Writing Committee

Sept.2009

June 2010

Staff AM Reports Growth Reports

Everyday Math Training

Math Committee

Sept.2009

June 2010

Staff/Company Representative

TBA TBA Lesson Plans Student Scores

Scientific Method Training/Teacher Modeling

Science Committee

Sept.2009

June 2010

Staff Lesson Plans Student Scores

Integrating Social Studies into other Content Areas

Social Studies Committee

Sept. 2009

June 2010

Staff Lesson PlansLibrary Records

Student Scores

Orton-Gillingham Phonics First Training

District Training

Aug. 2009

June2010

District General Funds

TBA Lesson Plans STAR/Dibels Growth reports

Social Studies MEAP Workshop

TBA Sept 2009

June 2010

Professional Consultant

Title I TBA Student Scores

Michigan Reading Association Conference

Michigan Reading Association

March 2010

March 2010

Michigan Reading Association

Title I TBA

Science MEAP Workshop

TBA Professional Consultant

Title I TBA

Professional Development in all four content areas as needed/designed by the building staff

All Staff,Principal

Sept 200

June 2010

Peer modeling, professional consultant

Title I Lesson Plans Student Scores

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6. PARENTAL INVOLVEMENT

1. Describe the strategies intended to increase parental involvement.

How to increase Parent Involvement Increase publicity Provide meals Provide transportation Provide babysitting Advertise on school marquis Poll parents on why they are not attending activities Survey parents as to the times they are best available for parent meetings

Parent/Community

Other Community Resources Include Foster Grandparents University of Michigan Ypsilanti Public Library Eastern Michigan University Ypsilanti Fire Department

Tentative 2009-2010 Parent Involvement CalendarAnnual Title I Parent Planning Meeting/Open House

September

Preschool Orientation SeptemberPTO Meeting Sept, Oct, Nov, Dec, Jan, Feb, Mar, Apr, MayKeep Book Night OctoberParent Teacher Conferences November, MarchFamily Literacy Night Oct, Nov, Dec, Jan, Feb, Mar, Apr, MayCommunity Forum December, AprilParent Academy Dec, Jan, Feb, AprilK-1 Sing DecemberNAAPID Day FebruarySocial Studies Parent Night February2-5 Sing MarchELA Parent Night AprilSpelling Bee AprilBand Concert AprilScience/Math Parent Night AprilScience Fair MayArt Show MaySpelling Bee MayOpen House MayTitle I Spring Meeting MayField Day MayAwards Assembly June

Henry Ford Elementary2440 Clark Road

Ypsilanti, Michigan 4819832

Phone: (734) 481-8275 • Fax: (734) 481-8186

September 11, 2009

Dear Parents/Guardians,

As required by law, I am writing this letter to inform you of our annual Title I parental notice requirements.

Our AYP (Annual Yearly Progress) status from our Fall 2008 MEAP test results is passing with an overall school grade of B. AYP is a measure defined in the federal No Child Left Behind Act to hold schools and districts responsible for student achievement. What this means is that we have passed the test (based primarily on the 4th grade English Language Arts and Mathematics tests) and are not in any phase of school improvement (correction) with the state department of education. We have made AYP for the last four years and are planning on making it again this year. Below you will find our Fall 2008 scores:

ELA Math Science

Grade 3 65% 80% n/aGrade 4 54% 69% n/aGrade 5 49% 60% 70%

All classroom teachers in our building are highly qualified with at least a bachelor’s degree and hold a Michigan Teaching Certificate.

The federal Title program budgets are used for the following purposes:o Title I-Improving Basic Programs (Title I Teacher, Tutoring, supplies, 10% committed to

teacher professional development)o Title II A-Teacher/Principal Training and Recruiting (professional development)o Title II D-Enhancing Education Through Technologyo Title III-ESL Programso 31a-supplementary instructional and pupil support services

We are looking for parents interested in participating in the School Improvement Team. We would also like suggestions on generating and maintaining parental and community involvement.

Thank you for entrusting us with your child’s education. We will continue to provide an excellent educational experience for them.

Sincerely,

Ford Elementary Title I Parent Meeting Survey

As a Title I school, one of our goals is to help parents learn how to help their children be more successful in the classroom. Part of this goal includes having the parents decide what it is they would like to learn and hear about. Please share your thoughts and ideas with us by filling out this survey and

33

returning it to your child’s classroom teacher.

Parent Name_____________________

Child’s Name____________________

Classroom Teacher________________

Would you be willing to volunteer to be on the school improvement team? Yes No

If yes, please give a current phone number._________________ 1. Please indicate a time that would be convenient for you to attend a Title I parent meeting._____4:00-5:00 p.m._____5:00-6:00 p.m._____6:00-7:00 p.m.

2. What day of the week would be the best for you?_____Monday_____Wednesday_____Thursday

Please indicate your top three choices in each subject area.Mathematics

I would like to learn and hear more about:_____Home Work Help-How I can create a supportive environment at home_____Math Facts Practice-How I can make flash cards to use at home_____ Math games to use at home_____Resource materials to use at home_____Using/Practicing math skills in the real world_____Other____________________

English Language ArtsI would like to learn and hear more about:_____Practicing real world reading at home_____Practicing real world writing at home_____How to proof read my child’s work_____How to help my child identify the beginning, middle, and end of a story_____How to help my child write a story with a beginning, middle, and end_____Test taking strategies to practice with my child_____ How to practice spelling_____Other________________________

Social StudiesI would like to learn and hear more about:_____Practicing reading maps, graphs, and charts_____Using graphic organizers to help understanding of information_____How to help my child be successful in a multi-cultural environment_____Vocabulary flash cards for Social Studies MEAP preparation_____Other_______________________

ScienceI would like to learn and hear more about:

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_____Practicing reading maps, graphs, and charts_____Using graphic organizers to help understanding of information_____How to make vocabulary flash cards for Science MEAP preparation_____Science projects vs. science experiments-what is the difference? _____Other________________________

Any additional comments or suggestions:

Henry Ford Elementary2440 Clark Road

Ypsilanti, Michigan 48198Phone: (734) 481-8275 • Fax: (734) 481-8186

Sept. 12, 2009

Dear Parent or Guardian:

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Title I is a federal program to improve teaching and learning for all children to enable them to meet challenging academic content and student performance standards. It is designed to close the academic achievement gap. All schools in the Willow Run school district qualify for this federal funding and programming

Your student has been identified to receive additional Title I services at Ford Elementary School. As a school wide Title I building we are able to provide academic support to those students who have not reached proficiency on the state wide MEAP or other district wide assessments. This support includes, but is not limited to services inside or outside the classroom and will be provided by the building Title I teacher.

If you are denying these services for any reason, please contact your building Title I teacher or the building principal.

Sincerely,

Joeann AllenPrincipal

Ford Elementary Parent Survey

Parents,

Please complete this survey by circling your answer to each question. Return the survey to your child's teacher or the main office as soon as possible. Your input is important to our continued improvement. Your responses are anonymous.

Thank you.

Ford Elementary Staff

1. I feel welcome at my child’s school.

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agree disagree neutral

2. I am informed about my child’s progress.agree disagree neutral

3. I know what my child’s teacher expects of my child.agree disagree neutral

4. My child is safe at school.agree disagree neutral

5. The school meets the social development needs of the students.agree disagree neutral

6. The school meets the academic needs of the students.agree disagree neutral

7. The school expects quality work of its students.agree disagree neutral

8. The school has an excellent learning environment.agree disagree neutral

9. I respect the school’s principal.agree disagree neutral

10. The school performs well academically.agree disagree neutral

11. The school has a good public image.agree disagree neutral

12. I support my child’s learning at home.agree disagree neutral

13. What are the strengths of your child’s school?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

14. What needs to be strengthened at your child’s school?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Additional Comments:__________________________________________________________________________________________________________

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________________________________________________________________________________________________________________________________________________________

Thank you for your participation!

PARENT INVOLVEMENT POLICYTITLE 1 DISTRICT INVOLVEMENT POLICY WILLOW RUN COMMUNITY SCHOOLS

HENRY FORD ELEMENTARY SCHOOL

The goal of Henry Ford Elementary staff and families is to provide high quality education to meet the needs of ALL students. Our mission statement declares “The Henry Ford Community is committed to quality and equitable learning for all.” Establishing partnerships between the community, parents and staff is imperative to successfully carry out our mission statement.

The following outline is in compliance with the legal requirements of the No Child Left Behind Act of 2001 (PL 107-110, Section 1118). The document represents the collaborative efforts of parents, teachers, and principal. The policy will be available to all parents in the school and district.

1. An annual meeting will be held at the beginning of each school year to acquaint parents with Title 1 guidelines, school parent involvement policies and parent involvement opportunities.

2. Establish a Parent Teacher Organization (PTO). Every effort will be made to have representation of parents, administration and teachers serving on the team. The organization will elect a president, vice president, secretary and treasurer. Families will be informed of scheduled meetings via reminder notes and postings on the district wide website calendar.

3. Parents will be invited to participate at school-wide meetings held to review and revise the school improvement plan.

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4. A variety of opportunities will be held annually to help parents learn more about what is being taught at school.

▪ MEAP informational meeting ▪ Keep Book workshop night▪ NAAPID (National African American Parent Involvement Day) workshops held throughout the day

5. Parents will be informed of school activities through newsletters, district web site and other media.

6. Parent literature/materials will be made available to parents through a lending library.7. A Parent Compact will be provided for parents, students and staff to sign that outlines

expectations of all members. Parent Compacts will be reviewed and collected at fall parent teacher conferences.

8. Parental participation in school activities will be recorded using sign-in sheets.9. Parents will be invited to evaluate annually the content of the Parent Compact.10. Parents, students and staff will be provided with an outline of the I-Care character

development plan used at Henry Ford Elementary

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2. Describe parental involvement in the following requirements:

a. Program Design:

Parents are invited to be active participants in all school functions. The annual Parent Title I Needs Survey asked for parent volunteers to participate in the School Improvement Plan process. The School-Parent-Student Compact was developed in a study team that included teachers, para-educators, parents, students and the principal. The previous compact was revised to relevant and understandable to all stake-holders. The Parent Compact and Parent Involvement Policies are available bi-annually at Parent Teacher conferences (See the parent teacher conference sign in sheets on page 80). In the fall, the parent compacts are reviewed and updated at the Title I fall planning meeting.

b. Program Implementation:

Attached are the parent compact, involvement policy, annual survey of the school, annual survey of curriculum nights, annual letter of AYP status, annual letter of Title I services. The surveys are used to evaluate the program ensure that needs of the parents are being met. The curriculum nights are imbedded in each content area (see action steps in each content area). Parental involvement activities are listed in the Comprehensive Needs Assessment. The Michigan Standards and Benchmarks are reviewed and discussed with parents at the Title I Annual Fall meeting, during parent nights, and at content area nights. During content area nights, parents are shown how to monitor their child’s progress and are provided materials and training to help them work with their children to help their children be successful. Sample activities and games are given to parents to help support their child’s learning at home.

c. Program Evaluation:

Parent involvement is evaluated by monitoring the number of parents who attend parent-teacher conferences, Title I curriculum nights exit surveys, special events, and other activities. The data gathered is used to determine successful parental involvement activities, and activities that need to be developed and or improved to better serve all stakeholders. Title I program evaluation surveys are conducted in the spring. The results are analyzed and then shared with the parents. Parents are invited to an Annual Spring planning meeting to discuss the survey results as well as the design and implementation of the school wide plan for the following school year (see action steps pages 5-9, 12-16, 18-21, and 24-27). Parents are also invited to School Improvement planning meetings. Input from the surveys, the annual spring planning meeting and the School Improvement meetings is used to ensure all stakeholders have a voice in the revision process of the School Improvement Plan and school wide Title I program.

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4. Describe how the school provides individual student academic assessments results, including the interpretation of those results, in a language the parents can understand.

All parents are regularly notified of their child’s assessment results through regular progress reports, report card, the MEAP parent report. Results are interpreted for them through conversations with classroom teachers. Additionally Title I parent meetings are held four times a year to train parents on student support strategies to use at home based upon the annual Parent Title I Needs Survey (attached). Parents are invited to attend two scheduled parent teacher conferences and are notified when assessment results are available.

Ford Elementary provides all parents with the following:

Progress Reports Report Cards MEAP Parent Reports Title I report cards Parent Newsletters Assessment data reports

Parents of Special Education students also receive: A copy of the IEP IEP progress reports

These individual student academic assessment results will be communicated to the parents in a language the parents can understand, including an interpretation of those results. Parent letters are available in alternate languages if required.

These individual student academic assessment results will be communicated to the parents in a language the parents can understand, including an interpretation of those results. All communication is available in the home language of parents with Limited English Proficiency (See parent communication letters)

Power School will be available via internet to parents beginning in the 2008-2009 school year. This will allow parents immediate access to their child’s academic progress.

Ford Elementary has a parent involvement policy that meets the NCLB requirements.

Parents are invited to be active participants in all aspects of the school-wide plan. Parent involvement is currently evaluated by monitoring the

number of parents who attend the fall open house, after school Title I activities, special events, and other activities.

Parent Teacher Organizations Parents are provided support as requested in the fall Title I parent

survey. Survey results indicated additional support was needed in providing math games to use at home, overall homework help, practice with real world reading/writing, practice with flashcards in Social Studies and practice reading maps, charts and graphs in science.

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5. Describe the process to develop the school-parent compact.

Parents are invited to be active participants in all school functions. The annual Parent Title I Needs Survey asked for parent volunteers to participate in the School Improvement Plan process. The School-Parent-Student Compact was developed in a study team that included teachers, Para-educators, parents, students and the principal. The previous compact was revised to be relevant and understandable to all stake-holders in 2008. The compact is used as a “talking” point during parent teacher conferences. The Parent Compact and Parent Involvement Policies are available bi-annually at Parent Teacher conferences (See the parent teacher conference sign in sheets). In the fall, the parent compacts are reviewed and updated at the Title I fall planning meeting

6. Provide an assurance statement that the school-parent compact is discussed at least annually during elementary level parent-teacher conferences.

The Parent Compact and Parent Involvement Policies are available bi-annually at Parent Teacher conferences (See the parent teacher conference sign in sheets). In the fall, the parent compacts are reviewed and updated at the Title I fall planning meeting.

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7. Upload the school-parent compact. Henry Ford Elementary Parent Compact

As a parent/guardian I will:

Send my child to school well rested and nourished

Send my child prepared and on time each day

Limit my child’s TV watching and video game time.

Read with/to my child at least 20 minutes every day.

Attend parent teacher conferences and participate in school events.

Communicate with the teacher

Encourage my child to practice the I CARE RULES.

___________ ___________

Signed:___________

As a student I will: Come to school ready

to learn. Take responsibility for

my learning. Follow classroom and

school rules. Do my best at all times. Talk about my school

day at home. Be responsible for

giving notes to my parent/guardian

Complete and return my homework on time.

Watch less TV. Read/be read to at

home at least 20 minutes every day.

Know and practice the I CARE RULES.

____________ ____________

Signed:____________

As a teacher I will: Provide quality instruction for

each student in a safe supportive environment.

Make students and parents aware of all school and classroom rules.

Be a life long learner and apply new knowledge in my classroom.

Build positive relationships with students, parents, and staff.

Welcome parent participation in the classroom.

Keep parents informed of student’s progress and school/classroom activities.

Provide homework as needed to reinforce classroom instruction.

Teach and reinforce the I CARE RULES.

_____________ _____________

Signed:_____________

As a principal I will: Demonstrate

leadership. Create a positive

learning environment Encourage

communication between students, parents, and staff.

Support and attend school functions.

Encourage the use of the I CARE RULES.

___________ ___________

Signed:_____________

The School Will: Provide high-quality

curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet Michigan’s student academic achievement standards as follows: curriculum and instruction aligned with the Willow Run Academic Standards: a caring, need-satisfying learning environment: and ongoing student assessment and remediation to increase student achievement.

Hold annual parent-teacher conferences during which this compact will be discussed as it relates to the individual child’s achievement. Parent-teacher conferences will be held as follows: conferences will be held in the fall and spring with report cards sent home at the end of the school year.

Provide parents with reports on their children’s progress as follows: teachers will continue to have open communication with all parents.

Provide parents reasonable access to staff as follows: parents may make an appointment to meet teachers when mutually agreed by both parties.

Provide parents opportunities to volunteer and participate in their child’s class, and to observe classroom activities as follows: parents may make arrangements with the classroom teacher to come to their child’s classroom.

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8. PROVIDE THE WEB SITE LINK / ADDRESS WHERE YOUR SCHOOL –LEVEL PARENT

involvement plan/policy can be viewed.

http://www.wrcs.k12.mi.us/Forms/2006-2007/ParentCompact.pdf

7. Preschool Transition Strategies

1. Describe preschool transition strategies, if applicable.

Transition from PreK to Kindergarten, Home to PreK

Each year the parents and students of any PreK aged child are invited in for a

Kindergarten Round Up. It is an evening program where we meet in our school

cafeteria and the following events occur:

I. Parents meet the PreK and Kindergarten Teachers and hear about the

Kindergarten and PreK Curriculum.

II. We give a tour of the building for all students and parents. (Because we have

a Michigan School Readiness Program housed in our building, most parents

have already been to other school activities and know the lay out of our

building)

III. Parents meet the principal who answers any questions they may have about

the building routine, buses, lunch, and any other issues they may have.

IV. Families receive the following:

A. A building made book Welcome to Kindergarten which

contains 10 pages the child can color and learn

information about Henry Ford School.

B. The book Making The Move To Kindergarten

C. If they register a Willow Run Back Pack.

V. Our MSRP teacher also makes a final home visit to each of her student’s

houses and presents the parents with additional information.

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Budget Items: Food, Raffle Prizes, Paper Products, Printing: $500

Staff Stipends: $100

Henry Ford ElementaryTransition of the 6th Grade to Middle School

This very important transition begins with a visit from a teacher or

counselor from the Middle School. The students meet with the Middle School

representative and are given time to ask questions.

The 6th graders then visit the Middle School in early May. This is their

opportunity to view the school and its classrooms and meet the 7th grade

teachers. They do various activities with the teachers and get a sense of what

a 7th grade classroom will be like. The lunch there as well and the visit is

concluded by having a great time swimming. Parents are also invited to attend

all these activities.

The transition culminates at the end of May with a Field Day. All of our

elementary schools attend this function. The emphasis is on getting to know

their future classmates and on sportsmanship.

Throughout the year the 6th grade teachers discuss many aspects of the

Middle School that their students many encounter to also help with the

transition.

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8. Teacher Participation in Making Assessment Decisions

1. Describe how teachers participate in decision-making regarding the use of school-based academic assessments.

We use many different forms of assessment in order to meet the needs of our students. The use of MLPP data, Everyday Math unit tests, STAR testing, Dibels, MEAP, and writing rubrics are all used to constantly monitor student progress and growth. A team of teachers meet quarterly to create and evaluate authentic assessment tools used by the entire staff. In these meetings, the team analyzes student data and creates rubrics. All teachers analyze data in order to target students for further interventions.

2. Describe how the teachers participate in student achievement data analysis to improve the academic achievement of all students.

A team of teachers meet quarterly to create and evaluate authentic assessment tools used by the entire staff. In these meetings, the team analyzes student data and creates rubrics. All teachers analyze data in order to target students for further interventions.

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9. TIMELY ADDITIONAL ASSISTANCE

1. Describe the process to identify students experiencing difficulty mastering the State’s academic achievement standards at an advanced or proficient level (Levels 1 or 2):

Students not mastering the state’s academic achievement standards (earning a 3 or 4 on the MEAP, teacher referral, below grade level STAR Reading and Math scores) are referred to the Title I teacher to determine if the student requires intervention.

2. Describe the timely additional instruction for students with difficulty mastering state academic achievement standards. This requires a process to provide timely additional assistance to students at Levels 3 and 4 proficiency on the MEAP.

Once the students are referred to the Title I teacher, the classroom teacher and the Title I teacher determine the means of support. Students may receive support in or out of the classroom or in an after school tutoring program.

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10. COORDINATION OF RESOURCES

1. Describe how the federal, state and local programs and resources are coordinated to support the Schoolwide program and initiatives in the SIP.

All programs and resources that are available are coordinated to support the action steps that are written in the School Improvement Plan.

2. Describe how the school will use resources under Title I, Part A and from other sources to implement the required Schoolwide plan components:

The District will use the Title I funds, ISD Grant funds, Title I, At-Risk and District funds. The Title I funds will support the after school tutoring and during the day intervention. Title I funds will be used to assist students in gaining the knowledge all content areas and vocabulary necessary for MEAP proficiency.

3. Describe the coordination and integration of Federal, State and local programs and services to support eligible Title I, Part A students in a manner appropriate to their grade level. Include, if any applicable programs such as violence prevention, nutrition, housing, Head Start, adult, vocational and technical education and any other programs that help support the Title I-eligible students in your school.

Coordination of Federal, State, and local programs is consistent with the needs of the students. Students, who qualify, receive free or reduced breakfast and lunch. At-risk funds are used to provide a social worker and deans in the building. County agency resources are employed as much as possible.

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Public Act 25 Revised School Code

380.1277 School improvement plan Required Strategies

(1) Considering criteria established by the state board, in addition to the requirements specified in section 1280 for accreditation under that section, if the board of a school district wants all of the schools of the school district to be accredited under section 1280, the board shall adopt and implement and, not later than September 1 each year, shall make available to the department a copy of a 3- to 5-year school improvement plan and continuing school improvement process for each school within the school district.

The school improvement plans shall include, but are not limited to:

A mission statement:

The mission of Henry Ford Elementary School is to create a safe and positive atmosphere for learning and the opportunity to develop individual potential.

Goals based on student academic objectives for all students

Goal #1 All students will demonstrate growth in writing to a proficient level on the MEAP.

Goal #2 All students will become better problem solvers using accurate mathematical skills and concepts.

Goal #3 To have all students score at Level 1 or 2 on the Science MEAP.

Goal # 4 Students will show growth as measured by S.T.A.R. testing

Goal #5 Students will have knowledge of spatial patterns on earth to understand processes that shape both the natural environments and the diverse societies that inhabit them and be able to identify these patterns on a map.

Curriculum alignment corresponding with those goals

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The Henry Ford Elementary School Staff has developed a school improvement plan which focuses on student and staff performance. This requires a new level of accountability for both administrators and staff. The plan assists the staff in meeting the Grade Level Content Expectation (GLCE’s) that the state of Michigan developed. Students’ needs in the core subject areas of Math, Writing and Science are targeted. These plans are developed after surveying parents, staff, and students. Data on student achievement is also collected and from these we write goals to improve student achievement.

Evaluation processesTo be completed in June 2010. The staff and parents will use data gathered from the State’s annual assessment, MEAP, and the Comprehensive Needs Assessment to determine if the goals were met. The staff shares in the evaluation process through discussion at staff meetings and day to day conversations and parents share in the evaluation process through discussion at parent meetings and other school meetings. The plan will be reviewed and revised to ensure the success of all students.

Staff developmentHenry Ford Elementary has identified key areas in which the staff needs more experience/instruction. Areas of need are identified in each content area action steps, as well as, a calendar of a professional development plan.

Development and utilization of Community resources and volunteersEastern Michigan University University of MichiganCorner Health Center SOS Ypsilanti Public Library Burning Bush ChurchYpsilanti Chamber of Commerce Ozone House

One of the primary partnerships is with Eastern Michigan University and the 21st Century after school program.

Describe the role of adult and community education, libraries and community colleges in the learning community.Willow Run Community Schools has adult and community education classes. The

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Ypsilanti public library regularly visits the building with its mobile library.

Describe the building level decision making process.The alignment of the curriculum, curriculum benchmark assessments, professional development plans, and school improvement plan were all created with the input of all stakeholders. The middle school utilizes a Principal’s Advisory committee to address the needs of staff that may not be met at a staff meeting. Input on almost all decisions is welcomed and considered.

School improvement plans described in this section shall be updated annually by each school and by the board of the school district. School improvement plans shall include at least all of the following additional matters:

Goals centered on student academic learning.

The Henry Ford Elementary School Staff has developed a school improvement plan which focuses on student and staff performance. This requires a new level of accountability for both administrators and staff. The plan assists the staff in meeting the Grade Level Content Expectation (GLCE’s) that the state of Michigan developed. Students’ needs in the core subject areas of Math, Writing and Science are targeted. These plans are developed after surveying parents, staff, and students. Data on student achievement is also collected and from these we write goals to improve student achievement.

Strategies to accomplish the goals.

Each content area has action steps that address the needs found when the school improvement team analyzed the comprehensive needs assessment data. Each teacher/building focused action step was created and or/approved by the teaching staff.

Describe how the building will evaluate the plan.

To be completed in June 2010. The staff and parents will use data gathered from the State’s annual assessment, MEAP, and the Comprehensive Needs Assessment to determine if the goals were met. The staff shares in the evaluation process through discussion at staff meetings and day to day conversations and parents share in the

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evaluation process through discussion at parent meetings and other school meetings. The plan will be reviewed and revised to ensure the success of all students.

Describe how the building will develop and use alternative measures of assessment that will provide authentic assessment of pupils' achievementsSkills and competencies.

Teachers developed benchmark/quarterly assessments using the current GLCEs. MEAP test results, STAR test results, teacher observations will all be used to provide authentic assessment.

Describe planned methods for effective use of technology as a way of improving learning and delivery of services and for integration of evolving technology in the curriculum.All staff have been trained in meaningful technology integration techniques. Training will continue in 09 -10.

Describe ways to make available in as many fields as practicable opportunities for structured on the job learning, such as apprenticeships and internships, combined with classroom instruction that the building will implement.

Not applicable. Students served are PreK-6th Grade

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Stakeholder Involvement

List the names and positions 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.

School Improvement Planning Team Members

Name Signature Position E-mailJoe Ann Allen Principal [email protected]

Kristen Rickman Teacher [email protected] Frey-Greathouse Title I Teacher [email protected]

Ford Staff All Building Positions

Describe how all stakeholders are involved in the planning, design, monitoring, and evaluation of this school improvement plan. Surveys were given to all stakeholders to provide input into the needs of the school. All stakeholders were invited to the annual planning/evaluation meeting in the spring. All participated in evaluating Comprehensive Needs Assessment Data and creating strategies, action steps, and a professional development plan.

Describe how decisions about curriculum, instruction, and assessment are made at this school, and how all stakeholders are involved in the process. There is a district curriculum team working to streamline curriculum throughout the district. Staff have input on decisions during professional development days, and at staff meetings. Input is given to the administration by each stakeholder into planning and decision making.

Describe how school and student information and progress will be shared with all stakeholders in a language they can understand. Data is made available through various sources: letters, Power School, bi-annual data presentations, parent academies, content area nights, parent-teacher conferences.

Statement of Non-Discrimination

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mailto:[email protected]

Federal Office of Civil Rights

The school 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.

Title of School/District Contact: Willow Run High School/Laura Lisciski, Superintendent

Address: 235 Spencer Lane, Ypsilanti, MI 48198

Telephone Number: 734-481-8200

References:Title VI of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975,The Americans with Disabilities Act of 1990Elliott-Larsen prohibits discrimination against religion.

School Perception Survey by Elementary Students

Ford Elementary School - Spring 2009

3rd graders 4th graders 5th graders

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Yes NoI don't know

Yes NoI don't know

Yes NoI don't know

Safety

We have practiced what to do during a fire, tornado, or lock-down drill.

80% 11% 9% 97% 0% 3% 98% 0% 2%

I feel safe at my school. 75% 23% 5% 71% 13% 5% 74% 21% 7%Support for Learning

If I am having trouble learning something, my teachers usually find another way to help me understand it.

89% 7% 4% 87% 10% 3% 77% 14% 9%

I get help from teachers, other adults, or friends when I need it.

96% 2% 2% 90% 6% 3% 91% 9% 5%

Individual Responsibility I have learned to check my own work and to keep track of my progress.

66% 16% 18% 94% 3% 3% 88% 5% 9%

I am learning to solve my own problems.

87% 7% 7% 87% 6% 6% 91% 5% 5%

Expectations/Academic Press

I know what my teachers expect of me as a learner.

84% 0% 16% 94% 3% 3% 93% 2% 5%

Teachers at my school always challenge me with my school work.

59% 20% 20% 67% 13% 20% 60% 26% 14%

My teachers expect all students to succeed, no matter who they are.

78% 7% 16% 74% 6% 19% 84% 9% 12%

Assessment - Standardized Classes like math, language arts, science and social studies help me do well on the MEAP tests.

76% 13% 11% 94% 3% 3% 86% 7% 9%

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My teachers help me understand my standardized test results.

80% 9% 14% 87% 10% 3% 79% 19% 7%

Opportunity to Learn / Relevance of Learning

Our school has classes or after-school programs.

71% 7% 22% 81% 3% 16% 84% 9% 12%

I have learned how important art, music, dance, and drama are to my life.

75% 11% 14% 84% 13% 3% 72% 19% 9%

My teachers make learning interesting by using many different activities.

89% 5% 7% 74% 19% 6% 68% 28% 5%

I talk with my teacher about things at home.

32% 61% 7% 35% 55% 13% 35% 63% 5%

Feelings of Self-Efficacy

I feel prepared to succeed when I go to the next grade.

86% 7% 7% 83% 7% 10% 91% 5% 5%

School Climate

I like coming to school. 71% 27% 2% 58% 29% 13% 67% 35% 5%

Our school is clean and looks nice.

87% 9% 4% 84% 6% 10% 67% 16% 16%

Students get along with each other pretty well at my school.

53% 31% 16% 58% 29% 13% 35% 49% 23%

Parent Involvement My parents help me with my school work.

86% 14% 0% 84% 13% 3% 81% 21% 0%

My parents and I talk about what is going on at my school.

71% 22% 7% 77% 16% 6% 71% 29% 0%

My parents participate in school activities/events.

43% 40% 19% 42% 35% 23% 56% 35% 12%

My parents take me to the library.

48% 50% 2% 61% 35% 3% 58% 37% 5%

Technology

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My teacher uses the smart board.

68% 11% 20% 58% 29% 13% 51% 33% 16%

My class uses the computer to do school work.

23% 70% 7% 39% 48% 13% 47% 51% 5%

I use the computer to help me learn.

38% 43% 19% 65% 26% 10% 63% 35% 2%

I use a computer at home. 64% 36% 0% 55% 42% 3% 67% 33% 0%

My teacher uses the computer to teach lessons.

45% 34% 20% 42% 35% 23% 63% 30% 9%

Zoomerang Survey Results

Henry Ford Elementary Title I Parent Involvement Parent Survey Spring 2009

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1. I feel welcome at my child's school

Agree 48 92%

Neutral 3 6%

Disagree 1 2%

Total 52 100%2. I am informed about my child's progress

Agree 49 94%

Neutral 3 6%

Disagree 0 0%

Total 52 100%3. I know what my child's teacher expects of my child

Agree 52 100%

Neutral 0 0%

Disagree 0 0%

Total 52 100%4. My child is safe at school

Agree 43 83%

Neutral 8 15%

Disagree 1 2%

Total 52 100%5. The school has an excellent learning environment.

Agree 44 85%

Neutral 8 15%

Disagree 0 0%

Total 52 100%6. I feel that I have had an opportunity to be involved in my child's education.

Agree 48 92%

Neutral 4 8%

Disagree 0 0%

Total 52 100%

7. I attended the Title I annual meeting during Open House in the fall.

Agree 18 35%

Neutral 3 6%

Disagree 31 60%

Total 52 100%

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8. I have received and reviewed a parent compact and a parent involvement policy from my school at conference times.

Agree 42 81%

Neutral 4 8%

Disagree 6 12%

Total 52 100%

9. I have attended my school's parent involvement nights (math, social studies, literacy, and science).

Agree 21 40%

Neutral 8 15%

Disagree 23 44%

Total 52 100%10. I was involved in choosing parent night activities.

Agree 8 16%

Neutral 8 16%

Disagree 34 68%

Total 50 100%11. I have been provided with information about how I can help my child with his/her schoolwork.

Agree 49 94%

Neutral 2 4%

Disagree 1 2%

Total 52 100%12. I receive regular communication from my child's school about upcoming events.

Agree 48 92%

Neutral 4 8%

Disagree 0 0%

Total 52 100%13. I was a part of the process for creating the school parent compact.

agree 5 10%

disagree 33 63%

neutral 14 27%

Total 52 100%


Title I Student Survey Spring 20091. Do you think you are helped by the Title I teacher?

Yes 28 88%

No 0 0%

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I don't know 4 12%2. Do you think working with the Title I teacher more often would help you?

Yes 28 88%

No 1 3%

I don't know 3 9%3. How often do you see the Title I Teacher?

1 day per week 7 22%

2 days per week 24 75%

More than 2 days per week 1 3%4. I use the skills I use in Title I in my schoolwork.

Yes 25 78%

No 1 3%

I don't know 6 19%5. I like going to the Title I teacher's classroom.

Yes 30 94%

No 1 3%

I don't know 1 3%

6. My parents know I work with the Title I teacher.

Yes 19 59%

No 8 25%

I don't know 5 16%


2009 Ford Elementary Staff

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Survey1. I work with staff who accommodate diverse teaching and learning styles.

Strongly Disagree 1 5%

Disagree 0 0%

Neutral 5 25%

Agree 7 35%

Strongly Agree 7 35%

Total 20 100%2. Morale is high in our building.


Disagree 9 45%

Neutral 6 30%

Agree 3 15%

Strongly Agree 0 0%

Total 20 100%3. I work with a principal who supports me in my work with students.


Disagree 1 5%

Neutral 4 21%

Agree 10 53%


Total 19 100%4. I work with a principal who supports shared decision making.


Disagree 1 5%

Neutral 6 30%

Agree 10 50%


Total 20 100%5. I have the opportunity to use a wide variety of teaching strategies.


Disagree 1 5%

Neutral 1 5%

Agree 9 45%


Total 20 100%6. I provide feedback to my students about their academic progress.


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Disagree 0 0%

Neutral 0 0%

Agree 11 55%


Total 20 100%7. Lessons and activities in my classroom are organized around the Michigan Grade Level Content Expectations and I expect mastery of these standards.


Disagree 0 0%

Neutral 1 5%

Agree 11 58%


Total 19 100%8. I provide appropriate opportunities to extend learning for students who need additional challenges or finish their work early.


Disagree 0 0%

Neutral 1 5%

Agree 11 55%


Total 20 100%9. I believe that parents are treated courteously when they call or visit the school.


Disagree 1 5%

Neutral 3 15%

Agree 11 55%


Total 20 100%10. I believe that parents often are invited to visit classrooms.


Disagree 1 5%

Neutral 4 20%

Agree 10 50%


Total 20 100%11. I feel technology in our building is current.


Disagree 1 5%

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Neutral 3 15%

Agree 13 65%


Total 20 100%12. I use the Michigan technology standards when planning my teaching activities.


Disagree 3 16%

Neutral 5 26%

Agree 7 37%


Total 19 100%13. I use my Smart Board during instruction on a daily basis.


Disagree 4 21%

Neutral 8 42%

Agree 3 16%


Total 19 100%14. I use my computer to teach lessons (ex. United Streaming, Power Point, Brain Pop, etc.).

Never 4 24%

Once a week 3 18%

Three times a week 4 24%

Two times a week 2 12%

Daily 4 24%

Total 17 100%15. I have received adequate technology training to feel comfortable using it in my classroom.


Disagree 4 20%

Neutral 4 20%

Agree 10 50%

Strongly Agree 1 5%

Total 20 100%16. My students use computers to do school work.


Disagree 1 6%

Neutral 7 41%

Agree 4 24%

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Total 17 100%17. The district provides English Language Learners students adequate support services.


Disagree 8 42%

Neutral 3 16%

Agree 7 37%

Strongly Agree 0 0%

Total 19 100%18. The school conducts open houses/content area nights to inform parents of educational programs and provide opportunities for parents to participate in their child's education.


Disagree 0 0%

Neutral 0 0%

Agree 14 70%


Total 20 100%19. The school provides opportunities for parents to participate in educational activities and volunteer or serve on committees, such as the School Improvement Team.


Disagree 1 5%

Neutral 1 5%

Agree 11 55%


Total 20 100%20. Title I funded activities (ie tutoring, parent involvement nights, supplies, etc.) support school improvement efforts.


Disagree 0 0%

Neutral 2 10%

Agree 10 50%


Total 20 100%21. I was involved in the Title I budget planning in my building.


Disagree 4 20%

Neutral 5 25%

Agree 8 40%

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Strongly Agree 0 0%

Total 20 100%22. The School Improvement Plan was developed based on the Comprehensive Needs Assessment (CNA) that includes student performance data, attendance, and teacher, student, and parent input.


Disagree 0 0%

Neutral 2 11%

Agree 12 63%


Total 19 100%23. I have an opportunity to serve on the school improvement team.


Disagree 0 0%

Neutral 5 25%

Agree 8 40%


Total 20 100%24. As a staff member, I have had the opportunity to review all building assessment data as it relates to the School Improvement Plan.


Disagree 1 5%

Neutral 1 5%

Agree 9 47%


Total 19 100%25. I have input into the selection process and servicing of Title I students.


Disagree 1 6%

Neutral 8 44%

Agree 5 28%


Total 18 100%26. I believe that the professional development provided by the district is reflective of the needs of the building as they relate to the School Improvement Plan.


Disagree 1 5%

Neutral 7 37%

Agree 7 37%

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Total 19 100%

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School Improvement Plan

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