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School Improvement Plan School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School Grades Served: PK,K,1,2,3,4,5,6 Mr. Chuck Shultz Building Code: 01466 District Approval of Plan: Board of Education Approval of Plan:
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Page 1: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

 

School Improvement Plan 

School Year: 2012 - 2013

School District: Grandville Public Schools

ISD/RESA: Kent ISD

School Name: Grandville South Elementary School

Grades Served: PK,K,1,2,3,4,5,6

Mr. Chuck Shultz

 

Building Code: 01466

 

District Approval of Plan:

 

Board of Education Approval of Plan:

 

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8/08/12
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Authorized Official Signature and Date
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8/08/12
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Authorized Official Signature and Date
Page 2: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

School Improvement PlanContents

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

Goal 1: Math Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Goal 3: Writing Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Grandville South Elementary School

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Page 3: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

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

Grandville South Elementary School

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Page 4: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

School Information

School: Grandville South Elementary School

District: Grandville Public Schools

Public/Non-Public: Public

Grades: PK,K,1,2,3,4,5,6

School Code Number: 01466

City: GRANDVILLE

State/Province: Michigan

Country: United States

Grandville South Elementary School

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Page 5: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Vision, Mission and BeliefsVision Statement

South Elementary, Where Today's Dreams, Become Tomorrow's Reality.

Mission StatementSouth Elementary will be a place where we will turn student dreams into reality by:.Creating an environment of high expectations of each individual involved in the educational process..Providing a safe and nurturing environment..Maximizing student potential..Enabling students to overcome the obstacles presented in this world.

Beliefs StatementWe believe:-given a safe and nurturing environment, all students have the ability to learn.-that all students have a desire to succeed.-that all staff have the best interests of the students at heart.-that staff members collaborate to provide an excellent learning environment.-the ultimate success of a student depends on shared responsibility of the home, the school and the individualstudent.

Grandville South Elementary School

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Page 6: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

GoalsName Development Status Progress Status

Math Proficiency Complete In Progress

Reading Complete In Progress

Writing Proficiency Complete In Progress

Goal 1: Math Proficiency

Content Area: MathDevelopment Status: Complete

Student Goal Statement: All students will be proficient in math.

Gap Statement: MEAP Data 2010-11

3rd Grade: 100% of our general ed. students were proficient on the MEAP, 100% of our students with disabilitieswere proficient.

Proficiency Levels: 71% scored in Level 1, 29% scored in Level 2, 0% scored in Level 3, 0% scored in Level 4

4th Grade: 97% of our general ed. students were proficient on the MEAP, 100% of our students with disabilitieswere proficient.

Proficiency Levels: 65% scored in Level 1, 32% scored in Level 2, 3% scored in Level 3, 0% scored in Level 4

5th Grade: 96% of our general ed. students were proficient on the MEAP, 60% of our students with disabilitieswere proficient.

Proficiency Levels: 79% scored in Level 1, 18% scored in Level 2, 4% scored in Level 3, 0% scored in Level 4

6th Grade: 98% of our students were proficient on the MEAP, 91% of our students with disabilities wereproficient.

Proficiency Levels: 85% scored in Level 1, 13% scored in Level 2, 2% scored in Level 3, 0% scored in Level 4

MEAP Data 2011-12 Note: Scores are reflective of increased and more rigorous "cut scores" implemented by theMichigan State Board of Education (SBOE) in 2011-12.

3rd Grade: 62% of our general ed. students were proficient on the MEAP, 33% (1 out of 3)of our students withdisabilities were proficient.

Proficiency Levels: 4% scored in Level 1, 57% scored in Level 2, 24% scored in Level 3 and 14% scored in Level4

4th Grade: 60% of our general ed. students were proficient on the MEAP, 100% of our students with disabilities

Grandville South Elementary School

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Page 7: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

were proficient. 23% of or students who are economically disadvantaged were proficient.

Proficiency Levels: 11% scored in Level 1, 51% scored in Level 2, 24% scored in Level 3, 15% scored in Level 4

5th Grade: 78% of our general ed. students were proficient on the MEAP, 57% of our students with disabilitieswere proficient.

Proficiency Levels: 17% scored in Level 1, 61% scored in Level 2, 15% scored in Level 3, 8% scored in Level 4

6th Grade: 77% of our students were proficient on the MEAP, 50% (2-4)of our students with disabilities wereproficient.

Proficiency Levels: 11% scored in Level 1, 65% scored in Level 2, 17% scored in Level 3, 7% scored in Level 4

MAP Data 2011-12

2nd Grade: 2% of students were below the 25% percentile on the MAP Math Test3rd Grade: 8% of students were below the 25% percentile on the MAP Math Test4th Grade: 5% of students were below the 25% percentile on the MAP Math Test5th Grade: 3% of students were below the 25% percentile on the MAP Math Test6th Grade: 6% of students were below the 25% percentile on the MAP Math Test.

Cause for Gap: MEAP Data 2010-11 and 2011-12

Some areas identified for improvement:

3rd: Addition, Subtraction Fluency, Geometric Shapes4th: Fractions, 2D, 3D shapes, Understanding Area and Perimeter5th: Connections, Decimals and Fractions.

It is important to note that a very small number of students were not proficient and the weaknesses are based on avery small sample.

Some areas identified for improvement:

3rd: Area, Time, Geometry, and Fractions4th: Understanding concepts involving area and perimeter, Geometry, and Fractions5th: Estimation, Decimals up to two places, Fractions, Area and Parimeter6th: Multiplication and division of whole numbers, Adding and Subtracting Fractions,Place value to the right ofthe decimal, Division of whole numbers w/ remanders

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP Data- Subgroup reports

MEAP Reports on Proficiency Levels

MAP Grade Level Tests

What are the criteria for success and what data or multiple measures of assessment will be used to monitor

Grandville South Elementary School

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Page 8: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

progress and success of this goal? The gap between the performance of our general ed. students and our specialed. students will be reduced. The number of students scoring in Level 1 will be increased.

Contact Name: Charles Shultz

List of Objectives:

Name ObjectiveFractions All students will increase their skill in fractions MEAP scores - students in Level 1 will maintain their

performance level and students scoring in Level 2 or level 3 will move up a level.

1.1. Objective: Fractions

Measurable Objective Statement to Support Goal: All students will increase their skill in fractions

MEAP scores - students in Level 1 will maintain their performance level and students scoring in Level 2 orlevel 3 will move up a level.

List of Strategies:Name StrategyFractions Teachers will incorporate frequent fraction lessons and assignments as a supplement to their regular

math instruction with increased attention to visual and hands-on experiences, requiring students toreview concepts independently and with parent involvement.

1.1.1. Strategy: Fractions

Strategy Statement: Teachers will incorporate frequent fraction lessons and assignments as a supplementto their regular math instruction with increased attention to visual and hands-on experiences, requiringstudents to review concepts independently and with parent involvement.

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.1.A.5 The curriculum is sufficiently flexible to allow for adaptation and modification to meet the widerange of needs and abilities of all students.

Grandville South Elementary School

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Page 9: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

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

House, J. (2009) Elementary School Mathematics Instruction and achievement of Fourth Grade Students inJapan: Findings from TIMSS 2007 Assessment.Education, 130 (2), 301-307. Retrieved February 5, 2010 from Research Library (Document ID:1937522521)

Silvas-Centro, C. Roddick, C.D. 2007-10-25 "From Research to Practice: Teaching Fractions Conceptually"Paper presented at the annual meeting of the North American Chapter of the International Group for thePsychology of Mathematics Education, University of Nevada-Reno, Reno, Nevada Online. 2010-01-24from http://www.allacadenic.com/meta/p201180_index.html

Patall, E. Cooper, H., & Robinson, J. (2008). Parent Involvement in Homework: A Research Synthesis.Review of Educational Research, 78(4), 1039-1101. Retrieved February 25, 2010, from Research Library.(Document ID: 1622326511).

Richardson, J. (2010). Standards - At Last! Phi Delta Kappan, 91 (5) , 4. Retrieved February 25, 2010, fromResearch Library. (Document ID: 1966400961).

Marzano, Robert, Classroom Instruction that Works

Wang, A. (2010). Optimizing Early Mathematics Experiences for Children from Low-Income Families: AStudy on Opportunity to Learn Mathematics. Early Childhood Education Journal, 37(4), 295-302. RetrievedFebruary 25, 2010, from Research Library. (Document ID: 1935446071).

Best Practices: Teaching Decimals, Fractions, and Percents to Students with Learning Disabilities(Bingham, Wilson, Jones, Moisio/Bowling Green State University) This article suggests that middle schooland high school teachers frequently report deficits in fractions. Carefully designed, intensive instruction,delivered by caring teachers. Students with a learning disability will require additional time outside of theregular curriculum. Students also benefit from stressing the "bi idea" that links the concept to skills.Fractions need to be linked with division as the underlying concept.

1. Differentiation---Individual Focus/ TargetsGuided Math: A Framework for Mathematics Instruction by Laney Sammons and Janis K. Drab Fackler(Apr 20, 2009

2. Math Professional DevelopmentMath Work Stations: Independent Learning You Can Count On, K-2 by Debbie Diller (Dec 28, 2010)More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction by Marian Smalland Amy Lin (May 2010)

List of Activities:Activity Begin

DateEndDate

Staff Responsible

2012-13 Core Curriculum Math PD 2012-08-28

2013-06-14

Classroom Teachers, Special Education Teachers,Support Staff, District Instructional Coach, andBuilding Principal

2012-2013 Curriculum Review 2012- 2013- Grade level teachers, in build or across district

Grandville South Elementary School

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Page 10: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

08-28 06-05Extended Learning Opportunity -Summer School

2013-06-17

2013-08-09

District instructional staff

Fractions 2010-08-25

2013-06-30

Classroom Teachers

Multi-Tiered Academic Support forIdentified 31a At-Risk Students inMath

2012-09-04

2013-06-07

Trained para professional staff.

1.1.1.1. Activity: 2012-13 Core Curriculum Math PD

Activity Type: Professional Development

Activity Description: District and ISD staff will provide ongoing professional development using thecommon core in the area of fractions and provide training in depth of knowledge instruction.

Planned staff responsible for implementing activity: Classroom Teachers, Special EducationTeachers, Support Staff, District Instructional Coach, and Building Principal

Actual staff responsible for implementing activity: Classroom Teachers and Building Principal

Planned Timeline: Begin Date - 2012-08-28,  End Date - 2013-06-14

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Extended Learning Opportunity - 31 a Summer School Section 31 a 20,000.00  Math PD 2011-12 Title II Part A 2,400.00  

1.1.1.2. Activity: 2012-2013 Curriculum Review

Activity Type: Professional Development

Activity Description: Saxon Materials will be reviewed compared to core curriculum. Teachers willcreate a timeline fro lessons and identify where additional activities will be needed.

Planned staff responsible for implementing activity: Grade level teachers, in build or across district

Actual staff responsible for implementing activity:  

Grandville South Elementary School

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Page 11: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Planned Timeline: Begin Date - 2012-08-28,  End Date - 2013-06-05

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

1.1.1.3. Activity: Extended Learning Opportunity - Summer School

Activity Type: Other

Activity Description: Extended Learning Opportunity - Summer school for identified 31a At-Riskstudents.

Planned staff responsible for implementing activity: District instructional staff

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2013-06-17,  End Date - 2013-08-09

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

1.1.1.4. Activity: Fractions

Activity Type: Professional Development

Activity Description: Teachers will take time weekly to create examples of fractions. Examples thatprovide "real life" practice that involve fractions will be created. These examples will be demonstratedand discussed within math class.

4th Grade will need to work on relating fractions to whole numbers, properties of shapes, name/explore3D solids, length/weight/temperature/time, using bar graphs.

5th Grade will need to work on understand fractions, estimate, measuring using tools/units, convertmeasurement units, use of perimeter/area formulas, basic geometric shapes.

6th Grade will need to work on using common denominators, find mean/mode, area formulas, of shapes ,solve problems about shapes, meaning of decimals/percent, concept of volume.

Grandville South Elementary School

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Page 12: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Don Blanchard materials will be reviewed-new staff trained.

Planned staff responsible for implementing activity: Classroom Teachers

Actual staff responsible for implementing activity: Classroom Teachers

Planned Timeline: Begin Date - 2010-08-25,  End Date - 2013-06-30

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Professional Development Title II Part A 600.00 300.00

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 CharlesShultz

InProgress

Grade level teachers met to develop take home activities for students towork with parents to help provide the students with practical, real life,applications in the use of fractions.

1.1.1.5. Activity: Multi-Tiered Academic Support for Identified 31a At-RiskStudents in Math

Activity Type: Other

Activity Description: Multi-tiered academic support will be offered identified 31a At-Risk student inmath by trained para professionals. The para professionals will provide intervention strategies to theseidentified 31a at-risk students that will be prescriptive in nature to address the math concept they arehaving trouble with. It will provide information being presented to the students in an alternative wayrather than just more of the same type instruction that was provided in the classroom.

Planned staff responsible for implementing activity: Trained para professional staff.

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-07

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

Grandville South Elementary School

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Page 13: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Fiscal Resources Needed for Activity:Resource Funding

SourcePlannedAmount

ActualAmount

Multi-Tiered Academic Support System for Identified 31a At-RiskStudents

Section 31 a 28,177.00  

Goal 2: Reading

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All students will be proficient in Reading.

Gap Statement: Based our 2010-2011 data profile

Identify small groups and define achievement

DIBELS (January, Mid Year Benchmarking Data)

63% of our Kindergartner's were at benchmark in Phoneme Segmentation Fluencyin January of their Kindergarten year and were are striving for 80%

63% of our Kindergartner's are at benchmark on Nonsense Word Fluency Assessment (Phonics) in January oftheir Kindergarten year. Our goal is to continue to increase the benchmark percentage as they move fromKindergarten into first grade.

In First Grade, 50% of our First Graders are established in Nonsense Word Fluency (Phonics). Our goal is toincrease the percentage of students established by providing explicit phonics instruction.

MAP

2nd - 3% were below the 25% percentile on the MAP Reading Test3rd - 4% were below the 25% percentile on the MAP Reading Test4th - 1% were below the 25% percentile on the MAP Reading Test5th - 5% were below the 25% percentile on the MAP Reading Test6th - 7% were below the 25% percentile on the MAP Reading Test

MEAP

3rd Grade: 95% of our students were proficient and 67% SWD passed the Reading MEAP.

Proficiency level: Level 1, 56%, Level 2, 38%, Level 3, 5% and Level 4, 0%

Grandville South Elementary School

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Page 14: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

4th Grade: 92% of our general ed. students were proficient and 78% of the SWD passed the Reading MEAP.

Proficiency level: Level 1, 60%, Level 2, 32%, Level 3, 8% and Level 4, 0%

5th Grade: 96% of our general ed. students were proficient and 80% of the SWD passed the Reading MEAP.

Proficiency level: Level 1, 64%, Level 2, 32%, Level 3, 0% and Level 4, 4%

6th Grade: 96% of our general ed. students were proficient and 100% of the SWD passed the reading MEAP.

Proficiency level: Level 1, 64%, Level 2, 33%, Level 3, 2% and Level 4, 2%

District/Building common assessments-- can use subgroups for that data

Based on our 2011-12 Data Profile:

Identify small groups and define achievement

DIBELS (January, Mid Year Benchmarking Data)

77% of our Kindergartner's were at benchmark in Phoneme Segmentation Fluencyin January of their Kindergarten year and were are striving for 80%

77% of our Kindergartner's are at benchmark on Nonsense Word Fluency Assessment (Phonics) in January oftheir Kindergarten year. Our goal is to continue to increase the benchmark percentage as they move fromKindergarten into first grade.

In First Grade, 56% (composite)of our 1st Graders are established in Nonsense Word Fluency (Phonics).

In Second Grade, 90% (composite) of our 2nd Graders are established in Nonsence Word Fluency (Phonics).

In Third Grade, 86% (composite) of our 3rd Graders are established in Nonsence Word Fluency (Phonics).

Our goal is to increase the percentage of students in the established category by providing explicit phonicsinstruction.

MAP

2nd - 1% were below the 25% percentile on the MAP Reading Test3rd - 1% were below the 25% percentile on the MAP Reading Test4th - 11% were below the 25% percentile on the MAP Reading Test5th - 13% were below the 25% percentile on the MAP Reading Test6th - 2% were below the 25% percentile on the MAP Reading Test

MEAP

NOTE: These scores reflect the increased rigor of the new "cut scores" established by the State Board of

Grandville South Elementary School

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Page 15: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Education (SBOE).

3rd Grade: 89% of our students were proficient and 50% SWD passed the Reading MEAP.

Proficiency level: Level 1, 14%, Level 2, 74%, Level 3, 12% and Level 4, 0%

4th Grade: 83% of our general ed. students were proficient and 100% of the SWD passed the Reading MEAP.

Proficiency level: Level 1, 16%, Level 2, 67%, Level 3, 13% and Level 4, 4%

5th Grade: 87% of our general ed. students were proficient and 57% of the SWD passed the Reading MEAP.

Proficiency level: Level 1, 15%, Level 2, 73%, Level 3, 10% and Level 4, 1%

6th Grade: 81% of our general ed. students were proficient and 50% of the SWD passed the reading MEAP.

Proficiency level: Level 1, 33%, Level 2, 48%, Level 3, 13% and Level 4, 6%

District/Building common assessments-- can use subgroups for that data

Cause for Gap: MEAP- READING - Comparison of Strengths and Weakness by Proficiency on MEAP3rd Grade - Informational Reading, Compare and Contrast, Academic Vocabulary4th Grade - Informational Reading, Compare and Contrast, Academic Vocabulary5th Grade - Informational Reading, Summarize Narrative and Informational text, Vocab.*Proficient students were lowest in Informational text6th Grade - Word Study, Informational Text*Proficient students were lowest in Informational Text

*alignment of classroom practices (academic vocabulary instruction)

*identifying best practices and implementing across grade levels.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP- SubgroupReportsStrength and Weakness by Proficiency Reports

MAP- Passing by Demographics

DIBELS- Sub-Test Assessments

Kindergarten (Initial Sound Fluency, Letter Naming Fluency, Phoneme Segmentation Fluency, and NonsenseWord Fluency)

First Grade (Letter Naming Fluency, Phoneme Segmentation Fluency, Nonsense Word Fluency, PhonemeSegmentation Fluency, Nonsense Word Fluency, and Oral Reading Fluency)

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Proficient- Grades 3-6 scoring level 1 or 2 on MEAP Reading TestKindergarten, 1st Grade and 2nd Grade - Benchmark for Grade Level in May

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Page 16: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

MAP-Reduce the number of students in bottom 25% by 3% in each grade.

MEAP Data- Low Level 2 students-strategy-moving students up a level-the amount of increase will be 3% orhigher.Identify area of weakness and we will increase the subgroups score by 5%

DIBELS-Having 80% or higher of our Kindergarten students at benchmark in Phoneme Segmentation Fluency atthe January mid-year benchmarking assessment.

Having 80% of our K-2 students at benchmark on appropriate subtest three times per year.

To see a steadily increasing benchmark percentage of both our Kindergarten and First Grade students by the endof each school year as they prepare to move on from one grade to the next.

Contact Name: Charles Shultz

List of Objectives:

Name ObjectiveIncrease ReadingAchievement

All students will improve skills in the area of reading. Non-disabled students will continue toscore at 85% or above on grade level reading MEAP test. Subgroups will improve by 5% onthe MEAP 2012 grade level reading tests.

2.1. Objective: Increase Reading Achievement

Measurable Objective Statement to Support Goal: All students will improve skills in the area of reading.

Non-disabled students will continue to score at 85% or above on grade level reading MEAP test.

Subgroups will improve by 5% on the MEAP 2012 grade level reading tests.

List of Strategies:Name StrategyInformationalText

Teachers will incorporate Marzano's 6 steps for building academic vocabulary in all subjectareas. Teachers will include more opportunities for students to learn from informational text inthe classroom. Building Academic Vocabulary by Robert Marzano jc-schools.net/tutorials/vocab/strategies.html

2.1.1. Strategy: Informational Text

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Strategy Statement: Teachers will incorporate Marzano's 6 steps for building academic vocabulary in allsubject areas.

Teachers will include more opportunities for students to learn from informational text in the classroom.

Building Academic Vocabulary by Robert Marzanojc-schools .net/tutorials/vocab/strategies.html

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.

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

Building Academic Vocabulary - Robert Marzano

www.marzannoresearch.com

jc-schools.net/tutorials/vocab/strategies.html

1. Implementation of Words Their WayIntegrated Vocabulary Instruction: Meeting the Needs of Diverse Learners inGrades Kâ??5 (2005), Learning Point AssociatesWords Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th Edition By DonaldR. Bear, Marcia R.Invernizzi, Shane Templeton, Francine R. JohnstonPub. Date: May 11, 2007 by Allyn &Bacon.PEARSON WORDS THEIR WAY: WORD STUDY IN ACTION ...Cobblestone Applied Research &Evaluation, Inc. Pearson Words Their Way: Word Study in Action: Efficacy Study Final Report. Page 3 of74. Table of Contents ...www.pearsoned.com/wp-content/uploads2. Readers Workshop Professional DevelopmentAll of these include word analysis and vocabulary instruction:What is Evidence-Based Reading Instruction?http://www.reading.org/Libraries/Position_Statements_and_Resolutions/ps1055_evidence_based.sflb.ashxThe Six T's of Effective Literacy Instruction http://www.readingrockets.org/article/96/14 Best Reading Practices http://lrs.ed.uiuc.edu/students/jblanton/read/14bestreadingpractices.htmExplore the Evidence-Based Research on Reading (2006), National Institute for LiteracyCalkins, L. M. (2001). The art of teaching reading. New York: Addison-Wesley Longman.The CAFE Book: Engaging All Students in Daily Literary Assessment and Instruction by Gail Boushey andJoan Moser (Apr 28, 2009)

List of Activities:Activity Begin

DateEndDate

Staff Responsible

2011-12 Teachers attend Learning Lab forELA

2012-09-04

2013-06-06

Literature coach, principals and teachers willcoordinate observations

Instructional Coach 2012-09- 2013- Principals and Central Office Staff.

Grandville South Elementary School

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04 06-07Multi-Tiered Academic Support 2012-09-

042013-06-07

Trained para- professional staff

Professional Development on EffectiveVocabulary Instruction

2010-08-31

2013-06-01

District staff,school improvement teams andinstructional staff.

Science and Social Studies InformationalReading

2011-09-01

2013-06-10

Classroom teachers.

2.1.1.1. Activity: 2011-12 Teachers attend Learning Lab for ELA

Activity Type: Professional Development

Activity Description: Teacherss will attend a district coordinated learning lab for 2 half days during theyear. The labs will focus on presenting quality lessons in ELA that incorporate the common corestandards. Higher level questioning will be a focus area. An additional focus area will be the GPS-Readers Workshop and Writers Workshop.

Planned staff responsible for implementing activity: Literature coach, principals and teachers willcoordinate observations

Actual staff responsible for implementing activity: Literature coaches, teachers and principals.

Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-06

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

2012-13 Learning Labs PD Title II Part A 1,520.00  

2.1.1.2. Activity: Instructional Coach

Activity Type: Other

Activity Description: The district will employ an instructional coach who will build capacity of all K-12 instructional staff by engaging in frequent and on-going coaching with feedback around instructionalstrategies, differentiated strategies and delievery.

Planned staff responsible for implementing activity: Principals and Central Office Staff.

Actual staff responsible for implementing activity:  

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Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-07

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Instructional Coach-Staff District Funded Title II Part A 0.00  

2.1.1.3. Activity: Multi-Tiered Academic Support

Activity Type: Other

Activity Description: Academic Support will be offered to identified 31a At-Risk students through theuse of trained para pro's. The academic support will use prescriptive intervention strategies to presentacademic material and concepts to the students in a manner other than how the material was presented inthe classroom by the teacher. Our goal to to present the academic material in a different way so that thestudents might make a connection instead of more of the same way that initially proved unsucessful inthe classroom.

Planned staff responsible for implementing activity: Trained para- professional staff

Actual staff responsible for implementing activity: Building principal and para-professional staffmembers.

Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-07

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Multi-Tiered Academic Support for Identified 31a At-Risk Students Section 31 a 14,088.00  

2.1.1.4. Activity: Professional Development on Effective VocabularyInstruction

Activity Description: Staff will be trained in effective vocabulary instruction.Grade level vocabulary and activities will be identified.

Planned staff responsible for implementing activity: District staff,school improvement teams andinstructional staff.

Grandville South Elementary School

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Actual staff responsible for implementing activity: District staff, school improvement teams andinstructional staff.

Planned Timeline: Begin Date - 2010-08-31,  End Date - 2013-06-01

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Professional Development Costs (presentor, subs, materials, books) General Funds 3,000.00 1,500.00

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 CharlesShultz

InProgress

Staff received inservice training in how to incorporate Marzano's 6 stepsfor building academic vocabulary in all subject areas. Each grade levelteacher was supplied the book "Building Academic Vocabulary" byRobert Marzano to use as a personal resource to have on hand on how toincrease student vocabulary. In January, 2011, grade level staff wasbrought together to develop key vocabulary words that must be taught andmastered at each grade level. At the building level, grade level staff arecontinuing to meet and develop additional activities to help buildacademic vocabulary among all our students.

2.1.1.5. Activity: Science and Social Studies Informational Reading

Activity Type: Professional Development

Activity Description: Students will be given grade level Science and Social Studies passages to read.They will practice applying comprehension strategies with the content area passages. Students willanswer comprehension questions on the content area material.

Planned staff responsible for implementing activity: Classroom teachers.

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2011-09-01,  End Date - 2013-06-10

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

Grandville South Elementary School

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Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Goal 3: Writing Proficiency

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All students will be proficient in writing.

Gap Statement: Information based on the 2010-11 MEAP writing scores.

4th grade: 60% of our general ed. student were proficient in writing and 50% of our students with disabilities wereproficient.

Proficiency Levels: Increase the number of students scoring in Level 1, 9% Level 2, 51% Level 3, 35% and Level4, 5%, Our boy's overall scored 38% proficient. Economically disadvantage scored 44%.

7th grade Feeder School Level. 68% of our former students were proficient in writing.

Information based on the 2011-12 MEAP writing scores.

4th grade: 49% of our general ed. student were proficient in writing and 100% (1 student)of our students withdisabilities were proficient.

Proficiency Levels: Increase the number of students scoring in Level 1, 9% Level 2, 51% Level 3, 35% and Level4, 5%, Our boy's overall scored 38% proficient. Economically disadvantage scored 44%.

7th grade Feeder School Level. 64% of our former students were proficient in writing.

Cause for Gap: Additional analysis of assessment data indicates that addition details and examples is an area thatis especially challenging for all students. We are working to provide consistent and varied opportunities forstudents to practice including details and examples in their writing across the curriculum.

Data analysis of 2011-12 (w/ new new "tougher" cut scores being implemented) reveals that in 4th grade writing,36% (12 students) were not proficient. 75% (15 of our male students) were not proficient. 92% (12 out of 13students) who were economically disadvantaged were not proficient.

The 7th grade feeder school report revealed that 45% (14 students) were not proficient in writing.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP -SubgroupReportsGolden Package- Comment Code analysis

District Writing Samples

Grandville South Elementary School

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Classroom Assessments

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? All students will be proficient in writing on the MEAP.

All students will be proficient in classroom writing assessments.

Contact Name: Charles Shultz

List of Objectives:

Name ObjectiveAll students willincrease skills in thearea of writing

Students scoring 2 or below on a 4 point on fall writing rubric will increase their scoreby at least one point as measured by a holistic rubric for the spring and fall writingsamples. (Scores 3 or below on a 6 point rubric).

3.1. Objective: All students will increase skills in the area of writing

Measurable Objective Statement to Support Goal: Students scoring 2 or below on a 4 point on fall writingrubric will increase their score by at least one point as measured by a holistic rubric for the spring and fallwriting samples. (Scores 3 or below on a 6 point rubric).

List of Strategies:Name StrategyWriting details andorganization

Teachers will incorporate Lucy Calkins "process for organizing writing and addingdetails" into classroom instruction.

3.1.1. Strategy: Writing details and organization

Strategy Statement: Teachers will incorporate Lucy Calkins "process for organizing writing and addingdetails" into classroom instruction.

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.1.B.1 Communication and articulation about the curriculum is a high priority for the entire staff. A dialogis promoted between and across grade levels and content areas. Particular emphasis is paid to thecurriculum dialog of teachers from one instructional level to another.II.1.B.2 School leaders model the behaviors and strategies that reflect best practices in teaching and

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learning. They organize their school around professional learning communities and serve as facilitatorswithin these communities. They serve as a skilled coach to staff members requiring additional assistance inimplementing best practices.

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

Lucy Calkins- The Art of Teaching Writing

Steve Zemelman et. al's Best Practices in Reading and Writing

CELA's (National Research Centers on English Learning and Achievement)Uncommonly Successful ELA Programs

Fauntes I.C. & Pinnell G.S. (2001) Guiding Readers and Writers (Grades 3-6):Teaching Comprehension, Genre and Content Literature.

1. Authentic Writing Across the Curriculum Writing

Proven Instructional Practices for High-Quality (Ann and I have created one similar to this document forGrandville)http://www.putnamschools.org/fcat_resources/pdfs/bestpractices_writing.pdfScaffolded Writing Instruction: Teaching With a Gradual-Release FrameworkDouglas Fisher, Nancy FreyProfessional Development:Better Learning Through Structured Teachingby Douglas Fisher and Nancy FreyGetting to Got It! Helping Struggling Students Learn How to Learn Betty K. Garner --plus An ASCD StudyGuide for Getting to 'Got It!' Helping Struggling Students Learn How to Learn--plus http://all-edu.com/documents/g2g-3-7-10-handout.pdfInstructional Coaching (September 2007), The Center for Comprehensive SchoolReform and Improvement, Learning Point Associates

List of Activities:Activity Begin

DateEnd Date Staff Responsible

2012--13 Expanding Expressions Program K-2 2012-08-30

2013-06-06

teachers and principals

2012-13 Learning Lab for ELA 2012-09-04

2013-06-06

Lit coach, administrators andteachers

Informational Writing in Science and SocialStudies

2011-09-01

2013-06-10

Classroom teachers

Professional Development 2010-08-24

2013-06-30

Building School ImprovementTeam

Staff time for collaboration 2010-08-25

2013-06-30

Building School ImprovementTeam

Grandville South Elementary School

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3.1.1.1. Activity: 2012--13 Expanding Expressions Program K-2

Activity Type: Professional Development

Activity Description: The Expanding Expressions Tool (EET) will be used to help teachers encouragestudents in K through 2nd grade to include more details in their writing. RR teacher will also be trained.

Teachers will receive materials during the training (Aug. 2012), the program will be incorporated intoclassroom writing activities.

Planned staff responsible for implementing activity: teachers and principals

Actual staff responsible for implementing activity: teachers and principals

Planned Timeline: Begin Date - 2012-08-30,  End Date - 2013-06-06

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

2012-2013 EET training Title I Part A 2,030.00  

3.1.1.2. Activity: 2012-13 Learning Lab for ELA

Activity Type: Professional Development

Activity Description: Teachers will attend learning lab observations for ELA activities. Lessons thatincorporate the common core will be used.

PD money is planned within the resource for learning labs in the reading goal.

Planned staff responsible for implementing activity: Lit coach, administrators and teachers

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-06

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

Grandville South Elementary School

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Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

3.1.1.3. Activity: Informational Writing in Science and Social Studies

Activity Type: Professional Development

Activity Description: Students will be provided writing opportunities using the writing concepts ofcompare/contrast, summerizing, cause and effect, and taking a position (making and argument) in boththe Science and Social Studies curriculums.

Planned staff responsible for implementing activity: Classroom teachers

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2011-09-01,  End Date - 2013-06-10

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

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

3.1.1.4. Activity: Professional Development

Activity Description: Staff will be trained to implement Lucy Caulkin's writing best practices.

Planned staff responsible for implementing activity: Building School Improvement Team

Actual staff responsible for implementing activity: Building School Improvement Team and buildingstaff.

Planned Timeline: Begin Date - 2010-08-24,  End Date - 2013-06-30

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Professional Development General Funds 3,000.00 500.00

Grandville South Elementary School

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Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 CharlesShultz

InProgress

Staff members were trained to incorporate Lucy Calkins "process fororganizing writing and adding details" into their classroom instruction.Staff has received on-going training via our district Literacy Coach to helpincrease their knowledge base on activites and teaching approaches tohelp teach our students to be more proficient writiers. Staff has developedperiodic writing samples at each grade level that the students will write onand have other staff members review and provide feedback to the teacherfor areas identified for improvement.

3.1.1.5. Activity: Staff time for collaboration

Activity Description: Staff collaboration time will be provided to discuss writing, use rubric and planfor activities across the curriculum.

Lucy Calkins kits will be provided to teachers

Planned staff responsible for implementing activity: Building School Improvement Team

Actual staff responsible for implementing activity: Building School Improvement Team and staff.

Planned Timeline: Begin Date - 2010-08-25,  End Date - 2013-06-30

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

substitutes, resources Title II Part A 5,000.00 0.00

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 CharlesShultz

InProgress

Staff has been provided a number of P.D. opportunities to discuss writing,the use of a rubric and plan for activities across the curriculum. Dedicatedtime during planned in-service days will be incorporated into future P.D.days as we move forward for this all important time for staff tocollaborate and discuss/share new approaches and ideas to help ourstudents to become proficient writers.

Grandville South Elementary School

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Grandville South Elementary School

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Resource ProfileFunding Source Planned Amount Actual Amount

Title I Part A $2,030.00 $0.00

Section 31 a $62,265.00 $0.00

General Funds $6,000.00 $2,000.00

Title II Part A $9,520.00 $300.00

Grandville South Elementary School

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Additional RequirementsComprehensive Needs Assessment

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

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

    1. How was the comprehensive needs assessment conducted?

 

   

The district complied data for us regarding demographic information, mobility, and attendance. Our SchoolImprovement Team analyzed this data at both grade and sub-group levels for gaps or significant trends. Wethen compiled our own data review of achievement data including MEAP, MAP, DIBELS, classroom andgrade level assessments and again looked at this in relation to grade levels, sub-groups (including SWD's,LEP, etc.). Surveys were conducted with staff, students, parents and community members. All of this datawas analyzed and summerized and reported in our school improvement plan.

Curriculum Alignment that Corresponds to the Goals

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

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

 

   

Our district curriculum goals are aligned with the State standards and reviewed and updated when newstate standards are adopted. We do not have a formal review process but basically changes are made whenthe state makes changes to the standards. When the State makes changes to the standards, we adopt them.The State standards are assessed by the MEAP test and we base our school improvement plan goals andobjective criteria on the State assessments.

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

stakeholders are involved in the process.

 

   

Most topics are brought to the SIT Team for discussion and then shared with the whole staff at a generalstaff meeting. Typically decisions are made when the whole staff meet. Discussion at the SIT Team meetinghelps identify issues that need to be considered and positive vs.. negative ramifications that staff need to besensitive to and whether additional information and planning may be required.

Assessment data is shared with the SIT Team and with grade level teachers that are directly involved.

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Staff Development

Use the results of the comprehensive needs assessment to create a written professional development plan thatidentifies ongoing, sustained professional development that is aligned to the Goals, Objectives and Strategies.These specific professional development activities must be included as Activities under the Goals section. Districtprofessional development activities that align to the school's CNA should also be included in the school-levelActivities section.

Alternative Measures of Assessment

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

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

 

   Many formal assessment measures are used to include MEAP, MAP, DIBELS, Read Naturally, and commongrade level assessments. Other less formal measures include AR, STAR Reader, Teacher Observation, etc.

Effective Use of Technology

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

services and for integration of involving technology in the curriculum.

 

   The district has assigned a network administrator to keep all district technology initiatives up to date andworking properly. The school uses Read Naturally and Infinite Campus as tools to support the SchoolImprovement Plan.

Evaluation of the School Improvement Plan

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

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

 

   

Our School Improvement Team (SIT) meets on a periodic basis to assess progress on our goals. Thisincludes revelant data analysis (i.e. writing scores, MEAP Data, MAP Data, DIBELS Bench Markingmeetings, ect.). We spend a great deal of time reviewing these data sources to see if the data results indicatepositive growth in achieving our established SIT goals.

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

that they can understand.

 

   

Yearly testing information is shared with parents by using the parent reports provided by MEAP andNWEA. These typically use nationally norm percentages. Parents also have access to Infinite Campus-ourstudent data program.

Parents receive information on curricular based assessments from classroom teachers and the report card.

Teachers receive more detailed information on standardized tests-the information includes item analysis

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and areas of strength and weaknesses.

Building Level Decision-Making

   

1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited tothe development of the Goals, Objectives, Strategies and Activities included in the school improvementplan. School board members, school building administrators, teachers and other school employees, pupils,parents of pupils attending that school, parents of pupils attending that school, and other residents of theschool district shall be invited and allowed to voluntarily participate in the development, review andevaluation of the district's school improvement plans.

 

   

The building School Improvement Team is a voluntary committee that is made up of teacher representativesfrom each grade level as well as special education, parent representatives, and the school administration.

The team monitors the school improvement goals and serves as the first group to discuss changes. Onceitems are brought up at SIT meetings for discussion and possible action, they are then brought to the wholestaff. Most decisions are made by the staff.

The SIT team serves as a valuable group to discuss ideas and issues needing to be addressed prior to wholestaff discussion. They serve as "key communicators" to staff members about curricular goals and buildinginitiatives.

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AssurancesEdYES!

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

 

    Response: Yes

   

Comments: MEAP Math and Reading Grades 3-6

DIBELS Benchmarking Assessments given three times per year ((Beginning, middle and end ofthe year)Grades K-3.

MAP Fall and Spring Assessments to establish baseline skill data(fall) and measure academicgrowth over time (spring).

Common Math Assessments Grades K-6

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

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

 

    Response: Yes

    Comments: Our AER is published on the district and building websites.

Educational Development Plan (EDP)

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

 

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

    Comments:  

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

 

    Response: No

    Comments:  

Health and Safety (HSAT)

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

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school, specifically related to student health and safety, and develop strategies in their school improvement plan toaddress any identified needs.

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

a safe school environment.

 

    Response: Written policy, fully implemented

    Comments: District Policy

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

calm, orderly classrooms.

 

    Response: Yes

    Comments:  

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

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

 

    Response: No

    Comments:  

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

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

 

    Response: No

    Comments: Positive Behavior Supports, Marcia McEvoy Training, Parent/Student/Staff Percption Surveys.

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

Health Education.

 

    Response: Adopted policy, fully implemented

    Comments:  

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

education specifically related to health education.

 

    Response: No

    Comments:  

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

 

    Response: Yes

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    Comments:  

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

community.

 

    Response: Yes

    Comments: School/Home Connection Newsletter, at home activities.

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

Education.

 

    Response: Reviewed policy, but not yet adopted

    Comments:  

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

physical education.

 

    Response: Yes

   Comments: Our physical education annually attends the state MAHPER Conference for professional

development.

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

 

    Response: Exemplary Physical Education Curriculum (EPEC)

    Comments: Not fully aligned with EPEC.

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

families about physical activity.

 

    Response: Yes

   Comments: Johnson Park Jog, Walk-a-thon, Jump Rope for Heart, Hoop Shoot, Punt, Pass and Kick

(PPK), walking club at recess, Field Day, etc.

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

 

    Response: 60-90 minutes at elementary level, 106-135 minutes at middle/high level

    Comments:  

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

 

    Response: Reviewed policy, but not yet adopted

    Comments:  

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

during the past 12 months.

 

    Response: Yes

    Comments:  

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

 

    Response: Yes

    Comments:  

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

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

 

    Response: No

    Comments:  

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

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

 

    Response: Yes

    Comments:  

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

 

    Response: Yes, but we do not have a health services provider or school nurse for every 650 students

    Comments: One school nurse for the district.

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

collaborative efforts to help ensure a safe school environment.

 

    Response: Written policy, fully implemented

    Comments: District Policy.

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

 

    Response: Yes

    Comments: Student Data Forms and Health Action Policies.

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

 

    Response: Reviewed policy, but not yet adopted

Grandville South Elementary School

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    Comments:  

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

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

 

    Response: No

    Comments:  

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

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

 

    Response: Yes

   Comments: Marcia McEvoy Bully Prevention Refresher, Michigan CSI Cyber-Bullying, Peer conflict

resolution

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

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

 

    Response: Yes

    Comments: See response to #24

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

or perpetrators of violence.

 

    Response: Yes

    Comments:  

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

 

    Response: No

    Comments:  

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

budget for staff health promotion.

 

    Response: No

    Comments:  

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

meetings.

 

Grandville South Elementary School

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Page 37: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

    Response: No

    Comments:  

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

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

 

    Response: Written policy, fully implemented

    Comments:  

    31. Our school has a parent education program.

 

    Response: Yes

   Comments: Parent Cafe', Newsletter articles, evening parent meeting for parents with Marcia McEvoy,

Parent previewing of Health Curriculum materials used, Bullying and Cyber Bullying internetsafety training for parents by police department.

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

health education in our school.

 

    Response: No

    Comments:  

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

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

 

    Response: Access to some indoor facilities

    Comments:  

Grandville South Elementary School

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Page 38: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

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

Title First Name Last Name Position E-mailMr. John Barton Teacher [email protected]. Sue Hjort Teacher [email protected]. Diann Baer Teacher [email protected]. Kim Hyde Teacher [email protected]. Kim Doxstader Teacher [email protected]. Charles Shultz Principal [email protected]. Erin Balley Teacher [email protected]. Katie Woodriff Parent [email protected]. Shawn Smith Parent [email protected]. Melissa Block Parent [email protected]. Julie Moore Teacher [email protected]. Lani Dohrmann Teacher [email protected]

Grandville South Elementary School

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Page 39: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Statement of Non-Discrimination

Federal Office for Civil Rights

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

Contact Information

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

Name/Position: Mr. Tim Purkey

Address: 3839 Prairie SW, Grandville, MI 49418

Telephone Number: (616) 254-6557

References

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

Grandville South Elementary School

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Page 40: School Improvement Plan Improvement Plan € School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville South Elementary School

Supporting Documentation

No documentation was attached.

Grandville South Elementary School

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