Robert Bennis Elementary School

Transcription

1 Robert Bennis Elementary School School Improvement Plan

2 Robert Bennis Elementary School School Improvement Plan Core Operating Principle Our business is the creation of learning environments that result in success. Brandon Valley Mission Statement We will prepare our students to be life long learners and productive citizens in a global society through the creation of learning environments that result in success. Belief Statements We believe in the cooperative efforts of the students. Educational staff, parents, guardians, and community for successful education. We believe in providing a safe, nurturing and stimulating environment, which promotes mutual respect and trust. We believe in the acceptance of and respect for the unique physical, social, emotional, and intellectual needs of all individuals. We believe in the continual growth of knowledge, self-respect, life skills, citizenship, and global awareness to promote life long learning. We believe the school has an obligation to prepare its students to compete globally. We believe technological literacy is essential for success in a global society. We believe it is the district s obligation to provide the foundation for all students to achieve their full potential. 2

3 Table of Contents Program Development... pg. 4-6 Planning Team Planning Calendar School Profile School Demographics Technical Assistance Comprehensive Needs Assessment..pg Reading Proficiency Data Math Proficiency Data Performance Data Evaluation and Analysis.pg Math Goals Reading Goals Strategies to Improve Student Achievement.. pg Evaluation of Implemented Strategies Goals and Objectives Strategies Instruction by Highly Qualified Staff.. pg. 17 Professional Development... pg Parent Involvement and Education...pg. 18 Transition...pg. 19 Transition to Elementary Transition to Middle School Monitoring/Evaluation (Additional Support)....pg. 20 Fiscal Requirement.. pg. 20 Parent Involvement Policy... pg. 21 3

4 Program Development The Robert Bennis Planning Team consists of representation from building administration, teachers, and ESA Region 2 staff who met on August 13, 2010 to discuss the prior year s testing, review data and develop a school improvement plan. This school planning team was formed to analyze data and review the needs of Robert Bennis Elementary School. Team members will continue to explore various academic options for possible implementation to improve school achievement this year and beyond. We reviewed summative and formative data and will continue to use this to guide our decision-making. Robert Bennis Elementary School Planning Team David Pappone, District Superintendent Karen Heyden, Robert Bennis Elementary Principal Tanya Czepull, Curriculum Director Brenda Waterbury, Computer Education Teacher Karen Kluin, Reading Specialist Anne Peters, Special Education Teacher Michelle Lubinus, Regular Education Teacher Scott Carroll, Regular Education Teacher Sandra Westcott, Regular Education Teacher Coty McGuire, Regular Education Teacher Kristin Hofkamp, Regular Education Teacher Marcel Boscaljon, Regular Education Teacher Tyson Metzger, Regular Education Teacher Tim Sylliaasen, Regular Education Teacher Larry Beesley, Regular Education Teacher Jill Poppenga, Regular Education Teacher Jill Kraai, Gifted Ed Teacher Jacki Myer, Speech teacher Tammy Oshiem, counselor Vickie VenHuizen, ESA Region 2 Due to scheduling conflicts, review of the plan by parents and board members will be at a different date than the SIP meeting. After further revisions and approval by the local board of education, this plan will be implemented and made available to all stakeholders. Robert Bennis School Planning Calendar Below is a log of various meetings that have been or will be held in the process of developing the Improvement Plan. These meetings have included sessions with DOE, consultants, administrators, faculty, parents, and school board members. Meeting agendas, notes, sign-in sheets, and outcomes are on file in the school office and through EscWorks School Year August 13, 2010 September 28,2010 November 18, 2010 February 28, 2011 April 28, 2011 Fall In-service Superintendent David Pappone presenting District test scores and report card information, Data Retreat, Robert Bennis School Improvement Planning Meeting with ESA Region 2, Brandon Valley School Improvement Plan Meeting, Brandon Valley School Improvement Plan Meeting, Brandon Valley School Improvement Plan Meeting, Analysis of End of Year test scores, Brandon Valley This plan is designed to be on-going and will be reviewed annually. Changes will be made as appropriate based upon the annual summative review of data. Formative evaluations will be conducted and revisions will be based upon this data. This data may lead to revisions more often than annually. 4

5 Robert Bennis School Profile The Brandon Valley School District is located eight miles east of Sioux Falls. Making up the Brandon Valley District are the communities of Brandon, Valley Springs, Corson, and Rowena. Our district covers 128 square miles of Minnehaha County with over 1,700 students bused daily. Our staff consists of approximately 404 people, with 211 teaching staff, 180 classified staff and 13 administrators. The school district is the largest employer in Brandon. The district has added staff members consistently to maintain effective class sizes. The district is bordered by Sioux Falls and Minnesota. The majority of the community travels to Sioux Falls for employment. Brandon is an affluent community with most parents holding higher education degrees. Several housing developments located throughout the district are a source of many of our students. Brandon Valley is a rapidly growing school district with the number of students this year increasing by over a hundred. Current district enrollment is at 3,350 students. Historically, Brandon Valley students have excelled academically. Robert Bennis Elementary opened in the fall of It is made up of approximately 490 students in grades k-5. Our staff consists of 32 teaching staff, 18 classified staff, and 1 administrator. At Robert Bennis, 95% of our student population is proficient or advanced in math with 94% proficient or advanced in reading based on the Dakota Step. Robert Bennis is not a Title I school. The school has been a distinguished school for the past 6 years. Robert Bennis has an active Parent/Teacher Association (PTA), which provides many services that make the school a positive educational experience. Robert Bennis School Demographic Data Total RBE Enrollment Total RBE Special Education Enrollment (32) 6% (35) 6% (35) 7.2% (35) 7% White Non-white % 96.3% 98% 96% Philippine (3).5% Hisp (3).5% Amer. Ind (5).9% Asian (3).5% Black (8) 1.5% Philippine (3).5% Hisp (2).3% Amer. Ind (7) 1.2% Asian (4).6% Black (9) 1.5% Asian (3).6% Amer. Ind. (5) 1% Black (5) 1% Asian (3) 1% Amer. Ind. (3) 1% Black (10) 2% Pacific Island (1).002% Economically Disadvantaged Mobility Rate Migrant Attendance 6% 7% 9.8% 12.5% 13% 11.8% NA NA 0% 0% 0% 0% 97.4% 97.2% 97.5% 97.6% Robert Bennis Elementary has a small percentage of ethnic diversity. Statistics show we have limited poverty. Our special education population has remained the same. The school has few discipline problems. This has been a consistent trend for recent years. 5

6 According to results from the Dakota STEP, the proficiency scores for Students with Disabilities is as follows: Robert Bennis School Scores Students with Disabilities Subgroup % of students Proficient and Advanced Math Reading % 80% % 90% *DNM *DNM * School group does not meet the min-n of 10 for reporting purposes. The proficiency scores for Economically Disadvantaged students is as follows: Robert Bennis School Scores Economically Disadvantaged Subgroup % of students Proficient and Advanced Math Reading *DNM 80% % 83% % 92% *School group does not meet the min-n of 10 for reporting purposes. Technical Assistance ESA Region 2 staff, Vickie VenHuizen provided technical assistance throughout the data retreat with, School Improvement Specialist, Mary Teply guiding the School Improvement planning process and full year cycle. ESA 2 staff will continue to provide technical assistance with emetric and Achievement Series training for district staff. Department of Education also will provide technical assistance for the Dakota STEP test administration. Documentation of meeting agendas, notes, sign-in sheets, and outcomes will be on file in the school office or through EscWorks. Responsibilities for Increased Student Achievement Elementary School Brandon Valley School District Department of Education Provide instruction on state content standards Monitor student achievement progress Involve parents in their child s education Provide supports for student success (RtI, Read Naturally, etc.) Provide in-service time and training for professional development Provide quality curricular materials Write policies to ensure a quality education Write state content standards Provide state assessment & results Provide data analysis assistance through the ESA Provide technical assistance through the ESA and SST representative Provide Peer Review through ESA & SST Comprehensive Needs Assessment Data used in this process comes from several sources. Initially when the results are released, Mr. Hill Testing Coordinator and Mr. Pappone, District Superintendent verify the accuracy. Mr. Pappone and Mr. Hill then organize these results into trend line data. Teachers were presented this information at the August Inservice along with any board members present. 6

7 In the Elementary School, teachers look at the Dakota STEP results by using the Emetric data to create a graphic organizer for the math and reading teachers. This graphic organizer identifies the students who are struggling with each standard in math and reading. Teachers also create pre and post tests using the achievement series. Other data sources that were analyzed include Dibels, STAR, textbook assessments, and classroom assessments. Formal data retreats were conducted with all staff on August 13, Teachers analyzed data collected from the Emetric website, identified strengths and weaknesses. This information is used to develop strategies to improve instruction. The Brandon Valley School Improvement Team met on September 28, 2010 to complete the steps of the Data Retreat facilitated by ESA Region 2. The team analyzed student demographics, student achievement data, programs and structures data, professional practices data. The following bar graphs show the achievement levels of all students by grade level. The all student group made AYP by exceeding the AMO target. Robert Bennis Reading Proficiency Data for all students rd-5th 3rd 4th 5th 2010 reading scores for All RBE students in grades third through fifth decreased by 2% with 96% in 2009 to 94% proficient and advanced in Third grade students decreased by 3% from 97% in 2009 to 94% advanced and proficient in Fourth grade students remained the same in 2010 as in 2009 with a 93% Proficient and Advanced. Fifth grade students showed a 3% decrease from 98 % in 2009 to 95% in

8 Robert Bennis Reading Proficiency Data for Students with Disabilities rd-5th 3rd (does not meet) 4th (does not meet) 5th (does not meet) No grade level met the min-n of 10 for reporting purposes in Robert Bennis Reading Proficiency Data for Economic Disadvantaged The 2010 reading scores for Economic Disadvantaged in third through fifth grade increased by 9% with 83% proficient and advanced in 2009 to 92% in Fourth and fifth grades students did not meet the min-n of 10 for reporting purposes. Robert Bennis Math Proficiency Data for All Students 3rd-5th 3rd 4th (does not meet) 5th (does not meet) rd-5th 3rd 4th 5th

9 2010 math scores for All RBE students in grades third through fifth remained the same with 95% Advanced and Proficient in both 2009 and Third grade students decreased 1% from 95% in 2009 to 94% in Fourth grade students showed a 5% increase from 95% in 2009 to 100% in Fifth grade students showed a 3% decrease from 94 % in 2009 to 91% in Robert Bennis Math Proficiency Data for Students with Disabilities rd-5th 3rd (does not meet) 4th (does not meet) 5th (does not meet) No grade level met the min-n of 10 for reporting purposes in Robert Bennis Math Proficiency Data for Economic Disadvantaged rd-5th 3rd 4th (does not meet) 5th (does not meet) The 2010 math scores for Economic Disadvantaged in third through fifth grade increased by 8% with 84% proficient and advanced in 2009 to 92% in Fourth and fifth grade students did not meet the min-n of 10 for reporting purposes. Brandon Valley Elementary schools employ two reading specialist to focus on basic reading skills for elementary school students. Response to Intervention is used in grades K-5 to teach and reinforce reading skills. Accelerated Reader is used for students in both the elementary and middle schools. Read Naturally is used for the lower students in grades 1-5. Professional development opportunities have been provided in Emetric and Achievement Series for elementary school staff. 9

10 Strengths: 94% of our students are advanced or proficient in reading in grades % of our students are advanced or proficient in math in grades % of elementary school teachers are highly qualified 100% of the staff participate in professional development opportunities Strong early intervention programs are in place at the elementary level Teachers try a variety of techniques for the students who struggle including Marzano s instructional strategies, RtI, etc. The school has a 97% attendance rate Parents are active and involved in the education of their child. Teachers report large numbers of parents attending parent teacher conferences. All teachers, grades 1-5, have Smartboards in classrooms. Challenges In reading, 18% of the students scored at the Basic Level in grades 3-5. In math, 14% of the students scored at the Basic Level in grades Monitor student performance levels in subgroups (economically disadvantaged and students with disabilities) to maintain adequate progress Continue to train teachers to use instructional techniques to motivate students to achieve to their potential Continue to implement differentiated instructional strategies based on individual student needs Changing demographics in a growing district Time: collaboration, team meetings, practice, professional development, curriculum meetings. 10

11 Performance Data Evaluation and Analysis School: Robert Bennis Elementary Evaluation Team Members: Karen Heyden, RBE principal; Tanya Czepull, Curriculum Director; Vickie Venhuizen, ESA; Kristin Hofkamp, 1 st grade teacher; Sandra Westcott, 2 nd grade teacher, Coty McGuire, 3 rd grade teacher, Scott Carroll, 3 rd grade teacher, Larry Beesley, 3 rd grade teacher, Jill Poppenga, 4 th grade teacher, Tim Sylliaasen, 4 th grade teacher, Michelle Lubinus, 5 th grade teacher, Tyson Metzger, 5 th grade teacher, Marcel Boscaljon, kdg teacher, Jill Kraai, Gifted Ed teacher, Jacki Myers, Speech teacher, Tammy Osheim, counselor; Brenda Waterbury, computer teacher; Anne Peters, RBE special education teacher; Karen Kluin, RBE reading specialist 2011 Math Goal: We, all staff, will improve mathematics instruction at RBE so that 96% of all students will demonstrate proficiency as measured by Dakota STEP by May In grade 3 our focus will be Indicator M.A.1 which is to use procedures to transform algebraic expressions. Grades 4 and 5 will focus on M.N.3 which is to develop conjectures, predictions, or estimations in the process of problem solving and verifying or justifying results. Grade 5 will also focus on M.A. 2 which is to use a variety of algebraic concepts and methods to solve equations and inequalities and MA.4 which is to analyze and describe the properties and behaviors of relations, functions, and their inverses. Needs Assessment Performance, Perceptions, Demographic DSTEP Pre Post Change /- All Students: White: Asian: NA NA NA Black: NA NA NA Native NA NA NA American: Hispanic: NA NA NA LEP: NA NA NA Ec. Dis: SwD: 100 NA NA Interventions/Strategies to meet this goal Math teachers will: -Incorporate math vocabulary using sample questions from the Achievement Series (likely, unlikely, etc. ). -Focus on high-frequency testing vocabulary. -Look at the unpacked standards for math. -Differentiate instruction in all classes.. Formative Assessment to monitor progress toward goal -Achievement Series -Star Math -Math Facts in a Flash -Success Maker -Accelerated Math -Houghton Mifflin Assessment -Dakota STEP test -Rocket Math -IXL website Staff Development Needs to meet this goal -Grade level meetings -Department meetings -CGI training for staff -IXL training 11

12 Summative Comments: -We do not receive Title 1 assistance. -We do not have any new subgroups. 12

13 Performance Data Evaluation and Analysis School: Robert Bennis Elementary School Evaluation Team Members: Karen Heyden, RBE principal; Tanya Czepull, Curriculum Director; Vickie Venhuizen, ESA; Kristin Hofkamp, 1 st grade teacher; Sandra Westcott, 2 nd grade teacher, Coty McGuire, 3 rd grade teacher, Scott Carroll, 3 rd grade teacher, Larry Beesley, 3 rd grade teacher, Jill Poppenga, 4 th grade teacher, Tim Sylliaasen, 4 th grade teacher, Michelle Lubinus, 5 th grade teacher, Tyson Metzger, 5 th grade teacher, Marcel Boscaljon, kdg teacher, Jill Kraai, Gifted Ed teacher, Jacki Myers, Speech teacher, Tammy Osheim, counselor; Brenda Waterbury, computer teacher; Anne Peters, RBE special education teacher; Karen Kluin, RBE reading specialist 2011 Reading Goal: We, all staff, will improve reading instruction at RBE so that 96% of all students will demonstrate proficiency as measure by Dakota STEP by May, In grade 3 and 5 we will focus on Indicator R5 which is to access, analyze, synthesize, and evaluate informational text so that we show and 3% increase in proficiency as measured by the Dakota STEP in May, In grades 3 and 4 we will focus on Indicator R2 which is to comprehend and read fluently so that we show a 3% increase in proficiency as measured by the Dakota STEP in May, In grade 5 we will also focus on Indicator R3 which is to apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses so that we show a 3% increase in proficiency as measured by the Dakota STEP in May, Needs Assessment Performance, Perceptions, Demographic DSTEP Pre 2009 Post 2010 Change +/- All Students: White: Native NA NA NA American: Black: NA NA NA Hispanic: NA NA NA Asian: NA NA NA Ec. Dis: SwD: 90 NA NA LEP NA NA NA Results: Interventions/Strategies to meet this goal Reading teachers will: -Incorporate Response to Intervention. -Encourage higher level thinking. -Incorporate 21 st Century Skills. -Incorporate Marzano s strategies. -Focus on vocabulary instruction. -Differentiate instruction to meet the needs of the students. Formative Assessment to monitor progress toward goal -DIBELS benchmarks -Achievement Series -Accelerated Reader -Read Naturally -SuccessMaker -Curriculum Mapping -Harcourt Assessment -STAR test -Sonday phonics system -Dakota STEP Staff Development Needs to meet this goal -Response to Intervention training for Educational Assistants and support staff -Grade level/department meetings Write to learn training 13

14 Summative Comments: -We do not receive Title 1 assistance. -Special Services have maintained their numbers. -We do not have any new subgroups. 14

15 Strategies to Improve Student Achievement There are many strategies implemented to improve student achievement at the Robert Bennis Elementary. After looking at the student achievement data during the Data Retreat at the beginning of the year, teachers analyzed and identified areas that were low achievement areas. During our September 28 th leadership meeting, the leadership team discussed several strategies and techniques that could be implemented to improve low achievement areas and meet the goals of our school improvement plan. We will continue to review best practices and scientifically based research strategies that are proven to increase student achievement. These strategies are implemented as resources allow. Several professional development classes are offered throughout the school year that helps assist teachers with implementing new ideas in all areas of instruction. Brandon Valley School District teachers are required to write a professional development plan which addresses two areas in which each individual teacher would like to further develop their skills in district initiatives such as mapping, instructional strategies, differentiated instruction, best practices in all content areas, brain based teaching, and integrating technology into the classroom. The teachers are required each quarter to turn in a reflection on the progress he/she feels is being made toward the goal. At the end of the school year staff will turn in a reflection on whether or not the goal was met and how the professional goal enhanced their professional practice for the year. Teachers continue to implement School Improvement Plan goals in the areas of math and reading. District curriculum objectives are aligned to state standards, state required assessments, and classroom assessments. In an effort to improve curriculum instruction, through curriculum mapping the district will emphasize aligning classroom instruction to the state standards and create fluid instruction throughout grade levels. During the math and reading data retreats in August 2010, specific standards were identified that all students had the most difficulty with in both math and reading. All teachers have been informed of these standards and are focusing more instruction time and strategies to address them. (See tables below) Each content standard for Math contains seven questions on the DSTEP. Below is a chart showing the indicators that all students scored the lowest on in Math Grade MATH South Dakota Content Standards Math Indicators Average Correct 7 maximum 3rd M.A th M.N th M.A, th M.A th M.N Math Strategies to Improve Student Achievement: After having data retreats on August 13 th and September 28 th, 2010, the team noticed that the students in grade 3 scored low on Math Algebraic Indicators MA.1 which is using procedures to transform algebraic expression. Students in grade 4 and 5 scored low in MN.3 which is to interpret and develop mathematical models. Students in grades 5 also scored low in MA.2 which is to use a variety of algebraic concepts and methods to solve equations an inequalitues, and in MA.4 which is to analyze and describe the properties and behaviors of 15

16 relations, functions, and their inverses. Robert Bennis Elementary School offers differentiated math instruction to better reach student learning needs. Teachers incorporate Cognitively Guided Instruction, Marzano s Strategies, and 21 st Century Skills to improve problem solving strategies. Curriculum maps continue to be utilized as a resource for math teachers. They help display where math vocabulary is being taught across curriculum and grade levels. They also provide a reference to address any gaps that may exist and need to be addressed within the curriculum. Quarterly department meetings will focus on 21 st Century Skills. Monthly grade level meetings will focus on math instruction and 21 st Century Skills. Math curriculum standards (including the unpacked standards) and strategies are also discussed and reflected upon during these meetings. Students with disabilities receiving math instruction in the resource room are currently utilizing an alternative math curriculum. This curriculum stresses spiraling of topics and concepts in order to review and reinforce basic concepts necessary for student achievement. Discussions with parents of students with disabilities are also being conducted regarding instructional placement options (differentiated instruction or resource room placement). Each content standard for reading contains seven through fourteen questions on the DSTEP. Below is a chart showing the indicators that all students scored the lowest on in reading READING Grade South Dakota Content Standards Reading Indicators Average Correct 3rd R rd R th R th R th R Maximum score varies Reading Strategies to Improve Student Achievement: After having data retreats on August 13 th and September 28 th, 2010, the team noticed that the students in grades 3 and 4 scored low on Reading Indicator 2. This indicator is concerned with student comprehension and reading fluently. Students in grades 3 and 5 scored low in Indicator 5 which is to access, analyze, synthesize and evaluate informational text. Students in grades 5 also scored low in Indicator 3 which is to apply knowledge of text structures, literary devices, and literary elements to develop interpretations and form responses. We feel that a more deliberate way of instructing is to focus on explicit instruction with teacher modeling and think alouds. In order to provide more practice and direct instruction, teachers will incorporate 21 st century skills and Marzano s higher level thinking strategies. The Response to Intervention method for reading will continue to be implemented and closely monitored by the assessments (Dakota STEP and Dibels) in order to assist the lowerlevel students. Reading teachers will continue to instruct students on vocabulary. All grades will maintain incorporation of robust vocabulary words each week. These vocabulary words will be words used in the content area and are difficult for students to remember. Leveled readers will continue to be incorporated in all grades with the Harcourt reading series. A reading specialist will continue to consult and coach reading teachers. A special emphasis is put on coaching of the reading teachers with the instruction of differentiated strategies and formative assessment. The reading specialist will provide feedback, modeling, and direct instruction that will assist all teachers. Additional assessments will include: Accelerated Reader, Read Naturally, 16

17 Successmaker, Curriculum Mapping, Harcourt Assessments, STAR Reading tests, Sonday phonics system, and Dakota Step to gauge student learning. Instruction by Highly Qualified Staff The Brandon Valley School District attracts and recruits highly qualified professionals through a variety of recruiting methods and job notifications. We advertise all job openings within the school, local and regional newspapers, and through the Associated School Board website, as well as contacting higher education institutions. If necessary, we will attend the teacher job fair to recruit highly qualified teachers. Brandon Valley implements non-discriminatory practices when hiring staff. Highly trained staff is assigned to teach the students who are identified as low achievers according to the Dakota STEP. Teachers must meet the state requirements for highly qualified staff. All applicants must submit an application, references, and transcripts. All teachers and paraprofessionals must also complete a background check before working with children. Currently 100% of our Brandon Elementary teachers are highly qualified. Professional Development The Brandon Valley School District s professional development focus is on Developing Professional Capacity. The staff will be participating in various professional development opportunities throughout the year including training in Response to Intervention, 21 st Century Skills, technology integration, unpacking standards, data retreats, critical thinking strategies, and crisis intervention. Teachers will also complete Personal Professional Development Plans again this year. These plans emerged three years ago as a way for teachers to focus their attention in two areas that would help them be better classroom teachers, while also working on district goals/initiatives in order to reach the overarching goal of increased student achievement. Teachers will write reflections for each of the six breakouts they will attend throughout the year. All Personal Professional Development plans need to be approved by a building level administrator. Each quarter teachers need to turn in a reflection of progress on their goals. Administrators will monitor progress on teachers goals through informal and formal conversations, observations in the classroom and through the mandated quarterly reflections. All plans will be reviewed by administrators to evaluate success of completion of the plans in May. Teachers may also participate in several professional development opportunities throughout the year including a book study Made to Stick by Chip Heath and Dan Heath, and Implementing Response to Intervention. In order to align curriculum to meet the needs of students, department meetings will be held quarterly to work on 21 st Century Skills, integrating technology and critical thinking strategies for teachers in grades 6-12 and content area teachers K-12. Grade level meetings for classroom teachers K-5 will be held monthly to focus on curriculum mapping math, Response to Intervention strategies and 21 st Century Skills. Teachers new to the district participate in a Mentor Program. The purpose of the program is to help new teachers in the district become competent and confident in professional practices in the classroom. The benefits of the program for new teachers includes feedback about components of effective teaching and instructional strategies; positive attention, support and encouragement; reassurance that he/she is developing professionally; and lessons modeled by mentor teachers. Professional Development Calendar August 12, 2010 August 13, 2010 August 17, 2010 August 20, 2010 In-service Breakout Sessions Data Retreat All Staff In-service Day K-6 Science Teachers Training 17

18 August 25, 2010 August 27, 2010 September 1, 2010 September 8, 2010 September 13, 2010 September 14, 2010 September 22, 2010 September 28, 2010 September 29, 2010 October 1, 2010 October 4, 2010 October 11, 2010 October 18, 2010 October 19, 2010 October 20, 2010 October 25, 2010 November 3, 2010 November 8, 2010 November 12, 2010 November 15, 2010 November 17, 2010 December 1, 2010 December 13, 2010 December 15, 2010 December 14, 2010 December 22, 2010 January 3, 2011 January 5, 2011 January 10, 2011 January 12, 2011 January 24, 2011 January 26, 2011 February 8, 2011 February 16, 2011 February 23, 2011 February 25, 2011 February 28, 2011 March 2, 2011 March 7, 2011 March 8, 2011 March 14, 2011 March 16, 2011 March 30, 2011 April 1, 2011 April 4, 2011 April 11, 2011 April 20, 2011 May 16, 2011 Protégé Meeting Professional Development Plans (PDP) due, maps rolled over Protégé Meeting Grade Level Meetings Protégé Meeting Department Meetings Protégé Meeting Two-hour Late Start, SIP mtgs. RtI Class In-service Breakout Sessions RtI Class End of Quarter, log reflections for PDP Grade Level Meetings RtI Class Two Hour Late Start, SIP mtgs Grade Level Meetings Department Meetings Grade Level Meetings Grade Level Meetings End of Semester, log reflections for PDP In-service Breakout Sessions Protégé Meeting Grade Level Meetings RtI Class Department Meetings RtI Class Two Hour Late Start, SIP mtgs. Grade Level Meetings RtI Class End of 3 rd Quarter, log reflections for PDP Grade Level Meetings Department Meetings Two-hour Late Start, SIP mtgs. RtI Class Grade Level Meetings Protégé Meeting Professional Development Plans complete Parent Involvement and Education A letter stating the school s AYP status was sent to all parents in the district in August The parent involvement policy is included in the student handbook and in Appendix B. The district sends out Up-Front, a quarterly district newsletter; the annual school calendar; and electronic monthly school newsletters. Parents are notified of their student s grades at mid-term and each quarter. Parent teacher conferences are held in the fall and spring. There PTA(Parent/Teacher/Association), which is very active in the Elementary School. Parents have 18

19 been granted permission to Family Access, the school s grading program, which is available online. Many elementary school teachers have teacher lesson plans posted on their websites. All staff addresses are published on the school s webpage and in the newsletters. Transition A transition plan is in place for students at all levels. Transition to Elementary School Each spring, a transition meeting is held with early childhood special education/head Start teachers, the kindergarten teachers and elementary principals prior to the pre-kindergarten screening so the receiving staff is aware of the needs of the in-coming kindergarten students. The kindergarten teachers also give feedback to the parents of the in-coming kindergarten students at the pre-kindergarten screening, which is held in late February or early March of each year. In addition, receiving kindergarten teachers are invited to participate in the spring transition IEP meeting of the students. Head Start personnel conduct parent meetings throughout the year and the early childhood special education/head Start teachers conduct home visits at the end of the school year to help parents maintain a smooth transition for their child. All students that transition into kindergarten are provided an opportunity at each school s open house prior to the school year beginning to see their classroom and meet their teacher. Along with the areas of communications previously listed, early childhood transition includes the following: Provide transition related training to prepare staff a) to follow appropriate procedures and, b) to support children and families in the transition process. Provide training for parents regarding transition process and future. Plan to prepare child for next service setting. Arrange visits to the next service setting for children, families, and staff from the sending program or service. For children and families transitioning from Birth to Three/Early Head Start (ages infancy to 3) staff members will help facilitate areas listed: Initiate meetings to discuss developmental progress of individual children among parents and professionals Obtain the parent consent/authorization for release of information for a referral. Release relevant assessments and health records. Participate in Individual Family Service Plan (IFSP)/Individual Education Plan (IEP) meeting. Transition to Middle School The fifth grade students are invited to the middle school in the spring to tour, discuss course offerings, and eat their noon meal in the middle school setting. Prior to the beginning of the school year, incoming sixth graders and their parents are invited to come to orientation at the middle school. All new middle school students are invited to come into the school to open lockers and find classrooms assisted by peer helpers. All new middle school students are invited to an orientation assisted by the peer helpers. Within the first week of school, all seventh and eighth grade students and their parents are invited in for an open house. In addition to existing transition activities, special education transitions are addressed through student IEP meetings. If necessary, additional visits to their new school are scheduled to assist in their transition. 19

20 Monitoring/Evaluation (Additional Support) Teachers in grades 3-5 have been trained to use the emetric site to evaluate student achievement. Assessment results from the state Dakota-STEP, Dakota STEP-A and the DELP are evaluated prior to school starting in the fall. Teachers in grades 3-5 run copies of individual Emetric reports which identify students scoring in each proficiency range and the areas of weakness and strength for each student. And BV district reports are provided to obtain a focus for the new school year. Achievement Series assessments will be used as formative assessments on state content standards to monitor student progress throughout the year. Achievement series assessments and the STAR test will provide baseline data. Special Education, TAT/504, ELL students are identified and their plans are reviewed by staff to implement for the success of those students. All teachers held data retreats in Math and Reading to focus on student needs, write Achievement series tests, and set building level goals. Teachers attend team meetings where they discuss possible additional help for struggling students. Interventions are as follows: differentiated instruction; one-on-one help; and before/after school tutoring assistance for 5 th grade students. Students who continue to struggle are referred to the teacher assistance team for further assistance and interventions. Fiscal Requirement Teachers have been provided quality professional development, release time has been, and will be provided for teachers to work on curriculum, assessment, and instructional strategies. Substitute costs will be covered through district or state funds. District level administrators and/or teachers trained in effective strategies will be available to meet with groups of building level teachers. Any school curriculum materials or supplemental materials will be identified and purchased as needed or as budgeting and funding allows. The current proposal for funding the reading and math strategies will be presented to the school board at their board meetings. Funding sources include Title IIA, Title V, TCAP, local, and IDEA funds. APPPENDIX A GRADES K-5 Robert Bennis Elementary Curriculum for Math Science Social Studies English Reading Music Physical Education Houghton Mifflin-Harcourt Harcourt and FOSS Scott Foresman Harcourt Storytown (Grades K-3) Houghton Mifflin (Grades 4-5) Harcourt Storytown Scott Foresman GRADES 1-5 Art Computer Library Electives: Orchestra (Grades 4-5) Band (Grade 5) 20

21 APPENDIX B PARENT INVOLVEMENT POLICY The Board of Education recognizes that a student s education is a responsibility shared by the school and family during the entire period the student spends in school. To support the goals of the school district to educate all students effectively, the schools and parents must work as knowledgeable partners. The School district and schools, in collaboration with the parents, shall establish and develop programs and practices that enhance parent involvement and reflect the specific needs of students and families. To this end, the Board will support the development, implementation and regular evaluation of a parent involvement program, which will involve parents at all grade levels in a variety of roles. The parent involvement program will be comprehensive and coordinated in nature and will include, but not be limited to, the following: 1. Support to parents as leaders and decision makers in advisory roles. 2. Promotion of clear two-way communication between the school and the family as to school programs and student s progress. 3. Assistance to parents and/or guardians to develop parenting skills to foster positive relationships at home that support student s efforts and provide techniques designed to assist their student with learning at home. 4. Involvement of parents, with appropriate training, in instructional and support roles at the school. 5. Provision of access to and coordination of community and support services for students and families. These forms of involvement require a coordinated school wide effort and are not mutually exclusive. 21