Wattles Elementary School SIP 2012-13

Transcription

School Improvement Plan
Title I - Targeted Assistance
Archive Date: 08/29/2012, Report Status: Transmitted
School Year: 2012 - 2013
School District: Troy School District
ISD/RESA: Oakland Schools
School Name: Wattles Elementary School
Grades Served: K,1,2,3,4,5
Principal: Dr. Judith Garrett
Building Code: 05537
District Approval of Plan:
Authorized Official Signature and Date
Board of Education Approval of Plan:
Authorized Official Signature and Date
Wattles Elementary School
School Improvement Plan
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Vision, Mission and Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 1: Literacy Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 2: Mathematics Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Goal 3: Science Goal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
SIP
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Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the
school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address
the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary
and Secondary Education Act (ESEA) as applicable.The SIP is a planning tool designed to address student
achievement and system needs identified through the school's comprehensive needs assessment (CNA).
Additionally, the SIP provides a method for schools to address the school improvement planning requirements of
Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as
applicable.
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School Information
School:
District:
Troy School District
Public/Non-Public:
Public
Grades:
K,1,2,3,4,5
School Code Number:
05537
City:
Troy
State/Province:
Michigan
Country:
United States
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Vision, Mission and Beliefs
Vision Statement
Wattles School will become an exemplary learning community that supports innovation and is committed to
continuous improvement. Wattles School will be a place where a collaborative community develops and
implements meaningful curriculum, instructional strategies and assessment to ensure all students learn.
Mission Statement
The Mission of Wattles School is:
W orking
A ll
T ogether
To
L earn
E nsures
S uccess
Beliefs Statement
1. We believe in and are committed to building a strong foundation of learning.
2. We believe the foundation for lifelong learning is a partnership between family, school, and community.
3. We believe in and are committed to providing a variety of research based instructional strategies and
assessment opportunities to support the different learning styles of each student.
4. We believe it is important to provide meaningful learning opportunities that support the unique qualities of
each student in order to experience success.
5. We believe that our learning community will encourage, motivate and respect all learners.
6. We believe that our lessons and learning activities must be meaningful and presented in a positive way in
order to foster a love of learning.
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Goals
Name
Development Status
Progress Status
Literacy Goal
Complete
Open
Mathematics Goal
Complete
Open
Science Goal
Complete
Open
Goal 1: Literacy Goal
Content Area: English Language Arts
Development Status: Complete
Student Goal Statement: Students will improve their comprehension of informational text.
Gap Statement: 2011 MEAP scores for reading indicate that less than 80% of third and fourth grade students
answered each informational text item correctly.
Cause for Gap: Causes for the gap may include lack of exposure (i.e. more fiction reading units than nonfiction
units), difficulty with topic specific vocabulary, and lack of student interest.
Multiple measures/sources of data you used to identify this gap in student achievement: 2011 MEAP scores
for reading indicate that less than 80% of third and fourth grade students answered each informational text item
correctly. 2010 MEAP data shows that the less than 75% of our students were able to answer most of the multiple
choice questions on informational text.
Fountas and Pinnell scores in informational text show that many students score lower in informational text than in
fictional text.
Common Core State Standards expectations are that students will participate in nonfiction reading and instruction
for an equal amount of time as they do in fiction reading and instruction. The percentage of fiction/nonfiction
reading is 50%/50% for the elementary grades and the percentage increases in later grades.
An informal teacher survey indicates that students score lower in comprehension of nonfiction text than fiction
text, particularly in the areas of text features and vocabulary.
What are the criteria for success and what data or multiple measures of assessment will be used to monitor
progress and success of this goal? By June 2013 all students will demonstrate comprehension of appropriate
grade level, informational text as measured by scoring 80% or higher on a Reading A-Z informational text
assessment.
Student progress will also be monitored using the Fountas & Pinnell Benchmark Assessment (district common
assessment), analyzing the 2012 MEAP, and by teacher observation.
Contact Name: Brown Carolyn
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List of Objectives:
Name
Literacy
Goal
Objective
By June 2013 all students will demonstrate comprehension of appropriate grade level, informational
text as measured by scoring 80% or higher on a Reading A-Z informational text assessment.
1.1. Objective: Literacy Goal
Measurable Objective Statement to Support Goal: By June 2013 all students will demonstrate
comprehension of appropriate grade level, informational text as measured by scoring 80% or higher on a
Reading A-Z informational text assessment.
List of Strategies:
Name
Strategy
Literacy Goal Teachers will implement Raz Kids for students to use both at school and at home.
Literacy Goal Teachers will use a nonfiction periodical.
Literacy Goal Teachers will teach nonfiction reading strategies.
Literacy Goal Title 1 Tutors will provide before school and lunch time tutoring.
Literacy Goal Teachers will analyze MEAP and Fountas and Pinnell data.
Literacy Goal Teachers will conduct a Family Activity Night to inform Wattles families about the goal and
strategies to help students.
Literacy Goal Teachers will attend a monthly Grade Level Collaboration Meeting. They will track student
data progress in comprehending nonfiction text and plan for interventions.
Literacy Goal The reading goal committee will collect professional articles regarding nonfiction and will
share them with staff.
Literacy Goal Classroom teachers will use grade level collaboration/assessment time twice a year to observe
and discuss observations of other classrooms.
Literacy Goal Teachers will implement Visible Thinking routines to support comprehension of informational
text.
Title I summer Title I tutors and staff work with students K-4 for 5 weeks on math skills
school
1.1.1. Strategy: Literacy Goal
Strategy Statement: Teachers will implement Raz Kids for students to use both at school and at home.
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Selected Target Areas
3.1 Develops, articulates, and coordinates curriculum based on clearly- defined expectations for student
learning, including essential knowledge and skills
3.2 Establishes expectations and supports student engagement in the learning process, including
opportunities for students to explore application of higher order thinking skills and investigate new
approaches to applying their learning
3.4 Supports instruction that is research-based and reflective of best practice
3.5 Supports a curriculum that challenges and meets the needs of each student, reflects a commitment to
equity, and demonstrates an appreciation of diversity
What research did you review to support the use of this strategy and action plan?
Allington (2006)
Kim (2004)
Kuhn and Stahl (2003)
List of Activities:
Activity
Literacy Goal
Literacy Goal
Literacy Goal
Begin Date
2012-09-04
2012-09-04
2012-09-04
End Date
2013-06-14
2013-06-14
2013-06-14
Staff Responsible
classroom teachers Title 1 Tutors
Classroom teachers Title 1 Tutors
Classroom teachers
1.1.1.1. Activity: Literacy Goal
Activity Type: Technology
Activity Description: Students will use Raz Kids to read and take assessments at school and at home at
their individual grade level.
Planned staff responsible for implementing activity: classroom teachers
Title 1 Tutors
Actual staff responsible for implementing activity:
Planned Timeline: Begin Date - 2012-09-04, End Date - 2013-06-14
Actual Timeline: Begin Date - N/A, End Date - N/A
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Fiscal Resources Needed for Activity:
Resource
Funding Source
Raz Kids
Title I Tutors
Title I Part A
Title I Part A
Planned
Amount
599.00
1,000.00
Actual
Amount
Activity Type: Other
Activity Description: Students will use various Reading A-Z books and quizzes for practice purposes.
Planned staff responsible for implementing activity: Classroom teachers
Title 1 Tutors
Resource
Funding Source
Raz Kids
Title I Tutors
Title I Tutors
Title I Part A
Title I Part A
Title I Part A
Planned
Amount
450.00
500.00
500.00
Actual
Amount
Activity Description: Teachers will administer and analyze Reading A-Z pre-tests.
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will use a nonfiction periodical.
2.9 Creates and supports collaborative networks of stakeholders to support system programs
3.7 Maintains articulation among and between all levels of schooling to monitor student performance and
ensure readiness for future schooling or employment
3.9 Maintains a system-wide climate that supports student learning
5.12 Provides student support services coordinated with the school, home, and community
Allington (2006)
Pressley and Allerbach (1995)
List of Activities:
Activity
Literacy Goal
Literacy Goal
Literacy Goal
Begin Date
2012-09-04
2012-09-04
2012-09-04
End Date
2013-06-14
2013-06-14
2013-06-14
Staff Responsible
Classroom teachers
Classroom teachers
classroom teachers
Activity Description: Students will take magazines home to reread with family.
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Resource
Funding Source
Individual Student Nonfiction Magazine Subscriptions
Other
Planned Actual
Amount Amount
1,900.00
Activity Description: Students will use provided magazine websites and/or reproducible to support
strategies taught.
Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: Students will receive instruction on nonfiction comprehension strategies and
practice the strategies while reading nonfiction classroom magazines independently, with partners, and
with multi-grade buddies.
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will teach nonfiction reading strategies.
3.8 Supports the implementation of interventions to help students meet expectations for student learning
7.4 Ensures that each school's plan for continuous improvement includes a focus on increasing learning for
all students and closing gaps between current and expected student performance levels
Allington (2006)
List of Activities:
Activity
Literacy Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers
Activity Description: Students will practice comprehensions strategies while reading from Science and
Social Studies text books.
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Title 1 Tutors will provide before school and lunch time tutoring.
2.9 Creates and supports collaborative networks of stakeholders to support system programs
6.1 Fosters collaboration with community stakeholders to support student learning
Allington (2006)
Morrow (1992)
Gregory (2003)
List of Activities:
Activity
Literacy Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Title 1 Tutors
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Activity Description: Title 1 students will practice nonfiction comprehension strategies with Title 1
Tutors before school and during lunch.
Planned staff responsible for implementing activity: Title 1 Tutors
Resource
Funding Source
Title 1 Tutors
Title I Part A
Planned
Amount
11,250.00
Actual
Amount
Strategy Statement: Teachers will analyze MEAP and Fountas and Pinnell data.
3.3 Ensures that system-wide curricular and instructional decisions are based on data and research at all
levels
4.1 Establishes and implements a comprehensive assessment system, aligned with the system's expectations
for student learning, that yields information which is reliable, valid, and bias free
7.3 Ensures that each school's plan for continuous improvement is aligned with the system's vision and
expectations for student learning
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Fountas and Pinnell
List of Activities:
Activity
Begin Date
Literacy Goal
2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers Reading teacher
Activity Description: Students will be assessed using Fountas and Pinnell twice a year. At risk students
will be assessed using Fountas and Pinnell monthly.
Reading teacher
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will conduct a Family Activity Night to inform Wattles families about the
goal and strategies to help students.
1.2 Communicates the system's vision and purpose to build stakeholder understanding and support
6.3 Solicits the knowledge and skills of stakeholders to enhance the work of the system
6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders
7.2 Engages stakeholders in the processes of continuous improvement
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Epstein (2009)
Dearing, et al. (2006)
List of Activities:
Activity
Begin
Date
Literacy Goal
2011-0919
Title I parent meetings on 2012-10reading
01
End Date Staff Responsible
2012-06- Literacy Goal Committee Mathematics Goal Committee
18
Science Goal Committee
2012-10- Principal, Title I Tutors, Staff
31
Activity Description: Families will attend a Family Goal Night in September and participate in an
activity together for each of the three goals. Parents and students will better understand the building
goals and ways for parents to support the goals and student learning from home.
Planned staff responsible for implementing activity: Literacy Goal Committee
Mathematics Goal Committee
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.6.2. Activity: Title I parent meetings on reading
Activity Description: Teachers will conduct a Family Activity Night to inform Wattles families about
the goal and strategies to help students with spelling/word study.
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Planned staff responsible for implementing activity: Principal, Title I Tutors, Staff
Resource
Funding Source
Title I Parent liaison
Title I parent meeting supplies
Title I Tutors
Title I Part A
Title I Part A
Title I Part A
Planned
Amount
500.00
150.00
500.00
Actual
Amount
Strategy Statement: Teachers will attend a monthly Grade Level Collaboration Meeting. They will track
student data progress in comprehending nonfiction text and plan for interventions.
4.2 Ensures that student assessment data are used to make decisions for continuous improvement of
teaching and learning
7.5 Provides research-based professional development for system and school personnel to help them
achieve improvement goals
DuFour, DuFour, Eaker and Many (2006)
List of Activities:
Activity
Begin Date
Literacy Goal 2012-09-04
SIP
End Date
2013-06-14
2013-06-14
2013-06-14
Staff Responsible
WLC Steering Committee
Classroom teachers
Classroom teachers Resource personnel WLC Steering Committee
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Activity Type: Professional Development
Activity Description: Teachers will attended grade level meetings.
Planned staff responsible for implementing activity: WLC Steering Committee
Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: Teachers at each grade level will create a data board to track the progress of all
students in that grade in nonfiction reading comprehension.
Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: Teachers will collaborate with colleagues and resource personnel to analyze data
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and plan for interventions. Intervention plans will be documented on the provided form. An intervention
note book will be available to all grade level teams.
Resource personnel
WLC Steering Committee
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: The reading goal committee will collect professional articles regarding nonfiction and
will share them with staff.
2.6 Provides teachers and students opportunities to lead
7.4 Provides professional development for school personnel to help them implement improvement
interventions to achieve improvement goals
Allington 2002
Marzano 2002
List of Activities:
Activity
Begin
Date
Literacy
2012-09- 2013-06- Reading Goal Committee members Classroom teachers Resource
Goal
04
14
teachers Title 1 teachers
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Activity Description: Teachers will use the information learned from the nonfiction professional articles
to help plan for instruction, assessment, and intervention.
Planned staff responsible for implementing activity: Reading Goal Committee members
Classroom teachers
Resource teachers
Title 1 teachers
Resource
Funding Source
Title I Tutors
Title I Part A
Planned
Amount
500.00
Actual
Amount
Strategy Statement: Classroom teachers will use grade level collaboration/assessment time twice a year to
observe and discuss observations of other classrooms.
2.5 Fosters a learning community
2.6 Provides teachers and students opportunities to lead
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
Sousa, D. 2006
Calkins, L. 2003
List of Activities:
Activity
Begin Date
Literacy Goal
2012-09-04
SIP
End Date
2013-06-14
Staff Responsible
Classroom teachers Resource teachers
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Activity Description: Lab Classroom, teachers will observe colleagues teaching a lesson and then
collaborate together regarding the experience, best practice instruction, and student learning.
Resource teachers
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will implement Visible Thinking routines to support comprehension of
informational text.
3.1 Develops and implements curriculum based on clearly defined expectations for student learning
3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and
reflective of best practice
3.8 Implements interventions to help students meet expectations for student learning
Ritchhart, R. 2002, 2005
List of Activities:
Activity
Begin Date
Literacy Goal
2012-09-04
Literacy Goal
2012-09-04
SIP
End Date
2013-06-14
2013-06-14
Staff Responsible
Classroom teachers Resource teachers
WLC Steering Committee Ellen Cale
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Activity Description: Students will participate in Visible Thinking routines to deepen their thinking and
ability to comprehend informational text.
Resource teachers
Resource
Funding Source
Planned
Amount
Actual
Amount
Activity Description: Teachers will attend professional development sessions to become trained in
using Visible Thinking Routines during the 2012-2013 school year.
Planned staff responsible for implementing activity: WLC Steering Committee
Ellen Cale
Resource
Funding Source
Planned
Amount
Actual
Amount
1.1.11. Strategy: Title I summer school
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Strategy Statement: Title I tutors and staff work with students K-4 for 5 weeks on math skills
2.9 Responds to community expectations and stakeholder satisfaction
3.8 Implements interventions to help students meet expectations for student learning
Marzano 9
List of Activities:
Activity
Title I summer School
Begin Date
2013-07-08
End Date
2013-08-09
Staff Responsible
Principal Title I tutors teaching staff
1.1.11.1. Activity: Title I summer School
Activity Description: Title I students receive reading and word skill building support.
Planned staff responsible for implementing activity: Principal
Title I tutors
teaching staff
Resource
Funding Source
Title I Tutors and teaching staff
Title I Part A
Planned
Amount
3,500.00
Actual
Amount
Goal 2: Mathematics Goal
Content Area: Math
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Student Goal Statement: Wattles students in grades 1-5 will improve their speed and accuracy in computing
facts up to 10.
Gap Statement: Student basic math skills are lowest in subtraction and multiplication across all grade levels on
both Standardized tests and district and building common assessments.
Cause for Gap: Mastery of computation skills is not a focus of the everyday math curriculum, so students are
weak in this area. Also, students do not get enough direct, consistent practice on computation. Students cannot
apply higher level math skills when they do not know their basic facts.
Multiple measures/sources of data you used to identify this gap in student achievement: 1. Common Math
Assessments for 4th and 5th grade
2. MEAP
3. IOWA Computation test from 5th grade
4. Math Quarterly assessments-1st grade
5. Middle School Observations
progress and success of this goal? Math Goal Committee created pre and post tests.
Grade level benchmarks
Kindergarten: Introduce paper/pencil computation practice
1st grade: Timed tests on addition and subtraction problems up to 10.
2nd grade: Timed tests on addition and subtraction problems up to 20.
3rd grade: Timed tests on addition and subtraction up to 20, and multiplication up to 12.
4th grade: Timed tests on addition and subtraction up to 20, and multiplication up to 12.
5th grade: Times tests on multiplication up to 12, and division up to 12.
Contact Name: Gieleghem Alan
List of Objectives:
Name
Objective
Mathematics Wattles students grades 1-5 will improve computation skills based off of a fall pre-test score.
Goal
Computation will include addition, subtraction, multiplication, and/or division, based on grade
level expectations. Success will be shown in 3rd marking period when 90% of students score 90%
or higher on their timed test.
2.1. Objective: Mathematics Goal
Measurable Objective Statement to Support Goal: Wattles students grades 1-5 will improve computation
skills based off of a fall pre-test score. Computation will include addition, subtraction, multiplication, and/or
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division, based on grade level expectations. Success will be shown in 3rd marking period when 90% of
students score 90% or higher on their timed test.
List of Strategies:
Name
Strategy
Mathematics Teachers will give a computation pre test during the last week of September. Teachers will
Goal
give a computation midyear test before the end of the second marking period. Teachers will
give a computation post-test before the end of third marking period.
Mathematics Teachers will use Excel Math for daily computation practice.
Goal
Mathematics Teachers will develop a fifth grade computation challenge.
Goal
Mathematics Teachers will allot 10 minutes of every weekly computer lab time to practice computation
Goal
facts using Math Magician, Math Blaster, and One Breath Smart Board Activity.
Mathematics Teachers will have students make computation flashcard rings at the beginning of the year and
Goal
use those cards during buddy time to help practice their facts.
Mathematics Teachers will utilize Title 1 Tutors during before school and lunch time tutoring. Teachers will
Goal
work with Title 1 Tutors in the classroom to provide math computation support to Title 1
students .
Mathematics Teachers will plan a parent activity night for parents to learn strategies for practicing
Goal
computation at home.
Mathematics Teachers will give a weekly timed computation test in class and students may have
Goal
opportunities to "Beat the Teacher."
Mathematics Teachers will provide a list of suggested websites to students and parents so that students can
Goal
practice basic math facts at home.
Mathematics Teachers will utilize iPads with students and student buddies to practice basic math facts.
Goal
TitleI summer Title I tutors and teachers will provide basic math skills instruction.
school
2.1.1. Strategy: Mathematics Goal
Strategy Statement: Teachers will give a computation pre test during the last week of September. Teachers
will give a computation midyear test before the end of the second marking period. Teachers will give a
computation post-test before the end of third marking period.
3.3 Gathers, analyzes, and uses data and research in making curricular and instructional choices
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Susan Jo Russell
May 2000
List of Activities:
Activity
Mathematics Goal
Title I parent meetings on Math
Begin Date End Date
Staff Responsible
2012-09-04 2013-06-14 Classroom teachers
2013-02-01 2013-02-28 Title I Tutors Principal Math Goal Team
2.1.1.1. Activity: Mathematics Goal
Activity Description: Students will take a timed computation pretest at the end of September. Students
will take a timed midyear test by the end of the second marking period. Students will take a timed posttest by the end of the third marking period.
Resource
Funding Source
Planned
Amount
Actual
Amount
2.1.1.2. Activity: Title I parent meetings on Math
Activity Description: Meeting for Title I parents on strategies to work with students on math
computation skills
Planned staff responsible for implementing activity: Title I Tutors
Principal
Math Goal Team
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Resource
Funding Source
Title I Parent liaison
Title I parent meetings on Math supplies
Title I Tutors
Title I Part A
Title I Part A
Title I Part A
Planned
Amount
500.00
150.00
500.00
Actual
Amount
Strategy Statement: Teachers will use Excel Math for daily computation practice.
levels
4.7 Maintains a secure, accurate, and complete student record system in accordance with state and federal
regulations
Susan Jo Russell
May 2000
List of Activities:
Activity
Mathematics Goal
SIP
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers
Page 27 of 75
Activity Description: Students will use Excel Math daily to practice computation facts.
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will develop a fifth grade computation challenge.
1.5 Ensures that the system's vision and purpose guide the teaching and learning process and the strategic
direction of schools, departments, and services
7.2 Engages stakeholders in the processes of continuous improvement
Carroll, WM. 2000
Journal of Math Behaviors
List of Activities:
Activity
Mathematics Goal
SIP
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Dr. Garrett Fifth grade teachers
Page 28 of 75
Activity Description: Fifth grade students will participate in a fifth grade computation challenge.
Planned staff responsible for implementing activity: Dr. Garrett
Fifth grade teachers
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will allot 10 minutes of every weekly computer lab time to practice
computation facts using Math Magician, Math Blaster, and One Breath Smart Board Activity.
3.11 Coordinates and ensures ready access to instructional technology, information and media services, and
materials needed for effective instruction
5.10 Provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish the
system's goals
J.A. Baxter
Elementary School Journal 2001
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List of Activities:
Activity
Mathematics Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers
Activity Description: Students will spend 5 minutes of every weekly computer lab time practicing
computation facts using Math Magician, Math Blaster, and One Breath Smart Board Activity.
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will have students make computation flashcard rings at the beginning of the
year and use those cards during buddy time to help practice their facts.
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DJ Briars, 2000
K-12 Mathematics Curriculum Center
List of Activities:
Activity
Mathematics Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers Title 1 Tutors
Activity Description: Students will make computation flashcard rings at the beginning of the year and
use those cards during buddy time to help practice their facts.
Title 1 Tutors
Resource
Funding Source
card rings and cardstock
Title I Tutors
General Funds
Title I Part A
Planned
Amount
50.00
500.00
Actual
Amount
Strategy Statement: Teachers will utilize Title 1 Tutors during before school and lunch time tutoring.
Teachers will work with Title 1 Tutors in the classroom to provide math computation support to Title 1
students .
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5.2 Establishes and implements a process to assign professional and support staff based on system needs
and staff qualifications as may be required by federal and state law and regulations (i.e., professional
preparation, ability, knowledge, and experience)
5.12 Provides student support services coordinated with the school, home, and community
Extended time - Allington (2006)
Small group instruction - Pikulski (1994)
Practice -Guthrie (2004)
List of Activities:
Activity
Mathematics Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Title 1 Tutors Classroom teachers
Activity Description: Title 1 students will work with Title 1 Tutors to receive additional instruction and
support in mathematical computation. Tutors will utilize Math Boot Camp.
Classroom teachers
Resource
Funding Source
Title 1 Tutors
SIP
Title I Part A
Planned
Amount
11,250.00
Actual
Amount
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Strategy Statement: Teachers will plan a parent activity night for parents to learn strategies for practicing
computation at home.
4.4 Provides a system of communication which uses a variety of methods to report student performance and
system effectiveness to all stakeholders
6.2 Uses system-wide strategies to listen to and communicate with stakeholders
Middle School teachers, observations show that kids don't know their facts.
List of Activities:
Activity
Begin
Date
Mathematics
2012-09- 2013-06- Literacy Goal Committee Mathematics Goal Committee Science
Goal
04
14
Goal Committee
Planned staff responsible for implementing activity: Literacy Goal Committee
Mathematics Goal Committee
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will give a weekly timed computation test in class and students may have
opportunities to "Beat the Teacher."
Coburn (1989)
Bruner (1986)
List of Activities:
Activity
Begin Date End Date Staff Responsible
Mathematics Goal 2012-09-04 2013-06-14 Classroom teachers Mathematics Goal Committee members
Activity Description: Students are encouraged to take weekly timed computation tests in class and have
opportunities to "Beat the teacher."
Mathematics Goal Committee members
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will provide a list of suggested websites to students and parents so that
students can practice basic math facts at home.
2.5 Fosters a learning community
3.2 Promotes active involvement of students in the learning process, including opportunities for them to
explore application of higher-order thinking skills and investigate new approaches to applying their
learning
3.10 Provides comprehensive information and media services that support the curricular and instructional
programs
6.4 Communicates the expectations for student learning and goals for improvement to all stakeholders
J.A. Baxter
List of Activities:
Activity
Mathematics Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
classroom teachers
Activity Description: Students will practice computation facts at home using the websites provided by
teachers.
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will utilize iPads with students and student buddies to practice basic math
facts.
3.5 Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and
demonstrates an appreciation of diversity
3.11 Ensures that all students and staff members have regular and ready access to instructional technology
and a comprehensive materials collection that supports the curricular and instructional program
J.A. Baxter
List of Activities:
Activity
Mathematics Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
classroom teachers
Activity Description: Students will use iPads to practice computation facts, possibly with buddies.
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Resource
Funding Source
Planned
Amount
Actual
Amount
2.1.11. Strategy: TitleI summer school
Strategy Statement: Title I tutors and teachers will provide basic math skills instruction.
Parent survey
Marzano 9
List of Activities:
Activity
Title I summer school
Begin Date
2013-02-01
End Date
2013-02-28
Staff Responsible
Title I tutors Principal Teaching staff
2.1.11.1. Activity: Title I summer school
Activity Description: Title I tutors and teaching staff provide support instruction in basic math skills
Planned staff responsible for implementing activity: Title I tutors
Principal
Teaching staff
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Resource
Funding Source
Title I Tutors and teaching staff
Title I Part A
Planned
Amount
3,500.00
Actual
Amount
Goal 3: Science Goal
Content Area: Science
Student Goal Statement: Students will improve their academic writing in science.
Gap Statement: Based on 2011 4th grade writing MEAP results, the mean scores in the ideas, organization, and
style categories were significantly lower in academic writing compared to the narrative writing. Based on the
2011 4th grade writing MEAP results, 89% of the students scored 2 or 3 on the ideas traits in narrative writing
compared to 57% of students in academic writing. Based on the 2011 4th grade writing MEAP results, 91% of the
students scored 2 or 3 on the organization trait in narrative writing compared to 75% of students in academic
writing. Based on the 2011 4th grade writing MEAP results, 86% of the students scored 2 or 3 on the style trait in
narrative writing compared to 70% of students in academic writing.
Based on 2011 5th grade science MEAP results, 38% of the items were not answered correctly by 75% or more of
the students. 92% of these questions address the foundational skills and understandings necessary for scientific
competence.
Cause for Gap: The focus in science education has primarily been on learning facts and specific information and
not on the process and application. There is a lack of explicit instruction and opportunity for practice in making a
claim, collecting evidence, and reasoning in academic writing.
Multiple measures/sources of data you used to identify this gap in student achievement: 2011 MEAP
Student writing portfolios
Teacher Observation
progress and success of this goal? A sample of written arguments to support claims, using valid evidence and
reasoning will be collected as a pretest from 3rd graders in the spring 2012. A second sample will be collected as
post-test from 4th graders in March 2013. These samples will be evaluated using the Troy School District
Opinion/Argument Writing Rubric, kindergarten through 6th grade, (2012).
Contact Name: Clemence Angela
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List of Objectives:
Name Objective
Science Fourth grade students will improve their ability to write arguments to support claims, using valid
Goal
reasoning and sufficient evidence. The evidence of this will be the increase of score of at least one point
out of four using the Troy School District Opinion/Argument Writing Rubric, kindergarten through 6th
grade, (2012).
3.1. Objective: Science Goal
Measurable Objective Statement to Support Goal: Fourth grade students will improve their ability to write
arguments to support claims, using valid reasoning and sufficient evidence. The evidence of this will be the
increase of score of at least one point out of four using the Troy School District Opinion/Argument Writing
Rubric, kindergarten through 6th grade, (2012).
List of Strategies:
Name
Strategy
Science Teachers will plan and conduct a Family Goal Night
Goal
Science Science committee members, at each grade level, will provide colleagues with templates for and
Goal
examples of Visible Thinking Routines (specifically CSI and Claim, Support, Question) to support
writing arguments (claim, evidence, reasoning).
Science Science committee members will collect and score anchor papers at each grade level using the Troy
Goal
School District Opinion/Argument Writing Rubric, kindergarten through 6th grade, (2012).
Science Science committee members will provide third through fifth grade teachers with a writing
Goal
organization template to be placed on students' desktops.
Science Teachers will utilize power writing instruction for special education, ELL, and Title I general
Goal
education students in grades 3-5.
Science Title I tutors will plan units in power writing and writing arguments (claim, evidence, reasoning).
Goal
Science Title I tutors and staff, will receive professional development in power writing and writing
Goal
arguments (claim, evidence, reasoning) expectations at each grade level.
Science Teachers will provide students with multiple pieces of information and instruct students in how to
Goal
write an argument supported by evidence from the sources.
3.1.1. Strategy: Science Goal
Strategy Statement: Teachers will plan and conduct a Family Goal Night
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4.4 Provides a system of communication which uses a variety of methods to report student performance and
system effectiveness to all stakeholders
6.2 Uses system-wide strategies to listen to and communicate with stakeholders
Epstein (2009)
Dearing, et al (2006)
List of Activities:
Activity Begin
Date
Science
2012-09- 2012-09- Literacy Goal Committee Members Mathematics Goal Committee
Goal
27
27
Members Science Goal Committee Members
3.1.1.1. Activity: Science Goal
Planned staff responsible for implementing activity: Literacy Goal Committee Members
Mathematics Goal Committee Members
Science Goal Committee Members
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Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Science committee members, at each grade level, will provide colleagues with
templates for and examples of Visible Thinking Routines (specifically CSI and Claim, Support, Question)
to support writing arguments (claim, evidence, reasoning).
2.8 Provides for systematic analysis and review of student performance and school and system
effectiveness
levels
6.5 Provides information that is meaningful and useful to stakeholders
Ritchhart (2002, 2011)
Cazden (1988)
List of Activities:
Activity
Begin Date
Science Goal 2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers Resource teachers Title 1 Tutors
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Activity Description: Teachers will utilize Visible Thinking Routines and explicit instruction to teach
argument (claim, evidence, reasoning) writing skills.
Kindergarten students will use a combination of drawing and writing to state a topic and supply a reason
for the opinion.
1st grade students will clearly state an opinion about a topic and supply a reason for the opinion writing
multiple simple sentences.
2nd grade students will clearly state an opinion about a topic and supply more than one reason for the
opinion with a concluding statement.
3rd grade students will clearly state an opinion about a topic and supply reasons for the opinion which
are supported by evidence with a concluding statement.
4th grade students will generate a clear and relevant thesis, supply reasons for the opinion which are
supported with relevant evidence, and provide a concluding statement.
5th grade students will generate a clear and relevant thesis, provide logically ordered reasons that are
supported by facts and details, and provide a concluding statement.
Resource teachers
Title 1 Tutors
Resource
Funding Source
Title I Tutors
Title I Part A
Planned
Amount
750.00
Actual
Amount
Strategy Statement: Science committee members will collect and score anchor papers at each grade level
using the Troy School District Opinion/Argument Writing Rubric, kindergarten through 6th grade, (2012).
4.6 Demonstrates verifiable growth in student performance that is supported by multiple sources of
evidence
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Calkins (1994)
List of Activities:
Activity
Science Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Classroom teachers
Activity Description: Students will practice Opinion/Argument Writing (claim, evidence, reasoning).
Teachers will collect samples of the writing to use as anchor papers for staff.
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Science committee members will provide third through fifth grade teachers with a
writing organization template to be placed on students' desktops.
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Marzano (2001)
Mayer (2003)
Pressley et al. (1990)
List of Activities:
Activity
Begin Date End Date
Staff Responsible
Science Goal 2012-09-04 2013-09-14 Classroom teachers Science Goal Committee Members
Activity Description: Students in grades 3-5 will utilize a comparison writing organization template
kept on their desktop.
Resource
Funding Source
Planned
Amount
Actual
Amount
Strategy Statement: Teachers will utilize power writing instruction for special education, ELL, and Title I
general education students in grades 3-5.
2.3 Ensures compliance with applicable local, state, and federal laws, standards, and regulations
levels
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Lyle (
List of Activities:
Activity
Begin Date End Date
Staff Responsible
Science Goal 2012-09-04 2013-06-14 Special Education Teachers Title 1 Tutors Classroom teachers
Activity Description: Special education,ELL, and Title I general education students will receive
instruction in and opportunities to practice Power Writing.
Planned staff responsible for implementing activity: Special Education Teachers
Title 1 Tutors
Classroom teachers
Resource
Funding Source
Title I Tutors
Title I Part A
Planned
Amount
300.00
Actual
Amount
Strategy Statement: Title I tutors will plan units in power writing and writing arguments (claim, evidence,
reasoning).
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Pikulski (1994)
Allington (2004, 2006)
Cohen (1982)
List of Activities:
Activity
Science Goal
Begin Date
2012-09-04
End Date
2013-06-14
Staff Responsible
Title 1 Tutors
Activity Description: Title 1 Tutors will directly instruct Title 1 students in Power Writing and
nonfiction comparing and contrasting writing. Students will be provided with opportunities to practice
both types of writing.
Resource
Funding Source
Title 1 Tutors
SIP
Title I Part A
Planned
Amount
11,250.00
Actual
Amount
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Strategy Statement: Title I tutors and staff, will receive professional development in power writing and
writing arguments (claim, evidence, reasoning) expectations at each grade level.
3.10 Ensures that curriculum is reviewed and revised at regular intervals
5.3 Establishes and implements a process to design, evaluate, and improve professional development and
ensures participation by all faculty and staff
7.5 Provides research-based professional development for system and school personnel to help them
achieve improvement goals
PD research
List of Activities:
Activity
Begin Date
Science Goal
2012-09-04
End Date
2013-06-14
Staff Responsible
Activity Description: Title 1 Tutors and staff will participate in professional development regarding
teaching Power Writing and the specific grade level expectations for writing arguments (claim, evidence,
reasoning).
Planned staff responsible for implementing activity: Science Goal Committee Members
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Resource
Funding Source
Title I Tutors
Planned
Amount
500.00
Title I Part A
Actual
Amount
Strategy Statement: Teachers will provide students with multiple pieces of information and instruct
students in how to write an argument supported by evidence from the sources.
3.1 Develops and implements curriculum based on clearly defined expectations for student learning
3.2 Promotes active involvement of students in the learning process, including opportunities for them to
explore application of higher-order thinking skills and investigate new approaches to applying their
learning
Common Core Writing Standard
List of Activities:
Activity
Begin Date
Science Goal
2012-09-04
End Date
2013-06-14
Staff Responsible
classroom teachers, grade level teams
Activity Description: Students will read and consider multiple pieces of information and write an
argument supported by evidence from the sources. K-2 students will consider two pieces of information
and 3-5 students will consider three sources. The sources may include photographs, drawings,
informational articles, nonfiction books, narrative pieces, poetry, and data charts/graphs.
Planned staff responsible for implementing activity: classroom teachers, grade level teams
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Resource
Funding Source
SIP
Planned
Amount
Actual
Amount
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Resource Profile
SIP
Funding Source
Planned Amount
Actual Amount
General Funds
$50.00
$0.00
Other
$1,900.00
$0.00
Title I Part A
$48,649.00
$0.00
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Additional Requirements
Comprehensive 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 completed
prior to creating a new plan or annually updating an existing school improvement plan.
Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities.
Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measures
of data: student achievement data, school programs/process data, perceptions data (must include teachers and
parents; student data is encouraged), and demographic data.
1. How was the comprehensive needs assessment conducted?
The district wide continuous improvement team provided training to building level representatives on the
disaggregation, interpretation, and use of the data from the comprehensive needs assessment . The
comprehensive needs assessment included looking at perception, demographic, achievement, and program
evaluation data. The results of the data were shared to a larger group of stakeholders and examined for
strengths and weaknesses. From this analysis, goals were evaluated and revised.
2. Describe the process to identify children who are failing or most at risk of failing to meet the state core
curriculum standards in the four core academic areas.
In September, tutors use new class lists to record data from the previous year. This includes MEAP scores,
Fountas and Pinnell Benchmark Reading Assessment, Math Year-end or common assessment scores, Spring
Writing Sample Rubric Scores, past Title I participation, and teacher recommendation. Last year's report
cards are also used to add to the assessment data. Those students with the lowest scores are those with the
greatest need. They are placed on a priority ranked classroom list. After a Title I list is generated for each
class, the list is shared with the present classroom teacher for input.
Each grade level is aware of the selection criteria used to identify the eligible students, develop their
referral process using the same criteria, and use the criteria to identify students for services. The criteria
that causes the student to be eligible for the program is also the criteria to exit the program.
Students who are new to our school are evaluated in Reading using the Fountas and Pinnell Benchmark
Assessment System, Writing using a writing sample and Math using Everyday Math or Excel assessments.
When available, previous MEAP or other testing data is also recorded for the student.
If needed, student achievement data can be retrieved from Pearson Inform. Additionally, data from district
and school common assessments is stored in Mastery Manager. Teachers are able to retrieve demographic,
achievement, and process data from these sources.
In addition to the students identified by the achievement focused needs assessment, children who have been
in Head Start, Even Start, or Early Reading First-2 years preceding entering kdg. and Migrant Children,
Neglected/Delinquent Children, and Homeless are all automatically eligible for services.
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3. List the multiple, educationally, related, objective criteria established for the needs assessment process that
will be used to identify children who are failing or most at risk of failing to meet the state core curriculum
standards in the four core areas. The criteria must be consistent by grade level and content area.
Students are assessed in the areas of Language Arts, Math, Science and Social Studies. This includes MEAP
scores, Fountas and Pinnell Benchmark Reading Assessment, Math Year-end or common assessment scores,
Spring/Fall Writing Sample Rubric Scores, past Title I participation, and teacher recommendation. Last
year's report cards are also used for assessment data. Additionally, performance assessments provide
opportunities for students to demonstrate understanding in multiple formats. Science and Social Studies are
assessed through end of the unit tests, projects, and teacher recommendation.
In addition to the students identified by the achievement focused needs assessment, children who have been
in Head Start, Even Start, or Early Reading First-2 years preceding entering kdg. and Migrant Children,
Neglected/Delinquent Children, and Homeless are all automatically eligible for services.
Criteria to determine eligibility for Title I services:
Grade 3
- 2nd grade teacher's recommendation
- Spring of 2nd grade or Fall of 3rd grade Fountas and Pinnell Reading assessment
(below grade
level score)
- Writing Sample: Spring of 2nd grade (score below 4.0) or Fall of 3rd grade
Writing Sample (score of 2.5 or below)
- Everyday Math 4th quarter 2nd grade common assessment (below 75% total score)
- Everyday Math end of Unit test in 3rd grade (below 75% total score)
- End of unit Science or Social Studies test (below 75% total score)
- Last year's Title I eligibility
- Failed 3rd grade Reading MEAP
- Failed 3rd grade Math MEAP
Grade 4
- 3rd grade teacher's recommendation
- Spring of 3rd grade or Fall of 4th grade Fountas and Pinnell Reading assessment (below grade
level score)
- Spring of 3rd grade or Fall of 4th grade Writing Sample (score of 3.0 or below)
- Everyday Math 4th quarter 3rd grade common assessment (below 75% total score)
- Everyday Math end of Unit test in 4th grade (below 75% total score)
- Failed 3rd or 4th grade Reading MEAP
- Failed 3rd or 4th grade Math MEAP
- Failed 4th grade Writing MEAP
Grade 5
- 4th grade teacher's recommendation
- Spring of 4th grade or Fall of 5th grade Fountas and Pinnell Reading assessment (below grade
level score)
- Spring of 4th grade or Fall of 5th grade Writing Sample (score of 3.5 or below)
- Everyday Math 4th quarter 4th grade common assessment (below 75% total score)
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- Everyday Math end of Unit test in 5th grade (below 75% total score)
- Failed 4th or 5th grade Reading MEAP
- Failed 4th or 5th grade Math MEAP
- Failed 4th grade Writing MEAP
4. Preschool through Grade 2 students shall be selected solely on the basis of such criteria as teacher judgment,
interviews with parents and other developmentally appropriate academic measures. Describe those criteria,
if applicable. Enter "Not Applicable" if the school does not allocate Title I funds to serve Preschool through
Grade 2 students.
Students are identified through interviews with parents, teacher judgment, age appropriate performance
assessment of expectations in all academic areas.
Teachers use the Michigan Literacy Progress Profile (MLPP) tasks of Letter and Sound Identification,
Concepts About Print, Grade Level Word Lists, and Phonemic Awareness to assess students and identify
those in need. Other Language arts assessments include Oral Reading Records using the Fountas and
Pinnell Reading Assessment, and a Writing Sample using the Troy School District Writing Portfolio and
Rubric. The Everyday Mathematics end of unit and quarterly common assessments are used to identify
students in need of math tutoring. Other assessments include teacher made checklists and rubrics. Report
card grades are also used to determine eligibility. Science and Social Studies informal assessments are also
used to determine eligibility for Title I services.
Kindergarten:
- Teacher recommendation
-MLPP tasks:
Letter Identification (score of below 50/54)
Sound Identification (score of below 20/26)
Phonemic Awareness (score of below 5/8 on any sub-task)
Kindergarten Word List (score of below 15/32)
Concepts About Print (score of below 18/22)
- Fountas and Pinnell Reading Assessment (below grade level)
- Math assessment at card marking or conference
- Writing Sample (Spring - score of 1.5 or below)
First Grade:
- Kindergarten Teacher recommendation
- Everyday Mathematics end of unit test or quarterly common assessment (less than
75% correct)
- Writing Sample (Spring of kindergarten or fall of first grade-score of 1.5 or
below)
- First grade teacher recommendation
Second Grade:
- First Grade teacher recommendation
- Everyday Mathematics end of unit test or quarterly common assessments (less than
75% correct) from spring of previous year or current year)
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- Writing Sample (Spring of first grade or Fall of second grade-score of 2.5 or
below)
- Second grade teacher recommendation
Services for Eligible Students
The supplemental assistance provided to Title I, Part A eligible students are included as Activities within the
Goals section of the school improvement plan.
Incorporated into Existing School Program Planning
1. Describe how the program planning for Title I, Part A students is incorporated into the existing school
improvement planning process.
Title 1 program planning is conducted through site based decision making involving a team of stakeholders.
Title I staff, the building administrator, teachers, and parents of Title I eligible students are a part of the
Parent Advisory Team to plan the program, its implementation and evaluation. Interventions identified as a
Title I interventions are designed to meet the needs of students at risk of failing the core subjects.
Wattles has a Parent Advisory Team that meets to assist Title I staff in making decisions regarding services
and communications to Title I students. This team has developed new interventions and procedures to better
serve the needs of our Title I students and families. The Title I Parent Advisory Team also helps formulate
strategies and activities and advises us in determining the best delivery system of service. Several members
of the Parent Advisory Team are also on the Wattles Learning Community School Improvement Team. This
shared leadership allows smooth interactions between Title I and the School Improvement process.
The Parent Advisory Team is a partner in every step of the school improvement process: planning,
implementation and evaluation - advising us and sharing with us what they as stakeholders see as important
and effective. One valuable way that they've made suggestions is how to inform parents about the school
improvement process. Suggestions about a separate Title I newsletter, webpage information and updates
and parent surveys have helped us make current information available to parents as needed.
Analyzing data is central to identifying eligible Title I students as well as identifying and documenting goals
for our School Improvement Plan. Title I students are identified to be at risk in failing to meet state
standards, and so, are often the ones that need the most help. When strategies and activities are put into the
School Improvement Plan, Title I tutors can reinforce and provide the repetition necessary for Title I
students to make progress in meeting those goals. Under the supervision of a classroom teacher, Title I
tutors can target students who need extra support with materials purchased with Title I funds. Because Title
I tutors are members of the Wattles Learning Community, they provide valuable information in formulating
school improvement strategies and activities. They carry out many of the activities with the students most at
risk. Title I tutoring is a specific strategy that is written into our School Improvement Plan for each of our
three goals.
Instructional Strategies
The instructional strategies that are focused on helping eligible students who are failing or at risk of failing to
meet the State core curriculum standards in the four core academic areas must be included as Strategies within the
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Goals section. The strategies must be based on scientific research and minimize the amount of time students are
pulled from the regular classroom.
Title I and Regular Education Coordination
1. Describe the coordination of Title I, Part A services with the traditional educational services offered at the
school, including those services offered to students with limited English proficiency (if applicable).
All classroom teaching and Title I staff are aware of eligibility requirements for Title I services and have
received a copy of the Eligibility Guidelines. These same guidelines also provide criteria to exit students
when services are no longer needed.
In the fall, Title I tutors gather data on students and conduct a needs assessment to determine students most
at risk in each class. This list is shared with the teacher and together they determine a schedule that
maximizes academic support for the student and minimizes classroom interruptions.
Classroom teachers update Title I tutors when the students complete a unit test or an assessment. This
allows us to find eligible students or to exit students from the program.
At report card marking, the Title I tutors share the list of eligible students with the classroom teacher. This
information also includes what areas the students' qualify for and what interventions are being used, how
often the student is seen and what progress is being made. The give and take of data is frequent and ongoing
between classroom teacher and Title I tutor.
Title I services are provided to eligible students who qualify for Special Education, ESL, and Reading
Support services. Many of these students qualify in only one area and still need support in other areas not
serviced by Special Education, ESL or Reading Support like Math, Science or Social Studies.
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 could
include a timeline for curriculum review or a description of the review process.
The curriculum is aligned to state content expectations and common core in the areas where those
expectations are in place. The curriculum is aligned or in the process of being aligned to the newly adopted
Common Core State Standards. A calendar of program evaluation, materials review, and implementation is
in place and followed for all content areas. Teachers are provided time to participate in the implementation
of the curriculum based on the professional development calendar.
2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how all
stakeholders are involved in the process.
Curriculum review:
Review of current content expectations and state assessments
Review of research based literature and best practices in content area
Form study group from stakeholders
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Review current practice in building and building vision and goals
Implement revised curriculum guide to include expectations and assessments
Select and review resources
Develop or refine district common assessments
Determine professional development needs for implementation
Project budget implications
Determine use of technology integration as a tool for learning
Implementation:
Provide program overview to target staff and administrators
Develop and offer professional development to support implementation
Support technology integration as tool for learning
Monitoring:
Collect data from district common assessments
Share and discuss data from state, district, and classroom assessments
Program evaluation:
Review data from state, district, and classroom assessments
Identify and celebrate successes
Identify areas for consideration
Instruction by Highly Qualified Professional Staff
1. Provide an assurance statement that all teachers and Title I, Part A instructional paraprofessionals are highly
qualified OR a state-approved plan is in place for staff that does not meet requirements.
All Title I A paraprofessionals that provide instruction to Title I eligible students meet the No Child Left
Behind requirements for highly qualified, and all teachers in the school meet the NCLB requirements for
highly qualified.
We have 6 part-time Title I tutors at Wattles. Three are certified teachers. Of the three others, one has a
Bachelor's degree from Indiana University in PA and one has a Bachelor's degree from Ferris State. The
other has an Associate's degree from OCC and parapro certification from Oakland Schools.
High-Quality and Ongoing Professional Development
Use the results of the comprehensive needs assessment to create a written professional development plan that
identifies ongoing, sustained professional development that is aligned to the Goals, Objectives and Strategies. The
specific professional development activities must be included as Activities under the Goals section. District
professional development activities that align to the school's CNA should also be included in the school-level
Activities section. Title I, Part A funded professional development in a targeted program should be focused first
on Title I, Part A funded staff and secondarily, if appropriate, on other staff and individuals that work closely with
Title I, Part A students within the regular educational program if such participation will result in better addressing
the needs of the participating students.
Strategies to Increase Parental Involvement
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1. It is critical that the school improvement team refers to the legislation included in the targeted school rubric
as guidance while completing this section.
Describe, in detail, the Section 1118 (e)(1-5) and (14) and (f) strategies employed by the school to increase
parental involvement.
Wattles has developed a Parent Involvement Policy based on the Troy School District Parent Involvement
Policy in conjunction with our Parent Advisory Team. This policy has been distributed to parents of eligible
students and is also available on the school's website. A website link is available to parents who may need
the policy translated into their native language (www.translate.google.com). The policy is updated as
needed with the consultation of the Parent Advisory Team.
After the school year gets underway and student data is analyzed, students eligible for Title I services are
identified. A compact is sent home to inform and engage parents and students in improving the student's
academic progress. These students and their parents are invited to an informational meeting where parents
are informed about the requirements of Title I and their parental rights and questions and concerns can be
addressed. This school year, our meeting was held on October 6, 2011. We gave parents materials and
many different ideas for helping their children with academics at home. We also assisted parents in
understanding the State's Content Standards and assessments. In addition, we gave them information
regarding how to monitor their child's progress in school. This meeting was held prior to our Family Goal
Night Meeting to introduce the School Improvement goals to our families.
In addition to the informational meeting held on Oct.6, we held three more Title I Parent Nights. On
November 30, we held a meeting during which parents of Title I students were introduced to the new Words
Their Way Word Study Program implemented this year. On February 28, we held a meeting during which
Title I students and their parents learned different ways in which they can practice math skills at home. On
May 14, we held a meeting for Title I students and their parents during which information was provided
about our Title I Summer School Program. At each of these three Title I Parent nights, materials were
provided to help Title I parents assist their students at home. In addition, survey forms were provided to
each parent at each Title I Parent night. The surveys helped us to plan future meetings that would meet the
needs of the parents.
Parental involvement is also encouraged by offering a variety of opportunities for parents to volunteer in
the school, for example: in the media center, in the classroom, as a reading parent, or a PTO parent.
The Title I staff, in conjunction with the Parent Advisory Team, are always in search of new and exciting
ways to involve parents with our school. Fall, winter and spring newsletters provide an opportunity to share
tips about helping at home and share information about other programs that could benefit their child.
Included in each newsletter are websites and/or apps that could be helpful for continued learning at home.
PTO meetings offer an opportunity to coordinate parent involvement through grade level representatives.
We train staff in ways to build effective parent involvement in school. One way that we involve parents is to
survey the parents and students involved in the Title I program. The May survey allows parents to give
suggestions and request support for their child. Information from this survey is analyzed and helps to guide
our future decisions about programming and sharing information. We survey parents after each
Parent/Child Night to assist in future planning. We also survey the parents of students and the students who
participate in morning tutoring. Parent feedback has enabled us to make the morning tutoring program as
student and parent friendly as possible. A parent survey is also given out after our two summer programs:
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Summer School and Super Summer Success Reading Program. These surveys help us to plan for the future
and address any problematic issues.
2. Describe the role of parents in the following targeted school plan/program areas:
2a. Design
Wattles Title I program begins the school year by involving parents from the start. As soon as student
eligibility is determined, a parent/child/school compact is sent home. Teachers and tutors fill out and sign
the compact, sending it home for the parents and students to sign. When the compact is returned with at
signature, we make a copy to be sent home to be kept at home.
In the fall, a Parent Meeting is held to share Title I information with parents. We also meet with the Parent
Advisory Team to review and update forms and policies to best fit the needs of our students and their
families.
As the first card marking ends, Title I tutors share information with teachers about eligible students,
interventions and students' progress toward goals. This is discussed with parents at November
Parent/Teacher conferences and a box is checked on the Compact.
Students are invited to participate in morning tutoring sessions in November and at the conclusion, a
parent survey is sent home for input.
Throughout the school year, as students are assessed in Reading, Math, Science and Social Studies, the
information is shared with parents. Should an interpreter be required, one is provided.
This assessment information is also shared with the Title I tutors. If a student needs more intensive support,
the data that is gathered points to the intervention needed by Title I tutoring.
2b. Implementation
Parental Involvement is a priority at Wattles. We have established a Parent Advisory Team, consisting of
parents of eligible students, the principal, Title I tutors and the reading teacher. The Parent Advisory Team
has been instrumental in developing new parent communications, options for services available as well as
planning Parent/Child Night activities.
In addition to our Parent/Child Nights, the Title I tutors send a newsletter home three times a year. This
newsletter informs parents about what each grade has been working on as well as tips or websites and/or
apps that can help students at home with academics.
Our Wattles School website also has a Title I webpage. The webpage contains the Parent/Child/School
Compact, Parental Involvement Policy, current newsletter, links to helpful websites and/or apps, Title I
tutor biographies,and a Title I brochure which includes a Q and A and other pertinent information.
Teachers meet with parents at conference time and review goals and progress of Title I students.
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Parents are also encouraged to volunteer at school in a variety of ways.
A Parent Survey is sent home in May to allow parents to share ideas and give input to help serve the
students' needs best. A Student survey is also given to students in May to get their input as well.
When a student attends morning tutoring, at the completion of the sessions, a parent survey is sent home to
get parent input. This input is helpful in planning both the curriculum area and the timing of future
morning tutoring sessions.
A parent survey is also given out after our two summer programs: Summer School and Super Summer
Success Reading Program. These surveys help us to plan for the future and address any problematic
issues.
2c. Evaluation
At Wattles, we actively pursue parent input in the planning and implementation of Title I programs. After
many interventions, a parent survey is sent home to gather input about that particular intervention. After
Summer School, the Super Summer Success Reading Project, morning tutoring sessions, and the
Parent/Child Nights, surveys help us determine the best use of personnel and materials. A Parent Survey is
sent home in May to allow parents to share ideas and give input to help serve the students' needs best. A
Student Survey is also given to students in May to get their input as well. This year's results show that 80%
of the parents believe that their child is doing better academically because of Title I tutoring and 14% say
that they're starting to see progress. The student survey showed that 98% of the students feel that Title I
tutoring has helped them all of the time (66%) and sometimes (32%). Over half (54%) of the students
attended before-school tutoring and/or lunchtime tutoring (66%). Eighty percent of those students felt that
the extra tutoring was helpful.
At the Parent Advisory Team meeting on January 26th, we reviewed the Parent/Child/School compacts and
discussed the usage of a new cover letter that would go home with the compact and explain what kind of
services will be available to an identified Title I child. We also discussed the planned Title I Parent
Meeting Nights and received input from the Parent Advisory Team regarding the time for these meeting
nights, the topics to be discussed, when invitations should be sent home and whether babysitting should be
provided for younger siblings. Members of the Parent Advisory Team requested that next year we begin
communicating information about Title I Parent Meetings by e-mail. We also depend on the Parent
Advisory Team to assist us in determining the effectiveness of our interventions and activities. They are
also instrumental in designing new activities and interventions.
3. Describe how the school provides individual student academic assessments results, including interpretation
of those results, in a language the parents can understand.
Teachers and parents discuss classroom assessments at Parent/Teacher conferences. Copies of state
assessment results, with explanations provided by the State Department of Education, are sent home to
parents when a student participates in the state assessments. Results of the fifth grade Iowa Test of Basic
Skills and the Cognitive Abilities Test are also sent home with explanations provided by the Troy School
District. The results are sent home in English, but translation is available, if needed.
A link to a translation website is available on the Wattles Title I webpage for those parents who would
prefer a newsletter or other communication that was sent home electronically translated into their native
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language. The school district also has access to translators who can translate a document into a native
language if that is needed.
4. All Title I schools must have a School-Parent Compact. Describe the role of parents in the development of
the School-Parent Compact, including the most recent review and revision of content. Elementary schools
must also provide an assurance statement that the compact is discussed at least annually at parent-teacher
conferences.
During school years 2009-2010 and 2010-2011, the Parent Advisory Team met to develop a meaningful
Parent/Child?School Compact. We looked over samples and reviewed the necessary components and
developed a compact for Wattles School.
At the Parent Advisory Team meeting on January 26, 2012, we reviewed the Parent/Child/School compacts
and discussed the usage of a new cover letter that would go home with the compact and explain what kind of
services will be available to an identified Title I child. We talked about the box at the bottom of the compact
that could be checked when the teacher and parent discussed the student's Title I progress at
Parent/Teacher Conferences in November and March.
5. Describe how the parent involvement components of the targeted plan will be evaluated.
A Parent Survey is sent home in May to allow parents to share ideas and give input to help serve the
students' needs. A Student survey is also given to students in May to get their input as well. The results are
analyzed and then shared with the tutors and the Parent Advisory Team. Decisions about future plans
and/or programs are made using input from the surveys.
More specifically, after the completion of an activity or program, a survey is sent home to gather input
about that particular event. These surveys help us to plan for the future and address any problematic issues.
After our Title I Parent Meeting Nights, a very short survey is given to parents to determine if the meeting
was helpful and in what ways our school can better help both parents and students. We use the information
obtained from these short surveys to help in our planning of future events. When a student attends morning
tutoring, at the completion of the sessions, a parent survey is sent home to get parent input. This input is
helpful in planning both the curriculum area and the timing of future morning tutoring sessions. A parent
survey is also given out after our two summer programs: Summer School and Super Summer Success
Reading Program. These surveys help us to plan for the future and address any problematic issues.
6. Summarize the results of the evaluation and how those results will be used to improve the targeted program.
The surveys collected after the completion of the Super Summer Success Reading Program indicated that
the parents and students overwhelmingly thought that the books sent home were helpful in keeping students
reading over the summer and were both interesting and the right reading level. Some comments included
having a mid-summer meeting to exchange books so they could read more and the idea of taking more
books home.
The surveys from the Title I Summer School indicated 89% of the students felt that summer school helped
them in reading and math. 100% of the parents felt that summer school helped their child maintain their
math skills, while 97% felt that it helped their reading skills. Comments included that homework should be
sent home and that parents felt that more challenging work should be offered to students during summer
school.
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7. Attach the School-Parent Involvement Plan (that addresses Section 1118 activities) that is aligned to the
District's Board Policy in the Supporting Documentation section. Attach the School-Parent Compact in the
Supporting Documentation section.
Preschool Transition Strategies
1. Describe preschool transition strategies (more than once a year visitation). If the school serves only middle
school or high school grades, the school may put a statement in the box that indicates this section is "Not
applicable due to grade levels served".
Kindergarten round up is conducted in the spring. New student tours are conducted at another time to
familiarize students with the building. At Kindergarten Round-up, we invited the future students and their
families to join us at our School Fair and the Ice Cream Social to become more familiar with the school in a
fun way. We host a kindergarten meet and greet before the first day of school so that students can meet their
teacher and visit the room with a parent. Summer letters sent to families inform them about procedures as
well as the kindergarten curriculum night and kindergarten literacy night.
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.
Ongoing professional learning is provided in the development and use of balanced assessments within our
schools and classrooms. Topics for professional development include use of formative assessments,
feedback for students, matching assessment targets to assessment methods, use of alternative assessments
including personal communication, products, and constructed response. Common assessments are
developed and analyzed by grade level and content departments at the district and school level. Common
assessment development and use is a vital priority. Teachers maintain anecdotal notes and create teacher
notes from student conferences.
Coordination of Title I, Part A and Other Resources
1. Describe the coordination and integration of Federal, State and local programs and services in a manner
applicable to the grade level, including: violence prevention programs, nutrition programs, housing
programs, Great Start Readiness Program, adult education, vocational and technical education, and job
training.
Targeted Assistance Programs coordinate and integrate Federal, State and local programs and services. To
support the needs of Title I students, Special Education, ESL and Reading Support services are available to
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students who qualify for those services. Local programs such as fire safety, tobacco awareness, disability
awareness, dental health, healthy heart, shoplifting prevention, saving money and career programs are
available to all students at Wattles, including Title I students.
The school provides information regarding the various programs operated at city or county level and assists
parents in locating appropriate services to meet their needs.
Ongoing Review of Eligible Student Progress
1. Describe the ongoing process and assessment tools utilized to monitor the progress of participating eligible
students.
Student assessment is ongoing so that students that are at risk for failing to meet academic standards have
access to Title I services on a timely basis and then are discharged when they reach the achievement
standard.
After the initial fall needs assessment, Title I tutors are updated with student scores as they become
available during the school year. This provides evidence to either continue services or transition the
students from the Title I program. Student assessments also provide data to show the effectiveness of
interventions and identify professional development needs. At Wattles, teachers have access to formal
reporting updates (after a unit or common assessment-Remediation list) or informal identification of
students needing interim support before a formal assessment takes place (Current Needs list). A card
marking update of eligible students is provided for each classroom serviced by Title I tutors, detailing
academic areas and interventions used. When a student no longer needs Title I academic support as
evidenced by assessment scores and teacher recommendation, parents are notified.
2. Describe how data will be utilized to inform instruction.
When a student's assessment scores fall into the eligibility criteria, teachers provide a copy of the
assessment to the Title I tutor. This data is analyzed to determine what the student knows or is able to
demonstrate, as well as what the student confuses or does not know. Together with the teacher, the Title I
tutor determines focus of instruction and what interventions will be used. The The Title I tutor links new
learning to concepts already known to ensure that new learning becomes established. It also allows the
teacher or tutor to group students for instruction. This assessment data, when analyzed across a grade level,
becomes the focus of morning tutoring sessions and allows the tutor to invite eligible students to maximize
instructional impact.
3. Describe how data will be utilized to evaluate and, if necessary, revise the targeted assistance program
services for students.
Data from student assessments is also utilized to evaluate our Title I interventions. Title I tutors analyze test
data and plan interventions to fill in the gaps. After the intervention, students are retested on target concepts
and the results are shared with the classroom teacher. They jointly determine whether the intervention will
continue or not, and instruction is adjusted as needed. The retest data helps determine if the intervention
was effective, and the program is revised as needed. Often, more time or less time is assigned to students
based on retest scores. New interventions are sought out when past interventions are not effective.
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The guidance of the Parent Advisory Team is helpful in this area as well. Their input helps to determine if
an intervention is successful from a parent's point of view.
Surveys sent to parents about the program as a whole, and also after an activity or program, help us to
adjust and revise our services to better fit the needs of parents and students. We have implemented many
suggestions that were given from surveys.
4. Describe how evaluation of program services will be used to plan professional development for teachers
related to identification of students and implementing student academic achievement standards in the
classroom.
As part of the Wattles Learning Community, teachers and other building staff meet in content area and
grade level groupings to discuss student progress. Teachers meet in grade level and cross grade level
groups monthly to discuss the needs of students. Title I tutors are members of these groups and share
information about struggling students and effective interventions. These meetings bring to light many ideas
that can be used for professional development so that teachers can better identify students based on
academic achievement standards at their grade level.
Professional development, consisting of strengthening classroom instruction, how to conference with
students, high impact intervention strategies for reading, writing, math, non-fiction reading and study skills
is available to teachers and Title I tutors. Some professional development is held within the building and
some is held within the district. Often, staff within the district is able to provide meaningful and useful
professional development that addresses our school district's unique needs.
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 Continuous Improvement Team uses and supports the use of technology at the building level to
develop and monitor the School Improvement Action Plans in multiple ways.
All users have individual e-mail accounts, and much collaboration occurs online using a Moodle virtual
learning environment system. Blogs set up by teachers are also an online sharing venue.
Technology is a critical component of supporting and improving student achievement. Administrators and
teachers are being trained on use of the Pearson Inform data analysis system to examine performance on
multiple student assessment measures, down to a grade level content expectation or benchmark level. This
allows problem areas to be identified rapidly, and helps teachers and administrators intervene with
struggling students earlier than before. This coupled with the Mastery Manager test scoring and analysis
product for common assessments provides a more complete picture of student comprehension and
achievement than relying on last-years high stakes test scores.
The district also has classroom websites available for every teacher through the Edline hosting system to
enable easy communication with parents regarding homework and grades. Grade books are also available
electronically both at school and at home, enabling teachers to manage their record keeping and submit
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scores to the district's student information system quickly and easily. Report cards are done on-line so that
teachers can work on grades from home and school. These report cards are printed to be distributed to
parents.
SmartBoards are an integrated part of instruction and learning. We had 14 SMART boards. This technology
makes lesson presentations student involved. Teachers attend ongoing professional development in the
integration of SmartBoards into their instructional practice.
Wattles School is also using technology to communicate with parents. There is a twice monthly newsletter
that is sent directly to the parents. Parents who do not have e-mail access receive a hard copy. The
information distributed is what happened in school, pictures of activities from that week and upcoming
events. Wattles has a Title 1 web page for families to access information.
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.
Evaluation of the SIP is ongoing through the Wattles professional learning community. The goal teams
review the data and make decisions for future school improvement work.
2. Describe how school and student information and progress will be shared with all stakeholders in a language
that they can understand.
Student information and progress is shared with the community through school and teacher websites, a
twice monthly e-mail newsletter sent to the Wattles family e-mail addresses and the School Improvement
Team's reports to the PTO. Native language translations are available to families if needed. Title I
newsletters are sent home three times a year and are posted on the Wattles website as well. Monthly Parent
Involvement newsletters, provided by the school district, are sent home with Title I students and posted on
the website.
Building Level Decision-Making
1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited to
the development of the Goals, Objectives, Strategies and Activities included in the school improvement
plan. School board members, school building administrators, teachers and other school employees, pupils,
parents of pupils attending that school, parents of pupils receiving Title I, Part A services and other residents
of the school district shall be invited and allowed to voluntarily participate in the development, review and
evaluation of the district's school improvement plans.
The Wattles Steering Committee was established with volunteers from the staff. There are 6 core members
from all academic/grade levels. Each one of these members has a specific position to help further meeting
the building goals. The Steering Committee meets every other week to plan activities to share with the staff
in pursuit of the goals. In addition, a district consultant has presented Visible Thinking Strategies once per
month. On opposite weeks, all building stakeholders are invited to attend meetings to share their ideas and
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give input to the process. This year the stakeholders divided into goal teams. These goal teams decide how
to design the process that they want to use to get to attain the goal.
At the district level, the School Improvement team involves parents, staff members from all disciplines and
levels, administrators and students in the development, review and evaluation of the district's school
improvement plans.
Teacher representatives or NCA steering committee chairs attend PTO meetings to further share updates
with parents and the community. Our twice monthly school newsletter, which includes NCA information, is
sent to Wattles families and is available on the Wattles school website.
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Assurances
EdYES!
1. Literacy and math are tested annually in grades 1-5 (MCL 380.1280b)
Response: Yes
Comments: Students in grades 1-5 have annual assessments in reading and math.
2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this). If yes, ple
the report on your website in the comments field (if applicable).
Response: Yes
Comments: Yes, we publish an Annual Report.
http://wattles.troy.k12.mi.us/web/parent/Wattles%20annual%20report%20in%20order%20for%20web%
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 health
environments. If your school completed the HSAT in the past year, you may refer back to your report to answer
the following assurances. Responses to these assurances are necessary - whether you've completed the HSAT or
not. These assurances are designed to help school improvement teams think about conditions for learning in their
school, specifically related to student health and safety, and develop strategies in their school improvement plan to
address 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
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Comments: Wattles School has written rules for building, bus, and playground safety. These rules are in
writing for and shared with staff, parents and students. We conduct safety code drills for fire,
tornado and security.
2. All teachers in our school have received professional development in management techniques to create
calm, orderly classrooms.
Response: Yes
Comments: Teachers and support staff attend a staff meeting every fall to review school safety policy and
procedures. Fourteen Wattles teachers serve on a Positive Behavior Support Committee.
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: Yes
Comments: We communicate school safety and health policies through our handbook, newsletters and
website. We also have health and safety posters on display in our school hallways and
bathrooms.
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 changes
that we have made on student attitudes and behaviors.
Response: Yes
Comments:
5. Our school has taken action on the Michigan State Board of Education Policy on Comprehensive School
Health Education.
Response: No action taken
Comments:
6. All teachers who provide health education instruction received annual professional development/continuing
education specifically related to health education.
Response: Yes
Comments:
7. The health education curriculum used in our school is the Michigan Model for Health® Curriculum.
Response: Yes
Comments:
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8. The health education curriculum used in our school involves student interaction with their families and their
community.
Response: Yes
Comments:
9. Our school has taken action on the Michigan State Board of Education Policy on Quality Physical
Education.
Response: Adopted policy, fully implemented
Comments:
10. At our school, physical education teachers annually participate in professional development specific to
physical education.
Response: Yes
Comments:
11. The physical education curriculum used in our school is:
Response: Exemplary Physical Education Curriculum (EPEC)
Comments:
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: The theme of the spring open house at Wattles this year is physical fitness. Wattles' families
will participate in physical activities together and learn more about fitness while playing
Health and Fitness Jeopardy. Wattles' students participate in a Mileage Club and are
encouraged to run/walk the school track daily. Families are informed regarding the Mileage
Club and are encouraged to extend the activity to home. Wattles' teachers sponsor a Dance
Club after school. Wattles' staff members combine movement and learning to help students
learn basic math facts and word study. These learning strategies were shared with parents at
two separate Title 1 Family Nights on Feb. 28 and May 14th.
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: Adopted policy, but not fully implemented
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Comments: Currently adapting menus to comply with both the Michigan Nutrition Standards and the
recommended Standards from USDA.
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 classroom
celebrations/parties or at school events.
Response: Yes
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: Our participation for reimbursable meals has increased.
19. Our school has a health services provider or school nurse accessible to students.
Response: No
Comments:
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.
Comments:
21. Our school has a system in place for collecting relevant student medical information.
Response: Yes
Comments:
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22. Our school has taken action on the Michigan State Board of Education Positive Behavior Support Policy.
Response: Adopted policy, but not fully implemented
Comments: Fourteen Wattles' teachers are serving on a Positive Behavior Support Committee. They have
met several times to create a PBS plan to be implemented in the 2012-2013 school year.
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 and
other peer to peer aggression.
Response: Yes
Comments:
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:
26. During the past 12 months, the school counseling staff identified students who are at risk of being victims
or perpetrators of violence.
Response: No
Comments: Not applicable
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:
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29. During the past year, our school supported staff in healthy eating by providing healthy food choices at staff
meetings.
Response: Yes
Comments: Fruits are often offered at staff meetings in addition to traditional snacks like muffins, etc.
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.
Comments: There is a written policy for our Title I students that includes parent involvement and a
home/school connection.
31. Our school has a parent education program.
Response: Yes
Comments: Curriculum Night for all parents.
Four Title I parent meetings.
Family Goals Night for all families.
Math Night for all families.
Kindergarten Literacy Night for parents.
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: School and community groups are eligible to submit building use requests for students and/or
adults for the gym for Dance Club, basketball, soccer practice, etc.
SIP
Page 71 of 75
Stakeholders
List of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business members
and, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan.
SIP
Title
First Name
Mrs.
Trudi
Dr.
Judith
Mrs.
Nicole
Mrs.
Julie
Mrs.
Carolyn
Ms.
Kristy
Mrs.
Gigi
Mrs.
Lynn
Ms.
Lindsay
Mr.
Scott
Mrs.
Vanessa
Mr.
Alan
Mrs.
Sarah
Mrs.
Kimberly
Mrs.
Angela
Mrs.
Laura
Mr.
Ben
Mrs.
Mary
Mrs.
Mrs.
Mrs.
Mrs.
Kathy
Mary
Kathy
Karen
Last Name
Position
Reading
Motzenbecker
Teacher
Garrett
Principal
KinderPlus
Given
Teacher
Kinderplus
Noe
teacher
1st grade
Brown
teacher, SI co1st grade
Menghini
teacher
2nd grade
Buchanan
teacher
2nd grade
Mui
teacher
2nd grade
Long
teacher, SI co3rd grade
Binford
teacher
3rd grade
Jajou
teacher
3rd grade
Gieleghem
teacher
4th grade
Candela
teacher
4th grade
Phillips
teacher
4th grade
Clemence
teacher
5th grade
Garver
teacher
5th grade
Martin
teacher
physical ed
Drallos
teacher
Stein
Music teacher
Thomas
ESL Teacher
Steinberger
ESL Tutor
Barnowski
AI Teacher
E-mail
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
Page 72 of 75
SIP
Mrs.
Mrs.
Mrs.
Maxine
Phiz
Linda
Japowicz
Drury
Pedder
Mrs.
Valerie
Doozan
Mrs.
Patricia
Bright
Ms.
Marisa
Contrera
Mr.
Jeff
Eckerle
Mr.
Paul
Baeten
Mrs.
Claire
Forney
Ms.
Jennifer
Liwienski
Mrs.
Melven
Moffett
Mrs.
Michelle
Mundle
Ms.
Mrs.
Mrs.
Mrs.
Joni
Polly
Meg
Kris
Gabriel
Davidson
Roach
Dubay
AI Para-pro
[email protected]
Title 1 tutor
[email protected]
Title 1 tutor
[email protected]
Computer Para
[email protected]
Pro
parent, WLC
[email protected]
Steering Comm
Special Ed
[email protected]
Teacher
PTO CoNA
President
PTO CoNA
President
1st grade
[email protected]
teacher
kindergarten
[email protected]
teacher
5th grade
[email protected]
teacher
special ed
[email protected]
teacher
media specialist [email protected]
Title 1 Tutor
[email protected]
Title 1 tutor
[email protected]
Title 1 tutor
[email protected]
Page 73 of 75
Statement of Non-Discrimination
Federal Office for Civil Rights
The institution complies with all federal laws and regulations prohibiting discrimination and with all requirements
and regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis of
race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be
subjected to discrimination in any program, service or activity for which the district/school is responsible, or for
which it receives financial assistance from the U.S. Department of Education.
Contact Information
Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out nondiscrimination responsibilities.
Name/Position:
Jasen Witt - Assistant Superintendent - Human
Resources
Address:
4400 Livernois Troy, MI 48098
Telephone Number:
248-823-4023
References
Title VI of the Civil Rights Act of 1964
The Age Discrimination Act of 1975
The Americans with Disabilities Act of 1990
Elliott-Larsen prohibits discrimination against religion
SIP
Page 74 of 75
Supporting Documentation
The following documentation was attached. These are appended to this PDF and will display in the following
pages:
School-Parent Involvement Plan
School-Parent Compact
Internal Review PowerPoint 2012
SIP
Page 75 of 75
WATTLES SCHOOL
TITLE I PARENT INVOLVEMENT POLICY
OUR MISSION:
W orking
A ll
T ogether
To
L earn,
E nsures
S uccess
Wattles School has developed and agreed upon this parent involvement policy in consultation
with the principal, teachers, tutors and parents/guardians of participating children.
We recognize that parental involvement increases student success and we welcome the
participation of parents/guardians in support of student learning. It is the policy of Wattles to
communicate with parents/guardians regularly about their opportunities for involvement, their
children’s eligibility for special programs, their children’s educational progress and the professional
qualifications of their children’s teachers. We provide this information in an understandable and uniform
format, and if needed, in a language that the parents/guardians can understand.
Our commitment to the partnership between parents and school involves the following activities.
1. A yearly Title I building meeting with parents/guardians where we share information about Title I
and inform parents/guardians about the services available.
2. Feedback from parents/guardians about the effectiveness of services so we can review/revise
the parent involvement plan.
3. A variety of school-to-home and home-to-school communications inform parents about school
programs and the progress of their children.
4. Information and ideas for families are shared so parents can help children at home with
homework and other curriculum related activities.
5. A Parent Advisory Team gives parents an opportunity to participate in decisions concerning their
child’s education.
6. Identification of resources and services from the community strengthens the school programs,
family practices and student learning.
7. A parent/student/teacher compact, developed jointly with parents, strengthens the commitment
to improving the achievement of the children by listing responsibilities of all members.
8. Twice yearly parent teacher conferences are planned to discuss compacts as they relate to
student progress.
9. Ongoing and regular communication between the classroom teachers and the Title I tutors
ensure that a student’s needs are being met.
10. The coordination of activities such as Kindergarten roundup, IEP meetings and screening sessions
with preschool programs assures a smooth transition to kindergarten.
11. Opportunities for parents to volunteer in various ways are offered to parents.
Wattles maintains records that document the ongoing activities that support parent/guardian
involvement in the areas listed above. Parents/guardians are involved, in an organized, ongoing and
timely way in the planning, review and improvement of these programs.
A copy of this policy is kept on file at Wattles and with the Troy School District’s Central Office.
tm 6/11
Agreement for Achievement
Title I Home-School Compact for Parents, Students and Staff
2011-2012 School Year
OUR MISSION:
W orking
A ll
T ogether
To
L earn,
E nsures
S uccess
OUR VISION:
Wattles School will become
an exemplary learning
community that supports
innovation and is
committed to continuous
improvement. Wattles
School will be a place
where a collaborative
community develops and
implements meaningful
curriculum, instructional
strategies, and assessment
to ensure all students
learn.
OUR COMPACT
This is the “Agreement for
Achievement Home-School
Compact”. It will serve as a
sign of our commitment for
establishing
and
maintaining our shared
responsibilities for student
learning, high achievement,
effective
communication
between school and home,
and building a strong
school-family relationship.
Please review this
Compact with your child,
sign and
RETURN to SCHOOL.
Kindergarten
Date_______________
Student Responsibilities




Arrive everyday with a positive attitude
Work cooperatively with the teacher and other students
Be ready to do my best work!
Follow the “clubhouse” rules
__________________________________
Student Name
_____________________________________
Student Signature
Parent/Guardian Responsibilities






Bring my child to the program everyday and arrive on time
Encourage my child to always do his/her best work
Help my child become excited about learning
Read with my child often, while also practicing other skills such as recognizing
sight words, letter sounds and numbers
Read school-to-home communications and promptly respond as needed
Attend Parent-Teacher conferences and support my child’s participation in
school activities
__________________________________
Parent/Guardian Signature
School and Staff Responsibilities





Respect your child as an individual
Offer the best education possible for your child
Help teach your child to read, write, compute and think to his/her fullest
ability
Provide a secure and positive environment for your child to learn and grow
where your child feels safe and excited about learning
Weekly verbal and/or written communication about your child’s academic
and social progress in the program
_____________________________
_____________________________
Classroom Teacher Signature
Title I Staff Signature
_____________________________
Title I Advisor Signature
_____________________________
Principal Signature
Please check box when parent and teacher have discussed Title I placement.
Date___________________
If you have any questions, please contact Mrs. Motzenbecker at (248) 823-3428 (VM) or [email protected].
Grades 1 & 2
OUR MISSION:
W orking
A ll
T ogether
To
L earn,
E nsures
S uccess
OUR VISION:
innovation and is
curriculum,
instructional
If you have
any
strategies,
and assessment
questions,
please
to ensure
students
contact all
Mrs.
learn.
Motzenbecker at (248)
823-3428 (VM) or
OUR
COMPACT
[email protected]
This 12.mi.us.
is the “Agreement
[Type a
for Achievement
quote from theHomeSchool Compact”. It will
document or the
serve as a sign of our
summary of an
commitment
for
interesting
point.
You
establishing
and
can position
text
maintaining
our the
shared
box anywhere in the
responsibilities
for
document.
Use the
student
learning,
high
Text Box Tools
tab to
achievement,
effective
change the formatting
communication
between
of the
quote text
school
andpullhome,
and
building
a strong schoolbox.]
family relationship.
Please review this
sign and
RETURN to SCHOOL.
Date______________

Do my best on my schoolwork and with my behavior.

Respect myself, my school, and other people.

Maintain a positive attitude towards school.

Believe that I can learn and will learn.
__________________________________
_____________________________________
Student Name
Student Signature

Teach my child self-respect and to respect adults and other students.

Encourage my child to do his/her best in school.

Read with my child often.

Review the papers my child brings home daily. Provide my child with positive feedback for
work well done. Review concepts that may have confused my child.

Attend parent-teacher conferences and support my child’s participation in school activities.
__________________________________

Respect your child as an individual.

Offer the best education possible for your child.

Support classroom learning in the academic areas of Language Arts and Math.

Provide a safe, secure, and positive learning environment for your child to learn and grow.

Share progress reports and other information that details your child’s academic and social
progress in school with classroom teacher.

Keep progress reports and other information that details your child’s academic and social
progress in school confidential among staff.
___________________________
___________________________
___________________________
___________________________
Principal Signature
Date___________________
If you have any questions, please contact Mrs. Motzenbecker at (248) 823-3428 (VM) or [email protected].
Grades 3-5
OUR MISSION:
W orking
A ll
T ogether
To
L earn,
E nsures
S uccess





Complete classroom and homework assignments on time
Attend school regularly and arrive on time
Maintain a positive attitude toward school
Do my best work!
Work cooperatively with my parents, teachers and school staff
__________________________________
Student Name
_____________________________________
Student Signature
OUR VISION:
innovation and is
curriculum, instructional
strategies, and assessment
to ensure all students
learn.
Date_______________






Teach my child self-respect and to respect adults and other students
Encourage my child to do his/her best in school
Read daily (20-30 minutes): I will read to my child, read with my child, and
have my child read to me
Provide a quiet place and time for my child to do homework and review
assignments
Read school-to-home communications and promptly respond as needed
Attend Parent-Teacher conferences and support my child’s participation in
school activities
__________________________________
OUR COMPACT
This is the “Agreement for
Achievement Home-School
Compact”. It will serve as a
sign of our commitment for
establishing
and
maintaining our shared
responsibilities for student
learning, high achievement,
effective
communication
between school and home,
and building a strong
school-family relationship.
Please review this
sign and
RETURN to SCHOOL.





Respect your child as an individual
Offer the best education possible for your child
Help teach your child to read, write, compute and think to his/her fullest
ability
Provide a safe, secure and positive classroom for your child to learn and grow
Keep communication open by providing Parent/Teacher conference time,
report cards and other information pertinent to your child’s progress in
school
_____________________________
_____________________________
_____________________________
_____________________________
Principal Signature
Date___________________If you have
any questions, please contact Mrs. Motzenbecker at (248) 823-3428 (VM) or [email protected].
Internal Review
2012
Wattles Internal Review
Presenting Team
Scott Binford
Trisha Bright
Carolyn Brown
Angela Clemence
Laura Garver
Alan Gieleghem
Lindsay Long
Shelley Mundle
Positive Behavior Support Co-Chair
Steering Committee Parent Rep.
Steering Committee Co-Chair
Science Goal Committee Chair
Positive Behavior Support Co-Chair
Math Goal Committee Chair
Steering Committee Co-Chair
Literacy Goal Committee Member
Wattles Steering Committee
Trisha Bright
Carolyn Brown
Angela Clemence Claire Forney
Alan Gieleghem
Lindsay Long
Shelley Mundle
Wattles Elementary
Students fitting perfectly together to make this
“puzzle” complete.
462
Student population
99
Students in our ESL program
28
Languages spoken
81
Students economically challenged
21
Students with an I.E.P.
37
Out of 73 students have attended from
Kindergarten to 5th grade.
30
Average number of students that
become apart of or leave the Wattles
family during a school year.
80%
To over 90% of students passed the
Reading & Math M.E.A.P.
462
Students learning and growing
together.
Literacy Goal
Mrs.
Given
Mrs.
Ketner
Mrs.
Long
Mrs.
Jajou
Mrs.
Candela
Mr.
Martin
Mrs.
“Motz”
Mrs.
Mundle
Mrs.
Barnowski
Wattles Reading Goal - 90% of Wattles students will improve their comprehension of
informational text. Success will be shown when students increase their comprehension
of nonfiction text to 75% , which will be measured by grade level informational text
from Reading A-Z and accompanying multiple choice tests.
Reasons for Choosing Goal:
•2010 MEAP data indicated less than 75% of students were able to answer most
questions on informational text.
•Fountas and Pinnell scores in informational text shows that many students score lower
in informational text than fictional text.
Literacy Strategies
Nonfiction text at Wattles and at Home:
*RAZ-Kids
*Classroom Subscriptions to Nonfiction Periodicals
*Reading A-Z Nonfiction Text
*Family Goal Night- Book Marks
*Science and Social Studies Trade Books
*Fountas and Pinnell question stems
*Grade level teams track student progress and plan
for interventions
Data
Fall and Spring A-Z Reading Scores
80
70
#
of
Students
Who
Passed with
75%
60
50
Fall
40
Spring
30
20
10
0
Kdg.
Grade
Kdg.
1st
2nd
3rd
4th
5th
Wattles total
1st
Fall 2011
Spring 2012
% of passing
students with
75%
% of passing
students with
75%
79%
74%
70%
32%
68%
46%
62%
98%
74%
73%
64%
68%
82%
77%
2nd
3rd
4th
5th
Conclusions:
1.
2.
3.
Although we did not meet our goal, all students
showed growth in reading.
Some grade levels showed an increase in the
percentage of students passing , while other
grade levels recorded the same percentage, but
the text level grew harder due to our increased
expectations at each grade level.
On the Fountas and Pinnell assessment,
teachers have reported less “below” students in
the spring than they had in the fall.
Next Steps………..
• The literacy goal committee will review the strategies and activities for this
goal in our action plan. Decisions will be made regarding which strategies
and activities were effective.
• We learned that there were inconsistencies between grade level tests for
this goal . We will work to modify the assessments for next year to
provide consistencies across grade levels and from fall to spring.
• Staff will analyze 2011 MEAP reading scores and compare them to 2010
MEAP reading scores.
•
The committee has read several non-fiction professional articles will share
them with staff.
• The committee will continue to research additional non-fiction reading
strategies and present one per card marking to the staff.
Math Goal
Dr.
Garrett
Mrs.
Noe
Mrs.
Mrs.
Mr.
Mr.
Forney Buchanan Gieleghem Phillips
Mrs.
Moffett
Mrs.
Drallos
Mrs.
Mrs.
Japowicz Contrera
Wattles Math Goal: Students will…
• Wattles students in grades 1-5 will improve
their speed and accuracy in computing math
facts.
Student Goal Statement: Students will…
Wattles students in grades 1-5 will improve their
speed and accuracy in computing math facts.
• Kindergarten: Introduce paper/pencil computation practice.
• 1st grade: Timed tests on addition and subtraction problems up to 10.
• 2nd grade: Timed tests on addition and subtraction problems up to 20.
• 3rd grade: Timed tests on addition and subtraction up to 20, and
multiplication up to 10.
• 4th grade: Timed tests on addition and subtraction up to 20, and
multiplication up to 12.
• 5th grade: Timed tests on multiplication up to 12, and division up to 12.
Strategies
• Pre-, Mid-, and Post tests
were given
• Teachers allotted five
minutes at the end of
computer lab to practice
math facts.
• It was suggested that
teachers gave timed tests 23 times a month and
provide opportunities to
beat the teacher or
principal.
Strategies
• Teachers have used math
games that help with
number sense like the
game “Complements” that
was created and used on
our Family Goal Activity
Night.
• Title 1 tutors were
excellent in supporting
students with their math
facts.
Math Night
Show Me the Data!
Results
Desired Learning Results: 90% of students score 90% or higher
within their allotted time frame on computation post tests.
Pretest
Mid-Year Posttest
Addition (Gr. 1-5)
64%
80%
89%
Subtraction (Gr. 1-5)
37%
60%
74%
Multiplication (Gr. 3-5)
33%
55%
75%
Division (Gr. 5)
77%
80%
86%
Conclusions:
1. We did not meet our goal.
2. Students have made substantial growth in all areas.
3. Subtraction scores doubled from pretests to post tests.
4. Multiplication scores more than doubled from pretests to post tests.
Next Steps
• Share building data, grade level data, and individual data with the
staff.
• Replicate successful strategies and frequency with which they were
used by teachers.
• Figure out a way to streamline the grading of math facts.
– 25 students x 80 problems on a test = 2,000 problems / week
– 2,000 problems x 3 tests a month = 6,000 problems / month
• Discover new methods of teaching students their basic math facts.
• Continue to close the gap to 90% with the time we have left this
year.
• Discuss information with summer school teachers.
Science Goal
Ms.
Liwienski
Mrs.
Brown
Mrs.
Mui
Mr.
Binford
Mrs.
Mrs.
Clemence Garver
Mrs.
Stein
Mrs.
Thomas
Wattles Science Goal - 4th grade students will improve their ability to use three or
more details and examples when comparing and contrasting two topics in informational
writing. Success will be evidenced by the increase in score of at least one point, by 70%
of fourth graders. The students considered in this are the students who received less
than four on the pretest using the Wattles created four point informational writing
rubric.
Reasons for Choosing Goal: Based on 2010 4th grade writing MEAP results, analysis of
student samples using the six point rubric and teacher observations, we discovered that
30% of 4th grade students were not proficient in their comparing and contrasting writing
skills.
Science Goal Strategies
• Collected and scored anchor papers using the four
point rubric
• Students at each grade level used a Venn Diagram to
compare and contrast science concepts
• Utilized the Venn Diagram to create a compare and
contrast writing piece
• Provided a template for students to use as a “bridge”
from their Venn Diagrams to the writing pieces
Strategies for Science Goal
Students used Venn Diagrams to help organize thoughts about science concepts.
Science Goal Venn Diagram Example
#______
Comparing and Contrasting Magnetism and Electricity
Name_____________________________
Magnetism
Electricity
Science Goal Results
• Science Goal Met
• 71% of 4th Graders increased achievement on
Compare and Contrast writing by one point or
more on 4 point rubric
Science Goal Results
Next Steps
• Evaluate results from each grade level
• Determine any changes that may be needed to the goal/strategies
• Choose a “focus” group or grade level to follow as they progress
through the grades
• Continue to look for new ideas to improve science comprehension
• Analyze future MEAP data for indicators of science
comprehension/nonfiction writing skills
Visible Thinking
Working together to create a Culture of Thinking throughout the Wattles’ Community
Book study
 Teacher collaboration
Staff meetings with Ellen Cale
Grade level team meetings with Ellen to
plan for specific instruction
Wattles Positive Behavior Support
Our goal is to develop a learning environment that
encourages and promotes a positive community
culture of respect, responsibility, and safety that
involves the staff, students, and parents of Wattles
School.
Reasons For Forming this Committee
• Since September 2012 the State of Michigan
has mandated that schools must provide a
system that will support students’ efforts to
manage their own behavior and assure
academic achievement.
• Effective behavior support systems are
proactive, POSITIVE, and skill building to
create a CULTURE of respect, responsibility,
and safety.
Steps the PBS Committee has taken:
• Developed PBS team consisting of 12 staff members
and Dr. Garrett
• Completed a Wattles Behavior Expectations Matrix
and a Wattles Discipline Policy to be used school wide
*adapted from the TSD Code of Student Conduct
• Developed and formed subcommittees
• Researched school-wide programs for supporting a
positive school culture.
• Selecting a program and writing a grant for $ to
implement the program in September.
Thank you
for coming!

Wattles Elementary School SIP 2012-13

Transcription

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