beliefs, mission, and vision - aberdeen school district€¦ · · 2016-11-09section 1: district...

Lincoln Elementary 0

2015-2017

Lincoln Elementary

School Improvement & Schoolwide Plan

2015-2016 Lincoln Elementary 1

Table of Contents

Section 1: District Mission, Vision, and Beliefs ........................................................ 2 Section 2: School Profile ......................................................................................... 3 Section 3: Comprehensive Needs Assessment ........................................................ 6

Smarter Balanced.......................................................................................... 7

AIMSweb ...................................................................................................... 8 Climate Surveys ............................................................................................ 9

Section 4: Goals, Objectives, & Intervention Strategies ........................................ 13 2015-16 Goals, Objectives, and Intervention Strategies Evaluation ............ 13 2016-17 Goals, Objectives, and Intervention Strategies.............................. 17

Section 5: Professional Development ................................................................... 23 Section 6: Highly Qualified Staff ............................................................................ 25 Section 7: Parent Involvement in Education ......................................................... 25 Section 8: Transition Processes ............................................................................. 25 Section 9: Monitoring and Support ....................................................................... 26 Section 10: Fiscal Requirement ............................................................................. 26 Section 11: Ongoing Program Development ......................................................... 27


Aberdeen School District Mission, Vision, and Beliefs

Mission Empowering all students to succeed in a changing world.

Vision To provide all students with the knowledge and skills necessary to reach their potential in a global community through high expectations of academic achievement, diverse educational opportunities and community involvement in a safe environment.

Beliefs All students can succeed when given the opportunity to learn through appropriate

instruction, academic experiences and involvement in activities.

All students benefit from a safe and nurturing learning environment.

All students benefit from positive role models.

Student progress is achieved by holding all students, parents and the school district accountable.

Students’ success is enhanced when the school, parents and community work together as partners.

Goals To meet AYP in all schools in the areas of math and reading.

Provide a safe and supportive learning environment for all students and staff.

Provide equitable access to current and developing technology tools for all students and teachers.

Ensure a positive climate/culture that promotes collegiality among/between staff, parents and students.

Promote active partnerships within the community.


Lincoln Elementary School 414 10th Street South, Aberdeen, SD 57401 605.725.7200 (phone) 605.725.7299 (fax)

Lisa McNeely, Principal [email protected]

Lincoln School Philosophy “Where Everybody is Somebody”

In an effort to facilitate and enhance student achievement at Lincoln Elementary School, parents, teachers, and administrators have joined to form a School Improvement Planning Committee. The committee’s findings are found in this document, which is a tool that will enable stakeholders to sustain the school improvement focus at Lincoln Elementary. This document is known herein as the Lincoln Improvement Plan (LIP) and the primary goal pages are located on pages 17 and 18. This plan should drive subsequent decision-making, interactions, activities, and planning processes to further the goal of student achievement and to ensure that no child will be left behind.

Lincoln Elementary School Profile Aberdeen is located in northeastern South Dakota, a primarily rural state. It is the third largest city in the state with a population of 25,000. Aberdeen has two post-secondary institutions, Northern State University and Presentation College. Its main employers are the schools, the hospitals, Molded Fiberglass, and 3M. Agriculture is still the community's predominant industry. Grain terminals, livestock sale barns, a grain inspection service, and related agribusiness help support the area. The Aberdeen Public School District is comprised of eight attendance centers: one 9-12 high school, two 6-8 middle schools, and six K-5 elementary buildings. Unique characteristics of the staffing patterns and student population of Lincoln Elementary School are listed on the following pages.


Staff FTE 2014-15 2015-16 2016-17 School Improvement Planning Committee

General Education Teachers Special Education Teachers Preschool Title I Physical Education Music Orchestra Art Speech OT Counselor

18.00 5.50 4.64 1.00 1.00 1.00 0.10 0.80 4.00 1.60 1.00

18.00 5.50 4.64 1.00 1.00 1.00 0.10 1.00 4.00 1.60 1.00

18.00 5.50 4.64 1.00 1.00 1.00 0.07 1.00 4.00 1.60 1.00

Camille Kaul Lisa McNeely Demarie James Leanne Bad Moccasin Jackie Beving Kathy Kulm Brenda White Shannon Scheel Brenda Hansen Katie Anderson Jennifer Phillips Amanda Taylor Rich Wilson Jenny Hawk-Heirigs Belinda Ready

Assistant Superintendent Principal

Title I Teacher Reading Tutor

Parent Special Education Teacher

Kindergarten Teacher Grade 1 Teacher Grade 2 Teacher Grade 3 Teacher Grade 4 Teacher Grade 5 Teacher

Music Teacher Counselor

State Support Team Member

Sub-Group Breakdown of Tested Students Lincoln - Grades 3-5 Lincoln - Grades 3-5

2013-14 2014-15 2015-16 2013-14 2014-15 2015-16

Total Gr 3-5 182 186 213

White 155 157 171 White 85.2% 84.4% 80.3%

Black 2 1 2 Black 1.1% 0.5% 0.9%

Asian 0 1 6 Asian 0.0% 0.5% 2.8%

Nat American 18 16 20 Nat American 9.9% 8.6% 9.4%

Hispanic 7 9 9 Hispanic 3.8% 4.8% 4.2%

Two or More 0 2 0 Two or More 0.0% 1.3%

PI 0 0 5 PI 0.0% 0.0% 2.3%

Econ Dis 69 98 110 Econ Dis 37.9% 52.7% 51.6%

SpEd 31 24 37 SpEd 17.0% 12.9% 17.4%

LEP 1 3 5 LEP 0.5% 1.6% 2.3%

Migrant 0 0 1 Migrant 0.0% 0.0% 0.5%


School Improvement Timeline Reading Math Notes

2002-03 Met AYP Met AYP Transitioned to a Schoolwide Title Program;

an improvement plan was developed

2003-04 Alert SPED Met AYP

2004-05 Met AYP Met AYP


Grades 5, 8, and 11 science assessment added to Dakota STEP

Assessed on new South Dakota math content standards

2006-07 Met AYP Met AYP Implementation of new grades K-5 district

math curriculum

2007-08 Met AYP Met AYP Lincoln School implementation of Math

Expressions grades K-5


Implementation of new grades K-5 district science curriculum

Assessed on new South Dakota reading content standards

Distinguished School Status

2009-10 Met AYP Met AYP Distinguished School Status

2010-11 Met AYP Met AYP Distinguished School Status

Language Arts study begins

2011-12 NCLB Waiver NCLB Waiver Implementation of new grades K-5 district

language arts curriculum and assessments

2012-13 Status Status Implementation of Common Core State

Standards for K-1

2013-14 N/A N/A

Implementation for Common Core State Standards for English language arts and math

Implementation of Investigations math curriculum

2014-15 Progressing Progressing Piloting SLO and Teacher Effectiveness

Model

PE/Health curriculum study begins

2015-16 Progressing Progressing

Full implementation of Teacher Effectiveness Model

Science curriculum study begins

Webb leveling: specific instruction and utilization

2016-17 Social Studies curriculum study begins

Added an additional elementary site


Comprehensive Needs Assessment

On August 22, 2016, staff members gathered to complete a comprehensive needs assessment of the entire school. Data was reviewed based on student, program and structure, professional practices, and family and community information. Data sources included Smarter Balanced, Dakota STEP, AIMSweb, demographics, attendance, and discipline reports. Data retreat participants identified strengths and areas of concern and identified key areas in math and reading in need of improvement. Goal statements were reviewed and possible strategies were then brainstormed. Core team teachers were also provided with student rosters and their level of proficiency in reading and math on the Smarter Balanced Assessment. Review of this data allowed staff members to develop effective prescriptions for students based on educational needs. The school improvement committee identified goals to work towards throughout the school year. The plan will be reviewed on an on-going basis with modifications made as the school improvement committee deems necessary. The team decided to have two goals for the 2016-17 school year, one each in reading and math. Grade K-5 teachers will focus on improving student inquiry and questioning skills based on the Webb leveling document. Teachers will continue to use CCSS, SLOs and individual student data to drive instruction and to determine needs of individual students.


Smarter Balanced Results Beginning in 2015, in compliance with the Every Student Succeeds Act (ESSA), the state of South Dakota required all students in grades 3-8 and 11 to take a computer adaptive test called the Smarter Balanced Assessment (SBA). The SBA assesses student achievement in the areas of math and reading. A student’s score on each subtest places him or her in one of four achievement categories: Level 1, Level 2, Level 3, or Level 4. Students are deemed proficient when scoring Level 3 or Level 4. South Dakota’s overarching goal for Student Achievement is to reduce by half the percentage of students (all subgroups) who are not proficient within six years. Proficiency is measured by performance on the annual statewide assessment. Targets, based on this six-year goal, are set for each subgroup at each school, in equal increments, to give that school a unique trajectory that recognizes where the school’s subgroups started in terms of student proficiency and to support continuous improvement. AMO targets will be set following the results of the Smarter Balanced assessment in the 2014-15 school year. The following tables displays the percentage of students who scored proficient (Level 3 or Level 4) for the 2014-15 school year and 2015-16 school year.

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LE ELA Comparison

LE 2015 LE 2016

38 3627

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Grade 3 Grade 4 Grade 5

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LE Math Comparison

LE 2015 LE 2016


Analysis of Data: Students performance on the 2016 SBAC assessment varied greatly between grade levels. Third grade students showed high gains in both reading and math compared to 2015 results. Fourth grade students improved in reading, but declined in math, and fifth grade students showed declines in both math and reading. The claim areas of greatest strength in all grades in reading were listening achievement and research and inquiry. The weakest claim area in reading for all grades is reading achievement. The claim area of greatest strength in math was communicating reasoning, and the weakest claim area was problem solving and modeling. The 2014-15 data is the baseline data, therefore, subsequent years of data will be used for comparison purposes. Data was reviewed, and goals for student growth and score improvement were developed. Implications from Data: Teachers will continue to use CCSS, the Danielson model (teacher effectiveness), SLOs, Webb leveling, formative assessments, and AIMSweb results to guide and inform instruction which will ultimately lead to student growth. SBAC and AIMsweb data were used to determine a reading goal, and SBAC data and classroom data were used to determine a math goal.

AIMSweb Reading Assessments

Description of Data: AIMSweb is a formative assessment system that informs the teaching and learning process by providing continuous student performance data and reporting improvement to enable evidence-based evaluation and data-driven instruction. AIMSweb provides a 3 Tier Progress Monitoring and Response to Intervention system which assesses students’ general reading achievement. AIMSweb utilizes Curriculum Based Measurement (CBM), an approved and standardized assessment practice based on over 25 years of scientific research. Specific skills assessed include reading comprehension and early literacy skills (phonics and phonological awareness). The AIMSweb system allows frequent monitoring of students who are at-risk for academic failure or currently below grade level by using general outcome measures in any of these areas. This system allows educators to determine if the current curriculum and instruction of core programs or interventions is having the intended effect on student progress.

Analysis of Data: (based upon Red [Tier 3] for Fall, Winter, Spring) LNF [Letter Naming Fluency]/Kindergarten and R-CBM [Fluency] for Grades 1-2 Areas of Concern:

Kindergarten, first and second grade students did not meet the goal (Objectives 2a and 2b) as measured by the spring AIMSweb assessment.


Areas of Strength: Second grade students needing interventions in 2015-2016 showed that tier 1 increased by nine

students between the fall and spring assessment. AIMSweb data is used to drive instruction and to progress monitor improvements.

Implications from Data:

Again this year Letter Sound Fluency (LSF) will be used as a Kindergarten goal as it sets the stage for reading.

1st and 2nd grades will use RCBM (comprehension) as the assessment for reading improvement. (Objectives 2a and 2b).

Teachers will collaborate regarding grade level performance from last school year. SLO growth goals will be determined based on AIMSweb data. Classroom teachers and Interventionists will study data monthly to drive instruction and aid

student success.


Climate Surveys

In the spring of 2015, school climate surveys were administered to all students in grades 3, 5, 6, 8, and randomly selected students from grades 9-12 in the Aberdeen School District. The school climate surveys were also provided to all district parents, teachers and other school staff. The purpose of the survey was to collect information to be used along with other data to improve our educational programs and for school accreditation purposes. Description of Data: The tables on the following pages identify the results of climate surveys given to staff, students in grades 3 and 5, and parents in March/April of 2015. The results are displayed with the number of respondents in each category. Analysis of Data: (from 2014-2015) Areas of Concern:

9% of students surveyed disagreed with the following categories: students are treated with dignity and respect, students are encouraged to participate in school activities, and school rules are enforced consistently.

Technology access (question 6) appears to be a concern with staff members and students. Areas of Strength:

Parent comments were positive overall. Staff feels that LE has a positive overall atmosphere and that students feel safe. Student results showed strong agreement with teacher availability to assist, presenting

material in a manner that can be understood, and having a principal that cares about students.

Implications from Data:

Overall, the data presents a clearly positive climate at Lincoln Elementary School by all three groups (Parent, Staff, and Student) surveyed.

At a Lincoln Elementary data retreat on August 19, 2015 the entire staff discussed the goals and atmosphere of the school.

Staff members will continue efforts to improve student perceptions of enforcing rules consistently, encouraging school activities, and treating all with dignity and respect.


Lincoln Parent Climate Survey Results March 2015

SA A D SD SA A D SD SA A D SD

1. My child feels safe at school. 41 11 0 0 40 16 0 0 81 27 0 0

2. Rules and policies are enforced consistently. 40 12 0 0 34 18 1 0 74 30 1 0

3. The discipline program helps students make good

choices.36 15 1 0 33 18 0 0 69 33 1 0

4. Students feel like they belong at school. 37 15 0 0 33 14 2 0 70 29 2 0

5. The overall atmosphere of the school is positive. 37 12 0 0 36 15 0 0 73 27 0 0

6. Students at this school have enough access to

current technology tools.38 14 0 0 34 16 1 0 72 30 1 0

7. The principal cares about the students. 41 10 0 0 39 10 0 0 80 20 0 0

8. Teachers make an effort to know their students

and their interests.44 7 0 0 37 13 0 0 81 20 0 0

9. Students feel encouraged to participate in school

activities.35 10 1 0 32 21 0 0 67 31 1 0

10. The teachers believe that students can learn

and be successful.41 9 0 0 34 16 0 0 75 25 0 0

11. The teachers are available and willing to provide

assistance to students.42 7 0 0 38 11 0 0 80 18 0 0

12. The class work assigned challenges students to

think.41 11 0 0 35 19 0 0 76 30 0 0

13. All individuals in this school are treated with

dignity and respect.40 11 0 0 34 19 0 0 74 30 0 0

14. The teachers present material in a way that

students can understand.37 14 1 0 32 17 1 0 69 31 2 0

15. This school is preparing my child for success in

the future.38 13 0 0 36 14 0 0 74 27 0 0

Grade K-2 Parents Grade 3-5 Parents Parent Totals

N=52 N=56 N=108


Lincoln Staff Climate Survey Results April 2015


1. Students feel safe at school. 21 7 0 0 4 4 0 0 25 11 0 0


3. The discipline program helps students make good choices. 18 8 2 0 3 5 0 0 21 13 2 0

4. Students feel like they belong at school. 21 7 0 0 3 5 0 0 24 12 0 0

5. The overall atmosphere of the school is positive. 18 9 1 0 3 5 0 0 21 14 1 06. Students at this school have enough access to current

technology tools. 10 4 13 1 1 6 1 0 11 10 14 1

7. The principal cares about the students. 22 5 1 0 5 3 0 0 27 8 1 08. Teachers make an effort to know their students and their

interests. 22 6 0 0 4 4 0 0 26 10 0 0

9. Students feel encouraged to participate in school activities. 20 8 0 0 4 4 0 0 24 12 0 010. The teachers believe that students can learn and be

successful. 22 6 0 0 3 5 0 0 25 11 0 0

11. The teachers are available and willing to provide assistance

to students. 22 6 0 0 3 5 0 0 25 11 0 0

12. The class work assigned challenges students to think. 17 11 0 0 3 5 0 0 20 16 0 013. All individuals in this school are treated with dignity and

respect. 19 7 2 0 4 4 0 0 23 11 2 0

14. The teachers present material in a way that students can

understand. 17 11 0 0 3 5 0 0 20 16 0 0

15. This school is preparing students for success in the future. 20 8 0 0 4 4 0 0 24 12 0 0

Certified Staff Non-Certified Staff Staff Totals

N=28 N=8 N=36


Lincoln Student Climate Survey Results March 2015


1. I feel safe at school. 39 30 3 0 34 22 0 1 73 52 3 1


3. The discipline program helps me make good choices. 33 29 1 6 31 23 2 1 64 52 3 7

4. I feel like I belong at school. 46 17 2 3 32 24 1 0 78 41 3 3

5. The overall atmosphere of the school is positive. 39 23 5 2 31 23 3 0 70 46 8 2

6. I have access to current technology tools in my school. 44 18 5 2 37 18 2 0 81 36 7 2

7. The principal cares about the students. 61 7 1 0 55 2 0 0 116 9 1 0

8. My teachers make an effort to know me and my interests. 27 35 5 2 42 14 1 0 69 49 6 2

9. I feel encouraged to participate in school activities. 44 17 5 3 39 15 3 0 83 32 8 3

10. My teachers believe that I can learn and be successful. 47 21 1 0 49 8 0 0 96 29 1 0

11. My teachers are available and willing to assist me. 37 29 3 0 39 17 1 0 76 46 4 0

12. The class work assigned challenges me to think. 33 32 3 2 34 19 4 0 67 51 7 213. All individuals in this school are treated with dignity and

respect. 40 21 6 2 35 18 3 1 75 39 9 3

14. My teachers present material in a way that I can

understand. 36 30 3 0 34 21 2 0 70 51 5 0

15. This school is preparing me for success in my future. 53 12 3 1 45 10 2 0 98 22 5 1

Grade 3 Students Grade 5 Students Student Totals

N=72 N=57 N=129


2015-16 Goals, Objectives, and Intervention Strategies Evaluation Goal 1: K-5 Lincoln students will improve in the area of Reading fluency. – Page 1 of 2

Action Step Evaluation Tool Evaluation Statement

Extended school day tutoring program for grades 1-5 serving students in need with parent permission

¤ Surveys, SBAC results ¤ Students will meet grade level objective per SIP

SAT (Student Assistance Team)

¤ Track number of referrals to SAT; percentage to SNT; percentage to SPED

¤ Students referred will improve academic performance due to interventions

Reading Programs in the Library ¤ Percentage of LE students participating ¤ Reading scores will increase

Assistance by EAs and Reading Tutors ¤ AIMSweb results, SBAC results ¤ Students will meet grade level objective per SIP

Consistent teaching of Common Core Standards, noting individual scores by claim

¤ AIMSweb results, SBAC results ¤ Students will meet grade level objective per SIP

2015-16 Goals, Objectives, and Intervention Strategies Evaluation Goal 1: K-5 Lincoln students will improve in the area of Total Reading – Page 2 of 2

Action Step Evaluation Tool Evaluation Statement

Parent Open House ¤ Percentage of families represented ¤ Parents will be encouraged to support read at home activities

Parent-Teacher Conferences (fall and spring)

¤ Percentage of families represented ¤ Parent attendance supports reading improvement

Parent University ¤ Number of people attending – informal survey ¤ Parent attendance supports reading improvement

Read at Home parent connection (1-5) ¤ Parents sign-off reading folders and envelopes ¤ Parents will be encouraged to support read at home activities

Grade level Common Core Standards available to parents

¤ Informal feedback ¤ Parents increase knowledge of standards related vocabulary


2015-16 Goals, Objectives, and Intervention Strategies Evaluation

Goal 2: K-5 Lincoln students will improve scores in math – Page 1 of 2

Action Step Evaluation Tool Evaluation Statement Extended school day tutoring program for grades 1-5 serving students in need with parent permission

¤ Surveys, SBAC results ¤ Students meet grade level objective per SIP



¤ Students referred will improve academic performance due to interventions

Math Investigations (1-5) including common math vocabulary

¤ Classroom assessments, SBAC scores ¤ Students will meet grade level objective per SIP

Math pacing guide (K-5) ¤ Teacher lesson plans ¤ SBAC assessment ¤ Classroom observations

¤ Students will be on track for obtaining knowledge and skills necessary for the next grade level

Consistent teaching to Common Core Standards, noting individual scores by claim

¤ Classroom assessments, SBAC scores ¤ Students will meet grade level objective per SIP

2015-16 Goals, Objectives, and Intervention Strategies Evaluation Goal 2: K-5 Lincoln students will improve in the area of Total Math – Page 2 of 2

Action Step Evaluation Tool Evaluation Tool

Parent Open House ¤ Percentage of families represented ¤ Parents will be encouraged to support math activities at home


¤ Percentage of families represented ¤ Parent attendance supports math improvement

Parent University ¤ Number of people attending – informal feedback

¤ Parent attendance supports math improvement

Math Facts parent connection (1-4) ¤ Parents sign-off on math fact folders or wallets ¤ Parents will be encouraged to support math activities at home.


¤ Informal feedback ¤ Parents increase knowledge of standards related vocabulary


2015-16 Goals, Objectives, and Intervention Strategies Reading

Goal 1: K-5 Lincoln students will improve in the area of Reading fluency.

Objective 1: 85% of Kindergarten students will be at or above the 15th Percentile (23 LSC) for Letter Sound Fluency (LSF) according to the AIMSweb Spring 2015 Benchmark Assessment. Objective 2a: 90% of first grade students will be at or above the 15th Percentile (29 WRC) for R-CBM (Reading - Curriculum Based Measurement) according to the AIMSweb Spring 2015 Benchmark Assessment. Objective 2b: 90% of second grade students will be at or above the 15th Percentile (68 WRC) for R-CBM (Reading - Curriculum Based Measurement) according to the AIMSweb Spring 2015 Benchmark Assessment. Objective 3: Third, fourth, and fifth grade students will show a 6% or greater increase in reading scores on the SBAC, given in the spring 2016.

Intervention Strategies:

Extended school day tutoring program for grades 1-5 serving students in need with parent permission.


Reading Programs in the Library

Assistance by EAs and Reading Tutors

Consistent teaching of Common Core Standards, noting individual scores by claim, grades 3-5

Parent Open House (fall)


Parent University

Read at Home parent connection (1-5)


Assessments:

AIMSweb Assessment and Data Management (all students, goals set for K-2)

Smarter Balanced Assessment scores, given annually in spring (grades 3-5)

Teacher Observation, ongoing and reviewed daily


2015-16 Goals, Objectives, and Intervention Strategies Math

Goal 2: K-5 Lincoln students will improve scores in math.

Objective 1: K-2 students will show growth in math, using classroom assessments, teacher observations, and assessment materials within the math curriculum. Objective 2: Third, fourth, and fifth grade students will show growth of 6% or greater in math, using SBAC scores, spring 2016, and classroom assessments




Math Investigations (K-5) including common math vocabulary

Pacing guides for math curriculum


Parent Open House


Parent University

Math Facts parent connection (1-4)

Grade level Common Core Standards available to parents Assessments:

Smarter Balanced Assessment scores, Spring 2017 (grades 3-5)

Teacher Observation, classroom grades, pre and post assessments, ongoing


2016-17 Goals, Objectives, and Intervention Strategies Action Plan – Reading Goal 1: K-5 Lincoln students will improve in the area of Reading fluency. – Page 1 of 2

Action Step Person Responsible Time Frame

Resources Evaluation Tool Fiscal Requirement


¤ LE Administrator ¤ Classroom Teacher ¤ Certified and Support Staff

September-April

¤ AIMSweb ¤ Smarter Balanced Assessment

¤ Students will meet grade level objective per SIP

¤ Great Plains Grant funds

¤ Title funds


¤ LE Administrator ¤ LE Counselor ¤ SAT Team Members

‘16-’17 school year

¤ SAT meetings – first and third Wednesdays of each month


¤ General funds ¤ SPED funds


¤ Classroom Teachers ¤ Library EA


¤ Pop Open a Good Book

¤ 100 Reading Club

¤ Percentage of LE students participating

¤ PTA funds ¤ District funds ¤ School budget funds


¤ Classroom Teachers ¤ Library/Computer EAs

¤ Reading Tutors ¤ Reading Teacher




¤ Title I funds ¤ Title II funds


¤ Classroom Teachers ¤ SPED Teachers ¤ Reading Teacher




¤ Title I funds ¤ Title II funds


2016-17 Goals, Objectives, and Intervention Strategies Action Plan – Reading Goal 1: K-5 Lincoln students will improve in the area of Total Reading – Page 2 of 2



Parent Open House ¤ Classroom Teachers First week of school

¤ Handouts and information to share with parents

¤ Percentage of families represented

¤ General funds


¤ LE Administrator ¤ Certified Staff ¤ Counselor

fall/spring ¤ Teacher reports to LE Administrator


¤ General funds

Parent University ¤ LE Administrator ¤ Lincoln Staff ¤ Community Members

fall ¤ Participant registration forms

¤ Number of people attending – informal survey

¤ Title I Parent Involvement funds

¤ PTA funds


¤ Classroom Teachers ¤ SPED Teachers ¤ Math-Reading Specialist

¤ Reading Tutors

2-7 times per week

¤ Leveled books ¤ Reading folders and envelopes

¤ Parents sign-off reading folders and envelopes

¤ General funds ¤ PTA funds ¤ Title funds


¤ LE Administrator ¤ Certified Staff ¤ Math-Reading Specialist


¤ SD State DOE website

¤ ASD 6-1 website ¤ LE Newsletter ¤ Parent Letters

¤ Informal feedback ¤ General funds


2016-17 Goals, Objectives, and Intervention Strategies Action Plan – Math Goal 2: K-5 Lincoln students will improve scores in math – Page 1 of 2




¤ LE Administrator ¤ Classroom Teacher ¤ Certified and Support Staff

October -April

¤ Smarter Balanced Assessment

¤ Students meet grade level objective per SIP

¤ Great Plains Grant funds

¤ Title funds


¤ LE Administrator ¤ LE Counselor ¤ SAT Team Members


¤ SAT meetings – first and third Wednesdays of each month



Math Investigations (1-5) including common math vocabulary

¤ Classroom Teachers ¤ Math Interventionist



¤ Investigation curriculum and supporting activities


¤ General funds ¤ Title I funds

Math pacing guide (K-5) ¤ Classroom teachers ¤ Resource Room/Special Education staff members

¤ Math interventionist

‘16-‘17 school year

¤ Investigations curricular materials

¤ Pacing guide

¤ Teacher lesson plans ¤ SBAC assessment ¤ Classroom observations


Consistent teaching to Common Core Standards, noting individual scores by claim

¤ Classroom Teachers ¤ SPED Teachers ¤ Math-Reading Specialist



¤ Students will meet grade level objective per LIP

¤ General funds


2016-17 Goals, Objectives, and Intervention Strategies Action Plan – Math Goal 2: K-5 Lincoln students will improve in the area of Total Math – Page 2 of 2

Action Step Person Responsible Time Frame Resources Evaluation Tool Fiscal Requirement

Parent Open House ¤ Classroom Teachers First week of school

¤ Handouts and information to share with parents


¤ General funds


¤ LE Administrator ¤ Certified Staff ¤ LE Counselor

fall/spring ¤ Teacher reports to LE Administrator


¤ General funds

Parent University ¤ LE Administrator ¤ Lincoln Staff ¤ Community Members

fall ¤ Participant registration forms

¤ Number of people attending – informal feedback

¤ Title funds ¤ PTA funds


¤ Classroom Teachers Various times per school year

¤ Math fact folders or wallets

¤ Parents sign-off on math fact folders or wallets

¤ General funds ¤ PTA funds ¤ Title funds


¤ LE Administrator ¤ Certified Staff ¤ Math-Reading Specialist


¤ SD State DOE website

¤ ASD 6-1 website ¤ LE Newsletter ¤ Parent Letters

¤ Informal feedback ¤ General funds


2016-17 Goals, Objectives, and Intervention Strategies – Reading

Goal 1: K-5 Lincoln students will improve in the area of Reading fluency.

Objective 1: 80% of Kindergarten students will be at or above the 15th Percentile (23 LSC) for Letter Sound Fluency (LSF) according to the AIMSweb Spring 2017 Benchmark Assessment. Objective 2a: 85% of first grade students will be at or above the 15th Percentile (29 WRC) for R-CBM (Reading - Curriculum Based Measurement) according to the AIMSweb Spring 2017 Benchmark Assessment. Objective 2b: 85% of second grade students will be at or above the 15th Percentile (68 WRC) for R-CBM (Reading - Curriculum Based Measurement) according to the AIMSweb Spring 2017 Benchmark Assessment. Objective 3: Third, fourth, and fifth grade students will show growth of 6% or greater in reading scores on the SBAC, in spring 2017.


Extended school day tutoring program for grades 1-5 serving students in need with parent permission.




Consistent teaching of Common Core Standards, noting individual scores by claim, grades 3-5

Parent Open House (fall)


Parent University



AIMSweb Assessment and Data Management (all students, goals set for K-2)

Smarter Balanced Assessment scores, given annually in spring (grades 3-5)

Teacher Observation, ongoing and reviewed daily


2016-17 Goals, Objectives, and Intervention Strategies – Math

Goal 2: K-5 Lincoln students will improve scores in math.

Objective 1: K-2 students will show growth in math, using classroom assessments, teacher observations, and assessment materials within the math curriculum. Objective 2: Third, fourth, and fifth grade students will show growth of 7.2% or greater in math, using SBAC scores, spring 2017, and classroom assessments




Math Investigations (K-5) including common math vocabulary

Pacing guides for math curriculum


Parent Open House


Parent University



Smarter Balanced Assessment scores, Spring 2017 (grades 3-5)

Teacher Observation, classroom grades, pre and post assessments, ongoing


Professional Development Lincoln Elementary staff will continue to be engaged in a variety of activities emphasizing the two identified goals. Additionally, staff will attend appropriate national, state, and regional conferences that will support the LIP school-wide goals.

Local professional development opportunities will include technology in-services that will encourage the delivery and management of instruction. A mentor is assigned to each new staff member in our building. The mentor will assist new teachers with building expectations and routines, electronic attendance and grading, locating materials, etc. Finally, Lincoln’s professional library is constantly being upgraded in the areas of effective strategies for math and reading instruction.

2015-16

Staff Development Schedule

August 19 8:00 a.m. – 10:00 a.m. Aberdeen School District Welcome Back @ CHS Theatre

10:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning

August 20 8:00 a.m.-12:00 p.m. Bob Upgren Presentation @ Dakota Events Center 1:00 – 3:30 p.m. Building and Collaborative Planning

August 21 8:00 a.m.- 3:30 p.m. Building Meetings and Data Retreat

August 24 First Day of School

Individual/Collaborative Planning

November 25 School in Session

12:30 p.m.-3:30 p.m. Building Meetings and Collaborative Planning

January 4 8:00 a.m. – 10:00 a.m. Winter Address @ CHS Theater 10:00 a.m. – 11:30 a.m. Building Meetings and Collaborative Planning 12:30 p.m. – 3:30 p.m. Close Reading Grades K-1

January 5 8:00 a.m. – 11:00 a.m. Close Reading Grades 2-3 12:30 p.m. – 3:30 p.m. Close Reading Grades 4-5

February 12 8:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning

March 24 8:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning

April 18 8:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning

May 19

Last Day of School

1:00 p.m.-3:30 p.m. Individual/Collaborative Planning


2016-17

Staff Development Schedule

August 16 8:00 a.m. – 10:00 a.m. Aberdeen School District Welcome Back @ CHS Theatre

10:00 a.m.-3:30 p.m. Building Meetings and Collaborative Planning

August 17 8:00 a.m.-12:00 p.m. Billy Riggs Presentation @ Dakota Events Center 1:30 – 3:30 p.m. Building and Collaborative Planning

August 22 8:00-3:30 Building Meetings and Data Retreat

August 23

School in Session

1:00-3:30 Building and Collaborative Planning

November 23 School in Session


January 3 8:00-3:30 p.m. Standards Based Grading

January 4 8:00 a.m. – 10:00 a.m. Winter Address @ CHS Theater 10:00-3:30 p.m. Standards Based Grading

February 10 8:00-3:30 p.m. Standards Based Grading

March 15 8:00-3:30 p.m. Standards Based Grading

April 13 8:00-3:30 p.m. Standards Based Grading

May 18

Last Day of School


Highly Qualified Staff The Aberdeen School District has established procedures to attract highly qualified staff to deliver instruction in our schools. The District seeks highly qualified professionals from many sources such as, posting teaching positions extensively on the world-wide-web; targeting sites specially designed for teacher applicants; advertising locally and regionally in the newspapers; submitting postings to university career centers; and attending job fairs. The application process includes completing an application, checking references, and reviewing transcripts. All teachers and paraprofessionals at Lincoln Elementary School meet the definition of highly qualified. It is our District’s policy to staff our schools only with teachers and paraprofessionals that meet that definition.


Parent Involvement in Education Lincoln Elementary School parents are provided directions to access the School Improvement Plan through the Aberdeen School District Web site in the Lincoln Elementary Parent & Student Handbook (page 6) and occasionally in the monthly newsletter. In addition, the Lincoln Elementary School Improvement Plan is discussed at PTA meetings, School Board meetings, and district-wide School Board listening sessions. Testing results are sent to parents annually, along with general information about the testing process and an interpretation guide. Parents are invited to contact their child’s teacher or the principal if they have questions about the testing process or results. Parents are provided with a Parent Involvement Letter and Lincoln Elementary welcomes parents and families to an Open House during the first week of school. Parent-Teacher conferences are scheduled in the fall and spring, and Parent University (parent education and student activity) is conducted each fall.

Transition Processes The registration process for incoming Kindergarten students begins in January at each elementary school. Parents are required to provide the school with the child’s name, birth certificate, immunization records, and social security card to complete the registration process. In the spring, the Kindergarten Open House is held for registered students to introduce the parents and students to the teachers, classroom areas, and overall school building. At the start of the new school year, the teachers meet with parents to provide them with information regarding the expectations for Kindergarten. Students begin the year by attending school in small groups to become better acquainted with their environment and daily schedule. In the early spring, transition activities for fifth graders moving to the middle school begin with a visit from the middle school principals. During this session, the principals provide an overview of the middle school experience and distribute registration materials. Later in the spring, fifth grade students visit and tour the middle schools. The program includes musical entertainment, a school tour, snacks, and small group discussion time with eighth grade student leaders. Also, late spring, the middle school Improv Troupes visit fifth grade classrooms to present scenes that prompt further discussion of middle school issues. New students are welcomed to their designated middle school with an orientation provided by the school counselor and/or representatives of the student council. Periodically, new student groups are formed to provide students with an opportunity to meet other new students and express their concerns in a small group setting.


Monitoring and Support

Students who experience difficulty are referred to the Student Assistance Team (SAT) by parents or teachers. Student needs are evaluated by the team with recommendations made to help rectify the problems identified. Recommendations may include extended school day tutoring, behavior management plans, an outside mentor, and/or further review by the team. The team shares this information with the teachers involved with the child as well as the child’s parents. If problems tend to persist, the student may be referred to the Student Needs Team (SNT) for formal evaluation of academic and/or psychological needs. After the evaluation has been completed, the team communicates the results to staff members and the child’s parents. Recommendations may include special education services, professional counseling, and/or alternative placement of the child. The School Improvement Committee will follow-up after the August 21, 2015 Building Data Retreat to review the updated data and make adjustments to the 2014-2016 plan and will meet as needed throughout the school year. As the plan is reviewed and modified, progress will be shared with the School Board on an annual basis.

Fiscal Requirement As this plan is implemented, resources will be available to building teams. Release time will be provided for building teams to meet to review their current school improvement plan, review their school’s data and to add new strategies to use for instructional purposes. District-level administrators will be available to meet with school teams to support the development of school or student improvement plans and also to model effective instructional strategies in the classroom. School curriculum and supplemental materials will be purchased according to the district curriculum adoption cycle. If additional support materials must be purchased, individual schools may use their building financial allocations to purchase those items. Financial Resources Available:

Building Level –

General fund and capital outlay fund allocations

Special Education allocations for resource rooms and also financial support for after-school tutoring

District Level –

Title I and Title IIA funds for staff salaries

Title I and general funds for extended school day tutoring program


Ongoing Program Development The school improvement plan is part of a dynamic process with periodic evaluation needed to assess progress towards meeting goals. The school improvement plan is a two-year document requiring periodic evaluation to assess progress. The plan was written within three months of identification for state-mandated school improvement. It will be evaluated annually and revised as needed. Future revisions in the plan will be made according to data obtained from assessment results, surveys, state mandates, and student needs. A log will be kept on file of the periodic reviews and revisions. The improvement plan will be presented to the Aberdeen School Board for final approval in November of 2016. After board approval, the School Improvement Plan will be fully implemented. The school improvement plan will be shared with the staff, parents, and the public through the Aberdeen School District website and copies will be available in the school office for interested patrons. The timeline below indicates the school improvement activities for the 2016-2017 school year.

July Preliminary results identified by the DOE

Completed by August 22

Building data compiled and team members identified

August 22 Building data retreats held with all staff members

Completed by September 23

Building leadership teams meet to refine goals and strategies

Completed by September 23

Finalize requirements of building school improvement plans and submit to Assistant Superintendent

October 11 Smarter Balanced scores presented to the school board

October 12 District school improvement meeting-conduct peer reviews of building plans

October 24 Building school improvement plan revisions due back to the Assistant Superintendent

November 14 School improvement plans submitted to school board for first reading

November 28 School improvement plans submitted to school board for final approval

Completed by January 27

Building leadership teams meet to review student progress and make necessary adjustments to school improvement plan

Completed by April 21

Building leadership teams meet to conduct annual assessment of school improvement plans and make adjustments as necessary

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