school improvement plan a.a. rather school · table of contents introduction 1 executive summary...

School Improvement Plan

A.A. Rather School

Ionia Public Schools

Mr. Darin Magley

380 EAST TUTTLE RD IONIA, MI 48846-8615

Document Generated On September 5, 2014

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

School Data Analysis

Introduction 12 Student Enrollment Data 13 Student Achievement Data for All Students 16 Subgroup Student Achievement 18 Perception Data - Students 23 Perception Data – Parents/Guardians 24 Perception Data – Teachers/Staff 25

Other 26

School Additional Requirements Diagnostic

Introduction 28 School Additional Requirements Diagnostic 29

Health and Safety (HSAT) Diagnostic

Introduction 32 Health and Safety (HSAT) 33

Title I Schoolwide Diagnostic

Introduction 39 Component 1: Comprehensive Needs Assessment 40 Component 2: Schoolwide Reform Strategies 41 Component 3: Instruction by Highly Qualified Staff 43 Component 4: Strategies to Attract Highly Qualified Teachers 44 Component 5: High Quality and Ongoing Professional Development 45 Component 6: Strategies to Increase Parental Involvement 46 Component 7: Preschool Transition Strategies 51 Component 8: Teacher Participation in Making Assessment Decisions 52 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 53 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources55

Evaluation: 57

School Improvement Plan 2014-15

Overview 60 Goals Summary 61

Goal 1: All students at Rather Elementary School will be proficient in writing. 62

Goal 2: All students at Rather Elementary School will be proficient in reading. 64

Goal 3: All students at Rather Elementary School will be proficient in math. 69

Goal 4: All students at Rather Elementary School will be proficient in science. 73

Goal 5: All students at Rather Elementary School will be proficient in social studies. 74

Activity Summary by Funding Source 76

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.

School Improvement PlanA.A. Rather School

SY 2014-2015 Page 1© 2014 AdvancED www.advanc-ed.org

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the

strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of

how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to

reflect on how it provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? A. A. Rather Elementary School (as it is officially known) is located in Ionia, Michigan. Ionia is a rural, small town community that is situated

approximately half way between Grand Rapids and Lansing. Rather School is a part of the Ionia Public School District. Built in 1960, a

2,004 square foot media center was constructed on the east end of the original building during the 1988-1989 school year. Four 728 square

foot classrooms, two small office spaces/storerooms, a hallway, and an entryway were added at the northeast end of Rather School during

the 1998-1999 school year. For the most part, Rather's student body, staff, and the community of Ionia are mostly white and not very

ethnically diverse. There is, however, a greater degree of economic diversity, with a little over half of Rather's students/families qualifying for

free or reduced lunch. The number of students receiving free or reduced lunch has been slowly but steadily increasing the past several

years. This economic diversity presents the biggest challenge for Rather educators as the students of many of the economically-

disadvantaged students begin school without the experiences, prior knowledge, and preschool experiences of their more affluent peers.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. Rather Elementary School exists to provide a high-quality education to its students in a safe, secure, positive learning environment. This

high-quality education includes the four core areas of ELA, math, science, and social studies as well art, music, and physical education. The

staff at Rather works extremely hard and has this same expectation of maximum effort for all students. Rather's Vision Statement is as

follows - "Rather Elementary School strives to provide, in partnership with families, a quality education so that all students are able to reach

their full potential academically and socially, within a caring, secure environment, shaping productive citizens and life-long learners."

Rather's Mission Statement reads as follows - "With the unerstanding and belief that all students can learn, the Rather staff will provide a

program of learning instruction that will meet the learning objectives of all Rather students." Finally, Rather's Beliefs Statement says - "All

students can learn and grow. When we create a match between the student, the task, and the instruction, the student experiences success.

Our number one goal is student success."



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. Two years ago, Rather (as well as the other elementary schools of Ionia Public Schools) began implementing a new, conceptually-based

math program called Math Expressions. As a result of this program, we continue to see increases in the percent of students who scored

proficient on the MEAP Math Tests (3rd Grade - 9% increase, 5th Grade - 17% increase). While 83% of our fourth grade students and 81%

of our fifth grade students who took the MEAP Reading Test this past school year scored proficiently, there is still a strong need to update

and standardize the materials that are provided for 1st through 5th grade teachers to teach reading. Also, there is a concern that our current

writing program does not do enough to address informational writing, persuasive writing, and grammar. It is hoped that in the next three

years, a clear, consistent, Common Core State Standards aligned ELA curriculum and appropriate resources will be adopted and in place at

Rather. Finally, while last year's MEAP Science Test scores increased to 28% proficiency (from 12%), there is a strong need to improve the

science curriculum and instruction at Rather Elementary School.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. Rather Elementary School has a rich, strong history of student achievement and academic excellence. Rather was mentioned as a Best

Practices School Building in both the 1998-1999 and the 1999-2000 Standard & Poor's Report for outperforming the state average, as

measured by the proportion of MEAP scores that meet or exceed state standards, despite having above-average levels of economincally-

disadvantaged students. In 2001, Rather School received a Michigan Association of School Boards Michigan's Best Education Excellence

Award for the Rather Elementary School Reading Club. During the 2004-2005 school year, Rather Elementary School was one of 32

elementary schools in Michigan to receive recognition as a Michigan Exemplary Blue Ribbon School Award winner. As we build on this past

tradition of achievement and excellence, we look forward to the challenge of preparing our students to successfully meet college and career

readiness standards. As our motto states, at Rather we are..."Teaching Today For The Promise Of A Better Tomorrow."



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. All teaching staff members are included on the Rather Elementary School Improvement Team Roster, along with selected itinerant teaching

staff, support staff, and four parents. The four parents are contacted and asked to be participants of the school improvement team at the

start of the school year. Rather holds school improvement meetings most months during the school year. These meetings, open to any

parents who want to attend, are advertised in the school newsletter (which is sent home with students and also posted on Rather's part of the

district website) and also listed on the school sign. At these monthly meetings, issues that are included in or related to the school

improvement plan are reviewed, discussed, and/or decided upon. The monthly school improvement meetings are usually scheduled on the

third Monday right after school which seems to best accommodate the majority of the attendees. As these monthly meetings transpire, it

becomes apparent that all attendees serve in an advisory role, sharing and receiving information and giving their input. The process of

studying specific data (40 School Process Rubrics and School Data Analysis) and updating/adjusting the school improvement plan was

completed as part of a professional development day. This day was attended by teaching staff, itinerant teaching staff, the principal, and one

parent representative. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Kindergarten through fifth grade teachers, a special education teacher, itinerant/specials teachers, a parent, and the principal all participated

in the development/updating of the school improvement plan. The responsibilities of these stakeholder groups included helping compile data

(40 School Process Rubrics and School Data Analysis) and interpreting the results of the data in regards to how it might impact the

objectives, strategies, and activities of the school improvement plan. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The final school improvement plan is distributed to all of the stakeholders who helped develop/update it at a monthly school improvement

meeting. These meetings are usually held after school on the third Monday of most months that school is in session. These meetings, open

to any parents who want to attend, are advertised in the school newsletter (which is sent home with students and also posted on Rather's

part of the district website) and also listed on the school sign. At some of the monthly school improvement meetings, the attendees do

receive information (primarily assessment data) on the progress of the school improvement plan. Finally, the updated version of Rather's

School Improvement Plan is posted on Rather's part of the district website.



School Data Analysis



Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members

about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an

analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of

content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked

with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and

analyzed in conjunction with other local school data. Completion of the SDA is required.



Student Enrollment Data

How do student enrollment trends affect staffing? While Rather's enrollment, and consequently the size of its classes, is up, this is not the trend at all of the elementary schools in the district.

Since there is not an extra classroom to create another section of any grade level at Rather, enrollment trends would have to be up across

the district in order for an additional classroom section to be created at another building. If enrollment was to drop substantially at Rather, it

is possible that the affected grade levels could drop from two classrooms to one (which has happened at other elementary school buildings in

the district). How do student enrollment trends affect staff recruitment? When enrollment trends are down in the district, fewer new teachers are hired. When there are fewer new teachers to hire, the recruitment

efforts of the district are curtailed to some degree. How do student enrollment trends affect budget? Since school funding is based primarily upon student enrollment, the budget is affected by the number of students the district can count.

When student enrollment is down (which has been the case in the district overall the past several years), there is less money to spend which

results in supply and staffing reductions. How do student enrollment trends affect resource allocations? When the trend of student enrollment is downward (which has been the case in the district that past several years), there are fewer resources

to allocate. This means that only those resources that are absolutely essential will be purchased by the district. Discretionary spending has

pretty much been eliminated the past several years which has resulted in teachers not having all of the ancillary resources they need to

support the teaching of the curriculum. How do student enrollment trends affect facility planning and maintenance? When the trend of student enrollment is downward (which has been the case in the district the past several years), there are fewer resources

to allocate. This means that only facility maintenance that is absolutely essential to the safety and operation of the school will be funded.

Discretionary spending on facility upgrades or improvements has pretty much been eliminated the past several years. How do student enrollment trends affect parent/guardian involvement? When the trend of student enrollment is down, there are fewer parents/guardians available so involvement levels would naturally go down.



While student enrollment has trended downward in the district for the past several years, at Rather we have trended upward the past few

years. Therefore, there are more parents/guardians available so levels of involvement are up at Rather. How do student enrollment trends affect professional learning and/or public relations? When the trend of student enrollment is downward (which has been the case in the district the past several years), there are fewer resources

to allocate. This means there is less money for professional learning opportunities like discretionary conferences and workshops. Therefore

only those professional learning opportunities that can be charged to Title IIA grant funds (which are directly related to core curricular aeas or

initiatives mentioned in the school improvement plan and usually scheduled on a district-wide basis) are able to be offered. Even though

enrollment and funding have been trending downward in the district the past several years, we have managed to maintain the central office

position of public relations coordinator which has really helped us to be able to publicize the positive, wonderful things that are still happening

in our school and our school district. What are the challenges you noticed based on the student enrollment data? Obviously, the challenge of declining student enrollment at the district level is less money overall coming into the district. This, in turn, could

translate into budget (staffing and supply) reductions. However, at Rather, our enrollment typically remains stable or even increases slightly,

which leads to higher average class sizes. Since students are enrolled at the district administrative office and our district continues to

embrace the neighborhood school concept (as opposed to grade level buildings where class sizes can be better managed), we have little or

no control over enrollment trends at the building level. This can result in higher class sizes which can make it more difficult to give students

(especially those at-risk) the teacher contact time they need to do their best. What action(s) will be taken to address these challenges? Again, since students are enrolled at the district administrative office and our district continues to embrace the neighborhood school concept

(as opposed to grade level buildings where class sizes can be better managed), we have little or no control over enrollment trends/class

sizes at the building level. In the past, we have used Title 1 resources to fund teacher interventionists in classes with higher counts to try and

increase the teacher/student contact time, but this is obviously contingent upon the amount of Title 1 funding that we receive, the manner in

which the building school improvement team wants to allocate these funds, and the amount of students who qualify for Title 1 services in a

classroom. What are the challenges you noticed based on student attendance? The average student attendance rate for the 2008-2009 school year was 96.2% (for reportable sub-groups: 96.3% for Caucasian and 95.7%

for Economically Disadvantaged). The average student attendance rate for the 2009-2010 school year was 96.0% (for reportable sub-

groups: 96.2% for Caucasian and 96.0% for Economically Disadvantaged). The average student attendance rate for the 2010-2011 school

year was 95.3% (for reportable sub-groups: 95.4% for Caucasian and 94.6% for Economically Disadvantaged). The average student

attendance rate for the 2011-2012 school year was 96.1% (for reportable sub-groups: 96.2% for Caucasian and 96.1% for Economically

Disadvantaged). The attendance rate being used for Rather's 2012-2013 Michigan School Accountability Scorecard is 95.4%. The average

attendance rate for Rather and its reportable subgroups continues to meet the AYP attendance objective (at least 90%). Based upon this



data, there are no real challenges based on student attendance.

What action(s) will be taken to address these challenges? As was stated previously, the average attendance rate for Rather and its reportable subgroups continues to meet the AYP attendance

objective (at least 90%). Based upon this data, there are no real challenges based on student attendance that need to be addressed. It

should be mentioned, however, that Rather began implementing Capturing Kids' Hearts at the start of the 2011-2012 school year. This

program is supposed to help produce stronger, more motivating, positive student/teacher relationships which will result in improved

attendance at the individual student level.



Student Achievement Data for All Students

This area includes data questions.

Which content area(s) indicate the highest levels of student achievement? Reading is the content area indicating the highest levels of student achievement. 83% of our fourth grade students scored proficiently on the

2013 MEAP Reading Test. In addition, 81% of our fifth grade students scored proficiently on the 2013 MEAP Reading Test. Which content area(s) show a positive trend in performance? Math is the content area which shows the most positive trend in student performance. At the third grade level, the percentage of students

scoring proficiently went from 52% on the 2012 MEAP Math Test to 61% on the 2013 MEAP Math Test (9% increase). At the fifth grade

level, the percentage of students scoring proficiently went from 38% on the 2012 MEAP Math Test to 55% on the 2013 MEAP Math Test

(17% increase). In which content area(s) is student achievement above the state targets of performance? Students at Rather scored at or above the state average on most of the MEAP Tests. If this question is in reference to the 85% proficiency

level requirement the state has set for 2022, then none of this past year's test scores were at or above that target level. What trends do you notice among the top 30% percent of students in each content area? The main trend that is most likely present among the top 30% of students in most content areas is that the majority of these students are not

from economically-disadvantaged families. What factors or causes contributed to improved student achievement? The improved student achievement scores on the MEAP Math Tests are due to the implementation of a newer, conceptually-based math

program (Math Expressions) in all kindergarten - fifth grade classrooms. How do you know the factors made a positive impact on student achievement? We are quite certain that the switch to a conceptually-based math program made the positive impact on student math achievement because

it was the only variable that was adjusted. Changing what was taught and how it was taught in math enabled students to better understand

problem-solving and application which are needed for success on the state math assessments.



Which content area(s) indicate the lowest levels of student achievement? While fifth grade MEAP Science Test proficiency level has increased from 12% in 2012 to 28% in 2013, it is still considerably lower than the

85% proficiency target. Finally, while the fourth grade writing test score this past year (60%) was a 2% increase from the previous year, it

appears that our student performance on the fourth grade MEAP Writing Test has leveled off or plateaued instead of steadily increasing. Which content area(s) show a negative trend in achievement? According to state assessment scores, there really is not a content area that is showing a negative trend in student achievement. In which content area(s) is student achievement below the state targets of performance? All of Rather's state assessment scores are below the 85% state target of performance for 2022. What trends do you notice among the bottom 30% of students in each content area? The main trend that is most likely present among the bottom 30% of students in most content areas is that the majority of these students are

from economically-disadvantaged families and/or qualify for special education services. What factors or causes contributed to the decline in student achievement? The plateau in writing achievement on the fourth grade MEAP Writing Test is most likely due to the fact that the present writing curriculum

(Lucy Calkins Writer's Workshop) is not adequately preparing students for the informational writing and grammar concepts that are tested on

the MEAP Writing Test. How do you know the factors made a negative impact on student achievement? When looking at the School Item Analysis Report for the fourth grade MEAP Writing Test, the mean score comparison shows that

informational writing lags behind narrative writing in the various components that are scored. This report also shows that students struggle

with some of the grammar concepts that are assessed. What action(s) could be taken to address achievement challenges? More time during literacy instruction needs to be spent upon reading, comprehending, and writing about informational text. Also, there is a

need to consider adopting and implementing a different writing curriculum (other than Lucy Calkins Writer's Workshop) which is more aligned

(includes informational writing and grammar) to what the state writing test assesses.



•

•

Subgroup Student Achievement

Statement or Question:Which subgroup(s) show a trend toward increasing overall performance? Response:

Students with Disabilities

Statement or Question:For which subgroup(s) is the achievement gap closing?* Response:

Students with Disabilities

In what content areas is the achievement gap closing for these subgroups?* The achievement gap is closing for the students with diabilities subgroup on the MEAP Tests in the content area of reading. How do you know the achievement gap is closing?* We know the reading proficiency level of the students with disabilities subgroup is closing when following the same grade level group from

year to year (25% third grade proficiency in 2011 to 33% fourth grade proficiency in 2012, 50% third grade proficiency in 2012 to 100% fourth

grade proficiency in 2013, 40% fourth grade proficiency in 2011 to 80% fifth grade proficiency in 2012, 33% fourth grade proficiency in 2012

to 50% fifth grade proficiency in 2013). What other data support the findings? We do not have any other data to support these findings. However, the past two years we have implemented an activity in the reading and

math school improvement goal areas that involves the students receiving instruction in the resource room at their instructional level and also

receiving instruction in the general education classroom at their grade level. We do not have firm data yet, but we are pretty certain that this

double immersion activity will help reduce the achievement gap for our students with disabilities. What factors or causes contributed to the gap closing? (Internal and External)* The main factor in the students with disabilities subgroup gap closing is the highly effective instructor we have teaching our resource room

program. For some older resource room students, they have had this incredibly effective resource room teacher for multiple years and it is

starting to show in the narrowing of the achievement gap for our students with disabilities subgroup.



•

•

How do you know the factors made a positive impact on student achievement? The highly effective resource room teacher is the only major factor that has changed for our students with disabilities subgroup in the past

few years. While we have also continued with the activity of double immersion in math and reading for our resource room students, the

soonest the impact of this activity would be seen is the 2013 MEAP Math and Reading Test scores. What actions could be taken to continue this positive trend? As has already been mentioned, we have continued with the implementation of an activity in the reading and math goal areas that involves

the special education students receiving instruction in the resource room at their instructional level and also receiving instruction in the

general education classroom at their grade level. We are pretty certain that this double immersion activity will help continue this positive

trend of the reduction of the achievement gap for our students with disabilities. Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance? Response:

Economically Disadvantaged

Statement or Question:For which subgroup(s) is the achievement gap becoming greater?* Response:

Economically Disadvantaged

In what content areas is the achievement gap greater for these subgroups?* In the content area of math, the achievement gap as measured by the MEAP Fourth Grade Math Tests, is greater for the economically

disadvantaged subgroup. How do you know the achievement gap is becoming greater?* We know that the math achievement gap for the economically disadvantaged subgroup at fourth grade is becoming greater when we note

that the 2013 MEAP Math Test gap (percent lower that the economically disadvantaged students score than the aggregate group) for fourth

graders (25%) grew by 14% from the gap for that same group of students as third graders (11%). What other data support the findings?* We do not have any other data (besides MEAP Test scores) to support the findings that the economically disadvantaged subgroup gap at

fourth grade is increasing/growing.



What factors or causes contributed to the gap increasing? (Internal and External)* The previous math program (which was not conceptually-based) most likely caused the gap that we are now seeing on the MEAP Math Test

at the fourth grades. Also, the large sizes of our fourth grade classes has made it more challenging for all of the struggling fourth grade

students to get extra math help and support from their teachers. How do you know the factors lead to the gap increasing?* The previous math program (prior to Math Expressions) was not conceptually-based and did not do a very effective job of preparing our

students to be successful on the problem-solving and application questions that are prevalent on the fourth grade MEAP Math Tests. At-

risk/economically disadvantaged students are one of the student sub groups that benefits most from direct instruction in a conceptually-

based math program. Additionally, large class sizes make it harder for the teachers to work individually with all of the students who may be

struggling to understand certain math concepts. What actions could be taken to close the achievement gap for these students?* This achievement gap should start to close as we continue to implement the conceptually-based math program (Math Expressions) which is

the activity listed under the math goal in our school improvement plan. How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate? This question is not applicable to Rather Elementary School as there are too few students to make a subgroup. How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section

31a, credit recovery programs, after-school programs, etc.)? To ensure that students with disabilities have access to the full array of intervention programs, classroom performance, district and state

assessment results, and teacher observation and input, are used to determine each student's needs. How are students designated ‘at risk of failing' identified for support services? Students designated 'at risk of failing' are identified for support services (Title 1 assistance) through the district's benchmark testing/screening

process which takes place three times during the school year (September, February, and May). Each grade level has identified specific

qualifiers (which, depending upon the grade level, may include STAR Reading, STAR Early Literacy, DIBELS, Letter Sounds, MLPP Letter

ID, STAR Math, teacher recommendation) which are used to determine Title 1 student eligibility.



What Extended Learning Opportunities are available for students (all grade configurations respond)? There are no formal Extended Learning Opportunities available for students at Rather Elementary School.

What is the school doing to inform students and parents of Extended Learning Opportunities? We do not offer any Extended Learning Opportunities so we are not doing anything to inform students and parents.

What impact might this data have on student achievement? Obviously, we have a very experienced, veteran staff. This should have a very positive impact upon student achievement.

Label Question ValueWhat percentages of students participate in Extended LearningOpportunities, either for additional support or increased challenge?

0.0

Label Question ValueWhat is the total FTE count of teachers in your school? 13.0

Label Question ValueHow many teachers have been teaching 0-3 years? 0.0



Label Question ValueHow many teachers have been teaching >15 years? 11.0

Label Question ValueIndicate the total number of days for teacher absences due toprofessional learning or professional meetings.

104.0



What impact might this data have on student achievement? Teacher absenteeism (for both sick days and professional learning) can have a negative impact on student learning and achievement. This

is especially true with the newer conceptual math series (Math Expressions) as many teachers do not feel comfortable having a substitute

teacher present new lessons which slows down the progression through the math curriculum.

Label Question ValueIndicate the total number of days for teacher absences due to illness. 146.0



Perception Data - Students

Which area(s) indicate the highest overall level of satisfaction among students? Areas which indicated the highest overall level of student satisfaction were their perception that teachers are available to help them when

they don't understand something and also their believing that their teachers encourage them to do their best. Which area(s) show a positive trend toward increasing student satisfaction? The area which showed a positive trend toward increasing student satisfaction was their belief that there are strong relationships between

themselves, teachers, and other staff members. What area(s) indicate the lowest overall level of satisfaction among students? The area that indicated the lowest overall level of satisfaction among students was cafeteria food. Which area(s) show a trend toward decreasing student satisfaction? The area that showed a trend toward decreasing student satisfaction was that of students feeling safe on the bus. What are possible causes for the patterns you have identified in student perception data? One of the possible cause of students not all feeling safe on the bus is most likely the fact that Rather Elementary School starts earlier than it

did before and now Rather students are on busses with middle school and high school students. What actions will be taken to improve student satisfaction in the lowest areas? The Rather principal will collaborate with the district transportation director and the bus drivers to try and ensure a safe, positive environment

on the bus for all Rather students.



Perception Data – Parents/Guardians

Which area(s) indicate the overall highest level of satisfaction among parents/guardians? The vast majority of parents indicated that they feel welcome at the school and that they feel they are kept well informed regarding what is

happening at the school. In addition, most of the respondents indicated that they are very satisfied with the quality of teaching and the

administration of the school. Which area(s) show a trend toward increasing parents/guardian satisfaction? All of the respondents indicated that they feel encouraged to be involved in their child's education. Which area(s) indicate the overall lowest level of satisfaction among parents/guardians? The areas of transportation, building and grounds maintenance, and the school lunch/breakfast program indicated the overall lowest levels of

satisfaction among parents/guardians. Which area(s) show a trend toward decreasing parents/guardian satisfaction? The area of administration of the district showed a trend toward decreasing parent/guardian satisfaction. What are possible causes for the patterns you have identified in parent/guardian perception data? The Rather Elementary School staff works hard to meet the needs of both students as well as parents. The overall pattern of positive

feedback from the parents who completed a survey is indicative of a high level of satisfaction with the Rather staff and the education they

provide to students. What actions will be taken to increase parent/guardian satisfaction in the lowest areas? The staff of Rather Elementary School will continue to work hard to meet the needs of all of our students and their parents/guardians

however, we do not have any control over the areas of transportation, building and grounds maintenance, and the school lunch/breakfast

program. These are all handled at the district level.



Perception Data – Teachers/Staff

Which area(s) indicate the overall highest level of satisfaction among teachers/staff? Teachers/staff perceive Rather's strengths to be a clear sense of purpose as indicated by the missions statement, a common understanding

and commitment to the school improvement goals, and frequent staff communications with students' families. Which area(s) show a trend toward increasing teacher/staff satisfaction? An area which shows a trend toward increasing teacher/staff satisfaction is that of feeling free to express opinions and offer ideas. Which area(s) indicate the lowest overall level of satisfaction among teachers/staff? The area which indicated the lowest overall level of satisfaction among teachers/staff was that of professional development needing to be

more consistent with the school improvement goals. Some staff desire more help in areas in which they need to improve. Which area(s) show a trend toward decreasing teacher/staff satisfaction? An area that shows a trend toward decreasing teacher satisfaction is that of using the Instructional Consultation Teams process. Some staff

members are not comfortable using the ICT process because it has taken so long in the past to make progress on cases or to move cases

forward. What are possible causes for the patterns you have identified in staff perception data? Because the Instructional Consultation Team process can take a while to work through and not always produce results that bring a students'

achievement level up to that of his/her peers, teaching staff can become frustrated with the ICT process and less willing to use it.



Other

How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you

have not completed the MiPHY survey.)

N/A - Rather is an elementary school so this question does not apply as we do not give the MiPHY online student survey. Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are

involved in the process. Since Rather Elementary School is one of five elementary schools that are a part of Ionia Public Schools, major decisions regarding

curriculum, instruction, and assessment are made by grade level teacher committees with direction and support given by district-level

specialists (Curriculum Director/Instructional Coach, State and Federal Programs Coordinator/Literacy Teacher, Associate Superintendent).

The curriculum (GLCE's and CCSS) that we teach is based primarily on what is tested on the state assessment. The district has set a

schedule for Elementary Assessments and Reporting which includes STAR Reading, STAR Early Literacy, DIBELS, MLPP, STAR Math, and

a writing prompt. The district is working to develop common summative unit assessments for the core curricular areas. While attempts are

made to use best practices for instruction, there is some flexibility on the part of the teacher as to how he/she delivers the articulated

curriculum. What evidence do you have to indicate the extent to which the standards are being implemented? Rather Elementary School/Ionia Public Schools is a part of a three year collaborative initiative between Ionia and Montcalm county schools

called "Hair on Fire". It involves working on deconstructing the Common Core State Standards in Mathematics and ELA, determining their

level of complexity (Webb's Depth of Knowledge), articulating which skills and vocabulary are required, and writing them as student-friendly

learning targets. This initiative also involves the development of formative and summative assessments, intentional shifts of ime, and a

switch to standards-based reporting. This initiative will result in full implementation of the Common Core State Standards.



Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.




Label Assurance Response Comment AttachmentLiteracy and math are tested annually in grades1-5.

Yes In grades 1 - 5, DIBELS, STARReading and/or STAR EarlyLiteracy, and District WritingPrompt Scores are used toassess literacy while STAR Mathis used to assess math.

Label Assurance Response Comment AttachmentOur school published a fully compliant annualreport. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.

Yes Rather's fully compliant AnnualEducation Report (AER) andcover letter can be accessed fromthe district/school website at thefollowing links:

<http://www.ioniaschools.org/uploaded/faculty/bkirby//RatherFullAnnualEducationReport.pdf><http://www.ioniaschools.org/uploaded/faculty/bkirby//Rather's_AER_Cover_Letter.doc>.

Label Assurance Response Comment AttachmentOur school has the 8th grade parent approvedEducational Development Plans (EDPs) on file.

No This is not applicable as Rather isan elementary school that housesonly grades K - 5th.

Label Assurance Response Comment AttachmentOur school reviews and annually updates theEDPs to ensure academic course workalignment.

No Again, Rather is an elementaryschool and we do not have 8thgraders with EDPs.

Label Assurance Response Comment AttachmentThe institution complies with all federal lawsand regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.References: Title VI of the Civil Rights Act of1964, Section 504 of the Rehabilitation Act of1973, The Age Discrimination Act of 1975, TheAmericans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.

Yes Rather Elementary Schoolcomplies with all federal laws andregulations prohibitingdiscrimination and with allrequirements and regulations ofthe U.S. Department ofEducation.



Label Assurance Response Comment AttachmentThe institution has designated an employee tocoordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Ionia Public Schools (of whichRather Elementary School is apart) has designated anemployee to coordinate efforts tocomply with and carry out non-discrimination responsibilities.This person is Maureen Reeder,Director of Special Education,250 E. Tuttle Road, Ionia, MI,48846, telephone number 616-527-9280.

Label Assurance Response Comment AttachmentThe institution has a School-Parent InvolvementPlan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.

Yes Rather Elementary School has aSchool-Parent Involvement Plan(that addresses Section 1118activities).

Rather ElementarySchool ParentInvolvement Policy

Label Assurance Response Comment AttachmentThe institution has a School-Parent Compact. Ifyes, please attach the School-Parent Compactbelow.

Yes Rather Elementary School has aSchool-Parent Compact.

Rather ElementarySchool ParentCompact

Label Assurance Response Comment AttachmentThe School has additional informationnecessary to support your improvement plan(optional).

Yes Attached is Rather ElementarySchool's Schedule of School,Family, and CommunityPartnerships to Reach SchoolGoals. The activities listed in thisschedule are also listed asactivities in Rather's SchoolImprovement Plan.

Rather ElementarySchool's Scheduleof School, Family,and CommunityPartnerships toReach SchoolGoals



Health and Safety (HSAT) Diagnostic



Introduction The content for this tool comes directly from the Healthy School Action Tool (HSAT) Assessment (http://www.mihealthtools.org/hsat), an

online tool for school buildings to assess its school health environments. 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.

This diagnostic is optional and should be completed only if you took the HSAT.



Health and Safety (HSAT)

The following assurances come directly from the <a href="http://www.mihealthtools.org/hsat"target="_blank">Healthy School Action Tool

(HSAT) Assessment</a>, 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.

Statement or Question Response RatingQuestion 1 Our School has a written policy on school

safety that supports proactive, preventativeapproaches to ensure a safe schoolenvironment.

Written policy, fully implemented N/A

Statement or Question Response RatingQuestion 2 All teachers in our school have received

professional development in managementtechniques to create calm, orderly classrooms.

Yes N/A

Statement or Question Response RatingQuestion 3 Our school communicates all of our health and

safety policies to students, staff, substituteteachers, parents and visitors through theparent handbook or newsletter at least once ayear.

No N/A

Statement or Question Response RatingQuestion 4 Our school has used data from a student

health/safety assessment at least once in thepast two years to assist in planning actions thatwill improve our school's environment and/or todetermine the impact of changes that we havemade on student attitudes and behaviors.

No N/A

Statement or Question Response RatingQuestion 5 Our school has taken action on the Michigan

State Board of Education Policy onComprehensive School Health Education.

No action taken N/A

Statement or Question Response RatingQuestion 6 All teachers who provide health education

instruction received annual professionaldevelopment/continuing education specificallyrelated to health education.

No N/A



Statement or Question Response RatingQuestion 7 The health education curriculum used in our

school is the Michigan Model for Health®Curriculum.

Yes N/A

Statement or Question Response RatingQuestion 8 The health education curriculum used in our

school involves student interaction with theirfamilies and their community.

No N/A


State Board of Education Policy on QualityPhysical Education.

No action taken N/A

Statement or Question Response RatingQuestion 10 At our school, physical education teachers

annually participate in professionaldevelopment specific to physical education.

No N/A

Statement or Question Response RatingQuestion 11 Our school uses the Exemplary Physical

Education Curriculum (EPEC)Exemplary Physical Education Curriculum(EPEC)

N/A

Statement or Question Response RatingQuestion 12 At least three times during the past 12 months,

our school offered programs, activities orevents for families about physical activity.

No N/A

Statement or Question Response RatingQuestion 13 Our school offers the following amount of total

weekly minutes of physical educationthroughout the year.

59 minutes or less at elementary level, 105minutes or less at middle/high level

N/A


State Board of Education Policy on NutritionStandards.

No action taken N/A

Statement or Question Response RatingQuestion 15 The food service director/manager participated

in professional development related to food ornutrition during the past 12 months.

Yes N/A



Statement or Question Response RatingQuestion 16 The food service director/manager

supports/reinforces in the cafeteria what istaught in health education.

Yes N/A

Statement or Question Response RatingQuestion 17 During the past 12 months, our school collected

information from parents to helpevaluate/improve school meals or foods offereda la carte, in concessions, school stores,vending machines, or as a part of classroomcelebrations/parties or at school events.

Yes N/A

Statement or Question Response RatingQuestion 18 Our school makes a good faith effort to ensure

that federally reimbursable school nutritionprograms are the main source of nutrition atschool rather than vending or a la carte.

Yes N/A

Statement or Question Response RatingQuestion 19 Our school has a health services provider or

school nurse accessible to students.Yes, but we do not have a health servicesprovider or school nurse for every 650 students

N/A

Statement or Question Response RatingQuestion 20 Our school has a written policy on school safety

that involves parents, and broader community,in collaborative efforts to help ensure a safeschool environment.

No Written Policy N/A

Statement or Question Response RatingQuestion 21 Our school has a system in place for collecting

relevant student medical information.Yes N/A


State Board of Education Positive BehaviorSupport Policy.

No action taken N/A

Statement or Question Response RatingQuestion 23 During the past 12 months, the school

counseling staff has provided professionaldevelopment to school health staff aboutidentification and referral of students related toviolence and suicide prevention.

No N/A




counselor/psychologist/social worker offeredinformation to students (presentations,materials, individual or group counselingactivities, events) about bullying, harassmentand other peer to peer aggression.

Yes N/A


counselor/psychologist/social worker hascollaborated with appropriate school staff orcommunity agencies to implement programs oractivities related to bullying, harassment andother peer to peer aggression.

Yes N/A


counseling staff identified students who are atrisk of being victims or perpetrators of violence.

No N/A

Statement or Question Response RatingQuestion 27 Our school's mission statement includes the

support of employee health and safety.No N/A

Statement or Question Response RatingQuestion 28 During the past year, our school supported staff

participation in health promotion programs byhaving a budget for staff health promotion.

No N/A

Statement or Question Response RatingQuestion 29 During the past year, our school supported staff

in healthy eating by providing healthy foodchoices at staff meetings.

No N/A

Statement or Question Response RatingQuestion 30 Our school has a written family involvement

policy that advocates for strong connectionsbetween the home, school and the communityas a means of reducing barriers to studentachievement.

Written policy, fully implemented N/A

Statement or Question Response RatingQuestion 31 Our school has a parent education program. Yes N/A



Statement or Question Response RatingQuestion 32 During the past 12 months, our school collected

information from parents to helpevaluate/improve school health education in ourschool.

No N/A

Statement or Question Response RatingQuestion 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).

Access to all indoor facilities N/A



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A) and 1309(2)

of the Elementary and Secondary Education Act (ESEA), the Comprehensive Needs Assessment (CNA) requirement is met by completing a

School Data Analysis (SDA) and School Process Profile (SPP). 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 Comprehensive Needs Assessment addresses all four types of data: student

achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and

demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I,

Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted? The process of updating and studying comprehensive needs assessment data (40 School Process Rubrics and School Data Profile/Analysis)

and updating/adjusting the school improvement plan was completed as part of a professional development day. This day was attended by

teaching staff, itinerant teaching staff, the principal, and one parent representative. 2. What were the results of the comprehensive needs assessment? What information was concluded as a result of analyzing

perception, student achievement, school programs/process, and demographic data? The comprehensive needs assessment showed that while local writing data indicated that students had achieved part of the objective for

writing, MEAP Writing Test scores indicate that student performance is starting to level off or plateau. Representative members of Rather's

School Improvement Team rated the school as Partially Implemented on Indicator II.2.A.4. of the School Process Rubrics (40) showing that

there is a need for reflective practice to become embedded in the school culture and for teachers to collaborate more frequently to dialogue

about and investigate their teaching practices. Also receiving a rating of partially implemented was Indicator I.2.B.2. which indicates that

there is a need for the expanded use of a variety of best practices designed to meet the different needs of individual learners (primarily in the

curricular area of reading). In the curricular area of math, student achievement is improving as indicated by increased scores on this year's

round of MEAP Math Testing and STAR Math Test scores. Perception data shows that students, parents, and staff think highly of Rather

School and the people, programs, and practices that are in place. Demographic data shows that the Rather teaching staff is an experienced,

veteran staff. 3. How are the school goals connected to priority needs and the needs assessment? It is clear that a detailed analysis of multiple

types of data was conducted to select the goals. The school improvement goals and objectives were developed/updated using data directly from the comprehensive needs assessment. The

data from the comprehensive needs assessment is listed specifically in the school improvement plan objectives and drives the entire school

improvement process. Multiple types of data (MEAP, STAR, DIBELS, Writing Prompt) were analyzed in the selection of the school goals. 4. How do the goals address the needs of the whole school population? How is special recognition paid to meeting the needs of

children who are disadvantaged? For each of Rather Elementary School's three school improvement goals, there is a specific objective that addresses the desired growth rate

of all students, economically disadvantaged students, and students with disabilities on the MEAP Test.



Component 2: Schoolwide Reform Strategies

1. Describe the strategies in the schoolwide plan which focus on helping ALL students reach the State's standards. All three of the strategies (one each for writing - engage students in writing and provide strategic group conferencing at all grade levels,

reading - provide differentiated reading instruction to all students and supplemental reading instruction to at-risk students, and math - teach

the math curriculum in a more conceptual manner) that are listed in the school improvement plan focus on helping all students reach the

state's standards as all three strategies are hooked directly to an objective that addresses improved proficiency on the State Test (writing - a

3% increase of fourth grade students will demonstrate a proficiency in achievement in English Language Arts by 5/15/2015 as measured by

the State Writing Test, reading - a 2% increase of third, fourth and fifth grade students will demonstrate a proficiency in achievement in

English Language Arts by 5/15/2015 as measured by the Third, Fourth, and Fifth Grade State Reading Tests, math - a 5% increase of third,

fourth and fifth grade students will demonstrate a proficiency in math achievement in mathematics by 5/15/2015 as measured by the Third,

Fourth, and Fifth Grade State Math Tests). 2. Describe how the research-based methods and strategies in the schoolwide plan increase the quality and quantity of instruction

(which accelerates and enriches the curriculum). Each of the three strategies that are listed in Rather's School Improvement Plan (1 - teachers will continue the use of Writer's Workshop or

another district-approved writing program to engage students in writing and provide strategic group conferencing at all grade levels for at

least 45 to 60 minutes every day, 2- instructional staff will provide differentiated reading instruction to all students for at least 60 minutes

every day and supplemental reading instruction to at-risk students using district-approved/board-adopted resources, and 3 - teachers will

continue the use of the adopted math textbook series and resources to teach the math curriculum in a more conceptual manner for at least

60 minutes every day) are research-based and increase the quality and quantity of instruction (which accelerates and enriches the

curriculum). 3. Describe how the research-based reform strategies in the schoolwide plan align with the findings of the comprehensive needs

assessment. All three of the research-based reform strategies in the school improvement plan align with the findings of the needs assessment. The

strategies were chosen to specifically address the student achievement deficiencies that were evident in the needs assessment. MEAP

Writing Test scores were well below the 85% state assessment target which lead to a writing goal and strategy. DIBELS, STAR, and MEAP

Test data showed student achievement was below proficiency and resulted in a reading goal and strategy. Finally, unit test, STAR, and

MEAP Test data showed that student achievement was well below proficiency and lead to a math goal and strategy. 4. Describe the strategies in the schoolwide plan which provide a level of INTERVENTIONS for students who need the most

instructional support in all major subgroups participating in the schoolwide program. Each strategy in the school improvement plan has an activity (teachers will have the opportunity to request additional assistance for at-risk

students through the process of Instructional Consultation Teams) connected to it that provides a level of interventions for students who need



the most instructional support. The math and the reading strategy both have an activity (Title 1 paraeducators and/or teacher

interventionists) connected to them which provides a means by which interventions/instructional support can be provided to all major

subgroups who particiate in the schoolwide program. 5. Describe how the school determines if these needs of students are being met. The school determines if the needs of students are being met through the use of assessments/progress monitoring (STAR Testing five times

during the school year). For students who are a part of the Instructional Consultation Team process, progress on targeted skills is tracked on

at least a weekly basis.



Component 3: Instruction by Highly Qualified Staff

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionalsmeet the NCLB requirements for highlyqualified? Provide an assurance statement. Ifno, what is the number that is not highlyqualified and what is being done to addressthis?NOTE: A schoolwide program must have allhighly qualified instructional staff.

Yes One hundred percent of the fiveinstructional paraprofessionalsare highly qualified asdocumented with WorkKeysAssessment proficiency.

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLBrequirements for highly qualified? Provide anassurance statement. If no, what is the numberthat is not highly qualified and what is beingdone to address this?NOTE: A schoolwide program must have allhighly qualified instructional staff.

Yes One hundred percent of thethirteen teaching staff memberswho are at Rather ElementarySchool five days a week arehighly qualified. The threeitinerant teaching staff members(art, music, and physicaleducation) who are each atRather two days a week are alsohighly qualified. They all possessa Bachelor's degree and full statecertification and show evidence ofmeeting at least one of the HighlyQualified options.



Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year? The teacher turnover rate for the 2013-2014 school year was 7.7% (one of the thirteen teachers who are at Rather five days a week moved

to another state to accept a teaching job). The teacher turnover rate for the 2012-2013 school year was 0% (same thirteen teachers as the

previous school year). 2. What is the experience level of key teaching and learning personnel? The average number of years current teachers (those who work full-time at only Rather) have been assigned to Rather Elementary School is

7.38 years. The teaching staff has an average of 22.92 years of teaching experience. 3. Describe the specific initiatives the SCHOOL has implemented to attract and retain high quality teachers regardless of the

turnover rate. Rather Elementary School (and Ionia Public Schools) participate in innovative programs that enhance instruction and support teachers in the

classroom. Some programs that attract highly qualified teachers to our school are: mentors for new teachers, new teacher orientation,

scheduled professional development, and Instructional Consultation Teams (ICT). These programs all work toward improving and enhancing

student and staff performance. Teachers are included in making decisions regarding the building school improvement plan and district

curriculum. They have the opportunity to become very familiar with the state curriculum guidelines and work together district-wide by grade

level and/or curriculum committees to create activities and common assessments for classroom use. Teachers are also allowed to give input

regarding the selection of instructional materials. 4. Describe the specific initiatives the DISTRICT has implemented to attract and retain highly qualified teachers regardless of the

turnover rate. The specific initiatives that were mentioned in the previous response for the building also apply to the district as these initiatives are in place

at all five of the district elementary school buildings. In addition it should be mentioned that the district offers competitive salary and benefits

in comparison to surrounding districts which helps to attract and keep highly qualified teachers. 5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly

qualified teachers? There is not a high turnover rate at Rather Elementary School so this question is not applicable.



Component 5: High Quality and Ongoing Professional Development

1. Describe the professional learning that the staff will receive that is aligned with the comprehensive needs assessment and the

goals of the school improvement plan. Two years ago, the teaching staff received training in implementing a conceptually-based math program (Math Expressions). The

implementation of this program is the strategy for the math goal (all students will be proficient in math) that is one of three academic goals

listed in our building school improvement plan. Training in conceptual math instruction was listed as an activity supporting the math goal in

our school improvement plan two years ago. Comprehensive needs assessment data two years ago did indicate a strong need for reform in

math as our MEAP Math Test scores were lagging behind the state average. Last school year, the teaching staff received training in the

essential elements of effective reading instruction and assessment (Put Readers First). Effective, differentiated reading instruction is the

strategy for the reading goal (all students will be proficient in reading) that is one of three academic goals listed in our building school

improvement plan. Put Readers First was listed as an activity supporting the reading goal in our school improvement plan last school school

year. Comprehensive needs assessment data last year (DIBELS data and 3rd Grade MEAP Reading Test scores) did indicate a strong need

for

more strategies and resources in the curricular area of reading. This school year, teaching staff were given the opportunity become more

acquainted with the Smarter Balanced Assessment which the state may be switching to for the next school year. Performance target levels

on this assessment will be listed as part of the objectives under each school improvement plan goal area. In addition, teaching staff will

attend a presentation by Austin Buffum on Pyramid Response to Intervention to learn more regarding the proper responses and procedures

when students do not learn. The action plan that is developed will include Instructional Consultation Teams which is listed as an activity

under each school improvement plan goal. 2. Describe how this professional learning is "sustained and ongoing." At the Pyramid Response to Intervention training by Austin Buffum, all teaching staff will receive a copy of the book, "Pyramid Response to

Intervention". Studies of this book will be held during the summer for teaching staff who want to participate. An action plan for implementing

the concepts from the training and this book will developed. Prior to the start of the next school year, this training will serve as the foundation

for two days of professional development with William Parrett on turning high poverty schools into high performing schools.

Label Assurance Response Comment Attachment3. The school's Professional Learning Plan iscomplete.

Yes Rather Elementary School is apart of Ionia Public Schools.Therefore, Ionia Public Schools'Professional Learning Plan is thesame plan that RatherElementary School uses. Thisplan is complete and uploaded.

Ionia PublicSchools 2014-2015ProfessionalLearning Plan



Component 6: Strategies to Increase Parental Involvement

1. Describe how parents are (will be) involved in the design of the schoolwide plan. At least one parent who is on the Rather School Improvement Team meets with other team members to help complete the School Process

Rubrics (40) and to look at School Data Profile/Analysis information and update the goals, objectives, strategies, and activities of the school

improvement plan. The school improvement team also plans for how Title 1 funds will be allocated/used. The Rather Parent Teacher Guild

(comprised mostly of parents) helps plan for how Title 1 parental involvement funds will be utilized. 2. Describe how parents are (will be) involved in the implementation of the schoolwide plan. Four parents are on Rather's School Improvement Team roster. At monthly school improvement meetings, issues regarding implementation

of the strategies and/or activities of the school improvement plan are discussed as needed. 3. Describe how parents are (will be) involved in the evaluation of the schoolwide plan. At least one parent is part of the completion of the School Process Rubrics (40) and the updating of School Data Profile/Analysis information

that specifically informs the school improvement plan. This same parent also participates when the School Process Rubrics and School Data

Profile/Analysis information is used to evaluate the implementation of the strategies and the progress made on the goals of the school

improvement plan. This parent who participates in this process is one of four parents who are on the roster of Rather's School Improvement

Team which meets on a monthly basis.

5. Describe how the school is carrying out the activities outlined in ESEA Section 1118 (e) 1-5, 14 and (f). RATHER ELEMENTARY SCHOOL PARENT INVOLVEMENT POLICY

The following is Rather Elementary School's Parent Involvement Policy which meets all of the No Child Left Behind requirements of Section

1118. Sections of this policy are based upon the district's parent involvement policy.

A.) PARENT INVOLVEMENT IN THE DESIGN, IMPLEMENTATION, AND EVLUATION OF THE SCHOOLWIDE PLAN:

An attempt will be made to place one or more parents of Title 1 children on Rather's School Improvement Team. Four total parents are on

Label Assurance Response Comment Attachment4. Does the school have a Title I ParentInvolvement policy that addresses how theschool carries out the required activities ofESEA Section 1118 (c) through (f)?

Yes Rather Elementary School has aTitle 1 Parent Involvement Policythat addresses how the schoolcarries out the required activitiesof ESEA Section 1118 (c) through(f).

Rather ElementarySchool ParentInvolvement Policy2014-2015



Rather's School Improvement Team which meets monthly. Most if not all of the school improvement and Title 1 planning will take place at

these planning meetings.

At least one parent attends a day-long meeting of the Rather School Improvement Team in February to complete the School Process Rubrics

(40), update the School Data Profile/Analysis, evaluate the effectiveness of the School Improvement Plan, and update the strategies and

activities of the School Improvement Plan. The School Improvement Team also plans for how Title 1 funds will be allocated/used. The

School Improvement Team and the Rather Parent Teacher Guild (comprised mostly of parents) helps develop the Schedule of School,

Family, and Community Partnerships to Reach School Goals (which is listed as activities in the school improvement plan). At monthly school

improvement meetings, issues regarding implementation of the strategies and activities are discussed as needed. Parents of all children are

asked to complete a survey at fall and spring student/parent/teacher conferences. The results of these surveys are compiled and studied at

a school improvement meeting for pertinent information and suggestions that may improve the school's educational offerings/programs.

B.) EVALUATION OF PARENT INVOLVEMENT COMPONENT OF SCHOOLWIDE PLAN AND USE OF RESULTS:

As mentioned above, Rather's Schedule of School, Family, and Community Partnerships to Reach School Goals is incorporated into the

school improvement plan as activities that help support strategies. The school improvement team will review these activities and decide if

adjustments/changes are necessary based primarily upon student achievement data and teacher/parent perception (please note that

attending parents helped evaluate via survey one of the major activities that was a part of this year's schedule). An updated schedule will

then be presented to the Rather Parent Teacher Guild for their input and final approval. Once approved, the Schedule of School, Family, and

Community Partnerships to Reach School Goals will again be written into the updated school improvement plan as activities.

When looking at the Schedule of School, Family, and Community Partnerships in the past, it was discussed by the staff that the Family Fun

Writing Night (14 families) was less attended than the Family Fun Math Night (37 families). It was mentioned that it may be best in the future

to schedule only one major (food, daycare, door prizes, educational presentation, educational/entertaining assembly program) family evening

activity and have it during January. This school year, only one major family night (Family Fun Math Night) was scheduled. Past parent

evaluations of the Family Fun Math Night showed that a vast majority of the attendees liked the food, enjoyed the educational presentations

and would be willing to try some of the activities/ideas at home, and enjoyed the educational assembly. This feedback from the parent

evaluations is used to help plan for the next year's schedule of parental involvement/school improvement plan activities.

C.) ASSIST PARENTS IN UNDERSTANDING THE STATE'S CONTENT STANDARDS AND ASSESSMENTS AND HOW TO MONITOR

THEIR CHILD'S PROGRESS:

Teachers complete report cards at the end of each trimester. The report cards are standards-based. The district's standards are based

upon the state's content standards. All classroom teachers at least send home a progress report near the middle of each trimester (some

teachers do a weekly academic/behavior report that they send home to parents in folders). Parents are usually asked to read, sign, and

return progress reports to school. Student/parent/teacher conferences are held in the fall and in the spring. At the fall conference, a report of

progress is shared with parents while at the spring conference, parents receive the second trimester report card. The results of teacher-

created summative assessments are sent home with students while some results are shared at student/parent/teacher conferences. These

summative unit assessments are based upon the state's content standards. The District Assessment Schedule shows that students are

administered multiple types of summative assessments (DIBELS, STAR Early Literacy, STAR Reading, STAR Math, district writing prompts,

MLPP, and MEAP). Many of the results from these standardized assessments are shared with parents (either sent home or shared at

student/parent/teacher conferences). An attempt is made to explain to parents assessment results in parent-friendly language. Progress

reports, student planners (upper elementary only), looking at corrected student work that is sent home, report cards, and

student/parent/teacher conferences are all ways in which parents can monitor their child's progress in school.

D.) PROVIDE MATERIALS AND TRAINING TO HELP PARENTS WORK WITH THEIR CHILDREN:



The district will offer a parenting class (S.T.E.P. - Systematic Training for Effective Parenting) at least once a year. Several parent/family

nights (M.E.A.P. Parent Informational Meeting, Family Accelerated Reader Nights, Family Fun Math Night, and Family, Food, and Fun

Games Night) will be offered throughout the school year. At some of these parent/family nights, parents will be provided with information or

educational activities they can use with their children to help them be more successful in school.

E.) TRAIN STAFF TO BUILD EFFECTIVE PARENT INVOLVEMENT:

At a past Rather School Improvement Meeting, attendees were given a copy of "The Keys To Successful School, Family, And Community

Partnerships - Epstein's Six Types Of Involvement." Attendees were then given a copy of Rather's One-Year Action Plan/Schedule of

School, Family, and Community Partnerships to Reach School Goals and asked to label the activities of the plan with the appropriate number

of the type of involvement from Epstein's model. Staff training to build effective parent involvement will take place at future staff and/or

school improvement meetings.

F.) COLLABORATE WITH OTHER PROGRAMS TO COORDINATE PARENT INVOLVEMENT:

Rather collaborates with other community organizations and agencies to promote family friendly activities and events which help facilitate

parent involvement. Fliers and information are posted around the school and displayed in Rather's student/parent information stand. Some

past examples include Mom2Mom Sale (Great Start Collaborative Parents), Burger King Benefit Nights to Support Your 2-1-1 (United Way),

and Pajama Story Times and Summer Reading Program (Ionia Community Library).

G.) PROVIDE INFORMATION IN A FORMAT AND LANGUAGE THAT PARENTS CAN UNDERSTAND:

Rather Elementary School will hold monthly Parent Teacher Guild (P.T.G.) Meetings. The Parent Teacher Guild is comprised primarily of

parents who plan fund raising activities, coordinate volunteers, and provide financial support for, plan, and implement some

activities/programs of the school. Coffee With The Principal is also held once a month and provides parents with an opportunity to ask

questions of and discuss issues with the principal. The school will publish a weekly newsletter which may include a calendar of upcoming

meetings, program news, ideas/hints for helping students at home, news about school and educational events, etc. The weekly newsletter is

also listed on the school's web page.

The district employs a full-time Spanish Liason and a high school Spanish teacher has served as an interpreter for a family at a

parent/teacher conference in the past in order to assure that information is delivered in a language the parents can understand.

H.) PROVIDE OTHER REASONABLE SUPPORT FOR PARENT INVOLVEMENT AS PARENTS MAY REQUEST:

The Rather staff will provide other reasonable support for parent involvement as parents may request. An example of this is the provision for

alternate dates/times for student/parent/teacher conferences made by teaching staff at the request of parents.

I.) PROVIDE FULL OPPORTUNITIES FOR PARTICIPATION OF PARENTS WITH LIMITED ENGLISH PROFICIENCY OR WITH

DISABILITIES AND FOR PARENTS OF MIGRATORY CHILDREN:

As mentioned previously, the district employs a full-time Spanish Liason and a high school Spanish teacher has served as an interpreter for a

family at a parent/teacher conference in the past in order to assure parents with limited English proficiency or parents of migratory children



full opportunities for participation. Rather Elementary School is a handicap-accessible facility that is fully compliant with state and federal

law. Parents with disabilities have full opportunities for participation.

J.) SCHOOL-PARENT COMPACT:

The school-parent compact for Rather Elementary School was reviewed/updated at a School Improvement Meeting and a Parent/Teacher

Guild Meeting in an attempt to solicit as much parental input as possible. The school-parent compact was then sent home to all parents prior

to Fall Student/Parent/Teacher Conferences so that parents could have time to read it and add other items to it as they deemed appropriate.

The school-parent compact was then discussed, completed, and signed at Fall Student/Parent/Teacher Conferences. Copies of the compact

for each parent who signed one at Fall Student/Parent/Teacher Conferences were sent home to parents as well as kept on file at the school

if needed for future reference.

K.) ANNUAL PARENT MEETINGS:

Rather Elementary School will host two annual parent meetings. At the fall meeting, the Title 1 identification process and program offerings

will be discussed. At the spring meeting, current Title 1 programs will be discussed and attending parents will be asked to help evaluate the

effectiveness of programs and provide input on how to make programs better. The annual parent meetings may be held in conjunction with

Rather Parent Teacher Guild Meetings to insure adequate parent attendance and feedback.

6. Describe how the parent involvement component of the schoolwide plan is (will be) evaluated. Rather's Schedule of School, Family, and Community Partnerships is incorporated into the school

improvement plan as activities that help support strategies. The school improvement team will review these activities and decide if

adjustments/changes are necessary based primarily upon student achievement data and teacher/parent perception (please note that

attending parents helped evaluate via survey one of the major activities that were a part of this year's schedule). An updated schedule will

then be presented to the Rather Parent Teacher Guild for their input and final approval. Once approved, the Schedule of School, Family, and

Community Partnerships will again be written into the updated school improvement plan as activities. 7. Describe how the results of the evaluation are (will be) used to improve the schoolwide program. Parent evaluations of the Family Fun Math Night activities showed that a vast majority of the attendees enjoyed the food, enjoyed the

educational math presentation and the opportunity to do some of the math activities with their child, and enjoyed the educational, entertaining

math assembly. This feedback will be used to help plan for next year's schedule of parental involvement/school improvement plan activities. 8. Describe how the School-Parent Compact was developed. The school-parent compact for Rather Elementary School was written/developed/updated at a school improvement meeting and a

Parent/Teacher Guild Meeting in an attempt to solicit as much parental input as possible. There is a blank "Other" line under each of the



three responsibility sections (student, parent/guardian, and school & staff). The school-parent compact is sent home to all parents prior to

parent involvement night or fall student/parent/teacher conferences so that parents can have time to read it and add items on the "Other" line

as they deem appropriate. The school-parent compact is then discussed, completed, and signed at parent involvement night or fall

student/parent/teacher conferences. 9. Describe how the School-Parent Compact is used at elementary-level parent teacher conferences. The school-parent compact is sent home to all parents prior to parent involvement night or fall student/parent/teacher conferences so that

parents can have time to read it and add items on the "Other" line as they deemed appropriate. The school-parent compact is then

discussed, completed, and signed at parent involvement night or fall student/parent/teacher conferences. Copies of the compact for each

parent who signed one at parent involvement night or fall student/parent/teacher conferences are then sent home to parents as well as kept

on file at the school in case it is needed for future reference. 10. How is the School-Parent Compact shared with middle school or high school parents (depending on the grade span of the

school)? Rather is a K - 5th grade elementary school so this question is not applicable.

11. Describe how the school provides individual student academic assessment results in a language the parents can understand. Teachers complete report cards at the end of each trimester. All classroom teachers at least send home a progress report near the middle of

each trimester (some teachers do a weekly or bi-weekly academic/behavior report that they send home to parents in folders).

Student/parent/teacher conferences are held in the fall and in the spring. At the fall conference, a report of progress is shared with parents

while at the spring conference, parents receive the second trimester report card. The results of teacher-created summative assessments are

sent home with students while some results are shared at student/parent/teacher conferences. The Assessments and Reporting schedule

shows that students are administered multiple types of summative assessments (DIBELS, district writing assessments, MEAP, MLPP, STAR

Math, STAR Reading, and STAR Early Literacy). Many of the results from these standardized assessments are shared with parents (either

sent home or shared at student/parent/teacher conferences). An attempt is made to explain to parents assessment results in

parent-friendly language. The district employs a full-time Spanish Liaison and a high school Spanish teacher has served as an interpreter for

a family at a student/parent/teacher conference in the past in order to assure that assessment results are delivered in a language the parents

can understand.

Label Assurance Response Comment AttachmentThe School's School-Parent Compact isattached.

Yes Rather Elementary School'sSchool-Parent Compact isattached.

Rather ElementarySchool Compact[1]



Component 7: Preschool Transition Strategies

1. In what ways does the school connect with preschool age children more than a once a year visitation to the kindergarten

classroom? Rather Elementary School's plan for connecting with preschool-age children includes a kindergarten open house before the first day of

school so that students can see their classroom and meet their teacher. Our plan also includes hosting a visit of preschool-age children of

local programs who may attend Rather in the fall. These programs may include the following: HeadStart, Young 4's, KinderStart, Early

Childhood Developmentally Delayed program, Private Schools, Area Daycare Centers). The plan for transitioning fifth grade students to the

middle school (sixth grade) includes a school-day visitation, an evening orientation for students and parents, and a fall open house prior to

the start of the school year. 2. What types of training does the school provide preschool parents and/or preschool teachers on the skills preschool age children

will need when they enter kindergarten? The kinderstart and kindergarten teachers have adopted/developed a common Kindergarten Readiness Assessment which will be given to

students at the district-wide Kindergarten Registration which is conducted by Ionia Public Schools each spring. Children are introduced to

teachers, and assessed for hearing, vision, speech, language, and overall readiness. Results are shared with parents to help them make an

informed decision regarding kindergarten placement. Title 1 Carryover Funds have been used to fund the attendance of incoming

kindergarten students at the district's summer school program. Information that is pertinent to incoming kindergartners/preschool-age

children may be listed on the Ionia Public School District Website.



Component 8: Teacher Participation in Making Assessment Decisions

1. How do teachers provide their input into the decisions regarding the use of school-based academic assessments? Rather Elementary School staff has two teachers per grade level in grades K-5. Teachers have been working in district grade level

groups/teams to develop common summative unit assessments. There is not yet consistency in all core areas with assessment timelines

other than those dictated on the Assessments and Reporting schedule (MEAP, STAR Reading, STAR Early Literacy, STAR Math,

DIBELS, MLPP, and Writing Samples). For the most part, teachers are free to determine the formative assessments that they use to help

adjust instruction. The future goal is to develop and implement an assessment calendar that will have common unit assessment times and

tools, with time to analyze and summarize the data for instructional purposes. The administrator of the building will participate in the

assessment cycle planning and development. 2. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all

students? During school improvement meeting time, teachers studied individual student MEAP data, disaggregated MEAP data, and MEAP Item

Analysis information to help determine student needs and instructional implications. In addition, teachers will use formative assessments to

monitor and adjust instruction. Through the use of Instructional Consultation Teams, individual student assessment data will analyzed in an

effort to develop an instructional match for the student. Sometimes, the strategy developed for an

instructional match is used with all students in the classroom to positively impact their learning.



Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

1. Describe the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level. Rather Elementary School staff began implementation of the Instructional Consultation Team (ICT) intervention program at the start of the

2008-2009 school year. Through this process, teachers identify students having academic and/or behavioral difficulties mastering the

content expectations. In a timely and efficient manner, the teacher and an ICT member work collaboratively to identify the best instructional

strategies (the instructional match) for individual students and set goals for student achievement while the strategies are being employed.

Progress monitoring of the identified student goal is collected weekly by the teacher or the case manager to ensure student and staff

success. 2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's

academic achievement assessment standards at an advanced or proficient level? Classroom teachers employ the use of several interventions (reteaching, repetition, retesting, hands-on activities, activities that appeal to

different learning styles, use of concrete manipulatives, reading tests aloud, reducing the length of assignments, identifying and assessing

only key concepts, one-on-one or small group assistance) in an attempt to meet students' individual needs within the classrooms.

Supplemental interventions offered for at-risk students at Rather include:

- five Title I paraprofessionals and one Title 1 teacher interventionist who are providing additional support in reading and/or in math to

identified students as needed,

- summer school is offered to identified at-risk students for continued support in core areas,

- kinderstart is a district program designed for students not yet ready for kindergarten,

- preschool (Bulldog Beginnings) is a district program offered to families for students who are age 4 to help prepare them for school,

- preschool (Michigan School Readiness Program - MSRP) is an Ionia County Intermediate School District program offered to families for

students who are age 4 to help prepare them for school. 3. How are students' individual needs being addressed through differentiated instruction in the classroom? Differentiated instructional strategies used by teachers in the classroom to meet individual students' needs include but are not limited to the

following: additional repetition of content expectations, working memory strategies, learning activities that appeal to visual and kinesthetic as

well as auditory learning styles, cooperative groupings, and strategic partnering of students.



Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Include a LIST of

the State, local and Federal programs/resources that will be supporting the schoolwide program. Federal, state, and local programs and resources are coordinated and integrated through the school improvement process. The district staff

member in charge of coordinating state and federal programs facilitates the distribution of funds based on the number of at-risk students and

the guidelines provided by

the Michigan Department of Education. District School Improvement/Curriculum Council members guide the implementation of district level

initiatives such as summer school and instructional coaching. The school improvement process is used to distribute federal resource

allocations (Title 1). The school improvement team uses local and state achievement data to determine specific initiatives to implement

within the school. Progress monitoring of the initiatives can occur at monthly school improvement meetings and District School

Improvement/Curriculum Council Meetings. At Rather Elementary School our programs and resources are coordinated and integrated to

support the achievement of our school-wide

goals. General funds from the state pay for staff (who implement the curriculum), capital expenditures, facilities, operations, and curriculum

resources. These items are the foundation of all our programs. Our school and district, Ionia Public Schools, manages Title funds from the

federal government. The needs of our student body (based on state and local assessment data) are at the forefront of all initiatives. Our

school improvement team works together to identify the needs and effective instructional strategies that address those needs and support

student growth and performance. 2. Describe how the school will use the resources from Title I and other State, local and Federal sources to implement the ten

required schoolwide components. Title I funds are used to supplement and strengthen student growth and the achievement of our school wide goals. The district manages

Title IIA funds giving consideration to each school's individual professional development needs. Title IIA funds are used to improve teachers'

instructional practices, support reform initiatives, and encourage professional growth. Title III funds are used for programs and resources to

benefit English Language Learners. Additional monies received from grants help to support our programs. Additional grant monies include:

31a, Title IID, Safe and Drug Free Schools, Parent Teacher Guild Funds, Great Start Readiness Program (GSRP), and general funds to

implement the required school wide plan components as described in the list below. Each of these components and the programs they

support are intended to provide staff, parents, and students with the skills and resources necessary to be successful in their educational role.

1. Comprehensive Needs Assessment (School Process Rubrics (40) and School Data Profile/Analysis): general fund

2. School wide Reform Strategies: general fund

3. Instruction by Highly Qualified Professional Staff: Title IIA, general fund

4. Strategies to Attract High-Quality High-Qualified Teachers to High Needs Schools: general fund, Title IIA, Parent Teacher Guild

5. High Quality and Ongoing Professional Development: Title IIA, Title IID, general fund

6. Strategies to Increase Parental Involvement: Title I

7. Preschool Transition Strategies: general fund, GSRP

8. Teacher Participation in Making Assessment Decisions: general fund, Title IIA

9. Timely and Additional Assistance to Students Having Difficulty Mastering the Standards: Title I, Title IIA, Special Education Funding (Ionia

County Intermediate School District), 31a, Safe and Drug Free Schools, general fund

10. Coordination and Integration of Federal, State, and Local Programs and Resources: Title I and general fund



3. How does the school coordinate and integrate the following Federal, State and local programs and services in a manner

applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs,

housing programs, Head Start, adult education, vocational and technical education, and job training. Rather Elementary School is a school wide Title I building. Federal, state, and local programs are used to provide services to students who

need supplemental instruction to reach proficiency. Title I funds support paraeducators, teacher interventionists, summer school, and school

readiness/early intervention. Support is provided to classrooms based on student needs (Title 1 Identification sheets listing each student and

the number of previously-chosen qualifiers they meet). Examples of qualifiers used at different grade levels include DIBELS, STAR Reading,

MLPP, and teacher recommendation. Classroom needs are reviewed and adjustments to the Title 1 paraeducator and/or teacher

interventionist allocations/schedules will be made (if indicated by the data) when the 2nd Trimester Assessments are given and used to

update each students' Title 1 qualifiers. The district staff member responsible for the coordination of state and federal programs completes

the coordination of funds in conjunction with building staffs, administration, and central office staff.



Evaluation:

1. Describe how the school evaluates, at least annually, the implementation of the schoolwide program. Key members of the school improvement team (parent, lower and upper elementary teachers, and building principal) met and broke into

small groups to collaboratively (by consensus) score the 40 School Process Rubrics and list sources of documentation for each. The data for

the School Data Profile/Analysis (which contains MEAP, local achievement, demographic, staff, and perception data) was compiled by the

principal with support and input from teaching staff members. The comprehensive needs assessment data (40 School Process Rubrics and

School Data Profile/Analysis) was used to determine what progress has been made on the school improvement goals and what, if any,

adjustments/changes need to be made on the strategies and activities. This process of studying data and adjusting/updating the school

improvement plan takes place in the spring (usually February and March). 2. Describe how the school evaluates the results achieved by the schoolwide program using data from the State's annual

assessments and other indicators of academic achievement. To evaluate the results achieved by the schoolwide program, the school improvement team will look at the total Title 1 student count to see if

it dropped significantly from Trimester 1 to Trimester 2 and from Trimester 2 to Trimester 3. The school improvement team will also study the

STAR Reading assessment results (disaggregated for those students who receive Title 1 reading support and those who do not receive Title

1 reading support) to determine if the Title 1 students are achieving at a faster rate (to close the gap) than the students who do not receive

Title 1 support. If the number of students who qualify for Title 1 services is going down and the rate at which Title 1 students are growing

academically is faster than that of non-Title 1 students, it will be determined that the schoolwide program has been effective.

Because the MEAP Test has been given at the start of the following school year, it is not real helpful in evaluating the results achieved by the

schoolwide program. 3. Describe how the school determines whether the schoolwide program has been effective in increasing the achievement of

students who are furthest from achieving the standards. To determine the effectiveness of the schoolwide program in increasing the achievement of students who are furthest from achieving the

standards, the school improvement team will look at the total Title 1 student count to see if it dropped significantly from Trimester 1 to

Trimester 2 and from Trimester 2 to Trimester 3. The school improvement team will also study the STAR Reading assessment results

(disaggregated for those students who receive Title 1 reading support and those who do not receive Title 1 reading support) to determine if

the Title 1 students are achieving at a faster rate (to close the gap) than the students who do not receive Title 1 support. If the number of

students who qualify for Title 1 services is going down and the rate at which Title 1 students are growing academically is faster than that of

non-Title 1 students, it will be determined that the schoolwide program has been effective. 4. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? Once the comprehensive needs assessment data (40 School Process Rubrics and School Data



Profile/Analysis) has been gathered and studied to determine what progress has been made on the school improvement goals,

adjustments/changes are made on the school improvement strategies and activities as is dictated by the data. This process of studying data

and adjusting/updating the school improvement plan takes place in the spring (usually February and March).



Overview

Plan Name


Plan Description

Title 1 - Schoolwide



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All students at Rather Elementary School will be

proficient in writing.Objectives:4Strategies:3Activities:7

Academic $5250

2 All students at Rather Elementary School will beproficient in reading.

Objectives:5Strategies:4Activities:13

Academic $59400

3 All students at Rather Elementary School will beproficient in math.


Academic $34800

4 All students at Rather Elementary School will beproficient in science.


Academic $300

5 All students at Rather Elementary School will beproficient in social studies.


Academic $2500



Goal 1: All students at Rather Elementary School will be proficient in writing.

(shared) Strategy 1: Teaching District Core Writing Program - Teachers will use the district core program to engage students in writing and provide strategic group conferencing as needed

at all grade levels for at least 45 to 60 minutes every day. Research Cited: Calkins, Lucy. Units of Study for Primary Writing: A Yearlong Curriculum. New Hampshire: Heinemann, 2003.

Calkins, Lucy. Units of Study for Teaching Writing, Grades 3 - 5. New Hampshire: Heinemann, 2003. Tier:

Strategy 1: Teaching Core Writing Program - Teachers will use the district core program to engage students in writing and provide strategic group conferencing as needed at all

grade levels for at least 45 to 60 minutes every day. Research Cited: Calkins, Lucy. Units of Study for Primary Writing: A Yearlong Curriculum. New Hampshire: Heinemann, 2003.

Calkins, Lucy. Units of Study for Teaching Writing, Grades 3 - 5. New Hampshire: Heinemann, 2003. Tier: Tier 1

Measurable Objective 1:100% of Third, Fourth and Fifth grade students will demonstrate a proficiency on the fifteen point writing rubric in English Language Arts by 05/29/2015 as measuredby an average of at least a two point increase.

Activity - Annual Writers' Celebrations ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

At least once before the end of the school year, teachers willinvite parents, community members, or other students to act asaudience for their students as they share their writing.

ParentInvolvement

Tier 1 GettingReady

09/30/2014 06/05/2015 $250 GeneralFund

K - 5thGradeTeachers

Measurable Objective 2:A 4% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in achievement in English Language Arts by 05/29/2015 as measured by theState Writing Test.

Activity - Student Writing Samples Shared With Parents ActivityType


Source OfFunding

StaffResponsible

At least once during the school year, teachers will collectstudent writing samples and send them home with students,display them in hallways, and/or share them with parents atstudent/parent/teacher conferences.

ParentInvolvement

Tier 1 GettingReady

09/30/2014 06/05/2015 $250 GeneralFund




Strategy 1: Teaching District Writing Program - Teachers will use the district core program to engage students in writing and provide strategic group conferencing as needed at all

grade levels for at least 45 to 60 minutes every day. Research Cited: Calkins, Lucy. Units of Study for Primary Writing: A Yearlong Curriculum. New Hampshire: Heinemann, 2003.

Calkins, Lucy. Units of Study for Teaching Writing, Grades 3 - 5. New Hampshire: Heinemann, 2003. Tier: Tier 1

Activity - Daily Language Review and/or Direct GrammarInstruction

ActivityType


Source OfFunding

StaffResponsible

Teachers will use Daily Language Review with students and/orprovide regular, direct grammar instruction to students.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $0 No FundingRequired

K - 5thGradeTeachers,Principal

Activity - Writing in Science and Social Studies ActivityType


Source OfFunding

StaffResponsible

Teachers will engage students in writing activites in scienceand social studies.

DirectInstruction

Tier 1 GettingReady



Activity - Instructional Consultation Teams ActivityType


Source OfFunding

StaffResponsible

Teachers will have the opportunity to request additionalassistance for at-risk students through the process ofInstructional Consultation Teams.

AcademicSupportProgram

Tier 3 GettingReady

09/24/2014 05/20/2015 $2000 GeneralFund

K - 5thGradeTeachers,InstructionalConsultation TeamMembers

Activity - English Language Arts Core Program Training ActivityType


Source OfFunding

StaffResponsible

If the district adopts a new English Language Arts Program,teaching staff will be trained on its implementation and use.

Professional Learning

Tier 1 GettingReady

08/01/2014 06/05/2015 $2500 GeneralFund

CurriculumDirector,TeachingStaff,Principal

Measurable Objective 3:A 1% increase of Third, Fourth and Fifth grade Students with Disabilities students will demonstrate a proficiency in achievement in English Language Arts by05/29/2015 as measured by the State Writing Test.



(shared) Strategy 1: Teaching District Core Writing Program - Teachers will use the district core program to engage students in writing and provide strategic group conferencing as needed

at all grade levels for at least 45 to 60 minutes every day. Research Cited: Calkins, Lucy. Units of Study for Primary Writing: A Yearlong Curriculum. New Hampshire: Heinemann, 2003.

Calkins, Lucy. Units of Study for Teaching Writing, Grades 3 - 5. New Hampshire: Heinemann, 2003. Tier:

Goal 2: All students at Rather Elementary School will be proficient in reading.

Strategy 1: Teaching District Core Reading Program - Instructional staff will provide differentiated reading instruction to all students for at least 60 minutes every day and

supplemental reading instruction to at-risk students using the district core program. Research Cited: Hargis, Charles H., Terhaar-Yonkers, Marge, Williams, Patricia Couch, & Reed, Melissa Testerman. "Repetition Requirements for Word Recognition."

Journal of Reading, January 1988: 320-327.

Breznitz, Zvia. "Increasing First Graders' Reading Accuracy and Comprehension by Accelerating Their Reading Rates." Journal of Educational Psychology, 1987:

236-242.

Activity - Career Day Speakers To Talk About Writing ActivityType


Source OfFunding

StaffResponsible

Community members with writing intensive careers will beinvited to participate as guest speakers at Rather's Career Day.Other participants will be asked to make sure they share howthe ability to communicate in writing is an important part of theircareer.

CommunityEngagement

Tier 1 GettingReady

02/26/2015 02/26/2015 $250 Other Principal

Measurable Objective 4:A 6% increase of Third, Fourth and Fifth grade Economically Disadvantaged students will demonstrate a proficiency in achievement in English Language Arts by05/29/2015 as measured by the State Writing Test.

Activity - Annual Writers' Celebrations ActivityType


Source OfFunding

StaffResponsible

At least once before the end of the school year, teachers willinvite parents, community members, or other students to act asaudience for their students as they share their writing.

ParentInvolvement

Tier 1 GettingReady

09/30/2014 06/05/2015 $250 GeneralFund


Measurable Objective 1:A 50% increase of Kindergarten, First, Second, Third, Fourth and Fifth grade students will demonstrate a proficiency as shown by improvement from the at risk orsome risk categories to the no risk category in English Language Arts by 05/29/2015 as measured by DIBELS Composite.



Scheffel, Deborah L., Shaw, Jack C., & Shaw, Rose. "The Efficacy of a Supplementary Multisensory Reading Program for First-Grade Students." Journal of Reading

Improvement, 2008. Tier: Tier 1

Activity - Career Day Speakers To Talk About Reading ActivityType


Source OfFunding

StaffResponsible

Community members with reading intensive careers will beinvited to participate as guest speakers at Rather's Career Day.Other participants will be asked to make sure that they sharehow the ability to read is an important part of their careers.

CommunityEngagement

Tier 1 GettingReady

02/26/2015 02/26/2015 $250 Other Principal

Activity - Put Readers First ActivityType


Source OfFunding

StaffResponsible

Teaching staff will continue to utilize the instructional strategiesand assessments that they learned during the Put ReadersFirst training.

DirectInstruction

Tier 1 GettingReady


Teachers



Source OfFunding

StaffResponsible



Tier 3 GettingReady

09/24/2014 05/20/2015 $2000 GeneralFund


Activity - Utilization of STAR Reports to Individualize Instruction ActivityType


Source OfFunding

StaffResponsible

Teaching staff will utilize STAR reports to help individualizereading instruction.

Technology Tier 1 GettingReady


TeachingStaff,Principal

Activity - Pyramid Response To Intervention ActivityType


Source OfFunding

StaffResponsible

Staff will work to build and implement a systematic pyramidresponse to intervention.


Tier 2 GettingReady





(shared) Strategy 1: Teaching Core Reading Program - Instructional staff will provide differentiated reading instruction to all students for at least 60 minutes every day and supplemental

reading instruction to at-risk students using the district core program. Research Cited: Hargis, Charles H., Terhaar-Yonkers, Marge, Williams, Patricia Couch, & Reed, Melissa Testerman. "Repetition Requirements for Word Recognition."


Brenitz, Zvia. "Increasing First Graders' Reading Accuracy and Comprehension by Accelerating Their Reading Rates." Journal of Educational Psychology, 1987: 236-

242.



Strategy 1: Teaching District Reading Program - Instructional staff will provide differentiated reading instruction to all students for at least 60 minutes every day and supplemental




242.


Improvement, 2008.

Measurable Objective 2:100% of Kindergarten, First, Second, Third, Fourth and Fifth grade students will demonstrate a proficiency on the STAR Early Literacy or Reading Test in EnglishLanguage Arts by 05/29/2015 as measured by a Student Growth Percentile of at least 61%..

Activity - Title 1 Paraeducators and/or Title 1 TeacherInterventionists

ActivityType


Source OfFunding

StaffResponsible

Title 1 Paraeducators and/or Title 1 Teacher Interventionistswill provide small group supplemental reading instruction (usingStructured Language/Orton-Gillingham, Read Naturally, SpringPlus, Great Leaps, STAR State Standards Reports, and/orGuided Reading) to students who are below proficiency inreading. Attempts will be made to front load/prioritize thissupport for lower elementary students.


Tier 2 GettingReady

09/02/2014 06/05/2015 $50000 Title I PartA

K - 5thGradeTeachers,Title 1Paraeducators and/orTitle 1TeacherInterventionists

Measurable Objective 3:A 1% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in achievement in English Language Arts by 05/29/2015 as measured by theThird, Fourth, and Fifth Grade State Reading Tests.



Tier: Tier 1

Activity - Family Accelerated Reader Nights ActivityType


Source OfFunding

StaffResponsible

Three Family Accelerated Reader Nights will be scheduledduring the school year. These nights will provide theopportunity for students to read to/with their parents and earnAccelerated Reader points by taking computerized tests.Refreshments will be served and child care will be provided.

ParentInvolvement

Tier 1 GettingReady

10/06/2014 03/30/2015 $250 Title I PartA

Teachers,Principal,ParentTeacherGuild

Activity - Expanded Use of Informational Text ActivityType


Source OfFunding

StaffResponsible

Teachers will plan for and provide expanded opportunities forstudents to be engaged in informational text.

DirectInstruction

Tier 1 GettingReady


K - 5thGradeTeachers,ResourceRoomTeacher,Principal

Activity - Scholastic News/Current Events Magazines ActivityType


Source OfFunding

StaffResponsible

Teachers will use Scholastic News/Current Events Magazinesto engage students in informational text.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $1400 Other K - 5thGradeTeachers,ParentTeacherGuild,Principal

Activity - English Language Arts Core Program Training ActivityType


Source OfFunding

StaffResponsible

If the district adopts a new English Language Arts CoreProgram, teaching staff will be trained on its implementationand use.


Tier 1 GettingReady

08/01/2014 06/05/2015 $2500 GeneralFund


Activity - Professional Learning Communities ActivityType


Source OfFunding

StaffResponsible

Teachers will work with a grade level/subject area partner on aweekly and monthly basis to make adjustements/improvementsto curriculum, instruction, and assessment.

TeacherCollaboration

Tier 1 GettingReady

09/02/2014 06/05/2015 $500 GeneralFund




Strategy 1: Teaching Core District Reading Program - Instructional staff will provide differentiated reading instruction to all students for at least 60 minutes every day and

supplemental reading instruction to at-risk students using the district core program. Research Cited: Hargis, Charles H., Terhaar-Yonkers, Marge, Williams, Patricia Couch, & Reed, Melissa Testerman. "Repetition Requirements for Word Recognition."



242.



(shared) Strategy 1: Teaching Core Reading Program - Instructional staff will provide differentiated reading instruction to all students for at least 60 minutes every day and supplemental




Activity - High-Yield Strategies for Low-Income Students ActivityType


Source OfFunding

StaffResponsible

Teaching staff will be taught how to strategically increaseinstructional capacity to rapidly accelerate low-income studentachievement.


Tier 1 GettingReady

08/25/2014 06/05/2015 $2500 Title II PartA


Measurable Objective 4:A 1% increase of Third, Fourth and Fifth grade Students with Disabilities students will demonstrate a proficiency in achievement in English Language Arts by05/29/2015 as measured by the Third, Fourth, and Fifth Grade State Reading Tests.

Activity - Double Immersion of Individual Education PlanStudents

ActivityType


Source OfFunding

StaffResponsible

In addition to receiving reading lessons at their instructionallevel in the resource room, Individual Education Plan studentswill have their schedules adjusted so that they also receiveadditional reading instruction in the general educationclassroom at their grade level.

DirectInstruction

Tier 1 GettingReady


Teachers,ResourceRoomTeacher

Measurable Objective 5:A 3% increase of Third, Fourth and Fifth grade Economically Disadvantaged students will demonstrate a proficiency in achievement in English Language Arts by05/29/2015 as measured by the Third, Fourth, and Fifth Grade State Reading Tests.



242.



Goal 3: All students at Rather Elementary School will be proficient in math.

Strategy 1: Teaching District Conceptual Math Program - Teachers will continue the use of the adopted math textbook series and resources to teach the math curriculum in a more

conceptual manner to all students for at least 60 minutes every day. Research Cited: Fuson, K. Kalchman, M., & Bransford, J.D. (2005). Mathematical understanding: An introduction. In M.S. Donovan and J.D. Bransford (Eds.), How

Students Learn: History, Mathematics, and Science in the Classroom (pp. 217-256). Washington DC: The National Academies Press.

Burns, Marilyn. "Nine Ways: How Do We Help Floundering Students Who Lack Basic Math Concepts?" Educational Leadership, Nov. 2007: 16-21.

Tier: Tier 1


ActivityType


Source OfFunding

StaffResponsible

Title 1 Paraeducators and/or Title 1 Teacher Interventionistswill provide small group supplemental reading instruction (usingStructured Language/Orton-Gillingham, Read Naturally, SpringPlus, Great Leaps, STAR State Standards Reports, and/orGuided Reading) to students who are below proficiency inreading. Attempts will be made to front load/prioritize thissupport for lower elementary students.


Tier 2 GettingReady

09/02/2014 06/05/2015 $50000 Title I PartA


Measurable Objective 1:80% of Kindergarten, First, Second, Third, Fourth and Fifth grade students will demonstrate a proficiency by scoring at an average of at least 70% or above inMathematics by 05/29/2015 as measured by the Unit Math Tests.

Activity - Career Day Speakers To Talk About Math ActivityType


Source OfFunding

StaffResponsible

Community members with math intensive careers will be invitedto participate as guest speakers at Rather's Career Day. Otherparticipants will be asked to make sure that they share how theability to do math is an important part of their careers.

CommunityEngagement

Tier 1 GettingReady

02/26/2015 02/26/2015 $250 Other Principal



(shared) Strategy 1: Teaching Conceptual Math Program - Teachers will continue the use of the adopted math textbook series and resources to teach the math curriculum in a more

Activity - Collaboration/Professional Development Time DuringStaff Meetings

ActivityType


Source OfFunding

StaffResponsible

Staff meeting professional developement time will be usedregularly (at least one meeting per trimester) for collaborativediscussions on math curriculum, instruction, and assessment.


Tier 1 GettingReady





Source OfFunding

StaffResponsible



Tier 3 GettingReady

09/24/2014 05/20/2015 $2000 GeneralFund


Activity - Homework Club ActivityType


Source OfFunding

StaffResponsible

An extended-day Homework Club will be offered (if fundingallows) to help students understand and complete theirhomework (especially in the curricular area of math).


Tier 2 GettingReady

11/10/2014 05/28/2015 $3000 Title I PartA

Teachers,Principal

Activity - Utilization of STAR Reports to Individualize Instruction ActivityType


Source OfFunding

StaffResponsible

Teaching staff will utilize STAR reports to help individualizemath instruction.




Activity - Pyramid Response To Intervention ActivityType


Source OfFunding

StaffResponsible

Staff will work to build and implement a systematic pyramidresponse to intervention.


Tier 2 GettingReady



Measurable Objective 2:100% of First, Second, Third, Fourth and Fifth grade students will demonstrate a proficiency on the STAR Math Test in Mathematics by 05/29/2015 as measured bya Student Growth Percentile of at least 61%..





Burns, Marilyn. "Nine Ways: How Do We Help Floundering Students Who Lack Basic Math Concepts?" Educational Leadership, Nov. 2007: 16-21. Tier: Tier 1

Strategy 1: Teaching District Math Program - Teachers will continue the use of the adopted math textbook series and resources to teach the math curriculum in a more conceptual

manner to all students for at least 60 minutes every day. Research Cited: Fuson, K. Kalchman, M., & Bransford, J.D. (2005). Mathematical understanding: An introduction. In M.S. Donovan and J.D. Bransford (Eds.), How




ActivityType


Source OfFunding

StaffResponsible

Title 1 Paraeducators and/or Title 1 Teacher Interventionistswill provide preteaching, reteaching, and/or additional practiceto students who are below proficiency in math.


Tier 2 GettingReady

09/02/2014 06/05/2015 $25000 Title I PartA


Measurable Objective 3:A 4% increase of Third, Fourth and Fifth grade students will demonstrate a proficiency in achievement in Mathematics by 05/29/2015 as measured by the Third,Fourth, and Fifth Grade State Math Tests.

Activity - Family Fun Math Night ActivityType


Source OfFunding

StaffResponsible

At the May and September 2014 Parent Teacher GuildMeetings, parents and staff will plan the details for andorganize a Family Fun Math Night that will be held in January,2015. This will include promotional materials, food, daycare,door prizes, an educational math presentation, and anentertaining assembly program on math.

ParentInvolvement

Tier 1 GettingReady

01/22/2015 01/22/2015 $750 Title I PartA

ParentTeacherGuild,Principal



Strategy 1: Teaching Conceptual District Math Program - Teachers will continue the use of the adopted math textbook series and resources to teach the math curriculum in a more




Activity - Conceptual Math Training ActivityType


Source OfFunding

StaffResponsible

Training in conceptual mathematics instruction will be providedfor teaching staff members.


Tier 1 GettingReady

09/02/2014 06/05/2015 $500 Title II PartA

Teachers,CurriculumDirector,Principal

Activity - Fall Parent/Teacher Information Night ActivityType


Source OfFunding

StaffResponsible

Shortly after the school year begins, teachers will hold aParent/Teacher Information Night in their classrooms wherethey will share with parents some information and suggestionsas to how parents can support their children and help themhave a successful school year.

ParentInvolvement

Tier 1 GettingReady

09/16/2014 09/16/2014 $300 Title I PartA


Activity - Professional Learning Communities ActivityType


Source OfFunding

StaffResponsible

Teachers will work with a grade level/subject area partner on aweekly and monthly basis to make adjustements/improvementsto curriculum, instruction, and assessment.


Tier 1 GettingReady

09/08/2014 06/05/2015 $500 GeneralFund


Activity - High-Yield Strategies for Low-Income Students ActivityType


Source OfFunding

StaffResponsible

Teaching staff will be taught how to strategically increaseinstructional capacity to rapidly accelerate low-income studentachievement.


Tier 1 GettingReady

08/25/2014 06/05/2015 $2500 Title II PartA


Measurable Objective 4:A 6% increase of Third, Fourth and Fifth grade Students with Disabilities students will demonstrate a proficiency in achievement in Mathematics by 05/29/2015 asmeasured by the Third, Fourth, and Fifth Grade State Math Tests.



(shared) Strategy 1: Teaching Conceptual Math Program - Teachers will continue the use of the adopted math textbook series and resources to teach the math curriculum in a more




Goal 4: All students at Rather Elementary School will be proficient in science.

Activity - Double Immersion of Individual Education PlanStudents

ActivityType


Source OfFunding

StaffResponsible

In addition to receiving math lessons at their instructional levelin the resource room, Individual Education Plan students willhave their schedules adjusted so that they also receiveadditional math instruction in the general education classroomat their grade level.

DirectInstruction

Tier 1 GettingReady


Teachers,ResourceRoomTeacher

Measurable Objective 5:A 6% increase of Third, Fourth and Fifth grade Economically Disadvantaged students will demonstrate a proficiency in achievement in Mathematics by 05/29/2015as measured by the Third, Fourth, and Fifth Grade State Math Tests.


ActivityType


Source OfFunding

StaffResponsible

Title 1 Paraeducators and/or Title 1 Teacher Interventionistswill provide preteaching, reteaching, and/or additional practiceto students who are below proficiency in math.


Tier 2 GettingReady

09/02/2014 06/05/2015 $25000 Title I PartA


Measurable Objective 1:A 7% increase of Fourth grade students will demonstrate a proficiency in achievement in Science by 05/29/2015 as measured by the Fourth Grade State ScienceTest.



Strategy 1: Next Generation Science Standards Implementation - The Science Curriculum Committee will begin the study and implementation of the 8 Science and Engineering

Practices. Research Cited: Quinn, Helen, Schweingruber, Heidi, and Keller, Thomas. A Framework for K-12 Science Education. Washington, D.C.: National Academies Press,

2012. Tier:

Goal 5: All students at Rather Elementary School will be proficient in social studies.

Strategy 1: Implementation of Updated MC3 Social Studies Curriculum and Resources - All grade level teachers will begin implementation of the updated MC3 Social Studies

Curriculum using the district-provided materials/resources. Research Cited: Wiggins, Grant & McTighe, Jay. "Understanding by Design." Pearson, July 2005.

Activity - Science Curriculum Committee ActivityType


Source OfFunding

StaffResponsible

The Science Curriculum Committee will study and infuse the 8Science and Engineering Practices into the currrent sciencecurriculum.


09/02/2014 06/05/2015 $300 GeneralFund

Teachers,CurriculumDirector

Activity - Writing To Learn In Science ActivityType


Source OfFunding

StaffResponsible

Teachers will engage students in writing to learn, analyze, andapply science concepts.

DirectInstruction



Activity - 8 Science and Engineering Practices ActivityType


Source OfFunding

StaffResponsible

Teachers will begin to learn and infuse the 8 Science andEngineering Practices into their current curriculum andinstruction.

DirectInstruction



Measurable Objective 1:A 8% increase of Fifth grade students will demonstrate a proficiency in achievement in Social Studies by 05/29/2015 as measured by Fifth Grade State SocialStudies Test.



Tier: Tier 1

Activity - Social Studies Curriculum Committee ActivityType


Source OfFunding

StaffResponsible

The Social Studies Curriculum Committee will guide K - 5thgrade teachers in the implementation of the updated curriculumusing the district-provided materials/resources.

CurriculumDevelopment

Tier 1 GettingReady

09/02/2014 06/05/2015 $2500 GeneralFund

CurriculumDirector,SocialStudiesCurriculumCommittee,K - 5thGradeTeachers

Activity - Writing To Learn In Social Studies ActivityType


Source OfFunding

StaffResponsible

Teachers will engage students in writing to learn, analyze, andapply social studies concepts.

DirectInstruction

Tier 1 09/02/2014 06/05/2015 $0 No FundingRequired




Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title II Part A

Title I Part A

Activity Name Activity Description ActivityType


StaffResponsible

High-Yield Strategies forLow-Income Students

Teaching staff will be taught how to strategicallyincrease instructional capacity to rapidlyaccelerate low-income student achievement.


Tier 1 GettingReady

08/25/2014 06/05/2015 $2500 CurriculumDirector,TeachingStaff,Principal

High-Yield Strategies forLow-Income Students

Teaching staff will be taught how to strategicallyincrease instructional capacity to rapidlyaccelerate low-income student achievement.


Tier 1 GettingReady


Conceptual MathTraining

Training in conceptual mathematics instruction willbe provided for teaching staff members.


Tier 1 GettingReady

09/02/2014 06/05/2015 $500 Teachers,CurriculumDirector,Principal



StaffResponsible

Homework Club An extended-day Homework Club will be offered(if funding allows) to help students understand andcomplete their homework (especially in thecurricular area of math).


Tier 2 GettingReady

11/10/2014 05/28/2015 $3000 Teachers,Principal

Family Fun Math Night At the May and September 2014 Parent TeacherGuild Meetings, parents and staff will plan thedetails for and organize a Family Fun Math Nightthat will be held in January, 2015. This will includepromotional materials, food, daycare, door prizes,an educational math presentation, and anentertaining assembly program on math.

ParentInvolvement

Tier 1 GettingReady

01/22/2015 01/22/2015 $750 ParentTeacherGuild,Principal



Other

Fall Parent/TeacherInformation Night

Shortly after the school year begins, teachers willhold a Parent/Teacher Information Night in theirclassrooms where they will share with parentssome information and suggestions as to howparents can support their children and help themhave a successful school year.

ParentInvolvement

Tier 1 GettingReady

09/16/2014 09/16/2014 $300 TeachingStaff,Principal

Title 1 Paraeducatorsand/or Title 1 TeacherInterventionists

Title 1 Paraeducators and/or Title 1 TeacherInterventionists will provide small groupsupplemental reading instruction (using StructuredLanguage/Orton-Gillingham, Read Naturally,Spring Plus, Great Leaps, STAR State StandardsReports, and/or Guided Reading) to students whoare below proficiency in reading. Attempts will bemade to front load/prioritize this support for lowerelementary students.


Tier 2 GettingReady

09/02/2014 06/05/2015 $50000 K - 5thGradeTeachers,Title 1Paraeducators and/orTitle 1TeacherInterventionists

Family AcceleratedReader Nights

Three Family Accelerated Reader Nights will bescheduled during the school year. These nightswill provide the opportunity for students to readto/with their parents and earn Accelerated Readerpoints by taking computerized tests.Refreshments will be served and child care will beprovided.

ParentInvolvement

Tier 1 GettingReady

10/06/2014 03/30/2015 $250 Teachers,Principal,ParentTeacherGuild

Title 1 Paraeducatorsand/or Title 1 TeacherInterventionists

Title 1 Paraeducators and/or Title 1 TeacherInterventionists will provide preteaching,reteaching, and/or additional practice to studentswho are below proficiency in math.


Tier 2 GettingReady

09/02/2014 06/05/2015 $25000 K - 5thGradeTeachers,Title 1Paraeducators and/orTitle 1TeacherInterventionists



StaffResponsible

Career Day SpeakersTo Talk About Writing

Community members with writing intensivecareers will be invited to participate as guestspeakers at Rather's Career Day. Otherparticipants will be asked to make sure they sharehow the ability to communicate in writing is animportant part of their career.

CommunityEngagement

Tier 1 GettingReady

02/26/2015 02/26/2015 $250 Principal



No Funding Required

Career Day SpeakersTo Talk About Math

Community members with math intensive careerswill be invited to participate as guest speakers atRather's Career Day. Other participants will beasked to make sure that they share how the abilityto do math is an important part of their careers.

CommunityEngagement

Tier 1 GettingReady

02/26/2015 02/26/2015 $250 Principal

Career Day SpeakersTo Talk About Reading

Community members with reading intensivecareers will be invited to participate as guestspeakers at Rather's Career Day. Otherparticipants will be asked to make sure that theyshare how the ability to read is an important partof their careers.

CommunityEngagement

Tier 1 GettingReady

02/26/2015 02/26/2015 $250 Principal

Scholastic News/CurrentEvents Magazines

Teachers will use Scholastic News/Current EventsMagazines to engage students in informationaltext.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $1400 K - 5thGradeTeachers,ParentTeacherGuild,Principal



StaffResponsible

Utilization of STARReports to IndividualizeInstruction

Teaching staff will utilize STAR reports to helpindividualize math instruction.



Collaboration/Professional Development TimeDuring Staff Meetings

Staff meeting professional developement time willbe used regularly (at least one meeting pertrimester) for collaborative discussions on mathcurriculum, instruction, and assessment.


Tier 1 GettingReady

09/08/2014 06/01/2015 $0 K - 5thGradeTeachers,Principal

Expanded Use ofInformational Text

Teachers will plan for and provide expandedopportunities for students to be engaged ininformational text.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $0 K - 5thGradeTeachers,ResourceRoomTeacher,Principal

Pyramid Response ToIntervention

Staff will work to build and implement a systematicpyramid response to intervention.


Tier 2 GettingReady


Writing To Learn InScience

Teachers will engage students in writing to learn,analyze, and apply science concepts.

DirectInstruction




General Fund

Writing in Science andSocial Studies

Teachers will engage students in writing activitesin science and social studies.

DirectInstruction

Tier 1 GettingReady


Daily Language Reviewand/or Direct GrammarInstruction

Teachers will use Daily Language Review withstudents and/or provide regular, direct grammarinstruction to students.

DirectInstruction

Tier 1 GettingReady


Put Readers First Teaching staff will continue to utilize theinstructional strategies and assessments that theylearned during the Put Readers First training.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $0 Teachers

Writing To Learn InSocial Studies

Teachers will engage students in writing to learn,analyze, andapply social studies concepts.

DirectInstruction

Tier 1 09/02/2014 06/05/2015 $0 K - 5thGradeTeachers,Principal

Pyramid Response ToIntervention

Staff will work to build and implement a systematicpyramid response to intervention.


Tier 2 GettingReady


Double Immersion ofIndividual EducationPlan Students

In addition to receiving reading lessons at theirinstructional level in the resource room, IndividualEducation Plan students will have their schedulesadjusted so that they also receive additionalreading instruction in the general educationclassroom at their grade level.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $0 Teachers,ResourceRoomTeacher

Utilization of STARReports to IndividualizeInstruction

Teaching staff will utilize STAR reports to helpindividualize reading instruction.



8 Science andEngineering Practices

Teachers will begin to learn and infuse the 8Science and Engineering Practices into theircurrent curriculum and instruction.

DirectInstruction


Double Immersion ofIndividual EducationPlan Students

In addition to receiving math lessons at theirinstructional level in the resource room, IndividualEducation Plan students will have their schedulesadjusted so that they also receive additional mathinstruction in the general education classroom attheir grade level.

DirectInstruction

Tier 1 GettingReady

09/02/2014 06/05/2015 $0 Teachers,ResourceRoomTeacher



StaffResponsible

Annual Writers'Celebrations

At least once before the end of the school year,teachers will invite parents, community members,or other students to act as audience for theirstudents as they share their writing.

ParentInvolvement

Tier 1 GettingReady

09/30/2014 06/05/2015 $250 K - 5thGradeTeachers



English Language ArtsCore Program Training

If the district adopts a new English Language ArtsProgram, teaching staff will be trained on itsimplementation and use.


Tier 1 GettingReady


InstructionalConsultation Teams

Teachers will have the opportunity to requestadditional assistance for at-risk students throughthe process of Instructional Consultation Teams.


Tier 3 GettingReady

09/24/2014 05/20/2015 $2000 K - 5thGradeTeachers,InstructionalConsultation TeamMembers

Professional LearningCommunities

Teachers will work with a grade level/subject areapartner on a weekly and monthly basis to makeadjustements/improvements to curriculum,instruction, and assessment.


Tier 1 GettingReady


Science CurriculumCommittee

The Science Curriculum Committee will study andinfuse the 8 Science and Engineering Practicesinto the currrent science curriculum.


09/02/2014 06/05/2015 $300 Teachers,CurriculumDirector

English Language ArtsCore Program Training

If the district adopts a new English Language ArtsCore Program, teaching staff will be trained on itsimplementation and use.


Tier 1 GettingReady


Social StudiesCurriculum Committee

The Social Studies Curriculum Committee willguide K - 5th grade teachers in the implementationof the updated curriculum using the district-provided materials/resources.

CurriculumDevelopment

Tier 1 GettingReady

09/02/2014 06/05/2015 $2500 CurriculumDirector,SocialStudiesCurriculumCommittee,K - 5thGradeTeachers




Tier 3 GettingReady


Professional LearningCommunities

Teachers will work with a grade level/subject areapartner on a weekly and monthly basis to makeadjustements/improvements to curriculum,instruction, and assessment.


Tier 1 GettingReady







Tier 3 GettingReady


Student Writing SamplesShared With Parents

At least once during the school year, teachers willcollect student writing samples and send themhome with students, display them in hallways,and/or share them with parents atstudent/parent/teacher conferences.

ParentInvolvement

Tier 1 GettingReady

09/30/2014 06/05/2015 $250 K - 5thGradeTeachers



school improvement plan a.a. rather school · table of contents introduction 1 executive summary...

Documents