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School Improvement Plan

Grandville Middle School

Grandville Public Schools

Mr. John Philo

3535 WILSON AVE SW GRANDVILLE, MI 49418-1872

Document Generated On February 17, 2016

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 Demographic Data 13 Process Data 15 Achievement/Outcome Data 17 Perception Data 22 Summary 25

School Additional Requirements Diagnostic

Introduction 27 School Additional Requirements Diagnostic 28

GMS 2014-15 School Improvement Plan

Overview 31 Goals Summary 32

Goal 1: All students at Grandville Middle School will be proficient in math. 33

Goal 2: All students at Grandville Middle School will be proficient in Reading. 55

Goal 3: All students at Grandville Middle School will be proficient in writing. 67

Goal 4: All students at Grandville Midde School will be proficient in Science 79

Goal 5: All students at Grandville Middle School will be proficient in Social Studies 82

Activity Summary by Funding Source 86

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 PlanGrandville Middle School

SY 2015-2016 Page 1© 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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.

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? Grandville Middle School is the only middle school in the city of Grandville. Students from 7 elementary schools feed into the middle school.

The student population has remained fairly steady over the past three years. The population is 860 students as of Fall 0f 2014. We

continue to see an increased number of students in our subgroup populations. Overall population is declining for next school year.

The middle school program strives to provide a variety of elective opportunities for students and has a substantial performing arts program

which includes Band, Orchestra, Choir, Musical Theater and Jazz Band. Other elective offerings include Art, Communications/Debate,

Creative Writing, Literature Explorations, Science Challenger, Study Skills, and Fitness and Conditioning to name a few.

We pride ourselves on our focus on positive behavioral support programs, including our "Be Nice" committee, "Be an 11" assemblies,

Ambassador Program, Peer to Peer program, Student of the Month and our ongoing affiliation with the West Michigan Mental Health

Association.



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. Vision, Mission and Beliefs

Vision Statement

We aim for excellence and work continuously to make daily choices that lead us to that goal.

Mission Statement

We equip our students for excellence.

Belief Statements

We believe....

Each person deserves to be treated with respect

Leadership should be encouraged and nurtured

Responsibility is learned through consistent accountability, high expectations and opportunities

Diversity needs to be accepted and honored

In a commitment to academic excellence

In the compassion to stand together and the confidence to stand apart



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. Notable Achievements -

Reading MEAP scores building wide have improved each of the last three years

Increased our numbers in the Peer to Peer Mentor program

Increased number of documents translated for parents that are not native English speakers

Technology training for students and staff prior to M-Step administration

Areas for Improvement -

Continued focus on supports for our at-risk population and bottom 30% - Study Table, academic labs, push-in supports in math

Summer School programs that support the growing number of students in need of additional support in reading and math

Training for staff regarding implementation of ABC behavior plans/Positive Behavior Support Plans



Additional Information

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

sections. We structure our program using teams of teachers that provide a smaller "school within a school" for our students. Students have an identity

with their core academic team teachers and those teachers meet regularly with each other and with our 2 guidance counselors to meet the

many social, emotional and academic needs of our students.

All students participate in our "Be Nice" programs (bully prevention training), "Be an 11" character education program and volunteer to be

Ambassadors for students new to Grandville Public Schools. Students in our Health education classroom at the 8th grade level participate in

Youth Screen and regularly are provided mental health awareness/education in partnership with the West MI Mental Health Association.



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. Membership on our School Improvement Team is solicited through our school newsletter and website each summer/fall. Parent membership

is also solicited through our Parent Support Council and our signupgenius.com website.

Once parent interest is identified, an organizational meeting is set to determine best meeting time/dates for all. Those dates are then

published in our building newsletter as well as on our website calendar. Infinite Campus is also utilized to publish calendar dates for the

month for all meetings and activities over the course of the year.

We make use of Survey Monkey and daily emailed announcements to keep parents and students up to date and to gather responses for our

surveys each year. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. Stakeholder groups included School Improvement Team, Parent Support Council, Department Chairs and Student Council President. Work

on the plan was completed through monthly School Improvement Team meetings as well as additional work done at the Department Chair

level. Survey responses from parents were collected through Survey Monkey. 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 improvement plan is posted on our building website, discussed at Department Chair Meetings and staff meetings, discussed at

Parent Support Council meetings and made available at 31a parent meetings. Progress is evaluated using surveys, input from Department

Chairs, Parent Support Council and the School Improvement Team.



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 and challenges as well as directions for improvement

based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process

should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the

various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a

school’s comprehensive needs assessment process.



Demographic Data

Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance,

grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate,

suspensions/expulsions, etc.

Student Demographic Data

1. In looking at the three year trend in student enrollment data, what challenges have been identified? Overall student enrollment is declining, and our free and reduced population is increasing. Student Demographic Data

2. In looking at the three year trend in student attendance data, what challenges have been identified? Student attendance rates remain constant. Students living out of the district late to school (1st hour) continue to be a challenge. Student Demographic Data

3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges

have been identified? Last year we had a larger number of special education students in need of behavioral supports. This year, there are many fewer students

(including special education) that are in need of behavioral interventions. Discipline referrals this year are down from the previous two years.

Student Demographic Data

4. What action(s) could be taken to address any identified challenges with student demographic data? We are discussing increasing supports (staffing) for our English as a Second Language students at the middle school. Teacher/School Leader(s) Demographic Data

5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what

impact might this have on student achievement? Both administrators have extensive experience in administration and/or teaching. This has provided the opportunity to meet with students,

parents and staff to develop academic support plans for our at-risk population. Teacher/School Leader(s) Demographic Data

6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student

achievement?



Since we have professional learning teams in the building, the mix of staff with a great deal of experience (20+) as well as those with few

number of years experience (less than 5) provide a balanced approach to developing plans for our students in need of academic support. Teacher/School Leader(s) Demographic Data

7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or

due to illness, what impact might this have on student achievement? Absences are few for professional learning and/or illness for the year. Therefore, there has not been a significant impact on student

achievement. Teacher/School Leader(s) Demographic Data

8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this

have on student achievement? Teacher absences have been fewer this year based on fewer staff members on maternity leave this year. We do not attribute any impact on

student achievement to teacher absenteeism rates. Teacher/School Leader(s) Demographic Data

9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? We will have retirements in the building at the administrative level. The district is working to fill those positions prior to the departure of the

current administration to provide for a good transition.



Process Data

Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and

assessment.

10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as strengths? Reading continues to stand out as a strength based on past MEAP and current MAP scores.

Informational reading (including procedural and content area vocabulary teaching) has been a building focus. 11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as challenges? Overall math scores continue to be an area of weakness for our bottom 30%, particularly our Special Education subgroup. Overall MAP

scores at the 8th grade level are improving, as well as course grades for 8th grade students. 12. How might these challenges impact student achievement? There is an impact on 7th grade math course grades and in progress during Math Lab remediation. Students in our bottom 30% are more

than 1-2 grade levels below in math and the time it is taking to help them understand and grasp math concepts/mental math long term is very

time consuming. 13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School

Systems Review or the Interim Self Assessment/Self Assessment. We have implemented a push in support as well as additional hour of remedial support for these students and are tracking progress. The

Math Lab program is under review to collect data to determine the difference in effectiveness of the push-in model compared to the additional

hour of remedial support. 14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title

III, Section 31a, IDEA, credit recovery, extended learning opportunities? We have developed an identification process that insures involvement from Spec. Ed. caseload managers and discussion at the IEP

level/504/ELL meetings to look at data and determine qualifications and recommendations for our intervention programs. 15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available? Available extended learning opportunities include Study Table before and/or after school, summer school, Math Lab, LA Lab, push in



classroom supports in the regular education classroom - available in both 7th and 8th grade, and prior to entering 7th grade. 16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these

opportunities? MEAP, MAP scores, grades in LA and Math, teacher recommendation are all considered prior to scheduling students for additional support.

Parents are contacted by current staff in writing and by phone to discuss the recommendations and supports available. Parents have on

occasion refused to have their child(red) participate, in that event we obtain that refusal in writing, and that document is placed in the CA60.

Discussion at the IEP, 504, conferences, ELL meetings also takes place and is written into the plan or documented by caseoad managers for

scheduling purposes. 17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e.

horizontal and vertical alignment, in all content courses and grade levels? Common assessments, grade level meetings, 7/8 grade departmental meetings to discuss alignment/results of common assessments. 18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you

completed a health survey/ screener. N/A - off cycle this year - will be given next year



Achievement/Outcome Data

Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative

assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school

completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in

each text box.

19a. Reading- Strengths

Based on MAP (MSTEP scores not yet released)

Fall to Spring score increases for both 7th and 8th grade - Mean RIT - includes all subgroups

7th grade 220 Fall to 224 Spring

8th grade 224 Fall to 229 Spring

19b. Reading- Challenges

Maintaining MAP reading score increases over the summer for students. 19c. Reading- Trends

Trend is an increase of 4 points in every strand, every grade level.



19d. Reading- Summary

Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no

challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on

tiered instruction if appropriate.

Challenges are being addressed through summer reading incentives as well as summer LA Lab being offered to students. 20a. Writing- Strengths

Information writing has been addressed very intentionally at both the 7th and 8th grade levels - across curriculum. Scores have improved at

both the 7th and 8th grade levels based on common assessments and conferencing with students. 20b. Writing- Challenges

Writing still is an area of weakness for our subgroup populations - in particular out special education subgroup. 20c. Writing- Trends

Students are able to respond to text in writing, and implement Common Core strategies to state a claim. 20d. Writing- Summary




NA



21a. Math- Strengths

Significant gains (based on MAP) in the area of Operations and Algebraic Thinking for both the 7th and 8th grades.

21b. Math- Challenges

Drops in scores for students over the summer based on MAP Math results 21c. Math- Trends

The instructional strategies implemented in the 7th grade have resulted in greater test scores based on MAP. 21d. Math- Summary




Through the program evaluation of the Math Lab program.

22a. Science- Strengths

Writing has improved based on the work done departmentally. Students are able to write scientifically following the Claim, Evidence,



Reasoning model taught in LA. 22b. Science- Challenges

Curriculum alignment continues to be an issue district wide - particularly at the 6th-8th grade levels. 22c. Science- Trends Improvement regarding exposure to common core expectations - especially as it pertains to writing. 22d. Science- Summary



tiered instruction if appropriate. NA 23a. Social Studies- Strengths Evicence of writing improvement using Claim, Evidence, Reasoning taught through the LA departments. Building wide focus on

improvement of vocabulary instruction, both content and procedural. 23b. Social Studies- Challenges Students continue to need work on citing evidence in their writing. 23c. Social Studies- Trends Trend is much more of a focus on common core assessments, resulting in improved writing by students. 23d. Social Studies- Summary






NA This challenge is being addressed through the writing goals in our SIP, as well as through continued professional development.



Perception Data

Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder

Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey

feedback already collected from students, parents and staff.

24a. Student Perception Data

Which area(s) indicate the overall highest level of satisfaction among students? The increased ability for students to incorporate technology has been the greatest area of satisfaction. 24b. Student Perception Data

Which area(s) indicate the overall lowest level of satisfaction among students? Lowest level of student satisfaction has been the number of days and hours of standardized testing they have been scheduled for this school

year and the overall schedule disruptions. 24c. Student Perception Data

What actions will be taken to improve student satisfaction in the lowest area(s)? The schedule will be reviewed for testing to see how it might be streamlined. The state testing window though will be out of our control. 25a. Parent/Guardian Perception Data

What area(s) indicate the overall highest level of satisfaction among parents/guardians? Based on our 2015 Parent Survey data (219 responses), the area indicating highest satisfaction was that of Safety and Security. Many of the

negative/comments of concern focused on physical issues that will be taken care of in our upcoming bond/construction/renovation this

summer. 25b. Parent/Guardian Perception Data

What area(s) indicate the overall lowest level of satisfaction among parents/guardians? Based on our 2015 Parent Survey results the area containing the most suggestions for areas of improvement was Communication. Areas of

concern focused on the large number of sites or links that are available to go to for information and streamlining that information.



25c.Parent/Guardian Perception Data

What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)? The district has restructured/redesigned the website to include a link for each teacher. We are discussing the possibility of adding an

additional link from that page directly to the site/link the teacher is using for daily work/attachments etc.

Discussed the use of Infinite Campus Messager and the need to be more specific in the subject line of the message so that parents could

easily see what child/school the message was from.

Discussed the need to provide more support for new students to the building with regard to use of the Chromebook, setting up their drive,

learning about extensions/apps, learning about bookmarking, email etc. A possible solution is to have student ambassadors meet with new

students during lunch to provide more support. Another possible time to help new students would be before school in the Media Center.

26a.Teacher/Staff Perception Data

What area(s) indicate the overall highest level of satisfaction among teachers/staff? Staff survey being developed by the School Improvement Team currently to gather information regarding how teachers are using technology

to communicate with parents. This data will be used to formulate building level decisions regarding expectations for parent communication

about their students and their academic achievement. 26b.Teacher/Staff Perception Data

What area(s) indicate the overall lowest level of satisfaction among teachers/staff? Unknown until survey has been administered in the coming weeks. 26c.Teacher/Staff Perception Data

What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)? The district has an instructional specialist for technology that will be used to develop building level baseline expectations. 27a.Stakeholder/Community Perception Data

What area(s) indicate the overall highest level of satisfaction among stakholders/community?



Overall satisfaction with the academic program. 27b.Stakeholder/Community Perception Data

What area(s) indicate the overall lowest level of satisfaction among stakeholders/community? Concerns about safety that, as mentioned previously, will be addressed through the upcoming bond renovations over the next year. 27c.Stakeholder/Community Perception Data

What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)? See above



Summary

28a. Summary

Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes

and perception. Strengths are the overall academic program, specifically the reading initiatives and the fine arts opportunities for middle school students. 28b. Summary

How might the challenges identified in the demographic, process and perception data impact student achievement? Our overall 31a population is increasing. The assumption based on past history is that those students will continue to need more in school

supports in order to keep pace. 28c. Summary

How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities

for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign

Plan? Our program evaluation involves gathering data over time to compare the student achievement of students receiving push-in supports vs.

pull-out. There is yet another sub-group receiving both, therefore we will be tracking their progress compared to the other two models.



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




Label Assurance Response Comment Attachment1. Literacy and math are tested annually in grades

1-5.Yes

Label Assurance Response Comment Attachment2. Our school published a fully compliant annual

report. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.

Yes Annual Report available on ourwebsite grandville.k12.mi.u2

Label Assurance Response Comment Attachment3. Our school has the 8th grade parent approved

Educational Development Plans (EDPs) on file.Yes EDPs are completed in 8th grade

and forwarded to the high school.

Label Assurance Response Comment Attachment4. Our school reviews and annually updates the

EDPs to ensure academic course workalignment.

Yes Updates are done at the 9thgrade level.

Label Assurance Response Comment Attachment5. The institution complies with all federal laws

and 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

Label Assurance Response Comment Attachment6. The institution has designated an employee to

coordinate 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 Dr. Scott Merkel and ConnieStark3839 PrairieGrandville, MI 49418



Label Assurance Response Comment Attachment7. The institution has a School-Parent Involvement

Plan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.

Yes See attached Parent Involvementin the MS programGMS ParentInvolvement chart

Label Assurance Response Comment Attachment8. The institution has a School-Parent Compact. If

yes, please attach the School-Parent Compactbelow.

Yes School ParentCompact 2013-2014

Label Assurance Response Comment Attachment9. The School has additional information

necessary to support your improvement plan(optional).

No



Overview

Plan Name


Plan Description

Updated 2013-14 plan



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 Grandville Middle School will be

proficient in math.Objectives:4Strategies:3Activities:9

Academic $141500

2 All students at Grandville Middle School will beproficient in Reading.

Objectives:3Strategies:3Activities:8

Academic $48738

3 All students at Grandville Middle School will beproficient in writing.


Academic $0

4 All students at Grandville Midde School will beproficient in Science


Academic $5000

5 All students at Grandville Middle School will beproficient in Social Studies


Academic $5000



Goal 1: All students at Grandville Middle School will be proficient in math.

(shared) Strategy 1: Learning Targets - All teachers will clearly and consistently identify learning targets for all lessons. Category: Research Cited: Learning Targets - Helping Students Aim for Understanding in Today's Lessons by Connie M. Moss and Susan M. Brookhart Tier:

Status Progress Notes Created On Created ByN/A Spring state assessment data is not available at this time. March 16, 2015 Mrs. Theresa K

WaterburyN/A Overall goal performance trending upward at the 8th grade level. 7th grade performance remained

constant based on percent proficient from last year.June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 1:57% of Seventh and Eighth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students withDisabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate aproficiency in number sense and fluency in Mathematics by 06/03/2016 as measured by the Spring State Assessment.

Status Progress Notes Created On Created ByNot Met Data not yet available to determine progress based on changes in the state assessment program March 16, 2015 Mrs. Theresa K

WaterburyNot Met 8th grade scores trending upward with the exception of Black subgroup June 16, 2014 Mrs. Theresa K

Waterbury

Status Progress Notes Created On Created ByN/A All staff members were trained in the use of Learning Targets. Learning Targets are being

shared/discussed with students in every classroom.March 16, 2015 Mrs. Theresa K

WaterburyN/A All staff participated in Learning Targets book study. Learning Targets were used by every staff

member as evidenced during classroom observations.June 16, 2014 Mrs. Theresa K

Waterbury



Activity - Classroom Learning Labs ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will be provided the opportunity to participate inClassroom Learning Labs with a focus on Learning Targets.

Professional Learning

09/02/2013 06/03/2016 $5000 Title II PartA

BuildingPrincipal/InstructionalCoach

Status Progress Notes Created On Created ByIn Progress The number of departments participating in classroom learning labs increased by 20% from last year

to this year.March 16, 2015 Mrs. Theresa K

WaterburyIn Progress All staff had the opportunity to participate in CLLs this year. Some departments participated as a

department as well.June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Administrative Observation and Walkthroughs ActivityType


Source OfFunding

StaffResponsible

The building principal will conduct observations and walkthroughs to observe implementation of learning targets

Walkthrough

01/06/2014 06/03/2016 $0 No FundingRequired

Buildingadministration

Status Progress Notes Created On Created ByIn Progress All teachers are posting and sharing the learning target for lessons with students. This has been

evident based on ongoing administrative walkthroughs and during formal classroom observations.March 16, 2015 Mrs. Theresa K

WaterburyCompleted All staff were observed using Learning Targets during classroom instruction. June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Collaborative Learning ActivityType


Source OfFunding

StaffResponsible

Teachers will parricipate in professional dialogue reflecting ontheir implementation of learning targets



Buildingprincipaland DistrictInstructional Coach



(shared) Strategy 2: Academic Vocabulary - All staff will implement direct instruction in academic (including procedural) vocabulary. Category: Research Cited: Teaching Vocabulary for the Common Core Standards: 55 Essential Words! by Marilee Sprenger

Marzano Program for Building Academic Vocabuary: Preliminary Report of the 2004-2005 Evaluation Study (Marzano, 2005) found that students who participated in

the BAV program exhibited a greater ability to read and understand grade-appropriate materials in math, science and general literacy than non-participating

counterparts.

Bringing Words to Life Robust Vocabulary Instruction by Isabel Beck Tier:

Status Progress Notes Created On Created ByCompleted All staff completed professional development/book study on the use of Learning Targets during

district provided professional development as well as building level staff meetings and coredepartment meetings.

March 16, 2015 Mrs. Theresa KWaterbury

Completed All staff participated in professional development sessions during district and building PD discussionimplementation of Learning Targets,

June 16, 2014 Mrs. Theresa KWaterbury

Status Progress Notes Created On Created ByN/A Departments have developed a list of procedural vocabulary and academic content vocabulary for

their department to focus on. All department members are using that vocabulary across thediscipline.


N/A Goal is in progress, All departments have implemented instruction for content and proceduralvocabulary instruction.




Source OfFunding

StaffResponsible

The building principal(s) will conduct observations andwalkthroughs to observe implementation of content/proceduralvocabulary instruction.

Walkthrough


Buildingadministration/Instructional Coach

Status Progress Notes Created On Created By



(shared) Strategy 3: Multi-Tiered System of Support - All staff will utilize a Multi-Tiered System of Support to meet individual needs of our at-risk students Category: Research Cited: Research cited: Continued research with educators focused on raising student achievement through formative assessment processes, discovered and

continue to refine the understanding of the central role learning targets play in schools.

Brookhart, Moss & Long (2009) Promoting student ownership of learning through high-impact formative assessment practices. Journal of Multi-Disciplinary Evaluation,

6(12), 52-67.

Brookhart, Moss & Long (2011) Principals' and supervisors roles in helping teachers use formative assessment information. Paper presented at the annual meeting of

the American Educational Research Assoc., New Orleans, LA.

Moss, Brookhart & Long, (2011). What are the students actually doing? Preparing principals who gather strong evidence of learning. Paper presented at the annual

meeting of the University Council for Educational Administration, Pittsburgh, PA. Tier:

In Progress During observations and administrative walkthroughs teaching of procedural and content vocabularyhas been observed and documented.


In Progress Focused instruction targeting procedural and core content vocabulary was evident during classroomobservations.


Activity - Content Vocabulary ActivityType


Source OfFunding

StaffResponsible

Staff will identify and produce a master list for all departmentsof procedural terms and content vocavbulary

Recruitment andRetention


DepartmentChairs,Administration,Instructional Coach

Status Progress Notes Created On Created ByIn Progress Continues to be a focus of every teacher - has also been a focus at staff meetings and core content

department meetings.March 16, 2015 Mrs. Theresa K

WaterburyIn Progress Content vocabulary lists were developed by departments during department meeting time. June 16, 2014 Mrs. Theresa K

Waterbury




N/A Implementation of after-school Study Table program as well as continuation of before school andextended year programs in Math and Reading.


N/A Extended learning opportunities were implemented this year for at-risk students before and afterschool as well as through summer school and summer lab classes. Lab classes were also offeredduring the regular school day in addition to math and Language Arts classes.


Activity - Extended-time Program: Summer School ActivityType


Source OfFunding

StaffResponsible

A 5-week program where the main focus is to raise theacademic achievement of participating students, employingresearch-proven strategies, individualizing, connecting withparents and monitoring pupil progress.

AcademicSupportProgram

07/01/2014 06/03/2016 $5000 Section 31a Buildingprincipal,31aTeachers,31aParaprofessionals

Status Progress Notes Created On Created ByCompleted An extended time program has been implemented for 31a students in Math and Language Arts (with

a focus on reading and writing).March 16, 2015 Mrs. Theresa K

WaterburyIn Progress We continue to provide summer programs for students not at grade level in math and reading. In

addition, students have the opportunity to gain content skills during the regular summer schoolsessions.


Activity - Tier 2 Intervention Program ActivityType


Source OfFunding

StaffResponsible

31a staff will use research-based intervention programs thatsystematically differentiate math instruction by focusingfrequent feedback to students, explicit instruction incorporationhands-on experiences, and vocabulary development toincrease math understanding in a small group setting at least 1-3 times per week.


09/03/2013 06/12/2015 $65000 Section 31a BuildingPrincipal,31aparaprofessionals

Status Progress Notes Created On Created ByIn Progress Tier 2 interventions are in place and progress monitoring is underway March 16, 2015 Mrs. Theresa K

Waterbury



Completed This year we provided in class supports for at-risk students in math. Paraprofessionals pushed intomath classrooms to provide additional support during the class period as well as when studentswere scheduled into math lab along with their math teachers .




Source OfFunding

StaffResponsible

31a Staff will use research-based intervention programs thatsystematically differentiate math instruction through a MTSS byfocusing on frequent feedback to students, explicit instructionincorporating hands-on experiences, and vocabularydevelopment to increase math understanding in a sall groupsetting 3-5 times per week.


09/03/2013 06/12/2015 $65000 Section 31a BuildingPrincipaland 31astaff/teachers

Status Progress Notes Created On Created ByIn Progress Intervention programs are being monitored to assess impact on student achievement. Based on our

program evaluation there is a need to better collect and monitor data for our math interventions.March 16, 2015 Mrs. Theresa K

WaterburyCompleted Students were provided small group instruction by their math teachers as well as paraprofessionals

during class and when in Study Tables before and/or after school.June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Purchase Intervention Materials ActivityType


Source OfFunding

StaffResponsible

The building principal will purchase research-based and relatedmaterials for Math such as manipulatives, consumables, foruse in the program.

GettingReady

08/26/2013 06/06/2014 $1500 Section 31a Buildingprincipal

Status Progress Notes Created On Created ByIn Progress Materials (including software/licensing) and manipulatives have been purchased for our intervention

programs. Those materials will need to be purchased continually.March 16, 2015 Mrs. Theresa K

WaterburyIn Progress Materials and supplies were purchased to provide hands on supports for students in math and math

lab classrooms as well as for the after school program.June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 2:37% of Economically Disadvantaged students will demonstrate a proficiency in number sense and fluency in Mathematics by 06/05/2015 as measured by Spring2015 State Assessment.




Status Progress Notes Created On Created ByNot Met Spring assessment data is not presently available based on changes in the state assessment

calendar/window.March 16, 2015 Mrs. Theresa K

WaterburyNot Met Goal is an in progress goal based on date of completion. Though more students (Econ. Dis.)

achieved the goal, the overall percent proficient did not change from last year to this year.June 16, 2014 Mrs. Theresa K

Waterbury





Waterbury



Source OfFunding

StaffResponsible



09/02/2013 06/03/2016 $5000 Title II PartA






Waterbury






counterparts.



Source OfFunding

StaffResponsible


Walkthrough






Waterbury



Source OfFunding

StaffResponsible




















Source OfFunding

StaffResponsible


Walkthrough



Status Progress Notes Created On Created ByIn Progress During observations and administrative walkthroughs teaching of procedural and content vocabulary

has been observed and documented.March 16, 2015 Mrs. Theresa K

WaterburyIn Progress Focused instruction targeting procedural and core content vocabulary was evident during classroom

observations.June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible











6(12), 52-67.





In Progress Continues to be a focus of every teacher - has also been a focus at staff meetings and core contentdepartment meetings.


In Progress Content vocabulary lists were developed by departments during department meeting time. June 16, 2014 Mrs. Theresa KWaterbury

Status Progress Notes Created On Created ByN/A Implementation of after-school Study Table program as well as continuation of before school and

extended year programs in Math and Reading.March 16, 2015 Mrs. Theresa K

WaterburyN/A Extended learning opportunities were implemented this year for at-risk students before and after

school as well as through summer school and summer lab classes. Lab classes were also offeredduring the regular school day in addition to math and Language Arts classes.




Source OfFunding

StaffResponsible













Source OfFunding

StaffResponsible





WaterburyCompleted This year we provided in class supports for at-risk students in math. Paraprofessionals pushed into

math classrooms to provide additional support during the class period as well as when studentswere scheduled into math lab along with their math teachers .




Source OfFunding

StaffResponsible






Waterbury




Completed Students were provided small group instruction by their math teachers as well as paraprofessionalsduring class and when in Study Tables before and/or after school.




Source OfFunding

StaffResponsible


GettingReady






Waterbury

Measurable Objective 3:28% of Students with Disabilities students will demonstrate a proficiency in number sense and fluency in Mathematics by 06/05/2015 as measured by the Spring2015 State Assessment.

Status Progress Notes Created On Created ByNot Met Spring State assessment data is not available at this time. March 16, 2015 Mrs. Theresa K

WaterburyNot Met Though there was a 5% increase in the number of SWD proficient in math at the 7th grade level,

there was not an increase at the 8th grade level.June 16, 2014 Mrs. Theresa K

Waterbury



Waterbury



N/A All staff participated in Learning Targets book study. Learning Targets were used by every staffmember as evidenced during classroom observations.




Source OfFunding

StaffResponsible



09/02/2013 06/03/2016 $5000 Title II PartA






Waterbury



Source OfFunding

StaffResponsible


Walkthrough






Waterbury



Source OfFunding

StaffResponsible






counterparts.


















Source OfFunding

StaffResponsible


Walkthrough








6(12), 52-67.









Waterbury



Source OfFunding

StaffResponsible








Waterbury










Source OfFunding

StaffResponsible











Source OfFunding

StaffResponsible












Source OfFunding

StaffResponsible






WaterburyCompleted Students were provided small group instruction by their math teachers as well as paraprofessionals

during class and when in Study Tables before and/or after school.June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible


GettingReady






Waterbury




Measurable Objective 4:35% of Hispanic or Latino students will demonstrate a proficiency in number sense and fluency in Mathematics by 06/12/2015 as measured by the Spring 2015 StateAssessment.

Status Progress Notes Created On Created ByNot Met Spring state assessment data is not available at this time. March 16, 2015 Mrs. Theresa K

WaterburyMet Objective met at a rate of 46% June 16, 2014 Mrs. Theresa K

Waterbury





Waterbury



Source OfFunding

StaffResponsible



09/02/2013 06/03/2016 $5000 Title II PartA




Waterbury




In Progress All staff had the opportunity to participate in CLLs this year. Some departments participated as adepartment as well.




Source OfFunding

StaffResponsible


Walkthrough






Waterbury



Source OfFunding

StaffResponsible














counterparts.









Source OfFunding

StaffResponsible


Walkthrough







Waterbury



Source OfFunding

StaffResponsible










6(12), 52-67.








Waterbury








Source OfFunding

StaffResponsible













Source OfFunding

StaffResponsible










Source OfFunding

StaffResponsible







Goal 2: All students at Grandville Middle School will be proficient in Reading.

In Progress Intervention programs are being monitored to assess impact on student achievement. Based on ourprogram evaluation there is a need to better collect and monitor data for our math interventions.


Completed Students were provided small group instruction by their math teachers as well as paraprofessionalsduring class and when in Study Tables before and/or after school.




Source OfFunding

StaffResponsible


GettingReady






Waterbury

Status Progress Notes Created On Created ByN/A Building MEAP reading scores continue to increase each year - above expected rate of gain. May 19, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 1:76% of Seventh and Eighth grade students will demonstrate a proficiency in comprehension of informational text in English Language Arts by 05/15/2015 asmeasured by the Spring State assessment.

Status Progress Notes Created On Created ByMet 84% of 7th and 8th grade students demonstrated proficiency in reading June 16, 2014 Mrs. Theresa K

Waterbury



(shared) Strategy 1: Learning Targets - All teachers will:

clearly and consistently identify learning targets for all lessons.

Category: Research Cited: Learning Targets - Helping Students Aim for Understanding in Today's Lesson by Connie M. Moss and Susan M. Brookhart Tier:

Status Progress Notes Created On Created ByN/A Staff participated in training in Learning Targets during district and building Professional

DevelopmentMay 19, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible

The building principal will conduct observations andwalkthroughs to observe implementation of learning targets.

Monitor 01/06/2014 06/06/2014 $0 No FundingRequired

Buildingadministrators

Status Progress Notes Created On Created ByCompleted Observations done by administration verified the use of Learning Targets by all staff this year. May 20, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible



09/02/2013 06/06/2014 $5000 Title II PartA

Buildingprincipalandinstructional coach




Marzano Program for Building Academic Vocabulary: Preliminary Report of the 2004–2005 Evaluation Study (Marzano, 2005), found that students who participated in

the BAV program exhibited greater ability to read and understand grade-appropriate materials in mathematics, science, and general literacy than their nonparticipating

counterparts.


Status Progress Notes Created On Created ByCompleted All staff were provided multiple opportunities during the school year to participate in Classroom

Learning Labs. Building Principal also participated.May 20, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible

Teachers will participate in professional dialogue reflecting ontheir implementation of learning targets.


Buildingprincipaland districtinstructional coach

Status Progress Notes Created On Created ByIn Progress Professional dialogue was had during department meetings as well as building level staff meetings.

We will continue to discuss Learning Targets regarding the conversations teachers need to havewith students to identify a student's ability to determine acquisition of the learning target.

May 20, 2014 Mrs. Theresa KWaterbury

Status Progress Notes Created On Created ByN/A Based on classroom observations all staff have implemented vocabulary instruction for content and

procedural vocabulary.June 16, 2014 Mrs. Theresa K

Waterbury






Source OfFunding

StaffResponsible

Staff will identify and produce a master list for all departmentsof procedural terms and content vocabulary.



DepartmentChairs/Administration/InstructionalCoach

Status Progress Notes Created On Created ByIn Progress Staff have implemented procedural and content vocabulary instruction based on classroom


Waterbury



Source OfFunding

StaffResponsible

The building principal will conduct observations and walk-throughs to observe implementation of content/proceduralvocabulary.


BuildingAdministration/Instructional Coach

Status Progress Notes Created On Created ByCompleted Content and procedural vocabulary has been integrated into regular classroom instruction based on

administration observations.June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 2:60% of Students with Disabilities students will demonstrate a proficiency in comprehension of informational text in English Language Arts by 06/05/2015 as measuredby the Spring 2015 State Assessment.

Status Progress Notes Created On Created ByNot Met 24% of our 7th grade SWD were proficient and 39% of our 8th grade SWD were proficient in reading June 16, 2014 Mrs. Theresa K

Waterbury







Waterbury



Source OfFunding

StaffResponsible





Waterbury



Source OfFunding

StaffResponsible



09/02/2013 06/06/2014 $5000 Title II PartA




Waterbury






counterparts.




Source OfFunding

StaffResponsible









Waterbury



Source OfFunding

StaffResponsible



(shared) Strategy 3: Multi-Tiered System of Support - All staff will implement a multi-tiered system of support to identify at-risk students and intervene using research-based

strategies/programs in the areas of vocabulary, fluency and comprehen,sion. Category: Research Cited:

Directors of Special Education, (2006). Core Principal of Response to Intervention. Focus on Results, 7(2), 1-11.

Batsche, G., Elliot, J., Graden, J.L., Grimes, J., Kovaleki, J.F., Prasse, D., Reschly, D.J., Schrag, J., Tilly, W.D., (2006). Response to Intervention: Policy

Considerations and Implementation. Virginia: National Association of State Directors of Special Education, Inc. Justice, L.M., (20006). Evidence-Based Practice. Tier:







Waterbury



Source OfFunding

StaffResponsible






Waterbury




N/A Staff have identified students in need of tiered support and are providing research based classroomsupports to those students.


Activity - Extended-time Program: After School ActivityType


Source OfFunding

StaffResponsible

We will implement a Study Table program by employing staff(that will meet after normal school hours) for low performingstudents targeting interventions to meet the specific needs ofthose identified students. Staff will assist students with currentcoursework. The program will meet 3 times a week for an hourfor the entire school year.


09/03/2013 06/12/2015 $23238 Section 31a BuildingPrincipal

Status Progress Notes Created On Created ByCompleted After school program was put in place for at-risk students. Parents were sent permission slips along

with a contract. Program began directly after school.June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible

A 5 week program where the main focus is to raise theacademic achievement of participating students, employingresearch-proven strategies, keeping group sizes small,individualizing, connecting with parents and monitoring pupilprogress. Students are transported to and from the program.


06/09/2014 08/21/2015 $17500 Section 31a BuildingPrincipal,31aTeachers,31aParaprofessionals

Status Progress Notes Created On Created ByCompleted Summer program has been established for the support of at-risk students in math and reading and

writing. The program offers transportation to students at-risk for 5 weeks in the summer and istaught by certified, highly qualified staff.


Activity - Summer School ELL ActivityType


Source OfFunding

StaffResponsible






An ELL Summer School will be offered for Newcomer to LowIntermediate proficiency level MS students to provide intensiveinstruction. The program is taught by certified staff to increaseEnglish language proficiency in reading, writing, listening,speaking and vocabulary skills.


06/13/2014 08/14/2015 $3000 Title III ELL Staff,Asst.Superintendent forCurriculum/Instruction

Status Progress Notes Created On Created ByCompleted A summer support program has been established for our ELL students. June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 3:73% of Hispanic or Latino students will demonstrate a proficiency in comprehension of informational text in English Language Arts by 06/05/2015 as measured by theSpring 2015 State Assessment.

Status Progress Notes Created On Created ByMet 74% of 7th grade Hispanic students were proficient in reading and 85% of 8th grade Hispanic

students were proficient in reading.June 16, 2014 Mrs. Theresa K

Waterbury



Waterbury



Source OfFunding

StaffResponsible







Waterbury



Source OfFunding

StaffResponsible



09/02/2013 06/06/2014 $5000 Title II PartA




Waterbury



Source OfFunding

StaffResponsible












counterparts.




Waterbury



Source OfFunding

StaffResponsible







Waterbury



Source OfFunding

StaffResponsible



(shared) Strategy 3: Multi-Tiered System of Support - All staff will implement a multi-tiered system of support to identify at-risk students and intervene using research-based

strategies/programs in the areas of vocabulary, fluency and comprehen,sion. Category: Research Cited:

Directors of Special Education, (2006). Core Principal of Response to Intervention. Focus on Results, 7(2), 1-11.

Batsche, G., Elliot, J., Graden, J.L., Grimes, J., Kovaleki, J.F., Prasse, D., Reschly, D.J., Schrag, J., Tilly, W.D., (2006). Response to Intervention: Policy

Considerations and Implementation. Virginia: National Association of State Directors of Special Education, Inc. Justice, L.M., (20006). Evidence-Based Practice. Tier:






Waterbury

Status Progress Notes Created On Created ByN/A Staff have identified students in need of tiered support and are providing research based classroom

supports to those students.June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Extended-time Program: After School ActivityType


Source OfFunding

StaffResponsible

We will implement a Study Table program by employing staff(that will meet after normal school hours) for low performingstudents targeting interventions to meet the specific needs ofthose identified students. Staff will assist students with currentcoursework. The program will meet 3 times a week for an hourfor the entire school year.


09/03/2013 06/12/2015 $23238 Section 31a BuildingPrincipal




Goal 3: All students at Grandville Middle School will be proficient in writing.

Completed After school program was put in place for at-risk students. Parents were sent permission slips alongwith a contract. Program began directly after school.




Source OfFunding

StaffResponsible

A 5 week program where the main focus is to raise theacademic achievement of participating students, employingresearch-proven strategies, keeping group sizes small,individualizing, connecting with parents and monitoring pupilprogress. Students are transported to and from the program.


06/09/2014 08/21/2015 $17500 Section 31a BuildingPrincipal,31aTeachers,31aParaprofessionals

Status Progress Notes Created On Created ByCompleted Summer program has been established for the support of at-risk students in math and reading and

writing. The program offers transportation to students at-risk for 5 weeks in the summer and istaught by certified, highly qualified staff.


Activity - Summer School ELL ActivityType


Source OfFunding

StaffResponsible

An ELL Summer School will be offered for Newcomer to LowIntermediate proficiency level MS students to provide intensiveinstruction. The program is taught by certified staff to increaseEnglish language proficiency in reading, writing, listening,speaking and vocabulary skills.


06/13/2014 08/14/2015 $3000 Title III ELL Staff,Asst.Superintendent forCurriculum/Instruction

Status Progress Notes Created On Created ByCompleted A summer support program has been established for our ELL students. June 16, 2014 Mrs. Theresa K

Waterbury



(shared) Strategy 1: Evidence based writing - Core content teachers will provide direct instruction and opportunities for students to demonstrate proficient writing requiring the use of

evidence to support a claim. Category: Research Cited: The teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates

if they understand what they have been told by checking for understanding, and re-telling them what they have told by tying it all together with closureÃ¢?Â¦.Carnine

(2000, p. 12) summarized the Follow Through findings this way: In only one approach, the Direct Instruction (DI) model, were participating students near or at national

norms in math and language and close to national norms in reading.Ã¢?ï¿12 Hattie, J. (2009). Visible learning, a synthesis of over 800 meta- analyses relating to

achievement (pp. 204-207). New York: Routledge. Tier:

Status Progress Notes Created On Created ByN/A Goal in progress. On track to meet proficiency target. June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 1:55% of Seventh and Eighth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students withDisabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate aproficiency in informational writing. in English Language Arts by 06/03/2016 as measured by Spring 2016 State Assessment.

Status Progress Notes Created On Created ByMet 71% of students were proficient in writing. June 16, 2014 Mrs. Theresa K

Waterbury

Status Progress Notes Created On Created ByN/A Core teachers implemented instruction in writing focusing on evidence to support a claim. June 16, 2014 Mrs. Theresa K

Waterbury



Activity - Professional Learning ActivityType


Source OfFunding

StaffResponsible

All staff will participate in professional learning around teachingthe use of evidence to support a claim, including identifying thenon-negotiables and the "looks like/sounds like" of theimplementation in their classes.



Buildingadministration,Instructional coach,teachingstaff

Status Progress Notes Created On Created ByIn Progress Staff, with the support of our district learning specialist received PD in the area of writing. June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Building Collaboration ActivityType


Source OfFunding

StaffResponsible

All staff will share the implementation data around citingevidence to support a claim at staff/departmentmeetings/district PD sessions.



Buildingprincipal,Instructional coach,instructional staff

Status Progress Notes Created On Created ByIn Progress Implementation strategies were discussed at department meetings and Dept. Chair meetings

throughout the school year.June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Formative Assessment ActivityType


Source OfFunding

StaffResponsible

All staff will develop and implement formative writingassessments to be used on trimester basis and will adjustinstruction based on the data.



Administration,Instructional Coach,teachingstaff



Status Progress Notes Created On Created ByIn Progress Staff developed formative writing assessments at the end of units/trimester to assess writing

progress and inform instruction.June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Writing Instruction ActivityType


Source OfFunding

StaffResponsible

Core content teachers will implement direct instruction in citingevidence to support a claim across core content areas on aweekly basis.

DirectInstruction


Corecontentteachers,Bldg.Admin.,Instructional Coach

Status Progress Notes Created On Created ByIn Progress Core writing instruction for citing evidence to support a claim was integrated into Social Studies,

Science, Language Arts and Math classrooms based on teacher data goals and classroomobservations.




Source OfFunding

StaffResponsible

Building administration will observe and provide feedback tocore teachers regarding the implementation of informationalwriting instruction to support a claim.

Walkthrough


Buildingadministration,Instructional coach,coreteachers

Status Progress Notes Created On Created ByCompleted Teacher feedback was provided during post-conferencing and goal progress discussion throughout

the school year.June 16, 2014 Mrs. Theresa K

Waterbury









Measurable Objective 2:64% of Hispanic or Latino students will demonstrate a proficiency in informational writing. in English Language Arts by 06/05/2015 as measured by the Spring 2015State Assessment.

Status Progress Notes Created On Created ByNot Met 51% of our Hispanic students demonstrated proficiency in writing in 7th grade. June 16, 2014 Mrs. Theresa K

Waterbury


Waterbury



Source OfFunding

StaffResponsible








Waterbury



Source OfFunding

StaffResponsible







Waterbury



Source OfFunding

StaffResponsible







Waterbury





Source OfFunding

StaffResponsible


DirectInstruction








Source OfFunding

StaffResponsible


Walkthrough





Waterbury

Measurable Objective 3:50% of Students with Disabilities students will demonstrate a proficiency in informational writing. in English Language Arts by 06/05/2015 as measured by the Spring2015 State Assessment.










Not Met 33% of our Students with Disabilities were proficient in writing at the 7th grade level. June 16, 2014 Mrs. Theresa KWaterbury


Waterbury



Source OfFunding

StaffResponsible






Waterbury



Source OfFunding

StaffResponsible









Waterbury



Source OfFunding

StaffResponsible







Waterbury



Source OfFunding

StaffResponsible


DirectInstruction















Source OfFunding

StaffResponsible


Walkthrough





Waterbury

Measurable Objective 4:58% of Economically Disadvantaged students will demonstrate a proficiency in informational writing. in English Language Arts by 06/05/2015 as measured by theSpring 2015 State Assessment.

Status Progress Notes Created On Created ByNot Met 55% of our econom. disadvantaged 7th grade students were proficient in writing. June 16, 2014 Mrs. Theresa K

Waterbury





Waterbury



Source OfFunding

StaffResponsible






Waterbury



Source OfFunding

StaffResponsible







Waterbury





Source OfFunding

StaffResponsible







Waterbury



Source OfFunding

StaffResponsible


DirectInstruction








Source OfFunding

StaffResponsible



Goal 4: All students at Grandville Midde School will be proficient in Science

Strategy 1: Academic Vocabulary - All staff will implement direct instruction in academic (including procedural) vocabulary in science. Category: Research Cited: Teaching Vocabulary for the Common Core Standards: 55 Essential Words! by Marilee Sprenger

Marzano Program for Building Academic Vocabulary: Preliminary Report of the 2004-2005 Evaluation Study



Walkthrough





Waterbury

Status Progress Notes Created On Created ByN/A At the present rate of progress proficiency targets will not be reached. Data suggests curriculum

alignment issues district wide.June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 1:37% of Seventh and Eighth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students withDisabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate aproficiency in comprehesion of informational text in science in Science by 06/03/2016 as measured by Spring State assessment..

Status Progress Notes Created On Created ByNot Met Only 17% of 8th grade students were proficient in Science. June 16, 2014 Mrs. Theresa K

Waterbury



Strategy 2: Learning Targets - All teachers will clearly and consistently identify learning targets for all lessons. Category: Research Cited: Research cited: Learning Targets - Helping Students Aim for Understanding in Today's Lesson by Connie M. Moss and Susan M. Brookhart Tier:

Status Progress Notes Created On Created ByN/A The department identified key core content vocabulary along with specific instructional goals to

implement this school year. We anticipate this will have a positive influence on student performancenext testing cycle.




Source OfFunding

StaffResponsible

The building principals will conduct observations and walk-throughs to observe implementation of content/proceduralvocabulary instruction.

Walkthrough


Buildingadministration andInstructional Coach

Status Progress Notes Created On Created ByCompleted Walkthroughs and observations substantiated the use of learning targets by all staff during the

school year.June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible




DepartmentChairs,Instructional Coach

Status Progress Notes Created On Created ByCompleted Vocabulary list developed for core content and procedural vocabulary building wide. June 16, 2014 Mrs. Theresa K

Waterbury



Status Progress Notes Created On Created ByN/A All instructional staff participated in the book study - Learning Targets, by Moss and Brookhart. June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible

All teachers will be provided the opportunity to participate inClassroom Learning Labs with a focus on Learning Targets


09/03/2013 06/03/2016 $5000 Title II PartA


Status Progress Notes Created On Created ByIn Progress All instructional staff have been provided the opportunity to participate in classroom learning labs . June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible



Buildingadmin



Waterbury



Source OfFunding

StaffResponsible



Goal 5: All students at Grandville Middle School will be proficient in Social Studies




Buildingprincipalsand districtinstructional coach

Status Progress Notes Created On Created ByCompleted Discussion of learning targets and book study was completed during staff meetings and district PD

sessions.June 16, 2014 Mrs. Theresa K

Waterbury

Activity - Develop Implementation Guide ActivityType


Source OfFunding

StaffResponsible

MS Staff will develop a learning guide for learning targets Professional Learning



Status Progress Notes Created On Created ByCompleted Implementation guidelines developed by Dept. Chairs and building administration. June 16, 2014 Mrs. Theresa K

Waterbury

Status Progress Notes Created On Created ByN/A At the current rate students are not on track to meet the proficiency target in Social Studies. June 16, 2014 Mrs. Theresa K

Waterbury

Measurable Objective 1:56% of Seventh and Eighth grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students withDisabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate aproficiency in comprehesion of informational text in social studies in Social Studies by 06/06/2014 as measured by 2014 State assesment currently given at the 9thgrade level..



Strategy 1: Academic Vocabulary - All staff will implement direct instruction in academic (including procedural) vocabulary. Category: Research Cited: Teaching Vocabulary for the Common Core Standards: 55 Essential Words! by Marilee Sprenger Tier:

Status Progress Notes Created On Created ByNot Met 41% of 9th grade students were proficient in Social Studies. June 16, 2014 Mrs. Theresa K

Waterbury

Status Progress Notes Created On Created ByN/A The department identified key core content vocabulary along with specific instructional goals to

implement this school year. We anticipate this will have a positive influence on student performancenext testing cycle.




Source OfFunding

StaffResponsible

The building principal will conduct observations and walk-throughs to observe implementation of content/proceduralvocabulary instruction


Buildingadmin. andInstructional Coach

Status Progress Notes Created On Created ByIn Progress Post conferencing focused on discussion of vocabulary instruction. Language Arts department

members were used as mentors to core content teachers regarding suggesting for vocabularyinstruction.




Source OfFunding

StaffResponsible



Strategy 2: Learning Targets - All teachers will: clearly and consistently identify learning targets for all lessons. Category: Research Cited: Learning Targets - Helping Students Aim for Understanding in Today's Lesson by Connie M. Moss and Susan M. Brookhart Tier:

Staff will identify and produce a master list for all departmentsof procedural terms and content vocabulary to be taught.



Dept.Chairs,Admin.,Instructional Coach

Status Progress Notes Created On Created ByCompleted Vocabulary list developed for core content and procedural vocabulary building wide. June 16, 2014 Mrs. Theresa K

Waterbury

Status Progress Notes Created On Created ByN/A All instructional staff participated in the book study - Learning Targets by Moss and Brookhart. June 16, 2014 Mrs. Theresa K

Waterbury



Source OfFunding

StaffResponsible

All teachers will be provided the opportunity to participate inClassroom Learning Labs for a focus on Learning Targets


09/03/2013 06/06/2014 $5000 Title II PartA

BuildingprincipalsandInstructional Coach

Status Progress Notes Created On Created ByIn Progress All staff were provided the opportunity to participate in classroom learning labs. Some department

participated as a group.June 16, 2014 Mrs. Theresa K

Waterbury





Source OfFunding

StaffResponsible

The building principal(s) will conduct observations and walkthroughs to observe implementation of learning targets


BuildingAdministration



Waterbury



Source OfFunding

StaffResponsible



Buildingprincipalsand districtinstructional coach

Status Progress Notes Created On Created ByCompleted PD was provided for all instructional staff for collaboration and discussion of the use of learning

targets.June 16, 2014 Mrs. Theresa K

Waterbury



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title III

Section 31a

Activity Name Activity Description ActivityType


StaffResponsible

Summer School ELL An ELL Summer School will be offered forNewcomer to Low Intermediate proficiency levelMS students to provide intensive instruction. Theprogram is taught by certified staff to increaseEnglish language proficiency in reading, writing,listening, speaking and vocabulary skills.


06/13/2014 08/14/2015 $3000 ELL Staff,Asst.Superintendent forCurriculum/Instruction



StaffResponsible

Extended-time Program:Summer School

A 5-week program where the main focus is toraise the academic achievement of participatingstudents, employing research-proven strategies,individualizing, connecting with parents andmonitoring pupil progress.


07/01/2014 06/03/2016 $5000 Buildingprincipal,31aTeachers,31aParaprofessionals

Extended-time Program:After School

We will implement a Study Table program byemploying staff (that will meet after normal schoolhours) for low performing students targetinginterventions to meet the specific needs of thoseidentified students. Staff will assist students withcurrent coursework. The program will meet 3times a week for an hour for the entire schoolyear.


09/03/2013 06/12/2015 $23238 BuildingPrincipal

Purchase InterventionMaterials

The building principal will purchase research-based and related materials for Math such asmanipulatives, consumables, for use in theprogram.

GettingReady

08/26/2013 06/06/2014 $1500 Buildingprincipal



Title II Part A

Tier 2 InterventionProgram

31a staff will use research-based interventionprograms that systematically differentiate mathinstruction by focusing frequent feedback tostudents, explicit instruction incorporation hands-on experiences, and vocabulary development toincrease math understanding in a small groupsetting at least 1-3 times per week.


09/03/2013 06/12/2015 $65000 BuildingPrincipal,31aparaprofessionals

Extended-time Program:Summer School

A 5 week program where the main focus is toraise the academic achievement of participatingstudents, employing research-proven strategies,keeping group sizes small, individualizing,connecting with parents and monitoring pupilprogress. Students are transported to and fromthe program.


06/09/2014 08/21/2015 $17500 BuildingPrincipal,31aTeachers,31aParaprofessionals

Tier 3 InterventionProgram

31a Staff will use research-based interventionprograms that systematically differentiate mathinstruction through a MTSS by focusing onfrequent feedback to students, explicit instructionincorporating hands-on experiences, andvocabulary development to increase mathunderstanding in a sall group setting 3-5 times perweek.


09/03/2013 06/12/2015 $65000 BuildingPrincipaland 31astaff/teachers



StaffResponsible

Classroom LearningLabs

All teachers will be provided the opportunity toparticipate in Classroom Learning Labs for a focuson Learning Targets


09/03/2013 06/06/2014 $5000 BuildingprincipalsandInstructional Coach


All teachers will be provided the opportunity toparticipate in Classroom Learning Labs with afocus on Learning Targets.


09/02/2013 06/06/2014 $5000 Buildingprincipalandinstructional coach


All teachers will be provided the opportunity toparticipate in Classroom Learning Labs with afocus on Learning Targets.


09/02/2013 06/03/2016 $5000 BuildingPrincipal/InstructionalCoach


All teachers will be provided the opportunity toparticipate in Classroom Learning Labs with afocus on Learning Targets


09/03/2013 06/03/2016 $5000 Buildingprincipalandinstructional coach



No Funding Required



StaffResponsible

AdministrativeObservation andWalkthroughs

The building principal(s) will conduct observationsand walkthroughs to observe implementation ofcontent/procedural vocabulary instruction.

Walkthrough

11/12/2013 06/03/2016 $0 Buildingadministration/Instructional Coach

Content Vocabulary Staff will identify and produce a master list for alldepartments of procedural terms and contentvocabulary.


09/03/2013 06/03/2016 $0 DepartmentChairs,Instructional Coach

Professional Learning All staff will participate in professional learningaround teaching the use of evidence to support aclaim, including identifying the non-negotiablesand the "looks like/sounds like" of theimplementation in their classes.


09/03/2013 06/03/2016 $0 Buildingadministration,Instructional coach,teachingstaff

Writing Instruction Core content teachers will implement directinstruction in citing evidence to support a claimacross core content areas on a weekly basis.

DirectInstruction

09/03/2013 06/03/2016 $0 Corecontentteachers,Bldg.Admin.,Instructional Coach


The building principal will conduct observationsand walk-throughs to observe implementation ofcontent/procedural vocabulary.

Monitor 11/11/2013 06/01/2015 $0 BuildingAdministration/Instructional Coach

Building Collaboration All staff will share the implementation data aroundciting evidence to support a claim atstaff/department meetings/district PD sessions.


09/03/2013 06/03/2016 $0 Buildingprincipal,Instructional coach,instructional staff


The building principal will conduct observationsand walkthroughs to observe implementation oflearning targets.

Monitor 01/07/2014 06/06/2014 $0 Buildingadmin

Collaborative Learning Teachers will participate in professional dialoguereflecting on their implementation of learningtargets.

Monitor 09/02/2014 06/12/2015 $0 Buildingprincipalsand districtinstructional coach



Content Vocabulary Staff will identify and produce a master list for alldepartments of procedural terms and contentvocavbulary


09/03/2013 06/03/2016 $0 DepartmentChairs,Administration,Instructional Coach


Monitor 09/01/2014 06/05/2015 $0 Buildingprincipaland districtinstructional coach


The building principal will conduct observationsand walk throughs to observe implementation oflearning targets

Walkthrough

01/06/2014 06/03/2016 $0 Buildingadministration


The building principal will conduct observationsand walk-throughs to observe implementation ofcontent/procedural vocabulary instruction

Monitor 11/08/2013 06/05/2015 $0 Buildingadmin. andInstructional Coach

Develop ImplementationGuide

MS Staff will develop a learning guide for learningtargets


09/03/2013 06/03/2016 $0 Buildingadministration


The building principals will conduct observationsand walk-throughs to observe implementation ofcontent/procedural vocabulary instruction.

Walkthrough

11/11/2013 06/03/2016 $0 Buildingadministration andInstructional Coach

Formative Assessment All staff will develop and implement formativewriting assessments to be used on trimester basisand will adjust instruction based on the data.


09/03/2013 06/03/2016 $0 Administration,Instructional Coach,teachingstaff


The building principal(s) will conduct observationsand walk throughs to observe implementation oflearning targets

Monitor 01/06/2014 06/06/2014 $0 BuildingAdministration

Collaborative Learning Teachers will parricipate in professional dialoguereflecting on their implementation of learningtargets


09/02/2014 06/03/2016 $0 Buildingprincipaland DistrictInstructional Coach

Content Vocabulary Staff will identify and produce a master list for alldepartments of procedural terms and contentvocabulary.


09/03/2013 11/08/2013 $0 DepartmentChairs/Administration/InstructionalCoach



Content Vocabulary Staff will identify and produce a master list for alldepartments of procedural terms and contentvocabulary to be taught.


09/03/2013 11/08/2013 $0 Dept.Chairs,Admin.,Instructional Coach



09/03/2014 06/03/2016 $0 Buildingprincipalsand districtinstructional coach


Building administration will observe and providefeedback to core teachers regarding theimplementation of informational writing instructionto support a claim.

Walkthrough

09/03/2013 06/06/2016 $0 Buildingadministration,Instructional coach,coreteachers


The building principal will conduct observationsand walkthroughs to observe implementation oflearning targets.

Monitor 01/06/2014 06/06/2014 $0 Buildingadministrators



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