New Hampshire Department of Education



New Hampshire Department of Education

Instructions and Materials for Developing the

School Improvement Plan

For Title I Schools Entering In Need of Improvement Status

for School Years 2012-13 and 2013-14

As required by NH RSA 193-H and Federal Law 107-110 for Schools in Need of Improvement

April 2012

Virginia M. Barry, Ph.D., Commissioner

New Hampshire Department of Education

101 Pleasant Street

Concord, NH 03301

education.

Title I School Improvement Plan Instructions

STATUTORY REQUIREMENTS

Required Content

New Hampshire’s school performance and accountability law (NH RSA 193-H) requires the development of a two-year improvement plan by any school officially designated as a school in need of improvement. The plan must describe, at a minimum:

1) the area(s) in which the school did not make adequate yearly progress for two consecutive years, resulting in the designation as a school in need of improvement;

AND

2) the activities the school will implement to address and improve the underlying issues most likely affecting student achievement in the designated area(s).

In addition to (1) and (2) above, plans for Title I schools designated as schools in need of improvement must also meet the requirements set forth in Section 1116 (b) of the No Child Left Behind Act of 2001, by including:

3) an overview of the research demonstrating that strategies selected are of proven effectiveness;

4) strategies for parent and family involvement to increase the likelihood that improvement efforts are successful and sustained;

5) a description of how parents and outside experts were consulted in designing the plan;

6) a description of the school or district’s teacher mentoring program;

7) a description of the parent notification process, together with a copy of said notice, explaining the reasons for the school’s designation as well as, if applicable, the procedures parents may use to request school choice for their child;

8) signed assurances that certain practices and policies are established and implemented; and

Required Focus

Many schools and districts engage in strategic planning for school improvement. Such plans are often broad in scope, encompassing categorical initiatives such as professional development, technology, or school safety. In contrast with broader strategic plans, this school improvement plan must focus specifically on goals and strategies to improve student achievement in the areas in which the school did not make adequate yearly progress.

Duration of the Plan

The improvement plan requirement is in effect for a period of two years (2012-13 and 2013-14). The Action Plan submitted through this document is for the first year only. The Action Plan for the second year is submitted in conjunction with a progress report at the conclusion of the first year. State statute requires an annual report by the school on progress made in implementing the plan, as well as, progress made in improving outcomes for students who are not proficient in the areas for which the school is identified. The designation as a school in need of improvement is removed once the school has made adequate yearly progress for two consecutive years in the area(s) that caused the designation.

Title I School Improvement Plan Instructions

STATUTORY REQUIREMENTS (continued)

Plan Development and Plan Dissemination.

The development of the school’s improvement plan is a public process, with the final product a public document. The plan must therefore be written with minimal education jargon to ensure that anyone reviewing the plan can clearly understand what the school proposes to do, when, and why. Title I schools must at a minimum, post the final plan on the school/district website.

Deadline for Submission

In accordance with state and federal law, improvement plans must be completed within 90 days of the school’s official designation as a school in need of improvement.

Send the completed plan by August 1, 2012 via electronic mail to:

Kristine Braman

Title I Office

NH Department of Education

101 Pleasant Street

Concord, NH 03301

Kristine.Braman@doe.

Tel (603) 271-6055

Title I School Improvement Plan Instructions

Organizing the Plan

Organize the completed plan in the following sequence:

➢ Cover Page Use Form Page 1 and the format provided.

➢ Memorandum of Understanding (MOU) Form Page 2 must be signed by the superintendent of schools or authorized designee. As the plan is to be submitted electronically, please scan in the signed MOU.

➢ Plan Abstract In two pages or less, provide the information requested on Form Page 3

➢ Action Plan for School Year 2012-2013 Use the matrix on Form Page 4. Duplicate this form as needed.

➢ Parent Notification Requirements Narrative and Letter Provide all information requested on Form Page 5. A copy of the signed parent notification letter must be submitted for approval to NHDOE by June 15, 2012 prior to dissemination to parents.

Plan Format

• Use the forms provided in this document to provide the requested information;

• Type all information (except signatures), using a font size no smaller than 10;

• Number all pages, except for the cover page; and

• Spell out the name of a program or strategy once before using abbreviations or acronyms so that the public will better understand the narrative.

Resources for Developing the School Improvement Plan

Visit the NH Department of Education “Schools in Need of Improvement” webpage at

Next select “2012-2013” to access:

• an electronic version of this document;

• the “In Need of Improvement Report” to verify your school’s 2012-2013 AYP status;

• the “Chart of State and Federal Requirements” for each year your school is in SINI status;

• information regarding improvement plan review and approval procedures;

• a link to optional plan development resources:

o the “Steps to Success” on-line plan development process or

o the “Modified Continuum” self-assessment tool

• Public School Choice guidance for Title I Schools

Technical Assistance

The Department will provide an informational webinar on April 13, 2012, to review the plan format and address questions.

Inquiries regarding the plan should be directed to:

Mary-Ellen Arigo

Title I Office

NH Department of Education

Mary-Ellen.Arigo@doe.

Tel (603) 271-8315

Title I School Improvement Plan Form Page 1

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School Improvement Plan Cover Page

For Title I Schools Entering In Need of Improvement Status

for School Years 2012-2013 and 2013-2014

As required by NH RSA 193-H and Federal Law 107-110 for Schools in Need of Improvement

| | | |

|SAU#: 93 | | |

| | |

|District Name: Monadnock | |

| | |

|School Name: Mt. Caesar Elementary | |

| | |

|Address:585 Old Homestead Hwy | |

| | | |

|City: Swanzey | |Zip: 03446 |

| | |

|Principal: Elizabeth Tatro | |

| | | |

|Tel:352 - 4797 |Fax:3521713 |Email:btatro@ |

Contact person if different from Principal:

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|Name: Same | |

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|Title:      | |

| | |

|Address:      | |

| | | |

|City:      | |Zip:      |

| | | |

|Tel:      |Fax:      |E-mail:      |

Title I School Improvement Plan Form Page 2

2012-2013 School Improvement Plan

Title I Memorandum of Understanding

The Superintendent of Schools assures the Commissioner of Education that:

▪ the LEA or its designee has provided and will continue to provide technical assistance to the identified school as it develops and implements the goals and objectives described in the school improvement plan. Technical assistance would at a minimum include:

➢ analyzing data;

➢ identifying solutions that are based on scientific research; and

➢ analyzing and revising the school’s budget;

▪ he/she has reviewed and approved the school improvement plan prior to submission;

▪ the identified school will spend not less than 10 percent of their Title I allocation for each year they are in school improvement status for the purpose of providing to the identified school’s teachers and principal(s) high-quality professional development that directly addresses the academic achievement problem that caused the school to be identified for school improvement;

▪ the identified school will establish annual, measurable objectives for continuous and substantial progress by each group of students enrolled;

▪ the identified school will incorporate, as appropriate, activities before school, after school, during the summer, and during any extension of the school year;

▪ the identified school will adopt policies and practices concerning the core academic subjects that have the greatest likelihood of ensuring that all groups of students in the school will meet the State’s proficiency levels of achievement on the State’s academic assessment;

▪ all parents receive a notification letter explaining the school’s AYP status for the 2012-2013 school year; (Provide copy with this document.)

▪ all parents, (if applicable) receive notification of public school choice options to transfer their child to another school as far in advance as possible but no later than 14 days before the start of the school year; (Provide copy with this document.)

▪ the district will post, in a timely manner, on their website the following current information:

➢ A list of available schools to which students eligible for public school choice may transfer for the current school year; and

➢ The number of students who participated in school choice for SY 2012-2013.

____________________________________ ___________________

Superintendent of Schools Date

Title I School Improvement Plan Form Page 3

TITLE I SCHOOL IMPROVEMENT PLAN ABSTRACT

Instructions: In two pages or less, provide an abstract of the plan containing the following information:

□ Describe the key characteristics of the school and school district, including the number of schools in the district, grade levels, total enrollment, and the communities served.

Mt. Caesar Elementary School is a pre-school through grade 2 elementary school serving students from the towns of Roxbury, Richmond and Swanzey. It has a student population of 273 students. At the time it was designated in need of improvement it was a pre-school through grade 3 building. Mt. Caesar is part of the Monadnock Regional School District. Monadnock has 5 elementary schools; Emerson School which is located in Fitzwilliam with a student population of approx. 200 students, Troy School located in Troy with a student population of approx. 150 students, Gilsum Elementary located in Gilsum with an approx. student population of 75, and two schools Cutler grade 3-6 with a student population of 340 and Mt. Caesar in Swanzey as well as Monadnock Regional Middle High School which serves grade 7-12 and has a student population of approx. 900 students.

□ Provide the names of the planning team members and the constituency each member represents. (The team must have at least one parent representative whose only affiliation with the school is being a parent.)

Planning team members:

- Robin Gilson – 2nd grade teacher

- Kim Tomer – reading teacher (also certified in special education)

- Erin Condap – parent

- Karen Craig – assist. Super for curriculum and instruction

- Elizabeth Tatro - principal

□ Describe:

o How parents and other external stakeholders had opportunities to become involved or were consulted in the development of the plan;

o Strategies for parent and family involvement to increase the likelihood that improvement efforts are successful and sustained;

o The process used for peers to review the completed plan prior to submitting it;

o The school or district’s mentoring program; and

o The process for disseminating the plan’s focus and objectives to parents, school personnel not directly involved in the plan development, and the public.

Parents received the notification letter stating Mt. Caesar was designated at a School in need of improvement in the area of reading. In that letter parents were invited to participate in the plan of improvement development process. School staff were strongly encouraged to participate in this process as well both in writing and in person.

Mt. Caesar School applied for and won a 21 Century Grant for before and after school care. This program begins with school year 2012 and is open to all students who attend Mt. Caesar School. It has been documented in other before and after school programs in the district that the connection between school and families is stronger when such programs are in place, allowing school staff to have daily contact with participating families. The increased face to face communication supports improvement of student performance. The before and after school program will also offer homework assistance. Other strategies consist of news letters from the principal, back to school night, parent teacher conferences, curriculum nights and individual classroom evening events.

Team members have communicated via e-mail to review and edit the plan as well as a day long planning meeting when the goals, strategies and activities were written. At staff meeting the entire staff has reviewed the work of the committee and contributed as appropriate.

The Monadnock School District has a mentoring program for new teacher and teachers new to the district which runs for from 1-3 year of employment. New teacher paired with experienced teachers meet periodically as teams and as a cohort. They keep journals and where appropriate observe one another’s lessons.

This plan will be placed on the school district wed site and be available in hard copy in the school office for those who want to see it. The principal will also be available to meet with any members of the school community who desire further explanation of the plan.

□ Check all areas for which the school is identified for improvement. Also list any student groups that did not make adequate progress towards the state’s performance index targets.

Reading X Click here to enter text.

Math Click here to enter text.

Attendance or Graduation Rate

□ Provide an overview of the underlying or “root cause” issues identified as most likely affecting student achievement, especially the achievement of students not proficient in the area(s) for which the school is identified. Identify which of these issues are priorities to be addressed in the school’s action plan for 2012-2013. (This information helps readers of the plan better understand the rationale behind the goals and activities selection for implementing the action plan.)

Mt. Caesar special education and economically disadvantaged cohorts were the groups who were not proficient in reading. Our hypothesis is that these students were not all getting on grade level instruction but rather instruction at their academic level. To address this all students in grade K-2 will be part of 1 hour of core instruction in literacy and 1 hour of core instruction in math. Supports for these students will push into the classroom during these core instruction times. The push in will be supplied by the 2 special education case manager / teachers and the 3 reading / interventionist teachers. Special care has been taken in developing the school wide schedule to accommodate this push in support for special education and economically disadvantaged students.

To support this change teachers are receiving professional development in the areas of differentiated instruction and co teaching. They are also receiving professional development in strategies to improvement comprehension skills in.

Staff will continue to work in professional learning communities planning for the implementation of interventions and extensions. Staff new to the district will receive professional development in both professional learning communities and RTI. Teams submit feedback sheets to the principal on a weekly basis. This feedback sheet is returned to the team on a weekly basis creating a cycle of communication between the principal and teams.

Staff will continue to use MAP (3 times a year), end of unit tests (following the pacing schedule), teacher made tests, teacher observations to monitor the progress of students.

All instruction will be based on the common core standards using programs that fit the standards. Teachers will also submit to the principal on a quarterly basis the CCS check off document sharing what standards have been taught and which standards have not been taught at the end of each marking period.

□ Summarize the activities planned for the 2012-2013 school year to address the priority issues, and how they increase the likelihood of improved achievement for students not proficient in the identified area(s).

Mt. Caesar is in need of improvement in the area of reading due to the scores of students in the economically disadvantaged and special education cohorts. Based on this information the following activities are planned to increase the probability theses students will improve their learning and their scores.

- All students will be included in 60 minutes of core instruction based on the common core standards daily in the area of reading. In the past these students have received instruction at their performance level sometimes one or two years below grade level.

- To accomplish this professional development will be continued in differentiated instruction and comprehension strategies. In addition p.d. in co-teaching was introduced this summer and will be ongoing.

- Professional learning communities will continue. The work of the plc’s is analyzing assessment data to develop interventions and extensions assisting students to fill in the gaps and extend knowledge where possible. Also staff will teach from the power standards of the common core standards. All of this work will be monitored through the district supervision plan as implemented by the building principal through feedback sheets, standards check off sheets, supervision meetings and classroom observations.

- A variety of assessments will be used to monitor the progress of all students. These assessments include MAP administered three times a year, end of unit test administered every six weeks, teacher made tests administered every three to six weeks , and AIMsWeb probes which are administered on a weekly and/or bi-weekly basis. The results of these assessments drive instruction on the individual student level and the classroom level.

- Title I School Improvement Plan Form Page 4

2012-2013 TITLE I SCHOOL IMPROVEMENT ACTION PLAN

Instructions: Use the format below to describe the action plan for 2012-2013. Duplicate this page as needed. Complete one form for each strategy. Provide sufficient detail regarding how the proposed activities are designed to achieve the anticipated changes/outcomes in professional practice and student learning, especially improving the achievement of students below proficient in the area(s) for which the school is identified.

|Goal |Mt. Caesar Elementary School will raise the scores of all students by 10% in 2012 and work toward the 95% state target by 2013. |

|(to reduce identified | |

|achievement gaps) | |

|Strategy |Special education students will be included in core instruction in reading 60 minutes a day. Special education students will receive interventions and specialized instruction at tier two or |

| |three following the building RTI plan. |

| |What changes in professional practice are expected as a result of this strategy? |

| | |

|Objectives |OBJECTIVE: Staff will learn to meet the needs of special education students during core instruction using both differentiation of instruction and co-teaching strategies to ensure all students |

|(to be written as responses|have access to grade level core curriculum. |

|to the italicized | |

|questions) | |

| |What changes in student learning are expected as a result of this strategy? How will it help improve student achievement for students who are not yet proficient? |

| | |

| |OBJECTIVE: Special Education students will have complete access to on grade level core curriculum instruction. This instruction coupled with RTI tier two and/or three will enhance the success|

| |of students with learning disabilities. |

|Proposed Activities for 2012-2013 |Resources |Timeline |Oversight |Monitoring (Implementation) |Monitoring (Effectiveness) |

|Describe the activities to be implemented to |What existing and/or new |When will this activity|Who is primarily responsible |What evidence will be collected to |What evidence will be collected to |

|achieve the desired outcomes in school practices |resources will be used to |begin and end? |for this activity? Who else |document that the activity is implemented|demonstrate effectiveness of this activity?|

|and student learning. Provide sufficient detail |accomplish the activity? | |needs to be involved? |as intended? |How often and by whom? |

|regarding the purpose of each activity and how it | | | |How often and by whom? | |

|will be implemented. | | | | | |

|Restructure the delivery of special education |The distributive leadership |Sept through June of |Classroom teachers, special |The principal and the core team will |Progress monitoring of student learning on |

|services to ensure all special education students |team will devise a schedule |the 2012-13 school year|education teachers and reading|monitor this activity on a weekly basis |an ongoing basis – MAP three times a year, |

|receive 60 minutes of core instruction in reading.|that will special education | |/intervention teachers |through the PLC teams and core team |quarterly IEP review, ongoing teacher made |

| |students to stay in the | | |meetings. Minutes of these meetings and |administered more frequently every 3 to 6 |

| |classroom with support during| | |PLC feedback sheets will be collected as |weeks, end of unit assessments will all be |

| |core instruction | | |evidence |used to inform instruction |

|In conjunction with special education teachers |All special education |Sept through June of |Special Education teachers and|Progress monitoring conducted on a weekly|Results of AIMsWeb probes will indicate the|

|all special education students will receive tier |students will participate in |school year 2012-13 |the principal |and bi-weekly basis using AIMsWeb probes |level of success of this additional |

|two and/or tier three reading interventions |the Fast Forword program on a| | |conducted by special education teachers |instruction. Conducted by special |

| |daily basis and receive | | |and monitored by principal and classroom |education teachers on a week and/or |

| |additional individual and | | |teachers |bi-weekly basis |

| |small group instruction as | | | | |

| |specified by their IEPs | | | | |

|Have data available for utilization for |MAP scores available three |Sept through June of |Principal and classroom |Student scores as recorded in the |MAP scores three times a year and end of |

|professional learning community teams from MAP |times a year and end of unit |school year 2012 - 13 |teachers, |NWEA/MAP |unit tests and teacher made tests will show|

|testing results and unit tests to adjust |tests from the reading | |reading/interventionists, and |Web site and hard copy of end of unit |where student strengths and weaknesses are.|

|instruction for individual students |series. Materials provided | |special education teachers |tests and teacher made assessments as |Those will be collected every 3 to 6 weeks.|

| |by the school district | | |submitted to the principal through the | |

| | | | |PLC feedback system | |

| |      |      |      |      |      |

| | | | | | |

Title I School Improvement Plan Form Page 4

2012-2013 TITLE I SCHOOL IMPROVEMENT ACTION PLAN

Instructions: Use the format below to describe the action plan for 2012-2013. Duplicate this page as needed. Complete one form for each strategy. Provide sufficient detail regarding how the proposed activities are designed to achieve the anticipated changes/outcomes in professional practice and student learning, especially improving the achievement of students below proficient in the area(s) for which the school is identified.

|Goal |Mt. Caesar Elementary School will raise the scores of all students by 10% in 2012 and work toward the 95% state target by 2013. |

|(to reduce identified | |

|achievement gaps) | |

|Strategy |All certified staff will participate in the district level supervision plan to insure instruction in the common core standards. There will be a minimum of 2 supervision meetings with each |

| |staff member per year with at least one classroom observation. Staff will set goals to teach the standards in collaboration with the principal. |

| |What changes in professional practice are expected as a result of this strategy? |

| | |

|Objectives |OBJECTIVE: Teachers will focus instruction on student mastery of the common core standards |

|(to be written as responses| |

|to the italicized | |

|questions) | |

| |What changes in student learning are expected as a result of this strategy? How will it help improve student achievement for students who are not yet proficient? |

| | |

| |OBJECTIVE: Student learning will increase as reflected in test scores |

|Proposed Activities for 2012-2013 |Resources |Timeline |Oversight |Monitoring (Implementation) |Monitoring (Effectiveness) |

|Describe the activities to be implemented to |What existing and/or new |When will this activity|Who is primarily responsible |What evidence will be collected to |What evidence will be collected to |

|achieve the desired outcomes in school practices |resources will be used to |begin and end? |for this activity? Who else |document that the activity is implemented|demonstrate effectiveness of this activity?|

|and student learning. Provide sufficient detail |accomplish the activity? | |needs to be involved? |as intended? |How often and by whom? |

|regarding the purpose of each activity and how it | | | |How often and by whom? | |

|will be implemented. | | | | | |

|Inform staff members about and ensure |The principal and the writing|Sept 5, 2012 and as |Principal and core team for |Minutes of meetings where the plan’s |Staff participation in the activities in |

|understanding of the expectations articulated in |team will share the plan with|necessary review during|distributive leadership are |implementation is discussed. Observation|the plan and the resulting improvement in |

|the school improvement plan. |staff during staff meetings |PLC work |primarily responsible for |and participation in activities laid out |student performance. From feedback after |

| |and PLC’s | |dissemination and staff for |in the plan. On a weekly basis. |activities through PLCs and three times a |

| | | |implementation | |year through MAP results |

|Through the development of annual personal focus |The principal and individual |Individual staff |Principal and instructional |Through notes kept in the supervision |PLC feedback sheets, artifacts of student |

|goals, staff will ensure the alignment of the |staff members will engage in |supervision meetings |staff |process and artifacts provided by staff |work collected by staff and student |

|curriculum with the common core standards |the district supervision |set focus held in Sept.| |members. In Sept and May and as needed |performance through progress monitoring. |

| |plan. |/ follow up in May. | |during the school year |This will be collected on a weekly basis |

| | |Monitoring ongoing | | |and three times a year after the |

| | |through the year by | | |administration of MAP by staff and the |

| | |classroom observation | | |principal |

| | |and collaboration | | | |

|Submit to the principal on a quarterly basis the |Theses sheets are used by |Sheets are shared with |Teaching staff are primarily |Common core check lists are filled in by |The CCS checklists themselves and through |

|progress monitoring sheet indicating instruction |staff to determine curriculum|the principal at the |responsible and monitored by |teaching staff and collected by the |discussion reflected in PLC feedback |

|of the common core standards |to focus on |end of each marking |the principal |principal on a quarterly basis then |sheets, observation write ups and the |

| | |period | |returned to staff for continued |annual supervision plan documentation |

| | | | |documentation |sheets |

| | | | | | |

|Focus formal and information observation on the |The principal will conduct |At least once annually |Principal |Written observations, Observation 360 |Feedback from staff and the performance of |

|teaching of reading |classroom observations of all|and informal walk | |reports, and annual summative evaluations|their classes collected ongoing and |

| |staff |through observations on| |of staff by the principal on an annual |formally once a year |

| | |a bi-weekly basis using| |and bi-weekly basis | |

| | |among other things | | | |

| | |Observation 360 | | | |

Title I School Improvement Plan Form Page 4

2012-2013 TITLE I SCHOOL IMPROVEMENT ACTION PLAN

Instructions: Use the format below to describe the action plan for 2012-2013. Duplicate this page as needed. Complete one form for each strategy. Provide sufficient detail regarding how the proposed activities are designed to achieve the anticipated changes/outcomes in professional practice and student learning, especially improving the achievement of students below proficient in the area(s) for which the school is identified.

|Goal |Mt. Caesar Elementary School will raise the scores of all students by 10% in 2012 and work toward the 95% state target by 2013. |

|(to reduce identified | |

|achievement gaps) | |

|Strategy |All staff members will receive ongoing training in specific reading strategies of comprehension, differentiated instruction and co-teaching |

| |What changes in professional practice are expected as a result of this strategy? |

| | |

|Objectives |OBJECTIVE: Teachers will receive common training and within the PLC and RTI process will implement practices that will allow all students to access the curriculum at high levels. |

|(to be written as responses| |

|to the italicized | |

|questions) | |

| |What changes in student learning are expected as a result of this strategy? How will it help improve student achievement for students who are not yet proficient? |

| | |

| |OBJECTIVE: All students will receive consistent instruction and learn common strategies that are implemented from the training at all grade levels. |

| | |

|Proposed Activities for 2012-2013 |Resources |Timeline |Oversight |Monitoring (Implementation) |Monitoring (Effectiveness) |

|Describe the activities to be implemented to |What existing and/or new |When will this activity|Who is primarily responsible |What evidence will be collected to |What evidence will be collected to |

|achieve the desired outcomes in school practices |resources will be used to |begin and end? |for this activity? Who else |document that the activity is implemented|demonstrate effectiveness of this activity?|

|and student learning. Provide sufficient detail |accomplish the activity? | |needs to be involved? |as intended? |How often and by whom? |

|regarding the purpose of each activity and how it | | | |How often and by whom? | |

|will be implemented. | | | | | |

|Offer workshops and support in teacher’s |Ongoing professional |10 /8/12, 1/18/13, |Ann Beaudry-Torrey will lead |Sign-in sheets will be collected to |Classroom observations will document the |

|classrooms on differentiated instruction for |development offered on early |5/17/13 |this in-service activity and |document participation. Materials |use of differentiation techniques. Scores |

|reading |release days. Also a book |Two hour workshops on |will be monitored by the |developed as a result of the p.d. will be|through progress monitoring will show |

| |study. |early release days |principal |used in class with students. PLC teams |improved student learning. |

| | | | |will share use and progress. |MAP will be conducted in Sept., Jan., May |

|Continue training in the use of Keys to Literacy |The Keys to Literacy |In September with |The assistant superintendent |Use of two column notes, drop down |Observation of classroom lessons and |

|comprehension strategies |consultants and instructors |kindergarten teacher |for curriculum and |charts, questioning with Bloom’s |collection of student work. The work will |

| |will continue to lead p.d |and in October with all|instruction, Title 1 director |hierarchy used will be observed in |be on going with data collection quarterly |

| |activities and consult with |staff. Follow up |and building principal are |lessons |and through progress monitoring every 3-6 |

| |staff. |consultation days will |responsible for this activity.| |weeks |

| | |be scheduled |All staff will participate. | | |

|Receive training on co-teaching to meet the needs |Through workshop offering and|P.D. workshop on August|Staff and principal are |Lesson planning which reflects |Progress monitoring of student learning on |

|of special education and at risk students in core |follow up training from staff|20, 2012, ongoing |primary with support from the |co-planning submitted upon request. |an ongoing basis – MAP three times a year, |

|reading instruction in the classroom |who were trained in a train |throughout 2012-13 |assist. Superintendent for |Classroom observations of co-teaching by|quarterly report cards, ongoing teacher |

| |the trainer model, all staff |school year with |curriculum |principal where all students participate |made administered more frequently every 3 |

| |will be trained in the |additional training | |in grade level core instruction taken |to 6 weeks, end of unit assessments will |

| |co-teaching model |bytrained district | |from the common core standards |all be used to inform instruction |

| | |staff | | | |

| |      |      |      |      |      |

| | | | | | |

| | | | | | |

Title I School Improvement Plan Form Page 4

2012-2013 TITLE I SCHOOL IMPROVEMENT ACTION PLAN

Instructions: Use the format below to describe the action plan for 2012-2013. Duplicate this page as needed. Complete one form for each strategy. Provide sufficient detail regarding how the proposed activities are designed to achieve the anticipated changes/outcomes in professional practice and student learning, especially improving the achievement of students below proficient in the area(s) for which the school is identified.

|Goal |Mt. Caesar Elementary School will raise the scores of all students by 10% in 2012 and work toward the 95% state target by 2013. |

|(to reduce identified | |

|achievement gaps) | |

|Strategy |Using MAP, which is administered three times a year, end of unit tests, student work, teacher observations, individual and team assessments; student progress will be monitored and used to |

| |determine future instruction. |

| |What changes in professional practice are expected as a result of this strategy? |

| | |

|Objectives |OBJECTIVE: Teachers will demonstrate continued growth of their ability to utilize assessment data to drive instruction. This will be demonstrated through test scores and the daily classroom |

|(to be written as responses|application of skills. |

|to the italicized | |

|questions) | |

| |What changes in student learning are expected as a result of this strategy? How will it help improve student achievement for students who are not yet proficient? |

| | |

| |OBJECTIVE: Student performance will demonstrate growth through test scores and daily classroom application of skills. |

|Proposed Activities for 2012-2013 |Resources |Timeline |Oversight |Monitoring (Implementation) |Monitoring (Effectiveness) |

|Describe the activities to be implemented to |What existing and/or new |When will this activity|Who is primarily responsible |What evidence will be collected to |What evidence will be collected to |

|achieve the desired outcomes in school practices |resources will be used to |begin and end? |for this activity? Who else |document that the activity is implemented|demonstrate effectiveness of this activity?|

|and student learning. Provide sufficient detail |accomplish the activity? | |needs to be involved? |as intended? |How often and by whom? |

|regarding the purpose of each activity and how it | | | |How often and by whom? | |

|will be implemented. | | | | | |

|Through the use of professional learning community|Four grade level teams meet | |The principal and grade level |The weekly team feedback sheets in |Pre and post test administered before and |

|teams review data to make decisions about student |on a weekly basis to examin |9/4/12 to 6/6/13 |teams share feed back sheets |addition to pre and post test results for|after the intervention or extension |

|progress on an ongoing basis. |current test data and |Teams meet weekly in |on a weekly basis. The |intervention and extensions will document|activity will document the effectiveness of|

| |feedback from the principal |the a.m. and once a |assistant superintendent for |the implementation of interventions and |the activity. It will be monitored on a |

| |to develop or monitor |month in the p.m. |curriculum and instruction |their success. On a weekly basis and at |weekly and beginning and end of |

| |progress in intervention and | |would consult at necessary |the end of interventions 3 to 6 weeks in |intervention basis by the principal and the|

| |extension for students. | |with the principal or the |length by the principal and the teams |plc team. |

| | | |teams | | |

|Report by staff members on and discuss the results| On the first Wed. of the |It will begin on the |The principal and her |Staff meeting minutes will document the |Through the comments from the teams as |

|of the teams at regular monthly staff meetings |month at staff meeting teams |first Wed in Oct and |distributive leadership team |activity has taken place |reflected by the staff meeting minutes |

| |will share their work and |end on the first Wed in|are responsible for this | | |

| |learn from one another. |June |activity | | |

|Utilize assessment data to develop intervention |Teams will use MAP scores, |Sept of 2012 to June of|PLC teams and the principal on|Feedback and other minutes from weekly |Pre and post test data for intervention and|

|and extension groups to address student needs |end of unit assessments, |2013 |a weekly basis through |team meetings |extension activities every 3 to 6 weeks |

| |teacher made tests as data in| |feedback sheets | | |

| |developing I&E groups | | | | |

| |      |      |      |      |      |

Title I School Improvement Plan Form Page 5

TITLE I PARENT NOTIFICATION

Instructions: Provide the following information in narrative form:

a) Describe the process the school will use to provide parents of each student enrolled in the school with timely written notice regarding the school’s identification as a school in need of improvement. The description must demonstrate the use of dissemination strategies that make such information accessible to all parents, and to the extent practicable, is provided in a language that parents can understand;

A letter explaining Mt. Caesar Schools identification as a school in need of improvement in the area of reading was sent to all families in the spring of school year 2011-12. When complete the plan will be placed on the school’s website which is part of the school district website.

b) If applicable, describe the process the school has developed for parents in the event they wish to request a transfer of their child to another school within the district that is not identified for improvement. If public school choice is not applicable to your school, state “not applicable”

Parents notify the school or the Title 1 director and the transfer request in accommodated with the district providing transportation of students to addend the new school.

c) Attach a signed copy of the parent notification letter to this application.

The letter must include the following:

• Why the school has been identified for improvement (including the year and subject area);

• How the school compares academically (in terms of AYP) to other schools in the LEA (or similar schools in the surrounding area if SINI school is a single attendance area);

• How the school compares academically (in terms of AYP) to the State average;

• What the school is doing to address the achievement issues or a description of the improvement planning process;

• What the LEA and the State Department of Education is doing to support the school;

• The process that will be used to develop an improvement plan in consultation with school staff and parents/guardians (including the method of sharing updates);

• How parents/guardians can express an interest in getting involved (must be inviting); and

• If applicable, public school choice was described and offered. Include:

o A form for parents/guardians requesting school choice was attached;

o Comparative data for these schools was offered to assist in decision making;

o Information regarding transportation to and from choice schools was offered; and

A time frame for parents/guardians to make the decision is provided.

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