Single Building District Improvement Plan
North Huron School North Huron School District
Mrs. Tanya Kramer 21 MAIN ST KINDE, MI 48445-9760
Document Generated On August 5, 2014
TABLE OF CONTENTS
Introduction
1
Executive Summary Introduction
3
Description of the School
4
School's Purpose
5
Notable Achievements and Areas of Improvement
6
Additional Information
7
Improvement Plan Stakeholder Involvement Introduction Improvement Planning Process
9 10
School Data Analysis Introduction
12
Student Enrollment Data
13
Student Achievement Data for All Students
16
Subgroup Student Achievement
26
Perception Data - Students
33
Perception Data – Parents/Guardians
35
Perception Data – Teachers/Staff
37
Other
39
Single Building District Additional Requirements Diagnostic Introduction
41
Single Building District Additional Requirements Diagnostic
42
Title I Schoolwide Diagnostic Introduction
48
Component 1: Comprehensive Needs Assessment
49
Component 2: Schoolwide Reform Strategies
52
Component 3: Instruction by Highly Qualified Staff
54
Component 4: Strategies to Attract Highly Qualified Teachers
55
Component 5: High Quality and Ongoing Professional Development
57
Component 6: Strategies to Increase Parental Involvement
58
Component 7: Preschool Transition Strategies
61
Component 8: Teacher Participation in Making Assessment Decisions
62
Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards
63
Component 10: Coordination and Integration of Federal, State and Local Programs and Resources 64 Evaluation:
66
North Huron 2014-15 goal plan Overview
68
Goals Summary
69
Goal 1: All students in North Huron Schools will show one years growth each year in Reading.
70
Goal 2: All Students at North Huron demonstrate proficiency in Science.
81
Goal 3: All Students at North Huron Schools will become proficient writers in all content areas.
83
Goal 4: All students in North Huron School will show one years growth each year in Math
84
Goal 5: All Students at North Huron demonstrate proficiency in Social Studies.
88
Goal 6: All students at North Huron Schools will take part in an academic culture that is based on the International Center for Leadership in Education. This is based on rigor, relevance, and relationship which produces a culture of high academic achievement.
Activity Summary by Funding Source Progress Notes
89
91 101
Single Building District Improvement Plan North Huron School
Introduction
The Single Building District Improvement Plan is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the Single Building District Improvement Plan provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.
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Executive Summary
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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.
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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?
North Huron School is located in Huron County at the Thumb of Michigan. We are a part of the Huron Intermediate School District. We are a single building district consisting of a single entity code for all grades K-12. Over the past three years student enrollment has decreased from 435 in 2009-10 to 421 for the February count in 2013-14. For the 2013-14 school year our economically disadvantaged rate was at 57% compared to 61.64% in 2012-13. The community consists of primary farm land with a few small businesses and low economic housing in the town of Kinde. Most of the growth has been from outside the county with a high percentage of economic disadvantage students enrolling with high academic needs. North Huron serves multiple communities from Port Austin to Grindstone City which is primarily tourist based to Kinde which is a small rural village surrounded by large corporate farms. We have been in a hiring position for the past 3 years and has hired 6 additional teachers in last 3 years. The remaining staff has had longevity at North Huron. North Huron is looking forward to the neighboring school district of Port Hope annexing with us in November of 2014. This small rural district has had declining enrollment and will be closing next year. Port Hope and the parochial school of Saint Johns may bring up to 45 new students to our district. Along with these students we may possible employ 2 Port Hope full time staff members and 1 additional paraprofessional to work with Port Hope students. The population of the community is very similar to that of North Huron. However, we will be incorporating more ESL students into our population. North Huron School has worked with some Spanish as a first language learners during the second half of last year using EBLI and our having Spanish Teacher assisting these students with all content areas During the 2014-15 school year a plan of integrating these students into our population will be put in place. Last year six Port Hope high school students attended North Huron for the second semester. One of the main attractions for this attendance has been our superior agricultural program and many other courses that Port Hope was unable to offer to the student population.
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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 StatementIt is the vision of North Huron School to provide an educational arena that accepts every student as an individual, provides instruction based on the students learning style and creates a culture of high academic focus and ingenuity. The board, administrators and all employees accept the brevity that student achievement is the primary function of the organization and will implement a continuous quality improvement model ensuring adaptation of culture and societal needs. Mission StatementThe mission of the the North Huron School is to establish a learning community that expects every student to achieve at the highest level of academic skills that they can achieve. The leadership and instructional stall will provide learning opportunities that are multi-sensory and meet the needs of the individual learner. The curriculum will be one of discovery and rigor that promotes invention and solution in order for all students to be prepared, produce and excel in all core content areas. Beliefs StatementThe North Huron education team believes in essential core values that drive the planning and operation of the organization: -District assessts will reflect in expenditures and personnel the commitment to student achievement. -Instructional staff will maintain a high level of expertise and training in the art and science of teaching. - All staff will treat students with integrity and fairness. -The school improvement process will be the center of the educational platform where lessons will reflect school improvement goals and teacher evaluation will be integrated into the the school improvement process. -Parents and the school community will have venues to be part of the planning, implementation and evaluation of the functions of the school district. -Parents will have the opportunity to be part of their child's learning on a daily basis in person or electronically.
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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.
More students have been taking dual enrollment opportunities as well as online learning programs. We offered English 101 and English 102; college credit was granted through St. Clair County Community College. There where three students from that came from Bad Axe to participate in English 101 and 102 at North Huron. Both English 101 and 102 have been incorporated into the schedule for the 2014-15 school year. The HISD runs college courses, at their campus, through Mid-Michigan Community College. This past year we had one sophomore in the program who earned 18 credits; we had three juniors in the program each earning 18 credits along with two seniors who earned between 16 and 19 credits each. We had five students taking online courses through MVHS . These were courses that we did not offer at North Huron. Technology as well as infrastructure has been purchased and installed as well as a significant purchase of I-pads and classroom technology as in whiteboards, Elmos, sound systems, and online resources for assessment and classroom lessons. With the passing of the technology bond proposal this past spring, we will be increasing I-pad carts as well as adding smart-boards in the majority of the classrooms. It is our goal to give every student access to an I-pad. We have added a literacy based evidence based program (EBLI) across all grades K-12. All staff has been trained by Marcia McEvoy on aggressive behavior and we have generated school wide rubrics for behavior and consequences. We have aligned and purchased a comprehensive Math program K-8 based on the Common Core Standards. All teachers have had in-service on the Common Core Standards along with the purchase of Curriculum Crafter . A new science text has been purchased for grades K-8 which has hands on labs and digital components incorporated into it. All K-12 teachers have been trained on the Next Generation Science Standards. We have added a significant investment in our Agriculture program by hiring a certified and qualified teacher. As a result of this investment our Ag. Science program has seen significant growth. We have over 120 students in grades 7-12 who actively participate in FFA. Also, FFA has done numerous community outreach programs with one being the start of a community garden on the school grounds along with providing vegetable plants to low-income families. Maintaining/increasing interest in Ag. Science has been one of the core goals of the North Huron School Board. We have added PSAT and ACT PREP online to improve college readiness standards. An academic lab was added to supported all 6,7,8 graders to remediate/accelerate students on an individual needs. All of these changes have gone through the school improvement plan and its subcommittees. Multiple assemblies for students on educating students and staff on bullying were held. NWEA, an adaptive on line assessment program for grades K-11 is taken 3 times a year and results are used as benchmarks for student achievement and differentiated instruction. Areas of improvement to be worked in the next 3 years would include full implementation of the Next Generation Science Standards if they are approved. A common core project based aligned Reading Series will be purchased for grades K-6. Developing a common assessment and common vocabulary in this area will increase continuity in literacy. Leveled learning and standards based curriculum along with standards based report cards will be developed for grades K-5. A Junior High National Honor Society is being formed to recognize and promote high achievement. Perhaps one of our greatest goals will be to create a positive culture school wide that will promote acceleration and will provide rewards for students that are achieving these goals. Project Lead the Way and Stem programs are being implemented to increase student interest and project based learning in the areas of science and math. Also, a school wide science fair was added this past year to promote science in all grades.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
North Huron Schools has been financially stable and in the "black" for the last 5 years. We have met every legislative requirement that has been mandated. We have made AYP and the School Improvement Team has been developed and is actively involved with the fiscal, implementation, and evaluation of academic programs that are implemented or are being evaluated for implementation.
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Improvement Plan Stakeholder Involvement
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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.
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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.
Building meetings were held throughout the year for the elementary and secondary levels. At these meetings discussion was held on program evaluation of existing programs and what needs to a priority for our goals for next year. As we had looked at data throughout the year, we identified academic gaps and how to address them. In the elementary, standards based learning and report cards will be a goal to work on. Students need to be accelerated as well as remediated in grades K-5. Since we began using EBLI students are proficient at reading at an earlier age and are advancing quicker. Parent involvement was also a concern and a sub committee was formed for both standards based and parent involvement. Also, implementing the METS and NETS technology standards needs to happen in grades K-12. These meetings were held during the school day with substitutes hired for staff members.
Building administration, the curriculum director, superintendent and parents were involved in the process of analyzing data, finding trends, gaps, strengths, establishing goals, objectives, strategies and activities .
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
Each staff member was assigned a set of data to analyze, find gaps, trends and looked at subgroups and measured growth over time . These members looked at there specific content and level of teaching. Improving writing across the curriculum was addressed for each content area as stated in the Common Core State Standards. Each building covered a different content area with cross grade representation from grades K-12. After data dialogue and accessing the pacing of common core standards being met, we evaluated existing programs and the current school improvement plan. New goals, objectives, strategies and activities were planned for implementation.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.
All stakeholders will review the plan in the fall during school wide inservice. Discussion and work time will be provided according to content area. School improvement meetings along with data reviews will be held after each NWEA summative test (3 times a year) and state formative testing dates. During these meetings we will monitor and evaluate programs, instruction strategies and use this data to drive changes in instruction using technology and differentiate instruction which are found in the SIP. We will be selecting a strategy in the SIP and use the the Michigan Department of Education evaluation tool to access this strategy.
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School Data Analysis
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Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and analyzed in conjunction with other local school data. Completion of the SDA is required.
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Student Enrollment Data
How do student enrollment trends affect staffing?
With the upcoming annexation of the Port Hope School District to North Huron School District in the Fall of 2014, we are anticipating an increase of approximately 45 K-12 students. This factor has promoted the hiring of a full time art teacher, an additional half time high school English teacher, a secondary math teacher, an elementary Title I teacher and 1 additional elementary highly qualified paraprofessional. If necessary additional elementary staff will be hired as needed with student counts in the Fall of 2014.
How do student enrollment trends affect staff recruitment?
If possible necessary highly qualified staff from the area are considered first when teaching positions are available.
How do student enrollment trends affect budget?
With the expected increase of students from Port Hope additional highly qualified staff members will be hired to meet the needs of our student population. In addition we will need more desks, technology and digital equipment, additional text books, lockers and more classroom space. While we will not be receiving the FTE's from these Port Hope students attending North Huron School we will be contracting for services with Port Hope until the annexation is voted on in the Fall of 2014. During the Spring of 2014 North Huron Schools passed a technology bond issue which has greatly helped to provide updated technology to our students and staff.
How do student enrollment trends affect resource allocations?
With the expected increase of students from Port Hope additional highly qualified staff members will be hired to meet the needs of our student population. In addition we will need more desks, technology and digital equipment, additional text books, lockers and more classroom space. While we will not be receiving the FTE's from these Port Hope students attending North Huron School we will be contracting for services with Port Hope until the annexation is voted on in the Fall of 2014. During the Spring of 2014 North Huron Schools passed a technology bond issue which has greatly helped to provide updated technology to our students and staff.
How do student enrollment trends affect facility planning and maintenance?
With the expected increase of students from Port Hope additional highly qualified staff members will be hired to meet the needs of our student population. In addition we will need more desks, technology and digital equipment, additional text books, lockers and more classroom space. While we will not be receiving the FTE's from these Port Hope students attending North Huron School we will be contracting for services with Port Hope until the annexation is voted on in the Fall of 2014. During the Spring of 2014 North Huron Schools passed a SY 2013-2014 Page 13 © 2014 AdvancED www.advanc-ed.org
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technology bond issue which has greatly helped to provide updated technology to our students and staff.
With the upcoming annexation of the Port Hope School District to North Huron School District in the Fall of 2014, we are anticipating an increase of approximately 45 K-12 students. This factor has promoted the hiring of a full time art teacher, an additional half time high school English teacher, a secondary math teacher, an elementary Title I teacher and 1 additional elementary highly qualified paraprofessional. If necessary additional elementary staff will be hired as needed with student counts in the Fall of 2014.
How do student enrollment trends affect parent/guardian involvement?
With an increase of English as a second language students we are developing a plan to communicate effectively with these families. A Spanish speaking liaison will be hired to help bridge this communication gap. This person will work with the families and their children to increase understanding of school processes and student achievement. One highly qualified paraprofessional will work with ESL students using EBLI to increase literacy skills. The high school Spanish teacher will assist these students with academic needs. Additional professional development on understanding poverty has increased awareness and developed teaching strategies to use with our economically disadvantaged population and families. North Huron Schools meets the needs of students and parents by providing transportation to summer school and visiting homes to assist families. Parents are involved in the planning, monitoring and evaluation of programs which help all students to meet the standards of the state benchmarks. Parents have access to Skyward and Skylert to monitor attendance and academic progress.
How do student enrollment trends affect professional learning and/or public relations?
Our small class size in grades K-6 allows us to attract students from surrounding schools in the county. Meeting the needs of the high percentage of economically disadvantaged students and the students with disabilities has driven professional development in the areas of understanding poverty and differentiated instruction.
What are the challenges you noticed based on the student enrollment data?
The district has an increased amount of economically disadvantaged students and ESL students enrolling in the district. The challenges the entire staff to understand the framework of poverty and challenge all students to achieve state and national standards.
What action(s) will be taken to address these challenges?
Professional Development on researched-based strategies to "IGNITE" student learning by Judy Willis, M.D. will be held this year. This will help staff understand how the brain processes, stores, and retrieves instructional material and what instructional strategies will help students to learn best. Also, the staff will continue to increase differentiated instruction to meet each students individual needs. Also, On going professional development will be held for technology due to the passing of the bond proposal.
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What are the challenges you noticed based on student attendance?
Student attendance averages about 96% at the secondary level and 95% at the elementary level on a daily basis. However we do a small percentage of students who truant on a regular basis. While Parent Teacher Conference attendance averages 57% at the secondary and 90% at the elementary. So this is not a huge challenge and no action is needed.
What action(s) will be taken to address these challenges?
Continue professional development in the areas of understanding poverty, incorporating a school wide aggressive behavior plan and differentiation instruction including blended learning will be addressed with staff. We would like to hire a behavior specialist to target those student who are truant on a regular basis to prevent future student dropout and create a positive learning culture. A para-professional will be hired to work the the ESL learners has a home to school liaison.
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Student Achievement Data for All Students This area includes data questions.
Which content area(s) indicate the highest levels of student achievement?
All findings in this data collection are based on the Michigan School Proficiency Targets (AMOs- Annual Measurable Objectives) calculated for North Huron School District. These targets will increment to an end proficiency rate of 85% by the 2021-22 school year. The AMOs target rates for 2013-2014 as well as the expected annual increase rate for 2014-15 are as follows:
2013-14 AMOs
2014-15 Annual Increase Rate:
Math - 40%
6%
Reading - 66%
3%
Science 32%
7%
Social Studies - 37%
7%
Writing - 41%
6%
We were at or above our AMO average in the following areas on the Fall 2013 MEAP:
* 5th grade reading * 6th grade reading and math * 7th grade math and writing * 8th grade reading
We are at or above our AMO average in the following areas on the Sping 2013 MME:
Reading Writing Social Studies
On the Spring 2013 ACT we met the following benchmarks in each content area:
English- 76% met the benchmark of 18 Math- 30% met the benchmark of 22 Reading - 40% met the benchmark of 22 Science - 13% met the benchmark of 23
At the end of the 2013-14 NWEA Testing Cycle, North Huron was at or above the national normed RIT scores in the following areas: * Math - grades K,1, 2, and 8 * Reading - grade K * Language - grade 11 * Science - grades 4, 7, 8, and 10
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Which content area(s) show a positive trend in performance?
Evaluating three years of MEAP data (2011-13), North Huron is showing positive trends on the MEAP in the following areas: *3rd- Math (maintaining) *4th-Writing *5th - Reading (maintaining) *6th - Math and Reading *7th - Math and writing (maintaining) *8th - Reading and Math (maintaining)
Evaluating three years of ACT data (2011-13), North Huron is showing positive trends on the ACT in the following areas: *English and Math
Evaluating three years of MME data (2011-13), North Huron is showing a positive trend on the MME in the following area: Writing
Evaluating three school years of NWEA data (2011-14), North Huron is showing positive trends on the NWEA is the following areas:
Reading: *Grades K, 5th (maintaining), 6th, 7th, 9th Math: *Grades K, 5th, 6th, 7th, 8th, 9th (maintaining), 10th Language: *Grades 3rd (maintaining), 6th, 7th, 8th, 9th, 10th
In which content area(s) is student achievement above the state targets of performance?
We were at or above our district's Michigan School Proficiency Target (AMOs - Annual Measurable Objectives) in the following areas on the Fall 2013 MEAP: * 5th grade reading * 6th grade reading and math * 7th grade math and writing * 8th grade reading
We were at or above our district's Michigan School Proficiency Target (AMOs - Annual Measurable Objectives) in the following areas on the Spring 2013 MME: * reading, writing, and social studies
On the Spring 2013 ACT we met the following benchmarks in each content area:
English- 76% met the benchmark of 18 SY 2013-2014 © 2014 AdvancED
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Math- 30% met the benchmark of 22 Reading - 40% met the benchmark of 22 Science - 13% met the benchmark of 23
At the end of the 2013-14 NWEA Testing Cycle, North Huron was at or above the national normed RIT scores in the following areas: * Math - grades K,1, 2, and 8 * Reading - grade K * Language - grade 11 * Science - grades 4, 7, 8, and 10
What trends do you notice among the top 30% percent of students in each content area?
MEAP top 30% of student trends:
3rd grade *reading - level 1 is increasing but level 2 is declining * math - level 1 has maintained but level 2 is declining
4th grade *reading - level 1 and 2 are both declining *math - level 1 is increasing and level 2 is declining *writing - level 1 no growth and level 2 increased
5th grade *reading - level 1 and level 2 both showed improvement *math - level 1 and level 2 both declined *science - level 1 and level 2 both declined
6th grade *reading - level 1 declined and level 2 increased *math - level 1 showed no growth and level 2 increased *social studies - level 1 and level 2 both declined
7th grade * reading - level 1 increased and level 2 decreased * writing - level 1 increased and level 2 decreased * math - level 1 and level 2 both increased
8th grade * reading - level 1 and level 2 both increased * math - level 1 and level 2 both increased * science - level 1 decreased and level 2 increased SY 2013-2014 © 2014 AdvancED
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9th grade * social studies - level 1 decreased and level 2 maintained
MME top 30% * reading - level 1 and level 2 both decreased * writing - level 1 and level 2 both increased * math - level 1 and level 2 both decreased * science - level 1 decreased and level 2 maintained * social studies - level declined and level 2 increased
ACT 2012-13 top 30%- met or exceeded college readiness trend * English 76% met or exceeded- increase of about 25% trend * math 30% met or exceeded - increase of about 10% * reading 40% met or exceeded - decline of about 10% * science 13 % met or exceeded - decline of about 13%
NWEA On the end of the year NWEA scores North Huron was at or above the national normed RIT scores in the following areas: * math - grades K. 1, 2, and 8 * reading - grade K * language - grade 11 * science - grades 4, 7, 8, and 10
What factors or causes contributed to improved student achievement?
Some of the factors contributing to improved student achievement are: - Science Fusion science series purchased and implemented for grades K - 8 - Algebra and geometry series purchased and implemented for the secondary level - Go Math math series for grades K-5 and Big Ideas Math for grades 6-8 ( all based on common core state standards) - NWEA - formative testing three times a year to progress monitor students academic progress and to adjust instructional practices accordingly - Continued Increase in usage of technology such as sound fields, digital projectors, document cameras, portable slates, smart boards, and IPads - Continued increase in PD the areas of technology, differentiated instruction, common core state standards, data dialogues during school improvement committee meetings and staff sharing of best practices - Evaluating programs in place and researching new programs to implement - Developing a school-wide aggressive behavior plan by a school improvement team - Increased offerings of dual enrollment classes and on line classes - Added a Title 1 teacher for grades 6-8 SY 2013-2014 © 2014 AdvancED
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- Teachers have a deeper understanding of state and federal mandates including teacher evaluations - EBLI training for staff (who have not been previously trained) to improve reading skills - Increased number of staff attending conferences (MACUL, etc.) and sharing new ideas with staff - Increased collaboration of teaching staff
How do you know the factors made a positive impact on student achievement?
North Huron is demonstrating positive trends on the MEAP in the following areas: *3rd- math (maintaining) *4th- writing *5th - reading (maintaining) *6th - reading and math *7th - math *8th - reading and math (maintaining) *9th - none
2012 -13 ACT positive trends: *English and math
2013 MME positive trends: *writing and social studies
NWEA positive trends from Spring 2011 to Spring 2014 median percent: reading - grades K, 5th, 6th, 7th, and 9th math - grades K, 5th, 6th, 7th, 8th, 9th (maintaining), and 10th language - grades 3rd (maintain), 6th, 7th, 8th, 9th and 10th
Which content area(s) indicate the lowest levels of student achievement?
MEAP indicates these lowest levels of student achievement:
*reading - 3rd , 4th, and 7th grades SY 2013-2014 © 2014 AdvancED
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*writing - 4th and 7th grades *math - 3rd, 4th, 5th, and 8th grades *science - 5th and 8th *social studies - 6th and 9th
ACT 2012-13 lowest areas: *science *math *reading
MME 2012-13 lowest areas: *math and science
Lowest NWEA areas based on the national normed RIT value after Spring 2014 testing: *language usage - grades 3, 4, 5, 6, 9, and 10 *mathematics - grades 5, 7 and 8 *reading - grades 2, 3, 4, 5, 6, and 9 *science - grades 3, 5, 6, and grade 9
Which content area(s) show a negative trend in achievement?
After evaluating three years of MEAP data, North Huron shows a negative trend in the following areas: *reading - grades 3, 4, and 7 *math - grades 4 and 5 *science - grades 5 *social studies grades 6 and 9
After evaluating three years of MME data, North Huron shows a negative trend in the following areas: * science and social studies
After evaluating three years of ACT data, North Huron shows a negative trend in the following areas: * reading and science
In which content area(s) is student achievement below the state targets of performance?
MEAP 2013-14 below our set state performance targets (AMO's - Annual Measurable Objectives): Grade 3 - reading and math Grade 4 - reading, math and writing Grade 5- math and science Grade 6 - social studies SY 2013-2014 © 2014 AdvancED
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Grade 7- reading Grade 8 - math and science Grade 9- social studies
MME 2012-13 below our set state performance targets (AMO's - Annual Measurable Objectives): math and science
What trends do you notice among the bottom 30% of students in each content area?
On the Fall 2013 to Spring 2014 NWEA RIT scores the trend for the bottom 30%showed: Reading
Math
students in both fall and spring
students in both fall and spring bottom 30
1st - 7/11
1st - 6/11
2nd - 7/12
2nd - 5/12
3rd - 8/9
3rd - 6/9
4th - 4/8
4th - 6/8
5th - 7/9
5th - 6/9
6th - 5/11
6th - 6/11
7th - 7/11
7th - 8/11
8th - 6/11
8th - 6/11
9th - 6/12
9th - 10/12
10th - 5/12
10th - 7/12
11th - 2/10
11th - 7/10
Boys/ Girls in both Reading and Math bottom 30% 1st - 7 Males - 0 Females 2nd - 6 Males - 1 Female 3rd - 6 Males - 1 Female 4th - 3 Males - 2 Females 5th - 3 Males - 2 Females 6th - 5 Males - 2 Females 7th - 5 Males - 4 Females 8th - 4 Males - 4 Females 9th - 3 Males - 5 Females 10th - 4 Males - 2 Females 11th - 3 Males - 2 Females Findings: First, second, and third grades have the largest number of students in the bottom 30% in both math and reading. Males outnumber females in both math and reading bottom 30%. We need to target 1st, 2nd and 3rd grade males in the fall of 2014.
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On the 2013 fall MEAP: 3rd Grade:
4th Grade:
Reading - level 4 increasing, level 3 increasing
Reading - level 4 increasing, level 3 decreasing
Math - level 4 increasing, level 3 decreasing
Math - level 4 decreasing, level 3 maintaining Writing - level 4 decreasing, level 3 decreasing
5th grade:
6th Grade:
Reading - level 4 decreasing, level 3 maintaining
Reading - level 4 decreasing, level 3 decreasing
Math - level 4 increasing, level 3 increasing
Math - level 4 decreasing, level 3 maintaining
Science - level 4 decreasing, level 3 increasing
SS - level 4 maintaining ,level 3 increasing
7th Grade:
8th Grade:
Reading - level 4 increasing, level 3 maintaining
Reading - level 4 decreasing, level 3 decreasing
Math - level 4 maintaining, level 3 decreasing
Math - level 4 huge decrease, level 3 increasing
Writing - level 4 maintaining, level 3 decreasing
Science - level 4 decreasing, level 3 increasing
9th Grade: Social Studies - level 4 maintaining, level 3 maintaining
On the spring 2013 MME Reading Level 4 - 6% of the students fell into level 4 which is a decrease from the previous year Level 3 - 31% of the students fell into level 3 which is an increase form the previous year
Writing Level 4 - 3% of the students fell into level 4 which is a decrease from the previous year Level 3 - 31% of the students fell into level 3 which is a decrease from the previous year
Math Level 4 - 16% of the students fell into level 4 which is a decrease from the previous year Level 3 - 59% of the students fell into level 3 which is an increase from the previous year
Science Level 4 - 44% of the students fell into level 4 which is a decrease from the previous year Level 3 - 34% of the students fell into level 3 which is an increase from the previous year
Social Studies Level 4 - 13% of the students fell into level 4 which is similar to the previous year Level 3 - 44% of the students fell into level 3 which is a decrease from the previous year
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What factors or causes contributed to the decline in student achievement?
School Improvement Sub-Committees met and have found the following gaps: In grades K-5 a new Common Core Math series was implemented. The rigor of the common core state standards is higher than what the Michigan State Standards were in grades K-12. We are developing and working on curriculum and instruction that matches this rigor through technology and blended learning. The Go Math Series used in grades K-5 has been expanded in the academic lab for grades 6-8 to help students work on individual paths. We continue to develop consistency in teaching strategies and content coverage. All 6-8 graders will be enrolled in an academic lab which will both remediate and accelerate students in the areas of math, reading, science, writing, and social studies.
This past year we have implemented the Science Fusion science program which is aligned to the Next Generation Science Framework. The STEM program in Science Fusion provides real-world challenges, hands-on activities, and VideoBased Projects to develop important critical thinking skills. The students have a write-in student edition to promote science concepts, vocabulary, incorporate math and writing, use graphic organizers for summary and organization and teach students how to analyze and interact with content.
In reading we are working on providing a common text for all students in grades K-6. This text would provide guidance for the common core state standards in both reading and writing. Curriculum Crafter will be used to help establish units on the common core state assessments and will provide practice on the smarter balanced assessment test. Units will incorporate essential questions, graphic organizers with formative and summative assessments built into the units. Sixth grade needs more classic literature and informational text. Also, students in all grades need to be exposed to informational text on a more frequent basis.
Step Up To Writing needs to be used with fidelity in all grades and subjects.
How do you know the factors made a negative impact on student achievement?
The summative and formative assessments of the NWEA, MEAP, ACT and MME test indicate this. Our strategies and instruction must be aligned to the assessments.
What action(s) could be taken to address achievement challenges?
In grades K-5 a new Common Core Math series was implemented. The rigor of the common core state standards is higher than what the Michigan State Standards were in grades K-12. We are developing and working on curriculum and instruction that matches this rigor through technology and blended learning. The Go Math Series used in grades K-5 has been expanded in the academic lab for grades 6-8 to help students work on individual paths. We continue to develop consistency in teaching strategies and content coverage. All 6-8 graders will be enrolled in an academic lab which will both remediate and accelerate students in the areas of math, reading, science and social studies.
We have implemented the Science Fusion science program which is aligned to the Next Generation Science Framework. The STEM program in Science Fusion provides real-world challenges, hands-on activities, and Video-Based Projects to develop important critical thinking skills. The students will have a write-in student edition to promote science concepts, vocabulary, incorporate math and writing, use graphic organizers for summary and organization and teach students how to analyze and interact with content. SY 2013-2014 © 2014 AdvancED
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In reading we are working on providing a common text for all students in grades K-6. This text would provide guidance for the common core state standards in both reading and writing. Curriculum Crafter will be used to help establish units on the common core state assessments and will provide practice on the smarter balanced assessment test. Units will incorporate essential questions, graphic organizers with formative and summative assessments built into the units. Sixth grade needs more classic literature and informational text. Also, all grades will be exposed to informational text on a regular basis. Step Up To Writing needs to be used with fidelity in all grades and subjects.
All staff will develop better usage of the formative and summative assessment data to drive instruction in the classrooms. Grade level meetings will be regularly held for staff to analyze and plan for instruction based on student data. Understanding high levels of poverty and the impact this has on our students will bring an awareness to help generate a culture of rigor for all students. The gaps in our curriculum materials needs to be addressed. Continuing to have the academic lab for all 6-8th graders will help students learn at their individual levels. This will allow for remediation and acceleration. In grades K-5 EBLI will continue to increase student fluency and reading skills.
Technology training and professional development will continue to be increased by sending staff to conferences (MACUL) and then having attendees share knowledge at staff meetings. By our community passing the technology bond we will now be more productive and inline with individual learning paths.
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Subgroup Student Achievement
Statement or Question:Which subgroup(s) show a trend toward increasing overall performance? Response: •White •Female •Economically Disadvantaged •Students with Disabilities
Statement or Question:For which subgroup(s) is the achievement gap closing?* Response: •Male •Economically Disadvantaged
In what content areas is the achievement gap closing for these subgroups?*
The following subgroups for the Fall 2013 MEAP Reading were above the AMO of 66% required by the state in the following grades:
1. 5th grade ED was 8%above 2. 5th grade Reading Male subgroup was 1% above 3. 5th grade Reading Female subgroup was 17% above 4. 6th grade Reading Male subgroup was 26% above 5. 6th grade Reading Female subgroup was 16% above 6. 6th grade ED was 29% above and not ED is 4% above 7. 7th grade non-ED is 3% above 8. 8th grade Male is 3% above 9. 8th grade Female is 15% above 10. 8th grade ED is 5% and non-ED is 14% above
The following subgroups for the Fall 2013 MEAP Math were above the AMO of 40% required by the state in the following grades:
1. 4th grade Female 6% above 2. 4th grade non-ED 10% above 3. 6th grade Male 3% above and Female 1% above 4. 6th grade ED is 3% above and non-ED is at AMO 5. 7th grade Female 10% above 6. 7th grade non-ED 10% above 7. 8th grade Male 10% above 8. 8th grade non-ED 4% above SY 2013-2014 © 2014 AdvancED
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The following subgroups for the Fall 2013 MEAP Science were above the AMO of 32% required by the state in the following grades: none
The following subgroups for the Fall 2013 MEAP Social Studies were above the AMO of 37% required by the state in the following grades: none
Reading NWEA Fall 2013 to Spring 2014 grades that had an increase in met growth projection from the previous year: Grade K Grade 6 Grade 7 Grade 9 Grade 10
Math NWEA Fall 2013 to Spring 2014 grades that had an increase in met growth projection from the previous year: Grade K Grade 2 Grade 5 Grade 6 Grade 7 Grade 8 Grade 10
Language NWEA Fall 2013 to Spring 2014 grades that had an increase in met growth projection from the previous year: Grade 3 Grade 6 Grade 7 Grade 8 (stayed the same) Grade 9 Grade 10 (stayed the same)
Science NWEA Fall 2013 to Spring 2014 grades that had an increase in met growth projection from the previous year: Grade 3 Grade 4 Grade 7 Grade 9 Grade 10
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How do you know the achievement gap is closing?*
The data from Fall 2013-Spring 2014 NWEA and the MEAP Fall 2013 indicate this achievement gap is closing
What other data support the findings?
Spring 2013 MME also shows gaps are closing.
What factors or causes contributed to the gap closing? (Internal and External)*
Increased school achievement by data refinement, purchasing Go Math and Science Fusion, creating academic labs, training teachers on common core, increased use of technology, K-5 EBLI along with training of secondary English teachers, and school improvement includes all stake-holders. Incorporation of NWEA used as formative assessment driving instruction to individulalize learning. Teachers have deeper understanding of state and federal curriculum expectations
How do you know the factors made a positive impact on student achievement?
The data from Fall 2013 - Spring 2014 NWEA and the MEAP Fall 2013 indicate this achievement gap is closing
What actions could be taken to continue this positive trend?
We will be again be providing a Title I teacher for grades 6-8 that will progress monitor all students along with developing individualized learning paths that will remediate/accelerate students in the core content areas. Study Island will generate a personalized backpack from NWEA data that will individualize learning strengths and weaknesses or grade K-5. Dream Box will be added for grades 1-5 to reinforce common core standards. Curriculum Crafter will be fully implemented and professional learning communities will develop curriculum maps based on the common core standards for all content areas. Project based learning and formative assessments will be developed in the core content areas to align with the smarter balanced assessment. Science Fusion will be implemented in grades K- 8 to develop a common language and text for all students in science. Also, a core reading series will be purchased for grades K-5 to develop a common consistency for all students in the area of reading/language. Lesson plans will include the required state teacher evaluation components which include identifying the state standard and student engagement strategies.
Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance? Response:
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Single Building District Improvement Plan North Huron School •Male •Economically Disadvantaged
Statement or Question:For which subgroup(s) is the achievement gap becoming greater?* Response: •Male
In what content areas is the achievement gap greater for these subgroups?*
MEAP 2013 gaps for proficiency for males (lower than females) 3rd grade math and reading 4th grade math, reading and writing 5th grade reading, math, and science 6th grade (females were lower in every area) 7th grade writing and math 8th grade reading
MME 2103 gaps for proficiency for males (lower than females) 11th grade math, reading, writing, science, and social studies
2013 - 2014 NWEA Reading and Math Grades 1, 2, 3, and 7 had a greater number of males who were in the bottom 30% compare to females in the bottom 30%
Economically Disadvantaged Gap MEAP Economically Disadvantaged gaps: 6th grade *Reading and Math ED students out performed non ED students by 15% in reading and 3% in math
MME Economically Disadvantaged gaps ED students out performed non-ED students in reading, math (tied), writing, science, and social studies
How do you know the achievement gap is becoming greater?*
Data was pulled from NWEA, MEAP, and MME to indicate this gap.
What other data support the findings?*
Skyward discipline indicates that we have a slightly higher rate of discipline for males in K-12 grades compared to females.
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What factors or causes contributed to the gap increasing? (Internal and External)*
Understanding the needs of our demographics by all staff needs to be implemented. Meeting the needs of these subgroups by using blended learning, considering learning styles, developmental states and growth along with involving students in their own learning.
How do you know the factors lead to the gap increasing?*
Data from the NWEA, MEAP, MME and Skyward all indicate this trend.
What actions could be taken to close the achievement gap for these students?*
Incorporating a book study to develop strategies for the male learning styles will be taken, especially for the 6-8 grades. Books will be purchased that will focus on high interest reading informational text for boys. Rewarding successful gains in academic achievement will help motivate the male population for grades K-12 (bulletin/newsletters, hallway academic posting, surveying the male population concerning academic achievements will be done).
How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?
The population of English Language Learners have increased in our district. We are addressing their needs with EBLI, academic lab, and assistance from highly qualified staff in the ELLS native language.
How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section 31a, credit recovery programs, after-school programs, etc.)?
Multiple forms of data are analyzed on a regular basis to identify students that are academically disadvantaged. Formative assessments are used on a regular basis in the classroom to determine student needs. Also, NWEA, progress reports, and classroom assessments are used to monitor the progress of the lower 30% of students and their needs. Summative assessments such as MEAP, MME and end of course/unit assessments are used to identify these students as well. These students then receive additional support from the district staff to be put in EBLI intensive care groups, the drop out prevention program and offered before and after school academic support groups.
How are students designated ‘at risk of failing' identified for support services?
Multiple forms of data are analyzed to identify students that are academically disadvantaged. Formative classroom assessments are used used on a regular basis along with NWEA, progress reports, and classroom assessments to monitor the progress of the lower 30% of students and their needs. Summative assessments such as MEAP, MME, and end of course/unit assessments are used to identify these students. These students then receive additional support from the district staff to be put in EBLI intensive care groups, the drop out prevention program and offered before and after school academic support. Parents are informed and involved in this process. After school SY 2013-2014 © 2014 AdvancED
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programs are designed to meet the scheduled needs of parents. Progress monitoring of these students is continuous and moves students in and out of programs as needed.
What Extended Learning Opportunities are available for students (all grade configurations respond)?
Students, in grades 9-12, have the opportunity to participate in dual enrollment courses and earn college credit. Currently, the Huron Area Technical Center has an agreement with Mid-Michigan Community College - Students complete courses with a cohort. This past year we had one sophomore in the program earning 18 credits, three juniors who each earned 18 credits, and 2 seniors that each earned between 16-19 credits. Additionally, an instructor has been at North Huron Schools, teaching English 101 amd English 102 through St. Clair Community College. We had five students who took English 101 and five students who took English 102 along with three students a neighboring district (Bad Axe) that attended the class, Lastly, students can take dual enrollment courses through a college using an on-line format. Students, in grades 9-12, have the opportunity to take courses through Michigan Virtual University or Education 2020. With each of these programs, students can take courses that are not offered at North Huron Schools. These courses can be taken during the regular school day or above and beyond the regularly scheduled courses. We had five students take an online course during the school year and one student currently taking a class during the summer.
Students in grades 6-12, have the choice to participate in after school tutoring. The tutoring programs runs Monday through Thursday, for one hour each day. During this time, students can get additional support from a highly qualified teacher. Students in grades K-5 have an opportunity to participate in an extended day program before and after school to get additional help in academic content areas from highly qualified para-professionals. Summer school will offered with a focus to students in grades K, 1, and 2 with the target of having all 3rd grade students proficient on the state administered reading MEAP. This will be taught by highly qualified teaching staff who are also trained in EBLI.
Label
Question What percentages of students participate in Extended Learning Opportunities, either for additional support or increased challenge?
Value 50.0
What is the school doing to inform students and parents of Extended Learning Opportunities?
At the start of every school year, flyers are distributed to students and parents along with email alerts via Skyward informing them of the after school tutoring program and the extended day program. Also, parents are informed of this opportunity at our annual open house and 6th grade orientation. In February, letters are sent home to parents of students in grades 8-11 informing them of the opportunity for their child to participate in dual enrollment courses. This information is also put in the student bulletin that is read to students daily and posted to the school website daily. Michigan Virtual High School and Education 2020 courses are listed as part of the scheduling packet the students receive.
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Question What is the total FTE count of teachers in your school?
Value 25.84
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Question How many teachers have been teaching 0-3 years?
Value 4.0
Label
Question How many teachers have been teaching 4-8 years?
Value 8.0
Label
Question How many teachers have been teaching 9-15 years?
Value 4.0
Label
Question How many teachers have been teaching >15 years?
Value 10.0
What impact might this data have on student achievement?
North Huron has a low turn over rate. This helps both the students and staff to know and deeper understand the academic needs of students from year to year. The school becomes more of a community with parents, staff and students all working together.
Label
Question Indicate the total number of days for teacher absences due to professional learning or professional meetings.
Value 146.0
Label
Question Value Indicate the total number of days for teacher absences due to illness. 155.0
What impact might this data have on student achievement?
The staff is clearly involved in on-going and sustained professional development. Teachers and administrators are willing to drive in the county and to other parts of the state to improve instructional skills and explore new programs. The staff works collaboratively with each other and shares these new skills and ideas with the rest off the staff.
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Perception Data - Students
Which area(s) indicate the highest overall level of satisfaction among students?
Students overall like North Huron Schools and felt the teachers cared about them. The increase in technology especially I-pads is ranked highly.
Elementary students liked Math, hands on science labs, science fair projects, PE. daily, recess, reading a book with teacher and then watching the movie of the book, and having a male teacher making connections with the male population as a positive role model.
Secondary students indicated that they like one on one I-Pads, flipped classrooms, sports, NHS, FFA, Student Council activities, staff and small class size
Which area(s) show a positive trend toward increasing student satisfaction?
Increase in technology, I-pads, dual enrollment, and E 20-20.
What area(s) indicate the lowest overall level of satisfaction among students?
Secondary students did not enjoy the required cafeteria food regulations, they miss the good food. Portion size and taste are problems. Dress codes, more options for math classes and scheduling of tech center around required courses are difficult. Organization of student papers being checked and grades being entered in a timely manner can be a problem at times.
Small size of school makes it difficult to offer a wide variety of programs both academic and extracurricular. Hard to fit into groups of students, many cliques making it difficult for new kids to fit in. To help make the transition with Port Hope students easier, National Honor Society members have offered to pair-up/buddy up with a Port Hope student making the transition easier and smoother. Teachers need to do more projects in classes.
Which area(s) show a trend toward decreasing student satisfaction?
Offering more dual enrollment classes, implementing the aggressive behavior consequence rubric school-wide, increasing the usage of technology, and more differentiated instructions will help decrease this satisfaction. More electives will be offered due to the increase of student enrollment from Port Hope. Art and Industrial Arts (STEM) and English staff positions will be increased.
What are possible causes for the patterns you have identified in student perception data?
The low size of our student enrollment limits the amount of offerings in both academic and extracurricular activities. The technology bond proposal was passed and will generate blended instruction and learning within the classroom settings. SY 2013-2014 Page 33 © 2014 AdvancED www.advanc-ed.org
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The increase in student enrollment from Port Hope will allow for additional course offerings and staff.
What actions will be taken to improve student satisfaction in the lowest areas?
The schedule is currently being changed to offer additional course offerings due to additional staff members being hired. The aggressive behavior school wide program will be evaluated for effectiveness and weak areas need to be addressed. This will be done by compiling student, staff, and parent surveys and input.
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Perception Data – Parents/Guardians
Which area(s) indicate the overall highest level of satisfaction among parents/guardians?
Eighty percent of parents indicated that that they were satisfied with the quality of education offered at North Huron School. Sixty two percent of parents feel welcome when they enter the school buildings along with fifty four percent feel their child is safe at school. Also, sixty one percent feel the quality of programs to remediate and/or accelerate students are positive. Ninety eight percent of parents use Skyward Parent Access for monitoring student progress.
Which area(s) show a trend toward increasing parents/guardian satisfaction?
Increased use of communication concerning their child's academic and behavioral progress via the Internet, phone calls or texts, newsletters and progress reports will increase parent satisfaction. Increase use of school/classroom web pages along with Skylert has increase parent to school connections. North Huron's extracurricular activities such as FFA, NHS, Healthy Kids and sports has positively impacted parent perception with a seventy-three percent positive rating.
Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?
One of the lower levels of satisfaction was in way student progress is reported with fifty-seven percent somewhat satisfied compared to thirtyseven percent extremely satisfied. Another area of concern was that sometimes the staff does not listen when a parent has a concern with forty-six percent indicating concern.
Which area(s) show a trend toward decreasing parents/guardian satisfaction?
Parent/staff communication was low at the beginning of the school year, however we have begun to address the problem with the usage of web pages, Skylert, Remind 101 and other electronic applications.
What are possible causes for the patterns you have identified in parent/guardian perception data?
Staff now recognizes the impact of parent engagement on student achievement. An increase awareness of technology methods to improve communication have been implemented. SY 2013-2014 © 2014 AdvancED
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What actions will be taken to increase parent/guardian satisfaction in the lowest areas?
Parent involvement will increase by increasing the participation of parents in the school improvement process and by increasing communication to the parents concerning their child's education.
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Perception Data – Teachers/Staff
Which area(s) indicate the overall highest level of satisfaction among teachers/staff?
57% of teachers felt that they know what the administrations expects of them. 81% of teachers felt that they were supported by the administration in their work with children. 96% felt that they are encouraged to collaborate with colleagues 82% felt the instructional program met the needs of students. 89% felt that the school provides adequate help for students that are struggling academically. 90% felt that students are safe. 90% like working at North Huron Schools. 85% felt students like coming to school.. 89%felt students benefited from Title Services.
Which area(s) show a trend toward increasing teacher/staff satisfaction?
57% of teachers felt that they know what the administrations expects of them. 81% of teachers felt that they were supported by the administration in their work with children. 96% felt that they are encouraged to collaborate with colleagues 82% felt the instructional program met the needs of students. 89% felt that the school provides adequate help for students that are struggling academically. 90% felt that students are safe. 90% like working at North Huron Schools. 85% felt students like coming to school.. 89%felt students benefited from Title Services.
Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?
Teachers felt that they did not know what the administrators expected from them as far as lesson plans, portfolio expectations, data information, and individual growth plans. The state of Michigan requires an effectiveness label be enter into CEPI for each teacher. At this time the state has not chosen the evaluation tool, but has made recommendations. North Huron has a evaluation team con siting of teachers and administrators which developed the evaluation tool used. This ongoing process involved collaboration between staff and administrators to clarify expectations.
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Which area(s) show a trend toward decreasing teacher/staff satisfaction?
There was an increase in staff collaboration in the content areas of science, technology and writing across the curriculum. This increase includes elementary staff working with secondary staff.
.
What are possible causes for the patterns you have identified in staff perception data?
Teacher evaluation mandated by the state of Michigan. Lack of teacher meetings and grade level meetings.
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Other
How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you have not completed the MiPHY survey.)
North Huron Schools used the survey to review the sex education/health education program to better meet the needs of students as well as the standards of the community. We had two sexual health education goals. First, to promote sexual health and the second goal is to prevent sexual health problems.
Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are involved in the process.
The Michigan Health Modes curriculum benchmarks and materials are used in health class. The curriculum accoplishes our goals by providing students at each school level with sexual health information that is appropriate for their age and developmental and level and builds on the information they receive in previous years. A Health and Sex Education Advisory committee was formed and included pupils of the school district, educators, local clergy and community health professionals.
What evidence do you have to indicate the extent to which the standards are being implemented?
The Michigan Health Model is build around the Common Core State Standards and is updated on a regular basis. The Health instructor stays informed and attends meetings to make sure all standards are being implemented.
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Single Building District Additional Requirements Diagnostic
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Introduction This diagnostic tool contains certification requirements for single building districts. All single building districts must complete this diagnostic.
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Single Building District Additional Requirements Diagnostic
Label
Assurance Response Literacy and math are tested annually in grades Yes 1-5.
Comment Literacy, science and math are tested annually in grades 1-5 using NWEA for all grades along with local classroom assessments. In grades 2-5 the MEAP is given annually.
Attachment
Label
Assurance Response Our school published a fully compliant annual Yes report. (The Annual Education Report (AER) satisfies this.) If yes, please provide a link to the report in the box below.
Comment www.nhuron.org
Attachment
Label
Assurance Response Our school has the 8th grade parent approved Yes Educational Development Plans (EDPs) on file.
Comment The EDP's are updated and parent approved and are available electronically.
Attachment
Label
Assurance Our school reviews and annually updates the EDPs to ensure academic course work alignment.
Comment EDP"S are updated annually in grades 7-11. The building principal ensures that all academic course work is aligned with the Michigan Merit Curriculum and is college and career ready. Credits and progress are regularly monitored through eligibility reports done weekly.
Attachment
Label
Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education. References: Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, The Age Discrimination Act of 1975, The Americans with Disabilities Act of 1990, ElliottLarsen prohibits discrimination against religion.
Comment
Attachment
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Response Yes
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Single Building District Improvement Plan North Huron School Label
Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.
Label
Comment Robin Phillips Curriculum Director/Assessment and accountability 21 Main Street Kinde, Mi 48415 989-874-4100
Attachment
Assurance Response The institution has a School-Parent Involvement Yes Plan (that addresses Section 1118 activities) that is aligned to the District's Board Policy. If yes, please attach the School-Parent Involvement Plan below.
Comment
Attachment North Huron School Parent Involvement Policy 2014-15
Label
Assurance Response The institution has a School-Parent Compact. If Yes yes, please attach the School-Parent Compact below.
Comment
Attachment school parent compact
Label
Assurance The School has additional information necessary to support your improvement plan.
Response Yes
Comment Attachment We have a team consisting of a teacher and administration review CIMS data quarterly and reports to the school improvement team to discuss the special education subgroup.
Label
Assurance The School Improvement Team reviews the CIMS data.
Response Yes
Comment Attachment We have a team consisting of a teacher and administration review CIMS data quarterly and reports to the school improvement team to discuss the special education subgroup.
Label
Assurance Response CIMS data is used to prepare our Improvement Yes Plan.
Comment Attachment We have a team consisting of a teacher and administration review CIMS data quarterly and reports to the school improvement team to discuss the special education subgroup.
Label
Assurance Response The District Technology Protection Measure Yes blocks or filters adult and student internet access to inappropriate materials (visual depictions that are obscene, child pornography, or harmful to minors).
Comment
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Response Yes
Attachment Acceptable Use Policy
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Assurance The district has a process to monitor adult and student use of the internet.
Response Yes
Comment Attachment Teachers monitor student usage Acceptable Use and harmful websites within the Policy system and content filter is used.
Label
Assurance The district has an Internet Safety Policy in place.
Response Yes
Comment Acceptable use policy statement is required to be filled out by school users. Sonic wall filters are in place. Meraki wireless system is installed.
Attachment
Label
Assurance The Internet Safety Policy meets the requirements as outlined in the state Technology Planning and CIPA requirements.
Response Yes
Comment Yes
Attachment
Label
Assurance The district has a process to provide public notice and hearings about the Internet Safety Policy.
Response Yes
Comment The AUP policy is found on our web page.
Attachment
Label
Assurance The district uses school-wide assessments to determine the telecommunication services and hardware support that are needed to support teaching and learning in all schools.
Response Yes
Comment Attachment Teachers are surveyed at the end of each year for technology equipment or software needs that will promote and support student learning. In the spring of last year North Huron School conducted a professional development day devoted to technology which included presentations by staff members and what they are currently using. Discussion of needs for technology were address and noted by the IT staff personal.
Label
Assurance Response The district uses the school-wide assessment Yes data to identify the needs of the schools in the following areas: infrastructure (wiring, internet connections T1, etc.) in all classrooms, in all labs, in all media centers, in the main office, in counseling offices, in support staff offices; hardware; software; professional development. If "yes", specify the needs in the comments section.
Comment Attachment A survey indicated a school-wide wireless need and infrastructure upgrades are being implemented at this time. Computer upgrades and professional development are being planned.
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Assurance Response The district has identified specific actions that Yes promote curriculum and teaching strategies to effectively integrate technology. If "yes", specify the actions in the comments section.
Comment Attachment Blended learning has been a focus of our school and a goal of our school improvement plan. Sound systems, whiteboards, Elmos, I-pads and professional development has been offered. Teachers teaching teachers is continually going on as teachers learn new instructional sites and applications. Staff and technology director attend the MACUL conference annually and provide pd for staff on ideas learned. 21 Things has started to be implemented for continued and on-going pd will be provided throughout this school year. Think Central is used with our new math program and science text.
Label
Assurance The district adjusts its curriculum to include technology literacy for all students.
Response Yes
Comment Attachment The district will use Science Fusion in grades K-8. This program is hands-on and provides a digital curriculum. The STEM program in Science Fusion provides real world challenges hands-on activities and videobased projects. Go math also has a digital component. Flipping the classroom was use in the geometry class. I -pads have been purchased and are shared with staff. Study Island, Dream Box, Curriculum Crafter are used for individual learning paths. METS-S benchmarks and standards need to be aligned with K-12 curriculum.
Label
Assurance Response The district adjusts its instructional program to Yes promote technology literacy. If "yes", specify the adjustments in the comments section.
Comment Attachment Text books are being purchased that include digital curriculum and assessments. Blended learning, flipping the classroom, Study Island, Dream Box and the use of smartboards all promote technology literacy.
Label
Assurance Response The institution complies with all federal laws Yes and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of this institution that no person on the basis of race, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall be subjected to discrimination in any program, service or activity for which the institution is responsible, or for which it receives financial assistance from the U.S. Department of Education.
Comment On the North Huron website www.nhuron.org our hand book can be found which includes our anti- discrimination policy .
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Label
Assurance The institution has designated an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities. If yes, list the name, position, address and telephone number of the employee in the comment field.
Response Yes
Comment Robin Phillips Curriculum Director 21 Main Street Kinde, Mi 48445 989-874-4101
Attachment
Label
Assurance The District has a District Board Policy that is related to Parent Involvement.
Response Yes
Comment
Attachment North Huron Parent Board Policy
Label
Assurance The District has additional information necessary to support your improvement plan.
Response No
Comment
Attachment
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Title I Schoolwide Diagnostic
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Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A) and 1309(2) of the Elementary and Secondary Education Act (ESEA), the Comprehensive Needs Assessment (CNA) requirement is met by completing a School Data Analysis (SDA) and School Process Profile (SPP). The Comprehensive Needs Assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the Comprehensive Needs Assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Comprehensive Needs Assessment addresses all four types of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).
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Component 1: Comprehensive Needs Assessment
1. How was the comprehensive needs assessment conducted?
School improvement meetings were held with all staff K-12 to develop, implement and evaluate data and programs in place. These committees consisted of building principals, staff members, the curriculum director and community members. Each content area was analyzed using all forms of assessment such as NWEA, MEAP, MME, MEAP-ACCESS, MI-ACCESS, eligibility lists and classroom. assessments. At these professional learning meetings, gaps in academic achievement, causes of these gaps, elevation of existing programs and ways to improve achievement were discussed. A sub-committee worked on pulling all data and developed the School Improvement plan for next year.
2. What were the results of the comprehensive needs assessment? What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?
The results indicated that low performance was found in the area of science for all students. The subgroup of males was generally lower than females in all content areas but especially in the area of reading. Economically disadvantaged students were lower in grades K-8, but out scored the non-economically disadvantaged students at the secondary level.
We were at or above our district's Michigan School Proficiency Target (AMOs - Annual Measurable Objectives) in the following areas on the Fall 2013 MEAP: * 5th grade reading * 6th grade reading and math * 7th grade math and writing * 8th grade reading
We were at or above our district's Michigan School Proficiency Target (AMOs - Annual Measurable Objectives) in the following areas on the Spring 2013 MME: * reading, writing, and social studies
On the Spring 2013 ACT we met the following benchmarks in each content area:
English- 76% met the benchmark of 18 Math- 30% met the benchmark of 22 Reading - 40% met the benchmark of 22 Science - 13% met the benchmark of 23
At the end of the 2013-14 NWEA Testing Cycle, North Huron was at or above the national normed RIT scores in the following areas: * Math - grades K,1, 2, and 8 * Reading - grade K * Language - grade 11 SY 2013-2014 © 2014 AdvancED
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* Science - grades 4, 7, 8, and 10
MEAP indicates these lowest levels of student achievement:
*reading - 3rd , 4th, and 7th grades *writing - 4th and 7th grades *math - 3rd, 4th, 5th, and 8th grades *science - 5th and 8th *social studies - 6th and 9th
ACT 2012-13 lowest areas: *science *math *reading
MME 2012-13 lowest areas: *math and science
Lowest NWEA areas based on the national normed RIT value after Spring 2014 testing: *language usage - grades 3, 4, 5, 6, 9, and 10 *mathematics - grades 5, 7 and 8 *reading - grades 2, 3, 4, 5, 6, and 9 *science - grades 3, 5, 6, and grade 9
With our economically disadvantaged rate of 57% we need to understand the framework for this subgroup. The subgroup of males needs to be addressed in most content areas.
Science scores on the state and local assessments are low and need to be a focus. With the implementation of Science Fusion in grades K8, we should see more consistency in the area of science and science language/vocabulary.
Students need to own their learning more by being more involved in the instructional process. Giving and using formative assessment (pre/post) for instructional purposes will close academic gaps in all grades and help accelerate those that have masted the standards.
Lessons plans need to be incorporate state standards and demonstrate a high rate of student engagement. Covering all standards at each level should be a focus.
A reading series is needed and will be implemented this upcoming school year for grades K-6.
Due to the passing of the technology bond proposal students and staff will have access to more technology thus allowing more opportunities for flipping the classroom and blended learning.
An aggressive behavior plan will be implemented school-wide to develop a common language and common expectations. SY 2013-2014 © 2014 AdvancED
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Parents need to be more involved with the school process. By using Skylert and Remind 101 along with encouraging parents to volunteer in the classroom we should increase the lines of communication between home and school.
We need to give and use more formative assessment for instructional purposes in all content areas. These formative assessments need to be used to increase student achievement. This data will be be used at grade level and department levels to help close the academic gaps and accelerate those students who have strengths. Some of these assessments should be short and given as exit tickets from the lesson.
In grades 6-8 we will be again implementing a Title I teacher to provide remediation and acceleration in the areas of math, reading, science, social studies and writing. Each student will meet daily with this teacher to monitor progress and growth.
In grades K-8 we will be again implementing Science Fusion. This series will provide a comprehensive write-in student text, digital curriculum, student centered labs that align to the Next Generation Science Standards. Units, lessons, and assessments must be aligned and have a continuum of skills from grade to grade. Lesson plans will demonstrate that all benchmarks have been met. When ever possible collaborative teaching between secondary teachers and elementary teachers will take place. Also, a science blog has been created where staff can share ideas and get support from each other in the area of science. Staff members be be NSTA and MSTA members and attend the MSTA conference to gain knowledge and understanding of the Next Generation Science Standards.
Curriculum Crafter will again be used to design units and lessons in all content areas.
In writing we need to have additional PD to help develop lessons and units in writing. More informational text need to be used in all grade levels. Also, an additional writing curriculum for grade K-12 needs to be implemented along with using Step Up to Writing.
In reading we will be implementing a reading series for grades K-6. There is a lack of informational text at all grade levels. Cross curricular work with informational text need to be implemented. Joint efforts in all content areas to address writing, history, math, and science should be consistent at all grade levels. Increase fluency and timed assessments will be worked on to prepare for the ACT.
3. How are the school goals connected to priority needs and the needs assessment? It is clear that a detailed analysis of multiple types of data was conducted to select the goals.
The school goals of having all students become proficient in reading, math, science, and social studies with incorporating writing throughout those areas was determined by analyzing multiple forms of testing (MEAP, MME, MEAP-ACESS, NWEA) perception data, and demographic information.
4. How do the goals address the needs of the whole school population? How is special recognition paid to meeting the needs of children who are disadvantaged?
Each goal includes strategies, activities, and objectives for all students and for those that are academically disadvantaged.
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Component 2: Schoolwide Reform Strategies
1. Describe the strategies in the schoolwide plan which focus on helping ALL students reach the State's standards.
Differentiated instruction
2. Describe how the research-based methods and strategies in the schoolwide plan increase the quality and quantity of instruction (which accelerates and enriches the curriculum).
*NWEA Computer Assessment (three times a year) --staff is able to assess student growth on a regular basis. *Dream Box Math -- individual learning path *Behavior Specialist -- can identify those students who need assistance to be on track for graduation along with creating a positive culture for all students *Curriculum Crafter -- staff is able to design and develop units in all content areas based on the common core standards *Direct instruction of Science Fusion -- all students in grades K-8 are receiving common science vocabulary that spirals and increases throughout all grades. Students are also exposed to student based inquiry labs along with an increase in technology and STEM lessons in the area of science *Aggressive Behavior Plan -- this promotes a positive culture in which all students can accelerate and learn *Workshop and conferences in content area, policies, and law -- keeps staff update in all areas so that they can then be highly effective in all content areas *Study Island -- a web based program that allows students not only to access at school but at home and it is tied to the common core standards based at each grade level *EBLI -- web based application that students can access at home and at school to promote increased reading *Go Math supplemental math books -- promotes higher level math problem solving questions for all students in grade 6-8 *MC3 -- a three county social studies program with common core writing embedded throughout
3. Describe how the research-based reform strategies in the schoolwide plan align with the findings of the comprehensive needs assessment.
*NWEA Computer Assessment (three times a year) --staff is able to assess student growth on a regular basis and address students needs along with making updates to the SIP to address current needs *Dream Box Math -- individual learning path which ties into differentiated instruction *Behavior Specialist -- can identify those students who need assistance to be on track for graduation along with creating a positive culture for all students *Curriculum Crafter -- staff is able to design and develop units in all content areas based on the common core standards *Direct instruction of Science Fusion -- all students in grades K-8 are receiving common science vocabulary that spirals and increases throughout all grades. Students are also exposed to student based inquiry labs along with an increase in technology and STEM lessons in the area of science. Science was one of our weakest areas identified in the CNA. *Aggressive Behavior Plan -- this promotes a positive culture in which all students can accelerate and learn *Workshop and conferences in content area, policies, and law -- keeps staff update in all areas so that they can then be highly effective in all SY 2013-2014 Page 52 © 2014 AdvancED www.advanc-ed.org
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content areas *Study Island -- a web based program that allows students not only to access at school but at home and it is tied to the common core standards based at each grade level *EBLI -- web based application that students can access at home and at school to promote increased reading. Based on the CNA we noted that there is a high number of males in the lower grades are in the bottom 30% for reading. *Go Math supplemental math books -- promotes higher level math problem solving questions for all students in grade 6-8 *MC3 -- a three county social studies program with common core writing embedded throughout. The CNA showed that we low in the area of writing and social studies and MC3 will address this need.
4. Describe the strategies in the schoolwide plan which provide a level of INTERVENTIONS for students who need the most instructional support in all major subgroups participating in the schoolwide program.
A Title I teacher will used to remediate students in grades 6-8 . Student growth will be monitored on a daily basis. Students in grades 6-12 will have access to tutoring from a highly qualified staff member before and/or after school. This tutoring will be offered four days a week for an hour each day. Students in grades K-5 will have an opportunity to attend extended day for additional academic support by highly qualified para-professionals. Extended day will be five days a week before and after school. Highly qualified para-professional will target students who need additional academic support. These students will be identified based on their achievement on standardized test along with NWEA data and teacher assessments. Dream Box will be set-up for each student based on their individual learning plan along with the use of Study Island. Mini-Ipads will be used to find apps that will address the weak area of the learner. Go Math supplemental books will be used to promote higher level math thinking skills. Lastly, a behavior specialist will be used to target students who are not on track for graduation and promote a positive learning culture for those students.
5. Describe how the school determines if these needs of students are being met.
Grade level and department level meetings will be held on a regular basis to evaluate the needs of these students. At these meetings current data will be analyzed to see if these student needs are being met.
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Component 3: Instruction by Highly Qualified Staff
Label
Assurance 1. Do all of the instructional paraprofessionals meet the NCLB requirements for highly qualified? Provide an assurance statement. If no, what is the number that is not highly qualified and what is being done to address this? NOTE: A schoolwide program must have all highly qualified instructional staff.
Label
Assurance Response 2. Do all of the teachers meet the NCLB Yes requirements for highly qualified? Provide an assurance statement. If no, what is the number that is not highly qualified and what is being done to address this? NOTE: A schoolwide program must have all highly qualified instructional staff.
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Response Yes
Comment Attachment All instructional paraprofessionals meet the NCBL requirement for being highly qualified.
Comment All teachers at North Huron Schools meet the NCBL requirements for being highly qualified.
Attachment
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Component 4: Strategies to Attract Highly Qualified Teachers
1. What is the school's teacher turnover rate for this school year?
Two teachers retired and 1 teacher resigned out of 25.84 or 11%. 2 of these teachers will be replaced.
2. What is the experience level of key teaching and learning personnel?
The 5 new teachers that have been here 0-3 years are highly qualified teachers in their content area. They bring with them new strategies and some out of state practices such as standard based learning and project based learning along with a vast agriculture background to rebuild FFA. The teachers with 4-8 years of experience offer technology literacy and blended learning ideas. They are striving to differentiate instruction using technology and formative assessments. The rest of the staff offer a wealth of knowledge and experience which helps quide the newer staff members.Working together they are building instructional strategies, techniques and technology to build individualized learning paths for our students.
3. Describe the specific initiatives the SCHOOL has implemented to attract and retain high quality teachers regardless of the turnover rate.
Initiatives that North Huron had implemented to attract and reattain highly qualified teacher are maintaining low class sizes in grades K-5, promoting the use of technology through i pads, smart-boards, elmos, slates, sound systems, and new computers and professional development in the area of technology. Programs such as the agriculture program, EBLI training, common core initiatives and text books, NWEA, Study Island, advanced classes at the secondary level, standards based education, new science text, high test scores in high economically disadvantaged area, and positive working culture all attract and retain highly qualified staff.
4. Describe the specific initiatives the DISTRICT has implemented to attract and retain highly qualified teachers regardless of the turnover rate.
The specific initiatives that North Huron had implemented to attract and reattain highly qualified teacher are: low class size increased use of technology -i pads, smart-boards, elmos, slates, sound systems, and new computers and professional development in the area of technology agriculture program EBLI training common core initiatives and text books NWEA Study Island SY 2013-2014 © 2014 AdvancED
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advanced classes at the secondary level standards based education new science text high test scores in high economically disadvantaged area positive working culture
5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified teachers?
n/a
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Component 5: High Quality and Ongoing Professional Development
1. Describe the professional learning that the staff will receive that is aligned with the comprehensive needs assessment and the goals of the school improvement plan.
Professional development will be aligned to the common core standards and benchmarks not only at grade level but across grade levels. Professional development in the area of technology will ongoing throughout the year. Numerous staff attended the MACUL conference and then shared what they learned with other staff members. All staff will be attending an in-serve on research strategies to "IGNITE" student learning presented by Judy Willis, MD. Staff will learn how the brain processes, stores, and retrieves material and which instructional strategies help students more effectively.
2. Describe how this professional learning is "sustained and ongoing."
Throughout the school year staff will receive professional development in the area of technology. Staff will be encouraged to attend conferences on technology (MACUL), science (MSTA/NSTA), along with updates on common core state standards and the smarter balanced assessments. Also, staff will have opportunities to learn from highly qualified staff by visiting/observing each others classrooms and then debriefing on best practices.
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Assurance 3. The school's Professional Learning Plan is complete.
Response Yes
Comment We have used the results of the comprehensive needs assessment to create a written professional development plan that identifies ongoing, sustained professional development that is aligned to the Goals, Objectives, Strategies, and School-wide Reform Model.
Attachment Professional Development 20142015 Plan
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Component 6: Strategies to Increase Parental Involvement
1. Describe how parents are (will be) involved in the design of the schoolwide plan.
Parents are given the opportunity to share concerns and challenges at parent teacher conferences held twice a year. Skylert, Remind 101 and phone messages are used to continually communicate with staff and parents. The annual Title I meeting offer parents the opportunity to have input to develop the school-parent compact. These meetings also hold discussions on the program implementation, monitoring and evaluation of programs that are used with the children that are academically disadvantaged. Parents surveys throughout the hear provide information which is discussed at school improvement committee meetings.
2. Describe how parents are (will be) involved in the implementation of the schoolwide plan.
Copies of the school improvement plan are available for parents to access both on line and in hard copy. They are notified of any changes in curriculum and state requirements on a continuous basis via mail, Skylert or phone. Parents are given the opportunity to share concerns and challenges at parent teacher conferences held twice a year. Skylert, Remind 101 and phone messages are used to continually communicate with staff and parents. The annual Title I meeting offer parents the opportunity to have input to develop the school-parent compact. These meetings also hold discussions on the program implementation, monitoring and evaluation of programs that are used with the children that are academically disadvantaged. Parents surveys throughout the hear provide information which is discussed at school improvement committee meetings.
3. Describe how parents are (will be) involved in the evaluation of the schoolwide plan.
Surveys are given to all parents via on line and hard copies if needs. A parents sits on the school improvement committees and helps to evaluate program strategies using the MDE evaluation tool. School Board meetings have open discussion about concerns parents may have on programs being offered.
Label
Assurance 4. Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA Section 1118 (c) through (f)?
Response Yes
Comment
Attachment school parent policy
5. Describe how the school is carrying out the activities outlined in ESEA Section 1118 (e) 1-5, 14 and (f).
To accomplish this we have adapted Joyce L. Epstein's, Family, and Community Partnership One Year Action Plan. This is updated yearly as new subcommittees and parent volunteers are recruited. All 6 components of this plan include activities that support the ESEA/Section 1118. Meetings are held throughout the year for each of the components of this plan. Updates are incorporated into each area as the year goes on. Input from parents, volunteers, staff and community members are discussed and evaluated for implementation. The North Huron School will take the following actions to involve parents in the joint development of its district wide parental involvement plan SY 2013-2014 © 2014 AdvancED
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under section 1118 of the ESEA: 1.Parents are assisted in understanding the State and Common Core content standards, assessments and how to monitor their child's progress at Parent Teacher Conferences, via Skyward, Remind 101,newsletters, syllabubs, web pages, and meetings on interpreting assessments such as NWEA, MEAP and MME. Also, our school web page has a parent information site which addresses these needs with sites for parents to learn about state requirements. 2. Parents are involved in our Family Enrichment nights which offer Love and Logic courses. An EBLI informational night was held to assist parents in understanding and helping their children use EBLI strategies when reading and writing. The math and science night is held and provide opportunities for parents to learn more about STEM and other science and math benchmarks. Weekly newsletters and teacher web pages offer training to help parents work with their children. A school/ parent connection newsletter offers tips and ideas for parents to work with their child. TIPS is used for the purpose of having teachers involve parents in schoolwork. 3.Teachers have had PD on TIPS, technology reminders such as remind 101, Skyward parent access, encouraged to use parent contact logs, and involving parents in understanding technology.
4. Through our PTO, Athletic Boosters, Band Boosters, Agriculture events and School Improvement Committees we are able to coordinate parent involvement. Parents are encouraged to attend classroom field trips, assemblies, open house and special events along with sporting activities. 5. During our informational nights and at parent-teacher conferences staff members explain test results, state expectations and college ready standards in parent friendly terms, allowing for question and answer time.
14.North Huron Schools provides reasonable support for parental involvement by allowing parents to volunteer in the building and classrooms. Parents are encouraged to attend field trips, assemblies, open houses and special events. Parents are encouraged to participate in a variety of ways, which allows for a rich partnership with parents and benefits the students and staff. f. North Huron School accommodates any parents with disabilities as needed including ESL students and interpreters.
6. Describe how the parent involvement component of the schoolwide plan is (will be) evaluated.
Parents, community members and staff members will evaluate the effectiveness of each of the 6 components which are included in the Epstein model. This will be done at the parent involvement meetings as an ongoing assessment throughout the year. Parents are invited to the annual Title I meeting which informs parent of their rights as Title I parents. The Title I director will explain the purpose of the Title I program along with descriptions of the programs. These parents will help develop, implement and evaluate programs for the academically disadvantaged.
7. Describe how the results of the evaluation are (will be) used to improve the schoolwide program.
The school improvement committee will involve parents and communities members and provide the opportunity for the evaluation to be addressed. These evaluations will be considered when a new school improvement plan is being developed.
8. Describe how the School-Parent Compact was developed.
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compacts and study them to see what we would want to include in ours. The decision is made with the parents, staff and administration.
9. Describe how the School-Parent Compact is used at elementary-level parent teacher conferences.
Parents and teachers review the compact and answer any questions parents may have. The importance of the compact is discussed and suggestions for improvements are taken by the teacher. Parents take the compact home to go over with their child and return it to school where it is kept on file.
10. How is the School-Parent Compact shared with middle school or high school parents (depending on the grade span of the school)?
Compacts are passed out with schedules at the beginning of the year. Teachers discuss these at parent-teacher conferences. They are encouraged to return them to the office to be put on file.
Label
Assurance The School's School-Parent Compact is attached.
Response Yes
Comment
Attachment school parent compact
11. Describe how the school provides individual student academic assessment results in a language the parents can understand.
The alternative language policy is implemented as needed. We have an ESL interpreter for our Spanish speaking students.
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Component 7: Preschool Transition Strategies
1. In what ways does the school connect with preschool age children more than a once a year visitation to the kindergarten classroom?
The kindergarten teachers are coordinating teaching strategies and programs with Head Start and the Great Start Programs that are located at North Huron. The preschool teachers will continue to receive training in the EBLI program so they will be able to coordinate with the kindergarten teachers to align beginning reading skills.
2. What types of training does the school provide preschool parents and/or preschool teachers on the skills preschool age children will need when they enter kindergarten?
The preschool teachers will continue to be trained in the reading program and EBLI. Parents will receive train on this reading program and the expectations of it. Parents will then have a foundation to build and continue when these children enter North Huron's kindergarten program.
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Component 8: Teacher Participation in Making Assessment Decisions
1. How do teachers provide their input into the decisions regarding the use of school-based academic assessments?
Through the school improvement plan a process has been put into place to review data and have dialogue with teachers at grade level and in content areas. These meetings will take place after each formative test of NWEA. Three times a year staff and administrators will meet to review and have input concerning these results. Instructional strategies and data driven instruction will be developed to meet the individual needs of our children. We will use the three tier intervention platform to differentiate instruction and monitor progress of each child. These meetings will also analyze state summative assessment such as MEAP, MME, ACT, and PSAT.
2. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all students?
Differentiated instruction will be based on the three tier model. This will meet the needs of those students that are ready to accelerate and those that will need additional practice to meet state standards. Interventions will be implemented in order to meet the academic needs of all students. The response to intervention team will discuss, monitor, and evaluate the progress of those students that need additional help from classroom teachers and highly qualified paraprofessionals. The school improvement team and response to intervention team will consist of administrators, paraprofessionals and teaching staff.
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Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards
1. Describe the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level.
The response to intervention teams will monitor eligibility reports, grades, classroom assessments which will include formative and summative assessments. This team will identify and implement strategies, programs and additional help will be provided by teachers and highly qualified paraprofessionals. The data will include multiple measures of assessments and will be monitored on a regular basis. EBLI reading interventions will be provided by paraprofessionals and at the junior high level the Title I teacher will meet with all 6-8 grades students daily to monitor and provide instruction for those that need acceleration and those that need remediation in the core content areas. The Title I teacher will use differentiated instruction and blended learning using technology and hand on strategies to instruct all students.
2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?
The response to intervention teams will monitor eligibility reports, grades, classroom assessments which will include formative and summative assessments. This team will identify and implement strategies, programs and additional help will be provided by teachers and highly qualified paraprofessionals. The data will include multiple measures of assessments and will be monitored on a regular basis. EBLI reading interventions will be provided by paraprofessionals and at the junior high level the Title I teacher will meet with all 6-8 grades students daily to monitor and provide instruction for those that need acceleration and those that need remediation in the core content areas. The Title I teacher will use differentiated instruction and blended learning using technology and hand on strategies to instruct all students.
3. How are students' individual needs being addressed through differentiated instruction in the classroom?
Individual needs will be met in the classroom by using blended learning, teacher led instruction, technology with I-pads, computers, and interactive learning. Implementing the common core state standards and developing instruction around the Smarter Balanced Assessment test will increase project based learning and develop higher levels of thinking that matches the rigor of these state standards. Differentiated instruction will be based on formative assessments that will lead to data driven instruction that is aligned to the needs of each student.
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Component 10: Coordination and Integration of Federal, State and Local Programs and Resources
1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Include a LIST of the State, local and Federal programs/resources that will be supporting the schoolwide program.
The Title I teacher integrates all core content areas to help academically at risk students. The continued use of Science Fusion for grades K-8 will help the the science achievement gap. Dream Box Math will remediate and accelerate students in math. After school tutoring and extended day help in all content areas. NWEA assessment will allow us to monitor student progress and differentiate instruction. Summer school intensive care for reading students will help at risk learners. Highly qualified paraprofessionals will assist the economically disadvantaged male target population that are not meeting state benchmarks in core content areas. The Aggressive Behavior school-wide plan will help students become caring, compassionate individuals. Curriculum Crafter will assist teachers with implementing the common core standards and build project based learning for students. This also, incorporated practice with the Smarter Balanced Assessment. A behavior specialist will work with students who are not on target for graduation and help direct them in the right direction along with creating a positive learning culture.
Curriculum Crafter- building lessons and assessments for common core state standards Highly qualified paraprofessionals- work with at risk students in all content areas EBLI training will advance and remediate reading and writing skills After school tutoring and extended day offer the opportunity for additional academic support Behavior Specialist- helps with the RTI team and helping children meet state standards along with creating a positive learning culture Summer School - advance students in reading and writing The ACT Top 50 - gives practice for timed reading passages on the ACT test Professional Development provides staff with opportunities to learn new instructional practices and standards Technology - allows for differentiated instruction by having blended classrooms Aggressive Behavior - rubric-based consequence plan for district Understanding Poverty in the rural classroom - strategies for differentiated instruction
2. Describe how the school will use the resources from Title I and other State, local and Federal sources to implement the ten required schoolwide components.
Title I resources will be used to purchase supplemental leveled reading books to differentiate instruction. A Title I teacher for 6-8 graders will help those students in most need to be better prepared to meet MME requirements to graduate. NWEA assessments will help update data on a continued basis throughout the year and will offer the chance for timely and additional assistance to students having difficulty mastering the standards. Study Island and all technology will help attract highly qualified teachers. SY 2013-2014 © 2014 AdvancED
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Single Building District Improvement Plan North Huron School
Teachers being part of the school improvement CNA will aid in teachers participating in making assessment decisions. Parent involvement will increase with Dream Box as parents will get automatic updates on their child's progress on this math program. Using the Michigan Evaluation Tool allows for evaluation of both existing and future programs being used. Our low class sizes in K-5 attract highly qualified teachers. Professional Development with Judy Willis, MD will increase staff knowledge in how the brain processes, stores, and retrieves material and which instructional strategies help students learn most effectively Professional Development in the area of technology will increase staff knowledge in the areas of smartboards, flipping the classroom and blending learning Materials for STEM learning projects that will supplement classroom instruction Highly qualified paraprofessionals to assist students who are not meeting the target AMOs Parent Liaison fro ESL learners to assist between school and home Behavior Specialist to assist students who are not on target for graduation and to create a positive learning culture for all students
3. How does the school coordinate and integrate the following Federal, State and local programs and services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.
An aggressive school-wide behavior plan will continue to be implemented for violence prevention. Health and healthy eating habits are integrated into the classrooms using the Michigan Health Model. Head Start and Great Start are housed in our elementary building with coordinating curriculum in school readiness. Huron Area Technical Center offers vocational and technical programs. Career Cruising and educational development plans are developed and updated throughout high school.
SY 2013-2014 © 2014 AdvancED
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Single Building District Improvement Plan North Huron School
Evaluation:
1. Describe how the school evaluates, at least annually, the implementation of the schoolwide program.
North Huron School will be evaluating a strategy from the reading goal using the MDE program evaluation tool. School improvement meetings will be held with teachers to analyze data from local, state and national tests. This disaggregation of data will be evaluated by the SIP team to determine the effectiveness of strategies and activities.
2. Describe how the school evaluates the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement.
Data reviews meetings are held with staff members at least three times a year. This will be done after the NWEA testing which is done three times a year. This formative assessment will help drive instruction and programs throughout the year. The summative state assessments will be measured by the state proficiency AMO'S to measure growth toward the 85% 2021-22 goal.
3. Describe how the school determines whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards.
Looking at the bottom 30% data and giving additional support to them using Title I funding will show the progress made by this subgroup.
4. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?
Using the MDE program evaluation tool throughout the year will help us to revise the plan as needed. During school improvement meetings, data will be analyzed and gaps will be monitored for progress. Holding SIP meetings three times a year will provide benchmarks for our formative NWEA assessments to be evaluated and strategies and instruction can be revised before the state summative assessments are given.
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Single Building District Improvement Plan North Huron School
North Huron 2014-15 goal plan
SY 2013-2014 © 2014 AdvancED
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Single Building District Improvement Plan North Huron School
Overview Plan Name North Huron 2014-15 goal plan Plan Description
SY 2013-2014 © 2014 AdvancED
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Single Building District Improvement Plan North Huron School
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. # 1 2 3 4 5 6
Goal Name All students in North Huron Schools will show one years growth each year in Reading.
Goal Details Objectives:2 Strategies:4 Activities:14 All Students at North Huron demonstrate Objectives:1 proficiency in Science. Strategies:2 Activities:7 All Students at North Huron Schools will become Objectives:1 proficient writers in all content areas. Strategies:2 Activities:2 All students in North Huron School will show one Objectives:1 years growth each year in Math Strategies:2 Activities:9 All Students at North Huron demonstrate Objectives:1 proficiency in Social Studies. Strategies:2 Activities:2 All students at North Huron Schools will take part in Objectives:1 an academic culture that is based on the Strategies:2 International Center for Leadership in Education. Activities:2 This is based on rigor, relevance, and relationship which produces a culture of high academic achievement.
SY 2013-2014 © 2014 AdvancED
Goal Type Academic
Total Funding $57400
Academic
$11000
Organizational
$200
Academic
$0
Academic
$1900
Academic
$80000
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Single Building District Improvement Plan North Huron School
Goal 1: All students in North Huron Schools will show one years growth each year in Reading. This plan includes progress notes which are at the very end of this document Measurable Objective 1: 85% of All Students will demonstrate a proficiency in reading in English Language Arts by 06/01/2022 as measured by MEAP, MME, NWEA. (shared) Strategy 1: Core Reading Series Journeys - All K-6 literacy teachers will fully implement the common core reading series, Journeys. This program will have rigorous common core instruction design along with scaffolding and differentiation in every lesson. Digital learning tools and interactive white boards lessons will be used with every lesson. Common assessments will be used for consistent expectations within a grade level course. Research Cited: National Reading Panal Report www.eduplace.com Staker and Horn. The Rise of K-12 Learning. Ark, Tom . Getting Smart: How Digital Learning is Changing The World. Tier: Tier 1 Activity - Curriculum Crafter
Activity Type
Phase
Begin Date End Date
All teachers will use Curriculum Crafter which is a web-based Professiona Tier 1 curriculum management tool that offers embedded researchl Learning based curriculum and live links to many ready-to-use resource that are aligned to state standards and common core state standards. Writing Units found in Curriculum Crafter will used along with pacing guides to provide evidence that all ccss have been covered in all content areas.
Monitor
08/20/2014 06/05/2015 $10000
Staff Responsibl e Title II Part All teaching A staff and administrat ors
Activity - Professional Development
Phase
Begin Date End Date
Source Of Funding
Getting Ready
08/20/2014 06/05/2015 $6000
Activity Type
Tier
Tier
Administrators, principals, instructional staff and the technology Professiona Tier 1 director will attend ongoing and sustainable professional l Learning development by attending conferences and classes for the implementation of blended classrooms and student centered discovery centered around the common core state standards. Teachers will attend the MACUL technology conference along with MDE sponsored conferences, and the district will provide continued ongoing in-service to the K-12 instructional staff. All grades receiving the new reading series will receive a inservice for the new series which will include technology. SY 2013-2014 © 2014 AdvancED
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Title II Part Highly A qualified teachers Administrat ors Building principals
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Single Building District Improvement Plan North Huron School
Activity - MEL ACT Practice Test On-Line
Activity Type
Phase
Begin Date End Date
Michigan Learning Express Library offers this free ACT practice Technology Tier 1 test for all students. It is a timed interactive resource that sets up individual plans which provide students with instant ACT online scoring and customize analysis of their strengths and weaknesses along with making personalized recommendations.
Implement
08/20/2014 06/05/2015 $0
Title I Part A
Activity - Differentiated Instruction
Tier
Phase
Begin Date End Date
Source Of Funding
Tier 1
Implement
09/02/2014 06/04/2015 $100
Tier
Phase
Begin Date End Date
Tier 2
Monitor
09/15/2014 05/28/2015 $1000
Activity Type
All teachers in the classroom and in special classes will use Academic blended classroom and differentiated instruction in order to Support ensure that all students in the classroom are given the Program opportunity to be successful within the ELA content area of reading and writing. A blended learning approach combines face to face classroom methods with computer online activities to develop an integrated instructional approach. This will be done by using I-Pads, Smart boards, elmos and other digital devices in the classroom. NWEA RIT bands will be used to develop differentiated groups. Formative assessments given throughout the year will also drive instructional strategies. A focus will also be given to students in grades K-3 to develop reading proficiency.
Tier
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Secondary content area teachers and building principals.
Staff Responsibl e Title II Part All staff A members, technology director, administrat ors
A comprehensive reading series will be implemented in grades K-6. This program will have rigorous common core instruction design along with scaffold and differentiation in every lesson along with having digital learning tools and interactive whiteboard lessons. Activity - Secondary Reading Coach
Activity Type
One highly qualified teacher will work with students at the Academic secondary level in small groups. These groups will be involved Support in reading high interest novels that will motivate and instill a Program love for reading in these at risk students.
SY 2013-2014 © 2014 AdvancED
Resource Assigned
Source Of Funding Title I Part A
Staff Responsibl e Highly qualified ELA teacher, building principal, Director of State and Federal Programs
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Single Building District Improvement Plan North Huron School
(shared) Strategy 2: Interventions - - Highly Qualified Paraprofessionals and classroom teachers will use researched based instructional programs for reading interventions. These interventions will be done in the classroom and as part of an intensive intervention model focusing on those learners that are male and economically disadvantage along with ESL learners. For those students who are not meeting the state achievement standard the paraprofessionals will use Evidence Based Literacy as a major intervention. Research Cited: Evidence Based Literacy Instruction Tier: Tier 2 Activity - Summer School
Tier
Phase
Begin Date End Date
Highly qualified teachers and or highly qualified Academic paraprofessionals will provide direct instruction to students in Support grades K-2 identified as not meeting the state benchmarks and Program falling below the norm as measured by the NWEA end of the year reading test. These students will be invited to attend a summer camp to help increase reading skills and comprehension. All instructors will be EBLI trained and used EBLI strategies to help improve student reading skills
Tier 2
Monitor
06/09/2014 06/04/2015 $2400
Activity - Tutoring
Tier
Phase
Begin Date End Date
Before and after school tutoring will be offered to all 6-12 Academic students. Support Highly qualified teachers will work with students that are not Program meeting the state academic standards in all four content areas.
Tier 2
Monitor
09/09/2013 05/23/2014 $17000
Staff Responsibl e Section 31a Highly qualified teachers Administrat ors
Activity - Extended Day
Tier
Phase
Begin Date End Date
Source Of Funding
SY 2013-2014 © 2014 AdvancED
Activity Type
Activity Type
Activity Type
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Section 31a Highly qualified EBLI trained paraprofess ionals and or teacher. Building principal and curriculum director Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
Extended Day opportunities will be provided to students in Academic grades K-5 before and after school. This will provide for at risk Support students to work with highly qualified paraprofessionals in the Program reading and language arts content area. This program will be based on the use of technology to enhance individual learning styles.
Tier 2
Monitor
09/02/2014 06/04/2015 $17000
Section 31a Highly qualified paraprofess ionals Building Principal State and Federal Funds Director
Activity - Behavior Specialist
Tier
Phase
Begin Date End Date
Source Of Funding
A behavior specialist and academic monitor will work with Behavioral Tier 2 students who exhibit aggressive behavior and/or potential drop Support out along with creating a positive learning culture for those and Program all students.
Implement
09/02/2014 06/04/2015 $0
Activity - Reading Literacy Coach
Phase
Begin Date End Date
SY 2013-2014 © 2014 AdvancED
Activity Type
Activity Type
Tier
Resource Assigned
Resource Assigned
Staff Responsibl e Section 31a The behavior specialist and academic monitor will need to have a bachelors degree and will be monitored by the building principals (administrat ors) and the curriculum director. Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
A highly qualify teacher will work with students in grades K-2 Academic who are identified as not meeting the state benchmarks in Support reading. The teacher will work with individual students along Program with assisting classroom teachers in strategies that will work in all content areas to assist these students. Brain Gym will be incorporated into the K-3 student day to help develop the right and left brain hemispheres which aids in learning to read.
Tier 2
Implement
09/02/2014 06/04/2015 $0
Title I Part A
A highly qualified teacher who is trained in early childhood literacy strategies and EBLI will be the literacy coach. He/She will work closely with the classroom teachers, curriculum director, and building principal.
Activity - ESL Home/School Liaison
Tier
Phase
Begin Date End Date
Source Of Funding
A highly qualified Spanish speaking paraprofessional will work Academic with ESL students and their families to communicate academic Support and school progress. Program
Tier 2
Implement
09/04/2014 06/04/2015 $0
Title I Part A
Staff Responsibl e Highly qualified Spanish speaking paraprofess ional Staff and administrati on
Activity - Leveled Reading Books
Tier
Phase
Begin Date End Date
Source Of Funding
Implement
09/02/2014 06/04/2015 $900
Activity Type
Activity Type
Sets of leveled reading books will be available per grade level. Supplemen Tier 2 These include sets of books that are at level, below level and tal above level to use to differentiate instruction by providing Materials remediation and acceleration. The sets will include both narrative and informational text to address the achievement gap in our CNA in the area of informational reading.
SY 2013-2014 © 2014 AdvancED
Resource Assigned
Resource Assigned
Title I Part A
Staff Responsibl e K-6 literacy teachers, administrat ors, highly qualified instructiona l paraprofess ionals.
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Single Building District Improvement Plan North Huron School
Strategy 3: Professional Development - A county wide professional development will be held in August 2014 with the key note speaker being Judy Willis, M.D. the author and board certified neurologist of the Research-Based Strategies to IGNITE Student Learning. The staff will learn how the brain processes, stores and retrieves material and in which instructional strategies help students learn most effectively. North Huron School will help pay the expenses for this presenter to come to Huron County.
Research Cited: www.ascd.org Tier: Tier 1 Activity - On going staff collaboration concerning the application Activity of the Judy Willis, M.D. professional development Type
Tier
During monthly staff meetings, staff will share positive feedback Professiona Tier 1 on what strategies have worked in the classroom. l Learning
Phase
Begin Date End Date
Resource Assigned
Getting Ready
08/22/2014 06/04/2015 $2000
Source Of Funding
Staff Responsibl e Title II Part Administrati A on from Huron County participatin g schools.
Strategy 4: Common Assessments - Teams of teachers will design matching pre and post assessments to ensure same assessments to same assessment comparison of growth. These periodic assessments are designed to assure common learning in all grade level and content area classes. Items on these test will represent essential common core state standards. Research Cited: Schmidt, McKnight & Raizen Tier: Tier 1 Activity - Building Common Core Common Assessments SY 2013-2014 © 2014 AdvancED
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
To create agreed upon criteria for consistent expectations within a grade level course or department.
Professiona Tier 1 l Learning
Getting Ready
08/20/2014 06/04/2015 $1000
Title II Part Curriculum A Director, building principals and administrat ors
Measurable Objective 2: A 100% increase of Third, Fourth, Fifth, Sixth, Seventh, Eighth and Eleventh grade Male White and Economically Disadvantaged students will demonstrate a proficiency 3% increase based on the Michigan School Proficiency Targets (AMOS) in Reading by 05/15/2015 as measured by MEAP, MME, NWEA. (shared) Strategy 1: Core Reading Series Journeys - All K-6 literacy teachers will fully implement the common core reading series, Journeys. This program will have rigorous common core instruction design along with scaffolding and differentiation in every lesson. Digital learning tools and interactive white boards lessons will be used with every lesson. Common assessments will be used for consistent expectations within a grade level course. Research Cited: National Reading Panal Report www.eduplace.com Staker and Horn. The Rise of K-12 Learning. Ark, Tom . Getting Smart: How Digital Learning is Changing The World. Tier: Tier 1 Activity - Curriculum Crafter
Phase
Begin Date End Date
All teachers will use Curriculum Crafter which is a web-based Professiona Tier 1 curriculum management tool that offers embedded researchl Learning based curriculum and live links to many ready-to-use resource that are aligned to state standards and common core state standards. Writing Units found in Curriculum Crafter will used along with pacing guides to provide evidence that all ccss have been covered in all content areas.
Monitor
08/20/2014 06/05/2015 $10000
Staff Responsibl e Title II Part All teaching A staff and administrat ors
Activity - Professional Development
Phase
Begin Date End Date
Source Of Funding
SY 2013-2014 © 2014 AdvancED
Activity Type
Activity Type
Tier
Tier
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e
Page 76 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Administrators, principals, instructional staff and the technology Professiona Tier 1 director will attend ongoing and sustainable professional l Learning development by attending conferences and classes for the implementation of blended classrooms and student centered discovery centered around the common core state standards. Teachers will attend the MACUL technology conference along with MDE sponsored conferences, and the district will provide continued ongoing in-service to the K-12 instructional staff. All grades receiving the new reading series will receive a inservice for the new series which will include technology.
Getting Ready
08/20/2014 06/05/2015 $6000
Title II Part Highly A qualified teachers Administrat ors Building principals
Activity - MEL ACT Practice Test On-Line
Phase
Begin Date End Date
Source Of Funding
Michigan Learning Express Library offers this free ACT practice Technology Tier 1 test for all students. It is a timed interactive resource that sets up individual plans which provide students with instant ACT online scoring and customize analysis of their strengths and weaknesses along with making personalized recommendations.
Implement
08/20/2014 06/05/2015 $0
Title I Part A
Activity - Differentiated Instruction
Tier
Phase
Begin Date End Date
Source Of Funding
Tier 1
Implement
09/02/2014 06/04/2015 $100
Tier
Phase
Begin Date End Date
Activity Type
Activity Type
All teachers in the classroom and in special classes will use Academic blended classroom and differentiated instruction in order to Support ensure that all students in the classroom are given the Program opportunity to be successful within the ELA content area of reading and writing. A blended learning approach combines face to face classroom methods with computer online activities to develop an integrated instructional approach. This will be done by using I-Pads, Smart boards, elmos and other digital devices in the classroom. NWEA RIT bands will be used to develop differentiated groups. Formative assessments given throughout the year will also drive instructional strategies. A focus will also be given to students in grades K-3 to develop reading proficiency.
Tier
Resource Assigned
Resource Assigned
Staff Responsibl e Secondary content area teachers and building principals.
Staff Responsibl e Title II Part All staff A members, technology director, administrat ors
A comprehensive reading series will be implemented in grades K-6. This program will have rigorous common core instruction design along with scaffold and differentiation in every lesson along with having digital learning tools and interactive whiteboard lessons. Activity - Secondary Reading Coach
SY 2013-2014 © 2014 AdvancED
Activity Type
Resource Assigned
Source Of Funding
Staff Responsibl e
Page 77 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
One highly qualified teacher will work with students at the Academic secondary level in small groups. These groups will be involved Support in reading high interest novels that will motivate and instill a Program love for reading in these at risk students.
Tier 2
Monitor
09/15/2014 05/28/2015 $1000
Title I Part A
Highly qualified ELA teacher, building principal, Director of State and Federal Programs
(shared) Strategy 2: Interventions - - Highly Qualified Paraprofessionals and classroom teachers will use researched based instructional programs for reading interventions. These interventions will be done in the classroom and as part of an intensive intervention model focusing on those learners that are male and economically disadvantage along with ESL learners. For those students who are not meeting the state achievement standard the paraprofessionals will use Evidence Based Literacy as a major intervention. Research Cited: Evidence Based Literacy Instruction Tier: Tier 2 Activity - Summer School
Activity Type
Tier
Phase
Begin Date End Date
Highly qualified teachers and or highly qualified Academic paraprofessionals will provide direct instruction to students in Support grades K-2 identified as not meeting the state benchmarks and Program falling below the norm as measured by the NWEA end of the year reading test. These students will be invited to attend a summer camp to help increase reading skills and comprehension. All instructors will be EBLI trained and used EBLI strategies to help improve student reading skills
Tier 2
Monitor
06/09/2014 06/04/2015 $2400
Activity - Tutoring
Tier
Phase
Begin Date End Date
Tier 2
Monitor
09/09/2013 05/23/2014 $17000
Activity Type
Before and after school tutoring will be offered to all 6-12 Academic students. Support Highly qualified teachers will work with students that are not Program meeting the state academic standards in all four content areas.
SY 2013-2014 © 2014 AdvancED
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Section 31a Highly qualified EBLI trained paraprofess ionals and or teacher. Building principal and curriculum director Source Of Funding
Staff Responsibl e Section 31a Highly qualified teachers Administrat ors
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Single Building District Improvement Plan North Huron School
Activity - Extended Day
Tier
Phase
Begin Date End Date
Extended Day opportunities will be provided to students in Academic grades K-5 before and after school. This will provide for at risk Support students to work with highly qualified paraprofessionals in the Program reading and language arts content area. This program will be based on the use of technology to enhance individual learning styles.
Tier 2
Monitor
09/02/2014 06/04/2015 $17000
Activity - Behavior Specialist
Tier
Phase
Begin Date End Date
A behavior specialist and academic monitor will work with Behavioral Tier 2 students who exhibit aggressive behavior and/or potential drop Support out along with creating a positive learning culture for those and Program all students.
Implement
09/02/2014 06/04/2015 $0
Activity - Reading Literacy Coach
Phase
Begin Date End Date
SY 2013-2014 © 2014 AdvancED
Activity Type
Activity Type
Activity Type
Tier
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Section 31a Highly qualified paraprofess ionals Building Principal State and Federal Funds Director Source Of Funding
Staff Responsibl e Section 31a The behavior specialist and academic monitor will need to have a bachelors degree and will be monitored by the building principals (administrat ors) and the curriculum director. Source Of Funding
Staff Responsibl e
Page 79 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
A highly qualify teacher will work with students in grades K-2 Academic who are identified as not meeting the state benchmarks in Support reading. The teacher will work with individual students along Program with assisting classroom teachers in strategies that will work in all content areas to assist these students. Brain Gym will be incorporated into the K-3 student day to help develop the right and left brain hemispheres which aids in learning to read.
Tier 2
Implement
09/02/2014 06/04/2015 $0
Title I Part A
A highly qualified teacher who is trained in early childhood literacy strategies and EBLI will be the literacy coach. He/She will work closely with the classroom teachers, curriculum director, and building principal.
Activity - ESL Home/School Liaison
Tier
Phase
Begin Date End Date
Source Of Funding
A highly qualified Spanish speaking paraprofessional will work Academic with ESL students and their families to communicate academic Support and school progress. Program
Tier 2
Implement
09/04/2014 06/04/2015 $0
Title I Part A
Staff Responsibl e Highly qualified Spanish speaking paraprofess ional Staff and administrati on
Activity - Leveled Reading Books
Tier
Phase
Begin Date End Date
Source Of Funding
Implement
09/02/2014 06/04/2015 $900
Activity Type
Activity Type
Sets of leveled reading books will be available per grade level. Supplemen Tier 2 These include sets of books that are at level, below level and tal above level to use to differentiate instruction by providing Materials remediation and acceleration. The sets will include both narrative and informational text to address the achievement gap in our CNA in the area of informational reading.
SY 2013-2014 © 2014 AdvancED
Resource Assigned
Resource Assigned
Title I Part A
Staff Responsibl e K-6 literacy teachers, administrat ors, highly qualified instructiona l paraprofess ionals.
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Single Building District Improvement Plan North Huron School
Goal 2: All Students at North Huron demonstrate proficiency in Science. This plan includes progress notes which are at the very end of this document Measurable Objective 1: A 100% increase of All Students will demonstrate a proficiency 7% increase on the Michigan School Proficiency Targets (AMOS) in Science by 05/15/2015 as measured by state assessments. Strategy 1: All staff will fully implement the state standards and the Next Generation Science standards - The state science standards with the writing Common Core State Standards are the basic framework for science instruction. An emphasis on STEM will be addressed in the science and industrial art classes. The Next Generation Science Standards are being developed and will continue to be explored at North Huron Schools. Research Cited: September 2011: NSTA Makes Recommendations to Achieve on New Science Standards http://www.create-4stem.msu.edu/ngss March 2012: "Engaging Students in Scientific Practices: What does constructing and revising models look like in the scienc classroom:" by Joseph Krajecik and Joi Merritt (PDF) Tier: Tier 1 Activity - Direct Instruction of Science Fusion
Tier
Phase
Begin Date End Date
All K-5 classroom teachers and 6-8 science teachers will Direct implement with fidelity the Science Fusion Science Series. Instruction This includes covering all of the standards, giving formative and summative assessments, hands on activities and all other activities in the series.
Tier 1
Monitor
09/02/2014 06/04/2015 $0
General Fund
Activity - Professional Development
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Administrators and teaching staff will attend the MSTA/NSTA conference MACUL, Square One and other conferences to help develop STEM , PLTW, and project based learning. Ongoing PD will involve the development of blended classrooms in the area of science and technology.
Professiona Tier 1 l Learning
Implement
08/20/2014 06/04/2015 $0
Activity - Biology I-Books
Activity Type
Phase
Begin Date End Date
SY 2013-2014 © 2014 AdvancED
Activity Type
Tier
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e All K-5 Classroom teachers and 6-8 Science teachers.
Staff Responsibl e Title II Part Science A teachers, technology director, administrat ors and curriculum director Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
With the technology bond being passed all biology classes will Direct be going to an I-Book. This will allow students to enhance their Instruction learning experience by doing virtual labs and being able to access additional content information.
Tier 1
Implement
09/02/2014 06/04/2015 $10000
General Fund
secondary content teachers, curriculum director, building principal, and administrat ors
Activity - STEM Activities
Tier
Phase
Begin Date End Date
Source Of Funding
Getting Ready
09/02/2014 06/04/2015 $1000
Staff Responsibl e science content teachers, curriculum director, building principals
Activity Type
Students will be build underwater remotely operated vehicles Supplemen Tier 1 (ROVs) in the classroom which will develop an interest in tal hands-on science, technology, engineering and mathematics Materials (STEM). This will encourage students in under-resourced communities and females to pursue careers in the field of math, science, and technology.
Resource Assigned
Title I Part A
Strategy 2: Title I Teacher will work with at risk students in Science - The Title I teacher will work with at risk students in the area of Science. She/he will use state and formative assessments from Science Fusion to help monitor, remediate and evaluate the progress of these students at risk of not meeting the state benchmarks, especially male and economically disadvantaged learners. Research Cited: September 2011: NSTA Makes Reccommendations to Achieve on New Science Standards NSTA Journal Series: Exploring the Science Framework Tier: Activity - Extended Day
Activity Type
Tier
Phase
Begin Date End Date
Before and after school tutoring will be offered to all K-5 students at risk of not meeting the state standards. Highly qualified teachers will work with students in this area.
Academic Support Program
Tier 2
Monitor
09/02/2014 06/04/2015 $0
Activity - Tutoring
Activity Type
Tier
Phase
Begin Date End Date
Tier 2
Monitor
09/02/2014 06/04/2015 $0
Before and after school tutoring will be offered to all students in Academic grades 6-12 of at risk of not meeting the state standards. Support Highly qualified teachers will work with students in this area. Program SY 2013-2014 © 2014 AdvancED
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Section 31a Highly qualified paraprofess ionals Classroom teachers Source Of Funding
Staff Responsibl e Section 31a Highly qualified teachers Page 82 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Activity - Math and Science Night
Activity Type
Tier
A Math and Science Night will be held in the Spring for all students especially those that are at academic risk of not meeting the state standards. It will be centered around the exploration and discovery of science research projects.
Parent Tier 2 Involvemen t
Phase
Begin Date End Date
Resource Assigned
Monitor
09/02/2014 05/15/2015 $0
Source Of Funding Title I Part A
Staff Responsibl e Math and Science Committee members Building principals Technology Director Classroom Teachers
Goal 3: All Students at North Huron Schools will become proficient writers in all content areas. This plan includes progress notes which are at the very end of this document Measurable Objective 1: demonstrate a proficiency in writing in all content areas. by 06/04/2015 as measured by 06/01/2022. Strategy 1: Quality Writing - A weekly quality writing activity will be assigned to all students in each content area. This writing will relate to the subject matter explaining or giving a reason pertaining to an event in the classroom. Staff members will correct these writings in a timely manner for effective student feedback. The Common Core State Standards writing benchmarks for content areas will be followed according to the subject. This could include a quality summary paragraph, higher level thinking response or real life connection. Research Cited: Writing Across the Curriculum National Writing Council Teachers of English Tier: Tier 1 Activity - Weekly Writing Assignments
Activity Type
Tier
All staff members will have students participate in weekly writing assignments in each content area.
Curriculum Tier 1 Developme nt
Phase
Begin Date End Date
Resource Assigned
Implement
09/02/2014 06/04/2015 $0
Source Of Funding
Staff Responsibl e No Funding All highly Required qualified teachers, administrat ors
Strategy 2: Interventions - for struggling writers - Highly qualified instructional paraprofessionals and classroom teachers will use research based instructional program for SY 2013-2014 © 2014 AdvancED
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struggling writers. These interventions will be done in the classroom and as part of an intensive intervention model focusing on the subgroups of males, ESL learners and economically disadvantaged population. Research Cited: EBLI Tier: Tier 2 Activity - Small Group Work
Activity Type
Students will work in small groups with a highly qualified Academic paraprofessional who will encourage and assist the students in Support a positive manner using research based strategies. Program
Tier
Phase
Begin Date End Date
Resource Assigned
Tier 2
Implement
09/02/2014 06/04/2015 $200
Source Of Funding Title I Part A
Staff Responsibl e Classroom teachers, highly qualified paraprofess ionals, administrati on
Goal 4: All students in North Huron School will show one years growth each year in Math This plan includes progress notes which are at the very end of this document Measurable Objective 1: A 100% increase of All Students will demonstrate a proficiency increase of 6% in Mathematics by 05/15/2015 as measured by MEAP, MME, NWEA. Strategy 1: Intervention time will include a focus on Math - Title I teacher will work with at risk in grades 6-8 that are not meeting the state standards in the area of math. He/she will use state and formative assessments from Go Math to help monitor, remediate and evaluate the progress of these students at risk of not meeting the state benchmarks, especially male and economically disadvantaged learners. Research Cited: National Research Council. (2002). Helping children learn mathematics Tier: Tier 2 Activity - Go Math Supplementary Books
SY 2013-2014 © 2014 AdvancED
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e
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Go Math books will be used by the Title I teacher in academic lab. These books will supplement the core math series and help at risk students with the common core state standards for Math. These books have digital access and virtual lessons along with formativie and summativie assessments to help monitor student's progress.
Supplemen Tier 2 tal Materials
Monitor
09/02/2014 06/04/2015 $0
Title I Part A
Building Principal RTI team and leader Title I teacher Highly qualified paraprofess ional Curriculum director
Activity - Dream Box Math
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Teachers and paraprofessionals will use this intelligent Academic Adaptive Learning technology with at risk students. The Support program will help to analysis the data from the student's actions Program in real-time as they solve problems, explore concepts and make decisions. As a student progresses through the system, their pace is determined by how quickly they demonstrate mastery of a concept.
Tier 2
Monitor
09/02/2014 06/04/2015 $0
Title I Part A
Staff Responsibl e 1-5 classroom teachers Highly qualified paraprofess ionals RTI team Building principal curriculum director
Activity - Before and After school tutoring
Tier
Phase
Begin Date End Date
Source Of Funding
Activity Type
Before and after school tutoring will be offered to all students in Academic grades 6-12 that are at risk of not meeting the state standards. Support Highly qualified teachers will work with students in math. Program
Tier 2
Activity - Elementary Extented Day
Tier
SY 2013-2014 © 2014 AdvancED
Activity Type
Resource Assigned
Resource Assigned
09/02/2014 06/04/2015 $0
Phase
Begin Date End Date
Resource Assigned
Staff Responsibl e Section 31a Highly qualified teachers, Title I Director, classroom teachers, building administrat ors Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
Extended Day opportunities will be provided to students in Academic grades K-5 before and after school. This will provide at risk Support students to work with highly qualified paraprofessionals in the Program area of math. This program will be based on use of technology to enhance individual learning styles.
Tier 2
Evaluate
09/02/2014 06/04/2015 $0
Section 31a Highly qualified paraprofess ional Building Principal State and Federal Funds Director
Activity - Behavior Specialist
Tier
Phase
Begin Date End Date
Source Of Funding
Implement
09/02/2014 06/04/2015 $0
Activity Type
A behavior specialist and academic monitor will work with Behavioral Tier 2 students who exhibit aggressive behavior and/or potential drop Support out along with creating a positive learning culture for those and Program all students.
Resource Assigned
Staff Responsibl e Section 31a The behavior specialist and academic monitor will need to have a bachelors degree and will be monitored by the building principals (administrat ors) and the curriculum director.
Strategy 2: Differentiated Instruction - All Teachers in the classroom and in special classes will use blended learning in the classroom and differentiated instruction in order to ensure that all students in the classroom are given the opportunity to be successful in the content area of math. A blended learning approach combines face to face classroom methods with computer online activities to develop an integrated instructional approach. This will be done using I-pads, Smart boards, elmos and other digital devices in the classroom. NWEA RIT bands and formative assessments given throughout the year will be used to develop differentiated instruction. Research Cited: Staker and Horn. The Rise of K-12 learning. Ark, Tom. Getting Smart: How Digital Learning is Changing the World Tier: Tier 1
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Activity - NWEA Computer Assessment
Activity Type
NWEA data will be used in grades K-11. This program is based on the Common Core State Standards. This adaptive computer assessment will measure ELA, Math and Science skills and provide data for differentiated instruction based on student needs. All students will be given an individual RIT Score for planning and instructional purposes. This formative assessment will help to drive instructional strategies in the classroom.
Activity - Study Island
Phase
Begin Date End Date
Technology Tier 1
Monitor
09/02/2014 05/15/2015 $0
General Fund
Activity Type
Phase
Begin Date End Date
Source Of Funding
Study Island web based program will be used in grades K-5 to Technology Tier 1 implement, assess and monitor students on the Common Core State Standards. In addition NWEA scores for grades 3-5 will be uploaded into Study Island links with individual backpacks being developed for students based on their RIT scores.
Monitor
09/02/2014 06/04/2015 $0
General Fund
Activity - Administator Workshops
Tier
Phase
Begin Date End Date
Source Of Funding
Building principals, technology director, and the curriculum Policy and director will attend conferences to keep updated on policies Process and process of current legislature and laws. These will include CCSS, Smarter Balanced Assessment, data, teacher evaluation, leadership conferences and school improvement process. These people will implement, monitor, and evaluate current and new programs.
Tier 1
Monitor
09/02/2014 06/04/2015 $0
Title I Part A
Activity - Professional Development
Tier
Phase
Begin Date End Date
Source Of Funding
Monitor
09/02/2014 06/04/2015 $0
Activity Type
Activity Type
Tier
Tier
Highly qualified paraprofessionals and teachers will be involved Professiona Tier 1 in ongoing and substainable profesional development in the l Learning development of technology, blended learning, common core state standards, assessment, data, and school improvement. SY 2013-2014 © 2014 AdvancED
Resource Assigned
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Principals Support Staff Classroom teachers Highly qualified paraprofess ionals Technology director curriculum director Staff Responsibl e K-5 classroom teachers Highly qualified paraprofess ionals Technology Director Curriculum director Staff Responsibl e School Administrat ors School Improveme nt Team
Staff Responsibl e Title II Part Highly A qualified teachers Page 87 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Goal 5: All Students at North Huron demonstrate proficiency in Social Studies. This plan includes progress notes which are at the very end of this document Measurable Objective 1: A 100% increase of All Students will demonstrate a proficiency 7% increase on the Michigan School Proficiency Targets (AMOS) in Social Studies by 06/04/2015 as measured by by MEAP, MME, NWEA. Strategy 1: MC3 Social Studies Program - All social studies teachers in grades K-12 will fully implement the MC3 social studies program developed by Genesse, Ingham, Macomb, Oakland and Ottawa Area ISD's. This curriculum aligns to the state expectations or GLCE's. This online curriculum features all the social studies disciplines along with ACT Reading Prep embedded in US History and Geography: Civics and Government: and Economics. Each unit includes graphic organizers, unit abstracts, focus questions, content expectations, lesson sequence, assessments and resources. The Common Core State Standards writing standards are embedded in the curriculum program. Research Cited: Cornell University, Kheel Center Michgan State University Wayne State University The Henry Ford Tier: Tier 1 Activity - Professional Development
Activity Type
Tier
On going and sustained professional development will be held Curriculum Tier 1 for the social study teachers with supporting partners around Developme Michigan. This will be done via list serve, webinars, and direct nt contact with Wayne RESA .
Phase
Begin Date End Date
Resource Assigned
Implement
09/02/2014 06/04/2015 $900
Source Of Funding General Fund
Staff Responsibl e All Social Studies Teachers, Administrat ors,
Strategy 2: Interventions - focused on Social Studies - Highly qualified teachers will work with students that are not meeting the state proficiency benchmarks in writing. Research Cited: National Council for Social Studies Evidence Based Tier: Tier 2 Activity - Tutoring
SY 2013-2014 © 2014 AdvancED
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
Before and after school tutoring will be offered to all 6-12 Academic students. Highly qualified teachers will work with students that Support are not meeting the state academic standards in Social Program Studies.
Tier 2
Implement
09/08/2014 05/22/2015 $1000
Section 31a Highly Qualified Teacher, building administrat or, Director of State and Federal Programs.
Goal 6: All students at North Huron Schools will take part in an academic culture that is based on the International Center for Leadership in Education. This is based on rigor, relevance, and relationship which produces a culture of high academic achievement. This plan includes progress notes which are at the very end of this document Measurable Objective 1: 100% of All Students will demonstrate a behavior by participating in a rewarding academic culture in English Language Arts by 06/04/2015 as measured by by academic growth based on common assessments. Strategy 1: Hiring personal to monitor, facilitate and organize related activities to the goal. - The person will create positive reward assemblies, work with teachers through individual and group settings using the ICLE framework. Research Cited: Marzano, The Teacher in the Classroom William Dagget, Best Practices in Model Schools for Effective Instruction Tier: Tier 1 Activity - Reward Program
SY 2013-2014 © 2014 AdvancED
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e
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Single Building District Improvement Plan North Huron School
This person would identify students, monitor growth patterns based on NWEA and develop growth plan and appropriate growth status.
Academic Support Program
Tier 1
Getting Ready
09/02/2014 06/04/2015 $40000
Section 31a This Behavioral Specialist and Academic Monitor will need to have a bachelors degree in either, education, social work or psychology.
Strategy 2: Identify the students not proficient on state test - This person will identify students that are not proficient on the state assessments and use the essential skills defined by MDE as the baseline for the individual plan. Research Cited: The Daggett System for Effective Instruction Rigor, Relevance Framework Tier: Tier 2 Activity - Parent Notification of Successful Growth
Activity Type
Tier
The person would look at the data and once the student meets Parent Tier 2 intermittent goals the person would either email, phone, send a Involvemen letter to celebrate the growth of the student t
SY 2013-2014 © 2014 AdvancED
Phase
Begin Date End Date
Resource Assigned
Getting Ready
09/02/2014 06/04/2015 $40000
Source Of Funding Title I Part A
Staff Responsibl e The behavior specialist and academic monitor will need to have a bachelors degree in education, social work, or psychology. Also, the building principals (administrat ors) and the curriculum director.
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Single Building District Improvement Plan North Huron School
Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title II Part A Activity Name
Activity Description
Activity Type
Curriculum Crafter
All teachers will use Curriculum Crafter which is a web-based curriculum management tool that offers embedded research-based curriculum and live links to many ready-to-use resource that are aligned to state standards and common core state standards. Writing Units found in Curriculum Crafter will used along with pacing guides to provide evidence that all ccss have been covered in all content areas. Highly qualified paraprofessionals and teachers will be involved in ongoing and substainable profesional development in the development of technology, blended learning, common core state standards, assessment, data, and school improvement. Administrators and teaching staff will attend the MSTA/NSTA conference MACUL, Square One and other conferences to help develop STEM , PLTW, and project based learning. On-going PD will involve the development of blended classrooms in the area of science and technology.
Phase
Begin Date End Date
Professiona Tier 1 l Learning
Monitor
08/20/2014 06/05/2015 $10000
Professiona Tier 1 l Learning
Monitor
09/02/2014 06/04/2015 $0
Highly qualified teachers
Professiona Tier 1 l Learning
Implement
08/20/2014 06/04/2015 $0
Professiona Tier 1 l Learning
Getting Ready
08/20/2014 06/04/2015 $1000
On going staff During monthly staff meetings, staff will share Professiona Tier 1 collaboration concerning positive feedback on what strategies have worked l Learning the application of the in the classroom. Judy Willis, M.D. professional development
Getting Ready
08/22/2014 06/04/2015 $2000
Science teachers, technology director, administrat ors and curriculum director Curriculum Director, building principals and administrat ors Administrati on from Huron County participatin g schools.
To create agreed upon criteria for consistent expectations within a grade level course or department.
Professional Development
Professional Development
Building Common Core Common Assessments
SY 2013-2014 © 2014 AdvancED
Tier
Resource Assigned
Staff Responsibl e All teaching staff and administrat ors
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Single Building District Improvement Plan North Huron School
Professional Development
Administrators, principals, instructional staff and the technology director will attend ongoing and sustainable professional development by attending conferences and classes for the implementation of blended classrooms and student centered discovery centered around the common core state standards. Teachers will attend the MACUL technology conference along with MDE sponsored conferences, and the district will provide continued ongoing in-service to the K12 instructional staff. All grades receiving the new reading series will receive a in-service for the new series which will include technology. Differentiated Instruction All teachers in the classroom and in special classes will use blended classroom and differentiated instruction in order to ensure that all students in the classroom are given the opportunity to be successful within the ELA content area of reading and writing. A blended learning approach combines face to face classroom methods with computer online activities to develop an integrated instructional approach. This will be done by using I-Pads, Smart boards, elmos and other digital devices in the classroom. NWEA RIT bands will be used to develop differentiated groups. Formative assessments given throughout the year will also drive instructional strategies. A focus will also be given to students in grades K-3 to develop reading proficiency.
Professiona Tier 1 l Learning
Getting Ready
08/20/2014 06/05/2015 $6000
Highly qualified teachers Administrat ors Building principals
Academic Support Program
Tier 1
Implement
09/02/2014 06/04/2015 $100
All staff members, technology director, administrat ors
Activity Type
Tier
Phase
Begin Date End Date
Staff Responsibl e
A comprehensive reading series will be implemented in grades K-6. This program will have rigorous common core instruction design along with scaffold and differentiation in every lesson along with having digital learning tools and interactive whiteboard lessons. General Fund Activity Name
SY 2013-2014 © 2014 AdvancED
Activity Description
Resource Assigned
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Biology I-Books
With the technology bond being passed all biology Direct classes will be going to an I-Book. This will allow Instruction students to enhance their learning experience by doing virtual labs and being able to access additional content information.
Tier 1
Implement
09/02/2014 06/04/2015 $10000
Direct Instruction of Science Fusion
All K-5 classroom teachers and 6-8 science teachers will implement with fidelity the Science Fusion Science Series. This includes covering all of the standards, giving formative and summative assessments, hands on activities and all other activities in the series. On going and sustained professional development will be held for the social study teachers with supporting partners around Michigan. This will be done via list serve, webinars, and direct contact with Wayne RESA . Study Island web based program will be used in grades K-5 to implement, assess and monitor students on the Common Core State Standards. In addition NWEA scores for grades 3-5 will be uploaded into Study Island links with individual backpacks being developed for students based on their RIT scores.
Tier 1
Monitor
09/02/2014 06/04/2015 $0
Curriculum Tier 1 Developme nt
Implement
09/02/2014 06/04/2015 $900
Technology Tier 1
Monitor
09/02/2014 06/04/2015 $0
NWEA data will be used in grades K-11. This Technology Tier 1 program is based on the Common Core State Standards. This adaptive computer assessment will measure ELA, Math and Science skills and provide data for differentiated instruction based on student needs. All students will be given an individual RIT Score for planning and instructional purposes. This formative assessment will help to drive instructional strategies in the classroom.
Monitor
09/02/2014 05/15/2015 $0
Professional Development
Study Island
NWEA Computer Assessment
Direct Instruction
secondary content teachers, curriculum director, building principal, and administrat ors All K-5 Classroom teachers and 6-8 Science teachers. All Social Studies Teachers, Administrat ors, K-5 classroom teachers Highly qualified paraprofess ionals Technology Director Curriculum director Principals Support Staff Classroom teachers Highly qualified paraprofess ionals Technology director curriculum director
No Funding Required
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Activity Name
Activity Description
Weekly Writing Assignments
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
All staff members will have students participate in Curriculum Tier 1 weekly writing assignments in each content area. Developme nt
Implement
09/02/2014 06/04/2015 $0
Activity Description
Phase
Begin Date End Date
Leveled Reading Books Sets of leveled reading books will be available per Supplemen Tier 2 grade level. These include sets of books that are tal at level, below level and above level to use to Materials differentiate instruction by providing remediation and acceleration. The sets will include both narrative and informational text to address the achievement gap in our CNA in the area of informational reading.
Implement
09/02/2014 06/04/2015 $900
Small Group Work
Students will work in small groups with a highly Academic qualified paraprofessional who will encourage and Support assist the students in a positive manner using Program research based strategies.
Tier 2
Implement
09/02/2014 06/04/2015 $200
ESL Home/School Liaison
A highly qualified Spanish speaking paraprofessional will work with ESL students and their families to communicate academic and school progress.
Tier 2
Implement
09/04/2014 06/04/2015 $0
STEM Activities
Students will be build underwater remotely Supplemen Tier 1 operated vehicles (ROVs) in the classroom which tal will develop an interest in hands-on science, Materials technology, engineering and mathematics (STEM). This will encourage students in underresourced communities and females to pursue careers in the field of math, science, and technology.
Getting Ready
09/02/2014 06/04/2015 $1000
Staff Responsibl e All highly qualified teachers, administrat ors
Title I Part A Activity Name
SY 2013-2014 © 2014 AdvancED
Activity Type
Academic Support Program
Tier
Resource Assigned
Staff Responsibl e K-6 literacy teachers, administrat ors, highly qualified instructiona l paraprofess ionals. Classroom teachers, highly qualified paraprofess ionals, administrati on Highly qualified Spanish speaking paraprofess ional Staff and administrati on science content teachers, curriculum director, building principals
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Math and Science Night A Math and Science Night will be held in the Parent Tier 2 Spring for all students especially those that are at Involvemen academic risk of not meeting the state standards. t It will be centered around the exploration and discovery of science research projects.
Monitor
09/02/2014 05/15/2015 $0
Dream Box Math
Tier 2
Monitor
09/02/2014 06/04/2015 $0
Administator Workshops Building principals, technology director, and the Policy and Tier 1 curriculum director will attend conferences to keep Process updated on policies and process of current legislature and laws. These will include CCSS, Smarter Balanced Assessment, data, teacher evaluation, leadership conferences and school improvement process. These people will implement, monitor, and evaluate current and new programs. MEL ACT Practice Test Michigan Learning Express Library offers this free Technology Tier 1 On-Line ACT practice test for all students. It is a timed interactive resource that sets up individual plans which provide students with instant ACT on-line scoring and customize analysis of their strengths and weaknesses along with making personalized recommendations.
Monitor
09/02/2014 06/04/2015 $0
Implement
08/20/2014 06/05/2015 $0
SY 2013-2014 © 2014 AdvancED
Teachers and paraprofessionals will use this intelligent Adaptive Learning technology with at risk students. The program will help to analysis the data from the student's actions in real-time as they solve problems, explore concepts and make decisions. As a student progresses through the system, their pace is determined by how quickly they demonstrate mastery of a concept.
Academic Support Program
Math and Science Committee members Building principals Technology Director Classroom Teachers 1-5 classroom teachers Highly qualified paraprofess ionals RTI team Building principal curriculum director School Administrat ors School Improveme nt Team
Secondary content area teachers and building principals.
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Parent Notification of Successful Growth
The person would look at the data and once the Parent Tier 2 student meets intermittent goals the person would Involvemen either email, phone, send a letter to celebrate the t growth of the student
Getting Ready
09/02/2014 06/04/2015 $40000
Go Math Supplementary Go Math books will be used by the Title I teacher Supplemen Tier 2 Books in academic lab. These books will supplement the tal core math series and help at risk students with the Materials common core state standards for Math. These books have digital access and virtual lessons along with formativie and summativie assessments to help monitor student's progress.
Monitor
09/02/2014 06/04/2015 $0
Secondary Reading Coach
Monitor
09/15/2014 05/28/2015 $1000
SY 2013-2014 © 2014 AdvancED
One highly qualified teacher will work with students at the secondary level in small groups. These groups will be involved in reading high interest novels that will motivate and instill a love for reading in these at risk students.
Academic Support Program
Tier 2
The behavior specialist and academic monitor will need to have a bachelors degree in education, social work, or psychology. Also, the building principals (administrat ors) and the curriculum director. Building Principal RTI team and leader Title I teacher Highly qualified paraprofess ional Curriculum director Highly qualified ELA teacher, building principal, Director of State and Federal Programs
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Reading Literacy Coach A highly qualify teacher will work with students in Academic grades K-2 who are identified as not meeting the Support state benchmarks in reading. The teacher will Program work with individual students along with assisting classroom teachers in strategies that will work in all content areas to assist these students. Brain Gym will be incorporated into the K-3 student day to help develop the right and left brain hemispheres which aids in learning to read.
Tier 2
Implement
09/02/2014 06/04/2015 $0
A highly qualified teacher who is trained in early childhood literacy strategies and EBLI will be the literacy coach. He/She will work closely with the classroom teachers, curriculum director, and building principal.
Staff Responsibl e Highly qualified EBLI trained paraprofess ionals and or teacher. Building principal and curriculum director Highly qualified teachers Administrat ors
Section 31a Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Summer School
Highly qualified teachers and or highly qualified paraprofessionals will provide direct instruction to students in grades K-2 identified as not meeting the state benchmarks and falling below the norm as measured by the NWEA end of the year reading test. These students will be invited to attend a summer camp to help increase reading skills and comprehension. All instructors will be EBLI trained and used EBLI strategies to help improve student reading skills
Academic Support Program
Tier 2
Monitor
06/09/2014 06/04/2015 $2400
Tutoring
Before and after school tutoring will be offered to Academic all 6-12 students. Support Highly qualified teachers will work with students Program that are not meeting the state academic standards in all four content areas.
Tier 2
Monitor
09/09/2013 05/23/2014 $17000
SY 2013-2014 © 2014 AdvancED
Resource Assigned
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Tutoring
Before and after school tutoring will be offered to all 6-12 students. Highly qualified teachers will work with students that are not meeting the state academic standards in Social Studies.
Academic Support Program
Tier 2
Before and After school Before and after school tutoring will be offered to tutoring all students in grades 6-12 that are at risk of not meeting the state standards. Highly qualified teachers will work with students in math.
Academic Support Program
Tier 2
Elementary Extented Day
Extended Day opportunities will be provided to students in grades K-5 before and after school. This will provide at risk students to work with highly qualified paraprofessionals in the area of math. This program will be based on use of technology to enhance individual learning styles.
Academic Support Program
Tier 2
Behavior Specialist
A behavior specialist and academic monitor will work with students who exhibit aggressive behavior and/or potential drop out along with creating a positive learning culture for those and all students.
Behavioral Tier 2 Support Program
SY 2013-2014 © 2014 AdvancED
Implement
09/08/2014 05/22/2015 $1000
09/02/2014 06/04/2015 $0
Evaluate
09/02/2014 06/04/2015 $0
Implement
09/02/2014 06/04/2015 $0
Highly Qualified Teacher, building administrat or, Director of State and Federal Programs. Highly qualified teachers, Title I Director, classroom teachers, building administrat ors Highly qualified paraprofess ional Building Principal State and Federal Funds Director The behavior specialist and academic monitor will need to have a bachelors degree and will be monitored by the building principals (administrat ors) and the curriculum director. Page 98 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Behavior Specialist
A behavior specialist and academic monitor will work with students who exhibit aggressive behavior and/or potential drop out along with creating a positive learning culture for those and all students.
Extended Day
Before and after school tutoring will be offered to Academic all K-5 students at risk of not meeting the state Support standards. Highly qualified teachers will work with Program students in this area.
Reward Program
This person would identify students, monitor growth patterns based on NWEA and develop growth plan and appropriate growth status.
Tutoring
SY 2013-2014 © 2014 AdvancED
Behavioral Tier 2 Support Program
Implement
09/02/2014 06/04/2015 $0
Tier 2
Monitor
09/02/2014 06/04/2015 $0
Academic Support Program
Tier 1
Getting Ready
09/02/2014 06/04/2015 $40000
Before and after school tutoring will be offered to Academic all students in grades 6-12 of at risk of not meeting Support the state standards. Highly qualified teachers will Program work with students in this area.
Tier 2
Monitor
09/02/2014 06/04/2015 $0
The behavior specialist and academic monitor will need to have a bachelors degree and will be monitored by the building principals (administrat ors) and the curriculum director. Highly qualified paraprofess ionals Classroom teachers This Behavioral Specialist and Academic Monitor will need to have a bachelors degree in either, education, social work or psychology. Highly qualified teachers
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Extended Day
SY 2013-2014 © 2014 AdvancED
Extended Day opportunities will be provided to Academic students in grades K-5 before and after school. Support This will provide for at risk students to work with Program highly qualified paraprofessionals in the reading and language arts content area. This program will be based on the use of technology to enhance individual learning styles.
Tier 2
Monitor
09/02/2014 06/04/2015 $17000
Highly qualified paraprofess ionals Building Principal State and Federal Funds Director
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Progress Notes
Type Objective
Objective
Activity
Name 85% of Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or AfricanAmerican, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in reading in English Language Arts by 06/01/2022 as measured by MEAP, MME, NWEA. 85% of Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or AfricanAmerican, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency in reading in English Language Arts by 06/01/2022 as measured by MEAP, MME, NWEA. Summer School
SY 2013-2014 © 2014 AdvancED
Status Not Met
Comments Based on the Michigan School Proficiency Targets (AMOs) we are held accountable for targets that increment to an end proficiency rate of 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 2.38% until 2021-22. Our reading proficiency rate must be at 65.97% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. We did not meet the annual projected proficiency target in reading for the following grades: 3rd, 4th, and 7th. Our projected target proficiency for the 2014-15 school year is 69%.
Created On Created By June 26, 2014 Mrs. Tanya L Kramer
Met
Based on the Michigan School Proficiency Targets (AMOs) we are June 26, 2014 Mrs. Tanya L held accountable for targets that increment to an end proficiency rate Kramer of 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 2.38% until 2021-22. Our reading proficiency rate must be at 65.97% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. Our reading proficiency rate must be at 65.97% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. We met the proficiency target in the following grades for reading on the fall 2013 MEAP: 5th, 6th, and 8th. Our reading proficiency rate must be at a 69% for the 2014-15 school year.
Not Completed
Summer School will be provided for our 7 and 8 year old students for January 14, 2 weeks in June. Two highly qualified teachers and 1 highly qualified 2014 parapo will provide reading skills to those that are most at risk.
Mrs. Tanya L Kramer Page 101 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Activity
Professional Development
Objective
A 100% increase of Not Met Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or AfricanAmerican, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency 7% increase on the Michigan School Proficiency Targets (AMOS) in Science by 05/15/2015 as measured by state assessments. demonstrate a proficiency in Met writing in all content areas. by 06/04/2015 as measured by 06/01/2022.
Objective
Objective
In Progress
demonstrate a proficiency in Not Met writing in all content areas. by 06/04/2015 as measured by 06/01/2022.
SY 2013-2014 © 2014 AdvancED
With additional carry over money 2 more staff members will be trained January 14, Mrs. Tanya L in EBLI- evidenced based literacy instruction. This will be on-going 2014 Kramer and sustainable throughout the year. Based on the Michigan School Proficiency (AMO) we are held July 02, 2014 Mrs. Tanya L accountable for targets that increment to an end proficiency rate of Kramer 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 7% until 2021-22. Our Science proficiency rate was set at 32% for the 2013-14 school year as measured on the MEAP, MEAP-ACCESS, MI-ACCES and MME Assessments. We did not meet this 32% goal in 5th, 8th or 11th grade science scores on the 2013-14 state tests. In 2014-15 our target for Science is set for 39%.
Based on the Michigan School Proficiency Targets (AMOs) we are July 02, 2014 held accountable for targets that increment to an end proficiency rate of 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 6% until 2021-22. Our writing proficiency rate should have been at 41% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. We met the annual projected proficiency target in writing in grades 7 and 11. Our projected target proficiency for the 2014-15 school year is set for 47%. Based on the Michigan School Proficiency Targets (AMOs) we are July 02, 2014 held accountable for targets that increment to an end proficiency rate of 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 6% until 2021-22. Our writing proficiency rate should have been at 41% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. We did not meet the annual projected proficiency target in writing in grade 4. Our projected target proficiency for the 2014-15 school year is set for 47%.
Mrs. Tanya L Kramer
Mrs. Tanya L Kramer
Page 102 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Objective
Objective
Objective
A 100% increase of Met Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Male White and Economically Disadvantaged students will demonstrate a proficiency increase of 6% in Mathematics by 05/15/2015 as measured by MEAP, MME, NWEA. A 100% increase of Not Met Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Male White and Economically Disadvantaged students will demonstrate a proficiency increase of 6% in Mathematics by 05/15/2015 as measured by MEAP, MME, NWEA. A 100% increase of Met Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or AfricanAmerican, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency 7% increase on the Michigan School Proficiency Targets (AMOS) in Social Studies by 06/04/2015 as measured by by MEAP, MME, NWEA.
SY 2013-2014 © 2014 AdvancED
These grade levels met the targeted proficiency rate for 2013-14: 6th July 02, 2014 Mrs. Tanya L and 7th. Kramer The targeted proficiency rate for 2014-15 is 46%.
Based on the Michigan School Proficiency Targets (AMOS) we are July 02, 2014 Mrs. Tanya L held accountable for targets that increment to an end proficiency rate Kramer of 85% by the end of the 2021-22 school year. Our math proficiency rate must show an annual increase of 6% until 2022. Our math proficiency rate should have been at 40% for the 2013-14 school year (as an average). The following grades did not meet this target: 3rd, 4th, 5th, 8th and 11th.
Based on the Michigan School Proficiency Targets (AMOs) we are July 02, 2014 Mrs. Tanya L held accountable for targets that increment to an end proficiency rate Kramer of 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 7% until 2021-22. Our Social Studoes proficiency rate should have been at 37% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. We met the annual projected proficiency target in Social Studies for 11th graders on the MME.. Our projected target proficiency for the 2014-15 school year is 44% in Social Studies.
Page 103 www.advanc-ed.org
Single Building District Improvement Plan North Huron School
Objective
A 100% increase of Not Met Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grade Black or AfricanAmerican, Asian, Bottom 30%, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency 7% increase on the Michigan School Proficiency Targets (AMOS) in Social Studies by 06/04/2015 as measured by by MEAP, MME, NWEA.
SY 2013-2014 © 2014 AdvancED
Based on the Michigan School Proficiency Targets (AMOs) we are July 02, 2014 Mrs. Tanya L held accountable for targets that increment to an end proficiency rate Kramer of 85% by the 2021-22 school year. North Huron Schools must show an annual increase of 7% until 2021-22. Our Social Studoes proficiency rate should have been at 37% for the 2013-14 school year on the MEAP, MEAP-Access, MI-Acess, and MME assessments. We did not meet the annual projected proficiency target in Social Studies for the following grades: 6th and 9th grades. Our projected target proficiency for the 2014-15 school year is 44% in Social Studies.
Page 104 www.advanc-ed.org
