School Improvement Plan
Lakewood Elementary School West Ottawa Public School District
Mrs. Elizabeth VanderWege 2134 WEST LAKEWOOD BLVD HOLLAND, MI 49424-1327
Document Generated On February 13, 2017
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
Demographic Data
13
Process Data
16
Achievement/Outcome Data
18
Perception Data
23
Summary
27
School Additional Requirements Diagnostic Introduction
29
School Additional Requirements Diagnostic
30
LW School Improvement Plan 2015 Overview
33
Goals Summary
34
Goal 1: Reading: All students will meet or exceed state proficiency standards in reading.
35
Goal 2: Math: All students will meet or exceed state proficiency standards in Math.
39
Goal 3: Writing: All students will meet or exceed state proficiency standards in writing.
42
Goal 4: All English Learners will meet the AMAOS as stated by the State of Michigan.
46
Goal 5: Science: All students will meet or exceed state proficiency standards in science.
48
Goal 6: Social Studies: All students will meet or exceed state proficiency standards in Social Studies.
49
Goal 7: Building will incorporate practices to help create a positive school climate for all students.
50
Activity Summary by Funding Source
52
School Improvement Plan Lakewood Elementary School
Introduction
The SIP is a planning tool designed to address student achievement and system needs identified through the school's comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary Education Act (ESEA) as applicable.
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School Improvement Plan Lakewood Elementary School
Executive Summary
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School Improvement Plan Lakewood Elementary School
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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School Improvement Plan Lakewood Elementary School
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?
Lakewood Elementary is one of nine elementary schools in the West Ottawa Public Schools system. It is located about a mile from the shores of Lake Michigan. We have about 350 students in our Pre-K-5 building. This school houses our YMCA before and after school day care. We are a declining enrollment school due to the stable community in which families stay even as their children grow up. Our diversity continues to grow as many international families choose Lakewood as their school. Our staff is highly qualified and 74% of our teachers have more than 15 years of teaching experience. Lakewood Elementary houses the elementary MoCI program for the West Ottawa Public Schools. We also have an early childhood pod which consists of one ECSE classroom, one ASD preschool, one Young Kinders classroom and two GSRP classrooms.
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School Improvement Plan Lakewood Elementary School
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 Statement The students of Lakewood Elementary will take their learning into the world, find their passion and reach their highest potential.
Mission Statement Lakewood Elementary shares the responsibility of nurturing children by providing high expectations and using best practices within a safe and caring environment.
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School Improvement Plan Lakewood Elementary School
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.
Below is a list of our Notable Achievements:
We have an active, involved PTO which has offered several community and curriculum events such as Science Night, Reading Night, Art Night, Family Night at the Aquatic Center, Book Fair, Donut Daze, and Hiking Club. Our parents are also involved in volunteering in the classroom. We have close to 100% participation in our Parent/Teacher conferences.
Lakewood offers other extra curricular activities such as Girls on the Run, Total Trek Quest, Lego League, Girl Scouts, Cub Scouts, Project Charlie, Swimming Lessons, and others.
Our Student Council is an active group within our school as well organizing an Angel Tree once a year, annual food drive, and offering several scholarships annually.
We have a high percentage of experienced teachers. Academically, we offer an advanced class in reading and writing (SAIL) and math, and an annual Showcase of Learning that celebrates learning that occurs at each grade level throughout the year. We have elmos in every classroom to enhance instruction along with a cart of ipads and wireless throughout the building. We have annual March Is Reading month activities that engage students in more reading. We have established a leveled library to allow students access to books at their own level.
Other notable activities that are a part of Lakewood School include celebrating International walk to School Day, Hike it, Bike it, Like it, Partnership with Park Township to maintain Keppel Park a Community Garden, Fifth Grade Graduation Celebration, Speaker from State Attorney General's office on cyber safety, and Upper Elementary Gym Leaders.
Areas of improvement include use of peer coaching, and integration of more technology.
Our biggest area of improvement that our school is striving to achieve in the next three years is to reduce our gap between our bottom 30% and our top 30% on the state assessment test in all content areas.
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School Improvement Plan Lakewood Elementary School
Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous sections.
The feedback we regularly receive from visitors is that the culture of the school is a very warm, inviting, and nurturing environment. 13 out of 18 classroom teachers selected Lakewood as the school for their own children.
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School Improvement Plan Lakewood Elementary School
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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School Improvement Plan Lakewood Elementary School
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.
Volunteer membership is solicited at the beginning of the school year. Building principal designate two co-chairs. Parent representation is also solicited at the initial PTO general meeting. One PTO board member is designated as a liaison and meeting minutes are shared with this person. School Improvement meetings are scheduled monthly. Information is also shared with the school community about the school improvement process is shared monthly at the PTO board meetings and the PTO general meetings.
Describe the representations from stakeholder groups that participated in the development of the improvement plan and their responsibilities in this process.
Responsibilities are determined through a collaborative agenda design, and division of task assignments. Information gathered from these inquiries is utilized within the school improvement process.
Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which stakeholders receive information on its progress.
The School Improvement Process has been shared with specific details, to our staff at staff meetings, to our PTO board and during the PTO general meetings. This will continue to happen throughout the entire school improvement process. Plans are posted on the district and school websites and hard copies are available in the school office. Progress notes on goals are added throughout the year. These notes are discussed and celebrated at PTO meetings and staff meetings.
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School Improvement Plan Lakewood Elementary School
School Data Analysis
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School Improvement Plan Lakewood Elementary School
Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a school’s comprehensive needs assessment process.
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School Improvement Plan Lakewood Elementary School
Demographic Data Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance, grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate, suspensions/expulsions, etc.
Student Demographic Data 1. In looking at the three year trend in student enrollment data, what challenges have been identified?
In the last three years Lakewood has been a declining enrollment school. This is due to stable community in which families are staying in the Lakewood area even as their children age. This has caused challenges are we have had to reduce the number of our teaching staff. We are now stabilizing as a two section per grade level school and have been able to fill the empty classrooms with early childhood programs.
Student Demographic Data 2. In looking at the three year trend in student attendance data, what challenges have been identified?
22% of our total student population has been absent 10 days or more this school year (2014-2015). This is down 6% from last year. The majority of these students are in preschool or kindergarten. This indicates a necessity to educate the parents of our young children on the importance of regular attendance. Another area of challenge has been to keep good relationships with some families as we work through truancy. Because Lakewood is an elementary school and because parents are typically the reason students are tardy for school, the staff has had a hard time finding ways to continue to educate parents on the importance of coming to school and arriving on time. Staff members have commented on the challenge of helping each student reach their potential and perform to grade level expectations when they have missed parts of the school year due to absences and tardies.
Student Demographic Data 3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges have been identified?
The trend in student behavior data over the last three years is that we are not as consistent tracking student behavior in Swis as we have been in the past. We had a support staff member who was responsible for maintaining our Swis data and when that position was eliminated teachers became inconsistent in filling out the behavior referrals for minors. No students were suspended or expelled from Lakewood in the past school year.
Student Demographic Data 4. What action(s) could be taken to address any identified challenges with student demographic data?
Lakewood will analyze student attendance records on a quarterly basis. At that time letters will be sent home with students who have 10 or more absences. This letter will emphasize to the parents the importance of regular school attendance. If the student attendance does not improve, a meeting will be arranged with the parent, child, teacher and principal to address the importance of regular school attendance. If attendance continues to be an issue after this meeting, our truancy officer will be contacted. We will work to educate our families of young SY 2015-2016 Page 13 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
School Improvement Plan Lakewood Elementary School
children of the importance of regular school attendance through newsletters, conferences, curriculum nights, PTO meetings, and the school open house.
We will set procedures in place to fine tune our data collection process for minor student misbehavior so that it is accurately recorded in Swis. This work will be done through the school's PBIS committee.
Teacher/School Leader(s) Demographic Data 5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what impact might this have on student achievement?
Staff at Lakewood Elementary have been teaching for many years. The qualifications and experience of the staff can contribute positively to student achievement. The administrator will enter her fifth year at Lakewood. Prior to this administrator, there was a lot of turn over. In the next few years Lakewood will be looking toward several retirements.
Teacher/School Leader(s) Demographic Data 6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student achievement?
Staff at Lakewood Elementary have been teaching for many years. The qualifications and experience of the staff can contribute positively to student achievement.
Teacher/School Leader(s) Demographic Data 7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or due to illness, what impact might this have on student achievement?
There were very few absents for the school leader. It is assumed that there is little impact on student achievement due to school leader absences.
Teacher/School Leader(s) Demographic Data 8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this have on student achievement?
There is not a significant number of teacher absences. The majority of the teacher absences are due to professional learning/ data review meetings. These absences impact student achievement in a positive way as they provide teachers the time to review data and make adjustments to instruction which greatly impacts student achievement.
Teacher/School Leader(s) Demographic Data 9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
The administrator should be aware of the number of teacher absences to maintain the balance of days our for professional work and remaining in the classroom.
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School Improvement Plan Lakewood Elementary School
Process Data Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and assessment.
10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as strengths?
Teaching for Learning and School Family and Community Relations.
11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what strands/standards/indicators stand out as challenges?
While I would not consider this a challenge with an overall rating of 2.75, Professional Learning Culture was rated the lowest.
12. How might these challenges impact student achievement?
With so many teachers who are experienced, the idea of forming Professional Learning Communities has been a challenge. We are moving in the right direction however and these challenges are not impacting student achievement.
13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School Systems Review or the Interim Self Assessment/Self Assessment.
Continued regular data review meetings will be instrumental in continued growth in Professional Learning Culture.
14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title III, Section 31a, IDEA, credit recovery, extended learning opportunities?
Through student IEPs and through progress monitoring, all students (those with disabilities and those without) are monitored and provided appropriate intervention programs. We closely monitor each students academic progress utilizing DIBELS Next. We test all Waukazoo students 3 times per year. We then provide interventions, progress monitoring and meetings every 6 weeks to determine progress with our identified intensive and strategic students. We also utilize the Delta Math Screener to allow for differentiation in the area of math to meet all students needs. We also conduct monthly Child Study Team meetings to discuss students academic, behavioral and emotional progress for students not making appropriate progress.
15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available?
After school clubs such as Lego League (4th and 5th), Girls on the Run (3rd through 5th), Total Trek Quest (third through fifth), Advanced Math (fifth), SAIL (K through 5th), Girl Scouts and Cub Scouts (K-5) , K-5 reading month activities (all), science night (all), Leveled library SY 2015-2016 Page 16 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
School Improvement Plan Lakewood Elementary School
(all), Art night (all), student council (3rd through 5th)
16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these opportunities?
Most opportunities are available to anyone interested. Some opportunities such as advanced classes are for those who qualify. In this case, there is a committee which determines eligibility. All opportunities are shared with our families through means such as the school newsletters, classroom newsletters, emails, infinite campus, cable channel, paper notices, and website.
17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e. horizontal and vertical alignment, in all content courses and grade levels?
Common Core State Standards are written into all teachers' lesson plans. We have implemented a new math curriculum that is based on the Common Core State Standards. Our writing units are available on-line and are in line with the Common Core State Standards. The reading curriculum committee is busy looking at our reading curriculum to align that to the Common Core State Standards. The science committee is looking ahead to aligning our science instruction with the new state standards in science when they are available. Many instructional resources are aligned with the common core and are available to teachers.
18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you completed a health survey/ screener.
NA
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School Improvement Plan Lakewood Elementary School
Achievement/Outcome Data Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in each text box.
19a. Reading- Strengths
Reading is a strength for Lakewood Elementary in general. This spring, 93.9% of our kindergarteners, 70.9% of our first graders, 81.5% of our second graders, 80.9% of our third graders, 77.6% of our fourth graders, and 94.5% of our fifth graders were advanced proficient or proficient on the Discovery Education reading assessment.
On the spring DIBELS assessment, 84% of kindergarteners, 65% of First graders, 91% of second graders, 96% of third graders, 85% of fourth graders and 96% of fifth graders were reading at benchmark.
19b. Reading- Challenges
Challenges include specific grade levels with lower DE or DIBELS scores. These are listed below:
First grade DE with 70.9% proficient Fourth grade DE with 77.6% proficient
First grade DIBELS with 65% proficient
19c. Reading- Trends
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School Improvement Plan Lakewood Elementary School
In most grade levels and most cohorts, there were gains on the DE assessment data from spring 2014 to spring 2015. The exceptions are following: Cohort of students first to second grade
First grade spring 2014 to spring 2015 Fourth grade spring 2014 to spring 2015
19d. Reading- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
These challenges listed in question 19c will be address during our data analysis meetings. We will closely monitor progression or both foundational reading skills as measured by DIBELS Next as well as ensure progression through standards as measured by Discovery Education assessments.
20a. Writing- Strengths
Lakewood students continue to excel in the area of writing. Historically we have been 95% proficient in writing on the MEAP. This year we have implemented new common assessments in writing kindergarten through fifth grade in the areas of informational, narrative, and opinion.
20b. Writing- Challenges
Lakewood needs to adjust some of our writing practice to be more "M-Step like." Students should practice completing performance tasks in which they look at sources and write about a topic referencing those sources.
20c. Writing- Trends
NA due to new writing assessment tool SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
20d. Writing- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
NA
21a. Math- Strengths
These are our results on the spring 2015 math assessment:
Kindergarten: 88.3% proficient or advanced proficient First Grade: 93.8% proficient or advanced proficient Second Grade: 90.7% proficient or advanced proficient Third Grade: 91.5% proficient or advanced proficient Fourth Grade: 81.6% proficient or advanced proficient Fifth Grade: 98.2% proficient or advanced proficient
21b. Math- Challenges
There are no challenges that show up when looking at our overall data with all grades above 80% proficient and most grades about 90% proficient. Our challenge is in just starting to implement math RtI and using data to drive our instruction and daily intervention.
21c. Math- Trends
Every grade level and every cohort made improvements from spring 2014 to spring 2015. Average growth was at least 20%.
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School Improvement Plan Lakewood Elementary School
21d. Math- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
Our school improvement plan indicates a goal of all students being proficient by 2022 as measured by state assessments. We will continue to monitor student progress toward mastery of state standards through data meetings and professional dialogue.
22a. Science- Strengths
NA due to a lack of common assessments in Science and no state level data (M-step) available.
22b. Science- Challenges
NA due to a lack of common assessments in Science and no state level data (M-step) available.
22c. Science- Trends
NA due to a lack of common assessments in Science and no state level data (M-step) available.
22d. Science- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
NA due to a lack of common assessments in Science and no state level data (M-step) available. West Ottawa will work toward common assessments in Science as soon as the new state standards in science are released.
23a. Social Studies- Strengths
NA due to a lack of common assessments in Social Studies and no state level data (M-step) available. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
23b. Social Studies- Challenges
NA due to a lack of common assessments in Social Studies and no state level data (M-step) available.
23c. Social Studies- Trends
NA due to a lack of common assessments in Social Studies and no state level data (M-step) available.
23d. Social Studies- Summary
Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on tiered instruction if appropriate.
NA due to a lack of common assessments in Social Studies and no state level data (M-step) available. West Ottawa will work to created common assessments in Social Studies as soon as the new state standards in social studies are released.
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School Improvement Plan Lakewood Elementary School
Perception Data Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey feedback already collected from students, parents and staff.
24a. Student Perception Data
Which area(s) indicate the overall highest level of satisfaction among students?
Student surveys not conducted this year.
24b. Student Perception Data
Which area(s) indicate the overall lowest level of satisfaction among students?
Student surveys not conducted this year.
24c. Student Perception Data
What actions will be taken to improve student satisfaction in the lowest area(s)?
Student surveys not conducted this year.
25a. Parent/Guardian Perception Data
What area(s) indicate the overall highest level of satisfaction among parents/guardians?
80% or more of parents strongly agreed or agreed with the following statements:
All of my child's teachers give work that challenges my child. All of my child's teachers help me to understand my child's progress. All of my child's teachers keep me informed regularly of how my child is being graded. All of my child's teachers provide an equitable curriculum that meets his/her needs. All of my child's teachers report on my child's progress in easy to understand language. All of my child's teachers use a variety of teaching strategies and learning activities. All of my child's teachers work as a team to help my child learn. My child has administrators and teachers that monitor and inform me of his/her learning progress. My child has at least one adult advocate in the school. My child is given multiple assessments to measure his/her understanding of what was taught. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
My child is prepared for success in the next school year. My child knows the expectations for learning in all classes. Our school ensures that all staff members monitor and report the achievement of school goals. Our school ensures that instructional time is protected and interruptions are minimized. Our school has high expectations for students in all classes. Our school provides a safe learning environment Our school provides opportunities for students to participate in activities that interest them. Our school provides qualified staff members to support student learning. Our school provides students with access to a variety of information resources to support their learning. Our school's purpose statement is clearly focused on student success.
25b. Parent/Guardian Perception Data
What area(s) indicate the overall lowest level of satisfaction among parents/guardians?
The following items indicate the lowest level of satisfaction among parents:
Our school communicates effectively about the school's goals and activities. All of my child's teachers meet his/her needs by individualizing instruction. My child has access to support services based on his/her identified needs.
25c.Parent/Guardian Perception Data
What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)?
Lakewood Elementary staff and teachers are always exploring ways to improve communication. We will ensure that all parents have correct email addresses in our system so that no one will miss vital school information. More parents will be invited to be a part of the school improvement team. The staff will continue to share school information at the PTO meeting and will encourage parents to attend meetings where relevant school information is shared. School leaders will continue to educate parents of community resources available when support services are not available in the school.
26a.Teacher/Staff Perception Data
What area(s) indicate the overall highest level of satisfaction among teachers/staff?
80% or more of staff rated the following questions strongly agree or agree:
All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessments and examinations of professional practice. All teachers in our school participate in collaborative learning communities that meet both informally and formally across grade levels and content areas. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
All teachers in our school personalize instruction strategies and interventions to address individual learning needs of students. All teachers in our school use a variety of technologies as instructional resources. All teachers in our school use consistent common grading and reporting policies across grade levels and courses based on clearly defined criteria. All teachers in our school use multiple types of assessments to modify instruction and to revise the curriculum. In our school all staff members use student data to address the unique learning needs of all students. Our school employs consistent assessment measures across classrooms and courses. Our school has a continuous improvement process based on data, goals, actions and measures for growth. Our school has a systematic process for collecting, analyzing, and using data. Our school leaders monitor data related to school continuous improvement goals. Our school leaders monitor data related to student achievement. Our school maintains facilities that contribute to a safe environment. Our school maintains facilities that support student learning. Our school provides qualified staff members to support student learning. Our school uses multiple assessment measures to determine student learning and school performance. Our school's governing body or school board complies with all policies, procedures, laws and regulations. Our school's governing body or school board maintains a distinction between its roles and responsibilities and those of school leadership. Our school's leaders ensure all staff members use supervisory feedback to improve student learning. Our school's leaders expect staff members to hold all students to high academic standards. Our school's leaders hold all staff members acceptable for student learning. Our school's leaders hold themselves accountable for student learning. Our school's leaders regularly evaluate staff members on criteria designed to improve teaching and learning. Our school's purpose statement is clearly focused on student success. Our school's purpose statement is supported by the policies and practices adopted by the school board or governing body.
26b.Teacher/Staff Perception Data
What area(s) indicate the overall lowest level of satisfaction among teachers/staff?
Our teachers indicated the lowest level of satisfaction in the following two areas:
In our school, related learning support services are provided for all students based on their needs. Our school provides high quality student support services.
26c.Teacher/Staff Perception Data
What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)?
Educate teachers on community resources available when these services are not provided by the school.
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School Improvement Plan Lakewood Elementary School
27a.Stakeholder/Community Perception Data
What area(s) indicate the overall highest level of satisfaction among stakholders/community?
See parent survey results.
27b.Stakeholder/Community Perception Data
What area(s) indicate the overall lowest level of satisfaction among stakeholders/community?
See parent survey results.
27c.Stakeholder/Community Perception Data
What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)?
See parent survey results.
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School Improvement Plan Lakewood Elementary School
Summary
28a. Summary
Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes and perception.
Lakewood maintains many strengths among all types of data. We will continue to look for improvement across all areas moving forward to better serve our students.
28b. Summary
How might the challenges identified in the demographic, process and perception data impact student achievement?
There is no evidence that the challenge areas impact student achievement.
28c. Summary
How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign Plan?
Our school improvement goals in all subject areas is that our students will be proficient on state assessments by 2022. We will continue to monitor student achievement data and adjust instruction to insure student growth at RtI meetings every 6 weeks throughout the school year.
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School Improvement Plan Lakewood Elementary School
School Additional Requirements Diagnostic
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School Improvement Plan Lakewood Elementary School
Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
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School Improvement Plan Lakewood Elementary School
School Additional Requirements Diagnostic
Label 1.
Assurance Response Literacy and math are tested annually in grades Yes 1-5.
Comment Discovery Education DIBELS Next Running Records Delta Math
Attachment
Label 2.
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 http://www.westottawa.net/wpcontent/uploads/2012/06/12-13LW-AER-Cover-Letter.pdf
Attachment
http://www.westottawa.net/wpcontent/uploads/2012/06/LWAnn ualEducationReport2013.pdf
Label 3.
Assurance Response Our school has the 8th grade parent approved No Educational Development Plans (EDPs) on file.
Comment We are a K-5 building.
Attachment
Label 4.
Assurance Our school reviews and annually updates the EDPs to ensure academic course work alignment.
Comment We are a K-5 building.
Attachment
Label 5.
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 Compliance is through student services within West Ottawa Public Schools.
Attachment
Response No
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School Label 6.
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 7.
Response Yes
Comment Jeri Page, Assistant Superintendent of Student Services 1138 136th ST. Holland, Mi 49424 (616)738-5720
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
Label 8.
Assurance Response The institution has a School-Parent Compact. If Yes yes, please attach the School-Parent Compact below.
Comment
Attachment
Label 9.
Assurance The School has additional information necessary to support your improvement plan (optional).
Comment
Attachment
Response No
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
LW School Improvement Plan 2015
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Overview Plan Name LW School Improvement Plan 2015 Plan Description
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary 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
Goal Name Reading: All students will meet or exceed state proficiency standards in reading.
2
Math: All students will meet or exceed state proficiency standards in Math.
3
Writing: All students will meet or exceed state proficiency standards in writing.
4
All English Learners will meet the AMAOS as stated by the State of Michigan.
5
Science: All students will meet or exceed state proficiency standards in science.
6
Social Studies: All students will meet or exceed state proficiency standards in Social Studies.
7
Building will incorporate practices to help create a positive school climate for all students.
Goal Details Objectives:2 Strategies:7 Activities:10 Objectives:2 Strategies:5 Activities:7 Objectives:2 Strategies:5 Activities:8 Objectives:1 Strategies:3 Activities:4 Objectives:1 Strategies:1 Activities:7 Objectives:1 Strategies:1 Activities:2 Objectives:1 Strategies:1 Activities:3
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal Type Academic
Total Funding $8200
Academic
$2100
Academic
$150
Academic
$0
Academic
$2500
Academic
$0
Organizational
$0
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School Improvement Plan Lakewood Elementary School
Goal 1: Reading: All students will meet or exceed state proficiency standards in reading. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 all reading standards in English Language Arts by 06/01/2022 as measured by State level assessment.. Strategy 1: RDG Tier 1: Implement Curriculum Aligned to CCSS - K-5 teachers will develop a deeper understanding of instructional practices necessary for implementing the Common Core State Standards into their reading instruction. Category: Research Cited: Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction. (2009). Boushey, Gail and Moser, Joan. Focus: Elevating the Essentials to Radically Improve Student Learning. (2011). Schmoker, Mike. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd Edition). (2011). Allington, Richard. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John. Tier: Activity - RDG 1.3 Instructional Routines
Activity Type
All teachers in grades K-3 will participate in three days to ensure instructional routines are aligned to CCSS Activity - RDG 1.2: Core Curriculum Team
Tier
Phase
Begin Date End Date
Professiona Tier 1 l Learning
Implement
09/08/2015 06/10/2016 $4000
Activity Type
Phase
Begin Date End Date
Tier
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Title II Part Administrati A on and K-3 teachers Source Of Funding
Staff Responsibl e
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School Improvement Plan Lakewood Elementary School
Administration and select teachers will work to identify and implement common guaranteed viable reading curriculum aligned to the common core.
Curriculum Tier 1 Developme nt, Materials
Getting Ready
06/09/2015 06/10/2022 $0
No Funding Administrati Required on and select staff
Strategy 2: RDG Tier 1: Nonfiction text - K-5 teachers will instruct in reading across the curriculum. They will specifically use nonfiction text/ informational text across the content areas, including science and social studies to address the Common Core State Standards. Category: Research Cited: Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction. (2009). Boushey, Gail and Moser, Joan. Focus: Elevating the Essentials to Radically Improve Student Learning. (2011). Schmoker, Mike. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd Edition). (2011). Allington, Richard. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John. Tier: Tier 1 Activity - RDG 1.1: Teacher Training
Activity Type
Tier
Administration will facilitate Professional Development opportunities for teachers to build and enhance a deeper understanding. Teachers will integrate the use of nonfiction text across content areas.
Professiona Tier 1 l Learning
Phase
Begin Date End Date
Resource Assigned
Getting Ready
08/26/2014 06/10/2022 $0
Source Of Funding
Staff Responsibl e Title II Part District and A building administrati on, academic coaches and school improveme nt team members
Strategy 3: RDG Tier 1: Parent Involvement - Building staff will engage parents in activities that build understanding of the Common Core State Standards in Reading. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Category: Research Cited: School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. Tier: Tier 1 Activity - RDG 1.4: Parent Information
Activity Type
Staff will communicate reading comprehension strategies through the use of newsletters, technology, Parent Teacher conferences, and PTO general meetings.
Tier
Phase
Begin Date End Date
Parent Tier 1 Involvemen t
Implement
08/26/2014 06/10/2022 $100
General Fund
Activity - RDG 1.5: Family Activities
Activity Type
Phase
Begin Date End Date
Source Of Funding
Building Staff will hold March is Reading Month Activities focused around nonfiction texts as well as a reading night focused on nonfiction text.
Parent Tier 1 Involvemen t
Implement
08/26/2014 06/10/2022 $100
Tier
Resource Assigned
Resource Assigned
Source Of Funding
General Fund
Staff Responsibl e Building Staff Staff Responsibl e Building Staff
Strategy 4: RDG Tier 1: Technology Integration - Teachers will receive training in incorporating technology within the classroom. Category: Research Cited: Lee, H.-S., Linn, M. C., Varma, K. and Liu, O. L. (2010), How do technology-enhanced inquiry science units impact classroom learning?. J. Res. Sci. Teach., 47: 71–90. doi: 10.1002/tea.20304 Tier: Tier 1 Activity - RDG: 1.6 Technology Professional Development
Activity Type
Tier
Teachers will receive professional development on how to successfully implement technology in the classroom.
Professiona Tier 1 l Learning
Phase
Begin Date End Date
Resource Assigned
Getting Ready
08/26/2014 06/10/2022 $0
Source Of Funding
Staff Responsibl e Title II Part District A administrati on
Strategy 5: RDG Tier 1: Discovery Education - Teachers will use data from Discovery Education to guide and differentiate instruction in reading. Category: Research Cited: Marzano, R.J. (2003). What works in schools: Translating research into action. Marzano, R.J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Tier: Tier 1 SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Activity - RDG 1.7: PLC
Activity Type
Tier
Use PLC framework for data analysis to improve instruction and student learning.
Professiona Tier 1 l Learning
Phase
Begin Date End Date
Resource Assigned
Monitor
08/26/2014 06/10/2022 $0
Source Of Funding General Fund
Staff Responsibl e District administrati on
Strategy 6: RDG Tier 1: WIDA Standards and assessments - Teachers will increase capacity for instructional practice which supports WIDA standards and assessments. Category: Research Cited: Marzano, R.J. (2003). What works in schools: Translating research into action. Marzano, R.J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Tier: Tier 1 Activity - RDG 1.8: PLC (WIDA Access)
Activity Type
Tier
Phase
Begin Date End Date
Teachers will use the results of the WIDA Access to meet the needs of EL learners.
Academic Support Program
Tier 1
Implement
08/26/2014 06/10/2022 $0
General Fund
Activity - RDG 1.9 WIDA Professional Development
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Getting Ready
09/08/2015 06/10/2022 $0
Teachers and Principals will receive professional development Professiona Tier 2 regarding WIDA standards and how to intrepret the WIDA l Learning assessment data.
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e District administrati on
Staff Responsibl e Title II Part District A administrati on
Measurable Objective 2: A 10% increase of Bottom 30% students will demonstrate a proficiency in reading fluency, accuracy, and comprehension in English Language Arts by 06/10/2022 as measured by Discovery Education.. Strategy 1: RDG Tier 2/3: Response to Intervention Model - Teachers will provide additional assistance to students who are not mastering grade level academic achievement standards in grades K-5. Student progress is monitored through RtI meetings seven times per year. Each classroom has a 30-40 minutes intervention block to address individual student needs. All K-5 students requiring additional assistance in reading receive daily, small group researched-based interventions from our district approved menu. Category: Research Cited: Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction. (2009). Boushey, Gail and Moser, Joan. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Focus: Elevating the Essentials to Radically Improve Student Learning. (2011). Schmoker, Mike. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd Edition). (2011). Allington, Richard. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John. Tier: Tier 2 Activity - RDG 2.1: Instructional Dialogue
Activity Type
Staff will meet every 6 weeks to review data from Discovery Academic Education, DIBELS, Running records, etc. and make decisions Support on interventions for individual students and groups of students. Program
Tier
Phase
Begin Date End Date
Resource Assigned
Tier 2
Evaluate
08/26/2014 06/10/2022 $4000
Source Of Funding General Fund
Staff Responsibl e Administrati on, academic coach, core support teacher, grade level teachers, diagnostic staff
Goal 2: Math: All students will meet or exceed state proficiency standards in Math. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 all standards in Mathematics by 06/01/2022 as measured by state level assessment.. Strategy 1: MTH Tier 1: Implement a curriculum aligned to the CCSS - K-5 teachers will develop a deeper understanding of instructional practices necessary for implementing the Common Core State Standards into their math instruction. Category: Research Cited: Step-by-Step Model Drawing: Solving Word Problems the Singapore Way. (2010). Forsten, Char. Why Before How. (2011). Hazekamp, Jana. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John Tier: Tier 1 Activity - MTH 1.3: Principal and Teacher Training
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Math consultant from the ISD will facilitate professional Professiona Tier 1 development opportunities for teachers to build and enhance a l Learning deeper understanding of common core math practices and instructional shifts. Teaching training in CCSS math will be provided throughout the year via staff meetings, professional articles, professional development and videos. Additionally, Delta Math training will be provided.
Implement
08/26/2013 06/10/2022 $2000
Activity - MTH 1.4: Daily Math Instructional Block
Activity Type
Tier
Phase
Begin Date End Date
All K-5 teachers will provide a daily 60 minute block for core math instruction. Teachers will implement the eight math practices from the CCSS into their daily instruction.
Direct Instruction
Tier 1
Monitor
08/26/2013 06/10/2022 $0
Resource Assigned
Source Of Funding
Staff Responsibl e Title II Part Administrati A on and district teaching staff and ISD math consultant (OAISD) Source Of Funding
Staff Responsibl e No Funding Building Required administrati on and teachers
Strategy 2: MTH Tier 1: Parent Involvement - Staff will engage parents in activities that will build parents' understanding of Common Core State Standards in math. Category: Research Cited: School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. Tier: Tier 1 Activity - MTH 1.1: Parent Education
Activity Type
Tier
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e
Page 40
School Improvement Plan Lakewood Elementary School
Teachers will provide parents with multiple sources of information on how to help their child in math at each grade level. Information will be communicated through classroom newsletters and provided at Parent-Teacher Conferences. Parents will also be provided with math activities to practice at home.
Parent Tier 1 Involvemen t
Implement
08/26/2013 06/10/2022 $0
No Funding Building Required administrati on and teaching staff
Activity - MTH 1.2: Family Math Activities
Activity Type
Phase
Begin Date End Date
Source Of Funding
Staff will provide at least one family activity event focused on math. Additional activities will be provided for parents to participate and learn about CCSS math instruction.
Parent Tier 1 Involvemen t
Implement
08/26/2013 06/10/2022 $100
Tier
Resource Assigned
General Fund
Staff Responsibl e District and building administrati on and building staff
Strategy 3: MTH Tier 1: Technology Integration - Teachers will receive training in incorporating technology within the classroom. Category: Research Cited: Lee, H.-S., Linn, M. C., Varma, K. and Liu, O. L. (2010), How do technology-enhanced inquiry science units impact classroom learning?. J. Res. Sci. Teach., 47: 71–90. doi: 10.1002/tea.20304. Tier: Tier 1 Activity - MTH 1.5 Technology Professional Development
Activity Type
Tier
Teachers will receive professional development on how to successfully implement technology in the classroom.
Professiona Tier 1 l Learning
Phase
Begin Date End Date
Resource Assigned
Implement
08/01/2013 06/10/2022 $0
Source Of Funding
Staff Responsibl e Title II Part District A Administrati on
Strategy 4: MTH Tier 2: WIDA Training and Curriculum Development - Teams of teachers will be trained in the EL testing program, WIDA. They will also be given time to develop instructional program materials that align with WIDA. Category: Research Cited: Marzano, R.J. (2003). What works in schools: Translating research into action. Marzano, R.J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Tier: Tier 2 Activity - MTH 2.7 WIDA Professional Development
Activity Type
Tier
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Phase
Begin Date End Date
Resource Assigned
Source Of Funding
Staff Responsibl e Page 41
School Improvement Plan Lakewood Elementary School
Teachers will develop a deeper understanding of WIDA and how to administer and interpret results.
Professiona Tier 2 l Learning
Implement
08/01/2013 06/01/2022 $0
Title III, General Fund
District administrati on and teachers
Measurable Objective 2: A 10% increase of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 on computation skills in Mathematics by 06/10/2022 as measured by district math assessments. Strategy 1: MTH Tier 2/3: Instructional Dialogue - K-5 teachers will meet to identify students who require additional support using the data from Discovery Education, Delta math and other sources. Category: Research Cited: Step-by-Step Model Drawing: Solving Word Problems the Singapore Way. (2010). Forsten, Char. Why Before How. (2011). Hazekamp, Jana. Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John. Tier: Tier 2 Activity - MTH 2.1: differentiated instruction
Activity Type
K-5 teachers will provide additional interventions at least 3 Direct times per week for students identified by Delta math and district Instruction assessment data.
Tier
Phase
Begin Date End Date
Resource Assigned
Tier 2
Monitor
08/26/2013 06/10/2022 $0
Source Of Funding
Staff Responsibl e No Funding Building Required staff
Goal 3: Writing: All students will meet or exceed state proficiency standards in writing. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 all writing standards in English Language Arts by 06/01/2022 as measured by state level assessment. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Strategy 1: WRT Tier 1:Implement Curriculum aligned to CCSS - K-5 teachers will develop a deeper understanding of instructional practices necessary for implementing the Common Core State Standards into their writing instruction and across all content areas. Category: Research Cited: Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction. (2009). Boushey, Gail and Moser, Joan. Focus: Elevating the Essentials to Radically Improve Student Learning. (2011). Schmoker, Mike. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd Edition). (2011). Allington, Richard. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John. Tier: Tier 1 Activity - WRT 1.2: Narrative/Information Writing across all content areas
Activity Type
Tier
Phase
Begin Date End Date
K-5 teachers will instruct in narrative and informational writing strategies during a daily writing block. Students will apply these strategies across the content areas and specials to address the Common Core State Standards.
Direct Instruction
Tier 1
Monitor
09/02/2014 06/10/2022 $0
Staff Responsibl e No Funding Administrati Required on and building teachers
Activity - WRT 1.3: Inter-rater reliability
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Grade levels teams utilize the inter-rater reliability process when scoring writing to ensure consistency when scoring student writing.
Professiona Tier 1 l Learning
Implement
08/26/2014 06/10/2022 $0
Staff Responsibl e No Funding Administrati Required on and building teachers
Activity - WRT 1.4: Writing Assessment
Activity Type
Phase
Begin Date End Date
Source Of Funding
Tier
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e
Page 43
School Improvement Plan Lakewood Elementary School
Teachers will use data from pre and post on-demand writing assessments found in MAISA units. Data will be used to monitor program effectiveness.
Direct Instruction
Tier 1
Monitor
09/02/2014 06/10/2022 $0
No Funding administrati Required on and teachers
Strategy 2: WRT Tier 1: Parent Involvement - Building staff will engage parents in activities that build understanding of the Common Core State Standards in Writing. Category: Research Cited: School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. Tier: Tier 1 Activity - WRT 1.4: Parent Information
Activity Type
Staff will communicate writing strategies through the use of newsletters, classroom websites, parent-teacher conferences, Open House, and PTO General meetings.
Tier
Phase
Begin Date End Date
Parent Tier 1 Involvemen t
Implement
08/26/2014 06/10/2022 $50
General Fund
Activity - WRT 1.5: Family Activities
Activity Type
Phase
Begin Date End Date
Source Of Funding
Building staff will plan activities to increase parent understanding of the writing expectations of the CCSS across the curriculum.
Parent Tier 1 Involvemen t
Implement
08/26/2014 06/10/2022 $100
Tier
Resource Assigned
Resource Assigned
Source Of Funding
General Fund
Staff Responsibl e Building staff Staff Responsibl e Building Staff
Strategy 3: WRT Tier 1: Technology Integration - Teachers will receive training in incorporating technology within the classroom. Category: Research Cited: Lee, H.-S., Linn, M. C., Varma, K. and Liu, O. L. (2010), How do technology-enhanced inquiry science units impact classroom learning?. J. Res. Sci. Teach., 47: 71–90. doi: 10.1002/tea.20304 Tier: Tier 1 Activity - WRT 1.6 Technology Professional Development
Activity Type
Tier
Teachers will receive professional development on how to successfully implement technology in the classroom.
Professiona Tier 1 l Learning
Phase
Begin Date End Date
Resource Assigned
Getting Ready
08/26/2014 06/10/2022 $0
Source Of Funding
Staff Responsibl e Title II Part District A Administrati on
Strategy 4: WRT Tier 1: WIDA Standards and Assessment - Teachers will increase capacity for instructional practice which supports WIDA standards and assessments. SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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School Improvement Plan Lakewood Elementary School
Category: Research Cited: Marzano, R.J. (2003). What works in schools: Translating research into action. Marzano, R.J. (2001). Classroom instruction that works: Research based strategies for increasing student achievement. Tier: Tier 1 Activity - WRT 1.7 PLC (WIDA)
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Teachers will use the results of the WIDA Access to meet the needs of EL learners.
Academic Support Program
Tier 1
Implement
09/02/2014 06/10/2022 $0
Source Of Funding General Fund
Staff Responsibl e District administrati on and teachers
Measurable Objective 2: A 10% increase of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 narrative and informational writing in English Language Arts by 06/10/2022 as measured by district writing assessments. Strategy 1: WRT Tier 2/3: Instructional Dialogue - Staff will review data at grade level after district pre and post on-demand writing assessments from the MAISA units. Category: Research Cited: Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. The Cafe Book: Engaging All Students in Daily Literacy Assessment and Instruction. (2009). Boushey, Gail and Moser, Joan. Focus: Elevating the Essentials to Radically Improve Student Learning. (2011). Schmoker, Mike. Best Practice: Bringing Standards to Life in America's Classrooms (Fourth Edition). (2012). Zemelman, Steven; Daniels, Harvey; and Hyde, Arthur. School, Family and Community Partnerships: Your Handbook for Action. (2008). Epstein, Joyce; Sanders, Mavis; Sheldon, Steven; and Simon, Beth. What Really Matters for Struggling Readers: Designing Research-Based Programs (3rd Edition). (2011). Allington, Richard. Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. (2009). Hattie, John. Tier: Tier 2
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 45
School Improvement Plan Lakewood Elementary School
Activity - WRT 2.1: Differentiated Instruction
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
K-5 teachers will meet with students who need additional support in writing as determined by the pre and post ondemand writing assessments found in the MAISA units. Teachers will intentionally increase conferring time with students who need additional support.
Direct Instruction
Tier 2
Implement
08/26/2013 06/10/2022 $0
Source Of Funding
Staff Responsibl e No Funding Administrati Required on and building teaching staff
Goal 4: All English Learners will meet the AMAOS as stated by the State of Michigan. Measurable Objective 1: 85% of English Learners students will demonstrate a proficiency in English acquisition in English Language Arts by 06/07/2024 as measured by the state assessment. Strategy 1: EL Tier 1: Instructional Strategies - LW will implement research based, specialized instructional strategies to facilitate second language acquisition skills for EL students. Research gives 5 recommendations. Some of these instructional strategies include: 1.Conduct formative assessment with EL using Eng language measures of phonological processing, letter knowledge, and word and text reading. 2. Provide focused, intensive small group interventions. 3. High quality vocabulary instruction 4. Develop of formal or academic goals is a key instructional goal for English learners. 5. Ensure that teachers of English learners devote approximately 90 minutes a week to instructional activities in which pairs of students at different ability levels or different English Language proficiencies work together on academic tasks in a structured fashion. Category: Research Cited: http://ies.ed.gov/ncee/WWC/pdf/practice_guides/20074011.pdf Tier: Tier 1 Activity - EL 1.1 Teachers will utilize SIOP teaching strategies during core instruction
Activity Type
Tier
Phase
Begin Date End Date
Teachers will utilize SIOP strategies in their core instruction with a focus on building background knowledge and comprehensible input.
Direct Instruction
Tier 1
Implement
08/01/2014 06/10/2022 $0
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Source Of Funding General Fund
Staff Responsibl e Teachers, principals, curriculum director, student services assistant sup.
Page 46
School Improvement Plan Lakewood Elementary School
Activity - EL 1.2 Develop a new elementary EL instructional program
Activity Type
Tier
Analyze existing EL program structure and curriculum. Research other programs and new curriculum options for possible Fall 2016 implementation.
Curriculum Tier 2 Developme nt
Phase
Begin Date End Date
Resource Assigned
Getting Ready
08/01/2014 06/10/2022 $0
Source Of Funding General Fund
Staff Responsibl e Assistant Sup., elementary EL curriculum committee
Strategy 2: EL Tier 1: Student achievement data - LW will use relevant student achievement data including local, state and national testing assessments to monitor student progress and modify instruction to meet the varying needs of all students. Category: Research Cited: hppt://ies.ed.gov/ncee/wwc/pdf/practice_guides/english_learners_pg_040114.pdf Tier: Tier 1 Activity - EL 2.1 Instructional Dialogue
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Staff will meet 7 times per year to review student assessment and progress monitoring data from WIDA and other data sources.
Academic Support Program
Tier 2
Monitor
08/01/2014 06/10/2022 $0
Source Of Funding General Fund
Staff Responsibl e Building principals, classroom teachers, EL teachers, assistant sup.
Strategy 3: EL Tier 2: Monitoring exited students - EL students who are exited from services will be monitored for two years. Category: Research Cited: http://www.rtinetwork.org/learn/diversity/englishlanguagelearners Tier: Tier 2 Activity - EL 3.1 Monitoring exited EL students
Activity Type
Tier
Teachers will monitor exited EL students for progress; grades, attendance and assessment data. Identified and eligible students will receive targeted interventions or re-enter the EL program based on individual needs.
Teacher Tier 2 Collaborati on
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Phase
Begin Date End Date
Resource Assigned
Implement
08/01/2014 06/10/2022 $0
Source Of Funding General Fund
Staff Responsibl e Building principals and EL teachers
Page 47
School Improvement Plan Lakewood Elementary School
Goal 5: Science: All students will meet or exceed state proficiency standards in science. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 in all science standards in Science by 06/10/2022 as measured by state level assessments. Strategy 1: Scientific Inquiry - Teachers will incorporate the teaching of inquiry while teaching science. Teachers will begin to implement and use state science standards. Category: Research Cited: http://www.michigan.gov/mde/0,1607,7-140-28753_38684_28760---,00.html Tier: Tier 1 Activity - SCI 1.1 Teachers will unpack the state science standards (when available.)
Activity Type
Core curriculum teams, PLC's and individual teachers will begin to look at the new state standards in science when available.
Phase
Begin Date End Date
Curriculum Tier 1 Developme nt
Getting Ready
09/08/2015 06/10/2022 $0
General Fund
Activity - SCI 1.2 VanAndel Education Institute Partnership
Activity Type
Phase
Begin Date End Date
Source Of Funding
Will support from OAISD, Lakewood Elementary teachers starting with upper elementary teachers) will partner with the VanAndel Institute to be coached in inquiry based instruction and student progress monitoring.
Professiona Tier 1 l Learning
Implement
09/08/2015 06/10/2022 $2500
Staff Responsibl e Title II Part Administrati A on and selected teaching staff
Activity - SCI 1.3 Core Curriculum Team
Activity Type
Phase
Begin Date End Date
Source Of Funding
Core curriculum teams will consist of teachers from K-5 and will Curriculum Tier 1 be responsible for leading curriculum alignment and changes, Developme professional development and school improvement nt recommendations.
Getting Ready
09/08/2015 06/10/2022 $0
General Fund
Staff Responsibl e Administrati on and selected teaching staff
Activity - SCI 1.4 Battle Creek Science Kits
Phase
Begin Date End Date
Source Of Funding
Staff Responsibl e
Activity Type
Tier
Tier
Tier
Tier
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Administrati on and select teaching staff.
Page 48
School Improvement Plan Lakewood Elementary School
Teachers will receive and implement updates to resources or equipment to the Battle Creek Science Kits.
Materials
Tier 1
Monitor
09/08/2015 06/10/2022 $0
General Fund
Activity - SCI 1.5 SIOP instruction
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
Teachers will implement the use of SIOP strategies in their instruction. This will be supported by professional development.
Direct Tier 1 Instruction, Professiona l Learning
Implement
09/08/2015 06/10/2022 $0
Staff Responsibl e Title II Part Administrati A on and all teaching staff
Activity - SCI 1.6 Integrating Technology into instruction
Activity Type
Phase
Begin Date End Date
Source Of Funding
Teachers will integrate technology into their instruction as available for assessment, remediation, direct or supplemental instruction, student research or other strategy associated with the new state science standards. This activity will be supported with professional development.
Technology Tier 1 , Professiona l Learning
Getting Ready
09/08/2015 06/10/2022 $0
Staff Responsibl e Title II Part Administrati A on and all teaching staff
Activity - SCI 1.7
Activity Type
Phase
Begin Date End Date
Source Of Funding
Lakewood will hold bi-annual Science Night for students and families.
Parent Tier 1 Involvemen t
Implement
09/08/2015 06/10/2022 $0
Tier
Tier
Resource Assigned
Resource Assigned
Resource Assigned
General Fund
Administrati on and selected teaching staff
Staff Responsibl e Administrati on, select teaching staff, and parent volunteers
Goal 6: Social Studies: All students will meet or exceed state proficiency standards in Social Studies. Measurable Objective 1: 85% of Kindergarten, First, Second, Third, Fourth and Fifth grade Black or African-American, 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 in all Social Studies standards in Social Studies by 06/10/2022 as measured by state level assessments. Strategy 1: SOC: Tier 1 Social Studies Instructional Strategies for all students - Curriculum is aligned to the state standards and assessments are built using the CCSS Literacy SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 49
School Improvement Plan Lakewood Elementary School
Standards for Social Studies. Category: Research Cited: Welch, M., Brownell,K., & Sheridan, S.M. (1999). What's the score and game plan on teaming in schools? A review of the literature on team teaching and school based problem-solving teams. Remedial and Special Education, 20(1), 36-49. Pathways to the Common Core: Accelerating Achievement. (2012). Calkins, Lucy; Ehrenworth, Mary; and Lehman, Christopher. Inan,F.A.,&Lowther,D.L.(2010).Factors affecting technology integration in K-12 classrooms: a path model. Educational Technology Research and Development,58(2), 137-154. Duncan, R.G., & HmeloSilver,C.E.(2009). Learning progressions:Aligning curriculum, instruction, and assessment. Journal of Research in Science Teaching, 46(6), 606-609. Tier: Tier 1 Activity - SOC 1.1 SIOP Strategies
Activity Type
Teachers will use SIOP strategies in their teaching of Social Studies. This will be supported by professional development.
Activity - SOC 1.2 Integrating Technology into instruction
Tier
Phase
Begin Date End Date
Direct Tier 1 Instruction, Professiona l Learning
Implement
09/08/2015 06/10/2022 $0
Staff Responsibl e Title II Part Administrati A on and all teaching staff.
Activity Type
Phase
Begin Date End Date
Source Of Funding
Getting Ready
09/08/2015 06/10/2022 $0
Tier
Teachers will integrated the use of technology into their Technology Tier 1 instruction as available. This will be supported by professional , development. Professiona l Learning
Resource Assigned
Resource Assigned
Source Of Funding
Staff Responsibl e Title II Part Administrati A on and all teaching staff.
Goal 7: Building will incorporate practices to help create a positive school climate for all students. Measurable Objective 1: collaborate to help students feel safe and comfortable in all learning environments by 06/10/2022 as measured by increase attendance rates, reduced disciplinary referrals, reduced suspensions and expulsions, increased participation in extra curricular events.
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Page 50
School Improvement Plan Lakewood Elementary School
Strategy 1: GOWO 1. PBIS - Lakewood will develop a PBIS team centered around student rewards and positive climate. School-wide Positive Behavior Support is a systems approach to establishing the social culture and behavioral supports needed for all children in a school to achieve both social and academic success. SWPBIS is not a packaged curriculum, but an approach that defines core elements that can be achieved through a variety of strategies. Category: Research Cited: Horner,Robert H.,George Sugue, and Cynthia M. Anderson.2010.Examining the evidence base for school-wide positive behavior support. Focus on Exceptional Children 42.8:1-14. Safran,Stephen P., and Karen Oswald. 2003. Positive behavior supports: Can schools reshape disciplinary practices? Exceptional Children 69.3 (Spring): 361-373. Sugai, George, and Robert H. Horner. 2002. The evolution of discipline practices:School-wide positive behavior supports. Child and family Behavior Therapy 24.1-2: 23-50. Tier: Tier 1 Activity - GOWO 1.1 PBIS teams use data for targeted behavioral expectations
Activity Type
PBIS teams will use data from Swiss and Infinite Campus to monitor student behavior.
Activity - GOWO 1.2 Lessons
Tier
Phase
Begin Date End Date
Behavioral Tier 1 Support Program
Monitor
09/08/2015 06/10/2022 $0
General Fund
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
PBIS teams will use data to determine which behaviors need to Direct be addressed and develop lessons for student improvement. Instruction
Tier 1
Monitor
09/08/2015 06/10/2022 $0
General Fund
Activity - GOWO 1.3 Reward System
Activity Type
Tier
Phase
Begin Date End Date
Source Of Funding
PBIS teams will develop a reward system to help encourage students in their appropriate behavior.
Behavioral Tier 1 Support Program
Monitor
09/08/2015 06/10/2022 $0
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Resource Assigned
Resource Assigned
Source Of Funding
General Fund
Staff Responsibl e Administrati on and select teaching staff Staff Responsibl e Administrati on and selected teaching staff Staff Responsibl e Administrati on and selected staff
Page 51
School Improvement Plan Lakewood Elementary School
Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title III Activity Name
Activity Description
MTH 2.7 WIDA Professional Development
Activity Type
Tier
Phase
Begin Date End Date
Resource Assigned
Teachers will develop a deeper understanding of Professiona Tier 2 WIDA and how to administer and interpret results. l Learning
Implement
08/01/2013 06/01/2022 $0
Activity Description
Phase
Begin Date End Date
Professiona Tier 1 l Learning
Getting Ready
08/26/2014 06/10/2022 $0
Technology Tier 1 , Professiona l Learning
Getting Ready
09/08/2015 06/10/2022 $0
Professiona Tier 2 l Learning
Getting Ready
09/08/2015 06/10/2022 $0
Professiona Tier 1 l Learning
Implement
08/01/2013 06/10/2022 $0
Professiona Tier 1 l Learning
Implement
09/08/2015 06/10/2022 $2500
Direct Tier 1 Instruction, Professiona l Learning
Implement
09/08/2015 06/10/2022 $0
Staff Responsibl e District administrati on and teachers
Title II Part A Activity Name RDG: 1.6 Technology Professional Development SCI 1.6 Integrating Technology into instruction
Teachers will receive professional development on how to successfully implement technology in the classroom. Teachers will integrate technology into their instruction as available for assessment, remediation, direct or supplemental instruction, student research or other strategy associated with the new state science standards. This activity will be supported with professional development. RDG 1.9 WIDA Teachers and Principals will receive professional Professional development regarding WIDA standards and how Development to intrepret the WIDA assessment data. MTH 1.5 Technology Teachers will receive professional development on Professional how to successfully implement technology in the Development classroom. SCI 1.2 VanAndel Will support from OAISD, Lakewood Elementary Education Institute teachers starting with upper elementary teachers) Partnership will partner with the VanAndel Institute to be coached in inquiry based instruction and student progress monitoring. SCI 1.5 SIOP instruction Teachers will implement the use of SIOP strategies in their instruction. This will be supported by professional development.
Activity Type
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier
Resource Assigned
Staff Responsibl e District administrati on Administrati on and all teaching staff District administrati on District Administrati on Administrati on and selected teaching staff Administrati on and all teaching staff Page 52
School Improvement Plan Lakewood Elementary School
WRT 1.6 Technology Professional Development SOC 1.1 SIOP Strategies
Getting Ready
08/26/2014 06/10/2022 $0
Direct Tier 1 Instruction, Professiona l Learning All teachers in grades K-3 will participate in three Professiona Tier 1 days to ensure instructional routines are aligned to l Learning CCSS Teachers will integrated the use of technology into Technology Tier 1 their instruction as available. This will be , supported by professional development. Professiona l Learning Math consultant from the ISD will facilitate Professiona Tier 1 professional development opportunities for l Learning teachers to build and enhance a deeper understanding of common core math practices and instructional shifts. Teaching training in CCSS math will be provided throughout the year via staff meetings, professional articles, professional development and videos. Additionally, Delta Math training will be provided. Administration will facilitate Professional Professiona Tier 1 Development opportunities for teachers to build l Learning and enhance a deeper understanding. Teachers will integrate the use of nonfiction text across content areas.
Implement
09/08/2015 06/10/2022 $0
Implement
09/08/2015 06/10/2016 $4000
Getting Ready
09/08/2015 06/10/2022 $0
Implement
08/26/2013 06/10/2022 $2000
Getting Ready
08/26/2014 06/10/2022 $0
District and building administrati on, academic coaches and school improveme nt team members
Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
RDG 2.1: Instructional Dialogue
Staff will meet every 6 weeks to review data from Discovery Education, DIBELS, Running records, etc. and make decisions on interventions for individual students and groups of students.
Academic Support Program
Tier 2
Evaluate
08/26/2014 06/10/2022 $4000
Staff Responsibl e Administrati on, academic coach, core support teacher, grade level teachers, diagnostic staff
RDG 1.3 Instructional Routines SOC 1.2 Integrating Technology into instruction MTH 1.3: Principal and Teacher Training
RDG 1.1: Teacher Training
Teachers will receive professional development on how to successfully implement technology in the classroom. Teachers will use SIOP strategies in their teaching of Social Studies. This will be supported by professional development.
Professiona Tier 1 l Learning
District Administrati on Administrati on and all teaching staff. Administrati on and K-3 teachers Administrati on and all teaching staff. Administrati on and district teaching staff and ISD math consultant (OAISD)
General Fund
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Resource Assigned
Page 53
School Improvement Plan Lakewood Elementary School
RDG 1.5: Family Activities
Building Staff will hold March is Reading Month Activities focused around nonfiction texts as well as a reading night focused on nonfiction text. GOWO 1.1 PBIS teams PBIS teams will use data from Swiss and Infinite use data for targeted Campus to monitor student behavior. behavioral expectations
Parent Tier 1 Involvemen t Behavioral Tier 1 Support Program
Implement
08/26/2014 06/10/2022 $100
Building Staff
Monitor
09/08/2015 06/10/2022 $0
SCI 1.1 Teachers will Core curriculum teams, PLC's and individual unpack the state science teachers will begin to look at the new state standards (when standards in science when available. available.)
Curriculum Tier 1 Developme nt
Getting Ready
09/08/2015 06/10/2022 $0
RDG 1.7: PLC
Use PLC framework for data analysis to improve instruction and student learning.
Professiona Tier 1 l Learning
Monitor
08/26/2014 06/10/2022 $0
RDG 1.8: PLC (WIDA Access)
Teachers will use the results of the WIDA Access to meet the needs of EL learners.
Academic Tier 1 Support Program Building staff will plan activities to increase parent Parent Tier 1 understanding of the writing expectations of the Involvemen CCSS across the curriculum. t Staff will provide at least one family activity event Parent Tier 1 focused on math. Additional activities will be Involvemen provided for parents to participate and learn about t CCSS math instruction.
Implement
08/26/2014 06/10/2022 $0
Implement
08/26/2014 06/10/2022 $100
Administrati on and select teaching staff Administrati on and select teaching staff. District administrati on District administrati on Building Staff
Implement
08/26/2013 06/10/2022 $100
WRT 1.7 PLC (WIDA)
Teachers will use the results of the WIDA Access to meet the needs of EL learners.
Academic Support Program
Implement
09/02/2014 06/10/2022 $0
EL 1.2 Develop a new elementary EL instructional program
Analyze existing EL program structure and curriculum. Research other programs and new curriculum options for possible Fall 2016 implementation.
Curriculum Tier 2 Developme nt
Getting Ready
08/01/2014 06/10/2022 $0
Curriculum Tier 1 Developme nt
Getting Ready
09/08/2015 06/10/2022 $0
Direct Instruction
Monitor
09/08/2015 06/10/2022 $0
WRT 1.5: Family Activities MTH 1.2: Family Math Activities
SCI 1.3 Core Curriculum Core curriculum teams will consist of teachers Team from K-5 and will be responsible for leading curriculum alignment and changes, professional development and school improvement recommendations. GOWO 1.2 Lessons PBIS teams will use data to determine which behaviors need to be addressed and develop lessons for student improvement.
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier 1
Tier 1
District and building administrati on and building staff District administrati on and teachers Assistant Sup., elementary EL curriculum committee Administrati on and selected teaching staff Administrati on and selected teaching staff Page 54
School Improvement Plan Lakewood Elementary School
EL 1.1 Teachers will utilize SIOP teaching strategies during core instruction
Teachers will utilize SIOP strategies in their core instruction with a focus on building background knowledge and comprehensible input.
Direct Instruction
Tier 1
Implement
08/01/2014 06/10/2022 $0
WRT 1.4: Parent Information
Staff will communicate writing strategies through the use of newsletters, classroom websites, parent-teacher conferences, Open House, and PTO General meetings. Staff will communicate reading comprehension strategies through the use of newsletters, technology, Parent Teacher conferences, and PTO general meetings. Teachers will receive and implement updates to resources or equipment to the Battle Creek Science Kits.
Parent Tier 1 Involvemen t
Implement
08/26/2014 06/10/2022 $50
Parent Tier 1 Involvemen t
Implement
08/26/2014 06/10/2022 $100
Building Staff
Materials
Monitor
09/08/2015 06/10/2022 $0
SCI 1.7
Lakewood will hold bi-annual Science Night for students and families.
Parent Tier 1 Involvemen t
Implement
09/08/2015 06/10/2022 $0
MTH 2.7 WIDA Professional Development
Teachers will develop a deeper understanding of Professiona Tier 2 WIDA and how to administer and interpret results. l Learning
Implement
08/01/2013 06/01/2022 $0
GOWO 1.3 Reward System
PBIS teams will develop a reward system to help encourage students in their appropriate behavior.
Behavioral Tier 1 Support Program
Monitor
09/08/2015 06/10/2022 $0
EL 3.1 Monitoring exited Teachers will monitor exited EL students for EL students progress; grades, attendance and assessment data. Identified and eligible students will receive targeted interventions or re-enter the EL program based on individual needs. EL 2.1 Instructional Staff will meet 7 times per year to review student Dialogue assessment and progress monitoring data from WIDA and other data sources.
Teacher Tier 2 Collaborati on
Implement
08/01/2014 06/10/2022 $0
Administrati on and selected teaching staff Administrati on, select teaching staff, and parent volunteers District administrati on and teachers Administrati on and selected staff Building principals and EL teachers
Academic Support Program
Monitor
08/01/2014 06/10/2022 $0
RDG 1.4: Parent Information SCI 1.4 Battle Creek Science Kits
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier 1
Tier 2
Teachers, principals, curriculum director, student services assistant sup. Building staff
Building principals, classroom teachers, EL teachers, assistant sup. Page 55
School Improvement Plan Lakewood Elementary School
No Funding Required Activity Name
Activity Description
Activity Type
Tier
Phase
Begin Date End Date
Direct Instruction
Tier 1
Monitor
08/26/2013 06/10/2022 $0
Direct Instruction
Tier 2
Implement
08/26/2013 06/10/2022 $0
Direct Instruction
Tier 1
Monitor
09/02/2014 06/10/2022 $0
Administrati on and building teachers
Curriculum Tier 1 Developme nt, Materials Grade levels teams utilize the inter-rater reliability Professiona Tier 1 process when scoring writing to ensure l Learning consistency when scoring student writing.
Getting Ready
06/09/2015 06/10/2022 $0
Administrati on and select staff
Implement
08/26/2014 06/10/2022 $0
K-5 teachers will provide additional interventions at least 3 times per week for students identified by Delta math and district assessment data. Teachers will provide parents with multiple sources of information on how to help their child in math at each grade level. Information will be communicated through classroom newsletters and provided at Parent-Teacher Conferences. Parents will also be provided with math activities to practice at home. Teachers will use data from pre and post ondemand writing assessments found in MAISA units. Data will be used to monitor program effectiveness.
Monitor
08/26/2013 06/10/2022 $0
Administrati on and building teachers Building staff
Parent Tier 1 Involvemen t
Implement
08/26/2013 06/10/2022 $0
Building administrati on and teaching staff
Direct Instruction
Monitor
09/02/2014 06/10/2022 $0
administrati on and teachers
MTH 1.4: Daily Math Instructional Block
All K-5 teachers will provide a daily 60 minute block for core math instruction. Teachers will implement the eight math practices from the CCSS into their daily instruction. WRT 2.1: Differentiated K-5 teachers will meet with students who need Instruction additional support in writing as determined by the pre and post on-demand writing assessments found in the MAISA units. Teachers will intentionally increase conferring time with students who need additional support. WRT 1.2: K-5 teachers will instruct in narrative and Narrative/Information informational writing strategies during a daily Writing across all writing block. Students will apply these strategies content areas across the content areas and specials to address the Common Core State Standards. RDG 1.2: Core Administration and select teachers will work to Curriculum Team identify and implement common guaranteed viable reading curriculum aligned to the common core. WRT 1.3: Inter-rater reliability MTH 2.1: differentiated instruction MTH 1.1: Parent Education
WRT 1.4: Writing Assessment
Direct Instruction
SY 2015-2016 © 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Tier 2
Tier 1
Resource Assigned
Staff Responsibl e Building administrati on and teachers Administrati on and building teaching staff
Page 56
