Post on 18-Aug-2018
School Improvement Plan
Hillside Elementary School
Farmington Public School District
Mrs. Pamela Green, Principal
36801 W 11 Mile Rd Farmington Hills, MI 48335-1109
Document Generated On October 8, 2015
TABLE OF CONTENTS
Introduction 1
Executive Summary
Introduction 3 Description of the School 4 School's Purpose 6 Notable Achievements and Areas of Improvement 8 Additional Information 10
Improvement Plan Stakeholder Involvement
Introduction 12 Improvement Planning Process 13
School Data Analysis
Introduction 16 Demographic Data 17 Process Data 20 Achievement/Outcome Data 22 Perception Data 28 Summary 31
School Additional Requirements Diagnostic
Introduction 33 School Additional Requirements Diagnostic 34
HIL SIP 15-16
Overview 37 Goals Summary 38
Goal 1: All students will improve in the area of reading comprehension 39
Goal 2: All students will improve in the area of writing proficiency 42
Goal 3: All students will improve in the area of inquiry based mathematical reasoning. 46
Activity Summary by Funding Source 50 Progress Notes 56
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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Executive Summary
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Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning.
The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and
challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school
perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it
provides teaching and learning on a day to day basis.
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Description of the School
Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves? Hillside Elementary School is located in Farmington Hills, Michigan, and is one of nine elementary buildings in the Farmington Public
Schools district.
Farmington Public Schools serves over 10,000 + students ranging in age from newborn to senior citizens living in the Farmington/Farmington
Hills and portions of West Bloomfield areas. Approximately 100,000 residents live in this suburban area. The community supports cultural
activities, religious institutions, service clubs, civic organizations, fine arts, and a community college.
Hillside Elementary is a K-4 school which services 513 students. The building is located on West Eleven Mile Rd. between Halstead and
Drake Roads in Farmington Hills. The community is a suburb of Detroit. In the past four years, we have seen an increase in our transient
population. During the 2014-2015 school year we entered and exited over 150 students, including kindergarten From Sept. 4th to March 3,
2015 we enrolled 15 students and withdrew 33 students. During the 2013-14 school year we enrolled 90 students and dropped over 48
students due to moving.
Our building houses a diverse population representing 32 different languages. Our overall population consists of:
Number of students: Percentage: Ethnicity
133 25.93% Black
2 .39% Am. Indian or Alaskan
112 21.83% Asian
242 47.17% White
20 3.90% Hispanic
3 .58% Pacific Islander
Gender is relatively equal with 237 (46.2%) of the students being male while 276 (53.8%) of the students are female. Our classroom staff
has changed with the addition of five new teachers this year.
The instructional staff at Hillside consists of 21 General Education Teachers, 2 Resource Room Teachers, 1.5 P.E. Teachers, 1.5 Art
Teachers, 1.5 Music Teachers, 1 1832 Teacher, 2 ASD Teacher and 1 Media Specialist. Other Instructional Support Staff include: a
Principal, a Literacy Coach, Instructional Consultation Team Facilitator, Social Worker, Psychologist, Student Support Coordinator,
Occupational Therapist, Physical Therapist, A Secretary, an Office Clerk, 1.5 Literacy Paraprofessionals, 2 Bilingual Paraprofessionals, .8
Bilingual Teacher, 10 Special Education Paraprofessionals, 3 Custodians, and 13 Noon Supervisors. Our class sizes range from 21-27 in
lower elementary and 23-25 in upper Elementary grades.
For the last three years we have met AYP for all grade levels in all content areas.
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School's Purpose
Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students. Vision, Mission and Beliefs
Vision Statement
The vision of Hillside Elementary is a school community where high achievement is a priority for all students and learning is our most
important work. As a community, students, staff, parents, community members, and the Farmington Public Schools administrative team, work
collaboratively to create a positive learning environment where students embrace diversity and are prepared to succeed in a global economy.
Mission Statement
Hillside Elementary, in partnership with parents, students, and the community, will provide a safe environment and encourage each student
to achieve a high level of academic performance. Students will be empowered to achieve their personal best as they become responsible,
respectful, and cooperative citizens. Students will, in turn, become thoughtful problem solvers, effective communicators, life-long learners,
and healthy individuals
who exhibit a sense of pride and respect for one another in an ever-changing world.
Beliefs Statement
We believe:
-education is the foundation to succeed in an ever-changing world
-staff, parents, and students should share in decision-making
-staff, parents, and students need to have methods for clear and effective communication
-staff, parents, and students can create a mutually respectful environment where all students are successful, compentent, and productive
We believe:
-all children can learn
-children need to feel safe, secure, and successful
-children need an engaging educational environment
-children learn by doing through inquiry based instruction
-children learn best in an environment that addresses multiple intelligences, learning styles, and interests
-most children's individual needs can be addressed within the general education classroom
-some students need additional academic/emotional support through small group intervention
-children can learn to respect, understand, and succeed in a globally inter-dependent world
-children need to be able to work cooperatively and demonstrate a respect for individual differences
We believe:
-staff members are role models for students and each other
-staff members need to be flexible
-staff members should work together
-staff members are life-long learners focused on professional growth
-staff members respect the cultural diversity of their students and each other
-staff members need to utilize data and quality information to guide instruction
-staff members need to provide intervention for students who are below their instructional level
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We believe:
-the principal is an instructional leader
-the principal supports teachers and students
-the principal facilitates leadership and professional growth
Hillside Elementary School
-the principal is an effective communicator
-the principal recognizes the contributions of students and staff
We believe:
-parents are the most important people in their child's life
-parents should be directly involved in their child's learning success
-parents are partners in the educational process
-parents are key to providing students with a rich array of learning experiences to enhance their child's education
We believe:
-the community is a partner in the educational process
-the community is a resource for educational experiences and support
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Notable Achievements and Areas of Improvement
Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years. Hillside Elementary is proud of the achievements that demonstrate instructional staff and student growth over the years.
Notable Achievements:
1. Students at Hillside Elementary in grades 3rd and 4th participated in a Book Program during the month of March called :Chill Out with
Books. Students were required to read books and pass comprehension tests. Collectively, the students read over 1500 books. Students
who met their goals enjoyed a Reading Rocks Basketball Staff/Student game.
2. Hillside Elementary partners with LOC Federal Credit Union to run a student operated Credit Union once a week in our building. Students
serve as member guides, tellers and bank managers.
3. Our Instructional Consultation Team and Positive Behavioral Intervention Support Team provide both academic and social-emotional
support to Hillside students. These teams meet frequently and plan additional supports based on data. Our PBS Team held several
assemblies this year to support our PAWS Expectations and reinforce conflict resolution skills.
4. Hillside students have many leadership opportunities through Student Council, Safety Patrol, Green Team, Principal Representatives,
Junior Optimist Club, Boy Scouts and Girl Scouts.
5. Hillside has a very dedicated and involved PTA. They support a variety of activities to extend student learning such as field trips,
assemblies, Science Fair, Fun Run, International Night, Talent Show, and Junior Great Books. In addition, they support before/after school
enrichment including LEGO Camp, BOKS morning activities, Chess Club, Knitting Club, Journalism Club, and sports camps. They also
sponsor our Book Fairs, donations for students in need, Goodfellows collection, and Pennies for Pasta. This year they joined the Relay for
Life Team.
6. Hillside is the proud home of the (2011-12 & 2012-13) Farmington Public Schools Teachers of the Year and the (2011-12 & 2012-13)
Teachering with Heart and Soul recipients. In addition, over 15 staff and parents have received the Multicultural Award during (2011-12 &
2012-13) for supporting cultural diversity.
7. Professional Learning Teams are a part of every grade level. Teachers met on their own time once a week for an hour to review student
data, plan for instruction and design interventions. PLC's worked together to develop professional learning goals and grade level goals to
support School Improvement goals during the 2014-15 school year. At the end of the year, teams put together a Power Point presentation
celebrating the progress they had made on their goals.
8. Professional Development calendar was created to streamline the delivery of instruction in Marzano Quality Instruction and Covey's Four
Disciplines of Execution
Areas of Improvement:
In review of our assessment data we have identified goal areas to improve. They include reading, writing, and math. We will also continue to
monitor of gap areas between social economic status and black students.
During the 2013-14 school year we adopted the Oakland Schools MAISA Units of Writing, Early pilot studies showed growth in the area of
writing and story sense. We have also seen an increase in word choice and organization. In the 2014-15 school year we adopted Lucy
Calkins, Writing Pathways for uniformed assessments and rubrics.
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Our data across the district indicates that we need to focus on mathematics. Our teachers believe that our math program "Bridges" has
strengths and challenges. During the 2013-14 school year we will develop support materials for each unit and grade level to met the needs
of our students. Some grade levels will use flexible groups to provide instruction to determine if this approach has a positive impact on
overall data.
Truancy continues to be a significant factor in student achievement. During the 2014-15 school year we had 4, 901.5 absences and 2,319
tardies. We will begin to monitor student attendance and tardies per trimester, rewarding the positive. We will continue to work closely with
the Oakland County Truancy Department.
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Additional Information
Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections. Our School Improvement process is supported through Professional Learning Communities. During the 2014-15 school year we will continue
to use our HIL Leadership team to oversee this process. Our SIP is a direct result of PLC's reviewing data and determining focus areas
related to reading, writing, and math. We align our Professional Development based on these areas of focus. Our staff meetings, orange
week meetings, and 2 hours outside of the building day are used to support instructional and professional development.
Hillside has a tremendous group of staff who serve as teacher leaders. We have three Galileo leaders and numerous staff who serve on
building, district and county task teams. Our teachers work night and day to enhance the educational experience of our children. With
budget cuts many fund supplies for their classrooms with their own money.
During the 2014-15 school year our PBIS Team implemented several new programs to enhance our focus on Positive Behavior
Interventions. We started the first day of school with a "Kick Off" assembly where all staff wore a "PAWS" shirt. We reviewed our PAWS
expectations and modeled assembly behaviors. Throughout the day, students went through mini lessons focused on each area of the PAWS
matrix. Currently, our school is looking into supporting Leader In Me program through the development and adoption of the Seven Habits of
Highly Effective people.
Teachers continued to reinforce these expectations in the classroom by doing mini focus lessons throughout the year, We held assemblies,
recite a PAWS school song, reviewed data, surveyed students, continued our Peer Mediator Program, trained Noon Supervisors in PBIS,
used a lunchroom systems to reward students for following the expectations and read books to support our focus areas. In addition, we
created Morning Announcements to keep the language in the ears of our students.
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Improvement Plan Stakeholder Involvement
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Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
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Improvement Planning Process
Improvement Planning Process
Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them. The first step in engaging stakeholders in our SIP process involves identifying the co-chairs of SIP. This year we had two classroom
teachers and the building principal oversee the process, along with three additional team members to oversee data collection in content
areas. Once the data was reviewed, each grade level team developed both professional and student learning goals to support one of the
SIP goals. During PLT's, teams reviewed appropriate data and progress on their specific goals. Our co-chairs surveyed each team in best
practice strategies and ensured that they supported our SIP.
SIP plan and information was shared continuously during monthly staff meetings and multiple Professional Development days throughout the
year, during Orange Week Meeting times. The co-chairs kept all staff apprised of the goals and our expectations. The co-chairs volunteered
for the position and the grade level team leaders were determined by their grade level peers. Co-chairs met monthly with district SIP team to
coordinate on-going efforts.
As part of the School Improvement Process, all staff was part of the ongoing development and design of the plan. This included
paraprofessionals and secretaries. Email was used to keep the entire building abreast of SIP information. Each staff member was also
given laminated copies of our goals to post in their classrooms. PLTs met weekly. The co-chairs met several times per month and consulted
with the principal on a monthly basis. The principal and co-chairs attended multiple trainings offered by the district throughout the year
focused on SIP. Two parents from the PTA served as parent representatives for School Improvement. They supported the plan and
reviewed goals and strategies. These parents were asked to serve on the committee by the principal.
The SIP plan was shared in Sept. with all parents during the Curriculum Night. It was also shared in our newsletters and at PTA meetings.
Each month, for three months, one of the goals was shared in the newsletter with information for the parents. During PTA meetings, parents
were able to ask questions and hear data related to our goals and progress. PTA meetings occurred once a month.
Professional Learning Teams met weekly. The co-chairs served as main communicators for process and data needs. The professional
learning teams were responsible for making sure they submitted their data on time. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their
responsibilities in this process. Every staff member served on our school improvement teams while three additional team members oversaw Math, Reading and Writing
subgroups when reporting out data and specific goals to entire team. Grade level teams met weekly and the two SIP co-chairs met several
times a month together and with the principal. Grade level teams helped develop supporting strategies and reviewed school data to
determine our focus. Teams also helped gather relevant material and began helping students verbalize learning goals. PTA members met
monthly and had an opportunity to ask questions or make suggestions. Parent representatives were asked to review the plan and provide
input. Surveys were also used to gather information.
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The co-chairs and principal were responsible for inputting the information into the actual report. The information came directly from PLTs
which drove our SIP. Our staff was excited to see that they were all involved in designing strategies to support growth in these areas.
During the 2014-15 school year, we implemented vertical teams to look at our school improvement goals. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress. The final plan was shared with all staff through our professional development days and staff meetings. Itinerant and support staff were asked
to attend the staff meetings to hear this information. The new plan was shared with our PTA in the fall of 2014. They continue to be updated
of the SIP process.
Staff will also be asked to track progress and amount of focus they place on each goal three times a year. This data will help us determine
where we need more focus on communication. The SIP plan will also be shared through our newsletters. Goals will be shared with students
throughout the year.
Our goal this year was to get vertical alignment with PLT's and SIP. We were able to achieve this task and look forward to enhancing our
ability to communicate with others and involve more members into the process on a active basis during our Orange Week meetings where
we met as a large group PLC incorporating SIP goals and objectives. We have adopted the philosophy that SIP is owned by
all...staff...parents...students...and the community. We also were able to share our plan with other schools and share ideas with them. SIP
communication is ongoing and embedded into everything we do.
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School Data Analysis
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Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members
about school data. The SDA can serve as a guide to determine a school’s strengths 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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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? Transient student population on the rise
Long term leaves for return to student's country of origin
Declining enrollment in district Student Demographic Data
2. In looking at the three year trend in student attendance data, what challenges have been identified? Tardiness/attendance has increased over time
Long term leaves to other countries 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? Increase in the severity/duration of significant behavioral issues.
Increase in students with behavioral challenges resulting from physiological conditions, including mental illness. Student Demographic Data
4. What action(s) could be taken to address any identified challenges with student demographic data? Leader In Me
PBIS systems
Marzano DQ8
Quality Instructional practices
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Highlight and focus on positive attendance trends 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? Due to building size, large turnover of staff is often present. There is currently a high level of experienced teachers in the building, but his
could change net year with high school restructuring and the severance package offered by the district to veteran teachers. 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? Again, the number of staff turnover yearly. Continued high level of experience. Reciprocal learning from new and seasoned teachers is
developed through Professional Development plans. 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? Impact on ability for immediate feedback for students, teachers and parents. 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? Impact on the ability to provide immediate feedback for student, teachers, and parents.
Impacts continuity of instruction.
Difficult for guest teacher to provide quality of instruction. Teacher/School Leader(s) Demographic Data
9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? Allocation for building subs to release teachers for PD opportunities.
Suggestion for less pull out of building administration across district during the school day.
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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? Standard 1 - Purpose and Direction
Standard 2 - Governance and Leadership
Standard 3 - Teaching and assessing for learning 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? Standard 4 - Resources and Support Systems 12. How might these challenges impact student achievement? Lack of Resource and Support Systems impact instructional abilities and supports. Quality Instruction is a leading factor for student
achievement. Budget cuts again this year may affect our ability to meet teacher/student needs going forward. 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. The passion of school bond to enhance technology and insure adequate instructional staffing and programs will help. Continued
Professional development in Marzano's, Instructional Strategies will assist in the above challenges. 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? UST and Special Education team implement a systematic problem solving approach to insure compliance for students in need of an array of
interventions/supports for learning. 15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available? CLASS - ELL directed summer school/extended learning opportunity.
ESY - Extended Learning Year for qualifying special education students
Tuition based Summer School Program - general education extended and enrichment opportunities
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Literacy Bags - for all at risk readers grades K-3
Summer Learning Workbooks - cost to obtain, parent choice. 16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these
opportunities? WIDA language assessment
IEPs
Teacher Referral
State/District Assessment results
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? Evidence of horizontal alignment can be seen in PLTs long range plans for the MAISA units of study for Reading and Writing, some Math
Bridges lessons, and results from NWEA CCSS aligned assessment. Teacher lesson plans, goals and targets, as well as identified essential
learning goals present in teacher observations, lesson plans, and PLT agendas are also evidence. 18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you
completed a health survey/ screener. N/A
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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
CCSS alignment to MAISA units of study all grade levels
Teachers implementing reader's workshop
Teachers working within the framework of Marzano's DQ1-4 and 8 to increase student achievement.
Guided reading groups at student's instructional level, developed leveled library.
19b. Reading- Challenges
ELL population is growing and need for greater instructional strategies for teachers.
Impoverished learners are at their highest population within our district.
Lack of allocations for lower elementary literacy support.
Class sizes are on the rise.
Increased #/frequency/duration of assessments taking time away from instructional opportunities.
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19c. Reading- Trends
Increase in students lacking a language rich foundation/environment prior to attending kindergarten.
ELL population and demands increasing.
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 will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional
practices, and Interventions/Enrichment. Activities within the above goal area were created to include teacher and student growth.
Evidence/Data will be collected throughout the year to monitor both teacher and student progress. 20a. Writing- Strengths
CCSS alignment to MAISA units of study
Teachers implementing writer's workshop structures
Teachers implementing Marzano's DQ 1-4 and 8
Adoption of clear standards and assessment tools through Writing Pathways assessment 20b. Writing- Challenges
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Number of Impoverished learners are growing
Higher class sizes
Increase in # and frequency/duration of assessments
New learning to assessment of Writing Pathways, limited training as of yet 20c. Writing- Trends
Students responding to workshop approach as demonstrated in incease of writing stamina, increase in word choice, organization and with
development in ideas and content
Teacher certainty has increased in the use of MAISA writing units
IC cases in writing consistent to years past 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.
These challenges will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional
practices, and Interventions/Enrichment. Activities within the above goal area were created to include teacher and student growth.
Evidence/Data will be collected throughout the year to monitor both teacher and student progress. 21a. Math- Strengths
Setting schoolwide goal focus on Math by digging deeper in math data through the introduction and learning of the goal setting process within
4 Disciplines of Execution, Covey
PLTs have written professional goals in the area of Math and are focused within the DQ1-4 and 8 in order to deliver quality instruction
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Monthly PD (orange week) to develop strategies and interventions in the area of Math
creation of schoolwide WIG in math 21b. Math- Challenges
Time and need to identify "essential learning" per grade level to streamline instruction in area of math
math vocabulary - meaningful development
Bridges our math program, currently used in district, lacks material and frequency/repetition of skill development in order to meet the needs
of all learners.
"holes" in the "spiraling" of math curriculum 21c. Math- Trends
Transient students coming and going have a difficult time adjusting to the math expectations within Bridges, and often have more skills than
students who have been present in school longer
ELL learners have a difficult time working with the Bridges program
Greater understanding of CCSS has allowed for teachers to create additional supports that are needed to support CCSS expectations not
being met by Bridges
Diminished knowledge of basic facts in fluency and accuracy 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.
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These challenges will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional
practices, and Interventions/Enrichment. Activities within the above goal area were created to include teacher and student growth.
Evidence/Data will be collected throughout the year to monitor both teacher and student progress. 22a. Science- Strengths
Current Science curriculum is delivered through a hands on inquiry baed student centered program. Teacher certainty is high and lessons
are intriguing. 22b. Science- Challenges
Current program does not align to CCSS and does not match state/district assessment. 22c. Science- Trends Lack of achievement on standardized tests due to lack of CCSS alignment. 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. These challenges will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional
practices, and Interventions/Enrichment. Activities within the above goal area were created to include teacher and student growth.
Evidence/Data will be collected throughout the year to monitor both teacher and student progress. 23a. Social Studies- Strengths Aligns to CCSS. 23b. Social Studies- Challenges Curriculum is poorly developed using a teacher centered approach, lacks resources that are tangible for students, and doesn't encourage
student inquiry based learning.
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 26© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
23c. Social Studies- Trends N/A 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. These challenges will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional
practices, and Interventions/Enrichment. Activities within the above goal area were created to include teacher and student growth.
Evidence/Data will be collected throughout the year to monitor both teacher and student progress.
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 27© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
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? *(K-2) 99.09% My teacher wants me to learn.
99.09% My school has books for me to read.
*(3-4) 97.39% Teachers want me to do our best. 24b. Student Perception Data
Which area(s) indicate the overall lowest level of satisfaction among students? *(K-2) 59.09% Other teachers know me.
*(3-4) 56.21% In my school students treat adults with respect.
58.39% My principal and teachers ask me what I think about school. 24c. Student Perception Data
What actions will be taken to improve student satisfaction in the lowest area(s)? *Morning Meeting-vehicle for addressing concerns
*Husky Hour-In coordination with Leader in Me, meet in cross grade level groups to address concerns
*Staff Training through staff meetings
*Principal can conduct student focus groups and share results with the staff.
25a. Parent/Guardian Perception Data
What area(s) indicate the overall highest level of satisfaction among parents/guardians? *100% Our school provides qualified staff members to support student learning.
*89.48% Our school provides a safe learning environment.
School Improvement PlanHillside Elementary School
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25b. Parent/Guardian Perception Data
What area(s) indicate the overall lowest level of satisfaction among parents/guardians? *36.85% Our school supplies excellent support services.
*47.37% 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)? *Classroom intervention
*Increase parent education
*Lunch/Recess intervention 26a.Teacher/Staff Perception Data
What area(s) indicate the overall highest level of satisfaction among teachers/staff? *100% Our school's purpose statement is clearly focused on student success. 26b.Teacher/Staff Perception Data
What area(s) indicate the overall lowest level of satisfaction among teachers/staff? *41.67% In our school, a formal process is in place to support new staff members in their professional practice. 26c.Teacher/Staff Perception Data
What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)? *Mentor teacher relationship with new staff members
*District talent development group 27a.Stakeholder/Community Perception Data
What area(s) indicate the overall highest level of satisfaction among stakholders/community?
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 29© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
*79% Participates in conferences
*77% Ease of understanding information, website, and communication 27b.Stakeholder/Community Perception Data
What area(s) indicate the overall lowest level of satisfaction among stakeholders/community? *47% Well managed school system image
*49% Participate in school district committees
27c.Stakeholder/Community Perception Data
What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)? *School Board approved Bond Oversight Committee to oversee expenditures and projects from recent bond approval
*New administration should be visual in committees
*Open invite to apply for committees
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 30© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Summary
28a. Summary
Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes
and perception. As demands on the learning environment increases and funding decreases, our school and district are faced with many challenges. We
have a very transient population of students where a number of them travel to other countries for an extended period of time. Because of the
size of our district, we also have a large change in teacher and support staff. Because of reduced funding, our class sizes are growing,
paraprofessional support is reducing, and our facilities are aging. In addition, negative behavior of students is interfering with learning and
our English Language Learner population is increasing.
Despite these challenges, our staff is committed to student learning and this is recognized by our parent population. Teachers are committed
to using best practices including the workshop format, aligning our curriculum to CCSS, and implementing Marzano's framework of effective
instruction. Our schools each have a Quality Instructor to guide teachers towards best practices. Our district recently passed a bond which
will improve the safety, technology, and facilities.
28b. Summary
How might the challenges identified in the demographic, process and perception data impact student achievement? Many of the challenges identified in these areas will have a lasting impact on student achievement. When students are transient or out of the
country for long periods of time, they are not consistently receiving the high level of instruction at Hillside. Our growing ELL population
requires additional support, which is reducing (and indicated by parents as a challenge) and our average class size is increasing. These
factors place a greater demand on the teaching staff. 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? These challenges are addressed through quality instruction, meeting in PLTs, and providing enrichment and interventions to all students
according to their academic and social needs which are the basis for our School Improvement Plan.
School Improvement PlanHillside Elementary School
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School Additional Requirements Diagnostic
School Improvement PlanHillside Elementary School
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Introduction This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 33© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
School Additional Requirements Diagnostic
Label Assurance Response Comment AttachmentLiteracy and math are tested annually in grades1-5.
Yes F & P, NWEA, Writing Prompts orOakland Schools MAISA pre andpost writing assessments, M-STEP, Bridges pre and post unitassessments
Label Assurance Response Comment AttachmentOur school published a fully compliant annualreport. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.
Yes www.farmington.k12.mi.us
SchoolsElementaryHillside
Label Assurance Response Comment AttachmentOur school has the 8th grade parent approvedEducational Development Plans (EDPs) on file.
No Not Applicable
Label Assurance Response Comment AttachmentOur school reviews and annually updates theEDPs to ensure academic course workalignment.
No Not Applicable
Label Assurance Response Comment AttachmentThe institution complies with all federal lawsand regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.References: Title VI of the Civil Rights Act of1964, Section 504 of the Rehabilitation Act of1973, The Age Discrimination Act of 1975, TheAmericans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.
Yes
Label Assurance Response Comment AttachmentThe institution has designated an employee tocoordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.
Yes Naomi KhalilDirector of Instructional Equity32879 W. Ten Mile RoadFarmington,Mi 48336248-489-3596
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 34© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Label Assurance Response Comment AttachmentThe institution has a School-Parent InvolvementPlan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.
Yes Parent Teacher Assoc. PTA
Label Assurance Response Comment AttachmentThe institution has a School-Parent Compact. Ifyes, please attach the School-Parent Compactbelow.
Yes
Label Assurance Response Comment AttachmentThe School has additional informationnecessary to support your improvement plan(optional).
Yes Pearson School and StudentDataMEAPNWEA ResultsUnit pre and post teat dataF& P DataData BoardsObservational Data
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 35© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
HIL SIP 15-16
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 36© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Overview
Plan Name
HIL SIP 15-16
Plan Description
updated as of May12, 2015
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 37© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goals Summary
The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding1 All students will improve in the area of reading
comprehensionObjectives:1Strategies:3Activities:8
Academic $0
2 All students will improve in the area of writingproficiency
Objectives:1Strategies:3Activities:8
Academic $0
3 All students will improve in the area of inquirybased mathematical reasoning.
Objectives:1Strategies:3Activities:8
Academic $0
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 38© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal 1: All students will improve in the area of reading comprehensionThis plan includes progress notes which are at the very end of this document
Strategy 1: Effective Professional Learning Teams - All teachers will create professional learning teams within the developing and sustaining stages, as measured by DuFour's
implementation rubric, to promote continuous improvement in all students' reading comprehension. Research Cited: Calkins, Lucy; The Art of Teaching Reading and Making Meaning
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Developmental Studies Center; Strategies That Build Comprehension and Community
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Fountas & Pinnell; Continuum of Literacy Learning
Fountas & Pinnell; Guiding Readers and Writers
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools Tier: Tier 1
Measurable Objective 1:100% of All Students will demonstrate a behavior of growth in reading comprehension in English Language Arts by 06/17/2016 as measured by Fountas and Pinnelland the NWEA MAP Assessment.
Activity - Clarify Essential Learning for ReadingComprehension
ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Professional Learning Teams will clarify the essential learninggoals for grade level units of reading, using Lucy Calkin'sReader's Workshop and/or Oakland Schools MAISA units ofstudy, that align to the common core standards.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
Activity - Establish Consistent Pacing ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All K-4 instructional staff will implement the Reader's Workshopstructure into their daily instruction and provide reading andcomprehension activities daily. Professional Learning Teamswill collaborate to create a pacing and a curricular maps withinthe units of study for reading to guide the instruction of aboveactivities.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 39© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Strategy 2: Quality Instruction - Instructional staff will engage in professional development surrounding quality instruction to effectively embed clear and ongoing learning goals, to
monitor and track student progress, and to provide specific student feedback related to learning goals. Staff will monitor their progress through self and administrative
evaluations. Research Cited: Calkins, Lucy; The Art of Teaching Reading and Making Meaning
Chappuis, Stiggins, Chappuis, Arter; Classroom Assessment for Student Learning
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Developmental Studies Center; Strategies That Build Comprehension and Community
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Fountas & Pinnell; Continuum of Literacy Learning
Fountas & Pinnell; Guiding Readers and Writers
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools Tier: Tier 1
Activity - Monitor Student Progress ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Professional Learning Teams will decide upon, create andimplement frequent and common grade level assessments tomonitor student progress. Formative assessments will bedeveloped to align with essential learning goals and CCSSusing appropriate rubric/target/scale.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
Activity - Assess Student Learning ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will assess and monitor student progressin reading comprehension by administering Fountas andPinnell Reading Assessment 2-3 times per year and the NWEAMap testing. Instructional staff will administer test to individualstudent at each trimester. Results will be recorded anddocumented in Pearson and on PLT Literacy Data Board.Instructional staff will then provide specific feedback to studentto celebrate areas of success and/or encouragement in studentgrowth.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
Activity - Reference Learning Goals ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 40© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Strategy 3: Interventions and Enrichments - Using anecdotal and formal assessments all instructional staff and professional learning teams will design and implement the
necessary interventions and enrichment meet the needs of individual students' reading comprehension. Research Cited: Calkins, Lucy; The Art of Teaching Reading and Making Meaning
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Developmental Studies Center; Strategies That Build Comprehension and Community
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Fountas & Pinnell; Continuum of Literacy Learning
Fountas & Pinnell; Guiding Readers and Writers
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools Tier: Tier 2
All instructional staff will provide a clearly stated learning goalaccompanied by a scale or rubric that describes levels ofperformance and monitors students understanding of thelearning goal and the levels of performance. Instruction reflectsembedded reference of learning goal and students are able toexplain learning goal for the lesson. This can be represented inthe form of a written, verbal or visual learning goal statementand through visual or written rubrics.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
Activity - Celebrating Success ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will provide students with recognition oftheir current status and knowledge gained relative to thelearning goal, and monitor the extent to which students aremotivated to enhance their status. Both teacher and studentsshow signs of pride regarding the accomplishments in class.This can be in the form of verbal responses, data notebooks,classroom rubrics, etc.. Celebrations of student and stafflearning will become school-wide through visual datarepresentation.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
Activity - Parallel Tasks ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 41© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal 2: All students will improve in the area of writing proficiencyThis plan includes progress notes which are at the very end of this document
Strategy 1: Interventions and Enrichments - Using anecdotal and formal assessments all instructional staff and professional learning teams will design and implement the
necessary interventions and enrichment to meet the needs of individual students' writing proficiency. Research Cited: Oakland Schools' MAISA Writing Units
Writer's Workshop Research and Writing Pathways' Assessments-Lucy Calkins
Conzemius, Anne & O'Neill, Jan; The Power of Smart Goals
Dufour, Richard & Eaker, Rober; Professional Learning Communities Research
1. All instructional staff will participate in on-going anddifferentiated professional development to increase theirknowledge base in providing accommodations to thosestudents who are performing below or above the grade levelexpected learning goals in reading. Professional developmentwill occur through PD Building days, book studies, andindividual coaching. Professional support will be given toinstructional staff and PLT's from district quality instructionalcoaches, school principal through staff meetings, book studies,and during professional development days.2. Professional Learning Teams will dialogue at time ofassessment to create and/or share parallel tasks to beembedded throughout the instructional day according toclassroom needs.3. Ongoing monitoring will be collected through staff surveys,student growth/progress in F&P reading assessments, anddocumentation of strategy group/strategies in lesson plans.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
Allinstructional staff
Activity - Home-School Connection ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will work collaboratively with families toprovide and monitor reading connections between home andschool to support student reading comprehension. Studentswill read, record and respond to reading daily with materialsprovided by teacher. Instructional staff will provide and modelinformation, strategies and practices for families to implementthrough school/classroom newsletters, literacy events, andconference times.
ParentInvolvement
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
allinstructional staff,studentsand parents
Measurable Objective 1:100% of All Students will demonstrate a behavior of growth in ideas and content in Writing by 06/17/2016 as measured by Writing Pathways Assessments K-4 andcurrent state standardized testing, as appropriate.
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 42© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Harvey, Stephanie & Goudvis; Strategies that Work
Marzano, Robert; Classrooms that Work
Marzano, Robert; What Works in Elementary Schools
Chappuis, Jan & Stiggins, Rick & Chappius, Steve & Arter, Judith, Classroom Assessment for Student Learning Tier: Tier 2
Strategy 2: Quality Instruction - Instructional staff will engage in professional development surrounding quality instruction to effectively embed clear and ongoing learning goals, to
monitor and track student progress, and to provide specific student feedback related to learning goals.Staff will monitor their progress through self and administrative
evaluations. Research Cited: Calkins, Lucy; The Art of Teaching Reading and Making Meaning
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Developmental Studies Center; Strategies That Build Comprehension and Community
Activity - Parallel Tasks ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
1. All instructional staff will participate in on-going anddifferentiated professional development to increase theirknowledge base in providing accommodations to thosestudents who are performing below or above the grade levelexpected learning goals in writing proficiency. Professionaldevelopment will occur through Building PD days, learninglabs, book studies, and individual coaching. Professionalsupport will be given to instructional staff and PLTs from districtquality instructional coaches, school principal and leadershipteam through staff meetings, book studies, and duringprofessional development days.2. Professional Learning Teams will dialogue during the courseof a unit of study to create and/or share parallel tasks to beembedded throughout the instructional day according toclassroom needs.3. On-going monitoring will be collected through staff surveys,student growth/progress in pre- and post-writing assessments,and documentation of strategy group/strategies in lesson plans.
DirectInstruction
Tier 1 GettingReady
09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Home-School Connection ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will work collaboratively with families toprovide and monitor writing connections between home andschool to support student writing proficiency. Instructional staffwill provide and model information, strategies and practices inwriting for families to implement through school/classroomnewsletters, literacy events, and conference times.
ParentInvolvement
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 43© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Fountas & Pinnell; Continuum of Literacy Learning
Fountas & Pinnell; Guiding Readers and Writers
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools
Chappius, Jan & Stiggins, Rick & Chappuis, Steve & Arter, Judith; Classroom Assessment for Student Learning Tier: Tier 1
Activity - Assess Student Learning ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will assess and monitor student progressin writing by administering the On-Demand Writing Pathways'Narrative, Informational and Opinion Assessments, accordingto the assessment schedule at each grade level. Instructionalstaff will then provide specific feedback to students to celebrateareas of success and/or encouragement in studentgrowth.Students will also monitor their own progress via thestudent checklists and rubrics for each genre. Student progresswill be documented and recorded on student report cards.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Reference Learning Goal ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will provide a clearly stated learning goalaccompanied by a scale or rubric that describes levels ofperformance and monitors students understanding of thelearning goal and the levels of performance. Instruction reflectsembedded reference of learning goal and students are able toexplain learning goal for the lesson. This can be represented inthe form of a written, verbal or visual learning goal statementand through visual or written rubric.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Celebrate Success ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will provide students with recognition oftheir current status and their knowledge gain relative to thelearning goal and monitor the extent to which students aremotivated to enhance their status. Both teacher and studentsshow signs of pride regarding the accomplishments in class.This can be in the form of verbal responses, data notebooks,classroom rubrics, etc. Celebration of student and stafflearning will become school-wide through visual datarepresentation.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 44© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Strategy 3: Effective Professional Learning Teams - Hillside teachers will create professional learning teams within the developing and sustaining stages, as measured by DuFour's
implementation rubric, to promote continuous improvement in all students' reading comprehension. Research Cited: Calkins, Lucy; The Art of Teaching Reading and Making Meaning
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Developmental Studies Center; Strategies That Build Comprehension and Community
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Fountas & Pinnell; Continuum of Literacy Learning
Fountas & Pinnell; Guiding Readers and Writers
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools
Chappius, Jan & Stiggins, Rick & Chappuis, Steve & Arter, Judith; Classroom Assessment for Student Learning Tier: Tier 1
Activity - Clarify Essential Learning for Writing Proficiency ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Professional learning teams will identify the essential learninggoals for grade level units of writing, using Lucy Calkins and/orOakland County MAISA Writing Units that align to the CommonCore.
Professional Learning
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Establish Consistent Pacing ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All K-4 instructional staff will implement the LucyCalkins/Oakland County MAISA Writing Units into their dailywriting instruction.Professional learning teams will collaborateto create a pacing and curricular map within the units of studyfor writing to guide instruction of above activities.
Professional Learning
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Monitor Student Progress ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Professional learning teams will use Lucy Calkins' WritingPathways' Assessments to monitor student writing progress.Formative assessments will be developed to align withessential learning goals from Oakland Schools' MAISA WritingUnits and CCSS using appropriate rubric/target/scale.
Professional Learning
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 45© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Goal 3: All students will improve in the area of inquiry based mathematical reasoning.This plan includes progress notes which are at the very end of this document
Strategy 1: Interventions and Enrichments - Using anecdotal and formal assessments all instructional staff and professional learning teams will design and implement the
necessary interventions and enrichment meet the needs of individual students' inquiry-based mathematical reasoning. Research Cited: Grade K-4 = Bridges in Mathematics Math Series by The Math Learning Center
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools
Wall, Edward S. & Posamentier, Alfred S.; What Successful Math Teachers Do
Tier: Tier 2
Measurable Objective 1:100% of All Students will demonstrate a behavior of growth in number sense in Mathematics by 06/17/2016 as measured by NWEA strand B.
Activity - Parallel Tasks ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
1. All instructional staff will participate in on-going anddifferentiated professional development to increase theirknowledge base in providing accommodations to thosestudents who are performing below or above the grade levelexpected learning goals in mathematical inquiry-basedreasoning. Professional support will be given to instructionalstaff and PLT's from district quality instructional coaches,school principal through staff meetings, book studies, andduring professional development days.2. Professional Learning Teams will dialogue at time ofassessment to create and/or share parallel tasks to beembedded throughout the instructional day according toclassroom needs.3. Ongoing monitoring will be collected through SurveyMonkey, student growth/progress in formative and summativeassessments, Compass Learning pathways, anddocumentation of strategy group/strategies in lesson plans.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 46© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Strategy 2: Quality Instruction - Instructional staff will engage in professional development surrounding quality instruction to effectively embed clear and ongoing learning goals, to
monitor and track student progress, and to provide specific student feedback related to learning goals. Research Cited: Grade K-4 = Bridges in Mathematics Math Series by The Math Learning Center
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools
Wall, Edward S. & Posamentier, Alfred S.; What Successful Math Teachers Do
Tier: Tier 1
Activity - Home-School Connection ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will work collaboratively with families toprovide and monitor math home-school connections provided inthe Bridge’s units and/or supplemental resources. Instructionalstaff will provide and model information, strategies andpractices for families to implement through school/classroomnewsletters, and conference times.
ParentInvolvement
Tier 1 Implement 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Assess Student Learning ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will assess and monitor student progressin math by administering math assessments. Instructional staffwill administer assessment at each trimester. Results will berecorded and documented in PLT established location/reportcard. Instructional staff will then provide specific feedback tostudent to celebrate areas of success and/or encouragement instudent growth.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Reference Learning Goal ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 47© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Strategy 3: Effective Professional Learning Teams - Hillside teachers will create professional learning teams within the developing and sustaining stages, as measured by DuFour's
implementation rubric, to promote continuous improvement in all students' mathematical reasoning.
Research Cited: Grade K-4 = Bridges in Mathematics Math Series by The Math Learning Center
Conzemius,Anne & O'Neill,Jan; The Power of Smart Goals
Dufour, Richard & Eaker, Robert; Professional Learning Communities Research
Harvey, Stephanie & Goudvis; Strategies That Work
Marzano, Robert; Classrooms That Work
Marzano, Robert; What Works in Elementary Schools
Wall, Edward S. & Posamentier, Alfred S.; What Successful Math Teachers Do
Tier: Tier 1
All instructional staff will provide a clearly stated learning goalaccompanied by a scale or rubric that describes levels ofperformance and monitors students understanding of thelearning goal and the levels of performance. Instruction reflectsembedded reference of learning goal and students are able toexplain learning goal for the lesson. This can be represented inthe form of a written, verbal or visual learning goal statementand through visual or written rubric.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Celebrate Success ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All instructional staff will provide students with recognition oftheir current status and their knowledge gain relative to thelearning goal and monitor the extent to which students aremotivated to enhance their status. Both teacher and studentsshow signs of pride regarding the accomplishments in class.This can be in the form of verbal responses, data notebooks,classroom rubrics, etc. Celebrations of student and stafflearning will become school-wide through visual datarepresentation.
Evaluation Tier 1 Evaluate 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Clarify Essential Learning for inquiry-basedmathematical reasoning
ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Professional learning teams will identify the essential learninggoals for grade level units of math, using Bridges math units ofstudy and/or supplemental resources that align to the CommonCore.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 48© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity - Establish Consistent Pacing ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
All K-4 instructional staff will implement a mathematical inquiry-based curriculum that aligns to CCSS. Math instruction andactivities will be daily. Professional learning teams willcollaborate to create a pacing and curricular map (AtlasRubicon Scope and Sequence) within the units of study formath to guide instruction of above activities
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
Activity - Monitor Student Progress ActivityType
Tier Phase Begin Date End Date ResourceAssigned
Source OfFunding
StaffResponsible
Professional learning teams will decide upon, create andimplement frequent and common grade level assessments tomonitor student growth. Formative assessments will bedeveloped to align with essential learning goals and CCSSusing appropriate rubric/target/scale.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 No FundingRequired
AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 49© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Activity Summary by Funding Source
Below is a breakdown of your activities by funding source
No Funding Required
Activity Name Activity Description ActivityType
Tier Phase Begin Date End Date ResourceAssigned
StaffResponsible
Reference LearningGoal
All instructional staff will provide a clearly statedlearning goal accompanied by a scale or rubricthat describes levels of performance and monitorsstudents understanding of the learning goal andthe levels of performance. Instruction reflectsembedded reference of learning goal and studentsare able to explain learning goal for the lesson.This can be represented in the form of a written,verbal or visual learning goal statement andthrough visual or written rubric.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 AllInstructional Staff
Monitor StudentProgress
Professional learning teams will decide upon,create and implement frequent and commongrade level assessments to monitor studentgrowth. Formative assessments will be developedto align with essential learning goals and CCSSusing appropriate rubric/target/scale.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 AllInstructional Staff
Establish ConsistentPacing
All K-4 instructional staff will implement theReader's Workshop structure into their dailyinstruction and provide reading andcomprehension activities daily. ProfessionalLearning Teams will collaborate to create a pacingand a curricular maps within the units of study forreading to guide the instruction of above activities.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 Allinstructional staff
Celebrate Success All instructional staff will provide students withrecognition of their current status and theirknowledge gain relative to the learning goal andmonitor the extent to which students are motivatedto enhance their status. Both teacher andstudents show signs of pride regarding theaccomplishments in class. This can be in the formof verbal responses, data notebooks, classroomrubrics, etc. Celebration of student and stafflearning will become school-wide through visualdata representation.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 50© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Parallel Tasks 1. All instructional staff will participate in on-goingand differentiated professional development toincrease their knowledge base in providingaccommodations to those students who areperforming below or above the grade levelexpected learning goals in reading. Professionaldevelopment will occur through PD Building days,book studies, and individual coaching.Professional support will be given to instructionalstaff and PLT's from district quality instructionalcoaches, school principal through staff meetings,book studies, and during professionaldevelopment days.2. Professional Learning Teams will dialogue attime of assessment to create and/or shareparallel tasks to be embedded throughout theinstructional day according to classroom needs.3. Ongoing monitoring will be collected throughstaff surveys, student growth/progress in F&Preading assessments, and documentation ofstrategy group/strategies in lesson plans.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 Allinstructional staff
Establish ConsistentPacing
All K-4 instructional staff will implement the LucyCalkins/Oakland County MAISA Writing Units intotheir daily writing instruction.Professional learningteams will collaborate to create a pacing andcurricular map within the units of study for writingto guide instruction of above activities.
Professional Learning
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Monitor StudentProgress
Professional learning teams will use Lucy Calkins'Writing Pathways' Assessments to monitor studentwriting progress. Formative assessments will bedeveloped to align with essential learning goalsfrom Oakland Schools' MAISA Writing Units andCCSS using appropriate rubric/target/scale.
Professional Learning
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Clarify EssentialLearning for inquiry-based mathematicalreasoning
Professional learning teams will identify theessential learning goals for grade level units ofmath, using Bridges math units of study and/orsupplemental resources that align to the CommonCore.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 AllInstructional Staff
Assess StudentLearning
All instructional staff will assess and monitorstudent progress in reading comprehension byadministering Fountas and Pinnell ReadingAssessment 2-3 times per year and the NWEAMap testing. Instructional staff will administer testto individual student at each trimester. Results willbe recorded and documented in Pearson and onPLT Literacy Data Board. Instructional staff willthen provide specific feedback to student tocelebrate areas of success and/or encouragementin student growth.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 Allinstructional staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 51© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Establish ConsistentPacing
All K-4 instructional staff will implement amathematical inquiry-based curriculum that alignsto CCSS. Math instruction and activities will bedaily. Professional learning teams will collaborateto create a pacing and curricular map (AtlasRubicon Scope and Sequence) within the units ofstudy for math to guide instruction of aboveactivities
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 AllInstructional Staff
Clarify EssentialLearning for WritingProficiency
Professional learning teams will identify theessential learning goals for grade level units ofwriting, using Lucy Calkins and/or Oakland CountyMAISA Writing Units that align to the CommonCore.
Professional Learning
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Home-SchoolConnection
All instructional staff will work collaboratively withfamilies to provide and monitor writing connectionsbetween home and school to support studentwriting proficiency. Instructional staff will provideand model information, strategies and practices inwriting for families to implement throughschool/classroom newsletters, literacy events, andconference times.
ParentInvolvement
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Assess StudentLearning
All instructional staff will assess and monitorstudent progress in writing by administering theOn-Demand Writing Pathways' Narrative,Informational and Opinion Assessments,according to the assessment schedule at eachgrade level. Instructional staff will then providespecific feedback to students to celebrate areas ofsuccess and/or encouragement in studentgrowth.Students will also monitor their ownprogress via the student checklists and rubrics foreach genre. Student progress will be documentedand recorded on student report cards.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Reference LearningGoal
All instructional staff will provide a clearly statedlearning goal accompanied by a scale or rubricthat describes levels of performance and monitorsstudents understanding of the learning goal andthe levels of performance. Instruction reflectsembedded reference of learning goal and studentsare able to explain learning goal for the lesson.This can be represented in the form of a written,verbal or visual learning goal statement andthrough visual or written rubric.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 52© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Home-SchoolConnection
All instructional staff will work collaboratively withfamilies to provide and monitor math home-schoolconnections provided in the Bridge’s units and/orsupplemental resources. Instructional staff willprovide and model information, strategies andpractices for families to implement throughschool/classroom newsletters, and conferencetimes.
ParentInvolvement
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Parallel Tasks 1. All instructional staff will participate in on-goingand differentiated professional development toincrease their knowledge base in providingaccommodations to those students who areperforming below or above the grade levelexpected learning goals in mathematical inquiry-based reasoning. Professional support will begiven to instructional staff and PLT's from districtquality instructional coaches, school principalthrough staff meetings, book studies, and duringprofessional development days.2. Professional Learning Teams will dialogue attime of assessment to create and/or share paralleltasks to be embedded throughout the instructionalday according to classroom needs.3. Ongoing monitoring will be collected throughSurvey Monkey, student growth/progress informative and summative assessments, CompassLearning pathways, and documentation of strategygroup/strategies in lesson plans.
DirectInstruction
Tier 1 Implement 09/04/2012 06/17/2016 $0 AllInstructional Staff
Parallel Tasks 1. All instructional staff will participate in on-goingand differentiated professional development toincrease their knowledge base in providingaccommodations to those students who areperforming below or above the grade levelexpected learning goals in writing proficiency.Professional development will occur throughBuilding PD days, learning labs, book studies, andindividual coaching. Professional support will begiven to instructional staff and PLTs from districtquality instructional coaches, school principal andleadership team through staff meetings, bookstudies, and during professional developmentdays.2. Professional Learning Teams will dialogueduring the course of a unit of study to createand/or share parallel tasks to be embeddedthroughout the instructional day according toclassroom needs.3. On-going monitoring will be collected throughstaff surveys, student growth/progress in pre- andpost-writing assessments, and documentation ofstrategy group/strategies in lesson plans.
DirectInstruction
Tier 1 GettingReady
09/04/2012 06/17/2016 $0 AllInstructional Staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 53© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Celebrating Success All instructional staff will provide students withrecognition of their current status and knowledgegained relative to the learning goal, and monitorthe extent to which students are motivated toenhance their status. Both teacher and studentsshow signs of pride regarding theaccomplishments in class. This can be in the formof verbal responses, data notebooks, classroomrubrics, etc.. Celebrations of student and stafflearning will become school-wide through visualdata representation.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 Allinstructional staff
Assess StudentLearning
All instructional staff will assess and monitorstudent progress in math by administering mathassessments. Instructional staff will administerassessment at each trimester. Results will berecorded and documented in PLT establishedlocation/report card. Instructional staff will thenprovide specific feedback to student to celebrateareas of success and/or encouragement instudent growth.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 AllInstructional Staff
Clarify EssentialLearning for ReadingComprehension
Professional Learning Teams will clarify theessential learning goals for grade level units ofreading, using Lucy Calkin's Reader's Workshopand/or Oakland Schools MAISA units of study,that align to the common core standards.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 Allinstructional staff
Celebrate Success All instructional staff will provide students withrecognition of their current status and theirknowledge gain relative to the learning goal andmonitor the extent to which students are motivatedto enhance their status. Both teacher andstudents show signs of pride regarding theaccomplishments in class. This can be in the formof verbal responses, data notebooks, classroomrubrics, etc. Celebrations of student and stafflearning will become school-wide through visualdata representation.
Evaluation Tier 1 Evaluate 09/04/2012 06/17/2016 $0 AllInstructional Staff
Monitor StudentProgress
Professional Learning Teams will decide upon,create and implement frequent and commongrade level assessments to monitor studentprogress. Formative assessments will bedeveloped to align with essential learning goalsand CCSS using appropriate rubric/target/scale.
Professional Learning
Tier 1 Monitor 09/04/2012 06/17/2016 $0 Allinstructional staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 54© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Home-SchoolConnection
All instructional staff will work collaboratively withfamilies to provide and monitor readingconnections between home and school to supportstudent reading comprehension. Students willread, record and respond to reading daily withmaterials provided by teacher. Instructional staffwill provide and model information, strategies andpractices for families to implement throughschool/classroom newsletters, literacy events, andconference times.
ParentInvolvement
Tier 1 Implement 09/04/2012 06/17/2016 $0 allinstructional staff,studentsand parents
Reference LearningGoals
All instructional staff will provide a clearly statedlearning goal accompanied by a scale or rubricthat describes levels of performance and monitorsstudents understanding of the learning goal andthe levels of performance. Instruction reflectsembedded reference of learning goal and studentsare able to explain learning goal for the lesson.This can be represented in the form of a written,verbal or visual learning goal statement andthrough visual or written rubrics.
DirectInstruction
Tier 1 Evaluate 09/04/2012 06/17/2016 $0 Allinstructional staff
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 55© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.
Progress Notes
Type Name Status Comments Created On Created By
School Improvement PlanHillside Elementary School
SY 2015-2016 Page 56© 2015 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.