School Improvement Plan Hillside Elementary School · School Improvement Plan Hillside Elementary...

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.

School Improvement PlanHillside Elementary School

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

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? 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.



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



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



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.



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.



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.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. 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.



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.



School Data Analysis



Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members

about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement

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

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

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

school’s comprehensive needs assessment process.



Demographic Data

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

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

suspensions/expulsions, etc.

Student Demographic Data

1. In looking at the three year trend in student enrollment data, what challenges have been identified? 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



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.



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



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



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.



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



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






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



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








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



tiered instruction if appropriate. These challenges will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional


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.



23c. Social Studies- Trends N/A 23d. Social Studies- Summary



tiered instruction if appropriate. These challenges will be addressed through our SIP goals and strategies area of Professional Learning Teams, Quality Instructional


Evidence/Data will be collected throughout the year to monitor both teacher and student progress.



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.



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?



*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



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.



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




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



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



HIL SIP 15-16



Overview

Plan Name

HIL SIP 15-16

Plan Description

updated as of May12, 2015



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



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


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.






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









Activity - Monitor Student Progress ActivityType


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.




Activity - Assess Student Learning ActivityType


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


Activity - Reference Learning Goals ActivityType


Source OfFunding

StaffResponsible



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









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



Activity - Celebrating Success ActivityType


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



Activity - Parallel Tasks ActivityType


Source OfFunding

StaffResponsible



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


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


Activity - Home-School Connection ActivityType


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


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.



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


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





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



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











Chappius, Jan & Stiggins, Rick & Chappuis, Steve & Arter, Judith; Classroom Assessment for Student Learning Tier: Tier 1



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



Activity - Reference Learning Goal ActivityType


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



Activity - Celebrate Success ActivityType


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





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









Chappius, Jan & Stiggins, Rick & Chappuis, Steve & Arter, Judith; Classroom Assessment for Student Learning Tier: Tier 1

Activity - Clarify Essential Learning for Writing Proficiency ActivityType


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.






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.






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.






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


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






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.



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






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







Tier: Tier 1



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





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



Activity - Reference Learning Goal ActivityType


Source OfFunding

StaffResponsible



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







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



Activity - Celebrate Success ActivityType


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


Activity - Clarify Essential Learning for inquiry-basedmathematical reasoning

ActivityType


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.








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






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.






Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Activity Name Activity Description ActivityType


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.


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.


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



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


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 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.



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.



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




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



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.



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



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


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





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


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


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



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



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.



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


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.






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




Progress Notes

Type Name Status Comments Created On Created By



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