Sturgis Elementary 2015-2016 Title I Schoolwide Plan

Schoolwide Planning Committee

Whitney Stoeser– Kindergarten Teacher

Debra Domogalski- First Grade Teacher

Jami Anderson- Second Grade Teacher

Wanda Russell- Third Grade Teacher

Shawna Fitzpatrick- Fourth Grade Teacher

Beth Schieffer- Fifth Grade Teacher

Janis Mathis-Anderson- Intervention Teacher

Jerri Heggem- Intervention Teacher

Mary Ann Stenbak- Intervention Teacher

Randi Delbridge- Parent

Nicole Jones- Parent

Becky Merwin- Parent

Guyla Ness – Reading Specialist/Testing Coordinator

Chrissy Peterson – Special Education Director

Ann Nonnast – Assistant Principal

Chantal Ligtenberg– Principal

Schoolwide Components Page Number

Table of Contents 2

School Profile 3

Program Development 4-16

Comprehensive Needs Assessment Goals, Objectives, Strategies

17 – 18 19-20

Highly Qualified Staff 21

Professional Development 22-24

Parent Involvement

24 - 29

Transition Plan 30 - 37

Monitoring & Support Fiscal Requirements Ongoing Program Development Appendix A

38 39 40 41

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SCHOOL PROFILE Fall Enrollment for 2014-2015 Sturgis Elementary: 723 students Meade School District: 2,655 students Personnel for 2013-2014 School year Teachers……………………………………………………196 Paraprofessionals………………………………………….44 Custodians, Maintenance…………………………………27 Lunchroom, Cooks…………………………………………25 Administrative Assistants………………………………….21 Principals, Administrators…………………………………12 Professional/Technical……………………………………6 Nurses………………………………………………………3 Business Manager …………………………………………1 Superintendent……………………………………………..1

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PROGRAM DEVELOPMENT Meade School District

PURPOSE

The purpose of this School Wide Plan is to improve student learning at Sturgis Elementary, which is consistent with the district’s mission. This plan is an ongoing

document which will be reviewed and revised annually.

BELIEFS We believe that…

• Every individual is a lifelong learner. • Learning requires a commitment from students, teachers,

administration, support staff, parents and the community.

• The cornerstones of learning are integrity, empathy, responsibility, honesty, respect and accountability.

• Every student has the right to a quality education and the responsibility to achieve it.

• All students have the potential to be productive members of society.

• The needs of students should be our first priority. • Diversity among people is to be valued. • People are our greatest resource. • Schools must provide a safe environment for

teaching and learning. • Effective schools must have high expectations for

students and staff. • Learning is enhanced by a positive and supportive

environment that fosters creativity, self-confidence and success.

• Students are capable of making decisions, with proper guidance, and are responsible for their own actions.

• Our school system is accountable to our community. • Change is essential for growth and improvement.

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OUR MISSION

"To Build Knowledge and Skills for Success Today and Tomorrow"

OUR VISION "Meade School District will work in conjunction with its community to provide excellent academics and co-curricular activities that develop life-long learners and productive

citizens.”

DISTRICT OVERVIEW Meade School District is committed to providing a challenging educational experience for all its students. With a student population of 2,655, it ranks 11th in K-12 enrollment among the 151 public school districts in South Dakota and first in area, encompassing 3,122 square miles.

Pupil-teacher ratios are 14.9 students per teacher in K-8, 8.5 students per teacher in rural K-8, and 14.6students per teacher in grades 9-12. To enhance student learning, there are computers with internet connectivity in every classroom. Approximately 1,400 computers are available for staff and student use, which includes 22 fixed and mobile computer labs. Additionally, each teacher has been given a tablet computer and received training on its use. Wireless access has been installed in all school buildings. In addition, liquid crystal display (LCD) projectors have been installed in all classrooms for teacher and student presentations. During the 2013-14 school year, Sturgis Elementary went to a 1:1 system with IPads for 4th grade students. In the 2014-2015 school year, 5th grade was added to the 1:1 program. We are close to having IPads in each of the kindergarten through third grade classrooms to enhance center based instruction. Meade School District students continue to show gains in math and reading according to the No Child Left Behind Report Card. The adequate yearly progress for the district shows that 80 percent of all students tested in the spring of 2012 are proficient or advanced in math and 80 percent of all students are proficient or advanced in reading. The school district will receive new data at the end of this school year with our new state assessment.

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Meade School District is accredited by both the South Dakota Department of Education and the North Central Association Commission on Accreditation and School Improvement. Meade School District was the first district in the state to receive district wide accreditation from NCA, which means that the district and all its schools meet the high standards for a quality school system. This accreditation also means the district engages in a continuous process of educational improvement, and has effective and efficient quality assurance controls. Parents and patrons can be assured that best practices and strategies are being used throughout the entire district.

ELEMENTARY

A $12.2 million addition to Sturgis Elementary, including a new food service facility, was completed six years ago. In addition, capital outlay money is being dedicated for implementing buildings and grounds standards regarding condition, appearance and operational effectiveness.

There are currently 6 sections of kindergarten, 5 sections of first grade, 6 sections of second, third, and fourth grade, and 4 sections of fifth grade. There are approximately 715 students. All staff members at the elementary are highly qualified in accordance with No Child Left Behind. During the 2013-2014 school year, Sturgis Elementary (SES) revamped the reading intervention program at the 1st grade level. Although the school is no longer servicing students through the Reading Recovery program, students will continue to gain strategies learned by past Reading Recovery trainers. Sturgis Elementary still believes in early intervention to assist and serve our lowest achieving first grade students. Selection of students to be served in a reading intervention program is based on prior achievement, diagnostic testing, and teacher recommendations. The goal of the program is to promote literacy and reduce the number of struggling first grade students. These programs supplement the classroom instruction with small group instruction. Students in grades second and third will receive similar reading interventions and/or services. At SES we publish a monthly newsletter sharing pertinent information for all members of the family. It also contains ideas and suggestions for parents to reinforce many of the skills their child is learning at school. The entire school community can be part of our classrooms. Parents are encouraged to take part in positive, meaningful activities and volunteers are welcome to share their

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time, talents and knowledge. During the 2012-2013 school year a Parent Teacher Association (PTA) was developed. There focus has been on ways to enhance our current reading and fine arts programs. Boys Town Common Sense Parenting courses are held throughout the year. This, in conjunction with parent counseling sessions is provided by our District Family Services Worker. All staff have been trained in the Boys Town Classroom management model, and additional training is provided as part of our district professional development. Making healthy choices is important for our students. As part of the school wellness program, all students in grades K-5 take part in the Fresh Fruit and Vegetable Program. Through this grant, each student has the opportunity to sample a variety of common and not so common fruits and vegetables on a weekly basis. Sturgis Elementary has also created a garden area where all students have a responsibility in the planting and caring. To help promote physical activity, all students participate in Power Up to Play 60 through our PE program. In addition to PE all students have learning opportunities is follows:

• Art instruction for 2nd, 3rd, and 4th grade students • Vocal music at all grade levels • Honors Choir • 4th & 5th grade children’s choir • Large group, small group and individual counseling • Computer instruction for all grades • Full library services • Gifted program, Destination Imagination • Student council • Kindness and Compassion (KC) Club

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PLANNING AND IMPLEMENTATION

6/26/2012: Met with Meade team and state officials on the implementation of the Schoolwide Title I program.

8/15/12: Met with Sturgis Elementary intervention teachers to discuss student data and implementation of Schoolwide Title I services.

8/23/12: First grade classroom teachers and intervention teachers discussed Title I programming at this level.

9/5/12: Second grade classroom teachers and intervention teachers discussed Title I programming at this level.

9/11/12: Third grade classroom teachers and intervention teachers discussed Title I programming at this level.

9/20/12: Districtwide Schoolwide Title I meeting (discussed need to update policies, prepare distribution sheets, and differences among elementary schools in the district.).

9/20/12: Analyze D-STEP results

9/21/12: Parent/School Advisory Committee meeting: reviewed Schoolwide Parent Involvement Policy

9/26/12: Sturgis Elementary Family Engagement planning

10/5/12: Sturgis Elementary Data Retreat k-5

10/23/12: Family Engagement Night Activity

10/26/12-11/6/12: K-5th grade staff districtwide have one day of PD for ELA CC standards/lesson plans/assessments

11/7/12: Met with intervention teachers to go over 1st trimester testing data and input from teachers

1/16/13: Meeting to plan Kindergarten Jumpstart night for incoming kindergarten parents to be informed of expectations.

1/26/13: Planning for literacy week and the activities to be completed

2/11/13: Administrators met to discuss Reading Recovery program and if it can be sustained.

2/28/13: Kindergarten Jumpstart meeting planning

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2/29/13: 2nd trimester test scores were analyzed as well as teacher input.

3/4/13: Meeting with Title I summer school coordinator to discuss summer program.

3/4/13-3/8/13: Literacy week celebration (Dr. Seuss). Parents had opportunity to come in and visit during this week.

3/12/13: Staff meeting occurred to discuss the district discontinuing the Reading Recovery plan, but also discussed the continuation of reading intervention services.

3/28/13: Meeting with intervention teachers to discuss the tweaks to the program for the upcoming school year in regards to staffing and intervention services.

8/15/13: Met to discuss plan for services for the upcoming year.

9/5/13: Meeting to plan for Title I Family Engagement Night

9/24/13: Title I Family Engagement Night

10/20/13: Meeting to go over assessment data of students

12/7/13: Meeting to go over assessment data of students

1/16/14: Meeting to plan Kindergarten Jumpstart Night

1/27/14: Meeting to discuss Title I parent invite to school

2/3/14: Kindergarten Jumpstart Night

2/10/14: Meeting to discuss Title I summer school

3/12/14: Parent invite to visit our school

4/15/14 Steering Committee Meeting

8/13/14: Intervention teachers met to discuss services for year, new intervention math

Program and CORE assessment

9/10/14: School Data Retreat/goal setting

9/17/14: Title I Advisory Committee planned for the Family Engagement night

10/15/14: Training provided to staff on new math intervention program: Dreambox

10/21/14: Family Engagement Night

11/8/14: Preparation for Title I review

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11/19/14: Intervention teachers met to discuss adding kindergarten groups

1/28/15: Meeting to discuss Spring Parent Engagement Activity

2/10/15: Meeting to plan Kindergarten Jumpstart Night

3/5/15: Assembly to kick off March reading celebration

4/15/15: Annual Steering Committee review of document and receipt of feedback

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The schoolwide plan was initially developed for Sturgis Elementary during the 2011-2012 school years and implementation began in the 2012-2013 school years. This plan is ongoing document that is reviewed and revised annually.

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School Profile

Sturgis Elementary is staffed by highly qualified teachers. There are several teachers per grade as well as 4 highly qualified intervention teachers. The 1.2 FTE music teachers, 1.2 physical education teachers, and 1.2 computer teachers are also highly qualified. There are approximately 7 FTE classroom paraprofessionals, 1 library paraprofessional and 1 in-school suspension monitor that are highly qualified. The 1.75 FTE guidance counselors are considered to be highly qualified. The teaching experience of the staff at Sturgis Elementary ranges from 39 years to 1 year.

The mobility rate at Sturgis Elementary is relatively stable over a school year. We have seen an increase in enrollment since 2009. School Year Beginning Enrollment Ending Enrollment 2009-2010 632 650 2010-2011 624 614 2011-2012 661 668 2012-2013 714 735

2013-2014 725 717

2014-2015 723 718

STUDENT DEMOGRAPHICS Number of Students % of enrollment White 613 85% Black or African American 7 1.9% Asian 2 .28% Pacific Islander 0 0 Native American 24 4.5% Hispanic 32 4.72% Two or more races 26 3.6% 714 total 100% Special Education 149 21% Gifted and Talented 32 4.5% LEP 0 0 Econ Disadvantaged 329 46% Migrant 0 0

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DISCIPLINE STATISTICS 2014

School Year: 2014

District: Meade School District

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FREE AND REDUCED DATA Piedmont Elementary 31%

Sturgis Brown High 36%

Sturgis Elementary 47%

Sturgis Williams Middle School 43%

Whitewood Elementary 60%

Meade School District Total % average is: 40%

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The Sturgis Elementary is not on school improvement and continues to meet AYP each year.

LEA Action for Schools in Improvement

As indicated in Section 2.5 Adequate Yearly Progress, Sturgis Elementary has made AYP each year since 2003.

History of Plan

At the beginning of the 2011-2012 school year, the administrative leadership team of the district determined that providing Schoolwide Title I program would improve student learning at Sturgis Elementary which is consistent with the district’s mission. A team of the school district personnel; the three elementary principals, teachers, and representatives from the Special Services Department, attended the Schoolwide conference in Chamberlain in October. This plan is an ongoing document which will be reviewed and revised annually. Technical assistance provided by SEA, LEA, and SST is documented throughout this plan.

Through the approval of Sturgis Elementary’s request to be a Schoolwide Title I program, remediation and interventions became more flexible during the 2012-2013 school year. Staff met on a weekly basis to discuss students’ needs and interventions that were necessary. This allowed for many more students to be reached.

In planning for the 2013-2014 school year, Sturgis Elementary is further implementing programming to allow for more flexibility and more interventions reaching students. During this school year, Sturgis Elementary has moved away from the Reading Recovery program as an intervention in the first grade to something that allows more students to be reached. Teachers will continue to do progress monitoring, review assessment information, and obtain input when determining students who may need intervention services.

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During the 2015-16 school year, an additional FTE has been hired as an intervention teacher. With the growth in FTE in Title I, a supplemental math intervention program will be embedded into the schedule for all students. In addition, more students will be reached in the kindergarten level.

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COMPREHENSIVE NEEDS ASSESSMENT Data retreats are held annually in the fall of each school year. Data was analyzed by the administrators and the assessment coordinator. Based on the information, the desired outcomes of the retreat were determined

On September 10, 2014, the Sturgis Elementary staff met. The principal and district assessment coordinator led the staff through the data analysis.

With the transition to a new state assessment, there was no data available for this school year. The data sources reviewed were the Dakota STEP results and the district-wide standards-based testing results from the 2013-2014 school year. The NCLB Report Card, the Assessment and Accountability Charts, and Performance Data Evaluations are included (Appendix A).

The Performance Data Evaluations for math and reading indicates the performance level of each subgroup within the school.

The examination of the results from various assessment sources such as district-wide standards-based assessments and informal assessments that specific math and reading areas need to be addressed. This information is collated in data spreadsheets and is available electronically from the school’s shared server.

Reform Strategies

Reform strategies will be implemented through a concerted effort by the general education, intervention teachers, and special services staff to focus on the individual needs of students by re-teaching and supporting them in areas in which they exhibit weaknesses. Students will be instructed in a variety of strategies in whole group, small group, and individual settings.

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Instructional strategies will follow the methodology of guided curriculum instruction. In math, the emphasis will be on problem-solving with students exploring mathematical strategies and explaining mathematical reasoning. In reading, the emphasis will be on using proven strategies for guided reading as well as exploration into cross-curricular activities such as inquiry units.

To determine if students needs have been met, teachers will examine classroom work, informal math and reading assessments, and results of the standards-based assessments that are given three-times a year. In the future years we will have a comparison with our state assessment. Base scores for these assessments will be reported starting with the 2014-2015 school year. Grade level meetings will address the progress of students and ways in which to meet their needs.

All reform strategies are consistent with the district goals and ways in which we measure the instructional needs of students district-wide.

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GOALS, OBJECTIVES & STRATEGIES The goals for Sturgis Elementary students during the 2014-2015 school year were unable to be determined by a state assessment as we have transitioned over to a new assessment. Goals were determined based on the grade level data from the standard based assessment given on a triennial basis. Goals written this year were more specific to the areas within the data that had lower percentages. The goals are as follows:

• Kindergarten Goals: o Math: Increase understanding of measurement and the

ordering of weight with a set of objects. o Reading: With prompting and support, students will compare

and contrast the themes and settings of a story. • First Grade Goals:

o Math: Students will increase automaticity of fact fluency and introduce standard units of measurement.

o Reading: Students will use informational text to improve vocabulary.

• Second Grade Goals: o Math: Students will have a better understanding for most

common tools of measurement and real world applications. o Reading: 80% of the students will meet grade level

expectations on their DRA. All students will improve by two reading levels.

• Third Grade Goals: o Math: Students will increase mastery of larger equivalent

fractions through building number lines. o Reading: Students will increase higher level thinking skills

when working within guided reading groups. • Fourth Grade Goals:

o Math: Students will increase their knowledge base of units of measure and equivalent fractions.

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o Reading: Students will increase knowledge base of informational texts, specifically in the area of overall structure and grade level vocabulary.

• Fifth Grade Goals: o Math: Students will convert like measure units within a given

measurement system and increase ability to multiply and divide fractions.

o Reading: Students will increase ability to break apart words and their meaning.

• Attendance: 95% rate for the school year

Due to the new accountability waiver approved for the state of South Dakota and the change in educational standards and assessments across the state, Sturgis Elementary has identified an overall goal with the transition for the 2012-2013 and 2013-2014 school year. The goal of Sturgis Elementary is to focus on the changes in instruction necessary to obtain the new expectations for each grade level. During the 2012-2013 school year the emphasis was on the transition to the English/Language Arts Common Core standards. For the 2013-2014 school year, the emphasis will be on the transition to the Math Common Core standards. For the 2014-2015 school year, the emphasis will be on utilizing the new Smarter Balance Assessment to analyze the instruction provided based on the Common Core standards. During this time of transition, assessments have yet to be fully reflective of the Common Core standards.

See Strategies (Appendix A)

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INSTRUCTION BY HIGHLY QUALIFIED STAFF Instruction at Sturgis Elementary is provided by a highly qualified staff of 32 certified classroom teachers and 22 full or part time certified support staff members, all serving in a variety of capacities, including literacy, mathematics, special education, and special areas. Of the 53 Sturgis Elementary certified staff, all meet the highly qualified requirements. Teaching certificates are reviewed annually to ensure each teacher is highly qualified in each subject area they teach. In addition, the superintendent’s assistant encodes into the state personnel report system program the subject area each teacher teachers for compliance.

Meade School District actively strives to attract highly qualified staff through a variety of recruiting and job notification options. Every teacher is assigned a position based on their certifications and endorsements.

Sturgis Elementary has 9 paraprofessionals/instructional assistants of which 9 staff members have met the requirements as highly qualified staff described in the No Child Left Behind Act. They all work under the direct supervision of a highly qualified teacher. All paraprofessionals are highly qualified at Sturgis Elementary. All assistants are included in any building level staff development opportunities.

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PROFESSIONAL DEVELOPMENT 2015-2016

Activity Timeline Provider Participants Evaluation Investigations Training

2013-2014- ongoing

Terc/ TIE All certificated staff

Teacher observation, student achievement, and teacher survey

Common Core Training Modules

2013-2014- ongoing

SDDOE All certificated teachers

Teacher observation and student observation

Accelerated Math Training dates to be determined on the needed basis

Teacher Trainer Grade Level teachers

Teacher Observation and Student Achievement

Kindergarten Academy

Summer 2012, 2013, 2014

USD trainers Kindergarten teachers

Teacher observation and student survey

Accelerated Reading

Training dates to be determined on the needed basis

Teacher Trainer Grade Level teachers

Teacher Observation and Student Achievement

Preschool In-service

August 18-20, 2015

District Staff K -5 Teachers

Teacher Survey

PASS Training 4 days throughout the 2014-2015 school year

PASS Team

K- 5 Teachers

Student Achievement and Administrator Observation

South Dakota Counts CGI

Dates to be arranged

Selected Staff K – 5 Teachers

Teacher Observation and Student Achievement

Common Core Standards Training

On going Selected Staff K – 5 Teachers

Teacher Observation and Student Achievement

Technology Training

On going Technology Staff K – 5 Teachers

Teacher Observation and Student Achievement

Continued Data Retreat

August of 2013 Assessment Coordinator/PASS team

K – 5 Teachers

Teacher Observation and Student Achievement

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Summary: Sturgis Elementary staff will participate in professional development opportunities designed to support instructional practice and design throughout the 2015-2016 school year.

1. Assessment 2. Standards alignment 3. Reading/Math Instructional Practice 4. Data Teams and Data management 5. Special Education 6. 21st Century Learning (technology) 7. Behavior Support

The Meade District offers a mentor program for new teachers to the profession and/or district which provide guidance, direction and a point of contact. The staff at Sturgis Elementary is always ready in anyway needed.

Building level administrators are directly involved in the implementation and improvement of skills through participation in the PASS training process, teacher evaluations and classroom observation/discussion. Some teachers participate in book studies with other staff or take online courses. Teachers are also involved in professional development opportunities in which they may attend trainings, conferences, or workshop that support identified goals. Parents are provided with professional development at the local level. Parents are encouraged to attend the following events:

• Open House/Registration o Dakota STEP Assessment results are provided and an

interpretation is offered to parents • Family Engagement Activities: Math and Reading Family Nights

o Agencies such as Head Start and Parents As Teachers are invited to these events to provide information for parents.

• Kindergarten Jumpstart night o Parents and daycare providers have the opportunity to meet

with kindergarten teachers, learn expectations, and be provided tours of the facilities.

• Parenting Classes

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o Parents also have opportunities for professional development which are provided through other organizations. Flyers and information for parents about professional development is sent home. Parents are encouraged to attend the following conferences.

• SD Parent Conference • Parent Resource Network Opportunities

PARENT INVOLVMENT AND EDUCATION

Sturgis Elementary is constantly providing strategies and tips on involving parents in the entire process of educating their children. Staff members include monthly articles about student and parent information to assist all families in the building school newsletter. Currently, Title I teachers organize a Title I Family Fun Night that is hugely successful. These activity nights are full to capacity of families sharing of good ideas to increase the successfulness and well being of each student. Prior to the Family Nights, parents are invited to meetings to help plan the evening and often are instigators of new activities or ideas. When the parents and teachers are together, programs such as the Love and Logic Theory, Corrective Thinking, and Boys Town are discussed to increase the student's responsibility and respectfulness at home and at school. During the Title I Family Nights, drawings are held to give parents CDs and books written by well-known authors which teach practical strategies and techniques to help children be successful. In future years, all teachers in the building will assist in coordinating this event. In addition, parents are encouraged to attend site-based trainings. Parents are offered free parenting classes in the district that includes free child care during classes. These parent classes are funded through a community grant and are extremely beneficial. Parents are also invited to attend the Learning Starts At Home Conference. This is an extremely valuable conference for parents to learn how to raise their student's achievement in all areas.

Parents are members of committees that implement and encourage growth in the state standards. These committees help the parents understand the content standards and how to work with the school to raise the achievement of their child and monitor their child's progress. This is encouraged through the Sturgis Elementary Parent Involvement Committee. This committee plans programs, speakers, and activities in the areas of reading and math that all parents are invited to attend. Parents are also asked if they have a topic they would like to discuss or a speaker they would like to hear. This committee meets annually during the school year. During this time, parents are asked if they feel the Parent Involvement Policy and other policies are appropriate or need changes. Parents are asked how effective the policy was in improving the academic quality of the schools their child attended. Parents are also asked to identify any barriers to participation in activities. The answers have an effect on the planning for the future of school programs at Sturgis Elementary. Sign in sheets and agendas are

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collected and archived for later use. The Parent Involvement Policy is sent or hand delivered to the parents of all participating children at the beginning of the school year or at the start of the program.

Parents are also encouraged to participate in the Advisory Committee of Federal Programs to help improve programs of the school and offer suggestions. Parents are regularly canvassed for input by means of building parent activities, representation on building and district/community committees, informal input to principals and directors, surveys, development of Title I policies and compacts, participation in area workshops, conferences and trainings, and involvement with the Black Hills Parent Resource Network.

During the 2012-2013 school year a PTA was developed for parents and teachers to collaborate and support the school as a whole. The past three years the PTA has provided support for fine arts and literacy activities in the school. They have also assisted in activities with our Student Council such as through the promotion of recycling and collecting box tops to further assist our school.

Each April a Steering Committee consisting of parent representation from each grade K-5, Title teachers and the Special Education director meet to review, change or ammend the Parent Involvment policy and the Student/Parent Compact. The last meeting of this committee was held on April 15, 2015.

Sturgis Elementary works closely with the Parent Resource Network which offers a vast amount of training in parent and community communication. The Parent Resource Network coordinator is available to meet with individual staff members or parents. The Network provides brochures that are distributed to parents at the fall open house and at each parent/teacher conference. The brochures explain content standards, the statewide testing program and NCLB. Information is disseminated to parents in a variety of ways at Sturgis Elementary. The main information sources are: Monthly Newsletters District Web Site Open House Nights Quarterly In Touch publication emailed to every parent in Meade School District Parent displays Brochures Formal and informal meetings Personal phone calls and emails District Social Worker; home visits; assistance on resources available to families Parent trainings School Reach News releases to the media

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All parents are invited to the fall open house and spring annual meeting. Parents can visit the classroom or contact the teacher whenever necessary. Additionally, each spring an annual meeting is held with the parents to discuss all Title I policies, explain the poverty rates of schools and its eligibility requirements, and how parents can become more involved in the program. An agenda and sign in sheet are at each annual meeting and are archived for reference. The information that is disseminated to parents is written in layman terminology and an easy to understand format. The information is comprehensive and uses little educational jargon. In addition, materials are available or will be translated into the parent's native language. District results from the Dakota STEP are posted on the district's website and published in the school district's newsletter, In Touch, which is emailed to each household in the district. Individual student results for grades 3-8 and 11 are printed and sent home to parents. The student reports give the proficiency level of the student in math, reading and science and also give a detailed explanation on how to read the results. Parents with questions about the scoring or the reading of testing results are referred to the assessment coordinator who works with the parents to help understand performance levels, cut scores, percentile rankings, and stanine scores.

Title I teachers understand and value the role and input of the parents. They contact at least ten parents a quarter to discuss the student and how to better meet each child's individual need. This helps the parent have close contact with the teacher and monitor the child's progress. Families are informed of student progress on a trimester basis.

The Parent/School Compact binds all parties involved for the true commitment to the students of Sturgis Elementary. At the beginning of each school year, intervention teachers and classroom teachers go through the Compact with each parent and student to validate this commitment. Each student, parent/guardian, teacher and administrator reads the agreement regarding their responsibilities. The schoolwide and district wide parent involvement policies are also made available for parents at the Open House. In addition, websites to view the full document online are published in all student handbooks.

Sturgis Elementary has met AYP each year in all areas so information about public school choice, supplemental service options, corrective action, restructuring plan, and parent input on implementation of restructuring plan are not applicable.

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Sturgis Elementary Title I Policy on Parent Involvement

2015-2016 School Year From the first day of school on August 31, 2015, it is the intent of Sturgis Elementary’s Scholwide Title I program to encourage family involvement, which is vital to and an integral part of the successful achievement of every student in the school. The school will take the following steps to encourage family involvement:

IMPLEMENTATION

1. The Sturgis Elementary Schoolwide Title I program will annually invite and encourage all families of children that attend our school to at least one meeting per year to share goals, program focus, and activities provided to the students. The findings from this meeting will be used to design strategies for more effective family involvement, and to revise, if necessary, its parent involvement Schoolwide Title I policies by:

• Educating families on their rights and privileges to participate in coordinating the Schoolwide Title I program

• Providing on-going personal communication (personal contact, phone calls, e-mails, letters, and notes) between home and school

• Arranging school meetings at a variety of times and/or locations to accommodate family needs

• Policy reviews • Annual family surveys • Hosting the Family Involvement Committee meeting held at Sturgis Elementary in

April for future program planning • Dissemination of information throughout the school year • Family engagement activities

2. The Sturgis Elementary Schoolwide Title I program will annually provide the following necessary coordination, technical assistance, and other support to assist in planning and implementing effective parental involvement activities to improve student academic achievement and school performance through:

• Policy reviews • Family surveys • Invitation to the Federal Programs Advisory Committee • Family Involvement Committee held at Sturgis Elementary in the spring • Paying reasonable and necessary expenses for family attendance at nationally or

locally sponsored conferences or workshops • Common Sense Parenting classes • Meade School District 46-1 website • In-Touch Newsletter (sent to email addresses of families of students enrolled in

Meade School District 46-1 and posted on the district website) • Articles in the local newspapers, radio and television stations

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3. Sturgis Elementary shall, to the extent feasible and appropriate, annually coordinate and integrate parent involvement programs and activities with Head Start public preschools, and other community programs. Sturgis Elementary will sustain activities listed below that encourage and support parents to participate in the education of their children.

• Provide literacy and math materials • Preschool Transition Team planning • Encourage family volunteering at Sturgis Elementary • Summer meetings with Head Start • Transition planning • School tours • Kindergarten/Preschool screening • Coordination of confidential records • Inform families of the purpose and existence of the SD Parent Resource Network

website • Invite Head Start and Parents As Teachers to Schoolwide Title I Family

Engagement activities • Develop and maintain community relationships to enhance family involvement

4. Sturgis Elementary shall provide assistance to the families of children served in the Schoolwide Title I program, an understanding of such topics as the state’s academic content standards, local academic assessments, and how to monitor a child’s progress. Sturgis Elementary will work with families to improve the achievement of their children through the following:

• Availability of Intervention Teachers • Various workshops/classes/conferences • Parent/Teacher Conferences in October and February • Common Core Standard Based report cards • Provide information on Common Core Content Standards • Explanation of state and local assessments • Articles regarding educational highlights and resources in school newsletters • SD Parent Resource Network website • Meade School District 46-1 website (www.meade.k12.sd.us) • Family Engagement activities concentrating on literacy and math • Encouragement of family volunteering at Sturgis Elementary • Support Parent/Teacher Association (PTA)

5. Sturgis Elementary shall educate its teachers, administrators, and other staff how to reach out to, communicate with, and work with families as equal partners, in the value of contributions of parents, and how to implement and coordinate parent programs and build ties between parents and schools by:

• Infinite Campus • Various workshops/classes/conferences • Progress Reports

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• Parent/Teacher Conferences in October and February • Meade School District 46-1 website • Literacy and math materials for home • SD Parent Resource Network materials/workshops • Annual invitation to parents to participate in the Title I Family Involvement

Committee • Parent/Teacher Association Meetings

6. Sturgis Elementary will take the following actions to ensure that information relating to

the school and parent programs, meetings, and other activities are available, including alternate formats upon request and, to the extent practicable, in a language the parents can understand.

• All communication to families, including school and district newsletters • Infinite Campus • School Reach

ACCESSIBILITY

In carrying out the family involvement requirements, Sturgis Elementary shall, to the extent practical, provide full opportunities for the participation of families of children with limited English proficiency, families of children with disabilities, and parents/guardians of migratory children, including providing information and school reports in a format to the extent practical, in a language such families can understand. For more information or assistance, call: Sturgis Elementary at 605-347-2648 or Special Services Office at 605-347-4770.

ADDITIONAL FAMILY INVOLVEMENT COMPONENTS FOR THE STURGIS ELEMENTARY TITLE I PROGRAM

At Open House festivities at the beginning of the year, all parents receive access to the Title I Schoolwide and District wide Parent Involvement Policies as well as the compact between educators, parents, and students. Information on these policies is also found in the student handbook and school website. In addition, parents receive information about the Schoolwide Title I program through the monthly newsletter. The newsletter shares information on how any or all students can be supported through the Schoolwide Title I program. A compact is given to all students and parents at the Open House.

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2014 Coordination Plan

Program Development A meeting was held on June 11, 2014 to review and amend the Coordination/ Transition Plan for Meade School District. This Coordination/Transition plan was amended with the input of Head Start, other preschool programs, as well as, parents, community, and Meade School District 46-1 staff. The following pages are to be used as the most current record of plans and services.

Transition Review Committee

Chrissy Peterson Meade School District 46-1; Special Services Director/ Homeless Liaison

Don Kirkegaard Meade School District 46-1; Superintendent

Chantal Ligtenberg Meade School District 46-1; Principal

Ethan Dschaak Meade School District 46-1; Principal

Bev Rosenboom Meade School District 46-1; Principal

Deb Kerstiens Meade School District 46-1; Assistant Special Services Director

Julie Carpenter Meade School District 46-1; Early Intervention Teacher

Kim Roberts Meade School District 46-1; Early Intervention Teacher

Heather Erlenbusch Meade School District 46-1; Speech Therapist

Terri Kussart Meade School District 46-1; Speech Therapist

Liz Kelso Youth & Family Services Rural Prenatal to Five Head Start

Jan Beck Youth & Family Services Rural Prenatal to Five Head Start

Dawn Jorensen Youth & Family Services Early Head Start; Home Visitor

Caly Dirk Youth & Family Services Head Start; Home Visitor

Karin Haxton Birth to Three Coordinator for Meade School District

Garth Ligtenberg Parent

Coordination

Meade School District coordinates and integrates with Youth & Family Services Rural Prenatal to Five Head Start, local & community preschools/daycares, Birth to Three Program, and the District’s Early Intervention Program. Meade School District and Head Start collaborated to create an interagency agreement to increase the coordination between the two entities.

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A transition planning meeting was held where many ideas were disseminated and decided upon. A transition plan for all four and five year olds in the district was established and activities were planned to create a seamless transition for the children. The stakeholders in the process consider transition as a process and began to move from thinking of it as a series of steps or events that prepare children and families for public school instruction, to thinking in the context of a system.

To establish increased channels of communication for the school staff, the Head Start Program and the Early Intervention Program, will email a list of names of students who will be attending and arrange visits to the local kindergarten classrooms to children enrolled in the programs on an individual basis. Head Start will give the family a transition folder, which may include immunization records, birth certificates, transition checklist and information and an application for reduced lunch for those families in need. The families will share this packet with the child’s kindergarten teacher. Readiness for the school experience benefits both the child and family.

Child Find, referral, kindergarten screening, and evaluation will be conducted through cooperatively established procedures appropriate to each agency: Meade School District and various agencies and programs will obtain signed consent forms to release and/or obtain pertinent information about the enrolled children that will participate. These consent forms will be made available during the preschool screening. While making pertinent information accessible to the service providers, each agency will assure that procedural safeguards and confidentiality of information are provided to the children and families. Meade School District and Head Start will provide an early childhood team to facilitate the developmental screening of three and four-year old children. Screenings may include a minimum of the DIAL-4 or Denver II, a visual screen and a hearing screen. Meade School District provides a screening event in the spring of each year with the assistance of Youth & Family Services personnel, which are available to all Head Start, private providers, parents, and children in the Early Intervention Program. In addition, individual screenings are scheduled as needed during the school year. Should any of these groups have concerns regarding the development of a child, a referral is made to the District Early Intervention program. This may result in an evaluation to determine eligibility for Special Education. If the child is placed on an Individual Education Plan, personnel from each agency will collaborate and work jointly on the established goals and objectives for each child.

A planned activity to ease the transition to public schools occurs at the spring Kindergarten screenings. The current kindergarten classes are dismissed for the day of screening. All kindergarten teachers are then available to give personal tours of the building and classrooms and answer questions for the four, five, and six year olds and their families. The kindergarten teachers disseminate information to families in regards to activities they may do with their child as well as information about the upcoming school year. In the folder is a packet of kindergarten readiness skills and parent skills that are written in layman terms with little educational jargon. Snacks are provided to the new incoming students and their families by the screening staff. In addition to the tour and personal contact with the kindergarten teachers, the preschool children

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go through a full screening evaluation. If concerns are noted, they are discussed with the family and recommendations are made. These recommendations may include activities that stimulate growth or referral for further screenings/ evaluation. Likewise, discussions regarding kindergarten occur and many parent questions are answered. To further facilitate the transition to kindergarten, staff members meet with all parents in an open house prior to the beginning of school. Kindergarten students will attend school all day, every day.

Meade School District will invite YFS Rural Head Start to scheduled Title I Family Nights held at the various schools. Head Start provides an activity station with all materials available at the Family Nights. In addition to working with all ages of children, Head Start also has an opportunity to meet with potential new families.

To inform parents of services that Youth and Family Services (YFS) may provide, Meade School District will present a link on the Special Services Website to the YFS homepage. In addition, YFS will provide a brochure of their services for parents who attend the preschool screening.

In conclusion, each agency will recognize the importance of positive staff relations and will be responsible for communication of concerns, as they become apparent. Each agency is responsible for the continuous monitoring of the program, for the communication of concerns, and for making recommendations for continued improvement

Special Education Services

CHILD IDENTIFICATION PROCEDURES POLICY STATEMENT

The Meade School District is required to identify individuals in need of special education and related services. The identification system includes all individuals residing within the district between the ages of birth through 21 regardless of the severity of their disability, including individuals in all public/private agencies and institutions, private schools, including religious school, and children receiving alternative instruction under SDCL 13-27-3.

Meade School District also makes an effort to identify children that are considered homeless in the district. The district coordinates with community service agencies, such as shelters, food banks, transitional living programs, community action agencies, welfare departments, housing departments, public health departments, and faith-based organizations. The coordination the district has with these community service agencies allows the district to identify children considered homeless by helping them in the enrollment process, transportation, and other student services we can provide.

Minimum Procedures

In order for the school district to fulfill the obligations of the Individuals with Disabilities Education Act, the school district is required to inform and provide full educational opportunities to all individuals with disabilities ages birth through twenty-one. A news release is submitted each year identifying the Director of Special Services as the individual responsible for the

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coordination and documentation of the school district’s special education identification process. The school district has in place, a system to identify, locate, and evaluate individuals in need of special education or related services of special education. This written public awareness notice is to inform parents and other interested individuals residing within the jurisdiction of the school district of availability of services for individuals from ages birth through twenty-one, regardless of the severity of their disability. This includes individuals in all public and private agencies/institutions, private schools, including religious schools, and children receiving alternative instruction under SDCL 13-27-3, within the legal boundaries of the school district.

Written procedures for collecting, maintaining, and reporting current and accurate data on all individual identification activities are ongoing and include individuals not currently enrolled in the public school education program. Data generated by the school district’s individual identification, referral, and evaluation systems, (including information from all public/private agencies and institutions located within the district), is reviewed in regards to planning and assessment purposes

Reporting of this data, for use in determining the need for additional facilities, personnel, and services, is left up to the discretion of the district; however, the district will utilize this information when developing its application for IDEA-B (PL 101-476) funds and for completing its federal child count report.

Screening

A comprehensive screening plan is designed to locate or identify all pre-kindergarten children that may be in need of special education or prolonged assistance. Voluntary preschool screening is available, as well as a regular kindergarten screening each spring. Individual screenings conducted cover the developmental areas of cognitive, physical (including vision and hearing), communication, social or emotional and adaptive development for all individuals, birth through five years of age.

Referral, Evaluation, and Placement Procedures

Referrals for special or prolonged assistance may be initiated by parent/guardians, public/non-public school personnel, the individual (self-initiated), and agencies or other individuals (with parents/guardians consent) at any time an individual is experiencing educational/developmental difficulties.

A referral may include any written request. A referral by a parent may be submitted verbally and documented by an administrator. The referral is initially presented to the building principal or to district special education staff. This begins the process of a staffing to review the referral. This staffing may be presented as a Teacher Assistance Team, informal review and consultation meeting or with the Early Intervention Team. Members of this meeting may include the principal, special education teacher, school psychologist, regular educator, school counselor, parent/guardian and/or student. Following the staffing, a determination is made as to whether additional formal/informal assessment is appropriate or what other recommendations are most fitting. Parent input throughout this process is essential prior to any disposition.

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Communication

A directory is obtained from the Chamber of Commerce and Department of Social Services every year that lists each registered daycare and preschool in the district. Invitations are sent to all providers listed about the spring screenings and kindergarten registration. In addition, this information is posted on the Meade School District Facebook page, sent to church bulletins, posted on the weekly chamber announcements, and read on the local radio station for families or providers that may not be on the directory. Brightly colored flyers are posted on bulletin boards in schools, the local community center and grocery stores.

Transition Plan

Target Areas Objectives Activities and Strategies Time Line Implementation

Evaluation

Transition for Preschool students

Transition for Preschool students

Kindergarten screening will be completed and parents informed of their child’s performance.

Students failing the screening will be re-screened. Those continuing to display delayed development will be referred for an evaluation. An IEP will be developed for those eligible.

Local Kindergarten classroom visits will be offered to enrolled children from Head Start, private / local pre-schools, and the Early Intervention Room on an individual basis. Head Start will provide a transition folder to the parents that can be given to the school during registration.

A Kindergarten Screening Day will occur in the spring at which time parents will receive a handouts explaining school activities, expectations and readiness expectations and

Completed by May of each year

Completed within 6 to 8 months from identification

Completed by May of each year

Copies on file

Copies on file

Packets on file

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Parents/students will be introduced to the school, staff, and classroom expectations

Enhance collaboration between the district and area preschools/agencies

Provide training opportunities to families

activities. Children will be screened and given personal tours of school.

Schedule annual meetings with area preschools/agencies to develop strategies to address transition needs.

Coordinate the transfer of records with area preschools/agencies.

Coordinate and make uniform the type of information that is collected in transition packet

Establish various informational sessions for parents on typical development, skill building, follow-through activities/supplies, etc.

(i.e. Jumpstart Kindergarten Night)

Completed by May of each year

Completed by Spring of each year

Complete by time school starts

Throughout the year

Throughout the year

Minutes on file

Meeting agendas on file

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Agency Agreements

Youth & Family Services Rural Head Start and the Meade School District 46-1 have an Interagency Agreement on file.

Transfer of Records

To develop and implement a systemic procedure for receiving records, the Meade School District Early Intervention Program and Youth & Family Services Head Start will obtain consents to release and obtain pertinent information about the enrolled children that will participate. While making important information accessible to the service providers, each agency will assure that procedural safeguards and confidentiality of information are provided to the children and families.

Parent Involvement and Education

An invitation is sent to private daycare providers, local preschools and Head Start in regards to transition related trainings. School staff, which includes early intervention teachers, kindergarten teachers, principals, counselors and the social worker, are encouraged to attend transition related activities or trainings. These events are organized by the early intervention district team, school counselors, or the district’s professional development committee.

Parents will be strongly encouraged to attend site-based trainings. Parents are offered free parenting classes in the district which includes free childcare during the classes. Parents of all children are also given the link to the Parent Resource Network, which provides a vast amount of information.

The Communications Specialist for the district is responsible for developing, coordinating, and facilitating a district-wide communications program for staff, students, patrons, and residents of Meade School District 46-1. A quarterly school newsletter, In Touch, is available electronically for all Meade School District patrons. Upon request, patrons may be emailed the quarterly newsletter or view on the school’s website or Facebook page.

Meade School District will continue to strive for coordination among all programs by informing and inviting the community members and parents to various meetings and sessions. The district strongly believes in encouraging parental and community involvement in a child’s education. Ongoing surveys are used to constantly collect the necessary feedback to drive the processes and programs.

Monitoring/Evaluation

The district will meet with area preschool providers to discuss transition needs of the children beginning kindergarten; likewise, parents will be invited to informational meetings with school staff in order to assist their children in the areas of academic, social and emotional readiness for school. At the meetings, the Coordination and Transition Plan will be evaluated and revised as needed.

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Fifth Grade Transition Entering sixth grade can be overwhelming for students and parents. It is the belief of Sturgis Elementary that every effort is made to ensure that all outgoing fifth-graders (and their parents) know what is to be expected as the students enter middle school. The following routines have been established so that all Sturgis Elementary fifth grade students can adapt to a new school climate with little apprehension.

All Fifth Grade Teachers do the following: Develop schedules that allow our students to attend separate instructional classes. Currently, our students move to another teacher and classroom for science and social studies. In doing this, the children develop and use organizational skills that are needed when transitioning among a variety of classes in the sixth grade. Work as a team to separate the students into classrooms based upon peer relationships and academic ability. Staff spends a considerable amount of time with these students and get to know them well. In doing this, we can possibly prevent situational problems that may arise. Schedule/attend orientation meetings in which the students are introduced to the middle school staff, students, and buildings. Counselors speak to the fifth grade students about the changes that will occur in the following school year at the middle school. Middle School Student Council members provide tours of the school for the students and have lunch with them. Principals speak to the students about the schedule, routine, and expectations at the Middle School.

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MONITORING & SUPPORT

All students will be eligible for supplemental services in our School Wide Title I model.

Students who are having trouble in their academics may be referred to our Teacher Advisory Team (TAT). These teams are to discuss current behavior, academic challenges and strengths, interventions attempted, parental contacts, and possible strategies to help in the instructional process of the student. Teams consist of the classroom teacher and other staff members involved with the student.

These interventions and strategies will be carried out over a period of time. Thorough documentation will take place and all ideas must be extinguished before testing will begin for Special Education services.

To assure that a student’s needs are met on a timely basis, frequent assessments are scheduled and support is provided accordingly.

Individual results are shared with parents through Campus, our online monitoring system, emails with administration and teachers, report cards, daily assessments and updates regarding our TAT process.

Some of the assessments used at Sturgis Elementary are:

1. CORE 2. Small Group instruction for grades K, 1, 2, 3, 4 and 5. 3. Accelerated Math and Reading 3-5 (students’ mastered skills can be isolated so they will be able to work on a specific math and/or reading skill). 4. Dakota Step in grades three through five. 5. NCA testing for all students once each trimester. 6. Kindergarten Assessment. 7. DRA’s

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FISCAL REQUIREMENT

The following information represents the projected spending of Title 1 dollars for the Sturgis Elementary School’s School Wide program.

Title I 2014-2015

100 - Salaries Classroom Instructors $190,000 Aide $18,000 Subs $1500 Total Salaries Cost $209,500 200 - Employee Benefits OSAI: $15,415 Retirement: $12,090 Health: $31,000 WC: $1,048 Total Employee Benefits Cost $59,553 300 - Purchased Services Prof/Tech $1,000 Travel $2,000 Total Purchased Services Cost $3,000 Only Title I federal funds will be used to support this plan. LEA will manage the federal funds used throughout this plan. SES will change from a central based management to a site-based management model. Funding, time, personnel and materials, budget summary report and time distribution sheet documentation for the 2014-2015 school year are available for review at the district Special Services Office.

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ONGOING PROGRAM DEVELOPMENT The plan is reviewed on an annual basis. Our plan will be posted electronically on the SES website, district website and a hard copy available for review at the school.

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APPENDIX A

SD STARS Report Card – page 42

North Central Accreditation (NCA) Data –43-45

Title Forms – pages 46-47

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Accreditation Process for Meade School District As part of the accreditation process, the school district tests students in grades K-12 three times a year to measure progress of students throughout the school year. These standards-based assessments are created using South Dakota State Content Standards for Math and Reading. The results of these assessments are shared with all staff and the results are used in the Comprehensive Needs Assessment. Teachers can access individual students’ results and collate data by class. The district assessment coordinator disseminates the data to all administrative sites disaggregating by school, grade, and by classroom. Cut scores for these tests enable the district to track students by performance levels. The standards comparisons are also used to check the progress of all math and reading content standards. Below are the NCA Math results of 2013 school year for Sturgis Elementary.

Please note that the year shown was the first year of new instructional standards and new assessments based upon those standards.

Math Percentages Performance Levels Reading Percentages Performance Levels K 68% Meets Expectations K 89% Meets Expectations 24% Progressing 11% Progressing 8% Needs Improvement 0% Needs Improvement 1 42% Meets Expectations 1 81% Meets Expectations 40% Progressing 4% Progressing 19% Needs Improvement 15% Needs Improvement 2 6% Meets Expectations 2 75% Meets Expectations 28% Progressing 7% Progressing 66% Needs Improvement 18% Needs Improvement 3 8% Meets Expectations 3 10% Meets Expectations 28% Progressing 56% Progressing 64% Needs Improvement 34% Needs Improvement 4 7% Meets Expectations 4 20% Meets Expectations 20% Progressing 37% Progressing 73% Needs Improvement 43% Needs Improvement 5 12% Meets Expectations 5 2% Meets Expectations 23% Progressing 26% Progressing 65% Needs Improvement 72% Needs Improvement

Below are the NCA Math results of the 2010 and 2011 school years for Sturgis Elementary.

NCA Results for Math End of 2011 End of 2012 Kindergarten

Advanced 89% 74% Proficient 8% 18% Basic 1% 5% Below Basic 2% 3%

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1st Grade Advanced 59% 54% Proficient 26% 38% Basic 13% 8% Below Basic 2% 0%

2nd Grade Advanced 60% 65% Proficient 30% 31% Basic 8% 3% Below Basic 2% 1%

3rd Grade Advanced 55% 64% Proficient 33% 30% Basic 8% 2% Below Basic 3% 4%

4th Grade Advanced 53% 63% Proficient 21% 22% Basic 12% 8% Below Basic 13% 6%

5th Grade Advanced 5% 38% Proficient 22% 29% Basic 33% 22% Below Basic 40% 12%

NCA Results for Reading End of 2011 End of 2012 Kindergarten

Advanced 95% 60% Proficient 3% 26% Basic 2% 5% Below Basic 0% 9%

1st Grade Advanced 75% 73% Proficient 13% 16% Basic 3% 5% Below Basic 9% 6%

2nd Grade Advanced 66% 64% Proficient 14% 18% Basic 12% 10% Below Basic 8% 7%

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3rd Grade Advanced 53% 44% Proficient 26% 19% Basic 11% 23% Below Basic 9% 14%

4th Grade Advanced 8% 0% Proficient 71% 34% Basic 9% 20% Below Basic 12% 45%

5th Grade Advanced 47% 36% Proficient 22% 46% Basic 3% 11% Below Basic 28% 7%

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Meade School District 46-1 Sturgis Elementary Title I Schoolwide Program Student/Parent/Teacher/Administrator Compact

2015-2016 School Year “To Build Knowledge and Skills for Success Today and Tomorrow”

Student Agreement School is my job so it is important. I will share the responsibility to achieve South Dakota’s high standards. • Attend school regularly. • Bring my school supplies for learning: pens, pencils, paper, erasers, etc. • Complete and hand in my work. • Have a regular study or reading time. • Share my work with my family. • Follow school rules.

Parent/Guardian Agreement I want my child to succeed; therefore, I will support my child’s learning in the following ways:

• See that my child is punctual and attends school regularly. • Support the school in its effort to maintain proper discipline. • Participate in decisions relating to the education of my child. • Establish a time for homework and review it regularly. • Provide a quiet, well-lit place for study, separate from the television if possible. • Stay aware of what my child is learning and promptly read all notices from the school. • Spend positive and qualitative extracurricular time with my child. • Read with my child and let my child see me read. • If my schedule allows, observe and/or volunteer in my child’s classroom. • Serve to the extent possible, on parent committees.

School/Teacher Agreement It is important that students achieve; therefore, I will strive to do the following:

• Provide high quality curriculum and instruction to assist students in learning the state standards. • Create a supportive and effective learning environment to make learning enjoyable. • Provide homework assignments for students, as necessary. • Provide communication and assistance to parents so that they can help with the assignments. • Meet with Title I families at least once a year or during Parent/Teacher Conferences. • Report cards indicating student progress will be sent to parent/guardian three times per year.

Additional information may be provided upon request. • Seek ways to involve parents in the school program (volunteer, participate, observe). • Demonstrate professional behavior and a positive attitude

Administration Agreement I support this form of parent involvement; therefore, I shall strive to do the following:

• Provide an environment that allows for positive communication between the student, parents, and teachers.

• Train teachers in use of quality curriculum and instruction and provide assignments that will reinforce them.

• Involve parents in the planning, review, and improvement of policies in an organized, ongoing and timely way.

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