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School Improvement Plan

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Beal City Elementary School
Beal City Public Schools
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Mr. Jason Wolf, Principal
3180 WEST BEAL CITY RD
MT PLEASANT, MI 48858-8774

Document Generated On August 26, 2014

 TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3

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Description of the School 4

School's Purpose 5

Additional Information AF
Notable Achievements and Areas of Improvement

Improvement Plan Stakeholder Involvement

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Introduction 9

Improvement Planning Process 10

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School Data Analysis

Introduction 12

Student Enrollment Data 13

Student Achievement Data for All Students 15

Subgroup Student Achievement 17

Perception Data - Students 21

Perception Data – Parents/Guardians 22

Perception Data – Teachers/Staff 23

Other 24

School Additional Requirements Diagnostic

Introduction 26

School Additional Requirements Diagnostic 27

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2014-15 Beal City Mayes Elementary School Improvement Plan

Overview 30

Goals Summary 31

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Goal 1: All students attending Beal City Mayes Elementary will become career and college ready in mathematics.
Goal 2: All students attending Beal City Mayes Elementary will become career and college ready readers
Goal 3: All students attending Beal City Mayes Elementary will become career and college ready writers.
Goal 4: All students attending Beal City Mayes Elementary will become career and college ready in science.

Activity Summary by Funding Source

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38
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School Improvement Plan
Beal City Elementary School

Introduction

The SIP is a planning tool designed to address student achievement and system needs identified through the school's
comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school
improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary
Education Act (ESEA) as applicable.

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Executive Summary

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Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the
strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of
how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to
reflect on how it provides teaching and learning on a day to day basis.

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Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?

We are a small agricultural community in the Mid-Michigan area and we are a kindergarten through sixth grade elementary building with 335
students. Over the past few years we have seen an influx in special education students. Although we are small our students excel at a very

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high level. We have exceptional parent and community support for all of our programs.
A challenge that we face due to our size is accommodating all of our special education population needs. Therefore, we outsource some of
our students to surrounding schools, so; they may have the best opportunity for success.

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School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.

Our District Mission Statement:

Beal City Schools, in harmony with home and community, will educate our students in a positive learning environment that meets individual
needs and goals in order that all students successfully function in an ever-changing global society.

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Our Vision Statement:
Our students are excited, responsible learners who are encouraged by home, school, community, and place of worship. As leaders, they are
fully confident that they will graduate well prepared to meet the challenges and high expectations or the 21st century. As successful, life-long
learners and productive citizens of high morals, they work to their fullest potential to make a positive difference in the community. Our

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children begin their discovery of knowledge in a nurturing family environment. Our school and community work in harmony to provide a safe,
supportive and challenging learning experience. Our premier educational team enthusiastically embrace innovative teaching methods and
high standards of performance. Our schools are the central point of learning. Using the latest technology, the world is truly our classroom.
Our school district and community are committed to high expectations and high standards. We proactively work together to provide skills,
knowledge and resources that thus ensure a fully supportive environment in education for all stakeholders.

Belief Statements:
*We believe all children can learn
*We believe in creating independent, life-long learners
*We believe all children deserve equal opportunity and treatment
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*We believe in promoting a positive self-concept
*We believe it take a whole community to educate a child, and encourage parental involvement and participation
*We believe in ensuring a safe and positive learning environment
*We believe in encouraging the acceptance of diversity

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Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.

Over the last three years we have made great strides in the area of literacy instruction and assessment. Our staff has undergone extensive
training in CAFE reading strategies, Reading Recovery, RTI small group instruction, and Accellerated Reader (AR). In both in-district and
standardized assessments, our students have shown tremendous gains in their reading fluency and comprehension. Even though we are

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showing these great gains and improvements in literacy, we are continuing to make literacy a top priority for our staff and students.

Another area that we have begun to make improvements upon is writing. Our staff has just adopted a the new MAISA Writing Curriculum,
which uses the Common Core ELA standards. This is our second year of implementation of this new writing curriculum, and our staff has
already seen huge gains in our students writing ability and stamina.

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Our staff is currently in the process of changing our math curriculum to align with the Common Core Math standards. Over the next three
years, our goal is to align our curriculum and fully implement a new math textbook series, which will be based on the Singapore Math
teaching methodology.
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Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous
sections.

We are PROUD to be AGGIES!!

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Improvement Plan Stakeholder Involvement

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Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.

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Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.

The ESIT committee is made up of staff and parents. The meetings are open to all staff members and parents are invited to attend. To
encourage participation, meetings are help once a month during our lunch (11-11:45 am). This schedule has allowed greatest participation.

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Once decisions are made at the ESIT level, we go through a similar process at the district level with DSIT. That is also composed of
administration, staff, BOE members, and parent/community members.

responsibilities in this process.

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Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

ESIT = Building Principal, teachers, para-professionals, parents

DSIT = Superintendent, building principals, teachers, BOE members, parents, community members

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.
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Both the ESIT and DSIT recieve the plan, and the plan is also posted on our website.

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School Data Analysis

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Introduction

The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members
about school data. The SDA can serve as a guide to determine a school’s strengths, challenges, and directions for improvement based on an
analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of
content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked
with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and
analyzed in conjunction with other local school data. Completion of the SDA is required.

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Student Enrollment Data

How do student enrollment trends affect staffing?

Due to the increase in student enrollment within the building over the last 3 year (2010-11 = 311 to 2013-14 = 335), we have had to add two
additional staff members to eliminate 2 split grade level classrooms during the 2012-13 school year. With the increase in the number of
students who qualify with disabilities over the last 4 years (2009-10 = 26 to 2012-13 = 47) we have had to add an additional special
education staff member. With the increase in students with disabilities that require one-on-one adult support, we have had to take away

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general education para-professional support and reallocate that to special education support.

How do student enrollment trends affect staff recruitment?

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We have had to hire an additional 2.5 teachers during the 2012-13 school year to accommodate our increased enrollment. We have
continued to recruit staff in the same way; by posting on a statewide website, and local recruitment.

How do student enrollment trends affect budget?

Our budget has stayed stagnate although the number of students that we service and the number of staff members have increase.
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How do student enrollment trends affect resource allocations?

With the increase in student enrollment and our budgets staying the same, we have had to cut back on services and programs to made up
the difference.

How do student enrollment trends affect facility planning and maintenance?

With the addition of two more classroom teachers, we have had to move our 6th grade classrooms into the High School wing of our facility.
The increase numbers have also forced use to use storage spaces for special education ancillary staff (speech, social work, O.T., etc). Our
building is at capacity.

How do student enrollment trends affect parent/guardian involvement?

Although our enrollment has increased, the parent/guardian involvement has stayed the same. We have seen a decline in parent
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involvement of students that qualify for Title I and special ed. services.

How do student enrollment trends affect professional learning and/or public relations?

With the increase in the number of students that qualify as economically disadvantaged, we have had to adjust our professional learning to
reflect this demographic change.

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What are the challenges you noticed based on the student enrollment data?

The increase in the number of students that qualify for special education services has dramatically altered the focus and resources available
within our building. (2009-10 = 26 to 2013-14 = 47)

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What action(s) will be taken to address these challenges?

We have spent more time learning the needs of this changing demographic within our building. We have had to send staff to the appropriate
training to assist them in this learning.
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What are the challenges you noticed based on student attendance?

Our overall student attendance is very good. We do have a few students that have attendance problems.

What action(s) will be taken to address these challenges?

We send home monthly attendance letters to parents, notifying them when their child reaches 5, 7, and 10 days absent. Once students go
above 10 days absent, we refer them to the truancy officer.

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Student Achievement Data for All Students

This area includes data questions.

Which content area(s) indicate the highest levels of student achievement?

The highest level of student achievement on the MEAP test is in the content area of Reading.

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Which content area(s) show a positive trend in performance?

The content area of reading has shown consistent positive growth on the MEAP test, over the last 5 years (2008-09 to 2012-13), in all grade
levels except 3rd grade (4th-6th graders).

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In which content area(s) is student achievement above the state targets of performance?

Our 6th grade is above state average on the MEAP in Reading, Math, and Social Studies.

What trends do you notice among the top 30% percent of students in each content area?
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Our top 30% proficient students have stayed consistent over the past 4 years.

What factors or causes contributed to improved student achievement?

The implementation of Daily 5, Reading RTI, Words Their Way, CAFE reading strategies, and Reading Recovery within the classrooms and
Title I.

How do you know the factors made a positive impact on student achievement?

Not only have we seen increases in MEAP reading scores, but pre and post assessments have shown positive growth following
implementation of these programs.

Which content area(s) indicate the lowest levels of student achievement?

The content area's with the lowest levels of student achievement on the MEAP test is Math and Writing.
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Which content area(s) show a negative trend in achievement?

The content area of Science has shown a negative trend on the MEAP test, over the last 5 years.

In which content area(s) is student achievement below the state targets of performance?

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On the 2013-14 MEAP test:
3rd Grade - Reading and Math
4th Grade - Reading, Math, and Writing
5th Grade - Reading, Math, and Science

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What trends do you notice among the bottom 30% of students in each content area?

Scores have been steadily increasing over the past 4 years.

What factors or causes contributed to the decline in student achievement?

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Writing - the lack of a consistent writing program across the grade level
Math - the use of a inconsistent, outdated math program
Science - the lack of a textbook which prevent the in-depth use of informational text reading within the subject area.

How do you know the factors made a negative impact on student achievement?

Areas on the MEAP test that we consistently do poorly on coincide with these content areas.

What action(s) could be taken to address achievement challenges?

Math - we have recently adopted a new math program based on the Singapore math concepts
Writing - we have recently changed to the MAISA writing program.
Science - we are looking into how to use more informational text reading within the science content area.

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Subgroup Student Achievement

Statement or Question:Which subgroup(s) show a trend toward increasing overall performance?

Response:

•White
•Male
•Female
•Economically Disadvantaged

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Statement or Question:For which subgroup(s) is the achievement gap closing?*
Response:

•Economically Disadvantaged

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In what content areas is the achievement gap closing for these subgroups?*

Reading

How do you know the achievement gap is closing?*

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Test scores of the economically are coming closer to reaching the same standards as the non-economically disadvantaged students.

What other data support the findings?

The number of economically disadvantaged students qualifying for Title I services has decreased.

What factors or causes contributed to the gap closing? (Internal and External)*

The implementation of an RTI program.

How do you know the factors made a positive impact on student achievement?

Many of the students who have qualified for Title I services at the beginning of the year have exited the program.

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What actions could be taken to continue this positive trend?

Implementation of a after-school and/or summer school program.

Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance?

Response:

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•None

Statement or Question:For which subgroup(s) is the achievement gap becoming greater?*

Response:

•Economically Disadvantaged
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In what content areas is the achievement gap greater for these subgroups?*

Math

How do you know the achievement gap is becoming greater?*

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State and local assessment scores.

What other data support the findings?*

MEAP and STAR Testing

What factors or causes contributed to the gap increasing? (Internal and External)*

Transition to new math curriculum

How do you know the factors lead to the gap increasing?*

Drop in scores after implementation of new curriculum.

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What actions could be taken to close the achievement gap for these students?*

Increased emphasis on reading informational text included in math.

How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?

n/a

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How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section
31a, credit recovery programs, after-school programs, etc.)?

All students are tested at the beginning, and mid-year to determine qualifications for Title services. All students in each gen. ed. classroom
take part in the RTI program.

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How are students designated ‘at risk of failing' identified for support services?

All students are DRA2 tested 3 times each year to determine qualifications for extra support.
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What Extended Learning Opportunities are available for students (all grade configurations respond)?

Title I services

Label Question Value

What percentages of students participate in Extended Learning 14.0
Opportunities, either for additional support or increased challenge?

What is the school doing to inform students and parents of Extended Learning Opportunities?

Mailing and information in newsletters

Label Question Value

What is the total FTE count of teachers in your school? 19.0

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Label Question Value

How many teachers have been teaching 0-3 years? 2.0

Label Question Value

How many teachers have been teaching 4-8 years? 3.0

Label Question Value

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How many teachers have been teaching 9-15 years? 5.0

Label Question Value

How many teachers have been teaching >15 years? 9.0

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What impact might this data have on student achievement?

The experience of our staff should have a positive impact on student achievement.

Label Question Value

Indicate the total number of days for teacher absences due to 57.0
professional learning or professional meetings.
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Label Question Value
Indicate the total number of days for teacher absences due to illness. 60.0

What impact might this data have on student achievement?

The number of days in which teachers are out of the building may adversely effect student achievement.

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Perception Data - Students

Which area(s) indicate the highest overall level of satisfaction among students?

Students indicated a high level of satisfaction with their safety within the building and with staff.

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Which area(s) show a positive trend toward increasing student satisfaction?

Assistance of staff toward students

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What area(s) indicate the lowest overall level of satisfaction among students?

Student engagement

Which area(s) show a trend toward decreasing student satisfaction?

None
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What are possible causes for the patterns you have identified in student perception data?

Elimination of split grade level classrooms.

Increase in para-professional support in the building

What actions will be taken to improve student satisfaction in the lowest areas?

Focus on student behavior and response

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Perception Data – Parents/Guardians

Which area(s) indicate the overall highest level of satisfaction among parents/guardians?

My child receives aqueduct academic support, are academically challenged, and expectations are clearly communicated.

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Which area(s) show a trend toward increasing parents/guardian satisfaction?

Expectations communicated and behavior supports

Input regarding school decisions

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Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?

Which area(s) show a trend toward decreasing parents/guardian satisfaction?

Input regarding school decisions

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What are possible causes for the patterns you have identified in parent/guardian perception data?

Lack of communication of the various opportunities we have for parent/community input regarding school decisions.

What actions will be taken to increase parent/guardian satisfaction in the lowest areas?

Provide more communication of the decision making opportunities for community members to voice opinions.

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Perception Data – Teachers/Staff

Which area(s) indicate the overall highest level of satisfaction among teachers/staff?

Staff indicate a high level of satisfaction among most areas of perception.

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Which area(s) show a trend toward increasing teacher/staff satisfaction?

Use and ability of technology in the classroom

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Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?

Consistency of behavior supports in building.

Which area(s) show a trend toward decreasing teacher/staff satisfaction?

None
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What are possible causes for the patterns you have identified in staff perception data?

Inconsistency in behavior support in the classroom

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Other

How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you
have not completed the MiPHY survey.)

NA

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Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are
involved in the process.

The decisions go through DSIT, ESIT, administration, and grade level staff.

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What evidence do you have to indicate the extent to which the standards are being implemented?

Curriculum documents that show CCSS have been implemented.

Teacher lesson plans that show how the Standards are being taught.
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School Additional Requirements Diagnostic

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Introduction

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

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School Additional Requirements Diagnostic

Label Assurance Response Comment Attachment

Literacy and math are tested annually in grades Yes
1-5.

Label Assurance Response Comment Attachment

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Our school published a fully compliant annual Yes 2011-12 Annual
report. (The Annual Education Report (AER) Report
satisfies this). If yes, please provide a link to the
report in the box below.

Label

Label
Assurance

Assurance
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Our school reviews and annually updates the
EDPs to ensure academic course work
alignment.
Response
Our school has the 8th grade parent approved No
Educational Development Plans (EDPs) on file.

Response
No
Comment
K-6 grade building

Comment
Attachment

Attachment

Label Assurance Response Comment Attachment

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The institution complies with all federal laws Yes
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
References: Title VI of the Civil Rights Act of
1964, Section 504 of the Rehabilitation Act of
1973, The Age Discrimination Act of 1975, The
Americans with Disabilities Act of 1990, Elliott-
Larsen prohibits discrimination against religion.

Label Assurance Response Comment Attachment

The institution has designated an employee to Yes William Chilman IV
coordinate efforts to comply with and carry out Superintendent of Schools
non-discrimination responsibilities. If yes, list 3180 W. Beal City Rd.
the name, position, address and telephone Mt. Pleasant, MI 48858
number of the employee in the comment field. (989) 644-3901

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Label Assurance Response Comment Attachment

The institution has a School-Parent Involvement Yes 2012-13 Student
Plan (that addresses Section 1118 activities) Handbook
that is aligned to the District's Board Policy. If
yes, please attach the School-Parent
Involvement Plan below.

Label Assurance Response Comment Attachment

The institution has a School-Parent Compact. If Yes 2012-13 Student
yes, please attach the School-Parent Compact Handbook
below.

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Label Assurance Response Comment Attachment
The School has additional information No
necessary to support your improvement plan
(optional).

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2014-15 Beal City Mayes Elementary School

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Improvement Plan
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Overview

Plan Name

2014-15 Beal City Mayes Elementary School Improvement Plan

Plan Description

Plan outling the strategies and activities that the Elementary building will implement during the 2014-15 school year.

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Goals Summary

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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 Funding

1 All students attending Beal City Mayes Elementary Objectives:1 Academic $4928
will become career and college ready in Strategies:1
mathematics. Activities:6
2 All students attending Beal City Mayes Elementary Objectives:1 Academic $151263
will become career and college ready readers Strategies:2
Activities:19
3 All students attending Beal City Mayes Elementary Objectives:1 Organizational $2500
will become career and college ready writers. Strategies:1
Activities:3
4 All students attending Beal City Mayes Elementary Objectives:1 Academic $400
will become career and college ready in science. Strategies:1
DR Activities:1

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Goal 1: All students attending Beal City Mayes Elementary will become career and college ready
in mathematics.

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Measurable Objective 1:
52% of All Students will demonstrate a proficiency on the statewide math assessment in Mathematics by 06/30/2016 as measured by analyzing summative statewide
assessment results.

Strategy 1:
Multi-tiered System of Support - The School will implement a Multi-Tiered System of Support to give all students the best chance at acheiving learning
outcomes/standards. We will use best teaching practices, assessments to identify struggling readers, RTI to support struggling readers, and Title I as a third level of
intervention.

Research Cited: Test

Tier:
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Activity - Math - Small Group Instruction Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Paraprofessionals will assist classroom teachers with small Academic 08/02/2013 06/30/2014 $0 General - Principal
group instruction in order to meet the needs of all learners. Support Fund and school
(This could also include Title Teachers.) Program improveme
nt team will
create a
schedule
that
assigns
paraprofess
ionals/Title
I staff to
students
based on
needs
identified

Activity - Math - Developing a Common Mathematical Activity Tier Phase Begin Date End Date Resource Source Of Staff
Foundation: Based on the principle's and strategies of Type Assigned Funding Responsibl
Signapore Math e

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Teacher in the GIRESD region using new text Professiona Getting 08/02/2013 06/30/2016 $500 General Building
l Learning Ready Fund principal for
identifying
teachers to
be trained:
identifed

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staff
members
for training:
and the
school
improveme
nt team to
monitor
process of
training and
implementa
tion.

Activity - Math - Para-professional Training of Signapore Math Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
DR
Para-professional staff will be trained on the concepts of
Signapore Math, in a small group setting.
Professiona
l Learning
08/02/2013 06/30/2016 $0 General
Fund
Building
principal for
identifing
para-
professiona
ls to be
trained, and
scheduling
remediation
times.
Classroom
teachers for
identifing
students
that need
assistance.

Activity - Online Assessments for Math Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Students will participate in online programs to accelerate math Materials 08/02/2013 06/30/2016 $1400 General Building
achievement and promote math interest. Xtra-Math, DIBELS Fund Principal,
and STAR Math classroom
teachers

Activity - Developing Early Number Sense - Math Grades PK-1 Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e

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Teachers will learn to use Singapore math strategies to help Professiona 08/02/2013 06/30/2014 $0 General Building
young children develop number sense. l Learning Fund Principal
and K-1
classroom
teachers

AF
Activity - Developing Number Sense and Basic Math Facts Activity Tier Phase Begin Date End Date Resource Source Of Staff
Retention Type Assigned Funding Responsibl
e
Purchase Math Calendar kits for grades K-6, to be used in Supplemen Tier 1 Implement 07/01/2014 08/31/2014 $3028 General Building
conjunction with the Math In Focus curriculum. tal Fund Principal
Materials

Goal 2: All students attending Beal City Mayes Elementary will become career and college ready
readers

Measurable Objective 1:
DR
74% of All Students will demonstrate a proficiency on the statewide standardized assessment in English Language Arts by 06/30/2016 as measured by
demonstrating a proficiency in Reading on the statewide proficency assessment.

Strategy 1:
Multi-Tiered System of Support - The School will implement a Multi-Tiered System of Support to give all students the best chance at acheiving learning
outcomes/standards. We will use best teaching practices, assessments to identify struggling readers, RTI to support struggling readers, and Title I as a third level of
intervention.
Research Cited: test
Tier:

Activity - Online Assessments for Reading Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Students will participate in online programs to accelerate Supplemen 08/02/2013 06/30/2016 $4000 General Building
reading achievement and promote reading interest. Teachers tal Fund principal
will use this data to guide instruction. Materials and
Technology
Director

Activity - Implementing Technology into Instruction Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Title staff will use on-line teaching tools to support differentiated Technology 08/02/2013 06/30/2016 $125 General Title I
instruction and support at-home learning. DIBELS, Raz-Kids, Fund teacher
Reading A-Z, Read Naturally.
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Activity - Small Group Instruction Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Title teacher, remediation teachers, and paraprofessionals will Academic 08/02/2013 06/30/2016 $135180 General Superinten
assist classroom teachers with small group instruction in order Support Fund, Title I dent and
to meet the needs of at risk learners. Program Part A, Title Business

AF
II Part A Manager

Activity - DRA2 Assessment Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Staff members will conduct DRA2 Assessments and use data Academic 08/02/2013 06/30/2016 $1917 General Title I
collected to inform instruction and decision making in the Support Fund teacher and
classroom. Program classroom
teachers

Activity - CAFE parent night Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Classroom teachers will provide 2 sessions (fall/spring) for Parent 08/02/2013 06/30/2016 $100 General Building
parents to come into the school and learn CAFE reading Involvemen Fund Principal,
DR
strategies, that are being taught in the classroom. t classroom
teachers,
PTA

Strategy 2:
Preparing, training, and recruiting high quality teacher and principals - The building leader will learn processes and strategies for identifying goals based on the 90
Process Profile indicators. He/she will develop implementation plans in collaboration with the
building school improvement team for the various initiatives that have been identified in their school improvement plans. In addition, new teachers will receive training in
regional and state initiatives.
Research Cited: Marzano, R.J., Waters, T., & McNulty, B.A. (2005). School Leadership that Works: From Research to Results. Alexandria, VA: Association for
Supervision and Curriculum Development.
Tier:

Activity - Leadership Network Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
School leader will attend monthly scheduled GIRESD Professiona 08/02/2013 06/30/2016 $75 General Building
leadership network meetings that will focus on implementing l Learning Fund Principal
formative assessments and using student data to improve
achievement.

Activity - Leadership Training for Administrators Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
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School and district leaders will attend the MASSP/MEMSPA Professiona 08/02/2013 06/30/2016 $600 General Building
Conference l Learning Fund Principal

Activity - New Teacher Training Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e

AF
New teachers will attend five days of training at GIRESD to Professiona 08/02/2013 06/30/2016 $250 General -Building
orient them to the career of teaching and prepare them to l Learning Fund principal
implement the initiatives that are underway in the state and will register
region. new
teachers
-New
teachers
will attend

Activity - School Improvement Planning Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Leadership teams will begin assessing building process profiles Other 08/02/2013 06/30/2016 $142 General Building
using the 40/90 indicators provided by MDE. Fund Principal
and School
DR Improveme
nt Team

Activity - CPI Instruction Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Provide Crisis Prevention Intervention (CPI) training to staff Professiona 08/02/2013 06/30/2016 $150 General Building
members. l Learning Fund Principal

Activity - START Training Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will attend START training sessions, which focus on Professiona 08/02/2013 06/30/2016 $2672 General Building
traing and l Learning Fund Principal
technical assistance for educators that serve students with
Autism Spectrum Disorders.

Activity - Literacy Leaders: Elementary Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Learning session held quarterly for regional Literacy Leaders at Professiona 08/02/2013 06/30/2016 $250 General Building
GIRESD. Sessions include updates and training for strategies l Learning Fund Literacy
deemed as promising and Literacy Assessment and Leader -
Intervention. Title I
Strategies Designed for Tier 2 and Tier 3 teacher
Struggling Learners

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Activity - School and Teacher Leaders Training Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
School and teacher leaders will the attend MAS/FPS Director's Professiona 08/02/2013 06/30/2016 $800 General Building
Conference. l Learning Fund Principal,
Teacher

AF
Leaders,
Title I
teacher

Activity - Leadership Team Meeting Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
School and district leaders will attend Leadership Conferences. Other 08/02/2013 06/30/2016 $852 General Building
Participants will learn to lead and facilitate academic Fund Principal
improvement in their districts/schools through building a
positive district/school culture.

Activity - Building-wide Collaboration Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
DR
Staff will be given release time to discuss cirriculum alignment, Professiona 08/02/2013 06/30/2016 $1200 General Building
student needs, data, and program review. l Learning Fund Principal
and
Leadership
Team

Activity - Health K-6: Michigan Model Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Educators will become familiar with curriculum content, the Professiona 08/02/2013 06/30/2014 $0 General Building
skills taught to students and effective teaching strategies to use l Learning Fund principal
when instructing the students. Any curricular program is more and 5th-6th
likely to be implemented successfully if the educator is well grade staff
prepared and confident. Educator’s don´t have to be experts on
health topics to teach this curriculum.
Participants will:
• gain knowledge about key concepts of My Plate and
relevance to teens.
• understand research supporting healthy eating and its
importance to learning.
• explore lessons within each curriculum.
• experience a sampling of lessons

Activity - Leveled Literacy Intervention Training Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e

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Our Reading Specialist teacher will be training and given the Implementa 07/01/2013 06/30/2014 $1900 General Reading
supports needed to implement the Leveled Literacy tion Fund Specialist
Intervention program at the elementary level. teacher for
sign-up,
Building
Principal for

AF
monitoring,
ESIT for
evaluation
of program.

Activity - Reading Recovery Training Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
The Title I teacher will attend the Reading Recovery Professiona 07/01/2013 06/30/2014 $300 General Title I
conference and additional training throughout the school year. l Learning Fund teacher will
register for
training,
building
principal
will monitor
PD, and
DR ESIT will
evaluate
program.

Activity - Grade Level Training/Workshops Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Teachers will attend conferences and/or workshops that Professiona 07/01/2013 06/30/2014 $750 General Grade level
improve knowledge of core content areas. l Learning Fund teachers for
registration,
building
principal for
monitoring,
and ESIT
for
evaluation
of training

Goal 3: All students attending Beal City Mayes Elementary will become career and college ready
writers.

Measurable Objective 1:
demonstrate a proficiency on the statewide proficiency assessment in writing by 06/30/2016 as measured by analyzing statewide assessment results in writing.

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Strategy 1:
Multi-Tiered System of Support - Writing - Tier I instruction with 8085% of students achieving identified instructional targets; supplementary intervention supports for
students identified as needing additional assistance through progress monitoring; and ensure that all students’ needs are being met especially those identified as atrisk
learners.

AF
Research Cited: Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., LinanThompson, S., and Tilly, W.D. (2008). Assisting students struggling with
reading:
Response to Intervention and multitier intervention for reading in the primary grades. A practice guide. (NCEE 20094045). Washington, DC:
National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., and Torgesen, J. (2008). Improving adolescent literacy: Effective classroom and intervention
practices: A Practice Guide (NCEE #20084027). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of
Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc.
U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2012, October). WWC review of the report: The longterm
impacts of teachers: Teacher valueadded and student outcomes in adulthood. Retrieved from http://whatworks.ed.gov.
Tier:
DR
Activity - Team Training for Aligning Curriculum and Evaluating Activity Tier Phase Begin Date End Date Resource Source Of Staff
Student Work Type Assigned Funding Responsibl
e
Teams wil be formed and will meet regularly during staff Professiona 08/02/2013 06/30/2014 $0 General Building
meetings/collaboration, for the purpose of aligning curriculum l Learning Fund Principal
and learning about strategies to support all students. This will
include examining unit lessons, rubrics, and establishing
assessment tools and pacing guides.

Activity - Cont. Implementation of MAISA Writing Curriculum Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Continue to Implement the MAISA Writing Curriculum and Implementa 07/01/2013 06/30/2014 $1500 General Building
purchase the remaining materials needed (books, etc) to tion Fund Principal for
successfully implement. purchase of
materials,
classroom
teachers for
implementa
tion,
Building
Principal for
monitoring,
ESIT for
evaluation
of program.

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Activity - Kdg. Drawing Children Into Writing Activity Tier Phase Begin Date End Date Resource Source Of Staff
Type Assigned Funding Responsibl
e
Kdg. teachers will attend a training/workshop on how to Professiona 07/01/2014 09/30/2014 $1000 General Kindergarte
improve pencil grip and fine motor skills through drawing. l Learning Fund n Staff

AF
Goal 4: All students attending Beal City Mayes Elementary will become career and college ready
in science.

Measurable Objective 1:
16% of All Students will demonstrate a proficiency on Statewide assessments in Science by 06/30/2016 as measured by proficiency scores on the Statewide
assessment..

Strategy 1:
Science Consistency - Teachers will implement and continue to instruct students in science Common Core State Standards (CCSS).
Research Cited: Michigan Department of Education (MDE) Science Common Core State Standards (CCSS) Battle Creek Math and Science Center (BCMAC)
Tier:
DR
Activity - Getting to Know the Next Generation Science Activity Tier Phase Begin Date End Date Resource Source Of Staff
Standards Type Assigned Funding Responsibl
e
Teachers will learn about structure and Professiona 08/02/2013 06/30/2014 $400 General Building
content of the Next Generation Science l Learning Fund Principal
Standards. Teachers will learn how to use
their content knowledge and pedagogical
strategies to meet the increasing
demands placed on students and
teachers by the rigorous Next Generation
Science Standards. Teachers will learn
about the Michigan Next Generation
Science Standards Implementation Plan.
The information that teachers learn in this training can be
implemented with any textbook series and will help all students
achieve success in science, especially struggling students.
Teachers will receive resources to use in implementing the
ideas from this training. This training will be one evening 3 hour
session facetoface or strictly online.

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Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

AF
Title II Part A

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
Small Group Instruction Title teacher, remediation teachers, and Academic 08/02/2013 06/30/2016 $19496 Superinten
paraprofessionals will assist classroom teachers Support dent and
with small group instruction in order to meet the Program Business
needs of at risk learners. Manager

Title I Part A

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
DR Type Assigned Responsibl
e
Small Group Instruction Title teacher, remediation teachers, and Academic 08/02/2013 06/30/2016 $63669 Superinten
paraprofessionals will assist classroom teachers Support dent and
with small group instruction in order to meet the Program Business
needs of at risk learners. Manager

General Fund

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff
Type Assigned Responsibl
e
Building-wide Staff will be given release time to discuss Professiona 08/02/2013 06/30/2016 $1200 Building
Collaboration cirriculum alignment, student needs, data, and l Learning Principal
program review. and
Leadership
Team
Literacy Leaders: Learning session held quarterly for regional Professiona 08/02/2013 06/30/2016 $250 Building
Elementary Literacy Leaders at GIRESD. Sessions include l Learning Literacy
updates and training for strategies deemed as Leader -
promising and Literacy Assessment and Title I
Intervention. teacher
Strategies Designed for Tier 2 and Tier 3
Struggling Learners
Kdg. Drawing Children Kdg. teachers will attend a training/workshop on Professiona 07/01/2014 09/30/2014 $1000 Kindergarte
Into Writing how to improve pencil grip and fine motor skills l Learning n Staff
through drawing.

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Leadership Training forSchool and district leaders will attend the Professiona 08/02/2013 06/30/2016 $600 Building
Administrators MASSP/MEMSPA Conference l Learning Principal
Leadership Network School leader will attend monthly scheduled Professiona 08/02/2013 06/30/2016 $75 Building
GIRESD leadership network meetings that will l Learning Principal
focus on implementing formative assessments
and using student data to improve achievement.

AF
Leadership Team School and district leaders will attend Leadership Other 08/02/2013 06/30/2016 $852 Building
Meeting Conferences. Participants will learn to lead and Principal
facilitate academic improvement in their
districts/schools through building a positive
district/school culture.
Implementing Title staff will use on-line teaching tools to support Technology 08/02/2013 06/30/2016 $125 Title I
Technology into differentiated instruction and support at-home teacher
Instruction learning. DIBELS, Raz-Kids, Reading A-Z, Read
Naturally.
Developing Number Purchase Math Calendar kits for grades K-6, to be Supplemen Tier 1 Implement 07/01/2014 08/31/2014 $3028 Building
Sense and Basic Math used in conjunction with the Math In Focus tal Principal
Facts Retention curriculum. Materials
Online Assessments for Students will participate in online programs to Supplemen 08/02/2013 06/30/2016 $4000 Building
Reading accelerate reading achievement and promote tal principal
reading interest. Teachers will use this data to Materials and
DR
guide instruction. Technology
Director
School Improvement Leadership teams will begin assessing building Other 08/02/2013 06/30/2016 $142 Building
Planning process profiles using the 40/90 indicators Principal
provided by MDE. and School
Improveme
nt Team
Getting to Know the Teachers will learn about structure and Professiona 08/02/2013 06/30/2014 $400 Building
Next Generation content of the Next Generation Science l Learning Principal
Science Standards Standards. Teachers will learn how to use
their content knowledge and pedagogical
strategies to meet the increasing
demands placed on students and
teachers by the rigorous Next Generation
Science Standards. Teachers will learn
about the Michigan Next Generation
Science Standards Implementation Plan.
The information that teachers learn in this training
can be implemented with any textbook series and
will help all students achieve success in science,
especially struggling students. Teachers will
receive resources to use in implementing the
ideas from this training. This training will be one
evening 3 hour session facetoface or strictly
online.

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School Improvement Plan
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Team Training for Teams wil be formed and will meet regularly Professiona 08/02/2013 06/30/2014 $0 Building
Aligning Curriculum and during staff meetings/collaboration, for the l Learning Principal
Evaluating Student Work purpose of aligning curriculum and learning about
strategies to support all students. This will include
examining unit lessons, rubrics, and establishing
assessment tools and pacing guides.

AF
DRA2 Assessment Staff members will conduct DRA2 Assessments Academic 08/02/2013 06/30/2016 $1917 Title I
and use data collected to inform instruction and Support teacher and
decision making in the classroom. Program classroom
teachers
Health K-6: Michigan Educators will become familiar with curriculum Professiona 08/02/2013 06/30/2014 $0 Building
Model content, the skills taught to students and effective l Learning principal
teaching strategies to use when instructing the and 5th-6th
students. Any curricular program is more likely to grade staff
be implemented successfully if the educator is well
prepared and confident. Educator’s don´t have to
be experts on health topics to teach this
curriculum.
Participants will:
• gain knowledge about key concepts of My Plate
and relevance to teens.
• understand research supporting healthy eating
DR and its importance to learning.
• explore lessons within each curriculum.
• experience a sampling of lessons
Math - Small Group Paraprofessionals will assist classroom teachers Academic 08/02/2013 06/30/2014 $0 - Principal
Instruction with small group instruction in order to meet the Support and school
needs of all learners. (This could also include Title Program improveme
Teachers.) nt team will
create a
schedule
that
assigns
paraprofess
ionals/Title
I staff to
students
based on
needs
identified
Online Assessments for Students will participate in online programs to Materials 08/02/2013 06/30/2016 $1400 Building
Math accelerate math achievement and promote math Principal,
interest. Xtra-Math, DIBELS and STAR Math classroom
teachers
Small Group Instruction Title teacher, remediation teachers, and Academic 08/02/2013 06/30/2016 $52015 Superinten
paraprofessionals will assist classroom teachers Support dent and
with small group instruction in order to meet the Program Business
needs of at risk learners. Manager

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Math - Para-professional Para-professional staff will be trained on the Professiona 08/02/2013 06/30/2016 $0 Building
Training of Signapore concepts of Signapore Math, in a small group l Learning principal for
Math setting. identifing
para-
professiona
ls to be

AF
trained, and
scheduling
remediation
times.
Classroom
teachers for
identifing
students
that need
assistance.
Developing Early Teachers will learn to use Singapore math Professiona 08/02/2013 06/30/2014 $0 Building
Number Sense - Math strategies to help young children develop number l Learning Principal
Grades PK-1 sense. and K-1
classroom
teachers
Leveled Literacy Our Reading Specialist teacher will be training and Implementa 07/01/2013 06/30/2014 $1900 Reading
Intervention Training
DR given the supports needed to implement the
Leveled Literacy Intervention program at the
tion Specialist
teacher for
elementary level. sign-up,
Building
Principal for
monitoring,
ESIT for
evaluation
of program.
Reading Recovery The Title I teacher will attend the Reading Professiona 07/01/2013 06/30/2014 $300 Title I
Training Recovery conference and additional training l Learning teacher will
throughout the school year. register for
training,
building
principal
will monitor
PD, and
ESIT will
evaluate
program.
CPI Instruction Provide Crisis Prevention Intervention (CPI) Professiona 08/02/2013 06/30/2016 $150 Building
training to staff members. l Learning Principal

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School Improvement Plan
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Math - Developing a Teacher in the GIRESD region using new text Professiona Getting 08/02/2013 06/30/2016 $500 Building
Common Mathematical l Learning Ready principal for
Foundation: Based on identifying
the principle's and teachers to
strategies of Signapore be trained:
Math identifed

AF
staff
members
for training:
and the
school
improveme
nt team to
monitor
process of
training and
implementa
tion.
Grade Level Teachers will attend conferences and/or Professiona 07/01/2013 06/30/2014 $750 Grade level
Training/Workshops workshops that improve knowledge of core l Learning teachers for
content areas. registration,
building
DR principal for
monitoring,
and ESIT
for
evaluation
of training
CAFE parent night Classroom teachers will provide 2 sessions Parent 08/02/2013 06/30/2016 $100 Building
(fall/spring) for parents to come into the school Involvemen Principal,
and learn CAFE reading strategies, that are being t classroom
taught in the classroom. teachers,
PTA
School and Teacher School and teacher leaders will the attend Professiona 08/02/2013 06/30/2016 $800 Building
Leaders Training MAS/FPS Director's Conference. l Learning Principal,
Teacher
Leaders,
Title I
teacher
New Teacher Training New teachers will attend five days of training at Professiona 08/02/2013 06/30/2016 $250 -Building
GIRESD to orient them to the career of teaching l Learning principal
and prepare them to implement the initiatives that will register
are underway in the state and region. new
teachers
-New
teachers
will attend

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Cont. Implementation of Continue to Implement the MAISA Writing Implementa 07/01/2013 06/30/2014 $1500 Building
MAISA Writing Curriculum and purchase the remaining materials tion Principal for
Curriculum needed (books, etc) to successfully implement. purchase of
materials,
classroom
teachers for

AF
implementa
tion,
Building
Principal for
monitoring,
ESIT for
evaluation
of program.
START Training Teachers will attend START training sessions, Professiona 08/02/2013 06/30/2016 $2672 Building
which focus on traing and l Learning Principal
technical assistance for educators that serve
students with Autism Spectrum Disorders.
DR

SY 2014-2015 Page 46
© 2014 AdvancED www.advanc-ed.org