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School Improvement Plan School Year: 2012 - 2013 School District: Grandville Public Schools ISD/RESA: Kent ISD School Name: Grandville Century Park Learning Center Grades Served: PK,K,1,2,3,4,5,6 Mrs. Tonia Shoup Building Code: 08880 District Approval of Plan: Board of Education Approval of Plan:
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Page 1: School Improvement Plan€¦ · School Improvement Plan ... *We believe that continuous improvement is possible for all students. Grandville Century Park Learning Center SIP Page

 

School Improvement Plan 

School Year: 2012 - 2013

School District: Grandville Public Schools

ISD/RESA: Kent ISD

School Name: Grandville Century Park Learning Center

Grades Served: PK,K,1,2,3,4,5,6

Mrs. Tonia Shoup

 

Building Code: 08880

 

District Approval of Plan:

 

Board of Education Approval of Plan:

 

dghent
Typewritten Text
Authorized Official Signature and Date
dghent
Typewritten Text
8/08/12
dghent
Typewritten Text
Authorized Official Signature and Date
dghent
Typewritten Text
8/08/12
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School Improvement PlanContents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3School Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Vision, Mission and Beliefs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Goal 1: Math Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Goal 2: Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Goal 3: Writing Proficiency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Resource Profile . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28Additional Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Assurances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32Stakeholders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Statement of Non-Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Supporting Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

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

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School Information

School: Grandville Century Park Learning Center

District: Grandville Public Schools

Public/Non-Public: Public

Grades: PK,K,1,2,3,4,5,6

School Code Number: 08880

City: WYOMING

State/Province: Michigan

Country: United States

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Vision, Mission and BeliefsVision Statement

CPLC- Teachers, Parents and Students working to become "Caring Partners in a Learning Community"

Mission StatementOur mission is to provide students with knowledge, skills and experiences necessary to build meaningful lives,become productive citizens, and develop their full potential.

Beliefs Statement*We believe all children deserve a safe environment to learn.*We believe that parent involvement is essential for student growth and achievement.*We believe that all individuals are responsible for their own learning when given the opportunity.*We believe that children learn more when they are actively involved in learning.*We believe that continuous improvement is possible for all students.

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GoalsName Development Status Progress Status

Math Proficiency Complete In Progress

Reading Complete In Progress

Writing Proficiency Complete In Progress

Goal 1: Math Proficiency

Content Area: MathDevelopment Status: Complete

Student Goal Statement: All Students will be proficient in math.

Gap Statement: MEAP Data 2010

3rd grade: 100% of our general ed students were proficient on the MEAP, 91% of our students with disabilitieswere proficient.

Proficiency levels: 71%scored in Level 1, 29% scored in Level 2

4rd grade: 97% of our general ed students were proficient on the MEAP, 91% of our students with disabilitieswere proficient.

Proficiency levels: 65% scored in Level 1, 32% scored in Level 2 3% Level 3 0 Level 4

5rd grade: 95% of our general ed students were proficient on the MEAP, 86% of our students with disabilitieswere proficient.

Proficiency levels: 84% scored in Level 1, 11% scored in Level 2 4% Level 3 1% Level 4

6th grade: 96%of our general ed students were proficient on the MEAP, 100% of our students with disabilitieswere proficient.

Proficiency levels: 56% scored in Level 1, 39% scored in Level 2 4% Level 3 0 Level 4

Post Data7th grade: 94% of our general ed students were proficient on the MEAP, 75% of our students with disabilitieswere proficient

2011 Data

3rd grade: 41% of our general ed students were proficient on the MEAP, 40% of our students with disabilitieswere proficient.

Proficiency levels: 0%scored in Level 1, 41% scored in Level 2

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4rd grade: 62% of our general ed students were proficient on the MEAP, 27% of our students that areeconomically disadvantages were proficient.

Proficiency levels: 5% scored in Level 1, 57% scored in Level 2 20% Level 3 18 Level 4

5rd grade: 67% of our general ed students were proficient on the MEAP, 35% of our students that areeconomically disadvantages were proficient.

Proficiency levels: 14% scored in Level 1, 53% scored in Level 2 14% Level 3 19% Level 4

6th grade: 49%of our general ed students were proficient on the MEAP, 64% of our male students passed and34% of our female students passed

Proficiency levels: 6% scored in Level 1, 43% scored in Level 2 33% Level 3 18 Level 4

2012 MAP Testing- Number of students in bottom 25%2nd Grade 23%3rd Grade 10%4th Grade 7%5th Grade 23%6th Grade 8%

Cause for Gap: Most of our focus will be on maintaining our scores and moving students into a higherproficiency status. The MAP data will be monitored for continuing how to reduce the number of students in thebottom 25%.

MEAP Data 2009, 2010 and 2011Some areas for improvement:3rd: Addition, Subtraction Fluency, Geometric Shapes *2011 coordiante systems4th: Fractions, 2D, 3D shapes, Understanding Area and Perimeter *2011 fractions5th: Connections, Decimals and Fractions *2011 estimation, area perimeterIt is important to note that a very small number of students were not proficient and the weaknesses are based on avery small sample for the 2009, 2010 data, the 2011 data represents a larger number of students not proficient inan area.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP Data- subgroup reports

MEAP Reports on Proficiency levels

MAP Grade level tests

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? The gap between the performance of our general ed students and our specialed students will be reduced. The number of students scoring in the top proficiency levels on MEAP(Level 1) willincrease for each grade level.

2011- this years data presented a discrepancy in some of the grade levels with economically disadvantagedstudents and in 6th grade we had a wide gap between male and female students passing.

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MAP- the number of students scoring in the bottom 25% will be reduced.

Contact Name: Tonia Shoup

List of Objectives:

Name ObjectiveFractions All students will increase their skills in fractions. MEAP scores- students in Level 1 will maintain their

performance Level and students scoring in Level 2 or Level 3 will move up a level.

1.1. Objective: Fractions

Measurable Objective Statement to Support Goal: All students will increase their skills in fractions.

MEAP scores- students in Level 1 will maintain their performance Level and students scoring in Level 2 orLevel 3 will move up a level.

List of Strategies:Name StrategyFractions Teachers will incorportate frequent fraction lessons and assignments as a suppliment to their regular

math instruction with increased attention to visual and hands on experiences, requiring students toreview concepts independently and with parent involvement.

1.1.1. Strategy: Fractions

Strategy Statement: Teachers will incorportate frequent fraction lessons and assignments as a supplimentto their regular math instruction with increased attention to visual and hands on experiences, requiringstudents to review concepts independently and with parent involvement.

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.1.A.5 The curriculum is sufficiently flexible to allow for adaptation and modification to meet the widerange of needs and abilities of all students.

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What research did you review to support the use of this strategy and action plan?

Differentiation---Individual Focus/ TargetsGuided Math: A Framework for Mathematics Instruction by Laney Sammons and Janis K. Drab Fackler(Apr 20, 2009

Math Professional DevelopmentMath Work Stations: Independent Learning You Can Count On, K-2 by Debbie Diller (Dec 28, 2010)More Good Questions: Great Ways to Differentiate Secondary Mathematics Instruction by Marian Smalland Amy Lin (May 2010)

House, J. (2009) Elementary-School Mathmatics Instruction and Achievment of Fourth Grade Students inJapan: Findings from TIMSS 2007 Assessment. Education, 130(2), 301-307. Retrieved February 5, 2010from Research Library (Document ID:1937522521)

Silvas-Centro, C. Roddick, C.D. 2007-10-25 "From Research to Practice:Teacing Fractions Conceprually"Paper presented at the annual meeting of the North American Chapter of the International Group for thePesychology of the Mathmatics Education, University of Nevada, Reno, Reno, Nevada On;line. 2010-01-24from http://www.allacademic.com/mets/p201180_index.html

Patall, E., Cooper, H, & Robinson, J. (2008). Parent Involvement in Homework: A Research Synthesis.Review of Educational Research, 78(4), 1039-1101. Retreived February 25, 2010, from Researc Library.(Document ID: 1966400961)

Marzano, Robert, Classroom Instruction that Works.

Best Practices: Teaching Decimals, Fractions, and Percents to Students with Learning Disabilities(Bringham, Wilson, Jones, Moisio/ Bowling Green

Middle school and hign school teachers frequently report deficits in fractions. Carefully designed intensiveinstruction delivered by caring teachers. Students with a learning disability will require additional timeoutside of the regular curriculum. Students also benefit from stressing the "big idea" that links a concept toskills. Fractions need to be linked with division as the underlying concept.

http://www.teachervision.fen.com/math/teaching-methods/48952.html

List of Activities:Activity Begin

DateEnd Date Staff Responsible

2012-13 Core Curriculm MathPD

2012-08-29

2013-06-05

KISD- District Lit Coach- Team planning

2012-13 Curriculm Review- 2012-08-28

2013-06-05

Grade level meetings- in building or acrossbuilding

Extended Learning- summerschoool

2013-06-10

2013-08-17

District staff will teach - administrators willcoordinate.

Fractions 2010-08-25

2013-06-30

Classroom Teachers

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1.1.1.1. Activity: 2012-13 Core Curriculm Math PD

Activity Type: Professional Development

Activity Description: Teachers will participate in 3 half day inservice trainings with a KISD consultant.The training will focus core curriculum and problem solving. The specific goal areas of fractions andmeasurement will be addressed for each grade level along with incorporating higher level questioninginto lessons.

Planned staff responsible for implementing activity: KISD- District Lit Coach- Team planning

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-08-29,  End Date - 2013-06-05

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Math PD Title II Part A 2,625.00  

1.1.1.2. Activity: 2012-13 Curriculm Review-

Activity Type: Professional Development

Activity Description: Saxon Materials will be reviewed compared to core curriculum. Teachers willcreate a timeline for lessons and identify where additional activities are needed.

Planned staff responsible for implementing activity: Grade level meetings- in building or acrossbuilding

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-08-28,  End Date - 2013-06-05

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

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1.1.1.3. Activity: Extended Learning- summer schoool

Activity Type: Other

Activity Description: Summer school will be offered for students that qualify as an at-risk student in thearea of mathBasic math skills will be emphasized, along with reading

Planned staff responsible for implementing activity: District staff will teach - administrators willcoordinate.

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2013-06-10,  End Date - 2013-08-17

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Extended Learning- Summer School Section 31 a 20,000.00  

1.1.1.4. Activity: Fractions

Activity Description: Teachers will take time weekly to create examples of fractions. Examples thatprovide "real life" practice that involve fractions will be created. These examples will be demonstratedand discussed within math class.

Don Blanchard materials will be reviewed-new staff trained.

Planned staff responsible for implementing activity: Classroom Teachers

Actual staff responsible for implementing activity: Classroom teachers

Planned Timeline: Begin Date - 2010-08-25,  End Date - 2013-06-30

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Professional Development General Funds 600.00 300.00

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Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 ToniaShoup

InProgress

*Grade level teams identified activities to review fractions during- thesewere primarily "sponge" activities. *Grade level teams developedmonthly take home activities that provided practical expereinces withfractions.

Goal 2: Reading

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: All students will be proficient in Reading.

Gap Statement: Based on our 2009/2010 data profile

Identify small groups and define achievement

DIBELS

MAP

2nd- 15% were below the 25 percentile on the MAP reading test3rd- 7.5% were below the 25 percentile on the MAP reading test

4th- 11% were below the 25 percentile on the MAP reading test5th- 5% were below the 25 percentile on the MAP reading test6th- 6% were below the 25 percentile on the MAP reading test

MEAP

3rd Grade: 99% of our general ed students were proficient and 64% of the SWD passed the Reading MEAP.

Proficiency level low level 2- 5 students

4th Grade: 100% of our general ed students were proficient and 68% of the SWD passed the Reading MEAP.

Proficiency level low level 2- 3 students

5th Grade: 98% of our general ed students were proficient and 57% of the SWD passed the Reading MAP.

Proficiency level low level 2- 1 students

6th Grade: 99% of our general ed students were proficient and 67% of the SWD passed the Reading MEAP.

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Proficiency level low level 2- 4 students

District/Building common assessments--can use subgroups for that data________________________________________________________________________________________________________Based on our 2010/ 2011data profile

Identify small groups and define achievement

DIBELS

MAP

2nd- 15% were below the 25 percentile on the MAP reading test3rd- 7.5% were below the 25 percentile on the MAP reading test

4th- 11% were below the 25 percentile on the MAP reading test5th- 5% were below the 25 percentile on the MAP reading test6th- 6% were below the 25 percentile on the MAP reading test

MEAP

3rd Grade: 99% of our general ed students were proficient and 100% of the SWD passed the Reading MEAP.10% of our Economically Disadvantaged did not pass

Proficiency level low level 2- 2 students (3%) level 2 medium-12 students (16%) 57% Level 1 42% Level 2 1%Level 3

4th Grade: 93% of our general ed students were proficient and 55% of the SWD passed the Reading MEAP.

Proficiency level low level 2- 3 (3%) medium level 2 - 8 (9%) level 3- 6 (6%) students 50% Level 1 43% Level 27% Level 3

5th Grade: 94% of our general ed students were proficient and 43% of the SWD passed the Reading MAP.

Proficiency level low level 2- 1 (1%) level 2 medium -4 (5%) Level 3 - 3 students (4%) Level 4- 1 (1%)student78% Level 1 15% Level 2 4% Level 3 3% level 4

6th Grade: 94% of our general ed students were proficient and 50% of the SWD passed the Reading MEAP.* Students in level 3 &4 were boysProficiency level low level 2- 1 students (1%) Level 2 medium 5 (7%) Level 3 1 student (1%) Level 4 2 (3%)61% Level 1 34% Level 2 1% Level 1 4% Level 4

District/Building common assessments--can use subgroups for that data

2011-2012 Data

MAP

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2nd- 15% were below the 25 percentile on the MAP reading test3rd- 7.5% were below the 25 percentile on the MAP reading test

4th- 11% were below the 25 percentile on the MAP reading test5th- 5% were below the 25 percentile on the MAP reading test6th- 6% were below the 25 percentile on the MAP reading test

MEAP

3rd Grade: 87% of our general ed students were we had 90% of our boys pass adn 84% of our girls passed

Proficiency level Level 1-21%,,Level2-66%, Level 3-10% Level 4-3%

4th Grade: 93% of our general ed students were proficient and 73% of the economically disadvanaged studentspassed the Reading MEAP.

Proficiency level: Level 1-18% Level 2- 76% Level 3-5% Level 4-1%

5th Grade: 84% of our general ed students were proficient and 65% of the economically disadvantaged studentspassed the Reading MEAP.

Proficiency level: Level 1- 19% Level 2- 65% Level 3- 11% Level 4- 5%

6th Grade: 87% of our general ed students were proficient - no subgroup gapsProficiency level: 47% Level 1 40% Level 2 8% Level 3 5% Level 4

District/Building common assessments--can use subgroups for that data

MAP 2012- Number of students in bottom 25%

2nd grade- 25%3rd Grade 9%4th Grade 12%5th Grade 29%6th Grade 8%

DIBELS DATA

Our building DIBELS data reflects that we are making an impact on the number of students that are reachingbenchmark. Our May data shows that 13% of our kindergartenstudents need intensive support, 11% of our 1st graders, 3% of our 2nd graders and 7% of our 3rd graders .

Cause for Gap: MEAP- Reading- Comparison of Strengths and Weakness by Proficiency on MEAP3rd Grade- Word Study, Informational Text, Comprehension4th Grade- Informational Text, Comprehension, Word Study,5th Grade- Word Study, Comprehension/Science Scores*Proficient students were lowest in Informational text

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6th Grade- Word Study, Narrative Text,Informational text/Social StudiesScores*Proficient students were lowest in Informational text

*curriculum alignment- strands that may not align

*reflect on Ed Yes report- not at exemplary

*alignment of classroom practices (academic vocabulary instruction)*identifying best practices and implementing across grade levels

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP- SubgroupreportsStrength and Weakness by proficiency Reports

MAP- Spring test scores

DIBELS- Benchmarking Scores- progress monitoring tests

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? Proficient- Grades 3-6- scoring level 1 or 2 on reading MEAP *Criteriachanges 2011 dataKindergarten, 1st Grade and 2nd Grade- Benchmark for Grade levelin May.MAP- Reduce the number of students in bottom 25% by 3% in each grade.

MEAP Data- Low Level 2 Students- strategy- moving students up a level- the amount of increaseIdenfify area of weakness and we will increase the subgroups score by 5%

DIBELS - Having 80% of our K-2 students at benchmark at the mid year and end of year tests.

Contact Name: Tonia Shoup

List of Objectives:

Name ObjectiveIncrease ReadingAcheivement

All students will improve skills in the area of reading. All students will increase a level in theirMEAP proficiency level- levels 2 and 3. Students in Level 4 will increase 2 levels. 2011 MEAPdata indicates a gap in the achievment level for our 4th and 5th grade economicallydisadvantaged. The gap will be reduced by 5% each year.

2.1. Objective: Increase Reading Acheivement

Measurable Objective Statement to Support Goal: All students will improve skills in the area of reading.

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All students will increase a level in their MEAP proficiency level- levels 2 and 3.Students in Level 4 will increase 2 levels.

2011 MEAP data indicates a gap in the achievment level for our 4th and 5th grade economicallydisadvantaged. The gap will be reduced by 5% each year.

List of Strategies:Name StrategyInformationalText

Teachers will incorporate Marzano's 6 steps for building academic vocabulary in all subjectareas. Teachers will investigate best practices for teaching etymology (word origins), prefixes,suffixes, roots, etc. Teachers will identify key vocabulary words up which to focus lessons.Teachers will include more opportunities for students to learn from information text in theclassrooms. Building Academic Vocabulary-Robert Marzano NWEA jc-schools.net/tutorials/vocab/strategies.html

2.1.1. Strategy: Informational Text

Strategy Statement: Teachers will incorporate Marzano's 6 steps for building academic vocabulary in allsubject areas. Teachers will investigate best practices for teaching etymology (word origins), prefixes,suffixes, roots, etc. Teachers will identify key vocabulary words up which to focus lessons.

Teachers will include more opportunities for students to learn from information text in the classrooms.

Building Academic Vocabulary-Robert Marzano NWEAjc-schools.net/tutorials/vocab/strategies.html

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.

What research did you review to support the use of this strategy and action plan?

Literacy Instruction:Best Practices in Literacy Instruction, Fourth Edition by Lesley Mandel Morrow PhD, Linda B. GambrellPhD, Jennifer Renner Del Nero and Nell K. Duke EdD (Mar 29, 2011)

Reading-1. Implementation of Words Their WayIntegrated Vocabulary Instruction: Meeting the Needs of Diverse Learners inGrades Kâ??5 (2005), Learning Point AssociatesWords Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction, 4th Edition By Donald

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R. Bear, Marcia R.Invernizzi, Shane Templeton, Francine R. JohnstonPub. Date: May 11, 2007 by Allyn &Bacon.PEARSON WORDS THEIR WAY: WORD STUDY IN ACTION ...Cobblestone Applied Research &Evaluation, Inc. Pearson Words Their Way: Word Study in Action: Efficacy Study Final Report. Page 3 of74. Table of Contents ...www.pearsoned.com/wp-content/uploads

Building Academic Vocabulary- Robert Marzano

www.marzanoresearch.com

jc-schools.net/tutorials/vocab/strategies.html

List of Activities:Activity Begin

DateEndDate

Staff Responsible

2012-13Teacher attend Learning lab forELA

2012-09-04

2013-06-06

Literature coach, principals and teachers willcoordinate observations

Extended Learning- Summer School 2013-06-15

2013-08-15

Distric Staff will be hired- adminstrators willcoordinate

Instructional Coach 2012-09-04

2013-06-07

Principals Central Office Staff

Multi-Tiered Support Services 2012-09-07

2013-06-05

Classroom teachers- and paraprofessionals

Professional Development on effectivevocabulary instruction

2010-08-31

2013-06-01

District staff,school improvement teams andinstructional staff

Science and Social Studies InformationalReading

2011-09-01

2013-06-10

Classroom teachers

Word Study 2011-04-11

2013-06-07

Grade level teachers

2.1.1.1. Activity: 2012-13Teacher attend Learning lab for ELA

Activity Type: Professional Development

Activity Description: Teachers will attend a district coordinated learning lab for 2 half days during theyear. The labs will focus on presenting quality lesson in ELA that incorportate the common corestandards. Higher level questioning will be a focus area.

Planned staff responsible for implementing activity: Literature coach, principals and teachers willcoordinate observations

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Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-06

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

2012-13 Learning Labs PD Title II Part A 1,995.00  

2.1.1.2. Activity: Extended Learning- Summer School

Activity Type: Other

Activity Description: Summer school will be offered for students that meet the criteria for at-risk. Basicreading skills will be emphasized.

Planned staff responsible for implementing activity: Distric Staff will be hired- adminstrators willcoordinate

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2013-06-15,  End Date - 2013-08-15

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Extended Learning- Summer School Section 31 a 20,000.00  

2.1.1.3. Activity: Instructional Coach

Activity Type: Professional Development

Activity Description: The district (school) wil employ an instructional coach who will build capacity ofall K-12 instructional staff by engaging in frequent and on-going coaching with feedback aroundinstructional strategies, differentiated strategies and delivery.

Planned staff responsible for implementing activity: PrincipalsCentral Office Staff

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Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-09-04,  End Date - 2013-06-07

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Staff-District Funded Title II Part A 0.00  

2.1.1.4. Activity: Multi-Tiered Support Services

Activity Type: Other

Activity Description: The building will implement differentiated instruction through a multi-tieredsupport service to increase achievement for all students, including students with disabilities. Studentskills in basic reading will be assessed and remediated when necessary. Student progress will bemonitored for all students 3X a year and more frequently if they need extra skills taught.

Planned staff responsible for implementing activity: Classroom teachers- and paraprofessionals

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-09-07,  End Date - 2013-06-05

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

paraprofessional support Section 31 a 33,852.00  

2.1.1.5. Activity: Professional Development on effective vocabulary instruction

Activity Type: Professional Development

Activity Description: Staff will be trained in effective vocabulary instruction.Grade level vocabulary and activities will be identified.

January inservice for all K-6 teachers on effective vocabulary instruction (Marzano)Grade level groups identified different formats to use in classroom

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Committee looked at sample word listsStaff Meeting time to discuss progressOngoing time to plan words

Planned staff responsible for implementing activity: District staff,school improvement teams andinstructional staff

Actual staff responsible for implementing activity: District Staff, school improvement team,instructional staff

Planned Timeline: Begin Date - 2010-08-31,  End Date - 2013-06-01

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

professional development costs (presenter, subs, materials) General Funds 3,000.00 1,050.00

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 ToniaShoup

InProgress

Staff Development was held for all teachers Grade level groups have metand identified graphic organizers that can be used Committee is workingon grade level academic vocabulary

2.1.1.6. Activity: Science and Social Studies Informational Reading

Activity Type: Professional Development

Activity Description: Students will be given grade level science and social studies passages to read.Students will practice applying comprehension strategies within the content area passages. Students willanswer comprehension questions on the content area material.

Planned staff responsible for implementing activity: Classroom teachers

Actual staff responsible for implementing activity: Classroom teachers

Planned Timeline: Begin Date - 2011-09-01,  End Date - 2013-06-10

Actual Timeline: Begin Date - N/A,  End Date - N/A

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Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

2.1.1.7. Activity: Word Study

Activity Type: Professional Development

Activity Description: Word Study skills will be taught in each grade level. The team will identifyprefixes, suffixes, and information on word origins for each grade level.

Planned staff responsible for implementing activity: Grade level teachers

Actual staff responsible for implementing activity: Grade level teachers

Planned Timeline: Begin Date - 2011-04-11,  End Date - 2013-06-07

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Staff Release time General Funds 200.00  Teacher Materials General Funds 50.00  

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

05/02/2011 ToniaShoup

InProgress

Grade level lists are being developed that target word building skills. Weare focusing on prefixes, suffixes and the origin of words. This will beready for fall of 2011

Goal 3: Writing Proficiency

Content Area: English Language ArtsDevelopment Status: Complete

Student Goal Statement: 1 All students will be proficient in writing.

Gap Statement: MEAP 2010 Data

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4th Grade: 68 % of our general education students were proficient 50% of our economically disadvantagedstudents were proficient(50% of our economically disadvantaged students were a 14 % Level 1 55% Level 2 32% Level 3

7th Grade: 75% of our general education students were proficient in writing

MEAP 2011 Data

4th Grade: 68 % of our general education students were proficient 45% of our economically disadvantagedstudents were proficient(55% of our economically disadvantaged students were Level 3)9 % Level 1 55% Level 2 36% Level 3

All Students: Level 1-23% Level 2-45% Level 3-32% Level 4 -0%

7th grade post data- 61% (GPS data) passed 49% economically disadvantaged.

Cause for Gap: Additional analysis of assessment data indicates that adding details and examples is an area thatis especially challenging for all students. We are working to provide consistent and varied opportunities forstudents to practice including details and examples in their writing across the curriculum. In 2008 60.5% of ourstudents in grades 3-6 needed to improve in this area.

Data analysis also shows that our students need to improve the organization in their writing. In 2008 25% of ourstudents in grades 3-6 needed to improve in this area.

Multiple measures/sources of data you used to identify this gap in student achievement: MEAP- subgroupreportsGolden Package- Comment Code analysis

District writing samples

Classroom assessments

What are the criteria for success and what data or multiple measures of assessment will be used to monitorprogress and success of this goal? All students will be proficient in writing on the MEAP.

All students will be proficient in classroom writing assessments.

Contact Name: Tonia Shoup

List of Objectives:

Name ObjectiveAll students willincrease skills in the areaof writing.

Students scoring 2 or below on a 4 point on fall writing rubric will increase their scoreby at least one point as measured by a holistic rubric for the spring and fall writingsamples. (Scores 3 or below on a 6 point rubric)

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3.1. Objective: All students will increase skills in the area of writing.

Measurable Objective Statement to Support Goal:Students scoring 2 or below on a 4 point on fall writing rubric will increase their score by at least one point asmeasured by a holistic rubric for the spring and fall writing samples. (Scores 3 or below on a 6 point rubric)

List of Strategies:Name StrategyWriting details andorganization

Teachers will incorporate Lucy Caulkins "process for orgainizing writing andadding details" into classroom instruction.

3.1.1. Strategy: Writing details and organization

Strategy Statement: Teachers will incorporate Lucy Caulkins "process for orgainizing writing and addingdetails" into classroom instruction.

Selected Target AreasI.1.A.2 The school's curriculum framework is based upon and organized around the adopted state and localcurriculum documents.I.1.B.1 Communication and articulation about the curriculum is a high priority for the entire staff. A dialogis promoted between and across grade levels and content areas. Particular emphasis is paid to thecurriculum dialog of teachers from one instructional level to another.II.1.B.2 School leaders model the behaviors and strategies that reflect best practices in teaching andlearning. They organize their school around professional learning communities and serve as facilitatorswithin these communities. They serve as a skilled coach to staff members requiring additional assistance inimplementing best practices.

What research did you review to support the use of this strategy and action plan?

Authentic Writing Across the Curriculum Writing

Proven Instructional Practices for High-Quality (Ann and I have created one similar to this document forGrandville)http://www.putnamschools.org/fcat_resources/pdfs/bestpractices_writing.pdfScaffolded Writing Instruction: Teaching With a Gradual-Release FrameworkDouglas Fisher, Nancy Frey

Professional Development:Better Learning Through Structured Teachingby Douglas Fisher and Nancy Frey

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Getting to Got It! Helping Struggling Students Learn How to Learn Betty K. Garner --plus An ASCD StudyGuide for Getting to 'Got It!' Helping Struggling Students Learn How to Learn--plus http://all-edu.com/documents/g2g-3-7-10-handout.pdfInstructional Coaching (September 2007), The Center for Comprehensive SchoolReform and Improvement, Learning Point Associates

Lucy Caulkins- The Art of Teaching Writing

Steve Zemeleman et.al's Best Practices in Reading and Writing

CELA's (National Research Centers on English Learning and Achievement)Uncommmonly Successful ELA Programs

Fauntes I.C. & Pinnell G.S. (2001) Guiding Readers and Writers (Grades 3-6):Teaching Comprehension, Genre and Content Literature.

List of Activities:Activity Begin

DateEnd Date Staff Responsible

2012-13 Expanding Expressions Program K-3 2012-08-30

2013-06-06

teachers

2012-2013 Learning Lab ELA 2012-09-05

2013-06-05

Lit coach, administrators andteachers

Informational Writing in Science and SocialStudies

2011-09-01

2013-06-10

Classroom teachers

Professional Development 2010-08-24

2013-06-30

Building School Improvementteam

Staff time for collaboration 2010-08-25

2013-06-30

Building School ImprovementTeam

3.1.1.1. Activity: 2012-13 Expanding Expressions Program K-3

Activity Type: Professional Development

Activity Description: The Expanding Expressions Tool (EET) will be used to help teachers encouragestudents in K-3 grades to include details in their writing.

Teachers will receive materials during training (Aug. 12), the program will be incorporated intoclassroom writing activities.

Planned staff responsible for implementing activity: teachers

Actual staff responsible for implementing activity:  

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Planned Timeline: Begin Date - 2012-08-30,  End Date - 2013-06-06

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Training and Materials Title II Part A 2,030.00  

3.1.1.2. Activity: 2012-2013 Learning Lab ELA

Activity Type: Professional Development

Activity Description: Teachers will attend learning lab observations for ELA activities. Lessons thatincorporate the common core will be used.

PD money is planned within the resource for learning labs in reading goal

Planned staff responsible for implementing activity: Lit coach, administrators and teachers

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2012-09-05,  End Date - 2013-06-05

Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

3.1.1.3. Activity: Informational Writing in Science and Social Studies

Activity Type: Professional Development

Activity Description: Students will be provided writing opportunities using the writing concepts ofcompare/contrast, cause/effect, summarizing, and taking a position (making and argument) in both thescience and social studies curriculums.

Planned staff responsible for implementing activity: Classroom teachers

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2011-09-01,  End Date - 2013-06-10

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Actual Timeline: Begin Date - N/A,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

3.1.1.4. Activity: Professional Development

Activity Description: Staff will be trained to implement Lucy Caulkin's writing best practices.

Planned staff responsible for implementing activity: Building School Improvement team

Actual staff responsible for implementing activity:  

Planned Timeline: Begin Date - 2010-08-24,  End Date - 2013-06-30

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Professional Development Title II Part A 3,000.00 0.00

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 ToniaShoup

InProgress

We have trained several staff members i Lucy Calkins- but more need tobe trained. Core Curriculum information will be examined and moreplanning will be spent to incoporate informational writing.

3.1.1.5. Activity: Staff time for collaboration

Activity Description: Staff collaboration time will be provided to discuss writing, use rubric and planfor activities across the curriculum.

Lucy Caulkins kits will be provided to teachers

Planned staff responsible for implementing activity: Building School Improvement Team

Actual staff responsible for implementing activity:  

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Planned Timeline: Begin Date - 2010-08-25,  End Date - 2013-06-30

Actual Timeline: Begin Date - 10/25/2010,  End Date - N/A

Fiscal Resources Needed for Activity:Resource Funding Source Planned

AmountActualAmount

Substitutes, resources Title II Part A 5,000.00 0.00

Activity Progress Update:Date User Progress

StatusExplanation ofProgress Status

04/18/2011 ToniaShoup

InProgress

We are continuing to train teachers in Lucy Calkins. We have also startedto train teachers for the changes in the new MEAP writing. Both the newcore curriculum and the MEAP has a greater emphasis on informationalwriting.

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Resource ProfileFunding Source Planned Amount Actual Amount

Section 31 a $73,852.00 $0.00

General Funds $3,850.00 $1,350.00

Title II Part A $14,650.00 $0.00

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Additional RequirementsComprehensive Needs Assessment

The comprehensive needs assessment (CNA) requirement is met by completing a School Data Profile/Analysis(SDP/A), School Process Profile, and Summary Report. The comprehensive needs assessment must be completedprior to creating a new plan or annually updating an existing school improvement plan.

Use the results of the comprehensive needs assessment to develop Goals/Objectives/Strategies and Activities.Ensure that the Gap Statements and Causes for Gaps included in the Goals information address all four measuresof data: student achievement data, school programs/process data, perceptions data (must include teachers andparents; student data is encouraged), and demographic data.

    1. How was the comprehensive needs assessment conducted?

 

   

The district complied building data on our demographics, mobility and attendance. We examined that datato see if we had any differences in sub group populations. Achievement data (MEAP data was used in theprofile, but MAP results were also used for developing content area goals) was examined to further look atgrade level achievement and sub group performance. We do not have a sub group in any grade level, so webased our goals on the area with the biggest gap, which in most cases was our students with disabilities.

We constructed goals that would target specific skills in reading, math and writing. Our focus forimprovement was in moving students into a higher performance category on the MEAP. Our perceptiondata was examined during this process, however it did not provide any clear direction for academic goals.

Curriculum Alignment that Corresponds to the Goals

   1. Describe how the curriculum is aligned with State standards and how this alignment will help the school

meet the academic Goals. Describe the process for review and revision of the curriculum; evidence couldinclude a timeline for curriculum review or a description of the review process.

 

   

The district curriculum goals are aligned with state standards and are reviewed and updated. There is not aset review cycle in place, but we update our standards when new state standards are adopted.

The state standards are assessed by the MEAP test and we base our school improvement plan on ourperformance on the state assessment.

   2. Describe how decisions about curriculum, instruction and assessment are made at this school, and how all

stakeholders are involved in the process.

 

   

Most topics are brought to the SIP team for discussion and then shared with the whole staff at a staffmeeting. Typically, the decision is made at the staff meeting with the larger representation. Discussion atthe SIP team level helps guide us on whether additional information is needed.

Assessment data is shared with the SIP team and with the grade level teachers that are directly involved.

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Staff Development

Use the results of the comprehensive needs assessment to create a written professional development plan thatidentifies ongoing, sustained professional development that is aligned to the Goals, Objectives and Strategies.These specific professional development activities must be included as Activities under the Goals section. Districtprofessional development activities that align to the school's CNA should also be included in the school-levelActivities section.

Alternative Measures of Assessment

   1. Describe the process for developing, or the alternative measures of assessment used, that will provide

authentic assessment of pupils' achievements, skills, and competencies.

 

   

Teachers look at the standards and develop grade level assessments. We also use common assessments tomonitor achievement.The measures used are: K-2 DIBELS, MAP 2-6, grade level assessments and MEAP.

Teachers also use observational data and performance tasks to develop report card grades.

Effective Use of Technology

   1. Describe the methods for effective use of technology as a way of improving learning and delivery of

services and for integration of involving technology in the curriculum.

 

   

The district has assigned an network administrator to keep all district technology initiatives up to date andworking properly. The school uses Read Naturally, MAP and Infinite Campus as tools to support the schoolimprovement plan.

Newer curriculum materials have online materials and resources available for teachers and students.

Evaluation of the School Improvement Plan

   1. Describe how the school annually evaluates the implementation of, and results achieved by, the SIP, using

data from the State's annual assessments and other indicators of academic achievement.

 

   Each year our school performance on state assessments is analyzed by the school improvement team. Weupdate our plans and monitor individual progress during SI team meetings. We meet 3 times a year forbenchmarking meetings to look at our K-2 DIBELS scores and to adjust instruction for individual students.

   2. Describe how school and student information and progress will be shared with all stakeholders in a language

that they can understand.

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Yearly testing information is shared with parents by using the parent reports provided by MEAP andNWEA. These typically use national norm percentages.Parents also have access to Infinite Campus- our student data program.

Parents receive information on curricular based assessments from classroom teachers and the report card.

Teachers receive more detailed information on standardized tests- the information includes item analysisand areas of strength and weaknesses.

Building Level Decision-Making

   

1. Describe how school stakeholders are engaged in the decision-making process, including, but not limited tothe development of the Goals, Objectives, Strategies and Activities included in the school improvementplan. School board members, school building administrators, teachers and other school employees, pupils,parents of pupils attending that school, parents of pupils attending that school, and other residents of theschool district shall be invited and allowed to voluntarily participate in the development, review andevaluation of the district's school improvement plans.

 

   

The building School Improvement Team is a voluntary committee that has a few new members rotate oneach year. The team meets as a whole monthly and sub committees meet as needed.

The team monitors the school improvement goals and serves as the first group to discuss changes. Afteritems are brought up at SIP meetings they are brought to the whole staff- most decisions are made by thestaff.

The SIP team serves as a valuable group to discuss ideas and possibilities before a whole staff discussion.They are also key communicators to staff members about curricular goals and initiatives.

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AssurancesEdYES!

    1. Literacy and math are tested annually in grades 1-5 (MCL 380.1280b)

 

    Response: Yes

    Comments:  

   2. Our school published a fully compliant annual report. (The Annual Education Report (AER) satisfies this).

If yes, please provide a link to the report on your website in the comments field (if applicable).

 

    Response: Yes

    Comments: This is published yearly on our district web site.

Educational Development Plan (EDP)

    1. Our school has the 8th grade parent approved Educational Development Plans (EDPs) on file.

 

    Response: N/A (our school does not have grade 8)

    Comments:  

    2. Our school reviews and annually updates the EDPs to ensure academic course work alignment.

 

    Response: No

    Comments:  

Health and Safety (HSAT)

The following assurances come directly from the Healthy School Action Tool (HSAT) Assessment(http://www.mihealthtools.org/hsat), an online tool for school buildings to assess their school healthenvironments. If your school completed the HSAT in the past year, you may refer back to your report to answerthe following assurances. Responses to these assurances are necessary - whether you've completed the HSAT ornot. These assurances are designed to help school improvement teams think about conditions for learning in theirschool, specifically related to student health and safety, and develop strategies in their school improvement plan toaddress any identified needs.

   1. Our School has a written policy on school safety that supports proactive, preventative approaches to ensure

a safe school environment.

 

    Response: Written policy, fully implemented

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    Comments: District policy

   2. All teachers in our school have received professional development in management techniques to create

calm, orderly classrooms.

 

    Response: Yes

    Comments:  

   3. Our school communicates all of our health and safety policies to students, staff, substitute teachers, parents

and visitors through the parent handbook or newsletter at least once a year.

 

    Response: No

    Comments:  

   4. Our school has used data from a student health/safety assessment at least once in the past two years to assist

in planning actions that will improve our school's environment and/or to determine the impact of changesthat we have made on student attitudes and behaviors.

 

    Response: No

   Comments: PBS surveys

Perception Data surveys addressed safety issues

   5. Our school has taken action on the Michigan State Board of Education Policy on Comprehensive School

Health Education.

 

    Response: Adopted policy, fully implemented

    Comments:  

   6. All teachers who provide health education instruction received annual professional development/continuing

education specifically related to health education.

 

    Response: No

    Comments: Teachers that change grade level attend MiModel training at KISD

    7. The health education curriculum used in our school is the Michigan Model for Health® Curriculum.

 

    Response: Yes

    Comments:  

   8. The health education curriculum used in our school involves student interaction with their families and their

community.

 

    Response: Yes

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Comments: School home connection is included in the MIModel curriculum

Red Ribbon Week

Personal Safety presentations- Mich CSI

   9. Our school has taken action on the Michigan State Board of Education Policy on Quality Physical

Education.

 

    Response: Reviewed policy, but not yet adopted

    Comments:  

   10. At our school, physical education teachers annually participate in professional development specific to

physical education.

 

    Response: Yes

    Comments: MAHPER Conference attended yearly

    11. The physical education curriculum used in our school is:

 

    Response: Exemplary Physical Education Curriculum (EPEC)

    Comments: Not fully aligned with EPEC, but many componants are used

   12. At least three times during the past 12 months, our school offered programs, activities or events for

families about physical activity.

 

    Response: Yes

   

Comments: Girls on the Run Program - girls 3-5- after schoolTrail Dawgs- 5-6 boys and 6 girls- after schoolJohnson Park Jog- all students- after schoolField Day- many parent participantsPunt, Pass and Kick- after schoolHoop Shoot- after school

    13. Our school offers the following amount of total weekly minutes of physical education throughout the year.

 

    Response: 60-90 minutes at elementary level, 106-135 minutes at middle/high level

    Comments:  

    14. Our school has taken action on the Michigan State Board of Education Policy on Nutrition Standards.

 

    Response: Reviewed policy, but not yet adopted

    Comments:  

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   15. The food service director/manager participated in professional development related to food or nutrition

during the past 12 months.

 

    Response: Yes

    Comments:  

    16. The food service director/manager supports/reinforces in the cafeteria what is taught in health education.

 

    Response: Yes

    Comments: The menu is updated and more healthy choices are available.

   17. During the past 12 months, our school collected information from parents to help evaluate/improve school

meals or foods offered a la carte, in concessions, school stores, vending machines, or as a part of classroomcelebrations/parties or at school events.

 

    Response: Yes

    Comments:  

   18. Our school makes a good faith effort to ensure that federally reimbursable school nutrition programs are

the main source of nutrition at school rather than vending or a la carte.

 

    Response: Yes

    Comments: No vending or a la carte for students

    19. Our school has a health services provider or school nurse accessible to students.

 

    Response: Yes, but we do not have a health services provider or school nurse for every 650 students

    Comments:  

   20. Our school has a written policy on school safety that involves parents, and broader community, in

collaborative efforts to help ensure a safe school environment.

 

    Response: Written policy, fully implemented

    Comments:  

    21. Our school has a system in place for collecting relevant student medical information.

 

    Response: Yes

    Comments:  

    22. Our school has taken action on the Michigan State Board of Education Positive Behavior Support Policy.

 

    Response: Reviewed policy, but not yet adopted

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    Comments:  

   23. During the past 12 months, the school counseling staff has provided professional development to school

health staff about identification and referral of students related to violence and suicide prevention.

 

    Response: No

    Comments: not at the elementary level

   24. During the past 12 months, the school counselor/psychologist/social worker offered information to students

(presentations, materials, individual or group counseling activities, events) about bullying, harassment andother peer to peer aggression.

 

    Response: Yes

    Comments:  

   25. During the past 12 months, the school counselor/psychologist/social worker has collaborated with

appropriate school staff or community agencies to implement programs or activities related to bullying,harassment and other peer to peer aggression.

 

    Response: Yes

    Comments:  

   26. During the past 12 months, the school counseling staff identified students who are at risk of being victims

or perpetrators of violence.

 

    Response: Yes

    Comments:  

    27. Our school's mission statement includes the support of employee health and safety.

 

    Response: No

    Comments:  

   28. During the past year, our school supported staff participation in health promotion programs by having a

budget for staff health promotion.

 

    Response: No

    Comments:  

   29. During the past year, our school supported staff in healthy eating by providing healthy food choices at staff

meetings.

 

    Response: No

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    Comments: Not 100% of the time

   30. Our school has a written family involvement policy that advocates for strong connections between the

home, school and the community as a means of reducing barriers to student achievement.

 

    Response: Written policy, fully implemented

    Comments:  

    31. Our school has a parent education program.

 

    Response: Yes

    Comments:  

   32. During the past 12 months, our school collected information from parents to help evaluate/improve school

health education in our school.

 

    Response: No

    Comments:  

   33. During non school hours the community has access to indoor facilities for physical activity (such as gym,

weight room, hallway for walking, pool, basketball court).

 

    Response: Access to some indoor facilities

    Comments:  

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StakeholdersList of names, positions and e-mail addresses of the stakeholders (staff, parents, community/business membersand, as appropriate, students) who were involved in the planning, design, monitoring, and evaluation of this plan.

Title First Name Last Name Position E-mailMrs. Ellen Akhurst teacher/parent [email protected]. Ann DeYoung administrator [email protected]. Tonia Shoup adminiatrator [email protected]. Molly Griffith teacher [email protected]. Winona Schneider teacher [email protected]. Brett Kempema teacher [email protected]. Eleanor Parks parent [email protected]. Linda Bryant teacher [email protected]

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Statement of Non-Discrimination

Federal Office for Civil Rights

The institution complies with all federal laws and regulations prohibiting discrimination and with all requirementsand regulations of the U.S. Department of Education. It is the policy of this school that no person on the basis ofrace, color, religion, national origin or ancestry, age, gender, height, weight, marital status or disability shall besubjected to discrimination in any program, service or activity for which the district/school is responsible, or forwhich it receives financial assistance from the U.S. Department of Education.

Contact Information

Schools/Districts are required to designate an employee to coordinate efforts to comply with and carry out non-discrimination responsibilities.

Name/Position: Mr. Tim Purkey

Address: 3131 Barrett St Grandville, MI 49418

Telephone Number: 616-254- 6570

References

Title VI of the Civil Rights Act of 1964The Age Discrimination Act of 1975The Americans with Disabilities Act of 1990Elliott-Larsen prohibits discrimination against religion

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Supporting Documentation

No documentation was attached.

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