ࡱ> { bjbjzz o&&dlP<@BBBBBB$UffH\f{ΥΥΥ@Υ@ΥΥ BL,08JΥffΥ& F: Woodland Intermediate School Annual School Improvement Plan: Title 1 2012-2013  School: Woodland Intermediate School Date Submitted: December 17, 2012 Records of the annual approval of School Improvement Plans by the Woodland School District Board of Directors are on file in the office of the Superintendent. Most data elements displayed below are available on the OSPI School Report Card site. The remaining elements (% of Students Continuously Enrolled, % Mobility, and % Attendance Rate) are compiled by 91porn. 461 Students in grades 4-6 57 % of Free and Reduced Lunches 9.1 % of Students in Special Education (IEPs) 5.2 % of Limited English Students Ethnicity: 1.1 % Asian 0.2 % Black 18.3 % Hispanic 1.3 % Native American 76.6 % White Emerging School Status, Year 1  Mission Statements and Beliefs  Through a partnership of family, school, and community, every student can and will learn. We strive to create a positive atmosphere where all students achieve mastery of subject matter. We provide students with an equal opportunity to learn and succeed in a safe and caring environment.  PRINCIPLE 1: STRONG LEADERSHIP Indicator IE07: The principal monitors curriculum and classroom instruction regularly. COMPONENT 1: COMPREHENSIVE NEEDS ASSESSMENT COMPONENT 3: INSTRUCTION BY HIGHLY QUALIFIED STAFF  The Schoolwide Planning Committee is comprised of administrators, certificated and classified staff, and parents. Two days of meetings were held in October of 2012. Data from the sources listed below was analyzed, strengths and weaknesses discussed, and a plan of action, based on the identified areas of improvement, was formulated. A. The items below were used to review and analyze new school-level data for our annual needs assessment. Survey of parents and staff (Fall 2012) found in Appendix Teacher-led Observation Protocol 4 Es (Learning Walks) found in Appendix Collaborative Academic Support Team (C.A.S.T.) data review (fall, winter, spring) 2011-12 MSP results (including grade-level scores, sub-group data, and strand analysis) MSP trend data (OSPI website) DIBELS Next Common Math Assessments (fall, winter, spring) Curriculum-based measures Classroom formative assessments B. Analysis of our MSP data revealed the following: Decreased cohort scores from third grade to fourth grade continued Data showed increased cohort scores from fourth grade to fifth grade and fifth grade to sixth grade The Problem Solving and Reasoning strands are lower than other math strands Analysis of Text and Comprehension strands are lower than other reading strands In general, special education data mirrored the same areas of weakness as the general education population Systemic changes in our delivery model to have the most highly qualified staff working with our most at-risk students and increased differentiation in curriculum and instructional practices is our response to the above analysis. C. Surveys In reviewing the school performance rubrics the data suggests no obvious shortcomings of the Nine Characteristics represented in the staff and family surveys. Staff surveys completed in the 2010 compared to the current survey showed six areas of improvement. Family surveys completed in the 2010 compared to the current survey showed seven areas of improvement. Only marginal decreases were seen on both surveys. D. A Principal Attestation form is on file in the Special Services office that attests that all professional staff teaching core subject areas is highly-qualified and meet the certification and endorsement requirements for their assigned responsibilities per current WACs and NCLB regulations.  PRINCIPLE 2: ENSURE TEACHERS ARE EFFECTIVE AND ABLE TO IMPROVE INSTRUCTION INDICATOR IF04: Professional development for teachers includes non-evaluative observations by peers related to indicators of effective teaching and classroom management INDICATOR IF11: Professional development is aligned with identified needs based on staff evaluation and student performance COMPONENT 2: SCHOOLWIDE REFORM STRATEGIES COMPONENT 4: PROFESSIONAL DEVELOPMENT COMPONENT 5: ATTRACT AND RETAIN HIGH QUALITY, HIGHLY QUALIFIED STAFF S.M.A.R.T. GOAL: PEER OBSERVATION/LEARNING WALKS S.M.A.R.T. GOAL: DIFFERENTIATION OF INSTRUCTION BY HIGHLY QUALIFIED STAFF  A. Professional development within 91porn is district-wide and school-based. The district offers ongoing core and supplemental program training opportunities to develop common knowledge and skills. A school-based Literacy Specialist provides instruction and modeling for literacy and assessment areas. All teachers participate in required professional development supporting the implementation of the Common Core Initiative. Ongoing school level professional development activities relate to the schools established priority areas. PD may also include opportunities for paraprofessionals. SettingContentFaculty meetingsStandards based grading practices, researched based teaching strategiesLearning Walks/Book StudyObservational Protocols based on the 4 Es (Exchange, Environment, Engagement, Evaluation); The Art and Science of Teaching by MarzanoTeam meetings/Grade level meetingsData analysis, curriculum mapping, creation of common assessments, student placement, etc.District Directed DaysData analysis, standards based grading B. A Principal Attestation form is on file in the school office that attests that all professional staff teaching core subject areas is highly-qualified and meet the certification and endorsement requirements for their assigned responsibilities per current WACs and NCLB regulations. C. Strategies are used to attract highly-qualified staff to work in our school. 91porn has developed a systemic model of attracting highly qualified teachers, consisting of: Compensation: Addressing the reality that teachers spend time outside of the student day, week, and year to fulfill their professional role. Woodland uses local levy funds to provide compensation for additional training opportunities, data analysis, and curriculum planning outside of the school day. Each year reimbursement of up to $330 is available for each certificated staff member for continuing education. Assessment and Evaluation: The professional development and evaluation model begins with a self-assessment and goal-setting conference with the teachers supervisor which provides the foundation for the year. The professional development and evaluation process is focused on growth over a teachers career and is supported by a comprehensive professional development program. Mentoring and Induction: All new hires participate in an induction meeting. New hires are teamed with a grade level mentor to help create a sense of belonging and identity within our culture, provide support for a successful year, and connect the new hire with other school and district support staff. The mentor, literacy specialist, and building administrator work with the new educator to deliver individualized mentoring that includes elements such as: observation and debrief, observation of master teachers, co-planning lessons, demonstration teaching, and analyzing student assessment data. Professional Growth and Development: Woodland School Districts integrated professional growth program is part of a comprehensive recruitment, evaluation, development, and retention model. The data from the teacher self-assessment is one tool that is used in the design of professional development opportunities. To support teachers in engaging in professional development, the district may provide funds for in-district professional development, attendance at conferences, and NBPTS certification. Four rounds of peer observation, led by the principal, took place. Participating staff read selected chapters of Robert Marzanos book The Art and Science of Teaching before each round of observation. Prior to the walks participants gathered to discuss the focus chapter/s. A form was used to collect information on one of four observable areas (Exchange, Environment, Engagement, and Evaluation) during each classroom visitation. On average, three classrooms were visited during each observation round. Following each observation round participants spent five minutes conferring about the look-fors observed. A formal debriefing meeting was held after school to discuss the correlation between what was observed and the information learned from Marzanos book. Guiding questions were used to direct the conversation. Additionally, all certificated staff participates in professional learning activities throughout the year focused on four questions: 1. What do we expect students to learn? 2. How will we know when they have learned it? 3. How will we respond when they dont learn? 4. How will we respond when they already know it? D. After review of our 2011-2012 Action Plans we found most were completed. Some of the Action Plans are ongoing in nature and will have no ending date as the staff decided to continue them indefinitely. These include Reading Action # 4: Analyze students achievement on new reading assessment questions and Reading Actions #5 and 6: Select, administer, and analyze MSP prompts given to students. Only one Action Plan was not addressed last year. Math Action #6: Teachers will develop classroom structures to implement differentiation in response to data. Although individual teachers worked on this, the school as a whole did not. It was decided that this action will be carried over as a S.M.A.R.T. goal in our new plan. S.M.A.R.T. Goal The percentage of students reaching standard on the reading and math MSP will increase by (AMO growth target to be set by state) from the 2011-2012 school year. SpecificMeasureableActionable/ AttainableRealistic/ Results-orientedTimely/ TimeboundFormal Learning Walks by participating teachers to observe peers in their classrooms four times during the 2012-2013 school year. The goal is growth in knowledge of instructional practices used by other teachers.Agenda for each walk through round Knowledge of the observation tool Debriefing paperwork and discussion Incorporation of practices observed in more classroomsContinuation of PD begun last year Cost of sub coverage has been factored into the building budgetSpring 2013Informal Learning Walks participating teachers to observe peers at least once per trimester during the 2012-2013 school year. Same goal as above.List of teachers who have done this, the classroom visited and the content area observed. New activity. Each teacher would observe during their prep period or other non-supervisory time.This is a no cost activityOngoing S.M.A.R.T. Goal The percentage of students reaching standard on the reading and math MSP will increase by (AMO growth target to be set by state) from the 2011-2012 school year. SpecificMeasureableActionable/ AttainableRealistic/ Results-orientedTimely/ TimeboundHighly qualified teachers instruct students for 45 minutes per day during the expanded learning (extension) time. The goal is to have the most highly qualified teachers instructing our most at-risk students by 2013-2014. PD is obtained and delivered. PD on differentiation for at-risk students videos, presentations, program training, etc.Teachers will have an increased understanding and ability to deliver differentiated instruction. Title funds are available to secure an outside presenter.September 2013  PRINCIPLE 3: EXPAND TIME FOR STUDENT LEARNING AND TEACHER COLLABORATION INDICATOR IVD05: The school monitors progress of the extended learning time programs and strategies being implemented, and uses data to inform modifications. COMPONENT 2: SCHOOLWIDE REFORM STRATEGIES COMPONENT 9: PROVIDE ASSISTANCE TO STUDENTS EXPERIENCING DIFFICULTY S.M.A.R.T. GOAL: HIGHLY QUALIFIED TEACHERS TEACHING EXTENSION FOR LEVEL 1 STUDENTS  All students receive extension services for forty-five minutes per day. Rank order is used to place students in reading or math extension. Students identified as ELL, or with an IEP, also receive services at this time depending on their overall schedule. The remaining students participate in extension activities in their homerooms. Parents contact the school if they wish to decline math or reading extension services for their child. This information is entered into our district electronic data system (SIPS). Title 1 students in need of intensive intervention are given supplemental instruction outside their core literacy/math basic education classes. Student progress is monitored, assessed, and reviewed. The building Literacy Specialist plays an instrumental role in the review of student data and communication with the students homeroom and Title1 teacher. A student entering or exiting a reading or math extension is recorded in the district electronic data base (SIPS). Adjustments to interventions occur as needed. Students are exited based on agreement between the content area teacher and the Title teacher after a review of the students progress data. Students failing to meet adequate progress will have one of the following altered in their current intensive instruction model: curriculum, duration, or a GIT/BIT (beginning steps for a student referral for special education) opened to investigate other possible causes and possible interventions. Supplemental InterventionsWho Delivers InstructionWhere Instruction is DeliveredAverage Amount of TimeGrade 4,5,6, readingInstructional AssistantsExtension Classroom45 minutes/5 days per weekGrade 4 mathInstructional AssistantsExtension Classroom45 minutes/5 days per weekGrade 5 mathInstructional & Certificated StaffExtension Classrooms45 minutes/5 days per weekGrade 6 mathInstructional & Certificated StaffExtension Classroom45 minutes/5 days per week S.M.A.R.T. Goal The percentage of students reaching standard on the reading and math MSP will increase by (AMO growth target to be set by state) from the 2011-2012 school year. SpecificMeasureableActionable/ AttainableRealistic/ Results-orientedTimely/ TimeboundHighly qualified teachers will instruct students at a Level 1 on the MSP in reading and math expanded learning time (extension) for 45 minutes per day. The goal is to have the most highly qualified teachers instructing or most at-risk students. Grade level teachers decide who is teaching the reading and math extension groups. Full day meeting per grade level to identify which teachers will instruct the students, what instructional materials will be used, any specialized training needed, and how to best utilize paraprofessional support Full day meeting per grade level to analyze data to identify the students entering extension, fine tuning what materials will be used, assignments of paraprofessionals, etc.All grade level staff is qualified to teach struggling students in either reading or math. Sub costs will be covered through Title funds Sub costs will be covered through Title fundsJanuary 2013 September 2013School calendar dates setGrade level reading and math meetings every six weeks on late arrival daysDates for collaboration regarding student needs will promote the best instruction both in extension and in the homeroom settingSpring 2013Analysis of MSP scores for those students who received reading and math extension.Results are available in the fall of 2013. Full day meeting per grade level for data analysis. From this data we will identify practices we should keep and what improvements are needed in extensionSeptember 2013  PRINCIPLE 4: STRENGTHEN THE SCHOOLS INSTRUCTIONAL PROGRAM INDICATOR IIIA22: All teachers use open-ended questioning and encourage elaboration INDICATOR IIIA31: All teachers interact instructionally with students (explaining, checking, giving feedback) INDICATOR IIIB01: All teachers maintain a file of communication with parents (families, using multiple methods of contact including phone calls, emails, letters home, home visits, etc.) COMPONENT 2: SCHOOLWIDE REFORM STRATEGIES COMPONENT 9: PROVIDE ASSISTANCE TO STUDENTS EXPERIENCING DIFFICULTY S.M.A.R.T. GOAL: DIFFERENTIATION OF INSTRUCTION  Student data is collected, shared, and discussed. This process helps identify students needing additional effective and timely assistance. This assistance may be in specific elements of the reading process: phonics, fluency, vocabulary, and comprehension, or the math process: concept development, basic facts, vocabulary, problem solving, and application. Core reading instruction follows a walk-to-read delivery model. Core math instruction takes place in the homeroom. Students are progress monitored, with individual adjustments made to pacing, practices, and groupings as needed. Curriculum and strategies are selected from district-approved options that utilize scientifically-based research to meet students needs. AssessmentMSP; WELPA DIBELS Next benchmark and progress monitoring; end of selection assessments; supplemental program assessments Common Math Assessment; end of unit assessments; supplemental program assessmentsCore ReadingImagine ItSupplemental Reading Corrective Reading A, B1, and B2; Read Well, Sound Reading Remedy; Imagine Learning English; Imagine It ancillary materials; Phonics for Reading; MSP released items and practice itemsCore MathInvestigations; Scott Foresman; Connected MathSupplemental MathAcellus; Everyday Counts Calendar; That Quiz.org; Origo; MSP released and practice items; teacher created materials B. Our instructional delivery system provides opportunities for all students, including educationally disadvantaged students. Extension blocks takes place within the school day. ELL: Additional language support is given to students who qualify under Washington States English Language Learner guidelines. The Home Language Survey and the Washington English Proficiency Test are used for eligibility and placement. A variety of language instruction methods are used to support students. When appropriate, ELL services are a push-in approach during the classroom blocks to support core reading, math, or writing. For some students, small group pull-out instruction utilizing both computer-assisted learning and direct instruction is most appropriate. Students typically receive three hours of instruction per week. Skills taught include receptive and expressive oral language development, academic and content vocabulary, grammar, and reading comprehension. Reading and Math: 91porn has a comprehensive assessment system in place. MSP scores are reviewed to designate Level 1 and Level 2 students. These data are used by administrators and teachers to create a rank order list to identify the students in need of extra support. This process allows teachers an opportunity to target specific instructional needs and to identify those intensive students entitled to receive additional Title services. Strategic students (Level 2) are given assistance, as space and staffing are available. The teachers and specialists use the collected data to determine how to best meet the instructional needs of the student and to determine the groupings of students, the duration of groupings, and the materials/programs employed to deliver instruction. Throughout the year, each teacher participates in analyzing students assessment data and reviewing the instructional decisions for these students. Team meetings also give teachers the time to work on placements, adjustments, and strategies. Students receive an additional forty-five minutes per day of targeted assistance in reading or math. The Title1 program works to coordinate with the core education program and is supplemental to the core instruction. The Title teacher may plan corresponding units that mirror skills and concepts taught in the core curriculum. Title extension follows a consistent process of additional instructional time for small groups and uses research-based programs and strategies, focused on targeting deficit areas. Communication between classroom teacher and title teacher is a priority. As students exit program, the school works to create a seamless integration of the student back into the regular education program. Supplemental Education Services (SES) which took place after school were offered to students in grades four through six two times during the school year. An after school math club for a limited number of fourth graders was conducted. C. Reform strategies are used in our schools instructional program to provide opportunities for all children to meet the states proficient and advanced levels of achievement. Work has been done to identify and use effective methods and instructional strategies. Many research based best practices are currently in place which we intend to continue. Some of these include, but are not limited to the following: have measureable goals and benchmarks, aligned with State standards, transitioning to Common Core State Standards align curriculum and instruction to state standards, transitioning to Common Core State Standards assess students needs in relationship to common standards and goals diagnose strengths and weaknesses and use these to design specific instructional plans to improve student learning use effective methods and instructional strategies, based on scientifically-based research, to improve academic achievement of underachieving students in intervention programs implement all district curricula with fidelity to ensure maximum efficacy and equitability emphasize differentiation of instruction to meet needs of individual students increase the amount and quality of learning time assess, analyze, and use ongoing data to monitor progress, change delivery of instruction, evaluate success assure that instruction is delivered by highly-qualified teachers and paraeducators implement Response to Intervention model for problem solving D. Following are specific methods and models used to provide for ongoing, continuous improvement for all students, with particular emphasis on underachieving students. regular assessment and program monitoring regular communication of progress literacy specialist Guided Language Acquisition Development (G.L.A.D.) strategies after school tutoring services regular grade level/department data analysis and planning meetings learning walks Collaborative Academic Support Team (C.A.S.T.), fall, winter, and spring Grade Level Intervention Team (GIT), Building Level Intervention Team (BIT), Multidisciplinary Team (MDT) S.M.A.R.T. Goal The percentage of students reaching standard on the reading and math MSP will increase by (AMO growth target to be set by state) from the 2011-2012 school year. SpecificMeasureableActionable/ AttainableRealistic/ Results-orientedTimely/ TimeboundDifferentiation of reading and math during core instructionFlexible group instruction and differentiated work is observable during classroom visitations. Reading and math core instruction in the homeroom Flexible groups within the homeroom to allow for differentiation A homeroom model will allow teachers to better integrate reading, writing, speaking and listening as we implement the Common Core State StandardsSeptember 2013 Master schedule changed Discontinuation of Walk to Read model Schedule committeeAllows all students in a grade level to receive extension at the same time.September 2013  PRINCIPLE 5: USE DATA TO INFORM INSTRUCTION INDICATOR IID08: Instructional teams use student learning data to assess strengths and weaknesses of the curriculum and instructional strategies. INDICATOR IID10: Instructional teams use student learning data to identify students in need of instructional support or enhancement. COMPONENT 2: SCHOOLWIDE REFORM STRATEGIES COMPONENT 7: TRANSITION PLANS FOR PRESCHOOLS AND BETWEEN GRADE LEVELS COMPONENT 8: TEACHERS INCLUDED IN ASSESSMENT DECISIONS S.M.A.R.T. GOAL: HIGHLY QUALIFIED TEACHERS TEACHING EXTENSION FOR LEVEL 1 STUDENTS S.M.A.R.T. GOAL: DIFFERENTIATION OF INSTRUCTION S.M.A.R.T. GOAL: COLLABORATIVE ACADEMIC SUPPORT TEAM (C.A.S.T.) FORMATION  Transitions between schools and grade levels are coordinated. Transitions to different buildings occur between third and fourth grades, and again between sixth and seventh grades. A. Grade 3 to Grade 4 Transition In the spring of each year, third grade students travel to Woodland Intermediate to tour the school and meet the teacher they will have in the fall. Attention is given to the placement of students in classrooms to create diversity and balance within rooms. Staff from Woodland Primary met with staff from Woodland Intermediate to determine the best placement for students, particularly highly capable, ELL, special education, and socially challenged students. Formative, interim, and summative data, specialized testing, behavior information, and teacher input are used to determine placement. Our special education teacher and literacy specialist attend the spring C.A.S.T. meeting for third grade where each student is discussed individually. The special education teacher attends IEP conferences to meet and become acquainted with the individual needs of incoming students. Individual tours of the school and meeting their new teacher are given to students with heightened anxiety over the transition. Grade 6 to Grade 7 Transition Woodland Middle School teachers meet with the sixth grade teachers and identify the strengths and weaknesses of each student and gather information on the most at risk kids. Decisions are made as to which students will need academic support for reading, math, social skills, and organizational skills. Special education information is transferred. Before school begins the middle school counselor holds special sessions for students who might experience higher difficulty with the transition. Woodland Middle School also hosts a family night in the spring. WMS leadership representatives visit sixth grade classrooms in the spring to answer questions for incoming students. Sixth grade students participate in forecasting to choose the elective classes they will take at the Middle School. A Lockers and Lunch activity in August further acquaints students with the middle school. Other Grade Level Transitions Staff at WIS use the same placement process when moving students from one grade level to the next. Special attention is given to determine the best placement for students, particularly highly capable, ELL, special education, and socially challenged students. Formative, interim, and summative data, specialized testing, behavior information, and teacher input are used to determine placement. In August, prior to the start of the school year, all students are invited to participate in Drop In, Drop Off. It is designed to allow students to greet their teacher, see their classroom, and drop off their school supplies prior to the first day of school. D. Teachers are included in assessment decisions. Throughout the year, each grade-level team participates in analyzing students assessment data and reviewing the instructional decisions for these students. Grade-level team meetings give teachers the time to work on placements, adjustments, and strategies for flexible groups. Staff members are involved in developing and monitoring the Schoolwide Plan each year. During the process the overall instructional programs effectiveness is analyzed. Action plans are posted in a common area and progress on those plans is updated visually throughout the year. S.M.A.R.T. Goal The percentage of students reaching standard on the reading and math MSP will increase by (AMO growth target to be set by state) from the 2011-2012 school year. SpecificMeasureableActionable/ AttainableRealistic/ Results-orientedTimely/ TimeboundDifferentiation of reading and math extension instruction MSP DIBELS Next Common MathReview data Identify students in need of extra support Form groupsContinuation of a current practiceSeptember 2013 S.M.A.R.T. Goal The percentage of students reaching standard on the reading and math MSP will increase by (AMO growth target to be set by state) from the 2011-2012 school year. SpecificMeasureableActionable/ AttainableRealistic/ Results-orientedTimely/ TimeboundForm a Collaborative Academic Support Team comprised of administration and support staff which meet 3 times per year. The goal is to assure schoolwide support is given to each teacher when intervention and support is needed both in and beyond the classroom.Meetings scheduled. Notes of discussion on students entered into our electronic system. Individual responsible for follow through on the action for a student is identified.Observation and discussion with the Primary school which is already doing C.A.S.T. has taken place to prepare for this process. Staff who will attend all of the meeting days has been identified and their roles in the process determined. Cost of sub coverage for each teacher has been factored into the budget.October 2012 and ongoing  PRINCIPLE 6: ESTABLISH A SAFE AND SUPPORTIVE SCHOOL ENVIRONMENT INDICATOR IIIC15: All teachers use a variety of strategies to motivate students that honor their cultures, interests, and strengths COMPONENT 2: SCHOOLWIDE REFORM STRATEGIES  A. Schoolwide policies that are taught and reviewed which support a safe and productive environment include useful acronyms which teachers and students use. These are: SLANT: sitting silently, listening, attention, number 0 voice, total eye contact LINES: looking forward, in control of hands and feet, number 0 voice, equipment being held, staying in your line EAGLE: effort, accept responsibility, give respect, listen, empathy Voice Levels: 0 no talking , 1 whispering voice , 2 two person voice, 3 large group voice, 4 recess voice B. Playground staff travel to each classroom explaining the rules and procedures for safety on the playground several times per year. C. The school psychologist holds fourth grade class meetings to discuss social problems within the classroom and how to handle these situations. There is also role playing of scenarios involving problem solving and decision making. D. The counselor, psychologist, and special education teacher each meet with small groups for socials skills. E. Counseling services are available through both the school and outside agencies. F. A Fresh Start program provides daily check-in and check-out time with trained staff for students experiencing behavioral/social difficulties. Daily and weekly goals are established, discussed, and checked through a line of communication with the classroom teacher. A full time paraprofessional mans the room all day, meeting with those students needing to have a time out or to discuss issues which are interfering with the achievement of their goals.  PRINCIPLE 7: ENGAGE FAMILIES AND COMMUNITY INDICATOR IVA12: The school provides parents (families) with practical guidance to model and encourage respectful and responsible behaviors. COMPONENT 2: SCHOOLWIDE REFORM STRATEGIES COMPONENT 6: STRATEGIES TO INCREASE PARENT/FAMILY INVOLVEMENT  A. Parent and family involvement strategies are listed in the Title 1 Home/School Compact and the Parent Involvement Policy/Plan. The activities listed were developed to enhance home-school partnerships and improve student learning. These activities demonstrate effort to engage the traditionally hardest-to-reach parents and families. Teacher websites Grade level projects Progress reports Book Exchange Night Open House Drop In-Drop Off Two music concerts On-line access to student information Interpreters Newsletters Fall and spring conferences Student of the Month recognition Great Job cards Burgerville Award Quarterly Achievers Veterans Day Assembly MSP awards ceremony Daily Planner On-going communication with parents regarding progress toward state grade level standards is essential. We strive to keep parents informed regarding student achievement in the following ways. report cards four times per year state assessment results annually progress reports every three weeks parent conference two times per year parent meetings as needed on-line access to grades, attendance, etc. phone, email, Moodle, district and school web pages, student planner  COMPONENT 10: COORDINATION AND INTEGRATION OF FEDERAL, STATE AND LOCAL SERVICES  ProgramAmount AvailableHow the intents and purposes of the program will be metBasic Education and Local Levy$1,978,000Intents/Purposes: To provide all students with instruction aligned to grade level specific state standards including intervention and enrichment services as needed. Use of funds to support Intents/Purposes: Basic education funds are combined to support the activities listed above as well as the intents and purposes of the federal programs combined in this schoolwide plan. Examples include: classroom teachers, textbooks, and support materials, supplies, equipment, technology, staff development, substitutes, extended learning opportunities and parent involvement.  Title I, Part A $177,000Intents/Purposes: To help students at the greatest risk of not meeting state standards (EALRs), particularly in reading and math, kindergarten through 12. Use of funds to support Intents/Purposes: Funds are combined to support a variety of areas including but not limited to: regular school day educational support programs, additional in-class assistance, small group pull out, when needed, to reinforce grade level specific state standards in reading, math, writing, and science; targeted professional development for instructional staff to raise their level of effectiveness as educators; parental involvement activities; transition activities; and supplemental materials. Title 1, Part A Set Aside$112,000Intents/Purposes: To help students at the greatest risk of not meeting state standards (EALRs), particularly in reading and math, kindergarten through 12. Use of funds to support Intents/Purposes: Funds are combined to support a variety of areas including but not limited to: regular school day educational support programs, additional in-class assistance, small group pull out, when needed, to reinforce grade level specific state standards in reading, math, writing, and science; targeted professional development for instructional staff to raise their level of effectiveness as educators; parental involvement activities; transition activities; and supplemental materials. Title II, Part A$10,000Intents/Purposes: To increase the academic achievement of all students by helping schools and school districts improve teacher and principal quality and to ensure that all teachers are highly qualified. Use of funds to support Intents/Purposes: Targeted professional development is provided to principals and teachers as needed to increase the academic achievement of all students and to ensure that all teachers are highly qualified. Title III$1,000Intents/Purposes: To ensure that limited English proficient (LEP) students, including immigrant children and youth, develop English proficiency and meet the same academic content and academic achievement standards that other children are expected to meet. Use of funds to support Intents/Purposes: Funds are used to implement language instruction education programs designed to help LEP students achieve these standards. Aspire training, supplies, and parent involvementTotal$442,4000 Appendix Woodland Intermediate School Parents Involvement Policy/Plan 2011-2012 We wish to develop and maintain strong relationships and communication between school personnel and parents which results in parental involvement in the education of their children. Section 1118(b-e) of No Child Left Behind requires each building receiving Title 1, Part A funding to have a building level parent involvement policy. This policy will be distributed to parents of children in the building. Signed compacts are retained by the school. Our plan will be reviewed annually. See Appendix C and D. RequirementActivities and StrategiesParticipants/Persons ResponsibleDate/Time FrameEvidence of Completion1. Title 1, Part A requirements will be explained to parentsInformation presented during conference week Written information is provided as a part of the school handbookTeachers Principal SecretaryFall Beginning of school year or on day of enrollment Signed Compacts Handbook2. Hold a flexible number of meetings throughout the yearDrop In/Drop Off Parent Conferences Reading and/or math activities Open door policy Teachers Teachers Staff StaffSummer Fall 91porn Ongoing Conference sign-up sheets Sign-in sheet3. Parents will be involved in the planning, review, and improvement of this parent plan Parent Plan on website with contact information for inputPrincipalYearlyCommunications4. Parents will be provided information about Title 1, Part A program throughout the year. This will include information on curriculum, how student progress is assessed, and the level of achievement expected of students Parent/teacher conferences MSP Scores mailed to parents Parent access to Grades OnlineTeachers Principal Secretary TeachersFall/Spring Fall On-going5. Parents may request meetings, provide suggestions, and participate in decisions related to their childrens educationParents request meeting Parent/teacher conferences Parents; Teachers; Principal Parent and teachersOn-going Fall/SpringStudent handbook6. School personnel respond to parents request and suggestionsConsider and incorporate suggestions from surveys into building programmingStaffOn-goingSurvey results7. Increasing parent participation and involving parents more effectively with school personnel in improving their childrens academic achievementTeacher will meet with all parents of student in their classroom to discuss academic progress and expectations. Information about curriculum may include math and reading nights. Strategies for parents to use with their children to improve math and reading skills are provided on request and in special publications. Parent volunteers Building plan will include parents, regular education staff, school staff, and the principal.Parent; Teachers Principal, teacher, and staff Staff Parent and teachers Parent, principal, teacher, and staff Fall/Spring On request Yearly On-going On-going Fall Conference sign-up sheet Newsletter Publications; Websites; Newsletters Building plan signature page 8. Increasing parent participation and involving parents more effectively through the use of student plannersStudent plannersStudent, teacher, parentOn-goingStudent completion of planner; parent review and signature Woodland Intermediate School Title 1 Home / School Compact Woodland Intermediate School Mission Statement and Beliefs Through a partnership of family, school, and community, every student can and will learn We strive to create a positive atmosphere where all students achieve master of subject matter. We provide students with an equal opportunity to learn and succeed in a safe and caring environment. Teacher signature: ________________________________ Date: __________________ Parent/Guardian Parents and family are childrens first and most important teachers. To encourage my childs learning and success in school, I commit myself to do the following: I will support the homework policy of the school. I will provide an appropriate place for my child to study. I will establish a time for homework and review it regularly. I will provide a schedule necessary for my child to be able to learn. I will try my best to stay aware of what my child is learning. Childs first name: __________________________ Last name: ________________________ Parent/Guardian Signature: ___________________________ Date: _______________________ Woodland Intermediate School Student Placement Timeline For 2012/2013 April 18-27th Parent Input for Elementary Placement Forms available in the WIS office. April 27th WIS teachers will start filling out the Student Placement Assistant Sheet. April 23rd (8:00-9:00 @ WIS)WIS teachers will complete the Student Placement Assistance Sheet and turn them into Chris box by the end of the day. May 14th (8:00-9:00 @ WIS)Chris, Mo, Joe, and Veronica will partner with Mark, the 3rd grade team and WPS specialists to pre place current 3rd grade student with IEPs, behaviorally challenged, 504 Plans, ESL, CBL, and Highly Capable student into next years 4th grade classes. May 7-11th All retention paperwork and parent meetings are completed. May 14-18thChris, Veronica, Tara, Mo, Dee, and other staff members who directly serve students who receive special accommodations will pre place current 4th and 5th grade retentions, students with IEPs, behaviorally challenged, 504 Plans, ESL, CBL, and High Capable students into next years 5th and 6th grade classrooms. This will be in an effort to create balanced and equitable classrooms. May 21st (8:00-9:00 @ WIS)The 4th grade team will place current 4th grade students, who have not been pre-placed, into next years 5th grade classes. The 5th grade team will place current 5th grade students, who have not been pre-placed, into next years 6th grade classes. The 6th grade team will provide information to the WMS team about incoming 7th graders. May 21-25th This week will be used to tie up any loose ends. May 29thAll student placements will be complete. Other Important Information: All student class placements will be mailed home with report cards following the last day of school. Notifications of student placement will only be made through the office. Chris, Veronica, Mo, Tara, and Dee will place retentions, students with IEPs, behaviorally challenged, 504 Plans, ESL, CBL, and Highly Capable students into classrooms prior to students being placed by grade level teams on May 21st. Chris will provide parent input forms to grade level teams for the May 21st placement meetings. Grade level teams will place students per the forms. Following student placement the forms will be returned to Chris. Chris will copy the top portion regarding student needs, learning styles, and concerns for next years teacher. Professional Development Calendar 2012 - 2013 Woodland Intermediate School DateFocus InformationAugust 22 Full DayWho: WIS Staff Where: WIS Focus: Standards Based GradingAugust 23 Full DayWho: WIS Staff Where: WIS Focus: Standards Based Grading/SkywardAugust 28 DayWho: WIS Staff Where: WIS Focus: MSP Scores/Odds and Ends/Drop In Drop OffSeptember 10Who: WIS Staff Where: WHS Focus: District Kick Off or Common CoreSeptember 17Who: WIS Staff Where: WIS Focus: Schoolwide Plan- Staff SurveySeptember 24Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesOctober 1 Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesOctober 8 Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesOctober 22 Who: WIS Staff Where: WIS Focus: Common CoreOctober 29Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesNovember 5Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesNovember 19Who: WIS Staff Where: WIS Focus: Common Math Assessments- Scoring and data entry into SIPS (Trimester 1 Window Nov. 1-Nov. 16)November 26 Who: WIS Staff Where: WIS Focus: Common Math Assessment- AnalysisDecember 3 Who: Individual Where: WIS Focus: Standards Based Report CardsDecember 10Who: WIS Staff Choice Day Where: WIS Focus:December 17Who: WIS Staff Where: WIS Focus: Common CoreJanuary 7Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesJanuary 14 Who: WIS Staff Where: WIS Focus: Non-Student/Non-Staff DayJanuary 28 Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesFebruary 4Who: WIS Staff Where: WIS Focus: Common CoreFebruary 11Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesFebruary 25Who: WIS Staff Where: WIS Focus: Common Math Assessments- Scoring and data entry into SIPS (Trimester 2 Window Feb. 11-Feb. 22)March 4Who: WIS Staff Where: WIS Focus: Common Math Assessment- AnalysisMarch 11Who: Individual Where: WIS Focus: Standards Based Report CardsMarch 18Who: WIS Staff Choice Day Where: WIS Focus:March 25 Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesApril 8Who: WIS Staff Where: WIS Focus: Common CoreApril 15Who: WIS Staff Where: WIS Focus: MSP Proctor TrainingApril 22Who: WIS Staff Where: WIS Focus: Schoolwide Plan ActivitiesApril 29Who: WIS Staff Where: WIS Focus: Non-Student, Non-Staff DayMay 6Who: WIS Staff Where: WIS Focus: Completion of Student Placement Assistance SheetsMay 13 Who: WIS Staff Where: WIS Focus: Completion of Student Placement Assistance SheetsMay 20Who: Grade Level Teams Where: WIS Focus: Student Placement Grade Level Teams Will Place Students for the 2012-2013 School YearJune 3Who: WIS Staff Where: WIS Focus: Common Math Assessments- Scoring and data entry into SIPS (Trimester 3 Window May 20-May 31)June 10Who: Grade Level Teams Where: WIS Focus: Math Common Assessment End of Year Summary Survey Results Nine Characteristics Family Results  Staff Results  ?FQRT[]y|@ " % @ B b e 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