2010 hallman sig goals

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    around community health, employment and social services. Hallman will do this to build parentknowledge, skill and capacity to provide better support and education for their children. These willremain after the SIG funding has ended as the supports are established and responsibilities can betransferred to existing Hallman staff (Resource Coordinator, School Based Health Assistant, SchoolCounselor and other Title I position) and Title I, Migrant and other funding sources can be allocated.

    The Transformation Model and accompanying SIG funds will not only make significant academicimprovement a reality for Hallman Elementary School, it will make it possible to accelerate theimprovement process. The model will do this by making it necessary for state, district, community andemployee associations to come together as participants in turning Hallman around. The SIG fundsprovide the initial resources to accomplish Hallmans plans and the ability to do so in a much shorterperiod of time than if they did not have the funding. In terms of sustainability, the SIG will provide themeans to establish:

    Strong Leadership: Using a model of strong instructional leadership.

    Effective Instruction: Hiring, retaining and developing committed, knowledgeable, and skilledstaff that work together in collaboration.

    Student Engagement: Creating a safe and orderly environment that cultivates and inspiresstudents to learn at high levels.

    Rigorous Curriculum and School Systems of Support: Developing school-wide academic

    systems, programs and interventions that ensure a rigorous Guaranteed and Viable Curriculumfor each student, eliminating any achievement gapsall resulting in high levels of learning andachievement.

    Our focus on creating a school with high expectations and a culture of continuous achievement,where ALL students are college bound and career ready, where students experience relevant,aligned and rigorous curriculum, where the adults have continual professional conversationsaround students learning at high levels, and where families and community are engaged andinvolved in the education of our students is not dependent on money.

    7. SCHOOL IMPROVEMENT GOALS

    What improvement will be made with the funded school? List specific SMART GOALS for improvementfor this school?

    A SMART goal is: Student-centered/specific Measurable Attainable Realistic Time bound

    Year Hallmans Reading Improvement

    1By June 2011, 60% of Hallman 3rd, 4th and 5th graders will meet the state standard in readingas identified by MET scores on OAKS.

    2By June 2012, 65% of Hallman 3rd, 4th and 5th graders will meet the state standard in readingas measured by MET scores on OAKS.

    3By June 2013, 70% of Hallman 3rd, 4th and 5th graders will meet the state standard in readingas measured by MET scores on OAKS.

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    Are there any possible barriers to achieving the new goals for the intervention selected?What strategies will the LEA use to address these barriers?

    A key to each of these improvements is family involvement and engagement. We will beinvolving families to help us make more students successful in each of these targeted areas.To do so, we will be engaged in active outreach activities with parents including home visits,worksite visits, individual meetings with parents and group meetings with parents to ensurethat both school and home are working together to improve academic performance andpromote positive behavioral outcomes for Hallman students.

    Year Hallmans Math Improvement

    1By June 2011, at least 50% of Hallman 3rd, 4th and 5th graders will meet the state standard inmath as measured by MET scores on OAKS.

    2By June 2012, at least 59% of Hallman 3rd, 4th and 5th graders will meet the state standard inmath as measured by MET scores on OAKS.

    3By June 2013, at least 69% of Hallman 3rd, 4th and 5th graders will meet the state standard in

    math as measured by MET scores of OAKS.

    Year Number of Students Sent to Office for Behavior Decreased

    1By June 2011, we will decrease the number of students sent to the office for behavior issuesby 20%

    2By June 2012, we will decrease the number of students sent to the office for behavior issuesby 10%

    3By June 2013, we will decrease the number of students sent to the office for behavior issuesby 10%

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    8. RESULTS MEASUREMENT

    How will you measure progress toward the stated improvement goals? Pay particular attention tomathematics and reading/language arts progress measurements. Be specific, and relate these measuresto the intervention selected.

    A comprehensive assessment plan will be developed and implemented by Sept 2010 to monitorand ensure there is evidence Hallman is making progress towards stated SMART goals.Multiple sources of data will continually be collected to measure individual student growth, classgrowth, grade level growth, and school growth towards stated goals in reading, math andbehavior. It will be analyzed by staff, Professional Learning Teams, school leadership anddistrict to determine growth of student learning and effectiveness of programs and practices. Tobetter understand Hallmans effectiveness they will also disaggregate and analyze data basedon student subgroups, individual student baseline levels and growth to targets, studentparticipation in specific interventions, student attendance rates, language proficiency levels,student stability and consistency of instruction (In terms of how long has student attended Hallman?How many different schools has the student attended?), and other factors. This information will beused to help better understand how Hallman can meet the needs of individual students,diagnostically looking at the data to strategically give support specifically where it is needed inthe area of reading, math and behavior.

    Hallman will work in collaboration with the districts assessment office, technology department,and Hallmans Instructional Coaches to organize data and generate relevant reports. These willbe used by teachers to drive decisions and monitor their effectiveness at weekly grade levelmeetings. School leadership will use the data and reports to monitor progress, growth, validate,celebrate (monthly staff meetings and school wide assemblies) and help make decisionsregarding school wide systems. Entire school will review data and reports at beginning of eachgrading period (Sep, Dec, Mar, and May/June) to find whats working and what needs attention.School will also use the Oregon K-12 Literacy Framework to evaluate systems level progressin the areas of goals, assessment, instruction, leadership, professional development, andcommitment.

    Decisions will be made based on the data that might include change in instructional practices orstrategy, problem solving, reallocation of resources, making mid-course corrections,professional development needs, celebrating gains and most importantly, ensuring we meet ourstated SMART goals. At the end of every school year all programs, practices and initiatives arereviewed in light of the data to determine whether support in those areas should continue or notor if another strategy is appropriate to implement. The following are specific evidence we willuse:

    Progress towards reading goalData from following sources will be used to monitor progress toward this goal:

    OAKS reading assessment (given 3 opportunities per year starting in late fall)

    DRA2 and EDL (given at each grading period) Edusoft (district assessment given 2/year)

    Running records

    ELPA

    Fast ForWord

    End of unit assessments and skill assessments for selected literacy program

    Other formative assessments and common assessments

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