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Mobridge-Pollock School District 62-6 Freeman Davis Elementary

School Improvement Plan 2016-17 2017-18

Approved: Amended: ____________________________ __________________________ District 62-6 Chairperson District 62-6 Superintendent

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Table of Contents

Program Development ........................................................................................................................ 3 Planning Framework .................................................................................................................................... 4 School Improvement Team Meetings ............................................................................................................ 5 Description of the School ............................................................................................................................. 8 Technical Assistance ..................................................................................................................................... 9 History of the Plan ....................................................................................................................................... 9

Comprehensive Needs Assessment...................................................................................................... 9 Math Data Charts ....................................................................................................................................... 10 Reading Data Charts .................................................................................................................................. 11

Reform Strategies ....................................................................................................................................... 13

Goals, Objectives, and Strategies ....................................................................................................... 14 School Improvement Plan Goals: Reading ................................................................................................... 14 School Improvement Plan Goals: Math ....................................................................................................... 15 School Improvement Plan Goals: Attendance .............................................................................................. 16

School Improvement Plan Goals: Wellness…………………………………………………………………………………………………….17 Strategies................................................................................................................................................... 18 Evaluation .................................................................................................................................................. 18

Instruction by Highly Qualified Staff .................................................................................................. 18

Professional Development ................................................................................................................ 19

Parent Involvement and Education .................................................................................................... 20 Freeman Davis Elementary Parent Involvement Policy ................................................................................ 21 Student-Parent-Teacher Compact ............................................................................................................... 23

Transition ......................................................................................................................................... 25

Monitoring and Support .................................................................................................................... 26

Fiscal Requirements .......................................................................................................................... 26

Ongoing Program Development ........................................................................................................ 26 Appendix A…………………………………………………………………………………………………….……………………………… …27 Glossary……………………………………………………………………………………………………………………………………………28

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Program Development

Mobridge-Pollock School District PHILOSOPHY

The primary function of the Mobridge-Pollock Public School system is to promote the well-rounded and continuous growth of its youth into effective citizens in a democratic society. To attain this goal, the school shall endeavor to provide a suitable environment for helpful guidance, training, and experiences, which will assist each student to become:

1. Better adjusted in his/her family, social, and business relationships 2. Concerned for his/her own welfare and the welfare of others 3. Open-minded on controversial issues 4. Trained in work habits, skills, and logical reasoning 5. Prepared for profitable and gratifying use of leisure time.

Furthermore, the school shall endeavor to provide for the physical and moral well-being of each student. Finally, the school shall cooperate with the home, church, and other community forces to build the educative experience of its youth.

Mobridge-Pollock Freeman Davis Elementary Mission Statement It is the mission of the Mobridge-Pollock Elementary School staff and parents to educate our students to succeed in our changing world and provide every opportunity for students to acquire necessary skills for life-long learning.

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PLANNING

SCHOOL IMPROVEMENT PLANNING FRAMEWORK 2016-17

Mobridge-Pollock School District #62-6 Freeman Davis Elementary

Grades K-2 Enrollment – 142

District School Improvement Coordinator:

Name Tim Frederick

Address 1107 1st Ave E Mobridge, SD 57601

Phone (605) 845-9200

Fax (605) 845-3455

E-Mail Tim.Frederick@k12.sd.us

Planning Team

District Superintendent: Tim Frederick

Elementary Principal: Jill Olson

Title Teacher: Brittany Knudson

Teacher: LeAnn Mack

Teacher: Brenda Kettering

Teacher: Lynn Kuehl

JOM Coordinator: Monica Weininger

Parent: Kayla Wolff

Parent: Leah Rath

Parent: Merri Brownotter

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School Improvement Team Meetings Documentation of all meetings and sign in sheets are kept on file with the building principal. The plan is written for a two-year period with the planning team monitoring progress at regular intervals. Ongoing achievement data is revisited in a timely manner to assess whether progress is being made on goals outlined in this document. Dakota STEP data is used as it becomes available. Meeting dates, members present, agenda items and outcomes are listed below.

Date: 11-3-2010 Time: 3:30-4:00 Members: LuAnne Bosch, Brenda Kettering, Jessica Jahraus, Jill Olson, Mary Jo Anderson Agenda: Discuss our current plan and what will be happening at Peer Review Outcomes: We will come prepared to Peer review to take all suggestions for our plan

Date: 11-9-2010 Time: 9:00-3:30 Members: LuAnne Bosch, Brenda Kettering, Jessica Jahraus, Mary Jo Anderson, Jason Rabenberg, Kim Brewer, and Jill Olson Agenda: Met with other schools to review each others school improvement plans Outcomes: We will meet at a later date to make revisions to our plan

Date: 11-15-2010 Time: 8:30 – 3:15 Members: LuAnne Bosch, Brenda Kettering, Jessica Jahraus, Mary Jo Anderson, Jason Rabenberg, Kim Brewer, and Jill Olson Agenda: make revisions to our school improvement plan Outcomes: will meet again to finalize plans

Date: 11-30-2010 Time: 12:30 – 4:00 Members: LuAnne Bosch, Brenda Kettering, Jessica Jahraus, Mary Jo Anderson, Jason Rabenberg, Kim Brewer, and Jill Olson Agenda: make revisions to our school improvement plan Outcomes: finalize plan for submission to board and SST approval Date: 4-12-2011 Time: 7:00 – 8:00 Members: Lynn Kuehl, Tanya Huber, Jill Olson, Val Ford, Kristi Eisemann, Sarah Fulkerson Agenda: reviewed school improvement plan and other district wide plans Outcomes: parents gave input on the plans; will review again next fall Date: 9-14-2011 Time: 7:00 – 8:00 Members: Tim Frederick, Chris Bohlander, Joe Lenz, Jill Olson, and students’ parents Agenda: reviewed school wide plans and held a SES information fair Outcomes: parent input on district wide policies and building wide plans; ideas, plans, and strategies for parent involvement

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Date: 10-17-2011 Time: 12:30 – 1:30 Members: LuAnne Bosch, Brenda Kettering, Jessica Jahraus, Mary Jo Anderson, Jason Rabenberg, Kim Brewer, and Jill Olson (elementary staff present) Agenda: review school improvement plan Outcomes: we will meet again to make revisions to plan Date: 10-25-2011 Time: 12:30 – 3:00 Members: LuAnne Bosch, Brenda Kettering, Jessica Jahraus, and Jill Olson Agenda: make revisions to our school improvement plan Outcomes: prepared for Peer Review Date: 11-10-2011 Time: 9:00-3:30 Members: Brenda Kettering, Kim Brewer, and Brittany Knudson Agenda: Met with other schools to review each others’ school improvement plans Outcomes: We will meet at a later date to make revisions to our plan Date: 11-28-2011 Time: 3:30 – 4:30 Members: Brenda Kettering, LuAnne Bosch, Jessica Jahraus, Kim Brewer, and Brittany Knudson Agenda: Met to make revisions to our plan from suggestions made at Peer Review Outcomes: We will submit our plan Date: 4-25-12 Time: 6:30-7:30 Members: Lynn Kuehl, Tanya Huber, Karyl Knudson, Kay Johnson-Goodshield, Amber Jungwirth, Diana Lopez, and Jill Olson Agenda: Review and make changes to Parent Compact, School Involvement Policy, and Transitions. Outcomes: Updated plan. Date: 10-16-12 Time: 4:30-5:30 Members: Lynn Kuehl, Tanya Huber, Brittany Knudson, Diana Lopez, Lindsey Kramer, and Jill Olson Agenda: Update School Improvement Plan Outcome: Plan was updated. Date: 4-4-13 Time: 7:00-8:00 Members: Jody Kludt, Monique Runnells, Jade Peterson, Lynn Kuehl, Diana Lopez, Brittany Knudson, Mickey Thompson, and Jill Olson Agenda: Review some sections of the student handbook, explain Healthy Schools program that the elementary is participating in, review action plan for bullying, compact and parent involvement policy. Outcome: Changes made to handbook, input received for bullying program, and updated Compacts and Parent Involvement policy.

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Date: 11-4-12 Time: 3:30-4:30 Members: Jody Kludt, LeAnn Mack, Lynn Kuehl, Stacy Wiest, Brittany Knudson, Mickey Thompson, Diana Lopez, Kay Johnson-GoodShield, and Jill Olson Agenda: Review Compact and Involvement Policy, Review School Improvement Plan, review Student Handbook, and Bullying plan. Outcome: Updated all plans. Date: 04-15-14

Time: 3:30-4:30

Members: Jody Kludt, LeAnn Mack, Lynn Kuehl, Stacy Wiest, Brittany Knudson, Mickey Thompson, Diana Lopez, Kay Johnson-GoodShield, and Jill Olson

Agenda: Review Compact and Involvement Policy, Review School Improvement Plan, review Student Handbook, and Bullying plan, changed health, attendance, and Lice in student handbook

Outcome: Updated all plans Date: 04-09-15

Time: 3:30-4:30

Members: Jody Kludt, LeAnn Mack, Lynn Kuehl, Stacy Wiest, Brittany Knudson, Mickey Thompson, Diana Lopez, Kay Johnson-GoodShield, and Jill Olson

Agenda: Review Compact and Involvement Policy, Review School Improvement Plan, review Student Handbook, and Bullying plan, changed health, attendance, and academic goals, reviewed transitions at all levels Outcome: Updated all plans Date: 11-3-15

Time: 3:30-4:30

Members: Jody Kludt, LeAnn Mack, Lynn Kuehl, Stacy Wiest, Brittany Knudson, Micki Thompson, Diana Lopez, Susan Huwe, Merri Brownotter, Leah Rath, and Jill Olson

Agenda: Review Compact and Involvement Policy, and Review School Improvement Plan

Outcome: Updated all plans

We continue to be a progressing school, thus are not a School on Improvement. The team continues to meet in order to brainstorm things that are currently working, and things that need to change in order to continue improve in math and reading. A complete list of planning team members is listed on the Planning Framework Page found in this document.

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SCHOOL PROFILE Description of the School

The Mobridge-Pollock School District #62-6 is located in the North Central South Dakota. The District is bordered by the Standing Rock Reservation to the west. The district is in a remote, rural area with a high percentage of economically disadvantaged students as evidenced by 44.1% at the K-2 building. Our district does not identify gifted and talented students; we currently have 0% LEP students, and 0% migrant students, 10.7% students with disabilities, 55.4% female, 44.6% male, 57.6% white, 39% Native American, 2.3% Hispanic, 0.6% African American, 0.6% Asian, and 0% homeless students. The school is comprised of students from Mobridge and Pollock with the Pollock students being bused to Mobridge. The district has a strong relationship with Head Start. Head Start serves 34 students and is located at Freeman Davis Elementary. The 2016-17 enrollment is 142 at Freeman Davis (K-2nd).

Freeman-Davis Elementary is staffed by 2 Kindergarten teachers, 3 First Grade Teachers, 2 Second Grade Teachers, 1 Birth thru 2nd grade Special Education Teacher, 1 Title Teacher, 3 Special Education Paraprofessionals, 1 General Education Paraprofessional, 0.5 Speech Therapist Birth – 2nd grade, and 1 Speech/Language Assistant.

Freeman-Davis Elementary is a School wide Title I School. Each year the School wide Title 1 plan is reviewed and revised based upon student assessments and the input of the school administrators, school staff, and parent representatives. The local indicators are: the Smarter Balance Assessment, AIMS Web plus, and Successmaker.

Behavior Type Report: 2015-16 School Year

Event # events

Grade k # events Grade 1

# events Grade 2

Total # events

Disruptive Classroom Behavior

5 2 7

Bullying 1 1

vandalism

Pushing/shoving 1 2 1 4

Threat/intimidation

Disrespectful/obscene language

Fighting

Harrassment

TOTALS 6 2 5 12

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Technical Assistance Freeman Davis Elementary School is a Progressing School.

History of the Plan A data retreat was held in August of 2010, 2011, 2012, 2013, 2014, 2015, and 2016 with Mobridge-Pollock School District Data Team. This team noted strengths, weaknesses, and goals dependent on the data. Mobridge-Pollock Upper Elementary met AYP. Program development is an ongoing process. The school leadership team has periodic meetings to continue planning, to revise the plan, and to make changes in the programs that guide students toward proficiency in both reading and math. Meeting dates, agendas, outcomes and sign in sheets for each meeting are kept on file in the office of the District Title I Coordinator.

Comprehensive Needs Assessment Data analysis is an ongoing process. Information is gathered from many sources that include the four lenses: professional practice, family and community, student data and program structure. Data is analyzed from: Smarter Balance, AIMSweb, student attendance information, behavior statistics, staff development schedules, parent involvement histories and academic program effectiveness. During the fall of 2015 Mobridge-Pollock School District did an extensive need assessment. The Data Retreat participants included certified staff members Lindsey Christman-Kramer, Erin Dale, Gena Dubois, Pam Wells, Jolaine Bain, Bonnie Gemar, 3-8 Principal Erin Dale, HS Principal Mike Busch, Elementary Principal Jill Olson and Data Team Leader Brittany Knudson. The Data Retreat focused on data analysis from four different areas:

1. Student Data 2. Programs and Structure Data 3. Professional Practice Data 4. Family and Community Data

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Reading Data

Kindergarten Early Literacy Fall 2016

In an effort to increase learning and improve scores, we have implemented a 70 minute skill based CORE

time for reading instruction. Each teacher is also continually targeting one student at a time for short term

intervention. Classroom teachers have approximately 30 minutes of paraprofessional help during whole

group reading instruction and iPad apps are used to reinforce skills previously learned. We continue to

use the SuccessMaker computer program to supplement classroom instruction for all students.

1st Grade Early Literacy Fall 2016

Increased scores in first grade reading can be attributed to several things. Skill-based Core Reading

instruction time has been increased to 120 minutes, the SuccessMaker computer program and iPad apps

are used to reinforce skills and keep students engaged in their learning, and teachers continuously target

one student at a time for short term interventions.

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2nd Grade Early Literacy Fall 2016

Increased Oral Reading Fluency in 2nd grade can be attributed to several things. Skill-based Core Reading

instruction time has been increased to 115 minutes, the SuccessMaker computer program and iPad apps

are used to reinforce skills and keep students engaged in their learning, and teachers continuously target

one student at a time for short term interventions. Teachers also use a variety of methods to teach sight

words and fluency.

Math Data

Kindergarten Numeracy Fall 2016

All Kindergarteners focus on number sense during the 30 minute skill based RtI instruction time.

Classroom teachers use Morning Meetings, Morning Math, and interactive software and iPad apps during

their whole group math instruction, which includes approximately 30 minutes of paraprofessional

assistance.

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1st Grade Numeracy Fall 2016

Whole group math instruction time is approximately 80 minutes and is enhanced by interactive software

and iPad apps. All 1st graders focus on addition and subtraction with numbers less than 100 during

CORE Math and also use Do the Math to reinforce skill based areas.

2nd Grade Numeracy Fall 2016

Whole group math instruction increased from about 70 minutes to 90 minutes for 2nd grade this year and

is enhanced by interactive software and iPad apps. Addition and subtraction with numbers greater than

100.

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Reform Strategies Freeman Davis Elementary School uses three of the recognized reform strategies in concert. Large group instruction time largely uses direct instruction of core content standards. Differentiated groups throughout the day concentrate on individual student needs toward meeting the standards with benchmark and progress monitoring to determine instructional focus. Para-professionals assist in classrooms to optimize teacher instructional time for small groups. To strengthen the core academic program, increase the amount of learning time, serve underserved populations, low achieving students, and those at high risk of not meeting state standards, the Freeman Davis Elementary School has included the following effective methods and instructional strategies: AIMSweb Plus Assessment for Math and Reading Common Intervention time for Grade levels in Math 90 min skill based CORE Reading 60 min skill base CORE Math Successmaker TAT process (Teacher Assistance Team) Differentiated Instruction Direct Instruction Technology Integration into Standards Based Instruction (Including Promethean Boards and Interactive Projectors, and iPads). Data Teams and Assessment Driven Instruction Supplemental Reading Materials for classrooms Professional Development in Math, Reading, and Technology Training and practice time to build Promethean-board lessons for math & reading Freeman Davis Elementary School will determine if the needs are being met by using formative and summative assessments in CORE Content and AIMSweb Plus to determine further needs. Long-term district goals and plans are for all students to learn to read at grade level and to do mathematics problem solving and computation at grade level by spring 2017.

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Goals, Objectives, and Strategies

Goal 1: By 2016-17 students will reach high standards, at a minimum 80% of our K-2 students will score at or above the 25th percentile (average range) on each AIMSweb Plus reading measures assessed in May.

STRATEGIES TO MEET GOALS AND IMPROVE STUDENT ACHIEVEMENT

Objective: The number of students with composite reading scores at the below/well below level on the AIMSweb Plus measures will decrease by 10% at each grade level from the fall to the spring benchmark.

Intervention Activity (How)

Target Dates (When)

People Involved (Who)

Resources Needed Measurable Objectives/Evaluation

of Strategies

115 min CORE Reading

Skilled level grouping

September 2016- May 2017

Teachers Paraprofessionals Support staff students

Treasure’s Reading Series and leveled reading books Write Source

60% reach benchmark by end of year on AIMSweb testing

Exposure to various genres

Read aloud DEAR time

September 2016- May 2017

Classroom teachers Students Librarian

Anthology book Oral language cards Books in classroom and in library

Check list of genres used in classroom -use 4 genres per month

Technology

Successmaker

September 2016- May 2017

Students Computer teacher Paraprofessionals

Computers, software, ipads, interactive white boards

-goal of an average daily score of 60% by the end of the year

Parent Involvement

At home reading incentive program

September 2016- May 2017

Students Parents Classroom teachers

Reading logs, Books Decodable Readers

To read a specified amount of minutes at home per month

Classroom Curriculum

Oral reading Discussion as class Workbook pages Writing activities

August 2016 -May 2017

Classroom teacher Students SPED support Paraprofessionals

Interactive projectors Reading book Online/ reading software Social studies books

Unit test with score of at least 80% class average

Individual Student Interventions

I-pads, Oral reading passages, sight word drills, phonics

September2016-May 2017

Classroom teacher Students Parents

Books Reading materials I-pads

Teacher data sheets Observations AIMSweb scores

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Goal 2: By 2016-17 students will reach high standards, at a minimum 80% of our K-2 students will score at or above the 25th percentile (average range) on each AIMSweb Plus math measure assessed in May.

STRATEGIES TO MEET GOALS AND IMPROVE STUDENT ACHIEVEMENT Objective: The number of students with composite math scores at the below/well below level on the AIMSweb Plus measures will decrease by 10% at each grade level from the fall to spring testing periods.

Intervention

Activity (How)

Target Dates

(When)

People Involved

(Who)

Resources Needed

Measurable Objectives/Evaluati

on of Strategies

30 min RtI Kindergarten

Skilled Group instruction

Sept 2016-May 2017

-Teachers -Paras -Students

-Do the Math Kits and Manipulatives -Math Reads program

AimsWeb tests

Classroom Instruction 1st- 80 min 2nd -90 min

Whole Group Sept 2016-May 2017

-Teachers -Students

-Envision Math Series -Do the Math -Math Reads

-Topic Tests -Performance Assess. -Daily Work -Teacher Observation

Computer-based Instruction

Individual Sept 2016-May 2017

-Computer Staff -Students

Computer Lab Successmaker

Growth at the end of year using computer program assessment

School-to-Home Connection

Reinforcement activity

Sept 2016-May 2017

-Teachers -Paras -Students -Parents

-Take Home Activity (Quarterly) -Family Nights (2 per year)

Completion of Activity

Individual Intervention

Individual Sept 2016-May 2017

-Teachers -Students -Parents

Varies within intervention – flash cards, AimsWeb tests, manipulatives, etc.

-Teacher created assessment -AimsWeb

iPads and other technology

Math specific apps played individually or whole group

Sept 2016-May 2017

-Teachers -Students -Parents

iPad apps Participation

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Goal 3: Improve Attendance by 0.3% for 2016-2017.

STRATEGIES TO MEET GOALS AND IMPROVE STUDENT ACHIEVEMENT Objective: The Mobridge Pollock Elementary School will achieve an attendance rate of 96%.

Intervention Activity (How)

Target Dates

(When)

People Involved

(Who)

Resources Needed

Measurable Objectives Evaluation

of Strategies Daily attendance record made visible to students

Keep track of daily attendance by a superhero for each student. If present superhero stays up and if absent superhero goes down

First day to last day of school

Classroom teachers Students Secretaries Mrs. Olson

Laminated superhero clipart – colored by students

Improved individual student attendance each month Use DDN campus

Positive note/call to parents about perfect attendance for the month

Teacher will acknowledge any student who has perfect attendance with a positive note home or a phone call to parents

First day of month based on previous month’s attendance

Classroom teachers

Superhero note or telephone

Use DDN campus

Attendance certificates for individual students

Individually given based on perfect & exemplary attendance

End of year Mrs. Olson Secretaries

Certificates Use DDN campus

Individual monthly incentive

Students with perfect attendance for the month eat at the Perfect Attendance Table and are first to eat

1st day of month- based on previous month’s attendance

Classroom teacher Paras Secretary Lunch room supervisors

Person to supervise activity

Use DDN campus

Individual monthly incentive

Students with perfect attendance for the month get their name read over the school intercom

1st day of month- based on previous month’s attendance

Classroom teacher Paras Secretary

Person to read attendance list print out of perfect attendance

DDN campus

Semester incentive for families

Students who have perfect/exemplary attendance will go into a drawing for a gift certificate (one certificate to be given away to each classroom)

First day to last day of each semester

Classroom teachers secretary principal

$10 gift certificates to DQ for each classroom

DDN campus

end of year incentive for families

Students who get perfect/exemplary attendance will go into a drawing for a gift certificate to eat out

First day of school to last day of school

Secretary Attendance committee

$50 Gift certificate to eating establishment in town

DDN campus

End of Year Incentive For students achieving perfect attendance

Movie ticket for student and one adult

Last week of school; Tickets will be sent home in the final report card

Teachers Mrs. Olson

Movie Tickets

Use DDN campus

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Goal 4: To create a school wide positive culture where students and staff are empowered to learn.

STRATEGIES TO MEET GOALS AND IMPROVE STUDENT ACHIEVEMENT Objective: The Mobridge Pollock Freeman Davis School staff and students will increase the health and well-being of themselves and others.

Intervention Activity (How)

Target Dates (When)

People Involved

(Who)

Resources Needed

Measurable Objectives

Evaluation of Strategies

Modeling Healthy behaviors

Student Greeters in the classroom Please/Thank You Pledge of Allegiance Leader

Daily

Teachers, Staff, Students K-2 Students

Secretary/ Principal, Building PA system

Student & Family Survey

Inspirational Words to Live By: “Be Kind Be Safe Be Responsible”

Posters. Staff modeling. Discipline intervention include this. Classroom newsletters.

Daily All staff and teachers

Post in and around building. Posters, Signs, Permanent message on fences & building.

Student & Family Survey

Recognition Wall

Picture or Name Of People Caught Being Kind

Staff & Students

Area on a wall to post recognition moments.

Recognition Stats

Create an adult vocabulary for staff to follow.

Use a common Vocabulary with students so they hear the same language in a variety of situations.

Daily Teachers, Staff

Time to develop vocabulary to be used by staff.

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Strategies

We are teaching to the core content standards using research based strategies to increase proficiency. Collaboration with grade level teachers and cross level gives us information on what to teach, and the instruction matches the needs of the students so that they reach the standards. All staff are responsible for implementing the strategies. Extended school year is offered to students with disabilities according to special education criteria. We currently do not offer summer school to students without an IEP recommendation because funding is not available. Students are encouraged to participate in the Public Library’s summer reading program. We received a 21st Century After School Program starting in the fall of 2012. We are offering an after school 1 hour tutoring program for students identified as in need of additional support. We offered a summer program for students starting the summer of 2013.

Evaluation We are using AIMSweb Plus assessments for Reading and Math. Benchmark assessments for Reading and Math are done in September, December, and April/May. Successmaker assessment is provided for both Math and Reading throughout the year. Teachers also write individual SLO’s that are focused on Reading and/or Math.

Instruction by Highly Qualified Staff

1. All staff at Freeman Davis Elementary are 100% highly qualified. 2. All paraprofessionals are assigned to work directly under a qualified teacher. 3. All paraprofessionals have passed the paraprofessional praxis test.

The Mobridge-Pollock School District hires highly qualified teachers.

HIGHLY QUALIFIED STAFF: PRF (Personnel Report Form) and Documentation of Plans The Mobridge-Pollock School District attempts to attract highly qualified teachers by offering the following benefits:

Competitive Salary

Health Insurance for individuals and family

Professional Development Opportunities

Paid College Credit for attending professional development, as per board approval

Extra Duty pay for work done associated with committee responsibilities

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Professional Development Goal 1: By 2016-17 will reach high standards, at a minimum each student will improve by 5% on each reading measures assessed on the AIMS web Plus assessment in May. Goal 2: By 2016-17 will reach high standards, at a minimum each student will improve by 5% on each math measures assessed on the AIMS web Plus assessment in May.

Professional and Program Development

School staff and parents are provided opportunities for professional development and training. Below is a copy of district wide staff development plan. This plan includes trainings offered to any and all areas of the K-12 school.

Professional Development Activity

Target Audience

Timeline Person(s) Responsible

Impact of Training

Conferences related to education

K-5 Staff Ongoing All Staff Improved teaching strategies

AIMSweb K-5 staff 2010-2011 Brittany Knudson Monitor student progress in Math and Reading

iPad Training K-5 staff Ongoing Instructional Coach and ESA

Enhance student learning

Data Retreat K-5 staff Fall 2014 Leadership team; all staff

Assess student performance

Kindergarten Academy

JK/Kindergarten staff

Summer 2016 Gera Jacobs; USD Obtain ideas to enhance student learning

Common Core Training

K-5 staff Summer 2013 SD dept. of education

Explore common core standards and learn strategies to incorporate them

SLO training K-5 staff Spring/summer 2014- 2016

SD dept. of education

Create a SLO to enhance teaching strategies and student learning

TIE Conference K-5 staff 2015 - 2016 Jill Olson Learn about various technology to enhance student learning

ABA Functional Behavior

K-5 Staff Fall 2014-2017 Pam Osnes Teaching of positive behavioral strategies

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Professional development activities have been planned for this current year. Our data team along with the school leadership team will be actively involved in the planning process for the professional development during the 2015-2016 school year.

Freeman Davis Elementary coordinates and hosts two family nights per year. Various topics are presented during each evening. The November 21, 2016 family night provided an opportunity for families to practice number sense and number identification, as well as giving parents ideas of how to support math through games at home. This aligns with goal 1. We have established a mentoring program at our school for any teacher new to our district as well as first year teachers.

Parent Involvement and Education

Prior to school, the Freeman Davis Elementary sent a letter about the school’s identification for school improvement to parents of all children enrolled in the school. A copy of this letter is on file with the building principal. All parents were given the opportunity to apply for the After School Tutoring program through the 21st Century Grant.

Parents will be involved in the planning of school improvement and parent involvement activities. They will review and help revise the improvement plan. Parents are informed of student progress and needs through classroom newsletters, phone calls, and two scheduled conferences a year. Parents are welcome to visit teachers and classrooms any time.

1. A letter was sent home explaining the school’s status of school improvement.

Parents were also informed in the letter about their school choice options. 2. Each fall before school starts an Open House is held for parents/students to acquaint students to

the school, teacher, and classroom. 3. Parents are given training opportunities during the parent involvement nights. Two nights are

scheduled each year. 4. Copy of Student/Parent/School Compact 5. After School Tutoring Program was offered to all students with GAP students receiving priority.

The parent involvement policy for Freeman Davis Elementary was reviewed and revised in the fall of 2016 by the Parent Advisory Committee. The District Parent Involvement Policy was revised in 2016, and was approved by the board of education that year, and is still in effect today, as board approved policy.

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Freeman Davis Elementary School-Building Level Policy

Freeman Davis Elementary School will: Hold an annual meeting in April. The purposes of this meeting will include discussing with parents the programs and activities carried out with Title I funds, inform parents of their right to consult in the design and implementation of Title I projects and policy, solicit parental input concerning the parental involvement policy, discuss with parents the curriculum and assessments used for skill grouping, and provide parents an opportunity to establish and maintain ongoing communication. Provide a timely response concerning any appropriate recommendations that are brought up at the annual meeting or at any other time of the year. Included in this response will be reasons for or against implementation of the recommendation. Hold parent-teacher conferences two times during the school year. If parents/guardians are unable to attend the conferences, arrangements will be made for an alternate time and/or location. Provide each parent with an individual student report about their performance on AIMS web Plus assessment. Parents will receive benchmark information three times during the school year on the AIMS web Plus reading and math. Notify parents in a timely manner when their child has been assigned or has been taught for four or more consecutive weeks by a long term sub or a teacher who is not highly qualified. Invite parents to visit classrooms throughout the school year. Invite families to one evening family activity and one morning breakfast annually. The student/Parent compact has been an integral part of the Title I program for many years, and is reviewed annually when we make a new plan.

The Mobridge-Pollock School District student-parent-teacher compact is shown below.

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MOBRIDGE-POLLOCK ELEMENTARY SCHOOL

TITLE I (section 1118) Parental Involvement (b) School Parental Involvement Policy

Freeman Davis Elementary School shall:

Policy Involvement

1. Hold an annual meeting in the spring to inform and explain in an understandable and uniform format to parents their

school’s participation in the Title I program, and their right to be involved. . This meeting will take place in fall of the

year during open house and/or in April each year.

2. Offer both evening, during the day, and morning times for meetings with the scheduled agenda to include discussion on

planning, review, and program improvement.

3. Provide parents information on programs 3 times per year, which includes descriptions and explanations of

curriculum in use at the school, the forms of assessment used to measure student progress and the proficiency levels

students are expected to meet. This will be accomplished through open houses, home visits, newsletters, parent

teacher’s conferences, and parent meetings.

4. Share a school-parent compact that outlines how parents, the entire school staff, and students share the responsibility

for student achievement and the means by which the school and parents will build and develop a partnership to help

serve the state’s high standards.

5. Address the importance of communication between parents and teachers on an on-going basis, such as parent-teacher

conferences, report cards, DDN, benchmark testing letters, and being involved in their child’s classroom. Go over

and help parents fill out the DDN form to access grades on line.

6. Building capacity for involvement by distributing information from the South Dakota Parent Resource Network (1-

800-219-6247) or http://www.bhssc.org.sdprn/.

7. Provide assistance to parents in understanding the Common Core standards, Smarter Balance Assessment, AIMS

Web data, and curriculum through links on the homepage, personal contact, and/or public meeting. Provide

assistance to parents on how to monitor a child’s progress and work with educators to improve achievement through

literature and parent education nights.

8. Provide materials and training through the Parent Information Resource Center to help parents to work with their

children to improve their achievement. Literature of this sort will be made available in parent literature racks and

distributed at conferences and parent meetings.

9. Schedule transition meetings in the spring with Head Start, local daycares, and preschool programs.

10. Ensure that information related to schools and parent programs and meetings is sent to the parents in a format that is

practical and in a language parents can understand.

11. We provide various meeting times throughout the school year.

12. Pay reasonable and necessary expenses associated with local parental involvement activities, such as family read

night, Parent University, etc.

13. Arrange school meetings at a variety of times between educators and parents.

14. Freeman Davis has a parent advisory council to provide advice on matters related to parental involvement and all

aspects of our school community and it convenes two times a year at a minimum.

15. Invite community based organizations and businesses to participate in parent involvement activities.

16. Provide parents with the opportunities to voice opposing views to the school-wide plan through survey input, public

meetings, and open door practices at the school.

17. Provide parents with written notice in a timely manner when their child has been assigned or has been taught for 4 or

more consecutive weeks by a teacher who is not HQ.

18. Educate teachers and other staff in how to work with parents, value their contributions, and build relationships to

enhance the educational experience for students.

19. At our spring meeting we conduct, with the involvement of parents, an annual evaluation of the content and

effectiveness of the parental involvement policy in improving the academic quality of the schools served with Title 1

funds, by identifying barriers, evaluating the strategies for more effective parental involvement, and revising the

policy if necessary.

Accessibility

To the extent practicable, provide full opportunities for the participation of parents with limited English proficiency,

parents with disabilities, and parents of migratory children. This would include information in a format to the extent

practicable; in a language such parents can understand.

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SCHOOL-PARENT COMPACT Title I Part A

Freeman Davis Elementary School, and the parents of the students participating in activities, services, and programs funded by Title I, Part A of the Elementary and Secondary Education Act (ESEA) (participating children), agree that this compact outlines how the parents, the entire school staff, and the students will share the responsibility for improved student academic achievement and the means by which the school and parents will build and develop a partnership that will help children achieve the State’s high standards.

This school-parent compact is in effect during school year 2016-17.

School Responsibilities Freeman Davis Elementary School will:

1. Provide high-quality curriculum and instruction in a supportive and effective learning environment that enables the participating children to meet the State’s student academic achievement standards as follows:

Employ highly qualified staff

Assess state content standards with Smarter Balance Assessment

Follow a five year textbook replacement cycle

Provide a technology rich environment 2. Hold parent-teacher conferences (at least annually in elementary schools) during which this

compact will be discussed as it relates to the individual child’s achievement. Specifically, those conferences will be held:

Fall Conferences – Oct 4th & 6th

Spring Conferences – February 6th & 9th 3. Provide parents with frequent reports on their children’s progress. Specifically, the school will

provide reports as follows: Report cards will be sent home at the end of each quarter

Provide AIMSweb Plus test results at fall and spring conferences

Provide parents reasonable access to staff. Specifically, staff will be available for consultation with parents as follows:

Before & after school

By email

Newsletters 4. Provide parents opportunities to volunteer and participate in their child’s class, and to observe

classroom activities, as follows:

Newsletters

Recruit volunteers for chaperones for field trips/class projects

Recruit special readers for classrooms

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Parent Responsibilities

We, as parents, will support our children’s learning in the following ways:

Monitoring attendance.

Making sure that homework is completed.

Volunteering in my child’s classroom and/or activities

Participating, as appropriate, in decisions relating to my children’s education.

Staying informed about my child’s education and communicating with the school by promptly reading all notices from the school or the school district either received by my child or by mail and responding, as appropriate.

Serving, to the extent possible, on policy advisory groups, such as being the Title I, Part A parent representative on the school’s School Improvement Team, the Title I Policy Advisory Committee, the District wide Policy Advisory Council, the State’s Committee of Practitioners, the School Support Team or other school advisory or policy groups.

Monitoring my child’s progress by attending conferences, looking at his/her homework and communicating with the teacher when necessary.

Student Responsibilities We, as students, will share the responsibility to improve our academic achievement and achieve the State’s high standards. Specifically, we will:

Be Kind, Be Safe, and Be Responsible

Do my homework every day and ask for help

Attend school regularly

Always do my best in my work and in my behavior

Work cooperatively with my classmates

Give to my parents /Guardian all notices and information

Show respect for my school, other people & myself

__________________ __________________ _______________ School Parent(s) Student

__________________ __________________ _______________ Date Date Date

Freeman Davis Elementary School, along with the entire K-12 system have Parent/Teacher conferences twice per year, scheduled for two evenings in one week. In addition, parents are welcome to visit with teachers at a mutually convenient time, and to set up additional meetings as needed.

Progress reports are sent home quarterly, and folders are sent home with notes. Missing assignment reports and progress reports are also available to teachers to send to students in need. Parents have access to Parent Portal through DDN Campus.

Family involvement activities are scheduled throughout the year. Parents are also involved in field trip activities, in-classroom activities where parents are invited to watch such things as reader’s theatre, and track and field day.

Each year the individual assessment results are sent home with a cover letter explaining the results, and the overall results for the school. Teachers also discuss and answer questions during Parent Teacher Conferences in the fall.

Transition Mobridge-Pollock School District Transition Plan Transition services are a coordinated set of activities, focused on improving communication, and facilitate the student’s movement from one environment to another. The Mobridge-Pollock Elementary Schools works closely with the Head Start Agencies, Private Pre-Schools, and the B-3 program to prepare an easy transition from the home and childcare to school. Daycares are invited to attend some of the assemblies at the school to allow students to become familiar with the school. To support transition to school, teachers from the school visit the day care centers, introduce themselves to the children at the preschool centers and the Head Start programs. Kindergarten teachers read a book to them as a way start to build relationships with the students. The Head Start Recruitment Director, Head Start Family Services Coordinator, teachers, and Mobridge-Pollock administration meet to discuss the transition and activities. The school hosts a Kindergarten round-up where students are invited to spend a half day at school in May in order to become familiar with the staff and facility. Kindergarten teachers meet individually with each family before school starts to go over information, spend time with the student, and answer any questions before school starts. There is also an open house scheduled prior to the start of the year for families to come in and visit the child’s assigned classroom. Early childhood screenings are held at Freeman Davis Elementary. Students who are Birth- Five years old may attend the screening. Screening information is shared with the parents and appropriate agencies if given permission from the parents. A meeting is held annually to coordinate/evaluate this transition. During the transition meeting the Kindergarten and Head Start teachers will meet to discuss each other’s programs, including goals, curriculum, materials, schedules, assessment instruments, children’s records, parent surveys, etc. Changes are made and implemented the following year if needed. Second grade classes visit Mobridge Upper Elementary each spring to view the building, meet classroom teachers, and visit with the principal about expectations. Activities are planned with the 3rd grade teachers and they also eat in the lunchroom one time in May. An annual meeting is also held with 2nd and 3rd grade teachers to coordinate/evaluate this transition as well as to make any changes from the information gained through the parent surveys that the data team collects.

Monitoring and Support

1. All students attend CORE classes daily. Students in need are progressed monitored using AIMSweb Plus. Grade level teams meet to discuss scores and place students in appropriate levels.

2. Students that are identified with an extreme need in the classroom are referred to the TAT process.

3. Successmaker software is used in the computer lab daily for Math and Reading. Instruction can be specified using state standards.

4. AIMSweb Plus math and reading testing three times per year. 5. Students are able to apply for Tiger Kids, which is an afterschool tutoring program.

We currently utilize a teacher assistance team model to identify student needs. Teachers or parents may refer a student at any time to the TAT team. The building counselor leads the TAT process along with the building principal and a TAT teacher team. The Smarter Balance Assessment is used to determine proficiency each spring. E-metric is used to determine strengths and weaknesses by standard for each student. We currently are using AIMSweb Plus scores to determine levels and skills where students need additional intervention.

Parents have their child’s proficiency report on the Smarter Balance Assessment is mailed home each fall, with a cover letter explaining the results and indicating how well their child performed. We also conduct surveys to gain parent input.

Fiscal Requirements General education funds are also used to support the professional development of staff. It is the responsibility of the principal and her staff, including the school improvement team, to manage the implementation of all programs in the Freeman Davis Elementary.

Ongoing Program Development Freeman Davis Elementary Improvement Plan is written for the years 2016-17 and 2017-18. This plan went into effect immediately upon approval. This plan is a work in progress and is reviewed on a periodic basis. The School Superintendent, the District Title I Coordinator and the Federal Programs Director are all invited to all school improvement meetings. They will be able to discuss the plan to monitor and adjust the implementation of the plan as needed. The school improvement plan is

on file in the district office, at the Freeman Davis office, and a copy will be available on the school website. The dates, agenda and outcomes of each meeting are listed earlier in this document, page 5. Meetings from this point on will be added as reviews are made. Members of the team participated in the Peer Review, which was held on November 10, 2011 in Mobridge. Schools in improvement in ESA 5 area, ESA 5 facilitators and SST members all attended the meeting. The School Leadership Team participated in the LEAP training in October, 2012. The plan is to be approved by the Board of Education at the December, 2016 board meeting.

Appendix A Parent/Family Involvement Policy

Mobridge Public School recognizes that a child’s education is a responsibility shared by the family and school during the entire period the child spends in school. To support the goal of the school district to educate all students effectively, the parents and school must work as knowledgeable partners. Although parents are diverse in culture, language, and need, they share the school’s commitment to the educational success of their children. This school district and the schools within its boundaries, in collaboration with parents, shall establish programs and practices that enhance parent involvement and reflect the specific needs of students and their families. To this end, the school supports the development, implementation and regular evaluation of a parent involvement program in each school, which will involve parents at all grade levels in a variety of roles. The parent involvement programs will be comprehensive and coordinated in nature. They will include, but not be limited to, the following components of successful parent involvement programs:

Communications between home and school is regular, two-way and meaningful.

Responsible parenting is promoted and supported.

Parents play an integral role in assisting student learning.

Parents are welcome in the school, and their support and assistance are sought.

Parents are full partners in the decisions that affect children and families.

Community resources are made available to strengthen school programs, family practices, and student learning.

A parent meeting will be held twice a year.

Parents are welcome to become involved in development of the annual consolidated plan.

Mobridge-Pollock Public School supports professional development opportunities for staff members and parents to enhance understanding of effective parent involvement strategies. The school also recognizes the importance of administrative leadership in setting expectations and creating a climate conducive to parental participation. In addition to programs at the school level, Mobridge-Pollock Public School supports the development, implementation, and regular evaluation of a program to involve parents in the decisions and practices of the school district, using to the degree possible, the components listed above. Engaging parents is essential to improved student achievement. This school district shall foster and support active parent involvement.

GLOSSARY

AYP – Annual Yearly Progress DIBELS – Dynamic Indicators of Basic Early Literacy Skills ESA 5 – Education Service Agency serving school districts in our region LEA - Local Education Association LEP – Limited English Proficient RtI – Response to Intervention SEA – State Education Agency SES – Supplemental Education Services SIG – School Improvement Grant SST – School Support Team