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School Improvement Plan

Lakewood Middle School

Lakewood Public Schools

Ms. Kellie Rowland, Principal

8669 Brown Rd Woodland, MI 48897-9730

Document Generated On January 19, 2017

TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3 Description of the School 4 School's Purpose 5 Notable Achievements and Areas of Improvement 6 Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9 Improvement Planning Process 10

School Data Analysis

Introduction 12 Demographic Data 13 Process Data 16 Achievement/Outcome Data 19 Perception Data 25 Summary 28

School Additional Requirements Diagnostic

Introduction 30 School Additional Requirements Diagnostic 31

The Lakewood Middle School 2016-2017 Goals

Overview 34 Goals Summary 35

Goal 1: All students will be proficient in science. 36

Goal 2: All students at Lakewood Middle School will become proficient readers and competent writers. 37

Goal 3: All students will demonstrate proficiency on the 4 claims of the State of Michigan Math Standards 38

Goal 4: 70% of 8th Grade students will achieve 70% on an Economics Vocabulary Test by May of 2020 39

Activity Summary by Funding Source 41

Introduction

The SIP is a planning tool designed to address student achievement and system needs identified through the school's

comprehensive needs assessment (CNA). Additionally, the SIP provides a method for schools to address the school

improvement planning requirements of Public Act 25 of the Revised School Code and the Elementary and Secondary

Education Act (ESEA) as applicable.

School Improvement PlanLakewood Middle School

SY 2016-2017 Page 1© 2017 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Executive Summary



Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Lakewood Middle School is located in a rural area of Woodland, Michigan. The school district is situated between Lansing, 35 miles to the

east, and Grand Rapids, approximately 35 miles to the west. Buses travel 212 square miles, one of the largest areas in the state for one

district. The school is composed of four different rural communities, Sunfield, Clarksville, Lake Odessa and Woodland. These proud family-

oriented communities became consolidated into Lakewood Public Schools in 1962. The current middle school building, grades 6-8, was

opened in 1999. During the 2015-2016 school year, there was another consolidation in our district. The middle school welcomed the 5th

grade class as well. Lakewood Middle School now enrolls all the 5th- 8th grade students for Lakewood Public Schools.

Lakewood Middle School is located on the same campus as Lakewood High School. The Lakewood Public School District continues to

decline in student enrollment, K-12, since 2013. Lakewood School District adjusted very successfully with the different look. The four

communities are united academically once the children enter school age. Woodland Elementary educates our Early Elementary

preschoolers through kindergarteners. West Elementary located in Lake Odessa educates our first through fourth graders. All fourth graders

feed into Lakewood Middle School. Our graduates then move into one high school.

The Lakewood school system also includes four different county agencies including Kent, Barry, Eaton and Ionia. In 1999 Lakewood Middle

had an enrollment of 640 students entering the new 6th-8th grade building. For this upcoming 2016-2017 school year, the middle school

expects to enroll 543 5th-8th-grade students. The middle school staff currently consists of 28 members, of which 48% reside within the

boundaries of the Lakewood District. Their children either attended or currently attend the district's school. The Lakewood Community

consists largely of families in the low to middle income brackets. While the local school district is one of the largest employers in the school

community, many Lakewood parents work outside the area. The decline in student enrollment has caused many changes in the last several

years. Our middle school teaming concept transformed from two teams to one team per grade with school-wide departmentalized education.

Through active Grade Level and Department Professional Learning Communities, the dedicated staff has continued to persevere, striving for

excellence even as support has dwindled. Media center cuts challenge teachers and administration to creatively find ways to still provide

library resources. Many staff members also perform duties beyond the classroom in coaching, tutoring, leading or participating in after school

activities and in committee work.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. In the last three years, programs have been developed at the middle school to best help students meet growing curriculum demands. Our

striving example is tutorial services developed through the MASB Educational Excellence Award Homework Room. This homework room

opportunity insures that students take responsibility for their schoolwork and are prepared for every class. Our repeated motto, during the

2016-2017 school year, is "Keys4Success." This is a wonderful opportunity for staff to reward each other for efforts above and beyond

normal, school-related activities. Our staff will continue to focus and develop ways to meet the social, emotional and academic needs of

students in programs such as Student Advisory Group, Accelerated Reading and Math Makes Sense. The staff constantly reviews data and

surveys to guide the development of curriculum that furthers academic growth in the core content areas, ways to support the emotional roller

coaster of young adolescents, and offer experiences to guide students during positive social interactions to equip and prepare our students

for success.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. We have implemented the up-to-date Michigan State Standards in math, science, language arts, and social studies. There are several

electives providing the middle school students a variety of experiences in personal fitness, team sports, dramatic video, careers, health,

technology, world cultures, and Spanish. The Lakewood Middle School will be offering a STEM block elective class during the 2016-17

school year for the students who have demonstrated they can embrace the rigorous curriculum. In addition, fine arts offerings include band,

art, and choir. Lakewood Middle School supports many students' academic needs in the four Resource Rooms and a Categorical Classroom.

We offer Math Lab and reading intervention opportunities to assist students whose grade level success requires extra time and instruction.

Our staff works diligently to prepare students for high school. Students have the opportunity to enter high school with two math credits,

Algebra I and Algebra II, and/or Spanish. If the unique student demands more than what we have to offer the Lakewood Middle School will

explore and implement some virtual school opportunities for the individual student. The fifth grade staff will be departmentalized for the

upcoming 2016-2017 school year in attempts to provide a more concentrated effort in the areas of reading, writing and math. However, the

students will remain with a core group of students to move from class to class to better support their young emotional and social needs.



Additional Information

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

sections. Like many school in Michigan, insufficient funding challenges Lakewood Middle School. This makes small group instruction, up-to-date

technology and other initiatives regarding curriculum and instruction difficult to provide. However, our middle school staff continues to

explore, research and find ways through local support or grants to fund our academic needs.

What remains constant is active communication from school to homes. Administration routinely works with parents, sharing ideas and

strategies for educational success, stressing the difference home support makes in a child's education. Although many challenges are

beyond our control, we will continue to search for ways to best meet the needs of our adolescent population and demonstrate improvement in

our academic standards.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. Engaging stakeholders in the development of the improvement plan was handled with staff through PD/ PLC time, providing data sources for

analysis as well as time to process and develop strategies. Stakeholders (teachers) were selected based on their content area/department,

or their interest in a particular subject to provide input on. Meetings were scheduled to accommodate them using PD/PLC time and

scheduled weekly meetings. Parents were invited to join Viking Connection at each annual registration in August. Then monthly meetings

were held in the evenings at Lakewood Middle School, which included representation from the student body, teaching staff and the school

administration. Information was shared back to all school personnel to implement ideas for the students. The staff, district administration, the

Viking Connection group, Lakewood Public School Board, and the Lakewood Educational Foundation approve the SIP and handbook.

Community members were involved in the school's building beautification and service learning projects such as the Crop Walk, Heifer

Project, and the Jordan Lake Committee. A variety of stakeholders are invited to present different topics to students at the Tuesday mini-

assemblies such as the local libraries, Barry County Court System, high school counselors, student groups and the local military

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

responsibilities in this process. The School Improvement Plan is communicated to stakeholders through newsletters, an annual snap short report during open house and an

annual LMS report to the Lakewood Public School Board. The School Improvement Plan is ready to utilize with MS programming through the

Curriculum Council.

Stakeholders receive information on its' progress as state assessment and ACT scores are released and school progress is identified in

showing growth or decline in the content goal areas. Mostly the SIP was created in house with communication to other stakeholders. Even

though many invitations and meetings were scheduled, little participation outside a few parents, students and staff participated in the

development of the improvement plan.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The SIP was/is communicated to stakeholders through monthly newsletters, the school webpage, the school annual snapshot report

reception at the beginning of the year to end the evening of the school open house, school orientations and the annual Lakewood School

Board presentation presented by Mr. Randy Fleenor, the school district superintendent.



School Data Analysis



Introduction The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members

about school data. The SDA can serve as a guide to determine a school’s strengths and challenges as well as directions for improvement

based on an analysis of data and responses to a series of data - related questions in content areas. This data collection and analysis process

should include the identification of achievement gaps as well as reflections on possible causes for these gaps. This diagnostic represents the

various types of data that should be continuously collected, reviewed, analyzed and evaluated. Completion of the SDA is one piece of a

school’s comprehensive needs assessment process.



Demographic Data

Demographic data is data that provides descriptive information about the school community. Examples may include enrollment, attendance,

grade levels, race/ethnicity, gender, students with disabilities, English learners, socio-economic status, graduation rate,

suspensions/expulsions, etc.

Student Demographic Data

1. In looking at the three year trend in student enrollment data, what challenges have been identified? Decrease of students allocate less funding from the state. Lakewood Public Schools consolidated from six to four buildings during this past

2015-2016 school year. Lakewood Middle School served all 5th through 8th graders in the district due to the decreased enrollment and

attempt to balance the budget. There has been a consistent decrease of support staff, technology, and building budgets for the past three

years. The past year provided a smooth transition with the 5th grade level in the middle school building but this has caused less elective

opportunities to be available for the individual student. Scheduling of reduced staff, increased class sizes, limited support staff, cuts in the

media center resources and decreased of supportive staff are challenges as well. Student Demographic Data

2. In looking at the three year trend in student attendance data, what challenges have been identified? The opportunity for less teachers with more demands to meet and assist all individual student needs can be difficult and time consuming.

The support of all four different county court systems on truancy, non-safe and unhealthy behaviors are a benefit for our school. The

teachers of Lakewood Middle School are creative and willing to apply and write grants to assist with the needed technology to reach students

with the variation of skills, knowledge and behaviors. One of the biggest challenges at the middle school level is to get parents involved. It is

difficult to get many of them to understand the importance of their visibility at attending school school functions and meetings on effective

parenting. Lakewood Middle School realizes these challenges can have an impact on improved student attendance. Student Demographic Data

3. In looking at the three year trend in student behavior data (discipline referrals, suspensions and expulsions), what challenges

have been identified? Students coming to school unprepared for classes is a challenge. The lack of home supervision after school hours causes a great deal of

student stress and conflict that will then appear at school. Students have a great deal of home technology that exposes them to areas they

are not socially and emotionally ready to handle maturely with their peers. The individual attention and needed resources to support the

students to experience emotional stability increases annually. The needed time and personnel to support the many dysfunctional families

and their financial burdens is a constant challenge. Student Demographic Data

4. What action(s) could be taken to address any identified challenges with student demographic data? The development of a strong parent group to assist in volunteering and supporting daily functions of the school in meaningful ways continues

to be important. The PTO, Viking Connection, has grown this past year and they continue to personally request parents to share their time



and talents. The district strategic plan has an emphasis on public relations by informing and educating the community regarding learning

opportunities offered by Lakewood Public Schools to support learners using various systems (online, vocational-tech, traditional). With a new

full time assistant principal, his goal is to utilize the county programs and services to assist families in everyday living skills and needs is

important. The administration continues to create ways to offer life long learning opportunities to all students in grade level assemblies.

Creative scheduling, with in school tutorial services, shared online resources, use of professional opportunities within the school, staff

volunteer time, parent volunteer options, a room of hygiene and survival resources to assist families in need, non-traditional funding and

grant writing are ways that all the staff utilizes to offset the challenges. Careful record keeping of attendance to keep all parties informed and

offer alternative options to support the many needs is present in school and programs are developed and altered as needs arise. Schedule

cooperation of days and times for parents to have the opportunity to meet with school staff and as a group is organized and implemented.

Experienced school counseling and social work is available and provided with the cooperation of the Ionia ISD and High School Counseling

Department County resources are utilized to assist the family in everyday living skills.

Teacher/School Leader(s) Demographic Data

5. As you review the number of years of teaching and administrative experience of the school leader(s) in your building, what

impact might this have on student achievement? The Principal has teaching experience at the Middle School and High School level and the Assistant Principal has been an educator and

administrator for over 25 years. The Principal is serving on the administrative team for the sixteenth year. This experience at Lakewood

Middle School have created conditions and programs to support effective teaching. The new 5D + performance-based evaluation is used to

improve teaching effectiveness and student outcomes. Routine classroom observations are followed with honest and actionable feedback in

ways for the teacher to improve. The leadership experience invites better decision making because of past experiences and results. The

present mentor program is closely monitored which allows teachers to build, grow and share on their own experiences to enhance the

academic environment. Teacher/School Leader(s) Demographic Data

6. As you review the number of years of teaching experience of teachers in your building, what impact might this have on student

achievement? Over 90% of teachers are returning to Lakewood Middle School with experience, knowledge and skills in their qualified areas of instruction.

The experience and highly qualified instructors tend to have higher achieving students. Teachers take pride in their work and they stay or

even return after some time off to Lakewood Middle School because they feel the support to continue to establish high standards and

welcome the demand to meet those expectations. The experienced teachers usually have many effective strategies to teach strong

academic knowledge and skills. The entire teaching staff offers their talents outside the classroom which has a positive impact on the

students as well.


7. As you review the total number of days for school leader absences and note how many were due to professional learning and /or

due to illness, what impact might this have on student achievement?



With two school leaders in the building, there are not days when leadership is not present. The principals believe in completing desk work

after or before school hours to be present and active during the school day to work with students or observe teachers to promote effective

and best strategies in the classroom. Neither principal were absent more than three days throughout

the school year. Their presence in the building confirms the safety of the building and the respect the building demonstrates to visitors and

substitutes who have voiced their appreciation for well behaved and hard working students striving to do their best.


8. As you review the total number of days for teacher absences due to professional learning and/or illness, what impact might this

have on student achievement? There is no doubt that teacher absenteeism disrupts the learning environment of the classroom. All of the Lakewood Middle School

teachers are highly qualified in their area of instruction and having an unqualified substitute teacher does take an impact on the daily

activities and learning. However, Lakewood Middle School teachers respect the consistency and continuity of instruction and the

importance it has for especially the at risk students. Unless a maternal leave or a needed surgery, no teacher was absent more than 6 days

throughout the school year.


9. What actions might be taken to address any identified challenges regarding teacher/school leader demographics? The principal, assistant principal, counselor, and discipline (RTC)/Homework room paraprofessional meet weekly to review and discuss days

of absentee and who will cover positions and the demands of the job. The leaders of the building attempt not to be absent from the building

at the same time. An annual calendar is developed at the beginning of the year to maintain an orderly, productive and safe building.

Teachers are expected to have pacing guides for the semester, well developed lesson plans to meet the needs of the pacing guides. On

many occasions the Department PLC and Grade Level PLC member will cover for an absent teacher. However when a substitute teacher is

needed we first try to use the district substitutes that have demonstrated success in the building. Each teacher is expected to have a

substitute teacher folder ready with all school and classroom procedures, daily class schedule, assignments, class lists and time schedule of

the day with the lesson plans and materials to allow student learning and advancement in the curriculum during any absence of the regular

teacher. The school culture is one that supports teachers to teach and students to learn. We as an administrative team support this with our

involvement with the student body. We as a school celebrate the successes of teachers with a gold key recognition. We celebrate the

successful work of each other as a staff and reflect the school mission and vision in all we do. We openly discuss as a staff, the importance

that Monday and Friday are very important days of an effective school week and encourage the importance of always being present.



Process Data

Process data is information about the practices and procedures schools use to plan, deliver and monitor curriculum, instruction and

assessment.

10. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as strengths? Similar things continue to be voiced as strengths year after year. Standard 2: Governance and Leadership Indicator 2.6- The professional

development offerings and plans are tied specifically to the results from supervision and evaluation, with the development and time to

practice and improve techniques throughout the year. There are documents with criteria for improving professional practice and student

success noted. Standard 3: Teaching and Assessing for Learning stands out as a strength on the Interim Self Assessment. Indicator 3.8: An

encouraged volunteer program with a variety of options for parent and community participation. Variety of communication on the school e.g.,

info portal,online, newsletter, parent centers, academic nights, local media resources. Indicator 3.10 - Teachers consistently use common

grading and send progress reports home for each student every four to five weeks. An electronic grading system is used to inform parents

daily on their child's progress in every class. A daily assignment sheet is available to assist and inform parents of the need of student studies

daily. Indicator 3.12- Professional Development to use differential learning techniques is offered throughout the year. Weekly grade level PLC

meetings are scheduled to study data to identify unique learning needs of students. There is High School Spanish and Algebra credits

offered at Lakewood Middle School.

11. In reviewing the results of the School Systems Review or the Interim Self Assessment/Self Assessment, what

strands/standards/indicators stand out as challenges? By no surprise this continues to be demonstrated as the most challenging even though it has improved. Standard 1: Purpose and Direction

To continue struggle to involve parents and all stakeholders to increase student success. With the budget

restraints to continue to implement educational programs and equitable learning experiences so all students achieve learning, thinking and

life skills necessary for success.

12. How might these challenges impact student achievement? That school leadership and staff continue to share high expectations to challenge all students. All staff and administration together

continue to implement programs and conditions to support student learning especially in the area of math, reading and science. The need to

gather and study data in the continuous work in developing the best practices for student engagement and improve academic test scores is a

constant study for all school staff and administration.

13. What actions could be taken and incorporated into the School Improvement Plan to address these challenges from the School

Systems Review or the Interim Self Assessment/Self Assessment.



To stay on the district timeline to support the STEM program during the next four years. New and improved volunteer requests cards are

developed and will used to encourage community and parents to share their talents and offer time throughout the school year. Teachers are

encouraged and financially supported within the tight budget to take on leadership roles and be pro-active in discuss and creating programs

such as Reading Apprenticeship, Writing Beyond and STEM to support students.

14.How do you ensure that students with disabilities have access to the full array of intervention programs available i.e. Title I, Title

III, Section 31a, IDEA, credit recovery, extended learning opportunities? There is a caseload manager for each individual student with disabilities. Annual IEP's are conducted with a school team to discuss all

opportunities for the student. Each student with disabilities fully participate with students who are non disabled in general education setting

except for the time spent in separate special education program/services provided outside of the general education classroom as specified in

the individual student's IEP. Each student is fully involved in and makes progress in the general education by formative and summative

assessments, semester grades and progress reports. The students with disabilities have the same opportunity as general education students

to participate in nonacademic and extracurricular activities and is monitored by the student's caseload manager. Team taught classes are

offered, school breakfast and lunch programs, Hero in the hallway anti-bully program, counseling services, and crisis intervention work.

Lakewood Middle School offers a math lab to concentrate on individual specific skills for the students who test below grade level on Star

math. In school tutorial services are offered to the students in need of one to one assistance for academic success. There are summer

school opportunities for the students in need of more instruction to prepare for the next level.

15. Describe the Extended Learning Opportunities that are available for students and in what grades they are available? High School Credits are offered for Spanish to 8th graders, Algebra I to 7th and 8th graders and Algebra II to 8th graders. There are three

Destination Imagination teams offered for 6th, 7th and 8th grades. A fifth grade team will be added next school year. Students have

opportunities to share their art pieces at local, state and national art competitions. An annual academic fair is offered each spring to display

exemplary pieces of educational demonstration with every 8th grader demonstrating their researched science project. Many clubs throughout

the year are offered to middle school students such as Quiz Bowl, Spanish Club, Simple Machine Club, Sign Language and the Community

Leadership Class. The Drama Club produces and performs a play each year. The 8th grade Language Class has every student participate in

the Farm Bureau Writing Contest with a topic "MY Hero". There is a Lakewood Middle School Social Studies Olympiad team that competes

at the state level each winter season. The Lakewood

Middle School bands compete at Band Festival and the Lakewood Middle School choirs compete at Choral Festival each year as well. We

also offer a wide range of athletics. A STEM block class will be offered to 8th graders during the 2016-2017 school year.

16. What is the process for identifying students for Extended Learning Opportunities and how are parents notified of these

opportunities? Formative and summative assessments as well as teacher recommendations to place students into intervention or advanced classes is used.

Other data or intervention documents may support the need to begin a Protocol report of a child study, it will begin with a



parent/student/teachers/counselor/administrative meeting. The child study will be developed and followed for academic, social and/or

emotional success or referred to the school psychologist for further in-depth testing. Course Curriculum guides, orientations, scheduled

meetings, pre-school registration opportunities are ways to inform parents of extended learning opportunities. For any extra-curricular

opportunities we use the school facebook page, newspaper, newsletters and instant alert system.

17. What evidence do you have to indicate the extent to which the state content standards are being implemented with fidelity i.e.

horizontal and vertical alignment, in all content courses and grade levels? Daily lesson plans require notation of the standard being taught for any individual lesson. Administrative review of a lesson plan book during

classroom observations can support the implementation of the state content standards on a daily basis. Curriculum maps are developed in

the department PLC's with cross-curricular support. Pacing guides are created to guide the instruction for each semester which outlines the

coverage of state content standards.

18. How does your school use health survey/screener results (i.e. MIPHY) to improve student learning? Answer only if you

completed a health survey/ screener. The guidance department utilizes MIPHY results and consults with school staff regarding indicators they see as significant as needed.



Achievement/Outcome Data

Achievement/outcome data tell us what students have learned. These include classroom-level, benchmark, interim and formative

assessment data as well as summative data such as standardized test scores from annual district and state assessments. If the school

completed the Student Performance Diagnostic for the AdvancED External Review, please insert ‘See Student Performance Diagnostic’ in

each text box.

19a. Reading- Strengths

LMS requires all students to read every day through F.R.E.D., a twenty minute class after lunch. We also use Accelerated Reader, through

Renaissance Place, and require students to meet reading goals twice each semester. Students take the STAR reading test, grade

equivalency reading level test, a minimum of three times per year. According to 2015-16 data, our students in 5th, 6th, 7th, and 8th grade

demonstrated a minimum growth of 0.86 in reading "grade level equivalency." 19b. Reading- Challenges

The goal at LMS is to have each student match or surpass his or her current "grade level equivalency." We continue to look for ways to

motivate struggling readers in all four grades. We are gaining more resources, such as class sets of novels and audio books; however, we

still struggle to meet the needs of all our struggling students. 19c. Reading- Trends

At LMS, we are placing emphasis on reading more informational texts in accordance with the demands of the state's common core

standards. Teachers have been using ReadWorks.org as a resource, implementing days such as informational Fridays. Teachers have also

begun recommending more genres, such as graphic novels, biographies, historical fiction, and poetry. As a school, we have encouraged

students to read through our Read All Day extravaganza, where students were allowed to bring in pillows and blankets to create a fun

environment and promote reading all day.



19d. Reading- Summary

Summarize how these challenges will be addressed in your School Improvement Plan. Indicate Not Applicable (NA) if there is no

challenge or this challenge will not be addressed at this time in the School Improvement Plan. Indicate the relevance or impact on

tiered instruction if appropriate.

We truly believe that our "reading program" is beneficial to all of the students here at LMS. F.R.E.D. is a very strong and valued component,

as is Accelerated Reader twice each semester. Teachers will continue looking for grants to obtain technology and other resources to aid our

struggling readers. As a school, we would like to evaluate students at the semester to be able to offer those who are struggling supported

opportunities for growth. 20a. Writing- Strengths

We continue to implement "Thinking Maps Across the Curriculum" and "Writing From the Beginning and Beyond". Students completed 3

unassisted writing pieces and showed significant growth. Data from the evaluations showed an improvement from 10% on the first prompt to

75% on the third prompt. Teachers continue to write across the curriculum in several core subject areas. 20b. Writing- Challenges

Implementing the challenges of writing across the curriculum and the need for staff training and development. Modeling of "mini-lessons" to

enhance student performance on writing tasks. 20c. Writing- Trends

Students are having an easier time "taking their thinking off the maps" into their writing. There is a more frequent use of "thinking maps"

across core subject areas. ELA, science, social studies, and math are applying the "basic structure" of writing to various writing projects. 20d. Writing- Summary






We continue to work with core subject teachers on cross curricular writing. Each core subject teacher should be assigning one written piece

each semester. Through continued staff development and training during professional development a more diverse group of teachers will be

effectively implementing the "basic structure" of this writing program. 21a. Math- Strengths

There are growing numbers of 7th and 8th graders enrolled in High School Algebra. This allows for one class of Algebra 2 at the middle

school next year. Delivery of instruction is consistent due to a teacher-created 8th Grade math book used by multiple 8th Grade Math

teachers, and the fact that there is only one 7th Grade math teacher. There is increased communication between the grade levels due to

reorganization of classrooms, as well as the inclusion of the 5th Grade at the middle school. Overall, students have exhibited strong skills in

basic arithmetic. 21b. Math- Challenges

Changes in state-mandated curriculum and assessments create challenges. Lack of available funds for curriculum materials, as well as

Michigan's inability to settle on a state curriculum makes meeting requirements difficult. Students seem to really struggle when they are

asked to explain their answers for various types of problems. Students are able to demonstrate proficiency in grade-level concepts taught,

but have difficulty on state assessments when fractions and decimals are intermingled with these concepts. Students do not demonstrate

ability to retain mathematical concepts from year to year, or even month-to-month. A transient student population is continuing cause of

concern when addressing student needs, both for students transferring into and out of the district throughout the year. 21c. Math- Trends

STAR Math scores indicate that all grade levels have shown an increase in average scores. A greater number of students are enrolled in

advanced math classes. There is increased exposure to grade level content due to inclusion of the special education population. Due to

school building consolidation, we expect to see more consistency in instruction and student learning for students entering the middle school.



21d. Math- Summary




Teachers will continue to re-evaluate current curriculum resources, while also looking for newer, more updated materials. We will also

continue to work on aligning math curriculum between the grade levels.

Student explanation of how they arrived at answers needs to be addressed in the upcoming school year. Staff should also include more

integration of decimals and fractions with the grade-level content. Further exploration of methods for helping students retain information for

the long-term will incorporated. 22a. Science- Strengths

As a science department we meet monthly to discuss curriculum and test scores. We meet and discuss strategies with the kids on such

things as test taking skills, current events, and vocabulary. As a department we attend the Michigan Science Teachers Association

conference on a yearly basis to help strengthen our content knowledge and come away with new resources to use in the classroom. We

analyze test results by focusing on questions that were missed on a regular basis and then make changes in the classroom to help adjust

teaching and learning.

Our students are able to critically analyze texts or current event articles using the claim, evidence, and reasoning approach. Students are

able to make observations, analyze data, and form conclusions based on the information they have gathered.

This year each grade level has implemented at least one STEM oriented activity into the classroom. Next year the 8th grade class will have a

two hour block of STEM. 22b. Science- Challenges

One of the biggest challenges continues to be funding. We have a limited budget every year on supplies and teaching science with a hands-

on focus requires many supplies. Plus with large class sizes you need even more supplies. As teachers we use our own money to often fund

experiments after December. We also do not have current textbooks, therefore, we are constantly seeking our resources from the Internet

and having to run copies of what we find, which in turn costs more money.

Another big challenge deals with the state M-Step. The test is given at the end of seventh grade, yet is for curriculum covered in grades sixth



through eighth. 22c. Science- Trends We analyzed our M-Step data from 2015-2016. However, LMS scored 6.9 % higher of proficiency than the local ISD. average Science 7

score. However with 68.1 % still not meeting the state standards we have things to work on.

We also analyzed our ACT scores. The 6th graders _____ their Science ACT scores from Fall to Spring. _____ students are already at the

college readiness benchmark for 8th grade.


college readiness benchmark for 8th grade.


college readiness benchmark for 8th grade. 22d. Science- Summary



tiered instruction if appropriate. The state has adopted the Next Generation Science Standards for Michigan. We have realigned our curriculum to cover all the standards for

an 8th grade Science assessment. We do not know what that assessment will look like at this point or when it will be given.

We continue to write grants to help with funding of supplies and science equipment. We continue to see improvement in our ACT scores

which is an assessment piece that is consistent and reliable. 23a. Social Studies- Strengths Fifth through eighth grade social studies classes analyzed primary and secondary documents using the DBQ with topics that pertained to

their grade level curriculum. Technology was used to build geographic awareness, differentiate instruction, and to access primary

documents. Students were challenged with higher level thinking questions. Cross- curricular activities allowed students to deepen their

understanding of important content. Students utilized thinking maps throughout our curriculum, in order to organize social studies content to

be used in writing. 23b. Social Studies- Challenges Students have been exposed to varying levels of elementary experiences in social studies. Exposure to a diverse population and

opportunities to see places outside of the community are lacking and continues to plague our student population. In addition to, there is a



wide range of intellectual abilities among our students. These challenges lead to a deficiency in economic understanding and awareness. 23c. Social Studies- Trends The social studies staff is incorporating more Data Based Questions (DBQ) within our curriculum. A greater emphasis on maps and

geographical awareness is being placed in our classrooms. Instructors incorporate current events and real world examples to enhance and

make curriculum more relative to the students. Thinking maps are consistently used to organize social studies concepts throughout all

grades. 23d. Social Studies- Summary



tiered instruction if appropriate. Class sizes continue to increase, yet support has not increased. The range of abilities within our student population has become extreme.

These factors make it difficult to reach all students.



Perception Data

Perception data is information collected that reflects the opinions and views of stakeholders. If the school completed the Stakeholder

Feedback Diagnostic for the AdvancED External Review, please insert ‘See Stakeholder Feedback Diagnostic’ in each text box for survey

feedback already collected from students, parents and staff.

24a. Student Perception Data

Which area(s) indicate the overall highest level of satisfaction among students? Student perception indicates teachers are supportive, helpful and caring. 24b. Student Perception Data

Which area(s) indicate the overall lowest level of satisfaction among students? Students indicated that bus issues as the lowest satisfaction area. This includes lengthy bus routes and behavioral issues. 24c. Student Perception Data

What actions will be taken to improve student satisfaction in the lowest area(s)? Collaborate with transportation department to identify possible adjustments in lengths of routes. School will continue to be open 25 minutes

before classes begin for socialization, breakfast and academic support. This time is supervised by administration and teaching staff. District

is investigating bussing hubs to decrease the number of stops. Communication between administration and bus drivers to develop different

strategies to deal with students with behavioral issues. 25a. Parent/Guardian Perception Data

What area(s) indicate the overall highest level of satisfaction among parents/guardians? Parent survey identified teachers as being well trained, caring, and supportive of students. They also appreciate the small town atmosphere.

25b. Parent/Guardian Perception Data

What area(s) indicate the overall lowest level of satisfaction among parents/guardians? Parent survey indicated that length of bus rides is lowest level of satisfaction.



25c.Parent/Guardian Perception Data

What actions will be taken to improve parent/guardian satisfaction in the lowest area(s)? School day was shortened by 5 minutes to provide a smoother transition between buildings and routes. Administration continues to

investigate was to improve bus conditions. Bus hubs would decrease the number of stops made and are being considered. 26a.Teacher/Staff Perception Data

What area(s) indicate the overall highest level of satisfaction among teachers/staff? Survey indicates that staff appreciates their colleagues and their willingness to cooperate and collaborate. The professional and caring

attitude of teachers toward each other and students was also included. 26b.Teacher/Staff Perception Data

What area(s) indicate the overall lowest level of satisfaction among teachers/staff? The lowest level of satisfaction of teachers is the amount of paperwork and documentation that is required throughout the school year. 26c.Teacher/Staff Perception Data

What actions will be taken to improve teacher/staff satisfaction in the lowest area(s)? Administration is investigating a new evaluation tool that may streamline documentation needs. Special ed department has created an online

tool to improve and simplify documentation of IEP accommodations. Administration has also given extra time during the day for PLC

meetings plus time during staff meetings and PD days to work on paperwork and documentation. 27a.Stakeholder/Community Perception Data

What area(s) indicate the overall highest level of satisfaction among stakholders/community? Highest level of satisfaction is with improvements in communication of school events, activities, academic assignments and expectations.

This includes newsletters, newspaper articles, Facebook posts, assignment sheets, emails, phone calls, multiple progress reports, and

Honeywell communications.



27b.Stakeholder/Community Perception Data

What area(s) indicate the overall lowest level of satisfaction among stakeholders/community? Lowest satisfaction area was the safety and security of school buildings. There is belief that we need better security systems during the

school day such as locked front doors or new buzzer entrance systems. 27c.Stakeholder/Community Perception Data

What actions will be taken to improve the level of stakeholder/community satisfaction in the lowest area(s)? The district is pursuing additional millage to provide funding for security and technology. Currently all guests/visitors are required to check in

at the office. Hallways are monitored carefully by staff and administration.



Summary

28a. Summary

Briefly summarize the strengths and challenges identified in the four kinds of data-demographic, process, achievement/outcomes

and perception. Consolidation of buildings and the addition of 5th grade to the Middle School went smoothly. There were some changes in 5th grade teacher

configuration as data showed that teams worked better than individual classrooms. Vertical alignment has become easier through grade

level meetings and department PLC 5-8 grade. Consistency in teaching and assessing writing process. Tier 2 support available for all

students through the homework room. 28b. Summary

How might the challenges identified in the demographic, process and perception data impact student achievement? Do the consolidation and becoming a 5-8 building, students will enter 6th grade with the skills and knowledge to be successful in the Middle

School. They will know the purpose of the homework room, building rules, being consistently prepared for class, more students meeting

Accelerated Reader goals, more students in higher level math courses, better attendance, and less discipline referrals. 28c. Summary

How will these challenges be addressed in the School Improvement Plan's Goals, Measurable Objectives, Strategies and Activities

for the upcoming year? For Priority Schools, which of these high need areas will inform the Big Ideas and the Reform/Redesign

Plan? Stay consistent with the overall school behavior management system. Continue to over assistance to students needing the extra support

and/or time to complete school work in the structured homework room. Continue to offer in the overall school schedule the time for weekly

grade level PLCs to discuss how to better motivate and challenge all students. The need to find more creative ways to seek and receive

parent support and openly discuss their feedback to find better ways for overall satisfaction. Administration support teachers and staff to

offer clubs, opportunities and extra-curricular experiences to encourage student involvement during and after school hours. Continue t

discuss through department PLCs to find the best practices in presenting in the core curriculum in all areas of language arts, math, social

studies, science as well as the fine arts, technology, and physical education/health classes. Begin to implement the STEM program and

Algebra 2 for 8th grade students in 2016-17.



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




Label Assurance Response Comment Attachment1. Literacy and math are tested annually in grades

1-5.Yes Literacy and math are tested in

grades 1-5 using Star Math (inthe fifth grade testing isadministered 5-6 times a year),Star Reading (in the fifth gradetesting is administered at least 4times throughout the year), localassessments and the M-Step isadministered in the spring of eachschool year.

Label Assurance Response Comment Attachment2. Our school published a fully compliant annual

report. (The Annual Education Report (AER)satisfies this). If yes, please provide a link to thereport in the box below.

No The state did not require a AERreport for the 2015-2016 schoolyear. However this fall of 2016the state will once again havedirectives on how to file andpublish an AER. The last AERwas published for the 2014-2015school year.

Label Assurance Response Comment Attachment3. Our school has the 8th grade parent approved

Educational Development Plans (EDPs) on file.Yes All 8th graders at Lakewood

Middle School complete EDP'sadministered by the schoolcounselor.

Label Assurance Response Comment Attachment4. Our school reviews and annually updates the

EDPs to ensure academic course workalignment.

Yes The Lakewood Middle Schoolcounselor develops personalschedules of course work alignedwith their individual EDPs andthen collaborates with theLakewood High Schoolcounselors to make sure all 8thgraders receive the appropriateguidance through high school.



Label Assurance Response Comment Attachment5. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.References: Title VI of the Civil Rights Act of1964, Section 504 of the Rehabilitation Act of1973, The Age Discrimination Act of 1975, TheAmericans with Disabilities Act of 1990, Elliott-Larsen prohibits discrimination against religion.

Yes Grievance procedures for Title IV,Title IX, Title II, Section 504 andAge Discrimination are listedannually in the student handbook,Lakewood Middle School monthlynewsletters and the LakewoodPublic Schools web page.

Label Assurance Response Comment Attachment6. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Mr. Randy Fleenor,Superintendent, Lakewood PublicSchools, 223 W. Broadway,Woodland, Michigan 48897, 616-374-8043.

Label Assurance Response Comment Attachment7. The institution has a School-Parent Involvement

Plan (that addresses Section 1118 activities)that is aligned to the District's Board Policy. Ifyes, please attach the School-ParentInvolvement Plan below.

No Not a Title I school

Label Assurance Response Comment Attachment8. The institution has a School-Parent Compact. If

yes, please attach the School-Parent Compactbelow.

No Not a Title I School

Label Assurance Response Comment Attachment9. The School has additional information

necessary to support your improvement plan(optional).

Yes The results from the ACT testingfrom 6th grade through 8th gradecomparing individual growth fromgrade level to grade level and fallto spring. Results of the StateAssessment in Math, Science,and ELA to determineremediation or enrichment ofcourse work for the individualstudent.



Overview

Plan Name


Plan Description



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 All students will be proficient in science. Objectives:1

Strategies:4Activities:4

Academic $300

2 All students at Lakewood Middle School willbecome proficient readers and competent writers.

Objectives:2Strategies:2Activities:3

Academic $0

3 All students will demonstrate proficiency on the 4claims of the State of Michigan Math Standards


Academic $0

4 70% of 8th Grade students will achieve 70% on anEconomics Vocabulary Test by May of 2020


Academic $0



Goal 1: All students will be proficient in science.

Strategy 1: Thinking Maps - Teachers will provide different current event articles and texts for students to organize the information into thinking maps. Category: Research Cited: Comparison of MEAP items Tier: Tier 1

Strategy 2: Analyzing Data Tables and Graphs - Students will be able to analyze and graph data either gathered from experiments or already prepared data. Category: Technology Research Cited: Previous MEAP and ACT scores Tier: Tier 1

Strategy 3: Tables and Graphs in Performance Expectations - Teachers will incorporate performance expectations into their lessons that incorporate the use of tables and graphs. Category:

Measurable Objective 1:80% of Seventh grade students will demonstrate a proficiency by testing at or above the State assessment average in Science by 06/09/2017 as measured by the2017 spring state assessment..

Activity - Science in the Real World ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Teachers will incorporate current science articles into theircurriculum. Sixth and seventh grade is going to use ScienceWorld publications, while eighth grade will use the websitewww.sciencenewsforkids.org to get current science articles.

AcademicSupportProgram

Tier 1 Implement 09/06/2016 06/09/2017 $300 GeneralFund

ConnieWarren,BrookeRooks andKellyShumway

Activity - ACT Science Results ActivityType


Source OfFunding

StaffResponsible

Implement similar ACT testing questions to classroomassessments.

DirectInstruction

Tier 1 Implement 09/06/2016 06/09/2017 $0 No FundingRequired

6th, 7th and8th gradeScienceteachingstaff.



Research Cited: Prior MEAP and ACT test results Tier: Tier 1

Strategy 4: Reading at a higher level - Every month teachers will assign a reading assignment at an advanced level by one grade level. In addition to independently reading this

assignment the students will answer questions regarding the text. These will be formative assessments that the teacher can use to gauge her students comprehension

level of science text and also challenge them to learn new words. Category: Science Research Cited: LMS science scores were below the ISD and State average on the last M-Step assessment. Tier: Tier 1

Goal 2: All students at Lakewood Middle School will become proficient readers and competent

writers.

Strategy 1: Teaching reading skills and literary elements - Teachers will design literature class lessons that provide different reading strategies. Various literature selections,

Activity - Design their own Experiment ActivityType


Source OfFunding

StaffResponsible

Students will design their own experiment where studentsgather quantitative data to make a table and graph.

Implementation


All ScienceTeachers atLakewoodMiddleSchool 5th- 8th grade

Activity - Informational text reading and comprehension ActivityType


Source OfFunding

StaffResponsible

Reading and comprehending informational text at a higher level DirectInstruction


5th, 6th,7th, and 8thgradescienceteachers

Measurable Objective 1:80% of Fifth, Sixth, Seventh and Eighth grade students will demonstrate a proficiency of reading at or above grade level or demonstrate a 1.0 year growth in Readingby 06/01/2017 as measured by the STAR Reading Test.



both fiction and non-fiction and novel studies will be used. Reading skills, literary elements, and vocabulary will be taught and reinforced. This strategy will be

monitored every month at ELA PLC meetings. Category: English/Language Arts Research Cited: STAR Reading Test results, M-Step Test results, 6th, 7th, and 8th grade ACT results, and various classroom assessments. Tier: Tier 2

Strategy 1: Thinking Maps - Teachers will teach basic structure and essential criteria. They will also model writing and teach mini-lessons. Writing will be done across the

curriculum to further skills learned in literature class. Category: English/Language Arts Research Cited: 3 unassisted writing prompts will be scored to show growth or areas of focus. Tier: Tier 1

Goal 3: All students will demonstrate proficiency on the 4 claims of the State of Michigan Math

Standards

Activity - Accelerated Reader ActivityType


Source OfFunding

StaffResponsible

Students are given individual Accelerated Reader goals thatmust be met twice each semester. The goals are met byreading books and passing AR quizzes.


09/06/2016 06/01/2017 $0 GeneralFund

All literatureteachers

Activity - Vocabulary Study ActivityType


Source OfFunding

StaffResponsible

Teachers will choose grade-level appropriate words to studythroughout the year. Some activities include quizlet.com, wordmaps, and flash cards.

DirectInstruction


All literatureteachersand supportstaff.

Measurable Objective 2:80% of Fifth, Sixth, Seventh and Eighth grade students will increase student growth by 100% in Writing by 06/01/2017 as measured by 3 unassisted writing prompts.

Activity - Mini-Lessons ActivityType


Source OfFunding

StaffResponsible

Short lessons focusing on a specific skill. DirectInstruction


Literatureteachersand supportstaff.



Strategy 1: Creation of Grade-Level Math Assessments - Each grade level teacher will create a test consisting of approximately 20 questions to assess student proficiency based

on Michigan's curriculum standards. The tests will be administered at the beginning, middle, and end of the school year. Category: Mathematics Tier: Tier 1

Goal 4: 70% of 8th Grade students will achieve 70% on an Economics Vocabulary Test by May of

2020

Measurable Objective 1:75% of Fifth, Sixth, Seventh and Eighth grade Black or African-American, Asian, Bottom 25%, Bottom 30%, White, Economically Disadvantaged, Free/ReducedLunch, Gifted and Talented, Hispanic or Latino, Improvement from 10th to 12th Grade, Improvement from 8th to 10th Grade, Students with Disabilities, EnglishLearners, Two or More Races, American Indian or Alaska Native, Native Hawaiian or Other Pacific Islander and Top 75% students will demonstrate a proficiency of70% in Mathematics by 06/14/2017 as measured by the grade-level math assessment (created by the math department).

Activity - Creation of 5th, 6th, 7th, 8th Grade Semester 1Assessments

ActivityType


Source OfFunding

StaffResponsible

Each grade level teacher will develop an assessment prior tothe 1st Semester of the 2016-2017 school year to be given tostudents as a pre- and posttest for the semester.

Materials Tier 1 GettingReady

08/22/2016 08/30/2016 $0 No FundingRequired

5th through8th Grademathteachers

Activity - Data Reviewed by all members of Math PLC ActivityType


Source OfFunding

StaffResponsible

The PLC will determine from the data which students areplaced incorrectly or correctly in Remedial, Advanced, Generalor Team Taught Math Classes. From the information studentswill be counseled individually to address their math ability andthe best placement.

TeacherCollaboration,Professional Learning,Implementation

Tier 1 Evaluate 09/06/2016 09/30/2016 $0 Section 31a Mr. Hilley,Mrs.Wieland,Mrs. Carter,and Mrs.Savage,Mrs.Zagorski,Mrs.Svanda,Mr. Shank,Mrs.VanHuis,and Mr.Miller.



Strategy 1: Economic Vocabulary Words - The 5th grade will introduce 3 out our 5 monthly economic vocabulary words. The 6th grade will introduce 4 of the 5 monthly economic

vocabulary words. The 7th grade will introduce all 5 monthly economic vocabulary words. The 8th grade will introduce all 5 monthly economic vocabulary words in

2016-2017 year, but we review all 5 words in future years. There will be a list for the months of October through March. Category: Social Studies Research Cited: Various websites and articles show that continuous support of complex and technical vocabulary increases comprehension and understanding of

subjects such as economics. Tier: Tier 1

Measurable Objective 1:70% of Eighth grade students will demonstrate student proficiency (pass rate) of 70% on an economics vocabulary assessment in Social Studies by 06/01/2020 asmeasured by a district made economic vocabulary assessment.

Activity - Vocabulary Monthly Lists ActivityType


Source OfFunding

StaffResponsible

Social Studies teachers will research the monthly vocabularylists.

GettingReady

Tier 1 GettingReady

09/06/2016 03/31/2017 $0 Other SocialStudiesPLC will onthese liststhat will beused for themonths ofOctoberthru Marchof the2016-2017schoolyear.



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

No Funding Required

Other

Activity Name Activity Description ActivityType


StaffResponsible

Informational textreading andcomprehension

Reading and comprehending informational text ata higher level

DirectInstruction

Tier 1 Implement 09/06/2016 06/09/2017 $0 5th, 6th,7th, and 8thgradescienceteachers

ACT Science Results Implement similar ACT testing questions toclassroom assessments.

DirectInstruction

Tier 1 Implement 09/06/2016 06/09/2017 $0 6th, 7th and8th gradeScienceteachingstaff.

Mini-Lessons Short lessons focusing on a specific skill. DirectInstruction

Tier 1 Implement 09/06/2016 06/01/2017 $0 Literatureteachersand supportstaff.

Creation of 5th, 6th, 7th,8th Grade Semester 1Assessments

Each grade level teacher will develop anassessment prior to the 1st Semester of the 2016-2017 school year to be given to students as a pre-and posttest for the semester.

Materials Tier 1 GettingReady

08/22/2016 08/30/2016 $0 5th through8th Grademathteachers

Vocabulary Study Teachers will choose grade-level appropriatewords to study throughout the year. Someactivities include quizlet.com, word maps, andflash cards.

DirectInstruction

Tier 1 Implement 09/06/2016 06/01/2017 $0 All literatureteachersand supportstaff.

Design their ownExperiment

Students will design their own experiment wherestudents gather quantitative data to make a tableand graph.

Implementation

Tier 2 Implement 09/09/2016 06/09/2017 $0 All ScienceTeachers atLakewoodMiddleSchool 5th- 8th grade



StaffResponsible



Section 31a

General Fund

Vocabulary MonthlyLists

Social Studies teachers will research the monthlyvocabulary lists.

GettingReady

Tier 1 GettingReady

09/06/2016 03/31/2017 $0 SocialStudiesPLC will onthese liststhat will beused for themonths ofOctoberthru Marchof the2016-2017schoolyear.



StaffResponsible

Data Reviewed by allmembers of Math PLC

The PLC will determine from the data whichstudents are placed incorrectly or correctly inRemedial, Advanced, General or Team TaughtMath Classes. From the information students willbe counseled individually to address their mathability and the best placement.

TeacherCollaboration,Professional Learning,Implementation

Tier 1 Evaluate 09/06/2016 09/30/2016 $0 Mr. Hilley,Mrs.Wieland,Mrs. Carter,and Mrs.Savage,Mrs.Zagorski,Mrs.Svanda,Mr. Shank,Mrs.VanHuis,and Mr.Miller.



StaffResponsible

Science in the RealWorld

Teachers will incorporate current science articlesinto their curriculum. Sixth and seventh grade isgoing to use Science World publications, whileeighth grade will use the websitewww.sciencenewsforkids.org to get currentscience articles.


Tier 1 Implement 09/06/2016 06/09/2017 $300 ConnieWarren,BrookeRooks andKellyShumway



Accelerated Reader Students are given individual Accelerated Readergoals that must be met twice each semester. Thegoals are met by reading books and passing ARquizzes.


09/06/2016 06/01/2017 $0 All literatureteachers



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