Improvement Plan Components

2011-2012

Improvement Plan Components:

Program Development

Robbinsdale Elementary School, located at 424 E. Indiana Street in Rapid City, is a school of approximately 430 students. (We also have 30 preschoolers who are not included in our numbers below.) We have 4 sections of K and 1st grade this year. Robbinsdale Elementary has three sections in each of grades 2nd, and 3rd. There are 2 sections in 4th and 5th grades. We house two multi handicapped classrooms, grades K-2 and 3-5. This is our third year of having an integrated District Preschool room. Various support staff, such as Literacy leaders, Mathematics teacher leaders, Reading Recovery, Behavior Specialist, Psychologist, Counselor, Speech Therapist, Special Education Teachers, Standards Support Specialist, Developmental Pre School, Para Professionals, Library, Music, Band, Orchestra, and P.E., also comprise the Robbinsdale faculty. Robbinsdale School’s student profile information is indicated in the table below:

Student Characteristic Percentage/Data Native American 27% White 65% Asian -1% Black 2% Hispanic 5% Special Education 15% Gifted & Talented -1% Migrant 0% LEP 0% Poverty—Free and reduced lunch 63% Mobility rates 8/2/11—10/11/11 Received 163 (38%) new students (including incoming K students) & 98 (22%) students have been out going. (This does not include exiting 5th graders.)

1 Discipline Data See Attachment

The school improvement plan is developed with the input of parents and staff members. The planning team roster includes:

Membership Categories Name of Member Principal Patricia Hamm Standards Support Specialist Sherrill Wolff Special Education Janet Rose Perrenoud Literacy Leader Ramie Krysl Kindergarten Teacher Tia Sparby 3rd Grade Teacher Cecily McMacken 4th Grade Teacher Karen Gilson Math Teacher Leader Peggy Heidgerken District Representative Lisa Plumb Parent Nicole Stien Parent Michele Gabert SST Bob Rose and Helen Usera

Outside Expert ESA 7 Barb Rowenhorst

2 Program Development (continued) Robbinsdale’s vision and purpose was to meet AYP for two consecutive years in order to be removed from school improvement status. This has been our ongoing goal since 2005 and we are pleased to have met our goal this past school year! All stakeholders are aware of our vision and it is articulated through school newsletters and parent letters that reflect where we are in school improvement process. Last year, handbook covers had a report on how we made AYP and what parents could continue to do to support this mission This current year’s handbooks have a special message to parents about how key they are to students being successful in school.

Our Data Team meets on the first and third Wednesdays of each month for ongoing planning and implementation of improvement plans. Input is sought from members of the parent committee as needed. The plan is always available for parent review and feedback. Input and assistance has been provided from personnel from ESA 7, who provides the Rapid City School District with extensive technical support and assistance. ESA has assisted our team during the data analysis process and throughout the developmental stages of the improvement plan.

The aforementioned planning team works with school personnel to analyze our DSTEP data and make adjustments as needed in the categories that we are deficient. This year, for the third year in a row, we were proficient in all categories in reading and in mathematics. We will continue to take input from teachers, specialists, and special areas especially in the areas of math and literacy to finalize our plan to ensure that we continue to meet AYP. Bob Rose, Rapid City Area School’s SST representative, was present at our peer review on October 21st to offer b guidance to our plan.

Robbinsdale Elementary School continues to use the mission statement which was developed several years ago. We also adhere to the district’s mission and vision statements.

The improvement plan is evaluated and revised annually and is written to always cover two years academically. Various assessments guide our program development. Timelines for review are in place and are listed on the Reading and Mathematics Learning Logs for grades K- 5. These logs are reviewed with staff monthly. The Literacy Leaders and Math Teacher Leaders, who receive additional training on a weekly basis, take a leadership role in developing our building literacy and mathematics improvement plans. Grade levels meet with their literacy leader and math leader monthly to discuss progress and concerns. Local formative assessment indicators include CBM’s, text reading levels, letter ID, observation surveys, concepts about print, K-1 and 2-5 writing rubrics, 3rd and 5th grade writing assessments, 2nd grade SAT results, K-2 performance assessments for math (counting, hiding, and grouping 10’s), Dakota Step grades 3-5, DACS and CTB/MARS results, District Multiplication Assessment 3-5. These and other assessments guide our school’s instruction on an ongoing basis. This year we are implementing Data Team meetings for all grade levels. We will focus on power standards in reading and math and follow a regime which will lead us to higher achievement for all students.

Various program documentations are kept on file at the building level, including meeting agendas and outcomes, parent sign in sheets, and a log of program development activities. A sample, which includes a log of improvement activities and a meeting agenda, is included in the plan kept on site. Technical assistance provided by the SEA, LEA, and SST, is also documented in this log.

The state is responsible for communicating and clarifying regulations and expectations, as well as for providing various forms of technical support, including facilitating data retreats, providing School Support Team (SST) assistance, providing Educational Service Agencies (ESAs), and

3 assisting with school improvement plans and strategies to raise student achievement. The state provides funding support for Title I schools. At the district level, support is provided in developing improvement plans and strategies to increase student achievement. Literacy, mathematics, and technology support staff, and training are also provided by the district level. Beginning during the 2004-2005 school year, a Principal on Special Assignment assisted Title I schools with various aspects of the school improvement process. The school is responsible for participating in a data analysis, developing a school improvement plan, participating in the peer review of the school improvement plan, and implementing the plan. The state, district, and school work together in a supportive and helpful manner. Input from parents is sought through word of mouth and parents are invited to review the plan at any time.

On the 2011 Dakota Step, Robbinsdale School met AYP all areas and all subgroups for reading and for math. In reading, 78% of the student body met the proficiency qualifications. In math, we were at 82% proficiency.

4 Comprehensive Needs Assessment

In August 2002 the district began a process whereby achievement data was analyzed in depth. Eight members of our school have attended a two-day training session in August of each year since its implementation in 2002. We continue to facilitate our data at the building level. Our school is using an analysis of this data to set building achievement goals in reading and mathematics. ESEA is currently involved in assisting the Rapid City School District with this process.

Members of the Robbinsdale Building Level Team that participated in the data analysis at the Data Retreat in August of 2011 are: Patricia Hamm, Tia Sparby, Karen Gilson, Cecily McMacken, Sherrill Wolff, Peggy Heidgerken, Ramie Krysl and Janet Rose Perrenoud. Tracy Benson, Kristi Harris and Christina Andersen, were also present at this retreat as they were representatives at Doug Reeves Data Team Conference in Denver during the summer of 2011. Our BLT team is responsible for leading the Collaborative Work Groups through a process of reviewing data, setting measurable goals focused on student results, selecting instructional strategies targeted at specific standards of low student performance, and continuously assessing and refining better ways of teaching the targeted skills by examining student work. The district provides the time for this to occur during professional development days in August, October, December, January, March and May.

This Building Level Team presented Robbinsdale Data to staff on August 25, 2011 and identified targeted standards in reading and math. Further analysis was completed in September at another data retreat day held at Hampton Inn in Rapid City. We chose our lowest standards in both math and reading and looked at the data over a three year time span. During the week of September 26th, grade levels met to delve into the specific standards to develop instructional strategies that will best meet this need. They were also informed of the Data Team process and what needed to be completed by our first Data Team meeting on October 5, 2011 Attached please find specific data in reading and mathematics that indicate our strengths and weaknesses. A brief narrative is attached at the end of this data.

A variety of needs assessments are done on an ongoing basis. Examples of these include: Parent Resource Network parent surveys, staff needs assessments, student surveys, and participation in district curriculum mapping endeavors. Other needs assessments that are given several times a year include: grade level Learning Logs, CBM’s, exit reading levels, letter ID, observation surveys, concepts about print, K-1 and 2-5 writing rubrics, 3rd and 5th grade writing assessment results, K-2 performance assessments for math (counting, hiding, and grouping 10’s), Dakota Step grades 3-5, DACS, and District Multiplication Assessment 3-5. Documentation of these is kept on file at the building level. Our 4th and 5th grade students completed the Consolidated Survey System which included the following surveys: Risky Behavior Survey, Character Education Survey, Healthy Practices Survey and the Safe Schools Survey. These surveys provided feedback regarding student behaviors and perceptions.

5 Robbinsdale Elementary met AYP in reading and in mathematics. We continue to meet AYP in all areas for the third consecutive year.

This fall, we surveyed students and parents through Parent Resource Network. The results of that survey are attached. The staff was also surveyed through a document provided by assistant superintendent, Katie Bray. Results from these surveys will be used to measure our success and identify next steps.

In 2008, Robbinsdale Staff was informally surveyed as to the number of Investigative Math classes they had taken in the last six years. The number was very low. (Five classroom teachers had taken classes that were offered.) All classroom teachers had taken many literacy classes since balanced literacy was introduced in the district several years ago. Upon further discussion with grade level teams, it was determined that we needed to increase our adult learning in the area of inquiry based mathematics instruction.

According to research, adult learning will impact student proficiency in their math and reading skills. Our highly qualified staff participated in math classes to enhance understanding and increase our ability to teach inquiry based mathematics. We wrote a School Improvement Grant 1003g that would provide compensation for teachers upon completion of taking the three specific classes that had been pre selected by our math teacher leaders. Staff have now completed three mathematic graduate classes. (This was part of the above mentioned grant.) The expectation of all new staff is that they will take a literacy or a math class for the first few years of their employment.

Challenges include the achievement gap in literacy and mathematics that exists for students in Special Education and Native American and Economically Disadvantaged subgroups. With constant awareness and introduction of additional strategies to correct this discrepancy, we continue to focus on instruction that is starting to narrow the gap. This is evidenced by all subgroups meeting AYP in reading and math.

Priority needs that arose from the overall examination of data are summarized under our Goals, Objectives and Strategies in the areas of mathematics and reading. Achievement data presented in table format

RCAS District Improvement Audit On the 2006-2007 Dakota STEP, Rapid City Area Schools did not make Adequate Yearly Progress AYP in both reading and math. As a result, the district was in school improvement, Level 3, Corrective Action for math and in Level 1 for reading. From the 2008-2009, DSTEP results, RCAS remained in Level 3, Corrective Action for math and reading. As a result of Level 3 status, the state DPE is responsible for taking at least one corrective action for the district that responds to the academic failure that caused the State to take such action.

Because all districts in District Improvement Level 3 must receive a district audit from the SEA, the SD DOE conducted a district audit for RCAS in December 2007. As a result of the audit, the corrective action option to be implemented by RCAS is Option 2, “Institute and Implement a New Curriculum.” 6 The following summarizes the district’s intentions to satisfy the DOE intervention in the area of math: RCAS will conduct a curriculum audit to review the alignment of the state standards, the curriculum, the accountability system, and professional development. RCAS will provide appropriate professional development to staff for growth and an advanced program in content and methodology, and/or mentoring. RCAS will review curriculum options and develop implementation procedures. RCAS will design assessment procedures for learning addressing the standards; use assessment procedures to inform instruction and respond to student needs.

7 Goals, Objectives, and Strategies

At the elementary level, policies and practices have identified literacy and numeracy as academic priorities to ensure that all student groups become proficient by the end of the 2013-2014 school year. To meet that goal, the following school wide goals have been established for all students:  Reading: 85% of all students will score at or above a proficient level in reading as measured by the Dakota Step Test in the spring 2012.  Math: 85% of all students will score at or above a proficient level in math as measured by the Dakota Step Test in the spring 2012.

We continue to target the subgroups of Native American and Economically Disadvantaged students who did not meet Math AYP on Dakota STEP in 2008. Even though we made AYP in all areas in 2009, 2010, and 2011 and are no longer in school improvement , we continue to monitor all subgroups in reading and math.

Reading and Math Standards for grades 3-5 have been identified as seen below. Grade level Data Teams will meet biweekly and address the following standards that have been designated by RCAS. Grade level DATA TEAMS meet and address focus standards that have been predetermined by the district and by our DSTEP results. All students are tracked according to progress each time DATA TEAMS meet.

Reading instructional strategies are listed below and reflect different strategies teachers use for meeting specific objectives on our data teams and in daily teaching for reading.

INSTRUCTIONAL STRATEGIES: Choose one focus strategy. Reinforcing Effort and Providing Identifying Similarities and Differences Summarizing and Note Taking Recognition Nonlinguistic Representation / Imagery Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Brainstorming Cues, Questions, and Advance Organizers Demonstration Guided Practice Inquiry Instructional Technology Lecture Memorization Presentations/Exhibitions Problem-based Learning Project Design Research Simulation/Role-playing Socratic Seminar Teacher Questions Bloom’s Questioning Work-based Learning

3rd Grade – READING 3.R.5.1 Indicator 5 Standard 1 Students can determine and utilize organizational features of text. 8 Specifically students will learn alphabetical order for nonfiction

3 rd Grade Focus Standards for Math Number Sense Indicator 1: Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level 3.N.1.1. Students are able to place in order and compare whole numbers less than 10,000, using appropriate words and symbols. (Comprehension) Example: Use appropriate symbols (<, >, = ) to compare the numbers. 1,032 □ 923 (Comprehension) 3.N.1.2. Students are able to find multiples of whole numbers 2, 5, and 10. 3.N.1.3. Students are able to name and write fractions from visual representations. Example: What fraction is represented by the shaded portion?

(Knowledge)

• Recognize that fractions and decimals are parts of a whole. √ Compare numerical value of fractions having like denominators. √ Compare decimals expressed as tenths and hundredths.

Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. Bloom’s Taxonomy Standard, Supporting Skills, and Examples Level 3.A.2.1. Students are able to select appropriate relational symbols (<, >, =) to compare numbers. (Comprehension) Examples: Use <, >, or = symbols to compare the numbers. 1) 16 □ 12 2) 92 □ 129 3.A.2.2. Students are able to solve problems involving addition and subtraction of whole numbers. (Application) • Use concrete materials to model and solve equations (hands-on). • Represent given problem situations using diagrams, models, and symbolic expressions.

9 4th Grade – READING 4.R.2.1 Reading for Indicator Comprehension Strategies Analysis Literacy Students can construct meaning from text by applying comprehension strategies.

4th Grade Focus Standards for Math Number Sense Indicator 1: Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. Bloom’s Standard, Supporting Skills, and Examples Taxonomy Level (comprehension) 4.N,1.1 Students are able to read, write, order, and compare numbers from .01 to 1,000,000.  Read and write word names and appropriate symbols in mathematical sentences.  Use expanded form notation (comprehension) 4.N.1.2 Students are able to find multiples of whole numbers through 12.  Factors of the numbers 1-24 (comprehension) 4.N.1.3 Students are able to use a number line to compare numerical value of fractions or mixed numbers (fourths, halves, and thirds).  Identify improper fractions, proper fractions, and mixed numbers.  Demonstrate that a mixed number is a whole number plus a fraction. (application) 4.N.1.4 Students are able to interpret negative integers in temperature.

Algebra Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.

Blooms Standards, Supporting Skills, and Examples Taxonomy (comprehension) 4.A.2.1 Students are able to select appropriate relational symbols (˂, ˃, =) to make number sentences true. Example: Complete the number sentence. 15 + 23 ___ 82-38 (application) 4.A.2.2 Students are able to simplify a two-step equation using whole numbers. Example: Solve for n. 6 + n = 15 + 8

10 5th Grade – READING 5.R.3.3 Reading for Indicator Comprehension Strategies Analysis Literacy Students can identify literary devices within text. Identify figurative language: simile, metaphor, idion, personification, hyperbole. Identify alliteration, onomatopoeia Identify dialogue Identify informal language Identify author’s craft: foreshadowing, flashback.

Math Focus Standards for5th Grade Number Sense Indicator 1: Analyze the structural characteristics of the real number system and its various subsystems. Analyze the concept of value, magnitude, and relative magnitude of real numbers. Bloom’s Standard, Supporting Skills, and Examples Taxonomy Level (comprehension) 5.N,1.1 Students are able to read, write, order, and compare numbers from .001 to 1,000,000,000.  Read and write word names and appropriate symbols in mathematical sentences.  Use expanded form notation (comprehension) 5.N.1.2 Students are able to find prime, composite, and factors of whole numbers from 1 to 50.  Divisibility rules (knowledge) 5.N.1.3 Students are able to identify alternative representations of fractions and decimals involving tenths, fourths, halves and hundredths. (comprehension) 5.N.1.4 Students are able to locate negative integers on a number line. (comprehension) 5.N.1.5 Students are able to determine the squares of numbers 1 – 12.

Algebra Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities. Blooms Standards, Supporting Skills, and Examples Taxonomy (application) 5.A.2.1 Students are able to write one step first degree equations using the set of whole numbers and find a solution. Example: Doris has 10 marbles which is twice the number John has. How many marbles does John have?  Use the understanding that an equality relationship between two quantities remains the same as long as the change is made to both quantities.

The strategies employed at Robbinsdale Elementary School directly address the goals of improving reading and mathematics performance for all subgroups. All strategies are Scientifically Research Based. These strategies include the implementation of district selected curricula aligned with the South Dakota content standards. Classroom teachers, literacy and math teacher leaders, and other identified support staff are responsible for implementing these strategies. Our school improvement planning guides are written for each grade level in reading and math. We use these to guide our instruction and activity throughout the school year. See Planning Guides in hard copy.

After Fall informal assessments were completed in reading and in math, data chats were held by our literacy team and math teacher leaders and the grade level teachers 11 they support. (Grade levels met earlier for a day to go over data with their respective literacy and math coaches. The week of September 26th was set aside for this important work. They discussed assessment data and the strengths and areas of needs of students.) (These were compared with student results of our Dakota Step, Spring 2011.

In the area of mathematics, Robbinsdale School and RCAS implemented Investigative Math Curriculum II. Robbinsdale is involved in the extended PRIME Project, which is a Mathematics and Science Partnership grant aimed at improving the academic achievement of all students. The grant focuses on reducing the achievement gap between Native American and non-Native American students. The project improves the professional capacity of all mathematics teachers in the district in partnership with Black Hills State University, Black Hills Special Services Cooperative/Technology and Innovation in Education. These groups work collaboratively to facilitate this grant which focuses on curriculum implementation and professional development.

Robbinsdale School has two math teacher leaders to assist our faculty with instructional decisions based on the collection of student data. The math teacher leaders also provide peer coaching and the modeling of effective lessons. Math leaders will continue to offer staff development opportunities to provide support with the Investigations Units for teachers K-5 grade.

The district adopted curriculum, “Investigations”, (inquiry based learning), is used building-wide. Additionally, each grade level implements additional mathematics strategies, based on grade level needs and standards. Strategies and timelines are specified. The grade level planning guides are a guide that we use for our instruction and activities for the year.

A comprehensive writing curriculum was revised this year by Robbinsdale Staff. This document uses the new common core writing standards. Each grade level has specific writing standards for each trimester. Grade levels grade the final assessment together. This practice has increased our students writing abilities and has contributed to our success in all other disciplines. (This document was also shared with all other elementary schools in our district.)

Through the use of Grade Level DATA TEAMS, formative assessments in the areas of reading and mathematics will be devised, implemented, and evaluated on a bi weekly basis by the grade level team members. Our focus standards, mentioned above, are taken directly from DSTEP results and indicate the areas that grade will levels will use in creating the data team work. DATA TEAMS meet on the first and third Wednesday of each month, beginning on October 5th.

Dakota STEP, the proposed State Test of Educational Progress, is designed to meet No Child Left Behind requirements. This summative test measures the content standards as a norm-referenced and a standards based test. Student progress is monitored on an ongoing basis by these formative assessments: DACS, examining student work, Running Records, and literacy/math assessment notebooks. Individual student results are shared at parent teacher conferences and via the trimester grade reports. 12 Other strategies addressing both literacy and math include:  Response to Intervention referral process for all grades. (This starts the first week of school.)  Early Intervention in first grade with math and reading recovery.  Special Education Integrated pre-school for ages 3-5.  After school tutoring for students in grades 1-5 in the areas of math and reading as identified on our benchmark formative assessments.

One primary strategy that was added two years ago, was to add graduate classes for all classroom teachers in the area of mathematics in order to increase adult learning and understanding of inquiry math. Most staff members have had 2 or 3 math classes since this was implemented.

The NSDC Standard for Quality Teaching states: Staff development that improves the learning of all students deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards and prepares them to use various types of classroom assessments appropriately.

Our teachers participated in sustained, intellectually rigorous professional learning in regards to mathematics. Teachers experienced appropriate staff development designs to facilitate the desired outcome for students. Research states that teachers’ acquisition of this knowledge can occur relatively simultaneously. Teachers learned new instructional approaches and assessment techniques while they were deepening their understanding of curriculum content.

Coursework for the classes: (Spring of 2009) Understanding Student Thinking in Number and Operations. This course, formerly known as CGI, is designed to assist teachers in using research-based knowledge about children’s mathematical thinking to guide instruction. Participants will learn about a structured framework of mathematics and how children’s thinking evolves through the four operations of addition, subtraction, multiplication, and division. (Summer of 2009) Relearning to Teach Arithmetic: Add., Sub., Mult., and Div. RTA guides teachers to think critically about students’ comprehension of arithmetic. Discussions include teachers’ perspectives on which kind of learning environment best supports students as they build understanding of concepts related to addition, subtraction, multiplication, and division. (Fall of 2009) Foundations and Issues of Mathematics Education. This course will provide an introduction to K-12 mathematics content and process standards, makes the case for using an inquiry-oriented approach in classrooms, and looks at current research.

13 We also provided 8 hours of additional training for our eight paraprofessionals in the areas of mathematics and reading with the monies from our incentive grant. This work was completed during the 2009-2010 school year.

This past year, students were an important part of the tutoring process and thus their own learning. Every year students are required to set goals in reading and in math. They are able to articulate these to anyone who asks.

14 Instruction by Highly Qualified Staff

Instruction at Robbinsdale School is provided by a highly qualified staff of 16 certified classroom teachers and approximately 22 full or part time certified support staff members, all serving in a variety of capacities, including literacy, mathematics, special education, and special areas. The school district actively strives to attract highly qualified staff through a variety of recruiting and job notification options.

Robbinsdale School has nine full and part time paraprofessionals/instructional assistants, all of whom have met the requirements as highly qualified staff described in the No Child Left Behind Act. All assistants are also included in all building level staff development opportunities.

Beginning in 2005, the district initiated a New Teacher Induction Program. On an ongoing basis, sessions are held with all teachers new to the district to support the development of the knowledge and skills needed by teachers to be successful. Sessions include such topics as creating a positive learning environment, classroom management, parent communication, active student engagement, and questioning strategies. This program is designed to span a three-year period. One of the goals of the induction program is to attract and retain highly qualified teachers.

The district has hired a person in the Human Resource Office to review all teacher and paraprofessional files to determine who is highly qualified. Every paraprofessional or certified teacher who applies to the district must meet the highly qualified status in order to be considered and interviewed for a position.

A testing area has been established in the Human Resource Office for candidates who choose to take the Praxis, a competency assessment for teachers and paraprofessionals. At this time, only the Paraprofessional Praxis is available, but teacher candidates will also use the testing station when the Praxis for certified staff is available. The district provides support assisting paraprofessionals in meeting the highly qualified status through testing, tutoring, and assistance with tuition. Paraprofessionals are also included in building level staff development opportunities. Paraprofessionals currently employed have taken the Praxis or have the required number of college credits. 100 % of Robbinsdale’s Title I paraprofessionals providing instructional service are highly qualified. The report from Human Resources indicates that all of Robbinsdale certified staff meets highly qualified requirements.

Highly Qualified Staff-Recruitment Statement: The Rapid City School District attracts highly qualified teachers through a variety of recruiting methods and systematic placement programs. Teachers must pass the “Teacher Insight” to be considered qualified to apply for a teaching position.

15 All paraprofessionals who provide instructional services are qualified and they work under direct supervision of a highly qualified teacher.

16 Professional Development Opportunities for collaboration, continuing education, and professional development are provided through participation in on-site and district professional development options, as well as in local and national conferences and workshops. The (NSDC) National Staff Development Council’s Standards of Staff Development have provided the Robbinsdale staff with a foundation for effective staff development.

As can be seen on our school improvement budget sheet, Robbinsdale Elementary spends close to 80% of our designated budget on Professional Development. This occurs with the purchase of additional literacy and math teacher leaders at our school. We have 2 math teacher leaders who cover three grade levels each. It was our belief that with this added staff, specifically for mathematics, that students would gain the necessary progress in order to be proficient on DSTEP in the spring of 2009. This held to be true as we were proficient in all categories in reading and mathematics again in 2011.

Robbinsdale School functions as a professional learning community, where the environment, or school culture, cultivates mutual cooperation, support, and professional growth. This is fostered through continuous professional dialogue and training. Since the fall of 2003, Robbinsdale staff have studied and implemented instructional strategies recommended by Marzano in his book, Classroom Strategies That Work. In the 2005 – 2006 school year, the Robbinsdale staff studied and implemented instructional strategies recommended by Harvey and Goudvis in their book, Strategies That Work, Teaching Comprehension to Enhance Understanding, and Pinnell and Scharer’s Teaching Comprehension in Reading, Grades K-2. During the 2006-2007 school year, K-2 teachers studied Lucy Calkins’ books, The Nuts and Bolts of Teaching Writing and Launching the Writers Workshop and 3-5 teachers studied Writing Workshop and Teaching the Qualities of Writing both by Ralph Fletcher and JoAnn Portalupi. In addition, a sizeable portion of our Title I budget (15%) is allocated to support professional development initiatives. Teachers attend classes in topics such as literacy development and effective instruction in mathematics. Trainers come in to the school to share their expertise. Teachers also attend conferences to expand their knowledge and skills as they relate to reading and math.

During July of 2011, nine staff members attended DATA TEAM workshop put on by Douglas Reeves in Denver, Colorado. Through this training, we are not implementing grade level data teams that will continue to focus on raising student achievement.

Two certified staff members are currently certified as Math Recovery instructors.

The Robbinsdale staff members meet on an ongoing basis to monitor the progress of students. Each classroom teacher K-5 has a literacy and numeracy teacher that and help with small group instruction. They are also trained to coach teachers in best practice.

Every month, the entire staff engages in at least one staff collaboration meeting addressing building level team initiatives. Whole-Faculty Study Groups are a structure through which teachers meet in small groups for serious conversation about current 17 research findings and research based strategies to increase student critical thinking and reasoning skills. The school improvement plan is the document that drives the process. An evaluation of this process is conducted mid-way through the year and at the end of the year.

Examples of providing ongoing professional development, the goal of which is to increase student achievement in the areas of reading, writing, and mathematics, include:  Literacy Leaders / Math Teacher Leaders  Whole-Faculty Study Groups, PEBC, during the 2010-2011 school year  Training in literacy and mathematics instruction by taking college classes  Attendance at many conferences and workshops  Building level sessions on topics relevant to literacy and mathematics instruction  District level in-services

During the 2002-2003 school year the Rapid City School District began extensive staff development designed to assist schools in learning how to effectively examine assessment results and design improvement plans and strategies. These trainings have been aligned with the National Staff Development Standards and are preparing staff for new levels of accountability required by ESEA (No Child Left Behind).

Beginning with the 2004-2005 school year, members of the Robbinsdale School staff participated in the Inquiry through Action Research and Whole Faculty Study Groups. This allowed for an opportunity for our educators to engage in the action research process of reflective inquiry in order to improve practice and better understand the educational environment. Educators are guided through these phases of inquiry: selecting an area or problem of interest; identifying and collecting data related to this are of interest; analyzing and interpreting the data; and taking action based on this information. Grade level study groups are the structure that provides for exploration of content specific to students’ needs. Building Level Team members lead these sessions.

Our BLT (Building Level Team) consists of 8 members: Patty Hamm, Tia Sparby, Sherrill Wolff, Janet Rose Perrenoud, Karen Gilson, Cecily McMacken, Ramie Krysl,and Peggy Heidgerken. This team meets 5 times a year with other RCAS teams. This team plans for meeting times with the rest of our staff to deliver data and other pertinent information that will help instruction and assessment and standards based reporting.

Upon review of our spring of 2011 Dakota Step results, we have committed to improving our adult learning in inquiry based mathematics and to continue to specifically target the subgroups of Native American, Economically Disadvantaged and Special Education students in order to meet our AYP goals in these areas for the third year in a row.

This year our BLT team will continue to focus on student writing at all grade levels. A thorough curriculum mapping has been done for all the writing standards at each grade level. Assessments for writing are in place.

During 2005-2006, True Colors, a personality inventory was shared with the entire faculty and has definitely enhanced our understanding of each others learning styles 18 and the contributions everyone has to offer. We have also studied collaborative systems and how team learning can be applied to a staff. Robbinsdale staff are well versed in such strategies as the ladder of inference and skillful discussion and dialogue.

Many staff members attended professional development conferences including the Governor’s Conference, Math Recovery Conference, the Native American Conference (annually in Rapid City), and a Reading Recovery Conference in 2007. Also, many Robbinsdale paraprofessionals attended the Autism Workshop offered by RCAS.

All of these professional development experiences support identified goals in reading and mathematics, and enable teachers to implement the strategies and improve their skills in these areas.

A main strategy for professional development that was added in 2008 was graduate classes for all classroom teachers in the area of mathematics.

The NSDC Standard for Quality Teaching states: Staff development that improves the learning of all students deepens educators’ content knowledge, provides them with research-based instructional strategies to assist students in meeting rigorous academic standards and prepares them to use various types of classroom assessments appropriately.

Our teachers participated in sustained, intellectually rigorous professional learning in regards to the area of mathematics.

Coursework for the classes: (Spring of 2009) Understanding Student Thinking in Number and Operations. This course, formerly known as CGI, is designed to assist teachers in using research-based knowledge about children’s mathematical thinking to guide instruction. Participants will learn about a structured framework of mathematics and how children’s thinking evolves through the four operations of addition, subtraction, multiplication, and division. (Summer of 2009) Relearning to Teach Arithmetic: Add., Sub., Mult., and Div. RTA guides teachers to think critically about students’ comprehension of arithmetic. Discussions include teachers’ perspectives on which kind of learning environment best supports students as they build understanding of concepts related to addition, subtraction, multiplication, and division. (Fall of 2009) Foundations and Issues of Mathematics Education. This course will provide an introduction to K-12 mathematics content and process standards, makes the case for using an inquiry-oriented approach in classrooms, and looks at current research.

We provided 8 hours of additional training for our nine paraprofessionals in the area of mathematics and reading pending approval of the above mentioned incentive grant 19 1003g. This training continues to reap rewards for us as our paras work with students and small groups as directed by their supervising teachers.

Teachers took a 1 hour graduate class to facilitate their use of our new promethean boards, which were purchased with either district funds or Title I funds. Every classroom has an interactive white board and teachers use them extensively in their teaching. This class was paid for out of TCAP monies and all Robbinsdale teachers participated and completed the class.

We offer math training for parents at any time. Every January, we hold a math night complete with games and free dinner for families. The purpose is to have training available to parents in math instruction when they play inquiry math games with their students.

Rapid City Area Schools has a New Teacher Induction and Mentoring Program. The mission of this program is to engage, prepare, support, and sustain the continuous development of educators whose knowledge and skills advance student learning. This program has several goals, including supporting the development of the knowledge and skills needed by teachers to be successful, attracting and retaining highly qualified teachers, and improving student performance through training and assistance for new teachers.

The New Teacher Induction Program has several key features. Sessions are held on an ongoing basis during the school year. New teachers are provided with break out sessions, which are designed to meet the needs of diverse learners. Sessions are offered on many topics, such as creating a positive classroom environment, managing difficult and challenging student behaviors, inquiry-based mathematics, technology, literacy development, and instructional strategies. This three- year program provides teachers with a forum for dialogue, inquiry, and reflection. The district provides resource support for the program by paying the new teachers to attend the sessions.

With regard to the district’s mentoring support, the course, Supporting and Mentoring Teachers , is targeted toward those staff in their first or second year of employment. The course provides group mentoring and support around the content of a book study, and is intended to serve as a springboard of discussion regarding effective teaching. An elementary and a secondary course is provided, and first and second year teachers are paid to attend.

20 Parent Involvement and Education

Increased parent involvement is an ongoing goal at Robbinsdale Elementary School. A Parent Involvement Policy and a Parent Compact have been developed and are included in the school handbook. These two items are reviewed annually with parents. The Parent Involvement Policy can be found in the district student handbook.

Parents have an opportunity to be involved in school wide planning and evaluation, and provide feedback each year by completing a survey. Parent-Teacher Conferences are held in the fall and the spring and a Back to School Night is held each August. We invite parents to participate in activities that will help bridge the gap between home and school. Examples of these trainings include the following:

. Math Nights – Robbinsdale offers 2 family nights that explores mathematical concepts through board games. Students are involved in a competition between classrooms with math game participation. Traveling trophies are awarded accordingly every two weeks between K-1, 2-3, and 4-5 classrooms. . Parents were asked at fall conference times to sign a pre-prepared “refrigerator magnet” stating the parent goal of listening to their child read and to set a goal of playing a certain number of math games weekly. . Investigation Math Games sent home weekly for parent participation in reinforcement of math concepts. . Parent Resource Network will offer “Be the Power” for our parents in the fall of 2012. . RCAS School Safety sessions—where parent programs and strategies are offered so that children learn to withstand negative societal pressures. Topics include Conflict Resolution Strategies, Gang Awareness/Resistance Training, and involvement with S.A.V.E. Rapid City groups. . One Open House is held in August. PTA Kickoff is held in conjunction with our open house. . In May a “Celebration of Young Authors” is held to showcase student writing collected throughout the year. (This is attended by over 500 parents, grandparents, friends and neighbors.) . Literacy/Math Day in January is celebrated with standards based activities. . Family Sessions are hosted by the PTA, such as Bingo Night and Pumpkin Decorating. . Native American workshop for grades 4-5 in the spring of 2009. In the fall of 2011 Robbinsdale celebrated Native American Day with an assembly showcasing a drum group and Native American dancers. . Students are encouraged to attend their parent/teacher conference in the fall and the spring. . Six parents and the building principal participated in a family leadership institute offered in November of 2006. This is offered by the Family Resource Network that is currently improving parent involvement in education for all Title 1 Schools in the Rapid City School District. We continue to work closely with PRN (Parent Resource Network) and implemented a new parent, student compact this year with their guidance. Lori Laughlin is our contact person.

21 . The Robbinsdale staff communicates with parents through weekly Tuesday Folder letters, PTA newsletters, monthly copies of the Home-School Connection, and Synre-voice message system. . Parents receive trimester standards based report cards. . Parents are actively involved in the referral of their child to the RTI (Response To Intervention) and Reading/Math Recovery processes. When parents receive assessment results, support and assistance are offered in interpreting results by contacting the school office. Parents are active participants of the Multi-Disciplinary Assessment Team meetings for Special Services. . Several PTA meetings are held each school year. . Community involvement is ongoing in the form of volunteers from the Junior Achievement program and mentors from the Big Brothers/Big Sisters program. . Robbinsdale School is involved in a partnership with Black Hills State University and TIE (Technology and Innovations in Education), which supports our endeavors to integrate technology into curriculum, instruction, and assessment. . Robbinsdale School has a coordinator for the Partnership Rapid City Program, Karen Gilson, that promotes community involvement with our school parents, staff and neighborhood.

22 Transition

To ensure continued, coordinated services for students who approach the age of five, the Rapid City School District and Robbinsdale Elementary have developed plans to assist students and families in the transition from home or preschool settings to the public school kindergarten setting. These coordinated efforts will enable children to function successfully in the school setting.

The Rapid City School District provides services from birth to age five for high-risk children. A child-find procedure has been established to identify those children who qualify. Children with high needs are placed in a developmental preschool. There are two communication preschool classrooms assisting three to five year-olds in speech and language. Rapid City Area Schools offer a Community Preschool Program which is open to all students three to five years of age. These programs are located in four elementary schools throughout the district. Robbinsdale is one of those four identified settings.

To assist transition into kindergarten, the Rapid City District’s Special Services team reviews student profiles with the receiving school’s team. These students are those that have been receiving services through the Birth to Five Year-Old Program or the Speech/Language Program. The district Screening Team also conducts on-site screening each spring for all students who plan to enter kindergarten the next fall. This screening includes the DIAL3 and areas of behavior, motor, concepts, speech articulation, language, vision, and hearing. The district Screening Team reviews this information with parents and the receiving kindergarten teachers.

Head Start students visit the Robbinsdale Elementary kindergarten classrooms each spring. In addition to this one-on-one visitation, all incoming kindergarten students are invited to a Kindergarten Roundup. The parents meet with Literacy Leaders, Math Leaders, School Nurse, classroom teachers, and the principal for orientation. Each student has an opportunity to meet his/her upcoming kindergarten teacher as well as spend about 90 minutes in the new classroom setting.

During the first week of school in the fall, small group sessions are held for kindergarten and first grade students to assist in the transition process. These small groups of students are given the basic assessments for reading and math during this time.

Each spring, the Special Educator and Intervention Strategist from Robbinsdale Elementary meet with the South Middle School’s Learning Center staff to assist with the transitioning of Robbinsdale fifth grade students from elementary school to middle school. Profiles of students who will receive additional services through an IEP, a 504 Plan, or Learning Center are shared with the staff at the receiving schools. These students who exit from fifth grade receive individual transition support at South Middle School. The Robbinsdale Special Educator or Intervention Strategist, the student, the student’s parents, and the middle school team all meet at the receiving school to transfer records, review the student’s file and current levels of performance.

23 To assist all fifth grade students in transitioning to middle school, staff members from South Middle School come to Robbinsdale to present information and answer questions for the students. Additionally, each spring the fifth grade students from Robbinsdale Elementary take a field trip to South Middle School to tour the building, receive information about scheduling and expectations, and to meet other staff members.

All new students who enter first, second, third, fourth, or fifth grades are assisted with the transition to a new school by the Robbinsdale Ambassador’s Club, New Kids Group hosted by our school counselor, individual tours, and a review of existing records to determine the best placement for the student.

New students at Robbinsdale (Grades 2-5) are given an informal assessment in reading, writing and math as soon as they arrive. This allows us to evaluate academic levels and appropriately place students. If new students are already on an IEP, we schedule an MDAT immediately and services continue for them.

24 Monitoring & Support Students at Robbinsdale Elementary who exhibit academic or behavior difficulties receive effective and timely assistance through the RTI (Response to Intervention) model. The assessments used to determine academic progress for individual students include the following:  Curriculum based measurements (CBMs) of oral fluency  Text reading levels and Benchmarking  Letter ID  Observation surveys  Concepts about print (CAP)  Writing assessments  DACS (2010-2011 is the last year for DACS)  Counting & Hiding assessments  Grouping 10s

If a child is below basic in the universal assessment areas outlined above, they may be considered for interventions. The first Tier of RTI commences when the classroom teacher confers with colleagues to determine appropriate interventions. The problem is defined and measurable goals are ascertained for the identified student. Time and duration as well as the person responsible for implementing the plan are specified. The plan may include individual or small group intervention, modification of assignments, extra resources, or whatever is necessary to provide the best possible instruction for the child. The intervention can include parent involvement (i.e. the parent agrees to practice a skill at home). After allowing sufficient time for the interventions to work, the student is reviewed, and:  If the intervention is working, the intervention is continued until the student has reached the predetermined goal and can be successful in the regular curriculum.  If some progress is occurring, but the goal has not yet been reached, the intervention is revised to attain the goal.  If progress is not adequate, the classroom teacher confers again with colleagues to determine whether the interventions should be changed or if additional interventions are necessary. The literacy and math staff are an integral part of these decisions.  If a student cannot meet criteria for success at the first Tier, the classroom teacher refers the student to the building Problem Solving Team (formerly known as TAT) and provides documentation of the interventions that have been tried.

This sets Tier 2 in motion. The Problem Solving Team reviews the documentation, observes the student, and gathers additional data, which includes information from parents. The team brainstorms possible interventions after analyzing assessment results from Tier 1. They develop and implement the intervention plan, which is based on the identified student’s needs and research based strategies. Interventions are delivered in a general education setting while still continuing Tier 1 instruction and intervention. At Tier 2, interventions should be more intense, extended over a longer period of time, include the student’s school history and any medical concerns, and continue to involve the parents. Progress is informally measured one or more times a 25 week. Any requests for assistance are completed at the team meeting or by the General Educator from the supplied documentation. After giving the interventions sufficient time, the Problem Solving Team meets to analyze the student’s progress, review documentation, and determine further actions as follows:  If the student is making adequate progress or has achieved the determined goal, they may decide to continue the current intervention plan and monitor the student periodically.  If the student is not making sufficient progress, they may decide to develop a different plan or modify the one that is in place.  If the team decides that the student’s needs are more than can be met in the regular classroom, they may refer the child to the special education team for consideration of an evaluation for eligibility. (Tier 3)

The Third Tier includes:  Referral to the special education team  Review of the documented data and the recommendations of the Problem Solving Team  Proposal of evaluation components and timelines  Review of evaluation and determination of placement and goals if qualified  Invitation to parents to participate in discussions about the interventions and possible options  Placement on Individual Education Plan (IEP)  Regular progress monitoring to determine effectiveness of IEP goals and objectives  Annual review of IEP  Re-evaluation every three years

If a student does not meet special education eligibility criteria for the state of South Dakota, Tier I and Tier II interventions will continue to support student progress. The Intervention Specialist offers support for these students in reading and math.

In addition, at risk first grade students receive additional support in the form of Reading Recovery. They are selected based on the Individual Observation Survey tasks of Reading Recovery. The lowest scoring students are placed in Reading Recovery for a period of 18-20 weeks. A new student is selected to enter the program as a student exits the program. Those students who exit the program continue to be monitored in the first and second grades to ensure continued strategic reading. Students at Robbinsdale receive more instructional time by utilizing the literacy staff. By adding a second teacher during the literacy time, two certified, trained teachers are working with students during guided reading.

All teachers receive training every fall with RTI. We go over new forms and new information that we have received from the state and from the district special education office. This year the trainings took place on Sept. 26th, 27th and 28th.

26 The following communication forms are used for parents of Robbinsdale students: RTI meetings, Tuesday folders, conferences, phone calls, the district website and Robbinsdale’s web site. Parents are invited and encouraged to come to all meetings that concern their children.

Robbinsdale’s Literacy and Math Planning Guides are revised annually to reflect the analysis of assessment data and input from annual surveys of parents and staff. The individual student assessment portfolios and the Dakota STEP Test results guide our planning for academic development.

27 Fiscal Requirement

Robbinsdale’s School Improvement plan is supported by district, state and Federal funds. Our school receives General Fund, Special Education and Title I dollars to hire staff members to carry out our programming. We have a total of 38 (full or part time) certified staff members funded from these areas.

Our Title I funds are allocated through our district's Director of Federal Programs based on our population of students on free and reduced lunches. We determine a budget utilizing these dollars to fund teaching and paraprofessional positions, staff development, and purchase instructional materials.

Robbinsdale was placed in School Improvement in 2004. In 2006-2007 Robbinsdale Elementary did make AYP in all subgroups in reading and in math. The following year 2007-2008 we did not make AYP and we moved to Level 3 in School Improvement. In the 2008-2009 school year and in the 2009-2010 school year, Robbinsdale made AYP and was removed from the School Improvement list. Robbinsdale met AYP again for the 2010-2011 school year.

Robbinsdale received a Title I budget of $229,900 for the 2011-2012 school year as a resource to assist in the school improvement process. We utilize this budget to assist classroom teachers with any strategies that would improve teacher practices in math and in literacy.

With Title 1 monies we have one more .5 literacy teachers and two math teacher leaders. We fund a full-time planning room supervisor (paraprofessional) who monitors academic and behavior concerns of all Robbinsdale students. The specific focus has been to improve instruction and to improve learning in all academic disciplines for all students. A copy of Title I budget is available in the hard copy of this plan.

Since 2006, our school has received 17 promethean boards which were placed in all elementary classrooms K-5 and in our Standard Support Specialist room. The first three were purchased with district monies through technology. Last year Robbinsdale purchased another 14 out of Title monies to provide one interactive board per classroom.

Teachers took a 1 hour graduate class to facilitate their use of our new promethean boards, which were purchased with either district funds or Title I funds. Every classroom has an interactive white board and teachers use them extensively in their teaching. This class was paid for out of TCAP monies and all Robbinsdale teachers participated.

Another professional practice at Robbinsdale is our Building Leadership Team whose members coordinate a review of the data to determine areas of improvements according to state standards. We then work with staff to develop school-wide goals to address the areas of concern and develop programming/strategies to meet student needs. Throughout the year we assess student progress of our goals, discuss student work/understanding of standards and make changes as necessary to improve what we do. 28 At Robbinsdale, we have bi monthly data team meetings and professional development opportunities as stated above. Data Team results are reviewed during our inservice days staff development meeting.

Robbinsdale Elementary goes beyond the 10% set aside funds for professional development. Two math teacher leaders serve as coaches and professional developers for all of our teachers, providing on the job coaching in the classrooms and after school sessions with individuals and/or small groups in the inquiry-based approach to teaching math. Inquiry mathematics is a research based approach that is effective for all students. In addition to these two salaries, $20/hour additional pay is provided from our Title I funds for teachers to take classes in math taught by Black Hills State University staff or the Rapid City math coordinators. Math conferences are also supported for our teaching staff. One of our Math Teacher Leaders is also a Math Recovery teacher, spending a majority of her time working with our K-2 staff and students to effectively implement the inquiry based math methodology and Math Recovery Strategies.

Grade level teachers meet 3-4 times a year to review standards work in literacy and to give teachers time to grade our trimester writing assessments. Substitutes are provided so teachers can collaborate and work together.

RCAS has made available an amount equal to 20 percent of its Title I Part A allocation to provide public school choice related transportation and supplemental services. A letter was sent home in September to inform parents of this opportunity. We have designated one staff member to follow up with these services.

The district has assisted Robbinsdale by purchasing new Inquiry Based Math materials. This is our fifth year of implementing this curriculum. RCAS offers math classes throughout the school year which teachers have the opportunity to take.

Site based management continues to be implemented at Robbinsdale Elementary and supported by the district.

29 Ongoing Program Development

This 2-year plan will be evaluated each fall, after receiving the Dakota Step assessment data and revising the plan based on current data. The LEA will approve our plan in November following the peer review, and will monitor its implementation on an ongoing basis. Monitoring the implementation of the plan is done through meetings periodically held with the Title I director and the Director of Staff Development to discuss updates and revisions needed. Ongoing monitoring is conducted through the BLT process. Major components of the plan are communicated with parents via letters/newsletters. Periodic reviews and revisions are included with the school’s documentation log.

At a district wide peer review on October 21, 2011, Robbinsdale articulated and received feedback on Planning Guides in small groups. These were presented to staff in January and represented a version of our school improvement that can be easily accessed. This is an ongoing process as we focus on different standards and goals for reading and math based on our DSTEP scores.

We will submit our final school improvement plan on October 28, 2011. Most of this plan has already been implemented for this school year, but will be revised if deemed necessary by the review board.

30 Robbinsdale Elementary Log of Activities

2011-2012

Event Date Attendees Agenda/Outcomes Doug Reeves, DATA July 26-28 Nine Robbinsdale Learn about Data Teams and TEAMS Staff members how to implement bi weekly at our school. Admin. Retreat Aug 8-9 Administration Review / preparation Title I Assessment August 19th Admin. Compile and review assessments BLT August 22 BLT members Set annual goals, assessment calendar and BLT day Dr. Mitchell August 24th Back to School Sets directions and Speech expectations BLT Robbinsdale Staff August 25th Staff members DATA Teams Open House August 25th Staff, parents, Welcome and open house students First Day of School August 29th Students / Staff Opening Day of School

Truancy meeting Sept. 2 Admin. Review truancy policy Starbase meeting Sept. 2nd 5th Grades Welcome to Starbase Teach of year Recogn. Sept. 6th All staff Recognition of Teachers of Distinction BLT/Results Up Sept 7th BLT/Results Up Continue work on Data Team Meeting Teams Discrimination/Harass Sept. 12th School Admin. Review policies ment Training Truancy Meeting with September Principal, Clerk and Visit with 9 parents regarding State’s Attorney Office 13th representative from their child’s truancy issues. SA office. Admin. Meeting Sept. 24th Administrators Achievement meeting Staff Meeting Sept. 14th Staff Review Data Teams and do Data Team presentation with CARDS Admin. Student / Sept. 14th Principals Student Achievement achievement Meeting Direction PRN Meeting Sept. 8th Lori Laughlin Discuss needs of school with Patty Hamm PRN BLT Meeting Sept. 19th BLT and Results Up Direction and Implementation Susie Roth of DATA TEAMS Designated Contact Sept 19th Cornelison, JRP Designated contact person and PHamm training Curriculum Days Sept. 26, 28, Grade Level Teams Curriculum and cross grade 30 MRL and LL level articulation meetings 31 Meeting with Susan October 3rd Nolan, Shaw, Discussion of all the things Nolan and Jim Shaw Hamm, that are happening in RCAS RosePerrenoud schools today. OSLAT Testing October 4th 4th graders Gifted testing for identified 4th graders

ADCO October 5th Principals Student Achievement and monthly meeting Character Counts October 5th District students and Kick off Character Counts Luncheon school personnel DATA TEAM October 5th Robbinsdale 1st Data Team Chats to teachers identify students and their ability in literacy or math 300th STARBASE October 6th Kjerstad’s 5th grade Celebration of the 300th Graduation class graduating class from Starbase. Native American October 6th Student body Native American drum group Assembly and dancers performed for Robbinsdale students. Youth Day October 7th 4th grade students Students attended Native American youth day at CC PLANNING GUIDES October 7th Patty Hamm Planning guides due to Lisa Plumb’s office. Native American Day October 10th Inservice Day October 11th Robbinsdale faculty Child advocate; data teams Math CCSS 1st grade October 14th 1st grade teachers CCSS review in mathematics for district first grade teachers. Wellness Fair October 19th All staff Wellness check/flu shots DATA TEAM October 19th Certified Staff Bimonthly meeting to check on our data team progress Conferences October 20th Parents, staff and Conferences students Peer Review October 21st District Annual Peer review of SI administrators plans Instructional Council October 25th Instructional Council Review district instructional initiatives Oyate’ October 26th Staff/students Monthly student recognition assembly Literacy Learning Lab October 26th Ms. Andersen’s first Learning Lab at Robbinsdale grade class and for literacy with district staff. district teachers Picture Retakes October 27th Students Picture Retakes Electronic copy of SI October 28th Patty Hamm Submit Robbinsdale School Plan Improvement Plan Pumpkin Night October 28th Parents, students, Annual fall pumpkin painting staff night.

32 SCHOOL IMPROVEMENT PLANNING FRAMEWORK

Robbinsdale Elementary

RCAS District

GRADE SPAN: Pre-5th ENROLLMENT: 461 DISTRICT SCHOOL IMPROVEMENT COORDINATOR: NAME: Lisa Plumb ADDRESS: 300 6th St, Rapid City, SD 57701 PHONE: 605-394-6892 FAX: 605-394-2271 E-MAIL: [email protected]

PLANNING TEAM: DIST. REP: Dr. Roth PRINCIPAL: Patricia Hamm TITLE I: Ramie Krysl TITLE I: Peggy Heidgerken PARENT: Christina Andersen TEACHER: Tia Sparby COMMUNITY: Kelly Thomas TEACHER: Tracy Benson SSS: Sherrill Wolff TEACHER: Karen Gilson INTERVENTION Janet Rose Perrenoud SST: Bob Rose STRATEGIST:

PLEASE LIST ANY SCHOOL REFORM INITIATIVES YOUR SCHOOL HAS PARTICIPATED IN DURING THE PAST FIVE YEARS (ex: Reading Enhancement): INITIATIVE FIRST YEAR OF HAS THE ADMINISTRATION INVOLVEMENT CHANGED SINCE TRAINING? (TRAINING) Investigative Math 2004-2005 No

Learning Logs 2005-2006 No

Multiple Math Teacher Leaders 2006-2007 No

33 School Improvement Plan Requirements Requirement Plan Page Component #

200.41 School improvement plan. (a)(1) develop or revise a school improvement plan for approval by the Ongoing LEA Program Development 3 (a)(2) The school must consult with parents, school staff, the LEA, and Program 3 outside experts Development (b) The school improvement plan must cover a 2-year period. Ongoing Program Development 3 (c) The school improvement plan must-- (c)(1) Specify the responsibilities of the school, the LEA, and the SEA Program Development 3 (c)(2)(i) Incorporate strategies, grounded in scientifically based research, Goals, (ii) May include a strategy for implementing a comprehensive school Objectives, 8-11 reform model Strategies (c)(3) Adopt policies and practices most likely to ensure that all student Goals, 12 groups will meet the State’s proficient level of achievement Objectives, Strategies (c)(4) Establish measurable goals that—-(i) Address the specific reasons Goals, for the school’s failure to make adequate progress; and (ii) Promote, for Objectives, each group of students continuous and substantial progress that ensures that 8-14 all these groups meet the State’s annual measurable objectives Strategies (c)(5) Provide an assurance that the school will spend not less than Professional 10 percent of its Title I Part A allocation for the purpose of providing high- Development quality professional development that- (i) Directly addresses the academic achievement problem that caused the school to be identified for improvement; (ii) Is provided in a manner that affords increased opportunity for participating in that professional development; and (iii) Incorporates teacher mentoring activities or programs 16 (c)(6) Specify how the 10% set-aside funds will be used to remove the Professional school from school improvement status Development NA (c)(7) Describe how the school will provide written notice about the school Parent NA improvement identification to parents Involvement (c)(8) Include strategies to promote effective parental involvement Parent Involvement 20-21 (c)(9) Incorporate activities during any extension of the school day Goals/Obj/.Strategies NA