School Improvement Plan Ottawa Elementary School

School Improvement Plan

Ottawa Elementary School

Buchanan Community Schools

Stacey Denison 109 OTTAWA ST BUCHANAN, MI 49107-1136

Document Generated On December 17, 2020 TABLE OF CONTENTS

Introduction 1

Improvement Plan Assurance

Introduction 3

Improvement Plan Assurance 4

Title I Schoolwide Diagnostic

Introduction 6

Component 1: Comprehensive Needs Assessment 7

Component 2: Schoolwide Reform Strategies 27

Component 3: Instruction by Highly Qualified Staff 42

Component 4: Strategies to Attract Highly Qualified Teachers 43

Component 5: High Quality and Ongoing Professional Development 46

Component 6: Strategies to Increase Parental Involvement 53

Component 7: Preschool Transition Strategies 61

Component 8: Teacher Participation in Making Assessment Decisions 64

Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards 66

Component 10: Coordination and Integration of Federal, State and Local Programs and Resources 70

Evaluation: 76 Ottawa School SI plan 2017-2020

Overview 81

Goals Summary 82 Goal 1: All Ottawa School students will be proficient readers and writers on the M-STEP ELA assessment. 83 Goal 2: All Ottawa School students will be proficient on the M-Step science assessment. 93 Goal 3: All Ottawa School students will be proficient on the M-STEP social studies assessment. 98 Goal 4: All Ottawa School students will be proficient on the M-STEP math assessment. 104

Activity Summary by Funding Source 112

School Improvement Plan Ottawa Elementary School

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 Plan Ottawa Elementary School

Improvement Plan Assurance

School Improvement Plan Ottawa Elementary School

Introduction

During the 2019-2020 school year, schools will have two options for Goals and Plans. 1. Update Goals and Plans, if necessary, based on analysis of data and Program Evaluation; 2. Complete and upload the Abbreviated Goals and Plans template into ASSIST, based on analysis of data and Program Evaluation.

School Improvement Plan Ottawa Elementary School

Improvement Plan Assurance

Label Assurance Response Comment Attachment 1. Which option was chosen for Goals and Plans? Goals and See Goals and Plans in ASSIST Plans in ASSIST

School Improvement Plan Ottawa Elementary School

Title I Schoolwide Diagnostic

School Improvement Plan Ottawa Elementary School

Introduction

This diagnostic tool is aligned to requirements for Title I Schoolwide schools. The Comprehensive Needs Assessment must be completed prior to creating a new plan or annually updating an existing school improvement plan. Use the results of the Comprehensive Needs Assessment to develop Goals/Objectives/Strategies and Activities. Ensure that the Comprehensive Needs Assessment addresses all four types of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents; student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of migratory children as defined in Title I, Part C, Section 1309(2).

School Improvement Plan Ottawa Elementary School

Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment process conducted?

The comprehensive needs assessment process consisted of digging deeper into all four data areas. Process data : Data analysis is a process of inspecting, cleansing, transforming, and modeling data with the goal of discovering useful information, suggesting conclusions, and supporting educational decision-making. Design, implementation, and evaluation were SI areas for discussion with parents as well as the parent involvement component of the SI plan and the school/parent compact. PTO meetings are scheduled monthly at night for parent input. General parent input is solicited at the beginning of those PTO meetings throughout the year. Staff members provide presentations for discussion on specific parts of the plan, the school data analysis profile (including appropriate demographic, academic, perception and/or process data), the school process review, use of Title 1 funds, etc. Since then we have solicited parents input in a similar fashion through the Ottawa School Title 1 Parent Involvement Survey. In analyzing the process we use we follow this procedure: Diagnose. The school improvement process begins with a meaningful academic, demographic, and perception needs assessment -- a systematic process for understanding the underlying school- and district-based causes of under performance. Plan. The school works to develop strategies to address the challenges identified in the needs assessment. There is a single improvement plan that specifies the actions the school will take, what kinds of supports and resources (if any) the school needs, and who will do what. Benchmarks are set for how much improvement the school expects to see each year. Implement. The school implements the strategies in the improvement plan, with ongoing support from the district. Monitor. The school and district monitors the progress the school is making using the benchmarks set out in the school's improvement plan.

Initially, the entire staff, acting as our "School Improvement Team as a whole", broke up into multi-grade level teams (including special education and activities teachers). Each team was assigned a strand of the Ottawa School Systems Review to review, discuss and develop comments. As each team completed their strand, the strand was sent on to the next team to add additional comments until every team worked on every strand. Upon completion of this process, the Team completed the Advanced-Ed Process Rubric. The final result was reported out to the entire staff. After that initial work, goals were set to improve areas were we were only partially implemented at Ottawa School. Since then the SI team reviews our progress and determines if we are in the fully implemented mode now and then the school systems review is revised for that year.

Achievement data: We collect information about Ottawa School students in a systematic way to determine those failing, at-risk for failing, or those needing acceleration support. Data is gathered to determine where all students are performing and then analyzed as to where they need to be, relative to the State of Michigan standards at each grade level. Eligible students especially noted include those who received Head Start, GSRP preschool, and/or Special Education services in the past as well as those who continue to struggle academically in the four core content areas. Brigance testing information is collected on all kindergarteners at the beginning on the school year for baseline information. This achievement data is analyzed to denote trends by grade level, core content area, and subgroups of the student population. Causes for trends are noted to determine if there is a system or whole school problem requiring district intervention in the purchase of materials, curriculum mapping or alignment to ensure standards are in place at the proper grade levels and that the staff has received comprehensive professional development in teaching the required curriculum. Information in MiSchooldata is used extensively.

School Improvement Plan Ottawa Elementary School

Surveys are administered to students, parents, and staff to solicit their input. Their needs are incorporated into the SI plan by the team. Some needs are directed to the staff involved in a specific area like transportation, etc.

Demographic data: The Si team analyzes the district's historical educational perspectives, enrollment, attendance (staff, students and principal), behavior, staff and principal experience and knowledge, etc. as found in MiSchooldata. Reasons for trends are discussed and if possible interventions within our control are included in the SI plan.

2. What were the results of the comprehensive needs assessment process? What information was concluded as a result of analyzing perception, student achievement, school programs/process, and demographic data?

The results and conclusions of the comprehensive needs assessment were: DEMOGRAPHIC DATA: ENROLLMENT results: The challenges of student enrollment (declining and consolidation of buildings) on staffing include the following: 117 K students in 2015-16 became 121 1st graders in 2016-17 for a gain of 4 students. 111 K students in 2016-17 became 119 1st graders in 2017-18 for a gain of 8 students. Buchanan is a Promise community (beginning with the graduation class of 2017) which will hopefully bring and retain more students in the district's schools. Promise programs seek to transform communities by making a long term investment in education through place based scholarships. They work to expand access to and ensure success in higher education, deepen the college going culture in both the K-12 system and community as a whole, and support local community economic development. Students may receive up to $2500/year for four years, for a maximum of $10,000. Graduates who have attended school in the Buchanan District and lived in the district for a minimum of four years receive a scholarship equal to 70 percent of the grant, with a sliding scale for those in between. This will grow our system in the future. ENROLLMENT conclusions: More families have a parent who is incarcerated and there are more who cannot volunteer due to poor background checks. We must better support the emotional and economic needs of these families. These children are more susceptible to frequent moves when there is no steady household income. How do we attract families that are less mobile so the budget can be less volatile from year to year? Transportation is a higher portion of the budget also. It is difficult to cut bus runs since the same area still has to be covered in a timely manner. Parents are complaining about the lack of door to door pick-up for their children which necessitates driving a PreK -K student to a bus stop and waiting there with them until the bus comes before and after school as required by MI law. No safe sheltered places for students to wait for the bus. Parents want service and do not feel they are getting it. Implementation of all day kindergarten cut transportation costs at noon also. Transportation to center based programs are increasing especially when students are at different beginning and ending times in the same district and have to be transported separately since the receiving district does not offer child care when students arrive early. Data costs are quadruple what they had been before testing and data demands increased resulting in more instructional time dedicated to the assessments, increased monies spent on assessment instruments and protocol purchases, etc. More kids in a class means more time needed to assess and enter scores into the data warehouse by one teacher. Substitutes are needed to cover classes during testing. Testing instruments still need to be available and replaced as updated despite declining enrollment. Costs for data warehousing are enormous also. Some on line assessments are assessed by building size. When the breakdown is such that the school's numbers just barely put the school in a higher level, costs are greater and school income from MDE does not match. No well paying jobs in Buchanan just fast food, gas stations, etc. Hard to raise a family on an income that is just minimum wage. Businesses are cutting hours so they do not have to pay for insurance. Parents are in survival mood.

School Improvement Plan Ottawa Elementary School

People are leaving Michigan not just transferring to another nearby community to find employment. Town taxes are high. Lack of affordable housing...many families double up (now homeless). Some move from others' residences several times during the year. Homeless transportation costs and arrangements are extensive in some cases. Becoming a PROMISE community has shown sales of homes in a matter of weeks not years now.

ATTENDANCE results: Chronically absent is defined here as > 10 absences for the year. 2015-16 there were 74 students who were chronically absent in K and 1st grade overall attendance rate was 95.61% In 2016-17 there were 20 students who were chronically absent in K -1st grade. The improvement is primarily due to the hiring of a family liaison who made numerous calls to parents to inquire about their child's absence. Rides, clothing etc. are offered. Overall attendance rate was 94.9%. In 2017-18 there were 25 students who were chronically absent in K and 1st grade overall attendance rate was ATTENDANCE conclusions: Lack of sufficient resources to families in crisis...counseling, monetary, housing, etc. Parents are in survival mode! Lack of affordable housing...many families double up (now homeless). Some move from others' residences several times during the year. Chaos means no school sometimes! CPS involved with several families. Families take vacations during the days school is in session due to cheaper rates and times the parents can get off work. Some SOC parents choose not to bring their child to school if they are low on funds and/or oversleep. Also more likely to skip on delayed start days as well as scheduled half days especially with preschool having only 1/2 day sessions. Also preschool kids missed more if an older sibling was ill, the parent kept the preschool student home also as it was "only" for 1/2 day. Parents oversleep thus children are late for school...even ones within walking distance. Sometimes they don't attend at all as their child may be embarrassed to walk in to their class late.

Parents regard missing school in preschool-1st grade as no big deal regardless of the fact they are learning poor work habits for life. Lice issues in families are not addressed properly by the significant adults in their lives so the children get them again and again. The school did provide many supplies (lice products, laundromat gift certificates, etc.) to families with lice infestations multiple times in the year or with multiple family members. Now the only laundromat in town has closed! Weather conditions that parents deem unsafe cause them to keep the child at home rather than wait for the bus in the pouring rain or bitter cold.

BEHAVIOR results: The majority of students being suspended have a pattern of defiance behavior (hurting others, refusing to work, disrespectful to the teacher, screaming for long periods of time (more than 30 minutes)and other out-of-control actions such as destroying school and/or classmates' personal property). Most are not at grade level standards with their work. At home they are primarily punished with corporal punishment. Parents often ignore bad behavior so there is not an argument and they can continue to do what they want...texting! Parents attending conferences have the same problems at home. When offered some parenting support many parents do not follow-through. BEHAVIOR conclusions: Building relationships does but it is a very long process for students who do not trust adults. One student went to half days and is repeating kindergarten as he had an August 31 birthday. Another was placed on medication which dramatically improved his ability to learn and stay on task. The third student was voluntarily removed from school by the parent as she sought additional support from the mental health community but he never returned! Two more students had successful BIP's.

TEACHER/LEADER results: The principal taught for 16 years before becoming an administrator. She has been an administrator for 2 years. Attends all PD staff attends. Belongs to these organizations and subscribes to their journals to be shared with staff:

School Improvement Plan Ottawa Elementary School

ASCD Association for Supervision and Curriculum Development MEMSPA-Elementary Elementary Middle School Principals Association

The number of years of teaching experience of teachers at Ottawa School and the impact of that spread of experience is: (includes art, music, media, speech therapist, and physical education specialists shared with Moccasin School ) 0-3=3 4-8 =4 9-15 years=6 >15 years =4 Now with the emphasis on test scores there is an even greater need for staff to explore and move out of their comfort zones to reach all kids...with at least 80% of the students achieving at benchmark regardless of their circumstances which is not occurring in any core content area. Some are not regularly planning small group targeted instruction and looking at data with their grade level peers on a weekly basis which affects the fidelity and integrity of the core Tier 1 instruction in all areas. The K staff is the most coherent and effective in their Tier 1 work. TEACHER/LEADER conclusions: The PD days when students were in attendance amounted to 5 partial days for each staff member K and 1st grade!!! These were 5 days of 3 hour RtI data digging. These PD days plus additional days for testing and other conferences as well as illness absences and personal business days added up to 224.5 days or almost 15 full or half days per staff member. Lowest was 2 days not in attendance for personal/illness and the highest was 27 (some full and some partial days) plus she had all the shared 1/2 sub days for PD as well as testing days and days for conference attendance for a total of 21 days!! Some staff members have elementary age children (10) and their spouses do not have sick days to stay with the children when they are sick. Additionally they have no family members living close by or child care workers who will take children who are ill. Students needing consistent, constant structured routines support are harmed by frequent absences by their teacher. We also generate teacher absences by conducting professional development activities during class time. The district tends to see the cost these absences as lower than the cost of lengthening teachers' contract year with a proportional increase in salary. However this is a false dichotomy as the substitute teachers only provide crowd control or child care services when the teacher doesn't allow them to continue lessons or teach new topics and instead the sub does mostly review work, movies, or game playing reviews. Or even worse when the teacher has no lesson plans at all! Though rare, these things do happen.

PROCESS/PROGRAM results: Strands that are strengths (full implementation) in the Ottawa School Systems Review are: 2. B. Curriculum: Coherence Instructional staff engages in regular discussions of student learning expectations both horizontally (with colleagues in their grades or subjects) and vertically (across grades.) 1. E. Instruction: Learning Environment Classroom management, use of space, procedures, and scheduling ensure the maximum amount of time for learning. School and classroom behavioral expectations are communicated to staff, students and families and are enforced consistently to support student success. 2. F Instruction: Reflection Educators collaborate to review, reflect on, and refine their instructional practice based on multiple assessments, such as formative and/or benchmark assessments, observations, and student work. Educators reflect on the effectiveness of the instructional design, appropriateness of resources, and use of research-based strategies and make necessary modifications.

School Improvement Plan Ottawa Elementary School

Feedback from adults and students is solicited and reflected upon in order to improve the learning environment to support student success. 3. H Assessment: Shared understanding All instructional staff can communicate the appropriate purposes and uses of assessment. Assessment results are shared and discussed with staff in a timely manner and useful format. Reports of student data are communicated to students and parents in a manner that they can understand. 4. I Assessment: Data Analysis and Decision-making Instructional staff uses an intentional, structured process to use academic and non-academic data to inform instructional decisions. Instructional staff uses a combination of student achievement, demographic, process and perception data over time to make informed instructional decisions to meet individual student needs. Instructional staff collaboratively analyzes assessment data to reach a shared understanding and make changes to instructional practice. Assessment data are used to place students, monitor progress and drive timely interventions. 6. J Assessment: Student Involvement in the Assessment Process Students learn to track and use their own achievement data and related feedback to monitor, evaluate, and reflect on how to improve their own performance. 7. K Instructional Leadership: A Vision for Learning The vision is understood and supported by students, staff, families, and community members. 6. L Instructional Leadership: Guidance and Support for Teaching and Learning The improvement process needed to achieve the vision, mission and goals is facilitated by school leaders. School leaders are knowledgeable about Michigan's standards and the implications for teaching and learning. School leaders are knowledgeable about research in the areas of curriculum, instruction and assessment practices. School leaders identify, support and facilitate professional learning to develop the capacity for all instructional staff to fully understand the curriculum content, research-based instructional practices and quality assessment practices. School leaders monitor and provide feedback within the school, and to the district, about the implementation of curriculum, assessment, and instructional practices. 6. M Instructional Leadership: Results-focused School leaders use data and research to drive decisions and measure progress toward school improvement goals. Multiple sources of data are used by school leaders to monitor and evaluate programs and practices for effectiveness. School leaders use data to hold themselves and others accountable for progress. School leaders support the process/system that allows teams to delve into the implications of data. School leaders guide and facilitate a well-defined process to periodically collect, analyze, review and report the results of student assessments. 7. N A Culture for Learning: Safe and Supportive Environment School leaders work to intentionally develop relationships that model respect, trust, collaboration and high expectations for all. School leaders and staff collaboratively create a safe and supportive learning environment through established safety and behavior expectations for staff and students. Staff models a healthy school climate, including social, emotional, and physical health that is desired for students. Students in crisis, students at risk of dropping out, and others who require intensive assistance are identified and linked to appropriate support in a timely manner. Positive risk-taking by staff and students to achieve established goals is modeled and supported by school leaders. 8. O A Culture for Learning: Shared Leadership for Learning Leadership teams are committed to improving student learning and implementing the mission and goals of the school through on-going inquiry and reflection. All staff have the opportunity for leadership roles within the school. Potential successors for leadership positions are identified and provided on-going learning opportunities to advance their leadership skills as

School Improvement Plan Ottawa Elementary School

grade level chairs, vertical team members for the district. Opportunities are provided for students, family and community members to develop leadership capacity and assume leadership responsibilities. 9. P Organizational Management: Communications Systems School leaders plan, implement, and continuously improve communication systems to inform, engage, and gather input from students, instructional staff, families and the community. School leaders utilize a variety of appropriate communication tools and approaches. School leaders implement communication systems to address diversity in language and culture. The concerns, requests, and needs of stakeholders are addressed by school leaders in a timely and professional manner. 10. R Organizational Management: Resource Allocation Multiple sources of data are used by school leaders to prioritize resource allocations. Working within district guidelines, school administrators identify, assign, promote and retain those with qualifications and proven results in serving the school's mission. School leaders seek, coordinate, and intentionally use resources (e.g., budget, staff, time) that align with and support the school improvement plan. Students with high needs are a priority when budget and resource allocation decisions are made. School leaders ensure on-going communication between the school and district, as well as within the school, regarding the need, availability and allocation of resources. 11. S Professional Learning Culture: Collaborative Teams A collaborative culture exists in which instructional staff supports each other through feedback and coaching to implement new learning to increase student achievement. Structures and systems are in place for collaborative planning time for learning teams. Teams utilize protocols and collaboration time effectively. 12. T Professional Learning Culture: Collective Responsibility Instructional staff teams and individuals take active roles in creating and leading professional learning. Instructional staff holds one another accountable for implementing what is learned from professional learning. Instructional staff holds one another accountable for the improved student performance that should result from the implementation of professional learning. 11. W Communication: Approaches and Tools School leadership monitors and evaluates the effectiveness of its communication strategies. 13. X Communication: Cultural Responsiveness The school arranges flexible meetings and formats to address family and community needs. School communications and activities are responsive to families' varied ability levels, schedules, diversity in language, socioeconomic status, cultural traditions, non-traditional configurations and belief systems.

Challenges at partial alignment: 1. A. Curriculum: Alignment The school's enacted curriculum is aligned to the district's intended curriculum to ensure vertical and horizontal alignment by grade levels and courses. Curriculum documents include guidelines for accommodations and modifications for all learners. 3. C. Instruction: Instructional Design Instruction is designed to incorporate appropriate formative and summative assessments, research-based practices and rigorous thinking. Instruction is designed to utilize multiple resources, appropriate technology integration, and areas of student interest to enhance instruction. 4. D. Instruction: Effective Instructional Practice

School Improvement Plan Ottawa Elementary School

Instructional delivery incorporates a variety of research-based instructional practices that are implemented and monitored for fidelity and effectiveness. Instruction ensures that students are engaged in applications and transfer of their learning beyond the classroom. 5. G. Assessment: Assessment System The school implements a balanced assessment system and ensures that summative and on-going formative assessments are aligned to curriculum and instruction. Classroom assessments are aligned to the depth of knowledge required to demonstrate proficiency with standards 8. Q Organizational Management: Intentional Practices There is a building-wide decision-making process with protocols that is shared and understood by stakeholders. 9. U Professional Learning System: Purposeful Planning Professional learning is designed to be continuous, job-embedded, and aligned with adult learning theory. Professional learning is designed to include a process to monitor and evaluate implementation and impact. 10. V Professional Learning System: Impact of Professional Learning School leaders monitor the extent to which professional learning impacts adult instructional practices. Sufficient resources exist to ensure fidelity of implementation of the professional learning. 12. Y Engagement: Learning Opportunities Families, students and community members actively participate as integral members of the school improvement process. Families and community members participate actively on committees to provide input on decisions that support student success. 13. Z Engagement: Partnerships Families and community members are involved in the development of the district and school-level parent involvement plans.

PROCESS/PROGRAM conclusions: 1. Curriculum - Vertical discussions within and between all preK-1st grades in all subject areas continued this year during Ottawa staff meetings along with that which occurs at the district vertical team meetings. Because the district curriculum documents do not include guidelines for accommodations and modifications for learners it is up to the individual teacher to gather resources and strategies other than what is in Curriculum Crafter which is not always a "go-to" document for staff when they are planning lessons. 2. Instruction-Lack of formative assessments used by all that are research and evidence based requiring rigorous thinking. A comprehensive coordination of technology and student interests is lacking in the curriculum implementation design. Student interests are not specifically addressed in each subject area. Hence low fidelity and integrity cross curriculum grade levels K-1 though work continues in this area. Learning not at the higher thinking levels (DOK Depth of Knowledge) in most cases. Interventions in all core areas for all students are not in place. Transition times interfere with max time on task. 3. Assessment-Are they truly all aligned to curriculum and instruction? Just because the resources publisher says yes does not make it so. We are not sure we are requiring the appropriate DOK (Depth of Knowledge) proficiency on all tasks. Students are tracking their own learning data to self improve their performances in reading during their progress monitoring. 4. Instructional Leadership-The mission statement for the school is now posted on the school magnet that goes home in the fall as well as the outside of the building for community and family awareness . 5. Organizational Management-The written building-wide protocol to be used in decision-making was used. 6. Professional Learning System-PD design is not continuous or aligned to adult learning theory. Most of the time PD is job-embedded but that is requiring much time out of classrooms during the instructional day. Lots of time spent on completing MDE reports such as the system review, SI plan, audits, etc. PD is monitored and evaluated but not for long term impact on student learning or impacts on adult instructional practices. Lack of fidelity of implementation control on PD offerings. Preschool and sped staff members (6) were able to select their own PD this year as the district PD was not totally relevant to them on NWEA, Delta math, ELA and math mapping/pacing guides. These staff members felt the experience was much more related to their instructional needs. Collecting and coordinating all this paperwork (minutes and evaluations of the PD) takes more time.

School Improvement Plan Ottawa Elementary School

7. Communication-Communication strategies are evaluated for effectiveness on a less than adequate basis. Social media (Class Messenger) used to the extent possible so parents are receiving the type of communication that is best for them to enable them to assist their children. Separate flyers used for special events. 8. Engagement-Community and families need to be more integrated into the decisions for student success and the SI plan development. Hard to get participants. PTO meetings are also used to refine the parent involvement plan as well as the parent/student/school compact which was revised this year.

PERCEPTION DATA: STUDENT results: Strengths: Kindergarten 1. My teacher wants me to learn. 96% up from 95% last year 4. I learn new things in school. 96% up from 93% last year!! 9. My family knows how I do on my schoolwork. 84% up from 76% last year!!! 1st grade: 1. My teacher wants me to learn. 99% up from 97% last year 2. My teacher is fair to me 90% up from 89% last year 3. My teacher wants me to do my best. 99% up from 98% last year 4. I learn new things at school. 96% up from 93% last year 7. When they can, my family likes to come to my school. 70% up from 63% last year!!!! Stayed the same: Kindergarten: 16. I enjoyed switching classrooms for WIN same as last year 79% I drank more water at school this year 72% I learned about healthy things on our morning announcements 88% 1st grade: I drank more water at school this year 72% I learned about healthy things on our morning announcements 94% Challenges: Kindergarten: 2. My teacher is fair to me. 85% last year and 73% this year!!! 3. My teacher wants me to do my best. 93% down from 94% last year 5. My teacher makes me think. 90% down from 92% last year 6. I know what to do every day in school. 84% down from 86% last year 8. Other teachers know me. 90% down from 95% last year First grade: 5. My teacher makes me think. 88% down from 93% last year 6. I know what to do every day in school. 84% down from 90% last year STUDENT conclusions: 1. When there are school PTO meetings, conferences or even fun events, family life may be hectic due to multiple activities and conflicting schedules, sick extended family members, etc. Therefore if parents complain they can't come to school or the child is upset the parent can't come the "likes to come to school" item may reflect this. 2. When they can, my family likes to come to my school was impacted by the fact the family can't come due to transportation issues, other children needing child care, and employment at the time an event occurs. Still low despite the rewording in 2016 (67%K and 70%1st)

School Improvement Plan Ottawa Elementary School

Parents may have been unsuccessful students themselves so dread coming to school so need to offer fun stress free times! 3. Using a computer to learn at school becomes compromised by the slow connectivity and limited access to computers (4 per class and a once a week 50 minute media class). Building is being recabled this summer so that will help immensely. We also received two Chrome carts at the end of the year! K is 67% here but 1st went up to 79% from 66%! 4. How can we make the teacher switching for WIN easier on the students? Why don't they like it?

PARENT results from online surveys: Strengths (combined score 75% or higher SA and A): Purpose and direction 1. Our school's mission statement is clearly focused on student success. 2. Our school's mission statement is formally reviewed and revised with involvement from parents. 3. Our school has established goals and a plan for improving student learning Governance and Leadership 6. Our school has high expectations for students in all classes. 7. Our school shares responsibility for student learning with its stakeholders (parents, teachers, staff, etc.). 8. Our school communicates effectively about the school's goals and activities. 9. Our school provides opportunities for parents, teachers, staff, etc. to be involved in the school. Teaching and assessing for learning 10. My child's teacher(s) provide an equitable curriculum that meets his/her learning needs. 11. My child's teacher gives work that challenges my child. 12. My child's teacher uses a variety of teaching strategies and learning activities. 13. My child's teacher meets his/her learning needs by individualizing instruction. 14. My child's teacher works as part of a grade level team to help my child learn. 15. My child's teacher helps me understand my child's progress. 16. My child's teacher keeps me informed regularly of how my child is being graded. 17. My child's teacher reports on my child's progress in easy to understand language. 18. My child sees a relationship between what is being taught and his/her everyday life. 19. My child knows the expectations for learning in all classes. 20. My child has at least one adult advocate in the school besides his/her teacher. 21. My child is given multiple assessments to measure his/her understanding of what was taught. 22. My child has access to up-to-date computers and other technology to help with learning. 23. My child has access to support services based on his/her identified needs. Resources and support systems 24. Our school provides qualified staff members to support students learning. 25. Our school provides an adequate supply of learning resources that are current and in good condition. 26. Our school provides a safe learning environment. 27. Our school provides students with access to a variety of information resources to support their learning. 28. Our school provides excellent support services (e.g., counseling, speech/language, special education classes, etc.). 10% were neutral here though 29. Our school provides opportunities for students to participate in activities that interest them. 30. Our school ensures that the facilities support student learning. 31. Our school ensures the effective use of financial resources. 18.9% were neutral here though 32. Our school ensures that instructional time is protected and interruptions are minimized Using results for continuous improvement

School Improvement Plan Ottawa Elementary School

33. Our school ensures that all staff members monitor and report the achievement of school goals 34. . My child is prepared for success in the next school year. 35. My child has administrators and teachers that monitor and inform me of his/her learning progress. 42. My child and I are both aware of the "Growing Little Bucks" list for school expectations B=Be responsible U=Understand and use learning C=Creative Thinkers and Problem Solvers K=Kind to others S=Self-reliant

What do you like best about our school? none (7) The teachers and staff are excellent. They make learning fun and exciting for their students! Small town feeling, I know my kid is safe when she is at school. I love knowing my children are being taught at a pace that is needed for them. Staff is friendly and great. The teachers, staff, and principal That everyone is happy and ready to help I like that everyone feels welcomed. that teachers are there because they want to be not because they have to be. I like how involved the principal is with every student and that I always feel welcome when I walk in. Teachers are there to help if needed That my child not only has a teacher that cares for him and helps with needs but also teachers that they don't have care just as much All the adults love all the kids. Every kid is known and held accountable more appropriately when the adults know the kids. The teachers. Mrs. Seddon and Mrs. Traeger were great teachers to my child. Staff is amazing The staff! The sports teams My child has an excellent pool of adults at Ottawa to look up to and learn from A+ staffing and environment. Family away from family I like that there was more than one teacher in the classroom to help the kids with learning new things. That teachers are open and understanding to the situations at home. Knowledgeable and kind staff Mrs. Hurd How well the staff works as a team very loving environment Everything! There is absolutely nothing that I do not love about Buchanan School Systems. I tell people I would drive a long distance if that means my child gets to attend such a great district. By the way, Every person I talk to says I have heard nothing but great things. Every time I'm at the school all staff are interactive with the children and friendly. Every staff member knows kids individually. Kids are safe, loved, and challenged. The teachers taking such an awesome approach to get to know my child and his needs. great teachers and staff The additional activities like Prime Time, Mother-Son Date Night, Father Daughter Dance and Field Day. These have been wonderful opportunities to be involved with our children-meet other kids+families. We also appreciate the Watch Dog program. Everyone is willing to help and do whatever that needs to be done for the successes of the child. It's a family.

Concerns (below 75% SA and A) Governance and Leadership

School Improvement Plan Ottawa Elementary School

4. Our district's school board operates responsibly and functions effectively. 72.9% and 18.9% neutral 5. Our district's school board does not interfere with the operation or leadership of our school. 54.7% and 37.8% neutral

What do you like least about our school? none (15) Nothing at this time. I haven't had a problem. I don't like that my son still comes home saying he's being kicked and hit at recess and when i ask him if he makes sure an adult knows he says he gets told to stop tattling. nothing none listed I can't think of anything I don't like. I wish there were better security and deterrents to keep "crazy" people out. I also wish there were more training for teachers in case of an emergency situation. I was a bit shaken when my kindergartner explained the schools "lockdown" procedure. N/A Bullying it seems to take forever to get issues fixed but was relieved when it finally was. Sad it took so long for them to have a great school year. The math work. "Common Core" makes it more difficult for kids to learn. Lunch room Bus times to and from are unpredictable, but expected. I am not bothered by this. Too many days served with chicken that people in the leadership try to tell us as parents what we should or shouldn't do with our children Tech improvement The fact that we do not have a full time counselor or behavioral interventionist too many days with chicken being served for lunch Can't believe this is a question. Great place of Education great staff, volunteers, etc. Minimal racial diversity Not having a good/easy way to contact the teacher All the half days. They are difficult with our work schedules. No summer school this year

What is one suggestion you would like to offer to improve our school? none (19) nothing (2) Nothing at this time. We are happy with the school! more science none listed I think the teachers and all the staff do an outstanding job! The teacher was great in helping and with ideas. For some children like mine they benefit more from social skills class than intervention. I have asked my child about each and can only tell me about social skills. More invitations to join at the school even if you aren't involved in the PTO. Get the lunchroom under control N/A I spent much time mulling this question over and I can't think of anything. Everyone in the BCS should be very proud-You are all amazing and

School Improvement Plan Ottawa Elementary School

do great things for these kids! Offer pizza more often or more than chicken Not have an opinionated principal but let the parents be parents and the teachers teach Student pick-up/Drop off offer more chicken Keep loving all the children and providing a great learning place. We love Mrs. Murphy, everyone @ Ottawa. We will miss you all greatly. Since we came into the school 1/2 way through the year we may have missed this but an email for parents to have direct access to the teacher.

Additional questions to parents: School culture and climate 36. I have concerns regarding inappropriate student language at school. 54% were neutral or not applicable here 2.7% agreed 37. I have concerns regarding student damage to or theft of personal property at school. 45.9% were neutral or not applicable here 5.4% agreed 38. I have concerns about student cliques (students excluding other students) at school. 43.2% were neutral or not applicable here 13.5% agreed 39. I have concerns about students physically hurting other students at school. 51.4% were neutral or not applicable here 10.8% agreed 40. I have concerns about students threatening or bullying other students. 40.5% were neutral or not applicable here 16.2% agreed 41. I have concerns about students picking on other students (harassing, name calling, teasing). 43.2% were neutral or not applicable here 21.6% agreed Parent conclusions: We need to investigate the culture concerns noted by parents.

STAFF results (SA strongly agree) Edustaff did not do a survey of the principal with the staff in 2017-18 so the results from the previous year will stand as follows: Highly effective or effective by 12 professional staff as indicated below: 1. My principal communicates with staff regularly and keeps us well informed. 6 SA 4A 2. My principal sets high expectations for the students 5SA 6A 3. My principal sets high expectations for staff. 6SA 5A 4. My principal offers deserved praise and criticism. 6SA 5A 5. My principal is knowledgeable of current educational methods and issues. 7SA 5A 6. My principal values student achievement data, shares data with teachers, and uses it to guide important decisions. 7SA 4A 7. My principal is respected by parents. 4SA 6A 8. My principal is respected by students. 8SA 3A 9. My principal is highly visible to students. 9SA 3A 10. My principal sets clear goals and helps us work to achieve those goals as a team. 3SA 7A 11. My Principal has helped implement and train staff using the Thoughtful Classroom Rubric. 6SA 6A 12. My principal supports me as a professional. 9SA 2A 13. My principal completes timely evaluations and provides meaningful feedback which aids my growth as a professional. 5SA 5A 14. My principal works well with her support team (office staff and other professional support staff). 6SA 3A 15. My principal is a positive role model. 4SA 6A 16. My principal is accessible and approachable. 5SA 4A Lowest areas (ones with any neutral or disagree) per 12 professional staff surveys:

School Improvement Plan Ottawa Elementary School

1. My principal promotes a positive culture in our building. I neutral and 1 disagree 2. My principal is consistent in dealing with students. 1 neutral and 3 disagree 3. My principal is consistent in dealing with staff. 1 neutral 4 disagree 4. My principal handles student discipline fairly and effectively. 4 neutral 2 disagree 5. My principal is accessible and approachable. 1 neutral and 1 disagree 6. My principal fosters collaboration with our staff. 1 neutral 1 disagree 7. My principal communicates with staff regularly and keeps us well informed. 1 neutral 1 disagree STAFF conclusions: 1.Principal will continue to work hard to be more consistent day to day and within a day this year especially when in dealing with staff and students as well as their discipline ( fair and effective). Will brainstorm with SI team to garner some ideas and make a plan.

ACHIEVEMENT results: 3RD GRADE READING/WRITING GROUP DATA from Moccasin School results: ELA scores include reading, writing, listening, and research/inquiry now READING AND WRITNG strengths: 2016-17 M-STEP 3rd grade ELA scores greater than the state (44.1%) or Buchanan average(37.2%) None in any area

READING AND WRITING challenges: 2016-17 M-STEP ELA 3rd grade scores lower than Buchanan's average of 37.2% (dropped from 38.6%) and the state 44.1% (dropped from 46%) ELA scores include reading, writing, listening, and research/inquiry now Buchanan's overall ELA lower than the state overall by 6.9% Black 25% (4 students) Hispanic 33.3% (3 students) 2 or more races 20% (10 students) Female (41.3%) Male 34.3% EDD 26.2% SWD 12.5% (16 students) All claims dropped from last year at State and district levels Claim for adequate progress For 2015-16: 2014-15 2015-16 2016-17

State Buchanan State Buchanan State Buchanan Reading 74.9 71.3 26.2 22.8 Writing 73.1 64.3 22.1 16.7 Listening 84.5 80.9 20.2 13.2 Research/Inquiry 78.9 77.4 25.7 16.7

3rd grade reading: MTSS (RtI) did not start in 2nd grade for 2011-12 until the 2nd semester. K-PALS had never been used with all those 2nd grade students when they were in Kindergarten. 2014-15 marked the 1st year the 3rd grade children (including all the new ones from the closing of Galien) have been all 3 years of the K-2 grade level center with all their teachers collaborating each year at each grade level. 2016-17 M-STEP (includes reading, writing, listening, research/inquiry)

School Improvement Plan Ottawa Elementary School

Level 1 Advanced 20.4% Level 2 Proficient 16.8% Level 3 Partially Proficient 31.9% Level 4 Not proficient 31% K DiBELS NEXTscore higher than last year and hit the 80% mark. 1st grade DIBELS NEXT scores improved from last year PSi remained the same. Special education students are still struggling despite the use of Orton Gillingham, the 95% group materials, directed drill instruction, etc. Very poor visual and auditory memory skills.

WRITING results from local prompts aligned with the pacing of the MAISA units. NARRATIVE WRITING: Kindergarten Strength: Students understood they needed to write across the pages and asked for 3 pages of paper for beginning, middle and end Weakness: Handwriting and spacing for some classrooms and drawings and coloring is very immature; Still working on eliminating random capitals in writing First grade: Strength: Students seem to have a better attitude about writing and wilingness to write. They are using the word wall as a resource. Weakness: Lots of students have very poor handwriting this year and we are going to need to spend a lot of time working on handwriting and mechanics/conventions (in particular punctuation). OPINION WRITING: Kindergarten Strength: Students are writing a lot more, it is easier to read, sounding out words and writing letters, and writing more sight words accurately, using spacing Weakness: Students need work on writing more than one sentence about their opinion, giving the reason for their opinion. First grade Strength: Students are able to state their opinion and use at least one reason in their writing. Some are beginning to use transition words for more than one reason (also, another, finally). Weakness: Students need to work on conventions, in particular, capitalization and punctuation. Handwriting needs work as their letters are "floating" and mixing in capitals with lowercase. INFORMATIONAL WRITING: Kindergarten: Strength: Students are writing sentences. Using more sight words, stories are making sense (can read their writing), students are writing on topic, more detailed pictures Weakness: Most students are still not using punctuation and capital letter at beginning of sentence First grade: Strength: Students used facts and most stated their subject/topic in the first sentence. They wrote more volume across several pages. Word wall words spelled correctly and good use of phonetic spelling. Students seemed to struggle less with this prompt than the other prompts. Weakness: Most students did not write a closing sentence. Students have very poor handwriting and still are inconsistent with conventions (punctuation and capitalization).

MATH M-STEP 3rd grade MATH results strengths: State 46.8% Buchanan 49.6% We are above the state average now!! Scores above the Buchanan 49.6% and/or state 46.8% averages

School Improvement Plan Ottawa Elementary School

Black: 50% (4 students) Female 52.2% male 47.8% White 52.1% Challenges: Level 1 Advanced 17.7% Level 2 Proficient 31.9% Level 3 Partially proficient 27.4% Level 4 Not Proficient 23% For 2015-16: Math communicating and reasoning Big drop from 2014-15 year for both State 26.4% from 83.4% Buchanan dropped to 24.3% from 84.2% Math concepts and procedures Big drop from 2014-15 for both State 29.4% from 68.4% Buchanan 27.8% from 70.2% Math problem solving/modeling and data analysis Big drop from 2014-15 for both State 26.3% from 75.2% Buchanan 15.7% from 74.6%. Buchanan versus State gap is larger also here.

Subgroups below the state and Buchanan averages: Hispanic 33.3% (3 students) 2 or more races: 30% (10 students) EDD 37.7% SWD 18.8% 3rd grade math: Curriculum was not aligned in 2011-12, teachers were spread out among the 3 elementary schools instead of at a grade level center. Everyone was doing their own thing. Just began the GO MATH series from Houghton Mifflin in 2014-15 K-5. We finished aligning our curriculum with the power standards last year. Additionally mapping and pacing at K and 1st grade was completed. Moccasin/Ottawa target math score for 2016-17 was 57.96% so at 49.6% we fell 8.36% short of the goal. Not bad!!

SCIENCE-results M-STEP 4th grade Science Now given in 4th grade...was 5th grade in 2013-14. Strengths: Buchanan up from 2.2%(2015-16) to 13.8% but State down from 14.7% (2015-16)) to 14.6% Subgroups above the state (14.6%) and/or Buchanan (13.8%) averages White 15.5% Male 14.8% SWD 14.3% (7 students) Buchanan 4th grade M-STEP 13.8% Level 1 Advanced 5% Level 2 Proficient 9.8% Level 3 Partially Proficient 38.4% Level 4 Not Proficient 50.0% Challenges: Subgroup lower scores: Asian 0% (1 student) Black 0% (6 students) 2 or more races 11.1% (9 students) Male 13.5%

School Improvement Plan Ottawa Elementary School

EDD 8.6% ELL 0.0% (2 students) SWD 8.3% (12 students) 5th grade M-STEP scores were hurt by the move from 6th to 5th grade Overall 15.4% Level 1 Advanced .9 % Level 2 Proficient 14.8 % Level 3 Partially proficient 59.1% Level 4 Not proficient 25.2% MS/Ottawa target score was 56.07% which we missed by 40.67%!!

ACHIEVEMENT conclusions for all areas...Strengthen Tier 1!!!! Challenges: ELA-reading and writing summary 1. Work to address the needs of EVERY sub-category of students. Continue to work on our core instruction in all areas because as the core is perfected scores will go up. As those scores have mostly declined it stands to reason that subgroups will decline. Assure Tier 1 classroom instruction meets the needs of 80% of the students as evidenced by much improved M-STEP scores. a. Providing time for grade level and cross grade level teams to work together frequently to improve written curriculum, instruction and assessment match! Began in the spring staff meetings. Confer with Moccasin staff also. b. Have grade and cross grade level PLC's analyze assessment results to target areas of weaknesses in curriculum alignment, and pacing guides, etc. Do more thoroughly in math, science, and social studies. c. K-12 vertical team and improved support to Ottawa's representatives on the team. Continue to have a rep on the vertical team from each grade level in each of the cores. 2. more time on task. Reduce transition times. 3. Better data analysis of the NWEA MAP testing data to more accurately pinpoint reading skill deficits 4. Need to find time to practice handwriting in a packed academic day. Poor fine motor as kids are on electronic devices and not coloring anymore!

MATH summary 1. Work to address the needs of EVERY sub-category of students. Continue to work on our core instruction in math because as the core is perfected scores will go up. Assure Tier 1 classroom instruction meets the needs of 80% of the students as evidenced by much improved M- STEP scores. a. Providing time for grade level and cross grade level teams to work together frequently in math to improve written curriculum, instruction and assessment fidelity. b. Have grade and cross grade level PLC's analyze assessment results to target areas of weaknesses in curriculum alignment, etc. Confer with Moccasin staff also. c. Better coordinated curriculum directives from the math K-12 vertical team and improved support to Ottawa's representatives on the team. Continue to have a math rep on the vertical team from each grade level for better communication. 2. Improve classroom management strategies so there is more time on task. Improve transitions 3. Implement the intervention group materials. 4. Better data analysis of the Delta math screening test results and the NWEA MAP testing data to more accurately pinpoint math skill deficits.

SCIENCE summary

School Improvement Plan Ottawa Elementary School

1. Work to address the needs of every sub-category of students. Continue to work on our core instruction in science because as the core is perfected scores will go up. a. Providing time for grade level and cross grade level teams to work together frequently in science to improve written curriculum, instruction and assessment fidelity. b. Have grade and cross grade level PLC's analyze assessment results to target areas of weaknesses in curriculum alignment to instruction and assessments, etc. Confer with Moccasin staff also. c. Better coordinated curriculum directives from the science K-12 vertical team and improved support to Ottawa's representatives on the team. Have a science rep on the vertical team from each grade level for better communication. This was achieved this year by a reorganization of the reps on all core teams from Ottawa. 2. Improve classroom management strategies so there is more time on task. Tighten transitions! 3. Have staff attend PD with the Battle Creek life science curriculum and assessments as they are revised to STEM at MDE. Physical PD (KPNG Motion: Pushes & Pulls and 1PNG Waves: Light & Sound) were completed fall 2016. Earth units PD were completed fall 2017 (KENG weather and climate and 1ENG Space systems: Patterns and cycle. Life science will be completed fall of 2018 for KLNG Plants and animals live here and 1LNG Plants and animal traits.

SOCIAL STUDIES summary 1. Work to address the needs of EVERY sub-category of students. Continue to work on our core instruction in social studies because as the core is perfected scores will go up. Assure Tier 1 classroom instruction meets the needs of 80% of the students as evidenced by much improved M-STEP scores. a. Providing time for grade level and cross grade level teams to work together frequently in social studies to improve written curriculum, instruction and assessment fidelity. b. Have grade and cross grade level PLC's analyze assessment results to target areas of weaknesses in curriculum alignment, etc. Confer with Moccasin and MS staffs also. c. Better coordinated curriculum directives from the social studies K-12 vertical team and improved support to Ottawa's representatives on the team. Continue to have a rep from each grade level to improve communication from the team. 2. Improve classroom management strategies so there is more time on task. Tighten transition times! 3. Once approved by the state of Michigan conduct a review comparison between the old social studies GLCE's and the new ones modeled after the C3 (College, Career, and Civic Life) Framework for Social Studies. Additionally the review of materials purchased in the past for K and 1st grade were primarily toys and puzzles. Still need upgraded resources in the area.

3. How are the school goals connected to priority needs and the needs assessment process? It is clear that a detailed analysis of multiple types of data was conducted to select the goals.

The goals are connected to the needs assessment and priority needs for Ottawa School in these ways: As we looked at the over arching challenges cited in our comprehensive needs assessment it was clear that: 1. We need more collaboration time to analyze student outcome data, develop a stronger professional learning community, and develop/implement effective interventions, that will improve academic achievement. Academic achievement in the core Tier 1 in all 4 areas must go up. Subgroups of racial groupings, EDD, gender, and SWD need to be targeted for achievement growth also. 2. We also need to continue to enhance staff skills at using and analyzing formative and summative assessment data to drive instruction and improve academic achievement. We need to seriously attack the Tier 1 instruction in each core area given that scores are not at the 80% level thus the fidelity and integrity of our teaching strategies and practice are in question. 3. We must address the technical quality of our data as it relates to fidelity, integrity and comparability. We need to implement a stronger

School Improvement Plan Ottawa Elementary School

technology infrastructure to better support our goals, objectives, strategies,and actions included in our SIP. Teachers now have new Chromebook computers that can be used in instruction to improve academic achievement. We continued NWEA MAP this year in K and 1st grade as well as Delta Math. Need time to dig into this additional data.. Two of these sets are on carts to be used in the classrooms.

4. How do the goals address the needs of the whole school population? How is special recognition paid to meeting the needs of children who are disadvantaged?

The goals address the academic achievement needs for Ottawa's whole school population as well as those children who are disadvantaged in this manner: In all core areas, the whole school population's achievement need is great as are the needs of the disadvantaged children in most of the subgroups. Goals for the whole school population: M-STEP data is analyzed to denote trends by grade level, core content area, item analysis and subgroups of the student population in the upper grades at Moccasin (3rd grade ELA and math, 4th grade science) and the Middle School (5th grade social studies). Causes for trends are noted to determine if there is a system or whole school population problem requiring Tier 1 MTSS improvements in the curriculum alignment, skill emphasis, and/or the provision of more targeted materials to ensure GLCE's or CCSS's are taught with fidelity and instructional integrity at each grade level. The staff must be adequately trained to teach the core through comprehensive professional development. Because the overall M-STEP scores in each core area are not at 80%, there is concern about the core offerings in each area which must be addressed through on-going, intensive staff PD to provide better strategies and actions in Tier 1. Goals for those that are disadvantaged as in subgroups EDD, SWD, gender, racial groupings, etc. are part of the Ottawa's MTSS. For subgroups to improve academic achievements, the core instruction must also improve in each core content area. All students are assessed for continuous progress and provided appropriate interventions. All children receive ELA MTSS strategic services in Tier 2 based upon the scores in their PASI, PSI, DIBELS NEXT testing. Those chosen for Tier 3 intensive services are identified using staff/grade level team analysis of multiple data sources (listed below). Those students who are most at-risk of not achieving expectations qualify for support. A learning gap between those at-risk and the other students greater than 10% is considered significant. Especially targeted is the bottom 30% in each core area. Multiple data sources used for consideration of Tier 3 intensive services are:

Title I Selection Process for Ottawa School Kindergarten and 1st grade in 2017-18 is: ELA Teacher - Review the DIBELS NEXT results - Develop a list of the students in the intensive and strategic categories (bottom 30%) - Review the end of year MAP/NWEA test RIT score - Review the local assessment test data and cross reference - Make a recommendation to the grade level team

Grade Level Teams - Review and analyze the list of potential students from teachers in their grade level - Compile of list of students, based on the data from the above listed tests - Prioritized list of students that need services will be given to the Interventionist

Interventionist

School Improvement Plan Ottawa Elementary School

- Give teachers referral form to complete and return to the Interventionist - Administer the 95% Group PASI or PSI test - Note the bottom 30% (intensive and strategic categories) and give list to grade level staff to review and make final decisions - Fill out a parent letter for each student on their caseload.

MATH Teacher - Review the end of year MAP/NWEA test RIT score - Review the Delta Math scores at the three assessment times during the year - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30%

Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload

SCIENCE Teacher - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30%

Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload.

SOCIAL STUDIES Teacher - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30%

School Improvement Plan Ottawa Elementary School

Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload.

School Improvement Plan Ottawa Elementary School

Component 2: Schoolwide Reform Strategies

1. Describe the strategies in the schoolwide plan which focus on helping ALL students reach the State's standards.

Strategies in Ottawa's school wide plan that focus on assisting all students to reach the State's standards are: 1. K-2 Literacy coach supports classroom teachers' efforts to provide timely and effective instruction in literacy. This includes assistance in monitoring student progress, guiding data analysis meetings, and modeling teaching. Classroom teachers and Literacy Coach meet to improve whole class core curriculum strategies. Regular meetings focus on reading data and instructional strategies among and between grade levels and the literacy coach. Continued classroom targeted literacy use of the 95% group program based on PASI or PSI testing incorporates the 95% group materials, Intensive Phonics, HM Early Success or Soar to Success programs, Road to the Code, Starfall, RAZ KIDS and READING A-Z, as needed. 2. Use of the NWEA MAP ELA and Math assessments provide the K and 1st grade classroom teachers with timely, useful data to develop and drive the core instructional strategies for all students. Additional information is gleaned from the Delta Math Screener. NWEA PD was updated in 2017-18. 3. Daily 5 and CAFE workshops for improving instructional management expertise to enhance academic engagement especially in literacy areas. Meetings of those who are implementing Daily 5 and CAFE are conducted with teacher access as a member to the Two Sisters video site. A few staff members use the Pensieve data collection system for data collection on all students which they use to plan Tier 1 class instruction. For 2017-18 we added additional phonemic awareness materials in preK-1st grade based on our analysis of the data: Literacy Resources, Inc. (LRI) Phonemic Awareness: The Skills That They Need to Help Them Succeed! by Michael Heggerty, Ed.D. as well as a Listening skills program. 4. Provide on-going, sustained, high quality PD that is aligned to the school goals and comprehensive needs assessment. - Developing the PLC structure (team leaders, group dynamics, etc.) for staff, grade levels, and SI teams. - Discussing and improving behavioral protocols building and district wide thus enhancing the school climate and culture. Refine the color and reporting system to parents. Silver and gold were deleted and are up for review next year in the fall when we begin our school-wide Michigan's Integrated Behavior and Learning Support Initiative PBIS training. - Discussing and improving the instruction of common behavioral expectations for all students. Developing and refining positive behavior supports for students. Implementing a modified life skills class based on teacher concerns and tying the concepts to mentor texts. Hire a counselor to co-teach the Lifeskills classes with staff. - Assisting teachers to further develop their skills in collaboration to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent Tier 1 instruction and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement. - Continuing to receive PD on the implementation of MAISA writing instructional units for narrative, informational, and opinion writing from the Berrien RESA ELA early literacy consultant and use district resources to purchase mentor texts etc. Provide time for grade level teams to unpack the MAISA units and improve their implementation in the classroom. - Continued differentiated instructional strategies for below, on, and above benchmark level learners in their small group work. - One kindergarten teacher uses Unlocking the Reading Code: Rewiring the Brain to Accelerate Learning (neuroplasticity) in Tier 1 literacy classes. She shares her instructional expertise in those strategies with other teachers for their Tier 1 literacy instruction as needed. - The Unified Arts team will continue to provide extension activities that connect their classes to the core content curriculum as an additional support to those students. who learn differently. - Training from the literacy coach as needed. - Continue the book study and lesson presentations from Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction SY 2019-2020 Page 27 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

for Grades Pre K-2 (Volume I) (2nd Edition) (Teaching Student-Centered Mathematics Series) as needed by grade level. -Align the newly revised MC3 social studies curriculum for comparisons with current curriculum and needs for resources in the future once it is adopted by the State of Michigan B of E. Train the trainers model through Berrien RESA. 5. Anti-Bullying/Positive Behavior Support-Provide assistance through refining anti bullying practices (McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Continue to revise building wide expectations as needed and bullying rubrics to meet student needs. Implement Michigan's Integrated Behavior and Learning Support Initiative (MIBLSI) program as we were selected as part of the new pilot project. 6. Parent Liaison enlists parental involvement in students' educational programs; work with parents in identifying and achieving goals; facilitate positive parent, school and student relationships; and ensure open and effective communication between home, school and community. 7. Berrien RESA math specialist worked with K/1st classroom teachers in their use of math CCSS's to guide instruction and to focus staff on researched/evidenced based power standards for teaching and learning. Work on aligning curriculum and mapping/pacing the standards work was completed in 2016-17. Continue to help staff review these aligned assessments to CCSS's, review and analyze NWEA MAP Math, Delta math and district assessment math data. Refine the implemented of the Tier 1 Go Math program to ensure fidelity and integrity across and within grade levels. Fully implement Daily 3 math classroom management system. 8. Support of the K-12 vertical teams and their responsibilities for monitoring district assessments, assuring curriculum is aligned, monitoring resources, and making suggestions for professional development based on Ottawa's SI Plan. Special attention to supporting the Ottawa School vertical team representatives for ELA, math, science, and social studies. 9. Bee Binders sent home daily with all students for feedback to parents on behavior and learning. Align information included in classroom newsletters or separate handouts: suggestions and learning strategies for home support in the general curriculum for their children. 10. District web site offers the common core curriculum standards, benchmarks, or grade level expectations in every content area by grade level along with web site support for parent instructional efforts at home. Additionally, curriculum benchmarks in the four core areas as well as the specialist areas are shared with parents via printed materials.

2. Describe how the research-based methods and strategies in the schoolwide plan increase the quality and quantity of instruction (which accelerates and enriches the curriculum).

Research-evidence based methods and strategies to increase the quality and quantity of instruction including the acceleration and enrichment of the curriculum in the school wide plan at Ottawa will be: Coaching: 1. K-2 Literacy coach supports classroom teachers' efforts to provide timely and effective core instruction in literacy for all students. This includes assistance in monitoring student progress, guiding data analysis meetings, and modeling teaching. Classroom teachers and Literacy Coach meet to improve whole class core curriculum strategies. Students at benchmark status receive enrichment or accelerated lessons based on their assessed levels of understanding. - Regular meetings focus on reading data and instructional strategies among and between grade levels and with the literacy intervention facilitators. Continued classroom targeted literacy use of the 95% group program based on PASI or PSI testing incorporates HM Early Success or Soar to Success programs, Road to the Code, Starfall, RAZ KIDS and READING A-Z, as needed. Data is shared with the K-12 ELA vertical team. RtI groups are based on skills so those at benchmark or above receive instruction beyond grade level expectations. - Model lessons are provided for content areas identified as weak areas in overall instruction. 2. Berrien RESA math specialist supported classroom teachers in their use of math CCSS's to guide instruction and to focus staff on researched/evidenced based power standards for teaching and learning. Continue to help staff review these aligned assessments to CCSS's, review and analyze NWEA MAP, Delta Math, and district assessment math data, as well as to support classroom teachers with professional development, strategies and materials.

School Improvement Plan Ottawa Elementary School

- Houghton Mifflin rep to assist the continued implementation of Tier 1 Go Math program with fidelity and integrity across and within grade levels as requested

Strategies: 3. Research and evidence based Daily 5 and CAFE has been adopted by the ELA vertical team and Board of Education to be implemented school-wide with training for all staff. This strategy will improve instructional classroom management and enhance academic engagement for all students especially in literacy. - Regular meetings are conducted with teacher access as a member to the Two Sisters PD video sites to support the initial trainings. Implementation of the Pensieve data collection system for some classrooms began in 2014-15. - Daily 5 concept expanded to include Daily 3 for math core support instructional management strategies. 4. Continued differentiated instructional strategies for below, on, and above benchmark level learners - Including Kindergarten Unlocking the Reading Code: Rewiring the Brain to Accelerate Learning (neuroplasticity) shared with all staff as needed - The Unified Arts team will provide extension activities that connect their classes to the core content curriculum as an additional support to those students who learn differently. Training from the literacy coach as needed. 5. Continue the book study and lesson presentations from Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition) (Teaching Student-Centered Mathematics Series) on a monthly basis by grade level.

Computer based learning and data collection 6. Continue computer assessments in NWEA MAP ELA/math (began in 2015-16) and Delta Math(began in 2016-17) in K and 1st grade. -students work at school to master common core power standards and expectations 7. Use of the SchoolNet and Powerschool data warehouses for planning core instruction and ware-housing assessments as needed.

Professional development 8. Provide on-going, sustained, high quality PD that is aligned to the school goals and comprehensive needs assessment. - The research and evidence based PLC system continues to be supported for staff, grade level teams , the SI team, and the K-12 district vertical teams -A tight alignment of assessments, written curriculum, and instruction will provide a focused appropriate learning environment for all students. -Developing teacher skills in collaboration to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement in the basic core areas. -Updates and trainings on the common core, New Generation STEM curriculum in science through the Battle Creek Cereal City Math and Science Center trainings, manuals and/or materials for instructional improvements in science, etc. All teachers initially trained in the physical science units during 2016-17. Earth science was completed in the fall of 2017-18. Life Science will be completed the fall of 2018. - Continue to receive PD on the implementation of writing MAISA instructional units for narrative, informational, and opinion writing from the Berrien RESA ELA early literacy specialist. Units began in 2015-16 with additional district support for mentor texts materials and the book Writing Pathways: Performance Assessments and Learning Progressions, Grades K-8 by Lucy Calkins. Also use of the book by Jennifer Serravallo The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers. - Support of the K-12 vertical team and their responsibilities for monitoring district assessments, assuring curriculum is aligned, monitoring resources, and making suggestions for professional development based on Ottawa's SIP. Special attention to supporting the two academic representatives for Ottawa in each of the core areas (ELA, math, science, and social studies). - Web-based curriculum crafter use refined and elevated to an expert level by all teachers - Continue to investigate the newly revised MC3 social studies curriculum for comparisons with current curriculum and needs for resources in

School Improvement Plan Ottawa Elementary School

the future once it is adopted by the State of Michigan Board of Education. Trainer of trainers model. - Mini-PD sessions based on Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers. Heineman: Portsmouth, NH. 2015. 300 strategies cross-linked to skills, genres, and Fountas & Pinnell reading levels. All obtained through the Additional Instructional Time Early Literacy grant from MDE.

Positive learning environment complemented by positive family relationships 9. A culture of positive behavior support to enhance the learning environment for all students. - continue to develop behavioral protocols both school and district-wide - discuss and improve on the instruction of common behavioral expectations for all students 10. Counselor will take an active role in helping to identify and support students who need academic or behavioral interventions to be successful. Counselor will work collaboratively with staff and families as needed to determine and implement intervention strategies especially for those at-risk children (EDD and SWD). The counselor in conjunction with the classroom teachers provides targeted strategic and intensive positive behavior supports with short term individual and small group therapy/counseling as warranted in collaboration with family members. Implements, reviews, analyzes, and revises behavior plans and interventions. 11. Anti-Bullying/Positive Behavior Support-Provide assistance through refining anti bullying practices(McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Tweak building wide expectations as needed and bullying rubrics to meet all student needs. Information shared with parents.

Parent involvement 12. Use of the Parent Liaison who will enlist parental involvement in students' educational programs through explanations of the curriculum and instructional strategies; work with parents in identifying and achieving goals for their child; facilitate positive parent, school, and student relationships; and ensure open and effective communication between home, school and community. 13. Bee Binders sent home daily with all students for feedback to parents on behavior and learning. Included in classroom newsletters are also suggestions and learning strategies for home support in the general curriculum for their children. 14. District web site offers the curriculum standards, benchmarks, or grade level expectations in every content area by grade level along with web site support for parent instructional efforts at home. Additionally, curriculum benchmarks in the four core areas as well as the specialist areas are shred with parents via printed materials.

3. Describe how the research-based reform strategies in the schoolwide plan align with the findings of the comprehensive needs assessment.

The research-based reform strategies in the schoolwide plan align with the comprehensive needs assessment in the following ways especially in our efforts to raise the scores through Tier 1 instructional improvements in all four core areas: ELA: 1. K-2 Literacy coach supports classroom teachers' efforts to provide timely and effective core instruction in literacy for all students. This includes assistance in monitoring student progress, guiding data analysis meetings, and modeling teaching. Classroom teachers and Literacy Coach meet to improve whole class core curriculum strategies. - Regular meetings focus on reading data and instructional strategies among and between grade levels and the literacy. Continued classroom targeted literacy use of the 95% group program based on PASI or PSI testing incorporates Intensive Phonics, HM Early Success. -Research and evidence based Daily 5 and CAFE has been adopted by the ELA vertical team and Board of Education to be implemented school-wide with training for all staff. This strategy will improve instructional management and enhance academic engagement especially in literacy.

School Improvement Plan Ottawa Elementary School

- Regular meetings are conducted with teacher access as a member to the PD video sites this supports the initial trainings. Continue the use of the Pensieve data collection system for classrooms. -Continued differentiated instructional strategies for below, on, and above benchmark level learners including Kindergarten Unlocking the Reading Code: Rewiring the Brain to Accelerate Learning (neuroplasticity) shared with all staff as needed. - The Unified Arts team will continue to provide extension activities that connect their classes to the core content curriculum as an additional support to those students who learn differently. Training from the literacy coach as needed. -Computer based learning will be continued. Home access is provided for parents to support their child's academic progress. This increases the time students can focus on learning. - Provide on-going, sustained, high quality PD that is aligned to the school goals and comprehensive needs assessment. The research and evidence based PLC system continues to be supported for staff, grade level teams , the SI team, and the district vertical team. A tight alignment of assessments, written curriculum, and instruction will provide a focused appropriate learning environment for all students. - Developing teacher skills in collaboration to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of and student achievement in the basic core. - Continue to receive PD on the implementation of writing MAISA instructional units for narrative, informational, and opinion writing after PD from the Berrien RESA ELA early literacy consultant and began all units in 2015-16 with district support for materials. - Web-based curriculum crafter use refined and elevated to an expert level by all teachers -Support of the K-12 vertical team and their responsibilities for monitoring district assessments, assuring curriculum is aligned, monitoring resources, and making suggestions for professional development based on Ottawa's SIP. Special attention to supporting the two academic representatives for Ottawa in ELA. - Continue to develop behavioral protocols both school and district-wide to improve time on task - Discuss and improve on the instruction of common behavioral expectations for all students - Use of the Powerschool data warehouse - Counselor will take an active role in helping to identify and support students who need academic or behavioral interventions to be successful. Counselor will work collaboratively with staff and families as needed to determine and implement intervention strategies especially for those at-risk children (EDD and SWD). - Anti-Bullying/Positive Behavior Support-Provide assistance through refining anti bullying practices(McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Revise building wide expectations as needed and bullying rubrics to meet all student needs. - Use of the Parent Liaison who will enlist parental involvement in students' educational programs; work with parents in identifying and achieving goals; facilitate positive parent, school and student relationships; and ensure open and effective communication between home, school and community. - Bee Binders sent home daily with all students for feedback to parents on behavior and learning. Included are in classroom newsletters are also suggestions and learning strategies for home support in the general curriculum for their children. - District web site offers the curriculum standards, benchmarks, or grade level expectations in every content area by grade level along with web site support for parent instructional efforts at home. Additionally, curriculum benchmarks in the four core areas as well as the specialist areas are shared with parents via printed materials.

ELA Research Cited: Content Buffum, Austin and Mike Mattos (editors). It's About Time Planning Interventions and Extensions in Elementary School. Bloomington, IN: Solution Tree. 2014. . Buffum, Austin, Mike Mattos and Chris Weber. Pyramid Response to Intervention: Four Essential Guiding Principles. Bloomington, IN:

School Improvement Plan Ottawa Elementary School

Solution Tree. 2011. Buffum, Austin, Mike Mattos, and Chris Weber. Simplifying Response to Intervention: Four Essential Guiding Principles - an RTI Book for Professional Learning Communities. Bloomington, IN: Solution Tree. 2011. Gregory, Gayle, Martha, Kaufeldt and Mike Mattos. Best Practices at Tier 1: Daily Differentiation for Effective Instruction Elementary. Bloomington, IN: Solution Tree. 2015. Hall, Susan. Jumpstart RtI Using RtI in your Elementary School Now. Corwin Press: Thousand Oaks, CA. 2011. Using the 95% group phonemic awareness and phonics materials for improved student achievement. 95 Percent Group instructional materials and processes are uniquely designed to provide targeted instruction on specific skills. The diagnostic screeners are aligned with the instructional materials and a continuum of skills allowing teachers to begin instruction at a student's lowest skill deficit. Struggling readers are able to master simple concepts before moving onto more difficult skills. Lessons are scaffolded to allow for gradual release of responsibility in the learning process from teacher to student. The materials address both the knowledge-base and skill-base of learning to read in an appropriate manner that is clearly based on research and evidence. Hasbrouck, Jan and Carolyn Denton. The Reading Coach: A How-to Manual for Success. Sopris West: Longmont, Colorado. 2005 Jung, Lee Ann. A Practical Guide to Planning Interventions & Monitoring Progress. Bloomington, IN: Solution Tree. 2014. McGee, Lea M. and Donald J. Richgels. Designing Early Literacy Programs: Differentiated Instruction in Preschool and Kindergarten. Guilford Press: New York, NY. 2014. Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers . Heinemann: Portsmouth, NH. 2015. Serravallo, Jennifer. The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers. Heinemann:Portsmouth, NH. 2017. Weber, Chris RTI in the Early Grades Intervention Strategies for Mathematics, Literacy, Behavior & Fine-Motor Challenges. Bloomington, IN: Solution Tree. 2012. . Whitten, Elizabeth, Kelli J. Esteves, and Alice Woodrow. RTI Success: Proven Tools and Strategies for Schools and Classrooms. Minneapolis, MN: Free Spirit Press. 2009.

PLC and PD DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia 1998 DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 Marzano, Robert and Haystead, Mark, Making Standards Useful In The Classroom, ASCD, Alexandria, Virginia, 2008 Marzano, Robert, Designing and Teaching Learning Goals and Objectives,Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004.

Preschool Schweinhart, L.J. and Weikart, P.D. editors, Significant Benefits: "The High Scope Perry Preschool Study Through Age 27, High/Scope Press, Ypsilanti, MI, 1993. Xiang, Z. and Schweinhart, L. Effects 5 Years Later: MSRP Evaluation through Age 10, High Scope Press, Ypsilanti, MI, 2002

School Improvement Plan Ottawa Elementary School

Family Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf

Behavior Sprick, R.S. and Howard, L.M., The Teacher's Encyclopedia of Behavior Management: 100 Problems/500 Plans, Sopris West, Longmont, CO, 1995 Sprick, Randy, CHAMPS: A Proactive and Positive Approach to Classroom Management, 2nd Edition Pacific Northwest Publishing, Eugene Oregon, 2009. Sprick, R.S. and Reinke, W., Coaching Classroom Management, 2nd Edition, Pacific Northwest Publishing, Eugene Oregon, 2010.

Math: .- Math coach support to classroom teachers in their use of math CCSS's to guide instruction and to focus staff on research and evidence based teaching and learning. NWEA MAP benchmarks (beginning this year for K and 1st grade) provide the classroom teachers with timely, useful data to develop more aligned lssons which allows grade level teams to focus on areas with weak student performance. Continue to help staff align assessments to CCSS's, review district assessment GOMATH data, and support classroom teachers with professional development, strategies and materials. - Continue implementation of the Tier 1 Go Math program with fidelity and integrity across and within grade levels. - Daily 5 concept will be expanded to include Daily 3 for math core support strategies. - Continue the book study and lesson presentations from Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition) (Teaching Student-Centered Mathematics Series) on a monthly basis by grade level - Computer based learning will be continued. Home access is provided for parents to support their child's academic progress. This increases the time students can focus on learning. - Provide on-going, sustained, high quality PD that is aligned to the school goals and comprehensive needs assessment. The research and evidence based PLC system continues to be supported for staff, grade level teams , the SI team, and the district vertical team. A tight alignment of assessments, written curriculum, and instruction will provide a focused appropriate learning environment for all students. -Developing teacher skills in collaboration to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement in the basic core. -Web-based curriculum crafter use refined and elevated to an expert level by all teachers -Support of the K-12 vertical team and their responsibilities for monitoring district assessments, assuring curriculum is aligned, monitoring resources, and making suggestions for professional development based on Ottawa's SIP. Special attention to supporting the two academic representatives for Ottawa in math. - Continue to develop behavioral protocols both school and district-wide - Discuss and improve on the instruction of common behavioral expectations for all students - Use of the Powerschool data warehouse - Counselor will take an active role in helping to identify and support students who need academic or behavioral interventions to be successful. Counselor will work collaboratively with staff and families as needed to determine and implement intervention strategies especially for those at-risk children (EDD and SWD). - Anti-Bullying/Positive Behavior Support-Provide assistance through refining anti bullying practices(McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Revise building wide expectations as needed and bullying rubrics to meet all student needs. Parent - Use of the Parent Liaison who will enlist parental involvement in students' educational programs; work with parents in identifying and

School Improvement Plan Ottawa Elementary School

achieving goals; facilitate positive parent, school and student relationships; and ensure open and effective communication between home, school and community. - Bee Binders sent home daily with all students for feedback to parents on behavior and learning. Included are in classroom newsletters are also suggestions and learning strategies for home support in the general curriculum for their children. - District web site offers the curriculum standards, benchmarks, or grade level expectations in every content area by grade level along with web site support for parent instructional efforts at home. Additionally, curriculum benchmarks in the four core areas as well as the specialist areas are shared with parents via printed materials.

Math Research Cited: Content Burns, Marilyn, About Teaching Mathematics: A K-8 Resource, 4th Edition, Math Solutions, Sausalito, CA , 2015 Dolan, Daniel T. and Williamson, James. Teaching Problem-Solving Strategies. Addison-Wesley Publishing Company, Inc., 1983. Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009--4060). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Parrish, Sherry, Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5, Math Solutions, Sausalito, CA, 2010 Shumway, Jessica F., Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3, Stenhouse Publishers, Portland ME, 2011. Van de Walle, John, et all, Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition) , Pearson, 2013.

PLC/PD DuFour, Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia, 1998. DuFour, Richard et.al., Learning By Doing, Solution Tree Press, Indianapolis, IN 2010 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 Marzano, Robert, Designing and Teaching Learning Goals and Objectives,Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Marzano, Robert and Haystead, Mark, Making Standards Useful In The Classroom, ASCD, Alexandria, Virginia, 2008 Schmoker, Mike, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria, Virginia. 2006 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004.

Parent Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf

School Improvement Plan Ottawa Elementary School

Behavior Sprick, Randy, CHAMPS: A Proactive and Positive Approach to Classroom Management, 2nd Edition Pacific Northwest Publishing, Eugene Oregon, 2009. Sprick, R.S. and Howard, L.M., The Teacher's Encyclopedia of Behavior Management: 100 Problems/500 Plans, Sopris West, Longmont, Sprick, R.S. and Reinke, W., Coaching Classroom Management, 2nd Edition, Pacific Northwest Publishing, Eugene Oregon, 2010.

Science: -Updates and trainings on the common core, New Generation STEM curriculum in science, Battle Creek Math and Science Center manuals and/or materials for instructional improvements in science, etc. - Provide on-going, sustained, high quality PD that is aligned to the school goals and comprehensive needs assessment. The research and evidence based PLC system continues to be supported for staff, grade level teams , the SI team, and the district vertical team. A tight alignment of assessments, written curriculum, and instruction will provide a focused appropriate learning environment for all students. -Developing teacher skills in collaboration to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement in the basic core. - Web-based curriculum crafter use refined and elevated to an expert level by all teachers - Support of the K-12 vertical team and their responsibilities for monitoring district assessments, assuring curriculum is aligned, monitoring resources, and making suggestions for professional development based on Ottawa's SIP. Special attention to supporting the two academic representatives for Ottawa in science. - A culture of positive behavior support to enhance the learning environment for all students. - Continue to develop behavioral protocols both school and district-wide - Discuss and improve on the instruction of common behavioral expectations for all students - Use of the Schoolnet data warehouse - Counselor will take an active role in helping to identify and support students who need academic or behavioral interventions to be successful. Counselor will work collaboratively with staff and families as needed to determine and implement intervention strategies especially for those at-risk children (EDD and SWD). - Anti-Bullying/Positive Behavior Support-Provide assistance through refining anti bullying practices(McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Tweak building wide expectations as needed and bullying rubrics to meet all student needs. - Use of the Parent Liaison who will enlist parental involvement in students' educational programs; work with parents in identifying and achieving goals; facilitate positive parent, school and student relationships; and ensure open and effective communication between home, school and community. - Bee Binders sent home daily with all students for feedback to parents on behavior and learning. Included are in classroom newsletters are also suggestions and learning strategies for home support in the general curriculum for their children. - District web site offers the curriculum standards, benchmarks, or grade level expectations in every content area by grade level along with web site support for parent instructional efforts at home. Additionally, curriculum benchmarks in the four core areas as well as the specialist areas are shared with parents via printed materials.

Science Research Cited: Content Next Generation Science Standards (NGSS) as released by MDE in 2013 based on A Framework for K-12 Science Education, a document developed by the National Research Council. They complement the Common Core State Standards (CCSS) and lay out a plan for promoting

School Improvement Plan Ottawa Elementary School

Science, Technology, Engineering, and Mathematics (STEM) learning and science literacy in all Michigan schools.

PLC/PD

DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia 1998 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 Marzano, Robert, Designing and Teaching Learning Goals and Objectives, Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Marzano, Robert and Haystead, Mark, Making Standards Useful in the Classroom, ASCD, Alexandria, Virginia, 2008 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004.

Parent Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf

Social Studies: - Provide on-going, sustained, high quality PD that is aligned to the school goals and comprehensive needs assessment. The research and evidence based PLC system continues to be supported for staff, grade level teams , the SI team, and the district vertical team. A tight alignment of assessments, written curriculum, and instruction will provide a focused appropriate learning environment for all students. -Developing teacher skills in collaboration to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement in the basic core. - Web-based curriculum crafter use refined and elevated to an expert level by all teachers - A culture of positive behavior support to enhance the learning environment for all students. - Continue to develop behavioral protocols both school and district-wide - Discuss and improve on the instruction of common behavioral expectations for all students

School Improvement Plan Ottawa Elementary School

- Use of the Schoolnet data warehouse - Counselor will take an active role in helping to identify and support students who need academic or behavioral interventions to be successful. Counselor will work collaboratively with staff and families as needed to determine and implement intervention strategies especially for those at-risk children (EDD and SWD). -The social worker will provide targeted strategic and intensive positive behavior supports with individual and group therapy/counseling as warranted in collaboration with family members and school staff. Implements, reviews, analyzes, and revises behavior plans and interventions. - Anti-Bullying/Positive Behavior Support-Provide assistance through refining anti bullying practices(McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Tweak building wide expectations as needed and bullying rubrics to meet all student needs. - Use of the Parent Liaison who will enlist parental involvement in students' educational programs; work with parents in identifying and achieving goals; facilitate positive parent, school and student relationships; and ensure open and effective communication between home, school and community. - Bee Binders sent home daily with all students for feedback to parents on behavior and learning. Included are in classroom newsletters are also suggestions and learning strategies for home support in the general curriculum for their children. - District web site offers the curriculum standards, benchmarks, or grade level expectations in every content area by grade level along with web site support for parent instructional efforts at home. Additionally, curriculum benchmarks in the four core areas as well as the specialist areas are shared with parents via printed materials.

Social studies research cited: Content National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013)

PLC/PD DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia 1998 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 Marzano, Robert, Designing and Teaching Learning Goals and Objectives, Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Marzano, Robert and Haystead, Mark, Making Standards Useful in the Classroom, ASCD, Alexandria, Virginia, 2008 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004.

Preschool Schweinhart, L.J. and Weikart, P.D. editors, Significant Benefits: The High Scope Perry Preschool Study Through Age 27, High/Scope Press, Ypsilanti, MI, 1993. Xiang, Z. and Schweinhart, L. Effects 5 Years Later: MSRP Evaluation through Age 10, High Scope Press, Ypsilanti, MI, 2002

Parent

School Improvement Plan Ottawa Elementary School

Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf

4. Describe the strategies in the schoolwide plan which provide a level of INTERVENTIONS for students who need the most instructional support in all major subgroups participating in the schoolwide program.

Strategies in Ottawa's school wide plan that provide a level of interventions for students who need the most instructional support in all major subgroups are: 1. K-1 Literacy coach trains and supervises classroom teachers and the Title 1 intervention facilitators in the interpretation of data and fidelity and integrity in the implementation of the Tier 2 and 3 intervention strategies. She meets with teachers to establish the MTSS (multi-tiered system of support) groups each data round based on PASI and PSI data, DIBELS NEXT data, NWEA data analysis, and classroom performance. 2. Strategic and intensive interventions utilize Road to Reading, 1st grade PALS, SoundPartners, Words Their Way, Fountas & Pinnell Leveled Literacy Intervention System . Continue protected time for MTSS sessions. 3. Intervention facilitators provide MTSS academic support (including push-in and pull-out services as appropriate) in ELA (reading and writing), math, science, and social studies. 4. Preschool programs (GSRP) will provide early intervention as an extended learning opportunity to primarily EDD children. For preschool teachers as required through the Berrien RESA consortium..use of the TS Gold Observational Assessments as requested by Berrien RESA Early Childhood Program Director. Train Kindergarten staff in the MDE KRA (Kindergarten Readiness Assessment) implementation in 2019- 20 to provide earlier identification of those students at-risk for learning success. 5. Summer school is available in the four core areas for Kindergarten and 1st grade at-risk students. 6. School counselor assists the classroom teacher in implementing behavior plans for at-risk students so they have more time on task, etc. 7. Parent Liaison who will provide individual follow-up plans to improve the school attendance of those students who have chronic attendance problems. Emphasis on At-risk populations of EDD, SWD, and African American subgroups. 8. Reading mentors from the community meet weekly for 30 minutes with their assigned at-risk student. Students are nominated by teachers based on Title 1 identification process using data and are trained by the literacy coach and supported by the parent liaison. 9. Implemented Kids HOPE project: Kids Hope USA develops one-on-one relationships through the creation of church-school partnerships that pair church members with at-risk kids in supportive, mentoring relationships. Kids Hope USA mentors spend an hour per week, reading, talking, playing and listening to a child at school. By helping the child feel loved and valued, they help that child to learn, grow and succeed.

Multiple data sources used for consideration of Tier 3 intensive services are: Title I Selection Process for Ottawa School Kindergarten and 1st grade in 2016-17 is: ELA Teacher - Review the DIBELS NEXT results - Develop a list of the students in the intensive and strategic categories (bottom 30%) - Review the end of year MAP/NWEA test RIT score

School Improvement Plan Ottawa Elementary School

- Review the local assessment test data and cross reference - Make a recommendation to the grade level team

Interventionist - Give teachers referral form to complete and return to the Interventionist - Administer the 95% Group PASI or PSI test - Note the bottom 30% (intensive and strategic categories) and give list to grade level staff to review and make final decisions - Fill out a parent letter for each student on their caseload.

Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload

SCIENCE Teacher - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30%

Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload.

School Improvement Plan Ottawa Elementary School

SOCIAL STUDIES Teacher - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30%

Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload.

5. Describe how the school determines if these needs of students are being met.

Ottawa determines that the needs of the students are being met by: Effectiveness of the school wide SI program in meeting the needs of students is determined by the reduction of the overall and specific subgroup numbers in levels 3 (partially proficient) and 4 (basic or not proficient) on M-STEP assessments 3rd grade reading/writing and math, 4th grade science, and 5th grade social studies. The building SIT and district K-12 vertical teams analyze the academic achievement data sources on a quarterly basis to carefully determine implementation/outcome progress on goals, objectives, strategies, and actions contained in our school wide program. The SI team will monitor the stages of implementation, review progress monitoring data available, and review student achievement based on the criteria for "success for all". Special emphasis will be placed on Tier 2 and Tier 3 student progress data to ensure increasing achievement for those students who are at highest risk of not meeting learning expectations of GLCEs and CCSS's. The criteria will be reviewed during SI and grade level team meetings to determine if all students are making continuous progress in each content area. Tier 1 should have 80% or more students showing mastery of the expectations. If not, then the core instruction/curriculum, differentiated instructional strategies, and individualized support has to be revisited. Tier 1 assessments in K are very close to having 80% of the students at benchmark level. Tier 2 should have 20% or less of the students receiving strategic interventions. Evaluations of all intervention programs, strategies and human resources have to be in place to determine the success of the Tier 2 interventions. Tier 3 should have 5% or less of the students receiving intensive interventions. Evaluations of all intervention programs, strategies and human resources have to be in place to determine the success of the Tier 3 interventions. We will continue to develop our comprehensive system of support that will ensure continuous progress for all students. Tier 2 and Tier 3 student data will be progressed monitored by our building literacy coach, district math coach, vertical team reps on the Ottawa staff, principal, classroom teacher, and intervention facilitators with results reported out to the SI team and grade level groups. Looking for Tier 3 students to move up to Tier 2 at least and for Tier 2 kids to move to Tier 1. Would be great to have the bottom 30% be just low Tier 1 students! Of particular note: Students scoring at the basic level are readily discernible when using the MISchoolData site for M-STEP proficiency. Within each level of proficiency the team will look for improvement from low to middle and middle to high. Every student in grades 3 and 4 must demonstrate growth in individual achievement in reading/math with scores on the MEAP/M-STEP that document improvement within the proficiency level

School Improvement Plan Ottawa Elementary School

(from low to middle or middle to high) and/or movement up to the next proficiency level (from not proficient/basic to partially proficient; from partially proficient to proficient; from proficient to advanced) as compared to their previous year's scores. Of particular concern will be those students currently scoring in the no movement up to the next proficiency level (from not proficient/basic to proficient; from partially proficient to proficient; from proficient to advanced) as compared to their previous year's scores.

Data from assessments noted: DIBELS NEXT, the 95% group PASI and PSI, ESGI, DRA GO MATH chapter and unit tests Battle Creek Cereal City science program unit assessments District formative and summative assessments in social studies

Observations and walk-throughs to note: 1. Differentiated learning strategies used 2. Collegial planning and mapping/pacing guides to learning using the CCSS's and GLCE's 3. Professional learning implemented 4. Use of behavior management and cognitive- behavioral strategies to reduce classroom behavior problems 5. Use of systematic assessment strategies (such as progress monitoring and formative evaluation) to enable ongoing evaluation and modification of instructional interventions...data, data, data." 6. Materials, structured activities, and guidance planned and given to parents and others who can support students with additional opportunities to develop academic or social skills.

School Improvement Plan Ottawa Elementary School

Component 3: Instruction by Highly Qualified Staff

Label Assurance Response Comment Attachment 1. Do all of the instructional paraprofessionals Yes All paraprofessional staff meet the NCLB requirements for highly members are highly qualified. All qualified? Provide an assurance statement. If paraprofessionals have taken the no, what is the number that is not highly Work Keys tests or have qualified and what is being done to address Associate Degrees or "120" clock this? hours as required. Both GSRP NOTE: A schoolwide program must have all teacher assistants have highly qualified instructional staff. Associates' degrees in Early Childhood.

Label Assurance Response Comment Attachment 2. Do all of the teachers meet the NCLB Yes The district maintains the REP requirements for highly qualified? Provide an system for the state which assurance statement. If no, what is the number currently reports that all staff are that is not highly qualified and what is being highly qualified. All Ottawa done to address this? teachers are highly qualified NOTE: A schoolwide program must have all according to NCLB requirements. highly qualified instructional staff. Percentage of Teachers in the School with Emergency Credentials: 0% Percentage of Core Academic Subject classes not Taught by Highly Qualified Teachers: 0% .

School Improvement Plan Ottawa Elementary School

Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year?

2017-18 There are no layoffs. One first grade teacher is becoming the principal at Moccasin Elementary School where the current principal retired the end of June. Her first grade position has been posted and filled. 2018-19 There are no layoffs. Kindergarten teacher retired and was posted and filled.

2. What is the experience level of key teaching and learning personnel?

The experience levels of all key 21 teaching and learning personnel at Ottawa School are: Staff hired have the credentials to meet the Certification and Highly Qualified requirements in the state of Michigan Professional Qualifications at Ottawa School for the 2016-17 school year are: B.A. = 7 or 33% of the staff B.A. + 15 = 2 or 10% of the staff M.A. = 11 or 52% of the staff M.A. + 15 = 1 or 5% of the staff MA + 30 = 0 or 0% of the staff

Number of Staff By Range of Years of experience- Range of Years: # of Staff: Percentage of Staff: Teachers with 0-3 years = 4. ... 19% 4-8 years = 4. . 19% 9-15 years = 5. .. 24% 15+ years or more = 8. ...38% Percentage of Teachers in the School who are Highly Qualified: 100% Percentage of Teachers in the School with Emergency Credentials: 0% Percentage of Core Academic Subject classes not Taught by Highly Qualified Teachers: 0% The district maintains the REP system for the state which currently reports that all staff are highly qualified.

3. Describe the specific initiatives the SCHOOL has implemented to attract and retain high quality teachers regardless of the turnover rate.

Plan to attract and retain Highly Qualified Teachers The low turnover rate in the district and at the school is very attractive to college applicants. The district/school offers teachers 30 hours of in-house professional development along with a mentor to assist in the transition and support of non-tenured teachers. The district/school also requires a total of 90 additional professional development hours in a teacher's first three years of employment. The low turn-over rate in the district and school is very attractive to college applicants. When openings do occur, local newspapers, the district web site, and Frontline Applitracks through Berrien RESA provide avenues for advertising the position. There were SY 2019-2020 Page 43 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

many unemployed teachers in the area due to layoffs from Reductions in Force caused by declining enrollment. There are not a lack of qualified quality teacher professionals at the current time. We have no teachers on layoff for 2017-18 in the district. To continue to keep high-quality, highly qualified staff, each new teacher has an on-site mentor to assist with instructional, classroom management and organization, collegial relationship questions and/or concerns the new teacher may have. Substantial opportunities are available through Kent ISD , KRESA, Berrien RESA, etc. to provide professional development support in targeted areas as deemed necessary by the teacher and/or the administrator. Additionally, frequent meetings and observations with grade level peers are established. Additionally Buchanan is now a Promise community (beginning with the graduation class of 2017) which will hopefully bring and retain more students in the district's schools. Promise programs seek to transform communities by making a long term investment in education through place based scholarships. They work to expand access to and ensure success in higher education, deepen the college going culture in both the K-12 system and community as a whole, and support local community economic development. Students may receive up to $2500/year for four years, for a maximum of $10,000. Graduates who have attended school in the Buchanan District and lived in the district for a minimum of four years receive a scholarship equal to 70 percent of the grant, with a sliding scale for those in between. This will grow our system in the future.

4. Describe the specific initiatives the DISTRICT has implemented to attract and retain highly qualified teachers regardless of the turnover rate.

Initiatives to attract and retain Highly Qualified teachers are: When district openings do occur, local newspapers, the district web site, and Frontline Applitracks through Berrien RESA provide avenues for advertising the position. At times professional organizations such as ASHA are also used to post vacancies. There were many unemployed teachers in the area due to layoffs from Reductions in Force caused by declining enrollment. There is not a lack of qualified quality teacher professionals at the current time. We had no teachers on layoff for 2017-18 in the district. The district provides sustained support to new staff members to retain high-quality, highly qualified staff. Each new teacher has an on-site mentor to assist with instructional, classroom management and organization, collegial relationship questions and/or concerns the new teacher may have. The district/school offers teachers 30 hours of in-house professional development along with a mentor to assist in the transition and support of non-tenured teachers. The district/school also requires a total of 90 additional professional development hours in a teacher's first three years of employment. The low turn-over rate in the district and school is very attractive to college applicants. Substantial opportunities are available through Kent ISD , KRESA, etc. to provide professional development support in targeted areas as deemed necessary by the teacher and/or the administrator to support the school's school improvement plan. Additionally, frequent meetings and observations with grade level peers are established. Buchanan is now a Promise community (beginning with the graduation class of 2017) which will hopefully bring and retain more students in the district's schools. Promise programs seek to transform communities by making a long term investment in education through place based scholarships. They work to expand access to and ensure success in higher education, deepen the college going culture in both the K-12 system and community as a whole, and support local community economic development. Students may receive up to $2500/year for four years, for a maximum of $10,000. Graduates who have attended school in the Buchanan District and lived in the district for a minimum of four years receive a scholarship equal to 70 percent of the grant, with a sliding scale for those in between. This will grow our system in the future.

5. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified teachers?

There is no high turnover rate. There has never been one at the elementary level. It is consistently low. Teacher turnover rate is consistently low as evidenced by the following data from 2005.

School Improvement Plan Ottawa Elementary School

05/06 One new staff member who moved from another building due to a staff retirement and a reduction of staff in her current building. 06/07 No new staff members. 07/08 One was hired to replace retiring SLP staff. 08/09 One hired for the year for a teacher on medical leave. 09/10 One moved from HS special ed to Moccasin special ed due to a reduction in staff and one new SLP teacher was hired to replacing the one who retired. 10-11 One 1st year teacher hired to fill a vacancy from a retirement. 11-12 No new staff members to the district. With the move to grade level centers, there are teachers that transferred to Moccasin. Those who transferred are: a sped teacher from Stark, at the kindergarten level: there was 1 teacher from Stark and 1 from Ottawa, at first grade: 2 teachers from Ottawa and 1 from Stark, and at second grade: 2 teachers from Ottawa and 1 from Stark. A sub was hired for the year for the visual arts teacher who was on maternity leave. Additionally the counselor was new to Moccasin children but she had worked with children at Ottawa and Stark.. 12-13 Due to the all day kindergarten rooms, one preschool teacher transferred to kindergarten as did one first grade teacher. Two preschool teachers were hired. Due to high numbers, an additional kindergarten teacher was hired. 1/2 time EDK teacher on layoff. 13-14 The new kindergarten teacher from the previous year replaced a 2nd grade teacher who retired. No other staff changes and no staff on layoff but the 1/2 time EDK teacher. A full time speech and language pathologist was hired and one currently full time in the district now works 1/2 time here and 1/2 time in another district closer to her home. 14-15 A retirement at Kindergarten prompted the hiring of a seasoned intervention facilitator to assume her position. A new physical education teacher was hired to replace the one who retired. 15-16 No teachers on layoff for the 10th year. The integrated arts teacher retired and was replaced. A new SLP intern will be hired since we had one leave the district to be closer to her home. 16-17 No teachers on layoff. A speech and language pathologist retired and a new one was hired. Additionally, a new SLP was hired to replace the intern hired last year who was not retained. 17-18 No teachers on layoff. The first grade teacher who moved to a principalship was replaced. 18-19 No teachers on layoff. Kindergarten teacher retired and her position was posted and filled.

School Improvement Plan Ottawa Elementary School

Component 5: High Quality and Ongoing Professional Development

1. Describe the professional learning that the staff will receive that is aligned with the comprehensive needs assessment process and the goals of the school improvement plan.

Professional Development Plan for Ottawa School 2018-19 The professional development to be received by staff in 2018-19 was aligned with the staff PD needs assessment, the Title 1 comprehensive needs assessment and goals of Ottawa School's school improvement plan is as follows: 1, Daily 5 and CAFÉ from the Two Sisters for reading and writing instructional strategies and classroom management for the new K teachers. Adopted as a district program. The entire K-1st grade staff has been trained in Daily 5 and CAFÉ now through the Two Sisters. Their instructional efforts must receive on-going support for continued improvement of instructional management expertise and enhanced academic engagement especially in literacy areas. Instructional videos on all aspects of these programs will be used as well as targeted efforts from the literacy coach. Time to collaborate on Daily 5 and CAFÉ videos. Need to train the two new teachers in both for the two day sessions as well as Prepare and Start Strong: How to simultaneously launch Daily 5 and CAFÉ: For first-time and experienced practitioners: Two-Module Online Seminar and Daily 5/CAFÉ training in Chicago 2. Thoughtful Classroom evaluation training and reviews for the refined implementation of the dimensions 4 cornerstones and 5 episodes for instructional design and delivery. New teacher training needs also for one hired over the summer. Teacher evaluation tool: what best practices look like, sound like in classrooms, how to engage students, work on critical thinking, teach students to self-reflect and set goals. Again, for the two new teachers. TBA 3. Vertical team and grade level leaders training: District Data Analyzation, data digs, research best practices, learning how to align curriculum, monitoring district progress 4. NWEA review and analysis for the use of the data reports gathered three times a year in reading and math. Measures of Academic Progress® (MAP®) will support efforts to maximize kindergarten - grade 1 student learning with MAP for Primary Grades (MPG). 5. Continued training in the use of School Net as our data warehouse for collecting the results of our district assessments. Also Google docs and PowerSchool technology training for entering new report cards with power standards in each student's folder. 6. Delta math in-depth data analysis for K and 1st grade staff for the use of test scores to select the lessons to use to follow up on the low achievement areas with targeted students. 7. Further development of the PLC structure for staff, grade, vertical and SI teams. Training on how to run grade level meetings, coming to consensus, etc. for the chairpersons. 8. Assisting staff in developing their skills in collaboration skills to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement. 9/ Continue the seamless alignment of curriculum….written to taught instruction to assessments (formative and summative). Establish formative assessments in the four core areas - how to write/use them, how to analyze the results then deciding what to do to improve student learning. 10. Refine curriculum mappings at each grade level to reflect the Common Core math requirements using the Power Standards previously established with Ann Bingham the former Berrien RESA math specialist supports classroom teachers and intervention facilitators with professional development, strategies and materials for math MTSS in the teaching of the power standards especially number sense (addition and subtraction). Book study to continue using: Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for grades preK-2nd Volume 1 Edition 2 edited by John Van de Walle. 11. Solidify the new MDE science standards as reframed by the new NGSS (New Generation Science Standards STEM (science, SY 2019-2020 Page 46 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

technology, engineering, and mathematics). Convert the K-1 curriculum to the new STEM alignment. K and 1st grade PD at the Battle Creek Cereal City Science Center adding the life science animal units this year to go with the PD in earth science and physical science from previous years . KLNG and 1LNG. 12. If approved by MDE, study of the social studies curriculum GLCE's as reframed within the context of the College, Career and Civic Life (C3) Framework for State Standards developed by the National Council for the Social Studies. Trainer of Trainers or the State of Michigan Social Studies Conference PD for the two social studies building reps and time for them to train the rest of the staff. Best practices in social studies to teach all learners. 13. Continued Curriculum Crafter PD work 14. Working with parents: Improve communication and involvement. Train staff on the "how to" of workshop presentations to parents and implement those workshops to assist parents in providing academic support to their children. 15. Continued differentiated instructional strategies for below, on, and above benchmark level learners. The Unified Arts team will continue to provide extension activities that connect their classes to the core content curriculum as an additional support to those students who learn differently. 16. For preschool teachers and teaching assistants. Head Start collaboration, GSRP programming needs, Creative Curriculum, PQA baselines and Inter-reliability assessment, Great Start to Quality STAR program, TS GOLD assessments, Berrien RESA K readiness survey etc. Curriculum and ongoing assessment training also. 17. For GSRP teachers and teacher assistants : MCECC (Michigan Collaborative Early Childhood Conference) GSRP Focused/ Dearborn MI and MIAEYC (Michigan Association of Education for Young Children) conference in Grand Rapids for improving instructional efforts especially in ELA and math. 18. Training in the new KRA Kindergarten Readiness assessment being adopted by MDE for 2019-2020. 19. MACUL conference: Improving learning through technology for the media specialist 20. ASHA State conference Clinical speech pathology strategies for improving the ELA skills (speaking, reading, and writing) of at-risk PreK through 12th grade students East Lansing 21. The Tough Kid Workshop: Constant and intense aggression, arguing, tantrums, noncompliance and poor academic progress--these are characteristics of the Tough Kid. Tough Kids are a challenge, but staff can use proactive, positive techniques to manage and motivate them. 22. The Behavior Code: Challenges at Top of the Triangle: Provides the conceptual background for breaking the code of what many consider the four most challenging students in the classroom: students with anxiety-related, oppositional, withdrawn, and sexualized behaviors 23. MEMSPA state conference: Building effective principal practices and strategies to coach and support classroom teachers Traverse City 24. Active Engagement…how to elicit frequent responses and how to use different strategies that will maximize student engagement. One of the most fundamental and powerfully effective strategies a teacher can use to increase student achievement is the eliciting of frequent student responses. This workshop will show teachers how to elicit frequent responses and how to use different strategies that will maximize student engagement. Learn how to engage all students in the classroom, from star performers to struggling students. 25. Working with under resourced learners: strategies and interventions that work best given available resources, increase support systems for all students and their families and strategies for managing behavior. 26. How to coach teachers to teach almost anything: This training is for anyone who is required to or desires to provide real-time, super practical feedback to teachers on the quality of their instruction 27. Adaptive Schools: Adaptive Schools is the 'how' of professional learning communities: how to behave in groups, how to lead them, and how to facilitate for improved leading, teaching, and learning. 28. Student engagement: A major focus of the learning will be that student engagement includes behavioral, emotional and cognitive engagement, and is a result of careful planning, positive relationships, and the execution of specific strategies that have been proven effective. 29. Trauma informed instruction: the characteristics of a Trauma Informed School are and how they can effectively bring practices into the classroom. The workshop will assist participants to self-reflection and stress management to allow them to respond to behaviors in a calm and grounded manner.

School Improvement Plan Ottawa Elementary School

30. Social and emotional learning in the classroom: How to create classrooms and schools that focus on the development of the whole child using evidence-based programs and supportive environments 31. So you want your students to write (K-2): The purpose of this interactive workshop is for educators to implement instructional routines and strategies aligned with scientific evidence to successfully impact student writing achievement within the foundational writing skills. Teachers will be actively engaged in lesson planning using the writing process to get students to write about what they have read. 32. Teaching and Engaging with Poverty in Mind - Dr. Eric Jensen: Learn to differentiate your teaching and school environment in ways that successfully reach students of poverty 33. Mi School Counselor Association (At Risk) Emotional support to at-risk students and families to improve learning through the analysis of data to address students' academic achievement and personal/social development needs. East Lansing 34. Mindfulness for educators: To help teachers develop a stronger sense of self-efficacy and ability to emotionally regulate, so that they can grow a resiliency to burnout and deepen their impact on their students. 35. Essentials in assessing, preventing, and overcoming reading difficulties with Dr. David Kilpatrick for reading problems in children 36. Section 504 legal requirements 37. Creative Curriculum GSRP curriculum study 38. Kindergarten and First Grade Essential Instructional Practices in Early Literacy: collaboration around The Essential Practices in Early Literacy and learning how to implement quality instructional practices in the classroom in order to engage students in literacy throughout the school day. 39. IEP University: special education legal and paperwork issues updated 40. Paraprofessional Power: Making the Most of your role as a paraprofessional: Focus on strategies for diverse learners, as well as student engagement techniques for paraprofessionals. Working with at-risk students. 41. Diabetes education for para educator working with diabetic students 42. Continued instruction on the implementation of the MAISA writing units (narrative, opinion, and informational) with the ELA specialist through Berrien RESA. Data analysis on the district writing prompt assessment data and M-STEP writing data. 43. First aid, Epi-pen, and CPR training for preschool staff and others as needed. 44. For special education teachers continued AIMSweb and Illuminate training. Berrien RESA 45. Continued implementation of anti-bullying measures. Revamp rubrics, common CHAMPS rules, etc. as needed. Obtain refresher training. Participate in MiBLSI adoption with Berrien RESA staff. 46. Data work with the Berrien RESA Student Data Coordinator in School Net and PowerSchool to continue to establish easy to understand and analyze data reports. Training for staff for data benchmark meetings. Fully implement the use of ESGI assessments using administrative grade level reports also to target and differentiate instruction for small group work, improve parent reporting etc.

2. Describe how this professional learning is "sustained and ongoing."

The professional development to be received by staff in 2018-19 is aligned with the comprehensive needs assessment and goals of Ottawa School's school improvement plan is sustained and on-going for 2018-19 in the following ways: 1. Data efforts: 2013-14 FOCUS School strategic plan implementation and refinement with the Michigan State University MDE assigned K-12 Outreach Specialist. Data work with the Berrien RESA Student Data Coordinator Schoolmate & PowerSchool to establish easy to understand and analyze data reports. 2014-15 Continued FOCUS School strategic plan implementation and refinement with the new Michigan Consortium for Rapid School Improvement MDE assigned K-12 Outreach Specialist. Data work with the Berrien RESA Student Data Coordinator Schoolmate & PowerSchool to continue to establish easy to understand and analyze data reports. Training for staff for data benchmarking meetings. Added math efforts. Completed the SEC (survey of enacted curriculum) for ELA.

School Improvement Plan Ottawa Elementary School

2015-16 Removed from FOCUS status. Data understanding and analysis continued by the Literacy Coach. 2016-17 Data understanding and analysis continued by the Literacy Coach. Added data from NWEA in reading and math (full year of K and 1st grade testing) and Delta math (1st year of full assessment) to the discussions. 2017-18 Added data from ESGI (Educational Software for Guiding Instruction). Begin to more fully incorporate NWEA data with DIBELS NEXT and PASI/PSI assessments to get a clearer picture of actual academic progress. 2018-19 Make use of the grade level ESGI reports to focus grade level instruction

2. Book studies: 2013-14 Outreach specialist book study with the literacy coach for the MTSS leadership team…Jumpstart RtI: Using RtI in your Elementary School Right Now by Susan Hall and Simplifying Response to Intervention: Four Essential Guiding Principles by Austin Buffum. 2014-15 Book studies with the literacy coach for staff using The Energy to Teach by Donald Graves, Engaging Students with Poverty in Mind by Eric Jensen, and Daily 5/CAFÉ program by the 2 Sisters. 2015-16 Words Their Way 2016-17 Books purchased for all staff: The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers by Jennifer Serravallo, The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo, and Writing Pathways: Performance Assessments and Learning Progressions, Grades K-8 by Lucy Calkins 2017-18 Continue book study from 2012-13 now that the curriculum math mapping and pacing are completed: Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for grades preK-2nd Volume 1 Edition 2 edited by John Van de Walle. 2018-19 Implement book studies concerning PBISI based on Berrien RESA staff recommendations such as: The PBIS Tier Three Handbook: A Practical Guide to Implementing Individualized Interventions by Jessica Djabrayan Hannigan The PBIS Tier Two Handbook: A Practical Approach to Implementing Targeted Interventions by Jessica Djabrayan Hannigan The PBIS Tier One Handbook: A Practical Approach to Implementing the Champion Model by Jessica Djabrayan Hannigan

3. Modeled teaching 2013-14 Modeled teaching as well as literacy assessment, and strategy workshops provided by the literacy coach to improve core Tier 1 instruction and strategic intervention instruction in Tier 2. 2014-15 and 2015-16 The K-1 Literacy coach supports classroom teachers' efforts to provide timely and effective intervention in literacy. This includes assistance developing and implementing MTSS strategies/materials, monitoring student progress, guiding intervention facilitators, and modeled teaching. Classroom teachers and Literacy Coach meet with the intervention facilitators to plan improving whole class core. 2016-17 through 2018-19 Previous efforts continued

4. Daily 5/CAFE 2013-14 Daily 5 and CAFE workshops for improving instructional management expertise and enhanced academic engagement especially in literacy areas. Teachers received copies of both books (and the new updated new release of Daily 5) as well as access to the Daily 5/CAFE web site where instructional videos on all aspects of these programs can be viewed. 2014-15 Trained the rest of the staff through Daily 5 and CAFE workshops for improving instructional management expertise and enhanced academic engagement especially in literacy areas. Teachers continued access to the Daily 5/CAFE and Pensieve web sites where instructional videos on all aspects of these programs can be viewed and data can be entered on the Pensieve for instructional planning. Supported by the literacy coach. 2015-16 and 2016-17 Continued in-house meetings to improve implementation of Daily 5, CAFE, and Pensieve. Use of the videos on the Two Sisters' site as well as the Choice Literacy and Lead Literacy sites. From the Early Literacy Grant: Strategy Lessons in Reading: Conferring with Small Groups K-8 by Jennifer Serravallo On-Demand PD 2017-18 Train the new first grade teacher with the full program through the Two Sisters as well as Prepare and Start Strong: How to

School Improvement Plan Ottawa Elementary School

simultaneously launch Daily 5 and CAFE, For first-time and experienced practitioners an on-line class. 2018-19 Continuation from last year...add new staff to the training in Chicago

5. Learning to lead and participate in groups 2013-14 Further development of the PLC structure for staff, grade, and SI teams. 2014-15 Continued development of the PLC structure for staff, grade, and SI teams. 2015-16, 2016-17, 2017-18, 2018-19 PLC support to teacher leaders

6. Title 1 procedures revised and refined: 2013-14 Assisting staff in developing their skills in collaboration skills to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement. 2014-15- Title 1 audit and review. Study to implement new procedures. 2015-16 - Implement corrections recommended by the Title 1 audit team. Continue to assist teachers in further developing their skills in collaboration skills to facilitate team data analysis, design, planning, and implementation of an effective core curriculum delivery system, to analyze the data (academic, process, demographic, and perception) in the Title 1 comprehensive needs assessment and to make subsequent instructional and assessment decisions based on data to improve both the quality and quantity of instruction and student achievement. Improve understanding in the SI process as newly revised in ASSIST. 2016-17 More collaboration completed at staff meetings with results used to drive school initiatives now and in the future Example MDE RNN initiatives 2017-18 Flesh out the Ottawa RNN plan to improve reading instruction through the use of the ten Essential Practices in Early Literacy materials. 2018-19 Continuation of last year adding the Essential Practices Coursework from on line as established by MDE

7. MDE curriculum work: 2013-14 Updates and trainings on the common core. 2014-15 - Updates and trainings on the common core in ELA and math and New Generation STEM in science. Purchase and implement the use of the Battle Creek manuals to guide science instruction once they are converted to the new STEM curriculum. 2015-16 Continued PD in GO MATH groupings and technology. 2016-17 Completed PD in selecting power standards in math. Completed ELA and math mapping and pacing guides. 2017-18 Begin science and social studies efforts in these areas. Refine ELA efforts with the Literacy Coach. 2018-19 Complete the science training with the life science series for K and 1st grade look into any training for social studies

8. Curriculum crafter use 2013-14, 2014-15, 2015-16, 2016-17, 2017-18, 2018-19 Curriculum crafter use continues to be refined and elevated to an expert level. Staff needs time to collaborate to make the use of this site effective.

9. Differentiated instructional efforts 2013-14, 2015-15, 2016-17, 2017-18, 2018-19 One K class uses Unlocking the Reading Code: Rewiring the brain to Accelerate Learning (neuroplasticity) and also in the building's K Tier 2 reading groups for students above benchmark students at the end of the year.Continuing differentiated instructional strategies for below, on, and above benchmark level learners. The Unified Arts team received training from the literacy coach to continue to provide extension activities that connect their classes to the core content curriculum as an additional support to those who learn differently.

School Improvement Plan Ottawa Elementary School

10. Data warehouse work 2013-14 Implement partial use of the new SchoolNetdata warehouse. 2014-15 Use of the newly adopted SchoolNet data warehouse to be expanded 2015-16 More staff training in the use of Powerschool 2016-17 Powerschool efforts continue and report cards were created 2017-18 Report cards will be uploaded into each child's file in Power School 2018-19 Used new report cards but they are not in Powerschool as yet. Begin work efforts to put assessments into SchoolnNet as our data warehouse.

11. GSRP preschool PD 2013-14 For preschool teachers as required through the Berrien RESA consortium...GrapeSeed implementation training, begin efforts to learn the Creative Curriculum Gold Observational Assessments as requested by Berrien RESA Early Childhood Program Director 2014-15 For preschool teachers and assistants..Mastery of the GrapeSEED program (including diversity, reporting, data, instruction, behavior, and sharing practices), Head Start collaboration, GSRP programming needs, Creative Curriculum, PQA and B baselines, Great Start to Quality STAR program, Berrien RESA K readiness assessment, implementation of the on-line revised Berrien RESA report card, etc. 2015-16 Discontinued GrapeSEED programming efforts and RESA developed report card. Training in the GOLD assessments to use with parents. Began use of the GOLD reports 4 times a year. 2016-17 Advanced GOLD training for increasing observational efforts. Supervisor enrolled in these classes and was certified: the on-line PQA class as well as the Inter-rater Reliability PQA test. 2017-18 Use the newly added GOLD trainings on line to enhance instruction. Site supervisor to attend LARA Licensing, Great Start and Creative Curriculum workshops to better supervise the programs 2018-19 All staff will take the 8 hours of on-line licensing training through MiRegistry

12. Math 2013-14 Math coach informed staff in the use of math CCSS's to guide instruction and to focus on researched/evidenced based teaching and learning strategies. Supported classroom teachers and intervention facilitators with professional development, strategies and materials for math MTSS in the teaching of number sense (addition and subtraction and fraction work). Book study and lesson presentations from Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition) (Teaching Student-Centered Mathematics Series) on a monthly basis by grade level. 2014-15 GO MATH Houghton Mifflin series adopted instructional consultant supports classroom teachers and intervention facilitators with professional development, strategies and materials for the piloted GO MATH series 2015-16 GO MATH consultant resumes technology support of the program. Work with the Berrien RESA math specialist on power standards and mapping/pacing on the math curriculum began. 2016-17 Work with the Berrien RESA math specialist on power standards and mapping/pacing on the math curriculum continues and this work was completed by the end of the year. 2017-18 Begin the creation of instructional units to be shared among the grade level colleagues based on the mapping/pacing guides. 2018-19 Incorporate the math interventions offered by Delta Math into the classroom instruction.

12. MAISA writing units 2013-14 abbreviated PD sessions in each MAISA writing unit area: narrative, informational, and opinion writing 2014-15 Continued instruction on the implementation of the MAISA writing units with Amy Williams through Berrien RESA. Data analysis to continue on the district writing assessment data and MEAP data. 2015-16 and 2016-17 MAIS writing assessments become the new district writing tests. In house training continues in the three types of

School Improvement Plan Ottawa Elementary School

writing at Berrien RESA for those not trained the previous year. Purchased The Writing Strategies Book: Your Everything Guide to Developing Skilled Writers by Jennifer Serravallo, and Writing Pathways: Performance Assessments and Learning Progressions, Grades K-8 by Lucy Calkins to support staff efforts 2017-18 Glows and Grows data collection continues with an established watch list for the following year's staff members 2018-19 Decide what to do about handwriting skills as well as focus on one aspect of writing to show growth for the year

13. New for 2014-15 Training in the use of the KEA (Kindergarten Entry Assessment) through GOLD Teaching Strategies by K teachers and principal for possible implementation. 2016-17 MDE piloted a new assessment (KRA Kindergarten Readiness Assessment) for possible use in the future. 2017-18 Will take the training and pilot the assessment if required by the MDE 2018-19 Will take training at the end of this year when the assessment is mandated by the state

14. Continue First aid, CPR training, training for preschool staff and others as needed. Bloodbourne Pathogens. restraint policies, Epi-Pen continued for all staff. Diabetes testing and training implemented for staff working with those students. Issued peanut avoidance guides for all families if needed as the peanut allergy kids have moved to Moccasin

15. CHAMPS/MIBLIS systems 2013-14 Based on perceptions data need: Anti-Bullying/Positive Behavior Support-Provide assistance through anti bullying in-services (McElvoy) and CHAMPS for classroom management so class interruptions are few and time on task increases. Assist staff in recognizing bullying techniques and will train staff in strategies on prevention so students feel safe at school and can learn without worrying. 2014-15 Continued implementation of anti-bullying measures. Revamp rubrics, common CHAMPS rules, etc. as needed. Implemented parent information letter, rubrics etc. 2015-16 Continue to tweak the building 3 BEE Bee safe, Bee respectful, and Bee responsible procedures and supports, parent information letter, rubrics etc 2016-17 Removed gold and silver levels on the color chart 2017-18 Removed levels to be discussed and tweaked. Staff divided as to whether expectations should be rewarded at all. 2018-19 Our PBIS cohort will start Fall 2018, and there will be 5 days of training over the course of the school year

Label Assurance Response Comment Attachment 3. The school's Professional Learning Plan is Yes 3. The school's Professional complete. Learning Plan is complete. It is attached here.

School Improvement Plan Ottawa Elementary School

Component 6: Strategies to Increase Parental Involvement

1. Describe how parents are (will be) involved in the design of the schoolwide plan.

As part of the Title 1 Ottawa compliance plan the following was developed in 2015-16, initially used in 2016-17 and used continually since then. Additional parent input will be solicited from all parents through a written survey each year. Buchanan Community Schools and Ottawa Elementary School Written Procedures to Ensure School-Level Decision-Making Authority Exists for Title IA Program Design Purpose (Why) It is essential that a school-level decision-making authority must exist for the design, implementation and evaluation of the Title I, Part A program. Stakeholders include the principal, teachers, Title I interventionists, and parents of both Title I and non-Title I students. The work of this group will allow for several perspectives and allow collaborative decisions to be reached. This team will make decisions about the following aspects of Title I programs: planning, implementing, and evaluating Title I programs. This team will also be involved in Title I budgeting and parent involvement. This team may be called together to discuss anything relevant to Title I services. In order for the school level decision making authority to be effective; it is important that the principal, staff, and parents are committed to building a culture that supports collegiality and collaboration. Decisions being made should be: - Based on research - Data-driven through evidence(at least a 3 year trend) - Based on effectiveness and impact on students - Communicated in a timely manner to building stakeholders Goals (Now) The decisions this collaborative group will make in order to show student growth and achievement include: - Determining educational priorities for the building, based on data identifying the unique needs of the student population - School programs designed, planned, and/or maintained to meet the unique needs of the student population - Implementing programs with fidelity - Utilizing data to evaluate the effectiveness of programs - Budgetary plans for Title I programming as well as parent engagement programs Process - Prior to the start of school each year, the building principal will develop a School Improvement Team with the following make-up: o The building principal o Several teachers representing different grade levels or departments o At least one (1) parent representative of a Title I student o At least one (1) Title I staff representative

DESIGN of the SI plan - The School Improvement Team, with guidance from the building principal, determines the Program Design using the Program Evaluation Tool (PET) in ASSIST as well as survey data from Title I parents to determine the programs and resources needed to meet the needs of struggling students. This involves: o Determining the educational priorities for the coming year based on parent feedback data o Considering research and evidence based/best practice o Reviewing the District Improvement Plan (DIP) to ensure that the defined programs and services are included in the plan SY 2019-2020 Page 53 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

o The Superintendent, the Title Coordinator, in collaboration with the Business Manager, will determine annually if a 1% reservation of funds for parent engagement or a 1% carryover is required for our district. If applicable, district and Title I building stakeholders will follow these same procedures for determining the use of the 1% reservation.

2. Describe how parents are (will be) involved in the implementation of the schoolwide plan.

As part of the Title 1 Ottawa compliance plan the following was developed in 2015-16, initially used in 2016-17 and used continually since then. Additional parent input will be solicited from all parents through a written survey each year. Buchanan Community Schools and Ottawa Elementary School Written Procedures to Ensure School-Level Decision-Making Authority Exists for Title IA Program Design Implementation Purpose (Why) It is essential that a school-level decision-making authority must exist for the design, implementation and evaluation of the Title I, Part A program. Stakeholders include the principal, teachers, Title I interventionists, and parents of both Title I and non-Title I students. The work of this group will allow for several perspectives and allow collaborative decisions to be reached. This team will make decisions about the following aspects of Title I programs: planning, implementing, and evaluating Title I programs. This team will also be involved in Title I budgeting and parent involvement. This team may be called together to discuss anything relevant to Title I services. In order for the school level decision making authority to be effective; it is important that the principal, staff, and parents are committed to building a culture that supports collegiality and collaboration. Decisions being made should be: - Based on research - Data-driven through evidence(at least a 3 year trend) - Based on effectiveness and impact on students - Communicated in a timely manner to building stakeholders Goals (Now) The decisions this collaborative group will make in order to show student growth and achievement include: - Determining educational priorities for the building, based on data identifying the unique needs of the student population - School programs designed, planned, and/or maintained to meet the unique needs of the student population - Implementing programs with fidelity - Utilizing data to evaluate the effectiveness of programs - Budgetary plans for Title I programming as well as parent engagement programs Process - Prior to the start of school each year, the building principal will develop a School Improvement Team with the following make-up: o The building principal o Several teachers representing different grade levels or departments o At least one (1) parent representative of a Title I student o At least one (1) Title I staff representative IMPLEMENTATION of the SI PLAN - The School Improvement Team, with guidance from the building principal, monitors the Program Implementation duties for the Title I, Part A Plan using a data-driven decision-making process based on the priorities and needs of the Title I students. This involves: o Annually reviewing the changes in Title I funding and procedures to ensure Title I policies and procedures are up-to-date and accurate. o Setting up the schedules for services provided to students within the building

School Improvement Plan Ottawa Elementary School

o Communicating with all staff and parents affected by the program on how the program will work o Monitoring the implementation of the program once in the winter and once in the spring to determine effectiveness based on student achievement data collected, parent involvement, and teacher input gathered at those times.

3. Describe how parents are (will be) involved in the evaluation of the schoolwide plan.

As part of the Title 1 Ottawa compliance plan the following was developed in 2015-16, initially used in 2016-17 and used continually since then. Additional parent input will be solicited from all parents through a written survey each year. Buchanan Community Schools and Ottawa Elementary School Written Procedures to Ensure School-Level Decision-Making Authority Exists for Title IA Program evaluation Purpose (Why) It is essential that a school-level decision-making authority must exist for the design, implementation and evaluation of the Title I, Part A program. Stakeholders include the principal, teachers, Title I interventionists, and parents of both Title I and non-Title I students. The work of this group will allow for several perspectives and allow collaborative decisions to be reached. This team will make decisions about the following aspects of Title I programs: planning, implementing, and evaluating Title I programs. This team will also be involved in Title I budgeting and parent involvement. This team may be called together to discuss anything relevant to Title I services. In order for the school level decision making authority to be effective; it is important that the principal, staff, and parents are committed to building a culture that supports collegiality and collaboration. Decisions being made should be: - Based on research - Data-driven through evidence(at least a 3 year trend) - Based on effectiveness and impact on students - Communicated in a timely manner to building stakeholders Goals (Now) The decisions this collaborative group will make in order to show student growth and achievement include: - Determining educational priorities for the building, based on data identifying the unique needs of the student population - School programs designed, planned, and/or maintained to meet the unique needs of the student population - Implementing programs with fidelity - Utilizing data to evaluate the effectiveness of programs - Budgetary plans for Title I programming as well as parent engagement programs Process - Prior to the start of school each year, the building principal will develop a School Improvement Team with the following make-up: o The building principal o Several teachers representing different grade levels or departments o At least one (1) parent representative of a Title I student o At least one (1) Title I staff representative

EVALUATION of the SI PLAN - The School Improvement Team, with guidance from the building principal, performs the Program Evaluation using the Program Evaluation Tool (PET) in ASSIST. This involves: o In early spring, answering the questions in the Program Evaluation Tool in ASSIST specifically and honestly in deciding on the benefits of the Title I program(s) being evaluated.

School Improvement Plan Ottawa Elementary School

o Reviewing the data associated with the PET and discussing and analyzing whether the program achieved the intended outcomes. o Making decisions collaboratively about the continued use of the program - whether it needs any modifications and how and what those modifications might be. *This tool will be used to judge the impact of the program on student achievement, not the person delivering the program. - Completed the MDE long form program evaluation tool (PET) which consists of noting the following: Strategy/ Program/ Initiative 1) Readiness: What is the readiness for implementing the strategy/ program/ initiative? 2) Knowledge and Skills: Did staff and administrators have the knowledge and skills to implement the strategy/ program/ initiative? 3) Opportunity: Was there opportunity for high quality implementation of the strategy/ program/initiative? Fidelity? 4) Implementation with Fidelity: Was the strategy/ program/ initiative being implemented as intended? 5) Program impact/results 6) Resources, challenges, supports, adjustments, and accomplishments as needed.

Label Assurance Response Comment Attachment 4. Does the school have a Title I Parent Yes Attached here. Involvement policy that addresses how the . school carries out the required activities of ESEA Section 1118 (c) through (f)?

5. Describe how the school is carrying out the activities outlined in ESEA Section 1118 (e) 1-5, 14 and (f).

ESEA Section 1118 (e) 1-5, 14 and (f). 2017-18 1118(e) BUILDING CAPACITY FOR INVOLVEMENT.--To ensure effective involvement of parents and to support a partnership among the school involved, parents, and the community to improve student academic achievement, each school and local educational agency assisted under this part--

1118e(1) Provide clear information regarding grade level expectations or content standards in the district curriculum, assessments, school activities, Title 1 programming, student support services and optional programs. Send home report cards and regular progress reports to parents. Provide support services and follow-up conferences as needed to monitor progress. Assist parents on ways to work with teachers.

1118e(2) Sponsor workshops or distribute information to assist parents in understanding how students can improve skills, get help when needed, meet class expectations, and perform well on assignments ( such as Reading A-Z, GO MATH, Parent Liaison Programs). Surveys provide topics of requested support by parents.

1118e(3) Provide opportunities for staff members to learn the importance of parent involvement and share successful approaches to engaging parents in their child's education. The nightly Bee Binders provide academic and behavior updates to parents as well as information on special school events.

1118e (4) Link parents to programs and resources within the community that provide support services to families. (Counseling, heath care needs, United Way supported phone number 211, etc.) Coordinate and integrate parent involvement programs and activities with district and county programs such as Parents as Teachers, GSRP, RAM, Lions Club, Niles Service League, Kiwanis Club, etc.

School Improvement Plan Ottawa Elementary School

1118e (5) Translate communications to assist non-English speaking parents as needed. Make phone calls or face to face contacts with parents who have low literacy skills so they have the information they need.

1118e (14) 6 Provide such other reasonable support for parental involvement as parents may request such as child care, transportation, and translation.

1118 (f) ACCESSIBILITY.

Buchanan Community Schools Statement of Assurance of Compliance with Federal Law

The Buchanan Community Schools complies with all federal laws and regulations prohibiting discrimination and with all requirements and regulations of the U.S. Department of Education. It is the policy of the Board of Education that no person on the basis of race, color, religion, national origin or ancestry, age, gender/sex, height, weight, marital status, or disability shall be subjected to discrimination in any program, service, or activity for which it is responsible or for which it receives financial assistance from the U.S. Department of Education. Coordinators for Affirmative Action and review of Federal requirements are as follows: Section 504 and ADA, Karin Falkenstein (Ottawa Early Childhood Principal, 695-8409): Title IX, Title VI and Civil Rights, Brian Pruett (H.S. Assistant Principal, 695-8404).

6. Describe how the parent involvement component of the schoolwide plan is (will be) evaluated.

As part of the Title 1 Ottawa School school wide plan the PIP will be evaluated and revised. The procedure was developed in 2015-16, initially used in 2016-17 and used continually on a yearly basis since then as follows: An informational notice will be sent home with each student. The notice will contain the following information: explanation of what Title I is and how it works, benefits it provides parents' children, amount of annual funding and encouragement to foster parent involvement. - Interpreters will be available, if feasible, for parents with limited English proficiency who wish to attend. - An annual building meeting in the spring will review/evaluate/revise the Parent Involvement Plan. - Parent Involvement activities/strategies will be shared and discussed - There will be an annual survey to collect effectiveness information on various aspects of the parent involvement plan prior to this meeting. - The evaluation information will be compiled and reviewed by the SI team for parent involvement. This review will include an assessment of how much parental involvement is increasing and what barriers must be addressed and suggestions for future activities.

7. Describe how the results of the evaluation are (will be) used to improve the schoolwide program.

As part of the Title 1 Ottawa SI evaluation of the PIP (parent involvement plan) - Make a written summary of findings and implications to the SI plan for possible revisions. Currently: The results of the evaluation are used in the Ottawa school wide plan by:

School Improvement Plan Ottawa Elementary School

Our parent involvement evaluations included mid year "how are we doing" survey, parent perception surveys, special event and field trip evaluations, and P/T conference attendance results. Parents generally feel positive about Ottawa school and all were actively involved in some way this year. Every student in every class had a parent or family member attend at least one event at school in 2017-18! P/T Conference participation averaged 96%. Our preschool parent survey indicated that parents were very happy with the GSRP preschool program. Special events will be fine tuned again this year from parent suggestions on the event surveys. The biggest change was in transferring the programs, events, and activities that originally started for a K-5 population (prior to 2011-12) that were then revised in 2011-12 after the move to Moccasin for a preK-2nd grade population , and were then revised again in 2015-16 for the move back to Ottawa School for a preK -1st grade population. Another change for 2018-19 based on the parent surveys was to reduce the number of half days each year that place a burden on parents for child care. A survey was designed, implemented, and evaluated this year requesting information on the following: Data will continue to be collected throughout the every school year with a focus on success of the events, activities, and programs so that all students meet success and parents feel their increased involvement has been used to improve the PIP and the school wide program.

8. Describe how the school-parent compact is developed.

The school-level School-Parent Compact was designed several years ago with input from parents (PTO) and staff. Parents were invited to a meeting to discuss the compact formation. Once a model was selected, it was sent to all parents for comments and/or suggestions for improvement. The staff and student portions were added because of the parent input. Since it was written, it has been a part of our opening school parent packet distributed to parents on the first day of school. It is the front page of the yearly building handbook which parents sign and return to school. The compact is part of our yearly "required school/family paperwork".It is reviewed with students the first week of school. The compact is discussed and reviewed with parents at Fall Parent/Teacher Conferences. The compact is reviewed annually at the final PTO meeting of the year for any needed changes. The compact was revised May 2017 by those attending the PTO meeting. This time we added under Elementary Teacher Agreement: Communicate monthly regarding classroom learning activities and home support ideas

In May of 2017, we gathered parent thoughts through a Title 1 survey end of the year. Parent comments were as follows: Title parents said: 1. It really helps the child for the teacher and the parents to be on the same level. 2. Teacher- student-parent communication 3. It made it easier to be involved. 4. He learned to better respect others. 5. It outlined what was expected of both myself and my child. Rules were outlined well. 6. Wonderful way to establish very attainable goals and boundaries, etc. Very good idea…my boys took the contract seriously when they had to sign! 7. Awesome job Ottawa 8. I think it helped all the family stay on top of things. 9. I feel they took on a very serious and genuine concern for my child, which was very comforting.

Other non-Title parents said: a. We knew exactly what was expected and so did they. It was a smooth year. b. We went over this with our child. He was aware of the rules which are in line with our expectations. Had a positive impact. c. Amazing, my son is doing so much better this year. I believe that is a part of his progress.

School Improvement Plan Ottawa Elementary School

d. It worked well. It's a good joint effort for sure! e. None, my daughter has done very well and is well-behaved. f. Keeps everyone focused. g. It provided expectations that were expected to be met. h. It didn't…having a contract for public education is absurd. i. It set the expectation for what needed to be done throughout the year. Although we didn't look at this form again after signing it, we did adhere to the list of items to provide encouragement. j. I went over it with my daughter so that she knew what was expected from her. k. We moved here later in the year. l. Didn't really impact either way. m. We knew what was expected at home and what our daughter was getting from school. Excellent! n. I don't know that at his age it impacted him at all. o. It outlines expectations.

9. Describe how the School-Parent Compact is used at elementary-level parent teacher conferences.

The compact is reviewed at Fall Parent/Teacher Elementary Conferences with parents. It is part of the required beginning of the year conference procedures. Emphasis in the compact review is on the home school partnership that needs to be in place to support our students. It is reviewed with students the first week of school. When the compact is reviewed with parents at conferences it is dated and initialed by teacher and parent. Parents unable to attend fall conferences are contacted to see if a personal meeting can occur to go over the School Parent Compact and solicit acknowledgement of its discussion.. The compact was revised May 2017 with the SI team in conjunction with the PTO meeting.

10. How is the School-Parent Compact shared with middle school or high school parents (depending on the grade span of the school)?

Not applicable Ottawa School is a preK-1st grade school.

Label Assurance Response Comment Attachment The School's School-Parent Compact is Yes The compact is attached as it will attached. be distributed to parents in 2018- 19 as part of the parent/student handbook.

11. Describe how the school provides individual student academic assessment results in a language the parents can understand.

Individual student academic assessment results and information are presented in an understandable and uniform format and to the extent practicable, provided in a language the parents can understand. Interpreters (oral/ written language and sign) are also available to parents for any school meetings upon request. Additionally, should a parent lack literacy skills, phone calls are made or a face to face meeting occurs

School Improvement Plan Ottawa Elementary School

where the information can be shared with the parent. Individual academic assessment results are available to parents in multiple ways. Student progress via report cards (January and June) or progress reports (November and March) is formally distributed to parents 4 times a year with the opportunity for a face to face conference each fall and spring as needed. Between report card periods, reports are also distributed to parents on an as needed basis, to assist them in monitoring their child's continuous academic or behavior progress. Bee Binders are also used daily to share important completed work, work to be finished at home, important parent information, etc. Parents of students receiving intervention services also receive periodic reports on academic progress from our building intervention facilitators. Parents can make an appointment at any time to discuss their child's progress or use e-mail as a communication tool with teachers. Student academic goals are also set/reviewed at Fall and Spring Parent/Teacher conferences. All parents have access to their child's teacher, administrator, and other support staff through email, text, and phones to help coordinate/monitor student achievement success or if more information/explanation is needed. Class messenger is used by all classes to communicate with parents via text also.

School Improvement Plan Ottawa Elementary School

Component 7: Preschool Transition Strategies

1. In what ways does the school connect with preschool age children more than a once a year visitation to the kindergarten classroom?

Toddlers to preschool or kindergarten transition: Berrien RESA's Parents as Teachers programs are offered at Ottawa School throughout the school year on a monthly basis and advertised through flyers and the school newsletter to all families. Berrien RESA publicizes it in all local newspapers before each event. For high needs Early On toddlers under the age of 3, program or service coordination from IFSEP to IEP plan development meetings with preschool staff are held to determine each child's program at school. Special education preschoolers may attend GSFP preschool as part of their program. Head Start students transitioning to Kindergarten visit their home school (Ottawa) at the end of each school year. GSRP Preschool to Kindergarten transition plan 2018-18:

1) As part of the Kindergarten Transition Plan, each site will use the TS GOLD Essential Skills and Assessment to share achievement data of preschool children with the kindergarten staff of each school district. a. Both preschool teachers meet using TS GOLD Essential Skills and Assessment and other data with each kindergarten teacher individually. b. Meetings occur during the 50 minute Kindergarten teacher prep time.

2) As part of the Kindergarten Transition Plan, each site will develop and implement strategies to involve parents in the transition process. a. Parents invited to meet and greet kindergarten teachers during the GSRP preschool and kindergarten round-up. b. Parents tour the room and ask questions of the teachers. c. Parents complete a preschool survey.

3) As part of the Kindergarten Transition Plan, each site will develop and implement transitional activities for preschool children and their parents. a. Preschoolers visit each kindergarten room for 15 minutes to engage in activities with the kindergarten students: calendar, dot-to-dot, K student reads to preschooler 1:1, movement and dancing to learn, and teacher reads a story. b. Visits to the classrooms occur in the spring. c. Preschool and kindergarten students share recess time in May. d. Families of preschoolers receive a handbook for kindergarten with pictures of the staff members that will be working with the kindergartners in the next school year…office staff, K and specials teachers, food service, MTSS staff, etc. e. Preschool students and their parents are included in all building activities: Prime time 2 times a year, Father/daughter dance, Mother/son date night, Special Friends' Celebration, spirit days, Red Ribbon week, etc.

4) As part of the Kindergarten Transition Plan, each site will make intentional kindergarten placement decisions using data. a. The two preschool teachers as well as the ECSE teacher meet and use TS GOLD Essential Skills and Assessment and other data to discuss placements. b. Placements are discussed with the building principal. c. Placement of students is equal across the 5 classrooms.

For preschool children transitioning from the Tri-County Head Start preschool programs we have a common, county-wide child information SY 2019-2020 Page 61 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

sheet that is forwarded to K teachers once Head Start is notified where a particular child will be attending kindergarten. Head Start may also call Ottawa School to ensure adequate information has been passed to staff there. Head start has Buchanan Community Schools information round-up packets to give to parents at their family end-of -the year meetings also. During spring end-of-year home visits our preschool staff conduct face-to-face meetings with parents. They share TS GOLD assessment end-of-the-year evaluations, K transition information and answer parent questions/concerns. In May of each year preschool and kindergarten teachers meet to coordinate placement and services for the following year. Meeting individually with each kindergarten teacher, the preschool teachers share TS GOLD academic achievement assessment data, behavior concerns, special needs a family may have etc. Together they place students in the appropriate K room. For high needs preschool students transition IEP meetings with kindergarten staff are held to establish their each child's IEP plan while in kindergarten. All preschoolers and their parents transitioning to kindergarten are invited to Kindergarten Round-Up where families can go from room to room meeting each kindergarten teacher and touring the classrooms. Teachers are free from other duties to answer questions, note concerns, etc. Prior to the end of school, each preschooler receives a kindergarten handbook with pictures of the kindergarten staff members, specials staff (visual arts, integrated arts, physical education, media, and counselor), food service and lunch workers, Additionally bathrooms, etc. are illustrated. Preschoolers also practiced using the hall restrooms, handling trays in the lunchroom at breakfast time, while selecting or receiving food items, etc. Preschoolers visited the five identified Kindergarten rooms where the each kindergarten teacher had a center activity to share. Preschoolers participate with kindergarten students on a paper pencil task and dance together, K teacher reads a story, and all students participate in circle time as related to calendar and Daily 5 with read to someone (K reads to preschooler). The K students and preschoolers are in the school and frequently are at recess and school dismissals together. They also ride the bus to school with the other elementary students except for the preschoolers who live in town. Preschoolers participate in all the school wide events: Father/Daughter dance, Homecoming parade, Thankful Feast, Mother/Son Date Night, Prime Time 2 times a year for games and eats at night, March is Reading month, special dress-up days (crazy hair, school colors, backwards and upside down clothes, etc.), and all parties for Halloween, Christmas, and Valentine's Day. The GSRP site coordinator is also the building principal and she meets regularly with GSRP directors in the county along with Head Start personnel to coordinate preschool transitions. Services recommended during these meetings are implemented at Ottawa School. Preschool teachers use the Creative Curriculum and Brigance Inventory pre and post assessments on readiness skills and share the results with parents. Preschool staff members have implemented the Berrien RESA ready for kindergarten assessment with post testing in the spring. Families of preschoolers will have several separate times to visit the classrooms prior to the start of school in two hour blocks.

2. What types of training does the school provide preschool parents and/or preschool teachers on the skills preschool age children will need when they enter kindergarten?

Preschool teachers share the kindergarten CCCC's in ELA and math with parents. At the end of the preschool year parents are asked to realistically rate their child on kindergarten readiness skills. Together with their child's preschool teacher the items are discussed so parents know exactly where their child may need additional work over the summer. The preschool staff members were involved in extensive professional development work through the Early Childhood Director at Berrien RESA during the school year. Staff has been trained in the PQA, Great Start to Quality STAR program component requirements and TS GOLD essential skills and assessment . Services and/or programs recommended during these meetings are implemented at Ottawa School. Preschool teachers were trained in the use of Creative Curriculum, Zoo Phonics, and the Brigance Inventory pre and post assessments of readiness skills. Results of Brigance assessments were shared the with parents. Ottawa also uses the Berrien RESA ready for kindergarten assessment post testing in the spring. These results were also shared with parents and kindergarten staff members.

School Improvement Plan Ottawa Elementary School

GSRP site administrator /building principal meets regularly with GSRP directors in the county along with Head Start personnel to coordinate preschool transitions. Services and procedures recommended during these meetings are implemented at Ottawa School. Preschool staff provide 2 parent literacy events during the year helping to prepare parents for the task of effectively supporting their child's literacy growth in K-12 grades. Preschool staff provide parents with summer transition activities aimed at building on each child's strengths for kindergarten success. Additionally, our preschool staff serves parents information on local summer literacy events/activities that might benefit their children (ie. Buchanan District Library summer reading program, Summer Bookmobile, Tiny-Talkers, Stop,Lunch, and Listen programs at noon on Thursdays at the Buchanan Common etc.), etc.

School Improvement Plan Ottawa Elementary School

Component 8: Teacher Participation in Making Assessment Decisions

1. How do teachers provide their input into the decisions regarding the use of school-based academic assessments?

Teachers provide input into the decisions regarding the use of school-based academic assessments as follows: The district assessment system was collaboratively created by the horizontal grade level teams who devised or selected the quarterly district grade level assessments for the 4 common core areas. Tests are geared to assess student learning mastery on the GLCE's/CCSS's or to provide task analysis of skills that must mastered for improved academic learning. Grade level teams also participated in selecting the use of DRA running records, MLPP skills (K only), ESGI ( Educational Software for Guiding Instruction.) and DIBELS NEXT assessments four times a year. Additionally they have devised the district-wide writing prompt assessments in narrative, opinion and informational writing at each grade level. These have been changed to model the MAISA prompts/assignments. The district writing assessments come to staff complete with procedural guides etc. On-going, sustained, high-quality PD for teachers on how to analyze student achievement data to drive classroom instruction must continue to occur. Our assessment process gives all teachers a voice in making assessment decisions. Our district and building SI teams have developed a framework of assessments that are designed to provide feedback on the effectiveness our curriculum, teaching practices, MTSS strategies, and the data collection tools currently in use. Our assessments support our efforts to have all children ready to meet GLCEs and CCSS's within the state target ranges. Assessments and their results are selected, explored, evaluated, and discussed during staff, grade level, cross-grade level, and K-12 vertical team meetings to monitor use, application, and outcomes. Staff determines appropriate frequency of assessment use to support our SIP goals. All staff receive initial and follow-up training as well as ongoing support in implementing any new assessments adopted by the district. This is an on-going process as all assessments are reviewed yearly by staff. Curriculum, enacted instruction, and assessments must match for true instructional fidelity and integrity. Teacher leaders in K and 1st grade fully implemented the NWEA MAP three times a year in 2016-17, so the district had an assessment that could be compared year to year for district curriculum efforts as well as longitudinally for each student to ascertain their individual learning growth in reading and math. The Ottawa staff implemented the Delta Math screener for similar purposes to the fullest extent also in 2016-17. Now data analysis needs to happen with that data on a regular basis within the school.

2. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all students?

Through our district's K-12 vertical team process, staff are involved with the analysis of all student achievement data (ie. including M-STEP on the MISchoolData site, DIBELS NEXT, NWEA MAP, Delta Math and district developed common grade level assessments) to determine student and core curriculum strengths and weaknesses along with positive and negative trends. This includes examining at all subgroup information. The data assists teachers in determining whether a student needs remediation, maintenance, or acceleration in classroom learning. Teachers and teacher grade level teams are provided staff meeting time, daily common planning time, collaborative team time, early release/late starts, and additional 'sub days' as needed to analyze student achievement data and devise strategies to support achievement for all students. The school reform model working as Professional Learning Communities has helped us to create a data driven, results-oriented culture. Ottawa School has vertical team leaders, trained Data Coaches, and a literacy coach (grades K-1) to provide support to staff in digging into the available data and in using team time effectively. Additionally, the intervention facilitators assist teachers in reaching instructional goals for all students and meeting their individual needs.

School Improvement Plan Ottawa Elementary School

Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the Standards

1. Describe the process to identify students who experience difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level.

All students are expected to meet the K-1 grade level content expectations (GLCEs) and common core content state standards (CCSS's) in the four core areas (ELA, math, science, and social studies). Students are identified using staff/grade level team analysis of multiple data sources listed below. Those who are at-risk for not achieving expectations, qualify for support. A spreadsheet ranking students to determine those with the greatest need by grade level and by core area is used. A learning gap between those at-risk and the other students greater than 10% is considered significant. Those students in the bottom 30% on the M-STEP in the core content areas are no longer at Ottawa School so that measure cannot be used to identify those students requiring additional support at our school. In 2015-16 we finally had standardized assessments the same as the rest of the district NWEA MAP in ELA and math at the K and 1st grade levels. This data was only previously available for Buchanan Schools in grades 3-8. The Delta Math screener was added three times a year in 2016-17. Tier 2 support consists of strategic interventions provided at each grade level based on data from the PASI and PSI instructional rounds testing. Students are assigned to a group taught by one of the intervention facilitators or one of the 5 classroom teachers for directed literacy instruction using the 95% group materials. The literacy coach insures that the materials are used with fidelity and integrity of effort. Groups are in session 4 days a week 30 minutes each session. For selecting the Tier 3 students for intensive remediation, the testing data indicated below is examined in conjunction with these factors to determine the long term data implications received from Moccasin/MS staff members: implications from Grade 3 (ELA-reading, writing, listening, and research/inquiry as well as math), grade 4 (science), and grade 5 (social studies) MEAP/M-STEP achievement results with subgroup analysis (EDD, SWD, gender, race, LEP, homeless, neglected/delinquent, migrant), student discipline, attendance, tardiness, retentions, and suspensions, and staff surveys/interviews relative to instructional practices and student performance in their classroom on district assessments and daily work.

Title I Selection Process for Moccasin School Kindergarten and 1st grade implemented at Ottawa School beginning in 2015-16 ELA Teacher - Review the DIBELS NEXT results - Develop a list of the students in the intensive and strategic categories (bottom 30%) - Review the end of year MAP/NWEA test RIT score - Review the local assessment test data and cross reference - Make a recommendation to the grade level team Grade Level Teams - Review and analyze the list of potential students from teachers in their - grade level - Compile of list of students, based on the data from the above listed tests - Prioritized list of students that need services will be given to the Interventionist Interventionist - Give teachers referral form to complete and return to the Interventionist - Administrate the 95% Group PASI or PSI test

School Improvement Plan Ottawa Elementary School

- Note the bottom 30% (intensive and strategic categories) and give list to grade level staff to review and make final decisions - Fill out a parent letter for each student on their caseload.

MATH Teacher - Review the end of year MAP/NWEA test RIT score - Review the results from the Delta Math screener - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30% Grade Level Teams - Review and analyze the list of potential students from teachers in their grade level - Compile of list of students, based on the data from the above listed tests - Prioritized list of students that need services will be given to the Interventionist Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload

SCIENCE Teacher - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30% Grade Level Teams - Review and analyze the list of potential students from teachers in their grade level - Compile of list of students, based on the data from the above listed tests - Prioritized list of students that need services will be given to the Interventionist Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload.

SOCIAL STUDIES Teacher - Review the local assessment test data and cross reference - Make a recommendation to the grade level team based on the bottom 30% Grade Level Teams - Review and analyze the list of potential students from teachers in their grade level - Compile of list of students, based on the data from the above listed tests - Prioritized list of students that need services will be given to the Interventionist Interventionist - Give teachers referral form to complete and return to the Interventionist - Fill out a parent letter for each student on their caseload.

School Improvement Plan Ottawa Elementary School

2. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic achievement assessment standards at an advanced or proficient level?

Timely and effective additional assistance is provided to students who are experiencing difficulty mastering, to the proficient or advanced levels, the State's academic achievement assessment standards by doing the following: 1. K-2 Literacy coach trains and supervises classroom teachers and the Title 1 intervention facilitators in the interpretation of data and fidelity and integrity in the implementation of the Tier 2 strategic and 3 intensive intervention strategies. She meets with teachers to establish the MTSS (multi-tiered system of support) groups each data round based on PASI and PSI data and classroom performance. Tier 2 strategic interventions have been successful using the 95% group's program by Dr. Susan Hall.. 2. Strategic interventions utilize the 95% kits, Road to Reading, 1st grade PALS, SoundPartners, Words Their Way. Tier 3 intensive interventions use Foutas and Pinnell Leveled Literacy Intervention Program for instructional materials. Continue protected time for MTSS sessions. 3. Intervention facilitators provide MTSS academic support (including push-in and pull-out services as appropriate) in ELA (reading and writing), math, science, and social studies. Intervention facilitators work individually or with small group to improve DIBELS NEXT screening scores, and Delta math screening scores for students struggling academically. They also assist in conducting MLPP, DRA running records, 95% PASI and PSI assessments, and DIBELS NEXT for early elementary students assessments to help in targeting additional classroom instruction for high needs children. To inform the SIP, the District K-12 Vertical Team and classroom teachers complete in-depth data analysis on this collected data to be used to target school improvement learning goals. 4. Preschool programs (GSRP) provides early intervention as an extended learning opportunity to primarily EDD children. Preschool teachers using the TS Gold Observational Assessments as required by the State of Michigan. Train Kindergarten staff in the MDE KRA for 2019-20 implementation to provide earlier identification of those students at-risk for learning success. 5. Summer school may be available in the four core areas for at-risk Kindergarten and 1st grade students. 6. School counselor assists the classroom teacher in implementing behavior plans for at-risk students so students have more time on task, are less disruptive to the class as a whole, etc. 7. Parent Liaison will provide individual follow-up plans to improve the school attendance of those students who have chronic attendance problems. Emphasis on EDD, SWD, and other subgroups. 8. Reading mentors from the community meet weekly for 30 minutes with their assigned at-risk student. Students are nominated by teachers based on data and are trained by the literacy coach and supported by the parent liaison. 9. Kids Hope USA volunteers started this year with at-risk students who suffered academically and who also needed a trusting adult in their lives. Kids Hope USA develops these one-on-one relationships through the creation of church-school partnerships that pair church members with at-risk kids in supportive, mentoring relationships. Kids Hope USA mentors spend just one hour per week, reading, talking, playing and listening to a child at school. By helping the child feel loved and valued, they help that child to learn, grow and succeed. 10. More relationship building and safety issues were addressed with the implementation of WATCH DOGS. WATCH D.O.G.S. (Dads Of Great Students) is an innovative father involvement, educational initiative of the National Center For Fathering. There are two primary goals of the WATCH D.O.G.S. program: 1) To provide positive male role models for the students, demonstrating by their presence that education is important 2) To provide extra sets of eyes and ears to enhance school security and reduce bullying. During the day, Watch DOGS may read and work on flash cards with students, play at recess, eat lunch with students, watch the school entrances and hallways, assist with traffic flow and any other assigned activities where they actively engage with not only their own children, but other students as well.

3. How are students' individual needs being addressed through differentiated instruction in the classroom?

Staff completed training in 2011-12 with Brian Pete of the Robin Fogarty and Associates in differentiated instruction targeting the key

School Improvement Plan Ottawa Elementary School

concepts from Carol Ann Tomlinson. This was prior to our first year in grade level centers. Using these concepts teachers are able to skillfully make subtle and substantive changes to their core instruction, use of instructional processes, and student work products. They also use a compendium of best practices from Marzano (especially compare/contrast) to address the diverse needs and talents of the students in their class. The Basic Steps in Differentiation used at Ottawa are: 1. Planning Question: What do I want students to know, understand, and be able to do? 2. Preassessment Question: Who already knows, understands, and/or can use the content or demonstrate the skills? Who needs additional support in order to know, understand, and/or demonstrate the skills? 3. Differentiation Question: What can I do for him, her, or them so they can make continuous progress and extend their learning

Among the differentiated strategies varying the content, process, or product used by the classroom teachers during core class time are: Flexible grouping based on demonstrated skills Technology adapted according to student performance Scaffolding of resources and instruction Tiered activities using DOL (Depth of Learning) or Bloom's Hierarchy to change the difficulty of the tasks by changing the verbs on what to do...changing the materials used to be more or less difficult and changing the learning environment from individual, to partners, to small or large group. Varied levels and entry points to instruction based on student performance, learning profile, readiness and interest Guided learning choices regarding task completion, use of increased or decreased task scaffolding of teacher support. Accommodations in seating, assessing, etc. Frequent progress monitoring of learning Self-reliant independent work habits versus structured environment to support less independent work habits.

School Improvement Plan Ottawa Elementary School

Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

1. In what ways are the programs coordinated and integrated toward the achievement of the schoolwide goals? Include a LIST of the State, local and Federal programs/resources that will be supporting the schoolwide program.

Federal, State, and LEA programs are coordinated and integrated toward the achievement of the Ottawa school wide goals in the following ways: 1. Section 31a 2. Title IA 3. Title II 4. Title lll 5. GSRP 6. Regional Data Initiative activities 7. IDEA 8. WIDA 9. Safe and Drug Free monies and services 10. Berrien RESA services for Homeless 11. CTE 12. Additional Instructional Time Grant

and any other state and federal funds may be used to ensure that all students are mastering the expectations that are articulated in the curriculum and assessed through various formative and summative assessments. Annual evaluations will determine if all students are mastering the core curriculum and, if not, adjustments will be made to the school wide plan.

Additional local and state educational agencies support students and families in numerous ways centered on basic needs for shelter, food, clothing, good physical and mental health. Academic and enrichment supports are offered through physical activities, engagement and/or appreciation of the performing and visual arts, museum visits, colleges and universities, etc. Safety issues are also addressed along with parenting classes, etc. 1. RAM, FIA, United Way, Niles-Buchanan Service League, etc. 2. Family counseling (free through Andrews University) 3. YMCA Niles/Buchanan Family Center, youth sports. The Buchanan District Public Library, MI Child insurance plans, Buchanan Art Center, Intercare Dental Van, free clinics and immunizations by the health dept etc. 4. KidKare and Kid Kamp programs - State licensed before/after school childcare provided and supported by the district. 5. The Buchanan School Farm programs provided by the district for preschool-4th grade 6. Fernwood Nature Center, Love Creek Nature Center,Sarrett Nature Center, Five Pines Christian Youth Camp, Notre Dame, SMC, LMC, IUSB, South Bend Century Center, Morris Center for the Performing Arts, Krasl Art Center, Berrien County Historical Courthouse, the Buchanan Art Center, Pears Mill, The Tin Shop Theatre, the Upton Planetarium,etc. 7. Local P/T Organizations offering volunteer and monetary assistance to children and teachers. 8. Riverwood Mental Health Hospital, Niles Service League, Buchanan/Galien Lions Club, Kiwanis Club, police and fire departments, Buchanan Park Service, etc. 9. Berrien RESA "Parents as Teachers" classes. 10. Grants from Walmart, Lowe's, professional educator organizations in MI such as MEMSPA and MEA, the Michigan Gateway Community SY 2019-2020 Page 70 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

Foundation,

2. Describe how the school will use the resources from Title I and other State, local and Federal sources to implement the ten required schoolwide components.

The 10 School wide Components/Funding Sources/Goal Areas/and related Programs are as follows: 1. School-wide Component Funding Source: Title IA, Title II, Title III, 31a, General Fund Goal Areas: 1, 2, 3, 4 Programs include: Literacy coach, Math coach, Bilingual County consortium, Intervention Facilitators, Curriculum Crafter and access to web-based ELA/Math, Stipends for staff, Professional Development related to goals, WIDA, PLC's, PD, Comprehensive Needs Assessment

2.School wide Reform Strategies Funding source: Title IA, Title II, Title III, 31a, General Fund Goal Areas: 1, 2, 3, 4 Programs include: Literacy Coach, Math coach, Bilingual County consortium, intervention facilitators, Curriculum Crafter and access to web-based ELA/Math, Stipends for staff, Professional Development related to goals, WIDA, PD, PLC's, MTSS Tiers 1,2,3, Assessment tools

3. Highly Qualified Staff Funding sources: Title IA, Title II, Title III, 31a, General Fund Goal areas: 1, 2, 3,4 Programs include: All staff meet the NCLB requirements of highly qualified,. Individualized Teacher PD such as conferences, books, planning time, etc.

4. Attracting and Retaining High Quality Staff Funding sources: Title IA, Title II, Title III, 31a, General Fund Goal areas: 1, 2, 3, 4 Programs include: Literacy and math coaches for teacher support, web-based curriculum assessments, web-based pages for schools, PD, PLC's

5. High Quality and On-Going Professional Development Funding sources: Title IA, Title II, Title III, 31a, GSRP, General Fund Goal areas: 1, 2, 3, 4 Programs include: Professional Development aligned with our school wide plan, individualized PD related to teacher individual growth plans, core content

School Improvement Plan Ottawa Elementary School

coaches, trainers of trainers for teachers, webinars, book studies, on-line courses

6. Parental Involvement Strategies Funding sources Title IA, Title II, Title III, 31a, General Fund, GSRP, PTO resources Goal areas: 1, 2, 3, 4 Programs include: Open Houses, Parent workshops, Parent nights, Parent liaison, Social worker, Counselor, Parent/ teacher / student compacts, Parent Teacher conferences, Web-based support resources, School Net, Power School

7. Preschool Strategies Funding sources: Title IA, Title II, Title III, 31a, General Fund, GSRP, PTO support, Berrien RESA Goals: 1, 2, 3, 4 Programs include: Parents as Teachers, Kindergarten round-up, open house, RIF books for home reading program, home visit teams, early childhood program, parent literacy events, child care, transportation to conferences, etc. for parents

8. Teachers Making Assessment Decisions Funding sources: Title IA, Title II, Title III, 31a, General Fund Goal areas: 1, 2, 3, 4 Programs include: Intervention Facilitators, grade level teams, core content coaches-especially math and literacy, vertical teams, classroom teachers, Child Study, MTSS Tiers 1,2,3

9.Timely and Additional Assistance to Students Having Difficulty Mastering the Standards Funding sources: Title IA, Title II, Title III, 31a, General Fund Goal areas: 1, 2, 3, 4 Programs include: After school/summer school programs, Intervention Facilitators, English Language Learner support, Literacy and Math coaches, Reading, Watch D.O.G.S. and Kids Hope USA mentors, Child Study, MTSS Tiers 1,2,3

10. Coordination of Programs and Resources Funding sources: Title IA, Title II, Title III, 31a, General Fund Goal areas: 1, 2, 3, 4, Programs include: The Coordination of Funds is completed by the business officials, Title 1A, II, and III Coordinators, Superintendent, Principals, Sped supervisor, and SI teams.

Refer to all 10 component specifics listed in this Title 1 School wide Diagnostic portion of the Ottawa School SI process for more specific descriptions of resource use to implement the ten required school wide Title 1 components. #1 under this area corresponds with #1 in this

School Improvement Plan Ottawa Elementary School

diagnostic portion. Resources from Title 1 and other sources will be used to implement the ten school wide Title 1 components as follows: Index of 10 Components 1. Comprehensive Needs Assessment Enrollment, attendance, academic, perception, process, and demographic data will be collected , analyzed as a whole and by subgroups, with summary conclusions made to guide school actions for improvement. 2. Schoolwide Reform Strategies Continued use of literacy and math coaches and intervention facilitators to assist all preK-1 staff in providing a comprehensive program of timely and additional assistance (including MTSS (RtI}, summer school, ELL, and GSRP preschool programs) to students having difficulty in language acquisition/processing and/or mastering the grade level core content standards. Assistance will be in determining targeted strategies, scheduling MTSS tiered activities (strategic and intensive), offering parenting workshops geared to improving parent understanding of literacy and math. Literacy coach will ensure the lowest students get substantial literacy support. On-going appropriate PD, stipend support for the district and building level vertical and grade level teams, as well as individual teachers, etc. 3. Instruction by Highly Qualified Professional Staff (Teachers and Instructional Paraprofessionals) All teachers and instructional paraprofessionals are already highly qualified. 4. Strategies to Attract High-Quality Highly Qualified Teachers to High Need Schools Turnover is extremely low. 5. High-Quality and Ongoing Professional Development Provide on-going, sustained, high quality PD for staff and administration that is based on our comprehensive needs assessment and is aligned to the school wide goals. PD for teachers is to assist them in more expertly conducting comprehensive needs assessments and making subsequent instructional and assessment decisions based on data with the intent to improve both the quality and quantity of instruction and ultimately student achievement. PD is selected by the staff K-12 vertical teams as well as individually by teacher or administrator to meet specific unique individual needs. All of these efforts are related to teaching and learning to improve achievement for all students including the needs of accelerated students. PD for staff will assist them in the following areas: -collaboration efforts (PLCs) that develop/expand teacher leadership's ability to lead/guide the change process -effective collection, analysis, and use of data to plan, guide, and assess instruction, -refined training in assessing the results from the screener DIBELS NEXT as well as the more in-depth assessments from the 95% group...PASI and PSI, NWEA MAP, Delta Math screener -PowerSchool training continued to support efforts to provide timely progress/assessment information for staff and parents -Differentiated instruction, Marzano instructional strategies - Additional technology provided with related training to better access and use data to guide learning and improve instruction. -Curriculum Crafter training to facilitate coordination of the development, implementation, and evaluation of the district written curriculum, instruction, and assessment practices. Emphasis on fidelity and integrity of the match among these three systems. -Practices to expand/enhance parent involvement/communication. -How-to materials and books given to teachers to improve the number and quality of instructional strategies as well as assessing the appropriate time and place usage of these strategies. -appropriate and effective MTSS targeted strategic and intensive interventions -project based learning. 6. Strategies to Increase Parental Involvement Coordinate and provide support services for homeless students and families Family emotional and academic support through the counselor's efforts to assist them to better support the academic efforts of their children. The parent liaison to enlist parental involvement in students' educational programs; work with parents in identifying and achieving goals for their child; seek to better understand curriculum expectations; facilitate positive parent, school and student relationships; and ensure open

School Improvement Plan Ottawa Elementary School

and effective communication between home, school and community. Costs incurred to provide child care, transportation,interpreters, materials, training, etc. to parents attending meetings to assist the school with the design, implementation, and evaluation of the school improvement plan. Personal support items of clean clothing that fits for children, lice treatments, additional school supplies, etc. 7. Preschool Transition Strategies Provide time and support for opportunities for on-going collegiality collaboration and conversations between Preschool and K teachers to improve transitions. This will also include transitioning preschoolers from surrounding tuition based preschools and Head Start schools. Substitute costs for teacher observations from preschool to kindergarten and vice versa, costs for training for parents and staff, etc. would be provided. Participation in Berrien RESA GSRP in-services for administration, teachers, and teacher assistants. Support the district's efforts to provide quality preschool opportunities for children and families (coordinated with Head Start) including transportation, child care, and interpreters to access the student and parent programs. 8. Teacher Participation in Making Assessment Decisions Continued use of the K-12 vertical team leaders, grade level chairs etc. to make decisions. On-going, sustained PD in the use of formative and summative assessment data. Revisions to improve the alignment of the core content common assessments with the written curriculum and instruction as the State of Michigan core curriculum expectations change. 9. Timely and Additional Assistance to Students Having Difficulty Mastering the Standards Through classroom teachers, coaches, intervention facilitators, counselor, social worker, and parent liaison, provide core, strategic, and intensive instructional MTSS support for struggling students in the four core areas as well as behavior. Support WATCH D.O.G.S., reading mentors, Kids Hope USA mentors, etc. Provide extended year learning opportunities to students needing additional time to master GLCEs and CCSSs with summer school, on-line programs for the home, etc. 10. Coordination and Integration of Federal, State and Local Programs and Resources Local programs and resources will be coordinated and integrated with district general funds, grants, PTO fundraiser dollars, Section 31a, Title 1A , Title II, Title III, and GSRP programs and monies.

3. How does the school coordinate and integrate the following Federal, State and local programs and services in a manner applicable to the grade level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training.

Coordination and integration of Federal, State, and local programs and services is provided through the services of our local program directors including: District Homeless Coordinator, Director of Title 1, Special Ed Supervisor, Special Ed Coordinator, GSRP site administrator, Section 31a Program monitor, Title lll Coordinator, district and building level administration, district level vertical and grade level team leaders, building SI teams, building level counselor, KidKare Program Director, Director of Food Services, Transportation Director, Business Manager, Superintendent, and our building level parent/teacher groups. Besides the above staff that provide coordination and integration, at the building level there are: -Violence prevention programs *Designed for PreK-1 are designed and implemented by our building counselor in partnership with staff and parents. These include coping skills, improved social interaction abilities, peer-to-peer, conflict management/mediation techniques, anger management, improving study skills, etc. *K-1 students participate in the DARE program as sponsored by the local police department in conjunction with the schools *State of Michigan internet safety program *CHAMPS and/or MIBLSI building-wide expectations *Bullying rubrics, think plans, etc *Additionally the counselor/parent liaison coordinate outside intervention services as needed (ie. RAM, Inc., Lory's Place (helps children cope with death), United Way, Niles-Buchanan Service League, Kiwanis, Buchanan/Galien Lion's Club, family counseling services, FIA assistance,

School Improvement Plan Ottawa Elementary School

etc.).

- Nutrition programs * These are designed, implemented, and monitored by our District Food Services coordinator. * Attention to food allergies by the food service director as well as building staff for snacks and parties * Summer lunches were offered to all at the High School this year. *-Weekend meals program during the school year for qualifying students received the Salvation Army Backpack Food Program funded by United Way and coordinated with the local Salvation Army, school counselor, parent liaison, and school staff. *Van Buren ISD Project LEAN ( a nutrition program) for students in PreK and 1st grade

-Housing *Homeless coordinator provides special transportation so the students may continue to attend our schools. The coordinator also refers families to housing programs as needed.

-Head Start, GSRP, and Early -On programs, *Preschool services are coordinated through our GSRP site administrator, the Special Education Supervisor and preschool staff. Area wide coordination is provided by the Berrien RESA Early Childhood director together with the GSRP area-wide council which includes local Head Start programs. Early On programs coordinated through SEDAC and Berrien RESA staff. *Before and After Child Care Services provided by our KidKare Director for grades K-5. Busing is provided from Ottawa to the KidKare site at Moccasin.

-Adult education *ATS Educational Consulting adult education through the HS *Parents are encouraged to complete their education via the GED process at a neighboring district *Several programs for high school completion are also offered at the Buchanan HS and promoted at Ottawa School. These are the Buchanan Virtual Academy, Step UP Program, and Credit Recovery Program -Ottawa does not offer vocational and technical education or job training as it is a preK-1st grade building. Adults seeking this information are referred to the counseling department at Buchanan HS.

School Improvement Plan Ottawa Elementary School

Evaluation:

1. Describe how the school evaluates, at least annually, the implementation of the schoolwide program.

The evaluation of the implementation of the Title 1 Ottawa School SI plan will be: Overview Each year components of the district's Title I, Title II A, Title III - Immigrant, Title III - English Language Learner, and Section 31a programs will be evaluated. The purpose of this process is to determine the effectiveness of program components in helping students reach district academic standards. This process will involve administrators, teachers, interventionists, and parents from each school. This process also involves determining the impact of professional learning for administrators, teachers, and interventionists on the improvement of student achievement toward district academic standards.

Process - Each fall, building principals will identify the areas of each funding source that will be evaluated during that school year with a timeline for discussing, gathering data, reviewing the data, and making decisions concerning changes in curriculum and/or instruction. - The Program Evaluation Tool in Assist will be used to lead staff during the process, understanding that this is an ongoing process to ensure increased student achievement. - Administration will provide training for all buildings' staff to equip them with the necessary knowledge, skills, and strategies to effectively and with fidelity evaluate the impact of programs on student achievement. - The building principals and the School Improvement teams will lead the program review. - All program evaluations will be completed so that data can be used in each building for planning and developing the following year's School Improvement Plan. - Program evaluation data will be utilized by the District to determine district goals as a part of the District Improvement Plan.

Procedures - At the start of each school year, each building principal will review Program Evaluation Tool in Assist; its relationship to their School Improvement Plan as well as the staff's role in gathering, disaggregating, and using the data to make curriculum and instruction decisions for students participating in state or federal programs. - At the first Title I Parent Meeting, the principal will review the Program Evaluation Tool in Assist with parents and describe the purpose for this tool, its role in the School Improvement process and their role in evaluating programs that impact students' achievement. - During the school year, the Title I Coordinator in the District will lead administration through the steps of the Program Evaluation Tool in Assist to ensure that the evaluation tool is seen as an ongoing and important part of the School Improvement process. - The completed Program Evaluation Tool in Assist will be reviewed by each building staff as part of their on-going school improvement process. This data will be used in determining changes in the curriculum and instruction as well as in the development of the building's School Improvement Plan. - The completed building program evaluation data will be gathered and shared with the District to use in the development of the District Improvement Plan. - Data collected at the building and district levels will be used to assess the effectiveness of state and federal programs in helping students achieve district academic standards.

The Program Evaluation (PET) consists of: Strategy/ Program/ Initiative Description SY 2019-2020 Page 76 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

1) Readiness: What is the readiness for implementing the strategy/ program/ initiative? 2) Knowledge and Skills: Did staff and administrators have the knowledge and skills to implement the strategy/ program/ initiative? 3) Opportunity: Was there opportunity for high quality implementation of the strategy/ program/initiative? 4) Implementation with Fidelity: Was the strategy/ program/ initiative being implemented as intended? Impact: What was the impact of the strategy/ program/ initiative on students? Impact Conclusion

2. Describe how the school evaluates the results achieved by the schoolwide program using data from the State's annual assessments and other indicators of academic achievement.

The building SI and district K-12 vertical teams analyze information from key data sources on a quarterly basis to carefully determine implementation/outcome progress on goals, objectives, strategies, and actions contained in our school wide program. SI team monitors the stages of implementation, reviews progress monitoring data available, and studies student achievement based on the criteria of "success for all". Special emphasis will be placed on Tier 2 and Tier 3 student progress data to ensure increasing achievement for those students who are at highest risk of not meeting the necessary mastery of GLCEs and CCSS's expectations for grade level academic achievement. The data and evaluation criteria will be reviewed during SI, grade level, and K-12 vertical team meetings to determine if all students are making continuous progress in each content area. Tier 1 or classroom instruction should have 80% or more students showing mastery of the expectations. If not, then the core instruction/curriculum, differentiated instructional strategies, and individualized support within the classroom has to be reviewed and tweaked. Tier 2 should have 15% or less of the students receiving strategic interventions. Evaluations of all strategic intervention programs, strategies and human resources have to be in place to determine the academic achievement success of the Tier 2 interventions. Tier 3 should have 5% or less of the students receiving intensive interventions. Again, evaluations of all intensive intervention programs, strategies and human resources have to be in place to determine the success of the Tier 3 interventions. We will continue to develop our comprehensive system of support that will ensure continuous progress for all students. Tier 2 and Tier 3 student data will be progressed monitored by our building literacy coach, district math coach, vertical team reps at Ottawa, principal, classroom teacher, and intervention facilitators with results reported out to in the SIP. Of particular note: Students scoring at the basic level are readily discernible when using the MISchoolData site for M-STEP proficiency. Within each level of proficiency the team will look for improvement from low to middle and middle to high. Every student in 3rd grade must demonstrate growth in individual achievement in reading/math with scores on the M-STEP that document improvement within the proficiency level (from low to middle or middle to high) and/or movement up to the next proficiency level (from not proficient/basic to partially proficient; from partially proficient to proficient; from proficient to advanced) as compared to their previous year's scores. Of particular concern will be those students currently scoring in the not proficient/basic and partially proficient levels who need to move up a full level.

3. Describe how the school determines whether the schoolwide program has been effective in increasing the achievement of students who are furthest from achieving the standards.

Ottawa determines the effectiveness of the schoolwide program in increasing the achievement of those furthest from meeting the standards by: Effectiveness of the school wide SI program is determined by the reduction of the overall and specific subgroup numbers in levels 3 (partially proficient) and 4 (basic or not proficient) on M-STEP 3rd grade ELA (reading, writing, listening, and research/inquiry) and math, 4th grade

School Improvement Plan Ottawa Elementary School

science, and 5th grade social studies. The building SI and district K-12 vertical teams analyze the academic achievement data sources on a quarterly basis to carefully determine implementation/outcome progress on goals, objectives, strategies, and actions contained in our school wide program. The SI team monitors the stages of design, implementation, and evaluation of the plan through reviewing the progress monitoring data available, and student achievement based on the criteria of "success for all". Special emphasis will be placed on Tier 2 and Tier 3 student progress data to ensure increasing achievement for those students who are at highest risk of not meeting learning expectations of GLCEs and CCSS's. Are they moving up to Tier 1 status? The criteria will be reviewed during SI and grade level team meetings to determine if all students are making continuous progress in each content area. Of particular note: Students scoring at the basic level are readily discernible when using the MISchoolData site for M-STEP proficiency. Within each level of proficiency the team will look for improvement from low to middle and middle to high. Every student in grade 3,4, and 5 must demonstrate growth in individual achievement in a core area with scores on the M-STEP that document improvement within the proficiency level (from low to middle or middle to high) and/or movement up to the next proficiency level (from not proficient/basic to partially proficient; from partially proficient to proficient; from proficient to advanced) as compared to their previous year's scores. Of particular concern will be those students currently scoring in the no movement up to the next proficiency level (from not proficient/basic to proficient; from partially proficient to proficient; from proficient to advanced) as compared to their previous year's scores.

4. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous improvement of students in the schoolwide program?

The Ottawa School evaluation process will continue to be implemented in 2018-19 as: Overview Each year components of the district's Title I, Title II A, Title III - Immigrant, Title III - English Language Learner, and Section 31a programs will be evaluated. The purpose of this process is to determine the effectiveness of program components in helping students reach district academic standards. This process will involve administrators, teachers, interventionists, and parents from the school. This process also involves determining the impact of professional learning for administrators, teachers, and interventionists on the improvement of student achievement toward district academic standards.

Process - Each fall, the principal will identify the areas of each funding source that will be evaluated during that school year with a timeline for discussing, gathering data, reviewing the data, and making decisions concerning changes in curriculum and/or instruction. - The Program Evaluation Tool in Assist will be used to lead staff during the process, understanding that this is an ongoing process to ensure increased student achievement. - Administration will provide training for all the building's staff to equip them with the necessary knowledge, skills, and strategies to effectively and with fidelity evaluate the impact of programs on student achievement. - The building principal and the School Improvement team will lead the program review. - All program evaluations will be completed so that data can be used in the building for planning and developing the following year's School Improvement Plan. - Program evaluation data from each building will be utilized by the District to determine district goals as a part of the District Improvement Plan.

Procedures - At the start of each school year, the building principal will review Program Evaluation Tool in Assist; its relationship to the School

School Improvement Plan Ottawa Elementary School

Improvement Plan as well as the staff's role in gathering, disaggregating, and using the data to make curriculum and instruction decisions for students participating in state or federal programs. - At the first Title I Parent Meeting, the principal will review the Program Evaluation Tool in Assist with parents and describe the purpose for this tool, its role in the School Improvement process and their role in evaluating programs that impact students' achievement. - During the school year, the Title I Coordinator in the District will lead administration through the steps of the Program Evaluation Tool in Assist to ensure that the evaluation tool is seen as an ongoing and important part of the School Improvement process. - The completed Program Evaluation Tool in Assist will be reviewed by the building staff as part of the on-going school improvement process. This data will be used in determining changes in the curriculum and instruction as well as in the development of the building's School Improvement Plan. - The completed building program evaluation data will be gathered and shared with the District to use in the development of the District Improvement Plan. - Data collected at the building and district levels will also be used to assess the effectiveness of state and federal programs in helping students achieve district academic standards. Areas to review in this Program Evaluation process are: 1) Readiness: What is the readiness for implementing the strategy/ program/ initiative? 2) Knowledge and Skills: Did staff and administrators have the knowledge and skills to implement the strategy/ program/ initiative? 3) Opportunity: Was there opportunity for high quality implementation of the strategy/ program/initiative? 4) Implementation with Fidelity: Was the strategy/ program/ initiative being implemented as intended? 5) Impact: What was the impact of the strategy/ program/ initiative on students? Impact Conclusion

School Improvement Plan Ottawa Elementary School

Ottawa School SI plan 2017-2020

School Improvement Plan Ottawa Elementary School

Overview

Plan Name

Ottawa School SI plan 2017-2020

Plan Description

Three year plan for Ottawa School updated summer 2017

School Improvement Plan Ottawa Elementary School

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 Funding 1 All Ottawa School students will be proficient Objectives: 2 Academic $157621 readers and writers on the M-STEP ELA Strategies: 5 assessment. Activities: 17 2 All Ottawa School students will be proficient on the Objectives: 2 Academic $92409 M-Step science assessment. Strategies: 3 Activities: 8 3 All Ottawa School students will be proficient on the Objectives: 2 Academic $92609 M-STEP social studies assessment. Strategies: 4 Activities: 9 4 All Ottawa School students will be proficient on the Objectives: 2 Academic $109267 M-STEP math assessment. Strategies: 4 Activities: 12

School Improvement Plan Ottawa Elementary School

Goal 1: All Ottawa School students will be proficient readers and writers on the M-STEP ELA assessment.

Measurable Objective 1: 82% of All Students will demonstrate a proficiency in reading and writing achievement in English Language Arts by 07/01/2020 as measured by 3rd grade ELA M- STEP scores at 79.42% for 2017-18, 80.85% for 2018-19, and 82.24% for 2019-20..

Strategy 1: MTSS ELA instruction with literacy coach and intervention facilitators - Teachers, literacy coach, and intervention facilitators use current data to identify and target students in a timely manner. The total preschool-1st grade staff will provide core instruction and research and evidence based MTSS multi-tiered systems of support through tiered intervention and enrichment assistance to students to meet the common core state standards in reading, to eliminate achievement gaps and to improve learning for all students including all major subgroups. A pyramid of intervention will be used (POI) for Ottawa's ELA literacy instruction and enhanced strategic (Tier 2) and intensive (Tier 3) interventions based on the individual needs of students. The elementary literacy coach will work with the ELA vertical team to develop a district literacy plan preschool-12th grade. She will assist preschool-1st grade teachers in their PLC grade level structures with common Tier 1 core instruction, analyzing data, changing instructional strategies, and providing Tier 2 strategic interventions so 85% of the students are successful on the M-STEP. Together with the intervention facilitators, the literacy coach will direct Tier 3 intensive interventions delivered by the intervention facilitators. The literacy staff at Ottawa Elementary will monitor the PASI in K and 1st grade and the PSI at the 1st grade level in order to target interventions for struggling students. The interventions used at Tier 2 and 3 levels will be evaluated at the end of the year. Category: English/Language Arts Research Cited: Buffum, Austin and Mike Mattos (editors). It's About Time Planning Interventions and Extensions in Elementary School. Bloomington, IN: Solution Tree. 2014. . Buffum, Austin, Mike Mattos and Chris Weber. Pyramid Response to Intervention: Four Essential Guiding Principles. Bloomington, IN: Solution Tree. 2011. . Buffum, Austin, Mike Mattos, and Chris Weber. Simplifying Response to Intervention: Four Essential Guiding Principles - an RTI Book for Professional Learning Communities. Bloomington, IN: Solution Tree. 2011. Gregory, Gayle, Martha, Kaufeldt and Mike Mattos. Best Practices at Tier 1: Daily Differentiation for Effective Instruction Elementary. Bloomington, IN: Solution Tree. 2015. Hall, Susan. Jumpstart RtI Using RtI in your Elementary School Now. Corwin Press: Thousand Oaks, CA. 2011. Using the 95% group phonemic awareness and phonics materials for improved student achievement. 95 Percent Group instructional materials and processes are uniquely designed to provide targeted instruction on specific skills. The diagnostic screeners are aligned with the instructional materials and a continuum of skills allowing teachers to begin instruction at a student's lowest skill deficit. Struggling readers are able to master simple concepts before moving onto more difficult skills. Lessons are scaffolded to allow for gradual release of responsibility in the learning process from teacher to student. The materials address both the knowledge-base and skill-base of learning to read in an appropriate manner that is clearly linked to research and evidence in the literature. Hasbrouck, Jan and Carolyn Denton. The Reading Coach: A How-to Manual for Success. Sopris West: Longmont, Colorado. 2005 Jung, Lee Ann. A Practical Guide to Planning Interventions & Monitoring Progress. Bloomington, IN: Solution Tree. 2014.

School Improvement Plan Ottawa Elementary School

McGee, Lea M. and Donald J. Richgels. Designing Early Literacy Programs: Differentiated Instruction in Preschool and Kindergarten. Guilford Press: New York, NY. 2014. Serravallo, Jennifer. The Reading Strategies Book: Your Everything Guide to Developing Skilled Readers . Heineman: Portsmouth, NH. 2015. Weber, Chris RTI in the Early Grades Intervention Strategies for Mathematics, Literacy, Behavior & Fine-Motor Challenges. Bloomington, IN: Solution Tree. 2012. Whitten, Elizabeth, Kelli J. Esteves, and Alice Woodrow. RTI Success: Proven Tools and Strategies for Schools and Classrooms. Minneapolis, MN: Free Spirit Press. 2009. Tier: Tier 1

Activity - Additional ELA time Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Classroom teachers, literacy coach, and intervention facilitators Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Title I Part Literacy will implement Tier 2 support to all students 4 days a week. Support A coach Tier 3 support will be additional time during the school day. Program, K-1st grade Summer school ($1400 Title 1a) will also support at-risk Direct instructiona students. Instruction l staff Intervention Facilitators Summer School staff Special education staff Administrati on Unified arts staff

Activity - Literacy coach Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Literacy Coach will work directly with preschool-1st grade Academic Tier 3 Monitor 08/01/2017 06/01/2020 $31440 Title I Part Literacy instructional staff and interventionists to analyze data to Support A coach strengthen core ELA instruction and to plan Tier ll strategic Program, unified arts instructional strategies and Tier llI intensive instructional Teacher staff interventions. The literacy coach will monitor implementation of Collaborati special the curriculum, mentor staff, and model teaching lessons. on, education Professiona staff, l Learning K-1st grade instructiona l staff, administrati on, intervention facilitators

School Improvement Plan Ottawa Elementary School

Activity - Intervention Facilitators reading support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Working collaboratively with the Literacy coach and the K-1st Academic Tier 3 Monitor 08/01/2017 06/01/2020 $28667 Title I Part Intervention grade instructional staff, the interventionists will help with Support A Facilitators MTSS intervention instruction. In addition, these monies Program, Literacy support supplies and training for the strategic Tier ll and Direct coach intensive Tier lll intervention programs. Instruction K-1st grade instructiona l staff Special education staff Administrati on

Activity - Purchase leveled texts for Daily 5 ELA instruction Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Purchase classroom library readers to individualize ELA Supplemen Tier 1 Implement 08/01/2017 06/01/2020 $3864 Other K-1st grade instruction in Daily 5 work...writing, read to self and read to a tal instructiona partner as well as text mini lessons. Selections by classroom Materials, l staff teachers. Implement K-1st grade: Phonemic Awareness: The Academic K-12 ELA Skills That They Need to Help Them Succeed! Literacy Support vertical Resources, Inc. (LRI) by Michael Heggerty, Ed.D. Program, team Curriculum special Developme education nt staff intervention facilitators administrat or

Activity - NWEA assessments Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Teachers will be trained in using the data from the NWEA Academic Tier 2 Implement 08/01/2017 06/01/2020 $875 Title I Part Preschool- assessments to improve the instructional strategies used in the Support A 1st grade classroom. Program, instructiona Professiona l staff l Learning, unified arts Direct staff, Instruction special education staff administrati on, intervention facilitators

School Improvement Plan Ottawa Elementary School

Activity - Fountas and Pinell training in Leveled Literacy as well Activity Tier Phase Begin Date End Date Resource Source Of Staff as Daily 5 includes stipends Type Assigned Funding Responsibl e The Fountas & Pinnell Leveled Literacy Intervention System Supplemen Tier 2 Monitor 08/01/2017 06/01/2020 $8500 Title I Part K-1st (LLI) is a small-group, supplementary intervention designed for tal A grade children who find reading and writing difficult. LLI is designed to Materials, instructiona bring children quickly up to grade-level competency—in 14 to Professiona l staff 18 weeks on average. This in combination with the use of the l Learning, unified arts Daily 5 classroom management system will improve our core Direct staff, ELA instruction. Instruction special education staff administrati on, intervention facilitators literacy coach

Strategy 2: PLC's in reading K-12 vertical core teams, grade levels, site based decision-making groupings - PLC's are when teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This strategy is designed to improve teaching in ELA and to eliminate the achievement gaps. Teachers will use the Professional Learning Community (PLC) structure to build collaborative, site-based decision-making skills with staff members. PLC's will improve the consistency, fidelity, and integrity of the aligned instruction with the written curriculum and assessments including key vocabulary, educational strategies/activities, content specific learning processes, etc. Early release time throughout the year will provide opportunities for PLC activities to be incorporated on a consistent basis (including student work sampling review, assessment data review and dialogue, collaborative integration of technology that enhances instruction, intervention planning, establishment of student work standards and rubrics, analysis of common student errors, etc.). Category: English/Language Arts Research Cited: DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia 1998 DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert and Haystead, Mark, Making Standards Useful in the Classroom, ASCD, Alexandria, Virginia, 2008 Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 Marzano, Robert, Designing and Teaching Learning Goals and Objectives, Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004.

School Improvement Plan Ottawa Elementary School

Tier: Tier 2

Activity - Training in PLC decision-making, common core data Activity Tier Phase Begin Date End Date Resource Source Of Staff analysis , etc. for reading. Type Assigned Funding Responsibl e The PLC grade level centers will allow staff to work smarter not Teacher Tier 1 Implement 08/01/2017 06/01/2020 $3750 Title I Part Literacy harder in providing more consistent literacy instruction and Collaborati A coach enhanced strategic and intensive interventions based on the on, Intervention individual needs of students to ensure continuous academic Professiona Facilitators improvement for all. Staff will receive training to continue to l Learning K-1st grade refine their implementation of the PLC structure to build more instructiona effective, collaborative, site-based, decision-making teams and l staff learn skills that deal with the entire change process. This will Special strengthen the functioning of the vertical, grade level, cross- education grade level, and inclusion teams. It will also improve the staff integrity and fidelity of instruction with thealigned administrati curriculum/assessments. Staff will continue collaborative work on to analyze data from student assessments, to plan for needed K-12 ELA interventions, to monitor implementation results and to target vertical students for team extended learning opportunities including reading mentoring programs, summer school, accelerated opportunities, etc. K-12 vertical team members will continue to receive training in the state standards and assessments and will in turn provide professional development to the other ELA teachers, literacy coach, and intervention facilitators. The ELA vertical teams will collect data throughout the year to monitor progress on the district-wide implemented learning and teaching strategies. Teachers will use academic assessment data from: district common quarterly assessments, DIBELS NEXT, PASI and PSI screeners, DRA running records, and M-STEP to inform reading instruction and learning and to ensure continuous improvement.Data review this year will include NWEA MAP assessments for K and 1st grade for the first time. K-1st grade teachers will use the Daily Five and CAFÉ training and books as well as their access to the Two Sisters web site videos to support their efforts in these comprehensive Tier 1 instructional management strategies in their respective grade level PLC's. The Unified Arts team will continue to explore opportunities to provide extension activities that connect the ELA Common core content curriculum strategies with their instructional areas and share during their PLC meetings.

Activity - Climate and culture for literacy learning Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Anti-Bullying procedures will continue to be implemented and Behavioral Tier 1 Monitor 08/01/2017 06/01/2020 $200 Title II Part K-1st grade revised by all teaching staff and incorporated into building Support A instructiona expectations via CHAMPS. Continued work on consistent Program l staff behavior expectations will be included throughout the year. Literacy Prevention of bullying and other behaviors will be the focus. coach Support systems for struggling students will be provided. Book Intervention and Facilitators article, etc. studies may be included. Administrati on Special education staff Unified arts staff Counselor

Activity - Parent workshops in ELA reading and writing Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Working with parents: Poverty culture and values. Improve Academic Tier 1 Implement 08/01/2017 06/01/2020 $300 Title II Part K-1st grade communication and involvement. Train staff on the “how to” of Support A instructiona workshop presentations to parents and implement those Program, l staff workshops to assist parents in providing academic support to Parent special their children. Involvemen education t, staff Community administrati Engageme on nt K-12 vertical team members

Activity - Summer curriculum work in reading and writing Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Align the enacted curriculum to the district's intended Curriculum Tier 1 Implement 08/01/2017 06/01/2020 $1000 Title II Part K-1st grade curriculum to ensure vertical and horizontal alignment by grade Developme A instructiona levels and the area of reading. Add guidelines for nt, Teacher l staff accommodations and modifications for all learners. School Collaborati special systems review Strand 1 Standard 1 Indicator A on, education Professiona staff l Learning administrati on K-12 vertical team chair and members as needed

School Improvement Plan Ottawa Elementary School

Strategy 3: PLC's in writing - K-12 vertical core content teams, grade level, site-based decision-making groupings in PLC's are when teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This strategy is designed to improve teaching in ELA and to eliminate the achievement gaps. Teachers will use the Professional Learning Community (PLC) structure to build collaborative, site-based decision-making skills with staff members. PLC's will improve the consistency, fidelity, and integrity of the aligned instruction with the written curriculum and assessments including key vocabulary, educational strategies/activities, content specific learning processes, etc. In particular the teams will analyze the assessments from the previous three years district writing prompts and compare them to the current ones through the MAIS units that will be given this year. Early release time throughout the year will provide time for PLC activities to be incorporated on a consistent basis (including student work sampling review, assessment data review and dialogue, collaborative integration of technology that enhances instruction, intervention planning, establishment of student work standards and rubrics, analysis of common student errors, etc. The unified arts team will integrate writing into their offerings also after discussion and planning in their own PLC group and with the grade level PLC's. Category: English/Language Arts Research Cited: MAISA Units Macomb County RESA Calkins, Lucy, Writing Pathways: Performance Assessments and Learning Progressions, Grades K-8, Heinemann, Portsmouth, NH. 2014. DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia 1998 DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert and Haystead, Mark, Making Standards Useful in the Classroom, ASCD, Alexandria, Virginia, 2008 Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 Marzano, Robert, Designing and Teaching Learning Goals and Objectives, Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Serravallo, Jennifer, Writing Strategies Book Your Everything Guide to Developing Skilled Writers, Heinemann, Portsmouth, NH, 2017 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004.

Tier: Tier 2

Activity - PD on MAISA writing units Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Continue to train teachers in effective use of MAISA Writing Professiona Tier 1 Evaluate 08/01/2017 06/01/2020 $200 Title II Part Berrien units (narrative, informational, and opinion) found on l Learning A RESA Curriculum Crafter (and Rubicon Atlas site). Staff will also be Staff, learning common writing assessments protocols, data analysis, Administrati applying differentiated instruction to writing, Writer's Workshop on, K-1 strategies, and take part in book studies guided by the district Instructiona ELA Vertical Team and Berrien RESA ELA specialist. l staff, Intervention Facilitators, Special education staff, Unified Arts team, K-12 ELA Vertical team

Activity - Purchase mentor texts used in MAISA units Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Mentor texts purchased for use when teaching the MAIS Supplemen Tier 1 Implement 08/01/2017 06/01/2020 $4500 General K-1st grade narrative, informational, and opinion writing units. Align unit tal Fund instructiona teaching with grade level colleagues. Materials, l staff Academic special Support education Program staff K-12 vertical team administrat or

Measurable Objective 2: 82% of Male Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency on the M-STEP ELA assessment in English Language Arts by 06/01/2019 as measured by as measured by 3rd grade ELA M-STEP scores at 79.42% for 2017-18, 80.85% for 2018-19, and 82.24% for 2019-20.. Strategy 1: Closing the Poverty Gap - Literacy Strategies - Teachers and intervention staff will implement poverty and gender gap strategies in their literacy instruction facilitated by literacy coach and intervention facilitators. Book studies and discussions. Category: School Culture Research Cited: Gurian, Michael., et. al. "Strategies for Teaching Boys and Girls - Elementary Level". Jossey-Bass San Francisco, CA 2008 Jensen, Eric, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, ASCD, 2009. Payne, Ruby. A Framework for Understanding Poverty 4th Edition , aha! Process, Inc. 2005 Payne, Ruby, Under-Resourced Learners: 8 Strategies to Boost Student Achievement, aha! Process, Inc. 2008.

School Improvement Plan Ottawa Elementary School

Tier: Tier 2

Activity - Implementing Eliminating the Poverty Gap Strategies Activity Tier Phase Begin Date End Date Resource Source Of Staff in Literacy Type Assigned Funding Responsibl e Teachers will review current evidence based data, do action Professiona Tier 2 Implement 08/01/2017 06/01/2020 $200 Title II Part Literacy research, and implement strategies to close the literacy l Learning A coach learning gaps (such as Keep'em Moving, Make it Visual, Intervention Empower the Learner, Making it Matter, Connecting with facilitators Students. The parent liaison will attend the Ruby Payne Preschool- workshop at Berrien RESA and will share successful strategies 1st grade with staff. instructiona l staff administrati on

Strategy 2: Family and student support for ELA - Through the district's GSRP preschool programs, economically disadvantaged students will be provided with research and evidence based interventions aimed at supporting students/families at the earliest levels of education. Preschool teachers will work collaboratively with K-1 staff, the Literacy Coach, Intervention facilitators, and Vertical Team members to identify weaknesses in curriculum, to implement new strategies and to provide instructional interventions to struggling preschool students. Preschool to kindergarten transition procedures for students and parents will be revised as needed. Parent liaison and counselor will provide sustained family and student support. Category: Learning Support Systems Research Cited: Schweinhart, L.J. and Weikart, P.D. editors, Significant Benefits: "The High Scope Perry Preschool Study Through Age 27, High/Scope Press, Ypsilanti, MI, 1993. Xiang, Z. and Schweinhart, L. Effects 5 Years Later: MSRP Evaluation through Age 10, High Scope Press, Ypsilanti, MI, 2002 Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf

Tier: Tier 1

Activity - Preschool teachers will monitor and adjust literacy Activity Tier Phase Begin Date End Date Resource Source Of Staff teaching efforts Type Assigned Funding Responsibl e GSRP preschool program will be provided to qualifying EDD Academic Tier 2 Monitor 08/01/2017 06/01/2020 $51000 Other GSRP and students. Preschool teachers will continue to work with Berrien Support ECSE RESA to implement the Creative Curriculum standards, as well Program, preschool as pre and post testing with the TS Gold assessments and Parent staff Berrien RESA kindergarten readiness assessment. The GSRP Involvemen GSRP site staff will work closely with the ECSE staff to identify those t administrat students needing more instructional support. or Administrati on SY 2019-2020 Page 91 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

Activity - Parent involvement for literacy Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Literacy activities, structured play groups, parent and teacher Parent Tier 1 Monitor 08/01/2017 06/01/2020 $7850 Title I Part Parent interactions will be provided to families by the parent liaison Involvemen A Liaison, through supported transportation, child care, speakers, etc. t, GRSP and Community ECSE Engageme preschool nt staff, K-1st instructiona l staff, unified arts staff, GSRP site administrat or Administrati on, Transportat ion director

Activity - Parent Liaison for literacy support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e The Parent Liaison will enlist parental involvement in students' Academic Tier 1 Monitor 08/01/2017 06/01/2020 $4375 Title I Part Parent educational programs; work with parents in identifying and Support A Liaison achieving goals; facilitate positive parent/school and student Program, Title 1 relationships; and ensure open and effective communication Parent director between home, school and community. The focus for the Involvemen K-1st grade Parent Liaison will be for children at risk for school failure t instructiona especially those who are economically disadvantaged(EDD) l staff and/or in special education(SWD) and their families. Parent Administrati Liaison will provide assistance in planning on parent/family/community literacy related programs and special events.

Activity - Counselor and literacy support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Counselor will take an active role in helping to identify and Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $9500 Title I Part Counselor, support students who need academic or behavioral Support Ready A, Section Preschool- interventions to be successful. Counselor will work Program, 31a 1st grade collaboratively with staff and families as needed to determine Academic instructiona and implement intervention strategies especially for those at- Support l staff, risk children (EDD and SWD). She will provide targeted Program, special strategic and intensive positive behavior supports with Parent education individual and group therapy/counseling as warranted in Involvemen staff, collaboration with family members and school staff. t unified arts Implements, reviews, analyzes, and revises behavior plans and staff, interventions. administrati on

Goal 2: All Ottawa School students will be proficient on the M-Step science assessment.

Measurable Objective 1: 72% of All Students will demonstrate a proficiency in scientific concepts and processes in Science by 06/01/2020 as measured by 4th grade science M-STEP scores at 59.65% in 2017-18, 65.99% in 2018-19, and 72.32% in 2019-20..

Strategy 1: Targeted STEM instruction in science - Preschool-1st grade - Preschool-1st grade staff will continue to implement differentiated instructional techniques and use those in instruction especially for targeted groups ( ie.EDD, SWD, etc.). Additionally,extended learning activities that connect the NGSS with strategies in reading, writing, and math will be provided to students. Classroom staff and intervention facilitators will develop and implement a tiered intervention process in reading instruction including informational reading, to improve science achievement for all students. Category: Science Research Cited: Next Generation Science Standards (NGSS) as released by MDE in 2013 based on A Framework for K-12 Science Education, a document developed by the National Research Council. They complement the Common Core State Standards (CCSS) and lay out a plan for promoting Science, Technology, Engineering, and Mathematics (STEM) learning and science literacy in all Michigan schools. National Science Teachers Association - www.nsta.org Curriculum Crafter - www.curriculumcrafter.org Next Generation Science Standards - www.nextgeneration.org Tier: Tier 1

Activity - Extra science learning time Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Classroom teachers and intervention facilitators will ensure the Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Title I Part Preschool- NGSS core instruction was appropriately taught. Summer Support A 1st grade school ($1400 Title 1a) will also support K and 1st grade Program, instructiona students. Direct l staff, Instruction Intervention facilitators, Administrati on, Unified arts staff, Special education staff, Summer school staff

Activity - Intervention facilitators' science support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Working collaboratively with the instructional staff, the Academic Tier 3 Implement 08/01/2017 06/01/2020 $14334 Title I Part Preschool- interventionists will help with the implementation of the new Support A 1st grade STEM science curriculum. In addition, these monies support Program instructiona supplies and training for strategic Tier ll and intensive Tier lll l staff, intervention programs as needed for a trainer of trainers etc. in unified arts the reading of informational text in science. staff, special education staff, administrati on, intervention facilitators

Strategy 2: PLC's in science K-12 vertical core content teams, grade level, site-based decision-making groupings - PLC's are when teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This strategy is designed to improve teaching in science and to eliminate the achievement gaps. Teachers will use the Professional Learning Community (PLC) structure to build collaborative, site-based decision-making skills with staff members. PLC's will improve the consistency, fidelity, and integrity of the aligned instruction with the written curriculum and assessments including key vocabulary, educational strategies/activities, content specific learning processes, etc. Early release time throughout the year will provide time for PLC activities to be incorporated on a consistent basis (including student work sampling review, assessment data review and dialogue, collaborative integration of technology that enhances instruction, intervention planning, establishment of student work standards and rubrics, analysis of common student errors, etc.).

Category: Science Research Cited: DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD,

School Improvement Plan Ottawa Elementary School

Alexandria, Virginia 1998 DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert and Haystead, Mark, Making Standards Useful in the Classroom, ASCD, Alexandria, Virginia, 2008 Marzano, Robert, Designing and Teaching Learning Goals and Objectives, Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013

Tier: Tier 2

Activity - Training in PLC decision-making, common core data Activity Tier Phase Begin Date End Date Resource Source Of Staff analysis, etc.for science Type Assigned Funding Responsibl e Ottawa PreK-1st grade PLCs will improve the consistency of Teacher Tier 1 Implement 08/01/2017 06/01/2020 $3750 Title I Part Preschool- the aligned instruction with the NGSS curriculum and Collaborati A 1st grade assessments including key vocabulary, educational strategies, on, instructiona and content specific learning processes. The implementation of Professiona l staff, strategies (ie, jigsaw, mastery review. COPE (collect, l Learning unified arts organize, picture, elaborate), I Teach, You Teach, and problem staff, solving, etc,) will increase student achievement and meet the special diverse needs of learners in education science. staff NGSS K-12 science vertical team will receive training in the administrati new standards, project based learning, Curriculum Crafter, and on, Universal Design for Learning. They will provide continuing intervention guidance and PD for the PreK-1st grade staff. facilitators Teachers will receive PD in ways to instruct their students in unified arts strategies to improve students' abilities to read informational staff text and science related vocabulary and increase reading fluency. The Unified Arts team will continue to explore opportunities to provide extension activities that connect with the MDE NGSS core content curriculum strategies and share during their PLC meetings.

Activity - Climate and culture for science learning Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Anti-Bullying procedures will continue to be implemented and Behavioral Tier 1 Implement 08/01/2017 06/01/2020 $200 Title II Part preschool- revised by all teaching staff. Incorporated into building Support A 1st grade expectations via CHAMPS. Continued work on consistent Program instructiona behavior expectations will be included throughout the year. l staff, Prevention of bullying and other behaviors will be the focus. unified arts Support systems for struggling students will be provided. Book, staff, article, etc. studies may be included. Improved time on task special and smoother instructional transitions. education staff, administrati on, literacy coach, intervention facilitators

Measurable Objective 2: 72% of Male Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency in scientific concepts and processes in Science by 06/01/2020 as measured by 4th grade science M-STEP scores at 59.65% in 2017-18, 65.99% in 2018-19, and 72.32% in 2019-20.. Strategy 1: Student and family supports for science - Through the district's GSRP preschool programs, economically disadvantaged students will be provided with research and evidence based interventions aimed at supporting students/families at the earliest levels of education. Preschool teachers will work collaboratively with k-1 staff and K- 12 science Vertical Team members to identify weaknesses in curriculum, to implement new strategies and to provide instructional interventions to struggling preschool students. Preschool to kindergarten transition procedures for students and parents will be revised as needed. Parent liaison and counselor will provide sustained family and student support. Category: Science Research Cited: Significant Benefits: "The High Scope Perry Preschool Study Through Age 27, edited by L. J. Schweinhart and P. D. Weikart, Ypsilanti,MI High/Scope Press, 1993. Effects 5 Years Later: MSRP Evaluation through Age 10, by Z. Xiang and L.Schweinhart, Ypsilanti,MI: High Scope 2002 Tier: Tier 2

Activity - Preschool teachers will monitor and adjust science Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

GSRP preschool program will be provided to qualifying EDD Academic Tier 2 Implement 08/01/2017 06/01/2020 $51000 Other GSRP and students. Preschool teachers will continue to work with Berrien Support ECSE RESA to implement Creative Curriculum standards, as well as Program preschool implement pre and post testing with the TS GOLD assessment staff and Berrien RESA kindergarten readiness assessment. The K-1st GSRP staff will work closely with the ECSE staff to identify instructiona those students needing more instructional support. l staff, special education staff, GSRP site administrat or administrati on

Activity - Parent involvement for science Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Science literacy activities, structured play groups, parent and Parent Tier 1 Implement 08/01/2017 06/01/2020 $7850 Title I Part Preschool teacher interactions will be provided to families through Involvemen A teachers supported transportation, child care, etc. t, and Community teaching Engageme assistants, nt K-1st grade instructiona l staff, unified arts staff, special education staff GSRP site administrat or administrati on transportati on director

Activity - Parent liaison for science support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Parent Liaison hired to enlist parental involvement in Parent Tier 1 Monitor 08/01/2017 06/01/2020 $4375 Title I Part Parent students'educational programs; work with parents in identifying Involvemen A Liaison, and achieving goals; facilitating positive parents/school and t Title 1 student relationships; ensure effective open communication director, between home, school and community. The focus for the K-1st grade Parent Liaison is children at risk for school failure especially instructiona those who are economically disadvantaged (EDD) and/or in l staff, special education(SWD). The parent liaison will provide administrati assistance in planning parent/family/community science literacy on programs and special events.

Activity - Counselor for science support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Counselor will take an active role in helping to identify and Behavioral Tier 2 Implement 08/01/2017 06/01/2020 $9500 Title I Part Counselor, support students who need academic or behavioral Support A, Section preschool- interventions to be successful. Program, 31a 1st grade Counselors will work collaboratively with staff and families as Academic instructiona needed to determine and implement intervention strategies Support l staff, especially for those at-risk children (EDD and SWD). She will Program, special provide targeted strategic and intensive positive behavior Parent education supports with individual and group therapy/counseling as Involvemen staff, warranted in collaboration with family members and school t unified arts staff. Implements, reviews, analyzes, and revises behavior staff, plans and interventions. administrati on

Goal 3: All Ottawa School students will be proficient on the M-STEP social studies assessment.

Measurable Objective 1: 74% of All Students will demonstrate a proficiency in the areas of history, geography, economics, civics, public discourse and decision making in Social Studies by 06/01/2020 as measured by 5th grade M-STEP scores at 62.43% in 2017-18, 68.07% in 2018-19, and 73.71% in 2019-2020..

Strategy 1: Targeted social studies instruction - Preschool-1st grade staff will continue to implement differentiated instructional techniques and use those in instruction especially for targeted groups ( ie.EDD, SWD, etc.). Additionally, extended learning activities that connect the social studies core content curriculum with strategies in reading, writing, and math will be provided to students. Classroom staff and intervention facilitators will develop and implement a tiered intervention process in reading instruction including informational reading, to improve social studies achievement for all students. Category: Social Studies Research Cited: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013)

School Improvement Plan Ottawa Elementary School MDE revised social studies grade level content expectations 2015

School Improvement Plan Ottawa Elementary School

Tier: Tier 2

Activity - Extra social studies learning time during school and Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Classroom teachers and intervention facilitators will ensure the Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Title I Part Preschool- social studies core instruction was appropriately taught. Support A 1st grade Summer school will also support students. Program, instructiona Direct l staff, Instruction unified arts staff, special education staff administrati on, intervention facilitators

Activity - Intervention facilitators social studies support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Working collaboratively with the instructional staff, the Academic Tier 3 Implement 08/01/2017 06/01/2020 $14334 Title I Part Preschool- interventionists will help with the coordination of the core social Support A 1st grade studies curriculum. In addition, these monies support supplies Program instructiona and training for strategic Tier ll and intensive Tier lll intervention l staff, programs as needed for a trainer of trainers, etc. in the reading unified arts of informational text in social studies. staff, special education staff administrati on, intervention facilitators

Strategy 2: PLC's in social studies K-12 vertical core content teams, grade level, site-based decision-making groupings - - PLC's are when teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This strategy is designed to improve teaching in social studies and to eliminate the achievement gaps. Teachers will use the Professional Learning Community (PLC) structure to build collaborative, site-based decision-making skills with staff members. PLC's will improve the consistency, fidelity, and integrity of the aligned instruction with the written curriculum and assessments including key vocabulary, educational strategies/activities, content specific learning processes, etc. Early release time throughout the year will provide time for PLC activities to be incorporated on a consistent basis (including student work sampling review, assessment data review and dialogue, collaborative integration of technology that enhances instruction, intervention planning, establishment of student work standards and rubrics, analysis of common student errors, etc.).

School Improvement Plan Ottawa Elementary School

Category: Social Studies Research Cited: DuFour Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia 1998 DuFour, Richard, et. al., Learning by Doing, Solution Tree Press, Indianapolis, IN 2010 Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Schmoker, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria Virginia 2006 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Marzano, Robert and Haystead, Mark, Making Standards Useful in the Classroom, ASCD, Alexandria, Virginia, 2008 Marzano, Robert, Designing and Teaching Learning Goals and Objectives, Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013

Tier: Tier 2

Activity - Training in PLC decision-making, common core data Activity Tier Phase Begin Date End Date Resource Source Of Staff analysis for social studies Type Assigned Funding Responsibl e Ottawa PreK-1st grade PLCs will improve the consistency of Professiona Tier 1 Implement 08/01/2017 06/01/2020 $3750 Title I Part Preschool- the aligned instruction with the new social studies GLCE's l Learning A 1st grade curriculum and assessments including key vocabulary, instructiona educational strategies, and content specific learning processes. l staff, The implementation of strategies (ie, jigsaw, mastery review. unified arts COPE (collect, organize, picture, elaborate), I Teach, You staff, Teach, and problem solving, etc,) will increase student special achievement and meet the diverse needs of learners in social education studies. Social studies vertical team members will receive staff, training in the new standards , project based learning, administrati Curriculum Crafter, and Universal Design for Learning. They on, will provide continuing guidance and PD for the PreK-21st intervention grade staff. Teachers will receive PD in ways to instruct their facilitators students in strategies to improve students' abilities to read informational text and social studies related vocabulary and increase reading fluency. The Unified Arts team will continue to explore opportunities to provide extension activities that connect the Social Studies core content curriculum strategies with their instructional areas and share during their PLC meetings.

Activity - Climate and culture for social studies learning Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Anti-Bullying procedures will continue to be implemented and Behavioral Tier 1 Monitor 08/01/2017 06/01/2020 $200 Title II Part Preschool- revised by all teaching staff. Incorporated into building Support A 1st grade expectations via CHAMPS. Continued work on consistent Program instructiona behavior expectations will be included throughout the year. l staff, Prevention of bullying and other behaviors will be the focus. unified arts Support systems for struggling students will be provided. Book, staff, article, etc. studies may be included. special education staff administrati on, intervention facilitators, counselor,

Measurable Objective 2: 74% of Female Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency in the areas of history, geography, economics, civics, in Social Studies by 06/01/2020 as measured by 5th grade M-STEP scores at 62.43% in 2017-18, 68.07% in 2018-19, and 73.71% in 2019-2020.. Strategy 1: Closing the gender, poverty gap strategies in social studies - Teachers and intervention staff will implement poverty, minorityand female gender gap strategies facilitated by literacy coach and intervention facilitators. Book studies and discussions.

Category: School Culture Research Cited: Gurian, Michael., et. al. "Strategies for Teaching Boys and Girls - Elementary Level". Jossey-Bass San Francisco, CA 2008 Payne, Ruby, Under-Resourced Learners: 8 Strategies to Boost Student Achievement, aha! Process, Inc. 2008. Payne, Ruby, A Framework for Understanding Poverty 4th Edition , aha! Process, Inc. 2005 Jensen, Eric, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, ASCD, 2009

Tier: Tier 2

Activity - Implementing strategies that eliminate learning gaps Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Teachers will review current evidence based data, do action Professiona Tier 2 Implement 08/01/2017 06/01/2020 $200 Title II Part Intervention research, and implement strategies to close the learning gap l Learning A facilitators, (such as Keep'em Moving, Make it Visual, Empower the Preschool- Learner, Making it Matter, Connecting with Students). Parent 1st grade Liaison will attend the Ruby Payne conference at Berrien RESA instructiona and will share successful strategies with staff l staff, administrati on.

School Improvement Plan Ottawa Elementary School

Strategy 2: Preschool teachers will monitor and adjust social studies teaching through the use of appropriate instruction and benchmark assessments as required by Berrien RESA. - GSRP preschool program will be provided to qualifying EDD students. Preschool teachers will continue to work with Berrien RESA to implement the Creative Curriculum standards, as well as pre and post testing with the TS GOLD assessment and Berrien RESA kindergarten readiness assessment. Category: Early Learning Research Cited: Schweinhart, L.J.and P. D. Weikart P.D. editors, Significant Benefits: "The High Scope Perry Preschool Study Through Age 27, High/Scope Press, Ypsilanti,MI., 1993. Xiang Z.and Schweinhart, L. Effects 5 Years Later: MSRP Evaluation through Age 10, High Scope Press, Ypsilanti,MI.,2002 Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf Tier: Tier 2

Activity - Preschool teachers will monitor and adjust social Activity Tier Phase Begin Date End Date Resource Source Of Staff studies teaching through the use of appropriate instruction and Type Assigned Funding Responsibl benchmark assessments as required by Berrien RESA. e GSRP preschool program will be provided to qualifying EDD Academic Tier 2 Implement 08/01/2017 06/01/2020 $51000 Other GSRP and students. Preschool teachers will continue to work with Berrien Support ECSE RESA to implement the Creative Curriculum standards, as well Program preschool as pre and post testing with the TS GOLD assessment and staff, Berrien RESA kindergarten readiness assessment. The GSRP GSRP site staff will work closely with the ECSE staff to identify those administrat students needing more instructional support. or, administrati on.

Activity - Parent involvement for social studies Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Social studies literacy activities, structured play groups, parent Parent Tier 1 Implement 08/01/2017 06/01/2020 $7850 Title I Part Parent and teacher interactions will be provided to families through Involvemen A liaison supported transportation, child care. t, GSRP and Community ECSE Engageme preschool nt staff K-1st grade instructiona l staff, unified arts staff, GSRP site administrat or administrati on, transportati on director.

Activity - Parent liaison for social studies support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e The Parent Liaison will enlist parental involvement in Academic Tier 1 Implement 08/01/2017 06/01/2020 $4375 Title I Part Parent students'educational programs; work with parents in identifying Support A liaison, and achieving goals; facilitate positive parents/school and Program, Title 1 student relationships; and ensure open and effective Parent director, communication between home, school and community. The Involvemen K-1st grade focus for the Parent Liaison will be for children at risk for t instructiona school failure especially those who are economically l staff disadvantaged (EDD) and/or in special education (SWD). The administrati parent liaison will provide assistance in planning on. parent/family/community social studies literacy programs and special events.

Activity - Counselor support for social studies Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Counselor will take an active role in helping to identify and Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $9500 Title I Part Counselor, support students who need academic or behavioral Support Ready A, Section Preschool- interventions to be successful. Counselors will work Program, 31a 1st grade collaboratively with staff and families as needed to determine Academic instructiona and implement intervention strategies especially for those at- Support l staff, risk children (EDD and SWD).She will provide targeted Program, unified arts strategic and intensive positive behavior supports with Parent staff, individual and group therapy/counseling as warranted in Involvemen special collaboration with family members and school staff. t education Implements, reviews, analyzes, and revises behavior plans and staff, interventions. administrati on.

School Improvement Plan Ottawa Elementary School

Goal 4: All Ottawa School students will be proficient on the M-STEP math assessment.

Measurable Objective 1: 74% of All Students will demonstrate a proficiency in number sense concepts in Mathematics by 06/01/2020 as measured by 3rd grade math M-STEP scores at 62% in 2017-18, 67.75% in 2018-19, and 73.50% in 2019-20..

Strategy 1: Math MTSS instruction with intervention facilitators - Teachers and intervention facilitators use current data to identify and target students in a timely manner. The total preschool-1st grade staff will provide core instruction together with research and evidence based MTSS multi-tiered systems of support through tiered intervention and enrichment assistance to students to meet the common core state standards in math, to eliminate achievement gaps and to improve learning for all students including all major subgroups. A pyramid of intervention will be used (POI) for Ottawa's math instruction and enhanced strategic (Tier 2)and intensive (Tier 3) interventions based on the individual needs of students. The K-12 math vertical team will develop a district plan preschool-12th grade. They will assist preschool-1st grade teachers in their PLC grade level structures with common Tier 1 core instruction, analyzing data, changing instructional strategies, and providing Tier 2 strategic interventions so 85% of the 3rd grade students are successful on the MEAP/M-STEP. The intervention facilitators will provide Tier 3 intensive interventions as directed by the classroom teachers. The interventions used in Tiers 2 and 3 will be evaluated at the end of the year. Category: Mathematics Research Cited: Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009--4060). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance. Response to Interven¬tion (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Dolan, Daniel T. and Williamson, James. Teaching Problem-Solving Strategies. Addison-Wesley Publishing Company, Inc., 1983. Parrish, Sherry, Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5, Math Solutions, Sausalito, CA, 2010 Shumway, Jessica F., Number Sense Routines: Building Numerical Literacy Every Day in Grades K-3, Stenhouse Publishers, Portland ME, 2011. Burns, Marilyn, About Teaching Mathematics: A K-8 Resource, 4th Edition, Math Solutions, Sausalito, CA , 2015 Van de Walle, John, et all, Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre K-2 (Volume I) (2nd Edition) , Pearson, 2013. Tier: Tier 2

Activity - Additional math learning time during school and the Activity Tier Phase Begin Date End Date Resource Source Of Staff summer Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Classroom teachers and intervention facilitators will implement Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Title I Part Summer Tier 2 support to all students 4 days a week. Tier 3 support will Support A school be additional time during the school day. Summer school Program, staff, ($1400 Title 1a) will also support students. Direct intervention Instruction facilitators, preschool- 1st grade instructiona l staff, administrati on

Activity - Intervention facilitators math support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Working collaboratively with the instructional staff, the Academic Tier 3 Monitor 08/01/2017 06/01/2020 $28667 Title I Part Intervention interventionists will help with MTSS math intervention Support A Facilitators, instruction. In addition, these monies support supplies and Program K-1st grade training for strategic Tier ll and intensive Tier lll intervention instructiona programs. l staff, special education staff, administrati on

Activity - Delta math and NWEA assessments Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Kindergarten and first grade teachers will use the NWEA and Academic Tier 1 Monitor 08/01/2017 06/01/2020 $1125 General Preschool- Delta Math data to improve targeted instructional strategies. Support Fund, Title 1st grade Additionally, a math specialist from Berrien RESA will continue Program, II Part A instructiona to work with teaching staff on Curriculum Crafter, identifying the Professiona l staff power standards, preschool-1 curriculum alignment, mapping, l Learning, unified arts and pacing as well as assessments to the common core using Direct staff, GOMATH , Schoolnet, quarterly assessments, use of math Instruction special manipulatives, and differentiated instruction may be included. education staff administrati on, intervention facilitators

Strategy 2: Math PLC's in K-12 vertical core content teams, grade level, site-based decision-making groupings - PLC's are when teachers in a school and its administrators continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit. This strategy is designed to improve teaching in math and to eliminate the achievement gaps. Teachers will use the Professional Learning Community (PLC) structure to build collaborative, site-based decision-making skills with staff members. PLC's will improve the consistency, fidelity, and integrity of the aligned instruction SY 2019-2020 Page 106 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

with the written curriculum and assessments including key vocabulary, educational strategies/activities, content specific learning processes, etc. Early release time throughout the year will provide time for PLC activities to be incorporated on a consistent basis (including student work sampling review, assessment data review and dialogue, collaborative integration of technology that enhances instruction, intervention planning, establishment of student work standards and rubrics, analysis of common student errors, etc.). Category: Mathematics Research Cited: DuFour, Richard and Eaker, Robert, Professional Learning Communities at Work, Best Practices for Enhancing Student Achievement, ASCD, Alexandria, Virginia, 1998. Guskey, Thomas, The Teacher as Assessment Leader, Solution Tree Press, Indianapolis, IN 2009 Schmoker, Mike, Results Now: How We Can Achieve Unprecedented Improvements in Teaching and Learning ASCD Alexandria, Virginia. 2006 Langer, George, Colton, Amy, and Goff, Loretta, Collaborative Analysis of Student Work, Improving Teaching and Learning, ASCD, Alexandria, Virginia 2003. Wellman, Bruce and Lipton, Laura, Data-Driven Dialogue, A Facilitator's Guide to Collaborative Inquiry, Miravia, Charlotte, N.C., 2004. Marzano, Robert J., Classroom Instruction that Works, ASCD, Alexandria, Virginia, 2013 DuFour, Richard et.al., Learning By Doing, Solution Tree Press, Indianapolis, IN 2010 Marzano, Robert and Haystead, Mark, Making Standards Useful In The Classroom, ASCD, Alexandria, Virginia, 2008 Marzano, Robert, Designing and Teaching Learning Goals and Objectives,Classroom Strategies That Work, Marzano Research Laboratory, Bloomington,IN, 2009 Tier: Tier 2

Activity - Training in PLC decision-making, common core data Activity Tier Phase Begin Date End Date Resource Source Of Staff analysis, etc. for math Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

The PLC grade level centers will allow staff to work smarter not Professiona Tier 1 Implement 08/01/2017 06/01/2020 $3750 Title I Part Preschool- harder in providing more consistent math instruction and l Learning A 1st grade enhanced strategic and intensive interventions based on the instructiona individual needs of students to ensure continuous academic l staff, improvement for all. Staff will receive training to continue to unified arts refine their implementation of the PLC structure to build more staff, effective collaborative, site-based decision-making teams and special team skills that deal with the entire change process. This will education strengthen the functioning of the vertical, grade level, cross- staff, grade level, and inclusion teams. It will also improve the administrati integrity and fidelity of instruction with the aligned on, curriculum/assessments. Staff will continue collaborative work K-12 to analyze data from student assessments, to plan for needed vertical interventions, to monitor implementation results and to target team students for extended intervention learning opportunities including summer school, accelerated facilitators. opportunities, etc.Vertical team members will continue to receive training in the state standards and assessments and will in turn provide professional development to the other math teachers and the intervention facilitators. The math vertical teams will collect data throughout the year to monitor progress on the district-wide implemented learning and teaching strategies. Teachers will use academic assessment data from district common quarterly assessments as well as 3rd grade math M-STEP item analysis to inform math instruction and learning and to ensure continuous improvement. Data review includes NWEA MAP assessments and Delta Math screener scores.The Unified Arts team will continue to explore opportunities to provide extension activities that connect with math core content curriculum strategies with their instructional areas and share during their PLC meetings. Implementation support for GOMATH will continue.

Activity - Climate and culture for math learning Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Anti-Bullying procedures will continue to be implemented and Behavioral Tier 1 Implement 08/01/2017 06/01/2020 $200 Title II Part Preschool- revised by all teaching staff. Incorporated into building Support A 1st grade expectations via CHAMPS. Continued work on consistent Program instructiona behavior expectations will be included throughout the year. l staff, Prevention of bullying and other behaviors will be the focus. unified arts Support systems for struggling students will be provided. Book, staff, article, etc. studies may be included. special education staff, administrati on, Intervention facilitators, counselor

School Improvement Plan Ottawa Elementary School

Activity - Summer curriculum work in math Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Align the enacted curriculum to the district's intended Curriculum Tier 1 Monitor 08/01/2017 06/01/2020 $1000 Title II Part K-1st grade curriculum to ensure vertical and horizontal alignment by grade Developme A instructiona levels and the area of math. Add guidelines for nt, Teacher l staff accommodations and modifications for all learners. Collaborati special on, education Professiona staff l Learning administrati on K-12 vertical team chair and members as needed

Measurable Objective 2: 74% of Economically Disadvantaged and Students with Disabilities students will demonstrate a proficiency number sense concepts on the M-STEP assessment in Mathematics by 06/01/2020 as measured by 3rd grade math M-STEP scores at 62% in 2017-18, 67.75% in 2018-19, and 73.50% in 2019-20.. Strategy 1: Closing the Poverty and other gap strategies in math - Teachers and intervention staff will implement EDD and SWD gap strategies facilitated by the intervention facilitators. Book studies and discussions. Category: Mathematics Research Cited: Gurian, Michael., et. al. "Strategies for Teaching Boys and Girls - Elementary Level". Jossey-Bass San Francisco, CA 2008 Payne, Ruby, Under- Resourced Learners: 8 Strategies to Boost Student Achievement, aha! Process, Inc. 2008. Payne, Ruby, A Framework for Understanding Poverty 4th Edition , aha! Process, Inc. 2005 Jensen, Eric, Teaching with Poverty in Mind: What Being Poor Does to Kids' Brains and What Schools Can Do About It, ASCD, 2009 Tier: Tier 2

Activity - Implementing eliminating learning gap strategies Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Teachers will review current evidence based data, do action Professiona Tier 2 Implement 08/01/2017 06/01/2020 $200 Title II Part Intervention research, and implement strategies to close the math learning l Learning A facilitators gap (such as Keep'em Moving, Make it Visual, Empower the preschool- Learner, Making it Matter, Connecting with Students). Parent 1st grade liaison will attend the Ruby Payne conference at Berrien RESA instructiona and will share successful strategies with staff. l staff administrati on.

School Improvement Plan Ottawa Elementary School

Strategy 2: Student and family supports for math - Through the district's GSRP preschool programs, economically disadvantaged students will be provided with research and evidence based interventions aimed at supporting students/families at the earliest levels of education. Preschool teachers will work collaboratively with K-1st staff, the math coach, instructional coaches, and Vertical Team members to identify weaknesses in curriculum, to implement new strategies and to provide instructional interventions to struggling preschool students. Preschool to kindergarten transition procedures for students and parents will be revised as needed. Parent liaison and counselor will provide sustained family and student support. Category: Mathematics Research Cited: Significant Benefits: "The High Scope Perry Preschool Study Through Age 27, edited by L. J. Schweinhart and P. D. Weikart, Ypsilanti,MI High/Scope Press, 1993. Xiang, Z. and Schweinhart, L. Effects 5 Years Later: MSRP Evaluation through Age 10, by Z. Ypsilanti,MI: High Scope 2002 Collaborating For Success A Parent Engagement Toolkit Bibliographyhttp://www.michigan.gov/documents/mde/bibliography_370148_7.pdf Tier: Tier 1

Activity - Preschool teachers will monitor and adjust math Activity Tier Phase Begin Date End Date Resource Source Of Staff teaching through the use of appropriate instruction and Type Assigned Funding Responsibl benchmark assessments as required by Berrien RESA. e GSRP preschool program will be provided to qualifying EDD Behavioral Tier 2 Monitor 08/01/2017 06/01/2020 $51000 Other GSRP and students. Preschool teachers will continue to work with Berrien Support ECSE RESA to implement the Creative Curriculum standards, as well Program, preschool as pre and post testing with the TS Gold assessment and Academic staff, Berrien RESA kindergarten readiness assessment. The GSRP Support GSRP site staff will work closely with the ECSE staff to identify those Program, administrat students needing more instructional support. Parent or, Involvemen administarti t on

Activity - Parental involvement for math Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e

School Improvement Plan Ottawa Elementary School

Math activities, structured play groups, parent and teacher Parent Tier 1 Implement 08/01/2017 06/01/2020 $7850 Title I Part Preschool interactions will be provided to families through the parent Involvemen A staff, liaison using supported transportation, child care, etc. t, K-1st grade Community instructiona Engageme l staff, nt unified arts staff special education staff GSRP site administrat or administrati on transportati on director.

Activity - Parent liaison for math support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Parent Liaison will to enlist parental involvement in students' Academic Tier 1 Implement 08/01/2017 06/01/2020 $4375 Title I Part Parent educational programs; work with parents in identifying and Support A liaison, achieving goals; facilitate positive parents/school and student Program, Title 1 relationships; and ensure open and effective communication. Parent director, between home, school and community. The focus for the Involvemen K-1st grade Parent Liaison will be for children at risk for school failure t instructiona especially those who are economically disadvantaged (EDD) l staff, and/or in special education (SWD) and their families. Parent administrati liaison will provide assistance in planning on. parent/family/community math related programs and special events.

Activity - Counselor and math support Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Counselor will take an active role in helping to identify and Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $9500 Section Counselor, support students who need academic or behavioral Support Ready 31a, Title I preschool- interventions to be successful. Counselor will work Program, Part A 1st grade collaboratively with staff and families as needed to determine Academic instructiona and implement intervention strategies especially for those at- Support l staff, risk children (EDD and SWD). She will provide targeted Program, unified arts strategic and intensive positive behavior supports with Parent staff, individual and group therapy/counseling as warranted in Involvemen special collaboration with family members and school staff. t education Implements, reviews, analyzes, and revises behavior plans and staff interventions. administrati on,

School Improvement Plan Ottawa Elementary School

Activity - Parent math workshops Activity Tier Phase Begin Date End Date Resource Source Of Staff Type Assigned Funding Responsibl e Working with parents: Poverty culture and values. Improve Academic Tier 1 Implement 08/01/2017 06/01/2020 $200 Title II Part K-1st grade communication and involvement. Train staff on the “how to” of Support A instructiona workshop presentations to parents and implement those Program, l staff workshops to assist parents in providing academic support to Parent special their children. Involvemen education t, staff Community Parent Engageme liaison nt administrati on

School Improvement Plan Ottawa Elementary School

Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title I Part A

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff Type Assigned Responsibl e Counselor support for Counselor will take an active role in helping to Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $5000 Counselor, social studies identify and support students who need academic Support Ready Preschool- or behavioral interventions to be successful. Program, 1st grade Counselors will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, unified arts children (EDD and SWD).She will provide Parent staff, targeted strategic and intensive positive behavior Involvemen special supports with individual and group t education therapy/counseling as warranted in collaboration staff, with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on. interventions. Parental involvement for Math activities, structured play groups, parent and Parent Tier 1 Implement 08/01/2017 06/01/2020 $7850 Preschool math teacher interactions will be provided to families Involvemen staff, through the parent liaison using supported t, K-1st grade transportation, child care, etc. Community instructiona Engageme l staff, nt unified arts staff special education staff GSRP site administrat or administrati on transportati on director.

School Improvement Plan Ottawa Elementary School

Literacy coach Literacy Coach will work directly with preschool- Academic Tier 3 Monitor 08/01/2017 06/01/2020 $31440 Literacy 1st grade instructional staff and interventionists to Support coach analyze data to strengthen core ELA instruction Program, unified arts and to plan Tier ll strategic instructional strategies Teacher staff and Tier llI intensive instructional interventions. Collaborati special The literacy coach will monitor implementation of on, education the curriculum, mentor staff, and model teaching Professiona staff, lessons. l Learning K-1st grade instructiona l staff, administrati on, intervention facilitators Fountas and Pinell The Fountas & Pinnell Leveled Literacy Supplemen Tier 2 Monitor 08/01/2017 06/01/2020 $8500 K-1st training in Leveled Intervention System (LLI) is a small-group, tal grade Literacy as well as Daily supplementary intervention designed for children Materials, instructiona 5 includes stipends who find reading and writing difficult. LLI is Professiona l staff designed to bring children quickly up to grade- l Learning, unified arts level competency—in 14 to 18 weeks on average. Direct staff, This in combination with the use of the Daily 5 Instruction special classroom management system will improve our education core ELA instruction. staff administrati on, intervention facilitators literacy coach Parent liaison for social The Parent Liaison will enlist parental involvement Academic Tier 1 Implement 08/01/2017 06/01/2020 $4375 Parent studies support in students'educational programs; work with Support liaison, parents in identifying and achieving goals; Program, Title 1 facilitate positive parents/school and student Parent director, relationships; and ensure open and effective Involvemen K-1st grade communication between home, school and t instructiona community. The focus for the Parent Liaison will l staff be for children at risk for school failure especially administrati those who are economically disadvantaged (EDD) on. and/or in special education (SWD). The parent liaison will provide assistance in planning parent/family/community social studies literacy programs and special events.

School Improvement Plan Ottawa Elementary School

Parent involvement for Science literacy activities, structured play groups, Parent Tier 1 Implement 08/01/2017 06/01/2020 $7850 Preschool science parent and teacher interactions will be provided to Involvemen teachers families through supported transportation, child t, and care, etc. Community teaching Engageme assistants, nt K-1st grade instructiona l staff, unified arts staff, special education staff GSRP site administrat or administrati on transportati on director Intervention Facilitators Working collaboratively with the Literacy coach Academic Tier 3 Monitor 08/01/2017 06/01/2020 $28667 Intervention reading support and the K-1st grade instructional staff, the Support Facilitators interventionists will help with MTSS intervention Program, Literacy instruction. In addition, these monies support Direct coach supplies and training for the strategic Tier ll and Instruction K-1st grade intensive Tier lll intervention programs. instructiona l staff Special education staff Administrati on Parent liaison for math Parent Liaison will to enlist parental involvement in Academic Tier 1 Implement 08/01/2017 06/01/2020 $4375 Parent support students' educational programs; work with parents Support liaison, in identifying and achieving goals; facilitate Program, Title 1 positive parents/school and student relationships; Parent director, and ensure open and effective communication. Involvemen K-1st grade between home, school and community. The focus t instructiona for the Parent Liaison will be for children at risk for l staff, school failure especially those who are administrati economically disadvantaged (EDD) and/or in on. special education (SWD) and their families. Parent liaison will provide assistance in planning parent/family/community math related programs and special events.

School Improvement Plan Ottawa Elementary School

Additional math learning Classroom teachers and intervention facilitators Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Summer time during school and will implement Tier 2 support to all students 4 days Support school the summer a week. Tier 3 support will Program, staff, be additional time during the school day. Summer Direct intervention school ($1400 Title 1a) will also support students. Instruction facilitators, preschool- 1st grade instructiona l staff, administrati on Extra science learning Classroom teachers and intervention facilitators Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Preschool- time will ensure the NGSS core instruction was Support 1st grade appropriately taught. Summer school ($1400 Title Program, instructiona 1a) will also support K and 1st grade students. Direct l staff, Instruction Intervention facilitators, Administrati on, Unified arts staff, Special education staff, Summer school staff Intervention facilitators' Working collaboratively with the instructional staff, Academic Tier 3 Implement 08/01/2017 06/01/2020 $14334 Preschool- science support the interventionists will help with the Support 1st grade implementation of the new STEM science Program instructiona curriculum. In addition, these monies support l staff, supplies and training for strategic Tier ll and unified arts intensive Tier lll intervention programs as needed staff, for a trainer of trainers etc. in the reading of special informational text in science. education staff, administrati on, intervention facilitators

School Improvement Plan Ottawa Elementary School

Parent Liaison for The Parent Liaison will enlist parental involvement Academic Tier 1 Monitor 08/01/2017 06/01/2020 $4375 Parent literacy support in students' educational programs; work with Support Liaison parents in identifying and achieving goals; Program, Title 1 facilitate positive parent/school and student Parent director relationships; and ensure open and effective Involvemen K-1st grade communication between home, school and t instructiona community. The focus for the Parent Liaison will l staff be for children at risk for school failure especially Administrati those who are economically disadvantaged(EDD) on and/or in special education(SWD) and their families. Parent Liaison will provide assistance in planning parent/family/community literacy related programs and special events. Parent involvement for Literacy activities, structured play groups, parent Parent Tier 1 Monitor 08/01/2017 06/01/2020 $7850 Parent literacy and teacher interactions will be provided to Involvemen Liaison, families by the parent liaison through supported t, GRSP and transportation, child care, speakers, etc. Community ECSE Engageme preschool nt staff, K-1st instructiona l staff, unified arts staff, GSRP site administrat or Administrati on, Transportat ion director Extra social studies Classroom teachers and intervention facilitators Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Preschool- learning time during will ensure the social studies core instruction was Support 1st grade school and appropriately taught. Summer school will also Program, instructiona support students. Direct l staff, Instruction unified arts staff, special education staff administrati on, intervention facilitators

School Improvement Plan Ottawa Elementary School

Counselor and literacy Counselor will take an active role in helping to Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $5000 Counselor, support identify and support students who need academic Support Ready Preschool- or behavioral interventions to be successful. Program, 1st grade Counselor will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, special children (EDD and SWD). She will provide Parent education targeted strategic and intensive positive behavior Involvemen staff, supports with individual and group t unified arts therapy/counseling as warranted in collaboration staff, with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on interventions. NWEA assessments Teachers will be trained in using the data from the Academic Tier 2 Implement 08/01/2017 06/01/2020 $875 Preschool- NWEA assessments to improve the instructional Support 1st grade strategies used in the classroom. Program, instructiona Professiona l staff l Learning, unified arts Direct staff, Instruction special education staff administrati on, intervention facilitators Intervention facilitators Working collaboratively with the instructional staff, Academic Tier 3 Monitor 08/01/2017 06/01/2020 $28667 Intervention math support the interventionists will help with MTSS math Support Facilitators, intervention instruction. In addition, these monies Program K-1st grade support supplies and training for strategic Tier ll instructiona and intensive Tier lll intervention programs. l staff, special education staff, administrati on Counselor for science Counselor will take an active role in helping to Behavioral Tier 2 Implement 08/01/2017 06/01/2020 $5000 Counselor, support identify and support students who need academic Support preschool- or behavioral interventions to be successful. Program, 1st grade Counselors will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, special children (EDD and SWD). She will provide Parent education targeted strategic and intensive positive behavior Involvemen staff, supports with individual and group t unified arts therapy/counseling as warranted in collaboration staff, with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on interventions.

School Improvement Plan Ottawa Elementary School

Training in PLC Ottawa PreK-1st grade PLCs will improve the Professiona Tier 1 Implement 08/01/2017 06/01/2020 $3750 Preschool- decision-making, consistency of the aligned instruction with the new l Learning 1st grade common core data social studies GLCE's curriculum and instructiona analysis for social assessments including key vocabulary, l staff, studies educational strategies, and content specific unified arts learning processes. The implementation of staff, strategies (ie, jigsaw, mastery review. COPE special (collect, organize, picture, elaborate), I Teach, You education Teach, and problem solving, etc,) will increase staff, student achievement and meet the diverse needs administrati of learners in social studies. Social studies vertical on, team members will receive training in the new intervention standards , project based learning, Curriculum facilitators Crafter, and Universal Design for Learning. They will provide continuing guidance and PD for the PreK-21st grade staff. Teachers will receive PD in ways to instruct their students in strategies to improve students' abilities to read informational text and social studies related vocabulary and increase reading fluency. The Unified Arts team will continue to explore opportunities to provide extension activities that connect the Social Studies core content curriculum strategies with their instructional areas and share during their PLC meetings. Counselor and math Counselor will take an active role in helping to Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $5000 Counselor, support identify and support students who need academic Support Ready preschool- or behavioral interventions to be successful. Program, 1st grade Counselor will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, unified arts children (EDD and SWD). She will provide Parent staff, targeted strategic and intensive positive behavior Involvemen special supports with individual and group t education therapy/counseling as warranted in collaboration staff with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on, interventions.

School Improvement Plan Ottawa Elementary School

Training in PLC Ottawa PreK-1st grade PLCs will improve the Teacher Tier 1 Implement 08/01/2017 06/01/2020 $3750 Preschool- decision-making, consistency of the aligned instruction with the Collaborati 1st grade common core data NGSS curriculum and assessments including key on, instructiona analysis, etc.for science vocabulary, educational strategies, and content Professiona l staff, specific learning processes. The implementation l Learning unified arts of strategies (ie, jigsaw, mastery review. COPE staff, (collect, special organize, picture, elaborate), I Teach, You Teach, education and problem solving, etc,) will increase student staff achievement and meet the diverse needs of administrati learners in on, science. intervention NGSS K-12 science vertical team will receive facilitators training in the new standards, project based unified arts learning, Curriculum Crafter, and Universal Design staff for Learning. They will provide continuing guidance and PD for the PreK-1st grade staff. Teachers will receive PD in ways to instruct their students in strategies to improve students' abilities to read informational text and science related vocabulary and increase reading fluency. The Unified Arts team will continue to explore opportunities to provide extension activities that connect with the MDE NGSS core content curriculum strategies and share during their PLC meetings. Intervention facilitators Working collaboratively with the instructional staff, Academic Tier 3 Implement 08/01/2017 06/01/2020 $14334 Preschool- social studies support the interventionists will help with the coordination Support 1st grade of the core social studies curriculum. In addition, Program instructiona these monies support supplies and training for l staff, strategic Tier ll and intensive Tier lll intervention unified arts programs as needed for a trainer of trainers, etc. staff, in the reading of informational text in social special studies. education staff administrati on, intervention facilitators

School Improvement Plan Ottawa Elementary School

Training in PLC The PLC grade level centers will allow staff to Teacher Tier 1 Implement 08/01/2017 06/01/2020 $3750 Literacy decision-making, work smarter not harder in providing more Collaborati coach common core data consistent literacy instruction and enhanced on, Intervention analysis , etc. for strategic and intensive interventions based on the Professiona Facilitators reading. individual needs of students to ensure continuous l Learning K-1st grade academic improvement for all. Staff will receive instructiona training to continue to refine their implementation l staff of the PLC structure to build more effective, Special collaborative, site-based, decision-making teams education and learn skills that deal with the entire change staff process. This will strengthen the functioning of the administrati vertical, grade level, cross-grade level, and on inclusion teams. It will also improve the integrity K-12 ELA and fidelity of instruction with thealigned vertical curriculum/assessments. Staff will continue team collaborative work to analyze data from student assessments, to plan for needed interventions, to monitor implementation results and to target students for extended learning opportunities including reading mentoring programs, summer school, accelerated opportunities, etc. K-12 vertical team members will continue to receive training in the state standards and assessments and will in turn provide professional development to the other ELA teachers, literacy coach, and intervention facilitators. The ELA vertical teams will collect data throughout the year to monitor progress on the district-wide implemented learning and teaching strategies. Teachers will use academic assessment data from: district common quarterly assessments, DIBELS NEXT, PASI and PSI screeners, DRA running records, and M- STEP to inform reading instruction and learning and to ensure continuous improvement.Data review this year will include NWEA MAP assessments for K and 1st grade for the first time. K-1st grade teachers will use the Daily Five and CAFÉ training and books as well as their access to the Two Sisters web site videos to support their efforts in these comprehensive Tier 1 instructional management strategies in their respective grade level PLC's. The Unified Arts team will continue to explore opportunities to provide extension activities that connect the ELA Common core content curriculum strategies with their instructional areas and share during their PLC meetings.

School Improvement Plan Ottawa Elementary School

Training in PLC The PLC grade level centers will allow staff to Professiona Tier 1 Implement 08/01/2017 06/01/2020 $3750 Preschool- decision-making, work smarter not harder in providing more l Learning 1st grade common core data consistent math instruction and enhanced instructiona analysis, etc. for math strategic and intensive interventions based on the l staff, individual needs of students to ensure continuous unified arts academic improvement for all. Staff will receive staff, training to continue to refine their implementation special of the PLC structure to build more effective education collaborative, site-based decision-making teams staff, and team skills that deal with the entire change administrati process. This will strengthen the functioning of the on, vertical, grade level, cross-grade level, and K-12 inclusion teams. It will also improve the integrity vertical and fidelity of instruction with the aligned team curriculum/assessments. Staff will continue intervention collaborative work to analyze data from student facilitators. assessments, to plan for needed interventions, to monitor implementation results and to target students for extended learning opportunities including summer school, accelerated opportunities, etc.Vertical team members will continue to receive training in the state standards and assessments and will in turn provide professional development to the other math teachers and the intervention facilitators. The math vertical teams will collect data throughout the year to monitor progress on the district-wide implemented learning and teaching strategies. Teachers will use academic assessment data from district common quarterly assessments as well as 3rd grade math M-STEP item analysis to inform math instruction and learning and to ensure continuous improvement. Data review includes NWEA MAP assessments and Delta Math screener scores.The Unified Arts team will continue to explore opportunities to provide extension activities that connect with math core content curriculum strategies with their instructional areas and share during their PLC meetings. Implementation support for GOMATH will continue.

School Improvement Plan Ottawa Elementary School

Parent liaison for Parent Liaison hired to enlist parental involvement Parent Tier 1 Monitor 08/01/2017 06/01/2020 $4375 Parent science support in students'educational programs; work with Involvemen Liaison, parents in identifying and achieving goals; t Title 1 facilitating positive parents/school and student director, relationships; ensure effective open K-1st grade communication between home, school and instructiona community. The focus for the Parent Liaison is l staff, children at risk for school failure especially those administrati who are economically disadvantaged (EDD) on and/or in special education(SWD). The parent liaison will provide assistance in planning parent/family/community science literacy programs and special events. Parent involvement for Social studies literacy activities, structured play Parent Tier 1 Implement 08/01/2017 06/01/2020 $7850 Parent social studies groups, parent and teacher interactions will be Involvemen liaison provided to families through t, GSRP and supported transportation, child care. Community ECSE Engageme preschool nt staff K-1st grade instructiona l staff, unified arts staff, GSRP site administrat or administrati on, transportati on director. Additional ELA time Classroom teachers, literacy coach, and Academic Tier 2 Monitor 08/01/2017 06/01/2020 $1400 Literacy intervention facilitators Support coach will implement Tier 2 support to all students 4 days Program, K-1st grade a week. Direct instructiona Tier 3 support will be additional time during the Instruction l staff school day. Intervention Summer school ($1400 Title 1a) will also support Facilitators at-risk students. Summer School staff Special education staff Administrati on Unified arts staff

Section 31a

School Improvement Plan Ottawa Elementary School

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff Type Assigned Responsibl e Counselor and math Counselor will take an active role in helping to Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $4500 Counselor, support identify and support students who need academic Support Ready preschool- or behavioral interventions to be successful. Program, 1st grade Counselor will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, unified arts children (EDD and SWD). She will provide Parent staff, targeted strategic and intensive positive behavior Involvemen special supports with individual and group t education therapy/counseling as warranted in collaboration staff with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on, interventions. Counselor and literacy Counselor will take an active role in helping to Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $4500 Counselor, support identify and support students who need academic Support Ready Preschool- or behavioral interventions to be successful. Program, 1st grade Counselor will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, special children (EDD and SWD). She will provide Parent education targeted strategic and intensive positive behavior Involvemen staff, supports with individual and group t unified arts therapy/counseling as warranted in collaboration staff, with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on interventions. Counselor support for Counselor will take an active role in helping to Behavioral Tier 2 Getting 08/01/2017 06/01/2020 $4500 Counselor, social studies identify and support students who need academic Support Ready Preschool- or behavioral interventions to be successful. Program, 1st grade Counselors will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, unified arts children (EDD and SWD).She will provide Parent staff, targeted strategic and intensive positive behavior Involvemen special supports with individual and group t education therapy/counseling as warranted in collaboration staff, with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on. interventions.

School Improvement Plan Ottawa Elementary School

Counselor for science Counselor will take an active role in helping to Behavioral Tier 2 Implement 08/01/2017 06/01/2020 $4500 Counselor, support identify and support students who need academic Support preschool- or behavioral interventions to be successful. Program, 1st grade Counselors will work collaboratively with staff and Academic instructiona families as needed to determine and implement Support l staff, intervention strategies especially for those at-risk Program, special children (EDD and SWD). She will provide Parent education targeted strategic and intensive positive behavior Involvemen staff, supports with individual and group t unified arts therapy/counseling as warranted in collaboration staff, with family members and school staff. Implements, administrati reviews, analyzes, and revises behavior plans and on interventions.

Title II Part A

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff Type Assigned Responsibl e Climate and culture for Anti-Bullying procedures will continue to be Behavioral Tier 1 Monitor 08/01/2017 06/01/2020 $200 K-1st grade literacy learning implemented and revised by all teaching staff and Support instructiona incorporated into building expectations via Program l staff CHAMPS. Continued work on consistent behavior Literacy expectations will be included throughout the year. coach Prevention of bullying and other behaviors will be Intervention the focus. Support systems for struggling students Facilitators will be provided. Book and Administrati article, etc. studies may be included. on Special education staff Unified arts staff Counselor Summer curriculum Align the enacted curriculum to the district's Curriculum Tier 1 Implement 08/01/2017 06/01/2020 $1000 K-1st grade work in reading and intended curriculum to ensure vertical and Developme instructiona writing horizontal alignment by grade levels and the area nt, Teacher l staff of reading. Add guidelines for accommodations Collaborati special and modifications for all learners. School systems on, education review Strand 1 Standard 1 Indicator A Professiona staff l Learning administrati on K-12 vertical team chair and members as needed

School Improvement Plan Ottawa Elementary School

Climate and culture for Anti-Bullying procedures will continue to be Behavioral Tier 1 Monitor 08/01/2017 06/01/2020 $200 Preschool- social studies learning implemented and revised by all teaching staff. Support 1st grade Incorporated into building Program instructiona expectations via CHAMPS. Continued work on l staff, consistent behavior expectations will be included unified arts throughout the year. staff, Prevention of bullying and other behaviors will be special the focus. Support systems for struggling students education will be provided. Book, article, etc. studies may be staff included. administrati on, intervention facilitators, counselor, Summer curriculum Align the enacted curriculum to the district's Curriculum Tier 1 Monitor 08/01/2017 06/01/2020 $1000 K-1st grade work in math intended curriculum to ensure vertical and Developme instructiona horizontal alignment by grade levels and the area nt, Teacher l staff of math. Add guidelines for accommodations and Collaborati special modifications for all learners. on, education Professiona staff l Learning administrati on K-12 vertical team chair and members as needed Implementing strategies Teachers will review current evidence based data, Professiona Tier 2 Implement 08/01/2017 06/01/2020 $200 Intervention that eliminate learning do action research, and implement strategies to l Learning facilitators, gaps close the learning gap (such as Keep'em Moving, Preschool- Make it Visual, Empower the Learner, Making it 1st grade Matter, Connecting with Students). Parent Liaison instructiona will attend the Ruby Payne conference at Berrien l staff, RESA and will share successful strategies with administrati staff on. Implementing Teachers will review current evidence based data, Professiona Tier 2 Implement 08/01/2017 06/01/2020 $200 Literacy Eliminating the Poverty do action research, and implement strategies to l Learning coach Gap Strategies in close the literacy learning gaps (such as Keep'em Intervention Literacy Moving, Make it Visual, Empower the Learner, facilitators Making it Matter, Connecting with Students. The Preschool- parent liaison will attend the Ruby Payne 1st grade workshop at Berrien RESA and will share instructiona successful strategies with staff. l staff administrati on

School Improvement Plan Ottawa Elementary School

Climate and culture for Anti-Bullying procedures will continue to be Behavioral Tier 1 Implement 08/01/2017 06/01/2020 $200 preschool- science learning implemented and revised by all teaching staff. Support 1st grade Incorporated into building expectations via Program instructiona CHAMPS. Continued work on consistent behavior l staff, expectations will be included throughout the year. unified arts Prevention of bullying and other behaviors will be staff, the focus. Support systems for struggling students special will be provided. Book, education article, etc. studies may be included. Improved staff, time on task and smoother instructional administrati transitions. on, literacy coach, intervention facilitators PD on MAISA writing Continue to train teachers in effective use of Professiona Tier 1 Evaluate 08/01/2017 06/01/2020 $200 Berrien units MAISA Writing units (narrative, informational, and l Learning RESA opinion) found on Curriculum Crafter (and Rubicon Staff, Atlas site). Staff will also be learning common Administrati writing assessments protocols, data analysis, on, K-1 applying differentiated instruction to writing, Instructiona Writer's Workshop strategies, and take part in l staff, book studies guided by the district ELA Vertical Intervention Team and Berrien RESA ELA specialist. Facilitators, Special education staff, Unified Arts team, K-12 ELA Vertical team Parent workshops in Working with parents: Poverty culture and values. Academic Tier 1 Implement 08/01/2017 06/01/2020 $300 K-1st grade ELA reading and writing Improve communication and involvement. Train Support instructiona staff on the “how to” of workshop presentations to Program, l staff parents and implement those workshops to assist Parent special parents in providing academic support to their Involvemen education children. t, staff Community administrati Engageme on nt K-12 vertical team members

School Improvement Plan Ottawa Elementary School

Parent math workshops Working with parents: Poverty culture and values. Academic Tier 1 Implement 08/01/2017 06/01/2020 $200 K-1st grade Improve communication and involvement. Train Support instructiona staff on the “how to” of workshop presentations to Program, l staff parents and implement those workshops to assist Parent special parents in providing academic support to their Involvemen education children. t, staff Community Parent Engageme liaison nt administrati on Climate and culture for Anti-Bullying procedures will continue to be Behavioral Tier 1 Implement 08/01/2017 06/01/2020 $200 Preschool- math learning implemented and revised by all teaching staff. Support 1st grade Incorporated into building expectations via Program instructiona CHAMPS. Continued work on consistent behavior l staff, expectations will be included throughout the year. unified arts Prevention of bullying and other behaviors will be staff, the focus. Support systems for struggling students special will be provided. Book, education article, etc. studies may be included. staff, administrati on, Intervention facilitators, counselor Delta math and NWEA Kindergarten and first grade teachers will use the Academic Tier 1 Monitor 08/01/2017 06/01/2020 $250 Preschool- assessments NWEA and Delta Math data to improve targeted Support 1st grade instructional strategies. Additionally, a math Program, instructiona specialist from Berrien RESA will continue to work Professiona l staff with teaching staff on Curriculum Crafter, l Learning, unified arts identifying the power standards, preschool-1 Direct staff, curriculum alignment, mapping, and pacing as well Instruction special as assessments to the common core using education GOMATH , Schoolnet, quarterly assessments, staff use of math manipulatives, and differentiated administrati instruction may be included. on, intervention facilitators Implementing Teachers will review current evidence based data, Professiona Tier 2 Implement 08/01/2017 06/01/2020 $200 Intervention eliminating learning gap do action research, and implement strategies to l Learning facilitators strategies close the math learning gap (such as Keep'em preschool- Moving, Make it Visual, Empower the Learner, 1st grade Making it Matter, Connecting with Students). instructiona Parent liaison will attend the Ruby Payne l staff conference at Berrien RESA and will share administrati successful strategies with staff. on.

Other

School Improvement Plan Ottawa Elementary School

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff Type Assigned Responsibl e Preschool teachers will GSRP preschool program will be provided to Academic Tier 2 Implement 08/01/2017 06/01/2020 $51000 GSRP and monitor and adjust qualifying EDD students. Preschool teachers will Support ECSE science continue to work with Berrien RESA to implement Program preschool Creative Curriculum standards, as well as staff implement pre and post testing with the TS GOLD K-1st assessment and Berrien RESA kindergarten instructiona readiness assessment. The GSRP staff will work l staff, closely with the ECSE staff to identify those special students needing more instructional support. education staff, GSRP site administrat or administrati on Preschool teachers will GSRP preschool program will be provided to Behavioral Tier 2 Monitor 08/01/2017 06/01/2020 $51000 GSRP and monitor and adjust math qualifying EDD students. Preschool teachers will Support ECSE teaching through the use continue to work with Berrien Program, preschool of appropriate instruction RESA to implement the Creative Curriculum Academic staff, and benchmark standards, as well as pre and post testing with the Support GSRP site assessments as TS Gold assessment and Berrien RESA Program, administrat required by Berrien kindergarten readiness assessment. The GSRP Parent or, RESA. staff will work closely with the ECSE staff to Involvemen administarti identify those students needing more instructional t on support. Preschool teachers will GSRP preschool program will be provided to Academic Tier 2 Implement 08/01/2017 06/01/2020 $51000 GSRP and monitor and adjust qualifying EDD students. Preschool teachers will Support ECSE social studies teaching continue to work with Berrien Program preschool through the use of RESA to implement the Creative Curriculum staff, appropriate instruction standards, as well as pre and post testing with the GSRP site and benchmark TS GOLD assessment and Berrien RESA administrat assessments as kindergarten readiness assessment. The GSRP or, required by Berrien staff will work closely with the ECSE staff to administrati RESA. identify those students needing more instructional on. support. Purchase leveled texts Purchase classroom library readers to Supplemen Tier 1 Implement 08/01/2017 06/01/2020 $3864 K-1st grade for Daily 5 ELA individualize ELA instruction in Daily 5 tal instructiona instruction work...writing, read to self and read to a partner as Materials, l staff well as text mini lessons. Selections by classroom Academic K-12 ELA teachers. Implement K-1st grade: Phonemic Support vertical Awareness: The Skills That They Need to Help Program, team Them Succeed! Literacy Resources, Inc. (LRI) by Curriculum special Michael Heggerty, Ed.D. Developme education nt staff intervention facilitators administrat or SY 2019-2020 Page 129 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

School Improvement Plan Ottawa Elementary School

Preschool teachers will GSRP preschool program will be provided to Academic Tier 2 Monitor 08/01/2017 06/01/2020 $51000 GSRP and monitor and adjust qualifying EDD students. Preschool teachers will Support ECSE literacy teaching efforts continue to work with Berrien Program, preschool RESA to implement the Creative Curriculum Parent staff standards, as well as pre and post testing with the Involvemen GSRP site TS Gold assessments and Berrien RESA t administrat kindergarten readiness assessment. The GSRP or staff will work closely with the ECSE staff to Administrati identify those students needing more instructional on support.

General Fund

Activity Name Activity Description Activity Tier Phase Begin Date End Date Resource Staff Type Assigned Responsibl e Purchase mentor texts Mentor texts purchased for use when teaching the Supplemen Tier 1 Implement 08/01/2017 06/01/2020 $4500 K-1st grade used in MAISA units MAIS narrative, informational, and opinion writing tal instructiona units. Align unit teaching with grade level Materials, l staff colleagues. Academic special Support education Program staff K-12 vertical team administrat or Delta math and NWEA Kindergarten and first grade teachers will use the Academic Tier 1 Monitor 08/01/2017 06/01/2020 $875 Preschool- assessments NWEA and Delta Math data to improve targeted Support 1st grade instructional strategies. Additionally, a math Program, instructiona specialist from Berrien RESA will continue to work Professiona l staff with teaching staff on Curriculum Crafter, l Learning, unified arts identifying the power standards, preschool-1 Direct staff, curriculum alignment, mapping, and pacing as well Instruction special as assessments to the common core using education GOMATH , Schoolnet, quarterly assessments, staff use of math manipulatives, and differentiated administrati instruction may be included. on, intervention facilitators