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. SY 2019-2020 Page 1 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. School Improvement Plan Ottawa Elementary School Improvement Plan Assurance SY 2019-2020 Page 2 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. 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. SY 2019-2020 Page 3 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. 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 SY 2019-2020 Page 4 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. School Improvement Plan Ottawa Elementary School Title I Schoolwide Diagnostic SY 2019-2020 Page 5 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. 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). SY 2019-2020 Page 6 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. 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. Perception data: SY 2019-2020 Page 7 © 2020 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement. 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