School Improvement Plan Kirk Elementary School...School Improvement Plan Kirk Elementary School Millington Community Schools Mrs. Karen Moore 8664 DEAN DR MILLINGTON, MI 48746-9694

School Improvement Plan

Kirk Elementary School

Millington Community Schools

Mrs. Karen Moore 8664 DEAN DR

MILLINGTON, MI 48746-9694

Document Generated On September 4, 2019

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 10 Component 3: Instruction by Highly Qualified Staff 16 Component 4: Strategies to Attract Highly Qualified Teachers 17 Component 5: High Quality and Ongoing Professional Development 19 Component 6: Strategies to Increase Parental Involvement 20 Component 7: Preschool Transition Strategies 31 Component 8: Teacher Participation in Making Assessment Decisions 32 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 34 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources38 Evaluation: 40

Kirk Elementary SIP goals 2019-2020

Overview 42 Goals Summary 43

Goal 1: All students at Kirk Elementary School will increase their proficiency in math. 44

Goal 2: All students at Kirk Elementary will become proficient readers. 45

Goal 3: All students at Kirk Elementary School will maintain or increase their proficiency in writing. 48

Goal 4: Office discipline referrals will decrease from last school year. 48

Goal 5: Teachers will understand, develop and implement classroom data meetings with parents. 49

Goal 6: Insuring the welfare of the whole child 50

Goal 7: All students at Kirk Elementary will become proficient in Science. 51

Goal 8: All students at Kirk Elementary will become proficient in Social Studies. 52

Activity Summary by Funding Source 53

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 PlanKirk Elementary School

SY 2019-2020 Page 1© 2019 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.




Introduction During the 2018-2019 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.




Label Assurance Response Comment Attachment1. Which option was chosen for Goals and Plans? Goals and

Plans inASSIST

See goals and plans in ASSIST



Title I Schoolwide Diagnostic



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).



Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment process conducted? The Comprehensive needs assessment began by the Kirk Building Leadership Team asking the question, "Where are we now?" In order to

answer this question, the Kirk team needed to collect data. Data collection came from teacher surveys that were submitted by teachers at

Kirk. These surveys focused on school climate and effective behavior support systems at Kirk Elementary School. The survey examines the

status and need for improvement of four behavior support systems: School wide discipline systems, non-classroom management systems,

classroom management systems and systems for individual students engaging in chronic problem behaviors.

In addition to these surveys, we began collecting data in September using DIBELS (Dynamic Indicators of Basic Early Literacy Skills) and

NWEA (Northwest Evaluation Association) assessments. NWEA and DIBELS schedules were developed to ensure the testing of all students.

The Kirk assessment team that consisted of multiple teachers, ISD itinerants, one reading specialist, and the Principal, administered the

Reading and Math assessments. Once data was received from DIBELS and NWEA, the team reviewed the assessment results. Local

common assessments along with M-STEP scores in both science and social studies were analyzed to determine intervention/resources

needs in both areas. The area of writing is lacking resources and a way to assess student growth.

Through our PLC's (Professional Learning Communities) and our grade level meetings, the Kirk staff interprets and analyzes these sources

of data to monitor programs and student growth. The student achievement data is reviewed by content area, grade level and achievement

information. Kirk's Building Leadership Team/School Improvement Team collects and analyzes the data and develops goals with strategies

to help improve student achievement. This same process is repeated by grade level teams. Any students' not meeting proficiency standards

or benchmark standards were identified through the building leadership team as well as individual grade level teams.

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 Kirk staff felt it necessary for parents to become more involved in the education process; therefore, we sent out a communication survey.

According to the parent survey taken in the Winter of 2019, 32.56% said they strongly agree that our school communicates effectively with

the parents and the community. 42% agree with this statement while 8% disagree. Parents said they would prefer to be communicated

using the Remind System (an electronic text based application for phones/desktop computers); however some parents would still like a

tangible newsletter sent home. A Title I meeting was offered to over 450 parents in the fall and we had zero participation from parents.

According to the staff survey taken in the winter of 2019, we need to improve our the amount of technology in the classroom. 56% of the

staff responded that we do not have enough technology. 80% of the staff feel that discipline is being handled fairly. There appears to be

some inconsistency with the handbook and discipline. 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.



Kirk Elementary uses objective criteria to identify students who are most at-risk by using multiple data measures such as NWEA, DIBELS,

and BAS or other assessments; this data was analyzed by staff members during data review meetings, staff meetings, and grade level

meetings to continually identify students who were failing or who were at risk of failing. Assessments used: DIBELS - First sound Fluency,

Letter Naming Fluency, Phoneme Segmentation, Nonsense Word Fluency, Oral Reading Fluency with retell, and DAZE; DIBELS math,

NWEA - Reading and math assessments; local common assessments - social studies and science. Teacher observations and classroom

assessments determine intervention classes. Compass Learning and EBLI are used for these intervention classes.

The Kirk building leadership team looks at three levels of instructional support:

- At or above Benchmark: Likely to Need Core Support - the student scores are at or above benchmark for their grade and time of year.

Students who preform at this level need effective core instruction in a tier I classroom.

- Below Benchmark: Likely to Need Strategic Support - the students scores are below benchmark for their grade and time of year. Students

are likely to need additional support. After teacher review of academic data, appropriate students will be assigned interventions.

- Well Below Benchmark: Likely to Need Intensive Support - the student's scores are well below benchmark for their grade and time of year.

Students are likely to need additional intensive support. After teacher review of academic data, appropriate students will be assigned

intensive interventions.

These are the students that will be in an intervention class provided they are not special education students.

Behavioral data through Skyward or other behavior tracking systems is also evaluated monthly, both as a school and by individual student.

The Kirk behavior team, positive behavior support teams, and grade level teams discuss and share the results with the rest of the staff.

Schoolwide decisions based on data are developed, revised, and implemented monthly. When necessary, Student Assistant Team meetings

are held to develop individual goals for students where parents play a key role in the decision making.

Schoolwide goals were developed with the Kirk School Improvement Team as well as individual grade level goals and individual teacher

goals using data to guide development and instruction. 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? Kirk Elementary's primary goal is to ensure that every student can demonstrate proficiency and advanced levels of achievement in the

classroom and on State academic assessments. The members of the school improvement team are involved in all aspects of this plan. Staff

examines student achievement data (local common assessments, DIBELS and NWEA) that is collected from the general population three

times per year. Student service is the priority and decisions are made based on student assessment data. Kirk's school improvement team

along with grade level teams analyze this data and identifies approximately the bottom 8% in each grade level. These students begin

receiving intervention classes immediately. Students are enrolled in one or more of the intervention classes that are available: Road to the

Code, Sidewalks, Phonics for Reading, EBLI, Reading Mastery, Corrective Reading and Read Naturally.

The Kirk school improvement team meets monthly to discuss these intervention classes and to make adjustments where needed. Regular

progress monitoring is administered bi-weekly using one or more of the following assessments: DIBELS first sound fluency, DIBELS letter

naming fluency, DIBELS phoneme segmentation, DIBELS nonsense word fluency, DIBELS oral reading fluency, DIBELS DAZE, and DIBELS

math. All students at-risk are progress monitored bi-weekly.



The purpose of these assessments is to provide evidence of student achievement and growth. The data collected from progress monitoring

is then charted and when a student reaches benchmark three consecutive times they are exited from the intervention class.

Additionally, the classroom teacher collects data including observational data and makes decisions regarding instruction based on the data.

Teachers monitor student progress by using various assessment strategies. Kirk Teachers also meet the academic needs of all students

especially at-risk students by planning for appropriate instruction that is rigorous and uses a variety of instructional strategies. Kirk teachers

are dedicated in the planning process that involves not only the content but also includes the allocation of time spent and maintaining high

expectations for themselves and their students. The teachers meet as a grade level team to discuss different student progress. Kirk

teachers take into account student needs and also understand that for any student at risk of failing they can request a Student Assistance

Team meeting. A parent form is sent home seeking parental input as well as a form by the teacher expressing what they see as the needs of

the student, and what they are expecting from the meeting. The meeting consists of: parents, general education teachers, special education

teachers, school social worker, school psychologist and the administrator. Once the Student Assistance Team meeting has been requested,

a meeting is held to determine the needs of the student at risk of failing.



Component 2: Schoolwide Reform Strategies

1. Describe the strategies in the schoolwide plan which focus on helping ALL students reach the State's standards. Kirk Elementary uses objective criteria to identify students who are most at-risk by using multiple data measures such as NWEA, DIBELS,

and writing rubrics; this data was analyzed by staff members during data review meetings, staff meetings, and grade level meetings to

continually identify students who were failing or who were at risk of failing. Assessments used: DIBELS - First sound Fluency, Letter Naming

Fluency, Phoneme Segmentation, Nonsense Word Fluency, Oral Reading Fluency with retell, and DAZE; DIBELS math, NWEA - Reading

and math assessments; local common assessments - social studies and science. Teacher observations and classroom assessments

determine intervention classes for social studies and science. We have recently acquired Moby Max and Epic to use as an intervention for

reading, math, science, and social studies.

Interventions include:

Road to the Code - primarily for Kindergarten and 1st grade Kirk Elementary uses Road to the Code for helping kindergartners and first

graders who are having difficulty on their early literacy skills. Road to the Code is research based and teaches phonemic awareness and

letter sound correspondence. "Road to the Code, published in 2000, is built upon research spanning more than ten years and many of the

activities adapted for this program are based on previously validated research." Florida Center for Reading Research. http://www.fcrr.org

Sidewalks - First, second, third grades

Kirk Elementary uses Sidewalks in first through third grades. It is an intensive reading intervention program that accelerates the reading

development of struggling students. My Sidewalks accelerates reading through: 30 weeks of reading intervention, 30-45 minutes every day;

emphasis on deep meaning of vocabulary and concepts; and highly specified instruction so you teach less, more thoroughly. "Scott

Foresman My Sidewalks on Reading Street, aligns to the Florida Center for Reading Research Guidelines to Review Reading Intervention

Programs. Correlation page references are to the Teacher's Guide unless otherwise noted. My Sidewalks on Reading Street is based on the

foundational research of Scott Foresman Early Reading Intervention (Project Optimize). This research-based program validated components

of intervention strategies for Kindergarten students with identified disabilities or those at risk."

Phonics for Reading - first, second, third

Kirk Elementary uses Phonics for Reading intervention in grades first through third and can extend to fourth and fifth grades. Phonics for

Title I Targeted Assistance Diagnostic Kirk Elementary School.

Phonics for Reading is a research-based program that focuses on the decoding, fluency, and comprehension skills usually mastered in

grades K-3. It also utilizes explicit, teacher-directed instruction to introduce skills and strategies and provides distributed practice and

cumulative review. "Phonics for Reading is a research-based program that reflects the findings of the major national documents on reading,

including Becoming a Nation of Readers (Anderson et al., 1985), Preventing Reading Difficulties in Young Children (Snow et al., 1998), and

the National Reading Panel Report (2000), which summarized research on numerous topics, including phonemic awareness, phonics,

fluency, and comprehension. In addition to these reports, the design of Phonics for Reading was informed by the research on beginning

reading (Honig, Diamond, and Gutlohn, 2008), the research on reading interventions for older, struggling readers (Archer, Gleason, and

Vachon, 2003), the research on explicit instruction (Archer and Hughes, 2011), and the research on literacy and cultural diversity (Morrow,

Rueda, and Lapp, 2009)." http://ceaac.net/documents/Prescreenproposals/1071305_Curriculum_Associates_5_Phonics_for_Reading.pdf

Read Naturally Live - Kindergarten through 5th grade



Kirk Elementary uses Read Naturally in Kindergarten through 5th grades. Read Naturally has helped many students at Kirk become fluent

readers and it has made solid gains in comprehension and vocabulary through fluency development. "The What Works Clearinghouse

(WWC) identified five studies of Read Naturally® that both fall within the scope of the Beginning Reading topic area and meet WWC

evidence standards. Four studies meet standards without reservations, and one study meets WWC evidence standards with reservations.

Together, these studies included 484 beginning readers in grades 2-4 in more than 14 locations. The WWC considers the extent of evidence

for Read Naturally® on the reading skills of beginning readers to be small for two outcome domains--alphabetics and general reading

achievement--and medium to large for two outcome domains--comprehension and reading fluency."

http://ies.ed.gov/ncee/wwc/interventionreport.aspx?sid=407

Scott Foresman Intervention: Kindergarten thorugh 5th grade

Kirk Elementary's math series which is research based from Scott Foresman, has supplemental materials for mathematical interventions that

help struggling students.

EBLI (Evidence-Based Literacy Instruction) This is a phonics based reading program that comprises several instructional strategies to

improve reading accuracy, fluency, and comprehension.

There are many factors at Kirk Elementary that make it difficult for some students to make it through school, among them: poverty, broken

homes, abuse, and family conflicts. Kirk School's social worker offers support in these areas. Kirk's Social Worker is best equipped to

address the social and psychological issues that can block academic progress. Through counseling, crisis intervention and prevention, and

group peer to peer activities, the social worker helps young students at Kirk overcome the difficulties in their lives or at least how to deal with

these difficulties, and as a result, give them a better chance at succeeding in school. Kirk's social worker makes a major difference for the

students who are most at risk for academic failure.

The Kirk building leadership team looks at three levels of instructional support:

- At or above Benchmark: Likely to Need Core Support - the student scores are at or above benchmark for their grade and time of year.

Students who perform at this level need effective core instruction in a tier I classroom. These students focus on Tier 1 instruction in the

classroom.

- Below Benchmark: Likely to Need Strategic Support - the students scores are below benchmark for their grade and time of year. Students

are likely to need additional support. After teacher review of academic data, appropriate students will be assigned interventions.

- Well Below Benchmark: Likely to Need Intensive Support - the student's scores are well below benchmark for their grade and time of year.

Students are likely to need additional intensive support. After teacher review of academic data, appropriate students will be assigned

intensive interventions.

These are the students that will be in an intervention class provided they are not special education students.

Behavioral data through Skyward or other behavior tracking systems is also evaluated multiple times a year, both as a school and by

individual student. The Kirk behavior team, positive behavior support teams, and grade level teams discuss and share the results with the

rest of the staff. Schoolwide decisions based on data are developed, revised, and implemented monthly. When necessary, Student

Assistant Team meetings are held to develop individual goals for students where parents play a key role in the decision making.

Data reviews are conducted during Parent-Teacher Conferences. DIBELS and NWEA parent sheets were discussed so parents have a clear



understanding of their student's progress. Progress monitoring goals and resources were also shared with parents so parents can assist

their students at home.

Schoolwide goals were developed with the Kirk School Improvement Team as well as individual grade level goals and individual teacher

goals using data to guide development and instruction.

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). Kirk teachers make the curriculum relevant to students that utilize the students' strengths. They also communicate high expectations and

encourage student performance. Kirk teachers have clearly defined classroom routines that give students opportunities to make choices.

Students also have many opportunities for practice and learning and teachers provide scaffolding for more complex tasks. Teachers call on

everyone in the room, give time for the student to answer, ask questions that require more thought, and provide clues to the correct answer.

Kirk teachers provide feedback and positive praise using specific examples of why they are providing the praise. A list of some research

based strategies that are used at Kirk are: Whole-class instruction, small groups, partner share-outs, explicit instruction, choral responses,

peer tutoring, and computer-assisted instruction that provide opportunities for students to respond and become active participants in the

classroom.

Prevention programs that apply intensive resources along with instructional methods including cooperative learning groups are in place.

Intervention classes taught by the Title I and general education teachers and paraprofessionals are held during learning group time for

students that include:

Road to the Code - primarily for Kindergarten and 1st grade Kirk Elementary uses Road to the Code for helping kindergartners and first

graders who are having difficulty on their early literacy skills. Road to the Code is research based and teaches phonemic awareness and

letter sound correspondence. "Road to the Code, published in 2000, is built upon research spanning more than ten years and many of the

activities adapted for this program are based on previously validated research." Florida Center for Reading Research. http://www.fcrr.org











Title I Targeted Assistance Diagnostic Kirk Elementary School.



"Phonics for Reading is a research-based program that reflects the findings of the major national documents on reading, including Becoming

a Nation of Readers (Anderson et al., 1985), Preventing Reading Difficulties in Young Children (Snow et al., 1998), and the National Reading

Panel Report (2000), which summarized research on numerous topics, including phonemic awareness, phonics, fluency, and

comprehension. In addition to these reports, the design of Phonics for Reading was informed by the research on beginning reading (Honig,

Diamond, and Gutlohn, 2008), the research on reading interventions for older, struggling readers (Archer, Gleason, and Vachon, 2003), the

research on explicit instruction (Archer and Hughes, 2011), and the research on literacy and cultural diversity (Morrow, Rueda, and Lapp,

2009)." http://ceaac.net/documents/Prescreenproposals/1071305_Curriculum_Associates_5_Phonics_for_Reading.pdf

Read Naturally - Kindergarten through 5th grade












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

assessment. Teachers continue to study what the research indicates as the most effective instructional methods while instructing students; this will

continue to be an area of focus for eligible students. In addition, research reveals that giving students extra time in small group, intensive

settings increases their academic achievement. These intervention times will continue to be scheduled and implemented for eligible students.

Kirk Elementary uses the research-based strategies listed below:

-identifying similarities and differences

-Summarizing and note taking

-Reinforcing effort and providing recognition

-Homework and practice

-Nonlinguistic Representations

-Cooperative Learning

-Setting Objectives and Providing Feedback

-Cues, Questions, and advanced organizers

-Explicit Instruction



-Direct Instruction

-Guided Practice

Based upon our data, the strategies listed above will enable us to do a better job teaching comprehension and fluency by using these

instructional frame-works than by following the traditional basal reading paradigm. According to Marzano in "Classroom Instruction that

Works," "Identify those instructional strategies that have a high probability of enhancing student achievement for all students in all subject

areas at all grade levels," (page 7). The strategies with high probability are listed above.

CHAMPS: A proactive and positive approach to classroom management for grades K-9. Eugene, OR: Pacific Northwest Publishing.

Explicit instruction: Effective and efficient teaching. New York: Guilford Press. 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. Kirk Elementary offers a learning time for students of varying abilities. All kindergarten through 3rd grade students participate in learning

groups everyday for 40 minutes of the day. This time is set aside to develop appropriate lessons for students at their level and for teachers to

provide optimal differentiation for each student. This is easier to achieve when there are students with similar needs in one class. Therefore,

at Kirk, we have dedicated small group instruction within K-3 grades in both math and reading. Each grade level meets as a team to develop

these learning groups based on data collection. There are at least four groups in each grade that work in an intervention class to assist

students to become academically sound and achieve grade level status. Other groups are designed to do extended reading at a higher level.

Each grade level classroom teacher along with one Co-curricular teacher takes an intervention class such as Read Naturally, Phonics for

Reading, and so on. Paraprofessionals work with the students who are at risk of failing. We also have two Title I teachers who work with

identified students in math, reading, social studies and science during Kindergarten through 5th grade learning times.

Kirk Elementary also offers intervention classes in a summer program with a certified teacher and paraprofessional for identified students that

use technologically based programs such as REWARDS, EBLI and Read Naturally.

Teachers also incorporate the research based strategies listed below during their intervention times:

-Identifying similarities and differences




-Non linguistic Representations





-Direct Instruction

-Guided Practice



5. Describe how the school determines if these needs of students are being met. Students placed in an intervention are progress monitored every two weeks. If a student is above their aim line for 3-6 data points, a student

may not need any further intervention and are taken out; however, Kirk staff will continue to progress monitor that student to ensure student

success. If that student begins to decline, an intervention is put back into place. If a student is not making progress toward benchmark after

3-6 data points, a team will meet to determine placement. At that time, the student may be placed in a different intervention and will continue

to be progress monitored. If a student is making progress toward benchmark, but has not made it, they will remain in the intervention and be

continually progress monitored every two weeks. General Education Teachers, along with Title I teachers, are in constant contact and meet

to determine placement.



Component 3: Instruction by Highly Qualified Staff

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionalsmeet the NCLB requirements for highlyqualified? Provide an assurance statement. Ifno, what is the number that is not highlyqualified and what is being done to addressthis?NOTE: A schoolwide program must have allhighly qualified instructional staff.

Yes All paraprofessionals meet theNCLB requirements for highlyqualified.

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLBrequirements for highly qualified? Provide anassurance statement. If no, what is the numberthat is not highly qualified and what is beingdone to address this?NOTE: A schoolwide program must have allhighly qualified instructional staff.

No We have one special educationteacher who is not highly qualifiedbut is in the process of obtainingher Special Education Degreefrom Saginaw Valley StateUniversity. She has beenemergency certified through theMichigan Department ofEducation.



Component 4: Strategies to Attract Highly Qualified Teachers

1. What is the school's teacher turnover rate for this school year? Kirk Elementary has had one teacher retire for the 2017-2018 school year. We do not have any retiring at this time. 2. What is the experience level of key teaching and learning personnel? The majority of the staff at Kirk Elementary have between 0 - 14 years experience.

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

turnover rate. Kirk Elementary strives to retain highly qualified staff by creating a uniformed support system by grade level and whole school, as well as

many informal recognition programs such as a "Star Employee" for each month where teachers are recognized by students, staff and

parents. We also provide in-district trainings that teachers have input on what training will be scheduled.

Kirk Elementary has a Special Events Committee that strives to unite the staff and create a "team" approach to solving problems. This

committee also organizes fun team building activities throughout the year!

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

turnover rate. Administration work collaboratively to attend college and universities within the state to recruit highly qualified teaching staff. Interview

teams are in place to only hire highly qualified candidates that meet state and federal requirements. All references and academic records are

reviewed for accuracy. Millington Community Schools has improved its district website to promote our district and seek to attract potentially

qualified staff.

The district has also reduced class sizes in the teachers bargaining unit to ensure smaller classrooms in developmental kindergarten and first

grade. 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?



At Kirk Elementary School there is not a high turnover rate.



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. Ongoing professional development occurs through regularly scheduled staff and grade level meetings in which professional learning

communities have evolved to assist in the instructional abilities of staff. All decisions at Kirk are based upon the needs of the students.

Kirk Elementary teachers continue to learn and apply learning within our PLC groups or team time during the normal school day. Common

preparation time within the daily schedule provides time for teams to meet, discuss, and grow collaboratively. Staff and paraprofessionals

have various opportunities for staff development at district, building, and individual levels. The school district has training days throughout the

year. Grade-level teams meet to work on curriculum and analyze data to ensure student success.

Kirk Elementary has developed several learning committees to achieve and sustain the highest levels of student achievement, collaboration,

and parent involvement. We believe these committees will develop a community that will help teachers serve as coaches for each other. Kirk

has a building leadership team that serves as our school improvement team that oversees all other committees. These strategies are then

discussed and implemented during staff meetings and grade level meetings. To ensure these strategies are implemented, the administrator

collects lesson plans weekly and does classroom walk throughs/observations. 2. Describe how this professional learning is "sustained and ongoing." All professional development is based around our current school improvement goals. We are working to increase professional development

opportunities for our teachers and have developed a district curriculum committee to ensure best practices within any processional

development opportunities. Teachers return from the workshops & conferences and share information with staff at staff meetings. The Kirk

building principal also attends conferences and uses the new knowledge for informal discussions and educational coaching. Principals

perform walk-throughs to determine the effect of professional development on learning.

Paraprofessionals take part in school/district professional development that pertains to the areas they service such as progress monitoring

training which is held in-house. Paraprofessionals also attend a monthly meeting with the administrator to have ongoing discussions

pertaining to intervention services.

Label Assurance Response Comment Attachment3. The school's Professional Learning Plan iscomplete.

No In progress



Component 6: Strategies to Increase Parental Involvement

1. Describe how parents are (will be) involved in the design of the schoolwide plan. The staff at Kirk Elementary School believe that schools work best when parents and staff work hand-in-hand, and when parents take an

active role in their children's education. Furthermore, research has shown that parent involvement is a critical component in the learning

process.

Kirk Elementary will continue to encourage parent involvement in planning and reviewing the Schoolwide Title I program by:

-Discuss the School Parent Involvement Policy at Kindergarten round up

-Posting the Parent Involvement Policy for parents to review during Parent Teacher Conferences as well

as posted in each classroom

-School parent compact posted in each classroom

-Reviewing and distributing School Parent Compacts during parent teacher conferences for all parents

-Expanding all communication with parents including but not limited to school newsletters, classroom

newsletters, district publications and the Millington Community Schools Website

Parents are invited to an annual Title I meeting during the first marking period. This meeting offers information on the definition of Title I

services, adequate yearly progress, services provided through Title I, and parent involvement. During this meeting, parents will understand

what adequate yearly progress means and how they can become more actively involved in their child's education. Parents will also

understand what services and intervention classes will be offered. Further, they will understand where their child is academically and how the

school is providing services to promote academic success. Parents will also be aware of how they can become more actively involved in their

child's progress, how they can have a voice for their child, be a part of the decision making process, and evaluate programs and services

offered at Kirk Elementary. When this meeting is complete, parents are asked to complete a survey. The survey includes what services the

parent would like to continue at Kirk, what they would like to see happen that Kirk is not doing, and any items they would like Kirk not to

continue.

Throughout the year, parents play an active role during Student Assistance Team meetings and help to determine needed programs and

services for their child. Student assistance team meetings can be held as much as once per month. These meetings are conducted providing

provisions for flexible scheduling as well as any assistance parents may need to better ensure their attendance. Many opportunities are

present for parental input and decision making about the program and services that are offered at Kirk Elementary. Parental contact is made

through written and oral communication in deciding when these meetings will be held. During these meetings, parents are taught intervention

strategies to help their student at home. Also during these meetings, plans are developed and are implemented to help each student be

successful with individual needs, academically and behaviorally.

Parents are provided with written communication explaining exactly what intervention class their child has been placed in for extended help

and what area will be their primary focus. This letter explains the name of the program along with a written description of the area their child

needs services in such as phoneme awareness or developing fluency for an example. An explanation of progress monitoring is provided

along with the skills they are working on to reach academic success. Parents are encouraged to value attendance and to please contact their

child's teacher or the Kirk principal if they have any questions regarding the services being provided. Parents are also provided with data

sheets that explain their child's progress in terms of where they are currently at and where they need to be.



Parent teacher conferences are held annually along with continuous parental contact through phone calls, emails, Remind app and weekly

newsletters. Information is provided through the Kirk website including tutorial videos on how to help their student achieve academically

using Compass Learning. Kirk School participates in the PE-Nut program (PE-Nut is a nutrition and physical education program that uses a

whole-school approach to motivate students, parents, and educators to be physically active and eat healthier) and had information and a

booth set up at parent teacher conferences.

Kirk Elementary encourages parents to regularly volunteer in the building within the classroom. Kirk holds an annual open house before

school begins and works with the parent teacher organization to support such activities as: Daddy daughter dance, mom son bowling night,

and family movie night. Kirk collects feedback through parent surveys that are located on the Kirk webpage.

At the end of the year, parents are invited to a final meeting to help revise the school parent compact. Changes made to the school parent

compact are based on consensus. Parent involvement policy is explained, discussed, and modified at this meeting.

Parents are invited to be active participants in all aspects of the school-wide plan. Parents have input on the plan through our Parent Teacher

Organization (PTO) and through numerous parent surveys administrated throughout the school year. The plan is reviewed with PTO

members and feedback is used to edit any areas of concern.

Parents are invited to attend our Positive Behavior Interventions and Supports meetings and provide ideas and all suggestions are

welcomed. 2. Describe how parents are (will be) involved in the implementation of the schoolwide plan. The Kirk staff along with the Parent Teacher Organization (PTO) will review and revised the School / Parent Compact.

Kirk School will involve all parents by offering the following activities at

various times of the school year (activities will be offered during the school day, in

the evenings and during the summer):

August

-Open House

-School/Classroom Newsletters

-School Web Page

September

-Title I Parent Meeting (Review Parent Involvement Plan and Compact)

-School Improvement Team Meeting

-PTO Meeting

-Kirk Welcome Back Picnic


-Assemblies & Field Trips

-IEP Meetings

- Student Assistant Team Meetings

October




-PTO Meeting

-Fall Festival Halloween Parade



-STEAM Family Night

-IEP Meetings

November


-PTO Meeting

-Parent/Teacher Conferences

-Report Cards/Progress Reports Sent Home



-IEP Meetings

-Student Survey

December

-2nd grade music concert

-PTO Meeting

-School Improvement Meeting


-IEP Meetings

January

-Title I Parent Meeting (Review Parent Involvement Plan and Compact)




-PTO Meeting

-IEP Meetings

-Parent Survey

-Staff Survey

February

-PTO Meeting



-IEP Meetings

-Student Assistant Team Meetings

March

-PTO Meeting






-IEP Meetings

-March is Reading Month Activities

-family STEAM night

April

-PTO Meeting


-School /Classroom Newsletters/Websites

-IEP Meetings


May

-PTO Meeting


-School/Classroom Newsletters/Websites

-IEP Meetings


June

-Field Day/Career Day

-Volunteer Luncheon



-IEP Meetings


Additionally, the plan will be reviewed annually with parental groups to ensure that all stakeholders have a voice in the revision of any plan

elements.

Kirk Elementary School provides all parents with the following:

-Progress Reports

-Report Cards

-M-STEP Parent Reports

-NWEA results

-DIBELS parent reports

-Progress Monitoring Results

-Local assessment results

These individual student academic assessment results will be communicated to parents in a language the parents can understand. Results

are interpreted to parents during parent teacher conferences and during Student Assistant Team (SAT) meetings. Additionally, as requested

Title I parent meetings will be held to inform parents of their student(s) progress.



Parent teacher conferences are held annually along with continuous parental contact through phone calls, emails, and weekly newsletters.

Parents are encouraged to become actively involved in the learning process and are invited to volunteer and participate on such committees

like the Positive Behavior Interventions and Supports committee (PBIS). During these conferences, teachers have a set agenda to ensure

that all items are covered.

Teachers cover the following:

-Expectations and curriculum

-Assessments including data and what they mean

-Proficiency levels and their child's level

-Items they can help with at home including resource packets

-School parent compact

-PTO opportunities

-School involvement including being a part of the PBIS team

-Any current community opportunities



needs services in such as phoneme awareness or developing fluency for an example. An explanation of progress monitoring is provided

along with the skills they are working on to reach academic success. Parents are encouraged to value attendance and to contact their child's

teacher or the Kirk principal if they have any questions regarding the services being provided. Parents are also provided with data sheets that

explain their child's progress in terms of where they are currently at and where they need to be (these sheets include graphs that are parent

friendly).

Parents are also provided with a complete description of the program that will be used to help their child in a focused area. The intervention

classes are explained with full detail, including where their child is currently at and what progress we are expecting. After a complete

description and explanation of the intervention that will be used, progress monitoring is explained to the parents. The details of the

intervention with complete explanation of how their child will be assessed, what the assessment looks like, and what proficiency levels

students are expected to reach will be reviewed during that meeting.

Kirk School participates in the PE-Nut program (PE-Nut is a nutrition and physical education program that uses a whole-school approach to

motivate students, parents, and educators to be physically active and eat healthier) and had information and a booth set up at parent teacher

conferences.


services for their child. They are asked to be active participants in their child's plan and progress. At these meetings, parents have the

opportunity to voice their opinion on the satisfaction of the intervention being planned. Student assistance team meetings can be held as

much as once per month. During these meetings, parents are taught intervention strategies to help their student at home. Also during these

meetings, plans are developed and are implemented to help each student be successful with individual needs, academically and

behaviorally.

Kirk Elementary encourages parents to regularly volunteer in the building within the classroom. Flyers are also sent home at parent teacher

conferences on how to become involved. Kirk holds an annual open house before school begins and works with the parent teacher

organization to support such activities as: Daddy-Daughter Dance, mom-son bowling night, and family movie night. Kirk collects feedback



through parent surveys that are located on the Kirk webpage. Parent involvement is currently evaluated by monitoring the number of parents

who attend the fall open house, parent teacher conferences, after school Title I meetings, and our Kirk Family Picnic. 3. Describe how parents are (will be) involved in the evaluation of the schoolwide plan. Kirk Elementary will involve parents in the planning and evaluation of the Title I plan by:

-Post our Parent Involvement Policy on our school web page

-Conduct a parent and student survey annually to gather program needs

-Host a Title I parent meeting each fall

-Revise the Compact and Parent Involvement Policy after reviewing parent input and suggestions

-Invite parents/guardians to School Improvement Team meetings, PTO meetings and Title I program planning meetings through direct

invitation, Remind texting system, monthly building newsletters, email and in person

Parent Surveys will be key to evaluate how parents feel about being involved in the school-wide plan along with evaluations during Parent

Teacher Organization meetings.

5. Describe how the school is carrying out the activities outlined in ESEA Section 1118 (e) 1-5, 14 and (f). To provide information and assistance to parents regarding the state and local academic standards and assessments, Kirk Elementary

School provides the following:

-Parent teacher conferences (at least once per year

-additional conferences by request of parents or teachers)

-Parent copy of academic expectations

-Local assessment information (DIBELS, NWEA, district common assessments - shared at conferences,BAS)

-Student Assistance Team meetings

-Students receiving additional assistance will be progress monitored bi-weekly and information shared with parents

-Reading and Math specialist available at conferences to provide information and answer questions

-Kirk Open House in the fall

-Kindergarten Round up in the spring

Kirk Elementary offers Title I parent meetings, an open house, parent teacher conferences, and classroom data reviews. Parents are

encouraged to attend the Title I parent meeting to understand the offerings under Title I, to become an active member in their child's

education, and to provide Kirk Elementary with feedback on how we can improve. Staff are becoming better educated at effectively working

with, communicating with, and encouraging parents of Title I students by providing in-class data reviews in which parents learn about the

academic performance and progress of their child and specific strategies that they can work on at home. Parents and teachers have rich

Label Assurance Response Comment Attachment4. Does the school have a Title I ParentInvolvement policy that addresses how theschool carries out the required activities ofESEA Section 1118 (c) through (f)?

Yes parent involvement



discussions regarding the different intervention programs offered including the specific area their child's intervention will focus on. Kirk

Teachers provide detailed descriptions of how the assessments are collected and how they are used to guide instruction for their student.

Progress monitoring is also thoroughly explained informing parents that their child will be reassessed every two weeks and progress will be

charted and available at all times. Other areas of discussion include how a student can exit the program, what parents can do at home

(including resources they may use to help their child), and how parents can become actively involved in their child's education.

Parent teacher conferences are held at least once per year along with continuous parental contact through phone calls, emails, and weekly

newsletters. Parents are encouraged to become actively involved in the learning process and are invited to volunteer and participate on such

committees like the Positive Behavior Interventions and Supports committee (PBIS). During these conferences, teachers have a set agenda

to ensure that all items are covered.

Teachers cover the following:



-Proficiency levels and their child's level



-PTO opportunities


-Any current community opportunities



needs services in such as phonemic awareness or developing fluency for an example. An explanation of progress monitoring is provided to

the parents along with the skills students are working on to reach academic success. Accurate and timely progress is reported to parents on

an ongoing basis to keep parents informed of their child's progress. Parents are encouraged to value attendance and to contact their child's

teacher or the Kirk Principal if they have any questions regarding the services being provided. Parents are also provided with data sheets

that explain their child's progress in terms of where they are currently at and where they need to be (these sheets include graphs that are

parent friendly).


services for their child. Student assistance team meetings can be held as much as once per month. These meetings are conducted providing

provisions for flexible scheduling as well as any assistance parents may need to better ensure their attendance. Many opportunities are

present for parental input and decision making about the program and services that are offered at Kirk Elementary. Parental contact is made

through written and oral communication in deciding when these meetings will be held. During these meetings, parents are taught intervention

strategies to help their student at home. Also during these meetings, plans are developed and are implemented to help each student be

successful with individual needs, academically and behaviorally.

All parents participate in a home language survey when they register their child to attend Kirk Elementary. Plans are in place should the need

arise for bilingual instruction. Currently Kirk Elementary does not have any issue with parents having limited English proficiency; in the event

we do have a need, we have a group of parents who have volunteered their services to help communicate with other parents.



6. Describe how the parent involvement component of the schoolwide plan is (will be) evaluated. Parental involvement is evaluated through feedback at meetings, parent and staff surveys, and during parent teacher conferences. A parent

survey is on the Kirk webpage and surveys are sent to staff members via email using survey monkey. These surveys are for families, school

staff, and community members and are intended to determine participation in and satisfaction with family involvement activities. A survey is

also given to all parents after our annual Title I meeting. This data is compiled and reviewed during Kirk Elementary's building leadership

meetings and at PTO meetings.

Other evaluations that are considered are parent interviews, sign-in sheets for parent volunteers, and parent suggestions offered in the form

of verbal, written or email communication

Kirk Elementary School will provide timely information through:

-Kindergarten Round Up

-Kirk Annual Fall Open House

-Parent Teacher Conferences

-School/classroom/district newsletters

-Progress Reports

-Progress Monitoring reports

-Report Cards

-Millington Community Schools webpage

-Policy including school parent compact

-Weekly take home folders

-Kirk Elementary Handbook

Kirk Elementary School will provide parents an opportunity to interact with their children's school by:

-Discussion at PTO meetings regarding Title I services

-Parent survey located on Kirk webpage

-Parent survey given at Title I annual meeting

-Parent teacher conferences

-Verbal via telephone

-Written correspondence via email

-Participation in student assistance team meetings

-Participation in Positive Behavioral Interventions and Supports

Kirk Elementary will develop a School parent compact:

-Developed with the Parent Teacher Organization and reviewed annually

-Compact is given and review at parent teacher conferences held in November

7. Describe how the results of the evaluation are (will be) used to improve the schoolwide program. The Kirk School Improvement team meets regularly to adjust our schoolwide program when needs arise. We have added various

parent/family event nights in areas of STEAM. In the future we hope to use the survey data to evaluate and make necessary adjustments to



the evening events.

We have also added a Kindergarten Informational Night to help incoming parents understand procedures and expectations and to provide

ways parents can assist their students to ensure student success. 8. Describe how the school-parent compact is developed. The school-parent compact was developed through the collaboration of stakeholders including the PTO and the school improvement team.

This plan was developed by past administration and is being revisited with collaboration between the parent teacher organization and the

school improvement team. The compact is discussed at parent teacher conferences as a means to promote individual student achievement.

The plans for developing the compact:

-Kirk Elementary will begin the meeting with all stakeholders by introducing the reason for the school parent compact. All stakeholders will

understand the following:

-The compact is a written agreement between parents and teachers that will clarify what families and the school can do to help students

reach high academic standards.

-The compact will be a reminder of the responsibilities of the school and the responsibilities at home so students can learn what is required of

them.

-The compact is a written commitment to share in the responsibilities for student learning; stakeholders include parents, teachers, students,

principal, and concerned community members to share in the responsibilities.

-The purpose of this agreement is to help parents and teachers come to a consensus on the responsibilities of each stakeholder.

Kirk Elementary will develop a School parent-compact:

-Developed with the Parent Teacher Organization and reviewed regular, revisions are made after parent surveys, parent teacher

conferences, and parent suggestions are considered.

-Compact is given and reviewed at parent teacher conferences held in November 9. Describe how the School-Parent Compact is used at elementary-level parent teacher conferences. Kirk Elementary School highly encourages parents and families to participate in a meaningful way in order to help their child be successful.

Each parent is given a new copy of the school-parent compact during parent teacher conferences and a discussion is led by the teacher and

questions are asked for understanding. Parents are also invited to make any suggestions during parent teacher conferences or they may

email or send in their suggestions at a later date. The Compact outlines the responsibilities of the school staff, parents and students in

striving to meet the educational goals of the Kirk Elementary. 10. How is the School-Parent Compact shared with middle school or high school parents (depending on the grade span of the

school)? Kirk Elementary houses grades Kindergarten through 5th grade only.



11. Describe how the school provides individual student academic assessment results in a language the parents can understand. All communication is done in a parent friendly manner and assurances are in place to allow parents to ask questions. At this time there is not

a need for any other language than English as indicated by the home language survey; however, should a need develop, appropriate

resources will be utilized to make certain that any data is available in a language the parents can understand.

Parent teacher conferences are held at least once per year along with continuous parental contact through phone calls, emails, and weekly

newsletters. Parents are encouraged to become actively involved in the learning process and are invited to volunteer and participate on such

committees like the Positive Behavior Interventions and Supports committee (PBIS). During these conferences, teachers have a set agenda

to ensure that all items are covered. Teachers cover the following:



-Student proficiency levels



-PTO opportunities




needs services in such as phonemic awareness or developing fluency for an example. An explanation of progress monitoring is provided

along with the skills they are working on to reach academic success. Accurate and timely progress is reported to parents on an ongoing basis

to keep parents informed of their child's progress. Parents are encouraged to value attendance and to contact their child's teacher or the Kirk

principal if they have any questions regarding the services being provided. Parents are also provided with data sheets that explain their

child's progress in terms of where they are currently at and where they need to be (these sheets include graphs that are parent friendly).

Parents are also provided with a complete description of the program that will be used to help their child in a focused area. The intervention

classes are explained with full detail, including where their child is currently at and what progress we are expecting. After a complete

description and explanation of the intervention used, progress monitoring is explained to the parents. The details with complete explanation

of how their child will be assessed, what the assessment looks like, and what proficiency levels students are expected to reach will be

reviewed.

Kirk Elementary staff shares individual student academic assessment results with parents during parent teacher conferences and during

student assistance team meetings. The parents are provided with an oral and written explanation that includes the data along with graphs

that help explain exactly where their student is academically, where they need to be, and how we are working on getting the student

assistance in a focused area. Teachers explain the assessment process for the entire building that includes being assessed using DIBELS,

NWEA, BAS and district common assessments. Parents are made aware of the process for which Kirk teachers determine Title I eligibility

Label Assurance Response Comment AttachmentThe School's School-Parent Compact isattached.

Yes School-ParentCompact



along with a complete description of progress monitoring and exiting a Title I program. Parents receive a complete explanation of what

intervention their child will receive along with expectations for improvement.


services for their child. They are asked to be active participants in their child's plan and progress. At these meetings, parents have the

opportunity to voice their opinion on the satisfaction of the intervention being planned. Student assistance team meetings can be held as

much as once per month. During these meetings, parents are taught intervention strategies to help their student at home. Also during these

meetings, plans are developed and are implemented to help each student be successful with individual needs, academically and

behaviorally.



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? Kirk Elementary School does not have a preschool program; however, we do meet twice per year with Head Start and with the ECSE

classroom. We hold transition IEPs, discuss best placement and any special needs students may have. The Head Start classrooms visit

Kirk at the end of the year and meet the Kindergarten teachers. 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? We do not have a preschool program; however, the building principal attends two parent informational meetings for Head Start and explains

the expectations that Kirk will have for their incoming students. Parents are also given the Kirk Principal contact information and may contact

her at any time.



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? Kirk Elementary's primary goal is to ensure that every student can demonstrate proficiency and advanced levels of achievement in the

classroom and on State academic assessments. The members of the school improvement team are involved in all aspects of this plan. Staff

examines student achievement data (local common assessments, DIBELS, NWEA, BAS) that is collected from the general population up to

three times per year. Student service is the priority and decisions are made based on student assessment data. Kirk's school improvement

team along with grade level teams analyze this data and identifies the bottom 10% in each grade level. These students begin receiving

intervention classes immediately. Students are enrolled in one or more of the intervention classes that are available: Road to the Code,

Sidewalks, Phonics for Reading, SIPPS, EBLI and Read Naturally.

The Kirk school improvement team meets monthly to discuss these intervention classes and to make adjustments where needed. Regular

progress monitoring is administered bi-weekly using one or more of the following assessments: Compass Learning, DIBELS first sound

fluency, DIBELS letter naming fluency, DIBELS phoneme segmentation, DIBELS nonsense word fluency, DIBELS oral reading fluency,

DIBELS DAZE, and DIBELS math. Identified Title I students are progress monitored bi-weekly by paraprofessionals and by Title I teachers.

The purpose of these assessments is to provide evidence of student achievement and growth. The data collected from progress monitoring

is then charted and if a student reaches benchmark, they will need to reach benchmark at least two more times before they are able to exit

the intervention class.

Additionally, the classroom teacher collects data including observational data and makes decisions regarding instruction based on the data.

Teachers monitor student progress by using various assessment strategies. Kirk Teachers also meet the academic needs of all students

especially at-risk students by planning for appropriate instruction that is rigorous and uses a variety of instructional strategies. Kirk teachers

are dedicated in the planning process that involves not only the content but also includes the allocation of time spent and maintaining high

expectations for themselves and their students. The teachers meet as a grade level team to discuss different student progress. Kirk teachers

take into account student needs and also understand that for any student at risk of failing they can request a Student Assistance Team

meeting. A parent form is sent home seeking parental input as well as a form by the teacher expressing what they see as the needs of the

student, and what they are expecting from the meeting. The meeting consists of: parents, general education teachers, special education

teachers, school social worker, school psychologist and the administrator. Once the Student Assistance Team meeting has been requested,

a meeting is held to determine the needs of the student at risk of failing.

Kirk's building leadership team is comprised of one teacher per grade level, 1 special education teacher, both Title I math and reading

teachers, school psychologist, and the administrator discuss all levels of school-based academic assessments. Teachers provide input to

the building leadership team and these ideas/concerns/suggestions are brought to our monthly team meetings. Topics include but are not

limited to:

-The type of assessment

-When the assessment should be given

-Who should administer the assessments

-How training will be held

-Who will do the training

-When will the training take place

-checks for fidelity and who will perform those



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

students? Students at Kirk Elementary are universally screened three times per year. After each screening, teachers meet as a grade level team and

evaluate and review the data. Kirk Teachers have been trained on how to interpret the data they receive on their students and understand its

meaning. These trainings along with support take place during staff meetings and grade level meetings. Teachers also review the bi-weekly

progress monitoring for students who have been identified as failing or at risk of failing to adjust instruction. The Kirk School Improvement

Team also review best teaching practices and have in-service meetings during staff meetings to introduce new techniques. These strategies

are monitored by the building principal through weekly lesson plans and classroom walk throughs.



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. Kirk Elementary used multiple diagnostic screening measures that provided Kirk with data that predicts information about a student's

development in reading and math. DIBELS assessments and NWEA were administered to each student in areas of reading and math. NWEA

is aligned with a prediction tool that allows educators to predict the success on the state's academic achievement assessment. This report

allows the staff to determine which areas a student may need extra help. Pre and Post tests were administered in 5th grade in areas of

science and social studies. One purpose of these screenings is to identify students who may be at risk and need extra support through

intervention services. This data tracks and measures progress at the student, class, school and district level; it measures benchmark scores

and local and national norms. M-Step data is analyzed from the previous year to determine areas of need for each student.

Once data was collected, it was analyzed by the building leadership team and by grade level teams to identify students who were not

meeting academic expectations in the four core academic areas. The screening data was then dichotomized into a yes or no for being at risk.

Teacher input was then sought out as to ensure the student was simply not just a poor test taker. The Kirk Elementary team used a cut point

to determine who needed interventions; approximately 9% of students with the most need receive the Title I services. The Kirk building

leadership team uses a 3-tiered model to determine students who are most at risk. Once the Tier III students were identified and teacher's

input was provided, the staff assigned students who were identified for small group and individualized instruction provided by the teacher or

Title I paraprofessional. For those needing additional service, an intervention plan was developed and put into place. These students receive

services from a Title I teacher along with paraprofessionals and are then progress monitored on a bi-weekly basis.

Students in the entire school are assessed three times per year (September, January, May) using DIBELS, NWEA, BAS and local common

assessments to determine student's current performance and to identify those students who without further intervention will be more likely to

develop problems in one or more of the four core - Mathematics, Language Arts, Science or Social Studies. Kirk Elementary collects a variety

of data about each student including M-STEP data to gain a much deeper understanding of the students' exact learning needs. The data

collected is then interpreted by the building leadership team along with individual grade level teams. The data is analyzed and the bottom 9%

of students in each grade level is identified for specific interventions based upon the data. Intervention classes that are used at Kirk

Elementary for Title I students are as follows:

Road to the Code - primarily for Kindergarten and 1st grade

Kirk Elementary uses Road to the Code for helping kindergartners and first graders who are having difficulty on their early literacy skills.

Road to the Code is research based and teaches phonemic awareness and letter sound correspondence. "Road to the Code, published in

2000, is built upon research spanning more than ten years and many of the activities adapted for this program are based on previously

validated research." Florida Center for Reading Research. http://www.fcrr.org













Reading is a research-based program that focuses on the decoding, fluency, and comprehension skills usually mastered in grades K-3. It

also utilizes explicit, teacher-directed instruction to introduce skills and strategies and provides distributed practice and cumulative review.

"Phonics for Reading is a research-based program that reflects the findings of the major national documents on reading, including Becoming

a Nation of Readers (Anderson et al., 1985), Preventing Reading Difficulties in Young Children (Snow et al., 1998), and the National Reading

Panel Report (2000), which summarized research on numerous topics, including phonemic awareness, phonics, fluency, and

comprehension. In addition to these reports, the design of Phonics for Reading was informed by the research on beginning reading (Honig,

Diamond, and Gutlohn, 2008), the research on reading interventions for older, struggling readers (Archer, Gleason, and Vachon, 2003), the

research on explicit instruction (Archer and Hughes, 2011), and the research on literacy and cultural diversity (Morrow, Rueda, and Lapp,

2009)." http://ceaac.net/documents/Prescreenproposals/1071305_Curriculum_Associates_5_Phonics_for_Reading.pdf

Read Naturally - Kindergarten through 5th grade












Any student identified as a Title I student receives daily interventions in one or more of the interventions listed above. Kirk has a Title I

reading and a Title I math teacher who take the bottom 10 students per grade level every hour. This intervention time is supplemental to their

general basic instruction in both reading and math. Kirk also has developed in first through third grade a reading cafe block which is

designated as learning groups. These learning groups also offer interventions in the above intervention classes for students who are not at

benchmark. These additional services are provided by trained teaching staff. Students who are at benchmark have an enrichment class at

this time provided by paraprofessional staff. Kindergarten students are offered additional intervention classes that focus on early literacy skills

using Road to the Code. These services are provided by highly qualified teaching staff.

There are many factors at Kirk Elementary that make it difficult for some students to make it through school, among them: poverty, broken

homes, abuse, and family conflicts. Kirk School's social worker offers support in these areas. Kirk's Social Worker is best equipped to

address the social and psychological issues that can block academic progress. Through counseling, crisis intervention and prevention, and

group peer to peer activities, the social worker helps young students at Kirk overcome the difficulties in their lives or at least how to deal with



these difficulties, and as a result, give them a better chance at succeeding in school. Kirk's social worker makes a major difference for the

students who are most at risk for academic failure. 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? Students identified as not proficient are reviewed by teaching staff and other data such as NWEA, DIBELS, and BAS is analyzed to identify

the exact need of the student. Students are then placed in the appropriate intervention class. Interventions include: Small group instruction,

Work with Title I Teachers and Paraprofessionals, Social Work Services, Summer School Program, and Special education services.

The Student Assistant Team, composed of Parents, Principal, Classroom Teacher, Special Education Resource Teacher, School and ISD

Social Worker, ISD Psychologist, Speech and Language Teacher, which meet regularly to review and recommend interventions,

accommodations, and modifications to ensure student success.

3. How are students' individual needs being addressed through differentiated instruction in the classroom? Teachers continue to study what the research indicates as the most effective instructional methods while instructing students; this will

continue to be an area of focus for eligible students. In addition, research reveals that giving students extra time in small group, intensive

settings increases their academic achievement. Kirk Elementary uses the research-based strategies listed below:

-Identifying similarities and differences




-Nonlinguistic Representations





-Direct Instruction

-Guided Practice

Kirk teachers actively use the data and students' learning styles to differentiate instruction. Kirk Elementary offers a learning time for students

of varying abilities. All kindergarten through 3rd grade students participate in learning groups everyday. This time is set aside to develop

appropriate lessons for students at their level and for teachers to provide optimal differentiation for each student. This is easier to achieve

when there are students with similar needs in one class. Therefore, at Kirk, we have dedicated small group instruct in a manner to best meet

the needs of individual students. Each grade level meets as a team to develop these learning groups based on data collection. There are at

least four groups in each grade that work in an intervention class to assist students to become academically sound and achieve grade level

status. Other groups are designed to do extended reading at a higher level. Each grade level classroom teacher along with one Co-curricular

teacher takes an intervention class such as Read Naturally, Phonics for Reading, Compass Learning, and so on. Paraprofessionals work

with the students who are at or above grade level. We also have two Title I teachers who work with targeted students in core subjects during



Kindergarten through 5th grade learning times.

Within whole class instruction, Kirk teachers differentiate by varying their instructional strategies, utilizing paraprofessionals to help advanced

or Tier 2/3 students. Small group instruction also happens within the classroom during independent work time. Each kindergarten and 1st

grade classroom has been assigned a paraprofessional during both their reading and math block to ensure student achievement.



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. All funding is supplied directly to Millington Community Schools and then dispersed through various departments (Superintendent,

Instructional Leaders, Special Education, Title One, Business Office).

Kirk's School Improvement committee make decisions based directly on data to implement funding from Title I funds that provide appropriate

interventions accordingly. The General Fund provides all basic teaching supplies, materials and staffing, as well as maintenance of buildings

and facilities.

Title I is used primarily for staffing support, including paraprofessionals, Interventionists, enhanced technology, intervention resources, and

social work services. Millington Community Schools uses Title II funds to support professional development aligned to our curriculum, best

teaching practices, interventions, and on how to better respond to data.

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. Kirk Elementary will use the following State, Local, and Federal resources to support the schoolwide components:

-Comprehensive Needs Assessment funding will be allocated from both General Fund and Title 1A

-Schoolwide Reform Strategies funding will be allocated from General Fund, Title 1A and Title II

-Highly Qualified Staff funding will be allocated from General Fund, Title IA and Title II

-Strategies to Attract and Retain Highly Qualified Staff will be funded from the General Fund and Title II

-Professional Development funding will be allocated from General Fund, Title IA and Title II

-Strategies to Increase Parental Involvement funding will be allocated from General Fund, Title 1A and Title II

-Preschool Transition Strategies, we currently do not have a preschool program

-Teacher Participation in Making Assessment Decisions funding will be allocated from General Fund, Title 1A and Title II

-Timely and Additional Assistance funding will be allocated from General Fund and Title IA

-Coordination and Integration of Resources funding will be allocated from General Fund

Staff were given time (and will be continued with time) to analyze data and collaborate on intervention plans to support students below grade

level. Our Summer School Program has been supported with these resources. 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. All support services will be directed at students not meeting grade level expectations as per state assessments along with NWEA, DIBELS,

BAS. The Kirk Staff have and will receive professional development to assist students in all content areas: math, reading, science, social

studies and writing. We have fully engaged a PBIS (Positive Behavior Intervention Support) and our currently investigating Restorative

Justice practices with Resolutions Service Center. Currently, Kirk Staff has PBIS rubrics and we teach these rubrics twice per year

(September and in January). In support of the PBIS goals, extended learning opportunities will be provided to meet the needs of students

requiring additional support. The Kirk Staff is dedicated to identify the needs of each child and utilize the programs that best meet those

needs. Kirk Students are identified for various programs and interventions based on their need.

Kirk participates in the Backpack program that supplies food every other week for students and families in need. We also participate in PE-

NUT (Physical Education and Nutrition - a nutrition and physical education program that uses a whole-school approach to motivate students,

parents, and educators to be physically active and eat healthier) and had an information booth set up during our open house and at parent

teachers conferences.



Evaluation:

1. Describe how the school evaluates, at least annually, the implementation of the schoolwide program. Kirk Elementary hosts data review meetings three times per year to analyze the results of the intervention programs. Kirk also tracks each

individual intervention class offered through means of progress monitoring bi-weekly. This data is analyzed to determine if a specific

intervention class is having the impact that was expected. Kirk Elementary looks at the number of students who began in Tier 1 and how

many moved to Tier 1. Future goals are set from these meetings. 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. Kirk Elementary collects data throughout the year along with progress monitoring data that is specific to a certain intervention class. We also

include M-Step results to understand student needs. Kirk Elementary participates in data review meetings in which all student, building and

district-wide data is reviewed and analyzed for strengths and weakness. At these data reviews, each intervention class along with its data is

analyzed for student impact. Discussions take place and goals with action plans are developed based on the data. 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. The building leadership team and student assistance team look at the progress of eligible students and the programs and services provided

to the student to determine if programs have been effective. Kirk staff looks at how ALL students performed and evaluate for growth and then

look at all sub-group performance to ensure that these student groups are closing the gaps. 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 building leadership team meets on a monthly basis. Programming is examined and revised if it is evident the plan is not meeting the

needs of eligible students.






Overview

Plan Name


Plan Description



Goals Summary

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

# Goal Name Goal Details Goal Type Total Funding1 All students at Kirk Elementary School will increase

their proficiency in math.Objectives:1Strategies:3Activities:7

Academic $75400

2 All students at Kirk Elementary will becomeproficient readers.

Objectives:1Strategies:2Activities:5

Academic $96490

3 All students at Kirk Elementary School will maintainor increase their proficiency in writing.


Academic $5000

4 Office discipline referrals will decrease from lastschool year.


Organizational $0

5 Teachers will understand, develop and implementclassroom data meetings with parents.


Organizational $0

6 Insuring the welfare of the whole child Objectives:1Strategies:3Activities:4

Academic $1300

7 All students at Kirk Elementary will becomeproficient in Science.


Academic $5000

8 All students at Kirk Elementary will becomeproficient in Social Studies.


Academic $5000



Goal 1: All students at Kirk Elementary School will increase their proficiency in math.

Strategy 1: Differentiation - A certified teacher will implement Math intervention classes across the grade levels. This time will not impede upon core instruction in the regular

education math class. Category: Mathematics Research Cited: According to the US Department of Education, "Students struggling with mathematics may benefit from early interventions aimed at improving their

mathematics ability and ultimately preventing subsequent failure." Tier: Tier 3

Strategy 2: Strengthening Math Vocabulary - Each grade level will provide additional vocabulary instruction for students specific to standards at each grade level. Teachers will

also provide parents with a complete vocabulary list including definitions to assist parents at home. These will be provided at parent teacher conferences. Category: Mathematics

Measurable Objective 1:A 10% increase of All Students will demonstrate student proficiency (pass rate) in computational skills in Mathematics by 06/03/2020 as measured by the NWEA and/ or DIBELS assessments.

Activity - Intervention Block ActivityType

Tier Phase Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

An intervention block will be utilized with-in the daily scheduleto support students who are not meeting benchmark andproficiency expectations in math. Students will be identified byDIBELS and/or NWEA assessments. A certified teacher will beused during this time to support students.

AcademicSupportProgram

Tier 3 Monitor 07/02/2019 06/29/2020 $45000 Title I PartA

Thecertifiedteacher.

Activity - Intervention Support ActivityType


Source OfFunding

StaffResponsible

Paraprofessional support will be added to the mathematicsintervention classroom.


Tier 3 GettingReady

07/02/2019 06/29/2020 $19000 Title I PartA

BuildingPrincipal

Activity - Extending Resources ActivityType


Source OfFunding

StaffResponsible

Continue using Moby Max and Reflex math. Research andselect additional research based intervention materials topurchase such as Strength and Stretches and Front Row.


Tier 3 GettingReady

07/02/2019 06/29/2020 $10000 Title I PartA

BuildingPrincipal



Research Cited: Gifford and Gore, The effects of Focused Academic Vocabulary Instruction on Underperforming Math Students, ASCD 2008 Tier: Tier 1

Strategy 3: Strengthening Core Instruction - All staff will continue using FIM (Focused Instructional model) or spiral review with consistency and fidelity. Category: Mathematics Research Cited: Marzano, Classroom Instruction that Works: Research Based Strategies for Increased Student Achievement, ASCD 2001 Tier: Tier 1

Goal 2: All students at Kirk Elementary will become proficient readers.

Activity - Enhancing Vocabulary Through Visual Representation ActivityType


Source OfFunding

StaffResponsible

Certified teachers will expose students to common mathvocabulary through the use of content specific strategies.Some examples might include pictures or drawings, word wallsand pre/post vocabulary assessments.


Tier 1 Implement 06/03/2019 06/29/2020 $0 No FundingRequired

CertifiedTeachingStaff

Activity - Vocabulary Distribution ActivityType


Source OfFunding

StaffResponsible

The building principal will send a message to parents viaRemind to let them know that a paper copy of the vocabulary isavailable upon request.



BuildingPrincipal

Activity - Enhance Core Instruction ActivityType


Source OfFunding

StaffResponsible

Teachers will understand and develop appropriate commonassessments and understand data analysis processes whichsupport instruction.


Tier 1 Implement 06/03/2019 06/29/2020 $0 Other CertifiedTeachingStaff

Activity - Professional Development ActivityType


Source OfFunding

StaffResponsible

Research professional development opportunities that supportcore instruction. One teacher per grade level to attendappropriate math training.


Tier 1 GettingReady

07/02/2019 06/29/2020 $1400 Title I PartA

BuildingPrincipal

Measurable Objective 1:



Strategy 1: Differentiated Instruction - Teachers - A certified teacher will implement reading intervention classes across the grade levels to the lowest performing students. This

time will not impede upon core instruction in the regular education class. Classroom teachers will also provide small group interventions to additional students

performing below benchmark. Differentiated instructional groups will also be provided for students who are at or above benchmark to increase academic achievement.

Examples of intervention supports: Rewards, Read Naturally online, PALS, Compass Learning, Road to the Code, Road to Read, Sidewalks, Phonics for Reading,

Heggerty Phonemic Awareness, Ooka Island, EBLI, Moby Max, Corrective Reading, Reading Mastery and any training associated with these initiatives. Category: English/Language Arts Research Cited: MiBLSi research and training indicates the use of differentiated instruction to be a powerful method of meeting student needs and reducing the

academic deficits of lower performing students. Tier: Tier 1

A 10% increase of All Students will demonstrate a proficiency in the big ideas of reading for their grade level / time of year in Reading by 06/02/2020 as measured byDIBELS and / or NWEA assessments.

Activity - Monitoring ActivityType


Source OfFunding

StaffResponsible

The building principal will monitor the use and effectiveness ofdifferentiated instruction within all classrooms throughclassroom walk throughs.

AcademicSupportProgram,Other

Tier 1 Monitor 08/26/2019 06/02/2020 $0 No FundingRequired

Thebuildingprincipalwill beresponsibleforconductingclassroomwalkthroughs aswell asreportingout to stafftheeffectiveness ofdifferentiatedinstructional practices.

Activity - Reading Interventions ActivityType


Source OfFunding

StaffResponsible



Strategy 2: Instructional skills - All teachers will devote 90 minutes to literacy instruction to include read alouds, interactive reading, shared reading, guided reading, independent

reading, and writing. Teachers will address targeted areas of difficulty based on our data and use technology to get students actively engaged.

Category: English/Language Arts Research Cited: A meta-analysis of more than a thousand studies regarding online learning was released by the U.S. Department of Education in 2009, followed by a

revised version of the report in September 2010. That study concluded that students in online-only instruction performed modestly better than their face-to-face

counterparts, and that students in classes that blended both face-to-face and online elements performed better than those in solely online or face-to-face instruction Tier: Tier 1

Intervention classes for grades K-5 will be utilized with-in thedaily schedule as a pull-out program to support students whoare not meeting benchmark and proficiency expectations inreading. Students will be identified by DIBELS and/or NWEAassessments. Paraprofessionals will assist the teacher.Interventions will need to be purchased along with professionaldevelopment.


Tier 3 Monitor 08/26/2019 06/03/2020 $62490 Title I PartA

CertifiedTeacher

Activity - Intervention Support ActivityType


Source OfFunding

StaffResponsible

Paraprofessional support will be added to the readingintervention pull-out program.


Tier 3 GettingReady

07/02/2019 06/29/2020 $19000 Title I PartA

BuildingPrincipal

Activity - Integrate Technology ActivityType


Source OfFunding

StaffResponsible

Teachers will learn how to integrate technology into classroominstruction using tablets, lap tops, Chromebooks and desk topcomputers in order to support differentiation of instruction.

Technology Tier 1 Implement 07/02/2019 06/29/2020 $10000 Other ThePrincipalwill beresponsiblefor findingfunds topurchasetablets

Activity - Professional Development/webinar ActivityType


Source OfFunding

StaffResponsible



Goal 3: All students at Kirk Elementary School will maintain or increase their proficiency in

writing.

Strategy 1: Enhance Core Instruction - Certified teachers (K-5) will pilot Writing City as part of their core curriculum. Category: English/Language Arts Research Cited: https://www.writingcity.com/portals/pdf/WritingCity-Evidence-Study.pdf

Tier: Tier 1

Goal 4: Office discipline referrals will decrease from last school year.

Teachers will continue to read about, watch, discuss, learn, andapply evidence-based instructional strategies. Training forparaprofessionals and instructional staff on listed interventions.

Professional Learning

Tier 1 Implement 07/02/2019 06/02/2020 $5000 Title I PartA

Thebuildingleadershipteam will beresponsibleforconductingandschedulingthe bookreview andvideos.

Measurable Objective 1:A 10% increase of All Students will demonstrate a proficiency at grade level in Writing by 06/02/2020 as measured by pre and post tests .

Activity - Writing Instruction ActivityType


Source OfFunding

StaffResponsible

Pilot Writing City (K-5). DirectInstruction


buildingprincipal

Measurable Objective 1:collaborate to provide consistent expectations to all students by 06/02/2020 as measured by SWIS/Skyward or there data warehouses.



Strategy 1: PBIS - PBIS committee members will actively search out new ways to support student behavior to be consistently implemented by all staff members. Category: School Culture Research Cited: PBIS is a research-based approach to effectively handling of students' behavior and is supported through MiBLSi. Tier: Tier 1

Goal 5: Teachers will understand, develop and implement classroom data meetings with parents.

Activity - PBIS Committee ActivityType


Source OfFunding

StaffResponsible

The PBIS committee will meet at least monthly to develop andschedule activities, events, practices that align to PBIS at Kirk.

BehavioralSupportProgram

Tier 1 Monitor 07/02/2019 06/29/2020 $0 No FundingRequired

The PBISfacilitatorwill beresponsibleforschedulingand leadingmonthlymeetings.

Activity - Behavior Team ActivityType


Source OfFunding

StaffResponsible

The behavior team will continue to meet on a monthly basis tosupport staff with handling of classroom behavior throughcommunication, meetings, strategies, trainings, etc.



The SchoolSocialWorker willberesponsibleforschedulingof meetingsandcommunicating withthe buildingprincipal onareas ofneed.

Measurable Objective 1:collaborate to increase parental involvement and knowledge of their child's academic and behavioral progress by 11/29/2019 as measured by all available state,district and school data, including both academic and behavior data.



Strategy 1: data review - Teachers will present data to parents during parent teacher conferences. Category: Other - Data review during PT conferences Tier: Tier 1

Goal 6: Insuring the welfare of the whole child

Strategy 1: McKinney-Vento Collaboration - The District MV Liason will collaborate with the MV Grant Coordinator to identify and serve homeless students throughout the school

year. Category: Other - Whole Child Research Cited: What Works Clearinghouse Tier: Tier 1

Strategy 2: McKiney-Vento Monitoring - The District MV Liaison will track LEA homeless students' performance on local and/or statewide assessments to identify gaps and

strategies to impact these students' achievement. Category: Learning Support Systems Research Cited: What Works Clearinghouse

Activity - data review ActivityType


Source OfFunding

StaffResponsible

Teacher will involve parents in the review of data. ParentInvolvement

Tier 1 09/02/2019 11/29/2019 $0 No FundingRequired

TeachingStaff

Measurable Objective 1:100% of All Students will demonstrate a proficiency in all core subjects in Practical Living by 06/30/2020 as measured by meeting requirements for ESSA.

Activity - Collaboration ActivityType


Source OfFunding

StaffResponsible

The District Liasion will attend all MV consortium meetingsthroughout the school year.



At RiskCoordinator-Superintendent



Tier: Tier 1

Strategy 3: Career Awareness - Introduce students and parents to Michigan's Six Career Zones. Category: Career and College Ready Research Cited: Michigan Department of Education Tier: Tier 1

Goal 7: All students at Kirk Elementary will become proficient in Science.

Strategy 1: Increased Science Instruction - Certified Teachers will implement a science curriculum within their classrooms. Category: Science Tier: Tier 1

Activity - Monitoring ActivityType


Source OfFunding

StaffResponsible

Liaison will coordinate with principals on achievement data ofhomeless students.



At-RiskCoordinateor, FosterCareLiaison,Principal

Activity - Career Day ActivityType


Source OfFunding

StaffResponsible

Students participate in career presentations for various fields ofemployment.

CareerPreparation/Orientation

Tier 1 07/01/2019 06/29/2020 $300 Title I PartA

BuildingPrincipal

Activity - Monthly Career Presentations ActivityType


Source OfFunding

StaffResponsible

Certified teachers will continue to discuss career optionsmonthly.



Teachingstaff

Measurable Objective 1:A 10% increase of All Students will demonstrate a proficiency at grade level in Science by 06/02/2020 as measured by pre-test / post-test and NWEA .



Goal 8: All students at Kirk Elementary will become proficient in Social Studies.

Strategy 1: Implement a Social Studies Curriculum - Certified teachers will implement a social studies curriculum. Category: Social Studies Tier: Tier 1

Activity - Interactive Science ActivityType


Source OfFunding

StaffResponsible

Implement Science curriculum K-5 using Science Weekly. DirectInstruction


principal

Measurable Objective 1:A 10% increase of All Students will demonstrate a proficiency at grade level in Social Studies by 06/02/2020 as measured by pre and post tests .

Activity - Social Studies Resources ActivityType


Source OfFunding

StaffResponsible

Implement a social studies curriculum using Social StudiesWeekly.

DirectInstruction


Principal



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Other

No Funding Required

Activity Name Activity Description ActivityType


StaffResponsible

Enhance CoreInstruction

Teachers will understand and develop appropriatecommon assessments and understand dataanalysis processes which support instruction.


Tier 1 Implement 06/03/2019 06/29/2020 $0 CertifiedTeachingStaff

Integrate Technology Teachers will learn how to integrate technologyinto classroom instruction using tablets, lap tops,Chromebooks and desk top computers in order tosupport differentiation of instruction.

Technology Tier 1 Implement 07/02/2019 06/29/2020 $10000 ThePrincipalwill beresponsiblefor findingfunds topurchasetablets



StaffResponsible

Vocabulary Distribution The building principal will send a message toparents via Remind to let them know that a papercopy of the vocabulary is available upon request.


Tier 1 Implement 07/02/2019 06/29/2020 $0 BuildingPrincipal

PBIS Committee The PBIS committee will meet at least monthly todevelop and schedule activities, events, practicesthat align to PBIS at Kirk.


Tier 1 Monitor 07/02/2019 06/29/2020 $0 The PBISfacilitatorwill beresponsibleforschedulingand leadingmonthlymeetings.

data review Teacher will involve parents in the review of data. ParentInvolvement

Tier 1 09/02/2019 11/29/2019 $0 TeachingStaff



Title I Part A

Behavior Team The behavior team will continue to meet on amonthly basis to support staff with handling ofclassroom behavior through communication,meetings, strategies, trainings, etc.


Tier 3 Implement 07/02/2019 06/02/2020 $0 The SchoolSocialWorker willberesponsibleforschedulingof meetingsandcommunicating withthe buildingprincipal onareas ofneed.

Monitoring The building principal will monitor the use andeffectiveness of differentiated instruction within allclassrooms through classroom walk throughs.

AcademicSupportProgram,Other

Tier 1 Monitor 08/26/2019 06/02/2020 $0 Thebuildingprincipalwill beresponsibleforconductingclassroomwalkthroughs aswell asreportingout to stafftheeffectiveness ofdifferentiatedinstructional practices.

Monthly CareerPresentations

Certified teachers will continue to discuss careeroptions monthly.


Tier 1 Implement 08/26/2019 06/02/2020 $0 Teachingstaff

Enhancing VocabularyThrough VisualRepresentation

Certified teachers will expose students to commonmath vocabulary through the use of contentspecific strategies. Some examples might includepictures or drawings, word walls and pre/postvocabulary assessments.


Tier 1 Implement 06/03/2019 06/29/2020 $0 CertifiedTeachingStaff



StaffResponsible



Intervention Block An intervention block will be utilized with-in thedaily schedule to support students who are notmeeting benchmark and proficiency expectationsin math. Students will be identified by DIBELSand/or NWEA assessments. A certified teacherwill be used during this time to support students.


Tier 3 Monitor 07/02/2019 06/29/2020 $45000 Thecertifiedteacher.

Monitoring Liaison will coordinate with principals onachievement data of homeless students.


Tier 1 Implement 07/02/2019 06/29/2020 $500 At-RiskCoordinateor, FosterCareLiaison,Principal

Career Day Students participate in career presentations forvarious fields of employment.


Tier 1 07/01/2019 06/29/2020 $300 BuildingPrincipal

Intervention Support Paraprofessional support will be added to thereading intervention pull-out program.


Tier 3 GettingReady

07/02/2019 06/29/2020 $19000 BuildingPrincipal

Collaboration The District Liasion will attend all MV consortiummeetings throughout the school year.


Tier 1 Implement 07/01/2019 06/29/2020 $500 At RiskCoordinator-Superintendent

Writing Instruction Pilot Writing City (K-5). DirectInstruction

Tier 1 Implement 07/02/2019 06/29/2020 $5000 buildingprincipal

ProfessionalDevelopment

Research professional development opportunitiesthat support core instruction. One teacher pergrade level to attend appropriate math training.


Tier 1 GettingReady


Interactive Science Implement Science curriculum K-5 using ScienceWeekly.

DirectInstruction

Tier 1 Implement 08/26/2019 06/02/2020 $5000 principal

Extending Resources Continue using Moby Max and Reflex math.Research and select additional research basedintervention materials to purchase such asStrength and Stretches and Front Row.


Tier 3 GettingReady


Intervention Support Paraprofessional support will be added to themathematics intervention classroom.


Tier 3 GettingReady




ProfessionalDevelopment/webinar

Teachers will continue to read about, watch,discuss, learn, and apply evidence-basedinstructional strategies. Training forparaprofessionals and instructional staff on listedinterventions.

Professional Learning

Tier 1 Implement 07/02/2019 06/02/2020 $5000 Thebuildingleadershipteam will beresponsibleforconductingandschedulingthe bookreview andvideos.

Social StudiesResources

Implement a social studies curriculum using SocialStudies Weekly.

DirectInstruction

Tier 1 Implement 08/26/2019 06/01/2020 $5000 Principal

Reading Interventions Intervention classes for grades K-5 will be utilizedwith-in the daily schedule as a pull-out program tosupport students who are not meeting benchmarkand proficiency expectations in reading. Studentswill be identified by DIBELS and/or NWEAassessments. Paraprofessionals will assist theteacher. Interventions will need to be purchasedalong with professional development.


Tier 3 Monitor 08/26/2019 06/03/2020 $62490 CertifiedTeacher



Documents

School Improvement Plan Kirk Elementary School...School Improvement Plan Kirk Elementary School Millington Community Schools Mrs. Karen Moore 8664 DEAN DR MILLINGTON, MI 48746-9694