14 15 School Improvement Plan

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School Improvement Plan

Yale Elementary School

Yale Public Schools

Mr. William Kryscynski, Principal
200 SCHOOL DR
YALE, MI 48097-3363
Document Generated On June 20, 2014
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TABLE OF CONTENTS

Introduction 1

Executive Summary

Introduction 3

Description of the School 4

School's Purpose 5

Notable Achievements and Areas of Improvement 6

Additional Information 7

Improvement Plan Stakeholder Involvement

Introduction 9

Improvement Planning Process 10

School Data Analysis

Introduction 12

Student Enrollment Data 13

Student Achievement Data for All Students 15

Subgroup Student Achievement 18

Perception Data - Students 23

Perception Data Parents/Guardians 25

Perception Data Teachers/Staff 26
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Other 27

School Additional Requirements Diagnostic

Introduction 29

School Additional Requirements Diagnostic 30

Health and Safety(HSAT) Diagnostic

Introduction 33

Health and Safety(HSAT) 34

Title I Schoolwide Diagnostic

Introduction 40

Component 1: Comprehensive Needs Assessment 41

Component 2: Schoolwide Reform Strategies 45

Component 3: Instruction by Highly Qualified Staff 49

Component 4: Strategies to Attract Highly Qualified Teachers 50

Component 5: High Quality and Ongoing Professional Development 52

Component 6: Strategies to Increase Parental Involvement 53

Component 7: Preschool Transition Strategies 58

Component 8: Teacher Participation in Making Assessment Decisions 59

Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the
Standards 60

Component 10: Coordination and Integration of Federal, State and Local Programs and Resources
63
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Evaluation: 65

2014-2015 Yale Elementary School Improvement Plan

Overview 67

Goals Summary 68
Goal 1: All students will be proficient in the area of mathematics. 69
Goal 2: All students will be proficient in the area of writing. 73
Goal 3: All students will be proficient in the area of Science 77
Goal 4: All students will be proficient in the area of Social Studies 80
Goal 5: All students will be proficient in Reading and comprehending a variety of text material across the curriculum. 83

Activity Summary by Funding Source 89

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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.
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2014 AdvancED www.advanc-ed.org
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Executive Summary
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Introduction

Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by
which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful
to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder
engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student
learning. <br><br> The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the
strengths and challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of
how the school perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to
reflect on how it provides teaching and learning on a day to day basis.
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Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include
demographic information about the students, staff, and community at large. What unique features and challenges are associated
with the community/communities the school serves?

Yale Elementary is located in the rural town of Yale, Michigan in St. Clair County. The School district is the largest employer in the area and
there is very little additional industry in the area. So, Yale is largely a "bedroom community" with workers commuting to the larger
communities of Port Huron, Flint, Detroit Area, etc. for work.

Similar to many schools in the area, Yale Elementary has seen a gradual decline in the number of students over the last several years due to
families relocating to seek employment elsewhere. Approximately three hundred and forty students attended Yale Elementary during the
2013/2014 school year. Which is down approximately 120 students from the highest recorded population in 2004-2005.

The community of Yale has traditionally been very supportive of the school system.

Due to the struggling state and local economy, currently forty-five percent of students qualify for Title I assistance.

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School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the
school embodies its purpose through its program offerings and expectations for students.

Vision Statement
Yale Elementary School will provide a safe, caring, and creative learning environment that guarantees an equal educational opportunity for
every student.

Mission Statement
Each Yale Elementary School student and staff member will be challenged to reach his or her maximum level of growth: intellectually,
physically, emotionally and socially.

Beliefs Statement
At Yale Elementary School, we recognize and value the important partnerships with and contribution of the family and community in
supporting our vision. Increasing expectations for both students and educators will be the standard. Ongoing emphasis will be placed on
improving the quality of the total program and the capabilities of every student.

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Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for
improvement that the school is striving to achieve in the next three years.

Yale Elementary has taken great pride in its MEAP reading scores over the last several years. All grade level scores have been at or near
the top of the district and county. Over the last three years, Yale Elementary has focused efforts on the achievement of students who qualify
as economically disadvantaged. Efforts will continue to ensure growth for all students.

Yale Elementary School Staff members have identified mathematics as an area needing improvement. Teaching staff is looking at additional
strategies and activities to address the deficit in order to inspire growth and improved achievement.

The staff of Yale Elementary has recognizes the need for students to be successful in all subject areas. Teachers continue to improve and
work on integrating cross curricular activities in order to make learning more relevant to all students and their individual and collective lives.

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Additional Information

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

The staff and students of Yale Elementary work closely with district and community groups to help others in need. Donations, food drives,
and other projects are done throughout the year to raise money or supplies for organizations to help those in need. Some of the
organizations Yale Elementary has provided for are:

Julie's Kids - a local organization providing for students' and families' basic needs (clothing, food, school supplies, boots, glasses, etc.)
Yale Food Pantry - a local food bank for needy residents of the Yale area
American Heart Association - Hoops for Heart
American Cancer Society - coin drive donations for breast cancer awareness.
Cystic Fibrosis Walk-a-thon
Leukemia and Lymphoma society

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Improvement Plan Stakeholder Involvement
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Introduction

The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline
and then transferred into the sections below.
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Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include
information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate
them.

Our school improvement plan was discussed and updated throughout the school year. Goals, strategies, and instructional practices were
reviewed at staff meetings, school improvement team meetings, and staff curriculum meetings. Through this process all staff members have
a voice in our school improvement process.

Stakeholder input was gathered through a variety of methods throughout the school year. Stakeholders were emailed a school wide survey
in October and November. The survey link was also included in school our school newsletters as well as our school computer lab being open
during parent teacher conferences to allow access for all parents/guardians access to the survey. Over ninety percent of our
parents/guardians attend parent teacher conferences which allows us to have a high percentage of participation in our survey. This survey
provided information that our school staff was able to use and implement changes to meet the needs of parents and students. Parents were
also informed of our School Improvement Plan during PTO meetings that were held during and after school hours. There is a public
comment/concern portion of each monthly YPS Board of Education meeting where the voice of the community can be heard by those in
attendance. There is a yearly Title I meeting held to review the programs and hear concerns and comments of parents, teachers, and
support staff.

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

Yale Elementary stakeholders consist of the building administrator, district curriculum director, kindergarten through fifth grade teachers,
support staff including school counselor and speech therapist, as well as parents from a wide range of grade levels.

School staff was responsible for the development of academic goals, strategies, and instructional activities. Parent feedback on classroom
instruction, rigor, school climate, and overall quality of education their children were receiving worked as guidelines for school staff when
planning. Stakeholder feedback was an important factor when considering intervention and instructional programs at alternate times
throughout the year.

Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which
stakeholders receive information on its progress.

The final draft of our school improvement plan is placed on our school and district website to allow access to all stakeholders to view the plan
at any time. Stakeholders may also request to view it in person in our school office.

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School Data Analysis
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Introduction

The School Data Analysis (SDA) is a diagnostic tool intended to facilitate rich and deep collaborative discussions among staff members
about school data. The SDA can serve as a guide to determine a schools strengths, challenges, and directions for improvement based on an
analysis of data and responses to a series of data related questions. This data collection and analysis process includes the identification of
content area achievement gaps and reflections on causation. Please note that questions related to gaps and causes for a gap are marked
with an asterisk (*). This diagnostic represents the various types of student data that should be continuously collected, reviewed, and
analyzed in conjunction with other local school data. Completion of the SDA is required.
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Student Enrollment Data

How do student enrollment trends affect staffing?

Student enrollment has been somewhat consistent the last several years. Staff numbers have fluctuated slightly with the addition or
reduction of a classroom based on the school's overall enrollment. Student count numbers have been maintained due to an increase in non-
resident enrollment.

How do student enrollment trends affect staff recruitment?

Student enrollment has been somewhat consistent the last several years. Teacher recruitment has not had to be adjusted due to major
increases or decreases in staffing. New staff has been added only when active staff have chose to retire or move away for personal matters.
Staff openings have been advertised locally and filled utilizing a district established four step interview process.

How do student enrollment trends affect budget?

Decreasing enrollment trends over the last ten years has created a situation where there is less flexibility in the budget to fund extra
programs, professional development, classroom supplies, and the number of students per class.

How do student enrollment trends affect resource allocations?

Resource allocations have been affected by overall budget cutbacks across the district which has meant less money allocated to each
building. This reduction has resulted in more materials being shared across grade levels, supply budgets being reduced, less money to
upgrade current resources or purchase new resources, and larger class sizes than we have traditionally maintained.

How do student enrollment trends affect facility planning and maintenance?

Facility planning and maintenance has been negatively affect by lower student enrollment. The number of maintenance staff and their hours
have been reduced. Money for physical school improvements projects has been greatly reduced.

How do student enrollment trends affect parent/guardian involvement?

The decrease in students and families has limited the number of parents available to help with our school PTO and other school functions.
However, Yale Elementary routinely has over 90% participation during parent/teacher conferences and many parents make attending
monthly growth plan meetings a priority. Special after school events such as Family Reading Night or Math Night are well attended.

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How do student enrollment trends affect professional learning and/or public relations?

.While there is less funding for teachers and administrators to attend conferences away from the local area, efforts to provide quality
professional development are a district priority. Also many opportunities are provided through the St. Clair County RESA.

What are the challenges you noticed based on the student enrollment data?

The challenges that Yale Elementary faces based on student enrollment are maintaining current staffing levels, programs, and services.
Many of the new students that have enrolled in Yale Elementary qualify for special assistance and/or extra support which stretches the
already limited resources.

What action(s) will be taken to address these challenges?

Administration and staff are working together to best maximize the time and resources available during the school day to meet the needs of
all students. One example is departmentalizing where possible to provide the most intervention to the students who need it most. As a
district, efforts are being made to attract new students and families to our schools. These efforts include advertising the Round-Up dates in
the local newspaper and in the newspapers in nearby communities.

What are the challenges you noticed based on student attendance?

Yale Elementary has very few students who miss large amounts of class time. Students who are absent, usually miss school for a medical
reason. In all situations, the school works closely with the families to ensure students make up any missed instruction and classroom work.

What action(s) will be taken to address these challenges?

The staff of Yale Elementary will continue to provide a safe and caring environment in which students want to attend each day. In situations
where student absences become a concern, the school administrator, teachers, counselor, and social worker will work with the
parents/guardians to find solutions to eliminate student absences.

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Student Achievement Data for All Students

This area includes data questions.

Which content area(s) indicate the highest levels of student achievement?

According to the 2013 MEAP test scores, Yale Elementary's strongest area continues to be in the area of Reading. Our students also scores
highest in the county on the Science and Social Studies MEAP assessment.

Which content area(s) show a positive trend in performance?

The areas of Writing and Science both showed positive gains of about 10% on the 2013-2014 MEAP assessment. While Fourth and Fifth
grade Reading scores maintain an average score above 85% proficiency.

In which content area(s) is student achievement above the state targets of performance?

Students at Yale Elementary preformed above the state average on the Third, Fourth, and Fifth grade reading MEAP assessment. Third
grade has a 12% greater score, fourth grade has a 18% greater score, and fifth grade has an 14% greater score then the current state
average. Third grade scored more than 10% higher then the state average on the MEAP math assessment. Fifth Grade students scored an
average of 12% higher on the science MEAP assessment. Fourth Grade students also scored 5% higher on the Writing MEAP assessment.

What trends do you notice among the top 30% percent of students in each content area?

The number of students reaching a level one or two on the MEAP assessment increased for both fourth and fifth grade from the previous
years score. A higher percentage of third grade students scored a one or two on the math MEAP assessment. Using STAR growth data we
can see that our top 30% of students are making growth at and equal or greater rate then that of their peers.

What factors or causes contributed to improved student achievement?

Student achievement has continued to improve due to the professional development of staff on best practices, teachers using data to drive
instruction, and fidelity to core curriculum. We continue to implement the RTI model and provided targeted interventions to students. Our
grade level approach to RTI has allowed for teachers or paraprofessionals to work with groups of top students to provide them with
appropriate challenging activities.

How do you know the factors made a positive impact on student achievement?

Student achievement is monitored using multiple assessments including DRAs, DIBELS, district built assessments, STAR assessments,
classroom work and observations. As teachers learn new practices and strategies they implement them into their classroom instruction. Staff
discussions during grade level meetings or at bi-monthly staff meetings are also used to check progress and understanding of best practices
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and to monitor fidelity to the core curriculum.

Which content area(s) indicate the lowest levels of student achievement?

Math and Science show a low level of proficiency according to the 2013-2014 MEAP data.

Which content area(s) show a negative trend in achievement?

Writing MEAP scores for fourth grade show a negative trend from 2010 to present:
62% in 2010-2011, 54% in 2011-2012, and 47% in 2012-2013. However, 2013-2014 MEAP scores increased 8.6% compared to the previous
year.

Science MEAP scores for fifth grade show a negative trend from 2010 to present:
25% in 2010-2011, 19% in 2011-2012, and 13% in 2012-2013. However, 2013-2014 MEAP scores showed an increase of 15.8% compared
to the previous year.

In which content area(s) is student achievement below the state targets of performance?

Student achievement is below the state targets of performance in the areas of:

Mathematics - 44.6% fourth grade which is .7% below state average.

What trends do you notice among the bottom 30% of students in each content area?

When data identifying the bottom 30% of students achievement on the MEAP is analyzed, two groups tend to jump out:

Students who have continuously been on growth plans in one or more content area and have had many interventions to try to improve their
skills. This tells us that our interventions are not truly closing the gap in achievement in all needed areas only in the areas where progress
monitoring is being noted on the growth plan.

or

Students who are typically mid to high achievers in classroom work. This tells us that if students are achieving in one venue (classroom) but
not in another (standardized testing) there must be a deeper test taking issue such as anxiety and/ or lack of strategies for discerning correct
answers.

What factors or causes contributed to the decline in student achievement?

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There was a decline noticed in the area of mathematics on the 2013 MEAP. It has been determined that this decline was mainly noted in
areas where the current math series did not adequately meet grade level curriculum expectations. Due to outdated resources, teachers have
been using supplementary materials to fill in curricular gaps. This has lead to a lack of fidelity and an inability to easily spiral and review
concepts.

How do you know the factors made a negative impact on student achievement?

After an analysis of the yearly state assessment scores, it was determined that there was a direct correlation between the areas in which we
scored at a lower level, and those in which the curricular resources provided by the math series were lacking.

What action(s) could be taken to address achievement challenges?

The district is currently evaluating which new math series which would provide teachers with better, more consistent resources for teaching
the Common Core Mathematics Curriculum. Some grade levels have developed a weekly activity that reviews previously taught concepts
which allows for a spiraling review of material and allows teachers to target individual students and assist them in areas of need.

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Subgroup Student Achievement

Statement or Question:Which subgroup(s) show a trend toward increasing overall performance?
Response:

Economically Disadvantaged

Statement or Question:For which subgroup(s) is the achievement gap closing?*
Response:

Economically Disadvantaged

In what content areas is the achievement gap closing for these subgroups?*

Looking at each class as they progress year to year (in each content area), the achievement gap between economically disadvantaged and
non-economically disadvantaged students is remaining consistent or is changing only between a few percentage points.

How do you know the achievement gap is closing?*

Through STAR assessments we are seeing an improvement in the data between economically disadvantaged students and those who are
not economically disadvantaged.

What other data support the findings?

Staff uses STAR reading and math scores as a universal screener to help identify and monitor students needing interventions. DIBELS
and/or DRA assessments are administered to gain further understanding of student needs.

What factors or causes contributed to the gap closing? (Internal and External)*

Focused intervention time in the areas of reading and mathematics. Students participate in targeted intervention time during which
instructional paraprofessionals and teachers focus on identified areas of need.
Students are getting their basic needs met through the Universal breakfast program during which all students have the opportunity to have a
nutritious breakfast and through Julie's Kids a local organization that provides students with clothing, shelter, school supplies, etc. when it is
needed. All of these factors make it more possible for the students and families to focus on academics. The school is improving
communication with all parents by using traditional means and more use of social media to keep families informed and build school pride.

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How do you know the factors made a positive impact on student achievement?

School data from MEAP test scores and other assessments has been noted to show a positive impact on student achievement. One
example is using STAR growth reports to show individual, classroom, grade level, and specific subgroup achievement data. This data is then
used for the purpose of targeting the instructional needs of students. STAR reports provide teachers with relevant data to track the growth
of the bottom 30% of students.
Parent perception data indicates a high score in the area of communication between school and home.

What actions could be taken to continue this positive trend?

Continue the local programs that provide for students, ensuring their needs are being met. Continue to offer interventions for students in
order to close the gap in achievement. Staff will work to increase proficiency in their use of data as a tool to drive instruction.

Statement or Question:Which subgroup(s) show a trend toward decreasing overall performance?
Response:

None

Statement or Question:For which subgroup(s) is the achievement gap becoming greater?*
Response:

None

In what content areas is the achievement gap greater for these subgroups?*

Due to a limited number of students in each subgroup, as well as inconsistent trends, no significant achievement gap can be noted.

How do you know the achievement gap is becoming greater?*


What other data support the findings?*


What factors or causes contributed to the gap increasing? (Internal and External)*

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How do you know the factors lead to the gap increasing?*


What actions could be taken to close the achievement gap for these students?*


How is each of the English Language Learners (ELLs) demographics achieving in comparison to the school aggregate?

The number of ELLs is insufficient to be considered a subgroup.

How do you ensure that students with disabilities have access to the full array of intervention programs (Title 1, Title III, Section
31a, credit recovery programs, after-school programs, etc.)?

All students who are at risk of not achieving are put on a Growth Plan. Growth Plans consist of teacher and parent observations, any data
teachers use to evaluate learning/skills, school interventions and the effectiveness of each, and finally home interventions. Students who do
not show growth consistently are referred to the SNAC (student needs assessment committee) process where more detailed
interventions/special education assessments are advised and conducted. In addition, students who qualify for special education services
participate in a program tailored to meet their specific needs consisting of a mix of inclusion and resource room instructional settings.

How are students designated at risk of failing' identified for support services?

In the district Literacy Plan and Math Plan, benchmark levels of achievement are identified. Students not reaching this benchmark are put on
a growth plan. If the interventions tried through the growth plan are not closing the gap and students continue to be at risk of not achieving, a
SNAC (Student Needs Assessment Committee) convenes to have a more aggressive approach to interventions. The SNAC is also the first
step in identifying the students strengths and weaknesses as part of the identification process for special education services.

What Extended Learning Opportunities are available for students (all grade configurations respond)?

Yale Elementary School offers a summer school program that is unique in the way that the purpose is designed to bridge the gap between
grades by giving students a jump-start to the new school year.

Read and Achieve is an after-school program where students and their parents (if available) read and take comprehension tests on the
Accelerated Reader program.

National Honor Society students from the high school work with small groups of upper elementary students to review skills and provide
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homework assistance.

Through a grant, the Successmaker program is available to selected at risk students. This is done both at school and in the student's home.

4th and 5th grade students who have shown an aptitude for science learning were chosen to participate in countywide Science Olympiad
Events.

What is the school doing to inform students and parents of Extended Learning Opportunities?

Staff invite students to participate in summer school at growth plan meetings. Students were identified and chosen to participate in the
Successmaker program based on individual achievement data. The Read and Achieve program is offered to students at the teacher's
discretion.

What impact might this data have on student achievement?

Yale Elementary teachers and support staff have many years of experience. Due to the low turnover rate of school staff, teachers become
familiar with the grade level standards and student development expectations. This allows teachers to create an academically challenging
Label Question Value
What percentages of students participate in Extended Learning
Opportunities, either for additional support or increased challenge?
12.0
What is the total FTE count of teachers in your school? 16.54
How many teachers have been teaching 0-3 years? 3.0
How many teachers have been teaching >15 years? 5.0
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environment for all students in their class.

What impact might this data have on student achievement?

District Professional Development Days provide targeted grade level instruction on Common Core ELA and Math strategies that classroom
teachers can implement to improve classroom instruction and improve student performance.

Overall, building staff misses very few days and understands the importance of being with their students on a consistent basis. The majority
(over 60%) of medical sick leave requests this year have been due to maternity leave.

Indicate the total number of days for teacher absences due to
professional learning or professional meetings.
29.5
Indicate the total number of days for teacher absences due to illness. 132.0
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Perception Data - Students

Which area(s) indicate the highest overall level of satisfaction among students?

The current student population indicated many areas of satisfaction. Using the Advanc-ed website student survey many areas recorded
scores above 85 percent. Some of these are: students believe their teacher has high expectations for student achievement, principals and
teachers want every student to learn, students feel safe at school, teachers care about students, teachers provide positive reinforcement,
and principal and teachers get students ready for the next grade.

Which area(s) show a positive trend toward increasing student satisfaction?

A higher percentage of students stated they have fun learning and they are challenged by the work they are doing in class. More students
also felt that they were treated fairly and with respect by teachers, administrator and the support staff.

the 2013-2014 survey was a newly adopted survey. This makes it difficult to identify trends.

What area(s) indicate the lowest overall level of satisfaction among students?

The areas which indicated the lowest overall level of satisfaction are: family participation in school activities and students feeling a
connection to staff other than their own classroom teacher.

Which area(s) show a trend toward decreasing student satisfaction?

Due to adopting a new survey format this year, we are unable to identify a trend in this area.

What are possible causes for the patterns you have identified in student perception data?

Possible causes for the patterns noticed in our student perception data is the improvement of our school wide positive behavior plan and
teacher professional development. Our staff is committed to providing a safe and caring learning environment for all students and providing
a rigorous academic curriculum to prepare students for a successful future.

What actions will be taken to improve student satisfaction in the lowest areas?

School staff will continue to work with parents and students to help families feel more valued and welcome in our school building. Staff
members will continue to create a warm and caring school environment that encourages all students to treat each other and staff with
respect. Staff will work to create more opportunities for students and staff at different grade levels to interact and build relationships/sense of
community. Continued professional development will allow teachers to improve upon and learn new strategies to increase student
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engagement and learning.

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Perception Data Parents/Guardians

Which area(s) indicate the overall highest level of satisfaction among parents/guardians?

Parents and Guardians who participated in our school wide survey indicated a high level of satisfaction in many areas such as: teachers
help parents to understand their child's progress, the curriculum is equitable and meets the students learning needs, school staff has high
expectations for student achievement, and the school's purpose statement is clearly focused on student success. All areas had an average
score no lower than 4 out of 5.

Which area(s) show a trend toward increasing parents/guardian satisfaction?

Trend data is not available at this time due to the adoption of an updated parent survey.

Which area(s) indicate the overall lowest level of satisfaction among parents/guardians?

The area that received the lowest level of satisfaction among parents was a lack of updated technology available for student use.

Which area(s) show a trend toward decreasing parents/guardian satisfaction?

Trend data is not available due to the adoption of an updated parent/guardian survey.

What are possible causes for the patterns you have identified in parent/guardian perception data?

There is an overall high level of satisfaction among stakeholders which we believe is due in part to consistent communication with parents.

What actions will be taken to increase parent/guardian satisfaction in the lowest areas?

School staff members are always looking for ways to increase parent satisfaction and involvement. Continuing to provide a high quality
education in a safe and caring environment will always be our first priority because we know that is what our stakeholders expect from us.
Updating and improving technology resources for student use is currently a focus for Yale Public Schools. Throughout upcoming years,
infrastructure and equipment will be improved to keep up with today's technological advances. Staff is also searching for new ways to
encourage parent involvement during and after school.

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Perception Data Teachers/Staff

Which area(s) indicate the overall highest level of satisfaction among teachers/staff?

Teachers/staff at Yale Elementary indicate several areas of high satisfaction including: our school provides quality staff members to improve
student learning and our school has a continuous school improvement process based on data, goals, actions, and measures for growth.

Which area(s) show a trend toward increasing teacher/staff satisfaction?

Due to the adoption of a new survey, trend data is not available at this time.

Which area(s) indicate the lowest overall level of satisfaction among teachers/staff?

The lowest overall level of satisfaction among teachers/staff is: our school ensures all staff members are trained in the evaluation,
interpretation and use of data and our school provides sufficient material resources to meet student needs.

Which area(s) show a trend toward decreasing teacher/staff satisfaction?

Due to the adoption of a new survey, trend data is not available at this time.

What are possible causes for the patterns you have identified in staff perception data?

Similar to many areas of the school and district budgets, extra money to allow time for teacher training and new/updated resources and
materials is in short supply.

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Other

How does your school use the MiPHY online survey health risk behavior results to improve student learning? (Enter N/A if you
have not completed the MiPHY survey.)

N/A

Describe how decisions about curriculum, instruction and assessment are made at this school and which stakeholders are
involved in the process.

Decisions about curriculum, instruction, and assessment are made after going through a process that includes teachers, administrators,
support staff, and community stakeholders.

Minor decisions about curriculum, instruction, and assessment are discussed at School Improvement meetings where staff is represented by
teachers in each subject area. These staff members share and discuss ideas with the administrator in an effort of continued improvement.
Staff members then go back and discuss any possible changes or ideas with fellow staff members seeking feedback. Changes are then be
discussed and possibly implemented at the next staff meeting or School Improvement meeting. There is also a parent member of our School
Improvement team to assists staff with these decisions.

Any large scale changes in curriculum and instruction are done through curriculum committee meetings where administrators and teachers
work together in the decision making process. Goals and expectations are set to guide committee members as they brainstorm possible
solutions. Time is given for feedback and research by all parties involved to ensure the best decision is being made. Committee members
meet throughout the year to monitor progress and inform staff of any changes or new information. Information is also discussed at school
staff meetings throughout the process to ensure support and feedback from all parties involved in the process.

Once all information has been gathered, recommendations from the committee are made, the administrative team works to gather the
necessary materials and professional development is ordered and organized.

What evidence do you have to indicate the extent to which the standards are being implemented?

New Math and Reading Curriculum Maps/Pacing Guides have been developed or are in the process of being developed by each grade level.
All teachers are required to indicate which standards they are covering in their weekly lesson plans. Starting next year, all staff will be using
an online planbook that monitors which standards and school improvement goals teachers are using in class. District and unit assessments
have been reviewed and revised to reflect Common Core and Smarter Balanced style assessments as well.

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Introduction

This diagnostic contains certification requirements for Michigan schools. This diagnostic must be completed by all schools.
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Label Assurance Response Comment Attachment
Literacy and math are tested annually in grades
1-5.
Yes All students in Yale Elementary
are tested using our STAR testing
program. Kindergarten and First
grade students use the Early
Literacy assessment that includes
basic math concepts. Second
through Fifth grade students take
the STAR reading and MATH
assessments multiple times a
year. This information provides
beginning, mid, and end of year
data, as well as progress
monitoring. MEAP data is also
used in third through fifth grades.
DIBELS and DRA assessments
are also used by teachers to
monitor student growth.
Teachers also use district math
assessments to monitor student
growth.
Our school published a fully compliant annual
report. (The Annual Education Report (AER)
satisfies this). If yes, please provide a link to the
report in the box below.
Yes http://www.yale.k12.mi.us/
Our school has the 8th grade parent approved
Educational Development Plans (EDPs) on file.
No N/A
Our school reviews and annually updates the
EDPs to ensure academic course work
alignment.
No N/A
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The institution complies with all federal laws
and regulations prohibiting discrimination and
with all requirements and regulations of the
U.S. Department of Education. It is the policy of
this institution that no person on the basis of
race, color, religion, national origin or ancestry,
age, gender, height, weight, marital status or
disability shall be subjected to discrimination in
any program, service or activity for which the
institution is responsible, or for which it receives
financial assistance from the U.S. Department
of Education.
References: Title VI of the Civil Rights Act of
1964, Section 504 of the Rehabilitation Act of
1973, The Age Discrimination Act of 1975, The
Americans with Disabilities Act of 1990, Elliott-
Larsen prohibits discrimination against religion.
Yes Yale Public Schools follows all
state and federal laws and
regulations in the hiring process.
The institution has designated an employee to
coordinate efforts to comply with and carry out
non-discrimination responsibilities. If yes, list
the name, position, address and telephone
number of the employee in the comment field.
Yes Joseph Haynes,
Director of Personnel, Title
Services, and Curriculum.
198 School Drive
Yale, MI 48097
810-387-3231
The institution has a School-Parent Involvement
Plan (that addresses Section 1118 activities)
that is aligned to the District's Board Policy. If
yes, please attach the School-Parent
Involvement Plan below.
Yes Parent Involvement
Policy
The institution has a School-Parent Compact. If
yes, please attach the School-Parent Compact
below.
Yes Yale Elementary School use a
student, parent, teacher compact
that is reviewed and signed each
year at the first parent-teacher
conference.
Parent-Teacher-
Student Compact
The School has additional information
necessary to support your improvement plan
(optional).
Yes A copy of the school/district wide
professional development
calendar is attached. This
calendar is developed by staff
and administrators to ensure
consistent growth in areas of
need.
2014 2015 YPSD
Professional
Development
Calendar
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Health and Safety(HSAT) Diagnostic
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Introduction

The content for this tool comes directly from the Healthy School Action Tool (HSAT) Assessment (http://www.mihealthtools.org/hsat), an
online tool for school buildings to assess its school health environments. These assurances are designed to help school improvement teams
think about conditions for learning in their school, specifically related to student health and safety, and develop strategies in their school
improvement plan to address any identified needs.

This diagnostic is optional and should be completed only if you took the HSAT.
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Health and Safety(HSAT)

The following assurances come directly from the <a href="http://www.mihealthtools.org/hsat"target="_blank">Healthy School Action Tool
(HSAT) Assessment</a>, an online tool for school buildings to assess their school health environments. If your school completed the HSAT
in the past year, you may refer back to your report to answer the following assurances. Responses to these assurances are necessary -
whether you've completed the HSAT or not. These assurances are designed to help school improvement teams think about conditions for
learning in their school, specifically related to student health and safety, and develop strategies in their school improvement plan to address
any identified needs.

Statement or Question Response Rating
Question 1 Our School has a written policy on school
safety that supports proactive, preventative
approaches to ensure a safe school
environment.
Written policy, fully implemented N/A
Question 2 All teachers in our school have received
professional development in management
techniques to create calm, orderly classrooms.
Yes N/A
Question 3 Our school communicates all of our health and
safety policies to students, staff, substitute
teachers, parents and visitors through the
parent handbook or newsletter at least once a
year.
Yes N/A
Question 4 Our school has used data from a student
health/safety assessment at least once in the
past two years to assist in planning actions that
will improve our school's environment and/or to
determine the impact of changes that we have
made on student attitudes and behaviors.
Yes N/A
Question 5 Our school has taken action on the Michigan
State Board of Education Policy on
Comprehensive School Health Education.
Adopted policy, fully implemented N/A
Question 6 All teachers who provide health education
instruction received annual professional
development/continuing education specifically
related to health education.
No N/A
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Question 7 The health education curriculum used in our
school is the Michigan Model for Health
Curriculum.
No, but use a health education curriculum N/A
Question 8 The health education curriculum used in our
school involves student interaction with their
families and their community.
Yes N/A
State Board of Education Policy on Quality
Physical Education.
Question 10 At our school, physical education teachers
annually participate in professional
development specific to physical education.
No N/A
Question 11 Our school uses the Exemplary Physical
Education Curriculum (EPEC)
Exemplary Physical Education Curriculum
(EPEC)
N/A
Question 12 At least three times during the past 12 months,
our school offered programs, activities or
events for families about physical activity.
Yes N/A
Question 13 Our school offers the following amount of total
weekly minutes of physical education
throughout the year.
59 minutes or less at elementary level, 105
minutes or less at middle/high level
N/A
State Board of Education Policy on Nutrition
Standards.
Question 15 The food service director/manager participated
in professional development related to food or
nutrition during the past 12 months.
Yes N/A
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Question 16 The food service director/manager
supports/reinforces in the cafeteria what is
taught in health education.
Yes N/A
Question 17 During the past 12 months, our school collected
information from parents to help
evaluate/improve school meals or foods offered
a la carte, in concessions, school stores,
vending machines, or as a part of classroom
celebrations/parties or at school events.
Yes N/A
Question 18 Our school makes a good faith effort to ensure
that federally reimbursable school nutrition
programs are the main source of nutrition at
school rather than vending or a la carte.
Yes N/A
Question 19 Our school has a health services provider or
school nurse accessible to students.
Yes, but we do not have a health services
provider or school nurse for every 650 students
N/A
Question 20 Our school has a written policy on school safety
that involves parents, and broader community,
in collaborative efforts to help ensure a safe
school environment.
Question 21 Our school has a system in place for collecting
relevant student medical information.
Yes N/A
State Board of Education Positive Behavior
Support Policy.
Question 23 During the past 12 months, the school
counseling staff has provided professional
development to school health staff about
identification and referral of students related to
violence and suicide prevention.
Yes N/A
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counselor/psychologist/social worker offered
information to students (presentations,
materials, individual or group counseling
activities, events) about bullying, harassment
and other peer to peer aggression.
Yes N/A
counselor/psychologist/social worker has
collaborated with appropriate school staff or
community agencies to implement programs or
activities related to bullying, harassment and
other peer to peer aggression.
Yes N/A
counseling staff identified students who are at
risk of being victims or perpetrators of violence.
Yes N/A
Question 27 Our school's mission statement includes the
support of employee health and safety.
No N/A
Question 28 During the past year, our school supported staff
participation in health promotion programs by
having a budget for staff health promotion.
No N/A
Question 29 During the past year, our school supported staff
in healthy eating by providing healthy food
choices at staff meetings.
Yes N/A
Question 30 Our school has a written family involvement
policy that advocates for strong connections
between the home, school and the community
as a means of reducing barriers to student
achievement.
Question 31 Our school has a parent education program. No N/A
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Question 32 During the past 12 months, our school collected
information from parents to help
evaluate/improve school health education in our
school.
Yes N/A
Question 33 During non school hours the community has
access to indoor facilities for physical activity
(such as gym, weight room, hallway for walking,
pool, basketball court).
Access to all indoor facilities N/A
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Title I Schoolwide Diagnostic
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Introduction

This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A) and 1309(2)
of the Elementary and Secondary Education Act (ESEA), the Comprehensive Needs Assessment (CNA) requirement is met by completing a
School Data Analysis (SDA) and School Process Profile (SPP). 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).
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Component 1: Comprehensive Needs Assessment

1. How was the comprehensive needs assessment conducted?

The staff at Yale Elementary School reviewed all relevant data pertaining to academic achievement. Grade level teams then met during
Grade Level and cross-level meetings to analyze MEAP and other achievement data to look for trends. Trends were reported to the principal
and to the School Improvement Steering Committee. Then, grade level teachers met with the principal to evaluate STAR and DIBELS
Next/DRA results to determine need of services and instructional interventions. The school improvement team co-chairpersons attended 2
data evaluation days in March and April of 2014 at St. Clair County RESA to examine four types of data: achievement data, demographic
data, perception data, and process/program data. This data was shared with the entire staff. In addition, teachers reviewed the School
Improvement Plan to determine areas needing improvement. Input from parents was solicited through an online survey and at monthly PTO
(Parent-Teacher-Organization) meetings.

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

Yale Elementary is a K-5 building. In 2013-2014 the student population was consistently around 335 students. This is a decrease in student
population from 456 students in 2004-2005.

The demographic data, according to the school profile, is broken down as follows:
The staff examined the ethnic demographic data using the MiSchooldata.org webstie for St. Clair County, Yale School District, and Yale
Elementary School populations for the 2013-2014 school year. The team found that the data for the school and district was similar to the
county data.

St. Clair County Ethnicity Data:
88.25 % Caucasian
4.31% African American
0.5% Native American
0.6% Asian
3.78% Hispanic
2.4% Multi-racial

Yale Public Schools Ethnicity Data:
95.5% Caucasian
0.15% Asian
2.58% Hispanic

Yale Elementary Ethnicity Data:
93.11% Caucasian
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0.3% Asian
4.79% Hispanic

Economically Disadvantaged Students:
38.75% Yale Public Schools
45.5% Yale Elementary School
* 47% of the bottom 30% are considered economically disadvantaged students

During the 2013-2014 school year, Yale Elementary had a special needs population of 11.4% of the total school population. Other
demographic areas reviewed were homeless, migrant population, limited English proficiency, and students with disabilities. No notable
subgroup existed at the time of review.

Program/Process Data:
School Improvement Framework Self-Assessment Rubrics - In 2013-2014, the staff rated the school on 40 indicators. Of these indicators 39
were rated as "Implemented" or "Exemplary" and 1 area was rated as "Partially Implemented". Staff will continue to focus on improving all
areas working toward "Exemplary". On the 2013-2014 Ed Yes! Report, the staff at Yale Elementary rated the school using the School
Process Rubric. Data showed that all areas were rated a 3 or above with the exception of one area that was rated 2.75. The area indicating a
need for improvement were Shared Leadership. Yale Elementary began using a new school management system called Skyward, a web-
based information system which assists school personnel in using office referral data to design school wide and individual student behavioral
interventions. A very small percentage of students have extreme behavior issues and need specific interventions to be successful in the
school environment. Certain months have higher rates of behavioral problems within the student population, therefore, extra support will be
provided during these times. Specific locations have also been identified where a large percentage of behavioral problems occur and
continued improvement has been made in these areas.

Student Achievement Data:
The school improvement team examined MEAP data from the 2013-2014 school year, as well as reviewed past results from 2009-2013. A
trend analysis of the 2013-2014 MEAP data revealed some discrepancy:

Mathematics:
There is a 13% difference in the achievement of third grade female and male students with the female students scoring higher. There is a
12% discrepancy in the the achievement of fifth grade male and female students with the male students scoring at a higher level of
proficiency. There was also a 12% discrepancy of achievement with economically disadvantaged students in fifth grade. A huge
discrepancy (40%) in third grade was noted with economically disadvantaged students.

Reading:
Some discrepancies were noted in the area of reading in fifth grade between the male and female students with the males scoring 19%
higher than female students. The economically disadvantaged students level of proficiency was 14% lower than the proficiency of their non-
economically disadvantaged fifth grade peers. A 19% discrepancy was noted with third grade economically disadvantaged students.

Writing:
There continues to be a significant difference (19%) in the achievement of fourth grade female and male students in the area of writing with
the female students scoring at a higher level. A difference of 12% was noted in the proficiency level of students with economic
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disadvantages.

Science:
There was a 22% discrepancy in the achievement of fifth grade males and females in the area of Science with males scoring significantly
higher.

Only about 15% of all students performed satisfactorily on the Science MEAP in 2012 and in 2013 the level of proficiency increased to 29%.

While conducting a strand analysis and item analysis of the 2013-2014 MEAP data, team members found lower proficiency on paired reading
selections in the area of comprehension in all grade levels. Students in all grade levels also struggled with the area of Writing from
Knowledge and Experience and Student Writing Samples. Fourth grade students struggled in all areas on the Writing MEAP. In the area of
Mathematics, third grade students scored lower on items in the areas of Addition and Subtraction Fluency. Fourth grade students struggled
with items in the areas of fractions and geometry. Fifth grade students struggled with items in the areas of decimals and fractions, geometry,
and making connections. In Science, students in the fifth grade had difficulty with items on Earth Science and scientific processes. In 2013,
teachers began to use STAR Math, Reading, and Early Literacy assessments to help guide instruction and instructional grouping. This
program has allowed Yale Elementary School teachers and instructional staff to monitor the progress of the bottom 30% and the
economically disadvantaged students of all grade levels. Yale Public Schools, with St. Clair county RESA, is currently in the process of
developing grade level assessments in the areas of science and social studies to determine student achievement. Yale Elementary will
implement these assessments and use the data as it becomes available.

Stakeholders Perceptions Data:
Yale Schools conducted a "Facilities Survey" in May 2007.
The overall grade for the district was A -25%, B-44%, C-10%, D-1%, Fail-2%, Don't know-17%.
The overall grade for Yale Elementary was A-19%,B-30%, C-7%, D-1%, Fail-0%, Don't know-43%.
The survey showed that community members value up to date technology as very important components of a successful educational
program. Respondents indicated they receive information about schools through local newspaper, school newsletters, adult friends, and their
own students.

Stakeholders are surveyed yearly to assure perceptions data is current and useful in order to drive school improvement. In 2013-2014, the
Advanc-ed survey was used to collect data from parents/stakeholders, instructional staff members, all students grades Kindergarten-fifth.
Overall respondents provided positive feedback in the areas of instruction, support for learning, school climate, and relationships.

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

The school goals are created using data collected from MEAP testing, STAR testing, DIBELS/DRAs, and classroom assessments and
observations. Teachers, administrators, and parents review all information looking for trends in areas of academic strengths and
weaknesses as well as trends based off of student demographics. All academic goals are based on student growth in STAR reading and
math as well as grade level MEAP scores in all subjects.

All will be proficient in the area of Mathematics
Strategies and interventions will be focused on the achievement of all students and the subgroups of bottom 30% and/or economically
disadvantaged. Instructional staff also gives special attention to addressing gender achievement differences.
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All will be proficient in the area of Science
Strategies and interventions will be focused on the achievement of all students. Instructional staff provides extra support as needed in this
area by focusing on added reading comprehension of content area text and vocabulary through various research based intervention
programs (for example: REWARDS, Read Naturally, Quick Reads, etc.).

All will be proficient in the area of Social Studies
Strategies and interventions will be focused on the achievement of all students. Instructional staff provides extra support as needed in this
area by focusing on added reading comprehension of content area text and vocabulary through various research based intervention
programs (for example: REWARDS, Read Naturally, Quick Reads, etc.).

All will be proficient in the area of Writing
Strategies and interventions will be focused on the achievement of all students. Additional conferencing time will be provided for students
who are struggling in this area by the classroom teacher and support staff.

All will be proficient in Reading and comprehending a variety of text material across the curriculum.
Strategies and interventions will be focused on the achievement of all students. The subgroups of Bottom 30% and Economically
disadvantaged students who are not achieving proficiency in reading will be invited to participate in the Yale Elementary School summer
school program. Additional instructional time will also be given to students who are not achieving proficiency.

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

The needs of the whole population are addressed as the goal is written to include all students ( for example: All students will improve
proficiency in the area of Mathematics.) The subgroups of Bottom 30% and Economically Disadvantaged students are identified and
progress is monitored on the STAR program in the areas of Reading and Mathematics. Data is analyzed at least one time each trimester at
grade level meetings which include the Administration, grade level teachers, special education teacher, and the para-professional
instructional aides.

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Component 2: Schoolwide Reform Strategies

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

Yale Elementary School reform strategies are based around the continuous use of data in order to meet student needs. Following an RTI
model, data will be evaluated minimally at trimester grade level meetings and/or staff meetings. Universal screeners will be used three times
per year in reading, writing, and mathematics and locally developed assessments are used in the areas of science and social studies to
monitor student growth. Students will also take STAR reading and math assessments multiple times throughout the year to measure growth
and identify student interventions.

All teachers will provide instruction to all students in the core areas following the curriculum of Yale Public Schools. Core resources which
have been selected based on their alignment to the Common Core State Standards and YPS curriculum will be used with fidelity to ensure all
students are exposed to the same content and strategies.

Mathematics:
The strategies and activities that will reach all students are
- Differentiated instruction with the Accelerated Math program, 90 minute math block.
- Math fact proficiency with targeting math fact practice.
- Problem solving with Math journaling, math talk and instruction of multiple problem solving strategies.
- Math vocabulary with purposeful instruction of the vocabulary and test taking strategies.

Science:
The strategies and activities that will reach all students are:
- Differentiated instruction with the implementation of inquiry based learning, science fair projects, and integration of informational text
comprehension strategies into the reading instructional block.
- Test taking strategies with focus on keywords and extended response items
- Integration of technology with the use of digital resources and increased student access to iPads and Chromebooks in order to give more
opportunities to discover scientific knowledge.

Social Studies:
- Graphic Organizers with the use of Michigan Citizenship Collaborative Curriculum (MC3)
- Differentiated instruction with cooperative learning opportunities
- Test taking strategies with strategies for multiple choice test items and extended response items
- Integration of technology with video streaming and increased student access to iPads and Chromebooks in order to give more opportunities
to research social studies concepts.

Writing:
- Graphic Organizers with the 4-Square writing model
- Integration of technology with keyboarding skills and digital storytelling
- Writer's Workshop Model
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Reading:
- 90 minute reading block
- Comprehension strategies with the use of the Shape Go Map and content literacy strategies
- Metacognition with questioning strategies
- Universal Screener with STAR Reading assessment
- Test taking strategies with instruction on Key words and extended response items

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).

Students identified as at-risk through universal screeners will be provided with extra instructional time. Tier II interventions could include
additional support from the classroom teacher or a Title I paraprofessional aide. This support can be provided during school hours, after
school, or summer school. Additional support during school is scheduled when other students are doing center work that provides them with
independent practice or enrichment. The success of these strategies is evaluated using progress monitoring assessments. Ineffective
strategies will be modified or replaced to meet the needs of students.

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

All the strategies chosen for the School improvement plan were chosen because the team feels there is a need for focus on that area.
Strategies that were specifically chosen to address issues demonstrated on the needs assessment are:

Mathematics:
Third grade students are not achieving a high level of proficiency in the area of Addition and Subtraction fluency so the strategy of math fact
fluency will address this area of concern. Fourth and fifth grade students are not achieving a high level of proficiency in the area of Fractions
and Decimals so the strategy of differentiated instruction will address this area of concern through the increased use of manipulatives.

Science:
Fifth grade students are not achieving a high level of proficiency in the areas of Life Science and Scientific Processes. Differentiated
instruction as well as increased science inquiry lessons will address this area of concern.

Social Studies: Students are not achieving a high level of proficiency in the areas of Civics/Government and Economics. These areas of
struggle will be addressed by using the Michigan Citizenship Collaborative Curriculum with greater fidelity.

Writing: Students are not achieving a high level of proficiency in the area of Writing from Knowledge, Peer Editing and Revision. These
areas will be addressed by consistently using graphic organizers and the Writer's Workshop Model.

Reading: Students are not achieving a high level of proficiency in the area of Comprehension of Paired Reading Selections. This area is
being addressed by using graphic organizers to aide in comprehension and instruction of cognitive strategies to assist students in monitoring
their own comprehension,
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Differentiated Instruction strategies for each curricular area and helping close the gap of our bottom 30%.

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.

Tier II intervention resources available include:
-Read Naturally - a structured research-based intervention program which combines teacher modeling, repeated reading, and progress
monitoring to improve students' reading proficiency. Using audio support and graphs of their progress, students work with material at their
skill level.
-REWARDS - a specialized reading and writing program designed to teach intermediate students a flexible strategy for decoding long words
and to increase their oral and silent reading fluency. The letters in the acronym stand for: Reading Excellence Word Attack and Rate
Development Strategies.
-Florida Center for Reading Research activities - a set of research-based activities in the areas of phonemic awareness, phonics, vocabulary,
and reading fluency. The activities are designed to help all students, including students with disabilities and at-risk learners, become better
readers.
In addition, programs have been designed to enrich and accelerate the district curriculum in order to help all students be successful learners.
-Read and Achieve; an after school program utilizing the Accelerated Reader program.
-Pro-Time in Kindergarten.
-Student Needs Assessment Committee - a team of adults who work to identify and evaluate interventions for a child who may not be
working up to the grade level expectations. The purpose is to give teachers more intervention strategies in order to best help students learn.
-SRA Phonemic Awareness and Phonics in Kindergarten and First grade - a program designed to: Build phonemic awareness, use essential
blending strategies, learn the common sounds and their frequent spellings, develop initial spelling strategies, and acquire the confidence that
leads to reading fluency.
-Reading Eggs program - gives K-1 students time to practice early literacy skills
-Accelerated Reader - a research-based program designed to: make essential reading practice more effective for every student, personalize
reading practice to each student's current level, manage all reading activities including read to, read with, and read independently, and build
a lifelong love of reading and learning in all students.
-Accelerated Math- a research-based program which helps teachers personalize math practice, differentiate instruction, monitor progress,
and make data-driven decisions to guide each student to success.
-STAR Math, Reading, and Early Literacy Assessments- STAR assessments are computer adaptive, using sophisticated item calibration and
psychometrics to dynamically adjust to each student's unique responses. Fully supported by extensive research, they are easy to administer
and yield the valid, reliable, actionable data educators need.

Tier III students will receive an additional 30 minutes of support in language and mathematics. This instruction will be provided by a special
education teacher in small group, through inclusion, or with a pullout program as necessary to meet the individual needs of learners. Specific
needs are assessed through data collected via teacher observation, classroom performance, MEAP, DIBELS progress monitoring, STAR
math and reading, and other sources as necessary.

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

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The school determines if student needs are being met through constant reflection and use of data. Staff has various forms of research based
assessments to help them determine specific student needs. Interventions can be created and monitored to measure for growth. Through a
consistent progress monitoring program with various assessments, staff can determine if students' needs are being met by comparing growth
data scores.

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Component 3: Instruction by Highly Qualified Staff

1. Do all of the instructional paraprofessionals
meet the NCLB requirements for highly
qualified? Provide an assurance statement. If
no, what is the number that is not highly
qualified and what is being done to address
this?
NOTE: A schoolwide program must have all
highly qualified instructional staff.
Yes All instructional aides meet the
NCLB federal law requirements
for highly qualified instructional
paraprofessionals.
Highly Qualified
Letter
2. Do all of the teachers meet the NCLB
requirements for highly qualified? Provide an
assurance statement. If no, what is the number
that is not highly qualified and what is being
done to address this?
NOTE: A schoolwide program must have all
highly qualified instructional staff.
Yes All certified staff meet the highly-
qualified status for their teaching
positions.
Highly Qualified
Letter
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Component 4: Strategies to Attract Highly Qualified Teachers

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

There is a very low rate of turnover at Yale Elementary. There were no retirements or transfers out of the building during the 2013/2014
school year. A five year review of staff assignments identified only minimal turnover, largely due to retirement. One teacher will be transferred
to another building due to declining student enrollment.

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

Yale Elementary has 21 staff members delivering 16.54 FTE's of academic instruction.

0-3 (3)
4-8 (2)
9-15 (11)
15+ (5)

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

Yale Elementary has a very low turnover rate. Teachers rarely choose to leave the building. Yale Elementary has a strong academic
reputation and the community strongly supports the school. New teachers are supported within the building by being provided with a mentor.
This mentor helps the new teacher acclimate to their new working environment. This helps ensure the teacher will be successful. Strong
leadership and a collaborative environment make Yale Elementary an attractive option for highly qualified teachers.

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

Yale Elementary School has a very low turnover rate. Teachers very rarely choose to leave the building/district. High academic standards,
sound financial management, competitive pay and benefits as well as a personal approach in the district are selling points to possible
candidates. Yale Public Schools offer a comprehensive and supportive four year "New Teacher Induction Program". Yale Elementary School
has a strong academic reputation and the community strongly supports the school. To ensure that Yale Public Schools attract the best
teachers and staff, our district policy requires a four step interview / hiring process. Three stages of the hiring process require interviews by
teams. Teams consist of the Superintendent of Schools, Director of Personnel, building principal, teachers, and parents.

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?
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Yale Elementary does not experience a high rate of turnover with staff. Many staff members are from the area and choose to raise their
families in this district or nearby districts.

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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 and the
goals of the school improvement plan.

Common Core Standard teacher training for Math and Language Arts by grade level
Integrating technology in all content areas
Implementation of Math Expressions series to improve differentiation and fidelity
Social Studies - Exploring the MC3 school-wide
Differentiated instructional strategies in all content areas
Teacher training in math fact fluency instructional strategies/problem solving strategies
Teacher training in the use of math word walls and journaling
Test taking instructional strategies in all content areas
Graphic organizers as an instructional strategy in writing
Teacher training in the writer's workshop model and target skill instruction
Reading comprehension strategies and metacognition strategies
Teacher training in STAR (universal screener) data interpretation

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

District administration has worked closely with St. Clair County RESA consultants to develop a district wide plan to provided staff with
sustained and ongoing development. A Professional Development calendar is created at the end of each school year to assist in planning
out all professional development days for the upcoming school year. Activities are based off of district goals and staff input.

3. The school's Professional Learning Plan is
complete.
Yes Our District Professional
Development Calendar is
attached.
2014-2015 School
Professional
Calendar
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Component 6: Strategies to Increase Parental Involvement

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

Parents are involved in the design of Yale Elementary School's Improvement Plan and in school wide programs through participation in
monthly meetings of the School Improvement Steering Team. The ideas and the progress of the school improvement team are reviewed in a
parent-friendly format at the beginning of every School Improvement Team meeting. Parents are encouraged to ask questions about the
information presented and to give input. In order to ensure accurate and beneficial input from all stakeholders, Yale Elementary School has
organized and utilizes:

1. Parent Advisory Committee
2. Parent-Teacher Organization
3. Public participation at school board meetings
4. Community and parent perception surveys
5. Teacher and student perception surveys

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

Parents are involved in the implementation of the School Improvement Plan and in schoolwide programs through the Parent Teacher
Organization (PTO). Parent representatives organize special activities to support and enhance Yale Elementary School's curriculum. In
addition, parent volunteers may help with the implementation of programs designed to assist in student learning. The School Improvement
team also has a parent member who offers a parents perspective when discussing current or future school programs.

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

Parent surveys are administered yearly during Parent Teacher Conferences in order to access the highest number of participants. Surveys
are completed online in the school computer lab. Staff members are available to help parents who are less comfortable with technology.

Paper copies of the survey are available for parents who feel completely uncomfortable using a computer. The surveys are confidential and
the respondents' identities are not revealed to staff members who analyze and report data gathered from the surveys. Parents are invited
and encouraged to attend the annual Title I planning and evaluation meeting at Yale Elementary School. The scope of the meetings include
an evaluation of the school-wide plan in order to gain parent input. Efforts continue to be made to include a wider range of parents in the
implementation and evaluation of the school improvement plan by creating focus groups and using data obtained from surveys in the fall of
each school year. The data will be examined in order to improve programs and parent involvement.

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

ESEA Section 1118
1. Provide Assistance to Parents in Understanding Standards, Assessments, and Achievement
Yale Elementary School helps parents understand the school's standards, various assessment tools, and their child's achievement by
continuous communication. Yale Elementary convenes an Annual Title I meeting, Parent Teacher Conference Nights (twice yearly), and
growth plan meetings (as needed). Staff explains the requirements and rights of parents to be involved and provides parents with: timely
information, description and explanation of the curriculum to be used, the forms of academic assessment used to measure student progress,
proficiency levels the students are expected to meet, and opportunities for decision-making related to the education of their children.

This ongoing communication also includes:
-An open house where teachers provide written, visual, and oral presentations to parents and students outlining the expectations and
assessments used in the classroom. They also explain state standards, district literacy and math plans, and other pertinent information.
-Report cards are sent home every 12 weeks. Progress Reports are sent home with students who are at risk of not achieving 6 weeks after
report cards.
-Local assessments results (DRA, DIBELS-Next, and district common assessments) are shared with parents during parent teacher
conferences.
-Daily Planners are used by all students in third through fifth grade and as needed in Kindergarten through second.
-MEAP results are distributed to parents. Parents have the opportunity to meet with teachers to explain and interpret the results. Classroom
teachers or the building principal meet with parents as needed to explain MEAP data.

2. Provide Materials and Training for Parents
Yale Elementary Staff provides a wide assortment of materials and training for parents to work with their children at home. Growth plan
meetings are conducted in order to ensure success for all at risk students. Growth plans are written for students who are not succeeding in
any area of their educational career. These plans include data on student performance, teacher and parent concerns, and interventions to be
used at home and school. If parents need specific training and materials to work with their child, teachers and the support staff provide what
is needed. These materials may include: take-home copied books, leveled books, websites, practice worksheets, educational games,
software, behavior plans, daily planners, and parenting resources. Parents are invited and encouraged to attend the after school reading
support program, Read & Achieve. In this setting, a parent listens to his/her child read aloud from an Accelerated Reader book and assists or
observes the child taking a comprehension test on the book.

3. Train Staff to Work Collaboratively with Parents
Yale Elementary School provides teacher training on using Skyward Parent Portal (a website parents may access online to view student
grades, missing assignments, classroom news, and other useful information) as a way to communicate with parents. Yale Elementary
provides training to newer teachers through the district's five day New Teacher Training program, county new teacher workshops, and
mentoring from a master teacher. Each new teacher is provided with a mentor for the first three years of teaching. The Yale Elementary
School counselor and principal also provide support and training to staff members in the area of working with parents. They are available to
meet with parents either in conjunction with teachers or separately depending upon the circumstances. Teachers have the opportunity to be
trained in the creation of a classroom webpage in order to enhance communication with parents.
4. Does the school have a Title I Parent
Involvement policy that addresses how the
school carries out the required activities of
ESEA Section 1118 (c) through (f)?
Yes Parent Involvement policy is
attached.
Parent Involvement
Policy
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4. Coordinate and Integrate Parent Involvement Programs
Yale Elementary School has several programs in place to support parent involvement. These programs include:
-TEAM program (Training Educating And Mentoring) with the Yale Police Department
-Visits to the local fire hall for fire safety prevention activities
-Partnerships with local retailers such as Target, Birchwood Mall, Vinckier's Spartan Store (a local grocery store which has a receipt saving
incentive program)
-Collecting pop tabs for Ronald McDonald House
-Participation in the St. Jude's Math-a-thon program
-Scholastic Book Fairs
-Box Tops for Education
-Labels for Education
-Career day program whereby parents and community members present career information
-PTO and school fundraisers
-Read & Achieve after school reading program
-Award ceremonies
-Grade level choral concerts
-Family Education Events
-Curriculum Nights

5. Effectively Communicate with Parents
Yale Elementary teachers and staff offer a flexible schedule of meetings to provide training and resources for parents through school and
other community providers. Yale Elementary teachers must create and disseminate a newsletter on at least a bi-weekly basis. Newsletters
are written in parent-friendly language, contain information pertaining to weekly happenings, and provide parents with a variety of resources.
Parents are encouraged to call teachers, write notes, and/or email teachers whenever necessary. If a parent calls the school office with a
message for the teacher or about their child, the office staff notifies the teacher. There are very few students, whose parents speak a
language other than English, attending Yale Elementary. If a parent requires assistance due to language needs, the individual teacher makes
the needed accommodations. More frequently, parents of students at Yale Elementary School may be non-readers or have limited reading
proficiency. In these cases, teachers communicate through phone calls and in-person.
Notes sent home are printed using basic vocabulary. Teachers meet with parents with limited reading skills providing hands-on basic training
in child instructional techniques.

14. Provide Support for Parent Involvement
Yale Elementary School teachers strive to meet the varying needs of parents by providing flexible times to meet for growth plan meetings
and conferences. Teachers meet with parents before, during, and after school, during prep times, and in the evenings. When necessary,
teachers conduct phone conferences and communicate via email. Parents are encouraged, to volunteer in the classroom whenever their
schedule allows. Opportunities to chaperone class and school outings are offered frequently and notice is given early providing parents who
work with the opportunity to adjust schedules in order to participate. Summer learning programs, including a direct mail program and summer
school are made available to parents.

F. Provide Opportunities for All Parents
Although there are very few parents in our community with limited English proficiency or migrant children, special care is taken by individual
teachers in the form of home visits, meetings, and coordination with the counselor or other necessary involved staff. For economically
disadvantaged or in the case of a tragedy, gift cards for groceries or gas, clothing, and a holiday gift giving program (Julie's Kids) are utilized
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by the staff to assist parents and families. Yale Elementary School will use Title I parent involvement funds to provide the following activities:
Annual Title I meeting, curriculum and assessment review nights, and family education events.

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

A Title I Parent Survey is distributed and analyzed each year in May or June. In addition, parents are surveyed each fall during parent
teacher conferences. The fall survey attempts to reach all parents in order to assess the entire program at Yale Elementary School. Parent
input is solicited during Parent Teacher Organization meetings and after parent meetings. Beginning in the fall of 2013, teachers, parents,
and administrators were invited to review and evaluate the school's parent involvement plan and the Parent Compact with the annual parent
survey. Recommendations for improvement will be considered and may be implemented.

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

The results from the Title 1 survey are reviewed during the annual Title 1 parent meeting. The results from the survey and discussion at the
annual Title 1 meeting will be used to improve the schoolwide program. Based upon the results of the meeting and survey, appropriate
changes may be implemented. Our 2013-2014 Title I survey found that overall parents were happy with the job Yale Elementary was doing
utilizing Title I services and would like to increase services if available. A wide range of understanding of the program was evident in the
survey report, so a plan including a more detailed description of our Title I program in beginning of the year newsletter as well as a quick fact
sheet to handout during fall parent teacher conferences.

8. Describe how the School-Parent Compact was developed.

The School-Parent Compact was developed by a committee of teachers and administrators in 2002. At the 2009 annual title 1 meeting,
there was interest shown in developing a revised edition of the document. A committee of parents and teachers worked on revising the
compact in order to reflect the school wide Positive Behavior Support Plan. Each Fall the school improvement team may review and revise
the compact as needed. The document is also reviewed at the annual title 1 parent meeting, where feedback and suggestions for
improvement our sought out.

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

The updated compact is shared with parents at the fall parent teacher conferences. Nearly 100 percent of parents typically attend
conferences. In the event a parent is not able to attend the scheduled conference time, the compact is signed by the teacher and sent
home. Parents are encouraged to post the compact in their home in order to remind students of each party's responsibility.

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

N/A

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

Our school provides individual student academic assessment results to parents in a variety of formats. Our district literacy and math plans
call for any students who are not meeting grade level expectations to be placed on a growth plan. Teachers hold monthly meetings with
parents of these students to updated them on their child's progress in school and offer ideas for the parents to work on with their child at
home. Parents are often updated about a student's growth using STAR reports, DRA and/or DIBELS data as well as daily classroom
assessments. Printed out STAR reports are handed out and explained to parents at conferences. MEAP parent summary report notes are
also sent home for students who participated in the assessment.

The School's School-Parent Compact is
attached.
Yes Parent-Teacher-
Student Compact
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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?

Preschool Transition Plan:
A pre-school program is available at Yale Elementary School through the Yale Children's Center for preschool aged students in the
community. The curriculum was developed by St. Clair County Early Childhood Directors in collaboration with kindergarten teachers, with
state content expectations as a basis. Pre-school students are assessed three times a year with an assessment developed in cooperation
with our kindergarten teachers focusing on kindergarten round-up needs. There is regular communication between the pre-school teacher
and the kindergarten teachers. Pre-school teachers arrange for pre-school students to visit the kindergarten classrooms in the spring. A bus
ride (around the parking lot) for pre-school students is arranged through the transportation department. There is a preschool staff member
who serves as a representative on the Yale Elementary School Improvement Steering team. Kindergarten staff and preschool staff have the
opportunity to meet for the purpose of coordinating curriculum, observations, and events.

Transitions from Elementary to Middle School:
Starting in fifth grade, classes move from a self-contained classroom setting to a limited content switching setting. Here students switch
classrooms for instruction in one or two of the core content areas. The areas included are math, science, and social studies. This "switching"
allows students to begin to transition to a junior high schedule where they rotate from class to class with different instructional leaders.
Transition to Yale Junior High School involves a grouping of sixth grade students and the principal hold a half-day information and
question/answer session for each fifth grade class. This includes a building tour, question and answer period, navigating the lunchroom,
placement testing, and an introduction to the electives of band, choir, and general elective (including PE and computers). The fifth grade also
follows the Jr. High use of colored folders to help students organize their lockers and desks.

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?

A "Summer Practice" packet, developed with kindergarten teachers, is sent with students at the end of the school year. Kindergarten
Roundup takes place in the spring. Parents and students attend. A parent orientation meeting is held to familiarize parents with Yale
Elementary School Staff, educational program, and expectations. A Kindergarten Readiness Assessment is administered to all students
entering Kindergarten. Parents of preschool students are invited to participate in parent training activities.

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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?

Yale Elementary School's Literacy and Math Achievement Plans were created by teachers in order to assess all students' learning and to
identify the students at risk of not achieving state content standards. The Literacy Plan includes the following assessments: DRA, DIBELS
Next, STAR-Reading, and MEAP. The Math Achievement Plan includes the following assessments: MEAP, timed math fact tests, STAR-
Math, Accelerated Math, and locally developed grade-level math assessments. Both plans identify when assessments must be administered.
Collaboratively, the grade level teachers and administrators throughout the district identified scores/levels of concern in all assessments.

Decision-making regarding the use of assessments:
Each spring, there is a meeting during which teachers serving as department heads and administrators are encouraged to evaluate and
revise the district's Literacy Plan and Math Achievement Plan. This evaluation includes looking over the entire plan and determining the
changes that are required in order to make the plan the most beneficial for all teachers and students in every grade level.

Teacher involvement is a crucial piece in all curriculum development and decision making. In addition to plan review committees, this is
achieved through the District Curriculum Council where at least 4 teachers from Yale Elementary School represent all teachers in the
curriculum writing and evaluation process. Teachers from Yale Elementary participate monthly in grade level meetings, and instructional staff
meetings. At these meetings, teachers discuss assessment data and strategies to reach all learners.

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

At Yale Elementary School, Grade Level Meetings are utilized to analyze student achievement data (DIBELS Next, STAR and DRA, etc.) and
to discuss individualized student growth plans which are designed to help at-risk students achieve the expected benchmark standards.
During instructional staff meetings, grade level teachers conduct an item analysis of MEAP data in order to identify areas in which
improvement is needed in the curriculum or instruction of content standards.

The professional development of Yale Elementary School staff is based upon the goals and strategies of the School Improvement Plan and
data analysis of assessments. The staff focuses their professional development opportunities based on the goals and strategies identified by
the school improvement goal teams.

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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.

In reading, K-5 students are identified for additional assistance through STAR, DRA, and DIBELS Next data to identify benchmark, strategic
and intensive student levels.
-The STAR-Reading assessment is used as a universal screener. All students (K-5th grade) will be assessed three times per year or more
as determined by the teacher. The online program creates student groupings by skill intervention needed for individualization of instruction.
STAR has the capability to group students according to level (On Level, Within Level, and Below Level). A list of skills can be printed out to
use for instructional planning. Yale Elementary has a literacy plan in place, which stipulates benchmark STAR levels for each testing period.
Students falling below the benchmark level must be placed on a growth plan and are provided with interventions.
-Developmental Reading Assessment (DRA) is given to all students K-5 who have been identified by the STAR universal screener as Below
Level. The DRA assessment is administered at least three times a year in order to measure students reading accuracy, fluency, and
comprehension. In the case of a struggling or intensive reader, teachers use DRA or oral reading records on a more frequent basis. Student
scores are reported using Achieve Data Director; a database which is used by the district to store and organize student data from many
sources.
-Dynamic Indicators of Basic Early Literacy Skills (DIBELS-Next) assessments are used with all students K-5 who are identified by the
universal screener as below the benchmark level three times a year. Results of the DIBELS Next assessments are used to help teachers
determine whether students are intensive, strategic, or core and identify any areas of needed intervention, in conjunction with the DRA
assessment results. Students, who are intensive in a DIBELS assessment area, also undergo progress monitoring on a bi-weekly basis.
Teachers may use a four quadrant organizer to show students' strengths and weaknesses by skill grouping. Teachers complete this
organizer three times per year (beginning, middle, and end) to see trends in student skill development.

Teachers at Yale Elementary participate in professional learning communities in the form of grade level meetings which occur at least four
times per school year. During these meetings grade level teachers analyze data. Teachers and support staff collaborate to create and
implement plans for student intervention grouping. Strategic and Intensive students who are not making adequate progress are referred to
the Student Needs Assessment Committee, consisting of key stakeholders who may be comprised of any of the following: current classroom
teacher, previous classroom teacher, administrator, counselor/social worker, special education/speech and language therapist, and other
staff. The Student Needs Assessment Committee meets monthly to determine the effectiveness of the interventions determined by the group.
If interventions are consistently ineffective, the student is referred for further assessment.

In writing, samples are assessed three times per year. Areas of concern which are found through use of the rubric will identify students
needing additional assistance.

In mathematics, grade level math assessments (K-1), STAR-Math, and timed math fact tests are used three times a year.
-Data from the grade level math assessment and STAR-Math is used to identify students who are struggling in the area of math. STAR-Math
is a universal screener in grades 2-5. Students will be assessed three times per year or more as determined by the teacher. The on-line
program has the capability to group students according to level. A list of skills can be printed out to use for instructional planning.
-Math chapter tests, quizzes, and other classroom assessments can also be used to determine specific areas of need.
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In science and social studies, second through fifth grade students scoring below expectations on classroom science and social studies
assessments, classroom performance, and district unit assessments will receive additional classroom modifications and adaptations as
needed to individualize instruction.

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 on target to meet the academic achievement standards of the state will receive timely additional assistance in any
of the following ways to meet the needs of the students:

Reading:
All students receive 90 minutes of literacy instruction daily. Students scoring in the strategic or intensive ranges receive up to an extra 60
minutes of instruction with the classroom teacher, special education teacher, and/or an instructional paraprofessional. Classroom
modifications and adaptations are used to individualize instruction. Strategies that are used are research based intervention programs:

-Road to the Code (k-1)
-Early Success/Title I paraprofessionals (1-2)
-PALS (2-5)
-Teacher Directed PALS (K-1)
-Soar to Success (3)
-Read Naturally (1-5)
-Phonics for Reading 91-5)
-Quick Reads (3-5)
-REWARDS (4-5)
- Summer School Program (K-5)

Writing:
Students scoring below the expected level on the student writing sample will receive additional writing conference time from the classroom
teacher, special education teacher, or instructional aide. Classroom modifications and adaptations will be used to individualize instruction.

Math:
All students receive 90 minutes of mathematics instruction daily. The time is divided into three main segments: 15 minutes of math fact
proficiency and fluency, 30 minutes of journaling, vocabulary acquisition, and problem solving, and 45 minutes of whole class direct
instruction including small group/individual conferencing. Students below grade level expectations on the locally developed math assessment
and/or STAR-Math will have a growth plan developed by teachers and parents listing the additional strategies to be used to individualize
instruction. Classroom modifications and adaptations will be used to individualize instruction.

-summer school (K-5)
-Differentiation (through small group vocabulary instruction, reteaching of math concepts)
-Targeted Skill Practice using Accelerated Math Program (1-5)
-using the xtramath.org website in class (1-5)

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Science:
Students scoring below expected levels on science assessments, classroom performance, and those identified as scoring in the bottom 30%
on the state assessment.

-Vocabulary reinforcement through small group instruction
-multiple choice test taking strategy direct instruction
-informational text reading strategies
-Small group instruction in classroom

Social Studies:
Students scoring below expectations on classroom social studies assessments, classroom performance, and district unit assessments will
receive additional classroom modifications and adaptations as needed to individualize instruction.

-Vocabulary reinforcement through small group instruction
-multiple choice test taking strategy direct instruction
-informational text reading strategies
-Small group instruction in classroom

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

In each content area, there is a differentiated instruction strategy with content specific activities listed under the strategy. Some of the
activities include: Small group instruction/conferencing, using paraprofessional aides as support, project based learning, real world/high
interest supplemental materials, technology, test taking strategies, and a summer school program.

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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.

School Lunch and Universal Breakfast Program: research shows that children who are well fed are more likely to be able to concentrate on
learning.

Yale Elementary Parent Teacher Organization helps to fund extra programs that fit into the curriculum and state standards.

St. Clair RESA provides professional development in best practices.

St. Clair County Medical Association: Walk for Summer Reading program provides students with high interest reading books to maintain
reading comprehension skills.

Julie's Kids: supports students and families in crisis situations: By helping to meet the needs of a family, students are more likely to attend
school and focus on learning.

St. Clair County Council on Aging - Foster Grandparent program offers training to volunteer "grandparents" who work in the classrooms with
students supporting teacher identified needs.

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.

Comprehensive Needs Assessment:
Title I A supports all students academically who are at risk
Title IIA: provides staff training
St. Clair RESA: supports classroom services, curriculum, training

Schoolwide Reform Strategies:
Title I A supports all students academically who are at risk

Instruction by Highly Qualified Professionals Staff (Teachers and Instructional Paraprofessionals):
Title I A: supports all students academically who are at risk

High-Quality and Ongoing Professional Development:

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Strategies to Increase Parental Involvement:
Special Education Preschool: ECDD classroom services students with IEPs for academics

Preschool Transition Strategies:
Section 31A
Great Start/Head Start: provides funding for parent training for all preschool students and preschool programs for qualifying students.

Teacher Participation in Making Assessment Decisions:

Timely and Additional Assistance to Students;
Title IA: Supports all students academically who are at risk

Coordination and Integration of Federal, State and Local Programs and resources:
T.E.A.M: supports student safety awareness
Yale Elementary Parent Teacher Organization (PTO): supports academic programming and material needs.
St. Clair Community Foundation: offers grants to support local programs
St. Clair RESA: supports classroom services, curriculum, training
St. Clair County Medical Association: Walk for Summer Reading program
Great Start/Head Start: provides funding for parent training for all preschool students and preschool programs for qualifying students.
Julie's Kids: supports students and families in crisis

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.

Yale Elementary is a kindergarten through fifth grade building. Adult education, vocational and technical education, and job training are not
applicable.

Our local police department works with Yale Elementary in the area of violence prevention through TEAM (Teaching, Educating, And
Mentoring) training for all students. Positive Behavior Support and CHAMPS is used in every classroom and throughout the building to
support behavior expectations. In the area of nutrition, Yale Elementary receives federal and state funding to support breakfast and lunch
programs for students who qualify for free and reduced meals. Lessons on health, nutrition and safety are taught at each grade level through
the Michigan Model for Comprehensive Health Program. District counselors and social worker work with families to access available
community outreach programs in the areas of health, nutrition, and housing.

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Evaluation:

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

Yale Elementary staff will annually evaluate the implementation of the school-wide plan and programs throughout the school improvement
process. The staff will use data from the STAR assessments, state assessments, AYP report, School Process Rubrics,
teacher/parent/student perception data, and Skyward data (discipline data). District common assessments are used to determine if the
building level goals have been reached. These assessments include STAR, DRA, WriteWell/Score!, and grade level math assessments. The
Comprehensive Needs Assessment is then updated using the information from these sources.

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

The School Improvement Team, through the analysis of data, will identify students who are not achieving the expected standards. A growth
plan or SNAC (intervention) plan will be created by the student's classroom teacher in collaboration with other instructional providers,
parents, support staff, and school administrators. The staff will continue to monitor all students to ensure that the needs of the student
population are being met through progress monitoring assessments. Based on the results, strategy effectiveness will be evaluated and
modified or changed as needed. Data Director will be used to house all data and to generate reports for analysis.

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 school improvement process at Yale Elementary is ongoing. The school improvement team will meet monthly to review and revise as
needed to ensure continuous student improvement. One staff or grade level meeting per month will be used for professional development
and/or discussions on school improvement goals. In addition, collaboration and evaluation of progress will take place during district
professional development and common planning time with administration. The plan will be revised as necessary each year based on the
results of the evaluation to ensure the continuous improvement of all students, especially those at risk of not achieving.

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?

To begin the process, needs for revision are found by goal teams through the data analysis/evaluation process. Then, goal teams will give
suggestions for needed revisions to reflect the newest data. Next, the administrator and co-chairs will make the suggested revisions and
present to the steering committee. The committee members share the changes with their cohorts. Any additional revisions will be made at a
staff meeting. Finally, the team will present the changes to the entire staff in order to get buy-in for the revisions to the school improvement
plan.

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2014-2015 Yale Elementary School Improvement
Plan
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Overview

Plan Name

2014-2015 Yale Elementary School Improvement Plan

Plan Description

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Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.
# Goal Name Goal Details Goal Type Total Funding
1 All students will be proficient in the area of
mathematics.
Objectives:1
Strategies:3
Activities:17
Academic $4500
2 All students will be proficient in the area of writing. Objectives:1
Strategies:4
Activities:9
Academic $1000
3 All students will be proficient in the area of Science Objectives:1
Strategies:3
Activities:10
Academic $865
4 All students will be proficient in the area of Social
Studies
Objectives:1
Strategies:4
Activities:11
Academic $0
5 All students will be proficient in Reading and
comprehending a variety of text material across the
curriculum.
Objectives:1
Strategies:6
Activities:18
Academic $8500
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Goal 1: All students will be proficient in the area of mathematics.

Strategy 1:
Differentiated Instruction - Emphasis will be placed on Common Core Mathematical Standard 1: make sense of problems and persevere in solving them and Common
Core Mathematical Standard 3: Construct viable arguments and critique the reasoning of others. Teachers will provide differentiated instruction in order to best meet
the needs of all learners. This may include the use of more simplistic graphic organizers, extra time, options in completing assignments, or various projects. This may
also include the need for supplemental materials in order to reach students at their level.
Research Cited: Differentiated Instruction for Math. www.k8access.org
Math instruction can be differentiated to allow students to work on skills appropriate to their readiness level
and to explore mathematics applications.
Tier: Tier 1
Measurable Objective 1:
58% of All Students will demonstrate a proficiency in math fact fluency and problem solving in Mathematics by 06/01/2016 as measured by 3-5 grade Mathematics
state assessment as well as STAR assessments..
Activity - Paraprofessional Support Activity
Type
Tier Phase Begin Date End Date Resource
Assigned
Source Of
Funding
Staff
Responsibl
e
Paraprofessional aides will work with students one to one
and/or in small groups in order to tutor/review/reteach lessons
as determined by the classroom teacher. Special attention will
be given to students who have been identified in the bottom
30% and intensive on the STAR mathematics assessments.
Academic
Support
Program
Tier 2 Implement 09/02/2014 06/01/2016 $0 Title I Part
A
Paraprofes
sional
Aides,
Classroom
teachers,
principal
Activity - Math Conferences Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Classroom teachers will conference with students for the
purpose of progress monitoring and reteaching mathematics
concepts. Extra time and intervention will be given to students
identified in the bottom 30% and through the STAR math
assessment.
Direct
Instruction
Tier 1 Monitor 09/02/2014 06/01/2016 $0 No Funding
Required
Classroom
teachers,
administrat
or, support
staff
Activity - Teacher training in differentiated instructional
strategies
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
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Through local teacher collaboration and training with St. Clair
County RESA teachers will share and develop strategies on
utilizing differentiated instructional techniques (as related to the
new mathematics textbook series).
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Title II Part
A
Teachers,
administrat
or, and
RESA
consultant
Activity - Summer School Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
The school will provide a half day program to begin no more
that 4 weeks before the new school year begins. The purpose
of this program is to review the previous year's mathematical
skills/standards in order to prepare students for a new school
year.
Academic
Support
Program
Tier 2 Monitor 07/18/2016 06/12/2017 $2000 Title I Part
A
Teachers,
support
staff,
principal
Activity - Gender Equity Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will pay special attention to the manner of their
instructions in order to show equity among both genders.
Some examples include: using real-world, high interest
problem solving, brain break/movement activities, and giving
students choices.
Academic
Support
Program
Tier 1 Implement 09/02/2014 06/01/2016 $0 No Funding
Required
Teachers,
support
staff,
principal
Activity - Class Size Reduction Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
To assist in closing the achievement gap, select students will
be placed into a reduced first grade classroom. The classroom
teacher, paraprofessional staff, and special education teacher
will work together to provide targeted instruction and
intervention
Class Size
Reduction
Tier 1 Monitor 09/02/2014 06/01/2016 $0 Title II Part
A
Building
administrat
or,
classroom
teacher,
special
education
teacher,
and para-
professiona
ls
Activity - 90 Minute Mathematics Block Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will implement increased time in the area of
mathematics instruction. This block of time will include math
fact fluency (15 min. per day), math talk and journaling (30 min.
per day), math conferencing and whole class lesson (45 min.
per day).
Direct
Instruction
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 No Funding
Required
Classroom
teachers,
paraprofess
ional aides,
principal
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Strategy 2:
Math Fact Proficiency - As part of the 90 minute math block, teachers will use a variety of strategies to improve basic math fact proficiency. Teachers will use base ten
blocks, ten-frames, array models, and other activities to improve student fact fluency and number theory.
Research Cited: Whitehurst (2003). Math fluency: the experts agree that the ability to recall math facts fluently is necessary
for students to attain higher order math skills. www2.cssu.org
The implication for mathematics is that some of the sub-process, particularly basic math facts need to be
developed to the point that they are done automatically. If this fluent retrieval does not develop, then the
development of higher order mathematic skills (such as multiple-digit addition and subtraction, long
division, and factions) may be severely impaired. Indeed studies have found that lack of math fact retrieval
can impede participation in math class discussions, successful mathematics problem solving, and even the
development of everyday math life skills. And rapid math-fact retrieval has been shown to be a strong
predictor of performance on mathematics achievement tests.
Dehaene (2003). Research foundation & evidence of effectiveness for fastt math. www.scholastic.com
If the student constantly has to compute the answer to basic facts, less of that student?s thinking capacity
can be devoted to higher thinking concepts than a student who can effortlessly recall the answers to basic
facts.
Tier: Tier 1
Activity - Accelerated Math Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will use new technology resources with the
Accelerated Math program with the purpose of meeting the
needs of all students.
Academic
Support
Program
A
Teachers
and
principal
Activity - After School Program Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
An intensive after school program will be offered to students in
the bottom 30% of each grade level. The program will include
a certified teacher and paraprofessional aide to provide small
group instruction. The program will use data to focus
instruction on the needs of the group to help close the
achievement gap. The program will be six weeks long and will
meet four days a week for an hour each day.
Academic
Support
Program
Tier 2 Getting
Ready
09/02/2014 06/01/2016 $0 Title I Part
A
Administrat
or,
Teachers,
and
paraprofess
ional staff
Activity - Math fact practice Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
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Strategy 3:
Problem Solving - Emphasis will be placed on Common Core Mathematical Standard 1: make sense of problems and persevere in solving them and Common Core
Mathematical Standard 3: Construct viable arguments and critique the reasoning of others. Teachers will teach the five step problem (Understand, Plan, Solve, Look
back, Explain) solving process and provide an opportunity for students to use the process in real world multi-step problems.
Research Cited: HSP Math (2009)
Polya, G. (2004). How to Solve It: A New Aspect of Mathematical Model, Princeton University Press.
Teachers will continue to use the four step problem solving method utilized by the district math series, Math
Advantage. This problem solving method follows four steps: understand, plan, solve, look back. These steps
closely resemble the problem solving method devised by the mathematician George Polya and discussed in
his book listed above. These steps even though named a little differently in our building program, lead
students to solve mathematical problems.
Tier: Tier 1
Teachers will provide students with time and technology to
practice math facts on a fact practice website, or other math
fact practice game or activity. The duration of this math fact
practice is 15 minutes per day.
Academic
Support
Program
Required
Classroom
teachers,
principal
Activity - Teacher training in math fact fluency instructional
strategies
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing math fact fluency instructional techniques.
Professiona
l Learning
A
Teachers,
administrat
or, and
RESA
consultant
Activity - Teacher training in test taking instructional strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing test taking instructional techniques.
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Title II Part
A
Teachers,
principal,
RESA
consultants
Activity - Math Journals and Vocabulary Instruction Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
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Goal 2: All students will be proficient in the area of writing.

Teachers will use grade level appropriate math journals to
teach and practice a 5-step problem solving process to help
guide students when they are solving word problems. In
addition, teachers will display grade level appropriate
vocabulary on a math word wall and/or in a math glossary as
part of the students' math journals. The duration of math
journaling will be 30 minutes per day.
Direct
Instruction
Required
Classroom
teachers,
principal
Activity - Math Talk Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
All teachers will model and provide students with the
opportunity to engage in math talk while solving word problems.
Direct
Instruction
Required
Classroom
teachers,
principal
Activity - Multiple Strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will provide students with an opportunity to use 2 or
more strategies (including: Singapore Bar Modeling, draw a
picture/model, use tally marks, make a chart/table, write an
equation, use manipulatives, etc.) to solve math word
problems.
Direct
Instruction
Required
classroom
teachers,
prinicpal
Activity - Teacher training in problem solving strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing problem solving instructional techniques.
Professiona
l Learning
A
Teachers,
administrat
or, and
RESA
consultant
Activity - Key Word - Test Taking Strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will instruct students in the best practices for locating
and highlighting key words and phrases when they encounter
multiple choice test and test-like items.
Direct
Instruction
Tier 1 Implement 09/02/2014 06/01/2016 $0 Other Classroom
teachers,
principal
66% of Fourth grade students will demonstrate a proficiency in writing in English Language Arts by 06/01/2016 as measured by Writing state assessment..
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Strategy 1:
Graphic Organizer - K-5 grade teachers will use a variety of graphic organizers to improve writing.
Research Cited: Multiple copies of this book are available for teachers to use as a reference.
Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert Marzano
This book is a guide for educators of students in K-12, readers will find a wealth of research evidence, statistical data, and case studies. Nine categories of instructional
strategies that maximize student learning are introduced, along with the pertinent information to understand and synthesize each:
Studies in effect size and percentile gain units
Guiding principles for using the strategies
Classroom examples of model instructional practice
Charts, frames, rubrics, organizers, and other tools--will help teachers to apply the strategies immediately in the classoom.

Tier: Tier 1
Strategy 2:
Differentiated Instruction - K-5th grade teachers will provide differentiated instruction in order to best meet the needs of all learners. This may include the use of more
simplistic graphic organizers, extra time or options in completing assignments, or various projects. This may also include the need for supplemental materials in order to
reach students at their level.
Research Cited: Calkins, Lucy (1983). Lessons from a child: On the teaching and learning of writing. Heinemann. Lessons from a Child explains how teachers can work
with children, helping them to teach themselves and each other. Matters of classroom management, methods for helping children to use the peer conference, and ways
mini-lessons can extend children's understanding of good writing. The sequences of writing development and growth are thoroughly discussed. Calkins, Lucy (2003).
Units of Study for Primary Writing. Portsmouth, NH: First Hand Heinemann. Each Yale Elementary School K-2 teacher has a copy of this book. It defines each of the
Activity - 4 Square Writing Model Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
This activity will support students in ensuring all components of
argumentative/opinion, narrative, and informational text are
included in their writing. Teachers can model effective writing
using this organizer as an example that can be built upon to
meet the various needs of each grade level.
Direct
Instruction
Required
Teachers,
support
staff, and
principal
Activity - Teacher training in using graphic organizers as an
instructional strategy
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
County RESA, teachers will share and develop strategies on
utilizing graphic organizer instructional techniques.
Professiona
l Learning
Tier 1 Implement 09/02/2014 06/01/2016 $0 Title II Part
A
Teachers,
administrat
or and
RESA
consultant.
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traits of writing and provides lesson ideas, rubrics, and samples of writing for each trait.

Tier: Tier 1
Strategy 3:
Integrating Technology into Classroom Instruction - Teachers will provide students with an opportunity to compose writing pieces using computer programs and/or a
variety of digital educational applications.
Research Cited: Jacobs, H (2010) Curriculum 21 Essential Education for a Changing World
Tier: Tier 1
Activity - Additional Instruction Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
K-5th grade teachers will provide additional instruction to at-risk
students in order to help them achieve proficiency in the area of
writing.
Academic
Support
Program
Required
K-5
Teachers
and
Administrat
or
strategies
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing differentiated instructional techniques.
Professiona
l Learning
A
Teachers,
administrat
or, RESA
consultant.
Activity - Keyboarding Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will provide time and activities to expose students to
keyboard usage. This could be done during writers workshop,
technology class, or as practice in the computer laboratory for a
few minutes per week.
Academic
Support
Program
Required
Teachers
and
principal
Activity - Digital Storytelling Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will provide students with instruction to compose
writing pieces using various applications on the i-Pad.
Direct
Instruction
Required
Teachers
and
administrat
or.
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Strategy 4:
Writer's Workshop Model - K-5th grade teachers will use the writer's workshop model, with mini-lessons, in order to improve student writing including narrative,
informational, and argumentative/opinion pieces.
Research Cited: Culham, Ruth (2005). 6+1 Traits of Writing: The Complete Guide for the Primary Grades. New York:
Each Yale Elementary School teacher has a copy of this book. It defines each of the traits of writing and
provides lesson ideas, rubrics, and samples of writing for each trait. Yale Elementary School also has a copy
of the video cassettes, which visually illustrate and further educate teachers on the usage of this researched
and widely used writing approach.
Calkins, Lucy (1983). Lessons from a child: On the teaching and learning of writing. Heinemann.
Lessons from a Child explains how teachers can work with children, helping them to teach themselves and
each other. Matters of classroom management, methods for helping children to use the peer conference, and
ways mini-lessons can extend children's understanding of good writing. The sequences of writing
development and growth are thoroughly discussed.
Calkins, Lucy (2003). Units of Study for Primary Writing. Portsmouth, NH: First Hand Heinemann.
Each Yale Elementary School K-2 teacher has a copy of this book. It defines each of the traits of writing
and provides lesson ideas, rubrics, and samples of writing for each trait.
Calkins, Lucy (2006). Units of Study for Teaching Writing, Grades 3-5. Portsmouth, NH: First Hand
Heinemann.
Each Yale Elementary School 3-5 teacher has a copy of this book. It defines each of the traits of writing and
provides lesson ideas, rubrics, and samples of writing for each trait.
Tier: Tier 1
Activity - Teacher training in writer's workshop instructional
strategies
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing writer's workshop instructional techniques including
target skills instruction.
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Title II Part
A
Teachers
and
administrat
or.
Activity - Teaching Target Skills Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will provide direct instruction of the target skills
needed to become a proficient writer. This will be accomplished
as part of the writer's workshop mini-lessons.
Direct
Instruction
Required
Teachers
and
administrat
or.
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Goal 3: All students will be proficient in the area of Science

Strategy 1:
Differentiated Instruction - Teachers will provide differentiated instruction in order to best meet the needs of all learners. This may include the use of more simplistic
graphic organizers, extra time or options in completing assignments, or various projects. This may also include the need for supplemental materials in order to reach
students at their level.
Research Cited: Aims Education Foundation Resources. www.aimsedu.org/
AIMS activities directly involve students in active investigation of science concepts. Students learn science
concepts more adequately when involved in hands-on science investigation. All Yale Elementary School
teachers will use AIMS activities in addition to the science textbook series in order to better instruct
students in science concepts. The following article supports the use of AIMS in the classroom:
Berlin, D.F. & Hillen, J.A. (October, 1994). Making connections in math and science: Identifying student
outcomes. School Science and Mathematics, 94(6), 283-290.

Gregory, G. H., Chapman, C., Differentiated Instructional Strategies: One Size Doesn't Fit All. Corwin
Press (2002).
It is important for teachers to assess students in order to understand their individual learning needs.
Teachers must then adjust instruction and student grouping in order to utilize strategies for students to be
successful learners.

The National Science Education Standards (NSES p. 23) defines scientific inquiry as "the diverse ways in
which scientists study the natural world and propose explanations based on the evidence derived from their
work. Scientific inquiry also refers to the activities through which students develop knowledge and
understanding of scientific ideas, as well as an understanding of how scientists study the natural world."
Activity - Scoring Workshop Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will take part in school and/or district wide scoring
workshops to build consistency in grading of student writing
and identify areas of strength and weakness at class, building,
and district levels. Progress will be measured and changes to
instruction or curriculum will be ongoing based off of findings.
Teacher
Collaborati
on
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $1000 General
Fund
Principals,
teachers,
RESA
consultant,
Director of
curriculum
40% of Fifth grade students will demonstrate a proficiency of understanding concepts in Science by 06/01/2016 as measured by Science state assessment..
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Science A Closer Look (2008) MacMillan /McGraw-Hill
Yale Elementary School uses the textbook series Science a Closer Look at all grade levels. This textbook
series was designed in response to many different forms of research including scientific research. A list of
the research used to develop this series can be found at
http://www.glencoe.com/glencoe_research/Science/K-6_Science_Research.pdf Yale Elementary School
teachers will use strategies in this series to help students maintain and become more proficient in science
concepts.

Tier: Tier 1
Activity - Inquiry Based Learning Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
All teachers will incorporate hands on, inquiry based learning
activities into their science instruction throughout the school
year. Each grade level will have access to 9 inquiry based
learning activities, three from Life Science, Physical Science,
and Earth Science. Lessons will be spaced throughout each
trimester to allow a spiraling instruction of content.
Direct
Instruction
Required
All teachers
and
adminastrat
or
Activity - Science Fair Projects Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will model and facilitate students in inquiry based
lessons that allows for students to construct and apply
knowledge in the completing of a Science Fair project.
Direct
Instruction
Tier 1 Evaluate 09/01/2014 06/01/2016 $200 General
Fund
Science
Chairs, all
teachers,
administrat
or, and
parent
helpers
strategies
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Professiona
l Learning
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 Title II Part
A
Teachers,
administrat
or, RESA
consultants
.
Activity - Integration of Informational text into ELA Reading
Block
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
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Strategy 2:
Test Taking Strategies - Teachers will provide direct instruction for using a variety of test taking strategies.
Research Cited: Scruggs, A. (2007) Teaching Test Taking Skills: Helping Students Show What They Know (Cognitive Strategy Training Series)
Tier: Tier 1
Strategy 3:
Intergration of Technology - K-5th grade teachers will use media/technology to enhance understanding of Science concepts.
Research Cited: Discovery Education. Reports on the effect of the UnitedStreaming application on educational performance. Virginia science and social studies
evaluation. 2002. Research shows that video content engages students, improves teacher performance, and changes studentteacher interaction in ways that facilitate
student achievement. Therefore, strong reasons exist to expect a visual learning application to enhance educational performance.
Tier: Tier 1
Teacher will work to integrate ELA skills (CCSS) and Science
concepts into lessons when possible to reinforce and build
background knowledge.
Direct
Instruction
Required
Teachers
and
administrat
or
Activity - Extended Response Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will model the completion of extended response
items. Teachers will provide an opportunity for students to
complete extended response test and test-like items.
Direct
Instruction
Required
All teachers
and
administrat
ors
Activity - Key Words / Vocabulary Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will instruct and provide opportunities for students to
locate and highlight key words and vocabulary in text and in
test questions. Teacher will provide strategies for students to
use to help determine meaning of key words and vocabulary
such as context clues and multiple syllable word attack
strategies.
Direct
Instruction
Required
All teachers
and
administrat
or
Activity - Teacher Training on Test Taking Strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Professiona
l Learning
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 Title II Part
A
Teachers
and
administrat
or
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Goal 4: All students will be proficient in the area of Social Studies

Strategy 1:
Graphic Organizers - K-5th grade teachers will use graphic organizers at their grade level when teaching social studies concepts.
Research Cited: www.micitizenshipcurriculum.org/
DiCecco, V., & Gleason. M. (2002). Using graphic organizers to attain relational knowledge from
expository text. Journal of Learning Disabilities, 35(4), 306- 320.
Graphic Organizers are used prior to a lesson to help students make connections to prior knowledge and to
introduce specific vocabulary. During a lesson, graphic organizers help students sort information and to
focus on the topic. Graphic organizers are used following a lesson to guide students into affirming or
correcting their prior knowledge and to make connections to previous learning.
Tier: Tier 1
Activity - Digital Resources Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will incorporate topic appropriate video lessons to
enrich student learning and promote deeper understanding.
Grade level appropriate resources may be found on
Unitedstreaming, Youtube, etc. Teachers will also use new
Chromebooks and iPads to support lessons and research.
Direct
Instruction
Tier 1 Monitor 09/01/2014 06/01/2016 $665 General
Fund
All teachers
and
Administrat
or
Activity - iPads and Chrome Books Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will integrate appropriate science concept related
websites and applications for the purpose of increasing student
content knowledge and research skills.
Direct
Instruction
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 No Funding
Required
All teachers
and
administrat
or
Activity - Teacher Training on Technology Integration and Use Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing technological instructional techniques.
Professiona
l Learning
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 No Funding
Required
Teachers
and
administrat
or.
60% of Fifth grade students will demonstrate a proficiency of understanding concepts in Social Studies by 06/01/2016 as measured by Social Studies state
assessment..
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Strategy 2:
Differentiated Instruction - Teachers will use a variety of differentiated instructions to improve classroom instruction and student understanding.
Research Cited: Gregory, G. H., Chapman, C., Differentiated Instructional Strategies: One Size Doesn't Fit All. Corwin
Press (2002).
It is important for teachers to assess students in order to understand their individual learning needs.
Teachers must then adjust instruction and student grouping in order to utilize strategies for students to be
successful learners.
Tier: Tier 1
Activity - Graphic Organizers in MC3 Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will use graphic organizers to teach social studies
curriculum to their students. This will help students learn to
organize and use information in a meaningful way.
Direct
Instruction
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 No Funding
Required
Teachers
and
principal.
Activity - MC3 Professional Development Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will use staff or grade level meeting time to explore
and discuss how to best implement the MC3 curriculum. This
will include an exploration of various graphic organizers used at
each level.
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Title II Part
A
Teachers
and
principal
Activity - Additional Time and Instruction Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
K-5 teachers will provide additional time and instruction to at-
risk students in order to help them achieve proficiency in the
area of Social Studies.
Academic
Support
Program
A
Classroom
teachers,
principal,
and
parapros.
Activity - Cooperative Learning Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
All teachers will use cooperative learning techniques to
increase student engagement in social studies.
Academic
Support
Program
Required
K-5
teachers
and
administrat
or
strategies
Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
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Strategy 3:
Test Taking Strategies - K-5th grade teachers will model test taking strategies that are appropriate for their grade level.
Research Cited: Scruggs, A. (2007) Teaching Test Taking Skills: Helping Students Show What They Know (Cognitive Strategy Training Series)
Tier:
Strategy 4:
Technology - K-5th grade teachers will use media/technology to enhance understanding of history and economics concepts.
Research Cited: Discovery Education. Reports on the effect of the UnitedStreaming application on educational performance.
Professiona
l Learning
A
Teachers
and
administrat
or
Activity - Multiple Choice Test Taking Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will provide students with instructional strategies to
help them be successful using the multiple choice test format.
This may include highlighting important words in the question
or learning how to eliminate answers.
Direct
Instruction
Required
Teachers
and
principal
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will instruct using best practices the successful
completion of extended response items. Teachers will provide
an opportunity for students to complete extended response test
and test-like items.
Direct
Instruction
Required
Classroom
teachers
and
principal.
Activity - Key Words Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
and highlighting key words and key vocabulary when they
encounter multiple choice test and test-like items.
Direct
Instruction
Required
Classroom
teachers
and
principal.
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Professiona
l Learning
A
Teachers
and
administrat
or
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Virginia science and social studies evaluation. 2002.
Research shows that video content engages students, improves teacher performance, and changes studentteacher
interaction in ways that facilitate student achievement. Therefore, strong reasons exist to expect a
visual learning application to enhance educational performance.
Tier:
Goal 5: All students will be proficient in Reading and comprehending a variety of text material
across the curriculum.

Strategy 1:
90 Minute Reading Block - All K-5th grade teachers will use a comprehensive core reading program to teach grade level appropriate comprehension strategies in order
to increase the capacity of all students to comprehend and retell informational and narrative texts.
Research Cited: Comprehensive Core Reading Programs. Florida Center For Reading Research. www.fcrr.org
A Comprehensive Core Reading Program (CCRP) is intended to be the initial instructional tool used to
guide high quality instruction in K-5 classrooms. The CCRP correlates to all Reading and Language Arts
Standards and includes instructional content based on the five essential components of reading instruction:
phonemic awareness, phonics, fluency, vocabulary, and comprehension. The CCRP contains instructional
design components including explicit instructional strategies, coordinated instructional sequences, ample
Activity - Video Streaming Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will utilize United Streaming, Youtube, or Ipad
technology in order to keep students engaged in learning social
studies concepts.
Direct
Instruction
Required
Classroom
teachers,
principal,
and support
staff.
Activity - Teacher training in the use of technology Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing technological instructional techniques.
Professiona
l Learning
A
Teachers
and
administrat
or
80% of All Students will demonstrate a proficiency in reading and comprehending cross-curricular text in English Language Arts by 06/01/2016 as measured by
Reading portion of the English Language Arts state assessment as well as the STAR assessment..
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practice opportunities, and aligned student materials.
Tier: Tier 1
Strategy 2:
Comprehension strategies - K-5th grade teachers will use graphic organizers and content literacy strategies to develop comprehension skills. Teachers will utilize
visual representations / models of graphic organizers as a way to differentiate instruction.
Research Cited: Harvey, S. and Goudvis, A. (2007). Strategies that Work: Teaching Comprehension to Enhance
Understanding, Stenhouse Publishers.
This book explains what comprehension is and provides comprehension strategies and model lessons. Yale
Elementary teachers may use this book as an educational tool for their own professional development and a
lesson planning resource.
Tompkins, Gail. 50 Literacy Strategies: Step by Step
Fifty Literacy Strategies: Step by Step will be used as a supplementary resource when teachers need explicit
strategies to help students improve literacy skills. Each Yale Elementary School classroom teacher has a
copy of this book to use as a resource in planning for reading instruction.
Tier: Tier 1
Activity - Scheduling Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
The 90 minute reading block is effective in giving the teacher
and students uninterrupted time to complete activities and use
research based strategies.
Policy and
Process
Tier 1 Evaluate 09/02/2014 06/01/2016 $0 No Funding
Required
Classroom
teachers,
principal
Activity - Additional instructional time Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
K-5th grade teachers and support staff will provide additional
instruction in the area of reading comprehension to students
who do not reach grade level proficiency levels (as stated by
the Yale Public Schools Literacy Plan and students identified in
Bottom 30%) in order to increase the students ability to
achieve reading comprehension proficiency. The additional
time will be as follows: 30 minutes additional for Tier 2
students, 60 minutes additional for Tier 3 students
Direct
Instruction
A
Classroom
teachers,
support
staff,
principal
Activity - Shape Go Map Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
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Strategy 3:
Metacognition strategies - K-5th grade teachers will use questioning and question organization (ie. activating prior knowledge, KWL, QAR, etc.) to enhance meta-
cognition skills in all students
Research Cited: Raphael, T.E. and Au, K.H. (2002). QAR now: A powerful and practical framework that develops
Graphic organizers are important to help students organize
narrative and informational text.
Direct
Instruction
Required
Classroom
teachers,
principal,
and
paraprofess
ionals
Activity - Content Literacy Strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will use content literacy strategies as a way to help
students develop an understanding of narrative and
informational text. (Examples-Social Studies and Science texts-
reading headings, sub headings, vocabulary, pictures, and
graphs)
Direct
Instruction
Required
Classroom
teachers,
principal
Activity - Teacher Training on Comprehension Strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing comprehension instructional techniques.
Professiona
l Learning
A
Teachers,
support
staff and
administrat
or
Activity - Close Reading Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will model and instruct students on close reading
strategies to help all students improve comprehension of texts.
Strategies will be implemented across subject areas to assist
with nonfiction text.
Direct
Instruction
Required
Teachers,
Administrat
or, Title I
support
staff
Activity - Vocabulary Instruction Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers and students will use a vocabulary word map to
develop an understanding of key or unknown vocabulary in text
to improve comprehension of different texts.
Direct
Instruction
Required
Teachers,
Administrat
or, Title I
support
staff
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comprehension and higher-level thinking in all students. Theory and Practice.
QAR, Question Answer Relationship, is a powerful, research-based approach for improving reading
comprehension that has been helping students become better readers for more than 20 years. This
comprehensive guide is written for K-8 students and reflects on two decades of classroom application and
expands on the original thinking behind QAR. This resource shows how QAR provides a framework for
organizing questioning activities and comprehension instruction across all the content areas.
Tier: Tier 1
Strategy 4:
Universal Screener - K-5th grade teachers will use a universal screener to assess reading fluency and comprehension levels.
Research Cited: Best Practices for RTI: Universal Screening. What Works Clearinghouse (2009)
The Education Department states that the first step to using a Response to Intervention model (RTI) at an
early elementary level is to use a universal screener to screen all students and to identify students who are
struggling and continue to monitor those students progress toward a goal reading level.
Tier: Tier 1
Activity - Questioning Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will use questioning strategies to help students build
metacognition skills.
Direct
Instruction
Required
Classroom
teachers,
principal
Activity - Teacher Training on Megacognition Strategies Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing metacognition instructional techniques.
Professiona
l Learning
A
Teachers,
support
staff,
administrat
ors
Activity - DIBELS NEXT/ STAR Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
The assessment will assist teachers in identifying students who
need extra interventions to help them improve reading
comprehension. It will also help teachers to adjust instruction
to meet the needs of all students.
Other Tier 1 Monitor 09/02/2014 06/01/2016 $500 General
Fund
Classroom
teachers,
principal
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Strategy 5:
Test Taking Strategies - Teachers will instruct students on the best practices in test taking.
Research Cited: Honig, Diamond G., Teaching Reading Sourcebook
For educators at every level, the Teaching Reading Sourcebook is a comprehensive reference about reading
instruction. Organized according to the elements of explicit instruction (what? why? when? and how?), the
Sourcebook includes both a research-informed knowledge base and practical sample lesson models.
Tier:
Activity - Teacher Training on Use of Universal Screeners Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
utilizing universal screeners and interpreting their data.
Professiona
l Learning
A
Teachers,
support
staff, and
administrat
or
Activity - Key Words Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
and highlighting key words and key vocabulary when they
encounter multiple choice test and test-like items.
Direct
Instruction
Required
classroom
teachers,
support
staff,
principal
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will instruct, using best practices, the successful
completion of extended response items. Teachers will provide
an opportunity for students to complete extended response test
and test-like items.
Direct
Instruction
Required
classroom
teachers,
support
staff,
principal
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Professiona
l Learning
Required
Teachers,
support
staff, and
administrat
or
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Strategy 6:
Differentiated Instruction - Teachers will provide differentiated instruction in order to best meet the needs of all learners. This may include the use of more simplistic
graphic organizers, extra time or options in completing assignments, or various projects. This may also include the need for supplemental materials and additional
instructional time outside the normal school schedule in order to reach students at their level.
Research Cited: Differentiated Instruction for Reading in the Content Areas by Carolyn Chapman and Rita King.
Tier: Tier 1
Activity - Summer School Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
The school will provide a half day program to begin no more
that 4 weeks before the new school year begins. The purpose
of this program is to review the previous year's language arts
skills/standards in order to prepare students for a new school
year.
Academic
Support
Program
A
Teachers,
support
staff,
principal
Activity - Gender Equity Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
Teachers will pay special attention to the manner of their
instructions in order to show equity among both genders. Some
examples include: using real-world, high interest text
selections, brain break/movement activities, and giving
students choices.
Academic
Support
Program
Required
teachers,
support
staff,
principal
Activity - Class Size Reduction Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
To assist in closing the achievement gap, select students will
be placed into a reduced first grade classroom. The classroom
teacher, paraprofessional staff, and special education teacher
will work together to provide targeted instruction and
intervention.
Class Size
Reduction
A
Teacher,
Administrat
or, and Title
I support
staff
Activity - After School Program Activity
Type
Assigned
Source Of
Funding
Staff
Responsibl
e
An intensive after school program will be offered to students in
the bottom 30% of each grade level. The program will include
a certified teacher and paraprofessional aide to provide small
group instruction. The program will use data to focus
instruction on the needs of the group to help close the
achievement gap. The program will be six weeks long and will
meet four days a week for an hour each day.
Academic
Support
Program
Tier 3 Getting
Ready
09/02/2014 06/01/2016 $8000 Title I Part
A
Administrati
on,
teachers,
paraprofess
ionals
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Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

Title II Part A
Activity Name Activity Description Activity
Type
Assigned
Staff
Responsibl
e
Teacher Training on
Comprehension
Strategies
Through local teacher collaboration and training
with St. Clair County RESA teachers will share
and develop strategies on utilizing comprehension
instructional techniques.
Professiona
l Learning
Tier 1 Monitor 09/02/2014 06/01/2016 $0 Teachers,
support
staff and
administrat
or
Teacher training in the
use of technology
and develop strategies on utilizing technological
Professiona
l Learning
Tier 1 Monitor 09/02/2014 06/01/2016 $0 Teachers
and
administrat
or
Teacher Training on Use
of Universal Screeners
and develop strategies on utilizing universal
screeners and interpreting their data.
Professiona
l Learning
Tier 1 Implement 09/02/2014 06/01/2016 $0 Teachers,
support
staff, and
administrat
or
Teacher training in
differentiated
instructional strategies
and develop strategies on utilizing differentiated
Professiona
l Learning
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 Teachers,
administrat
or, RESA
consultants
.
Teacher training in
differentiated
instructional techniques (as related to the new
mathematics textbook series).
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Teachers,
administrat
or, and
RESA
consultant
Teacher training in math
fact fluency instructional
strategies
and develop strategies on utilizing math fact
fluency instructional techniques.
Professiona
l Learning
administrat
or, and
RESA
consultant
Teacher training in
differentiated
Professiona
l Learning
Tier 1 Implement 09/02/2014 06/01/2016 $0 Teachers
and
administrat
or
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Class Size Reduction To assist in closing the achievement gap, select
students will be placed into a reduced first grade
classroom. The classroom teacher,
paraprofessional staff, and special education
teacher will work together to provide targeted
instruction and intervention
Class Size
Reduction
Tier 1 Monitor 09/02/2014 06/01/2016 $0 Building
administrat
or,
classroom
teacher,
special
education
teacher,
and para-
professiona
ls
Teacher training in
problem solving
strategies
and develop strategies on utilizing problem solving
Professiona
l Learning
administrat
or, and
RESA
consultant
Teacher training in test
taking instructional
strategies
and develop strategies on utilizing test taking
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Teachers,
principal,
RESA
consultants
Teacher Training on
Test Taking Strategies
Professiona
l Learning
and
administrat
or
Teacher training in using
graphic organizers as an
instructional strategy
with St. Clair County RESA, teachers will share
and develop strategies on utilizing graphic
organizer instructional techniques.
Professiona
l Learning
administrat
or and
RESA
consultant.
Teacher Training on
Professiona
l Learning
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 Teachers
and
administrat
or
Teacher training in
differentiated
Professiona
l Learning
administrat
or, RESA
consultant.
Teacher Training on
Megacognition
Strategies
and develop strategies on utilizing metacognition
Professiona
l Learning
support
staff,
administrat
ors
Teacher training in
writer's workshop
and develop strategies on utilizing writer's
workshop instructional techniques including target
skills instruction.
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Teachers
and
administrat
or.
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Other
Title I Part A
MC3 Professional
Development
Teachers will use staff or grade level meeting time
to explore and discuss how to best implement the
MC3 curriculum. This will include an exploration
of various graphic organizers used at each level.
Professiona
l Learning
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Teachers
and
principal
Type
Assigned
Staff
Responsibl
e
Key Word - Test Taking
Strategies
Teachers will instruct students in the best
practices for locating and highlighting key words
and phrases when they encounter multiple choice
test and test-like items.
Direct
Instruction
Tier 1 Implement 09/02/2014 06/01/2016 $0 Classroom
teachers,
principal
Type
Assigned
Staff
Responsibl
e
Summer School The school will provide a half day program to
begin no more that 4 weeks before the new school
year begins. The purpose of this program is to
review the previous year's mathematical
skills/standards in order to prepare students for a
new school year.
Academic
Support
Program
support
staff,
principal
Summer School The school will provide a half day program to
begin no more that 4 weeks before the new school
year begins. The purpose of this program is to
review the previous year's language arts
skills/standards in order to prepare students for a
new school year.
Academic
Support
Program
support
staff,
principal
Additional instructional
time
K-5th grade teachers and support staff will provide
additional instruction in the area of reading
comprehension to students who do not reach
grade level proficiency levels (as stated by the
Yale Public Schools Literacy Plan and students
identified in Bottom 30%) in order to increase the
students ability to achieve reading comprehension
proficiency. The additional time will be as follows:
30 minutes additional for Tier 2 students, 60
minutes additional for Tier 3 students
Direct
Instruction
Tier 2 Monitor 09/02/2014 06/01/2016 $0 Classroom
teachers,
support
staff,
principal
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No Funding Required
After School Program An intensive after school program will be offered
to students in the bottom 30% of each grade level.
The program will include a certified teacher and
paraprofessional aide to provide small group
instruction. The program will use data to focus
instruction on the needs of the group to help close
the achievement gap. The program will be six
weeks long and will meet four days a week for an
hour each day.
Academic
Support
Program
Tier 3 Getting
Ready
09/02/2014 06/01/2016 $8000 Administrati
on,
teachers,
paraprofess
ionals
Paraprofessional
Support
Paraprofessional aides will work with students one
to one and/or in small groups in order to
tutor/review/reteach lessons as determined by the
classroom teacher. Special attention will be given
to students who have been identified in the bottom
30% and intensive on the STAR mathematics
assessments.
Academic
Support
Program
Tier 2 Implement 09/02/2014 06/01/2016 $0 Paraprofes
sional
Aides,
Classroom
teachers,
principal
Additional Time and
Instruction
K-5 teachers will provide additional time and
instruction to at-risk students in order to help them
achieve proficiency in the area of Social Studies.
Academic
Support
Program
teachers,
principal,
and
parapros.
Class Size Reduction To assist in closing the achievement gap, select
students will be placed into a reduced first grade
classroom. The classroom teacher,
paraprofessional staff, and special education
teacher will work together to provide targeted
instruction and intervention.
Class Size
Reduction
Tier 1 Implement 09/02/2014 06/01/2016 $0 Teacher,
Administrat
or, and Title
I support
staff
After School Program An intensive after school program will be offered
to students in the bottom 30% of each grade level.
The program will include a certified teacher and
paraprofessional aide to provide small group
instruction. The program will use data to focus
instruction on the needs of the group to help close
the achievement gap. The program will be six
weeks long and will meet four days a week for an
hour each day.
Academic
Support
Program
Tier 2 Getting
Ready
09/02/2014 06/01/2016 $0 Administrat
or,
Teachers,
and
paraprofess
ional staff
Accelerated Math Teachers will use new technology resources with
the Accelerated Math program with the purpose of
meeting the needs of all students.
Academic
Support
Program
and
principal
Type
Assigned
Staff
Responsibl
e
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Math fact practice Teachers will provide students with time and
technology to practice math facts on a fact
practice website, or other math fact practice game
or activity. The duration of this math fact practice
is 15 minutes per day.
Academic
Support
Program
teachers,
principal
Shape Go Map Graphic organizers are important to help students
organize narrative and informational text.
Direct
Instruction
teachers,
principal,
and
paraprofess
ionals
Key Words / Vocabulary Teachers will instruct and provide opportunities for
students to locate and highlight key words and
vocabulary in text and in test questions. Teacher
will provide strategies for students to use to help
determine meaning of key words and vocabulary
such as context clues and multiple syllable word
attack strategies.
Direct
Instruction
Tier 1 Monitor 09/01/2014 06/01/2016 $0 All teachers
and
administrat
or
Questioning Teachers will use questioning strategies to help
students build metacognition skills.
Direct
Instruction
teachers,
principal
Teaching Target Skills Teachers will provide direct instruction of the
target skills needed to become a proficient writer.
This will be accomplished as part of the writer's
workshop mini-lessons.
Direct
Instruction
and
administrat
or.
90 Minute Mathematics
Block
Teachers will implement increased time in the
area of mathematics instruction. This block of
time will include math fact fluency (15 min. per
day), math talk and journaling (30 min. per day),
math conferencing and whole class lesson (45
min. per day).
Direct
Instruction
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Classroom
teachers,
paraprofess
ional aides,
principal
Key Words Teachers will instruct students in the best
and key vocabulary when they encounter multiple
choice test and test-like items.
Direct
Instruction
teachers
and
principal.
Key Words Teachers will instruct students in the best
and key vocabulary when they encounter multiple
choice test and test-like items.
Direct
Instruction
Tier 1 Implement 09/02/2014 06/01/2016 $0 classroom
teachers,
support
staff,
principal
Content Literacy
Strategies
Teachers will use content literacy strategies as a
way to help students develop an understanding of
narrative and informational text. (Examples-Social
Studies and Science texts-reading headings, sub
headings, vocabulary, pictures, and graphs)
Direct
Instruction
teachers,
principal
Teacher Training on
Technology Integration
and Use
and develop strategies on utilizing technological
Professiona
l Learning
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 Teachers
and
administrat
or.
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Multiple Strategies Teachers will provide students with an opportunity
to use 2 or more strategies (including: Singapore
Bar Modeling, draw a picture/model, use tally
marks, make a chart/table, write an equation, use
manipulatives, etc.) to solve math word problems.
Direct
Instruction
Tier 1 Monitor 09/02/2014 06/01/2016 $0 classroom
teachers,
prinicpal
Vocabulary Instruction Teachers and students will use a vocabulary word
map to develop an understanding of key or
unknown vocabulary in text to improve
comprehension of different texts.
Direct
Instruction
Administrat
or, Title I
support
staff
Integration of
Informational text into
ELA Reading Block
Teacher will work to integrate ELA skills (CCSS)
and Science concepts into lessons when possible
to reinforce and build background knowledge.
Direct
Instruction
and
administrat
or
Multiple Choice Test
Taking
Teachers will provide students with instructional
strategies to help them be successful using the
multiple choice test format. This may include
highlighting important words in the question or
learning how to eliminate answers.
Direct
Instruction
and
principal
Additional Instruction K-5th grade teachers will provide additional
instruction to at-risk students in order to help them
achieve proficiency in the area of writing.
Academic
Support
Program
Tier 2 Monitor 09/02/2014 06/01/2016 $0 K-5
Teachers
and
Administrat
or
Video Streaming Teachers will utilize United Streaming, Youtube, or
Ipad technology in order to keep students
engaged in learning social studies concepts.
Direct
Instruction
teachers,
principal,
and support
staff.
Graphic Organizers in
MC3
Teachers will use graphic organizers to teach
social studies curriculum to their students. This
will help students learn to organize and use
information in a meaningful way.
Direct
Instruction
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $0 Teachers
and
principal.
iPads and Chrome
Books
Teachers will integrate appropriate science
concept related websites and applications for the
purpose of increasing student content knowledge
and research skills.
Direct
Instruction
Tier 1 Getting
Ready
09/01/2014 06/01/2016 $0 All teachers
and
administrat
or
Keyboarding Teachers will provide time and activities to expose
students to keyboard usage. This could be done
during writers workshop, technology class, or as
practice in the computer laboratory for a few
minutes per week.
Academic
Support
Program
and
principal
SY 2014-2015 Page 94
D
R
A
F
T
Inquiry Based Learning All teachers will incorporate hands on, inquiry
based learning activities into their science
instruction throughout the school year. Each grade
level will have access to 9 inquiry based learning
activities, three from Life Science, Physical
Science, and Earth Science. Lessons will be
spaced throughout each trimester to allow a
spiraling instruction of content.
Direct
Instruction
Tier 1 Implement 09/01/2014 06/01/2016 $0 All teachers
and
adminastrat
or
Scheduling The 90 minute reading block is effective in giving
the teacher and students uninterrupted time to
complete activities and use research based
strategies.
Policy and
Process
Tier 1 Evaluate 09/02/2014 06/01/2016 $0 Classroom
teachers,
principal
4 Square Writing Model This activity will support students in ensuring all
components of argumentative/opinion, narrative,
and informational text are included in their writing.
Teachers can model effective writing using this
organizer as an example that can be built upon to
meet the various needs of each grade level.
Direct
Instruction
support
staff, and
principal
Gender Equity Teachers will pay special attention to the manner
of their instructions in order to show equity among
both genders. Some examples include: using real-
world, high interest text selections, brain
break/movement activities, and giving students
choices.
Academic
Support
Program
Tier 1 Implement 09/02/2014 06/01/2016 $0 teachers,
support
staff,
principal
Math Journals and
Vocabulary Instruction
Teachers will use grade level appropriate math
journals to teach and practice a 5-step problem
solving process to help guide students when they
are solving word problems. In addition, teachers
will display grade level appropriate vocabulary on
a math word wall and/or in a math glossary as part
of the students' math journals. The duration of
math journaling will be 30 minutes per day.
Direct
Instruction
teachers,
principal
Close Reading Teachers will model and instruct students on close
reading strategies to help all students improve
comprehension of texts. Strategies will be
implemented across subject areas to assist with
nonfiction text.
Direct
Instruction
Administrat
or, Title I
support
staff
Math Talk All teachers will model and provide students with
the opportunity to engage in math talk while
solving word problems.
Direct
Instruction
teachers,
principal
Gender Equity Teachers will pay special attention to the manner
of their instructions in order to show equity among
both genders. Some examples include: using
real-world, high interest problem solving, brain
break/movement activities, and giving students
choices.
Academic
Support
Program
support
staff,
principal
SY 2014-2015 Page 95
D
R
A
F
T
General Fund
Cooperative Learning All teachers will use cooperative learning
techniques to increase student engagement in
social studies.
Academic
Support
Program
Tier 1 Monitor 09/02/2014 06/01/2016 $0 K-5
teachers
and
administrat
or
Extended Response Teachers will instruct using best practices the
successful completion of extended response
items. Teachers will provide an opportunity for
students to complete extended response test and
test-like items.
Direct
Instruction
teachers
and
principal.
Digital Storytelling Teachers will provide students with instruction to
compose writing pieces using various applications
on the i-Pad.
Direct
Instruction
and
administrat
or.
Extended Response Teachers will model the completion of extended
response items. Teachers will provide an
opportunity for students to complete extended
response test and test-like items.
Direct
Instruction
and
administrat
ors
Teacher Training on
Professiona
l Learning
support
staff, and
administrat
or
Extended Response Teachers will instruct, using best practices, the
successful completion of extended response
items. Teachers will provide an opportunity for
students to complete extended response test and
test-like items.
Direct
Instruction
Tier 1 Implement 09/02/2014 06/01/2016 $0 classroom
teachers,
support
staff,
principal
Math Conferences Classroom teachers will conference with students
for the purpose of progress monitoring and
reteaching mathematics concepts. Extra time and
intervention will be given to students identified in
the bottom 30% and through the STAR math
assessment.
Direct
Instruction
teachers,
administrat
or, support
staff
Type
Assigned
Staff
Responsibl
e
Science Fair Projects Teachers will model and facilitate students in
inquiry based lessons that allows for students to
construct and apply knowledge in the completing
of a Science Fair project.
Direct
Instruction
Tier 1 Evaluate 09/01/2014 06/01/2016 $200 Science
Chairs, all
teachers,
administrat
or, and
parent
helpers
SY 2014-2015 Page 96
D
R
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F
T
DIBELS NEXT/ STAR The assessment will assist teachers in identifying
students who need extra interventions to help
them improve reading comprehension. It will also
help teachers to adjust instruction to meet the
needs of all students.
Other Tier 1 Monitor 09/02/2014 06/01/2016 $500 Classroom
teachers,
principal
Scoring Workshop Teachers will take part in school and/or district
wide scoring workshops to build consistency in
grading of student writing and identify areas of
strength and weakness at class, building, and
district levels. Progress will be measured and
changes to instruction or curriculum will be
ongoing based off of findings.
Teacher
Collaborati
on
Tier 1 Getting
Ready
09/02/2014 06/01/2016 $1000 Principals,
teachers,
RESA
consultant,
Director of
curriculum
Digital Resources Teachers will incorporate topic appropriate video
lessons to enrich student learning and promote
deeper understanding. Grade level appropriate
resources may be found on Unitedstreaming,
Youtube, etc. Teachers will also use new
Chromebooks and iPads to support lessons and
research.
Direct
Instruction
and
Administrat
or
SY 2014-2015 Page 97

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Subgroup Student Achievement

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