District Improvement Plan

Pinconning Area Schools

Mr. Mike Vieau, Superintendent 605 West 5th St Pinconning, MI 48650-8706

Document Generated On October 4, 2016

TABLE OF CONTENTS

Introduction

1

Executive Summary Introduction

3

Description of the School System

4

System's Purpose

5

Notable Achievements and Areas of Improvement

6

Additional Information

7

Improvement Plan Stakeholder Involvement Introduction Improvement Planning Process

9 10

District Additional Requirements Diagnostic Introduction

13

District Additional Requirements Diagnostic

14

Pinconning Area Schools District Improvement Plan 2016-17 Overview

18

Goals Summary

19

Goal 1: By June of 2017, there will be an increase of 3% of the number of all students including all demographic groups who meet or exceed growth standards in Reading and Social Studies as determined by locally and appropriat State administered tests

20

Goal 2: By June of 2017, There will be an increase in 5%, including all demographic groups in growth standards in writing as determined by locally and appropriate state assessments.

33

Goal 3: by June of 2017, there will be an increase of 5%, including all sub groups, in the number of students who meet or exceed growth standards in science on the locally and appropriate state administered assessments

38

Goal 4: By June of 2017, there will be an increase of 3%, including all demographic groups, in the number of students who meet or exceed growth standards in math as determined by Local and appropriate state Assessments

46

Activity Summary by Funding Source

52

Activity Summary by School

59

District Improvement Plan Pinconning Area Schools

Introduction

The District Improvement Plan (DIP) has been designed to provide schools and districts with a common planning template that addresses student learning and system needs that have been identified through the schools' Comprehensive Needs Assessment. It has also been designed to address any federal, state and locally required elements that must be contained in a School Improvement Plan.

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District Improvement Plan Pinconning Area Schools

Executive Summary

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Introduction Every school system has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by which the school system makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school system 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 system, and the kinds of programs and services that a school system implements to support student learning.

The purpose of the Executive Summary (ES) is to provide a school system with an opportunity to describe in narrative form the strengths and challenges it encounters. By doing so, the public and members of the community will have a more complete picture of how the school system perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school system to reflect on how it provides teaching and learning on a day to day basis.

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District Improvement Plan Pinconning Area Schools

Description of the School System

Describe the school system'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 system serves?

The Pinconning Area School District is comprised of parts of nine cities and townships; Pinconning City, Pinconning Township, Fraser Township, Garfield Township, Mt. Forest Township, Beaver Township, Grim Township, Kawkawlin Township, and Gibson Township. The largest part of the district lies in northern Bay County, along with a portion in Gladwin County. The district covers approximately 225 square miles. Our school district is a rural area that suffers from high unemployment. Over the last five years the unemployment rate in Bay County has ranged from 7.5% to 13.4%. Over the same period of time, the State of Michigan has ranged from 7.7% to 14.3%. The percentage of students that qualify for free and reduced lunch in the district is 53%. Families in the community receive needed assistance through programs such as: United Way, Red Cross, WIC, the Pinconning Food Pantry, local Churches, and discount community clothing stores. In addition to school busing, we have a county-wide busing system that helps assist with transportation. Several systemic changes have been implemented to account for budget restraints and teacher retirements.. Many teachers were shifted from other schools and grade levels to meet the demands of the district. MEAP data scores for the district generally show that schools are above state average in many categories every year. An increase in student enrollment over the last year has forced the district to realign teching staff and hire new staff.

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District Improvement Plan Pinconning Area Schools

System's Purpose

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

Vision Statement We envision students, parents, staff and community members working together to establish a dynamic learning environment for the achievement of all students. Mission Statement The goal of Pinconning Area Schools is to provide students with the knowledge, skills, and confidence to be successful. Beliefs Statement Pinconning Area Schools believes that students leaving the district should possess the following adult roles: 1. To act as a self-directed, life-long learner. 2. To be able to work with other collaboratively 3. To possess the character, tolerance, and ethics needed for participation in democracy. 4. To communicate effectively. 5. To be a complex thinker, to possess problem solving and critical thinking skills. 6. To possess the educational skills needed to participate in our society.

The district's vision, mission, and beliefs statements are student centered and supported by all stakeholders. The district vision is "We envision students, parents, staff, and community members working together to establish a dynamic learning environment for the achievement of all students." The district mission statement is, "The goal of Pinconning Area Schools is to provide students with the knowledge, skills, and confidence to be successful." The beliefs statement developed by the district builds on the vision and mission statements by indicating that each student should be: a self-directed life-long learner; work with others collaboratively; possess character, tolerance, and ethics; communicate effectively; possess problem solving and critical thinking skills; and possess educational skills needed to participate in our society.

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District Improvement Plan Pinconning Area Schools

Notable Achievements and Areas of Improvement

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

The district has a vision that is student centered. Pinconning Area Schools has a family atmosphere.The Superintendent has earned respect from stakeholders, staff, and school board members inspiring a new level of confidence among the members of the educational community and stakeholders. The Satisfaction survey from 2015-16 92% with staff and parents. Legal documentation, policies and procedures are current and thoroughly addressed. The transition from middle and high school is smooth and seamless due to programs and assemblies for parents and students. Several parties are involved in the development and review of curriculum. This ensures that curriculum is not only relevant but also that it aligns with state standards. The district uses a systematic, parent friendly data warehouse to help monitor and document performance and uses these results to improve student performance and system effectiveness. Pinconning Schools provide a system of communication which uses a variety of methods to report student performance and system effectiveness to all stakeholders. The renewed commitment to maintaining and improving facilities is acknowledged and appreciated throughout the community. With the use of creative budgeting, Pinconning Schools have been able to continue many programs and services for student success despite difficult economic challenges. Strengths of the district include tapping into the skill set of stakeholders and providing opportunities for them to be involved. Parents express that they were pleased with the new superintendent and feel that there is a very positive relationship between administration and the school board. Every school has a school improvement plan. The board of education and district leadership are committed to continuous school improvement. The district has been commended for the presence, accessibility, and use of student and school performance data by administrators and teachers to guide instruction and continuous school improvement. Systematic analysis of student and school performance information to increase instructional and organizational effectiveness and to improve student and system performance. The district has been commended for establishing a process for the involvement of all stakeholder groups in the development and commitment to the district's vision and mission statements. All stakeholder groups; parents, teachers, administrators, school board members, and support staff were involved in the development of the vision and mission statements. The district puts students first and "Everything is about the kids." The district has been commended for the availability of technology for students and staff training needed for implementation in the instructional process.The district provides technology infrastructure and equipment that is up-to-date and sufficient to accomplish the system's goals The district has two long range planning goals for areas of improvement: Develop and implement a long range planning model to address the prioritization and allocation of resources to enhance student learning and the continuous improvement process. Develop and implement a process to formally communicate with all stakeholders the results of student and district performance and solicit their input to guide continuous improvement.

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District Improvement Plan Pinconning Area Schools

Additional Information

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

sections. The District School Improvement Team will meet to address the following: 1. District School Improvement Team meets a minimum of 4 times a year to develop strategies to address strengths and weaknesses of the district. 2. Review and discuss the findings from this school improvement surveys with all stakeholders. 3. Ensure that plans are in place to embed and sustain the strengths of the district and address weaknesses of the school district. 4. Develop action plans to address and allocate resources to areas of need in academic achievement. 5. Use feedback from all stakeholders to guide and strengthen the school district's efforts to improve student performance and district effectiveness.

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District Improvement Plan Pinconning Area Schools

Improvement Plan Stakeholder Involvement

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District Improvement Plan Pinconning Area Schools

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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District Improvement Plan Pinconning Area Schools

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.

Pinconning Area Schools foster collaboration with community stakeholders to support student learning. There are many attempts made to involve parents. One of these opportunities includes the PAL (Parents Assisting Learning) program. Parents also help at the high school by reading tests to special education students or taking completed student tests to the office to be scanned for the teachers. There are many opportunities for parents to become involved in the elementary schools as well. There are meetings to increase communication between stakeholders and administration such as; monthly steelworker meeting, bi-monthly board meetings, and possible monthly meetings with teacher union members in the future. One artifact that was provided included a list of community programs such as Junior Achievement Connection Task Team (Business/Ed. Partnership), Northern Bay Community Foundation, Health Department cooperation with peer mentors and athletics, Dental Bus, Humane Society, and Consumers Energy. The district uses system-wide strategies to listen to and communicate with stakeholders. Communication is provided through the local newspaper, an automated phone call service, email, on line access to grades, surveys, word of mouth, meeting minutes, and the district website. The board encourages communication at board meetings by having two public comment sessions per meeting, one that is general and another one that is available to address items that are on the agenda. The board maintains a policy of not responding or interrupting during the public comment period. Board members encourage parents to follow appropriate channels to express concerns (i.e. approach the teacher first, then principal, then superintendent, etc.). There is also a system in place for work orders to be emailed to a maintenance e-mail address to improve the response time. Facebook is being utilized by two schools as part of the communication process. Other forms of communication include parent-teacher conference schedules, freshman flyer, parent notifications, and newsletters. The District also maintains a Title I Parent Engagement Handbook and that is review annually by a Committee of stakeholders.

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

The district solicits the knowledge and skills of stakeholders to enhance the work of the district. Stakeholders are involved in the process through District School Improvement meetings, Surveys and active opportunities to provide input to improve the process and positively impact Continuous improvement. Stakeholders are involved through PAL (Parents Assisting Learning), photography classes, athletic events, Renaissance, guest speaker opportunities,helping with testing, mock interviews, math night, Accelerated Reader night, writing night, chaperoning,assistance with special education testing, and more.. There are surveys to obtain information pertaining to parental involvement and there are hard copies of these surveys available at conferences. Artifacts included surveys, a flier with information for juniors, parent contact log, and stakeholder surveys and sign in sheets with agendas.

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 curriculum committee updates the school board on a regular basis. There is a good working relationship between the board of education and administration. There is also a positive relationship between Pinconning Schools and the local parochial schools. Pinconning Area SY 2015-2016 Page 10 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

District Improvement Plan Pinconning Area Schools

Improvement Plan Stakeholder Involvement Pinconning Area Schools. Schools provides information that is meaningful and useful to stakeholders. Both school board policy and the check register are on the district web site for stakeholder information. There is a college night for parents to assist with preparing students for the next step in their educational experience. As part of the evenings activities information is provided regarding scholarship opportunities. Grades are available online for grades K-12. The superintendent and school board members respond to questions or concerns brought to their attention. Various stakeholders compare Pinconning's achievement data to that of surrounding districts and express support for the district's performance. There is a transition night for parents of students moving from middle to high school. It is noted that possibly forty percent of students do not have internet access at home which presents a challenge when communicating electronically. The district is in the process of developing a formal process for communicating District results to all stakeholders in formats of communication. The Superintenedent and Director of Instruction have visited outlying areas to deliver important District Data and outreach to businesses to partner with Pinconning Area Schools. The District has attempted to establish community hubs for internet access. The District also makes an effort to deliver information to civic groups, such as Rotary Club and Linwood/Pinconning Area Chamber of Commerce regarding District progress.

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District Improvement Plan Pinconning Area Schools

District Additional Requirements Diagnostic

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District Improvement Plan Pinconning Area Schools

Introduction This diagnostic contains certification requirements for Michigan districts. This diagnostic must be completed by all districts.

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District Improvement Plan Pinconning Area Schools

District Additional Requirements Diagnostic This diagnostic contains certification requirements for Michigan districts. This diagnostic must be completed by all districts.

Label

Assurance Response The District School Improvement Team reviews Yes the CIMS data.

Comment

Attachment

Label

Assurance CIMS data is used to prepare our District Improvement Plan.

Comment Data is used to determine if our goals have met met and if they need to be modified or deleted from the plan.

Attachment

Label

Assurance Response The District Technology Protection Measure Yes blocks or filters adult and student internet access to inappropriate materials (visual depictions that are obscene, child pornography, or harmful to minors).

Comment

Attachment

Label

Assurance The district has a process to monitor adult and student use of the internet.

Response Yes

Comment

Attachment

Label

Assurance The district has an Internet Safety Policy in place.

Response Yes

Comment

Attachment

Label

Assurance The Internet Safety Policy meets the requirements as outlined in the state Technology Planning and CIPA requirements.

Response Yes

Comment

Attachment

Label

Assurance The district uses school-wide assessments to determine the telecommunication services and hardware support that are needed to support teaching and learning in all schools.

Response Yes

Comment

Attachment

Response Yes

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District Improvement Plan Pinconning Area Schools Label

Assurance Response The district uses the school-wide assessment Yes data to identify the needs of the schools in the following areas: infrastructure (wiring, internet connections T1, etc.) in all classrooms, in all labs, in all media centers, in the main office, in counseling offices, in support staff offices; hardware; software; professional development. If "yes," specify the needs in the comments section.

Comment Attachment The district uses various data points to identify needs. The Technology plan calls for a comprehensive needs assessement to narrow the gaps in communication. Wireless network hubs are throughout the district, as well as a communication tower at Linwood Elementary to increase communication and speed. The district particpates in several Assessment Pilots to determine needs for future assement.

Label

Assurance Response The district has identified specific actions that Yes promote curriculum and teaching strategies to effectively integrate technology. If "yes," specify the actions in the comments section.

Comment Attachment The district uses Blended learning as well as on line courses to help deliver content. We have a Tchnology Integration Specialist to help integrate technology into classrooms and help use the programs that the disrict uses to delier content and supplement differentitated instruction.

Label

Assurance The district adjusts its curriculum to include technology literacy for all students.

Response Yes

Comment Attachment The district has hired a Digital Literacy Specialist, specifically to help increase Student Achievement in Literacy.

Label

Assurance Response The district adjusts its instructional program to Yes promote technology literacy. If "yes," specify the adjustments in the comments section.

Comment Attachment All students in grade 9-12 are required to take a computer literacy class. All students in grade k-5 have at a minimum one hour of Digital Literacy. The students in the Middle School now have a one to one initiative that allows them to increase Digital Literacy in all courses.

Label

Assurance Response The institution complies with all federal laws Yes 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.

Comment

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Attachment

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District Improvement Plan Pinconning Area Schools Label

Assurance 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 comments section.

Response Yes

Comment Mark Fuhrman, Director of Instruction 605 West Fifth Street Pinconning, MI 48650 989-308-0504

Attachment

Kris Mclavy, Director of Finance 605 West Fifth Street Pinconning, MI 48650 989-3080509

Label

Assurance The District has a District Board Policy that is related to Parent Involvement.

Response Yes

Comment

Attachment

Label

Assurance The District has additional information necessary to support your improvement plan.

Response Yes

Comment

Attachment

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District Improvement Plan Pinconning Area Schools

Pinconning Area Schools District Improvement Plan 2016-17

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District Improvement Plan Pinconning Area Schools

Overview Plan Name Pinconning Area Schools District Improvement Plan 2016-17 Plan Description Final

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District Improvement Plan Pinconning Area Schools

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. # 1

2

3

4

Goal Name By June of 2017, there will be an increase of 3% of the number of all students including all demographic groups who meet or exceed growth standards in Reading and Social Studies as determined by locally and appropriat State administered tests By June of 2017, There will be an increase in 5%, including all demographic groups in growth standards in writing as determined by locally and appropriate state assessments. by June of 2017, there will be an increase of 5%, including all sub groups, in the number of students who meet or exceed growth standards in science on the locally and appropriate state administered assessments By June of 2017, there will be an increase of 3%, including all demographic groups, in the number of students who meet or exceed growth standards in math as determined by Local and appropriate state Assessments

Goal Details Objectives:1 Strategies:11 Activities:18

Goal Type Academic

Total Funding $541600

Objectives:1 Strategies:4 Activities:8

Academic

$162400

Objectives:1 Strategies:8 Activities:10

Academic

$89000

Objectives:1 Strategies:8 Activities:9

Academic

$328500

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District Improvement Plan Pinconning Area Schools

Goal 1: By June of 2017, there will be an increase of 3% of the number of all students including all demographic groups who meet or exceed growth standards in Reading and Social Studies as determined by locally and appropriat State administered tests

Measurable Objective 1: 80% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Postsecondary, Adult and Ungraded grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency Increase of 3% in English Language Arts by 06/30/2017 as measured by growth standards in Reading and Social Studies as determined by locally administered tests and appropriate state Administered Tests.

Strategy 1: Academic Intervention Specialist - The Intervention Program Specialist will work directly and consult with district staff, students and parents to improve student achievement by providing on-going professional development and direct coaching using research based instruction, interventions and strategies to enhance academic success for students. The Intervention Specialist will be knowledgeable about assessment and data collection and collaborate with administrators and staff to analyze data and interpret results to improve instruction. Progress monitoring will be used with the student who are working with the intervention specialist. Category: Research Cited: Progress monitoring is a scientifically based practice that is used to assess students, academic performance and evaluate the effectiveness of instruction. Progress monitoring can be implemented with individual students or an entire class. Progress Monitoring is the practice (a best practice) of systematically monitoring the progress of an intervention. This data is important because it helps educators to determine which interventions are effective and which need to be modified (or thrown out entirely). Tier: Tier 2

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District Improvement Plan Pinconning Area Schools

Activity - Progress monitoring

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

The Academic Intervention Specialist will work with students, staff, administration and parents on a daily basis. They will use progress monitoring with students gauging the effectiveness of the interventions in place at the high school.

Academic Support Program

Tier 1

Getting Ready

07/01/2015 06/30/2016 $30000

Source Of Funding

Staff Responsibl e Section 31a High/Middle School Principal, Director of Instruction

Schools:All Schools

Strategy 2: Curriculum Design and Implementation - As a part of the educational team, Curriculum Director will assist and enhance student achievement in the classroom by developing, in collaboration with all stakeholders, strategies and interventions to improve academic, social and behavioral performance. Additionally, collaboration with all stakeholders to remove barriers that impede student performance and assist students in reaching their fullest academic potential to increase participation in all educational programs. Pinconning Area Schools. Category: Research Cited: Wiggins, Grant and Jay McTighe (2005), Understanding by Design (Second Edition), Association for Supervision and Curriculum Development (ASCD), Alexandria, VA Baum, S., Viens, J., & Slatin, B., with Gardner (2005) Multiple Intelligences in the Elementary Classroom: A Teacherâ??s Toolkit. New York: Teachers College Press. Tier: Tier 1

Activity - Curriculum Design and Implementation

Activity Type

Tier

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Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

As a part of the educational team, Curriculum Director will assist and enhance student achievement in the classroom by developing, in collaboration with all stakeholders, strategies and interventions to improve academic, social and behavioral performance. Additionally, collaboration with all stakeholders to remove barriers that impede student performance and assist students in reaching their fullest academic potential to increase participation in all educational programs.

Professiona l Learning

07/01/2015 06/30/2016 $1100

Title II Part Curriculum A Director

Schools:All Schools

Strategy 3: Integrate Technology in reading instruction Technology - Integrate Technology in reading instruction. Technology will be utilized to help student reading comprehension. Many forms of technology will be utilized including computers, reading programs, laptop computers, Nooks, Mobile Learning Devices (MLD's) and Comprehension audio assiting devices Category: Research Cited: Arkansas School Sees Schoolwide Improvements in Reading Achievement High-achieving students experience average gains of 6 percentiles Source: Marylee Noble, Librarian/Media Specialist, Pulaski Academy Howard, C. An Evaluation of the Accelerated Reader Program in Grades 3-5 on Reading Vocabulary, Comprehension, and Attitude in an Urban Southeastern School District in Virginia. Ph.D. dissertation. Norfolk: Old Dominion University, 1999. Institute for Academic Excellence, The (now known as Renaissance Learning). Learning Information System Effects on Reading, Language Arts, Math, Science, and Social Studies. Madison, WI: Institute for Academic Excellence, 1997. Reprint, Madison, WI: School Renaissance Institute, 2000. Tier: Tier 1

Activity - Renaissance Accelerated Reading Program Implementation

Activity Type

Tier

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Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

Integrate Technology in reading instruction. Technology will be Academic utilized to help Support student reading comprehension. Many forms of technology will Program be utilized including computers, reading programs, laptop computers, Nooks, Mobile Learning Devices (MLD's) and audio assiting devices.

Tier 1

Implement

07/01/2015 06/30/2016 $20000

Title I Part A

Tier

Phase

Begin Date End Date

Source Of Funding

Implement

07/01/2015 06/30/2016 $25000

Classroom Teachers, Title I Teachers, Parapros

Schools:All Schools

Activity - Reading Specialist

Activity Type

The Reading Specialist will work directly with students to Academic Tier 2 enhance reading in the areas of text complexity and technology Support including Science and Social Studies. Program, Technology Schools:Pinconning Central Elementary, Linwood Elementary School

Resource Assigned

Staff Responsibl e Section 31a Building Principal, Reading Instructor, Classroom Teachers.

Strategy 4: Technology Integration Specialist - Teachers need skills in using the equipment and integrating technology to support learning. The Technology Integration Specialist position ties technology closer to curriculum, provides teachers the support they need to change their instruction, and taps into the potential of technology to enhance teaching and learning in the core academic areas. Category: Research Cited: Carvin, A. (2000). More than just access: Fitting literacy and content into the digital divide equation. Educause Review, 35(!S)-, "i^i—Al. CEO Forum on Education and Technology (2001). Key building blocks for student achievement in the 21" century: Assessment, alignment, accountability, access and analysis. Year 4 report. Retrieved December 13, 2003, from http://www. ceoforum.org. Chang, H., Henriquez, A., Honey, M., Light, D., Moeller, B., & Ross, N. (1998). The Union City story. New York: Education Development Center, Center for Children and Technology. Cradler, J. (n.d.). Implementing technology in education: Recent findings from research and evaluation studies. Far West Laboratory. Retrieved July 23, 2002 SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

from http://www.wested.org/techpolicy/recapproach.html. Cuban, L. (2001). Why are most teachers infrequent and restrained users of computers in their classrooms? In J. Woodward & L. Cuban (Eds.), Technology, curriculum, and professional development (,^^. 121-137). Thousand Oaks, CA: Corwin Press, Inc. Tier: Tier 1

Activity - Teacher Training in Educational Technology

Activity Type

The Technology Integration Specialist will provide leadership, support, and professional development that will sustain the school's use of technology for improved instruction, communication, and student achievement.

Tier

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Technology Tier 1

Implement

07/01/2015 06/30/2016 $25000

Staff Responsibl e Title II Part Curriculum A Director/Bui lding Principals

Activity - Digital Literacy Specialist

Activity Type

Tier

Phase

Begin Date End Date

Source Of Funding

The Digital Literacy Specialist position is designed to focus on the improving reading with the digital resources we have ithe district.

Direct Instruction

Tier 1

Implement

09/08/2015 06/30/2016 $25000

Schools:All Schools

Resource Assigned

Staff Responsibl e Section 31a Principals

Schools:Central Elementary School, Linwood Elementary School

Strategy 5: Data Coaches for embedding the use of data to drive instruction - The Data Coaches will provide Research and content knowledge and resources to staff about learning and teaching literacy – including: teaching strategies (e.g. Reading in the Content Area); Research and prepare materials for the use by the district, departments, schools, and teachers – including: teaching strategies (e.g. Reading in the Content Area); Research and provide information and guidance regarding a range of effective and innovative literacy practices through various activities such as: individual discussions (informal and formal); coaching sessions; demonstration lessons with pre- and post-discussion/analysis; staff meetings; and professional development programs Maintain paperwork consistently, appropriately and in a timely manner. SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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Category: Research Cited: Deussen, T., & Buly, M.R. (2006). Connecting coaching and improved literacy. Northwest Education, 12(1), 43-45. Egawa, K. (2006). A trainer’s voice: Revisiting your literacy coaching program. NortDelpit, Lisa, Other People’s Children: Cultural Conflict in the Classroom. New York: The New Press, 1995 Killion, Joyce, and Harrison, Cindy, Taking the Lead: New Roles for Teachers and School-Based Coaches. Oxford, Ohio: National Staff Development Council, 2006 Marzano, Robert, Transforming Classroom Grading. Alexandria, VA: Association for Supervision and Curriculum Development, 2000 O’Connor, Ken, How to Grade for Learning: Linking Grades to Standards. Thousand Oaks, CA: Corwin Press, 2002 Olsen, Laurie, “The Data Dialogue for Moving School Equity.” California Perspectives, Volume 5, pp. 48-65, January, 1997 Reeves, Douglas B. “The Case Against the Zero.” Phi Delta Kappan Volume 86, page 324-325, 2004 Stipek, Deborah J. Motivation to Learn: Integrating Theory and Practice. Danbury: Allyn & Bacon, Incorporated, 2002hwest Education, 12(1), 41-42. Guiney, E. (2001). Coaching isn’t just for athletes. Phi Delta Kappan, 82(10), 740-743. Retrieved March 1, 2007 from the Academic Search Premier database. Kamil, M. (2006). What we know—and don’t know—about coaching. Northwest Education, 12(1), 16-17. Knight, J. (2006). Instructional coaching. School Administrator, 63(4), 36-40. Retrieved March 1, 2007 from the Education Research Complete database. Manzo, K. (2001). A Primary Subject Goes Secondary. Education Week, 20(31), 13. Retrieved Saturday, March 10, 2007 from the Academic Search Premier database. McConachie, S., Hall, M., Resnick, L., Ravi, A. K., Bill, V. L., Bintz, J, et al .(2006). Ta Tier: Tier 1

Activity - Data Coaches for embedding the use of data to drive instruction

Activity Type

Tier

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Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

The Data Coach will work with teams at elementary, middle Professiona Tier 1 and high school that uses data to examine patterns and trends l Learning that result in actionable strategies to improve student achievement. The data coach will work with individual teachers to customize data use and analysis for their particular subject and grade level. Participants will use current student achievement data and the school improvement plan to develop strategies to enhance learning. In addition the staff will gain a better understanding of the specific strengths and weaknesses of current students.

Implement

07/01/2015 06/30/2016 $50000

Title II Part Curriculum A Director, Principal, Classroom Teachers

Phase

Begin Date End Date

Source Of Funding

Monitor

07/01/2015 06/30/2016 $25000

Staff Responsibl e Title II Part Curriculum A Director, Principals, Classrooms Teachers.

Source Of Funding

Schools:All Schools

Activity - Close Reading to improve Comprehension

Activity Type

Tier

Close reading requires a substantial emphasis on readers Professiona Tier 1 figuring out a high quality text. This "figuring out" is l Learning accomplished primarily by reading and discussing the text. Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts. A first reading is about figuring out what a text says. It is purely an issue of reading comprehension. Thus, if someone is reading a story, he/should be able to retell the plot; if someone is reading a science chapter, he/she should be able to answer questions about the key ideas and details of the text.

Resource Assigned

Schools:All Schools

Activity - REWARDS Reading intervention

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

The rewards program will be used at the secondeary level to remediate readers at the Tier II level.

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $2500

General Fund

Staff Responsibl e Principals and teacehrs.

Schools:Pinconning High School, Pinconning Area Middle School

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Strategy 6: Para Professional Intervention Reading - Para Professionals will work with students who are not mastering the Michigan reading content expecations. Para Professionals will work within the classroom and will pull out students if needed. Paraprofessionals will also begin the transition of strategies and intervention aligned with the Common Core State Standards Category: Research Cited: Roles for Education Paraprofessionals in Effective Schools - 1997 http://ed.gov/pubs/Paraprofessionals/summary.html Tier: Tier 2

Activity - Para Professional Assistance Reading

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

: Para Professionals will work with students individually or in small groups to address reading comprehension problems. Students targeted will be data driven by MEAP, DIBELS, STAR, and other classroom assessments including observation.

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $162000

Source Of Funding Title I Part A

Staff Responsibl e Building Principals, Title I Teacher

Schools:All Schools

Strategy 7: Professional Development Reading Comprehension - Teachers will receive appropriate Professional Development in Reading Comprehension including the use of thinking maps and Science notebooking in content areas such as Math and Science and other appropriate activities. Strategies will include a Literacy coaches to enhance reading strategies and improve reading comprehension Category: Research Cited: Garet, M. S., Cronen, S., Eaton, M., Kurki, A., Ludwig, M., Jones, W., Uekawa, K., Falk, A., Bloom, H., Doolittle, F., Zhu, P., & Sztenjnberg, L. (2008). The impact of two professional development interventions on early reading instruction and achievement (NCEE 2008-4030). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

of Education. Tier: Tier 1

Activity - Professional Development Reading Comprehension

Activity Type

The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom.

Tier

Phase

Begin Date End Date

Resource Assigned

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $15000

Activity Type

Phase

Begin Date End Date

Implement

07/01/2015 06/30/2016 $1000

Phase

Begin Date End Date

Source Of Funding

Staff Responsibl e Title II Part Curriculum A Director, Principals,

Schools:All Schools

Activity - Michigan Reading Association Annual Conference

Tier

: Teachers will attend the annual conference and report back to Professiona Tier 1 other staff. l Learning

Resource Assigned

Source Of Funding

Staff Responsibl e Title II Part Teachers, A Principal

Schools:All Schools

Activity - Reading Incentives

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

The district provides a collaboratively developed and Professiona Tier 1 implemented standards-based, systemwide framework of high l Learning quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, rigorous and equitable practices and support is provided to promote the success of all students. To achieve this shared vision of instruction, the district collaborates with staff to provide context- and research-based professional development.

Implement

07/01/2015 06/30/2016 $4000

Title II Part Principals A

Tier

Phase

Begin Date End Date

Source Of Funding

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Schools:All Schools

Activity - March Reading Contest

Activity Type

Students will receive rewards for accumulating reading points Academic for reading books Support during the month of March. Individual goals will be set for each Program student to obtain

Resource Assigned

Title I Part A

Staff Responsibl e Classroom Teachers

Schools:All Schools

Strategy 8: Social Worker Intervention - As a part of the educational team, school social workers assist and enhance student achievement in the classroom by developing strategies and interventions to improve academic, social and behavioral performance. Additionally, their collaboration with families and the community remove barriers that impede student performance and assist students in reaching their fullest academic potential to increase participation in all educational programs. Category: Research Cited: Academic achievement in an age of irresponsibility.(teaching children to accept academic and social responsibilities)Taboo| March 22, 2006 | Dichele, Anne M. | COPYRIGHT 2006 Caddo Gap Press. Tier: Tier 2

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District Improvement Plan Pinconning Area Schools

Activity - : Social Worker Intervention with "At -Risk" Students

Activity Type

Tier

The school social worker at Pinconning Central Elementary and Behavioral Tier 2 Linwood work Support with "At-Risk" students to overcome barriers that would impede Program academic achievement. The social worker will work with the building principals, teachers, and the parents of the students.

Phase

Begin Date End Date

Resource Assigned

Implement

07/01/2015 06/30/2016 $50000

Source Of Funding

Staff Responsibl e Section 31a Emily Bosworth

Schools:All Schools

Strategy 9: Title I Teachers Reading - Title I teachers will be utilized to assist students who are need of extra help in the Core content area of reading. The teachers will provide timely extra help to ensure mastery of the GLCE's. Category: Research Cited: http://www.state.nj.us/education/title1/tech/module4/National Center for Research on Evaluation, Standards, and Student Testing: www.CRESST.org • New Jersey Department of Education: www.state.nj.us/education/index.html • New Jersey Title I Web site: www.nj.gov/njded/title1 • US Department of Education: www.ed.gov/nclb Tier: Tier 2

Activity - Title I Teacher Reading

Activity Type

Title I teachers will work with struggling students who are not achieveing the GLCE for reading and reading comprehension. The Title I teacher will work in small groups and individual instruction. The Title I teacher will use individual assessment data to target student intervention.

Academic Support Program

Tier

Phase

Begin Date End Date

Resource Assigned

Monitor

07/01/2015 06/30/2016 $70000

Source Of Funding Title I Part A

Staff Responsibl e Principals, Classroom Teachers

Schools:All Schools

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Strategy 10: Volunteer and Parent Assistance in Reading - Volunteers will be recruited to help students with reading comprehension. Category: Research Cited: "Preventing Early Reading Failure With One-To-One Tutoring: A Review of Five Programs," Reading Research Quarterly, vol. 28, no. 2, April/May/June 1993, pp. 178-200 Barbara A. Wasik, "Volunteer Tutoring Programs in Reading: A Review," Reading Research Quarterly, vol. 33, no. 3, July/August/ September 1998, pp. 266-292 Tier:

Activity - Parent / Volunteer Reading Intervention

Activity Type

Tier

Parents will assist in helping student become better at reading and reading comprehension. Parents will help AR testing and will assist in small group activities.

Community Tier 2 Engageme nt

Phase

Begin Date End Date

Monitor

07/01/2015 06/30/2016 $2000

Schools:All Schools

Resource Assigned

Source Of Funding Title I Part A

Staff Responsibl e Parent volunteers and Building Principals and PAL coordinator.

Strategy 11: Phonics First - All students will be given quality core instruction in phonics to ensure reading readiness. Category: Research Cited: Adams, M. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press. Armbruster B., Lehr F., & Osborn, J. (2001) Put reading first: the research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy. August, D., & Shanahan, T. (2006) (Eds.). Executive SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

summary. Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Matwah, NJ: Lawrence Erlbaum. Biemiller, A. (1970). The development of the use of graphic and contextual information as children learn to read. Reading Research Quarterly, 6(2), 223-253. Ehri, L.C. (1991). Development of the ability to read words. In r. Barr, M. Kamil, P. Mosenthal, & P. Pearson (Eds.), Handbook of reading research (Vol. II, pp. 383417). New York: Longman. Ehri, L.C. (1994). Development of the ability to read words: Update. In R. Ruddell, & H. Singer (Eds.). Theoretical models and processes of reading (pp.323-358). Ehri, L.C. (1998). Grapheme-Phoneme knowledge is essential for learning to read words in English. In J.L. Metsala & L.C. Ehri (Eds.), Word recognition in beginning literacy. (pp. 3-40). Mahwah, NJ: Erlbaum. Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first to fourth grades. Journal of Educational Psychology, 80(4), 437-447. Tier: Tier 1

Activity - Orton Gillingham Techniques

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

The phonics first program is a reseacrch based program that uses Orton Gillingham techniques. The Phonics program will be implemented with fidelity.

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $32000

Title II Part Principals, A Teachers and Parapros

Schools:Central Elementary School, Linwood Elementary School

Goal 2: By June of 2017, There will be an increase in 5%, including all demographic groups in growth standards in writing as determined by locally and appropriate state assessments.

Measurable Objective 1: 80% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Postsecondary, Adult and Ungraded grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency increase of 3% in writing in all 4 Core Content Areas Including ELA, Social Studies, Science and Math in English Language Arts by 06/30/2017 as measured by as measured by local assessments and Appropriate State administerd assessments..

Strategy 1: District Writing Prompts - Teachers in the Middle and High School will focus on providing students many opportunities to write persuasive essays. The ACT rubric will be used to score papers. Writing Prompts at the elementary school will focus on the appropriate grade level prompts. Grades K-2 and 9-10 will begin using prompts aligned to the Common Core State Standards. A rubric will be created to help with all content areas to improve writing across the curriculum. Category: Research Cited: ACT Assessment Technical Manual (1997), pp. 48-51. Tier: Tier 1

Activity - District Writing Prompts

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e Page 33

District Improvement Plan Pinconning Area Schools

District Writing Prompts will be developed and implemented to all students in grade 3 - 11.

Academic Support Program

Tier 1

Evaluate

07/01/2015 06/30/2016 $40000

Title II Part Classroom A teachers will be responsible for implementi ng the activity at the classroom level.

Activity - Writers Notebooks

Activity Type

Tier

Phase

Begin Date End Date

Source Of Funding

Each Grade level will use writing notebooks in core subject areas.

Academic Support Program

Tier 1

Evaluate

07/01/2015 06/30/2016 $1200

Staff Responsibl e Title II Part Teachers, A Principals, Writing Coach

Activity Type

Tier

Phase

Begin Date End Date

Source Of Funding

Tier 1

Monitor

07/01/2015 06/30/2016 $1200

Schools:All Schools

Resource Assigned

Schools:Pinconning High School, Pinconning Area Middle School

Activity - Progress Assessments

Progress writing assessemnts will be given each month at each Academic grade Level Support Program Schools:Central Elementary School, Pinconning High School, Linwood Elementary School, Pinconning Area Middle School

Resource Assigned

General Fund

Staff Responsibl e Teachers, Principals, Writing Coach

Strategy 2: Interactive Technology Writing - Various forms of technology will be and utilized to assist with improving writing instruction and monitoring of students' progress. Technology to include Computers, various programs (Pearson Benchmark, Reniassance Learning), learning project, overhead projectors and interactive whiteboards. Category: Research Cited: Institute for Academic Excellence, The (now known as Renaissance Learning). Learning Information SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

System Effects on Reading, Language Arts, Math, Science, and Social Studies. Madison, WI: Institute for Academic Excellence, 1997. Reprint, Madison, WI: School Renaissance Institute, 2000. Forbush, D. (2001). Math Renaissance improves student achievement and attitudes in Idaho school (Renaissance Independent Research Report No. 35). Retrieved January 5, 2006, from Howard, C. An Evaluation of the Accelerated Reader Program in Grades 3?5 on Reading Vocabulary, Comprehension, and Attitude in an Urban Southeastern School District in Virginia. Ph.D. dissertation. Norfolk: Old Dominion University, 1999. Technology: Where Is It Taking Us? A "Writing" Perspective. PY: 2000 SO: Montessori-Life; v12 n1 p34-35 Win 2000 Tier: Tier 1

Activity - Individual Professional Development in Technology

Activity Type

Tier

Teacher will attend individual conferences including the MACUL, and the Pinconning Technology Camp in the summer of 2015.

Technology Tier 1

Schools:All Schools

Phase

Begin Date End Date

Resource Assigned

Monitor

07/01/2015 06/30/2016 $20000

Source Of Funding

Staff Responsibl e Title II Part Curriculum A Director and Building Principal

Strategy 3: Individual Professional Development in Technology - Teacher will attend individual conferences including the MACUL, Learning Project Professional Development and the Pinconning Technology Camp in the summer of 2014. Category: Research Cited: Student uses of technology in learning: two lenses Margot McNeill, Ming Ming Diao, Maree Gosper Institute for Academic Excellence, The (now known as Renaissance Learning). Learning Information System Effects on Reading, Language Arts, Math, Science, and Social Studies. Madison, WI: Institute for Academic Excellence, 1997. Reprint, Madison, WI: School Renaissance Institute, 2000. Forbush, D. (2001). Math Renaissance improves student achievement and attitudes in Idaho school (Renaissance Independent Research Report No. 35). Retrieved January 5, 2006, from Howard, C. An Evaluation of the Accelerated Reader Program in Grades 3?5 on Reading Vocabulary, SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Comprehension, and Attitude in an Urban Southeastern School District in Virginia. Ph.D. dissertation. Norfolk: Old Dominion University, 1999. Technology: Where Is It Taking Us? A "Writing" Perspective. PY: 2000 SO: Montessori-Life; v12 n1 p34-35 Win 2000 Volume: 8 Issue: 1; 2011 Partnership for 21st Century Skills. (2009). Framework for 21st century learning [Electronic Version]. Retrieved June 14, 2013, from http://www.21stcenturyskills.org/documents/framew ork_flyer_updated_april_2009.pdf. Tier: Tier 1

Activity - Individual Professional Development in Technology

Activity Type

Tier

Various forms of technology will be and utilized to assist with Professiona Tier 1 improving writing l Learning instruction and monitoring of students' progress. Technology to include Computers, various programs (Pearson Benchmark, Reniassance Learning), overhead projectors and interactive whiteboard

Phase

Begin Date End Date

Resource Assigned

Implement

07/01/2015 06/30/2016 $20000

Source Of Funding

Staff Responsibl e Title II Part Classroom A Teachers, Building Principals

Schools:All Schools

Strategy 4: Writing Professional Development - Teachers will continue to receive appropriate "how to" deliver the District Writing Programs. Writing strategies aligned to the district goals will be used in both elementary and secondary programs. Teachers will also will continue strategies such as thinking maps and The Learning Project to improve writing skills. Thinking Maps and Writing prompts and Rubrics will be used in content areas such as Math and Science and Social Studies.. Category: Research Cited: Williams, Steve. "Writing for Thinking." Teaching Thinking & Creativity Vol. 8:5 (2008). Thinking Maps®: A Language for Learning is published. Co-authored by David Hyerle and Chris Yeager, it replaces the Tools for Learning manual as the seminal training guide for Thinking Maps implementation. Best Practice: New Standards for Teaching and SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Learning in America's Schools by Steven Zemelman, Harvey Daniels, and Arthur Hyde Tier: Tier 1

Activity - Thinking Maps Training

Activity Type

: Literacy Coach from Write From the Beginning (Thinking Maps) will work with NEW District staff to learn the "how to" to deliver proper writing instruction. This will be ongoing and focus on the ELA teachers as well as other "selected" CORE and elective teachers.

Tier

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $20000

Staff Responsibl e Title II Part Building A Principals and new Teachers.

Activity - The Learning Project Writing System

Activity Type

Phase

Begin Date End Date

Source Of Funding

The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom.

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $40000

Activity Type

Phase

Begin Date End Date

Schools:All Schools

Tier

Resource Assigned

Staff Responsibl e Title II Part Building A Principals, Classroom Teachers, Curriculum Director.

Schools:All Schools

Activity - The Learning Project Rubric and Software training

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

The district has a comprehensive vision for the delivery of Professiona Tier 1 quality, culturally relevant l Learning instruction. District leaders work directly with school leaders to ensure a reflective and evidence-based approach to teaching practice. There is a common expectation throughout all instructional levels that research-based instructional strategies are collaboratively developed, observable in classroom practice and measured by their impact on student achievement.

07/01/2015 06/30/2016 $20000

Title II Part Building A Principals, Classroom Teachers.

Schools:All Schools

Goal 3: by June of 2017, there will be an increase of 5%, including all sub groups, in the number of students who meet or exceed growth standards in science on the locally and appropriate state administered assessments

Measurable Objective 1: 80% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Postsecondary, Adult and Ungraded grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency increase of 3% in Science by 06/30/2017 as measured by local and appropriate state administered assessments.

Strategy 1: Improving Science Vocabulary - Students will be exposed to a science vocabulary in a variety of contexts. Category: Research Cited: ACT Assessment Technical Manual (1997), pp. 48-51 Marzano, R. J. (2004). Building background knowledge for academic achievement: Research on what works in schools. Alexandria, VA: Association for Supervision and Curriculum Development Tier: Tier 1

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District Improvement Plan Pinconning Area Schools

Activity - Test Taking Practice and Vocabulary

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Science Teachers will use common test taking vocabulary in the context of their classroom discussion and notes.

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $8000

Staff Responsibl e Title II Part Classroom A Teachers and Principals

Activity Type

Tier

Phase

Begin Date End Date

Source Of Funding

Tier 1

Monitor

07/01/2015 06/30/2016 $8000

Schools:All Schools

Activity - Word Walls

Classroom Teachers will use interactive word walls to increase Academic science vocabulary. Support Program Schools:All Schools

Resource Assigned

Staff Responsibl e Title II Part Principals A and classroom teachers

Strategy 2: Science Thinking Maps - The use of thinking maps as a strategy is researched based and will help increase the use of math vocabulary and writing proficiency. Category: Research Cited: David Hyerle's Thinking Maps were influenced by the work of Albert Upton and Richard Samson. Read about Dr. Hyerle's influences and colleagues: http://www.thinkingfoundation.org/resources/people/people.html. Zemelman, Daniels, and Hyde's research synthesis suggests thirteen principles for Best Practices in Education. Implementing Thinking Maps is supported by these principles: http://www.criticallinks.org/launch/pdf/1R.5.pdf. Pinconning Area Schools DIP Page 45 of 57Robert Marzano's scientifically researched "High Yield Strategies" work in tandem with Thinking Maps to impact student achievement. See Marzano's strategies at http://www.oswego.org/files/7770/MarzanoHighYieldStategies%5B1%5D.doc, then see how Thinking Maps correlate at http://www.mapthemind.com/research/pdf/marzano9.pdf. Teachers are documenting Thinking Maps' effectiveness through action research. To see results and recommendations, visit: http://www.thinkingfoundation.org/research/graduate_studies/pdf/blount-masters.pdf - Effects of Thinking SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Maps on Reading Retention http://www.thinkingfoundation.org/research/graduate_studies/pdf/cynthia-manning-thesis-sum.pdf Improving Reading Comprehension through Visual Tools http://www.thinkingfoundation.org/research/graduate_studies/pdf/HickieK_study.pdf - An Evaluation of Student Performance after Two Years with Thinking Maps http://www.thinkingfoundation.org/egypt/ - Effects of Thinking Maps in Science and Problem Solving. Tier: Tier 1

Activity - Thinking Map Training

Activity Type

The thinking map strategies will be implemented in science and Academic math to increase Support vocabulary, writing strategies and constructed responses. Program

Tier

Phase

Begin Date End Date

Resource Assigned

Tier 1

Monitor

07/01/2015 06/30/2016 $8000

Source Of Funding

Staff Responsibl e Title II Part Principals A and Classroom Teachers.

Schools:All Schools

Strategy 3: Science Practice Test Questions - Students will be given an opportunity to take practice tests in the area of science and scientific reasoning. Category: Research Cited: Liddle, K. (2000). Data-driven success: How one elementary school mined assessment data to improve instruction. American School Board Journal. Retrieved April 19, 2009, from tp://www.asbj.com/MainMenuCategory/Archive.aspx. Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Los Angeles, CA: University of Southern California, Center on Educational Governance Tier: Tier 1

Activity - Practice Test Questions

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e Page 40

District Improvement Plan Pinconning Area Schools

Students will be given an opportunity to take practice tests in the area of science and scientific reasoning

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $2000

General Fund

Classroom Teachers, Principals

Schools:All Schools

Strategy 4: Use of District Data Warehouse - Teachers will use the District Data warehouse to see the students prior Science scores for their classes. Category: Research Cited: Liddle, K. (2000). Data-driven success: How one elementary school mined assessment data to improve instruction. American School Board Journal. Retrieved April 19, 2009, from tp://www.asbj.com/MainMenuCategory/Archive.aspx. Datnow, A., Park, V., & Wohlstetter, P. (2007). Achieving with data: How high-performing school systems use data to improve instruction for elementary students. Los Angeles, CA: University of Southern California, Center on Educational Governance. Tier: Tier 1

Activity - Use of District Data Warehouse

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

: Teachers will use the District Data warehouse to see the students prior Science scores for their classes

Monitor

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Source Of Funding

Staff Responsibl e Title II Part Classroom A Teachers

Schools:All Schools

Strategy 5: Science and Data Coaching - Science Coaches will work with k-12 staff on pin-pointing weak areas on standardized and locally developed tests. Science coaches will also design and model effective teaching strategies in the classroom. They will incorporate "Kagan" hands on activities. Category: Research Cited: Carter, A. (2001). Executive coaching: Inspiring performance at work (IES Report No. SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

379). Brighton, UK: Institute of Employment Studies. Chapman, M. (2001). The emotional intelligence pocketbook. Arlesford, UK: Management Pocketbooks. Chapman, M. (2002, January). Same meat, new gravy: Emotional intelligence beyond the rhetoric. Paper presented at the Annual Occupational Psychology Conference, Blackpool, UK Tier: Tier 1

Activity - Sceince Coaching

Activity Type

Science Coaches will work with k-12 staff on pin-pointing weak Academic areas on Support standardized and locally developed tests. Math coaches will Program also design and model effective teaching strategies in the classroom. They will incorporate "Kagan" hands on activities.

Tier

Phase

Begin Date End Date

Resource Assigned

Tier 1

Implement

07/01/2015 06/30/2016 $25000

Source Of Funding

Staff Responsibl e Title II Part Principals A and Classroom Teachers

Schools:All Schools

Strategy 6: Science Notebooking - Science notebooks will be used to help students develop, practice, and refine their science understanding, while also enhancing reading, writing, mathematics and communications. Category: Research Cited: Hein, G., and S. Price. 1994. Active assessment for active science: A guide for elementary school teachers. Portsmouth, NH: Heinemann. Klentschy, M., L. Garrison, and O. M. Amaral. 1999. Volle imperial project in science four-year comparison of student achievement data, 1995-1999. El Centra, Calif.: El Centra Unified School District. Lunis, N., and N. White. 1999. Being a scientist. New York: Newbridge Educational Publishing. Lunis, N., and N. White. 1999. Let’s experiment! New York: Newbridge Educational Publishing. National Research Center. 1996. National science education standards. Washington, D.C.: National Academy Press. SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Shepardson, D. P., and S J. Britsch. 1997. Children’s science journals: tools for teaching, learning and assessing. Science and Children 34(5): 12-17, 46-47. Victor, E. and Kellough, R. D. 2000. Science for the elementary and middle school. Upper Saddle River, N.J.: Merrill/Prentice-Hall. Tier: Tier 1

Activity - Science Notebooking

Activity Type

Students in grades k-12 will use science notebooking to Direct improve investigative and inquiry skills and apply these skills in Instruction real world application.

Tier

Phase

Begin Date End Date

Resource Assigned

Tier 2

Implement

07/01/2015 06/30/2016 $10000

Source Of Funding

Staff Responsibl e Title II Part classroom A teachers and Principals

Schools:All Schools

Strategy 7: College and Career Ready Activitites - We will partner with local businesses sucha s IPEG and Northern Tube to implement College and Career Ready Strategies and develop an program that will take students through all aspects of maufacturing.

Category: Research Cited: American Management Association and Partnership for 21st Century Skills (2010). AMA 2010 Critical Skills Survey. http://www.amanet.org/news/AMA-2010-critcal-skills-survey.aspx Association for Career and Technical Education. (2010). What Is “Career Ready?” http://www.acteonline.org/uploadedFiles/Publications_and_Online_Media/files/Career_Readiness_Paper.pdf Association for Career and Technical Education and National Association of State Directors of Career Technical Education Consortium. (2009). CTE: Education for a Strong Economy. http://www.acteonline.org/uploadedFiles/About_CTE/files/CTE_Strong_Economy_FactSheet.pdf Bridgeland, J.M., Dilulio, J.J. Jr., & Morison, K.B. (March 2006). The Silent Epidemic: Perspectives of High School Dropouts. A report by Civic Enterprises in association with Peter D. Hart Research Associates for the Bill & Melinda Gates Foundation. http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf Business Roundtable. (December 2009). Getting Ahead—Staying Ahead: Helping America’s Workforce Succeed in the 21st Century. SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

http://www.businessroundtable.org/sites/default/files/BRT_Getting_Ahead_online_version.pdf Careerclusters.org. The official Web site for the States’ Career Clusters Initiative. http://www.careerclusters.org/index.php Center for Labor Market Studies (May 5, 2009). Left Behind in America: The Nation’s Dropout Crisis. http://www.clms.neu.edu/publication/documents/CLMS_2009_Dropout_Report.pdf The College Board Advocacy & Policy Center. (April 2010). Eight Components of College and Career Readiness Counseling. http://advocacy.collegeboard.org/sites/default/files/10b_2217_EightComponents_WEB_100625.pdf Casner-Lotto, J., Rosenblum, E., & Wright, M. (August 2009). Research Report: The Ill-Prepared U.S. Workforce: Exploring the Challenges of Employer-Provided Workforce Readiness Training. The Conference Board, Corporate Voices for Working Families, American Society for Training and Development, Society for Human Resource Management. Partnership for 21st Century Skills. (2007). Beyond the Three Rs: Voter Attitudes toward 21st Century Skills. http://www.p21.org/documents/P21_pollreport_singlepg.pdf Project Lead the Way. (Winter 2008). “Reports Give Project Lead the Way High Marks.” SharpEdge 3.0. Rich, M. (July 1, 2010). “Factory Jobs Return, but Employers Find Skills Shortage.” The New York Times. http://www.nytimes.com/2010/07/02/business/economy/02manufacturing.html Society for Human Resource Management, the Conference Board, Partnership for 21st Century Skills, Corporate Voices for Working Families. (2006). Are They Really Ready to Work? Employers’ Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce. http://p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf Southern Regional Education Board. (2006). Getting Students Ready for College and Careers. http://publications.sreb.org/2006/06E04-Students_Ready_College_Career.pdf Southern Regional Education Board. (July 2009). The Next Step for Career/Technical Programs: Project Lead the Way and the Merging of Academic and Career/Technical Studies. Research Brief. http://publications.sreb.org/2009/09V15_PLTW_Research_Brief.pdf United Health Foundation (2009). America’s Health Rankings™—2009 Edition. http://www.americashealthrankings.org/2009/report/AHR2009%20Final%20Report.pd Tier: Tier 1

Activity - Business Visits

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

The schools in the district will begin partnerships with local Career Tier 1 businesses to build curiiculum, presentations and field visits to Preparation increase interest and knowledge in local manufacutring, scince /Orientation and other career pathways.

Implement

07/01/2015 06/30/2016 $1000

General Fund

Phase

Begin Date End Date

Source Of Funding

Getting Ready

06/30/2015 06/30/2016 $0

Building Principals, Curriculum Director

Schools:All Schools

Activity - STEM Explorer

Activity Type

Tier

Partnering with Delta College with a Grant from H.H. Dow Career Tier 1 Foundation, The STEM Explorer is a mobile learning lab that Preparation will utilize Blow Molding Technologies to spark student interst in /Orientation STEM projects and bring investigative learning directly to students, Evidence has shown that students learn better and retain more when they are asked to solve open-ended problems

Resource Assigned

Staff Responsibl e No Funding Building Required Principals

Schools:All Schools

Strategy 8: Phenomenal Science Units - All teachers in grades K-5 will implement the Phenomenal Sceince units created during the 2015-16 school year with a select group of Pilot teachers. The strategy wil be implemented with a combination of unit rollout sessions and classroom coaching. An evaluation of the units will take place at the end of the year in order to make adjustments as well as a recommendation on the implementatiuon with Fidelity. Category: Science Research Cited: TBA Tier: Tier 1

Activity - Phenominal Science Unit Coaching

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

The Phenomenal Science Units incorporate the increased Rigor established in the Michigna Science Standards. These units will help teachers in grades K-5 deliver content in a organized manner to increase student achievement.

Direct Instruction

Tier 1

Implement

07/01/2016 06/30/2017 $25000

Title II Part Teacehrs A and Building Principals.

Schools:Central Elementary School, Linwood Elementary School

Goal 4: By June of 2017, there will be an increase of 3%, including all demographic groups, in the number of students who meet or exceed growth standards in math as determined by Local and appropriate state Assessments

Measurable Objective 1: 80% of Pre-K, Kindergarten, First, Second, Third, Fourth, Fifth, Sixth, Seventh, Eighth, Ninth, Tenth, Eleventh, Twelfth, Postsecondary, Adult and Ungraded grade Black or African-American, Asian, White, Economically Disadvantaged, Gifted and Talented, Hispanic or Latino, Students with Disabilities, English Learners, Two or More Races, American Indian or Alaska Native and Native Hawaiian or Other Pacific Islander students will demonstrate a proficiency increased by 3 % in Mathematics by 06/30/2017 as measured by growth standards of locally administered tests and appropriate state assessments .

Strategy 1: : District Grade Level Math Tests - District Level Common Assessments will be given every tri-mester in the Elementary Schools and every Quarter in the Middle School and every semester in the High School Category: Research Cited: Best practices from Professional Learning Communities Tier: Tier 1

Activity - District Common Assessments

Activity Type

Tier

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Staff Responsibl e

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District Improvement Plan Pinconning Area Schools

: District Level Common Assessments will be given at each Tri- Professiona Tier 1 mester in the l Learning Elementary and at each semester in the middle and high school.

Monitor

07/01/2015 06/30/2016 $2500

General Fund

Schools:All Schools

Building Principals, Curriculum Director, classroom Teachers

Strategy 2: Math and Data Coach - Math and Data coaches will be work with k-12 staff using data from the district data warehouse to focus on weak areas and improve instruction. Category: Research Cited: Improving Instructional Practices. Campbell (1996) and Race, Ho, and Bower (2002) Erchick, D., P. Brosnan, D. Forrest, L. Douglass, M. Grant, and K. Hughes. Findings from the First Year Council for Teachers of Mathematics, Atlanta, GA, 2007 of a K-6 Mathematics Coaching Project.? Paper presented at the Research Presession of the National Tier: Tier 1

Activity - Math and Data Coaching

Activity Type

Tier

Math Coaches will work with k-12 staff on pin-pointing weak areas on standardized and locally developed tests. Math coaches will also design and model effective teaching stratigies in the classroom. They will incorperate "Kagan" hands on activitie

Professiona Tier 1 l Learning

Phase

Begin Date End Date

Resource Assigned

Monitor

07/01/2015 06/30/2016 $20000

Source Of Funding

Staff Responsibl e Title II Part Curriculum A Director, building Principals and Classroom Teachers.

Schools:All Schools

Strategy 3: After School Tutoring HS/MS - All students who are failing 1 or more Core class will have the opportunity to attend an after school tutoring program Category: Research Cited: Failure is Not an Option SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

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District Improvement Plan Pinconning Area Schools

Professional Learning Communities DuFour, R. (2004). "Schools as learning communities," Educational Leadership, Tier: Tier 1

Activity - After School Tutoring

Activity Type

Tier

Tutoring for all High School or Middle School students who are Professiona Tier 2 failing 1 or more core class. A highly qualified teacher is l Learning present and works with the students teachers to help the struggling students. Transportation is provided.

Phase

Begin Date End Date

Resource Assigned

Evaluate

07/01/2015 06/30/2016 $25000

Source Of Funding

Staff Responsibl e Section 31a Principals

Schools:All Schools

Strategy 4: Para Professional Intervention Math - Para Professionals will work with students who are not mastering the Michigan Math content expectations. Para Professionals will work within the classroom and will pull out students if needed. Category: Research Cited: Roles for Education Paraprofessionals in Effective Schools - 1997 http://ed.gov/pubs/Paraprofessionals/summary.html Tier: Tier 2

Activity - Para Professional Assistance Math

Activity Type

Tier

Phase

Begin Date End Date

Resource Assigned

Para Professionals will work with students individually or in small groups to address reading comprehension problems. Students targeted will be data driven by MEAP, STAR, and other classroom assessments including observation.

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $160000

Source Of Funding Title I Part A

Staff Responsibl e Classroom Teachers, Para Professiona ls, Building Principals

Schools:All Schools

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District Improvement Plan Pinconning Area Schools

Strategy 5: Supplemental Materials Math - Supplemental Materials for math will be purchased to increase student achievement in Math Proficiency. Teachers and para professionals will use the materials in group settings and individually with students. Category: Research Cited: Ball, D. (1992). Magical hopes. Manipulatives and the reform of math education. American Educator, 16, 14–18, 46–47. Cass, M., Cates, D., Smith, M., & Jackson, C. (2003). Effects of manipulative instruction on the solving of area and perimeter problems by students with learning disabilities. Learning Disabilities Research & Practice, 18, 112–120. Clements, D. H. (1999). 'Concrete' manipulatives, concrete ideas. Contemporary Issues in Early Childhood, 1, 45–60. Cobb, P. (1995). Cultural tools and mathematical learning: A case study. Journal for Research in Mathematics Education, 26, 362–385. Tier: Tier 2

Activity - Toner and Other costs associated with AR and STAR Activity programs Type

Tier

Phase

Begin Date End Date

Materials will be purchased to support supplemental programs such as AR, DIBELS, Study Island, and STAR.

Tier 2

Implement

07/01/2015 06/30/2016 $6000

Other

Schools:All Schools

Resource Assigned

Source Of Funding Title I Part A

Staff Responsibl e Classroom Teacher and Building Principals.

Strategy 6: Support Classes - Students will receive an extra class for core support during the school day. Category: Research Cited: Failure is not an option Professional Learning Communities, Rick DuFour Tier: Tier 2

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District Improvement Plan Pinconning Area Schools

Activity - Core Support Classes

Activity Type

Students who are given an extra (supplemental) class in Math Academic or English. Support Students are selected based on Data from the previous school Program year. MME, MEAP,and local data. The students are also selected from our counselor watch program.

Tier

Phase

Begin Date End Date

Resource Assigned

Tier 2

Monitor

07/01/2015 06/30/2016 $50000

Source Of Funding

Staff Responsibl e Section 31a Counselors , Principals

Schools:All Schools

Strategy 7: Title I Teachers - Title I teachers will be utilized to assit students who are need of extra help in the Core content area of Mathematics. The teachers will provide timely extra help to ensure mastery of the GLCE's Category: Research Cited: http://www.state.nj.us/education/title1/tech/module4/ Tier: Tier 2

Activity - Title I teachers Intervention

Activity Type

Title I teachers will be utilized to assit students who are need of Academic extra help in the Support Core content area of Mathematics. The teachers will provide Program timely extra help to ensure mastery of the GLCE's.

Tier

Phase

Begin Date End Date

Resource Assigned

Source Of Funding

Tier 2

Monitor

07/01/2015 06/30/2016 $60000

Title I Part A

Staff Responsibl e Principals, Classroom Teachers and Title I Teachers

Tier

Phase

Begin Date End Date

Source Of Funding

Staff Responsibl e

Schools:All Schools

Activity - Parent / Volunteer Math Intervention

Activity Type

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Resource Assigned

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District Improvement Plan Pinconning Area Schools

Parents will assist in helping student become better at mathematics and problem solvers. Parents will help AR testing and will assist in small group activities.

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $0

Schools:All Schools

No Funding Pal Required Coordinator , Classroom Teacher and Building Principal

Strategy 8: Why Try Program - The why try program is a proven, highly effective program to increase student achievement at all levels. This program will help with students transition from elementary to middle school and from middle school to high school to impact the graduation rate in our district. Category: Research Cited: Alvarez, M. E. and Anderson-Ketchmark, C. (2009). Review of an Evidence-Based School Social Work Intervention: WhyTry. Children & Schools, Volume 31 (1), 59-61. Truancy Prevention and Intervention: A Practical Guide (Oxford Workshop Series: School Social Work Association of America) by Lynn Bye, Michelle E. Alvarez, Janet Haynes and Cindy E. Sweigart (May 7, 2010) Tier: Tier 1

Activity - Why Try Program

Activity Type

Tier

Phase

Begin Date End Date

The why try program is used to help impact student behavior and increase academic success

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $5000

Schools:All Schools

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned

Source Of Funding

Staff Responsibl e Title II Part Principals, A Counselors , Intervention Specialists

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District Improvement Plan Pinconning Area Schools

Activity Summary by Funding Source Below is a breakdown of your activities by funding source Title I Part A Activity Name

Activity Description

Activity Type

Parent / Volunteer Reading Intervention

Parents will assist in helping student become better at reading and reading comprehension. Parents will help AR testing and will assist in small group activities.

Para Professional Assistance Math

Para Professionals will work with students individually or in small groups to address reading comprehension problems. Students targeted will be data driven by MEAP, STAR, and other classroom assessments including observation. Para Professional : Para Professionals will work with students Assistance Reading individually or in small groups to address reading comprehension problems. Students targeted will be data driven by MEAP, DIBELS, STAR, and other classroom assessments including observation. March Reading Contest Students will receive rewards for accumulating reading points for reading books during the month of March. Individual goals will be set for each student to obtain Title I Teacher Reading Title I teachers will work with struggling students who are not achieveing the GLCE for reading and reading comprehension. The Title I teacher will work in small groups and individual instruction. The Title I teacher will use individual assessment data to target student intervention. Toner and Other costs Materials will be purchased to support associated with AR and supplemental programs such as AR, STAR programs DIBELS, Study Island, and STAR.

Tier

Phase

Begin Date End Date

Community Tier 2 Engageme nt

Monitor

07/01/2015 06/30/2016 $2000

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $160000

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $162000

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Classroom Teachers

Monitor

07/01/2015 06/30/2016 $70000

Principals, Classroom Teachers

Implement

07/01/2015 06/30/2016 $6000

Classroom Teacher and Building Principals.

Academic Support Program

Other

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Tier 2

Resource Assigned

Staff Responsibl e Parent volunteers and Building Principals and PAL coordinator. Classroom Teachers, Para Professiona ls, Building Principals Building Principals, Title I Teacher

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District Improvement Plan Pinconning Area Schools

Title I teachers Intervention

Title I teachers will be utilized to assit students who are need of extra help in the Core content area of Mathematics. The teachers will provide timely extra help to ensure mastery of the GLCE's. Renaissance Integrate Technology in reading instruction. Accelerated Reading Technology will be utilized to help Program Implementation student reading comprehension. Many forms of technology will be utilized including computers, reading programs, laptop computers, Nooks, Mobile Learning Devices (MLD's) and audio assiting devices.

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $60000

Principals, Classroom Teachers and Title I Teachers

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $20000

Classroom Teachers, Title I Teachers, Parapros

Staff Responsibl e Classroom Teachers and Principals Classroom teachers will be responsible for implementi ng the activity at the classroom level. Teachers, Principal

Title II Part A Activity Name

Activity Description

Activity Type

Tier

Phase

Begin Date End Date

Test Taking Practice and Vocabulary

Science Teachers will use common test taking vocabulary in the context of their classroom discussion and notes.

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $8000

District Writing Prompts District Writing Prompts will be developed and implemented to all students in grade 3 - 11.

Academic Support Program

Tier 1

Evaluate

07/01/2015 06/30/2016 $40000

Michigan Reading Association Annual Conference

Professiona Tier 1 l Learning

Implement

07/01/2015 06/30/2016 $1000

: Teachers will attend the annual conference and report back to other staff.

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Resource Assigned

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District Improvement Plan Pinconning Area Schools

Data Coaches for embedding the use of data to drive instruction

Curriculum Design and Implementation

Science Notebooking

Professional Development Reading Comprehension

Math and Data Coaching

The Learning Project Writing System

The Data Coach will work with teams at elementary, middle and high school that uses data to examine patterns and trends that result in actionable strategies to improve student achievement. The data coach will work with individual teachers to customize data use and analysis for their particular subject and grade level. Participants will use current student achievement data and the school improvement plan to develop strategies to enhance learning. In addition the staff will gain a better understanding of the specific strengths and weaknesses of current students. As a part of the educational team, Curriculum Director will assist and enhance student achievement in the classroom by developing, in collaboration with all stakeholders, strategies and interventions to improve academic, social and behavioral performance. Additionally, collaboration with all stakeholders to remove barriers that impede student performance and assist students in reaching their fullest academic potential to increase participation in all educational programs. Students in grades k-12 will use science notebooking to improve investigative and inquiry skills and apply these skills in real world application.

Professiona Tier 1 l Learning

The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom. Math Coaches will work with k-12 staff on pinpointing weak areas on standardized and locally developed tests. Math coaches will also design and model effective teaching stratigies in the classroom. They will incorperate "Kagan" hands on activitie The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom.

Implement

07/01/2015 06/30/2016 $50000

Curriculum Director, Principal, Classroom Teachers

07/01/2015 06/30/2016 $1100

Curriculum Director

Implement

07/01/2015 06/30/2016 $10000

classroom teachers and Principals

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $15000

Curriculum Director, Principals,

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $20000

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $40000

Curriculum Director, building Principals and Classroom Teachers. Building Principals, Classroom Teachers, Curriculum Director.

Professiona l Learning

Direct Instruction

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Tier 2

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District Improvement Plan Pinconning Area Schools

Close Reading to Close reading requires a substantial emphasis on improve Comprehension readers figuring out a high quality text. This "figuring out" is accomplished primarily by reading and discussing the text. Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts. A first reading is about figuring out what a text says. It is purely an issue of reading comprehension. Thus, if someone is reading a story, he/should be able to retell the plot; if someone is reading a science chapter, he/she should be able to answer questions about the key ideas and details of the text. Phenominal Science The Phenomenal Science Units incorporate the Unit Coaching increased Rigor established in the Michigna Science Standards. These units will help teachers in grades K-5 deliver content in a organized manner to increase student achievement. The Learning Project The district has a comprehensive vision for the Rubric and Software delivery of quality, culturally relevant training instruction. District leaders work directly with school leaders to ensure a reflective and evidence-based approach to teaching practice. There is a common expectation throughout all instructional levels that research-based instructional strategies are collaboratively developed, observable in classroom practice and measured by their impact on student achievement. Writers Notebooks Each Grade level will use writing notebooks in core subject areas.

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $25000

Curriculum Director, Principals, Classrooms Teachers.

Direct Instruction

Implement

07/01/2016 06/30/2017 $25000

Teacehrs and Building Principals.

07/01/2015 06/30/2016 $20000

Building Principals, Classroom Teachers.

Academic Support Program

Tier 1

Evaluate

07/01/2015 06/30/2016 $1200

Word Walls

Classroom Teachers will use interactive word walls to increase science vocabulary.

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $8000

Thinking Maps Training

: Literacy Coach from Write From the Beginning Professiona Tier 1 (Thinking Maps) will work with NEW l Learning District staff to learn the "how to" to deliver proper writing instruction. This will be ongoing and focus on the ELA teachers as well as other "selected" CORE and elective teachers. Teacher will attend individual conferences Technology Tier 1 including the MACUL, and the Pinconning Technology Camp in the summer of 2015.

Monitor

07/01/2015 06/30/2016 $20000

Teachers, Principals, Writing Coach Principals and classroom teachers Building Principals and new Teachers.

Monitor

07/01/2015 06/30/2016 $20000

Individual Professional Development in Technology

Tier 1

Professiona Tier 1 l Learning

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Curriculum Director and Building Principal

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District Improvement Plan Pinconning Area Schools

Orton Gillingham Techniques

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $32000

Monitor

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $8000

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $25000

Professiona Tier 1 l Learning

Implement

07/01/2015 06/30/2016 $4000

Principals

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $5000

Various forms of technology will be and utilized to Professiona Tier 1 assist with improving writing l Learning instruction and monitoring of students' progress. Technology to include Computers, various programs (Pearson Benchmark, Reniassance Learning), overhead projectors and interactive whiteboard Teacher Training in The Technology Integration Specialist will provide Technology Tier 1 Educational Technology leadership, support, and professional development that will sustain the school's use of technology for improved instruction, communication, and student achievement.

Implement

07/01/2015 06/30/2016 $20000

Principals, Counselors , Intervention Specialists Classroom Teachers, Building Principals

Implement

07/01/2015 06/30/2016 $25000

Use of District Data Warehouse Thinking Map Training

Sceince Coaching

Reading Incentives

Why Try Program

The phonics first program is a reseacrch based program that uses Orton Gillingham techniques. The Phonics program will be implemented with fidelity. : Teachers will use the District Data warehouse to see the students prior Science scores for their classes The thinking map strategies will be implemented in science and math to increase vocabulary, writing strategies and constructed responses. Science Coaches will work with k-12 staff on pinpointing weak areas on standardized and locally developed tests. Math coaches will also design and model effective teaching strategies in the classroom. They will incorporate "Kagan" hands on activities. The district provides a collaboratively developed and implemented standards-based, systemwide framework of high quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, rigorous and equitable practices and support is provided to promote the success of all students. To achieve this shared vision of instruction, the district collaborates with staff to provide context- and research-based professional development. The why try program is used to help impact student behavior and increase academic success

Individual Professional Development in Technology

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Principals, Teachers and Parapros Classroom Teachers Principals and Classroom Teachers. Principals and Classroom Teachers

Curriculum Director/Bui lding Principals

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District Improvement Plan Pinconning Area Schools

Section 31a Activity Name

Activity Description

Activity Type

: Social Worker Intervention with "At Risk" Students

The school social worker at Pinconning Central Elementary and Linwood work with "At-Risk" students to overcome barriers that would impede academic achievement. The social worker will work with the building principals, teachers, and the parents of the students. The Digital Literacy Specialist position is designed to focus on the improving reading with the digital resources we have ithe district. Tutoring for all High School or Middle School students who are failing 1 or more core class. A highly qualified teacher is present and works with the students teachers to help the struggling students. Transportation is provided. The Reading Specialist will work directly with students to enhance reading in the areas of text complexity and technology including Science and Social Studies.

Digital Literacy Specialist After School Tutoring

Reading Specialist

Core Support Classes

Progress monitoring

Tier

Phase

Begin Date End Date

Behavioral Tier 2 Support Program

Implement

07/01/2015 06/30/2016 $50000

Direct Instruction

Implement

09/08/2015 06/30/2016 $25000

Principals

Professiona Tier 2 l Learning

Evaluate

07/01/2015 06/30/2016 $25000

Principals

Academic Tier 2 Support Program, Technology

Implement

07/01/2015 06/30/2016 $25000

Students who are given an extra (supplemental) class in Math or English. Students are selected based on Data from the previous school year. MME, MEAP,and local data. The students are also selected from our counselor watch program. The Academic Intervention Specialist will work with students, staff, administration and parents on a daily basis. They will use progress monitoring with students gauging the effectiveness of the interventions in place at the high school.

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $50000

Building Principal, Reading Instructor, Classroom Teachers. Counselors , Principals

Academic Support Program

Tier 1

Getting Ready

07/01/2015 06/30/2016 $30000

High/Middle School Principal, Director of Instruction

Activity Description

Activity Type

Tier

Phase

Begin Date End Date

Staff Responsibl e

Tier 1

Resource Assigned

Staff Responsibl e Emily Bosworth

No Funding Required Activity Name

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Resource Assigned

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District Improvement Plan Pinconning Area Schools

Parent / Volunteer Math Parents will assist in helping student become Academic Intervention better at mathematics and problem Support solvers. Parents will help AR testing and will assist Program in small group activities.

STEM Explorer

Tier 2

Implement

07/01/2015 06/30/2016 $0

Partnering with Delta College with a Grant from Career Tier 1 H.H. Dow Foundation, The STEM Explorer is a Preparation mobile learning lab that will utilize Blow Molding /Orientation Technologies to spark student interst in STEM projects and bring investigative learning directly to students, Evidence has shown that students learn better and retain more when they are asked to solve open-ended problems

Getting Ready

06/30/2015 06/30/2016 $0

Activity Description

Pal Coordinator , Classroom Teacher and Building Principal Building Principals

General Fund Activity Name

Activity Type

Tier

Phase

Begin Date End Date

The rewards program will be used at the secondeary level to remediate readers at the Tier II level. Practice Test Questions Students will be given an opportunity to take practice tests in the area of science and scientific reasoning Progress Assessments Progress writing assessemnts will be given each month at each grade Level

Academic Support Program Academic Support Program Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $2500

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Tier 1

Monitor

07/01/2015 06/30/2016 $1200

Business Visits

Career Tier 1 Preparation /Orientation

Implement

07/01/2015 06/30/2016 $1000

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $2500

REWARDS Reading intervention

District Common Assessments

The schools in the district will begin partnerships with local businesses to build curiiculum, presentations and field visits to increase interest and knowledge in local manufacutring, scince and other career pathways. : District Level Common Assessments will be given at each Tri-mester in the Elementary and at each semester in the middle and high school.

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned

Staff Responsibl e Principals and teacehrs. Classroom Teachers, Principals Teachers, Principals, Writing Coach Building Principals, Curriculum Director Building Principals, Curriculum Director, classroom Teachers

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District Improvement Plan Pinconning Area Schools

Activity Summary by School Below is a breakdown of activity by school. All Schools Activity Name Progress monitoring

Activity Description

The Academic Intervention Specialist will work with students, staff, administration and parents on a daily basis. They will use progress monitoring with students gauging the effectiveness of the interventions in place at the high school. Curriculum Design and As a part of the educational team, Curriculum Implementation Director will assist and enhance student achievement in the classroom by developing, in collaboration with all stakeholders, strategies and interventions to improve academic, social and behavioral performance. Additionally, collaboration with all stakeholders to remove barriers that impede student performance and assist students in reaching their fullest academic potential to increase participation in all educational programs. Renaissance Integrate Technology in reading instruction. Accelerated Reading Technology will be utilized to help Program Implementation student reading comprehension. Many forms of technology will be utilized including computers, reading programs, laptop computers, Nooks, Mobile Learning Devices (MLD's) and audio assiting devices. Teacher Training in The Technology Integration Specialist will provide Educational Technology leadership, support, and professional development that will sustain the school's use of technology for improved instruction, communication, and student achievement.

Activity Type

Tier

Phase

Begin Date End Date

Academic Support Program

Tier 1

Getting Ready

07/01/2015 06/30/2016 $30000

Staff Responsibl e High/Middle School Principal, Director of Instruction

07/01/2015 06/30/2016 $1100

Curriculum Director

Professiona l Learning

Academic Support Program

Resource Assigned

Tier 1

Implement

07/01/2015 06/30/2016 $20000

Classroom Teachers, Title I Teachers, Parapros

Technology Tier 1

Implement

07/01/2015 06/30/2016 $25000

Curriculum Director/Bui lding Principals

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District Improvement Plan Pinconning Area Schools

Data Coaches for embedding the use of data to drive instruction

The Data Coach will work with teams at elementary, middle and high school that uses data to examine patterns and trends that result in actionable strategies to improve student achievement. The data coach will work with individual teachers to customize data use and analysis for their particular subject and grade level. Participants will use current student achievement data and the school improvement plan to develop strategies to enhance learning. In addition the staff will gain a better understanding of the specific strengths and weaknesses of current students. Close Reading to Close reading requires a substantial emphasis on improve Comprehension readers figuring out a high quality text. This "figuring out" is accomplished primarily by reading and discussing the text. Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts. A first reading is about figuring out what a text says. It is purely an issue of reading comprehension. Thus, if someone is reading a story, he/should be able to retell the plot; if someone is reading a science chapter, he/she should be able to answer questions about the key ideas and details of the text. Para Professional : Para Professionals will work with students Assistance Reading individually or in small groups to address reading comprehension problems. Students targeted will be data driven by MEAP, DIBELS, STAR, and other classroom assessments including observation. Professional The system provides job-embedded, on-going, Development Reading interrelated learning opportunities for all staff Comprehension to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom. Michigan Reading : Teachers will attend the annual conference and Association Annual report back to other staff. Conference

Professiona Tier 1 l Learning

Implement

07/01/2015 06/30/2016 $50000

Curriculum Director, Principal, Classroom Teachers

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $25000

Curriculum Director, Principals, Classrooms Teachers.

Academic Support Program

Implement

07/01/2015 06/30/2016 $162000

Building Principals, Title I Teacher

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $15000

Curriculum Director, Principals,

Professiona Tier 1 l Learning

Implement

07/01/2015 06/30/2016 $1000

Teachers, Principal

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Tier 2

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District Improvement Plan Pinconning Area Schools

Reading Incentives

The district provides a collaboratively developed and implemented standards-based, systemwide framework of high quality instruction that includes common instructional strategies in a real-world context. The emphasis is on challenging, rigorous and equitable practices and support is provided to promote the success of all students. To achieve this shared vision of instruction, the district collaborates with staff to provide context- and research-based professional development. March Reading Contest Students will receive rewards for accumulating reading points for reading books during the month of March. Individual goals will be set for each student to obtain : Social Worker The school social worker at Pinconning Central Intervention with "At Elementary and Linwood work Risk" Students with "At-Risk" students to overcome barriers that would impede academic achievement. The social worker will work with the building principals, teachers, and the parents of the students. Title I Teacher Reading Title I teachers will work with struggling students who are not achieveing the GLCE for reading and reading comprehension. The Title I teacher will work in small groups and individual instruction. The Title I teacher will use individual assessment data to target student intervention. Parent / Volunteer Parents will assist in helping student become Reading Intervention better at reading and reading comprehension. Parents will help AR testing and will assist in small group activities.

Professiona Tier 1 l Learning

Implement

07/01/2015 06/30/2016 $4000

Principals

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Classroom Teachers

Behavioral Tier 2 Support Program

Implement

07/01/2015 06/30/2016 $50000

Emily Bosworth

Academic Support Program

Monitor

07/01/2015 06/30/2016 $70000

Principals, Classroom Teachers

Community Tier 2 Engageme nt

Monitor

07/01/2015 06/30/2016 $2000

District Writing Prompts District Writing Prompts will be developed and implemented to all students in grade 3 - 11.

Academic Support Program

Evaluate

07/01/2015 06/30/2016 $40000

Parent volunteers and Building Principals and PAL coordinator. Classroom teachers will be responsible for implementi ng the activity at the classroom level.

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Tier 1

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District Improvement Plan Pinconning Area Schools

Individual Professional Development in Technology

Teacher will attend individual conferences including the MACUL, and the Pinconning Technology Camp in the summer of 2015.

Technology Tier 1

Monitor

07/01/2015 06/30/2016 $20000

Individual Professional Development in Technology

Various forms of technology will be and utilized to assist with improving writing instruction and monitoring of students' progress. Technology to include Computers, various programs (Pearson Benchmark, Reniassance Learning), overhead projectors and interactive whiteboard : Literacy Coach from Write From the Beginning (Thinking Maps) will work with NEW District staff to learn the "how to" to deliver proper writing instruction. This will be ongoing and focus on the ELA teachers as well as other "selected" CORE and elective teachers. The system provides job-embedded, on-going, interrelated learning opportunities for all staff to improve their effectiveness. The intent of professional development is to help build capacity and implement new skills system-wide emphasizing their application in the classroom. The district has a comprehensive vision for the delivery of quality, culturally relevant instruction. District leaders work directly with school leaders to ensure a reflective and evidence-based approach to teaching practice. There is a common expectation throughout all instructional levels that research-based instructional strategies are collaboratively developed, observable in classroom practice and measured by their impact on student achievement. : District Level Common Assessments will be given at each Tri-mester in the Elementary and at each semester in the middle and high school.

Professiona Tier 1 l Learning

Implement

07/01/2015 06/30/2016 $20000

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $20000

Building Principals and new Teachers.

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $40000

Building Principals, Classroom Teachers, Curriculum Director.

07/01/2015 06/30/2016 $20000

Building Principals, Classroom Teachers.

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $2500

Math Coaches will work with k-12 staff on pinpointing weak areas on standardized and locally developed tests. Math coaches will also design and model effective teaching stratigies in the classroom. They will incorperate "Kagan" hands on activitie

Professiona Tier 1 l Learning

Monitor

07/01/2015 06/30/2016 $20000

Building Principals, Curriculum Director, classroom Teachers Curriculum Director, building Principals and Classroom Teachers.

Thinking Maps Training

The Learning Project Writing System

The Learning Project Rubric and Software training

District Common Assessments

Math and Data Coaching

Professiona Tier 1 l Learning

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Curriculum Director and Building Principal Classroom Teachers, Building Principals

Page 62

District Improvement Plan Pinconning Area Schools

After School Tutoring

Tutoring for all High School or Middle School students who are failing 1 or more core class. A highly qualified teacher is present and works with the students teachers to help the struggling students. Transportation is provided. Para Professional Para Professionals will work with students Assistance Math individually or in small groups to address reading comprehension problems. Students targeted will be data driven by MEAP, STAR, and other classroom assessments including observation. Toner and Other costs Materials will be purchased to support associated with AR and supplemental programs such as AR, STAR programs DIBELS, Study Island, and STAR.

Professiona Tier 2 l Learning

Evaluate

07/01/2015 06/30/2016 $25000

Principals

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $160000

Other

Tier 2

Implement

07/01/2015 06/30/2016 $6000

Core Support Classes

Students who are given an extra (supplemental) class in Math or English. Students are selected based on Data from the previous school year. MME, MEAP,and local data. The students are also selected from our counselor watch program. Title I teachers Title I teachers will be utilized to assit students Intervention who are need of extra help in the Core content area of Mathematics. The teachers will provide timely extra help to ensure mastery of the GLCE's. Parent / Volunteer Math Parents will assist in helping student become Intervention better at mathematics and problem solvers. Parents will help AR testing and will assist in small group activities.

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $50000

Classroom Teachers, Para Professiona ls, Building Principals Classroom Teacher and Building Principals. Counselors , Principals

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $60000

Principals, Classroom Teachers and Title I Teachers

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $0

Why Try Program

The why try program is used to help impact student behavior and increase academic success

Academic Support Program

Tier 2

Implement

07/01/2015 06/30/2016 $5000

Test Taking Practice and Vocabulary

Science Teachers will use common test taking vocabulary in the context of their classroom discussion and notes.

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $8000

Pal Coordinator , Classroom Teacher and Building Principal Principals, Counselors , Intervention Specialists Classroom Teachers and Principals

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Page 63

District Improvement Plan Pinconning Area Schools

Word Walls

Classroom Teachers will use interactive word walls to increase science vocabulary.

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $8000

The thinking map strategies will be implemented in science and math to increase vocabulary, writing strategies and constructed responses. Practice Test Questions Students will be given an opportunity to take practice tests in the area of science and scientific reasoning Use of District Data : Teachers will use the District Data warehouse to Warehouse see the students prior Science scores for their classes Sceince Coaching Science Coaches will work with k-12 staff on pinpointing weak areas on standardized and locally developed tests. Math coaches will also design and model effective teaching strategies in the classroom. They will incorporate "Kagan" hands on activities. Science Notebooking Students in grades k-12 will use science notebooking to improve investigative and inquiry skills and apply these skills in real world application.

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $8000

Academic Support Program Monitor

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Tier 1

Implement

07/01/2015 06/30/2016 $2000

Academic Support Program

Tier 1

Implement

07/01/2015 06/30/2016 $25000

Principals and Classroom Teachers

Direct Instruction

Tier 2

Implement

07/01/2015 06/30/2016 $10000

classroom teachers and Principals

Business Visits

The schools in the district will begin partnerships with local businesses to build curiiculum, presentations and field visits to increase interest and knowledge in local manufacutring, scince and other career pathways. Partnering with Delta College with a Grant from H.H. Dow Foundation, The STEM Explorer is a mobile learning lab that will utilize Blow Molding Technologies to spark student interst in STEM projects and bring investigative learning directly to students, Evidence has shown that students learn better and retain more when they are asked to solve open-ended problems

Career Tier 1 Preparation /Orientation

Implement

07/01/2015 06/30/2016 $1000

Building Principals, Curriculum Director

Career Tier 1 Preparation /Orientation

Getting Ready

06/30/2015 06/30/2016 $0

Building Principals

Activity Name

Activity Description

Activity Type

Tier

Phase

Begin Date End Date

REWARDS Reading intervention

The rewards program will be used at the secondeary level to remediate readers at the Tier II level.

Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $2500

Staff Responsibl e Principals and teacehrs.

Thinking Map Training

STEM Explorer

Principals and classroom teachers Principals and Classroom Teachers. Classroom Teachers, Principals Classroom Teachers

Pinconning High School

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Resource Assigned

Page 64

District Improvement Plan Pinconning Area Schools

Writers Notebooks

Each Grade level will use writing notebooks in core subject areas.

Academic Support Program

Tier 1

Evaluate

07/01/2015 06/30/2016 $1200

Progress Assessments

Progress writing assessemnts will be given each month at each grade Level

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $1200

Tier

Phase

Begin Date End Date

Teachers, Principals, Writing Coach Teachers, Principals, Writing Coach

Pinconning Central Elementary Activity Name

Activity Description

Activity Type

Resource Assigned

Reading Specialist

The Reading Specialist will work directly with students to enhance reading in the areas of text complexity and technology including Science and Social Studies.

Academic Tier 2 Support Program, Technology

Implement

07/01/2015 06/30/2016 $25000

Staff Responsibl e Building Principal, Reading Instructor, Classroom Teachers.

Pinconning Area Middle School Activity Name

Activity Description

Activity Type

Tier

Phase

Begin Date End Date

REWARDS Reading intervention

The rewards program will be used at the secondeary level to remediate readers at the Tier II level. Each Grade level will use writing notebooks in core subject areas.

Academic Support Program Academic Support Program

Tier 2

Monitor

07/01/2015 06/30/2016 $2500

Tier 1

Evaluate

07/01/2015 06/30/2016 $1200

Progress writing assessemnts will be given each month at each grade Level

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $1200

Writers Notebooks

Progress Assessments

Resource Assigned

Staff Responsibl e Principals and teacehrs. Teachers, Principals, Writing Coach Teachers, Principals, Writing Coach

Linwood Elementary School Activity Name

Activity Description

Activity Type

Tier

Phase

Begin Date End Date

Progress Assessments

Progress writing assessemnts will be given each month at each grade Level

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $1200

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Resource Assigned

Staff Responsibl e Teachers, Principals, Writing Coach Page 65

District Improvement Plan Pinconning Area Schools

Orton Gillingham Techniques Reading Specialist

Digital Literacy Specialist Phenominal Science Unit Coaching

The phonics first program is a reseacrch based program that uses Orton Gillingham techniques. The Phonics program will be implemented with fidelity. The Reading Specialist will work directly with students to enhance reading in the areas of text complexity and technology including Science and Social Studies.

Academic Support Program

The Digital Literacy Specialist position is designed to focus on the improving reading with the digital resources we have ithe district. The Phenomenal Science Units incorporate the increased Rigor established in the Michigna Science Standards. These units will help teachers in grades K-5 deliver content in a organized manner to increase student achievement.

Tier 1

Monitor

07/01/2015 06/30/2016 $32000

Principals, Teachers and Parapros Building Principal, Reading Instructor, Classroom Teachers. Principals

Academic Tier 2 Support Program, Technology

Implement

07/01/2015 06/30/2016 $25000

Direct Instruction

Tier 1

Implement

09/08/2015 06/30/2016 $25000

Direct Instruction

Tier 1

Implement

07/01/2016 06/30/2017 $25000

Teacehrs and Building Principals.

Staff Responsibl e Teachers, Principals, Writing Coach Principals, Teachers and Parapros Principals

Central Elementary School Activity Name

Activity Description

Activity Type

Tier

Phase

Begin Date End Date

Progress Assessments

Progress writing assessemnts will be given each month at each grade Level

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $1200

Orton Gillingham Techniques

The phonics first program is a reseacrch based program that uses Orton Gillingham techniques. The Phonics program will be implemented with fidelity. The Digital Literacy Specialist position is designed to focus on the improving reading with the digital resources we have ithe district. The Phenomenal Science Units incorporate the increased Rigor established in the Michigna Science Standards. These units will help teachers in grades K-5 deliver content in a organized manner to increase student achievement.

Academic Support Program

Tier 1

Monitor

07/01/2015 06/30/2016 $32000

Direct Instruction

Tier 1

Implement

09/08/2015 06/30/2016 $25000

Direct Instruction

Tier 1

Implement

07/01/2016 06/30/2017 $25000

Digital Literacy Specialist Phenominal Science Unit Coaching

SY 2015-2016 © 2016 Advance Education, Inc. All rights reserved unless otherwise granted by written agreement.

Resource Assigned

Teacehrs and Building Principals.

Page 66