USD Number District Name Building Number Building Name Building Grade Span

512ShawneeMissionSchool District 142 Nieman Elementary K-6

10917 W. 67th Shawnee 66203 913-993-4000 913-993-4099

School AddressCity Zip Code Telephone Number Fax Number E-Mail

November 16, 2009

Date Submitted

Schools on improvement for QPA are eligible to utilize the Expected Gains formula when they submit their plan to KSDE and attend a state sponsored Integrated Improvement Plan review. When a school meets expected gains for two consecutive years the accreditation status improves.

MARK THE SELECTION THAT APPLIES

The school has applied to utilize the Expected Gains formula.

The school has not applied to utilize the Expected Gains formula.

ASSURANCES:

The district assures the school will participate in a Kansas State Department of Education Integrated Improvement Plan review.

The district assures that the school has reviewed the District State Performance Plan report (SPP).

The district assures that the school has put into operation a State Technical Assistance Team (STAT).

District signatures represent agreement to all assurances marked and that the plan has been reviewed and approved at the district level. Signature of KSDE official represents plan has been reviewed and approved in meeting all required criteria.

Signature of Building Principal:Date: 16 November 2009

Signature of Authorized District Representative: Date:

Signature of KSDE Official: Date:

External Technical Assistance Team

Directions: List the name of the individuals who will serve on the External Technical Assistance Team (ETAT) with their contact information. Additional rows may be added to this chart as needed.

ETAT Membership should be selected based on the skills and knowledge necessary to support the school’s identified areas of improvement. More information can be located in the QPA Manual under Quality Criteria Two.

Requirements:

Each school will select the membership of the ETAT
The local board approves the ETAT
An ETAT may serve more than one school in a district
ETAT members may be affiliated with the district
Members are not to be affiliated with the school (not even as itinerant personnel)
A NCA team may be used as the ETAT
The school and ETAT members determine the frequency of the external team visits

External Technical Assistance Team (ETAT)
Identify area(s) of expertise of each individual. Note requirements above.
Place an * beside the chairperson for this ETAT team / Name / Email address / Phone Number

Stage 1: Orientation & Readiness

Stage 1 of this document is to be filled out following the completion of stage 1 of the Kansas Improvement Model.

Refer to the Kansas Improvement Notebook Section C: Planning Meeting 1.

Directions: List the names of the individuals who will serve on the school planning team with their contact information. Add as many rows to this chart as needed. The roles in bold are required. It is also required that 1) one person fill no more than two roles on the team and 2) no more than one of the asterisked roles may be filled by an employee of the school district

School Planning Team
Role / Name / Email address / Phone Number
Superintendent or Representative / Degen, Betsy / / (913)993-8660
Principal or Principals’ Representative (Each building on improvement is represented on the district team) / Anderson, Stan / / (913)993-4000
Site Council Member*
Community Member*
Family/Parent Representative* / Harrison, Cindy / / (913)-268-2684
General Education Teacher / Wheeler, Lynell / / (913)-993-4000
Counselor, Social Worker, etc.
Special Education Educator / Rains, Caryn /
Local Consolidated Plan Contact
(if applicable) / Dean, Alicia / / (913)993-8705
Teacher of English Language Learners
Title 1 Representative (if applicable) / Dean, Alicia / / (913)993-8705
General Education Teacher / Burgess, Diane / / (913)993-4000
General Education Teacher / Vickers, Annette / / (913)993-4000

Stage 1: Orientation & Readiness, continued

Adopted Improvement Process

Describe the process that will be used to develop and maintain this plan.

A group of staff representing NiemanElementary School, including the building principal, met and developed an Integrated Improvement Plan for reaching accreditation requirements. The district’s director of curriculum, director of assessment, coordinator of staff development, and resource specialists for reading, mathematics, and English language learners assisted the team by providing data analysis, guidance on scientifically based research strategies, and staff development opportunities. Teacher leadership will support the Principal in maintenance of the plan through quarterly reviews. The building Site Council will also have the opportunity to review the plan at the quarterly meetings.

Highly Qualified and Fully Licensed

List the school’s professional development that supports teachers in becoming highly qualified, as defined by NCLB,and fully licensed in Kansas.

Since all elementary teachers must have full licensure for employment, they meet the federal definition of highly qualified. All of our staff are highly qualified. The important issue for our district is keeping this highly qualified staff. Our strategies include:

Establish support and mentorship for new teachers
Professional development matched to teacher needs
An alternate evaluation project that provides a $1500 stipend for the completion of an action research project
Provide orientation for new staff (3 days prior to start of returning staff)
Opportunity to meet with grade-level or content area specialists to review curriculum
Create an environment that supports collegial relationships and a positive environment

List strategies the school uses to attract highly qualified, fully licensed teachers.

Shawnee Mission has established a reputation for high academic standards, high student achievement and a professional work environment. These attributes naturally attract highly qualified teachers to our district. The district personnel office has a comprehensive program to attract good teachers.

Kansas Integrated Improvement Plan QPA

KSDE

Innovation & Improvement TeamPage 1 of 59Nieman Elementary USD 512

11.15.09

Participate in area job fairs
Take advantage of college recruiting opportunities
Advertise for teaching positions as far in advance as possible
Advertise for hard-to-fill positions in the 4 state area
Offer a competitive compensation package
Hire teachers before openings exist (“pool hiring”)

Kansas Integrated Improvement Plan QPA

KSDE

Innovation & Improvement TeamPage 1 of 59Nieman Elementary USD 512

11.15.09

The screening process and criteria for selecting quality staff is rigorous.

Kansas Integrated Improvement Plan QPA

KSDE

Innovation & Improvement TeamPage 1 of 59Nieman Elementary USD 512

11.15.09

All applicants are screened through the Teacher Insight (by Gallup) online screener
Minimum G.P.A. - 2.5 for Secondary, 3.0 for Elementary
No provisional certification considered at elementary
Full licensure
Assigned to teach in endorsed areas
Content area specialists must have at least 18 hours in core area.

Kansas Integrated Improvement Plan QPA

KSDE

Innovation & Improvement TeamPage 1 of 59Nieman Elementary USD 512

11.15.09

List strategies the school uses to ensure paraprofessionals meet the qualifications of highly qualified.

The Shawnee Mission department of human resources works directly with each school to ensure that all paraprofessionals meet the qualifications of highly qualified. Staff must meet the criteria in order to work at a Title school. All paraprofessionals are highly qualified.

List strategies the school uses to incorporate a teacher mentoring program as part of its professional development program.

Support in Shawnee Mission for teachers new to the district and to the profession includes the following:

New teacher breakfast and orientation, day one of the new teachers’ contract
Breakfast and welcome
Orientation includes district organizational chart, human resources, educational and library/media services and staff development presentations
New teacher workshops, days two and three of the new teachers’ contracts
District curriculum overview by content resource specialists
Sessions with subject-or grade level-specific curriculum coaches
District technology training overview designed specifically for new teachers
Special education processes and online applications for sped teachers
Access to MOODLE
District documents
SMSD curricular objectives
C & I, staff development and special education staff contact information
Sample of first ten days lesson plans
Link to SMSD’s long-range plans
Additional subject-or grade level-specific resources posted by curriculum coaches
Curriculum coach support
For all teachers new to the district, regardless of prior teaching experience
District-level curriculum coaches provide ongoing support, beginning at the new teacher workshops, specific to the subject or grade level to which the teacher is assigned
On-site mentor support
KSDE grant-funded program
For all teachers in their first or second year in the profession
Building-level mentors selected by the principal to provide on-site, ongoing, intensive support

Transitions

Describe the strategies for assisting preschool children in the transition from early childhood programs, such as preschool, Head Start, or Early Reading First to local elementary school programs. (If applicable)

The Shawnee Mission Instructional Support Center (ISC) hosts the district’s preschool programs for students with disabilities and for at-risk four-year-olds. Staff at the ISC work closely with our staff to ensure a smooth transition into our school setting. Activities include:

Transition planning meetings with IEP teams and parents
Invitations to all preschool students to attend kindergarten enrollment activities
Communication with ISC social worker on general education intervention plans
Communication with English Language Learner department on service models for ELL students
Letters to preschool students regarding full-day program options
Communication with Head Start of ShawneeMission
Invitations to all preschool students to attend Pre-K Funtimes throughout the year

Describe the strategies used for assisting elementary students in the transition from elementary school to middle school.

(If applicable)

NiemanElementary Schoolcollaborates with our feeder middle school, AntiochMiddle School, to secure a course of studies that meets each student’s individual needs. Counselors conduct pre-enrollment meetings for students and parents. Information about student performance is shared between buildings and includes a comprehensive report prepared by the district’s department of assessment and evaluation. English Language Learners are assessed to determine the appropriate level of support in the middle school setting. IEP teams meet to collaborate on goals and information on students with student improvement plans is shared with administration.

Describe the strategies for assisting middle school students in the transition from middle school to high school.

(If applicable)

Describe the strategies for assisting high school students in the transition from high school to post secondary education or work. (If applicable)

Parent/Family involvement

See next page

Stage 1: Orientation & Readiness continued

The National Standards for Family School Partnerships are a comprehensive guideline that schools can use to determine how successful they are implementing family school community partnerships. More information can be found at assistance on specific strategies.

Directions: Mark the standard(s) the district is using to promote effective parent/family involvement.

For each of the selected standards:

List strategies the school is using to promote effective parent/family involvement.

List strategies the school is using to monitor the implementation of parental/family involvement.

1. Welcoming all families into the school community

Families are active participants in the life of the school, and feel welcomed, valued, and connected to each other, to school staff, and to what students are learning and doing in class.

Back-to-School Night in August
Parent Handbooks are distributed
Parents are encouraged to volunteer at school
Quarterly mid-term reports and reports cards are sent home

2. Communicating effectively

Families and school staff engage in regular, meaningful communication about student learning.

Parent/teacher conferences
Teachers maintain Web Back Pack and distribute monthly newsletters
Open House
Provide printed information in English and Spanish
School and classroom newsletters

3. Supporting Student Success

Families and school staff continuously collaborate to support students’ learning and healthy development both at home and at school, and have regular opportunities to strengthen their knowledge and skills to do so effectively.

Parental Involvement Nights
School Site Council
Teachers maintain Web Back Pack with links to resources
School social worker collaborates with parents
PTA meetings
Health Fair and Family Fun Night
Parent/Family Resource Room (videos and printed materials)

4. Speaking up for every Child

Families are empowered to be advocates for their own children, to ensure that students are treated fairly and have access to learning opportunities that will support their success.

Parent/Teacher Conferences
Parent/Family Surveys
School Site Council membership
Membership on PTA
Parent-family/school collaboration

5. Sharing Power

Families and school staff are equal partners in decisions that affect children and families and together inform, influence, and create policies, practices and programs.

School Site Council
Parent/Teacher conferences
Membership on PTA
Parent-family/school collaboration

6. Collaborating with Community

Families and school staff collaborate with community members to connect students, families, and staff to expanded learning opportunities, community services, and civic participation.

School Site Council
Community/School Partnership with Capital Federal Savings
Membership in PTA
Partnership with Grantioch Home Owners Association

Strategies the school is using to monitor the implementation of parental/family involvement:

Title I Parent Involvement Compacts
Attendance logs at school functions (conferences, parental involvement nights, Open House, etc.)
Surveys

Stage 2: Gather & Organize Data

Stage 3: Analyze Data(includes findings from data analysis and identifying root causes)

Stages 2 and 3 of this document are to be filled out following the completion of stages 2 and 3 of the Kansas Improvement Model.

See the Kansas Improvement Notebook Stages 2 & 3 for instructions to the Data Carousel Activity which results in the school planning teams’ determination of key findings. Examples of Achievement Data, Perception Data, Contextual Data, and Demographic Data are also found in Stages 2 and 3 in the Kansas Improvement Notebook.

Identify the needs assessment instrument that will guide data collection and explain the process for review by the school planning team.

Identify the data types that were collected. *Can the data be organized into qualitative and quantitative data types? The data sources may include:

Achievement Data including review of formative as well as summative data
Perception Data
Contextual Data
Demographic Data

Write one to three sentences that capture the key findings under each of the following areas.

Explain the process for data analysis.Has enough data been gathered to start a discussion by the planning team?

From the data analysis:

Identify the planning team’s assessment of the strengths and their root cause(s).
Identify the planning team’s assessment of the challenges and their root cause(s).

These findings will guide the planning, development and implementation of the Integrated Improvement Plan

*Do the findings provide direction for content instructional change?

*Are statements listed to guide the staff in the identification of scientifically based research strategies which may address the root cause?

*Do the findings provide direction for staff or professional development needs?

* Discussion points only do not submit responses.

Stage 2: Gather & Organize Data (continued)

Stage 3: Analyze Data (continued)

Demographic Data

Key Findings

Explanation of Data

This table shows the number of students enrolled over the past three years.
The table also shows the percent of students in each subgroup.

Observations

Free/Reduced population continues to increase.
All Student population continues to increase.

Reading

Stage 2: Gather & Organize Data (continued)

Stage 3: Analyze Data (continued)

Kansas Reading Assessment

Key Findings

Explanation of Data

The Kansas reading assessment is administered annually to all students in grades 3-6.
The value at the bottom of each bar is the number of students tested. The bars represent the percent of students scoring at or above Meets Standard.

Observations and Causes Related to School Environment or Instruction

Percent of students at or above Meet Standard increased each year in all subgroups except SPED and white.
Significant growth in all groups since 2007.

Stage 2: Gather & Organize Data (continued)

Stage 3: Analyze Data (continued)

NWEA MAP Reading Assessment – Fall Windows

Key Findings

Explanation of Data

The NWEA MAP assessment is administered to all students in grades 3-6 in the fall of each school year.
Each bar shows the percent of students above and below the 40th percentile. The value at the base of each bar is the total number of students who completed the MAP at each term.

Observations and Causes Related to School Environment or Instruction

Percentage of students above the 40th percentile increased in 2007 and decreased in 2008.

Stage 2: Gather & Organize Data (continued)

Stage 3: Analyze Data (continued)

DIBELS Reading Assessments – Movement from Fall to Spring of All Tested Students