General Beadle Community School 2011-2013
General Beadle Community School
2011-2013
School Improvement Plan
School Improvement Plan Requirements
Requirement / Plan Component / Page #200.41 School improvement plan.
(a)(1) develop or revise a school improvement plan for approval by the LEA / Ongoing Program Development / 17
(a)(2) The school must consult with parents, school staff, the LEA, and outside experts / Program Development / 6
(b) The school improvement plan must cover a 2-year period. / Ongoing Program Development / 6
(c) The school improvement plan must--
(c)(1) Specify the responsibilities of the school, the LEA, and the SEA / Program Development / 45
(c)(2)(i) Incorporate strategies, grounded in scientifically based research, (ii) May include a strategy for implementing a comprehensive school reform model / Goals, Objectives, Strategies / 30
(c)(3) Adopt policies and practices most likely to ensure that all student groups will meet the State’s proficient level of achievement / Goals, Objectives, Strategies / 30
(c)(4) Establish measurable goals that—-(i) Address the specific reasons for the school’s failure to make adequate progress; and (ii) Promote, for each group of students continuous and substantial progress that ensures that all these groups meet the State’s annual measurable objectives / Goals, Objectives, Strategies / 30
(c)(5) Provide an assurance that the school will spend not less than 10percent of its Title I Part A allocation for the purpose of providing high-quality professional development that- (i) Directly addresses the academic achievement problem that caused the school to be identified for improvement; (ii) Is provided in a manner that affords increased opportunity for participating in that professional development; and (iii) Incorporates teacher mentoring activities or programs / Professional Development / 42
(c)(6) Specify how the 10% set-aside funds will be used to remove the school from school improvement status / Professional Development / 43
(c)(7) Describe how the school will provide written notice about the school improvement identification to parents / Parent Involvement / 7
(c)(8) Include strategies to promote effective parental involvement / Parent Involvement / 35
(c)(9) Incorporate activities during any extension of the school day or year / Goals, Objectives, Strategies / 30
(d)(1) Within 45 days of receiving a school improvement plan, the LEA must-- (i) Establish a peer-review process to assist with review of the plan; (ii) Promptly review the plan; (iii) Work with the school to make any necessary revisions; and (iv) Approve the plan if it meets the requirements of this section. / Ongoing Program Development / 43
(e) A school must implement its school improvement plan immediately on approval of the plan by the LEA. / Ongoing Program Development / 43
SCHOOL IMPROVEMENT PLANNING FRAMEWORK
I. General Beadle
Cary Minnick, PrincipalRCAS
GRADE SPAN: / K-5 / ENROLLMENT: / 533
DISTRICT SCHOOL IMPROVEMENT COORDINATOR:
NAME: / Lisa Plumb
ADDRESS: / 600 5th St.
Rapid City, SD 57701
PHONE: / 605.394.6892
FAX: / 605.394.2271
E-MAIL: /
PLANNING TEAM:
DIST. REP: / Susie Roth / PRINCIPAL: / Cary Minnick
TEACHER: / Joan Pribyl / TITLE I: / Lisa Plumb
PARENT: / Shasta Darling / Dean: / Gina Johnson
COMMUNITY: / Mutch Usera / Lit Leader: / Jackie Stucky-Strom
Math Leader: / Mollie Gabrielson / Teacher: / Christa Crawford
Teacher Leader: / Debi Shelton / SST: / Bob Rose
PLEASE LIST ANY SCHOOL REFORM INITIATIVES YOUR SCHOOL HAS PARTICIPATED IN DURING THE PAST FIVE YEARS (ex: Reading Enhancement):
INITIATIVE / FIRST YEAR OF INVOLVEMENT
(TRAINING) / HAS THE ADMINISTRATION CHANGED SINCE TRAINING?
Inquiry Mathematics and Balanced / Yes
Literacy for student achievement / Yes
Community Health Center/Library as community involvement / November 2007 / Yes
Example: AREA, NCA, MAPLE, CSRD, Reading First, etc.
Program Development
Rapid City Area Schools Mission Statement
The mission of the Rapid City Area Schools is to provide all students equal access to an excellent educational program, as defined by our Educational Philosophy and by our Instructional Standards.
“Building a community of life long learners, one student at a time.”
Rapid City Area Schools Vision Statement
“All Rapid City Area School students will achieve to their full potential.”
Educational Philosophy
An educational institution must proceed based upon certain beliefs about society, children and schooling. These, then, are our fundamental beliefs:
A. That all children are capable of learning, though at varying rates and to varying degrees, and that we must provide the opportunity, incentive and atmosphere to help each student develop mentally, physically, morally and socially to the best of his/her ability;
B. That parents, or other adults serving in that capacity, are children’s first and most significant educators;
C. That the acquisition of basic academic skills must be emphasized in our schools;
D. That our schools must address both academic and vocational skills;
E. That a positive and safe environment for children is essential for student success;
F. That learning can and should be made to be both meaningful and fulfilling for students;
G. That technology should be used appropriately as a tool to support learning.
General Beadle Full Service School Mission Statement:
Our full service community school in partnership with parents and the community will first and foremost be a “school” delivering challenging and stimulating learning experiences. General Beadle will offer services that meet the academic, health, social, and recreational needs of students, families, and the community in ways that recognize and celebrate individual differences and cultural backgrounds.
Vision Statement:
General Beadle Community School will be a welcoming, vibrant, multi-use center that provides opportunities and access to a range of services and supports to enhance lifelong education and development for children and families.
Core Principles of the General Beadle Elementary Full Service School Student success is the key motivation for all that we do.
· We recognize that all children are capable of learning, though at varying rates and to varying degrees.
· We must provide the opportunity, incentive and atmosphere to help each student develop mentally, academically, physically and socially to the best of his/her ability.
· A positive and safe environment for children is essential for student success.
Rigorous and flexible instruction maximizes academic achievement for all students.
· The acquisition of basic yet meaningful and fulfilling academic skills must be emphasized in our school.
· Our research-based curriculum will reflect best practices for instructional excellence aligned with state and national standards.
Student academic and cultural diversity dictates the need for individual educational services and programming.
· Through on-going evaluation of student work, observation and assessments; individual student needs will be identified and an appropriate educational plan will be implemented.
· Staff development and community activities will be designed to help students, educators, and community members acquire the competencies they need to communicate and interact effectively within a culturally diverse world.
Twenty first century abilities and skills are essential to the future success of our students and their families.
· Through the use of integrated, cutting-edge technology, instruction will be geared to individual and varied learning styles.
· The digital information age requires technology integrated instruction designed to develop students as critical users of a wide variety of technologies ensuring that they will become competitive and productive members of society.
Our students’ achievement and success depends upon more programming and services than a traditional school can provide.
· Meeting the needs of our students requires the expansion of the limited school setting to a flexible community service hub.
· The community center will provide additional programming to fulfill the individual potential of everyone in the General Beadle community.
The health and welfare of our students and families are basic and essential needs for building student achievement.
· The community center will offer medical service to meet the social, emotional and physical needs of our students and families.
· The community center will offer a variety of nutritional, recreational and educational programming for the General Beadle Community.
Community partners and availability of resources are essential to the overall success of a full service school.
· We will facilitate trust with our partnerships through genuine, active and sustained organizational commitments.
· We will develop partnerships that contribute programming, services, and resources that directly impact our students and their families.
The 5 year strategic plan which outlines community services can be found in the Appendix.
Title – School Improvement Plan Team Roster
Principal: Cary Minnick
Dean of Students: Gina Johnson
Literacy Intervention Specialist: Joan Pribyl
Math Intervention Strategist: Christa Crawford
Literacy Leader: Jackie Stucky-Strom
Standard Support Specialist: Debi Shelton
Math Recovery: Mollie Gabrielson
PTA Parent: Shasta Darling
PIRC: Lori Laughlin
Community Partnerships: SD Parent Resource Network,
Black Hills Special Services, Black Hills Power Corp,
Community Health of the Black Hills,
Rapid City Public Library, Behavior Management Systems,
Rural American Initiatives, Youth and Family Services
District Support
Director of Curriculum: Dr. Susie Roth
Direct of Federal Programs and Grants: Lisa Plumb
Governance Executive Team: Tim Mitchell, Katie Bray, Susie Roth, Lisa Plumb, Troy Volesky, and Jr. Bettlyoun
School Support Team Member
Bob Rose
ESA Team Support Member
Barb Rowenhorst
Title-School Improvement Planning
The development of the school improvement plan is an ongoing process beginning with the BLT data retreat in August before the beginning of each school year. The plan is developed to cover a two year period. The current plan was reviewed, analyzed, edited and re-written this Fall of 2011. There is a continued process of meetings to guide the programs and partnerships built into the SIP. Subcommittees to include the Math Teacher Leaders, the Literacy Leaders, and the Parent Involvement Committee also meet throughout the year to review continual progress of the educational process. The improvement plan is presented to the staff at a staff meeting, where all staff members are encouraged to give input. The
school plan is shared during the monthly parent nights, as well as at PTA board meetings. In addition, this plan works in conjunction with the Full-service Community School 5 year strategic plan revised and implemented through the Advisory Council. School-wide planning guides are developed in the areas of literacy and math. These guides serve as a shortened version of the goals, objectives, and strategies that are to be implemented for the current year in support of our targeted standards across the areas of math and literacy. Documentation of all meetings to include dates, agendas, meeting notes, attendance rosters and sign in sheets can be found in Appendix. A copy of any guides can be found in Appendix.
Every year; General Beadle Staff and the Rapid City Area School District publicly announces the School Improvement status and parental options. Public Meetings are held and written notification is provided through an announcement in the Rapid City Journal, parent letters, and community bulletins. Parents are invited to the “Back to School Night” in the fall where the Title plan, school improvement status, and parental options are discussed. A copy of all written notifications can be found in Appendix.
The curriculum alignment to state standards, we feel confident that our students are making progress. Throughout the school year, great effort will be placed on strengthening our academic programs, with specific emphasis on math and reading.
Further analysis of Dakota Step 2010 results can be found in Appendix.
The staff at General Beadle continues to identify goals across all subgroups for meeting AYP in math and reading as well as improving writing and parental involvement. Through the desegregation of data, power standards have been identified across all grade levels. Through the implementation of past curriculum mapping, present Plus groups and a standard aligned curriculum, teachers focus on the weakest areas for each student. Researched based instructional strategies directly address the goals of improving reading, writing, and mathematics for all subgroups.
The need to integrate the curriculum in a meaningful way is addressed in our goals, and is emphasized in the development of our plan. This is supported by current educational research. We continue to refine our educational strategies to focus on reading comprehension and decoding strategies, and mathematical problem solving, while strengthening our overall program by building a collaborative effort with students, staff, parents, and community. These are the threads that bind this project into a meaningful whole. The integration of programs and professionals is essential for the success of this project in its efforts to develop more competent learners. The plan outlines this process through the establishment of on-going professional development as well as the continual analysis and development of school-wide goals and differentiated instruction.
Implementation of Program Planning
The development of the Title School Improvement Plan, the Restructuring Plan, and the overall educational program has been multi-faceted and at several levels. Under the leadership of the Building Leadership Team, consisting of administration and teachers, we continue to study data and research instructionally based strategies. This is a peer-driven initiative that analyzes test data to include standard based assessments as well as a variety of local assessments. Based on the findings of this data, the staff reviews educational best practices and recommends researched-based instructional strategies to address data-identified deficiencies. The BLT process this year will include:
· Weekly analysis of student success and standard alignment through the implementation Data Chat PLC/Teams under the leadership of the Building Leadership Team. Focus will be on student growth, formative assessment, teaching, learning, and growth of at risk students.
· Bi-monthly planning sessions will focus on the exploration of the Common Core State standards to the math and literacy curriculum guided by the Math and Literacy Leaders. Alignment will be made to district curriculum, teaching units, instructional strategies and daily activities. Weekly plus meeting notes will be completed and designed to track targeted students, interventions, and progress.
· A fall data retreat for the Building Leadership Team which includes analysis and interpretation of Dakota Step Spring data and identification of areas of deficiency.
· Four training sessions for the Building Leadership Team. Training focuses on preparing this team to analyze data to include formative assessments, intervention time and student work. Focus will also be given to explore and identify the Common Core State Standards at all grade levels. Professional development activities as well as prescribed instructional strategies will be designed to guide teachers through the process of documenting methods of teaching and student progress.