Planning Team Members Page 3

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Table of Contents

Planning Team Members Page 3

Staff Meeting Minutes Page 4

School Profile Page 5

Philip Enrollment/Student Demographics Page 6

Strengths and Weaknesses Page 7-8

Reading/Language Arts Goals Page 8-9

Writing Goal Page 10

Reading Scores Page 11

Math Goal Page 12-13

Math Scores Page 14

Transitioning from Preschool to Kindergarten Page 15

Transitioning from Grade 6 to Grade 7 Page 15

Monitoring/Evaluation Page 15

Fiscal Requirements Page 16

Parent Note Page 16

Planning Team

Keven Morehart Elementary Principal-Superintendent

April Schofield Third Grade Teacher

Vicki Knutson Title I Teacher; Reading Recovery Teacher

Melanie Morehart Special Education Teacher

Ella Campbell Second Grade Teacher

Marie Slovek First Grade Teacher

Bonnie Mortellaro Fourth Grade Teacher

Melanie Morehart Kindergarten Teacher; Special Education Director

Kelsey McDaniel Rural Teacher /Milesville

Parent

Tanya McIlravy Parent

Anita Peterson School Board Member

Kay Ainslie Community Member

Staff, Committee, and Parent Meetings

October 12, 2016 Parent Math Night 4:30-5:30 Each classroom set up a table with either manipulatives, charts, tablets, laptops, or handouts on how to access Go Math resources at home. Thanks to the parents who were able to attend.

School Profile

The Haakon School District 27-1 began as the Philip School District 10 in 1902. Philip’s first students gathered around a homemade table in the north room of the two-room log dugout of Mr. and Mrs. Sylvester Searl on the South Fork of the Bad River. Mrs. Searl divided her students into two groups, those who could read and those who couldn’t. Of the original nine students, four boarded with the Searls during the week for that first school year. In the fall of 1903, the school moved to the dance hall at Bob Brown’s store on the North Fork of the Bad River. A year later a new school was built of cottonwood logs by the North Fork Bridge. In 1906, the school was taken apart and moved to the flat between the North and South Forks of the Bad River. The following year, a larger two room school was built where the Haakon County Courthouse now stands. In 1910 construction was begun on a new five-room brick school on the hill north of Philip. Two years following its construction, Philip School graduated its first three alumni. Two years later, the new building was destroyed by a fire in 1914. It was replaced that same year by an eight-room brick school building. Time and population necessitated an additional four-room brick building which was constructed just north of the original structure in 1928. In 1956, a growing student body again necessitated the construction of a modern brick elementary building north of the first two buildings. In 1962, a SD National Guard Armory was built just north of the elementary building. The Armory became Philip’s new High School. The eight room building that represented Philip’s first High School was sadly removed from the hill. In 2003, a Fine Arts Building was added to the west of the armory.

The Philip school system now serves 288 students in grades K-12. There are two rural schools existing within the boundaries of the Haakon School District servicing students in kindergarten through eighth grade. The District currently employs two administrators, one technology coordinator, one Support Teacher (Title), eight elementary teachers, two rural teachers, nine secondary teachers, a PE teacher, a music teacher, a high school computer teacher, a part time guidance counselor, librarian, art teacher, and speech therapist, as well as three aids and nine support staff. Classroom teachers along with Title staff are responsible in providing enrichment opportunities as well as reinforcement activities to their classes.

The Schoolwide Committee for the Philip Elementary is made up of: Keven Morehart - Superintendent/Elementary Principal, Ella Campbell – 2nd Grade Teacher, April Schofield -3rd Grade Teacher, Vicki Knutson - Title 1/ Reading Recovery Teacher, Melanie Morehart – Kindergarten Teacher and Special Ed. Director, Tanya McIlravy-Parent representative

Philip Elementary
Enrollment
2015-2016 / % Low Income
(Free and Reduced Lunch) / Students Receiving Special Services / % Students: English as Main Language
Kindergarten / 19 / 20% / Special Education Total: 3 / 100 %
Grade 1 / 21 / Speech Total: 14
Grade 2 / 16 / Pre-school : 4
Grade 3 / 17
Grade 4 / 21 / Student Teacher
Grade 5 / 20 / Ratio
Grade 6 / 19 / 20:1
Total / 133

Philip Elementary & Rural Enrollment/Demographics

Enrollment Special Enrollment Program

Attendance - 85.15% Special Education 3

Pre-School Speech Services 4

Enrollment 148 Elementary Speech Services 14

Gender

Male 75

Female 73 Title I/Reading Recovery 8

Targeted Assistance 7-8 TBD

Strengths and Weaknesses

Philip Elementary currently has 133 students Kindergarten through Grade 6.

The teaching staff at Philip Elementary continues to be one of our greatest strengths. We currently have one Nationally Certified Teacher on staff along with a certified Reading Recovery Teacher. The Kindergarten Teacher has also been trained in Reading Recovery. All staff has been trained to interpret test data and effectively use results to track student progress and identify struggling students. The teachers collaborate on an informal basis regarding student progress and achievement. Title, Special Education and Speech teachers are continually kept up to date on student progress in the classroom. One weakness that plagues our staff is time set-aside to collaborate.

Our focus at Philip Elementary has been to increase reading comprehension levels, improve writing skills with an emphasis on prewriting (organizing the content in which to write) and use of grade appropriate vocabulary. To increase total math scores particularly in regards to problem solving. The teaching staff is currently using Reading Counts (this program has on line quizzes that go with particular books of a student’s choice) and the assessment tool, Scholastic Reading Inventory which is given twice a year to gauge a student’s growth in reading comprehension. We also use Dibels (reading assessment) for K-3 as another reference to cross-check scores of early readers. Writing across the curriculum has been an ongoing activity in all of the classrooms. We use a new Math Series, Go Math. This series is aligned to the Common Core Standards and emphasizes the reasons why we use the operations that we do to increase number sense.

Absenteeism among students is a rare problem according to our records. Most attend school on a daily basis and arrive promptly. Parents are supportive and for the past two years have attended Parent Teacher Conferences with a 97% or above attendance rate. Parent volunteers are available but are rarely used by our school.

The Philip Community continues to be very supportive of our school. Local businesses invite students to tour their facilities.

We continually strive to keep our reading scores well above AYP (Annual Yearly Progress) by documenting the Dakota Step scores and graphing the results to visually display our strengths and weaknesses to all staff. The use of Dakota Step scores has been replaced by Smarter Balanced Assessments. See the following website for more information concerning this assessment. http://www.doe.sd.gov/octe/commoncorestandards.aspx

We use ‘Tickets to Read’ – a computer-based literacy program that adds another dimension to our students’ practice time for comprehension in reading and Lexia Core 5 – computer based program that focuses on syllabication and taking words apart. These both have a home connection. For more information concerning Lexia Core 5, click on the following link. http://lexialearning.com/product/core5

We use the South Dakota Assessment Portal to individualize classrooms’ programs. Our focus is to provide higher level thinking skills and application to real world situations.

Reading/Language Goals

Philip Elementary

Goal 1:

Students will increase reading comprehension scores so that all grades one through six will demonstrate a 3% increase in proficient and advanced as will be measured evidenced by the Smarter Balanced Assessment in 2016.

Strategies/Activities:

·  Students will read suggested books based upon their assessed reading levels using the Reading Counts Program.

·  Students complete computer-based quizzes for each book read.

·  Grade one students will continue to participate in Reading Recovery.

·  Students will actively engage in Literature Circles or Small Groups as needed in grades one through six.

·  Summer school will be offered to students

·  Students use a computer-based program, Tickets to Read, as another source to practice active comprehension

Each of the listed activities will be implemented by the classroom teachers, Title staff and parents. Parents will be informed of student progress at parent teacher conferences twice a year, quarterly report cards, and quarterly mid-term reports along with daily access to online grading. Parents will be encouraged to visit classrooms at their convenience. Parent and teacher communication is encouraged through the use of phone calls, emails, etc.

Evaluation of Strategies:

How will you know you are making progress? How will you measure?

·  Documentation of participation in Literature Circles or Small Groups by use of rubrics, checklists , and students’ work

·  Track number of books read

·  Recorded report card and mid-term grades

·  Dibels Testing (K-3)

·  The Reading Recovery Teacher will continue to use running records to monitor first grade progress.

·  The use of the Observation Survey twice a year as an indicator of literacy needs.

·  The use of the Early Literacy Observation in Kindergarten and Oral Language Assessment (as needed)

·  On-going assessment in Reading Counts (quizzes taken throughout the year on each book read by student)

What assessments will you use to determine that your goal has been reached?

·  Student achievement, grades 3-6, will be measured by Smarter Balanced Assessments in the spring.

·  Student achievement, grades K-2, will be measured by classroom checklist/rubrics devised by each teacher and transitioned to the succeeding grade teacher

·  Dibels Testing (scores rate, fluency and comprehension)

·  SRI (Scholastic Reading Inventory) assessment given twice a year

·  End of Year Observation Survey of First Grade Reading Recovery Students

Goal 2

K-6 students will show growth in the use of the 6+1 traits system by comparing their scores at the beginning of the school year to the end of the school year. We will use two samples per year to compare growth.

Strategies/Activities:

·  Students will use grammatical and mechanical conventions in written compositions.

·  Students will develop writing samples based upon specific themes in relationship to everyday life.

·  Continue use of 6+1

·  Increase collaboration among teaching staff to meet and review current practices, student successes, and areas of need

·  Reading facilitator will expose staff to current best practices.

·  Summer school will be offered to students.

Reading Growth Chart (Smarter Balanced)

READING / 2014-2015
Grade 3
Level 4 / 4.55
Level 3 / 31.82
Level 2 / 18.18
Level 1 / 45.45
Grade 4
Level 4 / 31.82
Level 3 / 18.18
Level 2 / 27.27
Level 1 / 18.18
Grade 5
Level 4 / 5.26
Level 3 / 52.63
Level 2 / 26.32
Level 1 / 15.79
Grade 6
Level 4 / 3.70
Level 3 / 51.85
Level 2 / 29.63
Level 1 / 14.81

Achievement Level Key

Level 4 – The student has exceeded the achievement standard and demonstrates advanced progress toward mastery

Level 3 – The student has met the achievement standard and demonstrates progress toward mastery

Level 2 – The student has nearly met the achievement standard and may require further development to demonstrate the knowledge

Level 1 – The student has not met the achievement standard and needs substantial improvement to demonstrate the knowledge

Math Goal

Philip Elementary

Goal:

Students will increase problem solving/total math scores in grades one through six by a 3% increase from basic to proficient levels as evidenced by Smarter Balanced Assessment 2016.

Strategies/Activities:

·  Collaboration among the teaching staff to meet and review current practices, student successes, and areas of need (when time allows) This is a SW weakness

·  Complete problem of the day activities as outlined in the Math Series, Go Math, and/or any critical thinking activity.

·  Increase flexible use of math instructional materials focusing on critical thinking skills using the following Resources in Go Math: Mathematical Practices, Animated Math Models, HMH Mega Math, Carmen Sandiego (Math Detective), iTools, Soar To Success Math, Real World Videos, eStudent Edition, Multimedia eGlossary, Professional Development Video Podcasts.

·  Math Bags can be used as a take home activity. They are available for Kindergarten, First and Second Grades.

·  Increase critical thinking skills by using Problem of the Day, and connecting these skills to their Essential Question of each lesson.

·  Summer school will be offered.

Each of the listed activities will be implemented by the Classroom teachers and Support teacher as needed. Parents will be informed of student progress at Parent Teacher Conferences twice a year, by observing their child’s use of Go Math resources (that can be accessed at home) as mentioned above, quarterly report cards, and quarterly mid-term reports along with daily access to online grading. Parents will be encouraged to visit classrooms at their convenience. Parent and teacher communication will continue through the use of phone calls, emails, website, etc.

Evaluation of Strategies:

How will you know you are making progress? How will you measure?

·  Documentation of meetings attendance and minutes

·  Documented utilization of the listed web sites by viewing their progress charts, reports, etc.

·  Use of Smarter Balanced Portal for each teacher to access as a guide for targeted lessons

What assessments will you use to determine that your goal has been reached?

·  Student achievement, grades 3-6, will be measured on the Smarter Balanced Assessment in the spring and by the use of Go Math Performance tests.

·  Student achievement, grades K-6, will be measured by the use of Beginning of the Year Tests to the End of the Year Tests.

·  Chapter Tests

Math Growth Chart (Smarter Balanced)

MATH / 2014-2015
Grade 3
Level 4 / 0.00
Level 3 / 22.73
Level 2 / 40.91
Level 1 / 36.36
Grade 4
Level 4 / 18.18
Level 3 / 45.45
Level 2 / 22.73
Level 1 / 9.09
Grade 5
Level 4 / 10.53
Level 3 / 10.53
Level 2 / 36.84
Level 1 / 42.11
Grade 6
Level 4 / 11.11
Level 3 / 14.81
Level 2 / 55.56
Level 1 / 18.52

Achievement Level Key